AVID Elective Standards - marinschools.org · 2017-01-28 · AVID Tutorial Support Curriculum Resource Guide ... To access the new AVID Elective Standards for grades 6‐12, go to:

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AVID Elective Standards


Grade 6

Course Description 6th Grade AVID Elective Class

Major Concepts/Content: Advancement Via Individual Determination (AVID) is an academic elective course that prepares students for college readiness and success, and it 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 success skills. In AVID, students participate in activities that incorporate strategies focused on writing, inquiry, collaboration, organization and reading to support their academic growth. The sixth grade AVID Elective course is an introduction to the AVID philosophy. Students will develop awareness of the values accompanying academic goals and success. The course will focus on building self‐confidence and communication skills in working with peers and adults. Students will be exposed to reading strategies that will assist in vocabulary building and understanding a variety of texts, and will also focus on prewriting techniques, summary writing and structural components of note‐taking. The students will increase college and career awareness through guest speaker presentations, field trip opportunities and research. AVID Curriculum Books Used: AVID College and Careers Implementing and Managing the AVID Program for Middle Level Middle Level Writing with Integrated Reading and Oral Language Organizing the AVID Student Binder Strategies for Success AVID Tutorial Support Curriculum Resource Guide Supplemental Materials could include the following: AVID Weekly, Supporting Math in the AVID Elective, Write Path content books, ePrep, Roadtrip Nation, Focused Note‐Taking

Domains Reference Character Development CD

Communication COMM

Writing WRI

Inquiry INQ

Collaboration COLL

Organization ORG

Reading REA

College Readiness CR

Character Development 6‐CD

A. Self‐Awareness

1. Develop an understanding of SLANT interactions (Sit in the Front, Lean Forward, Ask Questions, Nod your Head, Talk to the Teacher) and apply strategy in all classes

2. Develop awareness of proper behaviors in varied settings 3. Complete self‐evaluations about conflict management, personal behavior,

accomplishments and interactions with others

B. Goals

1. Understand how to calculate grade point average 2. Create an academic six‐year plan for secondary education 3. Read short biographies or articles that focus on goal setting 4. Understand how to set goals using GPA (Goal, Plan, Action) outline 5. Monitor guidelines of AVID school contract, in order to fulfill requirements 6. Practice setting intermediate and short‐range goals with GPA outlines, projects, reading

assignments, and/or homework

C. Community and School Involvement

1. Identify various opportunities to become involved in and contribute to the school/community

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Communication 6‐COMM

A. Speaking

1. Understand basic terminology associated with public speaking 2. Practice monitoring word choice when speaking 3. Understand proper adult salutations (Dr., Mrs., Ms., etc.) 4. Develop awareness of nonverbal communication when speaking 5. Participate in impromptu speeches to build confidence in public speaking 6. Practice speaking skills in front of small groups

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Writing 6‐WRI

A. The Writing Process

1. Use pre‐writing techniques to brainstorm ideas for writing 2. Revise drafts or writing to improve and clarify 3. Edit students' essays, especially checking for errors in capitalization and pronoun usage 4. Utilize rubrics to self‐evaluate writing

B. Writing Skills

1. Understand strategies to write effective paragraphs 2. Apply strategies to build and expand on vocabulary/word choice 3. Effectively use pronouns in writing 4. Use proper capitalization in writing

C. Writing Applications

1. Develop and strengthen writing through the creation of a narrative essay 2. Develop and strengthen writing through the creation of an expository essay

D. Writing to Learn

1. Write summaries which include only the most important information 2. Reflect on learning from all content areas through the use of learning logs

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Inquiry 6‐INQ A. Costa's Levels of Thinking

1. Develop an awareness of Costa’s Levels of Thinking and/or Bloom’s Taxonomy

B. Tutorials

1. Establish a foundational understanding for collaborative tutorial skills

2. Participate in academic tutorials with peers as group members and college tutors as facilitators, twice per week

C. Socratic Seminar and Philosophical Chairs

1. Introduce the basic components of Philosophical Chairs and Socratic Seminars using topics based on student interest

2. Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by an author and a biography of the same person) in a Socratic Seminar or Philosophical Chairs discussion

3. Integrate information presented in different media or formats (e.g., visually, quantitatively), as well as in words, to develop a coherent understanding of a topic or issue in a Socratic Seminar or Philosophical Chairs discussion.

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Collaboration 6‐COLL

1. Participate in team building lessons to learn about valuing and effectively working with others

2. Follow established rules for engaging in collaborative activities

3. Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners

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Organization 6‐ORG

A. Organization and Time Management

1. Develop and maintain an organized binder, divided by subjects, which includes a supply pouch and other academically useful materials

2. Keep calendars and/or planners for each class which show assignments 3. Begin an academic portfolio, demonstrating personal and academic growth 4. Publish final versions of writing for the academic portfolio

B. Note‐Taking

1. Understand the history and functionality of the Cornell note‐taking method 2. Utilize Cornell note‐taking methods in most classes 3. Take four to nine pages of quality Cornell notes per week 4. Develop an understanding of the organization surrounding right‐column notes 5. Develop an understanding of the organization surrounding left‐column notes for main

ideas and questions 6. Develop an understanding of the summary in Cornell note‐taking

C. Research and Technology

1. Use technology in assignments and presentations

D. Test Preparation and Test‐Taking

1. Develop an understanding of how to prepare for content area final exams, focusing on before, during and after an exam

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Reading 6‐REA

A. Vocabulary

1. Identify key vocabulary while reading

B. Textual Analysis

1. Read and discuss various examples of text, including, but not limited to, articles from magazines and newspapers

2. Determine the main idea of grade appropriate text 3. Use multiple reading strategies, including, but not limited to, Marking the Text and

numbering paragraphs to better understand text 4. Summarize informational text 5. Develop awareness of visuals (captions, illustrations, etc.)

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College Readiness 6‐CR

A. Guest Speakers

1. Choose guest speakers who represent careers of interest and prepare questions for the speakers with teacher support

2. Use listening skills during presentations by guest speakers, regarding career preparation and attendance at four‐year colleges and universities

3. Write to reflect on the learning from guest speaker presentations

B. Field Trips

1. Participate in field trips, such as visiting a career/technical education center, community college or cultural/arts venue

2. Use skills of listening and observing during field trip experiences 3. Write to reflect on the learning from field trip experience(s)

C. College and Career Knowledge

1. Use technology to understand differences in postsecondary institutions

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Grade 7

To access the new AVID Elective Standards for grades 6‐12, go to:

MyAVID > File Sharing > AVID Elective Resources and Beyond > “AVID Weeks at a Glance and Standards”


Major Concepts/Content: Advancement Via Individual Determination (AVID) is an academic elective course that prepares students for college readiness and success, and it 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 success skills. In AVID, students participate in activities that incorporate strategies focused on writing, inquiry, collaboration, organization 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. AVID Curriculum Books Used: AVID College and Careers Implementing and Managing the AVID Program for Middle Level Middle Level Writing with Integrated Reading and Oral Language Organizing the AVID Student Binder Strategies for Success AVID Tutorial Support Curriculum Resource Guide Supplemental Materials could include the following: AVID Weekly, Supporting Math in the AVID Elective, Write Path content books, ePrep, Roadtrip Nation, Focused Note‐Taking


Communication COMM

Writing WRI

Inquiry INQ

Collaboration COLL

Organization ORG

Reading REA


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A. Self‐Awareness

1. Utilize SLANT interactions in all classes 2. Utilize proper interpersonal skills, such as proper introductions and handshakes 3. Complete and analyze self‐evaluations about learning styles, emotions and personal

behaviors 4. Differentiate between the three basic learning styles (auditory, visual, kinesthetic) 5. Monitor personal decision‐making as a representative of AVID 6. Recognize and share personal accomplishments

B. Goals

1. Calculate grade point average and set academic goals for success, being sure to monitor goals at the end of each grading period

2. Review and refine academic six‐year plan for secondary education with teachers, parents and guidance counselors, especially during registration for eighth‐grade courses

3. Create an action plan to identify goals for attending a college or university 4. Understand the difference between goals and wishes 5. Differentiate between and write long‐range, mid‐range and short‐range goals 6. Monitor guidelines of AVID school contract, in order to fulfill requirements 7. Identify and confront barriers in goal setting and accomplishing goals


1. Participate in a variety of school activities/clubs and community service opportunities throughout the year

D. Ownership of Learning

1. Access grades online or from teachers on a regular basis 2. Analyze grade reports to create a study/action plan for continued academic

improvement

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A. Speaking

1. Understand intermediate terminology associated with public speaking 2. Practice varying word choice and tone when speaking 3. Utilize proper adult salutations (Dr., Mrs., Ms., etc.) 4. Develop awareness of nonverbal communication when speaking, including body

language and eye contact 5. Understand the difference between a formal and an informal speech 6. Present a personal speech to build confidence in public speaking 7. Draft, edit, revise and present written speeches on various topics 8. Practice speaking skills in front of small groups

B. Listening

1. Create rubrics to evaluate speeches 2. Pose questions to the presenter 3. Understand the difference between hearing and listening, and practice how to be a

"critical listener" by taking Cornell notes and reflecting with class

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Writing 7‐WRI


1. Use graphic organizers and quick‐writes to prepare for writing assignments 2. Analyze prompts, in order to effectively respond to writing assignments 3. Begin considering the audience, purpose and form for writing assignments 4. In collaborative groups, revise drafts or writing to improve and clarify 5. Edit students' essays, especially checking for errors in capitalization and pronoun usage 6. Use common editing marks during the editing process 7. Utilize rubrics to self‐evaluate and peer evaluate work 8. Reflect on one's own writing to encourage continual growth

B. Writing Skills

1. Develop a clear thesis for expository writing 2. Engage and orient the reader by establishing a context and point of view through the

development of a strong introduction 3. Apply strategies to build and expand on vocabulary/word choice 4. Apply strategies to develop ideas and use specific details 5. Effectively use pronouns in writing 6. Use proper capitalization in writing


1. Develop and strengthen writing through the creation of an informational essay 2. Develop and strengthen writing through the creation of a memoir essay 3. Use writing activities from content area classes to practice, develop and refine writing

skills

D. Writing to Learn

1. Compose well‐written summaries using the writer's own words, not copying the original text

2. Differentiate between a summary and a reflection 3. Use a variety of models to complete weekly learning logs that include thoughts,

reactions and responses to class content 4. Write self‐reflections on presentations, speeches and field trips

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1. Deepen understanding of Costa’s Levels of Thinking and/or Bloom’s Taxonomy by recognizing differences between levels

B. Tutorials

1. Understand and utilize 10 Steps in the Tutorial Process

2. Understand roles of all participants in academic tutorials with peers as group members and college tutors as facilitators, twice per week

3. Complete the Tutorial Request Form (TRF), including heading, source, academic vocabulary, point of confusion and level 2 question(s), prior to class

4. Presenter explains new understanding of question, and group members ask clarifying questions

5. Develop thought‐provoking questions, in order to actively participate in academic tutorials


1. Actively participate in and evaluate the process of Philosophical Chairs and/or Socratic Seminar, selecting topics/articles as appropriate

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

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

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1. Foster trust building skills by working with partners to complete a specified task

2. Enhance understanding of collaboration by working in groups during team building and motivational activities or problem solving

3. Participate in group discussions and reflections based on collaborative work (e.g., Think‐Pair‐Share, Jigsaw, Numbered Heads)

4. Acknowledge new information expressed by others and, when warranted, modify views accordingly

5. Engage in dialogue within a large, teacher‐supported group discussion, to gain a deeper understanding of the topic discussed and the process used

6. Refine inquiry, listening, and oral communication skills through a variety of activities, including tutorials, presentations, Socratic Seminars, and Philosophical Chairs

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2. Reorganize the binder at the end of each grading period 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

4. Evaluate personal time management habits and monitor effectiveness accordingly 5. Continue compiling an academic portfolio demonstrating personal and academic growth 6. Complete reflection/learning log and present on contributions to academic portfolio 7. Publish final versions of writing for the academic portfolio

B. Note‐Taking

1. Develop a basic understanding pertaining to the components of the CORNELL WAY focused note‐taking process

2. Take notes for each core class on a weekly basis 3. Take seven to 12 pages of quality Cornell notes per week 4. Understand how to utilize Cornell notes as a study tool 5. Have notes available during tutorials to support questioning 6. Understand how to identify important points, use abbreviations, and use shorthand in

the right column of Cornell notes 7. Begin writing questions (any level) in the left column that correspond to chunks of

information in the notes section 8. Compose an essential question based on the standard or objective covered by the

lesson 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


1. Use technology in assignments and presentations, particularly in response to guest speaker presentations, field trip experiences, and final drafts of writing assignments

2. Demonstrate command of keyboarding skills to type a minimum of three pages

D. Test Preparation/Test‐Taking

1. Identify and reflect on particular problems in preparing for, or taking, tests 2. Identify and distinguish strategies to study for different types of exams (such as

matching, true‐false, multiple‐choice, vocabulary and essay tests)

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Reading 7‐REA

A. Vocabulary

1. Identify key vocabulary while reading

B. Textual Analysis

1. Read and discuss various examples of text, including, but not limited to, articles from magazines and newspapers

2. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning

3. Determine the main idea of grade‐appropriate text 4. Use multiple reading strategies, including, but not limited to, Marking the Text,

annotating text and numbering paragraphs to better understand text while reading 5. Circle and underline relevant information 6. Summarize informational text 7. Connect visuals (captions, illustrations, etc.) to the surrounding text

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A. Guest Speakers

1. Choose guest speakers who represent careers of interest and prepare questions for the speakers prior to their visit when appropriate

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

3. Draft, peer edit, revise and create a final draft of a thank‐you letter to guest speakers

B. Field Trips

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

2. Use skills of listening and observing during field trip experiences


1. Use technology to research colleges of interest 2. Begin developing an understanding about the value of a college education 3. Begin a basic understanding of college vocabulary 4. Prepare for and conduct a career interview on a profession of choice 5. Research various careers, comparing salaries and qualifications


Grade 8


Major Concepts/Content: Advancement Via Individual Determination (AVID) is an academic elective course that prepares students for college readiness and success, and it 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 success skills. In AVID, students participate in activities that incorporate strategies focused on writing, inquiry, collaboration, organization 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. AVID Curriculum Books Used: AVID College and Careers Implementing and Managing the AVID Program for Middle Level Middle Level Writing with Integrated Reading and Oral Language Organizing the AVID Student Binder Strategies for Success AVID Tutorial Support Curriculum Resource Guide Supplemental Materials could include the following: AVID Weekly, Supporting Math in the AVID Elective, Write Path content books, ePrep, Roadtrip Nation, Focused Note‐Taking


Communication COMM

Writing WRI

Inquiry INQ

Collaboration COLL

Organization ORG

Reading REA



A. Self‐Awareness

1. Utilize SLANT interactions in all classes 2. Exhibit positive behaviors to others, serving as a role model for peers 3. Collaborate with other students who have different learning styles 4. Identify conflict management skills necessary for various conflict situations 5. Discuss views and opinions about the transition to high school, as well as how to be

successful in high school 6. Understand the consequences of work ethic, regarding expectations in high school and

college 7. Understand and utilize the WICR strategies in classes other than the AVID Elective,

expressing ownership of academic behaviors

B. Goals

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

2. Revisit academic six‐year plan for secondary education with teachers, parents and guidance counselors, especially during registration for ninth‐grade courses

3. Reaffirm goals for attending a college and/or university by adding descriptions to action plans

4. Create written and visual depictions of long‐range, mid‐range and short‐range goals to achieve personal, academic or social goals

5. Set short‐range goals around projects and/or required reading 6. Select an honors course in high school and write an action plan for successfully

completing the course 7. Reflect on and analyze successes and challenges in developing time management skills


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



improvement 3. Evaluate and determine when to seek help to clarify assignments and grades

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A. Speaking

1. Understand and use terminology associated with public speaking 2. Be aware of audience and differentiate word choice, tone and voice when speaking 3. Develop awareness of nonverbal communication when speaking, including body

language and eye contact 4. Create rubrics to evaluate speeches on content, delivery and soundness of reasoning 5. Prepare and use visual aids that support the topic of the speech or presentation 6. Draft, edit, revise and present a speech to inform 7. Appeal to interest of audience members 8. Utilize speaking skills in communicating with teachers, counselors and administrators,

regarding learning, academic performance and goals 9. Promote scholarly discourse in tutorials, Socratic Seminars, and Philosophical Chairs

B. Listening

1. Create rubrics to evaluate speeches on content, delivery and soundness of reasoning 2. Pose questions that elicit elaboration

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Writing 8‐WRI


1. Use varied strategies to prepare for and plan writing assignments 2. Budget and plan time to complete all steps of the writing process 3. Use feedback from readers to revise drafts 4. Edit students' essays, especially checking for word choice and voice 5. Utilize rubrics to self‐evaluate and peer evaluate work

B. Writing Skills

1. Incorporate a body paragraph structure, which establishes and maintains a formal style 2. Provide a conclusion that follows from and reflects on the narrated experiences or

events 3. Apply strategies to build and expand on vocabulary/word choice, in order to avoid using

clichés in writing 4. Write descriptive sentences with varied structure 5. Understand and utilize active and passive voice in writing assignments, as appropriate 6. Correctly integrate quotes, while citing sources appropriately


1. Develop and strengthen writing through the creation of a persuasive essay 2. Develop and strengthen writing through the creation of an editorial essay 3. Develop and strengthen writing through the creation of a ‘description of a place’ essay 4. Write to a prompt under timed circumstances

D. Writing to Learn

1. Compose well‐written summaries adhering to the five criteria of good summaries 2. Evaluate summaries using rubrics and checklists 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 4. Write detailed self‐reflections on experiences, presentations, speeches and field trips

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1. Recognize and create questions based on Costa’s Levels of Thinking and/or Bloom’s Taxonomy

2. Focus on the generalization of processes pertaining to how a solution was found

B. Tutorials

1. Refine the 10 Steps in the Tutorial Process

2. Understand roles of all participants in academic tutorials with peers as group members and college tutors as facilitators, twice per week

3. Group members ask questions, guide and facilitate understanding, support use of resources and take Cornell notes

4. Complete reflections about the learning process of answering and solving tutorial questions

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


1. Actively participate in and evaluate the process of Philosophical Chairs and/or Socratic Seminar, focusing on strategies for continuous improvement

2. Reference text, citing location to support claims and questions

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

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

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1. Continue to foster trust building skills by working with classmates

2. Refine inquiry, listening, and oral communication skills through a variety of activities, including tutorials, presentations, Socratic Seminars, and Philosophical Chairs

3. Enhance understanding of collaboration and develop leadership skills by working in groups during team building and motivational activities or problem solving

4. Indentify roles within a team/study group to complete a task

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2. Reorganize the binder at the end of each grading period 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

4. Create a weekly action plan based on the student’s academic needs 5. Complete an academic portfolio for middle school, demonstrating personal and

academic growth 6. Complete reflection/learning log and present on contributions to academic portfolio 7. Publish final versions of writing for the academic portfolio

B. Note‐Taking

1. Review and utilize the components of the CORNELL WAY focused note‐taking process 2. Write Cornell notes for each class, including AVID, on a weekly basis and acquire

knowledge pertaining to expectations of usage from each teacher 3. Take seven to 12 pages of quality Cornell notes per week 4. Fill in gaps of information in Cornell notes to maximize use as a study tool for exams 5. Mark, highlight and underline key concepts in notes to show key information 6. Write effective summaries for Cornell notes that link all of the learning together


1. Use technology in assignments and presentations, particularly in response to guest speaker presentations, field trip experiences and writing assignments

2. Use the Internet to conduct research in preparation for speeches and essays 3. Determine validity and applicability of information gathered on the Internet

D. Test Prep/Test‐Taking

1. Identify and reflect on personal challenges in preparing for or taking tests, specifically in advanced and honors courses

2. Utilize strategies to prepare for different types of exams 3. Utilize relevant notes/resources to anticipate test questions and study for upcoming

assessments 4. Understand teacher’s grading rubric and seek further explanation of test expectations

when necessary 5. Use test taking strategies, such as reading the directions, completing easier problems

first, returning to more challenging problems, and checking all answers

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Reading 8‐REA

A. Vocabulary

1. Understand how to use context clues in interpreting new vocabulary

B. Textual Analysis

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

2. Read and discuss various examples of text, including, but not limited to, articles from fiction and non‐fiction

3. Understand use of persuasive techniques in advertisements and writing 4. Use multiple reading strategies, including, but not limited to, Marking the Text and

annotating text 5. Understand and use pre‐reading strategies to build background knowledge of unfamiliar

texts 6. Utilize strategies to identify an author’s purpose and reading for a specific purpose 7. Practice rereading to deepen understanding of a text 8. Identify and discuss traits of voice found in literature 9. Build understanding of drawing inferences from texts 10. Determine the main idea of grade‐appropriate text

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A. Guest Speakers

1. Prepare for guest speaker presentations by creating questions for the speakers prior to their visits

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

3. Draft, peer edit, revise and create a final draft of a letter and/or project of appreciation to guest speakers

B. Field Trips

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

2. Use skills of listening and observing during field trip experiences 3. Draft, edit, revise and create final draft of writing that reflects on learning from field trip

experience(s)


1. Use technology, guest speakers and field trips to expose students to different aspects of college

2. Use the Internet to analyze a career‐related website 3. Utilize email, when appropriate, to interview a person regarding a specific career 4. Understand differences between jobs and careers 5. Complete a career interest inventory to determine potential career opportunities that

align with interests

D. College Entrance Testing

1. Take practice exams of EXPLORE, Readistep, PSAT, and/or PLAN 2. Participate in an official administration of EXPLORE, Readistep, PSAT and/or PLAN 3. Develop a personal action plan based upon analysis of practice and official test results 4. Utilize AP® indicators to plan coursework for high school

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Grade 9


Major Concepts/Content: Advancement Via Individual Determination (AVID) is an academic elective course that prepares students for college readiness and success, and it 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 success skills. In AVID, students participate in activities that incorporate strategies focused on writing, inquiry, collaboration, organization and reading to support their academic growth. Some students will have previous experience with AVID at the middle grades, and some students will be experiencing AVID for the first time. Either way, 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. AVID Curriculum Books Used: AVID College and Careers Implementing and Managing the AVID Program for High School High School Writing Organizing the AVID Student Binder Strategies for Success AVID Tutorial Support Curriculum Resource Guide Preparing for College Grades 11‐12 Supplemental Materials could include the following: AVID Weekly, Supporting Math in the AVID Elective, Write Path content books, ePrep, Roadtrip Nation, Focused Note‐Taking


Communication COMM

Writing WRI

Inquiry INQ

Collaboration COLL

Organization ORG

Reading REA



A. Self‐Awareness

1. Remind students about SLANT interactions and expectations in all classes 2. Understand the role of AVID students and display characteristics on a regular basis 3. Develop skills in offering appropriate criticism 4. Develop understanding about personal learning styles 5. Complete self‐evaluations about conflict resolution, personal behavior and core values 6. Apply conflict management skills, aligning with the expectations of an AVID student 7. Develop awareness of personal strengths/skills and utilize them to better the school and

community

B. Goals

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

2. Revisit academic six‐year plan to understand college entrance requirements and learn about AP®/IB®/honors course options

3. Examine academic strengths and weaknesses that will aid in course selection patterns 4. Create focused goals around college and the steps necessary to gain entrance 5. Create short‐, mid‐, and long‐term goals that support academic and personal growth 6. Review and revise personal and academic goals during key times throughout the year 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 8. Discuss goals in an oral presentation, using organized information that integrates

appropriate media in the presentation


1. Be exposed to a variety of school activities/clubs and community service opportunities at the beginning of the year

2. Become active in at least one school or community service project/activity 3. Track community service hours and extracurricular activity participation in a multi‐year

student portfolio



improvement 3. Seek opportunities outside of the AVID classroom to ask questions, clarify thinking and

identify points of confusion 4. Create positive peer connections through independent study groups

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A. Speaking

1. Effectively integrate speaking terminology into speeches 2. Role play varying word choice, tone and voice when speaking to an assigned audience 3. Practice purposeful movement during speeches 4. Draft, edit, revise and present an informal and a formal speech 5. Work with a collaborative group to make presentations to the class following various

activities 6. Use factually reliable evidence to support topic 7. Present information, findings and supporting evidence concisely and logically

B. Listening

1. Give feedback on student presentations and delivery 2. Pose questions that ask for clarification 3. Record key information in Cornell notes

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Writing 9‐WRI


1. Use organizational strategies and tools to aid in the development of essays 2. Understand and identify the audience, purpose and form for writing assignments 3. Revise drafts multiple times to improve and clarify 4. Edit students' essays, especially checking for transition words and errors in grammar,

punctuation and comma usage 5. Use common editing marks during the editing process 6. Utilize rubrics to self‐evaluate and peer evaluate work, especially those similar to AP

exam rubrics 7. Reflect on one's own writing to encourage continual growth

B. Writing Skills

1. Understand strategies to write effective three‐part essays 2. Develop a clear and concise thesis for expository writing 3. Write with a focus on grammar, punctuation and comma usage 4. Include descriptive sentences in pieces of writing 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


1. Develop and strengthen writing through the creation of a college research essay 2. Develop and strengthen writing through the creation of a Mandala essay 3. Write informative texts to examine and explain complex ideas, such as a complex

process 4. Develop and strengthen writing through the creation of a ‘life goals’ essay

D. Writing to Learn

1. Write summaries of information in various contexts 2. Differentiate between a summary and a reflection 3. Use learning logs to reflect upon performance on assessments, where the learning

broke down, and where confusion exists

Page | 3


1. Use Costa's Levels of Thinking words in assignments, discussions and notes

2. Focus on drawing connections between ideas, using compare and contrast questions

B. Tutorials

1. Refine collaborative tutorial skills through tutor‐led discussions following tutorial sessions

2. Student presenter initiates the discussion by explaining the question (what strategies have been previously attempted and where they became confused in answering the question)

3. Utilize resources (such as Cornell notes and textbook) to gather information


1. Work with peers to set rules for collegial discussions and decision‐making

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

3. Utilize critical reading strategies to indentify authors’ claims and formulate questions to explore meaning as preparation for a Socratic Seminar

4. During the Socratic Seminar, ask additional questions to continue deeper exploration of the text and one another’s thinking and expressions

5. Reflect on the Socratic Seminar discussion and identify areas for future improvement

Page | 4

Collaboration 9‐COLL A. Types of Interactions

1. Develop positive peer interaction skills through establishing group norms before, and reflective discussions following, collaborative activities

2. Utilize technology to interact and collaborate with others

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

4. Participate in team building lessons to learn about valuing and effectively working with others

Page | 5



1. Refine organization and neatness of binder through ongoing course support, peer discussion, and personal reflection and goal setting

2. Utilize a planner/agenda to track class assignments and grades 3. Utilize a planner/agenda to balance social and academic commitments and color code

planner to identify different topics (academic, social, extracurricular, etc.) 4. Assess time usage and create a time management plan, which will allow for academic,

extracurricular and recreational activities 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

6. Publish final versions of writing for the academic portfolio

B. Note‐Taking

1. Take 10 to 18 pages of quality Cornell notes per week 2. Understand how to use notes to study, including the fold‐over method 3. Utilize notes during the tutorial process to support questioning and gathering of key

learning 4. Edit and revise notes outside of class to improve usability 5. Refine process of identifying important points, using abbreviations and using shortcuts

in the right column of Cornell notes 6. Begin writing higher‐level questions in the left column that correspond to chunks of

information in the notes section 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


1. Use technology in assignments and presentations, using standardized citation styles to cite sources

2. Utilize technology to complete final drafts of assignments and conduct research 3. Establish a professionally structured email address (e.g., first initial last name @ email

provider.com)

D. Test Preparation/Test‐Taking

1. Identify and reflect on areas of academic weakness and determine study and test‐taking strategies that will aid in test preparation

2. Prepare for upcoming assessments based upon the format of the test and previous assessment results

Page | 6

Page | 7

3. Understand grading rubric and prioritize time allotment on test sections based on point values

4. Learn to effectively manage test anxiety 5. Check all answers/responses prior to submitting test and change responses when sure

of necessity

Page | 8

Reading 9‐REA

A. Vocabulary

1. Understand how to use context clues in interpreting new vocabulary 2. Incorporate new words garnered from reading into academic speech and writing 3. Determine or clarify the meaning of unknown and multiple meaning words using

context clues and reference materials

B. Textual Analysis

1. Understand and use pre‐reading strategies to build background knowledge of unfamiliar texts

2. Identify genre of text 3. Read and discuss various examples of text, including articles from fiction and non‐fiction 4. Use multiple reading strategies, including Marking the Text and annotating text to

identify claims and connect ideas 5. Use rereading strategies to recall critical concepts during discussions and essay writing 6. Use any subtitles to guide reading 7. Record summaries, connections and questions in the margins


A. Guest Speakers

1. Prepare for guest speaker presentations by creating questions for the speakers prior to their visit

2. Greet and escort guest speakers to the classroom 3. Use skills of listening and note‐taking during presentations by guest speakers 4. Gather insight from a variety of guest speakers who discuss various aspects of their

careers 5. Draft, peer edit, revise and create a final draft of a letter and/or project of appreciation

to guest speakers

B. Field Trips

1. Participate in field trips to include one or two college/university visits that are different from previous year

2. Engage in at least one "e‐trip" that has an interactive component that is outside of the state

3. Use skills of listening and note‐taking during field trip experiences 4. Draft, edit, revise and create final draft of writing that reflects on learning from field trip

experience(s)


1. Research college admissions requirements, with emphasis on cost of living, tuition, and financial aid for a college of choice

2. Continue developing a basic understanding of college vocabulary 3. Research a career of interest, based upon career values 4. Participate in career awareness tests and activities to help build awareness of personal

strengths


1. Take and analyze the results from a PLAN and/or PSAT test 2. Develop vocabulary skills by reviewing roots, prefixes, suffixes, and ACT and SAT® word

lists 3. Collaboratively problem solve PSAT/PLAN test preparatory items

E. College Admissions/Financial Aid

1. Understand the importance of community service and grades as a requirement for scholarships

2. Identify schools of interest and examine cost of attendance

Page | 9


Grade 10


Major Concepts/Content: Advancement Via Individual Determination (AVID) is an academic elective course that prepares students for college readiness and success, and it 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 success skills. In AVID, students participate in activities that incorporate strategies focused on writing, inquiry, collaboration, organization and reading to support their academic growth. During the tenth grade AVID Elective course, students will refine the AVID strategies to meet their independent needs and learning styles. Students will continue to refine and adjust their academic learning plans and goals, increasing awareness of their actions and behaviors. As students increase the rigorous course load and school/community involvement, they will refine their time management and study skills accordingly. Students will expand their writing portfolio to include: analyzing prompts, supporting arguments and claims, character analysis and detailed reflections. Students will also analyze various documents, in order to participate in collaborative discussions and develop leadership skills in those settings. Students will expand their vocabulary use, continuing to prepare for college entrance exams and preparation. Text analysis will focus on specific strategies to understand complex texts. Lastly, students will narrow down their college and careers of interest, based on personal interests and goals. AVID Curriculum Books Used: AVID College and Careers Implementing and Managing the AVID Program for High School High School Writing Organizing the AVID Student Binder Strategies for Success AVID Tutorial Guide Preparing for College Grades 11-12 Supplemental Materials could include the following: AVID Weekly, Supporting Math in the AVID Elective, Write Path content books, AVID Test Prep, Roadtrip Nation Weekly, Roadtrip Nation: AVID Experience, Focused Note-Taking

Domains Reference

Character Development CD

Communication COMM

Writing WRI

Inquiry INQ

Collaboration COLL

Organization ORG

Reading REA

College Preparedness CP

Page | 1

Character Development 10-CD

A. Self-Awareness

1. Demonstrate scholarly attributes in working with adults and peers 2. Understand the role of AVID students and display characteristics on a regular basis 3. Align learning and study strategies to personal learning style 4. Demonstrate the ability to successfully resolve conflicts and disputes with peers and

teachers 5. Reassess previous year’s interests and pursuits, in order to realign current activities to

further develop abilities 6. Assess areas of weakness and develop plans to address those weaknesses

B. Goals

1. Reassess academic six-year plan to evaluate progress toward meeting all college entrance requirements upon high school graduation and adapt plans if any courses need to be retaken due to low academic grades

2. Examine academic strengths that will aid in course selection patterns, especially around honors and AP® courses

3. Reassess short-, mid-, and long-term goals that will continue to ensure academic and personal growth

4. Review and revise personal and academic goals, specifically those dealing with college and career aspirations

5. Set and monitor goals around community service, extracurricular activity involvement and academic testing


1. Continue in extracurricular clubs, programs, community service and athletics of interest to demonstrate commitment, in addition to seeking out positions of leadership, such as club officers or captains

2. Determine a service learning project to participate in as a class 3. Track community service hours and extracurricular activity participation in a multi-year

student portfolio



improvement 3. Seek opportunities outside of the AVID classroom to ask questions, clarify thinking and

identify points of confusion 4. Create positive peer connections through independent study groups

Page | 2

Communication 10-COMM

A. Speaking

1. Role play varying word choice, tone and voice when speaking to an assigned audience 2. Practice utilizing purposeful gestures during speeches 3. Refine use of vocal projection in both formal speeches and Socratic Seminar settings 4. Incorporate technology and/or visual aids to increase effectiveness of the speech or

presentation 5. Practice speaking skills through mock job interviews 6. Present information, findings and supporting evidence concisely and logically 7. Integrate multiple sources of information 8. Participate in group discussion, progressing the discussion into deeper levels of thinking

B. Listening

1. Record key learning points and provide feedback using Cornell notes 2. Effectively summarize ideas from a discussion

Page | 3

Writing 10-WRI


1. Practice strategies for pre-writing in response to various prompts for both timed writing and process writing

2. Analyzing a prompt for timed writing situations 3. Edit students' essays, especially checking for the usage of varied sentence types 4. Utilize rubrics to self-evaluate and peer evaluate work, especially those similar to AP

exam rubrics

B. Writing Skills

1. Refine strategies to write effective paragraphs 2. Focus on expanding word choice in all aspects of writing 3. Write with a focus on using varied sentence types (simple, compound, complex) 4. Incorporate transitions to improve flow within a paragraph and logically tie together

academic arguments 5. Support arguments and claims of evidence using textual sources


1. Develop and strengthen writing through the creation of a career research essay 2. Develop and strengthen writing through the creation of an argumentative essay 3. Develop and strengthen writing through the creation of a character analysis 4. Use writing activities from content area classes to practice, develop and refine writing

skills

D. Writing to Learn

1. Evaluate summaries using rubrics and checklists 2. Utilize reflective logs to evaluate note-taking habits and set subsequent goals to

improve upon past learning 3. Write detailed reflections on experiences, presentations and speeches, focusing on how

the knowledge is applied to decisions

Page | 4

Inquiry 10-INQ A. Costa's Levels of Thinking

1. Use skilled questioning to elicit deeper thinking from self and others

B. Tutorials

1. Refine collaborative tutorial skills through tutor-led discussions following tutorial sessions with a focus on higher-level questioning

2. Complete a higher-level reflection about the learning process during tutorials


1. Utilize critical reading strategies to determine main ideas/claims as a pre-activity to Socratic Seminar and Philosophical Chairs discussions

2. Come to Socratic Seminar/Philosophical Chairs discussions prepared, having read and researched material under study and explicitly draw on that preparation by referring to evidence from texts

3. Analyze a seminal U.S document of historical and literary significance (e.g., Roosevelt's Four Freedoms speech, Letter from Birmingham Jail) in a Socratic Seminar or Philosophical Chairs discussion

4. Analyze various accounts of a subject told through different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account in a Socratic Seminar or Philosophical Chairs discussion

5. Propel conversations by posing and responding to questions that relate the current discussions to broader themes or larger ideas

6. Focus on the development of leadership skills and self-refinement during Socratic Seminar discussions

7. Summarize points of agreement and disagreement

Page | 5

Collaboration 10-COLL A. Types of Interactions

1. Develop positive peer interaction skills through creating group norms and reflective discussions following collaborative activities

2. Focus on academic language skills that will develop strong peer-instructor relationships

3. Practice using encouragement and positive affirmations with peers

4. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence

5. Utilize technology to interact and collaborate with others and foster trust building skills by working with partners to complete a specified task

6. Enhance understanding of collaboration by working in groups during team building and motivational activities or problem solving

7. Participate in group discussions and reflections based on collaborative work

8. Acknowledge new information expressed by others, and when warranted, modify one’s own views

9. Refine inquiry, listening and oral communication skills through a variety of activities, including tutorials, presentations, Socratic Seminars, and Philosophical Chairs

Page | 6

Organization 10-ORG


1. Refine organization and neatness of binder through ongoing course support, peer discussion, and personal reflection and goal setting

2. Utilize a planner/agenda to track class assignments and grades 3. Utilize a planner/agenda to balance social and academic commitments and use

backwards mapping for major projects or tests 4. Analyze grades to adjust study habits and time allocations 5. Continuously add to and reflect on multi-grade level portfolio throughout the school

year 6. Present portfolio of personal academic work at the end of the year using peer feedback

and suggestions for improvement 7. Publish final versions of writing for the academic portfolio

B. Note-Taking

1. Take 10 to 18 pages of quality Cornell notes per week 2. Utilize notes after the tests to reexamine incorrect items on the tests and where

potential gaps in the notes might exist 3. Create visuals or symbols in the right column to represent and help recall information 4. Change pen colors to indicate change in concept 5. Refine the skill of composing an essential question based on the standard or objective

covered by the lesson 6. Write higher-level summaries for Cornell notes that link all of the learning together


1. Use technology in assignments and presentations, using proper MLA style to cite sources

2. Utilize technology to complete final drafts of assignments and conduct research 3. Use technology to share, store and collaborate on projects 4. Research careers and postsecondary institutions via the Internet, gathering information

about majors and atmosphere of the colleges/universities

D. Test Preparation/Test-Taking

1. Use graded assessments to identify and reflect on academic weakness and determine study and test-taking strategies that will aid in test preparation

2. Utilize strategies for various types of tests, in preparation for midterm and final exams

Page | 7

Reading 10-REA

A. Vocabulary

1. Expand vocabulary, especially those utilized on SAT/ACT testing and properly incorporate them into writings to vary word usage

2. Develop interpretation skills, using root word, prefix, and suffix 3. Demonstrate independence in gathering vocabulary knowledge

B. Textual Analysis

1. Learn to determine purpose of reading, in order to correctly choose a proper method of reading

2. Read and discuss various examples of text, including articles from fiction and non-fiction 3. Mark texts to track understanding of the text and questions about the reading 4. Utilize charting of the text to track various points of view and opposing claims 5. Determine author’s tone and voice 6. Demonstrate a comprehensive understanding of significant ideas expressed in written

works by identifying important ideas, recognizing inferences and drawing conclusions

Page | 8

College Preparedness 10-CP

A. Guest Speakers

1. Practice strong usage of academic language through thought-provoking questions that clarify or will lead to greater depth of knowledge

2. Practice listening and note-taking skills with guest speakers from both the school and community and integrate information into student projects and presentations

3. Write letters of appreciation to guest speakers, making sure to reflect on and express learning from the presentation

B. Field Trips

1. Participate in field trips, including, but not limited to, the following: one or two college/university visits that are different from previous year, including time spent with admissions counselors, and a field trip that has a career focus

2. Meet set minimum grade and behavior criteria (as determined by the school), in order to attend the field trips

3. Use skills of listening and note-taking during field trip experiences 4. Track thoughts and potential attendance of the college/university through Cornell

notes, learning logs, and/or reflective essays


1. Narrow down potential colleges/universities of interest, choosing campuses that fit personality, academic interests and goals

2. Sign-up for ongoing information regarding admissions and potential scholarships from colleges/universities of interest

3. Develop an understanding of the college application process and required information 4. Begin developing an understanding of career paths and the associated college degree


1. Prepare for, take and analyze the results for the PSAT and/or PLAN tests 2. Focus on test-taking strategies to help determine correct answers on high-stakes tests 3. Continue developing vocabulary skills by reviewing roots, prefixes, suffixes, and ACT and

SAT® word lists 4. Understand the differences between various college entrance tests


1. Identify key differences between costs for public and private universities 2. Examine potential scholarships from colleges of interest and local scholarships and

design plans to meet selection criteria


Grade 11


Major Concepts/Content: Advancement Via Individual Determination (AVID) is an academic elective course that prepares students for college readiness and success, and it 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. The course emphasizes rhetorical reading, analytical writing, collaborative discussion strategies, tutorial inquiry study groups, preparation for college entrance and placement exams, college study skills and test-taking strategies, note-taking and research. The eleventh grade AVID Elective course is the first part in a junior/senior seminar course that focuses on writing and critical thinking expected of first- and second-year college students. In addition to the academic focus of the AVID seminar, there are college-bound activities, methodologies and tasks that should be undertaken during the junior year to support students as they apply to four-year universities and confirm their postsecondary plans. AVID Curriculum Books Used: AVID College Readiness: Working with Sources Grades 11-12 AVID College and Careers Implementing and Managing the AVID Program for High School High School Writing Organizing the AVID Student Binder Strategies for Success AVID Tutorial Guide Preparing for College Grades 11-12

Supplemental Materials could include the following: AVID Weekly, Supporting Math in the AVID Elective, Write Path content books, AVID Test Prep, Roadtrip Nation Weekly, Focused Note-Taking

Domains Reference


Communication COMM

Writing WRI

Inquiry INQ

Collaboration COLL

Organization ORG

Reading REA


Page | 1


A. Self-Awareness

1. Understand the role of AVID students and display characteristics on a regular basis, especially to younger AVID students

2. Serve as a mentor and role model to younger AVID students 3. Develop skills in offering and receiving criticism 4. Identify potential academic challenges that may occur and seek proactive solutions with

teachers 5. Examine potential career paths and college degrees that align with abilities, talents and

interests 6. Align senior year course selection with identified interests and ability to aid in a smooth

collegiate transition

B. Goals

1. Check progress toward short- and mid-term goals, including grade point average 2. Review academic six-year plan, checking to assure rigorous course load through

graduation 3. Develop action steps to achieve desired scores on the SAT and ACT 4. Refine goals based on interests, talents and abilities 5. Refine plans for ongoing personal and academic development 6. Create living document with written goals, broken down into steps to use throughout

the year 7. Reflect upon previous year’s goals and discuss successes and challenges of reaching

those goals 8. Reflect upon previous year’s long-term goal and revise as necessary, focusing on specific

goals dedicated to planning for college and a career


1. Continue with select school activities/clubs and community service opportunities throughout the year, especially clubs for upper-classmen (e.g., National Honor Society)

2. Focus on leadership positions within school clubs 3. Track community service hours and extracurricular activity participation in a multi-year

student portfolio 4. Consider putting on class community service activity within collaborative groups 5. Ask for letters of recommendation from club advisors with whom a strong relationship

has been established

Page | 2



improvement 3. Communicate effectively with teachers, counselors and administrators to discuss areas

of concern or a need for clarity 4. Increase awareness of how various content areas are connected 5. Integrate academic questions before, during and after class with teachers and peers

Page | 3


A. Speaking

1. Refine all aspects of public speaking and presenting 2. Seamlessly incorporate visual aids of varying types into speeches and presentations 3. Present research findings as a group 4. Refine speaking skills through working with peers to promote civil, democratic

discussions and decision-making 5. Speak in a variety of public venues as an AVID representative or ambassador

B. Listening

1. Listen and respond to others in formal and informal settings 2. Effectively summarize ideas from a discussion, noting how their personal views on the

topic have changed or been influenced 3. Critically evaluate and analyze oral presentations

Page | 4

Writing 11-WRI


1. Organize, monitor progress, and effectively manage time requirements surrounding complex writing assignments

2. Analyze a prompt, distinguishing between writing under testing conditions and untimed situations

3. Revise drafts as necessary until all ideas are expressed in the best possible manner 4. Edit students' essays, especially checking for integration of quotes and citations 5. Use a variety of rubrics to grade essays, especially those used to grade essays for the

SAT and other college admissions tests 6. Reflect on one's own writing to set future goals and/or determine next steps or needs as

a writer

B. Writing Skills

1. Develop well-constructed thesis statements, which properly captures the paper’s topic 2. Effectively integrate quotes into writing 3. Utilize multiple structures commonly used at collegiate levels, such as MLA/APA

citations, source integration and abstract writing 4. Focus on improving sentences through word choice and varying sentence structure


1. Develop and strengthen writing through the creation of a research paper 2. Develop and strengthen writing through the creation of a college admissions essay 3. Develop and strengthen writing through the creation of a ‘life goals’ essay focused on

college 4. Produce a friendly letter focusing on professional response, reflecting needs in college

and professional careers 5. Draft and respond to Summer Institute Speaker contests

D. Writing to Learn

1. Refine skills of summarizing information in various contexts 2. Reflect upon research skills gained during the research project and how those skills will

relate to postsecondary education

Page | 5

Inquiry 11-INQ A. Costa's Levels of Thinking

1. Refine collaborative group study skills during academic tutorials so that students are able to form groups independently for each core class, especially around college level courses

B. Tutorials

1. Student group members and presenter will lead the discussion with minimal tutor input

2. Students complete a higher-level reflection about the learning process during tutorials


1. Students provide the central statement for Philosophical Chairs

2. Formulate questions to make a personal connection with text(s) and/or other content/concepts

3. Evaluate ideas/points of view within the discussion and generate/construct appropriate responses

4. Appreciate multiple perspectives, in order to negotiate multiple meanings or ideas during the discussion

5. Prepare an academic argument on a controversial topic, integrating fully developed claims

6. Analyze a 17th, 18th, or 19th century foundational U.S document of historical and literary significance (e.g., The Declaration of Independence or the Preamble to the Constitution) for their themes, purposes and rhetorical features in a Socratic Seminar or Philosophical Chairs discussion

Page | 6

Collaboration 11-COLL

A. Types of Interactions

1. Independently create study groups for academically rigorous coursework, with discussion on creating group norms and expectations

2. Develop positive peer relationships, especially with those taking advanced coursework

3. Provide opportunity for peer tutoring in after-school programs or at surrounding middle schools

Page | 7

Organization 11-ORG

A. Organization and Time Management 1. Refine the use of organizational tools, such as assignment logs, calendars, agendas, and planners,

consider color coding to distinguish types of tasks and develop an individualized style 2. Adjust commitments to ensure that sufficient time is available to meet academic goals, as well as

extracurricular activities and a job, as necessary 3. Reflect at the end of eleventh grade about summer priorities, next year’s time commitment, and

potential to successfully navigate all courses, especially college level coursework, successfully 4. Reflect on academic performance and independently adjust study habits and time management

skills as needed 5. Continuously add to and reflect on multi-grade level portfolio throughout the school year 6. Publish final versions of writing for the academic portfolio

B. Note-Taking 1. Take 15 to 25 pages of quality Cornell notes per week 2. Utilize Cornell notes as an advanced study tool, which will be continually refined and studied

independently 3. Adapt organization strategy of note-taking to meet required academic tasks, such as lectures, lab

work, reading or collaborative work 4. Use the skills of underlining key terms, highlighting and going back to fill in gaps to sufficiently

process notes that have been taken 5. Review, refine and use color-coding on notes focusing on unimportant information, key

information and potential test questions 6. Refine content on notes as new understanding is gained through reading textbook(s), tutorial

sessions, study groups and discussions with the teacher/peers 7. Refine writing of higher-level questions in the left column that corresponds to chunks of

information in the notes section to ensure that they will generate higher-level thinking 8. 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 C. Research and Technology

1. Expand proficiency with technological learning tools, especially advanced features of MS Word, PowerPoint, and video editing software

2. Complete an in-depth research project where the student utilizes books, Internet, and primary source documents

3. Work as a class to complete a research project 4. Work with a small group to complete a research project 5. Research and apply for college scholarships

D. Test Preparation/Test-Taking 1. Discuss test-taking strategies with core content teachers, in order to support efforts in preparing

for exams 2. Analyze test results and bring missed questions to tutorials to discuss and solve with peer groups

Page | 8

Reading 11-REA

A. Vocabulary

1. Relate new vocabulary to familiar words 2. Infer word meaning using knowledge of advanced prefixes, suffixes and root words 3. Chart new words during reading of increasingly complex texts 4. Utilize concept mapping to determine word usage and various meanings

B. Textual Analysis

1. Analyze multiple interpretations of a story, drama or poem, evaluating how each version interprets the source text

2. Analyze collegiate level writing prompts to determine purpose 3. Analyze the features and rhetorical devices used in different types of non-fiction: essays,

speeches, editorials, scientific reports and historical documents 4. Effectively summarize sections of an argument, text or film 5. Focus on a three-part source integration, including source, paraphrase/direct quote, and

comment about its relevance to the argument 6. Deliberately select rereading strategies that will assist in understanding of the text 7. Determine how to best take notes or record information garnered from readings or

films, especially those dealing with advanced content 8. Analyze philosophical and political arguments 9. Analyze an author’s proof in order to isolate key evidence, identify types of evidence

being presented, and analyze its value and impact on the argument

Page | 9


A. Guest Speakers

1. Investigate possible guest speakers to support research and career projects 2. Formulate and ask questions during guest speaker presentations, such as college

admissions officers, financial aid advisors, current college students and/or AVID graduates, or professionals from various careers

3. Utilize Cornell notes as a means to track main points from guest speakers, keeping them as an ongoing reflective tool as a part of a multi-year portfolio

4. Reflect upon the guest speakers of the previous two years 5. Reflect upon guest speakers and areas of interest, possibly seeking opportunities to job

shadow or potential internships in areas of interest

B. Field Trips

1. Attend as many college/university visits as possible, with opportunities to sit in on college classes or attend a cultural event on campus

2. Determine and plan the spring college/university field trip, including contacting of admissions counselors and student guides

3. Visit schools of interest independently during weekends or summer to gain further exposure to postsecondary opportunities

4. Reflect on course performance/GPA to determine which schools might best fit with areas of career interest


1. Develop an understanding of the scholarship application process and required information

2. Determine which colleges/universities will best meet academic pursuits 3. Examine cost of colleges and determine how financial aid, grants, scholarship, work

study programs and other funding sources can help meet those cost needs 4. Examine FAFSA requirements and determine appropriate action steps to meet deadlines 5. Begin a basic understanding of selecting and scheduling courses in college


1. Prepare for and take the PSAT in the fall of eleventh grade year 2. Chart scores from PSAT/PLAN, monitoring areas of weakness and creating a study plan

to meet testing needs 3. Prepare for and take the SAT and/or the ACT at least once during the spring semester 4. Analyze test results and develop a study plan for the spring and summer to prepare for

testing during the twelfth grade year

Page | 10

5. Analyze the structure and formatting of college entrance exams and develop a test-taking plan that will lead to higher scores

6. Practice college entrance sample questions and discuss how to best approach solutions 7. Examine other college entrance exams, such as those that would exempt students from

college remediation coursework 8. Track all personal test results in a student portfolio and monitor scores in comparison to

the requirements of colleges and universities of choice


1. Track requirements for various postsecondary opportunities including average GPAs, SAT/ACT scores and extracurricular activities

2. Regularly update activity information and admissions materials in the student portfolio 3. Begin writing personal statement essays and a personal resume for college applications


Grade 12


Major Concepts/Content: Advancement Via Individual Determination (AVID) is an academic elective course that prepares students for college readiness and success, and it 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. The course emphasizes rhetorical reading, analytical writing, collaborative discussion strategies, tutorial inquiry study groups, preparation for college entrance and placement exams, college study skills and test-taking strategies, note-taking and research. The AVID Elective twelfth grade course is the second part in a junior/senior seminar course that focuses on writing and critical thinking expected of first- and second-year college students. Students will complete a final research essay project from research conducted in their junior year in AVID. In addition to the academic focus of the AVID senior seminar, there are college-bound activities, methodologies and tasks that should be achieved during the senior year that support students as they apply to four-year universities and confirm their postsecondary plans. All AVID seniors are required to develop and present a portfolio representing their years of work in the AVID program, as well as complete the requirements for the seminar course. AVID Curriculum Books Used: AVID College Readiness: Working with Sources Grades 11-12 AVID College and Careers Implementing and Managing the AVID Program for High School High School Writing Organizing the AVID Student Binder Strategies for Success AVID Tutorial Guide Preparing for College Grades 11-12 Supplemental Materials could include the following: AVID Weekly, Supporting Math in the AVID Elective, Write Path content books, AVID Test Prep, Roadtrip Nation Weekly, Focused Note-Taking

Domains Reference


Communication COMM

Writing WRI

Inquiry INQ

Collaboration COLL

Organization ORG

Reading REA


Page | 1


A. Self-Awareness 1. Understand the role of AVID students and display characteristics on a regular basis,

especially to younger AVID students 2. Serve as a mentor and role model to younger AVID students 3. Prepare to successfully resolve conflicts and disputes that may arise in college (e.g.,

roommates, professors) 4. Apply for scholarships that align with abilities, talents and interests

B. Goals

1. Monitor progress toward goals regarding the college application process 2. Continue developing academic strengths with the incorporation of college level courses

with a focus on academic stretch 3. Break goals down into achievable action steps and monitor progress regularly 4. Assess areas of potential weakness and plan appropriately to break poor habits of mind 5. Reflect upon previous three years’ goals and determine successes and challenges in

reaching those goals 6. Design appropriate short- and mid-term goals, which take into account many of the

critical aspects of senior year, including college acceptance, GPA, college entrance testing, community service and college level coursework

7. Determine a new/revised long-term goal (which will take three to five years to accomplish)

C. Community and School Involvement 1. Continue with selected school activities/clubs, seeking out positions of leadership 2. Consider putting on community service/service learning activity within collaborative

groups 3. Track community service hours and extracurricular activity participation in a multi-year

student portfolio 4. Research and apply for potential scholarships associated with clubs, sports, and/or

community involvement 5. Plan an end of the year celebration, focusing on college acceptance and scholarships


1. Access grades online or from teachers on a regular basis 2. Analyze grade reports to create an action plan for continued academic improvement 3. Communicate effectively with teachers, counselors and administrators to discuss areas

of concern or a need for clarity 4. Develop a sense of building community within the school, advocating for positive school

change 5. Integrate academic questions before, during and after class with teachers and peers

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A. Speaking

1. Refine articulation, inflection and vocabulary within speeches and presentations 2. Prepare for, conduct and utilize interviews within research writing 3. Present research findings which is judged by a panel of teachers, administrators and

parent volunteers 4. Improve oral communication and leadership skills through a variety of means, including

presentations, Socratic Seminars and Philosophical Chairs discussions 5. Utilize opportunities to act as a cross-age tutor to lower grades, middle schools or after-

school programs 6. Speak in a variety of public venues, such as middle school recruitment and middle

school shadowing days at school

B. Listening

1. Critically listen and respond to others’ ideas in formal and informal settings 2. Evaluate own and others’ speaking, using rubrics and scoring guides 3. Clarify understanding of content through questioning

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Writing 12-WRI A. The Writing Process

1. Understand and identify the audience, purpose and form for writing assignments 2. Analyze complex college level prompts and design arguments with fully developed

claims and cited evidence 3. Edit students' essays, checking for professionalism in all aspects of writing 4. Use a variety of rubrics to grade essays, especially those used to grade essays for the

SAT and other college admissions tests

B. Writing Skills

1. Create academic introductions through the incorporation of valuable background information, a “hook,” and well-constructed thesis

2. Refine skills in research techniques and proper source integration into essays 3. Utilize multiple structures commonly used at collegiate levels, such as MLA/APA

citations, source integration and abstract writing 4. Focus on improving sentences through word choice and varying sentence structure 5. Create precision and interest by elaborating on ideas through supporting details


1. Develop and strengthen writing through the creation of a research paper 2. Write timed in-class essays modeled after those required for college-entrance courses 3. Develop and strengthen writing through the creation of a personal statement essay 4. Write letters of advice to younger AVID students offering tips and advice

D. Writing to Learn

1. Reflect upon research skills gained during the research project and how those skills will relate to postsecondary education

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Inquiry 12-INQ

A. Costa's Levels of Thinking

1. Refine collaborative group study skills in academic tutorials to form groups independently for each core class, especially around college level courses

B. Tutorials

1. Create a study group with a discussion of rules and expectations 2. Reflect upon the relationship between high school tutorials and their connection at the

collegiate level 3. Reflect upon participation and knowledge gained from tutorials and other collaborative

activities


1. Students select their own topics for Socratic Seminar/Philosophical Chairs discussions 2. Integrate a variety of source evidence to support position statements 3. Articulate a more thorough understanding of the topic, based on the discussion 4. Take an active leadership role that results in higher levels of thinking and

comprehension 5. Analyze a 17th, 18th, or 19th century foundational U.S document of historical and

literary significance (e.g., The Bill of Rights or Lincoln's Second Inaugural Address) for themes, purposes and rhetorical features in a Socratic Seminar or Philosophical Chairs discussion

6. Integrate and evaluate multiple courses of information presented in different media or formats (e.g., visually, quantitatively), as well as in words, in order to address a question or solve a problem in a Socratic Seminar or Philosophical Chairs discussion

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Collaboration 12-COLL A. Types of Interactions

1. Independently create study groups for academically rigorous coursework

2. Develop positive peer relationships, especially with those taking advanced coursework

3. Discuss informal study group norms and how to become a member of a study team in college

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Organization 12-ORG A. Organization and Time Management

1. Begin developing a personal organizational system to prepare for success in college 2. Use the planner/agenda to track senior year tasks and responsibilities, including exams, college

applications deadlines, letters of recommendation, FAFSA, scholarships, and final transcripts 3. Develop and discuss plans when the academic work load is especially difficult 4. Plan for future time commitments in college and discuss with both the teacher and college

tutor 5. Reflect on academic performance and independently adjust study habits and time management

skills as needed 6. Continue to add to academic portfolio to demonstrate student growth 7. Present portfolio of personal academic work at the end of the year emphasizing personal

growth and successes 8. Publish final versions of writing for the academic portfolio

B. Note-Taking 1. Take 15 to 25 pages of quality Cornell notes per week 2. Utilize Cornell notes as an advanced study tool, which will be continually refined and studied

independently 3. Adapt organization strategy of note-taking to meet required academic tasks, such as lectures,

lab work, reading or collaborative work 4. Create notes which track reading and research effectively 5. Personalize notations to call out key information while taking notes 6. Utilize notes during in-class and independently formed study groups 7. Refine the skill of editing and revise notes outside of class to improve their usability 8. Refine the skill of writing higher-level summaries for Cornell notes that link all of the learning

together C. Research and Technology

1. Integrate research and interviews into writing, using citation circles 2. Compose a culminating research project using books, Internet and other primary sources 3. Utilize peer support and resources to complete an individual research project 4. Create research logs, tracking information for culminating research project 5. Create a methodology section, which helps track and organize thoughts and processes for

writings 6. Research colleges/universities of interest with a focus on finalizing a decision about which

colleges to apply to during fall and become aware of admissions deadlines D. Test Preparation/Test-Taking

1. Work in peer groups to prepare for mid-terms, finals, AP and end of course exams 2. Seek clarification from instructors on exam format, timing and content, in order to fully prepare

for successful completion of assessments 3. Analyze test results to determine errors and points of confusion and utilize weekly tutorials for

revisiting those materials to ensure a clear understanding

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Reading 12-REA

A. Vocabulary

1. Chart new vocabulary and meaning gathered from texts 2. Infer word meaning, using knowledge of advanced prefixes, suffixes and root words,

including words of Anglo-Saxon, Greek, and Latin origin

B. Textual Analysis

1. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony or understatement)

2. Analyze authentic writing prompts and formulate the organization of a response 3. Pause to connect related parts of a text, drawing together various aspects of an

argument 4. Utilize three-part source integration, including source, paraphrase/direct quote and

comment about its relevance to the argument 5. Chart text, tracking key information and author’s claims 6. Choose one or more writing in the margin strategies while reading text 7. Determine how to best take notes or record information garnered from readings and

films, especially those dealing with advanced content 8. Identify the persona of the authors, finding elements of argument and

compare/contrast views of various authors

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A. Guest Speakers

1. Attend college awareness nights, where multiple postsecondary institutions are present, gaining information about institutions of interest, and integrate information into student projects and presentations

2. Utilize Cornell notes as a means to track main points from guest speakers, keeping them as ongoing reflective tools to utilize as a part of a multi-year portfolio

3. Have at least one current college student as a guest speaker, with students pre-generating questions about campus life

4. Seek information from an array of guest speakers who provide expertise in college admissions, financial aid and the FAFSA, college selection and scholarships

B. Field Trips

1. Attend as many college/university visits early in the year, including listening to speakers from admissions who can focus on tips for college applications

2. Determine and plan college/university field trips, including contacting admissions counselors and student guides

3. Attend a cultural event trip for the second half of the year (the theater, a play or a museum visit) and complete a written assignment

4. Visit schools of interest independently during weekends or summer, to gain further exposure to postsecondary opportunities


1. Apply for scholarships as a class and individually 2. Check any specific college requirements or local graduation requirements for

community service and log those in the student portfolio 3. Examine cost of colleges to which students have been accepted and determine how

financial aid, grants, scholarships, work study programs and other funding sources can help meet those cost needs

4. Develop an understanding of selecting and scheduling courses in college, including fulfilling the requirements of a degree plan

5. Ask for letters of recommendation from teachers and club advisors with whom a strong relationship has been established

6. Select a college major based on a career choice of interest


1. Prepare for and take the SAT and/or ACT at least once during the fall semester 2. Solve college entrance sample questions both independently and in groups and discuss

how to best approach solutions

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3. Execute the study plan during the fall, in order to prepare for college entrance testing 4. Independently utilize online college testing study websites to practice for exams 5. Become familiar with the formatting of college entrance exams, such as the SAT and

ACT, and college level credit exams, such as Advanced Placement tests 6. Use SAT and ACT results from junior year to determine areas of weakness and

independently address them with online resources 7. Track all testing results for input into college admission applications


1. Select appropriate teachers/counselors for letters of recommendation 2. Distinguish between universities based on personal and academic need 3. Complete and submit college/university applications for schools of interest, including

admission essays, letters of recommendation, SAT/ACT scores and official transcripts within the appropriate timeframe

4. Research and prepare financial aid application, including the FAFSA 5. Create a financial plan for the cost of applications and university expenses 6. Create and design a resume that reflects personal and academic strengths 7. Write an effective personal statement that illustrates academic and/or personal

accomplishments where applicable 8. Fulfill all course and grade requirements during senior year to remain eligible for college

acceptance

AVID Elective Standards - marinschools.org · 2017-01-28 · AVID Tutorial Support Curriculum Resource Guide ... To access the new AVID Elective Standards for grades 6‐12, go to:

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