What is an IEP?

C.A.T.E.S. is an acronym that means Cognitive Assessment Therapeutic Educational Support.

C.A.T.E.S. Academy is under the umbrella of Faith Christian Academy and is a member of TANAS and ACSI.

For more information, e-mail kent@4families.org or call Kent Robson, Co-Founder & Headmaster @ (844) 54-FAMILY -or- (844) 543-2645.

An IEP is a Fluid Document

What is an IEP?

An IEP (Individualized Education Plan) is a plan of action that is designed to meet a child’s unique educational needs both academically and instructionally.  The IEP is developed as a tool for the teacher to work with the child in supporting and achieving individual educational goals. 
The IEP is updated each year after testings are performed to determine the progress and/or modifications needed. 
The IEP is developed by the team at CA.T.E.S. Academy, as well as the parents.  It is regularly reviewed.  IEPs include times for each subject, information on breaks for the student, and how the teacher instructs the student. 

What is a 504?

A 504 is much like an IEP but is more geared for students that may have medical or health needs. It determines accommodations that may be needed to assist the student in the classroom without modifying the curriculum itself. Accommodations are often small changes that might include sitting up front near the teacher, taking frequent breaks, or extra time on tests. Please contact C.A.T.E.S. Academy for additional programs such as the 504.  

Progress means Constant Communication

The C.A.T.E.S. Academy Difference

At C.A.T.E.S. Academy, the process is as follows:

  1. Cognitive Testing:  Within the first two months of acceptance into the C.A.T.E.S. Academy, an evaluation is done.  This evaluation includes testings that measure cognition, diagnostic academic assessment, attention, focus, auditory processing, visual processing, and long-term and short-term memory.  These items are used to prepare and IEP for each child. 
  2. Report: Once this is accomplished, parents receive a report that makes recommendations for the student. These recommendations may include:
    • Specific Curriculum Needs: (A student may be an 8th grader but is at the 9th grade level in Math and the 7th grade level in Reading.)
    • Daily Schedule: (For example, one class for 10 minutes, another class for 10 minutes, then a 10 minute break. 10 minutes is one example, but some kids can work up to 30 minutes.)
    • Recommendations at Home: (Our goal is success for the child from sunup to sundown.)
  3. Next Steps: As a part of the process, we determine when and how a student is phased into the C.A.T.E.S. Academy program.
  4. Fluid Goals: We are working on goals on a daily basis and, for some children, may be communicating daily to guarantee progress from the outset. As we see the student moving forward, we then phase back our communication. Goals are adjusted or new goals are added on a regular basis.