Developing, Organizing and
Maintaining High School Advisory
Programs
Workshop Session V
1:15 – 2:10 p.m.

Presenters
Arthur G. McCann, Ph.D.,
Chair of Graduate Counseling Department
Director of School Counseling Program at
Mercy College
Robert G. Stevenson, Ed.D.,
Associate Professor of Graduate
Counseling Department at Mercy College

1.Warm up Activity
Presentation Objectives
To review reasons for developing an Advisory Program
To discuss the unexpected benefits of Advisory Programs
To explain the components of Advisory Programs at two different schools, River Dell, NJ and Great Neck, NY
To review the developmental history of the two programs
To examine the impact of an Advisory Program on students
To explore how the experiences of these two programs could suggest possibilities for other schools

• To personalize the high school
• To create a safe space
• To earn the trust of the community
• To build in an advocate for every student
• To develop positive student leadership
• To encourage faculty to get to know a diverse group of students in ways they might not otherwise, even if they were in their class(es).
• To encourage greater student involvement in the positive extracurricular life of the school.
• To create a structure for the discussion of important school issues
• To foster a healthy acclimation to school
• To cultivate an atmosphere that supports academic achievement
• To proactively identify and support positive school behavior.

Unexpected Benefits of an Advisory Program
• There was stronger bonding among students from all parts of the school community.
• The impact of he Advisory Program extended beyond the school to families and to the community.
– There were three referrals of parents by students.
• The school and the peer leaders came to be seen as a “support system” (even by students who had previously had little use for school and felt isolated or ignored).

Brief Outline of the Two Advisory
Programs at Great Neck North
• There are two separate advisory programs at Great
Neck North H.S., one serving the ninth grade and the other serving the tenth. Each grade is divided into twenty groups of approximately twelve students. Each group is lead by a team consisting of one faculty member and a pair of peer leaders. Peer leaders receive ongoing training in communication and group leadership skills and prepared for their weekly group sessions in a required class taught by members of the
PPT and Health Department. At present there are 40 faculty advisors, 100 peer leaders, and 7 peer leadership course instructors who are supporting two advisory programs that serve more than 450 students.

History of the Development of the
First Advisory Program at North
• Establishing a faculty committee to spearhead efforts to get the program started
• Designing a model that meets school community needs
• Obtaining support from all constituencies/stakeholders
• Responding to resistance
• Obtaining Formal Approval and laying the groundwork for starting the first program.
• Managing logistical challenges and coping with growing pains.
• Responding to constructive criticism and program evaluation.

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The Decision about whether to expand the Advisory Program to include another grade
• Why create another advisory program?
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• Pros and cons to consider.

River Dell PLAN
(Peer Leader Assistance Network)
• Peer advisory programs are intended to give students an active role in linking students with school support services when needed.
• The student leaders have defined roles in assisting students who are coping with individual crises, and in the overall crisis response plans of the school community.
• Peer leaders take part in three 5 hour training sessions and are provided with group “support” sessions on a regular basis

Brief Outline of the Advisory Program at River Dell
• The advisory program at River Dell consists of one main group of peer leaders.
Beginning with the first year of the program, there were 60 students
(sophomores and juniors) who received training each year in a three year senior high school. Juniors were trained in the fall semester and sophomores in the spring. When the school changed to 4 years (grades 9-12) the number was increased to 80. That meant that the school community had about 20% of the student body trained and available for programs and service at any given time.
• Each group assigned a task is lead by a team consisting of between 5 and 10 peer leaders with 1-2 faculty advisors.
• Peer leaders receive ongoing training in communication and group leadership skills with meetings every other week and a monthly training session (often with outside presenters).
• The program was developed by a team of three faculty members (the school psychologist, a school counselor and a faculty member.
• The Peer leaders “listen” student concerns and, then help the student to utilize support services. They also have become the presenters for most of the school suicide awareness/prevention program (known as ASAP).

Unique features of these Advisory
Programs
• Sharing of advisory group leadership responsibilities among a faculty member and two or more peer leaders
• Selection and training of peer leaders
– Nomination by faculty, peers and self-nomination
• How advisory groups are composed
– Created on an ad hoc basis with numbers determined based on the task
• Bonding of Peer Leaders/Listeners

Different focuses of the two programs
• Great Neck North
– Ninth Grade Program
– Tenth Grade Program
• River Dell
– Focus first on students in grades 7 - 10
– Assist students in grades 11 - 12
– Take first position in running ASAP
(Adolescent Suicide Awareness Program)

The advisory programs’ effects on the school culture.
Great Neck North and River Dell
• Where it used to be.
• Where it is now.

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• Have you developed a new friendship this year as a result of your advisory group?
Yes
54%
No
46%
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• Have you gotten involved in extracurricular activities?
Yes
90%
No
10%
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• Have you gotten involved in any extracurricular activities either as a result of the activity fair in
September or as a result of a suggestion from your advisor or advisory group?
Yes
48%
No
52%

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• Has your advisor been able to offer suggestions on how to handle problems?
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• Yes
76%
No
23%
Sometimes
1%
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• How would you describe your relationship with your advisor?
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• 5
Very Close
11%
4
40%
3
Satisfactory
40%
2
7%
1
Not Good At All
2%
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• When you or other members of the group talk, do others pay attention?
Yes
82%
No
14%
Sometimes
4%

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• Do you feel your peer leader(s) played a helpful role in your advisory group?
Yes
85%
No
14%
Unsure
1%
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• Did you have any contact with your peer leader outside of the advisory group?
Yes
64%
No
36%
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• Would you consider being a peer leader, when you are a senior?
Yes
68%
No
30%
Unsure
2%

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• Overall, how would you evaluate your experience in advisory this year?
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• 5 4 3
• Very Good Satisfactory
20% 33% 36%
2
8%
1
Not Good At All
3%
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• Do you think the advisory program should be continued for next year?
Yes
84%
No
15%
Maybe
1%

Availability and discussion of complete syllabi for Great Neck North programs
• PEER LEADER MANUALS

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