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Defines retention and acceleration, sets governance expectations involving the superintendent, and stresses that decisions must serve the learner’s best interests. Establishes eligibility criteria, including CCAT percentile thresholds and WISC-based psychological reports, and outlines required completion of prerequisite curriculum expectations before acceleration. Includes elementary grade acceleration placement guidance and assessment criteria by school level.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/retention-acceleration-of-learners-jk-to-9/501503/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/retention-acceleration-of-learners-jk-to-9/501503.png","ImageObject",300,407,{"name":92,"@type":93},"Rizky","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23","2026-10-03",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the purpose of this document?","Question",{"text":113,"@type":114},"To provide a framework for principals and school staff to make decisions about the retention or acceleration of learners, including governance, eligibility, and assessment requirements.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Who must be involved when retention or acceleration is being considered?",{"text":118,"@type":114},"In every case, involvement of the school superintendent is required, and the primary concern must be the best interests of the learner. The parent/guardian and principal must also play a major role in the consultation process.",{"name":120,"@type":111,"acceptedAnswer":121},"What criteria must be completed to consider acceleration?",{"text":122,"@type":114},"Either CCAT results at or above the 98th percentile in a minimum of two areas, or a psychological educational report indicating overall cognitive ability at the 98th percentile on a WISC. In addition, all prerequisite ministry curriculum expectations for the accelerated grade/subject must be completed, assessed, and reported by the classroom teacher.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},501503,1791060939,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Retention & Acceleration of Learners JK to 9  \nDate of Issue: January 28, 2003  \nReviewed/Revised: January 2009, September 2016, May 2020 , January 2026  \nMemo To: All Administrators  \nFrom: Director of Education  \nACCESSIBILITY:  \nTo request this file in large print, please email [aoda@wcdsb.ca](aoda@wcdsb.ca) or call (519) 578-3660.   \nPURPOSE:  \nTo provide a framework for principals and school staffs to make decisions about the retention or acceleration of learners.  \nREFERENCES:  \n• APC 050 Assessment, Evaluation and Reporting, Gr. 1-12 A Companion to Growing Success (WCDSB) 2018  \n• Student Services Handbook (Assessment and Programs sections) (WCDSB)  \n•  Education Act and Regulations  \n•  Growing Success, 2010  \n•  Ontario Schools Kindergarten to Grade 12, 2024  \nFORMS:  \n• APC026-01F Acceleration Checklist for Elementary Students Full Grade or Completion of Grade 9 Credit(s) at Elementary School  \nREPORTS:  \n• N/A  \nAPPENDICES:  \n• Appendix A: Sample Parent Letter for Full Grade Acceleration or Completion of Grade 9 Credit(s) at Elementary School  \nRETENTION AND ACCELERATION COMMENTS & GUIDELINES:  \nThe Education Act states that, subject to the approval of the Superintendent, one of the duties of principals is to“promote students” and to issue a statement to that effect.  \nIt is the practice of the Waterloo Catholic District School Board that students of the same age be grouped together in classrooms, regardless of the grade level expectations within individual programs as outlined on the students Individual Education Plan (IEP) . In some circumstances, based on a student’s strengths and needs, retention or acceleration may be considered.  \n• In every case, where retention or acceleration is being considered, the involvement of the school superintendent is required, and the primary concern must be the best interests of the learner (emotional, social, academic) .  \n• In all cases where consideration is being given to retention or acceleration, the parent/guardian and principal must play a major role. When the consideration is initiated by parents the principal must act to have appropriate discussions and consideration of the request. Late requests (May or June) will not be considered for the following school year. The consultation process could commence during the following school year.  \n• Research indicates that retention of students with special education needs has no benefit on their academic achievement or the social-emotional adjustment.  \n• If a learner is being considered for acceleration, one of the two following criteria must be completed:  \n1. Canadian Cognitive Abilities Test (CCAT) with results at or above the 98th percentile in a minimum of two areas or  \n2. a psychological educational report indicating overall cognitive ability at the 98th percentile on a WISC. These assessments will be reviewed by the school administrator and FOS Superintendent prior to a final decision being made.  \n• All prerequisite ministry curriculum expectations required for the grade or subject acceleration being considered must have been completed, assessed and reported on by the classroom teacher for the student prior to considering acceleration (e.g. , a Gr. 5 student moving to Gr. 7 must have completed Gr. 6 curriculum expectations) .  \nDefinitions:  \nRetention, in the educational setting, is the process of a student repeating a grade due to not meeting the curriculum expectations.  \nAcceleration , in the educational setting, is the process of completing curriculum at a faster rate than what is typically expected.  \nFull-grade acceleration whereby the student has demonstrated competency in all the required curriculum expectations for the grade above his/her current grade and completed one of the two criteria:  \n1. Cognitive Abilities Test (CCAT) with results at or above the 98th percentile in a minimum of 2 areas or  \n2. a psychological report indicating overall cognitive ability at the 98th percentile on a WISC. (e.g. student ","cbCaihkG1RpPOFGh","https://ap.wps.com/l/cbCaihkG1RpPOFGh","pdf",254947,"English","# Purpose\n# References\n# Forms and Appendices\n# Retention and Acceleration Comments & Guidelines\n## Definitions\n## Elementary Grade Acceleration\n# Assessment Criteria\n## Academic Assessment\n## Levels (Primary, Junior, Intermediate)","[{\"question\":\"What is the purpose of this document?\",\"answer\":\"To provide a framework for principals and school staff to make decisions about the retention or acceleration of learners, including governance, eligibility, and assessment requirements.\"},{\"question\":\"Who must be involved when retention or acceleration is being considered?\",\"answer\":\"In every case, involvement of the school superintendent is required, and the primary concern must be the best interests of the learner. The parent/guardian and principal must also play a major role in the consultation process.\"},{\"question\":\"What criteria must be completed to consider acceleration?\",\"answer\":\"Either CCAT results at or above the 98th percentile in a minimum of two areas, or a psychological educational report indicating overall cognitive ability at the 98th percentile on a WISC. In addition, all prerequisite ministry curriculum expectations for the accelerated grade/subject must be completed, assessed, and reported by the classroom teacher.\"}]","Retention & Acceleration of Learners JK to 9 | PDF",1791019981,15]