Topic: C Notes€¦  · Web viewJennifer Holloway—AVID Campus Administrator 281-641-4200. [email protected]. You may also contact your student’s grade level

The AVID Middle School Handbook

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Home of the Cougars

KINGWOOD MIDDLE SCHOOL

What is AVID?

AVID stands for Advancement Via Individual Determination

“AVID’s mission is to close the achievement gap by preparing all students for college readiness and success in a global society.”

Because an AVID student is in a program that requires a multitude of resources from the school and district, we expect a multitude of diligence, effort, time and academic success from our AVID students.

It is a college-preparatory program designed to prepare students performing in the academic middle who have the potential to succeed in rigorous courses.

It is for students who want to take Advanced Placement or Dual-Credit classes in high school.

It is for students who want to attend a four-year college or university.

It is for students who have the desire and determination to do their best in school and become leaders!

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AVID Objectives

To provide academic instruction and other support for middle school students in preparation for entrance into a college preparatory high school program and later college admission.

To give students college-level entry academic skills.

To strengthen “academic skills” of students.

To encourage and motivate students to seek a college education.

To increase students’ awareness level of career choices.

School Responsibilities

1. Provide the support our AVID students need to successfully complete the most rigorous course of study offered by the school district

2. Provide college-graduate guest speakers and field trips throughout the year.

3. Provide college tutors twice weekly to help support our AVID student in the advanced course of study.

4. Provide instruction in proven school success strategies (WICR) to ensure success in an advanced course of study.

5. Provide a team of AVID-trained staff members to monitor and advocate for AVID students.

Student Responsibilities

1. Maintain satisfactory citizenship and attendance in all classes.

2. Maintain the AVID binder and its contents.

3. Use AVID strategies in all classes.

4. Complete all homework and assignments and commit to a minimum of 2 hours of homework a night.

5. Maintain a grade or 80 or higher in every class. If a grade lower than 80 appears on a report card or progress report, an AVID student must attend after school

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tutoring until the next report card or progress report.

Parent Responsibilities

1. Understand and support the student responsibilities listed above.

2. Attend parent meetings and AVID functions to support your student and the AVID program.

3. Attend Intervention Meetings if your student is struggling academically or behaviorally.

W.I.C.R.

AVID’s toolbox is called WICR or Writing, Inquiry, Collaboration and Reading. Using strategies in each of these areas, AVID helps prepare students who desire success, to move forward, equal to all, less than none!

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Welcome to the 2011-2012 school year!

You will be asked to reach new levels of learning never before reached! It will be hard, fun and, hopefully, exciting! Our goal is to help your child learn to navigate school better than ever before through study skills, higher level questioning, and college awareness.

Some things you need to know about:

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Friday

AVID Curriculum Tutorials AVID Curriculum Tutorials Binder EvaluationField TripsMedia CenterSpeakersMotivational

Activities*(within block)

TuesdayMonday Wednesday Thursday

*Combinationfor

Block Schedule

A SAMPLE WEEK IN THE AVID ELECTIVEDaily or Block* Schedule

AVID Tutorials:• Collaborative Study Groups• Writing Groups• Socratic Seminars

AVID Curriculum includes:• Writing Curriculum• College and Careers• Strategies for Success

*Combinationfor

Block Schedule

Binders:All AVID students are expected to keep a binder. It will be graded weekly. Binders can be spot checked randomly during the week. Please help your student organize the binder frequently to see if it is ready to be graded. The Binder Check is a TEST grade for AVID class. It needs to have Cornell notes from all other academic classes. Electives are not needed. Binders may be graded by tutors.

Planners:All AVID students are required to keep a planner. They need to write down their assignments and daily objectives in this planner.Planners will be spot checked once a week and is part of their binder test grade.

Tutorials:Every Monday and Wednesday during the AVID class, the students will be receiving help from college students. They need to come prepared with questions over assignments that they do not understand. Their tutoring questions are part of their tutorial grade. If they are not prepared for tutoring, they waste valuable tutoring time and do not receive the help they need. Students are also graded on their participation during tutorials. Tutorial grades are linked together to form a test grade. Parents can help their student by making sure he/she has two Level 2-3 questions ready for tutoring.

Weekly Grade Check:Each week, your student is required to turn in a copy of his/her grades with a parent/guardian signature.

Class Guidelines:AVID students are expected to behave well. They are expected to do their best in all of their classes. They need to follow the rules stated in the HISD Student Code of Conduct. In addition, each AVID classroom has collaboratively written a social contract that outlines how teachers, tutors, and students will treat each other. Below are some examples of expected behaviors:

I will treat you with respect, so you will know how to treat me. If you cause a problem, I will ask you to solve it.

If you can’t solve the problem, or choose not to, I will do something.

What I do will depend on the special person and the special situation.

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If you feel something is unfair, find a constructive way to communicate with me.

AVID Contract:All AVID students are expected to sign an AVID contract. Student participation in the AVID elective class is done through a selection process

Have excellent citizenship Keep grades as high as possible Keep a binder Take Cornell Notes in all academic classes Study at least two hours every night

Probation and Dismissal:AVID students who do not maintain satisfactory grades, citizenship, and attendance are subject to probation and dismissal from the program if improvement is not demonstrated in a timely manner. The following may cause an AVID student to be placed on probation:

Grades below an 80% Poor quality of work Failure to turn in assignments Inappropriate behavior Lack of effort Unwillingness to participate in the AVID elective class in a positive manner Unwillingness to use the AVID strategies in other classes

A parent/student/teacher probation conference will be held to determine the conditions of probation. Individual consideration is given to students placed on probation.

Students failing to meet the conditions of probation will be dismissed from the AVID program.

Grading:Grading in AVID is based on HISD policy:

100-90 = A,

89-80 = B,

79-75 = C,

74-70 = D,

69 and below = F

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All assignments are worth 100 points.

Formative Grades – 40% Classwork/Grade Checks/Cornell Notes

Summative – 60% (Test Grade will be calculated over 4 tutorial session grades) Tutorials

Summative – 60% Binders

Note: The binder is a summative test grade.

AVID Teacher Contact Information Travis Ferrell— 7th / 8th grade AVID 281-641-4200

[email protected]

Julie Armstrong—6th grade AVID/

AVID Campus Coordinator 281-641-4279 [email protected]

Jennifer Holloway—AVID Campus Administrator 281-641-4200

[email protected]

You may also contact your student’s grade level counselor for information.

Jeff Brown—6th grade counselor 281-641-4226

[email protected]

Jackie Grant—7th grade counselor 281-641-4228

[email protected]

Crystal McElrath—8th grade counselor 281-641-4227

[email protected]

BindersThe biggest part of your student’s grade in AVID is determined by his/her binder organization. All AVID students must have a binder. The one-binder system is an AVID essential and is non-negotiable.

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At this time, the Humble ISD AVID program provides 1 binder for every AVID student free of charge. If a student needs an additional binder, one will be provided if there are extras available. If no extra binders are available, the parent will be expected to purchase a new binder.

Binders will be graded weekly for a test grade. Typically, parts of the binder are spot checked throughout the week.

A page in the appendix shows the necessary supplies expected to be in the binder weekly.

• Developed in 1949 at Cornell University by Walter Pauk.• Designed in response to frustration over student test scores. Meant

to be easily used as a test study guide. • Cornell note taking stimulates critical thinking skills.• A good set of notes can help students work on assignments and

prepare for tests outside of the classroom.• The Cornell notes process allows students to help each other

problem solve.• The Cornell notes process helps student recall by getting them to

process their notes 3 times.

The Cornell Note-Taking Process

1. In the large, right- hand column, students take notes like they normally would. They may use any style of note taking: outline format, narrative format, symbols, short hand, etc.

2. Students then compare notes with a partner during or after class. They talk about what they wrote and why. Each looks for gaps and missed information. Both students should feel free to add to their notes.

3. Students create questions in the left hand column. These questions should elicit critical thinking skills, like Costa’s Levels of Questions.

4. Questions should reflect:

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a. Information student doesn’t understand or wants to discuss with teacher/tutor.

b. Information students think might be questions the teacher may put on a test, especially an essay test.

c. Main ideas/Topic headings 5. Student writes a 3-7 sentence summary. A summary should:

a. The summary should include comments and questions that reflect their understanding of the notes.

b. The summary may also consist of references to subject matter in their notes that need to be further clarified.

Types of Summaries1. Relationship Summary: It shows how people or things relate to each

other. When writing the summary, answer the following questions in the form of sentences.

Summary:Who/WhatWantedButSoThen

Example(Who)John Adams (wanted) all colonies to rebel against England (but) several wanted to stay, especially the Southern colonies. (So), there was a huge argument in the Continental Congress. (Then), finally, they all agreed and created the Declaration of Independence.

This type of summary can be used in English, Social Studies and Science.

2. Summing It Up Summary: It sums up a lot of knowledge learned from all sorts of areas. Like the Relationship Summary, answer the one-word questions in the form of complete sentences.

Summary: Example:Topic:Detail:Detail:Detail:

Mostly About:

Today, I had to learn how to evaluate algebraic expressions. Letters stand for numbers. Numbers are just themselves.Whatever number is on one side of the equal sign has to be the same on the other side or the expression is wrong. Overall, it is a balancing of numbers. The letters

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are just unknown numbers. It’s all like a number sentence from kindergarten!!

This type can be used in any class.

Learning LogsA learning log is different from a journal entry in that it is related to subject materials at hand. In journals, you are usually asked to write about what happened in your life. In a learning log, you are asked either to take what you have been learning in class and reflect on it in some way, or relate something out of class to what you have been learning in class. By making personal connections with the subject matter, meaningful learning will occur. Learning logs may be used in conjunction with note-taking.

Basic Learning Log Questions What did you do in class today?What did you learn?What did you find interesting?What questions do you have about what you learned?

Analyzing a New Idea What were the main ideas?What did you understand best?What questions do you still have about this information?How will you find more information?How does this idea relate to what you have already learned?

Quick Writes Write non-stop for two to five minutes on a specific topic that you are studying. The purpose if

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for you to find out what you know about a topic, explore new ideas, and to find out what you need to learn about a topic.

Student Written Essay Exam Good answers to essay questions depend in part on clear understanding of the meaning of key words in the directions such as summarize, evaluate, contrast, justify, etc. If a student is asked to compare two characteristics in a novel, and he/she describes them instead, the question is not answered correctly, even if the response shows an in-depth understanding of the two characteristics. Writing your own essay questions for the purpose of studying for an exam helps you not only to study, but teaches you how to respond to key directive words as well. 1) Write an exam question that uses a directive word. 2) Next, respond in writing to your own question.

“Showing” Vocabulary or a Memorized vocabulary words are New Concept too soon forgotten. New words

that you make your own are not forgotten. This is an excellent way to help build your vocabulary. 1) As you read, copy down an

unfamiliar word and the sentence in which you found it.

2) Look the word up in the dictionary. Write down the definition. If you are unsure of the correct definition, ask the teacher or another student.

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3) Write a couple of sentences that show the meaning of the word without telling the definition

Writing about the news Part of what makes on literate is being aware of what is happening in the world. Choose an event unfolding in the media that is related to what is being studied in class. 1) Describe the event in detail. 2) What classroom topic does the event relate to? 3) What are your personal feelings about the event? 4) Why does this event interest you? 5) What do you predict will be the outcome of this event? Why?

Life Application Apply the concepts you learned in class today to your life. How do they affect your everyday being? What would happen if they suddenly would change or cease to exist? Example topics might be: gravity, democracy, a written language, multiplication, the calculator, etc.

Creative Solutions You can be creative. Take a real-world problem that relates to what is being studied in class. Examples may be air pollution, global warming, trash, etc. Come up with creative solutions for the problem. Allow your solutions to be outlandish and unrealistic. Real solutions have often arisen from such activities like this.

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Costa’s Levels of Questions

Three Levels of Questioning:Level 1, Level 2, Level 3

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“Easy, Medium, Hard”

“Book, Book & Brain, Brain”

“On the line, Between the lines, and Beyond the lines”

“Book, Book and Me, Just Me”

“I read it, I understand it, I’m thinking about it”Tutors and Tutorials

AVID tutors are college students who undergo 16 hours of training about AVID and the tutoring process. They have regular meeting with the AVID District Coordinator as well as the campus level administrator and AVID teachers. The AVID elective teacher actively supervises them during tutoring. Tutoring is on Mondays and Wednesdays during the class period.

AVID Tutor Expectations:

1. Tutors will take an active part in developing the academic and personal strength of AVID students who have made a commitment to become actively involved in their own education.

2. Tutors will become masters of reassurance and the AVID strategies (WICR: writing, inquiry, collaboration and reading) and will attend mandatory tutorology sessions.

3. Tutors become masters of the stages of the tutorial and inquiry learning process and will require the following of their students:

To take Cornell Notes and formulate higher levels of questions. To complete tutorial request form and include 2 higher-level questions

from Cornell notes, homework, or tests. To turn in tutorial request forms and prepare for tutorial by gathering

resources. Divide into tutorial groups. Begin tutorial by having a student presenter write a high level question on

the board. Check students’ understanding of the problem by asking clarifying

questions. Repeat inquiry process for all group members. Reflect in writing about the inquiry process used. Turn in tutorial form to receive feedback and a grade. Debrief the tutorial session.

4. Tutors assist AVID students in developing personal pride.

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5. Tutors will: Lead collaborative tutorial groups. Assist students in the writing process. Discuss common areas of concern. Help students take and use Cornell notes from lectures and textbooks. Help students learn through asking questions (use of inquiry), not

providing answers. Provide evaluation of student binders. Assist the coordinator in other duties as assigned. Apply motivation strategies to keep students on task.

6. Tutors are expected to be active learners, not experts. AVID tutors will: Understand and support the AVID philosophy of learning. Be positive and professional at all times. Be on time and prepared at all times. Act as a role model in behavior and wear appropriate attire at all times. Inform the teacher in advance of absences on a tutorial day. Become familiar with the specific routines and expectations of each AVID

teacher’s classrooms. Underscore the importance of learning and achieving academic success. Take an active part in developing the academic strength and personal

pride of the AVID students Demonstrate the commitments tutors make to students. Communicate effectively with students to amplify motivation and subject

area mastery.

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Former KMS AVID Tutors

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Homework…

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What To Do When You think You Don’t have Any!

o Make flash cards for vocabulary words or other info. You need to study.

o Organize your notebook.

o Write Cornell notes.

o Summarize the important things learned in class today.

o Take textbook chapter notes in a class you had today.

o Practice some math problems. Practice makes perfect in this subject.

o Read – ANYTHING.

o Write down questions about topics you didn’t understand in class.

o Write a Learning Log.

o Write your tutoring questions.

Remember: A’s and B’s don’t just happen. You have to and EARN them and you can or you wouldn’t be in this class!

AVID student numbers that I can call if I have a school question:

1.

2.

3.

4.

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TestFor Eighth Grade AVID Students only!

Why take the EXPLORE test?1. EXPLORE shows you your academic strengths and

weaknesses in English, math, reading, and science2. EXPLORE helps you search for careers and learn

which ones might be right for you3. EXPLORE helps you choose high school courses that

will prepare you for college and work

Your results will look like this:

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Your results will show your college readiness:

Your results will show your career possibilities:

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Your results will show your answer choices and how to improve your skills:

KMS 0809 EXPLORE Test Results by Campus

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Notes and Questions:

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Appendix

Course Supplies – 3” Three Ring BinderColored Tab Subject Dividers Loose leaf paper1 Zippered Pencil Pouch 2 Pens (blue or black ink)2 Pencils 1 Highlighter

1 Hand-held Pencil Sharpener1 Grading PenColored Map PencilsEraserAgenda PlannerCornell note paperTutor Request Forms

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U.S. News and World Report “Best Colleges 2010” National Ranking that lists annual tuition, total enrollment, and acceptance rate.http://colleges.usnews.rankingsandreviews.com/best-colleges

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