Advisory at Wilson 14-15SY: A Discussion with PTSO Presented by: Rebecca Scott & Kirstin Pryor November 12, 2014

Supported by Big Picture Learning, curriculum co- written by Wilson teachers and students in 13-14SY Advisory structure part of School Improvement Grant, also builds on “home base” structure of Wilson’s past Big Picture work (curriculum, PD for Advisors, support) funded through SIG Every student, scheduled first 15 min of lunch periods 56 staff members serving as Advisors <15 students per Advisory Wilson is 48 days into implementing this new structure Advisory at Wilson: Some Basic Facts

Relationships, student engagement are mission-critical, so can’t be left to chance  Advisory = an intentional structure that promotes positive adult-student and student- student relationships focused on student success, for all students. Big Picture video Big Picture handouts Overview of Advisory at Wilson Individual Learning Plan sample Why Advisory?

How’s it Going So Far? “place to make friends” “…” “not kids I teach, different type of relationship” I see things bubbling, time to talk Our time, be in a circle - / deltas not long enough; 15 mins Differs from Advisor to Advisor Wide range of opinions Need to diff’t curriculum Purpose not clear to all Home connection not there yet Pulse checks: Observed ~20 Advisories, interviewed ~100 students, ~20 Advisors, parents tonight, in addition to ongoing school oversight Observed & Overheard (not exhaustive, but roughly representative): Most advisors using curriculum, range in engagement from adults and students Students shared: “It helps us with grades, knowing how we’re doing.” “It’s helpful with working out personal issues and talking about problems.” “It seems like they want us to make new friends; it would’ve been really good when I was in 9 th grade.” Activities like Common Application for college, future planning, hanging out. “At first, I didn’t think it was meaningful, but now I see why we’re doing it.” “Not a fan: it’s not long enough, no grade, I’d rather have time to do my work. Probably good for some kids though, depends on the teacher.” Adults shared: “It should be longer; 15 minutes is not enough time to get through real work.” “I like it. It’s my opportunity to have sustained interactions with kids who represent the majority of Wilson’s population. It’s interesting to me to learn what music, dance, and other interests they have.” “We need more grade-specific work. I have all seniors, so we need to just focus on post- secondary prep.” “I will say, it gives me a chance to see what’s bubbling, to try and deal with drama early on.”

Key Takeaways & Δs Space for Relationships Time devoted to “talking,” “fun,” “progress checks” and “seeing what’s bubbling” Almost all students saw value especially at younger grades. Logistics / New expectations 15 mins/day is challenging Scheduling constraints mean that not all staff can be Advisors Curriculum Needs to be differentiated by grade level; this has begun. Teachers are learning where and how they can adapt. Adult dependent, but students have ideas Attendance, home-school communication, helping it “take root”

Your input? Remainder of this year: Immediately: provide resources college/career supports to Junior & Senior Advisories By summer: Revise curriculum for 4 levels, integrate more IB specifics such as personal project Begin to look at schedule for next year PD plan for spring and summer Continue to learn from implementation What next?

Please feel free to contact either of us for further discussion on Advisory at Wilson: Rebecca Scott Wilson Commencement HS ext Kirstin Pryor Office of School Innovation, RCSD or Contact Information