Curriculum Standards

Course Description ─ 7^th Grade AVID Elective Class

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 7^th grade AVID Elective course builds upon the foundational components of the AVID philosophy. Students will refine short- and long-term goals and, as a result, begin to understand the value in taking charge of their actions. They will start working on intrapersonal and interpersonal skills as well as formal and informal speech. Students will complete self-evaluations and peer evaluations related to reading, writing, organization, and speaking. In broadening their writing practice, students will begin considering audience, purpose, and form in their writing. Students will take an active role in their learning, understanding the roles of all members in assignments and collaborative lessons. They will expand their knowledge base regarding note-taking in relation to studying and test preparation. Students will be exposed to various field trips, guest speakers, and research to increase their knowledge of college and career options.

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 could include the following

AVID Weekly®, Write Path content-area books, focused note-taking resources, and my.avid.org Curriculum Book Webpages.

7^th Grade Standards

The standards for the AVID Elective classes 6-12 are organized around three components of AVID’s College and Career Readiness Framework

• Rigorous Academic Preparedness
• Opportunity Knowledge
• Student Agency

These components represent the outcomes for students. The standards start by considering what a portrait of a “college-ready student” would be. These skills are then captured as the 12^th grade standards as well as the AVID Anchor Standards. To build to this level of college-readiness, we vertically align the development of these skills in 6^th, 7^th and 8^th grade. Then as students enter high school, they take a second loop through those same skills, which are naturally scaffolded as students apply the skills and knowledge at the high school level to more rigorous content. This looping also helps to address the challenge of students that don’t start AVID until high school.

AVID Elective Standards are

• Observable
• Measurable
• Aligned to the following national standards

International Society for Technology in Education (ISTE), Common Core State Standards (CSSS), The Common Career Technical Core (CCTC), Collaborative for Academic, Social, and Emotional Learning (CASEL), American School Counselor Association (ASCA), English Language Proficiency Assessment for the 21^st Century (ELPA21), Conley’s Four Keys to College and Career Readiness, Danielson’s Framework for Teaching, Marzano’s Strategies for Reflective Practice

The College and Career Readiness Framework defines the outcomes for students (What Students Need) and outlines the actions that adults take on the campus (What Educators Need to Do) to ensure that students are able to reach their full potential. AVID’s four domains ─ Instruction, Systems, Leadership, and Culture ─ support the CCR Framework and the work of the students and educators schoolwide.

No matter what postsecondary path high school graduates choose, students must develop certain essential skills to design their own futures: critical thinking, collaboration, reading, writing, and relationship building. The development of these skills is rooted in belief in self. If students believe they are capable, there is a foundational confidence to learn and a resiliency to overcome setbacks. When educators believe in students, learning and confidence are activated. With teacher support for developing a growth mindset and the academic skills they need for future success, students grow to see their capabilities and find their own way.

What Students Need

College and Career Readiness is the outcome of these three critical components

Rigorous Academic Preparedness

Students have the academic skills and can successfully complete rigorous college and career preparatory curriculum and experiences.

Opportunity Knowledge

Students research opportunities, set goals, and make choices that support their long-term aspirations, and successfully navigate transitions to the next level.

Student Agency

Students believe in and activate their own potential, build relationships, persist through obstacles, and exercise their academic, social, emotional, and professional knowledge and skills.

What Educators Need to Do

Through these intentional and deliberate adult behaviors, educators develop relationships with students, and throughout their school culture, to achieve desired student outcomes. In this way, educators reduce the variability of the learning experience and ensure greater equity for all students.

Insist on Rigor

Educators across the school provide learning experiences where every student is challenged, engaged, and develops a greater ownership in their learning through increasingly complex levels of understanding.

Break Down Barriers

Educators are champions for equity, who actively seek out and eliminate educational barriers that would limit or restrict students’ access to meaningful and challenging learning opportunities.

Align the Work

Educators increasingly align their practices and beliefs to the common purpose of preparing all students for college and career readiness, as well as students’ long-term success.

Advocate for Students

Educators are advocates of access and equity to challenging coursework for all students, as well as creating strong relationships that empower students’ sense of self-belief, finding their voice in the world, and providing the guidance to achieve their dreams.

Course Description ─ 8^th Grade AVID Elective Class

Advancement Via Individual Determination (AVID) is an academic elective course that prepares students for college readiness and success. It is scheduled during the regular school day as a year-long course. Each week, students receive instruction using 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 support writing, inquiry, collaboration, organization, and reading to strengthen academic growth. Students also explore college and career opportunities and build their own sense of agency.

The 8^th grade AVID Elective course is the year of preparation for high school. Students regularly use the skills and strategies learned in 6^th and 7^th grade AVID courses. They refine earlier goals and focus on the transition to high school as part of a college-preparatory path. Their writing focuses on completing all steps of the writing process while improving style, word choice, vocabulary, structure, and voice. Major writing assignments include persuasive, expository, descriptive, and timed writing.

Students transition from active learners to leaders. Other areas of focus include increasing the use of technology and building on test-preparation and test-taking skills. Students broaden their experience with analyzing text and using appropriate reading strategies in different settings. They also become more involved in guest-speaker presentations and field trips, especially those connected to preparation and prior knowledge. Students 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, and AVID Writing for Disciplinary Literacy.

Supplemental Materials

Supplemental materials may include AVID Weekly, Write Path content-area books, focused note-taking resources, and my.avid.org curriculum book webpages.

AVID Elective Standards Framework

The standards for AVID Elective classes in grades 6 through 12 are organized around three components of AVID’s College and Career Readiness Framework: Rigorous Academic Preparedness, Opportunity Knowledge, and Student Agency. These components represent the outcomes for students.

The standards begin by considering what a college-ready student looks like. These skills are captured as the 12^th grade standards and the AVID Anchor Standards. To build toward this level of college readiness, the development of these skills is vertically aligned in 6^th, 7^th, and 8^th grade. As students enter high school, they work through the same skills again, with added support and higher expectations as they apply them to more rigorous content. This approach also helps students who begin AVID in high school.

AVID Elective Standards Are

• Observable
• Measurable
• Aligned to national standards

Aligned National Standards

• International Society for Technology in Education (ISTE)
• Common Core State Standards (CCSS)
• The Common Career Technical Core (CCTC)
• Collaborative for Academic, Social, and Emotional Learning (CASEL)
• American School Counselor Association (ASCA)
• English Language Proficiency Assessment for the 21^st Century (ELPA21)
• Conley’s Four Keys to College and Career Readiness
• Danielson’s Framework for Teaching
• Marzano’s Strategies for Reflective Practice

The College and Career Readiness Framework defines the outcomes for students and outlines the actions adults take across the school to help students reach their full potential. AVID’s four domains, Instruction, Systems, Leadership, and Culture, support this framework and the work of students and educators across the school.

No matter what postsecondary path high school graduates choose, students must develop essential skills to design their own futures. These include critical thinking, collaboration, reading, writing, and relationship building. The development of these skills begins with belief in self. When students believe they are capable, they build confidence to learn and resilience to overcome setbacks. When educators believe in students, learning and confidence grow. With teacher support, students strengthen their growth mindset and academic skills for future success.

What Students Need

College and career readiness is the outcome of three critical components:

• Rigorous Academic Preparedness, students have the academic skills needed to complete rigorous college and career preparatory curriculum and experiences successfully.
• Opportunity Knowledge, students research opportunities, set goals, make choices that support long-term aspirations, and successfully navigate transitions to the next level.
• Student Agency, students believe in and activate their own potential, build relationships, persist through obstacles, and use their academic, social, emotional, and professional knowledge and skills.

What Educators Need to Do

Through intentional adult actions, educators build relationships with students and create a school culture that supports strong student outcomes. These actions reduce variability in learning experiences and promote greater equity for all students.

• Insist on Rigor, educators provide learning experiences where every student is challenged, engaged, and develops ownership of learning through deeper understanding.
• Break Down Barriers, educators actively seek out and remove barriers that limit access to meaningful and challenging learning opportunities.
• Align the Work, educators align practices and beliefs to the shared purpose of preparing all students for college and career readiness and long-term success.
• Advocate for Students, educators support access and equity in challenging coursework, build strong relationships, and help students find their voice and achieve their goals.

Student Agency, 8.SA

Student Empowerment

1. Explore and pursue leadership opportunities in extracurricular and community service activities within the school and local or global community.
2. Evaluate the impact of decisions on the world.
3. Effectively manage stress and anxiety, including test preparation and test taking.
4. Create a systematic decision-making model for personal financial decisions and circumstances.
5. Maintain a strong support network for academic and career success, and identify mentors who can influence, support, and guide future transitions and success.
6. Apply strategies to support motivation, especially when intrinsic motivation is lacking.
7. Strengthen self-advocacy in areas of need and use a support network to assist with those needs.
8. Reflect on current status and skills to strengthen mental flexibility now and in the future, and recognize and overcome obstacles that could hinder future success.
9. Apply self-awareness strategies and skills with a variety of academic challenges.
10. Use key learning points in real-world applications.

Leadership of Others

1. Assess personal traits connected to integrity and ethical leadership.
2. Pursue leadership or mentorship opportunities in the school and community.
3. Reflect on conflict situations to strengthen the ability to manage emotions connected to conflict in leadership roles.

Rigorous Academic Preparedness, 8.AP

Writing

1. Develop writing skills related to timed, argumentative, and descriptive writing, gather information related to the writing prompt, and compose first drafts with a clear purpose.
2. Use inquiry strategies to develop additional questions as needed.
3. Independently create and carry out a revision plan.
4. Analyze writing and edit for voice, flow, and clarity.
5. Publish writing to an audience outside the classroom, such as an online forum.
6. Take notes using the most appropriate format and organize notes with strategies such as indentation, bullets, outlines, skipping lines, or color coding.
7. Reflect on how notes support learning objectives and contribute to academic and personal success.

Inquiry

1. Use questioning techniques to think critically about content and concepts.
2. Generate questions based on a misunderstood concept or problem.
3. Determine what changes would be needed to solve similar problems.
4. Reflect on learning to connect new learning to the broader world.
5. Reflect during learning and adjust actions on major tasks or assignments.
6. Reflect during a process and continually adjust actions.
7. Develop research questions or claim statements that effectively address the prompt.
8. Determine the perspective, validity, and reliability of information from multiple sources, such as books, articles, and websites.
9. Synthesize information, sources, and data that support the research prompt.
10. Construct written claims supported by reasoning and evidence.
11. Publish research to an audience outside the classroom.

Collaboration

1. Negotiate roles within a collaborative group by using effective collaboration skills.
2. Integrate multiple perspectives into group products.
3. Build stronger relationships by creating new ideas and solutions.
4. Interact with peers in complex situations while maintaining respect, trust, and empathy.
5. Support all group members’ understanding of key concepts.
6. Use technology to connect with the global community and explore topics from multiple perspectives.
7. Improve ineffective verbal and nonverbal communication.
8. Demonstrate active listening by asking clarifying questions.
9. Demonstrate command of grammar when communicating.
10. Speak effectively before the whole class.

Organization

1. Develop efficient routines using organizational tools and planning strategies to improve academic performance, and reflect on the use of activity logs or tracking systems for community and extracurricular activities.
2. Understand and demonstrate backward mapping, and identify upcoming events to avoid time-management conflicts.
3. Create short- and mid-range goals that support long-term goals.
4. Modify goals and actions based on progress.
5. Manage visual frameworks to organize language and show relationships between key concepts.

Reading

1. Select texts and explain how they meet the reading purpose.
2. Build background knowledge related to the text preview.
3. Connect vocabulary in texts to larger ideas in the text.
4. Create text-dependent questions while reading that match the reading purpose.
5. Extend beyond the text by analyzing how to apply key learning.

Opportunity Knowledge, 8.OK

Advancing College Preparedness

1. Refine personal attributes for academic, social, and financial fit related to college selection.
2. Reflect on current grade point average (GPA) and how it relates to college and career choices, and compare college campus structures, services, and opportunities.
3. Research and evaluate scholarship opportunities, including the Free Application for Federal Student Aid (FAFSA).
4. Produce long-term academic plans that align with goals, plan for a successful transition to the next academic step, and gain exposure to pathways that offer work opportunities such as credentials, certifications, and internships.
5. Gather information to identify match, reach, and safety schools and determine whether additional test preparation and testing are needed to meet scholarship goals.

Building Career Knowledge

1. Develop a personal definition of success and refine key personal attributes for academic, social, and financial fit related to career selection.
2. Build awareness of how academic performance connects to career performance and success, explore a variety of career fields, and learn about transitions related to work life.
3. Identify best-fit career fields based on academic, social, and financial fit to develop short- and long-term career pathways.
4. Participate in real-world experiences within career fields of interest, such as service-learning projects, job-shadowing opportunities, or internships.

Course Description ─ 9^th Grade AVID Elective Class

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 serve 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 could include the following

AVID Weekly®, Write Path content-area books, focused note-taking resources, my.avid.org Curriculum Book Webpages.

The standards for the AVID Elective classes 6-12 are organized around three components of AVID’s College and Career Readiness Framework

• Rigorous Academic Preparedness
• Opportunity Knowledge
• Student Agency

These components represent the outcomes for students. The standards start by considering what a portrait of a “college-ready student” would be. These skills are then captured as the 12th grade standards as well as the AVID Anchor Standards. To build to this level of college-readiness, we vertically align the development of these skills in 6th, 7th and 8th grade. Then as students enter high school, they take a second loop through those same skills, which are naturally scaffolded as students apply the skills and knowledge at the high school level to more rigorous content. This looping also helps to address the challenge of students that don’t start AVID until high school.

AVID Elective Standards are

• Observable
• Measurable
• Aligned to the following national standards

International Society for Technology in Education (ISTE), Common Core State Standards (CSSS), The Common Career Technical Core (CCTC), Collaborative for Academic, Social, and Emotional Learning (CASEL), American School Counselor Association (ASCA), English Language Proficiency Assessment for the 21^st Century (ELPA21), Conley’s Four Keys to College and Career Readiness, Danielson’s Framework for Teaching, Marzano’s Strategies for Reflective Practice

The College and Career Readiness Framework defines the outcomes for students (What Students Need) and outlines the actions that adults take on the campus (What Educators Need to Do) to ensure that students are able to reach their full potential. AVID’s four domains ─ Instruction, Systems, Leadership, and Culture ─ support the CCR Framework and the work of the students and educators schoolwide.

No matter what postsecondary path high school graduates choose, students must develop certain essential skills to design their own futures: critical thinking, collaboration, reading, writing, and relationship building. The development of these skills is rooted in belief in self. If students believe they are capable, there is a foundational confidence to learn and a resiliency to overcome setbacks. When educators believe in students, learning and confidence are activated. With teacher support for developing a growth mindset and the academic skills they need for future success, students grow to see their capabilities and find their own way.

What Students Need

College and Career Readiness is the outcome of these three critical components

Rigorous Academic Preparedness

Students have the academic skills and can successfully complete rigorous college and career preparatory curriculum and experiences.

Opportunity Knowledge

Students research opportunities, set goals, and make choices that support their long-term aspirations, and successfully navigate transitions to the next level.

Student Agency

Students believe in and activate their own potential, build relationships, persist through obstacles, and exercise their academic, social, emotional, and professional knowledge and skills.

What Educators Need to Do

Through these intentional and deliberate adult behaviors, educators develop relationships with students, and throughout their school culture, to achieve desired student outcomes. In this way, educators reduce the variability of the learning experience and ensure greater equity for all students.

Insist on Rigor

Educators across the school provide learning experiences where every student is challenged, engaged, and develops a greater ownership in their learning through increasingly complex levels of understanding.

Break Down Barriers

Educators are champions for equity, who actively seek out and eliminate educational barriers that would limit or restrict students’ access to meaningful and challenging learning opportunities.

Align the Work

Educators increasingly align their practices and beliefs to the common purpose of preparing all students for college and career readiness, as well as students’ long-term success.

Advocate for Students

Educators are advocates of access and equity to challenging coursework for all students, as well as creating strong relationships that empower students’ sense of self-belief, finding their voice in the world, and providing the guidance to achieve their dreams.

10^th Grade Standards

Course Description ─ 10^th Grade AVID Elective Class

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.

During the 10^th grade AVID Elective course, students will refine the AVID strategies to meet their independent needs and learning styles. Students will continue to refine and adjust their academic learning plans and goals, increasing awareness of their actions and behaviors. As students increase their rigorous course load and school/community involvement, they will refine their time-management and study skills accordingly. Students will expand their writing portfolio to include analyzing prompts, supporting arguments and claims, character analysis, and detailed reflections. Students will also analyze various documents in order to participate in collaborative discussions and develop leadership skills in those settings. Students will expand their vocabulary use, continuing to prepare for college entrance exams. Text analysis will focus on specific strategies to understand complex texts. Lastly, students will narrow down their colleges and careers of interest based on their personal interests and goals.

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 could include the following

AVID Weekly®, Write Path content-area books, focused note-taking resources, my.avid.org Curriculum Book Webpages.

The standards for the AVID Elective classes 6-12 are organized around three components of AVID’s College and Career Readiness Framework

• Rigorous Academic Preparedness
• Opportunity Knowledge
• Student Agency

These components represent the outcomes for students. The standards start by considering what a portrait of a “college-ready student” would be. These skills are then captured as the 12^th grade standards as well as the AVID Anchor Standards. To build to this level of college-readiness, we vertically align the development of these skills in 6^th, 7^th and 8^th grade. Then as students enter high school, they take a second loop through those same skills, which are naturally scaffolded as students apply the skills and knowledge at the high school level to more rigorous content. This looping also helps to address the challenge of students that don’t start AVID until high school.

AVID Elective Standards are

• Observable
• Measurable
• Aligned to the following national standards

International Society for Technology in Education (ISTE), Common Core State Standards (CSSS), The Common Career Technical Core (CCTC), Collaborative for Academic, Social, and Emotional Learning (CASEL), American School Counselor Association (ASCA), English Language Proficiency Assessment for the 21^st Century (ELPA21), Conley’s Four Keys to College and Career Readiness, Danielson’s Framework for Teaching, Marzano’s Strategies for Reflective Practice

The College and Career Readiness Framework defines the outcomes for students (What Students Need) and outlines the actions that adults take on the campus (What Educators Need to Do) to ensure that students are able to reach their full potential. AVID’s four domains ─ Instruction, Systems, Leadership, and Culture ─ support the CCR Framework and the work of the students and educators schoolwide.

No matter what postsecondary path high school graduates choose, students must develop certain essential skills to design their own futures: critical thinking, collaboration, reading, writing, and relationship building. The development of these skills is rooted in belief in self. If students believe they are capable, there is a foundational confidence to learn and a resiliency to overcome setbacks. When educators believe in students, learning and confidence are activated. With teacher support for developing a growth mindset and the academic skills they need for future success, students grow to see their capabilities and find their own way.

What Students Need

College and Career Readiness is the outcome of these three critical components

Rigorous Academic Preparedness

Students have the academic skills and can successfully complete rigorous college and career preparatory curriculum and experiences.

Opportunity Knowledge

Students research opportunities, set goals, and make choices that support their long-term aspirations, and successfully navigate transitions to the next level.

Student Agency

Students believe in and activate their own potential, build relationships, persist through obstacles, and exercise their academic, social, emotional, and professional knowledge and skills.

What Educators Need to Do

Through these intentional and deliberate adult behaviors, educators develop relationships with students, and throughout their school culture, to achieve desired student outcomes. In this way, educators reduce the variability of the learning experience and ensure greater equity for all students.

Insist on Rigor

Educators across the school provide learning experiences where every student is challenged, engaged, and develops a greater ownership in their learning through increasingly complex levels of understanding.

Break Down Barriers

Educators are champions for equity, who actively seek out and eliminate educational barriers that would limit or restrict students’ access to meaningful and challenging learning opportunities.

Align the Work

Educators increasingly align their practices and beliefs to the common purpose of preparing all students for college and career readiness, as well as students’ long-term success.

Advocate for Students

Educators are advocates of access and equity to challenging coursework for all students, as well as creating strong relationships that empower students’ sense of self-belief, finding their voice in the world, and providing the guidance to achieve their dreams.

Course Description ─ 11^th Grade AVID Elective Class

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 11^th grade AVID Elective course is the first part in a junior/senior seminar course that focuses on writing and critical thinking expected of first- and second-year college students. In addition to the academic focus of the AVID seminar, there are college-bound activities, methodologies, and tasks that should be undertaken during the junior year to support students when they apply to four-year universities and confirm their postsecondary plans.

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 could include the following

AVID Weekly®, Write Path content-area books, focused note-taking resources, my.avid.org Curriculum Book Webpages.

The standards for the AVID Elective classes 6-12 are organized around three components of AVID’s College and Career Readiness Framework

• Rigorous Academic Preparedness
• Opportunity Knowledge
• Student Agency

These components represent the outcomes for students. The standards start by considering what a portrait of a “college-ready student” would be. These skills are then captured as the 12^th grade standards as well as the AVID Anchor Standards. To build to this level of college-readiness, we vertically align the development of these skills in 6^th, 7^th and 8^th grade. Then as students enter high school, they take a second loop through those same skills, which are naturally scaffolded as students apply the skills and knowledge at the high school level to more rigorous content. This looping also helps to address the challenge of students that don’t start AVID until high school.

AVID Elective Standards are

• Observable
• Measurable
• Aligned to the following national standards

International Society for Technology in Education (ISTE), Common Core State Standards (CSSS), The Common Career Technical Core (CCTC), Collaborative for Academic, Social, and Emotional Learning (CASEL), American School Counselor Association (ASCA), English Language Proficiency Assessment for the 21^st Century (ELPA21), Conley’s Four Keys to College and Career Readiness, Danielson’s Framework for Teaching, Marzano’s Strategies for Reflective Practice

The College and Career Readiness Framework defines the outcomes for students (What Students Need) and outlines the actions that adults take on the campus (What Educators Need to Do) to ensure that students are able to reach their full potential. AVID’s four domains ─ Instruction, Systems, Leadership, and Culture ─ support the CCR Framework and the work of the students and educators schoolwide.

No matter what postsecondary path high school graduates choose, students must develop certain essential skills to design their own futures: critical thinking, collaboration, reading, writing, and relationship building. The development of these skills is rooted in belief in self. If students believe they are capable, there is a foundational confidence to learn and a resiliency to overcome setbacks. When educators believe in students, learning and confidence are activated. With teacher support for developing a growth mindset and the academic skills they need for future success, students grow to see their capabilities and find their own way.

What Students Need

College and Career Readiness is the outcome of these three critical components

Rigorous Academic Preparedness

Students have the academic skills and can successfully complete rigorous college and career preparatory curriculum and experiences.

Opportunity Knowledge

Students research opportunities, set goals, and make choices that support their long-term aspirations, and successfully navigate transitions to the next level.

Student Agency

Students believe in and activate their own potential, build relationships, persist through obstacles, and exercise their academic, social, emotional, and professional knowledge and skills.

What Educators Need to Do

Through these intentional and deliberate adult behaviors, educators develop relationships with students, and throughout their school culture, to achieve desired student outcomes. In this way, educators reduce the variability of the learning experience and ensure greater equity for all students.

Insist on Rigor

Educators across the school provide learning experiences where every student is challenged, engaged, and develops a greater ownership in their learning through increasingly complex levels of understanding.

Break Down Barriers

Educators are champions for equity, who actively seek out and eliminate educational barriers that would limit or restrict students’ access to meaningful and challenging learning opportunities.

Align the Work

Educators increasingly align their practices and beliefs to the common purpose of preparing all students for college and career readiness, as well as students’ long-term success.

Advocate for Students

Educators are advocates of access and equity to challenging coursework for all students, as well as creating strong relationships that empower students’ sense of self-belief, finding their voice in the world, and providing the guidance to achieve their dreams.

Course Description ─ 12^th Grade AVID Elective Class

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 support 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 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 could include the following

AVID Weekly®, Write Path content-area books, focused note-taking resources, my.avid.org Curriculum Book Webpages.

The standards for the AVID Elective classes 6-12 are organized around three components of AVID’s College and Career Readiness Framework

• Rigorous Academic Preparedness
• Opportunity Knowledge
• Student Agency

These components represent the outcomes for students. The standards start by considering what a portrait of a “college-ready student” would be. These skills are then captured as the 12th grade standards as well as the AVID Anchor Standards. To build to this level of college-readiness, we vertically align the development of these skills in 6th, 7th and 8th grade. Then as students enter high school, they take a second loop through those same skills, which are naturally scaffolded as students apply the skills and knowledge at the high school level to more rigorous content. This looping also helps to address the challenge of students that don’t start AVID until high school.

AVID Elective Standards are

• Observable
• Measurable
• Aligned to the following national standards

International Society for Technology in Education (ISTE), Common Core State Standards (CSSS), The Common Career Technical Core (CCTC), Collaborative for Academic, Social, and Emotional Learning (CASEL), American School Counselor Association (ASCA), English Language Proficiency Assessment for the 21^st Century (ELPA21), Conley’s Four Keys to College and Career Readiness, Danielson’s Framework for Teaching, Marzano’s Strategies for Reflective Practice

The College and Career Readiness Framework defines the outcomes for students (What Students Need) and outlines the actions that adults take on the campus (What Educators Need to Do) to ensure that students are able to reach their full potential. AVID’s four domains ─ Instruction, Systems, Leadership, and Culture ─ support the CCR Framework and the work of the students and educators schoolwide.

No matter what postsecondary path high school graduates choose, students must develop certain essential skills to design their own futures: critical thinking, collaboration, reading, writing, and relationship building. The development of these skills is rooted in belief in self. If students believe they are capable, there is a foundational confidence to learn and a resiliency to overcome setbacks. When educators believe in students, learning and confidence are activated. With teacher support for developing a growth mindset and the academic skills they need for future success, students grow to see their capabilities and find their own way.

What Students Need

College and Career Readiness is the outcome of these three critical components

Rigorous Academic Preparedness

Students have the academic skills and can successfully complete rigorous college and career preparatory curriculum and experiences.

Opportunity Knowledge

Students research opportunities, set goals, and make choices that support their long-term aspirations, and successfully navigate transitions to the next level.

Student Agency

Students believe in and activate their own potential, build relationships, persist through obstacles, and exercise their academic, social, emotional, and professional knowledge and skills.

What Educators Need to Do

Through these intentional and deliberate adult behaviors, educators develop relationships with students, and throughout their school culture, to achieve desired student outcomes. In this way, educators reduce the variability of the learning experience and ensure greater equity for all students.

Insist on Rigor

Educators across the school provide learning experiences where every student is challenged, engaged, and develops a greater ownership in their learning through increasingly complex levels of understanding.

Break Down Barriers

Educators are champions for equity, who actively seek out and eliminate educational barriers that would limit or restrict students’ access to meaningful and challenging learning opportunities.

Align the Work

Educators increasingly align their practices and beliefs to the common purpose of preparing all students for college and career readiness, as well as students’ long-term success.

Advocate for Students

Educators are advocates of access and equity to challenging coursework for all students, as well as creating strong relationships that empower students’ sense of self-belief, finding their voice in the world, and providing the guidance to achieve their dreams.