What is AVID? A school wide college readiness system A structured approach to rigorous curriculum Direct support structure for first-generation college students Professional learning for educators So, WHAT IS AVID? AVID is a schoolwide college-readiness system that works to influence the instruction, systems, leadership, and culture of the entire campus. AVID addresses college readiness for ALL students, particularly those who would be first-generation college-goers.

Why college readiness? Not necessarily. Absolutely! Will every student pursue higher education? Not necessarily. Should every student be prepared for and have the option to attend college or pursue higher education? Absolutely! Remembering the AVID mission: To close the achievement gap by preparing ALL students for college readiness and success in a global society. TRANSITION to IMPORTANCE OF COLLEGE READINESS: So, WHY IS COLLEGE READINESSS SO IMPORTANT? [NEXT]

What does AVID do? Develops students as readers and writers Develops readers and writers Develops deep content knowledge Teaches content-specific strategies for reading, writing, thinking, and speaking Develops habits, skills, and behaviors to use knowledge and abilities What does AVID do? To help all students do rigorous work and meet or exceed high standards in each content area, AVID: Develops students as readers and writers Develops deep content knowledge Teaches content-specific strategies for reading, writing, thinking, and talking Develops habits, skills, and behaviors to use knowledge and abilities TRANSITION TO COMMON CORE: (if appropriate): The Federal government recognizes the role that rigorous coursework plays in preparing students for college and have set Common Core Standards to move all K-12 public schools towards college preparation.

How AVID Works Accelerates under-achieving students who have potential into more rigorous courses Teaches academic and social skills not targeted in other classes Provides intensive support with in-class tutors and a strong student/teacher relationship Creates a positive peer group for students Develops a sense of hope and personal achievement gained through hard work and determination

The AVID Elective Student Profile Has academic potential Average to high test scores 2.0–3.5 GPA College potential with support Desire and determination

AVID aligns with the State Standards Are aligned with college and work expectations Is focused on preparing students to become college and career ready Are clear, understandable, and consistent Is based on a clear set of 11 Essentials Include rigorous content and application of knowledge through high-order skills Provides rigor in the classroom through higher-level thinking activities Build upon strengths and lessons of current state standards Supports the implementation of all state standards in all content areas Expectation that all students are prepared to succeed in our global economy and society Prepares all students for college readiness and success in a global society Are evidenced-based Is based on more than 30 years of data While the debate continues in the few states that have not adopted the Common Core Standards, 45 states have done so, and they are preparing to employ the standards. Briefly, here’s how AVID “fits” with the Standards. In his article entitled “Common Core,” published in the March 2011 edition of Educational Leadership, David Conley asserts that “the common standards and assessments can vault education over the barrier of low-level test preparation and toward the goal of world-class learning outcomes for all students” (Conley 17). This assertion is also quite apparent in AVID’s Mission Statement, and AVID educators have been empowering students to become college-ready and college-prepared through the use of effective learning strategies for more than three decades. The schoolwide effect of AVID affords both the AVID Elective students and students at large to benefit from data-driven, highly effective teaching and learning strategies that are integrated into classes across the curriculum. The philosophy of the AVID system has always been to address student needs and bridge instructional gaps in order to provide all students with an education that will lead to success at the next level, be it in an Algebra 1 class in middle school or an Advanced Placement Composition class in high school. Brad Ruff “AVID and the Common Core” blog , March 2012

A Sample Week in the AVID Elective Daily or Block Schedule Monday Tuesday Wednesday Thursday Friday Binder Evaluation Field Trips Media Center Speakers Motivational Activities (within block) AVID Curriculum Tutorials Combination for Block Schedule Combination for Block Schedule Curriculum: Writing College and Careers Strategies for Success Critical Reading Tutorials: Collaborative Study Groups Writing Groups Socratic Seminars

AVID delivers results Raises student achievement Ensures college access and success Closes opportunity and expectation gaps Improves instruction by offering meaningful and lasting professional learning

AVID closes the achievement gap 2014 AVID Elective seniors completing four-year college entrance requirements To achieve our mission of closing the achievement gap by preparing all students for college readiness and success in a global society, students must be prepared for college by taking the courses required by colleges to be accepted.   With AVID Elective students, ALL ethnicities complete four-year college entrance requirements at a rate of 89% or higher.  The importance of this chart is the differences in the gaps between the highest percentage and lowest percentage for AVID and the U.S. Notice, AVID is closing the achievement gap as measured by students completing college entrance requirements; that is, a smaller gap exists for AVID students between the highest (95%) and lowest (89%) = 6 percent compared to the U.S overall highest (49%) and lowest (21%) = where the difference is nearly 30 percent. AVID. (2014). AVID senior data collection: Study of 36,450 AVID seniors [Electronic Database]. Greene, J.P. and Forster, G. (2003). Public high school graduation and college readiness rates in the United States (Report No. 3). New York: Manhattan Institute for Policy Research. *Filipino and Other not classified by Greene and Forster (2003) National data represents the most current comprehensive data available

www.avid.org Jennifer Torres jtorres@ems-isd.net Christina Rudiger crudiger@ems-isd.net www.avid.org