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

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Table 7: ISSP meetingsDurationDuration of a typical ISSP meeting.30 minutes or less 15.8%31-60 Minutes 61.3%61-90 Minutes 20.0%91-120 Minutes 2.6%More than 120 minutes 0.3%ParticipantsAverage number of peopleattending ISSP meetings.1-5 54.6%6-10 44.7%11-15 0.6%16 or more 0.1%Note: Percentage results represent combined responses from all educators across school districts.The Commission notes that, despite having been repeatedly told by educators ofthe significant time required in the ISSP process, the information obtained from thesurvey of educators does not really substantiate that. Table 5 reported that 71.6%of classroom teachers spend less than three hours per week on ISSP and Pathwaysprogramming. Table 7 quotes educators as reporting that 77.1% of ISSP meetingsare a maximum of one hour. The Commission cannot explain this discrepancy.Focusing on Students:A Report of the ISSP & Pathways Commission48
Adding to this frustration is recognition of the time required for the role of ISSPmanager. Critical to the planning process, the ISSP manager assumes soleresponsibility for scheduling and facilitating meetings, managing documentation,and ensuring that the ISSP is written and signed. Given the propensity for ISSPs tobe almost exclusively an educational document (as previously identified in thisreport) the frequency of educators serving in this capacity is not surprising.Table 8 presents this data, clearly identifying the fact that special educationteachers and guidance counsellors assume greater responsibility than any othereducators. The fact of this overwhelming proportion of ISSP managers’ beingteachers underscores previous concern for the commitment of outside agencies tothe ISSP process.Table 8: Percentage response to survey question:Are you an ISSP manager?ResponseClassroomTeachersSpecialEducationTeachersGuidanceCounsellorsAdministratorsYes 18.0% 86.1% 71.7% 24.0%No 82.% 13.9% 28.3% 76.0%Note: Percentage results in each category represent combined responses across all school districts.The Commission also heard that the demands associated with the ISSP process,more specifically with being the ISSP manager, were motivating special educationteachers to move to regular classroom positions. While the Commission cannotcomment on whether this is a growing trend, Table 9 identifies that it is not overlysignificant. Moreover, the Commission recognizes the benefits of having specialFocusing on Students:A Report of the ISSP & Pathways Commission49
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 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: • Where there is more than one pr
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
Page 90 and 91: Concern for the absence of an effec
Page 92 and 93: 3.18.2 Teacher AssistantsCurrently
Page 94 and 95: assistants (job titles vary among p
Page 98: 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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Recommendation 26the Department of
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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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