Student Advisories

Facilitators: Kerry Murphy & Stephen Rocco

Advisories with a Purpose

TAKE FIVE MINUTES!

Using the paper in front of you write down some of your ideas regarding . . .

. . . what outcome you expect from your

advisory group.

Why Advisories?

The Board of Regents, in concert with RIDE and state - level partners, convened two High School Summits (2000, 2002) representing a broad array of stakeholders to consider the current state of affairs and future directions for the state's high schools. There were seven findings mostly regarding student achievement, but item 6 stated:

“Far too many students pass through RI high schools without being known well by at least one adult within his/her school, resulting in a lack of understanding on the part of the school about the specific challenges and needs of individual students.”

http://www.ridoe.net/careerdev/hsregulations.htm

High School Reform Document

FINAL VERSION 3.8

April 13, 2004

ITEM 6.0 IS HIGH SCHOOL RESTRUCTURING

SPECIFICALLY6.3 Advisory structure:

All school improvement plans submitted pursuant to these

regulations shall provide for a structure by which every student is assigned a responsible adult who is knowledgeable about that student and tracks his or her progress.

“PERSONALIZATION”

Image of Personalized Learning(From The Education Alliance at Brown University)

Key to successful personalization in schools is the recognition that there must be multiple and flexible strategies to accommodate each individual student.

The Brown Education Alliance states, “To succeed with individual students who are unique, the people and the programs that successfully engage thosestudents have to be ready to adjust educational opportunities to fit a wide range of personal orientations.” (Clarke, 2003)

The Ideas Behind Personalized Learning·

Personalized schools promote the achievement of standards for all students.

· Personalized learning begins with individual interests so

each student becomes engaged in learning.· Teachers get to know each student’s strengths,

weaknesses, and interests.

APPENDIX E - Essential Relationships

The Ideas Behind of Personalized Learning (continued)

∙With school support over four years, students become self-directed learners who can use learning to manage their own lives.

∙ As students pursue an increasingly independent pathway, parents become true guides and mentors in the learning experience.

· As students explore real options for their futures in the community, community members become involved in a meaningful way.

APPENDIX E - Essential Relationships

The Ideas Behind of Personalized Learning (continued)

· Adults in the school model and benefit from stronger professional and student relationships.

· Against common standards, students learn to set goals and measure success for themselves.

· Students graduate upon demonstrating high performance in a variety of media, not simply norm-based tests.

· Reaching all students depends on reaching each one. (Clarke, 2003)

APPENDIX E - Essential Relationships

STATE REQUIREMENTS FOR ADVISORY STRUCTURE

Advisors meet with student on a regular basis for the purpose of academic, career, and personal-social advising.

Advisory activities (GOALS)1. help students with self-assessment in the

academic, personal/social, and career domains.

2. help students set goals and monitor their progress toward those goals in each of the domains.

3. give students a chance to develop a meaningful relationship with a caring adult.

To Summarize

Student Achievement

Research

High School

Reform

Document

JHS Student Performance

State Mandates

JHSCurrent

Culture & Climate

How did we begin at JHS?

1. A Personalization Committee was formed to develop a plan.

2. In January, 2005, the plan was implemented with “Advisories”.

3. Here We Are!

The JHS Mission

The Johnston High School Advisory Program is dedicated to enhancing small learning communities of learners that support one another in a safe and respectful environment.

Advisory in Action

“No two advisory programs will look alike.”

May 2005 - Update

•Entire Freshman class (class of 2008) was assigned to an Advisory.

•Students were assigned to advisors alphabetically with a ratio of approx. 1 to 10.

•Beginning on Jan. 25th, 2005 - Advisories meet Tues. and Thurs. for 20 minutes after homeroom.

•Some contingencies were put in place due to possible conflicts between students or student/advisors.

•Some Advisors teamed up, others work alone. Some team up periodically.

•Students participate in a variety of activities; discussions, games, journal writing, etc.

* Dunkin’ Munchkins in the morning work well too!

May 2005 - Update

Themes for discussions are aligned with the district’s Character Education mission and include:

•Community Building

•Respect

•Integrity

•Tolerance

•Citizenship

What Will We Gain? . . .

In Short:

. . . An Improved School Climate Leading to Higher Student

Achievement !

Research About Successful Advisories says . . .

“. . .In general, students who do not feel an attachment to school personnel tend to have poorer attendance and to drop out more often than students who perceive that they are part of a supportive, caring school environment.”

“…A positive psychological climate between teachers and students appears to improve academic achievement.”

Getting Back to Chalk Talk!

Now what do you think?

What kind of ideas or expectations or visions do you have?

Plan for 2005-2006

Advisory

Freshman House

Student Centered Learning

Planners

Graduation

Portfolios

CIM

Cle

ar L

earn

ing

Exp

ecta

tions

Mission Statement

Student Expectations

LiteracyCommon Planning

Time

Faculty Curriculum

Writing

Structures &

Practices Supporting

Personalized Learning

Student Advisories

Facilitators: Kerry Murphy & Stephen Rocco