Secondary AVID

  • Philosophy

    AVID’s mission is to close the achievement gap by preparing all students for college readiness and success in a global society.

    Our students:

    • 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.