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Programs

Community Based Resource Model (CBRM)

Most students experiencing difficulties can be supported in the regular classroom setting through the Community Based Resource Model (CBRM) available in TDSB elementary schools.

CBRM is an inclusionary model of special education support, designed to support the special education needs of students at their neighbourhood school.

The CBRM at each elementary school includes a Resource Program and Home School Program (HSP).

Resource Program

Students can receive Special Education Resource support up to 50 percent of the school day from a special education teacher. Supported students have an Individual Education Plan and receive most or all of their instruction in regular classroom settings.

Home School Program

The Home School Program (HSP) provides support to elementary school students from Grades 4 - 8 in their neighbourhood school for at least 50 percent of the school day. 

HSP offers support from a special education teacher in the neighbourhood (home school). It focuses primarily on Language and Mathematics.

Intensive Support Programs

Intensive Support Programs (ISPs) at all grade levels are designed to support communities of exceptional (special needs) students who have similar behavioural, communication, intellectual, or physical needs.

Access to this level of support is by the decision of an Identification Placement and Review Committee (IPRC) or by the recommendation of a Special Education Program Recommendation Committee (SEPRC) in consultation with the student’s parents/guardians/caregivers. A committee will first consider if a student’s needs can be met in the regular class with appropriate support.

ISPs provide special education support for at least 50 percent of the school day. They are staffed with a Special Education teacher and may also have support staff.

The number and location of ISPs are determined by the number and location of students who need this level of support across the TDSB. ISPs are located in local school settings.

It is expected that students in an ISP will continue to be included in all aspects of school life. In most cases, a student's need for an ISP is limited as the student is expected to reintegrate into the regular program. The placement is reviewed annually.

Congregated Sites

A small number of classes are in “congregated” sites, where intensive special education programing is provided for the full school day to meet the needs of students with very complex needs. These may include a combination of intellectual, physical, medical, communication, and /or behavioural needs.

Toronto District Elementary and Secondary Schools (Section 23)

The Toronto District Elementary and Secondary Schools (TDES, TDSS) serve students from JK to Grade12, whose needs are supported in a variety of instructional settings, through multidisciplinary approaches in partnership with agencies.

A student in TDES/TDSS is a client of an agency funded by the Ministry of Child and Youth Services or the Ministry of Health. The agency provides services in one of the following categories:

  • Care (e.g., hospitals, young mothers),
  • Treatment (e.g., child/youth mental health centres),
  • Corrections (e.g., open detention/custody).

We have intensive supports available through the partnership between the Ministry of Education and other ministries.  TDES/TDSS meets the well-being needs of the child (i.e., cognitive, social, emotional, physical). Alongside receiving services provided by the agency, students are taught by Toronto District School Board teachers following the Ontario Ministry of Education curriculum.

Schools, along with parents, may advocate for students to receive a placement within one of the programs through the TDSB central intake office. This is followed up by the agency intake process.  Alternatively, parents may contact agencies directly. 

We anticipate that soon there will be a central point of intake through a lead agency called East Metro Youth Services.

For detailed program descriptions, please click here.



 

 



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To enable all students to reach high levels of achievement and well-being
and to acquire the knowledge, skills
and values they need to become responsible, contributing members of
a democratic and sustainable society.
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