Avid Family Workshops

S T R AT E G I E S F O R S U C C E S S AVID Family Workshops Grades 6–12

AVID Family Workshops Grades 6 Through 12 Developed by Debra Cota Erin Furgerson Ricardo Gomez

“…what AVID shows is that high minority achievement can be more ordinary when schools not only insist on academic rigor, but also offer personal support. AVID offers a blueprint for this scaffolding.” —Richard Rothstein, The New York Times ii

TABLE OF CONTENTS Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ix Workshop Topics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ix Materials/Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ix Preparing for the Workshops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .x Suggested Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .x Section One: Middle Level Workshops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Middle Level Workshop 1: Introduction to AVID—Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Overhead Transparency ML-1a: Overview of Workshops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Overhead Transparency SML-1a: Repaso de los Talleres Para el Año . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Overhead Transparency ML-1b: Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Overhead Transparency SML-1b: Objetivos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Overhead Transparency ML-1c: Partner Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Overhead Transparency SML-1c: Entrevista de un Compañero(a) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Overhead Transparency/Handout ML-1d: AVID at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Overhead Transparency/Handout SML-1d: Un Vistazo a AVID . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Overhead Transparency ML-1e: The Mission of AVID . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Overhead Transparency ML-1e: The Purpose of AVID . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Overhead Transparency SML-1e: La Misión de AVID . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Overhead Transparency SML-1e: El Propósito de AVID . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Overhead Transparency ML-1f: The AVID Student Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Overhead Transparency SML-1f: Perfil del Estudiante AVID . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Overhead Transparency/Handout ML-1g: Sample Week in the AVID Elective . . . . . . . . . . . . . . . . . .20 Overhead Transparency/Handout SML-1g: Ejemplo de Una Semana en AVID . . . . . . . . . . . . . . . . . .21 Overhead Transparency ML-1h: WICR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Overhead Transparency SML-1h: WICR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Overhead Transparency ML-1i: Binder Grading Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 Overhead Transparency SML-1i: Evaluacíon del Cuaderno de AVID . . . . . . . . . . . . . . . . . . . . . . . . . .25 Overhead Transparency/Handout ML-1j: Ways to Help Your Student At Home #1 . . . . . . . . . . . . . . .26 Overhead Transparency/Handout SML-1j: Como Ayudar a Su Hijo(a) en Casa #1 . . . . . . . . . . . . . . .27 Middle Level Workshop 2: Introduction to AVID—Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Overhead Transparency ML-2a: Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 Overhead Transparency SML-2a: Objetivos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Overhead Transparency ML-2b: Give One, Get One . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33 Overhead Transparency SML-2b: Agarra una, Da una . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34 iii

Overhead Transparency/Handout ML-2c: Binder Contents and Organization . . . . . . . . . . . . . . . . . . .35 Overhead Transparency/Handout SML-2c: Organizacíon del Contenido del Cuaderno . . . . . . . . . . . .36 Overhead Transparency ML-2d: Binder Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 Overhead Transparency SML-2d: Contenido de Cuaderno . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 Overhead Transparency ML-2e: Cornell Notes Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39 Overhead Transparency SML-2e: Formato de Apuntes Cornell . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40 Overhead Transparency ML-2f: Time Management Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . .41 Overhead Transparency SML-2f: Cuestionario de Manejo de Tiempo . . . . . . . . . . . . . . . . . . . . . . . . . .42 Overhead Transparency ML-2g: Learning to Use Time More Effectively . . . . . . . . . . . . . . . . . . . . . . .43 Overhead Transparency SML-2g: Aprendiendo a Utilizar Mas Efectivamente el Tiempo . . . . . . . . . .44 Overhead Transparency ML-2h: Goal-Setting Outline (GPA) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 Overhead Transparency SML-2h: Guía de Establecimiento de Metas . . . . . . . . . . . . . . . . . . . . . . . . . .46 Overhead Transparency ML-2i: GPA Example . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47 Overhead Transparency SML-2i: Ejemplo de Promedio de Calificacíon . . . . . . . . . . . . . . . . . . . . . . . .48 Overhead Transparency/Handout ML-2j: Ways to Help Your Student At Home #2 . . . . . . . . . . . . . . .49 Overhead Transparency/Handout SML-2j: Como Ayudar a Su Hijo(a) en Casa #2 . . . . . . . . . . . . . . .50 Middle Level Workshop 3: Collaborative Group Work in AVID . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51 Overhead Transparency ML-3a: Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55 Overhead Transparency SML-3a: Objetivos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56 Overhead Transparency ML-3b: Working With Others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57 Overhead Transparency SML-3b: Trabajando Con Otros . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58 Overhead Transparency ML-3c: The Elements of a Socratic Seminar . . . . . . . . . . . . . . . . . . . . . . . . . .59 Overhead Transparency SML-3c: Los Elementos de un Seminario Socrático . . . . . . . . . . . . . . . . . . . .60 Overhead Transparency/Handout ML-3d: The Tutorial Learning Process . . . . . . . . . . . . . . . . . . . . . .61 Overhead Transparency/Handout SML-3d: El Proceso de Aprendizaje en Tutoría . . . . . . . . . . . . . . . .62 Overhead Transparency ML-3e: Tutorial Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63 Overhead Transparency SML-3e: Hoja de Tutoría . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64 Overhead Transparency ML-3f: Tutorial Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65 Overhead Transparency SML-3f: Anotacíon de Tutorías . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66 Overhead Transparency/Handout ML-3g: Ways to Help Your Student At Home #3 . . . . . . . . . . . . . .67 Overhead Transparency/Handout SML-3g: Como Ayudar a Su Hijo(a) en Casa #3 . . . . . . . . . . . . . . .68 Middle Level Workshop 4: Transitioning to High School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69 Overhead Transparency ML-4a: Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72 Overhead Transparency SML-4a: Objetivos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73 Overhead Transparency ML-4b: High School Jitters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74 Overhead Transparency SML-4b: Preocupaciones de Preparatoria . . . . . . . . . . . . . . . . . . . . . . . . . . . .75 Overhead Transparency ML-4c: Calculating My GPA (Example) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76 Overhead Transparency SML-4c: Calculando Mi Promedio de Calificaciones (GPA)—Ejemplo . . . .77 Handout ML-4d: Calculating My GPA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78 Handout SML-4d: Calculando Mi Promedio de Calificaciones (GPA) . . . . . . . . . . . . . . . . . . . . . . . . .79 iv AVID Family Workshops

Overhead Transparency ML-4d: GPA Goal-Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80 Overhead Transparency SML-4d: Formando Metas Para Promedio de Calificacíon . . . . . . . . . . . . . .81 Overhead Transparency/Handout ML-4f: Ways to Help Your Student At Home #4 . . . . . . . . . . . . . . .82 Overhead Transparency/Handout SML-4f: Como Ayudar a Su Hijo(a) en Casa #4 . . . . . . . . . . . . . . .83 Middle Level Workshop 5: College and Careers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84 Overhead Transparency ML-5a: Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86 Overhead Transparency SML-5a: Objetivos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87 Overhead Transparency ML-5b: Self-Awareness Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88 Overhead Transparency SML-5b: Actividades de Conocimiento de Sí Mismo . . . . . . . . . . . . . . . . . . .89 Overhead Transparency ML-5c: Career Awareness Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90 Overhead Transparency SML-5c: Actividades de Conocimiento de Carrera . . . . . . . . . . . . . . . . . . . . .91 Overhead Transparency ML-5d: College Awareness Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92 Overhead Transparency SML-5d: Actividades de Conocimiento de Universidad . . . . . . . . . . . . . . . . .93 Overhead Transparency/Handout ML-5e: Ways to Help Your Student At Home #5 . . . . . . . . . . . . . .94 Overhead Transparency/Handout SML-5e: Como Ayudar a Su Hijo(a) en Casa #5 . . . . . . . . . . . . . . .95 Section Two: High School Workshops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97 High School Workshop 1: Introduction to AVID—Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .98 Overhead Transparency HS-1a: Overview of Workshops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101 Overhead Transparency SHS-1a: Repaso de los Talleres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .102 Overhead Transparency HS-1b: Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103 Overhead Transparency SHS-1b: Objetivos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104 Overhead Transparency HS-1c: Partner Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .105 Overhead Transparency SHS-1c: Entrevista de un Compañero(a) . . . . . . . . . . . . . . . . . . . . . . . . . . . .106 Overhead Transparency/Handout HS-1d: AVID at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .107 Overhead Transparency/Handout SHS-1d: Un Vistazo a AVID . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108 Overhead Transparency HS-1e: The Mission of AVID . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109 Overhead Transparency HS-1e: The Purpose of AVID . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .110 Overhead Transparency SHS-1e: La Misión de AVID . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .111 Overhead Transparency SHS-1e: El Propósito de AVID . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112 Overhead Transparency HS-1f: The AVID Student Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .113 Overhead Transparency SHS-1f: Perfil del Estudiante AVID . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .114 Overhead Transparency/Handout HS-1g: Sample Week in the AVID Elective . . . . . . . . . . . . . . . . . .115 Overhead Transparency/Handout SHS-1g: Ejemplo de Una Semana en AVID . . . . . . . . . . . . . . . . .116 Overhead Transparency HS-1h: WICR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .117 Overhead Transparency SHS-1h: WICR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .118 Overhead Transparency HS-1i: Ways to Help Your Student At Home #1 . . . . . . . . . . . . . . . . . . . . . .119 Overhead Transparency SHS-1i: Como Ayudar a Su Hijo(a) en Casa #1 . . . . . . . . . . . . . . . . . . . . . .120 Table of Contents v

High School Workshop 2: Introduction to AVID—Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .121 Overhead Transparency HS-2a: Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124 Overhead Transparency SHS-2a: Objetivos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .125 Overhead Transparency HS-2b: My Daily Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .126 Overhead Transparency SHS-2b: Mi Horario Diario . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .127 Overhead Transparency/Handout HS-2c: Binder Contents and Organization . . . . . . . . . . . . . . . . . . .128 Overhead Transparency/Handout SHS-2c: Organizacíon y Contenido del Cuaderno . . . . . . . . . . . .129 Overhead Transparency HS-2d: Binder Grading Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .130 Overhead Transparency SHS-2d: Evaluacíon de Cuaderno . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .131 Overhead Transparency HS-2e: Cornell Notes Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .132 Overhead Transparency SHS-2e: Formato de Apuntes Cornell . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .133 Overhead Transparency/Handout HS-2f: Learning Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .134 Overhead Transparency/Handout SHS-2f: Hoja de Aprendizaje . . . . . . . . . . . . . . . . . . . . . . . . . . . . .136 Overhead Transparency HS-2g: Calendar for the Month of _________ . . . . . . . . . . . . . . . . . . . . . . .138 Overhead Transparency SHS-2g: Calendario Para el Mes de _________ . . . . . . . . . . . . . . . . . . . . . .139 Overhead Transparency HS-2h: Backwards Mapping Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . .140 Overhead Transparency SHS-2h: Guía de Seguimiento . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .142 Overhead Transparency HS-2i: Goal-Setting Outline (GPA) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .144 Overhead Transparency SHS-2i: Guía de Establecimiento de Metas . . . . . . . . . . . . . . . . . . . . . . . . . .145 Overhead Transparency HS-2j: The Tutorial Learning Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .146 Overhead Transparency SHS-2j: El Proceso de Aprendizaje en Tutoría . . . . . . . . . . . . . . . . . . . . . . .147 Overhead Transparency HS-2k: Tutorial Request Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .148 Overhead Transparency SHS-2k: Hoja de Tutoría . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .149 Overhead Transparency HS-2l: Tutorial Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .150 Overhead Transparency SHS-2l: Anotacíon de Tutorías . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .151 Overhead Transparency/Handout HS-2m: Ways to Help Your Student At Home #2 . . . . . . . . . . . . .152 Overhead Transparency/Handout SHS-2m: Como Ayudar a Su Hijo(a) en Casa #2 . . . . . . . . . . . . .153 High School Workshop 3: High School—The Big Picture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .154 Overhead Transparency HS-3a: Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .157 Overhead Transparency SHS-3a: Objetivos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .158 Overhead Transparency HS-3b: Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .159 Overhead Transparency SHS-3b: Preguntas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .160 Overhead Transparency HS-3c: The Six-Year Plan Grid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .161 Overhead Transparency SHS-3c: Tabla de Plan de Seis Años . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .162 Overhead Transparency HS-3d: My Extracurricular Activities Log . . . . . . . . . . . . . . . . . . . . . . . . . . .163 Overhead Transparency SHS-3d: Mi Tabla de Actividades Extra-Curriculares . . . . . . . . . . . . . . . . . .165 Overhead Transparency HS-3e: College Admissions Testing Information . . . . . . . . . . . . . . . . . . . . .167 Overhead Transparency SHS-3e: Informacíon Sobre Los Examenes Requeridos Para Ingreso a Universidades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .168 Overhead Transparency/Handout HS-3f: Ways to Help Your Student At Home #3 . . . . . . . . . . . . . .169 Overhead Transparency/Handout SHS-3f: Como Ayudar a Su Hijo(a) en Casa #3 . . . . . . . . . . . . . .170 vi AVID Family Workshops

High School Workshop 4: College and Careers—Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .171 Overhead Transparency HS-4a: Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .174 Overhead Transparency SHS-4a: Objetivos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .175 Overhead Transparency HS-4b: Self-Awareness Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .176 Overhead Transparency SHS-4b: Actividades de Conocimiento de Si Mismo . . . . . . . . . . . . . . . . . .177 Overhead Transparency HS-4c: College and Career Awareness Activities . . . . . . . . . . . . . . . . . . . . .178 Overhead Transparency SHS-4c: Actividades de Conocimiento de Universidad y Carrera . . . . . . . .179 Overhead Transparency/Handout HS-4d: College Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .180 Overhead Transparency/Handout SHS-4d: Investigacíon de Universidad . . . . . . . . . . . . . . . . . . . . . .181 Overhead Transparency/Handout HS-4e: Test Preparation/Information and Financial Aid . . . . . . . .182 Overhead Transparency/Handout SHS-4e: Preparacíon de Examenes/Informacíon y Ayuda Financiera .183 Overhead Transparency/Handout HS-4f: College Entrance Tests Plan and Record . . . . . . . . . . . . . .184 Overhead Transparency/Handout SHS-4f: Plan y Archivo de Examenes Para Ingreso a Universidades . .185 Overhead Transparency HS-4g: Common Application . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .186 Overhead Transparency/Handout HS-4h: Ways to Help Your Student At Home #4 . . . . . . . . . . . . . .190 Overhead Transparency/Handout SHS-4h: Como Ayudar a Su Hijo(a) en Casa #4 . . . . . . . . . . . . . .191 High School Workshop 5 Syllabus: College and Careers—Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . .192 Overhead Transparency HS-5a: Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .196 Overhead Transparency SHS-5a: Objetivos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .197 Overhead Transparency HS-5b: My Senior Year Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .198 Overhead Transparency SHS-5b: Plan de Cuarto Año de Preparatoria . . . . . . . . . . . . . . . . . . . . . . . .199 Overhead Transparency HS-5c: Topics for Personal Statement Essays . . . . . . . . . . . . . . . . . . . . . . . .200 Overhead Transparency SHS-5c: Temas Para Ensayo de Declaracíon Personal . . . . . . . . . . . . . . . . .201 Overhead Transparency HS-5d: Request for a Letter of Recommendation . . . . . . . . . . . . . . . . . . . . .202 Overhead Transparency SHS-5d: Pidiendo Una Carta de Recomendacíon . . . . . . . . . . . . . . . . . . . . .203 Overhead Transparency HS-5e: My References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .204 Overhead Transparency SHS-5e: Mis Referencias . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .205 Overhead Transparency HS-5f: Important Dates for Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . . .206 Overhead Transparency SHS-5f: Fechas Importantes Para Ayuda Financiera . . . . . . . . . . . . . . . . . . .207 Overhead Transparency HS-5g: Factors in Choosing a College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .208 Overhead Transparency SHS-5g: Factores en Escojer Una Universidad . . . . . . . . . . . . . . . . . . . . . . .209 Overhead Transparency HS-5h: Comparing My College Choices . . . . . . . . . . . . . . . . . . . . . . . . . . . .210 Overhead Transparency SHS-5h: Comparando Mis Selecciónes de Universidades . . . . . . . . . . . . . .211 Overhead Transparency HS-5i: Things I Need to Know about My College . . . . . . . . . . . . . . . . . . . .212 Overhead Transparency SHS-5i: Lo que Necesito Saber Sobre Mi Universidad . . . . . . . . . . . . . . . .213 Overhead Transparency/Handout HS-5j: Ways to Help Your Student At Home #5 . . . . . . . . . . . . . .214 Overhead Transparency/Handout SHS-5j: Como Ayudar a Su Hijo(a) en Casa #5 . . . . . . . . . . . . . .215 Table of Contents vii

“AVID revolutionizes the way teachers teach in public school.” —Scott Pelley, CBS, 60 Minutes II viii

INTRODUCTION T his guide presents a series of workshops developed for the parents of middle level and high school students in the AVID program. The workshops are designed to inform parents and other family members about the AVID elective, as well as present information about various topics related to high school, college, and careers. They encourage the interaction of parents with their students and with you, the AVID teacher/coordinator. Such interaction strengthens the parent/student/teacher/coordinator partnership that is so vital to student success. Five workshops are offered at each level; most are 90 minutes long. The workshops build on each other so that very little information is duplicated. Workshop Topics Section 1 of the guide contains instructions and materials for presenting five middle level workshops on the following topics: 1. Introduction to AVID—Part 1 2. Introduction to AVID—Part 2 3. Collaborative Group Work in AVID 4. Transitioning to High School 5. College and Careers Section 2 contains instructions and materials for the five high school workshops. Topics covered at this level are: 1. Introduction to AVID—Part 1 2. Introduction to AVID—Part 2 3. High School—The Big Picture 4. College and Careers—Part 1 5. College and Careers—Part 2 Materials/Resources Masters for all overhead transparencies and handouts needed to conduct each workshop are contained in the guide and a CD is also included for quick and easy duplication. Each English transparency and handout is followed by a Spanish translation to be shared with Spanish-speaking/-reading participants. Additionally, English and Spanish PowerPoint® presentations are provided on the CD and at the AVID website: <www.avidonline.org>. Regional and District Directors can access additional information at <www.avidonline.org>. ix

Preparing for the Workshops Site team members can help plan each workshop. The team should meet at least four weeks ahead of the workshop date to delegate duties. The following tasks will need to be done by you—the teacher/coordinator—or by another team member: • Publicize each workshop well in advance by announcing the time, date, and place at “Back to School Night” or “Open House” and by publishing key information in the school newsletter. • Send an official invitation to the home of each AVID student. • Follow up with a reminder phone call to each home the week before the workshop. • Prior to conducting each workshop, prepare the PowerPoint® presentation or overhead transparencies and handouts to be used, and gather any other materials listed in the syllabus. Consider providing free childcare for siblings who might need to come with their parents, and then inform parents of the arrangements you have made. Breaks are not mentioned within the syllabi, but should be allowed for as appropriate. You may want to provide light refreshments during the break and/or after the workshop. This will give the parents a relaxing time to get to know each other. Most parents and family members truly want a connection with the school and their involvement is critical to their student’s success. These workshops will not only educate and give a sense of belonging to those who attend, but will provide a great way for you to meet and connect with the families of your AVID students. Have fun! Suggested Timeline Quarter Middle School Workshop High School Workshop Quarter 1 Introduction to AVID—Part 1 Introduction to AVID—Part 1 Introduction to AVID—Part 2 Introduction to AVID—Part 2 Quarter 2 Collaborative Group Work in AVID High School—The Big Picture Quarter 3 Understanding and Transitioning to High School College and Careers—Part 1 Quarter 4 College and Careers College and Careers—Part 2 x AVID Family Workshops

Section One: Middle Level Workshops 1

MIDDLE LEVEL WORKSHOP 1 Introduction to AVID—Part 1 Objectives To learn: • Basic information about AVID (mission/purpose; what it is/isn’t) • The AVID student profile • What takes place during a typical week in the AVID elective • How AVID helps students in their academic classes • AVID methodologies: WICR (Writing, Inquiry, Collaboration, and Reading) • The AVID grading system • The importance of family involvement in student success; ways parents can help at home Suggested Timeline 90 minutes Materials • Easel and paper (flipchart) OR chalkboard/whiteboard • Marking pens/chalk • Overhead projector • Cornell notepaper • Pens/pencils • Overhead Transparency ML-1a: “Overview of Workshops” • Overhead Transparency SML-1a: “Repaso de los Talleres Para el Año” • Overhead Transparency ML-1b: “Objectives” • Overhead Transparency SML-1b: “Objetivos” • Overhead Transparency ML-1c: “Partner Interview” • Overhead Transparency SML-1c: “Entrevista de un Compañero(a)” • Overhead Transparency/Handout ML-1d: “AVID at a Glance” • Overhead Transparency/Handout SML-1d: “Un Vistazo a AVID” • Overhead Transparency ML-1e: “The Mission of AVID” • Overhead Transparency ML-1e: The Purpose of AVID” • Overhead Transparency SML-1e: “La Misión de AVID” • Overhead Transparency SML-1e: “El Propósito de AVID” • Overhead Transparency ML-1f: “The AVID Student Profile” • Overhead Transparency SML-1f: “Perfil del Estudiante AVID” • Overhead Transparency/Handout ML-1g: “Sample Week in the AVID Elective” • Overhead Transparency/Handout SML-1g: “Ejemplo de Una Semana en AVID” • Overhead Transparency ML-1h: “WICR” • Overhead Transparency SML-1h: “WICR” • Overhead Transparency ML-1i: “Binder Grading Sheet” • Overhead Transparency SML-1i: “Evaluacíon del Cuaderno de AVID” • Overhead Transparency/Handout ML-1j: “Ways to Help Your Student At Home #1” • Overhead Transparency/Handout SML-1j: “Como Ayudar a Su Hijo(a) en Casa #1” • Optional: Blank transparencies (for use as needed to explain workshop topics/give contact info, etc.); overhead pens 2 AVID Family Workshops

Welcome and 1. Welcome parents and family members to the first AVID workshop of the year. Introductions 2. Introduce yourself and have translator and students do the same. 5 minutes 3. Write your name and contact information on the flipchart/chalkboard/overhead. Tell participants they can contact you at any time if they have questions about the AVID program. 4. Explain logistics such as location of restrooms, drinking fountain, refreshments, etc. Overview of Display Overhead Transparency ML-1a: “Overview of Workshops.” Explain to Workshops for Year participants that this is the first of five workshops planned for the year. Read aloud the title 5 minutes of each workshop and comment briefly on its content. • Introduction to AVID—Part 1 • Introduction to AVID—Part 2 • Collaborative Group Work in AVID • Understanding and Transitioning to High School • College and Careers Objectives Display Overhead Transparency ML-1b: “Objectives” and review with participants to 5 minutes give them a good idea of what will be covered in today’s workshop. Opening Activity 1. Explain that you will start off today with an activity that will help each parent/family 15 minutes member get to know another person in the room. (varies with number of participants) 2. Display Overhead Transparency ML-1c: “Partner Interview” and go over directions with participants. Answer any questions they might have about the procedure. 3. Distribute Cornell notepaper and pens/pencils. Tell participants they may want to jot down a few notes about their partner during the interview to help them recall details later when they introduce him/her to their group. Give a brief explanation of Cornell note- taking, and then model the activity, using information about yourself. 4. Allow five minutes for partners to interview each other. 5. Have each person do a one-minute introduction of his/her partner to their group. (Note: caution participants that due to time constraints they may not be able to share their entire conversation.) 6. Debrief by pointing out that participants practiced important study skills in this activity— they had to listen carefully, take notes, and then publicly speak when they introduced their partner. Emphasize that these skills, which are critical to student success, are among those taught in the AVID class. What is AVID? Display/distribute Overhead Transparency/Handout ML-1d: “AVID at a Glance.” Use the 10 minutes information on this sheet and on Overhead Transparency ML-1e: “The Mission of AVID” to give participants a basic understanding of the AVID program; answer any questions participants might have. Supplement this introduction by sharing the following information: AVID is an elective class that meets each school day and provides support and instruction to help students succeed academically. At the middle level, AVID’s focus is on preparing students for enrollment in the college preparatory classes offered in high school. At the high school level, students investigate colleges and universities, apply for admission, and prepare for succeeding at the college level. Section 1: Middle Level Workshops 3

AVID Student Profile Display Overhead Transparency ML-1f: “The AVID Student Profile” to illustrate who 10 minutes is served in the AVID elective. Discuss; tell parents that students selected for the AVID program must also have good attendance and satisfactory citizenship. Answer any questions they might have about AVID’s target population. Sample Week in the Display/distribute Overhead Transparency/Handout ML-1g: “Sample Week in the AVID Elective AVID Elective” and go over the information to help parents/family members understand 10 minutes what their students experience during a typical week in the AVID class. Point out how each day of the school week has a specific focus: Mondays and Wednesdays: AVID curriculum Tuesdays and Thursdays: Tutorials Fridays: Motivational activities, guest speakers, field trips Explain to parents what happens on tutorial days, and answer any questions they might have about the AVID weekly schedule. AVID and Academic Emphasize the importance of AVID at the middle school level by sharing the following with Classes workshop participants: 5 minutes Middle school is a time of great changes in the academic life of students. They no longer remain in one class all day with the same teacher; now they have six or seven classes with a corresponding number of teachers— it’s a lot for young people to keep track of! The AVID elective supports middle school students during this time of transition by seeing that they get the help they need to succeed in ALL of their academic classes. For example, students learn strategies for studying and test-taking and how to plan and organize their schoolwork through the use of calendars, assignment logs, etc. WICR Display Overhead Transparency ML-1h: “WICR” and explain that the acronym WICR 10 minutes stands for writing, inquiry, collaboration, and reading. Briefly describe each of these AVID methodologies. Define unfamiliar terms (e.g., Socratic Seminar, quickwrite, reciprocal teaching, jigsaw) to give participants an understanding of the types of activities their students participate in regularly. Point out to participants that the activity completed at the opening of the workshop was a WICR activity, and that they each used all four AVID methodologies by doing the following: • Taking notes during partner interview (Writing) • Asking each other questions (Inquiry) • Working with another person (Collaboration) • Reviewing notes before/during partner introduction (Reading) Answer any questions parents/family members might still have about AVID methodologies/activities. 4 AVID Family Workshops

Grading System Display Overhead Transparency ML-1i: “Binder Grading Sheet” and review the 10 minutes checklist and rubric with parents/family members. Explain that AVID students are responsible for keeping a binder with their notes, assignments, class calendars, etc., and that this binder is submitted to the teacher each week for a grade. Point out that grades are given in 11 areas (planning, organization, eight separate subject area grades, and tutorials). How Parents Can Help Display/distribute Overhead Transparency/Handout ML-1j: “Ways to Help Your at Home Student at Home #1” and discuss the suggestions with workshop participants. Emphasize 5 minutes the importance of parent involvement to student success. Closing Allow time for final questions and answers before adjourning the workshop. Thank parents 5 minutes and family members for attending and remind them that they should feel free to contact you should they have additional questions. Announce the date and time of Workshop 2. Section 1: Middle Level Workshops 5

Overhead Transparency ML-1a Overview of Workshops 1. Introduction to AVID—Part 1 2. Introduction to AVID—Part 2 3. Collaborative Group Work in AVID 4. Understanding and Transitioning to High School 5. College and Careers 1 2 3 4 5 6 6 AVID Family Workshops

Overhead Transparency SML-1a Repaso de los Talleres Para el Año 1. Introducción a AVID—Parte 1 2. Introducción a AVID—Parte 2 3. Trabajo de Colaboración en AVID 4. Entendimiento y Transicíon a la Preparatoria 5. Universidad y Carreras 1 2 3 4 5 6 Section 1: Middle Level Workshops 7

Overhead Transparency ML-1b Objectives To learn: • Basic information about AVID (mission/purpose; what it is/isn’t) • The AVID student profile • What takes place during a typical week in the AVID elective • How AVID helps students in their academic classes • AVID methodologies: WICR (Writing, Inquiry, Collaboration, and Reading) • The AVID grading system • The importance of family involvement in student success; ways parents can help at home 8 AVID Family Workshops

Overhead Transparency SML-1b Objetivos Aprender: • Informacíon basica de AVID (misión y propósito; que es y que no es). • Perfil del estudiante AVID. • Que occure en una semana tipica en la clase electiva de AVID. • Como AVID ayuda a estudiantes en sus clases academicas. • Metodologias de AVID: WICR (Writing/escritura, Inquiry/cuestionar, Collaboration/colaboración, Reading/lectura). • Systema de calificación de AVID. • Importancia de envolucramiento de padres/familia para el éxito de estudiantes; como los padres pueden ayudar en sus casas. Section 1: Middle Level Workshops 9

Overhead Transparency ML-1c Partner Interview 1.Choose a partner you do not already know. 2.Talk with your partner for five minutes to find out: • Your partner’s name. • Something interesting about him/her. • Something about which he/she is proud. • Something funny your partner has done recently. 3.Once interviews are completed, link up with another set of partners to form a group of four. 4.Each person now will have a turn to introduce his/her partner—in one minute or less—to the others in the group. 10 AVID Family Workshops

Overhead Transparency SML-1c Entrevista de un Compañero(a) 1.Escoje un compañero(a) que no conoces. 2.Entrevista a tu compañero(a) por cinco minutos para averiguar: • Su nombre. • Algo interesante de tu compañero(a). • Algo de que tu compañero(a) este orgulloso(a). • Algo divertido que recientemente ha echo tu compañero(a). 3.Despues de terminar las entrevistas, juntense con otro grupo de dos para formar un grupo de cuatro. 4.Cada persona tendra un minuto para introducir a su compañero(a) al resto del grupo. Section 1: Middle Level Workshops 11

Overhead Transparency/Handout ML-1d AVID at a Glance What AVID is... • AVID is an acronym that stands for Advancement Via Individual Determination. • AVID is an in-school academic support program for grades 4–12 that prepares students for college eligibility and success. • AVID places academically average students in advanced classes. • AVID levels the playing field for minority, rural, low-income, and other students without a college-going tradition in their families. • AVID is for ALL students, but it targets those in the academic middle. • AVID is implemented schoolwide and districtwide. What AVID isn’t... • AVID isn’t a remedial program. • AVID isn’t a free ride. • AVID isn’t a niche program. • AVID isn’t a college outreach program. 12 AVID Family Workshops

Overhead Transparency/Handout SML-1d Un Vistazo a AVID AVID es... • AVID es un sigla que representa Advancement (Adelantamiento) Via (Via) Individual (Individual) Determination (Determinación). • AVID es un programa de apoyo academico dentro la escuela para estudiantes en grados 4–12 en preparación para eligibilidad y exitó universitario. • AVID pone a estudiantes de nivel promedio en cursos avanzados. • AVID nivela las oportunidades para los estudiantes menos representados, de partes rurales, de bajos ingresos, y otros estudiantes que no tienen la tradición familiar de asistencia universitaria. • AVID es para TODOS los estudiantes, pero se enfoca en los que tienen un nivel academico de promedio. • AVID es implementado en la escuela y distrito. AVID no es... • AVID no es un programa de remediación. • AVID no es un boleto gratis. • AVID no es un programa nicho. • AVID no es un programa de extension de Universidad. Section 1: Middle Level Workshops 13

Overhead Transparency ML-1e (1 of 2) 14 AVID Family Workshops

Overhead Transparency ML-1e (2 of 2) Section 1: Middle Level Workshops 15

Overhead Transparency SML-1e (1 of 2) 16 AVID Family Workshops

Overhead Transparency SML-1e (2 of 2) Section 1: Middle Level Workshops 17

Overhead Transparency ML-1f The AVID Student Profile Students with Academic Potential • Average to High Test Scores • 2.0–3.5 GPA • College Potential with Support • Desire and Determination Who Meet One or More of the Following Criteria • First Generation in Family to Attend College • Historically Underserved in Four-Year Colleges • Low Income • Special Circumstances 18 AVID Family Workshops

Overhead Transparency SML-1f Perfil del Estudiante AVID Estudiantes con Potencial Academico • Con Resultados de Examenes de Promedio o Sobresaliente • Promedio de Calificaciones Entre 2.0–3.5 • Potencial de Universidad con Apoyo • Con Aspiración y Determinación El Estudiante de AVID Satisface Uno o Mas de los Siguientes Criterios • Es de la Primera Generacíon en su Familia en Asistir a una Universidad • De Menos Representación Histórica en Colegios de Cuatro Años • De Bajos Ingresos • Con Circunstancias Especiales Section 1: Middle Level Workshops 19

Overhead Transparency/Handout ML-1g Sample Week in the AVID Elective Daily or Block Schedule MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY AVID Tutorials AVID Tutorials Binder Evaluation Curriculum Curriculum Field Trips Media Center Combination Combination Speakers for Block for Block Motivational Schedule Schedule Activities (within block) AVID Curriculum includes: Motivational Activities include: • Strategies for Success • Speakers • College and Careers • Field trips • Writing Curriculum • Philosophical chairs/Socratic Seminar • Oral language/public speaking • Team building • Note-taking practice • Media Center/Career Center • Test preparation • Other motivational activities that • Research support AVID goals • WICR activities AVID Tutorials include: • Collaborative study groups • Problem solving • Note-taking • Higher-level thinking questions • WICR strategies • Reflection and evaluation 20 AVID Family Workshops

Overhead Transparency/Handout SML-1g Ejemplo de Una Semana en AVID Horario Diario o en Bloque LUNES MARTES MIERCOLES JUEVES VIERNES Plan de Tutoría Plan de Tutoría Evaluacíon de estudio estudio cuaderno Visitas a universidades Centro de Combinación Combinación computadoras para horario para horario Presentadores Actividades de en bloque en bloque motivación El plan de estudio de AVID incluye: Actividades de motivación incluye: • Strategias para Exito • Presentadores • Colegio y Carreras • Visitas a universidades • Escritura • Seminario Socrático • Presentaciones orales • Trabajo de equipo • Práctica en tomar apuntes • Centro de computadoras • Preparación de examenes • Otras actividades de motivación • Investigación que apoyan las metas de AVID • Actividades WICR Tutoría de AVID incluye: • Grupos de estudio colaborativos • Resolviendo problemas • Tomando apuntes • Preguntas de alto nivel • Estrategias de WICR • Evaluación y Reflexión Section 1: Middle Level Workshops 21

Overhead Transparency ML-1h WICR Writing Inquiry • Learning Logs/Journals • Skilled Questioning • Cornell notes • Socratic Seminars • Prewrite • Quickwrite/Discussion • Draft • Critical Thinking Activities • Respond • Writing Questions • Revise • Open-Mindedness Activities • Edit • Final Draft Reading • SQ3R (Survey/Question/Read, Collaboration Recite, Review) • Group Projects • KWL (What I Know/Want to Learn/Learned) • Study Groups • Reciprocal Teaching • Jigsaw Activities • “Think-aloud” • Read-Arounds • Response/Edit/Revision Groups • Collaborative Activities 22 AVID Family Workshops

Overhead Transparency SML-1h WICR Escritura Cuestionar • Diario • Habilidad de Preguntar • Apuntes Cornell • Seminario Socrático • Pre-Escritura • Escritura rápida y Discusión • Hacer el Borrador • Actividades de Pensamiento • Responder Crítico • Revisión • Escribiendo Preguntas • Revisar • Actividades de Disposición Abierta • Ultimo Plano Lectura Colaboración • SQ3R (Survey/Question/Read, • Proyectos en Grupo Recite, Review)/(Examinar/ • Grupos de Estudio Preguntar/Leer/Recitar/Repasar) • Actividades de Jigsaw • KWL (What I Know/Want to • Lectura Alrededor de Clase Learn/Learned)/(Lo que se/Lo que • Grupos de Respuesta/Revisión quiero aprender/Lo que aprendi) • Actividades de Colaboración • Enseñanza Reciprocó • “Pensamiento en voz”/“Think- aloud” Section 1: Middle Level Workshops 23

Overhead Transparency ML-1i Binder Grading Sheet Week of: ____________________________________________________________________________ Planner: __________________________________/5 Organization: ________________________/5 Assignment Sheets Daily Notes English: __________________________________/5 English: ____________________________/5 History: __________________________________/5 History: ____________________________/5 Science: __________________________________/5 Science: ____________________________/5 Math: ____________________________________/5 Math: ______________________________/5 Subjects Total: ______________________/40 Rubric 5 Exemplary work; detailed 2 Below average; incomplete 4 Complete work; some details 1 Far below standard; incomplete 3 Average work; more effort needed 0 Missing; incomplete; conference needed Tutorial Log: ____________________/______ (points will vary depending on the number of tutorial sessions) By: ______________________________________________________________________________________ 24 AVID Family Workshops

Overhead Transparency SML-1i Evaluación del Cuaderno de AVID Semana de: ____________________________________________________________________________ Calendario: ____________________________/5 Organización: __________________________/5 Hoja de tareas Apuntes Inglés: ________________________________/5 Inglés: __________________________________/5 Historia: ______________________________/5 Historia: __________________________________/5 Ciencia: ________________________________/5 Ciencia: __________________________________/5 Matemáticas:____________________________/5 Matemáticas: ______________________________/5 Total de Materias: ________________________/40 Rúbrica 5 Trabajo ejemplar 2 Abajo de promedio 4 Trabajo completo, algunos detalles 1 Muy abajo de nivel 3 Trabajo de promedio, necesita mas esfuerzo 0 Incompleto, necesita conferencia Hojas de Tutoría:________________________/______ (puntos van a variar con el numero de dias de tutoría) Por: ______________________________________________________________________________________ Section 1: Middle Level Workshops 25

Overhead Transparency/Handout ML-1j Ways to Help Your Student At Home #1 Showing Interest in His/Her Progress • Talk to your student about school. • Be aware of your student’s classes and his/her performance in each. Praise your student’s strengths, and help him/her find ways to improve in areas of weakness. • Ask to look at your student’s binder. • Review your student’s tutorial request forms to see what kinds of questions he/she is asking in class. • Find out who your student’s friends are. • Be enthusiastic and supportive. Your student’s participation in AVID will keep him/her motivated and excited about reaching the goal of attending a four-year college or university. 26 AVID Family Workshops

Overhead Transparency/Handout SML-1j Como Ayudar a Su Hijo(a) en Casa #1: Demonstrando Interes En Como Esta Progresando • Hable con su estudiante sobre la escuela. • Este al tanto de las clases de su estudiante y como esta progresando. Apoyar sus logros y encontrar maneras de ayudarlo a mejorar en donde tenga dificultades. • Mire adentro de el cuaderno de su estudiante. • Repase las hojas de tutoría de su estudiante para saber que preguntas esta haciendo en clase. • Averigue quienes son los amigos/amigas de su estudiante. • Tenga entusiasmo y apoyelo. La participacíon de su estudiante en AVID lo mantendra a el/ella motivado(a) y entusiasmado(a) a lograr la meta de asistir a una Universidad. Section 1: Middle Level Workshops 27

MIDDLE LEVEL WORKSHOP 2 Introduction to AVID—Part 2 Objectives To learn: • The purpose of the AVID student binder • Study strategies used in AVID (Cornell note-taking and learning logs) • The importance of time management and goal setting to student success • How parents can help their students study at home Suggested Timeline 90 minutes Materials • Easel and paper (flipchart) OR chalkboard/whiteboard • Marking pens/chalk • Overhead projector • Cornell notepaper • Pens/pencils • Sample AVID student binder • Overhead Transparency ML-2a: “Objectives” • Overhead Transparency SML-2a: “Objetivos” • Overhead Transparency ML-2b: “Give One, Get One” • Overhead Transparency SML-2b: “Agarra una, Da una” • Overhead Transparency/Handout ML-2c: “Binder Contents and Organization” • Overhead Transparency/Handout SML-2c: “Organizacíon del Contenido del Cuaderno” • Overhead Transparency ML-2d: “Binder Checklist” • Overhead Transparency SML-2d: “Contenido de Cuaderno” • Overhead Transparency ML-2e: “Cornell Notes Format” • Overhead Transparency SML-2e: “Formato de Apuntes Cornell” • Overhead Transparency ML-2f: “Time Management Questionnaire” • Overhead Transparency SML-2f: “Cuestionario de Manejo de Tiempo” • Overhead Transparency ML-2g: “Learning to Use Time More Effectively” • Overhead Transparency SML-2g: “Aprendiendo a Utilizar Mas Efectivamente el Tiempo” • Overhead Transparency ML-2h: “Goal-Setting Outline (GPA)” • Overhead Transparency SML-2h: “Guía de Establecimiento de Metas” • Overhead Transparency ML-2i: “GPA Example” • Overhead Transparency SML-2i: “Ejemplo de Promedio de Calificacíon” • Overhead Transparency/Handout ML-2j: “Ways to Help Your Student At Home #2” • Overhead Transparency/Handout SML-2j: “Como Ayudar a Su Hijo(a) en Casa #2” • Optional: Blank transparencies (for use as needed to explain workshop topics/give contact info, etc.); overhead pens 28 AVID Family Workshops

Welcome and 1. Welcome parents and family members to the second AVID workshop of the year. Introduction 5 minutes 2. Introduce yourself and have translator and students do the same. 3. Write your name and contact information on the flipchart/chalkboard/overhead. Tell participants they can contact you at any time if they have questions about the AVID program. 4. Explain logistics such as location of restrooms, drinking fountains, refreshments, etc. Objectives Display Overhead Transparency ML-2a: “Objectives” and review with participants to give them a good idea of what will be covered in today’s workshop. Opening Activity 1. Explain that today’s workshop will begin with an activity that will help parents/family 10–15 minutes members discover what they and other workshop participants already know about AVID. 2 Display Overhead Transparency ML-2b: “Give One, Get One” and go over directions with participants, clarifying as necessary. Make sure participants understand that each time they GET a piece of information about AVID from another person, they must GIVE a piece of information in return. Give a brief explanation of Cornell note-taking; model activity using a volunteer from the audience. 3. Have participants come to the front of the room and each take a sheet of Cornell notepaper and a pen/pencil. 4. Allow five minutes for parents/family members to ask others in the room what they know about the AVID program and take notes regarding this information. When time is up, have all return to their seats. 5. Ask volunteers to share something they learned today about AVID. Correct/clarify any incorrect/misunderstood information. Continue the discussion until all the basics of AVID have been covered. Purpose of the AVID Show participants a sample AVID student binder. Explain that all AVID students are required Student Binder to keep such a binder and that they are instructed to arrange the materials in their binders in a 10 minutes specific way. Make the following two points: • The purpose of the AVID binder is to teach students how to be organized. • Organization is directly related to student success. Flip through the student binder, pointing out the various sections. Say: Each academic class (including AVID) has a separate section where assignment sheets, class notes, completed assignments/tests, handouts, etc. are to be stored. Every other week, these students binders are turned in to be graded by trained AVID tutors. Display/distribute Overhead Transparency/Handout ML-2c: “Binder Contents and Organization” and use this sheet and Overhead Transparency ML-2d: “Binder Checklist” to explain important aspects of the AVID student binder. Discuss the information presented and answer any questions participants might have. Section 1: Middle Level Workshops 29

Study Strategies Display Overhead Transparency ML-2e: “Cornell Notes Format;” share the following 10 minutes information with workshop participants: Cornell notes help students process information. Using this strategy, students take notes on the most important concepts covered in their classes, analyze this information in depth, and reflect on their understanding of what they have read/heard. In addition to Cornell notes, learning logs are used in AVID to encourage students to process information from their classes. In some cases, the teacher asks students to answer specific questions about a lesson in the learning log. Other times, students use a learning log to write a reflection that summarizes what they learned in a particular lesson. Cornell notes and learning logs are useful when reviewing information learned in class and when studying for tests. Time Management Introduce the topic of time management, emphasizing that this is one of the most important 10 minutes skills students can acquire as they make the transition from elementary school to middle school. Go over the following with parents/family members: Middle school students have six or seven classes instead of just one, meaning MORE teachers, MORE assignments, and MORE procedures to keep track of. In middle school, it is important that students think beyond today, understanding that they—not the teacher—are responsible for keeping track of their time and staying on top of deadlines. Display Overhead Transparency ML-2f: “Time Management Questionnaire” and Overhead Transparency ML-2g: “Learning to Use Time More Effectively” and review with participants, explaining how these pages are used in the AVID elective. Goal Setting Discuss the importance of learning to set short- and long-range goals if students are to reach 10 minutes their ultimate goal of attending college. Give several examples. (See below or come up with examples of your own.) Short-term goals: completing homework on time for each subject; reviewing Cornell notes nightly; maintaining/raising GPA for the current quarter. Long-term goals: achieving a specific GPA by the end of the school year; enrolling in AP classes in high school; graduating from high school; attending/graduating from college. Use Overhead Transparencies ML-2h: “Goal Setting Outline (GPA)” and ML-2i: “GPA Example” to illustrate how the GPA (Goal, Plan, Action) strategy is used in AVID classes to help students learn this important key to success. Emphasize that students need to have a plan to achieve any goal, whether short- or long-term. How Parents Can Help Display/distribute Overhead Transparency/Handout ML-2j: “Ways to Help Your at Home Student at Home #2” and discuss the suggestions with workshop participants. Emphasize 10 minutes the importance of parent involvement to student success. Closing Allow time for final questions and answers before adjourning the workshop. Remind 5 minutes participants that this is the second of five workshops planned for the year. Read aloud the title of each remaining workshop and comment briefly on its content. • Workshop 3: Collaborative Group Work in AVID • Workshop 4: Transitioning to High School • Workshop 5: College and Careers Announce the date and time of Workshop 3. Thank parents and family members for attending today’s workshop and remind them that they should feel free to contact you should they have any additional questions. 30 AVID Family Workshops

Overhead Transparency ML-2a Objectives To learn: • The purpose of the AVID student binder • Study strategies used in AVID (Cornell note- taking and learning logs) • The importance of time management and goal setting to student success • How parents can help their students study at home Section 1: Middle Level Workshops 31

Overhead Transparency SML-2a Objetivos Aprender: • El propósito del cuaderno de AVID • Estrategias de estudio utilizadas en AVID (apuntes Cornell y hoja de aprendizaje) • La importancia de manejar el tiempo y formar metas • Como los padres pueden ayudar a estudiantes a estudiar en casa 32 AVID Family Workshops

Overhead Transparency ML-2b Give One, Get One • Take a piece of Cornell notepaper and a pen or pencil from the table at the front of the room. • Circulate in the room. Talk to the other workshop participants to gather as much information about AVID as you can in five minutes. • As each person tells you a fact about AVID, take notes on your Cornell notepaper. Then, tell that person something different that you know about AVID. • When the five minutes are up, return to your seat. Section 1: Middle Level Workshops 33

Overhead Transparency SML-2b Agarra una, Da una • Toma una hoja de papel de apuntes Cornell y una pluma o lápiz de la mesa en frente del cuarto. • Circule por el salon. Obtenga la mayor informacíon sobre AVID de los otros participantes en los siguientes cinco minutos. • Cuando una persona le comparte algo de AVID, tome apuntes en su hoja de Cornell. Luego, digale algo diferente que usted sabe sobre AVID a esta persona. • Despues de los cinco minutos, regrese a su asiento. 34 AVID Family Workshops

Overhead Transparency/Handout ML-2c Binder Contents and Organization You will need a good quality 3-ring binder (2″–3″ rings) with pocket inserts for your AVID class. Required Binder Contents: _____ Five–six colored tab subject dividers to separate academic classes, including AVID _____ Zipper pouch to store supplies (a 3-hole punched, heavy-duty, plastic bag with zipper closure also works) _____ Two or more pens _____ Two or more pencils _____ Filler paper (some notebook paper is now available in Cornell note style) _____ Assignment calendar for each academic class and/or school agenda book _____ Tutorial logs _____ Learning logs Suggested Binder Contents: _____ One or two folders with pockets (for paper with no holes punched in it) _____ One or more colored highlighter pens _____ Notebook dictionary and/or thesaurus _____ Calculator _____ Six-inch ruler _____ Tips on note-taking and test-taking skills, tutorial guidelines, or other AVID strategy sheets _____ Sample of note-taking in specific subjects The Front Section of Your Binder Should be Organized in the Following Manner: _____ Binder front cover _____ Zipper pouch for supplies _____ Binder grading sheet _____ School agenda book (optional) Each Subsequent Section in Your Binder Should Have These Parts in This Order: _____ Divider _____ Calendar/assignment log _____ Notes _____ Tutorial/learning logs _____ Handouts _____ Tests _____ Blank paper Section 1: Middle Level Workshops 35

Overhead Transparency/Handout SML-2c Organizacíon del Contenido del Cuaderno Necesitaras una carpeta de 3 anillos de medida 2–3 pulgadas para tu clase de AVID. Los Requisitos Para el Cuaderno de AVID: _____ Cinco a seis separadores de color para separar cada clase academica, incluyendo AVID _____ Cartuchera con cierre para mantener materiales (lápices, plumas, etc...) _____ Dos o mas plumas _____ Dos o mas lápices _____ Papel para tomar apuntes _____ Calendario de tareas para cade clase academica o agenda de la escuela _____ Hojas de tutoría _____ Hojas de aprendizaje Contenidos Sugeridos: _____ Lugar para hojas de papel que no tienen hoyos _____ Uno o mas plumones para identificar lo sobresaliente _____ Diccionario/Tesauro _____ Calculadora _____ Regla de seis pulgadas _____ Guía de como tomar apuntes, tomar examenes, o otras hojas de estrategias de AVID _____ Ejemplos de como tomar apuntes en diferentes materias Organización de la primera seccíon del Cuaderno: _____ Primera hoja del cuaderno _____ Cartuchera con cierre para mantener materiales _____ Hoja de evaluación de cuaderno _____ Agenda de la escuela (opcional) Cada Siguiente Sección del Cuaderno Debe Tener Estas Partes en Este Orden: _____ Separador _____ Calendario/hoja de tareas _____ Apuntes _____ Hojas de tutoría/hojas de aprendizaje _____ Folletos _____ Examenes _____ Papel 36 AVID Family Workshops

Overhead Transparency ML-2d Binder Checklist Name: _____________________________________________________ Month__________________________ WEEK 1 WEEK 2 WEEK 3 WEEK 4 Yes No Yes No Yes No Yes No Pencil pouch and necessary materials (as listed in class rules) Assignment/Grade Log is up-to-date for all subjects Homework Calendar is up to date Weekly Learning Log (checked on Mondays) Only school-related material is located on/in folder (unrelated papers will be confiscated until the end of the semester) Two pages of Cornell notes for each subject (checked weekly) Tutoring forms (2 per week) STAMP OF APPROVAL I can improve my notebook for next time by: Week #1________________________________________________________________ Points for Week 1 __________ ______________________________________________________________________ Points for Week 2 __________ Week #2________________________________________________________________ Points for Week 3 __________ ______________________________________________________________________ Points for Week 4 __________ Week #3________________________________________________________________ ______________________________________________________________________ Week #4________________________________________________________________ TOTAL POINTS __________ ______________________________________________________________________ Section 1: Middle Level Workshops 37

Overhead Transparency SML-2d Contenido de Cuaderno Nombre _____________________________________________________ Mes de ________________________ SEMANA 1 SEMANA 2 SEMANA 3 SEMANA 4 Sí No Sí No Sí No Sí No Cartuchera de lápices y materiales necesarios (escrito en las reglas de clase) Hoja de tareas y calificaciones esta al corriente para todas las materias Calendario de tarea esta al corriente Hoja de aprendizaje semanal (revisada los lunes) Solamante materiales relacionados con la escuela estan en el cuaderno Dos hojas de Apuntes Cornell para cada clase (revisadas cada semana) Hojas de tutoría (2 por semana) ESTAMPA DE APROBACIÓN Puedo mejorar mi cuaderno sí: Semana #1______________________________________________________________ Puntos totales semana 1 ____ ______________________________________________________________________ Puntos totales semana 2 ____ Semana #2______________________________________________________________ Puntos totales semana 3 ____ ______________________________________________________________________ Puntos totales semana 4 ____ Semana #3______________________________________________________________ ______________________________________________________________________ Semana #4______________________________________________________________ PUNTOS TOTALES ______ ______________________________________________________________________ 38 AVID Family Workshops

Overhead Transparency ML-2e Cornell Notes Format Topic: ____________________ Name: ____________________________________________________________ Class: ____________________________________________________________ Period: ____________________________________________________________ Date: ____________________________________________________________ Questions/Main Ideas Notes: Summary: Section 1: Middle Level Workshops 39

Overhead Transparency SML-2e Formato de Apuntes Cornell Tema: ____________________ Nombre: __________________________________________________________ Clase: ____________________________________________________________ Periodo: __________________________________________________________ Fecha: ____________________________________________________________ Preguntas/Ideas Principales Apuntes: Resumen: 40 AVID Family Workshops

Overhead Transparency ML-2f Time Management Questionnaire 1. I spend __________ minutes a day getting ready for school/work. 2. I spend __________ minutes a day reading. 3. I spend __________ minutes/hours a day at school/work. 4. I spend __________ minutes a day trying to organize my day. 5. I spend __________ minutes a day eating. 6. I spend __________ minutes a day exercising. 7. I spend __________ minutes/hours a day watching television. 8. I spend __________ minutes/hours a day talking with friends (in person or on the phone). 9. I spend __________ minutes a day wasting time/daydreaming. 10. I spend __________ minutes/hours a day on school-/work-related tasks outside my school/work day. Section 1: Middle Level Workshops 41

Overhead Transparency SML-2f Cuestionario de Manejo de Tiempo 1. Me paso __________ minutos al día preparandome para la escuela/trabajo. 2. Me paso __________ minutos al día leyendo. 3. Me paso __________ minutos/horas al día en la escuela/trabajo. 4. Me paso __________ minutos al día tratando de organizar mi día. 5. Me paso __________ minutos al día comiendo. 6. Me paso __________ minutos al día haciendo ejercicio. 7. Me paso __________ minutos/horas al día mirando la television. 8. Me paso __________ minutos/horas al día platicando con amigos frente a frente o por telefono. 9. Me paso __________ minutos al día perdiendo el tiempo. 10. Me paso __________ minutos/horas al día en quehacer de escuela/trabajo afuera del día escolar. 42 AVID Family Workshops

Overhead Transparency ML-2g Learning to Use Time More Effectively BARRIERS SOLUTIONS What prevents me from using my time effectively? What could I do to use my time more effectively? Section 1: Middle Level Workshops 43

Overhead Transparency SML-2g Aprendiendo a Utilizar Mas Efectivamente el Tiempo OBSTACULOS SOLUCIONES ¿Que me impide utilizar mi tiempo efectivamente? ¿Que puedo hacer para utilizar mi tiempo mas efectivamente? 44 AVID Family Workshops

Overhead Transparency ML-2h Goal-Setting Outline (GPA) Directions: Use the form below to complete the GPA (Goal, Plan, Action) outline. Use the space below to describe your goal. Specify the time frame of your goal below. s short-range G s mid-range s long-range Use the space below to briefly explain your plan. P Use the space below to list the action steps needed to achieve your goal. 1. A 2. 3. 4. 5. 6. 7. 8. 9. 10. Section 1: Middle Level Workshops 45

Overhead Transparency SML-2h Guía de Establecimiento de Metas Instrucciones: Utiliza la siguiente forma para completar el bosquejo de GPA (Goal, Plan, Action)/(Meta, Plan, Acción). Utiliza el espacio para describir tu meta. Especifica el plazo de tiempo para tu meta. s Plazo corto G s Plazo mediano s Plazo largo Utiliza el espacio para explicar tu plan. P Utiliza el espacio para dar una lista de los pasos requeridos para lograr tu meta. 1. A 2. 3. 4. 5. 6. 7. 8. 9. 10. 46 AVID Family Workshops

Overhead Transparency ML-2i GPA Example Use the space below to describe your goal. Specify the time frame of your goal below. To be competitively eligible to attend the four- s short-range G year college or university of my choice upon s mid-range x graduating from high school. s long-range Use the space below to briefly explain your plan. To take advantage of and be successful in my classes during middle school and high school, P which will make sure that I will be competitively eligible to go to the four-year college or university of my choice. Use the space below to list the action steps needed to achieve your goal. 1. A 2. 3. 4. 5. 6. 7. 8. 9. 10. Section 1: Middle Level Workshops 47

Overhead Transparency SML-2i Ejemplo de Promedio de Calificacíon Utiliza el espacio para describir tu meta. Especifica el plazo de tiempo para tu meta. Estar eligible competitivamente para poder s Plazo corto G asistir a una Universidad que yo escoja despues s Plazo mediano x de graduarme de la preparatoria. s Plazo largo Utiliza el espacio para explicar tu plan. Tomar y tener exito en las clases durante la secundaria y preparatoria, que asegurara que P este eligible competitivamente para entrar a una Universidad que yo escoja. Utiliza el espacio para dar una lista de los pasos necesarios para alcanzar tu meta. 1. A 2. 3. 4. 5. 6. 7. 8. 9. 10. 48 AVID Family Workshops

Overhead Transparency/Handout ML-2j Ways to Help our Student at Home #2 Encouraging Good Study Habits • Provide a quiet place free of noise and distractions where your student can study and do his/her homework. • Show that you care by asking your student what topic(s) he/she is studying in a particular class. • Be positive and give praise when your student takes notes. • Be an audience for your student—listen as he/she recites or shares what he/she is reading. • Ask questions to help your student clarify or think more deeply about what he/she is reading. • Volunteer to help your student prepare for tests by asking the questions he/she has written from lecture or textbook notes. Section 1: Middle Level Workshops 49

Overhead Transparency/Handout SML-2j Como Ayudar a Su Hijo(a) en Casa #2 Apoyando Buenos Habitos de Estudio • Proveer un lugar sin ruido y distracciones donde su estudiante pueda estudiar y hacer su tarea. • Demonstrar que le importan sus estudios preguntandole que esta estudiando en sus clases. • Ser positivo y apoyar cuando su estudiante toma apuntes. • Ser una audiencia mientras su estudiante recite o lea. • Ayudar a su estudiante haciendole preguntas para aclarar lo que esta leyendo. • Servir de voluntario ayudandole a su estudiante a prepararse para examenes haciendole las preguntas que escribio en sus apuntes. 50 AVID Family Workshops

MIDDLE LEVEL WORKSHOP 3 Collaborative Group Work in AVID Objectives To learn: • How collaborative group work fits into the AVID elective and ensures student success • The inquiry method (Socratic Seminar) • The AVID tutorial process • Other types of collaboration • How parents can help their students at home Suggested Timeline 90–120 minutes (or two 60-minute sessions, one focusing on the Socratic Seminar and one on tutorials) Advance Preparation Before hosting this workshop, identify student volunteers who are willing to participate in a Socratic Seminar (10 students) and a tutorial (4–6 students) for the parents so they can see how these strategies are used in AVID. For the Socratic Seminar, you will need to look through newspapers, magazines, and books to find a text that both students and parents will find interesting. Be sure to use a short text to ensure adequate time for the formulation of questions and a good discussion. If a tutor is not available to facilitate the tutorial, be prepared to lead it yourself. Materials • Easel and paper (flipchart) OR chalkboard/whiteboard • Marking pens/chalk • Overhead projector • Cornell notepaper • Pens/pencils • Overhead Transparency ML-3a: “Objectives” • Overhead Transparency SML-3a: “Objetivos” • Overhead Transparency ML-3b: “Working With Others” • Overhead Transparency SML-3b: “Trabajando Con Otros” • Overhead Transparency ML-3c: “The Elements of a Socratic Seminar” • Overhead Transparency SML-3c: “Los Elementos de un Seminario Socrático” • Overhead Transparency/Handout ML-3d: “The Tutorial Learning Process” • Overhead Transparency/Handout SML-3d: “El Proceso de Aprendizaje en Tutoría” • Overhead Transparency ML-3e: “Tutorial Worksheet” • Overhead Transparency SML-3e: “Hoja de Tutoría” • Overhead Transparency ML-3f: “Tutorial Log” • Overhead Transparency SML-3f: “Anotacíon de Tutorías” • Overhead Transparency/Handout ML-3g: “Ways to Help Your Student At Home #3” • Overhead Transparency/Handout SML-3g: “Como Ayudar a Su Hijo(a) en Casa #3” • Optional: Blank transparencies (for use as needed to explain workshop topics/give contact info, etc.); overhead pens Section 1: Middle Level Workshops 51

Welcome and 1. Welcome parents and family members to the third AVID workshop of the year. Introduction 5 minutes 2. Introduce yourself and have translator and students do the same. 3. Write your name and contact information on the flipchart/chalkboard/overhead. Tell participants they can contact you at any time if they have questions about the AVID program. 4. Explain logistics such as location of restrooms, drinking fountains, refreshments, etc. Objectives Display Overhead Transparency ML-3a: “Objectives” and review with participants to 5 minutes give them a good idea of what will be covered in today’s workshop. Opening Activity 1. Explain that today’s workshop will begin with an activity in which parents/family 10 minutes members will share their experiences of working in a group. 2. Display Overhead Transparency ML-3b: “Working With Others” and go over directions with participants, clarifying as necessary. 3. Distribute Cornell notepaper and pens/pencils. Give a brief explanation of Cornell note- taking; model activity using a volunteer from the audience. 4. Allow five minutes for parents/family members to record and share their thoughts about working in a group. 5. Have several volunteers share some examples with the whole group; discuss. Use other examples (see list below) to reinforce the things that make collaborative group work go smoothly and those that can sabotage it. Positive Experiences • All people participate equally and to their best ability. • Group members are supportive of each other. • Duties are divided fairly. • Deadlines are met. • One person keeps the group on track. Negative Experiences • Not all group members participate. • Some members have negative attitudes/are critical. • Duties are not evenly divided among the group. • Deadlines are missed. • Nobody takes the lead or facilitates the activity. Collaborative Group Explain to participants that collaborative group work in AVID takes various forms—the Work in AVID inquiry method (discussion techniques, such as the Socratic Seminar) and AVID tutorials are 5 minutes two of the ways AVID students work together to be successful. 52 AVID Family Workshops

Inquiry Method Share the following information with participants: 35 minutes The inquiry method (the “I” in WICR) is a tool used by AVID teachers and tutors to help students develop higher-level thinking skills. It can be used in discussion groups, tutorial groups, or study groups. Using this method, the leader of the group facilitates a lively, thoughtful, and thorough discussion by asking open- ended questions that encourage participants to think logically and clearly while they develop—by themselves—the answers the class or group is searching for. A more sophisticated version of this method is called a Socratic Seminar. Display Overhead Transparency ML-3c: “The Elements of a Socratic Seminar” to introduce parents/family members to this strategy. Discuss; answer any questions participants might have. Tell participants that a group of students will conduct a Socratic Seminar for them today so they’ll be able to see how this strategy works. Explain that prior to today’s seminar, the participating students were required to: 1. Read and mark the text they will be using. 2. Write a few Socratic Seminar questions. Have students read several examples of questions: • Opening—get into text • Core—ask for interpretations of passages • Closing—establish relevance; connect to the real world Conduct the seminar, having participants sit in one circle. Begin by asking a volunteer to share an opening question. At the end of the seminar, debrief and evaluate the process. Answer any questions parents/family members might have about the Socratic Seminar. Section 1: Middle Level Workshops 53

AVID Tutorials Go over the following with participants: 35 minutes • Tutorials are the cornerstone of the AVID program. • Tutorials generally take place twice a week with certified AVID tutors. • The AVID tutor/student ratio is 1:7. Display/distribute Overhead Transparency/Handout ML-3d: “The Tutorial Learning Process” to introduce participants to the tutorial learning process. Use Overhead Transparencies ML-3e: “Tutorial Worksheet” and ML-3f: “Tutorial Log” to show the record keeping used in connection with this collaborative strategy. Explain the steps of a tutorial: 1. For homework the night before the tutorial, students write two questions from their classwork or homework in a subject they need help with. They record these questions on the “Tutorial Request Form.” 2. As students enter the classroom the next day, the teacher/tutor collects the questions and evaluates their content. Students are then assigned to tutorial groups. 3. Group members sit in a half circle facing the chalkboard. Tutor facilitates by asking a student to start with a question. 4. As the student presents his/her question, the others in the group help guide him/her to an answer. 5. Near the end of the tutorial, students each write a summary or reflection about their tutorial experience. They then record participation points on the “Tutorial Log.” Facilitate, or have a tutor facilitate, as student volunteers conduct a tutorial. Allow 10–15 minutes for this activity; have students debrief the tutorial when they are finished. Other Types of Share the following information with participants: Collaboration AVID students are also encouraged to collaborate in other settings (e.g., work in 10 minutes pairs and small groups to share their ideas, ask questions, and help one another). Such experiences help strengthen the AVID family, give students a sense of community within the classroom, and provide extra support for student success. How Parents Can Help Display/distribute Overhead Transparency/Handout ML-3g: “Ways to Help Your at Home Student at Home #3” and discuss the suggestions with workshop participants. Emphasize 5 minutes the importance of parental involvement to student success. Closing Allow time for final questions and answers before adjourning the workshop. Remind 5 minutes participants that this is the third of five workshops planned for the year. Read aloud the titles of the two remaining workshops and comment briefly on each one’s content. • Workshop 4: Transitioning to High School • Workshop 5: College and Careers Announce the date and time of Workshop 4. Thank parents and family members for attending today’s workshop and remind them that they should feel free to contact you should they have any additional questions. 54 AVID Family Workshops

Overhead Transparency ML-3a Objectives To learn: • How collaborative group work fits into the AVID elective and ensures student success • The inquiry method (Socratic Seminar) • The AVID tutorial process • Other types of collaboration • How parents can help their students at home Section 1: Middle Level Workshops 55

Overhead Transparency SML-3a Objetivos Aprender: • Como el trabajo en grupo colaborativo es parte del electivo AVID para asegurar el exito de estudiantes • El metodo de hacer preguntas (Seminario Socrático) • El proceso de tutoría en AVID • Otros tipos de colaboración • Como los padres pueden ayudar a sus estudiantes en la casa 56 AVID Family Workshops

Overhead Transparency ML-3b ® AVID D e c a d e s o f C o l l e g e D re a m s Working With Others • Think about a positive experience you have had working in a group. • Think about a negative experience you have had working in a group. • Write down your ideas about group work and then share with a person sitting next to you. Section 1: Middle Level Workshops 57

Overhead Transparency SML-3b ® AVID D e c a d e s o f C o l l e g e D re a m s Trabajando Con Otros • Piensa en una experiencia positiva que has tenido trabajando en grupo. • Piensa en una experiencia negativa que has tenido trabajando en grupo. • Escribe tus ideas de trabajo en grupo y despues compartelas con una persona que este sentada enseguida de ti. 58 AVID Family Workshops

Overhead Transparency ML-3c The Elements of a Socratic Seminar The Text Socratic Seminar texts are chosen for their richness in ideas, issues, and values, and their ability to stimulate extended, thoughtful dialogue. These texts can be drawn from readings in literature, history, science, math, health, and philosophy or from works of art or music. The Question A Socratic Seminar opens with a question that is either posed by the leader or solicited from the participants as they acquire more experience in this strategy. An opening question has no right answer; instead it reflects a genuine curiosity on the part of the questioner. A good opening question leads participants back to the text as they speculate, evaluate, define, and clarify the issues involved. The Leader In a Socratic Seminar, the leader plays a dual role as leader and participant. He or she guides students in a thorough and thoughtful exploration of the ideas in the text by keeping the discussion focused on the reading; by asking follow-up questions; by helping participants clarify their positions; and by involving reluctant participants while restraining their more vocal peers. The Participants In a Socratic Seminar, the participants—along with the leader—share responsibility for the quality of the seminar. Good seminars occur when participants study the text closely in advance, listen actively, share their ideas and questions in response to the ideas and questions of others, and search for evidence in the text to support their ideas. Section 1: Middle Level Workshops 59

Overhead Transparency SML-3c Los Elementos de un Seminario Socrático El Texto El texto de un Seminario Socrático se elige por ser rico en ideas, temas, valor, y su habilidad para estimular extensa, y reflectiva conversación. El texto del seminario puede ser de lectura en literatura, historia, ciencia, matemáticas, salud, y filosofía, o trabajos de arte o musica. La Pregunta Un Seminario Socrático comienza con una pregunta hecha por el lider o solicitada de los participantes mientras adquieren mas experiencia con esta estrategia. La primera pregunta no tiene una respuesta correcta, en cambio, es una reflección de curiosidad en la parte del que hace las preguntas. Una buena primera pregunta lleva a los participantes de nuevo al texto mientras especulan, evaluan, definen, y clarifican los asuntos presentados. El Lider En un Seminario Socrático, el lider tiene dos trabajos. El/ella guía a los estudiantes en una completa exploracíon reflectiva del texto manteniendo la conversacíon enfocada en la lectura; haciendo mas preguntas; ayudando a participantes a aclarar sus posiciones; y incluyendo a los que no esten participando mientras limitando a los compañeros mas vocales. Los Participantes En un Seminario Socrático, los participantes comparten con el lider la responsabilidad de la calidad del seminario. Un buen seminario ocurre cuando los participantes estudian el texto cercamente en avanzado, escuchan atentamente, comparten sus ideas y preguntas en respuesta a las ideas y preguntas de otros, y buscan evidencia en el texto para apoyar sus ideas. 60 AVID Family Workshops

Overhead Transparency/Handout ML-3d The Tutorial Learning Process Identify the What do they Check for Recite! Problem: know? Understanding: How would you What is your What can you What does teach this to a question? tell me about it? _______ mean? friend? Key Clearly Understands Comprehension Reflect… Questions: What would happen if you What did What have you already tried? changed___? T you learn? More What is the Inquiry relationship of ____ What have we What and ______? overlooked? would happen if you changed_____? Is there any other way to look at it? Confused? What What How would you What questions have we would happen if you graphically illustrate do you still overlooked? changed_____? have? your process? Where can you go for more information? Section 1: Middle Level Workshops 61

Overhead Transparency/Handout SML-3d El Proceso de Aprendizaje en Tutoría Identifica el Revisar Para Recita! ¿Que saben? problema: Entendimiento: ¿Como le ¿Que me puedes ¿Cual es tu ¿Que es lo que___ enseñarias esto a decir de esto? pregunta? significa? un amigo? Entiende Preguntas Claves claramente Refleccíon Para ¿Qua pasaria si Comprensíon cambias__? ¿Que ¿Que has intentado? T aprendiste? Mas ¿Que es la relacion averiguacíon entre__ y ___? ¿Que hemos ¿Que descuidado? pasaria si ¿Hay otra forma de cambias_____? ver esto? ¿Confuso? ¿Como podrias ¿Que ¿Que ilustrar tu proceso ¿Que preguntas hemos pasaria si graficamente? tienes todavia? descuidado? cambias__? ¿A donde podrias ir por mas informacíon? 62 AVID Family Workshops

Overhead Transparency ML-3e Name: _________________________________________________ Grade: ____________________ Date: __________________________________________________ Period: ____________________ Tutorial Worksheet Question #1: Subject: ___________________________ Teacher: __________________________________________ Question Level: Information Processing Application Question #2: Subject: ___________________________ Teacher: __________________________________________ Question Level: Information Processing Application Summary/Reflection: Write about what you learned or understood more clearly through today’s tutorial session. __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Questions Participation Notes Summary/Reflection TOTAL 10 10 10 5 35 Notes Evaluation Notes must meet the following criteria for credit Evaluations must meet the following criteria (points to be given with Friday Binder Check): Be written for credit (60 points): Write a 10-sentence learning in Cornell notes style (header, at least two questions, at log about what you learned during the tutorial. (Do least 20 written lines [four or more words is the not list what you did, but explain what you learned. equivalent of one line], and a 4–5 sentence summary). You may use the phrase, “I learned…” only once.) Section 1: Middle Level Workshops 63

Overhead Transparency SML-3e Nombre: _________________________________________________ Materia: ________________ Fecha: __________________________________________________ Maestro: __________________ Hoja de Tutoría Pregunta #1: Materia: ___________________________ Maestro(a): ________________________________________ Nivel de pregunta: Informacíon Proceso Aplicacíon Pregunta #2: Materia: ___________________________ Maestro(a): ________________________________________ Nivel de pregunta: Informacíon Proceso Aplicacíon Resumen/Reflexíon: Escribe sobre lo que aprendiste y de lo que tienes mejor entendimiento atraves de tu participacíon en la sesíon de tutoría de hoy. __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Preguntas Participacíon Apuntes Resumen/Reflexíon TOTAL 10 10 10 5 35 Apuntes Evaluacíon Apuntes deben seguir los siguientes criterios para Evaluacíones deben seguir los siguientes recibir credito (los puntos seran otorgados durante la criterios para recibir credito (60 puntos): Escribe revision de la carpeta de el viernes): Estar escritas en el 10 oracíones en la hoja de aprendizaje de lo que estilo Cornell (encabezamiento, por lo menos dos aprendiste durante la sesíon de tutoría. (No escribas preguntas, por lo menos 20 líneas escritas [cuatro o más lo que hiciste, explica lo que aprendiste. Puedes palabras son el equivalente de una línea], y un resumen de utilizar la frase, “ Yo aprendi…” solamente una 4–5 oraciónes). vez). 64 AVID Family Workshops

Overhead Transparency ML-3f Tutorial Log Date Subject Tutor Initials Points Earned Section 1: Middle Level Workshops 65

Overhead Transparency SML-3f Anotacíon de Tutorías Fecha Materia Iniciales de Tutor Puntos Obtenidos 66 AVID Family Workshops

Overhead Transparency/Handout ML-3g Ways to Help Your Student At Home #3 Helping Him/Her Be a Good Collaborative Worker • Read and talk about texts with your student to help him/her take notes and clarify information. • Review Cornell notes with your student to prepare him/her for writing tutorial questions. • Be aware of tutorial days and check the night before to make sure that your student has completed his/her “Tutorial Request Form.” • Remind your student to keep a positive attitude and not be critical of his/her peers when working collaboratively. • Teach your child to be a role model/leader in the classroom. Section 1: Middle Level Workshops 67

Overhead Transparency/Handout SML-3g Como Ayudar a Su Hijo(a) en Casa #3 Ayudandolo(a) a ser un(a) buen(a) trabajador en grupo • Leer y hablar sobre los textos con su estudiante para ayudarlo(a) a tomar apuntes y aclarar informacíon. • Repasar los apuntes Cornell con su estudiante para preparalo(a) para escribir preguntas para tutoría. • Estar al tanto de los dias de tutoría y la noche anterior asegurar que su estudiante a escrito preguntas en su “Hoja de Tutoría.” • Recordarle a su estudiante que mantenga una actidud positiva y que no sea critico de sus compañeros cuando trabajan en equipo. • Enseñar a su estudiante a ser lider en el salon. 68 AVID Family Workshops

MIDDLE LEVEL WORKSHOP 4 Transitioning to High School Objectives To learn: • How to calculate a grade point average (GPA) • The emotional and academic aspects of transitioning to high school • The importance of a Six-Year Plan in helping students focus on high school graduation and college admission • How parents can help their students at home Suggested Timeline 90 minutes Advance Preparation 1. Contact the counseling office to obtain a copy of the current progress report/report card for each AVID student whose parent/family member will be attending the workshop. Student grades will be needed to complete the GPA activity. 2. Arrange well in advance for a counselor from your school (or the high school) to speak to parents about high school courses/credits, educational opportunities, etc. Materials • Easel and paper (flipchart) OR chalkboard/whiteboard • Marking pens/chalk • Overhead projector • Cornell notepaper • Pens/pencils • Overhead Transparency ML-4a: “Objectives” • Overhead Transparency SML-4a: “Objetivos” • Overhead Transparency ML-4b: “High School Jitters” • Overhead Transparency SML-4b: “Preocupaciones de Preparatoria” • Overhead Transparency ML-4c: “Calculating My GPA (Example)” • Overhead Transparency SML-4c: “Calculando Mi Promedio de Calificaciones (GPA)—Ejemplo” • Handout ML-4d: “Calculating My GPA” • Handout SML-4d: “Calculando Mi Promedio de Calificaciones (GPA)” • Overhead Transparency ML-4e: “GPA Goal-Setting” • Overhead Transparency SML-4e: “Formando Metas Para Promedio de Calificacíon” • Overhead Transparency/Handout ML-4f: “Ways to Help Your Student At Home #4” • Overhead Transparency/Handout SML-4f: “Como Ayudar a Su Hijo(a) en Casa #4” • Optional: Blank transparencies (for use as needed to explain workshop topics/give contact info, etc.); overhead pens Section 1: Middle Level Workshops 69

Welcome and 1. Welcome parents and family members to the fourth AVID workshop of the year. Introduction 5 minutes 2. Introduce yourself and have translator and students do the same. 3. Write your name and contact information on the flipchart/chalkboard/overhead. Tell participants they can contact you at any time if they have questions about the AVID program. 4. Explain logistics such as location of restrooms, drinking fountains, refreshments, etc. Objectives Display Overhead Transparency ML-4a: “Objectives” and review with participants to 5 minutes give them a good idea of what will be covered in today’s workshop. Opening Activity 1. Explain that today’s workshop will begin with an activity that will help parents/family 10 minutes members understand the fears and anxieties their students may have about going to high school. 2. Display Overhead Transparency ML-4b: “High School Jitters” and go over directions with participants. Tell parents that in this exercise they will have a chance to relive their fears/anxieties/excitement about going to high school to better understand their students’ feelings about making this transition. Clarify that parents/family members who did not attend high school can still participate in the activity by recording their thoughts about going to school in general. 3. Have participants come to the front of the room and each take a sheet of Cornell notepaper and a pen/pencil. Give a brief explanation of Cornell note-taking before having participants start the activity. 4. Allow five minutes for parents/family members to record their responses to the questions on the overhead transparency. 5. Have volunteers share their thoughts in a whole group discussion of the topic. Calculating Grade Discuss what a GPA is and its importance to students in high school and college. Point Average (GPA) 10 minutes Display Overhead Transparency/Handout ML-4c: “Calculating My GPA (Example).” Give each parent/family member a copy of the overhead/handout, a copy of his/her own student’s progress report/report card, and a copy of Handout ML-4d: “Calculating My GPA”. Using these materials, guide participants through the process of calculating a grade point average (GPA). Go through the six steps shown on the overhead with parents/family members. As you explain each step on the example in detail, have parents add the information from their student’s progress report on Handout ML-4d (“Calculating My GPA”). Circulate in the room to assist as necessary until all participants have succeeded in calculating their student’s grade point average. Stress that after each grading period, parents should discuss with their student their grades and goals for the next semester. Display Overhead Transparency ML-4e: “GPA Goal- Setting” to show a strategy used for helping AVID students plan in this area. Discuss; answer any questions parents might have. 70 AVID Family Workshops

Transitioning to High Have a middle-school/high school counselor speak to workshop participants on the School following topics: 30–35 minutes • Typical high school courses and the number of credits that should be earned • Clubs, activities, and sports available at the high school level and requirements for participation • The average amount of homework assigned each night (especially for honors and advanced placement courses) • Educational opportunities such as internships, community service, and special programs • College entrance exams or state assessments taken at each grade level Allow time after the presentation for questions and answers. Six-Year Plan Go over the following with participants: 5 minutes Once AVID students know which courses they need to take to graduate from high school and be eligible for college admission, they work with their parents, AVID teacher, and counselor to prepare a Six-Year Plan. Following this plan will ensure that AVID students are on the path to attend a four-year college or university. Parents can help keep students on track by making sure that students take and excel in the required courses. Discuss with parents/family members the importance of careful planning at the middle school level to ensure success in high school and college. For example, students need to make sure they take specific classes in middle school to prepare them for the rigorous classes in high school that will help them gain college admission. Explain how the Six-Year Plan, which begins in Grade 7, is a tool that helps students prepare for high school graduation and college admission. Go over the following with parents: • The Six-Year Plan is used to create a timeline of courses and activities that build on one another. • Each semester, the Six-Year Plan is reviewed and updated based on the classes the student has completed. Tell participants that this plan should also be discussed with parents during school conferences. Explain that if they have questions at any time during the school year about their student’s progress, they should make an appointment with the AVID teacher and/or counselor. How Parents Can Help Display/distribute Overhead Transparency/Handout ML-4f: “Ways to Help Your at Home Student at Home #4” and discuss the suggestions with workshop participants. Emphasize 10 minutes the importance of parental involvement to student success. Closing Allow time for final questions and answers before adjourning the workshop. Announce the 5 minutes date and time for the fifth—and final—workshop of the year (“College and Careers”), and give a brief explanation of what will be covered. Thank parents and family members for attending and remind them that they should feel free to contact you should they have any additional questions. Section 1: Middle Level Workshops 71

Overhead Transparency ML-4a Objectives To learn: • How to calculate a grade point average (GPA) • The emotional and academic aspects of transitioning to high school • The importance of a Six-Year Plan in helping students focus on high school graduation and college admission • Ways parents can help their students at home 72 AVID Family Workshops

Overhead Transparency SML-4a Objetivos Aprender: • Como calcular el GPA (Grade Point Average/Promedio de Calificacíones) • Los aspectos emocionales y academicos de la transicíon a la preparatoria • La importancia de Un Plan de Seis Años ayudando a estudiantes a enfocarse en graduacíon de preparatoria y entrada a la Universidad • Maneras en que los padres pueden ayudar a sus estudiantes en la casa Section 1: Middle Level Workshops 73

Overhead Transparency ML-4b High School Jitters • Think about your own fears and anxieties about going to high school. 1. What were you most excited about? 2. What were you afraid of? • How do you feel about your child going to high school? 1. What are you excited about? 2. What questions do you have? • Write down your ideas for sharing later with the group. 74 AVID Family Workshops

Overhead Transparency SML-4b Preocupaciones de Preparatoria • Piense de sus propios temores y ansiedades de asistir a la preparatoria. 1. ¿Que era lo que mas le excitaba? 2. ¿De que tenia miedo? • ¿Como se siente de que su hijo(a) asista a la preparatoria? 1. ¿Que es lo que mas le excita? 2. ¿Que preguntas tiene? • Escriba sus ideas para despues poder compartir con el grupo. Section 1: Middle Level Workshops 75

Overhead Transparency/Handout ML-4c Calculating My GPA (Example) Name: ______________________________________________________________ Date: __________________ STEP 1 STEP 2 Complete the chart below by filling in the grades you earned. Count how many you have of each letter grade: CLASS GRADE How many I have: Letter Grade English B 2 A Math C History A 3 B Science B 1 C AVID B 0 D Physical Education A Other: _____________________ 0 F STEP 3 STEP 4 Multiply each grade you received with the value listed: Add your grade points earned. The answer will be your total number of How many I have: Grade Points Earned grade points. A 2 x4 = 8 8 B 3 x3 = 9 9 C 1 x2 = 2 2 D 0 x1 = 0 0 F 0 x0 = 0 +0 19 Total Grade Points STEP 5 STEP 6 Divide the total grade points by the number of classes you have grades for. Round to the nearest hundredth. 3.17 My GPA is _____________________________ TGP 19 = GPA = 3.17 NC 6 76 AVID Family Workshops

Overhead Transparency/Handout SML-4c Calculando Mi Promedio de Calificacíones (GPA)—Ejemplo Nombre: ______________________________________________________________ Fecha: ______________ PRIMER PASO SEGUNDO PASO Completa la tabla con las calificacíones que obtuviste: ¿Cuenta cuantas tienes de cada letra? Clase Calificacíon Cuantas tengo: Calificacíon Ingles B 2 A Matemáticas C Historia A 3 B Ciencia B 1 C AVID B 0 D Educacíon Fisica A Otra: _____________________ 0 F TERCER PASO CUARTO PASO Multiplica cada calificacíon que recibiste con el valor escrito aqui: Suma tus puntos obtenidos. La respuesta sera tu total numero de Cuantas tengo: Puntos Obtenidos puntos. A 2 x4 = 8 8 B 3 x3 = 9 9 C 1 x2 = 2 2 D 0 x1 = 0 0 F 0 x0 = 0 +0 19 Puntos QUINTO PASO SEXTO PASO Divide el total numero de puntos por el numero de clases que tienes. Redondea a las centenas. Mi Promedio de Calificacíon (GPA) __________ 3.17 PO 19 = PC = 3.17 NC 6 Section 1: Middle Level Workshops 77

Handout ML-4d Calculating My GPA Name: ______________________________________________________________ Date: __________________ STEP 1 STEP 2 Complete the chart below by filling in the grades you earned. Count how many you have of each letter grade: CLASS GRADE How many I have: Letter Grade English ______ _____ A Math ______ History ______ _____ B Science ______ _____ C AVID ______ _____ D Physical Education ______ Other: _____________________ ______ _____ F STEP 3 STEP 4 Multiply each grade you received with the value listed: Add your grade points earned. The answer will be your total number of How many I have: Grade Points Earned grade points. A ____ x4 =______ ____ B ____ x3 =______ ____ C ____ x2 =______ ____ D ____ x1 =______ ____ F ____ x0 =______ + ____ ______ Total Grade Points STEP 5 STEP 6 Divide the total grade points by the number of classes you have grades for. Round to the nearest hundredth. My GPA is _____________________________ TGP = GPA = NC 78 AVID Family Workshops

Handout SML-4d Calculando Mi Promedio de Calificacíones (GPA) Nombre: ______________________________________________________________ Fecha: ______________ PRIMER PASO Completa la tabla con las calificacíones que obtuviste: SEGUNDO PASO ¿Cuenta cuantas tienes de cada letra? Clase Calificacíon Cuantas tengo: Calificacíon Ingles ______ ______ A Matemáticas ______ Historia ______ ______ B Ciencia ______ ______ C AVID ______ ______ D Educacíon Fisica ______ Otra: _____________________ ______ ______ F TERCER PASO CUARTO PASO Multiplica cada calificacíon que recibiste con el valor escrito aqui: Suma tus puntos obtenidos. La respuesta sera tu total numero de Cuantas tengo: Puntos Obtenidos puntos. A _____ x4 =______ ____ B _____ x3 =______ ____ C _____ x2 =______ ____ D _____ x1 =______ ____ F _____ x0 =______ + ____ ______ Puntos QUINTO PASO SEXTO PASO Divide el total numero de puntos por el numero de clases que tienes. Redondea a las centenas. Mi Promedio de Calificacíon (GPA) __________ PO = PC = NC Section 1: Middle Level Workshops 79

Overhead Transparency ML-4e GPA Goal-Setting Name: _________________________________________________________________Date:________________ Grading Period: _________ GPA on my progress report: _________ GPA on my report card: ________________ My feelings about my grades: __________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ My achievements so far this year: ______________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ My disappointments this year: __________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ My GPA goals for the next two months: __________________________________________________________ My academic goals for the next two months (studying, time management, homework, specific class, note-taking, calendar, etc.): ______________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ My personal goals for the next two months to help achieve my GPA (attitude, TV, social issues, family, nutrition, etc.): ______________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ 80 AVID Family Workshops

Overhead Transparency SML-4e Formando Metas Para Promedio de Calificacíon Nombre: ______________________________________________________________Fecha: ________________ Periodo de Evaluacíon: _________ Promedio de calificacíon en mi boleta preliminar: _______________ Promedio de calificacíon en mi boleta final: ____________ Mis sentimentios sobre mis calificacíones: ______________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Hazañas que he logrado hasta este punto este año: ________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Mis decepciones este año: ____________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Mis metas de promedio de calificacíon para los siguientes dos meses: ______________________________ Mis metas academicas durante los siguientes dos meses (estudiando, manejo de tiempo, tarea, una clase especificamente, tomando apuntes, calendario, etc. ...): ____________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Mis metas personales durante los siguientes dos meses para obtener la meta de promedio de calificacíon (actidud, televisión, asuntos sociales, familia, nutricíon, etc. ...): ____________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Section 1: Middle Level Workshops 81

Overhead Transparency/Handout ML-4f Ways to Help Your Student At Home #4 Preparing for High School • Be aware of courses your student needs to take to graduate from middle school and then high school. • Be aware of college entrance exams. • Encourage your student to become involved in extracurricular activities that interest him/her and to keep track of his/her participation. • Be aware of how much time your student spends on homework. Provide a quiet, well-lighted place for work to be completed. • Encourage your student to become involved in community service organizations. • Understand that the AVID teacher/coordinator and counselor(s) are available to answer questions and to provide information about high school and college. Feel free to call upon them as needed. 82 AVID Family Workshops

Overhead Transparency/Handout SML-4f Como Ayudar a Su Hijo(a) en Casa #4 Preparandose para la Preparatoria • Saber cuales cursos necesita tomar su estudiante para graduarse de secundaria y preparatoria. • Estar al tanto de los examenes que son requeridos para entrar a una Universidad. • Alente a su estudiante a que participe en actividades extra-curriculares en que le interesan y siga al tanto su participacíon. • Este al tanto de cuanto tiempo su estudiante pasa en tarea. Proporcione un lugar callado y con luz para que pueda completar su trabajo. • Alente a su estudiante a que participe en organizacíones de trabajo comunitario. • Tener entendimiento de que el maestro/coordinador de AVID y el consejero estan disponibles para responder a sus preguntas y para proporcionar informacíon de preparatoria y Universidad. Sientase libre para pedir su apoyo cuando los necesite. Section 1: Middle Level Workshops 83

MIDDLE LEVEL WORKSHOP 5 College and Careers Objectives To learn: • Student self-awareness activities • Career awareness activities • College awareness activities • How parents can help their students at home Suggested Timeline 90 minutes Materials • Easel and paper (flipchart) OR chalkboard/whiteboard • Marking pens/chalk • Overhead projector • Cornell notepaper • Pens/pencils • Overhead Transparency ML-5a: “Objectives” • Overhead Transparency SML-5a: “Objetivos” • Overhead Transparency ML-5b: “Self-Awareness Activities” • Overhead Transparency SML-5b: “Actividades de Conocimiento de Sí Mismo” • Overhead Transparency ML-5c: “Career Awareness Activities” • Overhead Transparency SML-5c: “Actividades de Conocimiento de Carrera” • Overhead Transparency ML-5d: “College Awareness Activities” • Overhead Transparency SML-5d: “Actividades de Conocimiento de Universidad” • Overhead Transparency/Handout ML-5e: “Ways to Help Your Student At Home #5” • Overhead Transparency/Handout SML-5e: “Como Ayudar a Su Hijo(a) en Casa #5” • Optional: Blank transparencies (for use as needed to explain workshop topics/give contact info, etc.); overhead pens 84 AVID Family Workshops

Welcome and 1. Welcome parents and family members to the fifth—and final—AVID workshop of the Introduction year. 5 minutes 2. Introduce yourself and have translator and students do the same. 3. Write your name and contact information on the flipchart/chalkboard/overhead. Tell participants they can contact you at any time if they have questions about the AVID program. 4. Explain logistics such as location of restrooms, drinking fountains, refreshments, etc. Objectives Display Overhead Transparency ML-5a: “Objectives” and review with participants to 5 minutes give them a good idea of what will be covered in today’s workshop. Opening Activity Ask parents/family members to think about some major events—milestones—that have 10 minutes occurred in their lives. Give an example from your own experience (e.g., birth of a child, a new job) to get them started. Distribute Cornell notepaper and pens/pencils and ask participants to create a list of 3–5 such milestones, giving the date of each event and telling how the person’s life was changed by it. After five minutes, have participants share their lists with a partner. Explain that thinking about milestones and accomplishments can be a positive experience and that many AVID activities are focused on helping students become more self-aware. Student Self-Awareness Discuss the importance of developing a strong sense of self and how motivational activities 20 minutes used in AVID foster a positive experience in the classroom that carries over outside of school. Display Overhead Transparency ML-5b: “Self-Awareness Activities” and review with parents, answering questions as necessary. Point out that the first activity (“Milestones in My Life”) is the one they just participated in. Emphasize that activities such as these are an important part of the AVID program because they foster personal growth by having students reflect on their accomplishments and challenges. Career Awareness and Say: “Once students have determined their strengths and interests, they will be ready to Exploration explore some career options.” 20 minutes Display Overhead Transparency ML-5c: “Career Awareness Activities” and review with parents. Explain that these activities will help students focus on a specific career that interests them; they will need to do this in order to plan their coursework in high school and college. College Awareness Say: “Once students have determined the career(s) that interests them, they can start 20 minutes exploring colleges and learn how these colleges address their career interests.” Display Overhead Transparency ML-5d: “College Awareness Activities” and review with parents, answering questions as necessary to clarify the activities. How Parents Can Help Display/distribute Overhead Transparency/Handout ML-5e: “Ways to Help Your at Home Student at Home #5,” and discuss the suggestions with workshop participants. Emphasize 5 minutes the importance of parental involvement to student success. Closing Allow time for final questions and answers before adjourning the workshop. Remind 5 minutes participants that this is the final workshop of the five planned for the year. Thank parents and family members for attending today’s workshop and remind them that they should feel free to contact you should they have any additional questions. Section 1: Middle Level Workshops 85

Overhead Transparency ML-5a Objectives To learn: • Student self-awareness activities • Career awareness activities • College awareness activities • Ways parents can help their students at home 86 AVID Family Workshops

Overhead Transparency SML-5a Objetivos Aprender: • El estudiante teniendo conocimiento de si mismo • Actividades de conocimiento de carrera • Actividades de conocimiento de Universidad • Maneras en que los padres pueden ayudar a sus estudiantes en la casa Section 1: Middle Level Workshops 87

Overhead Transparency ML-5b Self-Awareness Activities Milestones in My Life Students write about significant milestones in their lives, and identify the skills/qualities they developed based on these experiences. My Accomplishments Students think about an occasion when they acted maturely, and then make visual representations/collages of goals they would like to accomplish in the next 20 years. Owning My Own Feelings Students list feelings they have had about their accomplishments and disappointments. I Made a Mistake Students write about lessons they learned from making mistakes. Positive Self-Talk Students identify and discuss examples of positive self-talk. Declaration of My Identity Students discuss aspects that make up a person’s identity, and then each write an “I AM” poem that tells who they are. 88 AVID Family Workshops

Overhead Transparency SML-5b Actividades de Conocimiento de Sí Mismo Acontecimientos Importantes en Mi Vida Estudiantes escriben sobre acontecimientos importantes en sus vidas, y identifican las habilidades o cualidades que ellos desarollaron por estas experiencias. Mis Logros Estudiantes piensan acerca de una ocasión cuando actuaron con madurez y despues hacen representacíones visuales de metas que quiren lograr en los siguientes 20 años. Poseer Mis Sentimientos Estudiantes hacen una lista de los sentimientos que han tenido asociados con sus logros y decepciones. Cometi Un Error Estudiantes escriben sobre lecciones que aprendieron cuando cometieron errores. Hablando Positivamente Con Sí Mismo Estudiantes identifican y discuten ejemplos de como hablar positivamente con sí mismo. Declaracíon de Mi Identidad Estudiantes tiene discussion sobre los aspectos que hacen la identidad de una persona y despues individualmente escriben un poema sobre su identidad (I Am Poem). Section 1: Middle Level Workshops 89

Overhead Transparency ML-5c Career Awareness Activities Career Exploration Activity Students take personal interest assessments to determine the career field for which they are best suited. They then investigate and find out what kinds of jobs are in that field. Students design maps that outline paths to reaching their career goal. Career Research Students research a particular career that interests them. Their research should address job conditions, tasks/duties, working hours, salary, education/training, skills/abilities, etc. Career Interview Students talk with people who work in—or have worked in—the career of their choice. Changing Careers Students write about the possible effects of changing careers. The Ideal Career Students write a reflection about what their ideal career would be. 90 AVID Family Workshops

Overhead Transparency SML-5c Actividades de Conocimiento de Carrera Actividad de Exploracíon de Carrera Estudiantes toman una evaluacíon individual para determinar la carrera cuyo seria mas apropiada para ellos. Despues eligen una carrera para investigar que tipos de trabajos estan en esta carrera. Estudiantes crean un plan para llegar a su meta de carrera, entre otras actividades. Investigacíon de Carrera Estudiantes investigan una carrera que les interesa. La investigacíon se debe de enfocar en condicíones de trabajo, tareas/deberes, horas de trabajo, salario, educacíon/entrenamiento, destrezes/habilidades, etc. Entrevista de Carrera Estudiantes tienen conversacíon con personas que trabajan o que han trabajado en la carrera que escogieron. Cambiando Carreras Estudiantes escriben sobre los posibles efectos de cambiar carreras. Section 1: Middle Level Workshops 91

Overhead Transparency ML-5d College Awareness Activities Post-Secondary Options Grid Students become aware of their educational options after high school: community college, state colleges and universities, independent or private colleges, technical or vocational schools, armed services. College Plan Poster Students create a poster showing a plan of what they need to do each year to prepare for acceptance into college. College Banner Project Students identify a college of interest and create a banner with information about that college. They decorate the banner in the school’s colors and present it to the class. College Quiz Board Students research course requirements, financial aid information, etc. for college, and then create a “Jeopardy” board with the information they obtain. Students play “Jeopardy” with each other to learn about the various colleges. College Letter Activity Students write letters to colleges of their choice. (This provides an opportunity to teach students how to write business letters, as well.) College Current Events Students select college-related articles from a current newspaper/magazine or from the Internet. They read, take notes, and then write two higher-level questions/answers based on information in the article. Students answer each other’s questions in small groups. 92 AVID Family Workshops

Overhead Transparency SML-5d Actividades de Conocimiento de Universidad Tabla de Opciones Despues de la Preparatoria Estudiantes se enteran de sus opciones despues de la secundaria: colegios comunitarios, universidades estatales, universidades privadas, escuelas de vocacíon o tecnicas, servicio militar Proyecto de Plan Universitario Estudiantes crean un cartel que demuestra un plan de lo que necesitan hacer cada año en preparacíon para entrar a una Universidad. Proyecto de Bandera de Universidad Estudiantes identifican una Universidad que les interesa y crean una bandera con informacíon sobre esta Universidad. Decoran la bandera en los colores de la escuela y la presentan a la clase. Tabla de Examen de Universidad Estudiantes investigan los requisitos de cursos, informacíon sobre ayuda financiera, etc...para la Universidad y despues crean una tabla de examen con la informacíon que obtuvieron. Estudiantes juegan Jeopardy para aprender sobre las varias Universidades. Actividad de Carta a Universidad Estudiantes escriben una carta a una Universidad que ellos escogen. Ademas esta es una oportunidad de enseñar a estudiantes como escribir una carta de negocios. Eventos al Corriente sobre la Universidad Estudiantes escogen articulos sobre universidades de periodicos, revistas, o el Internet. Leen, toman apuntes, y despues escriben dos preguntas de alto nivel con respuestas basadas en el articulo. Estudiantes contestan las preguntas en grupos pequeños. Section 1: Middle Level Workshops 93

Overhead Transparency/Handout ML-5e Ways to Help Your Student At Home #5 Preparing for College and Career • Talk to your student about his/her personal interests and future goals. Listen attentively, ask questions, and offer your own observations/opinions in a supportive way. • Talk to your student about different careers that match his/her interests. If you know someone in one of these careers, have your student talk with that person about his/her experiences in the field. • Talk to your student about the colleges that he/she is interested in attending. If possible, visit them together and discuss the experience. • Encourage and support your student. Take pride in his/her accomplishments. 94 AVID Family Workshops

Overhead Transparency/Handout SML-5e Como Ayudar a Su Hijo(a) en Casa #5 Preparandose para Universidad y Carrera • Hable con su estudiante sobre sus intereses y metas. Escuche atentamente, haga preguntas, y ofresca sus propias observacíones en una manera de apoyo. • Hable con su estudiante sobre las diferentes carreras que son igual a sus intereses. Sí conoce a alguien en estas carreras, haga que su estudiante hable con esta persona sobre sus experiencias en esta carrera. • Hable con su estudiante sobre las universidades en que el/ella este interesado(a) en atender. Sí es possible, visiten las universidades juntos y tengan conversacíon sobre esta experiencia. • Alente y apoye a su estudiante. Tenga orgullo en los logros de el/ella. Section 1: Middle Level Workshops 95

“First, (AVID) creates a classroom environment where kids are encouraged to take learning seriously, and, secondly, to see themselves as scholars. I’d like to expand that notion beyond school, after school, at home. AVID also creates an environment for peer support, and for kids, that’s everything. If you can create an intellectual environment and peer support, it can have long-term effects.” —Dr. Peter Noguera, Professor of Education, New York University 96

Section Two: High School Workshops 97

HIGH SCHOOL WORKSHOP 1 Introduction to AVID—Part 1 Objectives To learn: • Basic information about AVID (mission/purpose; what it is/is not) • The AVID student profile • What takes place during a typical week in the AVID elective • AVID methodologies: WICR (Writing, Inquiry, Collaboration, and Reading) • The AVID grading system • The importance of family involvement in student success; ways parents can help at home Suggested Timeline 90 minutes Materials • Easel and paper (flipchart) OR chalkboard/whiteboard • Marking pens/chalk • Overhead projector • Cornell notepaper • Pens/pencils • Overhead Transparency HS-1a: “Overview of Workshops” • Overhead Transparency SHS-1a: “Repaso de los Talleres” • Overhead Transparency HS-1b: “Objectives” • Overhead Transparency SHS-1b: “Objetivos” • Overhead Transparency HS-1c: “Partner Interview” • Overhead Transparency SHS-1c: “Entrevista de un Compañero(a)” • Overhead Transparency/Handout HS-1d: “AVID at a Glance” • Overhead Transparency/Handout SHS-1d: “Un Vistazo a AVID” • Overhead Transparency HS-1e: “The Mission of AVID” • Overhead Transparency HS-1e: “The Purpose of AVID” • Overhead Transparency SHS-1e: “La Misión de AVID” • Overhead Transparency SHS-1e: “El Propósito de AVID” • Overhead Transparency HS-1f: “The AVID Student Profile” • Overhead Transparency SHS-1f: “Perfil del Estudiante AVID” • Overhead Transparency/Handout HS-1g: “Sample Week in the AVID Elective” • Overhead Transparency/Handout SHS-1g: “Ejemplo de Una Semana en AVID” • Overhead Transparency HS-1h: “WICR” • Overhead Transparency SHS-1h: “WICR” • Overhead Transparency HS-1i: “Ways to Help Your Student At Home #1” • Overhead Transparency SHS-1i: “Como Ayudar a Su Hijo(a) en Casa #1” • Optional: Blank transparencies (for use as needed to explain workshop topics/give contact info, etc.); overhead pens 98 AVID Family Workshops

Welcome and 1. Welcome parents and family members to the first AVID workshop of the year. Introduction 2. Introduce yourself and have translator and students do the same. 5 minutes 3. Write your name and contact information on the flipchart/chalkboard/overhead. Tell participants they can contact you at any time if they have questions about the AVID program. 4. Explain logistics such as location of restrooms, drinking fountains, refreshments, etc. Overview of Display Overhead Transparency HS-1a: “Overview of Workshops.” Explain to Workshops for Year participants that this is the first of five workshops planned for the year. Read aloud the title of 5 minutes each workshop and comment briefly on its content. • Introduction to AVID—Part 1 • Introduction to AVID—Part 2 • High School—The Big Picture • College and Careers—Part 1 • College and Careers—Part 2 Objectives Display Overhead Transparency HS-1b: “Objectives” and review with participants to 5 minutes give them a good idea of what will be covered in today’s workshop. Opening Activity 1. Explain that you will start off today with an activity that will help each parent/family 15–20 minutes member get to know another person in the room. (varies with number of participants) 2. Display Overhead Transparency HS-1c: “Partner Interview” and go over directions with participants. Answer any questions they might have about the procedure. 3. Distribute Cornell notepaper and pens/pencils. Tell participants they may want to jot down a few notes about their partner during the interview to help them recall details later when they introduce him/her to their group. Give a brief explanation of Cornell note-taking, and then model the activity, using information about yourself. 4. Allow five minutes for partners to interview each other. 5. Have each person do a one-minute introduction of his/her partner. (Note: Caution participants that due to time constraints they may not be able to share their entire conversation.) 6. Debrief by pointing out that participants practiced important study skills in this activity— they had to listen carefully, take notes, and then publicly speak when they introduced their partner. Emphasize that these skills, which are critical to student success, are among those taught in the AVID class. What is AVID? Display/distribute Overhead Transparency/Handout HS-1d: “AVID at a Glance.” Use 10 minutes the information on this sheet and on Overhead Transparency HS-1e: “The Mission of AVID” to give participants a basic understanding of the AVID program; answer any questions participants might have. Supplement this introduction by sharing the following information: AVID is an elective class that meets each school day and provides support and instruction to help students succeed in school. At the middle level, AVID’s focus is on preparing students for enrollment in the college preparatory classes offered in high school. At the high school level, students investigate colleges and universities, apply for admission, and prepare for succeeding at the college level. Section 2: High School Workshops 99

AVID Student Profile Display Overhead Transparency HS-1f: “The AVID Student Profile” to illustrate who is 10 minutes served in the AVID elective. Discuss; tell parents that students selected for the AVID program must also have good attendance and satisfactory citizenship. Answer any questions they might have about AVID’s target population. Sample Week in the Display/distribute Overhead Transparency/Handout HS-1g: “Sample Week in the AVID Elective AVID Elective” and go over the information to help parents/family members understand 10 minutes what their students experience during a typical week in the AVID class. Point out how each day of the school week has a specific focus: Mondays and Wednesdays: AVID curriculum Tuesdays and Thursdays: Tutorials Fridays: Motivational activities, guest speakers, field trips Explain to parents what happens on tutorial days, and answer any questions they might have about the AVID weekly schedule. WICR Display Overhead Transparency HS-1h: “WICR” and explain that the acronym WICR 10 minutes stands for writing, inquiry, collaboration, and reading. Briefly describe each of these methodologies. Define unfamiliar terms (e.g., Socratic Seminar, quickwrite, reciprocal teaching, jigsaw) to give participants an understanding of the types of activities their students participate in regularly. Point out to participants that the activity completed at the opening of the workshop was a WICR activity, and that they each used all four AVID methodologies by doing the following: • Taking notes during partner interview (Writing) • Asking each other questions (Inquiry) • Working with another person (Collaboration) • Reviewing notes before/during partner introduction (Reading) Answer any questions parents/family members might still have about AVID methodologies/activities. How Parents Can Help Display/distribute Overhead Transparency/Handout ML-1i: “Ways to Help Your at Home Student at Home #1” and discuss the suggestions with workshop participants. Emphasize 5 minutes the importance of parent involvement to student success. Closing Allow time for final questions and answers before adjourning the workshop. Thank parents 5 minutes and family members for attending and remind them that they should feel free to contact you should they have any additional questions. Announce the date and time of Workshop 2. 100 AVID Family Workshops

Overhead Transparency HS-1a Overview of Workshops 1. Introduction to AVID—Part 1 2. Introduction to AVID—Part 2 3. High School—The Big Picture 4. College and Careers—Part 1 5. College and Careers—Part 2 1 2 3 4 5 6 Section 2: High School Workshops 101

Overhead Transparency SHS-1a Repaso de los Talleres 1.Introducción a AVID—Parte 1 2.Introducción a AVID—Parte 2 3.Preparatoria—Un Vistazo 4.Universidad y Carreras—Parte 1 5.Universidad y Carreras—Parte 2 1 2 3 4 5 6 102 AVID Family Workshops

Overhead Transparency HS-1b Objectives To learn: • Basic information about AVID (mission/purpose; what it is/is not) • The AVID student profile • What takes place during a typical week in the AVID elective • AVID methodologies: WICR (Writing, Inquiry, Collaboration, and Reading) • The AVID grading system • The importance of family involvement in student success; ways parents can help at home Section 2: High School Workshops 103

Overhead Transparency SHS-1b Objetivos Aprender: • Informacíon basica de AVID (misión y propósito; que es y que no es). • Perfil del estudiante AVID. • Que occure en una semana tipica en la clase electiva de AVID. • Como AVID ayuda a estudiantes en sus clases academicas. • Metodologias de AVID: WICR (Writing/escritura, Inquiry/cuestionar, Collaboration/colaboración, Reading/lectura). • Systema de calificación de AVID. • Importancia de envolucramiento de padres/familia para el éxito de estudiantes; como los padres pueden ayudar en sus casas. 104 AVID Family Workshops

Overhead Transparency HS-1c ® AVID D e c a d e s o f C o l l e g e D re a m s Partner Interview 1. Choose a partner you do not already know. 2. Talk with your partner for five minutes to find out: • Your partner’s name. • Something interesting about him/her. • Something about which he/she is proud. • Something funny your partner has done recently. 3. Once interviews are completed, link up with another set of partners to form a group of four. 4. Each person now will have a turn to introduce his/her partner—in one minute or less—to the others in the group. Section 2: High School Workshops 105

Overhead Transparency SHS-1c ® AVID D e c a d e s o f C o l l e g e D re a m s Entrevista de un Compañero(a) 1. Escoje un compañero(a) que no conoces. 2. Entrevista a tu compañero(a) por cinco minutos para averiguar: • Su nombre. • Algo interesante de tu compañero(a). • Algo de que tu compañero(a) este orgulloso(a). • Algo divertido que recientemente ha echo tu compañero(a). 3. Despues de terminar los entrevistas, juntense con otro grupo de dos para formar un grupo de cuatro. 4. Cada persona tendra un minuto o menos para introducir a su compañero(a) al resto del grupo. 106 AVID Family Workshops

Overhead Transparency/Handout HS-1d AVID at a Glance What AVID is... • AVID is an acronym that stands for Advancement Via Individual Determination. • AVID is an in-school academic support program for grades 4–12 that prepares students for college eligibility and success. • AVID places academically average students in advanced classes. • AVID levels the playing field for minority, rural, low-income, and other students without a college-going tradition in their families. • AVID is for ALL students, but it targets those in the academic middle. • AVID is implemented schoolwide and districtwide. What AVID isn’t... • AVID isn’t a remedial program. • AVID isn’t a free ride. • AVID isn’t a niche program. • AVID isn’t a college outreach program. Section 2: High School Workshops 107

Overhead Transparency/Handout SHS-1d Un Vistazo a AVID AVID es... • AVID es un sigla que representa Advancement (Adelantamiento) Via (Via) Individual (Individual) Determination (Determinación). • AVID es un programa de apoyo academico dentro la escuela para estudiantes en grados 4–12 en preparación para eligibilidad y exitó universitario. • AVID pone a estudiantes de nivel promedio en cursos avanzados. • AVID nivela las oportunidades para los estudiantes menos representados, de partes rurales, de bajos ingresos, y otros estudiantes que no tienen la tradición familiar de asistencia universitaria. • AVID es para TODOS los estudiantes, pero se enfoca en los que tienen un nivel academico de promedio. • AVID es implementado en la escuela y distrito. AVID no es... • AVID no es un programa de remediación. • AVID no es un boleto gratis. • AVID no es un programa nicho. • AVID no es un programa de extension de Universidad. 108 AVID Family Workshops

Overhead Transparency HS-1e (1 of 2) Section 2: High School Workshops 109

Overhead Transparency HS-1e (2 of 2) 110 AVID Family Workshops

Overhead Transparency SHS-1e (1 of 2) Section 2: High School Workshops 111

Overhead Transparency SHS-1e (2 of 2) 112 AVID Family Workshops

Overhead Transparency HS-1f The AVID Student Profile Students with Academic Potential • Average to High Test Scores • 2.0–3.5 GPA • College Potential with Support • Desire and Determination Who Meet One or More of the Following Criteria • First Generation in Family to Attend College • Historically Underserved in Four-Year Colleges • Low Income • Special Circumstances Section 2: High School Workshops 113

Overhead Transparency SHS-1f Perfil del Estudiante AVID Estudiantes con Potencial Academico • Con Resultados de Examenes de Promedio o Sobresaliente • Promedio de Calificaciones Entre 2.0–3.5 • Potencial de Universidad con Apoyo • Con Aspiración y Determinación El Estudiante de AVID Satisface Uno o Mas de los Siguientes Criterios • Es de la Primera Generacíon en su Familia en Asistir a una Universidad • De Menos Representación Histórica en Colegios de Cuatro Años • De Bajos Ingresos • Con Circunstancias Especiales 114 AVID Family Workshops

Overhead Transparency/Handout HS-1g Sample Week in the AVID Elective Daily or Block Schedule MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY AVID Tutorials AVID Tutorials Binder Evaluation Curriculum Curriculum Field Trips Media Center Combination Combination Speakers for Block for Block Motivational Schedule Schedule Activities (within block) AVID Curriculum includes: Motivational Activities include: • Strategies for Success • Speakers • College and Careers • Field trips • Writing Curriculum • Philosophical chairs/Socratic Seminar • Oral language/public speaking • Team building • Note-taking practice • Media Center/Career Center • Test preparation • Other motivational activities that • Research support AVID goals • WICR activities AVID Tutorials include: • Collaborative study groups • Problem solving • Note-taking • Higher-level thinking questions • WICR strategies • Reflection and evaluation Section 2: High School Workshops 115

Overhead Transparency/Handout SHS-1g Ejemplo de Una Semana en AVID Horario Diario o en Bloque LUNES MARTES MIERCOLES JUEVES VIERNES Plan de Tutoría Plan de Tutoría Evaluacíon de estudio estudio cuaderno Visitas a universidades Centro de Combinación Combinación computadoras para horario para horario Presentadores Actividades de en bloque en bloque motivación El plan de estudio de AVID incluye: Actividades de motivación incluye: • Strategias para Exito • Presentadores • Colegio y Carreras • Visitas a universidades • Escritura • Seminario Socrático • Presentaciones orales • Trabajo de equipo • Práctica en tomar apuntes • Centro de computadoras • Preparación de examenes • Otras actividades de motivación • Investigación que apoyan las metas de AVID • Actividades WICR Tutoría de AVID incluye: • Grupos de estudio colaborativos • Resolviendo problemas • Tomando apuntes • Preguntas de alto nivel • Estrategias de WICR • Evaluación y Reflexión 116 AVID Family Workshops

Overhead Transparency HS-1h WICR Writing Inquiry • Learning Logs/Journals • Skilled Questioning • Cornell notes • Socratic Seminars • Prewrite • Quickwrite/Discussion • Draft • Critical Thinking Activities • Respond • Writing Questions • Revise • Open-Mindedness Activities • Edit • Final Draft Reading • SQ3R (Survey/Question/Read, Collaboration Recite, Review) • Group Projects • KWL (What I Know/Want to Learn/Learned) • Study Groups • Reciprocal Teaching • Jigsaw Activities • “Think-aloud” • Read-Arounds • Response/Edit/Revision Groups • Collaborative Activities Section 2: High School Workshops 117

Overhead Transparency SHS-1h WICR Escritura Cuestionar • Diario • Habilidad de Preguntar • Apuntes Cornell • Seminario Socrático • Pre-Escritura • Escritura rápida y Discusión • Hacer el Borrador • Actividades de Pensamiento • Responder Crítico • Revisión • Escribiendo Preguntas • Revisar • Actividades de Disposición Abierta • Ultimo Plano Lectura Colaboración • SQ3R (Survey/Question/Read, • Proyectos en Grupo Recite, Review)/(Examinar/ • Grupos de Estudio Preguntar/Leer/Recitar/Repasar) • Actividades de Jigsaw • KWL (What I Know/Want to • Lectura Alrededor de Clase Learn/Learned)/(Lo que se/Lo que • Grupos de Respuesta/Revisión quiero aprender/Lo que aprendi) • Actividades de Colaboración • Enseñanza Reciprocó • “Pensamiento en voz”/“Think- aloud” 118 AVID Family Workshops

Overhead Transparency/Handout HS-1i Ways to Help Your Student At Home #1 Showing Interest in His/Her Progress • Talk to your student about school. • Be aware of your student’s classes and his/her performance in each. Praise your student’s strengths, and help him/her find ways to improve in areas of weakness. • Ask to look at your student’s binder. • Review your student’s tutorial request forms to see what kinds of questions he/she is asking in class. • Find out who your student’s friends are. • Be enthusiastic and supportive. Your student’s participation in AVID will keep him/her motivated and excited about reaching the goal of attending a four-year college or university. Section 2: High School Workshops 119

Overhead Transparency/Handout SHS-1i Como Ayudar a Su Hijo(a) en Casa #1 Demonstrando Interes En Como Esta Progresando • Hable con su estudiante sobre la escuela. • Este al tanto de las clases de su estudiante y como esta progresando. Apoyar sus logros y encontrar maneras de ayudarlo a mejorar en donde tenga dificultades. • Mire adentro de el cuaderno de su estudiante. • Repase las hojas de tutoría de su estudiante para saber que preguntas esta haciendo en clase. • Averigue quienes son los amigos/amigas de su estudiante. • Tenga entusiasmo y apoyelo. La participacíon de su estudiante en AVID lo mantendra a el/ella motivado(a) y entusiasmado(a) de lograr la meta de asistir a una Universidad. 120 AVID Family Workshops

HIGH SCHOOL WORKSHOP 2 Introduction to AVID—Part 2 Objectives To learn: • The purpose of the AVID student binder • Study strategies used in AVID (Cornell note-taking and learning logs) • The importance of time management and goal setting to student success • The AVID tutorial process • How parents can help their students at home Suggested Timeline 90 minutes Advance Preparation Included in this workshop is a “Binder Grading Sheet” (Overhead Transparency HS-2d) to show parents how their student’s work is graded in AVID. This is a generic form; if you have developed a grading sheet for your class that you like better, feel free to substitute it when presenting the workshop. Materials • Easel and paper (flipchart) OR chalkboard/whiteboard • Marking pens/chalk • Cornell notepaper • Pens/pencils • Overhead projector or computer set up for PowerPoint® presentation • Sample AVID student binder • Overhead Transparency HS-2a: “Objectives” • Overhead Transparency SHS-2a: “Objetivos” • Overhead Transparency HS-2b: “My Daily Schedule” • Overhead Transparency SHS-2b: “Mi Horario Diario” • Overhead Transparency/Handout HS-2c: “Binder Contents and Organization” • Overhead Transparency/Handout SHS-2c: “Organizacíon y Contenido del Cuaderno” • Overhead Transparency HS-2d: “Binder Grading Sheet” • Overhead Transparency SHS-2d: “Evaluacíon de Cuaderno” • Overhead Transparency HS-2e: “Cornell Notes Format” • Overhead Transparency SHS-2e: “Formato de Apuntes Cornell” • Overhead Transparency/Handout HS-2f: “Learning Log” • Overhead Transparency/Handout SHS-2f: “Hoja de Aprendizaje” • Overhead Transparency HS-2g: “Calendar for the Month of _________” • Overhead Transparency SHS-2g: “Calendario Para el Mes de _________” • Overhead Transparency HS-2h: “Backwards Mapping Template” • Overhead Transparency SHS-2h: “Guía de Seguimiento” • Overhead Transparency HS-2i: “Goal-Setting Outline (GPA)” • Overhead Transparency SHS-2i: “Guía de Establecimiento de Metas” • Overhead Transparency HS-2j: “The Tutorial Learning Process” • Overhead Transparency SHS-2j: “El Proceso de Aprendizaje en Tutoría” • Overhead Transparency HS-2k: “Tutorial Request Form” • Overhead Transparency SHS-2k: “Hoja de Tutoría” • Overhead Transparency HS-2l: “Tutorial Log” • Overhead Transparency SHS-2l: “Anotacíon de Tutorías” • Overhead Transparency/Handout HS-2m: “Ways to Help Your Student At Home #2” • Overhead Transparency/Handout SHS-2m: “Como Ayudar a Su Hijo(a) en Casa #2” • Optional: Blank transparencies (for use as needed to explain workshop topics/give contact info, etc.); overhead pens Section 2: High School Workshops 121

Welcome and 1. Welcome parents and family members to the second AVID workshop of the year. Introduction 2. Introduce yourself and have translator and students do the same. 5 minutes 3. Write your name and contact information on the flipchart/chalkboard/overhead. Tell participants they can contact you at any time if they have questions about the AVID program. 4. Explain logistics such as location of restrooms, drinking fountains, refreshments, etc. Explain Objectives Display Overhead Transparency HS-2a: “Objectives” and review with participants to 5 minutes give them a good idea of what will be covered in today’s workshop. Emphasize that each of the strategies covered today is an important key to student success, as is parent involvement. Opening Activity Explain that today’s workshop will open with an activity that allows participants to reflect 10 minutes on how they spend their time each day. Display Overhead Transparency HS-2b: “My Daily Schedule” and review instructions with parents/family members. Distribute Cornell notepaper and pens/pencils, and have participants follow the directions on the overhead. After five minutes, have them pair up with another person to share their daily schedules and responses to the questions. Emphasize that learning to use one’s time effectively is critical to their student’s success, and that development of this skill is an essential thrust of the AVID program. The AVID Student Show participants a sample AVID student binder. Explain that all AVID students are Binder required to keep such a binder and that they are instructed to arrange the materials in their 20 minutes binders in a specific way. Make the following two points: • The purpose of the AVID binder is to teach students how to be organized. • Organization is directly related to student success. Flip through the student binder, pointing out the various sections. Say: Each academic class (including AVID) has a separate section where assignment sheets, class notes, completed assignments/tests, handouts, etc. are to be stored. Every other week, these student binders are turned in to be graded by trained AVID tutors. Display/distribute Overhead Transparency/Handout HS-2c: “Binder Contents and Organization” to introduce important aspects of the AVID student binder. Discuss; answer any questions participants might have. Display Overhead Transparency HS-2d: “Binder Grading Sheet” to show parents how points are awarded when binders are turned in for grading by a tutor. Study Strategies Display Overhead Transparency HS-2e: “Cornell Notes Format;” share the following 10 minutes information with workshop participants: Cornell notes help students process information. Using this important strategy, students take notes on the most important concepts covered in their classes, analyze this information in depth, and reflect on their understanding of what they have read/heard. Cornell notes are useful when reviewing information learned in class and when studying for tests. Display/distribute Overhead Transparency/Handout HS-2f: “Learning Log” to introduce participants to another valuable learning aid used in AVID. Discuss; answer any questions parents might have about these two study strategies. Encourage parents to use their copy of the learning log to take notes during the workshop. 122 AVID Family Workshops

Time Management Review the importance of time management, emphasizing that acquision of this skill is key to 5 minutes student success in school. Share the following with participants: AVID students tend to be some of the busiest students on campus. Not only do they take rigorous courses and participate in extracurricular activities, but many also have part-time jobs. Accordingly, it is essential that these students develop effective time-management skills. Display Overhead Transparency HS-2g: “Calendar for the Month of ______”, and record a few typical entries on the overhead to show how this important planning tool is used by AVID students. To introduce another important time-management strategy used in AVID, display Overhead Transparency HS-2h: “Backwards Mapping Template.” Illustrate how a student would use this sheet to organize—and complete on schedule—a class project with many components. Discuss; answer any questions parents/family members might have. Goal Setting Discuss the importance of learning to set short- and long-range goals if students are to reach 5 minutes their ultimate goal of attending college. Use Overhead Transparency HS-2i: “Goal Setting Outline (GPA)” to illustrate how the GPA (Goal, Plan, Action) strategy is used in AVID classes to help students develop an action plan, as well as learn skills that will help them succeed in all areas of life. The AVID Tutorial Use Overhead Transparency/Handout HS-2j: “The Tutorial Learning Process” to Process introduce parents to this core component of the AVID program. Explain that AVID students 20 minutes often find themselves struggling to understand concepts taught in their rigorous courses and that the tutorial provides them an opportunity to 1) ask questions and 2) delve deeper into the content to gain a better understanding of the information. Use Overhead Transparency HS-2k: “Tutorial Request Form” and Overhead Transparency HS-2l: “Tutorial Log” to show the record keeping used with this collaborative strategy. Discuss; answer any questions participants might have. How Parents can Help Display/distribute Overhead Transparency/Handout HS-2m: “Ways to Help Your at Home Student at Home #2” and discuss the suggestions with workshop participants. Emphasize 10 minutes the importance of parental involvement to student motivation and success. Closing Allow time for final questions and answers before adjourning the workshop. Remind 5 minutes participants that this is the second of five workshops planned for the year. Read aloud the titles of the three remaining workshops and comment briefly on each one’s content. • Workshop 3: High School—The Big Picture • Workshop 4: College and Careers—Part 1 • Workshop 5: College and Careers—Part 2 Announce the date and time of Workshop 3. Thank parents and family members for attending today’s workshop and remind them that they should feel free to contact you should they have any additional questions. Section 2: High School Workshops 123

Overhead Transparency HS-2a Objectives To learn: • The purpose of the AVID student binder • Study strategies used in AVID (Cornell note-taking and learning logs) • The importance of time management and goal setting to student success • The AVID tutorial process • How parents can help their students at home 124 AVID Family Workshops

Overhead Transparency SHS-2a Objetivos Aprender: • El propósito del cuaderno del estudiante de AVID • Estrategias de estudio utilizadas en AVID—apuntes Cornell y hoja de aprendizaje • La importancia de manejo de tiempo y desarollo de metas para el éxito de estudiantes • El proceso de tutoría en AVID • Como los padres pueden ayudar a sus hijos/hijas en casa Section 2: High School Workshops 125

Overhead Transparency HS-2b My Daily Schedule Reflect on how you spend your time each day. Using Cornell notepaper and a pen or pencil, write a brief schedule of a typical day in your life. Begin with when you wake up in the morning and end with when you go to bed at night. When you have completed your schedule, answer the following questions: • At which time(s) of the day are you most productive? • At which time(s) of the day are you least productive? • What makes you productive? • What keeps you from being productive? Share your responses with a partner. 126 AVID Family Workshops

Overhead Transparency SHS-2b Mi Horario Diario Refleja en como pasas tu día. Utilizando un papel de apuntes de Cornell y lápiz o pluma, escribe un breve horario de un día tipico en tu vida. Comienza con cuando despiertas y termina con cuando vas a cama en la noche. Cuando hayas completado tu horario, responde a las siguientes preguntas: • ¿A que horas del día eres mas productivo? • ¿A que horas del día eres menos productivo? • ¿Que te hace productivo? • ¿Que te detiene a ser productivo? Comparte tus repuestas con un compañero. Section 2: High School Workshops 127

Overhead Transparency/Handout HS-2c Binder Contents and Organization You will need a good quality 3-ring binder (2″–3″ rings) with pocket inserts for your AVID class. Required Binder Contents: _____ Five–six colored tab subject dividers to separate academic classes, including AVID _____ Zipper pouch to store supplies (a 3-hole punched, heavy-duty, plastic bag with zipper closure also works) _____ Two or more pens _____ Two or more pencils _____ Filler paper (some notebook paper is now available in Cornell note style) _____ Assignment calendar for each academic class and/or school agenda book _____ Tutorial logs _____ Learning logs Suggested Binder Contents: _____ One or two folders with pockets (for paper with no holes punched in it) _____ One or more colored highlighter pens _____ Notebook dictionary and/or thesaurus _____ Calculator _____ Six-inch ruler _____ Tips on note-taking and test-taking skills, tutorial guidelines, or other AVID strategy sheets _____ Sample of note-taking in specific subjects The Front Section of Your Binder Should be Organized in the Following Manner: _____ Binder front cover _____ Zipper pouch for supplies _____ Binder grading sheet _____ School agenda book (optional) Each Subsequent Section in Your Binder Should Have These Parts in This Order: _____ Divider _____ Calendar/assignment log _____ Notes _____ Tutorial/learning logs _____ Handouts _____ Tests _____ Blank paper 128 AVID Family Workshops

Overhead Transparency/Handout SHS-2c Organizacíon y Contenido del Cuaderno Necesitaras una carpeta de 3 anillos de medida 2–3 pulgadas para tu clase de AVID. Los Requisitos Para el Cuaderno de AVID: _____ Cinco a seis separadores de color para separar cada clase academica, incluyendo AVID _____ Caruchera con cierre para mantener materiales (lápices, plumas, etc...) _____ Dos o mas plumas _____ Dos o mas lápices _____ Papel para tomar apuntes _____ Calendario de tareas para cade clase academica o agenda de la escuela _____ Hojas de tutoría _____ Hojas de aprendizaje Contenidos Sugeridos: _____ Lugar para hojas de papel que no tienen hoyos _____ Una o mas plumones para identificar lo sobresaliente _____ Diccionario/Tesauro _____ Calculadora _____ Regla de seis pulgadas _____ Guía de como tomar apuntes, tomar examenes, o otras hojas de estrategias de AVID _____ Ejemplos de como tomar apuntes en diferentes materias Organización de la primera seccíon del Cuaderno: _____ Primera hoja del cuaderno _____ Caruchera con cierre para mantener materiales _____ Hoja de evaluación de cuaderno _____ Agenda de la escuela (opcional) Cada Siguiente Sección del Cuaderno Debe Tener Estas Partes en Este Orden: _____ Separador _____ Calendario/hoja de tareas _____ Apuntes _____ Hojas de tutoría/hojas de aprendizaje _____ Folletos _____ Examenes _____ Papel Section 2: High School Workshops 129

Overhead Transparency HS-2d Binder Grading Sheet COMMENT CODES Notes Binder A Use Cornell format E Organize loose papers B Need full headings/dates F Incomplete assignment logs C Missing summaries H No parent signature D Summaries lack depth Planner I Goals missing J Homework assignments missing DATE CATEGORY POINTS TUTOR’S INITIALS/COMMENTS Neatness of assigments/notes (10) Overall organization (10) Assignment logs filled out and up to date (10) AVID planner complete and up to date (20) Cornell notes in all classes (30) Weekly goals (10) Name, date and period on all papers (10) Total 100 points possible Parent’s Signature:____________________________________________________________________________________ Goal for next notebook check: 130 AVID Family Workshops

Overhead Transparency SHS-2d Evaluacíon de Cuaderno CODIGOS DE COMENTARIOS Apuntes Cuaderno A Utiliza Apuntes Cornell E Organiza papeles sueltos B Necesita titulos/fechas F Hoja de tares no completa C Faltan resumenes H Falta firma de padres D Resumenes necesitan profundidad Calendario I Faltan metas J Faltan tareas FECHA CATEGORIA PUNTOS INICIALES DE TUTOR/COMENTARIOS Limpieza da tareas/apuntes (10) Organizacíon (10) Hoja de Tareas completa y al corriente (10) Calendario de AVID completo y al corriente (20) Apuntes Cornell para todas las clases (30) Metas de la semana (10) Nombre, fecha, y clase en todas las hojas (10) Total 100 puntos posibles Firma de Padres: ____________________________________________________________________________________ Meta para la siguiente evaluacíon de cuaderno: Section 2: High School Workshops 131

Overhead Transparency HS-2e Cornell Notes Format Topic: ____________________ Name: ____________________________________________________________ Class: ____________________________________________________________ Period: ____________________________________________________________ Date: ____________________________________________________________ Questions/Main Ideas Notes: Summary: 132 AVID Family Workshops

Overhead Transparency SHS-2e Formato de Apuntes Cornell Tema: ____________________ Nombre: __________________________________________________________ Clase: ____________________________________________________________ Periodo: __________________________________________________________ Fecha: ____________________________________________________________ Preguntas/Ideas Principales Apuntes: Resumen: Section 2: High School Workshops 133

Overhead Transparency/Handout HS-2f (1 of 2) Learning Log QUESTIONS NOTES What did you learn today? What did you find interesting in what you learned? What questions do you still have about what you learned? 134 AVID Family Workshops

Overhead Transparency/Handout HS-2f (2 of 2) QUESTIONS NOTES What were the main ideas in today’s lesson? What did you understand best? How do these ideas relate to what you have already learned? Section 2: High School Workshops 135

Overhead Transparency/Handout SHS-2f (1 of 2) Hoja de Aprendizaje PREGUNTAS APUNTES ¿Que aprendiste hoy? ¿Que fue lo que encontraste interesante en lo que aprendiste? ¿Cuales preguntas tienes sobre lo que aprendiste? 136 AVID Family Workshops

Overhead Transparency/Handout SHS-2f (2 of 2) PREGUNTAS APUNTES ¿Cuales fueron los temas importantes de la leccíon de hoy? ¿Que fue lo que mejor entendiste? ¿Como estan relacionadas estas ideas a lo que ya has aprendido? Section 2: High School Workshops 137

Overhead Transparency HS-2g Calendar for the Month of ____________________ Name: _________________________________________ Course: ____________________ Teacher: ________________________________________ Period: ____________________ Monday Tuesday Wednesday Thursday Friday Saturday Sunday 138 AVID Family Workshops

Overhead Transparency SHS-2g Calendario Para el Mes de ____________________ Nombre: _________________________________________ Clase: __________________ Maestro: ________________________________________ Periodo: __________________ Lunes Martes Miércoles Jueves Viernes Sábado Domingo Section 2: High School Workshops 139

Overhead Transparency HS-2h (1 of 2) Name: ________________________________ Date: ____________ Period: ____________ Name of Project: __________________________________________________________ Project Due Date: __________________________________________________________ Backwards Mapping Template List or brainstorm the components of this project. Now, list the action steps necessary to complete each component of the project, and estimate the amount of time needed to complete those action steps. Component Action Step Time Needed 140 AVID Family Workshops

Overhead Transparency HS-2h (2 of 2) Use this table to do your backwards map. Start with the completed project and the due date on the first line, and then work your way backwards, putting in due dates along the way for each component. Refer to your previous table (page 1) to think about how much time you will need between due dates. Due Date Component/Item Person Responsible List below any materials or resources you will need to complete this project. Section 2: High School Workshops 141

Overhead Transparency SHS-2h (1 of 2) Nombre: ________________________________ Fecha: ____________ Periodo: ________ Nombre de Proyecto: ________________________________________________________ Fecha de presentar el proyecto: ________________________________________________ Guía de Seguimiento Lista de los componentes de este proyecto. Has una lista de los pasos necesarios para completar cada componente de este proyecto y aproxima la cantidad de tiempo requerido para completar cada paso. Componente Paso Tiempo Requerido 142 AVID Family Workshops

Overhead Transparency SHS-2h (2 of 2) Utiliza esta tabla para hacer guía de seguimiento; comienza con el proyecto completo y la fecha que se presentara en la primera línea, y despues completa la tabla en orden al revés escribiendo las fechas para cada componente. Dirigete a la tabla anterior (pagina 1) para identificar cuanto tiempo es requerido entre fechas de vencimiento. Fecha de Vencimiento Componente Persona Responsable Has una lista de los materiales o recursos que necesitaras para completar este proyecto. Section 2: High School Workshops 143

Overhead Transparency HS-2i Goal-Setting Outline (GPA) Directions: Use the form below to complete the GPA (Goal, Plan, Action) outline. Use the space below to describe your goal. Specify the time frame of your goal below. s short-range G s mid-range s long-range Use the space below to briefly explain your plan. P Use the space below to list the action steps needed to achieve your goal. 1. A 2. 3. 4. 5. 6. 7. 8. 9. 10. 144 AVID Family Workshops

Overhead Transparency SHS-2i Guía de Establecimiento de Metas Instrucciones: Utiliza la siguiente forma para completar el bosquejo de GPA (Goal, Plan, Action)/(Meta, Plan, Acción). Utiliza el espacio para describir tu meta. Especifica el plazo de tiempo para tu meta. s Plazo corto G s Plazo mediano s Plazo largo Utiliza el espacio para explicar tu plan. P Utiliza el espacio para dar una lista de los pasos requeridos para lograr tu meta. 1. A 2. 3. 4. 5. 6. 7. 8. 9. 10. Section 2: High School Workshops 145

Overhead Transparency HS-2j The Tutorial Learning Process Identify the What do they Check for Recite! Problem: know? Understanding: How would you What is your What can you What does teach this to a question? tell me about it? _______ mean? friend? Key Clearly Understands Comprehension Reflect… Questions: What would happen if you What did What have you already tried? changed___? T you learn? More What is the Inquiry relationship of ____ What have we What and ______? overlooked? would happen if you changed_____? Is there any other way to look at it? Confused? What What How would you What questions have we would happen if you graphically illustrate do you still overlooked? changed_____? have? your process? Where can you go for more information? 146 AVID Family Workshops

Overhead Transparency SHS-2j El Proceso de Aprendizaje en Tutoría Identifica el Revisar Para Recita! ¿Que saben? problema: Entendimiento: ¿Como le ¿Que me puedes ¿Cual es tu ¿Que es lo que___ enseñarias esto a decir de esto? pregunta? significa? un amigo? Entiende Preguntas Claves claramente Refleccíon Para ¿Qua pasaria si Comprensíon cambias__? ¿Que ¿Que has intentado? T aprendiste? Mas ¿Que es la relacion averiguacíon entre__ y ___? ¿Que hemos ¿Que descuidado? pasaria si ¿Hay otra forma de cambias_____? ver esto? ¿Confuso? ¿Como podrias ¿Que ¿Que ilustrar tu proceso ¿Que preguntas hemos pasaria si graficamente? tienes todavia? descuidado? cambias__? ¿A donde podrias ir por mas informacíon? Section 2: High School Workshops 147

Overhead Transparency HS-2k Name: ___________________________________________ Grade: __________________ Date: ____________________________________________ Period: __________________ Tutor Name: ______________________________________ RB#: ____________________ Tutorial Request Form Questions: Must meet all three of the following criteria for credit (40 points): • Level 2 or higher (applying, analyzing, synthesizing, evaluating) • Based on academic or collegiate subject matter • Labeled with level of question and class subject 1. Level of question:_______ Class subject: ____________________________________________________ 2. Level of question:_______ Class subject: ____________________________________________________ Notes: Must meet the following criteria for credit (points to be given with Friday binder check): Be written in Cornell notes style (header, at least two questions, at least 20 written lines [four or more words is the equivalent of one line], and a 4–5 sentence summary). Evaluation: Must meet the following criteria for credit (60 points): Write 10 sentences about what you learned during the tutorial. (Do not list what you did—explain what you learned. Use the phrase, “I learned...” only once.) __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ I hereby verify that the aforementioned questions are true and legitimate. If any are found to be nonacademic or noncollegiate, I accept full responsibility and the consequences that follow. Student Signature:____________________________________________________________________________ (If not signed, “0” for tutorial score) Grading: Questions:______/40 Evaluation (neatness counts): ______/60 Participation:______/20 Time Management:______/20 Attitude:______/10 Total Points: _______/150 Graded by: __________________ 148 AVID Family Workshops

Overhead Transparency SHS-2k Nombre: ___________________________________________ Grado: ________________ Fecha: ____________________________________________ Periodo: ________________ Nombre de Tutor: ______________________________________ RB#: ______________ Hoja de Tutoría Preguntas: Necesita tener los siguientes criterios para recibir los puntos (40 puntos): • Nivel 2 o mas alto (aplicar, analizar, hacer síntesis, evaluar) • Basadas en material academico o de universidad • Identificada con el nivel de pregunta y la clase 1. Nivel de pregunta:_______ Materia: __________________________________________________________ 2. Nivel de pregunta:_______ Materia: __________________________________________________________ Apuntes: Necesitan tener los siguientes criterios para recibir los puntos (puntos seran otorgados el Viernes durante la evaluacíon de cuadernos): Estar escritos en forma Cornell (nombre, fecha, por lo menos dos preguntas, por lo menos 20 líneas escritas [4 o mas palabras es equivalente a una línea], y resumen de 4–5 oracíones). Evaluacíon: Necesita tener los siguientes criterios para recibir los puntos (60 puntos): Escribe una hoja de aprendizaje de por lo menos 10 oraciones incluyendo lo que aprendiste durante tutoría. (No escribas lo que hiciste, pero explica lo que aprendiste. Puedes utilizar la frase, “Yo Aprendi…” solamente una vez.) __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Yo verifico que los preguntas son legitimas. Si encontramos que algunas no son academicas o universitarias, acepto la responsabilidad y las consecuencias. Firma de estudiante: __________________________________________________________________________ (Si no hay firma, “0” puntos de tutoría) Calificacíon: Preguntas:______/40 Evaluacíon (limpieza cuenta): ______/60 Participacíon:______/20 Manejo de Tiempo:______/20 Actitud:______/10 Puntos Totales: _______/150 Calificado por: ____________________ Section 2: High School Workshops 149

Overhead Transparency HS-2l Tutorial Log Date Subject Tutor Initials Points Earned 150 AVID Family Workshops

Overhead Transparency SHS-2l Anotacíon de Tutorías Fecha Materia Iniciales de Tutor Puntos Obtenidos Section 2: High School Workshops 151

Overhead Transparency/Handout HS-2m Ways to Help Your Student At Home #2 Encouraging Good Study Habits • Provide a quiet place free of noise and distractions where your student can study and do his/her homework. • Show that you care by asking your student what topic(s) he/she is studying in a particular class. • Be positive and give praise when your student takes notes. • Be an audience for your student—listen as he/she recites or shares what he/she is reading. • Ask questions to help your student clarify or think more deeply about what he/she is reading. • Volunteer to help your student prepare for tests by asking the questions he/she has written from lecture or textbook notes. 152 AVID Family Workshops

Overhead Transparency/Handout SHS-2m Como Ayudar a Su Hijo(a) en Casa #2 Apoyando Buenos Habitos de Estudio • Proveer un lugar sin ruido y distracciones donde su estudiante pueda estudiar y hacer su tarea. • Demonstrar que le importan sus estudios preguntandole que esta estudiando en sus clases. • Ser positivo y apoyar cuando su estudiante toma apuntes. • Ser una audiencia mientras su estudiante recite o lea. • Ayudar a su estudiante haciendole preguntas para aclarar lo que esta leyendo. • Servir de voluntario ayudandole a su estudiante a prepararse para examenes haciendole las preguntas que escribio en sus apuntes. Section 2: High School Workshops 153

HIGH SCHOOL WORKSHOP 3 High School—The Big Picture Objectives To learn: • The purpose of the Six-Year Plan • The requirements for high school graduation • The requirements for college eligibility • The importance of student participation in extracurricular activities • The tests required for college admission • The types of financial aid available to students • How parents can help their students at home Suggested Timeline 90 minutes Advance Preparation Prior to conducting this workshop, you will need to obtain from your school’s counseling office: 1. A listing of your high school’s graduation requirements. 2. A listing of the eligibility requirements for two different colleges/universities. Make copies of these two pages for distribution to workshop participants. Materials • Easel and paper (flipchart) OR chalkboard/whiteboard • Marking pens/chalk • Overhead projector • Copies of high school graduation requirements (see “Advance Preparation” above) • Copies of eligibility requirement for two different colleges/universities (see “Advance Preparation” above) • Overhead Transparency HS-3a: “Objectives” • Overhead Transparency SHS-3a: “Objetivos” • Overhead Transparency HS-3b: “Questions” • Overhead Transparency SHS-3b: “Preguntas” • Overhead Transparency HS-3c: “The Six-Year Plan Grid” • Overhead Transparency SHS-3c: “Tabla de Plan de Seis Años” • Overhead Transparency HS-3d: “My Extracurricular Activities Log” • Overhead Transparency SHS-3d: “Mi Tabla de Actividades Extra-Curriculares” • Overhead Transparency HS-3e: “College Admissions Testing Information” • Overhead Transparency SHS-3e: “Informacíon Sobre Los Examenes Requeridos Para Ingreso a Universidades” • Overhead Transparency/Handout HS-3f: “Ways to Help Your Student At Home #3” • Overhead Transparency/Handout SHS-3f: “Como Ayudar a Su Hijo(a) en Casa #3” • Optional: Blank transparencies (for use as needed to explain workshop topics/give contact info, etc.); overhead pens 154 AVID Family Workshops

Welcome and 1. Welcome parents and family members to the third AVID workshop of the year. Introduction 2. Introduce yourself and have translator and students do the same. 5 minutes 3. Write your name and contact information on the flipchart/chalkboard/overhead. Tell participants they can contact you at any time if they have questions about the AVID program. 4. Explain logistics such as location of restrooms, drinking fountains, refreshments, etc. Objectives Display Overhead Transparency HS-3a: “Objectives” and review with participants. 5 minutes Explain that this workshop presents information, forms, and activities that AVID students use to ensure they meet high school graduation requirements and complete all the courses needed for college entrance. Stress the importance of beginning their planning early if they are to reach their goal of attending a four-year university. Opening Activity Display Overhead Transparency HS-3b: “Questions,” and distribute Cornell notepaper and 10 minutes pens/pencils. Instruct participants to write down questions they have about college-related topics and encourage them to ask these questions as you proceed through the workshop. Graduation Distribute copies of the high school graduation requirements to workshop participants; Requirements discuss. Explain that students must meet all of the requirements listed in order to graduate 10 minutes and that both students and parents should be well-versed in these requirements. College Eligibility Distribute copies of the college eligibility requirements, and give some examples of how Requirements these differ from the high school graduation requirements. Point out that the requirements 10 minutes also vary from college to college, so it is important that students do research on several schools of interest to assist them as they work on their Six-Year Plan. The Six-Year Plan Display Overhead HS-3c: “Six-Year Plan Grid.” Explain that use of this grid will help 10 minutes ensure that college-bound students meet high school graduation requirements and complete the courses needed for college admission. Go over the following with parents/family members: In middle school, AVID students develop a Six-Year Plan that provides an academic road map that will guide them all the way through high school. Students should discuss this plan with their counselor annually and revisit it at least twice during the school year to make sure they stay focused and “on track.” The plan should also be discussed with parents during conferences; if you have questions at any time during the school year about your student’s progress, don’t hesitate to make an appointment with the AVID teacher and/or counselor. Each student’s Six-Year Plan is kept in a portfolio in the AVID classroom. Record on the overhead a few sample entries to show a progression of courses within a subject area. Explain that for students entering AVID in high school, the grid will be modified to suit their grade level. Section 2: High School Workshops 155

Extracurricular Display Overhead Transparency HS-3d: “My Extracurricular Activities Log.” Explain Activities the role of extracurricular activities in the college admission process by sharing the 10 minutes following with participants: Involvement in extracurricular activities increases a student’s eligibility for college. Participation in clubs, team sports, and community service experiences— especially in a leadership role—provides students with opportunities to grow and develop as individuals, to work effectively with others, and to give back to their school and community in a positive way. Explain that the log provides an easy way for students to keep track of their extracurricular activities so they’ll have this information readily available when they begin applying to colleges. College Admissions Tell parents/family members that during the 11th- and 12th-grades, students are required to Tests take college entrance tests, either the SAT® or the ACT. These are standardized tests that 20 minutes colleges use to predict success at the university level. Display Overhead Transparency HS-3e: “College Admissions Testing Information.” Discuss; answer any questions parents might have. Financial Aid Tell parents that it is never too early to begin thinking about financial aid. Describe the types 10 minutes of financial aid available for college (loans, scholarships, grants, work/study plans, etc.). Explain that FAFSA (Free Application for Federal Student Aid) is an important website for students and parents to visit early in high school (<www.fafsa.ed.gov>). Tell participants that the link “Family Firsts” gives an overview of college admissions for first-generation families (<http://www.act.org/path/secondary/resources.html>). Write the websites on the flip chart/overhead so parents will be able to copy this information for later use. How Parents can Help Display/distribute Overhead Transparency/Handout HS-3f: “Ways to Help Your at Home Student at Home #3” and discuss the suggestions with workshop participants. Emphasize 5 minutes the importance of parental involvement to student success. Closing Allow time for final questions and answers before adjourning the workshop. Remind 5 minutes participants that this is the third of five workshops planned for the year. Read aloud the titles of the two remaining workshops and comment briefly on each one’s content. • Workshop 4: College and Careers—Part 1 • Workshop 5: College and Careers—Part 2 Announce the date and time of Workshop 4. Thank parents and family members for attending today’s workshop and remind them that they should feel free to contact you should they have any additional questions. 156 AVID Family Workshops

Overhead Transparency HS-3a Objectives To learn: • The purpose of the Six-Year Plan • The requirements for high school graduation • The requirements for college eligibility • The importance of student participation in extracurricular activities • The tests required for college admission • The types of financial aid available to students • How parents can help their students at home Section 2: High School Workshops 157

Overhead Transparency SHS-3a Objetivos Aprender: • El propósito de un Plan de Seis Años • Los requisitos de graduacíon de la preparatoria • Los requisitos para eligibilidad de ingreso a Universidades • La importancia de participacíon en actividades extra-curricular • Los examenes requeridos para ingreso a Universidades • Los tipos de ayuda financiera que estan disponibles para estudiantes • Como los padres pueden ayudar a sus hijos/hijas en casa 158 AVID Family Workshops

Overhead Transparency HS-3b Questions • Write down questions you have about high school graduation requirements, college eligibility/admissions, and financial aid. • Ask these questions as the topics come up in the workshop. Section 2: High School Workshops 159

Overhead Transparency SHS-3b Preguntas • Escribe preguntas que tengas sobre los requisitos de graduacíon de la preparatoria, para eligibilidad de ingreso a Universidades, y de ayuda financiera. • Has estas preguntas cuando lleguemos a estos temas en este entrenamiento. 160 AVID Family Workshops

Overhead Transparency HS-3c Six-Year Plan Grid 7th Grade 8th Grade 9th Grade 10th Grade 11th Grade 12th Grade English/ Language Arts Science Math Social Studies Physical Education Visual and Performing Arts Foreign Language Other AVID Section 2: High School Workshops 161

Overhead Transparency SHS-3c Tabla de Plan Academico de Seis Años Grado 7 Grado 8 Grado 9 Grado 10 Grado 11 Grado 12 Ingles Ciencia Matemáticas Ciencias Sociales Educacíon Fisica Bellas Artes Lenguaje Otro AVID 162 AVID Family Workshops

Overhead Transparency HS-3d (1 of 2) My Extracurricular Activities Log Name: ____________________________________________________________________________________ School Activities Indicate grade level(s) for each activity 9 10 11 12 Student government (offices held) Organizations (school clubs, etc.) Creative and Practical Arts (photography, band, journalism, choir, drama, creative writing, publications, etc.) Athletics School spirit (cheerleading, committees, etc.) Academic recognition (awards, honors, Science Fair, etc.) Section 2: High School Workshops 163

Overhead Transparency HS-3d (2 of 2) Community Activities Indicate grade level(s) for each activity 9 10 11 12 Clubs and organizations (junior theater, church groups, Boy/Girl Scouts, etc.) Organized sports Volunteer work Awards, honors, and other achievements Special talents (playing a muscial instrument, singing, dancing, photography, drawing, writing, etc.) Work Experience (job title, company, supervisor’s name, hours worked/week, special skills acquired) 164 AVID Family Workshops

Overhead Transparency SHS-3d (1 of 2) Mi Tabla de Actividades Extra-Curriculares Nombre: __________________________________________________________________________________ Actividades de Escuela Indica grado(s) para cada actividad 9 10 11 12 Gobierno de la escuela Organizaciones (Clubs de escuela, etc...) Bellas Artes (fotografía, banda, periodismo, coro, drama, etc...) Atletismo Animo de la escuela (porrista, comités, etc…) Reconocimientos academicos (premios, honores, certificados, etc…) Section 2: High School Workshops 165

Overhead Transparency SHS-3d (2 of 2) Actividades Comunitarias Indica grado(s) para cada actividad 9 10 11 12 Organizaciones y clubes (teatro, iglesia, etc...) Atletismo organizado Trabajo de voluntario Premios, honores, certificados, y otros reconocimientos Talentos especiales (tocar un instrumento de musica, cantar, bailar, fotografía, escritura, etc...) Experiencía de Trabajo (Nota: titulo, compañia, nombre de supervisor, horas/semana de trabajo, destreza especial adquirida) 166 AVID Family Workshops

Overhead Transparency HS-3e T College Admissions Testing Information he PSAT® (Preliminary Scholastic Aptitude Test®) is taken as practice for the SAT® Reasoning Test. It measures reading, writing, and mathematical skills. Taking the PSAT® provides students with the opportunity to see what the SAT® is like. When the PSAT® is taken more than once, students’ scores tend to increase and their comfort level with test taking also improves. If taken in the junior year, it is also a qualifying test for the National Merit Scholarship Program and other national scholarship programs. The SAT® Reasoning Test is used by colleges to supplement students’ high school records. It measures students’ abilities in critical reading, mathematics, and writing. Some colleges require the SAT® Subject Tests for admission. Students must take two subject tests selected from five different areas—science, history and social studies, foreign language, literature, and mathematics. Instead of the PSAT®, students may choose to take the PLAN, a pre- ACT test designed for tenth-grade students. The PLAN includes assessment components (in English, mathematics, reading, and science) and an interest survey that helps students to identify possible career paths. Like the PLAN, the ACT measures English, mathematics, reading and science reasoning, and the application of these skills to future academic tasks. The writing section of the ACT is optional. Students may choose whether or not to take it depending upon the requirements of the colleges to which they are applying. Section 2: High School Workshops 167

Overhead Transparency SHS-3e Informacíon Sobre E Los Examenes Requeridos Para Ingreso a Universidades l PSAT® (Preliminary Scholastic Aptitude Test)/(Examen Preliminar de Aptidud Escolástico) se toma como practica para el SAT® Reasoning Test (Examen de Razonar SAT ®). Mide destrez en lectura, escritura, y matemáticas. Tomando el PSAT® le da al estudiante la oportunidad de ver como es el SAT®. Cuando el PSAT® se toma en mas de una ocasíon, los resultados de los estudiantes mejoran y su nivel de estar agustos tomando examenes tambien mejora. Sí se toma el examen en el tercer año de preparatoria, se puede calificar para el National Merit Scholarship Program (Programa Nacional de Vecas por Mérito) y otros programas nacionales de becas. El Examen de Razonar SAT® es utilizado por universidades como suplemento a los archivos del estudiante de la preparatoria. Mide las habilidades de los estudiantes en lectura critica, matemáticas, y escritura. Algunas universidades requieren SAT® Subject Tests (Examenes en Materia de SAT®) para poder ingresar. Estudiantes tienen que tomar 2 examenes de las cinco diferentes materias—Ciencia, Historía y Ciencias Sociales, Lenguaje, Literatura, y Matemáticas. En vez de tomar el PSAT®, estudiantes pueden decidir tomar el PLAN, un examen preliminar para el ACT (American College Testing)/(Examen Americano de Colegio) diseñado para estudiantes en el segundo año de preparatoria. El PLAN, incluye componentes de asesoramiento (en ingles, matemáticas, lectura, y ciencia) y una encuesta de intereses para ayudar a estudiantes a identificar posibles carreras. Como el PLAN, el ACT mide Ingles, Matemáticas, Lectura y Razonamiento Cientifico, y la aplicacíon de estas destrezes en futuros trabajos academicos. La parte de escritura del ACT es opcional. Estudiantes pueden decidir sí la toman o no dependiendo en los requisitos de las universidades a las que estan solicitando ingresar. 168 AVID Family Workshops

Overhead Transparency/Handout HS-3f Ways to Help Your Student At Home #3 Preparing for College Admission • Talk to your student regularly about his/her progress toward reaching the goal of attending a four-year university. Ask for periodic updates on his/her Six-Year Plan to learn how your student is doing in the following areas: — Meeting high school graduation/college eligibility requirements — Participating in extracurricular activities — Preparing for college admissions tests — Doing research on financial aid • Communicate with the AVID teacher, subject area teachers, counselor(s)/other relevant advisors regarding your student’s progress and any questions/concerns you have. • Keep a record of important dates (tests, deadlines, etc.). • Be enthusiastic and supportive. Take pride in your student’s accomplishments. Section 2: High School Workshops 169

Overhead Transparency/Handout SHS-3f Como Ayudar a Su Hijo(a) en Casa #3 Preparandose Para Ingreso a Universidad • Hablar a menudo con su estudiante sobre su progreso en llegar a su meta de asistir a una Universidad de cuatro años. Pidale informes sobre su Plan Academico de Seis Años para saber como esta su estudiante en las siguientes areas: — Completando los requisitos para graduacíon de preparatoria/requisitos para eligibilidad de Universidad — Participacíon en actividades extra-curriculares — Preparacíon para examenes requeridos para ingresar a una Universidad — Haciendo búsqueda de ayuda financiera • Tenga comunicacíon con el maestro(a) de AVID, los maestros(as) de las otras materias y consejeros(as) sobre el progreso de su estudiante y cualquier preguntas que tenga. • Mantenga archivos de fechas importantes (examenes, fechas de vencimiento, etc.). • Alente y apoye a su estudiante. Tenga orgullo en los logros de el/ella. 170 AVID Family Workshops

HIGH SCHOOL WORKSHOP 4 College and Careers—Part 1 Objectives To learn: • Student self-awareness activities • Career awareness activities • College awareness activities • Information requested on the “common application” for college • How parents can help their students at home Suggested Timeline 90 minutes Materials • Easel and paper (flipchart) OR chalkboard/whiteboard • Marking pens/chalk • Overhead projector • Cornell notepaper • Pens/pencils • Overhead Transparency HS-4a: “Objectives” • Overhead Transparency SHS-4a: “Objetivos” • Overhead Transparency HS-4b: “Self-Awareness Activities” • Overhead Transparency SHS-4b: “Actividades de Conocimiento de Si Mismo” • Overhead Transparency HS-4c: “College and Career Awareness Activities” • Overhead Transparency SHS-4c: “Actividades de Concimiento de Universidad y Carrera” • Overhead Transparency/Handout HS-4d: “College Research” • Overhead Transparency/Handout SHS-4d: “Investigacíon de Universidad” • Overhead Transparency/Handout HS-4e: “Test Preparation/Information and Financial Aid” • Overhead Transparency/Handout SHS-4e: “Preparacíon de Examenes/Informacíon y Ayuda Financiera” • Overhead Transparency/Handout HS-4f: “College Entrance Tests Plan and Record” • Overhead Transparency/Handout SHS-4f: “Plan y Archivo de Examenes Para Ingreso a Universidades” • Overhead Transparency HS-4g: “Common Application” • Overhead Transparency/Handout HS-4h: “Ways to Help Your Student at Home #4” • Overhead Transparency/Handout SHS-4h: “Como Ayudar a Su Hijo(a) en Casa #4” • Optional: Blank transparencies (for use as needed to explain workshop topics/give contact info, etc.); overhead pens Section 2: High School Workshops 171

Welcome and 1. Welcome parents and family members to the fourth AVID workshop of the year. Introduction 2. Introduce yourself and have translator and students do the same. 5 minutes 3. Write your name and contact information on the flipchart/chalkboard/overhead. Tell participants they can contact you at any time if they have questions about the AVID program. 4. Explain logistics such as location of restrooms, drinking fountains, refreshments, etc. Objectives Display Overhead Transparency HS-4a: “Objectives” and review with parents/family 5 minutes members. Explain that this workshop will help them understand the responsibilities of their student as he/she prepares for admission to college. Tell participants that this preparation includes: • Completing personal inventories to gain a better understanding of who they are and what they want to accomplish. • Researching colleges and careers that interest them. • Taking practice tests to prepare for college entrance exams/studying the different components of these exams. • Completing sample college applications to make sure they have all the requested information and to learn what else they need to submit during the application process. Opening Activity Explain to parents/family members that today’s workshop will begin with an activity similar 10 minutes to one students do when planning for college and career. Distribute pen/pencils and Cornell notepaper and instruct participants to record on the sheet the following information: • Three things that interest their student. • Three strengths of their student. • Three weaknesses of their student. Tell participants to take the list home and discuss it with their student to see if they, the parents, see their student the same way the student sees him-/herself. Student Self-Awareness Discuss the importance of developing a strong sense of self if students are to select both a 10 minutes college and career that are good matches. Display Overhead Transparency HS-4b: “Self-Awareness Activities” to illustrate AVID activities that help students take a deep look inward so they can use what they learn about themselves to plan ahead. Discuss how interest surveys, personality tests, skills/values inventories, and test results (e.g., the EXPLORE Test [often given in 8th grade], as well as the PSAT® and the PLAN), are also useful tools that help students understand themselves better. Answer any questions participants might have about this important step in preparing for college. College and Career Say: “Once students have developed a better understanding of themselves—their strengths, 20 minutes weaknesses, interests, hopes, and dreams—they can begin to research colleges and careers that might interest them.” Display Overhead Transparency HS-4c: “College and Career Awareness Activities” and review with parents, answering questions as necessary to clarify the activities. Display/distribute Overhead Transparency/Handout HS-4d: “College Research” and Overhead Transparency/Handout HS-4e: “Test Preparation/Information and Financial Aid,” and explain that these pages provide resources that parents can use with their students to prepare them for admission to college. 172 AVID Family Workshops

College Entrance Explain that the AVID program helps students prepare for college entrance exams Exams (PSAT®/SAT® and PLAN/ACT) by having them do the following in class: 20 minutes • Learn the types of questions that appear on college entrance exams • Complete practice problems • Review basic test-taking strategies Explain to participants that once students have taken an exam, they will be taught how to read score reports to determine areas of strength and weakness. Display/distribute Overhead Transparency/Handout HS-4f: “College Entrance Test Plan and Record” to show a form used in AVID to help students keep track—and stay on track—in this important college-prep area. Common Application Display Overhead Transparency HS-4g: “Common Application” and go over with 10 minutes parents to familiarize them with the information students need to provide when applying for college entrance. Stress the importance of beginning the college application process early by going over the following with participants: If students practice filling out applications prior to their senior year, they will not only have ample time to obtain all the information they need, but they will also remove some of the stress from their final year of high school when there are so many important tasks to complete. Additionally, filling out sample applications early on gives students the opportunity to analyze their progress and make any necessary alterations before their senior year. How Parents Can Help Display/distribute Overhead Transparency/Handout HS-4h: “Ways to Help Your at Home Student at Home #4” and discuss the suggestions with workshop participants. Emphasize 5 minutes the importance of parental involvement to student success. Closing Allow time for final questions and answers before adjourning the workshop. 5 minutes Announce the date and time of the fifth and final workshop of the year (“College and Careers—Part 2”). Thank parents and family members for attending and remind them that they should feel free to contact you should they have any additional questions. Section 2: High School Workshops 173

Overhead Transparency HS-4a Objectives To learn: • Student self-awareness activities • Career awareness activities • College awareness activities • Information requested on the “Common Application” for college • How parents can help their students at home 174 AVID Family Workshops

Overhead Transparency SHS-4a Objetivos Aprender: • El estudiante teniendo conocimiento de sí mismo • Actividades de conocimiento de carrera • Actividades de conocimiento de Universidad • Informacíon requerida para el “Common Application”/“Solicitud Comun” para Universidad • Maneras en que los padres pueden ayudar a sus estudiantes en la casa Section 2: High School Workshops 175

Overhead Transparency HS-4b ® AVID D e c a d e s o f C o l l e g e D re a m s Self-Awareness Activities 1. Me, Personally Students answer a series of questions that will help them write narrative essays and draft personal statement essays for college applications. 2. Career Values Inventory Students reflect upon values that are important to them or that they think might be important in a future job. 3. All About Me Students list information about themselves based on information in their AVID portfolio. 176 AVID Family Workshops

Overhead Transparency SHS-4b ® AVID D e c a d e s o f C o l l e g e D re a m s Actividades de Conocimiento de Sí Mismo 1. Yo, En Lo Personal Estudiantes contestan una serie de preguntas que les ayudara a escribir ensayos de narracíon y hacer su ensayo de declaracíon personal para solicitudes a una Universidad. 2. Encuesta de Valores de Carrera Estudiantes tienen reflexíon sobre los valores que son importantes para ellos(as) o que piensan que puedan ser importantes en un trabajo en el futuro. 3. Todo Sobre Yo Estudiantes hacen una lista de la informacíon sobre ellos mismos basandose en la informacíon que se encuentra en su portafolio de AVID. Section 2: High School Workshops 177

Overhead Transparency HS-4c College and Career Awareness Activities 1. Possible Careers and College Majors Students list career choices that might interest them, as well as college majors that might prepare them for that career. 2. Thinking about The Best College Students answer a series of questions that will help them determine which factors are important to them in choosing a college. 3. The Ideal College Students answer a series of questions that will help them determine additional important factors in choosing a college. 4. Finding Colleges that Fit An Internet lesson that helps students delve deeper into college research based upon previous research. 5. College Research Worksheet A template for students to record specific information about each college that interests them. 6. My List of Universities A template for students to list all of the schools to which they will apply during their senior year and important information about each application. 178 AVID Family Workshops

Overhead Transparency SHS-4c Actividades de Conocimiento de Universidad y Carrera 1. Posibles Carreras y Especializacíones Estudiantes hacen una lista de las carreras que podrian interesarles, y tambien especializacíones universitarias que sean buena preparacíon para esa carrera. 2. Pensando en la Mejor Universidad Estudiantes contestan una serie de preguntas que les ayudara a determinar cuales son sus factores importantes en escojer una Universidad. 3. La Universidad Ideal Estudiantes contestan una serie de preguntas que les ayudara a determinar factores importantes adicionales en escojer una Universidad. 4. Encontrando Universidades Adecuadas Una leccíon en el Internet que ayuda a los estudiantes a tener una investigacíon universitaria mas detallada basada en previas búsquedas. 5. Hoja de Trabajo de Investigacíon de Universidad Una plantilla para estudiantes para apuntar informacíon especifica sobre cada Universidad que les interesa. 6. Mi Lista de Universidades Una plantilla para estudiantes para apuntar a todas las universidades que van a aplicar durante su cuarto año de la preparatoria y informacíon importante de cada aplicacíon. Section 2: High School Workshops 179

Overhead Transparency/Handout HS-4d College Research Books/Guides The College Board Book of Majors, First Edition. The College Board. (paperback) The College Finder, Revised Edition. Steven R. Antonoff, Ph.D. (paperback) College Admission Essays for Dummies. Geraldine Woods. (paperback) How to Write a Winning College Application Essay, Revised Fourth Edition. Michael James Mason. (paperback) On Writing the College Application Essay. Harry Bauld. (paperback) Websites ACT <www.act.org/>. Contains information on all tests and products produced by ACT, as well as great college information. Campus Tours <www.CampusTours.com/>. Provides virtual tours of hundreds of colleges and universities nationwide. CollegeBoard <www.collegeboard.org/>. Provides information on all tests and products by The College Board and great college information. College Net <www.collegenet.com/>. Identifies schools based on criteria such as location, size, degree programs, etc. Provides links to individual college websites. The Princeton Review <www.princetonreview.com/>. Provides a huge database on colleges, test preparation, scholarships, and careers. 180 AVID Family Workshops

Overhead Transparency/Handout SHS-4d Investigacíon de Universidad Libros/Guías The College Board Book of Majors, First Edition. The College Board. (paperback) The College Finder, Revised Edition. Steven R. Antonoff, Ph.D. (paperback) College Admission Essays for Dummies. Geraldine Woods. (paperback) How to Write a Winning College Application Essay, Revised Fourth Edition. Michael James Mason. (paperback) On Writing the College Application Essay. Harry Bauld. (paperback) Sitios en el Web ACT <www.act.org/>. Contiene informacíon sobre todos los examenes hechos por ACT ademas de informacíon muy buena de Universidades. Campus Tours <www.CampusTours.com/>. Proporciona viajes virtuales a cientas de Universidades por todo el país. CollegeBoard <www.collegeboard.org/>. Proporciona informacíon sobre todos los examenes y productos de El College Board ademas de informacíon muy buena de Universidades. College Net <www.collegenet.com/>. Identifica escuelas basandose en criterios como sitio, tamaño, especializacíones universitarias, etc. Proporciona forma de llegar a otros sitios en el web que contienen informacíon de Universidades. The Princeton Review <www.princetonreview.com/>. Proporciona una enorme coleccíon de datos sobre Universidades, preparacíon de examenes, becas, y carreras. Section 2: High School Workshops 181

Overhead Transparency/Handout HS-4e Test Preparation/Information Books/Guides Barron’s How to Prepare for the ACT: American College Testing Assessment. George Ehrenhaft, et al. (paperback; also available with CD-ROM) Barron’s How to Prepare for the SAT II: Writing. George Ehrenhaft. (paperback) The Official SAT Study Guide: For the New SAT. The College Board. (paperback) Real SAT II Subject Tests, Second Edition. The College Board. (paperback) Websites <www.Kaplan.com> <www.princetonreview.com/> Financial Aid Books/Guides The College Board Scholarship Handbook 2005. The College Board. (paperback) The College Board College Cost & Financial Aid Handbook 2005. The College Board. (paperback) Websites FAFSA (Free Application for Federal Student Aid) <www.fafsa.ed.gov/>. The place to apply for financial aid online. Fed Money <www.fedmoney.org/>. A free, comprehensive, full-text, online resource on all U.S. federal government student financial aid programs. Detailed and up-to-date information about who can apply, how to apply, full contact info, and much more... for over 130 government loans and grants. FinAid <www.finaid.com>. Information on financial aid. 182 AVID Family Workshops

Overhead Transparency/Handout SHS-4e Preparacíon de Examenes/Informacíon Libros/Guías Barron’s How to Prepare for the ACT: American College Testing Assessment. George Ehrenhaft, et al. (paperback; also available with CD-ROM) Barron’s How to Prepare for the SAT II: Writing. George Ehrenhaft. (paperback) The Official SAT Study Guide: For the New SAT. The College Board. (paperback) Real SAT II Subject Tests, Second Edition. The College Board. (paperback) Sitios en el Web <www.Kaplan.com> <www.princetonreview.com/> Ayuda Financiera Libros/Guías The College Board Scholarship Handbook 2005. The College Board. (paperback) The College Board College Cost & Financial Aid Handbook 2005. The College Board. (paperback) Sitios en el Web FAFSA (Free Application for Federal Student Aid)/(Solicitud Gratuita Para Ayuda Financiera Federal) <www.fafsa.ed.gov/>. El lugar para solicitar ayuda financiera por el internet. Fed Money <www.fedmoney.org/>. Un gratuito y completo recurso de internet sobre todos los programas federales de ayuda financiera. Informacíon detallada y al corriente sobre quien puede solicitar, como solicitar, con toda la informacíon de contactos, y mucho mas … para mas de 130 prestamos y becas. FinAid <www.finaid.com>. Informacíon sobre ayuda financiera. Section 2: High School Workshops 183

184 College Entrance Tests Plan and Record PSAT® PLAN SAT® Reasoning Test SAT® Subject Test ACT Suggested year in school for taking test Date (month, year) test Subject(s): offered Registration deadline Test fee (or test fee waiver requested) Preparation required Date test taken Score AVID Family Workshops Overhead Transparency/Handout HS-4f

Plan y Archivo de Examenes Para Ingreso a Universidades PSAT® PLAN Examen de Examen de Materia de ACT Razonamiento de SAT® SAT® Año en que se sugiere tomar el examen Section 2: High School Workshops Fecha (mes, año) en Examen de Materia(a): que se ofrece el examen Ultimo día para poder registrarse Costo del examen (o se pedira solicitud de excepción de costo) Preparacíon requerida Fecha en que se toma el examen Resultados 185 Overhead Transparency/Handout SHS-4f

Overhead Transparency HS-4g (1 of 4) 186 AVID Family Workshops

Overhead Transparency HS-4g (2 of 4) Section 2: High School Workshops 187

Overhead Transparency HS-4g (3 of 4) 188 AVID Family Workshops

Overhead Transparency HS-4g (4 of 4) Section 2: High School Workshops 189

Overhead Transparency/Handout HS-4h Ways to Help Your Student At Home #4 Preparing for College and Career • Talk to your student about his/her personal interests and future goals. Listen attentively, ask questions, and offer your own observations/opinions in a supportive way. • Talk to your student about different careers that match his/her interests. If you know someone in one of these careers, have your student talk with that person about his/her experiences in the field. • Talk to your student about the colleges that he/she is interested in attending. If possible, visit them together and discuss the experience. • Provide opportunities for your student to study for college entrance tests, and participate in the process by asking questions. Find additional help for your student, if necessary; be sure to discuss concerns with the AVID teacher and counselor. • Provide important information that your student will need when completing sample college applications. • Encourage and support your student. Take pride in his/her accomplishments. 190 AVID Family Workshops

Overhead Transparency/Handout SHS-4h Como Ayudar a Su Hijo(a) en Casa #4 Preparandose Para Universidad y Carrera • Hable con su estudiante sobre sus intereses y metas. Escuche atentamente, hagale preguntas, y ofresca sus propias observacíones en una manera de apoyo. • Hable con su estudiante sobre las diferentes carreras que son igual a sus intereses. Si conoce a alguien en estas carreras, haga que su estudiante hable con esta persona sobre sus experiencias en esta carrera. • Hable con su estudiante sobre las universidades en que el/ella este interesado(a) en atender. Si es possible, visiten las universidades juntos y tengan conversacíon sobre esta experiencia. • Proporcione oportunidades para que su estudiante estudie para examenes de ingreso a Universidades, y participe en este proceso haciendole preguntas. Si lo es necesario, encuentre ayuda adicional para su estudiante; asegurese de tener conversacíon sobre preocupaciones con el maestro(a) de AVID y el consejero. • Proporcione importante informacíon adicional que su estudiante necesitara cuando el/ella este completando solicitudes universitarias. • Alente y apoye a su estudiante. Tenga orgullo en los logros de el/ella. Section 2: High School Workshops 191

HIGH SCHOOL WORKSHOP 5 College and Careers—Part 2 Objectives To learn: • The steps of the college application process, including: — taking college entrance exams — completing applications, including writing a personal statement — requesting letters of recommendation — applying for financial aid — making a final decision about where to go to college • Ways parents can encourage and support their students at home Suggested Timeline 90 minutes Materials • Easel and paper (flipchart) OR chalkboard/whiteboard • Marking pens/chalk • Overhead projector • Cornell notepaper • Pens/pencils • Overhead Transparency HS-5a: “Objectives” • Overhead Transparency SHS-5a: “Objetivos” • Overhead Transparency HS-5b: “My Senior Year Checklist” • Overhead Transparency SHS-5b: “Plan de Cuarto Año de Preparatoria” • Overhead Transparency HS-5c: “Topics for Personal Statement Essays” • Overhead Transparency SHS-5c: “Temas Para Ensayo de Declaracíon Personal” • Overhead Transparency HS-5d: “Request For A Letter Of Recommendation” • Overhead Transparency SHS-5d: “Pidiendo Una Carta de Recomendacíon” • Overhead Transparency HS-5e: “My References” • Overhead Transparency SHS-5e: “Mis Referencias” • Overhead Transparency HS-5f: “Important Dates for Financial Aid” • Overhead Transparency SHS-5f: “Fechas Importantes Para Ayuda Financiera” • Overhead Transparency HS-5g: “Factors in Choosing a College” • Overhead Transparency SHS-5g: “Factores en Escojer Una Universidad” • Overhead Transparency HS-5h: “Comparing My College Choices” • Overhead Transparency SHS-5h: “Comparando Mis Selecciónes de Universidades” • Overhead Transparency HS-5i: “Things I Need to Know About My College” • Overhead Transparency SHS-5i: “Lo que Necesito Saber Sobre Mi Universidad” • Overhead Transparency/Handout HS-5j: “Ways to Help Your Student at Home #5” • Overhead Transparency/Handout SHS-5j: “Como Ayudar a Su Hijo(a) en Casa #5” • Optional: Blank transparencies (for use as needed to explain workshop topics/give contact info, etc.); overhead pens 192 AVID Family Workshops

Welcome and 1. Welcome parents and family members to the fifth—and final—AVID workshop of the Introduction year. 5 minutes 2. Introduce yourself and have translator and students do the same. 3. Write your name and contact information on the flipchart/chalkboard/overhead. Tell participants they can contact you at any time if they have questions about the AVID program. 4. Explain logistics such as location of restrooms, drinking fountains, refreshments, etc. Objectives Display Overhead Transparency HS-5a: “Objectives” and review with parents/family 5 minutes members. Opening Activity Distribute pen/pencils and Cornell notepaper, and ask participants to write down any 10 minutes questions they have about their student’s transition from high school to college. After several minutes, have participants form groups of three and share their concerns. Conclude the activity by having several volunteers report their discussion to the larger group. Senior Year Checklist Display Overhead Transparency HS-5b: “My Senior Year Checklist” to illustrate to 5 minutes parents/family members the many tasks that must be scheduled and completed by college- bound students during their senior year. Discuss; answer any questions that participants might have. College Entrance Go over the following with participants: Exams During the final weeks of summer/first few weeks of school, students must decide 5 minutes whether they will retake the SAT® and/or ACT college entrance exam(s). The decision to take the exam(s) again must be made early in the semester in order to meet the deadline for registration. Explain that taking a college entrance exam more than once is an advantage to the student since they will be able to use their best score when they apply for college. College Applications Explain to parents/family members that many college applications are due by the end of 5 minutes November, making it critical that students revisit their list of colleges early in their senior year to determine the schools to which they will apply and to make sure they meet the deadlines for application to these schools. Personal Statement Tell participants that some schools require students to submit an essay called a personal 10 minutes statement along with their application. Display Overhead Transparency HS-5c: “Topics for Personal Statement Essays” to give parents/family members an idea of what their students might be asked to write about. Explain that time will be provided in the AVID class for students to write and revise these essays. Section 2: High School Workshops 193

Letter of Explain that some colleges also expect applicants to submit letters of recommendation Recommendation written by someone who knows the student well (teacher, counselor, employer, etc.) Display 10 minutes Overhead Transparency HS-5d: “Request for a Letter of Recommendation” to show a form that is used in AVID classes to guide students in asking for such letters. Say: it is important for the student to choose someone who knows him or her well, someone who can write a detailed and impressive letter of support. The student is responsible for making sure the writer understands what the college is looking for in the letter and that he/she is provided any forms required by the school. Also discuss the importance of creating a list of adults who can be used as references when applying for scholarships, internships, employment, etc. Display Overhead Transparency HS-5e: “My References” to show a form that is used in AVID to help students organize this information. Scholarships and Explain to parents/family members that there are countless scholarship opportunities Financial Aid available to students, but they must do their research early in order to meet deadlines. 20 minutes Go over the following to give participants an overview of the financial aid application process: One of the most daunting tasks in the college application process is applying for financial aid. The Free Application for Federal Student Aid (FAFSA) must be completed in order for students to qualify for most sources of financial aid (e.g., federal and state grants, scholarships, loans, and work-study). The process, which consists of several steps, requires advance preparation and parent involvement. Display Overhead Transparency HS-5f: “Important Dates for Financial Aid” to show parents a timeline for the financial aid application process. Discuss; answer any questions that participants might still have. Acceptance Letters Explain that often students will receive acceptance letters from more than one school. For 10 minutes some, the choice of where to go will be obvious, requiring little deliberation, but others will need to look carefully at their options before making a final decision on where they will attend college. Display Overhead Transparency HS-5g: “Factors in Choosing a College” and HS-5h: “Comparing My College Choices” to show forms used in AVID to help students choose the school that will be the best “fit.” Remind participants that not all students will get accepted by the school at the top of their list, making it critical that students apply to several colleges of interest to them, instead of just their favorite. Discuss the importance of parents being supportive during this stress- filled time. 194 AVID Family Workshops

Transition to College Go over the following with parents: 5 minutes Once students have decided which university they will attend, they must complete a number of tasks, including the following: • File a letter of intent • Register for and take any required placement tests • Do additional research that will help them once they get on campus (e.g., find out what support services are provided by the university, etc.) Use Overhead Transparency HS-5i: “Things I Need to Know about My College” to present a form AVID students can use to gather information about the school they plan to attend. How Parents can Help Display/distribute Overhead Transparency/Handout HS-4j: “Ways to Help Your at Home Student at Home #5” and discuss the suggestions with workshop participants. Emphasize 5 minutes the importance of parental involvement to student success. Closing Allow time for final questions and answers before adjourning the workshop. 5 minutes Thank parents and family members for attending the final workshop of the year, and remind them that they should feel free to contact you should they have any additional questions. Section 2: High School Workshops 195

Overhead Transparency HS-5a Objectives To learn: • The steps of the college application process, including: — taking college entrance exams — completing applications, including writing a personal statement — requesting letters of recommendation — applying for financial aid — making a final decision about where to go to college • Ways parents can encourage and support their students at home 196 AVID Family Workshops

Overhead Transparency SHS-5a Objetivos Aprender: • Los pasos del proceso de solicitud a una Universidad incluyen: — tomando examenes para ingreso a Universidad — completando solicitudes, escribiendo su ensayo de declaracíon personal — pidiendo cartas de recomendacíon — solicitando ayuda financiera — haciendo la ultima decision de a donde asistir a Universidad • Como los padres pueden apoyar y alentar a sus estudiantes en casa Section 2: High School Workshops 197

Overhead Transparency HS-5b Name: ____________________________________________________________________ Date: ____________________________________________ Period: __________________ My Senior Year Checklist Task Deadline Inserted on Date Notes Calendar (ck) Completed Register for SAT® or ACT exams Early September Prep for exams (as needed) 4–6 weeks prior Download or request college applications to exam Complete rough drafts of applications Early September Finalize list of colleges Mid-September Review and revise personal statements Mid-October Prepare for letters of recommendation (if End of October needed) Request letters of recommendation End of October Determine possible college major(s) End of October Complete all applications (varies) Register online for FAFSA PIN End of Nov. Attend financial aid workshops with Late December parents/guardians and early January Request and complete scholarship (varies) applications Submit FAFSA online along with any March 2 (earlier, supplemental forms required by the if possible) state or by schools Respond to requests from colleges for (varies) additional information Decide which school to attend and file Usually May 1 letter of intent Register for and take any required (varies) placement exams Continue to respond to correspondence (varies) from various college offices (e.g. financial aid, housing, etc.) Identify support services and extracurricular June/end of activities at intended college school year Request that final transcript be sent to June/end of college of choice school year 198 AVID Family Workshops

Overhead Transparency SHS-5b Nombre: __________________________________________________________________________ Fecha: ____________________________________________ Periodo: ________________________ Plan de Cuarto Año de Preparatoria Trabajo Fecha de Vencimiento Puesta en mi Fecha en que Apuntes Calendarío se Completo Registrarse para los examenes SAT® o ACT Comienzos de Septiembre Preparacíon para el examen 4–6 seis semanas antes Pedir solicitudes universitarias del examen Completar el borrador de las solicitudes Comienzos de Septiembre Completar lista de universidades Mediados de Septiembre Repasar y corregir el ensayo de Mediados de Octubre declaracíon personal Prepararse para cartas de recomendacíon Fines de Octubre (si lo es necesario) Pedir cartas de recomendacíon Fines de Octubre Determinar posibles especializacíones Fines de Octubre universitarias Completar todas las solicitudes (Varía) Registrar por internet para su numero PIN Fines de Noviembre de FAFSA Asistir a talleres de ayuda financiera con Fines de Diciembre o sus padres/guardianes comienzos de Enero Pedir y completar solicitudes de becas (Varía) Mandar el FAFSA por el Internet ademas 2 de Marzo o antes si lo de hojas suplementarias requeridas por es posible el estado o las escuelas Responder a requisitos de universidades (Varía) para informacíon adicional Decidir a cual universidad asistiras y Normalmente el día entregar tu hoja de asistencía primero de Mayo Registrarse y tomar examenes de (Varía) ubicacíon Continua contestando a correspondencia (Varía) de varias oficinas universitarias (ex. ayuda financiera, dormitorios, etc. …) Identifica servicios de apoyo y actividades Junio/Fines del año extra-curriculares en la universidad escolar Pide que tu ultimo certificado de estudio sea Junio/Fines del año mandado a la universidad que asistiras escolar Section 2: High School Workshops 199

Overhead Transparency HS-5c Topics for Personal Statement Essays From the University of California Application Question #1 How have you taken advantage of the educational opportunities you have had to prepare for college? Question #2 Tell us about a talent, experience, contribution, or personal quality you will bring to the University of California. Question #3 Is there anything you would like us to know about you or your academic record that you have not had the opportunity to describe elsewhere in this application? From the Common Application Question #1 Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and its impact on you. Question #2 Discuss some issue of personal, local, national, or international concern and its importance to you. Question #3 Indicate a person who has had a significant influence on you, and describe that influence. Question #4 Describe a character in fiction, an historical figure, or a creative work (as in art, music, science, etc.) that has had an influence on you, and explain that influence. Question #5 A range of academic interests, personal perspectives, and life experiences adds much to the educational mix. Given your personal background, describe an experience that illustrates what you would bring to the diversity in a college community, or an encounter that demonstrated the importance of diversity to you. Question #6 Write on a topic of your choice. 200 AVID Family Workshops

Overhead Transparency SHS-5c Temas Para Ensayo de Declaracíon Personal De la Solicitud de la Universidad de California Pregunta #1 ¿Como has tomado ventaja de las oportunidades educativas que se ten han presentado para prepararte para la Universidad? Pregunta #2 Dinos sobre un talento, experiencia, contribucíon, o calidad personal que tu traerías a la Universidad de California. Pregunta #3 ¿Hay algo que te gustaria que supieramos de ti o de tus archivos academicos que no has tenido la oportunidad de describir en otro parte de la solicitud? De la Solicitud en Comun Pregunta #1 Evalua una experiencía, logro, riesgo que hayas tomado, o dilemma ético que has enfrentado y su impacto en ti. Pregunta #2 Dinos sobre algun asunto personal, local, nacional, o internacional de que tu tienes alguna inquietud y la importancia para ti. Pregunta #3 Identifica alguna persona que a tenido una gran influencia sobre ti y describe esa influencia. Pregunta #4 Describe un personaje de ficcíon, figura histórica, o un trabajo creativo (como arte, musica, ciencia, etc.) que ha tenido influencia sobre ti y explica esa influencia. Pregunta #5 Una gama de intereses académicos, perspectives personales, y experiencias de vida agregan mucho a la mezcla educativa. Dado tu fondo personal, describe una experiencia que ilustra lo que traerías a la diversidad en una comunidad Universitaria, o un encuentro en que demostraste la importancia de la diversidad para ti. Pregunta #6 Escribe sobre un tema de tu eleccíon. Section 2: High School Workshops 201

Overhead Transparency HS-5d Name: ____________________________________________________________________ Date: ____________________________________________ Period: __________________ Request for a Letter of Recommendation Directions: Use this template as a guide for requesting a letter of recommendation. Be sure to attach to your request the official form the letter writer must use AND a copy for writing a rough draft. Date _________________________ Dear ________________________________________________________________________________ I am writing to ask you for a letter of recommendation as part of my application to (name of school)_____________________________. I believe you are one of the teachers who has great insight regarding my contributions in the classroom. In this letter, I would like you to focus on the following abilities or aspects of my character as a student in your classroom: 1. __________________________________________________________________________________ 2. __________________________________________________________________________________ 3. __________________________________________________________________________________ If you feel you are not the best person to write this letter for me, please advise me immediately. This letter must be completed (and/or mailed) by _____________________ so I can meet my application deadline. If I can provide any other information or assistance, please let me know as soon as possible. Sincerely, (signature) [name] 202 AVID Family Workshops

Overhead Transparency SHS-5d Nombre: __________________________________________________________________ Fecha: ____________________________________________ Periodo: ________________ Pidiendo Una Carta de Recomendacíon Direccíones: Utiliza esta plantilla como guía para pedir una carta de recomendacíon. Esté seguro de conectar a su pedido la forma oficial que debe utilizar el escritor de la carta y otra copía para que puedas hacer el borrador. Fecha _________________________ Estimado ____________________________________________________________________________ Estoy escribiendole para pedirle una carta de recomendacíon como parte de mí solicitud a ( nombre de Universidad)_______________. Pienso que usted es uno de lo maestros que tiene muy buena idea con respecto a mis contribuciones en el salon. En esta carta, me gustaria que se enfoque en las habilidades o aspectos siguientes de mí carácter como un estudiante en su clase: 1. __________________________________________________________________________________ 2. __________________________________________________________________________________ 3. __________________________________________________________________________________ Sí usted se siente que usted no es la mejor persona de escribir esta carta de recomendación para mí, por favor me aconseja inmediatamente. Esta carta se debe completar (y/o ser enviada por correo) antes de ________para que yo pueda cumplir con la fecha en que se vence mí solicitud. Sí puedo proporcionar cualquier otra información o ayuda, por favor dejeme saber lo mas pronto posible. Sinceramente, (firma) [nombre] Section 2: High School Workshops 203

Overhead Transparency HS-5e Name: ____________________________________________________________________ Date: ____________________________________________ Period: __________________ My References Directions: Use this template to compile a list of people you can use as references for scholarships, jobs, or other opportunities. Keep a copy in your personal file and another in your AVID portfolio. Be sure you take this list with you when you go to college. Name ____________________________________________________________________________________________ Address (number/street/city/state/ZIP) ____________________________________________________________________ Phone # (including area code) where the person can be reached ________________________________________________ E-mail Address ______________________________________________________________________________________ Personal qualities to which this person can attest (e.g., leadership, responsibility, etc.) ______________________________ __________________________________________________________________________________________________ Name ____________________________________________________________________________________________ Address (number/street/city/state/ZIP) ____________________________________________________________________ Phone # (including area code) where the person can be reached ________________________________________________ E-mail Address ______________________________________________________________________________________ Personal qualities to which this person can attest (e.g., leadership, responsibility, etc.) ______________________________ __________________________________________________________________________________________________ Name ____________________________________________________________________________________________ Address (number/street/city/state/ZIP) ____________________________________________________________________ Phone # (including area code) where the person can be reached ________________________________________________ E-mail Address ______________________________________________________________________________________ Personal qualities to which this person can attest (e.g., leadership, responsibility, etc.) ______________________________ __________________________________________________________________________________________________ Name ____________________________________________________________________________________________ Address (number/street/city/state/ZIP) ____________________________________________________________________ Phone # (including area code) where the person can be reached ________________________________________________ E-mail Address ______________________________________________________________________________________ Personal qualities to which this person can attest (e.g., leadership, responsibility, etc.) ______________________________ __________________________________________________________________________________________________ Name ____________________________________________________________________________________________ Address (number/street/city/state/ZIP) ____________________________________________________________________ Phone # (including area code) where the person can be reached ________________________________________________ E-mail Address ______________________________________________________________________________________ Personal qualities to which this person can attest (e.g., leadership, responsibility, etc.) ______________________________ __________________________________________________________________________________________________ 204 AVID Family Workshops

Overhead Transparency SHS-5e Nombre: __________________________________________________________________ Fecha: ____________________________________________ Periodo: ________________ Mis Referencias Direccíones: Utiliza esta plantilla para compilar una lista de personas que puedes utilizar como referencias para becas, para trabajos, o para otras oportunidades. Manten una copia en tu archivo personal y otro en tu portafolio de AVID. Asegurate de llevar esta lista contigo cuando vayas a la Universidad. Nombre____________________________________________________________________________________________ Domicilio (numero/calle/ciudad/estado/codigo) ____________________________________________________________ Número de teléfono __________________________________________________________________________________ Domicilio electrónico ________________________________________________________________________________ Calidades personales que esta persona puede atestiguar (ex. liderazgo, responsabilidad) ____________________________ __________________________________________________________________________________________________ Nombre____________________________________________________________________________________________ Domicilio (numero/calle/ciudad/estado/codigo) ____________________________________________________________ Número de teléfono __________________________________________________________________________________ Domicilio electrónico ________________________________________________________________________________ Calidades personales que esta persona puede atestiguar (ex. liderazgo, responsabilidad) ____________________________ __________________________________________________________________________________________________ Nombre____________________________________________________________________________________________ Domicilio (numero/calle/ciudad/estado/codigo) ____________________________________________________________ Número de teléfono __________________________________________________________________________________ Domicilio electrónico ________________________________________________________________________________ Calidades personales que esta persona puede atestiguar (ex. liderazgo, responsabilidad) ____________________________ __________________________________________________________________________________________________ Nombre____________________________________________________________________________________________ Domicilio (numero/calle/ciudad/estado/codigo) ____________________________________________________________ Número de teléfono __________________________________________________________________________________ Domicilio electrónico ________________________________________________________________________________ Calidades personales que esta persona puede atestiguar (ex. liderazgo, responsabilidad) ____________________________ __________________________________________________________________________________________________ Nombre____________________________________________________________________________________________ Domicilio (numero/calle/ciudad/estado/codigo) ____________________________________________________________ Número de teléfono __________________________________________________________________________________ Domicilio electrónico ________________________________________________________________________________ Calidades personales que esta persona puede atestiguar (ex. liderazgo, responsabilidad) ____________________________ __________________________________________________________________________________________________ Section 2: High School Workshops 205

Overhead Transparency HS-5f Important Dates for Financial Aid Every state is different, so you need to be aware of financial aid dates/options that apply to your state. September–October Discuss with your counselor and AVID teacher your college plans and financial options. Check out <www.edfund.org>, <www.csac.ca.gov>, and <www.mapping- your-future.org> for guides to college and financial aid planning. Plan to attend financial aid workshops for students and parents. October–November Apply for a PIN at <www.pin.ed.gov> so you will be able to e-sign the online FAFSA. Complete and submit your college applications for admission. Many applications are available online. If you are applying under an early decision or other special admissions program, ask about deadlines for financial aid applications such as the PROFILE. Research private grants and scholarships provided by local community organizations, businesses, and foundations. If you need a paper copy of the FAFSA, call 800-394-7084 or go to <www.edpubs.org/ml>. January 1 Submit completed FAFSA online at <www.fafsa.ed.gov> (or on paper) as soon as possible starting January 1. February–March Review your Student Aid Report for accuracy and return it immediately if there are any corrections that need to be made. May Prepare a spending plan for college. A good source of help is EdWise at <www.edwise.org>. EdWise can also help you determine how much you can afford to borrow for college. 206 AVID Family Workshops

Overhead Transparency SHS-5f Fechas Importantes Para Ayuda Financiera Cada estado es diferente, entonces necesitas estar enterado de fechas/opciones de ayuda financiera que aplican a tu estado. Septiembre–Octubre Discute con tu consejero y maestro(a) de AVID tus planes de Universidad y opciones de ayuda financiera. Visita <www.edfund.org>, <www.csac.ca.gov>, y <www.mapping-your-future.org> para guías de Universidad y planeamiento de ayuda financiera. Has planes de atender talleres de ayuda financiera para estudiantes y padres. Octubre–Noviembre Solicita un numero PIN en <www.pin.ed.gov> para que puedas firmar electrónicamente el FAFSA. Completa y manda tu solicitudes de ingreso a Universidades. Muchas solicitudes estan disponibles por el Internet. Sí estas solicitando con decision rapida o otro programa especial, pregunta sobre fechas de vencimiento para solicitudes de ayuda financiera como PROFILE. Investiga becas privadas o proporcionadas por organizaciones comunitarias locales, negocios, o fundaciones. Si necesitas una copia de papel de la FAFSA, llama a 800-394-7084 o ve a <www.edpubs.org/ml>. Dia Primero de Enero Manda tu FAFSA electrónicamente en <www.fafsa.ed.gov> (o en papel) lo mas pronto possible despues de el día primero de Enero. Febrero–Marzo Repasa tu Student Aid Report/(Reporte de Ayuda Estudiantil) para que este correcto y regresalo si necesita algunas correcíones. Mayo Prepara un plan de gastos para la Universidad. Un buen recurso es EdWise en <www.edwise.org>. EdWise tambien puede ayudar a determinar cuanto dinero puedes pedir prestado para la Universidad. Section 2: High School Workshops 207

Overhead Transparency HS-5g Name: ____________________________________________________________________ Date: ____________________________________________ Period: __________________ Factors in Choosing a College Directions: You and your classmates have brainstormed all possible factors that can affect the choice of a college. To clarify how important each factor is to you, enter it in one of the columns below. Then rank the factors you placed in the first column, marking the most important with #1, the next with #2, and so on until you have ranked each one. Very Important Somewhat Important Not Important 208 AVID Family Workshops

Overhead Transparency SHS-5g Nombre: __________________________________________________________________ Fecha: ____________________________________________ Periodo: ________________ Factores en Escojer Una Universidad Direccíones: Tu y tus compañeros de salon han propuesto una lista de todos los posibles factores que pueden afectar la elección de una Universidad. Para aclarar que importante es para ti cada factor, escribelo en la columna correspondiente. Despues sitúa los factores que colocócaste en la primera columna, marcando el mas importante con #1, el próximo con #2, etcétera hasta que hayas situado cada uno. Muy Importante Algo Importante No Importante Section 2: High School Workshops 209

Overhead Transparency HS-5h Comparing My College Choices Directions: At the bottom of the page, write the schools to which you have been accepted. Then, in the boxes in the left column, write six factors about college that you consider “Very Important.” Complete the chart by writing the name of each school that has accepted you in the appropriate box after each factor (e.g., does the school definitely meet the criterion or only somewhat meet the criterion?). Rank A “Very Important” Colleges that definitely Colleges that somewhat Colleges that do not Factor meet this criterion meet this criterion meet this criterion #1 #2 #3 #4 #5 #6 Schools to which I’ve been accepted: ____________________________________________________________ 210 AVID Family Workshops

Overhead Transparency SHS-5h Comparando Mis Selecciónes de Universidades Direccíones: Al pie de la página, escribe el nombre de las Universidades a que has sido aceptado. Entonces en las cajas en la columna ízquierda, escribe seis factores acerca de la Universidad que consideras muy importantes. Completa la tabla escribiendo el nombre de cada universidad que te ha aceptado en la caja apropiada después que cada factor (ex. la Universidad definitivamente cuenta con el críterio o solo algo cuenta con el críterio?). Grado Un Factor “Muy Universidades que Universidades que solo Universidades que no Importante” definitivamente cuentan algo cuentan con este cuentan con este críterio con este críterio críterio #1 #2 #3 #4 #5 #6 Universidades que me han aceptado: ____________________________________________________________ Section 2: High School Workshops 211

Overhead Transparency HS-5i Name: ____________________________________________________________________ Date: ____________________________________________ Period: __________________ Things I Need to Know About My College Use this form to record important information. Bring it with you to college orientation. Question Notes Contact Information (names, phone numbers, and e-mail addresses) What types of tutoring services are available? Is there a writing assistance center? If so, how can I access the services? Will I be assigned an academic advisor? If not, how can I get assistance planning my college courses? What health services are available on campus? Do they charge any fees? What counseling or mental health services are available? What clubs or organizations do I want to join? What are the procedures for joining? For what athletic teams do I want to try out? What are the procedures for try-outs? In what community projects or service organizations do I want to participate? In what special programs am I interested (e.g., studying abroad)? 212 AVID Family Workshops

Overhead Transparency SHS-5i Nombre: __________________________________________________________________ Fecha: ____________________________________________ Periodo: ________________ Lo que Necesito Saber Sobre Mi Universidad Utiliza esta plantilla para apuntar informacíon importante. Tráila a la orientación universitaria. Pregunta Apuntes Informacíon de Contacto (nombre, número de teléfono, correo electrónico) ¿Qué tipos de servicios de tutoría están disponibles? ¿Hay un centro de ayuda de escritura? ¿Sí eso es el caso, cómo puedo conseguir acceso al servicio? ¿Seré asignado a un consejero académico? Si esto no es el caso, cómo puedo obtener ayuda en la planificación de mis cursos en la Universidad? ¿Qué servicios de salud están disponibles en la Universidad? ¿Hay algún costo? ¿Qué servicios de aconsejar o servicios de sanidad mentales están disponibles? ¿A cuales clubes o organizaciones me quiero unir? ¿A qué equipos atléticos quiero intentar agregarme? ¿Qué son los procedimientos para la prueba de audición? ¿En qué proyectos de la comunidad o con cuales organizaciones de servicio quiero participar? ¿En qué programas especiales estoy interesado (ex. estudiar al exterior)? Section 2: High School Workshops 213

Overhead Transparency/Handout HS-5j Ways to Help Your Student at Home #5 Preparing for College and Career • At the beginning of the year, sit down with your student and discuss the senior checklist. Then revisit it periodically throughout the year to make sure your student is accomplishing his/her goals. (Set goals between meetings to help your student stay focused.) • Understand your responsibility in helping your student complete the FAFSA. Be aware of deadlines and encourage your student to complete tasks and submit materials ahead of schedule. • Discuss with your student possible scholarships for which he or she might be eligible. Participate in the process by encouraging him/her to complete applications on time to the best of his/her ability. • Once acceptance letters have been received, sit down with your student and discuss the options. Consider the pros and cons of attending each school. • Encourage your student during this time of transition; help him/her to meet important deadlines and make significant decisions. • Celebrate a great accomplishment! 214 AVID Family Workshops

Overhead Transparency/Handout SHS-5j Como Ayudar a Su Hijo(a) en Casa #5 Preparandose Para Universidad y Carrera • En el comienzo del año, siéntese con su estudiante y discuta el plan del año. Entonces vuelva a visitarlo periódicamente a través del año para asegurarse que su estudiante alcanze sus metas. (Haga metas entre reuniones para ayudar a su estudiante a permanecer enfocado.) • Entienda su responsabilidad en ayudar a su estudiante en completar el FAFSA. Enterese de fechas de vencimiento y alente a su estudiante a entregar trabajos y materiales antes de la fecha de vencimiento. • Discuta con su estudiante las becas a que él o ella quizás tengan eligibilidad de solicitar. Tome parte en el proceso alentando a él/ella a completar las solicitudes a tiempo a lo mejor de su habilidad. • Una vez que cartas de aceptación se hayan recibido, sientese con su estudiante y tengan conversacíon sobre las opciones. Consideren lo positivo y negativo de asistir a cada universidad. • Alente a su estudiante durante este tiempo de transición; ayude a él/ella a cumplir con fechas de vencimiento importantes y a hacer las decisiones significantes. • ¡Celebre un gran logro! Section 2: High School Workshops 215

“Today (AVID) is widely regarded as one of the most effective educational reforms ever created by a classroom teacher. The results have been extraordinary.” —Andrew Goldstein, Time Magazine 216