For the Region 9 ESD
May 5, 2006
Getting Started/Where Are You Now?
Addressing the 9 Elements of Design
1. Goals and Outcomes
4. Content, theme, format
5. Advisor roles and expectations
6. Professional development
8. Materials and resources
9. Linking Advisory to other school programs
Bridging Design and Implementation: PR
To help students adjust, stay in school
To build a stronger learning community among
To increase students’ sense of belonging and
To provide needed academic advising,
To offer a place to work on Oregon’s new
graduation requirements or comprehensive
guidance and counseling goals
Why are you
Better coordination between home and
Finding ways for students to be
Students and staff connecting to one
another in a peer group fashion.
-National Middle School Association website
Your Design Team Must also Be a
Phase 1, “Building Buy-in”:
Conduct small, informal forums elevating awareness
of the weaknesses in your current structure
Update staff on design team work regularly at staff
Confer with the union and school board soon!
Phase 2, “The PR Campaign”:
Implement as design becomes clearer
Notify and explain to parents, students and your
Focus on the opportunity your advisory affords your
students and community
Goals & Group- Sched
Out- ing uling
Linking to other
Advisory School programs
1. Goals and Outcomes
Start with your mission
What goals could advisory have to help your building
better achieve that mission?
Consider your student population
What goals could advisory serve to help them be more
Common Goals Address
Interpersonal skill building
7/4/2012 Parental connections 9
What size best serves your goals?
Are you diving right in or rolling this out?
Which adults in your school can be advisors? #?
How many spaces for advisory exist?
How will you group students?
If content focused, use single grades
If school-community building, use cross-grades
How will you assign group members? Staff?
Will advisories loop?
Will groups stay with the same advisor?
What time arrangements can be made at your
What time arrangements best serve your goals?
When, first thing in the morning? Mid-day?
All held simultaneously?
What day(s) of the week?
What about a long block once per term?
4. Content Theme,
Given your goals and time structures:
What sorts of activities might be most effective?
What routines and formats should be
What are the expected learning outcomes for
Adjusting to school
Community building, promoting a positive climate
New diploma management
5. Advisor Roles & Expectations
How are advisors different from teachers, counselors, and
To what extent are advisors expected to follow a prescribed
Are specific outcomes expected, monitored?
What materials can advisors expect?
When and how will advisors be trained?
What will advisors’ role be:
In career/college planning?
In monitoring grad requirements?
What data will she need and where will she get it?
Who supervises? To what effect?
Can students become co-leaders?
6. Professional Development
Are staff skilled
Will they be comfortable
with the content?
How might you train
How might you prepare
Will students be accountable for attendance and
What sort of assessment rubric will you use?
Will advisors be accountable for their effective
Will advisors be required to log activities?
Where does the buck stop?
How will you measure your advisory program’s
8.Materials and Resources
To accomplish the preceding goals, what
materials and resources do you need?
Will you use a set curriculum?
Where will materials be stored and how will they
Might students supply some materials?
9. Linking Advisory to Other
Will your advisory be linked to
departments, teams, or other cornerstone?
Have you investigated how your goals fit
with other programs, services, and
How will info flow to advisors from
counselors and vice versa?
Might advisory connect with student
leadership or government?
Bridging Design with
Have them assess/identify priorities
Engage them in all steps of design and PR
Presenting to faculty
Show them the facts
Your local CC placement test/retention data
Get them involved and connected to the concept
Think of someone who advised you in your life and the impact
Describe a time you advised someone-what qualities did you offer?
Be positive, encouraging and listen!
Keep conversation from becoming polarized
Feel free to call:
Implementing a Senior
May 5, 2005
Susan Roudebush, Facilitator
Agenda for the Afternoon
Review Oregon’s diploma requirements
and the purpose of these
Review the Senior Portfolio Project Model
Introduce the Senior Portfolio Project
Student Manual and Instructor Supplement
Oregon’s New Diploma
To create K-12 schools that
enable each student to
demonstrate knowledge and
skills they will need for
n. Transition – passage
from one place, stage,
or subject to another. NEXT STEPS:
Middle High School Postsecondary Next Steps
moving purposefully toward
graduation and beyond.
Learning Education Plan
Elements of the Portfolio Project
1. Students complete planning activities,
worksheets, and reflections
2. Students plan and complete one CRLE and
3. Students plan and complete one EA and
4. Students evidence mastery of CRLS
5. Students assemble a resume, transcript, and
6. Students present portfolio and learning
Benefits of the Senior Portfolio Project
New diploma requirements can be met in
a year--or less
Resultant portfolio useful for college or job
Students finish with evidence of
accomplishments, skills, and abilities
Yields purposefulness and self-assurance
CIS My PLAN Activities Answer:
My strengths, talents, interests, and preferences…
What I learned from the career assessments I used…
My personal goals…
My career goals…
Preparation requirements for my goals…
High school courses I should consider…
My education plans after high school…
Activities that support my goals…
My plans for career-related learning and work…
What I learned about me and my goals from these
Reflections about my learning and achievements so
My action plan for this year…
My support network includes… 29
1. The Plan with:
• Specific learning objectives
• Targeted/evaluated CRLS
• Advisor assessment/corroboration
2. The CRLE
3. The Reflection with:
• Self-evaluation of learning
1. A plan with:
• Personal statement
• Project info/proposal
• Skills and knowledge
• Work plan/journal
• CRLS evaluation
2. An evaluation by student and mentor
3. A reflective essay addressing:
7/4/2012 • reflection 31
CRLS Student Evidence Guide
Assistance documenting CRLS amid
CRLE, EA and other experience
Sufficiency and proficiency assessments
Other Elements of Profile
Students use CIS to create resume
Students learn to secure good reference
letters amid project
Also included in portfolio
10 minute portfolio and experiential
Can be scored as a CRLE as well
Scoring tools included in manuals