Advancement Via Individual Determination 2 (#1700400) 


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Version Note: AVID content standards were updated, per the AVID Center.  

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: 

  • Analyze the problem in a way that makes sense given the task. 
  • Ask questions that will help with solving the task. 
  • Build perseverance by modifying methods as needed while solving a challenging task. 
  • Stay engaged and maintain a positive mindset when working to solve tasks. 
  • Help and support each other when attempting a new method or approach.

 

Clarifications:
Teachers who encourage students to participate actively in effortful learning both individually and with others:
  • Cultivate a community of growth mindset learners. 
  • Foster perseverance in students by choosing tasks that are challenging. 
  • Develop students’ ability to analyze and problem solve. 
  • Recognize students’ effort when solving challenging problems.
MA.K12.MTR.2.1: Demonstrate understanding by representing problems in multiple ways.  

Mathematicians who demonstrate understanding by representing problems in multiple ways:  

  • Build understanding through modeling and using manipulatives.
  • Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
  • Progress from modeling problems with objects and drawings to using algorithms and equations.
  • Express connections between concepts and representations.
  • Choose a representation based on the given context or purpose.
Clarifications:
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways: 
  • Help students make connections between concepts and representations.
  • Provide opportunities for students to use manipulatives when investigating concepts.
  • Guide students from concrete to pictorial to abstract representations as understanding progresses.
  • Show students that various representations can have different purposes and can be useful in different situations. 
MA.K12.MTR.3.1: Complete tasks with mathematical fluency. 

Mathematicians who complete tasks with mathematical fluency:

  • Select efficient and appropriate methods for solving problems within the given context.
  • Maintain flexibility and accuracy while performing procedures and mental calculations.
  • Complete tasks accurately and with confidence.
  • Adapt procedures to apply them to a new context.
  • Use feedback to improve efficiency when performing calculations. 
Clarifications:
Teachers who encourage students to complete tasks with mathematical fluency:
  • Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
  • Offer multiple opportunities for students to practice efficient and generalizable methods.
  • Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 
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:

  • Communicate mathematical ideas, vocabulary and methods effectively.
  • Analyze the mathematical thinking of others.
  • Compare the efficiency of a method to those expressed by others.
  • Recognize errors and suggest how to correctly solve the task.
  • Justify results by explaining methods and processes.
  • Construct possible arguments based on evidence. 
Clarifications:
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
  • Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
  • Create opportunities for students to discuss their thinking with peers.
  • Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
  • Develop students’ ability to justify methods and compare their responses to the responses of their peers. 
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:

  • Focus on relevant details within a problem.
  • Create plans and procedures to logically order events, steps or ideas to solve problems.
  • Decompose a complex problem into manageable parts.
  • Relate previously learned concepts to new concepts.
  • Look for similarities among problems.
  • Connect solutions of problems to more complicated large-scale situations. 
Clarifications:
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
  • Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
  • Support students to develop generalizations based on the similarities found among problems.
  • Provide opportunities for students to create plans and procedures to solve problems.
  • Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
MA.K12.MTR.6.1: Assess the reasonableness of solutions. 

Mathematicians who assess the reasonableness of solutions: 

  • Estimate to discover possible solutions.
  • Use benchmark quantities to determine if a solution makes sense.
  • Check calculations when solving problems.
  • Verify possible solutions by explaining the methods used.
  • Evaluate results based on the given context. 
Clarifications:
Teachers who encourage students to assess the reasonableness of solutions:
  • Have students estimate or predict solutions prior to solving.
  • Prompt students to continually ask, “Does this solution make sense? How do you know?”
  • Reinforce that students check their work as they progress within and after a task.
  • Strengthen students’ ability to verify solutions through justifications. 
MA.K12.MTR.7.1: Apply mathematics to real-world contexts. 

Mathematicians who apply mathematics to real-world contexts:

  • Connect mathematical concepts to everyday experiences.
  • Use models and methods to understand, represent and solve problems.
  • Perform investigations to gather data or determine if a method is appropriate. • Redesign models and methods to improve accuracy or efficiency. 
Clarifications:
Teachers who encourage students to apply mathematics to real-world contexts:
  • Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
  • Challenge students to question the accuracy of their models and methods.
  • Support students as they validate conclusions by comparing them to the given situation.
  • Indicate how various concepts can be applied to other disciplines.
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
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:
  • Florida Standards Course
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.


There are more than 1840 related instructional/educational resources available for this on CPALMS. Click on the following link to access them: https://www.cpalms.org/PreviewCourse/Preview/24478