AVID Summer Institute 2006 Newcomers: An Introduction to Basic AVID Concepts and Processes

1. AVID Summer Institute 2006 Newcomers: An Introduction to Basic AVID Concepts and Processes

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

3. “We help our students find their voices by believing in them, helping them become academically competent, by encouraging them, and by treating them not as members of a group, but as individuals with unique skills, talents, and passions. Once our students find their voices, there’s nothing they can’t achieve.” Mary Catherine Swanson

4. 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. 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: AVID’s systemic approach is designed to support students and educators as they increase schoolwide/districtwidelearning and performance.

5. The 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 the following Criteria First to Attend College Historically Underserved in 4-year Colleges Low Income Special Circumstances

6. A Sample Week in AVID Elective Daily or Block* Schedule AVID Curriculum includes: Writing Curriculum College and Careers Strategies for Success AVID Tutorials Include: Collaborative Study Groups Writing Groups Socratic Seminars

11. Writing Curriculum Writing to Learn Writing Process Focus Lessons Timed Writing

12. Cornell Notes

13. Cornell Note Taking System TheSTARSystem Set up your paper Take the notes Apply your thinking to the notes Reflect and Revise your notes

14. An example of how notes are set up… Topic Heading Questions Class Notes Subtitles • Use Bullets Headings Use Abbreviations (w/ @ etc.) Summary 3 to 4 sentence summary across buttom

15. Summary Summary is added at the end of all note pages on the subject (not at the end of each page). Summary is added AFTER questions are finished.

16. Inquiry Method Engage in skillful questioning Higher Level Thinking Respectful dialogue

17. SOCRATIC SEMINARS: “a form of structured discourse about ideas and moral dilemmas.” Contribute to the development of vocabulary, listening skills, interpretive and comparative reading, textual analysis, synthesis and evaluation. Develops student centered dialogue which is at the heart of rigor. Fosters understanding of complex ideas and information.

18. Collaboration Students ask, explore and answer questions Students are listeners, thinkers, speakers, and writers Students discover ideas and remember because they are actively involved Teacher becomes a coach, guiding students in their learning

19. TUTORIALS: Purpose Create deeper understanding of concepts covered in core content classes. Develop skills necessary to become self-directed learners. It's not just homework help! Process To push each other's thinking. AVID tutorials utilize an inquiry process. Tutors do not give answers; they facilitate the group's discovery with critical questions. Students reflect on their learning.

20. Reading to Learn Connect to prior knowledge Understand Text Structure Use text-processing strategies (during and after reading)

21. Reciprocal Teaching Reciprocal teaching is an instructional approach characterized by an interactive dialogue between the teacher and students in response to segments of a reading selection The dialogue is based on four processes: Questioning Summarizing Clarifying Predicting

22. Distinguishing Between Reading and Instructional Strategies Reading Strategies are deliberate, cognitive acts learners use to bring meaning to a text. Instructional strategies are the teaching techniques teachers model and use to help students become more independent readers and learners.

23. AVID Program Essentials • 1. AVID Student Selection 2. Voluntary Participation 3. AVID elective class offered during the school day • 4. Rigorous course and study 5. Writing and Reading Curriculum 6. Inquiry to promote critical reading

24. AVID Program Essentials (Continued) 7. Collaboration 8. Trained tutors 9. Data Collection and Analysis 10. District and School Commitment 11. Active and Interdisciplinary Site Team

25. “Rigorous curriculum is a greater factor in determining college graduation rates than class standing, standardized test scores, or grade point average.” From: Answers in the Tool Box: Academic Intensity, Attendance Patterns, and Bachelor's Degree Attainment (1999)by Clifford Adelman, Senior Research Analyst, U.S. Dept. of Ed.

26. What is 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 ! Source: Teaching What Matters Most; Standards and Strategies for Raising Student Achievement by Strong, Silver and Perini, ASCD, 2001.

27. 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, skills, and behaviors to • use knowledge and skills.

28. Meeting the Challenge (Continued)

29. Ethnic Breakdown of AP Test-takersAVID vs. National Opening access to Advanced Placement courses for all students, regardless of ethnicity or economic background, is essential to leveling the academic playing field. AVID students, who take many AP tests every year, show greater ethnic diversity than AP test-takers do overall. The proportion of Latinos taking AP exams is over five times higher among AVID students than among U.S. students overall.

30. Average Test Score on AP Test-takersAVID vs. National In 2003, over 50% of AVID’s Graduates took at least one AP Exam. The average score for these mostly low-income, minority students was 2.42, close to national average of all AP test-takers, which was 2.96. For more information, contact AVID Center’s Linda Powell-McMillan at lpowell-mcmillan@avidcenter.org or (858) 623 2843 ext. 132

31. Completion of 4-Year CollegeEntrance Requirements AVID students complete university entrance requirements at a much higher ratethan their non-AVID peers.

32. Percent of Students Applying & GettingAccepted to 4-Year Colleges One of the most impressive and consistent indicators of AVID's success is the rate at which it sends students to four-year colleges. 75% of 2005 AVID graduates were accepted to a four-year college.

33. 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 Redefines teacher’s role as that of student advocate

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