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AVID
ADVANCEMENT VIA INDIVIDUAL DETERMINATION
L. avidus eager for knowledge
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Agenda
Welcome/Introductions/Logistics Familiarization
Activity AVID Overview Student Success
Skills WICR Upcoming AVID Events
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Name Plates

• Number of years of teaching experience.
• Summer travels/activities.
• What do you hope to learn today?
• What do you know about AVID and/or AVID teaching
  strategies?

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Where are We?
Corner 1 Out of the water (unfamiliar with
strategies) Corner 2 Wearing swimmies/Life
vest (know a little bit, tried a few
strategies) Corner 3 Swimming Lessons (site
team member, attended a training or two) Corner
4 Swim Team ( AVID SI, AVID Teacher)
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Familiarization Activity
A 1-1-1-11 B 1-12-1-19 C
1-20-1-31 D 2-1-2-16 E 2-16-2-26 F
2-27-2-40 G 2-41-2-49 H 2-50-2-56
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Familiarization Activity
Work in your newly assigned group to review the
section and take notes on the highlights of your
particular section.
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What do we do for AVID students?

• Provide academic training and leadership
  opportunities through the AVID class
• Develop a peer group focused on success in school
• Create a focus on college and career planning
• Provide skills to make their transitions
  successful

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The AVID Class

• Grades 6 12 with grade-specific curriculum
• Required for all AVID students
• Taught by a trained AVID teacher
• AVID materials support (AVID Libraries)
• Course provides students with skills to help them
  succeed in college preparatory classes
• Tutoring takes place at least 2x weekly in AVID
  class
• WIC-R

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The AVID Class (continued)

• You are college material
• WE believe in you
• Dare to struggle, dare to win
• WE are on your side you are on a team
• The system is here to work for you
• You are smart and can get smarter
• A relationship demands accountability
• The peer group, the peer group, the peer group

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The AVID Class Activity

• Locate the belief from your supply basket.
• As a collaborative group, brainstorm ways to
  inspire the students you teach to embrace this
  belief.

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Why focus on creating college-ready students?

• An essential investment in democracy
• College readiness work readiness
• A meaningful high school diploma
• We develop capable, adaptive people

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AVID Is NOT

• Focused on acceleration
• A learning to learn approach
• Post-secondary prep
• Connected to content
• Research-based
• Leadership training
• Guaranteed hard work

• Remediation
• A quick fix
• A study hall or
• Whine and
• dine

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What will happen?

• Increased college-prep course completion in high
  school and enrollment in college
• Improved attendance
• Improved performance on state accountability
  tests
• Schools focus on academics
• A more cohesive faculty
• Increased AP participation
• School and district focus on college prep
• Persistence in college

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The AVID Student Profile
Students with Academic Potential

• Average to High Test Scores
• 2.5 or higher GPA in on-grade level or above
  
• College Potential with Support paired with Rigor
• Desire and Determination
• Attends School Regularly
• Appropriate classroom behavior

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From AVID, Building Background Knowledge and
Classroom Instruction That Works by Marzano,
Pickering, Pollock (ASCD, 2001)
W Writing I
Inquiry C Collaboration R Reading
Building Background Knowledge Via Direct
Vocabulary Instruction/ School-wide Reading
Strategies/Mentors
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WICR/Marzano Strategies Discussion
Questions

• Thinking about the subject you teach, which
  strategies do you already incorporate into your
  lessons? How? How frequently are they
  incorporated?
• Which strategy do you think you use less often?
  Why? If you were to incorporate this strategy
  into your lesson plan tomorrow how would you do
  it? What would the students gain from it?
• How can implementing these strategies improve
  student engagement and performance in the
  classroom?

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ROPE Activity
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• Recognizing a Successful Student
• Outside of the figure write the behaviors,
  skills,
• and attitudes successful students possess.
• Share your pictures!!
• As a collaborative group, create one successful
• student for your group that embodies your groups
  idea of the behaviors, skills, and attitudes of a
  successful student.

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S L A N T
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Organizational Techniques Planners/Calendars
Binders
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Planners/Calendars Activity With a partner,
Read and Review The Daily Planner p. 1-12. In
pairs, complete Check Out My Agenda Scavenger
Hunt p.1-18 1-19.
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• Binder Organization
• You have 5 minutes to skim the following pages
  1-24 1-31.
• Generate at least 2 questions about the
  organization of the binder and at least 2
  questions about evaluating the binder.
• With your team, work through your questions to
  come up with the answers to your questions.
• If there are any unanswered questions, post those
  on the Parking Lot.

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• Debriefing Student Success Skills
• Quickwrite In thinking about the Student
  Success Strategies that were presented to you,
  brainstorm ideas for either implementing at least
  one of the strategies or altering your current
  use of the strategy.
• Pair up with one of your corner partners
• to discuss.
• Share whole group

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How do I know what I think until I see what
I write? Quickwrite What does this quote mean
to you? How do you incorporate writing into your
lessons?
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• Cornell Note taking
• Read 2-2 and 2-3 (The Cornell Notetaking System).
• Take Cornell Notes on the important information.
  (Use p. 2-7 to help with the abbreviations)
• Compare notes with a partner and revise notes if
  needed.
• With your same partner, generate questions about
  Cornell Note taking. SHELF your questions!!

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• Evaluating Cornell Notes
• Review the two grading forms on pgs. 2-18 2-19.
• Select the one you want to use. (Rubric or
  Checklist)
• Review the two samples of Cornell Notes and give
  each set a grade using the Checklist or the
  Rubric.
• Join your group
• Discuss the grading tool you used and justify
  your answer.
• Each group will select a representative to share
  out.

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Learning Logs What did you DO? What did you
Learn? What did you find Interesting? What
Questions do you have about the learning? D L I
Q
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• Inquiry
• One-Two-Three Story Intellect Poem
• Read the poem silently to yourself.
• After the reading, write briefly what the poem
  means to you and how you can apply that meaning
  to your teaching.
• Share your responses with a partner

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• Inquiry Activity 1
• Individually, create 3 questions about the
  picture. Level 1, 2, and 3.
• Write the questions in random order.
• See if your partner can guess the level for each
  question!

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• Inquiry Activity 2
• Puzzles
• Look over p. 2-28 and 2-29.
• Find your puzzle group.
• Put together your puzzle and tape to your chart.
• Generate a Level 1, Level 2, and a Level 3
  question about your picture. (Make sure questions
  are in random order!)
• Write a short story about your picture.

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• Bumping Up the Questions
• Find a new partner.
• Each pair will be given a Level One question from
  the fairy tale Cinderella.
• With your partner, generate a deeper level
  question.
• Present your question to your newly formed group.
• Decide on the level!

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• Collaboration
• Quickwrite Complete the Traditional vs.
  Collaborative handout pg.2-41.
• Share with a partner.
• With that same partner, create a Venn diagram to
  show the differences in traditional and
  collaborative grouping.

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Preparing for Collaborative Learning Groups

• The Task
• Selection of Groups
• Preparing Students
• Trouble-shooting

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• Collaboration Debrief
• What is Collaboration?
• What is the purpose of collaboration?
• How can you make it work for you?
• Identify strategies to encourage collaboration.

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Reading to Learn Quickwrite Do you teach your
students reading strategies? If yes, which
strategies do you use? If not, why not? Share at
your table
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• Reading Strategies Activity
• Individually read over the Reading Strategies
  handouts (pgs. 2-51 2-52).
• Discuss the strategies with your group.
• Debrief

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• WICR Lessons
• Subject-Area Activity
• Using an index card, write down the content you
  teach. If you teach more than one subject, pick
  one.
• Silently, find your group.
• Review the samples of WICR lessons using SOL
  objectives. Discuss the lessons. Look fors
  WICR
• Using the WICR template, begin creating your own
  WICR lesson using your choice of a particular
  topic of study.

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Other AVID Topics to Explore

• Socratic Seminars
• Philosophical Chairs
• Fish bowls
• 3 column note taking
• Inquiry based learning
• Writing essays
• Test-Taking Strategies
• Study Skills that can be used at home
• Getting Parents more involved
• Parent Workshops
• Goal-Setting
• Mind-mapping
• Reading Strategies
• Journaling
• One-Pager Quickwrites