Student Services
Special Education
In furtherance of our mission, Ivy Classical Academy admits all students, based on available seats, without knowing the special needs of any student before a seat is offered.
ICA offers a continuum of special education services and placements for the special needs of students.
ICA provides in-class accommodations, pull-out tutoring, and resource time for students with special needs. We also contract with providers for therapeutic services (occupational therapy, speech and language therapy, counseling) that the school cannot offer on its own.
ICA’s Special Education program rests on three pillars of instruction: explicit phonics instruction, arithmetic skills, and organization. Since classroom time is crucial for all students to develop these skills, Student Services will create and lead resource class time for students who need extra help. The goal is to reinforce what is learned in the classroom and to help the student develop independence.
For more information about Ivy’s Special Education program, call the school at 334-595-5580.
Gifted Education
Gifted students are those who perform at or who have demonstrated the potential to perform at high levels in academic or creative fields when compared to others of their age, experience, or environment. These students require services not ordinarily provided by the regular school program. Students possessing these abilities can be found in all populations, across all economic strata, and in all areas of human endeavor.
Teachers, counselors, administrators, parents or guardians, peers, self, or any other individuals with knowledge of the student’s abilities may refer a student. Additionally, all second-grade students will be observed as potential gifted referrals using a gifted behavior checklist.
For each student referred, information is gathered in the areas of Aptitude, Characteristics, and Performance. The information is entered on a matrix where points are assigned according to established criteria. The total number of points earned determines if the student qualifies for gifted services.
To make a referral, contact Mrs. Springer at gspringer@ivyclassical.org.
ELL Learners
The purpose of the ELL program is to enable students who have limited skills in the English language to become competent in the listening, speaking, reading, and writing of English. The goals of the program are as follows:
- To increase the English language proficiency to the degree necessary to allow independent functioning in the regular school program.
- To provide the ELL student the opportunity to reach his or her full potential.
All parents of newly enrolled students and new kindergarten students are given the Home Language Survey upon registration This survey identifies any languages other than English that are:
- First learned or acquired by the student
- Spoken most often by the student
- Spoken most often in the home of the student
The Home Language Survey is used as an identification tool for potential ELL students and is a part of the enrollment process. The following is the step by step procedure of the identification of possible ELL students:
During the enrollment process the parent completes the Home Language Survey.
All students who indicate a language other than English on the Home Language Survey are referred to the Student Services Director.
Identified students begin testing and placement procedures within 10 school days of survey completion.
If identified as an ELL, a plan will be developed to provide ongoing support for the student. Each year, ELL students will take the ACCESS assessment to determine their progress in English acquisition. The results of the test help provide additional guidance for ELL plans. Once a student scores a total score of 4.8 or higher on the assessment, the student exits the program and the ELL teacher(s) monitor the progress of exited students for an additional four years.
For more information on Ivy’s ELL programming, please contact the school at 334-595-5580.
Now Hiring K-12 Teachers
Ivy Classical Academy is looking for teachers who have a solid understanding of classical education, a dedication to the liberal arts and the teaching of civics, and a strong capacity for organizational leadership.