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Toronto Catholic District School Board

From Assessment to Programming 
 
The interconnectedness of assessment and teaching has been well documented. To that end, conventional psychological assessments are often used as a key piece of information that guides the academic program development of individual students.
 
Individual Education Plan
 
To formalize and document a student’s need for a modified or alternate curriculum, or accommodations, an Individual Education Plan needs to be developed, based on the findings and recommendations of assessments, including the psychological and other assessments.
 
Ontario schools may also refer students to the Identification, Placement and Review Committee (IPRC), which is a committee formed by school administrators, teaching staff, and special services staff. The committee is responsible for identifying a category of exceptionality that best describes a student’s pattern of learning strengths and weaknesses. The “Identification” is decided on the basis of psychological and other (medical, speech and language, etc.) assessment information available. Some categories of exceptionality include Learning Disability, Developmental Disability, or Physical Disability.  For more information see:
The Psychology Department supports the proactive interdisciplinary approach to assessment and intervention that involves ongoing classroom-based assessment and consultation with teachers, leading to early interventions for struggling students before they “fail”.
 
This model of service delivery was incorporated in a pilot project (“Student Assessment Project”), sponsored by the Ministry of Education/Ontario Psychological Association, and was entitled STARS (School Team Assessment Support), at the Toronto Catholic District School Board. It was implemented in four elementary schools. The description of this and other boards' projects can be found in the publication by the Ontario Psychological Association entitled Sharing Promising Practices.
 
 
 
 
 
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