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IPRC Process
Identification

Referral for identification by school personnel and/or parents/guardians to the Multi-Disciplinary Team

The OCDSB does not conduct testing in JK/SK

If a private psychological assessment suggests identification as gifted, it does not necessarily mean the student meets the OCDSB criteria for gifted identification

Conduct cognitive assessments:

  • Canadian Cognitive Abilities Test (CCAT)

  • Wechsler Preschool and Primary Scale of Intelligence - Fourth Edition (WPPSI-IV)

  • Wechsler Idividual Scale of Intelligence-Fourth Edition or Fifth  Edition (WISC-IV or WISC-V)

  • Stanford Binet

Conduct achievement assessment measures, if additional information is needed and under consultation with a psychology staff member:

  • Canadian Achievement Test - Fourth Edition (CAT-4)

  • Wechsler Individual Achievement Test - Third Edition (WIAT-III)

  • Stanford Binet

Identification

CCAT: at least 98th percentile in 2 of 3 domains and at least 90th in the third

WISC-IV: >98th percentile in FSIQ or GAI for K-12

WISC-V: >98th percentile in FSIQ or GAI for K-12

Scoring

Specialized Gifted Congregated Program

CCAT: For grades 1-4, at least 99th percentile in 2 of 3 domains and at least 90th in the third. For grades 5-12, 98th in 2 of 3 and 90th on the third

WISC-IV: For grades 1-4, >99.6th in FSIQ or GAI. For grades 5-12, 98th or greater

WISC-V: For grades 1-4, >99.6th in FSIQ or GAI. For grades 5-12, 98th or greater

IPRC Meeting 

  • review all relevant information about the student;

  • consider an educational assessment of the student;

  • consider a health or psychological assessment of the student if required;

  • interview the student (with parent consent if the child is under 16) if it is felt it would be beneficial to do so;

  • consider any information the parent or student (if over 16) submit; and 

  • discuss the student’s strengths and needs.

IPRC Statement of Decision 

  • decisions may be appealed

IEP Process

  1. gather information

  2. set the direction

  3. develop the IEP as it relates to the student’s special education program and services

  4. implement the IEP

  5. review and update the IEP

IEP Transition

  • PPM 156 requires all students who have an IEP, whether or not they have been identified as exceptional by an IPRC, to have an up-to-date transition plan at every stage of their journey through school. This includes gifted students.

Key transitions in a student's schooling can include the following:

  1. entry to school

  2. a change from one school to another

  3. the move from elementary to secondary school

  4. the transition from secondary school to postsecondary activities

  5. a move to a school following a prolonged absence for medical reasons or after receiving care, treatment, or rehabilitation at another institution

Sources: OCDSB, 2015; YRDSB, n.d.

The Unwrapped Gift

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