Transcript You’ve Been Advised? How Advisory Improves Your College

YOU’VE BEEN ADVISED? HOW
ADVISORY IMPROVES YOUR
COLLEGE COUNSELING PROGRAM
Bob Bardwell, Monson Innovation High School, MA
Destination Equity
April 11, 2014
WHAT IS ADVISORY?
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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.
THE RESEARCH SHOWS…..
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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)
RESEARCH CONTINUED
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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).
ADVANTAGES OF ADVISORY
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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
ADVISORY DELIVERY MODELS
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
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CHALLENGES WITH ADVISORY
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
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MONSON INNOVATION HIGH SCHOOL
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
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ADVISORY AT MONSON INNOVATION HIGH SCHOOL
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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 1st & 2nd 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
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Work to achieve a balance between formal curriculum and fun
activities
Year end survey data consistently indicates student & staff
benefit from our Advisory program
COLLEGE PREP ADVISORY CURRICULUM AT
MIHS
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All grades
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Door decoration contest
Grade 9
Major focus is on transition
 Alumni Day 1st year grads come back to speak with
freshmen
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Grade 10
PLAN
 Understanding your GPA
 Building your college resume – activities, grades,
attitude
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COLLEGE PREP ADVISORY CURRICULUM
AT MHS
(CON’T)
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Grade 11
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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
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FOR MORE INFORMATION
Bob Bardwell
School Counselor & Director of School Counseling
Monson High School
55 Margaret Street
Monson, MA 010157
413.267.4589x1109
www.bobbardwell.com
[email protected]
bardwellr
REFERENCES
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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.
REFERENCES CONTINUED
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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?