|
THE IPRC PROCESS
| I = |
identification of the pupil as exceptional or non-exceptional. |
| P = |
placement of the pupil, in a special education class or a regular class with special education support. |
| R = |
every identified student has an annual IPRC to review placement and to decide if it is still appropriate for the student's needs. The review does not consider identification. |
| C = |
the committee is usually made up of 3 people, although there may be 4, who may or may not know the student. The committee members make the decision about the student's identification and placement through agreement, that is, they don't formally call a vote. |
The Purpose of the Initial IPRC
Identification as an exceptional pupil by an IPRC has legal status under the Ontario Education Act. Intellectual giftedness is one of six major classifications of exceptionality.
The Annual Review IPRC
Within 12 months of the initial IPRC a school-level IPRC will be held to review the student's placement. Review IPRCs are held at the school level annually, thereafter.
Attendance
Parents receive an invitation about two weeks prior to the IPRC.
Resources
- “Special Education Programs and Services: Parent Guide” (48KB PDF). This booklet is available through the school. Parents attending an initial IPRC usually receive a copy of this with their invitation to the IPRC.
- Written reports. The above-mentioned Parent Guide states: "If you as a parent would like a copy or further information about written reports that will be presented, contact the school principal before the scheduled IPRC.” As a parent your right to access this information exists. You can write on the copy of the invitation that you would like to receive copies of any written material that will be presented. Usually that is the “Student Assessment Summary”.
- Your home school. Ask the Principal or Vice-Principal or Special Education Resource Teacher who delivers the Challenge Program for help/information as to what to expect.
Parent's Contribution
Parents see a side of the child of which educators may be unaware and that's the contribution we can make to the IPRC to complete the picture of the total child.
- free-time hobbies and interests outside of school hours (e.g. collections, Lego, computer, reading, projects)
- lessons, teams, organisations (e.g. music, sports, Clubs)
- attitude towards going to a new school for congregated program
- attitude towards school (e.g. present class, Challenge program, has attitude changed over the years?)
- awards, achievements
- social skills (e.g. friends, difficulty finding a ‘true’ friend)
- pre-school years (e.g. walking, talking, reading, understanding numbers at early ages, difficulty ‘turning off’ to go to sleep at night)
- personal characteristics (e.g. great debater [especially with parent], memory, frustration level, intensity, competitiveness)
You may wish to take something in writing with you to refer to, if it makes you feel more comfortable. Passing out pages of information to committee members is not necessary.
Format
No formal agenda is passed out. The atmosphere at IPRCs is friendly, welcoming, and informally-formal. You will receive a copy of the “Report of the IPRC” which will have been completed by a recorder. You will be given a “Parent Consent Form” to sign either agreeing or disagreeing with the recommendations made by the IPRC for identification and placement. You may sign at the time or take it away with you. You have two weeks to decide whether you agree or not.
Download the IPRC Brochures - "A PARENT'S GUIDE TO IDENTIFICATION, PLACEMENT AND REVIEW COMMITTEES".
PDF version (84KB) or click here to read "A PARENT'S GUIDE TO IDENTIFICATION, PLACEMENT AND REVIEW COMMITTEES for the Peel DSB information on Identification, Placement and Review Committees".
Please go to our “Steps to Take” page for “Making the Most of School – Sources of Help for You and Your Child”
↑<Back to Top>
|
