1. Y OU ’ VE B EEN A DVISED ? H OW A DVISORY I MPROVES Y OUR C OLLEGE C OUNSELING P ROGRAM Bob Bardwell, Monson Innovation High School, MA Destination Equity April 11, 2014

2. W HAT IS A DVISORY ? Small group advisory is an opportunity for all students to connect with an adult school staff member in small groups (10-12) on a regular basis. Students may participate in team building and interclass activities as well as participate in discussions about important school-related topics (i.e.: bullying, cheating, appreciation of differences, goal setting, future planning). Advisory can also act as a time for teachers to "check-in" with students in one-on-one meetings while other students complete school work. Advisory creates opportunity to foster ongoing relationships in hopes of improving the climate and sense of connectedness within the school. Advisory is not to be solely implemented by the counseling staff. It is an entire staff initiative.

3. T HE RESEARCH SHOWS ….. One caring adult in a child’s life can make a lasting impact on his or her developmental trajectory (Rutter, 1990) Being known and having a sense of connectedness has positive effects on academic achievement and keeps students coming to school (Blum & Libbey, 2004) Advisory connects students and staff in ways that can decrease the pervasive anonymity in large high schools that has been correlated with dropout (Youth Transitions Task Force, 2006) When schools provide access to extracurricular opportunities for development, students are more likely to succeed and even more important for students from under-served families and neighborhoods (Croninger & Lee, 2001)

4. R ESEARCH CONTINUED In schools where school counselors are overburdened and personalized attention is not always the norm, advisors play a critical role in answering questions, writing recommendation letters, and ensuring that students are on track to graduate (Malone, 2009) Advisors help to effectively engage students and weave career skills into the curriculum (DeMartino & Wolk, 2010) Students in small schools report a greater sense of belonging, leading to more positive social behaviors, have improved academic performance, higher graduation rates, and lower dropout rates (Center for Collaborative Education, 2003) Teachers are not provided with enough resources and professional development to adequately deal with issues of social and emotional development (Darling-Hammond, 1997, 2002).

5. A DVANTAGES OF A DVISORY Provides another adult in addition to the school counselor in the school to get to know each student Makes a large school feel smaller Can help to deliver the guidance curriculum and other skills not taught elsewhere in the curriculum Increases morale & improves school climate Provides opportunity for class spirit and friendly competition Provides team building opportunities Provides opportunity for school wide dissemination of information quickly and in a small group environment Delivers a college counseling program

6. A DVISORY D ELIVERY M ODELS Daily Once per week Every couple of weeks or as needed Homeroom Alphabetical By interest area (i.e.: knitting, basketball) Clubs/activities (i.e.: Student Council, NHS, Rocket Club) By teacher/shop Random/mixed grades Can provide class meeting or activity time

7. C HALLENGES WITH A DVISORY Strike a balance between curriculum and fun activities Unengaged advisors Staff who do not participate Staff who do not conform to the expectations Advisors who do not follow directions Seniors may get tired Students who do not get along in the same group Creating student and staff buy in What happens when discipline problems arise Finding topics relevant to all students

8. M ONSON I NNOVATION H IGH S CHOOL 350 students, grades 9-12, Public 2 school counselors 4 X 4 extended block schedule Limited opportunity for classroom guidance 85-90% attend college yearly, about 50% to 4 year & 40% to 2 year 95% white 95% attendance rate 1.4% drop out rate 21% low income 10% special education

9. A DVISORY AT M ONSON I NNOVATION H IGH S CHOOL Started in 2003 with freshmen only In 2008 began adding sophomores, then juniors, then seniors Started with volunteers from the staff; now all participate voluntarily Created a separate bell schedule taking 7 minutes from each block Meets once per week on Fridays in between 1 st & 2 nd periods Can meet more often if needed 27 minutes; 45 minute schedule also is available Adults stay with students all four years Curriculum is organized by volunteer committee Work to achieve a balance between formal curriculum and fun activities Year end survey data consistently indicates student & staff benefit from our Advisory program

10. C OLLEGE P REP A DVISORY C URRICULUM AT MIHS All grades Door decoration contest Grade 9 Major focus is on transition Alumni Day 1 st year grads come back to speak with freshmen Grade 10 PLAN Understanding your GPA Building your college resume – activities, grades, attitude

11. C OLLEGE P REP A DVISORY C URRICULUM AT MHS ( CON ’ T ) Grade 11 PSAT Field Trip to local community college for Accuplacer College planning calendar SAT/ACT Letters of recommendation Grade 12 Essay writing Common Application demonstration Vision Boards & goal setting Transition to college

12. F OR M ORE I NFORMATION Bob Bardwell School Counselor & Director of School Counseling Monson High School 55 Margaret Street Monson, MA 010157 413.267.4589x1109 www.bobbardwell.com bardwellr@monsonschools.com bardwellr

13. R EFERENCES Blum, R. & Libbey, H. (2004). School Connectedness – Strengthening Health and Education Outcomes for Teenagers. Journal of School Health, 74(4). Retrieved from http://www.jhsph.edu/wingspread/Septemberissue.pdf Croninger, R.G. & Lee, V.E. (2001). Social capital and dropping out of high schools: Benefits to at-risk students of teachers’ support and guidance. Teachers College Record, 103(4), 548- 581. DiMartino, J. & Wolk, D. (2010). The Personalized High School: Making Learning Count for Adolescents. Jossey-Bass: San Francisco, CA. Malone, H. J. (2009, Fall). Build a bridge from high school to college: Transition programs are essential for many disadvantaged students. Phi Kappa Phi Forum. Retrieved from http://findarticles.com/p/articles/mi_qa4026/is_200910/ai_n39234016 /. Rutter, M. (1990). Psychosocial resilience and protective mechanisms. In J. Rolf, A.S. Masten, D. Cicchetti, K.H. Nuechterlein, & S. Weintraub (Eds.), Risk and protective factors in the development of psychopathology (pp. 181-214). New York: Cambridge University Press.

14. R EFERENCES CONTINUED Youth Transitions Task Force Report. (2006). Too Big To Be Seen: The Invisible Dropout Crisis in Boston and America. Boston, MA: Boston Private Industry Council. Schanfield, M. (2010). Practical approaches to advising: High school programs create support systems for students transitioning from high school to college. Retrieved from the NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssu es/high-school-advisory.htm Darling-Hammond, L. (2002). Redesigning Schools: What Matters Most and What Works School Redesign Network. Center for Collaborative Education. (2003). How are Boston Pilot Schools Students Faring?