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Pre-Certification
Evidence Documentation
(2008-2009)
Site: STONECREEK JH
Coordinator: Lakesha Ray
Created by Region 11 and adapted by Region 8: 12/28/07
IMPORTANT NOTE:
The following pages are the evidence sources that your site culled to document the Indicator rankings in preparation for the Certification meeting. These evidence sources will identify successes and gaps in the evidence collection and documentation, and assist in accurately ranking your program on the Certification Self-Study (CSS) document prior to the certification meeting.
Reminder: Please note that the evidence for many levels is contingent on the collection of evidence
at the previous level. Take special note to the word “and” in the descriptor indicating multiple parts to be
evidenced.
Created by Region 11 and adapted by Region 8: 12/28/07
AVID Essential #1: Evidence Documentation
Meets Certification (Level 1) Routine (Level 2) Institutionalization (Level 3)1.1
At least 90% of students in the middle and interviewed evidenced in:
Recruitment grids for 7th and 8th grade elective class with 90% highlighted in the middle and interviewed
1.1100% students in the middle and
interviewed evidenced in:
Recruitment grids for 7th and 8th grade elective class with 100% highlighted in the middle and interviewed
1.1Interview process undergoing continued
refinement evidenced in :
AVID meeting agenda with recruitment process discussed
Updated new student application form
Updated returning student application form
New interview form New interview rubric New teacher recommendation form
1.2Student Recruitment Plan in place and
implemented evidenced in:
Written recruitment plans for 7th and 8th
AVID student applications 6th grade parent letter 6th grade student/parent orientation
agenda Teacher recommendation form New student application SJHS 07-08 and 08-09 course catalog
description and elective sheet request with AVID as a choice
Emails to feeder school for recruitment
1.2Plan to retain students in place evidenced in:
Recruitment lists with waiting list students in remarks section
Memo sent to staff with list of AVID students in their class
Probation process AVID student probation action
sheets for 7th and 8th grade AVID students
AVID grade/tutorial analysis sample
AVID agreement contract AVID grade checks Monitoring emails from AVID
core teachers Site meeting agenda with
discussion of exiting
1.2Recruitment plan addressing opening of new
sections in place evidenced in:
Written plan for adding AVID sections in 7th and 8th grade recruitment plan
1.3Selection process developed by site team
before recruitment evidenced in:
Agenda with site team for recruitment plan
Recruitment plans for 7th and 8th grade
1.3Site Team participation in developing and
expanding the recruitment process evidenced in:
Agenda with new recruitment plans, selection process and expansion
Old and new application forms New rubric New interview form New returning applicant application
1.3Site team members taking an active role in
the recruitment process evidenced in:
New teacher recommendation forms 6th grade recommendation forms New rubric with ratings from AVID
elective teachers Staff recruitment role grid
Comments:
Essential 1Indicator 1: InstitutionalizationIndicator 2: InstitutionalizationIndicator 3: Institutionalization
Overall - Institutionalization
Comments: Perfect!
Created by Region 11 and adapted by Region 8: 12/28/07
AVID Essential #2: Evidence Documentation
Meets Certification (Level 1) Routine (Level 2) Institutionalization (Level 3)2.1
Signed contract for 100% of AVID students evidenced in:
Class lists with check marks showing all contracts signed and where the others are housed
Sample contracts of all parties signing
2.1Evidence of parent meeting to gain support
evidenced in: Back-to-School PowerPoint to
parents Sign-in sheet from Back to school
parent night 6th grade parent letter 6th grade parent orientation agenda AVID parent newsletter AVID Parent volunteer letter
2.1Increased involvement of parents evidenced
in:
AVID parent volunteer letter Returned parent volunteer forms AVID parent night agendas and sign
in sheets School calendar with AVID parent
night AVID parent night on weekly
bulletin Parent Participation roster AVID Parent volunteer sign up sheet
2.2100% of AVID elective teachers
volunteering to teach AVID evidenced in:
Signed volunteer contract
2.2Site team meetings and events attended by
AVID elective teachers evidenced in:
Regional conference confirmation
Summer institute confirmation Site team meeting agendas Site Team member roles with SI
and Write Path trainings
2.2AVID elective teachers assuming leadership
roles evidenced in:
Leadership committee list highlighting AVID elective teachers
Staff Meetings agendas with AVID as topic
2.3100% of Site Team Members volunteering
to work with AVID evidenced in:
Volunteer contract signed by all members
Site Team member roles with SI and Write Path trainings
2.3Site Team Meetings and events attended by
site team members evidenced in:
Conference confirmations AVID Site Team Meeting minutes Volunteer contract signed by all
members Site Team member roles with SI and
Write Path trainings
2.3Site Team Members assuming leadership
roles evidenced in:
Leadership committee list highlighting site team members
Staff Meeting Agendas with AVID as a topic
2.4Documentation showing selection of AVID
elective teachers evidenced in:
Volunteer contract signed by all members
AVID elective teacher recruitment process signed by site team members
2.4AVID elective teacher selection process
revised and updated by Site Team evidenced in:
Signed AVID Elective teacher Recruitment process reviewed and signed with new school year
2.4Long-term plan for identifying and selecting
AVID elective teachers evidenced in:
Recruitment process plan that address long-term solutions
2.5Documentation showing selection of Site
Team Members evidenced in:
AVID Site Team Member recruitment process signed by site team members
Volunteer contract signed by all members
2.5AVID Site Team Member selection process
revised and updated by Site Team evidenced in:
Signed AVID Site Team Member Recruitment process reviewed and signed with new school year
2.5Long-term plan for identifying and selecting
Site Team Members evidenced in:
Recruitment process plan that address long-term solutions
Comments:Essential 2:Indicator 1 – InstitutionalizationIndicator 2 – InstitutionalizationIndicator 3 – InstitutionalizationIndicator 4 – InstitutionalizationIndicator 5 – Institutionalization
Overall - Institutionalization
Created by Region 11 and adapted by Region 8: 12/28/07
AVID Essential #3: Evidence Documentation
Meets Certification (Level 1) Routine (Level 2) Institutionalization (Level 3)3.1
Year long AVID elective class within the school day evidenced in:
Master Schedule highlighting AVID elective classes
3.1AVID elective class in master schedule for
next school year evidenced in:
Course catalog with AVID listed as a choice for 2009-2010
Copy of tentative master schedule for 2009-2010
3.1AVID elective class publicized for next year
evidenced in:
Course catalog with AVID listed as a choice for 2009-2010
6th grade parent letter 6th grade parent/student orientation
agenda AVID parent night agenda with
recruitment as a topic item Staff meeting agenda with AVID
recruitment as a topic item3.2
Classes fully enrolled-no more than 1 section under-enrolled evidenced in:
07-08 Master schedule 7th grade and 8th grade class lists
3.2Classes expanded to more than 1 section
and grade level, and all sections fully enrolled with on-site recruitment evidenced
in: 07-08 Master schedule showing
AVID elective class has expanded to 2 grade levels
Class list showing enrollment Course catalog with AVID listed as a
choice for 2009-2010 7th and 8th grade recruitment grid
with students on waiting list highlighted
Emails from teachers recommending AVID students
Note from office staff with parent asking about enrolling their student in the AVID program
3.2Classes expanded to all grade levels and
70% of students having prior AVID enrollment evidenced in:
3.3Balance between curriculum, tutorials, and
team-building activities evidenced in:
A week in AIVD lesson plan
3.3Access to AVID-like activities beyond the
AVID classroom evidenced in:
Guest speaker request letters Guest speaker protocol AVID Ambassador list AVID student participate in student
body Rummage sale flyer AVID rummage sale student
volunteer form AVID student list of pledge leaders Pictures of UCLA trip Guest speaker notes College research assignment CST notes and reflection College field trip permission forms Getty Museum reflections
3.3AVID Coordinator cultivating college
relationships evidenced in:
Cornell Notes from guest speaker visits
Emails from UCLA and Cal Poly outreach coordinator
Comments:
Essential 3:Indicator 1 – InstitutionalizationIndicator 2 – Routine UseIndicator 3 – Institutionalization
Created by Region 11 and adapted by Region 8: 12/28/07
AVID Essential #4: Evidence Documentation
Meets Certification (Level 1) Routine (Level 2) Institutionalization (Level 3)4.1
100% of students enrolled in a college-prep track evidenced in:
AVID site data form JH Class Checklist form for 7th and
8th grade Samples of 6 year plans from
Ridgeview HS
4.1100% in rigorous classes evidenced in:
AVID site data form JH Class Checklist form for 7th and
8th grade Sample copies of transcripts from
AVID students Application of “rigor” to each
individual student documentation
4.1100% in most rigorous courses evidenced in:
AVID site data form JH Class Checklist form for 7th and
8th grade Sample copies of transcripts from
AVID students Application of “rigor” to each
individual student documentation4.2
At least 50-69% of students receive passing grades of “C” or better in core classes
evidenced in :
AVID site data form JH Class Checklist form for 7th and
8th grade
4.2At least 70-84% of students receive passing
grades of “C” or better in core classes evidenced in:
AVID site data form JH Class Checklist form for 7th and
8th grade
4.2At least 85% of students receive passing grades of “C” or better in core classes
evidenced in :
4.5 (MS/JRH ONLY)50% of 8th graders completing high school
credit-bearing algebra evidenced in:
AVID site data form 8th grade JH class checklist
4.5 (MS/JRH ONLY)70% of 8th graders completing high school
credit-bearing algebra evidenced in:
AVID site data form 8th grade JH class checklist
4.5 (MS/JRH ONLY)80% of 8th graders completing high school
credit-bearing algebra evidenced in:
AVID site data form 8th grade JH class checklist
4.680% of 8th graders choosing college prep
classes for the 9th grade evidenced in:
AVID site data form 8th grade JH class checklist Reminder notice from RHS regarding
pre-registration dates and times
4.690% of 8th graders choosing college prep
classes for the 9th grade evidenced in:
AVID site data form 8th grade JH class checklist Reminder notice from RHS regarding
pre-registration dates and times
4.6100% of 8th graders choosing college prep
classes for the 9th grade evidenced in:
AVID site data form 8th grade JH class checklist Reminder notice from RHS regarding
pre-registration dates and timesNote: College testing (PSSS, PSAT, PLAN, Explore) for MS/JHS can take place in a practice or real (paid) setting.
4.7 (MS/JRH ONLY)50% of 8th graders completing PSAT, PLAN,
or Explore test evidenced in:
AVID site data form 8th grade JH class checklist AVID EXPLORE test results
4.7 (MS/JRH ONLY)75% of 8th graders completing PSAT, PLAN,
or Explore test evidenced in:
AVID site data form 8th grade JH class checklist AVID EXPLORE results
4.7 (MS/JRH ONLY)90% of 8th graders completing PSAT, PLAN,
or Explore test evidenced in:
AVID site data form 8th grade JH class checklist AVID EXPLORE results
Comments:
Essential 4:Indicator 1 – Institutionalization Indicator 2 – Routine UseIndicator 5 – Institutionalization Indicator 6 – Institutionalization Indicator 7 - Institutionalization
Created by Region 11 and adapted by Region 8: 12/28/07
LAINEAVID Essential #5: Evidence Documentation
NOTE: AVID curriculum includes: HS/MS Writing, Strategies for Success, College & Careers, Preparing for College, Jr./Sr. Seminar*NOTE: Include student samples & lesson plans from all AVID classes/grades/sections for each indicator in this essential.
Meets Certification (Level 1) Routine (Level 2) Institutionalization (Level 3)5.1
Students receiving writing to learn instruction using AVID writing curriculum
in the AVID class evidenced in:
Writing lessons with student samples.
Weekly writing assignments evidenced by learning logs, quick writes, and essays.
Write Off lessons and activities.
5.1Writing is part of a year long instructional plan, and students using these strategies in
classes other than AVID evidenced in:
More samples of student writing-to- learn activities.
Learning Logs. Writing-to-Learn: poster about
paragraph writing.
5.1Vertically aligned instruction plan created for the AVID classes, and strategies used in all core academic subject areas evidenced
in:
5.2Timed –writing activities and Writing
Process evidenced in:
Student samples of timed writing lessons that occur weekly in the AVID elective class. (essays and quick writes)
Guest Speaker Thank You letters. AVID curriculum: Writing Process Writing Process: brainstorming and
peer editing.
5.2Weekly essay, letters, or reports assigned
evidenced in:
Weekly writing prep during the Write Off Lesson Plans.
Guest speaker Thank You letters.
Student postcards from the Getty trip.
5.2Permanent record of writing activities/documents kept by
students/teachers evidenced in:
Student Portfolios
5.3Cornell notes assigned and graded
evidenced in:
A Week in AVID shows binder checks and tutorials which are done in the Cornell Note Format.
Tutorial Cornell Notes Graded Cornell Notes
5.3Cornell notes taken in other classes
evidenced in:
History Cornell Notes English Cornell Notes Science Cornell Notes Guest Speaker Notes Math Cornell Notes Writing Process Notes Complete Binder Evaluations
5.3Cornell notes taken in all core academic
classes-school-wide strategy evidenced in:
History Cornell Notes English Cornell Notes Science Cornell Notes Math Cornell Notes
5.4Weekly graded reflections assigned and part
of the AVID classroom evidenced in:
Week in AVID shows that learning logs are apart of weekly grades.
Grade Book Print Out. Binder Checks Getty Mythology activity with
reflections Cornell Notes with reflection
5.4Weekly graded reflections assigned and/or learning logs assigned in classes other than
AVID evidenced in:
Samples of learning logs. Core subject notes with
summaries.
5.4Weekly graded reflections and/or learning logs assigned in all core academic classes
evidenced in:
5.5Students receiving instruction in weekly reading to learn strategies evidenced in:
Read and Discuss the Conclusion Written Conclusion Active Reading notes, curriculum Notes with summaries Marking the text activities
5.5Students receiving scaffolded reading instruction to increase comprehension
evidenced in:
Reading and Discuss Socratic Seminars and Philosophical chairs.
Marking the text
5.5Reading plan part of a year-long, vertically aligned instructional plan, and reading to learn strategies used in all core academic
classes evidenced in:
Created by Region 11 and adapted by Region 8: 12/28/07
MANDYAVID Essential #5: Evidence Documentation
NOTE: AVID curriculum includes: HS/MS Writing, Strategies for Success, College & Careers, Preparing for College, Jr./Sr. Seminar*NOTE: Include student samples & lesson plans from all AVID classes/grades/sections for each indicator in this essential.
Meets Certification (Level 1) Routine (Level 2) Institutionalization (Level 3)5.1
Students receiving writing to learn instruction using AVID writing curriculum
in the AVID class evidenced in:
Vocabulary Building CST Score, goals and reflections Writing Process: Preparing for
Write-Off Summaries Quick Write Cornell Notes Writing to Learn Student Essays: Write-Off Thesis Writing Write-Off Collaboration Posters Cornell Notes and Quick Write:
Writing Process
5.1Writing is part of a year long instructional plan, and students using these strategies in
classes other than AVID evidenced in:
Writing from other classes: Writing Strategy in English
Weekly Learning Logs
5.1Vertically aligned instruction plan created for the AVID classes, and strategies used in all core academic subject areas evidenced
in:
5.2Timed –writing activities and Writing
Process evidenced in:
Student Essays: Collaboration Writing Process: Getty Museum Timed Write: Student Essays Timed Write: Writing Process,
brainstorming Timed Write: Writing Process, thesis Timed Write: from Socratic Seminar
5.2Weekly essay, letters, or reports assigned
evidenced in:
Weekly writing prep during the Write Off Lesson Plans.
5.2Permanent record of writing activities/documents kept by
students/teachers evidenced in:
AVID Portfolio
5.3Cornell notes assigned and graded
evidenced in:
Binder Check: Graded Cornell Notes
Graded Cornell Notes from Math
Tutorial Cornell Notes Cornell Note Lesson
Plans/powerpoint Grade Print Out of Cornell
Notes
5.3Cornell notes taken in other classes
evidenced in:
English Cornell Notes Cornell Notes on how to take
Cornell Notes Math Cornell Notes: Graded
and non-graded Binder Check: Graded Cornell
Notes in other classes AVID Cornell Notes Writing Cornell Notes with
Summary
5.3Cornell notes taken in all core academic
classes-school-wide strategy evidenced in:
Cornell Note Lesson Plans/powerpoint presentation used schoolwide
Student Cornell Notes on how to take Cornell Notes
English Cornell Notes Math Cornell Notes
5.4Weekly graded reflections assigned and part
of the AVID classroom evidenced in:
Week in AVID shows that learning logs are apart of weekly grades.
Grade Book Print Out. Grade Checks with student
reflections Binder Checks with reflections AVID Reflections AVID Learning Logs
5.4Weekly graded reflections assigned and/or learning logs assigned in classes other than
AVID evidenced in:
Written Reflection and summaries in AVID with Milestones
Summary/Reflection on Cornell Notes/ Writing Process
Binder Checks with reflections
5.4Weekly graded reflections and/or learning logs assigned in all core academic classes
evidenced in:
Non AVID Learning Logs
Created by Region 11 and adapted by Region 8: 12/28/07
5.5Students receiving instruction in weekly reading to learn strategies evidenced in:
Reading Logs from English class AVID class tutorial on vocabulary SSR Summaries Cornell Notes on Marking the Text Student Evidence of Marking the Text Reading strategies: KWL Quick Writes from Marking the Text
5.5Students receiving scaffolded reading instruction to increase comprehension
evidenced in:
AVID class tutorial on vocabulary AVID Reading to learn/Cornell notes and
levels of questioning Concept Maps and Writing Brainstorm Using Marking the Text to write prompts
for Socratic Seminar
5.5Reading plan part of a year-long, vertically aligned instructional plan, and reading to learn strategies used in all core academic
classes evidenced in:
Reading Logs from English class.
Comments:
LANAAVID Essential #5: Evidence Documentation
Created by Region 11 and adapted by Region 8: 12/28/07
NOTE: AVID curriculum includes: HS/MS Writing, Strategies for Success, College & Careers, Preparing for College, Jr./Sr. Seminar*NOTE: Include student samples & lesson plans from all AVID classes/grades/sections for each indicator in this essential.
Meets Certification (Level 1) Routine (Level 2) Institutionalization (Level 3)5.1
Students receiving writing to learn instruction using AVID writing curriculum
in the AVID class evidenced in:
Writing lessons with student samples of journals.
Weekly calendar showing writing activities.
Write Off lesson plans. Grade Level list of Writing Goals Cornell notes with Reflections Write Off Collaborative Posters
5.1Writing is part of a year long instructional plan, and students using these strategies in
classes other than AVID evidenced in:
More samples of student writing-to- learn activities.
Learning Logs. Writing-to-Learn activities in core
curriculum classes outside of AVID Cornell Notes with Reflections
5.1Vertically aligned instruction plan created for the AVID classes, and strategies used in all core academic subject areas evidenced
in:
5.2Timed –writing activities and Writing
Process evidenced in:
Student samples of timed writing lessons that occur weekly in the AVID elective class.
Week in AVID calendar. Thank You Letter after a guest
speaker. Guest Speaker Reflections Letters to New AVID Students.
5.2Weekly essay, letters, or reports assigned
evidenced in:
Weekly writing prep during the Write Off Lesson Plans.
Timed writing in classes other than AVID.
5.2Permanent record of writing activities/documents kept by
students/teachers evidenced in:
AVID Portfolio
5.3Cornell notes assigned and graded
evidenced in:
AVID Calendar shows binder checks and tutorials which are done in the Cornell Note Format.
Tutorial Cornell Notes Grade Print Out of Cornell
Notes show with Binder Checks C-Notes on Showing Sentences Leader C-Notes Marking the Text Reading to Learn Socratic Seminar C-Notes
5.3Cornell notes taken in other classes
evidenced in:
History Cornell Notes English Cornell Notes Science Cornell Notes Math Cornell Notes Complete Binder Evaluations
5.3Cornell notes taken in all core academic
classes-school-wide strategy evidenced in:
History Cornell Notes English Cornell Notes Science Cornell Notes Math Cornell Notes
5.4Weekly graded reflections assigned and part
of the AVID classroom evidenced in:
AVID Calendar shows that learning logs are apart of weekly grades.
Grade Book Print Out. Binder Checks
5.4Weekly graded reflections assigned and/or learning logs assigned in classes other than
AVID evidenced in:
Samples of learning logs. Active Reader Reflections Writing to Learn Tutorials with
Reflections C-Notes Showing Sentences
with Reflections Marking the Text with
Reflections Reflection on CST Scores Socratic Reflections Guest Speaker C-Notes with
Reflections
5.4Weekly graded reflections and/or learning logs assigned in all core academic classes
evidenced in:
Created by Region 11 and adapted by Region 8: 12/28/07
5.5Students receiving instruction in weekly reading to learn strategies evidenced in:
AVID Calendar Essay Reflection Questions Written Conclusion KWL’s in other classes outside of
AVID GIST Activity
5.5Students receiving scaffolded reading instruction to increase comprehension
evidenced in:
Marking the Text Lesson Plan Wall of Fame Marking the Text Active Reader Notes Image Isn’t Everything Marking the
Text Socratic Understanding My Behavior and
What it Takes to Make Me Feel Comfortable Writing to Learn
Marking the Text Marking the Text Socratic Reading to Learn Reflections
5.5Reading plan part of a year-long, vertically aligned instructional plan, and reading to learn strategies used in all core academic
classes evidenced in:
Reading to Learn Newspaper Summaries in ELA
Character Outline ELA Reading to Learn Reading Journals in ELA Reading to Learn
Comments:
LAKESHAAVID Essential #5: Evidence Documentation
NOTE: AVID curriculum includes: HS/MS Writing, Strategies for Success, College & Careers, Preparing for College, Jr./Sr. Seminar*NOTE: Include student samples & lesson plans from all AVID classes/grades/sections for each indicator in this essential.
Created by Region 11 and adapted by Region 8: 12/28/07
Meets Certification (Level 1) Routine (Level 2) Institutionalization (Level 3)5.1
Students receiving writing to learn instruction using AVID writing curriculum
in the AVID class evidenced in:
Regional coordinator classroom observation rubric
5.1Writing is part of a year long instructional plan, and students using these strategies in
classes other than AVID evidenced in:
5.1Vertically aligned instruction plan created for the AVID classes, and strategies used in all core academic subject areas evidenced
in:
Vertically aligned instructional plan between AVID elective classes and school wide instructional plan
5.2Timed –writing activities and Writing
Process evidenced in:
Regional coordinator classroom observation rubric
5.2Weekly essay, letters, or reports assigned
evidenced in:
5.2Permanent record of writing activities/documents kept by
students/teachers evidenced in:
5.3Cornell notes assigned and graded
evidenced in:
Sample binder check form used to grade students binder with Cornell Notes as part of the grading rubric
Regional coordinator binder check rubric
Regional coordinator classroom observation rubric
5.3Cornell notes taken in other classes
evidenced in:
Cornell note template used in the RSP classes
Regional coordinator binder check rubric
5.3Cornell notes taken in all core academic
classes-school-wide strategy evidenced in:
Cornell training provided by regional coordinator with attached student Cornell note samples from students in different academic classes
5.4Weekly graded reflections assigned and part
of the AVID classroom evidenced in:
5.4Weekly graded reflections assigned and/or learning logs assigned in classes other than
AVID evidenced in:
5.4Weekly graded reflections and/or learning logs assigned in all core academic classes
evidenced in:
5.5Students receiving instruction in weekly reading to learn strategies evidenced in:
5.5Students receiving scaffolded reading instruction to increase comprehension
evidenced in:
5.5Reading plan part of a year-long, vertically aligned instructional plan, and reading to learn strategies used in all core academic
classes evidenced in:
Vertically aligned instructional plan between AVID elective classes and school wide instructional plan
Essential 5:Indicator 1 – Institutionalization Indicator 2 – InstitutionalizationIndicator 3 – InstitutionalizationIndicator 4 – InstitutionalizationIndicator 5 – Institutionalization Overall - Institutionalization
Comments:
LAINEAVID Essential # 6: Evidence Documentation
*NOTE: Include student samples & lesson plans from all AVID classes/grades/sections for each indicator in this essential.
Created by Region 11 and adapted by Region 8: 12/28/07
Meets Certification (Level 1) Routine (Level 2) Institutionalization (Level 3)6.1
Critical thinking skills developed and practiced during tutorial evidenced in:
Tutorial Worksheets from both 7th
and 8th grade AVID elective classes
6.1Higher level questions asked and students
take ownership of own learning during tutorials evidenced in:
Tutorial Worksheets from both 8th. Student Tutorial Cornell Notes and
Worksheets show improvement of critical thinking through their written reflections and summaries.
6.1Effective critical thinking skills used routinely during tutorials and take
ownership for other students’ learning evidenced in:
Student Tutorial Cornell Notes and Worksheets show improvement of critical thinking through their written reflections and summaries.
6.2Questions written in lefthand side of Cornell
notes and graded evidenced in:
Student samples of Cornell Notes with graded questions.
Samples of Cornell Notes in other subjects than AVID.
Cornell Notes format is present in all evidence.
6.2Rubric created for grading questions on
lefthand side as part of grade and questions are part of the tutorial grade evidenced in:
Levels of questions activity/lesson.
6.2Higher level questions used regularly demonstrating critical thinking skills
evidenced in:
Student Tutorial Cornell Notes and Worksheets show improvement of critical thinking through their written reflections and summaries.
6.3Costa’s or Bloom’s questions developed,
written, and understood in notes and tutorials evidenced in:
Examples of Tutorial Request Forms including reflections and questions.
Guest speaker notes with questions.
6.3Students actively engaged in tutorial
groups, Tutorial Request Forms are used, and Reflections used after tutorials
reflecting AVID model evidenced in:
Examples of Tutorial Request Forms including reflections and questions.
6.3Inquiry and tutorial process used in all
subject areas evidenced in:
6.4Philosophical chairs and/or Socratic seminar conducted in the AVID class
evidenced in:
Socratic Seminar materials. Philosophical Chairs Prep notes. Philosophical Chairs materials. Philosophical Chairs reflections.
6.4Philosophical chairs and Socratic seminar
routinely conducted evidenced in:
Students samples of notes preparing for Philosophical Chairs.
Copies of all handouts used for Socratic Seminar Lessons and Philosophical Chairs.
6.4Philosophical chairs and Socratic seminar led by students in AVID as well as other
academic core classes evidenced in:
Comments:
LANAAVID Essential # 6: Evidence Documentation
*NOTE: Include student samples & lesson plans from all AVID classes/grades/sections for each indicator in this essential.
Created by Region 11 and adapted by Region 8: 12/28/07
Meets Certification (Level 1) Routine (Level 2) Institutionalization (Level 3)6.1
Critical thinking skills developed and practiced during tutorial evidenced in:
Tutorial Worksheets from both 7th
and 8th grade AVID elective classes
6.1Higher level questions asked and students
take ownership of own learning during tutorials evidenced in:
Tutorial Worksheets from both 7th and 8th grade AVID elective classes.
Student Tutorial Cornell Notes and Worksheets show improvement of critical thinking through their written reflections and summaries.
6.1Effective critical thinking skills used routinely during tutorials and take
ownership for other students’ learning evidenced in:
Student Tutorial Cornell Notes and Worksheets show improvement of critical thinking through their written reflections and summaries.
6.2Questions written in lefthand side of Cornell
notes and graded evidenced in:
Student samples of tutorials with graded questions.
Developed questions for Critical Thinking in the Socratic Seminar.
Samples of Cornell Notes in other subjects than AVID.
Cornell Notes format is present in all evidence.
6.2Rubric created for grading questions on
lefthand side as part of grade and questions are part of the tutorial grade evidenced in:
Grade Book print outs showing levels of questions are graded through tutorials.
6.2Higher level questions used regularly demonstrating critical thinking skills
evidenced in:
Student samples of tutorials with graded questions.
o Developed questions for Critical Thinking in the Socratic Seminar.
o Student Tutorial Cornell Notes and Worksheets show improvement of critical thinking through their written reflections and summaries.
6.3Costa’s or Bloom’s questions developed,
written, and understood in notes and tutorials evidenced in:
Examples of Tutorial Request Forms including reflections.
6.3Students actively engaged in tutorial
groups, Tutorial Request Forms are used, and Reflections used after tutorials
reflecting AVID model evidenced in:
Examples of Tutorial Request Forms including reflections.
6.3Inquiry and tutorial process used in all
subject areas evidenced in:
6.4Philosophical chairs and/or Socratic seminar conducted in the AVID class
evidenced in:
Lesson plans for Socratic Seminars. Prep and Notes for Socratic
Seminars.
6.4Philosophical chairs and Socratic seminar
routinely conducted evidenced in:
Students samples of notes preparing for Socratic Seminars.
Copies of all handouts used for Socratic Seminar Lessons.
Rolls of Socratic Seminar.
6.4Philosophical chairs and Socratic seminar led by students in AVID as well as other
academic core classes evidenced in:
Comments:
MANDYAVID Essential # 6: Evidence Documentation
*NOTE: Include student samples & lesson plans from all AVID classes/grades/sections for each indicator in this essential.
Created by Region 11 and adapted by Region 8: 12/28/07
Meets Certification (Level 1) Routine (Level 2) Institutionalization (Level 3)6.1
Critical thinking skills developed and practiced during tutorial evidenced in:
Tutorial Worksheets from 7th grade AVID elective classes
6.1Higher level questions asked and students
take ownership of own learning during tutorials evidenced in:
Tutorial Worksheets from 7th grade AVID elective classes.
Student Tutorial Cornell Notes and Worksheets show improvement of critical thinking through their written reflections and summaries.
6.1Effective critical thinking skills used routinely during tutorials and take
ownership for other students’ learning evidenced in:
Student Tutorial Cornell Notes and Worksheets show improvement of critical thinking through their written reflections and summaries.
6.2Questions written in lefthand side of Cornell
notes and graded evidenced in:
Student samples of Cornell Notes with graded notes and questions.
Samples of Cornell Notes in other subjects than AVID.
Cornell Notes format is present in all evidence.
Binder Check including Cornell Notes.
6.2Rubric created for grading questions on
lefthand side as part of grade and questions are part of the tutorial grade evidenced in:
Grade Book print outs showing levels of questions are graded.
Tutorial Request Form with graded questions.
6.2Higher level questions used regularly demonstrating critical thinking skills
evidenced in:
Tutorials with higher level questions Critical Thinking skills for
collaboration on learning levels of questions, group posters
6.3Costa’s or Bloom’s questions developed,
written, and understood in notes and tutorials evidenced in:
Examples of Tutorial Request Forms including reflections.
Levels of Questions shown in Guest Speaker Notes and Questions
Inquiry Collaboration Activity to create levels of questions.
Inquiry/ Levels of Questions Lesson Plan/PowerPoint
6.3Students actively engaged in tutorial
groups, Tutorial Request Forms are used, and Reflections used after tutorials
reflecting AVID model evidenced in:
Examples of Tutorial Request Forms including reflections.
Questions from all classes on Tutorial Request Forms
Student Feedback on Tutorial Forms
6.3Inquiry and tutorial process used in all
subject areas evidenced in:
6.4Philosophical chairs and/or Socratic seminar conducted in the AVID class
evidenced in:
Student Samples of notes from Socratic Seminar
Student generated questions for Socratic Seminar.
Marking the Text: student preparation for Socratic Seminar
6.4Philosophical chairs and Socratic seminar
routinely conducted evidenced in:
Student Samples from notes on Socratic Seminar.
Student generated questions for Socratic Seminar.
Timed write from Socratic Seminar. Students samples of notes preparing
for Socratic Seminars: Marking the Text
Copies of all handouts used for Socratic Seminar Lessons.
6.4Philosophical chairs and Socratic seminar led by students in AVID as well as other
academic core classes evidenced in:
Comments:
LAKESHAAVID Essential # 6: Evidence Documentation
*NOTE: Include student samples & lesson plans from all AVID classes/grades/sections for each indicator in this essential.
Meets Certification (Level 1) Routine (Level 2) Institutionalization (Level 3)Created by Region 11 and adapted by Region 8: 12/28/07
6.1Critical thinking skills developed and
practiced during tutorial evidenced in:
Regional coordinator classroom observation rubric
6.1Higher level questions asked and students
take ownership of own learning during tutorials evidenced in:
Sample tutorial grade analysis form.
6.1Effective critical thinking skills used routinely during tutorials and take
ownership for other students’ learning evidenced in:
6.2Questions written in lefthand side of Cornell
notes and graded evidenced in:
Sample binder check with cornell notes as a grading component
6.2Rubric created for grading questions on
lefthand side as part of grade and questions are part of the tutorial grade evidenced in:
6.2Higher level questions used regularly demonstrating critical thinking skills
evidenced in:
6.3Costa’s or Bloom’s questions developed,
written, and understood in notes and tutorials evidenced in:
.
6.3Students actively engaged in tutorial
groups, Tutorial Request Forms are used, and Reflections used after tutorials
reflecting AVID model evidenced in:
6.3Inquiry and tutorial process used in all
subject areas evidenced in:
6.4Philosophical chairs and/or Socratic seminar conducted in the AVID class
evidenced in:
6.4Philosophical chairs and Socratic seminar
routinely conducted evidenced in:
6.4Philosophical chairs and Socratic seminar led by students in AVID as well as other
academic core classes evidenced in:
Essential 6:Indicator 1 – Institutionalization Indicator 2 – InstitutionalizationIndicator 3 – Routine UseIndicator 4 – Routine UseOverall – Routine Use
Comments:
Created by Region 11 and adapted by Region 8: 12/28/07
LAINEAVID Essential #7: Evidence Documentation
*NOTE: Include student samples & lesson plans from all AVID classes/grades/sections for each indicator in this essential.
Meets Certification (Level 1) Routine (Level 2) Institutionalization (Level 3)7.1
Students collaborating weekly in AVID class evidenced in:
Partner Interview Notes Learning Style Survey Group Tutorials What it takes to make me
comfortable activity Philosophical Chairs activity “Test Score” activity Philosophical Chairs vocabulary
activity Peer-editing activity Socratic Seminar activity Getty mythology activity Class collaboration on tutorial norms
poster.
7.1Students collaborating weekly in other
classes as well evidenced in:
7.1Students collaborating more and
independently evidenced in:
7.2Students collaborating on projects in AVID
class evidenced in:
Complete Guest Speaker Interview Questions.
Learning Style Survey. “Test Score” activity Poster: collaboration on norms Poster: Group paragraph activity
7.2Students collaborating regularly on projects
in AVID class evidenced in:
Group tutorials Greek mythology activity
7.2Students collaborating on projects in other
classes as well evidenced in:
Science Fair Research Project requirements
7.3Students working in study groups in AVID
class evidenced in:
Group Tutorials Peer editing activities Getty activity Poster: Group paragraph activity Poster: Class development of Norms
for tutorials.
7.3Students occasionally lead study groups in
AVID class evidenced in:
7.3Students regularly lead study groups in the AVID class and other classes evidenced in:
Comments:
Created by Region 11 and adapted by Region 8: 12/28/07
LANAAVID Essential #7: Evidence Documentation
*NOTE: Include student samples & lesson plans from all AVID classes/grades/sections for each indicator in this essential.
Meets Certification (Level 1) Routine (Level 2) Institutionalization (Level 3)7.1
Students collaborating weekly in AVID class evidenced in:
Levels of Questions group posters. Partner Interview Notes Group Tutorials AVID group collaboration with the
rummage sale. AVID Group collaboration with the
parent night. AVID Group Collaboration with the
Relay for Life
7.1Students collaborating weekly in other
classes as well evidenced in:
Partner work with Marking the Text lesson plan.
Student Interviews. Wall of Fame partners working with
levels of questions. Writing Process collaboration
Lesson Plan KWL in Reading whole class
collaboration. College Extra credit collaboration
in ELA class that was taught in expert groups.
Thesis Statement Corrected in partners
7.1Students collaborating more and
independently evidenced in:
7.2Students collaborating on projects in AVID
class evidenced in:
Group Tutorials Parent Night AVID Group Collaboration with the
Relay for Life
7.2Students collaborating regularly on projects
in AVID class evidenced in:
List of collaborative assignments
7.2Students collaborating on projects in other
classes as well evidenced in:
7.3Students working in study groups in AVID
class evidenced in:
Group Tutorials AVID Group Collaboration with the
Relay for Life
7.3Students occasionally lead study groups in
AVID class evidenced in:
Study group Cornell Notes with reflections Marking the Text
List of collaborative assignments
7.3Students regularly lead study groups in the AVID class and other classes evidenced in:
Comments:
Created by Region 11 and adapted by Region 8: 12/28/07
MANDYAVID Essential #7: Evidence Documentation
*NOTE: Include student samples & lesson plans from all AVID classes/grades/sections for each indicator in this essential.
Meets Certification (Level 1) Routine (Level 2) Institutionalization (Level 3)7.1
Students collaborating weekly in AVID class evidenced in:
Partner Interview Notes AVID WICR Writing/ Peer Edit AVID Tutorials AVID Levels of Questions Activity
w/ Wall of Fame
7.1Students collaborating weekly in other
classes as well evidenced in:
Student Samples of Science Collaboration
Student Samples of English Collaboration
7.1Students collaborating more and
independently evidenced in:
7.2Students collaborating on projects in AVID
class evidenced in:
Collaboration of Posters Group Tutorials AVID College Report and
Presentation AVID Guest speaker interview
questions AVID Collaboration on Oral
Language AVID Field Trip Leaders, student
led collaboration
7.2Students collaborating regularly on projects
in AVID class evidenced in:
AVID Writing Process Collaboration: Peer Editing
Writing Process Collaboration: Vocabulary Building
AVID Leaders Collaboration posters AVID Modern Day Heroes
Collaboration posters Guest Speaker Level of Questions
Collaboration posters
7.2Students collaborating on projects in other
classes as well evidenced in:
7.3Students working in study groups in AVID
class evidenced in:
Group Tutorials
7.3Students occasionally lead study groups in
AVID class evidenced in:
Study group Cornell Notes with reflections
7.3Students regularly lead study groups in the AVID class and other classes evidenced in:
Comments:
LAKESHACreated by Region 11 and adapted by Region 8: 12/28/07
AVID Essential #7: Evidence Documentation*NOTE: Include student samples & lesson plans from all AVID classes/grades/sections for each indicator in this essential.
Meets Certification (Level 1) Routine (Level 2) Institutionalization (Level 3)7.1
Students collaborating weekly in AVID class evidenced in:
AVID oral language participant list Sample AVID college collaboration
activity AVID study group for parent night
project Regional coordinator classroom
observation rubric
7.1Students collaborating weekly in other
classes as well evidenced in:
Staff WICR survey Art class collaboration activity
7.1Students collaborating more and
independently evidenced in:
7.2Students collaborating on projects in AVID
class evidenced in:
AVID Guest Speaker Protocol T-shirt collaboration Cookie Dough fundraiser
collaboration Rummage Sale fundraiser
collaboration Rummage sale student volunteer
form Oral Language participant list with
AVID students highlighted College research worksheet
assignment Jamba Juice fundraiser collaboration AVID study group for parent night
project Regional coordinator classroom
observation rubric
7.2Students collaborating regularly on projects
in AVID class evidenced in:
AVID Guest Speaker Protocol T-shirt collaboration Cookie Dough fundraiser
collaboration Rummage Sale fundraiser
collaboration Rummage sale student volunteer
form Oral Language participant list with
AVID students highlighted College research worksheet
assignment Jamba Juice fundraiser collaboration Relay for Life study groupings AVID study group for parent night
project
7.2Students collaborating on projects in other
classes as well evidenced in:
Art class collaboration activity (see 7.1.2)
Science class laboratory groups Science class lesson plans with
collaboration indicated
7.3Students working in study groups in AVID
class evidenced in:
Relay for Life study groupings AVID study group for parent night
project Regional coordinator classroom
observation rubric
7.3Students occasionally lead study groups in
AVID class evidenced in:
Relay for Life study groupings with leader highlighted
AVID study group for parent night project
7.3Students regularly lead study groups in the AVID class and other classes evidenced in:
Essential 7:Indicator 1 – Routine Use Indicator 2 – InstitutionalizationIndicator 3 – Routine Use
Overall – Routine Use
Comments:
Created by Region 11 and adapted by Region 8: 12/28/07
AVID Essential #8: Evidence Documentation*NOTE: Include student samples & lesson plans from all AVID classes/grades/sections.
Tutorial Support Curriculum Resource Guide (T.S.C.R.G.)
Meets Certification (Level 1) Routine (Level 2) Institutionalization (Level 3)8.1
Students receiving instruction in the AVID tutorial process as least twice per week
evidenced in:
“A Week in AVID” schedule Tutor scheduling calendar Regional observation checklist
8.1Tutors leading AVID tutorial process and problem solving groups at least twice per
week evidenced in:
7th and 8th grade tutorial groups Tutor scheduling calendar Regional observation checklist
8.1Tutors utilize WICR strategies and students
take responsibility for learning by using higher level thinking while solving problems
collaboratively during tutorial process evidenced in:
8.2Tutors receive 16 hours of training
evidenced in:
School calendar with AVID tutor training
AVID tutor training calendar AVID tutorial checklist Tutor training sign in sheet Tutor training PowerPoint Tutor training syllabus
8.2Trained site personnel providing ongoing
tutorial coaching and support evidenced in:
Tutor meetings and ongoing tutor coaching calendar
Regional observation checklist
8.2Regional or district staff providing ongoing coaching, and tutors are certified by AVID
Center evidenced in:
Regional observation checklist
8.37:1 ratio of students to tutors achieved (see
definition of AVID tutor) evidenced in:
List of tutorial groupings showing 7:1 ratio for 7th and 8th AVID class
Observation feedback check list checking 7:1 ratio
8.3At least one college tutor working in each
AVID class evidenced in:
List of tutors highlighting college tutors
8.3Two college tutors in each section, and 50% in AVID classes for 2+ semesters evidenced
in:
8.4Tutorial request forms used, and tutorial questions generated from classwork and
homework evidenced in:
Samples of tutorial request forms in Cornell Note style format
8.4Students provide daily feedback for tutorials and evidence of fine-tuning tutorials based on student comments
evidenced in: Student feedback on TRF
8.4Students’ questions based on performance needs in all core subject areas, and AVID
tutors giving feedback evidenced in:
Tutorial grading reflection AVID grade analysis and reflection Statement of tutorial groupings based
upon grade checks with grade checks attached
8.5Recruitment plan for tutors in place
evidenced in:
Tutor recruitment plan Tutor recommendation form
8.5Recruitment plan for tutors implemented
evidenced in:
Tutor recruitment plan Tutor recommendation form Copies of completed tutor
recommendation forms Document showing all tutor
contracts signed by AVID tutors
8.5Site team involved in production and implementation of plan evidenced in:
Tutor recommendation form developed by site team members
Tutor recruitment plan developed by site team members
Site team roles with appropriate teachers highlighted
Essential 8:Indicator 1 – Routine Use – Indicator 2 – InstitutionalizationIndicator 3 – Routine Use Indicator 4 – InstitutionalizationIndicator 5 – Institutionalization
Overall: Routine Use
Created by Region 11 and adapted by Region 8: 12/28/07
Comments: After reviewing the TRF’s and Observation form, I believe the students discuss the questions being addressed; however, do not push the thinking to a higher level and I was unable to identify multiple examples of WICR strategies being used by the tutors. Indicator 1
Created by Region 11 and adapted by Region 8: 12/28/07
AVID Essential #9: Evidence Documentation
Meets Certification (Level 1) Routine (Level 2) Institutionalization (Level 3)9.1
AVID Center data completed and submitted evidenced in:
Email verifying CSS and School Data is ready for review and approval
9.1AVID Center Data completed online and on
time evidenced in:
Email verifying CSS and School Data is ready for review and approval
9.1AVID Center data completed with support
from Site Team and using avidonline resources evidenced in:
Site team roles with appropriate teachers highlighted
Copy of SJHS student census report Copy of handwritten data collection
form List of students on free/reduced
lunch9.2
Data analyzed and used to drive implementation by site team evidenced in :
Site team minutes evidencing use of data
9.2AVID Center data and student, staffing,
and budget data analysis used to revise and expand the AVID program evidenced in:
Site team minutes documenting use of data and discussion of expansion
9.2Analysis of disaggregated data to drive instruction, improve student access and success, and promote schoolwide effect
evidenced in: Copy of a comparison
group between AVID and the student body in regards to CST scores
Copy of AVID students individual CST scores with notation of improvement and possible level placement
9.3Performance, enrollment, and/or staffing data analyzed to open/promote access by site team
evidenced in:
Copy of a comparison group between AVID and the student body in regards to CST scores
Site meeting agenda discussing access
Copy of student enrollment numbers, ethnic breakdown and performance with indicators of possible change
Copy of AVID students individual CST scores with notation of improvement and possible level placement
9.3Data analyzed to revise Site/School/District
Improvement Plan to open access to and support in advanced classes evidenced in:
Copy of student enrollment numbers, ethnic breakdown and performance with indicators of possible change
Copy of form used to provide equal access and equity to all students
Copy of AVID students individual CST scores with notation of improvement and possible level placement
9.3Data analyzed to present at school board
meetings evidenced in:
9.4Standardized test data analyzed to open/promote access evidenced in:
Copy of AVID students individual CST scores with notation of improvement and possible level placement
Copy of department meeting agenda solely used to view CST scores, discuss current curriculum and increase rigor across departments
Copy of minutes from each dept with plans to increase rigor
Copy of school site discussing how to increase rigor across the departments
9.4Standardized test data analyzed to increase quality of teaching in core academic classes
evidenced in:
Copy of department meeting agenda solely used to view CST scores, discuss current curriculum and increase rigor across departments
Copy of minutes from each dept with plans to increase rigor
Copy of school site discussing how to increase rigor across the departments
9.4Standardized test data analyzed to increase quality of teaching and increase access to rigorous curriculum for AVID students at
all grade levels evidenced in:
Copy of department meeting agenda solely used to view CST scores, discuss current curriculum and increase rigor across departments
Copy of minutes from each dept with plans to increase rigor
Copy of school site discussing how to increase rigor across the departments
Created by Region 11 and adapted by Region 8: 12/28/07
Essential 9:Indicator 1 – Institutionalization Indicator 2 – InstitutionalizationIndicator 3 – Routine Use Indicator 4 – Institutionalization
Overall: Institutionalization
Comments:
Created by Region 11 and adapted by Region 8: 12/28/07
AVID Essential #10: Possible Evidence Documentation
Meets Certification (Level 1) Routine (Level 2) Institutionalization (Level 3)10.1
AVID defined in school and/or district budgets evidenced in:
AVID Budget expenditures log with total allotment and spent from district
Email from district officials in regards to a line item of dollar amount allotted
10.1Coordinator participating in budget development process evidenced in:
Budget proposal created by Site Coordinator using the district allotted amount
Email to school site principal designated dollar amount for SI 2009
10.1Funding defined in school and district
budgets with long-ranging mechanisms in place; Site coordinator taking a leadership role in budget development evidenced in:
Email from district officials in regards to a line item of dollar amount allotted
10.2Written AVID Site Plan developed and used
evidenced in:
2008-2009 site plan
10.2Site Plan used regularly by Site Team in
program planning and evaluation evidenced in:
Site plan with note on frequency site plan is used at site team meetings
10.2Site plan revised based in CSS and student
performance evidenced in:
Copy of site plan with ISS embedding into the document
Copy of site comparisons of AVID CST performance with school CST performance
10.3AVID written as a component of School
Improvement Plan evidenced in:
Copy of school improvement plan
10.3AVID considered a key component of
School Improvement Plan evidenced in:
Copy of school improvement plan with AVID strategies used across the curriculum
10.3Site Plan inter-related with School
Improvement Plan and part of District Improvement Plan evidenced in:
10.4Summer Institute attended by each AVID
teacher at least once evidenced in:
Site team member role and responsibilities’ chart with SI attendance for AVID elective teachers
10.4Summer Institute attended by each AVID
teacher at least twice, including once in past two summers evidenced in:
Site team member role and responsibilities’ chart with SI attendance for AVID elective teachers
10.4AVID-related professional development
provided to whole staff by AVID Site Team evidenced in:
Regional presentation provided on Cornell notes
Copy of Cornell note PowerPoint given to staff before the beginning of school
10.5Summer Institute or Path Training attended
by Site Team Members evidenced in:
Copy of teacher list with AVID SI or Path Trained teachers highlighted
Site team member role and responsibilities’ chart with SI/Write Path trainings
10.5Summer Institute or Path Training attended by 25% of site teachers and administrators
evidenced in:
List of SI or Path Trained staff from a total of 36 member with 17 trained is more than 25%
Site team member role and responsibilities’ chart with SI/Write Path trainings
10.5Site teachers, in addition to site team and AP teachers, have attended at least two
Summer Institutes with multi-year plan for AVID professional development for school
so that at least 50% eventually AVID trained evidenced in:
Essential 10:Indicator 1 – Institutionalization Indicator 2 – InstitutionalizationIndicator 3 – Routine Use Indicator 4 – InstitutionalizationIndicator 5 – Routine Use
Overall: Routine UseComments:
Created by Region 11 and adapted by Region 8: 12/28/07
AVID Essential #11: Possible Evidence Documentation
Meets Certification (Level 1) Routine (Level 2) Institutionalization (Level 3)11.1
Interdisciplinary Site Team consisting of teachers, administrator(s), counselor(s), and elective teacher(s) evidenced in:
Site Role and Responsibility chart showing interdisciplinary site team
Site team minutes
11.1Site Team Meetings attended by at least
ELA, math, history, and science teacher(s) along with tutors and students evidenced in:
11.1Site Team Meetings attended by parents
evidenced in:
11.2Site plan written, developed, implemented
and revised according to CSS evidenced in:
Copy of old site plan and new site plan
Copy of minutes from CSS meeting Copy of 2007-2008 CSS
11.2Access and equity addressed in Site Plan
evidenced in:
Copy of old site plan and new site plan
Copy of minutes from CSS meeting Copy of 2007-2008 CSS Site team minutes discussing access
and equity Copy of form used to address access
and equity
11.2Site Plan treated as a living document at site
team meetings and revised according to data evidenced in:
Site Team minutes with site plan as an agenda item
Copy of site plan with usage notation
11.3Site Team meeting at least quarterly and
collaborates on logistical issues and discusses access and equity issues evidenced
in:
Site Team minutes
11.3Site Team meeting at least monthly and engages in problem solving of access and
equity issues evidenced in:
Site team minutes Level change forms
11.3Work of Site Team influencing school policy
regarding equity and access evidenced in:
Copy of tentative master schedule developed by several site team members
School wide binder policy
11.4Some Site Team Members supporting AVID teachers in implementation and operation of
program evidenced in:
College Homeroom List College homeroom pictures School wide binder policy WICR survey
11.4Each Site Team Member takes an assigned
roles/tasks in the implementation and operation of the program, and addressing
access and equity evidenced in:
Staff “Alert” of AVID students in their classrooms
6th grade parent letter AVID Parent letter Site Team roles and responsibility
chart
11.4Site Team Members proactively supporting the program while advocating equity and
access and ensuring AVID students enrolled in rigorous courses evidenced in:
Site team roles and responsibility chart
Documentation of development of the master schedule to ensure access and equity
11.5Initial articulation efforts have begun
amongst grade levels evidenced in:
Staff “Alert” of AVID students in their classrooms
Emails from core teachers regarding AVID students’ progress
11.5Site team providing leadership with
articulation at site and feeder evidenced in:
Emails to 6th grade principals regarding recruitment
Email to 6th grade teacher regarding interviews
Email to RHS regarding 6 year plans 6th grade recruitment parent letter Emails from Warren JH regarding
field trips Email from RHS regarding high
school tutors Email from Thompson regarding
incoming AVID student Email from Arvin AVID program Email from Warren JH regarding
evidence gathering
11.5Site team articulating with other non-AVID
schools in district or all schools in the districts are implementing AVID evidenced
in:
Emails to and from 6th grade feeder schools
All Jr. High school are implementing AVID for 2009-2010 school year
11.6 11.6 11.6Created by Region 11 and adapted by Region 8: 12/28/07
Parent/guardian and family inclusion efforts implemented evidenced in:
Back-to school night PowerPoint and sign-in sheet of parent attendance
6th grade parent letter AVID parent letter requesting parent
volunteers Copy of returned parent volunteer
form AVID parent letter regarding
EXPLORE test Parent Volunteer sign up
Regular parent/guardian and family inclusion efforts implemented evidenced in:
AVID parent letter requesting parent volunteers
Copy of returned parent volunteer form
AVID parent night PowerPoint presentations and sign-in sheets
List of parent volunteers at AVID Rummage Sale
Parent signatures on community service agreement
Parent Volunteer sign up
Site Team Meetings attended regularly by parents and given leadership roles
evidenced in:
11.7Site Team collaboration providing AVID
awareness information to staff evidenced in:
Staff “Alert” of AVID students in their classrooms
ELA Cornell Note PowerPoint presentation
Staff emails regarding progress of AVID students
Staff Leadership and Staff Meeting Agendas highlighting AVID as presenting
Regional training arranged for Cornell Note
Eliciting ideas from staff for fundraising
Email to staff regarding inclusion efforts into the AVID program of ESL and RSP students
11.7Site Team providing professional
development in AVID strategies to staff evidenced in :
Site team roles and responsibility chart
Staff Leadership and Staff Meeting Agendas highlighting AVID as presenting
Cornell note training arranged and presented by regional AVID coordinator
11.7Professional development on AVID
strategies is part of school professional development plan with Site Team Members
training others in school improvement process and sitting on key site/district
committees evidenced in:
Essential 11:Indicator 1 – Meets Certification Indicator 2 – InstitutionalizationIndicator 3 – InstitutionalizationIndicator 4 – InstitutionalizationIndicator 5 – InstitutionalizationIndicator 6 – Routine UseIndicator 7 – Routine Use
Overall: Routine UseComments:
Created by Region 11 and adapted by Region 8: 12/28/07
Created by Region 11 and adapted by Region 8: 12/28/07