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Franklin AVID Certification Presentation 2013

Franklin Middle School's presentation of the 11 AVID Essentials.
by

Shawn Burns

on 22 May 2013

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Transcript of Franklin AVID Certification Presentation 2013

Franklin AVID Rocks! AVID Decades of College Dreams. of Implementation Where are we exactly? Refinement, Refine, Refinement! On our way to National Demonstration Site Status Eleven At least twice a week,
AVID students receive
tutorial support from trained
AVID tutors who follow the
basics of the AVID tutorial
process and ensure the use
of most current AVID
resources (e.g., AVID
Tutorial Guide, TRF, notes,
handouts). There is a Tutor Training
Plan to ensure tutors have
received at least 16 hours
of tutorial training in AVID
methodologies and tutors
demonstrate the AVID
methodologies and WICR
strategies in their work with
students. Franklin AVID
2012-2013 Evidence Essentials 11 Essentials (and more) 1 Student Selection 2 Voluntary Participation 3 Full Implementation 4 Academic Rigor 5 Strong, Relevant Writing and Reading Program 6 Inquiry as a Basis for Instruction 7 Collaboration as a Basis for Instruction 8 Tutorials led by AVID-Trained Tutors 9 Use of AVID Center Data System 10 Available Site/District Resources 11 Active, Interdisciplinary Site Team 100% of students in AVID
meet locally defined
selection criteria, including
nationally defined selection
criteria, classifying them as
“students in the middle.”
Evidence of the student
interviews illustrates a
continuing refinement of the
selection process. E-1.1 Level 3 E-1.2 Level 2 Supporting documentation
provides evidence of a
student recruitment plan
and process for
implementation which
includes plans for keeping
existing students in AVID
and plans for ongoing
recruitment E-1.3 Level 3 Student selection
processes are developed,
analyzed, and revised as
necessary by AVID site
team. AVID site team
members play an active role
in selection process by
soliciting input from a
prospective student’s
teachers, interviewing
students, etc. What are some of the particular strengths of AVID Essential 1 at your school?
We continue to refine this process. Something we have done very well in the past is ensuring that all students are interviewed and receive a formal acceptance or denial letter.

What aspects of AVID Essential 1 have room for growth?
We need to continue to build support from teachers and staff to provide support duringt he recruiement process; we are focusing recruitment recommendations and ongoing academic teacher mentoring/feedback with the Science Department. AVID student selection must focus on students in the middle, with academic potential, who would benefit from AVID support to improve their academic record and begin college
preparation.

Evidence Sources Essential 1
AVID student application
AVID student questionnaire and interview questions
AVID student/parent contract
Evidence of parent contracts
Matrix showing weights assigned to selection criteria
Minutes of AVID site team meetings discussing student selection
School's planned recruitment process with timeline and forms 100% of students enrolled
in the AVID academic
elective class(es) have
contracts signed by all
parties. There is evidence of
parent meeting(s) to gain
parent support. E-2.1 Level 2 E-2.2 Level 3 There is documentation to
show that the AVID elective
teacher(s) chose to
participate in the program
and to assume leadership
for implementing site team
activities. E-2.3 Level 2 Documentation shows
that the AVID site team
members chose to
participate in the program
and to attend AVID site
team meetings and AVID
events. E-2.4 Level 1 Documentation provides
evidence of a process used
in identifying and selecting
AVID elective teacher(s E-2.5 Level 1 some evidence of a process
used in identifying and
selecting AVID site team
members. E-2.6 Level 1 100% of the AVID site
team, including the
principal, advocates for
AVID students’ access to
rigorous courses at each
grade level. What are some of the particular strengths of AVID Essential 2 at your school?
Integrating the AVID On-site team with CILT has given us a big push for campus wide implementation this year. In addition adding an implement ion home room onto the
schedule for organization and study skills is making it easier for all teachers to implement AVID strategies.
What aspects of AVID Essential 2 have room for growth?
We need to continue to fine tune and reteach modified process such as the Cornell Way and integrate some of the new district initiatives into AVID campus wide initiatives. AVID student selection must focus on students in the middle, with academic potential, who would benefit from AVID support to improve their academic record and begin college
preparation.
AVID program participants, both students and staff, must choose to participate in the AVID program.

Evidence Sources Essential 2
Attendance records from AVID site team meetings
AVID site team agendas and minutes
Data reflecting student course enrollments
Documentation of training
Documents that detail the commitment, the procedures, and the timeline for involving AVID elective teachers and site team members
Documents that detail the procedures and timeline used for selecting AVID students
Evidence of communication process
Parent permission slips
Site policies ensuring access to rigorous courses
Special activity attendance records
AVID program participants, both students and staff, must choose to participate in the AVID program. The school must be committed to full implementation of the AVID Program, with students enrolled in the AVID year-long elective class(es) available within the regular academic
school day. Supporting documentation
provides evidence that AVID
elective classes are
scheduled within the regular
academic school day. AVID
elective class is offered as a
choice for the following
school year. AVID elective
teacher, site team members
and counselor make
students aware of AVID
during the recruitment and
enrollment process. E-3.1 Level 3 AVID has expanded to
more than one section and
more than one grade level,
and on-site recruitment
occurs to keep each section
fully enrolled E-3.2 Level 2 AVID students have
access to college fieldtrips,
mentoring programs, college
prep activities such as AVID
Club and “Summer Bridge”. E-3.3 Level 1 The school must be committed to full implementation of the AVID Program, with students enrolled in the AVID year-long elective class(es) available within the regular academic
school day.
Evidence Sources Essential 3
Attendance data
Lesson plans for the AVID elective class
Master schedule
Other (Essential #3)
Specify:
Plans for program expansion
Recruitment timeline
Student class registration forms (choice slips)
Student class schedule
Typical week-AVID schedule
Use of current AVID curriculum guides especially Implementing and Managing the AVID Program and Weeks at a Glance on www.avid.org. What are some of the particular strengths of AVID Essential 3 at your school?
We have, despite budget cutbacks and other issues, to maintain the number of sections offered and to take students on a variety of college and academic enrichment field trips.

What aspects of AVID Essential 3 have room for growth?
We conitue to have 5 sections of AVID, but due to classroom size and recruitment we are considering adding additional sections next year to help satisfy the student needs on
our campus. AVID students must be enrolled in a rigorous course of study that will enable them to meet requirements for university enrollment. E-4.1 Level 1 100% of AVID students'
schedules reflect enrollment
in courses, appropriate to
the student, which will
enable students to meet
course requirements for
university enrollment (e.g.,
CA UC-CSU "a-g courses;"
other states' requirements
in English, history, fine arts,
math, science, languages). E-4.2 Level 3 At least 85% of AVID
students received grades of
"C" or better on the
previous formal grading
period report card in each of
their core academic
courses. E-4.3 through 4.5
Apply to High School Only E-4.6 Level 2 Middle Schools/Junior
Highs with an 8th Grade:
At least 50% of current
AVID students completed a
high school credit-bearing
Algebra I course upon
completion of 8th grade and
are eligible to enroll in
Geometry and/or Algebra 2
in 9th grade. E-4.8 Level 3 Middle Schools/Junior
Highs with an 8th Grade:
100% of current AVID 8th
graders have chosen their
college-prep courses for 9th
grade prior to the end of
their 8th grade year. E-4.9 Level 3 Middle Schools/Junior
Highs with an 8th Grade:
At least 90% of current 8th
grade AVID students have
taken tests such as the
PSAT, PLAN ReadiStep
and/or EXPLORE. AVID students must be enrolled in a rigorous course of study that will enable them to meet requirements for university enrollment.

Evidence Sources Essential 4
ACT, SAT, PSAT, PLAN, ReadiStep score sheets
Formal reporting of test scores from actual standardized tests taken
Four-year graduation plan reflecting 4-year college-going requirements (working)
Master Course Enrollment Lists (High School AP & Middle School Pre-AP)
Report cards
Student schedules (previous year vs. current year)
Transcripts
Use of the AVID elective class and Write Path libraries What are some of the particular strengths of AVID Essential 4 at your school?

We have done an excellent job this year of partnering with the 8th grade Pre-Ap Science teachers to better prepare our students for high school, and to give us a more accurate measure of what Pre-AP placement will be appropriate for high school. All AVID student have taken the Readistep. Once their scores are received they will make target goals for the future including a personal action plan.

What aspects of AVID Essential 4 have room for growth?

We need to work more with the high school AVID Coordinator on the course requirements and need to ensure that as many that can be met at the middle school level are being satisfied (Spanish and other high school credit bearing courses.) A strong, relevant writing and reading curriculum provide a basis for instruction in the AVID classroom. E-5.1 Level 2 Students in the AVID
elective class spend time
receiving instruction in
writing-to-learn activities,
which are part of a yearlong
instructional plan, and use
the writing-to-learn
activities in classes other
than AVID. E-5.2 Level 2 Students in the AVID
elective class spend time
each week writing to clarify
and organize experiences in
essays, letters, and reports E-5.3 Level 2 AVID students take and
use Cornell notes as part of
the AVID elective class and
use them weekly in classes
other than AVID; all Cornell
notes are part of the
students' AVID grades E-5.4 Level 2 Written reflections and/or
learning logs are a weekly
part of the AVID classroom,
are part of the AVID
students’ grades, and are
used in classes other than
AVID E-5.5 Level 2 Students in the AVID
elective class receive
instruction in reading-tolearn
activities, scaffolding
reading instruction to
increase comprehension
skills. A strong, relevant writing and reading curriculum provide a basis for instruction in the AVID classroom.

Evidence Sources Essential 5
A selection of students' timed-writing essays
development modeling WICR strategies
Binders
Classroom observations of teachers, tutors, and students using WICR strategies
Cornell notes and tutorial request forms demonstrating evolving use of higher level questions and critical thinking
Lesson plans of AVID elective teachers and site team teachers
Portfolios
Student work samples of AVID assignments over extended time reflecting students' use of higher level questions
Use of the AVID Critical Reading curriculum
Use of the AVID writing curriculum
Written reflections of student learning (e.g. AVID Learning Logs) What are some of the particular strengths of AVID Essential 5 at your school?

With the improvement of the online AVID classroom lesson plans and the "links" to the resources associated with each days assignments we have been able to work towards a much more cohesive approach to teaching the AVIiD elective.

What aspects of AVID Essential 5 have room for growth?

We have hired our college tutor. We have supplemented tutorials with 8th grade AVID students in the 7th grade sections, and we have a Teacher Assistant working on her college degree (she was trained as an AVID tutor last year) serving as a tutor for our 8th grade classes. Inquiry is used as a basis for instruction in the AVID classroom to promote critical thinking. E-6.1 Level 1 AVID students develop
and practice critical thinking
skills through participation in
the AVID tutorial process. E-6.2 Level 2 Students’ notes include
questions in the left hand
column; students help to
develop a rubric for grading
the questions and use
questions and notes in their
curriculum lessons. E-6.3 Level 1 There is evidence that
AVID students develop
Costa’s Levels of Thinking
and questioning for their
notes and tutorial group
discussions, and use these
problem solving strategies in
their class work. E-6.4 Level 1 There is evidence of the
use of philosophical chairs
discussions and Socratic
seminar strategies in the
AVID academic elective
class. Inquiry is used as a basis for instruction in the AVID classroom to promote critical thinking.

Evidence Sources Essential 6
Documentation of Socratic seminars
Lesson plans - especially AVID elective teacher, but not excluding other teachers
Student work samples of AVID assignments demonstrating expectations and strategies for using higher level questions
Students' Cornell Notes, Binders, Portfolios
Tutorial Request Forms (TRF)
Use of current AVID tutorial curriculum and video What are some of the particular strengths of AVID Essential 6 at your school?

Similar to essential 5, the online resources are making implementation in this area smoother and more comprehensive.

What aspects of AVID Essential 6 have room for growth?

Due to implementation of the SMART program, some aspects of the curriculum have become slightly out of sync; we have started with tutorials later in the year than in the past, but we currently have tutorials twice a week and follow the tutorial process consistently. Student continue to struggle with some aspects of the TRF, but great progress is being made. We will end the school year with a strong push and refinement of the tutorial process. Collaboration is used as a basis for instruction in the AVID classroom. E-7.1 Level 2 AVID students regularly
use collaboration to solve
problems and find solutions
in the AVID elective
classroom. E-7.2 Level 3 AVID students regularly
collaborate on projects in
AVID classes and for other
academic core class
projects, such as research
papers, presentations,
and/or community service. E-7.3 Level 3 AVID students participate
in and learn to lead
collaborative study groups
in the AVID academic
elective class. E-7.4 Level 2 AVID students
demonstrate leadership skills
through opportunities to
collaborate with others to
address issues on campus. Collaboration is used as a basis for instruction in the AVID classroom.

Evidence Sources Essential 7
Classroom observations of teachers, tutors, and students using WICR strategies
Evidence of students’ willingness to fully participate in AVID elective and core class activities
Evidence of teacher/tutor collaboration
Lesson plans - especially AVID elective teacher, but not excluding other teachers
Student work samples of AVID assignments over extended time
Use of current AVID tutorial curriculum and video
Use of other AVID libraries such as Strategies for Success, Writing, Critical Reading, and AVID College Readiness What are some of the particular strengths of AVID Essential 7 at your school?

Our partnership with the Science department has increased the level of rigor, support, and overall achievement for students in Science. We continue to support all classes, but in the past Science has been particularly difficult for our students.
What aspects of AVID Essential 7 have room for growth?

We need to expand the collaboration and work we are doing with the Science teachers to all subject areas. We have begun to work on NHD projects with the history classes, but a more fluid and consistent approach needs to be taken next year. A sufficient number of tutors must be available in AVID elective class(es) to facilitate student access to rigorous curriculum. Tutors should be students from colleges and universities and they must be trained to implement the methodologies used in AVID. E-8.1 Level 1 E-8.2 Level 1 E-8.3 Level 0 The student/tutor ratio in
the AVID elective class
exceeds 7:1. E-8.4 Level 1 There is evidence that tutors guide and monitor AVID student’s use of tutorial request forms, and students’ ability to generate Costa’s Levels of Thinking
from their homework. E-8.5 Level 1 There is a plan for recruiting tutors and
strategies for retaining tutors. E-8.6 Level 1 AVID Elective Class
Teacher(s) have been
trained prior to teaching the
AVID Elective class; there is
a plan to ensure other AVID
Elective Class Teachers are
trained using the most
current AVID Tutorial guide,
videos, and materials
through AVID SI or Divisional
training. A sufficient number of tutors must be available in AVID elective class(es) to facilitate student access to rigorous curriculum. Tutors should be students from colleges and universities and they must be trained to implement the methodologies used in AVID.

Evidence Sources Essential 7
Classroom observations of tutors and students using
Tutorial Request Forms (TRF)
Use of current AVID tutorial guide, videos, and materials What are some of the particular strengths of AVID Essential 8 at your school?
We have 8th grade AVID students serving as tutors in the 7th grade classes, but we have failed to hire a sufficient number of tutors for our 8th grade classes.

What aspects of AVID Essential 8 have room for growth?
We have supplemented tutorials with 8th grade students serving as tutors in our 7th grade classes and we have Mrs. Morales (trained as a tutor last year) serving as a tutor in the 8th grade classes. AVID program implementation and student progress must be submitted and monitored through AVID Center Data System, and results must be analyzed to ensure success. E- 9.1 Level 1 100% of the AVID Center
data collection forms
(site/general data, senior
data, ISS, CSS) were
completed and submitted to
AVID Center on time for the
most recently completed
school year. E-9.2 Level 1 There is evidence that
the AVID site team has
utilized the AVID Center
Data System in the current
school year and analyzed
data to improve AVID
program implementation E- 9.3 Level 1 There is evidence that
the site team has analyzed
performance, enrollment,
and/or staffing data as one
tool to promote access for
AVID students to rigorous advanced courses. E- 9.4 Level 1 There is evidence that
standardized test data is
used to inform instruction
and policy to open access
to rigor for AVID students. AVID program implementation and student progress must be submitted and monitored through AVID Center Data System, and results must be analyzed to ensure success. Evidence Sources Essential 9
AVID Center Data System
AVID College and Careers Library
Completed ISS/CSS
Copy of data collection forms, including Senior
Copy of site/district data reports from most current year
Disaggregated reports
Financial plans/budget data
Master schedule
Minutes from site team meetings
Professional development plan
Test data What are some of the particular strengths of AVID Essential 9 at your school?

The one factor that has begun and I believe will continue to strengthen the implementation and active use AVID Data is the ongoing integration of CILT and the future vertical
alignment with our feeder pattern.

What aspects of AVID Essential 9 have room for growth?

We need to have a more systemic approach to dealing with the documentation, data analysis and data based action plans. The school or district has identified resources for program costs, has agreed to implement all AVID Implementation Essentials and to participate in AVID Certification. It has
committed to ongoing participation in AVID staff developmen E-10.1 Level 2 AVID coordinator participates in the budget
development process. E-10.2 Level 2 A written AVID site plan is
developed and there is
evidence of its use. E-10.3 Level 2 AVID is a key component of the
school improvement plan. E-10.4 Level 3 All AVID elective teachers have attended at least 3 AVID Summer Institutes (completing Implementation, Tutorology, and Refining strands). E-10.5 Level 2 Twenty-five percent of site teachers and administrators, other than
the AVID elective teacher(s), have
participated in AVID Summer
Institute professional development and/or AVID Path Training. An active interdisciplinary AVID site team collaborates on issues of student access to and success in rigorous college preparatory courses. The school or district has identified resources for program costs, has agreed to implement all AVID Implementation Essentials and to participate in AVID Certification. It has
committed to ongoing participation in AVID staff developmen Evidence Sources Essential 10
Attendance records and evaluations of other AVID professional development activites
Attendance records at AVID Summer Institute
AVID Administrator Guide
AVID Site Plan
Path Training for teachers
Purchase and use of AVID libraries
School Budget for AVID
School Improvement Plan What are some of the particular strengths of AVID Essential 10 at your school?

Sending the 8th grade Science teachers attending SI was a great success. We are excited about the benefits of having an entire department emphasizing AVID implementation.

What aspects of AVID Essential 10 have room for growth?

We need to continue this growth and progress with other departments. E-11.1 Level 2 AVID site team includes at least English/language arts, mathematics, social studies and science teachers as well as a site administrator, counselor and AVID elective teacher(s). In addition, tutors and students are represented at meetings during which individual
student or teacher performance is not discussed E-11.2 Level 2 AVID site team
collaborates to develop an
effective site plan that
addresses the access and
equity issues of enrolling
AVID students in rigorous courses. E-11.3 Level 2 AVID site team meets at
least monthly and collaborates on planning and logistical issues as well as engages in problem solving of access issues and student success in rigorous curriculum and advanced courses. E-11.4 Level 1 There are examples of some AVID site team
members supporting the AVID elective teacher(s) in the implementation and
operation of the AVID program. E-11.5 Level 1 Site team provides leadership supporting and
planning among grade levels of AVID elective class both among grades of the school
and the feeder schools. E-11.6 Parents/guardians and/or
families are regularly
included in workshops,
meetings, and/or activities E-11.7 Level 3 Professional development
on AVID methodologies is
part of the school professional development plan. AVID site team
members train others in the
school improvement process
and are school leaders sitting on key site/district committees. An active interdisciplinary AVID site team collaborates on issues of student access to and success in rigorous college preparatory courses Evidence Sources Essential 11
"AVID alerts" - student progress reports
Attendance records at AVID Summer Institute and other professional development activities
AVID Site Plan
Composition of AVID site team
Lesson plans from AVID site team members that incorporate AVID methodologies
Schedule of, and minutes from, AVID site team and/or vertical team meetings and agendas
Use of Write Path libraries to support instruction of site team teachers What are some of the particular strengths of AVID Essential 11 at your school?

We have split the site-team responsibilities up into different groups to allow CILT to focus on campus wide implementation and certification, Science teachers are following up with individual student performance, goal setting and growth, the elective members are working on parent involvement, recruitment, and fund raising.

What aspects of AVID Essential 11 have room for growth?
It has been difficult to keep up with all of the groups and to meet and document everything.
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