Mrs. K. Thomas

    South Park High School

    Room 308


    Advisory 10

    Course Syllabus



    Contact Information: klthomas@buffaloschools.org


    New York State Standards for Career Development and Occupational Studies


    Standard CDOS1: Career Development


     Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future

     career decisions.


     Standard CDOS2: Integrated Learning


     Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.


    Standard CDOS3a: Universal Foundation Skills


     Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.


    Standard CDOS3b: Career Majors


     Students who choose a career major will acquire the career-specific technical knowledge/skills necessary to progress toward gainful employment,

     career advancement, and success in postsecondary programs.


    Advisory is a cross curricular course, and will therefore also cover a variety of the standards set for your core area classes.




                The purpose of an advisement program is to provide additional support to students ensuring a high-quality education for all students.  Establishing

    sustained teacher- student relationships will positively influence student achievement and motivation.  This course will also help students to draw

    real-world connections between what they are learning in school and their goals for beyond high school.


    ·        Teachers will serve in the capacity of a high school, career and college advisor with the assistance/ support of the guidance department.

    ·        Students will be assigned to advisory 3 days in a 6 day cycle.

    ·        Advisory activities will focus on literacy and numeracy across the curriculum, inquiry, and critical thinking.

    ·        You will create and maintain a portfolio aimed at enhancing your success in high school, preparing you for post secondary education, and to help you select a career.


    Goals as related to the Buffalo Public School 3 Year Academic Achievement Plan:

    o       Advisory students will improve their overall literacy- reading comprehension, writing and communication skills- as evidenced by their

     performance on the ISA Writing Assessments and their core area final  exams.

    o       Advisory students will demonstrate problem solving skills as evidenced by their performance on the ISA Math Assessments and Math final exam.

    o       Advisory students will develop a personal plan for graduation and beyond with the guidance of their Advisory teacher.



    1)      A Folder with pockets and clasps

    2)      A thin binder to serve as your portfolio- this will remain in the room at all times

    3)      Pens and Pencils

    4)      Loose leaf paper


    Course and Classroom Expectations:

    1)      Respect

    2)      Diligence


    The above include, but are not limited to:

    1.      Abiding by all rules established by the Buffalo Public School District and South Park High School.

    2.      Respecting each other, yourself, and any adult in the classroom with appropriate language and tone.

    3.      Respecting all materials and property in the room- this includes not writing on desks or in books.

    4.      Being prepared with all of your materials and ready to learn when the tardy bell rings.  (If not, you will be given a hall sweep!)

    5.      Absolutely no eating or drinking in the classroom.  It is difficult to speak eloquently with gum or food in your mouth.


    Portfolio:  Throughout the course of the year, students will develop a portfolio demonstrating their progress in literacy across curriculums,

    critical thinking, and career exploration.  Students will continue to build this portfolio each year until graduation.  During their senior year,

    students will be able to reflect on their growth and utilize the information in their portfolio to complete college and scholarship applications.


    Sophomore portfolio will include (at least): one persuasive essay (Letter to the scholarship committee), one critical writing piece,

    a letter to themselves- self reflection, a community inquiry project, a college inquiry project (including updated resume, teacher

    recommendation with reflection, application, and scholarship essay), a college visit reflection,  ISA assessments, and a Career Inquiry

    project (including Career Zone). 



    Team Membership

    Academic Skills

    Life Skills

    College and Educational Development

    Career Planning

    Personal Reflections on Academic Progress

    Community Inquiry

    ISA Assessments

    On Your Own/ Budget Inquiry Project Phase 2

    Persuasive College Writing

    Career Zone

    Goal Setting

    Anti-Crime Seminar

    Persuasive Writing

    Decision Making

    College Visits and Reflections


    A Letter to Themselves

    Conflict Resolution

    Analysis of Factual Text

    Determining the attributes that promote success

    College Inquiry Project

    Career Inquiry Project



    Critical Analysis of Text and Quotations


    Determining the value of secondary and post secondary education

    Career Portfolio



    Grading Policy:


    Advisory Rubric- The assessed components of Advisory will be attendance, participation, in class work, and the required portfolio.








    Student has missed more than 7 days of class over the course of a 10 week semester.

    Student has missed 5-7 days of class over the course of a 10 week semester.

    Student has missed 3-4 days of class over the course of a 10 week semester.

    Student has missed no more than 2 days of class over the course of a 10 week semester.


    As a community member

    Student rarely participates in class discussions or activities.  Often seems distracted or unwilling to work.

    Student occasionally participates in class.  Participation is more often passive and unfocused.

    Student can be observed passively participating in class tasks and discussions while occasionally contributing more actively.  Student works diligently most of the time.

    Student is an active participant in class- offers to share ideas during discussions, works well in cooperative groups, and is diligent when required to work on written tasks.


    Rarely completes work- has completed less than half of the assigned tasks.

    Has completed some (approximately ½) of the assigned tasks.

    Has successfully completed most of the assigned tasks (at least 75%).

    Has essentially completed all assigned tasks successfully (at least 90%).


    Required portfolio tasks are incomplete, may be unorganized and contain many grammatical errors.  Portfolio doesn’t demonstrate pride in work.

    Required portfolio tasks are complete but may be lacking in ideas, organization, and/or grammar.

    Required portfolio tasks are successfully completed.  Submissions are organized.  They may contain grammar mistakes that do not interfere with comprehension.

    All submissions are essentially complete and on time.  Any re-writes have been completed as well.  Portfolio appears professional in nature with few mistakes in conventions and organization.



    Conversion Chart For Use With The Advisory Rubric:


    Percentage Grade   

     Point Range 


     (14.5-16 pts)


    (14 pts.)


    (13.5 pts.)


     (12.5- 13 pts.)


    (12 pts.)


    (11.5 pts.)


    (11 pts.)


     (10-10.5 pts.)


    (9.5 pts.)


    (9 pts.)


     (8- 8.5 pts.)


     (less than 8 pts.)