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Advancement Via Individual Determination:
A Glimpse Into AVID Secondary
National Conference 2015Dr. Robin Withers
Project Manager – Professional LearningSteve Elia
Project Manager – Professional Learning
There Is No Gap With AVID
2
Amer
ican
Indi
an o
r Ala
ska
Nativ
eAV
ID n
= 2
08U.
S. n
= 3
6,80
8 Asia
nAV
ID n
= 2
,613
U.
S. n
= 1
59,6
83
Blac
k or
Afri
can
Amer
ican
AVID
n =
5,8
02U.
S. n
= 5
69,8
35
Hisp
anic
or La
tino
AVID
n =
23,
053
U.S.
n =
656
,297
Multi
-Rac
ial*
AVID
n =
2,5
50
Whi
te (n
ot H
ispan
ic)AV
ID n
= 5
,896
U.S.
n =
2,5
37,4
81
Tota
lAV
ID N
= 4
0,12
2 U.
S. N
= 4
,051
,598
90% 93% 93% 92% 92% 92% 92%
21%
49%
25% 22%39% 36%
2015 Seniors Completing Four-Year College Entrance Requirements
AVID U.S.
*Multi-racial was not classified by Greene and Forster (2003).AVID. (2015). AVID senior data collection: Study of 40,122 AVID seniors [Electronic database].Greene, J. P., and Forster, G. (2003). Public high school graduation and college readiness rates in the United States (Report No. 3). New York, NY: Manhattan Institute for Policy Research.National data represents the most current comprehensive data available.
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People Like Me
Access video on MyAVID.
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Discussion
Who or what influenced you to go to college?
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How does the AVID College Readiness System serve as a vehicle to increase student achievement and success in
college, career and life?
Essential Question
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Our Mission, Aligned With You
AVID’s mission is to close the achievement gap by preparing all students for college readiness and success in a global society.
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AVID
AVID is a nonprofit organization that provides educators with proven, real-world strategies to
accelerate the performance of underrepresented students so that these
students and all students across the entire campus succeed in college, career, and life.
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AVID Delivers Results
AVID develops:• Readers, writers, and critical thinkers• Deep content knowledge• Speaking and social skills• Habits, skills, and behaviors important to
success in college, career, and life:– Closing the achievement gap for students– Providing meaningful and impactful
professional learning
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Barriers to Higher Education
• Systemic– Teacher and school perceptions– Lack of academic preparation
• Personal– Family fears, including lack of college-
going culture– Negative peer group influence
• Financial– Lack of resources
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Knocking Down Barriers
• Systemic– Professional learning for staff includes:
• Cross-cultural education• Tools to increase rigor in coursework
• Personal– AVID provides positive peer group influence and
impacts broader social skills.– Family support for student to stay in school increases.
• Financial– Application and scholarship process is a critical
component.– Hope is fostered, and personal achievement is
supported and cultivated.
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Key Components of AVID
• Proven educational strategies provided for in-classroom use with traditionally underrepresented students in four-year colleges (AVID secondary: The AVID Elective & AVID Schoolwide)
• Professional staff development and leadership training
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AVID Secondary
• AVID Elective: initial implementation– Focused attention is given to targeted
students through an AVID Elective class.• AVID Schoolwide– AVID strategies (WICOR) are
implemented in all classrooms across the campus.
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AVID Secondary
• AVID Elective: initial implementation– Focused attention is given to targeted
students through an AVID Elective class.• AVID Schoolwide– AVID strategies (WICOR) are
implemented in all classrooms across the campus.
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AVID Elective: Student Profile• First in family to attend college• Average-to-high test scores• Academic middle, with GPA of 2.0–
3.0• College potential, with support from
AVID strategies• Individual desire and determination
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AVID Secondary
Federal Free or Reduced Price Lunch
FemaleMale
OtherWhite (not Hispanic)
Multi-RacialHispanic or Latino
Black or African AmericanAsian
American Indian or Alaska Native
64%
59%41%
2%21%
3%51%
17%5%
1%
Demographics of AVID Secondary Students in 2014–2015
AVID. (2015). AVID secondary data collection: Study of 427,605 AVID secondary students [Electronic database].
AVID Senior Demographics
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Black or AfricanAmerican
Hispanicor Latino
White (not Hispanic)
Other
16%
55%
16% 13%15%22%
57%
7%
2012 High School Seniors by EthnicityAVID U.S.
Most current data available.Due to rounding, percentages may not add up to 100%.U.S. high school senior population is approximately 3.2 million.AVID. (2012). AVID senior data collection: Study of 32,987 AVID seniors [Electronic Database]. U.S. Census Bureau (2012). Current Population Survey Data on School Enrollment. CPS October 2012 – Detailed Tables [Data File, Table 7]. Retrieved from http://www.census.gov/hhes/school/data/cps/2012/tables.html
AVID Senior Demographics
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70%30%43% 57%
2012 High School Seniors by Socioeconomic StatusAVID U.S.
Most current data available.U.S. high school senior population is approximately 3.2 million.AVID. (2012). AVID senior data collection: Study of 32,987 AVID seniors [Electronic Database]. National Bureau of Economic Research (2012). Current Population Survey Supplement Files [Data File, Oct 2012]. Retrieved from http://www.nber.org/data/cps.html
AVID Senior Demographics
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Pare
nts
Did
Not
Grad
uate
Hig
h Sc
hool
Pare
nts
Grad
uate
d Hi
gh S
choo
l
Pare
nts
Atte
nded
a
Colle
ge o
r Uni
vers
ity
32% 26%43%
2012 AVID High School Seniors by Parents' Highest Level of Education
Most current data available.AVID. (2012). AVID senior data collection: Study of 32,987 AVID seniors [Electronic Database].
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A Sample Week in the AVID Elective
Daily or Block ScheduleMonday Tuesday Wednesda
yThursday Friday
Binder EvaluationField Trips
Media CenterSpeakers
Motivational Activities
(within block)
AVID Curriculum
Tutorials AVID Curriculum
Tutorials
Combination for Block Schedule
Combination for Block Schedule
The integration of the AVID Elective and advanced courses into the master schedule is
critical.
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A Sample Week in the AVID Elective
• Tutorials– Collaborative Study Groups–Writing Groups– Socratic Seminars
• Curriculum–Middle Level Writing or High School Writing– AVID College and Careers– AVID Critical Thinking and Engagement– Critical Reading
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AVID Secondary
• AVID Elective: initial implementation– Focused attention is given to targeted
students through an AVID Elective class.• AVID Schoolwide– AVID strategies (WICOR) are
implemented in all classrooms across the campus.
Provides the college-readiness skills necessary to succeed in rigorous courses with learning
strategies in five core areas
WICOR
What Is Academic Rigor?
AVID defines rigor as using inquiry-based, collaborative strategies to challenge and engage students in content, resulting in increasingly complex levels of understanding.
WICOR: Why Write?
Writing is: • A learning tool• A personal and public
communication tool• A record of thinking
WICOR
Students who write:• Consider audience and purpose• Engage in various writing processes
to address specific situations• Support their thinking• Demonstrate understanding
WICOR
WritingPROCESS• Pre-write• Draft• Reader response• Revise• Edit• Publish and reflectWRITING TO LEARN• Cornell note-taking• Quickwrites and reflections• Learning logs• Peer evaluation• Authentic writing
Inquiry is:• Uncovering one’s understanding• Asking critical questions• Engaging in thinking, learning, and
discussion
WICOR: Why Inquire?
Students who inquire:• Analyze and synthesize materials or
ideas• Clarify their own thinking• Probe others’ thinking• Work through ambiguity
WICOR
Inquiry• Skilled questioning• Costa’s Levels of Thinking• Socratic Seminars• Tutorials/Collaborative
Study Groups• Investigations• Guiding questions
WICOR
Collaboration is:• Teamwork with shared responsibility• Sharing of ideas, information, and
opinions• Formal and informal discussion
WICOR: Why Collaborate?
Students who collaborate:
• Work together toward a common goal• Develop positive interdependence• Work in focused study groups• Support the learning of others through
inquiry
WICOR
Collaboration• Socratic Seminars• Philosophical Chairs• Group activities and
projects• Peer editing groups• Tutorials• Collaborative study groups• Service learning projects
WICOR
Organization is:• Managing materials and practicing
study habits• Planning and prioritizing school,
work, and social tasks• Engaging in mental preparation and
goal-setting• Strategically and intentionally taking
responsibility for one’s own learning
WICOR: Why Organize?
Students who organize:• Develop and use processes, procedures,
and tools to study effectively• Manage their time through prioritizing and
goal-setting• Are prepared for courses, participate during
instruction, and interact with instructors• Self-direct, self-evaluate, self-monitor, and
self-advocate
WICOR
WICOR
OrganizationTOOLS• Binders/eBinders• Calendars, planners, agendas• Graphic organizersMETHODS• Focused note-taking system• Tutorials and study groups• Project planning and SMART goals
Reading is: • Strategically gaining meaning,
understanding, and knowledge from print and other media
• Purpose-driven• Interactive
WICOR: Why Read?
Students who read: • Understand text structures• Apply prior knowledge and make
connections to other texts, self, and the world
• Make predictions and ask questions
• Create visual images as they read
WICOR
Reading• Deep reading strategies• Note-taking• Graphic organizers• Vocabulary building• Summarizing• Reciprocal teaching
WICOR
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How Implementation HappensRoles:• The District
Director• The AVID
Coordinator• The AVID Elective
teacher• The AVID Site Team
Professional Learning & Support:• Summer Institute• Path to Schoolwide• AVID District
Leadership• Leadership for College
Readiness• The certification
process• AVID Curriculum
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AVID Delivers Results
AVID develops:• Readers, writers, and critical thinkers• Deep content knowledge• Speaking and social skills• Habits, skills, and behaviors important to
success in college, career, and life:– Closing the achievement gap for students– Providing meaningful and impactful
professional learning
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2015 AVID Elective Seniors
92% plan to enroll in a college or university:• 61% plan to enroll in a four-year
university.• 31% plan to enroll in a two-year
college.
AVID. (2015). AVID senior data collection: Study of 40,122 AVID seniors [Electronic database].
AVID Students Enroll in College
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AVID(N = 32,987)
U.S.(N = 3,200,000)
68% 66%
2012 High School Seniors Who En-rolled in College the First Fall Term
After High School
Data represents the most current data available.The high school senior population size for the U.S. is an approximation.AVID. (2012). AVID senior data collection: Study of 32,987 AVID seniors [Electronic database]. U.S. Census Bureau. (2012). Current population survey data on school enrollment. CPS October 2012 – Detailed Tables [Data file, Table 7]. Retrieved from http://www.census.gov/hhes/school/data/cps/2012/tables.html
Data represents the most current data available.Due to rounding, percentages may not add up to the exact cumulative percentages.The U.S. high school senior counts are approximations.AVID. (2012). AVID senior data collection: Study of 32,987 AVID seniors [Electronic database].U.S. Census Bureau. (2012). Current Population Survey data on school enrollment. CPS October 2012 – Detailed Tables [Data file, Table 7]. Retrieved from http://www.census.gov/hhes/school/data/cps/2012/tables.html
AVID Students Enroll in College
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Black orAfrican
American
AVID n = 5,320U.S. n = 478,000
Hispanicor Latino
AVID n = 18,038U.S. n = 697,000
White (not Hispanic)
AVID n = 5,284U.S. n =
1,840,000
Other
AVID n = 4,345U.S. n = 215,000
Ethnicity
53%32% 44%
28%49% 40% 51% 59%
17%25%
22% 42%22% 26%
23% 16%71%
57%66% 70% 71% 66%
74% 75%
2012 High School Seniors Who Enrolled in Col-lege the First Fall Term After High School by
EthnicityAVID Two-YearAVID Four-Year
U.S Two-YearU.S. Four-Year
AVID Students Enroll in College
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Low Socioeconomic Status
AVID n = 23,175U.S. n =1,300,000
Mid to High Socioe-conomic Status
AVID n = 9,812U.S. n = 1,800,000
46%29%
50% 45%
21%
28%
22% 29%67%
57%
72% 73%
2012 High School Seniors Who Enrolled in College the First Fall Term After High
School by Socioeconomic StatusAVID Two-YearAVID Four-Year
U.S Two-YearU.S. Four-Year
Data represents the most current data available.The high school senior population size for the U.S. is an approximation.AVID. (2012). AVID senior data collection: Study of 32,987 AVID seniors [Electronic database].National Bureau of Economic Research. (2012). Current Population Survey supplement files [Data file]. Retrieved from http://www.nber.org/data/cps.html
AVID Students Enroll in College
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Parents Did Not Gradu-
ate High School
(n = 10,398)
Parents Graduated High School
(n = 8,555)
Parents At-tended a College or University
(n = 14,034)
43% 46% 51%21% 21% 21%64% 67% 72%
2012 AVID High School Seniors Who Enrolled in College the First Fall Term After High School by
Parents' Highest Level of Educa-tion
Enrolled in a Four-Year CollegeEnrolled in a Two-Year CollegeSeries3
Most current data available.AVID. (2012). AVID senior data collection: Study of 32,987 AVID seniors [Electronic Database].
All Students Persist
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Black or African American
(n = 4,033)
Hispanic or Latino
(n = 12,733)
White (not Hispanic)
(n = 3,960)
Other(n = 3,394)
84% 88% 86% 90%
Rates of Persistence* into the Second Year of College for AVID Seniors Who Enrolled in the First Year After High School Graduation
*Persistence is when a student enrolls in college after high school and continues to enroll in ANY college.Data represents the most current data available.AVID. (2012). AVID senior data collection: Study of 32,987 AVID seniors [Electronic database].
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How does the AVID College Readiness System serve as a vehicle to increase student achievement and success in
college, career and life?
.My next step will be to _______________
in order to __________________.
Essential Question
Dr. Robin WithersProject Manager – Professional
Learningrwithers@avid.org
Steve EliaProject Manager – Professional
Learningselia@avid.org www.avid.org
Contact Information