Toronto District School Board

Processes

IST & SST

In-School Support Team (IST)- The IST meets regularly at each school to address the needs of our most vulnerable students. The IST facilitates open discussion of student-related strengths and needs within the context of the local school and uses a tiered approach to planning interventions to support all students.

School Support Team (SST) - When the IST has done all they can to understand and address the student’s needs, and determines that more input is required, the student should be referred to the SST.

Referral to the SST enables the concerns about the student to be discussed by a broader team of representatives from Special Education, Psychology, Social Work, Attendance Counselling,  Speech-Language Pathology, Occupational Therapy and Physiotherapy, parents/guardians/caregiver/students over 16 years of age, outside agencies and others as required. All SST participants bring complementary skills and knowledge to the team consultation, to address the student’s areas of need.

The IST/SSA Manual can be found here.

 

IPRC Brunch  SEPRC Brunch





Identification, Placement and Review Committee (IPRC) - Students enrolled in and attending a TDSB school who are being considered for identification of an exceptionality and special education programs and/or services may be presented to an IPRC ). Ontario Regulation 181/98 requires that all school boards set up IPRCs. An IPRC is composed of at least three persons, one of whom must be a principal or supervisory officer of the board.

Special Education Program Recommendation Committee (SEPRC) - Students arriving from outside the TDSB who present with extremely complex needs, who may require an intensive support special education program upon enrolment and who are newly registered but not yet attending a TDSB school, may follow the SEPRC process. A SEPRC process may be initiated in cases where the board has information that indicates a student may require a special education class placement upon enrolment. If a parent wants their child to begin in regular class, there would be NO consideration for a SEPRC. The school should set-up an in-take meeting involving the Special Education Consultant as soon as possible so that the student may begin school.

Students who have not been receiving full time special education support in other school systems would likely not be candidates for a SEPRC as similar supports would be available in the TDSB home school. Finally, while there may be students with exceptionalities from their former board, or with a psychological assessment that may suggest an exceptionality in TDSB, it must be stressed that this process is only for those students with extremely complex needs. A student who has an accommodations only Individual Education Plan, a student who is accessing the Ontario Curriculum without significant modification or a student who does not have an Individual Education Plan would typically start at their home school as soon as possible after registration.

To ensure that students are in the best place to meet their needs from the day they first begin attending a TDSB school, the SEPRC may provide a recommendation for placement in a special education class, which the student may attend until the time at which the formal IPRC process can take place. Please contact your home school for further information.

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