Educator Resource

Tutorial Request Form Rubric with AVID Elective Standards

This rubric is intended to support standards-based grading schools, as well as support alignment of the Tutorial Request Form Scoring
Guide to the experience level of the AVID student(s). The AVID Anchor Standards in the far-left column are written at the 12th grade level
and represent the skills that all AVID students aspire to achieve over time.
While students gain experience in tutorial, they will most likely align to the “Beginning” column of the rubric, representing the 6th/9th
grade set of AVID Elective Standards. As students progress through AVID, they will move up to the “Intermediate” column of the rubric,
which represents the 7th/10th grade set of AVID Elective Standards. Finally, students will reach the “Advanced” column, which
represents the 8th/11th grade set of AVID Elective Standards.
The Tutorial Request Form Rubric with AVID Elective Standards may be used holistically or section by section, depending on the needs of
the students. It is possible for students to be in the Beginning column on one skill and simultaneously in the Intermediate column on
another skill. Selecting focus areas for instruction can help improve individual and class tutorial skills.
TRF Section/Anchor Standard Beginning Intermediate Advanced
Initial Question Initial question is student-generated Initial question is from a graded Initial question is from student’s
Anchor Standard: Self-monitor and and not from an actual assignment. assignment, quiz, or test. focused notes or a not-yet-graded
seek help when necessary. assignment.

Key Academic Vocabulary Vocabulary terms are listed but the Vocabulary terms are defined using a Vocabulary terms are defined in the
Anchor Standard: Examine key academic definition does not fit the context. dictionary definition. student’s own words.
and content-related vocabulary to
deepen comprehension of texts.
What I Know About My Question Determine key points from learning Make connections between key Employ key learning points to real-
Anchor Standard: Apply learning to experiences. learning points and new contexts. world applications.
demonstrate knowledge and achieve
Pre-Work Inquiry

success.
Critical Thinking About Initial Initial question is copied, minimal work Initial question has been worked on, Information is synthesized and
Question has been attempted, and no graphic but the graphic organizer is not well organized effectively, Point of
Anchor Standard: Synthesize and organizer is present. matched to the task. No Point of Confusion is clearly marked with a “?”
Chapter 2: Before the Tutorial

organize information effectively, Confusion is identified and/or a-ha! and/or a-ha! moments marked with an
including usage of digital tools. moments are marked if the POC is “!” if the POC is resolved. Other marks
resolved. might be included.

General Steps List the steps that led to the POC. Describe the steps that led to the POC Describe generalized steps within a
Anchor Standard: Upon arriving at a and pair them to your critical thinking process that could be used to solve
solution, identify generalized steps/ graphic organizer. similar problems and explain the
processes that could be used to solve connection between the steps and
similar problems. your critical thinking graphic organizer.
Tutorial Question from the Point of Tutorial Question is the same as the Tutorial Question identifies the POC Tutorial Question is derived from the
Confusion initial question. but does not use key academic POC, uses key academic vocabulary,
Anchor Standard: Identify specific vocabulary and/or is not authentic. and is an authentic, higher-level
questions based on a misunderstood question.
concept or problem.
61
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TRF Section/Anchor Standard Beginning Intermediate Advanced

AVID Tutorial Guide

Socratic Questioning Ask questions based on Costa’s Levels Develop inquiry skills through focused Use questioning techniques to think
Anchor Standard: Use questioning of Thinking, only using language scripts observations and analyses, using critically about content and concepts,
techniques to engage in discussions and/or question stems. language scripts and/or question rarely needing language scripts and/or
and think critically about content and stems as needed. question stems.
concepts.
Collaborative Inquiry

Resources Locate sources that are relevant to the Determine the relevance, validity, and Determine the perspective, validity, and
Anchor Standard: Evaluate the validity topic and support the purpose of the reliability of information found within reliability of information found within
and reliability of both digital and print research assignment. sources. multiple sources (e.g., books, articles,
sources. Distinguish between primary and and websites).
secondary sources.
Focused Note-Taking Take notes with an emphasis on Take notes with an emphasis on Take notes with an emphasis on
Anchor Standard: Take notes to meet identifying and recording the note- recording main ideas and important selecting the appropriate format for
the note-taking objective. taking objective and/or Essential information. note-taking based on the note-taking
Question. Take notes with an emphasis objective.
Take notes with an emphasis on on condensing information by Take notes with an emphasis on using
setting up notes, including all required using abbreviations, symbols, or strategies to organize notes (e.g.,
components. paraphrasing. bullets, indentation, skipping lines,
color-coding).
Verbal/Nonverbal Apply a basic understanding of Distinguish between effective Adjust ineffective verbal and nonverbal
Anchor Standard: Clearly communicate effective public speaking. and ineffective language during communication into effective
verbally and nonverbally, including Incorporate visual aids and/or interactions. communication.
appropriate usage of technology. technology, when appropriate. Refine usage of nonverbal
communication when speaking,
including body language and eye
contact.
Communication

Active Listening Describe the characteristics of Demonstrate active listening skills Demonstrate active listening by asking
Anchor Standard: Listen effectively to effective listening, such as eye contact during academic conversations. clarifying questions.
decipher meaning. and mirroring.
Academic Vocabulary Monitor word choice when speaking. Utilize academic vocabulary when Demonstrate command of grammar
Anchor Standard: Demonstrate communicating. when communicating.
command of language and grammar
usage when communicating.
Formal Speech Identify formal and informal language Speak effectively before small groups Speak effectively in various group
Anchor Standard: Adapt speech to a registers. of peers. settings.
variety of contexts and communicative
tasks.
Summarizing the Learning Summarize new academic learning. Summarize academic learning to make Summarize academic learning to make
Anchor Standard: Summarize and connections between new learning and connections between new learning and
reflect to synthesize learning and previous experiences. the broader world.
Closure

identify next steps.

Reflecting on the Tutorial Process Identify processes that are utilized. Reflect on a process that was utilized, Reflect throughout a process on
Anchor Standard: Reflect and Reflect on a process that was utilized if that process was effective, and how progress and continually adjust
modify actions related to successful and if that process was effective. the methods could be adjusted in the actions.
utilization of a process. future.
 Educator/Student Resource

Name: ______________________________________________________________________

AVID Teacher: ___________________________________________ AVID Tutor: __________________________

Date: _____________________ AVID Period: ______ Subject: _______________________________________

Tutorial Request Form (TRF) Scoring Guide

TRF Pre-Work Collaborative Communication Closure Total

BEFORE

DURING

AFTER
Inquiry
___ / ___ / ___ / ___ / ___ /

Indicate how the student demonstrated engagement in tutorials. Check all that apply.
Collaborative Inquiry Communication Closure
 Uses Socratic questioning  Communicates clearly, both  Summarizes key academic
 Utilizes resources to verbally and non-verbally learning points
investigate student  Listens effectively to decipher  Reflects on today’s tutorial
presenter’s POC meaning process and identifies next
 Takes focused notes  Demonstrates command of steps
(Phase 1) or supplements academic vocabulary
academic class notes  Adapts speech to an academic
(Phases 2–3) setting

Topic/Essential Question from Academic Class:

Initial Question:

1 = Question is not from a student’s assignment, quiz, test, or notes.

2 = Question is from a student’s assignment, quiz, test, or notes and includes the source.

Source: ____________________________________________________________________ _____ /

Key Academic Vocabulary and Definition Associated with Topic/Question:

1.
2 = Vocabulary terms defined using a dictionary definition.

2. 4 = Vocabulary terms defined in student’s own words.

_____ /

What I Know About My Question:

1. 2 = Key points from learning experiences present, but unrelated to the question.

2. 4 = Makes connections between key learning points and relates them to the question.

______ /

236 AVID Tutorial Guide

 Educator/Student Resource

Critical Thinking About Initial Question with Corresponding Steps:

1. Show your thinking about your initial question, and identify your Point of Confusion. ___ /
(See Student Resource: Tutorial Request Form – Think-Aloud for examples).
1 = Initial question copied, but minimal work has been attempted. No graphic organizer is present.
2 = Initial question has been worked on, but the graphic organizer is not well matched to the task.
Point of Confusion (POC) has not been identified with a “?” or an “a-ha!” moment with an “!” if
the POC was resolved.
4 = Information is synthesized and organized effectively, and the POC is clearly marked with a “?”
and/or an “a-ha!” moment marked with an “!” if POC was resolved. Work or steps about which
the student is confident may be marked with a smiley face (“”).
2. List the general steps that you took leading up to your Point of Confusion. ___ /
1 = Listed the steps that led to the POC.
2 = Described the steps that led to the POC and paired them to critical thinking graphic organizer.
4 = Described generalized steps within a process that could be used to solve similar problems.
Explained the connection between the steps and thinking in the critical thinking graphic
organizer.
Write an authentic question about your Point of Confusion that is different from your initial question.
1 = Question is different from the initial question and related to the POC.
2 = Question is authentically derived from the POC and uses key academic vocabulary.
___ / 2

DURING and AFTER Scoring Guide

Collaborative Inquiry: Two out of three collaborative strategies are required. ___ /
 Socratic 3 = Ask Costa’s Levels of Thinking 6 = Ask targeted questions using
Questioning: questions only using language language scripts and/or question
scripts or question stems. stems, only as needed.
 Utilizes Resources: 3 = Locate sources that are relevant 6 = Determine the validity and reliability
and support the presenter’s POC. of information found.
 Focused Note-Taking: Students earn points for either Phase 1 or Phases 2–3, not both.
• Phase 1 3 = Student takes minimal notes, no 6 = Student takes full notes, format
format selected, no organization. matched to purpose, organized.
• Phases 2–3 3 = Student minimally supplements 6 = Student fully supplements class
class notes, no processing marks. notes, thinking and processing
symbols added, gaps filled.

Communication: A mix of communication strategies are required. ___ /

 SLANT 1 = SLANT without speaking. 2 = SLANT with verbal engagement.
 Active Listening 1 = Demonstrate active listening. 2 = Demonstrate by asking questions.
 Academic Vocabulary 1 = Use academic vocabulary. 2 = Use vocabulary correctly.
 Formal Speech 1 = Identify formal register. 2 = Adapt speech to formal register.

Closure: Both types of closure required—can be verbal, written, or mixed. ___ /

 Summarize Learning 2 = Minimally summarize learning. 5 = Connect new learning to old.
 Reflect on Process 2 = Minimally reflect on process. 5 = Identify areas of improvement.

Chapter 4: After the Tutorial 237