The Road to College: Rigor, Readiness, and Retention

13. To help all students do rigorous work and meet or exceed high standards in each content area we must help students: Develop as readers and writers. Develop deep content knowledge. Know content specific strategies for reading, writing, thinking and talking. Develop habits, and behaviors to use knowledge and skills.

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20. Keys to AVID Implementation Select a site and district coordinator. Gain site and district support for the program. Identify and commit resources for program costs Clarify the goals of the program for school faculty and gain their support. Select interdisciplinary AVID site team. Identify and recruit students. Schedule class and students. Recruit and hire tutors. Attend Summer Institute. Implement.

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25. A strong, committed AVID teacher remains the cornerstone of a successful AVID program.

26. The prospective AVID teacher must share the same desire and individual determination that we expect of prospective AVID students.

27. The prospective AVID elective teacher should be recruited to the position rather than assigned. As with AVID students, the teacher should commit to the program voluntarily, with a full understanding of the expectations and goals of AVID.

28. Desirable Candidate Qualifications A veteran teacher - minimum three years experience Collaborative workplace experience Credentialed expertise in a �college preparatory� subject area Effective classroom management style and organizational skills

29. Desirable Personal Traits Commitment to personal and professional growth Creative problem-solver Perseveres through long-term projects Builds relationships with staff and community members Enjoys multi-tasking

30. Desirable Collegial Skills Respected by faculty and staff Communicates well Proponent of equal access to rigorous curriculum Has or can develop a leadership role on campus

31. Features of Successful AVID Programs School Site Leadership Skilled and Committed Teachers Effective Site Teams Access to Quality Professional Development Access to Effective Tutors Adequate Funding Support Beyond the School Site Guthrie & David, Strategies for Dissemination, 1994

32. Principles of Tutoring Establish and maintain rapport with the students Assure that the students do the work Order learning priorities Facilitate learning; do not try to be experts in all fields

33. How Tutors Are Chosen The AVID coordinator usually contacts the tutors. Most tutors are students at local universities. In addition, the college tutor corps is rounded out by qualified peer tutors, staff members, and community and business volunteers.

34. The AVID coordinator interviews, hires, and trains tutors who are: skilled writers responsible workers effective and flexible communicators self-confident and self-initiating workers serious workers with a sense of humor dedicated workers who want to work with the AVID program and the AVID students for lower compensation than they might receive working at their universities.

35. Coordination of Tutors Tutorial activities are coordinated by the AVID coordinator. The coordinator and tutors meet informally and formally to discuss concerns of the day, to review lesson plans, and to plan classroom activities. Constant communication between the coordinator and tutors keeps the goals of the program in focus and promotes growth within the program.

36. Role of Tutors in the Classroom Tutors are selected from diverse subject areas and can give students an idea of the range of opportunities that stem from postsecondary education Tutors work with students individually and in study groups, facilitating tutoring students in their advanced level classes. Tutors challenge students to discover answers on their own rather than rely on tutors for answers Tutors expect students to come to tutorials prepared and able to articulate what help they need.

37. The goal is for students to become independent learners, able to help themselves and others. In addition to leading tutorials, the tutors respond to student journal entries, timed writings, and assignments, which students then have the opportunity to revise and edit. Tutors also evaluate the binders in which AVID students log all their assignments, keep their study calendars, and collect lecture and reading notes. Tutors� comments, both written and oral, on student binders, writing, and tutorials ideally evolve into a dialogue between the two, so that tutors guide students through the learning process. Role of Tutors in the Classroom(Continued)

38. Tutors serve as role models, providing students with immediate and continuous contact with the worlds of the university and work Tutors serve as liaisons between teachers and students, acting as advocates of the academic values teachers seek to instill in their students Role of Tutors in the Classroom(Continued)

39. Tutors perform several functions: work individually with students on writing assignments lead peer critique groups respond to student writing with oral and written comments conduct brainstorming and clustering sessions develop writing assignments teach mini-lessons

42. Middle Level Library

43. Middle Level Library Middle Level Library Schoolwide Middle Level Library

44. High School Library

45. High School Library High School Writing Curriculum Evaluating and analytical writing strategies Timed writing Student models Focus lessons for specific needs Tutor Training Advanced Tutorial Path Algebra Tutorial Tutorial Support Resource Guide with CD (New) Tutorial Support Resource Activity Guide CD (New) Tutorial Tips from an AVID Teacher

46. Schoolwide High School Library The Write Path English Language Arts (ELA) English Language Learners (ELL) History/ Social Science Mathematics I (New) Science The Write Path II Advanced English Advanced History/Social Science Advanced Science Mathematics II (New) Administrator Guide World Languages 25th Anniversary DVD AVID: Celebrating 25 Years of College Dreams

47. Frequently Asked Questions

48. Frequently Asked Questions

49. WICR Activity