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

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departments arises. While current guidelines require that Child Youth Profiles becompleted by each department involved in child and youth service, such is clearlynot being done. Though one would anticipate high completion rates for theDepartment of Education, the completion rates for each of the other ‘partner’departments are problematic. Though well beyond the scope of this Commission toaddress, the Commission heard that these low completion rates are reflective ofresource, workload and training issues particular to the partner departments.In addition to the low completion rates, which significantly impact and nullify thevalidity of the profiling process, and undermine the role of the regional teams,information received from the Provincial and Regional Integrated ServiceManagement Teams also indicates further problems with the Child Youth Profiles.The Commission heard that the data collected in the Profiles is viewed by theRegional Teams as being too subjective and of little benefit. Furthermore, theCommission was advised that some of the Regional Teams view the data as beingunreliable and have, therefore, simply decided not to use it. Other concerns aboutthe profiling process center upon the fact that a single department (Health andCommunity Services) has sole responsibility for data entry as there is no provincialmaintenance and analysis of the database, and therefore the database is no longerreflective of the revised provincial health boards and school board boundaries.It appears to the Commission that the model’s management and accountabilityprocesses are either absent or otherwise deficient. Concern is further underscoredby educators who reported significant time being consumed with profiling the needsof students.It is the finding of the Commission that the Child Youth Profiles are a dismal failureand that a remedy will require a thorough interdepartmental review.Focusing on Students:A Report of the ISSP & Pathways Commission34
Therefore, the Commission recommends that:Recommendation 1the Department of Education exempt teachers from therequirement to complete the Child Youth Profiles until allsystemic issues are addressed.The Commission was informed that Health and Community Services were active indeveloping ISSPs at the pre-school level; however, there were no availablestatistics to support this claim. In fact, it conflicts with consistent reports fromprimary school administrators who claim that, despite recent improvements, thereare still too many children entering Kindergarten without ISSPs.It was also reported in the Provincial Team submission that the Department ofJustice had completed a recent review of intake data at the Newfoundland andLabrador Youth Centre, a secure custody facility for young offenders. A review of102 admissions over a 12-month period indicated that only 31 (30.4%) of youngoffenders were admitted with ISSPs.Young offenders sentenced to secure custody represent a particularly vulnerablegroup who, prior to placement in a secured facility, have typically received intensivesupports from a variety of agencies and government departments. This representsa significant gap in the application of the model within Health and CommunityServices. The Commission cannot comprehend how so many of our province’s morevisibly “at risk” students are being missed by this model.Focusing on Students:A Report of the ISSP & Pathways Commission35
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 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: The Commission notes that the Labra
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
Page 81 and 82: Manitoba Education has a similar ap
Page 83 and 84: 3.16 Support for ParentsThe Commiss
Page 85 and 86: Table 15:Numbers of parents who rec
Page 87 and 88:
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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