Avid Ml Calendaring

Calendaringthe AVIDCurriculum

Middle Level

I M P L E M E N T A T I O N

COPYRIGHT © 2007—AVID Center, San Diego, CaliforniaAll rights reserved.

CALENDARING THE AVIDCURRICULUM

MIDDLE LEVEL

“…what AVID shows is that high minorityachievement can be more ordinary when schools notonly insist on academic rigor, but also offer personalsupport. AVID offers a blueprint for this scaffolding.”

—Richard Rothstein, The New York Times

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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

TABLE OF CONTENTS

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“Advancement Via Individual Determination (AVID)gives students the vital resources and tools they need tosucceed. To measure the success of this program, youonly need to look at the students it has supported; theyare motivated and guided into higher learning.”

—Senator Christine Kehoe, District 39,California State Senate

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AVID ProgramContent and Performance Standards

AVID 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 AVIDprogram’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 oruniversity upon graduation from high school.

This document, which assigns AVID program content to specific grade levels, is advisory in nature because ofits use nationally and internationally. Each AVID site is unique. This uniqueness, naturally, also guides theassessment standards required for meeting the content standards at each site. Given the multiplicity of assessmenttools—those based on technology, those based on different modalities of learning, and the inestimable variationswithin all of the tools—AVID encourages each entity to stipulate its own specific levels of proficiency required forcontent standards assessment. At this time, each AVID student is expected to successfully meet the performancestandard objectives through their completion of the AVID curriculum activities. The ultimate accountability foreach AVID program is based upon the growing number of students eligible to attend a four-year college oruniversity. 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 andstandards on the good work of others which precedes this document: models from California, including San DiegoCounty Office of Education; the Education Round Table Standards for High School Graduates and ChallengeDistrict Standards; state standards from Arizona, Colorado, Delaware, New York, Massachusetts, Texas, Virginiaand Washington; local standards from Charlotte-Mecklenburg, North Carolina and Chicago; other standards andframeworks such as ACT’s nationalized standards for the Explore. PLAN, and ACT tests, The College Board’scontent and standards for Advanced Placement courses, Core Knowledge, the International BaccalaureateProgram, National Assessment of Educational Progress (NAEP), New Standards’, and TIMSS; and internationalmodels from Hungary, Japan, and Singapore.

The AVID program content and standards document will continue to reflect educational progress andassessment based accountability. AVID expects the very best of all students in order to raise the college-going rateregardless of socio-economic level and family academic background. With each year, the requirements for collegeadmission become more competitive; consequently, this document will continue to evolve as states and schooldistricts base accountability on content and performance standards.

At this time, students within the AVID program are individually and collaboratively assessed by theirproficiency in and completion of the following program content. The AVID Curriculum that supports thedevelopment of a standard of proficiency within each content area is also identified.

INTRODUCTION

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About This Guide

AVID coordinators/teachers can use the Calendaring the AVID Curriculum toorganize 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 forusing the AVID Middle Level Curriculum. Coordinators/teachers should feel free to varytheir use of the suggestions as appropriate for their students. There is more than enoughmaterial 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 usedwith which grade levels each year.

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Content Standard 1.0Students will develop strategies to identify and fulfill personal and academic goals.

Performance Standard ObjectivesThese performance standard objectives are based on thecollaborative input of AVID Coordinators/Teachers, AVIDSite Team subject-area teachers, and curriculum specialists.

Grades 6–8 Performance Standard Objectives 1.1 Make appropriate decisions

1.2 Set goals

Grade 9–10 Performance Standard Objectives1.1 Become aware of interests, talents, abilities1.2 Plan for ongoing personal and academic development1.3 Refine personal and academic goals

Grades 11–12 Performance Standard Objectives1.1 Refine goals based on interests, talents, and abilities1.2 Refine plans for ongoing personal and academic

development

AVID PROGRAM CONTENTAND PERFORMANCE STANDARDS

AVID CurriculumAn AVID student may be considered to have met aperformance standard objective for the AVID coursecontent upon the successful completion of theactivities designated within the AVID Curriculum.(All references are to coordinator editions.)

• College and Careers, Unit 1 Knowledge of Self,Unit 2 Student Responsibilities

• Strategies for Success, Unit 9 The GPAof Success;College and Careers, Unit 1 Six-Year Plan, Unit 2Updating Six-Year Plan, GPAGoal Setting

• College and Careers, Unit 3 Knowledge of Selfand Unit 4 All About Me

• Strategies for Success, Unit 9 The GPA ofSuccess; College and Careers, Unit 3 GoingBeyond the Classroom, Unit 4 MyAccomplishments, Making Good Decisions

• Strategies for Success, Unit 9 The GPA ofSuccess; College and Careers, Unit 1 GPA GoalSetting, Unit 3 Me Personally, Unit 4 Thinkingabout the Best College for You

• Strategies for Success, Unit 9 The GPA ofSuccess; College and Careers, Unit 5 MySummer Action Plan

• Strategies for Success, Unit 9 Visualizing YourGoal; College and Careers, Unit 5 11th gradeChecklist, Unit 6 Senior Year Checklist

2 Calendaring the AVID Curriculum: Middle Level

Content Standard 2.0Students will develop strategies to ensure academic success in core studies required for entrance to four-yearcolleges and universities.

Grades 6–8 Performance Standard Objectives2.1 Keep an organized and neat notebook divided by

subjects which includes a pocket for pens, pencils,highlighters, and other useful educational tools

2.2 Keep assignment calendars for each class which showwhen work is due, when work is finished and turned in,and the grade on each assignment

2.3 Develop note-taking skills in the Cornell Note-takingMethod for all academic classes to be used as the basisfor tutorials in AVID, review for tests, and support forassignments

2.4 Develop collaborative group study skills that are usefulduring tutorials and during the development of classprojects

2.5 Develop inquiry skills that help solve problems andanalyze issues in each subject area through theintroduction of the Socratic Seminar

2.6 Develop research skills, including the use oftechnology, for all academic classes

2.7 Develop test-taking skills for subject area classes andcollege admission tests

2.8 Develop oral language skills for personal use as well asfor specific class assignments

2.9 Develop listening skills that support interactions withothers in class discussion and group activities

2.10 Develop viewing skills to successfully analyze and learnfrom instructional films and computer-generated reportsand lessons

2.11 Develop portfolio collection and assessment skills thatwill culminate in a portfolio used by the student,parents, middle school teachers, and high schoolcounselors to insure placement in the most rigorouscurriculum at the high school level, to includeGATE/honors core classes, as well as collegepreparatory classes

• Strategies for Success, Unit 2 Binder Check-offSheet

• Strategies for Success, Unit 7 Calendars, Unit 9Goal Setting Unit Plan

• Strategies for Success, Unit 3 Cornell Note UnitPlan

• Strategies for Success, Unit 6 Team BuildingIdeas

• Strategies for Success, Unit 12 Grade LevelPlan; Write Path all subjects

• College and Careers, Unit 4 Guided InternetLesson

• Strategies for Success, Unit 13 Test Taking Tips

• Write Path English• Strategies for Success, Unit 14 Public Speaking

Unit Plan

• Strategies for Success, Unit 5 SuccessfulClassroom Interaction, Unit 6 Team BuildingIdeas, Unit 14 Public Speaking Unit Plan

• Strategies for Success, Unit 10 Learning StylesSurvey and Discussion

• Strategies for Success, Unit 17 PortfolioGuiding Questions

AVID Program Content and Performance Standards 3

Grades 9–12 Performance Standard Objectives2.1 Refine organization and neatness of notebook(s) so that

materials are easily accessible for group projects andstudying, tutorials, test reviews, as well as starting thewriting process for essay assignments

2.2 Refine the use of Assignment Calendars or Agendas inorder to manage academic endeavors, extra-curricularactivities, community service, and athletic activities, aswell as internships and jobs

2.3 Refine note-taking skills in the Cornell Note-takingMethod to a sophisticated level for all academic classes,especially honors and Advanced Placement classes orInternational Baccalaureate classes

2.4 Refine collaborative group study skills so that studentsare able to form groups independently for each coreclass

2.5 Refine inquiry skills so that students are able to leadSocratic Seminars, as well as be active participants inthem

2.6 Refine research skills, including the use of technology,for all academic classes.

2.7 Refine test-taking skills for core classes, PLAN, PSAT®,ACT, SAT®, and especially for essay test taking inpreparation for college final exams

2.8 Refine oral language skills that support leadership skillsfor extra-curricular activities, interview experiences forprojects and jobs, as well as community service

2.9 Refine portfolio collection and assessment skills inorder to be prepared to give the Senior Presentation onpersonal and academic growth within high school or aselected topic as a graduation requirement

2.10 Develop peer tutoring skills which enhanceunderstanding in the tutor and the tutored student andwhich prepare the student to be a tutor in college

• Strategies for Success, Unit 2 Binder ContentsCheck-off Sheet

• Organizing the AVID Student Binder, Unit 1General Binder Requirements

• Strategies for Success, Unit 7 Calendars, Unit 9The GPA of Success, Goal Setting Unit Plan

• Strategies for Success, Unit 3 The Cornell Note-taking System

• Organizing the AVID Student Binder, Unit 2Cornell Notes Samples

• Strategies for Success, Unit 5 SuccessfulClassroom Interaction, Unit 6 Team BuildingIdeas

• Implementing and Managing the AVID Program(IMAP)

• Write Path and Write Path II English• Strategies for Success, Unit 12 Socratic Seminar

Lesson Outline

• AVID Tutorial

• Strategies for Success, Unit 13 Test Taking Tips;College and Careers, Unit 5 PSAT®/SAT®,Preparing for College, Reasoning TestPreparation

• Strategies for Success, Unit 14 Public SpeakingUnit Plan

• Strategies for Success, Unit 17 PortfolioGuiding Questions

• AVID Tutorial


Content Standard 3.0Students will develop proficiency in “Writing to Learn” across the curriculum.

Grades 6–8 Performance Standard Objectives3.1 Develop understanding of the importance of writing

about what has happened in class lectures anddiscussions, study groups, and tutorials in order toreflect upon what students have learned every day inevery subject

3.2 Develop the ability to write neat and complete notes,summaries, and reflections in the following:• Learning Logs• Group Study Logs• Literature Logs• Summaries and Reflections on Lectures, Textual

Studies, and Films

Grades 9–12 Performance Standard Objectives3.1 Refine skills in writing to learn for continually more

rigorous college preparatory, honors, AdvancedPlacement, and International Baccalaureate corecurriculum and courses entered for career preparation

3.2 Realize the importance of practicing writing to learn inconceptual courses such as advanced math and science,as well as English and social science

• Strategies for Success, Unit 3 The Cornell Note-taking System, Unit 4 Learning Logs Questions;ML Writing Curriculum, Unit 1 Writing to Learn

• Strategies for Success, Unit 4, Learning LogQuestions; ML Writing Curriculum, Unit 1Writing to Learn

• Strategies for Success, Unit 3 Cornell Note-taking System, Unit 4 Learning Log Questions;HS Writing Curriculum, Unit 1 Writing to Learn

• Strategies for Success, Unit 3 Cornell Note-taking System, Unit 4 Learning Log Questions;HS Writing Curriculum, Unit 1 Writing to Learn;Write Path and Write Path II, all subjects


Content Standard 4.0Students will develop college awareness within a schoolwide, college-going culture so they have the opportunity tobe ready for the application process for a four-year college or university.

Grade 6–8 Performance Standard Objective4.1 Use skills of listening, note-taking, interviewing, and

discussing the topics introduced by guest speakersregarding career preparation and attendance at four-yearcolleges and universities

4.2 Use skills of listening, note-taking, interviewing, anddiscussing the subjects of field trips to universities andcolleges, and cultural events and places

4.3 Develop research skills specifically in the area ofgathering information regarding careers and four-yearcolleges and universities using technology

4.4 Develop vocabulary skills including those based onrecognition of basic roots, prefixes, and suffixes, foreventually practicing and taking college admission tests

4.5 Develop strengths in test taking that, especially in theareas of English, reading, science, reasoning and math,prepare for success on the career and collegeassessment, Explore (ACT)

4.6 Develop strength in test taking that strengthens theverbal and mathematical skills that are needed for thePSAT®.

Grades 9–12 Performance Standard Objectives 4.1 Continue to develop word attack skills by reviewing

roots, prefixes, and suffixes, and ACT and SAT® wordlists

4.2 Become proficient at understanding more complicatedand sophisticated vocabulary skills necessary to reading,writing, and test taking, such as those needed to analyzeanalogies

4.3 Prepare for and practice taking college admission tests9 Practice PLAN and PSAT®

10 Take PLAN and practice PSAT®

11 Fall—Take PSAT® and practice ACT11 Spring—Take ACT, and SAT®

• Strategies for Success, Unit 3 Cornell Note-taking System, Unit 4 Learning Log Questions,Unit 15 Guest Speaker Guide; College andCareers, Unit 1 Career Research, Unit 2Changing Careers, Ideal Career

• Strategies for Success, Unit 3 Cornell Note-taking System, Unit 4 Learning Log Questions,Unit 15 Guest Speaker Guide, Unit 16 CollegeVisit Questionaire; College and Careers, Unit 1Career Interview, College Letter Activity

• College and Careers, Unit 1 Career Awareness,College Plan Posters, College Letter, Unit 2Career Exploration

• ACT Explore and PSAT® preparation materials

• Write Path all subjects, ACT Explore and PSAT®

preparation materials

• Write Path Mathematics, English, ACT Exploreand PSAT® preparation materials

• ACT and SAT® preparation materials, Preparingfor College

• ACT and SAT® preparation materials; HSWriting Curriculum, Unit 4 Vocabulary FocusLessons

• Strategies for Success, Unit 13 Test Taking Tips;College and Careers, Units 3, 4, and 5 TestingInformation, Preparing for College


12 Fall—Take ACT, and/or SAT®, if necessary4.4 Continue enhancing those skills developed in subject

area core classes, especially in across the curriculumreading and vocabulary, that improve ability to besuccessful on college admission tests

4.5 Improve techniques for taking college admission testsduring lessons in specific test taking skills, especially onall segments of ACT and SAT® tests

4.6 Become proficient in Algebra I and II and Geometry, ata minimum, in order to perform successfully on mathportions of college admission tests

4.7 Become proficient in matching personal strengths tocollege and career choices to potential career choices tonarrow down college going options

4.8 Become proficient in compiling a neat and completecollege application

4.9 Write successful personal statements for specific collegeadmission essay prompts according to rubricsestablished in language arts classes and AVID WritingCurriculum

4.10 Assist parents in filling out financial aide forms forcollege

4.11 Research and apply for college scholarships

4.12 Decide on a college or university to attend and followthrough with the required paperwork:• 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

4.13 Become proficient in practicing, applying for, andtaking college placement tests

4.14 Become proficient in taking Advanced Placementand/or International Baccalaureate examinations whichare also used for college placement

• College and Careers, Units 3, 4, and 5 TestingInformation; HS Writing Curriculum, Unit 4 FocusLessons Write Path and Write Path II all subjects

• ACT and SAT® preparation materials• Write Path and Write Path II Mathematics

• ACT and SAT® preparation materials• Write Path and Write Path II Mathematics

• College and Careers, Units 3–5 CareerInformation; HS Writing Curriculum, Unit 6Career Research, Preparing for College

• College and Careers, Unit 5 Mock CommonApplication, Preparing for College

• HS Writing Curriculum, Unit 5 College Essay• College and Careers, Unit 5 Personal Statement

Essays, Preparing for College

• College and Careers, Unit 6 The Financial AidProcess, Preparing for College

• College and Careers, Unit 5 ScholarshipResearch

• College and Careers, Unit 6 Choosing a Collegeto Attend, Preparing for College

• College and Careers, Unit 5 SAT® ReasoningTest Preparation, Preparing for College

• AP®/IB exam preparation materials; HS WritingCurriculum, Unit 8 Timed Writing; Write Pathand Write Path II English


Content Standard 5.0Students will be proficient in using “The Writing Process” in core classes in order to write clear, coherent, andfocused essays that exhibit awareness of audience and purpose and contain formal introductions, bodies ofsupporting evidence and conclusions.

Grade 6 Performance Standard Objectives5.1 Use each step of the writing process in order to write

successful narrative and expository essays• Prewriting• Drafting• Reader Response• Revision• Editing• Self-Evaluation

5.2 Write a Report of Information5.3 Write a Story

Grade 7 Performance Standard Objectives5.1 Write an Autobiographical Incident5.2 Write an Evaluative Essay

Grade 8 Performance Standard Objectives5.1 Write an Analysis of Character5.2 Write a Problem-Solution Essay5.3 Refine and expand the development of essays

introduced in grades 6–8

Grades 9–12 Performance Standard ObjectivesUse the writing process to develop the following essays:

Grade 9 Performance Standard Objectives5.1 Explanation of Life Goals5.2 Description of a Place5.3 Explanation of a Process

Grade 10 Performance Standard Objectives5.1 Report of an Interview5.2 Biographical Sketch5.3 Problem-Solution5.4 Evaluation of a Story

• ML Writing Curriculum, Unit 2 The WritingProcess

• ML Writing Curriculum, Unit 6 Units of Study• ML Writing Curriculum, Unit 6 Units of Study

• ML Writing Curriculum, Unit 6 Units of Study• ML Writing Curriculum, Unit 6 Units of Study

• ML Writing Curriculum, Unit 6 Units of Study• ML Writing Curriculum, Unit 6 Units of Study• ML Writing Curriculum, Unit 2 The Writing

Process

• HS Writing Curriculum, Unit 6 Life GoalsEssay, Unit 6 Description of a Place, Unit 6Explanation of a Process

• HS Writing Curriculum, Unit 6 Career Research,Unit 5 Biography, Unit 7 Problem-Solution,Unit 7 Analysis


Grade 11 Performance Standard Objectives5.1 Cause-Effect5.2 Comparison Analysis5.3 Controversial Issue5.4 Analysis of Theme

Grade 12 Performance Standard Objectives5.1 Personal Statement for College Admission5.2 Career Research Paper5.3 Evaluation of Art or Music5.4 Refine development of writing skills through additional

assignments based on the above

• HS Writing Curriculum, Unit 6 Career Research,Unit 7 Problem-Solution Analysis, Unit 7Argument, Unit 7 Analysis of Theme

• HS Writing Curriculum, Unit 5 College Essay,Unit 6 Career Research, Unit 7 Analysis,Preparing for College


Content Standard 6.0Students 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 ofspecialized vocabulary

Grades 6–8 Performance Standard Objectives6.1a Distinguish and interpret figurative language and

multiple-meaning words6.1b Infer word meaning through identification and analysis

of analogies and other word relationships

Grades 9–10 Performance Standard Objectives6.1a Distinguish between denotative and connotative

meanings of words6.1b Identify and use knowledge of origins of commonly

used words6.1c Apply context clues

Grades 11–12 Performance Standard Objectives6.1a Discern the relationship of word meaning between pairs

of words in analogical statements

6.2 Students are able to identify and analyze the basic facts and ideas in informational materialsGrades 6–8 Performance Standard Objectives6.2a Understand and analyze the differences among various

categories of informational materials6.2b Comprehend and analyze grade level appropriate text6.2c Analyze and critique expository writing

Grades 9–10 Performance Standard Objectives6.2a Synthesize the content and ideas from several sources

dealing with a single issue or author6.2b Evaluate the credibility and comprehensiveness of

evidence and related generalizations

Grades 11–12 Performance Standard Objectives6.2a Analyze an author’s implicit and explicit philosophical

assumption and beliefs about a subject6.2b Critique validity in the logic of arguments found in

readings

• Write Path and Write Path II English,ACT/SAT® Test Preparation Materials

• ACT/SAT® Test Preparation Materials


• Write Path and Write Path II all subjects


• ACT/SAT® Test Preparation Materials,Preparing for College

• ML Writing Curriculum, Unit 9 The ReadingProcess

• ML Curriculum, Reading Strategies in AVID• Write Path and Write Path II English

• Write Path and Write Path II History/SocialScience

• Write Path and Write Path II History/SocialScience and English

• Write Path and Write Path II English

• Write Path and Write Path II History/SocialScience and English


6.3 Students are able to analyze multi-cultural works of literary merit

Grades 6–8 Performance Standard Objectives6.3a Analyze the significance of points of view, setting and

mood on the problem and resolution

6.3b Critique the realistic nature of characterization and plot

6.3c Compare recurring themes

Grades 9–10 Performance Standard Objectives6.3a Compare and contrast the presentation of a similar

theme6.3b Evaluate aesthetic qualities of a work

Grades 11–12 Performance Standard Objectives6.3a Analyze recognized works of world literature from a

variety of authors6.3b Analyze philosophical and/or political arguments

Content Standard 7.0Students are able to evaluate the content of oral communications and deliver focused, coherent presentations thatconvey a clear interpretation of ideas and unity in relation to purpose and audience.

Grades 6–8 Performance Standard Objectives7.1 Understand verbal and non-verbal communication

7.2 Employ group decision-making techniques

7.3 Appeal to interests and prior knowledge of audiencemembers

Grades 9–10 Performance Standard Objectives7.1 Produce concise notes for extemporaneous delivery

Grades 11–12 Performance Standard Objectives7.1 Evaluate results of group presentations7.2 Be able to distinguish among and use informal usage,

standard English and technical language

• Write Path and Write Path II English, MLWriting Curriculum, Unit 9 The ReadingProcess

• Write Path and Write Path II English, ML WritingCurriculum, Unit 9 The Reading Process





• Write Path English and History/Social Science

• ML Writing Curriculum, Oral LanguageStrategies, Write Path English




• Strategies for Success, Unit 14 PresentationRubric


Content Standard 8.0Students become proficient in the mathematical skills and concepts that prepare them for the rigorous coursesrequired for admission to four-year colleges and universities. Proficiency in mathematical skills and concepts aredeveloped through AVID curriculum and AVID tutorials are not limited to the following.

Grades 6–8 Performance Standard Objectives8.1 Use and connect a variety of techniques for solving linear

equations, inequalities, and systems of equations in appliedcontexts

8.2 Understand the meaning of variables, expressions,equations, and inequalities, and their use as models forsituations

8.3 Evaluate, graph, and interpret the graphs of a variety offunctions, and connect the behavior of the graphs to theircorresponding representations as tables, equations, andsolutions

8.4 Apply proportional reasoning to solve problems involvingscale drawing and similar figures, and connect geometricsituations to algebraic and numerical situations

Grades 9–10 Performance Standard Objectives8.1 Determine, understand, apply, and justify properties

involving geometric figures8.2 Pose, test, and justify conjectures in algebraic and geometric

contexts

8.3 Write, simplify, evaluate, and solve linear, quadratic, inversevariation, exponential, and other equations in applied andabstract contexts

8.4 Work with a variety of algebraic expressions

8.5 Generalize exponent properties

Grades 11–12 Performance Standard Objectives8.1 Understand and justify advanced and abstract ideas in

algebra, geometry, and trigonometry8.2 Perform complex algebraic simplification and manipulations

as required to solve problems8.3 Use algebraic and geometric arguments to prove important

mathematical ideas

8.4 Have a deep understanding of families of functions, their usein the world and the mathematical techniques required towrite, solve, simplify, and interpret features of standardfunctions

8.5 Apply the connection between a function and its inverse,between right triangle trigonometry and circular functions

• ACT Explore, PSAT® preparation models,Write Path Mathematics

• Write Path Mathematics• Write Path Mathematics

• Write Path and Write Path II Mathematics


• ACT Explore, PSAT® and SAT® preparationmaterials; Write Path Mathematics






• ACT and SAT® preparation materials, WritePath and Write Path II Mathematics





Using the AVID Curriculum

As the AVID program continues to grow and develop throughout the world, AVID Center is proud toannounce new features that will strengthen the performances of our students and facilitate thedevelopment of distinguished AVID programs.

Since the initial widespread dissemination of AVID in 1986, rigorous standards, accountability, and a “cuttingedge” curriculum have been integral parts of our efforts. AVID schools were provided materials—includingcurriculum, handbooks, and supplementary materials—beginning in 1987. AVID coordinators have done anoutstanding job of using the materials and implementing the AVID essentials. In 1996, AVID Center—with theinvaluable assistance of many AVID coordinators/teachers—undertook the task of developing new instructionalunits that reach across the entire curriculum. We have reformatted the previous high school curriculum to createImplementation, Writing, College and Careers, Strategies for Success, Site Team, and Tutorial Sets, which may beordered in boxed sets. An already fine curriculum will continually become more manageable for teachers and moreaccessible 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 bookEach 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 forSuccess is organized in units wherein each chapter has a unit plan with differentiation for each grade level. Collegeand Careers is organized by grade level. Each chapter is devoted to a different grade with each topic beingdeveloped as students progress from one grade to the next. Both Strategies for Success and College and Careersare 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 willprobably take all four years. Coordinators will, happily, be coordinating existing, highly organized, and extremelyuser-friendly materials.


Middle Level AVID Curriculum LibraryImplementation 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 SetMiddle 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 SetStrategies 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 SetCollege and Careers Teacher Guide (1)College and Careers Student Guide (pkg. of 30)

Tutorial SetAVID 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 SetAdministrator 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)

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“AVID revolutionizes the way teachers teach in publicschool.”

—Scott Pelley, CBS 60 Minutes II

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AVID CALENDARSAVID Semester Planning Calendar for ___________________ to _______________________

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PLAN FOR GRADES 6–8

AVID Curriculum includes:• Strategies for Success• College and Careers• Writing Curriculum• Oral language/public speaking• Note-taking practice• Test preparation• Research• WICR activitiesAVID Tutorials include:• Collaborative study groups• Problem solving

• Note-taking• Higher-level thinking questions• WICR strategies• Reflection and evaluationMotivational Activities include:• Speakers• Field trips• Philosophical chairs/Socratic Seminar• Team building• Media Center/Career Center• Other motivational activities that

support AVID goals

MONDAY

AVIDCurriculum

TUESDAY

Tutorials

WEDNESDAY

AVIDCurriculum

THURSDAY

Tutorials

FRIDAY

Binder Evaluation

Field Trips

Media Center

Speakers

MotivationalActivities(within block)

Combinationfor BlockSchedule

Combinationfor BlockSchedule

Sample Week in the AVID ElectiveDaily or Block Schedule


Suggested Order and Timeline for IntroducingIdeas/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)


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)






Week 8–36 Philosophical Chairs Unit 14 (SS), Unit 12 (MLWC)

Plan for Grades 6–8 19

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 AVIDelective teacher be mindful of how your students will feel during this big change. They will especially need yourhelp keeping up with many classes and many teachers, compared to having only one class and one teacher inelementary school. Time management and note-taking may be challenging for them in the beginning. Be patientand 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)


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 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. Secondsemester should focus on the transition from middle school to high school as students choose their classes andupdate their personal and academic goals. By the end of the year you might have students think about how theywill become involved in their high school community by exposing them to different extracurricular activitiesavailable to high school students.

20

“AVID has become one of the key leverage points forPoway 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 anacademic and well-rounded educational experience thatsupports all students obtaining the skills that will allowthem 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

21

DAILY PLANNING GUIDE

Monthly Activities1. Make calls to families of AVID students.

2. Send messages to teachers of AVID students.

3. Conference with students.

First Month (September)Organizational Responsibilities1. 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 instructionalresponsibilities, review of students’progress and tutor concerns.

7. Establish tutor guidelines (i.e., dress, conduct, etc.) and communicate thoseexpectations clearly.

8. Make certain that tutors register for and attend all tutor training sessions provided bydistrict or county offices of education. Consider paying tutors an hourly wage forsuch training. Coordinators/teachers may also benefit from attending.

9. Provide information about the AVID Program for the faculty; then include how andwhen faculty may most conveniently reach you to discuss students’ progress. Askthem 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 thehigh schools for the year.

12. Plan a first semester field trip to an area college, museum, theater production or placeof historical interest. Involve tutors in the planning.

13. Begin raising money for field trips, if necessary. Consider establishing an AVID Clubon campus.

Notes


14. Send an introductory letter to AVID parents. (See “Parent Letter” in IMAP, and askfor volunteers willing to serve on the Parent Advisory Board.)

15. Plan annual AVID Parent night to be held in September or early October. This maybe in conjunction with “Back-to-School Night.”

First Month Activities1. 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 AVIDGood News.

2. Hold annual AVID Parent Night this month or early next month.

3. Attend all coordinator staff development meetings provided by district or countyoffices 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 fromStrategies for Success.

Week 1Materials

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 forSuccess.

• Experienced students should pair up with new students.

Wednesday


• Help the students set up their notebooks according to “The AVID Binder Unit Plan,”Strategies for Success.

Notes

Daily Planning Guide 23

Thursday


• Revisit binder expectations.

• Complete the following activity from Strategies for Success: “What it Takes to MakeMe 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 2Materials

AVID Strategies for Success and Organizing the AVID Student Binder, weekly studentcalendars. 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 Organizingthe 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


• Continue teaching “AVID Note-taking,” Strategies for Success and Organizing theAVID Student Binder.

• Practice one page of notes with lecture or any textbook. Share notes in multi-levelgroups and give positive feedback. Students keep in AVID section of binder.

Thursday

• Introduce Tutorial Request Form and Tutorial Log, Strategies for Success. Tutorsmay 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.

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,” Strategiesfor Success and Organizing the AVID Student Binder, which will be used next week.

Week 3Materials

AVID Strategies for Success and Organizing the AVID Student Binder, weekly studentcalendars, Tutorial Request forms, Tutorial Log forms, and Binder Check forms.

Monday


• 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 forSuccess.

• Students can write a reflection showing their understanding. Share.

Tuesday

• Students will participate in their first AVID tutorial, using Tutorial Request forms andTutorial 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


• 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 andTutorial 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, “MyAccomplishments,” College and Careers, or enjoy a guest speaker.

Notes


• Make certain eighth grade students have applied for the PSAT® exam.

Week 4Materials

Middle Level Writing With Integrated Reading and Oral Language, Strategies forSuccess, Binder Check forms.

Monday


• Introduce students to the Middle Level Writing With Integrated Reading and OralLanguage (MLWC).

• Select an introductory writing unit for all students (plan on using 3–4 weeks of AVIDcurriculum days to complete the unit).

Tuesday

• Students participate in AVID tutorials, using Tutorial Request and Tutorial Logforms.

• Monitor student note-taking during tutorials.

• Use this time to meet with students individually, if needed.

Wednesday


• Continue working on the writing to learn unit from Middle Level Writing WithIntegrated 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, “TowerBuilding,” Strategies for Success.

Materials Note: Now that your students are ready for the regular AVID week, alwayshave the following materials prepared: weekly calendars, Tutorial Request forms,Tutorial Log forms, and Binder Check forms.

Notes


Second Month (October)Organizational Responsibilities1. 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 inOctober.

4. Organize the first site team meeting to discuss working with AVID students. writingas 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 Activities1. 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 takesplace in October.

Week 5Materials

Middle Level Writing With Integrated Reading and Oral Language, Strategies forSuccess

Monday


• Begin working on the writing process from the MLWC.

• Remind students to continue note-taking in subject area classes.

Tuesday


• Monitor tutorial groups closely.

• Use this time to meet or work with students individually, if needed.

Wednesday


• Continue working on the writing process unit from the MLWC.

• Write thank-you notes to guest speakers, if needed.

Thursday


Notes


• Debrief to discuss the tutorial sessions.


Friday

• Students will have their binders checked today.

• Enjoy a guest speaker during the binder check, or complete activity “Owning MyFeelings,” College and Careers.

Week 6Materials


Monday


• 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 theunit next week.


Thursday


• 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 takenotes, or complete the activity “I Made a Mistake,” College and Careers.

Notes


Week 7Materials


Monday


• Begin the paragraph writing unit from the MLWC.

• As students near the writing of the final draft. suggest places within the school wherethey can type and print out their papers.

Tuesday


• 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.


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 8Materials

AVID Strategies for Success

Monday


• 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



Notes


• Debrief the tutorial session to strengthen Monday’s tutorial review.

Wednesday

• Review the paragraph writing unit in MLWC.


Thursday



• 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 themshare 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 ofAVID basics—namely, AVID note-taking skills and effective tutorials. Week 8focuses on these basics, but feel free to review them earlier in the year if you feel it isnecessary.

Notes


Notes Third Month (November)Organizational Responsibilities1. 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 andAVID Program activities.

Activities1. Meet with the AVID site team. Together, organize a staff inservice to be presented by

the end of the month.

Week 9Materials

Middle Level Writing With Integrated Reading and Oral Language, Strategies forSuccess.

Monday


• 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.


Thursday

• Continue appropriate tutoring activities, counseling students individually, as needed.

• Debrief the tutorial session to strengthen the effectiveness of tutorials.

Friday


• Enjoy a guest speaker or complete the activity “Getting to Know You,” and/or “One-One-Two Minute Pair Share,” Strategies for Success.

Week 10Materials

Middle Level Writing With Integrated Reading and Oral Language, Write Path Math,Strategies for Success.


Notes Monday


• 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


• Enjoy a guest speaker or complete the activity “Learning Styles Survey,” Strategiesfor Success.

• Write thank-you notes to guest speakers, as needed.

Week 11Materials

Strategies for Success

Monday


• 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.


Thursday


• Make certain binders are prepared for Friday’s binder check.


Notes Friday

• During the binder check, organize a December holiday outreach activity, a fieldtrip—or—complete the activity “Conflict Management,” Strategies for Success.

Week 12Materials


Monday


• 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


Wednesday

• Continue working on narrative writing MLWC.

• Revisit weekly calendars—focus on tests and projects due.

Thursday

• Continue appropriate tutorials and counseling activities.


Friday

• During the binder check, it might be enjoyable to complete and activity from theMLWC, Oral Language, or Strategies for Success, Public Speaking Unit.


Notes Fourth Month (December)Organizational Responsibilities1. PSAT® results arrive in the counseling office for the eighth grade students. Obtain

copies of exams and individual results to share with your students.

Activities1. Hold meeting of Parents’Advisory Board.

2. You may wish to do an AVID holiday outreach activity, e.g., letters to shut-in’s, foodbaskets.

Week 13Materials


Monday


• Continue working on narrative writing (MLWC).

Tuesday

• Review test-taking skills to help students prepare for tests given before the winterbreak.


Wednesday

• Revisit weekly calendars-focus on tests and projects due.

• Continue working on narrative writing (MLWC).

Thursday




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.


Notes Week 14Materials

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 continueworking on essay units.

Tuesday



Wednesday

• As students work on final narrative drafts from the MLWC, suggest places within theschool 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 selectrepresentative work to create the AVID Middle Level Portfolio.

Thursday


Friday

• During the binder check, share final essay drafts in groups, as a whole class or in aread-around for final feedback—or—continue seasonal outreach activities.


Notes Fifth Month (January)Organizational Responsibilities1. Continue to monitor students’ academic progress. Use AVID Good News and AVID

Alert forms and assign tutors to work with students having difficulties.

Activities1. Meet with the AVID site team to review progress on the site plan.

2. Present AVID information at a faculty meeting. Suggested topics are AVIDcurriculum, using tutors in the classroom and upcoming recruitment of new AVIDstudents. Distribute AVID Alert forms and AVID Good News forms.

Week 15Materials


Monday


• Follow Goal Setting Unit Plan according to grade-level guidelines in Strategies forSuccess.

• 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


• Continue Goal Setting Unit

Thursday

• Continue appropriate tutorials and counsel with individuals, as needed.

• If necessary, debrief the tutorial session.


Friday

• During the binder check, continue Goal Setting Unit, or enjoy a guest speaker.



Strategies for Success, College and Careers

Monday


• 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


• Continue “The Value of a High School Education.”

Thursday

• Continue appropriate tutorial activities.


Friday

• During the binder check, consider a panel presentation with college students—orcomplete “The Value of a High School Education.”

Week 17Materials

Middle Level Writing With Integrated Reading and Oral Language, Strategies forSuccess, College and Careers

Monday


• 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


• Continue and complete Monday’s reading lesson.


Thursday

• Tutorials should be focusing students towards semester unit tests and/or quizzes.



Friday

• During the binder check, complete the activities “Positive Self-Talk” and “MyDeclaration of My Identity,” College and Careers.

Week 18Materials

Middle Level Writing With Integrated Reading and Oral Language, Write Path Math

Monday


• 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


• 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.

Notes


Notes The Beginning of Second SemesterSixth Month (February)

1. Send third letter to parents, citing individual student’s semester progress in casegrade reports “didn’t make it home.” Include an “Unsatisfactory Grade Letter” toparents 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 schedulea visit to an area high school AVID class for the eighth graders, or invite a speakerfrom the high school to prepare them for registration.

Activities1. Plan a field trip to an area high school or college campus.

2. Hold meeting of the Parents’Advisory Board.

Week 1Materials

Video: “The AVID Tutorial,” Middle Level Writing With Integrated Reading and OralLanguage, Strategies for Success

Monday

• Distribute weekly calendars and discuss time management.

• Prepare binders for the new semester by cleaning them out, saving most notes andmaterials.

• Review and revise goals for the semester. month and week. These should be writtenand 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 andexplaining how their participation will improve—share aloud.

Wednesday

• Begin writing to inform from MLWC, which will move the students through all stepsof the writing process.


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 bindercheck.

Friday

• During the binder check, complete the “Time Log Reflection,” Strategies forSuccess.

Note: Now that you are comfortable with the AVID weekly schedule, continueorganizing your weeks according to the suggested format. Feel free to creativelypersonalize and enrich the existing curriculum. Be sure to take notes in the areasprovided as you make adjustments; record your experiences and successes.

Week 2Materials


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 thesemester grading period.

Wednesday

• Continue working on the essay unit in MLWC.

Thursday

• Continue appropriate tutorials, counseling with students individually, as needed.



Notes Friday

• During the binder check, complete the activity “Calculating my GPA,” College andCareers and/or “Learning Log,” Strategies for Success.

Week 3Materials


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 4Materials

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.)


Notes Seventh Month (March)Organizational Responsibilities

1. Continue with recruitment of new students. This should be completed by the end ofthe month.

Activities1. 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 SummerInstitute.

Week 5Materials


Monday


• Begin writing to inform final drafts.

• Suggest places within the school where students can type or print out their finaldrafts this week.

Tuesday


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 LevelPortfolio.

Thursday


• 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.



Middle Level Writing With Integrated Reading and Oral Language, Write Path Math

Monday


• Select a math lesson for Monday and Wednesday from Write Path Math.

• Review effective note-taking strategies in math classes.

Tuesday


Wednesday

• Continue and complete Monday’s math lesson.

• Review effective note-taking strategies in math classes.

Thursday



Friday

• During the binder check, continue public speaking unit.

Week 7Materials


Monday


• Review note-taking skills, using lessons in Strategies for Success.

• Discuss and problem-solve note-taking strategies that are useful in a variety ofclassroom situations.

Tuesday


Wednesday

• Discuss and problem-solve note-taking strategies that are useful in a variety ofclassroom situations.

• You might want to practice writing a page of notes using a textbook, newspaperarticle, novel or with a brief lecture.

• Share practice notes in groups and choose the best pages for whole class examples.

• Continue public speaking unit


Notes Thursday



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 aspecific AVID skill. This is a sample of a week of note-taking practice, but you willhave to assess your own students to decide which basics they may need to practice.

Week 8Materials


Monday


• Select a reading lesson for Monday and Wednesday from MLWC.

• Review note-taking strategies which will reinforce reading skills.

Tuesday


Wednesday

• Continue and complete this week’s reading lesson.

• Review and discuss note-taking strategies which will reinforce reading skills.


Thursday



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.


Notes Eighth Month (April)Organizational Responsibilities1. Continue to monitor students’ third quarter grades.

2. Continue to keep parents informed, detailing students’progress and program activities.

Activities1. 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 9Materials

Middle Level Writing With Integrated Reading and Oral Language, Strategies forSuccess, College and Careers

Monday


• Plan a timed writing for Wednesday by reviewing successful timed-writingstrategies. Explain how timed-writing samples are used for college entrance examsand contests, College and Careers. See Writing for Tests, MLWC.

Tuesday

• Continue appropriate tutoring activities while focusing on students trying to bring uplow grades.

Wednesday

• Work on writing for tests from the Middle Level Writing With Integrated Readingand Oral Language. Allow students one class period.

• After essays are graded. place them in informal portfolios. Later, students will selectrepresentative work to create the AVID Middle Level Portfolio.

Thursday



Friday

• During the binder check, continue “Post-Secondary Options,” College and Careers.



Write Path Math, Strategies for Success

Monday


• Select a math lesson for Monday and Wednesday from Write Path Math.

• Continue to stress quality note-taking in all subject area classes.

Tuesday


Wednesday

• Continue and complete this week’s math lesson.

Thursday



Friday


Week 11Materials


Monday


• Select a reading lesson for Monday and Wednesday from MLWC.

Tuesday

• Continue appropriate tutoring activities, focusing on students trying to bring up lowgrades.

Wednesday

• Continue and complete this week’s reading lesson.

• Review and discuss note-taking strategies which will reinforce reading skills.

Thursday



Friday





Monday


• Begin persuasive essay unit from MLWC.

Tuesday


Wednesday

• Continue working on the persuasive essay unit.

Thursday



Friday

• During the binder check, continue to plan the day incoming students will shadowmiddle school AVID students.

• Work on Six-Year Plan or Career Research, College and Careers.


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.

Activities1. 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 sharetheir 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 13Materials


Monday


• 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 lowgrades.

Wednesday


Thursday



Friday

• During the binder check, enjoy a guest speaker—or continue Six-Year Plan or CareerResearch, College and Careers.




Monday




Tuesday

• Continue appropriate tutoring activities, and focus on students trying to bring up lowgrades.

Wednesday


• Plan to complete the writing unit next week.

Thursday

• Continue tutorials.


Friday

• During the binder check, continue Six-Year Plan or Career Research, College andCareers.

Week 15Materials


Monday


• 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 tutoringsessions.

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.


Notes Thursday

• Continue tutorials.


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 16Materials

Strategies for Success, College and Careers

Monday


• Review test-taking skills and study skills from Strategies for Success to preparestudents 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 preparestudents for end-of-year tests.

Thursday

• Continue to focus tutorials toward semester unit tests and projects.


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 andTransitioning to High School” or “Finding Your Way,” College and Careers.


Notes Tenth Month (June) Organizational Responsibilities1. Finish program evaluation in time to share the results.

2. When semester grades become available, send “Unsatisfactory Grade Letters” toparents of students receiving semester D’s or F’s. And dismiss them from the AVIDProgram.

3. Request cumulative student records from the AVID counselor and set up studentfiles, including those for incoming students. Be sure to include individualrecruitment materials in this file. They are good baseline data for student’s progresswithin the AVID Program.

4. Contact tutor prospects regarding tutorial employment in the fall.

Activities1. Hold AVID Awards end-of-year event.

Week 17Materials

Middle Level Writing With Integrated Reading and Oral Language, Middle LevelPortfolio.

Monday

• Prepare Middle Level Portfolios.

Thursday


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 forportfolio presentations.



none

Monday

• Continue with portfolio conferences or presentations.

Tuesday


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 AVIDstudents.

• Don’t forget to schedule them as guest speakers for next year.

Congratulations on your successful completion of a year in AVID!!

52

“First, (AVID) creates a classroom environment wherekids are encouraged to take learning seriously, and,secondly, to see themselves as scholars. I’d like toexpand that notion beyond school, after school, athome. AVID also creates an environment for peersupport, and for kids, that’s everything. If you cancreate an intellectual environment and peer support, itcan have long-term effects.”

—Dr. Pedro Noguera, Professor of Education,New York University

Date post:	13-May-2015
Category:	Education
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