A look at high school Advisory programs December 2009 Horton High School A look at high school Advisory Programs December 2009

5 Questions You Have About Mentoring/Advisory Programs?

A Clarification of terms: Mentor - Mentoring is a structured and trusting relationship that brings young people together with caring individuals who offer guidance, support and encouragement aimed at developing the competence and character of the mentee. A mentor is an adult (usually from outside the school)who, along with their parents, provides a young person with support, counsel, friendship, reinforcement and constructive example. A mentor is not a foster parent, therapist, parole officer, or cool peer. Advisors/Advisory – refers to a school-based program where an adult (teacher or other staff member) advises, supports, and provides guidance to a small group of students within the school on a regular basis.

Advisory Program – What is it? One adult and a small group of students have an opportunity to interact on a scheduled basis in order to provide a caring environment for academic guidance and support, everyday administrative details, recognition and advocacy, and activities to promote citizenship. (NMSA)

Usual Goals of Advisory Programs Developing interpersonal relationships among staff and students Providing academic support and guidance for students Enriching and complementing the curriculum Providing college and post-secondary preparation Building school culture and community

Some Important Characteristics Time: Advisory should meet regularly and frequently, 3 – 5 X per week. Size: Groups should be small – no more than 15 – 20 so students and advisors get to know each other. Continuity: In many high school programs, students have same advisors for all four years or are in same grade advisory as grades being taught by their advisor. Key Roles/Duties: First contact with student and family; to assist in solving problems/ meeting special needs; guidance & supporting the individual student.

Important Characteristics (cont’d.) Focus: A specific plan or program (not just home room period) ensures that advisory is not limited to students merely hanging out or completing bureaucratic school business. Teacher autonomy: Advisory programs should be designed so that’s there’s opportunity to reflect and take advantage of personality and interests of teacher/advisor and students.

What other educators and researchers says: Generally, studies have shown that students who don’t feel an attachment to school staff are likely to have poor attendance and to drop out more often than students who feel that they are part of a supportive school environment. In addition, healthy relationships between teachers and students appear to facilitate academic achievement. (R. Makkonen, 2004) A major study of students in 110 high schools in 26 states found that over 60% reported that they didn’t interact regularly or at all with their teachers; more than 80% reported that they learned best when they had a chance to work with and engage actively with their teacher and peers; and over 25% felt that “no adults in the school cared about me”. ( Ethan Yazzie-Mintz, 2007)

What other educators/researchers say cont’d. The effect of the advisory system appears to reduce alienation of students and to provide each young adolescent with the support of a caring adult who knows the student well. That bond can make the students’ engagement and interest in learning a reality. (Carnegie Council on Adolescent Development, 1989) One grown-up makes a huge difference in reducing drop-outs and helping kids achieve success in school. ( Robert Balfanz, Co-Director, Everyone Graduates Research Center, John Hopkins University, 2009) It’s all about relationships, relationships, relationships !.... Research clearly demonstrates that supportive adults play an important role in keeping students in school and engaged in learning. ( Molly McCloskey, Director for ASCD Whole Child Programs, 2009)

What other educators/researchers say cont’d. An advisory program provides the structure that creates ‘connectedness’ in a school. Connectedness is a characteristic of school culture in which students have meaningful relationships with adults within the school, are engaged in the school, and feel a sense of belonging in the school. School connectedness is linked to higher grades, higher test scores, and lower dropout rates, regardless of students’ socioeconomic status. (S. Shulkind/J. Foote, 2009) (cite 5 different studies in article “Creating a culture of connectedness…..” Middle School Journal, September, 2009) All secondary schools need an advisory system, and the larger the school, the greater the need. (M. Goldberg, How to Design an Advisory System for a Secondary School, ASCD, 1998)

Five Key Dimensions of Advisory Structures ( according to Tocci/Hochman/Allen) Scheduling Scope and Content Roles for staff Participants and groupings Support systems

Questions to ask when designing an advisory program: 1.What will be the vision/expectations /outcomes for our advisory program? 2.What are the basic responsibilities of an advisor? Who will be advisors? 3.Who in the school will administer and maintain the advisory program? 4.How will advisory groups be formed? 5.When will advisors meet with advisees in groups? Individually? 6.What aspects/components will be included in our advisory program?

Questions to ask cont’d: 7.What will ‘advocacy’ mean? What will be the parameters? 8.Should advisory groups contain students all at the same grade level or mixed grade levels? 9.What happens when a student wishes to change advisors/advisory groups? 10.Should students stay with the same advisor throughout the entire high school years or have a different advisor each year? 11.How will advisors connect with parents/guardians? 12.How and when will the advisory program be evaluated?

Some Options for HHS to consider: WHO? All students in Grades 9 – 12 in assigned advisory groups with all staff as potential advisors Advisory mixed (i.e. all grades) or by grade level Selected grades only (e.g. all 9’s, 10’s) Selected students only (i.e. those considered “at risk”)

Options to consider cont’d: How? All students in advisory groups meeting at regularly scheduled times Students meet individually with advisors at mutually scheduled times Some combination of above two Senior students(with training) serving as mentors/advisors for “younger” students Students stay in same advisory groups for entire high school or new advisory groups each academic year

Options to consider cont’d” What? (i.e. “curriculum”) Goal setting (educational plans),personal/career planning Study skills & time management Peer relationships Self assessment and reflection School/community values School issues/problems School administrative duties Service projects Student issues/ student generated ideas/requests Social, Fun

Here at Horton: Next Steps ?

Some Resources to consider: How to Design an Advisory System for a Secondary School, Mark Goldberg, ASCD, 1998 Advisory Programs in High School Restructuring, Charles Tocci, Dalia Hochman, David Allen, paper presented at annual meeting of American Education Research Association, 2005 Rethinking High School, H. Daniels/M. Bizar/S. Zemelman, Heinemann Publishing, 2001 Teacher Advisory Groups: A Complete Program, Grades 9 – 11, Grade 12, Leo Plue, Irwin Publishing (Nelson Education), 2000