1. For the Region 9 ESD Susan Roudebush May 5, 2006
Advisories
For the Region 9 ESD
Susan Roudebush
May 5, 2006

2. Agenda Getting Started/Where Are You Now?
Addressing the 9 Elements of Design
Goals and Outcomes
Groupings
Schedule
Content, theme, format
Advisor roles and expectations
Professional development
Accountability
Materials and resources
Linking Advisory to other school programs
Bridging Design and Implementation: PR
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3. Getting Started
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4. Typical Reasons To help students adjust, stay in school
To build a stronger learning community among students
To increase students’ sense of belonging and respect
To provide needed academic advising, coaching, planning
To offer a place to work on Oregon’s new graduation requirements or comprehensive guidance and counseling goals
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5. Why are you planning to implement an advisory program?
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6. Advisories Facilitate:
Academic guidance,
Better coordination between home and school,
Finding ways for students to be successful, and
Students and staff connecting to one another in a peer group fashion.
-National Middle School Association website
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7. Your Design Team Must also Be a PR Team
Phase 1, “Building Buy-in”:
Involve students!
Conduct small, informal forums elevating awareness of the weaknesses in your current structure
Update staff on design team work regularly at staff meetings
Confer with the union and school board soon!
Phase 2, “The PR Campaign”:
Implement as design becomes clearer
Notify and explain to parents, students and your community
Focus on the opportunity your advisory affords your students and community
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8. The Advisory Puzzle Group- Goals & Out-comes Sched ing uling
Linking to other
School programs
Advisory
Roles
&
Expecta-
tions
Content
Themes
Format
Profes-
sional
Devel-
opment
Materials
&
Resources
Account-
ability

9. 1. Goals and Outcomes Start with your mission
What goals could advisory have to help your building better achieve that mission?
Consider your student population
What goals could advisory serve to help them be more successful?
Common Goals Address
connectivity, personalization
Advising/coaching/planning
Adjustment
Interpersonal skill building
CRLS development
Parental connections
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10. 2. Groupings What size best serves your goals?
Are you diving right in or rolling this out?
Which adults in your school can be advisors? #?
All faculty
Administrators
Counselors
Support staff
How many spaces for advisory exist?
How will you group students?
If content focused, use single grades
If school-community building, use cross-grades
How will you assign group members? Staff?
Will advisories loop?
Will groups stay with the same advisor?
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11. 3. Scheduling What time arrangements can be made at your school?
What time arrangements best serve your goals?
When, first thing in the morning? Mid-day?
All held simultaneously?
What day(s) of the week?
What about a long block once per term?
Mixed scheduling?
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12. 4. Content Theme, Format Given your goals and time structures:
What sorts of activities might be most effective?
What routines and formats should be established?
What are the expected learning outcomes for students?
Adjusting to school
Community building, promoting a positive climate
Academic advising
New diploma management
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13. 5. Advisor Roles & Expectations
How are advisors different from teachers, counselors, and friends?
To what extent are advisors expected to follow a prescribed lesson plan?
Are specific outcomes expected, monitored?
What materials can advisors expect?
When and how will advisors be trained?
What will advisors’ role be:
With parents?
To academics?
In career/college planning?
In discipline?
In monitoring grad requirements?
What data will she need and where will she get it?
Who supervises? To what effect?
Can students become co-leaders?
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14. 6. Professional Development
Are staff skilled facilitators?
Coaches?
Will they be comfortable with the content?
How might you train advisors?
How might you prepare student co-leaders?
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15. 7. Accountability
Will students be accountable for attendance and participation?
What sort of assessment rubric will you use?
Will advisors be accountable for their effective leadership?
Will advisors be required to log activities?
Where does the buck stop?
How will you measure your advisory program’s effectiveness?
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16. 8.Materials and Resources
To accomplish the preceding goals, what materials and resources do you need?
Curriculum
Speakers
Supplies
Props
Will you use a set curriculum?
Where will materials be stored and how will they be disseminated?
Might students supply some materials?
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17. 9. Linking Advisory to Other Programs
Will your advisory be linked to departments, teams, or other cornerstone?
Have you investigated how your goals fit with other programs, services, and courses?
How will info flow to advisors from counselors and vice versa?
Might advisory connect with student leadership or government?
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18. Bridging Design with Implementation: PR
Involving Students
Have them assess/identify priorities
Engage them in all steps of design and PR
Presenting to faculty
Show them the facts
Achieve, Inc.
OUS
Your local CC placement test/retention data
Get them involved and connected to the concept
Think of someone who advised you in your life and the impact
Describe a time you advised someone-what qualities did you offer?
Be positive, encouraging and listen!
Keep conversation from becoming polarized
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19. Questions? Feel free to call: Susan Roudebush or
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21. May 5, 2005 Susan Roudebush, Facilitator
Implementing a Senior Portfolio Project: Enhancing Post-secondary Success
May 5, 2005
Susan Roudebush, Facilitator

22. Agenda for the Afternoon
Review Oregon’s diploma requirements and the purpose of these
Review the Senior Portfolio Project Model
Introduce the Senior Portfolio Project
Student Manual and Instructor Supplement
Activities
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24. Oregon’s New Diploma PURPOSE
To create K-12 schools that enable each student to demonstrate knowledge and skills they will need for successful post-secondary transitions.
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25. n. Transition – passage from one place, stage, or subject to another.
NEXT STEPS:
4-YEAR COLLEGE/UNIV.
COMMUNITY COLLEGE
TRANSITIONS
WORKFORCE
Middle  High School
 Postsecondary Next Steps
CAREER SCHOOL
MILITARY
moving purposefully toward graduation and beyond.
CITIZENSHIP
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26. Personalized Learning
It’s about
RIGOR
RELEVANCE
Heightened Academic Standards
Extended Application
Career-Related Learning
Experiences
CRLS
RELATIONSHIPS
Personalized Learning
Education Plan
and Profile
Guidance and
Counseling
student success
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27. Elements of the Portfolio Project
Students complete planning activities, worksheets, and reflections
Students plan and complete one CRLE and reflection
Students plan and complete one EA and reflection
Students evidence mastery of CRLS
Students assemble a resume, transcript, and reference letter(s)
Students present portfolio and learning
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28. Benefits of the Senior Portfolio Project Model
New diploma requirements can be met in a year--or less
Resultant portfolio useful for college or job search
Students finish with evidence of accomplishments, skills, and abilities
Yields purposefulness and self-assurance
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29. CIS My PLAN Activities Answer:
My strengths, talents, interests, and preferences…
What I learned from the career assessments I used…
My personal goals…
My career goals…
Preparation requirements for my goals…
High school courses I should consider…
My education plans after high school…
Activities that support my goals…
My plans for career-related learning and work…
What I learned about me and my goals from these experiences…
Reflections about my learning and achievements so far…
My action plan for this year…
My support network includes…
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30. CRLE Components The Plan with: The CRLE The Reflection with:
Specific learning objectives
Targeted/evaluated CRLS
Advisor assessment/corroboration
The CRLE
The Reflection with:
Self-evaluation of learning
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31. EA Components A plan with: An evaluation by student and mentor
Personal statement
Resume
Project info/proposal
Skills and knowledge
Work plan/journal
CRLS evaluation
An evaluation by student and mentor
A reflective essay addressing:
Rigor
Relevance
reflection
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32. CRLS Documentation CRLS Student Evidence Guide
Assistance documenting CRLS amid CRLE, EA and other experience
Sufficiency and proficiency assessments
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33. Other Elements of Profile
Resume
Students use CIS to create resume
Reference Letters
Students learn to secure good reference letters amid project
Transcripts
Also included in portfolio
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34. Oral Presentation
10 minute portfolio and experiential reflection presentation
Can be scored as a CRLE as well
Scoring tools included in manuals
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