AFNORTH International High School

COURSE TITLE: AVID – Advancement Via Individual Determination – Grades 7 – 8

TEACHER: Loretta M. Wilkening

ROOM: B1.5

EMAIL: Loretta_Wilkening@eu.odedodea.edu

COURSE DESCRIPTION: AVID is a language arts based curriculum with emphasis on the writing process and writing as a tool of learning. Work in this course rests on the WIC (Writing, Inquiry, Collaboration) teaching methodology. This is an elective course in which students receive instruction in college level entry skills such as writing and critical reading. Other developmental activities include motivational activities and discovery-of-self activities. Students also learn academic survival skills, such as time management and test-taking strategies. Field trips, guest speakers and special events are an important aspect of this program, designed to increase the students’ “schema” and general knowledge of the world.

AVID promotes rigor with support to ensure student success in college preparatory classes. All students are required to enroll additionally in a foreign language and/or advanced mathematics course for the duration of their enrollment in AVID. Introduction to the PSAT begins in grade 7 through participation in the school sponsored testing early in October of each school year. All high school AVID students are expected to participate in college admission testing.

Students will be required to maintain an agenda and a notebook (3" binder) and to take notes based on the Cornell note-taking system. Grades will be based on the quality of the notebook and notes, presentations, research, and participation in in-class activities.

COURSE GOALS/OBJECTIVES/STANDARDS:

Writing

Students engage in process writing. Using the 6+1 Trait Writing, students will:

-engage in group writing projects

-use prewriting strategies when organizing information

-identify and practice writing as a process (pre-writing, drafting, revising, editing and

publishing

-use collaborative processes for sharing, responding and assessing during various stages.

-use technological aids throughout the process, as appropriate

-employ various means for publishing final pieces, including appropriate handwriting and/or

technology

Students employ writing as a learning tool. Students will:

-maintain portfolios, learning logs and/or journals

-use resources such as thesaurus, dictionary, peers, adults and technology

-write on directed topics

-demonstrate information gathering skills

-write to clarify thoughts and information in all subjects

-write to review personal experiences and to reflect on ideas

-write to summarize

-write to activate prior learning

-write from different points of view

-practice Cornell note taking

-formulate hypotheses

-outline information

Inquiry

Students utilize inquiry-based approaches to clarify thinking. Students will:

-use the Three Story Intellect guide to formulate questions

-participate in and lead Socratic Seminars

-write questions

-think critically about their academic subjects and world-at-large

-participate in quick writes and discussions

-participate in open-mindedness activities

Collaboration

Students will collaborate to broaden their knowledge base and effectively problem-solve. Students will:

-participate in tutorial/study groups

-facilitate tutorial/study groups

-participate in read-arounds

-respond/edit/revise peer work

-complete group projects

-seek collaborative environments

Rigor

Students are enrolled in a rigorous course of study that will enable them to meet requirements for selective university enrollment. Students will:

-maintain a GPA of 2.0 to 3.5.

-enroll in a foreign language; 8^th graders will enroll in an advanced math class, Algebra I

-take the PSAT

SCOPE & SEQUENCE:

The Basics of AVID

Developing a three-inch three ring binder to be used for all classes

Taking Cornell-style notes

Focusing questions on higher level thinking skills using Bloom’s Taxonomy

Participating in Socratic seminars

Discovery of Self

Exploration of personal values, principles and character

Learning and applying the Seven Habits of Highly Effective Teens by Sean Coveys

Test-taking Skills

PSAT prep, focusing on math and vocabulary

Daily Curriculum

Over the course of five class periods, students will participate activities in these areas:

- Writing

- Reading

- Tutorials

- Math

- Motivation

Resources:

AVID Center curriculum guides and resource materials such as The Write Path

6+1 Trait Writing rubric for writing

Guest Speakers

Field Trips

Seven Habits of Highly Effective Teens (book and CD)

CONTINUOUS SCHOOL PROGRESS: AFNORTH International Middle/High School’s CSP (Continuous School Progress) goal is, “All students will improve their written communication skills across the curriculum.” The 6 + 1 trait is the model selected to improve school-wide writing in all subject areas. The 6+1 Trait writing framework is a powerful way to learn and use a common language to refer to characteristics of writing as well as establish a common vision of what “strong” writing looks like. Teachers and students will use the 6+1 Trait model to identify areas of strength and weakness as they continue to strive towards continued writing improvement. Success of all students requires that the 6 + 1 Trait become a consistent and integral component of each course taught at AFNORTH International Middle/High School.

The AVID program is designed around a writing curriculum. The 6+1 Trait Writing rubrics will be used in conjunction with AVID writing assignments to help students develop strong written and oral communication skills needed for the college experience.

COURSE GRADING/ASSESSMENT:

Excellent	A+	97 – 100	4.0	Daily Work/Participation:	40%
Excellent	A	93 – 96	4.0
Excellent	A-	90 – 95	4.0	Binder Checks	30%
Above Average	B+	87 – 89	3.0
Above Average	B	83 – 86	3.0	Writing Projects	10%
Above Average	B-	80 – 82	3.0
Average	C+	77 – 79	2.0	Presentations / Socratic Seminars	10%
Average	C	73 – 76	2.0
Average	C-	70 – 72	2.0	Quizzes & Tests	10%
Below Average	D+	67 – 69	1.0	Total	100%
Below Average	D	63 – 66	1.0
Below Average	D-	60 – 62	1.0
Failing	F	Below 60	0.0

Semester Grade = 50% of the first quarter + 40% of the second quarter + semester final (10%)

CLASSROOM EXPECTATIONS	CONSEQUENCES FOR NONCOMPLIANCE
Arrive to class on time.	After-school detention
Come prepared with textbooks and assigned work.	Lack of preparation reduces the student’s daily work grade by 25%
Be respectful of classmates and teacher.	Disruptive or disrespectful behavior will result in the student being removed from the class and/or call to the student’s parents, parent conferences, discipline referral to administration as appropriate to the level of offense

HOMEWORK POLICY: Homework assignments should always be completed before the next class session unless otherwise noted. Late homework cannot receive a grade of greater than 75%. Completion of daily work is 50% of your grade. Daily work generally includes in-class work and homework. NOTE: Plagiarism in any form will not be tolerated. Work that is plagiarized from the internet, books or any other source will receive a grade of “F,” and the student will not be allowed to make up the work.

MAKE-UP WORK POLICY: Make-up work will be accepted for excused absences only. All make-up work must be completed no later than one week following the student’s return to school. It is the student’s responsibility to find out what work was missed and complete make up work. All make-up work must be properly labeled with: Name/Date/Page Nr., Activity Nr., Activity Title, etc.