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Provide a welcome package for each new site that could include:
- AVID Mission Poster
- AVID Framework Poster
- AVID Pennant
- AVID Pencil (1 pack)
- AVID Pens (1 pack)

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We need to work on the protocol for our contract process. The deadline needs to be pushed up to earlier in the spring semester in order to meet PL deadlines. Communication is not streamlined or clear for internal people like PMs who are sometimes kept in the loop.

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Standard objections we receive from districts for example determining roles and responsibilities, growth mindset, making changes.

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CoPs: We've reduced the number of CoP offerings and our long-term partners are running out of PL options to take.

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Demo-we need two lists. A list of schools that complete the Self Evaluation and are in the process of being coached, and a different list of sites that have completed the coaching and are ready for the Level 3 visit.

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How do we rethink our approach to bringing new partners in?

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Site Visits need to be intentional and purposeful. What is our reason for being there? This should be discussed and planned for prior to AVID staff arriving at campus to maximize the visit.

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- Unresponsive DD
- Potential Gatekeep issues
- Contract processes and procurement which can possibly impact onboarding
- The implementation structures vary throughout different districts, states, and regions (depth of knowledge of PMs, preparation of team to combat the different situations presented to us, put the AVID jigsaw puzzle together)
- What AVID is and what AVID does messaging alignment and understanding by partners (AC and districts must assess talent and intensity of commitment)

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There is a need for providing PM with updated materials for supporting conversations around data.

Training for Regions on the new Data Reporting Site

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-Tap into principals for these events.
-Fostering partner relationships beyond the DD.
-Outreach now!

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How do we support our districts when the DD is MIA or absent?

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Planning year protocols/systems and aligned "to-do's" to guide the year prior to implementation to ensure a successful year 1.

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Can we standardize our process, create a unity process for onboarding districts/sites? Comprehensive, decreasing variability.

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MIA DDs

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Due to educator turnover, could there be a new model for how to support a school who trained someone in year 1, but then needs to train a new person due to turn over (consider our ADL model turnover).

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"How to" video for implementation as a preview to support the Implementation Guide

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We aren't currently in the habit of anticipating and being proactive about upcoming seasons of partner support needs.

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We can't get to all of the sites, and we know that, so how can we support all sites in other ways besides visits? Visits need to be purposeful.

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What does the conversation between DDS and instructional Specialists look like? How can we help make those connections explicit?

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RE: DD  training
What will the shift in DDL training  look like?
How will it accomplish strong choices for new DDs, for veteran as well as New districts?

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A major barrier is the educator turnover in schools.

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Misconceptions and prior experiences sometimes discolor a partners perception of what AVID is, and it's purpose... How do we get them back on track?

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How can we better get feedback from our partners? Surveys? Focus Groups, etc?

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What is the timeline for aligning the CCI to the CCR Framework?

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Is there a way for us to have a formal commitment from the building level leader/principal during the learning phase?

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-Perhaps a skills focused document that partners have more flexibility in what is "preparing for college/CCR ready (e.g., CTE, Dual Enrollment).

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How do we ensure that we are utilizing all of our demo and showcase sites as true centers of teaching and learning?

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Encourage DDs to tier their schools for support. Who are the high flyers? Which sites need more support? That helps us prioritize our site visits. Once they have tiered their schools, then we can talk about what support might look like.

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Sponsorships (like the Nike grant in Oregon) and partnerships with major corporations would be good to look at more closely and tap into.

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Year-long learning--learning is not just going to an event, but having ongoing support of learning the intent of strategies.
Possible networking sessions to support the learning.

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AVID Essential Skills developed through the use of WICOR strategies
Data-Driven Showcases - move away from AVID Journey towards Data-driven Showcases and/or Site Team Showcases

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How do we leverage our teammates from other departments to collaboratively engage in this work?

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Create an AVID Elementary Leadership CoP using the AVID Elementary Leadership virtual training offered last year to support the VERY DIFFERENT needs of AVID implementation between elementary and secondary.

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AVID runs on our own timeline instead of thinking about what our partners' timelines are. A barrier is our inflexibility with our timeline.

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Can we examine if there is a different impact for the work we do virtually vs. face to face? We have anecdotal ideas of what aspects of our work are more impactful in one format or another--but do we have evidence from which to determine themes and therefore make recommendations or best practices from?

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- Cleaner data/lists for PEMs to identify non-AVID partners.
- Showcases are mostly attended by current AVID partners.
- "Over-marketing" to current AVID partners.
- Website/MyAVID isn't an effective marketing tool.
- We need to discover more about the journey from interest to implementing - what is working? How can we collect data on this?

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Growing leaders in ALL of the four domains--how do we support administrators who may not be instructional leaders, or who may not have systems in place to support the work.

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ROI and data points identified to ensure retention with districts [time, talent, treasure($)]
- Student outcomes
- Financial resources
- Staff Commitment and Transition
- Value & Impact
- Schoolwide vs Elective Impact
- Commitment vs Compliance

How quickly can educators transition their talents to impact student outcomes?

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For internal and external partners - there is such a large volume of information to consume about each and every thing. For SI, for example, we send out so much communication that answers any question they might possibly have but it's not translating to partners being more informed on the ground.

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Lack of resources and training/CoP options to support fidelity of implementation for Site Coordinators, AVID Elementary leadership, and district leadership teams

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Purposeful Site Visits-Some regions are beginning to determine what this looks like. Some regions were doing some intentional work around bringing in leaders, training them, asking them if they are seeing the things they are hoping to see through AVID Implementation, and if not, what type of support is needed. Part of this included site visits and calibration of observations.

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-How can we support a model that is more geared to state/district needs?
-Elementary AVID systems not aligned to district needs (are they benefiting the district)?
-Perhaps more a skills based alignment-that could connect with the CCR.

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Need for a clearer vision of what it "looks" like for a DD to do the job.
a vision beyond the 1/5 year ADL path; perhaps 5 years.

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Contracts: often the contract contact is unfamiliar with AVID and does not have a relationship with AVID. The communication they receive from contracts needs finessing with an understanding that it is shaping the perception the contract contact has of AVID.

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Creating sponsorships and co-sponsorships to get the brand out there

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How do we buiild site support so that it strengthens our relationships with district directors and supports growth in coaching towards quality implementation within their role in the district?

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Could contracts provide partners with office hours during the agreement request process?

Could contracts wok with marketing on the partner facing messaging?

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Site Teams need 90 Day Plans and not goals.

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Timing of bringing on new schools and districts so we ensure there is enough time to "learn" what they need for implementing with fidelity.

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How do we continue to differentiate and support, with all of the resources we have?
The new site support is robust, but established districts (8-12 year mark) need resources to deepen their work and understanding in order to provide support that helps sustain the AVID passion.

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- Expanding our impact through legislation/policy
- Growth/Expansion Strategic Planning >> new districts create multi-year strategic plans to support reaching Y5 of implementation
- Targeted outreach to additional stakeholders with direct influence over budget
- Partnering w/ podcasters to spread the word about AVID
- Celebrating districts that reach milestones (e.g. "Red Carpet" districts) and identifying AVID sites using our logo
- Pop-up in MyAVID that allows for role clean-up each year

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Intentional Planning (data driven implementation)
Quality Insurance (diagnostic)
Strong Site Team / Leadership
Build Partner Relationship

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Disengaged, ineffective District Directors, lack of relational capacity within district.

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Re: Implementation
Stronger, deeper process for handing the "managing" of a new program to a new partner/ DD.

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The importance of District Directors being engaged in PL and the work in order to transfer responsibility and ownership of implementation using GRR.

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Relationships

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-CCI aligned with AVID but not necessarily for sites/districts.
-Might not be collecting right data, make it more meaningful.
-CCI is cumbersome and not aligned for many partners.
-Not a great return in investment.

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"How to" is a theme across everything.

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The new DDL 1 will help districts identify the best person/people to be the DD.

Visit with new districts early and often.

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Support for new districts involved in the DDL process (having a team of leaders involved from the very beginning). How can we engage this group from the start, and how does our support shift knowing that we have a broader understanding from the very beginning?

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Who is responsible for updating resources in MyAVID? How are we continually improving MyAVID to help partners easily navigate and use the resources?

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Really holding this up as a one-stop-shop resource for DDs for on-demand resources

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Intentional partnership between PMs and PEMs

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Clarification on what constitutes "hidden curriculum" from the Western Region Learning slide?

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We need name recognition - why isn’t AVID going out and putting our name out there into the community via foundations (co-sponsorships) & community-centric events

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5 Year outlook instead of year by year view

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Review contract and refine the processes to include a personal connection between Contracts, PEMs, and partners.

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Providing partners short "how-to" videos to help navigate my.avid and other...

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Alumni and sporting events to promote awareness of AVID.

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It would be great to have a PowerPoint Template that is nice and professional that can be customized when presenting to Superintendents, Cabinet or District Leadership. This would allow us to add site/district data to enhance understanding.

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Helping our partners better use our resources (RESOURCE AWARENESS)
The Where, What and How to use them.

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PEM continuous involvement in year 1 so there are multiple touchpoints for partners.

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Getting the right people to the onboarding meeting/opportunities. Getting the right person/people in the role of DD

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Professional Learning opportunities for stakeholders beyond the classroom--perhaps having a one day for parents, family, community members, secretaries, tutors,

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How will we be sharing the DDL model with our partners? Will PMs and PEMs be working closely to make sure our partners have a deep understanding of AVID implementation from the moment they engage in the DDL training?

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How PEMs are used and how else they could be a support for this work in Regions was mentioned across the REgions

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Developing an aligned transition process for onboarding districts to transfer responsibility from PEM to PM

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Shared Vision
- AVID is for all
- Connections between Framework and goals
- Establishment of intended outcomes to ensure alignment

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Who is driving the implementation at the district? How is that information being communicated? Clarity around the roles in the district. Is implementation being driven top down or bottom up?

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-How can we onboard differently for more long term success?
-DD selection not always a good fit/position, yet the partner is the "customer" so....

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Partnership with local Credit Union to support a path Training
Partner also hosted leadership seminars with students--invested not only with AVID students, but also invested in how AVID can support the schools

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Re: Contracts
Timeliness of the process and the need for communication.
Clear expectations and streamline the process for all: partners, program staff, PEMs, etc.

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So much of what we support with managing might be better accomplished with a more comprehensive and effective onboarding, as well as on-demand support/learning resources that partners could access?

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-Selection of DDs
-Impacts everything
-Consideration of five year mark

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Purposeful Site Visits encourage partners to visit classrooms so they can see the benefits of AVID.

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Simplify and connect to goals and processes already established. How to dig deeper and raise the rigor with these processes.

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Intentional, targeted professional learning to address district needs and revisiting learning through site accountability and on-going professional learning.

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PLAN. DO. STUDY. ACT. - keep reviewing the cycle - make one of these the premise of each mtg with partners

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Spreading the stakeholders around (in addition to site leaders, adding community leaders)
Adding community members to showcases so that they get an understanding of what AVID is and the impact it has

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Strategically planning for expansion. Looking at the context of the districts and identifying where there is need for elementary or feeder pattern. Multi year progression.

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- Finding additional avenues for "marketing" AVID and expanding our outreach
- Showcases are a powerful tool (with existing partners and prospective districts)
- Onboarding for new sites is an area of opportunity (AVID as a specific solution/diagnostic approaches to supporting new partners)
- Sporting events as a promotional tool/community outreach and way of providing students with "opportunity knowledge"
- Partnering w/ PEMs

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Building relational capacity with partners to solidify trust

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What are the benefits of membership? What are some of the resources that AVID provides during the first year that will set sites up for success to building capacity in years 2+

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Road Shows provide a sampling of AVID to guest stakeholders. This is happening in CR and ER currently.

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Earlier transition from PEM to PM.

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How do we shift understanding, knowledge and use of this important implementation tool so that it can beneficial for implementation at all levels?

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Ongoing professional for US, as partner-facing staff staff. Making it a systemic support.

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Incorporating District Leaders and providing A+ training opportunities to ensure implementation and sustaining of AVID.

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Increased in PEM involvement in year 1st and 2nd years (continued work on the transition from PEM to PM).

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Making sure district, people attending PL, and the DD understand the WHY of AVID.