will succeed in the most rigorous curriculum,
	will enter mainstream activities of the school,
	will increase their enrollment in four-year colleges, and
	will become educated and responsible participants and leaders in a democratic society.

Students with Academic Potential

	Average to High Test Scores
	2.0-3.5 GPA
	College Potential with Support
	Desire and Determination

Meets One or More of the Following Criteria

	First to Attend College
	Historically Underserved in 4-year Colleges
	Low Income
	Special Circumstances

AVID was founded by Mary Catherine Swanson in 1980 at Clairemont High School in the San Diego Unified School District.

AVID identifies underachieving, disadvantaged students in grades 6-12 and prepares them for four-year college entry.

AVID serves over 30,000 students throughout California, Colorado, Georgia, Illinois, Kentucky, Maryland, Nevada, New Jersey, North Carolina, South Carolina, Tenessee, Texas, Virginia, Asia, Central America, Europe, Middle East and the Pacific.

Since 1990, over 20,000 students have graduated from AVID programs.

  Over 93% of AVID's graduates enroll in college.

AVID graduates persist in college at an 89 % rate.

Over 60% of the AVID graduates enroll in four-year colleges.

The AVID network of schools includes over 900 sites.

Some of AVID's awards include the Salute to Excellence Award for Staff Development and Leadership from the National Council of States on Inservice Education, the Dana Foundation Award for Pioneering Achievement in Education, and the A+ Award from the U.S. Department of Education for Efforts to Reach the National Education Goals.

A SAMPLE WEEK IN THE AVID ELECTIVE

Monday	Tuesday	Wednesday	Thursday	Friday
AVID Curriculum	AVID Tutorials	AVID Curriculum	AVID Tutorials	Binder Evaluation Field trips Career Center Speakers Motivational Activities
AVID Curriculum includes: Writing College and Careers Strategies for Success				AVID Tutorials: Collaborative Study Groups Writing Groups Socratic Seminars

 

T

he AVID program is designed to provide academic, tutorial, vocational, and social support for students from groups that are underrepresented on four-year college campuses. The targeted students have traditionally maintained low to average grades (C's) despite being identified as academically proficient. Also targeted are those who achieved average or above average on the math and language portion of the SAT-9 tests, receive grades of “B” or higher in academic classes, yet are not currently enrolled in the advanced classes recommended for entrance to a university. The intent at the school is to encourage, through the AVID program, the targeted students to prepare for post-secondary four-year college entrance.

 

A

VID will supplement, not supplant, the school's existing curricula and programs. It is expected that this program will enhance and enrich each student's academic experiences. This will present the student with opportunities to expand horizons and develop long-range goals.

 

P

articipation in the program will include field trips to colleges and universities. Tutors will provide academic support and encourage students to look beyond high school. A major objective of the program is for students to acquire knowledge and skills to make important decisions that affect post-secondary plans.

 

T

he AVID level one course will provide academic, tutorial, vocational, social support for students that are interested in attending a four-year college after high school graduation. Participation in the program will include field trips to colleges and universities. Student tutors will provide academic support and encourage students to look beyond high school. The course incorporates writing as a tool for learning and other curriculum relevant to academic success. A major objective of the program is for students to acquire knowledge and skills to make important decisions that affect post-secondary plans.

1. Write a five-paragraph essay in four modes using the writing process.
2. Respond effectively to writing proficiency prompts.
3. Understand the methods of questioning for the PSAT
4. Explain time management principles.
5. Take responsibility for recording assignments.
6. Track progress in academic subjects
7. Record notes from lectures and readings.
8. Prepare for tests
9. Work in cooperative groups
10. Use the inquiry method.
11. Keep a well-organized notebook.

1. Career Assessment
   1. Career Planning Inventory (CPI)
2. Leadership
   1. Clubs
   2. Organizations
   3. Team Memberships
3. Writing as a Focus
   1. the writing process
   2. the thesis
   3. responding to prompts
   4. The five-paragraph essay
      1. Autobiographical incident
      2. Firsthand biography
      3. Descriptive writing (emphasis on "showing vocabulary
      4. Explanatory writing
4. College preparation
   1. PSAT practice
   2. College/university campus visitation
5. Study skills
   1. the inquiry method/effective questioning
   2. time management
   3. using class assignment/grade record sheets
   4. Cornell note taking method
      1. Reading textbooks
      2. Focusing on lectures and the organization
   5. Solving problems
   6. Good study habits/areas
   7. Preparing for test
   8. Stress management
6. Social skills
   1. Eye Contact
   2. Tone of voice
   3. Facial expression
   4. Body language
   5. Conversation
   6. Joining group activities
   7. Starting group activities

Student performance will be authentically assessed through a variety of techniques and instruments. Essays will be graded holistically emphasizing the writing process. Classroom participation will be a major assessment component. In addition, an AVID notebook will be evaluated weekly based on a predetermined scoring guide

	... have appropriate classroom behavior.
	... have an academic GPA above a 2.0.
	... have a good attendance record.
	... are willing to commit themselves to doing their homework every night.
	... are willing to commit to enrollment in a rigorous college preparatory sequence of courses.
	... stay eligible for a four-year university.

	a three ring binder large enough for your academic classes
	white, college-ruled paper (NO spiral paper accepted)
	pens (one should be blue or black ink, and the other should be a different color, such as green. The alternate color is for proofreading).
	highliters
	3-hole punch that fits into a notebook

	BE ON TIME
	BE PREPARED
	BE RESPECTFUL
	NO CUSSING

	Attend class daily
	Be in your seat when the last bell has sounded (otherwise you are tardy)
	Follow all directions promptly, precisely, and cheerfully
	Participate in the discussions and activities
	Follow the food and drink rules
	Be productive; stay on task
	Give every assignment "your best shot."
	Ask for help, and above all ... NEVER QUIT!
	Be patient
	Be honest
	Treat the teacher and one another with respect and kindness
	Follow all rules indicated in the handbook
	Pack up and leave only after being directed to do so by the teacher --- not the clock or bell

WORK STANDARDS ------- TO RECEIVE CREDIT, STUDENTS WILL:

	Use loose-leaf, college-ruled paper (NO SPIRAL NOTEBOOK PAPER)
	Use blue or black ink or type
	Use a proper heading (name, date, period in the upper right hand corner)
	Write the title of the assignment (centered at the top of the page)
	Write neatly and legibly
	Proof read and correct
	Use complete sentences
	Complete the assignment showing your best effort

GRADING SCALE 90-100% A 80-89% B 70-79% C 60-69% D 0-59% F

GRADE P0LICY Binder 40% Community Service 5% Quizzes/Tests, Papers, Projects 20% Tutorial 20% Assignments, Grade Checks 10% Materials/Prep 5%

MAKE-UP EXAMS - If student are absent only on the day of the test and/or test review, student must take the test the day he/she gets back, However, if he/she misses more than two days before the test, he/she must schedule a make-up date within two days of the day he/she returns. Failure to do this may result in a "0" for that test. It is probable that the student will have to make up tests during his/her own time-, such as lunch or after school.

LATE ASSIGNMENTS - One day late = 1/2 credit. After that, late work will not be accepted.

THE DUE DATE ON ESSAYS AND PROJECTS IS THE LAST DAY ON WHICH THEY WILL BE ACCEPTED. No late projects/essays will be accepted for credit. It is the students' job to get them in on time.

Binder checks: Student binders will be checked every Friday. If a student is absent on Friday, it is the student's responsibility to get it graded on Monday at lunch. For every day it is late, the binder grade will drop b\ one letter grade.

Tutorial: On Tuesdays and Thursdays students will work in groups with tutors on material from other classes. The tutorial sheet needs to be filled out the night before tutorial and needs to be turned in as student walks in the door on Tuesdays and Thursdays.

Communitv Service: The student needs to complete twenty (2O) hours of community service for the semester. I will provide a list of places that he/she can volunteer, but ultimately it the students' responsibility to make sure that he/she fulfills his/her hours. Every hour of volunteer work needs to be documented and signed off by an adult.

Grade Check: Every two (2) weeks the student will be given a grade check so that I can see where the problem areas are for tutorial. The grade checks will be given out on Monday and are due back by Friday. If the grade check is not returned on Friday, a phone call will be made home to your parents. On Fridays I will sign the grade check and it needs to be signed by the student's parents over the weekend, and returned to me on Monday.