Embedded Files
AVID Elementary
By teaching and reinforcing academic behaviors and higher-level thinking at a young age, AVID Elementary teachers create a ripple effect in later grades. Elementary students develop the academic habits they will need to be successful in middle school, high school, and college, in an age-appropriate and challenging way. Children learn about organization, study skills, communication, and self-advocacy. AVID Elementary students take structured notes and answer and ask high-level questions that go beyond routine answers.
The strong college-going culture on an AVID Elementary campus encourages students to think about their college and career plans. Schools cover their walls with college pennants and banners, and educators speak about their college experiences. College and careers are no longer foreign concepts, and teachers provide the academic foundation students need to be on a path for college and career success. AVID Elementary closes the opportunity gap before it begins.
Schools may begin AVID Elementary by training teachers across a certain grade level(s) or the entire campus. The training can start with a group as small as four participating in three days of AVID professional learning.-- AVID.org
Led by AVID Teacher-Coordinators, AVID Site Team Meetings showcase teacher collaboration! At Allison (Shown here), educators meet on a Late Start Friday to discuss how AVID Site Goals can be accomplished in TK-2, 3-4, and 5-6 grade level spans. This early work will continue throughout the year.
KelloggAVID_LSF.pdfAbove: Armstrong Elementary School promotes WICOR at this AVID Certified school! This video, created by the district's instructional education (Innovate Ed) department along with the teachers and students of Armstrong, collaborate to showcase how elementary students prepare for college and career readiness.
(Left) College and career ready students from Kellogg Polytechnic Elementary School refine their use of AVID WICOR strategies and move toward student-lead learning as teachers schoolwide consider answers to guiding questions during their professional learning time.
AVID students benefit from sites strategically planning student success pathways while using data to coach teaching and improve learning across the system.
AVID students benefit from sites strategically planning student success pathways while using data to coach teaching and improve learning across the system.
"The best thing about being a teacher is that it matters. The hardest thing about being a teacher is that it matters everyday." --Todd Whitaker
With an AVID membership, key content for this Guide to Implementing AVID Elementary can be found on the homepage of your AVID.org webpage.
AVID Binder Student Video.MOVPUSDAVID students organize for success!
Test Your AVID Knowledge:
1. AVID's primary goal at the middle and high school levels is:
A) To provide after-school sports programs
B) To prepare students for college and career readiness through academic and social support strategies
C) To offer advanced placement testing preparation
D) To create specialized vocational training programs
2. Which of the following best describes the core instructional strategy used in AVID classrooms?
A) Rote memorization and standardized test preparation
B) Collaborative learning with an emphasis on critical thinking and note-taking skills
C) Individual competitive learning with minimal group interaction
D) Exclusively focusing on STEM subjects
3. AVID's approach to supporting students typically includes:
A) Tracking only high-performing students
B) Providing support exclusively for students from disadvantaged backgrounds
C) A comprehensive system that supports students academically, socially, and with college/career planning
D) Focusing solely on academic tutoring
4. The AVID elective class in middle and high school is characterized by:
A) A traditional lecture-based curriculum
B) A student-centered approach with collaborative learning, writing, inquiry, and reading strategies
C) Purely extracurricular activities
D) Advanced mathematics and science instruction only
5. AVID's college preparation components typically involve:
A) Guaranteeing college admission for all students
B) Providing comprehensive college awareness, preparation, and support strategies
C) Offering financial aid without student effort
D) Focusing exclusively on test preparation Answers
W I C O R
"Let Them Write to Learn"
Not every word needs polish bright,
Or grammar trimmed in perfect light.
Some thoughts are raw, some truths unclear—
But writing helps them persevere.
Let pens become their thinking space,
Where questions find a resting place.
A journal, margin, sticky note—
Can hold the spark before it floats.
Let them explain what they just read,
Or wrestle with what Newton said.
Let them reflect, connect, explore—
And write their way through every door.
It’s not about the final draft,
Or crafting prose that earns a laugh.
It’s how they shape what’s in their mind,
And trace the thoughts they’ve yet to find.
A paragraph can build a bridge
From scattered facts to knowledge ridge.
A sentence can reveal the why
Behind the how, beneath the sky.
So give them time, and give them space,
To write their way through every place.
In math, in science, history too—
Let writing be the lens they view.
For when they write, they start to see
That learning lives in inquiry.
And every scribble, sketch, or turn
Becomes the way they truly learn.
"The Silence Before They Inquire"
They sit with thoughts that twist and turn,
With questions sparked by what they learn.
But lips stay closed, eyes drift away—
The urge to ask begins to sway.
They fear the glance, the quiet laugh,
The judgment split in classroom half.
“Is this too simple? Should I know?”
So doubt begins its subtle show.
They’ve learned to listen, not to speak,
To chase the grade, not insight’s peak.
The pace is fast, the time is tight—
No room to pause, no space for flight.
Some lack the words to shape their thought,
Or fear their voice will come to naught.
The language fails, the courage fades,
And silence deepens in the shade.
They wonder if it’s worth the ask,
Or if it breaks the teacher’s task.
The lesson moves, the moment dies
And questions drift like unseen skies.
But oh, the power locked inside,
If only they were free to guide
Their minds through wonder, doubt, and fire—
To speak, to seek, to truly inquire.
"Teach Them to Build Together"
They sit in rows, like islands still,
Each mind adrift, each heart until
A voice says, “Turn and speak, and share—
There’s wisdom waiting over there.”
The world has taught them to retreat,
To guard their thoughts, to not compete
For kindness, trust, or common ground—
But silence echoes all around.
Yet you, dear teacher, hold the key
To shift the tide, to set them free.
Not just with facts or clever prose,
But by the way connection grows.
Put them in circles, let them find
The spark that leaps from mind to mind.
Let questions bloom, let laughter rise,
Let learning dance before their eyes.
For when they build with hands and voice,
They learn that unity’s a choice.
That knowledge shared is knowledge grown,
And no one truly learns alone.
So teach them not just what is true—
But how to build a better who.
A class that listens, lifts, and dares
To learn not just alone—but with.
"Organize to Rise"
A mind that’s full can feel like flight—
Ideas like stars, too fast, too bright.
But brilliance fades when plans are loose,
And time slips by with no real use.
So teach them not to trust the air,
Where thoughts drift off without a care.
Instead, give them a pen, a page—
A place to tame the mental stage.
A planner’s not just lines and dates,
It’s where intention resonates.
A written goal becomes a guide,
A map to keep them fortified.
Let them jot down what’s ahead—
Assignments due, the books they’ve read.
Practice times, and club events,
Reminders, notes, and sentiments.
Each morning, let them take a glance,
To give their day a fighting chance.
Each evening, let them check it through—
What’s done, what’s next, what still feels new.
For time, once lost, won’t reappear,
But plans can make the pathway clear.
So help them build this daily art—
Of writing down what sets them apart.
"Read Beyond the Lines"
Don’t let them skim like skipping stones,
Across the text in monotones.
The words are more than ink and page—
They hold a world, a voice, a stage.
But meaning hides in layered thread,
In what’s between the lines they’ve read.
So teach them how to pause, to ask,
To wrestle with the reader’s task.
With AVID’s lens, the text comes clear—
They mark the confusion, draw it near.
They highlight claims, they question why,
They talk it out, not let it fly.
They chunk the text, they number thoughts,
They circle terms the author brought.
They summarize, they clarify,
They annotate and verify.
This isn’t just a reading drill
It’s how they shape their voice and will.
To think, to challenge, to discern,
To own the truths they start to learn.
So guide their eyes, ignite their mind, Help them engage with what they find.
For comprehension isn’t fate—
It’s built when readers annotate.
These 5 poems attributed to PAIGE encourage WICOR for students.
College Intern Tutor Flyer 2025.pdf
Page updated
Report abuse