A Glimpse into
the AVID
World
The AVID
College
Readiness System
Advancement
Via
Individual
Determination
Quickwrite
What is the AVID College
Readiness System?
The AVID College Readiness System
The AVID College Readiness System, available
for __________, secondary, and __________, is a
schoolwide, transformational effort focused on
i__________, s__________, leadership, and
c__________, and is designed to increase the
number of students who enroll and succeed in
_________ and in their lives beyond high school.
3
The AVID College Readiness System
The AVID College Readiness System, available for
elementary, secondary, and higher education, is a
schoolwide, transformational effort focused on
instruction, systems, leadership, and culture, and is
designed to increase the number of students who
enroll and succeed in higher education
and in their lives beyond high school.
4
Advancement Via Individual Determination
[L. avidus]: eager for knowledge
AVID’s mission is to close the achievement
gap by preparing all students for college
readiness and success in a global society.
College Readiness Defined
College readiness: the level of preparation
a student needs to enroll and succeed—
without remediation—in a credit-bearing
general education course at a
postsecondary institution that offers a
baccalaureate degree or transfer to a
baccalaureate program.
Dr. David Conley, Defining College Readiness
7
AVID and Common Core State Standards
Need info here from C&L
8
Where is AVID?
AVID impacts more than 800,000 students in
44 states and 16 other countries/U.S. territories
9
Essential Question
CORNELL NOTES
TOPIC/OBJECTIVE:
NAME:
CLASS/PERIOD:
DATE:
ESSENTIAL QUESTION: How does AVID
Secondary impact the college readiness
system?
What is AVID at the Secondary Level?
 A schoolwide college readiness system
 A structured approach to rigorous
curriculum
 Direct support structure for firstgeneration college-goers
 Professional learning for educators
 An academic and social support
elective class
A sample week in the AVID elective
Daily or Block Schedule
Monday
Tuesday
Wednesday
Thursday
Friday
Binder
AVID
Curriculum
Tutorials
AVID
Curriculum
Tutorials
Evaluation
Field Trips
Media Center
Combination for
Block Schedule
Combination for
Block Schedule
Speakers
Motivational
Activities
(within block)




Writing
College and Careers
Strategies for Success
Critical Reading




Collaborative Study Groups
Organization
Socratic Seminars
Weeks at a Glance (WAG)
What is the most powerful influence on
academic achievement?
“When students, the ultimate
consumer of quality teaching, are asked
what this means to them, they are
unequivocal in their answer; a caring
teacher who accepts ‘no excuses’ and
who refuses to let them fail!”
Closing The Achievement Gap: A Vision For Changing Beliefs And Practices 2006
The AVID Elective Student Profile
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
Meets one or more of the following criteria:
 First to attend college

Historically underserved in four-year colleges

Low income

Special circumstances
WICOR







Writing

Inquiry

Writing process (prewrite to
final draft)
Respond, revise
Edit, final draft



Cornell notes
Quickwrites
Learning logs, journals
Skilled questioning
Socratic Seminars
Quickwrites/discussions
Critical-thinking activities
Writing questions
Open-minded activities
Collaboration

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



Organization
Tools

Binders

Calendars, planners, agendas

Graphic organizers
Methods

Focused note-taking system

Tutorials, study groups

Project planning, SMART goals



Group projects
Response/edit/revision
groups
Collaboration activities
Tutorials
Study groups
Jigsaw activities
Read-arounds
AVID Schoolwide
AVID is schoolwide when a
strong AVID system transforms the
INSTRUCTION,
SYSTEMS,
LEADERSHIP,
and CULTURE
of a school, ensuring college readiness for all AVID
Elective students and improved academic performance
for all students based on increased opportunities.
Projected Short-Term Outcomes of
AVID Schoolwide
• Use of AVID strategies for learning
• Successful completion of rigorous
coursework
• Increase in student attendance
• Increase in student educational
aspirations
Projected Long-Term Outcomes
of AVID Schoolwide
• Increase in high school graduation rates
• Increase in completion of college
entrance requirements
• Increase in college applications
• Increase in college enrollment
• Increase in rigorous course offerings
19
Why college readiness?
Will every student pursue higher education?
Not necessarily.
Should every student be prepared for and have
the option to attend college or pursue higher
education?
Absolutely.
The impact of higher education
Unemployment Rate
Professional Degree
Doctoral Degree
Master's Degree
Bachelor's Degree
Associate's Degree
Some college, no degree
High School Graduate
Less than High School…
0
Data Source: Bureau of Labor Statistics, Current Population Survey
5
Percent
10
15
Barriers to higher education
• Teacher and school perceptions
• Family fears/lack of resources
• The peer group
• Lack of academic preparation
• "The Hidden Curriculum”
• Increased competition for
college spaces
The Challenge
• 56% of teachers expect students in their
schools will need remediation.
Low
• 42% of potential first-generation college
students do not plan on college.
expectations.
• Only 23% of teachers expect three-quarters of
students in their schools to graduate from
college.
MetLife, Inc. (May 2011). The MetLife survey of the American teacher: Preparing students for college and careers.
New York, NY: MetLife, Inc.
College readiness defined
College ready: the level of preparation a
student needs to enroll and succeed –
without remediation – in a credit-bearing
general education course at a postsecondary
institution that offers a baccalaureate degree
or transfer to a baccalaureate program.
Dr. David Conley, Defining College Readiness
AVID closes the achievement gap
2014 AVID Elective seniors completing
four-year college entrance requirements
AVID U.S.
100%
95%
89%
95%
92%
U.S. Overall
92%
91%
93%
92%
80%
60%
49%
40%
20%
0%
25
21%
G
A
P
39%
25%
American Indian
Asian
Black or African
or Alaska Native AVID n = 1,913
American
AVID n = 159 U.S. n = 159,683 AVID n = 5,384
U.S. n = 36,808
U.S. n = 569,835
36%
22%
Filipino*
AVID n = 448
Hispanic or
Other*
Latino
AVID n = 2,108
AVID n = 20,789
U.S. n = 656,297
White (not
Overall
Hispanic)
AVID N = 36,450
AVID n = 5,393
U.S. N =
U.S. n =
4,051,598
2,537,481
AVID. (2014). AVID senior data collection: Study of 36,450 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: Manhattan Institute for
Policy Research. *Filipino and Other not classified by Greene and Forster (2003)
National data represents the most current comprehensive data available
What is academic rigor?
AVID defines rigor as using inquirybased, collaborative strategies to
challenge and engage students in
content resulting in increasingly
complex levels of understanding.
Why rigor is important
Students who take AP
courses and exams are
much more likely than
their peers to
complete a bachelor’s
degree in four years
or less.
70
60
Percentage of students graduating from
college in four years
61
50
45
40
30
29
20
10
0
No AP
One AP
Source: Camara, Wayne. College Persistence, Graduation, and Remediation.
College Board Research Notes (RN-19). New York, NY: College Board.
Two+ AP
AVID students participate in AP
High school graduates who took
at least one AP exam
AVID
U.S.
100%
80%
60%
40%
60%
60%
59%
28%
32%
30%
20%
0%
2010
2011
2012
AVID Center. AVID Senior Data Collection. (2009-2013).
The 9th annual AP report to the nation. (2013). Retrieved from http://apreport.collegeboard.org/download-presscenter
The 8th annual AP report to the nation. (2012). Retrieved from
http://research.collegeboard.org/programs/ap/data/nation/2012
AP test-takers by ethnicity
High school graduates who
took at least one AP exam
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
AVID
64%
60%
50%
48%
17%
American Indian or
Alaska Native
21%
Black or African
American
U.S. Overall
31%
Hispanic or Latino
*Counts are approximations due to rounding
AVID Center. AVID Senior Data Collection. (2011-2012). Study of 33,219 AVID seniors.
The 9th annual AP report to the nation. (2013). Retrieved from http://apreport.collegeboard.org/download-presscente.r
32%
Overall
Impact of AP on college graduation rates
Student Group
AP Exam
Grade of 3, 4, 5
AP Exam
Grade of 1, 2
Took AP course
but not Exam
African
American
28% higher
22% higher
16% higher
Hispanic
28% higher
12% higher
10% higher
White
33% higher
22% higher
20% higher
Low-Income
26% higher
17% higher
12% higher
Not LowIncome
34% higher
23% higher
19% higher
The Relationship Between Advanced Placement and College Graduation
(National Center for Educational Accountability)
Stand, Share, Sit
Take a minute to review your notes.
1.
up and find a person near you.
2.
your thoughts in regards to the
Essential Question. Each person has one
minute.
3.
once both of you have finished
sharing.
AVID prepares students to…




Develop as readers and writers
Develop deep content knowledge
Know content specific strategies
for reading, writing, thinking,
and speaking
Develop habits, skills, and
behaviors to use knowledge
and skills
AVID aligns with the Common Core
Common Core State Standards
33
AVID
• Are aligned with college and work
expectations
• Is focused on preparing students to become
college and career ready
• Are clear, understandable, and consistent
• Is based on a clear set of 11 Essentials
• Include rigorous content and application
of knowledge through high-order skills
• Provides rigor in the classroom through
higher-level thinking activities
• Build upon strengths and lessons of
current state standards
• Supports the implementation of all state
standards in all content areas
• Are informed by other top-performing
countries so that all students are
prepared to succeed in our global
economy and society
• Prepares all students for college readiness
and success in a global society
• Are evidenced-based
• Is based on more than 30 years of data
How AVID works





Accelerates under-achieving students who have
potential into more rigorous courses
Teaches academic and social skills not targeted
in other classes
Provides intensive support with in-class tutors
and a strong student/teacher relationship
Creates a positive peer group for students
Develops a sense of hope and personal
achievement gained through hard work and
determination
AVID’s 11 Essentials in a Nutshell
1. Student Selection
2. Voluntary Participation
3. AVID Elective During School Day
4. Enrollment in Rigor
5. Organization
6. Reading / Writing
7. Inquiry / Collaboration
8. Trained Tutors
9. Data Collection and Analysis
10. School/District Resources Committed
11. Active Interdisciplinary Site Team
• Why AVID works

Raises student achievement

Ensures college access and success


Closes opportunity and expectation
gaps
Offers meaningful and lasting
professional development
• The AVID impact on schools
 Increases
enrollment in advanced
academic courses (Pre AP/Honors) and
increases the rigor of all courses
instructional best practices
for all students in the school
 Implements
a college-going culture throughout
the school
 Creates
Wichita North High School
2014 AVID Elective Seniors
Ethnicity of 2014 AVID seniors
0.4%
1%
1%
15%
1%
15%
5%
57%
38
5%
74% qualify for
free and reducedpriced lunch
American Indian or Alaska Native
Asian
Black or African American
Filipino
Hispanic or Latino
Multi-Racial (2 or more)
Other
Pacific Islander
White (not Hispanic)
AVID. (2014). AVID senior data collection: Study of 36,450 AVID seniors [Electronic Database].
2014 AVID Elective Seniors
2014 AVID
Elective
seniors'
parents'
highest
level
of of
education
2014
AVID Elective
seniors'
parents'
highest
level
education
Less than 8th Grade
6%
12%
13%
3%
8th Grade Graduate
Some High School
7%
15%
18%
High School Graduate
Some College/University
Two-Year College/University Degree
26%
Four-Year College/University Degree
Graduate Degree
39
AVID. (2014). AVID senior data collection: Study of 36,448 AVID seniors [Electronic Database].
2013 AVID Seniors

91% plan to enroll in a college or university
» 61% plan to enroll in a four-year university
» 30% plan to enroll in a two-year college
AVID Center. AVID Senior Data Collection. (2012- 2013). Study of 34,229 AVID seniors.
Completing college-entrance
requirements
AVID students complete four-year college entrance requirements
at a rate at least two times higher than the national rate
100%
93%
92%
93%
94%
90%
80%
60%
36%
40%
20%
0%
AVID CA
AVID TX
AVID FL
AVID IL
AVID WA
Nation
AVID Center. AVID Senior Data Collection. Study of 34,229 AVID seniors (2012- 2013).
Greene, J.P. and Forster, G. (2003). Public high school graduation and college readiness rates in the United States (Report No. 3).
New York: Manhattan Institute for Policy Research. National data represents the most current comprehensive data
available
AVID minimizes low income as a factor
in academic success
AVID Dell Scholars exceed national six-year
graduation rate for low-income students
100%
80%
60%
60%
40%
20%
20%
0%
AVID Dell Scholars
National average
AVID students in college
Freshman-to-Sophomore Retention
2010 to 2011
90%
80%
70%
65%
60%
50%
80%
76%
81%
Nation
63%
60%
50%
AVID
US
42%
40%
30%
20%
10%
0%
Part-time
Full-time
2-year institution
Part-time
Full-time
4-year or higher institution
AVID is transformational
 The AVID System transforms individuals:
teachers, administrators, and students.
 AVID transforms campuses:
leadership, systems, instruction, and culture.
 AVID transforms communities:
One student, impacted by AVID, can create a
positive ripple effect throughout their family and
community, forever changing the course
of their lives.
Essential Question
CORNELL NOTES
TOPIC/OBJECTIVE:
NAME:
CLASS/PERIOD:
DATE:
ESSENTIAL QUESTION: How does AVID Elementary
impact the college readiness system?
What is AVID Elementary?
 Sequential, foundational, organizational resources
intended for the elementary teacher that teaches
all ability levels in grades K–8
 AVID strategies and philosophy of educational
opportunities for all is threaded throughout the
entire school day and across entire grade levels
 Implementation is a two-year process that begins
with Summer Institute and is accompanied by indistrict coaching cycles.
The targeted focus areas…
•
Provide equal access to all students
•
Develop organizational skills
•
Instill student success skills
•
Inspire belief in academic rigor and success
•
Smoother transition and increased articulation
across the feeder pattern
•
Identify students for AVID Elective
Components of AVID Elementary
 Student Success Skills
 Organization
 WICOR Lessons
 Partnerships
Essential Question
CORNELL NOTES
TOPIC/OBJECTIVE:
NAME:
CLASS/PERIOD:
DATE:
ESSENTIAL QUESTION: How does AVID Secondary
and AVID Elementary impact the college
readiness system?
Contact Information
•
•
•
•
•
•
Lauren Ramers
[email protected]
Steve Elia
[email protected]
Robin Withers
[email protected]
www.AVID.org