Westminster High School, Westminster 50 School District (Initial …wiki.westminsterpublicschools.org/mediawiki/images/e/ed/... · 2009-08-05 · responsibilities for site team's

Westminster High School,Westminster 50 School District(Initial Self-Study, 2008-2009)

AVID Essential No. 1 Possible evidence sources

AVID student selection must focus on students in themiddle, with academic potential, who would benefit fromAVID support to improve their academic record and begincollege preparation.

School's planned recruitment process withtimeline and forms

AVID student application

AVID student questionnaire and interviewquestions

AVID student/parent contract

Minutes of AVID site team meetingsdiscussing student selection

Evidence of parent contacts

Matrix showing weights assigned to selectioncriteria

Other (Essential #1)

Rating Guide - Note these items default to Level 0 until selected.

Not AVID(Level 0)

Meets CertificationStandards(Level 1)

Routine Use(Level 2)

Institutionalization(Level 3)

1. Fewer than 90% of

students in AVID meet locallydefined selection criteria,including nationally definedselection criteria, classifyingthem as "students in themiddle."

At least 90% ofstudents in AVID meetAVID's nationally definedselection criteria,classifying them as"students in the middle."Evidence of the studentinterviews is available.

100% of students inAVID meet locally definedselection criteria, includingnationally defined selectioncriteria, classifying them as"students in the middle."Evidence of the studentinterviews is available.

100% ofstudents in AVIDmeet locally definedselection criteria,including nationallydefined selectioncriteria, classifyingthem as "studentsin the middle."Evidence of thestudent interviewsillustrates acontinuingrefinement of theselection process.

2. Insufficient data are

available to determine how Supporting

documentation provides Supporting

documentation provides Supporting

documentation

students were selected and/orthe status of their academicbackgrounds.

evidence of a studentrecruitment plan and itsimplementation.

evidence of a studentrecruitment plan andprocess forimplementation, whichincludes plans for keepingexisting students in AVIDand plans for ongoingrecruitment.

provides evidenceof a studentrecruitment planwhich addressesthe opening of newsections to meetthe needs ofpotential AVIDstudents.

3. Student selection

processes are not reviewed byAVID site team prior to thestudent recruitment process.

Student selectionprocesses are developedby the AVID site team priorto the student selectionprocess.

Student selectionprocesses are developed,analyzed, and revised asnecessary by AVID siteteam, and AVID site teammembers participate in theselection process.

Studentselection processesare developed,analyzed, andrevised asnecessary by AVIDsite team. AVID siteteam members playan active role inselection process bysoliciting input froma prospectivestudent’s teachers,interviewingstudents, etc.

Rating for AVID Essential No. 1 - Number of Indicators at each level:

Level 0: 0 Level 1: 0 Level 2: 0 Level 3: 3

Level of Implementation for AVID Essential No. 1: 3

What are some of the particular strengths of AVID Essential 1 at your school? Site team involvement isextensive in the recruitment process.

What aspects of AVID Essential 1 have room for growth? Continued refinement of the recruitment process.


AVID program participants, both students and staff, mustchoose to participate in the AVID program.

Documents that detail the procedures and timelineused for selecting AVID students, and AVID electiveteachers and site team members

Evidence of communication process

Documentation of training

AVID site team agendas and minutes

Parent permission slips

Attendance records from AVID site teammeetings

Special activity attendance records



Not AVID(Level 0)




1. Fewer than 100% of AVID

students are placed in the AVIDelective class without contractsigned by all parties.

100% of studentsenrolled in AVID havecontracts signed by allparties.

100% of studentsenrolled in AVID havecontracts signed by allparties. There isevidence of parentmeeting(s) to gainparent support.

100% ofstudents enrolled inAVID have contractssigned by all parties.There is evidenceshowing increasedinvolvement ofparents in theprogram.

2. Insufficient evidence is

available to demonstrate thatthe AVID teacher(s) chose toparticipate in the program.

There isdocumentation to showthat 100% of the AVIDelective teacher(s) choseto participate in theprogram.

There isdocumentation to showthat the AVID electiveteacher(s) chose toparticipate in the programand to attend AVID siteteam meetings & events.

There isdocumentation toshow that the AVIDelective teacher(s)chose to participatein the program andto assumeleadership forimplementing siteteam activities.

3. Insufficient evidence is

available to demonstrate thatthe AVID site team memberschose to participate in theprogram.

There isdocumentation to showthat 100% of the AVID siteteam members chose toparticipate in the program.

There isdocumentation to showthat the AVID site teammembers chose toparticipate in the programand to attend AVID siteteam meetings and AVIDevents.

There isdocumentation toshow that the AVIDsite team memberschose to participatein the program andto assumeleadershipresponsibilities forsite team's workand activities.

4. Insufficient data is

available to determine howAVID elective teacher isidentified and selected forparticipation in AVID.

Documentationprovides evidence of aprocess used in identifyingand selecting AVID electiveteacher(s).

Supportingdocumentation providesevidence of a process usedin identifying and selectingAVID elective teacher(s).The process has beenreviewed and updatedbased on site team input.

Supportingdocumentationprovides substantialevidence of along-term plan andprocess foridentifying andselecting AVIDelective teacher(s).

5. Insufficient data is

available on how AVID siteteam members are identifiedand selected for participation inAVID.

Documentationprovides some evidence ofa process used inidentifying and selectingAVID site team members.

Supportingdocumentation providesevidence of a process usedin identifying and selectingAVID site team members.The process has beenreviewed and updatedbased on site team input.

Supportingdocumentationprovides substantialevidence of along-term plan andof a process used inidentifying andselecting AVID siteteam members thatincorporates somenew members overtime.




What are some of the particular strengths of AVID Essential 2 at your school? Site team involvement isevident from every department in the school.

What aspects of AVID Essential 2 have room for growth? Increased parent involvement in the program


The school must be committed to full implementation ofthe AVID Program, with students enrolled in the AVIDyear-long elective class(es) available within the regularacademic school day.

Master class schedule

Student class schedule

Typical week-AVID schedule

Plans for program expansion

Attendance data

Recruitment timeline

Use of AVID curriculum guides especiallyImplementing and Managing the AVID Program andCalendaring the AVID Curriculum

Lesson plans for the AVID elective class.

Student class registration forms (choice slips)



Not AVID(Level 0)




1. The AVID elective class

does not meet continuously fora full academic year. OR one ormore sections of the AVIDelective class meet primarilyoutside of the regular academicschool day.(NOTE: Thisessential speaks only to actualAVID elective classes. It is notintended to address the use ofAVID instructionalmethodologies in othersettings.)

Documentationprovides evidence thatyear-long AVID electiveclasses are scheduledwithin the regularacademic school day(periods where multipleacademic classes areoffered).

Supportingdocumentation providesevidence that AVIDelective classes arescheduled within theregular academic schoolday. The AVID electiveclass is in the masterschedule for the followingschool year.

Supportingdocumentationprovides evidencethat AVID electiveclasses arescheduled withinthe regularacademic schoolday. AVID electiveclass is offered as achoice for thefollowing schoolyear. AVID electiveteacher, site-teammembers andcounselor makestudents aware ofAVID during therecruitment andenrollment process.

2. AVID is offered in only

one section, and that section isnot fully enrolled. (NOTE: Aclass is fully enrolled as definedby the average enrollment in anacademic class at that school.)

AVID is offered in onesection, and that section isfully enrolled: OR AVID isoffered in multiplesections, where no morethan one section us under-enrolled. (NOTE: A class is

AVID has expandedto more than one sectionand more than one gradelevel, and on-siterecruitment occurs to keepeach section fully enrolled.

AVID hasexpanded to includemultiple fullyenrolled sections toaccomodatestudents in allgrade levels. Of the

fully enrolled as defined bythe average enrollment inan academic class at thatschool.)

AVID studentsenrolled in thehighest grade levelof the school, 70%must have beenenrolled in AVID:For HS - for 3 ormore years ingrades 9-12; forMS/Jr. High - for 2or more years ingrades 6-8 orgrades 7-9; forcombined schoolsspanning 2-4 gradelevels - for 2 ormore years; forcombined schoolsspanning 5-6 gradelevels - for 3 ormore years.

3. There is no evidence that

the AVID class reflects use ofAVID curriculum orrecommended activities for aweek in AVID.

AVID class instructionprovides a balancebetween use of AVIDcurriculum, tutorials, andmotivational team buildingactivities.

AVID students haveaccess to college fieldtrips,mentoring programs, andcollege prep activities suchas "Summer Bridge" or anAVID club.

AVIDcoordinators haveeffectiverelationships andpartnerships withcollege admissionsand outreachprograms thatbenefit the site’sAVID students andprogram.




What are some of the particular strengths of AVID Essential 3 at your school? Vertical articulation with MSto channel students into AVID as freshmen Relationships continue to grow with area colleges/ organizations to bringmore opportunities to AVID students

What aspects of AVID Essential 3 have room for growth? Continued refinement of the master schedule


AVID students must be enrolled in a rigorous course ofstudy that will enable them to meet requirements foruniversity enrollment.

Four-year graduation plan reflecting 4-yearcollege-going requirements

Student schedules (previous year vs. currentyear)

Report cards

Transcripts

Master Course Enrollment Lists (High SchoolAP & Middle School Pre-AP)

ACT, SAT, PSAT, PLAN score sheets

Formal reporting of test scores from actualstandardized tests taken

Use of AVID elective class and Write Path libraries



Not AVID(Level 0)





students' schedules reflect thatthey are enrolled in rigorouscourses which will enable themto meet requirements foruniversity enrollment.

100% of AVIDstudents' schedules reflectthat they are enrolled incourses, appropriate tothe student, which willenable them to meetrequirements for universityenrollment.

100% of AVIDstudents' schedulesreflect that they areenrolled in courses,appropriate to thestudent, that areacademically rigorousand which will enablethem to meetrequirements foruniversity enrollment.

100% of AVIDstudents' schedulesreflect that they areenrolled in the mostrigorous academiccourses, appropriateto the student, whichare offered in theirschool and fulfill thesequence of universityentrancerequirements.


students received passinggrades of "C" or better(previous semester and/orprevious six weeks) in each oftheir core academic courses.

At least 50-69% ofAVID students receivedpassing grades of "C" orbetter (previous semesterand/or previous six weeks)in each of their coreacademic courses.

At least 70-84% ofAVID students receivedpassing grades of "C" orbetter (previoussemester and/orprevious six weeks) ineach of their coreacademic courses.

At least 85% ofAVID studentsreceived grades of "C"or better (previoussemester and/orprevious six weeks) ineach of their coreacademic courses.

3. High Schools (spanning

grades 9-12 or 10-12): Fewerthan 100% of AVID studentsare on track to complete 4-yearcollege entrance requirements.(In CA these are the UC-CSU"a-g" courses).

High Schools(spanning grades 9-12 or10-12): 100% of AVIDstudents have animplemented plan forbeing on track to complete4-year college entrancerequirements. ("on track"is defined as implementing

High Schools(spanning grades 9-12or 10-12): 100% ofAVID students are ontrack to complete4-year college entrancerequirements. 50% ofAVID juniors andseniors have completed

High Schools(spanning grades9-12 or 10-12): 100%of AVID seniors havecompleted at leastone AP or IB courseand have taken thecorresponding exams.The number of

a plan to take thesequence of coursesrequired to be accepted toa 4 year college/university)

AP, IB or dual creditcourses.

students in the schooltaking AP or IB examshas increased fromthe previous year.

4. High Schools (spanning

grades 9-12 or 10-12): Fewerthan 100% of AVID juniors andseniors participated inappropriate college testingduring the past year (e.g. PSAT,PLAN, Explore, SAT, ACT).

High Schools(spanning grades 9-12 or10-12): 100% of AVIDseniors took the SAT orACT. 100% of AVID juniorsparticipated in collegetesting in the past year.

High Schools(spanning grades 9-12 or10-12): 100% of AVIDjuniors and seniorsparticipated in the SAT orACT. At least 90% of ninth& tenth graders have takena test like the PSAT.

High Schools(spanning grades9-12 or 10-12):100% of thegraduating AVIDseniors have takeneither the ACT orSAT in a paid,formal sitting.100% of AVIDstudentsparticipated incollege testing(practice or real) ateach grade level ineach of the pasttwo years.

5. Middle Schools/Junior

Highs with an 8th Grade:Fewer than 50% of students inAVID had completed a highschool credit-bearing in AlgebraI course upon completion of 8thgrade.

MiddleSchools/Junior Highswith an 8th Grade: Atleast 50% of students inAVID completed a highschool credit-bearingAlgebra I course uponcompletion of 8th grade.(High school credit-bearingimplies student does notretake Algebra I in grade9)

MiddleSchools/Junior Highswith an 8th Grade: Atleast 70% of students inAVID completed a highschool credit-bearingAlgebra I course uponcompletion of 8th grade.

MiddleSchools/JuniorHighs with an 8thGrade: At least 80%of students in AVIDcompleted a highschool credit-bearingAlgebra I course uponcompletion of 8thgrade.


Highs with an 8th Grade:Fewer than 80% of currentAVID 8th graders have chosentheir college prep courses for9th grade.

MiddleSchools/Junior Highswith an 8th Grade: Atleast 80% of current AVID8th graders have chosentheir college-prep coursesfor 9th grade prior to theend of their 8th grade year.

MiddleSchools/Junior Highswith an 8th Grade: Atleast 90% of AVID 8thgraders have chosen theircollege-prep courses for9th grade prior to the endof their 8th grade year.

MiddleSchools/JuniorHighs with an 8thGrade: 100% of AVID8th graders havechosen theircollege-prep coursesfor 9th grade prior tothe end of their 8thgrade year.


Highs with an 8th Grade:Fewer than 50% of current 8thgrade AVID students havetaken tests such as the PSAT,PLAN or EXPLORE.

MiddleSchools/Junior Highswith an 8th Grade: Atleast 50% of current 8thgrade AVID students havetaken tests such as thePSAT, PLAN or EXPLORE.

MiddleSchools/Junior Highswith an 8th Grade: Atleast 75% of current 8thgrade AVID students havetaken tests such as thePSAT, PLAN or EXPLORE.

MiddleSchools/JuniorHighs with an 8thGrade: At least 90%of current 8th gradeAVID students havetaken tests such asthe PSAT, PLAN orEXPLORE.




What are some of the particular strengths of AVID Essential 4 at your school? All students take the ACT andcollege testing practice

What aspects of AVID Essential 4 have room for growth? Implementation of new SBS system to bettermonitor student progress at any time


A strong, relevant writing and reading curriculum providea basis for instruction in the AVID classroom. Use of the AVID writing curriculum

Classroom observations of teachers, tutors,and students using WIC-R strategies

Student work samples of AVID assignmentsover extended time reflecting students' use ofhigher level questions

A Selection of students' timed-writing essays

Evidence of teacher/tutor collaboration

Binders

Cornell notes and tutorial request formsdemonstrating evolving use of higher levelquestions and critical thinking

Portfolios

Lesson plans of AVID elective teachers andsite team teachers

Agendas/transcripts/evaluations ofprofessional development modeling WIC-Rstrategies

Written reflections of student learning (e.g. AVIDLearning Logs)



Not AVID(Level 0)




1. Students in the AVID

elective class spend little or notime receiving instruction inwriting-to-learn strategies orusing the AVID writingcurriculum.

Students in the AVIDelective class spend timeeach week receivinginstruction in writing-to-learn strategies andusing the AVID writingcurriculum.

Students in theAVID elective classspend time receivinginstruction in writing-to-learn activities,which are part of a yearlong instructional plan,and use the writing-to-learn activities inclasses other thanAVID.

Students in theAVID elective classspend time in writing-to-learn activities,which are part of avertically alignedinstructional plan, anduse the writing-to-learn activities inall core academicsubject areas.

2. Students spend little or no

time receiving instruction onthe writing process.

Students in the AVIDelective class spend timereceiving instruction in thewriting process andparticipating in timedwriting.

Students in the AVIDelective class spend timeeach week writing toclarify and organizeexperiences in essays,letters, and reports.

AVID studentsuse writing tocreate permanentdocuments orrecords for review,study, analysis,synthesis, andevaluation.

3. Students do not use

Cornell notes and do notunderstand their usefulness foraccessing rigorous curriculum.

Cornell notes are aweekly part of the AVIDclassroom; training isprovided on their use, andthey are part of each AVIDstudent's AVID grade.

AVID students takeand use Cornell notes aspart of the AVIDelective class and usethem weekly in classesother than AVID; allCornell notes are part ofthe students' AVIDgrades.

AVID studentstake and use Cornellnotes and haveintegrated thedevelopment ofeffective note-takingskills forunderstandingrigorous content andpreparing for tests inall core academicsubject areas. Theymodel Cornell notetaking for otherstudents as aschoolwide strategyfor assisting studentsto access rigorouscontent.

4. Students do not use class

time to write reflections of theirlearning and/or use AVIDlearning logs at least weekly.

Individual studentwritten reflections of theirlearning are a weekly partof the AVID classroom andare part of each AVIDstudent’s grade (e.g. “AVIDlearning logs”).

Written reflectionsand/or learning logs area weekly part of theAVID classroom, arepart of the AVIDstudents’ grades, andare used in classesother than AVID.

Writtenreflections and/orlearning logs are aweekly part of theAVID classroom, arepart of the AVIDstudents’ grades, andare used in all coreacademic subjectareas.

5. No evidence exists of the

use of reading strategies in theAVID elective class.

Students in the AVIDelective class spend timeeach week receivinginstruction in reading-to-learn strategies toaccess rigorous curriculum,including connecting toprior knowledge andunderstanding textstructure.

Students in theAVID elective classreceive instruction inreading-to-learnactivities, scaffoldingreading instruction toincrease comprehensionskills.

Students in theAVID elective classreceive instruction inreading-to-learnactivities; theactivities are part of ayear-long verticallyaligned instructionalplan, and studentsuse the reading-to-learn activities inall core academiccourses.




What are some of the particular strengths of AVID Essential 5 at your school? Writing-to-learn/ reading-to-learn activities in the AVID site team classes and elective classes

What aspects of AVID Essential 5 have room for growth? Growth of writing-to-learn/ reading-to-learn activitiesin non-site team classes


Inquiry is used as a basis for instruction in the AVIDclassroom to promote critical thinking. Use of AVID tutorial libraries and materials


Tutorial Request Forms

Student work samples of AVID assignmentsdemonstrating expectations and strategies for usinghigher level questions

Cornell notes

Binders

Lesson plans - especially AVID elective teacher, butnot excluding other teachers

Portfolios

Documentation of Socratic seminars



Not AVID(Level 0)




1. AVID students do not

participate in the AVID tutorialprocess.

AVID studentsdevelop and practicecritical thinking skillsthrough participation in theAVID tutorial process.

AVID studentsimprove their criticalthinking skills and takeownership for their ownlearning throughparticipation in the AVIDtutorial process.

AVID studentsroutinelydemonstrateeffective criticalthinking skills andtake ownership forthe effectiveness ofthe tutorial processand for otherstudents' learning.

2. Students' notes do not

include questions in thelefthand column.

Students' notesinclude questions in thelefthand column and theirnotes are graded weeklyfor inclusion of thesequestions.

Students' notesinclude questions in thelefthand column, andstudents help todevelop a rubric forgrading the questions.Questions are part ofthe tutorial grade.

Studentsconsistently usehigher level questionsto demonstrate criticalthinking andunderstanding ofrigorous curriculum.


students develop questions fortutorial group discussions.

There is evidencethat AVID students developCosta’s Level 1, 2 and 3questions (or Bloom’slevels 1-6) for their notesand tutorial groupdiscussions.

AVID students areactively engaged intutorial groups.Students use thetutorial request formsand write reflectionsafter the tutorialsessions.

Studentsdemonstrate theinquiry process forcritical thinking andmodel the AVIDtutorial problemsolving process in allacademic core subject

areas.

4. No evidence exists of the

use of philosophical chairs orSocratic seminar strategies inthe AVID elective class.

There is evidence ofthe use of philosophicalchairs discussions and/orSocratic seminar strategiesin the AVID elective class.

There is evidencethat the students routinelyparticipate in philosophicalchairs discussions, andSocratic seminar strategiesin the AVID elective class.

There isevidence thatstudents selecttopics and leaddiscussions duringphilosophical chairsor Socratic seminaractivities in theAVID elective classas well as in otheracademic coreclasses.




What are some of the particular strengths of AVID Essential 6 at your school? Growing success of socraticseminars and inquiry process schoolwide.

What aspects of AVID Essential 6 have room for growth? Train staff in tutorial process so tutorials have asupported role in academic core subject areas.


Collaboration is used as a basis for instruction in the AVIDclassroom. Use of AVID tutorial libraries and materials


Use of AVID Strategies for Success

Student work samples of AVID assignments overextended time

Evidence of teacher/tutor collaboration

Lesson plans - especially AVID electiveteacher, but not excluding other teachers

Survey of site team members



Not AVID(Level 0)





regularly collaborate to developand to answer questions in theAVID classroom.

AVID studentscollaborate to solveproblems each week in theAVID classroom.

Each week AVIDstudents usecollaboration to solveproblems and findsolutions in the AVIDelective classroom andin classrooms otherthan AVID.

AVID studentsdemonstrateindependent problemsolving andcollaboration to findsolutions during AVIDcurricular assignmentsand during classesother than AVID.


collaborate on projects such asresearch papers, presentations,and/or community service.

AVID studentscollaborate on projects inthe AVID elective classsuch as research papers,presentations, and/orcommunity service.

AVID studentsregularly collaborate onprojects in the AVIDelective class such asresearch papers,presentations, and/orcommunity service.

AVID studentsregularlycollaborate onprojects in AVIDclasses and forother academic coreclass projects, suchas research papers,presentations,and/or communityservice.


participate in collaborativestudy groups.

AVID studentsparticipate in collaborativestudy groups in the AVIDelective class.

AVID studentsparticipate in andoccasionally leadcollaborative studygroups in the AVIDelective class.

AVID studentsregularly leadcollaborative studygroups in the AVIDelective class and inother classes whereteachers usecollaborativestrategies.




What are some of the particular strengths of AVID Essential 7 at your school? AVID student leadership inthe collaboration process in many areas of the school.

What aspects of AVID Essential 7 have room for growth? Need to document the collaboration that is occuringschoolwide with evidence and not just by word of mouth.


A sufficient number of tutors must be available in AVIDelective class(es) to facilitate student access to rigorouscurriculum. Tutors should be students from colleges anduniversities and they must be trained to implement themethodologies used in AVID.

Use of 2008 AVID tutorial guide, videos andmaterials

2008 Tutorial Training Pacing Chart

Tutorial Request Forms

Classroom observations of tutors and studentsusing Costa's Level of Questions in inquiryprocess

Classroom observations to determine student/tutorratio (7:1)

Tutor training (sign-in sheets, notes,certificates upon completion, etc)

Tutor timesheets

Tutor reflections

Tutor portfolios



Not AVID(Level 0)




1. Students do not receive

support from tutors. Students receive

tutorial support followingthe basics of the AVIDtutorial process at leasttwice a week.

Tutors regularlyfacilitate collaborativeAVID tutorials andproblem-solving groups inthe AVID classroom.

Tutors supportstudents in theAVID tutorialprocess of writing,inquiry andcollaboration.Students takeresponsibility fortheir own learningusing the AVIDtutorial process andCosta’s Level 2 and3 questions, andproblem solvecollaboratively.

2. There is no evidence

effective tutor training hasoccurred and no documentationof the required 16 hours.

Tutors have receivedat least 16 hours of tutortraining in AVIDmethodologies and theydemonstrate the AVIDmethodologies in theirwork with students.

Trained site personnelprovide on-going coachingand support to tutors inthe AVID tutorial process.There is evidence that theteachers coach the tutorsin this collaborativeinquiry-based process.

Regional ordistrict staffprovide on-goingtraining andsupport in AVIDmethodologies fortutors extendingbeyond the AVIDtraining modules.Tutors havecompleted allcomponents of the

AVID tutorcertificationprocess.

3. The student/tutor ratio in

the AVID elective class exceeds7:1.

The student/tutorratio in the AVID electiveclass is no higher than 7:1.Whenever possible, collegetutors are hired as AVIDtutors.

The student/tutorratio in the AVID electiveclass is no higher than 7:1.At least one of the tutorsfor each section is acurrent college student.

Thestudent/tutor ratioin the AVID electiveclass is no higherthan 7:1. At leasttwo of the tutorsfor each section arecurrent collegestudents; 50% ofthe tutors haveworked with AVIDfor at least twosemesters.


tutors guide the use of AVIDtutorial request forms fortutorial collaborative problemsolving.

There is evidencethat tutors guide AVIDstudents' use of tutorialrequest forms, andstudents' ability togenerate Level 2 and 3questions from theirhomework and classroomperformance.

Students use tutorialrequest forms based ontheir homework andprovide tutorial feedbackfor each tutorial day. Thereis evidence of tutorialadjustments based ontutorial evaluation orfeedback by AVIDstudents.

There isevidence thatstudents base theirtutorial requests ontheir classroomperformance in allcore subject areas.AVID tutors guidethe implementationof the AVID tutorialprocess by listeningto students' andteachers' feedback.

5. No plan exists addressing

tutor recruitment or retention. There is a plan for

recruiting tutors andstrategies for retainingtutors.

Tutor recruitment andretention plan has beendeveloped; recruitmentand retention strategieshave been implemented.

Tutorrecruitment andretention hasbecome aresponsibility of thesite team; it hastaken on ownershipof theimplementation ofan effective tutorrecruitment andretention plan.




What are some of the particular strengths of AVID Essential 8 at your school? Tutor recruitment is now apart of the district site team. Our tutors are our greatest asset and are well trained in tutorology and dedicated toimprovement of our program.

What aspects of AVID Essential 8 have room for growth? Continued monitoring of processes to keep the 7:1ratio


AVID program implementation and student progress mustbe monitored through AVID Center Data System, andresults must be analyzed to ensure success.

AVID Center Data System

Completed ISS/CSS

Disaggregated reports

Master schedule

Copy of data collection forms

Copy of site/district data reports from most currentyear

Minutes from site team meetings

Professional development plan

Financial plans/budget data

Test data

AVID College and Careers Library



Not AVID(Level 0)




1. The AVID Center data

collection forms have not beencompleted or are not availablefor the most recently completedschool year.

100% of the AVIDCenter data collectionforms (general data, ISS,CSS) were completed andsubmitted to AVID Centeron time for the mostrecently completed schoolyear.

100% of the AVIDCenter data collectionforms were completed andsubmitted to AVID Centeron time for the mostrecently completed schoolyear. There is site supportfor collecting and using thedata, and for using theavidonline resources.

100% of theAVID Center datacollection formswere completed andsubmitted to AVIDCenter online forthe most recentlycompleted schoolyear. There isevidence the siteteam uses the datafor instructionaldecision-makingand advocacy forrigor for AVIDstudents.

2. There is insufficient

evidence to determine that theAVID site team has analyzeddata to improve or expand theAVID program implementation.

There is evidencethat the AVID site teamhas utilized the AVIDCenter Data System in thecurrent school year andanalyzed data to improvethe AVID programimplementation.

There is evidencethat the AVID site teamhas utilized the AVIDCenter Data System toimprove and expand theAVID program. Site teamhas analyzed student,staffing, and budget data;

Regularanalysis of student,staffing, andfinancial data bythe site team hasled to schoolwideprogramenhancement and

revised and expanded theAVID program based onaccurate analysis.

growth. There isevidence of analysisof disaggregateddata to improvestudent access toand success inrigorous coursesand growth of AVIDstudents andimprovedschoolwideprogram effects.


evidence to determine that thesite team has analyzedperformance, enrollment,and/or staffing data as one toolto promote access for AVIDstudents to advanced courses.

There is evidencethat the site team hasanalyzed performance,enrollment, and/or staffingdata as one tool topromote access for AVIDstudents to rigorousadvanced courses.

There is evidencethat data analysis by thesite team has led torevisions of the site team,school, and/or districtplans in order to promoteaccess to, support andsuccess in rigorousadvanced courses.

There isevidence that dataanalysis by the siteteam has impactedschool policies, theschool, and/ordistrictimprovement plansin order to promoteaccess to rigorousadvanced courses.In addition, there isevidence data hasbeen presented atboard meetings.


evidence to determine thatstandardized test data is usedto inform instruction.

There is evidencethat standardized test datais used to informinstruction and policy toopen access to rigor forAVID students.

There is evidencethat standardized testdata is analyzed toinform instruction forcore academic classesto increase qualityteaching.

There isevidence that the siteteam engages in theanalysis ofstandardized test datato inform instructionand policy to increaseaccess to rigorouscurriculum for AVIDstudents at all gradelevels.

5. For High Schools

(spanning grades 9-12 or10-12): Fewer than 70% ofAVID high school students, whohave taken a state mandatedhigh school exit exam, scoredproficient and/or above.

For High Schools(spanning grades 9-12 or10-12): At least 70% ofAVID high school students,who have taken a statemandated high school exitexam, scored proficientand/or above. (Eg. In CAuse the CA High SchoolExit Exam.)

For High Schools(spanning grades 9-12 or10-12): At least 85% ofAVID high school students,who have taken a statemandated high school exitexam, scored proficientand/or above.

For HighSchools (spanninggrades 9-12 or10-12): 100% ofAVID high schoolstudents, who havetaken a statemandated high schoolexit exam, scoredproficient and/orabove.

6. For High Schools with

Seniors: Fewer than 85% ofAVID seniors have completedall of the items on the SeniorData Collection Form.

For High Schoolswith Seniors: At least85% of AVID seniors havecompleted all of the itemson the Senior DataCollection Form and the

For High Schoolswith Seniors: 100% ofAVID seniors havecompleted all of theitems on the SeniorData Collection Form

For HighSchools withSeniors: 100% ofAVID seniors havecompleted all of theitems on the Senior

form has been approvedby AVID Center.

and the form has beenapproved by AVIDCenter.

Data Collection Form,and the form hasbeen approved byAVID Center, and theyhave compiled aportfolio of theircollege applications.




What are some of the particular strengths of AVID Essential 9 at your school? Consistent use of data toimprove is seen on the site team and the site team representation on the Building Leadership Team.

What aspects of AVID Essential 9 have room for growth? Set up plan for Senior Data Collection with our AVIDsite team data collector


The school or district has identified resources for programcosts, has agreed to implement all AVID ImplementationEssentials and to participate in AVID Certification. It hascommitted to ongoing participation in AVID staffdevelopment.

AVID site plan

AVID Administrator Guide

School Budget for AVID

District Budget for AVID

District Improvement Plan

School Improvement Plan

Attendance records at AVID Summer Institute

Attendance records and evaluations of otherAVID professional development activites

Use of AVID libraries

Path Training for Teachers



Not AVID(Level 0)




1. No written long-term

funding plan for AVID has beendeveloped.

Funding for AVID isdefined in school and/ordistrict budgets.

AVID coordinatorparticipates in the budgetdevelopment process.

Funding forAVID is defined inschool and/ordistrict budgets andlong-range fundingmechanisms are inplace. AVIDcoordinator has aleadership role inthe budgetdevelopmentprocess.

2. A written AVID site plan

either is not developed or is notused.

A written AVID siteplan is developed andthere is evidence of itsuse.

AVID site plan isdeveloped and is usedregularly by the site teamin its program planningand evaluation.

AVID site planis developed andused regularly;there is evidencethat the site teamhas revised the planbased oncertification resultsand studentperformanceresults.

3. AVID is not a component

of the school improvement AVID is a component

of the school improvement AVID is a key

component of the school The AVID site

plan is interrelated

plan. plan. improvement plan. with the schoolimprovement planand is part of thedistrictimprovement plan.

4. AVID elective teacher(s)

has not attended AVID SummerInstitute.

Each AVID electiveteacher has attended AVIDSummer Institute at leastonce.

Each AVID electiveteacher has attended AVIDSummer Institute at leasttwice, including oncewithin the past twosummers.

All AVIDelective teachershave attended atleast two AVIDSummer Institutes.AVID site team hasprovidedAVID-relatedprofessionaldevelopment to thewhole staff.

5. No AVID site team

teachers attended AVIDSummer Institute professionaldevelopment.

Site team teachersother than the AVIDelective teacher(s)participated in SummerInstitute professionaldevelopment and/or inAVID Path training.

Twenty-fivepercent of site teachersand administrators,other than the AVIDelective teacher(s),have participated inAVID Summer Instituteprofessionaldevelopment and/orAVID Path Training.

Site teachers, inaddition to site teamand AP teachers, haveattended at least twoAVID SummerInstitute professionaldevelopment sessions.The site plan includesa multi-year plan forAVID professionaldevelopment for theschool, so that atleast 50% of teachersare AVID trained.




What are some of the particular strengths of AVID Essential 10 at your school? We are a well supportedAVID program by our district

What aspects of AVID Essential 10 have room for growth? Continue to implement/ monitor site team membertraining


An active interdisciplinary AVID site team collaborates onissues of student access to and success in rigorous collegepreparatory courses.

AVID site plan

Composition of AVID site team

Use of Write Path libraries to support instruction ofsite team teachers

Use of AVID Family Library

Attendance records at AVID Summer Instituteand other professional development activities

Schedule of, and minutes from, AVID siteteam and/or vertical team meetings andagendas

Lesson plans from AVID site-team members thatincorporate AVID methodologies

"AVID alerts"-student progress reports

Professional development plan



Not AVID(Level 0)




1. AVID site-team does not

meet the minimumrepresentation outlined inLevel 1 requirement.

AVID site-teamincludes interdisciplinaryteachers and a siteadministrator, counselor,and AVID elective teacher.

AVID site teamincludes at leastEnglish/language arts,mathematics, socialstudies and scienceteachers as well as asite administrator,counselor and AVIDelective teacher(s). Inaddition, tutors andstudents arerepresented atmeetings during whichindividual student orteacher performance isnot discussed.

Parents, as well asstudents and tutors, arerepresented at site teammeetings during whichindividual student orteacher performance isnot discussed.

2. AVID site team does not

collaborate to develop a siteteam plan.

AVID site teamdevelops, writes andimplements a site planand the site team revisesthe plan based oncertification results.

AVID site teamcollaborates to develop aneffective site plan thataddresses the access andequity issues of enrollingAVID students in rigorouscourses.

There is evidencethat the site team usesthe site plan as “aliving document” andit is addressed at siteteam meetings andrevised according tothe data andcertification results.

3. AVID site-team does not

meet regularly. AVID site-team

meets at least quarterlyand collaborates onplanning and logisticalissues and awareness ofaccess issues to rigorouscurriculum and advancedcourses.

AVID site-teammeets at least monthlyand collaborates onplanning and logisticalissues as well as engagesin problem solving ofaccess issues and studentsuccess in rigorouscurriculum and advancedcourses.

AVID site-teammeets at least monthlyand collaborates onplanning, logistical,and student accessissues. The work of theAVID site teaminfluences schoolpolicy concerningaccess to rigorouscurriculum andadvanced courses.

4. AVID site-team has not

assumed responsibility foraspects of the implementationof AVID beyond attending siteteam meetings.

There are examplesof some AVID site-teammembers supporting theAVID elective teacher(s)in the implementation andoperation of the AVIDprogram.

The AVID site-teamprovides support to AVIDelective teacher(s) in theimplementation andoperation of the AVIDprogram. Each site teammember takes assignedroles and tasks addressingthe access and equityissues.

AVID site-teamprovides proactivesupport to AVIDcoordinator/teacher(s)in the implementationand operation of theAVID program. Itadvocates for accessand equity issues toensure AVID studentsare enrolled inrigorous courses.

5. There is no evidence of

the site team advocating forarticulation between gradelevels of AVID classes withinthe school.

Initial efforts by thesite team towardarticulation betweengrade levels of AVIDelective class componentshave begun at the school.

Site team providesleadership supporting andplanning among gradelevels of AVID electiveclass both among gradesof the school and thefeeder schools.

Site team'sarticulation andplanning extend toother schools in thedistrict that do nothave the AVIDprogram (eitherelementary schools orother secondaryschools), or all schoolsin the district areimplementing AVID.

6. Parent/guardian and/or

family inclusion efforts havenot yet begun.

Parent/guardianand/or family inclusionefforts, includingworkshops for AVIDparents, have beenimplemented.

Parents/guardiansand/or families areregularly included inworkshops, meetings,and/or activities.

In addition toattendance at site teammeetings, parents,guardians and/or familymembers provideleadership to promoteincreased involvement byall AVID parents.

7. The AVID site team has

not provided AVIDprofessional development toother staff or faculty.

The AVID site teamcollaborates to provide atleast AVID awarenessinformation to other staffor faculty.

AVID site teammembers have providedprofessional developmenton AVID instructionalmethodologies to otherstaff and faculty.

Professionaldevelopment on AVIDmethodologies is partof the schoolprofessionaldevelopment plan.AVID site teammembers train othersin the schoolimprovement processand are school leaders

sitting on keysite/districtcommittees.




What are some of the particular strengths of AVID Essential 11 at your school? AVID site team membersare a dedicated group that are from all areas of the school and involved in many leadership aspects.

What aspects of AVID Essential 11 have room for growth? Parent involvement on the site team

Notes: Note Added By DateWestminister High School has recently been chosen as one of the top 25national demonstration sites. Please change their program status to Certifiedand eligible to continue as an AVID Demonstration School.

Copper Stoll 12/4/2008

Essentials Overview:

Level 0 Level 1 Level 2 Level 3

OverallLevel

AVID Essential No. 1(Focus on Students in the Middle)

0 0 0 3 3

What are some of the particular strengths of AVID Essential 1 at your school? Site team involvement isextensive in the recruitment process.

What aspects of AVID Essential 1 have room for growth? Continued refinement of the recruitment process.

AVID Essential No. 2(Voluntary Participation)

0 0 1 4 3

What are some of the particular strengths of AVID Essential 2 at your school? Site team involvement isevident from every department in the school.

What aspects of AVID Essential 2 have room for growth? Increased parent involvement in the program

AVID Essential No. 3(Full Implementation of the Program)

0 0 0 3 3

What are some of the particular strengths of AVID Essential 3 at your school? Vertical articulation with MS tochannel students into AVID as freshmen Relationships continue to grow with area colleges/ organizations to bringmore opportunities to AVID students

What aspects of AVID Essential 3 have room for growth? Continued refinement of the master schedule

AVID Essential No. 4(Requirements for University Enrollment)

0 0 3 1 2

What are some of the particular strengths of AVID Essential 4 at your school? All students take the ACT andcollege testing practice

What aspects of AVID Essential 4 have room for growth? Implementation of new SBS system to better monitorstudent progress at any time

AVID Essential No. 5(Strong Writing and Reading Curriculum)

0 0 4 1 2

What are some of the particular strengths of AVID Essential 5 at your school? Writing-to-learn/ reading-to-learn activities in the AVID site team classes and elective classes

What aspects of AVID Essential 5 have room for growth? Growth of writing-to-learn/ reading-to-learn activitiesin non-site team classes

AVID Essential No. 6(Inquiry to Promote Critical Thinking)

0 0 2 2 2

What are some of the particular strengths of AVID Essential 6 at your school? Growing success of socraticseminars and inquiry process schoolwide.

What aspects of AVID Essential 6 have room for growth? Train staff in tutorial process so tutorials have asupported role in academic core subject areas.

AVID Essential No. 7(Collaboration)

0 0 2 1 2

What are some of the particular strengths of AVID Essential 7 at your school? AVID student leadership in thecollaboration process in many areas of the school.

What aspects of AVID Essential 7 have room for growth? Need to document the collaboration that is occuringschoolwide with evidence and not just by word of mouth.

AVID Essential No. 8(Tutors)

0 0 0 5 3

What are some of the particular strengths of AVID Essential 8 at your school? Tutor recruitment is now apart of the district site team. Our tutors are our greatest asset and are well trained in tutorology and dedicated toimprovement of our program.

What aspects of AVID Essential 8 have room for growth? Continued monitoring of processes to keep the 7:1ratio

AVID Essential No. 9(Data Collection)

0 0 2 3 2

What are some of the particular strengths of AVID Essential 9 at your school? Consistent use of data toimprove is seen on the site team and the site team representation on the Building Leadership Team.

What aspects of AVID Essential 9 have room for growth? Set up plan for Senior Data Collection with our AVIDsite team data collector

AVID Essential No. 10(Program Cost Resources, Certification, and StaffDevelopment)

0 0 1 4 3

What are some of the particular strengths of AVID Essential 10 at your school? We are a well supportedAVID program by our district

What aspects of AVID Essential 10 have room for growth? Continue to implement/ monitor site team membertraining

AVID Essential No. 11(Active AVID Site Team)

0 0 2 5 2

What are some of the particular strengths of AVID Essential 11 at your school? AVID site team members area dedicated group that are from all areas of the school and involved in many leadership aspects.

What aspects of AVID Essential 11 have room for growth? Parent involvement on the site team

Total: 0 0 17 32

Certification Levels:Non-Certified Site - Site has never been Certified and has one or more Essentials rated as Not AVID (Level 0) andworking to implement all 11 AVID Essentials.

Affiliate AVID Site - A former AVID Certified site has one or more Essentials rated as Not AVID (Level 0); Workingto implement all AVID Essentials.

Certified AVID Site - All Essentials rated Meets Certification Standards (Level 1) or higher.

Certified and Eligible to Apply to Become an AVID Demonstration School - All Essentials rated RoutineUse (Level 2) or higher with no Indicator at "Not AVID" (Level 0). Regional/District Director recommends that the siteapply for demonstration school status (requires completion of national AVID Demonstration School application andattendance by at least 2 site team members at Demonstration strand for new sites at Summer Institute).

Certified and Eligible to Continue as an AVID Demonstration School - Site met all demonstration criteriaand was recommended by the AVID National Validation Team.

Certified with Distinction - All essentials rated routine use (Level 2) or higher plus site met additional ahceivmentbenchmarks established annually by AVID Center. (To be determined by AVID Center based on data review.)

Inactive Site - Not AVID/no longer AVID

Recommendations:AVID Center: Westminister High School has recently been chosen as one of the top 25 national demonstration sites.Please change their program status to Certified and eligible to continue as an AVID Demonstration School.