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Advancement Via Individual Determination Elementary Program Overview

Advancement Via Individual Determination Elementary Program Overview. Amanda Hart, EDL. WELCOME. Amanda Hart, AVID Elementary District Liaison Heather Wood, ICC Zavala Elementary Eliseo Gomez, Interventionist Zavala Elementary Restrooms Cell Phones Sign in Book is NOT Sequential.

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Advancement Via Individual Determination Elementary Program Overview

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  1. Advancement Via Individual Determination Elementary Program Overview Amanda Hart, EDL

  2. WELCOME • Amanda Hart, AVID Elementary District Liaison • Heather Wood, ICC Zavala Elementary • Eliseo Gomez, Interventionist Zavala Elementary • Restrooms • Cell Phones • Sign in • Book is NOT Sequential

  3. NAME TENTSTG p. 26 FRONT FIRST & LAST NAME LOCATION WHERE WERE YOU BORN? WHERE DID YOU GRADUATE COLLEGE? WHAT WOULD YOU DO IF YOU HAD UNLIMITED MONEY TO CHANGE YOUR SCHOOL? WHAT IS SOMETHING WE WOULDN’T KNOW ABOUT YOU UNLESS YOU TOLD US? BACK

  4. NAME TENTSTG p. 26 • Find somebody you’re not too familiar with in this room and share about yourself. • How could this activity be used in a classroom with different content? • Presidents, characters, elements, cities, formulas, genres

  5. GROUP NORMSTake Five Strategy TG p. 137 • On a sticky note, quietly list five (5) things you would like to see happen in regards to discipline in this session. • Share your list with your table; combine ideas to create one “Top 5” table list. • Create Group Norms from table ideas • If you hear one of your ideas shared out, mark it off of your list.

  6. HISTORY OF AVIDJigsaw TG p. 136 • Take a sheet of paper, rip it into thirds • Give three of the four people at the table a third of the paper • Send three of the four people at your group to a fact finding tables to gather the information your team will need • Write down the information you see as important and come back to your group and share what you’ve learned • The fourth member (along with the team) will create and present a conclusion and recommendation display with all the pieces of information gathered at the fact finding tables

  7. The Targeted Audience… • AVID Elementary is an embedded sequential academic skills program intended for non-elective, multi-subject, self-contained classrooms (grades 4-6) that feed into certified elective AVID programs. Not an elective! Levels the playing field for ALL kids!!!

  8. The targeted focus areas… • Provide equal access to all students • Develop organizational skills • Instill student success skills • Create a belief of academic rigor and success • Smoother transition and increased articulation between elementary and junior highs • Identify students for junior high AVID elective programs

  9. AVID Elementary is… • Part of the AVID District-wide System • For ALL students • Embedded throughout entire day • AVID methodologies, best practices and strategies for multi-subject, self-contained 4th-6th grade classrooms Many kids don’t know it’s AVID - it’s just how we do school

  10. Elementary Components • Student Success Skills • School etiquette • Organizational Tools • Foundation • WICOR Lessons • Framework: Writing to learn, Inquiry, Collaboration, Organization, Reading to learn • Partnerships • Keys to life-long success Create habits of the mind before hormones kick in

  11. Site Curriculum • Implementation (Year One) • Teacher Guide with Student Guide on CD (TG) • Administrator Guide with CD (AG) • Family Guide with CD (FG) • Set of 10 Posters • Beyond Basics (Year Three +) • Teacher Guide with Student Guide on CD English and Spanish

  12. Data CollectionAG p. 65-79 • Site Level (demographics) • Agenda Rubric Progression • Binder Rubric Progression • Levels of Questioning Progression • Note-Taking Skills Rubric Progression

  13. Elementary Site Benefits… • Consistent school-wide expectations • Open communication lines with families • Articulation/collaboration across grade levels • Common vision and goals • College-going atmosphere school-wide

  14. What to look for in an AVID Elementary Classroom… • Student EMPOWERMENT • Organizational Tool/Binders and planner/agenda used FREQUENTLY, CONSISTENTLY, PRODUCTIVELY • All students using NOTE-TAKING STRATEGIES • Teachers and students engaged in ALL LEVELS OF QUESTIONING • RIGOR appropriate for each student

  15. Implementation Steps (AVID Elementary Contract Required) • Certified AVID Elective Feeder Pattern • Multi-year plan for AVID District-wide System including expansion plan for elementary sites • Designated Elementary District Liaison • Elementary Summer Institute Site Team • Elementary District Liaison • Site Administrator • Grade Level Teams

  16. HOW WOULD YOU ORGANIZE AND PRIORITIZE? • As a table group, organize and prioritize the AVID Program Essentials

  17. 10 Minute Break

  18. 1st Year Focus Areas • Student Success Skills • Speaking, listening, self-advocacy, study habits • Organizational Tools • Agenda, binder, time management, goals, note-taking (3 formats)

  19. 2nd Year Focus Areas • “WICORizing” lessons with emphasis on writing, inquiry, collaboration, organization, reading • Partnerships • Articulation • Transitions • Connections • Communication

  20. 1st Year Focus Areas • Student Success Skills • Speaking, listening, self-advocacy, study habits • Organizational Tools • Agenda, binder, time management, goals, note-taking (3 formats)

  21. YR 1 - Student Success Skills • Student Success Skills FG p. 59-117 • Learning Styles TG p. 8-14 • Speaking TG p. 26-30 • Listening TG p. 24 • Self-Advocacy TG p. 31-32 • Successful Student TG p. 15-20 • Study Habits TG p. 21-23, 38 • Test Taking Strategies TG p. 33-37 • Understanding Basic Rubrics TG p. 25

  22. LEARNING STYLESTG p. 8-14 • In AVID Elementary classrooms: • Students know their primary learning style • Teachers provide a balance between all styles • See Activity p. 13-14 (Learning Modality Survey) AUDITORY VISUAL KINESTHETIC

  23. SPEAKINGTG p. 26-30 • Whatever their life goals, students will need to know how to speak effectively to others. Their success in a career might depend on their ability to be comfortable while speaking in a variety of situations: one-on-one, in small groups, or before large groups. • See Activities p. 28 (12 opportunities)

  24. LISTENING TG p. 24 • Listening skills are often overlooked. Some students come to school unaware of the art of listening. • See Activity p. 24 – Partners describe favorite place and have the other try to draw what they hear.

  25. SELF-ADVOCACYTG p. 31-32 • Skits, role-plays, and student-created commercials work well to establish understanding of expectations and procedures in the classroom, at the site, and throughout the district. • See Activities p. 32 – (Six Scenarios)

  26. SUCCESSFUL STUDENTTG p. 15-20 • It is important that students see themselves as successful. Identify behaviors, skills, and attitudes that successful students possess. • See Activity p. 15-16 (Successful Student)

  27. SUCCESSFUL STUDENTTG p. 15-20 • Ms. Lewallen’s 4th grade class – Jordan Elementary

  28. STUDY HABITSTG p. 21-23, 38 • Students need to know how to locate an appropriate place for themselves to study and set goals for individual success. • See Activity p. 22 – (Setting up a place to Study)

  29. TEST TAKING STRATEGIESTG p. 33-37 • If teachers are to get a true measure of what a student knows, it is critical that the student be knowledgeable about how to prepare for and take a test. • See Reference Sheets p. 34-37

  30. UNDERSTANDING BASIC RUBRICSTG p. 25 • Students often do not understand why or how to adjust their performance according to the expectations of rubrics. • See Activity p. 25 - (Basic Rubrics)

  31. YR 1 - Student Success Skills • Organizational Tools FG p. 89 • Agenda/Planner TG p. 40-50 • Binder TG p. 51-54 • Time Management TG p. 79-83 • Goals TG p. 84-88 • Note-taking (3 formats) TG p. 55-77 • Color Coding TG p. 78

  32. AGENDA/PLANNERTG p. 40-50 • The AVID Elementary program focuses not only on organizing the student’s binder but also cultivates organized thinking and learning. • http://www.ectorcountyisd.org/ecisd/site/default.asp

  33. BINDERTG p. 51-54 • One of the most important tools for academic success is a neat, complete, and organized binder. • Ms. Barker’s 6th grade class – Jordan Elementary

  34. TIME MANAGEMENTTG p. 79-83 • Careful time management increases academic success. Successful students use school time to concentrate on their academic work, as well as setting aside a designated study time after school.

  35. GOALSTG p. 84-88 • Developing appropriate goals is a very important part of being prepared for junior high and for planning for the future. • See Activity p. 85 – (SMART Goals)

  36. NOTE-TAKING (3 FORMATS)TG p. 55-77 • The more students write about what they are learning, the more they will understand, the more they will retain important information, the more they will succeed. • 2-column notes • 3-column notes • Cornell Notes

  37. COLOR CODINGTG p. 78 • Using a color-coding system assists many students with the overwhelming task of school organization.

  38. 10 Minute Break

  39. 2nd Year Focus Areas • “WICORizing” lessons with emphasis on writing, inquiry, collaboration, organization, reading • Partnerships • Articulation • Transitions • Connections • Communication

  40. YR 2 - Student Success Skills • “WICORizing” lessons • Writing to learn TG p. 89-101 • Inquiry TG p. 103-132 • Collaboration TG p. 133-144 • Organization TG p. 40-88 • Reading TG p. 145-154

  41. WRITING TO LEARNTG p. 89-101 • Why do we write so much? • Writing promotes critical and reflective thinking • Writing forces clarity • Writing promotes long-term learning • Writing is a tool for students to express themselves • Learning Logs & Journals • D-L-I-Q • Stretch Journal • Quickwrites

  42. INQUIRYTG p. 103 • The Inquiry Method encourages students to be engaged in metacognition through the use of levels of thinking and questioning. • Bloom’s vs. Costa’s p. 106 • See Costa’s Levels Across the Curriculum p. 112-113 • See Activity p. 124-132 – One-Pager

  43. COLLABORATIONTG p. 133 • In the AVID Elementary classroom, the purpose of collaborative learning is to bring students together to take responsibility for their own learning.

  44. ORGANIZATIONTG p. 40-88 • (See 1st Year Implementation)

  45. READINGTG p. 145-154 • This section focuses on reading strategies that will increase student comprehension.

  46. YR 2 - Student Success Skills • Partnerships • Articulation AG p. 82-92 • Transitions AG p. 83, FG p. 119 • Connections • Expressing Personality TG p. 156-161 • Families TG p. 163-187, AG p. 88, FG • Community AG p. 83

  47. ARTICULATIONAG p. 82-92 • Plan meetings and communicate between AVID Elementary sites and • Community • Parents • Teachers • Junior High • Administration

  48. TRANSITIONSFG p. 119 • Transitions are a cornerstone of the AVID Elementary philosophy. The AVID Districtwide System was developed to focus support and encouragement on key transitional grades. • See Transitions Workshop p. 119

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