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The AVID Mission Statement 

The AVID Mission Statement AVID's mission is to close the achievement gap by preparing all students for college readiness and success in a global society.

Course Description

7th 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 utilizing 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.

The seventh grade AVID Elective course builds upon the 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. Students 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 bases of note�taking, in relation

to studying and test preparation. Students will be exposed to different field trips, guest

speakers and research, to increase their knowledge of college and career options.

AVID Curriculum Books Used:

AVID College and Careers

Implementing and Managing the AVID Program for Middle Level

Middle Level Writing with Integrated Reading and Oral Language

Organizing the AVID Student Binder

Strategies for Success

AVID Tutorial Support Curriculum Resource Guide

Supplemental Materials could include the following:

AVID Weekly, Supporting Math in the AVID Elective, Write Path content books, ePrep,

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Domains

Character Development CD

Communication COMM

Writing WRI

Inquiry INQ

Collaboration COLL

Organization ORG

Reading REA

College Readiness CR

Character Development 7�CD

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• Utilize SLANT interactions in all classes
• Utilize proper interpersonal skills, such as proper introductions and handshakes
• Complete and analyze selfâ€�evaluations about learning styles, emotions and personal behaviors
• Differentiate between the three basic learning styles (auditory, visual, kinesthetic)
• Monitor personal decisionâ€�making as a representative of AVID
• Recognize and share personal accomplishments

Goals

• Calculate grade point average and set academic goals for success, being sure to monitor goals at the end of each grading period
• Review and refine academic sixâ€�year plan for secondary education with teachers,
• parents and guidance counselors, especially during registration for eighthâ€�grade courses
• Create an action plan to identify goals for attending a college or university
• Understand the difference between goals and wishes
• Differentiate between and write longâ€�range, midâ€�range and shortâ€�range goals
• Monitor guidelines of AVID school contract, in order to fulfill requirements
• Identify and confront barriers in goal setting and accomplishing goals

Community and School Involvement

• Participate in a variety of school activities/clubs and community service opportunities throughout the year

Ownership of Learning

• Access grades online or from teachers on a regular basis
• Analyze grade reports to create a study/action plan for continued academic Improvement.

Communication 7�COMM

Speaking

• Understand intermediate terminology associated with public speaking
• Practice varying word choice and tone when speaking
• Utilize proper adult salutations (Dr., Mrs., Ms., etc.)
• Develop awareness of nonverbal communication when speaking, including body language and eye contact
• Understand the difference between a formal and an informal speech
• Present a personal speech to build confidence in public speaking
• Draft, edit, revise and present written speeches on various topics
• Practice speaking skills in front of small groups

Listening

• Create rubrics to evaluate speeches
• Pose questions to the presenter
• Understand the difference between hearing and listening, and practice how to be a "critical listener" by taking Cornell notes and reflecting with class

Writing 7�WRI

The Writing Process

• Use graphic organizers and quickâ€�writes to prepare for writing assignments
• Analyze prompts, in order to effectively respond to writing assignments
• Begin considering the audience, purpose and form for writing assignments
• In collaborative groups, revise drafts or writing to improve and clarify
• Edit students' essays, especially checking for errors in capitalization and pronoun usage
• Use common editing marks during the editing process
• Utilize rubrics to selfâ€�evaluate and peer evaluate work
• Reflect on one's own writing to encourage continual growth

 Writing Skills

• Develop a clear thesis for expository writing
• Engage and orient the reader by establishing a context and point of view through the development of a strong introduction
• Apply strategies to build and expand on vocabulary/word choice
• Apply strategies to develop ideas and use specific details
• Effectively use pronouns in writing
• Use proper capitalization in writing

 Writing Applications

1. Develop and strengthen writing through the creation of an informational essay
2. Develop and strengthen writing through the creation of a memoir essay
3. Use writing activities from content area classes to practice, develop and refine writing skills

 Writing to Learn

• Compose wellâ€�written summaries using the writer's own words, not copying the original text
• Differentiate between a summary and a reflection
• Use a variety of models to complete weekly learning logs that include thoughts, reactions and responses to class content
• Write selfâ€�reflections on presentations, speeches and field trips

Inquiry 7�INQ

Costa's Levels of Thinking

• Deepen understanding of Costa’s Levels of Thinking and/or Bloom’s Taxonomy by recognizing differences between levels

Tutorials

• Understand and utilize 10 Steps in the Tutorial Process
• Understand roles of all participants in academic tutorials with peers as group members and college tutors as facilitators, twice per week
• Complete the Tutorial Request Form (TRF), including heading, source, academic vocabulary, point of confusion and level 2 question(s), prior to class
• Presenter explains new understanding of question, and group members ask clarifying questions
• Develop thoughtâ€�provoking questions, in order to actively participate in academic tutorials

Socratic Seminar and Philosophical Chairs

• Actively participate in and evaluate the process of Philosophical Chairs and/or Socratic Seminar, selecting topics/articles as appropriate
• Analyze how two or more authors, writing about the same topic, shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts in a Socratic Seminar or Philosophical Chairs discussion
• Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words) in a Socratic Seminar or Philosophical Chairs discussion

Collaboration 7�COLL

• Foster trust building skills by working with partners to complete a specified task
• Enhance understanding of collaboration by working in groups during team building and motivational activities or problem solving
• Participate in group discussions and reflections based on collaborative work (e.g., Thinkâ€�Pairâ€�Share, Jigsaw, Numbered Heads)
• Acknowledge new information expressed by others and, when warranted, modify views accordingly
• Engage in dialogue within a large, teacherâ€�supported group discussion, to gain a deeper understanding of the topic discussed and the process used
• Refine inquiry, listening, and oral communication skills through a variety of activities, including tutorials, presentations, Socratic Seminars, and Philosophical Chairs

Organization 7�ORG

Organization and Time Management

• Develop and maintain an organized binder, divided by subjects, which includes a supply pouch and other academically useful materials
• Reorganize the binder at the end of each grading period
• Utilize an assignment log or calendar, which shows when assignments are due, when assignments are completed and submitted, and the grade each assignment received for each class
• Evaluate personal time management habits and monitor effectiveness accordingly
• Continue compiling an academic portfolio demonstrating personal and academic growth
• Complete reflection/learning log and present on contributions to academic portfolio
• Publish final versions of writing for the academic portfolio

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• Develop a basic understanding pertaining to the components of the CORNELL WAY focused noteâ€�taking process
• Take notes for each core class on a weekly basis
• Take seven to 12 pages of quality Cornell notes per week
• Understand how to utilize Cornell notes as a study tool
• Have notes available during tutorials to support questioning
• Understand how to identify important points, use abbreviations, and use shorthand in the right column of Cornell notes
• Begin writing questions (any level) in the left column that correspond to chunks of information in the notes section
• Compose an essential question based on the standard or objective covered by the lesson
• Reflect on all notes taken during a unit of study after the test is returned and consider gaps of study that led to missed questions

Research And Technology 

• Use technology in assignments and presentations, particularly in response to guest speaker presentations, field trip experiences, and final drafts of writing assignments
• Demonstrate command of keyboarding skills to type a minimum of three pages

Test Preparation/Test�Taking

• Identify and reflect on particular problems in preparing for, or taking, tests
• Identify and distinguish strategies to study for different types of exams (such as matching, trueâ€�false, multipleâ€�choice, vocabulary and essay tests)

Reading 7�REA

Vocabulary

• Identify key vocabulary while reading

Textual Analysis

• Read and discuss various examples of text, including, but not limited to, articles from magazines and newspapers
• Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning
• Determine the main idea of gradeâ€�appropriate text
• Use multiple reading strategies, including, but not limited to, Marking the Text, annotating text and numbering paragraphs to better understand text while reading
• Circle and underline relevant information
• Summarize informational text
• Connect visuals (captions, illustrations, etc.) to the surrounding text

College Readiness 7�CR

Guest Speakers

• Choose guest speakers who represent careers of interest and prepare questions for the speakers prior to their visit when appropriate
• Use listening skills during presentations, by guest speakers from the school, community and college, which focus on the value of postsecondary education and choosing a college
• Draft, peer edit, revise and create a final draft of a thankâ€�you letter to guest speakers

Field Trips

• Participate in field trips, such as college/university visits that are different from the previous year, feeder high school trips for a shadow day to visit an AP®/IB®/AICE/DE class, and feeder elementary visits for service learning and/or a trip that focuses on careers
• Use skills of listening and observing during field trip experiences

College and Career Knowledge

• Use technology to research colleges of interest
• Begin developing an understanding about the value of a college education
• Begin a basic understanding of college vocabulary
• Prepare for and conduct a career interview on a profession of choice
• Research various careers, comparing salaries and qualifications

8^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 utilizing 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.

The eighth grade AVID Elective course is the year of preparation for high school. The students will regularly exhibit and utilize the skills and strategies learned in the sixth and seventh grade AVID courses. Students 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 their test preparation and test-taking knowledge. They will broaden their experiences with analyzing text and utilizing appropriate reading strategies in various settings. Students will become more involved in the presentations of guest speakers 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

AVID Curriculum Books Used:

AVID College and Careers

Implementing and Managing the AVID Program for Middle Level

Middle Level Writing with Integrated Reading and Oral Language

Organizing the AVID Student Binder

Strategies for Success

AVID Tutorial Guide

Supplemental Materials could include the following:

AVID Weekly, Supporting Math in the AVID Elective, Write Path content books, AVID Test Prep, Roadtrip Nation Weekly, Focused Note-Taking

Domains 

Character Development CD

Communication COMM

Writing WRI

Inquiry INQ

Collaboration COLL

Organization ORG

Reading REA

College Preparedness

Character Development 8-CD

 Self-Awareness

1. Utilize SLANT interactions in all classes

2. Exhibit positive behaviors to others, serving as a role model for peers

3. Collaborate with other students who have different learning styles

4. Identify conflict management skills necessary for various conflict situations

5. Discuss views and opinions about the transition to high school, as well as how to be successful in high school

6. Understand the consequences of work ethic, regarding expectations in high school and college

7. Understand and utilize the WICOR strategies in classes other than the AVID Elective, expressing ownership of academic behaviors

Goals

1. Calculate grade point average and set academic and personal goals for success, being sure to monitor goals at the end of each grading period

2. Revisit academic six-year plan for secondary education with teachers, parents and guidance counselors, especially during registration for ninth-grade courses

3. Reaffirm goals for attending a college and/or university by adding descriptions to action plans

4. Create written and visual depictions of long-range, mid-range and short-range goals to achieve personal, academic or social goals

5. Set short-range goals around projects and/or required reading

6. Select an honors course in high school and write an action plan for successfully completing the course

7. Reflect on and analyze successes and challenges in developing time management skills

Community and School Involvement

1. Develop leadership skills by participating in activities, such as: mentoring, community events, service learning, club`s, athletic teams, and/or groups within the school

Ownership of Learning

1. Access grades online or from teachers on a regular basis

2. Analyze grade reports to create a study/action plan for continued academic improvement

3. Evaluate and determine when to seek help to clarify assignments and grades

Communication 8-COMM

Speaking

1. Understand and use terminology associated with public speaking

2. Be aware of audience and differentiate word choice, tone and voice when speaking

3. Develop awareness of nonverbal communication when speaking, including body language and eye contact

4. Create rubrics to evaluate speeches on content, delivery and soundness of reasoning

5. Prepare and use visual aids that support the topic of the speech or presentation

6. Draft, edit, revise and present a speech to inform

7. Appeal to interest of audience members

8. Utilize speaking skills in communicating with teachers, counselors and administrators, regarding learning, academic performance and goals

9. Promote scholarly discourse in tutorials, Socratic Seminars, and Philosophical Chairs

 Listening

1. Create rubrics to evaluate speeches on content, delivery and soundness of reasoning

2. Pose questions that elicit elaboration

Writing 8-WRI

 The Writing Process

1. Use varied strategies to prepare for and plan writing assignments

2. Budget and plan time to complete all steps of the writing process

3. Use feedback from readers to revise drafts

4. Edit students' essays, especially checking for word choice and voice

5. Utilize rubrics to self-evaluate and peer evaluate work

Writing Skills

1. Incorporate a body paragraph structure, which establishes and maintains a formal style

2. Provide a conclusion that follows from and reflects on the narrated experiences or events

3. Apply strategies to build and expand on vocabulary/word choice, in order to avoid using clichés in writing

4. Write descriptive sentences with varied structure

5. Understand and utilize active and passive voice in writing assignments, as appropriate

6. Correctly integrate quotes, while citing sources appropriately

Writing Applications

1. Develop and strengthen writing through the creation of a persuasive/editorial essay

2. Develop and strengthen writing through the creation of a “description of a place” essay

3. Write to a prompt under timed circumstances

Writing to Learn

1. Compose well-written summaries adhering to the five criteria of good summaries

2. Evaluate summaries using rubrics and checklists

3. Refine usage of weekly learning logs, which include thoughts, reactions and responses to class content, and focus on applying concepts learned to one’s life and future

4. Write detailed self-reflections on experiences, presentations, speeches and field trips

Inquiry 8-INQ

Costa's Levels of Thinking

1. Recognize and create questions based on Costa’s Levels of Thinking and/or Bloom’s Taxonomy

2. Focus on the generalization of processes pertaining to how a solution was found

Tutorials

1. Refine the 10 Steps in the Tutorial Process

2. Understand roles of all participants in academic tutorials with peers as group members and college tutors as facilitators, twice per week

3. Group members ask questions, guide and facilitate understanding, support use of resources and take Cornell notes

4. Complete reflections about the learning process of answering and solving tutorial questions

5. Develop content-specific, higher-level questions, in order to actively participate in academic tutorials based on analysis of academic grades and needs, outside of class

Socratic Seminar and Philosophical Chairs

1. Actively participate in and evaluate the process of Philosophical Chairs and/or Socratic Seminar, focusing on strategies for continuous improvement

2. Reference text, citing location to support claims and questions

3. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation in a Socratic Seminar or Philosophical Chairs discussion

4. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea in a Socratic Seminar or Philosophical Chairs discussion

Collaboration 8-COLL

1. Continue to foster trust building skills by working with classmates

2. Refine inquiry, listening, and oral communication skills through a variety of activities, including tutorials, presentations, Socratic Seminars, and Philosophical Chairs

3. Enhance understanding of collaboration and develop leadership skills by working in groups during team building and motivational activities or problem solving

4. Indentify roles within a team/study group to complete a task

Organization 8-ORG

Organization and Time Management

1. Develop and maintain an organized binder, divided by subjects, which includes a supply pouch and other academically useful materials
2. Reorganize the binder at the end of each grading period
3. Utilize an assignment log or calendar, which shows when assignments are due, when assignments are completed and submitted, and the grade each assignment received for each class
4. Create a weekly action plan based on the student’s academic needs
5. Complete an academic portfolio for middle school, demonstrating personal and academic growth
6. Complete reflection/learning log and present on contributions to academic portfolio
7. Publish final versions of writing for the academic portfolio

 Note-Taking

1. Review and utilize the components of the CORNELL WAY focused note-taking process
2. Write Cornell notes for each class, including AVID, on a weekly basis and acquire knowledge pertaining to expectations of usage from each teacher
3. Take seven to 12 pages of quality Cornell notes per week
4. Fill in gaps of information in Cornell notes to maximize use as a study tool for exams
5. Mark, highlight and underline key concepts in notes to show key information
6. Write effective summaries for Cornell notes that link all of the learning together 

Research and Technology

1. Use technology in assignments and presentations, particularly in response to guest speaker presentations, field trip experiences and writing assignments
2. Use the Internet to conduct research in preparation for speeches and essays
3. Determine validity and applicability of information gathered on the Internet

Test Prep/Test-Taking

1. Identify and reflect on personal challenges in preparing for or taking tests, specifically in advanced and honors courses
2. Utilize strategies to prepare for different types of exams
3. Utilize relevant notes/resources to anticipate test questions and study for upcoming assessments
4. Understand teacher’s grading rubric and seek further explanation of test expectations when necessary
5. Use test taking strategies, such as reading the directions, completing easier problems first, returning to more challenging problems, and checking all answer

Reading 8- REA

Vocabulary

1. Understand how to use context clues in interpreting new vocabulary

Textual Analysis

1. Compare and contrast the structure of two or more texts and analyze how the structure of each text contributes to its meaning and style
2. Read and discuss various examples of text, including, but not limited to, articles from fiction and non-fiction
3. Understand use of persuasive techniques in advertisements and writing
4. Use multiple reading strategies, including, but not limited to, Marking the Text and annotating text
5. Understand and use pre-reading strategies to build background knowledge of unfamiliar texts
6. Utilize strategies to identify an author’s purpose and reading for a specific purpose
7. Practice rereading to deepen understanding of a text
8. Identify and discuss traits of voice found in literature
9. Build understanding of drawing inferences from texts
10. Determine the main idea of grade-appropriate text

College Preparedness 8-CP

Guest Speakers

1. Prepare for guest speaker presentations by creating questions for the speakers prior to their visits
2. Use listening skills during presentations by guest speakers which focus on careers in education, careers in business, community involvement, public speaking and preparation for high school
3. Draft, peer edit, revise and create a final draft of a letter and/or project of appreciation to guest speakers

 Field Trips

1. Participate in field trips, including, but not limited to, the following: one or two college/university visits that are different from previous year, feeder high school visits for a shadow day of an AVID student, and feeder elementary visits to discuss AVID
2. Use skills of listening and observing during field trip experiences
3. Draft, edit, revise and create final draft of writing that reflects on learning from field trip experience(s)

 College and Career Knowledge

1. Use technology, guest speakers and field trips to expose students to different aspects of college
2. Use the Internet to analyze a career-related website
3. Utilize email, when appropriate, to interview a person regarding a specific career
4. Understand differences between jobs and careers
5. Complete a career interest inventory to determine potential career opportunities that align with interests

 College Entrance Testing

1. Take practice exams of EXPLORE, Readistep, PSAT, and/or PLAN
2. Participate in an official administration of EXPLORE, Readistep, PSAT and/or PLAN
3. Develop a personal action plan based upon analysis of practice and official test results
4. Utilize AP® indicators to plan coursework for high school

AVID Contract

10 Steps in the AVID Tutorial Process

Forms