Saturday, April 20, 2024, 8:37 AM
Site: Learnbps
Course: BPSS (AVI) AVID Standards (S-AVI)
Glossary: 6th Grade AVID

AVI-06.SA

BPSS-AVI logoAVID SA Student Agency LogoFramework Grade 6

(SA) Student Agency


Narrative

Students believe in and activate their own potential, build relationships, persist through obstacles, and exercise their academic, social, emotional, and professional knowledge and skills.

Standards

AVI-06.SA.01: Student Empowerment
  • the idea of creating an environment where students want to learn rather than have to learn
  • a process by which students gain more control over their lives
  • develop empowered academic outcomes including competence, self-determination, and a sense that their voice is heard
AVI-06.SA.02: Leadership of Others
  • process of enlisting and guiding student talents and energies toward achieving common educational goals

Calculation Method for Frameworks

Frameworks are larger groups of related student standards. So the Framework Score is a calculation of all the related student competencies. So click on the student standards identifiers  name below each Framework to access the learning targets and proficiency scales for each standard.

AVI-06.SA.01

AVID Student Agency logo AVID man logo 6th Grade (AVI) Standard

Framework (SA) Student Agency 

AVI-06.SA.01: Student Empowerment is where students gain the authority and agency to make decisions on their own and implement their changes in school. Student empowerment generally includes learning, teaching and leadership in the classroom. Empowerment happens through student authorization and action upon gaining a sense of power.

Sub-Standards:

(a) Determine personal interest for extracurricular and community service activities within the school and community
(b) Gain awareness of extracurricular and community service activities within the school and community
(c) Evaluate the impact of decisions on others
(d) Explore the importance of healthy, balanced lifestyles, including aspects such as good sleeping, eating, and exercise habits
(e) Establish understanding of concepts and content-specific vocabulary related to personal finance
(f) Identify the characteristics of positive, healthy relationships
(g) Explore individual peer relationships and identify those that are positive and healthy
(h) Gain awareness of motivators that positively impact performance
(i) Self-monitor to diagnose areas of need (e.g., academic, personal, social-emotional)
(j) Gain awareness of skills that increase mental flexibility
(k) Explore the relationship between grit and perseverance
(l) Identify strategies and skills that promote self-awareness
(m) Identify individual strengths and areas of challenge related to academic skills and performance
(n) Determine key points from learning experiences

Students who are empowered can:

  • build their self-confidence
  • build a sense of self-efficacy
  • build an ability to solve problems
  • research information and communicate that information and their interests
  • engage with issues occurring around them

Resources

Vocabulary

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Websites

  • Links to sites that open in a new window

AVI-06.SA.01.k

BPSS-AVI Student Agency logo6th Grade (AVI) Sub-Standard

(SA) Student Agency  Student Empowerment

AVI-06.SA.01.k: Explore the relationship between grit and perseverance.

Student Learning Targets:

Knowledge Targets

  • I can 

Reasoning Targets

  • I can 

Skills (Performance) Targets

  • I can 

Proficiency Scale

The Student Will ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

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Websites

  • Links to sites that open in a new window

AVI-06.SA.01.m

BPSS-AVI Student Agency logo 6th Grade (AVI) Sub-Standard

(SA) Student Agency  Student Empowerment

AVI-06.SA.01.m: Identify individual strengths and areas of challenge related to academic skills and performance.

Student Learning Targets:

Knowledge Targets

  • I can 

Reasoning Targets

  • I can 

Skills (Performance) Targets

  • I can 

Proficiency Scale

The Student Will ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
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Websites

  • Links to sites that open in a new window

AVI-06.SA.02

BPSS-AVI Student Agency logo AVID man logo 6th Grade (AVI) Standard

Framework (SA) Student Agency 

AVI-06.SP.02: Leadership of Others means students take active roles in their education and develop positive skills in the process. The goal of inspiring student leaders is to create a culture of ownership, collaboration and community in the classroom.

Sub-Standards:

(a) Identify traits connected to personal integrity and ethics
(b) Identify leadership opportunities and positions in the school and community
(c) Determine formal and informal leadership opportunities that could be pursued
(d) Select tools to analyze a conflict and identify a positive solution
(e) Classify passive, assertive, and aggressive statements

Student who lead others can:

  • take on the responsibility of spreading knowledge through inspiration and tutoring
  • communicate openly with their team, teachers and others around them effectively
  • become resilient in the face of adversity
  • go out of their way to serve others

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window