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AVID PROGRAM ADVANCEMENT VIA INDIVIDUAL DETERMINATION [L. avidus]: eager for knowledge.

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Presentation on theme: "AVID PROGRAM ADVANCEMENT VIA INDIVIDUAL DETERMINATION [L. avidus]: eager for knowledge."— Presentation transcript:

1 AVID PROGRAM ADVANCEMENT VIA INDIVIDUAL DETERMINATION [L. avidus]: eager for knowledge

2 AVID is a program designed to prepare capable but under- performing students for college through tutoring, mentoring, study skills instruction, and peer group support

3 The Mission of AVID l will succeed in rigorous curriculum, l will enter mainstream activities of the school, l will increase their enrollment in four-year colleges, and l will become educated and responsible l participants and leaders in a democratic society. 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:

4 What is AVID? AVID is an academic, regularly scheduled elective class based on writing as a tool of learning, inquiry method, and collaborative grouping. The three main components of the program are: academic instruction, tutorial support, and motivational activities.

5 AVID L. avidus: eager for knowledge. Targets traditionally underserved students in the academic middle (capable, but underperforming) The AVID elective is a year-long course students take while enrolled in rigorous advanced, Honors & Advanced Placement courses (HS only) Participation is voluntary and requires parent approval AVID supports & encourages school- wide implementation and reform

6 AVID’s Record Currently in over 2000 schools with over 100,000 students 95% of AVID graduates are enrolled in a college or university AVID seniors complete four-year college entry requirements at an 84% rate. The national average is 34.8% AVID middle-level students are enrolled in algebra at a 48% rate. The national average is 24%.

7 Commonly Held Misconceptions about AVID 3 AT RISK ProgramNO! 3 Affirmative Action ProgramNO! 3 School Within A SchoolNO! 3 For All StudentsNO! 3 A “Silver Bullet”NO! 3 A Quick FixNO! 3 FreeNO! 3 A Categorical ProgramNO! 3 Only Affects A Few StudentsNO!

8 The AVID Student Profile s Average to High Test Scores s GPA s College Potential with Support s Desire and Determination Students with Academic Potential Meets One or More of the Following Criteria s First to Attend College s Historically Underserved in 4-year Colleges s Low Income s Special Circumstances argets traditionally underserved students in the academic middle (capable, but underperforming) Not the lowest 25% (FCAT Level 1), but targets traditionally underserved students in the academic middle (capable, but underperforming)

9 Who is eligible for AVID? Students who have the potential and desire to attend college and have… average to high test scores grade point average College potential with support Desire and determination Appropriate classroom behavior Good attendance record Good work habits A willingness to commit themselves to studying and homework each night AVID students also meet ONE or more of the following criteria: First in their immediate family to attend college/university Historically underrepresented in four-year colleges Low-income Special Circumstances

10 AVID Objectives To provide academic instruction and other support to students and prepare them for eligibility to four- year colleges & universities Prepare students to enroll in the most rigorous courses Motivate students to attend college Give students college level entry skills Improve organizational skills Improve critical thinking skills Increase “coping skills” of student participants Increase participants’ levels of career awareness Empower students to achieve academic excellence

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12 The AVID Curriculum AVID Methodologies In A Nutshell Writing as a tool for Learning Inquiry Method Collaborative, subject specific groups RReading as a tool of learning WIC-R

13 M-1 W riting to Learn I nquiry C ollaboration R eading

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15 Writing as a Tool of Learning Thinking Learning Note taking -Student learn to take notes in all classes (Cornell Notes) Learning Logs The Writing Process “How do I know what I think, until I see what I write?”

16 Cornell Note Taking (the STAR system) S et up your paper. T ake the notes. A pply your thinking to the notes. R eflect and R evise your notes. Cornell Notes are a great tool for studying and test preparation!

17 An example of how notes are set up… Topic Questions Subtitles Headings Heading Class notes Use bullets Use abbreviations etc.) Summary: a 3-4 sentence summary across the bottom

18 Summary Summary is added at the end of all note pages on the subject (not at the end of each page), Summary is added AFTER questions are finished.

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20 Inquiry Method Begin learning groups with questions. Engage in levels of thinking from recall of knowledge to evaluation. Pursue understanding with mutual respect, civility and dignity of others. Be willing to be persuaded by arguments or evidence.

21 Collaborative Learning Groups Students ask, explore and answer questions. Students are listeners, thinkers, speakers, and writers. Discover ideas and remember because they are actively involved. Teacher becomes a coach, guiding students in their learning.

22 AVID Tutorials Students participate in tutorials 2 days/week Utilizes a collaborative, Inquiry-based Model Tutors to do not give answers or solve problems, but help students to learn how to learn Use College students, AP/Honors Upperclassmen, HS students tutoring MS students, and adult volunteers Students must bring tutorial questions to class on tutorial days and take notes during the tutorial Very helpful as students take the advanced coursed required by AVID

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

24 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 Constructing School Success: The Consequences of Untracking Low Achieving Students, Mehan et al, 1996

25 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

26 Focuses on academic success of low-achieving students as a school wide 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

27 AVID Students Will: Become proficient in taking notes in all classes, organization, time management, study skills, writing, inquiry, working with others, reading, and public speaking Be supported by weekly tutors including college students, adults, and peers Participate in guest speaker forums, volunteer activities, and field trips to colleges, universities, and businesses

28 AVID Expectations AVID parents and students sign a contract agreeing to participate and… AVID students will be expected to: Maintain good grades Enroll in advanced, Honors & Advanced Placement classes Keep an organized 3-ring binder and take notes Complete work for all classes Maintain strong attendance and good behavior Maintain an individual determination to succeed Participate in weekly tutorials

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