During each of the six breakout sessions throughout the weekend, a large number of conversations will take place. This site will help you organize your plan for the weekend and provide the relevant information for each conversation. After signing in, search through the conversations below and mark the sessions you are interested in to populate your personal schedule on the right (or below if on your mobile phone).

Developing a Sense of Place and Purpose: Using Urban Neighborhoods as Classrooms and Textbooks

Session 1
Alyssa Ripley, Taylor Lewis, Michael Friedman

The 11th grade STRIPES program at Belmont Charter High School in the Parkside section of Philadelphia highlights how an urban neighborhood can become a powerful extension of the classroom. This conversation will discuss ways that teachers can connect with their neighborhoods in the service of inquiry-driven learning and culturally responsive teaching.

Circle of Power & Respect: Changing Classroom Culture

Session 2
Jodi Bornstein, Jakya Barnhill, Arianna Barr, Justin Chinici, Alyssa Iovacchini, Karoline Lopez, Hardika Patel, Noel Reidy, Patrick Wagner

In our highly engaging and interactive session, we will model the ways we integrate Circle of Power and Respect (CPR) into our teacher education course. We will share lessons we are learning about what it takes to build an engaging and connective classroom. We’re excited for you to join us!

The Forgotten Conversation: Developing Literacy Skills in Older Students

Session 3
Felicia Rosen

Research shows that students who develop into strong readers live longer lives, are healthier overall, make significantly more money throughout their lifetime, and have more options for lifting themselves out of poverty. Yet, most high school students who attend comprehensive high schools in Philadelphia come into their secondary education reading at the 5th-8th grade level. The ability for students to access grade-level texts and teach themselves new skills through reading is crucial. So, how can neighborhood schools help students to become literacy leaders? While there has been a great deal of dedication to more efficacious literacy practices in the lower grades, that research has not translated to high school. Nationally, there is no model and very little data to address unfinished literacy skills in older students.

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