12 MUST DOs for African American Males12 MUST DOs for African American Males(and they’re good for ALL students too)

Patrick BriggsAVID C tAVID Center

pbriggs@avidcenter.orgp gg gAVID Texas State Office

pbriggs@avidcenter orgpbriggs@avidcenter.org

ALL Child C LALL Children Can Learn

l hRelationships MatterPositive teacher student relationships are associated with:Positive teacher-student relationships are associated with:• Increasing student's feeling of safety at school (Austin et al; Basch; Steinberg et al)• Increasing academic test scores (Basch; CDC; Comer)• Increasing academic test scores (Basch; CDC; Comer)• Increasing student understanding and meaningfulness of what is being taught (Benard)• Reducing absenteeism (Basch; CDC)• Reducing absenteeism (Basch; CDC)• Decreasing student dropout (Benard)• Decreasing student-student conflict (Griggs et al)• Improving school climate (Cohen et al; McClure et al) Improving school climate (Cohen et al; McClure et al)• Improving transition to school (Pianta et al)• Decreasing risk-taking behavior (Basch ; CDC; Rudaskill et al)• Developing language skills (O'Connor et al)p g g g ( )• Improving self-esteem (DeWit et al)• Decreasing incidences of depression(DeWit et al)• And has been highlighted as beneficial to learning by the major US educational associations, including the Council of Chief State School Officers, National School Boards Association, American Association of School Administrators, ASCD.

l lRelational CapacityWhat can I do with or say to you solely based on What can I do with or say to you solely based on our relationship?

Can we have the conversations we need to have without it becoming personal?

What can I get you to do or what can you get me What can I get you to do or what can you get me to do simply based on our relationship?

Another person cannot “fix” a child when the Another person cannot fix a child when the problem is the relationship between another adult and the child!and the child!

Wh t i C ll R di ?What is College Readiness?T hi t t i d th d l i tTeaching strategies and methodologies to:

Raise the Rigor of ALL classes for ALL studentsE ALL t d t t t k hi f th i Engage ALL students to take ownership of their own learning

““AVID defines rigor as using inquiry-AVID defines rigor as using inquirybased, collaborative strategies with increasingly complex content.”g y p

Does ALL Mean ALL?s ?

What Does “College Ready” Mean?What Does College Ready Mean?

“College readiness can be defined operationally as the level of preparation a student needs in order to enroll and succeed – without remediation – in a credit-bearing general education course at a post-secondary institution that offers a baccalaureate degree or transfer to a baccalaureate program.”

David Conley, “Redefining College Readiness”y, g g

h d S dFor Every 100 9th Grade Students:70 will graduate high school

44 will enter college

30 will return to college for their sophomore year

21 will earn a bachelor’s in 6 years (47% of those that entered college)

We send many students to college but very few READY! are READY!

Why Does College Readiness Matter?

“We are experiencing our biggest post-secondary education boom in our history”

“Out of 100 college freshmen enrolling in Out of 100 college freshmen enrolling in the state of Texas, 56 will graduate with a degree within six years”degree within six years

Raymund Paredes TX Commissioner of Higher EdRaymund Paredes, TX Commissioner of Higher Ed.

Our MissionAVID' i i i t l th hi t AVID's mission is to close the achievement

gap by preparing ALL students for college g p y p p g greadiness and success in a global society.

Think about your district’s mission

S l lKISD Directional PlanVISION: Through the implementation of a full, innovative, rigorous, comprehensive education program, KISD will provide superior learning opportunities so that upon graduation, students are prepared for success in the workforce and/or in higher education.MISSION: Teach so that students learn to their maximum potential.

Does ALL Mean ALL?s ?

Equity is….q y

Raising the achievement of ALL studentsRaising the achievement of ALL students

Narrowing the gaps between the highest and lowest performing studentslowest performing students

Eliminating the predictability and disproportionality of which student groups disproportionality of which student groups occupy the highest and lowest achievement categories

P ifi Ed ti l G J 2006Pacific Educational Group January 2006

Equity is defined in terms of outcome. No two students come to us at the same place Our job students come to us at the same place. Our job is to ensure that ALL students leave us at a level of competence that gives them a high predictability of success in their next phase of predictability of success in their next phase of life

Mike Neece – AVID Director of Systemic Initiatives

AP d C ll SAP and College Success70Students who take

AP courses and 61

60

70

exams are much more likely than

45

40

50

their peers to complete a

29

20

30

bachelor’s degree in four years or l

10

20

less. 0No AP One AP Two+ AP

Source: Camara Wa ne College Persistence Grad ationSource: Camara, Wayne. College Persistence, Graduation, and Remediation. College Board Research Notes (RN-19). New York, NY: College Board.

Impact of AP on 5-Year College Graduation Rates

Chrys Dougherty, Lynn Mellor, and Shuling Jian, The Relationship Between Advanced Placement and College Graduation (National Center for Educational Accountability)

Equity IS NOT EqualEquity IS NOT EqualEquity is moving students from a

different placedifferent place to a common place

Does ALL Mean ALL?s ?Wh t i t bl l l f What is an acceptable level of

casualties?

Th k AbThink About ItWho or What encouraged you to go to college?

How would your life be different had you How would your life be different had you not obtained your Bachelor’s Degree?

What do our students not know about college that you could tell them?college that you could tell them?

What is a skill I needed in college that I did not get from middle or high school?

C l ll l T hiCulturally Relevant Teaching

Learning environments that are authentic, culturally responsive and that build upon the language, experiences, learning styles, and strengths of the students.

d l dDr. Linda Darling-Hammond

“(Some) children come t h l d d to school everyday and

have their culture have their culture validated and (other) validated and (other) children have theirs children have theirs invalidated, even ,berated, daily.”

A hAchievement Gap?

A h A hAchievement Gap – Ashievement GapALL 9 went on to attend college and most have Master’s Degrees

ALL of the boys have either a Master’s ALL of the boys have either a Master s Degree or a Master’s AND a Doctorate

Possible SAT Score - 2400Possible SAT Score 24001707 Students who had taken relevant AP or honors courses 1702 Students reporting family incomes of more than $200,000 a year1623 Asians1581 Whit1581 Whites1551 Students who took core curriculum1523 Boys1509 National Average1509 National Average1506 Students reporting family incomes of $60,000 to $80,000 a year1496 Girls1448 American Indian or Alaskan natives1448 American Indian or Alaskan natives1416 Students who did not take core curriculum1414 Students who did not take relevant AP or honors courses 1364 Latinos (excluding Mexicans and Puerto Ricans)1364 Latinos (excluding Mexicans and Puerto Ricans)1362 Mexican and Mexican Americans1345 Puerto Ricans1321 Students reporting family incomes of less than $20,000 a year1321 Students reporting family incomes of less than $20,000 a year1276 Blacks

Does ALL Mean ALL?s ?Wh t i t bl l l f lti ?What is an acceptable level of casualties?

Meeting the ChallengeMeeting the Challenge

A d i P tiAcademic Preparation

Transcript Study:

“The single biggest predictor of collegeThe single biggest predictor of college success is the quality and intensity

f t d t ’ hi h h lof students’ high school curriculum.”cu cu u

Cliff Adelman, Answers in the Tool Box, U.S. Department of Education.

C l ll i T hiCulturally Responsive TeachingCRT is not changing hat o a e CRT is not changing what you are doing but changing how you are doing it – change the delivery… and provide it change the delivery… and provide scaffolding … tools to get there

Create lesson plans to allow for inclusion of all learning styles …left-brain and right brain instructionbrain and right-brain instruction

Include movement interaction with Include movement, interaction with peers, and collaboration to make connections to the curriculumconnections to the curriculum

Address both in: Curriculum, Instruction and AssessmentLeft Brain Right Brain

Logical RandomSequential IntuitiveSequential IntuitiveRational HolisticAnalytical SynthesizingObjective Subjectivej jLooks at parts Looks at wholes

C l ll i T hiCulturally Responsive Teaching

Overcome value judgments based on appearance and speech

Activate prior background knowledgeActivate prior background knowledgeto increase long term memory

Teach time management

Identify & develop talents

C l ll i T hiCulturally Responsive Teaching

Teacher’s role is to convertpotential energy to kineticpotential energy to kineticenergy

Teacher has high expectations of ALL learnersALL learners

In ite male ole models into Invite male role models into classrooms

Culturally Responsive TeachingCulturally Responsive Teaching

Show connections between classroom Show connections between classroom and real world – relevancy, why?

Equip learners with racial & cultural identity/pridey/p

Offer advice based on the present realityp y(not traditional advice). Be honest, sensitive to the reality, and assertive in our viewsour views

Do not give a choice on attending Do not give a choice on attending activities such as: music lessons, academic clubs, cultural groups, etc…

C l ll i T hiCulturally Responsive TeachingProvide positive reinforcement for things other Provide positive reinforcement for things other than sports, music, entertainment

Limit TV/video games – the 2nd most influential thing after peers

Price-Williams and Ramirez (1971) and Hillard (1992)

Students view environment as a whole rather than partsPrefer intuitive over inductive/deductive Prefer intuitive over inductive/deductive reasoningAttend to people stimuli over object stimuliRely on non-verbal as well as verbal communication

What Is The Most Powerful fl O A d i A hi ?Influence On Academic Achievement?

“ When students, the ultimate consumer of quality teaching, are

asked what this means to them, they , yare unequivocal in their answer; a

caring teacher who accepts “no caring teacher who accepts no excuses” and who refuses to let

them fail!” them fail!”

Closing The Achievement Gap: A Vision For Changing Beliefs And Practices 2006

My teachers respect me, for who I am, whereI come from and here I am goingI come from, and where I am going.

h f dLet’s hear from a student!

Leadership for College ReadinessLeadership for College Readiness

S A t i TSan Antonio, TexasJanuary 24-25

Denver, ColoradoFebruary 6-7

www.avid.org

Under “Upcoming Under “Upcoming Events” on the right

Data Analysis TrainingData Analysis Training

H bl (H t ) Humble (Houston), Texas

January 30-31

www.avid.orgg

Under “Upcoming Events” on the rightEvents on the right

Want more on Culturally Relevant T hTeaching?

ALL 8 AVID 2012 Summer Institutes will offer the Culturally Relevant Teaching strand!

14 HOURS of intensive training and professional development in CRT lessons professional development in CRT lessons and strategies!

Does culture matter?

d dRon EdmondsWe can whenever, and wherever

we choose successfully teach all we choose, successfully teach all children whose schooling is of i t t t W l d k interest to us. We already know more than we need to do that. more than we need to do that. Whether or not we do it must finall depend on ho e feel finally depend on how we feel about the fact that we haven’t so far.

Challenges and Choices: Raising Achievement, Closing Gaps and EnsuringRaising Achievement, Closing Gaps and Ensuring College Access.

Achievement Gap Equals Opportunity Gaps

Teacher Gaps:•Teacher Gaps: Inequitable Distribution of Qualified Teachers

•Standards Gaps: Opportunity to Learn at the Highest Level

•Curriculum Gaps: Opportunity to Access the Most Rigorous CurriculumOpportunity to Access the Most Rigorous Curriculum

•Funding Gaps: g pFewer Dollars Spent on the Students who Need the Most

Underlying Everything Is the C l f L E t tiCycle of Low Expectations

Low ExpectationsPoor TestPoor Test

Results

Less Low Level Assignments/

Challenging CoursesAssignments/

Instruction

Close these Opportunity Gaps and pp y pAchievement Gaps will close too.

National RatesNational Rates

100

National Graduation Rates by Race, Ethnicity, and Disability

77 7580

100

e

50 53 51 5640

60

Perc

enta

g

20

40

0Asian/PI White Black Hispanic Native American/Alaskan Disability

Race and ethnic graduation rates based on the Urban Institute’s Cumulative Promotion Index.Disability graduation rate is from National Council on Disability, 24th Annual Report to Congress.

Source: Realize the Dream, National Report Card on Education and Equal Opportunity, accessed 10/3/2005: http://realizethedream.civilrights.org/scorecards/national.cfm

Only 26% of Teachers Believe All Students Should be Held to Same Standard

80%90%

100%

60%59%

50%60%70%

34%26%

20%30%40%

0%10%

K-12 Parents High School TeachersK 12 Parents High School Teachers

We shouldn't expect disadvantaged students to reachthe same level of performance on standardized testsp

All students should be held to same standard

L E t tiLow ExpectationsLow Expectations:

71% f t d t l t tt d71% of students plan to attend college.g

32% of teachers expect their pstudents to attend college.

51% of parents believe their children will attend collegechildren will attend college.

The Reality...

Nearly 75% of high school graduates enterNearly 75% of high school graduates enter colleges, but only 12% of these students h l t d i ifi t llhave completed a significant college-prep curriculum.

Consequences: High percentages of students requiring remediation

Low bachelor’s degree completion ratesLow bachelor s degree completion ratesSource: Kati Haycock, “Closing the Achievement Gap,” Educational Leadership.

Students Who Require Remediation Are Less Likely to Earn a Degree

Earned BA

No Remedial Courses 54%

One Remedial Course 45%

Three Remedial Courses 18%

More than Two Semesters of Reading

9% Semesters of Reading

Source: Adelman, Cliff in Crosstalk. Vol 6 No.3, Summer 1998.

A d i P tiAcademic Preparation

Transcript Study:

“The single biggest predictor of collegeThe single biggest predictor of college success is the quality and intensity

f t d t ’ hi h h lof students’ high school curriculum.”cu cu u

Cliff Adelman, Answers in the Tool Box, U.S. Department of Education, 1999.

A d i P tiAcademic PreparationP t f St d t Wh G d t d f 4 Y C llPercentage of Students Who Graduated from a 4-Year College

by socioeconomic status (SES) and academic preparation

90High SES

Academically well-prepared students

7080 High SES

Quintile

2nd SES

are likely to graduate from college

dl f th i

405060 2nd SES

Quintile

3rd SES

regardless of their social background. Unprepared students

203040 Quintile

4th SES

Unprepared students of all backgrounds are not likely to do

01020 Quintile

LowestSES

so.

0Highest Academic

Preparation QuintileLowest Academic

Preparation Quintile

SESQuintile

Source: Adelman, 1999 American Educator, 2004

AP d C ll SAP and College Success70Students who take

AP courses and 61

60

70

exams are much more likely than

45

40

50

their peers to complete a

29

20

30

bachelor’s degree in four years or l

10

20

less. 0No AP One AP Two+ AP

Source: Camara Wa ne (2003) College PersistenceSource: Camara, Wayne (2003). College Persistence, Graduation, and Remediation. College Board Research Notes (RN-19). New York, NY: College Board.

Impact of AP on 5-Year College Graduation Rates

Chrys Dougherty, Lynn Mellor, and Shuling Jian, The Relationship Between Advanced Placement and College Graduation (National Center for Educational Accountability, 2005)

d b l SReducing Variability in our SystemsVariability in our systems results in variability in student outcomes

F T hFocus on Teachers

G d T h M MGood Teachers Matter More

Than Anything Else

St t i M ttStrategies MatterSt d t f t h hStudents of teachers who participated in:

Critical thinking, math - 40% betterLab techniques science 40% betterLab techniques, science - 40% better

f “ ”If they do “hands on learning”:

70% better in math70% better in math40% better in science

Challenging Curriculum Results in Lower Failure Rates for All

Ninth grade English performance by high/low level course andNinth-grade English performance, by high/low level course, and eighth-grade reading achievement quartiles

4747

31

50

"D"

or

1623

Earn

ing

"F"

0erce

nt E

0Quartile I (Lowest) Quartile 2Pe

College Prep Low LevelCollege Prep Low Level

Source: SREB, “Middle Grades to High School: Mending a Weak Link.” Unpublished Draft, 2002.

New Jobs Increasingly Require Higher Level Education

6.00

7.00 Less than HighSchool--(-.4M jobs)

4.00

5.00High School -- +.1 jobsSome College--

2 4 M j b

2.00

3.00+2.4 M jobs2 Year Academic--+2.2 M jobs

0.00

1.002 year Technical--+2.6 M jobs4 Year Degree-- +6 4 M j b

-1.00+6.4 M jobs

Employment Policy Foundation tabulation of BLS Statistics

Slide adapted from presentation given by Steve Gunderson of the Graystone Group, March 2004

Some Americans are Much Less Likely to Graduate From College

What is the Culprit?What is the Culprit?

Standards for end of high school areStandards for end of high school are not aligned with what is required for college and work. And students are not required to take rigorous corenot required to take rigorous core curriculum.

Ch S htChange Sought...

To develop an equitable o de e op a equ tab eCollege-Ready Cultureg yin secondary schoolsy

“college by design not by chance”college by design, not by chance

Findings from Th U i i f G iThe University of Georgia

Many Barriers but the 4 Major Areas that AAM suffer disproportionately from:

Inadequate academic preparationG l l k f d General lack of awareness and informationParents who do not know the systemLow socio-economic statusLow socio-economic status

In the End, We Have to Make Diff t Ch iDifferent Choices.

Achievement and Opportunity Gaps comeAchievement and Opportunity Gaps come from choices that educators and policymakers

k b tmake about: How much to spend on whom pWhat to expect of different schools and studentsstudents Choices even about who teaches whom Choices about how to organize classrooms and schoolsand schools

Achievement Gap Equals Opportunity Gaps

Teacher Gaps:•Teacher Gaps: Inequitable Distribution of Qualified Teachers

•Standards Gaps: Opportunity to Learn at the Highest Level

•Curriculum Gaps: Opportunity to Access the Most Rigorous CurriculumOpportunity to Access the Most Rigorous Curriculum

•Funding Gaps: g pFewer Dollars Spent on the Students who Need the Most

AVIDAVIDAdvancement Via

Individual Determination

[L. avidus]:[L. avidus]:eager for knowledgeeager for knowledge

AVID: Collaborative Support for the Success of Students

Collegesand

Universities CommunityAVID

SupportStaff

Parents

Staff

ParentsAVID

Coordinator(AVID Elective

Teacher)

AdministrationStudent

CounselorsSubject

Area

Tutors

CounselorsAreaTeachers

The Three R’s in AVIDThe Three R’s in AVID

Relationships

RiRigor

RelevanceRelevance

What is AVID?What is AVID?

AVID i l ti l f d 6 12 th tAVID is an elective class for grades 6-12 that prepares students in the academic middle for colleges and universities.

AVID is a schoolwide college-readiness system that works to influence the belief system, culture and instructional strategies of the entire campus.g p

The Mission of AVIDThe Mission of AVID

“AVID’s mission is to close the achievement gap by the achievement gap by

preparing all students for p p gcollege readiness and

i l b l success in a global society.”society.

AVID District wideAVID District-wide

AVID CLASS

Student Success Strategiesg

ELECTIVE6TH 12TH

Outside of the AVID Elective Class6TH 12TH6TH-12TH 6TH-12TH

SELECTED STUDENTS SCHOOLWIDESTUDENTS

STRUCTURED WEEK STRUCTUREDSTRUCTURED WEEK LESSONS AND STRATEGIES

30 YEARS IN PRACTICE 15 YEARS IN PRACTICE30 YEARS IN PRACTICE 15 YEARS IN PRACTICE

Why the AVID Class WorksWhy the AVID Class Works

Accelerates under-achieving students into more rigorous courses

Teaches academic 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 for personal Develops a sense of hope for personal achievement gained through hard work and determination

AVID’s Impact on SchoolsAVID s Impact on Schools

Increases enrollment in advanced academic courses (Pre AP/Honors) and increases the rigor of all courses

Implements instructional best practices for all students in the schoolfor all students in the school

Creates a college going culture across the Creates a college-going culture across the school

College Preparedness / ReadinessCollege Preparedness / Readiness

College ReadinessHow to navigate the college system

How to take notes and study at a college level

H t it t ll l l H t i t i l d tiHow to write at a college level; How to organize your materials and time

How to set personal and academic goals; How to self-advocate

College PreparednessCompleting a High School degree plan

Turning in your college application

Fi i t fiFiguring out finances

Let’s Hear from a StudentLet s Hear from a Student

Why AVID WorksWhy AVID WorksPlaces AVID students in rigorous curriculum and gives them the support g ppto achieve;

Provides the explicit “hidden curriculum” of schools;;

Provides a team of students for positive peer identification; and

Redefines teacher’s role as that ofRedefines teacher’s role as that of student advocate.

Briggs’ 5 DomainsEngagement of African American Males

What Do We Celebrate?I See ColorI See ColorParents Are a Major Part of the jSolution

dGiving AVID Students a Voice and the Tools for Successand the Tools for SuccessThe Administrator Sets the Tone

P t l I l tParental InvolvementB i t C lBrainstorm Carousel

Q i k itQuickwriteOn a sheet of Cornell note paper describeOn a sheet of Cornell note paper, describe what parental involvement looks like at yourschool/in your classroomschool/in your classroom.

AVID Summer Institute 2011—

P t I l tIdentifying the Roadblocks toParent Involvement

Collaborate with your table to create a graphic organizer. “Roadblocks to Parent Involvement” should be at the center of the map List identified roadblocks in thecenter of the map. List identified roadblocks in the surrounding bubbles.

AVID Summer Institute 2011—

h SWhat Parents SayUnwelcoming (school/class) environment• Unwelcoming (school/class) environment

• Feelings of intellectual inferiorityS h l/t h i i t• School/teacher is racist.

• “They” won’t listen to me.D ’t ll t i t• Don’t really want my input

• I trust the school to educate my child.• Parents are doing what they know how to do!• My personal experiences going to school…• Time of meetings• Condescending comments from educators• I don’t know how to help.• They only call when my child is in trouble.

h T blGetting Parents to the Table• Intentionally reaching out to your parents

• Empowering and acknowledging their voice• Empowering and acknowledging their voice

• Teaching parents how to navigate the schoolTeaching parents how to navigate the school system

S lSolutions• Complete the graphic organizer with ideas for

how to overcome “Roadblocks” at your site.

• In the same table group, create a second layer g p, yof bubbles above the original and record positive actions that you can take at your own site to y yovercome the roadblocks.

How can Educators Work TOGETHER with Parents to Ensure they are College Bound?

“Name the Elephant”Parent relationships a priorityParent relationships a priorityParents are informed about grades, challenges, etc.Parents are Informed of the Statistics Parents are Informed of the Statistics NewslettersParents are your alliesyNon-traditional School NightsAccessorize your classrooms, gyms and cafeterias Encourage Academic Success – AP, GT, AVIDMake sure you don’t go overboard…I’m the victim

t litmentality…Parents and Educators Working TOGETHER to Ensure the Educational Success of African American Males Marsha R. Dodson and Darlene V. Willis, Ph.D

How can Educators Work TOGETHER with Parents to Ensure they are College Bound?

Present positive AA male role models and share the consequences of negative male behaviorE t bli h AA M l Cl b /O i tiEstablish AA Male Clubs/OrganizationsHave confidence that you can have an impact regardless of gender and/or ethnicityg g / yBe real with athletic success for AA malesCollege Tours/VisitsM i h S d ’ G d Monitor the Student’s Grades Career Days, Recognition and Self-Affirmation Pledges Pledges Know College Requirements for Yourself and Make it Mandatory for Your AA Male StudentsC ti D ’t f t b t th AA F lCaution: Don’t forget about the AA Females

Parents and Educators Working TOGETHER to Ensure the Educational Success of African American Males Marsha R. Dodson and Darlene V. Willis, Ph.D

Promoting Change

How do we create a school culture that captivates children, inspires them p pto dream, and gives them hope?

How do we ensure successful l i f d ?learning for our students?

What systems, structures, policies, procedures, processes, and protocols p , p , p

are in place to ensure student success?

d f A A dHands of AVID, AP, and HonorsRi Rigorous courses should reflect the overall population of o e a popu at o oyour school.

Diversity of ethnicity and gender should be represented in higher represented in higher level classes.

What do your classrooms reflect?

Meeting the ChallengeMeeting the Challenge

AVID’s National ConferenceAVID s National Conference

N ti l C fNational Conference

December 8-10Orlando, Florida

www.avid.org

d dRon EdmondsWe can whenever, and wherever

we choose successfully teach all we choose, successfully teach all children whose schooling is of i t t t W l d k interest to us. We already know more than we need to do that. more than we need to do that. Whether or not we do it must finall depend on ho e feel finally depend on how we feel about the fact that we haven’t so far.