Lodi Unified School District AVID Update 2011 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 1

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 2

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

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

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

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

AVID Elementary 7 7

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 4th-6th grade classrooms 8 8

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 9

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 10

Student Speaker -Westwood Elementary 11 11

AVID Secondary 12

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

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

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 15

Why a Tutorial Support Curriculum? 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. 16 16

The AVID Tutorial 17 17

The AVID Elective Student Profile Students With Academic Potential: Average to high standardized test scores 2.0-3.5 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 18

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

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

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

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

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

2010 LUSD AVID Students’ Senior Data   District Total 2 Year College 4 Year College UC CSU APPLIED N/A 87.9% 13.71% 47.58% ACCEPTED 74.19% 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 24

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

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

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

Appendix 28 28

LUSD High Schools Bear Creek 8 sections 244 students Lodi 4 sections 111 students McNair 6 sections 207 students Middle College* 8 sections 237 students Tokay 3 sections 92 students *All Students at Middle College are placed into AVID classes 29 29

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 2008-2009 30 30

Percent Ethnicity of 2009-2010 LUSD Secondary Students Compared with 2009-2010 LUSD AVID Secondary Students **Data taken from LUSD AVID Site Data 2009-2010 31 31

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. AVID Senior Data Collection 2008-2009 n=17814 COMPARATOR: College Board AP Exams National Summary Report http://www.collegeboard.com/student/testing/ap/exgrd_sum/2008.html 32 32

AVID Student Enrollment in Courses of Rigor in Lodi Unified School District AP/IB SUBJECT AREA 9th 10th 11th 12th ART COMPUTER SCIENCE   ECONOMICS MATH 2 33 ENGLISH 39 27 SCIENCE 6 14 20 SOCIAL SCIENCE 9 48 FOREIGN LANGUAGE 1 8 5 District Total   35 66 40 116 14 **Data taken from LUSD AVID Site Data 2010-2011 33 33

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 the teacher’s role as that of student advocate. 34 34

AVID College Readiness System AVID ELEMENTARY Grade Level AVID SECONDARY Elective Class AVID SECONDARY Write Path Content Class AVID Postsecondary Course (Current R&D Project) ALL SUBJECTS Entire grade level ELECTIVE Selected classrooms SCHOOLWIDE All classrooms SPECIFIC COURSE SPECIFIC DEPARTMENTS ALL STUDENTS ALL LEVELS SELECTED STUDENTS SUBJECTS SELECTED COURSES EMBEDDED AND THREADED THROUGHOUT THE DAY STRUCTURED WEEK & CURRICULUM STUCTURED LESSONS STRUCTURED LESSONS 35

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

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 37

AVID Secondary- WICR strategies Writing to Learn Note Taking, Reflections, Process Essays, Timed Writing, Quick Writes Inquiry Tutorials, Note Taking, Socratic Seminars, Philosophical Chairs Collaboration Pair-Share, Tutorials, Group Projects, Teambuilding, Brainstorming Reading Strategies Textbook analysis, Vocabulary Development, KWL, Graphic Organizers 38

Inquiry Learning Process Identify the Problem: What is your question? Check for Understanding: What do they know? What can you tell me about it? What does ___ mean? 1 2 3 Clearly Understands More Inquiry Confused?? What questions do you still have? What would happen if you changed __? What have we overlooked? Key Comprehension Questions: 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? 4 5 What would happen if you changed __? Recite!! How would you teach this to a friend? Reflect... What did you learn? 6 7 39 39