Advancement Via Individual Determination 1   (#1700390)

Version for Academic Year:

Course Standards

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 ElectiveWrite 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: http://www.cpalms.org/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
Abbreviated Title: AVID 1
Number of Credits: One (1) credit
Course Length: Year (Y)
Course Type: Elective Course
Course Level: 2
Course Status: State Board Approved
Grade Level(s): 9

Educator Certifications

One of these educator certification options is required to teach this course.

Student Resources

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Parent Resources

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