Joanna Jeffreys
Academic Support Class
Afterschool Hours: Most days after school and before school at 7:30
Contact Email: JMJeffreys@lee.k12.ma.us
Contact Phone: 243-2781 ext. 2423

Course of Studies

The Academic Support Class addresses each student’s individualized needs based on their IEP goals and benchmarks, as well as their vision for high school and beyond. Use of Curriculum Based Measurement Probes, along with daily generated assignments will be used to assess each student’s academic growth and help prepare them for smoother transitions into the general educational classes and in the community. Half the class period is spent working on their benchmarks from the IEP and the other half of the period is allowed for working on their general educational subjects. However the priority is to address the IEP goals and benchmarks first, before their other subjects. Most of the work for the IEP goals and benchmarks will be completed in class. However there will be times when homework is assigned. Some examples may be: Studying for a vocabulary quiz or making up missing work in math/writing/reading.

Grading

The Academic Support Class is graded on a daily basis with a rubric scale of zero to five as follows:
0-No work completed, the student chose to refuse to do work owed or study ahead of time. Also, the student came to class unprepared, refused to get a book to read, do assigned support work related to their IEP goals and benchmarks and refused assistance with their studies.
1-20% accuracy. Put forth minimal effort in work completion. The student chose to work on assignments for less than a quarter of a period. The student chose to have the teacher provide many prompts and reminders before getting the task done. The student also demonstrated minimal effort in working on their IEP goals and benchmarks with the assigned support work.
2-40% accuracy. The student chose to work on his/her assignments, and/or on their assigned support work for at least half of the period. The student started his/her work without verbal prompts.
3-60% accuracy. The student chose to work for three fourths of the period on support work. The student asks for help when needed, comes to class prepared, and comes with some work to do in their other subjects.
4-80% accuracy. The student came to class prepared, asks for help when needed, works throughout the period and planning ahead most of their assignments.
5-100% accuracy. The student comes to class prepared and he/she is learning to self advocate. The student also has demonstrated good study habits and role modeling for their peers. The student asks for help when needed and he/she works the entire period on their studies.