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What is AVID?

AVID, Advancement Via Individual Determination, is an elementary through post-secondary college readiness system that is designed to increase schoolwide learning and performance. The AVID system accelerates student learning, uses research based methods of effective instruction, provides meaningful and motivational professional development, and acts as a catalyst for systemic reform and change.

The three main components of the program are:

* academic instruction

* tutorial support

* motivational activities

For more information about AVID,   

Jeannette AVID Teaching Team

Rachel Adams AVID 8th Grade
 Melissa Waters Co-Lead
Jodi Ruiz AVID 7th & 9th Grade
Renee Tekely AVID 7th Grade

Jeanette AVID Coordinators

Rachel Adams ~ Co-Coordinator
Melissa Waters ~ Co-Coordinator

The Mission of AVID

The mission of AVID is to ensure that all students and most especially students in the middle, with academic potential:

  • * will succeed in the most rigorous curriculum
  • * will enter mainstream activities of the school
  • * will increase their enrollment in four-year colleges
  • * will become educated and responsible participants and leaders in a democratic society

AVID Statistics

One of the keys to AVID's success is in the percentage of AVID seniors who are accepted to four-year colleges.  Stats on AVID students:

  • * 95% are accepted to a four-year university
  • * 71% are attending a four-year university
  • * 24% are attending a two-year college
  • * More than 80% of AVID graduates have been enrolled  continuously in college since leaving high school
  • *100% applied for FAFSA vs. 34% non-AVID seniors

WIC-R (Writing, Inquiry, Collaboration, Reading) 

There will be activities surrounding WIC-R, a methodology enforced in AVID.   WIC-R helps prepare you for college-level, AP classes, and develops communication skills.








-Final Draft

-Class/Textbook Notes

-Learning Logs/Journals



-Costa's Level of Questions          

-Skilled Questions 

-Socratic Seminars


-Critical Thinking Activities 

-Writing Questions 

-Open-Mindedness Activities



-Group Projects      

-Study Groups       

-Jigsaw Activities 

-Response/Edit/Revision Groups       

-Collaborative Activities 



-Reciprocal Teaching 

-SQ3R Method (Survey, Question, Read, Recite, Review)               

-KWL (What I know, want to know, what I learned)      

-"Think Abouts"   

-Reader Response 

-Graphic Organizers 

-Vocabulary Building


"The Cornell note-taking system is a widely-used note taking system devised in the 1950s by Walter Pauk, an education professor at Cornell University.

We use this method of notetaking in AVID because it allows you to recite, recall, and reflect on the information given to you. You INTERACT with your notes and use them as a study tool instead of just jotting them down.

The Cornell method provides a systematic format for condensing and organizing notes. The student divides the paper into two columns: the note-taking column (usually on the right) is twice the size of the questions/key word column (on the left). The student should leave five to seven lines, or about two inches, at the bottom of the page.

Notes from a lecture or teaching are written in the note-taking column; notes usually consist of the main ideas of the text or lecture, and long ideas are paraphrased. Long sentences are avoided; symbols or abbreviations are used instead. To assist with future reviews, relevant questions (which should be recorded as soon as possible so that the lecture and questions will be fresh in the student's mind) or key words are written in the key word column. These notes can be taken from any source of information, such as, fiction and nonfiction books, DVDs, lectures, text books, etc." (Wikipedia)

 Cornell Note Example

After about 24 hours of taking the notes, the student taking the notes must revise and write questions and then the student writes a brief summary in the bottom five to seven lines of the page. This helps to increase understanding of the topic. When studying for either a test or quiz, the student has a concise but detailed and relevant record of previous classes. However, despite some of the truth in many people finding added benefits in taking Cornell Notes, many prefer using brief bullets or statements.

When reviewing the material, the student can cover up the note-taking (right) column to answer the questions/keywords in the key word or cue (left) column. The student is encouraged to reflect on the material and review the notes regularly." (Wikipedia)