1. What is AVID? A school wide college readiness system
A structured approach to rigorous curriculum
Direct support structure for first-generation college students
Professional learning for educators
So, WHAT IS AVID?
AVID is a schoolwide college-readiness system that works to influence the instruction, systems, leadership, and culture of the entire campus.
AVID addresses college readiness for ALL students, particularly those who would be first-generation college-goers.

2. Why college readiness? Not necessarily. Absolutely!
Will every student pursue higher education?
Not necessarily.
Should every student be prepared for and have the option to attend college or pursue higher education?
Absolutely!
Remembering the AVID mission: To close the achievement gap by preparing ALL students for college readiness and success in a global society.
TRANSITION to IMPORTANCE OF COLLEGE READINESS: So, WHY IS COLLEGE READINESSS SO IMPORTANT?
[NEXT]

3. What does AVID do? Develops students as readers and writers
Develops readers and writers
Develops deep content knowledge
Teaches content-specific strategies for reading, writing, thinking, and speaking
Develops habits, skills, and behaviors to use knowledge and abilities
What does AVID do?
To help all students do rigorous work and meet or exceed high standards in each content area, AVID:
Develops students as readers and writers
Develops deep content knowledge
Teaches content-specific strategies for reading, writing, thinking, and talking
Develops habits, skills, and behaviors to use knowledge and abilities
TRANSITION TO COMMON CORE: (if appropriate): The Federal government recognizes the role that rigorous coursework plays in preparing students for college and have set Common Core Standards to move all K-12 public schools towards college preparation.

4. How AVID Works
Accelerates under-achieving students who have potential into more rigorous courses
Teaches academic and social skills not targeted in other classes
Provides intensive support with in-class tutors and a strong student/teacher relationship
Creates a positive peer group for students
Develops a sense of hope and personal achievement gained through hard work and determination

5. The AVID Elective Student Profile
Has academic potential
Average to high test scores
2.0–3.5 GPA
College potential with support
Desire and determination

6. AVID aligns with the State Standards
Are aligned with college and work expectations
Is focused on preparing students to become college and career ready
Are clear, understandable, and consistent
Is based on a clear set of 11 Essentials
Include rigorous content and application of knowledge through high-order skills
Provides rigor in the classroom through higher-level thinking activities
Build upon strengths and lessons of current state standards
Supports the implementation of all state standards in all content areas
Expectation that all students are prepared to succeed in our global economy and society
Prepares all students for college readiness and success in a global society
Are evidenced-based
Is based on more than 30 years of data
While the debate continues in the few states that have not adopted the Common Core Standards, 45 states have done so, and they are preparing to employ the standards. Briefly, here’s how AVID “fits” with the Standards.
In his article entitled “Common Core,” published in the March 2011 edition of Educational Leadership, David Conley asserts that “the common standards and assessments can vault education over the barrier of low-level test preparation and toward the goal of world-class learning outcomes for all students” (Conley 17). This assertion is also quite apparent in AVID’s Mission Statement, and AVID educators have been empowering students to become college-ready and college-prepared through the use of effective learning strategies for more than three decades. The schoolwide effect of AVID affords both the AVID Elective students and students at large to benefit from data-driven, highly effective teaching and learning strategies that are integrated into classes across the curriculum. The philosophy of the AVID system has always been to address student needs and bridge instructional gaps in order to provide all students with an education that will lead to success at the next level, be it in an Algebra 1 class in middle school or an Advanced Placement Composition class in high school.
Brad Ruff “AVID and the Common Core” blog , March 2012

7. A Sample Week in the AVID Elective
Daily or Block Schedule
Monday
Tuesday
Wednesday
Thursday
Friday
Binder Evaluation
Field Trips
Media Center
Speakers
Motivational Activities
(within block)
AVID Curriculum
Tutorials
Combination for Block Schedule
Combination for
Block Schedule
Curriculum:
Writing
College and Careers
Strategies for Success
Critical Reading
Tutorials:
Collaborative Study Groups
Writing Groups
Socratic Seminars

8. AVID delivers results Raises student achievement
Ensures college access and success
Closes opportunity and expectation gaps
Improves instruction by offering meaningful and lasting professional learning

9. AVID closes the achievement gap
2014 AVID Elective seniors completing four-year college entrance requirements
To achieve our mission of closing the achievement gap by preparing all students for college readiness and success in a global society, students must be prepared for college by taking the courses required by colleges to be accepted.
With AVID Elective students, ALL ethnicities complete four-year college entrance requirements at a rate of 89% or higher.  The importance of this chart is the differences in the gaps between the highest percentage and lowest percentage for AVID and the U.S.
Notice, AVID is closing the achievement gap as measured by students completing college entrance requirements; that is, a smaller gap exists for AVID students between the highest (95%) and lowest (89%) = 6 percent compared to the U.S overall highest (49%) and lowest (21%) = where the difference is nearly 30 percent.
AVID. (2014). AVID senior data collection: Study of 36,450 AVID seniors [Electronic Database].
Greene, J.P. and Forster, G. (2003). Public high school graduation and college readiness rates in the United States (Report No. 3). New York: Manhattan Institute for Policy Research. *Filipino and Other not classified by Greene and Forster (2003)
National data represents the most current comprehensive data available

10. www.avid.org Jennifer Torres jtorres@ems-isd.net
Christina Rudiger