SECTION 1: ESTABLISHING ROUTINES THATi3.cssr.us/sites/default/files/CSSR Advisory...

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TAB 6: RESOURCES

• SECTION 1: Establishing Routines that Build Personal and Academic Success 6-2

• SECTION 2: Building and Practicing Personal Skills 6-11

• SECTION 3: Building and Practicing Academic Skills 6-22

• SECTION 4: Planning for Post Secondary Education & Career Goals 6-36

• SECTION 5: Developing Teamwork & Building Community in Advisory 6-45

• SECTION 6: Advisory Lesson Plans 6-53

• SECTION 7: Assessment Tools 6-61

• SECTION 8: Resources 6-122

© 2015 CSSR, Inc. All rights reserved. 6-1

PURPOSEFUL ADVISORY

SECTION 1

ESTABLISHING ROUTINES THATBUILD PERSONAL AND ACADEMIC SUCCESS

CONTENTS

Introduction 6-3Journaling 6-4Silent Sustained Reading 6-5Planners 6-8Check In 6-10Message Center 6-11


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SECTION 1: ESTABLISHING ROUTINESINTRODUCTION

As Aristotle pointed out in 350 B.C., “We are what we repeatedly do. Excellence, then, is not an act but a habit.” Any individual advisory meeting design or weekly/monthly advisory schedule should provide structured, repetitive support and practice for personal and academic skills.

Students can begin meeting higher expectations when three things happen:

1) They have a clear understanding of what those expectations are;2) They are provided with repeated opportunities to correct and improve until they succeed3) They are given the opportunity to repeat their successes so that achievement becomes an intrinsic behavior.

The underlying philosophy is simple: more students “hit the target” of higher standards if advisory strategies and materials are presented in a structured format that routinely and repeatedly engages and supports individuals. It is recommended, but not mandatory, that all advisories follow the same internal design. When students talk to their friends about expectations in other advisories, the more they find in common, the more support you will gain for turning routines into habits.Within each advisory meeting, there should be a division of tasks that quickly becomes habitual so that students know “This is how we always start,” “This is what I always need,” and “Before we leave, we always…” As the individual advisor, you have the flexibility to determine the amount of time allotted to each part depending on the needs of the class and the focus of the day’s activity, but it is important that the parts be clearly defined for students so that they quickly recognize the daily structure and move smoothly from one activity to the next.

It is equally important that students have a clear understanding of the weekly or overarching framework. If advisory meets only once a week, a structure can be applied to beginning and ending the month or starting and ending each grading period. Again, you should have the flexibility to set up a weekly schedule that best fits the needs of their group and school. Some schools involved in character education or other district-wide motivational programs choose to set one day aside each week to address this program. Other schools might choose to integrate their guidance program into advisory once a week or once a month. Some teams may decide to collaborate on an interdisciplinary project or oral presentation once every grading period, setting aside one day each week in advisory to work on project and presentation skills.

Once priorities and goals have been established, it is important that you stick to that schedule so that students learn to anticipate what will happen and what is expected on certain days. The samples in this section can be integrated into advisory during each meeting, whether it is weekly or scheduled on some other recurrent basis.


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Section 1: Establishing Routines

JOURNALING

Objective: Student’s’ academic performance increases from writing practice.

Materials Needed: Spiral notebooks or notebook section devoted to journals.

Instructions to Advisor:

Opening with a short journal-writing activity has a number of advantages: focusing students, maximizing class time, reinforcing content, stimulating higher-level thinking, and practicing and improving writing skills.

For journaling to be effective, prompts must be clear, pertinent, and must stir a desire to respond. Enough information should be given in the prompt to motivate students to write in response. Prompts need to offer clues on ways they might respond. Although there are a number of books that provide sample journal topics, the best prompts are designed by teachers in response to advisory content and school issues. Journaling is more than writing practice; it is a way of triggering multiple “teachable moments.” Journal topics should be food for thought that take students to a deeper level of writing. In this way, journal prompts reinforce thinking and writing skills, as well as supporting the content of other lessons.

You can work with academic teachers to create a set of journal topics that are specific to their students’ class activities and school issues. Collaboration with academic teachers also allows journal prompts to address specific skills being taught in other classes each semester.

It is important to remember that journaling is also a vehicle for practicing and enhancing writing skills. You should monitor and encourage all aspects of successful writing during journaling: legibility, vocabulary, sentence structure, grammar, detail, and imagination. If there are particular formulas that have been emphasized to faculty in writing across the curriculum staff development sessions, those formulas should be applied to journal entries. During some advisory meetings, it may be useful to read some journal responses aloud for discussion in class. At other times, written comments on journals may respond to the opinions expressed, and point to a specific improvement or goal that could be put into practice in the next day’s journal. Do not forget to watch for and respond to the application of the skill during the following meeting.


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You can introduce simple motivational activities periodically following journal writing that can reinforce academic skills: dramatic oral readings, spontaneous prizes for biggest word used appropriately, longest sentence, best sentence, or best-supported opinion. Whenever possible, encourage real-life application of journal entries. Send them to the principal, a particular teacher, a community resource, or to the school or city newspaper. Have students revise journal entries into essays or poems for other classes.

You can also design journal prompts as occasional checks on goals, dreams, motivation, and planning. There are a number of quotations, poems, and paragraphs that may spur students to think and reflect more deeply about goals and careers.

Journaling should be a brief activity lasting from five to twenty minutes, depending on the nature of the topic and whether discussion or writing evaluation takes place during that meeting.


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SILENT SUSTAINED READING

Objective: Improved student academic performance through active reading practice.

Materials Needed: Reading selections of interest and/or related to advisory topics to the students.


Research has shown that reading ability is positively correlated with the extent to which students read recreationally. Sustained Silent Reading (SSR) is a period of uninterrupted silent reading intended to improve reading comprehension, the pace of student reading, vocabulary skills, and spelling. Students and their advisors silently read a book or material of their choice for a set amount of time ROUTINELY. Some longer advisories choose to begin each day with Silent Sustained Reading and others choose one day a week for Silent Sustained Reading.

SSR is based on one simple principle: reading is a skill. As with most skills, the more you practice it, the better you become. The less you use it, the more difficult it is. Some skills, like swimming, you will never forget once you learn them. But in order to improve either reading or swimming, you must jump into the book or the water and do it over and over. Students who read for fun at least once a week have higher reading-proficiency abilities, on average, than those who report that they never or rarely read for enjoyment. Unfortunately, students in the United States do not appear to be “jumping into the water” on a regular basis when it comes to reading. A well-known expert in the world of reading cites surveys that report that 90 percent of students devote only 1 percent of their free time to reading, and 30 percent to watching television. Fifty percent of students read for an average of four minutes or fewer per day, 30 percent read two minutes per day, and 10 percent read nothing at all. By devoting just fifteen minutes a day to reading, students could get up to forty-five hours of additional reading time per school year!

Advisory groups can work together to determine a subject they would enjoy exploring through reading and discussion. Frequently, advisory teams each take a different selection related to a similar topic so that teams, first, discuss the shared selection and build up a level of expertise and confidence. Next, the teams share their different perspectives on what they have read. For example, half the class reads an article favoring the death penalty and the other half reads the opposite view. Often short articles related to an advisory topic can be provided. Sometimes an advisory group may choose to have a “book club,” in which everyone reads and talks about the same book. You should set aside a secure location in their room for students to leave books. You are not responsible for these books, however, and should make this clear to the students. Some advisories build a “library” of reading materials interesting to their students.


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All too often, SSR is NOT used appropriately or successfully. There are several keys to successful SSR:

• It must be fun. The first purpose is to build enjoyment of reading, and then to provide practice. Make sure you spend advisory time with the students on the selection of materials.

• Second, it must be monitored. “Silent” is not enough. No one should be sleeping, doing homework, writing notes, or even just staring at the page. Every student should be actively “engaged” in the reading.

• Third, it must be modeled. You should never use this time for anything other than reading. The biggest message you should send your students is that YOU enjoy reading and look forward to SSR.

• Fourth, SSR must have follow-up. You will never know if students are really reading until discussion takes place, and it is discussion that reinforces the enjoyment and benefits of reading. Even if each member of advisory is reading something different, you should still take a moment to ask about what each student read, what they think might happen next, if they saw any words that were new to them, etc.


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PLANNERS

Objective: Time management skills will increase student’s academic performance.

Materials Needed: Pre-purchased planners, student designed planners, or spiral notebooks.


One skill that most successful students possess is good management of time; lacking this, they need an outside source that monitors and enforces productive use of time. Some advisories choose to begin with the use of a daily planner rather than journal writing. (In longer advisory periods planning can be done immediately following journals. Students know that upon completion of their journal, their next step is to open their daily planner to review previous goals and assignments, and to record today’s goals and assignments). You can fulfill this role and build this skill by taking a few minutes during each meeting to work with students on using an organizer/planner. Although some schools provide daily planners for their students, while other require students to buy them, some schools simply use spiral notebooks. A planner should include the following items:

1) A school calendar with dates for report cards, progress reports, and major school activities;

2) A record of achievement for registering grades on every assignment for every class

3) A weekly calendar that includes a space for writing weekly goals, school assignments, academic appointments (such as when study team is meeting, when to set aside time to write an essay, etc.), and personal appointments like athletic practices and scrimmage, club meetings, work, church, and so on.

Working with a planner provides you with the opportunity to do a quick check of a student’s progress and pending assignments. It can be as simple as asking, “What’s due this week?” and then helping a student determine when, where, and how to get the assignment done. At the next meeting, the question can serve as a check of last week’s accomplishment and/or an analysis of obstacles. It is the same type of reminder, organization, and check-in system that many successful students experience at home.

You should have the flexibility to establish in what way and for how long the daily planner activity is used for any advisory period. It is important to provide students plenty of explanation, demonstration, modeling, and assistance in the first weeks. With support,


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students learn to realize the importance of personal planners. Consider letting guest speakers know in advance about your use of organizers. Ask them to bring their own personal planners to show the students, and to briefly address the importance of time

management in their personal and professional lives. Devise an accountability system that will ensure that students bring their planner to every advisory meeting.

For the use of planners to become a habit, it is necessary for all teachers to be involved and committed to the use of planners in their classrooms.

Teachers should know to say, “Get out your planners and write down this assignment,” and show students how to break down larger assignments into incremental “due dates.” Encourage students to include commitments to study and preparation time and record them in their planners.

Teachers should direct students to record grades in their planners when work is returned.

Teachers should have students write down available tutoring times as well as tutoring appointments in their planners.

Once academic teachers are aware of the goal-setting component of advisory and the section in the planner related to weekly goals, they can suggest specific goals to students as the need arises.

Planners can be used for setting weekly personal and class priorities. Teachers and students who have seen planners used and monitored daily in every class have reported that daily planners were a key organization and time-management skill that directly affected academic success.

Regular Review of Planner You should evaluate students’ use of planners on a regular basis. Particularly in the first grading period, time needs to be devoted during each meeting to show students how to record items thoroughly and effectively. This regular review can include having students compute their grade averages for each class from the recorded grades section, and designing goal-based plans based on the results. Spot that Strategy! One way of getting students to recognize opportunities for using study strategies is to ask them to look back on the week, or the time period since the last advisory, and talk about an instance when they used — or should have used — a particular study strategy. Likewise, they can look at their planners and suggest a particular strategy that would be applicable to upcoming events. Encourage


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them at that time to write the strategy in their planner.


CHECK IN

Objective: Student academic performance will increase through close and regular monitoring of what and how the student is doing.

Materials Needed: A place to record notes to yourself so you can follow up with individual students.


Some advisories set aside time at the beginning of each session for students to sit in a circle for an opening discussion. Checking in with the students about how they are doing and what they are facing reminds them each time that you care about their individual success and that advisory is designed to provide support for student achievement in both academic skills and habits of success. One teacher refers to this daily time as “Pressing Problems” and another simply asks the question, “Is there any old business?” before getting started with the “new” business of each advisory meeting. It is much like a parent asking, “How did it go today? Is there anything I can help you with?” Directing students to collaborate on strategies that address their own academic issues continues to build an atmosphere of trust and support where students can become more willing to take risks and work harder.

During the routine “check in,” students can respond to the question, “What’s on your agenda today (or this week)?” In order to respond to this question, students first need to be walked through methods of recording assignments, plans, and preparation times. This check-in, related to class assignments, will help you become aware of emphasizing study skills related to certain assignments. You can help students think through the questions, “What do I have to know to do well on that assignment? How should I study? When? What else do I need?” With reinforcement of this process, eventually students will begin to answer these questions in their head and the process will be reflected in their planner.

The routine check-in can sometimes be specifically goal-related. Checking in with students about how they are doing on their goals reminds them that you are aware of their goals and care about their individual success. A quick daily question or comment such as “You can do it!” gives students the necessary reminder and boost they require to stay focused and motivate.


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MESSAGE CENTER

Objective: Incidence of discipline infractions will decrease as students voice their stressors, solve problems in advisory, or connect with outside support.

Materials Needed: Clearly marked container that remains in same place in room.


Some advisors create a “message center” that is prominent in the room and easily accessed. Students are encouraged to drop in questions and ideas for advisory activities, or to describe problem situations for discussion. Some advisories even allow the message center to be a place to “vent” without fear of retribution, by exposing frustrations students have with classes and advisory. It can definitely become a place where students respond honestly about what works and what doesn’t in the advisory design.

This provides students with an anonymous means of communicating with you. The teacher can choose to address messages with the group without identifying individual students.

On occasion, a student may identify him- or herself, and you can connect the student to appropriate supports. It is not ’your responsibility to solve any problem, but rather to assist in ensuring that no student’s academic or personal needs go unheeded by appropriate support services.


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SECTION 2BUILDING AND PRACTICING

PERSONAL SKILLS

CONTENTS

Introduction 6-13Commencement Exercise 6-15Who Are We . . . Really? 6-17Who Are They . . . Really? 6-19Mission Statements 6-20Extra Curricular Participation 6-21


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Section 2: Building and Practicing Personal Skills

INTRODUCTION

Although the top priority is guiding and supporting a student’s academic success, assisting students in developing personal skills will reap academic benefits. Advisory becomes a forum for giving students opportunities to form positive relationships with each other, their advisors, other academic teachers, and the school population, as well as reminding them of the role their families and community play in their success. These interactions are the ones that will shape their attitudes and increase their motivation.

Advisory should provide an environment that promotes risk and hard work. In order to accomplish this goal, activities must help students build relationships with each other that are supportive and encourage teamwork. Because you, as the advisor, serve a “parental” role on campus through advocacy and assistance, activities should include opportunities for the students and teacher to build mutual respect. It is important that each student sense genuine interest and caring from you and understand that monitoring achievement and supporting success is a primary role of advisory. Interpersonal skills should be developed that assist students in communicating effectively with their other academic teachers as well. Students need to be shown how to ask questions, handle conflict, and adapt to a variety of teaching styles.

Connecting students with their individual high school by developing relationships with administrators and through extracurricular activities creates a more positive attitude about the role of school in their lives. The strength of these relationships directly influences attendance. Participation in extracurricular events and activities provides students with additional venues for practicing personal skills. Because family involvement is a critical factor in student achievement, certain activities in advisory should be designed to establish lines of communication with and participation by families.

Negative attitudes about themselves and school have created a lack of motivation in underperforming students that is a primary barrier to academic achievement. An investment in developing positive feelings in underperforming students, through relation to advisory and advisors, will allow teachers to maximize the fruitful impressions academic-skill activities can bring to these students. It may take several meetings to build classroom behavior and attitudes that allow the advisor and students to feel comfortable and positive about the goals of advisory. However, it is important that you realize that it won’t matter how great the students feel about advisory at the end of the first grading period, if meanwhile their involvement and success in other classes has gone unmonitored and unsupported. For this reason, it is important to remember that the purpose of the sample lessons is to allow teachers to pick and choose the activities under personal skills that best meet the needs of the students in their class. Realize that it is possible to combine or alternate these lessons with sample lessons from the academic section.


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While focusing on personal skills, sample lessons in this section also provide a format that allows frequent practice of written and oral communication skills. As with each section, high schools participating in the advisory program may elect to choose from the sample lessons provided in this guide, or adapt and expand these lessons to more directly meet the needs of students at their own school.


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COMMENCEMENT EXERCISE

Objective: To address attrition rates by helping students understand the role advisory can play in “commencing” a new and successful high school career and by helping them visualize themselves graduating from high school.

Materials Needed: Digital camera, printer, cap and gown.


Depending on the length of your advisory, this can be done in one or two sessions. The first session should entail a Socratic Seminar about commencing a new journey and making a fresh start. Students can discover the true meaning of the word “commencement” and learn the Latin term tabula rasa. Ninth grade in particular offers students the chance to start fresh and leave any negative images of themselves behind. Students respond positively and vocally to this group discussion as they imagine who they would like to be by the time they graduate.

After the discussion or at the next session, borrow a cap and gown and take each student’s picture, posting the pictures in the hall or classroom with their names and “Class of 200_.” A computer class teacher can work with you or your students on importing and printing the digital images.

You may also want to suggest to English teachers that they support this activity by having students write autobiographies that also project into the future, or you may want to have students write the autobiography in advisory.

Here is a journal prompt that can be used to introduce this exercise:

“The only things we ever really regret in life are the risks we didn’t take.”

There are two times in your life when you can totally “reinvent” yourself. You can change the name you are called, your personality, your look, the kinds of things you do, your performance, your habits, and your abilities. One of those times occurs when you move from middle school to high school. You are finally meeting new students with new interests, who don’t know anything about your past. You are meeting teachers who have no idea what kind of student you were in middle school. In LATIN (which lawyers have to learn), there is a phrase called “TABULA RASA.” It means “BLANK SLATE.” YOU are a blank slate on which a whole new “you” can


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be written this year. Who do you want to be? If you were shy and studious in middle school, you can decide to loosen up and be more outgoing and not just study all the time. If you were the class clown, you can decide to still be funny but be perceived as a leader instead of a joker. If you were a little lazy and didn’t care, you can decide to try being a little more studious. If you’ve thought about being a musician or an athlete, it’s not too late to pursue those interests.

IF YOU COULD “REINVENT” YOURSELF, WHAT WOULD YOU DO? WHAT KIND OF PERSON WERE YOU IN MIDDLE SCHOOL? WHAT KIND OF PERSON WOULD YOU LIKE TO BE? Everyone has something about themselves they would like to change – WHAT WOULD YOU CHANGE ABOUT YOURSELF?


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WHO ARE WE . . . REALLY?

Objective: Attendance will increase the more students feel comfortable and important to a group of peers and to an adult on campus. Students will develop skills to make friends and to share their feelings, so that they will be able to relieve stress through communicating with others.

Materials Needed: None.


Knowledge is power. The more you get to know about each student in your advisory, the better you will be able to assist them in building personal and academic skills. There are a number of ways in which students can learn about each other and about you. Two things are important to remember about introduction activities. First, you should participate and model the assignment so that the students can learn about you. Second, the activity should address more than just surface trivia about the person; it should reach into the past and future. This exercise should help students identify past experiences and people in their lives, analyze their strengths and weaknesses, and inspire them to begin thinking about their dreams and goals.

Some advisors provide students with a list of provocative questions and have them do an impromptu oral presentation introducing themselves. This provides you with the opportunity to address oral presentation and listening skills.

It is also possible to pair the students up and then ask them to introduce the other person to the class.

Some advisors do introductions through creating a Coat of Arms or visual collage that addresses the same four areas: past experiences, strengths (or “likes”), weaknesses (or “dislikes”), and goals.

Another way is to create their very first résumé or curriculum vitae that includes those areas. The résumé can be posted next to their graduation picture or included in their portfolio. Any visual or written introductions can still be presented orally to the class.


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Whichever introduction activity you chose, it is important that the students know everyone’s name and discover common goals. One of the main objectives of any introductory atmosphere is to begin to build an atmosphere of trust and “family” in which students are willing to take academic risks knowing they will receive support from both the teacher and their peers in advisory.


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WHO ARE THEY . . . REALLY?

Objective: To increase attendance by helping students get to know their teachers. To improve students’ academic performance by helping students understand what their teachers expect of them, and what kinds of academic support the school can provide.

Materials Needed: Permission slip and teacher notices to meet with academic teachers


This activity can take from two to four advisory meetings, depending on the length of each meeting.

Step 1: Students can work in teams to create a set of questions designed to learn more about their academic teachers. With guidance, these questions should include information about the teacher’s style, pet peeves, student assistance policies and times, and other information that will help the student succeed in that content area.

Step 2: After presenting questions in class and determining a best set, each team can select a pair of students to interview a teacher before or after school or at lunch. Part of the exercise should include the students’ preparing a written request for the interview and providing the teacher/“subject” with a list of anticipated questions.

Step 3: The results from the interviews will be presented orally in class along with recommendations by each pair of reporters on how to succeed in that teacher’s class. This exercise can also be used to help students get to know counselors and other support staff.

Step 4: Have each team follow up with a written thank-you letter to the person they interviewed.


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MISSION STATEMENTS

Objective: The reading and writing in this activity will increase student academic performance.

Materials Needed: District mission statement, school mission statement, business company examples.


This is another teamwork exercise that uses two to four advisory sessions, depending on design.

Step 1: Discuss the definition and purpose of “mission statements.” Students read and analyze the district and campus mission statement. Students read the teacher’s mission statement for advisory, analyze it, and work in teams to revise the mission statement.

Step 2: Students develop personal mission statements and post them by their commencement pictures.

Step 3: Students can request mission statements from companies, colleges, and organizations related to their career goals. If possible, take students to a computer lab so they can experience using formal letter-writing templates.

Step 4: When students receive a response to their request, they can make an oral presentation so that the group may comment on the effectiveness of the mission as well as learn about the companies, colleges, and organizations from which the mission statement comes.


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EXTRACURRICULAR PARTICIPATION

Objective: Research shows that attrition rates are significantly lower and post-secondary college enrollment is significantly higher for students involved in extracurricular activities at their school.

Materials Needed: Generic application form, list of extracurricular opportunities and sponsors.


When you look at high-achieving students, you discover their involvement in the extracurricular life of their school. Conversely, low-performing students are seldom active in extracurricular activities. Time can be spent in advisory to help each student discover at least one extracurricular activity that could provide him or her with additional ways to feel connected to school, and give each student a place to practice personal skills.

Step 1: Find out what extracurricular activities are available and when they meet. Work with extracurricular sponsors to create some generic applications. Consider hosting an extracurricular “fair” on a school day, where organization members take turns manning the booth. Aggressively encourage students to sign up for more information. Invite older students or sponsors into class to speak about the activity and hand out applications. In this case, listening/questioning skills can be applied and you can use the standard guest-speaker protocol.

Step 2: Following the “fair” or guest speakers, students use advisory to fill out generic applications, write questions for more information, and record meeting times. If you monitor closely and get students to that first meeting, students begin to feel more comfortable and are more likely to continue their involvement.

Step 3: Either in advisory or in an English class, assign a short essay on such topics as school spirit, volunteerism, and athletics vs. academics.

Step 4: Take your advisory to a computer lab where students can search college websites. Have them practice filling out and printing on-line entrance and scholarship applications, so that they can see what those applications require


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SECTION 3BUILDING AND PRACTICING

ACADEMIC SKILLS

CONTENTS

Why and How Professionals Use Planners 6-23How Am I Spending My Time? 6-25Learning Styles 6-27Thinking Styles 6-33The Dog Ate My Homework 6-35


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SECTION 3: BUILDING AND PRACTICING ACADEMIC SKILLS

WHY AND HOW PROFESSIONALS USE PLANNERS

Objective: Students who use planners effectively for time management will increase their academic performance.

Materials Needed: Sample planners (or spiral notebooks), invitations for panel.


Several advisory meetings devoted to the reasons why organizers are a useful tool used by many professionals will help students see the advantages of planners. One excellent way to address time management is to invite a diverse panel of community professionals to discuss their methods. Each panel member is asked to bring and show his or her own personal planner and explain how it is used personal and professional life. Students can observe how and when professionals use planners for time management and organization. One school’s panel consisted of a lawyer, a musician, a college student, a plumber, and the principal. In preparation, students can read articles related to time management, use one of the reading strategies, and present results to each other in class. Students can survey and/or interview teachers and administrators to find out who uses personal planners and why. Students can brainstorm about what information would be useful in a planner, and compare their results to what is provided in the planner they are using. One class designed and produced their own planners.

Remember that during the first set of advisory meetings, you will need to spend significant time showing students what, how, and where to write different items in their planners. If the class uses a professionally produced school planner, it is important to walk students through all sections of the planner and have them fill out appropriate sections during that time. Some schools design “Scavenger Hunt” activities for school-wide multiple section planners in order to familiarize the student with the whole planner. It is helpful for you to provide examples of completed planner pages. Direct instruction needs to include showing students how to record assignments on multiple days. For example:

Record the assignment and its due date on the day an assignment is given, and again on the actual due date.

Write the assignment and “ DUE TOMORROW!” the day before it is due (or the week before the due date on larger projects).

Commit to and record one or two preparation and working dates related to the completion of the assignment.


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Get together with study buddies or teams and commit to a mutual work time for an assignment. All student members record the same date and time.

Determine a day in advisory where it is appropriate to work on a strategy related to the completion of this assignment.

Make and record an after-school or before-school appointment with the academic teacher to receive help or a general progress check related to the assignment.

During the first weeks, students should be guided through this process each time. Ask them to show what they have written. Ask them to evaluate whether or not they have actually completed the commitments recorded in their planners. Reward them for their successes. You should always create a record in your own planner as the students work in theirs, and discuss with them the advantages and struggles related to using planners as an organizational skill in your own life. It is imperative that the entire grade-level faculty understands the use of planners and reinforces their use during their own class time. Some schools choose to use the planner as a hall pass, which helps ensure that the planner is kept with the student and allows the school to keep a record of when and why students are away from class. If a student uses their planner four periods a day, five days a week, it not only becomes a habit for the student, it also becomes a useful tool for teachers and parents.


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HOW AM I SPENDING MY TIME?

Objective: Student who understand how they spend their time are likely to designate more time to academic assignments than students who don’t.

Materials Needed: Survey logs.


“Time is the coin of your life. Only you can determine how it will be spent.”— Carl Sandburg

There are a number of surveys or logs you can use to help students chart how they spend their time. Using a log presents an excellent opportunity for a math application, as students fill out the log and then create a pie chart to show what portion of their day is taken up by various activities.

Another exercise is called the 24-Hour Bill and relates time to the concept of how hard it is to know where the money goes once we have broken a twenty. Students track themselves carefully, even analyzing how they spent their time within a class period. They log their activities in twenty-minute intervals for twenty-four hours and later divide the activities by percentage of minutes into a variety of categories:

Relaxing/Stressful

Productive/Nonproductive

Alone/With Others

Academic/Nonacademic

Related to My Goals/Off Track

Positive/Negative

Reading/Writing/Speaking/Listening

With Friends/With Family


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Short-Term Effect/Long-Term Effect/No Effect

These categories provide excellent food for thought, although students can create their own categories. Use this exercise to examine personality traits and influences, obstacles to success, prioritization, deferred gratification, and sources of support.


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LEARNING STYLES

Objective: Academic performance can increase when both students and teachers are aware of learning styles within their classroom.

Materials Needed: Learning-style surveys.


Advisory can help both students and academic teachers take better advantage of learning styles to increase academic performance. Many schools have provided staff development in learning styles to their teachers. Teachers have found that by helping students have a better understanding of the way they prefer to learn and process information, students are more motivated to develop strategies that will enhance their learning potential. If the teaching team is not familiar with learning styles, it is important to provide some staff development so that teachers are aware of ways to vary their teaching strategies to address different learning styles. Although the Myers-Briggs Type Indicator (MBTI), multiple intelligences, and other surveys provide an alternate means of assessing student learning styles, the simplest for high school freshmen may be simply to determine whether they are auditory, visual, or kinesthetic learners.

First, have students take any of the reputable learning-style inventories that are available on the web or in print. Before they know their results, have students count off so that each has a number from one through three. All students with a one will read an article about Visual Learners, twos will read about Auditory Learners, and threes will read about Kinesthetic Learners. Then divide into three groups where all the ones exchange information with each other and become “experts” on Visual Learners, twos on Auditory, threes on Kinesthetic. Now form new groups of three with one student from each learning style. Have them each teach the others in their group what they learned about the learning style they’ve just learned. As part of this Round 2 group exercise, have students predict which students in the room would fall into each category. After completing the exercise, ask students to present the test results and compare them to the predictions. This creates a great deal of discussion and insight into how students believe they learn. Understanding their learning style helps students identify strategies for improvement. Make sure to clearly explain, explore, and discuss the following list if you choose to address learning styles, and set up opportunities for students to observe and apply their knowledge of the styles.


PURPOSEFUL ADVISORY

The visual learner remembers 75 percent of what he/she reads or sees.

Demonstrations from the blackboard, diagrams, graphs, and charts are all valuable tools for the visual learner.

Generally, visual learners will process pictorial information before reading the printed text.

Write down the things you want to remember; you will remember them better that way.

Look at the person who is speaking to you; it will help you focus.

Try to work in a quiet place. Wear earmuffs or earplugs if necessary. Some visual learners do, however, like soft music in the background.

If you miss something or do not understand what a teacher says, ask politely if she will repeat or explain.

Most visual learners learn best alone but can contribute much in study groups.

When studying, take many notes and write down lots of details.

When trying to learn material by writing out notes, cover your notes and rewrite them. Rewriting will help you remember.

Use color to highlight main ideas.

Before starting an assignment, set a goal and write it down. Even post it in front of you. Read it as you do your assignment.

Before reading a chapter or a book, preview it first by scanning the pictures, headings, and so on.

Try to sit in a desk away from the door and windows and close to the front of the class.


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Make your own flashcards. Look at them often and write out the main points, then check yourself.

When possible, use charts, maps, posters, films, videos, and computer software to study from and to present your work.

The auditory learner learns best through hearing information. Only 30 percent of the high school population is auditory. Generally, auditory learners will remember 75 percent of what they hear in a lecture.

Using auditory learning can be a more difficult way to learn new material. Study with a friend so you can talk about the information and hear it, too.

Recite aloud, several times, the information you want to remember.

Ask your teacher if you can submit some work as an oral presentation or on audiotape.

Make your own tapes of the points you want to remember and listen to them at home or in the car. This is especially useful for test preparation.

When reading, skim through and look at the pictures, chapter titles, and other clues, and say out loud what you think this book could be about.

Make flashcards for various material you want to learn and use them repeatedly, reading them out loud.

Set goals for your assignments and verbalize them. Say your goals out loud each time you begin work on a particular assignment.

Read out loud when possible. You need to hear the words as you read them to understand them well.

When doing math calculations, use grid paper to help you set your sums out correctly and in their correct columns.

Use different colors and pictures in your notes, exercise books, etc. This will help you remember.


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The tactile-kinesthetic learner must DO things in order to have the best chance of learning.

The tactile-kinesthetic learner remembers best the things they experience.

Kinesthetic learning involves use of the whole body rather than just the hands, eyes, and ears.

Getting information from written materials or by listening is not as easy as the other methods.

To memorize information, pace or walk around while reciting to yourself or using flashcards or notes.

When reading a short story or chapter in a book, try a whole-to-part approach. This means you should first scan the pictures, then read headings, then read the first and last paragraphs and try to get a feel for the book. You can also try skimming the chapter or short story backwards, paragraph by paragraph.

If you need to fidget, try doing so in a way that will not disturb others or get you in trouble. Try jiggling your legs or feet, try hand/finger exercises, or handle a pipe-cleaner, koosh ball, or something similar.

You might not study best while at a desk. Try lying on your stomach or back. Try studying while sitting in a comfortable lounge chair or on cushions or a beanbag.

Studying with music in the background might suit you (baroque music is best because of the polyrhythms).

Use your favorite color to cover your desk, notebook, or study area. This is called color grounding and can help you focus.

Try looking through colored transparencies to help focus your attention. Try a variety of colors to see which colors work best.

While studying, take frequent breaks, but be sure to settle back down to work quickly. A reasonable schedule would be 15-30 minutes of study, 2-5 minutes of break time.


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When memorizing information, try closing your eyes, then write the information in the air or on a surface with your finger. Try to picture the words in your head as you are doing this. Try to hear the words in your head, too.

Later, when you need to recall this information, close your eyes and try to see it with your mind’s eye and to hear it in your head.

When learning new information, make task cards, flashcards, electro-boards, card games, floor games, etc. This will help you process the information.

The articles shared during the learning-styles jigsaw activity will ensure that students receive the above information on which learning strategies work most effectively for each learning style. At the next advisory, divide the class into their three learning-style groups. (Some groups may be larger than others and you may want to subdivide). Using the list above, have students develop a study plan for the following week that includes strategies for in-class behavior, homework, and other academic preparation based on their learning styles. Have students commit to these plans by writing them in their planners. Set a date for discussing whether or not students felt a difference in their approaches to learning and studying during that week.

Another learning-styles exercise is to devise a check sheet on teaching styles and have students evaluate all their classroom teachers for evidence of visual, auditory, and kinesthetic activity. You can divide the advisory group into three teams, and each team can create a check sheet for one of the three learning-style categories. Students can take the “appropriate” check sheet with them to see which strategies are being used in their other classes.

The purpose of spending any time on learning styles is to get students to be more aware of study strategies. You can begin that discussion even if students take a survey as simple as the one below.


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LEARNING STYLES

When you… Visual Auditory Kinesthetic & Tactile

Spell Do you try to see the word? Do you sound out the word or use a phonetic approach?

Do you write the word down to find if it feels right?

TalkDo you talk sparingly but dislike listening for too long? Do you favor words such as see, picture, and imagine?

Do you enjoy listening but are impatient to talk? Do you use words such as hear, tune, and think?

Do you gesture and use expressive movements? Do you use words such as feel, touch, and hold?

Concentrate Do you become distracted by untidiness or movement?

Do you become distracted by sounds or noises?

Do you become distracted by activity around you?

Meet someone againDo you forget names but remember faces or remember where you met?

Do you forget faces but remember names or remember what you talked about?

Do you remember best what you did together?

Contact people on business

Do you prefer direct, face-to-face, personal meetings? Do you prefer the telephone?

Do you talk with them while walking or participating in an activity?

ReadDo you like descriptive scenes or pause to imagine the actions?

Do you enjoy dialogue and conversation or hear the characters talk?

Do you prefer action stories or are you not a keen reader?

Do something new at work

Do you like to see demonstrations, diagrams, slides, or posters?

Do you prefer verbal instructions or talking about it with someone else?

Do you prefer to jump right in and try it?

Put something together Do you look at the directions and the picture?

Do you ignore the directions and figure it out as you go along?

Need help with a computer application

Do you seek out pictures or diagrams?

Do you call the help desk, ask a neighbor, or growl at the computer?

Do you keep trying to do it or throw a nerf ball?


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THINKING STYLES

Objective: Students learn strategies related to thinking styles that can increase their academic performance.

Materials Needed: Traits chart.


If time allows and the advisory group seems receptive, it is interesting for students to also examine in advisory whether they are analytical or global thinkers. There are a number of inventories and articles you can use, but the list below may provide enough fodder for discussion.

Traits of the Analytical Thinker: Traits of the Global Thinker:

Tend toward the linear, step-wise processes of learning.

Tend to see finite elements (details) of patterns rather than the whole; they are the tree seers rather than forest seers

Tend to be more comfortable in a world of details and structured information.

Make decisions based on logic, facts and common sense.

Like to work in an organized environment.

Like to do one thing at a time.

Learn best when information is presented sequentially (step by step).

Speak with few gestures.

Tend to make decisions based on emotions and intuition.

Prefer working in an informal, less structured, more flexible environment.

Tend to be spontaneous and like spontaneity.

Enjoy doing several things at once.

Learn best when information is presented with humor or emotion, a short anecdote.

Speak with many gestures.

Tend to learn the general idea first, then look at the details.

Can work well with distractions.

Tend to take frequent breaks.


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Traits of the Analytical Thinker: Traits of the Global Thinker:

Prefer quiet, well-lit, formal environmental design.

Have a strong need to complete the task they are working on.

Respond well to words and numbers.

Need visual reinforcement.

Tend to give directions and underline or highlight important information.

Give details in their feedback.

Are said to have left-brain dominance.

Will tend to say things like:

Should I use a pen or pencil?

Is this going to be in the test?

When is this due?

Can I have more time?

What should I do first?

Can you check my work/draft/plans?

Is this how you do it?

What do you think of this?

Tend to need lessons that are interesting to them on a personal level.

Discover well through group learning (small group techniques).

Need written and tactile involvement.

Respond well to pictures.

Are said to have right-brain dominance.

Will tend to say things like:

Why are we doing this?

Can I do it later?

I need a break.

I can’t work when it’s quiet.

Can I work with another student or group of students?


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THE DOG ATE MY HOMEWORK

Objective: Mastering homework will improve student academic performance.

Materials Needed: Flip charts for teams.


Step 1: Allow students to tell you why they don’t do homework. Either in teams or with the whole class, create a master list of all the reasons students avoid homework. After the list is complete, have students place all the items in two categories: a good reason, NOT a good reason.

Step 2: Have students talk about the “good” reasons and whether there are any advantages to doing your homework anyway.

Step 3: Have students create a suggestion sheet for teachers that addresses the concerns expressed in the Good Reasons column. Present the list at your next teaching team meeting or — better yet — have the class designate a student representative to present the list. Let the teaching team know ahead of time that a student will present the list, and ask them to be prepared to adjust some homework assignments based on student suggestions. This will give the students a sense of empowerment and increase motivation on subsequent homework assignments.

Step 4: On another day, look at the NOT a Good Reason column. Have students discuss strategies for eliminating or overcoming these reasons and devise a one-week action plan to increase homework effectiveness. Students should also design a scoring guide for tracking the results of their plan and devise a reward system. Some advisories use a study team competition for this exercise.

Be sure to celebrate improved homework habits and continue to revise and increase homework goals throughout the year.

There are numerous “homework help” sites that students can access in a computer lab. With the help of a computer class teacher, students could set up a Study Buddy chat room with their study team, learn how to send assignments via attachments, and learn how to use the revision/editing functions in word-processing programs. Academic teachers can agree to join a chat room at a designated time and look over attached assignments and resend using the revision/editing comment functions.


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SECTION 4PLANNING FOR POST-SECONDARY EDUCATION AND CAREER GOALS

CONTENTS

Starting S.M.A.R.T. 6-37Checking Out Other People’s Goals 6-39Oral Communication as a Career Skill 6-40College-Letters 6-41Post-Secondary Applications 6-43Think College Early 6-44


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SECTION 4: PLANNING FOR POST-SECONDARY EDUCATION AND CAREER GOALS

STARTING S.M.A.R.T.

Objective: Students will learn how develop performance goals.

Materials Needed: S.M.A.R.T. definition sheet.


Some direct instruction will be needed on how and why to set goals. There are many resources that provide information on goal setting and all agree that achievable goals need to be concrete, performance-based, and have a deadline. One acronym that students find easy to remember and apply is setting goals that are S.M.A.R.T.:

Specific – Write your goal in concrete, descriptive terms.

Measurable – How will you be able to prove you accomplished your goal?

Action-Oriented – Don’t state an outcome, but state what you will DO.

Realistic – Goals should be a stretch, but still reachable.

Timetable – Set a specific date to measure your goal and incremental dates for actions.

Have students practice writing goals and then discuss in advisory whether the goal fits all the necessary criteria. Rewrite them until they do. When students complete their first weekly “Goal Line,” have them check to make sure it is S.M.A.R.T. You should always model behavior, and set weekly goals and share them with the class.

Even S.M.A.R.T.er – As advisory progresses, have students continue to raise the bar for themselves in terms of the level of the goal. Continue to monitor for the five components, check on progress, analyze and revise strategies, and celebrate successes. An extended version of the S.M.A.R.T. goal process can be applied to setting long-term career and college goals. Although, chronologically, college comes before careers, it is important that students see how long-term planning involves working backward from a vision of the future.

S.M.A.R.T.er Still! – In the second half of advisory, their career destination, post-secondary choices, and high school plan of study will all be charted in a “life plan” using the S.M.A.R.T goals process. Have students develop one large Goal Grid for their life plan.


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Students need to know that there is no magic formula for immediate success. A goal doesn’t do the actual work for you; it just helps you focus. Even having a plan and good strategies may not be enough. Have students work in teams to brainstorm personal traits that help people reach their goals. Discuss ways of staying on track with your goals after initial enthusiasm wears off and the real work begins. Students can create a master list and their own acronyms as a mnemonic device. One such acronym is WISE:

Willpower

Initiative

Stamina

Enthusiasm


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CHECKING OUT OTHER PEOPLE’S GOALS

Objective: Students will develop goal-setting strategies for performance and planning from analyzing existing goals.

Materials Needed: Copies of district goals, local business goals, and other sample goals.


Step 1: Share the school district goals or campus improvement plans with the students in advisory. Use an advisory meeting to discuss the quality of these goals and whether or not they are S.M.A.R.T. Have students rewrite the goals and present them to the principal or superintendent.

Step 2: The same exercise can be done with community business and city government plans.

Step 3: Either in advisory or in their English class, students could access any number of articles on goal-setting to use for reading strategies or as content for writing assignments. Literature pieces could be analyzed to discuss the goals of the protagonist or antagonist and students could be asked to find examples of goal-oriented action plans within the plot. Students could apply the S.M.A.R.T formula to the character’s actions.


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ORAL COMMUNICATION AS A CAREER SKILL

Objective: Student academic performance will increase through mastery of oral communication skills.



Multiple opportunities exist to involve students in phone interviews, personal interviews, panel discussions, and formal presentations based on topics related to post-secondary educational and career opportunities.

Likewise, these situations offer opportunities to practice active listening and evaluate the communication skills of others. In conjunction with the English teacher, you can assign career articles and college stories, and have students make reports about their career and college investigations in other classes.

For example, ask students to make a list of jobs that society views as being predominantly male, and a list of jobs society views as being predominantly female. Then have them look through the newspaper to find articles where women are involved in jobs that have been viewed as predominantly male. Then do the same for males. Have students summarize the articles and discuss whether such generalizations are detrimental.


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COLLEGE LETTERS

Objective: Students will be motivated to stay in school and enroll in post-secondary education.



Students who take the PSAT are automatically put into college databases and automatically receive information periodically from post-secondary institutions. It can be very motivational and informative for all students to receive such communications. To get students onto a wide mailing list, they need to write and request information from numerous schools. Have students create letter templates such as the one below. Have a computer class teacher instruct students on mail merge programs and allow them to create an address file of multiple community colleges, universities, and technical schools in order to print and mail letters.


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Your nameYour home address City, State, Zip Code

Date, Year

Office of AdmissionsName of SchoolAddress of SchoolCity, State, Zip Code

Dear Sir or Madam:

I am currently a freshman in high school but I would like to begin investigating where I want to go for more education after high school. I am very interested in (name of school).

I am writing to request a brochure or video that would tell me more about your school. I would also like any information about (name of possible major and career interests), and schedules of any campus visitation opportunities. If you could send me copies of your application, I can begin to analyze what it will take to get into your school.

Thank you for your time and consideration. I look forward to learning more about (name of school) and hope you will add me to your mailing list.

Sincerely,

Your Signature

Your typed nameName of your high schoolClass of 200_


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POST-SECONDARY APPLICATIONS

Objective: More students will take courses that meet college requirements and rates of post-secondary enrollment will increase.

Materials Needed: College application samples.


Step 1: Students should be encouraged to bring the letters and materials they receive from colleges and other post-secondary institutions to read and show to the advisory group. This creates an opportunity for each student to do a short presentation to the class after assessing responses to their inquiries.

Step 2: Once the class has collected a number of college applications, teams can compare what colleges require, looking for similarities and priorities.

Step 3: Another good exercise involves copying applications and urging students to project into their senior year, filling them out accordingly. This will help students visualize what they need to do and influence decisions they make as they plan for their junior and senior years in high school.


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THINK COLLEGE EARLY

Objective: Student enrollment in post-secondary education will increase.

Materials Needed: Computer lab.


The U.S. Department of Education has a number of resources for students who want to begin thinking about post-secondary education options. It has free materials for students, families, and teachers, and an excellent website that students will find easy to use. It is worth spending at least a day or two in the computer lab going through these resources.

Whether or not a student goes to college is often determined during this freshman transition period. Through an off-campus “Day in College,” students and families can discover their connection to post-secondary education. Use the Department of Education’s Think College Early materials (www.ed.gov/offices/OPE/thinkcollege) to work with a community college. Set up a day visit where students can declare a major and take three hands-on “mini-courses” taught by college professors in their field of interest. On the same day, parents attend sessions on hot jobs of the future, college orientation, financial aid opportunities, and tips for assisting their child during the next four to six years.

Many schools work with the host campus to schedule a keynote speaker, organize a luncheon, donate gift bags or door prizes, and provide transportation for students and parents. Invite multiple post-secondary institutions to have booths at the community college campus or to donate bumper stickers, pens, key chains, mugs, and textbooks as door prizes. One school received enough donations from high school and college textbook companies to provide every student with a book.


http://www.ed.gov/offices/OPE/thinkcollege

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SECTION 5

DEVELOPING TEAMWORK AND BUILDING COMMUNITY IN ADVISORY

CONTENTS

Social Activities and Lessons 6-46Name Game 6-47Five Things in Common 6-49Choosing Sides 6-50Biographies 6-51Fear in a Hat 6-52


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SECTION 5: DEVELOPING TEAMWORK AND BUILDING COMMUNITY IN ADVISORY

SOCIAL ACTIVITIES AND LESSONS

The social activities in this section are designed to help students get to know each other and make friends. In the beginning, when students are meeting each other for the first time, the sequence of activities is important. You should start with a “Name Game” to help students learn each other’s names, and follow it with an icebreaker like “Five Things in Common.” The sooner everyone is talking and laughing together, the better.

Once people have learned each other’s names, you can use the activities designed to help people get to know each other in a non-threatening way. Use activities such as “Tiny Teach,” “I Used to Be, But Now I,” and “Choosing Sides.” When the group is ready, try some challenges and have some fun. “Change Three Things” and “M&M Game” can both be energetic ways to ease into more difficult group work. Once your students feel a little more comfortable with each other, it’s a good idea to address their fears and concerns directly and anonymously with “Fear in a Hat.”

One effective sequence for a group that will be together for a few hours or a day or two is: (1) “Name Game,” (2) “Choosing Sides,” (3) “M&M Game,” and finally (4) “Fear in a Hat.” Even if they won’t be in an advisory together all year, chances are they will see each other again in the halls and in classes. They’ll feel more comfortable during the first weeks of school if they recognize some of the other students and can greet some people by name.

After the group has done three or four “getting-to-know you” activities and “Fear in a Hat,” start working on cooperation and trust. If you haven’t already done so, use the “M&M Game” to illustrate the advantages of cooperation over competition in advisory. If you are starting your advisory during orientation, plan to use an afternoon to create a group contract. During the “Group Contract” activity your group will be establishing the ground rules for emotional safety and productive work they will be using throughout the year.

General Instructions: These activities have the greatest impact when you begin them with a brief introduction along with instructions. When the activity is finished, gather the group in a circle and talk about what happened, what worked, what didn’t work, and what they learned. This period of reflection can deepen the emotional bonds that are forming among students and help them learn from their experiences.

While these activities are often fun, some students will find them challenging. It is of utmost importance that students feel safe. Do not allow put-downs. No matter how funny a joke is, if the humor is at someone’s expense, the cost will be that everyone in the group feels less safe and trusting.


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NAME GAME

Objective: To ease the transition into high school by addressing students’ social concerns.

Materials Needed: Three to nine soft objects, such as Koosh balls. An odd, humorous object such as a rubber chicken helps.


Regardless of whether you are meeting students in your advisory for the first time or leading a group for a brief orientation event, it’s a good idea to give students an opportunity to learn each other’s names. This activity also serves to break the ice because it calls upon students to use their creativity as well as their memories.

Put the Koosh balls and other objects in a bag near your place and ask students to stand in a circle with you. Introduce the activity as a way to help everyone learn each other’s name. Explain that different people have different ways of storing and retrieving information in their memories. “Some people associate a pair of words. Others associate a word with a picture or a feeling. To help us learn each other’s names, we’re going to connect our names with a word or phrase, and a pose. For example, if your name is Jauwan, you might introduce yourself as ‘Jaunty Jauwan’ (demonstrate striking a pose that shows pride).” Give another example or two until the students get the idea that they’re supposed to say their name with a word or phrase, and a pose that will help people remember their names.

The leader goes first. After you’ve introduced yourself and struck a pose, the group responds by saying, “Hi, Georgia, not the state” (or however you’ve introduced yourself). Then you pass one of the Koosh balls in your bag to the person next to you. Each person introduces himself and strikes a pose until the ball returns to the starting place.

The next part of the activity is designed to help people practice each other’s names and have fun. Demonstrate by passing the ball to someone in the circle, making eye contact and saying, “Wanda, catch.” When Wanda catches the ball, she’s to respond by thanking the tosser by name, then throwing the ball to someone else. Start off slowly, with only one ball. After most people have had a chance to catch and toss the ball, add another ball. Wait a few turns (two people will be tossing and catching at once), and then add another, then another. Use up to one ball/soft object per three participants. People will be frantically trying to catch and throw balls and getting confused. Just when the game gets chaotic toss in something silly like a rubber chicken.


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Gather up the objects and reshape the circle. Ask if anyone thinks he/she can remember everyone’s name. Give each person who wants to try to say everyone’s name a chance.


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FIVE THINGS IN COMMON

Objective: To ease the transition into high school by addressing students’ social concerns.

Materials Needed: A stopwatch.


The object of this activity is for students to find out quickly what they have in common with each other. Ask students to circulate around the room. When you say “Freeze,” they have to turn to the person closest to them and quickly find five things they both have in common with each other within ninety seconds. The trick is, they have to find a new partner each time. Repeat the activity until everyone has had a chance to “find five things in common” with everyone else in the group. A group of ten will require nine rounds.

When they’ve finished, ask the group to form a circle. Ask them what they thought of the activity. What made it easy? What made it hard? What did they learn from repeating the same activity with different people? Did anything surprise them?


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CHOOSING SIDES

Objective: To ease the transition into high school by addressing students’ social concerns and helping them meet new people.

Materials Needed: Use duct tape to draw two parallel lines, about ten to fifteen feet apart, on the floor.


This activity is good for re-energizing the group after they’ve completed some serious work. It also provides a playful way to help students get to know each other, and themselves, better.

Ask the group to stand in the middle of the room in between the two parallel lines. Show them the two lines and tell them that you will be saying a pair of words. When you say each word in the pair you will point to one of the lines. For example, male (point to one line)/female (point to other line). Each time a pair of words is called out, students should go stand behind the line they “relate to.” Everyone must choose sides each time a new pair is called out.

After you call out a pair, wait a moment after everyone has chosen a side to let them look at where they are standing. Suggested pairs:

Planner/builder Bold/timid Paris/Hawaii

Formal/informal Red/blue Talk/listen

Spring/fall Today/tomorrow Bath/shower

Introvert/extrovert Spender/saver Future/past

Optimist/pessimist Morning/night Ocean/forest


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BIOGRAPHIES

Objective: To ease the transition into high school by helping freshman form supportive relationships among peers.

Materials Needed: Paper and writing implements, white board or chalk board.


Gather everyone together and explain the value of getting to know each other and respecting each other’s differences. Start by asking the group to give examples of interesting aspects of people’s lives (e.g., having lived in other countries, interesting hobbies, unusual skills). Ask students what unusual or interesting things they have done in their lives. Gather a few examples to get them thinking about how people can have lots of different experiences.

Now, ask the students to create a list of questions that they could ask to get to know someone. Write their suggestions on the board. Examples: Where were you born? What are your favorite TV shows? Books? What music do you like to listen to? Where have you lived? Who are the most important people in your life? Is there something you’re really good at? Have you ever done something you didn’t think you could do, or survived something you didn’t think you could survive? If you could be any famous person in history, who would you be and why?

Ask everyone to find a partner he doesn’t know very well yet. Each person will interview the other. Give everyone pencil and paper so they can take notes if they want to. Tell them they need to pay close attention because they will be introducing their partner to the rest of the group.

Give each person ten to fifteen minutes, then switch. When both people have had a chance to interview each other, reconvene the group. Have each person introduce his partner, and give the group a chance to ask the interviewer questions about his partner.


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FEAR IN A HAT

Objective: To ease the transition into high school by addressing students’ anxieties and fears.

Materials Needed: Uniform small sheets of paper (5 x 7 is good) or index cards; pens or pencils; a basket or hat.


Even the most confident person can hesitate to ask a question or express a concern in front of a group of unfamiliar peers. This exercise gives students an opportunity to express their fears, concerns, and questions anonymously. Once students have had their most pressing and secret concerns addressed, they are free to pay attention to new experiences and information.

Give everyone uniform pieces of paper and something to write with. It’s a good idea to have everyone sitting in a circle so that they will all be able to see each other easily during the discussion.

Ask them to write a question about something they want to know, something they’re worried about, or something they’re feeling scared about starting high school or orientation. They could ask about rumors they’ve heard about getting “initiated” by the upperclassmen; or about the workload — anything they want to ask privately and anonymously. Show them how to fold the paper so that all the sheets look the same, and ask them to write very legibly, so their question is easy to read.

When they’ve finished writing their questions, have them place the folded paper in a basket or hat. When everyone’s done, mix up all the papers and pick one of them out. Read the question aloud to the group. Try to turn the question over to the group as often as possible. What would they suggest to someone who felt that way? What’s a way of thinking about the worry that could help them feel better? If there’s a question based on a rumor, or one that requires information the students couldn’t be expected to know, then answer the question yourself.


PURPOSEFUL ADVISORY

SECTION 6

ADVISORY LESSON PLANS

CONTENTS

ADVISORY CONTENT FORMS

Daily Routines 6-54Weekly Routines 6-55Monthly Routines 6-57Semester Calendar 6-59


PURPOSEFUL ADVISORY

SECTION 6: ADVISORY LESSON PLANS

ADVISORY CONTENT FORMS: Daily Routines

School: ____________________________________________________Advisory Period Length: ________________________________________Number of Advisories per Year: ____________________________________

Each advisory should be divided into two to four distinct sections, depending on length of period.

Entering/Opening Activity: Comments and Materials:

Follow-up Routine:

Topic/Lesson:

Wrap-up or Closing Routine:


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ADVISORY CONTENT FORMS: Weekly Routines Each advisory should agree on routines for each day of the week.

Every Monday we: Opening Activity:

Follow-up Routine:

Topic/Lesson:

Closing Routine

Every Tuesday we: Opening Activity:

Follow-up Routine:

Topic/Lesson:

Closing Routine


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Every Wednesday we: Opening Activity:

Follow-up Routine:

Topic/Lesson:

Closing Routine

Every Thursday we: Opening Activity:

Follow-up Routine:

Topic/Lesson:

Closing Routine

Every Friday we: Opening Activity:

Follow-up Routine:

Topic/Lesson:

Closing Routine


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ADVISORY CONTENT FORMS: Tentative Monthly, (or Grading Period) DesignDesign routines for the beginning, mid-point and end of each month or grading period. Even though some advisories meet less frequently, they should still follow an internal daily design each time they meet

At the start of each month (six weeks/nine weeks) we will: Comments and Materials:

A half-way point activity will be:


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At the end of each month (six weeks/nine weeks) we will:


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ADVISORY CONTENT FORMS: Tentative Semester CalendarTentatively plan the routines for a semester and agree on who will be responsible for coordinating materials for that lesson. Discuss additional resources (people, materials, facilities) that may be needed.

# __, Date: Topic/Lesson: Team Member:Resources:


# __, Date: Topic/Lesson: Team Member:

Resources:

# __, Date: Topic/Lesson: Team Member:

Resources:



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PURPOSEFUL ADVISORY

SECTION 7

ASSESSMENT TOOLS

CONTENTS

Assessment Tools for AdvisorySection 1: Advisee 6-62Section 2: Advisor 6-79Section 3: Advisory Group 6-89Section 4: Advisory Program and Leadership 6-95

Assessment Tool for Freshman Orientation 6-117

Assessment Tools for Student-Led Conferences 6-118


PURPOSEFUL ADVISORY

SECTION 7: ASSESSMENT TOOLS

Assessment Tools for Advisory

Section 1: Advisee

Samples Based on Exemplars From:

Francis W. Parker Charter Essential SchoolDevens, MAAdvisory Check-In (Self Assessment)Advisory Check-In (Assessed by Advisor)

Poland Regional High SchoolPoland, MERoundtable: Sophomore Core Portfolio RequirementsRoundtable: Sophomore Core Portfolio Rubric

Souhegan High SchoolAmherst, NHAdvisory Rubric – pass/fail

Bonny Eagle High SchoolStandish, MEPLP Presentation and Credit Determination

Noble High SchoolBerwick, ME


PURPOSEFUL ADVISORY

Noble Seminar Expectations – pass/failSECTION 7: ASSESSMENT TOOLS

ADVISORY CHECK-IN (SELF-ASSESSMENT)

Advisee___________Advisor___________Date______________

The advisory program exists to enable advisors and students to know each other well so that students make the most of their experiences as members of the [SCHOOL NAME] community. The specific purposes of advisory are as follows: [SUBSTITUTE YOUR SCHOOL COMMUNITY’S PURPOSE STATEMENT HERE]

1. Academic Advising: The advisory is a place to develop personal learning plans (PLP’s), to monitor student progress in general and toward specific goals, to discuss teachers’ assessments with students and parents, and to build upon the habits of learning.

2. Community Service: The advisory is a place to practice being an active member of the broader community by designing and implementing community service projects.

3. Community Conversations: The advisory is a vehicle for school-wide conversations about community issues, including school governance, and about being a community member.

4. Recreation: The advisory is a place to have fun and learn about group process and dynamics.

Source: Francis W. Parker Charter Essential School, Devens, MA


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CriteriaSatisfactory Needs Improvement

I arrive to advisory on time and stay throughout the duration of advisory __________ __________meetings (unless prior arrangements have been made with the approval of my advisor).

I participate in and contribute positively to advisory activities. __________ __________

I am respectful and supportive of other advisory members. __________ __________

I am respectful of the advisory space and other's property. __________ __________

I communicate with my advisor about academic issues and when appropriate __________ ___________about personal issues.

I am making choices and decisions that will be helpful in reaching my goals. __________ __________


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ADVISORY CHECK-IN (ADVISOR ASSESSMENT)

Advisee___________Advisor___________Date______________

The advisory program exists to enable advisors and students to know each other well so that students make the most of their experiences as members of the [SCHOOL NAME] community. The specific purposes of advisory are as follows:[SUBSTITUTE YOUR SCHOOL COMMUNITY’S PURPOSE STATEMENT HERE]

1. Academic Advising: The advisory is a place to develop personal learning plans (PLP’s), to monitor student progress in general and toward specific goals, to discuss teachers’ assessments with students and parents, and to build upon the habits of learning.

2. Community Service: The advisory is a place to practice being an active member of the broader community by designing and implementing community service projects.

3. Community Conversations: The advisory is a vehicle for school-wide conversations about community issues, including school governance, and about being a community member.

4. Recreation: The advisory is a place to have fun and learn about group process and dynamics.



PURPOSEFUL ADVISORY

CriteriaSatisfactory Needs Improvement

Advisee arrives to advisory on time and stay throughout the duration __________ __________of advisory meetings (unless prior arrangements have been made with the approval of the advisor).

Advisee participates in and contributes positively to advisory activities. __________ __________

Advisee is respectful and supportive of other advisory members. __________ __________

Advisee is respectful of the advisory space and other's property. __________ __________

Advisee communicates with the advisor about academic issues and when __________ ___________appropriate about personal issues.

Advisee is making choices and decisions that will be helpful in reaching __________ __________his/her goals.


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FRESHMAN CORE PORTFOLIOAN OVERVIEW*

Freshmen will complete a portfolio that addresses the following portfolio “Essential Questions”:

Who am I (as a learner)? How am I doing? Where am I going?

The portfolio will include…

At least 8 pieces of evidence from the student’s life that addresses the essential questions of the portfolio. Students can choose evidence from class, co-curricular, home, hobbies, job of wherever they find evidence that best answers the questions.

Reflections/self-assessments that address the essential questions of the portfolio, including skills and habits implicit in each of the Guiding Principles. The reflections/self assessments may take a variety of forms and format as makes sense for the author.

A cover letter that explains the approach the students has taken in addressing the essential question and provides an overview of his/her answers to the essential questions.

Context for each piece of evidence, some way of explaining where the evidence came from and why it is important.

You will keep and revise your portfolio over the length of your [SCHOOL NAME] career. The portfolio will be a living document that evolves as you do.

All students will present aspects of their portfolio to a panel that includes your advisor, and likely parents, students, and other faculty. A focus of the presentation will be: Where am I going?


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Source: Poland Regional High School

The overall grade that students receive on their portfolio will be listed on their transcripts. Parents will receive progress reports about you in terms of “student as worker” at the end of the first semester and in March.

Remaining Roundtable Day: [DATE]

Portfolio Due: [DATE]

Portfolio Presentations: During Student-Led Conference- [DATES].


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FRESHMAN CORE PORTFOLIO RUBRIC

Quality of Portfolio Content:

Competent:

evidence (at least 8 pieces) clearly addresses the essential questions of the portfolio. reflections clearly address the essential questions of the portfolio, including skills and habits implicit in each of the Guiding

Principles. cover letter explains the approach the student has taken in addressing the essential question and provides an overview of

his/her answers to the essential questions. each piece of evidence is put in context (where it came from); it is clear why the piece is included in the portfolio. overall portfolio provides a clear answer to the essential questions.

Advanced:

In addition… artifacts are thoughtfully and intentionally chosen and provide genuine insight into the essential questions. any additional evidence or artifacts in the portfolio ass to its meaning and value. reflections and cover letter are candid, thorough and insightful. the context for evidence and other artifacts are adequately detailed. overall portfolio provides thorough and insightful snapshot of the learner.

Source: Alec Wyeth’s Advisory 1995. Souhegan High School, Amherst, NH


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Distinguished:

In addition… diverse evidence provides a comprehensive, distinct sense of the author and his/her learning. reflections and cover letter are articulate and exhibit a distinct consistent voice. cover letter is fully developed with rich use of language. overall portfolio provides a vivid portrait of who the student is as a learner.

Quality of the Portfolio Presentation:

Competent: is clear and neat organization does not interfere with understanding errors don’t interfere with understanding


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Advanced:In addition…

is user friendly, the portfolio’s organization facilitates understanding the presentation holds the audience’s attention is visually engaging few errors of any kind

Distinguished:

In addition… the organization and presentation positively and creatively complements the content and gives additional insight into the

author. the presentation is captivating. no significant errors.


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ADVISORY RUBRIC

Pass/FailIn order to pass advisory the student must attend and participate in the vast majority of advisory meeting and activities. As with any other class, [SCHOOL NAME HERE] attendance policy will be in effect. Repeated cuts (more than three) will result in failing advisory.

Work Habits:4: Consistently contributes to advisory to the best of personal abilities and interests. Consistently participates in advisory activities. Consistently demonstrates a positive attitude. Consistently voices an opinion honestly and constructively. Demonstrate a strong attendance record (no cuts). Clearly respects other group member’s feelings, preferences, and ideas. Shows a strong effort to make individually run advisory sessions successful for everyone. 3:Contributes to advisory to the best of personal abilities and interests.Participates in advisory activities. Demonstrates a positive attitude. Voices opinion honestly and constructively.Demonstrates a positive attitude.Respects other group member’s feelings, preferences, and ideas.Shows effort to make individually run advisory sessions successful for everyone.

Source: Alec Wyeth’s Advisory 1995. Souhegan High School, Amherst, NH


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2:Occasionally contributes to advisory to the best of personal abilities and interests.Occasionally participates in advisory activities. Occasionally demonstrates a positive attitude. Occasionally voices opinion honestly and constructively.Weak attendance record (several cuts).Occasionally respects other group member’s feelings, preferences, and ideas.Shows occasional effort to make individually run advisory sessions successful for everyone.1: Rarely contributes to advisory to the best of personal abilities and interests.Rarely participates in advisory activities. Rarely demonstrates a positive attitude. Rarely voices opinion honestly and constructively.Poor attendance record (more than 3 cuts).Rarely respects other group member’s feelings, preferences, and ideas.Rarely shows effort to make individually run advisory sessions successful for everyone.

The students will assess themselves each [INSERT GRADING PERIOD HERE], and if their self-assessments vary from the advisors, the advisor will discuss it with the advisee.


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EXTENDED HOME BASE #5&6 FOR GRADE 12TASK: PRESENTATIONS & CREDIT*

AIM: Presentation for Credit

GOALS: Freshmen to present his/her work to peers and Advisor

RESULTS: Completion of presentation at a student-led conference.

A. Materials Needed: Student’s project

Rubric for Pass or Incomplete presentation

Process Steps:1. Freshman Presentation Checklist (for notes on presentation)

A. Letter of Introduction

B. Resume

C. Letter of Recommendation (3 or more)

D. Samples of Best Work (3 or more and include at least 1 writing sample)

E. Achievements (i.e. honors, awards received)

F. Memories/Picture Collages

2. Rubric for Pass or Incomplete of presentation of PLP.

3. Signatures on Freshman Presentation Checklist (Indicates completion to satisfaction.)


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*Source: Bonny Eagle High School


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TEACHER WORKSHEET FOR FRESHMAN PRESENTATION*

Directions: Initial the area that you feel is completed. Initial sections and sign the certificate and return it to the student.

The following areas are needed to pass:

6. Letter of Introduction____ Correct Format____Why you are interested in a particular position/business/college/major____Your career aspirations and goals. ____The skills and abilities that would make you successful in a particular career or at a particular college. ____Why this business or college should select you.

6. Resume____Correct Format____Who you are____How you may be contacted____Your experiences, skills, and abilities for the position

6. Letters of RecommendationYou should include at least three letters of recommendation – one of each kind described below:_____Employment-Related: A letter from a past or current employer evaluating your work performance. _____Character-Related: A letter from a person (teacher, coach, advisor, guidance counselor, or administrator) who has known you and will testify to your personal and/or academic attributes.


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6. Samples of Best Work:

6. Required (chose at least one sample work from each subject)____English____Science____Math____Social Studies____Fine Arts (art, vocal music, band, theater, etc)____Health

B. Optional (Chose at least three subject areas)____Foreign Language____Physical Education____Industrial Technology____Vocational ____Business (keyboarding, accounting, etc.)____Family and Consumer Sciences (Basic Foods, on your own)____Electives

6. Achievements____ Transcript ____ Honors Received____ Certificates Awarded (participation, etc.)____ Awards Received____ Recognition____ Sports Awards/Letters Earned____ Technical Performance Certificate(s)____ Driver’s License or Permit____ Other Certificates (CPR, First Aid, etc.)


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6. This is who I really AM____ Personal Interests and Abilities____ Community Involvement/Volunteer Work


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SECTION 7: ASSESSMENT TOOLSADVISORY

EXPECTATIONS

This [INSERT TIME OF ADVISORY] block of time is set aside daily for all students and teachers to encourage a richer and more connected school experience. Each student will be graded on a pass/fail basis. The criteria are listed below:

Attendance:

Be on time

Meet Attendance Policy Requirements

Participation:

Meet the project requirements

Develop and follow through with a student-led conference

Respectfully interact with group activities

Maintain a positive and safe environment

Source: Noble High School


PURPOSEFUL ADVISORY


SAMPLE ASSESSMENT TOOLS FOR ADVISORY

SECTION 2: ADVISOR

Examples from:

Souhegan High SchoolAmherst, NHRubric for Advisors

Francis W. Parker Charter Essential SchoolDevens, MAAdvisor Assessment

Serving Smaller Learning Communities Topical Institute Design TeamAdvisor Observation FormParent Feedback Form

Poland Regional High SchoolPoland, MEPRHS Parent Contact Log


PURPOSEFUL ADVISORY


RUBRIC FOR ADVISORS*

EXPECTATION: The advisor will know his/her advisees well.

A. Individual Student Meetings:

4 The advisor will hold individual meetings with advisees as needed to address academic or social concerns. They will take place not only during the advisory, but at other times throughout the day as well. The number of meetings will be no fewer than six annually per advisee.

3 The advisor will hold a minimum of 6 individual meetings with each advisee per year. Those meetings will take place during advisory time and occur following distribution of progress reports or report cards.

2 The advisor will hold at least 3 individual meetings per year with advisee. 1 The advisor will hold fewer than three individual meetings per year with advisee.

B. Awareness of advisee academic status:

4 The advisor will solicit input concerning advisees’ academic status throughout the year on an as needed basis. This will entail awareness of and interaction with all teachers/ mentors who work with the advisee.

3 The advisor will be alert to information received from other teachers/ mentors/ concerning advisees’ academic status.

2 The advisor will rely solely on student self-reporting as the only indicator of the advisee academic status. 1 The advisor will be unaware of advisee academic status.

Source: Souhegan High School, Amherst NH


PURPOSEFUL ADVISORY

C. Awareness of advisee social status:

4 The advisor will solicit input concerning advisees’ social status throughout the year on an as needed basis. This will entail awareness of and interaction with all teachers/ mentors/ administrators/ coaches/ etc. who work with the advisee.

3 The advisor will be alert to information received from other teachers/ mentors/ administrators/ coaches concerning advisees’ social status.

2 The advisor will rely solely on student self-reporting as the only indicator of the advisee social status. 1 The advisor will be unaware of advisee social status.

EXPECTATION: The advisor will serve as a student advocate.

4 The advisor will initiate opportunities to work with the student to resolve challenging situations with teachers/administrators/parents/coaches, etc. on an as needed basis.

3 The advisor will work with the student to resolve challenging situations with teachers/administrators/parents/coaches, etc. in response to advisee requests.

2 The advisor will be aware of challenging situations the face advisees. 1 The advisor will be unaware of challenging situations that face advisees.

EXPECTATION: The advisor will serve as the primary link between the school and the home on behalf of the student.

4 The advisor will contact parents/guardians on an as needed basis, and no fewer than three times per year per advisee. Methods of contact will include phone, letter, individual meetings, home visits, parent coffees, etc.

3 The advisor will contact parents/guardians a minimum of three times per year per advisee. 2 The advisor will contact parents/guardians a minimum of two times per year per advisee. 1 The advisor will contact parents/guardians fewer than two times per year per advisee.


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EXPECTATION: The advisor will demonstrate effective group discussion/facilitation skills.

4 The advisor will facilitate discussions that involve all group members. The advisor will model appropriate listening, questioning and feedback/confrontation techniques. The advisor will promote advisee ownership of group “curriculum” to the maximum extent possible and appropriate. The advisor will help the group develop weekly/monthly calendars.

3 The advisor will facilitate group discussions. The advisor will promote advisee ownership of group “curriculum.” The advisor will help the group develop weekly/monthly calendars.

2 The advisor will hold daily group meetings. 1 The advisor will hold meetings when his/her schedule permits.

EXPECTATION: The advisor will monitor attendance daily.

4 The advisor will report attendance daily. The advisor will follow up on advisees who are absent frequently. 3 The advisor will report attendance daily. 2 The advisor will report attendance occasionally.1 The advisor will not report attendance.

Source: Souhegan High School, Amherst NH


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ADVISOR ASSESSMENT

Dear Advisee,Please take the time to thoughtfully complete this Advisor Assessment. We take your opinions very seriously and as we discuss our professional practice, these assessments will play a significant role. Please note: this is not about whether you like or dislike your advisor. It is about the quality of the facilitation you have experienced. Please take this seriously. Answer the questions carefully and honestly.

Directions: Please assess your advisor’s work in each category below. Please explain in your assessment in the space provided. Advisor’s Name: ______________________________

-Knowledge of advisory purpose: Was your advisor clear about the purposes of advisory? Did she/he seek to help the group meet these purposes?JB A ME EPlease explain:

-Advising style: Did your advisor use a variety of methods to facilitate the advisory group? Did her/his style motivate and engage advisees?JB A ME EPlease explain:

-Ability to organize advisory content: Did you like the activities you did in advisory? Did you learn from them? Did you see their connection to the advisory purposes?JB A ME EPlease explain:

-Classroom management skills: Did your advisor maintain an appropriate advisory environment? Did he/she help the advisory resolve conflict and stay on task?JB A ME EPlease explain:

Source: Adapted from the teacher Evaluation form, Francis W. Parker Charter Essential School, Devens, MA


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-Relationship with advisees: Did your advisor listen to students? Did she/he treat advisees with care, compassion and respect? Did she/he try to understand advisees?JB A ME EPlease explain:

-Serve as your advocate: Did your advisor serve as your advocate? Did she/he help you resolve the difficult situations, access various resources, and refer you to others when appropriate?JB A ME EPlease explain:

-Academic Advising: Did your advisor help you through the process of understanding the state’s standards and graduation requirements? Did she/he monitor your progress in academic classes and toward your goals? Did she/he create opportunities for reflection and celebration? JB A ME EPlease explain:

-Individual Meetings: Did your advisor meet with you individually during the year to maintain communication and to address academic and social concerns as needed? JB A ME EPlease explain:

-Connection to Home: Did your advisor have contact with your home? Did she/he help to answer questions, explain decisions, and celebrate your success with your parent/guardian? JB A ME EPlease explain:

-How would you assess your own performance, attitude, and behavior in this advisory?Advisor Observation Form:JB A ME EPlease explain:

This observation form may be used to assess an advisor working with her/his advisory group. A formal summary may be written from their notes and discussed at a later time with the advisor. JB A ME E


PURPOSEFUL ADVISORY

Please explain:


ADVISOR OBSERVATION FORM

This observation form may be used to assess an advisor working with his/her advisory group. A formal summary may be written from these notes and discussed at a later time with the advisor.

Observation:

1. Advisor began and ended the advisory meeting on timeYes/No/Comments

2. Advisor set a tone within the group that conveyed the importance of the advisory. Yes/No/Comments

3. Advisor clearly explained the purpose of the day’s activity or activities.Yes/No/Comments

4. Advisor clearly explained the directions for each activity. Yes/No/Comments

5. Advisor utilized a variety of facilitation skills during the advisory meeting (attending, reflecting, inviting, connecting, assessing, debriefing). Yes/No/Comments

6. Advisor created opportunities for advisees to take on various roles in the group (i.e. leadership)Yes/No/Comments

7. Advisor maintained a positive learning environment, redirecting advisees when necessary. Yes/No/Comments Source: Serving smaller Learning communities topical Institute Design Team


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8. Advisor encouraged active participation among all advisees. Yes/No/Comments

9. Advisor listened to advisees and encouraged constructive feedback. Yes/No/Comments

10. Advisor connected with each advisee individually during the advisory meeting. Yes/No/Comments

Other:


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PARENT/GUARDIAN FEEDBACK FORM

Dear Parent/Guardian,

Please take a moment to answer the questions below about your child’s advisor. Your input is valuable to us as we reflect on our practices as advisors. You do not need to note your child’s name, but please indicate the name of the advisor about whom you are giving feedback. Thank you.

Advisor ______________________1. Do you feel you can contact your child’s advisor with any questions or concerns you have?Yes/No/Comments

2. Do you feel your child’s advisor has kept you informed of your child’s academic progress?Yes/No/Comments

3. Do you feel your child’s advisor had kept you informed of other issues related to your child’s school experience?Yes/No/Comments

4. Have you been invited to participate in the goal setting (or Student-Led conference) process with your child by his/her advisor? Yes/No/Comments

5. Do you feel comfortable sharing information about your child that may impact his/her school experience with his/her advisor?Yes/No/Comments

6. Do you feel your child had developed a beneficial relationship with his/her advisor?Yes/No/Comments

Source: Serving smaller Learning communities topical Institute Design Team


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7. Do you feel your child’s advisor is serving as his/her advocate in the school?Yes/No/Comments

8. Do you feel your child’s advisor sufficiently monitors his/her academic progress and advises your child and you accordingly?Yes/No/Comments

9. Do you feel your child’s advisor satisfactorily guides the advisory group toward meeting the stated purpose of the advisory program? Yes/No/Comments

10. Other comments?


PURPOSEFUL ADVISORY



SECTION 3: ADVISORY GROUP

Examples From:

Francis W. Parker Charter Essential SchoolDevens, MAAdvisory Community Service PlanAdvisory Observation (adapted)

Souhegan High SchoolAmherst, NHAdvisory Group Effectiveness Assessment


PURPOSEFUL ADVISORY


ADVISORY COMMUNITY SERVICE PLAN

Advisory is a place for students and faculty to practice being active members of the community by designing and implementing community service projects. With that in mind, each advisory is asked to do two things this year: write an Advisory Community Service Plan and provide evidence that the service you planned has been completed.

Your Plan should include the following:

1. What 1, 2, or 3 community service project (s) are you going to perform this year?

2. Why is this service project (s) important to your advisory and the community?

3. How will you prepare for this service project (s)?

4. What will you actually do for this service project (s)?

5. What evidence will you provide to demonstrate what you have done and how will you reflect on the service project (s) once it is completed?

6. How will you celebrate and share what you’ve accomplished?

Please submit your Advisory Community Service Plan to __________ by ___________. You may need to add to and/or revise your plan at any time during the year, so please don’t feel like you have to figure everything out right now.

Also, remember to use the resources of your Advisory Parent Representative and to look at the service opportunities listed on the Advisory Update board in the faculty room.

During one of the community meetings in May, each advisory is expected to share their service experience with the entire school. We will be formally recognizing and sharing everyone’s service at this time, but if you have something to share earlier on in the year, please do so at other community meetings. Evidence of the completion of your community service is expected prior to the community meeting in May. Evidence may include reflective writing, photographs, letters from partnering organizations, etc.



PURPOSEFUL ADVISORY


ADVISORY OBSERVATION

SLC INSTITUTE MODEL

Adapted form class observation tool of Francis W. Parker Charter Essential School

Advisory Group:#Of advisees:Date/time:Observer:Context:

Impressions/Questions

Visual Happenings

Roles

Centrality of advisor/advisees

Layout of room/people/spatial considerations

Tone of advisory/sensitivity


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Aural happenings

Content/modes/types of activities

Leadership/Ownership

Level of Participation

Group Dynamic/Interaction

Absence/presence of struggle

Evidence that the program purpose is being met


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ADVISORY GROUP EFFECTIVENESS ASSESSMENT

Goal Settingpoor 1 2 3 4 5 6 7 outstanding

Trustpoor 1 2 3 4 5 6 7 outstanding

Support for each other poor 1 2 3 4 5 6 7 outstanding

Opennesspoor 1 2 3 4 5 6 7 outstanding

Gender Issuespoor 1 2 3 4 5 6 7 outstanding

Communication (talking)poor 1 2 3 4 5 6 7 outstanding

Communication (listening)poor 1 2 3 4 5 6 7 outstanding

Source: Advisor Manual: Souhegan High School, Amherst, NH


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Leadershippoor 1 2 3 4 5 6 7 outstanding

Energypoor 1 2 3 4 5 6 7 outstanding

Decision-Making/Problem-Solvingpoor 1 2 3 4 5 6 7 outstanding

Conflict Resolutionpoor 1 2 3 4 5 6 7 outstanding

Use of Individual Skillspoor 1 2 3 4 5 6 7 outstanding

Goal Accomplishmentpoor 1 2 3 4 5 6 7 outstanding


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SECTION 4: ADVISORY PROGRAM AND LEADERSHIP

Examples From:

Serving Smaller Learning Communities Topical Institute Design TeamSouhegan High School, Amherst, NH

Leadership Team AssessmentGeneral Measures of School Climate

Putnam City Advisory Assessment (example of a communication that explains advisory program assessment, written by Billie Donegan)

Advisory RubricsWritten for Putnam City Public Schools, Putnam City, OK, by Billie Donegan


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LEADERSHIP ASSESSMENT:

Completed first my individual leadership team members and then debriefed among the entire group.

Assessment CriteriaThe leadership team of the advisory program meets regularly to discuss advisory issues. Rarely Often Always Comments:

All leadership team members are present at advisory team meetings. Rarely Often Always Comments:

The leadership team identifies student and school needs to be served by the advisory program. Rarely Often Always Comments:

The leadership team ensures sufficient planning is undertaken before implementing the advisory program of introducing new elements to it. Rarely Often Always Comments:

The leadership team provides advisors with training, resources, and other support. Rarely Often Always Comments:

The leadership team seeks to build consensus about advisory program decisions, facilitating discussions among all members of the school community (students, faculty, parents, staff). Rarely Often Always Comments:

Source: Serving Smaller Learning Communities Topical Institute Design Team


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The leadership team ensures adequate time is given to advisory activities. Rarely Often Always Comments:

The leadership team gathers evidence that attests to the advisory program’s effectiveness, including both quantitative and qualitative measures.Rarely Often Always Comments:

The leadership team regularly considers how organizational design impacts the degree to which program purposes are met. Rarely Often Always Comments:

The leadership team reviews advisory program content and its relevance to program purpose(s). Rarely Often Always Comments:

The leadership team actively seeks feedback about the advisory program and is open to suggestions from the school community. Rarely Often Always Comments:


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ADVISORY PROGRAM ASSESSMENT

GENERAL MEASURES OF SCHOOL CLIMATE

Outcome to be Measured: Pre-Implementation Post-Implementation

Advisee satisfaction with the advisory program

Advisor satisfaction with the advisory program

Parent satisfaction with the advisory program

Advisee Attendance

Advisor Attendance

Advisee Transfers

Advisor Transfers

Incidents of Vandalism

Number/severity of discipline problems

Truancy

Dropout rate

Referrals to other resources (counselors, health clinics, tutoring, etc.)

Source: Serving Smaller Learning Communities Topical Institute Design Team


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Advisor skills development

Progress made on meeting standards

Percent of students passing all of their courses

Grade point averages

Standardized test scores

Post-secondary plans (i.e.: college or workforce)


PURPOSEFUL ADVISORY


PUTNAM CITY ADVISORY ASSESSMENT

Putnam City high school students face a challenging and engaging high school experience. Our goal is to provide a caring, supportive and challenging academic environment that equips them with the knowledge skills, abilities and resources to successfully transition into positive post secondary educational and work experiences. To meet this goal, our high schools are providing students with the necessary learning experiences through programs such as Advisory Time.

The application of all Advisory Time activities should include the skills of reasoning, problem solving, and working collaboratively. On-going assessment can show the campus and community that program goals are being met. The most direct way that assessment serves this purpose is through its role in making decisions about curriculum and teaching.

Advisory Time evaluation on each campus should include three main components: the extent of school implementation of program goals; impact on student achievement and behavioral outcomes; and the perceptions of teachers, students, and families. Campuses should develop and apply an Advisory Time monitoring system that records successful staff and student implementation of goals. Principals and coordinators should address the ways in which Advisory Time can use input and data from students, parents, teachers and community members on their perceptions and experiences in order to shape curriculum and activities.

Most importantly, each campus should have a clear vision of how Advisory Time can be used effectively to target areas of student achievement and deal with behaviors that interfere with academic success. The district office and school leadership should examine existing achievement data and other student performance indicators to set Advisory Time priorities. Advisors should use this valid, reliable data to inform their instructional decisions. Campuses should set priorities for their advisories by using school report card data, sharing the data with advisory teams, and providing time for campus advisors to adapt current lessons and create activities that address these needs.

The monthly assessment provided will help staff better evaluate their own advisory practices and instructional procedures, and how they affect achievement of program goals. Advisors are asked to evaluate each advisory lesson and topic on whether it met the objective, was clear and interesting to the student, and was uncomplicated to deliver effectively. Advisors should solicit student input in the monthly evaluation and goal setting, and together should make specific recommendations for the individual lesson as well as general suggestions for program effectiveness. Each campus should track monthly evaluations and make adjustments to the curriculum throughout the year as needed.

Source: Billie Donegan, GMS Partners, Inc.


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The year-end assessment provided will help the campus make structural changes in the program design and provide targeted staff development for advisors. The evaluation measures student performance, advisor performance, and selection of materials and activities. Year-end evaluations should include input from students and families. It is important that each campus have a plan for assisting advisors in tracking data that will help measure the effectiveness of advisory activities in achieving program goals. Year-end evaluations may result in a revision of program goals and changes in resources selected.

Rather than design generic and broad year-end assessments, schools will want to develop advisory surveys for students based on the lessons their advisors chose to do and the goals set for Advisory Time on their campus. Each campus grade-level advisory team should develop an end-of-year student evaluation that asks students to respond specifically to activities and goals relevant to that grade level and that campus. In addition, each school should have a method of delivery and collection that ensures the depth and integrity of the results.

Questions asked and documentation requested should relate to:

Demographic data for analysis purposes Student perceptions of the purpose of Advisory Time Student perceptions of the success of Advisory Time Skills students were asked to acquire Information students were asked to absorb Changes in student behavior addressed in Advisory Time activities Changes in student achievement targeted through Advisory Time activities Recollection by students of outstanding practices and activities Recommendations for changes in Advisory Time design and activities

Five Advisory Time Themes1. Building Self Esteem and Productive Relationships2. Taking Pride in Your School and Community3. Improving Time Management, Organization, and Study Skills4. Preparing for Life After High School: Graduation, College, and Careers5. Learning to Live as a Healthy and Independent Adult


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In addition, the district and campus leadership should develop a set of program rubrics that help schools assess to what extent they are successful in implementing the overall design components of the Advisory Time and the related campus activities that support Advisory Time goals. Samples of possible program rubrics are provided.

After assessments and self-evaluations have been completed, it is very important that district and campus leadership support and work with advisors to strengthen teaching practices and curriculum activities based on assessment results. A fundamental lesson about school reform from the past decade is that far more time is required for staff learning and planning than is typically available. Providing advisors with time for collegial learning and planning is essential to successful improvement efforts. Advisors will also need time to produce and implement the curriculum changes that assessments indicate. Integrating advisory instruction with campus achievement goals requires coordination; advisors will need time to work with one another to share ideas and reach consensus. Time spent in this endeavor will result in continued improvement of the program and increased student achievement.


PURPOSEFUL ADVISORY

SECTION 7: ASSESSMENT TOOLSADVISORY RUBRIC: ASSESSMENT AND EVALUATION

Acceptable Recommended Exemplary

Collect baseline data in the following categories:

Standardized test scores/or other testing of reading/writing/math levels

Transcript analysis Attendance Discipline referrals Graduation rates and destinations College remediation rates Student, family, and community

surveys

Analyze end-of-year data in all baseline categories for advisory purpose(s).

Communicate assessment data is to advisory team to assist in designing advisory activities.

Provide advisors with access to relevant information about other teacher/advisor programs and activities, including on-line resources.

In addition to “acceptable” criteria, it is strongly recommended that each school also implement the following actions:

The school has developed an evaluation instrument for measuring the effectiveness of the advisory activities and design.

The school has monitored implementation of program goals and advisory practices.

Advisors provide pre and post-tests and surveys that correlate with advisory themes.

School surveys students, parents, faculty, and community partners on selected advisory objectives and items.

School establishes a campus/community leadership team to use data to revise advisory curriculum and activities.

Exemplary advisory programs will supplement assessment by implementing some of the following actions:

A board of students, parents, faculty, and community partners meets a minimum of twice a year to make curriculum and activity recommendations for advisory program.

Student achievement has gone up on all selected criteria. Surveys indicate that stakeholders perceive a connection between the advisory and achievement.

Teaching teams participate in assessment discussions of individual students each grading period to develop support activities for advisory.

Teachers share effective instructional practices on an on-going basis and provide the assessment data used to determine the effectiveness of those practices.



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Set aside time for advisors to discuss their practices, priorities, and the expected standards of accomplishment.

All advisors are trained in the use of curriculum materials.

Subject-specific teachers work together to identify learning goals for advisory that will impact the success of their content areas.


PURPOSEFUL ADVISORY

SECTION 7: ASSESSMENT TOOLSADVISORY RUBRIC: COMMUNICATION SYSTEMS


School has developed and written a clear definition of advisory activities and goals.

School holds a faculty meeting to discuss role of advisory and to determine faculty-wide goals prior to implementation of the advisory activities.

A protocol that includes flyers, personal letters, phone calls, and orientation/information session is established to inform students about advisory.

Topic forums are held for students and families a minimum of once each semester.

Written communications to faculty on their role in setting ongoing advisory goals are distributed a minimum of twice each semester.

Families have phone number and email address of their child's advisor.

Advisor communicates with each family via phone, letter, or email a minimum of once a month.

In addition to “acceptable” criteria, it is strongly recommended that the school also implement the following actions:

A monthly (or grading period) newsletter based on advisory activities and topics is mailed to families of students and to potential community partners.School website has page for advisory activities, announcements, and topics.

Surveys indicate that the faculty feel well informed and an important part of the program.

Schools have developed Power Point presentations for use in meetings and forums that include pictures of students, examples of activities, and documentation of progress.

The school updates the district office about advisory activities (including challenges and successes) and student and family participation at least once each semester.

Counselors host an information lunch for advisors a minimum of once each grading period.

Exemplary programs will enhance communication systems by implementing some of the following actions:

Schools have a clearly delineated outline of communication systems that include structured and professionally produced written, technological, and oral communications.

Communication systems involve all stakeholders in both receiving ongoing information, and participating in implementation and revision of all aspects of the advisory program design and activities.

These communications take place in a timely and frequent manner and are documented and monitored for effectiveness.School utilizes list-serves, meetings, workshops, and celebrations that involve all stakeholders (students, families, faculty, and community).

Surveys indicate that all stakeholders feel well informed and an important part of the advisory program.



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Pre and post-surveys are developed for students, families, community, and faculty to measure overall program and individual advisory implementation.

Families can access student assignments and grades and advisory activities via the web page.

School has partnered with community to develop quality information products such as brochures, CD-ROMs, and videos.


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SECTION 7: ASSESSMENT TOOLSADVISORY RUBRIC: COMMUNITY INVOLVEMENT & SUPPORT


Information is provided to the community on advisory goals and activities through letters, emails, newsletters, and/or forums.

Advisors and district and/or campus administrators host a community meeting aimed at creating a continuum of community-based partnerships related to advisory topics and goals.

Community professionals participate in a minimum of one staff development activity to help advisors create real-world applications and activities.

Community speakers are contacted and used by advisors to address curriculum topics a minimum of once during the year. Every speaker is asked to place particular emphasis on drawing relationships to how core academic skills are used in the workplace and standards for the new workforce.

Information is solicited from community professionals on regional labor market data and predictions, as well as multiple post-secondary options.


Surveys indicate community members feel well informed about advisory activities and understand clearly the variety of ways in which they may participate in the program.

Community members participate in after school and Saturday activities centered on academics or community issues and solutions (conflict resolution, etc.)

Community members sponsor job-shadowing opportunities that draw academic relationships and result in academic projects.

Community members serve as e-mentors/tutors to students on academic projects.

Community members participate in a “Career Standards” day on the school campus.

Exemplary programs will provide additional community involvement in the advisory program by also implementing some of the following actions:

Community members regularly participate in staff development activities with advisors and teachers of academic core classes.

Community members frequently participate in assisting teachers and advisors with developing and conducting assessments.

Community members participate as tutors in the after school, evening, and/or Saturday support programs.

Community members serve as personal academic mentors and role models to individual students.

Community members sponsor extended job shadowing, internships, and other work-based learning experiences resulting in academic applications and projects.



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SECTION 7: ASSESSMENT TOOLSADVISORY RUBRIC: FAMILY INVOLVEMENT AND SUPPORT


Materials have been written to include extended families rather than just parents.Families receive written communication explaining student enrollment in advisory at least one month prior to the start of the school year.Orientation/Welcome sessions are provided for families of all students.Advisors send an introductory letter at least one week prior to the start of the school year explaining the goals of the program, providing contact information, and including input surveys and participation opportunities.Advisors communicate with families via e-mail or phone at least once each grading period.“Tip sheets” and invitations are sent to families by mail at least once each semester.Advisors offer at least one specialized activity for families.Families are always extended invitations to accompany classes on field experiences.


The school has developed a database of family members’ career interests, hobbies, community service interests, academic strengths, curriculum topic interests, and recommendations for advisors to use in a “speaker’s bureau.” Training and/or guidelines are provided for all families returning surveys used to gather information for the database.

Advisors follow-up the first contact letter with a personal phone call.School partners with community organizations to co-sponsor at least one family/parenting activity.

Exemplary programs will promote additional family involvement by also implementing some of the following actions:

A cross-section of parents/guardians partici-pates on a board that meets a minimum of once each grading period and has input into advisory program evaluation, design, and activities.Each advisor has used the “speaker’s bureau” database to have at least one speaker or project evaluator.There is evidence that the school has become a family education center.The school has extended hours at least twice a week that involves on-going opportunities for families to take classes, participate in workshops, use computer labs and media center facilities, and/or serve as tutors and mentors.Evening activities for families at the school campus are either free or offered for a modest cost.Childcare and/or younger children’s activities are also offered during extended hours.



PURPOSEFUL ADVISORY

SECTION 7: ASSESSMENT TOOLSADVISORY RUBRIC: ADDITIONAL ACADEMIC SUPPORT SYSTEMS


Advisor monitors and assists students in the successful completion of academic core courses.

Advisors and academic core class teachers communicate a minimum of once a grading period regarding student progress and outstanding assignments.Advisors have developed an accountability/ reward system to work with faculty on getting students to request and utilize individual class tutoring.Advisors are aware of all after school and Saturday programs on campus, as well as community resources available for extra help, and communicate those opportunities to students and families.

In addition to “acceptable” criteria, it is strongly recommended that the school also implement the following actions:Academic core course teachers offer tutoring a minimum of twice a week before or after school; advisors are made aware of students needing extra assistance and tutoring times; advisor arranges with student and families to participate in tutoring until released by academic core class teacher.The school has a developed plan to identify, assign, monitor, and reward students using extra help. The school and/or teachers have incentive programs in place (certificates, awards, honor rolls) for students participating in core class tutoring sessions. The school and/or teachers have accountability programs in place for students assigned to tutoring sessions.Library/media center staff work with advisors to develop lessons and activities related to academic improvement. Families are able and encouraged to check out tutoring software.

Exemplary programs will provide additional academic support systems for students by also implementing some of the following actions:

The library/media center is open extended hours and available to students and families a minimum of two evenings a week for research and homework completion.Computer labs are open extended hours a minimum of two evenings a week (alternating with library) to students and families for research and homework completion. Remediation/acceleration software is available.Homework assistance, learning labs, general tutoring/enrichment programs are available after school and/or during extended hours a minimum of three days a week.Peer, faculty, and/or community mentors are used to monitor and support individual students.The school has developed a summer bridge program following established guidelines.



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The school has developed a credit recovery program after school or on Saturdays that is monitored for achievement standards.

The district has an after school support coordinator who works with advisors to coordinate use and design activities.


PURPOSEFUL ADVISORY

SECTION 7: ASSESSMENT TOOLSADVISORY RUBRIC: PERSONAL SUPPORT SYSTEMS FOR STUDENTS


Advisors receive written or oral orientation about campus resources and counseling opportunities.

Advisors receive written or oral orientation about community resources and counseling opportunities.

The school has a mentoring program for students placed at risk.

Students, families and faculty receive written or oral communications at least twice each semester on issues related to urban youth – poverty, violence, family dynamics, drugs, gangs, anger management, conflict resolution, job market, financing post-secondary education, etc.


Schools develop at least one active partnership with a community-based resource such as Upward Bound or Inroads specializing in assisting urban youth to make academic and personal gains.

Advisors and counselors meet to discuss strategies for encouraging students to access personal support systems.

Counselors make advisors aware of personal (non-confidential) obstacles to academic success certain students may be experiencing and collaborate to develop joint strategies.

Advisors make counselors aware of students experiencing personal obstacles to academic success so that counselors can connect students with appropriate services.

Exemplary programs will provide additional personal support systems for students by also implementing some of the following actions:

Community organizations host after school or Saturday activities for students and families centered on issues related to urban youth and solution strategies.

The school has created a speakers bureau composed of faculty, families and community resources that can speak on service learning, teen issues, and resources available to students.

The school has a peer mediation and/or teen court program.

The district has initiated involvement with social service organizations that can provide personnel on campus.



PURPOSEFUL ADVISORY

SECTION 7: ASSESSMENT TOOLSADVISORY RUBRIC: ADVISORY TEACHER TRAINING


Advisory coordinators participate in a summer professional development for advisories.

At least one teacher in each grade-level participates in advisory training (or approved similar professional development) and shares information and training with the other grade-level advisors.

Advisors receive professional development in at least two of the following categories each year:

power standards team building and communication engaging and motivating students goal setting and decision making guidance and advisement

The school has designated a minimum of once each grading period for advisors to receive on-site staff development.


Pairs of advisors at each grade level attend advisory training (or approved similar professional development) and work together to develop lessons to share with the other grade level advisors.

One advisory teacher is designated as a "demonstration classroom."

All grade-level teachers receive professional development in at least two of the following categories each year:

power standards team building and communication engaging and motivating students goal setting and decision making guidance and advisement

Exemplary programs will provide additional training for advisors by also implementing some of the following actions:

Schools have developed advisory study teams that meet a minimum of once each grading period.

Grade-level teams attend summer institutes and training together.

District provides release time and/or stipends for advisors to receive training during the school year.



PURPOSEFUL ADVISORY

SECTION 7: ASSESSMENT TOOLSADVISORY MONTHLY EVALUATION/ASSESSMENT

Assessment Form for Improvement of Curriculum and Instruction Name of Advisor

(optional, for follow-up)

Grade Level of Advisory 9th 10th 11th 12th

Advisory Topic Advisory Topic Advisory Topic Advisory Topic

Yes Neutral No Yes Neutral No Yes Neutral No Yes Neutral NoMet Objective

Was Clear to StudentWas Interesting to Student

Was Easy to DeliverShould Be Included in

Advisory again

Suggestions for this Topic

General Suggestions forAdvisory Time



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Personal Goals for Self-Improvement

SECTION 7: ASSESSMENT TOOLSYEAR-END EVALUATION/ASSESSMENT FOR ADVISORY

Year-End AssessmentName of teacher

(optional)Advisory Grade Level Ninth Tenth Eleventh Twelfth

How can interaction with students be improved?

How can interaction with other advisors be improved?

What assessments did you use to measure student success?

Which activities did you find most successful?Which activities did you find least successful?



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What resources and materials weremost useful?


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Year-End AssessmentName of teacher

(optional)Advisory Grade Level Ninth Tenth Eleventh Twelfth

What resources And materials wereleast useful?

What suggestions would you make for program structure?

What suggestions would you make in curriculum activities?

What suggestions would you make for staff development?

Would you be interested in work on the Advisory Time planning team this summer? Yes No


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SECTION 7: ASSESSMENT TOOLSASSESSMENT TOOL FOR FRESHMAN

ORIENTATION PROGRAM

Freshman Trio planning teams can use this format to track progress toward the goals they have set and to make adjustments that can improve the way the program works. The following sequence illustrates the way goal tracking can work:

Tracking Goals in Program DevelopmentGoal: What are we trying to accomplish?

Incidents: What has happened to clarify the issue?

Meaning: Why is it happening?

Options: What might work?

Choice: What shall we try?

Test: Can we see improvement?

Source: John Clarke, The Education Alliance at Brown University


PURPOSEFUL ADVISORY

SECTION 7: ASSESSMENT TOOLSASSESSMENT TOOLS FOR STUDENT-LED CONFERENCES

Examples From:

David Douglas High SchoolPortland, OROutline for Discussing My Course WorkScoring Guide for Student-Led Conferences


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OUTLINE FOR DISCUSSING MY COURSE WORK

Name: ______________________________________

Respond In The Blank Areas

1. This is a sample of Work From: ____________________________________(Class Name Above)

2. To complete this class I had to:

3. I am proud of this piece of work because:

4. The strength of my work in this class includes:

David Douglas High School


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5. The weakness of my work in this class is:

6. If I were to take this class again, I would:

(List what you would do differently)

*Keep this script to use during your student led conference.


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SCORING GUIDE FOR STUDENT-LED CONFERENCES

Student: ___________________ Student Number: ______________ Date:________

ContentOrganization Language Delivery

� Identifies Purpose

� Makes Introductions � Uses correct grammar most of the time

� Has some eye contact

� Lists graduation requirement

� Explains the agenda for the conference

� Uses appropriate vocabulary

� Speaks slowly/loudly enough to be understood

� Discusses grades

� Provides a definite conclusions

� � Generally clear pronunciation

David Douglas High School


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ContentOrganization Language Delivery

� Discusses the three tasks or projects

� Starts and ends on time � � Seldom uses fillers

Comments: Comments: Comments: Comments:

Advisor and student were unable to contact parent/guardian to schedule the SLC

Student did not complete that SLC that was scheduled for (date/time) ______________

Student competed SLC Advisor’s Signature _____________________________


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SECTION 8

RESOURCES

Becoming a Master Student

Ellis, Dave. Boston: Houghton Mifflin Company, 1999, ninth edition.Includes tools, techniques, hints, ideas, illustrations, examples, methods, procedures, processes, skills, resources, and suggestions for cultivating academic success. Activities provided in this book teach students "how to learn" through lots of practical, nuts-and-bolts techniques that can be taught and practiced in advisory.

The Big Picture Companywww.bigpicture.orgThis organization wrote the book on student-led conferences. Its schools continually invent great ways to involve parents as essential partners in education. Their website includes a wealth of information that can be used in planning effective freshmen orientations, advisories and student-led conferences.

Bridgeswww.bridges.com Telephone: (250) 862-8722 or (800) 281-1168CX Online is a daily updated career exploration and planning resource that engages students and supports educators. It features an online library of easy-to-use career articles, self-assessment and career planning tools, lesson plans and many other online resources. Choices opens a world of opportunities for high school students to help them implement career plans by connecting with schools, job banks, tools for writing resumes, interview practice, and career search planning. E-Choices...

Relates interests and skills to career and education options Provides comprehensive occupation, college, training, and financial aid databases Links occupations, majors, and schools Now connects to Xap.com's online college and financial aid applications Offers suggested high school course plans Connects to job banks, America's Talent Bank and college Web sites


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Documents career plans with the Electronic Planner and Portfolio

Gives answers to burning questions about careers with Ask-an-Expert Delivers daily articles on hot careers, tips on finding jobs, entrepreneurship, apprenticeship and more in Career Bytes Publishes interviews with workers "on the job" in About My Job Creates an e-Choices community through Let's Talk

The new E- Guidance Center developed by Bridges.com and Peterson’s is a comprehensive service providing all the career and educational planning tools students, parents and counselors need – all in one on-line location.

But What if I Don't Want to Go to College www.nrbookservice.com Unger, Harlow. National Review Book Service, 2001 This book brings students up-to-date on the ever-growing opportunities in vocational training and opens wide the doors to millions of jobs in 16 career areas. It also provides information on the 20 fastest growing occupations in the U.S. that will create more than 40 percent of all new jobs by 2005 – most for graduates of vocational and other alternative programs. Activities include how to choose the right career and find the right school in which to train for it. This text includes employee-sponsored programs and 10 other training opportunities; apprenticeship programs in the major trades; and self-employment opportunities. This book contains a great section to share with advisory students on both the joys and hardships of what to expect on the job.

CAPS: Career Awareness Packets www.sbscaps.com Oklahoma City, OK: pamphlet. Introduces students to the many careers in the world and the skills needed to obtain them by offering carefully chosen literature and related articles. Elementary, middle school and high school packets available.

Career Choices and Changes: A Guide for Discovering Who You Are, What You Want, and How to Get It Bingham, Mindy and Stryker, Sandy. Santa Barbara, CA: Academic Innovations, 2001.Teaches self-awareness, decision-making skills, and career exploration. Many advisory programs use this as the basic text for their course, and the publisher sponsors a variety of workshops and seminars on the Career Choices curriculum. Career Choices provides a very thorough instructor and counselor's manual, a student workbook, and a math and literature supplement. The Internet support for teachers and students includes interactive lessons.


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Career Connections TEKS Implementation Materialshttp://www.tea.state.tx.us/Cate/counseling/guidcurr.html Texas Education Agency, Department of Career and Technology, Guidance and Counseling Curriculum Resources Instructional materials for Career Connections, grades 9-10, are available. Contains eight units with 21 modules which correspond directly to the Texas Essential Knowledge and Skills. Designed for ease in planning and implementing instructional activities, each module begins with a Teacher's Overview, which provides the order of presentation for Information Sheets, Transparency Masters, Activity Sheets, and Tests contained in the module.

Character Counts! http://www.charactercounts.org/guides.htmInstructional guides and staff development. (800) 711-2670. A nonprofit, nonpartisan, nonsectarian coalition of schools, communities and nonprofit organizations working to advance character education by teaching the Six Pillars of Character: trustworthiness, respect, responsibility, fairness, caring and citizenship. The organization provides a number of free teaching guides to schools and will provide teachers with three-day training on how to teach principled reasoning and ethical decision-making. Character Counts in Sports develops programs and materials to help coaches and equip youth with values to meet life’s challenges, both on and off the field.

Closing the Gap: A Strategy for Bring Parents and Teens TogetherJay McGraw. New York: Fireside, 2002.Includes information and strategies for both sides on: Do's and Don't for Parents and Teens, Parent and Teen Myths, Discovering Your Needs, Tuning in to the Needs of Others, and Ten Ways to Bridge the Gap and Reconnect.

College Transition: A Critical Thinking ApproachSusan Shapiro and Linda Elder. Boston: Houghton Mifflin, 2001.Presents basic psychological concepts of learning theory and makes them accessible to high school students. Clear explanations and graphic representations, plentiful examples and models, and immediate applications to the student and current learning situations make even the most complex concepts easy to understand. Covers everything from creating an innate desire to learn to testing your memory.


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Critical Thinking: Tools for Taking Charge of Your Learning and Your LifeRichard Paul and Linda Elder. Prentice Hall, 2001.This book gives students the tools they need to achieve deep and significant learning in all disciplines and subjects, as well as in life. Common yet meaningful examples coupled with related activities allow the reader to examine and chronicle his/her own understanding and growth, providing the foundation for the lifelong application of critical thinking skills.

Cyber Careers for the Net Generation www.cybercareers.org Bellevue, WA: pamphlet.If students in advisory want to explore computer careers, this book gives an interest overview on the world of IT jobs. Cyber Careers contains descriptions of IT jobs in language you can understand, a quiz to help you find your career in IT, a virtual job finder, and glimpses into the lives of IT professionals for students. It provides lesson plans, learning activities, student worksheets, suggested evaluations, and tips on finding and using local resources for advisors.

Discoverwww.act.org/discover ACT's comprehensive career planning software program. (800) 498-6068 Research-based assessments of career-relevant interests, abilities, and job values help students consider career options that are a good match for them. DISCOVER's guidance process provides a way for individual students to make good decisions in choosing a career goal and creating a plan to make it happen. The system offers complete, current databases of occupations, college majors, schools and training institutions, financial aid/scholarships, and military options. Students can also learn how to develop effective resumes, cover letters, job applications, and good interviewing skills.

Fighting Invisible Tigers: A Stress Management Guide for TeensHipp, Earl, 1998In an easy-to-follow format, this book acquaints teens with issues related to stress. It looks at the pressures felt by young people today, and provides strategies for surviving and thriving in the "jungle of life." Provides some excellent activities for advisors to use during a thematic unit on healthy living. Thirty-six reproducible pages are available as part of the twelve sessions on stress management and life skills development.


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Fires in the Bathroomwww.wkcd.org By Kathleen Cushman, The New Press: New York, NYThis book encapsulates high school students’ perspectives on their schools, teachers and education. It’s a great text to use as a basis for classroom discussions. Even the most reluctant student will become engaged in the issues presented in this book. Available online through the What Kids Can Do website.

Academy of Achievementwww.achievement.org Web-based activities, curriculum materials, interactive lessons. The lessons that accompany this interactive website can be downloaded, and focus on individuals who have shaped the twentieth century through their accomplishments. The home page introduction says it best: "This is no ordinary museum. This is an experience that can change your life. The Academy of Achievement brings you face to face with the extraordinary individuals who have shaped our times. It is an amazing collection, not of mere artifacts, but of people and ideas that fill you with inspiration, encouragement, and the will to achieve. You control the presentation by selecting a field of achievement or a quality essential for success. Meet the leaders, discoverers and creators who shape the world in which we live. From them you will learn the secrets to achieve more than you ever dreamed possible. Explore the Academy of Achievement – an interactive museum of living history. You might even discover yourself."

High Schools That Workwww.sreb.org On-line and print research and curriculum materials, workshops, coaching, and consultation. Rated as one of the most effective whole-school reform models, HSTW provides outstanding curriculum guides, research briefs, case studies, and collections of best practices that influence higher student achievement. Their Successful Transitions initiative has incorporated some Keystone materials, as well as the best practices from 9th-grade success programs throughout the network into a support program that emphasizes reading, writing and mathematics skill improvement.

How to Do What You Love for a LivingNancy Anderson. MJF Books, New York, 1997.A step-by step program consisting of the ten "Passion Secrets" of powerful people that help them clarify goals and predict success. Each chapter includes success stories. Exercises in the book help students identify strengths, sift through choices, and determine "passionate" career goals. Also provides advice on cultivating and maintaining lasting relationships related to your career choice, as well as practical tips on unique résumés.


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How to Talk So Kids Will Listen and Listen So Kids Will Talk Adele Faber and Elaine Mazlish. Avon Books, 1997.Although aimed at families, this is an excellent communication tool kit based on a series of workshops that provide a step-by-step approach to improving relationships and communication. Exercises will improve your ability as an advisor to talk and problem-solve with your students. The book can be used in advisory staff development or in the classroom.

How Rude! The Teenagers Guide to Good Manners, Proper Behavior, and Not Grossing People Out Alex J. Packer. Free Spirit Publishing, Minneapolis, MN 55401, (800) 735-7323.This book uses humor to introduce teens to the world of manners, etiquette, and a wide variety of social situations. It includes reproducible activities that would be excellent for the advisory classroom.

Inroads: Challenge Yourself www.inroadsinc.org Pamphlet, student program.This is a resource that counselors and advisors should be aware of as students begin exploring careers, college and financial aid. The mission of Inroads is to develop and place talented minority youth in business and industry and prepare them for corporate and community leadership. They provide high school students with workshops on communications, business savvy, and the importance of academics. Inroads places high school students in paid internships in minority businesses.

Investigating Your CareerJordan and Whaley. Thomas Southwester, available 2003.By emphasizing why life-long learning is an essential skill for career planning, this book helps students in grades 7 and 8 make the most of their future high school years. It features a Career Portfolio CD containing the following tools: forms and worksheets for every end of chapter activity; glossary of key terms; suggestions for using and organizing their career journey folder; and sample documents (résumés, cover letters, thank you letters, etc.).

Key Train for WorkKeyswww.keytrain.com Curriculum materials and software.Software to develop skills for the workforce: reading for information; applied mathematics; locating information; listening; writing; observation, and teamwork. Lessons on the software can be printed for use in advisory.


PURPOSEFUL ADVISORY

Learning Success: Three Paths to Being Your BestCarl M. Wahlstrom and Brian K. Williams, Wadsworth Products, 2002.This book provides activities related to academic and personal success. The authors teach students that the three keys to success in school are the same three keys to success in life: STAYING POWER: Persistence, commitment, and discipline are necessary for achievement—in and out of college; MINDFULNESS: active learning, problem solving, critical thinking and creative thinking; and INFORMATION LITERACY: Achieving information literacy means learning how to find, evaluate, and use information of all kinds.

Lessons from the Rocking Chair: Timeless Stories for Teaching CharacterDeb Austin Brown. Chapel Hill, North Carolina: Character Development Group, 1997.The author of this collection says, "Never underestimate the power of a good tale. I was raised on wisdom, and I still remember the stories and lessons that were part of my own childhood." This collection contains stories Brown’s great-grandmother told, which were based on fairy tales and fables that exemplified good character. Written with discussion questions and suggested activities at the end. Although recommended for middle school, these short stories will work well with ninth grade advisories.

Lesson Plans For Character Education – Secondary EditionNational Professional Resources, Port Chester, NY 10573, (800) 453-7461.Provides more than 140 practical lessons developed and tested by teachers across the curriculum and in all grade levels. These lessons can be used by advisors to establish a climate that fosters good character development in all students.

Life Skills Training: Promoting Health and Personal Development, Manual 3Dr. Gilbert Botvin, Princeton Health Press, 2002. (800) 636-3415The Life Skills Training program at this level is designed for use with urban students in high-risk environments. Contains lessons and activities on a variety of issues facing today's teens. Identifies objectives, materials, preparation, vocabulary and ways to extend the learning outside of class. Topics include: drug abuse, making decisions, media influences, coping with anxiety, coping with anger, social skills, assertiveness, resolving conflicts, and resisting peer pressure.

Life Strategies for TeensMcGraw, Jay. New York: Simon & Schuster, 2000.From "Dr. Phil's" son, this is an guide to teenage life that provides teens with the Ten Laws of Life, skills to make the journey to adulthood "an easier and more fulfilling trip." Provides excellent information on character, communication, conflict, and goal-setting that can spur interest and action.


PURPOSEFUL ADVISORY

Life's Greatest Lessons: Twenty Things I Want Kids to Know, 3rd Editionwww.halurban.com Hal Urban. Redwood City, CA: [email protected], 2000. http://www.uta.edu/upwardEach of the twenty short chapters engages students in thinking deeply about such topics as hard work, the meaning of success, discovering your potential, and the relationship between good character and a good life. A lot of literary quotes and references to other sources students might also access.

Making Good Choices: Developing Responsibility, Respect, and Self-DisciplineRichard L. Curwin. Discipline Associates Inc., San Francisco, 2003.By the author of Discipline with Dignity, this guide offers teachers eight ready-to-use strategies with objectives, materials, forms, checklists, posters and examples—all designed to encourage middle school through ninth-grade students to:

Accept responsibility for their own behavior Learn the difference between internal and external control Learn to predict the outcomes of their decisions Learn to plan and redesign plans Learn from mistakes Learn direct and effective communication Learn to identify classroom rules that promote responsibility and respect Learn how to make the classroom their community

Making Standards Work: Improving Student Achievement Through Standards, Assessment, and Accountability. www.makingstandardswork.com Workshops, educational materials. Professional development workshops that can help advisory programs align their curriculum and activities to a school and district standards and to a systematic, comprehensive accountability plan. Participants learn and then apply guiding principles for creating a cohesive and visionary accountability plan.

Mediation for Teens: Getting to Win/WinSchmidt, Fran. Grace Contrino Abrams Peace Education Foundation, 1992, (800)749-8838Student mediation/conflict resolution set consists of two books (Mediation for Kids and Mediation: Getting to Win Win! Teacher's Guide) and four posters. The first book, the student workbook, presents a step-by-step approach to implementing a student mediation program in the school or classroom. The curriculum contains lessons that include active listening, paraphrasing, probing, fighting fair, and many cases ready to mediate. The second book is a teacher's guide to accompany the workbook.


http://www.uta.edu/upward

PURPOSEFUL ADVISORY

Other Ways to Win: Creating Alternatives for High School Graduates Gray, Kenneth C. and Herr, Edwin L. Thousand Oaks, CA: Corwin Press, 1999.Information in this book can help advisory students explores the choices available to them beyond traditional 4-year college. Chapters could be copied for distribution during career exploration and student groups could report on the variety of meaningful options accessible to all students.

Peer Mediation: A Manual for Secondary SchoolsKalpatoo, Thomas. Conflict Resolution Centre, 1996.The program's ultimate goal is to create a process of creative conflict resolution where students learn to communicate, listen, and understand one another. The peer mediation/conflict resolution manual provides activities in mediation, communication, conflict, and anger management, along with mediation models and scenarios for role-play that can be used in advisory.

Project Adventurewww.pa.org (978) 524-4619Project Adventure is a premier experiential learning organization. It publishes many books filled with well-tested activities that promote leadership, good communication and trust. They have very helpful information about briefing and debriefing experiences and about group development.

Project Wisdomhttp://www.projectwisdom.com/about/index.htm - introFree resource materials to teachers, purchasable program for schools. Provides schools with Character Education materials that encourage students to reflect upon the meaning of civic and personal values and the application of those values in their daily lives. Units include: Honesty and Integrity: Rules for Success; Responsible Citizenship: Helping Others; Role Models: Who's Influencing Whom?; Stumbling Blocks or Stepping Stones?; Wisdom: Educating the Human Heart.


PURPOSEFUL ADVISORY

Seven Habits of Highly Effective TeensCovey, Sean. New York: Simon & Schuster, 1999.Provides a step-by-step guide to help teens improve self-image, build friendships, resist peer pressure, achieve their goals, get along with their parents and much more. The publisher provides a student workbook, teacher training, and student assemblies and/or workshops. Particularly strong on goal-setting.

Seven Kinds of Smart: Identifying and Developing Your Many Intelligences, Revised Edition. Thomas Armstrong. National Professional Resources Inc., 2002.This follow-up to Howard Gardener's research in multiple-intelligences teaching strategies provides techniques for developing potential that can be used in advisory. It includes self-tests for students to probe untapped brainpower, identify unique capabilities, and apply this knowledge to everyday life. Sharing chapters with students will help convince them, "It's Not How Smart You Are, It's How You're Smart!" Students will find readings from this book inspiring, entertaining, and user-friendly.

Silver Bullets: 50+ Activities Guaranteed to Shoot-out Boredom. www.kidsway.com Scott Shickler and Juan Casimiro. KidsWay Inc., 1998. Two outstanding classroom teachers who found that when you involve students in the learning process, they tend to comprehend more as well as retain the information they learn for longer periods of time. Building on their experience, they designed activities that create opportunities for teachers to emphasize a point and anchor a message in a "fun" and memorable way.

Stick Up for Yourself. Gerri Johnson, Dr. Gershen Kaufman, and Dr, Lev Raphael. 1991. Free Spirit Press (612) 338-2068A ten-part course in self-esteem and assertiveness for kids. Well-organized session topics provide learner outcomes, materials, agenda, opening and closing activities, and step-by-step lessons. Topics include Taking Responsibility, Recognizing Feelings, Getting and Using Power, and Naming and Claiming Your Dreams. Includes a Teacher's Guide and a section on how to inform and involve parents.

Student Success: How to Succeed in College and Still Have Time for Your Friends Walter, Tim and Siebert, Al. New York: Holt, Rinehart and Winston, Inc., 1987, fourth edition.An excellent resource for senior-level advisory and time management activities on all levels, this text shows how to locate and use campus resources as well as your own inner resources. It describes and takes students through the most reliable, effective study method available, teaching them how to manage time by using weekly schedules, how to pass tests, write excellent papers, deal with difficult instructors, and much more.


PURPOSEFUL ADVISORY

Studying Smart: How to do your work and do it well, how to survive the pressure…and still have time for fun Scharf-Hunt, Diana and Hait, Pam.New York: Harper Collins, 1995.Chapters in this book teach students how to: balance daily reading with long-term papers; budget the right amount of time to study for tests and exams; organize and use computers for maximizing time; decide what can wait until tomorrow; improve the quality of their work with 20 top tips for getting top grades; balance schoolwork with a personal and social life; relieve pressures through the use of visualization exercises, and make sure students have time to enjoy high school. Excellent for advisory handouts related to study skills.

Supporting Distressed Young People Ronald L. Pitzer. MES Publications, 1997. (612) 625-8173Although advisors will be able to and should contact the counselors about any situations that arise about students in advisory, this fact sheet reviews some ideas and suggestions on communicating with and supporting distressed young people during the encounter.

Take Charge! Study Skills CurriculumZaner-Bloser Educational Publishers, Columbus, Ohio, (800) -421-3018.Although labeled for 8th-grade, both teacher’s edition and workbook for students provides many high-interest, visual, and effective lessons that would work well with ninth graders. The student workbook provides activities in: managing time; organizing study space and materials; participating in class; using new strategies to boost comprehension; preparing speeches, reports, and projects; working effectively in groups; getting the most out of textbooks and references; coping with test anxiety and improving test-taking skills; and developing healthy habits that support learning.

Teaching Study Skills and Strategies in High SchoolStrichart , Mangrum, and Iannuzzi. Allyn & Bacon Publishers, 1997.This book provides opportunities for active learning and student practice in the key areas most important for success in high school. It covers all the important study skills and strategies and offers a computerized companion assessment program. The book also includes over 140 reproducible activities, along with teacher suggestions, strategies for using the Internet and CD-ROM databases, and end-of-chapter mastery tests with answer keys.


PURPOSEFUL ADVISORY

Teaching Tolerance www.teachingtolerance.org Pamphlets, videos, curriculum, monthly educational magazine. Published by Southern Poverty Law Center, this is one of the most respected resources in character education related to tolerance and discrimination. This magazine provides tolerance-related classroom activities; multicultural reference materials; anti-bias professional development resources; and articles by educators who share your commitment to equity and diversity.

Teach With Movieswww.teachwithmovies.org Categorized movie lists and accompanying learning guides. A wonderful website tool for teachers to use to introduce students to major events of history; great achievements of civilization; extraordinary men and women who have shaped our world; works of music, dance, drama, literature and the visual arts; and ethical, social, and cultural issues facing children as they mature. Teachwithmovies.org recently formed an association with Character Counts, a nationally recognized non-sectarian program that teaches ethics to children. They are in the process of revising each Learning Guide to include discussion questions relating to The Six Pillars of Character adopted by Character Counts. Lists of movies by subject matter (science, medicine, aviation, etc.), character development concepts (friendship, courage, grieving, etc.), and alphabetized. Learning guides to each recommended film describe the benefits of the movie, possible problems, and helpful background. Discussion questions, bridges to reading, projects and links to the Internet are also provided.

Teenagers Preparing for the Real World: A Formula for Success Foster, Chad. Lithonia, GA: Rising Books, 1999.This text promises "the inside scoop on the outside world." Give students information on making contacts, on making money, on dreams and on communication; gives advisors lots of ideas for activities in those areas.

Teens Can Make It Happen: Nine Steps to SuccessGraham, Stedman. New York: Simon & Schuster, 2000.Each chapter in this book guides students step-by-step to a better understanding of themselves, their strengths, and their desires while helping them to devise plans for realizing their visions. It provides a special emphasis on making a difference. Activities for students are included.

Ten Things I Wish I'd Known Before I Went Out into the Real WorldMaria Shriver. New York: Warner Books, 2000.A short but entertaining book with a big message for teens. Expanded from a commencement speech she gave at Holy Cross, each chapter gives anecdotes and opinions on how to get the most of yourself and life.


PURPOSEFUL ADVISORY

Tools for Teaching: Discipline, Instruction, Motivationwww.fredjones.com Jones, Fred. Santa Cruz, CA: Fredric Jones and Associates, 2000. Teaching and classroom management strategies, professional development. Practical book with outstanding specific strategies on such topics as "Teaching Responsibility", "Turning Problem Students Around", "Creating Motivation", and 22 more. A video series and professional development are also available.

The Uncollege Alternative: Your Guide to Incredible Careers and Amazing Adventures Outside College Wood, Danielle. New York: Harper Collins Publishing, 2000.Chapters on a variety of topics that can be used in advisory for discussion and activity development: promising careers without a college degree; taking time off before or during college; opportunities for adventures around the world; internships, apprenticeships, and training programs; community service projects that pay; and starting your own business.

Upward Bound: Preparing Visionary Youth for Tomorrow…Today Pamphlets, parent information, curriculum activities, student programs. http://www.uta.edu/upwardPart of the federally funded TRIO project, Upward Bound is a college preparatory program to develop in its participants the academic skills and motivation necessary for successful completion of high school and college. The goal of the program is to assist high school students who might not otherwise attempt or achieve a college education. This government website provides free resources and materials that can be used for all students in advisory. The OSU-Oklahoma City Upward Bound program offers year-round support to participating students throughout their high school years. Once students are accepted into the program they remain in the program until they graduate from high school, dependent on their ongoing fulfillment of program requirements. After graduation, students enroll in six-credit hours of summer college classes on the OSU-Oklahoma City campus. The program is available to eligible students at no cost.

What Teens Need to Succeed: Proven, Practical Ways to Shape Your Own FuturePeter Benson, PhD, Judy Galbraith, MA, and Pamela Free. Spirit Publishing, 1999.This book is aligned with the 40 developmental assets listed in its introduction, which declare that all teens need to succeed. It provides hundreds of suggestions teens themselves can use to build their own assets at home, at school, in the community, in their congregation, with friends, and with youth organizations. What Teens Need To Succeed inspires and empowers teens to build their own assets. It introduces the concept of asset building, invites readers to identify the assets they need in their lives, and gives specific suggestions on how to build them. Assets in Action sections show how people across the nation are creating healthy communities using the asset-building model.


http://www.uta.edu/upward

PURPOSEFUL ADVISORY

What Works in Classroom InstructionRobert Marzano, Barbara Gaddy, Ceri Dean. MCREL, 2000, (303) 337-0990.An excellent information manual for teachers of advisory to initiate development of their own teaching strategies related to cooperative learning, setting goals and providing feedback, reinforcing effort and providing recognition, and many other "best practices" in the classroom.

What Would You Do? Developing and/or Applying Ethical StandardsMichael O. Baker. Pacific Grove: Midwest Publications, 1990.Here are some complex, real-life problems that still fit perfectly for today's teenagers. There are no answers supplied. Questions change, and the varying circumstances introduced give students an opportunity to decide if that change would cause them to alter their choices. Written in a non-graded format for wide-range use. Contains about 30 problems/dilemmas with discussion questions.

The Yale Daily News Guide to Succeeding in College: The authoritative going-to-college handbook, written by students for students Ahmad, Shaheena. New York: Simon & Schuster, 1997.This is perfect for senior level advisory lessons. Written from a student perspective, this book combines academic tips from top students around the country with insightful commentary on the myriad other ingredients for a successful college experience. Although billed as "the essential guide to surviving and excelling in college," it provides excellent tips high school students can apply now and gives seniors a glimpse into what to expect from college.

Your Guide to College Success: Strategies for Achieving Your GoalsJoan Santrock and Jane Haolnen. ISBN: 0-534-57205-7.Although intended for a freshman seminar course in college, many of these strategies are easily adapted for high school students. One entire chapter is devoted to managing time effectively. Once students in advisory have set career goals, this workbook provides activities that get them "career-bound" based on SCANS skills, time management and effective planning. Exemplary active strategies center around six themes: Develop Meaningful Values; Get Motivated; Set Goals, Plan and Monitor; Think and Learn; Build Self Esteem; and Explore Careers.

Your Career: How to Make It Happenwww.swep.com Workbook. Levitt, Julie Griffin. Once students in advisory have set career goals, this workbook provides activities that keep them "career-bound," based on SCANS skills, time management and effective planning.


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