Sophomore Advocacy

Welcome to Advocacy!

Sophomore Students

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 25 minutes every Tuesday - Thursday.  These days are designed primarily for advocacy, guided reading and study time and to get help from teachers.  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.

What is Advocacy?

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.

What is a Presentation of Learning?

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 9th grade year, you will be completing projects in each of your classes. In late April or early May you will present a synopsis of one of those projects and demonstrate ways in which your work addressed at least three of the five 21st century 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.

Presentation of Learning Structure

  • Introduction
    • opening
    • introduce your project
    • explain the nature of your project
    • thesis: explain what you will teach through your presentation
  • Body
    • explain how your project addresses at least three of the 21st century skills
  • Conclusion
    • rephrase your thesis
    • summarize the main points of your presentation
    • describe your learning
    • give thanks to those who helped you throughout your project
    • deliver a final statement
  • Questions and Answers


Presentations are enhanced when you use supporting materials such as

  • visual aids
  • graphs
  • charts
  • posters
  • video clips
  • readings—references to research, places, or people
  • demonstrations

Required Components

Presentations must include

  • a 7-10 minute duration
  • demonstration of at least three (3) of the 21st century skills
  • digital media
  • reflection
  • professional attire
  • an audience: Advocacy peers, advocate, and one invited adult
  • a first draft completed by April 15.


Advocacy Credit/Grading

Your credit for Advocacy depends on your completion of requirements for each of your four years. In order to receive a ¼ credit for your Sophomore year in Advocacy, you will:

Presentation of Learning


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


  • 25% Naviance
  • 25% ACT Prep
  • 10% Goal Setting around ACT data

Naviance Curriculum*

ACT Test Preparation

  • ACT publications (like the Black Book) to help prepare their students
  • Learn and practice ACT strategies
  • Assess using Illuminate

Goal Setting

  • Students can complete this task in Naviance (About Me/Goals) and teachers can determine how they want to set this up.

Aug. -

Sept.- Set yearly ACT and academic goals, begin ACT prep by gaining baseline data

Oct. -

Nov. -

Dec. -

Jan. -

Feb. -

March -

April -



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.