Understanding IPRCs and IEPs in Ontario

In this first part of our advocacy series, we attempt to demystify some of the jargon and terminology that is commonly used in Ontario school boards.  If you’re a parent navigating Special Education in Ontario, this is need-to-know information for you!  You are not alone.  Advocating for your child in the school system can seem daunting and overwhelming, and it can feel like schools are speaking in an entirely different language when discussing your child.  In this document, we’ve gathered key answers to questions that parents don’t always know to ask – so you can feel more prepared walking into those school meetings.  

We start by defining IPRCs and IEPs.  In Ontario schools, IPRCs and IEPs are two often-used terms that school boards use to reference and document required

supports for their students.  

What is an IPRC?

The IPRC is often the first official step in getting your child the support they need at school – whether that’s accommodations, a new class placement, or a path to an IEP.  

IPRC stands for Identification, Placement, Review Committee.  

Identification:  If a student’s documented exceptional learning needs meet Ministry of Education criteria, the school may recommend identification.   The Ministry of Education has outlined distinct categories of exceptionality, including:  Intellectual (e.g., Giftedness, Intellectual Disability), Communication (e.g., Autism, Learning Disability), Behaviour (e.g., Anxiety, ADHD), Physical, and/or Multiple.  To determine whether a student meets the criteria, information from a variety of sources is reviewed by the school team.  These sources may include: professional assessments, teacher observations, test data from the  school, and parent observations.  Identification is important because it formally recognizes your child’s needs and strengths, and legally protects your rights to obtaining the agreed-upon supports for your child.  

Placement:  This refers to the student’s learning environment, specifically the type of classroom.  A classroom environment adapted to address the student’s specific needs will be recommended. Options include: regular class placement with resource assistance, withdrawal assistance, and special education class.  

Review: Once a student is identified for the first time, a formal annual review of their progress is required. Of course, in the best of situations, teachers and parents often monitor progress informally throughout the school year.  And you can request a review earlier, within 3 months of the initial IPRC.

Committee:  The committee consists of at least 3 members and may be from your child’s school or from other schools.  

Other school board staff (e.g. classroom teacher, special education staff, psychology staff, Speech and Language Pathologist, counsellors) and representatives from outside agencies involved with the student may be present to provide further information or clarification at an IPRC meeting.

What happens during the IPRC?

During the meeting, introductions are made, the student’s strengths and challenges are discussed, and a plan is made for providing supports that will be beneficial for child.  Parents have a voice at this table. So, it may be helpful to come prepared with what you would like the committee to know about your child from your point of view.  In the end, the committee will decide whether or not to identify the student.  Occasionally, the decision may be deferred by the committee until more information is obtained.  In most situations, however, the process is clear, straightforward and school staff will have discussed all of the options with you prior to the IPRC meeting.  

What are my rights as a parent?  

Parents are a crucial part of the process.  You have the legal right to attend and participate in these meetings.  You have the final decision about what happens in your child’s education and you should never feel “left in the dark”.  You will be informed at least 10 days in advance of when the meeting is taking place and who will be in attendance.  Prior to the meeting, you may request information from the school, including any test results and professional reports made in the school board.  Don’t be afraid to ask questions!!  

Parents can bring someone along to support them or speak on their behalf, and an interpreter may be present if required.  Typically, the IPRC is suggested by your child’s school, but parents may also request an IPRC meeting.  

If you disagree with the outcome of the IPRC meeting, you have a right to appeal the decision.  

Although the IPRC is the first official step in securing help for your child, it is a formality.  Help can, and really should, be provided long before the IPRC.  Start the conversation early with your child’s teachers to determine what supports can be put in place now.  

Other considerations

It’s important to note here that the IPRC process is loosely defined by the Ministry of Education and that every school board in Ontario has its own additional definitions, criteria and processes.  So it is true that a student may be eligible to be Identified in one school board, but not necessarily the adjacent school board.  As well, individual schools differ in their approach to supporting students as well, for a variety of reasons.  Again, work with your child’s school to determine what supports can be put in place that align with their individual needs.  

It is also important to note that Identification is not the same as Diagnosis.  A diagnosis is made by a qualified, licensed health care professional (e.g., a physician or a psychologist).  A diagnosis is a controlled act.  Sometimes a diagnosis leads to the referral for an IPRC meeting and creation of an IEP, but not always, and sometimes a child may be referred for Identification without a diagnosis. 

What is an IEP?

Prior to the IPRC meeting, the school must create an IEP which stands for Individual Education Plan.  This is a legal document that lists your child’s strengths, needs and how the school will address those needs.  An IPRC is not required for an IEP to be created.  Sometimes, “non-exceptional” IEPs are created, especially if the school is awaiting professional assessment results.  IEPs are created not only to address learning goals; social-emotional, behavioural, and physical needs may also be addressed through development of an IEP.  

Documentation used to determine the areas of strength and need, such as professional or educational assessments, are listed in the IEP.  Professional assessments may include:  psychoeducational assessments, medical reports, speech-language assessments, occupational therapy reports, amongst others.  

In the IEP document, you will find a description of what the student is expected to learn in a school year (“annual goals”) and what a student will learn in a reporting term (“learning expectations”) across the various subject areas.

Accommodations to the student’s physical learning environment, assessment techniques and instructional methods are also documented in the IEP. Accommodations are the supports and services a student requires in order to learn at their current grade level.

Sometimes, students require that changes are made to the current grade level expectations in order to meet the student’s learning needs. These can include specific changes to the current grade level expectations and expectations that are taken from a different grade level within the Ontario curriculum. These changes are referred to as Modifications.

If a student will be learning skills that are not part of the Ontario curriculum, these must be documented in the IEP and are called Alternate Expectations. 

IEPs are “living documents” that can be created any time and can be updated during each school year to reflect the student’s evolving progress and challenges.  

What are my rights as a parent?

While the IEP is created by your child’s teachers, you have input and the school will provide you with a copy of the IEP to provide input.  The IEP is reviewed and amended every reporting period, typically along with report cards and stays with your child until they leave the public school system.  If you feel that aspects of the IEP are not being implemented in your child’s classroom, gently bring this to the attention of the teacher.   Ultimately, it is the school principal’s responsibility to ensure that the IEP is being implemented.  

For further information about advocating for your children's education, see our blog on Advocacy.

_________________________________

Dr. Anita Burhanpurkar is a registered psychologist and director of Hummingbird Psychology in Milton, Ontario.  She has over 20 years’ experience providing comprehensive psychological services for children, teens, and their families in the community and in the school system.