WEBVTT

00:00:00.166 --> 00:00:08.896
[Music] Welcome to the overview
on assigning adult advocates.

00:00:10.046 --> 00:00:10.526
Jason is struggling.

00:00:10.776 --> 00:00:11.876
His grades are down.

00:00:12.196 --> 00:00:14.256
He's having problems
with other students,

00:00:14.556 --> 00:00:17.406
and issues at home seem
far more real and pressing

00:00:17.406 --> 00:00:18.926
than homework and exams.

00:00:19.656 --> 00:00:21.806
His teachers know he's
struggling and try

00:00:21.806 --> 00:00:25.026
to encourage him but don't
have enough time to mentor him.

00:00:25.696 --> 00:00:29.136
Jason is longing to feel
accepted by peers and adults.

00:00:29.536 --> 00:00:32.036
He needs someone to
talk to, but whom?

00:00:32.856 --> 00:00:36.236
Jason, and others like him,
would benefit from the guidance

00:00:36.296 --> 00:00:38.186
and support of an
adult advocate.

00:00:38.186 --> 00:00:42.546
An adult advocate is someone who
meets regularly with students

00:00:42.706 --> 00:00:46.096
to discuss and assist with
their academic and social needs.

00:00:46.736 --> 00:00:49.386
They act as a bridge
between the student and his

00:00:49.386 --> 00:00:51.096
or her parents and the school.

00:00:51.956 --> 00:00:54.076
Through this coordination
and support,

00:00:54.386 --> 00:00:57.086
advocates help struggling
students navigate

00:00:57.086 --> 00:00:58.556
through middle and high school.

00:00:59.106 --> 00:01:01.266
Advocates offer guidance
for academic

00:01:01.266 --> 00:01:04.366
and behavioral improvement,
direct students and families

00:01:04.366 --> 00:01:07.636
to resources, and model
behaviors and practices

00:01:07.636 --> 00:01:09.496
that can help students
to succeed.

00:01:10.066 --> 00:01:13.216
But more importantly,
advocates create trusting

00:01:13.216 --> 00:01:15.806
and caring relationships
and provide students

00:01:15.806 --> 00:01:18.356
with the emotional support
they need to feel accepted

00:01:18.356 --> 00:01:20.216
and special just
the way they are.

00:01:20.876 --> 00:01:23.296
The results of this
supportive, consistent,

00:01:23.296 --> 00:01:25.656
and individualized
connection are clear.

00:01:26.336 --> 00:01:29.736
Research shows that struggling
students who form relationships

00:01:29.736 --> 00:01:33.316
with adult advocates earn more
credits toward graduation,

00:01:33.566 --> 00:01:36.986
have better attendance records,
improve their communication

00:01:36.986 --> 00:01:41.376
and social skills, and progress
academically at a greater pace

00:01:41.376 --> 00:01:42.496
than those that don't.

00:01:43.056 --> 00:01:45.856
Advocates can have a
powerful impact on students,

00:01:46.386 --> 00:01:47.386
but where do you find them?

00:01:48.706 --> 00:01:51.826
Advocates can come from
outside or inside the school.

00:01:52.476 --> 00:01:55.156
Within the school,
counselors, teachers,

00:01:55.156 --> 00:01:57.746
and school administrators
can serve as advocates.

00:01:58.326 --> 00:02:01.106
They have the advantage of
understanding the school system

00:02:01.416 --> 00:02:04.226
and being better able
to negotiate adjustments

00:02:04.226 --> 00:02:07.266
with the school system to
accommodate the students' needs.

00:02:07.926 --> 00:02:10.356
The intensity and kind of
training they would need

00:02:10.356 --> 00:02:13.306
for their role may vary
depending on the severity

00:02:13.306 --> 00:02:14.546
of the students' problems.

00:02:14.996 --> 00:02:18.226
However, because school staff
may not always have the time

00:02:18.226 --> 00:02:20.086
for training and for
frequent meetings

00:02:20.086 --> 00:02:21.316
with the neediest students,

00:02:21.746 --> 00:02:23.536
members of the surrounding
community,

00:02:23.656 --> 00:02:24.736
trained professionals,

00:02:24.736 --> 00:02:27.916
and social workers can also
be effective in this role.

00:02:28.536 --> 00:02:30.506
Whoever fills the
role of advocate,

00:02:30.776 --> 00:02:32.576
they should have a
base of operations

00:02:32.576 --> 00:02:35.846
on the school grounds,
making them easily accessible

00:02:35.996 --> 00:02:38.356
and reinforcing their
connection with the school.

00:02:39.496 --> 00:02:41.296
They should also
have time to spend

00:02:41.296 --> 00:02:43.126
with each student
they are working with.

00:02:43.536 --> 00:02:46.086
No advocate should ever
have a caseload of more

00:02:46.086 --> 00:02:47.666
than fifteen students.

00:02:48.466 --> 00:02:49.836
In selecting advocates,

00:02:50.006 --> 00:02:52.356
there are certain
characteristics to keep in mind.

00:02:53.416 --> 00:02:57.236
First, relevant training,
cultural understanding,

00:02:57.426 --> 00:03:00.496
and experience in helping
students solve similar problems

00:03:00.756 --> 00:03:03.146
are required qualifications
of an advocate.

00:03:04.216 --> 00:03:07.266
Secondly, advocates
need to truly believe

00:03:07.266 --> 00:03:10.106
that all students can
succeed and be willing

00:03:10.106 --> 00:03:11.876
to accept students as they are.

00:03:12.956 --> 00:03:16.686
Also, advocates need to be
able to work collaboratively.

00:03:17.266 --> 00:03:20.246
They will often need to work
not only with the student

00:03:20.576 --> 00:03:24.096
but with teachers, school
staff, and families as well.

00:03:24.986 --> 00:03:29.066
Lastly, advocacy takes time
under the best of circumstances,

00:03:29.406 --> 00:03:32.966
and students may be resistant
to the idea of receiving aid

00:03:32.966 --> 00:03:36.156
from an adult, whether
it is a mentor, monitor,

00:03:36.536 --> 00:03:38.266
counselor, or advocate.

00:03:38.606 --> 00:03:40.846
Persistence is therefore
essential.

00:03:41.546 --> 00:03:44.016
Advocates should receive
training on how to work

00:03:44.016 --> 00:03:47.486
with students, parents, and
staff to address a variety

00:03:47.486 --> 00:03:50.596
of problems ranging from
transportation to study skills

00:03:50.796 --> 00:03:52.206
to interactions with peers.

00:03:52.996 --> 00:03:55.446
They should be shown how
to monitor attendance

00:03:55.446 --> 00:03:59.496
and use multiple sources of data
to establish realistic goals

00:03:59.596 --> 00:04:01.606
and improvement plans
for their students.

00:04:02.526 --> 00:04:06.346
Also, advocates should be
aware of how to find resources

00:04:06.496 --> 00:04:10.076
to help students meet their
postsecondary and career goals.

00:04:10.676 --> 00:04:14.066
To help students gain confidence
in their ability to succeed,

00:04:14.516 --> 00:04:17.995
advocates should negotiate
realistic expectations

00:04:17.995 --> 00:04:20.166
and flexible policies
with school staff.

00:04:21.086 --> 00:04:24.106
Effective advocacy relies
not only on the skills

00:04:24.106 --> 00:04:26.076
and characteristics
of the advocate

00:04:26.506 --> 00:04:29.206
but on the environment
created by the school itself.

00:04:29.796 --> 00:04:32.856
School administrators should
facilitate regular meetings

00:04:32.856 --> 00:04:36.556
between advocates and students
by providing ample opportunities

00:04:36.786 --> 00:04:38.766
and sufficient time
for the advocate

00:04:38.766 --> 00:04:39.876
and the student to connect.

00:04:40.756 --> 00:04:44.856
For example, administrators
may reallocate daily schedules

00:04:44.856 --> 00:04:48.626
to provide a specific period for
adult advocates-student meetings

00:04:48.626 --> 00:04:52.036
to occur or require meetings
to occur during breaks

00:04:52.036 --> 00:04:55.806
within the school day, such
as lunch or advisory periods.

00:04:57.016 --> 00:04:59.676
It's vital that school
administrators clearly

00:04:59.676 --> 00:05:03.036
communicate the role of the
advocates to instructional staff

00:05:03.036 --> 00:05:06.576
and parents, otherwise
misunderstandings may arise

00:05:06.576 --> 00:05:09.236
about the role that advocates
play in student life.

00:05:10.086 --> 00:05:13.716
Without clear communication and
support from the administration,

00:05:14.016 --> 00:05:16.916
advocates may find their
efforts blocked from within.

00:05:17.436 --> 00:05:19.676
Finally, accurately identifying

00:05:19.676 --> 00:05:23.356
which students actually need
intervention can greatly ease

00:05:23.356 --> 00:05:25.346
the burden on the
school's support system.

00:05:25.956 --> 00:05:29.316
Proper use of a comprehensive
data system can greatly help

00:05:29.316 --> 00:05:32.466
with this, and a personalized
learning environment can reduce

00:05:32.466 --> 00:05:33.486
the number of students

00:05:33.486 --> 00:05:35.706
who actually need this
level of attention.

00:05:36.286 --> 00:05:38.736
As for Jason, he's
still in school

00:05:38.736 --> 00:05:40.896
and meeting twice a
week with Mr. Schirmer.

00:05:41.386 --> 00:05:44.556
They had a rocky couple of
weeks, but Jason's doing better

00:05:44.556 --> 00:05:47.946
in class now and is finding some
better ways to deal with issues

00:05:47.946 --> 00:05:49.956
at home and with other
students at school.

00:05:50.626 --> 00:05:53.826
He doesn't feel quite so
alone, and school has changed

00:05:53.826 --> 00:05:57.066
from an unwanted distraction
to the place where he goes

00:05:57.066 --> 00:05:58.466
to get the help he needs.

00:06:00.046 --> 00:06:02.326
[Music] To learn more about
assigning adult advocates

00:06:02.326 --> 00:06:04.296
to students at risk
of dropping out,

00:06:04.296 --> 00:06:06.776
please explore the
additional resources

00:06:06.776 --> 00:06:08.816
on the Doing What Works website.