Presentation on theme: "The Road to College: Rigor, Readiness, and Retention"— Presentation transcript:
1The Road to College: Rigor, Readiness, and Retention
2The Mission of AVIDThe 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; andwill 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.
3What is AVID?A structured, college preparatory system working directly with schools and districtsA direct support structure for first-generation college goers, grades 4-12A schoolwide approach to curriculum and rigor adopted by nearly 4,000 middle schools and high schools in 45 states and 15 countriesA professional development program providing training throughout the U.S.
4The AVID Student Profile Students With Academic PotentialAverage to high test scoresGPACollege potential with supportDesire and determinationMeets One or More of the Following CriteriaFirst to attend collegeHistorically underserved in four-year collegesLow incomeSpecial circumstances
5AVID Program Essentials AVID student selectionVoluntary participationAVID elective class offered during the school dayRigorous course and studyWriting and reading curriculumInquiry to promote critical reading
6AVID Program Essentials (Continued) CollaborationTrained tutorsData collection and analysisDistrict and school commitmentActive and interdisciplinary site team
11A Sample Week in the AVID Elective Daily or Block ScheduleAVID Curriculum includes:Writing CurriculumCollege and CareersStrategies for SuccessAVID Tutorials Include:Collaborative Study GroupsWriting GroupsSocratic Seminars
12What is Academic Rigor?Rigor is the goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging.Taking rigorous courses opens doors!Source: Teaching What Matters Most; Standards and Strategies for Raising Student Achievement by Strong, Silver and Perini, ASCD, 2001.
13Meeting the Challenge Develop as readers and writers. 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, and behaviors to use knowledge and skills.
14AVID: 28 Years of SuccessOver 28 years, AVID has become one of the most successful college-preparatory programs ever for low-income, underserved students, and today reaches more than 320,000 students in nearly 4,000 U.S. schools in 45 states, Canada, and 15 other countries.
15Why AVID WorksPlaces 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; andRedefines teacher’s role as that of student advocate.
16Ethnic 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.
17Completion of Four-Year College Entrance Requirements AVID students complete university entrance requirements at a much higher rate than their non-AVID peers.
18Percentages have been rounded to the nearest whole percent AVID Graduates97% plan to enroll in a college or university66% plan to enroll in a four-year university31% plan to enroll in a two-year college83% of parents have less than a four-year college degree_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Source: AVID Center Senior Data Collection System, (N=14,995)Percentages have been rounded to the nearest whole percent
19Percent of Students Applying and Getting Accepted to Four-Year Colleges One of the most impressive and consistent indicators of AVID's success is the rate at which it sends students to four-year colleges. Seventy-eight percent of 2007 AVID graduates were accepted to a four-year college.
20Keys to AVID Implementation Select a site and district coordinator.Gain site and district support for the program.Identify and commit resources for program costsClarify the goals of the program for school faculty andgain their support.Select interdisciplinary AVID site team.Identify and recruit students.Schedule class and students.Recruit and hire tutors.Attend Summer Institute.Implement.
21AVID: Collaborative Support for the Success of Underserved Students CollegesandUniversitiesAVIDSupportStaffCommunityAVIDCoordinator(AVID ElectiveTeacher)ParentsStudentTutorsAdministrationSubjectAreaTeachersCounselors
22AVID 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.The school must be committed to full implementation of the AVID program, with the AVID year-long elective class available within the regular academic school day.AVID students are enrolled in a rigorous course of study that will enable them to meet requirements for university enrollment._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
23AVID Program Implementation Essentials (continued) 5. A strong, relevant writing and reading 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._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
24AVID Program Implementation Essentials (continued)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 students access to and success in rigorous college preparatory courses._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
25A strong, committed AVID teacher remains the cornerstone of a successful AVID program.
26The prospective AVID teacher must share the same desire and individual determination that we expect of prospective AVID students.
27The prospective AVID elective teacher should be recruited to the position rather than assigned. As with AVID students, the teacher should commit to the program voluntarily, with a full understanding of the expectations and goals of AVID.
28Desirable Candidate Qualifications A veteran teacher - minimum three years experienceCollaborative workplace experienceCredentialed expertise in a “college preparatory” subject areaEffective classroom management style and organizational skills
29Desirable Personal Traits Commitment to personal and professional growthCreative problem-solverPerseveres through long-term projectsBuilds relationships with staff and community membersEnjoys multi-tasking
30Desirable Collegial Skills Respected by faculty and staffCommunicates wellProponent of equal access to rigorous curriculumHas or can develop a leadership role on campus
31Features of Successful AVID Programs School Site LeadershipSkilled and Committed TeachersEffective Site TeamsAccess to Quality ProfessionalDevelopmentAccess to Effective TutorsAdequate FundingSupport Beyond the School SiteGuthrie & David, Strategies for Dissemination, 1994
32Principles of Tutoring Establish and maintain rapport with the studentsAssure that the students do the workOrder learning prioritiesFacilitate learning; do not try to be experts in all fields
33How Tutors Are ChosenThe AVID coordinator usually contacts the tutors.Most tutors are students at local universities.In addition, the college tutor corps is rounded out by qualified peer tutors, staff members, and community and business volunteers.
34The AVID coordinator interviews, hires, and trains tutors who are: skilled writersresponsible workerseffective and flexible communicatorsself-confident and self-initiating workersserious workers with a sense of humordedicated workers who want to work with the AVID program and the AVID students for lower compensation than they might receive working at their universities.
35Coordination of Tutors Tutorial activities are coordinated by the AVID coordinator.The coordinator and tutors meet informally and formally to discuss concerns of the day, to review lesson plans, and to plan classroom activities.Constant communication between the coordinator and tutors keeps the goals of the program in focus and promotes growth within the program.
36Role of Tutors in the Classroom Tutors are selected from diverse subject areas and can give students an idea of the range of opportunities that stem from postsecondary educationTutors work with students individually and in study groups, facilitating tutoring students in their advanced level classes.Tutors challenge students to discover answers on their own rather than rely on tutors for answersTutors expect students to come to tutorials prepared and able to articulate what help they need.
37Role of Tutors in the Classroom (Continued) The goal is for students to become independent learners, able to help themselves and others.In addition to leading tutorials, the tutors respond to student journal entries, timed writings, and assignments, which students then have the opportunity to revise and edit.Tutors also evaluate the binders in which AVID students log all their assignments, keep their study calendars, and collect lecture and reading notes.Tutors’ comments, both written and oral, on student binders, writing, and tutorials ideally evolve into a dialogue between the two, so that tutors guide students through the learning process.
38Role of Tutors in the Classroom (Continued) Tutors serve as role models, providing students with immediate and continuous contact with the worlds of the university and workTutors serve as liaisons between teachers and students, acting as advocates of the academic values teachers seek to instill in their students
39Tutors perform several functions: work individually with students on writing assignmentslead peer critique groupsrespond to student writing with oral and written commentsconduct brainstorming and clustering sessionsdevelop writing assignmentsteach mini-lessons
40AVID Student Selection Looking for three things:AbilityCollege PotentialDesire and Determination
41The AVID Student Profile Students with Academic PotentialAverage to High Test ScoresGPACollege Potential with SupportDesire and DeterminationMeets One or More of the Following CriteriaFirst to Attend CollegeHistorically Underserved in 4-year CollegesLow IncomeSpecial Circumstances
42Middle Level Library Implementation Implementing and managing the AVID program (IMAP)Calendaring the AVID curriculumOrganizing the AVID student binderWall of fameStrategies for SuccessCornell note-taking systemBinder organizationTest-taking & time managementInquiry method –Socratic seminarAVID Family WorkshopsUnderstanding the AVID electiveUnderstanding the path from middle school/high school to college and careersHandouts & PowerPoints in English & SpanishCollege & CareersSelf awarenessSix year planPost-secondary researchCollege preparationCareer exploration
43Schoolwide Middle Level Library Middle Level Writing CurriculumTeacher GuideWritingReadingOral communicationTutor TrainingAlgebra TutorialTutorial Support Resource Guide with CD (New)Tutorial Support Resource Activity Guide CD (New)Tutorial Tips from an AVID TeacherSchoolwide Middle Level LibraryThe Write PathEnglish Language Arts (ELA)English Language Learners (ELL)History/Social ScienceMathematics I & II (New)ScienceAdministrator GuideWorld Languages25th Anniversary DVDAVID: Celebrating 25 Years of College Dreams
44High School Library Implementation Implementing and Managing the AVID Program (IMAP)Calendaring the AVID CurriculumPreparing for College Grades 11-12AVID College Readiness: Working with Sources Grades 11-12Organizing the AVID Student BinderWall of FameStrategies for SuccessCornell note-taking systemBinder organizationTest-taking & time managementInquiry method –Socratic SeminarCollege & CareersSelf awarenessSix year planPost-secondary researchCollege preparationCareer explorationAVID Family WorkshopsUnderstanding the AVID electiveUnderstanding the path from middle school/high school to college and careersHandouts and PowerPoints in English & Spanish
45High School Library High School Writing Curriculum Evaluating and analytical writing strategiesTimed writingStudent modelsFocus lessons for specific needsTutor TrainingAdvanced Tutorial PathAlgebra TutorialTutorial Support Resource Guide with CD (New)Tutorial Support Resource Activity Guide CD (New)Tutorial Tips from an AVID Teacher
46Schoolwide High School Library The Write PathEnglish Language Arts (ELA)English Language Learners (ELL)History/ Social ScienceMathematics I (New)ScienceThe Write Path IIAdvanced EnglishAdvanced History/Social ScienceAdvanced ScienceMathematics II (New)Administrator GuideWorld Languages25th Anniversary DVDAVID: Celebrating 25 Years of College Dreams
47Frequently Asked Questions What do we receive when the AVID curriculum comes to our site?Middle School –Six boxes, six librariesHigh School –Six boxes, six librariesTeacher guides and 30 student guides (use as class set) for AVID elective materialsInformational videos, copies of Wall of Fame, daily planning guidesWhat strategies should we use to explore and disseminate the AVID materials?Site team curriculum box opening partySummer Institute attendees share with their content departmentsAdministrators read their guide, especially “Evaluating Your AVID Program”Schedule follow-up site team meeting; share successful activities, student workShare at staff and department meetings
48Frequently Asked Questions What do we “look for” in the AVID Elective Class?Library boxes should be opened and books distributedRed and green books used on curriculum daysTeachers and tutors should be using their blue guidesContinued reference to daily planning guideCornell notes taught early and refined by modelingWriting assignments begin early and continue throughout the year to ensure rigor in the AVID classWriting/editing groups used continually as part of the writing processWhat should concern us about the AVID curriculum, both schoolwide and elective class materials?Library boxes not openedCurriculum not used for academic trainingFormal writing assignments not begun (Lack of rigor)Daily planning guide not consultedContent teachers have not shared materials and strategies
49WICR ActivityAt your table, take your Curriculum Sampler and review the contents.Choose ONE activity to examine in detail and to share with your tableExplain HOW this activity connects strongly to WICR strategies and how it will support the development of AVID students