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

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!!!