Advancement Via Individual Determination
- General Information
- Frequently Asked Questions
- Student Responsibilities
- Parent/Guardian Responsibilities
- AVID Tutors
- Contact Information
- Test high on standardized tests like WKCE and MAP testing.
- Earn grades that do not reflect their ability.
- Have desire and determination to be challenged academically.
- Have a goal to graduate from college.
- Have the drive to take an AP course.
The AVID course focuses upon three main pillars:
- Writing and Reading Strategies
- College and Career Education
- Time Management and Organization
- Collaborative Study
- Writing Groups
- Socratic Seminars
- A “quick fix”
- Special Education
- An At-Risk Program
- Content Mastery
- Supportive Study Hall
AVID students have the potential to succeed in a rigorous course of study and earn a college diploma but lack some fundamental skills and habits of mind necessary to bring these goals to fruition; these students need more formalized support to succeed in a college-preparatory environment and leave high school equipped for the rigors of the university. AVID students have academic potential, as evidenced by their performance on standardized assessments like the WKCE and MAP testing. AVID students possess the desire and determination to meet expectations of the AVID elective course as well as challenging core academic classes.
What is the AVID elective class?
The AVID elective class will meet every other day for 90 minutes each term. During class sessions, students learn the AVID curriculum from the AVID teacher. That curriculum is based around four primary components: writing to learn, inquiry, collaboration, organization and reading (WICOR).
Curricular topics include: successful class interactions, team building, time management, tutorials, goal setting, learning styles, philosophical chairs, socratic seminar, test taking, and public speaking. In addition to learning the AVID curriculum, AVID students deepen their understanding of content taught in core academic classes through the assistance of college students who serve as AVID-trained tutors. An AVID site team member is responsible for training these tutors. AVID students engage in activities that assist them in career investigation, navigating the college selection and application process, and other postsecondary planning. The 9th grade curriculum includes topics, such as: planning for the future,
ACT testing, extracurricular activities, cost of living, career exploration and early planning for financial aid. Through 10th, 11th and 12th grade the curriculum grows in depth and scope on the topics of college preparation and finances.
What need does AVID meet?
AVID equips students with the intellectual skills and habits of mind necessary for college entrance and success. It targets students in the “academic middle” and provides them with intensive, structured, and research-based teaching and support to improve their achievement. While Brookfield Central’s students’ performance on ACT testing often leads the state and region, there is an opportunity for students to maximize students’ academic potential with support from AVID. Furthermore, the goal is to not only get our students to college but to see them succeed in college. The skills learned can help for the continued success of students as they enter the life after high school. AVID prepares students for the realities of college and equips them to meet the academic requirements of that learning environment; further, it helps to guide them into a post-secondary option best-suited for their interests, abilities, and goals.
How are students selected?
AVID provides considerable training for suggested practices related to student selection. The selection process includes reviewing a student’s academic record, standardized test scores, and teacher recommendations. AVID candidates must complete a face-to-face interview with the selection committee, members of the AVID site team. Finally, as parental support of AVID is essential to a student’s success, parents need to provide permission of the AVID program.
How will student progress be tracked?
Data collection and analysis are essential components of an AVID school’s efforts to promote students’ improved achievement. Annually, each AVID site is required to engage in an extensive self-reflection on its efforts in meeting the objectives of the AVID program; that self-reflection is reviewed by an external evaluator, the regional AVID representative, who provides feedback to the site and helps to guide improvement efforts.
Regarding individual students, data is collected on their academic achievement as evidenced by class grades; just as importantly, course selections are reviewed for rigor and appropriateness. Performance on college entrance examinations like the ACT is also reviewed. AVID mandates that all graduating seniors complete an AVID-created exit survey that tracks information like college entrance test scores, GPA, college acceptances, and AP classes taken; these senior exit surveys are submitted to the AVID office for review. Finally, as the AVID teacher develops a strong relationship with students in the program, that person is positioned to gather data on those students’ success post-high school.
How will other (non-AVID) students be affected by the program?
While approximately 25 students per grade level can enroll in the AVID elective course (BCHS hopes to offer a single section for 9th grade students in 2015-2016 and another section per year for the following three years, bringing the total number of AVID sections to four.), students across the school will benefit from Brookfield Central becoming an AVID site.
During the summer before the initial implementation year, the AVID site team–comprised of two administrators, counselor, science teacher, two math teachers, English teacher, three social studies teachers, one foreign language teacher, and the two AVID elective teachers, —all receive extensive training during a week-long summer institute. This training equips the participating teachers to implement the best practice approaches and methodologies that are at the heart of AVID. All students in those teachers’ classes will learn in a setting that relies heavily on AVID approaches outlined in the WICOR model. Further, teachers on the AVID site team are expected to share these high-impact strategies with fellow teachers through building-level staff development.
Following the first year of AVID implementation, additional staff members will attend the week-long summer institute. New institute attendees return to the school prepared to implement AVID strategies in their classes and to teach these approaches to their colleagues. Following the first two years of AVID implementation, participation in summer institute is encouraged but no longer mandated. Some of the WICOR strategies are already being used in classrooms regularly.
Who will be impacted if we implement AVID?
Initially, AVID site team members, their students, and the students in the AVID elective course will be most impacted by Brookfield Central becoming an AVID site. But, by using the in-building staff development platforms already in place, AVID strategies will spread across the teaching staff. The school’s vision is that all teachers employ AVID-endorsed best practices in their classrooms, allowing all students to receive the benefits of BCHS being an AVID site.
To learn more about AVID please see their website at AVID.org.
- Academic success in college-preparatory courses.
- Successful completion of college eligibility requirements.
- Enrollment in college-preparatory courses throughout high school to ensure enrollment in a four-year college or university upon graduation.
- I will maintain satisfactory citizenship and attendance in all classes.
- I will maintain a minimum 2.0 GPA.
- I will maintain enrollment in all college-prep courses (including honors, dual enrollment and Advanced Placement).
- I will attend summer school as needed to take additional coursework and/or raise my grades to maintain my college eligibility.
- I will be an active learner, be prepared for all classes with all assigned work completed, take Cornell notes daily and be an active participant in all activities.
- I will come to AVID class prepared for tutorial session with the TRF pre-work completed, AVID binder with Cornell notes and textbooks. I will use critical thinking, inquiry and collaboration with my classmates to create greater understanding about my point of confusion.
- I will participate in extracurricular activities and community service.
- I will prepare for and take college entrance exams such as the ASPIRE and practice ACT.
- Partnering with the AVID Elective teacher through regular communication and
- attendance at parent meetings.
- Monitoring my child’s academic process to ensure that he/she is on track for meeting the grade and course requirements to remain in AVID and in line for the successful completion of college eligibility requirements.
- Checking for an organized binder with agenda, content class Cornell notes and Tutorial Request Forms weekly.
- Encouraging opportunities to take rigorous courses, complete college prep/entrance exams, and participate in community service, extracurricular activities and leadership opportunities.
AVID Tutors are adults who currently hold or who are pursuing a college degree to serve as tutors for the school’s AVID program. AVID tutors work with AVID students to building tutorial session on topics in their area of study.
Tutors are employees of the School District of Elmbrook and can apply here. Postings for Tutor positions will become available in the Spring. AVID tutorials occur every other day for an hour in the morning. One time per month, tutors attend a one-hour paid meeting with AVID teachers to receive feedback and plan for the future.
Tutors receive paid training in the AVID tutorial process and will learn how to facilitate tutorial groups, evaluate students’ tutorial questions, review Cornell-style notes, and overall make a positive contribution to the AVID classroom.
AVID Instructor - WHMS
AVID Site Coordinator - WHMS
AVID Site Coordinator - WHMS
AVID District Director