1. Using AVID to Support ECHS and College Success

2. Presenters
Rob Gira
Executive Vice President
Dr. Jill Zimmerman
Dean of Student Life and Services
AVID Center 9797 Aero Drive, Suite 100 San Diego, CA
Antelope Valley College 3041 W. Ave. K Lancaster, CA ext

3. Outcomes Participants will: Understand AVID’s mission and structure
Examine AVID in the Early College High School Setting
Study AVID’s results for first generation students
Discover AVID for Higher Education’s support and results

4. AVID’s Mission…
Close the achievement gap  by preparing all students for college readiness  and success in a global society.
To close the achievement gap by preparing all students for college readiness and success in a global society.
All young people will need an effective education that prepares them for work and life.
Our why begins and end with students.
We believe in human potential – and everything we do is about unleashing human potential in students and educators alike.
AVID in a word is about HOPE. Gallup surveys have shown that there is no hope gap. All students, whether they are in poor inner city schools or affluent suburban schools have hope for the future. Our work is to make sure that students are doing all they can to pursue their dreams.
We know what it takes to close the achievement gap and help students who do not have college going in their family’s history to attend college. We have successfully done that for 36 years.
Our increasingly knowledge-driven world demands people who have the education and skills to thrive in a competitive marketplace, and to understand the increasingly complex world in which they live. That means that in order to compete and succeed, all young people will need an effective education that prepares them for work and life.

5. A V I D Advancement Via Individual Determination
1980
One teacher in one classroom
6,100+ K-12 schools in 48 states and 6 countries impacting almost 1.5 million students
TODAY
73,000+ Educators enrolled for professional development in
We began with one teacher in one classroom whose school changed overnight because of forced desegregation. Teachers found themselves with students in their classroom who did not look like the other students and teachers immediately assumed that people of color would not be able to handle classes of rigor. Our founder was determined to prove them wrong.
For 36 years, we have shown that all students can succeed if they have a caring relationship with teachers who challenge them and engage them.
I like to envision our 1.3 million students standing on one side of field. They are happy. They are confident. They are determined. They have bright futures.
I then I imagine tens of millions of students on the other side of the field. They are not as happy or confident and their futures are anything but bright.
Our job is to be path or bridge that gets these students from one end of the field to the other. A V I D
College Readiness System

6. Great teaching matters
AVID trains teachers from kindergarten to college to make their classrooms more engaging, more rigorous and more collaborative, which unleashes the potential in both teachers and students alike. We can do this for all classrooms in all content areas.
Great teaching matters.
There are many ways to support children but what happens inside the classroom for eight hours a day is vitally important.
Everyone of us can remember a seminal teacher in our lives who believed in us, challenged in us, and unleashed our potential.
But not every teacher was like that.
When I was a superintendent of schools I could find lots of great curriculum for any content area. But I could not find a lot og great curriculum to help teachers in any content area with their pedagoy.
Students drop out of high school for many reasons, but school was not relevant enough and their teachers did not engage and encourage them enough.

7. AVID students are role models
AVID provides a special elective class one period a day in secondary schools for students who need extra support in learning how to learn to think critically and communicate effectively:
organizing their assignments,
taking notes and processing information,
marking their text, etc.
The AVID elective also provides peer-to-peer tutoring and mentoring.
AVID elective students are role models for teachers
Students drop out of high school for many reasons, but school was not relevant enough and their teachers did not engage and encourage them enough.

8. How Does AVID Work? Kindergarten to college campuses
Teacher engagement to student achievement
Elective class to schoolwide
Kindergarten to college campuses

9. Best Instructional Practices
Educators have long known how students learn best and what good instruction looks like.
The challenge has been making that happen in all classrooms while limiting the variability of experience for students.
AVID makes good teaching scaleable and takes teachers whether they are and helps them get even better.

10. Best Instructional Practices
Writing
Inquiry
Collaboration
Organization
Reading
You can give some examples:
Teacher’s don’t stand in front of the classroom talking for 45 minutes. They may teach an concept for 10 minutes and then say turn to your elbow partner and discuss what you learned.
You may write down on a Post It Note your point of confusion and put it on a “parking lot” on the board in the front of the room so the teacher right away knows what students understood.
Socratic Seminar
Philosophical Chairs
AVID defines rigor as using inquiry-based, collaborative strategies to challenge and engage students in content, resulting in increasingly complex levels of understanding.
Train using the same strategies we are teaching them to use with their students

11. All students in all classrooms transforming school culture
AVID Impacts
Educators
· Professional Learning
· Instructional Methodologies
· Curriculum Resources
· Ongoing Coaching & Support
Leaders
· Leadership Development
· District Director & Site Team
· Data Collection & Certification
· Community Engagement
Students
· Academic Rigor & Support
· College & Career Prep
· Critical Thinking and Reading
· Parent Engagement
SCHOOLWIDE
Leadership | Systems
Instruction | Culture
All students in all classrooms transforming school culture K
AVID
Elementary
Secondary
Higher Ed

12. Lifting all students up
Engaging experiences
Powerful Relationships
Academic Rigor
Relationships
Engagement
High Expectations
Our work is rooted in a core belief: with the right supports, high expectations and great teaching, every student can graduate from high school with the skills to succeed in post-secondary education, career and life.
Equity:
Fair is everybody getting what they need in order to be successful
A college-ready student possesses:
Academic skills
Individual determination
Social adaptability
Empowerment to complete college-level work prior to high school graduation
Equity

13. What Is Unique About AVID’s Model?
Acceleration not remediation. (High expectations, rigor, and affective supports)
Educate educators on engaging instructional practices.
Continuous follow up after educators attend professional development.
An interdisciplinary campus team of educators collaborate on a plan for student success and meet regularly to discuss their progress
Socratic approach to tutoring
Multi-year relationships with our partners
Continuous evaluation

14. 3.3 99% AVID Seniors Graduate 2015–16 AVID Seniors
Graduated from High School
on time
Average High School GPA

15. AVID Effectiveness 78% 93% OPPORTUNITY SUCCESS College
Instructional Support & Tools
Post-Secondary
Development
College Readiness
College
Acceptance
Academic Rigor
78%
Refer to handout.
Post Secondary development=
93%
Took at least one course of rigor (AP/IB/Cambridge and
Dual-Enrollment)
Completed Four-Year College Entrance Requirements
Four-Year College or University
2016 AVID National Data: Seniors, n=42,418

16. Especially Impressive Considering…
AVID Seniors
74%
Parents Did Not Graduate from a College/University
75%
Free/Reduced Lunch
25%
English Language Learners
59% Hispanic or Latino
14% White
14% Black or African American
6% Other
6% Asian
1% American Indian or Alaska Native
2016 AVID National Data: Seniors, n=42,418

17. College Persistence AVID U.S. U.S.
AVID U.S. and U.S. Persistence Into the Second Year of College (Fall 2015 to Fall 2016)
Nationally, AVID graduates who enroll in college persist at a higher rate than college enrollees in the U.S.
AVID U.S.
U.S.
Persistence is defined as when a student enrolls in college and continues to enroll in ANY college.
Data represents the most current data available.
AVID. (2015). AVID senior data collection: AVID RIMS N = 3,714, AVID U.S. N = 27,211, U.S. N = 2,992,180 [Electronic Database].
National Student Clearinghouse Research Center. Table 2.  First-year persistence and
retention rates by age at college entry. [Data File]. In Snapshot report – first-year persistence and retention. Retrieved from
Main points:
Nationally, 85 percent of the 27,211 AVID seniors who enrolled in college the first fall term after high school persisted into the second fall term. By comparison, 78 percent of all high school seniors in the U.S. who enrolled in college the first fall term after high school persisted into the second fall term.
A majority of AVID students possess at least one of the following characteristics: race/ethnicity underrepresented in higher education, low socioeconomic status, and/or a parent(s) with no college experience.
Despite this, a higher proportion of AVID students are persisting into the second year of college as compared to the U.S. student population overall (as measured by those who enroll in the first fall term and subsequently enroll in ANY college the following fall).
Possible questions or objections:
Question or Objection #1: Not all colleges and universities participate in the Clearinghouse, so these statistics could be incorrect.
Response #1: While not all colleges and universities participate in the Clearinghouse, most of them do. More than 3,600 colleges participate in the Clearinghouse, and these colleges enroll 98% of all college students in the U.S. So, while these statistics don’t account for all students, the National Student Clearinghouse houses more student records than any other single source and is thus the most comprehensive.
Question or Objection #2: What portion of AVID students earn college degrees in four years? In six years?
Response #2: The 2010 cohort of AVID seniors is the first group of students we startedegree attainment results in 2017d following into college. These students began college seven years ago, so we are currently acquiring their latest college enrollment and completion data and will report. Since most AVID students are from groups underrepresented in higher education, we will report six-year completion rates once the data has been received.

18. College Persistence
AVID U.S. and U.S. Persistence Into the Second Year of College (Fall 2015 to Fall 2016)
Equitable persistence among diverse groups of students suggests that AVID is closing achievement gaps.
Hispanic or Latino
Black or African American
Persistence is defined as when a student enrolls in college and continues to enroll in ANY college.
Data represents the most current data available.
The U.S. comparator includes students in the following age groups: 20 or under, greater than 20 to 24, and over 24. Overall persistence comparators used in this presentation only report on the “20 or under” age category as nearly all AVID students fall into this category. However, because of the way NSC reports persistence by ethnicity, this comparator includes all students in all age categories. Eighty percent of the comparator’s population are in the “20 or under” category, 6 percent are in the “greater than 20 to 24” category, and 14 percent are in the “over 24” category. Interpret with caution.
AVID. (2015). AVID senior data collection: AVID RIMS N = 3,714, AVID N = 27,211, U.S. N = 3,727,312 [Electronic Database].
National Student Clearinghouse Research Center. Table 7.  Fall 2015 First-Year Persistence and Retention Rates by Starting Enrollment Intensity and Race/Ethnicity. [Data File]. In Snapshot report – first-year persistence and retention. Retrieved from
Main points:
Nationally, 85 percent of the 27,211 AVID seniors who enrolled in college the first fall term after high school persisted into the second fall term. By comparison, 78 percent of all high school seniors in the U.S. who enrolled in college the first fall term after high school persisted into the second fall term.
Only the overall persistence rate of all seniors in the U.S. is available for comparison purposes. External persistence data disaggregated by ethnicity is currently unavailable.
When looking at the AVID groups’ rates of persistence into the second fall term of college by race or ethnicity, only minimal differences exist between the groups. Equitable persistence among diverse groups of students suggests that AVID is closing achievement gaps.
A majority of AVID students possess at least one of the following characteristics: race/ethnicity underrepresented in higher education, low socioeconomic status, and/or a parent(s) with no college experience.
Despite this, a higher proportion of AVID students are persisting into the second year of college as compared to the U.S. student population (as measured by those who enroll in the first fall term and subsequently enroll in ANY college the following fall).
Generally, large differences in rates of college persistence exist among groups of students from diverse demographic backgrounds. However, when looking at the national AVID cohort’s rates of persistence into the fall term of the second year of college by race or ethnicity, almost no differences exist between the groups. This suggests that AVID’s impact is effective and consistent across diverse student groups.
For further information on students’ persistence in college, please refer to the following documents:
Possible questions or objections:
Question or Objection #1: Not all colleges and universities participate in the Clearinghouse, so these statistics could be incorrect.
Response #1: While not all colleges and universities participate in the Clearinghouse, most of them do. More than 3,600 colleges participate in the Clearinghouse, and these colleges enroll 98% of all college students in the U.S. So while these statistics don’t account for all students, the National Student Clearinghouse houses more student records than any other single source and is thus the most comprehensive.
Question or Objection #2: What portion of AVID students earn college degrees in four years? In six years?
Response #2: The 2010 cohort of AVID seniors is the first group of students we started following into college. These students began college seven years ago, so we are currently acquiring their latest college enrollment and completion data and will report degree attainment results in Since most AVID students are from groups underrepresented in higher education, we will report six-year completion rates once the data has been received.
White (Not Hispanic)
Other*
*Other includes Asian, American Indian, or Alaska Native students, students of two or more races, and students who declined to state.

19. AVID and ECHS/MCHS AVID and ECHS and MCHS Nationally
Nearly 50 sites in 9 states
92% of students complete four year requirements
77% of students completed a college course
73% of students enrolled in college directly after high school
85% persisted into their second year of college

20. AVID and ECHS/MCHS--In Common
Same population of students
Schoolwide college readiness focus
Instructional strategies--WICOR/Common Instructional Framework
Results

21. DESIGNING FOR SUCCESS: ENGAGING INSTRUCTION
Six Instructional Strategies (Common Instructional Framework):
In Collaborative Group Work, students engage in learning by constructing group solutions, texts, experiments, or works of art.
Through Writing to Learn, students can develop their ideas, critical thinking abilities, and writing skills, with low-stakes writing in every class, every day.
Scaffolding helps students connect prior knowledge and experience with new information and ideas.
Questioning challenges students and teachers to use good questions as a way to open conversations and further intellectual inquiry.
Classroom Talk creates the space for students to articulate their thinking and strengthen their voices.
Literacy Groups provide students with a collaborative structure for understanding a variety of texts, problem sets, and documents by engaging them in a high-level of discourse.
WICOR

22. The SOAR Story

23. The SOAR Story
Began in 2006
Grant supported by Bill and Melinda Gates, Kellogg, Ford and Carnegie foundations to redesign public education. The goal is to have students complete four years of high school and an Associates Degree within five years.
Purpose is to redesign public education

24. SOAR’s Mission Statement
Students On the Academic Rise (SOAR) provides a supportive, flexible, and academically enriched environment with an emphasis in mathematics, science, and engineering for underrepresented students who may be high potential but low performing in the traditional educational system. SOAR High School is designed to promote academic achievement, social maturity, and enhanced economic opportunities through the completion of high school and success in college.

25. SOAR’s Vision
SOAR Stars are lifelong learners and self- advocates who will become engaged and productive leaders of their communities.

27. Into, Through, and Beyond
Into - All students require an application and interview to get into SOAR.
Through - Getting students through SOAR and the college coursework is our goal.
Beyond - We want all our students to be prepared to attend a four year institution or certification program that prepares them for the workplace.

29. SOAR Demographics 17/18 SOAR High School Demographics
(100) Native American or Alaska Native
(200) Asian
(300) Native Hawaiian/Other Pac Islander
(500) Hispanic/Latino
(600) Black or African American
(700) White
Total
Grade M F 9 1 2 8 31 33 5 16 10 17
123 3 26 40 4 15 6
104 11 24 34 7 13
101 12 19 30 91
Totals
100
137 20 47 25 51
419
AVUHSD Staff
Principal
Counselor
Teachers 14
Confidential Classified
Classified
Avid Tutors

30. College and High School Communication
Building/Maintaining relationships
AVC Counselor visits SOAR high school classes each semester
AVC Outreach attends High School Head Counseling Meetings
Building/Maintaining relationships
Adjunct Counselors for each high school for outreach and transition
SOAR students participate as 3SK Tour Guides

31. AVID Collaboration and Vertical Teaming to move towards AHE
SOAR is an all AVID school
PD – AVID Institute
AVID Peer Mentoring and Tutor Training
AVC moving toward all AVID Higher Learning which begins in Basic Skills classes then moving across the curriculum
PD – AHE Institute
Peer Mentoring and Tutor Training

32. Academic Counseling Guidelines
Graduation and A-G counseling activities
Unit guidelines-based on GPA
Course guidelines towards goal
Social and Emotional counseling
Focus on health and well-being
Pre-Assessment activities for higher placement to reduce the # of Basic Skills classes
Probation/Dismissal
Clear pathway to reach goal
Access to Mental Health Professionals
Focus on health and well-being

33. Relationship Building Activities
SOAR Summer Bridge
Things You Need To Know
Family BBQ encourages socialization
ASB and Club Rush-Student Connection
Parent University
Community relations
First Year Experience (FYE)
Summer Bridge
AVC Resource Fair to connect students
ASO and Clubs
Student Handbook
Behavioral Intervention Team (BIT)
Community relations

34. Academic Support Academic Probation
Identify when student is below 2.5 GPA
Quarterly monitoring
5 hours of mandatory tutoring per week
Family meetings as needed
Probation program monitoring
Personalized academic support through college resources and peer mentoring
Individual academic counseling as needed.

36. Directed Counseling Fundamental prescribed courses for grades 9-12
Balancing course load to prevent burnout
Basic Skills Support
Any prescribed major
Associates Degree
Arts/Humanities
Math/Science
Social/Behavioral

37. Successes Golden Bell Award Gold Ribbon Award Title 1 Award
National Blue Ribbon School
US News & World Report-America’s Best High School, 2015
AVC2CSU Pathway
FYE for all students
Peer mentoring
Mandatory Orientation
Initial Ed Plan for all students
Cohort case management approach for students

38. Where are they now? Military Teaching Law School Master’s programs
Med School
All Over

39. Data ASSOCIATE DEGREES Class of 2014 - 59% Class of 2015 - 68%
44/74
Class of %
56/86
Class of 2016 – 53%
48/90
Class of %
39/91

40. Supporting Student success
AVID for Higher Education
Supporting Student success

41. AHE – Why Are We Doing This?
Close the opportunity gap for students to complete a degree.
Create a pipeline of K-16 support.
Build strong AVID communities that support student success.
All means all.

42. Who AHE is Currently Serving
2-year, 4-year, technical colleges, adult education programs
Public, private, HBCUs and HSIs
Over 50 institutions in 15 states
In your pair-share, how many of you discussed any of these points?
Regarding the third bullet, reference the handout listing the AHE sites. The sites that have an * beside the name only have AHE Teacher Prep on the campus. The sites with ** have both AHE Student Success and AHE Teacher Preparation.

43. AHE Colleges in California
AHE Teacher Prep Only
California State University San Bernardino
AHE Student Success Only
California State University San Marcos
La Sierra University
Saddleback College
Taft College
Antelope Valley Community College

44. AVID for Higher Education
Student Success Model
Collaborating with colleges to support students to complete degrees/ certifications
FYE & Transition Course
AHE Socratic Tutorial Model
Career/guided pathways 
Developmental Education
Adult Education & Literacy or Adult Basic Skills
Teacher Preparation Model
Collaborating with colleges of education to prepare new teachers
Faculty Development
WICOR Instruction for teacher candidates
Support for AVID tutorials
Field Practice with WICOR
Have participants silently read through the bullets.   Ask how many of these bullets came up in discussion with their partner. 
How many already knew all these bullets?
Which ones are new to you?
Elaborate on those that were new.

45. AHE Student Success Faculty Development Professional Learning
AHE Socratic Tutorial Model & Peer Mentoring
First Year Experience Course & Adult Education Transition Course Support
Advising Enhanced with AVID's Philosophy "Rigor with Support"
Co-Curriculum Support-- Teaching & Learning Outside the Classroom
5 areas that we support colleges that are implementing the AHE comprehensive and holistic model. Not all AHE colleges implement the full model. This is one difference between AHE and AVID K We do tailor our support to fit the colleges expressed needs. Many will begin with one or more areas and then realize the need for broadening that support.
The last area is the co-curriculum support which is how AHE supports the whole campus. Housing, career services, financial aid, and even enrollment management and recruiting. Many colleges become interested in AHE as a way to recruit students. When recruiters can used the AVID strategies in their presentations and make direct references to how AVID support college success, students and teachers are more receptive to considering that college.
WICOR Learning Framework (Writing, Inquiry, Collaboration, Organization & Reading)
AHE Student Success

46. Renee Martinez, Faculty Nash Community College (NC) Faculty Development
“AVID for Higher Education is not a fad. The strategies I learned transformed not only my teaching style and classroom, but our campus."

47. Strengths AHE Brings to Community College Campuses
Proven results for students and faculty (see Gibson evaluation)
Faculty Development (Odessa, Saddleback, Nash)— instruction and advocacy
Connecting guided pathways to rigorous instruction (Linn Benton, Odessa, Butler—meta majors)
Equipping FYE instructors with more academic tools (Saddleback, Odessa, Nash, Butler, Antelope Valley)

48. Strengths AHE Brings to Community College Campuses
Improving the work of adjuncts (Butler, Saddleback, Odessa, Nash, Antelope Valley, Arizona Western)
Peer tutoring/mentoring to improve Learning Resource Centers (Best efforts at Odessa, Saddleback, Nash, TX Wesleyan, UNC Asheville, AM Kingsville)
Advising—providing advisors with skills to help affinity to institution and campus wide common framework--WICOR

49. AVC AVID AHE Started in 2014 Title V Grant Funded
Created First year Experience (FYE)
Integrated into our Educational Master Plan
Over 100 faculty and staff trained
Monthly Lunch-and- Learn Faculty program to enhance and share techniques
AVID infused courses, all Counseling Faculty are trained, HD 101, and Student Life Staff
Collaborate with Umoja

50. JOIN US November 28 AHE is coming the AVC to present an AVID Showcase
January 30 & 31, 2018
AVC will host a mini
AHE “Summer Institute”

51. Questions & Answers

52. Thank You