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About Student-Led Conferences
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Learning standards
The matrix below assumes students are first taught the skills necessary to perform a successful and effective student-led conference. Download printable version (PDF)
| SEL# |
Standard |
Directly addresses |
Indirectly addresses |
Does not address |
Goal |
| 1A |
Student demonstrates awareness of their emotions. |
x |
|
|
Self-Awareness |
| 1B |
Student demonstrates awareness of their personal traits. |
x |
|
|
Self-Awareness |
| 1C |
Student demonstrates awareness of their external supports. |
|
x |
|
Self-Awareness |
| 1D |
Student has a sense of personal responsibility. |
x |
|
|
Self-Awareness |
| 2A |
Student demonstrates ability to manage their emotions constructively. |
x |
|
|
Self-Management |
| 2B |
Student demonstrates honesty & integrity. |
x |
|
|
Self-Management |
| 2C |
Student uses effective decision-making skills. |
|
x |
|
Self-Management |
| 2D |
Student demonstrates ability to set and achieve goals. |
x |
|
|
Self-Management |
| 3A |
Student demonstrates awareness of other people’s emotions and perspectives. |
|
x |
|
Social Awareness |
| 3B |
Student demonstrates consideration for others and a desire to positively contribute to their community. |
|
|
x |
Social Awareness |
| 3C |
Student demonstrates an awareness of cultural issues and a respect for human dignity and differences. |
|
|
|
Social Awareness |
| 3D |
Student can read social cues. |
x |
|
|
Social Awareness |
| 4A |
Student uses positive communication and social skills to interact effectively with others. |
x |
|
|
Social Management |
| 4B |
Student develops constructive relationships. |
|
x |
|
Social Management |
| 4C |
Student demonstrates the ability to prevent, manage, and resolve interpersonal conflicts in constructive ways. |
|
x |
|
Social Management |
The matrix below assumes students are first taught the skills necessary to perform a successful and effective student-led conference.
| Performance Standards: (March 2006) |
| 7th and 8th reading and writing standards are almost identical and progress deeper in understanding at the 8th grade level. |
| Standard |
Standard |
Directly addresses |
Indirectly addresses |
Does not address |
| Number |
| The student follows multi-step directions by: |
| 3.5.1 |
Completing task by following written, multi-step directions (e.g., answer a multi-faceted test question) (L) |
x |
|
|
| 3.5.2 |
Identifying the sequence of steps in a list of directions 9e.g., what is the first step what is the second step) |
x |
|
|
| The student demonstrates understanding of main ideas/arguments by: |
| 3.4.1 |
Identifying or explaining the main ideas in various types of texts (. i.e., recognizing or developing appropriate titles, generalizations, assertions) |
x |
|
|
| 3.4.3 |
Comparing/contrasting the main ideas or concepts between related texts |
x |
|
|
| 3.4.4 |
Explaining connections among main ideas/concepts (text to self, text to text, text to world) (L) |
|
x |
|
| The student reads texts aloud by: |
| 3.2:2 |
Reading aloud short factual information (e.g., reports, articles) |
x |
|
|
| The student connects themes by: |
| 3.9.3 |
Making thematic connections between a variety of texts and relating these themes to personal experiences, experiences of others, prior knowledge, and the broader world of ideas |
x |
|
|
Writing:
The student writes for a variety of purposes and audiences by |
|
|
|
3.2.2 |
Writing in a variety of nonfiction forms (e.g., letter, report, biography, and/or autobiography) to inform or describe |
x |
|
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 What is Social Emotional Learning (SEL)?
Social and Emotional Learning (SEL) is the process through which we learn to recognize and manage emotions, care about others, make good decisions, behave ethically and responsibly, develop positive relationships, and avoid negative behaviors. Learn more about SEL, why it's important, and about ASD's standards and benchmarks in SEL.
Have questions? Need more information? |
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Stacy Miller
Middle School Literacy Support Teacher
miller_stacy@asdk12.org
907-742-4270 |
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