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

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3.11. “At-risk” students 653.12. Exceptionally able learners 683.13. Curriculum issues 723.14. Francophone schools 763.15. Alternate settings 783.16. Supports for parents 813.17. Appeal process 873.18. Professional qualifications 893.18.1. Introduction 893.18.2. Teacher assistants 903.18.3. Classroom teachers 943.18.4. Special education teachers 983.18.5. Guidance counsellors and psychologists 1043.19. Professional development 1114. Conclusion 1175. References 121AppendicesAppendix A: List of Recommendations 125Appendix B: Participants in interactive forum 135Appendix C: Schedule of focus groups 137Appendix D: Survey 143Appendix E: Submissions 162Appendix F: Key Informants 166Appendix G: Literature review 177Appendix H: Ministerial protocols 222Appendix I: ISSP guidelines 227Appendix J: Child Youth Profile 234Appendix K: Schools Act 1996 (Section 22: Appeals) 239Focusing on Students:A Report of the ISSP & Pathways Commission4
PrefaceThe relationship between parent and teacher is central in fostering healthychild development and in establishing optimal learning environments.Parents entrust their child to the care of teachers on a daily basis, andteachers embrace the responsibilities implicit in this trust. Both shareperspectives and work collaboratively to make wise decisions and to provideeffective care, while staying attuned to the child’s changing needs. Nowhereis this relationship between parents and teachers more crucial than with thatof children who have unique learning needs. This shared knowledge, thismutual trust and inherent respect, become the ballast in the rewarding, yetoften challenging, process of accommodating the child’s needs. Only when asynergy between the teacher and the parent exists, can the child’sdevelopment be optimized. It is when fractures surface in this relationshipthat the child’s development is compromised.Educators recognize their professional role in providing programs andsupports to meet the individual needs of all students. Through acollaborative relationship with parents, a team approach establishes aprocess that may involve more than one government department and/oragency. In the province of Newfoundland and Labrador (NL), The Model forthe Coordination of Services to Children and Youth is the vehicle employed inthe delivery of services, as articulated through the development of anIndividual Support Services Plan (ISSP). Support services are then deliveredto students via the model known as Pathways to Programming andGraduation. Both the ISSP and Pathways models are relatively new, havingFocusing on Students:A Report of the ISSP & Pathways Commission5
Page 2 and 3: Government of Newfoundland and Labr
Page 4 and 5: Bernice LangdonCommissionerBill Som
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 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
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Recommendation 13the Department of
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3.9 Behavioural analysis and suppor
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Even a cursory glance at the litera
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assessments. It indicates that 44.3
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A pan-Canadian review revealed that
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Table 14: Exceptionally Able Learne
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Nova Scotia articulates its approac
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increased emphasis on mathematics a
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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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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
Page 240 and 241:
CategoryTechnologyProgramNeed (chec
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