►
From YouTube: AVID Achievers - Avid Elementary 5-01-2016
Description
Guest Lacey Wallace, School Counselor - Arundel Middle School AVID Elementary
A
A
B
Avid
Elementary
is
a
part
of
the
greater
avid
college
readiness
system
and
it
is
the
beginning
of
the
entire
system
that
is
sequential
across
grade
levels.
So
it
really
focuses
on
research-based
instructional
strategies
and
methodologies
that
really
prepare
students
for
college
and
career
readiness.
It's
throughout
all
subject
areas
throughout
all
grade
levels
when
it
becomes
school-wide,
Aven
added,
add
an
avid
elementary
site,
great.
A
B
The
overall
goal
of
avid
elementary
is
really
to
equip
students
with
lifelong
skills
for
student
success
and
college
readiness.
It's
about
closing
the
achievement
gap
and
making
sure
that
all
students
have
access
to
those
structural
strategies
that
make
them
successful
throughout
life.
So
it's
really
lifelong
strategies
like
organization
self-advocacy.
Those
student
success
skills
that
really
make
a
difference
for
students
throughout
their
educational
careers.
A
Avid
elementary
incorporates
the
same
Wicker
framework
that
is
used
in
the
avid
secondary
model.
Wicker
stands
for
writing
inquiry
collaboration
organization
and
reading
strategies
to
grow.
Students
in
these
areas
are
embedded
throughout
the
day
in
the
regular
school
curriculum
so
that
students
develop
successful
learning
habits.
What
are
some
of
the
other
components
of
avid
elementary?
The.
B
The
student
success
skills
and
organizational
pieces
that
I
mentioned
are
big
big
parts
of
avid
Elementary,
so
teaching
kids
to
stand
up
for
themselves
to
be
able
to
self-advocate
communicate
with
their
teachers
and
their
peers
to
collaborate
with
one
another
in
class
to
be
able
to
achieve
higher
order.
Thinking
and
questioning
there
there's
a
great
focus
on
organizational
strategies,
whether
it's
organization
of
thinking,
organization
of
materials,
so
you're
thinking
about
agenda
books,
organizational
notebooks,
folders
different
ways
to
organize
things.
B
B
We
do
actually,
and
so
that
piece
of
avid
elementary
is
called
beginnings,
usually
with
the
lower
grade
levels
or
the
primary
grade
levels.
So
they
focus
a
lot
on
communication
and
it's
L
wicker
in
those
grade
levels.
So
it's
learning
to
wick
horse.
So
it's
a
lot
more
dependence
on
the
teacher.
So
a
lot
of
teacher
modeling
teacher
directed
strategies
that
they
will
then
learn
to
become
more
independent
in
implementing
as
they
get
older
and
get
into
the
avid
foundations.
So.
A
B
Do
avid
Elementary
has
four
essentials
as
opposed
to
the
11
in
the
secondary
schools,
so
they
are.
Her
first
is
wicker,
which
we
already
mentioned:
the
writing
inquiry
collaboration
organization
and
reading,
so
that
is
school-wide
throughout
every
grade
level.
In
a
school-wide
avid
site.
That's
the
instructional
piece
it
is.
It
is
all
about
the
instruction
what
you
see
in
the
classroom,
what
the
teachers
are
focusing
on
each
day.
B
The
second
essential
is
the
college
going
culture
in
the
building,
so
culture
and
just
the
rigor
and
the
relevance
and
the
college-going
goal,
setting
that
students
will
participate
in
the
third
essential
is
leadership,
so
it's
essential
that
the
leadership
in
the
building
the
administration
is
involved
and
supportive
and
that
goals
on
the
site
team
plan
for
the
avid
site
team
align
with
the
school
improvement
plan.
The
fourth
component
is
systems
so
which
really
focuses
on
you
know
our
entire
system
and
how
we
integrate
avid
into
that
system.
So
it's
about
accountability.
B
A
B
B
A
Great
so
much
like
avid
secondary
the
force
behind
avid
elementary
is
the
school-wide
implementation
of
the
program,
so
we're
developing
and
practicing
skills
and
habits
and
instructional
strategies
throughout
the
day
throughout
the
building
in
every
classroom
every
grade
level
to
affect
the
positive
learning
habits
of
children.
We
recently
visited
some
avid
elementary
sites
and
gathered
some
footage
to
share
with
our
viewers,
avid
elementary
was
implemented
at
four
schools
as
part
of
the
Department
of
Defense
Education
activity
grant.
A
There
are
six
other
schools
who
have
become
avid
elementary
sites,
avid
elementary
aims
to
develop
student
success
skills
in
our
youngest
learners
and
create
learning
and
study
habits
that
they
will
carry
with
them
throughout
their
academic
journey,
avid
elementary
students
in
all
grades
and
in
all
classrooms,
learn
to
set
and
monitor
goals.
Our
youngest
students
learn
to
set
goals,
as
a
group
and
as
an
individual
for
continued
growth
turn.
C
To
your
partner-
or
you
guys,
I
have
read
here,
turn
your
partner
and
turn
and
talk
about.
What
do
you
think
would
be
a
good
goal
for
our
class
this
week
ready
go
and
you're
going
to
glue
the
picture
that
you
want
to
work
on
this
week
into
the
square
and
at
the
end
of
the
week,
when
you
bring
your
binders
back,
we'll
talk
about
whether
you
met
your
goal
or
not.
This
job
is
it
to
reach
the
goal
whose
job
is
yours.
D
C
Has
to
come
from
yourself
look
and
find
something
that
you
know
you
need
to
do.
Don't
think
you
gotta
tie
your
shoe.
Please
don't
cut
out.
I
can
tie
my
shoe.
I
can
learn
to
tie
my
shoe.
You
already
know
how
to
get
make
a
goal,
something
you
want
to
learn
something
you
want
to
work
on,
something
you
want
to.
What's
this
word:
ecology,
okay,
so
what
sure?
What
is
our
goal
today?
I
set
a
goal
and
achieve
the.
E
A
D
Aspects
of
avid
that
my
teachers
have
really
embraced.
As
you
can
see
from
the
video
our
goal,
setting
collaboration
and
inquiry,
my
teachers
feel
that
they
get
the
students
engaged
more
when
they
make
it
relevant
to
the
students,
so
students
are
able
to
pick
their
own
goal
for
the
week,
so
they
have
something
to
strive
for.
Collaboration
is
really
important
because
it
gives
the
kids
a
voice.
It
gives
the
kids
a
chance
to
talk
about
things
before
they
have
to
give
their
final
answer
in
case
they
don't
know
what
they're
doing
and
then
also
inquiry.
A
E
E
I'm
Nathan-
and
this
is
my
pencil
pouch
and,
and
it
has
my
crowns
and
my
pencil
in
it
and
I'm
responsible
for
it,
and
this
is
this-
is
the
front,
and
this
is
my
pain,
so
I
know
how
to
spell
it,
and
these
are
my
respect.
Tickets.
If
I
do
a
good
job
or
not
look.
C
E
C
F
We're
doing
our
one
of
our
very
first
one
pagers
and
is
helping
us
sort
by
what
different
different
types
and
attributes
which
is
helping
us
with
our
thinking
for
math.
A
G
Standard
algorithm,
this
is
important
because
we
know
we
can
solve
addition.
The
diesel
model
place
value
blog,
but
we
also
need
to
do
the
standard
algorithm,
and
this
is
a
lot
of
times
how
our
parents
learn
too,
and
so,
when
you're
lining
up
the
numbers
and
looking
at
each
place
value
and
doing
it.
So
we're
going
to
be
doing
that
standard
algorithm.
Today,
our
brand.
H
H
So,
instead
of
actually
taking
out
a
piece
of
paper
and
doing
the
three
column
notes,
we
are
going
to
use,
what's
called
a
brand
chart,
so
I'm
going
to
give
you
what
eight
parts
and
it's
going
to
be
about
a
topic.
There's
a
K
and
it
says
what
I
know
about
the
topic:
okay,
so
you're
going
to
take
thinking
them
in
your
Vic
and
you're
going
to
write
everything
you
know
about
Tigers.
Obviously,
that's
not
our
topic
with
it.
H
It's
an
example
right
everything
you
know
about
the
topic,
then,
on
this
green
portion,
green
means,
go,
go
ahead
and
start
thinking
start
wondering
you're
going
to
write
any
questions
or
any
wondering
you
have
about
the
topics
our
example
topic
is
Tigers.
Do
Tigers
swim?
That's
one
thing:
I
wanted!
That's
a
wondering!
I
have
you're
going
to
fail
with
it
I'm
going
to
give
you
about
five
times,
just
think
about
a
topic
and
everything
that
you
might
know
or
that
you
might
wonder
then,
and
not
until
them.
H
Can
you
open
your
ran
chart
and
when
I
give
you
an
article,
your
article
is
going
to
be
about
the
topic
and
in
the
middle,
this
green
is
what
I
confirmed
the
end
product
of
this
ranch
art
in
their
response
to
reading.
We
are
going
to
write
about
everything,
a
short
paragraph,
about
everything
about
the
topic.
Now.
Do
you
think,
just
based
on
what
you
know
about
red
and
green?
Should
I
write
down
things
that
are
in
the
red?
No,
no.
H
Now
that
wouldn't
make
much
sense,
because
I'm
not
sure
I
didn't
confirm
this
was
true
or
maybe
I
had
some
misconceptions.
That
I
knew
it
wasn't
accurate,
so
I'm
going
to
be
writing
everything
that
I
learned
and
then
I
confirm
any
of
it.
You
can
still
add
some
wondering
to
your
article
about
the
topic
now.
The
key
trick
here
is
that
I'm
going
to
collect
that
article
again,
you're
just
using
the
sticky
notes.
So
that
way,
if
you're,
paraphrasing
it's
in
your
own
words
and
you're,
remembering
and
using
text
evidence
as
the.
A
I
I'm
Amanda
Griffith
I
am
the
school
counselor
here
at
West
need
early
education
center.
This
year
will
be
our
fourth
year
with
avid
elementary.
We
really
think
avid
elementary
has
opened
up
the
doorway
and
really
set
the
foundation
for
college
and
career
readiness.
Here.
Our
students
right
now
are
learning
organizational
strategies.
They're
learning
levels
of
thinking,
they're
also
learning
goal
setting.
So
we
really
think
that
it's
teaching
consistency
and
that
it's
promoting
student
success,
West.
J
Annapolis
Elementary
has
been
an
avid
school
for
one
full
school
year
and
we're
beginning
our
second
full
year.
It's
made
a
huge
impact
on
our
students,
not
just
with
organization,
but
with
their
study,
skills
and
students
becoming
more
responsible
for
their
learning,
they're,
the
ones
taking
the
notes
and
they're
the
ones,
learning
all
the
study,
skills
and
really
being
responsible
for
their
own
learning.
So
we've
seen
a
huge
impact
here,
especially
with
our
intermediate
students,
so.
A
You
can
see
that
the
avid
methodologies
start
with
even
our
youngest
of
learners.
The
avid
beginnings
framework
builds
fundamental
communication
skills
and
organization
tools
to
enable
student
success.
There
is
a
consistent,
fundamental
approach
to
learning
that
is
adopted
in
all
classrooms
at
all
grade
levels.
How
does
the
focus
shift
for
older
elementary
students
so.
B
Avid
beginnings,
like
we
said,
is
usually
for
the
earlier
years
and
then
we
shift
into
avid
foundations.
So
it's
really
building
those
foundational
pieces
for
their
education.
So
as
much
as
they
continue
to
focus
on
communication,
they
also
start
focusing
on
some
organizational
strategies:
some
higher
order,
thinking
and
questioning
skills,
note-taking
and
different
components
that
really
focus
on
rigor
and
pushing
students
to
collaborate
and
organize
their
thing
and
their
materials.
B
A
Here
is
where
the
students
really
began
to
develop
maturity
and
their
levels
of
thinking
questions.
So
students
are
introduced
to
higher
level
thinking
and
questioning
at
a
young
age,
but
mostly
through
teacher
modeling
and
being
able
to
respond
to
those
higher-level
questions,
but
as
they
move
up
in
grade
level,
students
learn
to
identify
and
create
their
own
higher
level.
Questions
for
thinking
and
using
I
believe
they
use
Kostas
model.
They
do
in
the
elementary
for
developing
this.
A
B
Did
it
go
sure,
so
at
Manor,
View
Elementary,
we
were
already
implementing
stem
and
International
Baccalaureate,
so
we
had
a
number
of
things
going
on
already,
so
we
wanted
to
make
sure
that
our
teachers
would
not
feel
overwhelmed
and
that
they
would
be
able
to
just
seamlessly
shift
into
this
role
of
being
an
avid
elementary
teacher.
So
we
really
looked
at
what
grade
levels
were
already
implementing
some
pieces
or
components
of
avid,
so
we
looked
at
which
grade
levels
were
already
focusing
on
organizational
tools
and
materials.
B
We
were
looking
at,
which
grade
levels
were
already
looking
at
higher-order
thinking,
not
that
they
are
all
are
not
all
doing
that
already,
however,
which
ones
would
be
the
easiest
to
implement.
So
we,
our
particular
school,
focused
on
fourth
and
fifth
grade.
We
felt
that
it
was
easiest
to
begin
with
our
oldest
students
to
be
able
to
trickle
down
in
future
years,
so
we
were
very
strategic
about
choosing
who
we
would
send
a
Summer
Institute.
B
So,
every
summer
there
is
a
summer
Institute
that
avid
Center
has
throughout
the
country,
oftentimes
Anne
Arundel
County
will
send
us
to
Philadelphia,
so
we
strategically
selected
teachers
who
we
know
would
be
enthusiastic.
Who
would
remain
at
our
school
to
continue
to
grow
the
avid
college
readiness
system?
So
we
talked
to
our
teachers.
We
asked
for
volunteers
because
you
have
to
be
voluntarily.
You
know
involved
with
avid,
because
it
is,
it
is
just
great
teaching
practice.
B
You
have
to
be
willing
to
take
on
there's
those
expectations,
the
the
skills
and
the
strategies
to
implement
with
students.
So
we
selected
4th
and
5th
grade.
We
sent
our
staff
to
Summer
Institute.
We
actually
sent
a
cultural
arts
teacher
as
well
to
be
able
to
affect
school-wide
change.
We
went
to
Summer
Institute.
We
all
received
different
strands
of
training.
We
met
back
together
during
sight
team
meetings
that
summer
and
really
developed
a
plan
that
would
jive
with
our
school
improvement
plan
and
the
other
IB
and
stem
activities
that
we
had.
Okay,.
E
A
B
B
So
you
become
an
advocate,
you
know
for
the
strategies
and
and
skills
that
you
learn
over
the
summer
and
really
try
to
embed
that
when
you're
working
in
collaborative
planning
and
independent
planning
for
your
lessons
so
you're
really
incorporating
and
teaching
the
other
student
or
the
other
teachers
what
those
strategies
are,
so
everyone
can
incorporate
it
into
their
lesson
planning
for
the
week.
Ok,.
B
2
we
started
to
send
first
grade
teachers.
We
looked
at
who
else
needed
to
be
involved
to
be
able
to
affect
school-wide
change.
So
we
sent
a
first
grade
teacher.
We
sent
a
second
grade.
Teacher
I
went
back
to
a
different
strand,
our
principal
also
returned,
and
so
we
had
a
couple
of
other
folks
attend,
so
we
could
again
start
to
build
in
the
earlier
years
and
build
sequentially
up
through
the
intermediate
grades.
Ok,.
A
B
When
we
came
back
to
school
during
the
back-to-school
meetings
for
the
teachers
the
week
prior
to
the
beginning
of
students
returning,
we
spent
some
time
rolling
out
with
the
entire
staff.
What
avid
elementary
was
what
it
would
look
like,
the
things
that
were
on
our
site
team
and
our
focus
for
the
school
year
and
then
asked
for
others
to
become
involved.
B
We
would
also
speak
with
other
elementary
schools
who
were
training
in
avid
as
well
to
be
able
to
collaborate
on
some
of
the
things
that
we
were
working
on
and
again
also
just
during
collaborative
planning,
so
the
teachers
who
have
the
knowledge
and
access
to
the
resources
to
really
share
and
be
that
voice
for
Abid
in
our
school.
Great.
B
So
there
is,
we
took
a
little
bit
about
that
family
partnership
in
the
community
partnership
piece
and
there
really
are.
There
really
is
a
family
component
to
it.
So
avid
Center
provides
a
number
of
resources
for
parents
topics
to
discuss
at
the
dinner
table.
What
parents
can
do
to
really
build
that
home-school
communication
they're
also
parent
workshops
that
that
are
implemented
throughout
the
school
year,
that
will
teach
parents
about
avid
and
what
they
can
do
to
support
their
students
and
their
lifelong
skills
at
home.
Great.