1. 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

2. 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

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

4. 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 school year and assign site team members responsibilities for ensuring success of the AVID program at their school sites.

5. 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
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6. 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.”
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7. 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
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8. 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
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9. Vocabulary: AVID, Essential, Site Team, Coordinator, WICOR

10. AVID Schools SPEAK!

11. Signs of Life

12. Lifeless!

13. 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

14. 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.

15. 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.

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

17. 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

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

19. 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

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

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

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

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

24. 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.

25. 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.

27. 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.

28. 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
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