Acceleration & Retention Guidelines

Enrichment from EY3 through Grade 12

We believe that every child develops at a different rate educationally, socially and emotionally. All of our educators are trained and skilled in differentiation and proactively adjust content, process, product and the learning environment to accommodate the individual needs of our students. Furthermore, teachers strive to personalize learning for students allowing for voice, choice and ownership of that learning to students. In addition, each grade has a learning support teacher embedded in the learning hub, who supports teachers and students in meeting individual needs, both inside and outside the classroom.

In the elementary school, students have a block of time each day called Grow Time. This is a purposefully designated time when various instructional methods are used to review and deepen content knowledge. Students are flexibly grouped across the grade levels and receive targeted instruction and/or enrichment opportunities depending on individual needs with the input of the students. At the Elementary School level, collaborative meetings occur regularly at all grade levels in order to monitor student progress closely and student support teachers are a part of these meetings so that these groups can be small, focused and purposeful.

Our Middle School and High School Learning Support Team also employs a variety of strategies to help students including support in the classrooms, specialized classes as well as monitored or assisted academic resource and study classes in order to ensure student success. 

Though enrichment through differentiation is both the common and preferred practice at ICS, we also recognize the fact that there are occasions when student needs may be better met in an accelerated learning environment. To provide for this fact, we offer two additional types of acceleration—content based and grade based.

Grade Based Acceleration Eligibility from G2 through G7

This refers to students who are placed full-time in a higher-grade level than is typical for the student’s age, for the purpose of providing access to appropriately challenging learning opportunities in all areas of his/her educational program. Only students in grades 2 through 7 may apply for Grade Based Acceleration. In grades 8 to 12, only Content-Based Acceleration is offered, due to students’ individual programs and high school graduation requirements.

• Grade Based Acceleration will only occur at the start of the next academic school year in which the application is submitted

• Referrals for Grade Based Acceleration for the following school year are due by 1 April

• Referrals for Grade Based Acceleration can be initiated by any stakeholder of the school: students, parents, teachers, counselors, administrators

• Referrals must be submitted in writing to the student’s current school Principal

• The “Consent for Evaluation” portion of the referral form must be completed and signed by the student's parent/legal guardian in order to be considered

Acceleration Evidence

Several of the following attributes are often noted in candidates who are referred for acceleration. In order to be considered for Content or Grade Based Acceleration at ICS, a student must show a multitude of evidence, which demonstrates their aptitude and ability to be successful in advanced studies. The student must also demonstrate that his/her academic needs cannot be met within the current curriculum of that grade level. ICS strongly believes that the majority of students’ academic needs can be met with differentiation and enrichment within the regular classroom setting. It is the belief at ICS that Grade-Based Acceleration is considered the least restrictive environment for a small minority of high achieving students only.

Eligibility Criteria to be considered for Content Based Acceleration

• Demonstration of exemplary achievement of grade/ course level content in a specific subject area.

•  Score in the 95th percentile or above on the MAP, a criterion-referenced achievement test, in reading or math.

• Demonstration of exceptionally high levels of social/ emotional maturity indicating ability to function at the highest level within the academic and social expectations of the accelerated grade level.

• Display of a high level of perseverance and motivation for learning in a subject area.

• Consistent demonstration of mastery of all curriculum standards of that grade-level subject area.

• Review of records that indicate a history of high performance, self-motivation, and demonstration of all aspects of the ICS Learner Profile.

• Grade 1 students who are age-appropriate for Grade 2 may be considered for acceleration, at the discretion of the school.

Eligibility Criteria to be considered for Grade Based Acceleration

• Demonstration of exemplary achievement in grade/ course level content in Language Arts & Math.

• Consistent performance in 1 year or more above current grade assignment in Language Arts & Math on a range of formative and summative assessments.

• Scores above the 95th percentile on the MAP, a criterion-referenced achievement test in reading and math.

• Scores in the “very superior” range on Aptitude and Ability Tests.

• Yields a favorable outcome on the IOWA Acceleration Scale.

• Demonstration of exceptionally high level of social/ emotional maturity indicating ability to function at the highest level within the academic and social expectations of the accelerated grade level.

• Demonstration of a high level of perseverance and motivation for learning.

• Evidence of a strong desire to advance a grade level (w/o external pressure).

• School records must show good attendance and no significant health impacts.

• Review of records indicate a history of high performance and self-motivation, and demonstrates all aspects of the ICS Learner Profile.

• Grade 1 students who are age-appropriate for grade 2 may be considered for acceleration, at the discretion of the school.

Program Specifics

• Members of the Child Study Team may include administrators, the student’s current teacher, advanced grade level teachers, school psychologist, counselor, an enrichment coordinator, etc. The Child Study Team will review the referral and determine assessments and next steps.

• Evaluation results and recommendations will be shared with parents (and students when appropriate) in a timely manner. Parental input will be considered.

• Final summary of evaluations and recommendations must be signed by a parent or legal guardian, a division Principal, and/or the Head of School.

• Parent signature indicates receipt of evaluation and recommendations only.

• Appeal of final decision must be made to the Head of School within 10 days of notification.

• The decision of the Head of School is FINAL.

• ICS reserves the right to revoke and/or modify acceleration placements at any time.

Acceleration Agreements are always made on a trial basis and will be reviewed by the Child Study Team within a reasonable time frame to determine success of implementation. Please note that all acceleration placements are dependent on space available. If space is not available, students who are approved for acceleration will be placed at the top of the waitlist for the appropriate course or grade level determined. All accounts, payments and attendance records must be in good standing in order for Content or Grade Based Acceleration to occur.

Possible Outcomes When Applying for Acceleration

Continued Differentiation

After careful review of all the evidence, the Child Study Team may determine that the student would not be best served by either Content or Grade Based Acceleration.

•  such cases, the Child Study Team will share all findings with the student’s current educational instructor(s) to ensure that each teacher is differentiating within the classroom to challenge, enrich and motivate the student.

• Application for Grade-Based Acceleration may only occur once every two years.

Qualified for Grade Based Acceleration (Grades 2–7) The Child Study Team may determine that it is in the best interest of the student to advance to the grade level that best matches his/her intellectual ability and current level of overall academic functioning.

• When appropriate, a Transition Plan is developed and monitored by the student’s teacher(s) and/or the Enrichment Coordinator. The placement is reviewed by the Child Study Team within a reasonable time frame to determine the level of success.