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

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It is stated in the Guidelines to be Followed to Facilitate the Implementation of theIndividual Support Services Planning Process that “the ISSP process will replace allexisting departmental planning processes directed at services to children andyouth”. Though this has occurred within the Department of Education, it is theCommission’s finding that such is not the case within the ‘partner’ departments,each of which is mandated to provide programs and services to children and youthfrom birth to age 21. Clearly, since the models inception, the roles andresponsibilities of each partner department (and indeed the names and divisions ofthe departments themselves) have evolved. Nonetheless, the Commission notes theirony that this study stemmed from concern for implementation of the ISSP modelwithin education yet its first finding is that ISSPs are embraced more favourably ineducation than in any other provincial government department.Though it was not within the Commission’s scope to conduct a review of the Modelfor the Coordination of Services to Children and Youth, the Commission does findthat an interdepartmental review of the systemic issues impacting upon the modelis overdue. The Commission notes that in 2003, Don Gallant and Associatescompleted a study into the model for the Provincial Integrated ServicesManagement Team entitled, A Formative Evaluation of the Individual SupportServices Planning Process. The Commission is unable to comment on this report asit has yet to be released. The Commission saw no evidence that such a study hadany impact on the implementation of the model.Therefore, the Commission recommends that:Recommendation 2an interdepartmental review be conducted of the Model for theCoordination of Services to Children and Youth.Focusing on Students:A Report of the ISSP & Pathways Commission36
3.3 Educational Record-keepingThis initial finding of poor record-keeping and questioned interdepartmentalcommitment to the model, led the Commission to request information pertaining tothe exact number of students within education who had an ISSP. The Commissionmade requests to both the individual school districts and to the Department ofEducation. Again, the Commission discovered significant concern for record-keepingand the thoroughness and accuracy of database information. In fact, theCommission was dismayed to discover that, despite all the controversy over specialeducation, neither the Department of Education nor the school districts, maintainstatistics in relation to the number of students with ISSPs or the number ofstudents receiving Pathway supports. Surprisingly, despite cumbersomedocumentation requested of teachers, those charged with managing specialeducation can not identify who it is they are indeed managing.Current technology provides practically unlimited capability for the storage,retrieval, and analysis of massive quantities of data. Private and public sectors usesuch technology to ascertain trends, make projections, and evaluate progress.Ready access to such information is critical to organizational and strategic planning,in order to monitor success and adjust action plans. If the education system is tomaximize effectiveness and efficiency, modern technological advances must beutilized.It appears that, at present, the Annual General Return (AGR) continues to be theonly source of information regarding the number of students receiving specialeducation supports and services; however, this is of limited value as it captureslittle information. For example, the numbers of students who are receiving Pathwaysupports is not currently collected nor are the numbers of students on ISSPs.Focusing on Students:A Report of the ISSP & Pathways Commission37
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 and 36: The Commission notes that the Labra
Page 37: Therefore, the Commission recommend
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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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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