Advancement Via Individual Determination 1   (#1700390)

Version Description

AVID (Advancement Via Individual Determination) is offered as a rigorous academic elective course that prepares students for success in four-year colleges. The AVID course 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. There is an emphasis on analytical writing, preparation for college entrance and placement exams, study skills and test taking, note-taking, and research. In AVID, students participate in activities that incorporate strategies focused on writing, inquiry, collaboration, and reading to support their academic growth.

For students new to AVID, or for those with previous experience from middle grades, the ninth grade AVID Elective course will serve as a review of the AVID philosophy and strategies. Students will work on academic and personal goals and communication, adjusting to the high school setting. Students will increase awareness of their personal contributions to their learning, as well as their involvement in their school and community. There is an emphasis on analytical writing, focusing on personal goals and thesis writing. Students will work in collaborative settings, learning how to participate in collegial discussions and use sources to support their ideas and opinions. Students will prepare for and participate in college entrance and placement exams, while refining study skills and test-taking, note-taking, and research techniques. They will take an active role in field trip and guest speaker preparations and presentations. Their college research will include financial topics and building their knowledge on colleges and careers of interest.

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.9.CD.1.1 - be reminded about SLANT interactions and expectations in all classes
AV.9.CD.1.2 - understand the role of AVID students and display characteristics on a regular basis
AV.9.CD.1.3 - develop skills in offering appropriate criticism
AV.9.CD.1.4 - develop understanding about personal learning styles
AV.9.CD.1.5 - complete self-evaluations about conflict resolution, personal behavior and core values
AV.9.CD.1.6 - apply conflict management skills, aligning with the expectations of an AVID student
AV.9.CD.1.7 - develop awareness of personal strengths/skills and utilize them to better the school and community

Cluster 2 Goals
The student will:
AV.9.CD.2.1 - calculate grade point average and set academic and personal goals for success, being sure to monitor goals at the end of each grading period
AV.9.CD.2.2 - revisit academic six-year to understand college entrance requirements and learn about AP/IB/honors course options
AV.9.CD.2.3 - examine academic strengths and weaknesses that will aid in course selection patterns
AV.9.CD.2.4 - create focused goals around college and the steps necessary to gain entrance
AV.9.CD.2.5 - create short-, mid-, and long-term goals that support academic and personal growth
AV.9.CD.2.6 - review and revise personal and academic goals during key times throughout the year
AV.9.CD.2.7 - write an essay describing goals for success in high school, including the steps needed to achieve those goals and potential barriers to meeting those goals
AV.9.CD.2.8 - discuss goals in an oral presentation, using organized information that integrates appropriate media in the presentation

Cluster 3 Community and School Involvement
The student will:
AV.9.CD.3.1 - be exposed to a variety of school activities/clubs and community service opportunities at the beginning of each year
AV.9.CD.3.2 - become active in at least one school or community service project/activity
AV.9.CD.3.3 - track community service hours and extracurricular activity participation in a multi-year student portfolio

Cluster 4 Ownership of Learning
The student will:
AV.9.CD.4.1 - access grades online or from teachers on a regular basis
AV.9.CD.4.2 - analyze grade reports to create a study/action plan for continued academic improvement
AV.9.CD.4.3 - seek opportunities outside of the AVID classroom to ask questions, clarify thinking and identify points of confusion
AV.9.CD.4.4 - create positive peer connections through independent study groups

Domain COMM: Communication
Cluster 1 Speaking
The student will:
AV.9.COMM.1.1 - effectively integrate speaking terminology into speeches
AV.9.COMM.1.2 - role play varying word choice, tone and voice when speaking to an assigned audience
AV.9.COMM.1.3 - practice purposeful movement during speeches
AV.9.COMM.1.4 - draft, edit, revise and present an informal and a formal speech
AV.9.COMM.1.5 - work with a collaborative group to make presentations to the class following various activities
AV.9.COMM.1.6 - use factually reliable evidence to support topic
AV.9.COMM.1.7 - present information, findings and supporting evidence concisely and logically

Cluster 2 Listening
The student will:
AV.9.COMM.2.1 - give feedback on student presentations and delivery
AV.9.COMM.2.2 - pose questions that ask for clarification
AV.9.COMM.2.3 - record key information in Cornell notes

Domain WRI: Writing
Cluster 1 The Writing Process
The student will:
AV.9.WRI.1.1 - use organizational strategies and tools to aid in the development of essays
AV.9.WRI.1.2 - understand and identify the audience, purpose and form for writing assignments
AV.9.WRI.1.3 - revise drafts multiple times to improve and clarify
AV.9.WRI.1.4 - edit students' essays, especially checking for transaction words and errors in grammar, punctuation and comma usage
AV.9.WRI.1.5 - use common editing marks during the editing process
AV.9.WRI.1.6 - utilize rubrics to self-evaluate and peer evaluate work, especially those similar to AP exam rubrics
AV.9.WRI.1.7 - reflect on their own writing to encourage continual growth

Cluster 2 Writing Skills
The student will:
AV.9.WRI.2.1 - understand strategies to write effective three-part essays
AV.9.WRI.2.2 - develop a clear and concise thesis for expository writing
AV.9.WRI.2.3 - write with a focus on grammar, punctuation and comma usage
AV.9.WRI.2.4 - include descriptive sentences in pieces of writing
AV.9.WRI.2.5 - use appropriate and varied transitions to link major sections of the text, in order to create cohesion and clarify the relationships among complex ideas and concepts

Cluster 3 Writing Applications
The student will:
AV.9.WRI.3.1 - develop and strengthen writing through the creation of a college research essay
AV.9.WRI.3.2 - develop and strengthen writing through the creation of a Mandala essay
AV.9.WRI.3.3 - write informative texts to examine and explain complex ideas, such as a complex process
AV.9.WRI.3.4 - develop and strengthen writing through the creation of a "life goals" essay

Cluster 4 Writing to Learn
The student will:
AV.9.WRI.4.1 - write summaries of information in various contexts
AV.9.WRI.4.2 - differentiate between a summary and a reflection
AV.9.WRI.4.3 - use learning logs to reflect upon performance on assessments, where the learning broke down, and where confusion exists

Domain INQ: Inquiry
Cluster 1 Costa's Levels of Thinking
The student will:
AV.9.INQ.1.1 - use Costa's Levels of Thinking words in assignments, discussions and notes
AV.9.INQ.1.2 - focus on drawing connections between ideas, using compare and contrast questions

Cluster 2 Tutorials
The student will:
AV.9.INQ.2.1 - refine collaborative tutorial skills through tutor-led discussions following tutorial sessions
AV.9.INQ.2.2 - as a presenter initiate discussions by explaining the question (what strategies have been previously attempted and where they became confused in answering the question)
AV.9.INQ.2.3 - utilize resources (such as Cornell notes and textbook) to gather information

Cluster 3 Socratic Seminar and Philosophical Chairs
The student will:
AV.9.INQ.3.1 - work with peers to set rules for collegial discussions and decision-making
AV.9.INQ.3.2 - analyze a seminal U.S. document of historical and literary significance (e.g., the Gettysburg Address, Washington's Farewell Address) in a Socratic Seminar or Philosophical Chairs discussion
AV.9.INQ.3.3 - utilize critical reading strategies to identify authors' claims and formulate questions to explore meaning as preparation for a Socratic Seminar
AV.9.INQ.3.4 - during the Socratic Seminar, ask additional questions to continue to deeper exploration of the text and one another's thinking and expressions
AV.9.INQ.3.5 - reflect on the Socratic Seminar discussion and identify areas for future improvement

Domain COLL: Collaboration
Cluster 1 Collaborative Skills
The student will:
AV.9.COLL.1.1 - develop positive peer interaction skills through establishing group norms before, and reflective discussions following, collaborative activities
AV.9.COLL.1.2 - utilize technology to interact and collaborate with others
AV.9.COLL.1.3 - respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and when warranted, justify one's own views and understanding and make new connections in light of the evidence and reasoning presented
AV.9.COLL.1.4 - Participate in team building lessons to learn about valuing and effectively working with others

Domain ORG: Organization
Cluster 1 Organization and Time Management
The student will:
AV.9.ORG.1.1 - refine organization and neatness of binder through ongoing course support, peer discussion, and personal reflection and goal setting
AV.9.ORG.1.2 - utilize a planner/agenda to track class assignments and grades
AV.9.ORG.1.3 - utilize a planner/agenda to balance social and academic commitments and color code planner to identify different topics (academic, social, extracurricular, etc.)
AV.9.ORG.1.4 - assess time usage and create a time management plan, which will allow for academic, extracurricular and recreational activities
AV.9.ORG.1.5 - begin developing a high school portfolio of personal academic work, accomplishments, awards and extracurricular involvement to show evidence of growth and use for college and scholarship applications
AV.9.ORG.1.6 - publish final versions of writing for the academic portfolio

Cluster 2 Note-Taking
The student will:
AV.9.ORG.2.1 - take 10 to 18 pages of quality Cornell notes per week
AV.9.ORG.2.2 - understand how to use notes to study, including the fold-over method
AV.9.ORG.2.3 - utilize notes during the tutorial process to support questioning and gathering of key learning
AV.9.ORG.2.4 - edit and revise notes outside of class to improve usability
AV.9.ORG.2.5 - refine process of identifying important points, using abbreviations and using shortcuts in the right column of Cornell notes
AV.9.ORG.2.6 - begin writing higher-level questions in the left column that correspond to chunks of information in the notes section
AV.9.ORG.2.7 - 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.9.ORG.3.1 - use technology in assignments and presentations, using standardized citation styles to cite sources
AV.9.ORG.3.2 - utilize technology to complete final drafts of assignments and conduct research
AV.9.ORG.3.3 - establish a professionally structured email address (e.g., first initial last name @emailprovider.com)

Cluster 4 Test Preparation and Test-Taking
The student will:
AV.9.ORG.4.1 - identify and reflect on areas of academic weakness and determine study and test-taking strategies that will aid in test preparation
AV.9.ORG.4.2 - prepare for upcoming assessments based upon the format of the tests and previous assessment results
AV.9.ORG.4.3 - understand grading rubric and prioritize time allotment on test sections based on point values
AV.9.ORG.4.4 - learn to effectively manage test anxiety
AV.9.ORG.4.5 - check all answers/responses prior to submitting test and change responses when sure of necessity

Domain REA: Reading
Cluster 1 Vocabulary
The student will:
AV.9.REA.1.1 - understand how to use context clues in interpreting new vocabulary
AV.9.REA.1.2 - incorporate new words garnered from reading into academic speech and writing
AV.9.REA.1.3 - determine or clarify the meaning of unknown and multiple meaning words using context clues and reference materials

Cluster 2 Textual Analysis
The student will:
AV.9.REA.2.1 - understand and use pre-reading strategies to build background knowledge of unfamiliar texts
AV.9.REA.2.2 - identify genre of text
AV.9.REA.2.3 - read and discuss various examples of text, including articles from fiction and non-fiction
AV.9.REA.2.4 - use multiple reading strategies, including Marking the Text and annotating text to identify claims and connect ideas
AV.9.REA.2.5 - use rereading strategies to recall critical concepts during discussions and essay writing
AV.9.REA.2.6 - use any subtitles to guide reading
AV.9.REA.2.7 - record summaries, connections and questions in the margins

Domain CR: College Readiness
Cluster 1 Guest Speakers
The student will:
AV.9.CR.1.1 - prepare for guest speaker presentations by creating questions for the speakers prior to their visit
AV.9.CR.1.2 - greet and escort guest speakers to the classroom
AV.9.CR.1.3 - use skills of listening and note-taking during presentations by guest speakers
AV.9.CR.1.4 - gather insight from a variety of guest speakers who discuss various aspects of their careers
AV.9.CR.1.5 - draft, peer edit, revise and create a final draft of a letter and/or project of appreciation to guest speakers

Cluster 2 Field Trips
The student will:
AV.9.CR.2.1 - participate in field trips to include one or two college/university visits that are different from previous year
AV.9.CR.2.2 - engage in at least one "e-trip" that has an interactive component that is outside of the state
AV.9.CR.2.3 - use skills of listening and note-taking during field trip experiences
AV.9.CR.2.4 - draft, edit, revise and create final draft of writing that reflects on learning from field trip experience(s)

Cluster 3 College and Career Knowledge
The student will:
AV.9.CR.3.1 - research college admission requirements, with emphasis on cost of living, tuition, and financial aid for a college of choice
AV.9.CR.3.2 - continue developing a basic understanding of college vocabulary
AV.9.CR.3.3 - research a career of interest based upon career values
AV.9.CR.3.4 - participate in career awareness tests and activities to help build awareness of personal strengths

Cluster 4 College Entrance Testing
The student will:
AV.9.CR.4.1 - take and analyze the results from a PLAN and/or PSAT test
AV.9.CR.4.2 - develop vocabulary skills by reviewing roots, prefixes, suffixes, and ACT and SAT word lists
AV.9.CR.4.3 - collaboratively problem solve PSAT/PLAN test preparatory items

Cluster 5 College Admissions and Financial Aid
The student will:
AV.9.CR.5.1 - understand the importance of community service and grades as a requirement for scholarships
AV.9.CR.5.2 - identify schools of interest and examine cost of attendance

General Notes

Special Note: Skills acquired in this course will be implemented by the student across the curriculum. Advancement Via Individual Determination I (AVID I) 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 AVID II, III and IV. Teachers must receive training from AVID Center to teach this course.

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.