ACADEMIC SUPPORT CLASS
What's it all about?
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ACADEMIC SUPPRORT COURSE OUTLINE
Program Goal
The goal of this class is to provide study-skills instruction, learning
strategy instruction and individual tutorial assistance as it is needed to ensure
each individual student's success in core curriculum classes.
Student Goal
The student will acquire those study skills that will result in the successful
completion of all regular classes. This goal will be measured by passing grades
(of 70 or higher) in all classes and a CRCT score in all subject areas of 820 or
higher.
Overview
The academic support class consists of two unique segments. During the first
15-20 minutes, direct instruction of study-skills strategies and learning
strategies will be presented. The remainder of the period will be followed by a
rotation of the following:
-Time working at an independent level on Reading Skills using ReadOn! Software
program
-Time working on fluency using the Read Naturally Software program
-Individual assistance (peer/mentor/teacher) on regular class assignemtns and/or
supplemntal activities to support weak areas in core curriculum classes
-Self-sustained reading of grade level novels and literature circle work
Curriculum
In addition to the software mentioned above, direct instruction will be guided
using the following resources to further develop basic literacy skills:
-Academic Workout Textbook on grade level – study skills/reading
strategies/reading & writing skill instruction
-Magic Lens – Daily grammar instruction
-Morphographic Spelling – Daily Spelling instruction
-Upper Level Phonics – phonics/vocabulary instructions of multisyllabic words on
grade level
Teacher discretion, based on class make-up and individual needs, will determine
topics for unit development. The following are suggested topics for unit
development based on feedback from teachers and students in the previous years:
-problem solving
-textbook usage
-listening skills
-responsible behavior
-organizational skills
-following directions
-activities for good reading habits (at school and at home)
-reading skills – including fluency, teacher expectations and behavior during
reading time
-dictionary and thesaurus exercises
-research skills
-vocabulary exercises
-test taking
-note taking
-forms/questionnaire/applications
SYLLABUS
Academic support classes will follow the same syllabus and grading requirements
as the literacy classes.
Communication
Academic support teachers will communicate with core curriculum teachers
through use of a Personal Education Plan sheet (PEP sheet). This sheet is
designed to gather the following information on a regular basis (3 – 6 weeks as is
required for RTI, etc.):
-Is the student able to read class materials?
-Does the student put forth effort in the classroom?
-Does the student complete home assignments?
-Are there any special problems with this student?
-Nature of parent/home to school communication for this student
-3 specific goals for this student and measurement of those goals
-Specific requirements of RTI – SST, etc. for this student
Progress Monitoring
Progress monitoring will be conducted at several levels and time frames.
At the student level, Daily progress monitoring will be recorded in the areas of
working, listening, looking ,thinking , playing, getiing upset, time out/off team,
other. They will be asked to evaluate themselves one day each week as a check up
for their own behaviors.
At the teacher level, Weekly Progress Reports will be used for the following
areas: materials brought to class, lesson preparation/participation,
attitude/behavior, attendence. This monitor sheet will be used one week a month
as a snapshot of how the student is performing.
At the administrative level, the PEPs will be evaluated every 3 – 6 weeks and will
also include ISS/OSS reports and counselor input as necessary. PEPS will be
reviewed with the team, parent, and administrators as is appropriate.