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

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1.3 Advisory CommitteeAn advisory committee was established to guide the work of the Commission andadditionally to provide background information, different perspectives, andprofessional advice. Comprised of experts, practitioners and other representativesfrom the field of special education and its key stakeholders, this group provedinvaluable to the Commission and helped steer both the inquiry and thedevelopment of this final report.From the outset, the Minister recognized that a study of this magnitude wouldbenefit from a “sounding board”, knowledgeable individuals or groups from whominformation and advice may be sought. With this rationale, letters of invitationwere sent to key stakeholder groups requesting representatives from theirorganizations to this advisory committee:• Federation of School Councils• Department of Education• Newfoundland and Labrador Teachers Association (NLTA)• Newfoundland and Labrador School Boards Association (NLSBA)• Faculty of Education, Memorial University• Provincial Integrated Services Management Team• Newfoundland and Labrador Association of Directors of Education (NLADE)The Terms of Reference for the advisory committee were:• To attend meetings of the advisory committee as requested by theCommission;Focusing on Students:A Report of the ISSP & Pathways Commission14
• To advise, consult, and inform the Commission on operational matters andactivities, particularly those of the studies framework, consultation processesand general methodology; and• To assist the commission as requested.The advisory committee conducted several full-day seminars, in addition tocountless individual meetings and consultations. It became evident from the startthat this group saw its role as ensuring excellence and thoroughness of theCommission’s inquiry. While the members often asked difficult and challengingquestions, their commitment to enhancing service for students, complemented thatof the Commission, allowing for a shared desire to ensure that the needs ofstudents would remain paramount in their work.1.4 Guiding PrinciplesTo ensure openness and transparency, and to provide consistent direction to themultitude of tasks necessary in this endeavour, the ISSP and Pathways Commissiondeemed it appropriate to develop a set of essential, overarching principles.Although supported by the literature and other input, the core elements of theseguiding principles grew out of an interactive forum, led by the advisory committee,held on 26 October 2006. With input of invited representatives from theirrespective disciplines, the advisory committee met to review the terms of referencefor the Commission, and to develop this set of principles intended to guide theCommission’s work. (A list of participants can be found in Appendix B).Accordingly, the following were adopted by the advisory committee to serve as areminder of the central values underlying the work of the Commission:Focusing on Students:A Report of the ISSP & Pathways Commission15
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 14 and 15: of Education pursue certain recomme
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
Page 65 and 66: Recommendation 21the Department of
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Recommendation 27the 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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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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