Cape May County Technical High School and Cape May County ETTC present Advisor/Advisee Program “Stepping Stones to Getting Started” Developed by Herb Siefken and Diane Stelacio July 2005

Session Objectives To define the Advisor/Advisee program goals To define the Advisor/Advisee program goals To identify stumbling blocks encountered during planning and implementation To identify stumbling blocks encountered during planning and implementation Examine the transformation of obstacles to assets Examine the transformation of obstacles to assets Review an outline of 1 st year curriculum Review an outline of 1 st year curriculum Review the outcome and future planning Review the outcome and future planning

HSTW Connection to Advisor/Advisee Program What is an Advisor Program? What is an Advisor Program? An adult advocate working for and guiding the students assign to them. An adult advocate working for and guiding the students assign to them. Guidance and Advisement are part of the HSTW Key Practices. Guidance and Advisement are part of the HSTW Key Practices. Why implement a A/A program? Why implement a A/A program? The CMCTS began by looking into and researching guidance programs that would help the students and enhance the guidance program for the most benefit of the students. The CMCTS began by looking into and researching guidance programs that would help the students and enhance the guidance program for the most benefit of the students. Upon joining the SREB HSTW program the district formed committees that would meet the greatest need of the students and school, Advisement was one of these needs. Upon joining the SREB HSTW program the district formed committees that would meet the greatest need of the students and school, Advisement was one of these needs.

Program Goals The Advisement program is a simple method that ensures that no student becomes anonymous. The Advisement program is a simple method that ensures that no student becomes anonymous. The Advisor is an advocate for that student, who is not a replacement for the guidance counselor, but supports the guidance program and aids in helping the student. The Advisor is an advocate for that student, who is not a replacement for the guidance counselor, but supports the guidance program and aids in helping the student. The Advisor uses resources and follows the student through out the full high school experience. The Advisor uses resources and follows the student through out the full high school experience. Supplemental lessons and discussions help to insure “No Child Is Left Behind”. Supplemental lessons and discussions help to insure “No Child Is Left Behind”. The Ninth Grade part of the program assists students with the transition into the Technical High School. The Ninth Grade part of the program assists students with the transition into the Technical High School.

Identifying the Barriers The rocks in the road. The rocks in the road. Attitude Attitude Gaining administrators, guidance, staff and student buy in Gaining administrators, guidance, staff and student buy in Selecting the topics Selecting the topics Finding the time to develop the program Finding the time to develop the program Finding the time to implement the program Finding the time to implement the program Scheduling the students Scheduling the students What to do with students not involved What to do with students not involved Funding Funding Approvals Approvals

Outcome and Implementation 1. Form Committees and committee topics 2. Needs assessment Survey for district needs 3. Begin planning – research and study 4. Begin development of program 5. Proposal to Administrators and then Board of Education 6. Develop and submit School Policy for the program with Administrative guidelines 7. Continue planning and development a. Content b. Schedules c. Procedures 8. Begin Implementation We left our program to be developed as we proceeded so it was open to revision and adjustment as we progressed, so it became a live document.

The Smoothing the Rocks Giving the participants a voice in the planning by inviting them to be part of the team. Discuss their concerns openly and work together to develop procedures and lessons addressing the concerns. Giving the participants a voice in the planning by inviting them to be part of the team. Discuss their concerns openly and work together to develop procedures and lessons addressing the concerns. Our team is one of the Career Focus Groups all of which where created for the enhancing the rolls of our school. Our team is one of the Career Focus Groups all of which where created for the enhancing the rolls of our school. The committee worked together to identify topics for our school. The committee worked together to identify topics for our school. Members then selected a topic to research and develop a lesson for. All lessons were gathered and placed in a common format to be distributed to the advisors. Members then selected a topic to research and develop a lesson for. All lessons were gathered and placed in a common format to be distributed to the advisors.

Program Development Finding the time to develop the program. Finding the time to develop the program. Through our HSTW committee on Guidance and Advisement members meet regularly to plan and propose topics Through our HSTW committee on Guidance and Advisement members meet regularly to plan and propose topics Planning meets were kept focused on the topic. communication prior to the meeting assisted in reminding busy members the meeting was occurring and preparing them to discuss the topic. Planning meets were kept focused on the topic. communication prior to the meeting assisted in reminding busy members the meeting was occurring and preparing them to discuss the topic. Other staff where surveyed for input on concerns that raised Other staff where surveyed for input on concerns that raised Guidance helped to insure that we didn’t duplicate services and that guidelines where set to be followed according to guidance policy Guidance helped to insure that we didn’t duplicate services and that guidelines where set to be followed according to guidance policy Many communications where electronic which could bring current information to those missing from meetings and they could submitted their input electronically or through snail mail. This worked for other staff input as well. Many communications where electronic which could bring current information to those missing from meetings and they could submitted their input electronically or through snail mail. This worked for other staff input as well.

First year topics Introduction to Advisement Introduction to Advisement Self Assessment and Career Planning Self Assessment and Career Planning Future Planning and references Future Planning and references Pre Course Selection Planning Pre Course Selection Planning Bullying and Harassment Bullying and Harassment Bullying and Harassment Follow up Bullying and Harassment Follow up What’s Next – planning for interviews and next year What’s Next – planning for interviews and next year End of the Year wrap up End of the Year wrap up

Advisement Session Schedule Advisement Bell Schedule for the scheduled dates above Advisement Bell Schedule for the scheduled dates above Schedule was developed by taking 5 minutes from each of the first 4 periods and created the 20 minute period for advisement for one day each month. Schedule was developed by taking 5 minutes from each of the first 4 periods and created the 20 minute period for advisement for one day each month. The schedule and monthly advisement days where approved by the Board at the monthly Board meeting. The schedule and monthly advisement days where approved by the Board at the monthly Board meeting. Period 17:558:35 1a B Advisement8:409:00 29:059:40 39:4410:19 410:2511:00

Advisement Session Resources The first year we solicited volunteers from both staff and Administration as Advisors. The first year we solicited volunteers from both staff and Administration as Advisors. Advisors received all attendance sheets and lessons pre prepared Advisors received all attendance sheets and lessons pre prepared They got to become better acquainted with the students and learned more about other classes and programs in the district They got to become better acquainted with the students and learned more about other classes and programs in the district Existing supplies where donated by teachers Existing supplies where donated by teachers Advisors and students where assigned alphabetically. Advisors and students where assigned alphabetically.

During Advisement The students in the remanding 3 grades meet during the advisement session time in separate areas and held their grade level class meetings so that during that time everyone had a special place and session to be involved in. The students in the remanding 3 grades meet during the advisement session time in separate areas and held their grade level class meetings so that during that time everyone had a special place and session to be involved in.

Outcome and Implementation The following are the categories used for every lesson. For an actual lesson which was presented, refer to the hand out - Advisor/Advisee Lesson Plan 7 - What is next? Objective/Goal: Materials Needed: Time: Brief Description: Activity Plan: Follow-up

Results Administration Comments Quote from Mr. Matthies: Quote from Mr. Matthies: After the first session in October: After the first session in October: The session went much better then I had expected, it is like we have been doing this all along. The session went much better then I had expected, it is like we have been doing this all along. After the fourth session: After the fourth session: I am very impressed with how smoothly things are going. I am very impressed with how smoothly things are going. Later: Later: The program is a credit to your committee. The program is a credit to your committee.

Results Staff Comments Survey – the best part; Survey – the best part; Good feeling helping the students and getting to know others not in my classes. Good feeling helping the students and getting to know others not in my classes. The networking with other staff to help the students. The networking with other staff to help the students. Why did you participate as an advisor? Why did you participate as an advisor? To help students with the transition to our school and help them better understand what the can accomplish. To help students with the transition to our school and help them better understand what the can accomplish. Reflect on the experience, …. Reflect on the experience, …. It was very interesting and I would have liked to have had more time with the students in my group. It was very interesting and I would have liked to have had more time with the students in my group.

Results Student Comments Survey results Survey results Interaction with other students and teachers was the best part. Interaction with other students and teachers was the best part. Need more time just to get to know each other and discuss general things. Need more time just to get to know each other and discuss general things.

Future Planning Repeat the first year curriculum using new advisors to present to the incoming freshman. Repeat the first year curriculum using new advisors to present to the incoming freshman. Make any adjustments from previous year review Make any adjustments from previous year review Expand the program to include the sophomore students. Expand the program to include the sophomore students. The current advisors will continue to deliver the curriculum to these students. The current advisors will continue to deliver the curriculum to these students.

Future Planning Funding Funding Propose a supply budget for stationary type supplies. Propose a supply budget for stationary type supplies. Curriculum writing Curriculum writing Committee suggestions will be reviewed and curriculum will be written by a smaller selected group or program supervisors. Committee suggestions will be reviewed and curriculum will be written by a smaller selected group or program supervisors.

Question and Answer time

Works Cited Various SREB Advisor Program Planning materials Various SREB Advisor Program Planning materials Struebing, Jan; “Tips for Planning and Implementing a Teacher Advisor System”, 2003, SREB Atlanta, Ga. (just one example) Struebing, Jan; “Tips for Planning and Implementing a Teacher Advisor System”, 2003, SREB Atlanta, Ga. (just one example) Goldberg, Mark F., “How to Design a Advisor System for Secondary Schools”, 1998, Association for Supervision and Curriculum Development, Alexandria, Va. Goldberg, Mark F., “How to Design a Advisor System for Secondary Schools”, 1998, Association for Supervision and Curriculum Development, Alexandria, Va. “TAP into Advisory”, Madisonville North Hopkins High School, 2003 “TAP into Advisory”, Madisonville North Hopkins High School, 2003

Presenter Contact Herb Siefken & Diane Stelacio Home page – Fax – (609) Phone – (609) – Or