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Slide 1: IMPLEMENTATION Implementing & Managing the AVID Program Middle Level
Slide 2: COPYRIGHT © 2007—AVID Center, San Diego, California All rights reserved.
Slide 3: Implementing and Managing the AVID Program for Middle Level 2007 Revision Developed by: AVID Erin Furgerson Rob Gira Mary Catherine Swanson Gail Tupper
Slide 4: “… what AVID shows is that high minority achievement can be more ordinary when schools not only insist on academic rigor but also offer personal support. AVID offers a blueprint for this scaffolding.” —Richard Rothstein, New York Times ii
Slide 5: The Mission of AVID T he mission of AVID is to ensure that ALL students, and most especially the least served students who are in the middle: • will succeed in rigorous curriculum, • will complete a rigorous college preparatory path, • will enter mainstream activities of the school, • will increase their enrollment in four-year colleges, and • will become educated and responsible participants and leaders in a democratic society. AVID’s systemic approach is designed to support students and educators as they increase schoolwide/districtwide learning and performance. iii
Slide 6: “AVID relies on the competence and compassion of people. It is not simply a program or a set of materials. It is a process, philosophy, and an attitude that provides a strong base for teaching all students well.” “AVID provides support to young people to help insure their success in school.” “An unexpected bonus is that about half of our AVID tutors who have come to us as non-education majors have now decided to become teachers. That is exciting.” —Dr. Debra Duvall, Superintendent of Arizona’s Mesa Public Schools
Slide 7: TABLE OF CONTENTS Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ix Section One: AVID Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 The Eleven Implementation Essentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 AVID Essentials in a Nutshell . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Schoolwide AVID Program Essentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 AVID Implementation Priorities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 AVID Implementation Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 AVID Certification Report and Self-Study Continuum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 The AVID Site Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41 Roles and Responsibilities of Site Team Members . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41 The AVID Regional/District Director . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 What is Vertical Teaming? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 Characteristics of Effective Vertical Teams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46 How to Identify Potential AVID Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47 AVID Recruitment Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 AVID Recruitment Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49 Letter to Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50 Teacher Recommendation Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51 Teacher/Counselor Recommendation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52 Follow-Up Teacher Recommendation Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53 Letter to Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 AVID Application . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55 AVID Interview Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56 AVID Agreement Middle School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57 2006–2007 Middle School Data Collection Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58 AVID Site Portfolio Sample Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59 AVID Site Certification Action Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62 Section Two: Classroom Applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63 A Sample Week in the AVID Elective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64 Suggested Order and Timeline for Introducing Ideas/Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65 Middle Level AVID Curriculum Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67 v
Slide 8: AVID Middle Level Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68 Schoolwide Middle Level Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69 AVID Path Curriculum Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70 WICR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72 What Does Writing Look Like in AVID? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73 Directions for Taking AVID Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74 Cornell Notes Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75 Sample Cornell Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76 Learning Logs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80 Inquiry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82 Bloom’s Levels of Questioning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84 Costa’s Model of Intellectual Functioning in Three Levels Grid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87 Classifying Questions According to Costa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90 Collaboration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91 Preparing for Collaborative Learning Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92 Successful Classroom Interaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93 Successful Classroom Interaction Log (Student Handout) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94 Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .95 Guidelines for Tutorial Sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .98 The Tutorial Learning Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99 AVID Tutors in Tutorials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100 Tutorial Request Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101 Tutorial Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104 Student Binders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106 Binder Grading Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108 AVID Good News! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109 AVID Alert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .110 General Procedures for Any Field Trip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .111 College Awareness in Middle School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112 Community Building Within the AVID Elective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .114 Field Trip Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .115 Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .117 If I Ruled the School (Student Activity) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .118 Getting to Know Each Other . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .119 Getting to Know Each Other Interview Guide (Student Handout) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .120 Paper Bag Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .122 Self-Character Analysis Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124 vi Implementing and Managing the AVID Program for Middle Level
Slide 9: Personality Crest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .125 Personality Crest (Student Activity) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .126 Autobiographical Sketch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .127 Create a Mandala . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .130 Through Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .131 Bio Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .133 Socratic Seminar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .135 The Elements of Socratic Seminars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .135 Socratic Seminar Lesson Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .136 Inner Circle/Outer Circle Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .136 The Role and Responsibilities of the Seminar Participant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .137 Developing Opening, Core, and Closing Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .138 Socratic Seminar Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .139 Section Three: Schoolwide Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .141 What AVID Reveals About Schoolwide Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .147 AVID and Service Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .148 Make a Difference Day—What You Can Do to Help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .150 Using the PARC Model to Design a Service Learning Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .151 The PARC Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .153 Professional Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .154 Section Four: Research/Publicity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .157 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .157 CREATE - Center for Research, Evaluation and Training in Education . . . . . . . . . . . . . . . . . . . . . . . . . . .158 Findings Regarding the Efficacy of AVID . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .159 Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .161 Public Relations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .162 AVID Press Release Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .168 AVID Board Presentations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .169 Table of Contents vii
Slide 10: “Today (AVID) is widely regarded as one of the most effective educational reforms ever created by a classroom teacher. The results have been extraordinary.” —Andrew Goldstein, Time Magazine viii
Slide 11: INTRODUCTION T he AVID program is designed to increase schoolwide learning and performance for students in grades 4 through 12. The purpose of the AVID program is to restructure the teaching methods of an entire school and to open access to the curricula that will ensure four-year college eligibility for almost all students. The mission of AVID is to ensure that all students, and most especially the least served students in the middle, capable of completing a college preparatory path: will succeed in rigorous curriculum, will enter mainstream activities of the school, will increase their enrollment in four-year colleges, and will become educated and responsible participants and leaders in a democratic society. In 1980, Mary Catherine Swanson, then English department chair at San Diego’s Clairemont High School, developed AVID to address the significant needs she observed at her school. Court-ordered integration in 1980 transformed the student body of Clairemont, which had served an affluent, homogeneous population. Busing brought to the school hundreds of disadvantaged students who had no experience in the traditional college preparatory programs that were Clairemont’s strength. Ms. Swanson devised AVID to help these students succeed in a rigorous program and prepare for college. The success of the program attracted nationwide attention, and Swanson became the first K–12 educator to earn the prestigious award for Pioneering Achievement in Education from the Charles Dana Foundation. Beginning with one high school and 32 students, by 2006, the program was serving over 200,000 middle school and high school students in more than 2,700 schools in 39 states and 15 countries (including Canada and those in Europe, the Far East, and Central America). Last year, more than 8,100 AVID graduates planned to attend college representing a 95% rate among graduates. AVID students are typically first time college-goers in their families, from low-income backgrounds, and are capable of completing a rigorous curriculum but are falling short of their potential. AVID students are enrolled in a school’s toughest classes, such as AP® and IB, and attend an academic elective class—called AVID—taught within the school day by a trained AVID teacher. AVID comes from the Latin root avidus, meaning “eager for knowledge.” A well-developed AVID program raises advanced level course enrollments and increases the number of students attending college. Few of the students who are identified for the AVID program are enrolled in college preparatory classes prior to enrollment in AVID, and even fewer are enrolled in a rigorous curriculum. Upon entering AVID, students enroll in advanced level college preparatory classes that fulfill the college entrance requirements, such as the a–g sequence for the University of California and the California State University schools. Tutors (ideally former AVID students) from area colleges and universities are trained to use specific teaching methodologies and materials to work with these high school students. The college tutors work with AVID students in study groups and individually, assisting them in all academic areas to make progress commensurate with college expectations. ix
Slide 12: AVID-trained teachers instruct students in lessons originally developed collaboratively in AVID by high school and college instructors. These lessons also include note-taking, study skills, test taking, time management skills, SAT and college entrance/placement exam preparation, effective textbook reading, and library research skills. The AVID curriculum covers writing, inquiry, collaboration and reading (WICR). AVID students also receive extensive help in preparing college applications and financial aid forms. Guest speakers from educational institutions and the business community also visit AVID classes. Students raise money for field trips to museums, theaters, and other places of educational and cultural interest. Trips to colleges are an integral part of the program. In addition, ongoing home contact (in the form of quarterly letters, regular telephone calls and quarterly parent meetings for all parents and students in the AVID program) is vital to the success of the program. It is also essential that AVID coordinators elicit the support of other leaders on the high school campus. An AVID site team should be established to ensure schoolwide change. Team members should include the principal, a counselor, and staff members who represent the various departments on the campus. This team should also work with the feeder middle school team(s), creating a vertical team to ensure that the program is truly a fourth through twelfth grade program that becomes more and more rigorous each year. The site team and vertical team can also work on ensuring that the program is meeting the “AVID Program Implementation Essentials.” Colleges nationwide strive to increase their enrollment of students in postsecondary education, especially those students designated as “students in the middle,” who are often underachieving, disadvantaged, underrepresented, or first generation college students. Of further concern is the less than adequate academic preparation of those who do enter college. Many of these students with potential to succeed in college need extra encouragement and academic assistance, which traditional secondary school programs do not offer. AVID meets the needs of these students by: 1. Providing academic instruction and other support to students to prepare them for eligibility to four-year colleges and universities. 2. Giving students college-level entry skills. 3. Increasing the “coping skills” of program students. 4. Motivating program student to seek college educations. 5. Increasing the student’s level of career awareness. Based on 2006 Senior Data Collection, of those AVID seniors participating in AVID for three or more years, 97.8% plan to attend a 2-year or 4-year college or university (AVID Center, 2006). For more information about the AVID program, news and research related to AVID, and staff development opportunities, visit the AVID Center Web site at: <http://www.avidonline.org>. How to Use This Book For a first year coordinator or teacher, implementing and managing the AVID program can be quite a task. No one is expected to put into place all the ingredients that make for a successful program in their first year. However, there are certain things that need to occur in the first year. The first section of the book—Section 1: AVID Implementation covers these essentials. Section 2: Classroom Applications covers methodologies and strategies x Implementing and Managing the AVID Program for Middle Level
Slide 13: as well as the components of the AVID elective class. Section 3: Schoolwide Change covers the importance of AVID as an agent for change. This section also discusses the need for ongoing staff development and ongoing dialogue with staff members about student success and creating a college-going culture. AVID works for the benefit of more students when it is seen as an agent for schoolwide change and not just an elective course or separate program. Section 4: Research and Publicity covers the importance of celebrating ones successes as well as the importance of garnering support from staff and community. Accompanying this book is a CD entitled Essential AVID Forms and Documents. The CD is organized according to the eleven AVID essentials, with each section dedicated to one of the essentials. Within each section are useful forms needed to document work in AVID and guarantee that the program addresses the essentials. All of the documents are designed as masters for classroom use. In some cases, multiple forms are provided for one subject (i.e., There may be several Tutorial Request Forms that demonstrate different ways to organize student questions and reflections.). These are provided to show modifications can be made based on student needs and AVID classroom structure. Welcome to AVID. It will change you and impact hundreds of students! Introduction xi
Slide 14: “I don’t know any single person in the country who has done more for our school children than AVID founder Mary Catherine Swanson.” —Jay Mathews, Columnist, The Washington Post Author, Class Struggle: What’s Wrong (and Right) with American’s Best Public High Schools xii
Slide 15: SECTION ONE: AVID IMPLEMENTATION Introduction A VID is an elective class offered to students who would like to prepare for four-year colleges and universities. Students must have satisfactory citizenship, good attendance, and a G.P.A. of 2.0 or higher. Applicants must be motivated to work toward college eligibility. In middle school, our task is to prepare our students to succeed in college preparatory high school classes. In AVID, students are given the support and instruction they need to succeed. The AVID coordinator and elective teacher, along with college tutors and a school site team, provide the necessary support for students who might otherwise not aspire to go to college. By being enrolled in rigorous classes with the tutorial support provided in the AVID elective, student grade point averages rise, increasing numbers of students enroll in honors classes and algebra in eighth grade, and these students who are typically not involved in the school community come to share a sense of school pride and become role models among their peers. AVID motivates students and provides the skills and confidence to reach their goals. The AVID elective is a class that meets five hours per week within the regular school day. The class is composed of several different elements, making students more successful in all their classes. The week is divided into curriculum days, tutorial days, and motivational activity days. The two days devoted to curriculum focus on the WICR methodologies of AVID: Writing, Inquiry, Collaboration, and Reading. Aside from WICR, the curricular days also develop students’ note-taking and study skills, while also teaching time management and goal setting. Mini lessons provide additional support for English, math, science, and social studies classes. Students participate in twice weekly tutorials with college students wherein tutors provide content area support in math, English, social studies and science. Motivational activity days include college and career activities, guest speakers from area colleges and local professionals, and field trips to local colleges and universities. The successful development of an AVID program depends upon the cooperation of many people: site administrators, the teaching staff, the counselors, and the parents. Without a doubt, however, the central figure of the AVID team is the AVID coordinator. The implementation of the AVID program is outlined in the following pages. Included are the basics of organizing the program, including the eleven essentials of AVID, AVID philosophy and methodologies, site team/vertical team responsibilities, student recruitment, data collection and certification. Overhead pages are included to assist with staff development needs. It is our hope that the materials in this section will empower you to work effectively with middle school students as they join the AVID program. 1
Slide 16: The Eleven Implementation Essentials A s various schools prepare to implement their own AVID programs, certain changes in the AVID program model may be proposed; however, certain facets of the program are vital to its effectiveness and should not be changed. The following elements of the program and their rationales should be considered essential to success, and implementation of these essentials is a condition for use of the AVID trade name, trademark and logo: I. AVID Program Essentials 1. AVID student selection must focus on students in the middle (2.0 to 3.5 G.P.A. as one indicator) with academic potential, who would benefit from AVID support to improve their academic record and begin college preparation. While the AVID elective curriculum would be beneficial to any group of students, it works best with underachieving students. Students who are already experiencing academic success in rigorous courses are apt to view the program as a waste of time, too structured, or superfluous, even though it would no doubt introduce them to concepts and techniques they would find helpful as they pursue a college preparatory course of study when they begin high school. Students who are at risk academically may benefit from the program and begin to achieve at higher levels, but will be unlikely to become successful in rigorous courses that lead to a college preparatory path in high school. Clearly, the most effective and rewarding application of the program is to use it to target students in the middle who are presently underachieving, but who have the desire and potential to succeed in rigorous courses. By being placed into rigorous courses alongside high-achieving students and provided with support from the AVID elective class, these students are able to make significant gains in their academic achievement. As AVID becomes institutionalized as a schoolwide program, the methodologies and components appropriate for high-achieving and lowachieving students will become increasingly available to those groups across the curriculum. Additional selection criteria are outlined in “Recruitment of Students” in the AVID materials; AVID identifies students who are low-income of any ethnicity, who will be first generation college enrollees, who face special circumstances that may be obstacles to achievement or who are from underserved populations. A school should follow a careful recruitment and selection process that considers all students who meet the AVID criteria. 2. AVID program participants, both students and staff, must choose to participate. Again, although almost every student could benefit from exposure to the AVID program, the curriculum is not effective unless participation is voluntary. Students need to make the initial choice to participate in the program. Such a choice paves the way for understanding that education is a free decision; without this understanding, students cannot become independent learners, which is AVID’s ultimate goal. Making such a choice may be a difficult decision, and AVID staff should encourage students, facilitating their choice of a path that is most beneficial to them and to society. Parents should be brought into the discussion and staff should obtain parent permission for students who volunteer to enroll in the AVID program. Parent inclusion efforts should be initiated. Similarly, teachers should not be coerced into teaching the AVID elective or coordinating the program. AVID takes time and commitment from everyone involved, and if the programs staff are not fully dedicated to AVID and convinced of its effectiveness, it will surely fail. 2 Implementing and Managing the AVID Program for Middle Level
Slide 17: 3. The school must be committed to full implementation of AVID, with the AVID elective class available within the regular academic school day. Philosophical and financial support must be provided to implement all AVID Essentials. The AVID elective class must be viewed, as a result of its placement within the school day, as an essential part of the AVID student’s academic success. Students and staff need to understand that the skills and curriculum AVID has to offer are not frills but are the “meat and potatoes” of the pre-college success “diet.” If AVID is to be maximally effective, students must be exposed to all components of the program; before this exposure, students have no basis from which to judge what is useful to them and what is not. Likewise, AVID should not be relegated to an extracurricular position; it must be promoted and perceived as the centerpiece of a student’s academic preparation. A primary rationale for creating AVID was to give students a new support network. Students need to meet regularly as a group so that they begin to identify with one another and view themselves as a team. AVID is meant to become a community, and the continuity of regular meetings encourages the formation of a support group. It is important that students have constant, regulated interaction with the AVID coordinator/teacher and the tutors so that difficulties can be identified and addressed and students can have constant immersion in the values and techniques stressed in AVID. The AVID class should enroll a number of students comparable to the average-sized academic class at the school. Students should remain enrolled in AVID at all grade levels and should view their enrollment as participation in an ongoing program that, with time, will result in academic improvement. Students are expected to make at least a two-year commitment at the middle level; those students with two years of AVID continue to outperform those with only one year of AVID or no AVID experience. 4. AVID students must be enrolled in a rigorous course of study that will enable them to begin a college preparatory course sequence, including algebra or equivalent when they enter high school. Although enrollment in college seems a faraway goal to the middle level student, the importance of early preparation and academic self-concept cannot be overemphasized. At the middle school level, students should be enrolled in courses that will enable them to begin a college preparatory course of study when they begin high school. Students must be challenged if they are to move beyond previous levels of achievement and understand the value of study skills and academic success strategies that provide the basis for instruction in AVID. Early research about middle level AVID by Dr. Larry Guthrie (1996) emphasizes the importance of rigor in math and support from AVID for success therein. AVID students must be placed in an algebra class if they are to be ready for higher level math as they begin high school. It is the responsibility of the AVID coordinator/teacher to work collaboratively with the counselor or administration and with the AVID student to prepare a long-term educational plan. Sample activities are provided in the AVID Strategies for Success set. The AVID coordinator/teacher should also expose students to college and career expectations as well as give students practice in test-taking by administering the PSAT®, PLAN, ACT’s Explore. The AVID elective class curriculum must include lessons in writing, reading, oral language, study skills and math. The AVID elective class is intended to provide an environment that will support the student’s academic and personal success. In addition to providing tutorial support for the student’s subject area needs, the AVID class must provide a curriculum that leads to improved student achievement. At the middle school level, students should be enrolled in courses that will enable them to begin a college preparatory course of study when they begin high school. The AVID Middle Level Library has been Section 1: AVID Implementation 3
Slide 18: developed to provide a curriculum that features preparation in writing, academic reading or reading for information, oral language, study skills, and math such as algebraic thinking. The Calendaring Guide offers a suggested plan for including each of the curricular components in the AVID classroom plan. 5. A strong, relevant writing and reading curriculum provides a basis for instruction in the AVID elective class. Writing and reading are crucial tools for learning. The process of deciding what to put on paper causes students to internalize and process what they have heard, seen, felt or sensed in other ways. The writing process helps students to clarify and organize experiences. It provides a graphic representation of thought and enables students to review, revise, and extend thinking, often serving as a catalyst for cognitive jumps. Writing provides a permanent record, making information available for later review and study, analysis, synthesis and evaluation. Several writing strategies are germane to AVID, others are used as the needs and opportunities arise. Those that are most necessary to the implementation of the AVID Essentials include Cornell note-taking, learning logs, letter writing, and essays. In addition, as students face increasingly more difficult text, scaffolding reading instruction for students helps them develop and become more confident with their comprehension skills. The three factors that are most helpful for insuring successful comprehension for students include connecting to prior knowledge, understanding text structure, and using text-processing strategies (during and after reading). 6. Inquiry is used as a basis for instruction in the AVID classroom. AVID students learn early on that they will be doing the work; they cannot depend upon their AVID teacher or tutor to do it for them. AVID teachers and tutors employ healthy doses of inquiry, demanding that their students think for themselves. The process begins with a question, often an open-ended question that does not have a “right answer.” It continues with more questions, asking students to clarify and extend their thinking, to categorize, analyze, compare, apply, imagine, predict, and judge. Furthermore, AVID students are taught to formulate their own questions at these various levels, to ask them respectfully, and to probe for the thinking behind the answers they receive. In other words, AVID students learn to question deeply, taking responsibility for developing personal understanding. In AVID, inquiry is a basis for classroom instruction and tutorial groups. 7. Collaboration is used as a basis for instruction in the AVID classroom. AVID students are taught to work collaboratively, receiving training in group etiquette and in the purposes for working together. Through teacher or tutor-guided practice, students learn to quickly and efficiently organize themselves into working and/or tutorial groups, to interact effectively and respectfully, and to take responsibility for one another’s success in learning. Students use questions from their notes to focus discussion and ask questions to learn from one another. They learn to value the power of their collective minds, working together to identify and solve problems, to share ideas, and to prepare for tests. They are taught to debrief their group efforts in learning logs, articulating both what they have learned and what they hope to do more effectively the next time they work together. Students develop and practice critical thinking and problem-solving skills as they work collaboratively within the AVID classroom, in tutorials and during curricular activities. Collaboration is a tool for learning in AVID. Early development and internalization of these life skills will be instrumental to the student’s success at the middle level and beyond. 4 Implementing and Managing the AVID Program for Middle Level
Slide 19: 8. A sufficient number of tutors must be available in the AVID class to facilitate student access to rigorous curriculum. Tutors should be students from colleges and universities and must be trained to implement the methodologies used in AVID. Because AVID students are those who have not previously succeeded in rigorous courses, it is imperative that upon their enrollment in AVID and in rigorous classes they obtain academic support from tutors. Tutors use writing, inquiry, collaboration, and reading—the methodologies used in AVID—to clarify subject matter in academic courses and to facilitate students’ growth as independent learners. In order to fully understand these methodologies and their application within the AVID class, tutors must receive training; tutor training materials are provided in the AVID Middle Level Library, and training is provided in most areas by regional AVID support staff. AVID coordinators/teachers should also attend tutor training in order to maximize the effectiveness of this component. This will also enable them to identify training priorities (e.g., understanding of AVID goal, role of inquiry in the tutorial) for on-site training of new tutors. Students need ongoing support from tutors during each year in AVID, as the demands of coursework become more rigorous. Tutors not only need to be people whom the students respect, but also people with whom they can identify. Tutors provide an important bridge between the experience of the students and the expectations of the coordinator. It is very effective for AVID students to work with college students who actively embrace the philosophy of the program and daily use of the learning and study techniques being taught. In addition to providing academic support, the college students are powerful role models who promote the development of an academic identity among AVID students. In the absence of readily available college tutors, schools may employ college graduates, peer tutors, or cross-age tutors as they continue to recruit college tutors. The effectiveness and importance of the special bond among students and tutors cannot be overestimated. A tutor to student ratio that has proved to be effective is 1:7. The AVID coordinator/teacher should assume the responsibility of overall management of the classroom and the tutorial groups on tutorials days, while the tutors interact closely with collaborative study groups. 9. AVID program implementation and student progress must be monitored through the AVID Data System, and results must be analyzed to ensure success. All student performance data available to the school should be collected and analyzed to establish baseline data for the AVID elective and schoolwide programs. It is important to share success in AVID, both local and worldwide success. Local student success builds support for the program and for program students. Evidence of success and data provide the mechanisms for continued improvement of the program. The AVID Data System provides a vehicle for sites to monitor their own progress and their progress in relation to other AVID sites. Additional statistical and affective evaluation tools are provided in the Implementing and Managing the Middle Level AVID Program set as a structure for data collection and serve as the basis for ongoing program evaluation and action planning. 10. The school or district must identify resources for program costs, agree to implement AVID Program Implementation Essentials and to participate in AVID Certification, and commit to on-going participation in AVID staff development. The AVID program is a multifaceted one which calls for a redefinition of the role of teacher as it applies to the AVID elective class. The AVID Summer Institute prepares the teacher/coordinator for the role and focuses on program components and their application in the AVID elective class. The participation of the Section 1: AVID Implementation 5
Slide 20: site administrator at the AVID Summer Institute is also essential, since that persons understanding of and support for AVID implementation are critical to program success. Program implementation is most successful when a team including a counselor and core subject area teachers attends the AVID Summer Institute and agrees to support program implementation. In addition, it is essential that resources be identified for program costs, including tutors, materials and staff development. The copyrighted AVID materials provide extensive teacher resources and student lessons for the AVID classroom and for subject area classrooms. Ongoing staff development provides new resources for AVID participants as they face the challenges of restructuring schools in order to provide equal access and to improve student achievement. 11. An active, interdisciplinary site team collaborates on issues of student access to and success in rigorous college preparatory courses. A strong, effective AVID team is a leadership group that fosters the development of a schoolwide learning community, collaborates to achieve the mission of AVID, and focuses on the achievement of all its students. To be truly effective the AVID program requires the collaboration of an active interdisciplinary site team to understand and address the issues of student access to and success in rigorous college preparatory courses. The AVID site team minimally should include the AVID site coordinator/teacher(s), academic subject area lead teachers (language arts, math, science, history, and foreign languages or ESL/ESOL/LEP), the head counselor or an academic counselor, and a site administrator and representative AVID students. This site team develops and implements a site plan, and documents evidence to illustrate support for students’ access to and success in rigorous curriculum. Using the site plan as a guide, this team should meet regularly to assess AVID students’ needs and plan for ways to address those needs, to assist the coordinator in implementing a quality AVID program, and to plan for collaborative work with school professionals not currently involved with AVID. In addition, the team should routinely set site goals to implement the AVID methodologies and to create a school culture which nurtures and supports the AVID mission. The development of an interdisciplinary site team will enhance the success of AVID program implementation. As a group committed to the mission of AVID, they may become a catalyst for institutionalization of AVID to become a program that leads to improved achievement for increasing numbers of students and revitalized effectiveness for increasing numbers of teachers. Parents, too, may play a critical role in the development of the program and the progress of students. It is important to provide meaningful opportunities for inclusion of AVID parents in AVID and schoolwide programs. AVID Family Workshops provides many suggestions for such opportunities. 6 Implementing and Managing the AVID Program for Middle Level
Slide 21: AVID Essentials in a Nutshell A Tool for Quick Assessment and Discussion Not AVID Early Use (Level 1) Not Observed 7 1. Student Selection Focuses on Middle (2.0–3.5) 2. Voluntary Participation by Students and Staff 3. AVID Elective During School Day 4. Enrollment in Rigorous Curriculum 5. Writing Curriculum 6. Inquiry Emphasis 7. Collaboration 8. Trained Tutors 9. Data Collection and Analysis 10. School or District Resources Committed 11. Active Interdisciplinary Site Team Section 1: AVID Implementation Routine Use (Level 2) AVID Essentials Institutional (Level 3)
Slide 22: Schoolwide AVID Program Essentials A further goal of AVID, beyond academic achievement for program students, is to create or enhance a college-going culture at the school that supports high expectations and levels of achievement for all students. Through professional development and action planning by a school team, by the end of the third year following implementation, AVID may become institutionalized as a schoolwide program and a core function of the school’s efforts to meet the needs of all students. The following elements and their rationales should be considered essential to the success of a schoolwide AVID program: 1. There must be a team, including the principal/administration, the AVID coordinator/teacher, counselor, and academic subject area teachers, who have attended the AVID Summer Institute, support the program philosophy and the methodologies used in AVID, accept responsibility for ensuring formalization of program costs within the site budget, and are committed to acting as agents of change toward schoolwide improvement as the AVID site team. The AVID site team should also include AVID parents, students, and tutors. Without the active participation of a critical mass of administrative and instructional leaders, the AVID program may be viewed as a peripheral project that addresses the needs of program students only. When a team of people who support the philosophy and mission of AVID develop and work toward goals related to student achievement, AVID moves toward institutionalization as a schoolwide program, as evidenced by integration of methodologies used in AVID across the curriculum, coordination among AVID and other programs at the school, and higher levels of achievement for many more students. 2. The AVID site team must coordinate a professional development program to address the issue of access and to infuse the methodologies used in AVID schoolwide. In order to effect change, the AVID site team must coordinate professional development opportunities, including on-site inservices, visits to other AVID sites, conferences and meetings on issues related to student achievement, the AVID Summer Institute, AVID tutor training, AVID parent workshops, area or regional or district AVID staff development sessions, and collegial coaching. The development of a learning community among staff for the purpose of examining the meaning of teaching is created or enhanced by a strong professional development program. The infusion of methodologies used in AVID across the curriculum results in higher student achievement. 3. The school must monitor program implementation and student success, analyzing results to set new goals. It is important to share success in AVID, both local and international. Local student success builds support for the program and for program students. Evidence of success and data provide the mechanisms for continued improvement of the program. Statistical and affective evaluation tools are provided in the AVID program implementation and management set as a structure for data collection, and serve as the basis for ongoing program evaluation and action planning. 8 Implementing and Managing the AVID Program for Middle Level
Slide 23: AVID Implementation Priorities 1. The principal actively supports the goals of the AVID program and efforts for professional growth for the faculty and staff as it relates to methodologies used in AVID. 2. The faculty views AVID as an integral part of the site academic program that strengthens curriculum, student achievement, and faculty collegiality as they strive to best meet the needs of the students. 3. Guided by trained AVID tutors, students involved in study groups are led through a range of thinking processes (revealed by the notes they bring to the sessions), which are based on the assumption that students need not acquire one type of thinking before progressing to another. 4. Guided by trained AVID tutors, students involved in study groups are given time for discussion that help them “pull their thoughts together” to reflect on how their work relates to major course concepts. 5. All work undertaken in the AVID classroom is measured by a variety of assessments that focus on learning process as well as end-product. 6. AVID students are given time within the AVID class period for discussing the importance of the goals they have set for themselves and of how their goals relate to society as a whole. 7. AVID coordinators/teachers model effective learning process skills by discussing, writing, and editing along with and in view of the students. 8. Teachers of all academic classes use the AVID model of heterogeneous collaborative learning groups as a key instructional strategy in the development of native and non-native speakers’ language proficiency and mastery of the curriculum. 9. Within classes that require extensive writing, including the AVID class, students experience a program that stresses prewriting, drafting, responding, revising, editing and post-writing activities. This approach parallels the thinking process and allows students to clarify thought. 10. The AVID classroom meets the special needs of students through (1) various modes of instruction; (2) high intensity experiences involving immediate feedback, and attention from the teacher and tutors; and (3) a greater variety of activities and resources than are available in most classrooms. 11. The site team meets regularly to ensure that their courses are coherent and developmental and meet high school expectations for the college bound. The site team works to prepare a smooth transition for students as they finish rigorous coursework in middle school, and enroll in advanced courses in high school. 12. The faculty believes that methodologies used in AVID provide all students with access to a more rigorous curriculum. 13. The AVID coordinator/teacher understands that the position is one of a lead teacher who is a student advocate, curriculum leader, faculty resource, and manager of both personnel and curriculum. The coordinator is one who finds solutions rather than bemoans problems, making the educational system work for both students and teachers. 14. The AVID counselor(s) know the students well, makes certain they are enrolled in the proper courses, helps them adjust as they set goals which are non-traditional in their families and communities, helps them with high Section 1: AVID Implementation 9
Slide 24: school registration, and is a member of the AVID site team in the many activities which occur throughout the year. 15. AVID families are involved in their student’s education, supporting the AVID program through advisory boards, quarterly meetings, and regular contact with the AVID coordinator/teacher and counselor. 16. The AVID classroom serves as a “second family” for the students, including the constant support of the teacher, tutors, and fellow students. The AVID “family” becomes a team concerned about one another’s successes and failures. 17. The students chosen to participate in the AVID program are those students in the middle who are not reaching their academic potential (often because of a language limitation), and are identified as candidates by teachers and counselors. Individual student interviews are conducted by the AVID coordinator/teacher, who looks for student motivation before accepting the students into the program. 18. AVID promotes collaboration and independent learning among its students by providing a forum in which students are simultaneously nurtured and challenged. Whether they are working in study groups or sharing their writing in reader-writer workshops or read-arounds, students know they can trust other students to both support their learning and to provide another source of feedback and new ideas. The stimulation and inherent creativity fostered by collaboration among students produces enthusiasm and a thirst for knowledge. 19. Writing is the method we use in AVID to improve academically. Writing is a reflection of the thought process. Writing about all subjects and sharing that writing with others helps make huge academic leaps. 20. AVID tutors use mirroring techniques, make personal comments, and ask questions for which students don’t have answers. These strategies bring about a change in the role from teacher/student to “partners in learning.” Tutors who listen to students and who limit their evaluation are the ones most likely to evoke substantial intellectual growth in students. When the tutor acts as “error detector” and “prescriber of remedies,” the students remain passive recipients of information. 21. AVID tutors are college students. They commit to the long-term nature of the program. They form their own support group and are advocates of the students and colleagues of the coordinator/teacher. They are dedicated to their job, accept direction willingly, and have good rapport with both students and teachers. 22. Constant evaluation occurs in AVID: • • • It allows the AVID coordinator/teacher to know how successful the program is and where to make improvements. It provides motivation for the team. It provides justification for various funding sources. 10 Implementing and Managing the AVID Program for Middle Level
Slide 25: AVID Implementation Checklist Page 1 of 3 Time Frame/Activity December–January Decide on number of AVID sections to be offered. Develop student recruitment plan: • Who will do recruiting? • Timeline for recruiting • Selection criteria and necessary documentation (test data, GPA, discipline record, student essay) Note: Materials in AVID binder can be used to facilitate process. By June Schedule AVID classes into master schedules. Coordinate with another school so that tutors may be able to work at more than one site. January Identify potential pool of AVID students. Disseminate teacher recommendation forms. Allow one week for return of forms to AVID coordinator or counselor. End of January or February Hold informational meeting for potential students to provide basic information and application form. February Organize meeting for parents and students to talk about AVID; set timeline for return of applications. Invite other AVID students to be part of program. Have potential candidates write a short AVID application essay using one or two of the interview questions for prompts (optional). Read essays and make notations on recruitment grid. Follow up with students who have not submitted an application form. Notify counselors of AVID students. Persons Responsible Date Completed Section 1: AVID Implementation 11
Slide 26: AVID Implementation Checklist Page 2 of 3 Time Frame/Activity February Recruit teachers to serve on AVID site team. February–March Conduct interviews, using some of the interview questions. Keep notes. Interviews can be conducted in pairs. Send acceptance letters to students and parents. March Add AVID program to school budget, allocating funds for teachers to attend Summer Institute, Coordinator Workshops and Site Team Conferences, for tutors to attend Summer Institute, and to pay for AVID supplies. April Plan an AVID overview for faculty. April–August AVID coordinator plans classroom program: • Order needed supplies, binders; • Become familiar with writing curriculum; • View tutorial video; • Plan first nine weeks’ curriculum; • Plan first family workshop; • Schedule two to three speakers; • Plan first field trip. Persons Responsible Date Completed 12 Implementing and Managing the AVID Program for Middle Level
Slide 27: AVID Implementation Checklist Page 3 of 3 Time Frame/Activity April–May Recruit tutors. Possible sources include: • School graduates who are attending college locally • Recent college graduates working as substitutes • Adults who have returned to school or higher education • Community members who have teaching credentials, but who are not currently working • Current high school students May Plan for AVID tutors to attend Summer Institute tutor training. View site team video, discuss site team roles and responsibilities and ways to support AVID students’ success. Register for Summer Institute. Encourage AVID students to enroll in summer school or other programs. June Plan a welcome meeting for new AVID students and their families. August–September Plan and conduct in-service for faculty on AVID organizational skills and methodologies. Meet with site team to plan future staff development for faculty and departments. September Provide teachers who have AVID students with AVID Good News notes and AVID Alert forms to keep coordinator aware of student progress and problems. Persons Responsible Date Completed Section 1: AVID Implementation 13
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Slide 55: The AVID Site Team Background and Composition of Site Teams T he team building aspect of AVID makes this a rewarding experience in education. Although team members work together, they have clearly defined roles and responsibilities. The team can work together much more effectively in developing the program if every person understands the specific roles of other members. Team members include the AVID coordinator/teacher, site administrators, counselors, other AVID elective teachers, subject-area teachers, college tutors, AVID students, and the regional/district director or support staff. Furthermore, all members of the AVID site team should have attended Summer Institute to be able to contribute fully to the team and program. Purposes of the AVID Site Team 1. To develop and work toward schoolwide goals which ensure that all students have equal access to knowledge and mainstream activities of the school. 2. To be aware of and act on assumptions and practices at the school that enhance or inhibit equal access. 3. To promote the use of instructional methodologies which enhance student access to rigorous curriculum. 4. To involve students in discussions about effective learning situations. 5. To ensure the institutionalization of AVID as a schoolwide program. 6. To develop an interdisciplinary vertical learning community. Roles and Responsibilities of Site Team Members T he leader of the AVID site team is the AVID coordinator/teacher. Working with the other members of the site team, the coordinator/teacher ensures that the AVID Essentials are in place and that the school is strengthening the program at his or her site. The coordinator’s/teacher’s duties are broad, including being a liaison between AVID Center, the administration, teachers and students, as well as maintaining the integrity of the program. Respect of and collaboration with school faculty and parents is essential, as is the ability to work with and train college tutors. First and foremost, the coordinator/teacher should believe that all students can learn and be successful, that it is their right to succeed at school and beyond. Additionally, an effective coordinator/teacher motivates students and counsels them on the pathway to a college education by understanding high school graduation requirements and college entrance requirements. Specific coordinator duties include the following: 1. Selecting students 2. Hiring, placing, and managing tutors according to their strengths Section 1: AVID Implementation 41
Slide 56: 3. Facilitating site team meetings 4. Planning weekly curriculum 5. Modeling AVID techniques for colleagues through inservices 6. Disciplining students (This is not the job of the tutors.) 7. Communicating with families 8. Organizing fundraising activities 9. Arranging speakers and field trips 10. Working with administrators and counselors on behalf of the program and its students See the Implementation Priorities and Implementation Priorities Checklist in this book for a more detailed example of coordinator/teacher duties. Along with the coordinator/teacher, school administrators also protect the integrity of the AVID program and ensure its success. They act as liaisons with the district administration and help garner financial support from a variety of sources. Administrators support and respect the unique structure of the AVID classroom, including coordinator, tutor, and student responsibilities, and visit the classroom often. Administrators also support parent communication. Simultaneously, administrators make sure that when AVID begins as a single class, there are not obvious conflicts between when AVID and other necessary single class periods are scheduled. AVID classes are also scheduled in conjunction with tutor availability. For additional administrator duties, see the Administrators Guide in the AVID library. Ideally, there should be one counselor who works with all the AVID students. However, it is understood that that is not always the case. Among their most important duties when working with AVID students, counselors will be aware of requirements of entry into advanced classes and move toward getting all AVID students in rigorous classes. Counselors should be fluent in the college entrance requirements and ensure that all AVID students are on the path to that goal. Counselors also work alongside the administration, coordinator, and other AVID teachers in explaining and supporting the AVID program and its philosophy to other teachers who may not support or understand it. Counselors can also be supportive parent contacts, participate in field trips, help coordinate speakers, and counsel students on the obstacles they may face at school. Because AVID is a growing program, the site coordinator might not be the only AVID elective teacher. Other AVID teachers work closely with the administration, coordinator, and counselor and provide for students in many ways. Among the teacher duties are understanding and implementation of the AVID curriculum, including WICR, note-taking and study skills, and motivational games and activities. The AVID teacher will communicate with tutors and parents about specific student needs, while also reporting to the coordinator. Within their own classrooms, AVID teachers discipline their own students, keep them organized and watch their growth. They also ensure that each student is engaged in a rigorous curriculum. In many cases, the AVID teachers will assist with student recruitment by screening applications and participating in the interview process. Additionally, AVID teachers work with the coordinator to provide valuable 42 Implementing and Managing the AVID Program for Middle Level
Slide 57: and educational staff development for other subject area teachers, ensuring they understand and use AVID methodologies in their classrooms. AVID teachers will also travel along on field trips. Teachers of academic classes also contribute to the support of AVID schoolwide. They should be trained in, understand, and implement teaching methodologies used in AVID which allow students to have access to rigorous college preparatory curriculum. This training can happen onsite, through the district, or at Summer Institute. Teachers also collaborate as part of the AVID Site Team, which brings about schoolwide reform, assuring that almost all students will achieve in a positive school environment. For more information on how to adopt AVID teaching methodologies in each subject area, see the Write Path set in the AVID library. AVID tutors should be enrolled at four-year colleges or universities. Oftentimes they are graduates of the middle or high schools at which they work. As such, they are academically qualified and are dedicated to the students in the school. The tutors should represent balanced academic backgrounds, some liberal arts majors, others science or mathematics majors. The tutors should be people who will work in a supportive manner with middle school students and are responsible to the teacher. They must be willing to meet regularly, perhaps during the lunch break, to discuss student progress and to confer with the teacher about future plans. Finally, the AVID tutors themselves should be excellent role models of motivated, organized, successful college students who believe that the AVID students will succeed. Under direct supervision of the AVID coordinator/teacher, tutors perform many tasks. First and foremost, tutors must be familiar with the materials in the AVID library and with the textbooks and materials used by AVID students. They will tutor students in small study groups or individually, assisting them in all subject areas based on the class and text notes they have collected in their AVID binders. During and following tutorial sessions, tutors determine the concepts that need to be taught or re-taught. Additionally, tutors might conduct mini-lessons in the process of writing in all subject areas, study skills, and other aspects of college preparation. When advising students with writing specifically, tutors will conduct brainstorming and clustering sessions, work individually with students in any phase of the writing process, and respond to student writing in the form of AVID discourse mode writing assignments, which students have had the opportunity to revise and edit. Additional responsibilities include evaluating student binders, including calendars, class and text notes, book notes, etc., contacting teachers regarding course outlines and assignment schedules as directed by the AVID coordinator, and developing a resource file of enrichment materials for use in tutorial sessions. Above all, tutors will communicate frequently and honestly with the AVID coordinator regarding student progress and areas of concern. More information about tutors and tutorials can be found in the Tutorial set in the AVID library. Students in the AVID elective also have specific responsibilities to uphold. First and foremost, they want to become independent learners and take individual responsibility for their own successes. They are open to new experiences in all phases of the program and exhibit positive attitudes toward themselves and others. They consistently come to class prepared, routinely share their work for the purpose of improving it, and willingly participate in study groups. Additionally, they become involved in campus activities and therefore serve as role models for other students. The Strategies for Success is designed to help students develop as intellectuals and citizens. Section 1: AVID Implementation 43
Slide 58: The AVID Regional/District Director Background W ith the expansion of AVID, it became clear that in order to build and support the program effectively, AVID Center needed to coordinate the training and networking of regional/district leaders. AVID regional/district leaders receive training at the AVID Center, visit AVID schools, monitor development of new programs, and provide ongoing staff development and support to AVID programs and coordinators. Role of the Regional/District Director The primary role of the AVID regional/district director is to coordinate support for AVID programs. The ability to plan and coordinate AVID activities will vary due to the proportion of the job designated for AVID. Staff Development The regional/district director coordinates workshops for AVID coordinators, training for AVID tutors, conferences for AVID site teams, and participation in the AVID Summer Institute. Technical Support for Sites The regional/district director visits each AVID site. A site visit includes AVID classroom observation, coaching of the AVID coordinator, observation of subject area teachers who have participated in AVID staff development, meeting with the AVID site team to facilitate discussion of the Site Team Plan, and meeting with the principal to promote administrative support and participation. Data Collection and Research The regional/district director coordinates the collection of data as guided by AVID Center, and uses resources in the region as available, in order to monitor progress and success of regional programs. Building a Structure of Support The regional/district director coordinates the establishment of an AVID policy board or advisory group that is made up of top-level district administration and representatives for local postsecondary institutions. 44 Implementing and Managing the AVID Program for Middle Level
Slide 59: What is Vertical Teaming? V • • • • • ertical teaming is a coordinated process in which educators across several grade levels work together to envision and implement a program that increases the number and diversity of students taking advanced courses in a core subject area. For example, mathematics teachers from a high school and its feeder schools might meet to analyze the existing math curriculum and devise ways to expose a greater number of students to challenging materials. The primary goal is to ensure that ALL students have the opportunity to take rigorous, college-preparatory classes while at the same time receiving the support necessary to succeed in these classes. Ideally, enrollment in higher-level classes should reflect the school’s student population as a whole in terms of ethnicity, gender, and socio-economic status. Benefits of Successful Vertical Teaming Creates a curriculum that presents a thoughtful progression of concepts within courses and from one course to another. Helps students acquire the academic skills and mindset essential to success in rigorous classes. Aids teachers in developing strategies to engage students and foster long-term student success. Provides members of the school community a forum for increased communications. Gives teachers the satisfaction of knowing that their students will be continuing their education in a program which they have helped to personally develop along with other teachers on the team. Section 1: AVID Implementation 45
Slide 60: Characteristics of Effective Vertical Teams “Vertical Teaming gives teachers the satisfaction of knowing that their students will be continuing their education in a program which they have helped to personally develop along with other teachers in the vertical team.” —New Mexico CRC for Minorities PURPOSE: The team shares... 1. Common identity 2. Common tasks 3. Sense of success COMPOSITION: 1. Clear definition of team membership 2. Recognition of individual contributions 3. Balanced roles INTERACTION: 1. Mutual trust 2. Sense of relationship 3. Open/direct conflict resolution 4. Common base of information and data 5. High-level questions, both asking and listening 6. Adapt to vertical team process 7. Flexibility and responsiveness STRUCTURE AND CONTEXT 1. Clear understanding/acceptance of group structure 2. Periodic attention to group maintenance and needs 3. Recognition and adherence to timelines Adapted from Leslie Hays, AVID Coordinator, Region 9, San Diego County Office of Education 46 Implementing and Managing the AVID Program for Middle Level
Slide 61: How to Identify Potential AVID Students Advancement Via Individual Determination What AVID Is • AVID is a program for “middle to upper middle” academic students. These students have the potential for honors and AP work in high school, but need academic and emotional support paired with the rigor. • AVID combines rigor with support that includes the student’s own individual determination and the support of teachers, other AVID students and their families, the AVID teacher, and university tutors. • Students must maintain 2.0 or higher GPA throughout the school year. Some Requirements to be Accepted Into AVID • GPA of 2.0 to 3.5. • Must come from an “underrepresented” group (see below). • Must be able to complete four-year university requirements prior to graduation. • Must be a hard worker, have a positive attitude, and be collaborative in nature. What AVID is Not • AVID is not an “at-risk” program. It is a program designed to support students who would otherwise not attend a four-year university to attend and to graduate from a four-year school. • AVID is not for students who don’t do any of their homework. • AVID is not for the consistently “D” or “F” student. • AVID is not a program for unmotivated students. They must have Individual Determination. Statistically and Historically Speaking . . . It is much more challenging for students who meet one or more of the following criteria to gain acceptance into a four-year university as a freshman: • Students who came from a low-income family. • Students who come from a single parent family. • Students with parents who are not college graduates. • Students who are “under-represented” racially, culturally or economically in colleges and universities. Section 1: AVID Implementation 47
Slide 62: AVID Recruitment Plan School: ___________________________Feeder School(s) ________________________________ Goal: To Recruit a Class of AVID Students for Fall AVID Implementation OBJECTIVE/ACTIVITIES 1. Identify potential AVID students. 1.1 Obtain necessary school records. • Alphas listing students by grade level • Free/Reduced lunch list • Standardized test scores in language and math (math computation as separate score) • GPA listing • Students’ schedules for verification of course placement 1.2 Prepare a list of potential students. 2. Provide program information to potential AVID Students. 2.1 Large group presentation • Application • Letter • Program Description 2.2 Examine student records. 3. Select AVID students. 3.1 Teacher recommendations as needed 3.2 Individual/small group interviews 3.3 Notification of acceptance/non-acceptance 3.4 Welcoming activity 4. Make sure counselors have list of students selected for the AVID class(es). 4.1 Prioritize names in case of scheduling conflicts. 4.2 Keep a waiting list. 5. Before school begins, make sure all recruited AVID students are in AVID class(es) and rigorous courses. 5.1 Ask for printout of AVID class(es) to check against your records. PERSON TIME LINE/ RESPONSIBLE LOCATION EVALUATION 48 Implementing and Managing the AVID Program for Middle Level
Slide 63: AVID Recruitment Form Low Income (F/R Lunch) Class Schedule Group Meeting 1st Gen. College Test stanines or Student Test Scores Cumulative GPA w/o PE Last Semester GPA Teacher Applications RecommendReturned ation Received Interview Application Rejected Remarks Section 1: AVID Implementation Name Attendance Record Discipline Referrals 49
Slide 64: Letter to Teachers Dear Teachers: Attached please find a list of students who are enrolled in the AVID program. What is AVID? AVID is a program for students in the middle who are in the middle, under-represented, or first-generation college students. The intent is to prepare these students for college. The AVID class provides support, academic monitoring, and tutoring. Writing, inquiry, collaboration, and reading, along with tutorials and test- and note-taking skills are the core strategies of the program. What is Required of An AVID Student? Each AVID student carries a binder in which he or she is required to keep materials from all academic classes. Students keep track of assignments on assignment sheets and are required to take DAILY notes in all academic classes. The notebooks are graded weekly by the tutors for content and organization. Led by college tutors, students participate in tutorial groups in the AVID classroom. In addition, students are taught study skills, test preparation, time management, the writing process. Who Are the AVID Tutors and What Do They Do? AVID tutors are college students who receive training in methodologies used in AVID: writing, inquiry, collaboration, and reading. They are in the classroom weekly to serve as models and to help students achieve success in rigorous classes. They are trained not to give students answers but rather to guide them toward answers. What Can the Classroom Teachers do to Support AVID Students? Communication between the AVID teacher and the classroom teacher is very important. I appreciate any information you can give me. If a student is not keeping a notebook or is not taking notes in your class, I would like to hear about it. To make it easier for you, I am enclosing several copies of the AVID Alert and AVID Good News. Getting these forms with your feedback helps us keep our AVID students on track between official progress reports. Thank you very much for all of your support! I am looking forward to working with you again this year. Sincerely, AVID Coordinator 50 Implementing and Managing the AVID Program for Middle Level
Slide 65: Teacher Recommendation Form Date__________________________ Dear __________________________________________________, (teacher’s name) AVID (Advancement Via Individual Determination) is a program offered at __________________________________________Middle School to assist students in preparing to meet university and college entrance requirements. Teachers are the best judges of student potential. Please identify any students in your classes who seem to be bright, but need the help of the AVID class to successfully fulfill their goals of attending a four-year college. I will screen these students, and if they meet the eligibility criteria and choose to enroll in the program, they will receive academic support to increase their success in their classes. I appreciate your help. When you have completed this form, please return it to _________________________________________________________ by ______________________________. _______________________________________________________ (signature) Potential AVID students: _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ Section 1: AVID Implementation 51
Slide 66: Teacher/Counselor Recommendation To: ________________________________________________________________________________________ From:______________________________________________________________________________________ Re: AVID Recruitment Please return any list of potential AVID students to me as soon conveniently possible. Thank you. If you are aware of a student meeting the following criteria who could use the support of the AVID program in order to be eligible to enter a four-year college or university on the completion of high school, please fill out this form. 1. The student is in the middle and would not succeed in a rigorous curriculum without the support of the AVID class, and might be • • • • of an ethnicity traditionally underserved in colleges, low income, perhaps the first-time college attendee from a family, and/or any combination of the above. 2. The student has between a 2.0 and 3.5 GPA, but has a desire to do better. 3. The student has appropriate classroom behavior. 4. The student has good attendance. 5. The student has the motivation and desire to prepare for entrance to a four-year college or university. Student’s Name Referring Teacher/Counselor Comments 52 Implementing and Managing the AVID Program for Middle Level
Slide 67: Follow-Up Teacher Recommendation Form Date:______________________________________________ Dear ____________________________________________, (teacher’s name) __________________________________________________, a student in one of your classes, has been recommended for placement in the AVID (Advancement Via Individual Determination) program. This is a course designed primarily for students who have college potential. I would appreciate it if you would take a few minutes to answer the following questions so that I may determine an appropriate placement for the student. Please return this form to ______________________________________________ at your earliest convenience. Thank you, _________________________________________________________ (signature) Never 1. Do you believe this student needs the support of the AVID class? 2. Does this student seem to have college potential? 3. Does this student display good classroom work habits? 4. Does this student practice good citizenship? 5. Does this student have an acceptable attendance record? Sometimes Always I I I I I I I I I I I I I I I Other Comments: ____________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Section 1: AVID Implementation 53
Slide 68: Letter to Parents Dear Parents: Your child is eligible for AVID, a program dedicated to helping students achieve their goals of going to college. Students considered for AVID are bright students who might be under-achieving, underserved in the college system, or first-generation college students. The AVID class, held within the regular school day, provides support, academic monitoring, and tutoring. The writing process, Socratic questioning, collaborative learning, and reading are the core strategies of the program. What is Required of an AVID Student? Each AVID student carries a binder in which he or she is required to keep materials from all academic classes. Students keep track of assignments on assignment sheets and are required to take DAILY notes in all academic classes. The notebooks are graded weekly for content and organization by college tutors. Led by tutors, students participate in tutorial groups in the AVID classroom. In addition, students are taught study skills, test preparation, time management, and the writing process. Teachers fill out periodic progress reports, in addition to routine school ones, for monitoring by the AVID coordinator/teacher. Who are AVID Tutors, and What Do They Do? AVID tutors are college students who receive training in methodologies used in AVID: writing process, Socratic questioning, collaborative learning, and reading. They are in the classroom weekly to serve as models and to help students achieve success in rigorous classes. They are trained not to give students answers but rather to guide them toward answers. They may even ask permission to “shadow” students in their classes to help them learn how to take notes more effectively. What Can Parents do to Support AVID Students? Communication between the AVID coordinator/teacher and the parent(s) is essential. I will contact you to share your student’s progress, and appreciate any information you share with me. At home, parents can see to it that students are doing their homework in a quiet place with few interruptions. By asking your student about his/her day, and inquiring about homework and the events of school, you will bridge what could be a great gap between his/her school life and home life. When the two are connected, successes increase. In addition, stressing your belief that your student can succeed in high school and attend college will also motivate him/her to work harder and achieve more. Throughout the year, I will host several Family Workshops, which will address topics of concern relating to student success in high school and college applications and admission. Thank you very much for all of your support! I am looking forward to working with you this year. Sincerely, AVID Coordinator 54 Implementing and Managing the AVID Program for Middle Level
Slide 69: AVID Application (Advancement Via Individual Determination) AVID is an elective class offered to students who would like to prepare for four-year universities. The curriculum features writing, inquiry, collaboration, reading, note-taking and study skills, and college/career/motivational activities. The AVID class is an elective. College students are in the classroom as tutors twice a week, and field trips are taken to universities in the area. Students must commit to taking notes in subjectarea classes on a daily basis. Other requirements for applicants are satisfactory citizenship, good attendance, and a GPA of 2.0–3.5. Please Print in Ink Return this portion to: ________________________________________________________________________ Name: ____________________________________________________________________________________ Home Phone:________________________________________________________________________________ Parent/Guardian Name(s): ______________________________________________________________________ School Currently Attending: ____________________________________________________________________ GPA (Last report card):_____________ Total absences this year: ______________________________________ Citizenship Marks (Last report card): ____________________________________________________________ Two Teacher Recommendations: ________________________________________________________________ __________________________________________________________________________________________ Student Signature: ____________________________________________________________________________ Parent Signature: ____________________________________________________________________________ Section 1: AVID Implementation 55
Slide 70: AVID Interview Form School: ____________________________________________________________________________________ Name: ____________________________________________________________________________________ Grade: ______________________________ Date: __________________________________________________ 1. What do you like most about school? 2. What do you like least about school? 3. What do you think is your strongest academic area? 4. What do you think is your weakest academic area? 5. Why do you wish to be in the AVID program? 6. How much time do you spend studying at home? 7. Do you have a good place for studying at home? 8. How do you make sure that you use your time in class productively? 9. Give an example of your use of self-discipline. 10. How do you react if you have difficulty with a subject? 11. How well can you work individually as well as with others? 12. Why do you want to go to college? 56 Implementing and Managing the AVID Program for Middle Level
Slide 71: AVID Agreement Middle Level Advancement 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 rigorous coursework • Enrollment in advanced classes in high school Student Responsibilities: • Maintain a successful grade point average. • Maintain satisfactory citizenship and attendance in all classes. • Maintain the AVID binder with assignment/grade record sheets and daily notes in all classes. • Complete all homework assignments and commit to at least two hours of homework every night. Student Agreement: I agree to accept enrollment into the AVID elective class, which will offer academic support. 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 outlined above. Student Signature: ____________________________________________________________________________ Support Agreement: We agree to support the efforts of this student in meeting the goals outlined above. AVID Coordinator Signature: __________________________________________________________________ Parent Signature: ____________________________________________________________________________ AVID Counselor Signature: ____________________________________________________________________ Site Administrator Signature: __________________________________________________________________ Section 1: AVID Implementation 57
Slide 72: E L P M A S 58 Implementing and Managing the AVID Program for Middle Level
Slide 73: AVID Site Portfolio Sample Evidence 1. Overview a. School description and demographics b. AVID coordinator and AVID elective teachers (name, teaching duties, sponsorships, etc.) c. Number and demographics of AVID students per grade level d. Photos of school, AVID classes in action 2. Student Recruitment a. School’s planned recruitment process and timeline (Attach copy of the AVID guidelines for recruitment.) b. Samples of flyers, application, questionnaire, interview questions, and schedule for recruitment (Note: What assurance do you have that students and parents opted for the AVID elective?) c. Screening process and factors influencing decisions regarding the selection of the AVID students d. Samples of acceptance and regret letters as well as the Student/Parent Contract 3. Staff Selection and Training a. A brief description of the selection process for the AVID teacher(s) and/or coordinator b. Training AVID teachers have had (include district or regional training schedule agendas) c. Process used for selecting the AVID site team members d. Training the site team members have had (agendas, memos, etc.) 4. Scheduling a. AVID class schedules—State specific times and days (e.g., Daily from 9:20–10:13) b. If the AVID class occupies half of a 90-minute block, describe the entire block (e.g., “Students have English I with the AVID teacher in the first half of a 90-minute block and AVID in the second half.”) c. Typical week in AVID for each AVID class campus (Note the usual focus or planned activity for each day of the week.) d. Plans for the program expansion 5. Preparation for College a. Typical AVID students’ courses to date b. Recommended graduation plan (Note how many students in each class are “on track for college admission” by noting how many are taking courses and have enough credits at this time in their school careers to ensure that they can graduate “on time.” Attach a copy of these requirements.) c. Samples of activities and assignments to date that help students to begin to prepare for the application for four-year universities. Section 1: AVID Implementation 59
Slide 74: 6. Writing a. Major AVID writing assignments completed to date b. Requirements for Cornell (class) notes and/or learning logs (both for AVID students and by AVID site team teachers or other faculty of all students, if relevant) c. Selected copies of students writing samples (e.g., class notes, learning logs, Life Goals, Autobiographical Incident, letter to college, personal response to a speaker or field experience, etc.) 7. Inquiry a. Activities highlighting the AVID coordinator’s/teacher’s use of inquiry b. Sample lesson plan or questions used in an AVID lesson exemplifying inquiry as an instructional tool c. Questions developed by an individual or the class for the use during speaker’s presentation or college visit d. Cornell notes reflecting students’ generation of questions related to their notes e. Tutorial Request Forms reflecting students’ questions generated at higher levels 8. Collaboration a. Activities highlighting the AVID coordinator’s/teacher’s use of collaboration b. Rules, procedures, assessment forms, or a selected lesson plan indicating that student collaboration is a routine and meaningful instructional tool c. Reflection on a collaborative learning experience d. Photos of students working together 9. Reading a. Activities highlighting the AVID teacher’s use of reading b. Sample reading lesson plan c. Reading list for AVID elective d. Reflection on a given reading assignment/text 10. Tutoring a. Tutor: Student ratio for each class b. Tutors’ weekly schedules c. Tutor training (dates, total hours, content of training) received to date d. Samples of completed Tutorial Request Forms and tutors’ reflections e. Photos of tutorial groups at work 60 Implementing and Managing the AVID Program for Middle Level
Slide 75: 11. Data Collection a. School’s data collection process and support structure (who does what when?) b. Copy of the latest completed AVID Center’s data system forms c. Additional school data comparing the AVID students and the rest of the school or a control group in attendance, honor roll, enrollment in honors and AP® classes, standardized test scores, discipline referrals. 12. Resourcing a. School’s AVID budget (Note funding sources and amounts for tutors, staff development, family workshops, field experiences, phone, postage, etc.) b. Administrative commitment to long-term support (AVID’s inclusion as an integral part of the school’s campus improvement plan, goal or objective statements regarding student and program development over two to four years, or simple statement of intent by the principal will help) c. Description of parental, higher education, and/or community commitment to the program via mentorships, fund raisers, sponsorships, and/or volunteering with the class 13. Site Team a. List of site team members b. Schedule of site team meetings and planned topics or agendas c. Minutes from site team meetings held to date d. Evidence of the site team effects on AVID students, faculty, administration, the school as a whole e. Photos of site team meetings 14. Contributing Experiences a. Speakers (Note date, name, company or organization, position, focus of the talk, class reaction/reflection; business cards are helpful) b. Field experiences (Note date, location, focus, class reflection or other relevant instructional activity) c. Student community service, mentoring, and volunteer opportunities d. Photos 15. Family Workshops a. Schedule of workshops and topics b. Reports on workshops held to date (Note teacher/student involvement, turnout, response, and photos) 16. Impact a. Instructional/academic impact on students b. Professional development impact on teachers (other than the AVID teachers and site team) c. Relevancy to campus improvement planning HINT: Making this a living portfolio; update it regularly! Section 1: AVID Implementation 61
Slide 76: 62 Person Responsible Who will take the lead on this? Resources Who can help? What materials can help? Costs/Funds What will this cost? What funds can we use? Timeframe When should we start and finish? When should we check progress? Evaluation What will we have as proof that we have met our need? AVID Site Certification Action Plan Date: ______________________________________ Need What do we still need to do to achieve Certification? Site: ____________________________________________________________________________________ Barriers What has prevented us from doing this/these things? Action/s How will we address the need? What can we do to overcome the barriers? What steps must we take? Implementing and Managing the AVID Program for Middle Level
Slide 77: SECTION TWO: CLASSROOM APPLICATIONS Introduction T he mission of the AVID middle level teacher is to teach and reinforce skills that will help the middle level student be successful in all subject areas. A successful AVID program depends on several components, including teaching methodologies, tutorials, and assessments. This section provides an AVID course description, a typical week in the AVID elective, a timeline for the year, and the AVID teaching methodologies of Writing, Inquiry, Collaboration, and Reading. The following pages provide explanations of how the four teaching methodologies work in each subject area so that they can be incorporated into the AVID elective. The extensive AVID Write Path series includes more elaborate information for each subject. Where appropriate, other books in the library have been cited for convenience. The materials in this section have been designed as stepping stones to maintain a solid and effective AVID program. 63
Slide 78: Sample Week in the AVID Elective Daily or Block Schedule MONDAY AVID Curriculum TUESDAY WEDNESDAY THURSDAY Tutorials AVID Curriculum Tutorials FRIDAY Binder Evaluation Field Trips Media Center Speakers Motivational Activities (within block) Combination for Block Schedule AVID Curriculum includes: • Strategies for Success • College and Careers • Writing Curriculum • Oral language/public speaking • Note-taking practice • Test preparation • Research • WICR activities AVID Tutorials include: • Collaborative study groups • Problem solving • Note-taking • Higher-level thinking questions • WICR strategies • Reflection and evaluation Combination for Block Schedule Motivational Activities include: • Speakers • Field trips • Philosophical Chairs/Socratic Seminar • Team building • Media Center/Career Center • Other motivational activities that support AVID goals 64 Implementing and Managing the AVID Program for Middle Level
Slide 79: Suggested Order and Timeline for Introducing Ideas/Activities Calendaring the AVID Curriculum, Middle Level (CACM) College and Careers, Grades 6–12 (CC) Middle Level Writing With Integrated Reading and Oral Language (MLWC) Organizing the AVID Student Binder (OSB) Strategies for Success, Grades 6–12 (SS) Grade 6 Week 1 Weeks 1–36 Week 2 Introduce AVID Binder Team Building Classroom Interaction Introduce Cornell Notes Introduce Learning Logs Introduce Tutorials Weeks 3–4 Weeks 3–36 Weeks 5–6 Week 7 Week 8–36 Week 9 Grade 7 Week 1 Weeks 1–36 Week 2 Introduce/Review AVID Binder Team Building Classroom Interaction Introduce/Review Cornell Notes Introduce/Review Learning Logs Introduce/Review Tutorials Weeks 3–4 Weeks 3–36 Weeks 5–6 Week 7 Self Awareness Various Writing Units Test Taking Time Management Goal Setting Unit 2 (SS), Unit 1 (OSB) Unit 6 (SS) Unit 5 (SS) Unit 3 (SS), Unit 2 (OSB) Unit 4 (SS), Unit 2 (OSB) Unit 8 (SS) Units 5, 6, and 10 (SS), Unit 1 (CC) Units 1–8 (MLWC) Unit 13 (SS) Unit 7 (SS) Unit 9 (SS) Self Awareness Various Writing Units Test Taking Time Management Goal Setting Public Speaking Introduce Six-year Plan Unit 2 (SS), Unit 1 (OSB) Unit 6 (SS) Unit 5 (SS) Unit 3 (SS), Unit 2 (OSB) Unit 4 (SS), Unit 2 (OSB) Unit 8 (SS) Units 5,6, and 10 (SS), Unit 1 (CC) Units 1–8 (MLWC) Unit 13 (SS) Unit 7 (SS) Unit 9 (SS) Unit 14 (SS), Oral Language Unit (MLWC) Unit 1 (CC) Section 2: Classroom Applications 65
Slide 80: Week 8–36 Week 9 Philosophical Chairs Introduce/Continue Six-year Plan Unit 14 (SS), Unit 12 (MLWC) Unit 1 (CC) For sixth and seventh graders the change from elementary school to middle school is huge. As the AVID elective teacher be mindful of how your students will feel during this big change. They will especially need your help keeping up with many classes and many teachers, compared to having only one class and one teacher in elementary school. Time management and note-taking may be challenging for them in the beginning. Be patient and practice with them. You will see results. Grade 8 Week 1 Weeks1–36 Week 2 Review AVID Binder Team Building Classroom Interaction Review Cornell Notes Review Learning Logs Review Tutorials Weeks 3–4 Weeks 3–36 Weeks 5–6 Week 7 Weeks 8–36 Week 9 Self Awareness Various Writing Units Test Taking Time Management Goal Setting Philosophical Chairs/Socratic Seminar Continue Six-year Plan Unit 2 (SS), , Unit 1 (OSB) Unit 6 (SS) Unit 5 (SS) Unit 3 (SS), Unit 2 (OSB) Unit 4 (SS), Unit 2 (OSB) Unit 8 (SS) Units 5, 6, and 10 (SS), Unit 2 (CC) Units 1–8 (MLWC) Unit 13 (SS) Unit 7 (SS) Unit 9 (SS) Unit 14 (SS), Unit 12 (MLWC) Unit 1 (CC) Throughout eighth grade students will refine the basics of AVID in preparation for high school rigor. Second semester should focus on the transition from middle school to high school as students choose their classes and update their personal and academic goals. By the end of the year you might have students think about how they will become involved in their high school community by exposing them to different extracurricular activities available to high school students. 66 Implementing and Managing the AVID Program for Middle Level
Slide 81: Middle Level AVID Curriculum Library Implementation Set Implementation & Managing the AVID Program for Middle Level (1) Calendaring the AVID Curriculum, Middle Level (1) Organizing the AVID Student Binder - Teacher Guide (1) AVID Program Information Video (30 minutes) (1) Decades of Dreams Video (1) Wall of Fame Class Set (30 copies) & Study Guides (1 pkg. of 30) Middle Level Writing Set Middle Level Writing with Integrated Reading and Oral Language Teacher Guide (1) Middle Level Writing with Integrated Reading and Oral Language Student Guide (pkg. of 30) Strategies for Success Set Strategies for Success Teacher Guide (1) Strategies for Success Student Guide (pkg. of 30) AVID Family Workshops Grades 6–12 (1) AVID Family Workshops Grades 6–12 Transparencies on CD(1) College & Careers Set College and Careers Teacher Guide (1) College and Careers Student Guide (pkg. of 30) Tutorial Set AVID Tutorial Coordinator Guide (1) Tutorial College Student Guide (pkg. of 5) Algebra Tutorial California Edition or National Edition (1) Tutorial Tips from an AVID Teacher (1) AVID Tutorial Training Video (1) Schoolwide Set Administrator Guide (1) World Languages Supplement: Teacher Guide (1) Write Path Math Teacher (1) Write Path Math Student (1) & CD (1) Write Path English Teacher (1) Write Path English Student (1) & CD (1) Write Path Science Teacher (1) Write Path Science Student (1) & CD (1) Write Path English Language Learners Teacher Guide (1) Write Path English Language Learners Student Guide(1) & CD (1) Write Path History/Social Science Teacher Guide (1) Write Path History/Social Science Student Guide (1) & CD (1) Section 2: Classroom Applications 67
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Slide 84: AVID Path Curriculum Overview Path Curriculum Student Success Path Components or Purpose Study skills, time management, writing to learn, organization, goal setting Audience Teachers and students, grades upper elementary, middle level and high schools Teachers and students, grades upper elementary, middle level and high schools Teachers and students, grades upper elementary, middle level and high schools Teachers and students, grades upper elementary, middle level and high schools School Delivery Advisory, home room, study skills class, after school programs, pre-AVID College Path College application process, choosing a major, financial aid; prepping for entrance exams; college prep note-taking Prepares teachers and tutors for WICR, levels of questions, notebook organization; math and reading focus WICR strategies for second language speakers. Essay writing, clustering, graphic organizers; teachers analysis with rubrics WICR in science; textbook and other reading techniques; science essays with rubrics; discussion prep; data analysis WICR strategies in history/social science; notetaking; interpreting historical documents, political cartoons WICR strategies in mathematics; the use of rubrics Advisory, home room, study skills class, after school programs, counseling centers, AVID; pre-AVID Advisory, home room, study skills class, after school programs; pre-AVID. Also, used in Spec. Ed. Programs ESL and ELL teachers, content area teachers, English teachers; AVID site team members Tutorial Path Write Path English Language Learner Write Path Science Teachers and students, grades upper elementary, middle level and high schools Teachers and students, grades upper elementary, middle level and high schools Teachers and students, grades upper elementary, middle level and high schools Teachers and students, grades upper elementary, middle level and high schools Supplemental guide for science courses Write Path History/Social Science Supplemental guide for history/social science courses Write Path Mathematics Supplemental guide for math courses Write Path English/Language Arts WICR strategies in English; reading, writing, speaking, listening emphasis; rubrics and student models Supplemental guide for English courses 70 Implementing and Managing the AVID Program for Middle Level
Slide 85: WICR Writing • Learning Logs/Journals • Cornell Notes • Prewrite • Draft • Respond • Revise • Edit • Final Draft Collaboration • Group Projects • Study Groups • Jigsaw Activities • Read-Arounds • Response/Edit/Revision Groups • Collaborative Activities Reading • SQ5R (Survey/Question/Read, Record, Recite, Review, Reflect) • KWL (What I Know/Want to Learn/Learned) • Reciprocal Teaching • “Think-aloud” Inquiry • Skilled Questioning • Socratic Seminars • Quickwrite/Discussion • Critical Thinking Activities • Writing Questions • Open-Mindedness Activities Section 2: Classroom Applications 71
Slide 86: Writing T * he first principle of WICR, in the AVID curriculum, is Writing. Writing is basic to thinking, learning, and growth. It allows students to think in complex ways, building critical thinking skills and developing knowledge of oneself and the outside world. Writing helps clarify and order experience, while simultaneously demonstrating how much one knows about a topic. The more fluent the writer, the more successfully one can compete academically. For more on writing, see Middle Level Writing with Integrated Reading and Oral Language. Writing in AVID includes the following: Understanding and Participating in the Writing Process — Pre-writing — Drafting — Reader Response — Revision — Composing a Final Draft Demonstrated Through: — Class and Textbook Notes — Learning Logs — Quickwrites — AVID Writing Curriculum Assignments • Writing as a Tool of Learning Thinking • • • • Writing develops thought over and above conversation. Writing is a graphic record of original thought, allowing for review and revision. Writing is visible and permanent. Writing enriches the thought process. Learning • • • The more one writes, the more one knows. Writing demonstrates true understanding of topic. Writing allows for clarifying, analyzing, and synthesizing new concepts. 72 Implementing and Managing the AVID Program for Middle Level
Slide 87: What Does Writing Look Like in AVID? Writing Process, Discourse Mode Lessons E ssay writing allows students to become subject-area specialists, demonstrating critical thinking and reading to form an analysis of a topic. Asking students to write from the perspective of a scientist, philosopher, historian, or psychologist challenges students to explore and understand the aspects of each type of writing. With clear, structured modeling from the teacher or tutor, students can participate in sophisticated writing about various topics. AVID writing lessons adhere to the following “writing process” sequence: 1. Study and discussion of samples 2. Pre-writing 3. Drafting 4. Peer evaluation 5. Revision 6. Peer evaluation 7. Final revision 8. Teacher evaluation 9. Discussion and revision of final drafts for publication Note-taking Notes help students clarify thoughts, leading them to use writing as a tool for learning. When students write regularly, reading skills also develop. The AVID note-taking system is the Cornell note-taking system, which requires students to divide their papers into a narrow left hand margin and a wide right hand margin. Lecture or textbook notes are recorded in the right hand margin, while clarifying questions and headings are reserved for the left hand margin. Students maintain binders, which are graded regularly, as collections of these notes. Students in AVID are taught to review their notes, keeping track of what they already know. Once the distinction is made between what is known and what is not known, students can focus their studying on what they don’t know, therefore reviewing more effectively. Students are also encouraged to compare notes with their peers to fill in gaps and solidify learning. This collaboration, combined with solid notes, allows students to teach each other and develop a true understanding of a concept. At least four benefits arise from this type of note-taking: 1. The AVID teacher knows the student attended class because the notes are checked. 2. The student is alert enough in class and in his/her reading to take notes. 3. The student has engaged in independent work before participating in collaborative learning groups so that he/she may be an active contributor to the group. 4. Students perceive themselves to be “students,” and teachers perceive them as “students” because the students have a collection of notes. Section 2: Classroom Applications 73
Slide 88: Directions for Taking AVID Notes Set up your paper. Know your notes. When did you take them? Which class are they for? What are they about? Save 1/3 of the left hand side of the page for later use. Leave space at the bottom of the page to summarize. Take • • • • • the notes. While the teacher lectures, while you watch a film, or while you read a text: Write on the right hand side of the page. Abbreviate. Paraphrase. Use symbols to highlight what is important, or unclear, or to make connections. Skip lines between ideas. y your thinking to the notes. Appl • • • Alone or with a Study Buddy: Study your notes, clarifying and completing them. Within 24 hours, use the left hand column to: Identify main ideas by writing headers. Develop questions for study or clarification. Connect your notes to what you have learned before in that class, in previous years, and in other classes. ect on and Review your notes. Refl • • Before a test or quiz, alone or with a Study Buddy: Review the main points, Summarize what is important, — Explain why that is important, — Suggest how you will use this information, — Assess your learning.* * This system works well when taught in conjunction with the SQ5R method: Survey, Question, Read, Record, Recite, Review, and Reflect. Implementing and Managing the AVID Program for Middle Level 74
Slide 89: Class Notes If there was no class lecture this week, write a paragraph about what you learned and/or questions about what you didn’t understand. Topic:______________________________ Name: __________________________________________________ Class: __________________________________________________ Period: ________________________________________________ Date: __________________________________________________ Questions/Main Ideas: Notes: Summary: Section 2: Classroom Applications 75
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Slide 94: Learning Logs Like notes, learning logs record knowledge about a given subject. Students make regular entries, reflecting on their learning. Some questions for learning logs include: • • • • • • What did I do in class today? What did I learn? What did I find interesting? What questions do I have about what I learned? What was the point of today’s lesson? What connections did I make to previous ideas or lessons? Example Learning Log Topics 1. Writing About Mathematics • • • • • Students write a detailed explanation to another student of how to solve a math problem. Students create similar problems to those they are studying in class, including the steps to the solution and the solution itself. Your friend believes that if you double the length of the sides of a rectangle, then the area of the rectangle will also double. Draw a diagram and carefully explain why he may be wrong. How would you explain to an eight-year-old which fraction 2/3 or 3/4 is larger? Draw a picture of 5 x 4 and write in words exactly why your picture describes this multiplication. 2. Writing About History • Students place themselves in an historical period or event and write about it from the point of view of a person involved in the event. Students should focus on the what, when, where, why, how and what if of the situation. Students write a conversation between themselves and a historical person, focusing on details of an event. Students examine events and speculate about the long term effects resulting from the events. Students write a letter to the editor about a current event issue. Students select a political cartoon from the newspaper and identify the problem. Analyze the cartoon’s message. • • • • 3. Writing About Science • Students describe a lab activity that they did in class. They should include what question the lab was designed to answer or conclusion they reached upon completion of the activity, and a description of the data they collected that supports their conclusion. 80 Implementing and Managing the AVID Program for Middle Level
Slide 95: • • • • Students summarize the main points of a lecture, making connections to their textbook reading. Students conduct and report in writing an interview of a scientist or an individual in a science-related career. Students build a device, write down the steps in the construction process, and give the materials and directions to another student group to complete and build the same task. Students research, plan, and discuss a controversial science-related issue. They write a position statement based on their research and the discussion. 4. Writing About English • • • Students write a short summary of a story, demonstrating understanding of plot structure. Students compare and contrast a pair of characters from a single piece of literature or two different pieces. Students create a double-entry journal with important passages from a story or novel on the left side and personal responses on the right side. These work well for making thematic connections and for studying character development. Students write an autobiographical incident as an introductory piece early in the year. Students write a fictional story demonstrating understanding of plot and character elements. • • For additional writing activities, see Middle Level Writing with Integrated Reading and Oral Language and The Write Path books in each subject area. Section 2: Classroom Applications 81
Slide 96: Inquiry T he second principle in WICR, in the AVID curriculum, is Inquiry. Inquiry-based learning focuses on the student as learner, developing skillful, open-ended questioning skills. Being able to recognize different levels of questions is beneficial for all students in many areas of learning. Understanding the three levels of questions explained below, designed by Costa, is critical for student success. Levels of Questions Level One Questions (Text Explicit)—Readers can point to one correct answer right in the text. Words found in these questions include: • defining • observing • describing • naming • identifying • reciting • noting • listing Level Two Questions (Text Implicit)—Readers infer answers from what the text implicitly states, finding answers in several places in the text. Words found in these questions include: • analyzing • grouping • synthesizing • comparing/contrasting • inferring • sequencing Level Three Questions (Experience Based)—Readers think beyond what the text states. Answers are based on reader’s prior knowledge/experience and will vary. Words found in these questions include: • evaluating • judging • applying a principle • speculating • imagining • predicting • hypothesizing 82 Implementing and Managing the AVID Program for Middle Level
Slide 97: Level 1 Define irony. (English) Identify the starting date of the Civil War. (History) Define tangent. (Math) Define photosynthesis. (Science) Level 2 Compare and contrast Mr. Frank and Mr. Van Daan in Anne Frank: Diary of a Young Girl. (English) Analyze the causes of the American Revolution. (History) Compare the square root of 49 to the square root of 64. Which is greater? (Math) Diagram and order the stages of photosynthesis. (Science) Level 3 Predict how Charlie Gordon will change after his operation in Flowers for Algernon. (English) Imagine you were a soldier fighting in the Vietnam War. How would you feel? (History) Apply the Pythagorean theorem to the find the measurement of this triangle. (Math) Diagram the stages of photosynthesis and predict how long each takes. (Science) Section 2: Classroom Applications 83
Slide 98: Bloom’s Levels of Questioning Knowledge/Remembering • recall • recite • label • match English: History: Math: Science: • name • memorize • list • describe Describe three elements of Edgar Allen Poe’s style in The Tell-Tale Heart. Recite the causes of the Great Depression. Label the measurements of each angle of a triangle. Label the parts of a cell. Comprehension/Showing Understanding • discuss • explain • tell • paraphrase • locate • give examples English: History: Math: Science: Summarize The Landlady in five sentences. Paraphrase The Gettysburg Address. Express the measurement of each angle in degrees. Locate the nucleus of the cell. • express • summarize • extend • infer • find Application/Using Understanding • practice • compute • translate • solve • pretend • illustrate • apply • use • change • interpret • dramatize • demonstrate 84 Implementing and Managing the AVID Program for Middle Level
Slide 99: English: History: Math: Science: Pretend you are Peter Van Daan and write a diary entry from his point of view. Translate the Preamble into your own words. Apply the Pythagorean Theorem to the following triangle and find its measurements. Illustrate the stages of photosynthesis. Analysis/Examination • debate • compare • question • categorize • experiment • differentiate English: History: Math: Science: • diagram • contrast • analyze • outline • criticize • distinguish Diagram the plot of the story. Outline the chapter on Civil Rights. Diagram your solution on a number line. Debate the pros and cons of a current scientific issue, such as cloning. Synthesis/Creating • create • compose • formulate • combine • modify • span • write • revise English: History: Math: Science: • draw • design • organize • devise • assemble • construct • compile • suppose Write an extension to the story. Draw a map of the route the Pilgrims took on the Mayflower. Write a word problem that shows your understanding of the distance formula. Assemble a model of a cell. Section 2: Classroom Applications 85
Slide 100: Evaluation/Deciding or Judging • select • predict • decide • assess • support • value English: History: Math: Science: • judge • justify • choose • evaluate • conclude • extrapolate Predict how the conflict will be resolved in the story. Judge whether or not the Boston Tea Party was effective. Choose which process for solving the problem is most efficient. Evaluate the accuracy of your hypothesis in this experiment. 86 Implementing and Managing the AVID Program for Middle Level
Slide 101: Student Handout Name: ______________________________________________ Costa’s Model of Intellectual Functioning in Three Levels Grid Directions: Look at your sentence strips. With your partners, decide what subject and level the question fits in. Write the question in the corresponding box. Subject Level 1 Level 2 Level 3 Section 2: Classroom Applications 87
Slide 102: Student Handout Answer Key Name: ______________________________________________ Costa’s Model of Intellectual Functioning in Three Levels Grid Examples for Middle Level Students Subject English Level 1 In the book The House on Mango Street, what type of neighborhood does Esperanza live in? Level 2 Can you compare and contrast Esperanza’s character traits to those of another character in a different book? Level 3 Can you predict what will happen to Esperanza as she grows up? How will moving away from Mango St. change her perspective about life? Math Can you solve for x in the equation 2x + 5 = 10? 1. Can you compare and contrast these problems? -1/3(-25x + 10) = 19 and 2/3p – 2 = 10? 2. How do you express 3y + 4 = 2x in standard form and graph the solution? Did the first president desire to be the president? Why or why not? Why did he decide to serve upon election? You want to design a rectangular dance floor 90 feet long and 75 feet wide. You need to make a drawing with a scale of 1 inch equaling 9 feet. Can you fit the drawing on a piece of paper 8.5 inches by 11 inches? Justify your answer. If he had not been the first president, would there be the same precedents that we follow today (i.e., a two-term limit, a president’s cabinet)? Are these models advantageous? Can you predict the traits of a child based on what you know about genes and chromosomes? What predictions could you make? Can you invent a new Spanish regular “ar” ending verb? Try to use it in six sentences using different tenses. History Who was the first president of the United States? In what years did he serve? Science What is a gene? What is a chromosome? Can you compare and contrast genes and chromosomes? Spanish Can you conjugate the Spanish verb “ser” in the present tense? What are the differences and similarities between the preterit and past tenses in the Spanish language? 88 Implementing and Managing the AVID Program for Middle Level
Slide 103: Student Handout Write corresponding higher and lower level questions for each of the following. Level One (complete, count, match, name, define, observe, recite, describe, list, identify, recall) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Name the elements that make up water. What is the definition if a trapezoid? What happened to the litmus paper when inserted in the liquid? Recite the Preamble to the Constitution. Evaluate the expression (3x + 5)ˆ2 if x = -2. Analyze the character’s intentions in the scene. Distinguish one candidate’s platform from that of the other candidate. Explain how involvement in war impacts the economy. Arrange the following numbers in order from smallest to largest: Use four 4s and math operational symbols to create expressions that equal the numbers 1–10. What will California’s population be like in 2050 if we continue to grow as we have for the past 10 years? Make a plan to complete your science fair project. Imagine that you were in the character’s position, how would you react? Create an invention that uses at least three types of simple machines. Applying the principles espoused in the Fifth Amendment, how would you decide the case of: 89 Level Two Level Three (analyze, categorize, explain, classify, (imagine, plan, evaluate, judge, compare, contrast, infer, organize, predict, extrapolate, invent, speculate, sequence) generalize) 11. 12. 13. 14. 15. Section 2: Classroom Applications
Slide 104: Student Handout Classifying Questions According to Costa Duplicate the following 15 questions on card stock, cut into strips and place in envelopes for use by students in collaborative groups. Each envelope should have a complete set of 15 questions, students should be directed to sort the questions into three piles, classifying them according to Costa’s Model of Intellectual Functioning (level one, two, and three.) (Hint: there should be five questions of each type. Beware of math! Math questions that begin with “evaluate” are often not level three!) 1. Name the elements that make up water. 2. What will California’s population be like in 2050 if we continue to grow as we have for the past ten years? 3. What is the definition of a trapezoid? 4. Imagine that you were in the character’s position, how would you react? 5. Distinguish one candidate’s platform from that of the other candidate. 6. Recite the Preamble to the Constitution. 7. What happened to the litmus paper when inserted in the liquid? 8. Create an invention that uses at least three types of simple machines. 9. Analyze the character’s intentions in the scene. 10. Make a plan to complete your science fair project. 11. Evaluate the expression (3x + 5) if x = -2. 12. Applying the principles espoused in the Fifth Amendment, how would you decide the case of... 13. Use four 4s and any math operational symbols to create expressions that equal the numbers 1–10. 14. Explain how involvement in war impacts the economy. 15. Arrange the following numbers in order from smallest to largest: 90 Implementing and Managing the AVID Program for Middle Level
Slide 105: Collaboration T he third principle in WICR, in the AVID curriculum, is Collaboration. Collaboration takes many forms in the AVID classroom, most commonly in tutorial groups. Tutorials, which are essential in AVID, reinforce previous learning and encourage students to think ahead. Some collaborative activities include jigsaws, group projects, and read-arounds. Other learning activities focus on note-taking, learning logs, and peer relations. Why Collaborative Learning Groups? Students remember: 10% of what they READ 20% of what they HEAR 30% of what they SEE 50% of what they SEE, HEAR, and SAY 70% of what they DISCUSS 80% of what they DO 90% of what they SAY as they DO a thing! Section 2: Classroom Applications 91
Slide 106: Preparing for Collaborative Learning Groups I n collaborative learning groups, students actively engage in the process of learning. When carefully guided and encouraged by the teacher or tutor, students explore and share their ideas, and respect the opinions of others. Group members and facilitators must constantly probe with questions so that ideas are clearly defined and precise learning takes place. The focus of a session can vary from examining one student’s questions or notes to group brainstorming for a common solution. In both cases, teachers and tutors should not offer answers but use their roles as facilitators to get at deeper and more specific learning. They should use the different levels of questioning, discussed in the Inquiry section, to lead students to find their own answers. Group Selection There is no absolute way to organize collaborative groups. Depending on the class and task, the facilitator may use facilitator-determined, self-selected, spatially or randomly selected groups. Student Preparation Students need to be taught to work in groups. Their initial reaction may be negative, until a sense of community develops. Initial group activities should include non-threatening tasks that gradually and continually increase demands and duration. Before beginning collaborative group work, teachers must discuss group expectations and group dynamics. Individual and group reflection should be a consistent practice following group work. This is a great time for students to focus on how well they have worked together and look for areas of improvement for upcoming sessions. Throughout the group process, students need to be aware of the expectations and benefits of working in collaborative groups. 1. No one knows everything. 2. Teachers expect analysis, synthesis, and evaluation of subject matter. 3. Students will move faster and remember more when working together. 4. Learning with other people is more fun than studying alone. Avoiding Chaos Remember, collaborative groups are constantly developing and refining. The following are four steps teachers and tutors can take to help groups work efficiently and smoothly. 1. Provide students with careful and simple written and oral instructions before sending them off into collaborative groups. 2. Establish a consistent routine for each session. 3. Have students move their desks close together so boundaries between groups are evident and crossover noise is kept to a minimum. 4. Establish a reasonable time limit for group work. It is better for a group to have too little time than too much time to complete a task. For more collaborative activities in each subject area, see The Write Path and Write Path II books and the Tutor Training material. 92 Implementing and Managing the AVID Program for Middle Level
Slide 107: Successful Classroom Interaction Si Lean Ask Nod Tal t In the Front Forward Students sitting in the front of the classroom pay better attention to lessons. They interact more in classroom discussions and activities. Lean forward in your desk. The teacher and fellow students will think that you are very interested in the lesson. As you act more interested in the lesson, you really will be more interested. Ask meaningful questions about class activities, discussions and lectures. The teacher will know how well the lesson is going for all of the students. One student’s question will help many more students understand the teacher’s lesson. Nod your head when the teacher looks at you during a lesson to show interest or in agreement. The teacher will subconsciously interact with you more often in the classroom and think you are a positive class influence. Questions Your Head k to the Teacher Teachers really enjoy talking to their students on an informal basis. Take the time to give your teachers friendly feedback on class lectures or activities. Give a friendly “Hello” or “Good-bye,” or whatever you feel comfortable with. READY! Notebook open and ready for notes. SET! Listen, nod, take notes, and discuss. GO! Get your “A’s” Teacher Tips • Read SLANT steps together, and after each step ask students to share relevant quickwrites to stimulate discussion. • Review SLANT steps with a partner after discussion. SLANT used with permission from Rob Dunton, Quantum Learning, Oceanside, California Section 2: Classroom Applications 93
Slide 108: Student Handout Name ____________________________________________________Grade____________________________ Date______________________________________________________Period____________________________ Successful Classroom Interaction Log Si t In the Front Lean Ask Nod Tal Forward Questions Your Head k to the Teacher 94 Implementing and Managing the AVID Program for Middle Level
Slide 109: Reading T • • • • • • • • • he fourth principle of WICR, in the AVID curriculum, is Reading. Reading is the key to understanding in all content areas. Keeping reading as a focus in AVID develops reading comprehension, awareness of the different reasons for reading, and understanding of the different structures of texts. While developing different reading skills, it is important to stress that readers read for three purposes. The Three Purposes of Reading 1. For information, commonly used texts include Dictionaries/Thesauruses Encyclopedias Almanacs Atlases Maps Calendars Schedules (bus, class, etc.) Advertisements Other technical items 2. For problem solving, commonly used texts include • • • How-to books Medical materials Other technical handbooks 3. For recreation or enjoyment, commonly used texts include • • • • • Books Magazines Journals Essays Comics Types of Reading In addition to understanding why readers read, students need to recognize the differences between the texts they read. Furthermore, they need to understand that texts are structured differently, depending on the type. In the different subject areas, students may be required to read expository, narrative, descriptive, and persuasive texts. Section 2: Classroom Applications 95
Slide 110: Expository texts are often essays, nonfiction, and are typically read for information. Narrative and descriptive pieces are usually read for enjoyment and tell a story. In contrast, persuasive texts attempt to convince a reader to adopt the writer’s beliefs about a topic or solve a problem. Reading Strategies Many different reading strategies can be used in all content areas. By teaching students a variety of strategies for attacking texts, teachers encourage them to be strong independent readers. The following is a list of strategies to get students into, through, and beyond various texts. Pre-Reading Strategies (Getting into a text) Examine the Text • How is the text structured? Look at the title, table of contents, index, chapter and section headings, bolded or italicized words. Identify Key Terms • • • Look at bolded or italicized vocabulary within a given section. Review footnotes. Provide students with a list of essential vocabulary words. Ask students to define words to the best of their ability before reading. Discuss definitions before reading. Understand Historical Context • • Provide historical context for a text before reading it. Provide historical context in the form of another text. Understand the Background of the Author • • Read a brief biography of author before reading text. Make connections between author’s experience and the text. How is the text influenced by the author’s experiences? What do the two have in common? Make Predictions • Tell the students a little about a text and ask them to make predictions about what they think will happen. Relate Prior Knowledge • Ask students for information they already know about the subject(s) involved in the text. Reading Strategies (Getting through a text) Chart the Text • • 96 Break down a text according to the function of different sections. Identify the author’s purpose. Implementing and Managing the AVID Program for Middle Level
Slide 111: • Understand how a text is structured. Summarize the Text • • Write a summary of what is read. This can be done for a section or chapter, as well as an entire story or book. Focus on who, what, when, where, why, and how of the text, eliminating unnecessary details. Determine the Main Point • • Track details of a story that lead to the main idea the author is trying to convey. Write one sentence to define this purpose or idea. Make Connections • Individually make connections to events, characters, lessons of a text. Question a Text • • Compose questions about confusing or interesting parts. Compose questions that dig deeper into a text. For example, they might write questions that try to pinpoint a character’s motivation for his/her actions. Make Inferences/Draw Conclusions • Use prior knowledge and experiences, as well as information in the text, to determine an outcome. Extension Strategies (Getting beyond the text) Determine the Significance of the Title • Students offer suggestions as to why an author chose a particular title for the piece. Order Events Sequentially • • Students order the events of a text using any type of graphic organizer. Relate cause and effect. Draw a Plot Diagram • • • Students order events of a story or novel using a traditional plot diagram structure. Highlight events that lead to the climax and resolution within a story or novel. Clarify cause and effect. For more reading strategies in each subject area, see The Write Path books and the Middle Level Writing With Integrated Reading and Oral Language. Section 2: Classroom Applications 97
Slide 112: Guidelines for Tutorial Sessions T • • • • • • • utorials are a cornerstone of a successful AVID program. Developing the strength of tutorial sessions takes time and leadership by the tutor(s) and teacher. Nearly half of the AVID class time is dedicated to tutorial sessions and is the time directed at improving student success across all content areas. Without tutorials, students do not have the opportunity to review and refine what they have learned in their core classes. Tutorials also rely heavily on collaborative work. Tips for Successful Tutorials Tutor Roles Guide students while they teach each other. Encourage an atmosphere that is safe for questioning and responding, even for the shyest student. Question in ways that model inquiry for students. Elicit responses from every member of the group. Ensure that all students understand the material covered. Lead multi-level students to work together effectively. Direct students toward writing in any subject area. Student Roles • • • Bring notes to sessions for review and clarification. Bring specific problems and questions to sessions. Contribute intelligently and respectfully in each session. Session Goals • • • Underscore the long-term learning of concepts rather than focusing only on the immediate completion of homework or class assignments Limit the number of points covered Conclude with an informal written reflection of what was covered, learned, and accomplished For more information about tutorials, see the Tutorial set in the AVID library. 98 Implementing and Managing the AVID Program for Middle Level
Slide 113: The Tutorial Learning Process Identify the Problem: What is your question? What do they know? What can you tell me about it? Check for Understanding: What does _______ mean? Recite! How would you teach this to a friend? Key Comprehension Questions: What have you already tried? What is the relationship of ____ and ______? Is there any other way to look at it? How would you graphically illustrate your process? Where can you go for more information? Clearly Understands What would happen if you changed___? Reflect… T What would happen if you changed_____? What did you learn? More Inquiry What have we overlooked? Confused? What questions do you still have? What have we overlooked? What would happen if you changed_____? Section 2: Classroom Applications 99
Slide 114: AVID Tutors in Tutorials A crucial feature of the AVID program is the use of college students as tutors. Equally important is training tutors to be effective in working with students. To assist school sites in training tutors for their AVID programs, The Tutorial, College Student Guide has been published. The purpose of the AVID Tutorial publications is to enhance the skills of AVID tutors by modeling and providing practice in effective tutorial group strategies, developing higher-order questioning techniques, reviewing methods for working with students’ writing and providing an opportunity for tutors to discuss and solve problems. One of the pillars of the AVID program is the tutorial group where students are supported in their advanced courses through the help of college tutors. The goal of a tutorial is four-fold: 1. To teach students the skills needed to work collaboratively to solve problems; 2. To empower students to answer their own questions by posing questions, which helps students to think more deeply about what they are learning; 3. To guide students in high-level discussions of critical topics as a means of developing vocabulary, enhancing discussion skills and fostering thought processes which will enable students to succeed in rigorous high school and college courses; and 4. To reinforce writing skills through review of notes, learning logs, and essays. Meeting these goals is a challenge. Tutors are expected to serve as important role models of young adults pursuing further education. Tutors are not expected to be expert teachers. Rather they are to serve as guides and facilitators of the students’ learning through Socratic questioning techniques. The AVID teacher or coordinator plays several important roles in ensuring the success of AVID tutorials. Coordinators must: • • Model what a well-functioning AVID tutorial group looks and feels like. Establish clear guidelines on how the groups will be formed, what the purpose is and how time will be used during an AVID tutorial (e.g., time devoted to a common thought problem or issue, collaborative homework help, editorial or revision sessions of students’ essays, or learning logs and reflection). Ensure that the tutors attend tutor training at the Summer Institute, during the school year or offer training themselves to the tutors. Circulate among the tutors’ groups to encourage, solve problems or model techniques. Meet regularly with tutors to problem-solve and assess progress towards meeting tutorial goals by occasionally soliciting student input regarding the tutoring process. Recognize and reward tutors for their good work and, if necessary, dismiss those whose work is unsatisfactory. • • • • The AVID Tutorial set provides activities and training materials which can be used to conduct tutor training. The materials designed for simulating a tutorial group can be used in the classroom by the AVID coordinator and tutors to help model tutorial groups at the beginning of the year or as needed. For detailed information about tutors and tutorials, see the Tutorial set and the tutorial video. 100 Implementing and Managing the AVID Program for Middle Level
Slide 115: Tutorial Request Form Name: ______________________________Subject:____________________________________________ Date: ________________________________Teacher:____________________________________________ Question/Problem Example What I Learned Points Earned: Tutor’s Initials: Section 2: Classroom Applications 101
Slide 116: Tutorial Request Form Name: Jane Doe English ______________________________Subject:____________________________________________ 2/10/04 Smith Date: ________________________________Teacher:____________________________________________ Question/Problem Example What I Learned I need help understanding our grammar lesson from English. We are working on the Parts of Speech. Identify the prepositions in the following sentences: I learned that prepositions show relationship between things. I went to the store. to (shows where I went) I know the Parts are: Noun Verb Adjective Adverb Preposition Conjunction Interjection I looked under the table and found my book. under (tells where I found the book) After the movie I called my friend. after (tells when I called my friend) I don’t really understand what prepositions are for. How can I memorize a way to know them? Points Earned: 10/10 MJ Tutor’s Initials: 102 Implementing and Managing the AVID Program for Middle Level
Slide 117: Name: ___________________________________________________ Grade: ______________________ Date: ____________________________________________________ Period: ______________________ Tutor Name: ______________________________________________ RB#: ______________________ Tutorial Request Form Questions: Must meet all three of the following criteria for credit (40 points): • Level 2 or higher (applying, analyzing, synthesizing, evaluating) • Based on academic or collegiate subject matter • Labeled with level of question and class subject 1. Level of question:_______ Class subject: 2. Level of question:_______ Class subject: ____________________________________________________ ____________________________________________________ Notes: Must meet the following criteria for credit (points to be given with Friday binder check): Be written in Cornell Notes style (header, at least two questions, at least 20 written lines [four or more words is the equivalent of one line], and a 4–5 sentence summary). Evaluation: Must meet the following criteria for credit (60 points): Write 10 sentences about what you learned during the tutorial. (Do not list what you did—explain what you learned. Use the phrase, “I learned...” only once.) __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ I hereby verify that the aforementioned questions are true and legitimate. If any are found to be nonacademic or noncollegiate, I accept full responsibility and the consequences that follow. Student Signature:____________________________________________________________________________ (If not signed, “0” for tutorial score) Grading: Questions:______/40 Participation:______/20 Attitude:______/10 Evaluation (neatness counts): ______/60 Time Management:______/20 Total Points: _______/150 Graded by: __________________ Section 2: Classroom Applications 103
Slide 118: Tutorial Log Date Subject Tutor Initials Points Earned 104 Implementing and Managing the AVID Program for Middle Level
Slide 119: Tutorial Log Date Subject Tutor Initials Points Earned 2/10/04 2/12/04 2/17/04 2/19/04 2/24/04 2/26/04 Math/Measuring Distance English/Autobiographical Essay Science/Parts of a Cell History/Religions of the World English/Descriptive Writing Science/Cell Chapter Test Review EB CM JG LK CM JG 10 8 10 9 10 9 Section 2: Classroom Applications 105
Slide 120: Student Binders S • • • • • • • • • • • • • • • • • • • • • • • • • • 106 tudents in the AVID elective are graded using a variety of assessments, one of which is the binder. Students keep a binder containing sections for class calendars, notes, and learning logs. These binders are systematically ordered to maximize student organization and learning in all classes. Binder Contents Needed Binder Contents Good quality, 3-ring binder, 2″ or 3″ rings with pocket inserts Five to six colored tab subject dividers to separate each academic class, including AVID Zipper pouch to store supplies (3-hole punched heavy duty zip-lock bags also work) Two or more pens Two or more pencils Filler paper (Some notebook paper is now available in Cornell Note style.) Assignment calendar for each academic class Tutorial logs Learning logs One or two trapper pouches (for paper without holes) One or more colored highlighter pens Notebook dictionary and/or thesaurus Calculator Six-inch ruler Tips on note-taking and test-taking skills, tutorial guidelines, or other AVID strategy sheets Sample of note-taking in specific subjects Binder front cover Plastic supply holder Binder grading sheet Divider Calendar/assignment log Notes Tutorial/learning logs Handouts Tests Blank paper Implementing and Managing the AVID Program for Middle Level Suggested Binder Contents Student binder should be organized in the following manner: Each subsequent section in the binder should have these parts in this order:
Slide 121: Student Binder What can I do to keep from being bored during lectures and keep focused on what’s being said? How to Take Class Notes Be active. • Sit toward the front of the class. • Sit away from friends who are distracting. • Sit up. • Make an effort to concentrate to understand what is being said. • Listen first before writing. • Reflect and think about what is being said. • Respond to what is being said. Always be thinking of questions: How does this relate to other points in the lecture, in the book? • When you don’t understand something, stop the teacher and ask. Cornell Notes format. • Use lined paper and mark a wide left margin. • At the top of the page note the date, class, and topic of the lecture in pen. • During the lecture, write in the right column. • After the lecture, develop questions in left column. Use abbreviations and clues. • Write notes in your own words. Develop an abbreviation system. • Write in phrases. • Write quickly but legibly; your notes do not have to be immaculate. • Take down new vocabulary and definitions. • Try to write down the outline the teacher is using, looking for organization. • Leave plenty of room to go back and add details. • Sometimes there is no organization. Take down what you can and sort it out later with a friend, the teacher, or your textbook. • Be selective: Too many notes destroy the value of note-taking. If you find you are not writing fast enough, it really means you are writing too much. What format should I use to take notes? How can I take down all that’s being said? For more information about the student notebook, see the Organizing the AVID Student Binder. Section 2: Classroom Applications 107
Slide 122: Binder Grading Sheet Week of: ____________________________________________________________________________ Planner: __________________________________/5 Organization: ________________________/5 Assignment Sheets English: __________________________________/5 History: __________________________________/5 Science: __________________________________/5 Math: ____________________________________/5 Daily Notes English: ____________________________/5 History: ____________________________/5 Science: ____________________________/5 Math: ______________________________/5 Subjects Total: ______________________/40 Rubric 5 4 3 Exemplary work; detailed Complete work; some details Average work; more effort needed 2 1 0 Below average; incomplete Far below standard; incomplete Missing; incomplete; conference needed Tutorial Log: ____________________/______ (points will vary depending on the number of tutorial sessions) By: ______________________________________________________________________________________ 108 Implementing and Managing the AVID Program for Middle Level
Slide 123: AVID Good News! Name of Student: ____________________________________________________________________________ Class: ______________________________________________________________________________________ Teacher:___________________________________________________ Period: __________________________ Comments: ________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ AVID Good News! Name of Student: ____________________________________________________________________________ Class: ______________________________________________________________________________________ Teacher:___________________________________________________ Period: __________________________ Comments: ________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ AVID Good News! Name of Student: ____________________________________________________________________________ Class: ______________________________________________________________________________________ Teacher:___________________________________________________ Period: __________________________ Comments: ________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Section 2: Classroom Applications 109
Slide 124: AVID Alert To: AVID Coordinator Date ______________________ From (Teacher): ___________________________________________ Subject ___________ Period __________ __________________________________________________________________ is having trouble in my class. He/She needs help with: I I I I I I I time management homework makeup work class participation reading materials taking notes organizational skills Here is how the AVID class can help. You may want to know... Our next major test is scheduled for: ______________________________________________________________ Make-up or re-take test available on: ____________________________________________________________ Study group review is needed by: ________________________________________________________________ Extra help is available: I I I before school at lunch after school Additional comments: ________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ 110 Implementing and Managing the AVID Program for Middle Level
Slide 125: 1. Contact Potential Field Trip Sites • • • • • • • • • • General Procedures for Any Field Trip Use college Web sites to find relevant tour ideas Get lead contact information; make preliminary calls Compile cost estimate, including buses, food, etc. Download campus map, driving directions Justify the benefits of the trip for students; present an activity plan for approval Present a brochure or informational sheet about the site, for District approval Include contact information and any costs involved Give plenty of lead time for loading, unloading, traffic Mandatory for the teacher: — Permission to be absent from the District Mandatory for the students: — Parental consent form — Driving/transportation form (liability waiver) — Permission to be absent from class (to be signed by content teachers if class will be missed) — Overnighters: Overnight agreement — Overnighters: Emergency medical information 2. Meet with your Principal 3. Contact Transportation, order buses ASAP 4. Gather necessary forms, including the following: • Highly suggested forms: —- Emergency Medical “Permission to Treat” form 5. Collect money (if there is a cost to student) • • • • • • • • • • Set up an account for your field trip Design a schedule for the day Develop a chaperone guide sheet with rules and responsibilities Send an informational letter home to parents, including the day’s schedule, rules and regulations, contact phone numbers, and any fees involved Assign buddies and/or groups Select a meet-up site if anyone gets lost Send a confirmation form/e-mail to the field trip site Send thank you letter to site Gather student reflections/critique of trip Book for next year, if possible 111 6. Pre-field trip duties 7. Post-field trip Section 2: Classroom Applications
Slide 126: College Awareness in Middle School T he Strategies for Success and College and Careers are sequential materials in the AVID library. College and Careers, from which many of the following ideas come, builds upon the foundation of skills established in the Strategies for Success. Each book is dedicated to preparing students to achieve the highest grades they can while preparing for their journey to college, including test-taking and time-management strategies, and goal-setting and confidence-building exercises. The following pages provide suggestions for how to create a college-going culture in your AVID classroom. When establishing a college-going culture in your classroom talk to students about college. It is truly amazing how little most middle school students know about college, especially if they will be the first generation in their families to attend college. Teach simple college awareness through conversation. Guided by students’ questions and concerns, continue by teaching students the difference between Community College, Public Colleges and Private Colleges, and the different degrees available. A concise way of teaching this foundational information would be through direct instruction with Cornell Notes. Other suggestions for educating students about college include: • Writing process activities should include prompts dealing with colleges, goals, and favorite careers. In College and Careers, specific writing prompts address these topics, along with exercises focused specifically on the qualifications needed to attend college. Students can make collages about career choices and college life based on their research. This is a great opportunity to get students into the school library and computer lab, and builds on the research they are learning in their other classes. Sign up one day in the library, where students would research from books and other print materials. Then sign up for the computer lab on another day, when students can use the Internet for their research. In addition to the collage, students can write a one or two-page report about career or school they are interested in. Students can draw maps of their state and label the different colleges. This helps students visualize where the different colleges are. Measure the distance each college is from the student’s hometown. In many cases, distance might affect a student’s choice in college. Once the distance is calculated, students can determine what kind of transportation would be needed to get from the college to their homes for holidays. Then cost factors could be considered. Expanded activities about budget are in the College and Careers. Divide students into pairs, or groups, in which they research and plan a class presentation on a college of their choice. Again, this research could be done in the library, on the Internet, or through interviews with teachers, tutors, and other community members. College and Careers dedicates an entire section to “The Value of a College Education,” in which students calculate housing and tuition costs, along with potential salaries in different careers. Focus on confidence-building lessons. Those activities included in Strategies for Success and College and Careers include reflecting on major milestones, accomplishments, student feelings, and how to interact with others. • • • • 112 Implementing and Managing the AVID Program for Middle Level
Slide 127: Field Trips • • • • • Emphasize cultural events. Take one or two college trips each year. Fundraise to buy college sweatshirts. Attend freshman-for-a-day at local high schools. Encourage students to attend senior recognition ceremonies at a local high school. Guest Speakers • • University outreach speakers are easily contacted through the college’s Educational Opportunity Program (EOP). High school speakers, especially seniors already accepted to college would be a good choice because some of your students might already know them, which would make a direct connection for them between their own lives and a college education. You might direct high school students to speak about their motivation for going to college, how they researched their colleges and majors of choice, along with their intended career. Classroom tutors, fellow teachers, counselors, administrators, and other staff members are right there on campus. Many staff members are eager to speak to students. It’s a safe and fun way for them to get to know the AVID students on a more personal level. Additionally, the AVID students respect those teachers who are willing to share their time and experiences with students. This can bridge any gaps between the staff and students. Always have students prepare questions for each speaker. It’s wise to have them prepare three questions they would like addressed. Students can then take Cornell Notes on the speeches or write a summary following the speech. Always have a group of students in charge of writing thank you notes to guest speakers. Verify the correct contact information before the speaker leaves the classroom. Have the students prepare a draft of the note before it is sent. Have a small group write the notes, but have each student sign them. Schedule college tutors to speak at AVID parent meetings. Hold AVID reunions for former students, so they can share their college experiences. Invite the family members of the former students and current students. Create a forum for parents to connect and educate each other. • • • • • For more information about College Awareness, see College and Careers. Section 2: Classroom Applications 113
Slide 128: Community Building Within the AVID Elective T he AVID elective class is designed to teach and develop students’ academic skills to prepare them for college. In addition, AVID also encourages community building within the classroom, among students, tutors and the teacher/coordinator. On the following pages are activities which motivate students and also create bonds within the AVID classroom. The lessons provided come directly from the AVID curriculum, and their specific sources are noted on each page. Other team building activities have also been included. A good way to come up with additional activities for this part of the AVID elective is by brainstorming with your AVID site team. The members of the site team are likely to know the students’ interests and can help create activities specific to the needs of your students. Make sure activities address the core AVID methodologies: Writing, Inquiry, Collaboration, and Reading. The following ideas were developed by teachers and suggest different ways to build a sense of community within your AVID classroom. The ideas have been categorized into four groups: Ice Breakers, “Warm Fuzzy” Activities, Field Trips, and Motivational Movies. Ice Breakers • • • • • • • • • • • • • Get to know you Bingo Name Game—say name and an adjective to describe yourself Skittles Game—student can take 1–5 Skittles, then stand up and say his/her name and that many things about himself/herself Line up by birthday order without speaking Streamer game Guess who? Find somebody Jigsaw puzzle Knots Hula hoops “I like someone who...” Chicken game Who am I? “Warm Fuzzy” Activities • Compliment cards—Have students and teacher write their names on one side of a 3x5 card, clear back desks and chairs. Everyone needs a pen or pencil. Put cards name side down in center of people, on the floor. Teacher facilitates that everyone gets a card and writes a positive, meaningful comment for that person’s card. When done, put the card back in the center of the floor. Once all cards are down, everyone gets a new card. Do this several times. At the end take your own card. 114 Implementing and Managing the AVID Program for Middle Level
Slide 129: • • • • Pat on the back—Have students draw and cut out the shape of their hand on a paper plate. Tape hands to your back. Students and teacher have markers and circulate the room, writing positive comments on people’s backs. Positive notes from the teacher Stand in my shoes Pizza party—Invite students with a GPA of 3.0 and above or outstanding citizenship to lunch in your AVID classroom for a pizza party. You provide food, drinks and music so the kids can socialize. Field Trip Ideas • Challenge camps • Universities • Local library • Courthouse • Amusement Parks—behind the scenes • Restaurants • Job Shadowing • Shadow parents at work • Theater (IMAX) • Museums • Aquariums • Planetarium • Nature hike • Outdoor science camp • Beach • Visit school board members • Hospital, E.R. • Community center • Baseball game • Visit other schools (high school AVID class) • Park - picnic • Art galleries • Museum of Tolerance • Zoo, Sea World Section 2: Classroom Applications 115
Slide 130: Motivational Movies AVID-ize movie watching by connecting it to the WICR methodologies (writing, inquiry, collaboration, and reading). Preview films to make sure they are appropriate for students. Follow district policy for parent permission slips or principal approval. In addition to relating the movie to WICR, discuss with the class about how the movie relates to what they’ve learned about being an AVID student. • “Rudy” • “Remember the Titans” • “Lion King” • “Cirque Du Soleil” • “Sand Lot” • “Brian’s Song” • “Men of Honor” • “Simon Birch” • “Pay it Forward” • “The Mighty” • “October Sky” • “The Rookie” • “Dead Poet’s Society”-clip • “Field of Dreams” • “The Patriot” • “Holes” • “Hoosiers” • “Good Will Hunting” • “Wild Hearts Can’t Be Broken” • “Running Brave” • “Glory” • “Little Man Tate” • “Searching for Bobby Fisher” • “From Harlem to Harvard” • “Amistad” • “Finding Forrester” • “Breaking Away” • “Dangerous Minds” • “Stone Fox” • “Iron Will” • “Stand and Deliver” • “Running Brave” 116 Implementing and Managing the AVID Program for Middle Level
Slide 131: Games • Musical chairs • Shuffle your buns • Biz-Buzz • 7 Up • Stump the Teacher • Truth or Lie • Around the World • “Pictionary” with shoelace licorice • Scattergories • “Trivia” game • Foot tag • Lame game • “Jeopardy” • Do you love your neighbor? • Thesaurus game (AVID Curriculum) • Balderdash • “Clue” • “Scrabble” • Flag football • Hangman • Scavenger hunts • “Who Wants to be a Millionaire?” • Capture the flag • Dodge ball • Bunco • Ducky Wucky • 24 • 20 questions Section 2: Classroom Applications 117
Slide 132: Student Activity If I Ruled the School Complete these sentences as if you were the king/queen of the school. Remember, people are depending on you to make the right decisions all by yourself. Briefly explain the reason for each of your decisions. 1. I would change… 2. I would never allow… 3. I would always make… 4. I would continue… 5. I would stop… 6. I would replace… 7. I would choose a new… 118 Implementing and Managing the AVID Program for Middle Level
Slide 133: Getting to Know Each Other Into Activities Explain that the focus of this lesson is to get to know classmates, to write about someone’s life, and to make an oral presentation. Organize students in groups of four or five, and instruct them to each give their name and one thing no one else knows about them. Through Activities Designate a partner for each student. Try to pair students who do not know each other well. Distribute student handout, “Getting To Know Each Other Interview Guide.” Instruct students to complete Steps 1–5 over the next one or two class meetings. Circulate to answer questions, encourage creativity, and keep students on task. Take time to introduce and answer any questions on the Introduction Speech Outline. Explain how they will be graded on their written assignment according to the content of this outline. Set a date for oral presentations. Explain how the students will be graded for their speeches. Beyond Activities Suggest that students form study groups with new friends and exchange phone numbers and class schedules. Section 2: Classroom Applications 119
Slide 134: Student Handout Getting To Know Each Other Interview Guide Directions Step 1 Find out from your teacher who your partner is. You will want to work with someone you don’t know very well. After all, it’s not any fun to ask questions to which you already know the answers. Interview your partner using the questions on the Interview Guide. Try to engage your partner in conversation rather than just jotting down facts. You will present this information orally, and you will feel more confident if you know your material is interesting. Step 2 After you interview your partner, begin to put the information together. You should write a rough draft and include only the most interesting information. Do not arrange the information in the order of the questions. Be creative. Be funny. Be complementary. Include an introduction, a body of information, and a conclusion. Step 3 Read your rough draft to your partner. Change anything that he or she finds incorrect or embarrassing. Ask for suggestions. Make revisions. Step 4 Write your final copy using your best form; check punctuation, spelling and mechanics. Think of a title. Step 5 Rehearse your oral presentation in front of a mirror, with a friend or a family member. Become very familiar with your material so that your presentation will be smooth. Your audience will notice if you have not practiced! Now, copy the main parts of the speech and the details for each main part on note cards. Do not write in full complete sentences. You will use the note cards for your speech and turn in your final draft to the teacher. Step 6 Present your speech. 120 Implementing and Managing the AVID Program for Middle Level
Slide 135: Student Handout Getting To Know Each Other Interview Guide Directions Ask your partner all or most of these questions. Write down the information on notebook paper. Use those notes to organize the Introduction Speech written paper and oral presentation. 1. When and where were you born? What were any unusual circumstances? Who were you named after? How old are you? 2. What is your earliest memory? 3. Who are the other people in your family? What is unusual or special about any of them? Who is your favorite? 4. Which member of your family are you most like? How? Why? 5. In what places have you lived? What other school have you attended? 6. Where would you like to travel? 7. If you were a fruit or vegetable, what would you be? Why? 8. Who are your best friends? What is special about them? 9. What kinds of books or magazines do you like to read? 10. If you were a cereal, what would you be, and why? 11. What person has influenced you most? How? 12. What are your favorite activities, hobbies, sports? 13. Describe your pets. How did you decide to name them? 14. What is your favorite TV program or movie? Why? 15. Where do you want to go to college? What will you choose as a major? 16. What are your goals for this year? What are your goals for life? 17. What kind of music do you like? 18. What is the most embarrassing thing that ever happened to you? 19. If stranded on a desert island, which three possessions would you absolutely have to have? Who would you like to be stranded there with? 20. What is the worst thing that ever happened to you? 21. Describe your talents. 22. What do you like best about school? Least? 23. If you were granted one wish, what would it be? ©AVID Center, 2002. Reproducible for classroom use. Section 2: Classroom Applications 121
Slide 136: Paper Bag Speech Into Activities Give each student a lunch bag and model your own paper bag speech for them. Use three symbols that can fit into the paper bag and show how each symbol represents a different part in your life: family, career, friendship, religion, education, etc. Through Activities Outline of speech: I. Introduce yourself 1. Name 2. Background (a few statements about yourself, heritage, past and present life) II. Body of Information: “In this bag are symbols I’ve chosen to represent three values I have in life.” (A symbol for each value is in the paper bag. Students must describe and interpret each symbol, using points a, b, and c) 1. Description and interpretation of first symbol a. Pull out the symbol and tell what it is. b. Explain how it represents a part of yourself. c. Explain why it is so important in your life. 2. Same as above for second symbol 3. Same for third symbol III. Closing statement: “Knowing what my values are and living according to them are important to share with others because…” Examples of symbols that students have used: • pocket dictionary—learning a language • calculator • map—heritage • alphabet (26 letters)—power of education • $—needs of the immigrant • toy horse—galloping forward • ruler—career as a lawyer • a hand—hard work for success • letter from parent—love and separation • comb—gift from bald uncle in Cuba, importance of humor in life 122 Implementing and Managing the AVID Program for Middle Level
Slide 137: • coin • ID card—residency • bread—international understanding • ring—circle never ending • hummingbird—friendship has wings • notes of music • lock—to secure my heritage • eraser—forget bad things Beyond Activities Paper Bag Collage On the five outside areas of the bag students create a collage about themselves. 1. Likes/dislikes/hobbies, 2. Three words that describe my qualities, 3. A career focus, 4. Someone I admire, 5. A dream/hope/goal I have DICTIONARY Section 2: Classroom Applications THESAURUS 123
Slide 138: Self-Character Analysis Essay Into Step 1 Distribute student handout “Personality Crest” and have students complete steps #1–9. Model each step with students. Distribute to students the Character Trait handout so they can complete #8 on the Personality Crest where it asks them to come up with three adjectives about themselves. Step 2 Conduct “Getting to Know Each Other Interviews” in pairs. Through Step 1 Provide a sample essay to read and discuss with class. Step 2 Assist students with drafting out a thesis that mentions their three personality traits. Refer to sample essay. Step 3 Review the different techniques one can use to introduce an essay. Have the students draft introduction paragraphs in class. Have students volunteer to read their introduction paragraph aloud to the class. Step 4 Have the students complete their first draft of the essay. Step 5 Put students in groups of four to peer-review their papers. Step 6 Tell students to take out paper and pen. Have students make revisions to their working draft. Step 7 Have students type final draft with all new changes. Collect all their prewriting, working and final draft. Beyond • • • Bio Poem/Found Poem Read aloud Portfolio Selection piece 124 Implementing and Managing the AVID Program for Middle Level
Slide 139: Personality Crest Name: ____________________________________________________________________________________ Date:__________________________________________________ Period: ______________________________ ©AVID Center, 2002. Reproducible for classroom use. Section 2: Classroom Applications 125
Slide 140: Student Handout Personality Crest Name: ____________________________________________________________________________________ Date:__________________________________________________ Period: ______________________________ ©AVID Center, 2002. Reproducible for classroom use. 126 Implementing and Managing the AVID Program for Middle Level
Slide 141: Autobiographical Sketch Introductory Activities Gathering Information for the Introductory Paragraph Read together My Name, by Sandra Cisneros. Model all of the activities before the students do the same. Cluster all of the ideas that have to do with Esperanza’s name. Make a similar cluster about one’s own name. Write a few sentences that tell how unique or interesting your name is. Have students do the same. Create another cluster that shows three character traits that we can see Esperanza has. Model activity by doing the same about yourself before having students do it about themselves. Write three sentences that show your own character traits. Have students do the same about their three character traits. Structure each of the sentences differently and have students do the same. These thoughts/ideas will become part of the introductory paragraph. Provide a list of descriptive words as a resource. Gathering Information for the Three Middle Paragraphs On butcher paper or on the board, draw three clusters. In the middle of each one write the word past/present/future. Have the class offer information that would be relevant to an autobiographical sketch and write each idea around one of the clusters. The following information should be elicited from the class for the clusters: Past: Birth place, birth date, parents and family members, ancestral information, early memories before leaving native country, leaving native country—when, with whom, why, other places lived, first ideas about USA, travels in USA, schools attended. Present: Parents’ work, family activities, school interests, extracurricular activities, school clubs, sports, how you learn best, school friends, community activities, jobs, home responsibilities, hobbies, special talents, leisure time activities. Future: Parents’ hopes for your future, your hopes—same or different, goals, educational plans, travel plans, career plans, social-personal lifestyle plans, marriage and family, income, housing and other material possessions, your ideas of success and happiness in life, contributions to society, dreams. From each of these clusters, have groups list questions to be asked, as if preparing for an interview. (Good question writing practice in past, present, future tenses can be modeled.) Gather questions from each group and create a class list of each topic; hang around room on butcher paper during the actual writing time. Students may want to interview each other, at this point, and share one interesting thing they have found out about their partner with the rest of the class. Gathering Information for the Concluding Paragraph In order to provide material for an interesting concluding paragraph, ask students to think about the values that are important to them. Make a cluster of all the student ideas. From this have students choose at least three of them and write a sentence or two about how each is important in their lives. Ask them to explain to a small group or to a Section 2: Classroom Applications 127
Slide 142: partner why each choice is of value. Then give students a chance to write down their thoughts about each chosen value. Values: Material possessions, success in school, solace in nature, prestige, concern for others, sociability and friendship, art, music, religion, writing, etc. Through Activities Show students the structure of this five-paragraph composition. Label each part and ask students what they think should be part of a good introductory paragraph. Use the prewriting clusters on name and personal characteristics. Elicit information such as the following: • • • A “hook” to grab the interest of readers at the beginning of the composition, such as information about your name or how you got your name. A description of yourself including physical, and character traits and abilities. End with a transition, introducing your past, present and future. The three middle paragraphs should give specific details of the following: • • • Past or background Present life Future hopes and dreams. Students should understand that the lists of questions will help them with gathering content. The concluding paragraph should accomplish two things: • • State the values that you have realized in life. Reflect on why it is of value, or important, to take a look at one’s life so far, as a young person, and to talk about ones goals. In other words, the writer must explain how one’s life is made up of a past (from which we learn and grow), a present (in which we continue to make important decisions), and a future (which we hope is full of success and happiness). They must also explain why at times it is important for everyone to reflect on one’s past and be proud of one’s accomplishments. Discuss what an exceptional composition should include, such as the following: • • • • • • A great hook for the introduction, An authentic, accurate description in the introduction, Good organization, A wealth of description and information in the middle paragraphs, Thoughtful reflection in the conclusion, An interesting, flowing style of writing incorporating a variety of sentence structures, 128 Implementing and Managing the AVID Program for Middle Level
Slide 143: • • Good transitions from one paragraph to the next, Excellent grammar and punctuation. You have just created the points in a rubric, which the students should refer to in their revision and editing. Distribute to students the appropriate writing rubric. Drafting: Give students writing time to work on a first draft of the five paragraphs. Ask students to skip lines when writing a draft so that revision is easy. Try to schedule writing lab time during the revision and editing process. Revision and Editing: Work in small groups of revision and editing, so that peers can make positive contributions to each other’s work. Do a read around in groups of four. Pass papers to the right. Students read the draft, write one thing they liked about the paper, and one specific suggestion for improvement. After one round, read an example aloud. Continue with rounds two through four. Make sure students save all prewriting and all drafts, to be turned in along with the formal or final draft, for a process grade. Beyond Activities • • • • • Take pictures of students and display them on the board with their compositions. Students share some of their writing in read-arounds. Students make a life map of their compositions. Students make a collage using five sides of the “Paper Bag Speech” lunch bag. Students write any or all of the following. — Bio. Poem — Name Poem — Concrete Poem For more directions for this essay, see the Write Path English Language Learners. Section 2: Classroom Applications 129
Slide 144: Create a Mandala Into Activities Activity 1 On the board, write the two words, sign and symbol, as titles in a “T” Chart. Ask students to talk about what a sign is and what a symbol is, and how they are different. Write the meanings into the chart. Ask the students for examples of signs and of symbols to add to the chart. Sign: It means one thing, only one thing • When you see a sign, you do what it means A stop sign (draw one) A dollar sign (draw it) A traffic light (draw it) Symbol: Means many things • • • You must stop and think about its meaning We must interpret its meaning That’s what makes symbols rich with meaning A ring (draw one) — It can represent love, engagement, family, wedding, friendship A heart (draw one) — It can represent love, passion, and feelings A bird (draw one) — It can represent freedom, peace Complete T Chart with as many signs and symbols as the students can think of. Activity 2 Do a Three Person Interview activity with this question: What are some things a circle can symbolize or represent? Give students two minutes to do a quickwrite, one minute each to pair and discuss, four more minutes to share in groups of four each others’ thoughts. Before groups disband, ask each group to share a thought about circles with the rest of the class. Activity 3 Distribute the handout explaining briefly the background of the Mandala. Tell students we are going to draw a symbolic picture of ourselves by creating a Mandala. Explain that a Mandala is a picture of one’s self in symbols. There are no words on a Mandala. It is composed of circles and personal symbols of one’s self. 130 Implementing and Managing the AVID Program for Middle Level Examples: Examples:
Slide 145: Through Activities Drawing the Mandala D o a rough draft of the drawings to be included in the Mandala, then distribute a large white piece of construction paper that can be folded over to become the size of a folder into which the written explanation of the Mandala is stapled. The Mandala is drawn on the front of this folder, with the use of many colors, which may be part of the interpretation of each symbol. Remember, no words are written on the Mandala. Use a compass to draw the real Mandala circles. The Rough Draft Tell students to: 1. Draw a large circle on your paper (8”x11”) 2. Around it draw a larger circle 3. Make lines from the smaller to larger to create four parts and an inner circle. In the five parts you will choose five personal symbols, with the most important symbol in the center. Now model what you might put in your five parts, with the inner part being the most important symbol in who you are, or what is most important in your life. Some ideas: • • • • Diploma: Education, career, love of learning Dog: Love of animals Star: Five people in your family, the light of your life Eye: Inner self, the importance of reflection in your life Students may work on the rough draft for the remainder of the period. Next period, they all begin drawing the Mandala, given as much time as they need, making sure that students have five personal symbols and can explain (later on) what each means in their lives. Interpreting the Mandala: Do the following activity that builds location/directions words. Using the reference sheet, draw the objects on the board, and ask students which word(s) would be used to show that location or direction. Students copy the examples from the board to help them with the middle paragraphs of the Mandala composition. There are seven paragraphs, each with a separate topic: • • The first paragraph is an introduction to what a Mandala is, in the writer’s own words. The middle five paragraphs explain each of the five parts of the Mandala, going from the top, to the right, to the bottom, to the left, to the center—most important—symbol. Each paragraph starts off in the same way. It tells which box to look at, what is literally in that box and then the symbolic meaning of the Section 2: Classroom Applications 131
Slide 146: drawing. The writers then explain in detail its importance in their lives. • The seventh paragraph is one of reflection in which the writers tell what they have learned from this assignment, how it helped them learn about themselves. The writing is always as a first draft, skipping lines and leaving room for revision, and editing. The final draft is handwritten in ink; it is a very personal composition that should not be done on a computer. The final draft is stapled into the middle of the folder. Beyond Activities Read Arounds Students in a large circle are prepared to read one of the paragraphs of their Mandalas. The drawings are shown to the entire class by holding them up and walking around the circle before reading the paragraph. If the group is small, more than one paragraph can be read, as long as everyone has some portion of his/her writing read. Publication Around the room. In a student publication. Portions read aloud at staff meetings by the students. Sample Mandala 132 Implementing and Managing the AVID Program for Middle Level
Slide 147: Bio Poem Line 1: Line 2: Line 3: First name only Four adjectives that describe you, your qualities, what makes you unique. Choose one of the lines below: Son/Daughter of (name of relation) Brother/Sister of Nephew/Niece of Lover or Supporter of... (three things, people, ideas) example: Lover of soccer, the world’s favorite sport Who feels... (three adjective phrases that describe emotions/feelings) example: Who feels delighted whenever the bell rings before the teacher has assigned any homework! Lines 4–6: (3 lines) Lines 7–9: (3 lines) Lines 10–12: Who fears... (three items, each written in a descriptive phrase) (3 lines) example: Who fears watching a horror movie in the dark when I’m all alone on a cold, rainy night... Lines 13–15: Who would like to see... (3 lines) Line 16: Line 17: Note: example: Three changes you’d want in the future: changes in your personal life; family, friends, home, school, and changes in the world around you... Resident of... (city, street, state, country, planet, solar system or universe... ???) Last name only Writers: be creative, humorous, serious... be yourself, unique. Section 2: Classroom Applications 133
Slide 148: Bio Poem Student Models Jose Optimistic, kind, lucky, patient Son of Julia and Alfredo Lover of Jazz, it relaxes me when I’m bored Who feels bad when sees people drugged, lucky because of the opportunity to study, and proud when having good grades Who fears living away from the rest of my family, having to stop studying, and making a contaminated world Who would like to see new institution for the help of homeless, more money in my pocket, and institutions for planting more trees in places where people love to get pure air Resident of this mysterious universe Reyes Javier Friendly, impatient, dynamic, and funny Son of Pedro Lover of girls, music, and my family Who feels angry when somebody talks about me, sad when nobody talks to me, and proud when I get A’s in all my classes. Who fears villains, cold nights in the cemetery, and giving reports in front of the class. Who would like to see my family together, Maradona, and the world from outer space. Resident of San Diego, Bancroft St. Reyes 134 Implementing and Managing the AVID Program for Middle Level
Slide 149: Socratic Seminar Adapted from Strategies for Success S ocratic Seminars are ideal AVID activities because they address the four methodologies of AVID: Writing, Inquiry, Collaboration, and Reading, and engage students in constructive, thoughtful conversations about a chosen text. In Socratic Seminar students try to come to a deeper understanding of a text through dialog and questioning, which will prepare them for the rigor of high school and college. For middle level students, begin with Philosophical Chairs to foster the skills necessary to conduct successful, thoughtful Socratic Seminars. Once those skills have been developed move into Socratic Seminars. The Elements of Socratic Seminars A good seminar consists of four interdependent elements: (1) the text, (2) the questions raised, (3) the seminar leader, and (4) the participants. A closer look at each of these elements helps explain the unique character of a Socratic Seminar. The Text Socratic Seminar texts are chosen for their richness in ideas, issues, and values, and their ability to stimulate extended, thoughtful dialogue. A seminar text can be drawn from readings in literature, history, science, math, health, and philosophy or from works of art or music. The Question A Socratic Seminar opens with a question either posed by the leader or solicited from participants as they acquire more experience in seminars. An opening question has no right answer; instead it reflects a genuine curiosity on the part of the questioner. A good opening question leads participants back to the text as they speculate, evaluate, define, and clarify the issues involved. The Leader In a Socratic Seminar, the leader plays a dual role as leader and participant. The seminar leader encourages a thoughtful exploration of the ideas in the text by keeping the discussion focused on the text, asking follow-up questions, helping participants clarify their positions when arguments become confused, and involving reluctant participants. The Participants In Socratic Seminar, participants share with the leader the responsibility for the quality of the seminar. Good seminars occur when participants study the text closely in advance, listen actively, share their ideas and questions in response to the ideas and questions of others, and search for evidence in the text to support their ideas. Section 2: Classroom Applications 135
Slide 150: Socratic Seminar Lesson Overview 1. Introduce the concept of Socratic Seminar to students. 2. Explain the four elements of Socratic Seminar: the text, the question, the leader, and the participants. 3. Give students a copy of a short text for their first seminar. Provide a copy that students can write on or have students use post-it notes within their books. 4. Read the text aloud to the students as they follow along. 5. Have the students read the text again silently to themselves. 6. Model marking the text. Model how they might circle words they do not know, underline or highlight sentences or phrases that seem important, summarize ideas in the margins, and write questions in the margins. Be sure that the students follow your example and mark their own papers. 7. Explain that a good opening question will lead to discussion and more questions. Share one or two examples of higher-level opening questions Have the students work in small groups to write two or three possible opening questions. Share and discuss these questions. 8. Socratic Seminars are effective with up to 20 participants. For a larger class use the inner circle/outer circle method. Be sure to review and explain the differing roles as well as the use of the “hot seat.” Students in the outer circle can use one of the observation activity sheets included later in this unit. 9. Conduct the seminar. For the first few seminars, set a time limit for discussion of about 7–10 minutes. Be sure to have plenty of questions to keep the dialogue going. 10. Debrief and evaluate the process. Inner Circle/Outer Circle Method W hen the AVID class has more than 20 students, consider using the inner circle/outer circle method of Socratic Seminar. With this method, about half the students will take on the role of seminar participants, and the rest of the students will act as observers. It is important that the observers are given specific tasks and that they must provide feedback during the debriefing process. Arrange desks in two circles, one outside the other. Seminar participants sit in the inner circle. Observers sit in the outer circle, but should be positioned so that they can see and hear the student or students they are assigned to observe. A “hot seat” in the inner circle is a chair that remains empty at the beginning of the seminar. If at some time during the seminar an observer in the outer circle feels a strong need to participate, that student may move to the hot seat, contribute to the dialogue, and then move back to the outer circle. Having a few students function as observers can help immensely in the debriefing process as they are able to notice things that participants may not notice. It can also be helpful to have tutors or other teachers function as observers and give feedback after the seminar. 136 Implementing and Managing the AVID Program for Middle Level