Roxboro Middle School has offered AVID as an elective course since 2008. But over time, teachers, administrators, parents, and students began to realize that the specific learning strategies taught by the AVID framework could benefit all children.AVID, which stands for Advancement Via Individual Determination, is a “college readiness system … that trains educators to use proven practices to prepare students for success in high school, college, and a career, especially students traditionally underrepresented in higher education,” according to its website.
“We always knew AVID was a great elective,” said Roxboro teacher Lia Radke, who has taught the course since 2008. “But these strategies are so useful that we knew we needed a schoolwide model.”
Since 2016, she has worked with building leadership to guide teachers in implementing AVID strategies across classrooms and grade levels so that all students are learning and using the framework. The Building Leadership Team now embeds AVID strategies into their professional development so educators can learn how to teach focused note-taking and how to have students use those notes to participate in Socratic seminars, among other strategies.
On Thursday, October 5, Roxboro hosted CH-UH leaders and school officials from Columbus to Akron East Cleveland and Brunswick for an AVID Showcase, where visitors could witness the framework at play in classes at all grades and ability levels. Based on feedback from the AVID Regional Coach who was present and a follow-up visit from a National Coach in January, Roxboro has the opportunity to be named the first AVID Demonstration School in Ohio.
The Showcase featured a large group presentation outlining how Roxboro is using strategies at various levels and courses, as well as student feedback on the course and the practices, including one who said that “AVID is a kind of my family to me,” and another who said, “It lets us open our minds more.”
Participants were then split into small groups and led by student ambassadors to a series of classrooms where they could witness everything from an 8th grade Honors English course participating in a Socratic seminar followed by an unleveled 6th grade science class where students were doing what’s called a “Brain Dump,” reviewing all they’ve learned about cells.
In a high school credit Geometry class, students used “algebraic reasoning” as they worked with partners to determine which property was most effective in solving certain problems. The conversations around the room used high level math vocabulary and featured respectful debates. According to teacher Tiffany Jordan-Shaw, the students are always self-assessing as they work their way up from Novice to Apprentice, Practitioner, and finally Expert in each content area.
Students supporting and championing one another’s learning is another key part of AVID. In Dani Copeland’s English class, she reminded students that the big difference between an A and a B in their Socratic seminar was helping other students engage. “So, you might want to say, “Hey, so-and-so, what do you think?’ after you’ve presented your own opinion.” The Showcase also highlighted the relationships between students and teachers, which seemed overwhelmingly positive and which form one of the cores of an AVID education.
Ms. Radke and fellow teacher Yolanda Harris teach a total of five stand-alone sections of AVID electives each day. But the best practices now serve as the scaffolding upon which all teaching and learning throughout the building stands. “We are focused on progress, not perfection,” said Ms. Radke. “With teachers acting more as facilitators of learning, instead of practicing direct instruction, AVID helps get the students to engage in inquiry.” She is also excited to see students who are practicing self-advocacy as they master how to learn, not just what to learn.
Closing the achievement gap is a main goal of AVID and, at Roxboro, data shows increasing numbers of minority students tackling the highest level classes. “I really think this is leading to a cultural shift in the building,” said Ms. Radke, “where students and teachers all believe that they really can succeed.”