Advancement Via Individual Determination 4 (#1700420) 


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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.

The 12th grade AVID elective course is the second part in a junior/senior seminar course that focuses on the writing and critical thinking expected of first- and second-year college students.  Students will complete a final research essay project with research skills gained in their junior year in AVID.  In addition to the academic focus of the AVID senior seminar, there are college-bound activities, methodologies, and tasks that should be achieved during the senior year that supports students as they apply to four-year universities and confirm their postsecondary plans.  All AVID seniors are required to develop and present a portfolio representing their years of work in the AVID program, as well as complete the requirements for the seminar course.

AVID curriculum books used:

AVID College and Careers

AVID College Readiness: Working with Sources

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 (12.SA)

Student Empowerment

AV.12.SA.1.1Act as a globally and digitally aware, responsible, and contributing citizen

AV.12.SA.1.2Evaluate the impact of decisions on others and the world

AV.12.SA.1.3Attend to personal health, safety, and balance (including digital security)

AV.12.SA.1.4Make appropriate personal financial choices

AV.12.SA.1.5Generate and maintain a network of support for current and future success

AV.12.SA.1.6Develop, demonstrate, and maintain motivation

AV.12.SA.1.7Self-monitor and seek help when necessary

AV.12.SA.1.8Demonstrate persistence, flexibility, and adaptability

AV.12.SA.1.9Demonstrate self-awareness strategies and skills

AV.12.SA.1.10  Apply learning to demonstrate knowledge and achieve success

 Leadership of Others

AV.12.SA.2.1Demonstrate integrity and ethical leadership, including online

AV.12.SA.2.2Pursue leadership opportunities and hold leadership positions

AV.12.SA.2.3Manage and resolve conflict with others

RIGOROUS ACADEMIC PREPAREDNESS (12.AP)

Writing

AV.12.AP.1.1Compose a variety of text types

AV.12.AP.1.2Analyze a writing task

AV.12.AP.1.3Revise writing to improve clarity and accomplish the writing purpose

AV.12.AP.1.4Polish writing through editing and proofreading

AV.12.AP.1.5Publish writing by distributing it to varied audiences

AV.12.AP.1.6Take notes to meet the note-taking objective

AV.12.AP.1.7Summarize and reflect to synthesize learning and identify next steps

 Inquiry

AV.12.AP.2.1Use questioning techniques to engage in discussions and think critically about content and concepts

AV.12.AP.2.2Identify specific questions based on a misunderstood concept or problem

AV.12.AP.2.3Upon arriving at a solution, identify generalized steps/processes that could be used to solve similar problems

AV.12.AP.2.4Make connections between new learning and previous learning, experiences, self, and/or the world

AV.12.AP.2.5Continuously reflect and modify actions to promote learning and academic success

AV.12.AP.2.6Reflect on and modify actions related to successful utilization of a process

AV.12.AP.2.7Identify topics/questions to be investigated and include source material on opposing sides of the topic

AV.12.AP.2.8Evaluate the validity and reliability of both digital and print sources

AV.12.AP.2.9Synthesize and organize information effectively, including usage of digital tools

AV.12.AP.2.10  Cite evidence and support claims

AV.12.AP.2.11  Present research findings, customizing the presentation for the intended audience

Collaboration

AV.12.AP.3.1Share responsibility among group members

AV.12.AP.3.2Work productively and effectively in diverse teams with diverse perspectives

AV.12.AP.3.3Establish and maintain relational capacity with others

AV.12.AP.3.4Respect individual contributions

AV.12.AP.3.5Support group members in clarifying confusion and checking for understanding

AV.12.AP.3.6Utilize technology as a tool for collaboration both synchronously and asynchronously

AV.12.AP.3.7Clearly communicate verbally and nonverbally, including appropriate usage of technology

AV.12.AP.3.8Listen effective to decipher meaning

AV.12.AP.3.9Demonstrate a command of language and grammar usage when communicating

AV.12.AP.3.10  Adapt speech to a variety of contexts and communicative tasks

Organization

AV.12.AP.4.1Routinely utilize organizational systems to access and archive materials efficiently

AV.12.AP.4.2Organize and allocate time based on priorities and task completion

AV.12.AP.4.3Identify and plan for the steps necessary to accomplish various types of goals

AV.12.AP.4.4Monitor progress toward goals and revise appropriately, leveraging technology

AV.12.AP.4.5Organize information, indicating relationships between ideas

Reading

AV.12.AP.5.1Select a text according to the reading purpose

AV.12.AP.5.2Preview text to connect or build background knowledge 

AV.12.AP.5.3Examine key academic and content-related vocabulary to deepen comprehension of texts

AV.12.AP.5.4Interact with the text to process information as it is read

AV.12.AP.5.5Extend beyond the text by using academic thinking skills (applying, analyzing, evaluating, and/or synthesizing key learning)

OPPORTUNITY KNOWLEDGE (12.OK)

Advancing College Preparedness

AV.12.OK.1.1Develop an awareness of personal abilities, skills, and interests related to college selection

AV.12.OK.1.2Expand understanding around key college information

AV.12.OK.1.3Understand scholarships and the role they play in financing college

AV.12.OK.1.4Plan a path for education and college aligned to personal goals

AV.12.OK.1.5Complete college admission requirements, including testing and application

Building Career Knowledge

AV.12.OK.2.1Develop an awareness of personal abilities, skills and interests related to career and career selection

AV.12.OK.2.2Expand understanding around key career-related information

AV.12.OK.2.3Develop skills and attitudes related to career readiness

AV.12.OK.2.4Plan a path for education and career aligned to personal goals


GENERAL NOTES

Special Note: Skills acquired in this course will be implemented by the student across the curriculum. Advancement Via Individual Determination 4 (AVID 4) 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 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: 1700420 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 4
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): 12



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