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Student Support Services

The goal of ICS Student Support Services is to enable all students to maximize their potential and succeed in academics.

The ICS Student Support Services program is based on the concept that differentiation is achieved by the continual adjustment of an appropriately challenging learning program to match a student’s demonstrated level and pace of learning. This is achieved through Professional Learning Communities (PLCs), the Response to Intervention (RtI) model, and parent and student involvement. Through these programs and partnerships ICS can and will meet the individual needs of our students.

We believe:

  • That all students can learn and want to learn.
  • All students have a right to find their passions and reach their potential.
  • The relationship between teacher and student has a significant impact on how well the student learns.
  • All students need to know themselves as learners and know how to advocate for their learning.
  • Teachers are responsible for creating a learning environment where all students are welcomed.
  • In equal access to our curriculum and in providing students what they need to learn, when they need it, and how they need it.
  • That a variety of strategies and specialist are necessary, in order to become more effective in assisting students and teachers.
  • Planning for students whose primary language is other than English and for students with special needs requires flexibility and an open mind.

We provide a variety of services for our students. For more information on each, please see below.

Learning Support

Learning Support Services

  • Collaborative Push – In support to the mainstream classroom with Student Support Team teachers and/or teaching assistants
  • Pull-Out Services for students needing specific and targeted assistance

Learning Support is given to students who are diagnosed with a learning disability or are not meeting grade level benchmarks. Like the EAL program, services can be provided within the classroom or in small group settings.

At ICS we practice Response to Intervention (RtI) as a method for ensuring students receive high quality classroom instruction as well as timely and targeted academic, language, and/or behavioral interventions as their individual needs require. 

A great outside video explaining how RtI works is HERE.

Students requiring on-going pull out or in class targeted support in order to meet grade level academic, language, or behavior benchmarks, would be receiving Tier 2 or 3 type services under the RtI model. These students and their needs would be addressed through a Student Focus Team (SFT) meeting. Parents are invited to be part of many of these meetings, and a specific plan may be developed for the particular student. 

For more information on fees for Student Support Services, click HERE.

English as an Additional Language (EAL)

English as an Additional Language (EAL)

  •  Re-recognize the unique and specific needs of students learning English.
  •  Content based collaborative push-in or sheltered English support
  •  Targeted and intensive pull-out EAL interventions, using research based programs

The purpose of EAL is to provide a meaningful, relevant, and professional intervention program to ELL learners that meets their specific and individual needs, while treating their culture and primary language with respect and dignity.  

Within the English as an Additional Language (EAL) program, a new student whose primary language is not English will be given a placement test to understand what level of support is needed for that student. Support is provided in the classroom, as well as in scheduled small groups, depending on the student’s level of English proficiency. Support is based on the World-class Instructional Design and Assessment (WIDA) scores, as well as other assessments and teacher input. The WIDA is given to the English Language Learner (ELL) annually to monitor the student’s progress in English acquisition. ICS has set targets for students based on the WIDA scores and when they reach these targets, they can be exited from the EAL program.

In the elementary and middle school, students may be enrolled with little or no English proficiency from early childhood to grade eight. Students will be placed in an age-appropriate class and receive interventions that will help with the acquisition of English, depending on their individual needs.

In the high school, ICS offers a college preparatory program that includes the IB Diploma. The development of academic language takes time, and ICS is committed to preparing students thoroughly for the college or university of their choice. In order to be successful in our program, students must be able to understand, speak, read, and write in English at or within two grade levels of the grade for which they are applying. ICS can only provide minimal support (one period every other day) for high school students in grades 9 and 10 who need EAL support. If rapid acquisition of English is critical for the student’s continued enrollment at ICS, then parents may be asked to arrange and pay for additional tutoring.

Transition Program

ICS accepts a specific number of students who have intensive learning disabilities. The school believes that all of the students are enriched in a program that supports inclusion. Transition requires more support than is offered to the students in the learning support program. A specialist who trains and oversees teaching assistants (TA) supports the students. A low student/teacher ratio is maintained. When possible, the students are included in the mainstream classes. In addition, the student can receive speech and language and/or occupational therapy. There is an additional fee for transition students.  

Transition A

There are two levels of transition students. A Transition A student is identified as a student who may display a cognitive weakness, a significant learning disability or a health impairment that impacts the student’s ability to access the curriculum. The transition A student often has TA support in the core classes of math, science, English/language arts and social studies. Transition A students could be working towards any of the diploma tracks available at ICS, as deemed appropriate by a team, which would include parents. The students should be independent in their social and life skills.

Transition B

The Transition B student is identified as a student who has a cognitive or developmental disabilities that require modification of the curriculum and functional life skills instruction.  These students require multiple services, such as, small group instruction, assistance in the classroom, occupational therapy, counseling, and/or speech therapy. Due to the intensive level of support, these students’ needs cannot be met within the traditional classroom environment. Students in the Transition B program will work toward a modified or certificate diploma.

Other Services

At ICS, we try to meet a broad range of needs that can impact a child’s education.

Speech/Language Pathology Services

  •  Students who have diagnosed speech/language needs receive primarily pull-out direct services

Occupational Therapy

  •  Students who have diagnosed Occupational Therapy needs receive primarily pull-out direct services

Educational Psychological Assessments

  •  ICS provides standard and a few specific types of educational psychological assessments.

ICS has limited personnel and resources in these areas and provision of the service is not guaranteed.

To receive services, a Student Focus Team meeting is called to discuss the needs of the student. Recommendations for services will be generated during the meetings. Often times the recommendation will be for one of the specialist to do observations and further assessments.

The results of the assessment can determine whether one of the services is needed and services would be provided, if space is currently available.

Please note: There may be an additional fee to receive one or more of the services.

Enrichment

We believe that every child develops at a different rate both educationally and social-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. Further, we have a comprehensive Student Support Team (SST), which includes an Enrichment Specialist who supports teachers and students in meeting individual needs, both inside and outside the classroom. 

Additionally, in the elementary school, students have a block of time each day called Intervention and Extension (I/E). This is a purposefully designated time when no new instruction takes place. Instead, students are flexibly grouped by ability across the grade levels and receive targeted instruction and/or enrichment opportunities depending on individual needs. Professional Learning Community (PLC) and SST meetings occur weekly at all grade levels in order to monitor student progress closely. All of our Elementary Student Support Team specialists assist each grade level during this time so that these groups can be small, focused and purposeful. 

Though enrichment through differentiation is common practice at ICS, we also recognize the fact that there are occasions where 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.

For more information and to download an application click HERE.