M/J AVID 8th & Career Planning   (#1700135)

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 8th grade AVID Elective Course offers a comprehensive curriculum to prepare for high school and future endeavors. This grade level builds on strategies from 6th and 7th grades, incorporating refined goal setting and strategic planning. The 8th grade college and career unit fortifies students’ research skills and aligns their interests with potential academic and career paths. Eighth graders also focus on overcoming procrastination, improving time management and self-regulation skills. Students address a selected community issue while enhancing research and persuasive writing skills. Leadership is fostered through a STEM unit on spatial design, while entrepreneurship is developed in the financial literacy lessons on business, stocks, and future planning. The course concludes with a high school preparation unit, ensuring a successful transition to the next educational phase.

AVID Elective Standards Grade 8

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.8.SA.BR.1  Negotiate roles within a collaborative group through the adoption of effective elements of collaboration

AV.8.SA.BR.2  Integrate multiple perspectives into group products

AV.8.SA.BR.3  Deepen relational capacity through creation of novel ideas and solutions

AV.8.SA.BR.4  Interact with peers in complex situations (providing feedback, conflict management, academic discourse) while maintaining a focus on respect, trust, and empathy

AV.8.SA.BR.5  Support all group members' understanding of key concepts

AV.8.SA.BR.6  Evaluate the impact of decisions on the world

AV.8.SA.BR.7a Maintain a strong support network for academic and career success

AV.8.SA.BR.7b Identify mentors who influence, support, and guide future transitions and success

AV.8.SA.BR.7c Monitor and maintain positive relationships in a digital space

Persisting Through Obstacles (PTO)

AV.8.SA.PTO.1 Create short and mid-range goals that support achievement of long-term goals

AV.8.SA.PTO.2 Modify goals and actions appropriately based on progress

AV.8.SA.PTO.3a Strengthen ability to self-advocate related to areas of need

AV.8.SA.PTO.3b Leverage support network to assist within areas of need"

AV.8.SA.PTO.4a Reflect on current status and skills to strengthen mental flexibility now and in the future

AV.8.SA.PTO.4b Recognize and overcome obstacles that could hinder future success"

AV.8.SA.PTO.5 Apply strategies to support motivation, especially when lacking intrinsic motivation

AV.8.SA.PTO.6 Employ key learning points to real-world applications

Activating Knowledge and Skills (AKS)

AV.8.SA.AKS.1 Effectively manage stress and anxiety levels, including areas such as in preparation for and during tests

AV.8.SA.AKS.2 Apply self-awareness strategies and skills with a variety of academic challenges

AV.8.SA.AKS.3 Pursue leadership and/or mentorship opportunities across the school and community

AV.8.SA.AKS.4 Reflect on conflict situations to strengthen ability to deal with the emotions that accompany conflict in leadership roles

AV.8.SA.AKS.5 Assess personal traits connected to integrity and leadership

AV.8.SA.AKS.6 Explore and pursue leadership opportunities in extracurricular and community service activities within the school, local and/or global community

AV.8.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.8.RAP. W.1a Develop writing skills related to timed, argumentative, and descriptive modes of writing

AV.8.RAP. W.1b Gather information related to the writing prompt to generate a bank of resources and information

AV.8.RAP. W.1c Compose first drafts with a focus on establishing a clear purpose for the writing

AV.8.RAP. W.2 Utilize inquiry strategies to develop additional questions as needed

AV.8.RAP. W.3 Independently create and execute a plan for the revision process

AV.8.RAP. W.4 Analyze the language of writing and edit for voice, flow, and clarity

AV.8.RAP. W.5 Publish writing to an audience outside of the classroom, such as an online forum

AV.8.RAP. W.6a Take notes, with an emphasis on selecting the appropriate format for note-taking based on the note-taking objective

AV.8.RAP. W.6b Take notes, with an emphasis on using strategies to organize notes (e.g., indentation, bullets, outlines, skipping lines, color-coding)"

AV.8.RAP. W.7 Reflect on how notes help to meet the learning objective and contribute to academic and personal success

Inquiry (I)

AV.8.RAP. I.1  Use questioning techniques to think critically about content and concepts

AV.8.RAP. I.2  Generate questions based on a misunderstood concept or problem

AV.8.RAP. I.3  Determine modifications to the process that would be needed to solve similar problems

AV.8.RAP. I.4  Reflect on learning to make connections between new learning and the broader world

AV.8.RAP. I.5  Reflect throughout learning on progress and continually adjust actions on major tasks or assignments

AV.8.RAP. I.6 Reflect throughout a process on progress and continually adjust actions

AV.8.RAP.I.7 Develop research questions/claim statements that effectively address the research prompt

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

AV.8.RAP.I.9 Synthesize information, sources, and data that support the research prompt

AV.8.RAP. I.10 Construct written claims and support them with reasoning and evidence

AV.8.RAP. I.11 Publish research to an audience outside of the classroom

Collaboration (C)

AV.8.RAP. C.1 Adjust ineffective verbal and non-verbal communication into effective communication

AV.8.RAP. C.2 Demonstrate active listening by asking clarifying questions

AV.8.RAP. C.3 Demonstrate command of grammar when communicating

AV.8.RAP. C.4 Speak effectively before whole class

AV.8.RAP. C.5 Utilize technology with the global community to explore topics from multiple perspectives

Organization (O)

AV.8.RAP. O.1a Develop efficient, individualized routines related to using organizational tools and planning strategies to enhance academic performance

AV.8.RAP. O.1b Reflect on activity log or tracking system of community extracurricular activities and hours

AV.8.RAP. O.2a Understand and demonstrate the concepts and practices of backwards mapping

AV.8.RAP. O.2b Identify upcoming events to proactively avoid time management conflicts"

AV.8.RAP. O.3 Manage varied visual frameworks to organize language, and show relationships between key concepts

Reading (R)

AV.8.RAP. R.1 Select texts and justify if they meet the reading purpose

AV.8.RAP. R.2 Build background knowledge related to the text preview

AV.8.RAP. R.3 Connect vocabulary within texts to broader concepts of the text

AV.8.RAP. R.4 Create text dependent questions while reading that align with the reading purpose

AV.8.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.8.OK.ACP.1 Refine key personal attributes for academic, social, and financial fit related to college selection

AV.8.OK.ACP.2a Reflect on their current GPA and how it relates to college selection criteria

 AV.8.OK.ACP.2b Compare various college campus structures, services, and opportunities

AV.8.OK.ACP.3 Research and evaluate scholarship offerings (FAFSA)

AV.8.OK.ACP.4a Produce long-term academic plans that align with goals

AV.8.OK.ACP.4b Plan for a successful transition to the next step in the academic journey

AV.8.OK.ACP.4c Gain exposure to pathways offering work opportunities (credentials, certifications, internships, etc.)

AV.8.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.8.OK.ACP.5b Determine whether additional test prep and testing is needed to reach scholarships goals

Building Career Preparedness (BCP)

AV.8.OK.BCP.1a Develop an authentic and personal definition of success

AV.8.OK.BCP.1b Refine key personal attributes for academic, social, and financial fit related to career selection

AV.8.OK.BCP.2a Gain awareness of how academic performance links to career performance and success

AV.8.OK.BCP.2b Expand thinking of potential career fields by encouraging discovery of a variety of career fields and the opportunities therein

AV.8.OK.BCP.2c Develop knowledge and gain exposure to credentials or post-secondary education needed for career goals

AV.8.OK.BCP.3 Identify best fit career fields based on academic, social, and financial fit to develop short- and long-term career pathways

AV.8.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.8.OK.DFR.1 Create a systematic decision-making model for personal financial decisions and circumstances

AV.8.OK.DFR.2a Gather information on interests, experiences, and goals to build a digital profile

AV.8.OK.DFR.2b Identify and address gaps in profile

AV.8.OK.DFR.3 Define "digital reputation" and identify examples of social media posts that can have a positive or negative effect

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.

General Notes

Special Note: Skills acquired in this course will be implemented by the student across the curriculum. M/J Advancement Via Individual Determination 8 (M/J AVID 8) is a rigorous course offered by AVID Center, and content must be provided as specified by AVID Center. 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 Opportunity Knowledge.  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 8th grade AVID Elective curriculum resources and standards support potential completion of the Florida Ready to Work Digital Skills credential 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.