1. Why does AVID now have Schoolwide Site of
As a way to recognize sites that are
implementing AVID at high levels of fidelity and demonstrating AVID Schoolwide
impacts, the AVID National Certification Taskforce created an alternative to
National Demonstration status, namely, AVID Schoolwide Site of Distinction.
This level of Certification does not require the rigors of obtaining National
Demonstration status, but does require that all seven current Schoolwide
Metrics are met and either the new high school or middle school Impact and
Process Metrics are attained.
Our intent is to encourage and excite our
partners to go deeper with their AVID implementation, so as to increase AVID’s
impact schoolwide and transform the philosophy of the school to one of college
readiness for all students. Implementing AVID Schoolwide is the most efficient
and effective way to impact the greatest number of students and attain our goal
of reaching 2 million students by 2020.
2. What is the difference between an AVID National
Demonstration School and a Schoolwide Site of Distinction?
AVID National Demonstration School is a
recognition that is separate from the Certification Continuum. National
Demonstration Schools are separate and distinct from the Schoolwide
Certification level of Schoolwide Site of Distinction. One is not “higher” than
the other. Requirements for entering the coaching cycle of readiness to apply
to become an AVID National Demonstration School, as well as eligibility
requirements to apply to become an AVID National Demonstration School, are
listed in the Certification Self-Study (CSS). A visit by a validation team is
required to receive this distinction, and schools are revalidated every two to
three years through an application and validation visit process.
Site of Distinction is the highest rating that a school can achieve on the
Certification Continuum. Schoolwide Site of Distinction Schools are schools
that are implementing both the AVID Elective and AVID Schoolwide with high
levels of fidelity. CSS data, along with the additional Process and Impact
Metrics, are self-reported and require verification from the District Director
(DD). No application process or validation visit is required.
3. What is the difference between a Schoolwide site
and a Schoolwide Site of Distinction?
AVID Schoolwide site is not currently a
formal classification on the Certification Continuum. There are, however, seven
Schoolwide Metrics detailed in the CSS that have helped to inform AVID Center
as to which sites are moving toward schoolwide implementation. These metrics are
required to become a National Demonstration School, but do not by themselves
indicate that AVID is in fact schoolwide. Schoolwide Site of Distinction, on
the other hand, is a formal classification on the Certification Continuum and
requires that schoolwide efforts are in place (Process Metrics) and that large
numbers of students are demonstrating movement toward college readiness (Impact
4. Why should I pursue the Schoolwide Site of
Distinction Certification level, and what is in it for my campus?
AVID’s Certification Continuum is designed
with the intent of providing our partner sites with growth targets and
descriptors to help deepen and enrich their AVID implementation. It provides
recognition and validation of the hard work and commitment demonstrated by
staff, students, and the surrounding community.
5. What are the Certification levels for 2015–2016?
The Certification levels on the 2015–2016
- AVID Non-Certified or Affiliate Site
- AVID Certified Site
- AVID Highly Certified Site
- Schoolwide Site of Distinction
6. What is the process for becoming an AVID
Schoolwide Site of Distinction, and does it require a validation visit?
The process for collecting data reflecting
the Schoolwide Site of Distinction Metrics is the same as for General Data and
the CSS. Once collected and recorded on the provided supplemental data form,
the coordinator submits to the District Director, who verifies/checks for
accuracy. Once reviewed by the DD, he/she will submit the form to AVID Center
(Attn: Dr. Dennis Johnston) for final verification and approval. A validation
visit is not required.
October – Eligible schools will be invited
to submit Schoolwide Site of Distinction Metric percentages.
January – DD verifies data and submits to
AVID Center (Attn: Dr. Dennis Johnston).
February – AVID Center reviews data and
informs qualifying schools of their new Certification status.
7. Is documentation required for each data point?
Each of the Schoolwide Site of Distinction
Metrics requires documentation that should be readily available through the
district office and/or the Student Information System. The District Director
will need evidence for each metric in order to approve and submit the data form
to AVID Center, but note that AVID Center does not require that documentation
be submitted along with the approved data form.
8. Along with the three Process Metrics, why does a
high school need to meet only two of the six Impact Metrics to become a
Schoolwide Site of Distinction?
Data submitted by 138 sites that met the
seven current Schoolwide Metrics were analyzed. Analyses indicated that the
combination of meeting the three Process Metrics and two of the six Impact
Metrics minimized the potential of false positives, while at the same time
maximized the potential for capturing those sites previously identified by
division staff as having schoolwide impact. Given that this is the first year
of implementation of this model, it is possible that changes in these
requirements may occur next year as more data are collected and the model is
tested more fully.
9. Can Common Core Math be reported as a class of
rigor to meet the middle school Impact Metric regarding enrollment in courses
Yes. Common Core Standards were designed
around the goal of meeting college and career readiness for all students.
Meeting Common Core Math Standards requires skill proficiency and conceptual
understanding, necessitating teachers to utilize a variety of instructional
strategies that increase student engagement, discourse, and metacognition.
Therefore, Common Core Math classes are considered rigorous by design.
Including Common Core Math enrollment as evidence for this metric is also in
alignment with AVID’s current CSS.
a certificated Career and Technical Education (CTE) class be considered a
course of rigor to meet the high school Impact Metric regarding enrollment in
courses of rigor?
A certificated CTE class can be considered
a course of rigor if it results in college credit (e.g., a CTE course at a
community college). If courses of rigor are completed virtually, they can be
included in the reporting of this metric.
Process Metrics, what factors contribute to figuring the percentage of teachers
that AVID trained? Can I include other staff members who have been AVID-trained
Other than Summer Institute and Path to
Schoolwide professional learning opportunities, 12 hours (which do not need to
be consecutive) of divisional training and/or training by District
Directors/Staff Developers (who have attended Staff Developer Training)—using
the workshops from the Professional Learning Workshop Library—can be used when
reporting this metric. The objective is to train as many teachers on a campus
as possible on WICOR strategies, with AVIDCenter-developed workshops, by
instructors who are familiar with AVID’s high expectations and adult learning
practices. Trainings other than workshops from our approved library or
facilitated by anyone else other than those mentioned above may not be reported
for this metric.
It is the responsibility of the district or
site leadership to track professional learning time if the training is not
registered in MyAVID.
Currently, there are no time limits
connected to this metric. Please only include teachers in this metric.
Process Metrics, what counts as “routinely using WICOR strategies” when I am
trying to figure the percentage at my school?
AVID Center is not defining “routine use.”
The intent of this metric is to support schools in transforming instructional
practices in order to create a standard in which AVID strategies are engrained
into everyday learning experiences. We offer some examples of routine use, such
as embedding WICOR strategies in lesson plans and walkthroughs, as well as
WICOR evidenced in student work around the campus. The professional judgment of
the school/district leadership will set expectations.
AVID Center provides WICOR observation
forms for schools to use. They are located at
Process Metrics, what counts as “school leadership” and “active role” when I am
trying to figure the percentage at my school?
School leadership teams are generally
comprised of administration, teachers from various subject areas, counselors,
and in some instances, parent/community members.
AVID Center is not defining “active role.”
How the leadership team interfaces with the site team is left up to the
professional discretion of the coordinator and DD. The intent of this metric is
not to mandate how school leadership teams and site teams function on a regular
basis, but rather, to ensure that school leaders are supporting, guiding, and
facilitating AVID Schoolwide.
can I find more resources about Schoolwide Site of Distinction? Who can I contact
if I have more questions?
Schoolwide Site of Distinction support
documents are currently available at
https://my.avid.org/file_sharing/default.aspx?id=26047. Contact firstname.lastname@example.org
for additional support.