As You Enter---

1. As You Enter--- Please place your “dot” on the continuum on the wall to indicate your level of knowledge about AVID.

2. AVID Advancement Via Individual Determination [L. avidus]: eager for knowledge

3. Every school has students “in the middle.” What are the characteristics of the middle students?

4. Look Familiar? (The Student in the Middle) • B, C, and D student • Falling short of their potential • Capable of completing rigorous curriculum • First in family to attend college • Historically underrepresented in 4-year colleges and universities • Economically disadvantaged

5. Who is in the Middle? • Think about students with whom you • have been associated that you consider • to be “in the middle.” • Jot down three or four names. • As we talk about AVID today, keep these • students in your mind.

6. The Mission of AVID • The mission of AVID is to ensure that ALL students, and most especially the least served students who are in the middle: • will succeed in rigorous curriculum; • will complete a rigorous college preparatory path; • will enter mainstream activities of the school; • will increase their enrollment in four-year colleges; and • will become educated and responsible participants and leaders in a democratic society. • AVID’s systemic approach is designed to support students and educators as they increase schoolwide/districtwide learning and performance.

7. What is AVID? • A structured, college preparatory system working directly with schools and districts • A direct support structure for first-generation college goers, grades 4-12 • A schoolwide approach to curriculum and rigor adopted by more than 3,500 middle schools and high schools in 45 states and 16 countries • A professional development program providing training throughout the U.S.

8. AVID Student Profile Students with Academic Potential • Average to High Test Scores • 2.0-3.5 GPA • College Potential with Support • Desire and Determination Meets One or More of these Criteria • First to Attend College • Historically Underserved in 4-year colleges • Low Income • Special Circumstances

9. The Crisis.. The Need AVID addresses a crisis in American society: Low income, minority students from families lacking a college background are not participating in college preparatory programs or reaching their full potential. AVID prepares these students for four-year college and university eligibility and success.

10. The Cycle of Low Expectations Low Expectations Poor Test Results Less Challenging Courses Low Level Assignments/ Instruction

11. National H.S. Graduation Rates Race and ethnic graduation rates based on the Urban Institute’s Cumulative Promotion Index. Disability graduation rate is from National Council on Disability, 24th Annual Report to Congress. Source: Realize the Dream, National Report Card on Education and Equal Opportunity, accessed 1/23/08: http://realizethedream.civilrights.org/scorecards/national.cfm

12. Academic Preparation Academically well-prepared students are likely to graduate from college regardless of their social background. Unprepared students of all backgrounds are not likely to do so. Clifford Adelman, The Toolbox Revisited, U.S. Department of Education, 2006. American Educator, 2004

13. The Reality... Nearly 75% of high school graduates enter colleges, but only 12% of these students have completed a significant college-prep curriculum.* Consequences: High percentages of students requiring remediation (50% of college freshmen in Texas—2007) Low bachelor’s degree completion rates Source: Kati Haycock, “Closing the Achievement Gap,” Educational Leadership.

14. AVID: Collaborative Support for the Success of Students Colleges and Universities AVID Support Staff Community Parents AVID Coordinator (AVID Elective Teacher) Student Administration Tutors Subject Area Teachers Counselors

15. AVID Program Components • Classroom curriculum • Academic instruction • Instructional tools • Tutorial support • Student connections • Professional development

16. AVID Program Components– Classroom Curriculum (Secondary) Daily or Block* Schedule • Curriculum for the AVID elective class includes: • Writing Curriculum • College and Careers • Strategies for Success

17. AVID Program Components– Classroom Curriculum(Elementary) • Embedded sequential academic skills program in non-elective, multi-subject, self-contained classrooms across entire grade levels • 1st Year Focus: Student success skills and organizational tools • 2nd Year Focus: Lessons on writing, inquiry, collaboration, organization, and reading • Foundational program for grades 4-6 that feed into certified AVID Elective programs at middle and high school levels

18. AVID Program Components–Academic Instruction • WICR • Writing to learn • Analytical writing strategies and focus lessons • Inquiry • Critical thinking strategies and processes • Collaboration • Collaborative study groups in subject-specific groups and in tutorials • Reading to learn • Comprehension and processing strategies • Study Skills

19. AVID Program Components– Instructional Tools Cornell note taking Planners/time management Binders/organizational skills Test-taking skills Inquiry methods

20. Example of Cornell notes in Physics

21. AVID Program Components– Tutorial Support • Collaborative group tutorials taught by Socratic method • Produce self-directed learners • Twice weekly sessions • Ratio of 1 tutor : 7 students • Taught by college students, and sometimes staff members or adults in the community

22. 2 3 1 6 What do they know? Identify the Problem: Recite!! What can you tell me about it? How would you teach this to a friend? Check for Understanding: What is your question? What does ___ mean? 5 Clearly Understands What would happen if you changed __? 7 4 Key Comprehension Questions: Reflect... What have you already tried? What did you learn? What is the relationship of ___ and ___? What would happen if you changed __? More Inquiry What have we overlooked? Is there another way to look at it? How would you graphically illustrate your process? Where can you go for more information? Confused?? What questions do you still have? What have we overlooked? What would happen if you changed __? TUTORIAL LEARNING PROCESS FLOW CHART Created By Manuel Colon

23. Example of Completed Tutorial Form

24. AVID Program Components– Student Connections • Supportive peer groups • Community service activities • Extracurricular activities and leadership opportunities • Motivational activities • Career and college exploration • Teacher/adult advocates for students

25. AVID Program Components–Professional Development • Summer Institute • Week-long content training and site team planning • District Director training • Four weeks over two years • Content area PATH trainings • Curriculum trainings • Tutor training • Regional workshops for AVID teachers

26. AVID and the Three R’s Relationships Relevance Rigor

27. Academic Rigor Rigor is the goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging.* Taking rigorous courses opens doors! *Teaching What Matters Most; Standards and Strategies for Raising Student Achievement by Strong, Silver and Perini, ASCD, 2001.

28. Mission of AVID--Revisited • The mission of AVID is to ensure that ALL students, and most especially the least served students who are in the middle: • will succeed in rigorouscurriculum; • will complete a rigorous college preparatory path; • will enter mainstream activities of the school; • will increase their enrollment in four-year colleges; and • will become educated and responsible participants and leaders in a democratic society. • AVID’s systemic approach is designed to support students and educators as they increase schoolwide/districtwide learning and performance.

29. Quick Write • What habits of mind do students need to develop in order to be successful in rigorous classes in high school and college? • Using a piece of Cornell note paper, express your thoughts in writing for the next 3 minutes. • Share your quick write with a partner. • What similarities and differences do you notice in your responses?

30. According to the National Survey of Student Engagement--- • “…the vast majority of first-year college students are actively engaged in smallgroups and are expected to work withothers inside and outside class on complex problems and projects”, and • “…students are expected to be independent,self-reliant learnerswho recognize whenthey are having problems and know when and how toseek help from professors, students, or other sources” • “Toward a More Comprehensive Conception of College Readiness” (2006), David T. Conley

31. Habits of Mind Closely Related to College Readiness • Intellectual openness • Inquisitiveness • Analysis • Reasoning, argumentation, proof • Interpretation • Precision and accuracy • Problem solving • “Toward a More Comprehensive Conception of College Readiness”(2006), David T. Conley

32. Academic Preparation • The academic intensity of the student’s high school curriculum counts more than anything else in pre-collegiate history in providing momentum toward completing a bachelor’s degree. • Clifford Adelman, The Toolbox Revisited, Paths to Degree Completion from High School Through College, U.S. Department of Education, 2006.

33. “Class rank is low on many colleges’ lists”—Dallas Morning News (12/3/07) • Read the first section of the article (to marked stopping point) and review the graph at the end. • Select one sentence from the reading that is most significant to you. • Select one phrase of most significance. • Select one word (or think of a summary word) that captures the essence of the article.

34. Meeting the Challenge • To help all students do rigorous work and meet or exceed high standards in each content area we must help students: • Develop as readers and writers. • Develop deep content knowledge. • Know content specific strategies for reading, writing, thinking and talking. • Develop habits, and behaviors to use knowledge and skills.

35. AVID: 27 Years of Success • Over 27 years, AVID has become one of the most successful college-preparatory programs for low-income, underserved students, and today reaches nearly 300,000 students in more than 3,500 elementary and secondary schools in 45 states, the District of Columbia, and 15 countries including Canada.

36. The Success of AVID Persists-- • Despite differences in • Location • Ethnicity • Economic Level CREATE, Center for Research and Evaluation in Education, 1999, Burlingame, CA

37. AVID—Access—Equity AVID/College Board National Conference AP/Pre-AP courses EXCELerator Schools AVID SAT/ACT Dual-Credit Courses AP Potential PSAT/PLAN Administrator Training for Principals College QuickStart & My Road Write Path & Write Path II

38. A Student’s Perspective (video)

39. Why AVID Works AVID MethodologiesThe AVID TeamAccountability

40. Why AVID Works Places AVID students in rigorous curriculum and gives them the support to achieve; Provides the explicit “hidden curriculum” of schools; Provides a team of students for positive peer identification; and Redefines teacher’s role as that of student advocate.

41. WRITING INQUIRY Prewrite S killed Questioning ● ● Draft Socratic Seminars ● ● Respond Quickwrite /Discussion ● ● W Revise Critical Thinking Activities ● ● Edit Writing Questions ● ● Final Draft Open-Mindedness Activities ● ● I Class and Textbook Notes ● Learning Logs/Journals ● C READING COLLABORATION R SQ5R (Survey, Question, ● Group Projects ● Read, Record, Recite, Review, Reflect) Study Groups ● KWL (what I Know; ● Jigsaw Activities ● Want to Learn; Learned) Read-Arounds ● Reciprocal teaching ● Response/Edit/Revision Groups ● ● “Think-Alouds” Collaborative Activities ●

42. Effective Instruction by Meta-Analysis Classroom Instruction That Works (2001, ASCD) Marzano, Pickering, & Pollock • This meta-analysis • examines average effect of 1251 experimental studies. • focuses on instructional strategies with high probability of success for all pupils, K-12, in all subjects. • expresses results as effect size. (An effect size of 1 = 34 percentile point gain)

43. Categories of Instructional Strategies That Affect Student Achievement • Identifying similarities and differences 45%* • Summarizing and note-taking 34% • Reinforcing effort & providing recognition 29% • Homework and practice 28% • Nonlinguistic representations 27% • Cooperative learning 27% • Setting objectives & providing feedback 23% • Generating and testing hypotheses 23% • Questions, cues, & advance organizers 22% • (Higher-level questions 27%) • *Increase in achievement (percentile) of the experimental group compared to the control group

44. Staff Development: Technical Support to Sites: Data Collection and Research: Outreach Partnerships with Postsecondary Institutions Special program events Communication and collaboration with AVID Center The AVID Team:AVID District Director Roles

45. The AVID Team: AVID Elective Teacher • A strong, committed AVID teacher remains the cornerstone of a successful AVID program.

46. AVID Elective Teacher: Desirable Candidate Qualifications • A veteran teacher • Credentialed expertise in a “college preparatory” subject area • Effective classroom management style, organizational skills, and leadership skills • Respected by faculty and staff • Proponent of equal access to rigorous curriculum • Recruited rather than assigned as AVID teacher

47. The AVID Team: Coordinator Responsibilities • Usually is also an AVID elective teacher • Leads campus site team meetings • Functions as the AVID liaison with administration, faculty members, AVID district director, and AVID Center • Supervises tutors and tutoring program • Coordinates data collection and certification • Facilitates implementation of the campus AVID program: curriculum, student & parent activities, student recruitment, field trips

48. The AVID Team: A Core AVID Site Team • 1. Administrator • 2. Counselor • 3. AVID Coordinator • 4. AVID Teacher • 5. Language Arts Teacher • 6. Math Teacher • 7. Science Teacher • 8. Social Studies Teacher

49. Site Team Responsibilities • Model the use of WICR and organizational skills with students in content-area classes • Work with the AVID coordinator/teacher to implement the mission and essentials toward certification • Accept responsibility to plan and oversee AVID efforts, events, projects, and programs • Assist with student recruitment, data collection and certification • Attend AVID Summer Institute

50. Accountability: The AVID Essentials • The Essentials are based on 27 years worth of practice and research. • All successful AVID programs have the 11 Essentials in common. • They are essential to success. • They are a condition for the use of the AVID trade name, trademark, and logo. • If you are not doing the Essentials – you are not doing AVID.