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[your address and date]

[name of principal and school address]

[date]

Dear [name of principal]:

We believe that our child [name of child] is gifted and would like for [him/her] to be considered by an Identification, Placement, and Review Committee. We understand that psychological testing may be required to better define [his/her] intellectual abilities.

OR

[He/She] has been tested by [name of psychologist] and we will make the test results available.

We would like to consider placement in [state desired placement i.e. a congregated gifted class.]

Sincerely yours,

[your signature]

Source: ABC Ontario. https://www.abcontario.ca/iprc-information

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Tips for parents

The IPRC process will be new to you. Take the time to learn about it. School staff is there to help you understand it.

Do not hesitate to ask for clarification about anything that is not entirely clear to you.

Ask the school principal about all the placement options available in the school board.

In can be helpful to communicate in writing and to keep a copy of all documentation.

Directly quoted from Autism Ontario  https://www.autismontario.com/programs-services/under-18/family-supports/school-supports/identification-placement-and-review

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As a parent of a child with additional needs, it will be important for you to understand the Identification, Placement and Review Committee (IPRC) process.

What is an Identification, Placement and Review Committee (IPRC)?

An IPRC is a committee that meets and decides if a student should be identified as exceptional (has additional needs) according to established Ministry of Education categories. If identified as exceptional, the committee decides which placement will best meet the student's needs. As the name suggests, the IPRC includes distinct parts:

1. Identification: Identifies students who may need special education programs. A student can be identified as needing special education programs within the following exceptionalities: behavioural, communication, intellectual, physical, or multiple.

2. Placement: Identifies the program placement that will best meet the student's needs. Special education placements are described below.

3. Review: The student's special education needs must be reviewed through the IPRC at least once per school year. A parent may also request a review IPRC meeting once their child has been in a placement for three months.

4. Committee: The committee (IPRC) is made up of at least three people, one of whom must be a principal or supervisory officer of the school board.

5. Special Education Placements: The IPRC will decide if the student's placement will be in a regular classroom with special education support or in a special education classroom.

1. If the student is placed in the regular classroom, the type and amount of special education support will be decided.

2. If the student is placed in a special education classroom, the amount of integration into the regular classroom will be decided.

Who requests an IPRC?

The principal of the student's school is responsible for requesting an IPRC if:

They have received a written request from the parents. Neither the school board nor the principal can deny this request. The principal must also give the parents a copy of the school board's Parent Guide to Special Education within 15 school days of receiving the request.

The principal and the student's teacher(s) believe that the student would benefit from special education programs and/or services, they have appropriate documentation to support the request for an IPRC the need for an IPRC and the parents have been notified in writing.

Who attends the IPRC?

The committee is made up of at least three school board employees; one must be a principal or supervisory officer. Usually the school principal from the student's school will attend along with the school resource teacher and/or the student's classroom teacher.

Other school board staff (e.g. special education staff, psychology staff, Speech and Language Pathologist, ASD consultant) and representatives from outside agencies involved with the student may be present to provide further information or clarification.

Parents can bring someone along to support them or speak on their behalf.

An interpreter may be present, if one is required.

What information do parents receive before the IPRC meeting?

At least 10 days before the IPRC, parents receive an invitation from the IPRC chair about the date and time of the IPRC.
Parents can give the school principal any information about their child's strengths and needs they want included in the package. The principal will forward it to the chair of the committee.

What happens at the IPRC?

The chair introduces everyone and discusses the process.

Information about the student's strengths and needs is presented to the committee.

Parents are encouraged to contribute to the discussion as they know their child best.

After all the information has been presented, considered, and discussed, the committee will make a decision about a student's identification as exceptional or not and, if yes, their placement. The committee can put off making a decision if more information is needed. A second meeting will be scheduled and parents will be invited to attend.

What happens next?

If parents agree with the decision, they can sign the statement of decision at the meeting or take it home to sign and return.

If parents do not agree with the decision, they may request a second IPRC or appeal the decision. Both these options have strict timelines which will be explained in the school board's Parent Guide to Special Education and the Ministry of Education website.

What if parents cannot attend the IPRC?

It is very important for parents to attend their child's IPRC, especially the first IRPC. If parents are not available on the date set, they should speak to the school principal.

Tips for parents

The IPRC process will be new to you. Take the time to learn about it. School staff is there to help you understand it.

Do not hesitate to ask for clarification about anything that is not entirely clear to you.

Ask the school principal about all the placement options available in the school board.

In can be helpful to communicate in writing and to keep a copy of all documentation.

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Identification, Placement and Review Committee (IPRC)

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As a parent of a child with additional needs, it will be important for you to understand the Identification, Placement and Review Committee (IPRC) process. What is an Identification, Placement and Review Committee (IPRC)? An IPRC is a committee that meets and decides if a student should be identified as exceptional (has additional needs) according to established Ministry of Education categories.

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The IPRC considers placement in a regular class with appropriate special education services before considering placement in a special education class. (p.D10 Spec Ed Part D).

The IPRC may consider a range of options based on the student's needs.

The placement decision must be accompanied by written reasons if placing the student in a special education class.

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The principal must refer the student to an IPRC upon receiving a written request from the parent.

The principal may refer the student to an IPRC with written notice if they believe the student may have needs that require special education.

No denial of IPRC request by the board or principal is allowed.

(p.D5 Spec Ed Part D)

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We invite you (and your child if they are 16 years or older) to attend the meeting.

We will review all the relevant information about your child, including their strengths and needs.

We will decide together whether your child should be identified as an exceptional pupil.

Based on the Ministry of Education categories and definitions, we will identify the specific area(s) where your child may need extra support.

We will work together to find the most suitable placement for your child.

If we decide that a special class is the best option, we will provide clear reasons for this choice.

If you request it, we will discuss the special education programs and services available for your child.

We will make sure to review the identification and placement at least once every school year, unless you choose to opt-out by giving us written notice.

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Learning Disabilities: Students with learning disabilities may have difficulties with reading, writing, math, or other specific cognitive processes. However, they often have average or above-average intelligence in other areas. (OTF)

Giftedness: Gifted students demonstrate exceptional abilities and potential in areas like academics, creativity, leadership, or the arts.

Attention-Deficit/Hyperactivity Disorder (ADHD): Students with ADHD may struggle with focus and impulse control, requiring support to manage their behavior and learning environment effectively.

Autism Spectrum Disorder (ASD): ASD affects communication, social interaction, and behavior. With the right support, individuals with ASD can make significant progress.

Physical Exceptionalities: Some students may have physical disabilities, health impairments, or motor skills challenges that require specific accommodations.

Communication Disorders: These include difficulties with speech and language, making it essential to find appropriate interventions. (OTF)

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An IPRC is made up of at least three people, with one being a principal or supervisory officer of the board. Notably, a school board trustee cannot be on the IPRC. All the details about the IPRC can be found in the school board's special education plan.

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The IPRC (Identification, Placement, and Review Committee) is a committee established by school boards as per Regulation 181/98. Its purpose is to determine whether a student should be identified as an exceptional pupil and, if so, decide on the most appropriate educational placement and support services for the student.

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Each school board has its own procedures for inviting parents to attend the IPRC meeting.

The chair of the IPRC must send written notification of the meeting to the parent at least 10 days before the meeting.

Parents have the right to be present at all committee discussions about the student and the decision-making process.

Parents can have a representative present to speak on their behalf or support them.

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The IPRC meeting is convened when there is a need to determine whether a student should be identified as exceptional and to decide on the most appropriate educational placement and services for the student. This meeting may be initiated at the request of parents or school staff.

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1. Regular Class with Indirect Support: This means the student spends the whole day in a regular classroom, but the teacher receives advice and guidance from a specialized consultant who helps them support the student's needs.

2. Regular Class with Resource Assistance: In this case, the student mostly stays in a regular classroom throughout the day. However, they also receive special instruction, either one-on-one or in a small group, from a qualified special education teacher right inside the regular classroom.

3. Regular Class with Withdrawal Assistance: Here, the student is placed in a regular classroom, but they get some of their instruction outside the classroom. This instruction is provided by a qualified special education teacher, and it takes up less than 50% of the school day.

4. Special Education Class with Partial Integration: The student is assigned to a special education class for at least half of the school day, where the class size is smaller, and there is more individualized attention. However, they also spend at least one instructional period each day with a regular class.

5. Special Education Class Full Time: In this situation, the student spends the whole school day in a special education class, which has a smaller teacher-to-student ratio to provide more focused support.

(p.D10 D11 Spec Ed Part D).

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The IPRC process takes place within the educational institution where the student is enrolled, typically at the school attended by the student.

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The IPRC process is essential because it ensures that exceptional pupils receive the necessary support and services tailored to their specific needs. By identifying students as exceptional and providing appropriate placements, the IPRC helps create an inclusive and supportive learning environment, fostering the academic and personal growth of all students.

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The IPRC will review all available information about the
student. The committee will:
• consider an educational assessment;
• obtain, subject to the provisions of the Health Care
Consent Act, 1996, and consider a health or psychological assessment, if it is believed that such an assessment
is required to make a correct identification or placement decision;
• interview the student, with the parent’s permission, if
the child is less than 16 years of age and the committee
members feel it would be useful to do so;
• consider any information about the student submitted
by the parent, or by the student where he or she is
16 years of age or older.

(p.D9 Spec Ed Part D)

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• After the IPRC meeting, you will receive a written statement of the IPRC's decision.
• If you didn't attend the meeting, the written statement will be sent to you by mail.
• You'll need to sign the document to indicate your agreement with the IPRC's decisions and recommendations.
• If you attended the meeting, you may be asked to sign the document on the spot.
• Take note that you have 30 days to return the signed document to the IPRC.
• Once the document is signed and returned, the school principal where the special education program will be provided will be promptly informed.
• The teaching team will then start developing your child's Individual Education Plan (IEP).

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If you don't agree with the IPRC's decision, you have 15 school days to request a second meeting with the IPRC.

If you remain dissatisfied after the second meeting, you have 15 school days from that point to file an appeal.

The appeal request must be made in writing and addressed to the secretary of the school board. You can get the name and address of this person from your child's principal.

Clearly state the decision(s) with which you disagree and provide the reasons for your disagreement.

If you disagree with the original decision but don't request a second meeting or file an appeal, the IPRC's decision will be implemented automatically after 30 school days.