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  • THIS SEEMS TO FALL INTO THE CATEGORY OF WHAT WE DO ((vs. what we ARE): A professional development program providing training throughout the world
  • Adopted by approximately 4,800 schools in 48 states and 16 countries/territories, reaching more than 425,000 studentsMore than 30 years, AVID has become one of the most successful college-preparatory programs for low-income, underserved studentsA direct support structure for first-generation college goers, grades 4-12A schoolwide approach to curriculum and rigor adopted by approximatelyA professional development program providing training throughout the U.S.
  • [FROM SLIDE 3]:adopted by more than 4,800 schools in 48 states and 16 countries
  • Meets one or more of the following criteria:
  • What is necessary for successful implementation?
  • Cornell Notes for class lectures and for textbook
  • Organization is:Managing materials and practicing methodical study habitsPlanning and prioritizing school, work, and social tasksEngaging in mental preparation and goal-settingStrategically and intentionally taking responsibility for one’s own learningStudents who organize:1.    Develop and use processes, procedures and tools to study effectively.2.    Manage their time through prioritizing and goal-setting3.    Are prepared for courses, participate during instruction and interact with instructors4.    Self-direct, self-evaluate, self-monitor, self-advocate
  • Taking rigorous courses opens doors!
  • To help all students do rigorous work and meet or exceed high standards in each content area, we must help students:
  • AVID also has students in 24 postsecondary institutions.
  • Opening access to Advanced Placement courses for all students, regardless of ethnicity or economic background, is essential to leveling the academic playing field. AVID students, who take many AP tests every year, show greater ethnic diversity than AP test-takers do overall. The proportion of Latinos taking AP exams is over four times higher among AVID students than among U.S. students overall. [IS THIS SUPPOSED TO SAY “FOUR TIMES GREATER THAN OTHER LATINOS OVERALL”? IF SO, I HAVE THE ARROW POINTED TO THE WRONG NUMBER AND THE STAT IS INCORRECT.] ALSO, I’VE MOVED THE DETAILED SOURCE INFORMATION OFF THE SLIDES AND PUT IT INTO THE NOTES, LIKE SO:
  • One of the most impressive and consistent indicators of AVID's success is the rate at which it sends students to four-year colleges. Seventy-four percent of 2009 AVID graduates were accepted to a four-year college.

Avid Presentation Transcript

  • 1. Advancement Via Individual Determination Tulsa Public Schools
  • 2. 2 AVID’s mission AVID's mission is to close the achievement gap by preparing all students for college readiness and success in a global society.
  • 3. 3  A structured college preparatory system working directly with schools and districts  A direct support structure for first- generation college goers, grades 4-16  A schoolwide approach to curriculum and rigor What is AVID?
  • 4. 4  A non-profit, college readiness system  A support structure for typically low-income, underserved students  For elementary through postsecondary grade levels  A schoolwide approachto rigorous curriculum  Professional development for educators What is AVID?
  • 5. 5 Where in the world is AVID? *Numbers as of 10/1/11
  • 6. 6 The AVID College Readiness System Elementary Secondary AVID’s Mission AVID’s mission is to close the achievement gap by preparing all students for college readiness and success in a global society. ACRS Postsecondary
  • 7. 7 Demographics: 2011 AVID seniors Parent’s Highest Level of Education 1% 5% 7% 17% 15% 55% Ethnicity American Indian Multi-Racial or Other Asian or Pacific Islander African-American Caucasian Hispanic Less Than 8th Grade 15% 8th Grade Graduate 3% Some High School 15% High School Graduate 27% Some College/University 18% 2-Year College/University Degree 6% 4-Year College/University Degree 11% Graduate Degree 5% 69% qualify for free and reduced-price lunch
  • 8. 8 Has academic potential  Average to high test scores  2.0-3.5 GPA  College potential with support  Desire and determination The AVID Elective student profile
  • 9. 9 Meets one or more of the following criteria:  First to attend college  Historically underserved in four-year colleges  Low income  Special circumstances The AVID Elective student profile
  • 10. 10 1. AVID student selection 2. Voluntary participation 3. AVID elective class offered during the school day 4. Rigorous course of study 5. Strong, relevant writing and reading curriculum The 11 Essentials
  • 11. 11 6. Inquiry to promote critical thinking 7. Collaboration as a basis of instruction 8. Trained tutors 9. Data collection and analysis 10.District and school commitment 11.Active, interdisciplinary site team The 11 Essentials
  • 12. 12 WICOR Writing  Writing process (prewrite to final draft)  Respond, revise  Edit, final draft  Cornell notes  Quickwrites  Learning logs, journals
  • 13. 13 Inquiry  Skilled questioning  Socratic Seminars  Quickwrites/discussions  Critical-thinking activities  Writing questions  Open-minded activities WICOR
  • 14. 14 Collaboration  Group projects  Response/edit/revision groups  Collaboration activities  Tutorials  Study groups  Jigsaw activities  Read-arounds WICOR
  • 15. 15 Tools  Binders  Calendars, planners, agendas  Graphic organizers Methods  Focused note-taking system  Tutorials, study groups  Project planning, SMART goals WICOR Organization
  • 16. 16 Reading  SQ5R (Survey, Question, Read, Record, Recite, Review, Reflect)  KWL (What I Know; What to Learn; Learned)  Reciprocal teaching  “Think-alouds”  Text structure  Critical reading WICOR
  • 17. 17 A sample week in the AVID Elective Daily or Block Schedule Curriculum:  Writing  College and Careers  Strategies for Success  Critical Reading Tutorials:  Collaborative Study Groups  Writing Groups  Socratic Seminars Monday Tuesday Wednesday Thursday Friday AVID Curriculum Tutorials AVID Curriculum Tutorials Binder Evaluation Field Trips Media Center Speakers Motivational Activities (within block) Combination for Block Schedule Combination for block schedule
  • 18. 18 What is academic rigor? Rigor is the goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging. Source: Teaching What Matters Most; Standards and Strategies for Raising Student Achievement, by Strong, Silver and Perini, ASCD, 2001.
  • 19. 19 Meeting the challenge  Develop as readers and writers  Develop deep content knowledge  Know content specific strategies for reading, writing, thinking, and talking  Develop habits, skills, and behaviors to use knowledge and skills
  • 20. 20 More than 30 years of success In just over 30 years, AVID has become one of the most successful college-preparatory programs for low-income, underserved students, and today reaches more than 425,000 students in approximately 4,800 schools in 48 states and 16 other countries/territories. Since 1990, more than 110,000 AVID students have graduated from high school and planned to attend college.
  • 21. 21 Why does AVID work?  Places AVID students in rigorous curriculum and gives them the support to achieve  Provides the explicit “hidden curriculum” of schools  Provides a team of students for positive peer identification  Redefines the teacher’s role as that of student advocate
  • 22. 22 AVID Graduates  91.3 percent plan to enroll in a college or university  58.3 percent plan to enroll in a four-year university  33.0 percent to enroll in a two-year college Source: AVID Center Senior Data Collection System, 2010-2011 Percentages have been rounded to the nearest whole percent
  • 23. 23 Ethnic breakdown of AP® test-takers 56% 16% 15% 13%14% 8% 61% 17% 0% 20% 40% 60% 80% 100% Hispanic / LatinoBlack/African American White All Others AVID National The rate of Latinos taking AP exams is over four times higher among AVID students than among U.S. students overall. AVID Senior Data Collection 2010-2011, AVID Seniors Taking an AP Course, n = 26,407 COMPARATOR: College Board AP Exams National Summary Report http://www.collegeboard.com/student/testing/ap/exgrd_sum/2010.html
  • 24. 24 Completing college-entrance requirements 89% 92% 95% 91% 90% 85% 36% 0% 20% 40% 60% 80% 100% AVID CA… AVID TX… AVID MD… AVID IL… AVID FL… AVID WA… National AVID students complete four-year college entrance requirements at a rate at least two times higher than the national rate. AVID Senior Data Collection 2010-2011, AVID CA n = 15522; AVID TX n = 3923; AVID NC n = 709; AVID IL n = 1307; AVID FL n = 1117 COMPARATOR: U.S. Overall: The Manhattan Institute for Policy Research, Center for Civic Innovation, Education Working Paper No. 8 February 2005, Jay P. Greene and Marcus A. Winters
  • 25. 25 AVID closes the achievement gap 84% 93% 93% 89% 89% 88% 90% 90% 21% 49% 25% 22% 39% 36% American Indian or Alaska Native Asian Black or African American Filipino* Hispanic or Latino Other* White (not Hispanic) Total Seniors Completing Four-Year College Entrance Requirements AVID U.S. U.S. Overall AVID Center. AVID Senior Data Collection. Study of 27,891 AVID Seniors, [Electronic Database]. (2010 - 2011). Manhattan Institute, Education Working Paper 3. 2003. Greene, J.P., Forster, G. "Public High School Graduation and College Readiness Rates in the U.S.” *(Filipino and Other not classified in Manhattan Institute study.) National data represents the most current comprehensive data available All racial groups complete four-year college entrance requirements at a rate of 84% or higher
  • 26. 26 Getting accepted to 4-year colleges 89% 74% 0% 20% 40% 60% 80% 100% Applied Accepted AVID Senior Data Collection, All Seniors 2010-2011, n = 27,783 Almost 3 out of 4 AVID graduates were accepted to a four-year college.
  • 27. 27 Eighth graders taking algebra 58% 39% 0% 20% 40% 60% 80% 100% AVID National The number of AVID 8th graders enrolled in Algebra is almost 50% higher than the national average. AVID General Data Collection 2010-2011, 8th graders erolled in AVID, n = 65,835 COMPARATOR: National Center for Educational Statistics (NCES), Early Childhood Longitudinal Study, 2007 http://nces.ed.gov/pubs2010/2010016.pdf
  • 28. 28 Contact Information Earlene Gathright Tulsa Public Schools Project Director/API Incentive Grant Work: 918-746-6538 Email: gathrea@tulsaschools.org