Middle school students shared deep insight into their academic journey during this week’s student-led spring conferences. The annual event gives students a greater sense of ownership over their education by actively reflecting on their progress and leading discussions with parents and advisors about their learning. 

In the weeks before their conference, students reviewed their progress with advisors, identified patterns in their performance, and set goals for continued growth. A checklist of key executive function skills, including materials management, planning and time management, study methods and strategies, and note-taking, helped students understand their strengths and opportunities for improvement. 

“It is helpful to really think about how I am doing in classes and what teachers are saying that I can improve on,” said Zoe Paksi ’30. “I still have time in the school year to make changes to best prepare myself for next year.”

“It's really nice to present yourself to your parents because it shows how you feel about how you're doing in school, and it gives not only your teacher's opinion but yours too,” said Sarah Kolenberg ’29.

During the meetings on April 3 and 4, students presented their reflections and work samples in a slideshow, discussing their progress as learners. Parents were encouraged to ask questions that helped guide their child’s development. Grade 6 parents were encouraged to focus on how their child had adapted to Middle School, while Grade 8 parents discussed the upcoming transition to high school.

“Families often leave that day sharing how proud they are of their children,” said Head of Middle School Josh Deitch. “Grade 6 families in particular who have never experienced these before are particularly moved by the way the students synthesize their journeys and present thoughtfully and honestly.”

While the idea of formally presenting to their parents felt daunting for some students new to Middle School, others who had experienced the conference before shared its benefits.

“It feels a little scary to present in front of my parents because this is my first year at King, so I have never done this,” said Sammy Abdelwahab ’30. “I shouldn't worry because when I get up there, I am just going to be myself.”

Core academic teachers did not participate in the conferences. However, they were available for follow-up conversations if needed. Advisors, as the primary point of contact between home and school, ensured that families received the guidance and resources necessary to support student success.

The structure of the student-led conferences empowered students and fostered confidence in their ability to communicate their learning experiences.

“It is meaningful to have the conference with your parents because it not only gives you constructive feedback but also makes it easier for them to help you in the future,” said Alexander Moschini ’29. “These conferences help me not only find new goals to achieve but also a structured plan on how to do it.”