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Avid Ml Calendaring Document Transcript

  • 1. I M P L E M E N T A T I O N Calendaring the AVID Curriculum Middle Level
  • 2. COPYRIGHT © 2007—AVID Center, San Diego, California All rights reserved.
  • 3. CALENDARING THE AVID CURRICULUM MIDDLE LEVEL
  • 4. “…what AVID shows is that high minority achievement can be more ordinary when schools not only insist on academic rigor, but also offer personal support. AVID offers a blueprint for this scaffolding.” —Richard Rothstein, The New York Times ii
  • 5. TABLE OF CONTENTS AVID Program Content and Performance Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .v About This Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vi AVID Program Content and Performance Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Using the AVID Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Middle Level AVID Curriculum Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 AVID Calendars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Plan for Grades 6–8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Sample Week in the AVID Elective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Suggested Order and Timeline for Introducing Ideas/Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Daily Planning Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 iii
  • 6. “Advancement Via Individual Determination (AVID) gives students the vital resources and tools they need to succeed. To measure the success of this program, you only need to look at the students it has supported; they are motivated and guided into higher learning.” —Senator Christine Kehoe, District 39, California State Senate iv
  • 7. INTRODUCTION AVID Program Content and Performance Standards A VID students need to know exactly what is expected of them. AVID Regional Directors, coordinators/teachers, site administrators and counselors, and parents must be familiar with the AVID program’s expectations. Then students will be able to meet the expected standards in their acquisition of the AVID program content. They must work diligently in order to be eligible to enter a four-year college or university upon graduation from high school. This document, which assigns AVID program content to specific grade levels, is advisory in nature because of its use nationally and internationally. Each AVID site is unique. This uniqueness, naturally, also guides the assessment standards required for meeting the content standards at each site. Given the multiplicity of assessment tools—those based on technology, those based on different modalities of learning, and the inestimable variations within all of the tools—AVID encourages each entity to stipulate its own specific levels of proficiency required for content standards assessment. At this time, each AVID student is expected to successfully meet the performance standard objectives through their completion of the AVID curriculum activities. The ultimate accountability for each AVID program is based upon the growing number of students eligible to attend a four-year college or university. This is shown through the careful collection and assessment of data. In order to align with national and international educational philosophy, AVID bases its program content and standards on the good work of others which precedes this document: models from California, including San Diego County Office of Education; the Education Round Table Standards for High School Graduates and Challenge District Standards; state standards from Arizona, Colorado, Delaware, New York, Massachusetts, Texas, Virginia and Washington; local standards from Charlotte-Mecklenburg, North Carolina and Chicago; other standards and frameworks such as ACT’s nationalized standards for the Explore. PLAN, and ACT tests, The College Board’s content and standards for Advanced Placement courses, Core Knowledge, the International Baccalaureate Program, National Assessment of Educational Progress (NAEP), New Standards’, and TIMSS; and international models from Hungary, Japan, and Singapore. The AVID program content and standards document will continue to reflect educational progress and assessment based accountability. AVID expects the very best of all students in order to raise the college-going rate regardless of socio-economic level and family academic background. With each year, the requirements for college admission become more competitive; consequently, this document will continue to evolve as states and school districts base accountability on content and performance standards. At this time, students within the AVID program are individually and collaboratively assessed by their proficiency in and completion of the following program content. The AVID Curriculum that supports the development of a standard of proficiency within each content area is also identified. v
  • 8. About This Guide A VID coordinators/teachers can use the Calendaring the AVID Curriculum to organize the AVID Middle Level curriculum materials for their AVID classes. The new curriculum materials have been put together to facilitate the management of time: • Strategies for Success, Grades 6–12 and College and Careers, Grades 6–12. • Middle Level Writing with Integrated Reading and Oral Language • Implementing and Managing the AVID Program • Organizing the AVID Student Binder • Administrator and counselor guides • AVID Family Workshops • Multi-Grade Portfolios • Tutor Training guides • Calendaring the AVID Curriculum This planning guide gives both month by month and day by day suggestions for using the AVID Middle Level Curriculum. Coordinators/teachers should feel free to vary their use of the suggestions as appropriate for their students. There is more than enough material to cover two or three years for AVID students. One of the reasons for the “Notes” column is so coordinators/teachers may record which activities have been used with which grade levels each year. vi
  • 9. AVID PROGRAM CONTENT AND PERFORMANCE STANDARDS Content Standard 1.0 Students will develop strategies to identify and fulfill personal and academic goals. Performance Standard Objectives AVID Curriculum These performance standard objectives are based on the An AVID student may be considered to have met a collaborative input of AVID Coordinators/Teachers, AVID performance standard objective for the AVID course Site Team subject-area teachers, and curriculum specialists. content upon the successful completion of the activities designated within the AVID Curriculum. (All references are to coordinator editions.) Grades 6–8 Performance Standard Objectives • College and Careers, Unit 1 Knowledge of Self, 1.1 Make appropriate decisions Unit 2 Student Responsibilities • Strategies for Success, Unit 9 The GPA of Success; 1.2 Set goals College and Careers, Unit 1 Six-Year Plan, Unit 2 Updating Six-Year Plan, GPA Goal Setting Grade 9–10 Performance Standard Objectives • College and Careers, Unit 3 Knowledge of Self 1.1 Become aware of interests, talents, abilities and Unit 4 All About Me 1.2 Plan for ongoing personal and academic development • Strategies for Success, Unit 9 The GPA of 1.3 Refine personal and academic goals Success; College and Careers, Unit 3 Going Beyond the Classroom, Unit 4 My Accomplishments, Making Good Decisions • Strategies for Success, Unit 9 The GPA of Success; College and Careers, Unit 1 GPA Goal Setting, Unit 3 Me Personally, Unit 4 Thinking about the Best College for You Grades 11–12 Performance Standard Objectives • Strategies for Success, Unit 9 The GPA of 1.1 Refine goals based on interests, talents, and abilities Success; College and Careers, Unit 5 My 1.2 Refine plans for ongoing personal and academic Summer Action Plan development • Strategies for Success, Unit 9 Visualizing Your Goal; College and Careers, Unit 5 11th grade Checklist, Unit 6 Senior Year Checklist 1
  • 10. Content Standard 2.0 Students will develop strategies to ensure academic success in core studies required for entrance to four-year colleges and universities. Grades 6–8 Performance Standard Objectives 2.1 Keep an organized and neat notebook divided by • Strategies for Success, Unit 2 Binder Check-off subjects which includes a pocket for pens, pencils, Sheet highlighters, and other useful educational tools 2.2 Keep assignment calendars for each class which show • Strategies for Success, Unit 7 Calendars, Unit 9 when work is due, when work is finished and turned in, Goal Setting Unit Plan and the grade on each assignment 2.3 Develop note-taking skills in the Cornell Note-taking • Strategies for Success, Unit 3 Cornell Note Unit Method for all academic classes to be used as the basis Plan for tutorials in AVID, review for tests, and support for assignments 2.4 Develop collaborative group study skills that are useful • Strategies for Success, Unit 6 Team Building during tutorials and during the development of class Ideas projects 2.5 Develop inquiry skills that help solve problems and • Strategies for Success, Unit 12 Grade Level analyze issues in each subject area through the Plan; Write Path all subjects introduction of the Socratic Seminar 2.6 Develop research skills, including the use of • College and Careers, Unit 4 Guided Internet technology, for all academic classes Lesson 2.7 Develop test-taking skills for subject area classes and • Strategies for Success, Unit 13 Test Taking Tips college admission tests 2.8 Develop oral language skills for personal use as well as • Write Path English for specific class assignments • Strategies for Success, Unit 14 Public Speaking Unit Plan 2.9 Develop listening skills that support interactions with • Strategies for Success, Unit 5 Successful others in class discussion and group activities Classroom Interaction, Unit 6 Team Building Ideas, Unit 14 Public Speaking Unit Plan 2.10 Develop viewing skills to successfully analyze and learn • Strategies for Success, Unit 10 Learning Styles from instructional films and computer-generated reports Survey and Discussion and lessons 2.11 Develop portfolio collection and assessment skills that • Strategies for Success, Unit 17 Portfolio will culminate in a portfolio used by the student, Guiding Questions parents, middle school teachers, and high school counselors to insure placement in the most rigorous curriculum at the high school level, to include GATE/honors core classes, as well as college preparatory classes 2 Calendaring the AVID Curriculum: Middle Level
  • 11. Grades 9–12 Performance Standard Objectives 2.1 Refine organization and neatness of notebook(s) so that • Strategies for Success, Unit 2 Binder Contents materials are easily accessible for group projects and Check-off Sheet studying, tutorials, test reviews, as well as starting the • Organizing the AVID Student Binder, Unit 1 writing process for essay assignments General Binder Requirements 2.2 Refine the use of Assignment Calendars or Agendas in • Strategies for Success, Unit 7 Calendars, Unit 9 order to manage academic endeavors, extra-curricular The GPA of Success, Goal Setting Unit Plan activities, community service, and athletic activities, as well as internships and jobs 2.3 Refine note-taking skills in the Cornell Note-taking • Strategies for Success, Unit 3 The Cornell Note- Method to a sophisticated level for all academic classes, taking System especially honors and Advanced Placement classes or • Organizing the AVID Student Binder, Unit 2 International Baccalaureate classes Cornell Notes Samples 2.4 Refine collaborative group study skills so that students • Strategies for Success, Unit 5 Successful are able to form groups independently for each core Classroom Interaction, Unit 6 Team Building class Ideas 2.5 Refine inquiry skills so that students are able to lead • Implementing and Managing the AVID Program Socratic Seminars, as well as be active participants in (IMAP) them • Write Path and Write Path II English • Strategies for Success, Unit 12 Socratic Seminar Lesson Outline 2.6 Refine research skills, including the use of technology, • AVID Tutorial for all academic classes. 2.7 Refine test-taking skills for core classes, PLAN, PSAT®, • Strategies for Success, Unit 13 Test Taking Tips; ACT, SAT®, and especially for essay test taking in College and Careers, Unit 5 PSAT®/SAT®, preparation for college final exams Preparing for College, Reasoning Test 2.8 Refine oral language skills that support leadership skills Preparation for extra-curricular activities, interview experiences for • Strategies for Success, Unit 14 Public Speaking projects and jobs, as well as community service Unit Plan 2.9 Refine portfolio collection and assessment skills in • Strategies for Success, Unit 17 Portfolio order to be prepared to give the Senior Presentation on Guiding Questions personal and academic growth within high school or a selected topic as a graduation requirement 2.10 Develop peer tutoring skills which enhance • AVID Tutorial understanding in the tutor and the tutored student and which prepare the student to be a tutor in college AVID Program Content and Performance Standards 3
  • 12. Content Standard 3.0 Students will develop proficiency in “Writing to Learn” across the curriculum. Grades 6–8 Performance Standard Objectives 3.1 Develop understanding of the importance of writing • Strategies for Success, Unit 3 The Cornell Note- about what has happened in class lectures and taking System, Unit 4 Learning Logs Questions; discussions, study groups, and tutorials in order to ML Writing Curriculum, Unit 1 Writing to Learn reflect upon what students have learned every day in every subject • Strategies for Success, Unit 4, Learning Log 3.2 Develop the ability to write neat and complete notes, Questions; ML Writing Curriculum, Unit 1 summaries, and reflections in the following: Writing to Learn • Learning Logs • Group Study Logs • Literature Logs • Summaries and Reflections on Lectures, Textual Studies, and Films Grades 9–12 Performance Standard Objectives 3.1 Refine skills in writing to learn for continually more • Strategies for Success, Unit 3 Cornell Note- rigorous college preparatory, honors, Advanced taking System, Unit 4 Learning Log Questions; Placement, and International Baccalaureate core HS Writing Curriculum, Unit 1 Writing to Learn curriculum and courses entered for career preparation 3.2 Realize the importance of practicing writing to learn in • Strategies for Success, Unit 3 Cornell Note- conceptual courses such as advanced math and science, taking System, Unit 4 Learning Log Questions; as well as English and social science HS Writing Curriculum, Unit 1 Writing to Learn; Write Path and Write Path II, all subjects 4 Calendaring the AVID Curriculum: Middle Level
  • 13. Content Standard 4.0 Students will develop college awareness within a schoolwide, college-going culture so they have the opportunity to be ready for the application process for a four-year college or university. Grade 6–8 Performance Standard Objective 4.1 Use skills of listening, note-taking, interviewing, and • Strategies for Success, Unit 3 Cornell Note- discussing the topics introduced by guest speakers taking System, Unit 4 Learning Log Questions, regarding career preparation and attendance at four-year Unit 15 Guest Speaker Guide; College and colleges and universities Careers, Unit 1 Career Research, Unit 2 Changing Careers, Ideal Career 4.2 Use skills of listening, note-taking, interviewing, and • Strategies for Success, Unit 3 Cornell Note- discussing the subjects of field trips to universities and taking System, Unit 4 Learning Log Questions, colleges, and cultural events and places Unit 15 Guest Speaker Guide, Unit 16 College Visit Questionaire; College and Careers, Unit 1 Career Interview, College Letter Activity • College and Careers, Unit 1 Career Awareness, 4.3 Develop research skills specifically in the area of College Plan Posters, College Letter, Unit 2 gathering information regarding careers and four-year Career Exploration colleges and universities using technology 4.4 Develop vocabulary skills including those based on • ACT Explore and PSAT® preparation materials recognition of basic roots, prefixes, and suffixes, for eventually practicing and taking college admission tests 4.5 Develop strengths in test taking that, especially in the • Write Path all subjects, ACT Explore and PSAT® areas of English, reading, science, reasoning and math, preparation materials prepare for success on the career and college assessment, Explore (ACT) 4.6 Develop strength in test taking that strengthens the • Write Path Mathematics, English, ACT Explore verbal and mathematical skills that are needed for the and PSAT® preparation materials PSAT®. Grades 9–12 Performance Standard Objectives 4.1 Continue to develop word attack skills by reviewing • ACT and SAT® preparation materials, Preparing roots, prefixes, and suffixes, and ACT and SAT® word for College lists 4.2 Become proficient at understanding more complicated • ACT and SAT® preparation materials; HS and sophisticated vocabulary skills necessary to reading, Writing Curriculum, Unit 4 Vocabulary Focus writing, and test taking, such as those needed to analyze Lessons analogies 4.3 Prepare for and practice taking college admission tests • Strategies for Success, Unit 13 Test Taking Tips; 9 Practice PLAN and PSAT® College and Careers, Units 3, 4, and 5 Testing 10 Take PLAN and practice PSAT ® Information, Preparing for College 11 Fall—Take PSAT and practice ACT ® 11 Spring—Take ACT, and SAT® AVID Program Content and Performance Standards 5
  • 14. 12 Fall—Take ACT, and/or SAT®, if necessary • College and Careers, Units 3, 4, and 5 Testing 4.4 Continue enhancing those skills developed in subject Information; HS Writing Curriculum, Unit 4 Focus area core classes, especially in across the curriculum Lessons Write Path and Write Path II all subjects reading and vocabulary, that improve ability to be successful on college admission tests • ACT and SAT® preparation materials 4.5 Improve techniques for taking college admission tests • Write Path and Write Path II Mathematics during lessons in specific test taking skills, especially on all segments of ACT and SAT® tests • ACT and SAT® preparation materials 4.6 Become proficient in Algebra I and II and Geometry, at • Write Path and Write Path II Mathematics a minimum, in order to perform successfully on math portions of college admission tests • College and Careers, Units 3–5 Career 4.7 Become proficient in matching personal strengths to Information; HS Writing Curriculum, Unit 6 college and career choices to potential career choices to Career Research, Preparing for College narrow down college going options • College and Careers, Unit 5 Mock Common 4.8 Become proficient in compiling a neat and complete Application, Preparing for College college application • HS Writing Curriculum, Unit 5 College Essay 4.9 Write successful personal statements for specific college • College and Careers, Unit 5 Personal Statement admission essay prompts according to rubrics Essays, Preparing for College established in language arts classes and AVID Writing Curriculum 4.10 Assist parents in filling out financial aide forms for • College and Careers, Unit 6 The Financial Aid college Process, Preparing for College 4.11 Research and apply for college scholarships • College and Careers, Unit 5 Scholarship Research 4.12 Decide on a college or university to attend and follow • College and Careers, Unit 6 Choosing a College through with the required paperwork: to Attend, Preparing for College • Return corrected SAR—based on FAFSA—if required to do so • Write thank you notes • Verify college enrollment • Verify adequate grades for continuation of funding • College and Careers, Unit 5 SAT® Reasoning 4.13 Become proficient in practicing, applying for, and Test Preparation, Preparing for College taking college placement tests • AP®/IB exam preparation materials; HS Writing 4.14 Become proficient in taking Advanced Placement Curriculum, Unit 8 Timed Writing; Write Path and/or International Baccalaureate examinations which and Write Path II English are also used for college placement 6 Calendaring the AVID Curriculum: Middle Level
  • 15. Content Standard 5.0 Students will be proficient in using “The Writing Process” in core classes in order to write clear, coherent, and focused essays that exhibit awareness of audience and purpose and contain formal introductions, bodies of supporting evidence and conclusions. Grade 6 Performance Standard Objectives 5.1 Use each step of the writing process in order to write • ML Writing Curriculum, Unit 2 The Writing successful narrative and expository essays Process • Prewriting • Drafting • Reader Response • Revision • Editing • Self-Evaluation 5.2 Write a Report of Information • ML Writing Curriculum, Unit 6 Units of Study 5.3 Write a Story • ML Writing Curriculum, Unit 6 Units of Study Grade 7 Performance Standard Objectives 5.1 Write an Autobiographical Incident • ML Writing Curriculum, Unit 6 Units of Study 5.2 Write an Evaluative Essay • ML Writing Curriculum, Unit 6 Units of Study Grade 8 Performance Standard Objectives 5.1 Write an Analysis of Character • ML Writing Curriculum, Unit 6 Units of Study 5.2 Write a Problem-Solution Essay • ML Writing Curriculum, Unit 6 Units of Study 5.3 Refine and expand the development of essays • ML Writing Curriculum, Unit 2 The Writing introduced in grades 6–8 Process Grades 9–12 Performance Standard Objectives Use the writing process to develop the following essays: Grade 9 Performance Standard Objectives 5.1 Explanation of Life Goals • HS Writing Curriculum, Unit 6 Life Goals 5.2 Description of a Place Essay, Unit 6 Description of a Place, Unit 6 5.3 Explanation of a Process Explanation of a Process Grade 10 Performance Standard Objectives 5.1 Report of an Interview • HS Writing Curriculum, Unit 6 Career Research, 5.2 Biographical Sketch Unit 5 Biography, Unit 7 Problem-Solution, 5.3 Problem-Solution Unit 7 Analysis 5.4 Evaluation of a Story AVID Program Content and Performance Standards 7
  • 16. Grade 11 Performance Standard Objectives 5.1 Cause-Effect • HS Writing Curriculum, Unit 6 Career Research, 5.2 Comparison Analysis Unit 7 Problem-Solution Analysis, Unit 7 5.3 Controversial Issue Argument, Unit 7 Analysis of Theme 5.4 Analysis of Theme Grade 12 Performance Standard Objectives 5.1 Personal Statement for College Admission • HS Writing Curriculum, Unit 5 College Essay, 5.2 Career Research Paper Unit 6 Career Research, Unit 7 Analysis, 5.3 Evaluation of Art or Music Preparing for College 5.4 Refine development of writing skills through additional assignments based on the above 8 Calendaring the AVID Curriculum: Middle Level
  • 17. Content Standard 6.0 Students will develop cross curricular reading skills. 6.1 Students will develop cross curricular reading skills through using their knowledge of word origins and word relationships as well as historical and literary context clues to determine the meaning of specialized vocabulary Grades 6–8 Performance Standard Objectives 6.1a Distinguish and interpret figurative language and • Write Path and Write Path II English, multiple-meaning words ACT/SAT® Test Preparation Materials 6.1b Infer word meaning through identification and analysis • ACT/SAT® Test Preparation Materials of analogies and other word relationships Grades 9–10 Performance Standard Objectives 6.1a Distinguish between denotative and connotative • ACT/SAT® Test Preparation Materials meanings of words 6.1b Identify and use knowledge of origins of commonly • Write Path and Write Path II all subjects used words 6.1c Apply context clues • ACT/SAT® Test Preparation Materials Grades 11–12 Performance Standard Objectives 6.1a Discern the relationship of word meaning between pairs • ACT/SAT® Test Preparation Materials, of words in analogical statements Preparing for College 6.2 Students are able to identify and analyze the basic facts and ideas in informational materials Grades 6–8 Performance Standard Objectives 6.2a Understand and analyze the differences among various • ML Writing Curriculum, Unit 9 The Reading categories of informational materials Process 6.2b Comprehend and analyze grade level appropriate text • ML Curriculum, Reading Strategies in AVID 6.2c Analyze and critique expository writing • Write Path and Write Path II English Grades 9–10 Performance Standard Objectives 6.2a Synthesize the content and ideas from several sources • Write Path and Write Path II History/Social dealing with a single issue or author Science 6.2b Evaluate the credibility and comprehensiveness of • Write Path and Write Path II History/Social evidence and related generalizations Science and English Grades 11–12 Performance Standard Objectives 6.2a Analyze an author’s implicit and explicit philosophical • Write Path and Write Path II English assumption and beliefs about a subject 6.2b Critique validity in the logic of arguments found in • Write Path and Write Path II History/Social readings Science and English AVID Program Content and Performance Standards 9
  • 18. 6.3 Students are able to analyze multi-cultural works of literary merit Grades 6–8 Performance Standard Objectives 6.3a Analyze the significance of points of view, setting and • Write Path and Write Path II English, ML mood on the problem and resolution Writing Curriculum, Unit 9 The Reading Process 6.3b Critique the realistic nature of characterization and plot • Write Path and Write Path II English, ML Writing Curriculum, Unit 9 The Reading Process 6.3c Compare recurring themes • Write Path and Write Path II English Grades 9–10 Performance Standard Objectives 6.3a Compare and contrast the presentation of a similar theme 6.3b Evaluate aesthetic qualities of a work • Write Path and Write Path II English Grades 11–12 Performance Standard Objectives 6.3a Analyze recognized works of world literature from a • Write Path and Write Path II English variety of authors 6.3b Analyze philosophical and/or political arguments • Write Path and Write Path II English Content Standard 7.0 Students are able to evaluate the content of oral communications and deliver focused, coherent presentations that convey a clear interpretation of ideas and unity in relation to purpose and audience. Grades 6–8 Performance Standard Objectives 7.1 Understand verbal and non-verbal communication • Write Path English and History/Social Science 7.2 Employ group decision-making techniques • ML Writing Curriculum, Oral Language Strategies, Write Path English 7.3 Appeal to interests and prior knowledge of audience • ML Writing Curriculum, Oral Language members Strategies, Write Path English • ML Writing Curriculum, Oral Language Grades 9–10 Performance Standard Objectives Strategies, Write Path English 7.1 Produce concise notes for extemporaneous delivery • Strategies for Success, Unit 14 Public Speaking Unit Plan Grades 11–12 Performance Standard Objectives 7.1 Evaluate results of group presentations • Strategies for Success, Unit 14 Presentation 7.2 Be able to distinguish among and use informal usage, Rubric standard English and technical language • Strategies for Success, Unit 14 Public Speaking Unit Plan 10 Calendaring the AVID Curriculum: Middle Level
  • 19. Content Standard 8.0 Students become proficient in the mathematical skills and concepts that prepare them for the rigorous courses required for admission to four-year colleges and universities. Proficiency in mathematical skills and concepts are developed through AVID curriculum and AVID tutorials are not limited to the following. Grades 6–8 Performance Standard Objectives 8.1 Use and connect a variety of techniques for solving linear • ACT Explore, PSAT® preparation models, equations, inequalities, and systems of equations in applied Write Path Mathematics contexts • Write Path Mathematics 8.2 Understand the meaning of variables, expressions, • Write Path Mathematics equations, and inequalities, and their use as models for situations • Write Path and Write Path II Mathematics 8.3 Evaluate, graph, and interpret the graphs of a variety of functions, and connect the behavior of the graphs to their corresponding representations as tables, equations, and solutions 8.4 Apply proportional reasoning to solve problems involving scale drawing and similar figures, and connect geometric situations to algebraic and numerical situations Grades 9–10 Performance Standard Objectives 8.1 Determine, understand, apply, and justify properties • Write Path and Write Path II Mathematics involving geometric figures 8.2 Pose, test, and justify conjectures in algebraic and geometric • ACT Explore, PSAT® and SAT® preparation contexts materials; Write Path Mathematics 8.3 Write, simplify, evaluate, and solve linear, quadratic, inverse • Write Path and Write Path II Mathematics variation, exponential, and other equations in applied and abstract contexts 8.4 Work with a variety of algebraic expressions • Write Path and Write Path II Mathematics 8.5 Generalize exponent properties • Write Path and Write Path II Mathematics Grades 11–12 Performance Standard Objectives 8.1 Understand and justify advanced and abstract ideas in • Write Path and Write Path II Mathematics algebra, geometry, and trigonometry 8.2 Perform complex algebraic simplification and manipulations • Write Path and Write Path II Mathematics as required to solve problems 8.3 Use algebraic and geometric arguments to prove important • ACT and SAT® preparation materials, Write mathematical ideas Path and Write Path II Mathematics 8.4 Have a deep understanding of families of functions, their use • Write Path and Write Path II Mathematics in the world and the mathematical techniques required to write, solve, simplify, and interpret features of standard functions 8.5 Apply the connection between a function and its inverse, • Write Path and Write Path II Mathematics between right triangle trigonometry and circular functions AVID Program Content and Performance Standards 11
  • 20. A Using the AVID Curriculum s the AVID program continues to grow and develop throughout the world, AVID Center is proud to announce new features that will strengthen the performances of our students and facilitate the development of distinguished AVID programs. Since the initial widespread dissemination of AVID in 1986, rigorous standards, accountability, and a “cutting edge” curriculum have been integral parts of our efforts. AVID schools were provided materials—including curriculum, handbooks, and supplementary materials—beginning in 1987. AVID coordinators have done an outstanding job of using the materials and implementing the AVID essentials. In 1996, AVID Center—with the invaluable assistance of many AVID coordinators/teachers—undertook the task of developing new instructional units that reach across the entire curriculum. We have reformatted the previous high school curriculum to create Implementation, Writing, College and Careers, Strategies for Success, Site Team, and Tutorial Sets, which may be ordered in boxed sets. An already fine curriculum will continually become more manageable for teachers and more accessible for students. The curriculum materials are put together in such a way that they will facilitate the management of time: • teacher editions of supplemental classroom materials • administrator and counselor guides • parent and tutor guides • Multi-Grade Level Portfolios and informational book Each of the curriculum sets is organized in a teacher-friendly way so that AVID teachers can efficiently make their way through each book, using the material most suited to their students‚ differing needs. Strategies for Success is organized in units wherein each chapter has a unit plan with differentiation for each grade level. College and Careers is organized by grade level. Each chapter is devoted to a different grade with each topic being developed as students progress from one grade to the next. Both Strategies for Success and College and Careers are for grades 6–12. Middle Level Writing is for grades 6–8 and High School Writing is designed for grades 9–12. Consequently, the materials are organized in such a way that experiencing the entire curriculum thoroughly will probably take all four years. Coordinators will, happily, be coordinating existing, highly organized, and extremely user-friendly materials. 12 Calendaring the AVID Curriculum: Middle Level
  • 21. Middle Level AVID Curriculum Library Implementation Set Implementation & Managing the AVID Program for Middle Level (1) Calendaring the AVID Curriculum (1) Organizing the AVID Student Binder - Teacher Guide (1) AVID Program Information Video (30 minutes) (1) Decades of Dreams Video (1) Wall of Fame Class Set (30 copies) & Study Guides (1 pkg. of 30) Middle Level Writing Set Middle Level Writing with Integrated Reading and Oral Language Teacher Guide (1) Middle Level Writing with Integrated Reading and Oral Language Student Guide (pkg. of 30) Strategies for Success Set Strategies for Success Teacher Guide (1) Strategies for Success Student Guide (pkg. of 30) AVID Family Workshops Grades 6–12 (1) AVID Family Workshops Grades 6–12 Transparencies on CD(1) College & Careers Set College and Careers Teacher Guide (1) College and Careers Student Guide (pkg. of 30) Tutorial Set AVID Tutorial Coordinator Guide (1) Tutorial College Student Guide (pkg. of 5) Algebra Tutorial California Edition or National Edition (1) Tutorial Tips from an AVID Teacher (1) AVID Tutorial Training Video (1) Schoolwide Set Administrator Guide (1) World Languages Supplement: Teacher Guide (1) Write Path Math Teacher (1) Write Path Math Student (1) & CD (1) Write Path English Teacher (1) Write Path English Student (1) & CD (1) Write Path Science Teacher (1) Write Path Science Student (1) & CD (1) Write Path English Language Learners Teacher Guide (1) Write Path English Language Learners Student Guide(1) & CD (1) Write Path History/Social Science Teacher Guide (1) Write Path History/Social Science Student Guide (1) & CD (1) AVID Program Content and Performance Standards 13
  • 22. “AVID revolutionizes the way teachers teach in public school.” —Scott Pelley, CBS 60 Minutes II 14
  • 23. AVID CALENDARS AVID Semester Planning Calendar for ___________________ to _______________________ Week of Monday Tuesday Wednesday Thursday Friday 15
  • 24. 16 Calendar for the Month of _________________________ Name___________________________ Course______________________ Teacher_________________________ Period_______________________ Monday Tuesday Wednesday Thursday Friday Saturday Sunday Calendaring the AVID Curriculum: Middle Level
  • 25. PLAN FOR GRADES 6–8 Sample Week in the AVID Elective Daily or Block Schedule MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY AVID Tutorials AVID Tutorials Binder Evaluation Curriculum Curriculum Field Trips Media Center Combination Combination Speakers for Block for Block Motivational Schedule Schedule Activities (within block) AVID Curriculum includes: • Note-taking • Strategies for Success • Higher-level thinking questions • College and Careers • WICR strategies • Writing Curriculum • Reflection and evaluation • Oral language/public speaking Motivational Activities include: • Note-taking practice • Speakers • Test preparation • Field trips • Research • Philosophical chairs/Socratic Seminar • WICR activities • Team building AVID Tutorials include: • Media Center/Career Center • Collaborative study groups • Other motivational activities that • Problem solving support AVID goals 17
  • 26. Suggested Order and Timeline for Introducing Ideas/Activities AVID Strategies for Success, Grades 6–12 (SS) AVID College and Careers, Grades 6–12 (CC) AVID Middle Level Writing With Integrated Reading and Oral Language (MLWC) Organizing the AVID Student Binder (OSB) Grade 6 Week 1 Introduce AVID Binder Unit 2 (SS), Unit 1 (OSB) Weeks 1–36 Team Building Unit 6 (SS) Classroom Interaction Unit 5 (SS) Week 2 Introduce Cornell Notes Unit 3 (SS), Unit 2 (OSB) Introduce Learning Logs Unit 4 (SS), Unit 2 (OSB) Introduce Tutorials Unit 8 (SS) Weeks 3–4 Self Awareness Units 5, 6, and 10 (SS), Unit 1 (CC) Various Writing Units Units 1–8 (MLWC) Weeks 3–36 Test Taking Unit 13 (SS) Weeks 5–6 Time Management Unit 7 (SS) Week 7 Goal Setting Unit 9 (SS) Week 8–36 Public Speaking Unit 14 (SS), Oral Language Unit (MLWC) Week 9 Introduce Six-year Plan Unit 1 (CC) Grade 7 Week 1 Introduce/Review AVID Binder Unit 2 (SS), Unit 1 (OSB) Weeks 1–36 Team Building Unit 6 (SS) Classroom Interaction Unit 5 (SS) Week 2 Introduce/Review Cornell Notes Unit 3 (SS), Unit 2 (OSB) Introduce/Review Learning Logs Unit 4 (SS), Unit 2 (OSB) Introduce/Review Tutorials Unit 8 (SS) Weeks 3–4 Self Awareness Units 5, 6, and 10 (SS), Unit 1 (CC) Various Writing Units Units 1–8 (MLWC) Weeks 3–36 Test Taking Unit 13 (SS) Weeks 5–6 Time Management Unit 7 (SS) Week 7 Goal Setting Unit 9 (SS) Week 8–36 Philosophical Chairs Unit 14 (SS), Unit 12 (MLWC) 18 Calendaring the AVID Curriculum: Middle Level
  • 27. Week 9 Introduce/Continue Six-year Plan Unit 1 (CC) For sixth and seventh graders the change from elementary school to middle school is huge. As the AVID elective teacher be mindful of how your students will feel during this big change. They will especially need your help keeping up with many classes and many teachers, compared to having only one class and one teacher in elementary school. Time management and note-taking may be challenging for them in the beginning. Be patient and practice with them. You will see results. Grade 8 Week 1 Review AVID Binder Unit 2 (SS), , Unit 1 (OSB) Weeks1–36 Team Building Unit 6 (SS) Classroom Interaction Unit 5 (SS) Week 2 Review Cornell Notes Unit 3 (SS), Unit 2 (OSB) Review Learning Logs Unit 4 (SS), Unit 2 (OSB) Review Tutorials Unit 8 (SS) Weeks 3–4 Self Awareness Units 5, 6, and 10 (SS), Unit 2 (CC) Various Writing Units Units 1–8 (MLWC) Weeks 3–36 Test Taking Unit 13 (SS) Weeks 5–6 Time Management Unit 7 (SS) Week 7 Goal Setting Unit 9 (SS) Weeks 8–36 Philosophical Chairs/Socratic Seminar Unit 14 (SS), Unit 12 (MLWC) Week 9 Continue Six-year Plan Unit 1 (CC) Throughout eighth grade students will refine the basics of AVID in preparation for high school rigor. Second semester should focus on the transition from middle school to high school as students choose their classes and update their personal and academic goals. By the end of the year you might have students think about how they will become involved in their high school community by exposing them to different extracurricular activities available to high school students. Plan for Grades 6–8 19
  • 28. “AVID has become one of the key leverage points for Poway Unified School District [in San Diego County] as we move toward having all of our students college- ready. As a district, we are committed to providing an academic and well-rounded educational experience that supports all students obtaining the skills that will allow them to pursue a college education. AVID strategies, both within the individual classroom and schoolwide, have been key to our progress.” —Dr. Donald A. Phillips, Superintendent, Poway Unified School District, California 20
  • 29. DAILY PLANNING GUIDE Notes Monthly Activities 1. Make calls to families of AVID students. 2. Send messages to teachers of AVID students. 3. Conference with students. First Month (September) Organizational Responsibilities 1. Check AVID budget and plan monthly expenditures so that budget will last throughout the year. 2. Have classroom telephone and Internet installed, if not already done. 3. Prepare AVID binders for students’ first day of school. (See Strategies for Success.) 4. Collect appropriate classroom materials. 5. Hire, process, and train tutors. 6. Establish a weekly schedule to meet with tutors regarding instructional responsibilities, review of students’ progress and tutor concerns. 7. Establish tutor guidelines (i.e., dress, conduct, etc.) and communicate those expectations clearly. 8. Make certain that tutors register for and attend all tutor training sessions provided by district or county offices of education. Consider paying tutors an hourly wage for such training. Coordinators/teachers may also benefit from attending. 9. Provide information about the AVID Program for the faculty; then include how and when faculty may most conveniently reach you to discuss students’ progress. Ask them to refer new students for AVID throughout the year. 10. Arrange for classroom speakers. 11. Contact AVID coordinators/teachers at area high schools. Schedule field trips to the high schools for the year. 12. Plan a first semester field trip to an area college, museum, theater production or place of historical interest. Involve tutors in the planning. 13. Begin raising money for field trips, if necessary. Consider establishing an AVID Club on campus. 21
  • 30. Notes 14. Send an introductory letter to AVID parents. (See “Parent Letter” in IMAP, and ask for volunteers willing to serve on the Parent Advisory Board.) 15. Plan annual AVID Parent night to be held in September or early October. This may be in conjunction with “Back-to-School Night.” First Month Activities 1. Provide a workshop for faculty and staff explaining the AVID Program; this may be on the agenda for the pre-school teachers’ meetings. Distribute AVID Alert and AVID Good News. 2. Hold annual AVID Parent Night this month or early next month. 3. Attend all coordinator staff development meetings provided by district or county offices of education. 4. Determine AVID portfolio contents. (See Portfolio Unit in Strategies for Success.) 5. Be sure to duplicate reproducible calendars and binder grading sheets from Strategies for Success. Week 1 Materials AVID Strategies for Success, Organizing the AVID Student Binder, College and Careers, weekly student calendars, student binders, notebook dividers. Monday • Introduce yourself and tell why you are involved in the AVID Program. • Introduce AVID to the class (brief overview). • Review expectations and focus on the honor of their selection. • Display the overhead: “A Week in the AVID Elective.” • Distribute weekly calendars and prepare students for the week. Tuesday • Revisit weekly calendars. • Introduce students to Strategies for Success. • Complete Activity—”People Bingo,” or Activity—”Party Mixer,” Strategies for Success. • Experienced students should pair up with new students. Wednesday • Revisit weekly calendars. • Help the students set up their notebooks according to “The AVID Binder Unit Plan,” Strategies for Success. 22 Calendaring the AVID Curriculum: Middle Level
  • 31. Notes Thursday • Revisit weekly calendars. • Revisit binder expectations. • Complete the following activity from Strategies for Success: “What it Takes to Make Me Feel Comfortable Here.” Friday • Introduce tutors to the students. • Check the binders informally—tutors can assist and make suggestions. • Experienced students should model their organized binders. • Have your first guest speaker, or complete the Activity: “Milestones in My Life,” College and Careers. Week 2 Materials AVID Strategies for Success and Organizing the AVID Student Binder, weekly student calendars. Tutor Training Guide, video: “The AVID Tutorial.” Monday • Distribute weekly calendars. • Review binder expectations. • Begin to teach the chapter, “Cornell Notes,” Strategies for Success and Organizing the AVID Student Binder. • Practice one page of notes. Collect and return with comments. Tuesday • Discuss tutorial procedures and the tutors’ roles. Tutors may share in the presentation. • Show the video: “The AVID Tutorial.” • Review expectations of tutorial sessions. Wednesday • Revisit weekly calendars. • Continue teaching “AVID Note-taking,” Strategies for Success and Organizing the AVID Student Binder. • Practice one page of notes with lecture or any textbook. Share notes in multi-level groups and give positive feedback. Students keep in AVID section of binder. Thursday • Introduce Tutorial Request Form and Tutorial Log, Strategies for Success. Tutors may help you present the material. • Introduce the AVID Tutorial Student Guide. • Make certain students are prepared for your first tutorial, which will be next week. Daily Planning Guide 23
  • 32. Notes Friday • In small groups with tutors facilitating, complete an informal binder check for notes, calendars and organization. • Tutors can introduce the binder check grading sheet from “AVID Binder,” Strategies for Success and Organizing the AVID Student Binder, which will be used next week. Week 3 Materials AVID Strategies for Success and Organizing the AVID Student Binder, weekly student calendars, Tutorial Request forms, Tutorial Log forms, and Binder Check forms. Monday • Distribute weekly calendars. • Review the binder check procedures, which will take place on Friday. • Encourage students to begin taking notes in subject area classes. • Discuss how the students will participate in tutorial groups this week, Strategies for Success. • Students can write a reflection showing their understanding. Share. Tuesday • Students will participate in their first AVID tutorial, using Tutorial Request forms and Tutorial Log forms. • Make sure students are taking notes during the tutorials. • Debrief the tutorial session at the end of the class, using tutor and student input. Wednesday • Revisit weekly calendars. • Continue working on note-taking skills, using lessons in Strategies for Success. • Eighth grade students should apply for the PSAT® exam. • Write thank-you notes to guest speaker, if needed. Thursday • Students will participate in their second AVID tutorial, using Tutorial Request and Tutorial Log forms. • Monitor student note-taking during the tutorials. • Debrief. • Remind students that binders will be checked tomorrow. Friday • All students will have their binders checked today by the tutors. • During the binder checks, lead students through the activity, “My Accomplishments,” College and Careers, or enjoy a guest speaker. 24 Calendaring the AVID Curriculum: Middle Level
  • 33. Notes • Make certain eighth grade students have applied for the PSAT® exam. Week 4 Materials Middle Level Writing With Integrated Reading and Oral Language, Strategies for Success, Binder Check forms. Monday • Distribute weekly calendars. • Introduce students to the Middle Level Writing With Integrated Reading and Oral Language (MLWC). • Select an introductory writing unit for all students (plan on using 3–4 weeks of AVID curriculum days to complete the unit). Tuesday • Students participate in AVID tutorials, using Tutorial Request and Tutorial Log forms. • Monitor student note-taking during tutorials. • Use this time to meet with students individually, if needed. Wednesday • Revisit weekly calendars. • Continue working on the writing to learn unit from Middle Level Writing With Integrated Reading and Oral Language (MLWC). • Students can work individually, or can be placed in writing groups during the unit. Thursday • Students participate in AVID tutorials, using Tutorial Request and Tutorial Log forms. • Monitor note-taking. • Debrief to discuss the tutorial sessions. • Remind students about tomorrow’s binder check. Friday • Students will have binders checked today. • Enjoy a guest speaker while students take notes, or complete the activity, “Tower Building,” Strategies for Success. Materials Note: Now that your students are ready for the regular AVID week, always have the following materials prepared: weekly calendars, Tutorial Request forms, Tutorial Log forms, and Binder Check forms. Daily Planning Guide 25
  • 34. Notes Second Month (October) Organizational Responsibilities 1. Continue fund raising for field trips, if necessary. 2. Complete a grade check on students. 3. Make certain that all eighth grade students are registered for the PSAT® exam in October. 4. Organize the first site team meeting to discuss working with AVID students. writing as a tool of learning and using classroom tutors. Often this is an after-school event, during which students attend to discuss their learning progress. 5. Make certain that all eighth grade students take the PSAT® exam. Second Month Activities 1. Hold annual AVID Parents’ Night, if not done in September. 2. Usually a field trip to an area high school, college campus or cultural event takes place in October. Week 5 Materials Middle Level Writing With Integrated Reading and Oral Language, Strategies for Success Monday • Distribute weekly calendars. • Begin working on the writing process from the MLWC. • Remind students to continue note-taking in subject area classes. Tuesday • Students participate in AVID tutorials, using Tutorial Request and Tutorial Log forms. • Monitor tutorial groups closely. • Use this time to meet or work with students individually, if needed. Wednesday • Revisit weekly calendars. • Continue working on the writing process unit from the MLWC. • Write thank-you notes to guest speakers, if needed. Thursday • Students participate in AVID tutorials, using Tutorial Request and Tutorial Log forms. 26 Calendaring the AVID Curriculum: Middle Level
  • 35. Notes • Debrief to discuss the tutorial sessions. • Remind students about tomorrow’s binder check. Friday • Students will have their binders checked today. • Enjoy a guest speaker during the binder check, or complete activity “Owning My Feelings,” College and Careers. Week 6 Materials Middle Level Writing With Integrated Reading and Oral Language, Strategies for Success Monday • Distribute weekly calendars. • Continue working on the writing process unit from the MLWC. • Remind students to continue note-taking in subject area classes. Tuesday • Continue appropriate tutoring activities. • Stress tutorial groups for classes in which grades are lowest. • Continue to pull out individuals for counseling, as needed. Wednesday • Continue working on the writing process unit from the MLWC. Plan to finalize the unit next week. • Write thank-you notes to guest speakers, if needed. Thursday • Continue appropriate tutoring activities. • Stress tutorial groups for classes in which grades are lowest. • Continue to pull out individuals for counseling, as needed. Friday • Tutors can conduct the binder check while students listen to a guest speaker and take notes, or complete the activity “I Made a Mistake,” College and Careers. Daily Planning Guide 27
  • 36. Notes Week 7 Materials Middle Level Writing With Integrated Reading and Oral Language, Strategies for Success Monday • Distribute weekly calendars. • Begin the paragraph writing unit from the MLWC. • As students near the writing of the final draft. suggest places within the school where they can type and print out their papers. Tuesday • Continue appropriate tutoring activities. • Pull out individuals for counseling, as needed. • Remind students to continue note-taking in subject area classes throughout the week. Wednesday • Continue the paragraph writing unit from MLWC. Thursday • Continue appropriate tutoring activities • Counsel individuals one-on-one, as needed. • Remind students about tomorrow’s binder check. Friday • During the binder check, organize the fall field trip. Set expectations and role play. • Finalize fund raising efforts. • Consider completing an oral language activity from the MLWC, Oral Language. Week 8 Materials AVID Strategies for Success Monday • Distribute weekly calendars. • At this time, it would be appropriate to review AVID tutorial procedures. • Continue the paragraph writing unit in MLWC. • Students may write a reflection to evaluate their participation so far this year. Tuesday • Continue appropriate tutoring activities. • Pull out individuals for counseling, as needed. 28 Calendaring the AVID Curriculum: Middle Level
  • 37. Notes • Debrief the tutorial session to strengthen Monday’s tutorial review. Wednesday • Review the paragraph writing unit in MLWC. • Remind students to continue note-taking in subject area classes throughout the week. Thursday • Continue appropriate tutoring activities. • Pull out individuals for counseling, as needed. • Debrief the tutorial session to strengthen Monday’s tutorial review. Friday • All student binders will be checked by tutors. • This may be your fall field trip day—or—arrange students in a circle and have them share one academic and one personal accomplishment this week. • Discuss academic progress and problem-solve, as necessary. Note: Occasionally you will need to devote a week of curriculum days to the review of AVID basics—namely, AVID note-taking skills and effective tutorials. Week 8 focuses on these basics, but feel free to review them earlier in the year if you feel it is necessary. Daily Planning Guide 29
  • 38. Notes Third Month (November) Organizational Responsibilities 1. Complete a grade check on students. Use AVID Good News and AVID Alert forms. 2. Send a second letter to AVID parents, including individual student’s progress and AVID Program activities. Activities 1. Meet with the AVID site team. Together, organize a staff inservice to be presented by the end of the month. Week 9 Materials Middle Level Writing With Integrated Reading and Oral Language, Strategies for Success. Monday • Distribute weekly calendars. • Select a reading lesson for this week from MLWC. Tuesday • Continue appropriate tutoring activities, counseling students individually, as needed. • Debrief the tutorial session to strengthen the effectiveness of tutorials. Wednesday • Continue Monday’s reading lesson and plan to complete the lesson today. • Remind students to continue note-taking in subject area classes throughout the week. Thursday • Continue appropriate tutoring activities, counseling students individually, as needed. • Debrief the tutorial session to strengthen the effectiveness of tutorials. Friday • All student binders will be checked by tutors. • Enjoy a guest speaker or complete the activity “Getting to Know You,” and/or “One- One-Two Minute Pair Share,” Strategies for Success. Week 10 Materials Middle Level Writing With Integrated Reading and Oral Language, Write Path Math, Strategies for Success. 30 Calendaring the AVID Curriculum: Middle Level
  • 39. Notes Monday • Distribute weekly calendars. • Select a math lesson for this week from Write Path Math. • Discuss effective note-taking strategies in math classes. Tuesday • Continue appropriate tutoring activities. counseling students individually. as needed. Wednesday • Continue Monday’s math lesson and plan to complete the lesson today. • Discuss the continuation of note-taking in subject area classes, focusing on math. Thursday • Continue appropriate tutorials, counseling individual students as needed. • Make certain students are prepared for Friday’s binder check. Friday • All student binders will be checked by tutors. • Enjoy a guest speaker or complete the activity “Learning Styles Survey,” Strategies for Success. • Write thank-you notes to guest speakers, as needed. Week 11 Materials Strategies for Success Monday • Distribute weekly calendars. • This might be a good time to work on test-taking skills from Strategies for Success. • Begin essay unit in MLWC. Tuesday • Continue appropriate tutoring activities, counseling individual students as needed. Wednesday • Continue working on test-taking skills from Strategies for Success. • Continue essay unit in MLWC. • Stress the importance of effective note-taking in subject area classes. • Write thank-you notes to guest speakers, if needed. Thursday • Continue appropriate tutorials, counseling individual students as needed. • Make certain binders are prepared for Friday’s binder check. Daily Planning Guide 31
  • 40. Notes Friday • During the binder check, organize a December holiday outreach activity, a field trip—or—complete the activity “Conflict Management,” Strategies for Success. Week 12 Materials Middle Level Writing With Integrated Reading and Oral Language, Strategies for Success Monday • Distribute weekly calendars. • Organize students into collaborative writing groups for the narrative mode unit. • Begin unit following the directions in MLWC. Plan on three weeks for the unit. Tuesday • Continue appropriate tutorials, counseling individual students as needed. Wednesday • Continue working on narrative writing MLWC. • Revisit weekly calendars—focus on tests and projects due. Thursday • Continue appropriate tutorials and counseling activities. • Make certain students are prepared for Friday’s binder check. Friday • During the binder check, it might be enjoyable to complete and activity from the MLWC, Oral Language, or Strategies for Success, Public Speaking Unit. 32 Calendaring the AVID Curriculum: Middle Level
  • 41. Notes Fourth Month (December) Organizational Responsibilities 1. PSAT® results arrive in the counseling office for the eighth grade students. Obtain copies of exams and individual results to share with your students. Activities 1. Hold meeting of Parents’Advisory Board. 2. You may wish to do an AVID holiday outreach activity, e.g., letters to shut-in’s, food baskets. Week 13 Materials Middle Level Writing With Integrated Reading and Oral Language, Strategies for Success Monday • Distribute weekly calendars. • Continue working on narrative writing (MLWC). Tuesday • Review test-taking skills to help students prepare for tests given before the winter break. • Continue appropriate tutorials and counseling activities. Wednesday • Revisit weekly calendars-focus on tests and projects due. • Continue working on narrative writing (MLWC). Thursday • Review test-taking skills to help students prepare for tests given before the winter break. • Continue appropriate tutorials and counseling activities. • Make certain students are prepared for Friday’s binder check. Friday • During the binder check, students could be planning holiday outreach activities— or—complete the activity “Understanding My Behavior in Controversial Situations,” Strategies for Success. Daily Planning Guide 33
  • 42. Notes Week 14 Materials Middle Level Writing With Integrated Reading and Oral Language Monday • Distribute weekly calendars—focus on tests and projects due. • Students should be completing the narrative writing (MLWC) as they continue working on essay units. Tuesday • Review test-taking skills to help students prepare for tests given before the winter break. • Continue appropriate tutorials and counseling activities. Wednesday • As students work on final narrative drafts from the MLWC, suggest places within the school where they can type and print out their papers. • Plan to collect essays this week. • After essays are graded, place them in informal portfolios. Later, students will select representative work to create the AVID Middle Level Portfolio. Thursday • Continue appropriate tutorials and counseling activities. Friday • During the binder check, share final essay drafts in groups, as a whole class or in a read-around for final feedback—or—continue seasonal outreach activities. 34 Calendaring the AVID Curriculum: Middle Level
  • 43. Notes Fifth Month (January) Organizational Responsibilities 1. Continue to monitor students’ academic progress. Use AVID Good News and AVID Alert forms and assign tutors to work with students having difficulties. Activities 1. Meet with the AVID site team to review progress on the site plan. 2. Present AVID information at a faculty meeting. Suggested topics are AVID curriculum, using tutors in the classroom and upcoming recruitment of new AVID students. Distribute AVID Alert forms and AVID Good News forms. Week 15 Materials Strategies for Success Monday • Distribute weekly calendars. • Follow Goal Setting Unit Plan according to grade-level guidelines in Strategies for Success. • Remind students to continue taking notes in subject area classes. Tuesday • Review effective tutorial activities • Continue appropriate tutorials and counsel with individuals, as needed. Wednesday • Revisit weekly calendars. • Continue Goal Setting Unit Thursday • Continue appropriate tutorials and counsel with individuals, as needed. • If necessary, debrief the tutorial session. • Make certain students are prepared for Friday’s binder check. Friday • During the binder check, continue Goal Setting Unit, or enjoy a guest speaker. Daily Planning Guide 35
  • 44. Notes Week 16 Materials Strategies for Success, College and Careers Monday • Distribute weekly calendars. • Introduce “The Value of a High School Education,” College and Careers • Continue daily note-taking in subject area classes. Tuesday • Continue appropriate tutorial activities. Wednesday • Revisit weekly calendars. • Continue “The Value of a High School Education.” Thursday • Continue appropriate tutorial activities. • Make certain students are prepared for Friday’s binder check. Friday • During the binder check, consider a panel presentation with college students—or complete “The Value of a High School Education.” Week 17 Materials Middle Level Writing With Integrated Reading and Oral Language, Strategies for Success, College and Careers Monday • Distribute weekly calendars. • Select a reading lesson for this week from MLWC. • Continue daily note-taking in subject area classes. Tuesday • Tutorial should be focusing students towards semester unit tests and/or quizzes. Wednesday • Revisit weekly calendars. • Continue and complete Monday’s reading lesson. • Write thank-you notes to guest speakers, if needed. Thursday • Tutorials should be focusing students towards semester unit tests and/or quizzes. 36 Calendaring the AVID Curriculum: Middle Level
  • 45. Notes • Make certain students are prepared for Friday’s binder check. Friday • During the binder check, complete the activities “Positive Self-Talk” and “My Declaration of My Identity,” College and Careers. Week 18 Materials Middle Level Writing With Integrated Reading and Oral Language, Write Path Math Monday • Distribute weekly calendars. • Select a math lesson from Write Path Math. • Discuss effective note-taking in math classes. Tuesday • Continue to focus tutorials toward semester unit tests and/or quizzes. Wednesday • Revisit weekly calendars. • Continue and complete Monday’s math lesson. • AVID exam/timed essay—or—complete an activity from the MLWC. Thursday • Continue to focus tutorials toward semester unit tests and/or quizzes. • Work on preparing students for the end-of-semester binder check and/or AVID exam. Friday • End-of-semester binder check. • AVID exam/essay—or—complete an activity from the MLWC. Daily Planning Guide 37
  • 46. Notes The Beginning of Second Semester Sixth Month (February) 1. Send third letter to parents, citing individual student’s semester progress in case grade reports “didn’t make it home.” Include an “Unsatisfactory Grade Letter” to parents of students who earned D’s or F’s first semester. 2. Begin recruitment process for next fall’s incoming class. 3. High school registration usually occurs in March or April. You may want to schedule a visit to an area high school AVID class for the eighth graders, or invite a speaker from the high school to prepare them for registration. Activities 1. Plan a field trip to an area high school or college campus. 2. Hold meeting of the Parents’Advisory Board. Week 1 Materials Video: “The AVID Tutorial,” Middle Level Writing With Integrated Reading and Oral Language, Strategies for Success Monday • Distribute weekly calendars and discuss time management. • Prepare binders for the new semester by cleaning them out, saving most notes and materials. • Review and revise goals for the semester. month and week. These should be written and saved in the AVID section of the binder. • Consider using the Time Management Unit: “Time Management Questionnaire” or “Barriers and Solutions to Using Time Effectively,” Strategies for Success. Tuesday • Conduct a whole-class meeting, focusing on effective tutorials. • Tutors should be involved. • Consider showing parts of the video “The AVID Tutorial.” • Students should write a reflection evaluating their learning in past tutorials and explaining how their participation will improve—share aloud. Wednesday • Begin writing to inform from MLWC, which will move the students through all steps of the writing process. 38 Calendaring the AVID Curriculum: Middle Level
  • 47. Notes • Consider teaching the unit, “The Family,” as different lessons are provided for sixth, seventh and eighth graders. Thursday • Begin second semester tutorials. • Be sure that all binders are neatly set up for second semester before Friday’s binder check. Friday • During the binder check, complete the “Time Log Reflection,” Strategies for Success. Note: Now that you are comfortable with the AVID weekly schedule, continue organizing your weeks according to the suggested format. Feel free to creatively personalize and enrich the existing curriculum. Be sure to take notes in the areas provided as you make adjustments; record your experiences and successes. Week 2 Materials Middle Level Writing With Integrated Reading and Oral Language, Strategies for Success Monday • Weekly calendars. • Continue writing to inform unit. • Remind students to take notes in subject area classes throughout the week. Tuesday • Continue appropriate tutorials, counseling with students individually, as needed. • Be sure to address the needs of the students who received the lowest grades at the semester grading period. Wednesday • Continue working on the essay unit in MLWC. Thursday • Continue appropriate tutorials, counseling with students individually, as needed. • Make certain students are prepared for Friday’s binder check. Daily Planning Guide 39
  • 48. Notes Friday • During the binder check, complete the activity “Calculating my GPA,” College and Careers and/or “Learning Log,” Strategies for Success. Week 3 Materials Middle Level Writing With Integrated Reading and Oral Language Monday • Weekly calendars. • Continue writing to inform unit in MLWC. • Remind students to take notes in subject area classes throughout the week. Tuesday • Continue appropriate tutorials, counseling with students individually as needed. • Be sure to address the needs of the students who received the lowest grades at the semester grading period. Wednesday • Continue writing to inform. Thursday • Continue appropriate tutoring activities. • Make certain students are prepared for Friday’s binder check. Friday • During the binder check, students might enjoy a speaker from a nearby high school, as eighth grade students will be registering next month. Week 4 Materials Middle Level Writing With Integrated Reading and Oral Language, Strategies for Success Monday • Weekly calendars. • Continue writing to inform. • Write thank-you notes to guest speakers, if needed. Tuesday • Continue appropriate tutoring activities. Wednesday • Continue writing to inform. • Plan on completing the final stages of the writing process next week. Thursday • Continue appropriate tutoring activities. • Prepare for Friday’s binder check. Friday • During the binder check, introduce the Public Speaking Unit, Strategies for Success. (Modify by grade level.) 40 Calendaring the AVID Curriculum: Middle Level
  • 49. Notes Seventh Month (March) Organizational Responsibilities 1. Continue with recruitment of new students. This should be completed by the end of the month. Activities 1. Take spring cultural field trip during this month. 2. Organize a faculty workshop. Suggested topics include Writing-to-Learn activities, information about the AVID site team and registration for the AVID Summer Institute. Week 5 Materials Middle Level Writing With Integrated Reading and Oral Language Monday • Weekly calendars. • Begin writing to inform final drafts. • Suggest places within the school where students can type or print out their final drafts this week. Tuesday • Continue appropriate tutoring activities. Wednesday • As students work on final essay drafts, plan to share or publish by Friday. • After essays are graded, place them in informal portfolios. • Later, students will select representative work to create the AVID Middle Level Portfolio. Thursday • Continue appropriate tutoring activities. • Prepare for Friday’s binder check. Friday • During the binder check, share final drafts in groups. as a whole class, in a read- around or publish in small booklets for positive feedback. • Continue public speaking unit. Daily Planning Guide 41
  • 50. Notes Week 6 Materials Middle Level Writing With Integrated Reading and Oral Language, Write Path Math Monday • Weekly calendars. • Select a math lesson for Monday and Wednesday from Write Path Math. • Review effective note-taking strategies in math classes. Tuesday • Continue appropriate tutoring activities. Wednesday • Continue and complete Monday’s math lesson. • Review effective note-taking strategies in math classes. Thursday • Continue appropriate tutoring activities. • Prepare for Friday’s binder check. Friday • During the binder check, continue public speaking unit. Week 7 Materials Strategies for Success Monday • Weekly calendars. • Review note-taking skills, using lessons in Strategies for Success. • Discuss and problem-solve note-taking strategies that are useful in a variety of classroom situations. Tuesday • Continue appropriate tutoring activities. Wednesday • Discuss and problem-solve note-taking strategies that are useful in a variety of classroom situations. • You might want to practice writing a page of notes using a textbook, newspaper article, novel or with a brief lecture. • Share practice notes in groups and choose the best pages for whole class examples. • Continue public speaking unit 42 Calendaring the AVID Curriculum: Middle Level
  • 51. Notes Thursday • Continue appropriate tutoring activities. • Prepare for Friday’s binder check. Friday • During the binder check, you might want to prepare for a spring cultural field trip to be taken next week, or enjoy a guest speaker. • Finish public speaking unit. Note: Occasionally, you will need to devote a week of curriculum days to review a specific AVID skill. This is a sample of a week of note-taking practice, but you will have to assess your own students to decide which basics they may need to practice. Week 8 Materials Middle Level Writing With Integrated Reading and Oral Language Monday • Weekly calendars. • Select a reading lesson for Monday and Wednesday from MLWC. • Review note-taking strategies which will reinforce reading skills. Tuesday • Continue appropriate tutoring activities. Wednesday • Continue and complete this week’s reading lesson. • Review and discuss note-taking strategies which will reinforce reading skills. • Write thank-you notes to guest speakers, if needed. Thursday • Continue appropriate tutoring activities. • Prepare for Friday’s binder check. Friday • All binders will be checked by tutors. • Perhaps this is the day you will take the spring cultural field trip. • Complete the activity “Post-Secondary Options,” College and Careers. Daily Planning Guide 43
  • 52. Notes Eighth Month (April) Organizational Responsibilities 1. Continue to monitor students’ third quarter grades. 2. Continue to keep parents informed, detailing students’ progress and program activities. Activities 1. After recruitment has been completed, have incoming AVID students shadow middle school AVID students. 2. Hold meeting of Parents’Advisory Board, including program evaluation. 3. Begin planning an end-of-year event. Week 9 Materials Middle Level Writing With Integrated Reading and Oral Language, Strategies for Success, College and Careers Monday • Weekly calendars. • Plan a timed writing for Wednesday by reviewing successful timed-writing strategies. Explain how timed-writing samples are used for college entrance exams and contests, College and Careers. See Writing for Tests, MLWC. Tuesday • Continue appropriate tutoring activities while focusing on students trying to bring up low grades. Wednesday • Work on writing for tests from the Middle Level Writing With Integrated Reading and Oral Language. Allow students one class period. • After essays are graded. place them in informal portfolios. Later, students will select representative work to create the AVID Middle Level Portfolio. Thursday • Continue appropriate tutoring activities. • Prepare for Friday’s binder check. Friday • During the binder check, continue “Post-Secondary Options,” College and Careers. 44 Calendaring the AVID Curriculum: Middle Level
  • 53. Notes Week 10 Materials Write Path Math, Strategies for Success Monday • Weekly calendars. • Select a math lesson for Monday and Wednesday from Write Path Math. • Continue to stress quality note-taking in all subject area classes. Tuesday • Continue appropriate tutoring activities. Wednesday • Continue and complete this week’s math lesson. Thursday • Continue appropriate tutoring activities. • Prepare for Friday’s binder check. Friday • During the binder check, continue “Post-Secondary Options,” College and Careers. Week 11 Materials Middle Level Writing With Integrated Reading and Oral Language, Strategies for Success Monday • Weekly calendars. • Select a reading lesson for Monday and Wednesday from MLWC. Tuesday • Continue appropriate tutoring activities, focusing on students trying to bring up low grades. Wednesday • Continue and complete this week’s reading lesson. • Review and discuss note-taking strategies which will reinforce reading skills. Thursday • Continue appropriate tutoring activities. • Prepare for Friday’s binder check. Friday • During the binder check, continue “Post-Secondary Options,” College and Careers. Daily Planning Guide 45
  • 54. Notes Week 12 Materials Middle Level Writing With Integrated Reading and Oral Language Monday • Weekly calendars. • Begin persuasive essay unit from MLWC. Tuesday • Continue appropriate tutoring activities. Wednesday • Continue working on the persuasive essay unit. Thursday • Continue appropriate tutoring activities. • Prepare for Friday’s binder check. Friday • During the binder check, continue to plan the day incoming students will shadow middle school AVID students. • Work on Six-Year Plan or Career Research, College and Careers. 46 Calendaring the AVID Curriculum: Middle Level
  • 55. Notes Ninth Month (May) 1. Continue to monitor students’ progress in all classes. Use AVID Good News and AVID Alert forms or progress reports. 2. Finalize plans for an end-of-year event and send invitations to school administration, faculty, parents and former students. 3. Begin AVID program evaluation. 4. Order supplies for next year. 5. Register AVID site team for the AVID Summer Institute. Activities 1. If a shadow day was not held for incoming AVID students, consider having a welcoming activity for them. This would be a good time for current students to share their enthusiasm for the program, as well as their personal accomplishments. 2. You may wish to make one last field trip. 3. Plan the faculty meeting to assess AVID program effectiveness. Week 13 Materials Middle Level Writing With Integrated Reading and Oral Language, Strategies for Success Monday • Weekly calendars. • Continue working on persuasive essays. • Continue to stress quality note-taking in all subject areas. Tuesday • Continue appropriate tutoring activities, and focus on students trying to bring up low grades. Wednesday • Continue working on persuasive essays. Thursday • Continue appropriate tutoring activities. • Prepare for Friday’s binder check. Friday • During the binder check, enjoy a guest speaker—or continue Six-Year Plan or Career Research, College and Careers. Daily Planning Guide 47
  • 56. Notes Week 14 Materials Middle Level Writing With Integrated Reading and Oral Language Monday • Weekly calendars. • Continue working on persuasive essays. • Write thank-you notes to guest speakers, if needed. Tuesday • Continue appropriate tutoring activities, and focus on students trying to bring up low grades. Wednesday • Continue working on persuasive essays. • Plan to complete the writing unit next week. Thursday • Continue tutorials. • Prepare for Friday’s binder check. Friday • During the binder check, continue Six-Year Plan or Career Research, College and Careers. Week 15 Materials Middle Level Writing With Integrated Reading and Oral Language Monday • Weekly calendars. • Finish persuasive essays. • Plan on completing the final stages of the writing process this week. Tuesday • Continue to focus on students trying to bring up low grades during the tutoring sessions. Wednesday • Complete and collect persuasive essay writing packets today. • Share selected papers and provide positive feedback. • After papers are graded, they will be placed in informal portfolios. 48 Calendaring the AVID Curriculum: Middle Level
  • 57. Notes Thursday • Continue tutorials. • Prepare for Friday’s binder check. Friday • During the binder check, finalize plans and review responsibilities for the end-of- year event. • Continue Six-Year Plan or Career Research, College and Careers. Week 16 Materials Strategies for Success, College and Careers Monday • Weekly calendars. • Review test-taking skills and study skills from Strategies for Success to prepare students for end-of-year tests. Tuesday • Focus tutorials toward semester unit tests and projects. Wednesday • Revisit weekly calendar and discuss importance of time management. • Continue to review test-taking and study skills from Strategies for Success to prepare students for end-of-year tests. Thursday • Continue to focus tutorials toward semester unit tests and projects. • Prepare for Friday’s binder check. Friday • This should be your final binder check for the year. • Students should organize binders to make studying more efficient. • During the binder check, consider completing the activity “Understanding and Transitioning to High School” or “Finding Your Way,” College and Careers. Daily Planning Guide 49
  • 58. Notes Tenth Month (June) Organizational Responsibilities 1. Finish program evaluation in time to share the results. 2. When semester grades become available, send “Unsatisfactory Grade Letters” to parents of students receiving semester D’s or F’s. And dismiss them from the AVID Program. 3. Request cumulative student records from the AVID counselor and set up student files, including those for incoming students. Be sure to include individual recruitment materials in this file. They are good baseline data for student’s progress within the AVID Program. 4. Contact tutor prospects regarding tutorial employment in the fall. Activities 1. Hold AVID Awards end-of-year event. Week 17 Materials Middle Level Writing With Integrated Reading and Oral Language, Middle Level Portfolio. Monday • Prepare Middle Level Portfolios. Thursday • Continue to focus tutorials toward semester unit tests and projects. Wednesday • Continue to prepare Multi-Grade-Level Portfolios. Thursday • Continue to focus tutorials toward semester unit tests and projects Friday • Tutors can assist you with portfolio conferences or with helping students prepare for portfolio presentations. 50 Calendaring the AVID Curriculum: Middle Level
  • 59. Notes Week 18 Materials none Monday • Continue with portfolio conferences or presentations. Tuesday • Continue to focus tutorials toward semester unit tests and projects. Wednesday • Continue portfolio conferences or presentations. Thursday • Complete portfolio conferences or presentations today with the tutors’ assistance. Friday • Consider having a breakfast or brunch to say farewell to the eighth grade AVID students. • Don’t forget to schedule them as guest speakers for next year. Congratulations on your successful completion of a year in AVID!! Daily Planning Guide 51
  • 60. “First, (AVID) creates a classroom environment where kids are encouraged to take learning seriously, and, secondly, to see themselves as scholars. I’d like to expand that notion beyond school, after school, at home. AVID also creates an environment for peer support, and for kids, that’s everything. If you can create an intellectual environment and peer support, it can have long-term effects.” —Dr. Pedro Noguera, Professor of Education, New York University 52