annual school measures and data collection project · exhibit 2.1 — response summary exhibit 3.1...

First Nations Schools Association Third Annual

School Measures and Data Collection Project

2006/07 FINAL REPORT March 30, 2007

Table of Contents

EXECUTIVE SUMMARY

1. Introduction .........................................................................................................................1

2. Methodology.........................................................................................................................2

3. Who Responded...................................................................................................................4

3.1 Schools............................................................................................................ 4

3.2 Students .......................................................................................................... 6

3.3 Parents ............................................................................................................ 6

4. Recognition of Local First Nations Authority.....................................................................6

4.1 School Governance......................................................................................... 6

4.2 Presence of First Nations Staff........................................................................ 7

4.3 Enrolment of First Nations Students................................................................ 8

4.4 Student and Parent Perceptions of Local First Nations Authority ................... 9

5. Cultural Relevance ...............................................................................................................9

5.1 First Nations Language and Culture Programs ............................................. 10

5.2 Perceptions of First Nations Culture in the Schools ...................................... 12

6. Quality Education ................................................................................................................14

6.1 School Administrators ................................................................................... 14

6.2 Parental Involvement and Communications.................................................. 16

6.3 Reading and Math Programs ........................................................................ 16

6.4 Student Support Programs............................................................................ 16

6.5 Student Absenteeism and Lateness.............................................................. 17

6.6 Student Graduations ..................................................................................... 19

6.7 Student Performance .................................................................................... 20

6.8 Student and Parent Perceptions of Quality Education .................................. 22

6.9 Adult Students Participation .......................................................................... 23

_____________________________________________________________________________________________ Third Annual FNSA School Measures and Data Collection Project 2006/07 — FINAL REPORT i

7. Integration of Services .....................................................................................................23

7.1 Cooperative Work.......................................................................................... 23

7.2 Counselling and Social Support Services ..................................................... 24

7.3 Other Services............................................................................................... 25

LIST OF EXHIBITS Exhibit 2.1 — Response Summary Exhibit 3.1 — Certified Educators Years with School Exhibit 3.2 — Non-Certified Staff Exhibit 4.1 — School Governance Exhibit 4.2 — Certified First Nations Educators Exhibit 4.3 — Non-Certified Staff who are First Nations Exhibit 4.4 — Student and Parent Perceptions of Local First Nations Authority Exhibit 5.1 — Integration of First Nations Language and Culture Exhibit 5.2 — Satisfaction with Language and Culture Resources Exhibit 5.3 — Average Hours Per Week in Language and Culture Classes Exhibit 5.4 — Perceptions of First Nations Culture in the Schools Exhibit 5.5 — Percentage of Parents Who Responded “Yes” to the Statement

“at school, my child is protected from being bullied, teased, or picked on.” Exhibit 6.1 — Responsibility for School Administration/Leadership Exhibit 6.2 — Allocation of Administrators Time Exhibit 6.3 — Reported Rates of Median Student Absenteeism Exhibit 6.4 — Reported Rates of Median Student Lateness Exhibit 6.5 — School Age Student Graduations Exhibit 6.6 — Student Performance at Grade Level - Reading Exhibit 6.7 — Student Performance at Grade Level - Math Exhibit 6.8 — Students Performing at or Above Grade Level in Reading 2005/06 to 2006/07 Exhibit 6.9 — Students Performing at or Above Grade Level in Math 2005/06 to 2006/07 Exhibit 7.1 — Agencies Schools Work With Exhibit 7.2 — Counselling and Support Services Offered Exhibit 7.3 — Meal Programs, Vision and Hearing Screening LIST OF APPENDICES Appendix A Background and Rationale for the FNSA School Measures and Data Collection Project-

By Region Appendix B First Nations Schools Responding to the FNSA School Measures and Data Collection

Project Appendix C Student and Parent Survey Results—2004/05 to 2006/07

_____________________________________________________________________________________________ Third Annual FNSA School Measures and Data Collection Project 2006/07 — FINAL REPORT ii

EXECUTIVE SUMMARY

1.0 Introduction The First Nations Schools Association (FNSA) is a non-partisan organization committed to promoting First Nations control of education, and to improving and supporting the development of quality and culturally appropriate education for First Nations students. The FNSA School Measures and Data Collection Project conducts surveys of schools, students and parents.

Initiated in 2004/05, the Project was undertaken in response to needs expressed by First Nations schools themselves. For several years, First Nations schools discussed the necessity for collecting data to track school effectiveness and demonstrate the quality of First Nations schools’ programming. Research and consultation strategies were implemented to arrive at a set of standards developed by and for BC First Nations schools. The background and rationale for the FNSA School Measures and Data Collection Project is presented in Appendix A.

This report focuses on the results of the third annual year of research (2006/07). The information is used:

• to identify and highlight areas of strength • to determine areas requiring greater support and resources • to highlight best practices for information sharing purposes

The research enables the FNSA to report data that reflect the values identified by First Nations schools themselves. This report is structured to address FNSA’s guiding principles. 2.0 Methodology A phased approach was used in conducting the research. All First Nations School Principals, Administrators and Head Teachers were sent a survey package consisting of:

1. An introductory memo. 2. A school form survey. 3. A series of student satisfaction surveys (4 different questionnaires – one each for primary,

elementary, secondary and adult students). 4. A parent satisfaction survey. 5. Customized tips for administering FNSA student and parent surveys.

Surveys were distributed, returned, entered and analyzed between October 2006 and January 2007. 3.0 Who Responded 2006/07 2005/06 2004/05 Number of Schools Responding 53 29 35 Percent of All First Nations Schools 43% 22% 27%

_____________________________________________________________________________________________ Third Annual FNSA School Measures and Data Collection Project 2006/07 — FINAL REPORT iii

2006/07 2005/06 2004/05 Students Responding 1710 Primary 625 Elementary 557 Secondary 423 Adults 105 Parents Responding 795

53 First Nations schools returned school forms. This represents a 43% response rate – almost double last year’s response (22% in 2005/06). Responding First Nations Schools are presented, by region, under Appendix B. As well, 1710 students and 795 parents completed surveys. The combined parent and student responses (2505) are a 70% increase over 2005/06 and include: 625 primary students; 557 elementary students; 423 secondary students; and, 105 adult students. In 2006/07, the 53 responding schools employ 292 BCCT-certified educators (258 full-time and 34 part-time) for a total of 296.2 full time equivalents (FTEs). Approximately half (26 or 49%) of the responding schools had 5 or fewer FTEs, 19 (36%) had between 5 to 10 FTEs, and 7 (13%) had more than 10 FTEs.

38% of First Nations schools educators have more than 5 years experience with their schools. Collectively, almost one-half (46%) of educators have been with their schools one or two school years or were new to their schools this year. 519 non-certified staff are reported to be working in the schools – mostly full-time (62%) as compared to part-time (38%). Most often, non-certified staff are teaching assistants (31%), followed by language and culture teachers (16%), and custodians (16%). In 2005/06, the 29 responding schools reported having 307 non-certified staff. Of those, three-quarters (225) were full-time and one-quarter (82) were part-time. Similar to the 2006/07 results, non-certified staff were most likely to be teaching assistants (33%), followed by language and culture teachers (16%). With regard to types of training undertaken by teaching assistants (non-BCCT certified), non-credit workshops are the type of training most frequently reported as having been completed (36%) or in progress (9%). Less than one-quarter of First Nations schools have a teacher-librarian: 8 (15%) have a part-time librarian; and 2 (4%) have a full-time librarian. 4.0 Recognition of Local First Nations Authority Two-fifths (40%) of responding schools selected Chief and Council as best describing the type of community-based agency that governs their school. Of the 292 BCCT certified educators who work in the responding schools, 122 (42%) are First Nations. On average, the responding schools’ BCCT certified educators have completed two types of dedicated training on First Nations education, such as non-credit workshops (71%). Three-quarters (76%) of non-certified staff members working in the schools are First Nations.

_____________________________________________________________________________________________ Third Annual FNSA School Measures and Data Collection Project 2006/07 — FINAL REPORT iv

2006/07 2005/06 2004/05 Percent of schools governed by Chief and Council 40% 18% 33% Percent of BCCT certified educators who are First Nations 42% 35% 38% Percent of non-certified staff who are First Nations 76% 55% 82%

All schools responding to the survey enroll First Nations students eligible for INAC Nominal roll funding. In addition, participating schools reported the number of school age1 students enrolled who are not eligible for INAC Nominal Roll funding: 13 schools indicated they enroll Nation members who live outside of the community; 11 schools enroll students who are not from their Nation and who do not live in a First Nations community; 21 schools enroll non-First Nations students. Detailed comparisons of student and parent survey results from 2004/05 to 2006/07 are presented as Appendix C. Generally, students of all ages, as well as parents, agree that their school is an important part of their community and/or reflects the cultural beliefs and values of their community. 5.0 Cultural Relevance Approximately 97% of schools either have, or are planning, opportunities for students to learn about their Nation’s language, culture or traditions. For example, two-fifths (42%) of the 53 responding schools offer distinct language and culture classes. In total, just over two-thirds (68%) of responding schools are somewhat or quite satisfied with the amount of First Nations language and culture teaching resources available in their school. Close to four-out-of-five (78%) of parents feel that their child is safe at school. As well, 59% of parents responded “yes” to the statement “at school, my child is protected from being bullied, teased, or picked on.” 10% of parents responded “no” to this statement. 6.0 Quality Education Principals are most often (64%) the individual responsible for school administration/leadership. 85% of school administrators work full-time. Most administrators’ time is spent on day-to-day administration (36%), followed by classroom teaching (21%). Nine-out-of-ten (48) of the 53 responding schools hold parent/teacher interviews. On average, 71% of parents reportedly attended the last round of parent/teacher interviews. Some schools schedule student-led, or joint parent/teacher/student conferences. 45% (24) of the schools report they hold student-led or parent/teacher/student conferences. Average attendance at the last round of conferences is reported to be 73%. Two-thirds (68%) of schools prepare report cards 3 times per year, followed by 13% reporting 2 times per year.

1 “School-age” refers to students who are 18 years old and under at the beginning of the school year. _____________________________________________________________________________________________ Third Annual FNSA School Measures and Data Collection Project 2006/07 — FINAL REPORT v

52% (12 of 23) of secondary and secondary/elementary schools, and 100% (2 of 2) of adult schools offer a work experience program. Some First Nations schools provide opportunities for student leadership such as student involvement in community and cultural activities. One-third of responding schools have student councils. Progressive discipline (58%) is the main method used to address behavioural problems. Elders are involved in addressing behavioural problems in 17% of the schools. Early literacy programs2 are offered by 47 of the 53 responding schools (89%). Four-fifths (81%) of responding schools indicated that they have a Head Start program in place. Typically, 50% or more students are absent for more than 10 days each year. Grades 8 to 12 students had the highest rate of absenteeism. About half the students (50% or more) are late less than 10 days each year. In the previous school year:

• 4 schools reported their students completed 12 Dogwood graduates • 4 schools reported their students completed 11 School Leaving Certificates • 1 school reported its students completed 16 First Nations graduation certificates

(post-secondary recognized) An overall observation (on both reading and math) is the consistent pattern of performance, linked to grade level. Generally, students perform well in the early grades. Then, performance drops in the middle years and improves again in later years (for those students who continue with their studies). Overall, students and parents appear satisfied with the quality of education they receive. Five schools reported that a total 22 adult students graduated in the last school year. 7.0 Integration of Services The agencies (individuals) schools most often cite they work with are community health nurses (98%). Close to three out of five responding schools (62%) offer counselling services to students, most often provided in cooperation with a community partner. Close to two-thirds (57%) of responding schools offer a regular breakfast program. 59% of responding schools offer lunch programs. Two-thirds (64%) of the responding schools report they offer vision screening. And, 68% of the responding schools report they offer hearing screening.

2 Early literacy programs are defined as those programs for children under 4 years old, and their families.

_____________________________________________________________________________________________ Third Annual FNSA School Measures and Data Collection Project 2006/07 — FINAL REPORT vi

1.0 Introduction

The First Nations Schools Association (FNSA) is a non-partisan organization committed to promoting First Nations control of education, and to improving and supporting the development of quality and culturally appropriate education for First Nations students. A registered society and charity, the FNSA is directed by First Nations schools in BC. Currently, over 120 First Nations schools have joined as members, and over a dozen organizations are associate members. Initiated in 2004/05, the FNSA carries out the School Measures and Data Collection Project in response to needs expressed by First Nations schools themselves. For several years, First Nations schools discussed the necessity for collecting data to track school effectiveness and demonstrate the quality of First Nations schools’ programming. Research and consultation strategies were implemented to arrive at a set of standards developed by and for BC First Nations schools. The background and rationale for the FNSA School Measures and Data Collection Project is presented in Appendix A. FNSA has surveyed First Nations schools annually for the past three years (2004/05 to 2006/07). This report focuses on the results of the third year of research (2006/07). The FNSA School Measures and Data Collection Project conducts surveys of schools, students and parents. The information is used:

• to identify and highlight areas of strength • to determine areas requiring greater support and resources • to highlight best practices for information sharing purposes

The data collected in past years has begun to assist First Nations schools to enhance their programming. As well, it has helped some schools meet their accountability and reporting requirements using principles that were developed by First Nations schools for First Nations schools. Further, the FNSA has been able to report data that reflect the values identified by First Nations schools themselves. In undertaking its activities, the FNSA is guided by the following principles:

1. The FNSA recognizes and respects First Nations authority in regard to the control of and jurisdiction for First Nations education and treaty making.

2. The FNSA recognizes and respects the efforts of First Nations schools to achieve and maintain

culturally relevant, quality education.

3. The FNSA supports and will facilitate the development of mutually beneficial relationships amongst First Nations schools and other relevant organizations and governments.

4. The FNSA will promote the inclusion of all self-identified First Nations schools, regardless of

their designation (including Band operated, independent or other schools). This report addresses FNSA’s guiding principles and is structured to highlight principles 1, 2, 3 in particular, as they best reflect the scope of the project. _____________________________________________________________________________________________ Third Annual FNSA School Measures and Data Collection Project 2006/07 — FINAL REPORT 1

2.0 Methodology

2.1 Approach A phased approach was used in conducting the research. First, in early October 2006, the FNSA’s Principal Resource distributed an Early Notice to Principals, Administrators and Head Teachers that the Third Annual School Measures and Data Collection Questionnaire would be distributed in mid-October. Then, the week of October 13, 2006, a memo signed by the FNSA President, along with a survey package, was sent to First Nations Schools requesting their participation, with a response deadline of November 17, 2006. The complete survey package consisted of:

1. An introductory memo. 2. A school form survey. 3. A series of student satisfaction surveys (4 different questionnaires – one each for primary,

elementary, secondary and adult students). 4. A parent satisfaction survey. 5. Customized tips for administering FNSA student and parent surveys.

Respondents were given the opportunity to select the most convenient method to complete and return the surveys to FNSA. Survey name/type Methods of completion Ways data submitted to FNSA School Form Principal/Administrator/Head Teacher completed electronically

(MS Word) or as a paper version by e-mail, by regular mail, or by fax

Student surveys Students at varying grade levels completed paper versions and handed back to school staff

by regular mail or fax

Parent survey Parents completed paper versions and handed back to school staff

by regular mail or fax

All completed surveys (from schools, students and parents) were gathered by January 21, 2006. Completed surveys were sent to either the FNSA Principal Resource or c/o the First Nations Education Steering Committee (FNESC) office. Then, all materials were forwarded to Juniper Consulting3 for processing. This report presents descriptive statistics of the survey responses and, where appropriate, compares the results of three years’ research findings at the provincial level, demonstrating overall results. FNSA plans to report on the results of the 2006/07 School Measures and Data Collection Project at the April 2007 FNSA Annual General Meeting.

3 In August 2006, Juniper Consulting was engaged by FNSA to: help refine the existing survey instruments used in 2004/05 and 2005/06; to undertake data entry, coding, editing and cleaning; and, to prepare descriptive statistics of the survey responses presented in this report. _____________________________________________________________________________________________ Third Annual FNSA School Measures and Data Collection Project 2006/07 — FINAL REPORT 2

2.2 Response Summary In total, 53 First Nations schools submitted some or all of the requested information, compared to 29 in 2005/06 and 35 in 2004/05.

Exhibit 2.1 — Response Summary

2006/07 2005/06 2004/05 Number of Schools Responding 53 29 35 Percent of All First Nations Schools 43% 22% 27% Students Responding 1710 Primary 625 Elementary 557 Secondary 423 Adults 105 Parents Responding 795

In 2006/07, 1710 students4 and 795 parents completed surveys (a total of 2505 parent and student responses). The questionnaires and other data collection instruments used are presented under separate cover in the Third Annual FNSA School Measures and Data Collection Project 2006/07 Methodology Report. 2.3 Rationale for Increased Response Response rates were higher in 2006/07 than in previous years. This may be due, in part, to a combination of measures taken to boost response including:

• pre-notifying respondents with the Early Notice memo • streamlining the cover memo and clarifying completion instructions • refining and reformatting the survey for ease of completion • enabling respondents to choose their preferred methods of completion • including customized “Tips for Administering FNSA Student Surveys” and “Tips for

Administering FNSA Parent Surveys” in the survey packages • undertaking repeated follow-up reminders and praising those who supported the

project by completing the surveys

4 Please note that three schools collated their own data and submitted only the collated responses to the project. As well, concurrent to this research, the FNSA was actively collecting data as part of its ongoing School Assessment initiative. Six schools submitted their responses to this project using School Assessment forms (instead of the FNSA School Measures and Data Collection instruments). As a result, some of the question wordings are slightly different e.g., “I am getting better at reading” vs. “I am learning about reading.” Because the questions are similar in intent the results are merged and reported together. _____________________________________________________________________________________________ Third Annual FNSA School Measures and Data Collection Project 2006/07 — FINAL REPORT 3

3.0 Who Responded

The project sent survey packages to all First Nations Schools requesting their participation. Responses were received from:

• Schools • Students • Parents

3.1 Schools In total, 53 First Nations schools submitted some or all of the requested information, compared to 29 in 2005/06. This represents a 43% response rate—almost double last years’ response (22% in 2005/06). Responding First Nations Schools are presented by region under Appendix B. 3.1.1 Educators In 2006/07, the 53 responding schools employ 292 BCCT-certified educators (258 full-time and 34 part-time) for a total of 296.2 full time equivalents (FTEs). In 2005/06, the 28 responding schools employed 205 educators (177 full-time and 28 part-time) for a total of 190.8 FTEs. Approximately half (26 or 49%) of the responding schools had 5 or fewer FTEs, 19 (36%) had between 5 to 10 FTEs, and 7 (13%) had more than 10 FTEs.

38% of First Nations schools educators have more than 5 years experience with their schools. Often, educators do not have such long-term experience with their schools. Collectively, almost one-half (46%) of 2006/07 educators have been with their schools one or two school years or are new to their schools this year. The results in 2006/07 are similar to the previous two years. Exhibit 3.1 — Certified Educators Years with School

5%

37%

20%

18%

20%

0%

44%

19%

20%

17%

0%

38%

15%

24%

22%

0% 10% 20% 30% 40% 50%

No answer

5 or more years

3 or 4 years

1 or 2 years

New to school

2006/072005/062004/05

_____________________________________________________________________________________________ Third Annual FNSA School Measures and Data Collection Project 2006/07 — FINAL REPORT 4

3.1.2 Other Staff In 2006/07, 519 non-certified staff are reported to be working in the schools – mostly full-time (62%) as compared to part-time (38%). Most often, non-certified staff are teaching assistants (31%), followed by language and culture teachers (16%), and custodians (16%). Staff who are more likely to be working full-time are teaching assistants (TAs), early childhood education (ECE) teachers, and secretaries. In 2005/06, the 29 responding schools reported having 307 non-certified staff. Of those, three-quarters (225) were full-time and one-quarter (82) were part-time. Similar to the 2006/07 results, non-certified staff were most likely to be teaching assistants (33%), followed by language and culture teachers (16%). Exhibit 3.2 — Non-Certified Staff

2%

1%

2%

4%

7%

9%

8%

1%

4%

6%

5%

9%

7%

22%

3%

5%

8%

10%

16%

16%

31%

0% 5% 10% 15% 20% 25% 30% 35%

Library staff

Early childhoodeducators

Secretary

Bus driver

Custodians

Language/cultureteachers

Teaching assistants

Total

Full-time

Part-time

With regard to types of training undertaken by teaching assistants (non-BCCT certified), similar to last year, non-credit workshops are the type of training most frequently reported as having been completed (36%) or in progress (9%). The next most commonly reported type of training is TA certificate training (21% completed and 7% in progress), followed by ECE training or formal college training. The training is three times more likely to be completed than in progress. This means that for every TA who is currently taking training, three have completed training. Less than one-quarter of First Nations schools have a teacher-librarian: 8 (15%) have a part-time librarian; and 2 (4%) have a full-time librarian. The 10 schools with a teacher-librarian reported an average FTE of 0.38 for this position–this is slightly lower than in 2005/06, when 7 schools reported having a teacher-librarian, with an average FTE of 0.45.


3.2 Students In 2006/07, 1710 student surveys were received as follows:

• 625 primary students (kindergarten - grade 3) • 557 elementary students (grades 4 - 7) • 423 secondary students (grades 8 - 12) • 105 adult students

In 2005/06, 976 student responses were submitted. 3.3 Parents In 2006/07, 795 parents completed surveys. The combined parent and student responses (2505) are a 70% increase over 2005/06, which saw 976 students and 491 parents complete surveys (a total of 1467 parent and student responses).

4.0 Recognition of Local First Nations Authority

One of the FNSA’s guiding principles is to “recognize and respect First Nations authority in regard to the control of and jurisdiction for First Nations education...”. In examining local authority, the survey looked at:

• School governance • Presence of First Nations staff • Enrolment of First Nations students • Student and parent perceptions of local First Nations authority

4.1 School Governance Two-fifths (40%) of responding schools selected Chief and Council as best describing the type of community-based agency that governs their school. Chief and Council was also the most frequently cited method of governance (33%) in 2004/05. In 2005/06, an Elected Board (29%) was the most commonly reported community-based governance agency, followed by Appointed Board (25%) and Other (25%), with Chief and Council ranking third place (18%).


Exhibit 4.1 — School Governance

6%

12%

24%

24%

33%

25%

4%

25%

29%

18%

7%

13%

17%

23%

40%

0% 20% 40% 60% 80% 100%

Other

Band EducationDirector

Appointed Board

Elected Board

Chief andCouncil

2006/072005/062004/05

4.2 Presence of First Nations Staff Of the 292 BCCT certified educators who work in the responding schools, 122 (42%) are First Nations, as compared to 71 (35%) in 2005/06 and 38% in 2004/05.

Exhibit 4.2 — Certified First Nations Educators

38%

35%

42%

0% 20% 40% 60% 80% 100%

2004/05

2005/06

2006/07

Many educators have taken dedicated training on First Nations education. On average, each BCCT certified educator has completed two types of such training. Types of training range from non-credit workshops (71%), to graduate university level courses, programs or degrees (17%), to First Nations


language teacher certification (9%). The 2006/07 results are similar to 2005/06 results with somewhat more educators having First Nations language teacher certification (9% in 2006/07 compared to 1% in 2005/06) and somewhat fewer having completed the Native Indian Teacher Education Program (NITEP) or other teacher education programs designed for First Nations teachers (14% in 2006/07 compared to 20% in 2005/06). In 2006/07, three-quarters (76%) of non-certified staff members working in the schools are First Nations. In 2005/06, over half (55%) of non-certified staff were First Nations — in 2004/05, four-fifths (82%) were First Nations.

Exhibit 4.3 — Non-Certified Staff who are First Nations

82%

55%

76%

0% 20% 40% 60% 80% 100%

2004/05

2005/06

2006/07

4.3 Enrolment of First Nations Students One of FNSA’s guiding principles is to “promote the inclusion of all self-identified First Nations schools, regardless of their designation...”. All schools responding to the survey enroll First Nations students eligible for INAC Nominal roll funding. Participating schools also reported the number of school age5 students enrolled who are not eligible for INAC Nominal Roll funding:

• 13 schools indicated they enroll Nation members who live outside of the community (66 students reported). In 2005/06, 4 schools and 74 students were reported.

• 11 schools enroll students who are not from their Nation and who do not live in a

First Nations community. In total, 155 such students were reported – including 69 students from one school and 41 students from a second school. By comparison, in 2005/06, 5 schools and 19 students were reported.

5 “School-age” refers to students who are 18 years old and under at the beginning of the school year. _____________________________________________________________________________________________ Third Annual FNSA School Measures and Data Collection Project 2006/07 — FINAL REPORT 8

• 21 schools enroll non-First Nations students. In total, 132 such students were reported – including 40 students from one school. In 2005/06, 9 schools and 40 students were reported.

4.4 Student and Parent Perceptions of Local First Nations Authority Responses to certain questions on the student and parent surveys provide insights into how respondents perceive local First Nations authority in their own (or their child’s) education. Detailed comparisons of student and parent survey results from 2004/05 to 2006/07 are presented as Appendix B. Generally, students of all ages, as well as parents, agree that their school is an important part of their community and/or reflects the cultural beliefs and values of their community. 71% (242) of secondary students agree6 their school reflects the cultural beliefs and values of their community. Further, 84% of parents responded that their child’s school reflects the cultural beliefs and values of their community, compared to 91% in 2005/06. As compared to 2005/06 (82%), and 2004/05 (84%), in 2006/07, 91% of responding elementary students (557) indicate their school is an important part of their community. Exhibit 4.4 — Student and Parent Perceptions of Local First Nations Authority School reflects the cultural beliefs and values of their community 2006/07 2005/06 Secondary students 71% 61% Adult students 85% 80% Parents 84% 91% School is an important part of my community 2006/07 2005/06 2004/05 Elementary students 91% 82% 84%

5.0 Cultural Relevance

First Nations schools place importance on maintaining their culture through promotion and retention of First Nations languages and traditions. Strong cultural underpinnings promote self-esteem and contribute to students’ sense of well-being.

6 For this report, the term “agree” describes the combination of the survey response categories “I agree” and “I strongly agree.” _____________________________________________________________________________________________ Third Annual FNSA School Measures and Data Collection Project 2006/07 — FINAL REPORT 9

Respondents were asked questions regarding:

• First Nations language and culture programs • Perceptions of First Nations culture in the schools

5.1 First Nations Language and Culture Programs Approximately 97% of schools either have, or are planning, opportunities for students to learn about their Nation’s language, culture or traditions. For example, two-fifths (42%) of the 53 responding schools offer distinct language and culture classes with some content in other areas. 38% of schools offer more language and culture programming; 12% offer less. These rankings are similar to the last two years’ results. In 2006/07, one area with a change is that 6% of schools have a First Nations language immersion program, following two consecutive years where no immersion programs were reported. Exhibit 5.1 — Integration of First Nations Language and Culture

25%

4%

0%

0%

7%

21%

50%

7%

11%

0%

14%

0%

4%

11%

14%

39%

14%

4%

0%

9%

6%

6%

13%

13%

42%

8%

4%

0% 10% 20% 30% 40% 50% 60%

No Answer

Other

First Nations language immersion program

Integrated in subject areas, no distinctclasses

Integrated in subject areas, also havedistinct classes

Distinct classes with strong emphasis inother areas

Distinct classes with some content in otherareas

Mostly in distinct classes

Just beginning or planning a program

2006/072005/062004/05

Types of language and cultural traditions offered include activities such as drumming, medicine wheel, and the mask dance song. In addition to formal language and culture programming, one


school mentioned that it undertakes the extra-curricular activity of speaking to students in First Nations language — both in and out of the classroom. In total, just over two-thirds (68%) of responding schools are somewhat or quite satisfied with the amount of First Nations language and culture teaching resources materials available in their school – 43% feel additional materials would be beneficial and 25% feel the materials would be beneficial but are not a pressing need in their school. Approximately one-quarter (26%) are dissatisfied or very dissatisfied — 11% consider this issue to be a pressing need and 15% feel additional materials are required. These rankings are similar to 2005/06 results. Exhibit 5.2 — Satisfaction With Language and Culture Resources

8%

14%

44%

16%

16%

2%

4%

25%

43%

15%

11%

0% 20% 40% 60% 80% 100%

No Answer

Very satisfied

Quite satisfied

Somewhat satisfied

Dissatisfied

Very dissatisfied

2006/072005/06

In schools with distinct language and culture classes, or separate language only classes and culture only classes, the sessions ranged from 1.2 hours to 3.2 hours duration, on average, each week. With the exception of grades 11 and 12 (which allocated the most programming time to separate culture classes), all grades were most likely to spend the most time on integrated language and culture classes.


Exhibit 5.3 — Average Hours Per Week in Language and Culture Classes

3.3

3.2

2.5

3.1

2.6

1.6

1.8

1.6

1.7

1.9

1.2

1.3

1.2

1.9

3.0

0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5

Up to Kindergarten

Grades 1 to 3

Grades 4 to 7

Grades 8 to 10

Grades 11 and 12

Separate culture classes

Separate language classesIntegrated classes

5.2 Perceptions of First Nations Culture in the Schools Generally, students and parents perceive that First Nations culture and language programming is evident in their schools. Exhibit 5.4 — Perceptions of First Nations Culture in the Schools First Nations Language and Culture - Student and Parent Perceptions 2006/07 2005/06 2004/05 Learning about my culture Primary 83% 87% 84% Elementary 77% 86% 74% Secondary 68% 47% 63% Parents 78% 87% 74% Learning about First Nations language Primary 86% 94% 85% Elementary 83% 87% 75% Secondary 57% 47% 54% Parents 79% 89% 76% I feel good when I am at school Primary 82% 90% 88% Elementary 59% 82% 64% I like school Primary 85% 90% 91% Elementary 59% 81% 63%


First Nations Language and Culture - Student and Parent Perceptions I feel safe at school/I feel that my child is safe at school Primary 82% 87% 90% Elementary 70% 83% 76% Secondary 72% 70% 76% Parents 78% 93% 81% My teacher/School staff cares about me/my child Primary 90% 88% 92% Elementary 83% 74% 83% Secondary 74% 60% 73% Parents 89% 89% 90%

Four-fifths (83%) of primary, and three-quarters (77%) of elementary students responded “yes, I am learning about my culture.” These results are in keeping with previous years’ survey responses. At the secondary school level, 68% of students agree that “at school, I am developing knowledge and skills in my culture,” compared to 63% in 2004/05 and 47% in 2005/06. 86% of primary and 83% of elementary students state “yes, I am learning about my First Nations language.” At the secondary school level, 57% of students agree that at school they are developing knowledge and skills in their First Nations language—compared to 54% in 2004/05 and 47% in 2005/06. Over the past three years, student self-assessments of “feeling good” have fluctuated among certain school age groupings. Similar to past years, in 2006/07, 82% of primary students feel good when they are at school. By comparison, 59% of elementary students feel good when they are at school. This result has fluctuated over the past 3 years from 64% in 2004/05 to 82% in 2005/06. Also, in 2006/07, 59% of elementary students reported that they liked school, compared to 81% in 2005/06 and 63% in 2004/05. One aspect of “feeling good” and having a sense of well-being is “feeling safe.” While primary students have fairly consistently self-reported their sense of safety over the years (82% reported “I feel safe at school” in 2006/07), elementary assessments have shifted slightly each year. In 2006/07, 70% of elementary students report feeling safe at school—compared to 83% in 2005/06 and 76% in 2004/05. 74% of secondary students report that school staff cares about them, up from 60% in 2005/06, and in keeping with the 73% reported in 2004/05. Close to four-out-of-five (78%) of parents feel that their child is safe at school, compared to 93% in 2005/06 and 81% in 2004/05. 59% of parents responded “yes” to the statement “at school, my child is protected from being bullied, teased, or picked on.” In 2005/06, this number was 79% and in 2004/05 it was 62%. In 2006/07, 10% of parents responded “no” to this statement and 31% selected “sometimes”. Further, with an average (mean) rating of 2.49 on a 5-point scale, parents’ response to this statement resulted in the lowest mean score out of all the student and parent survey questions.


Exhibit 5.5 — Percentage of Parents who Responded “Yes” to the Statement

“at school, my child is protected from being bullied, teased, or picked on.”

62%

79%

59%

0% 20% 40% 60% 80% 100%

2004/05

2005/06

2006/07

Yes

In recent years, there has reportedly been increased awareness of bullying and these findings likely indicate the attention schools are now giving to the issues of bullying and teasing. Parents and schools are working together to ensure that bullying is stopped.

6.0 Quality Education

In examining quality of education, the project looked at:

• School administrators • Parental involvement and communications • Reading and math programs • Student support programs • Attendance and lateness • Student graduations • Student performance • Student and parent perceptions of quality education • Adult students participation

6.1 School Administrators The survey explored several issues associated with school administration. Respondents were asked who is responsible for school administration/leadership. Similar to the past two years, in 2006/07, principals are most often (64%) the individual responsible for school administration/leadership. And, as with past years’ rankings, the second most frequent


category in 2006/07 is administrators who are not certified educators (21%), followed by head teachers (17%). Exhibit 6.1 — Responsibility for School Administration/Leadership Who is Responsible 2006/07 2005/06 2004/05 Principal 64% 75% 69% Administrator (not certified educator) 21% 7% 9% Head Teacher 17% 9% 9% Teacher 6% 3% 3% Co-principals 6% 4% 3% Other 15% 7% 7%

85% of these school administrators work full-time and 15% work part-time. By comparison, in 2005/06, 71% worked full-time and 29% worked part-time. The survey asked schools to estimate approximately what percentage of their administrator’s time is spent on a number of tasks. To summarize, most administrators’ time is spent on day-to-day administration (36%), followed by classroom teaching (21%). These findings are similar to 2005/06, except that in 2006/07 the time spent on classroom teaching is higher. Exhibit 6.2 — Allocation of Administrators Time

8%

9%

11%

18%

16%

39%

4%

11%

21%

15%

14%

36%

0% 10% 20% 30% 40% 50%

Other

Out-of-school meetings

Classroom teaching

Instructional leadership

Financial administration

Day-to-day administration

2006/072005/06

This result illustrates that principals have limited time to support teachers. With administrative duties taking the majority of their time, there is little time left to supervise teachers; instructional leadership is key to increasing student achievement.


6.2 Parental Involvement and Communications Attendance, parent/teacher interview format, interview frequency, and report card schedules have been relatively stable over the past 3 years. Nine-out-of-ten (48) of the 53 responding schools report holding parent/teacher interviews. In 2005/06, 22 (76%) of the 29 responding schools held parent/teacher interviews. With regard to frequency, 42% hold 2 sessions, and 31% hold 3 sessions per school year. In 2005/06, 50% held 2 sessions and 23% held 3 sessions. On average, 71% of parents reportedly attended the last round of parent/teacher interviews, which is consistent with previous years – the average attendance in 2005/06 was reported to be 72%, and in 2004/05 it was 71%. Some schools schedule student-led, or joint parent/teacher/student conferences. In 2006/07, 45% (24) of the schools report they hold student-led or parent/teacher/student conferences. With regard to frequency, 42% hold 1 session and 38% hold 2 sessions per year. This result was similar in 2005/06. Average attendance at the last round of conferences is reported to be 73%. This figure is very similar to 2005/06 results which saw a 71% attendance reported, and 2004/05 with 72% average attendance. Schools were asked how many times per year teachers prepare formal, written report cards on student progress. Two-thirds (68%) of schools prepare report cards 3 times per year, followed by 13% reporting 2 times per year. Reporting 3 times per year was also prevalent in 2005/06 with 78% indicating that frequency. 6.3 Reading and Math Programs Responding schools were asked to indicate what reading and math programs and approaches are used on a grade-wide basis. Similar to 2005/06, the most commonly used reading programs at the elementary level are Read Well, Guided Reading, Reading Mastery, Companion Reading and Open Court. At the secondary level, the most common approach is Guided Reading. Consistent use of grade-wide programs is also observed with math programs. Similar to 2005/06, the most commonly used programs at the elementary level are Quest, Saxon, Singapore and Math Makes Sense. At the secondary level, the most commonly used program is Essentials of Math. 6.4 Student Support Programs 6.4.1 Work Experience and Student Leadership Students gain valuable leadership skills by participating in work experience programs. 52% (12 of 23) of secondary and secondary/elementary schools, and 100% (2 of 2) of adult schools offer a work experience program. In 2005/06, 75% of secondary and secondary/elementary schools and 66% of adult schools indicated they had work experience programs. In addition to work experience, some First Nations schools provide opportunities for student leadership. Most often these opportunities take the form of student involvement in community


and cultural activities, followed by student assistance with school tasks. One-third of responding schools have student councils. 6.4.2 Methods Used to Address Behavioural Problems Similar to 2005/06, the main methods used to address behavioural problems are progressive discipline (58%), followed by effective behavioural support (36%) and healing circles (21%). 42% of the schools use other methods. In keeping with the past two years’ responses, in 2006/07, Elders are involved in addressing behavioural problems in 17% of the schools. 6.4.3 Early Literacy Programs Early literacy programs7 are reported by 89% of responding schools. By comparison, 100% of responding schools offered early literacy programs in 2005/06 and 82% offered them in 2004/05. Four-fifths (81%) of responding schools indicated they or their communities have a Head Start program in place. In 2005/06, 79% of schools or communities had Head Start programs. Other early literacy programs cited by respondents include HIPPY, Moe the Mouse, and Born to Read. 6.5 Student Absenteeism and Lateness Schools reported their rates of student absenteeism and lateness. Typically, 50% or more students are absent for more than 10 days each year. Grades 8 to 12 students had the highest rate of absenteeism — 33% were away from school for 21 or more days per year. Typically, about half the students (50% or more) are late less than 10 days each year. Exhibit 6.3 — Reported Rates of Median Student Absenteeism

Absent

15%

21%

17%

8%

15%

23%

23%

13%

23%

20%

28%

23%

33%

18%

22%

30%

0% 20% 40% 60% 80% 100%

Grades 8 - 12

Grades 4 - 7

Grades 1 - 3

Kindergarten

0 to 5 days

6 to 10 days

11 to 20 days

21 or more days

7 Early literacy programs are defined as those programs for children under 4 years old, and their families. _____________________________________________________________________________________________ Third Annual FNSA School Measures and Data Collection Project 2006/07 — FINAL REPORT 17

Exhibit 6.4 — Reported Rates of Median Student Lateness

Late

24%

52%

33%

54%

12%

16%

14%

12%

18%

11%

13%

6%

11%

7%

0%0%

0% 20% 40% 60% 80% 100%

Grades 8 - 12

Grades 4 - 7

Grades 1 - 3

Kindergarten

0 to 5 days

6 to 10 days

11 to 20 days

21 or more days


6.6 Student Graduations8

In the previous school year:

• 4 schools reported their students completed 12 Dogwood graduates • 4 schools reported their students completed 11 School Leaving Certificates • 1 school reported its students completed 16 First Nations graduation certificates

(post-secondary recognized) Exhibit 6.5 — School Age Student Graduations

23

28

16

11

12

0 5 10 15 20 25 30

First Nationsgraduationcertificates

School LeavingCertificates

Dogwoodgraduates

2006/07 (for 2005/06)

2005/06 (for 2004/05)

NB: 4 schools reported in 2006/07; 5 reported in 2005/06. In the most recent school year, a smaller number of schools reported fewer graduates than in the preceding year.

8 This subsection pertains to only school-age students (18 and under). _____________________________________________________________________________________________ Third Annual FNSA School Measures and Data Collection Project 2006/07 — FINAL REPORT 19

6.7 Student Performance In 2006/07, some schools reported the number of students who were performing at grade level9 in reading and math in the last school year. Exhibit 6.6 — Student Performance at Grade Level - Reading

Reading Percent of School-Age Students

2006/07

Above grade level

At grade level

1 year behind grade level

2 or more

years behind grade level

Grade 1 12% 47% 37% 3% Grade 2 14% 36% 34% 15% Grade 3 16% 30% 30% 24% Grade 4 18% 28% 26% 28% Grade 5 10% 30% 23% 38% Grade 6 8% 31% 18% 43% Grade 7 7% 28% 24% 41% Grade 8 5% 19% 31% 44% Grade 9 5% 26% 21% 48%

Grade 10 10% 34% 33% 24% Grade 11 11% 36% 33% 20% Grade 12 16% 45% 18% 20%

Exhibit 6.7 — Student Performance at Grade Level - Math

Math Percent of School-Age Students

2006/07

Above grade level

At grade level

1 year behind grade level

2 or more years behind grade level

Grade 1 8% 73% 17% 1% Grade 2 6% 56% 30% 8% Grade 3 5% 42% 38% 15% Grade 4 7% 48% 29% 16% Grade 5 2% 39% 24% 36% Grade 6 3% 40% 23% 34% Grade 7 2% 39% 23% 35% Grade 8 2% 27% 21% 49% Grade 9 4% 37% 22% 38% Grade 10 9% 28% 31% 31% Grade 11 8% 42% 29% 22% Grade 12 7% 36% 17% 40%

9 “At grade level” means that the student is meeting the expected outcomes for that grade. _____________________________________________________________________________________________ Third Annual FNSA School Measures and Data Collection Project 2006/07 — FINAL REPORT 20

An overall observation (on both reading and math) is the consistent pattern of performance, linked to grade level. Generally, students perform well in the early grades (e.g., in grade one, 47% of students are reading at grade level). Then, performance drops in the middle years (in grade 8, only 19% are reading at grade level). And then, for students who continue with their studies, performance improves in later years (by grade 12, 45% are reading at grade level). This pattern is illustrated graphically below: Exhibit 6.8 — Students Performing at or Above Grade Level in Reading

52% 53% 56%50%

40%

48%

39%

31% 29%33%

47%

39%

59%

50%46% 46%

40% 39%35%

24%31%

44% 47%

61%

0%

10%

20%

30%

40%

50%

60%

70%

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 1

0

Grade 1

1

Grade 1

2

2005/062006/07

Exhibit 6.9 — Students Performing at or Above Grade Level in Math

68% 70%63%

42%36% 32% 32%

23%28% 28%

43%

55%

81%

62%

47%55%

41% 43% 41%

29%

41% 37%

50%43%

0%

10%

20%30%

40%

50%

60%70%

80%

90%

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

2005/062006/07

Similar to 2005/06, the tests schools use most frequently in determining performance include the Canadian Achievement Test (CAT) and the Canadian Test of Basic Skills (CTBS). For


reading, 11% of responding schools use CAT and 8% use CTBS. For math, 8% of responding schools use CAT and 6% use CTBS. These are the standardized tests suggested by the FNSA for use by First Nations schools. Classroom assessments/performance standards and Brigance tests are also used fairly frequently. 6.8 Student and Parent Perceptions of Quality Education Students and parents were asked to indicate their levels of agreement with statements that reflect aspects of quality education, such as:

Parents (using a 3-point scale):10

• “My child is learning about math”

Primary and elementary grades (using a 3-point scale):

• “I am getting better at reading”

Secondary grades and adult students (using a 5-point scale):11

• “At school, I am developing knowledge and skills in writing”

With a few (limited) exceptions, student and parent rankings regarding quality of education in 2006/07 have been fairly consistent with the previous two years’ results. Overall, respondents appear satisfied with the quality of education they and their children receive. For surveys using a 3-point scale, the means (arithmetic average) ranged from a low of 2.49 to a high of 2.90. And, for surveys using a 5-point scale, the means ranged from 3.46 to 4.12, specifically:

• Parent survey results varied from 2.49 to 2.89 on a 3-point scale • Primary student results varied from 2.77 to 2.86 on a 3-point scale • Elementary student responses ranged from 2.49 to 2.90 on a 3-point scale • Secondary students survey feedback ranged from 3.46 to 4.12 on a 5-point scale

Secondary student self-assessments of their performance are more positive than their actual performance might indicate. For example,12 in 2006/07, 27% of grade 8 students are at grade level in math, and 49% of students are 2 or more years behind grade level in math. Even so, three-quarters of secondary students agree that, “at school, I am developing knowledge and skills in math.” By contrast, 10% of secondary students disagree with this statement.

10 The 3-point scale used for parents, primary and elementary student surveys was: “yes, sometimes, no.” 11 The 5-point scale used for secondary student surveys was: “I strongly disagree, I disagree, I don’t agree or disagree, I agree, I strongly agree.” 12 Refers to student math performance as presented in Exhibit 6.5. _____________________________________________________________________________________________ Third Annual FNSA School Measures and Data Collection Project 2006/07 — FINAL REPORT 22

6.9 Adult Students Participation Five schools reported that a total 22 adult students graduated in the last school year. This result was achieved by First Nations schools that were in session an average 197 days last year. Overall, in 2006/07, adult students rate their First Nations education experiences positively. Adult student survey responses ranged from 3.98 to 4.36 on a 5-point scale.13

The question that resulted in the largest percentage (14%) change was:

• I have access to a range of courses that will allow me to pursue my goals”

In 2006/07, 87% of adult students agreed with this statement, compared to 73% in 2005/06.

7.0 Integration of Services

First Nations schools are an integral part of the community. This is observed in the variety of partnerships with agencies that work collectively to address student needs, reported as:

• Cooperative work • Counselling and social support services • Other services

7.1 Cooperative Work Similar to 2005/06, the agencies (individuals) schools most often cited they worked with are community health nurses (98%), followed by community health reps/workers (94%). The next most likely agencies to work with schools are Band social development departments, child and family service agencies, traditional/spiritual advisors and elders, and public school districts/schools. Overall rankings are similar to 2005/06 results with the exception of contact with public schools/districts (which has improved in ranking in 2006/07). Schools are most likely to have “regular” contact with daycares and Head Start14 programs, followed by community health nurses.

13 The 5-point scale used for adult student surveys was: “I strongly disagree, I disagree, I don’t agree or disagree, I agree, I strongly agree.” 14 In 2006/07, 81% of schools report they or their communities have a Head Start program – as compared to 79% in 2005/06. _____________________________________________________________________________________________ Third Annual FNSA School Measures and Data Collection Project 2006/07 — FINAL REPORT 23

Exhibit 7.1 — Agencies Schools Work With

13%

8%

13%

13%

15%

26%

28%

32%

36%

36%

15%

17%

21%

15%

25%

9%

25%

6%

9%

41%

40%

30%

40%

26%

30%

28%

11%

15%

19%

19%

23%

17%

17%

21%

13%

17%

11%

11%

6%

9%

4%

8% 8%

2%

6%

4%

4%

2%

0% 20% 40% 60% 80% 100%

Other

Other First Nations Schools

Child and Family Service Agency

Traditional/Spiritual Advisors & Elders

Public School District or Schools

Community Health Rep/Worker

Band Social Development Department

Community Health Nurse

Day Care

Head Start

Regularly

FrequentlySometimes

Occasionally

Never

7.2 Counselling and Social Support Services Close to three out of five responding schools (62%) offer counselling services to students. As in 2005/06, counselling services are often provided in cooperation with a community partner. Other counselling service partners include health departments, and child and family services. Exhibit 7.2 — Counselling and Support Services Offered

53%

31%

34%

7%

43%

39%

50%

6%

26%

38%

44%

50%

0% 20% 40% 60% 80% 100%

Other

Through arrangement with an agencyoutside of the community

Through arrangement with anothercommunity agency

Through arrangement with the Band

Through the school

2006/072005/062004/05


7.3 Other Services Other support services offered by First Nations schools include meal programs, and vision and hearing screening. Close to two-thirds (57%) of responding schools offer a regular breakfast program, as compared to 64% in 2005/06. These programs were offered an average 4.92 days per week—as compared to an average 4.22 days per week offered in 2005/06. In 2006/07, four-in-five (83%) of schools that offer a breakfast program do so in collaboration with funding from another source, as compared to 61% in 2005/06. In addition to breakfast, some 59% of responding schools offer lunch programs, as compared to 46% in 2005/06. On average, lunch is offered 3.89 days per week—as compared to an average 4.13 days per week offered in 2005/06. Similar to the breakfast programs, 87% of the schools that offer a lunch program do so in collaboration with funding from another source. In 2005/06, three-quarters (77%) of lunch programs were offered in collaboration with funding from another community agency. Two-thirds (64%) of the responding schools report they offer vision screening — similar to 2005/06 (68%). Most schools offer the service to students of all ages, primarily through local health services e.g., community health services, Band health services and/or health units. Just over two-thirds (68%) of the responding schools report they offer hearing screening as compared to 64% in 2005/06. As with vision screening, the service is mostly offered to all students through their local health services. Exhibit 7.3 — Meal Programs, Vision and Hearing Screening

64%

68%

46%

64%

68%

64%

59%

57%

0% 20% 40% 60% 80% 100%

Hearingscreening

Vision screening

Lunch program

Breakfastprogram

2006/072005/06


Appendix A — Background and Rationale for the FNSA School Measures and Data Collection Project15

1. Project Background: The Need for This Work This project was undertaken for a number of reasons. Primarily, the project was designed in response to needs expressed by First Nations schools themselves. Through a number of FNSA sponsored initiatives, First Nations schools highlighted a need for greater attention to ways in which First Nations schools can measure student progress and use data to track program and school effectiveness. The FNSA was therefore directed to collect and share information about types of measures that First Nations schools might find appropriate and meaningful. In addition to data collection for the purposes of effective planning, clear measures of school effectiveness can contribute to efforts to clearly demonstrate the quality of First Nations schools’ programming. To date, it has been unclear what measures First Nations schools are using to measure growth, and there has been no standardization in the types of data being collected. This situation has somewhat limited the ability of First Nations and the FNSA to highlight the important work being done in First Nations schools. In addition, several schools have suggested that the availability of standardized measures would assist them in their efforts to maintain accountability to their communities and to funding agencies. First Nations schools also wanted to respond to increasing pressure for evidence that First Nations students are being provided quality educational opportunities. First Nations schools felt it was important to respond to questions about their programming using substantive data and clear measures that they selected themselves. In that way they could ensure that the measures used were appropriate for their situations and communities. In response to all of those issues, in 2003 the FNSA membership approved a project that involved several steps.

• The FNSA undertook research to explore ways to measure student progress and effectively collect, analyze, and use data to inform school growth and programming.

• The FNSA shared those research results in a series of consultation workshops held in

different parts of the province. First Nations school representatives were asked to review information about the types of data and measures being used in a variety of educational settings, and to make recommendations on ways to address the needs of First Nations schools specifically. The workshop participants were also asked to provide feedback regarding a proposed framework for standardized data collection, and the potential role of the FNSA in managing the overall compilation and release of data from First Nations schools.

15 This Appendix is an excerpt from “The First Nations Schools Association School Measures and Data Collection Project: Results of the 2004/2005 Pilot Project.” Draft Report for Presentation at the FNSA Annual General Meeting, April 2005. _____________________________________________________________________________________________ Third Annual FNSA School Measures and Data Collection Project 2006/07 — FINAL REPORT 26

• The results of the research and consultations, as well as the data collection framework,

were presented at the 2004 FNSA Annual General Meeting (AGM), where the FNSA membership approved the use of the framework in a pilot project.

2. The Approved Framework The framework designed for this project is based upon a belief that accurate information and data can help educators decide what actions to take to improve instruction and schools. Data can provide substantive evidence of what is happening in schools, which can help educators to monitor the success of their programs, make informed choices, and use resources more effectively. Data can also help people to better understand the challenges schools face, which can facilitate more meaningful dialogue about how to collectively support schools. A. Project Assumptions In addition, the framework created for this pilot project was created to reflect the following assumptions. •

•

•

•

The FNSA maintains that any data collection efforts must not be directed toward monitoring First Nations schools’ success in meeting arbitrary “targets” and/or identifying “good” and “bad” schools. There is no intention to tie school results to consequences, such as funding or “certification” decisions. Rather, the emphasis of this project is meant to be school growth over time, and identifying ways to support schools that may be experiencing difficulties in specific areas.

A central component of this project is an acknowledgement that First Nations schools are responding to a long history of difficult issues, and many of the schools have been operating and responding to those issues for relatively short periods to time. A large proportion of the schools are situated in very isolated areas with high rates of unemployment and generally low-incomes. Most First Nations schools also enroll relatively high numbers of students with special needs. Many parents of students in First Nations schools face unique and significant barriers to becoming involved in school activities and/or creating stimulating home-learning environments, which can significantly affect student achievement levels. In addition, in spite of the tremendous challenges they face, First Nations schools receive extremely limited funding. It is to be expected that measures of student performance for First Nations schools may reflect those realities.

A key aspect of effectively using measures to create improvement plans relates to basing data collection and accountability mechanisms on clear expectations. First Nations schools were created to provide unique, culturally sensitive education settings that reflect and respect the particular needs of the First Nations students and communities they serve. As such, the values and expectations of First Nations schools are not necessarily directly comparable to other schools and school systems. Given that situation, it would be inappropriate to impose on them standards and data collection mechanisms that have not been designed to reflect the special environments that First Nations schools offer. Instead, considerations of measurements and data use in First Nations schools must be founded upon the distinct standards those schools embrace.

It is also important to rely on a range of data and indicators in interpreting the effectiveness of school programming and planning for school improvement. Student achievement data,


satisfaction surveys, descriptions of school processes, and demographic information all can be valuable for school planning

•

•

The framework designed for this project is intended to create a safe environment for data collection by carefully managing the release of the information collected and promoting a focus on school growth and program planning. In this way, the FNSA hopes to create trust and build support over time by demonstrating that the data can be used without blame.

The data that are collected must be used in meaningful ways if the efforts to collect it are to be worthwhile. As this work continues, the FNSA plans to work with First Nations schools to ensure that the project information is used to identify appropriate programs and activities that can be implemented at both the school and provincial level.

B. The Framework Establishing appropriate measures first and foremost should be founded upon clear expectations of what schools and students should achieve. For First Nations schools, this is a particularly important issue, as the schools were generally created specifically to reflect the unique goals of First Nations communities and parents. Therefore, for the purpose of an FNSA data collection initiative, it was important to design a framework based upon a celebration of what makes First Nations schools unique. This project is based upon an assumption that First Nations schools are different, special places, and that the difference in the schools results in a benefit for students. Furthermore, collecting and sharing data related to the uniqueness of First Nations schools will demonstrate that students are being successful in those settings, and will also identify areas for improvement that reflect the goals that First Nations communities have for their own schools and students. To establish the framework, the following questions were asked.

1. What is unique about First Nations schools, and what do First Nations communities want their children to achieve?

2. In other words, what standards have First Nations schools set for themselves?

The FNSA previously considered in detail the expectations for First Nations schools, as highlighted in the publication “Reaching For Success: Considering the Achievements and Effectiveness of First Nations Schools (1998).” That paper shares the results of a consultation process that involved First Nations representatives collectively defining standards for First Nations schools. Those standards were approved as a reasonable basis for this project’s data collection framework. C. Standards Reaching for Success identifies the following expectations, or standards, for First Nations schools. • Schools that foster a supportive environment in which students have a chance to expand to

their full potential, and in which children are secure and happy _____________________________________________________________________________________________ Third Annual FNSA School Measures and Data Collection Project 2006/07 — FINAL REPORT 28

• Schools that ensure children know who they are. • Schools that help their children to develop the numeracy, literacy, and other academic skills

they need to succeed. • Schools that honour parental and community involvement in education, as “education is the

basis of a peaceful community, and Elders, adults and children are not separate.” Reaching for Success also asserts that schools should strive to create a unique environment focused on the following beliefs. • The teaching of First Nations languages and cultures is crucial. • First Nations students must be supported in developing a positive notion of who they are as

First Nations people. • Meeting the needs of all children must be central (including children with special needs). • First Nations schools must provide nurturing environments for children. • First Nations schools must teach children the necessary numeracy and literacy skills. • First Nations schools operate within a community context. • Parental and family involvement are critical to school and student success. • First Nations schools should strive to maintain effective school staffs, including opportunities

for teacher education and training. Using those “standards” as broad categories, the participants in the 2004/2005 consultation workshops were asked to identify a number of indicators that could be used to show how well First Nations schools are reflecting the expectations. Once a comprehensive list was created, the workshop participants were asked to highlight three to four priority indicators in each category, as listed below.


D. Indicators First Nations Language and Culture • percentage of schools that have a First Nations Language and Culture program • percentage of schools that report having Language and Culture integrated across the

curriculum • amount of time students spend in language and culture class • parent survey results – are you satisfied with your children’s learning? • student survey results … are you learning about your language and culture? Meeting the Needs of All Children • rely on the significant special education data that is already being provided by First Nations

schools and collected by the FNSA • parent satisfaction surveys – does your child feel like a part of the school? • student satisfaction surveys – do you feel respected at school? … Providing a Nurturing Environment for Children • attendance data • lateness data • percentage of schools using various methods of dealing with behaviour • parent satisfaction survey – do you feel that your children are safe at school? do you feel

that your children are respected at school? • student satisfaction survey – do you feel safe at school? do your teachers care about and

respect you? • percentage of schools offering breakfast/lunch programs • teacher retention data Working Within a Community Context • percentage of schools that are governed by a community-based governing agency • percentage of schools with each type of school governing agency • number of work experience opportunities provided to students • number of meetings held with other community agencies • parent and student satisfaction surveys – is the school a part of your community? Promoting Parental and Family Involvement • attendance at parent/teacher interviews • data on school reporting to parents • parent satisfaction survey School Staffing • student:teacher ratios considered along an age/grade continuum • percentage of teachers who have taken training/a course on First Nations issues? • number of support staff working in the school


• teacher retention data • principal retention data First Nations children who feel good about who they are … • student survey questions • parent survey questions • attendance rates Children who have the skills they need to succeed Literacy skills • testing data, used to show growth • student and parent satisfaction survey • percentage of communities offering early literacy programs • reading programs offered in the school Numeracy skills • testing data, used to show growth Other • graduation rates (where relevant) • student and satisfaction survey – preparation for post-secondary education and

employment Data Collection Instrument The workshop participants agreed that the FNSA should use the selected indicators to design a detailed questionnaire for First Nations schools, as well as surveys for students and parents. At the workshops, the FNSA was directed to share those data collection instruments in a pilot project in the 2004/2005 school year, in order to gather preliminary information to demonstrate the project’s effectiveness and to test the questionnaires and surveys. That initiative was subsequently approved at the 2004 FNSA Annual General Meeting, and the results of the project are outlined below.


Appendix B — First Nations Schools Responding to the FNSA School Measures and Data Collection Project – By Region

2004/05 2005/06 2006/07

Region # of. schools

% of schools

# of schools

% of schools

# of schools

% of schools

Gitskan/Wet’suwet’en 0 0 % 4 14% 4 8%

Haida/Tsimshian/Haisla/Nisga’a 0 0 % 1 3% 4 8%

Kaska/Dene/Tahltan/Tagish/Inland Tlinglit

5 14 % 2 7% 4 8%

Kootenay/Okanagan 4 12 % 2 7% 6 11%

Kwakiutl/Heiltsuk/Nuxalk/Oweekeno 7 20 % 4 14% 5 9%

Nuu-chah-nulth/Coast Salish 7 20 % 9 31% 14 26%

Secwepemc/Stl'atl'imc/Nlaka'pamux 7 20 % 4 14% 14 26%

Tsilqot'in/Carrier/Sekani 5 14 % 3 10% 2 4%


Appendix C — Student and Parent Survey Results — 2004/05 to 2006/07

Student and Parent Survey Results — Summaries16

This project distributed surveys to students and parents to gather information about how First Nations schools are perceived. Perceptions data should be considered with some caution, as it is not always an accurate reflection of a school’s achievements. Numerous factors can influence perceptions, including communications and current community issues. However, the data can be useful as a measure of school performance, if it is interpreted within the context of other information and indicators. A few interpretation notes:

1. Over the past three years, some of the question wordings are slightly different e.g., “school staff respects my child” vs. “school staff treats my child with respect.” The questions are similar in intent—the results summaries that follow present the 2005/06 (middle year) wording.

2. Six schools submitted their responses to this project using FNSA School Assessment17 forms (instead of the FNSA School Measures and Data Collection instruments). Again, some questions in the Assessment questionnaires are worded slightly differently.

3. For all survey summaries presented on the following pages, percentages represent: (Positive Responses) / (Positive + Neutral + Negative)

4. All responses were scored as Percentage Positive, defined as: “Yes” / (“Yes” + “Sometimes” + “No”); or (“Strongly Agree” + “Agree”) / (“Strongly Disagree” through “Strongly Agree”)

5. “Don’t Know”, blank, etc., were excluded. 6. Responses where the percentage was based on fewer than 5 responses are

suppressed (both to protect anonymity and to exclude potentially misleading results). 7. Bottom line or Average percentages are un-weighted; they are the average of all

participating schools, not all participating students or parents.

16 In 2004/05 and 2005/06 these same student and parent questionnaires were referred to as “Perceptions Surveys.” 17 The FNSA’s School Assessment initiative was taking place concurrent to this project. _____________________________________________________________________________________________ Third Annual FNSA School Measures and Data Collection Project 2006/07 — FINAL REPORT 33

FNSA Primary Students Survey Summary (Kindergarten - Grade 3)

2004/05 2005/06 2006/07

N = 625

1. I am getting better at reading 89 % 90 % 84 %

2. I am getting better at writing 82 % 89 % 84 %

3. I am learning about my culture 84 % 87 % 83 %

4. I am learning my First Nations language 85 % 94 % 86 %

5. I am getting better at math 94 % 94 % 86 %

6. I feel good when I am at school 88 % 90 % 82 %

7. I feel safe at school 90 % 87 % 82 %

8. My teacher cares about me 92 % 88 % 90 %

9. Adults in the school treat me fairly 88 % 87 % 84 %

10. I like school 91 % 90 % 85 %


FNSA Elementary Students Survey Summary (Grades 4 – 7) At school …

2004/05 2005/06 2006/07

N = 557

1. I am getting better at reading 76 % 89 % 84 %

2. I am getting better at writing 76 % 87 % 78 %

3. I am learning about my culture 74 % 86 % 77 %

4. I am learning my First Nations language 75 % 87 % 83 %

5. I am getting better at math 78 % 87 % 78 %

6. I feel good when I am at school 64 % 82 % 59 %

7. I feel safe at school 76 % 83 % 70 %

8. My teacher cares about me 83 % 74 % 83 %

9. Adults in my school treat me fairly 70 % 75 % 71 %

10. My school is an important part of my community 84 % 82 % 91 %

11. I like school 63 % 81 % 59 %


FNSA Secondary Students Survey Summary (Grades 8 – 12)

2004/05 2005/06 2006/07

N = 378

At school, I am developing knowledge and skills in:

1. Writing 80 % 73 % 72 %

2. Reading 76 % 74 % 74 %

3. My culture 63 % 47 % 68 %

4. My First Nations language 54 % 47 % 57 %

5. Math 78 % 72 % 75 %

At school:

6. I am satisfied with what I am learning. 81 % 69 % 71 %

7. I am learning how to stay healthy. 60 % 54 % 62 %

8. I feel safe at school. 76 % 70 % 72 %

9. Other students treat me with respect. 70 % 66 % 66 %

10. School helps me feel good about who I am. 67 % 54 % 65 %

11. School staff cares about me. 73 % 60 % 74 %

12. School staff treats me with respect. 69 % 62 % 79 %

13. School is helping me prepare for a job in the future. 78 % 77 % 81 %

14. School is helping me prepare for post- secondary education (for example, college, university, trade school). 84 % 73 % 76 %

15. My school reflects the cultural beliefs and values of my community N/A 61 % 71 %

NB: For question 15, the wording of the question was significantly different in 2004/05 and therefore the results are not comparable.


FNSA Parents Survey Summary

2004/05 2005/06 2006/07

N = 795

1. My child is learning to read. 90 % 93 % 90 %

2. My child is learning to write. 90 % 92 % 91 %

3. My child is learning our First Nations language. 76 % 89 % 79 %

4. My child is learning about our culture. 74 % 87 % 78 %

5. My child is learning about math. 89 % 94 % 91 %

6. My child is learning to stay healthy. 88 % 91 % 85 %

7. I am satisfied with what my child is learning at school. 84 % 94 % 83 %

8. I feel that my child is safe at school. 81 % 93 % 78 %

9. At school, my child is protected from being bullied, teased, or picked on. 62 % 79 % 59 %

10. School staff cares about my child. 90 % 89 % 89 %

11. School staff respects my child. 91 % 88 % 89 %

12. I feel welcome at my child’s school. 92 % 95 % 90 %

13. My child’s school reflects the cultural beliefs and values of our community. N/A 91 % 84 %

NB: For question 13, the wording of the question was significantly different in 2004/05 and therefore the results are not comparable.


FNSA Adult Student Survey Summary

2005/06* 2006/07

N = 105

I am developing my knowledge and skills in …

1. My culture 83 % 83 %

2. My First Nations language 77 % 78 %

3. Reading 94 % 87 %

4. Writing 90 % 89 %

5. Math 79 % 81 %

6. I am satisfied with what I am learning in the program. 81 % 88 %

7. I have access to a range of courses that will allow me to pursue my goals. 73 % 87 %

8. The program promotes self-esteem. 73 % 83 %

9. The program staff cares about and supports students. 83 % 90 %

10. What I am learning in the program is relevant. 83 % 88 %

11. I am encouraged to think about my future plans and goals. 92 % 93 %

12. I am satisfied with my opportunities to develop my leadership skills. 81 % 85 %

13. My program reflects the cultural beliefs and values of our community.

69%

80%

* NB: The adult student results were suppressed in 2005 due to a low response rate that threatened confidentiality.


annual school measures and data collection project · exhibit 2.1 — response summary exhibit 3.1...

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