Important Notice:
The TDSB has changed their assessment procedures. Please read a letter detailing this, written by Susan Kelsall and Michelle Worley (your current and former TDSB SEAC Representatives).
May 28, 2002
Dear Toronto Area ABC Member,
The Toronto District School Board (public) is implementing a temporary change in the identification and placement process for gifted students. The TDSB has not done assessments of students for the gifted exceptionality for several months due to committing their psychological staff services to the ISA validation process. This validation process will continue until November 2002.
In order to fill vacancies in congregated gifted classes for September, the board will not do individual psychological assessments as described in the Special Education Plan (SEP) for TDSB. The SEP calls for a classroom assessment, an educational assessment and a professional - psychological assessment.
Currently, parents or teachers refer students for assessments. The student is given an individual psychological assessment usually including WISC III testing. A psychological assessment may include classroom observation, assessment of intellectual abilities to assess learning strengths and needs, assessment of social emotional functioning and interviews with parents and teachers as well as standardized intelligence testing.
Due to the psychological staff being fully committed to other students who may generate additional funds through Intensive Support Amount (ISA) claims, the TDSB is planning to discontinue the individual psychological assessment and substitute a teacher given, computer scored, pencil and paper group screener called the Otis-Lennon School Ability Test (OLSAT). Those that are in the top percentiles in the screening test will be offered a placement in a congregated gifted class. Identification, Placement and Review Committees (IPRC) will convene some time in the next school term to formalize the identification and placement after the child is identified and placed.
The TDSB ABC Special Education Advisory (SEAC) representative and alternate have been in discussion with the staff of the TDSB for a few months trying to come up with a reasonable solution. We are not in favour of substituting a group achievement screening test for an individual psychological assessment. Susan Kelsall, former ABC SEAC rep, and Michelle Worley, ABC SEAC rep have not found any research that supports the use of a group achievement test to replace an individual intelligence test such as the WISC III or Stanford Binet.
We are concerned that a group screen is being given to a selected group of students nominated by teachers rather than to all students, as would be the expected use of a screening instrument.
We are concerned that the TDSB will only accept the results of an OLSAT given by the TDSB.
We are concerned that group achievement tests like the OLSAT will overlook students who would score in the upper percentiles on the WISC III. The research provided by the psychology department of the TDSB states "The OLSAT - 6 total SAI would identify many fewer students if it were to replace the WISC-III for gifted identification. Only .4% of the student population scored at the 98th percentile or higher on both tests." and "When used alone, the OLSAT-6 does not appear to be an effective screener for grade 3 students who will score in the gifted range on WISC-III."
We are concerned that the board has chosen a test that does not correlate with our present assessment criteria as outlined in the SEP. Research supporting the substitution of the OLSAT for the WISC III has not been presented by the TDSB.
The OLSAT will often identify high achieving students who would not score in the gifted range on individual intelligence tests. The OLSAT assesses verbal and nonverbal reasoning abilities that are related to success in school. Many of our profoundly gifted students will not be successful in school and need full time special education gifted classes to help ensure a measure of success. A one to one individualized test situation is a better choice for a student who needs personal attention to draw out their abilities.
Without the individual assessment traditionally provided by the psychology staff, a profile of the student's strengths and needs will not be available to form the basis of the Individual Education Plan (IEP). Without the needs statement, it will be difficult to determine the appropriate placement within the range of placements available. A student who is not formally identified has no legal right to an IEP but may be given one. A student who is not identified by an IPRC has no legal right to remain in a placement.
SEAC reps are concerned that the TDSB is not adhering to the process of identification and placement as described by the Ministry of Education in Reg. 181/98. The TDSB will identify and place students prior to an IPRC and placed in the highest level of support regardless of need.
SEAC reps are concerned that the TDSB has submitted a Special Education Plan to the Ministry of Education, but are not complying with the plan as written.
As a parent, you have the right to request a referral for gifted assessment. You do not have to prove that your child is eligible. Many identified gifted children do not appear different from other children. Principals and teachers may not be aware that a parent may nominate their child for referral or may try to discourage the request.
If your child is not invited to participate in the OLSAT screening, you may still request, in writing, an IPRC.
If your child is given the opportunity to participate in the OLSAT screening test and does not achieve in the qualifying percentiles, you may request a WISC III for your child.
As a parent, you have the right to ask for an IPRC regardless of the results of testing. If the IPRC fails to identify your child as gifted, you have the right to appeal the IPRC decision. All appeals that the TDSB ABC reps have been involved with use the SEP as the basis for the decisions. The SEP does not include a group screen as part of the process for identification.
Private assessment is another option. The use of outside assessment results may be used in the identification process. Some private insurance plans cover fees for psychological services. Contact your ABC chapter president for information on gifted assessment referrals. An IPRC may be requested upon completion of the outside assessment.
Most members of ABC have already had their child identified and placed. However this process may affect the siblings of that student. It is important that Toronto area public school parents understand these changes. It is important that you help educate others who are just beginning to look at their children's academic needs. Please give a copy of this letter to any parent you believe may be concerned about having their child tested for the gifted exceptionality.
It is very important that parents make their views known to their trustee. While the TDSB will proceed with this decision regardless, it is important that the TDSB be blocked from allowing the use of a group screen as a substitute for an individual psychological assessment in the future.
It is important that parents stand together to question the decision to stop gifted assessments because they do not generate ISA funds.
Parents should not allow a two-tiered system of delivering appropriate assessment services develop in the TDSB. The cost of individual assessments for the gifted exceptionality is covered by SEPPA funding and should not be related in any way to ISA funding.
The cost of supporting gifted children with a range of placement options is covered by SEPPA funding and should not be related to ISA funding.
Please take time to understand the TDSB SEP plan and the IPRC process. The following links are useful:
Roles and Responsibilities in Special Education
Ontario Psychological Assocation Guidelines for Assessment of Giftedness (a PDF file)
Special Education Recommendations
OLSAT 7: Description from the publishers
WISC - III: Description from the publishers
Thank you,
Susan Kelsall and Michelle Worley, Former TDSB SEAC Rep and TDSB SEAC Rep
Description: OLSAT assesses verbal and nonverbal reasoning abilities that are related to success in school. Although the Total score is the best overall indicator of school-learning ability, a student's ability to learn in school is dependent on both types of skills. The Verbal processes measured are Verbal Comprehension and Verbal Reasoning. Nonverbal processes are Pictorial Reasoning, Figural Reasoning, and Quantitative Reasoning