Changes Announced to ISSP and Pathways Models for Special Education Programming

Education
December 18, 2007

Changes Announced to ISSP and
Pathways Models for Special Education Programming

Substantive and immediate changes will be made to improve the delivery of special education programming in the K-12 education system. In Corner Brook today, the Honourable Joan Burke, Minister of Education, outlined the actions the Provincial Government will take in response to the recommendations of an independent report on the Individual Support Services Plan (ISSP) and the Pathways model.

"This was one of the first issues brought to my attention when I took over the education portfolio," said Minister Burke. "We heard from educators and administrators that they have been overwhelmed by the amount of paperwork required under the current system, detracting from their ability to focus on individual student learning in the classroom. We took immediate action to have the ISSP and Pathways model reviewed. I am pleased today to release the recommendations stemming from that review and to announce an implementation plan that will help improve the delivery of programming, not only for teachers, but for students and parents as well."

Focusing on Students � The ISSP and Pathways Commission Report considers the challenges of special education programming using the current model, and looks at workload, the volume of paperwork and the roles of parents, teachers and administrators. It provides a wide range of recommendations to streamline the administrative requirements and improve the delivery of special education programming. Minister Burke noted that 70 of the 75 recommendations have been accepted.

"I would like to thank commissioners Bernice Langdon and Bill Somerton for their work on this important issue," said Minister Burke. "The report is a straight-forward assessment of the current process, based on extensive consultations with teachers, parents, administrators and many others involved in the K-12 system. It places the focus squarely on student needs in the classroom and our response respects the importance of having these needs addressed in a timely manner."

Key actions stemming from the report include simplifying the process for Pathways Two, eliminating the requirement for Child Youth Profiles, developing online alternate courses and curriculum, reviewing the roles and responsibilities of guidance counselors and educational psychologists, increasing training and professional development in the ISSP and Pathways models and providing resources for alternate courses and assessments.

"The steps we are taking reflect the valuable input provided by those working in and involved with the education system on a day-to-day basis. We listened, we heard and now we are moving forward to create a better system for the delivery of special education programming. Teachers will immediately notice a reduction in the amount of administrative work required as part of the ISSP and Pathways model and students with special needs and their families will ultimately be better served," said Minister Burke.

Focusing on Students � The ISSP and Pathways Commission Report and government�s implementation plan can be accessed online on the main page of the Department of Education website at www.gov.nl.ca/edu.

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Media contact:
Jacquelyn Howard
Director of Communications
Department of Education
709-729-0048, 689-2624
jacquelynhoward@gov.nl.ca

BACKGROUNDER
Government Response to Recommendations in ISSP/Pathways Report
Implementation Plan

Recommendations	Action
Each partner department exempt all appropriate employees from the requirement to complete the Child Youth Profiles until all systemic issues are addressed.	Each partner department will be informed of this change and that the change will take effect immediately.
An interdepartmental review be conducted of the Model for Coordination of Services to Children and Youth.	Immediately establish an interdepartmental committee to begin the review of the model. In January, begin the training needs assessment.
The Department of Education create a provincial database that will inform and guide program planning for students requiring support services, including assessment waitlists, and include such data in the yearly Education Statistics publication.	Immediately begin identifying requirements for what needs to be incorporated into the database, and selecting for purchase or developing an appropriate application.
The Department of Education simplify the process for students who receive Pathway 2.	A new form outlining the required support for learning or the required medical need will be available as draft when school re-opens in January. The current documentation for children receiving Pathway 2 support will no longer be required.
The Department of Education review the Public Exam Adaptations/Accommodations policy.	Immediately begin review. Any recommended changes will be implemented in June 2008.
The Department of Education review the model of categorical support.	Immediately establish a committee to begin a review of the model.
The Department of Education develop an online resource site of alternate courses and alternate curriculum, including suggested resources.	For students receiving Pathway 4, i.e., provision of an alternate course in a specified program area, courses that are currently in place will continue for the current school year. Development of online courses related to subject areas will begin immediately. These courses and suggested materials will be available for use in September 2008.
The Department of Education provide (a) specific funds to purchasing/developing specialized materials and alternate curriculum and (b) sufficient funds to purchase appropriate testing materials to districts.	Immediately establish committee to determine what resources exist, complete an evaluation of these resources and develop new protocol for funding.
The Department of Education conduct a review of both the Functional Behavior Analysis and the Behavior Management Plan and streamline the processes.	A review of the current processes has begun with alternate processes developed to be ready for pilot beginning in January, 2008.
The Department of Education establish provincial standards for timely completion of assessments and that guidelines and procedures be established to support and monitor it.	The department has appointed an assessment consultant who will be taking the lead on these.
The Department of Education review the role of guidance counselors and the roles and qualifications of psychologists in the educational system.	The review for guidance counselor has begun. This process will continue during the current school year, and the review for educational psychologists will begin in January 2008.
The Department of Education outline procedures to address the special education needs of all at-risk students, including remedial students and Aboriginal students.	A needs assessment to identify who the at-risk students are and to determine their needs to begin in January 2008.
The Department of Education develop a clear articulation of "inclusive education" and make a commitment to training teachers on accommodating diverse learners in the classroom	Immediately begin policy development on inclusive education. The professional development needs will be identified as part of the training needs assessments noted above.
The Department of Education appoint a consultant for Gifted Education, for a one-year-period, as a joint appointment to Program Development and Student Support Services to identify the needs of exceptionally able learners within the school population and develop guidelines regarding appropriate programming and resources.	Recruitment will begin in January to have a consultant in place for April 2008 to begin consultations and developing a handbook.
The Department of Education future publishing contracts include the provision of enrichment sections in textbooks, in CD/DVD and print formats.	Discussions with publishers will occur early in the New Year to establish protocols re: provision of enrichment sections in textbooks.
The Department of Education conduct a review of the current intermediate and senior high curriculum in an effort to offer a wider variety of courses to meet the needs of all students; and design and implement curriculum and programs to improve employability skills, which will help to prepare students to be productive, contributing members of society.	This is ongoing work for the Department of Education. Currently the mathematics curriculum and the intermediate program are under review.
The Department of Education, in consultation with the districts, review the provision of support services to students in French Immersion programs.	This process has begun and will continue during the remainder of the school year.
The Department of Education deliver all training and in-service to Francophone schools in French.	Immediately begin translation of all relevant documents. This will require time to complete as this is specialized work and therefore, services in this area are limited
The Department of Education review the programs currently offered in alternate settings to ensure effective linkages with the neighbourhood school and regular curriculum and provide appropriate resources and personnel to staff alternate educational settings.	Immediately begin a review of the current alternate programs to identify how these programs link with the regular curriculum, and what gaps may exist for these learners. This may be related to recommendations re: at-risk students.
The Department of Education, in consultation with school districts, develop, for parents, a standardized Pathways training package, with a clear implementation plan, and develop a standardized provincial training program in the Pathways model.	Immediately begin a review of the training package developed when the Pathway process began, identify any gaps, and based on the review, develop new materials for teachers. In January 2008, begin consultations to determine the training needs for parents.
The Department of Education, in collaboration with key stakeholders, develop a handbook (also available in audio format) and website for parents of children with special needs.	Begin the consultation process in January 2008. This is related to the above action re: training needs.
School districts be required to conduct an annual review of the status of training of special education teachers hired initially without proper qualifications. The Department of Education, NLTA, and the school districts establish a working group to address the absence of training among persons who hold current positions in leadership for special education and explore ways to encourage existing unqualified personnel to obtain a special education degree.	The Department will meet with school district officials early in the New Year to establish a process for conducting an annual review of status of training. Immediately establish an interagency working group to address these issues.
The Department of Education create department head positions, expand role of student assistants into teacher assistants, and amend certification requirements.	These recommendations require further review. Appropriate working groups will be established and work plans developed early in the New Year to address each of these 19 recommendations.

2007 12 18 11:40 a.m.

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