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

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Table 14: Curriculum issuesResponseThe Grade 7-12 curriculum does not haveappropriate courses for students who are not strongacademically.Strongly Agree 71.4%Somewhat Agree 10.3%Somewhat Disagree 1.5%Strongly Disagree 1.4%Not Applicable 15.3%Note: Teacher Survey results represent percentage responses reported by all educators from all schooldistricts.The Commission therefore recommends that:Recommendation 36the Department of Education conduct a review of the currentintermediate and senior high curriculum in an effort to offer awider variety of courses to meet the needs of all students.The commission continually heard that this lack of appropriate curriculum hascaused frustrations for many students. Often this has led to students being placedon Pathway Three or Four courses, many of which are delivered in segregatedsettings. This practice not only affects the self-concept of these students but it alsooften removes the option of high school graduation and post-secondaryparticipation.Focusing on Students:A Report of the ISSP & Pathways Commission74
The Commission’s pan-Canadian review identifies the fact that other jurisdictionshave curriculum and well-established programs which provide an opportunity forstudents to gain post-secondary apprenticeship training while still attending highschool. Students receive high school credits in structured courses for experientiallearning on job sites, some of which can be credited at the post-secondary level.Such a focus in the skilled trades and employability skills contributes to thestudents’ self-esteem, improves school attendance, and forges a stronger link withpost-secondary training opportunities. Given this province’s recognition of ashortage of skilled trade persons and available workers in service industries, thisemphasis on skills training is an approach that would be welcomed.The Commission recommends that:Recommendation 37the Department of Education design and implement curriculumand programs to improve employability skills, which will helpto prepare students to be productive, contributing members ofsociety.Another area of concern in curriculum pertains to French Immersion, and theprovision of special education within that program. Parents voiced frustration thatstudents who are enrolled in French Immersion cannot access special educationservices because the program is seen as being available only to students withoutexceptionalities. They are faced with the decision to leave their children in FrenchImmersion and ignore their needs, or to privatize supports, or to move them backinto English, where they will face the many behavioural issues that are seen ascharacterizing this stream. The Commission was told that there are no Frenchspeakingspecial education teachers and that French Immersion is a parental way tostream their children. This streaming of ability and behaviour became an addedFocusing on Students:A Report of the ISSP & Pathways Commission75
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Government of Newfoundland and Labr
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Bernice LangdonCommissionerBill Som
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3.11. “At-risk” students 653.12
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een developed and implemented withi
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AcknowledgementsThe Commission woul
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These recommendations evolved direc
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of Education pursue certain recomme
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1.3 Advisory CommitteeAn advisory c
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Principle 4:The Commission’s data
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An exceptionally high rate of retur
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• 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
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: increased emphasis on mathematics a
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
Page 101 and 102: equivalent certification (italics a
Page 103: Table 20: Academic Qualifications:P
Page 106 and 107: While implementing these recommenda
Page 108 and 109: In this light, and combined with pr
Page 111 and 112: Table 23: Guidance counsellorsRespo
Page 113 and 114: 3.19 Professional DevelopmentGiven
Page 115: Table 25: Teachers-identified in-se
Page 118 and 119: Recommendation 74regular “refresh
Page 120 and 121: too many parents and educators alik
Page 122 and 123: and continued reason for NL to rema
Page 124 and 125: 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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