Myth: AVID is a remedial program

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Myth AVID is a remedial program
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AVID Application Questions of Interest

• Will you be the first in your family to attend
  college?
• Have you ever been enrolled in any honors or
  Pre-AP courses?

• How would you describe your current grades?
• 1)As and Bs
• 2)Bs and Cs
• 3)Mostly Cs

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Lets Bust the Myth

• AVID student selection focuses on students in the
  middle with academic potential

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MYTH AVID teachers are handpicked
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• gtgtgt Vivian Edmondson 1/19/2010 942 AM gtgtgt
• The success of AVID is based on voluntary
  participation not only by students but by AVID
  trained teachers. The underlying philosophy is
  one will volunteer because he/she is interested
  or passionate about the program and its mission.
  Continued training and training for newcomers
  will take place July 12-16 at the Atlanta Summer
  Institute. If you have questions please ask or
  you may go on line to www.avidonline.org where
  you can find a lot of great information.
• Please let me know if you are interested in being
  trained in AVID by Friday, January 22. (For
  those teachers that have at least one year and
  would like to continue with the second year of
  training, please let me know by Friday too -D
• Vivian Edmondson,
• AVID Coordinator
• National Board Certified FACS Teacher
• SouthWest Edgecombe High School
• 5912 NC Hwy 43
• Pinetops, NC 27864
• Phone [phone], ext. 7172
• FAX [phone]

TO ALL STAFF
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Southwest Edgecombe High School AVID Elective
Teacher Contract As part of the AVID
Certification process, specifically Essential 2,
all current and prospective AVID elective
teachers have reviewed these expectations. The
AVID elective teacher voluntarily supports the
mission of AVID and participates in the AVID
elective program for the following
reasons Shares in the same expectations for
individual determination that we have for
prospective AVID students. Enjoys collaborative
problem solving with their colleagues. Has
effective classroom management organizational
skills. Serves as a student advocate and is a
proponent of equitable access to rigorous
curriculum and programs. Provides social and
academic support for their students. Commits to
personal and professional growth. Spends extra
time outside of classroom setting to ensure the
success of the AVID program. Has or is willing to
develop leadership roles on campus. Develops a
mentoring relationship with AVID
students. Promotes the AVID strategies and
methodologies across grade levels, content areas
and schoolwide. AVID elective teacher
responsibilities include Implementation of the
AVID Curriculum. On-going monitoring of AVID
students progress. Training, coaching and
debriefing tutorial process with tutors and
students. Participation in all AVID elective
teacher and Site Team meetings. Assistance with
and participation in AVID functions (e.g. parent
meetings, AVID fieldtrips, tutor recruitment and
staff development). The above describes my
voluntary participation in the AVID program.
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CONTRACT ADVANCEMENT VIA INDIVIDUAL
DETERMINATION Name of Student ___________________
__________ Enrollment Date ______ AVID is a
program, which prepares students for four-year
college eligibility. Student Goals Academic
success in college preparatory courses. Successful
completion of college eligibility
requirements. Enrollment in four-year college or
university after high school graduation. Student
Responsibilities Maintain satisfactory
citizenship and attendance in all
classes. Maintain the AVID binder with
assignment/grad record sheets and daily notes in
all classes. Compete all homework assignments and
commit to at least two hours of homework every
nigh. Maintain enrollment in college preparatory
courses. Student Agreement I agree to accept
enrollment into the AVID elective class, which
will offer academic support to me. I want to
succeed, and I understand that I must take
individual responsibility for my own success. I
understand that in order to give fair
consideration to my involvement with the program,
I must commit to remaining enrolled in the AVID
elective for at least one year, and that I will
be allowed to remain in the program only if I
meet the student responsibilities outline above.
I also understand that studies show that I will
be most likely to demonstrate academic
improvement if I remain in the program only if I
meet the student responsibilities outline above.
I also understand that studies show that I will
be most likely to demonstrate academic
improvement if I remain in the program at least
three years and most likely to meet my goal of
four-year college enrollment if I remain in the
AVID program in my senior year of high
school. ___________________________________

Student Signature Support Agreement We agree to
support the efforts of this student in meeting
the goals outline above. ________________________
______ ______________________________ AVID
Coordinator Signature Parent Signature __________
____________________ __________________________
____ AVID Counselor Signature Site
Administrator Signature
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Lets bust the myth

• AVID program participants, both students and
  staff, must choose to participate.

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Myth Southwest must be committed to full
implementation of the AVID program.
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Date 02/08/10 WICR Lesson Plan Template
Week 22 Day 1 Standard(s)
Working with sources sustained inquiry of a
topic or problem Objective(s) AVID College
Readiness Working With Sources
AVID Method Strategies Students will produce
W Writing How will students use writing as a tool for learning? Reflective writing activity see inquiry record their methodology for developing claims for their papers in their RLs
I Inquiry What questions will I ask? How will I facilitate students asking questions? 1. How did you come up with your claims? 2. What sources have been most useful for you? 3. Did anyone assist you in deciding what your claim and evidence would be? record their methodology for developing claims for their papers in their RLs
C Collaboration How will I facilitate student collaboration? Organize students into groups of four or five. Tell each group that after the claims presentations have been made, they should select one student who seems to understand well the claims and evidence for his/her paper. This person will be in the Inner Circle for the Citation Circles activity. Ask students to join the assigned groups with their notes for their paper, their sources, and copies Student Handout 3.4c Essential Skill 4 Academic ArgumentsSupporting Claims and Using Evidence from Sources. Tell students to use their sources to present what they think will be the principal claims for their papers and the evidence they found in their sources to support their claims.
R Reading or Rigor What will students read? What strategies will I use to facilitate that reading or rigor? Following Teacher Resource 3.5a Essential Skill 4 Citation Circles, complete a Citation Circles activity When all the students have presented to their groups, ask the group members to select one student for the Inner Circle in the Citation Circles activity.
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Do these look familiar?

• Writing Across the Curriculum
• Notebooks/Binders
• Learning Logs
• Warm-Ups
• Vocabulary Strategies
• Reading Strategies
• Notetaking
• Study Skills

• Test Taking Skills
• Problem Solving Skills
• KWL Charts
• Successful Classroom Interactions
• Collaboration
• Think-Pair-Share

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This is TRUE!

• AVID Methodologies are strategies that SWE
  teachers are ALREADY using!!!
• These strategies are best practices ?
• Can we agree to use the same name for these best
  practices across the board so students
  understand?

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Myth AVID Students cannot be a North Carolina
Scholar
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SWE AVID Class of 2010The First Graduating
Class26 Students Strong
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COLLEGE/UNIVERSITY PREP COURSE OF STUDY
REQUIREMENTS NAME _______________________________
__________ NC WISE _____________ GRADUATION
DATE ______________
ENGLISH ENGLISH GRADE
ENG I H A
ENG II H A
ENG III AP H A
ENG IV AP H A
MATHEMATICS MATHEMATICS MATHEMATICS
ALGEBRA I
GEOMETRY H A
ALGEBRA II H A
ADV. FUNCTIONS
PRE-CAL H
CALCULAS A/B AP
SCIENCE SCIENCE
EARTH/ENVIR. AP H A
PHYCIAL SC.
BIOLOGY AP H A
CHEMISTRY AP H A
PHYSICS AP H A

SOCIAL STUDIES SOCIAL STUDIES
WORLD HIST AP H A
US HIST AP H A
CIVICS H A
SECOND LANGUAGE SECOND LANGUAGE
SPANISH I H A
SPANISH II H A
SPANISH III H
SPANISH IV H
HEALTH AND PHYSICAL ED. HEALTH AND PHYSICAL ED.
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26 AVID Graduates from SWE in 2010

• All 26 are enrolled in higher education at this
  time.
• 24/26 were accepted to 4-year universities
• 4 Honor Graduates
• 4 NC Academic Scholars
• 7 National Honor Society Graduates
• 3 Certified Nursing Assistants
• 6 Students Awarded Personal Laptops for College
• Total Scholarships/Grants 503,408.00

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Lets bust the myth

• AVID students must be enrolled in a rigorous
  course of study that will enable them to meet
  requirements for university enrollment

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Myth AVID Elective Classes provide a strong,
relevant reading and writing curriculum
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Writing Assignments By Grade Level
Mandala Autobiography Autobiographical Inciden
t Biography Life Goals Career Research
Description of a Place Explanation of a
Process Character Analysis Problem-Solution An
alysis

• Mandala Autobiography, Autobiographical Incident,
  Life Goals Essay, Description of a Place,
  Explanation of a Process, Character Analysis

Autobiographical Incident Biography Life
Goals Career Research Problem-Solution Analysi
s Argument
College Essay Argument xii High School
Writing Teacher Guide Jr./Sr. Seminar Writing
will be included at these grade
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Unit 3 Writing Assignments Writing Assignment 1
A Process Essay Prompt What were (or are) the
home, educational, political, cultural, or
religious contexts in which the leader lived (or
lives)? Which of these contexts most influenced
the leaders goals, actions, and/or
contributions? Remember to draft, revise, and
edit your textand to cite your sources. Include
a Works Cited page. Writing Assignment 2 A
Timed, In-Class Essay Prompt What have others
said about the leaders goals, actions, and/or
contributions? That is, how do others evaluate
the leaders work? Since this is a timed writing,
written in class, you will need to plan
quickly, organizing a claim and evidence around
your response. You do not need to cite your
sources formally or have a Works Cited page,
but you will need to mention the names of your
sources as you write, e.g., Sanchez noted
that Writing Assignment 3 A Headed Research
Paper Prompt After looking back over the sources
you used, your Research Log notes, the writing
assignments, and Essential Skills activities for
Unit 3, prepare a headed paper with a title and
the following sections (the headings are listed
in bold). Every section but the introduction
should include more than one paragraph.
The sections are Title (It should be
interestingnot just the name of your
leader) Abstract This will be a summary of your
whole paper which you will write after you have
finished writing the rest of the paper. Academic
introduction This section does not have a
heading, and it looks like the academic
introduction that youve studied before. Remember
the moves? (See Student Handout 3.14a Writing
an Academic Introduction.) Methodology (Heading
is in the middle of the paper) In this section,
you will be discussing what you did as you read,
took notes, and wrote your papers for this
unit. Throughout the term, you have been writing
about your methodology in your RLs, so you can
use these notes to complete a methodology
section. Although writers of most academic
methodology sections do not use I, and
use passive constructions (Four people were
interviewed for this paper), you can use I
here. Leaders Context and Actions For this
section, you will revise, edit, and add new
material to Writing Assignment 1 that you wrote
for this unit. AVID College Readiness Working
With Sources
298
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Planning Sheet 3 (2 of 2) Others
Perspectives For this section, you will revise,
edit, and add new material to Writing Assignment
2 that you wrote for this unit. Leader as a
Catalyst for Change This section, taken from your
notes and conclusion, will give evidence for why
the leader you have selected can be considered a
catalyst for change. Works Cited Though most of
this paper looks like an APA text because of its
headings, your teacher may be most
comfortable with MLA. If so, see
lthttp//www.dianahacker.com/resdoc/p04_c08_s1.html
gt for help with this.
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Cornell Notes
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This is TRUE!!

• A strong relevant writing and reading curriculum
  provides a basis for instruction in the AVID
  elective class.

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Myth The AVID elective class is a glorified
study hall.
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Week Four At-A-Glance Grade 9 Week Four At-A-Glance Grade 9 Week Four At-A-Glance Grade 9 Week Four At-A-Glance Grade 9 Week Four At-A-Glance Grade 9
Week 4 focus Prewriting strategies make effective presentation plan and manage time tutorial reflections Week 4 focus Prewriting strategies make effective presentation plan and manage time tutorial reflections Week 4 focus Prewriting strategies make effective presentation plan and manage time tutorial reflections Week 4 focus Prewriting strategies make effective presentation plan and manage time tutorial reflections Week 4 focus Prewriting strategies make effective presentation plan and manage time tutorial reflections
Materials Strategies for Success, Tutorial Support Curriculum Resource Guide, High School Writing, Implementing Managing the AVID Program Materials Strategies for Success, Tutorial Support Curriculum Resource Guide, High School Writing, Implementing Managing the AVID Program Materials Strategies for Success, Tutorial Support Curriculum Resource Guide, High School Writing, Implementing Managing the AVID Program Materials Strategies for Success, Tutorial Support Curriculum Resource Guide, High School Writing, Implementing Managing the AVID Program Materials Strategies for Success, Tutorial Support Curriculum Resource Guide, High School Writing, Implementing Managing the AVID Program
Monday Tuesday Wednesday Thursday Friday
1. Mandala Autobiography Unit What is a Mandala? and The Symbols of My Life Activity 5.1 High School Writing (Unit 5) 2. Time Management Time Log Activity 7.1 Strategies for Success (Unit 7) 1. Tutorials Begin the process of AVID tutorials with students. Tutorials will take place twice a week for the remainder of the school year. See The Principals of Tutoring Strategies for Success (Unit 8) 2. Debrief Tutorials Reflecting on Learning Activity 4.1.1 and Reflective Learning Log Activity4.2.2 Tutorial Support Curriculum Resource Guide (Unit 4) 1. Create Mandala High School Writing Activity 5.1 (Unit 5) 2. Time Management Barriers and Solutions to Using Time Effectively Activity 7.3 Strategies for Success (Unit 7) 3. Homework Tutorial Questions Tutorial Request Form Activity 2.7.2 or 2.7.4 Tutorial Support Curriculum Resource Guide (Unit 2) OR Tutorial Worksheet Activity 8.1 Strategies for Success (Unit 8) OR Tutorial Request Form Section Two Classroom Applications Implementing Managing the AVID Program 1. Tutorials 2. Tutorial Reflections Higher-Level Reflections Activity 4.2.3 Tutorial Support Curriculum Resource Guide (Unit 4) 1. Finish Mandala High School Writing Activity 5.1 (Unit 5) 2. Student Oral Presentations of Mandalas High School Writing Activity 5.1 (Unit 5) Discuss presentation skills using the Presentation Rubric Activity 14.7 Strategies for Success (Unit 14) Involve the whole class in feedback to student presenters using the presentation rubric 3. Binder Check
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Week Six At-A-Glance Grade 10 Week Six At-A-Glance Grade 10 Week Six At-A-Glance Grade 10 Week Six At-A-Glance Grade 10 Week Six At-A-Glance Grade 10
Week 6 Focus Continuation of Explanation Life Goals Expository Essay research methods pre-writing contributing effectively to discussions Week 6 Focus Continuation of Explanation Life Goals Expository Essay research methods pre-writing contributing effectively to discussions Week 6 Focus Continuation of Explanation Life Goals Expository Essay research methods pre-writing contributing effectively to discussions Week 6 Focus Continuation of Explanation Life Goals Expository Essay research methods pre-writing contributing effectively to discussions Week 6 Focus Continuation of Explanation Life Goals Expository Essay research methods pre-writing contributing effectively to discussions
Monday Tuesday Wednesday Thursday Friday
1. Explanation of Life Goals (Prewriting) Teachers will need to schedule library or computer lab time for these activities Step 7 (Research) and Step 8 (Add to Clusters) Activity 6.1 High School Writing Curriculum (Unit 6) Students should complete Step 9 (Quickwrite) for homework in preparation for Wednesdays class. Activity 6.1 High School Writing Curriculum (Unit 6) Tutorial 1. Explanation of Life Goals (Prewriting) Step 9 (Quickwrite). Review from Mondays homework. Step 10 (Explain Assignment/Rubric) How to Read and Analyze a Writing Prompt Activity 8.1 High School Writing Curriculum (Unit 8) Step 11 (Read Models) In this activity, students are asked to read essay models and to interact with the rubric to ensure common expectations for their own paper. Step 12 (Select an Audience, Purpose, form) and Step 13 (Plan) Activity 6.1 High School Writing Curriculum (Unit 6) Tutorial (PSAT / test) Students jigsaw information about college entrance tests found in Unit 4 of College and Careers, as well as information they can search online or from the College/Career Center on campus Students take Cornell Notes based on the following information. College Entrance Testing What is the PSAT/PLAN? How are they similar/different? What types of questions are asked on the PSAT/PLAN? What does the PSAT/PLAN measure? How can I prepare for these tests? Beyond the Classroom College and Careers (Unit 4) 1. Philosophical Chairs Strategies for Success (Unit 11) Goal Quotes John F. Kennedy Change is the law of life. And those who look only to the past or present are certain to miss the future. Michelangelo The greatest danger for most of us is not that our aim is too high and we miss it, but that it is too low and we reach it. Binder Checks
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Week Fifteen At-A-Glance Grade 11 Week Fifteen At-A-Glance Grade 11 Week Fifteen At-A-Glance Grade 11 Week Fifteen At-A-Glance Grade 11 Week Fifteen At-A-Glance Grade 11
Week 15 focus Integration of Sources and Writing Process use six-trait tools formulate and advance a thesis produce pieces for different audiences and purposes use note-taking participate positively in group activities contribute effectively to discussions Week 15 focus Integration of Sources and Writing Process use six-trait tools formulate and advance a thesis produce pieces for different audiences and purposes use note-taking participate positively in group activities contribute effectively to discussions Week 15 focus Integration of Sources and Writing Process use six-trait tools formulate and advance a thesis produce pieces for different audiences and purposes use note-taking participate positively in group activities contribute effectively to discussions Week 15 focus Integration of Sources and Writing Process use six-trait tools formulate and advance a thesis produce pieces for different audiences and purposes use note-taking participate positively in group activities contribute effectively to discussions Week 15 focus Integration of Sources and Writing Process use six-trait tools formulate and advance a thesis produce pieces for different audiences and purposes use note-taking participate positively in group activities contribute effectively to discussions
Monday Tuesday Wednesday Thursday Friday
1. Note organization and claims Overview of writing assignment 3 using evidence to draft claims the findings about the leadersection Unit 1 Part III Lesson 12 Day 1 AVID College Readiness Working With Sources 1. Tutorials 1. Note organization and claims Continuing to draft claims the leaders personal characteristics section Unit 1 Part III Lesson 12 Day 2 AVID College Readiness Working With Sources 1. Tutorials 1. Binder Check 2. College sites exploration Jigsaw groups to review various college sites for helpful information Campus Tours, College Net, College View, HACU, HBCU, Schools in the USA, Xap Corporation, Yahoo! Education Web Sites for the AVID Elective Activity 1.14 Preparing for College (Unit 1)
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Week One At-A-Glance Grade 12 Week One At-A-Glance Grade 12 Week One At-A-Glance Grade 12 Week One At-A-Glance Grade 12 Week One At-A-Glance Grade 12
Week 1 focus AVID senior year overview tools/strategies to arrange class materials goal-setting tools/strategies collegiate options four-year college admissions requirements self-advocacy Week 1 focus AVID senior year overview tools/strategies to arrange class materials goal-setting tools/strategies collegiate options four-year college admissions requirements self-advocacy Week 1 focus AVID senior year overview tools/strategies to arrange class materials goal-setting tools/strategies collegiate options four-year college admissions requirements self-advocacy Week 1 focus AVID senior year overview tools/strategies to arrange class materials goal-setting tools/strategies collegiate options four-year college admissions requirements self-advocacy Week 1 focus AVID senior year overview tools/strategies to arrange class materials goal-setting tools/strategies collegiate options four-year college admissions requirements self-advocacy
Materials www.avidonline.org, Strategies for Success, Implementing Managing the AVID Program, College and Careers, Preparing for College, Materials www.avidonline.org, Strategies for Success, Implementing Managing the AVID Program, College and Careers, Preparing for College, Materials www.avidonline.org, Strategies for Success, Implementing Managing the AVID Program, College and Careers, Preparing for College, Materials www.avidonline.org, Strategies for Success, Implementing Managing the AVID Program, College and Careers, Preparing for College, Materials www.avidonline.org, Strategies for Success, Implementing Managing the AVID Program, College and Careers, Preparing for College,
Monday Tuesday Wednesday Thursday Friday
1. AVID Agreement Implementing Managing the AVID Program AVID Contract www.avidonline.org gt MyAVID gtfile sharing gtElective Program Resources and Beyond gt Recruitment AVID Binder Setup Binder Grading Sheet Implementing Managing the AVID Program (Section 2 Classroom Applications) Unit Two AVID Binder Strategies for Success (Unit 2) Summer Action Plan Review My Summer Action Plan Student Activity 5.13 College and Careers (Unit 5) Senior Year Calendaring Senior Year Important Dates Activity 3.15 Preparing for College (Unit 3) My Senior Year Checklist Student Activity 6.1 College and Careers (Unit 6) Goal-Setting My College Roadmap Student Activity 9.2 Strategies for Success (Unit 9) Collaboration Study Buddy Contract Activity 5.6 Strategies for Success (Unit 5) 1. College Visit Preparation Helpful Hints for a Campus Visit Activity 6.2 College and Careers (Unit 6) College Visit Questionnaire Activity 6.3 College and Careers (Unit 6) The College Interview Activity 3.13 Preparing for College (Unit 3) 2. College Exploration Your Responsibilities Activity 3.12 Preparing for College (Unit 3) Sample Letters Activity 3.9 Preparing for College (Unit 3) Targeting Colleges College Sweatshirt Activity 3.4 (3 of 3) Preparing for College (Unit 3) Review My List of Colleges Student Activity 5.5 College and Careers (Unit 5) College Application Process Presentation Introduction to college application resources by a guest speaker (counselor, librarian, or admissions expert) or by the AVID teacher Completing College Applications College and Careers (Unit 6) Guidelines for Applying to Colleges Online Activity 3.10 Preparing for College (Unit 3) Tips for Completing College Applications Activity 3.11 Preparing for College (Unit 3)
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Lets bust this myth

• Inquiry and Collaboration is used as a basis for
  instruction in the AVID classroom.

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Myth Tutors provide answers
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Matts Story Video
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Lets bust this myth

• Tutors must be available in the AVID classroom to
  faciliate student access to rigorous curriculum

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Myth A Success
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College Field Trips/SWE Opportunities

• Ninth Grade---Chowan University and UNC-Chapel
  Hill
• Tenth Grade---ECU and St. Augustines College
• Eleventh Grade---North Carolina Central
  University and NC State
• Twelfth Grade---NC Wesleyan University and
  Campbell University

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Examples from Our School

• NC Virtual Public Schools course for SWE AVID
  student, leads to participation in a National
  Panel Discussion on Online Education in
  Washington, DC.
• SWE AVID Students in conjunction with a
  non-profit organization sponsored a county-wide
  college day
• SWE AVID is sponsoring a trip to Spain in April
  2011

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AVIDs Mission Statement
AVIDs Mission is to close the achievement gap by
preparing all students for college readiness and
success in a global society.
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Lets bust this Myth!

• A ACCESS