AVID Essential No. 1 Possible evidence sources AVID student selection must focus on students in the middle, with academic potential, who would benefit from AVID support to improve their academic record and begin college preparation. School's planned recruitment process with timeline and forms AVID student application AVID student questionnaire and interview questions AVID student/parent contract Minutes of AVID site team meetings discussing student selection Evidence of parent contacts Matrix showing weights assigned to selection criteria Other (Essential #1) Rating Guide - Note these items default to Level 0 until selected. Not AVID (Level 0) Meets Certification Standards (Level 1) Routine Use (Level 2) Institutionalization (Level 3) 1. Fewer than 90% of students in AVID meet locally defined selection criteria, including nationally defined selection criteria, classifying them as "students in the middle." At least 90% of students in AVID meet AVID's nationally defined selection criteria, classifying them as "students in the middle." Evidence of the student interviews is available. 100% of students in AVID meet locally defined selection criteria, including nationally defined selection criteria, classifying them as "students in the middle." Evidence of the student interviews is available. 100% of students in AVID meet locally defined selection criteria, including nationally defined selection criteria, classifying them as "students in the middle." Evidence of the student interviews illustrates a continuing refinement of the selection process. 2. Insufficient data are available to determine how students were selected and/or the status of their academic backgrounds. Supporting documentation provides evidence of a student recruitment plan and its implementation. Supporting documentation provides evidence of a student recruitment plan and process for implementation, which includes plans for keeping existing students in AVID and plans for ongoing recruitment. Supporting documentation provides evidence of a student recruitment plan which addresses the opening of new sections to meet the needs of potential AVID students. 3. Student selection processes are not reviewed by AVID site team prior to the student recruitment process. Student selection processes are developed by the AVID site team prior to the student selection process. Student selection processes are developed, analyzed, and revised as necessary by AVID site team, and AVID site team members participate in the selection process. Student selection processes are developed, analyzed, and revised as necessary by AVID site team. AVID site team members play an active role in selection process by soliciting input from a prospective student’s teachers, interviewing students, etc. Rating for AVID Essential No. 1 - Number of Indicators at each level:   Level 0:  Level 1:  Level 2:  Level 3:   Level of Implementation for AVID Essential No. 1:  What are some of the particular strengths of AVID Essential 1 at your school? The instructional staff at Comanche High School are committed to directing those students who fit the criteria for selection into the AVID classes. The teaching staff continually communicates to the AVID teacher about students who would benefit from AVID so their credentials can be checked to see if they qualify for AVID. What aspects of AVID Essential 1 have room for growth? The entire recruitment program can grow. In our first year, there was minimum infomation going out to the teachers in regard to the program as well as who should be included. The site team has so much room for growth as far as being involved in the recruiting process. The HS counselor, principal and site team have been to Summer Institute and now have a greater understanding of who needs to be included in the AVID classes.

AVID Essential No. 2 Possible evidence sources AVID program participants, both students and staff, must choose to participate in the AVID program. Documents that detail the procedures and timeline used for selecting AVID students, and AVID elective teachers 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 team meetings Special activity attendance records Other (Essential #2) Rating Guide - Note these items default to Level 0 until selected. Not AVID (Level 0) Meets Certification Standards (Level 1) Routine Use (Level 2) Institutionalization (Level 3) 1. Less than 100% of AVID students are placed in the AVID elective class without contract signed by all parties. 100% of students enrolled in AVID have contracts signed by all parties. 100% of students enrolled in AVID have contracts signed by all parties. There is evidence of parent meeting(s) to gain parent support. 100% of students enrolled in AVID have contracts signed by all parties. There is evidence showing increased involvement of parents in the program. 2. Insufficient evidence is available to demonstrate that the AVID teacher(s) chose to participate in the program. There is documentation to show that 100% of the AVID elective teacher(s) chose to participate in the program. There is documentation to show that the AVID elective teacher(s) chose to participate in the program and to attend AVID site team meetings & events. There is documentation to show that the AVID elective teacher(s) chose to participate in the program and to assume leadership for implementing site team activities. 3. Insufficient evidence is available to demonstrate that the AVID site team members chose to participate in the program. There is documentation to show that 100% of the AVID site team members chose to participate in the program. There is documentation to show that the AVID site team members chose to participate in the program and to attend AVID site team meetings and AVID events. There is documentation to show that the AVID site team members chose to participate in the program and to assume leadership responsibilities for site team's work and activities. 4. Insufficient data is available to determine how AVID elective teacher is identified and selected for participation in AVID. Documentation provides evidence of a process used in identifying and selecting AVID elective teacher(s). Supporting documentation provides evidence of a process used in identifying and selecting AVID elective teacher(s). The process has been reviewed and updated based on site team input. Supporting documentation provides substantial evidence of a long-term plan and process for identifying and selecting AVID elective teacher(s). 5. Insufficient data is available on how AVID site team members are identified and selected for participation in AVID. Documentation provides some evidence of a process used in identifying and selecting AVID site team members. Supporting documentation provides evidence of a process used in identifying and selecting AVID site team members. The process has been reviewed and updated based on site team input. Supporting documentation provides substantial evidence of a long-term plan and of a process used in identifying and selecting AVID site team members that incorporates some new members over time. Rating for AVID Essential No. 2 - Number of Indicators at each level:   Level 0:  Level 1:  Level 2:  Level 3:   Level of Implementation for AVID Essential No. 2:  What are some of the particular strengths of AVID Essential 2 at your school? The AVID elective teacher who is also the District Director chose to leave his administrative post to have this position. The teacher/director attended two AVID Awareness sessions plus one regional meeting to collect information and input in beginning the AVID course. The site team members are excited about attending the trainings and session to be more acclimated to the entire process. What aspects of AVID Essential 2 have room for growth? The site team and their responsibilities have so much room to grow. The members are excited but need more time and training. The AVID elective teacher needs more time to attend meetings and collect ideas in regard as to how to teach the class and stay on the timelines.

AVID Essential No. 3 Possible evidence sources The school must be committed to full implementation of the AVID Program, with students enrolled in the AVID year-long elective class(es) available within the regular academic 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 especially Implementing and Managing the AVID Program and Calendaring the AVID Cirriculum Lesson plans for the AVID elective class. Student class registration forms (choice slips) Other (Essential #3) Rating Guide - Note these items default to Level 0 until selected. Not AVID (Level 0) Meets Certification Standards (Level 1) Routine Use (Level 2) Institutionalization (Level 3) 1. The AVID elective class does not meet continuously for a full academic year. OR one or more sections of the AVID elective class meet primarily outside of the regular academic school day.(NOTE: This essential speaks only to actual AVID elective classes. It is not intended to address the use of AVID instructional methodologies in other settings.) Documentation provides evidence that year-long AVID elective classes are scheduled within the regular academic school day (periods where multiple academic classes are offered). Supporting documentation provides evidence that AVID elective classes are scheduled within the regular academic school day. The AVID elective class is in the master schedule for the following school year. Supporting documentation provides evidence that AVID elective classes are scheduled within the regular academic school day. AVID elective class is offered as a choice for the following school year. AVID elective teacher, site-team members and counselor make students aware of AVID during the recruitment and enrollment process. 2. AVID is offered in only one section, and that section is not fully enrolled. (NOTE: A class is fully enrolled as defined by the average enrollment in an academic class at that school.) AVID is offered in one section, and that section is fully enrolled: OR AVID is offered in multiple sections, where no more than one section us under-enrolled. (NOTE: A class is fully enrolled as defined by the average enrollment in an academic class at that school.) AVID has expanded to more than one section and more than one grade level, and on-site recruitment occurs to keep each section fully enrolled. AVID has expanded to include multiple fully enrolled sections to accomodate students in all grade levels. Of the AVID students enrolled in the highest grade level of the school, 70% must have been enrolled in AVID: For HS - for 3 or more years in grades 9-12; For MS/Jr. High - for 2 or more years in grades 6-8 or grades 7-9; for combined schools spanning 2-4 grade levels - for 2 or more years; for combined schools spanning 5-6 grade levels - for 5 or more years. 3. There is no evidence that the AVID class reflects use of AVID curriculum or recommended activities for a week in AVID. AVID class instruction provides a balance between use of AVID curriculum, tutorials, and motivational team building activities. AVID students have access to college fieldtrips, mentoring programs, and college prep activities such as "Summer Bridge" or an AVID club. AVID coordinators have effective relationships and partnerships with college admissions and outreach programs that benefit the site’s AVID students and program. Rating for AVID Essential No. 3 - Number of Indicators at each level:   Level 0:  Level 1:  Level 2:  Level 3:   Level of Implementation for AVID Essential No. 3:  What are some of the particular strengths of AVID Essential 3 at your school? The AVID class is learning the organizational processes of the binder and the planner. Student participation and writing projects have stimulated thinking in the students. Collaboration of students outside their comfort zone has taught them to work with others. There are four sections in the high school and the classes are a mixture of grades 9/10 and then grades 11/12. There is a full committment from aministration and the school board to support AVID. What aspects of AVID Essential 3 have room for growth? Once again as we feel our way through year one there needs to be more differentiation between upper level AVID and the students at the 9/10 grade level. The calendaring book in the AVID library has been extremely helpful but it still will take time and experience to learn what to do and when to do each activity.

AVID Essential No. 4 Possible evidence sources AVID students must be enrolled in a rigorous course of study that will enable them to meet requirements for university enrollment. Four-year graduation plan reflecting 4-year college-going requirements Student schedules (previous year vs. current year) Report cards Transcripts Master Course Enrollment Lists (High School AP & Middle School Pre-AP) ACT, SAT, PSAT, PLAN score sheets Formal reporting of test scores from actual standardized tests taken Use of AVID elective class and Write Path libraries Other (Essential #4) Rating Guide - Note these items default to Level 0 until selected. Not AVID (Level 0) Meets Certification Standards (Level 1) Routine Use (Level 2) Institutionalization (Level 3) 1. Fewer than 100% of AVID students' schedules reflect that they are enrolled in rigorous courses which will enable them to meet requirements for university enrollment. 100% of AVID students' schedules reflect that they are enrolled in courses, appropriate to the student, which will enable them to meet requirements for university enrollment. 100% of AVID students' schedules reflect that they are enrolled in courses, appropriate to the student, that are academically rigorous and which will enable them to meet requirements for university enrollment. 100% of AVID students' schedules reflect that they are enrolled in the most rigorous academic courses, appropriate to the student, which are offered in their school and fulfill the sequence of university entrance requirements. 2. Fewer than 50% of AVID students received passing grades of "C" or better (previous semester and/or previous six weeks) in each of their core academic courses. At least 50-69% of AVID students received passing grades of "C" or better (previous semester and/or previous six weeks) in each of their core academic courses. At least 70-84% of AVID students received passing grades of "C" or better (previous semester and/or previous six weeks) in each of their core academic courses. At least 85% of AVID students received grades of "C" or better (previous semester and/or previous six weeks) in each of their core academic courses. 3. High Schools (spanning grades 9-12 or 10-12): Fewer than 100% of AVID students are on track to complete 4-year college entrance requirements. (In CA these are the UC-CSU "a-g" courses). High Schools (spanning grades 9-12 or 10-12): 100% of AVID students have an implemented plan for being on track to complete 4-year college entrance requirements. (In CA these are the UC-CSU "a-g" courses). High Schools (spanning grades 9-12 or 10-12): 100% of AVID students are on track to complete 4-year college entrance requirements. Some AVID students have completed AP, IB or dual credit courses. High Schools (spanning grades 9-12 or 10-12): 100% of AVID seniors have completed at least one AP or IB course and have taken the corresponding exam. The number of students in the school taking AP or IB exams has increased from the previous year. 4. High Schools (spanning grades 9-12 or 10-12): Fewer than 100% of AVID juniors and seniors participated in appropriate college testing during the past year (e.g. PSAT, PLAN, Explore, SAT, ACT). High Schools (spanning grades 9-12 or 10-12): 100% of AVID juniors and seniors participated in college testing in the past year. High Schools (spanning grades 9-12 or 10-12): 100% of AVID juniors and seniors participated in college testing in the past year. At least 90% of ninth & tenth graders have taken a test like the PSAT. High Schools (spanning grades 9-12 or 10-12): 100% of AVID students participated in college testing (practice or real) at each grade level in each of the past two years. 100% of the graduating AVID seniors have taken either the ACT or SAT in a paid, formal sitting. 5. Middle Schools/Junior Highs (any grade span between 6-9): Fewer than 50% of students in AVID had completed a high school credit-bearing course in Algebra I upon completion of 8th grade. Middle Schools/Junior Highs (any grade span between 6-9): At least 50% of students in AVID completed a high school credit-bearing Algebra I upon completion of 8th grade. (High school credit-bearing implies student does not retake Algebra I in grade 9) Middle Schools/Junior Highs (any grade span between 6-9): At least 70% of students in AVID completed a high school credit-bearing Algebra I upon completion of 8th grade. Middle Schools/Junior Highs (any grade span between 6-9): At least 80% of students in AVID completed a high school credit-bearing Algebra I upon completion of 8th grade. 6. Middle Schools/Junior Highs (any grade span between 6-9): Fewer than 80% of current AVID 8th graders have chosen their college prep courses for 9th grade. Middle Schools/Junior Highs (any grade span between 6-9): At least 80% of current AVID 8th graders have chosen their college-prep courses for 9th grade prior to the end of their 8th grade year. Middle Schools/Junior Highs (any grade span between 6-9): At least 90% of AVID 8th graders have chosen their college-prep courses for 9th grade prior to the end of their 8th grade year. Middle Schools/Junior Highs (any grade span between 6-9): 100% of AVID 8th graders have chosen their college-prep courses for 9th grade prior to the end of their 8th grade year. 7. Middle Schools/Junior Highs (any grade span between 6-9): Fewer than 50% of current 8th grade AVID students have taken tests such as the PSAT, PLAN or Explore test. Middle Schools/Junior Highs (any grade span between 6-9): At least 50% of current 8th grade AVID students have taken tests such as the PSAT, PLAN or Explore test. Middle Schools/Junior Highs (any grade span between 6-9): At least 75% of current 8th grade AVID students have taken tests such as the PSAT, PLAN or Explore test. Middle Schools/Junior Highs (any grade span between 6-9): At least 90% of current 8th grade AVID students have taken tests such as the PSAT, PLAN or Explore test. Rating for AVID Essential No. 4 - Number of Indicators at each level:   Level 0:  Level 1:  Level 2:  Level 3:   Level of Implementation for AVID Essential No. 4:  What are some of the particular strengths of AVID Essential 4 at your school? Our couselor has been great! Before any student could be enrolled in AVID, they were told along with their parents, that they would be enrolled in a course of rigor. Our district for three years has been paying for all 8th graders to take the EXPLORE test and for all sophomores to take the PSAT exam. Tutorials have supplied the students with much needed support. What aspects of AVID Essential 4 have room for growth? The failure rate of some of the AVID students causes great concern. Students who work have difficulty getting to tutoring sessions. Students willing to get into more AP or classes of rigor is a small problem.

AVID Essential No. 5 Possible evidence sources A strong, relevant writing and reading curriculum provide a 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 assignments over extended time reflecting students' use of higher level questions A Selection of students' timed-writing essays Cornell notes and tutorial request forms demonstrating evolving use of higher level questions and critical thinking Evidence of teacher/tutor collaboration Binders Portfolios Lesson plans of AVID elective teachers and site team teachers Agendas/transcripts/evaluations of professional development modeling WIC-R strategies Written reflections of student learning (e.g. AVID Learning Logs) Other (Essential #5) Rating Guide - Note these items default to Level 0 until selected. Not AVID (Level 0) Meets Certification Standards (Level 1) Routine Use (Level 2) Institutionalization (Level 3) 1. Students in the AVID elective class spend little or no time receiving instruction in writing-to-learn strategies or using the AVID writing curriculum. Students in the AVID elective class spend time each week receiving instruction in writing-to-learn strategies and using the AVID writing curriculum. Students in the AVID elective class spend time receiving instruction in writing-to-learn activities, which are part of a year long instructional plan, and use the writing-to-learn activities in classes other than AVID. Students in the AVID elective class spend time in writing-to-learn activities, which are part of a vertically aligned instructional plan, and use the writing-to-learn activities in all core academic subject areas. 2. Students spend little or no time receiving instruction on the writing process. Students in the AVID elective class spend time receiving instruction in the writing process and participating in timed writing. Students in the AVID elective class spend time each week writing to clarify and organize experiences in essays, letters, and reports. AVID students use writing to create permanent documents or records for review, study, analysis, synthesis, and evaluation. 3. Students do not use Cornell notes and do not understand their usefulness for accessing rigorous curriculum. Cornell notes are a weekly part of the AVID classroom; training is provided on their use, and they are part of each AVID student's AVID grade. AVID students take and use Cornell notes as part of the AVID elective class and use them weekly in classes other than AVID; all Cornell notes are part of the students' AVID grades. AVID students take and use Cornell notes and have integrated the development of effective note taking skills for understanding rigorous content and preparing for tests in all core academic subject areas. They model Cornell note taking for other students as a schoolwide strategy for assisting students to access rigorous content. 4. Students do not use class time to write reflections of their learning and/or use AVID learning logs at least weekly. Individual student written reflections of their learning are a weekly part of the AVID classroom and are part of each AVID student’s grade (e.g. “AVID learning logs”). Written reflections and/or learning logs are a weekly part of the AVID classroom, are part of the AVID students’ grades, and are used in classes other than AVID. Written reflections and/or learning logs are a weekly part of the AVID classroom, are part of the AVID students’ grades, and are used in all core academic subject areas. 5. No evidence exists of the use of reading strategies in the AVID elective class. Students in the AVID elective class spend time each week receiving instruction in reading-to-learn strategies to access rigorous curriculum, including connecting to prior knowledge and understanding text structure. Students in the AVID elective class receive instruction in reading-to-learn activities, scaffolding reading instruction to increase comprehension skills. Students in the AVID elective class receive instruction in reading-to-learn activities; the activities are part of a year-long vertically aligned instructional plan, and students use the reading-to-learn activities in all core academic courses. Rating for AVID Essential No. 5 - Number of Indicators at each level:   Level 0:  Level 1:  Level 2:  Level 3:   Level of Implementation for AVID Essential No. 5:  What are some of the particular strengths of AVID Essential 5 at your school? This is yet to be a strength of AVID for our students. The stength of this essential is that the students are developing a sense of importance for the binders and Cornell notes. The portfolios have been a big part of the early process and something that I think will serve the students very well. Philosophical chairs has been a real favorite and it stimulates reading among the students. What aspects of AVID Essential 5 have room for growth? The writing portion has been very slow. The quick writes have been good using the Learning Logs as well as different activities in the Strategies For Success book in the library. The class is beginning to become more writing conscious. The WIC-R strategies still need to be implemented school wide.

AVID Essential No. 6 Possible evidence sources Inquiry is used as a basis for instruction in the AVID classroom to promote critical thinking. Use of AVID tutorial libraries, videos and materials Classroom observations of teachers, tutors, and students using WIC-R strategies Student work samples of AVID assignments demonstrating expectations and strategies for using higher level questions Cornell notes Tutorial Request Forms Binders Lesson plans - especially AVID elective teacher, but not excluding other teachers Portfolios Documentation of Socratic seminars Other (Essential #6) Rating Guide - Note these items default to Level 0 until selected. Not AVID (Level 0) Meets Certification Standards (Level 1) Routine Use (Level 2) Institutionalization (Level 3) 1. AVID students do not participate in the AVID tutorial process. AVID students develop and practice critical thinking skills through participation in the AVID tutorial process. AVID students improve their critical thinking skills and take ownership for their own learning through participation in the AVID tutorial process. AVID students routinely demonstrate effective critical thinking skills and take ownership for the effectiveness of the tutorial process and for other students' learning. 2. Students' notes do not include questions in the lefthand column. Students' notes include questions in the lefthand column and their notes are graded weekly for inclusion of these questions. Students' notes include questions in the lefthand column, and students help to develop a rubric for grading the questions. Questions are part of the tutorial grade. Students consistently use higher level questions to demonstrate critical thinking and understanding of rigorous curriculum. 3. There is no evidence that students develop questions for tutorial group discussions. There is evidence that AVID students develop Costa’s Level 1, 2 and 3 questions (or Bloom’s levels 1-6) for their notes and tutorial group discussions. AVID students are actively engaged in tutorial groups. Students use the tutorial request forms and write reflections after the tutorial sessions. Students demonstrate the inquiry process for critical thinking and model the AVID tutorial problem solving process in all academic core subject areas. 4. No evidence exists of the use of philosophical chairs or Socratic seminar strategies in the AVID elective class. There is evidence of the use of philosophical chairs discussions and/or Socratic seminar strategies in the AVID elective class. There is evidence that the students routinely participate in philosophical chairs discussions, and Socratic seminar strategies in the AVID elective class. There is evidence that students select topics and lead discussions during philosophical chairs or Socratic seminar activities in the AVID elective class as well as in other academic core classes. Rating for AVID Essential No. 6 - Number of Indicators at each level:   Level 0:  Level 1:  Level 2:  Level 3:   Level of Implementation for AVID Essential No. 6:  What are some of the particular strengths of AVID Essential 6 at your school? Learning to take Cornell notes and how important they can be is beginning to resonate through our students. There is been introduction to Costa's Levels of questioning but the practice is new and is challenging for the students. The introduction is helping the students. Also the portfolios once again have been one of the strengths of the students. The availability of the AVID library has been invaluable. The direction and support is phenomenal. What aspects of AVID Essential 6 have room for growth? The levels of questioning has so much room to grow. The students want to learn but right now they do not understand the importance of questions at different levels. This is exciting to teach. Tutorial questions are also very elusive to the students. They just want to be helped and not have questions ready for collaboration. Complete command on how to use the AVID library is something that will be welcomed. It is such a great asset but there is so much that will need to be learned and how to use it that it is quite challenging.

AVID Essential No. 7 Possible evidence sources Collaboration is used as a basis for instruction in the AVID classroom. Use of AVID tutorial library and materials Use of AVID Strategies for Success Classroom observations of teachers, tutors, and students using WIC-R strategies Student work samples of AVID assignments over extended time Evidence of teacher/tutor collaboration Lesson plans - especially AVID elective teacher, but not excluding other teachers Survey of site team members Other (Essential #7) Rating Guide - Note these items default to Level 0 until selected. Not AVID (Level 0) Meets Certification Standards (Level 1) Routine Use (Level 2) Institutionalization (Level