Twin Valley High School Advisory Program
Advisory Topics/Activities (as suggested by the
students)
Other Building Resources
Rationale
The primary goal of the Teacher Advisory is to develop a supportive relationship
between each student and a faculty advisor. This relationship, while improving
student attendance, attitudes, and achievement, will also encourage healthy
decision making and foster a deeper sense of community among the student
body. The grade level advisory program is designed to meet the developmental
needs of the students as they progress throughout high school.
Goals
*All students in the learning community have an advisor
who knows them well and is aware of their academic goals and standing.
*All students in the learning community have an advisor
who is a consistent communication link between school, faculty and home
throughout their high school years.
*All students in the learning community
will have an advisor that can help them to make healthy choices throughout
their high school years.
*There is a structure for students from both schools
to get to know one another in a more relaxed and less academic setting.
*There is a structure for class related activities to
occur : class meetings for elections, fundraising planning, scheduled
and informal college and career informational meetings, community service,
and planning for school events/school spirit.
*There is time for students to train as tutors/mentors and for them to
tutor/mentor the high school.
*There is time to organize, seek extra help, and confer with advisors
about academic issues.
*All students in the learning community will have an advocate who knows
them well.
*There is a structure for morning tasks such as attendance, announcements,
the pledge, and other administrative needs
Role of the Advisor
A Communication Link -
Each advisor :
*will keep a file for each of your advisees. In that file you will keep
information about each advisee : their goals, ( a choice of goal sheets
is provided in the packet), their report cards, advisors will be given
duplicate copies of report cards, significant discipline referrals, etc.
Also if you notice they are on the ineligibility list, take time to find
out why. All of this information might be important information if you
eventually write letters of recommendation for your advisees.
* will maintain appropriate contact with teachers and parents about progress
of their advisees. (please see communication
with home for a timeline and a more in depth description of what your
communication home needs to include). This should be ongoing, however
does not intend to duplicate academic or disciplinary contact made by
other teachers or the Dean of Students. If your advisee is having a recurring
issue, you may want to contact parents about that issue, or if they are
having significant ongoing success in a particular area, you may want
to mention that. If you send academic notices or biweekly reports electronically,
it is helpful to "cc" them to that student's advisor.
* will use advisory time to be in contact with advisees about academic
and personal goals, school information, scheduling, and barriers to learning
*will attend meetings pertaining to their advisees ( IEP, 504, discipline
conferences) when appropriate)
An Advocate -
Each advisor :
*will use active listening skills when interacting with advisees
*will take time to connect with each student...sometimes just getting
to know what kind of music they like gives you a greater connection to
that student. This is not wasting time, this is getting to know one another
*will provide constructive support for advisees before or during significant
disciplinary hearings
*will work with advisees to help them to communicate appropriately with
others
*will encourage responsible decision making
Personal Advisor -
Each Advisor :
*will create opportunities for periodic individual meetings. One way to
accomplish this is to have an advisory buddy and plan days where you combine
advisories and while your advisory buddy advisor is holding down the fort,
you can be meeting individually with one or two of your advisees. Another
option is to schedule in specific days to meet with students and while
you are meeting the other students can be discussing a topic in pairs.
Examples of topics are :
What are you doing over Thanksgiving break ?
Describe your dream house !
How would you change your _____________class ?
The perfect college for me would be ...Or make up your own topics to keep advisees focused while you work with individuals.
*will come to know advisees - personal talents, interests and goals
*will help advisees to develop a sense of self direction through personal
goal setting
*will be familiar with referral resources and make referrals as necessary
(Please see page for appropriate referral agencies)
* will get to know parents and the best way to communicate with them (e-mail,
work phone etc.)
Academic Advisor -
Each Advisor :
*will assist advisees with appropriate course selection and scheduling
(especially important in September, January, and April)
*will know and understand each advisees program and rationale for academic
choices
*will know advisees schedule of academic lab time (if at all) and help
them to plan and use appropriate resources during that time
*will assist advisees with long range academic planning
*will consult with parents on schedule changes
*will encourage academic decisions based on long-term planning and goals
*will advise students about the process and responsibilities of their service learning commitment
Daily Structure
Advisory will meet for 16 minutes every day with an option
for an “extended advisory schedule” to be implemented only
when needed such as for class meetings. This is different from last year’s
schedule. Each advisory will start with taking attendance, allowing an
opportunity for the Pledge of Allegiance (either by the office or by the
teacher, TBA), and reading the morning announcements which will be available
at the school web site by 8:00. Assuming that this will take less than
five minutes, the other 10-13 minutes will be dedicated to achieving the
previously articulated goals of a quality advisory. This is considered
a required part of each students’ schedule, and they are expected
to be there.Students who are not in attendance need to be reported to
the Dean of Students.
Example advisory schedule:
At 8:00 AM Please take attendance at the beginning of advisory
.
As soon as attendance is taken, please allow time for the pledge and announcements.
All students are responsible for information in the announcements,
however, please take time to highlight any particular announcements which
might be especially important to your advisees It is your responsibility
to provide an atmosphere in which all students can hear the announcements
and they are regarded as important. If you, as the advisor, are not paying
attention to the announcements, it is understandable that your students
won't either.
If there are any forms or flyers to be passed out to students they will
be passed out during advisory whenever possible.
During the remaining 10-12 minutes, advisors will engage their advisees.
I have prepared scripts for the first two weeks for those that would like
to use a script. In general, they are provided to give you a sense of
the kinds of interaction that can occur during the 16 minute daily advisory
so that as the year progresses you or the students can plan your advisories
for meaningful interaction. If you prefer to engage students in your own
manner, that is fine as long as you are keeping the essential goals of
advisory and role of the advisor. Games, current events, sharing about
music, and scripts all contribute to the goals of advisors getting to
know your advisees and students getting to know one another in a more
relaxed and less academic setting.
If there are extended advisory days there will be the attendance, pledge
and announcements will be the same. Then if there are special programs
such as class meetings, they will occur immediately after administrative
part of advisory is accomplished. There will still be class meetings,
and academic advising class meetings with the school counselor during
advisory similar to last year. In the resource packet there are scripts
from First Class Character Education and the goal setting script.
`
Areas of Focus by Grade Level
Unlike the middle school advisory, we have chosen to divide the advisories
by grade level in order to meet the needs of the students as they pass
through each different stage of their high school career.
9th Grade
*Support advisees as they adjust to the “credit system”, lettered
grades, and GPA...there is a TRANSCRIPT now...what does that mean??
*Help them to understand how to use unstructured time (for many of them,
this might be the first time they’ve had studyhall in their schedule)
*Encourage the development of self direction and awareness of strengths
and challenges
*Encourage them to start to think about academic goals and how their schedule
can help them to meet these goals
*Inform them about what some of the high
school extra-curricular activities are. ( Drama society, Scholars’
Bowl, The Literary Magazine, Class Officers, etc.)
*Advise students about the process and responsibilities of their service learning commitment
10th Grade
*Support advisees as they start to refine and reevaluate goals
*Communicate with home and advisees about testing (PSAT’s), appropriate
vocational school programs, and opportunities for curricular choices and
future planning
* Help advisees to understand the upcoming timetable for the college/post
secondary process
* Explain to advisees what kinds of programs/organizations exist for furthering
their goals (what is National Honor Society?....what about community service
programs? ...what is Governor’s institute
or the Janeway
Scholarship? )
*Advise students about the process and responsibilities of their service learning commitment
11th Grade
*Encourage advisees to discuss their academic plans and goals with the
school counselor and parents
*Encourage advisees to get to know the Guidance Center for resources
*Evaluate where students are for graduation requirements
*Start to discuss career/college
planning with advisees
*Encourage job shadowing
*Encourage college visits
*Provide Information
about PSAT’s SAT’s and achievement tests
*Facilitate senior mentoring with juniors
*Encourage advisees to maintain a rigorous schedule throughout their junior
and senior years
*Advise students about the process and responsibilities of their service learning commitment
12th Grade
*Support advisees as they pursue college/career searches and planning
*Write recommendations for you advisees
*Communicate with Guidance in the planning process
*Facilitate the training of seniors to mentor juniors in the college/career
process
*Advise students about the process and responsibilities of their
service learning commitment
*Tie up loose ends
*Enjoy your last year together !!
Topics of Discussion Suggested by the Students
In as much as advisory has some academic and goal setting objectives,
part of advisory is for getting to know one another through informal class
discussions and activities. The following is a list of topics and activities
as suggested by the students. This may serve to give you some choices
for your advisory, or you may devise your own list
Suggested Topics
current events
book/movie and music
debates
scheduling
sports
nonstructural discussions
college/career/future
community service
planning events
class issues/elections/fundraising planning
working to solve school issues
school repair
monthly theme
Suggested Activities
advisory breakfast
discussions about “topics from above”
sports for fun/tournaments
games
walks/yoga/team building initiatives
homework time for extra help
trips /hiking/6 Flags/Red Sox/ Lake Champlain/colleges
yearbook activities
recycling duties/clean school (no middle schoolers left to do this)
community service activities
celebrations/parties
career day
annual goal setting/goal evaluation
college days
work with elementary schools
relaxing and talking
open gym
music/movies
fundraising
advisory projects
Other Building Resources
Your are not intended to be a psychologist, social services counselor,
or surrogate parent. There are limits to what you should do as the advisor,
and when you need to call in other resources. Here is a brief list to
help you to help you or your advisee find the correct assistance
.
Abuse - sexual or physical ..................................................Guidance
Counselor
(must be reported) ..............................................................School
Nurse
...........................................................................................Dean
of Students
Harassment ........................................................................Dean
of Students
(must be reported)
Emotional Problems ...........................................................Guidance
Counselor
..........................................................................................School
Nurse
..........................................................................................Student
Assistance Team
Pregnancy ........................................................................Guidance
Counselor
.........................................................................................School
Nurse
Residency ........................................................................Dean
of Students
Runaway .........................................................................Guidance
Counselor
(must be reported) ...........................................................Dean
of Students
........................................................................................School
Nurse
Substance Abuse.............................................................
Dean of Students
........................................................................................Guidance
Counselor
........................................................................................Student
Assistance Team
.........................................................................................School
Nurse
Suicide ............................................................................Guidance
Counselor
(must be reported)............................................................School
Nurse
Cheating ..........................................................................Refer
to Policy
........................................................................................Guidance
Counselor
........................................................................................Dean
of Students
Non-Attendance..............................................................
Dean of Students
School Withdrawal ..........................................................Guidance
Counselor
Scheduling problems/conflicts..........................................
Guidance Counselor
College/Career planning ..................................................Guidance
Counselor
Advisor Conflict..............................................................
Guidance Counselor
So How do I do This ??
For those of you who have done advisory for years, this will seem like
second nature. For those who have not, we will try to give you as much
assistance as you need. Advisory is a great opportunity to get to know
students without having to “test them” next class. You can
really have fun and it occasionally reminds you why you became an educator.
Concerns or questions please e-mail me at bbrodie@sover.net . Also if
you lose this packet, most of this information is also located on bbrodie.com
under the advisory section.
Set Up :To keep track of the academic aspect of an advisee,
I will put enough files in your boxes so you can have one for each advisee.In
your first week of advisory there is time for students to articulate their
academic and personal goals for the year. Have them write them down and
put those in their files. There is a goal
setting worksheet included or feel free to make up your own set of
questions. Either way, advisory is that time you can talk about self development,
goals, and ideals. Go for it.
Planning :Within the first couple of advisories my advisory
has always planned out weekly or monthly topics, otherwise I am ship without
a compass. You may prefer not to plan as much and go with more current
discussion topics. There is a list of topics for
discussion which was the result of the Spring Focus Forum on Advisory.
Attendance : This is an obligatory part of their day,
so if someone does not come, you need to let the office know.
The Format : Each Advisory should start with attendance (same
as with any class), and then any announcements school, class, or advisory.
If there is a scheduled program, you will have information about the time
and place. Otherwise, the time is up to how you and your advisory choose
to use it. As a class, you may have decided to work with another advisory
to do something as a class, but that is up to you.
Focus Forum Groups : One real benefit of the time set
aside for advisory is that there is a vehicle to solicit information about
our changing school without having to take kids out of classes. The focus
forum training guide is also found in the back of this packet. Try to
alternate who facilitates these groups. This develops leadership skills
in all the students. In a nutshell, the focus forum is a brainstorming
vehicle to first illicit input from the students on a particular topic,
and then prioritize the list. The questions will always be sent to you
ahead of time. One of the key aspects of the focus forum format is that
the students facilitate the groups, and although you can offer guidance,
it is really the work of the students to brainstorm and give their input
from their perspective.
Communication with Home
One of the most difficult, but most effective parts of high school advisory
is the consistent contact with home over an extended period of time. Students
will stay with their advisors throughout their high school years, so that
will be an important aspect of their high school experience. Parents that
are very active in elementary school often feel disconnected in high school.
This is a great way to get them reconnected.
Contact home for all your advisees within the first two weeks.
In this call you should :
*Introduce yourself or if you already know the parent, explain your new
role
....You are a communication link, an advocate, a personal advisor and
an academic advisor
* Establish guidelines about when and how it’s best to contact them
and the same for them to contact you
* Ask them about their views on their child, special strengths, needs,
etc.
* See if they have any questions about the program
Sample script :
Good Afternoon, This is ___________________. I’m Susie’s high
school advisor while she’s at TVHS. In this role, I will be a primary
communication link between the school and home. I will also act as a personal
and academic advisor to help her through her high school experience at
TVHS. In this role I will be aware of her goals and academic standing
and I will help to achieve those goals. Advisory will meet twice a week
for 35 minutes throughout the year. I will also be an advocate for Susie
if she needs an advocate for an academic or disciplinary issue.
How and when do you prefer that I contact you ?
I’m really looking forward to getting to know Susie. Do have any
particular information that I should know about Susie...any special strengths
? any special needs ?
Do you have any questions about the advisory program ?
Thank you for taking the time to help me get to know Susie.
Pitfalls
Food : unless you want to buy the food all the time,
if you intend to have food for some advisories, make a calendar, or set
out ahead of time by saying “so who’s bringing in the food
for Thursday?”. I usually buy cheap cups, paper plates and napkins
at the beginning of the year so I don’t have to worry about it at
all. Food can be a great ice breaker, but it can also break the bank.
Beanheads/Mobil : If we set the tone now that Beanheads
is not an option, it won’t become an issue. Advisory will be right
after break so they should be all set.
Opting out : This is a tough one. I have always insisted
that people were present for the discussions or activities (unless previously
arranged) but participation was optional (except for community service
activities). As with any discussion, trying to rein in the over-sharers,
and rope-in the under-sharers is always a challenge.
All we do is play 4-square. OK, many of your advisees
have played a lot of 4-square in advisory in middle school. Sure, physical
games and initiatives have their place in advisory (a new game or a beautiful
walk and talk fall day), but there needs to be balance with all your activities.
If you think you’re in a rut, enlist the kids to come up with other
activities, or ask me.
Can we watch a Movie ? This can be torture and I would
highly warn against saying yes...firstly, you only have 10-15 minutes
to view (so it takes a while to finish) and getting the TV there is a
hassle. If they ask, tell them that was Middle School.
There are some real personality conflicts in my advisory.
This can be a real gut-buster, but it kind of gets at the heart of one
of our goals for advisory. Unless fights are breaking out every advisory,
this is a good opportunity for them to get to know one another in a structured
setting. Your arbitration skills can really be put to the test. Certainly
you must face similar issues in your classes, so you are prepared to deal.
If it truly isn’t working, let the guidance counselor or me know.
It is our goal to not switch kids around in advisories, but if it’s
absolutely necessary, you should see one of us. You may NOT switch an
advisee without approval. Remember the Floodgates!!
It seems I always lead the discussions... Part of advisory is
that students need to take responsibility for the discussions whether
it’s politics or music...it’s their discussion. This is not
content time, this is relationship time. Make sure :
.......they all get a turn
.......everyone listens, you may pass, but you must listen
.......there are no interruptions
.......there is equal time for everyone
.......there are no put downs
.......everyone is physically present
.......insist on confidentiality, and avoid using student and faculty
names in discussions
Focus Forum Group Process
This will be a little different from previous focus forum events in that you will already be broken into groups (by advisory). You will have the focus questions ahead of time.
Setting up :
Choose a facilitator (preferably the class before the forum)
Make sure you have one facilitator/recorder, flip chart, pencils, paper
and markers per group
Group process :
* Have group members write their thoughts on the questions
* Ask first question : go around brainstorming answers for brief input
from all until list is exhausted
* “Unpack” what they say...dig for meaningful examples
* Prioritize the list
* Ask second question (if there is one) : go around for brief input from
all until list is exhausted
* “Unpack” what they say...dig for meaningful examples
* Look for themes
Follow-up :
We may need extra time for focus questions, in which case that can carry
over into your next advisory. Get the information back to the appropriate
group seeking information. You will know where to submit your input when
you get the focus questions. There will be an eventual follow-up by the
groups responsible for the focus questions.
Rubric for Annual Activities
.............
............. .............
............. .............
.............Activity .............
.............Completed Date
September :
Getting to know you :
Students answered the schedule/preferences .............________
............. .............
...________
paper
Students have participated in at least two .............
... ________ .............
............. ....________
“getting to know you” activities
Students have planned at least two activities .............________
............. .............
....________
for advisory
Students know at least two fun facts about .............
.________ .............
............. ....________
each other
Advisor knows at least two “fun facts” about
advisees
Goal Setting :
Discussed goal setting process and .............
.............________ .............
............. .. ________
rationale
Students have set academic goals .............
............. .________
............. ............. ... ________
Academic goals have been filed .............
............. ... ________
............. ............. ... ________
Students have set personal goals .............
............. .. ________
............. ............. ... ________
Personal goals have been filed .............
............. ......________
............. ............. .... ________
Handbook :
Students have reviewed policy on :
Academic Integrity .............
............. .............
........ ________ .............
............. .....________
Activity Completed Date Drugs and Alcohol .............________
............. .............
.... ________
Leaving Campus .............
............. .............
.............________ .............
............. .....________
............. .............
.............
Insubordination .............
............. .............
............. .________
............. .............
..... ________
Fighting and Aggression .............
............. .............
..________ .............
............. ..... ________
Harassment and Bullying ............. .............
............. ________ .............
............. .......________
.............
Dress Code .............
............. .............
............. .... ________
............. .............
.......________
Eligibility for extra-curricular Activities .............
....... ________ .............
............. .......________
Other policies in the hand book .............
............. .... ________
............. .............
......________
Students have nominated class officers .............
.........________ .............
............. ......________
Students have had a class meeting .............
............. ..________
............. .............
......________
Advisor has checked in to see how year .............
.......________ .............
............. ......________
is progressing thus far
Advisor has contacted family to introduce self
.............________ .............
............. ......________
or reestablished contact made last year
Students are clear on their service learning responsibilities ._____ ............. ............. ......________
October :
Mission Statement :
Students have answered the questions .............
.............________ .............
............. .... ________
On Mission Statement
Students have processed the answers .............
.............________ .............
............. ......________
and other topics related to mission statement
Activity .............
............. .............
............. .............
.....Completed .............
............. .... Date
Service Project
Students have considered a list of service .............
............. ________ .............
.............________
projects in which they can participate
Students have chosen one service .............
............. ...........________
............. .............
________
Students have planned how they will .............
............. .......________
............. .............
________
participate in their chosen service project
Students have filled out a service project planning sheet
....... ________
............. .............________
Students have planned at least two activities
............. ......
.________ ............. ............. .________
for advisory
Students have had a class meeting .............
............. .............
.________ .............
......... ________
Advisor has checked in to see how first .............
............. .......________
............. ......... ________
quarter is progressing
Student has met once with the school counselor ...........
............________ .............
.........________
since the beginning of school as a class
for the purpose of college or career planning
November :
A celebration of some type has occurred in .............
............. .. ________
............. ........________
advisory
Advisor has had individual meeting with .............
............. ........ ________
............. ....... ________
students to review and adjust goals if needed
Students have planned at least two activities .............
............. . ________
............. ........ ________
for advisory
Students have had a class meeting .............
............. .............
...________ ............. ........ ________
Advisor has reviewed areas of focus by grade level
............. .... ________ .............
.........________
to ensure they are meeting needs of advisory
(especially important for junior and senior advisors)
Advisor has attended any special meetings to .............
............. ________ .............
...........________
which they were invited which involved their advisee
( Date if applicable)
Advisor has checked on each advisee's progress..
.............
...... ________..... ....
............ ________ ..
on on their service learning requirement
Activity .............
............. .............
............. .............
.............Completed .............
.............Date
December :
Students have had opportunity to participate in at
............. ...... ________
............. ............________
least two suggested topics of discussion or activities
Students have planned at least two activities .............
............. ________
............. .............________
for advisory
Students have had a class meeting .............
............. .............
________ .............
............. ________
Advisor has sought informal feedback .............
............. ........________
............. ............. ________
about advisory
January :
Advisor has had individual meetings with .............
............. ..... ________
............. ............________
students to review and adjust goals if needed
Students have planned at least two activities .............
............. ________
............. ............
________
for advisory
Students have had a class meeting .............
............. .............
.________ .............
............._______
Advisor has checked in on progress of
advisees on first semester academic progress .............
............________ .............
............. _______
Advisor has used a formal tool to elicit feedback
............. ...... ________
............. ............._______
about advisory
Advisor has checked on each advisee's progress..
.............
...... ________..... ....
............. _______ ..
on on their service learning requirement
February :
Advisor reviews feedback for advisory and .............
............. ....________
............. ..........._______
plans appropriate adjustments
Students have planned at least two activities .............
............. ...________
............. ..........._______
for advisory
Students have had a class meeting .............
............. .............
... ________ .............
..........._______
March
A celebration of some type has occurred in .............
............. .....________
............. .........._______
advisory
Students have planned at least two activities .............
............. ....________
............. .........._______
for advisory
Students have had a class meeting .... .............
...................... .....________
............. .........._______
April
Advisor has had individual meeting with .............
............. ...........________
............. .........._______
students to review and adjust goals if needed
Students have planned at least two activities .............
............. .... ________
............. ........._______
for advisory
Students have had a class meeting .............
............. .............
..... ________ ............. ... ....._______
Advisor has checked on each advisee's progress..
.............
...... ________..... ....
............. ________..
on on their service learning requirement
May
Advisor has checked in to see how third .............
............. ..........________
............. ........._______
quarter is progressing
Student has met once with Mr. Kunz .............
............. .............
.________ .............
........._______
since midterm as a class
for the purpose of college or career planning
Students have planned at least two activities .............
............. .....________
............. ........ _______
for advisory
Students have had a class meeting .............
............. .............
..... ________ .............
........._______
Activity .............
............. .............
............. .............
.............Completed .............
.............Date
Advisor has reviewed areas of focus by grade level
............. ........________
............. ........ _______
to ensure they are meeting needs of advisory
(especially important for junior and senior advisors)
June
Advisor has had individual meetings with .............
............. ..........________
............. ....... _______
students to review and celebrate progress .............
on goals during the year, plan new goals for
summer ?
Students have planned at least two activities .............
............. .....________
............. ........_______
for advisory
Students have had a class meeting .............
............. ............. .... ________
............. ........ _______
Advisor has used a formal tool to elicit feedback
............. ........... ________ .............
........._______
about advisory
Advisor has reviewed feedback and developed a .............
...........________ .............
........._______
plan to improve advisory if feedback indicated so
Advisor has checked on each advisee's progress..
.............
...... ________..... ....
............. ________
on on their service learning requirement