Advocacy is a multi-faceted program designed to provide students with advocacy, study help, skill development and avenues to create a reflective presentation of their learning. Groups are arranged by grade level and stay together for their four years at Evanston High School. giving students time to confer with their advocates and prepare for presentations of learning. Advocacy meets for 35 minutes every Monday-Friday. Monday is designed primarily for advocacy, Tuesday, Thursday and Friday are designed for guided reading and Wednesday is for study time and to get help from teachers. On Monday, Students focus on:
acquiring knowledge and skills
reflecting on that acquisition
expressing that reflection
In short, Advocacy is designed to help students become more creative and self-directed in their learning and to give them more opportunities to publicly demonstrate that learning in order to prepare themselves to become more effective in the realms of citizenship, interpersonal relationships, and personal development.
The Evanston High School faculty and administration believe that each student should form a professional relationship with at least one adult in the school. One such opportunity exists within Advocacy as students are assigned to advocates who meet with them on a weekly basis. Part of the advocate’s responsibilities involves keeping track of each student’s academic and attendance records and advising those students toward success. Advocates also provide their students with opportunities to discuss school issues on individual and group bases.
Because we expect EHS students to articulate their learning, each academic year ends with a presentation of learning, a public sharing of a project and its connection to 21st century skills. During your 11th grade year, you will begin the process of having your senior project ideas approved. In late April or early May you will present a synopsis of your senior project idea to your class and Advocacy teacher for approval. Remember that the senior project is a capstone project where you will demonstrate your skills learned throughout your k-12 education. Special attention will be placed upon the following skills:
21st Century Themes
Core Subjects Skills
Learning and Innovation Skills
Information, Media, and Technology Skills
Life and Career Skills
Evanston High School expects its students to become independent learners. This approach not only involves accomplishment but also reflection on that achievement. Students who can explain their learning truly own it--your presentation of learning is your opportunity to do that.
Presentations are enhanced when you use supporting materials such as
Presentations must include
Your credit for Advocacy depends on your completion of requirements for each of your four years. In order to receive a ¼ credit for the Junior year in Advocacy, you will:
Presentation of Learning
Students are required to give a presentation on their learning. This could be a presentation from another class or a chosen topic.
Teachers need to help guide this process with checkpoints throughout the school year.
Dec. - determine topic of presentation
Jan. - checkpoint
Feb. - checkpoint
March - checkpoint
April - Present
Participation in Class
ACT Test Preparation
Sept.- Set yearly ACT and academic goals, begin ACT prep by gaining baseline data
April - Proposal letters due
You will receive a pass/fail grade for Advocacy, with 70% as the minimum score for passing.
Because we value attendance for all classes, attendance for Advocacy is treated the same as it is for all other classes. Absences do not affect your grade, but they can affect your credit. If you exceed four (4) non-school-excused absences you are in danger of losing credit and will enter into the appeals process. By school policy, when Advocacy students reach their fifth non-school-excused absence, their advocates report the situation to Mr. Kohler.