BPS AVID Standards Book

(BR) Building Relationships (subset)

• AVI-09.SA.BRe1    Establish and maintain relational capacity with others.
  • Students establish norms and expectations around shared responsibility among group members.
    
  • Students establish norms and expectations around appreciating diversity among group members.
    
  • Students develop a foundational familiarity and comfort with classmates.
    
  • Students identify respectful and disrespectful actions of self and others.
    
  • Students check group members' level of understanding.
    
  • Students evaluate the impact of decisions on others.
    
• AVI-09.SA.BRe2    Activate a physical and digital network of support for current and future success.
  • Students identify the characteristics of positive, healthy relationships.
    
  • Students explore individual peer relationships and identify those that are positive and healthy.
    
  • Students reflect on how relationships are affected by devices and the internet.
    

(PTO) Persisting Through Obstacles (subset)

• AVI-09.SA.PTOe1    Monitor progress towards long-term goals and aspirations.
  • Students set personal, academic, and career goals.
    
  • Students monitor progress towards goals.
    
• AVI-09.SA.PTOe2    Seek help and feedback when necessary.
  • Students self-monitor to diagnose areas of need (e.g., academic, personal, social-emotional).
    
  • Students gain awareness of skills that increase mental flexibility.
    
  • Students explore the relationship between grit and perseverance.
    
• AVI-09.SA.PTOe3    Develop a strong student voice to self-advocate.
  • Students gain awareness of motivators that positively impact performance.
    
  • Students determine key points from learning experiences.
    

(AKS) Activating Knowledge and Skills (subset)

• AVI-09.SA.AKSe1    Create a strong sense of self-identity by connecting with one’s emotions, thoughts, and values.
  • Students explore the importance of healthy, balanced lifestyles, including aspects such as good sleeping, eating, and exercise habits.
    
  • Students identify strategies and skills that promote self-awareness.
    
  • Students identify individual strengths and areas of challenge related to academic skills and performance.
    
• AVI-09.SA.AKSe2    Develop and activate leadership traits and behaviors.
  • Students identify leadership opportunities and positions across the school and community.
    
  • Students determine formal and informal leadership opportunities that could be pursued.
    
  • Students select tools to analyze a conflict and identify a positive solution.
    
  • Students classify passive, assertive, and aggressive statements.
    
• AVI-09.SA.AKSe3    Think critically, behave safely, and participate responsibly in the digital world.
  • Students identify traits connected to personal integrity and ethics.
    
  • Students determine personal interest for extracurricular and community service activities within the school and community.
    
  • Students gain awareness of extracurricular and community service activities within the school and community.
    
  • Students identify examples of online behaviors that may hurt, embarrass, or offend others.
    

(W) Writing (subset)

• AVI-09.RAP.We1    Communicate thoughts and ideas through the writing process.
  • Students develop writing skills related to expository, timed, and descriptive modes of writing.
    
  • Students plan and structure writing based on the mode (descriptive, narrative, expository, argumentative).
    
  • Students draft initial writing.
    
  • Students analyze a writing task by identifying key vocabulary and audience.
    
  • Students gather and analyze feedback from peers and instructors.
    
  • Students edit drafts for grammar, mechanics, and spelling.
    
  • Students analyze the organizational structure of writing.
    
  • Students publish writing to a small group audience within the classroom, such as a formal, written paper.
    
• AVI-09.RAP.We2    Write as a tool to demonstrate learning and deepen understanding of content.
  • Students take notes, with an emphasis on identifying and recording the note-taking objective and/or Essential Question.
    
  • Students take notes, with an emphasis on setting up notes, including all required components.
    
  • Students summarize by pulling together the most important information related to the objective and/or Essential Question.
    

(I) Inquiry (subset)

• AVI-09.RAP.Ie1    Use questioning to demonstrate critical thinking and clarify learning.
  • Students create questions based on Costa’s Levels of Thinking .
    
  • Students identify misunderstood concepts or problems.
    
  • Students determine the steps/process that led to a solution.
    
  • Students reflect on learning to make connections between new learning and previous learning.
    
  • Students reflect on learning strategies that were employed and if those strategies were effective.
    
  • Students identify processes that are utilized.
    
  • Students reflect on a process that was utilized and if that process was effective.
    
• AVI-09.RAP.Ie2    Conduct proficient, academic investigation through the research process.
  • Students analyze a research prompt.
    
  • Students locate sources that are relevant to the topic and support the purpose of the research assignment.
    
  • Students distinguish between primary and secondary sources.
    
  • Students plan and structure the writing based on the research prompt.
    
  • Students integrate quotes and reference text with proper citations.
    
  • Students publish research to a small group audience within the classroom, such as a formal, written paper.
    

(C) Collaboration (subset)

• AVI-09.RAP.Ce1    Communicate clearly through effective speaking and active listening.
  • Students apply basic understanding of effective public speaking.
    
  • Students incorporate visual aids and/or technology when appropriate.
    
  • Students describe the characteristics of effective listening, such as eye contact and mirroring.
    
  • Students monitor word choice when speaking.
    
  • Students identify formal and informal language registers.
    
• AVI-09.RAP.Ce2    Work productively and effectively in groups in blended learning environments.
  • Students utilize technology to collaborate with classmates.
    

(O) Organization (subset)

• AVI-09.RAP.Oe1    Manage materials using physical and digital organizational systems and routines.
  • Students begin implementing organizational tools (e.g., binders/eBinders, portfolios, or digital folders) that support academic success.
    
  • Students create an activity log or tracking system of community extracurricular activities and hours.
    
• AVI-09.RAP.Oe2    Manage time to plan and prioritize appropriately.
  • Students explore a variety of organizational formats for calendaring/planning.
    
  • Students determine how to utilize time effectively.
    
  • Students assess complex assignments and break them into smaller tasks.
    
• AVI-09.RAP.Oe3    Organize information and thinking.
  • Students utilize visual frameworks to organize information.
    

(R) Reading (subset)

• AVI-09.RAP.Re1    Deepen understanding of a variety of texts by engaging in the critical reading process.
  • Students determine the characteristics of a quality text in relation to the reading purpose.
    
  • Students preview text features.
    
  • Students identify prior knowledge that may be relevant to the reading.
    
  • Students assess knowledge of academic and content vocabulary words.
    
  • Students mark the text to accomplish the reading purpose.                                                                        
    
  • Students identify the key components of a text related to the reading purpose.
    
  • Students extend beyond the text by applying key learning.
    

(ACP) Advancing College Preparedness (subset)

• AVI-09.OK.ACPe1    Explore education and college path based on personal strengths, skills, and interests.
  • Students identify personal interests and skills related to future college aspirations, such as through an interest inventory.
    
• AVI-09.OK.ACPe2    Explore college admission requirements, including financing, testing, and application.
  • Students know how to determine GPA.
    
  • Students develop familiarity with college terminology.
    
  • Students classify the various types/categories of colleges.
    
  • Students understand scholarships and the role they play in college financing.
    
• AVI-09.OK.ACPe3    Plan education and college path based on personal goals.
  • Students articulate the importance of long-term academic plans as a part of goal setting and achievement.
    
  • Students identify what is meant by match schools, reach schools, and safety schools in order to determine the best academic fit during the selection process.
    
  • Students understand the different college entrance exams: PSAT, PreACT, SAT, ACT.
    

(BCP) Building Career Preparedness (subset)

• AVI-09.OK.BCPe1    Build awareness of personal fit related to career readiness and selection.
  • Students identify personal interests and skills related to future career aspirations.
    
  • Students increase familiarity with career terminology.
    
  • Students distinguish between jobs, careers, and career fields.
    
  • Students establish initial knowledge around the characteristics that contribute to academic, social, and financial fit.
    
  • Students explore the net cost of attending college to inform decisions and budget plans.
    
• AVI-09.OK.BCPe2    Plan education and career path based on personal goals.
  • Students request assistance in selecting career elective courses and pathways that match interests and goals.
    

(DFR) Developing Future Readiness (subset)

• AVI-09.OK.DFRe1    Develop personal financial literacy to make appropriate financial choices.
  • Students establish understanding of concepts and content-specific vocabulary related to personal finance.
    
• AVI-09.OK.DFRe2    Develop a professional profile and monitor digital footprint.
  • Students identify the benefits of developing a professional profile.
    
  • Students discuss what it means to accurately represent yourself online.