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Prototype Section: Why this meets the needs of any user to support all students (highlight: structure, activities, topics, delivery mode, alignment with digital literacy, scaffolding, differentiation, etc). 

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Prototype Section: Why this meets the needs of any user to support all students (highlight: structure, activities, topics, delivery mode, alignment with digital literacy, scaffolding, differentiation, etc). 

# data[].attributes.headline
Prototype Section: Why this meets the needs of any user to support all students (highlight: structure, activities, topics, delivery mode, alignment with digital literacy, scaffolding, differentiation, etc). 

# data[].attributes.subject
Prototype Section: Why this meets the needs of any user to support all students (highlight: structure, activities, topics, delivery mode, alignment with digital literacy, scaffolding, differentiation, etc). 

# data[].attributes.headline
Prototype Section: Why this meets the needs of any user to support all students (highlight: structure, activities, topics, delivery mode, alignment with digital literacy, scaffolding, differentiation, etc). 

# data[].attributes.subject
Prototype Section: Why this meets the needs of any user to support all students (highlight: structure, activities, topics, delivery mode, alignment with digital literacy, scaffolding, differentiation, etc). 

# data[].attributes.headline
Prototype Section: Why this meets the needs of any user to support all students (highlight: structure, activities, topics, delivery mode, alignment with digital literacy, scaffolding, differentiation, etc). 

# data[].attributes.subject
Prototype Section: Why this meets the needs of any user to support all students (highlight: structure, activities, topics, delivery mode, alignment with digital literacy, scaffolding, differentiation, etc). 

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I really like the idea of providing content area examples, Steve. I think teachers need to see ways in which it can work for them.  However, I still worry that labeling them by art, music, special education, etc. will always leave someone out.  (I just finished a path with twenty people that included a media specialist, advisory chairperson and internship supervisor...we really do get ALL kinds).  Could we list the examples by cognitive strategies instead, which also serve to emphasize David Conley's Four Keys to College And Career Readiness?

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Malia, I really appreciate the list of community/relationship building, SEL, CRT, trauma-informed instruction, safe environments/comfort zones, and low risk to high risk activities.  I think it covers so much of the "softer side" (the sometimes uncomfortable or the less talked about side) that prevents us from high expectations for all students.  Could we manage to use the subject of brain science cover all of these topics and, simultaneously, provide teachers with the rationale of why they are important?

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Way to go starting with the why, Colleen. If we are going to convince teachers to change the pedagogy, and take the time and effort necessary to do it, they need to understand why. I think rhetorically "the why" should be used early and often in our resource, whether it is in chapter introductions, sidebars with research or data, or links to actual student testimony; teachers need reasons WHY if they are going to implement sustainable change.

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My goal in designing the graphic organizer for a digital format was to give educators a new way to engage with the old idea of tables of content and chapters. Click on a link: it will either take you to a resource or another graphic organizer that will guide you the rest of the way. I'd like to keep this concept, using a combination of our ideas of resources and tools.

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I'm still considering what features deserve their own "instructional practices" (their own resources), and which features should be "embedded" in those instructional practices (have their own sidebar or bullet within the resource). Among those to consider: SEL, CRT, digital citizenship, connections to CCR, etc.

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In Student Success (well, in AVID), we often see teachers who become frustrated because they try ALL THE STRATEGIES, but they only try them once or twice, so they and their students never develop the skills required to fully engage in that particular process. Also, teachers sometimes don't realize that they are teaching the PROCESS along with the CONTENT. What if our resource included a section with a guided lesson reflection template, almost like a professional development plan? Let's say a teacher decided they really wanted to implement Philosophical Chairs that year in their classroom. Maybe our document gives them a space for pre-lessons (like language scripts and rules of engagement). Then gives them a space to plan AND reflect on three to five implementations, with guiding questions on the PROCESS and what the next steps are to help students improve their skills next time.

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Either the adults in children's lives are mentally healthy and have "built in" coping skills or they are struggling and need coping skills themselves.  Something I've found really powerful is sharing with other teachers simple grounding exercises they can have their students do.  Things like 4-7-8 breathing, 5 senses mindfulness, crossing the midline exercises, etc.  I don't know if there is a place for this in either an introductory, brain science type section or in a relational capacity, building a safe classroom type section, but I thought it was worth mentioning.

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WRITING: Focused Note Taking, Learning Logs, Quick Writes, One Pagers
INQUIRY: Costa's Levels, Points of Confusion, Academic Language Scripts/Sentence Frames
COLLABORATION: Relational Capacity, Collaborative Structures (including World Cafe, Four Corners, 1-1-2 Minute Partner Share), Philosophical Chairs, Socratic Seminar, Collaborative Study Groups
ORGANIZATION: Materials/ eMaterials, Graphic Organizers, Backwards Mapping, Smart Goals
READING: Critical Reading Process, Vocabulary Building, Evaluating Sources

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A strength of this prototype is its organization into "WHY" and "HOW."  Just like with our own students, we need to start with the WHY to to help all users understand the purpose and then provide clear ideas about the HOW. -MRS

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To quote from Colleen's prototype: "an explicit connection to how their instruction and student behavior contributes to college and career readiness."--MRS

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Within Colleen's section on instruction, she includes a section on collaboration structures such as four corners and world cafe.  This section appears also in the current Student Success Resource that shouldn't be lost in the transition to an updated resource!--MRS

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I'm still really moved by Colleen's initial prototype with its focus on teacher behaviors.  This is a theme/common thread of all of our prototypes but its not obviously stated.  Should it be?  --MRS

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Connection to other resources/Anchor Strands

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Connection to other resources/Anchor Strands

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Absolutely, the strength of this resource is Steve's connection to AVID resources and standards. This is a great way for educators to see both how their work connects to AVID standards and where to go to find more information.--MRS

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To add to what was said above about the Content Area Examples--including this is a must.  But I think they should be embedded rather than in stand-alone sections.  I'm concerned that a teacher will just look at their particular section and then disregard the rest of the resource.  --MRS

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I think this graphic organizer is amazing.  It's a great way to show how we can take something complicated like WICOR--and all the elements of WICOR--and create a TOOL that doesn't overwhelm the user.   This might give us more ideas for how to present concepts in a clear, easy to understand, way.  Plus, the digital possibilities are endless.  --MRS

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I want the messaging of the Student Success resource to be clear:
AVID is for ALL students
AVID is for ALL teachers
EVERY teacher supports EVERY student in being college and career ready.
--MRS

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What is college and career ready?  A lot of educators misunderstand these terms.  Including research/resources/references from the AVID College and Careers Resource/Conley's Four Keys might be helpful.  It would also help push back against the impulse of some educators to say: "Well, ________ doesn't want to go to college." --MRS

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Again, another misunderstanding I often see concerns rigor. I see educators either with low expectations for what their students are capable of producing OR who believe rigor = assigning more, more, more, more. Essential question work may be a way to confront this.--MRS

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A variety of content-specific resources are needed to show how Student Success can apply to a wide audience.  When possible, reference to AVID's Anchor Standards & CCI is appropriate.  Teachers should be able to see how to scaffold a strategy to address the needs to all students.  Many of the strategies listed are processes that do not need to be implemented in a single instructional session.  Teachers need to see and experience the power of AVID strategies embedded in their teaching. (SS)

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I LOVE the revised prototype layout. It provides a clear first impression for any educator as to why they would use this resource and how it would benefit students. Great thinking.

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Lesson Design and/or Backwards Design Process. The intent is to support educators in applying their learning of the strategy/methodology. This could be how we "hook" all subject areas if we can support them all in planning. I am not familiar with a design AVID Center currently supports. I would suggest something simple like:

Launch: EQ. and Students will statement along with cognitive purpose and scaffolding

Interact: Purposeful Student Interaction with the material

Review: Share Learning and Reflect

There is also the 5 E model that some use that is user friendly (Engage, Explore, Explain, Extend/Elaborate, and Evaluate)

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Overall organization starting with the WHY for educators so end users understand the purpose first and then HOW they can achieve the desired outcome. The resource would work to effect educator behavior to impact student success. It is suggested that this theme occur early and often as a consistent reminder that AVID is not something else you have to do, instead it is HOW you do all the other things. A cornerstone of the HOW are the collaborative structures that should be included and direct connection to how they contribute to student learning and skill building.

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Educators have control of the classroom environment and therefore, the classroom is a direct result of their behaviors. There is a common belief that there should be intentional lessons structured to support educators in creating a safe environment where students take academic risks and challenge themselves.

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The main purpose of this prototype is to use the tools at our disposal to ensure accessibility for end-users.  To that end, its design included a layout that takes advantage of a digital format in order to get the correct resource in the hands of the user as quickly as possible, via a hot-linked "landing page."  Further plans include possible instructional practice templates organized with links to student resources, examples, and other strategies to fully support the user in their implementation. ~JT

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Can we beef this up or take ideas from it? ~JT