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

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ising wind of change that would sweep across the province in the next decade andcreate a radically different system of education” (Philpott & Nesbit, 2002. p.159).The release of A Nation at Risk (The National Commission on EducationalExcellence, 1983) resulted in the school reform movement that has sincedominated the educational agenda (Lipsky & Gartner, 1997). The reform movementheralded sweeping changes in the structure and delivery of education in three mainareas:1. Higher standards, enhanced curriculum and a focus oneducational outcomes.2. A shift towards site-based management with less decisionmakingat the School Board level and more active involvementof parents.3. An examination of special education so as to have oneblended curriculum instead of two, parallel programs.The impact of this movement on special education would be immediate anddramatic, both in its effect on curriculum changes and on the criticisms oftraditional special educational programs that would quickly ensue. In Newfoundlandand Labrador this debate was immediate. The release of “Our Children – OurFuture”, the report of the Royal Commission of Inquiry into the Delivery ofPrograms and Services in Primary, Elementary, and Secondary Education (Author,1992) called for site-based management and increased local involvement indecision-making through the establishment of school councils. The report receivedwide support and became the basis for a major educational restructuring plan bythe Department of Education. Adjusting the Course (Government of Newfoundlandand Labrador, 1993) detailed the government’s initial proposal for significantlyreshaping the province’s secondary school system. Like many school reformFocusing on Students:A Report of the ISSP & Pathways Commission190
documents across the country, it called for higher standards, improved curriculumand increased accountability for performance and decision-making.The reform movement in Newfoundland and Labrador was driven by four majorforces: (1) declining enrollment and shifting demographics; (2) streamlining ofservices to prevent duplication; (3) financial restraints faced by the ProvincialTreasury; and (4) a call for increased standards of competency among graduates(Philpott & Nesbit 2002). Within the next few years over 27 school boards would bereduced to five, a new curriculum framework would be introduced, and muchdebate in special education would arise. In fact, this debate was recommended inAdjusting the Course (1993), which called for a comprehensive review of specialeducation as a whole. “Special Matters: The Report of the Review of SpecialEducation” (Canning, 1996) dispatched a scathing critique of special education andmade 220 recommendations for change.While economic reform and management restructuring had become a reality,curriculum reform would not be abandoned. In 1995, the province became apartner in the Atlantic Provinces Educational Foundation (APEF) a joint curriculumframework implemented among the four Canadian Atlantic Provinces. Central tothis curriculum was a focus on outcomes in which assessment and raised standardswere interwoven within the revised program. A set of Essential GraduationLearnings served as the foundation of the curriculum to guide the work of alleducators, including special education teachers. It reflected a focus on inclusion,where supports and services were mandated to assist students in accordance withtheir individual ability levels in achieving the approved regional curriculum. Thecurriculum that special education teachers were delivering to students of verydiverse ability levels had to reflect the goals and objectives of the regularcurriculum, and the regular classroom was seen as the preferred place for this to beFocusing on Students:A Report of the ISSP & Pathways Commission191
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Government of Newfoundland and Labr
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Bernice LangdonCommissionerBill Som
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3.11. “At-risk” students 653.12
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een developed and implemented withi
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AcknowledgementsThe Commission woul
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These recommendations evolved direc
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of Education pursue certain recomme
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1.3 Advisory CommitteeAn advisory c
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Principle 4:The Commission’s data
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An exceptionally high rate of retur
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• The current model focuses on de
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design and structure of curriculum.
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Services to Children and Youth. As
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When a child/youth is identified as
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• Pathway Two: The provincially p
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3.0 Key Findings and Recommendation
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The Commission notes that the Labra
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Therefore, the Commission recommend
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3.3 Educational Record-keepingThis
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Table 3:Provincial distribution of
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Given earlier findings on the accur
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Table 6: Provincial distribution of
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out of the system. One area of part
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• Where there is more than one pr
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Adding to this frustration is recog
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Table 10: Communications regarding
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Recommendation 10the department hea
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Recommendation 13the Department of
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3.9 Behavioural analysis and suppor
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Even a cursory glance at the litera
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assessments. It indicates that 44.3
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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
Page 142 and 143: Visit to Eastern DistrictNovember 1
Page 144 and 145: Visit to Conseil Scolaire Francopho
Page 146 and 147: Table 1: The Stratified SampleSchoo
Page 148 and 149: Table 2: Response RateStatus Freque
Page 150 and 151: Data AnalysisAt the completion of t
Page 152 and 153: TEACHER SURVEYSection 1(To be compl
Page 154 and 155: 5. (a) Please indicate the number o
Page 156 and 157: 8. (c) Please indicate the average
Page 158 and 159: 16. On average, how long are you wa
Page 160 and 161: 33. Some students are “falling th
Page 162 and 163: 54. Speech Language Pathologists as
Page 164 and 165: APPENDIX E:List of SubmissionsAnder
Page 166 and 167: Langdon, TrentBishop, DavidNewfound
Page 168 and 169: APPENDIX F:Key InformantsAnthony, J
Page 170 and 171: Ferguson, TammyFerris, MaryFitzpatr
Page 172 and 173: Humphries, AnneKean-Dobbin, Claudin
Page 174 and 175: Palmer, Dr. BarbaraParsons, RobertP
Page 176 and 177: Sarkany-Coles, GailSheppard, FaronS
Page 178 and 179: White, PerryWindeler, HenryPrincipa
Page 180 and 181: Evolution of special educationA rev
Page 182 and 183: out of this report that would go on
Page 184 and 185: In the early 1970’s, this parenta
Page 186 and 187: with provisions for joint planning,
Page 188 and 189: attended to in separate classrooms
Page 190 and 191: against the parents of the rest of
Page 194 and 195: done. The curriculum guides outline
Page 196 and 197: education and bridging “the divid
Page 198 and 199: where the benefits will extend to a
Page 200 and 201: egular classroom when the choice cl
Page 202 and 203: parents in the planning process for
Page 204 and 205: Tables 2 & 3 (see end of this docum
Page 206 and 207: knowledge as to their needs. Subseq
Page 208 and 209: a lack of practical supports in the
Page 210 and 211: and resulting frustration among all
Page 212 and 213: negate blame and validate the strug
Page 214 and 215: Table 1: Enrolment and Teacher Allo
Page 216 and 217: Table 3: Categorical AllocationsExc
Page 218 and 219: graduation: A handbook for all teac
Page 220 and 221: Maich, K. (2002). When pathways cro
Page 222 and 223: Skrtic, T. M. (1995). The special e
Page 224 and 225: APPENDIX H:Inter-Ministerial Protoc
Page 226 and 227: 4. Services should be organized to
Page 228 and 229: - Support ongoing professional deve
Page 230 and 231: 2. The ISSP is a process with a pre
Page 232 and 233: . child's level of development indi
Page 234 and 235: 13. The ISSP Manager will be respon
Page 236 and 237: Appendix J:Child Youth ProfilesMode
Page 238 and 239: CategoryPhysicalNeed (check allappl
Page 240 and 241: CategoryTechnologyProgramNeed (chec
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