Transcript No Slide Title

AVID PROGRAM
ADVANCEMENT
VIA INDIVIDUAL
DETERMINATION
[L. avidus]: eager for knowledge
The purpose of the AVID program is
to restructure the teaching methods of
an entire school and to open access to
the curricula that will ensure fouryear college eligibility to almost all
students.
The Mission of AVID
AVID is designed to increase schoolwide
learning and performance. The mission of
AVID is to ensure that all students, and most
especially students in the middle with
academic potential capable of completing a
college preparatory path:
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will succeed in rigorous curriculum,
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.
Why AVID Works
• Places low-achieving students in rigorous
curriculum and gives them the support to
achieve therein
• Provides the explicit “hidden curriculum”
of schools (study skills, Cornell notes,
asking higher order questions)
Constructing School Success: The Consequences of Untracking
Low Achieving Students, Mehan et al, 1996
Provides a team of students for positive
peer identification
 Redefines teacher’s role as that of
student advocate
• Constructing School Success: The Consequences of Untracking
• Low Achieving Students, Mehan et al, 1996
• Focuses on academic success of
low-achieving students as a schoolwide issue, with significant
portions of the school culture
mobilized toward their success
Constructing School Success: The Consequences of
Untracking
Low Achieving Students, Mehan et al, 1996
A SAMPLE WEEK IN THE AVID ELECTIVE
Daily or Block * Schedule
Monday
Tuesday
Wednesday
Thursday
Friday
AVID Curriculum
Tutorials
AVID Curriculum
Tutorials
Binder Evaluation
Field Trips
Media Center
Speakers
Motivational
Activities
*(within block)
*Combination
for
Block Schedule
AVID Curriculum includes:
• Writing Curriculum
• College and Careers
• Strategies for Success
*Combination
for
Block Schedule
AVID Tutorials:
• Collaborative Study Groups
• Writing Groups
• Socratic Seminars
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

AVID Methodologies
In A Nutshell
Writing as a tool for Learning
• Inquiry Method
• Collaborative, subject specific groups
• Reading as a tool of learning
WIC-R
WRITING
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Prewrite
 S
killed Questionin
Draft
 Socratic Seminar
Respond
 Quickwrite
/Discussion
Rev ise
 Critical Thinking
Edit
 Writing Question
Final Draft
 Open-Mindednes
Class and Textbook Notes
Learning Logs/Journals
W
I
C
R
READING

INQUIRY
COLLABOR
SQ3R (Surv ey, Question,
 Group Projects
Read, Recite, Review)
 Study Groups
 KWL (what I Know;  Jigsaw Activ ities
Want to Learn; Learned)
 Read-Arounds
 Reciprocal teaching
 Response/Edit/Re
 Ò
Thinkalouds
Ó
 Collaborative Act
M-2
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 elective class available within the
regular academic school day.
• 4. AVID students are enrolled in a rigorous course
of study that will enable them to meet requirements
for university enrollment.
• 5. A strong, relevant writing curriculum provides
the basis for instruction in the AVID elective class.
• 6. Inquiry is used as a basis for instruction in the
AVID classroom.
• 7. Collaboration is used as a basis for instruction
in the AVID classroom.
• 8. A sufficient number of tutors are available in
the AVID class to facilitate student access to
rigorous curriculum.
• 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 student access to and
success in rigorous college preparatory courses.
AVID students are socialized into an
ideology that supports working hard,
getting good grades and entering the
academic world. Then they are
provided with a system of social
supports that reinforce that ideology.”
“In effect, AVID teachers act
like middle income parents; they
check on their students’ work,
and intervene actively if things
are not proceeding the way they
like.”
Constructing School Success: The Consequences of
Untracking Low-Achieving Students, Mehan, 1996
In AVID schools, whites and non-poor students also
make gains, demonstrating once again that it
raises achievement for all student groups when we
accelerate the progress of groups that historically
have been left behind.
• “Report Card on Reform,” September 22, 2002
Kati Haycock, Director Education Trust
Our data shows that AVID students are not necessarily
trapped by their social circumstances. Students
from the lowest income and educational levels are
attaining a prestigious and economically important
goal, enrollment in college. This means social
environments can be re-arranged, at least under
these circumstances, in order to facilitate
educational opportunities...
Constructing School Success: The Consequences of
Untracking Low-Achieving Students, Mehan, 1996
• If schools, not just well-to-do families,
can deploy social capital to form
productive social networks, then it
means that schools can become
transformative institutions, not just
reproductive institutions.
Constructing School Success: The Consequences of
Untracking Low-Achieving Students, Mehan, 1996
95% of AVID students are enrolling in college and
89% of them are still enrolled two years later. This
is an enrollment rate 75% higher than the national
average and a retention rate 56% higher than the
average.
Constructing School Success: The Consequences of
Untracking Low-Achieving Students, Mehan, 1996
Eighty percent of AVID students have
been enrolled in college continuously
since leaving high school. Eighty-five
percent expect to graduate from
college in four to five years. Their
mean college GPA is 2.94.
• While more than 70% of AVID
students enroll in four-year
colleges, the average attendance
from their respective high
schools is between 10-23
percent.
The AVID Impact
“I was looking for a way to change the culture and tone
of our district, and I wanted to see kids who were
eager to learn…That was where AVID
helped…Immediately I saw dramatic changes in the
attitudes of teachers and administrators. Students who
were previously disruptive or not engaged were now
sitting in the front rows of their classes, notebooks out,
learning how to ask the right questions. Teachers were
thrilled to get AVID students into their classes. All
students recognized the program’s impact.”
Dr. Eric Smith, Superintendent
Anne Arundle, Maryland, Schools