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Is Your Advisement Program
Alive and Well?
Red Springs High School Retreat
October 27, 2012
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Advising Students: Getting More Students to Succeed in
Middle Grades and High School
Strand II
October 3 -5, 2007
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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.
Southern
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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?
Southern
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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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Southern
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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
Southern
Regional
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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.
Southern
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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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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
Southern
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Education
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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.
Southern
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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?
Southern
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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.
Southern
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Board
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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HSTW
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……..
Southern
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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
Southern
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Linda DoveSchool Improvement Consultant
HSTW/[email protected]