Cheryl Cresci

 A Program to Connect Teachers & Students  A “Reach Out” to All Kids

 A. Seconds  B. Minutes  C. Hours  D. Days

Dropouts make up nearly half the heads of households on welfare. In the U.S., high school dropouts commit about 75 percent of crimes. The dropout problem is likely to increase substantially through 2020 unless significant improvements are made. America’s high school graduation rate ranks 19th in the world. (Forty years ago, we were number one.) :DoSomething.org (n.d.) 11 Facts About Dropping Out Retrieved from

 Generally, studies have shown that students who don’t feel an attachment to school staff are likely to have poorer attendance and to drop out more than students who feel that they are part of a supportive school environment.

 Advisory programs claimed improved achievement, school climate, planning and goal setting, teacher and student relationships, fewer failing grades, improved test scores, better attendance, reduction in dropouts, and attitude improvement (Myrick & Myrick, 1990).  Arhar & Kromrey (1993) emphasized the importance of social bonding for potential drop- outs and other students who have few quality relationships elsewhere.

Parents Highest Level of Education Didn’t finish H.S Graduate H.S Some education after H.S Graduated College Average Scaled Score Math ~8 th Grade Students ies National Center For Educational Statistics Digest of Education Statistics Retrieved from: National Assessment for Educational Progress

Developing A.I.’s Advisory Program

 Sam Golder- Administrative Liaison  Laura Fitzgerald- Guidance Liaison Want to join? See Sam or Laura

 Fall 2007—Develop Advisory curriculum  January 2008—Revise  Spring 2008—Publish curriculum, Teachers preview lessons, Volunteer teachers will try out lessons in their classes, Teacher training  Summer 2008—Determine schedule and other logistics, Final revision of lessons  August 2008—Teacher training  SY —Full implementation

 Advisory will meet once every week.  Period will last 30 minutes.  Students will be grouped by grade and will stay with the same advisor each year.  students per group.  Curriculum, lessons, materials, detailed training will be provided for teachers!!!  All staff will have an advisory class

Curriculum Designed Principle- C.A.T.S. Connecting A.I. Teachers with Students Provide a caring adult within the high school setting to advise and direct students with methods that will allow them to succeed academically, socially, and culturally, now and in the future.

 Introduction to A.I.  Conflict Resolution  Successful “Students”  Employment skills  Goal Setting  Improving Organizational Skills  College Preparations  Career Exploration  Communication skills  Personal Safety/Responsible Decision Making  Citizenship  Time Management  Testing Tips

 Appropriate social skills  Communication skills  Efficient study skills  Appropriate decision making methods  Effective, non-violent problem solving skills  Being proactive—not reactive  Development of post high school/long term goals  Sense of belonging/connection to school  Acceptance of differences

 Teachers are provided with specific themes for each grade level 9 th,10 th,11 th, & 12 th.  Teachers are provided with a guide at beginning of year showing the sequence to present each lesson within each grade level.

 Provided to teachers by the week before the Advisory class by coordinator.

 No formal assessment for students  Advisory coordinator relies on informal feedback from teachers.  Advisory coordinator has sent out 1-2 surveys to staff for feedback.

 After the First Year:  Administration- no longer has a class of their own.  Classes only meet 2-3 times a month  Lesson plans were revised with Advisory Committee  After the Third Year:  Classes only meet 10 times a year

 Teachers have talked to the Advisory coordinator and shared their success stories for students in their advisory group

 Only 50% of teachers teach the provided lessons.  25% Create their own Advisory lessons.  25% Use it as study hall.  Teachers feel it is just one more thing they have to do  Overwhelmed with Race to the Top, PD 360, DPASII  Not a high priority  SSP- Student Success Plan (required)- squeezed into Advisory

Drop the Program…. Revised the Program Again…  Teachers expressed interest in Theme Based Advisory- too difficult with 1450 Kids for scheduling

 Grin Publish and Find Knowledge. (n.d.) Student and Teacher Perspectives of the Effectiveness of High School Advisory Program and the Sense of Belonging: Excerpt. Retrieved from: school school  Makkonen, Reino. (2004). Advisory Program Research and Evaluation. Retrieved from:  Copyright National Middle School Association. (n.d.) NMSA Research Summary #9 Advisory Programs Retrieved from:  DoSomething.org (n.d.) 11 Facts About Dropping Out. Retrieved from:  ies National Center For Educational Statistics Digest of Education Statistics. (n.d.) Retrieved from: