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

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Furthermore, statistics on the number of students who are waitlisted forassessments by specialists (Speech Language Pathologist, Guidance Counsellor,Psychologist) are likewise not being gathered. The Commission feels that such isinexcusable.Therefore, the Commission recommends that:Recommendation 3the Department of Education create a provincial database thatwill inform and guide program planning for students requiringsupport services.3.4 Students Receiving SupportsSuch poor record-keeping and the inability of the Child Youth Profiles or the districtoffices to provide information as to which students are receiving supports, resultedin the Commissions having to conduct its own search. Each school was requested toreview manually the files of those students who were receiving supports andservices vis-à-vis an ISSP. Results were then forwarded to the respective schooldistricts where the data was compiled on a district-wide basis. Table 3 presents asynopsis of this information.Focusing on Students:A Report of the ISSP & Pathways Commission38
Table 3:Provincial distribution of students with ISSPsSeptember 2006 - December 2006TotalCompletedStudents with ISSPs consisting of educational support ONLY-(Services provided by the Dept of Education ONLY) 9 663Students with ISSPs involving services provided by the Dept ofEducation and one or more of the following departments:Health and Community Services, Justice and Human ResourcesLabour and Employment4 495Total number of students with ISSPs 14 158Students receiving Pathways support without an ISSP 657Source: Eastern, Conseil Scolaire, Nova Central, Western and Labrador School districts.Based on the current provincial school population of 74 301, approximately 19% ofstudents have ISSPs. As well as those students with ISSPs, an analysis of the datafurther indicates that there are an additional 657 students receiving Pathwaysupports but with no ISSPs. This identifies approximately 20% of the studentpopulation as receiving individualized supports. The Commission notes that giftedstudents, who typically constitute 3-5% of the student population, are not includedin this model. Subsequently, the data supports the argument by Philpott & Dibbon,(2007) that nearly one quarter of the province’s students are eligible for services, anumber that has been steadily increasing in recent years.Table 3 clearly illustrates, furthermore, that within the Department of Education atwo-tiered ISSP has emerged: 31.7% is interagency (which in this Commission’sopinion truly represents the spirit and intent of the model), and a second tier ofFocusing on Students:A Report of the ISSP & Pathways Commission39
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 and 38: Therefore, the Commission recommend
Page 39: 3.3 Educational Record-keepingThis
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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