BPS AVID Standards Book
Grade Levels
Grade 08
AVID (Advancement via Individual Determination)
AVID (Advancement Via Individual Determination) is an elective course description. (ELA/MAT were AI generated from the prioritized standards.
Note: Standards Identifiers auto-link to popup a detailed description with "I can ..." and Proficiency Scales.
Prioritized Sub-Standards Identifiers are highlighted a sky-blue.
Prioritized Sub-Standards Identifiers are highlighted a sky-blue.
AVI-08.(SA) (SA) Student Agency Outcomes
Students believe in themselves and act intentionally to build relationships, persist through obstacles, and activate their academic, social, emotional, and professional knowledge and skills to reach their potential.
(SA)BR Building Relationships (subset)
- AVI-08.(SA)BR.e1 Establish and maintain relational capacity with others.
- Students negotiate roles within a collaborative group through the adoption of effective elements of collaboration.
- Students integrate multiple perspectives into group products.
- Students deepen relational capacity through creation of novel ideas and solutions.
- Students interact with peers in complex situations (providing feedback, conflict management, academic discourse) while maintaining a focus on respect, trust, and empathy.
- Students support all group members' understanding of key concepts.
- Students evaluate the impact of decisions on the world.
- Students negotiate roles within a collaborative group through the adoption of effective elements of collaboration.
- AVI-08.(SA)BR.e2 Activate a physical and digital network of support for current and future success.
- Students maintain a strong support network for academic and career success.
- Students identify mentors who influence, support, and guide future transitions and success.
- Students monitor and maintain positive relationships in a digital space.
- Students maintain a strong support network for academic and career success.
(SA)PTO Persisting Through Obstacles (subset)
- AVI-08.(SA)PTO.e1 Monitor progress towards long-term goals and aspirations.
- Students create short and mid-range goals that support achievement of long-term goals.
- Students modify goals and actions appropriately based on progress.
- Students create short and mid-range goals that support achievement of long-term goals.
- AVI-08.(SA)PTO.e2 Seek help and feedback when necessary.
- Students strengthen ability to self-advocate related to areas of need.
- Students leverage support network to assist within areas of need.
- Students reflect on current status and skills to strengthen mental flexibility now and in the future.
- Students recognize and overcome obstacles that could hinder future success.
- Students strengthen ability to self-advocate related to areas of need.
- AVI-08.(SA)PTO.e3 Develop a strong student voice to self-advocate.
- Students apply strategies to support motivation, especially when lacking intrinsic motivation.
- Students employ key learning points to real-world applications.
- Students apply strategies to support motivation, especially when lacking intrinsic motivation.
(SA)AKS Activating Knowledge and Skills (subset)
- AVI-08.(SA)AKS.e1 Create a strong sense of self-identity by connecting with one’s emotions, thoughts, and values.
- Students effectively manage stress and anxiety levels, including areas such as in preparation for and during tests.
- Students apply self-awareness strategies and skills with a variety of academic challenges.
- Students effectively manage stress and anxiety levels, including areas such as in preparation for and during tests.
- AVI-08.(SA)AKS.e2 Develop and activate leadership traits and behaviors.
- Students pursue leadership and/or mentorship opportunities across the school and community.
- Students reflect on conflict situations to strengthen ability to deal with the emotions that accompany conflict in leadership roles.
- Students pursue leadership and/or mentorship opportunities across the school and community.
- AVI-08.(SA)AKS.e3 Think critically, behave safely, and participate responsibly in the digital world.
- Students assess personal traits connected to integrity and ethical leadership.
- Students explore and pursue leadership opportunities in extracurricular and community service activities within the school, local and/or global community.
- Students identify ways to be an upstander or ally to someone being bullied.
- Students assess personal traits connected to integrity and ethical leadership.
AVI-08.(RAP) (RAP) Rigorous Academic Preparedness Outcomes
Students develop academic skills and can successfully complete rigorous college and career preparatory curriculum and experiences.
(RAP)W Writing (subset)
- AVI-08.(RAP)W.e1 Communicate thoughts and ideas through the writing process.
- Students develop writing skills related to timed, argumentative, and descriptive modes of writing.
- Students utilize inquiry strategies to develop additional questions as needed.
- Students independently create and execute a plan for the revision process.
- Students analyze the language of writing and edit for voice, flow, and clarity.
- Students publish writing to an audience outside of the classroom, such as an online forum.
- Students develop writing skills related to timed, argumentative, and descriptive modes of writing.
- AVI-08.(RAP)W.e2 Write as a tool to demonstrate learning and deepen understanding of content.
- Students take notes, with an emphasis on selecting the appropriate format for note-taking based on the note-taking objective.
- Students take notes, with an emphasis on using strategies to organize notes (e.g., indentation, bullets, outlines, skipping lines, color-coding).
- Students reflect on how notes help to meet the learning objective and contribute to academic and personal success.
- Students take notes, with an emphasis on selecting the appropriate format for note-taking based on the note-taking objective.
(RAP)I Inquiry (subset)
- AVI-08.(RAP)I.e1 Use questioning to demonstrate critical thinking and clarify learning.
- Students use questioning techniques to think critically about content and concepts.
- Students generate questions based on a misunderstood concept or problem.
- Students determine modifications to the process that would be needed to solve similar problems.
- Students reflect on learning to make connections between new learning and the broader world.
- Students reflect throughout learning on progress and continually adjust actions on major tasks or assignments.
- Students reflect throughout a process on progress and continually adjust actions.
- Students use questioning techniques to think critically about content and concepts.
- AVI-08.(RAP)I.e2 Conduct proficient, academic investigation through the research process.
- Students develop research questions/claim statements that effectively address the research prompt.
- Students determine the perspective, validity, and reliability of information found within sources by multiple sources (such as books, articles, and websites).
- Students synthesize information, sources, and data that support the research prompt.
- Students construct written claims and support them with reasoning and evidence.
- Students publish research to an audience outside of the classroom.
- Students develop research questions/claim statements that effectively address the research prompt.
(RAP)C Collaboration (subset)
- AVI-08.(RAP)C.e1 Communicate clearly through effective speaking and active listening.
- Students adjust ineffective verbal and non-verbal communication into effective communication.
- Students demonstrate active listening by asking clarifying questions.
- Students demonstrate command of grammar when communicating.
- Students speak effectively before whole class.
- Students adjust ineffective verbal and non-verbal communication into effective communication.
- AVI-08.(RAP)C.e2 Work productively and effectively in groups in blended learning environments.
- Students utilize technology with the global community to explore topics from multiple perspectives.
- Students utilize technology with the global community to explore topics from multiple perspectives.
(RAP)O Organization (subset)
- AVI-08.(RAP)O.e1 Manage materials using physical and digital organizational systems and routines.
- Students develop efficient, individualized routines related to using organizational tools and planning strategies to enhance academic performance.
- Students reflect on activity log or tracking system of community extracurricular activities and hours.
- Students develop efficient, individualized routines related to using organizational tools and planning strategies to enhance academic performance.
- AVI-08.(RAP)O.e2 Manage time to plan and prioritize appropriately.
- Students understand and demonstrate the concepts and practices of backwards mapping.
- Students identify upcoming events to proactively avoid time management conflicts.
- Students understand and demonstrate the concepts and practices of backwards mapping.
- AVI-08.(RAP)O.e3 Organize information and thinking.
- Students manage varied visual frameworks to organize language, and show relationships between key concepts.
- Students manage varied visual frameworks to organize language, and show relationships between key concepts.
(RAP)R Reading (subset)
- AVI-08.(RAP)R.e1 Deepen understanding of a variety of texts by engaging in the critical reading process.
- Students select texts and justify if they meet the reading purpose.
- Students build background knowledge related to the text preview.
- Students connect vocabulary within texts to broader concepts of the text.
- Students create text dependent questions while reading that align with the reading purpose.
- Students extend beyond the text analyzing how to best apply key learning.
- Students select texts and justify if they meet the reading purpose.
AVI-08.(OK) (OK) Opportunity Knowledge Outcomes
Students research opportunities, set goals, make choices that support their long-term aspirations, and successfully navigate to the next level.
(OK)ACP Advancing College Preparedness (subset)
- AVI-08.(OK)ACP.e1 Explore education and college path based on personal strengths, skills, and interests.
- Students refine key personal attributes for academic, social, and financial fit related to college selection.
- Students refine key personal attributes for academic, social, and financial fit related to college selection.
- AVI-08.(OK)ACP.e2 Explore college admission requirements, including financing, testing, and application.
- Students reflect on their current GPA and how it relates to college selection criteria.
- Students compare various college campus structures, services, and opportunities.
- Students research and evaluate scholarship offerings (FAFSA).
- Students reflect on their current GPA and how it relates to college selection criteria.
- AVI-08.(OK)ACP.e3 Plan education and college path based on personal goals.
- Students produce long-term academic plans that align with goals.
- Students plan for a successful transition to the next step in the academic journey.
- Students gain exposure to pathways offering work opportunities (credentials, certifications, internships, etc.).
- Students engage in a variety of information gathering to determine match, reach and safety schools to mitigate summer melt and undermatching during the selection process.
- Students determine whether additional test prep and testing is needed to reach scholarships goals.
- Students produce long-term academic plans that align with goals.
(OK)BCP Building Career Preparedness (subset)
- AVI-08.(OK)BCP.e1 Build awareness of personal fit related to career readiness and selection.
- Students develop an authentic and personal definition of success.
- Students refine key personal attributes for academic, social, and financial fit related to career selection"
- Students gain awareness of how academic performance links to career performance and success.
- Students expand thinking of potential career fields by encouraging discovery of a variety of career fields and the opportunities therein.
- Students develop knowledge and gain exposure to credentials or post-secondary education needed for career goals.
- Students identify best fit career fields based on academic, social, and financial fit to develop short- and long-term career pathways.
- Students develop an authentic and personal definition of success.
- AVI-08.(OK)BCP.e2 Plan education and career path based on personal goals.
- Students engage in real-world experiences within career fields of interest, such as service learning projects, job shadowing opportunities, or internship possibilities in career fields of interest.
- Students engage in real-world experiences within career fields of interest, such as service learning projects, job shadowing opportunities, or internship possibilities in career fields of interest.
(OK)DFR Developing Future Readiness (subset)
- AVI-08.(OK)DFR.e1 Develop personal financial literacy to make appropriate financial choices.
- Students create a systematic decision-making model for personal financial decisions and circumstances.
- Students create a systematic decision-making model for personal financial decisions and circumstances.
- AVI-08.(OK)DFR.e2 Develop a professional profile and monitor digital footprint.
- Students gather information on interests, experiences, and goals to build a digital profile.
- Students identify and address gaps in profile.
- Students define "digital reputation" and identify examples of social media posts that can have a positive or negative effect.
- Students gather information on interests, experiences, and goals to build a digital profile.