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Teachers have been so overwhelmed with learning how to teach in the virtual environment, that they are focused on those that do come, those that do the work. Some are locked into old ways of doing things and struggling to find pathways for success for students who don't come, or don't engage. They struggle when coaching conversations turn to those students and how we can re-engage them.

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Parent to teacher and specialist to teacher. 

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Parent to teacher and specialist to teacher. 

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These two areas present the biggest barriers for us in our building. The two way communication between school personnel and parents is a struggle with a large portion of our population having a language other than English as their langauge of correspondence. We do a good job of getting out information with our multilingual staff but the difficulty is more related to being able to solicit parent input and response for our more marginalized populations. We struggle to get them to attend conferences and to have conversations that could develop more relational capacity between parents and school staff. Regarding the teachers to specialists barrier, I see that as more of a systems issue where the large size of our building means that there are often many gears working that are not necessarily connected to each other. A a an example, a behavior specialist may make contact with a student's parent and then a counselor will call that same parent with a completely different message. This can create barriers.

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I work with ESL students K-1. Besides the obvious language barriers (often with the use of idioms), the students at that age often can't appropriately read non-verbal cues (90?% of communication) and the cues are also filtered through their cultural differences.

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Sometimes, this year especially, incoming freshman will come with what feels like a significant knowledge deficit. Like so many of their past experiences with school systems have left them so world wary and frustrated that it takes significant investing in relationships to even break even so as to building a knowledge fund. When this is the case, I find that sometimes students' insecurity will result in very confrontational energy.

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Barrier:  it tends not to be teachers who are unwilling to release students for ongoing participation in opportunities for more challenge or to follow an interest.  There is an insistence on mastery that keeps students trapped in their core curricular lessons even if they demonstrate that they need less time or repetition to learn the content.

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Barrier:  it tends not to be teachers who are unwilling to release students for ongoing participation in opportunities for more challenge or to follow an interest.  There is an insistence on mastery that keeps students trapped in their core curricular lessons even if they demonstrate that they need less time or repetition to learn the content.

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Barrier:  Constraints on teachers prevent many of the engaging approaches that lift real student choice.  Increasingly, how teachers spend their time is directed, and planning blocks are consumed by assigned tasks.  We undervalue play-based and interest-based learning opportunities (this is also true for grades 3-5)

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Barrier:  Constraints on teachers prevent many of the engaging approaches that lift real student choice.  Increasingly, how teachers spend their time is directed, and planning blocks are consumed by assigned tasks.  We undervalue play-based and interest-based learning opportunities (this is also true for grades 3-5)

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Counselors hesitation to eliminate barriers 

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Counselors hesitation to eliminate barriers 

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Often, our counselors are not aware of the significant support that AVID students have to suceed in AP and Honors courses. Certain ones tend to discourage our "average" kids from taking on the challenge of a rigorous course, especially our students of color and those facing poverty challenges.
My solution is information/data. I send students in loaded with data to support the choices they are requesting. I also become the first line of defense for the students with our AP teachers. This almost eliminates the emails to counslors about struggling AP AVID students. This team of student, AP Teacher, and AET becomes strong enough to overcome most challenges and cousleors begin to hear more about the Vicories than the struggles.

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Serving in a coaching-type role, our hours are spread across two schools and many classrooms.  I try to connect with teachers and community liaison colleagues to build family and student ties.

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I try to be very effective with my communication with parents, but I cannot control whether they read what I send. I don't send long messages and I try to make it visually easy to see info, but I still have parents who will reply to the message with the link they need asking for the link.

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Building community/trust can be difficult for student to student conversations (possibly lack of empathy) ?

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I work as part of a specialized team in a large school district. At the building and district team level I feel supported by my principal and colleagues but I often find communication (regarding our area of expertise) from district administration opaque. This lack of clarity and communication has introduced challenges in my interactions with families seeking to understand our teaching and learning decisions. 

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I work as part of a specialized team in a large school district. At the building and district team level I feel supported by my principal and colleagues but I often find communication (regarding our area of expertise) from district administration opaque. This lack of clarity and communication has introduced challenges in my interactions with families seeking to understand our teaching and learning decisions. 

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Barrier: Large class sizes make it more challenging to set up meaningful conversations/dialogue with both students and families. Beyond the sheer numbers, scheduling, having support staff available, working out home visits, etc. is all well worth it, but time consuming, especially as numbers get bigger and bigger.

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Barrier: Large class sizes make it more challenging to set up meaningful conversations/dialogue with both students and families. Beyond the sheer numbers, scheduling, having support staff available, working out home visits, etc. is all well worth it, but time consuming, especially as numbers get bigger and bigger.

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In our high school, it's been tough work trying to foster relationships between parents & teachers. We've worked hard at it over the years, and we now have a budding AVID booster group to show for it. Our next steps include getting more parent involvement & parent education so that they know what our AVID goals are and how we can support their students.

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Older students are sometimes more stuck in a single way of thinking & creativity is tougher to cultivate with them. Many are less willing to take risks to learn something new.

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Many of my students are second language learners and need additional time to process material. They are not as willing to participate in discussions and activities due to the language issues. There families are also less likely to participate in school functions for this same reason.

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Parents not feeling included due to language barriers.

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Middle school students are not always enthusiastic to have their families on campus when family engagement is welcomed.