Advancement Via Individual Determination 2   (#1700400)

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Course Standards

General Course Information and Notes

Version Description

AVID (Advancement Via Individual Determination) is offered as a rigorous academic elective course that prepares students for success in four-year colleges. The AVID course 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. There is an emphasis on analytical writing, preparation for college entrance and placement exams, study skills and test taking, note-taking, and research. In AVID, students participate in activities that incorporate strategies focused on writing, inquiry, collaboration, and reading to support their academic growth.

Students in the tenth grade AVID Elective course 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.

This course shall integrate the Goal 3 Student Performance Standards of the Florida System of School Improvement and Accountability as appropriate to the content and processes of the subject matter.

Course student performance standards must be adopted by the district, and they must reflect appropriate Florida Standards.

Related AVID Standards

Domain CD: Character Development
Cluster 1 Self-Awareness

The student will:
AV.10.CD.1.1 - Demonstrate scholarly attributes in working with adults and peers
AV.10.CD.1.2 - understand the role of AVID students and display characteristics on a regular basis
AV.10.CD.1.3 - align learning and study strategies to personal learning style
AV.10.CD.1.4 - demonstrate the ability to successfully resolve conflicts and disputes with peers and teachers
AV.10.CD.1.5 - reassess previous year's interests and pursuits, in order to realign current activities to further develop abilities
AV.10.CD.1.6 - assess areas of weakness and develop plans to address those weaknesses

Cluster 2 Goals
The student will:
AV.10.CD.2.1 - reassess academic six-year 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
AV.10.CD.2.2 - examine academic strengths that will aid in course selection patterns, especially around honors and AP courses
AV.10.CD.2.3 - reassess short-, mid-, and long-term goals that will continue to ensure academic and personal growth
AV.10.CD.2.4 - review and revise personal and academic goals, specifically those dealing with college and career aspirations
AV.10.CD.2.5 - set and monitor goals around community service, extracurricular activity involvement and academic testing

Cluster 3 Community and School Involvement
The student will:
AV.10.CD.3.1 - 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
AV.10.CD.3.2 - determine a service learning project to participate in as a class
AV.10.CD.3.3 - track community service hours and extracurricular activity participation in a multi-year student portfolio

Cluster 4 Ownership of Learning
The student will:
AV.10.CD.4.1 - access grades online or from teachers on a regular basis
AV.10.CD.4.2 - analyze grade reports to create a study/action plan for continued academic improvement
AV.10.CD.4.3 - seek opportunities outside of the AVID classroom to ask questions, clarify thinking and identify points of confusion
AV.10.CD.4.4 - create positive peer connections through independent study groups

Domain COMM: Communication
Cluster 1 Speaking

The student will:
AV.10.COMM.1.1 - role play varying word choice, tone and voice when speaking to an assigned audience
AV.10.COMM.1.2 - practice purposeful gestures during speeches
AV.10.COMM.1.3 - refine use of vocal projection in both formal speeches and Socratic Seminar settings
AV.10.COMM.1.4 - incorporate technology and/or visual aids to increase effectiveness of the speech or presentation
AV.10.COMM.1.5 - practice speaking skills through mock job interviews
AV.10.COMM.1.6 - present information, findings and supporting evidence concisely and logically
AV.10.COMM.1.7 - integrate multiple sources of information
AV.10.COMM.1.8 - participate in group discussion, progressing the discussion into deeper levels of thinking

Cluster 2 Listening
The student will:
AV.10.COMM.2.1 - record key learning points and provide feedback using Cornell notes
AV.10.COMM.2.2 - effectively summarize ideas from a discussion

Domain WRI: Writing
Cluster 1 The Writing Process

The student will:
AV.10.WRI.1.1 - practice strategies for pre-writing in response to various prompts for both timed writing and process writing
AV.10.WRI.1.2 - analyze a prompt for timed writing solutions
AV.10.WRI.1.3 - edit students' essays, especially checking for the usage of varied sentence types
AV.10.WRI.1.4 - utilize rubrics to self-evaluate and peer evaluate work, especially those similar to AP exam rubrics

Cluster 2 - Writing Skills
The student will:
AV.10.WRI.2.1 - refine strategies to write effective paragraphs
AV.10.WRI.2.2 - focus on expanding word choice in all aspects of writing
AV.10.WRI.2.3 - write with a focus on using varied sentence types (simple, compound, complex)
AV.10.WRI.2.4 - incorporate transitions to improve flow within a paragraph and logically tie together academic arguments
AV.10.WRI.2.5 - support arguments and claims of evidence using textual sources

Cluster 3 Writing Applications
The student will:
AV.10.WRI.3.1 - develop and strengthen writing through the creation of a career research essay
AV.10.WRI.3.2 - develop and strengthen writing through the creation of an argumentative essay
AV.10.WRI.3.3 - develop and strengthen writing through the creation of a character analysis
AV.10.WRI.3.4 - use writing activities from content area classes to practice, develop and refine writing skills

Cluster 4 Writing to Learn
The student will:
AV.10.WRI.4.1 - evaluate summaries using rubrics and checklists
AV.10.WRI.4.2 - utilize reflective logs to evaluate note-taking habits and set subsequent goals to improve upon past learning
AV.10.WRI.4.3 - write detailed reflections on experiences, presentations and speeches, focusing on how the knowledge is applied to decisions

Domain INQ: Inquiry
Cluster 1 Costa's Levels of Thinking

The student will:
AV.10.INQ.1.1 - use skilled questioning to elicit deeper thinking from self and others

Cluster 2 Tutorials
The student will:
AV.10.INQ.2.1 - refine collaborative tutorial skills through tutor-led discussions following tutorial sessions with a focus on higher-level questioning
AV.10.INQ.2.2 - complete a higher-level reflection about the learning process during tutorials

Cluster 3 Socratic Seminar and Philosophical Chairs
The student will:
AV.10.INQ.3.1 - utilize critical reading strategies to determine main ideas/claims as a pre-activity to Socratic Seminar and Philosophical Chairs discussions
AV.10.INQ.3.2 - 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
AV.10.INQ.3.3 - 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
AV.10.INQ.3.4 - 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 both a Socratic Seminar or Philosophical Chairs discussion
AV.10.INQ.3.5 - propel conversations by posing and responding to questions that relate the current discussions to broader themes or larger ideas
AV.10.INQ.3.6 - focus on the development of leadership skills and self-refinement during Socratic Seminar discussions
AV.10.INQ.3.7 - Summarize points of agreement and disagreement

Domain COLL: Collaboration
Cluster 1 Collaborative Skills

The student will:
AV.10.COLL.1.1 - develop positive peer interaction skills through creating group norms and reflective discussions following collaborative activities
AV.10.COLL.1.2 - focus on academic language skills that will develop strong peer-instructor relationships
AV.10.COLL.1.3 - practice using encouragement and positive affirmations with peers
AV.10.COLL.1.4 - evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying and fallacious reasoning or exaggerated or distorted evidence
AV.10.COLL.1.5 - utilize technology to interact and collaborate with others and foster trust building skills by working with partners to complete a specified task
AV.10.COLL.1.6 - enhance understanding of collaboration by working in groups during team building and motivational activities or problem solving
AV.10.COLL.1.7 - participate in group discussions and reflections based on collaborative work
AV.10.COLL.1.8 - acknowledge new information expressed by others, and when warranted, modify one's own views
AV.10.COLL.1.9 - refine inquiry, listening and oral communication skills through a variety of activities, including tutorials, presentations, Socratic Seminars, and Philosophical Chairs

Domain ORG: Organization
Cluster 1 Organization and Time Management

The student will:
AV.10.ORG.1.1 - refine organization and neatness of binder through ongoing course support, peer discussion, and personal reflection and goal setting
AV.10.ORG.1.2 - utilize a planner/agenda to track class assignments and grades
AV.10.ORG.1.3 - utilize a planner/agenda to balance social and academic commitments and use backwards mapping for major projects or tests
AV.10.ORG.1.4 - analyze grades to adjust study habits and time allocations
AV.10.ORG.1.5 - continuously add to and reflect on multi-grade portfolio throughout the school year
AV.10.ORG.1.6 - present portfolio of personal academic work at the end of the year using peer feedback and suggestions for improvement
AV.10.ORG.1.7 - publish final versions of writing for the academic portfolio

Cluster 2 Note-Taking
The student will:
AV.10.ORG.2.1 - take 10 to 18 pages of quality Cornell notes per week
AV.10.ORG.2.2 - utilize notes after the tests to reexamine incorrect items on the tests and where potential gaps might exist
AV.10.ORG.2.3 - create visuals or symbols in the right column to represent and help recall information
AV.10.ORG.2.4 - change pen colors to indicate change in concept
AV.10.ORG.2.5 - refine the skill of composing an essential question based on the standard or objective covered by the lesson
AV.10.ORG.2.6 - write higher-level summaries for Cornell notes that link all of the learning together

Cluster 3 Research and Technology
The student will:
AV.10.ORG.3.1 - use technology in assignments and presentations, using proper MLA style to cite sources
AV.10.ORG.3.2 - utilize technology to complete final drafts of assignments and conduct research
AV.10.ORG.3.3 - use technology to share, store and collaborate on projects
AV.10.ORG.3.4 - research careers and postsecondary institutions via the Internet, gathering information about majors and the atmosphere of the colleges/universities

Cluster 4 Test Preparation and Test-Taking
The student will:
AV.10.ORG.4.1 - use graded assessments to identify and reflect on academic weakness and determine study and test-taking strategies that will aid in test preparation
AV.10.ORG.4.2 - utilize strategies for various types of tests, in preparation for midterm and final exams

Domain REA: Reading
Cluster 1 Vocabulary

The student will:
AV.10.REA.1.1 - expand vocabulary, especially those utilized on SAT/ACT testing and properly incorporate them into writings to vary word usage
AV.10.REA.1.2 - develop interpretation skills, using root word, prefix and suffix
AV.10.REA.1.3 - demonstrate independence in gathering vocabulary knowledge

Cluster 2 Textual Analysis
The student will:
AV.10.REA.2.1 - learn to determine purpose of reading, in order to correctly choose a proper method of reading
AV.10.REA.2.2 - read and discuss various examples of text, including articles from fiction and non-fiction
AV.10.REA.2.3 - mark texts to track understanding of the text and questions about reading
AV.10.REA.2.4 - utilize charting of the text to track various points of view and opposing claims
AV.10.REA.2.5 - determine author's tone and voice
AV.10.REA.2.6 - demonstrate a comprehensive understanding of significant ideas expressed in written works by identifying important ideas, recognizing inferences and drawing conclusions

Domain CR: College Readiness
Cluster 1 Guest Speakers

The student will:
AV.10.CR.1.1 - practice strong usage o/f academic language through thought-provoking questions that clarify or will lead to greater depth of knowledge
AV.10.CR.1.2 - practice listening and note-taking skills with guest speakers from both the school and community and integrate information into student projects and presentations
AV.10.CR.1.3 - write letters of appreciation to guest speakers, making sure to reflect on and express learning from the presentation

Cluster 2 Field Trips
The student will:
AV.10.CR.2.1 - participate in field trips to 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
AV.10.CR.2.2 - meet set minimum grade and behavior criteria (as determined by the school), in order to attend the field trips
AV.10.CR.2.3 - use skills of listening and note-taking during field trip experiences
AV.10.CR.2.4 - track thoughts and potential attendance of the college/university through Cornell notes, learning logs, and/or reflective essays

Cluster 3 College and Career Knowledge
The student will:
AV.10.CR.3.1 - narrow down potential colleges/universities of interest, choosing campuses that fit personality, academic interests and goals
AV.10.CR.3.2 - sign-up for ongoing information regarding admissions and potential scholarships from colleges/universities of interest
AV.10.CR.3.3 - develop an understanding of the college application process and required information
AV.10.CR.3.4 - begin developing an understanding of career paths and the associated college degree

Cluster 4 College Entrance Testing
The student will:
AV.10.CR.4.1 - prepare for, take and analyze the results for the PSAT and/or PLAN tests
AV.10.CR.4.2 - focus on strategies to help determine correct answers on high-stakes tests
AV.10.CR.4.3 - continue developing vocabulary skills by reviewing roots, prefixes, suffixes, and ACT and SAT word lists
AV.10.CR.4.4 - understand the differences between various college entrance tests

Cluster 5 College Admissions and Financial Aid
The student will:
AV.10.CR.5.1 - identify key differences between costs for public and private universities
AV.10.CR.5.2 - examine potential scholarships from colleges of interest and local scholarships and design plans to meet selection criteria

General Notes

Special Note: Skills acquired in this course will be implemented by the student across the curriculum. Advancement Via Individual Determination II (AVID II) 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 III and IV. Teachers must receive training from AVID Center to teach this course.

Trained AVID Elective teachers may visit, and log into their MyAVID account using their AVID username and password; then follow to access the AVID Weeks at a Glance curriculum and resources for grades 6-12.

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:

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.


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.

General Information

Course Number: 1700400
Abbreviated Title: AVID 2
Number of Credits: One (1) credit
Course Length: Year (Y)
Course Type: Elective Course
Course Level: 2
Course Status: Course Approved
Grade Level(s): 9,10,11,12

Educator Certifications

One of these educator certification options is required to teach this course.

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