The Big Picture From

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The Big PictureFrom I Can Statements to
Earning an A

• Foothill High School AVID Bakersfield, CA

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California State Standards

• What happens

• Result

• Teachers take the CA state standards and turn
  them into more understandable statements about
  what needs to be learned

• These are the Daily Learning Targets (DLTs), also
  known as I Can Statements

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I Can Statements

• Purpose

• Each statements tells the student what he/she
  should be able to do at the end of the
  lesson/unit
• The student should be able to perform the skill
  identified in the I Can Statement
• Mastery of a skill is proven when a student earns
  a score of proficient or advanced on the
  assessment of this skill

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Lessons Taught in Class

• DLTs Direct Teacher Lesson Development

• DLT to Lesson

• The DLTs lead teachers to create the individual
  lessons taught in class daily
• DLT will be identified on the board and/or
  quarterly pacing guide

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Cornell Notes

• Student Notes Correspond to Lesson and Textbook

• Cross-Reference

• Students should take notes in every class, every
  day, regardless of whether the teacher explicitly
  says to or not
• Label each set of Cornell notes with the date of
  the lesson and the DLT

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Textbooks

• Lessons Correspond to Textbook

• Refer to Textbook

• Each DLT-based lesson corresponds to particular
  pages in the textbook for the course
• Locate these pages, even if your teacher does not
  explicitly address them
• Write these page numbers in your Cornell notes

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Preparing for Success

• Cycle of Academic Success

• Review all components of each lesson

• Attend class to hear each lesson
• Read corresponding pages in textbook
• Take and then study Cornell notes for a minimum
  of 5 minutes each day
• Demonstrate mastery on assessment (quiz/test)

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Common Formative Assessments

• CFA

• Take Each CFA Seriously

• Tool to track student mastery of material
• Can the student do what he/she is supposed to be
  able to do after this lesson?
• Allows teacher and student to assess needs each
  week
• Re-teach/review if necessary

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How AVID Tutorial Helps

• Weekly Tutorial Sessions

• Tutorial Process

• Designed to give students time to work on Daily
  Learning Targets and other material not yet
  mastered
• Goal a deep level of understanding

• Reflect on DLTs, class notes, pages in textbook,
  and CFA score (or upcoming test info)
• Prepare TRF based on needs
• Participate in tutorial
• Summarize learning
• Reflect on participation
• Return to core classes prepared to succeed

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Tutorial Request Form (TRF)

• TRF Questions Based on CFA Performance

• Supplies Needed

• Pacing guide
• Cornell notes
• Textbook
• CFA if available
• Highlighters
• Calculator

• Questions on the TRF should be from CFA or based
  on DLT that the student has not yet mastered
• Bring all supplies

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AVID Tutorial

• Socratic Method

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Tutorial Process

• Students work together to master subject matter
• Uses Socratic method asking questions rather
  than telling answers
• Teaches students how to look for answers
  themselves an essential college survival skill
• Provides extra practice and additional
  explanations
• Focuses on the individual student rather than the
  needs of the entire class
• Models college study group format informal
  meetings setup by students to share knowledge,
  review course material, and prepare for exams

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Teamwork is the Key

• Use All Available Resources

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Re-test

• After Tutorial

• Go back to class
• Turn in review assignments
• Turn in proof of tutoring
• Re-take CFA or take test for first time

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Celebrate your Success!

• Good Work!!!