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During the conference, the students asked their parents to write any questions they had on an index card and to hold their questions until the end. This gave the students uninterrupted time to make their presentations.

I feel the student-led conferences empowered students and helped them claim ownership of their education. In our case, it was a responsibility that our student enjoyed.

parents attended the conference without their child and discussed their child's performance with the advisor, who served as an advocate for the student.

Daniel Isquith, who has taught math at Calhoun for eight years, said he was initially “worried the kids would burn out” during the long classes. But he reorganized his lessons into 15-minute chunks, with a little breathing room in case things ran over: a 15-minute lecture, 15 minutes of problem solving, then 15 minutes of group work, capped by a final 15 minutes in which the students have to summarize what they did in class — a gem, he said, that the old schedule did not permit. During two-hour classes he changes things up just as often, to keep the students engaged. “Once you live in this and get a sense of pacing,” Mr. Isquith said, “it’s incredible what you can accomplish in terms of real actual understanding versus proficiency.”

* Students assume greater control of their academic progress. * Students accept personal responsibility for their academic performance. * Parents, teachers, and students engage in open and honest dialogue. * Parents attend conferences at increased rates. * Students learn the process of self-evaluation. * Students develop organizational and oral communication skills.

"From a teacher's perspective, we were able to get a better picture of each child. It forced us to sit down with each student and review strengths and weaknesses. This conversation often told us the students learned more than perhaps we had measured through conventional assessments."

A powerful student-led parent-teacher conference focuses on student learning goals we can set by examining the student's work. This is an active event in which the learner and those responsible for supporting her education identify her strengths and areas of growth and make plans to address these areas.

The judge held forcefully that the use of a work for educational purposes weighs "strongly" in favor of a defendant's claim of fair use

the scope for "fair use" of factual, informative copyrighted works is larger than that of fictional, "creative" works.

In works of ten chapters or more, the use of one chapter is fair. In works of fewer than ten chapters, it is not fair to use more than 10 percent of the work, counting front and back matter (notes, bibliography, index, etc.) as well as the main body of the work. When instructors stayed within these bounds, the judge found that the third factor weighed in favor of fair use; when they went beyond these bounds, she found the opposite.