Myth: AVID is a remedial program

AVID Application Questions of Interest

• Will you be the first in your family to attend college?

• Have you ever been enrolled in any honors or Pre-AP courses?

• How would you describe your current grades?

1)A’s and B’s2)B’s and C’s3)Mostly C’s

Let’s Bust the Myth…

AVID student selection focuses on students in the middle with academic potential

MYTH: AVID teachers are handpicked

• >>> Vivian Edmondson 1/19/2010 9:42 AM >>>• The success of AVID is based on voluntary

participation not only by students but by AVID trained teachers. The underlying philosophy is one will volunteer because he/she is interested or passionate about the program and its mission. Continued training and training for newcomers will take place July 12-16 at the Atlanta Summer Institute. If you have questions please ask or you may go on line to www.avidonline.org where you can find a lot of great information.

• Please let me know if you are interested in being trained in AVID by Friday, January 22. (For those teachers that have at least one year and would like to continue with the second year of training, please let me know by Friday too :-D

• Vivian Edmondson, • AVID Coordinator• National Board Certified FACS Teacher• • SouthWest Edgecombe High School• 5912 NC Hwy 43• Pinetops, NC 27864• Phone: 252-827-5016, ext. 7172• FAX: 252-827-2815

Southwest Edgecombe High School AVID Elective Teacher ContractAs part of the AVID Certification process, specifically Essential #2, all current and prospective AVID elective teachers have reviewed these

expectations.The AVID elective teacher voluntarily supports the mission of AVID and

participates in the AVID elective program for the following reasons:Shares in the same expectations for individual determination that we have

for prospective AVID students.Enjoys collaborative problem solving with their colleagues.

Has effective classroom management & organizational skills.Serves as a student advocate and is a proponent of equitable access to

rigorous curriculum and programs.Provides social and academic support for their students.

Commits to personal and professional growth.Spends extra time outside of classroom setting to ensure the success of the

AVID program.Has or is willing to develop leadership roles on campus.Develops a mentoring relationship with AVID students.

Promotes the AVID strategies and methodologies across grade levels, content areas and schoolwide.

AVID elective teacher responsibilities include:Implementation of the AVID Curriculum.

On-going monitoring of AVID students’ progress.Training, coaching and debriefing tutorial process with tutors and students.

Participation in all AVID elective teacher and Site Team meetings.Assistance with and participation in AVID functions (e.g. parent meetings,

AVID fieldtrips, tutor recruitment and staff development).The above describes my voluntary participation in the AVID

program.

CONTRACTADVANCEMENT VIA INDIVIDUAL DETERMINATION

Name of Student: _____________________________ Enrollment Date: ______AVID is a program, which prepares students for four-year college eligibility.

Student Goals:Academic success in college preparatory courses.

Successful completion of college eligibility requirements.Enrollment in four-year college or university after high school graduation.

Student Responsibilities:Maintain satisfactory citizenship and attendance in all classes.

Maintain the AVID binder with assignment/grad record sheets and daily notes in all classes.Compete all homework assignments and commit to at least two hours of homework every nigh.

Maintain enrollment in college preparatory courses.Student Agreement:

I agree to accept enrollment into the AVID elective class, which will offer academic support to me. I want to succeed, and I understand that I must take individual responsibility for my own

success. I understand that in order to give fair consideration to my involvement with the program, I must commit to remaining enrolled in the AVID elective for at least one year, and that I will be allowed to remain in the program only if I meet the student responsibilities outline above.

I also understand that studies show that I will be most likely to demonstrate academic improvement if I remain in the program only if I meet the student responsibilities outline above. I

also understand that studies show that I will be most likely to demonstrate academic improvement if I remain in the program at least three years and most likely to meet my goal of four-year college enrollment if I remain in the AVID program in my senior year of high school.

___________________________________ Student Signature

Support Agreement:We agree to support the efforts of this student in meeting the goals outline

above.______________________________ ______________________________

AVID Coordinator Signature Parent Signature______________________________ ______________________________

AVID Counselor Signature Site Administrator Signature

Let’s bust the myth

• AVID program participants, both students and staff, must choose to participate.

Myth: Southwest must be committed to full

implementation of the AVID program.

Date: 02/08/10 WICR Lesson Plan Template Week 22 Day 1Standard(s): Working with sources; sustained inquiry of a topic or problem

Objective(s): AVID College Readiness: Working With Sources

AVID MethodStrategies Students will produce…

W WritingHow will students use writing as a tool for learning?

Reflective writing activity see inquiry record their methodology for developing claims for their papers in their RLs

I InquiryWhat questions will I ask?How will I facilitate students asking questions?

1. How did you come up with your claims?2. What sources have been most useful for you?3. Did anyone assist you in deciding what your claim and evidence would be?

record their methodology for developing claims for their papers in their RLs

C CollaborationHow will I facilitate student collaboration?

Organize students into groups of four or five. Tell each group that after the claims presentations have been made, they should select one student who seems to understand well the claims and evidence for his/herpaper. This person will be in the Inner Circle for the Citation Circles activity.

Ask students to join the assigned groups with their notes for their paper, their sources, and copies StudentHandout 3.4c: “Essential Skill 4: Academic Arguments—Supporting Claims and Using Evidence from Sources.”• Tell students to use their sources to present what they think will be the principal claims for their papers andthe evidence they found in their sources to support their claims.

R Reading or RigorWhat will students read? What strategies will I use to facilitate that reading or rigor?

Following Teacher Resource 3.5a: “Essential Skill 4: Citation Circles,” complete a Citation Circlesactivity

When all the students have presented to their groups, ask the group members to select one student for theInner Circle in the Citation Circles activity.

Do these look familiar?

• Writing Across the Curriculum

• Notebooks/Binders• Learning Logs• Warm-Ups• Vocabulary

Strategies• Reading

Strategies• Notetaking• Study Skills

• Test Taking Skills• Problem Solving

Skills• KWL Charts• Successful

Classroom Interactions

• Collaboration• Think-Pair-Share

This is TRUE!

• AVID Methodologies are strategies that SWE teachers are ALREADY using!!!

• These strategies are best practices…

• Can we agree to use the same name for these best practices “across the board” so students understand?

Myth: AVID Students cannot be a North Carolina

Scholar

SWE AVID Class of 2010The First Graduating Class

26 Students Strong

COLLEGE/UNIVERSITY PREPCOURSE OF STUDY REQUIREMENTSNAME: _________________________________________ NC WISE: _____________GRADUATION DATE: ______________ENGLISH GRADE

ENG I H A

ENG II H A

ENG III AP H A

ENG IV AP H A

MATHEMATICS

ALGEBRA I

GEOMETRY H A

ALGEBRA II H A

ADV. FUNCTIONS

PRE-CAL H

CALCULAS A/B AP

SCIENCE

EARTH/ENVIR. AP H A

PHYCIAL SC.

BIOLOGY AP H A

CHEMISTRY AP H A

PHYSICS AP H A

SOCIAL STUDIES

WORLD HIST AP H A

US HIST AP H A

CIVICS H A

SECOND LANGUAGE

SPANISH I H A

SPANISH II H A

SPANISH III H

SPANISH IV H

HEALTH AND PHYSICAL ED.

26 AVID Graduates from SWE in 2010

• All 26 are enrolled in higher education at this time.

• 24/26 were accepted to 4-year universities• 4 Honor Graduates• 4 NC Academic Scholars• 7 National Honor Society Graduates• 3 Certified Nursing Assistants• 6 Students Awarded Personal Laptops for

College

•Total Scholarships/Grants: $503,408.00

Let’s bust the myth

• AVID students must be enrolled in a rigorous course of study that will enable them to meet requirements for university enrollment

Myth: AVID Elective Classes provide a strong, relevant

reading and writing curriculum

Writing Assignments By Grade Level

•Mandala Autobiography, Autobiographical Incident, Life Goals Essay, Description of a Place, Explanation of a Process, Character Analysis

• Mandala Autobiography• AutobiographicalIncident• Biography• Life Goals• Career Research• Description of a Place• Explanation of a Process• Character Analysis• Problem-SolutionAnalysis

• AutobiographicalIncident• Biography• Life Goals• Career Research• Problem-SolutionAnalysis• Argument

• College Essay• Argumentxii High School Writing Teacher GuideJr./Sr. Seminar Writing will be included at these grade

Unit 3 Writing AssignmentsWriting Assignment 1: A Process EssayPrompt: What were (or are) the home, educational, political, cultural, or religious contexts in which the leaderlived (or lives)? Which of these contexts most influenced the leader’s goals, actions, and/or contributions?Remember to draft, revise, and edit your text—and to cite your sources. Include a “Works Cited” page.Writing Assignment 2: A Timed, In-Class EssayPrompt: What have others said about the leader’s goals, actions, and/or contributions? That is, how do othersevaluate the leader’s work? Since this is a timed writing, written in class, you will need to plan quickly,organizing a claim and evidence around your response. You do not need to cite your sources formally or have a“Works Cited” page, but you will need to mention the names of your sources as you write, e.g., “Sancheznoted that…”Writing Assignment 3: A Headed Research PaperPrompt: After looking back over the sources you used, your Research Log notes, the writing assignments, andEssential Skills activities for Unit 3, prepare a headed paper with a title and the following sections (theheadings are listed in bold). Every section but the introduction should include more than one paragraph. Thesections are:Title(It should be interesting…not just the name of your leader)Abstract: This will be a summary of your whole paper which you will write after you have finished writing the restof the paper.Academic introduction: This section does not have a heading, and it looks like the academic introduction thatyou’ve studied before. Remember the “moves”? (See Student Handout 3.14a: “Writing an AcademicIntroduction.”)Methodology(Heading is in the middle of the paper)In this section, you will be discussing what you did as you read, took notes, and wrote your papers for this unit.Throughout the term, you have been writing about your methodology in your RLs, so you can use these notes tocomplete a methodology section. Although writers of most academic methodology sections do not use “I,” and usepassive constructions (“Four people were interviewed for this paper”), you can use “I” here.Leader’s Context and ActionsFor this section, you will revise, edit, and add new material to Writing Assignment 1 that you wrote for this unit.AVID College Readiness: Working With Sources

Planning Sheet 3 (2 of 2)Others’ PerspectivesFor this section, you will revise, edit, and add new material to Writing Assignment 2 that you wrote for this unit.Leader as a Catalyst for ChangeThis section, taken from your notes and conclusion, will give evidence for why the leader you have selected can beconsidered a catalyst for change.Works CitedThough most of this paper looks like an APA text because of its headings, your teacher may be most comfortablewith MLA. If so, see <http://www.dianahacker.com/resdoc/p04_c08_s1.html> for help with this.

Cornell Notes

This is TRUE!!

• A strong relevant writing and reading curriculum provides a basis for instruction in the AVID elective class.

Myth: The AVID elective class is a glorified study

hall.

Week Four At-A-Glance Grade 9

Week 4 focus: Prewriting strategies; make effective presentation; plan and manage time; tutorial reflections

Materials: Strategies for Success, Tutorial Support Curriculum Resource Guide, High School Writing, Implementing & Managing the AVID Program

Monday Tuesday Wednesday Thursday Friday

1. Mandala Autobiography Unit•“What is a Mandala?” and “The Symbols of My Life” Activity 5.1 High School Writing (Unit 5)ᘌ2. Time Management•“Time Log” Activity 7.1 Strategies for Success (Unit 7)

1. Tutorials•Begin the process of AVID tutorials with students. Tutorials will take place twice a week for the remainder of the school year. See “The Principals of Tutoring” Strategies for Success (Unit 8)2. Debrief Tutorials•“Reflecting on Learning” Activity 4.1.1 and “Reflective Learning Log” Activity4.2.2 Tutorial Support Curriculum Resource Guide (Unit 4)

1. Create Mandala •High School Writing Activity 5.1 (Unit 5) 2. Time Management•“Barriers and Solutions to Using Time Effectively” Activity 7.3 Strategies for Success (Unit 7) 3. Homework: Tutorial Questions •“Tutorial Request Form” Activity 2.7.2 or 2.7.4 Tutorial Support Curriculum Resource Guide (Unit 2) OR “Tutorial Worksheet” Activity 8.1 Strategies for Success (Unit 8) OR “Tutorial Request Form” Section Two: Classroom Applications Implementing & Managing the AVID Program

1. Tutorials 2. Tutorial Reflections•“Higher-Level Reflections” Activity 4.2.3 Tutorial Support Curriculum Resource Guide (Unit 4)

1. Finish Mandala•High School Writing Activity 5.1 (Unit 5)2. Student Oral Presentations of Mandalas•High School Writing Activity 5.1 (Unit 5)•Discuss presentation skills using the “Presentation Rubric” Activity 14.7 Strategies for Success (Unit 14)•Involve the whole class in feedback to student presenters using the presentation rubric3. Binder Check

Week Six At-A-Glance Grade 10

Week 6 Focus: Continuation of “Explanation Life Goals” Expository Essay; research methods; pre-writing; contributing effectively to discussions

Monday Tuesday Wednesday Thursday Friday

1. Explanation of Life Goals (Prewriting)Teachers will need to schedule library or computer lab time for these activities Step 7 (Research) and Step 8 (Add to Clusters) Activity 6.1 High School Writing Curriculum (Unit 6)Students should complete Step 9 (Quickwrite) for homework in preparation for Wednesday’s class. Activity 6.1 High School Writing Curriculum (Unit 6)

1.Tutorial 1. Explanation of Life Goals (Prewriting)Step 9 (Quickwrite). Review from Monday’s homework.Step 10 (Explain Assignment/Rubric) “How to Read and Analyze a Writing Prompt” Activity 8.1 High School Writing Curriculum (Unit 8)Step 11 (Read Models) In this activity, students are asked to read essay models and to interact with the rubric to ensure common expectations for their own paper.Step 12 (Select an Audience, Purpose, & form) and Step 13 (Plan) Activity 6.1 High School Writing Curriculum (Unit 6)

1.Tutorial (PSAT / test)Students jigsaw information

about college entrance tests found in Unit 4 of College and Careers, as well as information they can search online or from the College/Career Center on campus

Students take Cornell Notes based on the following information.

College Entrance TestingWhat is the PSAT/PLAN? How are they similar/different?What types of questions are asked on the

PSAT/PLAN?What does the PSAT/PLAN measure?How can I prepare for these tests?“Beyond the Classroom” College

and Careers (Unit 4)

1. Philosophical ChairsStrategies for Success (Unit 11) “Goal” Quotes: John F. Kennedy: “Change is the law of life. And those who look only to the past or present are certain to miss the future.”Michelangelo: “The greatest danger for most of us is not that our aim is too high and we miss it, but that it is too low and we reach it.”1.Binder Checks

Week Fifteen At-A-Glance Grade 11

Week 15 focus: Integration of Sources and Writing Process – use “six-trait” tools; formulate and advance a thesis; produce pieces for different audiences and purposes; use note-taking; participate positively in group activities; contribute effectively to discussions

Monday Tuesday Wednesday Thursday Friday

1. Note organization and claims“Overview of writing assignment 3; using evidence to draft claims: the ‘findings about the leader’section” Unit 1 Part III Lesson 12 Day 1 AVID College Readiness: Working With Sources

1. Tutorials 1. Note organization and claims“Continuing to draft claims; ‘the leader’s personal characteristics’ section” Unit 1 Part III Lesson 12 Day 2 AVID College Readiness: Working With Sources

1. Tutorials 1. Binder Check2. College sites explorationJigsaw groups to review various college sites for helpful information: Campus Tours, College Net, College View, HACU, HBCU, Schools in the USA, Xap Corporation, Yahoo! Education “Web Sites for the AVID Elective” Activity 1.14 Preparing for College (Unit 1)

Week One At-A-Glance Grade 12

Week 1 focus: AVID senior year overview; tools/strategies to arrange class materials; goal-setting tools/strategies; collegiate options; four-year college admissions requirements; self-advocacy

Materials: www.avidonline.org, Strategies for Success, Implementing & Managing the AVID Program, College and Careers, Preparing for College,

Monday Tuesday Wednesday Thursday Friday

1. AVID Agreement •Implementing & Managing the AVID Program•“AVID Contract”www.avidonline.org >MyAVID >file sharing >Elective ProgramResources and Beyond > Recruitment 1. AVID Binder Setup •“Binder Grading Sheet” Implementing & Managing the AVID Program (Section 2: Classroom Applications)•“Unit Two: AVID Binder” Strategies for Success (Unit 2)• Summer Action Plan Review•“My Summer Action Plan” Student Activity 5.13 College and Careers (Unit 5)

1. Senior Year Calendaring•“Senior Year Important Dates” Activity 3.15 Preparing for College (Unit 3)•“My Senior Year Checklist” Student Activity 6.1 College and Careers (Unit 6) 1.Goal-Setting•“My College Roadmap” Student Activity 9.2 Strategies for Success (Unit 9)1. Collaboration•“Study Buddy Contract” Activity 5.6 Strategies for Success (Unit 5)

1. College Visit Preparation•“Helpful Hints for a Campus Visit” Activity 6.2 College and Careers (Unit 6)•“College Visit Questionnaire” Activity 6.3 College and Careers (Unit 6)•“The College Interview” Activity 3.13 Preparing for College (Unit 3)2. College Exploration•“Your Responsibilities” Activity 3.12 Preparing for College (Unit 3) •“Sample Letters” Activity 3.9 Preparing for College (Unit 3)

• Targeting Colleges•“College Sweatshirt” Activity 3.4 (3 of 3) Preparing for College (Unit 3)•Review “My List of Colleges” Student Activity 5.5 College and Careers (Unit 5)

• College Application Process Presentation•Introduction to college application resources by a guest speaker (counselor, librarian, or admissions expert) or by the AVID teacher •“Completing College Applications” College and Careers (Unit 6)•“Guidelines for Applying to Colleges Online” Activity 3.10 Preparing for College (Unit 3)•“Tips for Completing College Applications” Activity 3.11 Preparing for College (Unit 3)•

Let’s bust this myth

• Inquiry and Collaboration is used as a basis for instruction in the AVID classroom.

Myth: Tutors provide answers

Matt’s Story Video

Let’s bust this myth

•Tutors must be available in the AVID classroom to faciliate student access to rigorous curriculum

Myth: A= Success

College Field Trips/SWE Opportunities

• Ninth Grade---Chowan University and UNC-Chapel Hill

• Tenth Grade---ECU and St. Augustines College

• Eleventh Grade---North Carolina Central University and NC State

• Twelfth Grade---NC Wesleyan University and Campbell University

Examples from Our School

• NC Virtual Public Schools course for SWE AVID student, leads to participation in a National Panel Discussion on Online Education in Washington, DC.

• SWE AVID Students in conjunction with a non-profit organization sponsored a county-wide college day

• SWE AVID is sponsoring a trip to Spain in April 2011

AVID’s Mission Statement

AVID’s Mission is to close the achievement gap by preparing all students for college readiness and success in a global society.

Let’s bust this Myth!

•A = ACCESS