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Google Translate Frequently Asked Questions

Assessment & Referral Process

STAGE 1: Classroom Screening and Monitoring

The teacher meets with the parents and other teachers to gather information about the student’s strengths and needs.

The teacher will monitor the student’s progress through classroom observation, work samples, record of achievement, parental information, etc.

When regular classroom instruction doesn’t meet the student’s needs, the student is referred to an In-School Support Team (IST).

STAGE 2: Referral to In-School Support Team

The role of the In-School Support Team (IST) is to provide support to students by developing, monitoring and evaluating action plans and strategies to help your child.

The student’s teacher monitors and record the student’s progress in a document called the Individual Learning Profile (ILP). The IST meets regularly to evaluate the student’s progress. Most student needs can be addressed by the IST.  

When the IST has done all they can to address the student’s needs and determines that more input is required, the student is referred to the SST.

STAGE 3: Follow-Up Consultation with School Support Team

The SST helps set educational goals and implement strategies based on the student’s learning strengths and needs.

This team offers additional knowledge by including psychologists, social workers, attendance counsellors, speech-language pathologists, occupational therapists,physiotherapists, parents or caregivers and students over 16 years of age.

Parental and Student Involvement in the IST/SST Process

Parents are the most valuable partner in a child’s education and we encourage their participation in the IST and SST process. Students over 16 years of age are also encouraged to participate.

While parental attendance at the IST and SST meetings is not mandatory, parents will be informed about any plan of action recommended at the meeting to address their child’s needs.

When a member of the TDSB’s professional support services attends the meeting, such as a psychologist or social worker, and the student is identified, parental permission is required.

To facilitate participation, the principal can ask for an interpreter to attend the meeting.

Once a student reaches 16 years of age, they too must be consulted. Students over 18 years of age must give permission for their personal information to be shared with their parents.

The SST may recommend a referral to the Identification, Placement and Review Committee (IPRC). 

STAGE 4: Referral to an Identification, Placement and Review Committee

Some students show signs of behavioural, communicational, intellectual, physical or multiple needs that cannot be met through regular instruction. The role of the Identification, Placement & Review Committee (IPRC) is to determine whether the student is “exceptional” (has special needs), and advise on an appropriate program or setting. This could mean providing help in the regular class with extra resources, or withdrawing the student to a special education class for part or all of the school day.

Parents and students over 16 years of age are encouraged to attend the IPRC meeting and take part in the discussion, although an IPRC may proceed if the parents are not present.

A school-based IPRC holds an annual review for each student with special needs to determine if the support is still needed. Parents can also request a review in writing, any time after a student has been in a special education program for three months.

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Our Mission
To enable all students to reach high levels of achievement and well-being
and to acquire the knowledge, skills
and values they need to become responsible, contributing members of
a democratic and sustainable society.
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