DOCUMENT RESUME
ED 465 771
TM 034 154
AUTHOR
Oswald, Kim Johnson
TITLE
The AVID Program in AISD: Program Evaluation Report,
2000-2001.
INSTITUTION
Austin Independent School District, TX. Office of Program
Evaluation.
REPORT NO
AISD-00.20
PUB DATE
2002-03-00
NOTE
36p.
PUB TYPE
Reports - Evaluative (142)
EDRS PRICE
MF01/PCO2 Plus Postage.
DESCRIPTORS
Advanced Placement Programs; *College Preparation; *Low
Achievement; Low Income Groups; Minority Groups; Program
Evaluation; Secondary Education; *Secondary School Students;
Student Participation
IDENTIFIERS
*Austin Independent School District TX; *AVID Program
ABSTRACT
Advancement via Individual Determination (AVID) is a program
in the Austin Independent School District (AISD), Texas, that is designed to
help underachieving students with academic potential prepare for entrance
into colleges and universities. Program participants are primarily from low
income and ethnic minority backgrounds. In AVID, these students are placed in
a college preparatory academic program and are given a support system to help
them achieve. The base for this support system is the daily AVID class, in
which students participate from grade 7 through grade 12. As the
demonstration grant that started AVID comes to an end, and AVID becomes
integrated into AISD, it is important to evaluate program operation and
participants' success. Information from a variety of sources was used to
study the AVID program. Overall, nearly 400 students were enrolled in AVID
courses, more than double the number served in 1999-2000. Nearly two-thirds
were high school students, and 56W were female. Eight AISD schools were
certified as meeting the requirements of AVID. Findings suggest that if the
district decides to build additional capacity, this should be accomplished
through collaboration with other AVID schools in Texas, and it should be
accompanied by increased efficacy of the vertical teams within the district
and the modeling of AVID processes for non-AVID schools. Some challenges to
sustainability are identified. Overall, AVID students appear to be meeting
the goals of increased participation in advanced classes and school
involvement, and AVID students passed the Texas Assessment of Academic Skills
exit examination at high rates. An appendix contains the certification
summaries for AVID schools.
(SLD)
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The AVID Program in AISD
Program Evaluation Report
2000-2001
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Austin Independent School District
Office of Program Evaluation
March 2002
2
BEST COPY AVADLABLE
The AVID Program in AISD, 2000-2001
Austin Independent School District
Executive Summary
THE AVID PROGRAM IN AISD, 2000-2001
PROGRAM DESCRIMON
Advancement Via Individual Determination (AVLD) is a program designed to help
underachieving students with academic potential prepare for entrance into colleges and
universities. Program participants are primarily from low income and ethnic minority
backgrounds. In AVID, these students are placed in a college prep academic program,
and are provided with a support system to help students achieve in these classes.
The base for the support system is the AVID elective class, which meets for one
academic period a day, year round. Students are expected to participate in the AVID
class throughout their schooling, from 7th to 12th grades. The AVID class features
explicit instruction in the skills needed for success in advanced classes such as note
taking, assignment tracking, and college-level writing. In addition, the program provides
tutorial support to help students fill any gaps in their educational backgrounds. Beyond
the classroom, AVID assists students and their parents to develop expectations that the
students can achieve a college degree. Field trips, college visits, and guest speakers all
play a part in making college a real possibility for students who generally will be the first
in their families to attend.
The AVID program has four measures of success as it seeks to:
Increase enrollment of participants in advanced classes;
Increase participants' school attendance;
Improve participants' scores on standardized tests; and
Eventually increase enrollment in higher education.
EVALUATION PURPOSES AND METHODS
As the Title I Comprehensive School Reform Demonstration (CSRD) grant comes
to an end and the AVID program becomes integrated into AISD, it is important to
determine the extent to which the program improves student education. The evaluation
for the 2000-2001 school year was designed to address several important questions about
the program:
How has the program operated since it was started? To what extent has the
program built the capacity to be self-sustaining after grant monies are no
longer available?
Has the program attracted its target participants? In what ways do program
procedures impact the selection of participants?
How does the program change participants' abilities to be successful as
students?
BEST COPY AVAILABLE
00.02
The AVID Program in A1SD, 2000-2001
To respond to these questions, several evaluation techniques were employed.
Each data collection activity is used to inform the specified evaluation issues. There is
not one "best" method to answer the key research questions that have been posed.
Rather, information was collected from many sources. The information, which may
sometimes conflict, was synthesized to better understand all aspects of the program
process. By using multiple techniques, our evaluation can draw a more detailed picture of
the AVID program.
First, data analyses indicated which students participated in the program, what
courses their academic programs contained, and the extent to which the program may
have increased school involvement as compared with that of students outside the
program. Questions to teachers, counselors and administrators on the Employee
Coordinated Survey are used to assess awareness of the AVID program and how the
program may have changed teaching techniques throughout the schools. Program
materials and documentation were examined to assess professional development, progress
of each participating school towards certification as AVID schools, and how program
analysis has facilitated new program features. Informal observations, including student
discussion, were held on two campuses. Finally, an in-depth interview was held with the
grant manager and program specialist teacher to examine current program activities,
strengths and weaknesses, and future directions.
SUMMARY OF FINDINGS AND RECOMMENDATIONS
The AVID program has grown quickly over the last year. Overall, nearly 400
students were enrolled in AVID courses, more than double the number served in 1999-
2000.
High school students constitute nearly 2/3 of the program participants.
56% of the participants are female.
AVID students are more likely to be of minority ethnicity than are other students
in their schools.
AVID students are much more likely to be economically disadvantaged than are
other students in their schools.
The AVID program in AISD was evaluated by the AVID Center through their
certification process.
All eight schools were certified as meeting the requirements for AVID.
Two schools, Webb Middle School and Bowie High School, were granted
demonstration school status.
All schools should continue to increase their abilities to meet AVID
program goals with the aim of having all participating schools eligible for
demonstration status in the next two years.
Program schools are building capacity to sustain the program after the grant is
completed as required by the grant.
00.02
The AVID Program in AISD, 2000-2001
Over the last two summers AVID site teams and other professional personnel
have attended weeklong training in AVID program goals and techniques.
Staff training has continued using the site teams to train additional campus
personnel.
In 2000-2001, the schools retained program coordinators for each school.
If the district decides to build additional capacity, this should be accomplished
through collaboration with other AVID schools in Texas and nationwide;
increasing the efficacy of vertical teams within the district; and modeling AVID
processes for non-AVID schools in the district.
At the same time, several challenges to sustainability must still be addressed.
Some schools have traditionally offered few Advanced Placement (AP) courses.
The AVID program is likely to increase demand for these courses.
In many cases, students are forced to leave the program when transitioning to high
school due to current feeder patterns. High school involvement is thought to be
the most important time for AVID participation.
If AISD continues to implement AVID in new schools, high school
implementation should be considered first, followed by implementation in middle
schools that feed into those high schools. AISD may need to provide additional
funding for AP teacher training to the AVID schools that have traditionally offered
few AP courses.
AVID students appear to be meeting the goals of increased participation in
advanced classes and school involvement.
On average, AVID students completed 2.1 advanced (honors or AP designated)
courses in 2000-2001.
In most schools, AVID student attendance exceeded that of the school as a whole.
AVID high school students passed the Exit TAAS at high rates (70 of 76 passed
Reading and 66 of 76 passed math).
Continued program expansion would benefit more students in each AVID school.
ii5
TABLE OF CONTENTS
EXECUTIVE SUMMARY
I
Program Description
i
Evaluation Purposes and Methods
i
Summary of Findings and Recommendations
ii
THE AVID PROGRAM IN AISD, 2000-2001
1
PURPOSES OF THE EVALUATION
2
OBSERVATIONS
4
Program Operations
4
Program Participation
6
Student Achievements
9
FUTURE DIRECTIONS
12
Internal Model for AVID
12
Expectations for Student Outcomes
12
RECOMMENDATIONS
13
APPENDIX A: CER I IHCATION SUMMARIES
A-1
THE AVID PROGRAM IN AISJ, 2000-2001
For students with adequate family, financial and community support, it is relatively
simple to provide an education that meets the students' needs and leads to higher
education. Unfortunately, not all students have such a background. Others are disengaged
from school due to lack of previous success, boredom, or simply feeling that school is
irrelevant to their futures. These students frequently underachieve in school, and while
capable of higher education, effectively lock themselves out by selecting an unchallenging
curriculum.
The Austin Independent School District (AISD) recognized the need to re-engage
these students and prepare under-represented groups for a more competitive future. Eight
schools (four middle and four high schools) selected the Advancement Via Individual
Determination (AVID) program as one that might best meet their needs. AVID is a
program designed to help underachieving students with academic potential prepare for
entrance into colleges and universities. Program participants are primarily from low-
income and ethnic minority backgrounds. In AVID, these students are placed in a college
prep academic program, and are provided a support system to help students achieve in
these classes.
The base for the support system is the AVID elective class, which meets for one
academic period a day, year-round. Students are expected to enroll in the AVID class
through every year from the time they are selected for the program until graduation. The
AVID class features explicit instruction in the skills needed for success in advanced classes
such as note taking, assignment tracking, and college-level writing. In addition, the
program provides tutorial support to help students fill any gaps in their educational
backgrounds. Beyond the classroom, AVID assists students and their parents to develop
expectations that the students can achieve a college degree. Field trips, college visits, and
guest speakers all play a part in making college a real possibility for students who generally
will be among the first in their families to attend.
In AISD, the AVID program is funded under a Title I Comprehensive School
Reform Demonstration (CSRD) grant. The CSRD grant was awarded to the district in
1999 and funded the project for three years. The program is funded on eight secondary
campuses across the district Burnet, Dobie, Lamar, and Webb middle schools and Bowie,
Lanier, McCallum, and Reagan high schools. The Charles A. Dana Center at The
University of Texas provides support to the program via an AVID coach who assists and
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The AVID Program in A1SD, 2000-2001
supports teachers. At the end of the 2000-2001 school year, the grant period came to an
end and the district is planning the extent to which it might continue program
implementation without grant support.
PURPOSES OF THE EVALUATION
As the CSRD grant comes to an end and decisions about integrating the AVID
program into AISD are made, it is important to determine the extent to which the program
improves student education. The evaluation for the 2000-2001 school year was designed to
address several important questions about the program:
I.
Assessment of program operations since inception
a.
Does AISD meet the AVID Center's requirements for certification?
b. What professional development has occurred?
c. How has AISD built sustainability for this program?
2. Documentation of student participation
a.
Which students participate on each campus?
b.
In what grades are program participants enrolled?
c.
Do the demographic characteristics of program participants match the
criteria set by the program?
3. Assessment of student outcomes
a.
Compared with non-participating students, were AVID participants more
likely to enroll in advanced academic courses?
b. Compared with non-participating students, were AVID participants more
likely to be engaged in school (as evidenced by attending school regularly)?
Responses to these questions served several different, though not conflicting,
purposes. Externally, data on program participants and outcomes are required by the Texas
Education Agency (TEA) to assess the quality of AISD's efforts. Data for TEA are
collected for each participating school by the AISD Office bf Program Evaluation and
combined with information from other school districts by a consultant at Pan American
University. Internally, AISD is concerned with continually improving programs and
ensuring that student outcomes are optimal. Evaluative results inform both sets of decision
makers.
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The AVID Program in AISD, 2000-2001
To respond to these questions, several evaluation techniques were employed. Each
data collection activity was used to inform the specified evaluation issues. No one "best"
method answers the key research questions that have been posed. Rather, information was
collected from many sources. The information, which may sometimes conflict, was
synthesized to better understand all aspects of the program process. By using multiple
techniques, our evaluation can draw a more detailed picture of the AVID program.
First, data analyses indicated which students participated in the program, what
courses their academic programs contained and the extent to which the program may have
increased school involvement as compared with students outside the program. Information
was gathered on each student currently participating in the AVID program. To compare
the AVID students' characteristics, courses, and activities with those of other students,
similar data on all students at each school were collected and analyzed.
Questions to teachers, counselors and administrators on the Employee Coordinated
Survey were used to assess awareness of the AVID program and how the program may
have changed teaching techniques throughout the schools. Five questions were included on
the survey that went to a sample of 125 teachers on the eight AVID campuses. Valid
responses were received from 99 teachers.
Program materials and documentation were examined to assess professional
development, progress of each participating school towards certification, and how program
analysis has facilitated new program features. The original grant and certification
applications were particularly important in assessing program progress.
Informal observations and student discussions were held on two campuses. This
observation allowed the evaluator to see what the AVID elective class looks like in action.
Students discussed their college plans and impressions of the AVID program. At one
school, tutors were available to discuss their impressions of how the program affects
student performance.
Finally, an in-depth interview was held with the grant manager and program
specialist teacher to examine current program activities, strengths and weaknesses, and
future directions. In this interview, future needs for the program and for program
evaluation were also established.
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The AVID Program in A1SD, 2000-2001
OBSERVATIONS
PROGRAM OPERATIONS
AVID Certification
Certification in the AVID program is the first major milestone a school is expected
to reach. All AVID-participating schools are required to attempt certification during the
second year of program operation. The certification process requires each school to
document its progress toward consistently meeting eleven program essentials. The AVID
Implementation Essentials arel:
I.
Selection
AVID student selection focuses on students in the middle (2.0
3.5 Grade Point Average), with academic potential, who would benefit from
AVID support to improve their academic record and begin college
preparation.
2.
Participation
AVID program participants, both students and staff, choose
to participate.
3.
Scheduling
The school must be committed to full implementation of the
AVID program, with the AVID elective class available during the regular
academic school day.
4.
Rigor AVID students are enrolled in a rigorous course of study that will
enable them to meet requirements for university enrollment.
5.
Writing A strong, relevant writing curriculum provides the basis for
instruction in the AVID classroom.
6.
Inquiry
Inquiry is used as the basis for instruction in the AVID
classroom.
7.
Collaboration
Collaboration is used as the basis for instruction in the
AVID classroom.
8.
Tutorials A sufficient number of tutors are available in the AVID class to
facilitate student access to rigorous curriculum.
9. Data AVID program implementation and student progress are monitored
through the AVID data system, and results are analyzed to ensure success.
10. Resources
The school or district has identified resources for program
costs, has agreed to implement AVID program implementation essentials,
I AVID Institute program materials
4
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The AVID Program in AISD, 2000-2001
and to participate in AVID certification. It has committed to ongoing
participation in AVID staff development.
11. Site Team An active interdisciplinary site team collaborates on issues of
student access to and success in rigorous college preparatory courses.
Schools are not expected to offer a perfect AVID program, but are expected to
constantly improve program implementation. The AVID Implementation Essentials relate
to all aspects of the program: student selection and enrollment; school-wide commitment;
curricular offerings; resource commitment and program evaluation. The school is assessed
on the Essentials against a scale of 0 ("Not AVID") to 3 ("Use is Institutionalized"). In
order to be certified, the school must rate at least 1 on each Essential.
The eight participating AISD schools all were certified by the AVID Center. Two
of the schools, Bowie High School and Webb Middle School, achieved at least a rating of 2
("Routine Use") on every Essential. These schools qualified to apply for demonstration
status and both were named as AVID Demonstration schools in September 2001. The
accomplishment of Bowie and Webb is substantial. Typically, it takes 3 years to qualify for
demonstration status. The certification ratings for each school are found in Appendix A.
Professional Development
At the center of the AVID program in each school is the AVID site team. A strong,
effective AVID team is a leadership group that fosters the development of a school-wide
learning community, collaborates to achieve the mission of AVID, and focuses on the
achievement of all its students. To be truly effective, the AVID program requires the
collaboration of an active interdisciplinary site team to understand and address the issues of
student access to and success in rigorous college preparatory courses. The AVID site team
minimally includes the AVID elective teacher(s), academic subject area lead teachers, the
head counselor or an academic counselor, and a site administrator. This team meets
regularly to assess AVID students' needs and plan for ways to address those needs, to assist
the coordinator in implementing a quality AVID program, and to plan for collaborative
work with school professionals not currently involved with AVID.
In AISD, the site team both undertakes and conducts professional development
throughout the year. The AVID site team commits to attend a regional training conference
called the AVID Summer Institute. During the summers of 2000 and 2001, site teams
comprised of 6-12 campus professionals from each AVID school attended the weeklong
training in California (training in 2001 took place in Austin). Separate strands were
5
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The AVID Program in AISD 2000-2001
available for middle school and high school implementation teams and for administrators
at all levels. Sixty-five school staff and one area superintendent attended the training.
The site teams returned to their campuses to prepare for AVID certification
applications. To do this, the teams conducted training on the campus with all staff. This
training centered on improving understanding of the needs for the program and how to
assist students in each class to be successful in challenging classes. Results of the
Employee Coordinated Survey support the success of the awareness training. Out of 99
teachers responding to the survey, 2 were unaware that the AVID program was operating
on their campuses.
The AVID program specialist teacher also provided at least six days of training
on
each campus and six days professional development for the AVID elective teachers. This
training focused on the pre-certification process and the need to make the program services
consistent across campuses. Overall, the campuses seem to have found the training to be
useful. Forty-three percent of the responding teachers felt the training provided by the
AVID program (either on campus or at the Summer Institute) was valuable to their
teaching; seventeen percent disagreed. Teachers do not support the idea that AVID
training has made substantial change in how they teach. About half as many agreed
as
disagreed with the statement, "I teach all my classes differently as a result of AVID
training".
PROGRAM PARTICIPATION
Student Enrollment and Demographics
Program year 1999-2000 was the first year in which the AVID program served
students. Teachers and counselors identified students as eligible for the program based
on
the following AVID program 2criteria:
I.
Coming from a low income family and/or being an ethnic minority; and
2.
Average to high achievement test scores, but earning C-level grades; and
3. Coming from families in which no one has attended college; or
4. Experiencing other circumstances that could impede progress to college.
The AVID program was presented to the identified students and their parents. All
were invited to enroll in the AVID elective class and the program. Students electing to
enroll in AVID must show a desire to improve their educational accomplishments, and
2
AVID Center program materials
6
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The AVID Program in AISD, 2000-2001
their parents must also agree to support their children in the program. Interested students
submit an application to the selection committee at their schools. The application process
requires an essay on what the student hopes to gain by participating in the program, and
also requires an interview with the committee. The committee ranks students on how well
each exemplifies the AVID ideal. Student selection depends on both campus priorities and
program requirements. In AISD, the recruitment rubric found in Figure 1 was used in
2000-2001. Because each school had its own population characteristics and numbers of
spaces available, the number of points required for selection varied from school to school.
Figure 1:AVID Recruitment Rubric
Assign points to student matrix as follows:
GPA
Attendance
4.0 3.6 5
Good
10
2.5 3.5 10
Average 5
2.0 2.4
5
Poor
0
Below 2.0 0
TAAS Math Total Learning Index (TLI)
Discipline Problems
91+
5
None
10
80 90
10
Minor 5
70 79
5
Major
0
Below 70 0
Oral Interview
TAAS Reading TLI
Add Scores
0 20
9 I +
5
80 90
10
Written Interview
70 79 5
Great
10
Below 70 0
Average 5
Below Average
2
College
Not Completed
0
First in Family 10
1 Parent 5
Special Needs
2 Parents 0
Single Parent
10
ESL
10
SES
Large Family
10
Free/Reduced 10
Other
10
Not 0
Source: AVID program staff, AISD Office of Advanced Academic Services
Using this rubric, the schools target students who are doing well in many aspects of
school. Targeted students have high TAAS scores, high motivation, regular attendance,
and good self-discipline. Because the targeted students are an elite group in these respects,
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The AVID Program in AISD,2000-2001
it is difficult to compare them with other students groups. In some schools, AVID students
are truly "students in the middle" as the AVID program materials refer to them. However
in some of the AISD schools, these students are unusually strong students.
The AVID program showed substantial growth in the 2000-2001 school year. For
most schools, growth was accomplished through the addition of the next grade level to the
program. Overall, nearly 400 students were enrolled in AVID courses, more than double
the number served in 1999-2000.
Table 1: AVID Program and AISD Demographics 2000-2001
OFID ZagAgai%
klam AVED Maigoft 11
AVE
hods
53% Economically Disadvantaged
56% Hispanic
23% African American
21% White/Other
39% Economically Disadvantaged
40% Hispanic
20% African American
40% White/Other
Source: AISD MIS files
About 56% of the 2000-2001 AVID students are female and about 34% are in
middle school. The program continues to identify proportionately more minorities than
are
found in the district and school populations, as is appropriate for the program design.
Table 2: Number of AVID Students by Campus, 2000-2001
Burnet M.S.
7, 8
2
45
Dobie M.S.
7, 8
2
43
Lamar M.S. 7, 8
2
31
Webb M.S.
7, 8 4
92
Bowie H.S.
9, 10, 11 3
69
Lanier ILLS. 9, 10, 11
3
58
McCallum H.S.
9, 10
2
26
Reagan H.S.
9, 10
2
34
TOTAL
20
398
Source: AISD MIS files
Table 2 shows the growth of the AVID program in the second year of
implementation. Overall, the program more than doubled in size. Most schools added
a
section and a year to accommodate existing participants and start a new class
as well.
Webb Middle School added three new sections of students to meet expanding demand for
the program.
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STUDENT ACHIEVEMENTS
Advanced Classes
The AVID Program in AISD, 2000-2001
Advanced class enrollments in the 2000-2001 school year show that nearly all
AVID program participants have enrolled in advanced courses. In 2000-2001, the average
AVID student was enrolled in two to four advanced courses each during the fall semester.
While AP enrollment has not yet reached the level of honors enrollment, it should be
remembered that AP courses are typically anchored to the
11th and 12th grade levels. Most
of the AVID students are not yet eligible for AP coursework.
Table 3: Advanced Classes Taken by Students in the AVID Program, 2000-01
Sehool
01101's Course
Enir011Mentk
Cilm&
nro ems
N. era
umber
Advan@ed
OU, SGS/ AMID
S111106111
Burnet M.S.
162
0
3.6
Dobie M.S.
87
0
2.0
Lamar M.S.
90
0
2.9
Webb M.S.
152
0
1.7
Bowie H.S.
119
7
1.8
Lanier H.S.
122
6
2.2
McCallum H.S.
51
0
2.0
Reagan H.S.
65
0
1.9
Source: AISD MIS files
Attendance
Under the selection criteria for the program, AVID students are expected to
demonstrate regular attendance as a condition for selection into the program. AVID also
requires high attendance for students to be allowed to remain in the program. Thus high
attendance is a precursor, an expected result and a requirement of the program. At the
same time, the AVID program targets students who are at greater
risk for developing
attendance problems and may help these students to resist attendance problems.
The AVID program provides students with a place to belong. The AVID class,
teachers, and tutors work closely with students, often one-on-one, and create a supportive
atmosphere for achievement in school. AVID students' average daily attendance provides
one indicator of how well the program works. As shown in the
figure below, AVID
students, as a group, are more likely than other students to be in school on a daily basis.
9
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The AVID Program in AISD, 2000-2001
Table 4: Average Attendance Rates of AVID Students by School, 2000-01
Exit TAAS
choo1
r
YAP
MD 26 Yaw AVE AM &Alma
Bowie HS
96.0%
Lanier HS
95.7%
McCallum HS
91.0%
Reagan HS
88.5%
I Burnet MS
97.0%
Dobie MS
91.6%
Lamar MS
96.9%
I Webb MS
91.8%
Source: AISD MIS files
Note: There are no second year students at Lamar or Webb Middle Schools.
95.6%
91.9%
96.4%
93.5%
95.1%
85.1%3
93.5%
86.1%
89.8%
78.4%
92.9%
89.5%
94.4%
93.6%
AVID students performed well on the Exit level TAAS. Table 8 indicates the
performance of AVID 10th graders on the TAAS as compared with that of the school
as a
whole.
Table 5: Exit TAAS Passing Rates for AVID Students and School-wide
Bowie HS
29
28
27 (93)
25 (89)
558
556
533 (96)
509 (92)
Lanier HS
23
23
20 (87)
21 (91)
316
320
246 (78)
251 (78)
McCallum HS
9
9
9 (100)
8 (89)
303
307
283 (93)
284 (93)
Reagan HS
15
16
14 (93)
12 (86)
226
230
142 (63)
146
(63)
Source: AISD MIS files
Capacity and Sustainability
During the 2000-01 school year, participating schools began to integrate AVID into
the school cUltures. As the program doubled in size, all the AVID schools
were able to
create a stable program structure. While in 1999-00 teachers and students shifted in and
out of the program, the picture had changed by the next year. In all schools, a trained AVID
elective teacher was in place throughout the year. Several initiatives
were instituted to
build community across schools. High school teachers from the AVID site teams visited
the AVID elective classes in their vertical team to help students make
course selections and
to welcome them to the program. A "student exchange" was also implemented to allow
AVID students to visit other campuses and share their successes.
3
Two of the eleven second-year students had very low attendance. Their results skewed the total. Not
including these two students, average attendance would be 91.7%. Neither of these students is currently
participating in the AVID program.
10
16
%ST COPY
AVAILABLE
00.20
The AVID Program in AISD, 2000-2001
This process was not without challenge. In one school, students were poorly
selected at the start of 2000-01. Rather than seeking motivated, underachieving students,
the program tended to select students in danger of dropping out of school. The AVID
program specialist teacher found that many of these students were not willing to do the
hard work needed to succeed in advanced classes. These less motivated students were
unable to keep up in advanced classes. In this school, the students were offered the
opportunity to leave the program and approximately half did so. Another, more
appropriate, group was selected to finish out the year.
The CSRD grant for the AVID program brought $503,251 per year to AISD and the
eight participating campuses. On average, this grant amounts to about $53,000 per campus
per year.
If AISD seeks to expand the program beyond the original campuses, a creative
approach will be required to eliminate any unnecessary costs without damaging the
program. These issues will be discussed in more detail in the Future Directions section
below.
Some of the participating high schools have not traditionally offered many
Advanced Placement (AP) or honors courses. As the number of AVID students continues
to increase, these schools will find a need to increase their abilities to offer advanced
courses to students. Especially in the case of AP classes, which require specialized teacher
training, this need will increase the need for funding for teacher training and new materials.
In addition to economic issues, AISD faces other challenges if the program is
integrated into the district. AVID has its strongest influence as a multiyear experience.
Initially, the students are generally unprepared for academic rigor and may fear both failure
and success. Then, the program's strategies for organizing and learning new material are
introduced. These strategies may help the student to succeed, but may also feel unnatural
and forced. According to the AVID specialist teacher, it takes three years for students to
feel comfortable using their new skills and to be confident of their abilities. Yet for some
students, there is no third year. Many of the AVID students on middle school campuses are
tracked to high schools that do not participate in the AVID program. The AVID specialist
teacher reports that these students are frustrated that they must leave the program right
when it becomes most beneficial to them. Because of this issue, the program manager
recommends that the AVID program expand first at the high school level, before adding
many more middle schools.
00.20
The AVID Program in AISD, 2000-2001
FUTURE DIRECTIONS
INTERNAL MODEL FOR AVID
Over the first two years of the program, The Charles A. Dana Center of the
University of Texas provided an AVID specialist teacher to work with the district. This
teacher provided many services to the district and ensured that AVID requirements were
met or exceeded. The specialist teacher provided training to each of the AVID site teams
and to the AVID elective teachers at least six times each through the year. She also acted
as a mentor teacher to the AVID elective teachers with monthly meetings at each school.
The specialist teacher trained tutors for the program and pulled together campus data for
the AVID Center evaluations. At times, she also helped the schools see the need to make
drastic changes, such as beginning the program again at mid-year at one school with new
students and teacher. As helpful as the externally provided specialist teacher has been, her
services have been limited by other duties and the cost has been a major expense for
AISD's program in its first two years.
To increase service to the AVID schools, help new schools initiate the program, and
reduce costs, AISD is seeking to internalize the specialist teacher functions. This new
position, housed in the Department of Advanced Academic Services, would train, mentor,
and guide the AVID campuses in the same way as the UT-based specialist but at a much
reduced cost to AISD.
EXPECTATIONS FOR STUDENT OUTCOMES
Over the next several years, program management expects students to begin to reap
the benefits of their hard work in the AVID program. The 2000-01 school year was the
first with students in grades that are eligible for AP classes. The program specialist expects
that half of the juniors and seniors will enroll in at least one AP course in 2001-02. Over
the next several years, more students will reach that milestone and more of these students
will have been in the program long enough to take the most challenging courses. In 2001-
02, the first group of students will apply to college.
12
00.20
The AVID Progriim in AISD, 2000-2001
RECOMMEN
ATIONS
The AVID program has grown quickly over the last year. Overall, nearly 400
students were enrolled in AVID courses, more than double the number served in 1999-
2000. The program could attempt to double again in 2001-02. By adding the next grade
level and also adding an additional class at the entrance grade level, the program can nearly
double. This will allow AVID schools to better meet the needs of underachieving students
who may otherwise fall through the cracks.
If the AVID program is continued, then the program should be implemented
according to program guidelines. All AVID schools should continue to increase their
abilities to meet AVID program goals with the aim of having all schools eligible for
demonstration status in the next two years. Additional capacity building should be
accomplished through collaboration with other AVID schools in Texas and nationwide;
increasing the efficacy of vertical teams within the district; and modeling AVID processes
for non-AV1D schools in the district.
The AVID program at AISD faces several challenges to sustainability that must still
be addressed. First, some AVID schools have traditionally offered few Advanced
Placement (AP) courses and have often had difficulty filling those courses that were
offered. A successful AVID program is likely to increase demand for these courses.
Unfortunately, AP-trained teachers are also in demand. The school district will need to
secure funding to train teachers already on campus.
In many cases, students are forced to leave the program when transitioning to high
school, due to current feeder patterns. The AVID specialist teacher considers high school
to be the most important time for AVID participation. If AISD
continues to implement
AVID in new schools, high school implementation should be considered first, followed by
implementation in the middle schools that feed into those high schools. Until all middle
school AVID students can feed into an AVID high school, the district should consider
allowing preference for AVID students to transfer into AVID high schools.
13
9
6EST COPY AVAILABLE
APPENDIX A: CERTIFICATION SUMMARIES
20
00.20
The AVID Program in AISD, 2000-2001 Appendix A
THE CHARLES A. DANA CENTER
THE UNIVERSITY OF TEXAS AT AUSTIN
DEV 2.200 2901 North 1H 35 Austin. Twos 78722 (512) 4'71-6190 FAX (512) 232-1855
April 9, 2001
Dr. Pascal D. Forgione, Superintendent
Austin Independent School District
1111 West 61" Street
Austin, Texas 78703-5300
Dear Dr Forgione:
It is my pleasure to inform you that the Advancement Via Individual Determination
(AVID) program at Bowie High School has met or exceeded the requirements of second
year AVID programs and as such has been designated
Certified.
Through a rigorous review process, Bowie High School demonstrated significant
achievement in all eleven AVID Essentials. This is a noteworthy accomplishment
typically found in AVID programs in operation for more than three years.
Enclosed is a copy of the Certification Rating Guide that lists individual scores for each
AVID Essential. If you have any questions or comments please contact me at (512) 475-
8797 or Walter Sherwood, Program Coordinator, at (512) 232-6095.
Again, congratulations to you, your staff, and the school personnel responsible for
making AVID an important part of Austin Independent School District's plan to support
student achievement.
Sincerely,
Charles Powell, Ph.D.
Texas AVID State Director
cc:
Kent Ewing, Principal, Bowie High School
Darlene Westbrook, Deputy Superintendent, Curriculum, Instruction, and
Professional Development
Stan Brein, AVID District Liaison
Rob Gira, AVID Center Program Director for Southwestern States
A-2
00.20
The AVID Program in AISD, 2000-2001 Appendix A
Certification
Indicate the level for each AVID Essential:
ill\
ating Guide
Not AHD
Early Use
Routine Use
Institutionalization
(Level 0)
(Level 1)
(Level 2)
(Level 3)
Essential I
Essential 2
0
Essential 3
Essential 4
LI
Essential. 5,6,7
0
Essential 8
LI
Essential 9
Essential 10
Essential 11
0
LI
EJ
Total:
9
Certification Level Guidelines:
0
0
0
11
Affiliate One or more essentials rated as Not AVID (Level 0)
Certified
All essentials rated at least Early Use (Level 1)
Certified with Distinction All essentials rated at least Routine Use (Level 2) plus
additional criteria found in Appendix A of Pre-Certification Report.
.
Final certification level for 2000/2001:
Certified
Bowie High School
(school name)
047r)
(Lead Certifier)
(Date)
BEST COPY AVAILABLE
A-32 2
00.20
The AVID Program in AISD, 2000-2001 Appendix A
THE CHARLES A. DANA CENTER
THE UNIVERSITY OF TEXAS AT AUSTIN
DEV 2200 2901 North 1H 35 Austin, Texas 78722 (512)
471-6190 FAX (512) 232-1855
April 9, 2001
Dr. Pascal D. Forgione, Superintendent
Austin Independent School District
1111 West 6th Street
Austin, Texas 78703-5300
Dear Dr Forgione:
It is my pleasure to inform you that the Advancement
Via Individual Determination
(AVID) program at Lanier High School has
met or exceeded the requirements of second
year AVID proD-ams and as such has been designated
Certified.
Through a rigorous review process, Lanier High
School demonstrated significant
achievement in all eleven AVID Essentials.
Enclosed is a copy of the Certification Rating Guide
that lists individual scores for each
AVID Essential. If you have
any questions or comments please contact.me at (512) 475-
8797 or Walter Sherwood, Program Coordinator,
at (512) 232-6095.
Again, congratulations to you, your staff, and the school
personnel responsible for
making AVID an important part of Austin Independent
School District's plan to support
student achievement.
Sincerely,
Charles Powell, Ph.D.
Texas AVID State Director
cc:
Patrick Patterson, Principal, Lanier High School
Darlene Westbrook, Deputy Superintendent, Curriculum,
Instruction, and
Professional Development
Stan Brein, AVID District Liaison
Rob Gira, AVID Center Program Director for
Southwestern States
23
00.20
The AVID Program in AISD, 2000-2001 Appendix A
Certification Rating Guide
Indicate the level for each AVID Essential-
Not AVID
(Level 0)
Early Use
(Level I)
Routine Use
Institutionalization
(Level 2)
(Level 3)
Essential .1.
0 0
0
Essential 2
n
0
CD
Essential 3
ri
0
n
Essential 4
0
0
0
Essential 5,6,7
0 0
0
Essential. 8
0
0
0
Essential 9
0
0
0
Essential 10
0
0
0
Essential 11
0
0 0
Total:
7
Certification Level Guidelines:
Affiliate
One or more essentials rated as Not APD (Level 0)
Certified
All essentials rated at least Early Use (Level I)
Certified with Distinction All essentials rated at least Routine Use (Level 2) plus
additional criteria found in Appendix A of Pre-Certification Report.
Final certification level for 2000/2001:
Certified
Lanier High School
(school name)
M1/1_9_
(Lead Certifier)
A-5
/OD
(Date)
00.20
The AVID Program in AISD, 2000-2001 Appendix A
THE CHARLES A. DANA CENTER
THE UNIVERSITY OF TEXAS AT AUSTIN
DEV 2.200 2901 North 1H 35 Austin, Texas 78722 (512) 471-6190 FAX (512) 232-1855
April 9, 2001
Dr. Pascal D. Forgione, Superintendent
Austin Independent School District
1111 West 6th Street
Austin, Texas 78703-5300
Dear Dr Forgione:
It is my pleasure to inform you that the Advancement Via Individual Determination
(AVID) program at McCallum High Schaal has met or exceeded the requirements of
second year AVID programs and as such has been designated Certified.
Through a rigorous review process, McCallum High School demonstrated significant
achievement in all eleven AVID Essentials.
Enclosed is a copy of the Certification Rating Guide that lists individual scores for each
AVID Essential. If you have any questions or comments please contact me at (512) 475-
8797 or Walter Sherwood, Program Coordinator, at (512) 232-6095.
Attain, congratulations to you, your staff, and the school personnel responsible for
making AVID an important part of Austin Independent School District's plan to support
student achievement
Sincerely,
Charles Powell, Ph.D.
Texas AVID State Director
cc:
Shelly Pittman, Principal, McCallum Hid School
Darlene Westbrook, Deputy Superintendent, Curriculum, Instruction, and
Professional Development
Stan Brein, AVID District Liaison
Rob Gira, AVID Center Program Director for Southwestern States
00.20 The AVID Program in A1SD. 2000-2001 Appendix A
Certification Rating Guide
Indicate the level for each AVID Essential:
Essential 1
Essential 2
Essential 3
Essential 4
Not AVID
(Level 0)
Early Use
1Level I)
Routine Use
iLevel_2)
is
0
Eg
ED
Institutionalization
(Level 3)
0
n
L._,
0
0
n
031
0
0
0
0
0
0
Essential 5,6,7
0 El
0
0
Essential 8
0.
1:1
23
0
Essential 9
0
0
0
0
Essential 10
0
n
tE1
0
Essential 11
0
ro
0
,__,
Total:
4
5
Certification Level Guidelines:
AffiliateOne or more essentials rated as Not AVID (Level 0)
Certified
All essentials rated at least Early Use (Level I)
Certified with Distinction
All essentials rated at least Routine Use (Level 2) plus
additional criteria found in Appendix A of Pre-Certification Report.
Final certification level for 2000/2001:
Certified
McCallum High School
(school name)
(Lead Certifier)
2 6
A-7
gle
0/
(Date)
00.20
The AVID Program in AISD_2000-200I Appendix A
THE CHARLES A. DANA CENTER
THE UNIVERSITY OF TEXAS AT AUSTIN
DEV 2.200 2901 North 1H 35 Austin, Texas 78722 512- 471-6190 FAX 512-
232-1855
April 9, 2001
Dr. Pascal D. Forgione, Superintendent
Austin Independent School District
1111 West 6th Street
Austin, Texas 78703-5300
Dear Dr Fo4one:
It is my pleasure to inform you that the Advancement Via Individual Determination
(AVID) program at Reagan High School has met or exceeded the requirements of
second year AVID programs and as such has been designated Certified.
Through a rigorous review process, Reagan High School demonstrated significant
achievement in all eleven AVID Essentials.
Enclosed is a copy of the Certification Rating Guide that lists individual
scores for each
AVM Essential. If you have any questions or comments please contacf
me at (512) 475-
8797 or Walter Sherwood, Program Coordinator, at (512) 232-6095.
Again, congratulations to you, your staff, and the school personnel responsible for
making AVID an important part of Austin Independent School District's plan
to support
student achievement.
Sincerely,
Charles Powell, Ph.D.'
Texas AVID State Director
cc:
Annette Scott, Principal, Reagan Hiet School
Darlene Westbrook, Deputy Superintendent, Curriculum, Instruction, and
Professional Development
Stan Brein, AVID District Liaison
Rob Gira, AVID Center Program Director for Southwestern States
`1EST COPY AVAILABLE
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00.20
The AVID Program in AISD. 2000-2001 Appendix A
Certification
Indicate the level for each AVID Essential:
ating Guide
Essential 1
Essential 2
Essential 3
Essential 4
Essential. 5,6;7
Essential 8
Essential 9
Essential 10
Essential 11
Total:
Not AVID
(Level 0)
Early Use
(Level I)
Routine Use
(Level 2)
Institutionalization
(Level 3)
0
Li
LI
0
0
0
0
0
0
0
1.14
IED
8
0
0
0
121
0
0
0
0
0
Certification Level Guidelines:
Affiliate One or more essentials rated as Not AVID (Level 0)
Certified All essentials rated at least Early Use (Level I)
Certified with Distinction All essentials rated at least Routine Use (Level 2) plus
additional criteria found in APPendix A of Pre-Certification Report.
Final certification level for 2000/2001:
Certified
Ream High School
(school name)
GL4V
(Lead Certifier)
A-9
2 8
11 10 0 /
(Date)
00.20
The AVID Program in AISD. 2000-2001 Appendix A
THE CHARLES A. DANA CENTER
THE UNIVERSITY OF TEXAS AT AUSTIN
DEV 2.200 . 2901 North 1H 35 -Austin, Texas 78722 512- 471-6190 FAX 512- 232-1855
April 9, 2001
Dr. Pascal D. Forgione, Superintendent
Austin Independent School District
1111 West e Street
Austin, Texas 78703-5300
Dear Dr Forgione:
It is my pleasure to inform you that the Advancement Via Individual Determination
(AVID) program at Burnet Middle School has met or exceeded the requirements of
second year AVID programs and as such has been designated
Certified.
Through a rigorous review process, Burnet Middle School demonstrated significant
achievement in all eleven AVID Essentials.
Enclosed is a copy of the Certification Rating Guide that lists individual scores for each
AVID Essential. If you have any questions or comments please contact me at (512) 475-
8797 or Walter Sherwood, Program Coordinator, at (512) 232-6095.
Again, congratulations to you, your staff, and the school personnel responsible for
making AVID an important part of Austin Independent School District's plan to support
student achievement.
Sincerely,
Charles Powell, Ph.D.
Texas AVID State Director
cc:
Linda Van Horne, Principal, Burnet Middle School
Darlene Westbrook, Deputy Superintendent, Curriculum, Instruction, and
Professional Development
Stan Brein, AVID District Liaison
Rob Gira, AVID Center Program Director for Southwestern States
00.20 The AVID Program in AISD, 2000-2001 Appendix A
Certificatio
Indicate the level for each AVID Essential:
Rating Guide
Not AVID
(Level 0)
Early Use
(Level 1)
Routine Use
(Level 2)
hzstitutionalization
a,evel
Essential 1
0
0
0
Essential 2
0
Essential 3
0
0
Essential 4
0
0
Essential 5,6,7 0
o
0
Essential 8
0
0
0
Essential 9
0
14
0
Essential 10
0
0
Essential 11
0
Total:
4
5
Certification Level Guidelines:
Affiliate One or more essentials rated as Not AVID (Level 0)
Certified
All essentials rated at least Early Use (Level I)
Certified with Distinction
All essentials rated at least Routine Use (Level 2) plus
additional criteria found in Appendix A of Pre-Certification Report.
Final certification level for 2000/2001:
Certified
Burnet Middle School
(school name)
(Lead Certifier)
30
A-11
(Date)
00.20
The AVID Program in AISD. 2000-2001 Appendix A
THE CHARLES A. DANA CENTER
THE UNIVERSITY OF TEXAS AT AUSTIN
DEV 2.200 2901 North Hi 35 -Austin, Attis 78722 512- 471-6190 FAX
512- 232-1855
April 9, 2001
Dr. Pascal D. Forgione, Superintendent
Austin Independent School District
1111 West 6th Street
Austin, Texas 78703-5300
Dear Dr Forgione:
It is my pleasure to inform you that the Advancement Via Individual Determination
(AVID) program at Dobie Middle School has met or exceeded the requirements of
second year AVID programs and as such has been designated
Cerfified.
Through a rigorous review process, Dobie Middle School demonstrated achievement in
ail eleven AVID Essentials.
Enclosed is a copy of the Certification Rating Guide that lists individual
scores for each
AVID Essential. If you have any questions or comments please contact
me at (512) 475-
8797 or Walter Sherwood, Program Coordinator, at (512) 232-6095.
Again, congratulations to you, your staff, and the school personnel responsible for
making AVID an important part of Austin Independent School District's plan
to support
student achievement
Sincerely,
Charles Powell, Ph.D.
Texas AVID State Director
CC:
Yvonne Johnson, Principal, Dobie Middle School
Darlene Westbrook, Deputy Director for Curriculum, Instruction, and
Professional Development
Stan Brein, AVID District Liaison
Rob Gira, AVID Center Program Director for Southwestern States
31
00.20
The AVID Program in AISD. 2000-2001 Appendix A
Certification Rating Guide
Indicate the level for each AVID Essential:
Not AVID
(Level 0)
Early Use
(Level I)
Routine Use
(Level 2)
Institutionalization
(Level 3)
Essential 1
0
0
0
0
Essential 2
0
0
0
f 1
Essential 3
Essential 4
Essential 5,6,7
,
u
,-,
Li
0
0
0
0
0
0
0
0
n
n
Essential 8
0 0
0
0
Essential 9
0
0
0
0
Essential 10
0
0
0
Essential 11
0
0
n
n
Total:
6
3
0
Certification Level Guidelines:
Affiliate One or more essentials rated as Not AVID (Level 0)
Certified
All essentials rated at least Early Use (Level I)
Certified with Distinction
All essentials rated at least Routine Use (Level 2) plus
additional criteria found in Appendix A of Pre-Certification Report.
Final certification level for 2000/2001:
Certified
Dobie Middle School
(school name)
6/1-ezr)
(Lead Certifier)
A-13
32
0 /
(Date)
00.20
The AVID Program in AISD, 2000-2001 Appendix A
THE CHARLES A. DANA CENTER
THE UNIVERSITY OF TEXAS AT AUSTIN
DEV 2.200 2901 North 1H 35 Austin, Texas 78722 512- 471-6190
FAX 512- 232-1855
April 9, 2001
Dr. Pascal D. Forgione, Superintendent
Austin Independent School District
1111 West 6,1 Street
Austin, Texas 78703-5300
Dear Dr Forgione:
It is my pleasure to inform you that the Advancement Via Individual Determination
(AVID) program at Lamar Midtlle School has met
or exceeded the requirements of
second year AVID programs and as such has been desigiated
Certified.
Through a rigorous review process, Lamar Middle School demonstrated
significant
achievement in all eleven AVID Essentials
Enclosed is a copy of the Certification Rating Guide that lists individual
scores for each
AVID Essential. If you have any questions or comments please
contact me at (512) 475-
8797 or Walter Sherwood, Program Coordinator, at (512) 232-6095.
Again, congratulations to you, your staff, and the school personnel responsible
for
making AVID an important part of Austin Independent School District's
plan to support
student achievement.
Sincerely,
Charles Powell, Ph.D.
Texas AVID State Director
cc:
Patti Lyle, Principal, Lamar Middle School
Darlene Westbrook, Deputy Superintendent, Curriculum, Instruction,
and
Professional Development
Stan Brein, AVID District Liaison
Rob Gira, AVID Center Program Director for Southwestern States
BEST COPY AVAILABLE
00.20
The AVID Program in AISD, 2000-2001 Appendix A
Certification Rating Guide
Indicate the level for each AVID Essential:
Not AVID
(Level 0)
Early Use
(Level 1)
Routine Use
Institutionalization
(Level 2)
(Level 3)
Essential 1 0
ci
Essential 2
0
Essential 3
Essential 4
0
ci
Essential 5,6,7 0 ci
Essential 8 0 Ezt
Essential 9 0
o
Essential 10 0
o
Essential 11
0
Total: 2
6
Certification Level Guidelines:
Affiliate One or more essentials rated as Not AYID (Level 0)
Certified All essentials rated at least Early Use (Level I)
Certified with DistinctionAll essentials rated at least Routine Use (Level 2) plus
additional criteria found in Appendix A of Pre-Certification Report.
Final certification level for 2000/2001:
Certified
Lamar Middle School
(school name)
(Lead Certifier)
A-15
-d/
(Date)
'''EST COPY
AVAILABLE
00.20
The AVID Program in AISD, 2000-2001 Appendix A
THE CHARLES A. DANA CENTER
THE UNIVERSITY OF TEXAS AT AUSTIN
DEV 2.200 - 2901 North IH 35 -Austin, Texas
78722 - 512- 471-6190 FAX 512- 232-1855
April 9, 2001
Dr. Pascal D. Forgione, Superintendent
Austin Independent School District
1111 West 6th Street
Austin, Texas 78703-5300
Dear Dr Forgione:
It is my pleasure to inform you that the Advancement
Via Individual Determination
(AVID) program at Webb Middle School has
met or exceeded the requirements of
second year AVID prowams and as such has been
designated
Certified.
Through a rigorous review process, Webb Middle
School demonstrated significant
achievement in all eleven AVID Essentials. This is
a noteworthy accomplishment
typically found in AVID programs in operation for
more than three years.
Enclosed is a copy of the Certification Rating Guide that
lists individual scores for each
AVID Essential. If you have any questions
or comments please contact me at (512) 475-
8797 or Walter Sherwood, Program Coordinator,
at (512) 232-6095.
Again, congratulations to you, your staff, and the school
personnel responsible for
making AVID an important part of Austin Independent
School District's plan to support
student achievement.
Sincerely,
Charles Powell, Ph.D.
Texas AVID State Director
cc:
Carol Chapman, Principal, Webb Middle School
Darlene Westbrook, Deputy Superintendent, Curriculum,
Instruction, and
Professional Development
Stan Brein, AVID District Liaison
Rob Gira, AVID Center Program Director for
Southwestern States
A-16
AUSTIN INDEPENDENT SCHOOL DISTRICT
Division of Accountability and Information Systems
Joy McLarty, Ph.D.
Office of Program Ev uation
Holly Williams, Ph.D.
Author
Kim Johnson Oswald, M.S.
Programmer
Veda Raju
qop-.11,
41111P
Board of Trustees
Kathy Rider, President
Doyle Valdez, Vice President
Loretta Edelen, Secretary
Johna Edwards
Olga Garza
Rudy Montoya
Ingrid Taylor
Ave Wahrmund
Patricia Whiteside
Superintendent of Schools
Pascal D. Forgione, Jr., Ph.D.
Publication 00.20
March, 2002
U.S. Department of Education
Office of Educational Research and Improvement (OERI)
National Library of Education (NLE)
Educational Resources Information Center (ERIC)
NOTICE
Reproduction Basis
T1 034154
ERIC
This document is covered by a signed "Reproduction Release
(Blanket)" form (on file within the ERIC system), encompassing all
or classes of documents from its source organization and, therefore,
does not require a "Specific Document" Release form.
This document is Federally-funded, or carries its own permission to
reproduce, or is otherwise in the public domain and, therefore, may
be reproduced by ERIC without a signed Reproduction Release form
(either "Specific Document" or "Blanket").
EFF-089 (3/2000)
