Establishing an Effective Advisor Advisee Program February 16, 2010

1. Establishing an EffectiveAdvisor Advisee Program February 16, 2010 Diana: Hello everyone and thank you for joining us today for Establishing an Effective Advisor Advisee Program. This is the sixth of eight School Improvement Webinars sponsored by HSTW Ohio Regions in partnership with the Association of Career Technical Education (ACTE). * HSTW Ohio Regions is a grant funded program of the Ohio Department of Education and one of 32 national member states of the Southern Regional Education Board�s HSTW/MMGW initiatives. * ACTE is dedicated to the advancement of education that prepares youth and adults for careers. Diana: Hello everyone and thank you for joining us today for Establishing an Effective Advisor Advisee Program. This is the sixth of eight School Improvement Webinars sponsored by HSTW Ohio Regions in partnership with the Association of Career Technical Education (ACTE). * HSTW Ohio Regions is a grant funded program of the Ohio Department of Education and one of 32 national member states of the Southern Regional Education Board�s HSTW/MMGW initiatives. * ACTE is dedicated to the advancement of education that prepares youth and adults for careers.

2. Diana: I am Diana Rogers, Regional Coordinator for HSTW NE Ohio Region and will be the moderator for today�s session. I am one of four regional coordinators who serve HSTW and MMGW sites in Ohio, and have worked with schools in Ohio and nationally as an educational consultant for the past 30 years. * Now, I would like to introduce Catherine Imperatore, Electronic Media Manager for ACTE, our host and contact for any technical questions participants may have during the webinar. It is my pleasure to introduce the presenter for today�s webinar, Vickie Hunt. Vickie is a dedicated HSTW Practitioners who is a HSTW site coordinator and a career pathways specialist at Pioneer Career Center and has 10 years experience as a HSTW site coordinator, and 11 years with implementing an advisor advisee program. She has presented at numerous regional, state and national conferences on HSTW Best Practice Strategies. * During this webinar and the next three in the School Improvement series, we will be presenting from the viewpoint of our HSTW/MMGW coaches who will share their expertise and successful practices of high performing HSTW/MMGW sites. Thank you for joining us Paulette. Vickie: Diana, thank you for inviting me to present, and thanks to all the participants that have joined us today. I am glad to be here and have an opportunity to share information about developing an advisory program. As we all know, this is not always an easy process. I hope the information today will benefit administrators, teachers and schools who are working to improve student guidance in their school. Diana: I am Diana Rogers, Regional Coordinator for HSTW NE Ohio Region and will be the moderator for today�s session. I am one of four regional coordinators who serve HSTW and MMGW sites in Ohio, and have worked with schools in Ohio and nationally as an educational consultant for the past 30 years. * Now, I would like to introduce Catherine Imperatore, Electronic Media Manager for ACTE, our host and contact for any technical questions participants may have during the webinar. It is my pleasure to introduce the presenter for today�s webinar, Vickie Hunt. Vickie is a dedicated HSTW Practitioners who is a HSTW site coordinator and a career pathways specialist at Pioneer Career Center and has 10 years experience as a HSTW site coordinator, and 11 years with implementing an advisor advisee program. She has presented at numerous regional, state and national conferences on HSTW Best Practice Strategies. * During this webinar and the next three in the School Improvement series, we will be presenting from the viewpoint of our HSTW/MMGW coaches who will share their expertise and successful practices of high performing HSTW/MMGW sites. Thank you for joining us Paulette. Vickie: Diana, thank you for inviting me to present, and thanks to all the participants that have joined us today. I am glad to be here and have an opportunity to share information about developing an advisory program. As we all know, this is not always an easy process. I hope the information today will benefit administrators, teachers and schools who are working to improve student guidance in their school.

3. Sound Check Can everyone hear me? Having problems? Adjust the volume on your speakers or headphones. If that doesn�t work � Close the Audio Broadcast window, then rejoin the Audio Broadcast by choosing �Communicate� from the top menu and selecting �Join Audio Broadcast.� Request to join the teleconference by clicking �Request� in the Participants panel on the right side of the Webinar screen. Diana: Can everyone hear me? If not, please check the volume on your computer. Having problems? Adjust the volume on your speakers or headphones. Close the Audio Broadcast window, which usually appears at the upper left of your Webinar screen. Then rejoin the Audio Broadcast by choosing �Communicate� from the top menu and selecting �Join Audio Broadcast.� If that doesn�t work, request to join the teleconference by clicking �Request� in the Participants panel on the right side of the Webinar screen. Diana: Can everyone hear me? If not, please check the volume on your computer. Having problems? Adjust the volume on your speakers or headphones. Close the Audio Broadcast window, which usually appears at the upper left of your Webinar screen. Then rejoin the Audio Broadcast by choosing �Communicate� from the top menu and selecting �Join Audio Broadcast.� If that doesn�t work, request to join the teleconference by clicking �Request� in the Participants panel on the right side of the Webinar screen.

4. Questions To ask about the content type a question in the Q&A panel and send to All Panelists. Questions will be addressed at the end of the presentation For technical problems or any other questions, type in the Chat panel and send to the Host. Diana: Before we begin, I�d like to discuss some housekeeping issues. * If you have questions about content during the webinar, type a question in the Q & A panel and send to All Panelist. These questions will be addresses at the end of the presentation. * If you have a technical problem or any other questions, type in the Chat panel and send to the host. Diana: Before we begin, I�d like to discuss some housekeeping issues. * If you have questions about content during the webinar, type a question in the Q & A panel and send to All Panelist. These questions will be addresses at the end of the presentation. * If you have a technical problem or any other questions, type in the Chat panel and send to the host.

5. Replay or Register for Webinars Complete webinar survey at the end of today�s webinar. Graduate credit may be available for participating. Diana: A replay of today�s webinar will be emailed to you by tomorrow. To register for upcoming or view previously presented webinars go to www.acteonline.org/multimedia.aspx. Please invite your colleagues to attend as well. At the end of today�s webinar, we will ask you to complete a short survey. Graduate credit may be available for this webinar and the other webinars in this series. Contact your professional development provider. Diana: A replay of today�s webinar will be emailed to you by tomorrow. To register for upcoming or view previously presented webinars go to www.acteonline.org/multimedia.aspx. Please invite your colleagues to attend as well. At the end of today�s webinar, we will ask you to complete a short survey. Graduate credit may be available for this webinar and the other webinars in this series. Contact your professional development provider.

6. Webinar Outcomes Describe advisor advisee. Share the research on why advisor advisee. Explain the stages in developing an advisor advisee. Discuss methods to measure success or monitor progress. Provide resources and websites. Webinar Outcomes Describe advisor advisee. Share the research. Explain the stages of developing a program. Discuss way to measure success or monitor progress. Provide resources and websites. Webinar Outcomes Describe advisor advisee. Share the research. Explain the stages of developing a program. Discuss way to measure success or monitor progress. Provide resources and websites.

7. Definitions Adviser/Advisor: Advise: I thought we would start with a few definitions, so we would all be on the same page. One that offers official or professional guidance or recommendations such as an educator who guides students in academic and personal matters. I believe every person is an advisor on a daily basis.I thought we would start with a few definitions, so we would all be on the same page. One that offers official or professional guidance or recommendations such as an educator who guides students in academic and personal matters. I believe every person is an advisor on a daily basis.

8. Definitions Adviser/Advisor: One that offers official or professional guidance or recommendations such as an educator who guides students in academic and personal matters. Advise: I thought we would start with a few definitions, so we would all be on the same page. Advise: to recommend, offer an opinion or suggestion, commend, urge, encourage, caution, warn I also believe every person offers advise frequently on a daily basis.I thought we would start with a few definitions, so we would all be on the same page. Advise: to recommend, offer an opinion or suggestion, commend, urge, encourage, caution, warn I also believe every person offers advise frequently on a daily basis.

9. Definitions Adviser/Advisor: One that offers official or professional guidance or recommendations such as an educator who guides students in academic and personal matters. Advise: To recommend, offer an opinion or suggestion, commend, urge, encourage, caution, warn I thought we would start with a few definitions, so we would all be on the same page. I believe every person is an advisor and offers advise frequently on a daily basis.I thought we would start with a few definitions, so we would all be on the same page. I believe every person is an advisor and offers advise frequently on a daily basis.

10. What is an Effective Advisory Program? �Gives all students an adult mentor at school to guide and encourage them to take rigorous academic courses and to remind them that doing well in school matters to future success.� This is SREB�s HSTW definition of an effective program. To meet this definition with our own advisory programs is why we are offering this webinar.This is SREB�s HSTW definition of an effective program. To meet this definition with our own advisory programs is why we are offering this webinar.

11. Poll Activity Diana: Now, we would like to know if the participants have initiated steps in developing an advisory program. a) Not yet. b) Beginning stages of planning. c) Early implementation (1 � 3 years) d) Establish program (4 or more years)) e) Had one, but did away with it You should now see this poll on the right column of your screen. We will pause for a moment to allow people time to provide an answer. Vickie, why people are responding why is this poll important. Vickie : The results of this poll will let us know � (A few more comments as time allows. We do not want dead space.) and adjust our talking points based upon the responses of our audience. So, let�s take a look at what the results are. Again, the poll results should appear on the right column of your screen. (Listen for Catherine - maybe) It looks like most participants have �... Diana: Now, we would like to know if the participants have initiated steps in developing an advisory program. a) Not yet. b) Beginning stages of planning. c) Early implementation (1 � 3 years) d) Establish program (4 or more years)) e) Had one, but did away with it You should now see this poll on the right column of your screen. We will pause for a moment to allow people time to provide an answer. Vickie, why people are responding why is this poll important. Vickie : The results of this poll will let us know � (A few more comments as time allows. We do not want dead space.) and adjust our talking points based upon the responses of our audience. So, let�s take a look at what the results are. Again, the poll results should appear on the right column of your screen. (Listen for Catherine - maybe) It looks like most participants have �...

12. Why an advisory program? The American Career Resource Network Association (ACRNA) study found that �informed career decisions result in significant educational outcomes.� Summary of findings: Increased� test scores on the ACT exam enrollment in AP courses academic efficacy and motivation engagement and achievement in school The research supports utilizing the time required for advisory programs within school improvement efforts. Studies show that advisory programs can increase ACT test scores, enrollment in more rigorous courses, academic motivation, and achievement in school.The research supports utilizing the time required for advisory programs within school improvement efforts. Studies show that advisory programs can increase ACT test scores, enrollment in more rigorous courses, academic motivation, and achievement in school.

13. Students from Highly Effective Guidance Programs Take more advanced and rigorous courses Tend to complete four or more years of postsecondary education Report better grades Report higher satisfaction with school Take fewer courses with less remediation coursework to graduate Transition from school to work more easily Vickie: Students are more likely to take more advanced courses, remain in college longer with less remediation, and get better grades, and make a smooth transition to the workplace. Isn�t this what we want for our students? Vickie: Students are more likely to take more advanced courses, remain in college longer with less remediation, and get better grades, and make a smooth transition to the workplace. Isn�t this what we want for our students?

14. Pioneer Career Center began our advisory program because we believe EVERY student needs to have a relationship with at least one teacher who can and will take the time to talk about academic and performance issues and listen to what the student has to say, encourage, and support the student through their two years . You will notice that Pioneer�s philosophy parallels the SREB�s definition of an effective advisory. People tend to think that students attending a career center have already completed their career plans. This is certainly true for some of our students, but not all of them. I am sure that is also true in your school. You will notice that Pioneer�s philosophy parallels the SREB�s definition of an effective advisory. People tend to think that students attending a career center have already completed their career plans. This is certainly true for some of our students, but not all of them. I am sure that is also true in your school.

15. Key Factors of an Advisement Program Advises and monitors students� educational, personal and social growth goals Encourages and supports students Cautions students about risks and dangers Provides a way for students to express themselves and share information in a structures yet nonthreatening way Develops a sense of belonging Helps students set realistic goals while emphasizing the benefits and risks associated with their goals as well as track their progress in a caring uplifting environment. Students need to feel safe and comfortable and have a sense of belonging in order to speak their minds. It is important to keep these factors in mind as you develop or improve an existing advisory program. Remember when speaking of advisory programs no �one size fits all� most programs will need altering to meet the needs of your students. Helps students set realistic goals while emphasizing the benefits and risks associated with their goals as well as track their progress in a caring uplifting environment. Students need to feel safe and comfortable and have a sense of belonging in order to speak their minds. It is important to keep these factors in mind as you develop or improve an existing advisory program. Remember when speaking of advisory programs no �one size fits all� most programs will need altering to meet the needs of your students.

16. A good advisory program should address, but is not limited to: Relationship building and maintenance Communication skills Self assessment Decision making and accepting responsibility (including financial) Character issues Our advisory program committee prioritized these components and then chose to address them accordingly. Knowing how to be part of a team and maintain a working relationship Developing good communication skills Knowing how to determine their own strength and weaknesses Knowing the decision making process and being able to own of their decisions Having good work ethics and personal character Should all be addressed in a program.Our advisory program committee prioritized these components and then chose to address them accordingly. Knowing how to be part of a team and maintain a working relationship Developing good communication skills Knowing how to determine their own strength and weaknesses Knowing the decision making process and being able to own of their decisions Having good work ethics and personal character Should all be addressed in a program.

17. Study skills and habits Career awareness, educational achievement and lifelong learning, and career management Problem solving educational planning including secondary course selection and postsecondary planning A good advisory program should address, but is not limited to: Knowing where their interest lie and the pathway to take are major factors in students finding the career of their choice, Also knowing that they need to be able to learn throughout the life and flexible as research shows that today�s students will have 8-10 careers in their lifetime Just because all of these are listed here does not mean you have to include them all in your program. Again, it is important to concentrate on what your students need. Knowing where their interest lie and the pathway to take are major factors in students finding the career of their choice, Also knowing that they need to be able to learn throughout the life and flexible as research shows that today�s students will have 8-10 careers in their lifetime Just because all of these are listed here does not mean you have to include them all in your program. Again, it is important to concentrate on what your students need.

18. Definitions Guidance is the help provided to all students to assist them in reaching their goals (giving directions, emphasizing points of interest and explaining their meaning or significance) Counseling is the help provided by trained professionals that some students receive recommending a course of action, plan or policy for students to overcome personal or social problems that interferes with learning Please take a moment to read these two definitions. This is an area that worries many teachers and guidance counselors. There is a difference between guiding students and counseling them. Our teachers agreed that they are comfortable offering their students guidance, but are uncomfortable when they feel students need more than guidance. We agreed that when they feel out of their league with issues raised by a student, then they need to refer that student to the professionals that can better assist them. Please take a moment to read these two definitions. This is an area that worries many teachers and guidance counselors. There is a difference between guiding students and counseling them. Our teachers agreed that they are comfortable offering their students guidance, but are uncomfortable when they feel students need more than guidance. We agreed that when they feel out of their league with issues raised by a student, then they need to refer that student to the professionals that can better assist them.

19. Are Teachers Qualified to Provide Guidance Teachers may lack the training of guidance counselors, but they share many of the same characteristics that help them guide students Are able to empathize with students Are patient and flexible Are open to listening to the student�s view Have excellent interpersonal skills Are aware of individual differences We understand that our staff may not know all the answers to providing all their students� guidance questions, but we can learn together and help each other. We have four guidance counselors that assist our 1200 students. By having teachers guide small groups of students, we are able to assist more students. Focused professional development is key to making this work.We understand that our staff may not know all the answers to providing all their students� guidance questions, but we can learn together and help each other. We have four guidance counselors that assist our 1200 students. By having teachers guide small groups of students, we are able to assist more students. Focused professional development is key to making this work.

20. Stages in Establishing an Effective Advisor Advisee Program  Getting Started: Appoint the right people to serve on the advisor advisee exploratory team. Stage 1: Prepare Stage 2: Plan State 3: Implement Stage 4: Monitor/Evaluate Four major stages: I�ll clarify each of these three developmental stages. As with the development of any plan, a timeline and adhering to it is imperative. Selecting the right people for the exploratory team makes the process go more smoothly. Four major stages: I�ll clarify each of these three developmental stages. As with the development of any plan, a timeline and adhering to it is imperative. Selecting the right people for the exploratory team makes the process go more smoothly.

21. Getting Started: Advisory Team Teacher-based: core academic curriculum, arts, intervention specialist, career technical School administrator Counselor Community stakeholders � family services/social services, churches, business leaders Parents/student Look at the diverse make up suggested for team membership. This is the school community working together toward a common goal. It is important to include someone from each stakeholder group. I also think that all these people do not have to be gung-ho, enthusiastic and supportive of the advisor/advisee program. Some of our most strong dissenters became our biggest advocates once they did the research and were part of the process.Look at the diverse make up suggested for team membership. This is the school community working together toward a common goal. It is important to include someone from each stakeholder group. I also think that all these people do not have to be gung-ho, enthusiastic and supportive of the advisor/advisee program. Some of our most strong dissenters became our biggest advocates once they did the research and were part of the process.

22. What about�. District guidance/advisement supervisor, attendance or discipline coordinator? Don�t forget to include these professionals. They are often after thoughts in any advisory plan. Their role on the team may be integral to gain the support of your efforts at the district level. Involving the district�s leaders will be an added strength to the team. Don�t forget to include these professionals. They are often after thoughts in any advisory plan. Their role on the team may be integral to gain the support of your efforts at the district level. Involving the district�s leaders will be an added strength to the team.

23. Stage 1: Prepare Do the research: (i.e. HSTW � MMGW) Complete a needs assessment: Target subgroups/grade level � data-driven Conduct surveys (i.e. HSTW - MG Teacher and Student Surveys) Conduct site visits: Choose curriculums and initiatives that meet your needs. Don�t re-invent the wheel! If your school is a High Schools That Work site, you already have a school-wide Leadership Team. You probably also have focus teams, whose purpose is to examine in a narrower scope an issue pertinent to the entire school. This is the role of a Guidance Team: it studies the guidance needs of the school, determines a path, and works to achieve higher student success. These items also work for those of you that are looking to improve your existing programs. I�d also like to re-emphasize that you don�t need to reinvent the wheel.If your school is a High Schools That Work site, you already have a school-wide Leadership Team. You probably also have focus teams, whose purpose is to examine in a narrower scope an issue pertinent to the entire school. This is the role of a Guidance Team: it studies the guidance needs of the school, determines a path, and works to achieve higher student success. These items also work for those of you that are looking to improve your existing programs. I�d also like to re-emphasize that you don�t need to reinvent the wheel.

24. Gather Teacher Input Perceptions Needs Skills and assets School-wide goals Perhaps one of the most important tools for bringing a faculty together to work toward a common goal is the teacher survey. Involving all members of the teaching community in decision-making paves the way for better participation in working toward the goals. What do your colleagues see as the relevant issues? You need to know. What do your colleagues need to help them become actively engaged in establishing a program. For example, some of your colleagues may have the perception that guidance/advisement are solely guidance counselor issues; to overcome those perceptions, the teacher�s needs have to be identified and their skills and assets brought into the process. Above all, an advisory team�s objective is to establish school-wide goals that everyone buys into�sees the value of�as the school works to develop higher student achievement. Perhaps one of the most important tools for bringing a faculty together to work toward a common goal is the teacher survey. Involving all members of the teaching community in decision-making paves the way for better participation in working toward the goals. What do your colleagues see as the relevant issues? You need to know. What do your colleagues need to help them become actively engaged in establishing a program. For example, some of your colleagues may have the perception that guidance/advisement are solely guidance counselor issues; to overcome those perceptions, the teacher�s needs have to be identified and their skills and assets brought into the process. Above all, an advisory team�s objective is to establish school-wide goals that everyone buys into�sees the value of�as the school works to develop higher student achievement.

25. Stage 2: Plan Align and focus the plan: HSTW/MMGW Site Action Plan, district�s school improvement plans Answer the questions: Why ,Who, What, When, Where, How First, look at the school�s already established goals. These goals are found in plans such as the HSTW Site Action Plan, school improvement plan or your state�s district goals. Ohio�s website has a plethora of information on each school within each district. The school�s yearly report card breaks down the yearly test results so the data can be meaningfully used by the school personnel. Trend data is also provide by the state. How the school has performed over two, three years points the way toward setting meaningful goals for student achievement. And, College Readiness data helps bridge the gap between what high schools are doing and what colleges need their incoming freshmen prepared to do. First, look at the school�s already established goals. These goals are found in plans such as the HSTW Site Action Plan, school improvement plan or your state�s district goals. Ohio�s website has a plethora of information on each school within each district. The school�s yearly report card breaks down the yearly test results so the data can be meaningfully used by the school personnel. Trend data is also provide by the state. How the school has performed over two, three years points the way toward setting meaningful goals for student achievement. And, College Readiness data helps bridge the gap between what high schools are doing and what colleges need their incoming freshmen prepared to do.

26. Stage 2: Plan Why? Every person involved in the program needs to know why you are implementing the program and the goals or outcomes you want. I cannot stress the importance of every person involved knowing why we are implementing this strategy. The why should be an integral part of the school�s overall improvement plan and process. I cannot stress the importance of every person involved knowing why we are implementing this strategy. The why should be an integral part of the school�s overall improvement plan and process.

27. Poll Activity Diana: Now, we would like to know from our participants why would you implement an advisory program? a) Improved academic performance b) Improved course scheduling/decreased changes. c) Increased faculty ownership for �student� success. d) Increased time for counselors to focus on counseling. e) Increased student participation in enrollment with parents as a team. f) Increased knowledge of educational opportunities. g) Improved understanding of graduation requirements/ college entrance requirements. h) Increased enrollment in math and science. i) Greater number of students with a �career� plan/focus on higher achievement. j) Increased parental participation/attendance. You should now see this poll on the right column of your screen. We will pause for a moment to allow people time to provide an answer. Diana: Vickie, what do you believe is the greatest challenge in developing an advisory program? Vickie: The results of this poll will let us know � (A few more comments as time allows. We do not want dead space.) and adjust our talking points based upon the responses of our audience. So, let�s take a look at what the results are. Again, the poll results should appear on the right column of your screen. (Listen for Catherine - maybe) It looks like ??% have used �... Diana: Now, we would like to know from our participants why would you implement an advisory program? a) Improved academic performance b) Improved course scheduling/decreased changes. c) Increased faculty ownership for �student� success. d) Increased time for counselors to focus on counseling. e) Increased student participation in enrollment with parents as a team. f) Increased knowledge of educational opportunities. g) Improved understanding of graduation requirements/ college entrance requirements. h) Increased enrollment in math and science. i) Greater number of students with a �career� plan/focus on higher achievement. j) Increased parental participation/attendance. You should now see this poll on the right column of your screen. We will pause for a moment to allow people time to provide an answer. Diana: Vickie, what do you believe is the greatest challenge in developing an advisory program? Vickie: The results of this poll will let us know � (A few more comments as time allows. We do not want dead space.) and adjust our talking points based upon the responses of our audience. So, let�s take a look at what the results are. Again, the poll results should appear on the right column of your screen. (Listen for Catherine - maybe) It looks like ??% have used �...

28. Stage 2: Plan Who? Who will be included in as an advisor? Who will be the organizer? Who will provide training? Who will cover the group meeting in case of teacher absence? Teachers, classified staff, administration Will this be the responsibility of the planning entity or someone else??Who will replace an advisor that leaves your district? Will this be necessary within your structure? These small little details left unanswered can be the stumbling blocks in a good program.Teachers, classified staff, administration Will this be the responsibility of the planning entity or someone else??Who will replace an advisor that leaves your district? Will this be necessary within your structure? These small little details left unanswered can be the stumbling blocks in a good program.

29. Stage 2: Plan What? What are your goals and outcomes? What does your program look like? What will the structure of your program be? What curriculum will be used? What activities will be included? What training is required? What costs are involved? What are the risks and rewards? To be a successful program these questions need to be addressed with each stakeholder group. It needs to have a formal structure in place. I know this sounds outrageous, but when we started our program, we didn�t ask the students or their parents for their input. This caused us a great deal of unnecessary stress in the beginning. To be a successful program these questions need to be addressed with each stakeholder group. It needs to have a formal structure in place. I know this sounds outrageous, but when we started our program, we didn�t ask the students or their parents for their input. This caused us a great deal of unnecessary stress in the beginning.

30. Stage 2: Plan When? When will training or professional development take place? How frequently will training take place? When will advisors meet with students? Daily, weekly, twice a month, monthly Time of day these meetings will take place Will the schedule be changed on the days advisors meet with students There are numerous resources out there now that have checklists and guides to take you step by step through the process. Several are listed at the end of the webinar.There are numerous resources out there now that have checklists and guides to take you step by step through the process. Several are listed at the end of the webinar.

31. Stage 2: Plan Where? Where will groups meet? Are the rooms compatible with the activities? Are there enough rooms for your groups to meet? I know this sounds like it should be simple, but to keep our groups small we had to look and find places for the groups to meet. Our administrators each have a group and they can�t put 10-12 students in their office.I know this sounds like it should be simple, but to keep our groups small we had to look and find places for the groups to meet. Our administrators each have a group and they can�t put 10-12 students in their office.

32. Stage 2: Plan How? How will students be assigned to groups? How will you communication with stakeholders? How long will the group remain together? (Middle school � graduation?) How do you train and prepare the staff? How will you measure the effectiveness? How will you sustain your efforts? How do you sell the program to the board of education, parents, students, and staff? These questions are key to actually implementing your program. Knowing the answers before you implement the program helps teachers and students understand that a lot of thought went into the program and give credibility and value to it.These questions are key to actually implementing your program. Knowing the answers before you implement the program helps teachers and students understand that a lot of thought went into the program and give credibility and value to it.

33. Set Goals Set � Attainable� Appropriate� Targeted� Goals!!! Target your goals. Don�t diffuse them, focus them. Establish school-wide guidance goals that are attainable and appropriate for your setting and students. Too many goals to begin with will defuse the momentum�for both teachers and students.Target your goals. Don�t diffuse them, focus them. Establish school-wide guidance goals that are attainable and appropriate for your setting and students. Too many goals to begin with will defuse the momentum�for both teachers and students.

34. Emphasis on Guidance Students report: They reviewed the sequence of courses they planned to take throughout high school at least once a year. � They received the most help in planning their high school education plan of studies by the end of the ninth grade. � When planning and reviewing their high school four-year education plan, they talked with their parents or other adults they live with at least once a year. During high school, a teacher or counselor talked to them individually about their plans for a career or further education after high school. How will you measure your progress? How will you be sure you are on target? These are the some of the benchmarks from the HSTW assessment, there are more benchmarks listed later in the presentation. How will you measure your progress? How will you be sure you are on target? These are the some of the benchmarks from the HSTW assessment, there are more benchmarks listed later in the presentation.

35. Adopt a Three-Year Advisory Plan Examine SREB�s benchmark indicators and select initial strategies to measure these student performance measures. Select and pilot research-based strategies Plan to phase in whole-school implementation over three years. Don�t take on too much too soon! So, look at the process you can use to begin your guidance team�s work. When you are communicating with the entire faculty, stress the idea that the school is working on a guidance plan that will span more than one teaching year. If you are focused on �why� you are implementing the program you are better able to maintain your efforts.So, look at the process you can use to begin your guidance team�s work. When you are communicating with the entire faculty, stress the idea that the school is working on a guidance plan that will span more than one teaching year. If you are focused on �why� you are implementing the program you are better able to maintain your efforts.

36. Stage 3: Implementing the Plan Training/professional development is part both part of stage two and stage three. Be sure the structure is well thought out and in place, but be flexible. Be sure every advisor has the resources and materials necessary to complete activities. Again, plan in a focused way�using your school�s data, identify one or two goals to begin with. Remember your colleagues� comfort level with advising students is crucial to the success of an advisory program: provide meaningful professional development that will assist them. Also it is very important to provide follow up workshops so that the momentum will continue and not fizzle out after a few attempts. Once an advisory program has been disbanded in a school it is very difficult to resurrect. Again, plan in a focused way�using your school�s data, identify one or two goals to begin with. Remember your colleagues� comfort level with advising students is crucial to the success of an advisory program: provide meaningful professional development that will assist them. Also it is very important to provide follow up workshops so that the momentum will continue and not fizzle out after a few attempts. Once an advisory program has been disbanded in a school it is very difficult to resurrect.

37. Provide Focused PD Prepare a schedule of professional development for the entire school year. At least 40 hours of job embedded professional development with follow through Elicit and encourage a variety of attendees to professional development Teacher transparency: successes and struggles. Offer retraining on all strategies each year. Enthusiastic teachers are always a pleasure to send to professional development workshops and seminars. Confident teachers are also great responders to the call for attendees at workshops. But, encouraging the reluctant and the less confident teacher is an important aspect of developing a school culture of higher expectations for student achievement. Enthusiastic teachers are always a pleasure to send to professional development workshops and seminars. Confident teachers are also great responders to the call for attendees at workshops. But, encouraging the reluctant and the less confident teacher is an important aspect of developing a school culture of higher expectations for student achievement.

38. Most Importantly Keep Communication Alive! In all aspects of the Implementation Stage Never lose sight of the importance of keeping everyone on the same page. Communication among all stake holders makes or breaks the program. Never lose sight of the importance of keeping everyone on the same page. Communication among all stake holders makes or breaks the program.

39. Job-Embedded PD ofAdvisory Strategies During faculty/focus team meetings: Share teacher and students survey results Ask teachers to showcase best practices Providing a schedule of profession development activities can be as simple as formal or informal sharing of advisory experiences and experiments. You can use part of a faculty/focus team meeting or set aside professional development time either before or after school for collaboration. At Pioneer, we have a �sharing session� prior to our advisory meetings with our groups to answer questions about planned activities and to share what did or didn�t work with your group. Providing a schedule of profession development activities can be as simple as formal or informal sharing of advisory experiences and experiments. You can use part of a faculty/focus team meeting or set aside professional development time either before or after school for collaboration. At Pioneer, we have a �sharing session� prior to our advisory meetings with our groups to answer questions about planned activities and to share what did or didn�t work with your group.

40. Stage 4: Assess, Monitor, Evaluate Collect data early and often. Involve data focus team throughout. Continue teacher input, surveys, questionnaire box� Ensure the focus remains on the intended goals/objectives. Evaluate support of all stakeholders. Be thoughtful of attitudes and concerns. Revise the plan at least annually Assess, monitor and evaluate the program through all stakeholders. Collect data early and often. Involve data focus team throughout. Continue teacher input, surveys, questionnaire box� Ensure the focus remains on the intended goals/objectives. Evaluate support of all stakeholders. Be thoughtful of attitudes and concerns Revise the plan at least annually Just as you monitor student learning, you will need to monitor progress with the student advisory program that you adopt. There are many rubrics already in use out there that can be helpful.Assess, monitor and evaluate the program through all stakeholders. Collect data early and often. Involve data focus team throughout. Continue teacher input, surveys, questionnaire box� Ensure the focus remains on the intended goals/objectives. Evaluate support of all stakeholders. Be thoughtful of attitudes and concerns Revise the plan at least annually Just as you monitor student learning, you will need to monitor progress with the student advisory program that you adopt. There are many rubrics already in use out there that can be helpful.

41. Emphasis on Guidance Students report: They spoke with or visited someone in a career they aspire to. � Someone from a college talked to them about going to college. � They and/or their parents received information or assistance from someone at their school in selecting or applying to college. � They had an adult mentor or advisor who worked with them all four years of high school. Just as with your lesson plans, looking at the outcomes you want as the program is being designed, makes it easier to maintain your focus on your targets. These are additional benchmarks form the HSTW assessment. There are rubrics that can assist you in both determining your benchmarks and measuring them. Just as with your lesson plans, looking at the outcomes you want as the program is being designed, makes it easier to maintain your focus on your targets. These are additional benchmarks form the HSTW assessment. There are rubrics that can assist you in both determining your benchmarks and measuring them.

42. Emphasis on Providing Timely Guidance As you can see schools that had an intensive emphasis on providing timely guidance had a higher percentage of students meeting the readiness goals in reading, math, science on the HSTW assessment. These indicators are important to ensure a quality program of guidance.As you can see schools that had an intensive emphasis on providing timely guidance had a higher percentage of students meeting the readiness goals in reading, math, science on the HSTW assessment. These indicators are important to ensure a quality program of guidance.

43. Lessons learned Teachers need to see how the program benefits all stakeholders in order to take ownership. Teachers need continuous professional development in career development in order to assist students. Scheduling the program needs careful consideration from the number of meetings to the time of day meetings are held. Planned activities are crucial for success. Keep the �why� in front of them. Communicating the why will keep teachers and students on track when the road gets bumpy. Persistence is really important when implementing advisory programs. Remember that each student is an individual and has his own individual needs. This causes advisory programs to be somewhat complicated. It takes flexibility and concentrated effort for sustainability. Keep the �why� in front of them. Communicating the why will keep teachers and students on track when the road gets bumpy. Persistence is really important when implementing advisory programs. Remember that each student is an individual and has his own individual needs. This causes advisory programs to be somewhat complicated. It takes flexibility and concentrated effort for sustainability.

44. Recommended Resources Publications: Teacher Advisement: A Developmental Guidance Approach Career Development Program Manual, Jun 2005 Section III: Delivery System � TAP Delivery SREB Publication: Best Practices for Implementing HSTW and MMGW, Sep 2006 Vickie� Here are a few recommended resource for our participants: Vickie� Here are a few recommended resource for our participants:

45. Recommended Resources Publications: �Breaking Ranks II: Strategies for Leading High School Reform,� National Association of Secondary Administrators (NASSP), Jan 2004 Students Need Strong Guidance and Advisement to Succeed,� Southern Regional Education Board, Sep 2006 Vickie� Here are a few recommended resource for our participants: Vickie� Here are a few recommended resource for our participants:

46. Recommended Resources Websites: Southern Regional Education Board (SREB), www.sreb.org Northwest Regional Education Lab, www.nwrel.org Louisiana Department of Education, www.louisianaschools.net

47. Questions To ask about the content type a question in the Q&A panel and send to All Panelists. Questions will be addressed at this time Or an email response will be sent to you after the webinar. Diana: Thanks Vickie , I would like to again invite participants to submit a question. Just type in the Q & A panel and send to All Panelist. These questions along with questions sent during the presentation will be answered at this time or an email response will be sent to you after the webinar. Diana: Thanks Vickie , I would like to again invite participants to submit a question. Just type in the Q & A panel and send to All Panelist. These questions along with questions sent during the presentation will be answered at this time or an email response will be sent to you after the webinar.

48. Question Do you have an advisory plan or rubric that best practice sites have used in developing their advisor advisee program? Diana: Do you have an advisory plan or rubric that best practice sites have used in developing their advisor advisee program? Vickie: Yes, I like Oklahoma�s Advisory Rubric and recommended SREB guides as well� I will be glad to share it with the participants. I will ask Catherine to send it to everyone following today�s webinar.Diana: Do you have an advisory plan or rubric that best practice sites have used in developing their advisor advisee program? Vickie: Yes, I like Oklahoma�s Advisory Rubric and recommended SREB guides as well� I will be glad to share it with the participants. I will ask Catherine to send it to everyone following today�s webinar.

49. Question What professional development is available to assist school teams in learning more about establishing an advisor advisee program? Diana: What professional development is available to assist school teams in learning more about establishing an advisor advisee program? Vickie: Yes, SREB provides professional development on advisor advisee. Participants can find more information on this training at www.sreb.org.Diana: What professional development is available to assist school teams in learning more about establishing an advisor advisee program? Vickie: Yes, SREB provides professional development on advisor advisee. Participants can find more information on this training at www.sreb.org.

50. More Q & A Questions and responses Diana, We will try and respond to as many questions as our time allows. Vickie, a participant is asking: (state questions) Do you want to respond to this question. Vickie: Yes (take the question and respond, or say) Thanks for asking. I prefer to respond to that question by email. I would like to provide the most accurate response to that question and would like to confer with my colleagues.Diana, We will try and respond to as many questions as our time allows. Vickie, a participant is asking: (state questions) Do you want to respond to this question. Vickie: Yes (take the question and respond, or say) Thanks for asking. I prefer to respond to that question by email. I would like to provide the most accurate response to that question and would like to confer with my colleagues.

51. Contact Information If you have questions or would like to learn more about establishing an advisor advisee program, please contact: Vickie Hunt HSTW/Career Pathway Specialist Pioneer Career Center hunt.vickie@pctc.k12.oh.us Diana: If you have questions or would like to learn more about establishing an advisor advisee program, please contact: Vickie Hunt, HSTW/Career Pathway Specialist Pioneer Career Center hunt.vickie@pctc.k12.oh.us Diana: If you have questions or would like to learn more about establishing an advisor advisee program, please contact: Vickie Hunt, HSTW/Career Pathway Specialist Pioneer Career Center hunt.vickie@pctc.k12.oh.us

52. Next Webinar in the Series Developing a School-wide Numeracy Plan Michelle Walker-Glenn, HSTW Coach, HSTW SW Ohio Region March 16, 2010 from 11:30 � 12:30 ET Diana: Please join us for the next webinar in the series: Developing a School-wide Numeracy Plan Michelle Walker-Glenn, HSTW Coach, HSTW SW Ohio Region March 16, 2010 from 11:30 � 12:30 ET Diana: Please join us for the next webinar in the series: Developing a School-wide Numeracy Plan Michelle Walker-Glenn, HSTW Coach, HSTW SW Ohio Region March 16, 2010 from 11:30 � 12:30 ET

53. Thank you for participating! Reminders� Register for future webinars or to view archived webinars at www.acteonline.org/multimedia.aspx or www.hstwohioregions.org After leaving today�s webinar� Please complete the webinar survey. If you are interested in graduate credit, remember to print a copy of the survey. Please click the X to exit the webinar. Have a great day! Diana: Thank you Vickie for sharing your expertise with us today and thank you to all who participated in today�s webinar. Vickie: Thank you for inviting me to present. It was great for me to have the opportunity to share my experiences coaching HSTW and MMGW sites. I am very fortunate to be working with some wonderfully dedicated educators. Diana: As a reminder, please remember to register for future webinars or to view archived webinars at www.acteonline.org/multimedia.aspx or www.hstwohioregions.org. The archive of this webinar should be posted by tomorrow. After leaving today�s webinar� Please complete the webinar survey. It will pop up on your computer as soon as you leave the webinar. If you are interested in graduate credit for participating in today�s webinar, please remember to print a copy of the survey before you close down the screen. Contact information for a graduate credit provider is provided at the end of the survey. Again, thanks again for taking the time to complete this survey. Your feedback will help us improve your next webinar experience. *We look forward to having you with us at our next School Improvement webinar. Please click the X at the upper right corner of the screen to exit the webinar. Thanks again and have a great day. Diana: Thank you Vickie for sharing your expertise with us today and thank you to all who participated in today�s webinar. Vickie: Thank you for inviting me to present. It was great for me to have the opportunity to share my experiences coaching HSTW and MMGW sites. I am very fortunate to be working with some wonderfully dedicated educators. Diana: As a reminder, please remember to register for future webinars or to view archived webinars at www.acteonline.org/multimedia.aspx or www.hstwohioregions.org. The archive of this webinar should be posted by tomorrow. After leaving today�s webinar� Please complete the webinar survey. It will pop up on your computer as soon as you leave the webinar. If you are interested in graduate credit for participating in today�s webinar, please remember to print a copy of the survey before you close down the screen. Contact information for a graduate credit provider is provided at the end of the survey. Again, thanks again for taking the time to complete this survey. Your feedback will help us improve your next webinar experience. *We look forward to having you with us at our next School Improvement webinar. Please click the X at the upper right corner of the screen to exit the webinar. Thanks again and have a great day.