advisory presentation.final
TRANSCRIPT
A P R A C T I C A L G U I D E F O R S C H O O L L E A D E R S
Designing And Implementing an Effective Advisory Program
PRESENTED BY:Rhetta Sabean, Education Consultant
Richard Towne, PrincipalMolly Horn, Educator
Rhetta Sabean Richard Towne2014 Spring ConferenceNew Hampshire Association of School Principals21st Century Skills: The Challenges Ahead
Small, Rural School – 400 students
Serving a Community of 8,500
Property-poor District – Tax Cap
80% Free and Reduced Lunch
Early Exit Rates Very High
School Culture Poor
Big Picture: School Transformation (SIG)
Today we will be discussing….
Benefits of Advisory: Core Purpose and Principles
The Readiness Gap: Why is College and Career Readiness Important?
A New Definition: The Four Keys to College and Career Readiness
Goals and Benchmarks: Strategies for a Successful Advisory
Designing a Successful Advisory: Personalized Learning
Lessons Learned: Next Steps
Agenda
If someone asked you….“Describe the knowledge, skills and habits that are expected for college or career readiness, what would you say?
OperationalizingCollege and Career Readiness
The Key To Success: Grit
Angela Lee Duckworth
Activity
Eligible Successful Ready
Benefits of Advisory: Getting the Buy-in
The Golden Circle by Simon Sinek
Key elements of grit… Perseverance Hard Work Drive to Improve
Which leads us to… Dan Pink’s Mastery
Desire to get better at stuff
Carol Dweck’s Growth Mindset Belief that the mind is not fixed
Belief that failure is not a permanent condition
Simon Sinek’s Golden Circle Illustrates how to inspire others
What
How
Why
Benefits of Advisory: Core Purpose and Principles
Why: We Believe No one is allowed to fail and everyone is a learner All students can meet high learning expectations It is not to get good grades or increase test scores
How: Advisory and Growth Mindset Ability to learn is not fixed and it can change with effort
Students with a fixed mindset believe their intellectual capacity is finite, and tend to focus on proving it than improving it. (Dweck & Leggett, 1988)
What: Career & College Readiness in Advisory Perseverance = Daily focus on personal vision
Hard Work = Curriculum challenges each student; collect evidence of learning
Drive to Improve = Set purpose (college and career readiness) Goal Set and Reflect (personalization) Learn, Change and Grow!
What
How
Why
W E L I V E I N A C E R T I F I C AT E E C O N O M Y
Why is Advisory Important?
Middle and high school student expectations for college have increased. 1
1988 – 57% 1997 – 76% Today – 75%
Every year in the US, nearly 60% of first-year college students discover that, despite being fully eligible …. they are not academically ready for post-secondary studies. 2
Student remediation rates at 2-year and 4-year institutions in 33 states. 3
2-year – 53.8% 4-year – 20.4%
What this looks like today. 4
93 % middle school students want to go to college 70% of high school students graduate 44% of 100 students enroll in college and 26% graduate from college within six years What this means:
For every 100 middle school students, 93 want to go to college and 70 graduate from high school.
Of those graduates, 44 enroll in college, and 26 earn a college degree.1 Beyond the Rhetoric: Improving College Readiness Through Coherent State Policy; The National Center for Public Policy and Higher Education (SREB), June 2010
2 Defining College and Career Readiness: The Progress of Education Reform; Education Commission of the United States (ECS) April 20123 Symposium on Transformation in Public Education; Education Policy Improvement Center (EPIC), March 20124 Ibid.
The Readiness Gap:Why is College and Career Readiness Important?
The Readiness Gap:Why is College and Career Readiness Important?
Source: National Center For Public Policy and Higher Education, June 2011
A New Definition: College and Career Readiness
Work Ready• Basic expectations regarding workplace behavior and demeanor.
Job Ready• Specific knowledge to begin entry-level position.
Career Ready• Sufficient fundamental knowledge and skill, and general learning strategies necessary
to begin studies in a career pathway.
College Ready• Prepared in the “Four Keys of College and Career Readiness” necessary to succeed in
entry-level general education courses.
A New Definition: The Four Keys to College and Career Readiness
Adapted from David Conley, EPIC (2012) and Beth Smith, Senate Rostrum: Academic Senate for California Colleges Newsletter (2012)
• act:• Ownership of Learning
•Goal Setting and Persistence• Self-control, Time Management•Work Ethic , Motivation ,Values
• Love of Learning•Assessment o Worth
• go:•Post-secondary Awareness•Post-secondary Costs•Admissions & Matriculation•Careeer Awareness• Interpersonal and Social Skills•Collaboration and Teamwork•Purpose and Post-secondary Opportuntiies
• know:• Foundational Content
•Challenge Level•Reading and Literacy
•Writing, Grammar•Basic Math, Algebraic Concepts
•Core Subject "Big Ideas"•Computer Literacy
• think:•Problem Formulation• Inquisitiveness• Intellectual Openness•Research•Anyalytic Reasoning• Interpretation•Evaluatuion of Claims•Communicaiton•Precision & Accuracy
Key Cognitive Strategies
Key Content Knowledge
Key Learning Skills and
Techniques
Key Transition Knowledge and
Skills
To match each student with one staff member who… Knows the student well personally and academically.
Is continuously engaged with the students and parents through their personalized learning and post-secondary planning process.
Guides and advocates for the student; manages 12-15 heterogeneously grouped students.
Advisor becomes the liaison between guidance, parent, teachers, administrators and community.
Distributes the burden across the school.
Instead of “managing” all your students, you know that student advisors, students, and parents (partnerships) are monitoring all your students and student progress.
Goals and BenefitsAdvisory
Designing a Successful Advisory: Personalized Learning
1. Establish Baseline Evidence of Learning Start early in the year; get teachers and students in the habit of collecting work
2. Plan for Physical Collection of Evidence The Classroom Binder: Students keep evidence of learning from each class The Progress Portfolio: Selected pieces that show progress linked to specific criteria
3. Sample Self-assessment Frames Students use guided self-assessment tools (refer to examples) Happens in both the classroom and advisory; ongoing
4. Student-led Conferencing: Showcase Evidence of Learning Target Learning Outcomes: I am able to…. be a clear and effective communicator
5. Reflect and Goal Set: Continue to Revise Instills student ownership of learning (see Anne Davies’ work for more)
Advisory
Advisory Goals and Benchm
arks
Sustained Silent Reading: Success at Franklin High SchoolAdvisory
NECAP READING RESULTS:FRANKLIN HIGH SCHOOL
School Year Proficient Below Proficient
2010 49 15
2011 71 28
2012 72 28
2013 73 27
A Student-led ConferenceAdvisory
Student Led Conferences: Showcasing Evidence of Learning
Student Feedback and Student Advisory Com
mittee
Lessons Learned: Next Steps
➢ Getting Everyone On Board
➢ Communication and Training
➢ Effect on Teaching Time/Daily Schedule
➢ Student Groupings K – 12 ➢ Assigning “Grades” for Advisory
➢ Getting and Applying Feedback Reliably
Lessons Learned: Using Feedback to Guide Advisory
➢ Staff: “A day for the students to work on problem areas would be beneficial.”
➢ Student: “I believe three or more days per week on things like test prep, career planning, and financial skills will be more beneficial in the long run than reading for 3 out of the 5 days of the week.”
➢ RESULT: Changing from 2 to 3 days of advisory with one day designated for grade and portfolio work.Discussing implementation of an X-block for work on problem areas.
Lessons Learned: Using Feedback to Guide Advisory
➢ Student: “Since I'm going to be a senior, I'd like to see more college and career prep, and how to apply for financial help. I feel that this would be very beneficial for the seniors.”
➢ Student: “I think that there needs to be more college preparation in advisory seniors and juniors. For freshman and sophomores they should do more activities related to figuring out where they want to go or want to do after high school so that they can be ready for their junior and senior years.”
➢RESULT:
Plans catered to each grade level’s needs and requests.
More “planning for the future” and less team building.
Lessons Learned: Using Feedback to Guide Advisory
➢Student: “I think that we need to do more activities everyone agrees with and everyone will participate in.”
➢ Student: “More activities of interest to the student body.”➢RESULT:
Monthly digital surveys for advisors to complete with their students so we can shape plans around what the student body wants to see
ResourcesDavies, Anne, Sandra Herbst, Beth P. Reynolds. (2007). Transforming Schools and Systems Using Assessment. Published by US by Solution Tree Press, 555 North Morton Street, Bloomington, IL 47404 Davies, Anne. (2011). Making Classroom Assessment Work. Second Ed. Published by US by Solution Tree Press, 555 North Morton Street, Bloomington, IL 47404 Conley, David T. (2010). College and Career Ready: Helping All Students Succeed Beyond High School. Published by Jossey-Bass, 989 Market Street, San Franscisco, CA 94103-1741 Gregory, Kathleen, Caren Cameron, Anne Davies. (2011). Knowing What Counts – A Three Book Series: Setting and Using Criteria; Self-Assessment and Goal Setting; Conferencing and Reporting. Second Ed. Published by US by Solution Tree Press, 555 North Morton Street, Bloomington, IL 47404 Smith, Beth (2012). Defining College and Career Readiness: Take Action Now, Senate Rostrum: Academic Senate for California Community Colleges Newsletter, April 2012, Chapter 11, p. 11-13. Zenth, Jennifer D., (2012). Defining College Readiness: The Progress of Education Reform. Education Commission of the United States (ECS) Clearinghouse, 700 Broadway, #810 Denver, CO 80203-3442, April 2012, Vol. 13, No. 2. Retrieved on April 28, 2012 at: https://www.epiconline.org/files/pdf/ProgressEdReform_032012.pdf Helpful Links and Videos:Anne Davies’ “Building an Assessment Plan”http://www.annedavies.com/PDF/School_Year_Plan.pdf California “a-g” Subject Requirements website:http://www.ucop.edu/a-gGuide/ag/welcome.html Inter-segmental Committee of Academic Studies (ICAS) Competencies:http://icas-ca.org/competencies Habits of Mind Institute:http://www.instituteforhabitsofmind.com/
Questions and Contacts
Rhetta Sabean, Ed.M., Education Consultant and Educator
E-mail: [email protected]
Richard Towne, Jr., Ed.M., Principal at Franklin High School
E-mail: [email protected]
Molly Horn, Science Educator at Franklin High School
E-mail: [email protected]