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1 Presenters: Cindy Mettler- Bear Creek High School Pam Deines- Needham Elementary School Vincent Kobelt- Delta Sierra Middle School Carole Funge - Tokay.

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Presentation on theme: "1 Presenters: Cindy Mettler- Bear Creek High School Pam Deines- Needham Elementary School Vincent Kobelt- Delta Sierra Middle School Carole Funge - Tokay."— Presentation transcript:

1 1 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 Lodi Unified School District AVID Update 2011

2 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

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

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

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

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

7 7 AVID Elementary 7

8 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 4 th -6 th grade classrooms 8

9 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

10 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

11 11 Student Speaker -Westwood Elementary 11

12 12 AVID Secondary 12

13 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 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 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

16 16 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. Why a Tutorial Support Curriculum? 16

17 17 The AVID Tutorial 17

18 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

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

20 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 21 Parent Education Level of Current LUSD AVID Students ** Data provided by LUSD AR&E Department 21

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

23 23 Breakdown of LUSD AVID Seniors (Class of 2009) ** Data taken from LUSD AVID Senior exit data (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% 23

24 LUSD AVID Students’ Senior Data District Total 2 Year College4 Year CollegeUCCSU APPLIED N/A87.9%13.71%47.58 % ACCEPTED N/A74.19%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

25 25 What is necessary for successful implementation: 1.AVID student selection 2.Voluntary participation 3.AVID elective class offered during the school day 4.Rigorous course of study 5.Strong, relevant writing and reading curriculum The 11 Essentials 25

26 26 6.Inquiry to promote critical thinking 7.Collaboration as a basis of instruction 8.Trained tutors 9.Data collection and analysis 10.District and school commitment 11.Active interdisciplinary site team The 11 Essentials (continued) 26

27 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, 7 th period/extended day Continuing work with District ARE department to disaggregate and analyze AVID and school/district data 27

28 28 Appendix 28

29 29 LUSD High Schools Bear Creek 8 sections244 students Lodi 4 sections 111 students McNair 6 sections 207 students Middle College* 8 sections237 students Tokay 3 sections 92 students *All Students at Middle College are placed into AVID classes 29

30 30 LUSD Middle Schools Delta Sierra 2 sections 57 students Houston** N/A N/A Lodi 2 sections 74 students McAuliffe 2 sections 52 students Millswood 2 sections 64 students Morada 2 sections 76 students **Houston has had an AVID program, but their schedule has not allowed for it since

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

32 32 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. Ethnic Breakdown of AP ® Test-takers AVID vs. National AVID Senior Data Collection n=17814 COMPARATOR: College Board AP Exams National Summary Report 32

33 33 AVID Student Enrollment in Courses of Rigor in Lodi Unified School District AP/IB SUBJECT AREA 9th10th11th12th ART0000 COMPUTER SCIENCE ECONOMICS MATH00233 ENGLISH SCIENCE SOCIAL SCIENCE FOREIGN LANGUAGE 0185 District Total ** Data taken from LUSD AVID Site Data

34 34  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. Why AVID Works 34


36 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 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

38 38 AVID Secondary- WICR strategies W riting to Learn Note Taking, Reflections, Process Essays, Timed Writing, Quick Writes I nquiry Tutorials, Note Taking, Socratic Seminars, Philosophical Chairs C ollaboration Pair-Share, Tutorials, Group Projects, Teambuilding, Brainstorming R eading Strategies Textbook analysis, Vocabulary Development, KWL, Graphic Organizers 38

39 39 Inquiry Learning Process What is your question? What can you tell me about it? What does ___ mean? What questions do you still have? What would happen if you changed __? What have we overlooked? What would happen if you changed __? What have we overlooked? 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? What would happen if you changed __? How would you teach this to a friend? What did you learn? 39

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