“ How AVID Strategies and
Differentiation Prepare Your
Students for Success!”
Kell High School
AP Coordinator, AVID Trainer,
The classroom of today
Students with learning disabilities
Highly advanced learners
English language learners
Students who chronically underachieve
Students displaying varying degrees of motivation
Students who have different ways of learning
3-5 in every 100 identified ADD
1 in 150 have some degree of Autism
We have the highest rate of child poverty
in the developed world
Children from poverty are two and a half
times more likely to dropout
Children from poverty are two and a half
times more likely to be labeled conduct
We are becoming a nation of
minorities with no one majority
Student populations will become
atypical with diversity as the norm
By the year 2015 over half of our
students will not speak English as a
Who is opening the door to these
Who is saying you are an important
kid and you deserve the best that we
Who do you teach who you need to do
something different for?
Kathleen- age 14
Push me! See how far I go!
Work me ‘till I drop--
Then pick me up.
Open a door,
And make me run to it before it closes.
Teach me so that I might learn,
Then show me the Tunnel of
And let me walk through it alone.
Then, when, near the end, I look back,
And see another in the Tunnel,
with you watching
I shall smile!
Derek is one of four children of a single
mother who finished high school. He moved
to North Carolina as a young boy with his
mother, 2 brothers, a sister, 2 garbage bags
holding all the family’s possessions, and
$80.00, to live with an aunt and uncle. He
has since been homeless and has lived five
years in public housing. His family has
always had serious struggles with money.
He has never known his father.
I knew. Standing at the school bus stop When I was
eight, I knew. I had to make a decision. I would cling to
my friends from the neighborhood And let go of
aspiration. Or I would hold fast to a gauzy dream of
learning to become someone who could leave a mark
And watch the circle of my friends swallow up the
place that was mine. I understood in an eight year old
way something about courage and cost that day. And I
got on the school bus And opened my paperback
novel And sat alone.
I used to be a creative person. There was something
inside me that saw things no one else seemed to see. I
was often silent, but my silence was a thing of peace, and
inner communication. I have learned that to be wrong is a
sin. If I speak up, I may commit that sin, And so I say
nothing. My silence is restless and sad. Maybe there is
still something unique and alive somewhere deep inside of
me. I donﾕt know. This I do know, however. Silence
should be used for the breeding of creativity, But
creativity, kept in silence, perishes.
Pam, Grade 8
What is that man talking about? Why is he looking at me that way?
What does he want me to do? I want to say something? Why am I
ignored? I’m smart, damn it! These were the thoughts I
suppressed during my years of illiteracy. As an 11-year-old Korean
boy, I sat in a classroom full of new peers who cared less about my
existence. My first American teacher, Mr. Hall, was a tall, gentle,
middle-aged white man. He tried to understand, but he couldn’t.
So what did he do? He gave me a stack of blank paper and a
pencil and had me sit at the back of the room and draw. Being a
typical Asian student, I sat there quietly, minding my own business.
Six hours a day, 30 hours a week, 1200 hours a year, I sat and
drew pictures of my favorite cartoon characters.He-Man, GI Joe,
and the Smurfs. What a great year! What a waste of my precious
learning time! I don’t blame Mr. Hall. I blame the ignorance that
continues in school. Being an illiterate was one of the most difficult
growing experiences I had. Not knowing if the other kids were
complimenting or cursing me. It was frustrating. Not being able to
tell my teacher that I didn’t steal his pen. It was frustrating.
Suppressed frustration becomes anger. Anger becomes violence.
Violence becomes a label. I became the angry Asian boy, getting
into fights for no reason. No reason except the frustration of being a
Pedagogy of Poverty
Helene Hodges, Michael Haverman
Lots of testing, reviewing and
No application, engaging activites or
Easy to spot an accelerated class,
they all look alike!!
Sounds good, but how do I do
Identify what students should Know,
Understand and Be Able to Do at the end of
Develop a unit plan to ensure student
proficiency with essential knowledge,
understanding and skill
Pre-assess based on KUD for readiness, also
for interest and learning profile
Attending to differences in the
Tracking does not work ( yes for
Stop focusing on packs of kids
There are ways to individualize
Teach as though ALL our kids can do
The fixed mindset or the growth
Emphasize the hard work not the
How Do I Do It?
Based on pre-assessment data,
differentiate the unit plan according to
readiness, interest and learning profile
Continue to adjust based on ongoing
In between, provide support and
Readiness Learning Profile
If tasks are a close match for student
If tasks ignite curiosity or passion
If the assignment encourages students
to work in a preferred manner
Students are motivated by:
Personal relevance or passion
The potential to make a contribution or
link with something greater than self.
Seven Survival Skills
“Today’s students need to master seven
survival skills to thrive in the new world of
work. These skills are the same ones that
will enable students to become productive
citizens who contribute to solving some of
the most pressing issues we face in the
- Wagner (Educational Leadership, 2008)
Critical Thinking and Problem
Yesterday’s answers won’t solve the
problems of today.How do you learn
to do things that have never been
AVID strategy- Problem Solution
Differentiation strategy- PBL
Effective Oral and Written
Today’s students need to be able to create
focus and energy around the point they
make. They need to be able to ask the
right questions and know what to take away
AVID strategy- Cornell Notes, Reciprocal
Differentiation strategy- Collaboration
Give your students multiple opportunities
for authentic assessments
Let them see that what they create
AVID strategy- letter to an editor or
Differentiation strategy- PBL or project
Accessing and Analyzing
There is so much information out
there it is almost too much.
AVID strategy- Metacognition
journal,synthesis journal, reflective
journal, photography investigations,
Differentiation strategy- Socratic
Curiosity and Imagination
Daniel Pink in “A Whole New Mind”
discusses the essentials for developing
young people with capacities for
imagination, creativity and empathy.
AVID strategy- poetry, editorial
Differentiation strategy- Student choice
Collaboration and Leadership
Virtual Teams and Webcasts are the way of
Are we training our students for this?
AVID strategy- Discussion group strategies
Differentiation strategy- Tiered assignments
or project based learning
Our students must gear down when
they come to school. They live in a
world of constant connectivity and
collaboration. They come to us
begging us to ENGAGE them and let
them CREATE and COLLABORATE.
Don’t let them down!
YOUR TURN TO CREATE
Collaborate with your colleagues and
create a lesson plan with an AVID
strategy or a Differentiation
strategy of your choice to share with