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 is the year of preparation for high school. Students will regularly exhibit and utilize the skills and strategies learned in the 6th and 7th grade AVID courses. They will refine previous goals, focusing on their transition to high school as part of a college-preparatory path. Their writing will focus on completing all steps of the writing process and varying style, word choice, vocabulary, structure, and voice. Major writing assignments include persuasive, expository, descriptive, and timed writing. Students will transition from active learners to leaders. Other areas of focus include increasing the use of technology and building upon test-preparation and test-taking knowledge. Students will broaden their experience with analyzing text and utilizing appropriate reading strategies in various settings. They will become more involved in guest-speaker presentations and field trips, particularly as they relate to preparation and prior knowledge. Students will also participate in college-preparatory testing and build connections with the high school they will attend.
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 (8.SA)
AV.8.SA.1.1 Explore and pursue leadership opportunities in extracurricular and community service activities within the school and local and/or global community
AV.8.SA.1.2 Evaluate the impact of decisions on the world
AV.8.SA.1.3 Effectively manage stress and anxiety levels, including areas such as test preparation and test taking
AV.8.SA.1.4 Create a systemic decision-making model for personal financial decisions and circumstances
AV.8.SA.1.5 (a) Maintain a strong support network for academic and career success; (b) Identify mentors to influence, support, and guide future transactions and success
AV.8.SA.1.6 Apply strategies to support motivation, especially when lacking intrinsic motivation
AV.8.SA.1.7 (a) Strengthen ability to self-advocate related to areas of need; (b) Leverage support network to assist with areas of need
AV.8.SA.1.8 (a) Reflect on current status and skills to strengthen mental flexibility now and in the future; (b) Recognize and overcome obstacles that could hinder future success
AV.8.SA.1.9 Apply self-awareness strategies and skills with a variety of academic challenges
AV.8.SA.1.10Employ key learning points in real-world applications
Leadership of Others
AV.8.SA.2.1 Assess personal traits connected to integrity and ethical leadership
AV.8.SA.2.2 Pursue leadership and/or mentorship opportunities in the school and community
AV.8.SA.2.3 Reflect on conflict situations to strengthen ability to deal with the emotions that accompany conflict in leadership roles
RIGOROUS ACADEMIC PREPAREDNESS (8.AP)
AV.8.AP.1.1 (a) Develop writing skills related to timed, argumentative, and descriptive modes of writing; (b) Gather information related to the writing prompt to generate a bank of resources and information; (c) Compose first drafts with a focus on establishing a clear purpose for the writing
AV.8.AP.1.2 Utilize inquiry strategies to develop additional questions as needed
AV.8.AP.1.3 Independently create and execute a plan for the revision process
AV.8.AP.1.4 Analyze the language of writing and edit for voice, flow, and clarity
AV.8.AP.1.5 Publish writing to an audience outside of the classroom, such as an online forum
AV.8.AP.1.6 (a) Take notes with an emphasis on selecting the appropriate format for note-taking based on the note-taking objective; (b) Take notes with an emphasis on using strategies to organize notes (e.g., indentation, bullets, outlines, skipping lines, color-coding)
AV.8.AP.1.7 Reflect on how notes help to meet the learning objective and contribute to academic and personal success
AV.8.AP.2.1 Use questioning techniques to think critically about content and concepts
AV.8.AP.2.2 Generate questions based on a misunderstood concept or problem
AV.8.AP.2.3 Determine modifications to the process that would be needed to solve similar problems
AV.8.AP.2.4 Reflect on learning to make connections between new learning and the broader world
AV.8.AP.2.5 Reflect throughout learning on progress and continually adjust actions on major tasks or assignments
AV.8.AP.2.6 Reflect throughout a process on progress and continually adjust actions
AV.8.AP.2.7 Develop research questions/claim statements that effectively address the research prompt
AV.8.AP.2.8 Determine the perspective, validity, and reliability of information found within sources with the use of multiple sources (such as books, articles, and websites)
AV.8.AP.2.9 Synthesize information, sources, and data that support the research prompt
AV.8.AP.2.10 Construct written claims and support them with reasoning and evidence
AV.8.AP.2.11 Publish research to an audience outside of the classroom
AV.8.AP.3.1 Negotiate roles within a collaborative group through the adoption of effective elements of collaboration
AV.8.AP.3.2 Integrate multiple perspectives into group products
AV.8.AP.3.3 Deepen relational capacity through the creation of novel ideas and solutions
AV.8.AP.3.4 Interact with peers in complex situations (providing feedback, conflict management, academic discourse) while maintaining a focus on respect, trust, and empathy
AV.8.AP.3.5 Support all members' understanding of key concepts
AV.8.AP.3.6 Utilize technology to connect to the global community and to explore topics from multiple perspectives
AV.8.AP.3.7 Adjust ineffective verbal and nonverbal communication into effective communication
AV.8.AP.3.8 Demonstrate active listening by asking clarifying questions
AV.8.AP.3.9 Demonstrate command of grammar when communicating
AV.8.AP.3.10 Speak effectively before the whole class
AV.8.AP.4.1 (a) Develop efficient, individualized routines related to using organizational tools and planning strategies that enhance academic performance; (b) Reflect on the use of an activity log or tracking system for community extracurricular activities and hours
AV.8.AP.4.2 (a) Understand and demonstrate the concepts and practices of backward mapping; (b) Identify upcoming events to proactively avoid time-management conflicts
AV.8.AP.4.3 Create short- and mid-range goals that support achievement of long-term goals
AV.8.AP.4.4 Modify goals and actions appropriately based on progress
AV.8.AP.4.5 Manage varied visual frameworks to organize language and show relationships between key concepts
AV.8.AP.5.1 Select texts and justify how they meet the reading purpose
AV.8.AP.5.2 Build background knowledge related to the text preview
AV.8.AP.5.3 Connect vocabulary within texts to broader concepts in the text
AV.8.AP.5.4 Create text-dependent questions while reading that align with the reading purpose
AV.8.AP.5.5 Extend beyond the text by analyzing how to best apply key learning
OPPORTUNITY KNOWLEDGE (8.OK)
Advancing College Preparedness
AV.8.OK.1.1 Refine key personal attributes for academic, social, and financial fit related to college selection
AV.8.OK.1.2 (a) Reflect on current GPA and how it relates to choosing a college and career path; (b) Compare various college campus structures, services, and opportunities
AV.8.OK.1.3 Research and evaluate scholarship offerings, including FAFSA
AV.8.OK.1.4 (a) Produce long-term academic plans that align with goals; (b) Plan for a successful transition to the next step in the academic journey; (c) Gain exposure to pathways offering work opportunities (credentials, certifications, internships, etc.)
AV.8.OK.1.5 (a) Engage in information gathering to determine match, reach, and safety schools in order to mitigate "summer melt" and undermatching during the selection process; (b) Determine whether additional test prep and testing is needed to reach scholarship goals
Building Career Knowledge
AV.8.OK.2.1 (a) Develop and authentic and personal definition of success; (b) Refine key personal attributes for academic, social, and financial fit related to career selection
AV.8.OK.2.1 (a) Gain awareness of how academic performance links to career performance and success; (b) Expand thinking about potential career fields by encouraging discovery of a variety of career fields and the opportunities therein; (c) Develop knowledge and gain exposure to transitional phases related to work life
AV.8.OK.2.1 Identify best-fit career fields based on academic, social, and financial fit to develop short- and long-term career pathways
AV.8.OK.2.1 Engage in real-world experiences within career fields of interest, such as service-learning projects, job-shadowing opportunities, or internship possibilities
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 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: http://www.cpalms.org/uploads/docs/standards/eld/SI.pdf