Referral Process | York Region District School Board

Every child learns and grows in their own way. Support can help make school a place where your child feels confident, included, and successful. The referral process is how schools, families, and students work together to find the right supports and next steps.

Start with a Conversation

If you have questions or concerns about your child’s learning or well-being, start by talking with their teacher. Together, you can share what’s going well, what's challenging, and which strategies are already helping. The teacher might suggest classroom supports or strategies to help your child thrive. You can check in regularly to see how things are going and adjust the plan as needed.

Create a Growth Plan

Sometimes, the teacher will create a Growth Plan. This plan outlines what supports are being tried in the classroom, how progress will be tracked, and what goals the team is working toward. Growth Plans help everyone stay connected and focused on your child’s success.

Meet with the In-School Team

If your child needs more support, the next step may be an In-School Team Meeting (ISTM). This is a collaborative meeting that includes you and staff who know your child well, such as:

The Principal or Vice-Principal
The Classroom Teacher
The Special Education Resource Teacher (SERT)
Members of the Interdisciplinary Team, which may include:
- Psychologist
- Speech and Language Pathologist
- Occupational or Physiotherapist
- Social Worker
- Special Education Consultant

At this meeting, everyone shares what has worked so far and what might help next. You can bring your notes, questions, and ideas. Together, the team will set clear goals, decide who will help, and plan how to monitor progress.

There may be follow-up meetings to review and update the plan.

Assessments

Sometimes, as part of the special education referral process, an assessment may be recommended to help better understand how your child learns and what supports may be helpful.

Assessments can be completed by different professionals, such as psychologists, speech-language pathologists, occupational therapists, or other specialists.

These assessments help identify your child’s strengths and needs, and strategies that can support them in school.

Individual Education Plan (IEP) and Transitions

If your child needs ongoing support, they may have an Individual Education Plan (IEP).

The IEP is created by the school team, with input from you and sometimes your child. It includes learning goals, strategies, and accommodations that help your child succeed.

All IEPs include a Transition Plan, which helps students move smoothly between grades, schools, and life stages. Transition planning starts early and grows with your child, helping them build independence and confidence.

Identification, Placement, and Review (IPRC)

If your child’s learning profile shows they would benefit from special education programs or services, you may be invited to an Identification, Placement, and Review Committee (IPRC) meeting.

This meeting includes you and the school staff. The IPRC:

Review how your child learns
Decides if your child should be identified as exceptional
Recommends the most supportive placement

You will receive a written decision and can ask questions or request changes. Each year, the IPRC reviews your child’s identification and placement to ensure it still fits their needs.

Ongoing Collaboration

Supporting your child’s learning is an ongoing process. You are an essential part of the team.
Keep communicating with your child’s teacher and SERT about what’s working and what might need adjusting.

The goal is always the same: to help your child learn, grow, and feel proud of their progress.

For More Information on the Referral Process

Please refer to the YRDSB Guides for Students and Families:

Note: Some of the guides listed below are translated into 12 additional languages.

For more information visit the Ontario Ministry of Education website for Special Education.