AVID’s mission is to close the achievement gap by preparing all students for college readiness and success in a global society.
- are determined, motivated, and willingly join AVID to be prepared and ready to reach their post-secondary goals
- use a binder and planner to organize their school work
- take rigorous courses with the support of AVID tutorials to prepare for post-secondary options
- set SMART goals to ensure they are maintaining C’s or better in their classes and pushing themselves academically and socially
- learn to work collaboratively and improve their interpersonal skills
- take Cornell Notes and reflecting on their work each week
- use critical thinking skills and higher level questioning.
Our classrooms feature:
- daily essential questions from AVID’s Weeks at a Glance lesson plans
- norms that promote community and are developed by students and teachers
- evidence of established routines for all aspects of AVID curriculum: tutorials, Socratic Seminars, small-group work, team-building, guest speakers, field trips, individual work, etc.
- visuals that promote a college-going culture.
Our AVID teachers:
- discuss essential questions to help students understand the purpose of the lesson
- engage in higher level discussions and goal setting sessions
- use WICOR (Writing, Inquiry, Collaboration, Organization, and Reading) strategies in all of their lessons
- apply a variety of AVID Critical Reading techniques
- hold Socratic Seminars and Philosophical Chairs on a regular basis
- use AVID’s Culturally Relevant Teaching Strategies
- model and encourage higher level thinking skills, especially during the tutorial process
- use formative and summative student data to direct instruction
- support student engagement through the use of AVID strategies such as Turn and Talk and Think, Pair, Share, Quick Writes, etc.
Our AVID students are identified and assessed by:
- ongoing classroom assessments, both formative and summative, around WICOR strategies
- weekly tutorial sessions with quarterly Tutorial Grade Analysis Reflections done by students
- bi-weekly “binder” checks to assess students’ organizational systems, including use of the Cornell Way (Cornell Note taking process)
- allowing for multiple opportunities to show their learning and growth through talk, quick writes, stop and jots, philosophical chairs, and Socratic seminars.