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What happens when a concern about a students is brought forward from the parents, teacher or school?

Step 1	Assessment in the Classroom
	The teacher attempts to resolve the concern:
	speaks with the student and parents/guardians
	observes the student/documents observations
	reviews the student’s Ontario School Record (OSR)
	completes curriculum-based diagnostics
	completes student profile
	using Universal Design for Learning (UDL) considers the classroom organization
	speaks with the parents/guardians
	communications with previous teachers
	provides supportive peer pairing
	employs and tracks strategies and accommodations/modifications used with the students
	tracks additional supports provided to the student
	consults informally with colleagues
	discusses the concerns with the Special Education Resource teacher (SERT) Literacy/Numeracy teacher
	asks SERT/principal to observe the student in the classroom
	reflect on feedback
	meets with parents and discusses observations, strategies attempted, accommodations attempted

Step 2	Referral to the Special Education Resource Teacher (SERT)
	If after following the procedures in Step 1, the classroom teacher is unable to resolve the concern, he/she refers the student to the SERT providing him/her with the Teachers Intervention Checklist (Appendix B)
The SERT:
	collaborates with the classroom teacher
	reviews the OSR
	ensures that any recommendations form previous assessments from outside personnel are put into place
	Completes school-based assessments
	adjusts programming based on the results of the assessments

Step 3	Referral to In-School Education Team
Step 4	Referral to Outside Professionals
	If, after following Step 2, the classroom teacher and SERT are unable to resolve the concern, the SERT convenes (and chairs) an In-School Team meeting {The In-School Team consists of the student’s classroom teacher (s), SERT, the principal (vice-principal) and other support staff (Literacy/Numeracy Resource teachers, Teaching Assistants}.
	The In-School Team brainstorms and makes suggestions, re: interventions.  An Individual Education Plan (IEP) is developed with consultation of the parents, if needed.
	Functions of the In-School Team are to:
	Brainstorm possiblee solutions to assist the classroom teacher to adapt and modify programs within the classroom
	Consider referrals to outside professionals (i.e. psychometrist/psychologist, Speech-Language pathologist, etc.)
	If, after a trial period, the concern is still unresolved, the SERT re-convenes the In-School Team and discussion occur as to how the student is progressing and to review the IEP.
	At this meeting, it may be determined that referral for formal assessments to outside professionals (i.e. psychometrist, Speech-Language, etc.,) should be made.
	The teacher and SERT meets with the parents/guardians and obtains written consent before assessments by outside professionals.
	The SERT places student on a priority list (determined by principal and SERT) and schedules assessments and teacher/parental feedbacks.

Step 5	Referral to Identification, Placement and Review Committee (IPRC) – The SERT:
	Ensures the recommendations of the outside professionals are implemented, if possible.
	Convenes a meeting of the In-School Team to discuss recommendations of the outside professionals.
	Schedules an IRPC meeting, if parent or principal feel that this is necessary.
	IRPC decisions are implemented

Step 6	The Individual Education Plan (IEP)
	An IEP is developed in consultation with the parents.
	If the student is identified as ‘exceptional’, the information is entered on the online IEP and a file maintained in the OSR.
	Accommodations and modifications in the IEP are programmed and implemented by the teacher with support from the SERT.

Step 7	Monitoring
	The teacher and SERT monitors progress of student and reports progress through In-School Team meetings.
	Programming changes are made as expectations outlined in the IEP are met.

**Parents/guardians should be involved throughout the process.