Advancement Via Individual Determination 1 (#1700390) 


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Course Standards

Name Description
MA.K12.MTR.1.1: Actively participate in effortful learning both individually and collectively.  

Mathematicians who participate in effortful learning both individually and with others: 

  • Analyze the problem in a way that makes sense given the task. 
  • Ask questions that will help with solving the task. 
  • Build perseverance by modifying methods as needed while solving a challenging task. 
  • Stay engaged and maintain a positive mindset when working to solve tasks. 
  • Help and support each other when attempting a new method or approach.

 

Clarifications:
Teachers who encourage students to participate actively in effortful learning both individually and with others:
  • Cultivate a community of growth mindset learners. 
  • Foster perseverance in students by choosing tasks that are challenging. 
  • Develop students’ ability to analyze and problem solve. 
  • Recognize students’ effort when solving challenging problems.
MA.K12.MTR.2.1: Demonstrate understanding by representing problems in multiple ways.  

Mathematicians who demonstrate understanding by representing problems in multiple ways:  

  • Build understanding through modeling and using manipulatives.
  • Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
  • Progress from modeling problems with objects and drawings to using algorithms and equations.
  • Express connections between concepts and representations.
  • Choose a representation based on the given context or purpose.
Clarifications:
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways: 
  • Help students make connections between concepts and representations.
  • Provide opportunities for students to use manipulatives when investigating concepts.
  • Guide students from concrete to pictorial to abstract representations as understanding progresses.
  • Show students that various representations can have different purposes and can be useful in different situations. 
MA.K12.MTR.3.1: Complete tasks with mathematical fluency. 

Mathematicians who complete tasks with mathematical fluency:

  • Select efficient and appropriate methods for solving problems within the given context.
  • Maintain flexibility and accuracy while performing procedures and mental calculations.
  • Complete tasks accurately and with confidence.
  • Adapt procedures to apply them to a new context.
  • Use feedback to improve efficiency when performing calculations. 
Clarifications:
Teachers who encourage students to complete tasks with mathematical fluency:
  • Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
  • Offer multiple opportunities for students to practice efficient and generalizable methods.
  • Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 
MA.K12.MTR.4.1: Engage in discussions that reflect on the mathematical thinking of self and others. 

Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:

  • Communicate mathematical ideas, vocabulary and methods effectively.
  • Analyze the mathematical thinking of others.
  • Compare the efficiency of a method to those expressed by others.
  • Recognize errors and suggest how to correctly solve the task.
  • Justify results by explaining methods and processes.
  • Construct possible arguments based on evidence. 
Clarifications:
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
  • Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
  • Create opportunities for students to discuss their thinking with peers.
  • Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
  • Develop students’ ability to justify methods and compare their responses to the responses of their peers. 
MA.K12.MTR.5.1: Use patterns and structure to help understand and connect mathematical concepts. 

Mathematicians who use patterns and structure to help understand and connect mathematical concepts:

  • Focus on relevant details within a problem.
  • Create plans and procedures to logically order events, steps or ideas to solve problems.
  • Decompose a complex problem into manageable parts.
  • Relate previously learned concepts to new concepts.
  • Look for similarities among problems.
  • Connect solutions of problems to more complicated large-scale situations. 
Clarifications:
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
  • Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
  • Support students to develop generalizations based on the similarities found among problems.
  • Provide opportunities for students to create plans and procedures to solve problems.
  • Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
MA.K12.MTR.6.1: Assess the reasonableness of solutions. 

Mathematicians who assess the reasonableness of solutions: 

  • Estimate to discover possible solutions.
  • Use benchmark quantities to determine if a solution makes sense.
  • Check calculations when solving problems.
  • Verify possible solutions by explaining the methods used.
  • Evaluate results based on the given context. 
Clarifications:
Teachers who encourage students to assess the reasonableness of solutions:
  • Have students estimate or predict solutions prior to solving.
  • Prompt students to continually ask, “Does this solution make sense? How do you know?”
  • Reinforce that students check their work as they progress within and after a task.
  • Strengthen students’ ability to verify solutions through justifications. 
MA.K12.MTR.7.1: Apply mathematics to real-world contexts. 

Mathematicians who apply mathematics to real-world contexts:

  • Connect mathematical concepts to everyday experiences.
  • Use models and methods to understand, represent and solve problems.
  • Perform investigations to gather data or determine if a method is appropriate. • Redesign models and methods to improve accuracy or efficiency. 
Clarifications:
Teachers who encourage students to apply mathematics to real-world contexts:
  • Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
  • Challenge students to question the accuracy of their models and methods.
  • Support students as they validate conclusions by comparing them to the given situation.
  • Indicate how various concepts can be applied to other disciplines.
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.



General Course Information and Notes

VERSION DESCRIPTION

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.

Some students will have previous experience with AVID in the middle school grades, and some students will be experiencing AVID for the first time.  Either way, the 9th grade AVID elective course will service as a review of the AVID philosophy and strategies.  Students will work on academic and personal goals and communication, adjusting to the high school setting.  Students will increase their awareness of their personal contributions to their learning as well as their involvement in their school and community.  There is an emphasis on analytical writing, focusing on personal goals and thesis writing.  Students will work in collaborative settings, learning how to participate in collegial discussions and use sources to support their ideas and opinions.  Students will prepare for and participate in college entrance and placement exams while refining study skills and test-taking, note-taking, and research techniques.  They will take an active role in field trips and guest-speaker preparations and presentations.  Their college research will include financial topics and building their knowledge of colleges and careers of interest.

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

Preparing for College

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 OUTCOMES

Student Agency (SA)

  • Student Empowerment
  • Leadership of Others

Rigorous Academic Preparedness (AP)

  • Writing
  • Inquiry
  • Collaboration
  • Organization
  • Reading

Opportunity Knowledge (OK)

  • Advancing College Preparedness
  • Building Career Knowledge

STUDENT AGENCY (9.SA)

Student Empowerment

AV.9.SA.1.1   (a) Determine personal interest for extracurricular and community service activities within the school and community; (b) Gain awareness of extracurricular and community service activities within the school and community

AV.9.SA.1.2   Evaluate the impact of decisions on others

AV.9.SA.1.3   Explore the importance of healthy, balanced lifestyles, including aspects such as good sleeping, eating, and exercise habits

AV.9.SA.1.4   Establish understanding of concepts and content-specific vocabulary related to personal finance

AV.9.SA.1.5   (a) Identify characteristics of positive, healthy relationships; (b) Explore individual peer relationships and identify those that are positive and healthy

AV.9.SA.1.6   Gain awareness of motivators that positively impact performance

AV.9.SA.1.7   Self-monitor to diagnose areas of need (e.g., academic, personal, social-emotional)

AV.9.SA.1.8   (a) Gain awareness of skills that increase mental flexibility; (b) Explore the relationship between grit and perseverance

AV.9.SA.1.9   (a) Identify strategies and skills that promote self-awareness; (b) Identify individual strengths and areas of challenge related to academic skills and performance

AV.9.SA.1.10Determine key points from learning experiences

 Leadership of Others

AV.9.SA.2.1   Identify traits connected to personal integrity and ethics

AV.9.SA.2.2   (a) Identify leadership opportunities and positions in the school and community; (b) Determine formal and informal leadership opportunities that could be pursued

AV.9.SA.2.3   (a) Select tools to analyze a conflict and identify a positive solution; (b) Classify passive, assertive, and aggressive statements

RIGOROUS ACADEMIC PREPAREDNESS (9.AP)

Writing

AV.9.AP.1.1   (a) Develop writing skills related to expository, timed, and descriptive modes of writing; (b) Plan and structure writing based on the mode (descriptive, narrative, expository, argumentative); (c) Draft initial writing

AV.9.AP.1.2   Analyze a writing task by identifying key vocabulary and audience

AV.9.AP.1.3   Gather and analyze feedback from peers and instructors

AV.9.AP.1.4   (a) Edit drafts for grammar, mechanics, and spelling; (b) Analyze the organizational structure of writing

AV.9.AP.1.5   Publish writing to a small group audience within the classroom, such as a formal written paper

AV.9.AP.1.6   (a) Take notes with an emphasis on identifying and recording the note-taking objective and/or Essential Question; (b) Take notes with an emphasis on setting up notes, including all required components

AV.9.AP.1.7   Summarize by pulling together the most important information related to the objective and/or Essential Question

 Inquiry

AV.9.AP.2.1   Create questions based on Costa's Levels of Thinking

AV.9.AP.2.2   Identify misunderstood concepts or problems

AV.9.AP.2.3   Determine the steps/process that led to a solution

AV.9.AP.2.4   Reflect on learning to make connections between new learning and previous learning

AV.9.AP.2.5   Reflect on learning strategies that were employed and whether those strategies were effective

AV.9.AP.2.6   (a) Identify processes that are used; (b) Reflect on a process that was used and whether that process was effective

AV.9.AP.2.7   Analyze a research prompt

AV.9.AP.2.8   (a) Locate sources that are relevant to the topic and support the purpose of the research assignment; (b) Distinguish between primary and secondary sources

AV.9.AP.2.9   Plan and structure the writing based on the research prompt

AV.9.AP.2.10 Integrate quotations and references to texts, using proper citations

AV.9.AP.2.11 Publish research to a small group audience within the classroom, such as a formal, written paper

Collaboration

AV.9.AP.3.1   Establish norms and expectations around shared responsibility among group members

AV.9.AP.3.2   Establish norms and expectations around appreciating diversity among group members

AV.9.AP.3.3   Develop a foundational familiarity and comfort with classmates

AV.9.AP.3.4   Identify respectful and disrespectful actions of self and others

AV.9.AP.3.5   Check group members' level of understanding

AV.9.AP.3.6   Utilize technology to collaborate with classmates

AV.9.AP.3.7   (a) Apply basic understanding of effective public speaking; (b) Incorporate visual aids and/or technology when appropriate

AV.9.AP.3.8   Describe the characteristics of effective listening, such as eye contact and mirroring

AV.9.AP.3.9   Monitor word choice when speaking

AV.9.AP.3.10 Identify formal and informal language registers

Organization

AV.9.AP.4.1   (a) Begin implementing organizational tools (e.g., binders/eBinders, portfolios, or digital folders) that support academic success; (b) Create an activity log or tracking system for community extracurricular activities and hours

AV.9.AP.4.2   (a) Explore a variety of organizational formats for calendaring/planning; (b) Determine how to use time effectively; (c) Assess complex assignments and break them into smaller tasks

AV.9.AP.4.3   Set personal, academic, and career goals

AV.9.AP.4.4   Monitor progress toward goals

AV.9.AP.4.5   Utilize visual frameworks to organize information

Reading

AV.9.AP.5.1   Determine the characteristics of a high-quality text in relation to the reading purpose 

AV.9.AP.5.2   (a) Preview text features; (b) Identify prior knowledge that may be relevant to the reading

AV.9.AP.5.3   Assess knowledge of academic and content-specific vocabulary words

AV.9.AP.5.4   (a) Mark the text to accomplish the reading purpose; (b) Identify the key components of a text related to the reading purpose

AV.9.AP.5.5   Extend beyond the text by applying key learning

OPPORTUNITY KNOWLEDGE (9.OK)

Advancing College Preparedness

AV.9.OK.1.1   Identify personal interests and skills related to future college aspirations, such as through an interest inventory

AV.9.OK.1.2   (a) Know how to determine GPA; (b) Develop familiarity with college terminology; (c) Classify the various types of colleges

AV.9.OK.1.3   Understand scholarship and the role they play in college financing

AV.9.OK.1.4   Articulate the importance of long-term academic plans as a part of goal setting and achievement

AV.9.OK.1.5   (a) Identify what is meant by match schools, reach schools, and safety schools in order to determine the best academic fit during the selection process; (b) Understand the different college entrance exams:  PSAT, PreACT, SAT, ACT

Building Career Knowledge

AV.9.OK.2.1   Identify personal interests and skills related to future career aspirations

AV.9.OK.2.2   (a) Increase familiarity with career terminology; (b) Distinguish between jobs, careers, and career fields

AV.9.OK.2.3   (a) Establish initial knowledge around the characteristics that contribute to academic, social, and financial fit ; (b) Explore the net cost of attending college to inform decisions and budget plans

AV.9.OK.2.4   Request assistance in selecting career elective courses and pathways that match interests and goals


GENERAL NOTES

Special Note: Skills acquired in this course will be implemented by the student across the curriculum. Advancement Via Individual Determination 1 (AVID 1) 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 2, 3 and 4. 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.

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.

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.


General Information

Course Number: 1700390 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: Research and Critical Thinking > SubSubject: General >
Abbreviated Title: AVID 1
Number of Credits: One (1) credit
Course Attributes:
  • Florida Standards Course
Course Type: Elective Course Course Level: 2
Course Status: State Board Approved
Grade Level(s): 9



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