the big picture from “i can” statements to earning an a foothill high school avid bakersfield,...
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THE BIG PICTUREFROM “I CAN” STATEMENTS TO EARNING AN A
Foothill High School AVID Bakersfield, CA
California State Standards
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”
What happens: Result:
I Can StatementsPurpose
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
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
DLTs Direct Teacher Lesson Development
DLT to Lesson
Cornell Notes
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
Student Notes Correspond to Lesson and Textbook
Cross-Reference
Textbooks
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
Lessons Correspond to Textbook
Refer to Textbook
Preparing for Success
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)
Cycle of Academic Success
Review all components of each lesson
Common Formative Assessments
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
CFA Take Each CFA Seriously
How AVID Tutorial Helps
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
Weekly Tutorial Sessions Tutorial Process
Tutorial Request Form (TRF)
Questions on the TRF should be from CFA or based on DLT that the student has not yet mastered
Bring all supplies
Pacing guide Cornell notes Textbook CFA – if available Highlighters Calculator
TRF Questions Based on CFA Performance
Supplies Needed
AVID TutorialSocratic 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 KeyUse All Available Resources
Re-testAfter Tutorial
Go back to classTurn in review assignments
Turn in proof of tutoring
Re-take CFA or take test for first time
Celebrate your Success!Good Work!!!