The ISSP & Pathways Commission Report - Government of ...

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of Education pursue certain recommendations in conjunction with the Departmentsof Justice, Health and Community Services, and Human Resources, Labour andEmployment.Many of the Commission’s recommendations will have positive results, whetherimplemented independently or as a package; however, the greatest impact will beachieved when taken holistically, given that many are inextricably linked to eachother and to the recommendations of the Teacher Allocation Commission. Viewedfrom this interdependent perspective, this Commission is confident that theacceptance and implementation of these recommendations will be the precursor ofan effective and efficient model of program delivery for the most challengingstudents in our school system.1.2 Terms of ReferenceThe Commission’s Terms of Reference were to:1. Survey and consult with special education teachers and other supportservices personnel, classroom teachers and administrators to identify thechallenges of special education programming using the ISSP process andPathways to Programming and Graduation model.2. Undertake consultations with school district officials, NLTA, parents and theDepartment of Education. The following questions will guide the aboveconsultations:• How many students have ISSPs?• Which students should have an ISSP? What is the practice in this regard?Are these being implemented for students who do not require them?Focusing on Students:A Report of the ISSP & Pathways Commission12
• What is the role of the manager of the ISSP? What are the associatedworkload issues for teachers? Is the role of the manager shared among allpartners?• How does the role of the manager of the ISSP compare with other casemanagement positions? Does the ISSP process follow standards for casemanagement?• What are the paperwork requirements of the ISSP and Pathways that arecausing stress?• Which of the provincial forms are cumbersome and time-consuming?• Are there additional forms required by schools and/or districts?• Can any of the provincial forms be streamlined/removed withoutcompromising students’ programming? If so, how?• Are other agencies committed to the model and the ISSP process? Arethey full partners?• Are there workload issues for staff of other agencies?• Does this affect teacher workload?• Are all of the expectations placed on schools within the mandate ofeducation? Are the resources of other agencies adequate to supportstudent and family needs?3. Research the professional literature and other jurisdictions to identifydifferent mechanisms that enable integrated service planning, specialeducation program development and accountability.4. Recommend options that will streamline the administrative requirements ofprogram planning and implementation while enabling quality specialeducation programming in inclusive environments, and support clearcommunication and well-documented records of student progress.Focusing on Students:A Report of the ISSP & Pathways Commission13
Page 2 and 3: Government of Newfoundland and Labr
Page 4 and 5: Bernice LangdonCommissionerBill Som
Page 6 and 7: 3.11. “At-risk” students 653.12
Page 8 and 9: een developed and implemented withi
Page 10 and 11: AcknowledgementsThe Commission woul
Page 12 and 13: These recommendations evolved direc
Page 16 and 17: 1.3 Advisory CommitteeAn advisory c
Page 19 and 20: Principle 4:The Commission’s data
Page 21 and 22: An exceptionally high rate of retur
Page 23 and 24: • The current model focuses on de
Page 25 and 26: design and structure of curriculum.
Page 27 and 28: Services to Children and Youth. As
Page 29 and 30: When a child/youth is identified as
Page 31 and 32: • Pathway Two: The provincially p
Page 33 and 34: 3.0 Key Findings and Recommendation
Page 35 and 36: The Commission notes that the Labra
Page 37 and 38: Therefore, the Commission recommend
Page 39 and 40: 3.3 Educational Record-keepingThis
Page 41 and 42: Table 3:Provincial distribution of
Page 43 and 44: Given earlier findings on the accur
Page 45 and 46: Table 6: Provincial distribution of
Page 47 and 48: out of the system. One area of part
Page 49 and 50: • Where there is more than one pr
Page 51 and 52: Adding to this frustration is recog
Page 53 and 54: Table 10: Communications regarding
Page 55 and 56: Recommendation 10the department hea
Page 57 and 58: Recommendation 13the Department of
Page 59 and 60: 3.9 Behavioural analysis and suppor
Page 61 and 62: Even a cursory glance at the litera
Page 63 and 64: assessments. It indicates that 44.3
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Recommendation 21the Department of
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A pan-Canadian review revealed that
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Table 14: Exceptionally Able Learne
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Nova Scotia articulates its approac
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increased emphasis on mathematics a
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The Commission’s pan-Canadian rev
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French being the dominant language
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Manitoba Education has a similar ap
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3.16 Support for ParentsThe Commiss
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Table 15:Numbers of parents who rec
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parents. Jurisdictions are increasi
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Concern for the absence of an effec
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3.18.2 Teacher AssistantsCurrently
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assistants (job titles vary among p
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Page 98:
Table 17: Attitudes of classroom te
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equivalent certification (italics a
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Table 20: Academic Qualifications:P
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While implementing these recommenda
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In this light, and combined with pr
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Table 23: Guidance counsellorsRespo
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3.19 Professional DevelopmentGiven
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Table 25: Teachers-identified in-se
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Recommendation 74regular “refresh
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too many parents and educators alik
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and continued reason for NL to rema
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Government of Manitoba (2004). Work
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Roberts, C. and Lazure, M. (1970).
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Recommendation 9the department head
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needs related to the Model for the
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Newfoundland and LabradorAssociatio
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Visit to Labrador DistrictNovember
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Visit to Eastern DistrictNovember 1
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Visit to Conseil Scolaire Francopho
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Table 1: The Stratified SampleSchoo
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Table 2: Response RateStatus Freque
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Data AnalysisAt the completion of t
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TEACHER SURVEYSection 1(To be compl
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5. (a) Please indicate the number o
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8. (c) Please indicate the average
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16. On average, how long are you wa
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33. Some students are “falling th
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54. Speech Language Pathologists as
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APPENDIX E:List of SubmissionsAnder
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Langdon, TrentBishop, DavidNewfound
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APPENDIX F:Key InformantsAnthony, J
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Ferguson, TammyFerris, MaryFitzpatr
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Humphries, AnneKean-Dobbin, Claudin
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Palmer, Dr. BarbaraParsons, RobertP
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Sarkany-Coles, GailSheppard, FaronS
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White, PerryWindeler, HenryPrincipa
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Evolution of special educationA rev
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out of this report that would go on
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In the early 1970’s, this parenta
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with provisions for joint planning,
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attended to in separate classrooms
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against the parents of the rest of
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ising wind of change that would swe
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done. The curriculum guides outline
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education and bridging “the divid
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where the benefits will extend to a
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egular classroom when the choice cl
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parents in the planning process for
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Tables 2 & 3 (see end of this docum
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knowledge as to their needs. Subseq
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a lack of practical supports in the
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and resulting frustration among all
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negate blame and validate the strug
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Table 1: Enrolment and Teacher Allo
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Table 3: Categorical AllocationsExc
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graduation: A handbook for all teac
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Maich, K. (2002). When pathways cro
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Skrtic, T. M. (1995). The special e
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APPENDIX H:Inter-Ministerial Protoc
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4. Services should be organized to
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- Support ongoing professional deve
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2. The ISSP is a process with a pre
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. child's level of development indi
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13. The ISSP Manager will be respon
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Appendix J:Child Youth ProfilesMode
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CategoryPhysicalNeed (check allappl
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CategoryTechnologyProgramNeed (chec
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