Advancement Via Individual Determination 3 (#1700410) 


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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 11th grade AVID Elective begins the year with cultivating a growth mindset and setting personal improvement goals, which are critical for self-development. The course strategically transitions to the development of advanced critical reading skills, with a particular focus on the analysis of college essays—an essential competency tailored for upper-level high school students navigating the college application process. Additionally, the curriculum prioritizes proficiency in timed writing, a vital skill set for excelling in standardized tests and collegiate assessments.

As part of their academic preparation, juniors engage in comprehensive college research to identify institutions that align with their academic goals and explore scholarship opportunities. Simultaneously, they participate in a financial literacy program, equipping them with practical knowledge of higher education financing, effective consumer practices, and the fundamentals of credit and debt management. The course further emphasizes the application of research and source integration skills through an experiential service-learning project. This initiative fosters community engagement while enhancing students' experiential learning. The curriculum also integrates the engineering design process, nurturing critical thinking, innovation, and collaborative problem-solving within a STEM framework. Finally, the 11th grade AVID Elective introduces students to the college application process through the development of a compelling college entrance essay. This capstone activity equips students with the communication and self-reflection skills necessary to succeed in this pivotal stage of their academic journey.

AVID Elective Standards Grade 11

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.11.SA.AKS.1 Effectively manage stress and anxiety levels, including areas such as in preparation for and during tests

AV.11.SA.AKS.2 Apply self-awareness strategies and skills with a variety of academic challenges

AV.11.SA.AKS.3 Pursue leadership and/or mentorship opportunities across the school and community

AV.11.SA.AKS.4 Reflect on conflict situations to strengthen ability to deal with the emotions that accompany conflict in leadership roles

AV.11.SA.AKS.5 Assess personal traits connected to integrity and leadership

AV.11.SA.AKS.6 Explore and pursue leadership opportunities in extracurricular and community service activities within the school, local and/or global community

AV.11.SA.AKS.7 Identify ways to be an upstander for all students who are struggling

Persisting Through Obstacles (PTO)

AV.11.SA.PTO.1 Create short and mid-range goals that support achievement of long-term goals

AV.11.SA.PTO.2 Modify goals and actions appropriately based on progress

AV.11.SA.PTO.3a Strengthen ability to self-advocate related to areas of need

AV.11.SA.PTO.3b Leverage support network to assist within areas of need"

AV.11.SA.PTO.4a Reflect on current status and skills to strengthen mental flexibility now and in the future

AV.11.SA.PTO.4b Recognize and overcome obstacles that could hinder future success"

AV.11.SA.PTO.5 Apply strategies to support motivation, especially when lacking intrinsic motivation

AV.11.SA.PTO.6 Employ key learning points to real-world applications

Activating Knowledge and Skills (AKS)

AV.11.SA.AKS.1 Effectively manage stress and anxiety levels, including areas such as in preparation for and during tests

AV.11.SA.AKS.2 Apply self-awareness strategies and skills with a variety of academic challenges

AV.11.SA.AKS.3 Pursue leadership and/or mentorship opportunities across the school and community

AV.11.SA.AKS.4 Reflect on conflict situations to strengthen ability to deal with the emotions that accompany conflict in leadership roles

AV.11.SA.AKS.5 Assess personal traits connected to integrity and leadership

AV.11.SA.AKS.6 Explore and pursue leadership opportunities in extracurricular and community service activities within the school, local and/or global community

AV.11.SA.AKS.7 Identify ways to be an upstander for all students who are struggling

Rigorous Academic Preparedness (RAP): Students develop academic skills and can successfully complete rigorous college and career preparatory curriculum and experiences.

Writing (W)

AV.11.RAP. W.1a Develop writing skills related to expository research writing, incorporating MLA or APA format

AV.11.RAP. W.1b Gather information related to the writing prompt to generate a bank of resources and information

AV.11.RAP. W.1c Compose first drafts with a focus on establishing a clear purpose for the writing

AV.11.RAP. W.2 Utilize inquiry strategies to develop additional questions as needed

AV.11.RAP.W.3 Independently create and execute a plan for the revision process

AV.11.RAP.W.4 Analyze the language of writing and edit for voice, flow, and clarity

AV.11.RAP.W.5 Publish writing to an audience outside of the classroom, such as an online forum

AV.11.RAP. W.6a Take notes, with an emphasis on selecting the appropriate format for note-taking based on the note-taking objective

AV.11.RAP. W.6b Take notes, with an emphasis on using strategies to organize notes (e.g., indentation, bullets, outlines, skipping lines, color-coding)

AV.11.RAP. W.7 Reflect on how notes help to meet the learning objective and contribute to academic and personal success

Inquiry (I)

AV.11.RAP. I.1 Use questioning techniques to think critically about content and concepts

AV.11.RAP. I.2 Generate questions based on a misunderstood concept or problem

AV.11.RAP. I.3 Determine modifications to the process that would be needed to solve similar problems

AV.11.RAP. I.4 Reflect on learning to make connections between new learning and the broader world

AV.11.RAP. I.5 Reflect throughout learning on progress and continually adjust actions on major tasks or assignments

 AV.11.RAP. I.6 Reflect throughout a process on progress and continually adjust actions

AV.11.RAP. I.7 Develop research questions/claim statements that effectively address the research prompt

 AV.11.RAP.I.8 Determine the perspective, validity, and reliability of information found within sources by multiple sources (such as books, articles, and websites)

AV.11.RAP. I.9 Synthesize information, sources, and data that support the research prompt

AV.11.RAP. I.10 Construct written claims and support them with reasoning and evidence

AV.11.RAP.I.11 Publish research to an audience outside of the classroom

Collaboration (C)

AV.11.RAP.C.1 Adjust ineffective verbal and non-verbal communication into effective communication

AV.11.RAP.C.2 Demonstrate active listening by asking clarifying questions

AV.11.RAP.C.3 Demonstrate command of grammar when communicating

AV.11.RAP.C.4 Speak effectively before whole class

AV.11.RAP.C.5 Utilize technology with the global community to explore topics from multiple perspectives

Organization (O)

AV.11.RAP. O.1a Develop efficient, individualized routines related to using organizational tools and planning strategies to enhance academic performance

AV.11.RAP. O.1b Reflect on activity log or tracking system of community extracurricular activities and hours"

AV.11.RAP. O.2a Understand and demonstrate the concepts and practices of backwards mapping

AV.11.RAP. O.2b Identify upcoming events to proactively avoid time management conflicts"

AV.11.RAP.O.3 Manage varied visual frameworks to organize language, and show relationships between key concepts

Reading (R)

AV.11.RAP.R.1 Select texts and justify if they meet the reading purpose

AV.11.RAP.R.2 Build background knowledge related to the text preview

AV.11.RAP.R.3 Connect vocabulary within texts to broader concepts of the text

AV.11.RAP.R.4 Create text dependent questions while reading that align with the reading purpose

AV.11.RAP.R.5 Extend beyond the text analyzing how to best apply 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.11.OK.ACP.1 Refine key personal attributes for academic, social, and financial fit related to college selection

AV.11.OK.ACP.2a Reflect on their current GPA and how it relates to college selection criteria

AV.11.OK.ACP.2b Compare various college campus structures, services, and opportunities

AV.11.OK.ACP.3 Research and evaluate scholarship offerings (FAFSA)

AV.11.OK.ACP.4a Produce long-term academic plans that align with goals

AV.11.OK.ACP.4b Plan for a successful transition to the next step in the academic journey

AV.11.OK.ACP.4c Gain exposure to pathways offering work opportunities (credentials, certifications, internships, etc.)

AV.11.OK.ACP.5a Engage in a variety of information gathering to determine match, reach and safety schools to mitigate summer melt and undermatching during the selection process

AV.11.OK.ACP.5b Determine whether additional test prep and testing is needed to reach scholarships goals

Building Career Preparedness (BCP)

AV.11.OK.BCP.1a Develop an authentic and personal definition of success

AV.11.OK.BCP.1b Refine key personal attributes for academic, social, and financial fit related to career selection

AV.11.OK.BCP.2a Gain awareness of how academic performance links to career performance and success

AV.11.OK.BCP.2b Expand thinking of potential career fields by encouraging discovery of a variety of career fields and the opportunities therein

AV.11.OK.BCP.2c Develop knowledge and gain exposure to credentials or post-secondary education needed for career goals

AV.11.OK.BCP.3 Identify best fit career fields based on academic, social, and financial fit to develop short- and long-term career pathways

AV.11.OK.BCP.4 Engage in real-world experiences within career fields of interest, such as service learning projects, job shadowing opportunities, or internship possibilities in career fields of interest

Developing Future Readiness (DFR)

AV.11.OK.DFR.1 Create a systematic decision-making model for personal financial decisions and circumstances

AV.11.OK.DFR.2a Gather information on interests, experiences, and goals to build a digital profile

AV.11.OK.DFR.2b Identify and address gaps in profile

AV.11.OK.DFR.3 Define "digital reputation" and identify examples of social media posts that can have a positive or negative effect


General Notes

Special Note: Skills acquired in this course will be implemented by the student across the curriculum. Advancement Via Individual Determination 3 (AVID 3) 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 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 11th grade AVID Elective curriculum resources and standards support potential completion of the Florida Ready to Soft Skills, and Academic Employability Skills credentials to ensure workforce 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: 1700410 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 3
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): 11



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/24479