Presentation is loading. Please wait.

Presentation is loading. Please wait.

Using AVID to Support ECHS and College Success

Similar presentations


Presentation on theme: "Using AVID to Support ECHS and College Success"— Presentation transcript:

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.

26

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.

28

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.

35

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


Download ppt "Using AVID to Support ECHS and College Success"

Similar presentations


Ads by Google