Individual Learning Profile (ILP)
Tiered Intervention
Throughout the IST/SST process, significant
details of the student’s learning are recorded in an
“Individual Learning Profile” (ILP). This document
is used to track assessments, instructional levels,
recommendations, classroom interventions,
outcomes and follow-up steps taken to address
the needs of the student.
Special Education
Tier 3 Tier 2 A Tiered Approach to Student Support
The TDSB model of special education support is
needs-based, offering a full continuum of
programs and services to address all levels of
support required by students. Placement in a
special education Intensive Support Program
(ISP) or Home School Program (HSP) is only
considered when support in a regular class with
appropriate special education services cannot
meet the student’s needs and if it meets with
parent/guardian preferences.
A systematic “tiered approach” is applied to
respond to individual student needs. In a tiered
approach, support strategies are student centred
and are based on principles of differentiated
instruction. This means that some strategies are
used with ALL students. Additional methods are
used for SOME students who require an
increased level of personalized support. A FEW
students will receive more intensive, personalized
interventions.
The goal is to provide high-quality, evidencebased instruction and needed interventions,
supported by appropriate assessment and
evaluation, within the neighbourhood school.
Tier 1 TIER 1 Strategies for ALL students
 Applying school and classroom-based
strategies
 Consulting with the IST
 Implementing IST recommended strategies
 Arranging for peer coaching and/or
professional learning for staff
In-School Support Team
(IST)
and
School Support Team
(SST)
TIER 2 Strategies for SOME students
 Consulting with the SST
 Reviewing strategies in Individual Learning
Plan (ILP) and other existing reports
 Implementing SST recommended strategies
 Developing an Individual Education Plan (IEP)
 Considering additional assessments
 Accessing Professional Support Services and
other Special Education central resources
 Accessing targeted professional learning for
staff
TIER 3 Strategies for a FEW students
 Implementing more intensive, personalized
interventions
 Carrying out additional assessments
 Involving external agencies
h p://www.tdsb.on.ca/EarlyYears/
SpecialEduca on/Processes.aspx Revised March 2016 In-School Support Team (IST)
School Support Team (SST)
The purpose of the In-School Support Team (IST)
is to provide initial support to a struggling student
through collaboration among staff within the
school. A teacher takes concerns about a student
to the IST when sound classroom instruction,
based on what is usually successful for most
students, has been unsuccessful for the student.
The School Support Team (SST) includes the
school administrator, Resource teacher and/or
MART, as well as professionals from Special
Education, Psychology, Social Work, Attendance
Counselling, Speech-Language Pathology, and
Occupational Therapy and Physiotherapy. This
expanded team offers additional knowledge,
experience and expertise to the SST consultation.
In preparation for the IST, the classroom or
subject teacher:
 Instructs and assesses the student in a variety
of learning situations, to gain a better
understanding of the student’s strengths,
needs and instructional levels
 Uses a variety of educational assessment
strategies, including direct observation,
portfolios, journals, rubrics, tests, projects and
student self-assessment
 Consults with parents about concerns and
keeps them informed
Participants at the IST meeting share expertise
and a sense of ownership for meeting the
student’s needs. IST members include a school
administrator and may include the following:





Special Education Resource Teacher
Methods and Resource Teacher (MART)
Classroom Teacher
Special Education CL/ACL (Secondary)
Student Success Teacher / Guidance Staff
(Secondary)
The IST participants:
 Collaborate to develop an action plan of
intervention strategies
 Assign tasks and coordinate efforts among all
staff who interact with the student
When the IST’s recommended strategies have
been used for an appropriate period of time but
with limited success and the IST has done all it
can do to assist, then more information or kinds of
support may be required. The IST can make a
referral to the School Support Team (SST).
Student progress must be reviewed by the IST
before a referral to SST is made.
During the SST consultation, student strengths
and needs are openly discussed and a plan to
support the student is developed. This can include
the development of an Individual Education Plan
(IEP) for the student. If the team believes more
information is needed to be able to better
understand the student’s needs, a referral for a
variety of professional assessments can be
recommended and parent permission sought.
Parental permission (or that of a student 18 or
older) is required when identifying information
about a student is being discussed at the SST in
the presence of Professional Support Services
personnel.
Parent/Guardian/Student
Participation in SST Consultations
Parents/Guardians and students over 16 years of
age are invited to SST meetings. They provide a
valued perspective, which helps to build a more
complete understanding of student needs. Their
active involvement enhances the overall
effectiveness of the intervention process.
Professional Support Services
(PSS) and the SST
Professional Support Services (PSS) staff assist
the teacher with ideas on how to support a
student and meet the student’s special needs.
They can also recommend referrals for additional
professional assessments. Each service is able to
assist in the following specific ways:
Psychologists are able to suggest effective
classroom programming interventions and
behavior management techniques, especially for
high-needs or at-risk students. They provide
information about learning profiles, mental health
issues and behavioural strategies.
Social Workers and Child and Youth Services
Staff contribute expertise regarding the
connections between social/emotional
development, mental health, family involvement
and student achievement.
Speech and Language Pathologists (SLP) offer
specialized knowledge and resources regarding
the connections between communication, social
development, literacy and learning.
Occupational Therapists and Physiotherapists
(OT/PT) contribute specialized knowledge of
physical and developmental disabilities and
sensory integration disorders. They can explain
the effect of medical health issues on learning and
provide curriculum and programming suggestions
to support student achievement They can also
make suggestions for environmental modifications
and accommodations to enable the full
participation of students in school.
Before PSS staff can be consulted about or work
with a student, the informed consent of parents/
guardians, or of the student him/herself (when of
legal age and with the cognitive ability to
understand), is required.