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I notice that the district's language about the 10 hour commitment to engage with families is presented in a neutral to not-as-inviting tone, which in turn may cause folks to internalize how these events "may" go, whether it's due to how it's run historically or attendance across grade levels

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It makes me wonder how the role of Advisors can shift/expand to become more family oriented.

I'm also wondering how this can be differentiated for service providers. Should service providers who push-in to classrooms have this "double-duty"? How can translation/interpretation services become the norm? Childcare?

Does Back-to-School Night have to happen on the same night for everyone? Can an earlier date be offered for families with exceptional learners? This would allow for more teachers to engage with these particular families.

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It makes me wonder how can we celebrate scholar growth with families. Also, how do we make sure listening conferences are more aligned with what parents need rather me just talking at them.

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Figuring out how to track student / caregiver interactions so that multiple teachers aren't sending home a lot of messages to one specific family and little/none to others

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Opportunity Maker text shares finding out about individual needs and providing personalized support. To me, this looks like asking caregivers of exceptional learners what insights they can share about the intellectual, physical, and emotional assets and needs their child has. And then collecting our own data around those buckets, making a plan, sharing student growth with caregivers and regularly checking in with them (kid and caregivers) to share that growth.

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With listening conferences come around, I often receive questions from parents that are specific to content teachers in hopes of learning more about how their child's performance in that class. The Impact Family Partnerships graph is making me think about who we address parents' concerns and questions by using more personalized comments (which is a high impact indicator).

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Are there ways to be more intentional about who the parent is meeting with for SLCs so that the person is someone who regularly interacts with the scholar?

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Just wondering how to make the questions we ask during listening conferences glean the information that best helps us get to know each scholar and then how to make a bigger more generalized event still feel supportive of individuals.

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In the future, when we have multi-grade Advisories... I can imagine doing home visits with 6th grade families as a way to launch a 3-year relationship.

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It makes me think about our "exceptional learners" at CSUS and how we should be strategic about connecting with their caregivers-- logging info(?)-- reporting info out to teams--connecting families with outside resources (do we have a bank of resources/people to connect with e.g. reading concerns--connect with Roxy; or HW concerns-- connect with Mercedes to get signed up for after school HW club with Lessage?)

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The article gives an answer to Why we do Listening Conferences & Back to School Night- Which is great.

I wonder more about the logistics of how and when-esp Conferences where teachers feel to the work is manageable and shared afterward in a way that makes it meaningful to everyone afterwards.

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I wonder how families view the listening conference. How are we framing the time to be most beneficial in establishing partnership/belonging?

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Also makes me wonder about how we share student info with advisors. If advisors are the "point person" for a small set of scholars, it could be really great to find ways to share info with each other so that advisors could truly be more of a collaborative point person. Hope this makes sense!

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Are there other ways to increase parent contacts? For 6th grade, it may be good to start out with the 1-to-1 SLCs and then transition to larger groups as years go on

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Makes me wonder about our questions and if they get at this shared insight and partnership for scholars and families...I'd like to rework it as a team