AVID Coordinator – Christine Roberts, Science
Department
AVID TEAM – Holly West, Science
Jeff Brotman, English
Teresa Needer, Math
Mary-Elizabeth White, Social Studies
Kelly Erdman, Administrator
Brian Raab, Administrator
Jane Barranger, Principal
Why AVID? -
It's the data. AVID stands out
in a sea of experimental, unproven programs.
It has volumes of data validating exactly how
and why it works, not to mention a 25-year track
record of closing the achievement gap.
It's the standards. AVID not
only makes the college dream accessible to traditionally
underserved students, but it also helps schools
meet state accountability measures.
It's the American Dream. College may not be for every
student, but every student should have the opportunity to attend
a four-year college.
It's the right thing to do. Who
can argue with creating greater equity for thousands
of students who until now have not had access
to academically challenging classes?
It's the economy. We need an
educated workforce and can't afford to leave
anyone behind. Business supports AVID because
it ensures that more students are trained to
think critically, overcome obstacles and work
in teams.
The AVID Student
AVID targets students in the academic middle — B, C, and
even D students — who have the desire to go to college and
the willingness to work hard. AVID pulls these students out of
their unchallenging courses and puts them on the college track:
acceleration instead of remediation. AVID improves daily attendance
rates, pass rates and graduation rates in secondary schools. In
addition, because AVID promotes the study skills program, rigorous
instruction and a college-going culture on the secondary school
campus, the implementation of an AVID program increases the achievement
of the entire student body.
History in Baltimore County
The AVID program in Baltimore County Public Schools is aligned with
the school system’s Blueprint for Progress, state standards
and federal mandates such as No Child Left Behind. In September 2002,
BCPS began implementation of the AVID program in six high schools,
under the leadership of Dr. Barbara Dezmon, Assistant to the Superintendent,
Office of Equity and Assurance, and Mrs. Shirley Page, former AVID
District Director. Kenwood, Milford Mill, Owings Mills, Parkville,
Randallstown and Woodlawn were the first high schools to implement
the AVID program. Since 2002, four or five high schools have been
added annually to begin implementation of the AVID program. By 2007-2008,
all 25 high schools will be implementing AVID.
One of the keys to the success of an AVID program lies in
choosing the right students to participate. These students
must have the academic potential to succeed and must also
be able to respond to the demands and rewards of the program.
AVID is a program for ordinary students who can be empowered
to achieve extraordinary things.
Identify students for possible recruitment by teacher
referral, counselor referral, or student interest at the
Middle School level.
Use student attendance records, behavior records, test
scores, GPA, and class schedules to help identify the potential
pool of students.
Students who have a GPA between 2.0 and 2.8 would qualify
for the GPA component.
Eighth grade counselors pull students from class to
attend an informational meeting. Basic information is given
along with an application form.
Arrangements are made to conduct one on one interviews
at the Middle Schools with identified potential students.
The AVID team from the high school conducts the interviews.
The high school AVID team meets as a group to choose
the students who will be invited to join the class in 9th
grade.
Acceptance or non-acceptance letters are sent out to
all students who were interviewed.
Students are scheduled for the appropriate classes.The
process repeats itself every year, adding new classes entering
at the 9th grade level. The minimum requirement is one
class of at least 25 students per grade. Parents, students
and staff make a commitment to four years in the program.
The process repeats itself every year, adding new classes
entering at the 9th grade level. The minimum requirement
is one class of at least 25 students per grade. Parents,
students and staff make a commitment to four years in the
program.
Provides connection
to prior knowledge,
understanding
text
structure, and
using text-processing
strategies
6. Inquiry Emphasis
Develop and practice
critical thinking
skills
Learn how
to develop questions for their
Cornell note
and tutorial groups
Questioning at
a higher level
Costa’s levels
of questioning
Socratic
dialogue
Inquiry is a
tool for learning
7.
Collaboration
Students work
collaboratively
Receive
training in group etiquette,
development
of group
process ground rules,
purposes
for working together
Learn to
quickly
and efficiently
organize
themselves
into
working
and/or
tutorial
groups,
to interact
effectively
and respectfully,
and to
take
responsibility for their
own and
for one
another’s
success
in learning
Utilize
questions
from
their
notes
to focus
discussion
Illustrates
the power
of synergy
8. Trained
Tutors
Tutors
facilitate
student
access
to
rigorous curriculum
Tutors
use
writing, inquiry,
and
collaboration
to
facilitate
student
growth
as
independent learners
Provide
an
important bridge
between
the
experience of the
students
and
the expectations
of
the coordinator
College
students
or
upper
classman
are
powerful
role
models
who
promote
the
development
of
an
academic
identity
Effective
tutor:student
ratio
is
1:7
9.
Data
Collection
and
Analysis
Program
implementation and
student progress
is monitored
through AVID
data systems
Evidence
of success
and data
provide the
mechanisms for
continued improvement
Basis
for action
planning
10. School
or District
Resources Committed
Attend
Summer Institute
Continued
staff development
11.
Active Interdisciplinary
Site Team
Strong
and effective
AVID team
is a leadership
group that
fosters the
development of
a schoolwide
learning community
Collaboration
is key
to achieving
the AVID
mission
AVID
team focuses
on achievement
of all
students
Site
team should
include the
AVID coordinator/teacher
(s) , academic
subject area
lead teachers,
an academic
counselor, a site
administrator, and
a representative AVID
student
Develops
and implements
a site plan
Documents
evidence to
illustrate support
for students
success
Meets
regularly
to
assess AVID
students’ needs,
to assist
the coordinator,
and plan
for collaborative
work with
school professionals
Routinely
set site
goals and
to create
a school culture
which nurtures
and supports
the AVID
mission
