As You Enter---

Please place your “dot” on the continuum on the wall to indicate your level of knowledge about AVID.

AVID

Advancement Via Individual Determination

[L. avidus]: eager for knowledge

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

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

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.

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.

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.

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

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 .

The Cycle of Low Expectations

Low Expectations Poor Test Results Low Level Assignments/ Instruction Less Challenging Courses

National H.S. Graduation Rates

Asian/PI

National Graduation Rates by Race, Ethnicity, and Disability 100 80 77 75 60 40 50 53 51 56 20 0

White Black Hispanic Native American/Alaskan Disability Race and ethnic graduation rates based on the Urban Institute’s Cumulative Promotion Index.

Disability graduation rate is from National Council on Disability, 24 th 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

Academic Preparation

Academically well prepared students are likely to

90 80

graduate from college regardless

70 60

of their social background.

50 40

Unprepared students of all backgrounds are not likely to do so.

30 20 10 0 Percentage of Students Who Graduated from a 4-Year College

by socioeconomic status (SES) and academic preparation

High SES Quintile 4th SES Quintile Highest Academic Preparation Quintile Lowest Academic Preparation Quintile 2nd SES Quintile 3rd SES Quintile Lowest SES Quintile Clifford Adelman, The Toolbox Revisited, U.S. Department of Education, 2006.

American Educator, 2004

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

.

AVID: Collaborative Support for the Success of Students

AVID Support Staff Colleges and Universities Community Parents

AVID Coordinator (AVID Elective Teacher) Student Administration

Tutors Subject Area Teachers Counselors

AVID Program Components

Classroom curriculum Academic instruction Instructional tools Tutorial support Student connections Professional development

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

AVID Program Components –

Classroom Curriculum (Elementary)

• •

Embedded sequential academic skills program in non-elective, multi-subject, self contained classrooms across entire grade levels

• 1 st Year Focus: Student success skills and organizational tools • 2 nd 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

AVID Program Components

– Academic Instruction WICR

•

W

riting to learn • Analytical writing strategies and focus lessons •

I

nquiry • Critical thinking strategies and processes •

C

ollaboration • Collaborative study groups in subject-specific groups and in tutorials •

R

eading to learn • Comprehension and processing strategies

Study Skills

AVID Program Components –

Instructional Tools

Cornell note taking Planners/time management Binders/organizational skills Test-taking skills Inquiry methods

Example of Cornell notes in Physics

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

TUTORIAL LEARNING PROCESS FLOW CHART

1

What is your question?

4

What have you already tried?

What is the relationship of ___ and ___?

Is there another way to look at it?

How would you graphically illustrate your process?

Where can you go for more information?

2

What can you tell me about it?

3

What does ___ mean?

5

What would happen if you changed __?

What have we overlooked?

What questions do you still have?

What would happen if you changed __?

What have we overlooked?

6

How would you teach this to a friend?

7

What did you learn?

What would happen if you changed __?

Created By Manuel Colon

Example of Completed Tutorial Form

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

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

AVID and the Three R’s

Relationships Relevance Rigor

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.

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 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.

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?

According to the National Survey of Student Engagement---

“…the vast majority of first-year college students are actively engaged in small groups and are expected to work with others inside and outside class on complex problems and projects”, and “…students are expected to be independent, self-reliant learners who recognize when they are having problems and know when and how to seek help from professors, students, or other sources” “ Toward a More Comprehensive Conception of College Readiness” (2006), David T. Conley

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

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.

“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.

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.

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.

The Success of AVID Persists--

Despite differences in

Location Ethnicity Economic Level

CREATE, Center for Research and Evaluation in Education, 1999, Burlingame, CA

AVID —Access—Equity

AP/Pre-AP courses SAT/ACT AP Potential College QuickStart & My Road AVID/College Board National Conference EXCELerator Schools

AVID

Dual-Credit Courses PSAT/PLAN Write Path & Write Path II Administrator Training for Principals

A Student’s Perspective (video)

Why AVID Works

AVID Methodologies The AVID Team Accountability

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.

● ● ●

Draft WRITING Prewrite Respond

● ● ● ● ●

Revise Edit Final Draft Class and Textbook Notes Learning Logs/Journals

●

READING SQ5R (Survey, Question , Read, Record, Recite, Review, Reflect) W I C R

●

KWL (what I Know; Want to Learn; Learned)

●

Reciprocal teaching

●

“Think-Alouds”

● ● ● ● ● ●

INQUIRY Skilled Questioning Socratic Seminars Quickwrite/Discussion Critical Thinking Activities Writing Questions Open-Mindedness Activities

● ● ● ● ● ●

COLLABORATION Group Projects Study Groups Jigsaw Activities Read-Arounds Response/Edit/Revision Groups Collaborative Activities

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)

Categories of Instructional Strategies That Affect Student Achievement Identifying similarities and differences Summarizing and note-taking Reinforcing effort & providing recognition Homework and practice Nonlinguistic representations Cooperative learning Setting objectives & providing feedback Generating and testing hypotheses Questions, cues, & advance organizers

(Higher-level questions

45%* 34% 29% 28% 27% 27% 23% 23% 22%

27%)

*Increase in achievement (percentile) of the experimental group compared to the control group

The AVID Team: AVID District Director Roles

• • • • • 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 Elective Teacher

A strong, committed AVID teacher remains the cornerstone of a successful AVID program.

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

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

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

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

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.

AVID Program Implementation Essentials

1 .

AVID student selection focuses on students in the middle (2.0 to 3.5 G.P.A. as one indicator) with academic potential, who would benefit from AVID support to improve their academic record and begin college preparation.

2. AVID program participants, both students and staff, choose to participate.

3. The school must be committed to full implementation of the AVID program, with the AVID year-long elective class available within the regular academic school day.

4.

AVID Program Implementation Essentials

AVID students are enrolled in a rigorous course of study that will enable them to meet requirements for university enrollment .

5 6.

7.

8.

.

A strong, relevant writing and reading curriculum provides the basis for instruction in the AVID elective class.

Inquiry is used as a basis for instruction in the AVID classroom.

Collaboration is used as a basis for instruction in the AVID classroom.

A sufficient number of tutors are available in the AVID class to facilitate student access to rigorous curriculum.

AVID Program Implementation Essentials

9 .

AVID program implementation and student progress are monitored through the AVID Data System, and results are analyzed to ensure success.

10. The school or district has identified resources for program costs, has agreed to implement AVID Program Implementation Essentials and to participate in AVID Certification. It has committed to ongoing participation in AVID staff development.

11. An active interdisciplinary site team collaborates on issues of students access to and success in rigorous college preparatory courses.

Accountability:

Data and Research

Ethnic Breakdown of AP Test takers, AVID 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.

70% 60% 50% 40% 30% 20% 10% 0% 57% 11% 11% 6% 14% 65% 18% 14% Hispanic Black White Other AVID Senior Data Collection. Study of 8318 AVID Seniors, [Electronic Database]/ (2005 - 2006). AVID Center, CA.

Other = American-Indian/Alaska Native/Asian/Filipino/Pacific Islander/or Other.

The College Board AP Exam national Summary Report, [electronic Database]. (2005). N=449595. New York, New York AVID AP National AP

Completion of Four-Year College Entrance Requirements

AVID students complete university entrance requirements at a much higher rate than their non-AVID peers.

100 90 40 30 20 10 0 80 70 60 50 89.3

36.0

AVID National AVID Senior Data Collection. Study of 8318 AVID Seniors, [Electronic Database]. (2005 - 2006). AVID Center, CA.

Greene, J.P., Forster, G. "Public High School Graduation and College Readiness Rates in the U.S.“ Manhattan Institute, Education Working Paper 3. 2003.

AVID Graduates

98% plan to enroll in a college or university 67% plan to enroll in a four-year university 31% plan to enroll in a two-year college 84% of parents have less than a four year college degree Source:

AVID Center Data Collection System, 2005-2006 Percentages have been rounded to the nearest whole percent

Percent of Students Applying and Being Accepted 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. 76% of 2005 AVID graduates were accepted to a four-year college.

100.0% 90.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% 86.2% 76.4% Applied Accepted AVID Center: Senior Data Collection [Electronic Database]. (2005 - 2006). n=8318 AVID Seniors

AVID Results in Texas

 AVID seniors had a 97% graduation rate  AVID seniors boasted an SAT/ACT-taking rate of 84%  90% of AVID graduates completed four-year college entrance requirements  88% of seniors who applied to 4-year college were accepted  82% of AVID’s class of 2005 were accepted to a four-year college/university.

Data gathered in 2005 2006 about AVID’s 2005-2006 seniors. Data from 2006-2007 not available.

Texas AVID Student Enrollment by Years

Texas: Ethnic Distribution of AVID Students

Texas: Middle School Special Population Percentages in 2006-2007

Texas: High School Special Population Percentages in 2006-2007

Texas: Percent of AVID Middle School Students Enrolled in Advanced Courses

Texas: Percent of AVID High School Students Enrolled in AP Courses

Texas: Percent of AVID High School Students Enrolled in Pre-AP Courses

AVID Research

Watt, Huerta & Lozano (2007): AVID: A Comparison Study of

Hispanic AVID and GEAR Up 10 th Grade Students in Two High Schools in the Rio Grande Valley of Texas

Watt, Powell, Mendiola & Cossio (2006): School-wide Impact

and AVID: How Have Selected Texas High Schools Addressed the New Accountability Measures?

Martinez & Klopott: The Link Between High School Reform and

College Access and Success for Low-Income and Minority Youth

BEST: Building Engineering & Science Talent (2004): What it

Takes: Pre-K-12 Design Principles to Broaden Participation in Science, Technology, Engineering and Mathematics

Current AVID Research Underway Multi-year longitudinal study in British Columbia, Canada

(Tracking about 1100 students over 5 years to evaluate the effectiveness of the AVID program)

Taking AVID Schoolwide and districtwide in Poway and Oceanside, California

(An investigation that will explore structural, cultural, and expansion issues of AVID)

AVID Student Performance vs. non-AVID Student Performance on State-Mandated Exit Level Tests in Selected States Analysis of Historical (AVID and schoolwide) Data and Trends in Mature AVID Sites in Selected States Michel & Susan Dell Scholars Study

(Documentation of student outcomes among subgroups of AVID students)

AVID And School-wide Change

How AVID Supports School Wide Change

Builds partnerships

• • • • • • Collaboration with College Board Partners in state and federal grants Partners with community organizations Partners with parents Partners with counseling programs Collaboration with college outreach programs • Collaboration with district liaison

How AVID Supports School Wide Change

Creates a College Going Culture

• Site team focused on a college-going culture • • • • • • • College field trips College research projects College tutors as role models College going data to guide district plan Guest speakers Collaboration with colleges Increased AP participation

Beginning the Change

AVID Elective Class Tutorials Cornell Note Taking AVID Binders Study Skills College Information Family Workshops Writing Instruction Guest Speakers Study/college Trips AVID Site Team Trained Counselor

Spreading the Change

Tutors WICR Informed Families New Peer Group Schoolwide note taking College-going Culture Increased Rigor and Understanding of Rigor Higher Expectations Schoolwide Binders Subject Area Training

Features of Successful AVID Programs



School Site Leadership



Skilled and Committed Teachers



Effective Site Teams



Access to Quality Professional Development



Access to Effective Tutors



Adequate Funding



Support Beyond the School Site

Superintendents’ Perspective (video)

TABB Form

On the

TABB

form at the end of your handout, complete the following:

T –

What is the most valuable THING you received from the Awareness session?

A

– What ACTION would you like to take on that idea?

B

– What BARRIERS action?

stand in the way of taking

B

– What are the BENEFITS you would receive if you did take action?

Share your TABB thoughts with a partner.

A Quality Education Levels the Playing Field

Thank You for Joining Us Today

AVID Texas State Office (972) 664-1555 AVID Center, Central Division (512) 255-5211 National AVID Website

www.avidonline.org