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Supporting Student Success Plans Through Advisories/Enlisting Staff for CREC Presented by Neil Rinaldi Principal Ellington High School

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Presentation on theme: "Supporting Student Success Plans Through Advisories/Enlisting Staff for CREC Presented by Neil Rinaldi Principal Ellington High School"— Presentation transcript:

1 Supporting Student Success Plans Through Advisories/Enlisting Staff for CREC Presented by Neil Rinaldi Principal Ellington High School nrinaldi@ellingtonschools.net

2 Why am I Here? (Revised Slide) To demonstrate how an advisory program can support Student Success plans To demonstrate how an advisory program can support Student Success plans To highlight critical components of developing an advisory program To highlight critical components of developing an advisory program To present a practical high school application model of a Capstone Project via advisories To present a practical high school application model of a Capstone Project via advisories

3 First Things First - Credits Mrs. Judi Moeller – Guidance Mrs. Judi Moeller – Guidance Mrs. Ann Johnson – Science Mrs. Ann Johnson – Science Mr. Bill Prenetta – English Mr. Bill Prenetta – English Mrs. Jan Arnone – Math Mrs. Jan Arnone – Math Ms. Beth Simmons – Social Studies Ms. Beth Simmons – Social Studies RHAM High School RHAM High School Scott Leslie Scott Leslie Dan Uriano (student target plan) Dan Uriano (student target plan) Jen Sansoucy (student target plan) Jen Sansoucy (student target plan)

4 EHS Advisory Program Overarching Goals Overarching Goals Establish a forum for academic, college and career coaching, and advising that cuts across subject areas. (Core Components of CSDE Effective SSP) Establish a forum for academic, college and career coaching, and advising that cuts across subject areas. (Core Components of CSDE Effective SSP) Provide an ideal setting to promote Social, Emotional and Physical Development (personalization) (Core Components of CSDE Effective SSP). Provide an ideal setting to promote Social, Emotional and Physical Development (personalization) (Core Components of CSDE Effective SSP). Provide multiple opportunities between healthy student development and academic success. (NEASC) Provide multiple opportunities between healthy student development and academic success. (NEASC) Help ensure that all young people have at least one adult who knows them well. (NEASC) Help ensure that all young people have at least one adult who knows them well. (NEASC) Assist students in achieving our school-wide expectations for student learning by developing a student portfolio Assist students in achieving our school-wide expectations for student learning by developing a student portfolio

5 EHS Advisory Program Two Elements Two Elements Advisory Advisory Student Portfolio/Capstone Project Student Portfolio/Capstone Project Six Must Dos Six Must Dos

6 Enlisting Staff Support Must Do #1 Include Teacher Union Representatives in the planning process Include Teacher Union Representatives in the planning process Include Students Include Students

7 Enlisting Staff Support Must Do #2 Develop a core committee Develop a core committee 1 or 2 members for each grade level 1 or 2 members for each grade level Mrs. Judi Moeller – Guidance Mrs. Judi Moeller – Guidance Mrs. Ann Johnson – Science Mrs. Ann Johnson – Science Mr. Bill Prenetta – English Mr. Bill Prenetta – English Mrs. Jan Arnone – Math Mrs. Jan Arnone – Math Ms. Beth Simmons – Social Studies Ms. Beth Simmons – Social Studies Provide continued summer funding to develop the program Provide continued summer funding to develop the program

8 Enlisting Staff Support Must Do #3 All activities have to be canned All activities have to be canned Activities planned in advance of the school year Activities planned in advance of the school year Activities planned in advance of the school year Activities planned in advance of the school year Use of shared folders Use of shared folders Use of shared folders Use of shared folders Offer copying services Offer copying services

9 Enlisting Staff Support Must Do #4 Link Capstone Project (Portfolio)to the advisory Link Capstone Project (Portfolio)to the advisory Makes sense, Advisors are overseeing the students through 4 years of high school Makes sense, Advisors are overseeing the students through 4 years of high school One teacher can effectively keep track of capstone/portfolio documents One teacher can effectively keep track of capstone/portfolio documents (assuming 10-12 student per advisory) (assuming 10-12 student per advisory) Junior Example Junior Example Junior Example Junior Example Senior Example Senior Example Senior Example Senior Example

10 Enlisting Staff Support Must Do #5 Explicitly outline Advisors roll as facilitators Explicitly outline Advisors roll as facilitators not evaluators in the capstone/portfolio process not evaluators in the capstone/portfolio process They are facilitators in helping students keep their paperwork organized They are facilitators in helping students keep their paperwork organized Use checklists annually to keep students on track Use checklists annually to keep students on track Checklist Example Checklist Example Checklist Example Checklist Example

11 Enlisting Staff Support Must Do #6 Provide Professional Development Provide Professional Development before implementation before implementation Continue support annually Continue support annually Encourage voluntary short after school meetings Encourage voluntary short after school meetings

12 Capstone Project The Capstone Experience is a culminating activity that provides a way for students to demonstrate the knowledge and skills they acquired during their secondary school years of education. It engages students in a project/experience that focuses on an interest, career path or academic pursuit that synthesizes classroom study and real world perspective. The Capstone Experience is a culminating activity that provides a way for students to demonstrate the knowledge and skills they acquired during their secondary school years of education. It engages students in a project/experience that focuses on an interest, career path or academic pursuit that synthesizes classroom study and real world perspective.

13 Capstone Project continued High school students are asked to demonstrate their ability to apply key knowledge and skills by planning, completing and presenting a culminating project linked to one or more area of personal interest and the individual's Student Success Plan. High school students are asked to demonstrate their ability to apply key knowledge and skills by planning, completing and presenting a culminating project linked to one or more area of personal interest and the individual's Student Success Plan.

14 Capstone Project continued The capstone experience may include an in- depth project, reflective portfolio, community service and/or internship. As part of the experience, the student will demonstrate research, communication and technology skills including additional relevant 21 st century skills. The capstone experience may include an in- depth project, reflective portfolio, community service and/or internship. As part of the experience, the student will demonstrate research, communication and technology skills including additional relevant 21 st century skills.

15 Portfolio Guides (revised slide, formerly activities) Junior Junior Junior Portfolio Guide Portfolio Guide Portfolio Guide Portfolio Guide Senior Senior Senior Portfolio Guide Portfolio Guide Portfolio Guide Portfolio Guide Portfolio Interview Portfolio Interview

16 Student Achievement Target Plans (SATP) New initiative for this year New initiative for this year Could and should be part of a student success plan Could and should be part of a student success plan Helpful when dealing with Struggling Students Helpful when dealing with Struggling Students SATP Template SATP Template SATP Template SATP Template Student #1 Student #1 Student #1 Student #1 Student #2 Student #2 Student #2 Student #2 Student #3 Student #3 Student #3 Student #3

17 Essential Advisory Program Questions Can the goals of the program be identified by our staff? Can the goals of the program be identified by our staff? Do the advisors have goals for their groups? Do the advisors have goals for their groups? Can advisors easily and confidently implement the activities they will use to reach our goals? Can advisors easily and confidently implement the activities they will use to reach our goals? Are parents and students in support of an advisory program? Are parents and students in support of an advisory program? Can we schedule time for our advisory? Can we schedule time for our advisory?

18 Endnotes ¹Carnegie Council on Adolescent Development. Turning Points: Preparing American Youth for the 21st Century (Washington, DC: Carnegie Corporation of New York, 1989), 40. ¹Carnegie Council on Adolescent Development. Turning Points: Preparing American Youth for the 21st Century (Washington, DC: Carnegie Corporation of New York, 1989), 40. ²Anthony W. Jackson and Gayle A. Davis. Turning Points 2000 (New York: Teachers College, Columbia University, 2000), 143. ²Anthony W. Jackson and Gayle A. Davis. Turning Points 2000 (New York: Teachers College, Columbia University, 2000), 143. ³National Association of Secondary School Principals. Breaking Ranks: Changing an American Institution (Reston, VA: National Association of Secondary School Principals, 1996), vi. ³National Association of Secondary School Principals. Breaking Ranks: Changing an American Institution (Reston, VA: National Association of Secondary School Principals, 1996), vi. 4 Ibid., 31. 4 Ibid., 31. 5 Ibid., 31. 5 Ibid., 31.

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20 Advisory Goal/Purpose To: To: Provide multiple opportunities between healthy student development and academic success. Provide multiple opportunities between healthy student development and academic success. Help ensure that all young people have at least one adult who knows them well. Help ensure that all young people have at least one adult who knows them well. Create stronger bonds among young people, cutting across social groups that form in schools. Create stronger bonds among young people, cutting across social groups that form in schools. Provide an ideal setting to teach and practice important life skills and encourage a student voice on school-wide issues. Provide an ideal setting to teach and practice important life skills and encourage a student voice on school-wide issues. Establish a forum for academic, college and career coaching, and advising that cuts across subject areas. Establish a forum for academic, college and career coaching, and advising that cuts across subject areas. Assist students in achieving our school-wide expectations for student learning by developing a student portfolio Assist students in achieving our school-wide expectations for student learning by developing a student portfolio

21 Planning Professional development and support Professional development and support Materials and pre-planned activities available to advisors Materials and pre-planned activities available to advisors Folders to retain student work for portfolios with benchmarks Folders to retain student work for portfolios with benchmarks A committee to monitor progress, make decisions, and trouble shoot A committee to monitor progress, make decisions, and trouble shoot Advisory groups of 10-12 students, same grade Advisory groups of 10-12 students, same grade Certified staff only serving as advisors Certified staff only serving as advisors

22 Advisory Program Structure Advisories will meet approximately every other week (15 sessions) Advisories will meet approximately every other week (15 sessions) Activities are pre-planned however certified staff may choose to do their own activities Activities are pre-planned however certified staff may choose to do their own activities Access to activities will be through a shared advisory folder Access to activities will be through a shared advisory folder Students will be randomly assigned to staff Students will be randomly assigned to staff Advisors will stay with their advisees until graduation Advisors will stay with their advisees until graduation Some advisory sessions will not be run by the advisor. IE class meetings, peer advocate meetings, and other events as needed Some advisory sessions will not be run by the advisor. IE class meetings, peer advocate meetings, and other events as needed Advisors will collect data (school-wide rubrics and other key documents as identified by departments) for capstone student portfolios Advisors will collect data (school-wide rubrics and other key documents as identified by departments) for capstone student portfolios Students may personalize their portfolios Students may personalize their portfolios

23 Impact On Instructional Time Previous Homeroom Previous Homeroom 4 days at 10 minutes + 4 minutes passing time = 4 days at 10 minutes + 4 minutes passing time = 14 min. per mtg. 56 min. per week 112 min. every other week 14 min. per mtg. 56 min. per week 112 min. every other week Advisory Advisory Every other week at 30 minutes + 4 minutes passing = 34 minutes per mtg. 34 min. every other week Every other week at 30 minutes + 4 minutes passing = 34 minutes per mtg. 34 min. every other week Students still have 78 minutes more instructional time then they did with homeroom Students still have 78 minutes more instructional time then they did with homeroom There are 15 advisories scheduled. If we did two per month from the beginning of the year they would end the first week of April. We will probably schedule only one advisory in December and one other month. There are 15 advisories scheduled. If we did two per month from the beginning of the year they would end the first week of April. We will probably schedule only one advisory in December and one other month.

24 Research on Personalization Research on Personalization In 1995, the National Association of Secondary School Principals published Breaking Ranks: Changing an American Institution. In 1995, the National Association of Secondary School Principals published Breaking Ranks: Changing an American Institution. Breaking Ranks challenges high schools of the 21st century to be much more student-centered and above all much more personalized in programs, support services, and intellectual rigor. ³ Breaking Ranks challenges high schools of the 21st century to be much more student-centered and above all much more personalized in programs, support services, and intellectual rigor. ³ School Environment: Creating a Climate Conducive to Teaching and Learning recommends that, Every high school student will have a personal Adult Advocate to help him or her personalize the educational experience. The relationship between the student and the advocate should ensure that no youngster experience the sense of isolation that frequently engulfs teenagers during this critical period of their lives. 4 School Environment: Creating a Climate Conducive to Teaching and Learning recommends that, Every high school student will have a personal Adult Advocate to help him or her personalize the educational experience. The relationship between the student and the advocate should ensure that no youngster experience the sense of isolation that frequently engulfs teenagers during this critical period of their lives. 4

25 Advisory Research In 1989, the Carnegie Council on Adolescent Development published Turning Points: In 1989, the Carnegie Council on Adolescent Development published Turning Points: Preparing American Youth for the 21st Century. Turning Points, a call for transforming the education of early adolescents Preparing American Youth for the 21st Century. Turning Points, a call for transforming the education of early adolescents Every student should be well known by at least one adult. Every student should be well known by at least one adult. Among youth at risk from health or behavioral problems, family dysfunction, poverty, or other stresses, the most important school factor fostering resilience – defined as successful adaptation despite risk and adversity... – may be the availability of at least one caring responsible adult who can function as a mentor (advisor) or role model...² Among youth at risk from health or behavioral problems, family dysfunction, poverty, or other stresses, the most important school factor fostering resilience – defined as successful adaptation despite risk and adversity... – may be the availability of at least one caring responsible adult who can function as a mentor (advisor) or role model...²

26 Advisory Research Advisory programs are seen as one of the key building blocks for creating a small learning community... meeting basic developmental needs is the foundation for academic and school success. Advisory programs are seen as one of the key building blocks for creating a small learning community... meeting basic developmental needs is the foundation for academic and school success. The National Longitudinal Study for Adolescent Health: The National Longitudinal Study for Adolescent Health: Students need to feel safe first (both physically and psychologically), feel like they belong, feel respected, and feel cared about in order to be successful in school. 5 Students need to feel safe first (both physically and psychologically), feel like they belong, feel respected, and feel cared about in order to be successful in school. 5 A senior portfolio with support from an advisor/mentor is part of the Commissioners new plan for 21 st Century Learning. This is proposed as a graduation requirement equivalent to one credit. A senior portfolio with support from an advisor/mentor is part of the Commissioners new plan for 21 st Century Learning. This is proposed as a graduation requirement equivalent to one credit.

27 Advisory Research NEASC Support Standard – Leadership and Organization NEASC Support Standard – Leadership and Organization There shall be a formal, ongoing program through which each student has an adult member of the school community in addition to the school guidance counselor who personalizes each students educational experience, knows the student well, and assists the student in achieving the school- wide expectations for student learning. (Note: I must submit a report to NEASC by August 2008 providing detailed information on what steps we are taking to address this standard) There shall be a formal, ongoing program through which each student has an adult member of the school community in addition to the school guidance counselor who personalizes each students educational experience, knows the student well, and assists the student in achieving the school- wide expectations for student learning. (Note: I must submit a report to NEASC by August 2008 providing detailed information on what steps we are taking to address this standard)

28 Portfolio Research Portfolios are a successful form of alternative assessment: Studies show that students who are engaged in their work exhibit three characteristics: (1) they are attracted to their work, (2) they persist in their work despite challenges and obstacles; and (3) they take visible delight in accomplishing their work (Borowski, 2001, p. 41) Studies show that students who are engaged in their work exhibit three characteristics: (1) they are attracted to their work, (2) they persist in their work despite challenges and obstacles; and (3) they take visible delight in accomplishing their work (Borowski, 2001, p. 41) The common thread throughout research on portfolios has been the belief that they serve as an organized collection of student work and self-reflections that helps paint a portrait of the whole child (Courtney, 1999, p. 2) The common thread throughout research on portfolios has been the belief that they serve as an organized collection of student work and self-reflections that helps paint a portrait of the whole child (Courtney, 1999, p. 2)

29 Portfolio Research The Bellevue Portfolio Project in Washington stated that the definitions and structures of portfolios vary, but in general, all embrace three major concepts: the alignment of curriculum, instruction, and assessment; student engagement in their own learning and evaluation; and student growth over time (Valencia, 1994, p. 666) The Bellevue Portfolio Project in Washington stated that the definitions and structures of portfolios vary, but in general, all embrace three major concepts: the alignment of curriculum, instruction, and assessment; student engagement in their own learning and evaluation; and student growth over time (Valencia, 1994, p. 666) In order to show growth and understanding, children and adolescents should demonstrate, rather than tell about, what they know and can do (Sewell, 2007, p. 1) In order to show growth and understanding, children and adolescents should demonstrate, rather than tell about, what they know and can do (Sewell, 2007, p. 1)


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