Major Concepts/Content: Advancement Via Individual Determination (AVID) is an academic elective course that prepares students for college readiness and success, and it is scheduled during the regular school day as a year-long course. Each week, students receive instruction that utilizes a rigorous college-preparatory curriculum provided by AVID Center, tutor-facilitated study groups, motivational activities, and academic success skills. In AVID, students participate in activities that incorporate strategies focused on writing, inquiry, collaboration, organization, and reading to support their academic growth. Additionally, students engage in activities centered around exploring college and career opportunities and their own agency.
The 7th grade AVID elective course builds upon the foundational components of the AVID philosophy. Students will refine short- and long-term goals and, as a result, being to understand the value in taking charge of their actions. They will start working on intrapersonal and interpersonal skills as well as formal and informal speech. Students will complete self-evaluations and peer evaluations related to reading, writing, organization, and speaking. In broadening their writing practice, students will begin considering audience, purpose, and form in their writing. Students will take an active role in their learning, understanding the roles of all members in assignments and collaborative lessons. They will expand their knowledge base regarding note-taking in relation to studying and test preparation. Students will be exposed to various field trips, guest speakers, and research to increase their knowledge of college and career options.
AVID curriculum books used:
AVID College and Careers
AVID Critical Thinking and Engagement
AVID Reading for Disciplinary Literacy
AVID Secondary Implementation Resource
AVID Tutorial Guide
AVID Writing for Disciplinary Literacy
Supplemental materials course include the following:
AVID Weekly®, Supporting Math in the AVID Elective, Write Path content-area books, focused note-taking resources, and my.avid.org Curriculum Book Webpages
Student Agency (SA)
- Student Empowerment
- Leadership of Others
Rigorous Academic Preparedness (AP)
Opportunity Knowledge (OK)
- Advancing College Preparedness
- Building Career Knowledge
STUDENT AGENCY (7.SA)
AV.7.SA.1.1 Explore and experience extracurricular and community service activities within the school and community
AV.7.SA.1.2 Evaluate the impact of decisions on the environment
AV.7.SA.1.3 (a) Identify activities that assist with self-care and healthy habits; (b) Identify areas that need attention and develop goals to address those areas
AV.7.SA.1.4 Increase awareness and apply basic concepts of budgeting, spending, and making responsible financial decisions
AV.7.SA.1.5 Develop a support network that includes peers and adults for academic and future success
AV.7.SA.1.6 Explore how individual motivators and self-monitoring of motivation impact academic performance
AV.7.SA.1.7 Seek help related to areas of need
AV.7.SA.1.8 Determine personal levels of grit and perseverance in relation to growth mindset
AV.7.SA.1.9 Establish self-awareness strategies and skills, including SLANT (Sit with proper posture, Lean forward and listen, Ask pertinent questions, Nod your head "yes" or "no," Talk with your teachers)
AV.7.SA.1.10Make connections between key learning points and new contexts
Leadership of Others
AV.7.SA.2.1 Identify traits connected to responsibility, integrity, and ethical interactions with others
AV.7.SA.2.2 Pursue leadership opportunities across the school
AV.7.SA.2.3 (a) Identify personal conflict-management style; (b) Transform passive and aggressive statements into constructive, assertive statements
RIGOROUS ACADEMIC PREPAREDNESS (7.AP)
AV.7.AP.1.1 (a) Develop writing skills related to descriptive and expository modes of writing; (b) Generate multiple ideas that support, explain, or enhance the writing topic or theme; (c) Compose first drafts using ideas and information gathered during pre-writing
AV.7.AP.1.2 Analyze a writing task to determine the purpose, format/style, and audience
AV.7.AP.1.3 Write multiple drafts with increasing depth based on feedback and observations
AV.7.AP.1.4 Analyze and edit sentence structure to create interest and complexity
AV.7.AP.1.5 Publish writing to entire class, such as an oral presentation
AV.7.AP.1.6 (a) Take notes with an emphasis on recording main ideas and important information; (b) Take notes with an emphasis on condensing information by using abbreviations/symbols/paraphrasing
AV.7.AP.1.7 Summarize by pulling together the most important information and personal connections related to the objective and/or Essential Question
AV.7.AP.2.1 Develop inquiry skills through focused observation and analysis
AV.7.AP.2.2 Identify the specific point of confusion related to a misunderstood concept or problem
AV.7.AP.2.3 Determine whether similar problems could be solved using the same steps/process
AV.7.AP.2.4 Reflect on learning to make connections between new learning and previous experiences
AV.7.AP.2.5 Reflect on learning strategies that were employed, whether those strategies were effective, and how methods could be adjusted in the future
AV.7.AP.2.6 Reflect on a process that was used, whether that process was effective, and how methods could be adjusted in the future
AV.7.AP.2.7 Brainstorm ideas for research topics to address a research prompt
AV.7.AP.2.8 Determine the relevance, validity, and reliability of information found in sources
AV.7.AP.2.9 Organize information, sources, and data that support the research prompt
AV.7.AP.2.10 Integrate quotations to support claims, citing locations and references to texts
AV.7.AP.2.11 Publish research to entire class, such as an oral presentation
AV.7.AP.3.1 Hold self and peers accountable for following group norms about shared responsibility
AV.7.AP.3.2 Summarize points of agreement and disagreement from varying perspectives
AV.7.AP.3.3 Deepen relational capacity with classmates through effective conflict management
AV.7.AP.3.4 Establish norms and expectations around respectful interactions among group members
AV.7.AP.3.5 Ask clarifying questions to group members to facilitate understanding
AV.7.AP.3.6 Utilize technology to collaborate with classmates and community members
AV.7.AP.3.7 (a) Distinguish between effective and ineffective language during interactions; (b) Refine usage of nonverbal communication when speaking, including body language and eye contact
AV.7.AP.3.8 Demonstrate active listening skills during academic conversations
AV.7.AP.3.9 Utilize academic vocabulary when communicating
AV.7.AP.3.10 Speak effectively before small groups of peers
AV.7.AP.4.1 (a) Refine usage of organizational tools (e.g., binders/eBinders, portfolios, or digital folders) and systems that support academic success; (b) Maintain an activity log or tracking system for community extracurricular activities and hours
AV.7.AP.4.2 (a) Utilize an organizational tool to record obligations and constraints on time; (b) Demonstrate the process of backward mapping
AV.7.AP.4.3 Identify the steps necessary to accomplish goals
AV.7.AP.4.4 Identify reasons for why progress is or isn't being made toward accomplishing goals
AV.7.AP.4.5 Apply visual frameworks to organize language and comprehend key concepts
AV.7.AP.5.1 Assess whether a text is appropriate according to the reading purpose
AV.7.AP.5.2 (a) Make predictions about the text using text features; (b) Assess relevant prior knowledge and identify gaps
AV.7.AP.5.3 Utilize tools to deepen understanding of vocabulary
AV.7.AP.5.4 (a) Mark the text to accomplish the reading purpose through the lens of a content expert; (b) Identify the key components of a text related to the reading purpose
AV.7.AP.5.5 Extend beyond the text by evaluating and synthesizing key learning
OPPORTUNITY KNOWLEDGE (7.OK)
Advancing College Preparedness
AV.7.OK.1.1 Define key personal attributes for academic, social, and financial fit related to college selection
AV.7.OK.1.2 (a) Explore the significance of GPA at different stages of the academic journey; (b) Explore college options and terminology
AV.7.OK.1.3 Evaluate personal level of readiness for scholarship eligibility
AV.7.OK.1.4 (a) Reflect on how academic plans and course completion support progress toward desired major; (b) Determine which courses or opportunities align with college goals and plans; (c) Explore campus-, district-, or community-based opportunities to earn college credit in high school (dual credit, online learning, etc.)
AV.7.OK.1.5 (a) Explore match schools, reach schools, and safety schools in order to determine the best academic fit during the selection process; (b) Prepare for college entrance exams
Building Career Knowledge
AV.7.OK.2.1 Define key personal attributes for academic, social, and financial fit related to career selection
AV.7.OK.2.2 Explore career fields and career pathways, including what resources and opportunities are available locally
AV.7.OK.2.3 Investigate best-fit career fields based on academic, social, and financial fit
AV.7.OK.2.4 Reflect on how academic plans and course completion support progress toward desired career field
Special Note: Skills acquired in this course will be implemented by the student across the curriculum. M/J Advancement Via Individual Determination 7 (M/J AVID 7) 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 M/J AVID 8. 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 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.
Career and Education Planning – Per section 1003.4156, Florida Statutes, the Career and Education Planning course must result in a completed, personalized academic and career plan for the student, that may be revised as the student progresses through middle and high school; must emphasize the importance of entrepreneurship and employability skills; and must include information from the Department of Economic Opportunity’s economic security report as described in Section 445.07, Florida Statutes. The required, personalized academic and career plan must inform students of high school graduation requirements, including diploma designations (Section 1003.4285, Florida Statutes); requirements for a Florida Bright Futures Scholarship; state university and Florida College System institution admission requirements; and, available opportunities to earn college credit in high school utilizing acceleration mechanisms. For additional information on the Middle School Career and Education Planning courses, visit http://www.fldoe.org/academics/college-career-planning/educators-toolkit/index.stml.
Career and Education Planning Course Standards – Students will:
1.0 Describe the influences that societal, economic, and technological changes have on employment trends and future training.
2.0 Develop skills to locate, evaluate, and interpret career information.
3.0 Identify and demonstrate processes for making short and long term goals.
4.0 Demonstrate employability skills such as working in a group, problem-solving and organizational skills, and the importance of entrepreneurship.
5.0 Understand the relationship between educational achievement and career choices/postsecondary options.
6.0 Identify a career cluster and related pathways through an interest assessment that match career and education goals.
7.0 Develop a career and education plan that includes short and long-term goals, high school program of study, and postsecondary/career goals.
8.0 Demonstrate knowledge of technology and its application in career fields/clusters.
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