Reducing Variability for Students

Reduced Variability in Student Experiences

District Implementation

Site Implementation

AVID College & Career Readiness Framework

Districtwide/Schoolwide Implementation

AVID College & Career Readiness Framework

Click on the text for each part of the framework to learn more.

DomainsThe Schoolwide Domains are the foundation of the AVID College and Career Readiness Framework. AVID is schoolwide when a school is systematically and intentionally using AVID approaches across the entire building to benefit all students and educators, setting the foundational transformation of a school through its Instruction, Systems, Leadership, and Culture to ensure college and career readiness for all students. Teachers representing all curriculum departments are AVID-trained by attending AVID Ignite®, AVID Summer Institute, AVID Path to Schoolwide® events, or in-district AVID professional development. AVID methodologies are incorporated into the content levels and classroom expectations across all curricular departments or grade levels, resulting in a consistent schoolwide college-going culture.

What Does College and Career Readiness Mean? No matter what postsecondary path high school graduates choose, students must develop certain essential skills to design their own futures: critical thinking, collaboration, reading, writing, and relationship building. The development of these skills is rooted in the belief in self. If students believe they are capable, there is a foundational confidence to learn and a resiliency to overcome setbacks. When educators believe in students, learning and confidence are activated. With teacher support for developing a growth mindset and the academic skills they need for future success, students grow to see their capabilities and find their own way.

Instruction: AVID Schoolwide instruction occurs when the entire instructional staff utilizes AVID strategies, other best instructional practices, and 21st-century tools to ensure college and career readiness for all students.

Systems: AVID is Schoolwide when systems are in place that support governance, curriculum and instruction, data collection and analysis, professional learning, and student and parent outreach to ensure college and career readiness for all students.

What Students NeedAVID students receive intentional support and mentoring in three major areas that help them become confident individuals who can successfully navigate life and career: Rigorous Academic Preparedness Opportunity Knowledge Student Agency In addition, there is: Collective Student Agency— Groups of students share in the belief that college and career readiness is attainable and act intentionally in support of each other to build and maintain relationships, persist through obstacles, and further develop their academic, social, emotional, and professional knowledge and skills. When students are placed in a learning setting that engages them in rigor with support, opportunities to explore their future pathways, and deliberate instruction in self-management and leadership, they develop the agency and skills that will serve them for life. With AVID, students excel regardless of their circumstances, socioeconomic status, or English proficiency.

What Educators DoEducator Agency — Educators take intentional actions based on belief in their ability to develop their own commitment, knowledge, and skills to increase opportunity and relational capacity for students’ and colleagues’ success. Collective Educator Agency — Educators on a campus take intentional actions based on shared beliefs and trust that, together, they can increase opportunity and measurable success for all students and each other. Teachers and other adults on a school campus play an important role in student success. AVID supports educators and transforms the learning environment into one where students are challenged, supported, and provided with the tools needed to succeed. To do this, educators must:

• Insist on Rigor
• Break Down Barriers
• Align the Work
• Advocate for Students

Leadership: AVID Schoolwide leadership sets the vision and tone that promote college and career readiness and high expectations for all students in the school.

Culture: AVID Schoolwide culture is evident when the AVID philosophy progressively shifts beliefs and behaviors, resulting in an increase of students meeting college and career readiness requirements.

Relational Capacity — AVID defines Relational Capacity as the connection among individuals that develops over time when interactions are built on respect, trust, and authenticity.

Insist on Rigor — Educators provide learning experiences in which every student is challenged, engaged, and develops a greater ownership of their learning through increasingly complex levels of understanding.

Break Down Barriers — Educators actively identify and work to eliminate structural and perceptual barriers that limit students’ access to relevant and challenging learning opportunities.

Align the Work — Educators increasingly align policies, practices, and beliefs to the shared vision of all students succeeding in college, career, and life.

Advocate for Students — Educators extend social, emotional, and academic support to students and challenge policies, practices, or beliefs that limit potential.

Collective Educator Agency — AVID defines this as educators taking intentional actions based on shared beliefs and trust that, together, they can increase opportunity and measurable success for all students and each other. When Collective Educator Agency develops on a campus, the learning environment transforms into one where students are challenged, supported, and provided the tools needed to succeed.

Rigorous Academic Preparedness — Students develop academic skills and can successfully complete rigorous college and career preparatory curricula and experiences.

Student Agency — Students believe in themselves and act intentionally to build relationships, persist through obstacles, and activate their academic, social, emotional, and professional knowledge and skills to reach their potential.

Opportunity Knowledge — Students research opportunities, set goals, make choices that support their long-term aspirations, and successfully navigate transitions to the next level.

AVID's Operational Tenets

Click on each Tenet for the description. Click on the for the indicators.

Tenet I: Insist on Rigor Educators provide learning experiences in which every student is challenged, engaged, and develops greater ownership of their learning through increasingly complex levels of understanding.

Tenet II: Break Down Barriers Educators actively identify and work to eliminate structural and perceptual barriers that limit students’ access to relevant and challenging learning opportunities.

Tenet III: Align the Work Educators increasingly align policies, practices, and beliefs to the shared vision of all students succeeding in college, career, and life.

Tenet IV: Advocate for Students Educators extend social, emotional, and academic support to students and challenge policies, practices, or beliefs that limit potential.

Tenet V: Advocate for Students Districtwide AVID informs strategic planning and resource allocation, establishing the beliefs and infrastructure needed to ensure college and career readiness for all students, and creates coherence across the district to support strong implementation and sustainability of their AVID College and Career Readiness System.

Tenet II: Break Down Barriers II.1. The School Board and Superintendent have established a foundational belief and support for a culture that all students will graduate college- and career-ready. II.2. Policies and practices that unnecessarily restrict access to advanced coursework—such as prerequisites, course-taking sequences, and entrance requirements—are examined and eliminated to the greatest extent possible. II.3. Curricula are routinely reviewed and revised to ensure relevance and rigor; all students are taught to grade-level standards, with scaffolding designed to support success and achievement. II.4. Academic student support structures are embedded in the school day and are accessible to all students; structures are designed and implemented so support does not replace core instruction with grade-alike peers. II.5. All school and district staff receive ongoing professional learning to support college and career readiness for all students. II.6. Policies and practices related to student access to rigor across the district are routinely reviewed and updated.

Tenet III: Align the Work III.1. A process for identifying aspiring or potential leaders, and for developing talent among those individuals, has been developed; a profile defining the essential knowledge and skills of effective leaders drives this work. III.2. Staff and administrator onboarding includes AVID orientation and establishes AVID as an essential knowledge point and skill across the workforce. III.3. Each AVID site has an established Site Team, which includes the principal as an active member, committed to implementation and refinement with fidelity. III.4. A district-level AVID Leadership Team is established to develop a sustainable AVID College and Career Readiness System that supports school-level Site Teams and helps ensure strong AVID implementation across the district.

Tenet IV: Advocate for Students IV.1. Systems ensure teachers throughout the district are trained in AVID core strategies such as focused note-taking, critical reading, collaboration, etc.—to ensure all students have rigorous academic preparedness. IV.2. College and career awareness experiences are implemented on all campuses on an ongoing basis to build opportunity knowledge for students. IV.3. Educator collaboration and support systems like instructional coaching and grade level or course teams are designed to ensure strong instruction of AVID core strategies across all classrooms. IV.4. Student perception data around topics, including relationships with staff and sense of well-being while at school, are routinely gathered and analyzed to inform ongoing revision of policies and practices. IV.5. All students engage with services designed to support their social and emotional well-being as well as postsecondary exploration and planning. IV.6. Processes are established to ensure maximum access to course offerings throughout schools’ master schedules. IV.7. Educators support students to believe in and activate their potential, build relationships, persist through obstacles, and exercise their academic, social, emotional, and professional knowledge and skills.

Tenet V: District Strategic Planning and Implementation V.1. District leadership establishes a college and career readiness vision for all students within its strategic plan. V.2. A clear and concise communication of the “why” for Districtwide AVID is consistently shared with stakeholders across the district. V.3. When filling school and district-level leadership positions, candidates’ philosophical alignment with the Districtwide AVID Operational Tenets is considered. V.4. District leadership creates a multi-year AVID implementation plan and allocates resources to sustain AVID and ensure a strong return on investment. V.5. The School Board receives regular updates regarding college and career readiness initiatives and student outcomes. V.6. College and career readiness-related data are regularly reviewed and analyzed to inform continuous improvement within the strategic plan. V.7. The AVID District Director holds or reports to a district-level leadership position and has leverage and influence to help ensure a strong return on the district’s AVID investment.

Tenet I: Insist on Rigor I.1. A comprehensive professional learning plan for educators that includes individualized components—like coaching, mentoring, job-embedded support, and/or shadowing—is established; professional learning incorporates AVID terminology and WICOR strategies. I.2. Educator observation and self-evaluation instruments are aligned and reflect AVID pedagogy when possible. I.3. Educators have time to collaborate on lesson planning and instructional design during the work week to minimize variability in instruction. I.4. WICOR is integrated into instructional priorities and goals. I.5. Key data points that quantify opportunity gaps and access to rigor are routinely analyzed; measures to close opportunity gaps and access are designed in response to gaps and identified areas for improvement. I.6. A common definition of rigor has been created; all educators regularly engage with that definition through formal professional learning, individual feedback on performance, and/or other means. I.7. Classroom observation data is analyzed regularly to determine the extent to which educators are using WICOR as a means for students to access rigorous instructional outcomes and to inform ongoing support for improving educator practice in this area.

Leadership Profiles

Click on the to engage with the graphic below.

Entry points can happen at each arrow, but all five are needed for Systemic Implementation.

Systemic Support for Site Implementation

District Leadership must be commited to AVID implementation and sustainability with fidelity.

District-level leadership involves: 1️⃣ Supporting your site leaders in their AVID implementation. 2️⃣ Monitoring your AVID College and Career Readiness System.

AVID Schoolwide Domains(Coaching and Certification Instrument)

Elementary

The Coaching and Certification Instrument (CCI) is organized into four sections that correspond to the four AVID Schoolwide Domains: Instruction, Systems, Leadership, and Culture. Use of the CCI helps schools ensure fidelity to the AVID system and plan for sustainable growth. To support the continuous improvement of the school’s AVID system, the AVID Site Team is responsible for:

• Completing the CCI early in the school year.
• Collecting authentic evidence to document progress.
• Revisiting the CCI regularly to sustain growth.
• Submitting data to AVID Center in the spring to determine the overall AVID certification rating based on the level of implementation of each Domain.

Secondary

Leadership Profiles

Entry points can happen at each arrow, but all five are needed for Systemic Implementation.

Site Time Leads Implementation

What is an AVID Site Team?

What is the purpose of the AVID Site Team?

How does the AVID Site Team work?

How does the Site Team use the AVID Implementation Instruments (CCI)?

Site Team Portal

Who is on the AVID Site Team?

Click on the questions to reveal the answers.

What is the purpose of an AVID Site Team? Since the inception of AVID in 1980, interdisciplinary Site Teams have driven the schoolwide changes sought by AVID and have provided a foundation for examining effective teaching and learning practices and promoting collegial interaction within an individual school (Mary Catherine Swanson, 1995). Site Team members collaborate to promote and provide access to rigorous content and instruction and to develop a college-going and career-ready culture for all students, elementary through secondary, by guiding the implementation and deepening of the four AVID Schoolwide Domains— Instruction, Systems, Leadership, and Culture—on their campus.

How does an AVID Site Team work? Members of the Site Team regularly attend AVID Summer Institute or AVID Ignite™ and identify priorities and set goals to deepen implementation of AVID strategies in their own classrooms and schoolwide. Led by an AVID administrator or AVID Site Coordinator, and with the support of a District Director, the AVID Site Team meets regularly during the school year to review and support the implementation of AVID site goals; review the individual commitments; address issues of access and equity; and plan the implementation of WICOR strategies in all classrooms, identification and recruitment of AVID students (at the secondary level), and outreach to develop family and community connections. Leadership is critical to achieving goals through AVID, so having the principal on the Site Team—as well as having the principal be AVID-trained—will help staff model the importance of implementing AVID for both short- and long-term effects.

How does the AVID Implementation Instruments? The AVID Site Team:

• Develops and implements AVID site goals and creates individual commitment statements aligned to the goals.
• Collects evidence to illustrate support for student access to, and success in, rigorous curriculum.
• Models and shares effective WICOR strategies and academic success skills across content areas.
• Analyzes school and student data in order to provide relevant professional learning at their site.
• Sets high expectations for all students, faculty, and parents in regard to student achievement and college and career readiness.
• Addresses equity issues/barriers on campus.

Who is on an AVID Site Team? Historically, the AVID Site Team has been a catalyst for creating schoolwide change. Site Team members are motivators and collaborators who work together to promote high standards for students and a college-going and career-ready culture on campus. To be a member of the AVID Site Team means that one is willing to take part in Site Team meetings, move the AVID vision forward and, when necessary—within one’s sphere of influence—speak up and act. Site Team members take on the role of student and schoolwide advocates for issues of access and equity in regard to a rigorous curriculum, engaging teaching practices, and college and career readiness for all students. Using the Continuous Improvement Cycle, Site Team members plan, implement, reflect on challenges, and celebrate large and small wins together in order to meet the AVID mission of closing the opportunity gap and providing college and career readiness for all students. Site Team membership is voluntary and is left to the discretion of the site principal or AVID Site Coordinator. Site Teams typically include the following AVID-trained staff at the school level and other stakeholders: AVID ElementaryAVID SecondarySite Team Members:

• Principal
• AVID Coordinator
• AVID District Director
• Administrator
• AVID Elementary Teacher(s)

Additional/Possible Site Team Members:

• Counselor(s)
• Instructional Specialist(s)/Coach(es)
• Parents/Families
• College/University Liaison(s)
• Community Members

Site Team Members:

• Principal
• AVID Coordinator
• AVID District Director
• AVID Elective Teacher(s)
• Content Teachers
• Counselor(s)

Additional/Possible Site Team Members:

• Other Site Administrator(s)
• Schoolwide Campus Teacher(s) (including those teaching Honors, AP, and IB courses)
• Instructional Specialist(s)/Coach(es)
• AVID Tutor(s)
• AVID Student(s)
• Parents/Families
• College/University Liaison(s)
• Community Members

What is an AVID Site Team? The AVID Site Team is a voluntary team of administrators, counselors, teachers, and others who work together to close the opportunity gap and provide college and career readiness for all students by implementing AVID across their school site.

District Implementation

Leadership Profiles

AVID's Operational Tenets

Systemic Support for Site Implementation

Grounded in the AVID College and Career Readiness Framework, Districtwide AVID informs strategic planning and resource allocation to establish the beliefs and infrastructure needed to ensure college and career readiness for all students.

Site Implementation

AVID Schoolwide Domain (CCI)

Leadership Profiles

Site Team Leads Implementation

MyAVID

The CCI is a tool to help schools successfully implement the AVID Elective as the foundation of a successful AVID system, while also monitoring AVID Schoolwide implementation in order to benefit more students on a campus.

Elementary

Site Leader directly responsible for implementing and operationalizing schoolwide decisions.

Site Coordinators

Instruction — Implements WICOR® as a means for bolstering rigor on the campus, with a focus on supporting high-quality instruction across all classrooms.

Systems — Understands systems thinking and applies that knowledge to AVID implementation, refinement, and sustainability through measured impact.

Leadership — Understands and actively supports the development of a mission- and vision-driven approach to leadership motivated by the "why" and rooted in the AVID College and Career Readiness Framework.

Culture — Creates and nurtures an intentional culture on the campus that aligns to the AVID College and Career Readiness Framework to ensure all students receive what they need.

Site Leader directly responsible for implementing and operationalizing schoolwide decisions.

Site Coordinators

Instruction — Implements WICOR® as a means for bolstering rigor on the campus, with a focus on supporting high-quality instruction across all classrooms.

Systems — Understands systems thinking and applies that knowledge to AVID implementation, refinement, and sustainability through measured impact.

Leadership — Understands and actively supports the development of a mission- and vision-driven approach to leadership motivated by the "why" and rooted in the AVID College and Career Readiness Framework.

Culture — Creates and nurtures an intentional culture on the campus that aligns to the AVID College and Career Readiness Framework to ensure all students receive what they need.

• A checklist for completion.
• A job description.
• Characteristics or skills needed for hiring.
• A list of what a leader must know and do to lead AVID.

What an AVID Leadership Profile is designed to be:

AVID Leadership Profiles

• Support for partners in their progression of professional learning, networking, and coaching.
• Clear direction for AVID around how to engage leaders in high-quality, relevant professional learning, networking, and coaching to support implementation, acceleration, and sustainability of their AVID College and Career Readiness System (ACRS).
• A description of shared work with leaders as we learn with and from each other to impact the success of all students.
• A tool to conduct gap analyses to determine the next steps for developing professional learning, coaching, and networking.

What an AVID Leadership Profile is not designed to be:

The CCI is a tool to help schools successfully implement the AVID Elective/Excel Elective as the foundation of a successful AVID system, while also monitoring AVID Schoolwide implementation in order to benefit more students on a campus.

MyAVID

Secondary

School-based leader responsible for the vision, culture and schoolwide decision-making.

Principal

Instruction — Implements WICOR® as a means for bolstering rigor on the campus, with a focus on ensuring high-quality instruction across all classrooms.

Systems — Understands systems thinking and applies that knowledge to AVID implementation and refinement, and sustainability through continuous improvement.

Leadership — Understand and develops a mission- and vision-driven approach to leadership motivated by the "why" and rooted in the AVID College and Career Readiness Framework.

Culture — Creates and nurtures an intentional culture on the campus that aligns to the AVID College and Career Readiness Framework to ensure all students receive what they need.

• A checklist for completion.
• A job description.
• Characteristics or skills needed for hiring.
• A list of what a leader must know and do to lead AVID.

What an AVID Leadership Profile is designed to be:

AVID Leadership Profiles

• Support for partners in their progression of professional learning, networking, and coaching.
• Clear direction for AVID around how to engage leaders in high-quality, relevant professional learning, networking, and coaching to support implementation, acceleration, and sustainability of their AVID College and Career Readiness System (ACRS).
• A description of shared work with leaders as we learn with and from each other to impact the success of all students.
• A tool to conduct gap analyses to determine the next steps for developing professional learning, coaching, and networking.

What an AVID Leadership Profile is not designed to be:

Site-based team of administrators, the AVID site coordinator, counselors, teachers, and others who work together to close opportunity gaps and provide college and career readiness for all students by implementing and sustaining AVID across their school site.

Site Teams

Instruction — Promotes WICOR® as a means for bolstering rigor on the campus, with a focus on providing support for high-quality instruction across all classrooms.

Systems — Supports systems thinking and applies that knowledge to AVID implementation, refinement, and sustainability through continuous improvement.

Leadership — Ensures a mission- and vision-driven approach to leadership motivated by the "why" and rooted in the AVID College and Career Readiness Framework.

Culture — Fosters an intentional culture on the campus that aligns to the AVID College and Career Readiness Framework to ensure all students receive what they need.

Site Implementation

AVID Schoolwide Domain (CCI)

Leadership Profiles

Site Team Leads Implementation

District leader directly responsible for implementing and operationalizing districtwide decisions.

District Director

Instruction — Coaches the use of WICOR strategies as a mode for increased rigor and student opportunity.

Systems — Promotes sustainability of college and career readiness through fidelity to the AVID system.

Leadership — Promotes and manages the inclusion of relevant stakeholders and the alignment of district and site plans, decisions, documents, and policies in college and career readiness efforts and holding high expectations for all students.

Culture — Creates, seeks, and supports college and career readiness opportunities at district and site levels.

District-based leader(s) responsible for the vision, culture, and districtwide decision making.

District Leader

Instruction — Establishes WICOR® as a means for bolstering rigor in the district, with a focus on ensuring high-quality instruction for all students.

Systems — Understands systems thinking and applies that knowledge to AVID implementation, refinement, and sustainability.

Leadership — Understands and develops a mission- and vision-driven approach to leadership motivated by the "why" and rooted in the AVID College and Career Readiness Framework.

Culture — Creates and nurtures an intentional culture throughout the district that aligns to the AVID College and Career Readiness Framework to ensure all students receive what they need.

District-based leader(s) responsible for the vision, culture, and districtwide decision making.

District Leader

Instruction — Establishes WICOR® as a means for bolstering rigor in the district, with a focus on ensuring high-quality instruction for all students.

Systems — Understands systems thinking and applies that knowledge to AVID implementation, refinement, and sustainability.

Leadership — Understands and develops a mission- and vision-driven approach to leadership motivated by the "why" and rooted in the AVID College and Career Readiness Framework.

Culture — Creates and nurtures an intentional culture throughout the district that aligns to the AVID College and Career Readiness Framework to ensure all students receive what they need.

District leader directly responsible for implementing and operationalizing districtwide decisions.

District Director

Instruction — Coaches the use of WICOR strategies as a mode for increased rigor and student opportunity.

Systems — Promotes sustainability of college and career readiness through fidelity to the AVID system.

Leadership — Promotes and manages the inclusion of relevant stakeholders and the alignment of district and site plans, decisions, documents, and policies in college and career readiness efforts and holding high expectations for all students.

Culture — Creates, seeks, and supports college and career readiness opportunities at district and site levels.

Site-based team of administrators, the AVID site coordinator, counselors, teachers, and others who work together to close opportunity gaps and provide college and career readiness for all students by implementing and sustaining AVID across their school site.

Site Teams

Instruction — Promotes WICOR® as a means for bolstering rigor on the campus, with a focus on providing support for high-quality instruction across all classrooms.

Systems — Supports systems thinking and applies that knowledge to AVID implementation, refinement, and sustainability through continuous improvement.

Leadership — Ensures a mission- and vision-driven approach to leadership motivated by the "why" and rooted in the AVID College and Career Readiness Framework.

Culture — Fosters an intentional culture on the campus that aligns to the AVID College and Career Readiness Framework to ensure all students receive what they need.

District Implementation

Leadership Profiles

AVID's Operational Tenets

Systemic Support for Site Implementation

Grounded in the AVID College and Career Readiness Framework, Districtwide AVID informs strategic planning and resource allocation to establish the beliefs and infrastructure needed to ensure college and career readiness for all students.

District Implementation

Leadership Profiles

AVID's Operational Tenets

Systemic Support for Site Implementation

Grounded in the AVID College and Career Readiness Framework, Districtwide AVID informs strategic planning and resource allocation to establish the beliefs and infrastructure needed to ensure college and career readiness for all students.

Site Implementation

AVID Schoolwide Domains (CCI)

Leadership Profiles

Site Team Leads Implementation

School-based leader responsible for the vision, culture and schoolwide decision-making.

Principal

Instruction — Implements WICOR® as a means for bolstering rigor on the campus, with a focus on ensuring high-quality instruction across all classrooms.

Systems — Understands systems thinking and applies that knowledge to AVID implementation and refinement, and sustainability through continuous improvement.

Leadership — Understand and develops a mission- and vision-driven approach to leadership motivated by the "why" and rooted in the AVID College and Career Readiness Framework.

Culture — Creates and nurtures an intentional culture on the campus that aligns to the AVID College and Career Readiness Framework to ensure all students receive what they need.

District Implementation

Leadership Profiles

AVID's Operational Tenets

Systemic Support for Site Implementation

Grounded in the AVID College and Career Readiness Framework, Districtwide AVID informs strategic planning and resource allocation to establish the beliefs and infrastructure needed to ensure college and career readiness for all students.

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

Site Implementation

AVID Schoolwide Domain (CCI)

Leadership Profiles

Site Team Leads Implementation