Advancement Via Individual Determination: Addressing the Gap

Welcome to ________! Who am I?

• Fill in your information. Maybe a picture on the left side…

Cornell notes

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What is AVID?A. Student

AVID Transition Day

What is AVID and how does it address

the achievement gap?

February 2015

Quick-write: What do you already know about AVID? What do you want to know?

• Write the question in the left hand column of your notes.

• Then answer the question in the right side of your notes.

Think, pair, share…

• Please stand up and find your “sole” mate (the person with the most similar shoes) and take turns sharing what you wrote.

Cornell notes• As you hear new information, record

new ideas on the right hand side of your notes. Refrain from writing on the left hand side for now.

Cornell notes• Later on, we will revisit our notes to

organize them and write questions and main ideas in the left hand side of your Cornell notes.

So, what is ?

WHAT?

WHY?

AVID’s Mission:

What is the Achievement Gap?The observed and persistent disparity on a number of educational measures between the performance of groups of students, especially groups defined by gender, race/ ethnicity, and socioeconomic status.

a) test scores

b) grade point average

c) college attendance rate

d) drop-out rate

e) college completion rates

GAPRoughly

20%

GAPRoughly

20%

Closing the Gap:

• Requires high levels of achievement expectations and experiences for all students.

• Involves equity in education.• Includes concentrated, targeted assistance.

The AVID College Readiness System

AVID’s mission is to close the achievement gap by preparing all students for college readiness and success

in a global society.

VIDEO

• All six High Schools

• Nine Junior Highs• Elementary

Schools include: Edison, Eisenhower Center for Innovation, Hawthorne, Holmes, Jefferson, Lehi, Lowell, Porter, and Stevenson

• Two AZ Higher Ed. Schools.

Where are we?

Three research-based suggestions for addressing the gap:Closing the gap: requires high levels of achievement expectations and experiences for all students.Closing the gap: involves equity in education.Closing the gap: includes concentrated, targeted assistance.

Closing the gap: requires high levels of achievement expectations and experiences for all students.

AVID does this through:a) Placing students in the academic

middle in a more rigorous course load (with support).

b) Professional development for teachers, so they have the tools to help students access more rigorous curriculum instead of lowering standards and rigor.

c) Built in accountability for college readiness and preparation through the AVID Site Team Plan and AVID Certification System.

d) College readiness skills in elementary classrooms as early as kindergarten.

W-I-C-O-R Critical Reading Cornell notes

Closing the gap: involves equity in education.

AVID does this through:a) Increasing rigorous (Honors, AP,

IB) course offerings on a campus by opening the “gates.”

b) Transforming a school’s systems, culture, leadership, and instruction to meet the needs of all students.

c) Regular monitoring and improvement of the school’s systems through the AVID Site Team Plan and Schoolwide Coaching tool.

d) A schoolwide expectation that all students should be college-ready should they choose to go.

Systems Leadership Instruction Culture

Closing the gap: includes concentrated, targeted assistance. (The AVID Elective)

AVID does this through:a) Specifically identifying students for

the AVID Elective class who are academically capable, yet the least-served in four-year colleges and universities.

b) Providing a rigorous college readiness curriculum for all students (starting in elementary)

c) Supporting higher standards through tutoring and study skills curriculum.

d) Regular monitoring of student progress in the AVID Elective class (weekly grade and binder checks) and regular assessments at the elementary level.

e) Involving families.

First to attend college

Historically underserved in four-year colleges

Low income Special

circumstances

Most importantly: A student in the academic

middle. Not a remedial student. Not an advanced student.

Has academic potential: Average to high test scores 2.0-3.5 GPA College potential with

support Desire and determination

The AVID Elective Student Profile

Meets one or more of the following criteria: First to attend college Historically underserved in four-year

colleges Low income Special circumstances

These are guidelines, but not the rule.

The AVID Elective Student Profile

A sample week in the AVID Elective

Daily or Block Schedule

Curriculum: Writing College and Careers Strategies for Success Critical Reading

Tutorials: Collaborative Study

Groups Writing Groups Socratic Seminars

Monday Tuesday Wednesday Thursday Friday

AVID Curriculum Tutorials AVID Curriculum Tutorials Binder EvaluationField Trips

Media CenterSpeakers

Motivational Activities

(within block)

Combination for Block Schedule

Combination for block schedule

Your role as a 6th grade teacher: • You are the one who

knows most about your students.

• You will help us identify at least 10 of your students who fit the AVID profile and fill out the online recommendation form by March 1st. http://www.mpsaz.org/avid/transition/

AVID Transition TimelineNovember/December- Feeder school AVID Counselors or Coordinators and AVID District Director will reach out to you with information about the 7th grade AVID Elective class.February- You will be invited to your AVID feeder Junior High for information on the AVID Elective for 7th grade or your feeder Junior High Counselor or AVID Coordinator will come to your school. By March 1st- You will recommend at least 10 students who fit the AVID profile to your feeder Junior High Coordinator by filling out a recommendation form at www.avid.org/transition. February- You will assist in helping recommended students register for the 7th grade AVID Elective.March/April- Junior High counselors or AVID Coordinators may conduct interviews of potential AVID Elective students.

Cornell notes:• Let’s revisit our notes to write

questions and main ideas in the left hand side.

• Also write your “3-2-1 summary” on the bottom of the notes.

3 sentences summarizing what you learned2 sentences talking about why you learned it1 sentence connecting the learning to other

learning outside of class

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