Har-Ber High School Advisor’s Toolkit:
Har-Ber High School’s Mission: Empowering students through personalized education.
Har-Ber High School’s SLC Vision: To meet the learning needs of ALL students so they may achieve their career goals directly out of high school or after college.
Har-Ber High School’s Mission for Advisory:
Developing CATS to be productive citizens
How does Advisory support our School’s Mission and SLC Vision?
- Advisory is a means to personalize the high school experience for ALL students.
- Advisory will facilitate each student’s academic, career, and personal success.
- Advisory will foster meaningful relationships with and among students and with the community.
Advisory Principals by House: Advisory Counselors by House
ACDC: Dr. Paul Griep Jennifer Hatch
ACME: Patrick Scott David Clouse
HABIT: Margaret Robinson Colleen Foster
Meds: Dr. Jacob Hayward Jennifer Sugg
PHEdS: Curtis Gladden Tammy Cline
Advisory Committee Liaisons:
ACDC/Lead: Susan Colvin SColvin2@sdale.org
ACME: Elizabeth Phelps EPhelps@sdale.org
HABIT: Laurie Jennings LJennings@sdale.org
MEdS: Amy Johnson AJohnson2@sdale.org
PHEdS: William Combs WCombs@sdale.org
Counselor David Clouse DClouse@sdale.org
Counselor Jennifer Sugg JSugg@sdale.org
Counselor Colleen Foster CFoster@sdale.org
Counselor Jennifer Hatch JHatch@sdale.org
Strengths of Har-Ber High School’s Advisory Program:
- Provides academic monitoring of each student to ensure success.
- Promotes learning that places the student at the center.
- Ends invisibility/anonymity at HBHS.
- Empowers students to make informed secondary and post-secondary academic and career decisions.
- Facilitates active collaboration with parents and students.
- Builds a sense of community at HBHS.
Goals of HBHS Advisory Program:
- Each advisee will be known both personally and academically by his or her advisor.
- Advisors will be an advocate for each advisee and facilitate each student’s self-advocacy in their learning and career planning.
- Advisory will foster meaningful relationships with and among students and with the community.
SMART Goals of HBHS Advisory:
- There will be a 25% decrease in disciplinary referrals for the 2016-2017 school year.
- Average daily attendance for the building will increase by 1% during the 2016-2017 school year.
- The dropout rate will decrease by 5% for the 2016-2017 school year.
- The number of students with more than one “F” will decrease by 50% for the 2016-2017 school year.
- The number of students denied credit will decrease by 50% for the 2016-2017 school year.
- 100% of Har-Ber High School students will report they are known, both academically and personally, by their advisors.
Nature of Advisory Program:
To achieve the goals of HBHS Advisory Program, each advisor has the following specific responsibilities:
- Mentor and know each advisee, both academically and personally.
- Assist with academic planning, goal-setting, course selections, and career exploration.
- Provide advisees with access to professional support [counselors] as needed.
- Gather and process information on advisees and keep records as required.
- Consult with teachers, administrators, and counseling staff regarding advisees as needed.
- Serve as a contact between HBHS and home. Is another layer of support for the student.
- Since parents see each of their children as individuals and parents are a child’s first teachers, advisors will also contact each advisee’s parents in order to get to know and understand each student.
- The advisor will monitor each advisee’s attendance and grades and collaborate with the advisee and his or her parents as needed to ensure each advisee’s success.
- Advisors will document the contacts they make with parents.
- Advisors will have a minimum of 2 parent contacts for each advisee during the school year. If a student is at-risk of failing or losing credit, the advisor should support the student by reaching out to teacher to offer assistance and parents to inform.
- The advisor, in collaboration with the counselors, will facilitate the academic and career
planning for each advisee.
The advisor will assist with credit checks and academic advising, including students’ personal learning plans and course selection.
- The advisor will facilitate the development of the materials needed for student-led conferences and make efforts to inform parents of dates and times.
- The advisor will engage each advisee in using the information he or she learns to inform educational and career decisions.
- The advisor will provide struggling advisees with information about support services and will alert counselors and parents when appropriate.
- The advisor will implement the advisory activities on the date specified.
- Advisors are encouraged to create an advisory class on google drive.
- Advisors will assist students in joining the advisory class.
- Advisors will assist advisees in accessing Family Connections and other on-line activities and adding artifacts to their personal file.
- The advisor will attend advisory-related professional development.
- Advisory training will be offered as embedded professional development.
- Advisory training will be offered outside the school day for enriching professional development.
- Advisors will participate in faculty assessments of advisory.
A formal parent contact [one that counts toward the yearly minimum of two per advisee] includes emails, conferences, home visits, phone calls, and notes home.
The Role of an Advisor:
- The basic role of an advisor is to support each advisee’s growth as a learner in all aspects of his or her school life. An advisor gets to know the “whole” child. The advisor initiates and builds a relationship with each advisee.
- An advisor is an adult who serves as a mentor; a coach. The advisor models moral and ethical behavior. An advisor communicates regularly with each advisee regarding his or her academic progress, understanding of self and others, and attainment of personal and academic goals.
- An advisor serves as a school contact for each advisee’s parent.
The Role of School Nurses and Counselors in Advisory when students have needs:
- They serve as a contact for students with social, emotional, and physical needs. There are agencies in the community that provide support and assistance.
- They are looking forward to partnering with advisors to provide support for us and for our students.
The Role of an Advisor Compared to Other Roles?
- How are advisors different from teachers? An advisor’s focus is on his or her advisees, not subject area content and tests. An advisor does not have a lesson to prepare as a teacher does. Being an advisor involves a shift from teacher to collaborator.
- How are advisors different from counselors or other counseling professionals? An advisor is often the first person at school to notice that an advisee may need counseling. The advisor should contact the counselor if the advisor thinks a student may need psychological, professional or crisis counseling.
- How are advisors different from friends? Students consistently report they are less interested in having an advisor be their friend than having someone who believe in and supports them. Though the role of an advisor is less formal than that of a teacher, it is, nonetheless, a professional role. One can easily distinguish between personal and professional relationships by asking the question, “Who benefits from the relationship?”
Personal Relationships Professional Relationships
-mutual self-disclosure -limited purpose
-shared interests -boundaries around time and space
-dependence on each other -ethical and legal limits
-mutual benefit -advisee benefit
- The advisor is not a parent or a counselor/therapist. Students have a parent. The voice of an advisor is the “adult” voice, not the parent voice. We have counselors and OGC therapists available if a student shares a need or concern that requires more professional assistance.
Advisory meets Mondays and Wednesdays. Prime Time is on Tuesdays and Thursdays, and clubs meet on Fridays.
Assessment of HBHS Advisory Program:
Advisory assessment will occur at the following levels throughout the year and the results of the assessment will be shared with the faculty.
- Individual advisees will complete assessments
- Individual advisors will complete assessments
- Parents of advisees will complete assessments
We will assess and share results on various aspects of the advisory program, including:
a. Student-led conferences
b. Advisory activities
c. Progress toward our program’s SMART goals
d. Progress toward our goals in our advisory program
e. Time needed for advisory
f. Advisory professional development
g. Individual advisories
h. Advisory leadership
i. Overall program
- Student attendance in advisory is mandatory.
- Student participation in advisory is mandatory.
- Students who are truant are to be reported to the house administrator.
- Students who ultimately refuse to participate in advisory activities are to be referred to an administrator.
- During the first House meeting, advisors will need to partner with another advisor who has the same grade level. Make certain that at least one advisor in each group has access to a projector and a computer. Your classroom proximity should be a major factor in choosing your partner as well. Get your partner’s contact information so you can alert them when you are absent.
- Advisor’s Toolkit on the HBHS website
- Advisory page on the Har-Ber website
- Access to HAC, Dashboard and other on-line resources
- Naviance’s Family Connection
- Professional development on advisory
- Advisory activities for advisory days
- Advisory liaisons in each house. See list above.
- School nurses
- School counselors
- School administrators
The Win-Win of Advisory:
1. It is a class ALL students take. It is a class that ALL teachers facilitate.
2. The advisor facilitates each advisee in monitoring his or her attendance and grades. The advisor processes how each advisee is progressing and may communicate with the parents regarding their overall progress. The advisor may contact the parents of an advisee regarding attendance and grades in a particular class, after the advisor has communicated with the individual teacher.
3. Class time is not taken for activities that can be accomplished through advisory.
4. The social, emotional, and cognitive development of each student is addressed. The “whole” child is educated. We cannot effectively teach the cognitive child without addressing his or her social and emotional development as well.
5. Advisory maintains a focus on the student and not the subject content taught. Research shows that students who feel a connection to at least one adult at school are more engaged in academics and school activities.
6. Advisors report feeling satisfaction that comes from making a distinct difference in the lives of individual students. As educators retire from school, some recall some favorite lessons they won’t get to teach again, but their greatest sense of fulfillment comes from recalling the differences they made in adolescents’ lives.
7. Increased student success. Students’ attendance and grades improve. There is increased parental involvement.