Myth: AVID is a remedial program

2. Myth: AVID is a remedial program

3. Will you be the first in your family to attend college? Have you ever been enrolled in any honors or Pre-AP courses? How would you describe your current grades? 1)A’s and B’s 2)B’s and C’s 3)Mostly C’s AVID Application Questions of Interest

5. Let’s Bust the Myth… AVID student selection focuses on students in the middle with academic potential

6. MYTH: AVID teachers are handpicked

7. >>> Vivian Edmondson 1/19/2010 9:42 AM >>> • The success of AVID is based on voluntary participation not only by students but by AVID trained teachers. The underlying philosophy is one will volunteer because he/she is interested or passionate about the program and its mission. Continued training and training for newcomers will take place July 12-16 at the Atlanta Summer Institute. If you have questions please ask or you may go on line to www.avidonline.org where you can find a lot of great information. • Please let me know if you are interested in being trained in AVID by Friday, January 22. (For those teachers that have at least one year and would like to continue with the second year of training, please let me know by Friday too :-D • Vivian Edmondson, • AVID Coordinator • National Board Certified FACS Teacher • SouthWest Edgecombe High School • 5912 NC Hwy 43 • Pinetops, NC 27864 • Phone: 252-827-5016, ext. 7172 • FAX: 252-827-2815 TO ALL STAFF

8. Southwest Edgecombe High School AVID Elective Teacher Contract As part of the AVID Certification process, specifically Essential #2, all current and prospective AVID elective teachers have reviewed these expectations. The AVID elective teacher voluntarily supports the mission of AVID and participates in the AVID elective program for the following reasons: Shares in the same expectations for individual determination that we have for prospective AVID students. Enjoys collaborative problem solving with their colleagues. Has effective classroom management & organizational skills. Serves as a student advocate and is a proponent of equitable access to rigorous curriculum and programs. Provides social and academic support for their students. Commits to personal and professional growth. Spends extra time outside of classroom setting to ensure the success of the AVID program. Has or is willing to develop leadership roles on campus. Develops a mentoring relationship with AVID students. Promotes the AVID strategies and methodologies across grade levels, content areas and schoolwide. AVID elective teacher responsibilities include: Implementation of the AVID Curriculum. On-going monitoring of AVID students’ progress. Training, coaching and debriefing tutorial process with tutors and students. Participation in all AVID elective teacher and Site Team meetings. Assistance with and participation in AVID functions (e.g. parent meetings, AVID fieldtrips, tutor recruitment and staff development). The above describes my voluntary participation in the AVID program.

9. CONTRACT ADVANCEMENT VIA INDIVIDUAL DETERMINATION Name of Student: _____________________________ Enrollment Date: ______ AVID is a program, which prepares students for four-year college eligibility. Student Goals: Academic success in college preparatory courses. Successful completion of college eligibility requirements. Enrollment in four-year college or university after high school graduation. Student Responsibilities: Maintain satisfactory citizenship and attendance in all classes. Maintain the AVID binder with assignment/grad record sheets and daily notes in all classes. Compete all homework assignments and commit to at least two hours of homework every nigh. Maintain enrollment in college preparatory courses. Student Agreement: I agree to accept enrollment into the AVID elective class, which will offer academic support to me. I want to succeed, and I understand that I must take individual responsibility for my own success. I understand that in order to give fair consideration to my involvement with the program, I must commit to remaining enrolled in the AVID elective for at least one year, and that I will be allowed to remain in the program only if I meet the student responsibilities outline above. I also understand that studies show that I will be most likely to demonstrate academic improvement if I remain in the program only if I meet the student responsibilities outline above. I also understand that studies show that I will be most likely to demonstrate academic improvement if I remain in the program at least three years and most likely to meet my goal of four-year college enrollment if I remain in the AVID program in my senior year of high school. ___________________________________ Student Signature Support Agreement: We agree to support the efforts of this student in meeting the goals outline above. ______________________________ ______________________________ AVID Coordinator Signature Parent Signature ______________________________ ______________________________ AVID Counselor Signature Site Administrator Signature

10. Let’s bust the myth • AVID program participants, both students and staff, must choose to participate.

11. Myth: Southwest must be committed to full implementation of the AVID program.

12. Date: 02/08/10 WICR Lesson Plan Template Week 22 Day 1 Standard(s): Working with sources; sustained inquiry of a topic or problem Objective(s): AVID College Readiness: Working With Sources

13. Writing Across the Curriculum Notebooks/Binders Learning Logs Warm-Ups Vocabulary Strategies Reading Strategies Notetaking Study Skills Test Taking Skills Problem Solving Skills KWL Charts Successful Classroom Interactions Collaboration Think-Pair-Share Do these look familiar?

14. This is TRUE! • AVID Methodologies are strategies that SWE teachers are ALREADY using!!! • These strategies are best practices…  • Can we agree to use the same name for these best practices “across the board” so students understand?

15. Myth: AVID Students cannot be a North Carolina Scholar

16. SWE AVID Class of 2010The First Graduating Class26 Students Strong

17. COLLEGE/UNIVERSITY PREP COURSE OF STUDY REQUIREMENTS NAME: _________________________________________ NC WISE: _____________ GRADUATION DATE: ______________

18. 26 AVID Graduates from SWE in 2010 • All 26 are enrolled in higher education at this time. • 24/26 were accepted to 4-year universities • 4 Honor Graduates • 4 NC Academic Scholars • 7 National Honor Society Graduates • 3 Certified Nursing Assistants • 6 Students Awarded Personal Laptops for College • Total Scholarships/Grants: $503,408.00

19. Let’s bust the myth • AVID students must be enrolled in a rigorous course of study that will enable them to meet requirements for university enrollment

20. Myth: AVID Elective Classes provide a strong, relevant reading and writing curriculum

21. Writing Assignments By Grade Level • Mandala Autobiography • Autobiographical Incident • Biography • Life Goals • Career Research • Description of a Place • Explanation of a Process • Character Analysis • Problem-Solution Analysis • Mandala Autobiography, Autobiographical Incident, Life Goals Essay, Description of a Place, Explanation of a Process, Character Analysis • Autobiographical Incident • Biography • Life Goals • Career Research • Problem-Solution Analysis • Argument • College Essay • Argument xii High School Writing Teacher Guide Jr./Sr. Seminar Writing will be included at these grade

22. Unit 3 Writing Assignments Writing Assignment 1: A Process Essay Prompt: What were (or are) the home, educational, political, cultural, or religious contexts in which the leader lived (or lives)? Which of these contexts most influenced the leader’s goals, actions, and/or contributions? Remember to draft, revise, and edit your text—and to cite your sources. Include a “Works Cited” page. Writing Assignment 2: A Timed, In-Class Essay Prompt: What have others said about the leader’s goals, actions, and/or contributions? That is, how do others evaluate the leader’s work? Since this is a timed writing, written in class, you will need to plan quickly, organizing a claim and evidence around your response. You do not need to cite your sources formally or have a “Works Cited” page, but you will need to mention the names of your sources as you write, e.g., “Sanchez noted that…” Writing Assignment 3: A Headed Research Paper Prompt: After looking back over the sources you used, your Research Log notes, the writing assignments, and Essential Skills activities for Unit 3, prepare a headed paper with a title and the following sections (the headings are listed in bold). Every section but the introduction should include more than one paragraph. The sections are: Title (It should be interesting…not just the name of your leader) Abstract: This will be a summary of your whole paper which you will write after you have finished writing the rest of the paper. Academic introduction: This section does not have a heading, and it looks like the academic introduction that you’ve studied before. Remember the “moves”? (See Student Handout 3.14a: “Writing an Academic Introduction.”) Methodology (Heading is in the middle of the paper) In this section, you will be discussing what you did as you read, took notes, and wrote your papers for this unit. Throughout the term, you have been writing about your methodology in your RLs, so you can use these notes to complete a methodology section. Although writers of most academic methodology sections do not use “I,” and use passive constructions (“Four people were interviewed for this paper”), you can use “I” here. Leader’s Context and Actions For this section, you will revise, edit, and add new material to Writing Assignment 1 that you wrote for this unit. AVID College Readiness: Working With Sources 298

23. Planning Sheet 3 (2 of 2) Others’ Perspectives For this section, you will revise, edit, and add new material to Writing Assignment 2 that you wrote for this unit. Leader as a Catalyst for Change This section, taken from your notes and conclusion, will give evidence for why the leader you have selected can be considered a catalyst for change. Works Cited Though most of this paper looks like an APA text because of its headings, your teacher may be most comfortable with MLA. If so, see <http://www.dianahacker.com/resdoc/p04_c08_s1.html> for help with this.

24. Cornell Notes

25. This is TRUE!! • A strong relevant writing and reading curriculum provides a basis for instruction in the AVID elective class.

26. Myth: The AVID elective class is a glorified study hall.

31. Let’s bust this myth • Inquiry and Collaboration is used as a basis for instruction in the AVID classroom.

32. Myth: Tutors provide answers

33. Matt’s Story Video

34. Let’s bust this myth • Tutors must be available in the AVID classroom to faciliate student access to rigorous curriculum

35. Myth: A= Success

37. College Field Trips/SWE Opportunities • Ninth Grade---Chowan University and UNC-Chapel Hill • Tenth Grade---ECU and St. Augustines College • Eleventh Grade---North Carolina Central University and NC State • Twelfth Grade---NC Wesleyan University and Campbell University

38. Examples from Our School • NC Virtual Public Schools course for SWE AVID student, leads to participation in a National Panel Discussion on Online Education in Washington, DC. • SWE AVID Students in conjunction with a non-profit organization sponsored a county-wide college day • SWE AVID is sponsoring a trip to Spain in April 2011

39. AVID’s Mission Statement AVID’s Mission is to close the achievement gap by preparing all students for college readiness and success in a global society.

40. Let’s bust this Myth! A = ACCESS