M/J AVID 7th & Career Planning   (#1700125)

Version Description

Advancement Via Individual Determination (AVID) is offered as an academic elective course that prepares students for college readiness and success. AVID is scheduled during the regular school day as a year-long course. Each week students receive instruction utilizing a rigorous college preparatory curriculum provided by AVID Center, tutor-facilitated study groups, motivational activities and academic survival skills. In AVID, students participate in activities that incorporate strategies focused on writing, inquiry, collaboration, and reading to support their academic growth.

The seventh grade AVID Elective course builds upon the components of the AVID philosophy. Students will refine short- and long-term goals, and as a result, begin to understand the value in taking charge of their actions. Students will start working on intrapersonal and interpersonal skills, as well as formal and informal speech. Students will complete self-evaluations and peer evaluations, related to reading, writing, organization, and speaking. In broadening their writing practice, students will begin considering audience, purpose and form in their writing. Students will take an active role in their learning, understanding the roles of all members in assignments and collaborative lessons. They will expand their knowledge bases of note-taking, in relation to studying and test preparation. Students will be exposed to different field trips, guest speakers and research, to increase their knowledge of college and career options.

This course shall integrate the Goal 3 Student Performance Standards of the Florida System of School Improvement and Accountability as appropriate to the content and processes of the subject matter. Course student performance standards must be adopted by the district, and they must reflect appropriate Florida Standards.

Related AVID Standards

Domain CD: Character Development
Cluster 1 Self-Awareness
The student will:
AV.7.CD.1.1 - utilize SLANT interactions in all classes
AV.7.CD.1.2 - utilize proper interpersonal skills, such as proper introductions and handshakes
AV.7.CD.1.3 - complete and analyze self-evaluations about learning styles, emotions and personal behaviors
AV.7.CD.1.4 - differentiate between the three basic learning styles (auditory, visual, kinesthetic)
AV.7.CD.1.5 - monitor personal decision-making as a representative of AVID
AV.7.CD.1.6 - recognize and share personal accomplishments

Cluster 2 Goals
The student will:
AV.7.CD.2.1 - calculate grade point average and set academic goals for success, being sure to monitor goals at the end of each grading period
AV.7.CD.2.2 - review and refine academic six-year plan for secondary education with teachers, guidance counselors, especially during registration for eighth-grade courses
AV.7.CD.2.3 - create an action plan to identify goals for attending a college or university
AV.7.CD.2.4 - understand the difference between goals and wishes
AV.7.CD.2.5 - differentiate between and write long-range, mid-range and short-range goals
AV.7.CD.2.6 - monitor guidelines of AVID school contract, in order to fulfill requirements
AV.7.CD.2.7 - identify and confront barriers in goal setting and accomplishing goals

Cluster 3 Community and School Involvement
The student will:
AV.7.CD.3.1 - participate in a variety of school activities/clubs and community service opportunities throughout the year

Cluster 4 Ownership of Learning
The student will:
AV.7.CD.4.1 - access grades online or from teachers on a regular basis
AV.7.CD.4.2 - analyze grade reports to create a study/action plan for continued academic improvement

Domain COMM: Communication
Cluster 1 Speaking
The student will:
AV.7.COMM.1.1 - understand intermediate terminology associated with public speaking
AV.7.COMM.1.2 - practice varying word choice and tone when speaking
AV.7.COMM.1.3 - utilize proper adult salutations (Dr., Mrs., Ms., etc.)
AV.7.COMM.1.4 - develop awareness of nonverbal communication when speaking, including body language and eye contact
AV.7.COMM.1.5 - understand the difference between a formal and informal speech
AV.7.COMM.1.6 - present a personal speech to build confidence in public speaking
AV.7.COMM.1.7 - draft, edit, revise and present written speeches on various topics
AV.7.COMM.1.8 - practice speaking skills in front of small groups

Cluster 2 Listening
The student will:
AV.7.COMM.2.1 - create rubrics to evaluate speeches
AV.7.COMM.2.2 - pose questions to the presenter
AV.7.COMM.2.3 - understand the difference between hearing and listening, and practice how to be a "critical listener" by taking Cornell notes and reflecting with class

Domain WRI: Writing
Cluster 1 The Writing Process
The student will:
AV.7.WRI.1.1 - use graphic organizers and quick-writes to prepare for writing assignments
AV.7.WRI.1.2 - analyze prompts, in order to effectively respond to writing assignments
AV.7.WRI.1.3 - begin considering the audience, purpose and form for writing assignments
AV.7.WRI.1.4 - in collaborative groups, revise drafts or writing to improve and clarify
AV.7.WRI.1.5 - edit student's essays, especially checking for errors in capitalization and pronoun usage
AV.7.WRI.1.6 - use common editing marks during the editing process
AV.7.WRI.1.7 - utilize rubrics to self-evaluate and peer evaluate work
AV.7.WRI.1.8 - reflect on one's own writing to encourage continual growth

Cluster 2 Writing Skills
The student will:
AV.7.WRI.2.1 - develop a clear thesis for expository writing
AV.7.WRI.2.2 - engage and orient the reader by establishing a context and point of view through the development of a strong introduction
AV.7.WRI.2.3 - apply strategies to build and expand on vocabulary/word choice
AV.7.WRI.2.4 - apply strategies to develop ideas and use specific details
AV.7.WRI.2.5 - effectively use pronouns in writing
AV.7.WRI.2.6 - use proper capitalization in writing

Cluster 3 Writing Applications
The student will:
AV.7.WRI.3.1 - develop and strengthen writing through the creation of an informational essay
AV.7.WRI.3.2 - develop and strengthen writing through the creation of an memoir essay
AV.7.WRI.3.3 - use writing activities from content area classes to practice, develop and refine writing skills

Cluster 4 Writing to Learn
The student will:
AV.7.WRI.4.1 - compose well-written summaries using the writer's own words not copying the original text
AV.7.WRI.4.2 - differentiate between a summary and a reflection
AV.7.WRI.4.3 - use a variety of models to complete weekly learning logs that include thoughts, reactions and responses to class content
AV.7.WRI.4.4 - write self-reflections on presentations, speeches and field trips

Domain INQ: Inquiry
Cluster 1 Costa's Levels of Thinking
The student will:
AV.7.INQ.1.1 - deepen understanding of Costa's Levels of Thinking and/or Bloom's Taxonomy by recognizing differences between the levels

Cluster 2 Tutorials
The student will:
AV.7.INQ.2.1 - understand and utilize 10 Steps in the Tutorial Process
AV.7.INQ.2.2 - understand roles of all participants in academic tutorials with peers as group members and college tutors as facilitators, twice per week
AV.7.INQ.2.3 - complete the Tutorial Request Form (TRF), including heading, source, academic vocabulary, point of confusion and level 2 question(s), prior to class
AV.7.INQ.2.4 - assume appropriate roles(student presenter or group member) during the tutorial process. The student presenter will explain new understanding of their question, and the group members will ask clarifying questions.
AV.7.INQ.2.5 - develop thought provoking questions, in order to actively participate in academic tutorials

Cluster 3 Socratic Seminar and Philosophical Chairs
The student will:
AV.7.INQ.3.1 - actively participate in and evaluate the process of Philosophical Chairs and/or Socratic Seminar, selecting topics/articles as appropriate
AV.7.INQ.3.2 - analyze how two or more authors, writing about the same topic, shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts in a Socratic Seminar or Philosophical Chairs discussion
AV.7.INQ.3.3 - compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words) in a Socratic Seminar or Philosophical Chairs discussion

Domain COLL: Collaboration
Cluster 1 Collaborative Skills
The student will:
AV.7.COLL.1.1 - foster trust building skills by working with partners to complete a specified task
AV.7.COLL.1.2 - enhance understanding of collaboration by working in groups during team building and motivational activities of problem solving
AV.7.COLL.1.3 - participates in group discussions and reflections based on collaborative work (e.g., Think-Pair-Share, Jigsaw, Numbered Heads)
AV.7.COLL.1.4 - acknowledges new information expressed by others and, when warranted, modify views accordingly
AV.7.COLL.1.5 - engage in dialogue with a large, teacher-supported group discussion, to gain a deeper understanding of the topic discussed and the process used
AV.7.COLL.1.6 - refine inquiry, listening, and oral communication skills through a variety of activities, including tutorials, presentations, Socratic Seminars, and Philosophical Chairs

Domain ORG: Organization
Cluster 1 Organization and Time Management
The student will:
AV.7.ORG.1.1 - develop and maintain an organized binder, divided by subjects, which includes a supply pouch and other academically useful materials
AV.7.ORG.1.2 - reorganize the binder at the end of each grading period
AV.7.ORG.1.3 - utilize an assignment log or calendar, which shows when assignments are due, when assignments are completed and submitted, and the grade each assignment received for each class
AV.7.ORG.1.4 - evaluate personal time management habits and monitor effectiveness accordingly
AV.7.ORG.1.5 - continue compiling an academic portfolio demonstrating personal and academic growth
AV.7.ORG.1.6 - complete reflection/ learning log and present on contributions to academic portfolio
AV.7.ORG.1.7 - publish final versions of writing for the academic portfolio

Cluster 2 Note-Taking
The student will:
AV.7.ORG.2.1 - develop a basic understanding pertaining to the components of the CORNELL WAY focused note-taking process
AV.7.ORG.2.2 - take notes for each core class on a weekly basis
AV.7.ORG.2.3 - take seven to twelve pages of quality Cornell notes per week
AV.7.ORG.2.4 - understand how to utilize Cornell notes as a study tool
AV.7.ORG.2.5 - have notes available during tutorials to support questioning
AV.7.ORG.2.6 - understand how to identify important points, use abbreviations, and use shorthand in the right column of Cornell notes
AV.7.ORG.2.7 - begin writing questions (any level) in the left column that correspond to chunks of information in the notes section
AV.7.ORG.2.8 - compose an essential question based on the standard or objective covered by the lesson
AV.7.ORG.2.9 - reflect on all notes taken during a unit of study after the test is returned and consider gaps of study that led to missed questions

Cluster 3 Research and Technology
The student will:
AV.7.ORG.3.1 - use technology in assignments and presentations, particularly in response to guest speaker presentation, field trip experiences, and final drafts of writing assignments
AV.7.ORG.3.2 - demonstrate command of keyboarding skills to type a minimum of three pages

Cluster 4 Test Preparation and Test-Taking
The student will:
AV.7.ORG.4.1 - identify and reflect on particular problems in preparing for, or taking, tests
AV.7.ORG.4.2 - identify and distinguish strategies to study for different types of exams (such as matching, true-false, multiple- choice, vocabulary, and essay tests)

Domain REA: Reading
Cluster 1 Vocabulary
The student will:
AV.7.REA.1.1 - identify key vocabulary while reading

Cluster 2 Textual Analysis
The student will:
AV.7.REA.2.1 - read and discuss various examples of text, including, but not limited to, articles from magazines and newspapers
AV.7.REA.2.2 - analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning
AV.7.REA.2.3 - determine the main idea of grade-appropriate text
AV.7.REA.2.4 - use multiple reading strategies, including, but not limited to, Marking the Text, annotating text and numbering paragraphs to better understand text while reading
AV.7.REA.2.5 - circle and underline relevant information
AV.7.REA.2.6 - summarize informational text
AV.7.REA.2.7 - connect visuals (captions, illustrations, etc.) to the surrounding text.

Domain CR: College Readiness
Cluster 1 Guest Speakers
The student will:
AV.7.CR.1.1 - choose guest speakers who represent careers of interest and prepare questions for the speakers prior to their visit when appropriate
AV.7.CR.1.2 - use listening skills during presentations by guest speakers from the school, community and college, which focus on the value of postsecondary education and choosing a college
AV.7.CR.1.3 - draft, peer edit, revise and create a final draft of a thank-you letter to guest speakers

Cluster 2 Field Trips
The student will:
AV.7.CR.2.1 - participate in field trips, such as college/university visits that are different from the previous year, feeder high school trips for a shadow day to visit an AP/IB/AICE/DE class, and feeder elementary visits for service learning and/or a trip that focuses on careers
AV.7.CR.2.2 - use skills of listening and observing during field trip experiences

Cluster 3 College and Career Knowledge
The student will:
AV.7.CR.3.1 - use technology to research colleges of interest
AV.7.CR.3.2 - begin developing an understanding about the value of a college education
AV.7.CR.3.3 - begin a basic understanding of college vocabulary
AV.7.CR.3.4 - prepare for and conduct a career interview on a profession of choice
AV.7.CR.3.5 - research various careers, comparing salaries and qualifications

General Notes

Special Note: Skills acquired in this course will be implemented by the student across the curriculum. M/J Advancement Via Individual Determination 7 (M/J AVID 7) is a rigorous course offered by AVID Center, and content must be provided as specified by AVID Center. Students who are successful in this course will be on the appropriate pathway to success in M/J AVID 8. Teachers must receive training from AVID Center to teach this course.

This Career and Education Planning course should result in a completed personalized academic and career plan for the student; emphasizing the importance of entrepreneurship and technology skills; and the application of technology in career fields as appropriate.

The following standards should be covered in the course:

STUDENTS WILL:

1.0 Describe the influences that societal, economic, and technological changes have on employment trends and future training.

2.0 Develop skills to locate, evaluate, and interpret career information.

3.0 Identify and demonstrate processes for making short and long term goals.

4.0 Demonstrate employability skills such as working in a group, problem-solving and organizational skills, and the importance of entrepreneurship.

5.0 Understand the relationship between educational achievement and career choices/postsecondary options.

6.0 Identify a career cluster and related pathways through an interest assessment that match career and education goals.

7.0 Develop a career and education plan that includes short and long-term goals, high school program of study, and postsecondary/career goals.

8.0 Demonstrate knowledge of technology and its application in career fields/clusters.


Trained AVID Elective teachers may visit www.avid.org, and log into their MyAVID account using their AVID username and password; then follow https://my.avid.org/file_sharing/default.aspx?id=24544 to access the AVID Weeks at a Glance curriculum and resources for grades 6-12.

English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf

Version Requirements

These requirements include, but are not limited to, the Florida Standards that are most relevant to this course. Standards correlated with a specific course requirement may also be addressed by other course requirements as appropriate. Some requirements in this course are not addressed in the Florida Standards. Other subject areas and content may be used to fulfill course requirements. This course includes an agreement related to minimum standards for behavior, attendance, and participation.