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áAttention!á áClick Hereáfor theá2016-2017 Bell Schedule.




á

AVID Program

á á á á á á AVID is an academic, regularly scheduled elective class based on writing as a tool of learning, inquiryá
áááááááááá method,
collaborative grouping, organization, and reading (WICO-R).á The three main components of
áá á á á á the program are: áá

á
á á á á á á * academic instructioná
áá á á á á á*á
tutorial supportá
áá á á á á á*á
motivational activities

á á á áMission of AVID* TypicaláWeekly Scheduleá* AVID Statistics * AVID Curriculum * Cornell Notes *á
á á á áBinder Organization * Tutorials * Learning Logs * Socratic Seminars *á WICOR * Office Hours *á á
á á á áCommunity Service *á Field trips * School Activities * Fundraising *á AVID Site Team *áá
á á á áCalculating your GPA * AVID Newsletters

á

AVID Application- District Wide- 2015
/modules/groups/homepagefiles/cms/14584/File/Revised%20AVID%20Application-%202%20pages-%202015_%20doc.docx
á

The Mission of AVID:

The mission of AVID is to ensure that all students and most especially students in the middle, with academic potential:

  • will succeed in the most rigorous curriculum
  • will enter mainstream activites of the school
  • will increase their enrollment in four-year colleges
  • will become educated and responsible participants and leaders in a democratic society

á

For more information about AVID, visit www.avid.org, www.rimsavid.orgáor REV's AVID program, go to http://revavid.rev.redlandsusd.net

á

AVID Statistics:

á

One of the keys to AVID's success is in the percentage of AVID seniors who are accepted to four-year colleges.á Over 90% of REV AVID graduates are accepted to four-year colleges.á Other AVID stats on AVID students:

  • 95% are accepted to a four-year university
  • 93% are attending a four-year university
  • 7% are attending a two-year college
  • More than 80% of AVID graduates have been enrolled continuously in college since leaving high school.
  • 100% applied for FAFSA vs. 34% non-AVID seniors

Typical Weekly Schedule in AVID:

Monday

Tuesday

Wednesday

Thursday

Friday

Curriculum teaching of AVID learning tools

áWICOR

Curriculum teaching of AVID learning tool

WICOR

Tutorials

Tutorials

Bi-weekly Binder checks Guest Speakers
Field Trips Group Activities

á

á

AVID Curriculum:

AVID curriculum and methodologies are based on WICOR or Writing, Inquiry, Collaboration, Organization and Reading.á Writing activities such as Cornell note-taking and twice-weekly tutorials are based on inquiry or questioning which causes students to think critically about concepts or material they do not understand.á Trained teachers and college tutors guide students in the process of taking responsibility for their own learning.á The curriculum includes:

  • Cornell Notes
  • Binder Organization
  • Tutorials
  • Learning Logs
  • Socratic Seminars
  • WICOR
  • Office Hours
  • Community Service
  • Field tripsá
  • Fundraising
Cornell Notes

"Cornell Notes is a method of note taking developed by Walter Pauk at Cornell University. The system helps students take notes and prepare to study in a more concise and logical fashion". (Wikipedia)

We use this method of note-taking in AVID because it allows you to recite, recall andáreflect on the information given to you. You INTERACT with your notes and use them as a study tool instead of just jotting them down.

Cornell Note Sample:

Subject: Notetaking_________________ Date: 1/30/2015__

á

Main Ideas

Details

Questions createdáto use as a study tool

á

á

á

Main Ideas,á Diagrams or Vocabulary áWordsá

á

  • Can be used to provide an outline of the course, chapter, or lecture.
  • Organized by main ideas and details.
  • Can be as detailed as necessary.
  • Sequential-- take notes as they are given by instructor or text in an orderly fashion.
  • After class, write a summary of what you learned to clarify and reinforce learning and to assist retention.
  • Can be used as study tool:

    1. Define terms or explain concepts listed on the left side.

    2. Identify the concept or term based on its definition on the right side.
  • Can be used to provide a "big picture" of the course, chapter, or lecture.
  • Organized by main ideas and sub-topics.
  • Limited in how much detail you can represent.
  • Simultaneous - you can use this method for instructors who jump around from topic to topic.
  • After class, you will probably need to "translate" notes into a Cornell format.
  • Can be used as a study tool -- to get a quick overview and to determine whether you need more information or need to concentrate your study on specific topics.

Summary:
There are a couple of ways that you can take notes. The Cornell method is best when the information is given in a sequential, orderly fashion and allows for more detail. The semantic web/map method works best for instructors who skip around from topic to topic, and provides a "big picture" when you're previewing materials or getting ready to study for a test

Cornell NoteáSetáUpááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááá Cornell Note Templateááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááá Cornell Note Rubric

á

Binder Organization

AVID students are to only haveáone binder for all of their classes.á There are some teachersáwho require a separate binder for their classes. This would be acceptable.

Your binders are a MUST for AVID. You must bring them to EVERY class, including AVID. Binders will be checked weekly. You will keep Cornell notes, learning logs, an agenda, supplies, dividers, assignment logs and other items needed for class in your binder. Binder checks are a LARGE portion ofáan AVIDástudent'ságrade.

Binder Content Listááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááá
Binder Check Grade Sheetááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááá

á

Tutorials

Tutorials take place twice a week. College tutors (with strengths in various subjects) come in to MEDIATE the tutorials. Their job is not to GIVE answers but to GUIDE students to the correct answers to improve understanding. It isáthe students'ájob to run the tutorials.áStudents areágraded onátheir level of question (at least a level two question), preparedness, participation and reflection. Each tutorial is worthá20 points.

Tutorial Request Formá (needed for each tutorial)

Good Questions for Starting Tutorials:
  • What do we know from the problem (What info is "given")?
  • What are we trying to find?
  • What is NOT stated?
  • Have you ever seen a problem that looks like this?
  • What is one possible first step?
  • Who has notes on this?
  • Can anyone find this concept in the text?
  • Can you explain that process step-by-step?
  • What if we did this (show clue or first step which will cue them to the process)? What could we do next?
  • Can we rewrite the problem so that it looks more familiar?
Learning Logs
If an activity is done in class instead of a lecture,álearning logs are a great alternative to Cornell Notes.á Learning logs are different from journal entries in that it is related to the subject materials at hand.á In a learning log, you are asked to take whatáyou have been learning in class.á By making personal connections with the subject matter, meaningful learning will occur.

á

á

Basic Learning Logs Questions:

What did I do in class today?
What did I learn?
What did I find interesting?
What questions do I have about what I learned?

Analyzing a New Idea:

What were the main ideas?
What did I understand best?
á

What questions do I still have about this information?
How will I find more information?
How does this idea relate to what I have already learned in class?

á

Socratic Seminars

A large portion of our discussions will be in a Socratic Seminar format. áStudents areágraded onátheir ability to question and answer or create a dialog, rather than just "lecture" or debate to the class.

ELEMENTS OF SOCRATIC SEMINARS:

Socrates believed that enabling students to think for themselves was more important than filling their heads with 'right" answers. In a Socratic Seminar, participants seek deeper understanding of complex ideas through rigorously thoughtful dialog, rather than by memorizing bits of information or meeting arbitrary demands for 'coverage.'

A Socratic Seminar fosters active learning as participants explore and evaluate the ideas, issues, and values in a particular text.

Socratic Seminars'
3 Simple Rules

á

1.ááááá Listen - No one can speak while someone else is speaking. The other person's sentence must be completed.

2.ááááá Build - Speakers must attempt to build on others' comments (dialog)árather than debate or contradict.

3.ááááá Refer to the text - As often as possible, speakers must refer directly to a specific section of the text being used rather than making general comments or observations.

á

á

WICOR (Writing, Inquiry, Collaboration, Organization, Reading)

Three to fourátimesáa week,á we will have activities surrounding WIC-R, a methodology enforced in AVID.ááá WIC-R helps prepare you for college-level, AP classes and developing communication skills.

á


W

Writing

Prewriteáááááááááááááááááá Draftááááááááááááááá Respondááááááááááááá Reviseááááááááááááááááááá Editáááááááááááááááááááááá
Final Draft Class/Textbook Notes Learning Logs/Journals

á

I

Inquiry

Costa's Level of Questionsáááááááááá
Skilled Questionsá
Socratic Seminars
Quick write/Discussion
Critical Thinking Activitiesáááááááááá
Writing Questionsá
Open-Minded Activities

C

Collaboration

Group Projectsáááááá Study Groupsááááááá Jigsaw Activitiesá Response/Edit/Revisioná Groupsááááááá Collaborative Activitiesá

á

á

R

Reading

Reciprocal Teachingá SQ3R Method (Survey, Question, Read, Recite,Review)ááááááááááááááá KWL (What I know, want to know, what I learned)ááááááááááááá "Think Abouts"ááá Reader Responseá Graphic Organizersá Vocabulary Building

á
Office Hours

Students may complete office hours as extra credit.á They must be in at least 30 minute increments and they may be completed before school, after school, during lunch or during the time allotted for intervention on Wednesay and Thursday if not already required to be there.á Proof of office hour completion is done by filling out and turning in the office hour verification forms. áTeachers will sign the "time in" and "time out" portion as well as verifying that work was done. á

á

Community Service

Each semester, AVID students are expected to complete at least 10 hours of community service each semester.á Students have been given a community service sheet to get signatures of those who supervised themácompleting the community service.á Information regarding community service opportunities are available in the Career Center or on the REV AVID website. (revavid.rev.redlandsusd.net)

Community Service makes up 10% of an AVID student's semester grade.

á

Field Trips

Three times a year, AVID students have the opportunity to go on field trips to visit colleges in the area.á By their junior year, AVID students go on a three day overnight field trip to various colleges in northern California where they are often given tours by former REV AVID students.á By their senior year, AVID students will have had the opportunity to visit fifteen different colleges and universities in California.

á

School Activities:

AVID students are encouraged to join sports and clubs throughout their high school career.á Clubs such as COMPACT, American Cancer Society, Key Club and Interact are clubs that focus onácommunity service opportunities.

á

Fundraisers:

In order for AVID students to attend the field trips, it is expected that each student fundraise $160.á Juniors fundraise $260 for the three day overnight field trip. Some of the fundraisers held are:á

  • AVID Car Wash- September
  • Cookie Dough sales- Octoberá
  • Candy Bar Sales- November
  • AVID Study-a-thon- December/January
  • Brochure sales- February

á

á

AVID Site Team:

Jana A. Bailey-AVID Coordinator & Teacher-Grades 9,11,12ááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááááá389-2500 ext. 32750áá jana_bailey@redlands.k12.ca.us

Cindy Gardner- AVID Elective Teacher (10th Grade) and World Historyá á á á á á á á á á á áext. 32726 á á á á á á á á á á á á á cindy_gardner@redlands.k12.ca.usá

La Ree Orland- AVID Counselorá á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á áext.á32143á laree_orland@redlands.k12.ca.usá

Justin Ordaz- AVID Elective and Integrated Math- Gradeá9á á á á á á á á á á á á á á á á á á á á á áext. 33314 . justin_ordaz@redlands.k12.ca.us

Jason Rice- AVID Biology- Grade 9áá á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á áext. 32421
jason_rice@redlands.k12.ca.us
Laura Brown- English- Grade 11á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á ááext. 32416
laura_brown@redlands.k12.ca.us
Dawn Toth- AVID Chemistry/AP Chem áá á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á ááext.á32615 á á á á á á á á á á á á ádawn_toth@redlands.k12.ca.us

Diana Gamez- AVID Spanisháá á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á áext.á33512 ádiana_gamez@redlands.k12.ca.us

Ted Ducey- AVID Scienceá á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á ááext. 32619 á ted_ducey@redlands.k12.ca.us
Amanda Chann- Asst. Principal- AVIDá á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á á áext. 32104 áamanda_chann@redlands.k12.ca.us
John Maloney- REV Principal
Julie Swann- Director of Categorical Programs

á

Calculating my GPA:

á

A = 4.0áááááááááá C = 2.0

á
A- = 3.7ááááááááá C- = 1.7
B+ = 3.3áááááááá D+ = 1.3
B- = 2.7ááááááááá D = 1.0
C+ = 2.3áááááááá F = 0
á
Total GPA- Add the GPA value for each class and divide by the number of classes you take in one day.
Academic GPA- Add the GPA value for each college prep class and divide by the number of those classes.
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á

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AVID Newsletters:


AVID Newsletter- Februraryá2015
/modules/groups/homepagefiles/cms/14584/File/Newsletter-%20Feb%202015%20-%20Jasmine%2C%20Daisy%2C%20Cookie%2C%20Jake.pdf

AVID Newsletter- December 2014

http://avid-3-l.rev.redlandsusd.net/modules/locker/files/get_group_file.phtml?gid=4603339&fid=27633861&sessionid=75e2e93123f9be497bc92494b1544f71

AVID Newsletter- November 2014
http://avid-3-l.rev.redlandsusd.net/modules/locker/files/get_group_file.phtml?gid=4603339&fid=27633844&sessionid=75e2e93123f9be497bc92494b1544f71

AVID Newsletter- October 2014
http://avid-3-l.rev.redlandsusd.net/modules/locker/files/get_group_file.phtml?gid=4603339&fid=27633807&sessionid=75e2e93123f9be497bc92494b1544f71

AVID Jr. Overnighter- May 2014
http://avid-3-l.rev.redlandsusd.net/modules/locker/files/get_group_file.phtml?gid=4603339&fid=27633963&sessionid=75e2e93123f9be497bc92494b1544f71

AVID Newsletter- November 2009
modules/groups/homepagefiles/cms/14584/File/AVID Resources/AVID Newletter November2009 (Read-Only).pdf


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