February 12, 2013

AVID Recruitment:Teacher Rec. Forms

AVID Recruitment:Teacher Rec Forms

Ess?: *What info do I need to keep in mind when considering prospective AVID Students?

*How do I use this info to complete the Teacher Recommendation Matrix?

AVID Basics

• Advancement Via Individual Determination• AVID College Readiness System

– 4th through Post Secondary– 17 countries, 47 states, 34 years– DoDEA since 1992, RMS 1994– Research based and data driven

• Mission– Close the achievement gap by preparing all students for college readiness & success in a global society.

AVID Basics Continued

• What is the Purpose?– “…To increase the number of students who enroll and succeed in higher

education and in their lives beyond high school.”

– “…developing routines and habits necessary to succeed in rigorous curriculum.”

• Development of…– Academic Skills

• Higher Level Thinking• Focused Note Taking• Critical Reading • Study and Test Taking

AVID Basics Continued

• Development of…– Social Skills

• Collaboration• Leadership• Debate• Dialogue• Assisting Others

• Curriculum…Not Study Hall for Slackers– 36 wks, 180 days– WICOR

• Writing to Learn: QW• Inquiry: Problem Solving How we Learn• Collaboration: Jigsaw instead of Popcorn Reading• Organization: Binder and Agenda• Reading: Writing Prompts and Marking the Text

Identifying the AVID Student

• Basics for Semester 1 5-9 Stanine in LA, Rdg, and Math 2.0 – 3.5 GPA; 10% above 3.5 Good Attendance

0-4 ? 5-9-- 10+

Behavior? Frequent Flyers

Cont. Ident. the AVID Student

• In-depth Filters: Tentative Dates Teacher Recommendation Matrix-- NOW Student & Parent Mixer – April 1 after school

Packet Completion– April

Interview– After Spring Break

Selection of Additional Courses

Ideal AVID Student• A good candidate for

AVID…?– College potential– Works “hard”– Successful in Challenging

Curriculum– Team Player– Flexible with Ideas– Resilient– Completes Assignments– Class would benefit– Participates; Asks ?s

• A non-candidate for AVID …?– Not interested in new skills– Never Takes Initiative– Rigor..mortis!! – Doesn’t Play Well with Others– Resists changes– Quits– Consistently Missing Work– Resists participation– Does not ask ?s

“Living” Recruitment Process

• SY 12-131. Raw Data

• 2.0—3.5 GPA; 10%• TN 5—9 Stanine in all areas: Rdg, LA,

Math

2. Attendance & Behavior• Circumstances• Frequent Flyers

3. Teacher Recommendation• Indicator Matrix, 8 Categories• Ranking 0-1-2

4. Student-Parent Mixer• Intro to the AVID Week• 5-6-7th Graders and Parents• Packet distributed• Packet returned

6. Student Interview and Debrief

• 8 Site Team Members• Reviewing Teacher Recmdtns

7. Enrollment• Letters of Regret or

Acceptance• ST Debrief courses that are ‘most appropriate’ to the student

AVID Student Recruitment - Teacher Recommendation Form        

Teachers: Your recommendations can provide important insight into the potential placement of students into the AVID program.

Please complete this form for any of the students listed that you have taught this year.

Coding System:

Zero (0) = You feel the student does NOT have the quality/situation listed or you don't know (no recommendation)

One (1) = You feel the student has the quality/situation listed to some degree (partial recommendation)

Two (2) = You feel the student definitely has the quality listed (strong recommendation)

NOTE: The total will automatically calculate in the last column

Student Name

(Last Name, First Name)

Has College

Potential with

Support

Willing to

Work Hard

Can Succeed

in Courses of Rigor

Works Well

in Groups

Open to

New Ideas &

Practices

Does Not

Give up Easily

Turns in

Home-work

Would be an

Asset to AVID

TotalStudentScore

Last Name, First Name

Teacher Rec. Matrix Grid No ½

points No blank

columns Regardless of time

Coding System(0 - 2)

Has College Potential with

Support

Willing to Work Hard

Can Succeed in Courses of

Rigor

Works Well in Groups

Open to New Ideas &

Practices

Does Not Give up Easily

Turns in Homework

Would be an Asset to AVID

0 = You feel the

student does NOT have the quality/situation listed or you don’t know (no recommendation)

Demonstrates little or no desire to succeed or gain new knowledge. Would not be interested in learning higher level thinking, note-taking, problem solving, or organization skills.

Student almost never takes initiative and is not an independent learner

Student is neither prepared for nor willing to put in the extra time needed to be successful in a course of rigor.

Refuses/resists to work with others in group setting; Rejects input from other group members; orWorks in groups only if allowed to be leader.

Refuses/resists changes to routines or skill sets;Rejects new ideas proposed by others; orRefuses/resists strategies that might require additional work.

Refuses/resists continuing work when presented with challenge;Quits tasks before finishing, when frustrated; orReadily offers excuses for task failures.

Does not submit homework on assigned due date. When submitted, student appears to have put forth little or no effort, or the assignment is incomplete.

Refuses/resists participating in small group class activities;Rejects notion of reflecting upon how he/she learns;or Provides little or no support for classroom peers.

1 = You feel the

student has the quality/situation listed to some degree (partial recommendation)

Shows some interest in academic success and gaining new knowledge. Would be interested in and benefit from learning higher level thinking, note-taking, problem solving, or organization skills.

Student occasionally takes initiative and is an independent learner most of the time.

Student is either prepared for or willing to put in the extra time needed to be successful in a course of rigor.

Will work with others in group setting, but prefers to work alone;Listens to input from some group members; orWorks in groups, but does not want to be leader.

Will change routines and add skill sets, if encouraged;Listens to new ideas from some teachers/peers;orWill try new strategies, but does not always recognize value in extra work.

Will continue work when presented with challenge, if encouraged;Will continue with tasks, when frustrated, if encouraged; orSometimes offers excuses for failures, but keeps trying.

Submits homework within allotted timeframe, sometimes late. Some effort involved but work is not indicative of student’s full potential.

Will participate in small group class activities, if encouraged;Can reflect upon how he/she learns, if encouraged; orProvides support for some classroom peers (particularly when prompted).

2 = You feel the

student definitely has the quality listed (strong recommendation)

Displays a strong desire to succeed and gain new knowledge. Would be very interested in and benefit from learning higher level thinking, note-taking, problem solving, or organization skills.

Student takes initiative on a regular basis and is a very independent learner.

Student is both prepared for and willing to put in the extra time needed to be successful in a course of rigor.

Readily works with others in group setting;Invites input from all other group members; orWillingly works in group, even if not leading.

Seeks change in routines and mastery of new skill sets;Invites new ideas proposed by others; orWelcomes new strategies, even if it’s hard work.

Seeks challenge when working, needing little or no encouraging;Committed to finishing tasks, even when frustrated; orVoluntarily asks for clarification.

Submits homework the majority of time; occasionally or rarely late.Submitted and completed with genuine effort meeting teacher expectations; not last minute effort.

Readily & actively participates in small group class activities;Willingly reflects upon how he/she learns; orConsistently supports classroom peers.

Only use 0, 1, or

2!

Rubric of Student Qualities (Traits) & Situations (Behaviors)(for use with AVID Student Recruitment – Teacher Recommendation Form)

Staff InteractionConsult Rubric to Assess Prospects

• Questions?– AVID Site Team Members

• Be aware that…– Scores do not mean you’re ‘in’– Biggest filter – Outliers– We Need Your Help!

• What’s Next? Look at the names in front of you

and complete the scoring

Rank each student by using # 0-1-2 and the rubric; no half points or blanks

Return by Tuesday, February 19th – Harris– R. Kamperman– Lee– McCauley– Moore

Where can I Find AVID Info?

RMSAVID

Monthly Staff Meetings

Emails

AdHoc Cmte Folder

Site TeamMeeting

Members

Other Sources

www.avid.org

trifold

DANKE!THANK YOU!

MERCI!GRACIAS!

Early Bird Special

Staff InteractionConsult Rubric to Assess Prospects

• Questions?– AVID Site Team Members

• Be aware that…– Scores do not mean you’re ‘in’– Biggest filter – Outliers– We Need Your Help!

• What’s Next? Look at the names in front of you

and complete the scoring

Rank each student by using # 0-1-2 and the rubric; no half points or blanks

Return by Tuesday, February 19th – Harris– R. Kamperman– Lee– McCauley– Moore