Breakout sessions

  • In this interactive in-person session, attendees will bridge theory with their own classroom realities. Co-facilitated by students, teachers, and a World Savvy coach, the team will share lessons learned from three years of teaching middle school students through the Knowledge to Action process to elevate, explore, and design solutions to locally significant issues. Educators will leave this session with structures to foster student voice, promote cooperation, and nurture self-efficacy.

    Molly Dengler, Anna Lehn, Samuel Quincy, Students Queen and Charlene
    World Savvy
    Minneapolis Public Schools

  • See how two school districts have chosen to make student voice integral to creating change in their schools. Through the use of focus groups, students are given the space to share honest reflections regarding their school experiences. Hear from students and administrators via recorded interviews, how this process has created a sense of student ownership and belonging. Supported through qualitative and quantitative data, see how stronger partnerships with school staff have been created. In addition, presenters will share strategies and structures that navigate the process.

    Dr. Peg Diekhoff, Tyresha Grey Horse
    Black Hills Special Services Cooperative

  • Alternative learning centers are specifically designed to cater to the needs of students who face challenges within the traditional education system and are at risk of dropping out or failing. In our collaborative Alternative Learning Program, we have identified a need for improved levels of student success.

    A Promising Journey:
    In the year 2019, we initiated teams for 9th and 10th-grade students and witnessed remarkable progress. By transforming a large-scale school environment into a more intimate setting, we were able to provide targeted support. Encouraged by the positive outcomes, we extended this approach to our 11th and 12th-grade levels, mirroring the successful team model. Importantly, we decided to keep the program within the school premises to ensure students had access to a wide range of educational resources, while maintaining the academic rigor of the courses. Our aim was to move beyond mere completion of assignments and encourage a deeper engagement with the subject matter.

    Competency-Based Learning:
    At the core of our Alternative Learning Program lies a competency-based learning approach. Instead of emphasizing completion or seat time, we focus on students' mastery of skills and knowledge. Our dedicated teachers invest time in analyzing learning progressions, identifying how previous learning connects to current concepts. This enables us to evaluate student proficiency using a competency-based rubric and account for their progress across various courses. For any areas that are not fully integrated into the current curriculum, students are given opportunities to demonstrate their understanding through online assignments, independent projects, or collaborative learning groups.

    Achieving Remarkable Results:
    After three years of implementation, we are proud to report that around 50% of our senior students are set to graduate, with an additional 20% opting to stay for a fifth year to fulfill their remaining graduation credits. We have now reached a point where students actively seek to be part of this exceptional team. Inspired by the progress, our teachers are also exploring ways to incorporate a deeper competency-based learning approach within the general classrooms.

    In conclusion, our Alternative Learning Program has successfully addressed the needs of struggling students, providing them with a supportive environment and a personalized approach to learning. The results speak for themselves, with improved graduation rates and increased student engagement. We remain committed to refining and expanding our program to ensure every student has the opportunity to thrive academically.

    Megan Jahnke
    Spring Lake Park Schools

  • Join us for a time of wisdom sharing from some Oceti Sakowin youth in South Dakota. In this panel discussion, a group of middle students will share their knowledge and experiences as scholars and emerging leaders. This panel seeks to inform and inspire inclusive, student-centered learning environments that nurture developing leadership skills.

    Richie Pierce, LaReina In The Woods, Jaylee Fallis, Mireya LeBeaux, Ava White, Sarah White
    South Dakota Education Equity Coalition

  • Dive into the future with Exploration High School's dynamic session! Discover diverse career pathways, empowering students to shape their destinies. Unveil the secrets to unlocking potential and igniting passions from 9th through 12th grade. Don't miss this transformative experience!

    Alycia Monserrate and students
    Exploration High School

  • The most powerful way to make learning meaningful, relevant, and personal is to see yourself in the learner. In this session, participants will hear powerful stories from learners about how they transformed their high school experience to one where they co-design learning experiences with educators which creates connections and brings relevance to the forefront. The Northern Cass studio approach creates opportunities for learners to see themselves in what they are doing and find belonging in the world. Learners work with experts within and outside of the district while also focusing on creating a contributing impact on their community. Attendees will leave with the procedures, routines, resources, knowledge, and the motivation to begin creating these same opportunities for learners of all ages and content areas.

    Maleah Pfeifer (learner), Asta Lien (learner), Tom Klapp (Director of Personalized Learning), Beth Head (Personalized Learning Coach), and Cory Steiner (Superintendent)
    Northern Cass School District

  • At the core of Ethnic Studies lies work done in community. Ethnic Studies centers the experiences of Black, Brown, and Indigenous Peoples to foster liberation through education. Ethnic Studies pedagogical practices can be embedded through K-12 schooling. By centering student's awareness of wellness, working to build a collective community of learners, embedding criticality, and using authentic tasks, students can experience a liberatory learning experience. During this session, we will share an example of the grounding experiences we used in our high school class, discuss the impact of using critical frameworks for learning, and the impact of Ethnic Studies pedagogies on student's experiences in class.

    Natalia Alvarez Benjamin, Carla Jimenez-Trejo
    Rochester Public Schools

  • Youth in TFA's Reimagination Lab developed youth-adult co-creation framework that establishes specific steps to eliminating adultcentrism in our actions. They are leveraging this intergenerational and multicultural co-creation approach to reimagine strong, respectful collaboration and cross-generational partnerships to address challenges within education, specifically identifying, recruiting, and training the next generation of teachers. This session will highlight the brilliance and insights of young leaders while providing tangible tools and resources that can be utilized to uplift and center youth as co-creators of change in their schools and communities.

    Mikisha Nation, Rosie Molina (student), Arav Dharmagadda (student), Rose Chu
    Teacher For America Twin Cities
    Patrick Henry High School

  • Lindsay Unified School District, located in Central California, host over three hundred visitors annually who attend to experience the Lindsay Performance Based System, an uncompromisingly Learner Centered, Competency-Based, Personalized model. Our learners and a Lindsay leader will describe the systems that have been developed to showcase the model, and provide inspiration, coaching, and training to our partners and visitors.

    Barry Sommer, Araceli Sanchez-Martinez, Adrian Pena, Lindsay High School Learners
    Lindsay Unified School District

  • Much like a web that is weaved together, we believe students-centered-learning is the invisible thread that connects all aspects of education; the students, teacher, administration, parents, and community at large.

    System, school, community, and student leaders who are seeking ways to better support children while having a greater connection to the community, we encourage you to attend this session. Through the work we have done with language and culture reclamation and revitalization, we have come to learn about the different aspects of intergenerational trauma and how we can support the healing process as parents, educators, community members, and students.

    Come learn about the ripple effects MN Zej Zog has had on students, teachers, parents, and community within the student-centered-learning framework we created.

    Linda Yang, Pa Yang, Sue Vang
    MN Zej Zog

  • In this session, we will delve into the challenges faced by middle school students, particularly in relation to issues of identity, power struggles, and conflict. We recognize that conflict can often be seen as a form of communication, and our goal is to equip students with the necessary language and skills to effectively address and resolve their difficulties.

    By providing students with the tools they need to navigate conflict, we aim to create a nurturing environment where they can develop the ability to address the root causes of their conflicts, fostering healing and reconciliation. Through the power of dialogue, students will have the opportunity to gain lifelong skills that will serve them well beyond their school years.

    Join us in this transformative session as we empower middle school students to transform conflict into meaningful communication, fostering healing and reconciliation within their school communities and beyond.

    Hibaq Mohamed, SPPS students
    Saint Paul Public Schools

  • Providing student-centered career and college readiness advising means going beyond helping students research jobs or complete applications.

    In this session, Achieve Twin Cities coordinators and St. Paul Public high school students will highlight examples of student-centered advising that directly responds to student needs and helps them build confidence in their future plans.

    By using qualitative survey data, coordinators are able to provide responsive advising at scale and create a space where students can confidently prepare for their future.

    Through a fun and interactive activity of creating an inspirational book, session participants will learn ways to inspire young people in finding a fulfilling path that reflects their personal identity and goals.

    Cha Billy Vang, Achieve Twin Cities Coordinator at Johnson HS; Matt Carlson, Achieve Twin Cities Coordinator at Highland Park HS; Two student representatives (one from Johnson HS and one from Highland Park HS)