Our engaging sessions cover topics related to admission, teaching and learning, and using data for insight and improvement. There are also tracks on leadership and professional development. All main conference sessions are included in the registration fee. Sessions and session dates and times are subject to change.
Presented by: ERB
Details coming soon.
Presented by: ERB
Details coming soon.
Presented by: Paige Baublitz-Watkins, Epiphany School; Vanessa Clinton, Cape Henry Collegiate School; Jane-Ann Myers, Brentwood Academy; and Ellen Reynolds, Ensworth School
Join this session to discover how four ERB Member Schools from around the country use nFORM in different ways. Each speaker will give examples of their methods and best practices for implementing nFORM in his or her school. Attendees will walk away with a variety of ideas for how to best use nFORM with their students and teachers.
Presented by: ERB
Details coming soon.
Presented by: Suzanne Frame, St. Bernard Academy
Word Voyage is an excellent tool to prepare for junior high and high school vocabulary by teaching students how to work with roots, prefixes, suffixes, and word families. This session will discuss how to customize Word Voyage to align with the work students are doing in literature and language arts classes. Attendees will leave the session knowing how to navigate the Word Voyage platform as well as how to customize Word Voyage to meet their school's unique needs.
Presented by: Pam Appleton and Sarah Savage, ERB; and Lisa Bruce, Lipscomb Academy
In a knowledge economy, accomplished writing is more important than ever for students to be successful in college and beyond. Learn how several data-wise ERB Member Schools help their students become great writers as they advance through grades as well as how these schools use WrAP's results and teacher resource center, WRIIT, as important components of their writing programs. Over the years, WrAP has provided these schools with a writing assessment and objective results that are meaningful, actionable, and support the development of effective writers. With the addition of the ready-to-use WRIIT online toolkit, ERB Member Schools have access to anchor sets for every grade and genre, learning progressions, lessons and much more. Get the details on how ERB Member School leaders use WrAP data, rubrics, and the WRIIT toolkit to complement their disciplined and consistent approach to writing instruction.
Presented by: ERB
Details coming soon.
Presented by: ERB
ERB is Writing Practice Program (WPP) in Action! WPP is a personalized, instructional writing tool designed for students in grades 3 – 12, enabling students to work on their writing skills at their own pace while engaging them in all components of the writing process. With unlimited access, in and out of the classroom, this easy to use, online practice platform provides immediate and actionable feedback so students can revise easily and save teachers time editing. Teachers can monitor time on task and view student work anytime. WPP has prompts across the curriculum, options for teacher created prompts, peer review, leveled and interactive tutorials across traits, and useful reports for student or class portfolios. Great for ELL students at the MS level who are new to English writing. Walk away with a free two-month trial for you, or a teacher in your school!
Presented by: Elizabeth Perkins, Westminster Academy
When I first joined Westminster Academy, my CRM was a shoebox full of inquiries and applications were paper. Contracts were stuffed and mailed and took five people a week to assemble. Our website was meaningless, with no electronic communication. Four years later, the admission office of one full-time director and one part-time coordinator runs nearly on auto-pilot, allowing us to connect with the applicant families face-to-face, not juggling paperwork. In this session, we'll talk about various tools to help you nurture your leads, invite them to events, keep them informed, and get them enrolled!
Presented by: Becca Arnold, Harding Academy and Carol Wasden, Episcopal High School
Every new admission director has goals for the year, but how do you meet those goals while juggling a million things beyond your control? Two directors of admission enrolling students from PreK through Grade 12 will share their hard-won (read: mistakes were made) words of advice. How can you tell truth from fiction when talking with parents? Whose contact information do you need at your fingertips? Do you know how to drive a golf cart? And can you still serve pizza even after it’s been rained on? This interactive session will send you back to your school with some practical tips for success.
Presented by: Sarah Savage and Glenn Milewski, ERB
Assessments are an integral part of most independent school admission processes, but what do those scores really mean? Are they good predictors of school success? What factors do we consider important when measuring school success? We will present the results of a recent ISEE validity study conducted by ERB. Then, using the results of this study as a model, we will help you replicate these steps to create your own internal study. These types of studies can help admission professionals gain a deeper understanding of how admission assessment scores may predict other academic factors such as GPA or AP and SAT scores, as well as identify which factors are truly indicative of success in their unique program. Some statistical knowledge is helpful for getting the most out of this session. Appropriate for mid-career and senior admission professionals.
Presented by: Amy Clemons, Sylvia Spector, and Adam Wojtelwicz, Shipley School
This session will share our school's data-driven projection and budgeting model that combines the resources of our Enrollment and Business Office in a collaborative and strategic manner. The process begins in the fall to project enrollment for the following year, by grade level, utilizing 10-year and 5-year enrollment trends, including funnel numbers, new student enrollment, and attrition. The enrollment projections are used in concert with financial aid budgeting for both new and returning students as a tool to achieve the desired enrollment as well as to reach other mission-driven goals around diversity. We will review the mechanics behind the work we do as well as the philosophy behind the combined approach, and the details we include in the percentage-based financial aid modeling. This is an interactive session with time for dialog and questions.
Presented by: Mimi Odem, Louise S. McGehee School
Teachers often feel isolated in their own classrooms and content areas—this session offers a vehicle for teachers to connect with others. We'll share how admission directors can be an integral point person in regards to cross-curricular and cross-content collaboration and connection. We will discuss how daily classrooms touring can reveal insightful ways to connect faculty members, classrooms, and content areas for mentoring purposes, cross-curricular projects, and cross-age level connections. We'll also discuss how admissions directors can inform the creation of internal professional development opportunities, internal marketing, strong faculty connections, and overall school pride!
Presented by: Janice Crampton and Dayle Savage, AISAP
Details coming soon.
Presented by: Karen Fisher, Francis Parker School and Nancy Hayes, Carolina Friends School
Join AISAP board members and faculty for a session in which the speakers' background and experience in law meets their mastery of the admission cycle and operational strategies. Given a better understanding of ethical and legal parameters, what are some common pitfalls and challenges that the admission profession faces that could be lessened or even avoided? How might a better understanding of roles, responsibilities, and limitations help to elevate leadership roles at your school as well as identify the need for deeper understanding and education in this area? Please note that while legal perspectives will be discussed, no legal advice will be given during this session.
Presented by: Christina Townsend-Hartz, University School and Ken Hyde, Porter Guad School
Join AISAP faculty for a conversation in which the annual cycle of admission will serve as a springboard to discuss not-to-be-missed strategies, roadblocks to avoid, and enact lessons learned from Mastering Professionals.
Presented by: Jennifer Phillips and Georgia Zaiser, Far Hills Country Day School
Research shows that teamwork, resilience, self-regulation, curiosity, and creativity are as important, if not more so, as academic skills for success in the 21st-century workplace. But how do you analyze and assess these characteristics? How do you use data on non-cognitive skill development to inform classroom instruction and school-wide programming? How do you bring parents on board and form a positive partnership? This session will outline one school’s endeavor to address these questions and develop these traits with a comprehensive school-wide plan that includes creative use of ERB’s WrAP (Writing Assessment Program). Participants will engage in sample lessons and leave the session with a mix of practical and philosophical ideas to implement and discuss at their own schools.
Presented by: Chris Cipriano and Eileen Turnbull, ERB
In this talk, Dr. Cipriano will discuss why Social and Emotional Learning (SEL) supports positive youth development. She will explain the importance of psychosocial and emotional health from a developmental perspective, identifying brain areas associated with emotional regulation and executive function, synthesizing research from educational, applied developmental, and neuro-psychology demonstrating the role and benefits of SEL for realizing student potential. At the end of the session, participants will be able to: Define the competencies of SEL as defined by CASEL (Collaborative for Academic, Social and Emotional Learning); Understand the neurological bases of SEL; Identify evidence-based SEL strategies to optimize student learning in school and home environments; Explore how to promote SEL strategies in school and home interactions with students
Presented by: Ellen Reynolds and Tish Picklesimer, Ensworth School K-8
Even in our fast-paced, 21st-century world, educators and students alike can learn to approach their daily experiences and interactions with a relaxed and calm state of mind to express compassion, promote empathy, and practice kindness. This session will introduce lessons and exercises to teach both our minds and bodies to focus on gratitude, kindness for ourselves and others, and consideration and awareness of those around us.
Presented by: Victoria Olivadoti, The Pegasus School
Understanding the unique needs and fears of parents along with their perception of gifted education is crucial to student success. This session will offer helpful information and observations that emphasize the increased need for parent education and will demonstrate a means by which teachers and administrators can engage parents as important team members in their children’s educational journey. This team approach to student success allows for respectful consideration of individual parenting styles and parent-child relationships. It will help shift parents away from taking student and teacher responsibilities upon themselves and move the parent into a more consultative role.
Presented by: Catherine Chipman, The Tatnall School
I host a weekly breakfast club to focus on classroom skills and CTP test-taking strategies. I use the 7:15-7:50 timeframe once a week and provide a healthy breakfast to facilitate our learning. We recommend/require this program for certain students in need of practice in these areas. Those same students become my ambassadors for whole class and small group work within their grade levels when I teach whole group lessons in 3rd and 4th grade. In addition to being a great opportunity for intervention, the Breakfast Club students become leaders within their classroom. It is a perfect way to build confidence in students who don't see themselves as leaders in their classroom.
Presented by: Lisa Kelly, Mt. Bethel Christian Academy
One of the best features of the CTP is the level and detail of reporting that is instantly available to curriculum coordinators and/or principals. By digging into the data and content information and presenting it in a way that teachers can relate to, we can accurately pinpoint areas of emphasis that would allow for: setting measurable teacher goals based on lowest scoring sub-categories, driving instruction at a targeted level by grade and/or subject, and investing in professional development opportunities that make sense. I will provide participants with sample teacher reports and the tools to develop them for their staff.
Presented by: Amy Webster and Dr. Marcia Sutton, Christ Presbyterian Academy
Every student is designed differently. If each student's learning profile and assessment scores were graphed together, rarely would they overlap. Brain development, social-emotional needs/growth, reasoning skills, application skills, and working memory all progress at different rates for different children. Although we design our classroom instruction to support specific essential standards at each grade level, how can we target specific instruction to each student providing each with what they need? The concept of daily What I Need (WIN) instructional time is to target the question "What I Need" for each student. This can range from social stories to peer support/tutoring to targeted reading and math intervention. This targeted intervention has resulted in measurable impact and influence in student learning. Progress monitoring tools such as the Children's Progress Academic Assessment (CPAA), Dynamic Indicators of Basic Early Literacy Skills (DIBELS), running records, personalized learning software, along with universal screenings including the Comprehensive Testing Program (CTP) and Verbal/Nonverbal reasoning assessments come together to target individualized student learning profiles. These learning profiles will unlock the keys to student achievement. Each child is intentionally designed to learn differently. It is time that we design instruction to support their unique design.
Presented by: Karon Law and Shanna Weiss, Trinity Episcopal School
Your data is only as good as what you do with it. This session will speak to how Trinity's Middle School Division works as a team to uncover trends, determine individual and group needs, and help teachers make action goals for each student. We will map out our process of having regular grade level Student Talk meetings, semi-annual Data Response Team meetings, as well as Student Support Team meetings on an as needed basis. Utilizing CTP Online data alongside writing mechanics, reading comprehension, and other subject-area assessments allows our teams to determine areas of strength and areas of need for each student. Diagnostic education produces great results.
Presented by: Melanie Bird and Gray Grandy, The Williams School
This session will discuss how to use CTP data to track school-wide concept mastery trends, assess program results, and identify individual academic needs. Using CTP data, attendees will learn how to assess the effectiveness of educational programs and teaching structures throughout their school. We'll also discuss how to share reports with your families, school community, and school board or educational committees as well as how to utilize ERB Consultants to help interpret results for the entire school community.
Presented by: Jill Wiedman and Vicki Raney, The Lamplighter School
CTP testing is done, but the fun is yet to come! After testing is complete, take a deep breath and get excited about diving into the data. From parent reports and roster reports to board graphs and teacher meetings, Vicki Raney and Jill Wiedman have you covered. ERB offers a variety of reports to satisfy different audiences. In this informative and interactive session, Vicki Raney and Jill Wiedman will guide participants in using CTP data with parents, teachers, Head of School, and The Board of Trustees. Additionally, they will discuss how sharing this data has informed teaching and curriculum. Participants will leave with confidence and tips for making the most of their data.
Presented by: Alison Gammage, St. Timothy's School
All parents appreciate feedback about their children, but understanding percentiles, norms, and stanines can feel like translating a foreign language to many parents and some teachers. How can we as educators provide context for parents in an efficient and meaningful way that demonstrates growth and/or needs? This session will provide specific guidance on how to effectively share data with parents, including the “who,” the “what”, and the “when” of divulging scores. Participants will leave with a step-by-step guide to train faculty to use CTP-5 data diagnostically and understand how it provides context for classroom performance and curriculum review.
Presented by: Kimberly Palombo, Georgetown Day School
Spelling miscue analysis provides a powerful tool to identify students’ strengths and areas of growth in underlying literacy skills. Teachers can use patterns identified within their analysis to guide instructional decisions for students. This session will include an overview of the five common spelling error types, what the error types tell us about students’ skills, and how to plan instruction in response to a miscue analysis. A quick spelling assessment and subsequent miscue analysis helps us to implement data–based instruction tailored specifically to students’ needs.
Presented by: Eric Johnson, Community School of Naples
Are you ready to move beyond simply handing back student-level standardized test results and use the data you already have to analyze and promote the success of your school? Of course, you are! Learn how one school is using data from a variety of commonly collected tests and metrics (CTP, PSAT, AP, College Acceptances, and more) to set learning goals and broadcast accomplishments to parents and the greater community. Attendees will walk away from this session with practical, accessible, and immediately useful ideas for visualizing data using just a basic spreadsheet application—no Ph.D. in statistics or complicated computer software required! With examples for both classroom teachers, leadership staff interested in school-wide longitudinal tracking, and everyone in between, this session is perfect for anyone interested in using data to empower their school.
Presented by: Brad Rathberger, One Schoolhouse
How do we support faculty to higher level teaching and learning and to reach their own goals for growth? Separate coaching from evaluation. This workshop will help participants understand the research basis for separating coaching from evaluation and explore models for training and creating coaches (without increasing existing costs). By the end of the workshop, participants will; 1) know why separating coaching builds a culture of growth, encourages difficult conversations, and motivates staff; 2) learn how to start and create a coaching model in their school; and 3) determine what to do for next steps.
Presented by: T.J. Locke, Tara Christie Kinsey, and Alexis Wright, ERB Trustees, Jeffrey Mitchell, Currey Ingram
What does a Head look for in analyses of school data on enrollment and learning achievement? Given the many priorities competing for a Head’s time and attention, it is important that both the focus and format of your data analyses speak to the issues of most concern to that individual. On this panel, two Heads – both oriented to data but neither able to wade through lengthy data presentations – will discuss the attributes of analyses that best add insight and value to the work of a school’s leadership.
Presented by: Ashley Armato, Palmer Trinity School
In our current political climate, it is becoming more and more difficult for the personal to remain completely separate from the professional. The workplace is undeniably one of the spaces in which the personal and professional collide. This session will discuss how to engage in productive and professional conversations when we feel our identities are under attack as well as what to do when our administration's policies are in direct conflict with our own identities and truths. Is it our responsibility to teach our colleagues how to be more socially responsible? What are common triggers or micro-aggressions that we face and how do we address our aggressors? This is an interactive session where both the speakers and participants will share best practices and walk away feeling better equipped to address these complicated issues.
Presented by: Richard Pyrczak, Berkeley Preparatory School
Most of us already have a lot of talent to work with. When we want to effect change, our biggest challenge is creating buy-in and providing a clear vision of the road ahead. This session will provide attendees with a play-by-play of how we effected significant positive change in the Berkeley World Language Department, moving teachers off a model of curriculum built around textbooks and grammar sequencing to an ACTFL proficiency model, based on leading with cultural context and "can do" statements. The session will close with an explanation of how to consolidate progress through growth-oriented professional observation and reflection.
Presented by: ERB Trustees Andy Watson, Albuquerque Academy and Cheryl Maloney, Superintendent, Retired
Details coming soon.
Presented by: Alanna Mizell, Harding Academy of Memphis
This session will teach attendees how to have difficult conversations with parents in a professional manner. Attendees will learn professional techniques to effectively talk to parents, explain scores, and deliver a positive message about their school. During the session, attendees will break off into groups and participate in role playing tasks in which they face "parents" with a variety of issues. As a group, they will decide how to approach each challenge with heart, patience, clarity, and finally, how to let it go.
Presented by: Kelley Pujol and Gabrielle Capurso, Providence Christian Academy
Much of the long term success of an independent school rests in the continuation and transfer of school culture, yet most independent schools do not have active succession plans or professional development pipelines geared towards school leadership. By adapting some best practices and well researched strategies from the corporate and higher education fields, independent schools can begin succession training and planning, insure continued enculturation, and gain greater control of their futures.