Course Standards
Name | Description | |
MA.K12.MTR.1.1: | Actively participate in effortful learning both individually and collectively. Mathematicians who participate in effortful learning both individually and with others:
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MA.K12.MTR.2.1: | Demonstrate understanding by representing problems in multiple ways. Mathematicians who demonstrate understanding by representing problems in multiple ways:
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MA.K12.MTR.3.1: | Complete tasks with mathematical fluency. Mathematicians who complete tasks with mathematical fluency:
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MA.K12.MTR.4.1: | Engage in discussions that reflect on the mathematical thinking of self and others. Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:
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MA.K12.MTR.5.1: | Use patterns and structure to help understand and connect mathematical concepts. Mathematicians who use patterns and structure to help understand and connect mathematical concepts:
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MA.K12.MTR.6.1: | Assess the reasonableness of solutions. Mathematicians who assess the reasonableness of solutions:
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MA.K12.MTR.7.1: | Apply mathematics to real-world contexts. Mathematicians who apply mathematics to real-world contexts:
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ELA.K12.EE.1.1: | Cite evidence to explain and justify reasoning.
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ELA.K12.EE.2.1: | Read and comprehend grade-level complex texts proficiently.
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ELA.K12.EE.3.1: | Make inferences to support comprehension.
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ELA.K12.EE.4.1: | Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
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ELA.K12.EE.5.1: | Use the accepted rules governing a specific format to create quality work.
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ELA.K12.EE.6.1: | Use appropriate voice and tone when speaking or writing.
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ELD.K12.ELL.SI.1: | English language learners communicate for social and instructional purposes within the school setting. |
General Course Information and Notes
VERSION DESCRIPTION
The Advancement Via Individual Determination (AVID) Elective is an academic elective course that prepares students for college and career readiness and success, and it is scheduled during the regular school day as a year-long, academic elective course. Each week, students receive instruction that utilizes a rigorous college-preparatory curriculum provided by AVID Center and aligned to the AVID College and Career Readiness Framework. Students engage in learning tasks that incorporate strategies focused on writing, inquiry, collaboration, organization, and reading (WICOR®) to support their academic growth. Additionally, students engage in tutor-facilitated tutorials, academic success skills, and in motivational activities centered around exploring college and career opportunities and developing their student agency.
The 10th grade AVID Elective course is designed to rigorously challenge students and develop a comprehensive skill set essential for academic and professional success. The course begins with students creating a detailed digital profile to meticulously document their high school and community activities, thereby enhancing personal organization and sophisticated record-keeping skills. Students engage in advanced goal setting and career exploration through a gamified unit that promotes strategic planning and in-depth career awareness. A critical novel study is incorporated to elevate students' analytical reading abilities, a crucial competency at this stage of academic development. Through a service learning-based research project, students refine their argumentative writing and persuasive communication skills, tackling complex societal issues. The financial literacy component delves into advanced topics such as banking, saving, employment, insurance, and tax credits, providing students with a robust understanding of financial management. In the STEM unit, sophomores undertake an in-depth study of broadband internet, exploring its technological and societal impacts. The course also focuses on developing student agency and self-confidence, preparing students to become purpose-driven leaders. The 10th-grade AVID course uniquely integrates rigorous academic, financial, digital literacy, and leadership training, equipping students with the skills and knowledge necessary for future academic and career success.
SELAVID Elective Standards Grade 10
Student Agency (SA): Students believe in themselves and act intentionally to build relationships, persist through obstacles, and activate their academic, social, emotional, and professional knowledge and skills to reach their potential.
Building Relationships (BR)
AV.10.SA.BR.1 Hold self and peers accountable to following group norms about shared responsibility
AV.10.SA.BR.2 Summarize points of agreement and disagreement from varying perspectives
AV.10.SA.BR.3 Deepen relational capacity with classmates through effectively managing conflict
AV.10.SA.BR.4 Establish norms and expectations around respectful interactions among group members
AV.10.SA.BR.5 Ask clarifying questions to group members to facilitate understanding
AV.10.SA.BR.6 Evaluate the impact of decisions on the environment
AV.10.SA.BR.7a Develop a support network, including peers and adults, for academic and future success
AV.10.SA.BR.7b Identify the risks and benefits of social media and online activity"
Persisting Through Obstacles (PTO)
AV.10.SA.PTO.1 Identify the steps necessary to accomplish goals
AV.10.SA.PTO.2 Identify reasons for why progress is or isn't being made towards accomplishing goals
AV.10.SA.PTO.3 Seek help related to areas of need
AV.10.SA.PTO.4 Determine personal levels of grit and perseverance in relation to growth mindset
AV.10.SA.PTO.5 Explore how individual motivators and self-monitoring of motivation impact academic performance
AV.10.SA.PTO.6 Make connections between key learning points and new contexts
Activating Knowledge and Skills (AKS)
AV.10.SA.AKS.1a Identify activities that assist with self-care and healthy habits
AV.10.SA.AKS.1b Identify areas that need attention and develop goals to address those areas"
AV.10.SA.AKS.2 Establish self-awareness strategies and skills
AV.10.SA.AKS.3 Pursue leadership opportunities across the school
AV.10.SA.AKS.4a Identify personal conflict management style
AV.10.SA.AKS.4b Transform passive and aggressive statements into constructive, assertive statements
AV.10.SA.AKS.5 Identify traits connected to responsibility, integrity and ethical interactions with others
AV.10.SA.AKS.6 Explore and experience extracurricular and community service activities within the school and community
AV.10.SA.AKS.7 Identify strategies to address digital disputes
Rigorous Academic Preparedness (RAP): Students develop academic skills and can successfully complete rigorous college and career preparatory curriculum and experiences.
Writing (W)
AV.10.RAP. W.1a Develop writing skills related to the argumentative mode of writing
AV.10.RAP.W.1b Generate multiple ideas that support, explain, or enhance the writing topic or theme
AV.10.RAP. W.1c Compose first drafts using ideas and information gathered during prewriting"
AV.10.RAP.W.2 Analyze a writing task to determine the purpose, format/style, and audience
AV.10.RAP.W.3 Write multiple drafts with increased depth, based on feedback and observations
AV.10.RAP.W.4 Analyze and edit the sentence structure of writing to create interest and complexity
AV.10.RAP.W.5 Publish writing to entire class, such as an oral presentation
AV.10.RAP. W.6a Take notes, with an emphasis on recording main ideas and important information
AV.10.RAP. W.6b Take notes, with an emphasis on condensing information by using abbreviations/symbols/paraphrasing
AV.10.RAP.W.7 Summarize by pulling together the most important information and personal connections related to the objective and/or Essential Question
Inquiry (I)
AV.10.RAP. I.1 Develop inquiry skills through focused observations and analyses
AV.10.RAP. I.2 Identify the specific point of confusion related to a misunderstood concept or problem
AV.10.RAP. I.3 Determine if similar problems could be solved using the same steps/process
AV.10.RAP. I.4 Reflect on learning to make connections between new learning and previous experiences
AV.10.RAP. I.5 Reflect on learning strategies that were employed, if those learning strategies were effective, and how they could adjust their methods in the future
AV.10.RAP. I.6 Reflect on a process that was utilized, if that process was effective, and how they could adjust their methods in the future
AV.10.RAP. I.7 Brainstorm ideas for research topics to address a research prompt
AV.10.RAP. I.8 Determine the relevance, validity, and reliability of information found within sources
AV.10.RAP. I.9 Organize information, sources, and data that support the research prompt
AV.10.RAP. I.10 Integrate quotes to support claims and reference text, while citing location
AV.10.RAP. I.11 Publish research to entire class, such as an oral presentation
Collaboration (C)
AV.10.RAP. C.1a Distinguish between effective and ineffective language during interactions
AV.10.RAP. C.1b Refine usage of non-verbal communication when speaking, including body language and eye contact
AV.10.RAP.C.2 Demonstrate active listening skills during academic conversations
AV.10.RAP.C.3 Utilize academic vocabulary when communicating
AV.10.RAP.C.4 Speak effectively before small groups of peers
AV.10.RAP.C.5 Utilize technology to collaborate with classmates and community members
Organization (O)
AV.10.RAP.O.1a Refine usage of organizational tools (e.g., binders/eBinders, portfolios, or digital folders) and systems that support academic success
AV.10.RAP.O.1b Maintain an activity log or tracking system of community extracurricular activities and hours
AV.10.RAP.O.2a Utilize an organizational tool to record obligations and constraints on time
AV.10.RAP.O.2b Demonstrate the process of backwards mapping
AV.10.RAP.O.3 Apply visual frameworks to organize language and comprehend key concepts
Reading (R)
AV.10.RAP. R.1Assess if a text is appropriate according to the reading purpose
AV.10.RAP. R.2a Make predictions about the text using text features
AV.10.RAP. R.2b Assess relevant prior knowledge and identify gaps
AV.10.RAP. R.3 Utilize tools to deepen understanding of vocabulary
AV.10.RAP. R.4 Mark the text to accomplish the reading purpose through the lens of a content expert
AV.10.RAP. R.5 Extend beyond the text evaluating and synthesizing key learning
Opportunity Knowledge (OK): Students research opportunities, set goals, make choices that support their long-term aspirations, and successfully navigate to the next level.
Advancing College Preparedness (ACP):
AV.10.OK.ACP.1 Define key personal attributes for academic, social, and financial fit related to college selection
AV.10.OK.ACP.2a Explore the significance of GPA at different stages of the academic journey
AV.10.OK.ACP.2b Explore college options and terminology
AV.10.OK.ACP.3 Evaluate personal level of readiness for scholarship eligibility
AV.10.OK.ACP.4a Reflect on how academic plans and course completion support progress toward desired major
AV.10.OK.ACP.4b Determine which courses or opportunities align with college goals and plans
AV.10.OK.ACP.4c Explore campus-, district-, or community-based opportunities to earn college credit in high school (dual credit, online learning, etc.)
AV.10.OK.ACP.5a Explore match schools, reach schools, and safety schools in order to determine the best academic fit during the selection process
AV.10.OK.ACP.5b Prepare for college entrance exams
Building Career Preparedness (BCP):
AV.10.OK.BCP.1 Define key personal attributes for academic, social, and financial fit related to career selection
AV.10.OK.BCP.2 Explore career fields and career pathways, including what resources and opportunities are available locally
AV.10.OK.BCP.3 Investigate best fit career fields based on academic, social, and financial fit
AV.10.OK.BCP.4 Reflect on how academic plans and course completion support progress toward desired career field
Developing Future Readiness (DFR):
AV.10.OK.DFR.1 Increase awareness and apply basic concepts of budgeting, spending, and making responsible financial decisions
AV.10.OK.DFR.2 Identify the elements of a strong digital profile
AV.10.OK.DFR.3 Identify ways to make the most of social media while still maintaining a responsible digital footprint
General Notes
Special Note: Skills acquired in this course will be implemented by the student across the curriculum. Advancement Via Individual Determination 2 (AVID 2) is a rigorous course offered by AVID Center, and content must be provided as specified by AVID Center. Students who are successful in this course will be on the appropriate pathway to success in AVID 3 and 4. Teachers must receive training from AVID Center to teach this course.
Trained AVID Elective teachers may visit www.avid.org, and log into their MyAVID account using their AVID username and password; then follow wag.avid.org to access the AVID Weeks at a Glance curriculum and resources for grades 6-12.
Career Readiness Connection
AVID College and Career Framework provides students in the AVID Elective with the skills and behaviors they need to build their Rigorous Academic Preparedness, Opportunity Knowledge and Student Agency. AVID Elective students are provided with the essentials skills that support career credentials.
Florida Ready to Work powered by WIN Learning: Florida’s career readiness training and credentialing program (F.S. 445.06) provides Florida students the foundational employability skills required to take the next step toward technical training/certification, apprenticeship, and employment. The 10th grade AVID Elective curriculum resources and standards support potential completion of the Florida Ready to Work credentials in Digital Skills, and Soft Skills to ensure work force readiness. Visit floridareadytowork.com for additional details. *Funded by the State of Florida, there is no cost to schools for credentials.
Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards
This course includes Florida’s B.E.S.T. ELA Expectations (EE) and Mathematical Thinking and Reasoning Standards (MTRs) for students. Florida educators should intentionally embed these standards within the content and their instruction as applicable. For guidance on the implementation of the EEs and MTRs, please visit https://www.cpalms.org/Standards/BEST_Standards.aspx and select the appropriate B.E.S.T. Standards package.
English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf
VERSION REQUIREMENTS
These requirements include, but are not limited to, the Florida Standards that are most relevant to this course. Standards correlated with a specific course requirement may also be addressed by other course requirements as appropriate. Some requirements in this course are not addressed in the Florida Standards. Other subject areas and content may be used to fulfill course requirements. This course includes an agreement related to minimum standards for behavior, attendance, and participation.
General Information
Course Number: 1700400 |
Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: Research and Critical Thinking > SubSubject: General > |
Abbreviated Title: AVID 2 | |
Number of Credits: One (1) credit | |
Course Attributes:
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Course Type: Elective Course | Course Level: 2 |
Course Status: State Board Approved | |
Grade Level(s): 10 | |
Educator Certifications
Classical Education - Restricted (Elementary and Secondary Grades K-12) Section 1012.55(5), F.S., authorizes the issuance of a classical education teaching certificate, upon the request of a classical school, to any applicant who fulfills the requirements of s. 1012.56(2)(a)-(f) and (11), F.S., and Rule 6A-4.004, F.A.C. Classical schools must meet the requirements outlined in s. 1012.55(5), F.S., and be listed in the FLDOE Master School ID database, to request a restricted classical education teaching certificate on behalf of an applicant. |
Qualifications
As well as any certification requirements listed on the course description, the following qualifications may also be acceptable for the course:
Any field when certification reflects a bachelor or higher degree.