Transcript AVID Student - TJ-Bond
Slide 1
AVID Overview
(From AVID Support Curriculum Resource Guide)
Slide 2
AVID Mission Statement
Slide 3
AVID Mission Statement
Complete Activity 1:
“Getting the Gist”
Slide 4
Top 10 Characteristics of Ideal Tutors
Read the characteristics of top tutors to complete Activity 2
1.
2.
3.
4.
5.
Report to the AVID elective class on time and prepared to
work.
Show initiative by doing what needs to be done without
waiting to be asked.
Are well-groomed and dress appropriately, according to
district and school guidelines
Treat students, fellow tutors, teachers and other school
personnel with respect
Have good communication skills. Are willing to ask
questions and provide constructive feedback to improve
the quality of the AVID program
Slide 5
Top 10 Characteristics of Ideal Tutors
6. Are eager to learn about their tutoring position and are
7.
8.
9.
10.
open to new perspectives.
Collaborate with AVID teachers, students and other tutors
Do quality work and remember that doing their very best
will result in high achievement for AVID students.
Are knowledgeable about and understand district/site
policies and procedures and adhere to them.
Are knowledgeable about the AVID program and its
mission, philosophy, and methodologies so they can
successfully fulfill their role.
Slide 6
Top 10 Characteristics of Ideal Tutors
Complete Activity 2 using the characteristics of ideal
tutors
Slide 7
Expectations of Teacher, Students, and Tutors
Read the following slides to complete Activity 3:
“ Expectations: Venn Diagram”
Slide 8
Expectations: AVID Teacher
1. The AVID teacher takes an active part in coaching
classroom tutors and in developing the academic and
personal strength of AVID students.
2. The AVID teacher takes care in implementing the
AVID Program so that it aligns with the 11 Essentials.
Slide 9
Expectations: AVID Teacher
3. The AVID teacher becomes a master of the stages of the AVID tutorial and the inquiry
learning process and coaches teachers/tutors in gaining a thorough understanding of the
following steps:
• Students take Cornell notes in their academic classes.
• Students complete the Tutorial Request Form (TRF), including two higher-level
questions from their academic class Cornell notes, homework, class work, quizzes,
and/or tests.
• As students enter the room, the teacher/tutor checks and/or collects the Tutorial
Request Forms. The resources students bring to class to support their questions are also
checked.
• Students are divided into tutorial groups of seven or fewer.
• One student begins the tutorial by presenting a higher-level question to the group.
Tutor and group members ask questions to guide the student presenter through the
inquiry process.
• Group members/tutor check the student presenter’s understanding of the answer to
his/her question by asking clarifying questions.
• Steps 5 and 6 are repeated for all group members.
• Students complete a written reflection on their learning (content and/or process).
• Students turn in their Tutorial Request Forms to teacher/tutor for grading and
feedback.
• Teacher/tutors/students debrief the tutorial process. Students verify their learning in
their academic classes.
Slide 10
Expectations: AVID Teacher
4. The AVID teacher assists AVID tutors/students in developing
personal pride and commitment.
5. Responsibilities of the AVID elective teacher include:
• Implementing the AVID curriculum.
• Ongoing monitoring of the progress of AVID students.
• Training, coaching, and debriefing the tutorial process with
tutors and students.
• Participating in all AVID elective teacher and/or Site Team
meetings.
• Assisting with and participating in all AVID functions (e.g.,
parent meetings, AVID field trips, tutor recruitment, and staff
development).
• Attending AVID trainings in the summer and throughout the
school year.
Slide 11
Expectations: AVID Students
1. AVID students are actively involved in their
own education and grow academically and
personally through the support of the AVID
program.
2. AVID students become thoroughly grounded
in AVID strategies (WICR: writing, inquiry,
collaboration, and reading).
Slide 12
Expectations: AVID Student
3. AVID students become masters of each stage of the AVID tutorial and the inquiry learning
process, as described below:
• Students take Cornell notes in their academic classes.
• Students complete the Tutorial Request Form (TRF), including two higher-level
questions from their academic class Cornell notes, homework, class work, quizzes,
and/or tests.
• As students enter the room, the teacher/tutor checks and/or collects the Tutorial
Request Forms. The resources students bring to class to support their questions are
also checked.
• Students are divided into tutorial groups of seven or fewer.
• One student begins the tutorial by presenting a higher-level question to the group.
Tutor and group members ask questions to guide the student presenter through the
inquiry process.
• Group members/tutor check the student presenter’s understanding of the answer
to his/her question by asking clarifying questions.
• Steps 5 and 6 are repeated for all group members.
• Students complete a written reflection on their learning (content and/or process).
• Students turn in their Tutorial Request Forms to teacher/tutor for grading and
feedback.
• Teacher/tutors/students debrief the tutorial process. Students verify their learning
in their academic classes.
Slide 13
Expectations: AVID Student
4. AVID students develop personal pride in themselves and their work.
5. AVID students will:
• Be positive, encouraging, and supportive of their classmates.
• Arrive on time and prepared for class (bring completed
Tutorial Request Form with higher-level questions and related
resources—class notes, textbooks, past tests, etc.).
• Act as a role model in behavior for peers.
• Become familiar with the specific routines and expectations
of their teachers’ classrooms.
• Understand the importance of learning and of achieving
academic success.
• Take an active part in developing academic strength, personal
pride, and self-advocacy.
• Demonstrate commitment to themselves, to AVID, and to
their studies.
Slide 14
Expectations: AVID Student
• Communicate effectively with their teachers, tutors, and other students.
• Discuss with AVID tutors common areas of concern.
• Learn by asking questions (inquiry), not by having answers provided for
them.
• Maintain at least a 2.0 GPA and satisfactory citizenship and attendance in all
classes.
• Maintain enrollment in college-preparatory classes.
• Maintain an AVID three-ring binder (with agenda/daily planner/calendar,
Cornell notes, assignments in all classes, and Tutorial Request Forms).
• Take Cornell notes and/or keep learning logs in all academic classes.
• Complete all homework assignments (commit to at least two hours of
homework every night).
• Participate in AVID tutorials at least twice a week.
• Participate in extracurricular activities, field trips, and community service.
• Attend summer school as needed to take additional coursework and/or to
raise grades to maintain college eligibility. (high school)
• Prepare for and take college entrance exams such as the PSAT®, PLAN, SAT®,
and ACT. (high school)
Slide 15
Expectations: AVID Tutors
1. The AVID tutor takes an active part in
developing the academic and personal
strength of AVID students.
2. The AVID tutor becomes thoroughly grounded
in AVID strategies (WICR: writing, inquiry,
collaboration, and reading).
Slide 16
Expectations: AVID Tutor
3. The AVID tutor becomes a master of each stage of the AVID tutorial and the inquiry learning
process, as described below:
• Students take Cornell notes in their academic classes.
• Students complete the Tutorial Request Form (TRF), including two higher-level
questions from their academic class Cornell notes, homework, class work, quizzes,
and/or tests.
• As students enter the room, the teacher/tutor checks and/or collects the Tutorial
Request Forms. The resources students bring to class to support their questions are
also checked.
• Students are divided into tutorial groups of seven or fewer.
• One student begins the tutorial by presenting a higher-level question to the group.
Tutor and group members ask questions to guide the student presenter through the
inquiry process.
• Group members/tutor check the student presenter’s understanding of the answer
to his/her question by asking clarifying questions.
• Steps 5 and 6 are repeated for all group members.
• Students complete a written reflection on their learning (content and/or process).
• Students turn in their Tutorial Request Forms to teacher/tutor for grading and
feedback.
• Teacher/tutors/students debrief the tutorial process. Students verify their learning
in their academic classes.
Slide 17
Expectations: AVID Tutor
4. The AVID tutor assists AVID students in developing
personal pride.
5. The AVID tutor:
• Takes an active role in developing the academic
and personal strengths of AVID students.
• Assists students in the successful completion of
college eligibility requirements.
• Provides academic support for students in
rigorous courses.
• Encourages students to enroll in a four-year
college or university after high school graduation.
• Serves as a role model/mentor to AVID students.
Slide 18
Expectations: AVID Tutor
6. AVID tutors are expected to be active learners, not experts. Because you have
been selected as a tutor for this special class, it is expected and
understood that you will:
• Be positive and professional at all times.
• Arrive on time and prepared for class.
• Act as a role model in behavior; wear appropriate attire at all times.
• Assist students in maintaining their AVID binders (with calendar,
assignment sheets, Tutorial Request Forms, and daily Cornell notes in all
academic classes).
• Actively participate in collaborative groups and tutorials.
• Participate in AVID field trips and motivational activities (when
possible).
• Inform teacher in advance of absences/tardies on a tutorial day.
• Become familiar with the specific routines and expectations of each
AVID teacher’s classrooms.
• Facilitate the tutorial learning process and implement AVID
methodologies.
• Adhere to district/site policies and procedures.
• Complete 16 hours of tutor training.
AVID Overview
(From AVID Support Curriculum Resource Guide)
Slide 2
AVID Mission Statement
Slide 3
AVID Mission Statement
Complete Activity 1:
“Getting the Gist”
Slide 4
Top 10 Characteristics of Ideal Tutors
Read the characteristics of top tutors to complete Activity 2
1.
2.
3.
4.
5.
Report to the AVID elective class on time and prepared to
work.
Show initiative by doing what needs to be done without
waiting to be asked.
Are well-groomed and dress appropriately, according to
district and school guidelines
Treat students, fellow tutors, teachers and other school
personnel with respect
Have good communication skills. Are willing to ask
questions and provide constructive feedback to improve
the quality of the AVID program
Slide 5
Top 10 Characteristics of Ideal Tutors
6. Are eager to learn about their tutoring position and are
7.
8.
9.
10.
open to new perspectives.
Collaborate with AVID teachers, students and other tutors
Do quality work and remember that doing their very best
will result in high achievement for AVID students.
Are knowledgeable about and understand district/site
policies and procedures and adhere to them.
Are knowledgeable about the AVID program and its
mission, philosophy, and methodologies so they can
successfully fulfill their role.
Slide 6
Top 10 Characteristics of Ideal Tutors
Complete Activity 2 using the characteristics of ideal
tutors
Slide 7
Expectations of Teacher, Students, and Tutors
Read the following slides to complete Activity 3:
“ Expectations: Venn Diagram”
Slide 8
Expectations: AVID Teacher
1. The AVID teacher takes an active part in coaching
classroom tutors and in developing the academic and
personal strength of AVID students.
2. The AVID teacher takes care in implementing the
AVID Program so that it aligns with the 11 Essentials.
Slide 9
Expectations: AVID Teacher
3. The AVID teacher becomes a master of the stages of the AVID tutorial and the inquiry
learning process and coaches teachers/tutors in gaining a thorough understanding of the
following steps:
• Students take Cornell notes in their academic classes.
• Students complete the Tutorial Request Form (TRF), including two higher-level
questions from their academic class Cornell notes, homework, class work, quizzes,
and/or tests.
• As students enter the room, the teacher/tutor checks and/or collects the Tutorial
Request Forms. The resources students bring to class to support their questions are also
checked.
• Students are divided into tutorial groups of seven or fewer.
• One student begins the tutorial by presenting a higher-level question to the group.
Tutor and group members ask questions to guide the student presenter through the
inquiry process.
• Group members/tutor check the student presenter’s understanding of the answer to
his/her question by asking clarifying questions.
• Steps 5 and 6 are repeated for all group members.
• Students complete a written reflection on their learning (content and/or process).
• Students turn in their Tutorial Request Forms to teacher/tutor for grading and
feedback.
• Teacher/tutors/students debrief the tutorial process. Students verify their learning in
their academic classes.
Slide 10
Expectations: AVID Teacher
4. The AVID teacher assists AVID tutors/students in developing
personal pride and commitment.
5. Responsibilities of the AVID elective teacher include:
• Implementing the AVID curriculum.
• Ongoing monitoring of the progress of AVID students.
• Training, coaching, and debriefing the tutorial process with
tutors and students.
• Participating in all AVID elective teacher and/or Site Team
meetings.
• Assisting with and participating in all AVID functions (e.g.,
parent meetings, AVID field trips, tutor recruitment, and staff
development).
• Attending AVID trainings in the summer and throughout the
school year.
Slide 11
Expectations: AVID Students
1. AVID students are actively involved in their
own education and grow academically and
personally through the support of the AVID
program.
2. AVID students become thoroughly grounded
in AVID strategies (WICR: writing, inquiry,
collaboration, and reading).
Slide 12
Expectations: AVID Student
3. AVID students become masters of each stage of the AVID tutorial and the inquiry learning
process, as described below:
• Students take Cornell notes in their academic classes.
• Students complete the Tutorial Request Form (TRF), including two higher-level
questions from their academic class Cornell notes, homework, class work, quizzes,
and/or tests.
• As students enter the room, the teacher/tutor checks and/or collects the Tutorial
Request Forms. The resources students bring to class to support their questions are
also checked.
• Students are divided into tutorial groups of seven or fewer.
• One student begins the tutorial by presenting a higher-level question to the group.
Tutor and group members ask questions to guide the student presenter through the
inquiry process.
• Group members/tutor check the student presenter’s understanding of the answer
to his/her question by asking clarifying questions.
• Steps 5 and 6 are repeated for all group members.
• Students complete a written reflection on their learning (content and/or process).
• Students turn in their Tutorial Request Forms to teacher/tutor for grading and
feedback.
• Teacher/tutors/students debrief the tutorial process. Students verify their learning
in their academic classes.
Slide 13
Expectations: AVID Student
4. AVID students develop personal pride in themselves and their work.
5. AVID students will:
• Be positive, encouraging, and supportive of their classmates.
• Arrive on time and prepared for class (bring completed
Tutorial Request Form with higher-level questions and related
resources—class notes, textbooks, past tests, etc.).
• Act as a role model in behavior for peers.
• Become familiar with the specific routines and expectations
of their teachers’ classrooms.
• Understand the importance of learning and of achieving
academic success.
• Take an active part in developing academic strength, personal
pride, and self-advocacy.
• Demonstrate commitment to themselves, to AVID, and to
their studies.
Slide 14
Expectations: AVID Student
• Communicate effectively with their teachers, tutors, and other students.
• Discuss with AVID tutors common areas of concern.
• Learn by asking questions (inquiry), not by having answers provided for
them.
• Maintain at least a 2.0 GPA and satisfactory citizenship and attendance in all
classes.
• Maintain enrollment in college-preparatory classes.
• Maintain an AVID three-ring binder (with agenda/daily planner/calendar,
Cornell notes, assignments in all classes, and Tutorial Request Forms).
• Take Cornell notes and/or keep learning logs in all academic classes.
• Complete all homework assignments (commit to at least two hours of
homework every night).
• Participate in AVID tutorials at least twice a week.
• Participate in extracurricular activities, field trips, and community service.
• Attend summer school as needed to take additional coursework and/or to
raise grades to maintain college eligibility. (high school)
• Prepare for and take college entrance exams such as the PSAT®, PLAN, SAT®,
and ACT. (high school)
Slide 15
Expectations: AVID Tutors
1. The AVID tutor takes an active part in
developing the academic and personal
strength of AVID students.
2. The AVID tutor becomes thoroughly grounded
in AVID strategies (WICR: writing, inquiry,
collaboration, and reading).
Slide 16
Expectations: AVID Tutor
3. The AVID tutor becomes a master of each stage of the AVID tutorial and the inquiry learning
process, as described below:
• Students take Cornell notes in their academic classes.
• Students complete the Tutorial Request Form (TRF), including two higher-level
questions from their academic class Cornell notes, homework, class work, quizzes,
and/or tests.
• As students enter the room, the teacher/tutor checks and/or collects the Tutorial
Request Forms. The resources students bring to class to support their questions are
also checked.
• Students are divided into tutorial groups of seven or fewer.
• One student begins the tutorial by presenting a higher-level question to the group.
Tutor and group members ask questions to guide the student presenter through the
inquiry process.
• Group members/tutor check the student presenter’s understanding of the answer
to his/her question by asking clarifying questions.
• Steps 5 and 6 are repeated for all group members.
• Students complete a written reflection on their learning (content and/or process).
• Students turn in their Tutorial Request Forms to teacher/tutor for grading and
feedback.
• Teacher/tutors/students debrief the tutorial process. Students verify their learning
in their academic classes.
Slide 17
Expectations: AVID Tutor
4. The AVID tutor assists AVID students in developing
personal pride.
5. The AVID tutor:
• Takes an active role in developing the academic
and personal strengths of AVID students.
• Assists students in the successful completion of
college eligibility requirements.
• Provides academic support for students in
rigorous courses.
• Encourages students to enroll in a four-year
college or university after high school graduation.
• Serves as a role model/mentor to AVID students.
Slide 18
Expectations: AVID Tutor
6. AVID tutors are expected to be active learners, not experts. Because you have
been selected as a tutor for this special class, it is expected and
understood that you will:
• Be positive and professional at all times.
• Arrive on time and prepared for class.
• Act as a role model in behavior; wear appropriate attire at all times.
• Assist students in maintaining their AVID binders (with calendar,
assignment sheets, Tutorial Request Forms, and daily Cornell notes in all
academic classes).
• Actively participate in collaborative groups and tutorials.
• Participate in AVID field trips and motivational activities (when
possible).
• Inform teacher in advance of absences/tardies on a tutorial day.
• Become familiar with the specific routines and expectations of each
AVID teacher’s classrooms.
• Facilitate the tutorial learning process and implement AVID
methodologies.
• Adhere to district/site policies and procedures.
• Complete 16 hours of tutor training.