AVID

AVID
 Place date before each entry under each question. 11/5 Students are beginning to create level 2 and 3 questions without prompting. Each grade level has written two essays using their own inferences and Bloom's taxonomy. 11/5 Costa's Levels of Questioning will continue to be stressed and implemented throughout each nine weeks. Students are doing a great job of creating level 2 and 3 questions on their tutorials and binder checks. We continue to work on self-discipline and strong work ethic. 11/5 The tutors and I typically try to spend more one on one time with the students scoring in the lower percentile. 11/5 AVID constantly addresses Bloom's in the students' creation of questions and tutorials on a weekly basis. 11/5 Comments ~ Concerns ~ Needs (resources) Seventh grade recently read excerpts from __Jumping the Nail__ and prepared Literary Circles with small groups, after which the students presented their specific findings with the class. Eighth grade recently viewed **RUDY** in order to create a character analysis to present using their public speaking skills and WIC-R. Seventh/Eighth graders will be taking a trip to Newberry College next week as part of their college preparation.
 * Where are you on your long-range plans, pacing, and content standards?
 * After the analysis of nine weeks tests and grades, how will you address student strengths and weaknesses?
 * How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction?
 * Where did this week’s learning goals fall within Bloom’s Taxonomy?
 * In looking at your last formal/informal assessment, identify the level of Bloom's utilized within that assessment.

Teachers in attendance: 11/5 Cordova, Burgess, Turner, and Megna