The CSUP/PDS Partner District/ AVID Alliance

• A structured, college preparatory system working directly with schools and districts

• A direct support structure for students in the academic middle

• A schoolwide approach to curriculum and rigor adopted by nearly 4,500 schools in 47 states and 16 countries

• A professional development program providing training throughout the U.S.

What is AVID?

The AVID Student ProfileStudents With Academic Potential

Average to high test scores

2.0-3.5 GPA

College potential with support

Desire and determination

Meets One or More of the Following Criteria

First to attend college

Historically underserved in four-year colleges

Low income

Special circumstances

Why AVID 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 achievement gained through hard work and determination

The Foundation of the AVID Curriculum

W

I

C

R

riting

nquiry

ollaboration

eading

Skilled questioning, Costa’s levels of thinking, Socratic seminars, tutorials

Philosophical chairs, group activities/projects, service learning projects

Deep reading strategies, graphic organizers, summarizing, reciprocal teaching

Cornell notes, learning logs, quickwrites, reflections, process & authentic writing

Daily or Block Schedule

AVID Curriculum includes:

Writing Curriculum College and Careers Strategies for Success

AVID Tutorials Include:

Collaborative Study Groups Writing Groups Socratic Seminars

A Sample Week in the AVID Elective

Monday Tuesday Wednesday Thursday Friday

AVID Curriculum Tutorials AVID Curriculum Tutorials Binder EvaluationField Trips

Media CenterSpeakers

Motivational Activities

(within block)Combination for Block Schedule

Combination for block schedule

Handout page 6

The AVID Essentials

1. Students are selected from the middle and would benefit from AVID support to improve their academic records and begin college preparation.

2. Student and teacher participation is voluntary.

3. The school is committed to full implementation: AVID is scheduled as an academic elective.

4. AVID students are enrolled in a rigorous curriculum.

The AVID Essentials

5. A strong, relevant writing and reading curriculum is a basis for learning in the AVID elective class.

6. Inquiry is used as basis for instruction in the AVID classroom.

7. Collaboration is used as a basis for instruction in the AVID classroom.

8. Trained tutors regularly facilitate student access to rigorous curriculum using AVID methodologies.

The AVID Essentials

9. Program implementation and student progress are monitored through the AVID Data System and results are analyzed to ensure success.

10. The school or district identifies resources for program costs, supports the Essentials, participates in certification, and commits to AVID staff development.

11. Active interdisciplinary site teams collaborate on issues of access to and success in rigorous college preparatory classes.

Completion of Four-Year College Entrance Requirements

Amer-ican

Indian or

Alaska Native

Asian Black or

African Ameri-

can

Filipino* His-panic

or Latino

Other* White (not His-

panic)

Total

89%93% 91% 91% 89% 90% 89% 90%

21%

46%

25% 22%

39% 36%

AVID

AVID/PDS Alliance Adoption and Implementation Process

“Partnerships” article on pages 10-11 AVID Summer Institute Training July/Aug 2011 AVID Tutor Training, September 10 Site Team Summit #1, September 29, 8 am – 3 pm AVID District Director Training, October 5-7 Site Team Summit #2, February 2, 8 am – 3 pm. Site Team Summit #3, May 2, 8 am – 3 pm

District Director roleAVID Fidelity and Certification

At AVID Summer Institute training, each site completed a Self-Study Continuum

The Self-Study required them to assess their site on each of the 11 Essentials and focus on three of the Essentials as their 2011-12 objective(s)

The Self-Study will serve as the base for the District Director’s assessment of each site.

The District Director role

St. Peter, Le Sueur Henderson, Sibley East and Waseca are contributing to a District Director Recompense that funds my role as their site’s AVID District Director; Mankato and Faribault are utilizing their own personnel

DDs oversee each site’s AVID system: monitor and certify each site using a rubric for each essential, collect student data, and serve as conduit between the site and AVID

Research and Data Collection

Collectively, we will have data to demonstrate the impact of the AVID System on:< Student achievement (everyone’s ultimate goal)< Teacher efficacy (Does AVID pd result in more

effective teaching strategies in K-12 and Higher Ed?)< School culture (Does the Site Team make a building-

wide impact?)< Teacher preparation (Do AVID tutors do better in

teacher ed?)< Other research options?

A P-20 System of College Readiness: challenges and opportunities

Elementary

Secondary

Post-secondar

y

AVID CSUP K-12 PDS Districts: St. Peter, Le Sueur Henderson, Sibley East, Faribault, Waseca, Mankato •

Minnesota State Mankato •

Getting the message out!

AVID’s Educational Journal, ACCESS, will feature an article about our CSUP/PDS District/AVID Partnership in their fall 2011 issue: 4500 schools!

MnSCU Board of Trustees AVID National National, Local and state conferences Other platforms?

Sustainability

“One-time” University Reinvestment

Continued proposal and resourcing developments/sources

K-12 Partner involvement