Advancement Via Individual Determination 3   (#1700410)

Version Description

AVID (Advancement Via Individual Determination) elective courses at all grade levels are designed to prepare students for success in four-year colleges and universities. The courses emphasize rhetorical reading, analytical writing, collaborative discussion strategies, tutorial inquiry study groups, preparation for college entrance and placement exams, college study skills and test taking strategies, note taking and research.

The eleventh grade AVID Elective course is the first part in a junior/senior seminar course that focuses on writing and critical thinking expected of first- and second-year college students. This course is organized around the theme of "Leadership as a Catalyst for Change in Society." Students study, in depth, exceptional leaders in contemporary society and examine the effect these individuals have had on culture, politics, education, history, science and the arts. The course requires that students read essays, speeches, articles and letters by these leaders, as well as at least one full-length work by the leader or about the leader. Also, each student is required to conduct a research project that is presented in the senior year. In addition to the academic focus of the AVID seminar, there are college-bound activities, methodologies and tasks that should be undertaken during the junior year to support students as they apply to four-year universities and confirm their postsecondary plans.

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.11.CD.1.1 - understand the role of AVID students and display characteristics on a regular basis, especially to younger AVID students
AV.11.CD.1.2 - serve a mentor and role model to younger AVID students
AV.11.CD.1.3 - develop skills in offering and receiving criticism
AV.11.CD.1.4 - identify potential academic challenges that may occur and seek proactive solutions with teachers
AV.11.CD.1.5 - examine potential career paths and college degrees that align with abilities, talents and interests
AV.11.CD.1.6 - align senior year course selection with identified interests and ability to aid in a smooth collegiate transition

Cluster 2 Goals
The student will:
AV.11.CD.2.1 - check progress toward short- and mid-term goals, including grade point average
AV.11.CD.2.2 - review academic six-year plan, checking to assure rigorous course load through graduation
AV.11.CD.2.3 - develop action steps to achieve desired scores on the SAT and ACT
AV.11.CD.2.4 - refine goals based on interests, talents and abilities
AV.11.CD.2.5 - refine plans for ongoing personal and academic development
AV.11.CD.2.6 - create living document with written goals, broken down into steps to use throughout the year
AV.11.CD.2.7 - reflect upon previous year's goals and discuss successes and challenges of reaching those goals
AV.11.CD.2.8 - reflect upon previous year's long term goal and revise as necessary, focusing on specific goals dedicated to planning for college and career

Cluster 3 Community and School Involvement
The student will:
AV.11.CD.3.1 - continue with select school activities/clubs and community service opportunities throughout the year, especially clubs for upper-classmen (e.g., National Honor Society)
AV.11.CD.3.2 - focus on leadership positions within school clubs
AV.11.CD.3.3 - track community service hours and extracurricular activity participation in a multi-year student portfolio
AV.11.CD.3.4 - consider putting on a class community service activity within collaborative groups
AV.11.CD.3.5 - ask for letters of recommendation from club advisors with whom a strong relationship has been established
AV.11.CD.3.6 -consider peer tutoring in after-school programs or at surrounding middle schools

Cluster 4 Ownership of Learning
The student will:
AV.11.CD.4.1 - access grades online or from teachers on a regular basis
AV.11.CD.4.2 - analyze grade reports to create a study/action plan for continued academic improvement
AV.11.CD.4.3 - communicate effectively with teachers, counselors and administrators to discuss areas of concern or a need for clarity
AV.11.CD.4.4 - increase awareness of how various content areas are connected
AV.11.CD.4.5 - integrate academic questions before, during and after class with teachers and peers

Domain COMM: Communication
Cluster 1 Speaking
The student will:
AV.11.COMM.1.1 - refine all aspects of public speaking and presenting
AV.11.COMM.1.2 - seamlessly incorporate visual aids of varying types into speeches and presentations
AV.11.COMM.1.3 -present research findings as a group on "A Leader as a Catalyst for Change" assignment
AV.11.COMM.1.4 - refine speaking skills through working with peers to promote civil, democratic discussions and decision-making
AV.11.COMM.1.5 - speak in a variety of public venues as an AVID representative or ambassador

Cluster 2 Listening
The student will:
AV.11.COMM.2.1 - listen and respond to others in formal and informal settings
AV.11.COMM.2.2 - effectively summarize ideas from a discussion, noting how their personal views on the topic have changed or been influenced
AV.11.COMM.2.3 - critically evaluate and analyze oral presentations

Domain WRI: Writing
Cluster 1 The Writing Process
The student will:
AV.11.WRI.1.1 - organize, monitor progress, and effectively manage time requirements surrounding complex writing assignments
AV.11.WRI.1.2 - analyze a prompt, distinguishing between writing under testing conditions and untimed situations
AV.11.WRI.1.3 - revise drafts as necessary until all ideas are expressed in the best possible manner
AV.11.WRI.1.4 - edit students' essays, especially checking for integration of quotes and citations
AV.11.WRI.1.5 - utilize rubrics to self-evaluate and peer evaluate work, especially those similar to AP exam rubrics
AV.11.WRI.1.6 - reflect on one's own writing to set future goals and/or determine next steps or needs as a writer

Cluster 2 Writing Skills
The student will:
AV.11.WRI.2.1 - develop well-constructed thesis statements, which properly capture the paper's topic
AV.11.WRI.2.2 - effectively integrate quotes into writing
AV.11.WRI.2.3 - utilize multiple structures commonly used at collegiate levels, such as MLA/APA citations, source integration and abstract writing
AV.11.WRI.2.4 - focus on improving sentences through word choice and varying sentence structure

Cluster 3 Writing Applications
The student will:
AV.11.WRI.3.1 - develop and strengthen writing through the creation of a biography on a historical leader
AV.11.WRI.3.2 - develop and strengthen writing through the creation of a college admissions essay
AV.11.WRI.3.3 - develop and strengthen writing through the creation of a "life goals" essay focused on college
AV.11.WRI.3.4 - produce a friendly letter focusing on professional response, reflecting needs in college and professional careers
AV.11.WRI.3.5 - draft and respond to Summer Institute Speaker contests

Cluster 4 Writing to Learn
The student will:
AV.11.WRI.4.1 - refine skills of summarizing information in various contexts
AV.11.WRI.4.2 - reflect upon research skills gained during the research project (Leaders as a Catalyst for Change) and how those skills will relate to postsecondary education

Domain INQ: Inquiry
Cluster 1 Costa's Levels of Thinking
The student will:
AV.11.INQ.1.1 - refine collaborative group study skills during academic tutorials so that students are able to form groups independently for each core class, especially around college level courses

Cluster 2 Tutorials
The student will:
AV.11.INQ.2.1 - with other group members and presenter lead the discussion with minimal tutor input
AV.11.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.11.INQ.3.1 - provide the central statement for Philosophical Chairs
AV.11.INQ.3.2 - formulate questions to make a personal connection with text(s) and/or other content/concepts
AV.11.INQ.3.3 - evaluate ideas/points of view within the discussion and generate/construct appropriate responses
AV.11.INQ.3.4 - appreciate multiple perspectives, in order to negotiate multiple meanings or ideas during the discussion
AV.11.INQ.3.5 - prepare an academic argument on a controversial topic, integrating fully developed claims
AV.11.INQ.3.6 - analyze a 17th, 18th, or 19th century foundational U.S. document of historical and literary significance (e.g., The Declaration of Independence or the Preamble to the Constitution) for their themes, purposes and rhetorical features in a Socratic Seminar or Philosophical Chairs discussion

Domain COLL: Collaboration
Cluster 1 Collaborative Skills
The student will:
AV.11.COLL.1.1 - independently create study groups for academically rigorous coursework, with discussion on creating group norms and expectations
AV.11.COLL.1.2 - develop positive peer relationships, especially with those taking advanced coursework
AV.11.COLL.1.3 - provide opportunity for peer tutoring in after-school programs or at surrounding middle schools

Domain ORG: Organization
Cluster 1 Organization and Time Management
The student will:
AV.11.ORG.1.1 - refine the use of organizational tools, such as assignment logs, calendars, agendas, and planners, consider color coding to distinguish types of tasks and develop an individualized style
AV.11.ORG.1.2 - adjust commitments to ensure that sufficient time is available to meet academic goals, as well as extracurricular activities and a job, as necessary
AV.11.ORG.1.3 - reflect at the end of eleventh grade about summer priorities, next year's time commitment, and potential to successfully navigate all courses, especially college level coursework, successfully
AV.11.ORG.1.4 - reflect on academic performance and independently adjust study habits and time management skills as needed
AV.11.ORG.1.5 - continuously add to and reflect on multi-grade portfolio throughout the school year
AV.11.ORG.1.6 -publish final versions of writing for the academic portfolio

Cluster 2 Note-Taking
The student will:
AV.11.ORG.2.1 - take 15 to 25 pages of quality Cornell notes per week
AV.11.ORG.2.2 - utilize Cornell notes as an advanced study tool, which will be continually refined and studied independently
AV.11.ORG.2.3 - adapt organization strategy of note-taking to meet required academic tasks, such as lectures, lab work, reading or collaborative work
AV.11.ORG.2.4 - use the skills of underlining key terms, highlighting and going back to fill in gaps to sufficiently process notes that have been taken
AV.11.ORG.2.5 - review, refine and use color-coding on notes focusing on unimportant information, key information and potential test questions
AV.11.ORG.2.6 - refine content on notes as new understanding is gained through reading textbook(s), tutorial sessions, study groups and discussions with the teacher/peers
AV.11.ORG.2.7 - refine writing of higher-level questions in the left column that corresponds to chunks of information in the notes section to ensure that they will generate higher-level thinking
AV.11.ORG.2.8 - reflect on all notes taken during a unit of study after the test is returned and consider gaps of study that led to missed questions

Cluster 3 Research and Technology
The student will:
AV.11.ORG.3.1 - expand proficiency with technological learning tools, especially advanced features of MS Word, PowerPoint, and video editing software
AV.11.ORG.3.2 - complete an in-depth research project focused on a leader, where the student utilizes books, Internet, and primary source documents
AV.11.ORG.3.3 - work with the class to complete a research project
AV.11.ORG.3.4 - work with a small group to complete a research project
AV.11.ORG.3.5 - research and apply for college scholarships

Cluster 4 Test Preparation and Test-Taking
The student will:
AV.11.ORG.4.1 - discuss test-taking strategies with core content teachers, in order to support efforts in preparing for exams
AV.11.ORG.4.2 - analyze test results and bring missed questions to tutorials to discuss and solve with peer groups

Domain REA: Reading
Cluster 1 Vocabulary
The student will:
AV.11.REA.1.1 - relate new vocabulary to familiar words
AV.11.REA.1.2 - infer word meaning using knowledge of advanced prefixes, suffixes and root words
AV.11.REA.1.3 - chart new words during reading of increasingly complex texts
AV.11.REA.1.4 - utilize concept mapping to determine word usage and various meanings

Cluster 2 Textual Analysis
The student will:
AV.11.REA.2.1 - analyze multiple interpretations of a story, drama or poem, evaluating how each version interprets the source text
AV.11.REA.2.2 - analyze collegiate level writing prompts to determine purpose
AV.11.REA.2.3 - analyze the features and rhetorical devices used in different types of non-fiction: essays, speeches, editorials, scientific reports and historical documentaries
AV.11.REA.2.4 - effectively summarize sections of an argument, text or film
AV.11.REA.2.5 - focus on a three-part source integration, including source, paraphrase/direct quote, and comment about its relevance to the argument
AV.11.REA.2.6 - deliberately select rereading strategies that will assist in understanding of the text
AV.11.REA.2.7 - determine how best to take notes or record information garnered from readings or films, especially those dealing with advanced content
AV.11.REA.2.8 - analyze philosophical and political arguments
AV.11.REA.2.9 - analyze an author's proof in order to isolate key evidence, identify types of evidence being presented, and analyze its value and impact on the argument


Domain CR: College Readiness
Cluster 1 Guest Speakers
The student will:
AV.11.CR.1.1 - investigate possible guest speakers to support research and career projects
AV.11.CR.1.2 - formulate and ask questions during guest speaker presentations, such as college admissions officers, financial aid advisors, current college students and/or AVID graduates, or professionals from various careers
AV.11.CR.1.3 - utilize Cornell notes as a means to track main points from guest speakers, keeping them as an ongoing reflective tool as part of a multi-year portfolio
AV.11.CR.1.4 - reflect upon guest speakers of the previous two years
AV.11.CR.1.5 - reflect upon guest speakers and areas of interest, possibly seeking opportunities to job shadow or potential internships in areas of interest

Cluster 2 Field Trips
The student will:
AV.11.CR.2.1 - attend as many college/university visits as possible, with opportunities to sit in on college classes or attend a cultural event on campus
AV.11.CR.2.2 - determine and plan the spring college/university field trip, including contacting of the admissions counselors and student guides
AV.11.CR.2.3 - visit schools of interest independently during weekends or summer to gain further exposure to postsecondary opportunities
AV.11.CR.2.4 - reflect on course performance/GPA to determine which schools might best fit with areas of career interest

Cluster 3 College and Career Knowledge
The student will:
AV.11.CR.3.1 - develop an understanding of the scholarship application process and required information
AV.11.CR.3.2 - determine which colleges/universities will best meet academic pursuits
AV.11.CR.3.3 - examine cost of colleges and determine how financial aid, grants, scholarship, work study programs and other funding sources can help meet those cost needs
AV.11.CR.3.4 - examine FAFSA requirements and determine appropriate action steps to meet deadlines
AV.11.CR.3.5 - begin a basic understanding of selecting and scheduling courses in college

Cluster 4 College Entrance Testing
The student will:
AV.11.CR.4.1 - prepare for and take the PSAT in the fall of eleventh grade year
AV.11.CR.4.2 - chart scores from PSAT/PLAN, monitoring areas of weakness and creating a study plan to meet testing needs
AV.11.CR.4.3 - prepare for and take the SAT and/or ACT at least once during the spring semester
AV.11.CR.4.4 - analyze test results and develop a study plan for the spring and summer to prepare for testing during the twelfth grade year
AV.11.CR.4.5 - analyze the structure and formatting of college entrance exams and develop a test-taking plan that will lead to higher scores
AV.11.CR.4.6 - practice college entrance sample questions and discuss how best to approach solutions
AV.11.CR.4.7 - examine other college entrance exams, such as those that would exempt students from college remediation coursework
AV.11.CR.4.8 - track all personal test results in a student portfolio and monitor scores in comparison to the requirements of colleges and universities of choice

Cluster 5 College Admissions and Financial Aid
The student will:
AV.11.CR.5.1 - track requirements for various postsecondary opportunities including average GPAs, SAT/ACT scores and extracurricular activities
AV.11.CR.5.2 - regularly update activity information and admissions materials in the student portfolio
AV.11.CR.5.3 - begin writing personal statement essays and a personal resume for college applications

General Notes

Special Note: Skills acquired in this course will be implemented by the student across the curriculum. Advancement Via Individual Determination III (AVID III) 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 IV. 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 https://my.avid.org/file_sharing/default.aspx?id=24544 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: 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.

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.