Advancement Via Individual Determination:

A Glimpse Into AVID Secondary

National Conference 2015Dr. Robin Withers

Project Manager – Professional LearningSteve Elia

Project Manager – Professional Learning

There Is No Gap With AVID

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ican

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can

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anic

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tino

AVID

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Multi

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AVID

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90% 93% 93% 92% 92% 92% 92%

21%

49%

25% 22%39% 36%

2015 Seniors Completing Four-Year College Entrance Requirements

AVID U.S.

*Multi-racial was not classified by Greene and Forster (2003).AVID. (2015). AVID senior data collection: Study of 40,122 AVID seniors [Electronic database].Greene, J. P., and Forster, G. (2003). Public high school graduation and college readiness rates in the United States (Report No. 3). New York, NY: Manhattan Institute for Policy Research.National data represents the most current comprehensive data available.

3

People Like Me

Access video on MyAVID.

4

Discussion

Who or what influenced you to go to college?

5

How does the AVID College Readiness System serve as a vehicle to increase student achievement and success in

college, career and life?

Essential Question

6

Our Mission, Aligned With You

AVID’s mission is to close the achievement gap by preparing all students for college readiness and success in a global society.

7

AVID

AVID is a nonprofit organization that provides educators with proven, real-world strategies to

accelerate the performance of underrepresented students so that these

students and all students across the entire campus succeed in college, career, and life.

8

AVID Delivers Results

AVID develops:• Readers, writers, and critical thinkers• Deep content knowledge• Speaking and social skills• Habits, skills, and behaviors important to

success in college, career, and life:– Closing the achievement gap for students– Providing meaningful and impactful

professional learning

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Barriers to Higher Education

• Systemic– Teacher and school perceptions– Lack of academic preparation

• Personal– Family fears, including lack of college-

going culture– Negative peer group influence

• Financial– Lack of resources

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Knocking Down Barriers

• Systemic– Professional learning for staff includes:

• Cross-cultural education• Tools to increase rigor in coursework

• Personal– AVID provides positive peer group influence and

impacts broader social skills.– Family support for student to stay in school increases.

• Financial– Application and scholarship process is a critical

component.– Hope is fostered, and personal achievement is

supported and cultivated.

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Key Components of AVID

• Proven educational strategies provided for in-classroom use with traditionally underrepresented students in four-year colleges (AVID secondary: The AVID Elective & AVID Schoolwide)

• Professional staff development and leadership training

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AVID Secondary

• AVID Elective: initial implementation– Focused attention is given to targeted

students through an AVID Elective class.• AVID Schoolwide– AVID strategies (WICOR) are

implemented in all classrooms across the campus.

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AVID Secondary

• AVID Elective: initial implementation– Focused attention is given to targeted

students through an AVID Elective class.• AVID Schoolwide– AVID strategies (WICOR) are

implemented in all classrooms across the campus.

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AVID Elective: Student Profile• First in family to attend college• Average-to-high test scores• Academic middle, with GPA of 2.0–

3.0• College potential, with support from

AVID strategies• Individual desire and determination

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AVID Secondary

Federal Free or Reduced Price Lunch

FemaleMale

OtherWhite (not Hispanic)

Multi-RacialHispanic or Latino

Black or African AmericanAsian

American Indian or Alaska Native

64%

59%41%

2%21%

3%51%

17%5%

1%

Demographics of AVID Secondary Students in 2014–2015

AVID. (2015). AVID secondary data collection: Study of 427,605 AVID secondary students [Electronic database].

AVID Senior Demographics

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Black or AfricanAmerican

Hispanicor Latino

White (not Hispanic)

Other

16%

55%

16% 13%15%22%

57%

7%

2012 High School Seniors by EthnicityAVID U.S.

Most current data available.Due to rounding, percentages may not add up to 100%.U.S. high school senior population is approximately 3.2 million.AVID. (2012). AVID senior data collection: Study of 32,987 AVID seniors [Electronic Database]. U.S. Census Bureau (2012). Current Population Survey Data on School Enrollment. CPS October 2012 – Detailed Tables [Data File, Table 7]. Retrieved from http://www.census.gov/hhes/school/data/cps/2012/tables.html

AVID Senior Demographics

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70%30%43% 57%

2012 High School Seniors by Socioeconomic StatusAVID U.S.

Most current data available.U.S. high school senior population is approximately 3.2 million.AVID. (2012). AVID senior data collection: Study of 32,987 AVID seniors [Electronic Database]. National Bureau of Economic Research (2012). Current Population Survey Supplement Files [Data File, Oct 2012]. Retrieved from http://www.nber.org/data/cps.html

AVID Senior Demographics

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Pare

nts

Did

Not

Grad

uate

Hig

h Sc

hool

Pare

nts

Grad

uate

d Hi

gh S

choo

l

Pare

nts

Atte

nded

a

Colle

ge o

r Uni

vers

ity

32% 26%43%

2012 AVID High School Seniors by Parents' Highest Level of Education

Most current data available.AVID. (2012). AVID senior data collection: Study of 32,987 AVID seniors [Electronic Database].

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A Sample Week in the AVID Elective

Daily or Block ScheduleMonday Tuesday Wednesda

yThursday Friday

Binder EvaluationField Trips

Media CenterSpeakers

Motivational Activities

(within block)

AVID Curriculum

Tutorials AVID Curriculum

Tutorials

Combination for Block Schedule

Combination for Block Schedule

The integration of the AVID Elective and advanced courses into the master schedule is

critical.

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A Sample Week in the AVID Elective

• Tutorials– Collaborative Study Groups–Writing Groups– Socratic Seminars

• Curriculum–Middle Level Writing or High School Writing– AVID College and Careers– AVID Critical Thinking and Engagement– Critical Reading

Energizer – Math Hands

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AVID Secondary

• AVID Elective: initial implementation– Focused attention is given to targeted

students through an AVID Elective class.• AVID Schoolwide– AVID strategies (WICOR) are

implemented in all classrooms across the campus.

Provides the college-readiness skills necessary to succeed in rigorous courses with learning

strategies in five core areas

WICOR

What Is Academic Rigor?

AVID defines rigor as using inquiry-based, collaborative strategies to challenge and engage students in content, resulting in increasingly complex levels of understanding.

WICOR: Why Write?

Writing is: • A learning tool• A personal and public

communication tool• A record of thinking

WICOR

Students who write:• Consider audience and purpose• Engage in various writing processes

to address specific situations• Support their thinking• Demonstrate understanding

WICOR

WritingPROCESS• Pre-write• Draft• Reader response• Revise• Edit• Publish and reflectWRITING TO LEARN• Cornell note-taking• Quickwrites and reflections• Learning logs• Peer evaluation• Authentic writing

Inquiry is:• Uncovering one’s understanding• Asking critical questions• Engaging in thinking, learning, and

discussion

WICOR: Why Inquire?

Students who inquire:• Analyze and synthesize materials or

ideas• Clarify their own thinking• Probe others’ thinking• Work through ambiguity

WICOR

Inquiry• Skilled questioning• Costa’s Levels of Thinking• Socratic Seminars• Tutorials/Collaborative

Study Groups• Investigations• Guiding questions

WICOR

Collaboration is:• Teamwork with shared responsibility• Sharing of ideas, information, and

opinions• Formal and informal discussion

WICOR: Why Collaborate?

Students who collaborate:

• Work together toward a common goal• Develop positive interdependence• Work in focused study groups• Support the learning of others through

inquiry

WICOR

Collaboration• Socratic Seminars• Philosophical Chairs• Group activities and

projects• Peer editing groups• Tutorials• Collaborative study groups• Service learning projects

WICOR

Organization is:• Managing materials and practicing

study habits• Planning and prioritizing school,

work, and social tasks• Engaging in mental preparation and

goal-setting• Strategically and intentionally taking

responsibility for one’s own learning

WICOR: Why Organize?

Students who organize:• Develop and use processes, procedures,

and tools to study effectively• Manage their time through prioritizing and

goal-setting• Are prepared for courses, participate during

instruction, and interact with instructors• Self-direct, self-evaluate, self-monitor, and

self-advocate

WICOR

WICOR

OrganizationTOOLS• Binders/eBinders• Calendars, planners, agendas• Graphic organizersMETHODS• Focused note-taking system• Tutorials and study groups• Project planning and SMART goals

Reading is: • Strategically gaining meaning,

understanding, and knowledge from print and other media

• Purpose-driven• Interactive

WICOR: Why Read?

Students who read: • Understand text structures• Apply prior knowledge and make

connections to other texts, self, and the world

• Make predictions and ask questions

• Create visual images as they read

WICOR

Reading• Deep reading strategies• Note-taking• Graphic organizers• Vocabulary building• Summarizing• Reciprocal teaching

WICOR

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How Implementation HappensRoles:• The District

Director• The AVID

Coordinator• The AVID Elective

teacher• The AVID Site Team

Professional Learning & Support:• Summer Institute• Path to Schoolwide• AVID District

Leadership• Leadership for College

Readiness• The certification

process• AVID Curriculum

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AVID Delivers Results

AVID develops:• Readers, writers, and critical thinkers• Deep content knowledge• Speaking and social skills• Habits, skills, and behaviors important to

success in college, career, and life:– Closing the achievement gap for students– Providing meaningful and impactful

professional learning

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2015 AVID Elective Seniors

92% plan to enroll in a college or university:• 61% plan to enroll in a four-year

university.• 31% plan to enroll in a two-year

college.

AVID. (2015). AVID senior data collection: Study of 40,122 AVID seniors [Electronic database].

AVID Students Enroll in College

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AVID(N = 32,987)

U.S.(N = 3,200,000)

68% 66%

2012 High School Seniors Who En-rolled in College the First Fall Term

After High School

Data represents the most current data available.The high school senior population size for the U.S. is an approximation.AVID. (2012). AVID senior data collection: Study of 32,987 AVID seniors [Electronic database]. U.S. Census Bureau. (2012). Current population survey data on school enrollment. CPS October 2012 – Detailed Tables [Data file, Table 7]. Retrieved from http://www.census.gov/hhes/school/data/cps/2012/tables.html

Data represents the most current data available.Due to rounding, percentages may not add up to the exact cumulative percentages.The U.S. high school senior counts are approximations.AVID. (2012). AVID senior data collection: Study of 32,987 AVID seniors [Electronic database].U.S. Census Bureau. (2012). Current Population Survey data on school enrollment. CPS October 2012 – Detailed Tables [Data file, Table 7]. Retrieved from http://www.census.gov/hhes/school/data/cps/2012/tables.html

AVID Students Enroll in College

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Black orAfrican

American

AVID n = 5,320U.S. n = 478,000

Hispanicor Latino

AVID n = 18,038U.S. n = 697,000

White (not Hispanic)

AVID n = 5,284U.S. n =

1,840,000

Other

AVID n = 4,345U.S. n = 215,000

Ethnicity

53%32% 44%

28%49% 40% 51% 59%

17%25%

22% 42%22% 26%

23% 16%71%

57%66% 70% 71% 66%

74% 75%

2012 High School Seniors Who Enrolled in Col-lege the First Fall Term After High School by

EthnicityAVID Two-YearAVID Four-Year

U.S Two-YearU.S. Four-Year

AVID Students Enroll in College

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Low Socioeconomic Status

AVID n = 23,175U.S. n =1,300,000

Mid to High Socioe-conomic Status

AVID n = 9,812U.S. n = 1,800,000

46%29%

50% 45%

21%

28%

22% 29%67%

57%

72% 73%

2012 High School Seniors Who Enrolled in College the First Fall Term After High

School by Socioeconomic StatusAVID Two-YearAVID Four-Year

U.S Two-YearU.S. Four-Year

Data represents the most current data available.The high school senior population size for the U.S. is an approximation.AVID. (2012). AVID senior data collection: Study of 32,987 AVID seniors [Electronic database].National Bureau of Economic Research. (2012). Current Population Survey supplement files [Data file]. Retrieved from http://www.nber.org/data/cps.html

AVID Students Enroll in College

46

Parents Did Not Gradu-

ate High School

(n = 10,398)

Parents Graduated High School

(n = 8,555)

Parents At-tended a College or University

(n = 14,034)

43% 46% 51%21% 21% 21%64% 67% 72%

2012 AVID High School Seniors Who Enrolled in College the First Fall Term After High School by

Parents' Highest Level of Educa-tion

Enrolled in a Four-Year CollegeEnrolled in a Two-Year CollegeSeries3

Most current data available.AVID. (2012). AVID senior data collection: Study of 32,987 AVID seniors [Electronic Database].

All Students Persist

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Black or African American

(n = 4,033)

Hispanic or Latino

(n = 12,733)

White (not Hispanic)

(n = 3,960)

Other(n = 3,394)

84% 88% 86% 90%

Rates of Persistence* into the Second Year of College for AVID Seniors Who Enrolled in the First Year After High School Graduation

*Persistence is when a student enrolls in college after high school and continues to enroll in ANY college.Data represents the most current data available.AVID. (2012). AVID senior data collection: Study of 32,987 AVID seniors [Electronic database].

48

How does the AVID College Readiness System serve as a vehicle to increase student achievement and success in

college, career and life?

.My next step will be to _______________

in order to __________________.

Essential Question

Dr. Robin WithersProject Manager – Professional

Learningrwithers@avid.org

Steve EliaProject Manager – Professional

Learningselia@avid.org www.avid.org

Contact Information