Across the country, districts are exploring how to better prepare students for the full range of postsecondary opportunities—college, workforce training, military service, apprenticeships, and high‑demand careers. Some of the most powerful solutions come from aligning programs that have traditionally operated separately. 

In Washington State, districts are beginning to find success by reclassifying AVID as a Career and Technical Education (CTE) course. Bellingham School District pioneered this work and opened the door for others to follow (learn about their experience). Building on that foundation, Bremerton School District took the next step. When AVID District Director and CTE Director Melissa Rohr recognized how closely AVID’s foundational skills aligned with what local industry partners were asking for, she led a systemwide effort to bring the programs together. The result was a shift that expanded student access, strengthened CTE pathways, and allowed more students to keep the supports that mattered most. 

Bremerton's story shows how AVID and CTE together equip students with the technical, academic, and workplace skills to thrive in any postsecondary path they choose. 

The Natural Intersection Between AVID and CTE 

Rohr’s “aha” moment came as she visited AVID classrooms and saw students practicing exactly the skills her industry partners asked for again and again: 

• Collaboration

• Communication 

• Leadership 

• Self‑management 

• Problem‑solving 

“They were the same durable skills and the same career exploration that we want in CTE,” she shared. “Everything employers were requesting, AVID students were already doing.” 

She knew immediately that this wasn’t a coincidence. It was a natural intersection. AVID builds foundational life and workplace skills. CTE offers the technical depth and hands‑on experience tied to high-demand careers. Together, they create a complete preparation ecosystem. 

A Schedule Problem That Needed a Systemic Solution 

Washington State requires students to complete 24 credits to graduate. In Bremerton, a traditional schedule gives students six class periods per term, leaving little room for electives and almost none for support courses. 

Melissa saw a recurring pattern. Students deeply valued AVID and wanted to stay in the elective, but remaining enrolled meant they often couldn’t take essential CTE courses required for graduation pathways. Some resorted to online classes to make it work, which meant the district lost CTE funding and students lost in-person instruction they actually wanted. 

“They didn’t want to give up AVID,” she said. “But there just wasn’t room.” 

Instead of forcing students to choose between foundational support and technical preparation, Melissa and her team pursued a different path: Make AVID a CTE course. 

It Strengthened Everything 

The solution was simple in concept but required careful planning: Reclassify the AVID elective as part of the district’s CTE program. 

By doing so, Bremerton: 

• Gave students room in their schedules to keep AVID and pursue CTE courses.

• Protected CTE funding that had previously been lost to required classes taken online.

• Helped more students complete CTE graduation pathways.

• Connected AVID learning directly to students’ technical coursework and career interests. 

The result? Students weren’t just staying in AVID. They were taking more advanced courses like Biomedical Science, AP Environmental Science, and Human Anatomy because AVID gave them the readiness and support they needed to succeed. 

“Making AVID CTE opened things up so our students could keep their support and take more rigorous classes,” Melissa said. “It strengthened everything.” 

AVID Routines For Real-World Readiness 

Rohr emphasizes that AVID’s core routines, particularly tutorials and financial planning, play a powerful role in deepening CTE learning and preparing students for real‑world expectations. 

“The tutorial is the magic,” she said. “Students learn to articulate a problem, work through it as a team, and support one another without giving away the answer. That’s exactly what employers want to see—learners who can collaborate, communicate clearly, and persist through challenges.” 

She sees the same impact in AVID’s financial literacy work. Over four years, students set goals, budget, and plan ahead for the life they’re building. It’s not just about preparing for postsecondary paths, Rohr emphasized, it helps them navigate the realities they’re already managing as teenagers and future professionals. 

Advice for Districts Considering This Path 

• Know your certification requirements. 
  Washington requires AVID teachers to obtain CTE certification—either through prior technical teaching experience or through one of several state-approved programs. 

• Talk with your district leaders early. 
  Conditional certifications can impact seniority and placement, so alignment on process matters. 

• Bring your CTE director into the conversation. 
  This work must integrate with existing frameworks, advisory committees, and industry partner expectations. 

• Engage your advisory councils. 
  Industry partners should validate the skills students gain in AVID as aligned with workplace needs. 

• Start small, then scale. 
  Bremerton began with a single AVID class and expanded to all grades over time. 

Learn more about the AVID and CTE Connection: 

Watch the full webinar about Bremerton’s Experience 

Watch the webinar about Bellingham School District’s (WA) Experience 

Existing partners, talk with your Implementation Strategist. 

Potential partners, talk with a Partner Engagement Manager.