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Allowing students, through gradual release of responsibility, to be a part of creating essential questions and learning targets based on a minature as a precursor to introducing a unit.

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Students could increase rigor through writing in miniature. Teachers would model the steps to use this writing tool. Students would practice the tool with sentences. Teachers would provide a mentor text broken into chunks in a graphic organizer and model how to expand this skill. Students would use the graphic organizer to create academic writing.

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practice of miniature sentence structures, word wall, summarization, journaling, free writing, discussions to spark interest and engagement, drawing to make connections.

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Close reading strategies such as multiple reads with specific purposes, sticky notes, guided annotation marks, reflection, and extension must be modeled, practiced, and maintained as a regular routine.

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No matter what post-secondary path high school graduates choose, students must develop certain essential skills to design their own futures: critical thinking, collaboration, reading, writing, and relationship building. The development of these skills is rooted in belief in self. If students believe they are capable, there is a foundational confidence to learn and a resiliency to overcome setbacks.

When educators believe in students, learning and confidence are activated. With teacher support for developing a growth mindset and the academic skills they need for future success, students grow to see their capabilities and find their own way.
The AVID College and Career Readiness Framework How College and Career Readiness
Fits into the Framework

What Students Need

Rigorous Academic Preparedness: Students have the academic skills and can successfully complete rigorous college and career preparatory curriculum and experiences.

Opportunity Knowledge: Students research opportunities, set goals, make choices that support their long-term aspirations, and successfully navigate transitions to the next level.

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

What Educators Do

Insist on Rigor: Educators across the school provide learning experiences where every student is challenged, engaged, and develops a greater ownership in their learning through increasingly complex levels of understanding.

Break Down Barriers: Educators are champions for equity who actively seek out and eliminate educational barriers that would limit or restrict students' access to meaningful and challenging learning opportunities.

Align the Work: Educators increasingly align their practices and beliefs to the common purpose of preparing all students for college and career readiness as well as students' long-term success in college, career, and life.

Advocate for Students: Educators consistently advocate for equity and access to challenging coursework for all and help students find their voice and achieve their aspirations through creating strong relationships and providing appropriate guidance.

No matter what post-secondary path high school graduates choose, students must develop certain essential skills to design their own futures: critical thinking, collaboration, reading, writing, and relationship building. The development of these skills is rooted in belief in self. If students believe they are capable, there is a foundational confidence to learn and a resiliency to overcome setbacks.

When educators believe in students, learning and confidence are activated. With teacher support for developing a growth mindset and the academic skills they need for future success, students grow to see their capabilities and find their own way.
The AVID College and Career Readiness Framework How College and Career Readiness Fits into the Framework

What Students Need

What Educators Do

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College and Career Readiness / College and Career Readiness

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No matter what post-secondary path high school graduates choose, students must develop certain essential skills to design their own futures: critical thinking, collaboration, reading, writing, and relationship building. The development of these skills is rooted in belief in self. If students believe they are capable, there is a foundational confidence to learn and a resiliency to overcome setbacks.

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The CCR framework connects real world scenarios to my teaching practices.

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The College and Career Readiness Framework connects to my lessons because we prepare students to be successful, positive, inquisitive, culturally appropriate humans. Every day is a step towards becoming a contributing member of society.

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The CCR framework aligns with teaching high school English since my ultimate goal is to provide the rigor and opportunity to allow my students to achieve their own personal idea of success beyond high school.

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The CCR framework connects to me because I like to break down barriers in schools because I feel that when we work together in a safe place, true learning can occur.

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CCR connects to me because it aligns the work with communication and expression

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Duldulao, J           James Campbell H.S ELA10/ AVID11 

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Duldulao, J           James Campbell H.S ELA10/ AVID11 

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Essential Questions/ Learning Target
Apply to both academic and real world application