Advancement Via Individual Determination (AVID): Preparing a Diverse Group of Students for AP Success A College Board Southwestern Regional Meeting Pre-conference Session Presented by Dr. Charles Powell, The University of Texas at Austin and Dr. Karen M. Watt, The University of Texas Pan American

What is AVID? Support structure for students in the “middle”: AVID is an academic elective. AVID students enroll in an intensive of courses Students learn explicit skills for success in these more rigorous courses. Trained college tutors lead group tutorials in core subject areas.

What is AVID? Professional development support for educators AVID site team attends week-long Summer Institute Site team coordinates implementation of AVID on the campus District director receives two years of intensive training on coordinating the program AVID schools go through guided self-review via the AVID certification process

Why AVID Works Places low-achieving students in rigorous curriculum and gives them the support to achieve therein Provides the explicit “hidden curriculum” of schools Constructing School Success: The Consequences of Untracking Low Achieving Students, Mehan et al, 1996

Why AVID Works Provides a team of students for positive peer identification Redefines teacher’s role as that of student advocate Constructing School Success: The Consequences of Untracking Low Achieving Students, Mehan et al, 1996

Why AVID Works Focuses on academic success of low-achieving students as a school-wide issue, with significant portions of the school culture mobilized toward their success Constructing School Success: The Consequences of Untracking Low Achieving Students, Mehan et al, 1996

The (11) AVID Essentials Selection (of students) Participation (of students and staff) Scheduling (school commitment) Rigor (advanced courses) Writing (strong, relevant writing curriculum) Inquiry (basis of instruction) Collaboration (basis of instruction) & Reading Tutorials (college tutors) Data (collected and analyzed) Resources (school is committed to ongoing staff development) Site Team (interdisciplinary)

Essential 1. Student Selection: The AVID Student Profile 2.0 – 3.5 Grade Averages in Regular Classes College Potential with Support Test Scores Are Passing or Borderline Desire and Determination Low SES Historically Under-represented in Pre-AP®, AP™, and College Enrollment First in Family to Attend College S-1

Essential 2: Participation Students must be willing to participate. All AVID candidates are interviewed. Parents and students must sign an AVID contract. School Administrator must be willing to participate and financially support AVID. Site team members must agree to participate and be willing to be advocates for AVID students. Site team members are campus leaders.

Essential 3: Scheduling The AVID elective class is scheduled during the regular school day. AVID students are scheduled into rigorous courses. AVID site team counselor is an advocate for AVID students. Experienced AVID campuses have multiple sections of AVID Guiding Questions to Scheduling AVID Handout

The AVID Elective Course Grades 6-12 with grade-specific curriculum Required for all AVID students Taught by trained AVID teacher AVID materials support (“AVID Libraries”) Course provides students with skills to help them succeed in college-preparatory classes Tutoring takes place at least 2X weekly in AVID class

A SAMPLE WEEK IN THE AVID ELECTIVE * Daily or Block Schedule Monday T u e s d a y W e d n e s d a y Thursday Friday Binder Evaluation Avid Curriculum Tutorials Avid Curriculum Tutorials Field Trips Media Center *Combination *Combination Speakers for for Motivational Block Schedule Block Schedule Activities *(within block) AVID Curriculum includes: AVID Tutorials • Writing Curriculum • Collaborative Study Groups • College and Careers • Writing Groups • Strategies for Success • Socratic Seminars

Essential 4: Rigor AVID students must be scheduled into rigorous courses (sequence leading to AP enrollment). Rigor is often defined by the campus (pre-AP, accelerated, etc.). AVID students are expected to graduate on the Recommended Plan or higher

Essentials 5-7: WICR Strategies Writing, Inquiry, Collaboration, & Reading Writing: - Cornell Notes - Learning Logs - Writing to Learn Inquiry: - Skillful, Open-Ended Questioning - High-level Questioning Techniques - Socratic Seminars Collaboration - Study Groups - Collaborative Activities - Tutoring Reading

Class Notes Topic (Cornell Style) Questions, Subtitles, Headings, Etc. First & Last Name Class Title Period Date Questions, Subtitles, Headings, Etc. Class Notes (Cornell Style) 2 1/2” A 3 to 4 sentence summary across the bottom, in the Summary section.

Sample Cornell Notes: 9th grade Biology

Sample Cornell Notes: Physics

Sample Cornell Notes: Mathematics

Costa’s Levels of Questioning (Inquiry) Level One: Define, describe, identify, list, name, observe, recite, scan Level Two: analyze, compare, contrast, group, infer, sequence, synthesize Level Three: apply a principle, evaluate, hypothesize, imagine, judge, predict, speculate

Collaboration Collaborative Grouping: AVID Students work in collaborative groups to problem solve. Individual accountability Positive interdependence Shared leadership Responsibility for one another Social skills necessary for task completion Teacher/tutor observes and intervenes

Essential 8: Inquiry-Based Tutoring Subject-specific tutoring takes place during AVID elective class two days per week Tutors are generally college students Tutors receive training in inquiry process Tutors provide additional instructional support as well as serve as role models

Tutorial Sessions Focus on long-term learning rather than on immediate completion of homework Students bring specific problems and questions to sessions (level 2 and level 3) Atmosphere is non-threatening and safe for questioning Multi-level students are given ways to work together Students are directed toward writing in all subject areas Sessions conclude with an informal writing (reflection) of what was learned, covered or accomplished Tutorial Handouts

Sample Tutorial Request Form

Binder Organization Purpose: to assist student in improving his/her organizational skills Binder includes class notes and materials from all subjects, calendars, assignments logs and tutorial logs Binder is graded once a week by the tutors Binder Organization Handouts

Assignment Log: A Binder Requirement

Essential 9: Collecting and Analyzing AVID Student Data AVID campus personnel collect student data and report to AVID Center Data is used to increase student performance Data is used to support funding continuation (campus, district, and beyond) Data is used to expand and refine AVID programs AVID Site Portfolio Handout AVID Essentials in a Nutshell Handout

Essential 10: Resources AVID administrators identify resources for program costs (CSRD or other funds; includes technical support, professional development, tutors, and college visits) Commitment to implementation of the 11 essentials and certification process Commitment to ongoing staff development (Summer Institute and local training)

Certification Focus is continuous improvement. Based on AVID Essentials – identified through research. Site teams perform a self review based on a common rubric used throughout the state. Program receives additional external review to determine recommendations for strengths and improvement.

Professional Development One-week summer institutes for AVID Site Team Monthly AVID site-team meetings support collaboration as a key component of professional development. AP equity and program evaluation On-going program evaluation and research. Administrator and teacher leadership development.

District Director Supports implementation throughout district Receives four weeks of training over two years on details of supporting AVID First two years of implementation supported by days from a trained consultant Ongoing statewide network of district directors (phone, e-mail, and in person)

Essential 11: The AVID Site Team Includes AVID Coordinator (often the AVID elective teacher) Includes lead teachers in each foundation content area Includes campus administrator (preferably the principal) Includes counselor Team meets at least monthly to help coordinate implementation of and support for the AVID program Team works to increase faculty awareness about AVID methodologies and goals

AVID is All About… Rigor High Standards for All Students College Preparation Strategies that Work in Every Classroom Academic and Social Support

Keys to AVID Implementation Lead with a coordinator and an administrator who both believe in the goals of the program. Clarify the goals of the program for school faculty and gain their input and support. Select an interdisciplinary AVID site team. Identify and commit resources for program costs. Identify and recruit students. Schedule class and students. Recruit and hire tutors. Site team attends Summer Institute. Begin implementation of elective class. NOTES: C-32

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