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Mason Middle School



AVID Schoolwide

AVID Schoolwide Site of Distinction (SWSD) Metrics 

Frequently Asked Questions


1. Why does AVID now have Schoolwide Site of Distinction Metrics?

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.

Schoolwide 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 Metrics).

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 CSS are:

  • 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 of rigor?

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.

10. Can 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.

11. Under 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 (e.g., counselors)?

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.

12. Under 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

13. Under 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.


14.  Where 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 Contact for additional support.