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

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eview of relevant literature and a cross-jurisdictional comparison permittedtriangulation of the data.District visits and focus groupsWith advanced preparation and the collective wisdom of the advisory committee,the Commission embarked on an extensive series of visits to school districts.Between October 14, 2006 and November 22, 2006, focus group forums were heldacross the province, in numerous communities within all school districts. The goalwas to meet with as many educators and parents as possible and to create openand frank dialogue. Sessions with educators were organized by district offices,following guidelines provided by the Commission. Independent facilitators (GlennKirby and Jim Marsden) were used during each focus group. Parent participationwas encouraged by Denise Pike, President of the Federation of School Councils, incooperation with community schools in each area. Translators were provided for allinterviews with Francophone personnel. (See Appendix C)SurveysThe utility of a survey of educator’s perceptions was recognized from the outset asa critical source of information. The specific questions for the survey weregenerated from issues raised in the focus groups and submissions received by theCommission. The survey was then vetted through the advisory committee.1594 teachers were randomly selected to participate in a telephone interview,between January and February 2007. The telephone interview was the mediumchosen for several reasons: it is an effective method to “…reach a large number ofpeople in a short time-frame, obtain a broader sample and facilitate(s) additionalprobing by interviewers” (Portland Research Group).Focusing on Students:A Report of the ISSP & Pathways Commission18
An exceptionally high rate of return (74.3%) afforded solid analysis and highgeneralizability. (See Appendix D)SubmissionsConsiderable interest in this study was indicated by the volume of submissionsgenerated. Following an open call for submissions in the local media and on theCommission web site, a total of 78 submissions was received from a variety ofgroups, institutions and agencies across the province. Written submissions andthose presented in-person provided insights and detailed concerns from severalvantage points. The Commission accepted all submissions, even those that werereceived well beyond the initially published deadline. (See Appendix E)Key informant interviewsAt times the Commission required specific, in-depth information on particular issuesand sought contact with a number of highly knowledgeable persons. These keyinformants from across the province and country enlightened the Commission ondiverse matters, ranging from teacher certification, to Francophone education, toaspects of special education. (See Appendix F)Pan-Canadian reviewTo help contextualize, within a Canadian framework, the framework emerging fromthe data, the Commission conducted a series of cross-jurisdictional comparisons toascertain contemporary practice. These comparisons focused on a variety of areas,from policy and procedure to service delivery and funding mechanisms.particular interest and utility toOfFocusing on Students:A Report of the ISSP & Pathways Commission19
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 16 and 17: 1.3 Advisory CommitteeAn advisory c
Page 19: Principle 4:The Commission’s data
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 69 and 70: 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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Recommendation 54the Department of
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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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Page 132 and 133:
Page 134 and 135:
Page 136 and 137:
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
Page 240 and 241:
CategoryTechnologyProgramNeed (chec
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