VISIONPreparing each student for post-secondary success through a culture of excellence in:

•Challenging academics•Critical thinking•Purposeful collaboration•Applied innovation•Global stewardship

Challenging students and graduates to become informed, caring contributors.

HSD 2025: Graduate Learner Outcomes

•Foundational Content Areas

•Global Literacy

•Technology Literacy

•Entrepreneurial Learning

•Environmental Sustainability

•Thinking

•Life Skills

High School Learning of/for

the Future

Recommendations

High School Learning of/for the Future Research Study Team

Redefining how high schools go about the business of educating students is critical as we work to prepare each student for post-secondary success and challenge them to become informed, caring contributors who can meet the challenges of the 21st Century.

Barb Van Loenen – Board of Education

Mary Bowen-Eggebraaten – Superintendent

Sandi Kovatch – Learning Services

Peg Shoemaker – Staff Development

Ed Lucas – HS Administrative Rep.

Jim Dalluhn – MS Administrative Rep.

Susie Prather – Elem. Administrative Rep.

Nancy Toll – IT

Andy Haase – HS Arts

Chuck Bublitz – HS World Languages

Ed Johnson – HS Special Education

Jody Gabriel – HS Social Studies

Josh Halvorson – HS Science

Kim Powers – HS Language Arts

Melisa Hansen – HS School-to-Work

Steve Sollom – HS Mathematics

Sylvia Strom – HS Family & Consumer Ed.

Chris Berglund – HS Student

Tessa Bakken – HS Student

Liz Malanaphy – Parent

Brian Zelenak – Community Rep

Tom Brinsko – Community Rep.

Tracy Habisch-Ahlin – Facilitator/Communications

High School Learning of/for the Future Research Study Team Charge

• Research and analyze best practice high school models for learning with support 21st Century learning skills and the strategic vision of HSD 2025.

• Present High School of the Future recommendation(s) for organization and structure to the Board of Education for approval.

New Trier

Decatur Central HS

MN Zoo School

HSD 2025Strategic Vision

Graduate Learner Outcomes

High School of the Future

Advisories

SmallLearningComm.

Project-Based

Learning

Transitions

Advisories

Students with same Advisor all 4 years of HS

Assumes that classroom teachers who see students daily can be the first resource for students in matters of personal adjustment and academics.

Students and Advisors

Builds relationships:teacher to student and student to student

Parents and Advisors•Better communication about student learning needs and monitor academic progress•Inform each other of special concerns or changes

Advisors with Students &

Parents•Facilitates communication between school and family•Identify student interests and strengths•Assist in planning academic and personal goals

Transitions

Supported transitions into HS and out of HS

Senior Year Looks Different

•Greater autonomy•Service•Higher education

Freshmen support for adjusting academically and socially.

HIGH SCHOOL LEARNING

OF/FOR THE FUTURE

ADVISORIESADVISORIES

HSLF Advisory Team members:Chuck Bublitz* - co-chairWendy Langer* - co-chairLaurie Harmon - teacherErin Williamson - teacherSteve Sollom -teacherGerry Uchytil - teacherKelly Dufner - teacherKristin Nyquist – counselorDana Krahenbuhl - staffLucas Reidenbach - Ed. Asst.Liz Hovland - Middle School Ann Truhler - parent / HS support staffAlex Briesmeister - student (10th grade)Murphy Johnston - student (9th grade)Bridget Armbruster – parentSue Gherty - community member

Five Key Dimensions to a Successful Advisory Program:

• a stated purpose• thoughtful organization• relevant advisory program

content• ongoing assessment• strong leadership

The Education Alliance at Brown University

Purpose of Advisories:

• Create Connections • Facilitate Academic Success• Develop Mentors/Provide

Mentoring• Foster Character Building and

Personal Growth

Create Connections:

• Providing a “Home Base”• Small Groups• Frequent meetings• Diverse Single Grade Level Groups• Community involvement• Time for food, fun, celebration of

success academic and otherwise

Facilitate Academic Success:

• Four year Advisor/Advisee

relationship

• Frequent Progress ‘Check-in’s’

• Student ownership

• Student Driven Goal Setting

Develop Mentors / Provide Mentoring:

• In school & in the community

• Intentional design

• Freshman/Junior through

Sophomore/Senior (*Student Mentor Program)

Foster Personal Growth through Character Building:

• Intentional Design

• Positive Character Traits

• Healthy Choices

• Service to community

Structure:

• 20 students max

• Single grade

• Diversified by gender, GPA, special needs, etc.

• Stay together 4 yrs.

• For 25 minutes on full school days

• Consistent, dedicated space

Established Proven Curriculum:

• Meets the needs of the students, school; supports the purpose of Advisories.

• Create Connections • Facilitate Academic Success• Develop Mentors/Provide Mentoring• Foster Character Building and Personal Growth

• Common to all advisories • *Advisor has the flexibility to adapt the delivery of the curriculum

based on their advisor group.

• Organized around specific questions/themes/skills

• Curriculum Coordinator / Advisory Coordinator

• Role: Coach / Facilitator

• Certified staff

• Training and ongoing support will be provided

• Support through• Advisory Coordinator• Student Mentors• HS staff e.g.: Counselors, AODA Coordinator, Social Worker, Administration, Police Liaison Officer

• Community

Advisors:

We believe that everyone at the school should be accorded the respect of being known well, that the particular strengths and weaknesses, worries and hopes, of

each young person should be understood and accommodated.

Personalization is not just courtesy; it is the necessary condition for efficient and

effective teaching of each student.” (Sizer, 1992, p. 143)

In general, students who do not feel an attachment to school

personnel tend to have poorer attendance and to drop out more than students who perceive that

they are part of a supportive, caring school environment. (Whlage, Rutter, Smith, Lesko, & Fernandez 1989)

Teacher Schedule

Teach 5 classes

Prep

Advisory* or Resource**

Study Hall or Alt Assignment or *Follow-up on

Advisees ** Resource time examples:

Academic Labs (e.g. writing center, math tutoring, study groups)

AP support (e.g. APUSH critical reading sessions) PE Make-up, Test/quiz review, tutoring

4 Period Lunch Example (no study halls):

 1st Hour Eng 9

2nd Hour Eng 9

3rd Hour Prep

4th Hour Eng9 A Lunch (B Advisory/Mentorship)

B Lunch (A Advisory/Mentorship)

5th Hour C Lunch C Lunch (D Advisory/Mentorship)

D Advisory D Lunch (C Advisory/Mentorship)

6th Hour Eng9

7th Hour Eng9

3 Period Lunch Example:

1st Period Eng 92nd Period Eng 9

Advisory / Office Hours / Resource / other

3rd Period Prep4th Period Eng 9

5th Hour Class during AB, BC, AC A Lunch Eng 9B Lunch Eng 9C Lunch Lunch

6th Period Study Hall7th Period Eng 9

2011-2012 Goal: Implement Freshman Advisories

Work to be done:

• Secure volunteer advisors

• Finalize Advisory Proposal to the School Board

• Present Advisory Proposal to the School Board

*2014-15 all students will have an advisory

Exit slip:

1.What questions do you have about the Advisory Period?

2.Might you be interested in serving as an advisor?

3.If you don’t support the proposal, what is the main barrier for you?

4.What questions/concerns remain?