Access, 2005 Spring

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The American High School Rediscovered As high school reform gains momentum, AVID continues to lead the way.

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AVID Celebrates Silver Anniversary AVID celebrates its 25th anniversary with a focus for the next 25 years on systemic redesign for school districts that will prepare all students for college.

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A New AVID Book! Excerpts from five stories give a sneak peek at a new AVID book.

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AVID's Connection to Key Federal and National Initiatives How AVID works closely on national educational initiatives.

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Join Us for AVID's 25th Anniversary in Los Angeles AVID adds a fifth Summer Institute.

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AVID Press: A Curriculum Update New curriculum to be introduced in 2005-2006.

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Seize the Data AVID's senior data collection goes programwide Spring 2005.

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The American High School Rediscovered: AVID Continues to Lead the Way By Robert Gira AVID National Program Director

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We have to do away with the outdated idea that only some students need to be ready for college and that the others can walk away from higher education and still thrive in our 21st century society.

Bill Gates Los Angeles Times, March 1, 2005

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In recent months, politicians— ranging from President Bush to the National Governors Association—have turned their focus to the American high school, noting the importance of improving the preparation of U.S. graduates. The emphasis on high school education and the need to reinvent high schools is nothing new. Over 20 years ago, the critical report, “A Nation at Risk,” offered damning evidence that American high schools fail to educate our graduates. Now, new reports, summit meetings, books, editorials and other efforts are reinvigorating the discussion. President Bush has asked Congress to provide over a billion dollars a year to fund his high school reform initiative, which, in part, advocates that more students take a college preparatory sequence. Recently, the National Center for Educational Accountability issued a report noting a lack of effective data regarding high schools. The report also noted the importance of a coherent curriculum, participating in AP, and other rigorous opportunities that their research has found successful. The National Governors Association has placed high school education

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at the center of its educational efforts. At a summit meeting in late February, the NGA invited educational leaders, including AVID Center’s National Associate Director, Ron Ottinger, to a series of sessions focused on the high school. Presenters included Microsoft chair Bill Gates, who addressed the group and subsequently published remarks in the Los Angeles Times, noting the importance of “rigor, relevance, and relationships.” Gates said, “Sure enough, today only one-third of our students graduate from high school ready for college, work and citizenship. The others, most of whom are low-income and minority students are tracked into courses that won’t ever get them ready for any of those things—no matter how well the students learn or how hard the teachers work.” Among Gates’ assertions at the NGA summit: 1) High schools are obsolete, based on a design that is a half-century old; 2) Only a third of U.S. high school graduates are “college ready,” with low-income and

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minority students tracked into lower level courses, a recipe for what Gates calls “economic disaster”; 3) Most jobs that can support a family require some postsecondary education, but only half of our graduates enroll in postsecondary institutions; 4) All students should graduate from high school ready for college, and we should continually collect data to measure that progress; 5) U.S. graduates rank last among industrialized nations in math and science; that must be addressed immediately. In observing sessions and talking with participants at the NGA High School Summit, Ottinger was impressed with the dedication to improving the quality of America’s high schools. “This is the first time in many years our governors are so united about an educational issue,” said Ottinger. “I noticed that many of the participants know about AVID and recognize that we have a role to play in strengthening high schools.” The National Governors Association has prepared a series of briefing papers as a result of the recent summit. Those papers, along with Bill Gates’ remarks, are available at nga.org. NGA’s ten recommendations focus on the need for more rigorous courses, including AP, and an emphasis on high school literacy. School districts and sites connected to the AVID network are

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aware that AVID has been engaged in profound high school reform for 25 years, since Mary Catherine Swanson founded the program at Clairemont High School in San Diego, California in 1980. What are the AVID lessons relevant to the current discussion and debate regarding high schools? ■ Effective high schools are the result of a districtwide emphasis on rigor, support and academic training. Districts should focus on making all students “college ready.” Many AVID districts engage in preparing all students academically, as early as the fourth or fifth grade. Research shows that, particularly for low-income and minority students, middle school is a key “break point” and that middle school preparation provides the necessary “on ramp” to rigor in high school. AVID Center works with regions and districts to provide the support necessary. ■ Interdisciplinary teams, at both the high school and middle school, must work together to develop and refine their plans for increasing access to rigorous curriculum and support in challenging courses. Research in California and Texas has shown that schoolwide results are the companion of effective AVID site teams. At the high school level, even large schools can provide the support necessary for many more students to succeed. Ramona High School in Riverside, California, and Smoky Hill High School in Colorado (both AVID

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National Demonstration Schools) have effective teams that have increased AP and IB participation by low-income and minority students. At Ramona High School, for example, the participation of students in AP has tripled. ■ Vertical articulation within a district reduces incoherent curriculum and makes high schools more effective. AVID’s professional development typically focuses on training middle schools and high schools together. At Summer Institutes, vertical teams are increasingly working on their plans collaboratively. In addition, middle and high school content teachers work together in their Summer Institute sessions and in two-day Write Path trainings. ■ The AVID academic elective provides support for high school AVID students, as they are required to take more and more challenging courses. These students improve a site’s performance on a variety of measures. AVID students take an increasing number of AP courses and exams (more than 50% of AVID graduates take at least one AP exam), outperform their peer group on standardized tests, and allow a site to open a greater number of challenging courses to the entire student body. For additional reading on AVID’s high school work, see the Research section of AVID’s website, www.avidonline.org.

AVID Celebrates Silver Anniversary By Adam Behar, AVID Public Relations Director AVID’s 25th anniversary provides us with the opportunity to take inventory of our collective accomplishments and, perhaps more importantly, to consider the challenges ahead. Most of all, it is an opportunity to celebrate. And those who attend Summer Institute this year will have quite a treat in store for them. Here’s a preview: munication tool for training AVID teachers, motivating students, and educating AVID’s community supporters on the program’s history and success.

Special Commemorative Book At Summer Institute registration, attendees will receive a brand-new book commemorating AVID’s 25th anniversary and featuring 25 moving profiles of AVID students and teachers spanning the program’s history. The book will be organized according to certain themes, such as overcoming adversity, individual determination, rigor and support. Written by former USA Today reporter Bob Ross, this specially designed book is a gift from AVID Center—our way of thanking you for the countless hours you have dedicated to helping our students realize their college dreams. (See accompanying article for excerpts from the book.) Also keep an eye out for the “Walk of Fame,” a photo display of those students featured in the book. Opening Program As the lights go down, the audience will be directed to the large screens for an animation short unveiling AVID’s 25th anniversary logo. This presentation will morph into a Summer Institute retrospective featuring memorable moments from past keynote and student speakers. AVID graduate Steven Lei, whose story is featured in the book, will

perform a reading of his profile. The event will conclude with a photo montage of current AVID students and sites from across the world wishing AVID a happy 25th! Closing Luncheon The luncheon will kick off with a presentation of AVID’s newest video. A companion piece to the 25th anniversary book, the video will bring to life the amazing stories of AVID students who have faced and overcome seemingly insurmountable odds. It will also tell the larger story of how one education program, over 25 years, has changed the course of history for thousands of students, schools, and communities. Produced by award-winning video company, Four Square Productions, the video will be an ideal comPAGE 4

Mary Catherine’s keynote speech will be an eloquent call-to-action for all of us involved in AVID. It will be different this year, because along with a local student speaker, her speech will feature two alumni speakers who also appear in the book. The Summer Institute theme is, “AVID: Changing the Course of History.” It suggests that in challenging the prevailing orthodoxy— that college should be the province of the few—AVID is changing the way, philosophically and politically, that we as a society and future generations think about the potential of the individual. AVID is changing the course of history by showing the critics and naysayers that all students, regardless of background, can succeed at the highest levels. Following Mary Catherine’s keynote address there will be a final montage, a musical performance, and a book-signing. We look forward to celebrating with you! ACCESS

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AVID Unveils Book at Summer Institute Here's a sneak peek at a few stories that are included!

Ben Sheffey Naturally, Ben’s first reaction was to flee. This was not what he had bargained for. He stayed for two reasons. One was the kindness and passion he saw pouring out of his AVID teacher. The other was the realization that he needed finally to grow up and become accountable for his actions, especially how he coped with his learning disability. He decided to take a chance that AVID might offer the hope and help he would need.

Debbie MacLeod MacLeod wasn’t just any tutor. Then a college student, she was a tutor for the very first AVID class created 25 years ago when a San Diego English teacher named Mary Catherine Swanson took it upon herself to help the mostly low-income minority kids who were being bused to her largely middle-class white school. “It was a magical time for all of us involved in AVID during those early years. It was exciting to be a part of something that was being created from scratch. At the time, the idea of helping prepare these kids for college and successful lives beyond didn’t seem revolutionary. Mary Catherine was just being practical. She realized the kids needed help and she came up with a plan to accomplish it. We didn’t realize until later that AVID would change the face of education.”

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George Buss The coffee shop was abuzz that morning. Some kind of program for poor minority kids was starting up at the high school. Over their bacon and eggs, the customers—some of them parents and even a few teachers—talked about how they didn’t like the idea one bit. George Buss overheard some of the comments and they worried him. The man responsible for implementing that new program realized the small Illinois town of Freeport where he grew up had some equally small-minded individuals who were letting ignorance and fear guide their emotions.

Josie Espinosa At school, Josie endured the prejudice that still stifles the hopes and dreams of so many young Hispanics and other minorities. Josie’s all too typical experience began in elementary school when her teacher didn’t realize—or care to find out— that Josie spoke perfect English. The teacher sent the young girl to a worthless language class where she was taught how to recite the days of the week and how to tell time in English.

Fredrick Crawford Even when Fredrick struggled and experienced the setbacks that were inevitable with a young person who had been so far down, Mrs. Richardson would not let him fail. She taught him how to pick himself up, learn from his mistakes and push for his next achievement. The atmosphere of love and caring made Fredrick want to work even harder. The warmth of that nurturing environment extended to his AVID classmates in whom he found kids with similar obstacles. They shared their deepest fears and wildest dreams and they became not just friends but family. They were and still are each other’s biggest supporters and cheerleaders.

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AVID's Connection to Key Federal and National Initiatives

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By Robert Saunders

The AVID Center works closely on national educational initia-

AVID Projects Director

tives, including federal programs such as the Advanced Placement Incentive Program (APIP), GEAR UP, Smaller Learning Communities, and Comprehensive School Reform. AVID Center is also engaged in key national initiatives such as the Collaborative for Executive Leadership (in partnership with the College Board), districtwide approaches to acceleration, pre-AVID training, and materials for elementary programs. This article will outline some general information about selected Federal Education Programs and briefly describe how AVID connects to these initiatives. For more in-depth information, including resources, funding models and testimonials, refer to our website www. avidonline.org and select “Hot Topics-AVID Connects to Initiatives.”

Have you visited www.avidonline.org lately?

AVID and Advanced Placement Incentive Grants (APIP) It is important to note AVID’s strong support for Advanced Placement access. Since the program’s inception, Mary Catherine Swanson, AVID Founder and Executive Director, has stressed the importance of enrolling more students in rigorous curriculum, including AP and International Baccalaureate courses. This philosophy is supported by the U.S. Department of Education Research, in a study entitled Answers in the Toolbox, which details the connection between AP and graduation from college, especially for lowincome students. College Board and the AVID Center collaborate frequently to focus their efforts on

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support structures and rigorous opportunities for all students. The Office of Innovation and Improvement at the U.S. Department of Education sponsors a competitive grants program, specifically focused on increasing AP opportunities for low-income students. Throughout the U.S., school districts such as San Antonio ISD, TX; Long Beach Unified, CA; Salt Lake City, UT; Ft. Worth ISD, TX; Little Rock, AR; and districts throughout Washington State have included AVID as part of their funded APIP proposals. The AVID Center has also been awarded funding to work with districts in five states (AZ, KS, TX, CA, NC) to develop innovative approaches to increasing AP participation. For further information, contact AVID Center’s Linda PowellMcMillan, National Director of Program Development at [email protected]. AVID and GEAR UP GEAR UP stands for Gaining Early Awareness and Readiness for Undergraduate Programs. Through GEAR UP, a federally funded, discretion-

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ary program, low-income middle schools and their feeder high schools have the opportunity to participate in partnerships aimed at improving students’ academic performance and sending them to college. The program includes a competitive grants process sponsored by the U.S. Department of Education’s Office of Innovations. The multi-year grants are awarded to partnerships between colleges and low-income middle schools, plus at least two other partners—including community organizations, businesses, religious groups, state education agencies, parent groups, and non-profit organizations. In 2004, $298 million was awarded to GEAR UP states, sites, and districts. Average awards were $450,000 per year for five years. GEAR UP has served over one million students to date. AVID has served GEAR UP partnerships in nearly all of the 30 states that currently have AVID programs. Key efforts include Memphis, TN; Edinburgh, TX (through the University of Texas, Pan American); Long Beach, CA; Mesa, AZ; and ongoing professional development for the state of California’s GEAR UP project. An original model GEAR UP program and currently a GEAR UP resource, AVID serves the required entire cohort of GEAR

UP students through professional development, tutorial support, and implementation of the structured AVID program, to work with a specified group of students within the cohort. As a proven schoolwide reform model, AVID supports achievement for all students. For more information email Rob Gira at [email protected]. AVID and Comprehensive School Reform Grants (CSR) The federally funded Comprehensive School Reform grants are competitive grants administered at the state level. The funding for these grants is part of the No Child Left Behind Act, specifically Title I. These grants preceded the No Child Left Behind Act and have been funded since 1997. The first districts to receive CSR grants explicitly to implement AVID were in Texas in 1998. Since then schools in at least four states have received CSR grants to implement AVID. The AVID elective class targets direct support to students in the academic middle, and the AVID elective acts as the catalyst for a change in schoolwide culture and schoolwide approach to academic support for students. Through AVID’s professional development and through the examples of the change in academic behavior and performance of AVID students,

Resources and Information For additional information regarding “Purpose, Eligibility, Application and Funding” for various federal programs, refer to the following web site: http://ed.gov/programs/find/title/index.html For current information regarding President Bush’s budget recommendations for '06, which includes elimination of a number of programs, increased funding for Advanced Placement Incentive program (APIP) and a proposed $1.2 billion for a new program “High School Intervention,” refer to the following web site: http//www.ed.gov/about/overview/budget/ budget06/summary/index.html

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schools realize not only improved overall student performance but also heightened expectations about the level of intensity of student coursework. For more information email Chuck Powell at [email protected]. AVID and Smaller Learning Communities The trend toward breaking large high schools into smaller, more personalized learning communities is sweeping the nation, gaining impetus from federal grants and the Bill and Melinda Gates Foundation. Proponents of the concept say that smaller learning communities can improve academic achievement for all students by offering a more intimate approach to learning, a safer and more humane environment and a more positive overall educational experience. There are a number of models in place for Smaller Learning Communities, including themebased academies, interdisciplinary teams, and others. However, researchers emphasize that conditions designed to simulate small schools must be authentic and not just simulations of a small school, as in some examples of schools within schools. AVID is a natural complement to Smaller Learning Communities. The overall goal for SLC is to improve the achievement of all students and to prepare them for postsecondary educational opportunities. AVID has a 25-year documented history of preparing all students, especially the least served in the middle, to succeed in rigorous curriculum and to increase their enrollment in 4-year colleges and universities. With planning and support, AVID can complement a variety of Small Learning Community models. For more information email Bob Saunders at [email protected].

By Julie Elliott California AVID Associate Director

This year, Los Angeles will host the AVID Southern California Summer Institute. Scheduled for August 8-12, 2005 (the last Institute of the summer), it is conveniently timed for teachers, counselors and administrators involved in summer school, as well as for those wishing to plan their training close to the beginning of school.

Join US for AVID's 25th Anniversary in Los Angeles

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Last year, the International Institute in San Diego hit an all time record of close to 4,000 educators. Strands were held at seven hotels with shuttle service to and from the Town and Country Hotel, with participants filling virtually every hotel in Mission Valley. With projections forecasting an even larger enrollment for summer 2005, it was time to find a venue for a fifth Summer Institute. Los Angeles AVID sites accounted for more than 1,000 participants last year in San Diego, so the decision was made to find an additional venue in Los Angeles. The Southern California Summer Institute will be held at the Sheraton Gateway LAX, an ultramodern conference hotel conveniently located near the Los Angeles airport. All strands will be offered, with the exception of: • • • • • •

Writing for High School AVID Elective Teachers Content Area Literacy Reading and Writing Demonstration Strand for New Sites World Languages Regional Director/District Director’s strand

There will also be a Student Leadership strand, with students and tutors available to answer questions, speak at selected strands, and present demonstrations of tutorials. In the evenings, participants can enjoy many of the attractions of the greater Los Angeles area; theater, shopping, fine restaurants, theme parks, and unique LA locales such as Olivera Street and Universal Studios. This institute will be limited to 1,100 participants, and we anticipate it will fill rapidly. If the August 8-12 dates work for your school, and attending an Institute in California’s largest and most diverse city is appealing, get your team’s reservation and payment in early. We look forward to welcoming you to Los Angeles. PAGE 8

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AVID Press Offers New Curriculum in 2005-06 By Mark Wolfe, AVID Curriculum Director Aspects of the AVID middle level and high school curriculum have undergone a major revision. Three major projects were undertaken in 2004 to ensure the most up-to-date and researched-based material for the curriculum libraries being issued in the 2005-06 school year. They are Strategies for Success, College and Careers, and the High School Writing Curriculum. Each come with a teacher guide and student guides when initial libraries are purchased. They are also available through single sales purchase, in the new 2005 curriculum catalog. Strategies for Success has been written to accommodate students enrolled in the AVID elective class grades six through twelve. This single volume can be both for middle level and high school students. Suggestions and recommendations are included on how student activities can be taught at the appropriate grade level. A sampling of the sections include, but are not limited to, AVID Student Agreement, AVID Binder, Cornell Notes, Tutorials, Philosophical Chairs, and Test Taking. The lessons and activites in Strategies for Success are intended to provide a foundation or framework for the AVID classroom. Included is a comprehensive resource section. College and Careers has been revised to address students from grades six through twelve. This book is a new addition to the middle level curriculum library and takes the place of the Middle Level College Path book. The Middle Level

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College Path will still be offered as a schoolwide volume for counselors and teachers who have both AVID and non-AVID students. The major focus is on college preparation and career awareness/preparation. Goal planning and realistic scenarios make students responsible for their own future planning. A sampling of the sections include, but are not limited to, Knowledge of Self, Career Exploration, College Research, Letters of Recommendation, and Test Preparation. The High School Writing Curriculum volume is a teacher/student guide designed specifically for the

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four-year high school experience grades nine through twelve. The revision of this book is timely. According to the National Assessment of Educational Progress (NAEP) for 2002, more than 80% of U.S. students in grades four through eight scored at or above the basic level of writing. In grade 12, 75% of students scored at or above the basic level of writing. Only 22% of twelfth graders achieved at the proficient level however, and only two in 100 are rated as advanced. This clearly affects our AVID students throughout. Mary Catherine Swanson’s emphasis on writing was a hallmark and core to the AVID elective class twenty-five years ago. A sampling of the sections include, but are not limited to, Writing to Learn, Rubric Scoring, Developing a Thesis Statement, Autobiographical Incident, and Expository Writing. Each of these books will be made available during the 2005 Summer Institutes and through the curriculum catalog.

Seize the Data: AVID’s Senior Data Collection Goes Programwide Spring 2005 By Brian Kick, AVID Director of Information and Technology

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Latino

White

African-American

Asian

Multi-Racial

Filipino

Why AVID seniors participate? There are several reasons AVID seniors participate:

Pac. Islander

How does this process work? Students fill out paper forms that can be downloaded from www.

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avidonline.org/seniordata. They then login and enter this data online through the secure, password-protected area of our website we call MyAVID. AVID teachers facilitate the process at each school. The data entered by the seniors is reviewed by either their teacher or district director before it is submitted to AVID Center for final review and approval. The online system increases efficiency by automatically checking for mathematical errors and eliminating the need for mailing forms back and forth.

Am. Indian

What is the AVID Senior Data Collection? This is an opportunity for students to share their success by providing information about the courses they’ve taken, their SAT/ACT scores, the college(s) they applied and were accepted to, and the college they plan to attend. We estimate that 8,500-9,000 seniors will participate in the process this spring. A pilot collection was implemented in Spring 2003, expanded in 2004, and we are going programwide in 2005.

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This is a chance for these students, many of whom may not have considered college before entering the AVID program, to give back to the program. The information they provide can be used to share our successes as well as better the program in the future.

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Participation is required to be eligible for more than 100 $20,000 Dell Scholars scholarships to be awarded this year. This is the second year that the Michael and Susan Dell Foundation is sponsoring these scholarships. Last year they awarded 90 such scholarships to AVID Seniors totaling 1.8 million dollars. This year they will fund 150 for a total of three million dollars! For more information go to www. dellscholars.org.

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AVID Essential 9 states that to be certified, schools need to participate in the AVID Center data collections. If a school has seniors, participation is required to be certified as an AVID school.

What kind of data is collected? We collect the following information from each AVID senior: • Demographic data – gender, ethnicity, age, etc. • College preparatory course enrollment including Advanced Placement (AP) and International Baccalaureate (IB) courses

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• • • • • • •

Grade point average High Stakes/exit/graduation exam performance SAT and ACT test scores FAFSA form submission Colleges/universities to which the student applied College/university the senior is planning to attend Parent's/guardian's level of education

How is the senior data used? The fact that this data is collected from each student allows us to “slice and dice” this data in many more ways than the aggregate data collected during our General Data Collection in the fall. We are better able to see who our program is reaching, our strengths, as well as areas where we need to focus our attention. Here are some examples of information derived from the senior data collection pilot from Spring 2004. A chance to give back… During the collection we ask students if they would like to be contacted about AVID events and/or tutor openings at schools

near the college or university they plan to attend. Over the years we’ve found that former AVID students often make the best tutors! (Having started in the program as a tutor a few

years ago, I can speak to the fact that tutoring benefits the tutor as much or more than it does the students he tutors. Tutoring in AVID positively impacted my study habits in college!) A word about privacy… Individual data collected from students is held strictly confidential. We follow the guidelines set forth in the Family Educational Rights and Privacy Act (FERPA) in both the handling and reporting out of student level data. For more information go to www. ed.gov. To learn more… If you would like to learn more about our Spring 2005 AVID Senior Collection happening now, go to www.avidonline.org/seniordata. Charts created by Heather Micelli, AVID Data Manager

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Honoring Our Teachers

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s part of AVID’s 25th Anniversary commemorations, we are highlighting one of the many outstanding achievements of AVID: our teachers! Beginning this spring, AVIDonline will launch a

teacher’s edition of our very popular AVID Student All-Stars! The brandnew AVID Teachers All-Star section of the website will be dedicated to honoring exemplary AVID teachers. We’re looking to profile and show off AVID teachers who have made a positive difference at their school and are especially committed to the AVID mission. Do you know AVID teachers who have been exceptionally great? If so, nominate them by sending a brief paragraph of support to Steven Lei at [email protected].

AVID CENTER 5120 Shoreham Place, Suite 120 San Diego, CA 92122 www.avidonline.org

Advancement Via Individual Determination

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