M/J AVID 6th   (#1700110)

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 are introduced to tutorials, academic success skills, and motivational activities centered around exploring college and career opportunities and developing their student agency.  The Socratic-style tutorial sessions, facilitated by trained tutors, help students define their point of confusion, unpack their thinking, and arrive at a solution via a questions-based approach that guides students to a higher level of understanding.

The 6th grade AVID Elective Course is the first year of a 6-12 program designed to establish foundational academic skills and introduce students to the AVID College and Career Readiness Framework. It fosters a sense of community, instills organization, and introduces routines for tutorials and focused note-taking. Students learn to set SMART goals, initiating a lifelong skill of strategic planning. They explore potential careers using an interest profiler, promoting early career awareness. The course also introduces leadership skills having students define and identify how a sense of belonging impacts others. Research skills are introduced, setting the groundwork for future academic endeavors. Students' imaginative and narrative writing skills are honed through writing a narrative essay about their first day of college. An introduction to basic financial concepts equips them with early financial management skills. Lastly, they envision their academic journey for the next six years, fostering long-term planning and goal setting.

AVID Elective Standards Grade 6

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.6.SA.BR.1 Establish norms and expectations around shared responsibility among group members

AV.6.SA.BR.2 Establish norms and expectations around appreciating uniqueness among group members

AV.6.SA.BR.3 Develop a foundational familiarity and comfort with classmates

AV.6.SA.BR.4 Identify respectful and disrespectful actions of self and others

AV.6.SA.BR.5 Check group members' level of understanding

AV.6.SA.BR.6 Evaluate the impact of decisions on others

AV.6.SA.BR.7a Identify the characteristics of positive, healthy relationships

AV.6.SA.BR.7b Explore individual peer relationships and identify those that are positive and healthy

AV.6.SA.BR.7c Reflect on how relationships are affected by devices and the internet

Persisting Through Obstacles (PTO)

AV.6.SA.PTO.1 Set personal, academic, and career goals

AV.6.SA.PTO.2 Monitor progress towards goals

AV.6.SA.PTO.3 Self-monitor to diagnose areas of need (e.g., academic, personal, social-emotional)

AV.6.SA.PTO.4a Gain awareness of skills that increase mental flexibility

AV.6.SA.PTO.4b Explore the relationship between grit and perseverance

AV.6.SA.PTO.5 Gain awareness of motivators that positively impact performance

AV.6.SA.PTO.6 Determine key points from learning experiences

Activating Knowledge and Skills (AKS)

AV.6.SA.AKS.1 Explore the importance of healthy, balanced lifestyles, including aspects such as good sleeping, eating, and exercise habits

AV.6.SA.AKS.2a Identify strategies and skills that promote self-awareness

AV.6.SA.AKS.2b Identify individual strengths and areas of challenge related to academic skills and performance

AV.6.SA.AKS.5 Identify traits connected to personal integrity and ethics

AV.6.SA.AKS.6a Determine personal interest for extracurricular and community service activities within the school and community

AV.6.SA.AKS.6b Gain awareness of extracurricular and community service activities within the school and community

AV.6.SA.AKS.7 Identify examples of online behaviors that champion the support of peers and other students

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

Writing (W)

AV.6.RAP.W.1a Develop writing skills related to argumentative and narrative modes of writing

AV.6.RAP.W.1b Plan and structure writing based on the mode (descriptive, narrative, expository, argumentative)

AV.6.RAP.W.1c Draft initial writing

AV.6.RAP.W.2 Analyze a writing task by identifying key vocabulary and audience

AV.6.RAP.W.3 Gather and analyze feedback from peers and instructors

AV.6.RAP.W.4a Edit drafts for grammar, mechanics, and spelling

AV.6.RAP.W.4b Analyze the organizational structure of writing

AV.6.RAP.W.5 Publish writing to a small group audience within the classroom, such as a formal, written paper

AV.6.RAP.W.6a Take notes, with an emphasis on identifying and recording the note-taking objective and/or Essential Question

AV.6.RAP.W.6b Take notes, with an emphasis on setting up notes, including all required components

AV.6.RAP.W.7 Summarize by pulling together the most important information related to the objective and/or Essential Question

Inquiry (I)

AV.6.RAP.I.1 Create questions based on Costa’s Levels of Thinking

AV.6.RAP.I.2 Identify misunderstood concepts or problems

AV.6.RAP.I.3 Determine the steps/process that led to a solution

AV.6.RAP.I.4 Reflect on learning to make connections between new learning and previous learning

AV.6.RAP.I.5 Reflect on learning strategies that were employed and if those strategies were effective  

AV.6.RAP.I.6a Identify processes that are utilized

AV.6.RAP.I.6b Reflect on a process that was utilized and if that process was effective

AV.6.RAP.I.7 Analyze a research prompt

AV.6.RAP.I.8a Locate sources that are relevant to the topic and support the purpose of the research assignment

AV.6.RAP.I.8b Distinguish between primary and secondary sources

AV.6.RAP.I.9 Plan and structure the writing based on the research prompt

AV.6.RAP.I.10 Integrate quotes and reference text with proper citations

AV.6.RAP.I.11 Publish research to a small group audience within the classroom, such as a formal, written paper

Collaboration (C)

AV.6.RAP.C.1a Apply basic understanding of effective public speaking

AV.6.RAP.C.1b Incorporate visual aids and/or technology when appropriate

AV.6.RAP.C.2 Describe the characteristics of effective listening, such as eye contact and mirroring

AV.6.RAP.C.3 Monitor word choice when speaking

AV.6.RAP.C.4 Identify formal and informal language registers

AV.6.RAP.C.5 Utilize technology to collaborate with classmates

Organization (O)

AV.6.RAP.O.1a Begin implementing organizational tools (e.g., binders/eBinders, portfolios, or digital folders) that support academic success

AV.6.RAP.O.1b Create an activity log or tracking system of community extracurricular activities and hours

AV.6.RAP.O.2a Explore a variety of organizational formats for calendaring/planning

AV.6.RAP.O.2b Determine how to utilize time effectively

AV.6.RAP.O.2c Assess complex assignments and break them into smaller tasks          

AV.6.RAP.O.3 Utilize visual frameworks to organize information

Reading (R)

AV.6.RAP.R.1   Determine the characteristics of a quality text in relation to the reading purpose

AV.6.RAP.R.2a Preview text features

AV.6.RAP.R.2b Identify prior knowledge that may be relevant to the reading"

AV.6.RAP.R.3   Assess knowledge of academic and content vocabulary words

AV.6.RAP.R.4a Mark the text to accomplish the reading purpose

AV.6.RAP.R.4b Identify the key components of a text related to the reading purpose"

AV.6.RAP.R.5   Extend beyond the text by applying 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.6.OK.ACP.1 Identify personal interests and skills related to future college aspirations, such as through an interest inventory

AV.6.OK.ACP.2a Know how to determine GPA

AV.6.OK.ACP.2b Develop familiarity with college terminology

AV.6.OK.ACP.2c Classify the various types/categories of colleges          

AV.6.OK.ACP.3 Understand scholarships and the role they play in college financing

AV.6.OK.ACP.4 Articulate the importance of long-term academic plans as a part of goal setting and achievement

AV.6.OK.ACP.5a Identify what is meant by match schools, reach schools, and safety schools in order to determine the best academic fit during the selection process

AV.6.OK.ACP.5b Understand the different college entrance exams: PSAT, PreACT, SAT, ACT

Building Career Preparedness (BCP)

AV.6.OK.BCP.1 Identify personal interests and skills related to future career aspirations

AV.6.OK.BCP.2a Increase familiarity with career terminology

AV.6.OK.BCP.2b Distinguish between jobs, careers, and career fields

AV.6.OK.BCP.3a Establish initial knowledge around the characteristics that contribute to academic, social, and financial fit

AV.6.OK.BCP.3b Explore the net cost of attending college to inform decisions and budget plans

AV.6.OK.BCP.4 Request assistance in selecting career elective courses and pathways that match interests and goals

Developing Future Readiness (DFR)

AV.6.OK.DFR.1 Establish understanding of concepts and content-specific vocabulary related to personal finance

AV.6.OK.DFR.2 Identify the benefits of developing a professional profile

AV.6.OK.DFR.3 Discuss what it means to accurately represent yourself online

General Notes

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

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.