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

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As indicated earlier, a review of the Inter-Ministerial Protocols for the Provision ofSupport Services to Children and Youth, signed in January 1997 clearly indicatesthat the model, (and the requirement to complete ISSPs and Child Youth Profiles),was intended to apply “to each child/youth with special needs where he/sherequires two or more services from two or more government funded agencies”.However, in a document dated November 1997 entitled Guidelines to be Followedto Facilitate the Implementation of the Individual Support Services PlanningProcess, significant changes from the initial protocols were introduced. These latterguidelines now required that an ISSP and a Child Youth Profile be completed for“any child or youth at risk or any child or youth with special needs who receives aservice”. For reasons unclear to the Commission, this major departure from theprotocols was never approved at the ministerial level. An interagency model wasnow being applied to children who were not necessarily accessing interagencyservices or, for that matter, had needs requiring services from any other agency.(The Guidelines to be Followed to Facilitate the Implementation of the IndividualSupport Services Planning Process is contained in Appendix I).2.3 ISSPsAs stated in the previous section, a key element of the Model for the Coordinationof Services to Children and Youth is the Individual Support Services Plan (ISSP). Asan interagency program planning document, its intent is to ensure coordination inthe delivery of supports and services by providing a forum which brings togetherchildren/youth, parents and professionals from the Departments of Education,Health and Community Services, Human Resources, Labour and Employment andJustice.Focusing on Students:A Report of the ISSP & Pathways Commission26
When a child/youth is identified as having a need or being at-risk, the individualsupport services planning process is initiated. This process involves screening andidentification, assessment, ongoing monitoring and evaluation and, if necessary,the formation of an ISSP team. Under the direction of the ISSP manager, the ISSPteam is responsible for completion of the ISSP document as well as for itsimplementation and ongoing monitoring.Once completed, the ISSP document should include the following:• a list of ISSP team members;• individual team members’ contributions in relation to the student’sstrengths and needs;• an agreed statement of the student’s strengths and needs;• the annual goals for the student, agreed upon by the team, includingdesignation of specific responsibilities;• the required services and who will deliver them;• comments and signatures of team members;• a copy of the informed consent for the sharing of information;• a completed Child Youth Profile.(ISSP forms can be viewed at: www.ed.gov.nl.ca/edu/dept/isspforms.htm)Focusing on Students:A Report of the ISSP & Pathways Commission27
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 and 26: design and structure of curriculum.
Page 27: Services to Children and Youth. 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
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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
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CategoryTechnologyProgramNeed (chec
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