It is important to note that the outcomes of these meetings, particularly in the early stages, are often to provide insight and strategies for the classroom teacher to implement in the regular classroom in order to differentiate the class program to meet particular learning needs. In some cases, further recommendations can be made such as consultation with professionals beyond the school staff, formal assessment and/or referral for possible formal identification of Special Education Needs (ie. IPRC). In most cases, however, the outcome is to provide the classroom teacher with support in the form of recommended accommodations and strategies or additional support from the Special Education Resources teacher, either integrated in the classroom or in a withdrawal setting.

The TDSB employs a tiered approach to Special Education interventions as well as an inclusive model of delivery of those interventions. The needs of most students are most effectively met with the first and second tier of support, in an environment that includes the student in the community of his or her class and school while supporting their particular needs.

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Questions to ask at School Support Team

Some questions you may ask at an SST meeting:

• What are my child’s areas of strength?
• Where does my child experience particular difficulty?
• What is the assessment data/what assessment tools did you use to arrive at this description of my child’s achievement?
• Are the assessment tools from among the tools suggested by the board?
• Is my child able to access other parts of the curriculum?
• Are there a variety of ways available to my child to demonstrate his or her understanding?
• What strategies have you used already that are different for my child, in light of the needs highlighted in this meeting?
• How long have those strategies been in place? How consistently? What is the evidence that they are working or not working?
• I choose for my child to remain in the French program we have chosen. What strategies will be put in place to support and improve my child's achievement?

• Special education supports of all kinds are most suited to students who are in danger of not meeting the curriculum expectations of their current grade level (ie. assessments indicate they may achieve or are achieving below level 1)
• Not all students with an identified learning need will struggle to meet the expectations of the grade level
• The parent/guardian has ultimate decision making authority over the child’s educational placement (ie. if you choose for your child to be in an optional French program, he or she can and will be supported there)
• At some levels of support intensity, parents may face a choice between an optional French program and a Special Education class (ie. Gifted or Intensive Support Programs)
• All students are welcome, encouraged and supported in Core French, Extended French and French Immersion
• Students with a range of learning needs, learning styles and linguistic backgrounds are currently participating and thriving in French programs
• The full range of achievement levels appears in all French programs as they might in the regular English program
• Classroom teachers of French programs are equipped with a similar range of strategies to differentiate for different learning styles, provide instructional accommodations or curriculum modifications where necessary as they would in the English program
• If interventions outside the classroom prove necessary, they can be effectively delivered in French
• Interventions delivered in English (during instructional time already dedicated to English instruction) may benefit the student in both languages
• The additional language focus in an French class may indeed improve outcomes for students with learning disabilities specific to language 

• All students in Grade 3 participate in the Universal Screening process, including students in French Immersion programs
• Students in French Immersion write the test in English
• If a student's results indicate a gifted learner, the parent may choose to go through the IPRC process to obtain the Gifted identification
• If a parent opts for specialized programming (i.e., a contained classroom for students identified with the exceptionality of giftedness), that will represent a choice between French Immersion placement and Gifted placement
• For more information about this process please visit the Universal Screening site