Observation and Documentation

• The classroom teacher observes ongoing learning, behavior, and social-emotional development.

• Strengths and needs are documented over time.

• Teachers try a variety of strategies, accommodations, and interventions in the classroom.

1. decide whether or not your child should be identified as exceptional;

2. identify the areas of your child's exceptionality, according to the categories and definitions of exceptionalities provided by the Ministry of Education;

3. decide an appropriate placement for your child [here the board should list the full range of placement options offered by the board]; and

4. review the identification and placement at least once in each school year.

(P1 Of Appendix D-1: A sample parents' guide to special education)

• The teacher/support staff discuss the concerns as a school team, including the principal, special education teacher, ESL teacher if applicable sand parents.

• They review data, discuss progress, and decide on next steps.

• A formal written request for an IPRC is submitted—this can be done by either the parent/guardian or the school principal.

• Parents receive a guide to special education and are told what to expect at the IPRC meeting.

• The school prepares a referral comprising of the student profile: assessments, non identified IEP (if applicable), teacher observations, and any relevant documentation.

• A date is scheduled, and parents are invited in writing.

I have also referenced the ministry site and the linked document above.