Welcome to SLIGH MIDDLE SCHOOL'S AVID Program
AVID stands for Advancement VIA Individual Determination.
AVID comes from the Latin root avidus, meaning "eager for knowledge
AVID Mission
The mission of AVID is to ensure that ALL students, and most especially the least served students who are in the middle:
will succeed in a rigorous curriculum,
will complete a rigorous college preparatory path,
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
ABOUT THE AVID PROGRAM
AVID, Advancement Via Individual Determination, is an in-school academic support program that prepares identified bright students for college eligibility and success through a rigorous curriculum and a college preparatory path. During the AVID elective, students learn organizational and study skills, work on critical thinking and asking probing questions. Students receive academic help from college tutors and participate in enrichment and motivational activities that lead to success in pursuing a college degree.
At Sligh, AVID is a program placed within a core providing the AVID student the support of the elective as well as the support of the AVID trained core teachers. AVID is not a remedial program, but a program designed to support bright students in becoming educated and responsible participants and leaders in a democratic society.
AVID stresses three main instructional strategies:
-Writing to learn
-Inquiry method
-Collaborative grouping
The role of the teacher is redefined as an advocate for students, not just a transmitter of information. Students in AVID are encouraged to work collaboratively and to take responsibility for their own learning. They work in small groups to ask, explore and answer questions. They become better listeners, thinkers, speakers, and they discover ideas and remember them because they are actively involved with them.
Turors are also an important part of the AVID and ideally they are from local colleges or businesses. They work in small groups with the AVID students in designated areas of need. These areas would include math, science, English, social studies, and computers. The student will accompany the tutor who will facilitate cooperative group work.
BINDERS
We require students to have a three-ring binder with dividers for all of their classes. The daily binder reminder should be kept in the front of this binder and should be used to record daily homework in ALL classes. Students must come to class daily with their binders, binder reminders and a pencil.
PARENT INVOLVEMENT
Studies have shown that children whose parents are involved in their education are more successful students. We encourage you to be involved by:
-Talking to your child daily about school and the importance of education.
-Setting aside a quiet place and a sufficient period of time for your child to do homework everyday. We suggest that the place and time for studying be consistent and activities (T.V., stereo) be set aside for a different time.
-Help your child with his/her school work when necessary, but don't do for your child what he/she can do for him/herself.
AVID requires a commitment on the part of both the student and the parents. Students must maintain a grade point average of 2.0 (C) or better. They must attend school regularly, and have good classroom behavior. Failure in either of these areas will result in probationary statue for one program. Parent support in seeing that homework is done, and good grades are maintained, is necessary to ensure the success of the program.
Evidence of Success:
-AVID sends one third more students to four-year colleges than the local and national average.
-Approximately 92% of AVID graduates enroll in college, a rate 75% higher than the overall population in California.
-AVID students are staying in college once they enroll; 89% of those who start are in college two years later.
-AVID has received nationwide recognition including the 1996 CSBA Golden Bell Award.
AVID RESULTS
What differentiates AVID from other school reform programs is AVID's success rate. Independent research statewide in California, and national yearly data collection by the AVID Center have shown the AVID Program to be effective in preparing average-achieving students for college. For example, since 1990, 30,000 AVID students have graduated from high school and gone on to four-year universities or colleges. According to research on AVID by the University of California, San Diego, high school students enrolled in the AVID program for at least three years graduate and enter college at a 93% rate, 75% higher than the national average. Other program measures include:
-Over 80% of AVID graduates are enrolled continuously in college since leaving high school (CREATE, 1999; Mehan, et al, 1996).
-African-American AVID students who participate in AVID for three years are enrolling in college at rates which are considerably higher than national averages. Fifty-five percent of the AVID African-American graduates enrolled in four-year colleges, while the national average was 33% (Mehan, et al, 1996).
-Of the Latino students who participated in AVID, 43% enrolled in four-year colleges. This exceeds the national average of 29% (Mehan, et al, 1996).
-AVID graduates complete the sequence of courses necessary for four-year college acceptance at an 84% rate; the California state average is 34% (CREATE, 1999).
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