The Big Picture From “I Can” Statements to Earning an A

1. The Big PictureFrom “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 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 • 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

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 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!!!