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JGMS AVID CCI
Home
Instruction
I.1.1 Learning Through Writing
I.1.2 Writing Process
I.1.3 Focused Note-Taking
I.1.4 Higher-Level Thinking
I.1.5 Structures of Inquiry
I.1.6 Access Digital information
I.1.7 Technology as a Tool for Collaboration
I.1.8 Structures for Collaboration
I.1.9 Tutorials and Collaborative Study Groups
I.1.10 Leadership Skills
I.1.11 Organizational Methods (Goal-Setting)
I.1.12 Avid Organizational Tools
I.1.13 Arrive Prepared with Course Materials
I.1.14 Critical Reading Process
I.1.15 WICOR Strategies
Systems
II.1.1 Defined Selection Criteria
II.1.2 Signed Contracts
II.1.3 AVID Elective Student Recruitment and Selection Plan
II.1.4 Voluntary Participation
II.1.5 Identify and Select AVID Elective Class Teacher(s)
II.1.6 Site Plan
II.1.7 Collaboration on Access to Advanced Curriculum and Courses
II.1.8 Quality of Implementation
II.1.9 Plan for Tutor Recruitment and Retention
II.1.10 Trained Tutors
II.1.11 Tutor Training Plan
II.1.12 AVID Tutorial (required 2x/week)
II.1.13 AVID Elective Student-Tutor Ratio
II.1.14 AVID Tutorial Guide
II.1.15 AVID Summer Institute
II.1.16 AVID Elective Section Enrollment
II.1.17 AVID Elective Class Duration and Scheduling
II.2.18 Courses of High Rigor
II.2.19 Grade-Level Vertical and Horizontal Articulation
II.3.20 Academic Support Structures and Rigorous Instructional Practices
II.3.21 Grades of “C” or Better
II.3.22 Enrollment in At Least One Course of Rigor
II.3.23 Pre-Collegiate Exams (Paid or Practice)
II.3.24 Students’ Schedules Reflect Enrollment in Rigorous Courses
II.3.25 Selection of College-Prep Courses for 9th Grade
II.3.34 AVID Center Data
II.3.35 Performance, Enrollment, and/or Staffing Data
II.3.36 Standardized Test Data and Outcome Data
II.4.37 AVID-Trained in WICOR Methodologies
II.4.38 AVID Instructional Methodologies
II.4.39 Leadership Trainings
II.4.40 Professional Learning in AVID Strategies and Structures
Leadership
III.1.1 School Mission and Vision are Aligned with AVID
III.1.2 Communicate School Mission and Vision to Stakeholders
III.2.3 School Leadership Team (SLT) Composition
III.2.4 AVID Site Team Composition
III.2.5 SLT and AVID Site Team Composition
III.3.6 AVID’s Philosophy of Open and Equal Access to Rigorous Courses
III.3.7 AVID is Included in School/District Budgets
III.3.8 Address Barriers to Access and Equity
Culture
IV.1.1 WICOR Scaffolding and Rigorous Instructional Practices
IV.1.2 Collaborations Through PLCs
IV.2.3 Community Activities
IV.2.4 College Awareness
IV.2.5 College Planning and Financial Aid Processes
IV.3.6 College Pennants and Banners
IV.3.7 College Talk
IV.3.8 Perceived Teacher Expectations
IV.3.9 Teacher Expectations
IV.3.10 Grants and Scholarships
IV.3.11 FAFSA
JGMS AVID CCI
Home
Instruction
I.1.1 Learning Through Writing
I.1.2 Writing Process
I.1.3 Focused Note-Taking
I.1.4 Higher-Level Thinking
I.1.5 Structures of Inquiry
I.1.6 Access Digital information
I.1.7 Technology as a Tool for Collaboration
I.1.8 Structures for Collaboration
I.1.9 Tutorials and Collaborative Study Groups
I.1.10 Leadership Skills
I.1.11 Organizational Methods (Goal-Setting)
I.1.12 Avid Organizational Tools
I.1.13 Arrive Prepared with Course Materials
I.1.14 Critical Reading Process
I.1.15 WICOR Strategies
Systems
II.1.1 Defined Selection Criteria
II.1.2 Signed Contracts
II.1.3 AVID Elective Student Recruitment and Selection Plan
II.1.4 Voluntary Participation
II.1.5 Identify and Select AVID Elective Class Teacher(s)
II.1.6 Site Plan
II.1.7 Collaboration on Access to Advanced Curriculum and Courses
II.1.8 Quality of Implementation
II.1.9 Plan for Tutor Recruitment and Retention
II.1.10 Trained Tutors
II.1.11 Tutor Training Plan
II.1.12 AVID Tutorial (required 2x/week)
II.1.13 AVID Elective Student-Tutor Ratio
II.1.14 AVID Tutorial Guide
II.1.15 AVID Summer Institute
II.1.16 AVID Elective Section Enrollment
II.1.17 AVID Elective Class Duration and Scheduling
II.2.18 Courses of High Rigor
II.2.19 Grade-Level Vertical and Horizontal Articulation
II.3.20 Academic Support Structures and Rigorous Instructional Practices
II.3.21 Grades of “C” or Better
II.3.22 Enrollment in At Least One Course of Rigor
II.3.23 Pre-Collegiate Exams (Paid or Practice)
II.3.24 Students’ Schedules Reflect Enrollment in Rigorous Courses
II.3.25 Selection of College-Prep Courses for 9th Grade
II.3.34 AVID Center Data
II.3.35 Performance, Enrollment, and/or Staffing Data
II.3.36 Standardized Test Data and Outcome Data
II.4.37 AVID-Trained in WICOR Methodologies
II.4.38 AVID Instructional Methodologies
II.4.39 Leadership Trainings
II.4.40 Professional Learning in AVID Strategies and Structures
Leadership
III.1.1 School Mission and Vision are Aligned with AVID
III.1.2 Communicate School Mission and Vision to Stakeholders
III.2.3 School Leadership Team (SLT) Composition
III.2.4 AVID Site Team Composition
III.2.5 SLT and AVID Site Team Composition
III.3.6 AVID’s Philosophy of Open and Equal Access to Rigorous Courses
III.3.7 AVID is Included in School/District Budgets
III.3.8 Address Barriers to Access and Equity
Culture
IV.1.1 WICOR Scaffolding and Rigorous Instructional Practices
IV.1.2 Collaborations Through PLCs
IV.2.3 Community Activities
IV.2.4 College Awareness
IV.2.5 College Planning and Financial Aid Processes
IV.3.6 College Pennants and Banners
IV.3.7 College Talk
IV.3.8 Perceived Teacher Expectations
IV.3.9 Teacher Expectations
IV.3.10 Grants and Scholarships
IV.3.11 FAFSA
More
Home
Instruction
I.1.1 Learning Through Writing
I.1.2 Writing Process
I.1.3 Focused Note-Taking
I.1.4 Higher-Level Thinking
I.1.5 Structures of Inquiry
I.1.6 Access Digital information
I.1.7 Technology as a Tool for Collaboration
I.1.8 Structures for Collaboration
I.1.9 Tutorials and Collaborative Study Groups
I.1.10 Leadership Skills
I.1.11 Organizational Methods (Goal-Setting)
I.1.12 Avid Organizational Tools
I.1.13 Arrive Prepared with Course Materials
I.1.14 Critical Reading Process
I.1.15 WICOR Strategies
Systems
II.1.1 Defined Selection Criteria
II.1.2 Signed Contracts
II.1.3 AVID Elective Student Recruitment and Selection Plan
II.1.4 Voluntary Participation
II.1.5 Identify and Select AVID Elective Class Teacher(s)
II.1.6 Site Plan
II.1.7 Collaboration on Access to Advanced Curriculum and Courses
II.1.8 Quality of Implementation
II.1.9 Plan for Tutor Recruitment and Retention
II.1.10 Trained Tutors
II.1.11 Tutor Training Plan
II.1.12 AVID Tutorial (required 2x/week)
II.1.13 AVID Elective Student-Tutor Ratio
II.1.14 AVID Tutorial Guide
II.1.15 AVID Summer Institute
II.1.16 AVID Elective Section Enrollment
II.1.17 AVID Elective Class Duration and Scheduling
II.2.18 Courses of High Rigor
II.2.19 Grade-Level Vertical and Horizontal Articulation
II.3.20 Academic Support Structures and Rigorous Instructional Practices
II.3.21 Grades of “C” or Better
II.3.22 Enrollment in At Least One Course of Rigor
II.3.23 Pre-Collegiate Exams (Paid or Practice)
II.3.24 Students’ Schedules Reflect Enrollment in Rigorous Courses
II.3.25 Selection of College-Prep Courses for 9th Grade
II.3.34 AVID Center Data
II.3.35 Performance, Enrollment, and/or Staffing Data
II.3.36 Standardized Test Data and Outcome Data
II.4.37 AVID-Trained in WICOR Methodologies
II.4.38 AVID Instructional Methodologies
II.4.39 Leadership Trainings
II.4.40 Professional Learning in AVID Strategies and Structures
Leadership
III.1.1 School Mission and Vision are Aligned with AVID
III.1.2 Communicate School Mission and Vision to Stakeholders
III.2.3 School Leadership Team (SLT) Composition
III.2.4 AVID Site Team Composition
III.2.5 SLT and AVID Site Team Composition
III.3.6 AVID’s Philosophy of Open and Equal Access to Rigorous Courses
III.3.7 AVID is Included in School/District Budgets
III.3.8 Address Barriers to Access and Equity
Culture
IV.1.1 WICOR Scaffolding and Rigorous Instructional Practices
IV.1.2 Collaborations Through PLCs
IV.2.3 Community Activities
IV.2.4 College Awareness
IV.2.5 College Planning and Financial Aid Processes
IV.3.6 College Pennants and Banners
IV.3.7 College Talk
IV.3.8 Perceived Teacher Expectations
IV.3.9 Teacher Expectations
IV.3.10 Grants and Scholarships
IV.3.11 FAFSA
II.3.25
Selection of College-Prep Courses for 9th Grade
EVIDENCE
FUTURE GOALS
SYSTEMS II.3.25
Assessment of Student Progress demonstrates that an increasing number of students are meeting benchmarks in core content areas to ensure they are prepared to enroll and succeed in rigorous, college-preparatory courses.
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