Student Advisories

1. Student Advisories • Facilitators: Kerry Murphy & Stephen Rocco

2. Advisories with a Purpose TAKE FIVE MINUTES! Using the paper in front of you write down some of your ideas regarding . . . . . . what outcome you expect from your advisory group.

3. Why Advisories? The Board of Regents, in concert with RIDE and state - level partners, convened two High School Summits (2000, 2002) representing a broad array of stakeholders to consider the current state of affairs and future directions for the state's high schools. There were seven findings mostly regarding student achievement, but item 6 stated: “Far too many students pass through RI high schools without being known well by at least one adult within his/her school, resulting in a lack of understanding on the part of the school about the specific challenges and needs of individual students.”

4. http://www.ridoe.net/careerdev/hsregulations.htm High School Reform Document FINAL VERSION 3.8 April 13, 2004 ITEM6.0 IS HIGH SCHOOL RESTRUCTURING SPECIFICALLY 6.3 Advisory structure: All school improvement plans submitted pursuant to these regulations shall provide for a structure by which every student is assigned a responsible adult who is knowledgeable about that student and tracks his or her progress. “PERSONALIZATION”

5. Image of Personalized Learning • (From The Education Alliance at Brown University) • Key to successful personalization in schools is the recognition that there must be multiple and flexible strategies to accommodate each individual student. • The Brown Education Alliance states, “To succeed with individual students who are unique, the people and the programs that successfully engage those • students have to be ready to adjust educational opportunities to fit a wide range of personal orientations.” (Clarke, 2003)

6. The Ideas Behind Personalized Learning · Personalized schools promote the achievement of standards for all students. · Personalized learning begins with individual interests so each student becomes engaged in learning. · Teachers get to know each student’s strengths, weaknesses, and interests. APPENDIX E - Essential Relationships

7. The Ideas Behind of Personalized Learning (continued) • With school support over four years, students become self-directed learners who can use learning to manage their own lives. • As students pursue an increasingly independent pathway, parents become true guides and mentors in the learning experience. • · As students explore real options for their futures in the community, community members become involved in a meaningful way. APPENDIX E - Essential Relationships

8. The Ideas Behind of Personalized Learning (continued) • · Adults in the school model and benefit from stronger professional and student relationships. • · Against common standards, students learn to set goals and measure success for themselves. • · Students graduate upon demonstrating high performance in a variety of media, not simply norm-based tests. • · Reaching all students depends on reaching each one. (Clarke, 2003) APPENDIX E - Essential Relationships

9. STATE REQUIREMENTS FOR ADVISORY STRUCTURE Advisors meet with student on a regular basis for the purpose of academic, career, and personal-social advising. Advisory activities (GOALS) 1. help students with self-assessment in the academic, personal/social, and career domains. 2. help students set goals and monitor their progress toward those goals in each of the domains. 3. give students a chance to develop a meaningful relationship with a caring adult.

10. Research Student Achievement JHS Student Performance JHS Current Culture & Climate High School Reform Document State Mandates To Summarize

11. How did we begin at JHS? • A Personalization Committee was formed to develop a plan. • In January, 2005, the plan was implemented with “Advisories”. • Here We Are!

12. The JHS Mission The Johnston High School Advisory Program is dedicated to enhancing small learning communities of learners that support one another in a safe and respectful environment.

13. Advisory in Action “No two advisory programs will look alike.”

14. May 2005 - Update • Entire Freshman class (class of 2008) was assigned to an Advisory. • Students were assigned to advisors alphabetically with a ratio of approx. 1 to 10. • Beginning on Jan. 25th, 2005 - Advisories meet Tues. and Thurs. for 20 minutes after homeroom. • Some contingencies were put in place due to possible conflicts between students or student/advisors. • Some Advisors teamed up, others work alone. Some team up periodically. • Students participate in a variety of activities; discussions, games, journal writing, etc. • *Dunkin’ Munchkins in the morning work well too!

15. May 2005 - Update • Themes for discussions are aligned with the district’s Character Education mission and include: • Community Building • Respect • Integrity • Tolerance • Citizenship

16. What Will We Gain? . . .

17. In Short: . . . An Improved School Climate Leading to Higher Student Achievement !

18. Research About Successful Advisories says . . . “. . .In general, students who do not feel an attachment to school personnel tend to have poorer attendance and to drop out more often than students who perceive that they are part of a supportive, caring school environment.” “…A positive psychological climate between teachers and students appears to improve academic achievement.”

19. Getting Back to Chalk Talk! Now what do you think? What kind of ideas or expectations or visions do you have?

20. Plan for 2005-2006 Mission Statement Student Expectations Structures & Practices Supporting Personalized Learning Clear Learning Expectations Planners Advisory Freshman House Student Centered Learning Faculty Curriculum Writing Graduation Portfolios CIM Common Planning Time Literacy

21. Student Advisories • Facilitators: Kerry Murphy & Stephen Rocco