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

2. Quick Write
Describe the single greatest inhibitor for low-income and/or minority students to access the most rigorous curriculum, which would ultimately prepare them to be ready for college.

3. The Challenge
Providing Access

4. The Challenge Low Expectations:
71% of students plan to attend college.
32% of teachers expect their students to attend college.
51% of parents believe their children will attend college.
From report done by Pathways to College Network: Citing research by Metropolitan Life (2000) MetLife Survey of the American Teacher 2000.

5. Of 100 White Kindergarteners...
The Challenge
Of 100 White Kindergarteners...

6. 33 obtain at least a bachelor’s degree 93 graduate from high school
The Challenge
Source: U.S. Department of Commerce, Bureau of the Census. March Current Population Surveys, , In The Condition of Education, 2002.
33 obtain at least a bachelor’s degree
93 graduate from high school
EdTrust, 2005

7. Of 100 African American Kindergarteners...
The Challenge
Of 100 African American Kindergarteners...

8. 18 obtain at least a bachelor’s degree 87 graduate from high school
The Challenge
Source: U.S. Department of Commerce, Bureau of the Census. March Current Population Surveys, , In The Condition of Education, 2002.
18 obtain at least a bachelor’s degree
87 graduate from high school
EdTrust, 2005

9. Of 100 Hispanic Kindergarteners...
The Challenge
Of 100 Hispanic Kindergarteners...

10. 11 obtain at least a bachelor’s degree 63 graduate from high school
The Challenge
Source: U.S. Department of Commerce, Bureau of the Census. March Current Population Surveys, , In The Condition of Education, 2002.
11 obtain at least a bachelor’s degree
63 graduate from high school
EdTrust, 2005

11. The Challenge Percent in College Prep
African American, Latino, & Native American youth are less likely to be enrolled in a full college-prep track.
Source: Jay P. Greene, Public High School Graduation and College Readiness Rates in the United States, Manhattan Institute, September Table 8.

12. Average Scores on AP Exams, 2003
The Challenge
Average Scores on AP Exams, 2003
Source: The College Board, Advanced Placement Program, National Summary Report 2003.
1 Averages combined from Calculus AB and Calculus BC examinations.
NCES, 2005

13. Meeting the Challenge with AVID

14. What is AVID?
A structured, college preparatory program 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 working in over 2,700 middle schools and high schools in 39 states and 15 countries
A professional development program providing training throughout the U.S.

15. 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.

16. The AVID Student Profile
Students With Academic Potential
Average to high test scores
GPA
College potential with support
Desire and determination
Meets One or More of the Following Criteria
First to attend college
Historically underserved in four-year colleges
Low income
Special circumstances

17. AVID Program Components

18. AVID Components A regularly scheduled academic elective class for
AVID Students
Rigorous curriculum required for all students
Trained college tutors for the AVID academic
elective
An interdisciplinary AVID site team
Parent workshops focusing on academic support
and college awareness
Professional development focusing on AVID
methodologies of writing, inquiry, collaboration,
and critical reading -- WICR
District, regional, and state support

19. AVID Program Essentials
AVID student selection
Voluntary participation
AVID elective class offered during the school day
Rigorous course and study
Writing and reading curriculum
Inquiry to promote critical reading

20. AVID Program Essentials (Continued)
Collaboration
Trained tutors
Data collection and analysis
District and school commitment
Active and interdisciplinary site team

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

24. Inquiry Method
Engage in skillful questioning
Higher level thinking
Respectful dialogue

25. 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.
Develop student-centered dialogue which is at the heart of rigor.
Foster understanding of complex ideas and information.

27. 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.

28. 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.

30. Reading to Learn
Connect to prior knowledge
Understand text structure
Use text-processing strategies (during and after reading)

31. 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

32. AVID: Collaborative Support for the Success of Underserved Students
Colleges
and
Universities
AVID
Support
Staff
Community
Parents
AVID
Coordinator
(AVID Elective
Teacher)
NOTES:
Student
Administration
Tutors
Subject
Area
Teachers
Counselors

33. AVID’s Support Structure for Opening Access to Rigorous Curriculum
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

34. 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

35. Development of AVID in a District
Core AVID Program
Schoolwide Effort
Districtwide Reform
DEVELOPMENT
Multiple AVID sections &
teachers
Systemic access to rigorous
curriculum
Increased site team leadership
All teachers AVID trained
WICR across the curriculum
Schoolwide college-going
culture
Multi-year site plan
AVID counselor in place
MATURITY
Executive leaders actively
participate in AVID
College-readiness articulation
4-12
Expanded AVID Path &
Summer Institute training
College-going culture
and AP/IB enrollment: routine
District policies reinforce
college-readiness at all levels
District level multi-year plan
IMPLEMENTATION
Trained Regional and District
Directors
Academic elective class
Trained tutors
Open access to rigorous curriculum with support
WICR
Site team leadership
Parent involvement
College exploration
Summer Institute

36. Changing High Schools
AVID Works

37. AVID: Decades of Success
For 26 years, AVID has served more than 200,000 students, becoming one of the most successful college-preparatory programs ever for low-income, underserved students in more than 2,000 U.S. schools in 39 states, Canada, and 15 other countries.

38. 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.

39. Academic Preparation
Transcript Study: “the single biggest predictor of college success is the quality and intensity of students’ high school curriculum”
Cliff Adelman, Answers in the Tool Box, U.S. Department of Education, 1999.

40. AVID Graduates 96% plan to enroll in a college or university
68% plan to enroll in a four-year university
28% plan to enroll in a two-year college
83% of parents have less than a four-year college degree
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Source: AVID Center Data Collection System,
Percentages have been rounded to the nearest whole percent

41. Ethnicity of AVID Students
The ethnic breakdown of the 103,724 AVID students is:
Native American 0.7%
Asian/Pacific Islander/Filipino 8.2%
Hispanic 48.5%
African American/Black %
White 23.9%
Multi-Racial 1.3%
Declined to state 0.4%
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Source: AVID Center Data Collection System,
Percentages have been rounded to the nearest whole percent

42. Completion of Four-Year College Entrance Requirements
AVID students complete university entrance requirements at a much higher rate than their non-AVID peers.

44. AP and College Success
Students who take AP courses and exams are much more likely than their peers to complete a bachelor’s degree in four years or less.
Source: Camara, Wayne (2003). College Persistence, Graduation, and Remediation. College Board Research Notes (RN-19). New York, NY: College Board.

45. Next Steps
Questions
Moving Forward

46. Speaker Name
Contact Information