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Southern
Regional
Education
Board
Keys for Successful Implementation of an Advisement Program
April 1, 2008
Guidance: What is it?
Guidance The help all students
receive from parents, teachers, counselors, community members and others to assist with educational and career development
Counseling The help some
students receive from credentialed professionals to overcome personal and social problems that interfere with learning.
Personalizing the Learning Environment
“High schools of the 21st century must be much more student-centered and above all much more personalized in programs, support services and intellectual rigor.” This means every student should have a personal adult advocate and a Personal Plan of Progress.
NASSP. (2004). Breaking Ranks II: Strategies for Leading High School Reform
Teacher Buy-In – How Do You Get it?
• Get teachers involved at ground level
• Help teachers see the need for an advisement program
• Send teachers to other schools to see successful advisement programs
• Have schools with successful advisement programs visit your school
• Everyone has an advisement class
• Remove fear of being responsible for students meeting graduation requirements
ESSENTIAL QUESTION:
What are the desired outcomes of the advisement program that you wish to implement/improve at
your school?
#1 Outcome!!
• Prevent students from “falling through the cracks.”
• All students are well known by at least one adult in the building.
Breaking Ranks II Recommendations
• Each student will have a Personal Adult Advocate to help him or her personalize the educational experience.
• Each student will have a Personal Plan for Progress that will be reviewed often (every 6 to 8 weeks) to ensure that the high school takes individual needs into consideration and to allow students, within reasonable parameters, to design their own methods for learning in an effort to meet high standards.
• Teachers will convey a sense of caring so that students feel that their teachers share a stake in student learning.
“Comprehensive guidance programs have been found to lead to: – lower dropout rates,– more students in AP courses, – more females in math and science courses,– better grades, – higher levels of satisfaction with school,– increased attendance rates.”
Bridget Brown, National Career Guidance News, Winter 2003-2004
Other desired outcomes:
• Parents have a contact at the school that they feel comfortable talking with.
• Every student has a postsecondary goal and at least a 6 year plan towards achieving that goal.
• Parents and students are on the same page regarding their student’s program of study and future goals.
Other desired outcomes:
• Increase annually the percentage of students completing a college preparatory academic core and either an academic or a career and technical major.
• Increase the percent of students who receive timely extra help and assistance to meet core standards.
• Assist students to develop study skills, time management, and other “habits of success.”
ESSENTIAL QUESTION:
What problems exist at your school that you want your guidance and advisement program to address?
School data to consider:
• Completion rate
• Retention rate by grade level
• Increase in number of students taking higher level courses
• Disciplinary referrals (% of ISS, OSS)
• Attendance Rate
• Number of students participating in extra help
Current StatusPlace the number that best describes the degree to which the following indicators are in place.
1-Not Addressed 2-Planned 3-Early Stages of Implementation 4-Full Implementation
Students surveyed would say that they: 1 2 3 4
Received most help in planning a high school program of study before grade nine.
Participated in a parent-teacher-student conference to plan a high school program of study at least once a year.
Had an adult mentor or adviser at the school for all four years of high school.
Received information from someone at school about selecting and/or applying to college.
Spoke with or visited someone in a career to which they aspire.
Talked to someone from a college about going to college.
Talked at least once a year about my four-year high school plan with my parents or guardians.
Talked to a teacher or counselor individually about their plans for a career or further education after high school.
High School-Post High School Transition 1 2 3 4
The school works with a postsecondary institution to give most juniors a placement exam to determine which students are not ready for postsecondary study and uses the senior year to get them ready.
Teachers report that the school requires students performing below the state or national average on the ACT or SAT mathematics and verbal sections to take higher-level mathematics and English courses during the senior year.
Students report taking a mathematics course during the senior year.
Decreasing the percentage of students needing to take remedial or developmental courses in reading, language arts, writing or mathematics at the postsecondary level.
Students were often encouraged by counselors or teachers to take more challenging mathematics courses.
Students completed four courses (credits) in mathematics.
Students were often encouraged to take more challenging science courses.
YES NO
Is your school’s ACT or SAT composite below, at, or above the district level? Where are the gaps? In content areas? Among subgroups?
Are you aware of the remediation rate for your students who enter postsecondary institutions in your area? Where are the gaps?
What percent of the current seniors started at your school as freshmen?
Do obstacles exist that would hinder your school from addressing these problems?
Discuss this question with your team. List potential obstacles and provide suggestions on how to best address these obstacles.
ESSENTIAL QUESTION:
What conditions must be in place to have an effective guidance and advisement program to address?
Keys to Successful Implementation• A Stated Purpose• Teacher Buy-In• Supportive Administration• Thoughtful Organization• Relevant Advisory Program Curriculum• Size of Advisory Groups• Time• Ongoing Evaluation of the Program• Advisers Keep the Same Students for Three to Four Years• Professional Development
The Most Important Key to a Successful Advisement Program is:
Relationships
Relationship Building: What are the necessary ingredients?
Research Shows that Close Relationships with Teachers Matter
• Close personal relationships compliment success and are powerful motivators of student behavior. It is a teacher’s greatest tool for motivation.
• Student motivation to learn increases when they view teachers as personally interested in them.
Research Shows that Close Relationships with Teachers Matter
• Students are much more likely to have a clear focus on their future and a plan for getting there.
• Students improve their performance when they have a mentor who is keeping close track of their progress and providing more timely help with academic problems.
4 Signature Elements of Caring:
• Noticing students and checking into their well-being
• Making discussions relevant to students’ experiences
• Listening without judgment
• Inviting student to talk outside of class time Perez, 2000
Relationship Building Suggestions:
• Increase praise; decrease criticism
• Greet students cheerfully at the door by name.
• Show interest in their lives.
• Create opportunities for personal discussion.
• Send notes, cards, make phone calls to parents.
Relationship Building
• Organize non-academic extracurricular activities for students and teachers to participate in together.
At Your Tables, Brainstorm Activities That You Can Implement In Your Schools to Develop Relationship Building Between Advisers and Advisees
ESSENTIAL QUESTION:
What curriculum/activities must be developed to address problems and desired outcomes of your
advisement program?
Content Areas According to ASCA
1) Academic development
2) Career development
3) Personal-social development
© Sue Reynolds and Peggy LaTurno Hines, 2001 May be reproduced by educators with proper citations for educational purposes.
Academic Development• Standard A: Students will acquire the attitudes,
knowledge and skills contributing to effective learning in school and across the life span.
• Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college.
• Standard C. Students will understand the relationship of academics to the world of work and to life at home and in the community.
SUCCESS IN THE 21ST CENTURY
• Focus on postsecondary success, not college admissions• Take career exploration seriously – career direction
correlates with success• If one goal is economic security, then don’t confuse
education with occupational skills• For many students, technical colleges that can lead to a 4-
year degree are an excellent choice• 83% of workers with associate degrees earn the same annual
income as university grads
(Dr. Ken Gray, Penn State University)
If ALL students are expected to go to work, then ALL students are vocational students.
Career Development• Standard A: Students will acquire the skills to
investigate the world of work in relation to knowledge of self and to make informed career decisions.
• Standard B: Students will employ strategies to achieve future career success and satisfaction.
• Standard C: Students will understand the relationship between personal qualities, education and training and the world of work.
Awareness Exploration Active Inquiry
Confirma-tion
7th & 8th grade 9th & 10th grade 11th grade 12th grade
Self awareness and possible career pathways
Career Interest and Attitude Inventories
Investigate career pathways
Campus Visits
College and Career Planning
College and Career Planning
Internships, Apprenticeships, Dual enrollment
Field Trips, Guest Speakers
Job Shadowing Service Learning, Senior Projects
“Just as academic subjects are taught in a systematic manner throughout the curriculum, so must career development skills. For students to be able to think about tentative career plans with any kind of depth, they must have a foundation of career awareness and career exploration experiences. Career exploration is sandwiched between career awareness and career planning/preparation.”
Kelly Arrington, National Career Guidance News, Winter 2003-2004.
“There is an extensive body of evidence suggesting that informed career decisions are related to more success in education, in work and in life. Students who make such decisions are more likely to graduate from high school and to succeed in postsecondary education.”
Bridget Brown, National Career Guidance News, Winter, 2003-2004
Personal/Social Development
• Standard A: Students will acquire the attitudes, knowledge and interpersonal skills to help them understand and respect self and others.
• Standard B: Students will make decisions, set goals and take necessary action to achieve goals.
• Standard C: Students will understand safety and survival skills.
An Effective Advisement Program Should Teach the
“Habits of Success”Our schools may be failing at equipping students with those habits that will lead to success as members of the U.S. workforce. High school students and college graduates are deficient in many of the applied skills that employers consider very important.
Source: The Conference Board, Corporate Voices for Working Families, the Partnership for 21 st Century Skills and the Society for Human Resource Management.
Top-ranked skills that employers consider most important:
• Professionalism/Work Ethic
• Oral and Written Communications
• Teamwork/Collaboration
• Critical Thinking/Problem Solving
Habits of Success
• Habit1: Build and maintain productive relationships with peers and adults.
• Habit 2: Organize, manage time and develop study skills.
• Habit 3: Develop strong reading and writing skills.• Habit 4: Develop strong mathematics skills.• Habit 5: Set goals and make plans to reach them.• Habit 6: Learn how to access resources needed to
achieve goals.
ACTIVITY BALANCE
Group
Guidance
Individual
Guidance
Relationship
Building
GROUP GUIDANCE
• Engaging Activities
• Student-Led Projects
• The Adviser is seen as the “Coach”.
Individual Guidance Activities
• Goal Setting
• Monitoring Progress
• Active Support
• Active Listening
Relationship Building
• Informal
• Time for Discussion
• Trust Building
• Fun
A Good Advisement Lesson Plan Should Have:
• an objective (referenced to a standard)• A clear description of the lesson (activity)
(bulleted and scripted)• A list of materials needed • An evaluation
(Everything needed to facilitate the advisement should be delivered in one packet to the adviser.)
Advisement Lesson Plan
• Title of Lesson
• Grade Level
• Objective
• Activity Description
• Materials Needed
• Evaluation (for both students and advisers)
ESSENTIAL QUESTION:
What should be the role of an adviser in an effective guidance and advisement program?
Suggestions for the Role of Adviser
Role of the Adviser
• Primary Goal: To provide a supportive environment that
encourages the personal growth and development of all students by establishing a relationship with each advisee which is characterized by genuine concern and understanding.
Role of the Adviser:
• Implements the advisory program curriculum
• Assists students in registering for courses
• Has an annual meeting with parents and students to review their program of study
• Serves as a positive role model
Role of the Adviser(?)
• Serves as an advocate for advisees• Provides a nurturing environment which promotes
communication• Monitors academic progress of advisees• Talks with other teachers about setting up extra
help if needed• Fosters quality communication and relationships
between the school and the parents/guardians of advisees
Role of the Adviser (?)• Meets with parents once a year to review the student’s
four-year plan• Calls parents when students’ progress reports have
failing grades• Calls parents to check on extended absences• Calls parents to share good news/celebrate student
accomplishments• Keeps a Personal Parent Contact Log• Supervises grade-specific activities
– Attend Prom – Attend Graduation– Attend Welcome Party for incoming 9th graders
Monitoring provides a systematic and efficient way to connect disengaged students with immediate interventions.
Indicators of Risks to be Monitored
• Tardiness• Skipping• Absenteeism• Behavioral Referrals• Detention• In-School Suspension• Out-of-school Suspension• Failing classes/Behind in Credits
All students, regardless of risk, should receive basic interventions on at least a monthly basis. Intensive interventions should be implemented immediately for students exhibiting high risk.
Basic Interventions:
• Give students Regular Feedback about overall progress in school
• Discuss the Importance of Staying in School
At the Bronx Lab school in New York, each adviser is a student’s initial point of contact for a problem.
At Southside Jr. High School in Lebanon, Tennessee, each adviser is to build a relationship with their advisees.
At your table:
• Decide what specific duties should be assigned to an adviser.
How Can an Advisory Program Support Academic Rigor?
Key Findings from HSTW Research
• In the middle grades, teacher encouragement to do well and teacher assistance with planning a high school program were significant predictors of students doing their best in school.
• In high school, encouragement from teachers and counselors to take challenging courses and assistance in planning a high school program were significant predictors of positive student behavior.
The U.S. Chamber of Commerce has projected that 90% of the fastest-growing jobs will require some form of postsecondary education.
The ImpendingWorkforce Crisis
• Too few recent high school graduates meet college- and career-readiness standards.
The ImpendingWorkforce Crisis
• Too few students enter programs of study leading to high-demand, high-wage occupational specific jobs critical to the nation’s infrastructure.
Source: Gordon, Edward. The 2010 Meltdown, 2005.
The ImpendingWorkforce Crisis
• Too few postsecondary students complete an apprenticeship or earn an employer certification, associate’s degree or bachelor’s degree.
• Too many experienced workers are nearing retirement.
High-Wage, High-Growth in Occupational Specialties (2004-2014)
OccupationGrowth
RateAvg
$Education
Surgical Tech. 30% 34K Certificate
Sound Engr. Tech. 18 38K Certificate
Desktop Publishers 23 32K Certificate
Automotive Tech. 16 32K Certificate
Dental Hygienist 43 58K Associate
Paralegal 30 39K Associate
Environmental
Engineering Tech.24 39K Associate
Source: Bureau of Labor Statistics. Bulletin 2602.
High-Wage, High-Growth in STEM-Related Occupations
(2004-2014)
OccupationGrowth
RateAvg $ Education
Surgical Technologist 30% 34K Certificate
Dental Hygienist 43 58K Associate
Radiology Technician 23 43K Associate
Computer Systems Analyst
31 66K Bachelor
Environmental Engr. 30 66K Bachelor
Civil Engineer 17 64K Bachelor
Biochemist 21 70K DoctorateSource: Bureau of Labor Statistics. Bulletin 2602.
Recommendations
Set goals for guidance and advisement that include:– Motivating students to choose a difficult curriculum and
work hard– Helping students make sound academic choices that
maximize the opportunity to raise their achievement levels,
– Preparing students to move from one educational level to the other
How Do You Motivate Students to Take the Right Courses?
• Educate students and their parents about the level of education needed for today’s jobs.
• Educate students and their parents about what it takes to get into the postsecondary option of their choice.
• Provide an extra-help support system.
• Encourage students; believe in them.
Transcript Study:
• The single biggest predictor of college success is quality and intensity of high school curriculum.
• Cliff Adelman, Answers in the Tool Box, U.S. Department of Education.
Getting a four-year college degree depends a lot on how far you go in high school math
(American Educator – Spring, 2004)
0
10
20
30
40
50
60
70
80
Calculus
Pre Calculus
Trigonomety
Algebra II
Geometry
Algebra I
Calculus
Pre Calculus
Trigonometry
Algebra II
Geometry
Algebra I
Employers say…
“Even those students seeking a technical or vocational degree will need skills formerlyexpected only for a 4-year college degreeprogram.”
GREAT EXPECTATIONS: A REPORT ON EMPLOUER EXPECTATIONS IN INDIANA, 1999 (Indiana Education Information Center, Hudson Institute)
ACT says…
High schools students who plan to enter workforce training programs after they graduate need academic skills similar to those of college-bound students.
An ACT Policy Alert: Ready for College=Ready for Workforce
Training, 2006.
Students’ course taking patterns do not match their educational
aspirations.
• 43% of seniors report that they intend to go to a four-year college directly after high school
• Of those:
- 43% took fewer than 4 math classes
-57% took fewer than 4 science classes
Common Misperceptions
• “It’s better to take easier classes in high school and get better grades.”
• “My senior year in high school doesn’t matter.”
• “I don’t have to worry about my grades, or the kind of classes I take until my junior year.”
• “Community colleges don’t have academic standards.”
• “As many as half of all college students do not have adequate academic preparation and are required to take remedial courses.”
• “More than one quarter of the freshmen at 4-year colleges and nearly half of those at 2-year colleges do not even make it to their sophomore year.”
College Board
• Public 2-year colleges provide remedial course work for 42% of the entering freshmen.
• In 2000, the length of time in remediation has increased to 40% that average a year or more in remediation.
“Most college-bound students simply do not know which courses are necessary not just to enter college, but to begin credit-bearing work. One of the most common student misconceptions about college readiness is that meeting their high school graduation requirements will prepare them for college.”
Betraying the College Dream, by Venezia, Kirst and Antonio
WHAT IS THE GOAL?
• College Admissions or College Success?
• College Attendance or Graduation?
(Dr. Ken Gray, Penn State University)
Remind Students:
ALL DECISIONS YOU MAKE HAVE CONSEQUENCES
MAKE THE BEST
ONES YOU CAN
Information on the importance of the right curriculum, college requirements, and employment data must be a part of
the advisement curriculum.
How do we convince teachers that all students can take a more rigorous
curriculum?
EDUCATE!!!– professional study groups– Sharing research– Send to conferences, workshops– Send to schools that have had success
Questions to Consider:• What steps do you need to encourage more students to take
more rigorous courses?• How do you provide information that helps students to set
goals after high school? What information do you provide? When do you provide this information? How often? In what setting? Are parents included?
• What special guidance and advisement activities should be in place in your school to make sure students are taking courses consistent with their goals beyond high school?
ESSENTIAL QUESTION:
How can an advisement program increase parental involvement?
Parental Involvement – How Do We Get It?
Parental Involvement is the single greatest factor in
determining student success.
School practices that encourage parents to participate is the most important fact
in whether or not parents will participate. School attitudes and
actions were more important than the parents/ income, education level,
marital status, race or student grade level in predicting whether the parent
would be involved in the school.
….encouraging parents to stay in contact with teachers is a good start, but how can schools create real, workable opportunities for such contact? Publicizing teacher and counselor Internet addresses is little help to those who cannot afford home computers. Regularly-scheduled Open Houses and Back to School Nights are infrequent and moreover tend to be dominated by parents who already know all the right questions to ask and are not shy about asking them. Low-income parents may need other opportunities and other kinds of help in approaching teachers to find out what their kids need.
(Poverty, Parents & Higher Education: Executive Summary)
We need informed parents who will help their students make
the right choices.
Do you enjoy throwing money away?
Planning for the Future is very important
• What are your child’s plans after graduation?
• Is he/she taking the right courses to make those plans a reality?
Parents should be invited to at least one meeting a year to review their child’s program of study and course selection for next year.
Meet with Parents to Review Available Test Data
• Educational Progress Checks– National Tests (PSAT,
PLAN, SAT, ACT,
Iowa Test of Basic Skills, Stanford 9)
– ASSET
– Any State Tests
– Any District Tests
– Report Card
– Teacher Recommendations
• Educational Planning– Personal Career/Education Plan– 4-year Program of Study– Next Semester’s (Year’s) Schedule
Build in “Reality Checks” for Students and Parents
• Look at discrepancies:– goals and performance
– goals and course-taking patterns
How Do You Get Parents to Attend Annual Student-Adviser-Parent Meetings?
• Have an appointment
• Make the appointment meaningful
• Make the time convenient
• Student-led Conferences
Student-Led Conferences
• Talk with your school team about implementing student-led conferences at your school. Could they be easily implemented? What would be the main obstacles?
Invite Parents to Meet with Advisers During Other Times of the Year
• Beginning of the Year
• Pick up report cards
• Any other Open House events
Barriers to Parental Involvement:
• Cultural and Language Barriers
• Time Constraints
• Transportation
• Child Care
• Parents’ own educational experiences in school
• Parents feel they lack the educational background or skills needed to interact with teachers.
Recommendations to Improve Parental Involvement
1) Eliminate barriers• Cultural and language – Use a translator - a parent,
faculty member, or student• Time Constraints – Accommodate parents’ work
schedules• Transportation – Offer transportation, arrange carpools• Provide childcare, meals• Encourage family members to send a substitute family
member• Arrange meetings off campus
2. Adopt a philosophy that family and community engagement is a key component of your whole school
improvement plan.• Develop the capacity of school staff to work with families
and community members.
• Design staff development that: -- helps all staff recognize the advantages of school, family
and community connections. -- explores how trusting and respectful relationships with
families and community members are achieved. -- enhance school staff’s ability to work with diverse
families.
There are three basic commandments for involving
parents in their children’s education:
1) Connect the parents to their children rather than to the school.
2) Make the event and information meaningful to the parents.
3) Make the event workable for all parents in the community.
With families of high school students, offer this kind of support:
• Regular meetings with teachers and counselors to plan their children’s academic program.
• Information about program options, graduation requirements, test schedules, and postsecondary education options and how to plan for them.
• Explanations of courses students should take to be prepared for college or other postsecondary education.
• Information about financing postsecondary education and applying for financial aid.
Parental involvement is neither a quick fix nor a luxury; it is absolutely
fundamental to a healthy system of public education.
Questions to Consider
• What specific steps will you take to encourage more parental involvement in your school?
• How often will advisers meet with parents?
What will be the main topics at each session?
What obstacles will you have to overcome to get parents to meet with advisers? How will you address these obstacles?
The Use of Portfolios
• What is a Career Portfolio?
A lifelong student-managed collection of accomplishments that show progress toward career goals.
How Do Portfolios Benefit Students?
• Displays their strengths and abilities.
• Highlights their accomplishments.
• Assists them in planning for the future.
• Helps them select their courses more appropriately.
• Increases their self-esteem by showcasing their accomplishments.
How Can a Portfolio Be Presented?
• Binder (three-ring notebook)
• Scrapbook
• Legal Folder
• Computer Disk
When is the Portfolio Used?
• During Interviews
• Applying for Internships
• Applying for Scholarships
• Developing/Creating a Resume
• Preparing for the senior exit interview or a part of the senior project
Career Portfolio Components
• Introductiono Personal Information Sheeto Letter of Introduction
• Career Developmento Resumeo Application Information Sheeto Career Assessmentso Thank you Letter
Career Portfolio Components
• Job-related skills (internships, summer jobs, competency certificates)
• Academicso Transcript or Summary of Creditso Samples of Academic Work
Career Portfolio Components
• Evaluationso Jobso Letters of
Recommendations
• Achievementso Certificateso Awards/Recognitiono Extracurricular Activitieso Volunteer Service
• Self-Reflection
Best Practices for Guidance and Advisement
Best Practices• Specified purpose (s)• Thoughtful planning• An effective curriculum• Students develop postsecondary goals and a plan to achieve those goals
with the help of their parents and advisers• Yearly meeting of students, parents and adviser to review the past year
and plan for the upcoming year• Manageable advisory group size• Sufficient time to build relationships• Well-defined role of the adviser• Keep the same adviser all 4 years• Provide Staff Development for Advisers• An evaluation to determine if the advisement program is making a
difference
What type of Staff Development Should be Given to Advisers?
Suggested Topics for Staff Development
Academic Topics:• Contents of IGP• Tests and test interpretation (PLAN, ACT, PSAT,
SAT, ASVAB)• Graduation Requirements• How to calculate GPA• Registration and scheduling information• Student financial aid for postsecondary training• Academic expectations for vocational studies
Suggested Topics for Professional Development
Career Topics:• Knowledge of interest/aptitude inventories• Employability skills applying for a job interviewing resume writing communication skills
Suggested Topics for Professional Development
Career Topics:• Educational options college vocational-technical training military• Career clusters and the occupational outlook• Tech Prep/School-to-Work
Suggested Topics for Professional Development
Social/Personal Topics:• Effective listening skills• Substance abuse education/knowledge• Community resources/hotlines for crisis
assistance• Interacting positively with parents; how to
hold a parent conference• Awareness of cultural differences• Conflict intervention
© 1996-2003 American Student Achievement Institute http://asai.indstate.edu May be reproduced with proper citation for educational purposes.
We’d never dream of coaching basketball without keeping stats.
Stats tell us if our coaching is making a difference.
HOW WILL WE KNOW IF OUR
ADVISORY PROGRAM IS MAKING A
DIFFERENCE?
Schools Should Be Able to Answer Two Questions:
• Are students better off because they have participated in a guidance and advisement program?
• Can you prove it?
1. I can describe my personal learning style.
2. I can identify identified a career cluster that matches my interests.
3. I can use a conflict management model to to solve a problem between two friends.
A. YesB. Don’t KnowC. No
A. YesB. Don’t KnowC. No
A. YesB. Don’t KnowC. No
Pre- & Post- Survey
SCANTRON SURVEY FORM
Part 1: Self Knowledge Activities
Part 2: Exploration Activities
Part 3: Planning Activities (goals)
Part 4: Achievement Data
Part 5: Best Work
Part 6: Leadership
Part 7: Self-Management
Part 8: Team-Building
Part 9: Problem Solving
Guidance Portfolio
Behavioral Academic Career
Tardy Rate
Attendance Rate
% Having Discipline Referrals
% Suspended
% Expelled
Enrollment Patterns
% Completing All Homework
% Participating in Extra Help Programs
% Visiting Post HS Campus
% Taking PLAN and PSAT
% Participating Job Shadowing
% Conducting Information
Interview
% Participating in Internship
STUDENT CHOICE DATA
Student Choices
TASK 2004 2005
% Enrolling In Algebra 74%
% Having a course plan that aligns with their postsecondary plans 57%
% 10th taking the PLAN (pre ACT) 22%
% 11th grade taking the PSAT 28%
% 12th planning to continue education after high school 69%
100%
100%
91%
57%
82%
State Testing Programs
National Assessment of Educational Progress (NAEP)
Northwest Educational Assessment (NWEA)
Middle Grades Assessment (MGA)
End-of-Course Tests
% Passing Specific Courses or Subjects
% Passing Academic Core
ACADEMIC ACHIEVEMENT
Changes in Student Achievement
Data Field 2004 2005
% proficient on state test 54%
% passing Algebra in 9th grade 25%
% passing end-of-course tests 53%
% graduating 72%
% earning a 3 on an AP test 6%
56%
35%
58%
73%
10%
Evaluating Your Advisement Program
• Is your advisement evaluation telling you what you need to know?
• How can you improve your evaluation to get a clearer picture of the effectiveness of your advisement program?
“Young people in the ’90s have sky-high hopes but little grasp of how to fulfill their dreams.”
Schneider, B. and Stevenson, D. (1999). The Ambitious generation: America’s Teenagers motivated but directionless.
Linda Dove, Urban School Improvement
Consultant592 10th Street, NW
Atlanta, GA 30318-5790404-875-9211 ext [email protected]
www.sreb.orgSouthernRegionalEducationBoard
