 


The Trials and
Tribulations of
July 28th
Building , 2008
a
Successful
KIPP School Summit
Program
Alison Cumbley
 Please Do Now:
•You have each been given a card with a
sticker on it.
•Silently, find the rest of the people who
have the same sticker as you.
•Once you have found your group, find a
place where you can sit together.
•Discuss the following:
•What are three questions you would like
to discuss during this session?
Do Now
 Checking In
•My name is _______________ and I am
checking in.
•I __________________ at ______________, a
position I have held for ___________________.
•My main interests are ____________,
_____________, and _________________
•One fact people might not know about me
is _________.
•My name is ________________ and I am in.
Checking In
 Remember…
•Think back to your own
adolescence.
•Who were the adults that
influenced you the most?
•Share with your group

Discuss
 Why Advisory?
SUCCESSFUL SCHOOLS EXHIBIT:
•High Expectations
•High Quality Instruction
•Engaged Students
•Extra Time
•Relationships between adults and
students
Why?
 Meaningful Relationships
Each student should have at least one adult
who:
2) knows the student
3) values education
4) understands educational / career
development
4) has knowledge of the educational system
5) meets regularly with the student for
advising
Aims:
-Guidance -Individual advising
-Goal setting -Relationship
building
Intro
How Do We Get There? Stage One

Awareness Building
2) How will you introduce the concept of
Advisor-Advisee programs to your faculty?
3) What resistance do you think you’ll
encounter
4) How will you address that resistance? Who
will do this? By when?
5) What individuals do you need to talk to
individually for permission or to bring them
on board? Who will talk to them? By
when?
Stage 1
How Do We Get There? Stage 2
Interest
2) What are our core convictions?
• The beliefs we hold in our hearts ❤ about
students, learning, and education.
3) How will these core convictions guide us in
developing our program?
4) How will we present these to the staff?
Who will do this? By when?
5) What individuals do you need to talk to
individually for permission or to bring them
on board? Who will talk to them? By
when?
Stage 2
How Do We Get There? Stage 3
Preparation
2) Choose a coordinator
3) Identify members of an Advisory Council
4) Who should be brought on board (interest
based)
5) Who should be brought on board
(strategically)
6) What are the questions this council needs
to address?
1) Logistics
2) Foundation
3) Curriculum
Stage 3
4) Professional Development
How Do We Get There? Stage 3
How often Twice per week

Duration 40 minutes

Group size 10-15

Group make-up Homogeneous

Grade levels Single grade

Yes (same group – 4
Looping
years)
Facilitators Teachers, counselors

Stage 3
How Do We Get There? Stage 3
Foundation - 6 types
2)Advocacy
3)Community
4)Skills-based
5)Invigorative
6)Academic
7)Administrative
• (Or a combination of 2-3)

Stage 3
How Do We Get There? Stage 3
From Foundation to Curriculum
2)Identify what needs to be taught
3)School calendar
4)What is logical / When is it
logical?
5)How do we best teach it?
6)What do we need to best teach
it?
7)What support do Advisors need to
Stage 3
be successful?
How Do We Get There? Stage 3
• Advisors must:
2) Understand their own leadership style
3) Be aware of the stages of group process
4) Remind students of ground rules
5) Ask open ended questions
6) Allow students the right to not participate
7) Avoid judging
8) Relax and let group process evolve
9) Model behaviors wished to be exhibited
10)Know when to step in and when to step back
11)Offer verbal support when needed
12)Handle conflicts immediately and with honesty
13)Pay attention to individual while monitoring group

Stage 3
How Do We Get There? Stage 4
Real World Try Out – One at a
time
• Begin with one grade level
• Assess throughout the year
• Reflect at the end of the year
• Restructure

Stage 4
How Do We Get There? Stage 5
Acceptance and Application
• Once the kinks have been worked
out, you can roll out the school-
wide program
• Continuing support
• Continuing reflection and
restructuring to suit the changing
needs of your students and staff
Stage 5
The Cycle of Group Development
Celebrating Fun Activities
Success Preaffiliation

Termination Power and

Control
Redirect conflict
Group Problem
Solving
Share in Common

Differentiation Intimacy

Cycle
 Group Development
I. Preaffiliation
• Personal Shield
• Developing Norms
• Developing a group flag or logo, name
• Listening Skills
• Team building activities

II. Power and Control

• Designing “I” messages
• Two opinions to share
• A time when I succeeded against all odds

Stages
 Group Development
III. Intimacy
• What I enjoy about this group
• Trust walk
• Life sharing activities

IV. Differentiation
• Group collages
• Challenges with other groups in competitions
• Problem solving experiences

III. Termination
• Symbolic gifts and ceremony
• Self-reflections

Stages
 A Daily Schedule
I. Opening Ritual (moment of
silence, poem, cheer, quote,
full ritual)
II.Share out circle
III. Fire-fighting (on as-needed
basis)
IV. Building Block
Agenda
V. Closing