1. AVID Overview (From AVID Support Curriculum Resource Guide)

2. AVID Mission Statement

3. Complete Activity 1: “Getting the Gist”

4. Top 10 Characteristics of Ideal Tutors Read the characteristics of top tutors to complete Activity 2 1. Report to the AVID elective class on time and prepared to work. 2. Show initiative by doing what needs to be done without waiting to be asked. 3. Are well-groomed and dress appropriately, according to district and school guidelines 4. Treat students, fellow tutors, teachers and other school personnel with respect 5. Have good communication skills. Are willing to ask questions and provide constructive feedback to improve the quality of the AVID program

5. Top 10 Characteristics of Ideal Tutors 6. Are eager to learn about their tutoring position and are open to new perspectives. 7. Collaborate with AVID teachers, students and other tutors 8. Do quality work and remember that doing their very best will result in high achievement for AVID students. 9. Are knowledgeable about and understand district/site policies and procedures and adhere to them. 10. Are knowledgeable about the AVID program and its mission, philosophy, and methodologies so they can successfully fulfill their role.

6. Top 10 Characteristics of Ideal Tutors Complete Activity 2 using the characteristics of ideal tutors

7. Expectations of Teacher, Students, and Tutors Read the following slides to complete Activity 3: “ Expectations: Venn Diagram”

8. Expectations: AVID Teacher 1. The AVID teacher takes an active part in coaching classroom tutors and in developing the academic and personal strength of AVID students. 2. The AVID teacher takes care in implementing the AVID Program so that it aligns with the 11 Essentials.

9. 3. The AVID teacher becomes a master of the stages of the AVID tutorial and the inquiry learning process and coaches teachers/tutors in gaining a thorough understanding of the following steps: Students take Cornell notes in their academic classes. Students complete the Tutorial Request Form (TRF), including two higher-level questions from their academic class Cornell notes, homework, class work, quizzes, and/or tests. As students enter the room, the teacher/tutor checks and/or collects the Tutorial Request Forms. The resources students bring to class to support their questions are also checked. Students are divided into tutorial groups of seven or fewer. One student begins the tutorial by presenting a higher-level question to the group. Tutor and group members ask questions to guide the student presenter through the inquiry process. Group members/tutor check the student presenter’s understanding of the answer to his/her question by asking clarifying questions. Steps 5 and 6 are repeated for all group members. Students complete a written reflection on their learning (content and/or process). Students turn in their Tutorial Request Forms to teacher/tutor for grading and feedback. Teacher/tutors/students debrief the tutorial process. Students verify their learning in their academic classes. Expectations: AVID Teacher

10. 4. The AVID teacher assists AVID tutors/students in developing personal pride and commitment. 5. Responsibilities of the AVID elective teacher include: Implementing the AVID curriculum. Ongoing monitoring of the progress of AVID students. Training, coaching, and debriefing the tutorial process with tutors and students. Participating in all AVID elective teacher and/or Site Team meetings. Assisting with and participating in all AVID functions (e.g., parent meetings, AVID field trips, tutor recruitment, and staff development). Attending AVID trainings in the summer and throughout the school year. Expectations: AVID Teacher

11. Expectations: AVID Students 1. AVID students are actively involved in their own education and grow academically and personally through the support of the AVID program. 2. AVID students become thoroughly grounded in AVID strategies (WICR: writing, inquiry, collaboration, and reading).

12. Expectations: AVID Student 3. AVID students become masters of each stage of the AVID tutorial and the inquiry learning process, as described below: Students take Cornell notes in their academic classes. Students complete the Tutorial Request Form (TRF), including two higher-level questions from their academic class Cornell notes, homework, class work, quizzes, and/or tests. As students enter the room, the teacher/tutor checks and/or collects the Tutorial Request Forms. The resources students bring to class to support their questions are also checked. Students are divided into tutorial groups of seven or fewer. One student begins the tutorial by presenting a higher-level question to the group. Tutor and group members ask questions to guide the student presenter through the inquiry process. Group members/tutor check the student presenter’s understanding of the answer to his/her question by asking clarifying questions. Steps 5 and 6 are repeated for all group members. Students complete a written reflection on their learning (content and/or process). Students turn in their Tutorial Request Forms to teacher/tutor for grading and feedback. Teacher/tutors/students debrief the tutorial process. Students verify their learning in their academic classes.

13. Expectations: AVID Student 4. AVID students develop personal pride in themselves and their work. 5. AVID students will: Be positive, encouraging, and supportive of their classmates. Arrive on time and prepared for class (bring completed Tutorial Request Form with higher-level questions and related resources—class notes, textbooks, past tests, etc.). Act as a role model in behavior for peers. Become familiar with the specific routines and expectations of their teachers’ classrooms. Understand the importance of learning and of achieving academic success. Take an active part in developing academic strength, personal pride, and self-advocacy. Demonstrate commitment to themselves, to AVID, and to their studies.

14. Expectations: AVID Student Communicate effectively with their teachers, tutors, and other students. Discuss with AVID tutors common areas of concern. Learn by asking questions (inquiry), not by having answers provided for them. Maintain at least a 2.0 GPA and satisfactory citizenship and attendance in all classes. Maintain enrollment in college-preparatory classes. Maintain an AVID three-ring binder (with agenda/daily planner/calendar, Cornell notes, assignments in all classes, and Tutorial Request Forms). Take Cornell notes and/or keep learning logs in all academic classes. Complete all homework assignments (commit to at least two hours of homework every night). Participate in AVID tutorials at least twice a week. Participate in extracurricular activities, field trips, and community service. Attend summer school as needed to take additional coursework and/or to raise grades to maintain college eligibility. (high school) Prepare for and take college entrance exams such as the PSAT®, PLAN, SAT®, and ACT. (high school)

15. Expectations: AVID Tutors 1. The AVID tutor takes an active part in developing the academic and personal strength of AVID students. 2. The AVID tutor becomes thoroughly grounded in AVID strategies (WICR: writing, inquiry, collaboration, and reading).

16. Expectations: AVID Tutor 3. The AVID tutor becomes a master of each stage of the AVID tutorial and the inquiry learning process, as described below: Students take Cornell notes in their academic classes. Students complete the Tutorial Request Form (TRF), including two higher-level questions from their academic class Cornell notes, homework, class work, quizzes, and/or tests. As students enter the room, the teacher/tutor checks and/or collects the Tutorial Request Forms. The resources students bring to class to support their questions are also checked. Students are divided into tutorial groups of seven or fewer. One student begins the tutorial by presenting a higher-level question to the group. Tutor and group members ask questions to guide the student presenter through the inquiry process. Group members/tutor check the student presenter’s understanding of the answer to his/her question by asking clarifying questions. Steps 5 and 6 are repeated for all group members. Students complete a written reflection on their learning (content and/or process). Students turn in their Tutorial Request Forms to teacher/tutor for grading and feedback. Teacher/tutors/students debrief the tutorial process. Students verify their learning in their academic classes.

17. 4. The AVID tutor assists AVID students in developing personal pride. 5. The AVID tutor: Takes an active role in developing the academic and personal strengths of AVID students. Assists students in the successful completion of college eligibility requirements. Provides academic support for students in rigorous courses. Encourages students to enroll in a four-year college or university after high school graduation. Serves as a role model/mentor to AVID students. Expectations: AVID Tutor

18. 6. AVID tutors are expected to be active learners, not experts. Because you have been selected as a tutor for this special class, it is expected and understood that you will: Be positive and professional at all times. Arrive on time and prepared for class. Act as a role model in behavior; wear appropriate attire at all times. Assist students in maintaining their AVID binders (with calendar, assignment sheets, Tutorial Request Forms, and daily Cornell notes in all academic classes). Actively participate in collaborative groups and tutorials. Participate in AVID field trips and motivational activities (when possible). Inform teacher in advance of absences/tardies on a tutorial day. Become familiar with the specific routines and expectations of each AVID teacher’s classrooms. Facilitate the tutorial learning process and implement AVID methodologies. Adhere to district/site policies and procedures. Complete 16 hours of tutor training. Expectations: AVID Tutor