BPS AVID Standards Book

(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.
    
• 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.
    

(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.
    
• 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.
    
• 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.
    

(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.
    
• 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.
    
• 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.
    

(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.
    
• 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.
    

(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.
    
• 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.
    

(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.
    
• 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.
    

(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.
    
• 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.
    
• AVI-08.(RAP)O.e3    Organize information and thinking.
  • 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.
    

(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.
    
• 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).
    
• 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.
    

(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.
    
• 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.
    

(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.
    
• 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.