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The Big Picture From

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THE BIG PICTURE FROM I CAN STATEMENTS TO EARNING AN A Foothill High School AVID Bakersfield, CA California State Standards Teachers take the CA state standards ... – PowerPoint PPT presentation

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Title: The Big Picture From


1
The Big PictureFrom I Can Statements to
Earning an A
  • Foothill High School AVID Bakersfield, CA

2
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

3
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

4
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

5
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

6
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

7
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)

8
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

9
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

10
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

11
AVID Tutorial
  • Socratic Method

12
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

13
Teamwork is the Key
  • Use All Available Resources

14
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

15
Celebrate your Success!
  • Good Work!!!
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