Education Service Delivery Model in the OCDSB: A Guide for Parents Of Students
The Ministry of Education currently describes the
exceptionality of Giftedness as:
an unusually advanced degree of general intellectual
ability that requires differentiated learning experiences of a depth and
breadth beyond those normally provided in the regular school program to satisfy
the level of educational potential indicated.
The OCDSB supports students with giftedness in a
variety of ways including in a regular class environment or a specialized
program class environment. These students may have some of the following
characteristics: the mastery of new skills and concepts quickly; advanced
vocabulary; superior judgment and reasoning abilities; strong sense of ethics
and values; original, flexible and fluent thinking. The OCDSB Gifted
specialized program classes are for those students who, in addition to targeted
Tier 1, 2, and 3 interventions, would still benefit from a specialized program
Is What We Do To Support Students with Giftedness (Tiered Intervention
There is no specific time requirement for each
intervention; the length of time an intervention should be tried is dependent
on the individual strengths and needs of the learner. Which interventions are
tried also depend on the individual strengths and needs of the learner; there
is no one-size that fits all.
Based Support (Tiered Intervention) MAY include but are not limited to:
Team (Psychologist, Speech/Language Pathologist, Social Worker, etc.)
based supports (Tier One Interventions) for students with Giftedness in the
regular classroom MAY include but are not limited to:
of strengths and needs
observation and tracking
of instruction, environment and/or assessment (e.g. ability grouping, visual
supports, use of assistive technology)
based supports (Tier Two Interventions) for students with Giftedness MAY
include but are not limited to:
Team Meeting Referral
precise specific instruction to adhere to need (e.g. Critical and Creative
of Individual Education Plan (IEP)
Assessment (e.g. WIAT III)
differentiated supports in place for areas of strength and need (e.g. tasks based on increased depth and breadth,
social skills building activities, leadership opportunities, organizational
with other departments (i.e. Curriculum Services, Business and Learning
Technologies, Facilities and Planning)
school based supports (Tier Three Interventions) for students with Giftedness
MAY include but are not limited to:
Assessment (e.g. CCAT , WISC-IV/V)
(social emotional support as needed)
development of IEP
Meeting/ Updated action plan (e.g. type of assessments used; use of technology;
SEA application; further opportunities to work with other gifted/highly
talented learners; student-centered project based learning opportunities;
intensive school-based support strategies; specialized program class referral)
may be Identified with an exceptionality of Giftedness and not placed into a
Gifted Program specialized program class. In these cases the student would
receive in-class support in the regular class setting.
Criteria for Specialized Program Class:
Program Classes Available
English Grades 1-12
Early French Immersion Grades 5-12
Grades 1-3, 20 students per class
Grade 3/4 split, 23 students per class
Grades 4-8, 25 students per class
Documentation, and Student Profile for Referral
To ensure best practice, current psychological
assessment (within the last 2 years, 11 months) or verification from a
psychologist/psychological associate that an assessment completed more than 2
years, 11 months ago continues to be valid is required. The OCDSB will
prioritize an assessment for students being considered for a referral to
specialized program classes for the following school year, based on need by the
multidisciplinary team and parent consultation. We support this process
internally. Any of the following assessments may be used:
(Canadian Cognitive Abilities Test)
(Wechsler Preschool and Primary Scale of Intelligence, fourth edition),
V (Wechsler Intelligence Scale for Children, fourth or fifth edition) ,
Primary, (Grades 1-4)
Scores at the 99th percentile on two of the three scales (one must
be Verbal) and at least 90th on the third
Full scale or GAI (General Ability Index) at or above 99.6th
Junior/Intermediate (Grades 5-8)
Scores at the 98th percentile on two of the three scales and at
least 90th on the third
Full scale or GAI at or above 98th percentile*
(When composite scores differ by 23 standard score points or more, a
determination will be made as to whether the Specialized Gifted Program will
provide the best support to the student, based on all of the information
students must meet the criteria for Junior/Intermediate for gifted
For OCDSB students, our LST’s (Learning Support
Teachers) for Grade 8 support the referral process into a secondary specialized
gifted program class. For
outside applicants, your OCDSB home gifted secondary school will support you
directly in this process. For more information on your home gifted secondary
school you may contact Learning Support Services.
· All students who meet OCDSB gifted identification, as per the
Gifted Screening and Identification Manual, are eligible to apply for gifted
secondary. Current psychological data (within the past 2 years and 11 months)
or verification from an OCDSB psychologist/psychological associate that an
assessment completed more than two years and 11 months ago continues to be
valid is required for students applying to the gifted program from a Regular
classroom placement, including students who have been in the Gifted Program,
and have returned to a regular classroom.
· Once in a Gifted Program specialized program class, no
further assessments are required to stay in the program each subsequent school
year as long as the student remains in the program.
To ensure best practice, current educational
assessment (within the last 12 months) is required. Two subtests from the
Wechsler Individual Achievement Test, third edition, (WIAT-III), reading
comprehension and math problem solving, must be included in the referral. The
educational assessment may be included in the psychological report. An
educational assessment may be completed at your child’s school.
There are no specific criteria for any of the items within this section. The
information is used to gather a fulsome picture of the student being referred.
As cognitive ability does not always equate to
academic achievement, additional educational information is required for a
referral to a Gifted Program specialized program class. A student’s current
report card and a current Individual Education Plan (IEP), if applicable, are
required in a referral.
There may be social and/or behavioural factors that
warrant being explained as part of the referral process. This information is
helpful to provide a fulsome picture of the learner. These social/behavioural
observations may be within the classroom and/or at home and may include
disengagement, low self-esteem to perfectionist characteristics. There are no
specific social/behavioural characteristics needed in order to be referred to
the Gifted Program specialized program class.
Additional information may be helpful to provide a
fulsome picture of the student. This information may be relevant to the
student’s needs and programming requirements. This may include anecdotal
reports, awards, extra-curricular interests, achievements, and/or any other
evidence supporting a referral.
The progress of a
student in a specialized program class will be monitored regularly and reviewed
at the yearly Individual, Placement, and Review Committee (IPRC) meeting to
ensure the program continues to support the needs of the student.
Specialized Program Class Referral Process
Process for the Gifted Program Specialized Program Class for OCDSB students
for a referral to a Gifted Program specialized program class (for September
placement) is determined by Learning Support Services (usually the beginning of
referrals are coordinated through the multidisciplinary team at your child’s
questions relating to this process can be directed to your child’s current
will be considered throughout the year (not only April) on a case by case
basis. Once the gifted committee has
confirmed that the student meets criteria, if space is available, an offer for
placement may be made at that time.
Process for the Gifted Program Specialized Program Class for non-OCDSB students
forms and information may be provided by the OCDSB Learning Support Consultant
with the gifted portfolio.
review OCDSB current criteria for our programs on the OCDSB website prior to
requests for referral forms.
for the referral to a Gifted Program specialized program class (for September
placement) is the same as determined by Learning Support Services.
will be considered throughout the year (not only April) on a case by case
basis. Once the Gifted Program committee
has confirmed that the student meets criteria, if space is available, an offer
for placement may be made at that time.
documentation must be completed as a joint effort between parent(s)/guardian(s)
and child’s current school.
for placement is given to current OCDSB students who meet criteria.
Information Regarding Referral Process for all students
committee begins reviewing referrals in April for placement in the following
academic year. Referrals are not considered on a first-come, first-serve basis.
Parent(s)/guardian(s) participate in this process, their input is required as
part of a referral form.
students who meet criteria will be placed dependent on availability and home
address. All those who have met criteria and who have not been placed will
remain on a wait list and will be placed throughout the year as spaces become
available (wait lists do not carry over to the next academic year).
may be submitted at any time throughout the year and will be reviewed by the
gifted program committee upon their next meeting. At that time, if the student
has met criteria, a placement may be offered, depending on availability.
in a Specialized Gifted program class, no further assessments or applications will be
required to stay in the program each subsequent school year. Students in the
Specialized Congregated gifted program who are transitioning from grade 8 to
Secondary will be offered a placement in a program at a Secondary Gifted
· Please note: further information on the referral
process can be provided through Learning Support Services (LSS) upon request.
We support learners in a variety of ways within the
OCDSB. We recognize that each learner has their individual strengths and needs
and that what works for one may not work for another within a similar profile.
We allow external referrals to the specialized program classes and welcome
students within the Ottawa area to consider any OCDSB school as we endeavor to
support our learners, both within the regular class program and within a
specialized program setting.