Southern Regional Education Board HSTW Is Your Advisement Program Alive and Well? Red Springs High School Retreat October 27, 2012.

Southern

Regional

Education

Board

HSTW

Is Your Advisement Program

Alive and Well?

Red Springs High School Retreat

October 27, 2012

Southern

Regional

Education

Board

HSTW

Advising Students: Getting More Students to Succeed in

Middle Grades and High School

Strand II

October 3 -5, 2007

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Southern

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Guidance: What is it?

Guidance is: Counseling is:The help all students The help some students

receive from parents, receive from

teachers, counselors, credentialed

community members professionals to

and others to assist overcome personal

with educational and social problems

and career that interfere with

development learning

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“Comprehensive guidance programs have been found to lead to: lower dropout rates, more students in AP courses, more females in math and science

courses,better grades, higher levels of satisfaction with school,increased attendance rates.”

Bridget Brown, National Career Guidance News, Winter 2003-2004

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Other desired outcomes:

Increase annually the percentage of students completing a college preparatory academic core and either an academic or a career and technical major.

Increase the percent of students who receive timely extra help and assistance to meet common core standards.

Assist students to develop study skills, time management, and other “habits of success.”

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#1 Outcome!!Prevent

students from “falling through the cracks.”

All students are well known by at least one adult in the building.

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HSTWPersonalizing the Learning Environment

“High schools of the 21st century must be much more student-centered and above all much more personalized in programs, support services and intellectual rigor.” This means every student should have a personal adult advocate and a Personal Plan of Progress.

NASSP. (2004). Breaking Ranks II: Strategies for Leading High School Reform

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HSTWBreaking Ranks II Recommendations

Each student will have a Personal Adult Advocate to help him or her personalize the educational experience.

Each student will have a Personal Plan for Progress that will be reviewed often (every 6 to 8 weeks) to ensure that the high school takes individual needs into consideration and to allow students, within reasonable parameters, to design their own methods for learning in an effort to meet common core standards.

Teachers will convey a sense of caring so that students feel that their teachers share a stake in student learning.

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HSTWThe Most Important Key to a Successful Advisement

Program is:

Relationships

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HSTWRelationship Building: What are the necessary

ingredients?

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HSTWBuilding a relationship is extremely important in determining the effectiveness of an advisement

program.

“Children really do not care how much you know until they know how much you care.”

Douglas J. Fiore, 2001

“By the end of 7th grade, more than half of students believe that teachers and principals are their adversaries.”

Glasser, 1990

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A strong relationship with a caring adult enables at-risk youth to make life-altering changes.

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HSTWResearch Shows that Close Relationships with Teachers

MatterClose personal relationships

compliment success and are powerful motivators of student behavior. It is a teacher’s greatest tool for motivation.

Student motivation to learn increases when they view teachers as personally interested in them.

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HSTWResearch Shows that Close Relationships with Teachers

MatterStudents are much more likely to

have a clear focus on their future and a plan for getting there.

Students improve their performance when they have a mentor who is keeping close track of their progress and providing more timely help with academic problems.

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The Ethic of Care: Concern for the wellness of youth

as persons as well as learners

“A caring relationship with a teacher is perhaps the most powerful motivator for

academic success.”Bernard, 2002

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4 Signature Elements of Caring:

Noticing students and checking into their well-being

Making discussions relevant to students’ experiences

Listening without judgmentInviting student to talk outside of

class time Perez, 2000

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What do teens need from us?

ConnectionDirectionSupportAttentionChallengeAcceptance Love

Bryan Cook “Making Advisory Programs Relevant”

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How Do We Do That?

Provide a chance for a meaningful connection

Utilize current topics and ideas Build teacher/student relationships Create an outlet for teens to discuss

things that matter to them Fulfill the need that teens have for adult

attention, direction and guidance

Bryan Cook “Making Advisory Programs Relevant”

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Content Areas According to ASCA

1) Academic development

2) Career development

3) Personal-social development

© Sue Reynolds and Peggy LaTurno Hines, 2001 May be reproduced by educators with proper citations for educational purposes.

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HSTWGoals of a Quality Advisory

Program:

Improve relationships in the building. (adult to student, student to student) Develop a sense of belonging to school. (Home base for each student) Improve communication. (Student to adult, adult to adult, adult to

home) Promote sense of school as “safe haven” Develop advocacy (an adult that each student can go to for

support)

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Goals of a Quality Advisory Program

To monitor the academic progress of students

Learn/practice study skills To promote critical-thinking skills through

discussion and problem-solving activities To assist students in making responsible

choices To assist students in accepting

responsibility for their own actions

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HSTWGoals of a Quality Advisory Program

To assist students in occupational exploration

To assist students in planning a sequence of courses leading to a chosen career major

To emphasize positive student self-esteem and personal development

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Goals of A Quality Advisory Program

Involve/orient parents to rising graduation and workplace requirements.

Provide information on postsecondary education and employment.

Encourage students to take challenging English, mathematics and science courses.

Assist students in planning a program of study by the end of grade eight or nine.

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HSTWHSTW Indicators on Providing Timely Guidance to Students

Indicator 2010 2012

Students reported their teachers/counselors often encouraged them to take more challenging English courses.

27% 26%

Often encouraged them to take more challenging math courses

32% 36%

Often encouraged them to take more challenging science courses

27% 25%

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Indicator 2010 2012

Students reported that when planning and reviewing their high school 4-year education plan, they talked with their parents, or other adults with whom they lived at least once a year.

75% 72%

That they reviewed the sequence of courses they planned to take throughout high school at least once a year.

80% 81%

That they were very satisfied with the help they received at school in the selection of high school courses.

28% 28%

That a teacher or counselor talked to them individually about their plans for a career or further education after high school.

95% 92%

That they and/or their parents received information or assistance from someone at their school in selecting or applying to college.

83% 79%

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Indicator 2010 2012

Students reported that someone from a college talked to them about going to college.

96% 95%

That they spoke with or visited someone in a career that they aspire to.

80% 74%

That they received the most help in planning their high school education plan of studies by the end of the ninth grade.

47% 45%

That they had an adult mentor or advisor who worked with them all four years of high school.

75% 58%

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HSTW% of students at each level of emphasis

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At your table:

Decide on the three – four top goals that you want your school’s advisement program to focus on.

List your goals on chart paper.

Write a mission statement for your advisement program.

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Gap Analysis

Brainstorm Desired Practices of your advisement program. How would your advisement program look if it was functioning at an optimal level according to your new mission statement?

List those characteristics that would indicate an optimal level of functioning.

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Gap Analysis

List the obstacles to reaching the Desired Practices.

What do you need to do to move forward to reach the Desired Practices?

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Gap Analysis

Desired Practices

Obstacles Action Steps

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Content Areas According to ASCA

1) Academic development

2) Career development

3) Personal-social development

© Sue Reynolds and Peggy LaTurno Hines, 2001 May be reproduced by educators with proper citations for educational purposes.

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HSTW

Lessons must be:

Relevant

andEngaging

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Divide into 3 groups Academic

Career Personal/Social

Within your group, divide by grade level 9 – 12.

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http://wvde.state.wv.us/counselors/links

www.doe.sd.gov/octe/TAA

www.louisianaschools.net/lde/uploads/4879.pdf

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Parental Involvement

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Sout her nRegi onalEducat i onBoar d

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HSTW How will parents be

involved?

Depends on role of adviserMeeting at the beginning of the

year

(PTA/Open House, before school starts)

Pick up report cardsOne meeting in the spring with

student and adviser

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Parents should be invited to at least one meeting a year to review their child’s program of study and course selection for next year.

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HSTWMeet with Parents to Review Available Test Data

Educational Progress ChecksNational Tests (PSAT,

PLAN, SAT, ACT,

Iowa Test of Basic Skills, Stanford 9)

ASSETAny State TestsAny District TestsReport CardTeacher

Recommendations

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Educational Planning

Personal Career/Education Plan

6-year Program of StudyNext Year’s Schedule

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Build in “Reality Checks” for Students and Parents

Look at discrepancies:Goals and

performance goals and

course-taking patterns

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HSTWHow Do You Get Parents to Attend

Annual Student-Adviser-Parent Meetings?

Have an appointmentMake the appointment meaningfulMake the time convenientStudent-led Conferences

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What obstacles hinder parental involvement?

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HSTWBarriers to Parental Involvement:

Cultural and Language Barriers Time Constraints Transportation Child Care Parents’ own educational experiences in

school Parents feel they lack the educational

background or skills needed to interact with teachers.

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HSTWRecommendations to Improve Parental Involvement

Eliminate barriers Cultural and language – Use a translator - a

parent, faculty member, or student Time Constraints – Accommodate parents’ work

schedules – get them on the way home Transportation – Offer transportation, arrange

carpools Provide childcare, meals Encourage family members to send a substitute

family member

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Recommendations

Make event in conjunction with something else

Get vendors to give door prizes – draw prizes during the event

Arrange meeting off campus

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HSTWComplete Parent Involvement Check List

Put a check by those strategies your school is already doing.

Put a star by those strategies you would like to consider doing in the future.

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In Summary……..

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HSTWKeys to Successful Implementation

A Stated Purpose Supportive Administration Thoughtful Organization Relevant Advisory Program Curriculum Size of Advisory Groups Time Ongoing Evaluation of the Program Advisers Keep the Same Students for Three to Four Years Professional Development Teacher Buy-In

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Please complete the evaluation

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Linda DoveSchool Improvement Consultant

HSTW/[email protected]