Raising Academic
Performance for Students in
the Middle
Keith Adams
Liberal High School Principal
Rita Williams
USD480 AVID District Director
Facilitators
Who is in the Middle?
Think about students with whom you have
been associated that you consider to be
“in the middle.”
What is it about these students that puts
them “in the middle?”
Who are they?
B, C, and D Students
Falling short of their potential
Capable of completing rigorous curriculum
First in family to attend college
Historically underrepresented in four-year colleges
and universities
Economically disadvantaged
Students in the academic middle
Advancement
Via
Individual Determination
[L. avidus]: eager for knowledge
Superman vs. Batman
Superman – Gifted & Talented
Superman is naturally Gifted & Talented.
He does not need any special help or toys and gadgets
to be successful.
He just flies and is blessed with powers naturally.
Batman – AVID Students
Batman is just as capable as Superman, but he needs:
 Alfred the Butler (AVID Teacher),
Special toys and gadgets (AVID Classroom and WICR), and
Robin (AVID tutors and peers)
Batmobile (AVID Binder)
AVID Program Components
 Classroom curriculum
 Academic instruction
 Instructional tools
 Tutorial support
 Student connections
 Professional development
The AVID Elective Curriculum
Academic Instruction
WICR
Writing to learn
Inquiry
Collaboration
Reading to learn
Study Skills
Instructional Tools
Cornell Note Taking
Planners/Time Management
Binders/Organizational Skills
AVID Curriculum Library
Tutorial Program
Collaborative Tutorial
Socratic method
Costa’s levels of questioning
1 college tutor for every 7 students
AVID
Support
Staff
Colleges
and
Universities
Community
Parents
AVID
Coordinator
(AVID Elective
Teacher)
Student
Student
Administration
Tutors
Subject
Area
Teachers
Counselors
Collaborative Support for the Success of Students
Student Connections
Teacher/adult advocate
Supportive peer groups
Community service activities
Extracurricular activities and leadership opportunities
Motivational activities
Career and college exploration
Professional Development
Summer Institute
District Director training
Content area PATH trainings
Tutor training
Regional workshops
Teachers benefit from...
 Involvement in a systemic and
curricular approach
 Initial in-depth staff development and ongoing
support in regions and districts
 Focus on results
 Accountability
 Site team work
 Increased leadership
Why AVID Works
 Accelerates under-achieving students into more
rigorous courses
Teaches academic 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 for personal
achievement gained through hard work and
determination
AVID Teaches the “Hidden”
Curriculum
In AVID students are challenged with rigorous
curriculum, but they are also taught:
Leadership Skills
Study Skills
Organizational Skills
Goal Setting
Student Success Skills
Social Skills
AVID Strengthens
 Middle school/high school articulation
 Accountability
 Comprehensive professional development
 A district-wide focus on results
How AVID Supports School Wide
Change
Builds Partnerships:
•Collaboration with College Board
•Partners in state and federal grants
•Partners with community organizations
•Partners with parents
•Partners with counseling programs
•Collaboration with college outreach programs
How AVID Supports School
Wide Change
Creates a College Going Culture:
•Site team focused on a college-going culture
•College field trips and research projects
•College tutors as role models
•College going data to guide district plan
•Guest speakers
•Increased AP and Pre-AP participation, especially for
minority students
•Implements research based, best instructional practices for
all students in the school
The success of AVID persists
despite differences in:
school location
school ethnic distribution
school poverty level
AVID Graduates Nationally
99% plan to enroll in a college or university
69% plan to enroll in a four-year university
30% plan to enroll in a two-year college
59% of parents had no college level
experience
AVID Center Data Collection System, 2006-2007
Percentages have been rounded to the nearest whole percent
AVID: The Cost
One-time Costs:
AVID Library
District Director training (over a 2-year period)
Ongoing Costs:
College tutors
AVID membership fees
Summer Institute registration and travel
Continuing professional development
See projected AVID program cost handout
AVID: The Support
Regional trainings and meetings:
Tutor Trainings
Coordinator/Elective Teacher Meetings and Professional Development
Administrator/Counselor Meetings and Professional Development
District Director Meetings
Yearly Curriculum Updates
Regional PATH Trainings
AVID Support
AVID Research
Watt, Yanez, & Cossio (2003): AVID: A Comprehensive School Reform
Model for Texas. National Forum Journal
Watt, Powell & Mendiola (2004): Implications of One Comprehensive
School Reform Model for Secondary School Students
Underrepresented in Higher Education. JESPAR.
Watt, Powell, Memdiola & Cossio (2006): School-wide Impact and AVID:
How Have Selected Texa High Schools Addressed the New
Accountability Measure? JESPAR.
Watt, Huerta & Cossio, 2004. Leadership and Comprehensive School
Reform: Implementation of AVID in Four South Texas Border
Schools. The Catalyst.
All reports are available on the Texas AVID Website at:
http://avid.panam.edu
Never doubt that a small group
of thoughtful, committed people
can change the world; indeed, it
is the only thing that ever has.
Culture and Commitment, Margaret Mead, 1996
Contact Information:
Rosemary Ellis
Division Director
rellis@avidcenter.org
Rudy Martinez
Assistant Director
rmartinez@avidcenter.org
Barbara Copeland
Program Manager
bcopeland@avidcenter.org
www.avidonline.org
Central Division: (512) 669-5900