M/J AVID 8th & Career Planning   (#1700135)

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 eighth grade AVID Elective course is the year of preparation for high school. The students will regularly exhibit and utilize the skills and strategies learned in the sixth and seventh grade AVID courses. Students will refine previous goals, focusing on their transition to high school as part of a college preparatory path. Their writing will focus on completing all steps of the writing process and varying style, word choice, vocabulary, structure and voice. Major writing assignments include persuasive, expository, descriptive and timed writing. Students will transition from active learners to leaders. Other areas of focus include increasing the use of technology and building upon their test preparation and test-taking knowledge. They will broaden their experiences with analyzing text and utilizing appropriate reading strategies in various settings. Students will become more involved in the presentations of guest speakers and field trips, particularly as they relate to preparation and prior knowledge. Students will also participate in college preparatory testing and build connections with the high school they will attend.

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.8.CD.1.1 - utilize SLANT interactions in all classes
AV.8.CD.1.2 - exhibit positive behaviors to others, serving as a role model for peers
AV.8.CD.1.3 - collaborate with other students who have different learning styles
AV.8.CD.1.4 - identify conflict management skills necessary for various conflict situations
AV.8.CD.1.5 - discuss views and opinions about the transition to high school, as well as how to be successful in high school
AV.8.CD.1.6 - understand the consequences of work ethic, regarding expectations in high school and college
AV.8.CD.1.7 - understand and utilize the WICR strategies in classes other than the AVID Elective, expressing ownership of academic behaviors

Cluster 2 Goals
The student will:
AV.8.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.8.CD.2.2 - revisit academic six-year plan for secondary education with teachers, parents, and guidance counselors, especially during registration for ninth-grade courses
AV.8.CD.2.3 - re-affirm goals for attending a college and/or university by adding descriptions to action plans
AV.8.CD.2.4 - create written and visual depictions of long-range, mid-range and short-range goals to achieve personal, academic or social goals
AV.8.CD.2.5 - set short-range goals around projects and/or required reading
AV.8.CD.2.6 - select an honors course in high school and write an action plan for successfully completing the course
AV.8.CD.2.7 - reflect on and analyze successes and challenges in developing time management skills

Cluster 3 Community and School Involvement
The student will:
AV.8.CD.3.1 - develop leadership skills by participating in activities, such as: mentoring, community events, service learning, club's, athletic teams, and/or groups within the school

Cluster 4
Ownership of Learning
The student will:
AV.8.CD.4.1 - access grades online or from teachers on a regular basis
AV.8.CD.4.2 - analyze grade reports to create a study/action plan for continued academic improvement
AV.8.CD.4.3 - evaluate and determine when to seek help to clarify assignment and grades

Domain COMM: Communication
Cluster 1 Speaking
The student will:
AV.8.COMM.1.1 - understand and use terminology associated with public speaking
AV.8.COMM.1.2 - be aware of audience and differentiate word choice, tone and voice when speaking
AV.8.COMM.1.3 - develop awareness of nonverbal communication when speaking, including body language and eye contact
AV.8.COMM.1.4 - create rubrics to evaluate speeches on content, delivery and soundness of reasoning
AV.8.COMM.1.5 - prepare and use visual aids that support the topic of the speech or presentation
AV.8.COMM.1.6 - draft, edit, revise and present a speech to inform
AV.8.COMM.1.7 - appeal to interest of audience members
AV.8.COMM.1.8 - utilize speaking skills in communicating with teachers, counselors and administrators, regarding learning, academic performance and goals
AV.8.COMM.1.9 - promote scholarly discourse in tutorials, Socratic Seminars, and Philosophical Chairs

Cluster 2 Listening
The student will:
AV.8.COMM.2.1 - Create rubrics to evaluate speeches on content, delivery, and soundness of reasoning
AV.8.COMM.2.2 - Pose questions that elicit elaboration

Domain WRI: Writing
Cluster 1 The Writing Process
The student will:
AV.8.WRI.1.1 - use varied strategies to prepare for and plan writing assignments
AV.8.WRI.1.2 - budget and plan time to complete all steps of the writing process
AV.8.WRI.1.3 - use feedback from readers to revise drafts
AV.8.WRI.1.4 - edit students' essays, especially checking for word choice and voice
AV.8.WRI.1.5 - utilize rubrics to self-evaluate and peer evaluate work

Cluster 2 Writing Skills
The student will:
AV.8.WRI.2.1 - incorporate a body paragraph structure, which establishes and maintains a formal style
AV.8.WRI.2.2 - provide a conclusion that follows from and reflects on the narrated experiences or events
AV.8.WRI.2.3 - apply strategies to build and expand on vocabulary/ word choice, in order to avoid using clichés in writing
AV.8.WRI.2.4 - write descriptive sentences with varied structure
AV.8.WRI.2.5 - understand and utilize active and passive voice in writing assignments, as appropriate
AV.8.WRI.2.6 - correctly integrate quotes, while citing sources appropriately

Cluster 3 Writing Applications
The student will:
AV.8.WRI.3.1 -develop and strengthen writing through the creation of a persuasive essay
AV.8.WRI.3.2 - develop and strengthen writing through the creation of an editorial essay
AV.8.WRI.3.3 - develop and strengthen writing through the creation of a 'description of a place' essay
AV.8.WRI.3.4 - write to a prompt under timed circumstances

Cluster 4 Writing to Learn
The student will:
AV.8.WRI.4.1 - compose well-written summaries adhering to the five criteria of good summaries
AV.8.WRI.4.2 - evaluate summaries using rubrics and checklists
AV.8.WRI.4.3 - refine usage of weekly learning logs, which include thoughts, reactions and responses to class content, and focus on applying concepts learned to one's life and future
AV.7.WRI.4.4 - write detailed self-reflections on experiences, presentations, speeches and field trips

Domain INQ: Inquiry Cluster 1 Costa's Levels of Thinking
The student will:
AV.8.INQ.1.1 - recognize and create questions based on Costa's Levels of Thinking and/or Bloom's Taxonomy
AV.8.INQ.1.2 - focus on the generalization of processes pertaining to how a solution was found

Cluster 2 Tutorials
The student will:
AV.8.INQ.2.1 - refine the 10 Steps in the Tutorial Process
AV.8.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.8.INQ.2.3 - as a group member, ask questions, guide and facilitate understanding, support use of resources and take Cornell notes
AV.8.INQ.2.4 - complete reflections about the learning process of answering and solving tutorial questions
AV.8.INQ.2.5 - develop content-specific, higher-level questions, in order to actively participate in academic tutorials based on analysis of academic grades and needs, outside of class

Cluster 3 Socratic Seminar and Philosophical Chairs
The student will:
AV.8.INQ.3.1 - actively participate in and evaluate the process of Philosophical Chairs and/or Socratic Seminar, focusing on strategies for continuous improvement
AV.8.INQ.3.2 - reference text, citing location to support claims and questions
AV.8.INQ.3.3 - analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation in a Socratic Seminar or Philosophical Chairs discussion
AV.8.INQ.3.4 - evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea in a Socratic Seminar or Philosophical Chairs discussion

Domain COLL: Collaboration
Cluster 1 Collaborative Skills
The student will:
AV.8.COLL.1.1 - continue to foster trust building skills by working with classmates
AV.8.COLL.1.2 - refine inquiry, listening, and oral communication skills through a variety of activities, including tutorials, presentations, Socratic Seminars, and Philosophical Chairs
AV.8.COLL.1.3 - enhance understanding of collaboration and develop leadership skills by working in groups during team building and motivational activities or problem solving
AV.8.COLL.1.4 - identify roles within a team/study group to complete a task

Domain ORG: Organization
Cluster 1 Organization and Time Management
The student will:
AV.8.ORG.1.1 - develop and maintain an organized binder, divided by subjects, which includes a supply pouch and other academically useful materials
AV.8.ORG.1.2 - reorganize the binder at the end of each grading period
AV.8.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.8.ORG.1.4 - create a weekly action plan based on the student's academic needs
AV.8.ORG.1.5 - complete an academic portfolio for middle school, demonstrating personal and academic growth
AV.8.ORG.1.6 - complete reflection/ learning log and present on contributions to academic portfolio
AV.8.ORG.1.7 -publish final versions of writing for the academic portfolio

Cluster 2 Note-Taking
The student will:
AV.8.ORG.2.1 - review and utilize the components of the CORNELL WAY focused note-taking process
AV.8.ORG.2.2 - write Cornell notes for each class, including AVID, on a weekly basis and acquire knowledge pertaining to expectations of usage from each teacher
AV.8.ORG.2.3 - take seven to twelve pages of quality Cornell notes per week
AV.8.ORG.2.4 - fill in gaps of information in Cornell notes to maximize use as a study tool for exams
AV.8.ORG.2.5 - mark, highlight and underline key concepts in notes to show key information
AV.8.ORG.2.6 - write effective summaries for Cornell notes that link all of the learning together

Cluster 3 Research and Technology
The student will:
AV.8.ORG.3.1 - use technology in assignments and presentations, particularly in response to guest speaker presentation, field trip experiences, and writing assignments
AV.8.ORG.3.2 - use the Internet to conduct research in preparation for speeches and essays
AV.8.ORG.3.3 - determine validity and applicability of information gathered on the Internet

Cluster 4 Test Preparation and Test-Taking
The student will:
AV.8.ORG.4.1 - identify and reflect on personal challenges in preparing for, or taking, tests, specifically in advanced and honors courses
AV.8.ORG.4.2 - utilize strategies to prepare for different types of exams
AV.8.ORG.4.3 - utilize relevant notes/resources to anticipate test questions and study for upcoming assessments
AV.8.ORG.4.4 - understand teacher's grading rubric and seek further explanation of test expectations when necessary
AV.8.ORG.4.5 - use test taking strategies, such as reading the directions, completing easier problems first, returning to more challenging problems, and checking all answers

Domain REA: Reading
Cluster 1 Vocabulary
The student will:
AV.8.REA.1.1 - understand how to use context clues in interpreting new vocabulary

Cluster 2 Textual Analysis
The student will:
AV.8.REA.2.1 - compare and contrast the structure of two or more texts and analyze how the structure of each text contributes to its meaning and style
AV.8.REA.2.2 - read and discuss various examples of text, including, but not limited to, articles from fiction and non-fiction
AV.8.REA.2.3 - understand use of persuasive techniques in advertisements and writing
AV.8.REA.2.4 - use multiple reading strategies, including, but not limited to, Marking the Text, and annotating text
AV.8.REA.2.5 - understand and use pre-reading strategies to build background knowledge of unfamiliar texts
AV.8.REA.2.6 - utilize strategies to identify an author's purpose and read for a specific purpose
AV.8.REA.2.7 - practice rereading to deepen understanding of a text
AV.8.REA.2.8 - identify and discuss traits of voice found in literature
AV.8.REA.2.9 - build understanding of drawing inferences from texts
AV.8.REA.2.10 - determine the main idea of grade-appropriate text

Domain CR: College Readiness
Cluster 1 Guest Speakers
The student will:
AV.8.CR.1.1 - prepare for guest speaker presentations by creating questions for the speakers prior to their visits
AV.8.CR.1.2 - use listening skills during presentations by guest speakers which focus on careers in education, careers in business, community involvement, public speaking and preparation for high school
AV.8.CR.1.3 - 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.8.CR.2.1 - participate in field trips, including, but not limited to, the following: one or two college/university visits that are different from previous year, feeder high school visits for a shadow day of an AVID student, and feeder elementary visits to discuss AVID
AV.8.CR.2.2 - use skills of listening and observing during field trip experiences
AV.8.CR.2.3 - 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.8.CR.3.1 - use technology, guest speakers and field trips to expose students to different aspects of college
AV.8.CR.3.2 - use the Internet to analyze a career-related website
AV.8.CR.3.3 - utilize email, when appropriate, to interview a person regarding a specific career
AV.8.CR.3.4 - understand differences between jobs and careers
AV.8.CR.3.5 - complete a career interest inventory to determine potential career opportunities that align with interests

Cluster 4 College Entrance Testing
The student will:
AV.8.CR.4.1 - take practice exams of EXPLORE, Readistep, PSAT and/or PLAN
AV.8.CR.4.2 - participate in an official administration of EXPLORE, Readistep, PSAT and/or PLAN
AV.8.CR.4.3 - develop a personal action plan based upon analysis of practice and official test results
AV.8.CR.4.4 - utilize AP indicators to plan coursework for high school

General Notes

Special Note: Skills acquired in this course will be implemented by the student across the curriculum. M/J Advancement Via Individual Determination 8 (M/J AVID 8) is a rigorous course offered by AVID Center, and content must be provided as specified by AVID Center. 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.

Career and Education Planning – Per section 1003.4156, Florida Statutes, the Career and Education Planning course must result in a completed, personalized academic and career plan for the student, that may be revised as the student progresses through middle and high school; must emphasize the importance of entrepreneurship and employability skills; and must include information from the Department of Economic Opportunity’s economic security report as described in Section 445.07, Florida Statutes.  The required, personalized academic and career plan must inform students of high school graduation requirements, including diploma designations (Section 1003.4285, Florida Statutes); requirements for a Florida Bright Futures Scholarship; state university and Florida College System institution admission requirements; and, available opportunities to earn college credit in high school utilizing acceleration mechanisms.  For additional information on the Middle School Career and Education Planning courses, visit http://www.fldoe.org/academics/college-career-planning/educators-toolkit/index.stml.

Career and Education Planning Course Standards – 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.

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.