We have two grades (7 and 8) and we are hoping to align so kids get the most non-repetitive all around program preparing them for high school. The feeling with our whole district team is that middle school is a foundation for learning AVID skills with a little application and high school is mostly application of AVID skills with a little foundation. It's a journey not a destination.
Here's an example of what we are developing in the two year plan...we want students to create a persuasive paper in 7th grade. There is a whole lot of writing skills to develop through the use of the AVID writing book. What if the culminating project is the persuasive paper and along the way students select from the various skills in the writing book as portions of their portfolio. They get some self direction and responsibility, there is less "boring" presentation, students develop skill (foundation) and produce a final project (persuasive writing). We even have a plan to attach the final drafts to website so families and others will be able to see the work.
We have a ways to go to finalize but it feels like a good plan.
Monday, December 21, 2009
Friday, December 18, 2009
Alignment
The AVID Elective teachers in my building got to meet the other day. We all came to the same conclusion about "weeks at a glance" - pacing is helpful but it's difficult to meet the time frame. We've started a plan to align 7th and 8th grade and the high school program, including things like special projects and field trips and Philosophical Chairs and Socratic Seminar. Our rough draft is based on what the high school staff really wants our AVID kids to know.
I think it has potential. As we develop it, I'll add it to the blog or website.
Happy Holidays.
I think it has potential. As we develop it, I'll add it to the blog or website.
Happy Holidays.
Thursday, November 26, 2009
I'm thankful for...
1. The door projects are looking really good. We started the idea a few years ago. Students, working in twos or threes, interview a staff member who graduated from college. Then they research and create a door display that honors the staff member and their school. I've never seen such attention to detail and such high quality artistic presentation. All in all this one project is not what I am most thankful for but it's an example. As frustrated as I get with students and class progression within AVID sometimes, there are so many things going well.
2. The AVID Elective teachers at our school are planning well together. We don't get to talk and plan enough but when we do we're all contributing expertise and effort. We're a lot better than we've ever been because we get along. The last few years the makeup of the team was different and we didn't get along so well. What a difference!
3. Tutorials are developing - I am seeing some skill developing earlier than past first AVID years (I get 7th graders this year). I feel like I am less panicky to get everything done at once and progress slower which seems to result in better quality. We really worked on inquiry process and the progression of questions to get students to ask during tutorial. I make the kids keep the prompts on their desk throughout and we give feedback before students leave at the end of class.
2. The AVID Elective teachers at our school are planning well together. We don't get to talk and plan enough but when we do we're all contributing expertise and effort. We're a lot better than we've ever been because we get along. The last few years the makeup of the team was different and we didn't get along so well. What a difference!
3. Tutorials are developing - I am seeing some skill developing earlier than past first AVID years (I get 7th graders this year). I feel like I am less panicky to get everything done at once and progress slower which seems to result in better quality. We really worked on inquiry process and the progression of questions to get students to ask during tutorial. I make the kids keep the prompts on their desk throughout and we give feedback before students leave at the end of class.
Saturday, November 21, 2009
AVID District Meeting
The other day we met as a district. High School Site team, and the two middle schools' AVID Elective Teachers. We talked about tutors, funding, a grant for the high school that makes them look at AVID tools and AVID school-wide, etc etc. The best part though was about vertical teaming. How do our middle school students perform at the high school? What do we need to do differently?
Here's what we came to...
1. The Connely article from AVID Summer Institute described particular attributes of students who are successful. We talked about how to have students understand the descriptors and assess themselves in reflection.
2. Read more...AVID students need to read more.
3. Math regularly during tutorials that are planned by teachers and tutors in conjunction with the math department instead of all tutorials being student generated (we'll see how that goes).
4. Time management as a focus.
5. We're also going to see if the media class can produce a video about "a Day in the Life of" several high school students to give middle school students a chance to see what the expectations, benefits and negatives are to high school. I think kids are getting tired of hearing what we think they should be and how they should go about it.
We'll see how it works out.
Here's what we came to...
1. The Connely article from AVID Summer Institute described particular attributes of students who are successful. We talked about how to have students understand the descriptors and assess themselves in reflection.
2. Read more...AVID students need to read more.
3. Math regularly during tutorials that are planned by teachers and tutors in conjunction with the math department instead of all tutorials being student generated (we'll see how that goes).
4. Time management as a focus.
5. We're also going to see if the media class can produce a video about "a Day in the Life of" several high school students to give middle school students a chance to see what the expectations, benefits and negatives are to high school. I think kids are getting tired of hearing what we think they should be and how they should go about it.
We'll see how it works out.
Friday, November 20, 2009
The AVID Dolldrums
It's almost the holidays. The website for AVID in the Northwest is up and running. Life is good but a couple of weeks ago, my AVID classroom was dull. It seemed like the students were bored. I know AVID = hard work and I tell my kids all the time that the single greatest difference between success and failure is effort. What was going on?
I think when my class is boring I am mostly irrelevant to my students. The AVID tools are good, my application of them is what needs adjustment.
Instead of a Philosphical Chairs on health care, we did it about the movie New Moon. Talk about engaged.
Instead of a time management unit straight from the AVID library, I assigned students to small film making crews who will make two minute films about a character who learns the benefits of time management.
Students are happy because they care about the subject matter and I'm happy because they are using AVID tools. Life is grand.
I think when my class is boring I am mostly irrelevant to my students. The AVID tools are good, my application of them is what needs adjustment.
Instead of a Philosphical Chairs on health care, we did it about the movie New Moon. Talk about engaged.
Instead of a time management unit straight from the AVID library, I assigned students to small film making crews who will make two minute films about a character who learns the benefits of time management.
Students are happy because they care about the subject matter and I'm happy because they are using AVID tools. Life is grand.
Monday, April 13, 2009
Presenting to Potential AVID Students
When we present to potential students, we want them to make an educated choice to apply or not. I like to weigh the pros and cons of a choice before I make it and I tried to recreate that. Below is a list of the parts that make up the AVID program. It gives potential students a snapshot of an AVID classroom. It is written in such a way that it sounds like there are right and wrong answers. The real message is that there are no absolutes. Every person needs to make their own choice.
Is AVID For You?
Making choices means figuring out the positives and negatives of a situation as a way to help you understand what you should do. Can you figure out which of the following parts of AVID are positive and which are negative? The following list tells you some of the things that make an AVID class special. Some are positive and some are negative. Mark a + next to the positives and a – next to the negatives. The teacher will give you the answers in a few minutes. Talk to others if it helps.
____Learn ways to pay for college
____Field trips
____Improve and practice reading
____Do projects about college
____Improve public speaking
____Extra Binder Checks
____Students learn to help other students
____Students learn to let other students help them
____Parents will get more calls and emails and text messages from the teacher
____Improved goal setting for grades
____Guest Speakers
____Working with others
____Taking the toughest classes in school
____Getting extra help to do well in the tough classes
____Prepare for college
____Team building
____AVID teacher gives you extra help
____Think at a high level
____Students stay in until the 12th grade
____Students give up an elective (instead of two in middle school you only get one)
____Extra homework
____Extra Cornell notes
____Extra Calendar/Planner checks
____More difficult classes
____Students read about ways to change their lives
____Meet people who will help students with their goals
____Students learn better time management
____Improve and practice writing
____Hard work
____ Sacrifice
____ Problems that are not easily solved
Total Negatives ____
Total Positives ____
Tuesday, March 24, 2009
Recruiting Students Part II
The second part of recruiting is getting good information from the current teachers of your next group of students. What past history will make the a student a good candidate for the AVID classroom? I don't look for perfection but I do limit the at-risk students to two or three. I do want to know weaknesses in organization, time management, reading, collaboration, etc so I can ask more questions of students during interviews to find out more. I want students to know what they are getting themselves into by being a part of an AVID elective class.
Here are the questions I ask recommending teachers and the corresponding choices for response that they have. I assign points to the answers and use the "scores" on the matrix of selection we use throughout the process.
From the form that goes to recommending teachers...
Here are the questions I ask recommending teachers and the corresponding choices for response that they have. I assign points to the answers and use the "scores" on the matrix of selection we use throughout the process.
From the form that goes to recommending teachers...
AVID students have high potential for college success but lack college-going culture. AVID candidates are in the “middle” and would not succeed in a rigorous curriculum without the support of the AVID Class, and might be:
Traditionally underserved in colleges.
- Disadvantaged (often measured by free and reduced lunch status).
- The first-time college attendee from a family (first generation college students are children whose parents have not completed a four year degree).
- Any combination of the above.
Consider these two important factors when evaluating students:
1. Is the student AVID-like or At Risk? The goal for an At Risk student is to graduate from high school and the goal for an AVID student is to be successful in a four year university.
2. Does the student have the motivation and desire to prepare for entrance to a four year college or university?
Directions: Please circle one for each of the 11 statements.
1. The student is:
Absent four (4) times or more per month. Less than four (4) times per month.
2. The student’s GPA is:
0.00-0.99. 1.0-1.99. 3.51-4.00. 2.00-3.50.
3. The student’s work is turned in:
Not at all. Mostly late. Mostly on time. Always on time.
4. On average, the student’s work is done:
With no pace. At a poor pace (often a last minute rush to finish). At a steady pace.
5. The student collaborates well with:
No one. Friends. Most people. All people.
6. The student gets referred to the office for behavior:
Often. Once in awhile. Never.
7. The student gets in classroom trouble for minor behavior issues like talking out of turn:
Often. Once in awhile. Never.
8. The student reads books:
Never. Sometimes when assigned. When assigned. When assigned and on their own.
9. On an average assignment, the student:
Does not do the assignment.
The student does not meet the objectives.
The student meets a few of the objectives.
The student meets the objectives.
The student exceeds the objectives.
10. On an average assignment, the student:
Puts in little or no effort.
Puts some effort into the assignment but stops working when difficulties arise.
Works until the assignment is completed and continues working even when difficulties arise.
Works until the assignment is completed and continues working even when difficulties arise. Difficulties for this student are seen as opportunities to strengthen understanding.
11. The student is mostly:
At Risk Neither AVID-Like
Comments (do not feel obligated to write unless you feel we need more information. Students will not be evaluated poorly because you did not write more comments).
Wednesday, March 18, 2009
Recruiting Students
I begin a three part series on recruiting students for AVID elective (I sound so journalistic). I have been reading a non-fiction book about major league baseball's attempt to pick the best athletes in their draft. The book by Mike Lewis is entitled Moneyball. The author follows the Oakland A's in particular, a small market team with limited resources, they have to find the best overlooked players to be competitive (kind of like AVID teachers trying to find kids in the middle).
I'm paraphrasing an excerpt from the book....It's not about what they look like or what they might become, it's about finding out what they've done in their past that gives indicators about their future.
That struck me as very AVID-esque. I rewrote some of our recruiting material. Over the next few weeks I'll share it here. If you're desperate for the whole package, email me and I'll gladly share.
Student Application
We warn kids on the application that the things we are asking them are the same kinds of things we are asking of teachers. Vast differences could be held against the student. We also warn students that neatness and lack of mistakes are most impressive.
Here are the questions we ask for the written application:
1. Do you want to go to college? Why?
2. Why do you want to be selected for AVID?
3. What is your GPA? Why?
4. If we asked people in your class about how you work with others, what would they say?
5. How often do you get in trouble? Why?
6. How often do you read books? Why? How many books have you read this year?
7. When you are assigned a project, how do you work? What is your pace?
8. How often do you finish assignments (always, sometimes, never)? Why?
9. You are working on a math problem. It is hard and you are not getting the correct answer. How do you react?
10. When do you turn in most assignments (on time or late)? Why?
11. If someone held your binder upside down and shook it, what would happen?
Why?
We have recruited too many students because of who we wanted them to become much to our mutual frustration. Getting better means more success.
I'm paraphrasing an excerpt from the book....It's not about what they look like or what they might become, it's about finding out what they've done in their past that gives indicators about their future.
That struck me as very AVID-esque. I rewrote some of our recruiting material. Over the next few weeks I'll share it here. If you're desperate for the whole package, email me and I'll gladly share.
Student Application
We warn kids on the application that the things we are asking them are the same kinds of things we are asking of teachers. Vast differences could be held against the student. We also warn students that neatness and lack of mistakes are most impressive.
Here are the questions we ask for the written application:
1. Do you want to go to college? Why?
2. Why do you want to be selected for AVID?
3. What is your GPA? Why?
4. If we asked people in your class about how you work with others, what would they say?
5. How often do you get in trouble? Why?
6. How often do you read books? Why? How many books have you read this year?
7. When you are assigned a project, how do you work? What is your pace?
8. How often do you finish assignments (always, sometimes, never)? Why?
9. You are working on a math problem. It is hard and you are not getting the correct answer. How do you react?
10. When do you turn in most assignments (on time or late)? Why?
11. If someone held your binder upside down and shook it, what would happen?
Why?
We have recruited too many students because of who we wanted them to become much to our mutual frustration. Getting better means more success.
Tuesday, March 10, 2009
You Tube and AVID
Talk about a hoot...I got this suggestion at a recruiting presentation (but I cannot remember who told me about this - email me if it was you and I'll send you a prize). Check out www.youtube.com and search for AVID and/or the AVID song. Classes of AVID kids are online through youtube. Some of the videos are slightly inappropriate for class sharing, but it might shake a nuget or two loose for ways to feature your own class.
What if we had the first annual AVID Northwest Youtube video contest? The first video to get 5,000 hits wins a traveling trophy. Are you interested?
What if we had the first annual AVID Northwest Youtube video contest? The first video to get 5,000 hits wins a traveling trophy. Are you interested?
Monday, February 23, 2009
AVID Curriculum Ideas
Some observers from AVID in San Diego recently visited some schools in Washington. To their amazement, only a few of the many classes they visited were working on actual AVID curriculum. Most of the classrooms were using materials they had developed themselves.
Maybe, AVID teachers feel compelled to create. After all schools pick AVID teachers because they are good educators. Maybe, most of us wanted to impress the visitors when they came to our classes. The observers did not think people were being
Besides college readiness, if there is a common theme to AVID teachers' work it is that there is never enough time. I've got an answer to the problem. Use the AVID curriculum for a vast majority of your work and save yourself some time. Students will benefit from the 30 years of curricular development. Your district spent time and money to have you trained in the curriculum and purchase a library for you to use. Put that money to good use.
Maybe, AVID teachers feel compelled to create. After all schools pick AVID teachers because they are good educators. Maybe, most of us wanted to impress the visitors when they came to our classes. The observers did not think people were being
Besides college readiness, if there is a common theme to AVID teachers' work it is that there is never enough time. I've got an answer to the problem. Use the AVID curriculum for a vast majority of your work and save yourself some time. Students will benefit from the 30 years of curricular development. Your district spent time and money to have you trained in the curriculum and purchase a library for you to use. Put that money to good use.
Monday, February 16, 2009
Affirmations
Once in a great while I like to mix it up for tutorials. I want the kids to build a relationship with the tutors and vice versa. Sometimes we do affirmations. I found a few of websites with lots of ideas through google searches. I print out a choice list for each group. The tutors ask for a number between 1 and 30 and they read the affirmation for the group. Everyone has the option to answer and tell why they feel the way they do.
Afterwards, students journal what they learned about themselves and others. They can even create some affirmations for the next time. I do this three or four times per year. Below is an example.
1. What kind of music would be torture to listen to for an hour? Why?
2. Describe what you fear.
3. What movie have you watched four times or more? Why?
4. What is your favorite line in a movie?
5. What was the most memorable news you ever watched or heard about?
6. What is the best sport in the world?
7. What do you think is the most boring sport?
8. What is your favorite beverage to have for breakfast?
9. What is one food that makes you say "yuck"?
10. How do you feel about toast? Be honest.
11. What do you like on top of your pancakes?
12. What's your favorite kind of store?
13. I would like to donate a large sum of money to a worthy cause. Which cause would you suggest?
14. Have you ever waved to someone, only to realize that they weren't the right person?
15. Which is the best bumper sticker you have come across?
16. Describe your dream car.
17. What color car would you never want?
18. Would you wear your seatbelt if it wasn't required by law?
19. What is your favorite Candy Bar?
20. You can meet three famous people for a dinner. They can be anyone alive today or someone from the past. Who do you pick?
21. Describe a TV ad that is terrific.
22. Describe a TV ad that is terrible.
23. Would you be embarrassed to work at McDonalds?
24. Would you rather have your own airplane or submarine?
25. Name or describe the best fast food ever.
26. You invite people over to make your speciality. What do you cook for the group?
27. What video game best represents your life?
28. You can have a cell phone (without television but it has everything else) or a television with cable. Which do you choose?
29. What is your favorite card game to play with family or friends?
30. Describe the best way you ever spent money.
Journal at the end:
• What do you learn about others when we do these kinds of things?
• What do you learn about yourself?
• What do you like about affirmations?
• What do you not like about affirmations?
• Create some of your own for next time.
Afterwards, students journal what they learned about themselves and others. They can even create some affirmations for the next time. I do this three or four times per year. Below is an example.
1. What kind of music would be torture to listen to for an hour? Why?
2. Describe what you fear.
3. What movie have you watched four times or more? Why?
4. What is your favorite line in a movie?
5. What was the most memorable news you ever watched or heard about?
6. What is the best sport in the world?
7. What do you think is the most boring sport?
8. What is your favorite beverage to have for breakfast?
9. What is one food that makes you say "yuck"?
10. How do you feel about toast? Be honest.
11. What do you like on top of your pancakes?
12. What's your favorite kind of store?
13. I would like to donate a large sum of money to a worthy cause. Which cause would you suggest?
14. Have you ever waved to someone, only to realize that they weren't the right person?
15. Which is the best bumper sticker you have come across?
16. Describe your dream car.
17. What color car would you never want?
18. Would you wear your seatbelt if it wasn't required by law?
19. What is your favorite Candy Bar?
20. You can meet three famous people for a dinner. They can be anyone alive today or someone from the past. Who do you pick?
21. Describe a TV ad that is terrific.
22. Describe a TV ad that is terrible.
23. Would you be embarrassed to work at McDonalds?
24. Would you rather have your own airplane or submarine?
25. Name or describe the best fast food ever.
26. You invite people over to make your speciality. What do you cook for the group?
27. What video game best represents your life?
28. You can have a cell phone (without television but it has everything else) or a television with cable. Which do you choose?
29. What is your favorite card game to play with family or friends?
30. Describe the best way you ever spent money.
Journal at the end:
• What do you learn about others when we do these kinds of things?
• What do you learn about yourself?
• What do you like about affirmations?
• What do you not like about affirmations?
• Create some of your own for next time.
Monday, February 9, 2009
Smithsonian Institute Internship
Courtesy of Karen Lewis, Director of AVID's Western Division..."As part of the continuing trend to provide not only your district but your students with various educational opportunities, HACU is pleased to forward the following information for the Smithsonian Latino Center on their 2009 Young Ambassadors Program. The Young Ambassadors is a national leadership development program for high school seniors with the aim to cultivate the next generation of Latino leaders in the arts and culture fields through one-on-one interaction with artists, curators, historians, and other museum and arts professionals. This program is made possible through the generous support of Ford Motor Company Fund.
The Smithsonian Latino Center is looking for graduating high school seniors with an interest and commitment to the arts (e.g. film, dance, design, music, visual, performing, and/or literary arts) and a GPA of 3.25 or above to participate in a one week internship at the Smithsonian Institute in Washington. DC. Through the Ford Motor Company, all meals, accommodations and roundtrip airfare will be provided for the 24 students selected for this program. In addition, students will also be eligible for a 4 week internship at a Smithsonian affiliated museum or other cultural institution in their community. After completing both the week in DC and the 4 week internship, students will receive a $2000.00 stipend for their college expenses.
The deadline to apply is March 31, 2009. For further information and program requirements and to apply, please visit www.latino.si.edu/education or contact Emily Key, Education Programs Manager, at 202.633.1268 or by email at keye@si.edu.
If I can be of any assistance, please feel free to contact me.
Jeanette R. Morales
Member & Affiliate Services Program Manager
Hispanic Association of Colleges & Universities
8415 Datapoint Drive, Suite 400
San Antonio, TX 78229
Direct Line: (210) 576-3220
Fax: (210) 692-0823"
AVID Elective Teacher Meeting and Training
There is an elective teacher training and meeting on February 24 at the Everett District Office. The focus of the time is on retaining and recruiting.
Monday, February 2, 2009
Elective Teacher Meeting and Training
Reserve February 24 for another Washington State AVID Elective Teacher meeting and training. While there will be time to discuss and work on many parts of AVID elective classrooms, the focus of this meeting will be student recruitment. The training will take pace in Everett, Washington. I'll find the location and times and post it asap.
Philosophical Chairs of the Week
If a friend lets you download music you did not pay for is it stealing?
Monday, January 26, 2009
Summer Institute Speakers
In my early days as an AVID teacher I remember thinking that my students didn't have personal stories that compared to the stories I heard at the summer institute lunches. I was wrong. My kids have been through many adverse and challenging situations. While no one from my classes has been selected to speak yet, the writing has been eye opening.
AVID needs teachers and student speakers for Summer Institutes. Your class might not have a writer selected for presentation, but having your students produce their biography helps them improve writing and you will be surprised about how much more you will know about them. Your personal story might inspire someone else. You never now until you try.
Student essays are due to AVID Center by February 6th. Teacher essay are due February 20th. Additional information can be found on the website at www.avidonline.org or you can email me for guidelines provided by Western Division.
AVID needs teachers and student speakers for Summer Institutes. Your class might not have a writer selected for presentation, but having your students produce their biography helps them improve writing and you will be surprised about how much more you will know about them. Your personal story might inspire someone else. You never now until you try.
Student essays are due to AVID Center by February 6th. Teacher essay are due February 20th. Additional information can be found on the website at www.avidonline.org or you can email me for guidelines provided by Western Division.
Philosophical Chairs of the Week
You should always tell the truth.
Got a good Philosophical Chairs question or statement? Share the wealth. Blog it for all to see.
Got a good Philosophical Chairs question or statement? Share the wealth. Blog it for all to see.
Monday, January 19, 2009
Philosophical Chairs of the Week
1. From Teaching Tolerance magazine's January 2009 edition...Do more people in Africa live in cities (government, business, paved roads, infrastructure, etc) or outside of cities (villages, tribal communities, farms, dwellings outside city boundaries, etc)?
2. In a hundred years, who will be remembered more Barack Obama or Martin Luther King Jr.?
3. If you get hit should you hit back?
We need your ideas for Philosophical Chairs. Post them on this blog.
2. In a hundred years, who will be remembered more Barack Obama or Martin Luther King Jr.?
3. If you get hit should you hit back?
We need your ideas for Philosophical Chairs. Post them on this blog.
Mission and Rigor
Do you have AVID's Mission hanging on your classroom walls, in the school library, in the staff room and in student portfolios? How about the definition of rigor?
AVID's mission is to ensure that ALL students, and most especially the least
served students who are in the middle:
1. Will succeed in rigorous curriculum.
2. Will complete a college preparatory path.
3. Will enter mainstream activities of the school
4. Will increase their enrollment in four-year colleges.
5. Will become educated and responsible participants and leaders in a
democratic society.
Academic rigor means an understanding of content that is complex, ambiguous, and personally and emotionally challenging.
AVID's mission is to ensure that ALL students, and most especially the least
served students who are in the middle:
1. Will succeed in rigorous curriculum.
2. Will complete a college preparatory path.
3. Will enter mainstream activities of the school
4. Will increase their enrollment in four-year colleges.
5. Will become educated and responsible participants and leaders in a
democratic society.
Academic rigor means an understanding of content that is complex, ambiguous, and personally and emotionally challenging.
Monday, January 12, 2009
thinkfinity.org
I got to go to Washington's Office of Superintendent of Public Instruction's (OSPI) annual conference last week. While I was on my way to the first day's activities, I passed by an electronic freeway sign (the ones that tell you the pace of traffic, accidents are ahead, etc.). The one I passed said "test, test, test". I thought it was especially appropriate given the amount of time assessment would be discussed at the conference.
While at the conference, I did hear about a great teacher resource. Thinkfinity.org has over 50,000 free lesson plans and other teacher resources. It is a Verizon website. There is a great keyword search and several layers of current event projects as well as lessons and ideas for every subject. There are even inquiry specific lessons.
What websites are your favorites for teacher resources? Please share by posting.
While at the conference, I did hear about a great teacher resource. Thinkfinity.org has over 50,000 free lesson plans and other teacher resources. It is a Verizon website. There is a great keyword search and several layers of current event projects as well as lessons and ideas for every subject. There are even inquiry specific lessons.
What websites are your favorites for teacher resources? Please share by posting.
Thursday, January 1, 2009
Struggling AVID Students
When do you exit a student from AVID? AVID says we need to give students three years of opportunity before we can expect change. That being said, when do you decide that a student is too much of a negative distraction for the classroom?
Probation is an alternative but too many AVID schools do not define it adequately. Here are some suggestions for developing a probation plan:
1. Discuss the contract of AVID and review with students often. Do students have access to their contract?
2. Work as a site to define "struggling".
3. Design a probation plan and make sure students know the plan before they are placed on probation. Make sure to include timelines for success or failure, make probation plans specific and defined (ambiguity leads to confusion) and include parent communication.
4. Design meaningful probation penalties that will lead to improvement (no field trips, no guest speakers so students will have extra time to improve school work, mandatory study hall, etc).
5. Give ample opportunities for students to make amends.
Email me for a short and meaningful powerpoint presentation of 11 slides from AVID that detail key ideas and questions for you and your Site Team to consider when deciding what to do with students that struggle.
What have you done to help struggling AVID students while keeping them accountable?
Probation is an alternative but too many AVID schools do not define it adequately. Here are some suggestions for developing a probation plan:
1. Discuss the contract of AVID and review with students often. Do students have access to their contract?
2. Work as a site to define "struggling".
3. Design a probation plan and make sure students know the plan before they are placed on probation. Make sure to include timelines for success or failure, make probation plans specific and defined (ambiguity leads to confusion) and include parent communication.
4. Design meaningful probation penalties that will lead to improvement (no field trips, no guest speakers so students will have extra time to improve school work, mandatory study hall, etc).
5. Give ample opportunities for students to make amends.
Email me for a short and meaningful powerpoint presentation of 11 slides from AVID that detail key ideas and questions for you and your Site Team to consider when deciding what to do with students that struggle.
What have you done to help struggling AVID students while keeping them accountable?
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