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Dear Parents of PUSD Students,
As you already may be very well aware, college readiness and career readiness share a lot of similarities, especially when a high school graduate is prepared for both. Here’s how they align:
Strong Academic Foundation – Whether heading to college or straight into the workforce, students need critical thinking, problem-solving, and effective communication skills.
Time Management & Responsibility – In college, students juggle coursework and deadlines, while in a career, they manage schedules, projects, and expectations.
Adaptability & Independence – Graduates must navigate new environments—whether it's a campus or a job—while taking ownership of their success.
Technical & Soft Skills – College might emphasize analytical and research skills, but careers require professional communication, collaboration, and adaptability—all necessary in both paths.
Goal-Setting & Decision Making – Whether selecting a major or pursuing a career, students must evaluate options, make informed choices, and set achievable goals.
Being "college and career ready" means a student has the skills, knowledge, and mindset to succeed in higher education or the workforce. It’s not just about having a diploma—it’s about having the confidence and competence to take on what comes next.
What aspect of readiness do you think is most important?
Mindsets
Educators holding fixed and deficit mindsets can significantly harm students and the learning environment.
A fixed mindset means believing intelligence and abilities are unchangeable (Dweck, 2006). This leads to:
Lower expectations for students, especially those perceived as less capable (TNTP, 2018).
Reduced student effort and engagement, as students may internalize beliefs that their abilities are limited (Yeager & Dweck, 2012).
Hindered academic performance due to less challenge and support (Zhang, Gan, & Cham, 2017).
A deficit mindset means attributing students' struggles to their individual, family, or cultural backgrounds rather than examining systemic issues (Valencia, 1997; Indiana University, 2023). This results in:
Blaming the student for their difficulties (Gorski, 2016).
Reinforced stereotypes about certain student groups (Solórzano & Yosso, 2001).
Failure to recognize student strengths and cultural assets (Gorski, 2016).
Perpetuation of systemic inequities, as the focus shifts away from addressing educational disparities and can lead to biased practices and underperformance for marginalized groups (Number Analytics, 2025).
Both mindsets ultimately limit student potential, foster negative self-perceptions, and create less equitable and supportive educational settings. Shifting to a growth mindset and strengths-based approach is crucial for positive student outcomes.
Collaborators
Effective collaboration between parents and AVID (Advancement Via Individual Determination) on a school campus is crucial for reinforcing positive mindsets and counteracting fixed and deficit thinking in students. AVID's core philosophy is deeply aligned with the growth mindset, and when parents are brought into this framework, the impact on students can be amplified.
Here's how parents and AVID can collaborate to best support students using these mindsets:
I. Cultivating a Growth Mindset (Effort, Learning from Mistakes, Persistence)
AVID's Role:
Teach Growth Mindset Concepts: AVID educators explicitly teach students about fixed vs. growth mindsets, emphasizing that intelligence and abilities can be developed through effort and strategy (AVID Australia, 2022; AVID Open Access, 2024b).
Model Growth Mindset: AVID teachers and tutors model growth mindset behaviors, discussing their own learning journeys, challenges, and perseverance (AVID Open Access, 2024b).
Promote WICOR Strategies: AVID's WICOR strategies (Writing, Inquiry, Collaboration, Organization, Reading) are inherently growth-oriented, encouraging students to engage in rigorous learning, take risks, and learn from mistakes (DoDEA, 2025).
Provide Academic and Social Support: AVID provides structured support, including tutorials and collaborative study groups, to help students persevere through challenging coursework and build confidence (DoDEA, 2025; AVID, 2023).
Parents' Role (in partnership with AVID):
Attend Growth Mindset Workshops/Sessions: AVID can host workshops for parents to educate them on growth mindset principles, using resources like Dweck's work (Mindsetkit.org, n.d.; TPT, n.d.). Topics can include:
What is a growth mindset and why is it important for learning?
How to praise effort and process, not just innate ability ("You worked so hard!" vs. "You're so smart!").
How to talk about mistakes as learning opportunities.
Strategies for fostering perseverance and resilience at home.
Modeling a growth mindset in their own lives.
Use Growth Mindset Language at Home: Parents can be provided with specific phrases and conversation starters to encourage a growth mindset, such as "What strategies did you try?" or "What did you learn from that mistake?" (District Administration, 2024).
Support Productive Struggle: Parents can be encouraged to allow and support their children through challenging tasks, rather than immediately providing answers, mirroring AVID's emphasis on productive struggle.
Regular Communication: Parents should communicate regularly with AVID teachers and tutors to understand specific strategies being used in school and reinforce them at home. This could involve using communication apps, emails, or phone calls (District Administration, 2024).
Celebrate Effort and Progress: Parents can be encouraged to celebrate their child's effort, the strategies they employed, and the progress they've made, not just the final outcome (District Administration, 2024).
II. Counteracting a Deficit Mindset (Focus on Strengths, Systemic Support)
AVID's Role:
High Expectations for All: AVID's core philosophy is to hold all students, particularly those traditionally underrepresented in higher education, to high standards, providing the academic and social support needed to meet those expectations (AVID, 2023; Edutopia, n.d.b). This directly counters deficit thinking.
Focus on Strengths: AVID programs are designed to identify and build upon students' existing strengths and cultural capital, rather than focusing on perceived "deficits" (Edutopia, n.d.b).
Advocacy and Empowerment: AVID teaches students to advocate for themselves and empowers them to take ownership of their learning, directly challenging the notion that students from certain backgrounds are incapable (DoDEA, 2025).
Relationship Building: AVID fosters strong student-teacher relationships, building trust that encourages students to "fail forward" and seek support without shame (Edutopia, n.d.b; AVID Open Access, 2024a).
Parents' Role (in partnership with AVID):
Partners in Education: Parents should be viewed and engaged as essential partners who bring unique knowledge about their child's strengths, cultural background, and learning needs (Schoolavoidance.org, n.d.).
Share Student Strengths and Goals: Parents can actively share their child's interests, passions, and cultural strengths with AVID staff, helping educators leverage these assets in the classroom.
Collaborate on Goal Setting: Parents can participate in conversations about setting achievable, intermediate academic and personal goals for their child, emphasizing progress and effort (Edutopia, n.d.b).
Challenge Deficit Narratives: AVID can empower parents to recognize and challenge deficit-based narratives about their children or community, fostering a collective belief in all students' potential.
Open Communication about Challenges: Creating a safe space for parents to discuss challenges their child faces without fear of judgment, allowing AVID staff to offer targeted support or connect them with resources, helps counteract the isolating effect of deficit thinking.
By working together, parents and AVID can create a powerful ecosystem that instills a robust growth mindset in students and actively dismantles any lingering deficit thinking, ensuring all students are supported to reach their highest potential.
Pomona area parents engage an informative AVID presentation with AVID District Leaders, Ashlee Peters and Delbert Duckins on October 30th, in the Ed. Center's Strategic Planning Room. Parents supported one another while advancing their understanding of how AVID functions, and how students become college and career ready in 15 AVID PUSD schools. These are great opportunities for the community to look more deeply into some of the fantastic best-practices going on within our district!
AVID at a Glance for Parents and Families.pdfAVID at a Glance for Parents and Families (Spanish).pdf
BestColleges-College-Planning-Checklist.pdf
1_SixYrPlanA-G.doc - Google Docs.pdf
FINAL_AVID & BP Flyer.pdf
Dhasa Care Foundation Flyer.pdfStudents can begin to explore a Music and Arts career in Pomona, California
AVID PARENT RESOURCES
As a parent, you play an integral role in your child’s academic and social development. You lay the foundation for their future. If you’d like to learn more about how AVID can help your child thrive, please contact the AVID Coordinator at your child’s school. If AVID is not available in your district, you can contact us directly to learn more about what we offer.
Here are some additional resources you can use to help your child thrive in school, work, and life.
Parent Toolkit
Parent Toolkit is produced by NBC News Education Nation and includes information about almost every aspect of your child’s development, from early education to college and careers.
U.S Department of Education
The U.S. Department of Education provides resources to help parents in a variety of ways, covering early childhood education all the way through paying for college. Get tips on helping students with homework, reading, and math.
National Education Association (NEA)
NEA offers tips on keeping kids curious, providing emotional support, partnering with teachers, and understanding education policy.
Federal Student Aid (FSA)
FSA gives parents the information they need to save for college, learn about financial aid, and help their child complete the Free Application for Federal Student Aid (FAFSA). FSA also provides in depth resources on college and financial aid in both English and Spanish.
Big Future
The College Board’s Big Future is a free, comprehensive resource that helps both students and parents to make college planning easier. They provide parent action plans from middle school through each year of high school and information on financial aid.
Teaching Tolerance
Teaching Tolerance has published a parent’s guide to preventing and responding to prejudice.
Career Village
Career Village gives students access to career information and advice from professionals across the country. Parents can direct their children here to help them become more career-ready.
A Quiz For High School Seniors
College Pathway Planning Quiz
Instructions: Select the best answer for each question.
1. When choosing a college, what is the most important factor to consider for long-term success?
A. The ranking of the college
B. The number of extracurricular activities available
C. How well the college aligns with career and academic goals
D. The popularity of the campus social scene
2. What is the FAFSA, and why is it important?
A. A college application requirement used by Ivy League schools
B. A scholarship program that provides full tuition to any student
C. A form used to apply for federal financial aid, including grants and loans
C. A test used to determine college readiness
3. What is the best strategy for managing time effectively in college?
A. Take as many classes as possible to graduate early
B. Use planners and digital tools to organize coursework, deadlines, and commitments
C. Avoid joining clubs or extracurricular activities to focus only on academics
D. Work a full-time job while taking a full course load to gain experience
4. What should you do if you are struggling in a college course?
A. Wait until the semester ends to ask for extra credit opportunities
B. Reach out to professors, academic advisors, or campus tutoring centers for support
C. Stop attending the course and focus on other classes
D. Switch majors immediately to avoid similar struggles in the future
5. Which financial aid option does NOT need to be paid back?
A. Federal student loans
B. Work-study earnings
C. Grants and scholarships
D. Private bank loans
6. What is the best way to explore potential career paths while in college?
A. Take random courses without considering future job prospects
B. Apply for internships, job shadowing, and networking opportunities with professionals
C. Wait until senior year to start thinking about career options
D. Focus only on academics and avoid extracurricular activities
7. Which of the following is an example of a strong resume for college graduates?
A. A one-page document listing education, internships, work experience, and skills
B. A five-page summary of every course taken and all personal achievements
C. A handwritten letter detailing interests and hobbies
D. A social media profile showcasing fun travel experiences
8. What is a smart way to reduce college debt after graduation?
A. Ignoring loan payments and waiting for debt forgiveness programs
B. Making minimum payments without checking for interest rates or repayment plans
C. Researching loan repayment options, scholarships, and employer tuition assistance
D. Taking out more loans to attend graduate school immediately after graduation
Poems, for your consideration...
Weighted Decision
Two paths before you, knowledge calls,
One rising high with stately halls,
The other steady, firm, yet bright,
A humbler road, yet full of light.
The cost of dreams, the weight of gold,
A burden keen, a future almost told.
Debt and promise hand in hand,
Or measured steps where choices stand.
At one, the gates of grandeur shine,
With depth of thought in grand design.
At one, the hands of time extend,
Flexing fate, allowing bend.
Yet close to home, a guiding eye,
Where parents watch the seasons fly.
A tethered step, a steady hand,
Or distant strides and looser bands?
Still, tread with care, let insight steer,
With fervor matched and vision clear.
Each path invites a quest profound—
Discover the one where your truth is found.
--PAIGE
The Unlocked Room
In shadowed corners, I learned to stay,
My truest colors tucked away.
The world seemed built with walls so tall,
Designed to make the different fall.
My laugh too loud, my thoughts too deep,
The self I was, I learned to keep
Behind a mask, polite and thin,
Afraid to let the real me in.
Judged for the paths I longed to tread,
For silent dreams inside my head,
My unique expressions, or how I prayed,
Or simply how my soul was made.
Rejection’s chill, a constant guest,
Put weary doubt inside my breast.
Then came the news, a screen ablaze,
Cutting through muted, sunless days.
A name, my name, declared and bold,
A story waiting to unfold.
Not just "Accepted," whispered low,
But "Full Support," a vibrant glow.
A "Full Ride," echoing and clear,
Dispelling years of doubt and fear.
It wasn't just the funds bestowed,
A lighter financial road.
It was the weight that fell away,
The darkness yielding to the day.
This place of learning, grand and vast,
Saw something worthy, built to last.
They didn't ask me to conform,
To ride out someone else's storm.
They saw the spark I tried to hide,
The person stirring deep inside.
This wasn't charity or grace,
But recognition, time, and space.
A message sent, profound and deep:
"Your worth is value we will keep.
Your voice matters, loud and strong,
This is the place where you belong.
Bring all you are, the light, the shade,
A tapestry uniquely made.
We see your potential, bright and true,
And we invest, fully, in you."
The walls came down, the lock undone,
A future suddenly begun.
Where once was shadow, now is light,
Accepted fully, shining bright.
The scholarship, a golden key,
Unlocked the door, accepting me.
--PAIGE
What About The Emergence of AI?
Is College Still a Good Choice Pathway For My Success?
The rise of artificial intelligence and the increasing popularity of trade schools have led many to question the value of a traditional college degree. While it's true that AI is changing the job market and trade skills are in high demand, there are still compelling reasons to pursue a college education.
The College Degree as a Foundation for Adaptability
The College Degree as a Foundation for Adaptability
One of the most significant arguments for a college degree is that it provides a broad, adaptable skill set that can be applied to a variety of careers, even as industries evolve. A college education emphasizes:
Critical Thinking and Problem-Solving: A well-rounded curriculum, often including liberal arts courses, trains individuals to analyze complex information, think critically, and develop creative solutions. These skills are essential for navigating a constantly changing professional landscape and are difficult for AI to replicate.
Communication and "Soft" Skills: College provides opportunities to hone communication, collaboration, and leadership skills through group projects, presentations, and extracurricular activities. These "soft skills," which include empathy and emotional intelligence, are crucial for roles that involve human interaction, negotiation, and management—areas where AI currently falls short.
Lifelong Learning: A college degree isn't just about the knowledge gained in a specific field; it's about learning how to learn. This foundational skill is vital for staying relevant in an age where new technologies and job roles are constantly emerging.
The Value of a Degree in a Changing Job Market
The Value of a Degree in a Changing Job Market
While AI may automate some entry-level tasks, it also creates new job categories that require higher-level skills. A college degree can position you for these roles.
Complementing, Not Competing with, AI: Instead of viewing AI as a replacement, a college education can teach you how to work alongside AI systems, leveraging their strengths for greater efficiency and innovation. For example, a doctor uses AI to assist with diagnostics, but the human doctor is still needed to interpret the information, communicate with the patient, and make complex decisions.
Access to High-Skill, High-Wage Careers: Many professions that are least likely to be automated, such as law, medicine, and engineering, still require advanced degrees. These fields demand specialized knowledge, critical thinking, and human judgment that are honed through higher education.
Career Flexibility and Earning Potential: A college degree often provides greater career mobility and a wider range of opportunities. Data consistently shows that college graduates have higher lifetime earnings and are more likely to be employed in management positions that often require a bachelor's degree.
Trade Schools vs. College: A Matter of Goals
Trade Schools vs. College: A Matter of Goals
The decision between a trade school and a college often depends on an individual's career goals and learning style.
Trade schools are excellent for those who want to acquire specific, hands-on skills for a particular job and enter the workforce quickly. They often lead to well-paying careers in fields like plumbing, electrical work, and construction, which are less susceptible to AI automation.
College degrees are better suited for those who desire a more comprehensive education, a broader range of career options, and a foundation for long-term career growth in fields that may require a deeper understanding of theoretical knowledge and advanced problem-solving.
Ultimately, while the landscape of work is changing, a college degree still holds significant value by providing a durable skill set, opening doors to high-level careers, and preparing individuals to adapt and thrive in an AI-driven world.
Individuals with intellectual disabilities can absolutely enter college!
There has been a significant movement in recent years to create more inclusive higher education opportunities for people with intellectual disabilities. These programs are often referred to as "Transition Programs" or "Inclusive Postsecondary Education (IPSE) programs."
Here's how it generally works:
Specialized Programs: Many colleges and universities now offer specific programs designed for students with intellectual disabilities. These programs focus on a range of skills, including:
Academic enrichment: Modified courses, tutoring, and support to help students learn and grow.
Life skills: Independent living skills like budgeting, cooking, transportation, and self-advocacy.
Vocational training: Job readiness skills, internships, and career exploration.
Social integration: Opportunities to participate in campus life, clubs, and activities.
Varied Admissions Criteria: Admissions criteria for these programs differ from traditional college admissions. They often focus less on standardized test scores and more on:
Interest and motivation: The student's desire to learn and participate.
Functional abilities: Their ability to benefit from the program and live with some independence (often with support).
Support needs: Assessing what level of support the student will require.
Benefits: These programs offer numerous benefits, including:
Increased independence and self-determination.
Improved academic and vocational skills.
Enhanced social connections and community integration.
Preparation for employment and meaningful adult lives.
If you or someone you know is interested in pursuing higher education for individuals with intellectual disabilities, research "inclusive postsecondary education" or "transition programs for students with intellectual disabilities" in your desired geographic area. Organizations like Think College (thinkcollege.net) are excellent resources for finding programs and information.
Inclusive College Opportunities in Southern California: Empowering Students with Intellectual Disabilities
A Guide to Postsecondary Programs for Neurodiverse Learners
Section 1: University-Based Programs
1. Pathway at UCLA Extension
Focus: Two-year college program for neurodiverse students, blending academics, social skills, and vocational training. Offers residential option.
Key Features: Core courses, auditing UCLA main campus courses, UCLA Extension courses, internships, life skills, peer mentors.
Contact:
Email: hhmi-pathways@lifesci.ucla.edu
Website: (Search "UCLA Pathway Program" to find their direct site, often under UCLA Extension)
2. CSUN Explorers (California State University, Northridge)
Focus: Two-year inclusive postsecondary program for individuals aged 18-28 with intellectual/developmental disabilities, aiming for employability and independence.
Key Features: Classes alongside CSUN undergraduates, campus activities/clubs, internships (on-campus/community).
Contact:
Phone: (818) 677-1200 (CSUN General Number, ask for CSUN Explorers or Extended Learning)
Website: www.csun.edu/eisner-education/csun-explorers
3. Aspiring Scholars Program (California State University San Marcos - CSUSM)
Focus: Four-year, non-degree university program for an inclusive college experience, leading to a higher education academic and career studies certificate.
Key Features: Academic courses, vocational internships, independent life skills seminars, campus social activities, goal of competitive integrated employment.
Contact:
Phone: (760) 750-4020 (CSUSM Extended Learning)
Email (inquiry): el.inquiry@csusm.edu
Website: (Search "CSUSM Aspiring Scholars Program" or "CSUSM Extended Learning")
4. Think Beach (California State University, Long Beach - CSULB)
Focus: Two-year, four-semester inclusive college program.
Key Features: College coursework, weekly independent living skills workshops, vocational experiences, person-centered planning, peer mentorship. Prepares for employment and community integration.
Contact:
Phone: (562) 985-1609 (College of Education)
Email: CED-ThinkBeach@csulb.edu
Section 2: Community College & Support Programs
5. Coastline College (Newport Beach area)
Focus: Intellectual Disabilities (ID) program offering specialized, non-credit, free classes.
Key Features: Classes on academic growth, community awareness, enrichment, fitness, independent living, social skills for students with milder to moderate intellectual disabilities.
Contact:
Phone (Special Programs & Services for Students with Disabilities): (714) 241-6214
Email: specialprograms@coastline.edu
Website: www.coastline.edu (Search "Disability Services" or "Special Programs")
6. MiraCosta College (Oceanside area)
Focus: "Independent Life Skills" courses.
Key Features: No-cost classes for students with intellectual and developmental disabilities focusing on life skills and independence, including basic academic and computer skills.
Contact:
Phone (Community Learning Center): (760) 795-8710
Email (Noncredit Short-term Vocational, Lifelong Learning, and Independent Life Skills Dept. Chair): eduran@miracosta.edu (Erica Duran)
Website: www.miracosta.edu (Navigate to "Academics" -> "Continuing Education" -> "Independent Life Skills")
7. North Orange County Community College District (NOCCCD) School of Continuing Education / Disability Support Services (DSS)
Focus: Wide range of free classes and services for students with disabilities, including intellectual disabilities and autism.
Key Features: Programs like "WISE: Work Independence, Self-Advocacy, Education" and "College to Career." Focus on practical living skills, vocational preparation, inclusive learning. Counseling, workforce prep, job placement.
Contact:
Phone: (714) 484-7057
Email: disabilitysupport@noce.edu
Website: www.noce.edu/dss
8. College Internship Program (CIP) Long Beach
Focus: Specialized transition program supporting young adults on the Autism Spectrum, ADHD, and other learning differences. Often partners with local colleges like Long Beach City College or CSULB.
Key Features: Comprehensive academic, social, and vocational support to help students succeed in college, employment, and independent living.
Contact:
Phone (Long Beach Center): (562) 961-9250
Email (Admissions inquiries): admissions@cipworldwide.org
Website: www.cipworldwide.org (Navigate to "Locations" -> "Long Beach")
General Tip for Families/Students: Always visit the program's official website or contact them directly for the most up-to-date information on admissions, curriculum, costs, and specific support services.
Potential for Indirect Interaction or Overlap with AVID:
Shared Goal of Postsecondary Success: Both programs share the overarching goal of preparing students for success after high school. While the pathways differ, both aim to empower students to achieve their potential.
Skill Development Overlap (Conceptual):
Organizational Skills: AVID places a strong emphasis on organization (O in WICOR), which is also a crucial life skill taught in many IPSE programs.
Self-Advocacy: AVID encourages students to self-advocate, a skill vital for all students, especially those with disabilities, in postsecondary environments.
Collaboration: Both programs might utilize collaborative learning strategies.
High School Transition Planning:
A student with an intellectual disability who participated in AVID during high school (perhaps because they were in general education classes and showed potential) might still find an IPSE program to be the most appropriate postsecondary path for them. However, it's less common for a student with a significant intellectual disability to be in the core AVID elective, given AVID's focus on preparing students for rigorous college-level coursework.
It's more likely that a high school's transition services department (which works with students with IEPs and disabilities) would be the primary link to IPSE programs, rather than the AVID coordinator, although good communication between these departments is always beneficial for students.
School-wide AVID Strategies: AVID's philosophy often extends school-wide, meaning general education teachers might use WICOR strategies in their classrooms. If students with intellectual disabilities are included in general education classes, they might indirectly benefit from AVID-inspired teaching methodologies that promote better organization, note-taking, and critical thinking.
In summary, a formal, direct partnership between AVID as a national program and specific IPSE programs for students with intellectual disabilities is generally not the norm. They cater to distinct populations with differing levels of academic support needs and desired postsecondary outcomes. However, individual high schools might have AVID programs, and those same schools might also support students with intellectual disabilities who are considering IPSE programs, necessitating coordination within the school system to ensure students are guided to the most appropriate post-high school pathways.
College Intern Tutor Flyer 2025.pdfPage updated
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