1.  Campus Coordinator: Thomas  AVID Counselor: J. Hawkins  AVID I, II, III: Thomas, Garcia  Pre- AP English I: Thomas, Turner  Pre-AP English II: Brasell, Kimbrough  Pre-AP W. Geography:Yelvington  AP World History :Escorcia  AP US HistoryHouseholder  Pre- AP Algebra I:Garcia  Pre-AP Biology/AP Bio II:Hindmarch  Pre-AP Physics:Dubose  Spanish I:Wordehoff  District Coordinator:T. Loos

2. Please print Student’s Name Your name Preferred Contact Information Something you think I should know about your child

3.  Strong intellectual growth throughout the primary and secondary years fostered by increasingly challenging content in the four core subjects and beyond.  The ability to think critically and problem solve in the context of a continuously changing set of circumstances and realities.  The advancement of reading, writing, and numeric skills that enable success in all college courses.  The capacity to communicate effectively with individuals from a variety of cultural and professional backgrounds

4.  AVID's mission is to close the achievement gap by preparing all students for college readiness and success in a global society. AVID students will do the following to ensure the AVID mission is completed:

5.  Will succeed in rigorous curriculum  Will enter mainstream activities of the school  Will increase their enrollment in four-year colleges, and  Will become educated and responsible participants and leaders in a democratic society.

6.  Participate in a minimum of one extracurricular activity per semester  Participate in 8 hours per semester of community service  Complete a minimum of 2 Honors or College Now courses each year  Contribute to the philosophy of the AVID Program

7.  80 numerical overall average in core subjects (10 points added to Honors Courses)  “B” or better in AVID elective  No major discipline referrals

8.  2 days/week-AVID Curriculum  2 days/week-Study Groups  1 day/week-Critical-thinking activities, Guest speakers

9.  Good Quality 3-ring Binder with pocket inserts  6 colored dividers with tabs to separate each academic class including AVID  Two or more pens (black and red required)  Two or more sharpened pencils  Filter paper (wide-ruled if possible)  Erasers  Highlighters  Calculator  Ruler  Plastic trapper pouch for supplies

10. Each section must have (in this order)  Dividers  Assignment log (Planner)  Cornell Notes (can be spiral)  Handouts  Tests  Returned items/old learning logs  Blank Paper

11.  Organizational Skills  Study Skills  Note-taking Skills  Test-taking strategies  Writing skills  College/Career Exploration

12.  Organizational Skills  Study Skills  Note-taking Skills  PLAN  Reading/Writing Strategies  College/Career Exploration

13.  Organizational Skills  Study Skills  Note-taking Skills  SAT/ACT Preparation  College Majors/Degrees  College Consideration List

14.  Organizational Skills  Study Skills  Advanced Note-taking Skills  College Applications  Scholarship search  Financial Aid  College transition

15.  Surrounding Houston Area Districts  Rice University  SAT Prep

16.  "Performing well on an AP Exam means more than just accomplishing college-level work; it is a pathway to success in college. Research consistently shows that students who score a 3 or higher on AP Exams typically experience greater academic success in college and have higher graduation rates than otherwise comparable non-AP peers."

17.  Thirty-nine percent of recent high school graduates currently enrolled in college say they were not prepared for the expectations of college.  College professors estimate that 42% of college students are not adequately prepared by their high schools to meet the rigor of college coursework (Hart 2005).  The rigor of high school curriculum is a key indicator for whether a student will graduate from high school and earn a college degree. A study by the U.S. Department of Education found that the rigor of high school course work is more important than parent education level, family income, or race/ethnicity in predicting whether a student will earn a post- secondary degree (Adelman 1999, 2006).

18.  Tiffanie.thomas@fortbendisd.com Tiffanie.thomas@fortbendisd.com  W-281-634-8098