IMPLEMENTING AVID STRATEGIES SCHOOL-WIDE 1
Implementing AVID Strategies School-wide to Increase Student Achievement
Lea C. Birmingham
School of Education, Liberty University
Author Note
Lea C. Birmingham
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Lea C. Birmingham
Email: lbirmingham2@liberty.edu
IMPLEMENTING AVID STRATEGIES SCHOOL-WIDE 2
Abstract
The purpose of my action research plan was to determine if the AVID (Advancement Via
Individual Determination) program’s strategies could improve academic performance in a three-
week timeframe at T.W. Browne Middle School, a low performing school with a high population
of students of color from low-income families. Although, AVID has proven results, including a
neighboring school that was once an Improvement Required (IR) campus and now credits AVID
its current rating of a seven-star school (AVID, 2023). T.W. Browne Middle School did not
obtain the same outcomes in the designated timeframe. After three-weeks, the campus showed a
small margin of improvement.
Keywords: implementation, AVID, WICOR strategies, student engagement, academic
achievement
IMPLEMENTING AVID STRATEGIES SCHOOL-WIDE 3
Implementing AVID strategies school-wide
With the passage of the No Child Left Behind Act of 2001, closing achievement gaps of
African American and Hispanic students, who’s standardized test scores, grades, course
selection, and, drop-out and college completion rates are much lower than their non-Hispanic
white peers, and students from low-income families with those who are better off financially
became a focus of federal education accountability (Watt et. al, 2006). The achievement gap
negatively affects students and society as a whole. Students miss out on career opportunities, and
society never has a chance to witness the contributions they might have made if there had been
no gap (Watt et. al, 2006). AVID (Advancement Via Individual Determination) is a research-
based program that could assist T.W. Browne Middle School with closing its achievement gap
and producing academic improvement school-wide (AVID, 2023).
Action Research Question and Ethical Conduct Statements
The purpose of this action research project was to answer the following question: Can
academic achievement improve over a three-week period in classes by implementing AVID
strategies??
To verify ethical conduct, I certify the research was approved by the school
administration; the research was conducted based on best research practices; and no children
were placed in harmful situations during this action research project.
Evidence-Centered Research and Goal
Evidence-centered Research Report
IMPLEMENTING AVID STRATEGIES SCHOOL-WIDE 4
My action research project aims to implement Individual Determination (AVID) program
strategies schoolwide to increase academic achievement at T.W. Browne Middle School. The
data for T.W. Browne Middle depicts a 6-8 middle school on the brink of academic collapse.
Based on data from the 2022 State of Texas Assessments of Academic Readiness test (STAAR),
T.W. Browne is a C-rated school serving 492 students, 53.1% Hispanic; 45.2% Black; 0.4%
White; and 1.4% are two or more races. The school’s student population is 75.2% at-risk, 95.3%
economically disadvantaged, 35.7% are Limited English Proficient Learners (LEP), and 18.8%
receive special education services. 32.9% of students met the grade level standard in reading, and
14.4% met the grade level standard in math in 2022 (TEA, 2022).
The school has the challenge of improving student achievement and closing the
achievement gap between Hispanic and African American students, as the African American
students are trailing the Hispanic students in reading and math. T.W. Browne has a secret weapon
to fight low student achievement: the Advancement Via Individual Determination (AVID, 2023)
program. Browne's program differs from most middle and high school AVID programs in that it
is a whole school reform effort rather than an intervention offered only in the AVID elective
class. T.W. Browne administrators have tasked the teachers with implementing the AVID
strategies, collaborative groups, philosophical chairs, and Socratic seminars to promote student
discussion and critical thinking, as well as WICOR strategies, writing, inquiry, collaboration,
organization, and reading in every classroom to support student learning (Hubbard, Metz-
Matthews, Resultan, 2022). However, the implementation of AVID strategies schoolwide has yet
to be successful and needs more planning and development. For the Action Research Project, I
read academic journals, dissertations, website articles, academic databases, and the AVID
IMPLEMENTING AVID STRATEGIES SCHOOL-WIDE 5
website background information, focusing on AVID's success with student achievement and
effective ways to implement the AVID program schoolwide.
What is AVID?
AVID provides the tools and resources schools need to create engaging, rigorous, and
student-centered learning environments by training teachers to create critical thinking, reading,
and math lessons using research-based strategies and curriculum. AVID's goal is to teach skills
and behaviors that lead to academic success, provide tutorials, build student/teacher
relationships, create student collaboration groups, and instill a sense of hope for personal
achievement (Nelson, 2018). Although, the success of the AVID program is measured by the
number of marginalized and underrepresented students who become college and career ready.
According to the data, 42% of first-generation AVID alums graduate college with a four-year
degree within six years (AVID, 2020). For this study, academic achievement at T.W. Browne for
6th-8th grade English Language Arts & Reading students will be measured with scores from the
Assessment of Course Performance (ACP).
Academic Achievement
AVID strategies will teach students self-efficacy, take ownership of their education, and
assert what they need to learn, which is a necessary tool for academic growth. The literature I
read evaluates the connection between using AVID strategies schoolwide and student academics.
The research studies how AVID's WICOR (Writing, Inquiry, Collaboration, Organization, and
Reading) strategies improve academic achievement and college and career readiness (Cooks,
Smith, 2021). AVID's mission to increase student achievement for all students while closing the
achievement gap requires students to work hard and go the extra mile to succeed. Incorporating
AVID's four critical components, equity, leadership, teacher effectiveness, and student-centric
IMPLEMENTING AVID STRATEGIES SCHOOL-WIDE 6
instruction, ensures high-quality academic experiences (AVID, 2023). Students enrolled in AVID
in both middle and high school earned a significantly higher overall grade point average than
those who enrolled in AVID only in high school (Tinkel, 2022). Additionally, educators must
assign grade-appropriate assignments, students need lessons that encourage critical thinking,
student engagement must take place in classrooms, and high expectations must be the norm
(TNTP, 2018) as teacher expectations affect student achievement and mindset towards learning
(Cooks, Smith, 2021).
Implementing AVID Strategies
The research is consistent; before effectively implementing AVID, teachers must undergo
training (Hubbard, Metz-Matthews, Resultan, 2022). Every teacher at T.W. Browne Middle
School has not been to an AVID training; however, a small group of teachers has. On the other
hand, every teacher in the building has sat through multiple mini trainings on WICOR strategies,
philosophical chairs, and Socratic seminars. There is enough background information to
implement a several strategies throughout the building. The staff must prepare to emerge
successfully in the AVID program. Based on the research, I can identify reasons for the
reluctance to move forward. Much training needs to take place.
Mr. Greer and I are crafting a way for AVID strategies he previously demonstrated and
trained the staff on can be implemented into core teachers' already curated lessons. We started the
implementation process by introducing data from a nearby high school with a similar
demographic; and in the early 2010s, it was rated an Improvement Required (IR) school. After
the entire staff fully vested in AVID training and schoolwide implementation, began applying
AVID strategies in all classes, and created a schoolwide AVID culture, they improved to become
a seven-star school (AVID, 2023). T.W. Browne teachers desire the same outcomes as the
IMPLEMENTING AVID STRATEGIES SCHOOL-WIDE 7
neighboring school; and after reading the data, they will be excited to utilize AVID strategies to
increase student achievement.
Conclusion
In conclusion, the literature review provides certainty that the AVID program is designed
for T.W. Browne's demographic, with the goal that the students graduate and attend four- or two-
year college. The program encourages students to take control of their learning while providing
support and guidance. T.W. Browne's achievement gap, specifically with underserved and
underrepresented populations, represents the students who traditionally struggle to attain a
postsecondary education (Hue, 2021).
T.W. Browne is responsible for addressing the complexities that are interfering with
marginalized students' ability to succeed academically. The journals, articles, and dissertations I
read all agreed that implementing AVID strategies will provide students with academic rigor,
organization, and critical thinking skills necessary for academic achievement. Regardless of
socioeconomic status or race, state accountability will continue to measure students' achievement
in reading, math, and college and career readiness.
Strategic SMART Goal
SMART Goal
Learning Standard from
Candidate's State Department of
Education
Website Link to State
Department
Learning Standards
T.W. Browne Middle School
teachers will include no less than
two AVID WICOR strategies
(writing, inquiry, collaboration,
organization, and reading) daily
during class instruction to
increase student achievement on
campus, district, and state level
Texas Essential Knowledge and
Skills - 110.26. 6-8 Speech
(4) Informing. The student
expresses and responds
appropriately to informative
messages. The student is expected
to:
Texas Essential Knowledge
and Skills 110.26
IMPLEMENTING AVID STRATEGIES SCHOOL-WIDE 8
assessments. The selected
strategies will be included in
weekly lesson plans and
evidence of the use of WICOR
strategies should be captured in
student work.
(K) develop and use
communication skills needed for
academic achievement such as
participating appropriately in class
discussions, using active and
critical-listening skills, and taking
accurate notes.
Strategy Proposal
Based on data from T.W. Browne Middle School’s 2022 state assessment scores,
intensive and immediate interventions were necessary to improve student’s academic
performance, particularly with the students of color (TEA, 2022). Implementing AVID strategies
school-wide appeared to be a practical, timesaving, and resourceful intervention to apply.
Browne already has an AVID elective, most teachers have been trained on multiple AVID
strategies, the school already invested in AVID binders for every student, and implementing
AVID strategies in class lessons will not require additional planning time for teachers. Although
this strategy proposal seems to be seamless, Mr. Greer, the AVID/novice teacher has tried all year
to implement this program, with little to no buy in. Leaning heavily on teacher’s motivators will
be essential in garnering active participation. On Thursday, February 23, Mr. Greer, and I held an
after-school meeting with the six teachers that make-up the English Language Arts/Reading
(ELAR) department. Teachers were greeted at the meeting with music, snacks, and we raffled off
a ten dollar Chick-Fil-La gift card. We presented data from Bryan Adam High School before
adopting a school-wide AVID program and data after the entire department fully embraced and
adopted the AVID program. Mr. Greer and I agreed that presenting the data as “what if”
IMPLEMENTING AVID STRATEGIES SCHOOL-WIDE 9
questions, we agreed previously that that would stir up curiosity and have the most impact on the
teachers.
Technology is engrained in the teaching and learning at T.W. Browne Middle School, as
the school has implemented one-to-one technology in every classroom. Included in the AVID
implementation manual were links to a digital journal and a digital Cornell Notes template.
Additionally, students were tasked with the WICOR strategy, organization. The assignment
required students to create digital folders in Google Drive, organize their classwork in each
course by, and inserting assignments in the correct digital folder.
Each teacher was provided an AVID Implementation manual that included fourteen AVID
strategies they could insert in their lesson or write into their lesson plan. Taking Cornell notes,
peer evaluation, note-taking, quick writes, summarizing, Socratic seminar, group projects, peer
editing, philosophical chairs, goal setting, digital files, utilizing notebooks, binders, planners,
agendas, and graphic organizers were selected techniques for the manual. Each one fell under
one or more WICOR strategy categories.
Printable templates were created for Cornell notes, goal setting, graphic organizers, peer
evaluation and quick write activities. Providing printable and digital templates was an attempt to
alleviate lack of time and add convenience to the implementation process for teachers. Mr. Greer
and I did not find it necessary to instruct teachers on how to use AVID strategies in their classes,
as the manual only included strategies that were highlighted in past professional developments.
The focus is on ensuring strategies are being incorporated in any capacity of class instruction, not
overseeing teacher’s instruction.
IMPLEMENTING AVID STRATEGIES SCHOOL-WIDE 10
The strategies selected for the AVID manual can accommodate the needs of all students.
The digital templates and journal move student’s technological advancement, strategies such as
Socratic seminars and philosophical chairs are included to increase student-led instruction and
engagement, Cornell note-taking, quick writes, graphic organizers, and summarizing will assist
in academic achievement. Lastly, group projects, and peer editing, and peer evaluations
encourage collaboration and serve as valid evaluation tools.
REQUIRED ITEMS RESPONSES
VOLUNTEER’S NAME Mr. Greer
TOPIC Implementing school-wide AVID
(Advancement Via Individual Determination)
strategies to increase student achievement.
BACKGROUND INFORMATION Mr. Greer became a teacher because he was
looking for a career that extended into his
previous work of outreach ministry. He has
taught AVID for 2 years. He finds adapting to
the learning needs of different generations of
students as being the most difficult thing
about being a teacher. On the other hand, the
most reward thing about being a teacher is
having the opportunity to serve and help
address our student’s emotional and academic
needs. Within five years, Mr. Greer sees
himself working as the Executive Director of
a non-profit organization servicing a similar
demographic with similar needs as the
students of T.W. Browne Middle School.
T.W. Browne Middle is a 6th-8th grade urban
public school located in Dallas, TX. We serve
492 students, 53.1% Hispanic; 45.2% Black;
0.4% White; and 1.4% are two or more races.
75.2% of our students are at-risk, 95.3% are
economically-disadvantaged, 35.7% are
IMPLEMENTING AVID STRATEGIES SCHOOL-WIDE 11
Limited English Proficient learners (LEP),
and 18.8% are receiving special education
services. and the school serves.
Based on data from the 2022 State of Texas
Assessments of Academic Readiness test
(STAAR), T.W. Browne is a C-rated school.
32.9% of our students met grade level
standard in reading and 14.4% met the grade
level standard in math in 2022. Our
assessment scores give the impression to our
stakeholders that adequate and effective
teaching and learning are not taking place in
our building.
Although Mr. Greer teaches 7 AVID classes a
day, totaling eighty students grades 6th-8th,
his background is in Social Studies. One of
his strengths encouraging students to
demonstrate their leadership attributes. I will
encourage him to utilize that gift to motivate
our students to participate in student led
WICOR strategies.
RATIONALE T.W. Browne Middle School is a C-rated
school, and our faculty is under immense
pressure from our stakeholders to increase
student achievement, student engagement,
and student inquiry.
Mr. Greer has been challenged with
implementing AVID strategies schoolwide. If
implemented effectively, the WICOR
strategies, writing, inquiry, collaboration,
organization, and reading used in AVID will
improve academic performance and foster
student-led instruction.
Unfortunately, Mr. Greer’s attempts have not
garnered enough support for any type of
impact. I will collaborate with him to create a
three-week implementation plan that teachers
will find reasonable, doable, and most
importantly feel inspired to include in their
daily instruction. I will measure the success of
our intervention plan with the 1st semester
IMPLEMENTING AVID STRATEGIES SCHOOL-WIDE 12
and 2nd semester Assessment of Course
Performance (ACP) results. The 1st semester
ACP data will tell me where students are
before AVID strategies are implemented. I
will use 2nd semester data to determine if
academic achievement was made after AVID
strategies were implemented. The ultimate
goal is for teachers to continue implementing
AVID strategies long after this project
concludes.
RESEARCH QUESTION Can academic achievement improve over a
three-week period in classes by implementing
AVID strategies?
STATE LEARNING STANDARDS Texas Essential Knowledge and Skills -
110.26. 6-8 Speech
(4) Informing. The student expresses and
responds appropriately to informative
messages. The student is expected to:
(A) research ideas and topics to acquire
accurate information from a variety of
primary, secondary, and technological
sources.
(F) plan, research, organize, prepare, and
present an informative speech.
(K) develop and use communication skills
needed for academic achievement such as
participating appropriately in class
discussions, using active and critical-listening
skills, and taking accurate notes.
Texas Essential Knowledge and Skills -
110.25. 6-8 Reading
(4) The student comprehends selections using
a variety of strategies. The student is expected
to:
(K) use questioning to enhance
comprehension before, during, and after
reading.
(5) The student reads texts to find information
on self-selected and assigned topics. The
student is expected to:
(D) communicate information gained from
reading.
IMPLEMENTING AVID STRATEGIES SCHOOL-WIDE 13
Date & Time of Scheduled Observations
Observation 1: Monday, February 27 @ 2:00 pm
Observation 2: Tuesday, February 28 @ 2:00 pm
Observation 3: Wednesday, March 1 @ 2:00 pm
Strategy Implementation
Observations Journal notes from each observation
Observation #1
Monday, February 27 @
2:00 pm
On Monday, February 27, Mr. Greer and I observed Ms. Campbell’s
8th grade ELAR classroom. T.W. Browne follows a block schedule
Monday-Thursday, therefore, today is an A-day. Ms. Campbell has
17 students in this class period. She told us that this is one of her
smallest classes. The lesson was for students to read an article about
the sale of tropical fish. The students analyzed the information and
discussed their opinion based on facts from the article. Prior to the
class beginning, I asked her how she felt about implementing
strategies from the AVID manual; she stated that she felt “okay”
about it. Mr. Greer asked her if she had any questions, and she said,
“no”.
Ms. Campbell is up on her feet throughout instruction, actively
monitoring her students. At Browne, teachers deliver lessons using
the “I do…..We do….You Do “format. Ms. Campbell used
philosophical chairs during the “We do” segment of the lesson, as a
review tool. Mr. Greer collaborate with Ms. Campbell to ensure
IMPLEMENTING AVID STRATEGIES SCHOOL-WIDE 14
Observations Journal notes from each observation
philosophical chairs was executed properly. The students in the class
were very engaged during the philosophical chairs. The students
become extremely excited when they can intelligently prove a point
using facts and data.
The students love philosophical chairs and they become very
engaged in this activity. This WICOR strategy activated student
voice, critical thinking, inquiry skills, and collaboration. However,
teachers must do a better job at facilitating philosophical chairs. The
activity became chaotic and disorganized.
Observation #2
Tuesday, February 28 @
2:00 pm
Observation #2 was conducted in Mrs. Martin’s 7th grade classroom
on Tuesday, February 28. Tuesdays at T.W. Browne is a B-day. Mr.
Greer and I were worried going into this situation because Mrs.
Martin is a new teacher that is struggling in many areas.
Nevertheless, we went in ready to support and mentor her however
necessary.
We showed up early so that we could offer a few minutes of
coaching if required. Mrs. Martin explained to us that she is most
comfortable with using graphic organizers and Cornell notes.
Although her students had binders, she did not know how they were
used according to AVID standards. She shared with us her lesson
plan for the week. Her students were scheduled for a chapter
assessment today. Mr. Greer asked Mrs. Martin if she was
comfortable plugging in an AVID strategy from the new manual
during class today, and she did not know how. Mr. Greer pointed out
that prior to the assessment, her students could participate in a goal
setting activity or students could take notes during the test, and
lastly, she could have her students write a reflection piece analyzing
the chapter or their thoughts on the assessment.
Mrs. Martin was enthusiastic about implement the strategies
recommended. However, as an exit ticket, she required students to
write a short reflection on their thoughts about the assessment. The
students were not eager to write a reflection, in fact, they hated the
idea all together. I did not read their reflection statements, but
considering how fast they were written, I am sure they were rushed
and not well thought out.
IMPLEMENTING AVID STRATEGIES SCHOOL-WIDE 15
Observations Journal notes from each observation
The strengths were Mr. Greer demonstrating various ways Mrs.
Martin could implement AVID strategies before, during, and after an
assessment. Also, the flexibility of Mrs. Martin can not go
unnoticed. She was not reluctant to use AVID strategies, she did not
know how for her specific assignment. This situation could have
been prevented with proper training.
Observation #3
Wednesday, March 1 @
2:00 pm
Observation #3 took place this week on Wednesday, March 1, an A-
day in Ms. Stanley’s ELAR class. Mr. Greer and I had our worries
about this teacher’s class as well, as there has been a lot of instability
in 6th and 7th grade ELAR classrooms. The department has lost three
teachers since January and the remaining teachers have either been
moved to another grade-level or their classes have been
consolidated. Ms. Stanley is a teacher who has been affected by the
changes in their department, as she was called to take over this class
in January. We were not sure if asking her to participate would be
too much on her plate.
Ms. Stanley is a lively teacher with a bubbly personality. She has 33
students in her classroom. With the large number of students and
minimal space to move around, Mr. Greer immediately suggested
the digital template for Cornell note-taking and the digital graphic
organizers. Ms. Stanley was excited to use the templates; however, it
took a brief tutorial before she was comfortable introducing the
digital template to her class. The lesson for the day was Building
Vocabulary Using Analogies. Ms. Stanley was also following the “I
do…. We do…. You do” teaching method. We suggested students
take Cornell notes while she introduces the lesson and explains
analogies.
The students were not engaged in the lesson. They seemed interested
in the topic but became disengaged when they were given a
worksheet to apply what they learned. Fortunately, the teacher is
willing to implement AVID strategies and the students are ready for
engaging student-led instruction.
Ms. Stanley’s classroom is a good example of why teachers need
smaller class sizes. It is impossible to implement activities that will
capture students’ attention and keep them actively engaged when
there is not enough space to move comfortably around the room.
IMPLEMENTING AVID STRATEGIES SCHOOL-WIDE 16
Observation Cycle Criteria
Pre-observation Conference
Mr. Greer met after-school on Friday, February 24 to prepare for the upcoming
conferences. I started the meeting by asking Mr. Greer the following questions, how did he feel
the project was going, did he have any questions or concerns, what did he think we should
modify, add, or takeaway from the implementation plan, and did he have anxiety about the time
constraints? Mr. Greer voiced his frustration regarding my time management throughout the
study. For three weeks, I did not meet with Mr. Greer on a consistent basis and every part of this
assignment was given to him with short notice. My behavior caused Mr. Greer unnecessary
stressors. He explained that he would have preferred more 20–30-minute meetings and check-ins
during that three-week time period opposed to brief phone calls and 2-hour meetings that felt
rushed and jammed packed with information. However, he stated the manual exceeded his
expectations and he felt confident going into the first observation. Mr. Greer’s main concern
regarding the upcoming conferences was how responsive the teachers would be to utilizing the
manual and is there enough time to demonstrate effectiveness.
Post-observation Conferences
Conference Summary of Progress
Post-Observation #1
Tuesday, February 28,
2023 @ 4:00 pm
Mr. Greer, Ms. Campbell, and myself met after-school to discuss the
observation on Monday, February 27. I started the meeting by telling
Ms. Campbell how impressed Mr. Greer and I were with her using
philosophical chairs. The explained to her that the activity can get out
of hand if students are not properly trained on participating in
philosophical chairs and other activities that require physical
IMPLEMENTING AVID STRATEGIES SCHOOL-WIDE 17
Conference Summary of Progress
movement, open discussion, and debate. Ms. Campbell was
appreciative of the feedback, as she was somewhat embarrassed
about how loud and rowdy philosophical chairs had become. Mr.
Greer invited Ms. Campbell to visit his AVID elective classroom so
that his students can model philosophical chairs; she was happy to
oblige.
Post-Observation #2
Friday, March 3, 2023 @
4:00 pm
Mr. Greer, Mrs. Martin, and I met on Friday, March 2 after-school to
discuss our observation earlier that day. This conference felt rushed
from the beginning, as everyone was ready to leave. I committed to
keeping the meeting on schedule and not going over 21minutes. I
asked Mrs. Martin how well the students did on their reflection
writings; however, I was not given reliable data.
Mr. Greer set clear expectations from at the beginning of the meeting,
explaining he would model at least four AVID strategies of her
choosing. Mrs. Martin choose to be trained on how to use digital
Cornell Notes, digital Google Folders, digital journals, and peer
editing. Mrs. Martin seemed to have a positive attitude and eager to
learn, nevertheless, I feel she needs frequent observations and
conferences.
Post-Observation #3
Tuesday, March 7, 2023
@ 4:00 pm
Mr. Greer and I met with Ms. Stanley after-school on Tuesday, March
7, the afternoon after her class observation. Prior to the meeting, I
asked Mr. Greer to extend Mrs. Stanley grace and mercy. Mr. Greer
understood why I made the request, I and agreed she is deserving of
it. Before the meeting, we spent a few minutes checking in with Mrs.
Stanley ensuring she was in a good space mentally. Mr. Greer asked
her thoughts on yesterday, and she replied the lesson was appropriate
and covered the TEKS. Mr. Greer and I both agreed with her
statement, as she was correct. Mr. Greer than took the opportunity to
explain to Mrs. Stanley academically low-performing students need
academically engaging activities. Mrs. Stanley became somewhat
combative when she felt attacked which made her reluctant to utilize
the AVID manual.
Mr. Greer and I discussed with Mrs. Stanley the need to move her to
a larger classroom or decrease her class sizes. We supplied her with
this information to inform and empower her, so that she could
advocate for the best interest of her students.
Data Analysis
IMPLEMENTING AVID STRATEGIES SCHOOL-WIDE 18
The goal of the research project was to increase student achievement in a three-week
timeframe using AVID strategies. The selected measurement tool used for this research was the
Assessment of Course Performance (ACP) English Language Arts & Reading scores. The ACP
assessment is a district-made assessment every student is required to take. The assessment
consists of questions that test student’s mastery of the Texas Knowledge and Skills standards for
their grade level. The ACP provides data necessary for decision making and instructional
planning to prepare students for the state assessment, STAAR. Every Dallas ISD student taught
in general education classes are required to test in every subject. The 2nd semester ELAR ACP
assessment was administered at T.W. Browne Middle School on Monday, March 6, 2023 to
students grades 6th-8th.
To measure academic achievement, we examined the 1st semester ACP ELAR scores for
6th-8th grade students. The data during first semester gives us a snapshot of where students were
academically before teachers began the AVID implementation plan. The 2nd semester ELAR
scores was used to determine if academic achievement was made after AVID strategies were
implemented. As a whole, increase of five or more points were made in a total of sixteen
domains out of the thirty-eight tested, and unfortunately the 7th grade students did not contribute
to that data.
6th grade students were tested in 12 domains and increased in 8 areas.
7th grade students were tested in 13 domains and increased slightly in 9 areas.
8th grade students were tested in 13 domains and increased in 9 areas.
The data for 1st and 2nd semester ACP assessments is concerning. This snapshot does not
indicate a school that is on course to improve their state rating, nor close their achievement gap.
IMPLEMENTING AVID STRATEGIES SCHOOL-WIDE 19
The data for 8th ELAR students is promising but require intensive interventions to move that
group to Mets Standards. Although, implementing AVID strategies for the three-weeks prior to
measuring the outcome was not an effective strategy for increasing academic improvement,
utilizing AVID strategies has a proven success rate with our student demographic and should be
continued at T.W. Browne (Cooks, Smith, 2021). The strategies applied to implementing AVID
strategies school-wide were effective, however, the plan to implement the strategies were
ambitious for such a short-term timeframe.
This study was impaired by time limitations, limited access to teachers and students, and
the burden of teaching to the test. Teachers are stifled from thinking outside the box or
implementing new strategies when the unspoken expectation is to “drill and kill”. Additionally,
the ACP is effective to measure academic success, factors such as: test anxiety, sleepiness,
hunger, environmental issues (climate, seating, disruptions), and mental state must be
considered.
Conclusion of Data
Working with Mr. Greer, I learned how to use AVID strategies to prepare students for test.
The AVID implementation manual has a test preparation section, so that teachers can find quick
and easy ways to implement AVID strategies in place of the “drill and kill” technique. When
teachers normalize note-taking, vocabulary building, goal setting, tutorials, quick writes,
reflections, skilled questioning, summarizing, utilizing graphic organizers, journals, planners,
and assigning research and group projects T.W. Browne will see improved academic
performance in all areas. I recommend this research continues throughout the next school year.
The groundwork is done, Mr. Greer needs to continue with implementation.
IMPLEMENTING AVID STRATEGIES SCHOOL-WIDE 20
Blue-2nd Semester ACP Results
Yellow-1st Semester ACP Results
IMPLEMENTING AVID STRATEGIES SCHOOL-WIDE 21
Dispositions
Disposition How did you promote the disposition in your interactions with the novice teacher
and students?
Trust
Trust had been established between Mr. Greer and I prior to the Action Research
project. He and I have collaborated over the last two years on multiple AVID and
library media events. Mr. Greer is confident I work in the best interest of T.W. Browne
Middle students. Working as the school’s library media specialist has given me the
opportunity to build trust with many of the students in the building. Furthermore, before
every observation begins, Mr. Greer explain to the students why we are in the
classroom and offer his assistance to them.
Equity
By including a variety of AVID strategies in the manual, teachers have options that will
best fit the students in their classrooms. Understanding that instruction is not a one-size
fits all technique, we selected scaffolding techniques such as graphic organizers that
will provide additional support to students. Additionally, I created the manual for the
project, as I have more experience with graphic design websites.
Fairness
In addition to the teachers participating in observations, Mr. Greer is also a classroom
teacher with only one lunch and one planning period during the school day; it was only
fair for me to complete the administrative tasks for this project. Additionally, in the
manual, we included tips on how to use AVID strategies and digital and printable
templates for teachers to reduce planning and implementation time. Lastly, only the
students enrolled in the AVID elective are guaranteed familiarity with AVID strategies.
Therefore, providing the templates will level the playing field for students that have not
been trained on Cornell notes, specific graphic organizers, or working in a journal.
Respect
Mr. Greer and I already had mutual respect for one another prior to starting the Action
Research project. This respect stems from our common goal to push AVID’s mission in
our school and our desire to build a college and career readiness culture. I respect Mr.
Greer’s professionalism, expertise in AVID, leadership, and his ability to build great
relationships with teachers and students. In an effort to respect the time and space of
our ELAR teachers, Mr. Greer and I asked the entire department for volunteers for the
observation and post-conference. Surprisingly, we had more teachers volunteer than
needed. The teachers who volunteered, agreed on the time and date for their observation
and post-conference. We respect the student’s space and time, by asking for their
participation at the beginning of class. It’s a natural response for them to agree, even if
they are not interested. Additionally, Mr. Greer offers them support during our
classroom observations.
Blue-2nd Semester ACP Results
Yellow-1st Semester ACP Results
IMPLEMENTING AVID STRATEGIES SCHOOL-WIDE 22
Collaboratively Developed Professional Development Plan
ACTION RESEARCH PROFESSIONAL DEVELOPMENT PLAN
Teacher Name: Mr. Greer School Division Level:6 th
-8 th
Middle School
1. Summarize the final action research meeting: write what was decided in the form of a
proposed continuation plan.
Mr. Greer and I met after-school on Wednesday, March 8 to propose a plan to
continue the AVID school-wide implementation plan. We both recognized the biggest
flaw with the implementation plan was time, and decided he would use the remainder of
the school year to encourage and provide support and recognition to teachers so that they
will continue to actively utilize AVID strategies. At the beginning of the 2023-2024
school year, during staff development week Mr. Greer plans to hold a school-wide AVID
pep rally to increase excited and set the expectation that T.W. Browne will use AVID
strategies in all classrooms and support will be provided. During the pep rally, Mr. Greer
will introduce the monthly Coffee and Conversation workshops he will host for teachers.
The workshops will be informal meetings for teachers to receive AVID implementation
support, share ideas, ask questions, and receive AVID training, resources and updates.
Lastly, Mr. Greer decided to create an AVID site team that will include an
administrator, a counselor, a teacher from each grade and content area, myself, and two
student ambassadors to assist him with the continuation of this implementation plan. The
AVID site team will be selected by the end of the school year and each team member will
IMPLEMENTING AVID STRATEGIES SCHOOL-WIDE 23
be required to attend the AVID Summer Institute. The two students are excluded from
attending the AVID training.
2. Commendations (two) from the teacher’s involvement in the action research.
As always, I enjoyed collaborating with Mr. Greer. First, Mr. Greer’s
professionalism is unmatched in our building. During this process, whenever he needed
to address an issue or solve a problem, he could do so without being offensive or
diminishing anyone’s viewpoints or opinions. Secondly, Mr. Greer is a role model the
students of T.W. Browne, especially our boys. He speaks to students with dignity and
respect. In every interaction, Mr. Greer makes a point to look students directly in the eye,
so that they feel seen and heard. Young men in our building model the behaviors he has
demonstrated; many of them greet Mr. Greer with a firm handshake.
3. What one improvement (recommendation) needs to take place? Write as a SMART goal.
Mandate teachers at T.W. Browne School to include one or more AVID strategies in every
daily lesson, evidenced by their lesson plans, and classroom observations.
4. Action Steps: provide 3-5 activities that the teacher must accomplish to meet the SMART
goal.
Action Steps
(Activities)
Due Date Who will assess
progress/completion?
Resources
Needed
Mr. Greer host
the school-wide
AVID pep rally.
During staff
development week,
prior to students
returning to campus
for the 2023-2024
school year.
The AVID site team Freebies/Swag
Music
AVID manuals
Speaker
Promethean Board
Teachers will
create weekly
Every Monday by
8:00 am.
TEI Evaluator School-wide
Lesson Plan
IMPLEMENTING AVID STRATEGIES SCHOOL-WIDE 24
lesson plans that
include one or
more AVID
strategies for
every lesson and
email to TEI
evaluator.
Template
Computer/Laptop
Mr. Greer will
host monthly
AVID coffee and
conversations.
Monthly Mr. Greer Snacks
Promethean Board
AVID manuals
AVID resources
and updates
Administrators
will check for
the evidence of
implementation
of AVID
strategies during
classroom
observations.
Weekly Administrator DISD Observation
forms
Each one of the above action steps are planned for next year. To keep the momentum
going, Mr. Greer will spend the remainder of the year checking in with teachers and
encouraging them to continue implementing AVID strategies.
5. Post-Conference
The post-conference for this plan will be conducted by Mr. Greer at the end of the
2023-2024 school year at T.W. Browne Middle School. Prior to the post-conference, Mr.
Greer should select a few members of the AVID site team to review data from lessons plans
and administrator feedback to create data chart for the meeting. During the post-conference,
Mr. Greer will present the data chart and explain the data. The AVID site team’s objective to
allow the data to lead the conversation. If the data reveals low participation, Mr. Greer needs
ideas to increase participation, if the data shows participation was high, the team needs to
find ways to celebrate the participants. Additionally, the team needs to use the data to
IMPLEMENTING AVID STRATEGIES SCHOOL-WIDE 25
pinpoint teachers that struggled with implementing AVID strategies and create individualized
intervention plans for them.
6. Connection to National Standards
“Educators implement and sustain professional learning.”. This will be achieved
by requiring teachers to create lessons that include one or more AVID strategies.
“Educators implement evidence-based learning designs.”. This is achieved by
implementing AVID strategies in classrooms.
“Educators strengthen discipline-specific expertise”. This will be achieved when
the AVID site-based team members attend the AVID Summer Institute and by
providing ongoing training to classroom teachers.
Conclusion
For T.W. Browne Middle School, implementing academic interventions to increase student
achievement are welcomed, necessary, and critical. A large number of students will fall through
the cracks if effective evidence-based programs are not made available to them to increase
academic achievement and accountability. T.W. Middle School is a power house for athletics,
with many of the students focusing heavily on a future in sports. Unfortunately, they are not held
to the high standard of “No Pass, No Play”, therefore, they do not realize that poor academic
performance will hinder their ability to compete in high school and beyond. The purpose of this
study was to increase student achievement in three-weeks using AVID strategies, that could not
be accomplished. However, this study has inspired Mr. Greer, to push forward with his efforts to
implement a school-wide AVID program and now that proper planning and design has been
implemented, Browne has the tools for success in the near future.
IMPLEMENTING AVID STRATEGIES SCHOOL-WIDE 26
References
AVID. (2023, March 7, 2023). Celebrating AVID’s success through research.
https://www.avid.org/research#8
Cooks, P., Smith, P. (2021). The Impact of Using AVID and AVID Schoolwide on Achievement,
Equity, Access, and Opportunities for High School Students: A Program Evaluation
Project. Dissertations. (630). https://digitalcommons.nl.edu/diss/630
Hubbard, L., Metz-Matthews, K., & Resultan, B. (2022). Building Coherence through Whole
School Reform: The Case of the AVID Elementary Program. Journal of Education for
Students Placed at Risk. 27(1), 80-10. https://doi:10.1080/10824669.2021.1981907
Huh, E. (2021). A Phenomenological Study of the Lived Experiences of Title 1 Elementary
Principals Who Successfully Implement and Sustain the Avid System to Close
Achievement Gaps and Prepare All Students for College and Career Readiness (Order
No. 28416301). ProQuest Dissertations & Theses Global. (2531320337).
https://go.openathens.net/redirector/liberty.edu?
url=https://www.proquest.com/dissertations-theses/phenomenological-study-lived-
experiences-title-1/docview/2531320337/se-2
Nelson, N. (2018, June 7). AVID: A transformative pathway for school improvement.
https://www.nassp.org/2018/06/07/avid-a-transformative-pathway-for-school-
improvement/
IMPLEMENTING AVID STRATEGIES SCHOOL-WIDE 27
Watt, K., Powell, C., Mendiola, I., & Cossio, G. (2006). Schoolwide Impact and AVID: How
Have Selected Texas High Schools Addressed the New Accountability
Measures? Journal of Education for Students Placed at Risk. 11(1), 57-
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