Mountaineer Middle School

1. Mountaineer Middle School Advisor/Advisee Program By: Heather Lowman, David Melton, Andrew Samuels and Tina Smith

2. Rationale and Literature Citations Advisory Programs organize teacher-advisors, students, and parents in a three-way partnership in order to help middle level students cope with complex personal, emotional, academic, and social issues of life.

3. Rationale and Literature Citations Chris Stevenson’s book, Teaching Ten to Fourteen Year Olds, says that teacher based advisory programs are common in exemplary middle-level schools. He goes on to say that the purposes or rationale for such programs are as follows: To ensure that each student is known well at school by at least one adult who is that youngster’s advocate (the advisor), to guarantee that every student belongs to a peer group, to help every student find ways to be successful within the academic and social options the school provides, to promote communication and coordination between home and school (Stevenson, 2002, p.313).

4. Rationale and Literature Citations Advisories provide an atmosphere for mutual support, and building trusting relationships.“[M]any youth are already alienated or at least distrustful of adults in school. Yet, they suffer from lack of trusted adult guidance in virtually everything from learning how to succeed academically to the considerable risks of drug, alcohol, and sexual exploitation” (Stevenson, 2002, p.315)

5. Rationale and Literature Citations Advisory Programs are forums where a responsible caring adult can help adolescents learn to discuss their problems and learn to make good decisions for themselves. “Young adolescents are the targets of society’s often highly confused and mixed messages. Equally common are family circumstances that fail to either affirm the individual or provide solid guidance in the choices and decisions kids face. They need help – our help. I have found no better context for providing that kind of support at school than a well-conceived, conscientiously provided teacher advisory program.” (Stevenson, 2002, p.317).

6. Rationale and Literature Citations “A successful school for young adolescents is an inviting, supportive, and safe place – a joyful community that promotes in-depth learning and enhances students’ physical and emotional well-being. In such a school, human relationships are paramount” (33). According to the middle grades philosophy, “[e]ach student must have one adult in the school who assumes special responsibility for that student’s academic and personal development. This adult is a model of good character who is knowledgeable about the development of young adolescents, enjoys working with them, and easily comes to know students well as individuals” (35). “Advocacy is not a singular event or a period in the schedule, it is an attitude of caring that translates into actions, big and small, when adults respond to the needs of each young adolescent in their charge” (35). “Successful middle grades schools provide continuity of caring and support that extends not only throughout the day but throughout the entire middle level experience” (36). This We Believe. Westerville, Ohio: National Middle School Association, 2010. Print.

7. Goals and Objectives Advocacy: • Advisors committed to giving advisees attention and support • Advisors are active voices for student • Advisors guarantee each student belongs to a peer group • Advisors ensure each student is well known by at least one adult

8. Goals and Objectives Academic Guidance and Support: • Advisors continuously monitor advisee’s academic progress • Monitor progress through group and private discussions • Examine samples of school work • Help to clear up confusion or misunderstanding • Mediate problems with other teachers for advisees • Coordinate tutoring or peer help as needed • Advisor makes sure advisee doesn’t struggle academically for the lack of interest and attention from a responsible adult

9. Goals and Objectives Connections: • Advisory becomes an avenue for social connections • Advisory provides a smaller fraternal atmosphere • Provides opportunity and support for interaction for diverse personalities • Advisory is a safe haven in good times and bad-we’re there for each other • Make sure all advisees are recognized: birthdays, accomplishments, special occasions, etc. • Advocate for small groups of 10-12 when possible • Schedule daily advisory of at least 20-30 minutes

10. Goals and Objectives Communication: • Advisory is a three-way communications network • Advisors ensure communication occurs between student, school, parents • Advisors model good communications between other teachers and parents • Good communication begins in advisory between advisors and advisees Activities: • Promote interpersonal bonding by doing activities together • Provide community service as a group • Build relationships through fun activities • Schedule activities at regular intervals throughout the year

11. Goals and Objectives Administration: • Advisory can handle various administrative duties • Handle daily attendance recording, announcements, and legal forms • Receive medical excuses, and adjust students bus routes as necessary • Recite the Pledge of Allegiance Ownership: • Allow students to help plan activities • Allow students to help in administrative duties • Allow students to help coordinate community service projects • Participation and student input makes groups more purposeful and meaningful

12. Goals and Objectives Recognition: • Set aside time each meeting to recognize students progress/contributions • Recognize birthdays, progress in school work, sport activities • Model recognition among peers Citizenship: • Model good citizenship • Engage students in community affairs • Collaborate to do things for the public welfare • Advisors are active in the care, well being, and progress of all students.(Stevenson, 2002, p. 318-320)

13. Roles of the Advisor • Participate in Advisor/Advisee training and be dedicated to the advising process and its benefits. • First priority: to build relationships with students. • Create an atmosphere that expresses openness, care, acceptance, and safety. • Clearly state responsibilities of advisors and advisees. • Assist students with decision making skills. • Direct students to appropriate staff when needs arise. • Help students with difficulties with academics and suggest resources that will help. • Allow students to be fully involved with AA activities in planning and carrying out. • Monitor progress with career and educational goals that line up with the curriculum.

14. Logistical Design At Mountaineer Middle, the ideal ratio of advisees per advisor is 1:10. While this may not always be possible due to staffing constraints, the ratio will not exceed 1:12. Advisory will meet Monday through Friday from 8:00 until 8:30. Each Friday Advisory will enjoy an extended lunch period of 45 minutes in duration. Every advisee will meet privately with his/her advisor once monthly at a time that is compatible with both parties’ schedules.

15. Curriculum • Grade 6 Curriculum: • Introduction to Middle School • Community Building: • Bullying & Teasing • Understanding Differences • Conflict Resolution • Self-Discovery: • Six Pillars of Character- Trustworthiness, Respect, Responsibility, Fairness, Caring, and Citizenship • Goal-Setting • Time Management • Communication Skills • Wellness: • Substance Abuse Prevention • Peer Pressure • Stress Management

16. Curriculum Cont. • Grade 7 Curriculum: • Community Building: • Student Government • Conflict Resolution • Importance of Volunteering • Self-Discovery: • Six Pillars of Character- Trustworthiness, Respect, Responsibility, Fairness, Caring, and Citizenship • Learning Styles • Career Exploration • Wellness: • Substance Abuse Prevention • Sexuality Education • High Risk Behaviors • Peer Pressure • Media Influence • Relationships

17. Curriculum Cont. • Grade 8 Curriculum: • Getting Ready for High School • Community Building: • Student Government • Teamwork Activities • Volunteer Work • Self-Discovery: • Six Pillars of Character- Trustworthiness, Respect, Responsibility, Fairness, Caring, and Citizenship • Career Exploration • Developing a Self-Concept • Wellness: • Substance Abuse Education • Sexuality Education • Peer Pressure • Relationships

18. Process of Creating Activities • Schedule activities that are current and important to the students common interest. • Use consistent structure that allows all advisors to be uniform with each other. • Activities are themed based which allows for various interest that change on a weekly basis. • Since the allotted time for Advisor/Advisee is limited, activities must be previously organized, and set up to assure convenience to allow enough time to be successful.

19. Scheduled Activities • Day One: Career Day • Day Two: Game Day • Day Three: Hobbies Day • Day Four: Video/Media/Music Day • Day Five: Community Service and Adolescence Issues Day

20. Day One: Career Day • Exploration of various careers. • Students are to explore the various paths needed to gain the appropriate education or training for their intended career path. • Role playing and small group discussions for interested careers. • Speakers are occasionally scheduled to come give information and demonstrate their expertise. • Incorporate the importance of education.

21. Day Two: Game Day • Students will play various games. • Students will have occasions to create their own games. • Games will vary; examples: board games, outdoor exploration, taking walks, competitive sports such as basketball, volleyball, Frisbee etc. • Game trivia.

22. Day Three: Hobbies Day • Advisors will present various hobbies and give teachable presentations. • Materials are brought in to teach or demonstrate different hobbies. • Students will share their own hobbies and have the opportunity to present their hobbies. • Outside guests will be scheduled to expose students to new ideas and unusual hobbies. • Hobbies examples include calligraphy, fly fishing, Japanese alphabet writing, tennis, scrapbooking; etc.

23. Day Four: Video/Music/Media Day • Use 21st Century technology directed to the themed topic. • Watch videos that allow exploration for educational purposes. • Listen to music, play games, or give music quizzes. • Students can create multimedia presentations. • Students can be allowed to explore and learn about cell phone apps/technology.

24. Day Five: Community Service and Adolescence Issues Day • Community service can involve many various projects; examples: make cards for soldiers, raise money for charitable purpose, collect soup cans, school improvement, etc. • Address common issues that adolescents face. • Bring in guest speakers to speak about character traits and responsibilities. • Teach students about health issues faced by adolescence such as puberty, acne, suicide, drugs and alcohol.

25. Sources Cited • Stevenson, C. (2002). Teaching ten to fourteen year olds. (3 ed., p. 313-334). Boston: A Pearson Education Company. • Ed.D., D. A. (2010). This we believe. Westerville, Ohio: National Middle School Association.