The Road to College: Rigor, Readiness, and Retention

The Mission of AVID The 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; and will 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.

What is AVID? A structured, college preparatory system working directly with schools and districts A direct support structure for first-generation college goers, grades 4-12 A schoolwide approach to curriculum and rigor adopted by nearly 4,000 middle schools and high schools in 45 states and 15 countries A professional development program providing training throughout the U.S.

The AVID Student Profile Students With Academic Potential Average to high test scores 2.0-3.5 GPA College potential with support Desire and determination Meets One or More of the Following Criteria First to attend college Historically underserved in four-year colleges Low income Special circumstances

AVID Program Essentials AVID student selection Voluntary participation AVID elective class offered during the school day Rigorous course and study Writing and reading curriculum Inquiry to promote critical reading

AVID Program Essentials (Continued) Collaboration Trained tutors Data collection and analysis District and school commitment Active and interdisciplinary site team

A Sample Week in the AVID Elective Daily or Block Schedule AVID Curriculum includes: Writing Curriculum College and Careers Strategies for Success AVID Tutorials Include: Collaborative Study Groups Writing Groups Socratic Seminars

What 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.

Meeting 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.

AVID: 28 Years of Success Over 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.

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 teacher’s role as that of student advocate.

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.

Completion of Four-Year College Entrance Requirements AVID students complete university entrance requirements at a much higher rate than their non-AVID peers.

Percentages have been rounded to the nearest whole percent AVID Graduates 97% plan to enroll in a college or university 66% plan to enroll in a four-year university 31% plan to enroll in a two-year college 83% of parents have less than a four-year college degree _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Source: AVID Center Senior Data Collection System, 2007-2008 (N=14,995) Percentages have been rounded to the nearest whole percent

Percent 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.

Keys to AVID Implementation Select a site and district coordinator. Gain site and district support for the program. Identify and commit resources for program costs Clarify the goals of the program for school faculty and gain their support. Select interdisciplinary AVID site team. Identify and recruit students. Schedule class and students. Recruit and hire tutors. Attend Summer Institute. Implement.

AVID: Collaborative Support for the Success of Underserved Students Colleges and Universities AVID Support Staff Community AVID Coordinator (AVID Elective Teacher) Parents Student Tutors Administration Subject Area Teachers Counselors

AVID 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. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

AVID 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. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

AVID 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. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

A strong, committed AVID teacher remains the cornerstone of a successful AVID program.

The prospective AVID teacher must share the same desire and individual determination that we expect of prospective AVID students.

The 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.

Desirable Candidate Qualifications A veteran teacher - minimum three years experience Collaborative workplace experience Credentialed expertise in a “college preparatory” subject area Effective classroom management style and organizational skills

Desirable Personal Traits Commitment to personal and professional growth Creative problem-solver Perseveres through long-term projects Builds relationships with staff and community members Enjoys multi-tasking

Desirable Collegial Skills Respected by faculty and staff Communicates well Proponent of equal access to rigorous curriculum Has or can develop a leadership role on campus

Features of Successful AVID Programs School Site Leadership Skilled and Committed Teachers Effective Site Teams Access to Quality Professional Development Access to Effective Tutors Adequate Funding Support Beyond the School Site Guthrie & David, Strategies for Dissemination, 1994

Principles of Tutoring Establish and maintain rapport with the students Assure that the students do the work Order learning priorities Facilitate learning; do not try to be experts in all fields

How Tutors Are Chosen The 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.

The AVID coordinator interviews, hires, and trains tutors who are: skilled writers responsible workers effective and flexible communicators self-confident and self-initiating workers serious workers with a sense of humor dedicated workers who want to work with the AVID program and the AVID students for lower compensation than they might receive working at their universities.

Coordination 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.

Role 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 education Tutors 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 answers Tutors expect students to come to tutorials prepared and able to articulate what help they need.

Role 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.

Role 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 work Tutors serve as liaisons between teachers and students, acting as advocates of the academic values teachers seek to instill in their students

Tutors perform several functions: work individually with students on writing assignments lead peer critique groups respond to student writing with oral and written comments conduct brainstorming and clustering sessions develop writing assignments teach mini-lessons

AVID Student Selection Looking for three things: Ability College Potential Desire and Determination

The AVID Student Profile Students with Academic Potential Average to High Test Scores 2.0-3.5 GPA College Potential with Support Desire and Determination Meets One or More of the Following Criteria First to Attend College Historically Underserved in 4-year Colleges Low Income Special Circumstances

Middle Level Library Implementation Implementing and managing the AVID program (IMAP) Calendaring the AVID curriculum Organizing the AVID student binder Wall of fame Strategies for Success Cornell note-taking system Binder organization Test-taking & time management Inquiry method –Socratic seminar AVID Family Workshops Understanding the AVID elective Understanding the path from middle school/high school to college and careers Handouts & PowerPoints in English & Spanish College & Careers Self awareness Six year plan Post-secondary research College preparation Career exploration

Schoolwide Middle Level Library Middle Level Writing Curriculum Teacher Guide Writing Reading Oral communication Tutor Training Algebra Tutorial Tutorial Support Resource Guide with CD (New) Tutorial Support Resource Activity Guide CD (New) Tutorial Tips from an AVID Teacher Schoolwide Middle Level Library The Write Path English Language Arts (ELA) English Language Learners (ELL) History/Social Science Mathematics I & II (New) Science Administrator Guide World Languages 25th Anniversary DVD AVID: Celebrating 25 Years of College Dreams

High School Library Implementation Implementing and Managing the AVID Program (IMAP) Calendaring the AVID Curriculum Preparing for College Grades 11-12 AVID College Readiness: Working with Sources Grades 11-12 Organizing the AVID Student Binder Wall of Fame Strategies for Success Cornell note-taking system Binder organization Test-taking & time management Inquiry method –Socratic Seminar College & Careers Self awareness Six year plan Post-secondary research College preparation Career exploration AVID Family Workshops Understanding the AVID elective Understanding the path from middle school/high school to college and careers Handouts and PowerPoints in English & Spanish

High School Library High School Writing Curriculum Evaluating and analytical writing strategies Timed writing Student models Focus lessons for specific needs Tutor Training Advanced Tutorial Path Algebra Tutorial Tutorial Support Resource Guide with CD (New) Tutorial Support Resource Activity Guide CD (New) Tutorial Tips from an AVID Teacher

Schoolwide High School Library The Write Path English Language Arts (ELA) English Language Learners (ELL) History/ Social Science Mathematics I (New) Science The Write Path II Advanced English Advanced History/Social Science Advanced Science Mathematics II (New) Administrator Guide World Languages 25th Anniversary DVD AVID: Celebrating 25 Years of College Dreams

Frequently Asked Questions What do we receive when the AVID curriculum comes to our site? Middle School –Six boxes, six libraries High School –Six boxes, six libraries Teacher guides and 30 student guides (use as class set) for AVID elective materials Informational videos, copies of Wall of Fame, daily planning guides What strategies should we use to explore and disseminate the AVID materials? Site team curriculum box opening party Summer Institute attendees share with their content departments Administrators read their guide, especially “Evaluating Your AVID Program” Schedule follow-up site team meeting; share successful activities, student work Share at staff and department meetings

Frequently Asked Questions What do we “look for” in the AVID Elective Class? Library boxes should be opened and books distributed Red and green books used on curriculum days Teachers and tutors should be using their blue guides Continued reference to daily planning guide Cornell notes taught early and refined by modeling Writing assignments begin early and continue throughout the year to ensure rigor in the AVID class Writing/editing groups used continually as part of the writing process What should concern us about the AVID curriculum, both schoolwide and elective class materials? Library boxes not opened Curriculum not used for academic training Formal writing assignments not begun (Lack of rigor) Daily planning guide not consulted Content teachers have not shared materials and strategies

WICR Activity At your table, take your Curriculum Sampler and review the contents. Choose ONE activity to examine in detail and to share with your table Explain HOW this activity connects strongly to WICR strategies and how it will support the development of AVID students