The Big Picture From “I Can” Statements to Earning an A Foothill High School AVID Bakersfield, CA

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”

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

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

Cornell Notes Cross-Reference 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

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

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)

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

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

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

AVID Tutorial Socratic Method

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

Teamwork is the Key Use All Available Resources

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

Celebrate your Success! Good Work!!!