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Improving Academic Achievement for All Students AVID Schoolwide

Improving Academic Achievement for All Students AVID Schoolwide. Gloria McGehee-Koel, Director AVID, Region VIII. Special Thanks to Jim Scarpino, S4 Director for Region 8. OBJECTIVES OF Meeting. To REVIEW research on how AVID supports schoolwide students’ achievement.

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Improving Academic Achievement for All Students AVID Schoolwide

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  1. Improving Academic Achievement for All StudentsAVID Schoolwide Gloria McGehee-Koel, Director AVID, Region VIII Special Thanks to Jim Scarpino, S4 Director for Region 8

  2. OBJECTIVES OF Meeting • To REVIEW research on how AVID supports schoolwide students’ achievement. • To SHARE research-based strategies that show how AVID can support schoolwide improvement. • To EXPLORE the WRITE Path content materials • To MAKE CONNECTIONS on how these strategies can meet the goals in the Single School Plan (SSP) and the Local Education Agency Plan (LEAP).

  3. SUPPORTING SCHOOLWIDE STUDENT ACHIEVEMENT AVID: A Comprehensive School Reform Model for Texas National Forum of Educational Administration and Supervision Journal Volume 19, Number 3, 2002-2003 Karen M. Watt, Darlene Yanez, Griselda Cossio Main Findings: “through proper implementation (strong instructional leadership using AVID strategies school-wide and staff development) underachieving, economically disadvantaged, ethnic minority students can succeed in a rigorous curriculum.”

  4. SUPPORTING SCHOOLWIDE STUDENT ACHIEVEMENT • AVID: A Comprehensive School Reform Model for Texas • [National Forum of Educational Administration and Supervision Journal • Volume 19, Number 3, 2002-2003] • Main Findings: • AVID is a catalyst for school-wide reform; • AVID addresses and influences school policies that can be barriers to student success; • AVID is a pathway to opening access to Advanced Placement; • AVID can be adapted to meet the capacity and needs of individual campuses to implement reform.

  5. AVID and The Plans

  6. Single School Plan A single, comprehensive school plan to improve the academic performance of of all students. All subgroups are addressed in this plan. The plan includes: • School Goals • Specific Actions to Improve Educational Practices • On-Going Monitoring of Results • All resources available to the school

  7. Local Education Agency PlanDistrict Level • Performance Goal 1:All students will reach high standards …in reading and mathematics, by 2013-2014. • Performance Goal 2:All limited-English-proficient students will become proficient in English and reach high academic standards, …reading/language arts and mathematics. • Performance Goal 3:By 2005-06, all students will be taught by highly qualified teachers. • Performance Goal 4: Environments Conducive to Learning (page 39) • Performance Goal 5:All students will graduate from high school.

  8. Effective Instruction by Meta-Analysis Classroom Instruction That Works (2001, ASCD) Marzano, Pickering, & Pollock • This meta-analysis examines average effect of 1251 experimental studies • Focuses on instructional strategies w/ high probability of success for all pupils, K-12 in all subjects • Expresses results as effect size

  9. What is Effect Size? Effect Size of 1 = 34 Percentile Point Gain Effect Size Represents Increased or Decreased Achievement of Experimental Group in Standard Deviation Units

  10. Effective Teaching Requires Tools That Work From Classroom Instruction That Works by Marzano, Pickering, & Pollock (ASCD, 2001)

  11. Interpreting Effect Size Significance Jacob Cohen, Statistical Power Analysis for the Behavioral Sciences, 1988

  12. Identifying Similarities & Differences • Effect Size 1.61 • Identifying similarities & differences: • enhances understanding and ability to use knowledge • includes comparison, classification, metaphors, & analogies • increases in positive effect when graphically represented

  13. Summarizing & Note Taking • Effect Size 1.00 • Effective note taking means: • deleting, substituting, & keeping some information • learning to analyze • becoming aware of information structures

  14. Reinforcing Effort & Providing Recognition • Effect Size .80 • Rewards: • do not necessarily decrease intrinsic motivation • most effective when used to attain standards of performance • abstract or symbolic more effective than tangible

  15. Homework & Practice • Effect Size .77 • Homework should: • differ with grade level • keep parent involvement to minimum • identify & articulate purpose • be commented on, if assigned

  16. Non-Linguistic Representation • Effect Size .75 • Non-Linguistic Representations: • generated in lots of ways, including drawings, physical models, mental pictures, pictographs, kinesthetic activity • elaborate on knowledge

  17. Cooperative (Collaborative) Learning • Effect Size .73 • Cooperative Learning works better when: • ability groups used sparingly • groups kept small • used consistently & systematically, but not excessively

  18. Setting Objectives & Providing Feedback • Effect Size .61 • Effective Instructional Goals: • narrow what students focus on, but are not overly constrictive • invite students to personalize the teacher’s goals

  19. Generating & Testing Hypotheses • Effect Size .61 • Hypotheses Formation/Testing: • may be approached inductively or deductively • ask students to explain clearly both hypotheses & conclusions

  20. Questions, Cues, & Advanced Organizers • Effect Size .59 • Questions/Cues work well when: • focused on what’s important • asking for analysis, rather than recall or recognition alone • used with adequate wait time • given before a learning experience

  21. What is it? The Write Path Series are sets of materials in the core content areas that are based on the instructional strategies, WICR, (writing, inquiry, collaboration and reading) used in the AVID elective classes. What is the correlation of the WICR strategies with the research-based strategies? WRITE PATH SERIES

  22. Assignment:SURVEYING WRITE PATH SERIES • English Language Arts • Mathematics • History/ Social Sciences • Science • English Language Development

  23. Directions • PREVIEW: Designated pages of the selected WRITE Path materials. • With a partner, SELECT one or more lessons in a content area. Determine which of the seven instructional strategies/effect size is reflected in different lessons. • RECORD the page number(s) of the lessons on the Cornell notes adjacent to its effect size. • WRITE your summary statement of your findings.

  24. AVID Region 8 GrantIncentives • Design A: One Day WRITE Path Workshops provided onsite. • Design B: WRITE Path Mini-Workshops Series • Customized WRITE Path Workshops Any workshops scheduled and materials ordered prior to December 31, 2003 are discounted 50%.

  25. Time to Reflect • Jot down your response to these questions: • What ideas interest me or caught my attention? • How does this information fit into my SSP and the district’s LEAP? • Who needs to know about this back at the site/district?

  26. Questions and Answers If interested, complete the Interest Form in your packet.

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