Academic Support

To:  Students, Parent/Guardians
Fr:   Paula Figella
Re:  Academic Support
Credit Toward Graduation:  1

This course is offered as a tier two intervention for students, who in accordance with their Individualized Educational Plans (IEP), require academic support within a smaller setting or who need additional support in the areas of Humanities (English Language Arts, Reading, Social Studies, and Fine Arts) or STEM (Science, Technology, Engineering, and Mathematics).  Consultation with the classroom teachers, tutoring, study and organizational skill integrations, modifications or accommodations, and remediation are integral parts of this course.

Course Expectations:

A.  Students will bring necessary materials to Academic Support class to re-examine, reinforce, and re-evaluate content presented in their classes.

B.  Students and teachers will work collaboratively to identify needs and determine procedures to seek out support for improved achievement.

C.  Students will set goals and develop advocacy skills in solving solutions relating to classroom concerns.

D.  Students will work on developing strategies that will contribute to their increased success.

E.  Students must arrive to class on time.

F.  Students should maintain a daily planner with due dates for class assignments and have available for the Academic Support teacher.

Course Grading Protocol:

This course carries 1 credit when successfully completed and is scored Pass/FailA passing score is an 80% or better.  This score is determined using a point system.  Students can earn up to 5 points daily by doing the following activities:

1.  Students arrive on time to class.

2.  Students have needed materials and are prepared for work entire class period.

3.  Students seek and accept teacher's assistance.

4.  Students will maintain an agenda/daily planner reflecting assignments/assessments and their due dates.

5.  Students will follow class expectation/school rules to thereby enhancing classroom performance.

Additional Information:

Please review with your student and encourage his/her adherence to the Westfield High School’s Code of Conduct, noted in the WHS Student-Parent Handbook. In particular, the areas of attendance, electronic devices, hats, honor code, and food drink policies are highlighted below.

A.  Attendance:  Every three class tardies equals one absence for each term quarter.  It is important that students come to class on a timely basis.  The student may receive a failing grade if s/he has six unexcused absences in a term.  It is important that the student brings in a written excuse the day following an absence, and gives it to his/her first period teacher.

B.  Electronic devices and hats:  are not permitted in the classroom.  Emergency phone calls should be made through the school office.  Please NO cell phone calls or text messages to your student during the school day. If you need to contact your child, please call the office, and they will get your message to your student.

C.  Students and teachers are to adhere to the school’s honor code policy.  Students are expected to do their own reading, writing, test taking, and assignments.

D.  Students are permitted to eat or drink in the cafeteria ONLY, NOT in the classroom.

E.  Your student’s academic progress can be monitored via PowerSchool.  Should you have any questions regarding your student’s grade please contact his/her teacher via telephone:  572-6464/572-6463 or via email by typing the teacher’s first initial, his/her last name, followed by

I am available for after school help class on Wednesday, from 2:10-3:00, Room 122.  I am also available to students at other times during the school day by appointment.  The student needs to see me to make arrangements for after school help any other day than Wednesday.

If you wish to contact me you may send in a note with your student, telephone:  572-6464/572-6463 (the best time to call is BEFORE school or AFTER school), or via email at

Academic Support is designed to assist the student to achieve higher success in classes.  This tiered intervention will be based on individual needs and these needs will drive the direction of the course and interaction between teacher and student.