1. Lodi Unified School District AVID Update 2011
Presenters:
Cindy Mettler- Bear Creek High School
Pam Deines- Needham Elementary School
Vincent Kobelt- Delta Sierra Middle School
Carole Funge - Tokay High School
Tammy Naylor - Bear Creek High School 1

2. What is AVID? It is…
A structured, college preparatory system working directly with schools and districts
A direct support structure especially for low-income and/or first-generation college goers throughout grades 4-12
A schoolwide approach to curriculum and rigor adopted by nearly 4,500 schools in 45 states and 15 countries
A professional development program providing training throughout the U.S. 2 2

3. What Sets AVID Apart Academic Component Social Component Mentoring
College Awareness and Information
Community Involvement 3

4. ACRS The AVID College Readiness System Elementary Secondary
Postsecondary
AVID’s mission is to close the achievement gap by preparing all students for college readiness and success in a global society. 4

5. Development of AVID in a Feeder Pattern
AVID’s systemic approach prepares and supports schools and districts as they transform their instructional practices, expand their leadership capacities and strengthen their infrastructures.
Implement
AVID Elective
HS/MS
Approach
AVID
Schoolwide
AVID
Feeder Pattern
in place
Initiate
AVID Elementary 5

6. Lodi Unified School District AVID 4-12 Feeder Pattern
Clairmont Elementary (Year 2) Morada Middle McNair HS
Lawrence Elementary (Year 3) Millswood Middle Lodi HS
Needham Elementary (Year 3) Lodi Middle Tokay HS
Wagner Holt Elementary (Year 3) Delta Sierra Bear Creek HS
Washington Elementary (Year 1) Millswood Middle Lodi HS
Westwood Elementary (Year 1) Morada Middle McNair HS
Currently McAuliffe Middle School does not have a feeder AVID Elementary school. 6

7. AVID Elementary 7 7

8. AVID Elementary is… Part of the AVID District-wide System
For ALL students
Embedded throughout entire day
AVID methodologies, best practices and strategies that are developmentally appropriate for multi-subject, self-contained 4th-6th grade classrooms 8 8

9. Why implement AVID Elementary?
Provide equal access to all students
Develop students’ organizational skills
Create a belief of academic rigor and student success using consistent school wide expectations
Open communication lines with families
Promote a college-going atmosphere
Increase articulation between elementary and middle schools and identify students for middle level AVID elective programs 9 9

10. What to look for in an AVID Elementary Classroom…
Student EMPOWERMENT
Organizational Tool/Binders and planner/agenda used FREQUENTLY, CONSISTENTLY, PRODUCTIVELY
All students using NOTE-TAKING STRATEGIES
Teachers and students engaged in ALL LEVELS OF QUESTIONING
RIGOR appropriate for each student 10 10

11. Student Speaker
-Westwood Elementary 11 11

12. AVID Secondary 12

13. What is AVID Secondary?
AVID at the secondary level is an academic, regularly scheduled elective class based on Writing as a tool of learning, Inquiry, Collaboration and Reading. The three main components of the program are:
Academic instruction,
Tutorial support, and
Motivational/awareness activities 13

14. Learning How to Learn
AVID students spend a great deal of time learning skills and strategies such as:
Binder and Planner Organization
Effective Note-taking (Cornell style)
Critical Reading
Asking Questions
Goal Setting
Time Management
“Hidden” Curriculum 14

15. A Sample Week in AVID Elective
Daily or Block* Schedule
AVID Curriculum includes:
Writing
Critical Reading
Tutorology
College and Careers
Strategies for Success
AVID Tutorials Include:
Collaborative Study Groups
Writing Groups
Socratic Seminars 15 15

16. Why a Tutorial Support Curriculum?
Align AVID tutor training to the national certification document
Provide tools to debrief and refine the tutorial process with tutors, students and the AVID elective teacher(s)
Provide tools to facilitate rigorous tutorials that assist students in increasing achievement in academic classes.
We require AVID Tutors to receive 8 hours of tutor training, plus an additional 8 hours of on-site and independent work. 16 16

17. The AVID Tutorial 17 17

18. The AVID Elective Student Profile
Students With Academic Potential:
Average to high standardized test scores
GPA
College potential with support
Desire and determination
Meets One or More of the Following Criteria:
First in family to attend college
Historically underserved in four-year colleges
Low income
Special circumstances 18 18

19. Student Speakers
Joseph Hernandez, 9th grade, McNair High Vanessa Segura, 12th grade, Lodi High 19 19

20. There is a Story Behind the Numbers
Many students attend college because there is an established college-going tradition.
Knowledge about the process
Knowledge about the education system
Advocacy and Support 20

21. Parent Education Level of Current LUSD AVID Students
**Data provided by LUSD AR&E Department 21 21

22. Free/Reduced Lunch Status of Current LUSD AVID Secondary Students
**Data provided by LUSD AR&E Department 22 22

23. **Data taken from LUSD AVID Senior exit data (Class of 2009)
Breakdown of LUSD AVID Seniors (Class of 2009)
NUMBER OF SENIORS IN LAST YEAR'S AVID CLASS
124
PERCENT COMPLETING A - G REQUIREMENTS
87.1%
PERCENT TAKING THE SAT AND/OR ACT EXAM
81.45%
PERCENT TAKING AT LEAST ONE AP/IB EXAM
50.81%
**Data taken from LUSD AVID Senior exit data (Class of 2009) 23 23

24. 2010 LUSD AVID Students’ Senior Data
District Total
2 Year College
4 Year College UC
CSU
APPLIED
N/A
87.9%
13.71%
47.58%
ACCEPTED
74.19%
5.65%
41.94%
PLANNED TO ATTEND
33.87%
58.87%
1.61%
20.16%
**Data taken from LUSD AVID Senior exit data (Class of 2010) 24 24

25. The 11 Essentials What is necessary for successful implementation:
AVID student selection
Voluntary participation
AVID elective class offered during the school day
Rigorous course of study
Strong, relevant writing and reading curriculum 25 25

26. The 11 Essentials (continued)
Inquiry to promote critical thinking
Collaboration as a basis of instruction
Trained tutors
Data collection and analysis
District and school commitment
Active interdisciplinary site team 26 26

27. Looking Ahead Implementing District-wide Write Path Training and
Note-taking Training- Content Area Strategies, NOT new content
Adding AVID Elementary sites
Increasing fiscal support and sustainability of LUSD’s AVID system through grants, corporate sponsors and LUSD AVID Alumni
Investigating options for students to fit 4 years of AVID Elective course and required A-G and HS graduation courses into schedules, ie. summer programs, online courses, 7th period/extended day
Continuing work with District ARE department to disaggregate and analyze AVID and school/district data 27 27

28. Appendix 28 28

29. LUSD High Schools Bear Creek 8 sections 244 students
Lodi sections 111 students
McNair sections students
Middle College* 8 sections 237 students
Tokay sections students
*All Students at Middle College are placed into AVID classes 29 29

30. LUSD Middle Schools Delta Sierra 2 sections 57 students
Houston** N/A N/A
Lodi sections students
McAuliffe sections students
Millswood sections students
Morada sections students
**Houston has had an AVID program, but their schedule
has not allowed for it since 30 30

31. Percent Ethnicity of LUSD Secondary Students Compared with LUSD AVID Secondary Students
**Data taken from LUSD AVID Site Data 31 31

32. 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 four times higher among AVID students than among U.S. students overall.
AVID Senior Data Collection
n=17814
COMPARATOR:
College Board AP Exams National Summary Report 32 32

33. AVID Student Enrollment in Courses of Rigor
in Lodi Unified School District
AP/IB SUBJECT AREA
9th
10th
11th
12th
ART
COMPUTER SCIENCE
ECONOMICS
MATH 2 33
ENGLISH 39 27
SCIENCE 6 14 20
SOCIAL SCIENCE 9 48
FOREIGN LANGUAGE 1 8 5
District Total 35 66 40
116 14
**Data taken from LUSD AVID Site Data 33 33

34. 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 the teacher’s role as that of student advocate. 34 34

35. AVID College Readiness System
AVID ELEMENTARY
Grade Level
AVID SECONDARY
Elective Class
AVID SECONDARY Write Path
Content Class
AVID Postsecondary
Course
(Current R&D Project)
ALL SUBJECTS
Entire grade level
ELECTIVE
Selected classrooms
SCHOOLWIDE
All classrooms
SPECIFIC COURSE
SPECIFIC DEPARTMENTS
ALL STUDENTS
ALL LEVELS
SELECTED
STUDENTS
SUBJECTS
SELECTED COURSES
EMBEDDED AND THREADED THROUGHOUT THE DAY
STRUCTURED
WEEK & CURRICULUM
STUCTURED LESSONS
STRUCTURED LESSONS 35

36. AVID Elementary Implementation Components
Student Success Skills
How “to do” school or the hidden curriculum
Organization
Agenda/Planner, Organizational Tool, Note-taking
strategies, time management, goal setting
WICOR Lessons
Sequential, progressive lessons that incorporate writing
to learn, inquiry, collaboration, organization, reading to
learn throughout all content areas
Partnerships
Classroom, grade level, site, district, families, community 36

37. 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. 37 37

38. AVID Secondary- WICR strategies
Writing to Learn Note Taking, Reflections, Process Essays, Timed Writing, Quick Writes
Inquiry Tutorials, Note Taking, Socratic Seminars, Philosophical Chairs
Collaboration Pair-Share, Tutorials, Group Projects, Teambuilding, Brainstorming
Reading Strategies Textbook analysis, Vocabulary Development, KWL, Graphic Organizers 38

39. Inquiry Learning Process
Identify the Problem:
What is your question?
Check for Understanding:
What do they know?
What can you tell me about it?
What does ___ mean? 1 2 3
Clearly Understands
More Inquiry
Confused??
What questions do you still have?
What would happen if you changed __?
What have we overlooked?
Key Comprehension Questions:
What have you already tried?
What is the relationship of ___ and ___?
Is there another way to look at it?
Where can you go for more information?
How would you graphically illustrate your process? 4 5
What would happen if you
changed __?
Recite!!
How would you teach this to a friend?
Reflect...
What did you learn? 6 7 39 39