Drawing from the momentum garnered by the implementation of a Freshman Transition course, schools can take next steps to provide ongoing support on a school-wide level. The 10-year planning process does not end when your school’s Freshman Transition course concludes. It is important that students revisit and revise their 10-year plans throughout their sophomore, junior and senior years. Educators in all disciplines can play a significant role in making classroom learning relevant to students’ lives and futures. Students will integrate this learning into their own lives and reflect the meaningful decisions they come to in the updating of their plan. The CAREing Conversation serves as a guide to facilitate this critical relationship between educators and students.

Students will:

• Explore strengths, limitations, values and aspirations
• Practice and use decision-making skills and engage in critical thinking
• Increase motivation to engage in the learning process
• Put experiences into perspective to better inform goals and decisions
• Take a directive role in selecting courses and a program of study in line with academic and career goals
• Become aware of and take advantage of school and community resources available to them
• Show increased responsibility to self and others

Educators will:

• Identify and connect students with appropriate learning opportunities and resources
• Encourage students to seek out opportunities and experiences to enrich their educations
• Be models of respect, empathy and support for all students
• Increase relevancy of education for students
• Increase knowledge of in-school supports, as well as, resources in the community for students
• Promote problem-solving skills in students rather than attempt to solve problems for them

Who should attend?

Schedule a Training Download a Brochure Watch Videos of CARE in action

The CAREing Conversations Training is intended for use with educators who will oversee and/or directly participate in the School-Wide Initiative, including but not limited to teachers, administrators, counselors and paraprofessionals.

• By seeing students daily, educators are well-situated to engage in CAREing Conversations.
• The CAREing Conversation emphasizes the dynamics between teacher and student and is not merely another “student service”.
• Many good teachers already embody characteristics essential to the CAREing Conversation