1. The Big Picture From “I Can” Statements to Earning an A
Foothill High School AVID Bakersfield, CA

2. California State Standards
What happens:
Result:
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”

3. I Can Statements
Purpose
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

4. Lessons Taught in Class
DLTs Direct Teacher Lesson Development
DLT to Lesson
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

5. Cornell Notes Cross-Reference
Student Notes Correspond to Lesson and Textbook
Cross-Reference
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

6. Textbooks Lessons Correspond to Textbook Refer to Textbook
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

7. Preparing for Success Cycle of Academic Success
Review all components of each lesson
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)

8. Common Formative Assessments
CFA
Take Each CFA Seriously
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

9. How AVID Tutorial Helps
Weekly Tutorial Sessions
Tutorial Process
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

10. Tutorial Request Form (TRF)
TRF Questions Based on CFA Performance
Supplies Needed
Pacing guide
Cornell notes
Textbook
CFA – if available
Highlighters
Calculator
Questions on the TRF should be from CFA or based on DLT that the student has not yet mastered
Bring all supplies

11. AVID Tutorial
Socratic Method

12. 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

13. Teamwork is the Key
Use All Available Resources

14. Re-test Go back to class Turn in review assignments
After Tutorial
Go back to class
Turn in review assignments
Turn in proof of tutoring
Re-take CFA or take test for first time

15. Celebrate your Success!
Good Work!!!