The Compass Twice-Exceptional program is a limited, cohort-based academic model designed for students whose cognitive strengths and learning differences require simultaneous, structured support.
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​The 2E cohort is capped at ten students to preserve instructional precision, staffing alignment, and program integrity.
Admission is selective and based on documented readiness, not seat availability.
Selection Philosophy
Admission is based on
readiness and profile alignment.
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The 2E program is not open enrollment.
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Placement reflects:
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• Demonstrated cognitive capacity
• Verified or observable learning differences
• Ability to engage in structured small-group instruction
• Alignment between student profile and available specialist support
• Cohort composition and academic balance
Admission decisions prioritize program integrity and student readiness over volume.
STEP 1
LEADERSHIP CONSULTATION
Structured Admissions Policy
An initial consultation with academic leadership with the parent or guardian is required before formal review.
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This discussion determines whether the student profile aligns with the 2E cohort design.
Compass does not diagnose students. However, we conduct a formal review of existing documentation to evaluate each applicant’s learning profile, instructional history, and readiness for the 2E cohort.
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Families will be asked to submit:
• Psychoeducational or diagnostic evaluations
• Academic records and standardized testing results
• IEPs, 504 Plans, or private learning plans
• Representative work samples
Complete documentation is required to proceed to the classroom evaluation. Incomplete documentation may delay review.
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When updated or comprehensive evaluation data is not available, families may be referred to qualified independent professionals within our established network for further assessment. Referrals are provided as a courtesy and do not guarantee placement.
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This review informs placement decisions, specialist alignment, and cohort composition.
STEP 2
DOCUMENTATION REVIEW
STEP 3
Required
Classroom Evaluation
A minimum of two in-class evaluation days is required during the academic year.
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Students:
• Participate in authentic instruction
• Engage in structured routines
• Demonstrate executive functioning readiness
• Work within small-group environments
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Summer Admissions Evaluation Protocol
During summer months, when full academic sessions are not in progress, applicants complete a structured evaluation process designed to simulate classroom engagement and assess readiness.
Summer evaluation may include:
• Structured academic assessment blocks (literacy and mathematics)
• Executive functioning observation tasks
• Writing sample under guided conditions
• Problem-solving and reasoning tasks
• Small-group interaction session
• Leadership interview with student
• Complete MAP Growth academic benchmarking
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MAP Growth benchmarking is diagnostic in nature. It establishes baseline data used to support precision in placement, intervention intensity, and instructional planning.
Completion of the full evaluation phase, including academic benchmarking, is required before an admissions determination is made.
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All summer placement selections are considered conditional until a formal in-session classroom observation is completed within the first 30 instructional days. Summer applicants are reviewed under the same admission standards as in-session candidates. Placement decisions remain subject to cohort capacity and staffing alignment.
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Priority Review Window: March–June
Limited Summer Review Cycle
All admissions decisions are made through internal academic leadership review.
Decisions reflect:
• Observational data
• Documentation analysis
• Instructional staffing capacity
• Cohort balance
• Program integrity considerations
STEP 4
Internal Leadership Review
STEP 5
Invitation to Enroll
Families are contacted to discuss:
• Placement determination
• Recommended instructional track
• Transition planning
If enrollment is offered, a formal written invitation outlining program placement and onboarding steps is issued.
Because seats are limited, enrollment is confirmed upon receipt of contract and deposit.
IEP AND 504 PLAN TRANSPARENCY
Compass accepts students with IEPs or 504 Plans when the goals and accommodations align with what our academic program can reasonably provide.
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Compass does not implement IEPs in the same manner as public schools. We:
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• Review plans carefully
• Identify supports consistent with our model
• Communicate clearly about instructional limitations
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This ensures informed decision making and protects program integrity.
Family Partnership Expectations
The Compass 2E program is built on intentional partnership between school and home. Because the program integrates rigorous academics, structured intervention, and executive function development, family alignment is essential to stdent success.
Enrollment reflects readiness on the part of both student and family.
Communication & Professional Collaboration
Families are expected to:
• Maintain timely, professional communication
• Participate in scheduled conferences and progress discussions
• Respond constructively to academic feedback
• Inform the school of relevant changes impacting the student
Compass values collaborative dialogue grounded in respect, shared responsibility, and solution-oriented thinking.
Academic & Executive Function Reinforcement
Because executive function instruction is embedded within the program, families are expected to:
• Reinforce planning systems used at school
• Support structured homework routines
• Encourage independence within defined expectations
• Maintain consistent accountability at home
Sustained growth requires alignment across environments.
Community Engagement & Contribution
Compass is a small, intentional academic community. Families are encouraged to contribute meaningfully to the culture of the school.
Opportunities may include:
• Volunteering at school events or academic showcases
• Participating in community initiatives
• Supporting enrichment experiences
• Sharing professional expertise when relevant
Active engagement strengthens the learning environment and models collaborative citizenship for students.
While volunteering is not mandatory, partnership and presence are valued components of the Compass culture.
Support Alignment with Outside Providers
When students receive services such as occupational therapy, speech therapy, tutoring, or counseling, families are expected to:
• Communicate relevant updates
• Share documentation when appropriate
• Coordinate scheduling to preserve instructional continuity
Compass collaborates with outside professionals when beneficial, but services must align with program structure.
Attendance & Stability
The 2E cohort relies on consistent attendance and stable enrollment.
Families are expected to:
• Prioritize daily attendance
• Minimize avoidable disruptions
• Honor the cohort based commitment
Stability protects both intervention continuity and group integrity.
What Success Looks Like at Compass
Students admitted to the 2E cohort demonstrate readiness for rigorous academic engagement alongside structured intervention.
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Successful participation typically results in:
• Increased consistency in written output
• Strengthened executive functioning independence
• Measurable literacy or mathematics skill growth
• Reduced academic avoidance
• Preserved intellectual depth
The 2E program is designed for students capable of sustaining high-level academic work within a structured intervention framework.
Important Note on Program Scope
Compass is an academic program. It is not a therapeutic or behavioral stabilization setting.
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Families must understand and accept:
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• The instructional scope of the program
• Staffing limitations
• Cohort enrollment caps
• Evaluation based placement decisions
Clarity supports long-term success.
Shared Commitment
The Compass 2E program is structured, selective, and collaborative.
Student growth depends on:
• Instructional precision
• Specialist alignment
• Student accountability
• Family partnership
• Community engagement
Admission reflects readiness across all dimensions.