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AVID Program Advancement Via Individual Determination [L. avidus]: eager for knowledge. Describe the single greatest inhibitor for low-income and/or minority students to access the most rigorous curriculum, which would ultimately prepare them to be ready for college.

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slide1

AVID Program

Advancement Via Individual Determination

[L. avidus]: eager for knowledge

slide2
Describe the single greatest inhibitor for low-income and/or minority students to access the most rigorous curriculum, which would ultimately prepare them to be ready for college.

Quick Write

slide3
Providing Access

The Challenge

slide4

The Challenge

Low Expectations:

  • 71% of students plan to attend college.
  • 32% of teachers expect their students to attend college.
  • 51% of parents believe their children will attend college.
  • From report done by Pathways to College Network: Citing research by Metropolitan Life (2000) MetLife Survey of the American Teacher 2000.
slide5

The Challenge

Of 100 White Kindergarteners...

slide6

The Challenge

Source: U.S. Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2001, In The Condition of Education, 2002.

33 obtain at least a bachelor’s degree

93 graduate from high school

EdTrust, 2005

slide7

The Challenge

Of 100 African American Kindergarteners...

slide8

The Challenge

Source: U.S. Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2001, In The Condition of Education, 2002.

18 obtain at least a bachelor’s degree

87 graduate from high school

EdTrust, 2005

slide9

The Challenge

Of 100 Hispanic Kindergarteners...

slide10

The Challenge

Source: U.S. Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2001, In The Condition of Education, 2002.

11 obtain at least a bachelor’s degree

63 graduate from high school

EdTrust, 2005

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African American, Latino, & Native American youth are less likely to be enrolled in a full college-prep track.

The Challenge

Percent in College Prep

Source: Jay P. Greene, Public High School Graduation and College Readiness Rates in the United States, Manhattan Institute, September 2003. Table 8.

slide12

The Challenge

Average Scores on AP Exams, 2003

Source: The College Board, Advanced Placement Program, National Summary Report 2003.

NCES, 2005

1 Averages combined from Calculus AB and Calculus BC examinations.

slide14

What is AVID?

  • A structured, college preparatory program 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 working in over 2,700 middle schools and high schools in 39 states and 15 countries
  • A professional development program providing training throughout the U.S.
slide15

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.
slide16

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
slide18
A regularly scheduled academic elective class for

AVID Students

Rigorous curriculum required for all students

Trained college tutors for the AVID academic

elective

An interdisciplinary AVID site team

Parent workshops focusing on academic support

and college awareness

Professional development focusing on AVID

methodologies of writing, inquiry, collaboration,

and critical reading -- WICR

District, regional, and state support

AVID Components

slide19

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
slide20

AVID Program Essentials (Continued)

  • Collaboration
  • Trained tutors
  • Data collection and analysis
  • District and school commitment
  • Active and interdisciplinary site team
slide22

Writing Curriculum

  • Writing to Learn
  • Writing Process
  • Focus Lessons
  • Timed Writing
slide24

Inquiry Method

  • Engage in skillful questioning
  • Higher level thinking
  • Respectful dialogue
slide25

Socratic Seminars:

  • “A form of structured discourse about ideas and moral dilemmas.”
  • Contribute to the development of vocabulary, listening skills, interpretive and comparative reading, textual analysis, synthesis and evaluation.
  • Develop student-centered dialogue which is at the heart of rigor.
  • Foster understanding of complex ideas and information.
slide27

Collaboration

  • Students ask, explore and answer questions.
  • Students are listeners, thinkers, speakers, and writers.
  • Students discover ideas and remember because they are actively involved.
  • Teacher becomes a coach, guiding students in their learning.
slide28

Tutorials:

  • Purpose
    • Create deeper understanding of concepts coveredin core content classes.
    • Develop skills necessary to become self-directed learners.
    • It\'s not just homework help!
  • Process
    • To push each other\'s thinking. AVID tutorials utilize an inquiry process.
    • Tutors do not give answers; they facilitate the group\'s discovery with critical questions.
    • Students reflect on their learning.
slide30

Reading to Learn

  • Connect to prior knowledge
  • Understand text structure
  • Use text-processing strategies(during and after reading)
slide31

Reciprocal Teaching

  • Reciprocal teaching is an instructional approach characterized by an interactive dialogue between the teacher and students in response to segments of a reading selection.
  • The dialogue is based on four processes:
    • Questioning
    • Summarizing
    • Clarifying
    • Predicting
slide32

AVID: Collaborative Support for the Success of Underserved Students

Colleges

and

Universities

AVID

Support

Staff

Community

Parents

AVID

Coordinator

(AVID Elective

Teacher)

Student

Administration

Tutors

Subject

Area

Teachers

Counselors

slide34

A Sample Week in 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
slide35

Development of AVID in a District

Core AVID Program

Schoolwide Effort

Districtwide Reform

  • MATURITY
  • Executive leaders actively
  • participate in AVID
  • College-readiness articulation
  • 4-12
  • Expanded AVID Path &
  • Summer Institute training
  • College-going culture
  • and AP/IB enrollment: routine
  • District policies reinforce
  • college-readiness at all levels
  • District level multi-year plan
  • DEVELOPMENT
  • Multiple AVID sections &
  • teachers
  • Systemic access to rigorous
  • curriculum
  • Increased site team leadership
  • All teachers AVID trained
  • WICR across the curriculum
  • Schoolwide college-going
  • culture
  • Multi-year site plan
  • AVID counselor in place
  • IMPLEMENTATION
  • Trained Regional and District
  • Directors
  • Academic elective class
  • Trained tutors
  • Open access to rigorous curriculum with support
  • WICR
  • Site team leadership
  • Parent involvement
  • College exploration
  • Summer Institute
slide37

AVID: Decades of Success

For 26 years, AVID has served more than 200,000 students, becoming one of the most successful college-preparatory programs ever for low-income, underserved students in more than 2,000 U.S. schools in 39 states, Canada, and 15 other countries.

slide38

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.

slide39

Academic Preparation

Transcript Study:“the single biggest predictor of college success isthe quality and intensity of students’ high school curriculum”

Cliff Adelman, Answers in the Tool Box, U.S. Department of Education, 1999.

slide40

AVID Graduates

  • 96% plan to enroll in a college or university
  • 68% plan to enroll in a four-year university
  • 28% plan to enroll in a two-year college
  • 83% of parents have less than a four-year collegedegree

Source: AVID Center Data Collection System, 2003-2004

Percentages have been rounded to the nearest whole percent

slide41
Native American 0.7%

Asian/Pacific Islander/Filipino 8.2%

Hispanic 48.5%

African American/Black 17.0%

White 23.9%

Multi-Racial 1.3%

Declined to state 0.4%

Ethnicity of AVID Students

The ethnic breakdown of the 103,724 AVID students is:

Source: AVID Center Data Collection System, 2003-2004

Percentages have been rounded to the nearest whole percent

slide42

Completion of Four-Year CollegeEntrance Requirements

AVID students complete university entrance requirements at a much higher ratethan their non-AVID peers.

slide44

AP and College Success

Students who take AP courses and exams are much more likely than their peers to complete a bachelor’s degree in four years or less.

Source: Camara, Wayne (2003). College Persistence, Graduation, and Remediation. College Board Research Notes (RN-19). New York, NY: College Board.

slide45

Next Steps

Questions

Moving Forward

slide46

Speaker Name

Contact Information

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