1

Presenters:Cindy Mettler- Bear Creek High School

Pam Deines- Needham Elementary SchoolVincent Kobelt- Delta Sierra Middle School

Carole Funge - Tokay High SchoolTammy Naylor - Bear Creek High School

Lodi Unified School District AVID Update 2011

2

What is AVID? It is…

A structured, college preparatory system working directly with schools and districts

A direct support structure especially for low-income and/or first-generation college goers throughout grades 4-12

A schoolwide approach to curriculum and rigor adopted by nearly 4,500 schools in 45 states and 15 countries

A professional development program providing training throughout the U.S.

2

3

What Sets AVID Apart

• Academic Component

• Social Component

• Mentoring

• College Awareness and Information

• Community Involvement

3

4

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

ACRS

Postsecondary

The AVID College Readiness System

4

5

AVID’s systemic approach prepares and supports schools and districts as they transform their instructional practices, expand their leadership capacities and strengthen their infrastructures.

Development of AVID in a Feeder Pattern

Implement

AVID ElectiveHS/MS

Implement

AVID ElectiveHS/MS

ApproachAVID

Schoolwide

ApproachAVID

Schoolwide

AVID Feeder Patternin place

AVID Feeder Patternin place

InitiateAVID

Elementary

InitiateAVID

Elementary

5

6

Lodi Unified School District AVID 4-12 Feeder Pattern

• Clairmont Elementary (Year 2) Morada Middle McNair HS

• Lawrence Elementary (Year 3) Millswood Middle Lodi HS

• Needham Elementary (Year 3) Lodi Middle Tokay HS

• Wagner Holt Elementary (Year 3) Delta Sierra Bear Creek HS

• Washington Elementary (Year 1) Millswood Middle Lodi HS

• Westwood Elementary (Year 1) Morada Middle McNair HS

Currently McAuliffe Middle School does not have a feeder AVID Elementary school.

6

7

AVID Elementary

7

8

AVID Elementary is…

Part of the AVID District-wide System

For ALL students

Embedded throughout entire day

AVID methodologies, best practices and strategies that are developmentally appropriate for multi-subject, self-contained 4th-6th grade classrooms

8

9

Why implement AVID Elementary?

Provide equal access to all students

Develop students’ organizational skills

Create a belief of academic rigor and student success using consistent school wide expectations

Open communication lines with families

Promote a college-going atmosphere

Increase articulation between elementary and middle schools and identify students for middle level AVID elective programs

9

10

What to look for in an AVID Elementary Classroom…

Student EMPOWERMENTOrganizational Tool/Binders and planner/agenda used FREQUENTLY, CONSISTENTLY, PRODUCTIVELY All students using NOTE-TAKING STRATEGIES Teachers and students engaged in ALL LEVELS OF QUESTIONINGRIGOR appropriate for each student

10

11

Student Speaker

-Westwood Elementary

11

12

AVID Secondary

12

13

What is AVID Secondary?

AVID at the secondary level is an academic, regularly scheduled elective class based on Writing as a tool of learning, Inquiry, Collaboration and Reading. The three main components of the program are:

• Academic instruction, • Tutorial support, and • Motivational/awareness activities

13

14

Learning How to Learn

AVID students spend a great deal of time learning skills and strategies such as:

• Binder and Planner Organization• Effective Note-taking (Cornell style)• Critical Reading• Asking Questions• Goal Setting• Time Management• “Hidden” Curriculum

14

15

A Sample Week in AVID Elective

Daily or Block* Schedule

AVID Curriculum includes: Writing Critical Reading Tutorology College and Careers Strategies for Success

AVID Tutorials Include:Collaborative Study GroupsWriting GroupsSocratic Seminars

15

16

Align AVID tutor training to the national certification document

Provide tools to debrief and refine the tutorial process with tutors, students and the AVID elective teacher(s)

Provide tools to facilitate rigorous tutorials that assist students in increasing achievement in academic classes.

We require AVID Tutors to receive 8 hours of tutor training, plus an additional 8 hours of on-site and independent work.

Why a Tutorial Support Curriculum?

16

17

The AVID Tutorial

17

18

The AVID Elective Student Profile

Students With Academic Potential:Average to high standardized test scores

2.0-3.5 GPA

College potential with support

Desire and determination

Meets One or More of the Following Criteria:First in family to attend college

Historically underserved in four-year colleges

Low income

Special circumstances

18

19

Student Speakers

Joseph Hernandez, 9th grade, McNair High Vanessa Segura, 12th grade, Lodi High

19

20

There is a Story Behind the Numbers

• Many students attend college because there is an established college-going tradition.

• Knowledge about the process

• Knowledge about the education system

• Advocacy and Support

20

21

Parent Education Level of

Current LUSD AVID Students

0

5

10

15

20

25

30

35

Not HS Grad HS Grad Some College College Grad Post-Grad Declined toState/

Unknown

**Data provided by LUSD AR&E Department

21

22

Free/Reduced Lunch Status of

Current LUSD AVID Secondary Students

Reduced Lunch13%

Free Lunch54%

No Free/Reduced

Lunch33%

**Data provided by LUSD AR&E Department

22

23

Breakdown of LUSD AVID Seniors (Class of 2009)

**Data taken from LUSD AVID Senior exit data (Class of 2009)

NUMBER OF SENIORS IN

LAST YEAR'S AVID CLASS

124

PERCENT COMPLETING A

- G REQUIREMENTS

87.1%

PERCENT TAKING THE SAT

AND/OR ACT EXAM

81.45%

PERCENT TAKING AT LEAST ONE AP/IB EXAM

50.81%

23

24

2010 LUSD AVID Students’ Senior Data

  District Total

  2 Year College 4 Year College UC CSU

APPLIED N/A 87.9% 13.71% 47.58%

ACCEPTED N/A 74.19% 5.65% 41.94%

PLANNED TO ATTEND 33.87% 58.87% 1.61% 20.16%

**Data taken from LUSD AVID Senior exit data (Class of 2010)

24

25

What is necessary for successful implementation:

1. AVID student selection

2. Voluntary participation

3. AVID elective class offered during the school day

4. Rigorous course of study

5. Strong, relevant writing and reading curriculum

The 11 Essentials

25

26

6. Inquiry to promote critical thinking

7. Collaboration as a basis of instruction

8. Trained tutors

9. Data collection and analysis

10.District and school commitment

11.Active interdisciplinary site team

The 11 Essentials (continued)

26

27

Looking AheadImplementing District-wide Write Path Training and Note-taking Training- Content Area Strategies, NOT new content

Adding AVID Elementary sites

Increasing fiscal support and sustainability of LUSD’s AVID system through grants, corporate sponsors and LUSD AVID Alumni

Investigating options for students to fit 4 years of AVID Elective course and required A-G and HS graduation courses into schedules, ie. summer programs, online courses, 7th period/extended day

Continuing work with District ARE department to disaggregate and analyze AVID and school/district data

27

28

Appendix

28

29

LUSD High Schools

Bear Creek 8 sections 244 studentsLodi 4 sections 111 studentsMcNair 6 sections 207 studentsMiddle College* 8 sections 237 studentsTokay 3 sections 92 students

*All Students at Middle College are placed into AVID classes

29

30

LUSD Middle Schools

Delta Sierra 2 sections 57 studentsHouston** N/A N/ALodi 2 sections 74 studentsMcAuliffe 2 sections 52 studentsMillswood 2 sections 64 studentsMorada 2 sections 76 students

**Houston has had an AVID program, but their schedule has not allowed for it since 2008-2009

30

31

Percent Ethnicity of 2009-2010 LUSD Secondary Students Compared with

2009-2010 LUSD AVID Secondary Students

0

5

10

15

20

25

30

35

40

45

50

AMERICANINDIAN OR

ALASKANATIVE

ASIAN PACIFICISLANDER

FILIPINO HISPANIC ORLATINO

BLACK ORAFRICAN

AMERICAN

WHITE MULTI-RACIAL

OTHER

% Ethnicity LUSDStudents (7th-12th grade)

% Ethnicity LUSD AVIDStudents (7th-12th grade)

**Data taken from LUSD AVID Site Data 2009-2010

31

32

Opening access to Advanced Placement courses for all students, regardless of ethnicity or economic background, is essential to leveling the academic playing field. AVID students, who take many AP tests every year, show greater ethnic diversity than AP test-takers do overall. The proportion of Latinos taking AP exams is over four times higher among AVID students than among U.S. students overall.

Ethnic Breakdown of AP® Test-takersAVID vs. National

AVID Senior Data Collection 2008-2009n=17814COMPARATOR:College Board AP Exams National Summary Report

http://www.collegeboard.com/student/testing/ap/exgrd_sum/2008.html 32

33

AVID Student Enrollment in Courses of Rigor in Lodi Unified School District

AP/IB SUBJECT AREA

9th 10th 11th 12th

ART 0 0 0 0

COMPUTER SCIENCE

       

ECONOMICS        

MATH 0 0 2 33

ENGLISH 0 0 39 27

SCIENCE 0 6 14 20

SOCIAL SCIENCE 9 20 39 48

FOREIGN LANGUAGE

0 1 8 5

District Total

0

 

 

35

66

40

116

14

**Data taken from LUSD AVID Site Data 2010-2011

33

34

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 the teacher’s role as that of student advocate.

Why AVID Works

34

35

AVID College Readiness System

AVID ELEMENTARY Grade Level

AVID SECONDARY

Elective Class

AVID SECONDARY Write Path

Content Class

AVID Postsecond

aryCourse (Current

R&D Project)

ALL SUBJECTS Entire grade level

ELECTIVESelected

classrooms

SCHOOLWIDE All classrooms

SPECIFIC COURSESPECIFIC

DEPARTMENTS

ALL STUDENTSALL LEVELS

SELECTED STUDENTS

SELECTEDSUBJECTS

SELECTED COURSES

EMBEDDED AND THREADED

THROUGHOUT THE DAY

STRUCTURED WEEK &

CURRICULUM

STUCTURED LESSONS

STRUCTURED LESSONS

35

36

AVID Elementary Implementation Components

Student Success SkillsHow “to do” school or the hidden curriculum

OrganizationAgenda/Planner, Organizational Tool, Note-taking

strategies, time management, goal setting

WICOR LessonsSequential, progressive lessons that incorporate writing

to learn, inquiry, collaboration, organization, reading to

learn throughout all content areas

PartnershipsClassroom, grade level, site, district, families, community

36

37

To help all students do rigorous work and meet or exceed high standards in each content area, we must help students:

Develop as readers and writers. Develop deep content knowledge. Know content specific strategies for reading, writing,

thinking and talking. Develop habits, skills, and behaviors to use

knowledge and skills.

37

38

AVID Secondary-WICR strategies

Writing to LearnNote Taking, Reflections, Process Essays, Timed Writing, Quick Writes

InquiryTutorials, Note Taking, Socratic Seminars, Philosophical Chairs

CollaborationPair-Share, Tutorials, Group Projects, Teambuilding, Brainstorming

Reading StrategiesTextbook analysis, Vocabulary Development, KWL, Graphic Organizers

38

39

Inquiry Learning Process

What is your

question?

What can you tell

me about it?

What does ___ mean?

11 22 33

What questions do

you still have?

What would happen if you changed __?

What have we overlooked?

What would

happen if you

changed __?

What have we

overlooked?

What have you already tried?

What is the relationship of

___ and ___?

Is there another way to look at it?

Where can you go for more information?

How would you graphically illustrate

your process?

44

55

What would happen if youchanged __?

How would you teach this to a friend?

What did you learn?

66

77

39