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

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& Dibbon, 2007). This was reflected in NL with the 1996 adoption of the Model forthe Coordination of Services to Children and Youth (Government of NL, 1996) whichpresented the Individual Support Services Plan (ISSP) as one of its core organizingcomponents. It should be noted that, while the two documents are closely related,they are not synonymous.The Model for the Coordination of Services to Children and Youth originated in theClassroom Issues Committee, established in October 1994 and comprised ofrepresentatives from the Departments of Education, Health, Social Services, andJustice; the Newfoundland and Labrador Teachers Association (NLTA); and theNewfoundland and Labrador School Boards Association (NLSBA). Its mandate wasto examine issues relating to integration of children with special needs, disruptivebehaviour in the classroom, gender equity, and the quality of work life for teachers.In June 1995, the Classroom Issues Committee presented its report to government.Recognizing the need for increased interagency cooperation, collaboration, andcommunication in the delivery of services to children and youth between theDepartments of Education, Health, Social Services, and Justice, one of thiscommittee’s chief recommendations included the adoption of the Model for theCoordination of Services to Children and Youth. Accordingly, between October 1995and June 1996, preparations ensued for the implementation of the model. Aninterdepartmental coordinator and interdepartmental committee were established,as were working committees to action the recommendations. Following completionof six regional consultations held throughout the province, the model was piloted.On January 15, 1997, the Ministers of Education, Health, Social Services and Justicesigned a document entitled Inter-Ministerial Protocols for the Provision of SupportFocusing on Students:A Report of the ISSP & Pathways Commission24
Services to Children and Youth. As an interdepartmental policy document, theseMinisterial Protocols were designed to support the implementation of the Model forthe Coordination of Services to Children and Youth. A review of these protocolsclearly indicates that the model was intended to apply “to each child/youth withspecial needs where he/she requires two or more services from two or moregovernment-funded agencies”. (The Inter-Ministerial Protocols for the Provision ofSupport Services to Children and Youth is reproduced in its entirety as Appendix H).The following list outlines some of the key components of the Model for theCoordination of Services to Children and Youth:• The introduction of Child Youth Profiles;• A common consent form for sharing information among appropriategovernment departments;• A significant role for parents and youth at all points in the process;• The introduction of Individual Support Service Plans (ISSPs); and• The creation of a Provincial Integrated Services Management Teamand six Regional Integrated Services Management Teams.Each of the regional teams is comprised of representatives from the Departments ofEducation, Health and Community Services, Justice, Human Resources, Labour andEmployment and consumer representatives. The six regional integrated servicesmanagement teams are tasked with the responsibility of ensuring the effectiveoperation of the Model for the Coordination of Services to Children and Youth withinits region.Focusing on Students:A Report of the ISSP & Pathways Commission25
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 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: design and structure of curriculum.
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
Page 71 and 72: Table 14: Exceptionally Able Learne
Page 73 and 74: Nova Scotia articulates its approac
Page 75 and 76: increased emphasis on mathematics a
Page 77 and 78:
The Commission’s pan-Canadian rev
Page 79 and 80:
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
Page 176 and 177:
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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