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Crystal Lake Central High School A dvancement V ia I ndividual D etermination
Crystal Lake Central High School
A dvancement
V ia
I ndividual
D etermination
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● AVID was founded by Mary Catherine Swanson in 1980, at Clairemont High School, in San Diego, US. For almost 40 years, AVID has become one of the most successful, non-profit college-preparatory programs for students. AVID now is implemented in more than 6,400 schools in 47 states across the U.S and internationally. AVID impacts 2 million students in grades K–12 and 50 postsecondary institutions.
“AVID's mission is to close the achievement gap by preparing all students for college readiness and success in a global society.”
AVID: 39 Years of Success
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● AVID is a program designed to help underachieving students with high academic potential prepare for entrance to colleges and universities along with fostering the skills necessary to be successful in their postsecondary careers
● A schoolwide approach to rigorous curriculum (WICOR / ELECTIVE)● Professional development for educators● AVID changes lives by helping schools shift to a more equitable,
student-centered approach. AVID trains 80,000 educators annually to close the opportunity gap, so they can prepare all students for college, careers, and life.
What is AVID?
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• 7th Year at CLC• Currently 6 sections of the AVID Elective Course (120 students)• All AVID students are enrolled in at least one Honors Course, AP course,
Dual Credit Course or the most rigorous course appropriate to the student.
• All Senior AVID students last year were accepted to one or more four year universities.
• Scholarships awarded included D155 Education Association Scholarships, Capitol Stars Scholarship, PEO Star Scholarship, Merit Scholarships (many on individual campuses), National Louis Tuition Grant for State Award Winning Culinary Arts/AVID student (half ride scholarship), the Ron Edmonds Scholarship, Women’s Service League of Crystal Lake Scholarship and the US National Dream Scholarship.
AVID: History and Successes at CLC
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Writing
Inquiry
Collaboration
Organization
Reading
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AVID Site Team and AVID Elective Students● Eric Ernd● Kimberly Bromley - Site Coordinator● Shannon Levitt - Pioneer and Senior Elective Teacher● Angela Welder - Pioneer and Junior Elective Teacher● Samantha Hardie - Sophomore Elective Teacher● Derek Crabill - Freshmen Elective Teacher● Matt MacCrindle - Freshmen Elective Teacher● Gloria Magana - Freshmen Elective Teacher● Katie Shaw - Tutorial Trainer● Christine Graham - AVID Tutor● Kristin Mayes - AVID Tutor and Instructional Coach● Katie Buxton - AVID Tutor and Instructional Coach
INSPIRE. EMPOWER. NURTURE.Enter with promise. Leave with purpose.
AVID Schoolwide Site of Distinction
➢ Highest level of AVID implementation.
➢ 1st year that we achieved this level.
➢ Schoolwide Site of Distinction Schools are schools that are implementing both the AVID Elective and AVID Schoolwide with high levels of fidelity.
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Professional Development Resources
➢ AVID Trainings
➢ Instructional Coaching
➢ School-Based Professional Development
➢ AVID Strategies Website
“When teachers take time to interact, study together, discuss teaching, and help one another put into practice new skills and strategies, they grow and their students’ behaviors improve accordingly” (Joyce & Showers 2002).
INSPIRE. EMPOWER. NURTURE.Enter with promise. Leave with purpose.
Brian Murphy - WICOR Strategies from AP to Climb● From numerous in-house trainings, I have been able to incorporate
WICOR strategies into both my AP US Government & Politics course as well as my co-taught “Climb” World Studies class.
● These strategies work for ALL STUDENTS.● Reciprocal Reading
○ “Chunking” of a text○ Reading out loud to a classmate (reading, speaking, listening)○ Answering critical thinking questions of their choice…○ Then, answering text-dependent questions
● Again… this works for all students. The difficulty/topic of text would simply be adjusted.
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Critical thinking questions students choose from...A. What do I understand so far? What don’t I understand?B. How does this connect, relate, or reinforce to what we are studying
in class?C. What is the author trying to get me to think about here?D. Identify the purpose of this section. (Pick a verb: informing,
persuading, comparing, contrasting, illustrating, countering, etc.)? How do I know?
E. What type of evidence is being used? (facts, statistics expert opinions, descriptive details, logical reasoning, and examples/anecdotes,…)
F. What surprised, challenged, changed, or confirmed what I already knew?
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AVID Elective Teachers
● Shannon Levitt○ Senior AVID Elective
Teacher○ AVID Site Team Member
● Angela Welder ○ Junior AVID Elective
Teacher○ AVID Site Team Member
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7 years of changing lives….● Vision ---> Impact ● Our AVID students = our
trailblazers; many first gen● Four graduating AVID
classes● First AVID Class now
Seniors in college● AVID Family
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Hard to quantify and measure the growth because so much relates to development of soft skills:
● Leadership Skills● Teamwork● Communication Skills● Problem Solving Skills● Work Ethic● Flexibility/Adaptability● Interpersonal Skills
INSPIRE. EMPOWER. NURTURE.Enter with promise. Leave with purpose.
AVID Graduate
● Kayla Capps○ CLC Class of 2017○ Junior at Judson
University
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AVID Graduate● Odalys Cordova
○ CLC Class of 2019○ Freshman at
National Louis University
○ Recipient of The US National Dream Scholarship
INSPIRE. EMPOWER. NURTURE.Enter with promise. Leave with purpose.
CLC AVID Students
● Luke Wagner○ AVID Senior
● Josselin Diaz○ AVID Junior
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Senior Cardboard Confessional Video
AVID Class of 2017
Adam GussVice President
Jason BlakePresident
Amy Blazier Tom Vaclavek
Ron Ludwig Nicole Pavoris Dave Secrest
Board of Education
Strategic PlanningBoard UpdateTuesday, September 17, 2019
A Foundation for Continuous ImprovementPillars Guiding Questions
Mission What is our fundamental purpose; why do we exist?
Vision What must we become in order to accomplish our fundamental purpose?
Goals How will we know if we are making a difference?
Values How must we behave to achieve our mission, vision and goals?
TOP TEN Reasons Strategic Plans Fail1. Partial commitment/little ownership or buy-in2. Writing the plan and putting it on the shelf3. Focused on insufficient data and information4. Too many goals and strategies/overly complex5. No accountability or follow through/lack of measures6. Lack of resources or alignment with the budget7. Lack of stakeholder input and feedback8. A non-representative planning group9. Activities with no progress monitoring and reporting
10. Ignoring marketplace reality, facts and assumptions/out of sync with trends and needs
Strategic Planning Teams
Goal 1A: Ready each student with the academic knowledge and competencies for life, career, and post-secondary success.
Leaders: Kim Dahlem & Sarah SchwartzFocus: Examine the benefits of Competency Based Education (CBE), the ability of a student to apply or transfer content and skills in or across content areas (Colby, 2017) Domains: Academic proficiency, Personal (self), Global and community, Other (budgeting, time management, reliability, effective communication skills, compassion, passion, continual lifelong learner, happiness)Research1. Site visits: D214, D158, D2112. The Day to Celebrate-Tomorrow3. Complete a book study: Colby, R. L. (2017) Competency Based Education: A New
Architecture for K-12 Schooling. Cambridge, MA: Harvard Education Press.
Goal 1B: Define student success and develop a pathway and portfolio for each student to pursue their interests and set goals, monitor, and report progress.
Leaders: Lori Ratliff & Donna Taylor
Focus: Creating a learner profile/ portfolio/ pathway for each student that is adaptable to each student’s definition of success and post-secondary goals.
Research:
1. Identifying the technology we currently have that fits the learner profile idea (Naviance, 5Lab, Skyward, etc.).
2. Learn about other school’s practices with learner profiles, portfolios, and/or career pathways.
Goal 1C: Engage students through blended learning and problem -based learning opportunities that extend beyond the classroom.
Leaders: Bob Hewett & Matt KollFocus: 1. PBL and Blended Learning (how do districts structure their maps and alignment). 2. Cross Curricular experiences.3. Standards/ Competency Based Grading.4. Engagement with community. (Community Service, Internships, field trips,, curricular partnershipsResearch: District Staff Inventories of knowledge and experience.School/ District outreach and visits.Outreach to Community Businesses and Organizations for possible student learning opportunities. Research into Literature, Conferences, and Professional Development opportunities.
Goal 2A: Close achievement gaps by improving student subgroups’ growth and performance.
Research○ Current successful programs of support○ Definition of “On Track” entering D155 and leaving D155 ○ Investigate growth / success indicators for all (diverse)
students○ School day schedules ○ D155 / MCC collaboration to encourage and support
coursework that leads to a certificate or degree
Leaders: Kim Bromley & Steve Knope
Focus: How do we intentionally support each student from diverse (language, socio-economic status, ethnic, racial, physical or academic limitations) groups?
Goal 2B: Meet the social-emotional and physical needs of each learner.
Leaders: Julie Duncan & Dave Shutters
Focus:
● Investigate a common language to guide our work.● Build upon the work that student services has started related to the D155
Counseling Standards.
Research:
● How to get greater involvement beyond the student services departments.● Visit schools who utilize different delivery models to inform our work.
Goal 3A: Provide meaningful staff professional development and support to expect excellence in teaching and learning.
Leaders: Kathy Gilbert & Matt TimmermanFocus: How we do professional development and When do we do it to address needs of all stakeholders?
Research:1. Structure of the school day/year to facilitate more structured professional development
a. For mandatory trainings (during the work day) vs. optional trainings (outside the work day)2. Flexible learning opportunities for staff
a. Blended/online classes (using LMS)b. Expansion of instructional coaches?c. Single period/multi-session/extended coursework
3. Microcredentials/other methods that provide for movement along salary schedule AND address elements of the SWOT analysis
Goal 3B: Enhance collaboration and communication with district staff elementary feeder districts, and local colleges.
Leaders: Todd Graba & Michelle KiddFocus: Analyze our collaboration with local partners to determine if it’s at the level necessary to support increased programming for our students. Data to be reviewed will include: frequency and quality of outreach and collaboration with both feeders and MCC.
Research: 1. Investigate programming opportunities at the post-secondary level our students can pursue both locally and other districts. 2. Research programming that would best prepare our students to both enter and exit D155.3. Analyze pathways that could be created to enhance academic persistence necessary for our students to be successful upon graduating from D155.
Goal 4A: Partner with families to enhance their ability to assist their student to make good choices and decisions as they fulfill graduation expectations and preparation for postsecondary success.
Leaders: Sharlene Montgomery & Kevin Koeppen
Focus: Analyze current practices as it pertains to parent night, elective/curriculum nights, and overall communication including research marketing/presentation techniques that allow for the largest impact.
Research:1. Conduct school site visits...What else are schools doing to increase family
connections and how do they promote events?2. College and Career input….Are we teaching the correct skills to our
students?3. Are there events we can consolidate to better utilize our resources?
Goal 4B: Partner with the community to ensure an exchange of resources to enable students to have life, career, and postsecondary experiences.
Leaders: Mike Manning & Devin Hester
Focus: Investigate current practices as it pertains to job shadowing and internships as well as current relationships with MCC and Feeder Districts.
Research:1. Job Shadowing & Internships by contacting school districts and visit potential sites2. Establish a database of community resources and student interests3. Connecting with MCC and determine how to best communicate programs offered to our
studentsa. Potentially get a rep to spend time at each building on a regular basis
4. Connecting with Feeder Schoolsa. Align 8th Grade Nights and promotion of programs to feeders amongst buildings b. Potentially survey 8th graders to find out what they are concerned about regarding HS
Goal 5A: Maximize use of time, space, facilities, and other resources to improve both learning and teaching.
Leaders: Mark Gilbert & Rebecca Saffert
Focus: Investigate the variety of alternative workspace that exist inside and outside education. With a focus on modern flexible learning spaces that lead to innovative teacher and learning experiences.
Research: Redefining the school day. With the fundamental questions being
● What does that mean?● What does that look like?
2019-20 Timeline● September - Hold initial meeting with your team to review all goals and plans for the 19-20
school year. ● September BOE Meeting - Steve and Scott provide a short presentation on the Year One
plan/focus/scorecard development● October 3rd (Thursday) - Check-in with team leaders and DLT - (approve site visits)● October - February - School visits and team meetings commence● December 12th (Thurs) - Initial brief progress check-in by team leaders with DLT● January- BOE Strat. Planning Committee meeting - Goal Team Presentations current update)● February 13th (Thurs) - Second brief check-in by team leaders with DLT● February - April - Team meetings and planning continues● April 30th (Thurs) Strategic Plan Whole Group Meeting - Make recommendations and share
tentative plans moving forward● May Strategic Planning Committee Meeting - Goal Teams Present the current status of
planning team findings and possible next steps
