Voluntary Participation Data Collection & Analysis Student Selection Bellringer Writing & Reading Collaboration School Commitment Trained Tutors AVID Elective Class Directions: Fill in the descriptions (using the information from the boxes) for each Essential. Essential 1 Essential 2 Essential 3 Essential 4 Essential 5 Essential 6 Essential 7 Essential 8 Essential 9 Essential 10 Essential 11 Rigorous Curriculum Active Site Team Voluntary Participation Data Collection & Analysis Inquiry Emphasis

Self-Check Essential 1 Student Selection Essential 2 Voluntary Participation Essential 3 AVID Elective Class Essential 4 Rigorous Curriculum Essential 5 Writing and Reading Essential 6 Inquiry Emphasis Essential 7 Collaboration Essential 8 Trained Tutors Essential 9 Data Collection and Analysis Essential 10 School Commitment Essential 11 Active Site Team

Summer Leadership Institute Strengthening AVID by Building a Stronger Site Team Phil Pautienus August 9-10, 2012

Common Board Configuration Date: August 10, 2012 Vocabulary: AVID, Essential, Site Team, Coordinator, WICOR Bell Ringer: AVID Connection Activity Learning Goal: To build a stronger AVID Site Team at each school that fully participates in the Program. Agenda: (Gradual Release) Bellringer Background Info (I do) Essential 8 (We do) Essential 10 (You do) Assigned Essential Summarizing Activity Benchmark: Essential 10: 2 ; Essential 11:1 - 7 Objective: Participants will design a plan that uses teachers/faculty strengths in each Essential of the ISS/CSS certification reports as indicated by the AVID standards for success. Summarizing Activity: Participants will present information discussed in their groups about their assigned essential. Essential Question(s) Have we increased our site team’s size and influence? How can diversity promote a strong AVID Site Team? How can a strong site team lead to increase school-wide expectations and instructional resources? Homework: Participants will place the AVID Site team monthly meetings onto their school calendar for the 2012-2013 school year and assign site team members responsibilities for ensuring success of the AVID program at their school sites.

Lake County Schools Vision Statement A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.   Mission Statement The mission of the Lake County Schools is to provide every student with individual opportunities to excel. Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology. AVID AVID AVID Summer Leadership Institute

21st Century Skills Tony Wagner, The Global Achievement Gap Critical Thinking and Problem Solving Collaboration and Leadership Agility and Adaptability Initiative and Entrepreneurialism Effective Oral and Written Communication Accessing and Analyzing Information Curiosity and Imagination Critical Thinking and Problem Solving: To compete in the new global economy, companies need their workers to think about how to continuously improve their products, processes, or services. “The challenge is this: How do you do things that haven't been done before, where you have to rethink or think anew? It's not incremental improvement any more. The markets are changing too fast.” Collaboration and Leadership: Teamwork is no longer just about working with others in your building. “Technology has allowed for virtual teams. We have teams working on major infrastructure projects that are all over the U.S. On other projects, you're working with people all around the world on solving a software problem. Every week they're on a variety of conference calls; they're doing Web casts; they're doing net meetings.” Agility and Adaptability: Ability to think, be flexible, change, and use a variety of tools to solve new problems. “We change what we do all the time. I can guarantee the job I hire someone to do will change or may not exist in the future, so this is why adaptability and learning skills are more important than technical skills.” Initiative and Entrepreneurialism: Taking chances and being a risk-taker. “I say to my employees, if you try five things and get all five of them right, you may be failing. If you try 10 things, and get eight of them right, you're a hero.” Effective Oral and Written Communication: The ability to be clear, concise, focused, energetic and passionate around the points they want to make. “We are routinely surprised at the difficulty some young people have in communicating: verbal skills, written skills, presentation skills. They have difficulty being clear and concise; it's hard for them to create focus, energy, and passion around the points they want to make. If you're talking to an exec, the first thing you'll get asked if you haven't made it perfectly clear in the first 60 seconds of your presentation is, ‘What do you want me to take away from this meeting?’ They don't know how to answer that question.” Accessing and Analyzing Information: The ability to know how to access and analyze large quantities of information. “There is so much information available that it is almost too much, and if people aren't prepared to process the information effectively it almost freezes them in their steps.” Curiosity and Imagination: The development of young people's capacities for imagination, creativity, and empathy will be increasingly important for maintaining the United States' competitive advantage in the future. “People who've learned to ask great questions and have learned to be inquisitive are the ones who move the fastest in our environment because they solve the biggest problems in ways that have the most impact on innovation.” Summer Leadership Institute

High Effect Size Indicators “The Department’s identified set of indicators on high effect size instructional and leadership strategies with a causal relationship to student learning growth constitute priority issues for deliberate practice and faculty development.” -Florida Department of Education, 2012 Student learning needs and faculty and leadership development needs will vary from school to school and from district to district. However, contemporary research reveals a core of instructional and leadership strategies that have a higher probability than most of positively impacting student learning in significant ways. The indicators below link formative feedback and evaluation to contemporary research on practices that have a positive impact on student learning growth. • Research on the cause and effect relationships between instructional and leadership strategies and student outcomes address the effect size of a strategy: What degree of impact does it have? • In the context of district instructional and leadership evaluation systems, effect size is a statistical estimation of the influence a strategy or practice has on student learning. Effect size calculations result from statistical analyses in research focused on student learning where the correct and appropriate use of a strategy yields better student learning growth than when the strategy is not used or is used incorrectly or inappropriately. • In research terms, those strategies often identified as “high effect size” are those with higher probabilities of improving student learning. Classroom teachers need a repertoire of strategies with a positive effect size so that what they are able to do instructionally, after adapting to classroom conditions, has a reasonable chance of getting positive results. As school leaders and mentor teachers begin to focus on feedback to colleagues to improve proficiency on practices that improve student learning growth, emphasis should be on those strategies that have a high effect size. Where every Florida classroom teacher and school leader has Summer Leadership Institute

Classroom Teacher High Effect Indicators School Leadership High Effect Indicators Learning Goal with Scales Tracking Student Progress Established Content Standards Multi-tiered System of Supports Clear Goals Text Complexity ESOL Students Feedback Practices Facilitating Professional Learning Clear Goals and Expectations Instructional Resources High Effect Size Strategies Instructional Initiatives Monitoring Text Complexity Interventions Instructional Adaptations ESOL Strategies Summer Leadership Institute

Vocabulary: AVID, Essential, Site Team, Coordinator, WICOR

AVID Schools SPEAK!

Signs of Life

Lifeless!

AVID Leadership Know the Program Read the AVID materials Visit the Elective Classroom Participate Fully Attend Site Team Meetings Attend Social Events Know the Strategies and Practices Take Responsibility for the Success of AVID

Understanding the Rating System Hands-On Directions: Understanding the Rating System Institutionalization (Level 3): No more than one Indicator is below Level 3 (i.e. 3 out of 4, or 4 out of 5, or 5 out of 6 etc.; no Indicator may be at level 0. Routine Use (Level 2): No more than one Indicator is below Level 2. No Indicator may be at level 0. Meets Certification Standards (Level 1): No more than one Indicator is below Level 1; there must be a plan in place and implemented to bring that Indicator to Level 1 or higher for the following school year. Not AVID (Level 0): Certification requirements for Level 1 are not met (more than 1 Indicator is below Level 1). There was no plan or the plan from the previous year was not implemented effectively.

Reviewing the 11 Essentials Hands-On Directions: Reviewing the 11 Essentials Define the responsibilities needed for the success of that essential. Decide what type of team member (Adm., Guidance, Elective Teacher, Coordinator, Interdisciplinary Site Team Teacher) would be suited for this task. Describe how the site team might be able to show documented evidence of this essential for the CSS binder.

Essential 8 – Trained Tutors I Do! Reviewing the Essential 1/4

Essential 8 – Trained Tutors I Do! Establish a Recruitment Process for Tutors (Peer Tutoring) Ensure tutors get trained (TA? At the beginning of the school year) Assign trained site personnel to provide on-going coaching and support for tutors Establish and monitor time sheets Collaborate with elective teachers in evaluating tutor performances Monitor and coach tutors to sustain effective tutorials (Ratio 7:1) Ensure consistent tutorial practices throughout all AVID sections Provide on-going modeling for tutors regarding the use of higher level questions and ways to push students thinking. Develop ways to show appreciation for Tutors Defining Responsibilities 2/4

Essential 8 – Trained Tutors I Do! Math Elective Teacher Team Member Selection 3/4

Essential 8 – Trained Tutors I Do! Tutor Training Plan Tutor Training Documents (Sign in Sheets, Tutor Certificates, Spreadsheet, Etc.) Tutorial Request Forms (1 showcasing each subject area) Video of a Tutorial Session Documentation of Higher Order Questions Asked (Tutorial Request Forms) Documentation of Elective Teacher’s AVID Training Documentation 4/4

Essential 10 – School Commitment We Do! Reviewing the Essential 1/4

Essential 10 – School Commitment We Do! Defining Responsibilities 2/4

Essential 10 – School Commitment We Do! Team Member Selection 3/4

Essential 10 – School Commitment We Do! Documentation 4/4

Looking at the Essential Assigned to your Group: You Do! Hands-On Directions: Looking at the Essential Assigned to your Group: Define the responsibilities needed for the success of that essential. Decide what type of team member (Adm., Guidance, Elective Teacher, Coordinator, Interdisciplinary Site Team Teacher) would be suited for this task. Describe how the site team might be able to show documented evidence of this essential for the CSS binder.

Share Out! Present your Essential (What is the focus?) Name 2-3 Responsibilities Suggest a Possible Site Team Member Quickly Explain why? Name an additional documentation not suggested by AVID.

A strong site team = A strong AVID Program One person can’t do this alone! AVID done right can allow teachers feedback opportunities, offer a venue for facilitating Professional Learning, establish clear goals and expectations for school sites, offer teachers instructional resources and strategies, and establish school base instructional initiatives.

Participant Scale and Reflection (Please complete and turn in) 0-Not Using No understanding or implementation steps taken away 1-Beginning Little understanding and inconsistent implementation steps taken away 2-Developing Moderate understanding and implementation steps taken away 3-Applying Consistent understanding and implementation steps taken away along with monitoring componets for effective execution 4-Innovating In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways Summer Leadership Institute