INSTITUTE SURVEY
First Nations Schools Association
Sixth Annual
School Measures and Data Collection Project 2009/10
Final Report
March 31, 2010
Tindall Consulting
in association with
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Table of Contents
EXECUTIVE SUMMARY
1. Introduction ...........................................................................................................................1
2. Methodology..........................................................................................................................3
2.1 Approach 3
2.2 Response Summary 4
3. Who Responded....................................................................................................................6
1. Schools 6
2. Students 9
3. Parents 10
4. Recognition of Local First Nations Authority.....................................................................11
1. School Governance 11
2. Presence of First Nations Staff 12
3. Enrolment of First Nations Students 14
4. Parent, Student and Adult Learner Perceptions of
Local First Nations Authority 15
5. Cultural Relevance ...............................................................................................................17
1. First Nations Language and Culture Programs 17
2. Perceptions of First Nations Culture and Language 23
3. Perceptions of School Environment 26
6. Literacy and Numeracy.........................................................................................................28
1. Reading and Math Programs Used On a Grade-Wide Basis 28
2. Strategies to Increase Student Success 31
3. Student Performance in Reading and Math at Grade Level 33
4. Determining Reading and Math Performance 35
5. Student and Parent Perceptions of Quality Education 37
7. Other Aspects of Quality Education .....................................................................................39
7.1 School Administrators 39
7.2 Parental Involvement and Communications 40
7.3 Student Support Programs 41
7.4 Student Absenteeism and Lateness 44
7.5 Student Graduations (Age 18 and under) 45
7.6 Adult Learner Perceptions of Quality Education 46
8. Integration of Services ........................................................................................................48
8.1 Cooperative Work 48
8.2 Counselling and Social Support Services 49
8.3 Other Services 50
8.4 Adult Learner Funding Support 52
LIST OF EXHIBITS
Exhibit 2.1 — Response Summary 5
Exhibit 3.1 — Certified Educators’ Years with School 7
Exhibit 3.2 — Non-BCCT-Certified Staff 8
Exhibit 3.3 — Kinds of Students in Responding Schools 9
Exhibit 4.1 — Community-Based Agencies that Govern Schools 12
Exhibit 4.2 — BCCT-Certified First Nations Educators 13
Exhibit 4.3 — Non-BCCT-Certified Staff who are First Nations 14
Exhibit 4.4 — Perceptions of Local First Nations Authority 15
Exhibit 5.1 — Integration of First Nations Language and Culture 18
Exhibit 5.2 — Satisfaction with Language and Culture Resources 19
Exhibit 5.3 — Average Hours Per Week in Language and Culture Classes 21
Exhibit 5.4 — Other Ways Students Learn Language or Culture 22
Exhibit 5.5 — Perceptions of First Nations Culture and Language in Schools 24
Exhibit 5.6 — Perceptions of School Environment 26
Exhibit 5.7 — Percentage of Secondary Students Who Agree with the Statement
“I feel safe at school” 27
Exhibit 6.1 — Reading Programs Used by Nursery/Kindergarten Schools 28
Exhibit 6.2 — Reading Programs Used at the Elementary Level 29
Exhibit 6.3 — Reading Programs Used at the Secondary Level 30
Exhibit 6.4 — Elementary Math Programs Used by Schools 30
Exhibit 6.5 — Secondary Math Programs Used by Schools 31
Exhibit 6.6 — Student Performance at Grade Level - Reading 33
Exhibit 6.7 — Student Performance at Grade Level - Math 33
Exhibit 6.8 — Students Performing at or Above Grade Level in Reading 34
Exhibit 6.9 — Students Performing at or Above Grade Level in Math 35
Exhibit 6.10 — Tests Used to Determine Reading and Math Performance 36
Exhibit 6.11 — Perceptions of Quality Education 38
Exhibit 7.1 — Responsibility for School Administration/Leadership 39
Exhibit 7.2 — Allocation of Administrators Time 40
Exhibit 7.3 — Methods Used to Address Behavioural Problems 43
Exhibit 7.4 — Reported Rates of Median Student Absenteeism 44
Exhibit 7.5 — Reported Rates of Median Student Lateness 45
Exhibit 7.6 — School Age Student Graduations 46
Exhibit 8.1 — Agencies Schools Work With 49
Exhibit 8.2 — Counselling and Support Services Offered 50
Exhibit 8.3 — Meal Programs, Vision and Hearing Screening 51
Exhibit 8.4 — Sources of Adult Learner Funding Support – Studies 52
Exhibit 8.5 — Sources of Adult Learner Funding Support – Living Expenses 53
LIST OF APPENDICES
Appendix A Background and Rationale for the FNSA School Measures
and Data Collection Project 54
Appendix B First Nations Schools Responding to the FNSA School Measures
and Data Collection Project — By Region 60
Appendix C Parent, Student and Adult Learner Survey Results
—2007/08 to 2009/10 61
Appendix D Adult Learner Survey Respondents Profile 71
EXECUTIVE SUMMARY
1.0 Introduction
The First Nations Schools Association (FNSA) is a non-partisan organization that collaborates with First Nations schools. A registered society and charity, the FNSA is directed by First Nations schools in British Columbia (BC). Currently, 126 First Nations schools are members.
Now in its sixth consecutive year, the FNSA School Measures and Data Collection Project (“the Project”) conducts surveys of schools, students and parents. The Project was undertaken in response to needs expressed by First Nations schools. Specifically, the Project collects 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 sixth year of research (2009/10). 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. The Project also advances the Vision created by the FNSA membership and Board in 2008 which states that:
The First Nations Schools Association will collaborate with First Nations schools to create nurturing environments that develop learners' pride and competence in their First Nations language and heritage and will equip them to realize their full potential, within self-governing First Nations communities.
The FNSA’s Mission is encapsulated in the phrase "collaborate, nurture and realize potential".
2.0 Methodology
A phased approach was used in conducting the research. For the third year in a row, the FNSA worked with the Indigenous Adult and Higher Learning Association (IAHLA) to gain insight to adult learners’ educational experiences. For the second consecutive year, a data collection questionnaire was administered that is tailored to schools that offer only nursery/kindergarten programming. Depending on whether the school is K-12 or nursery/kindergarten the survey package received consisted of some of the following:
1. An introductory memo.
2. A school form survey (for K-12 schools).
3. A school form survey (for nursery/kindergarten only schools).
4. A series of student satisfaction surveys (five different questionnaires – one each for kindergarten, primary, elementary, secondary and adult learners).
5. A parent satisfaction survey (for parents of K-12 students).
6. A parent satisfaction survey (for parents of nursery/kindergarten students).
7. Customized tips for administering FNSA student and parent surveys.
Surveys were distributed, returned, entered and analyzed between October 2009 and March 2010.
3.0 Who Responded
Seventy-three First Nations schools returned school forms (53% of all First Nations schools). Fifty-five submitted regular K-12 school forms and 18 submitted the Nursery/Kindergarten forms. One school submitted completed student/parent surveys, but did not submit a school form. A further six schools submitted only adult learner surveys through the IAHLA Data Collection Project. Thus, in total, this report presents findings based on responses from 80 schools (58% of all First Nations schools). Responding First Nations schools are presented, by region, in Appendix B.
| |2009/10 |2008/09 |2007/08 |2006/07 |2005/06 |
| | | | | | |
|Schools Responding (School Forms) |73 |55 |41 |53 |29 |
|Percent of All First Nation Schools |53% |40% |31% |43% |22% |
| | | | | | |
|Students Responding |2079 |1796 |1614 |1710 | |
| Kindergarten |337 |253 | | | |
| Primary[1] |630 |537 |547 |625 | |
| Elementary |593 |534 |536 |557 | |
| Secondary |304 |320 |353 |423 | |
| Adults |215 |152 |178 |105 | |
| | | | | | |
|Parents Responding |909 |742 |907 |795 | |
| Nursery/Kindergarten |153 |84 | | | |
|K-12 |756 |658 | | | |
As well, 2079 students and 909 parents completed surveys (a total of 2988 parent and student responses).
The 73 responding schools employ 350 educators certified by the BC College of Teachers (BCCT). Eight-seven percent (305) of these educators work full-time and 13% (45) work part-time.
The schools employ a total of at least 280.3 full-time equivalents (FTEs). Approximately two-thirds (68%) of the responding schools have five or fewer FTEs[2] (including 12 nursery/kindergarten schools with no BCCT-certified educators), 16 (22%) have between five to ten FTEs, and four (4%) have more than ten FTEs (four schools did not provide an FTE count).
Forty-five percent of First Nations schools educators have five years or more experience with their schools. Collectively, more than one-third (37%) of educators have been with their schools one or two school years or are new to their schools this year.
Responding schools reported the highest level of education for 176 BCCT-certified educators. Sixty-nine percent of these First Nations schools educators have Bachelor’s degrees, 13% have post-baccalaureate degrees/diplomas, 18% have Master’s degrees and 1% have Doctoral degrees.
In 2009/10, 729 non-BCCT-certified staff are reported to be working in the schools – mostly full-time (67%) as compared to part-time (33%). Most often, non-BCCT-certified staff are teaching assistants (TAs) (26%), followed by custodians, maintenance or groundskeeping staff (13%), early childhood education (ECE) certified teachers/staff (11%) or language and culture teachers (10%). Staff who are more likely to be working full-time are TAs and early childhood educators.
Schools reported 569 non-BCCT certified staff training experiences. Non-credit workshops are the type of training experience most frequently reported as having been completed (37%) or in progress (7%). Staff training is three times more likely to be completed than in progress.
One-fifth (18%) of First Nations schools report having library staff: six schools (8%) report having part-time library staff and seven schools (10%) report having one or two full-time library staff. Seven schools with a teacher-librarian reported on how much of their time is assigned to the school library. These schools reported an average FTE of 0.56 for this position. Eight schools with non-BCCT certified library staff reported on how much of their time is assigned to the school library. These schools reported an average FTE of .96 for these positions.
The Project asked the question “what kinds of students are in your school in 2009/10?” Responses illustrate that responding First Nations schools are comprised of a mix of student ages and grade levels. Eighteen schools responded using the N/K school form and thus are assumed to have only nursery/kindergarten students.
4.0 Recognition of Local First Nations Authority
For the first time, First Nations schools were asked to identify all of the community-based agencies that govern their schools. Respondents were then asked to identify the agency which best describes the group to whom the school directly reports. (In previous years, schools were asked to identify one agency which best described the type of community-based agency that governed their schools). Seventy-three percent of responding schools report that their Chief and Council governs their school. One-third (34%) of schools report Band Education Directors govern their schools. Two-fifths (42%) report either Appointed (21%) or Elected (21%) Boards or Education Committees govern their schools.
Among 322 BCCT-certified educators who work in the responding schools, 118 (37%) are First Nations.
Many educators have taken dedicated training on First Nations education. On average, each BCCT-certified educator has completed 1.8 types of such training. Types of training range from non-credit workshops (62%), to graduate university level courses, programs or degrees (14%), to First Nations language teacher certification (7%).
Among 567[3] of the 729 non-BCCT-certified staff members working in the schools, 78% are First Nations.
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 age[4] students enrolled who are not eligible for INAC Nominal Roll funding: 18 schools indicate they enroll Nation members who live outside the community; 17 schools enroll First Nations students who are not from their Nation and who did not live in a First Nations community; and, 26 schools enroll non-First Nations students.
Detailed comparisons of student and parent survey results from 2007/08 through 2009/10 are presented in Appendix C. Generally, students of all ages, as well as parents, agree that their school is an important part of their community or reflects the cultural beliefs and values of their community.
5.0 Cultural Relevance
Almost all responding schools report they either have, or are planning, opportunities for students to learn about their Nation’s language, culture or traditions (1% did not respond). For example, 47% of the 55 responding schools offer distinct language and culture classes with some content in other areas. Sixty-four percent of schools offer more language and culture programming than this; 51% offer less.
Some schools offer two types of language and culture programming. For example, a school may offer immersion for lower levels (nursery/kindergarten) and alternate programming for older students. In 2009/10, for the first time, multiple responses from each school are included in the analyses. Some schools reported using multiple approaches at a single student level. For example, they reported beginning new language and culture programs with grades already participating in distinct language and culture classes.
Sixty-one percent of responding schools are somewhat or quite satisfied with the amount of First Nations language and culture teaching resource materials available in their school. Two-in-five (38%) respondents are dissatisfied or very dissatisfied.
A few schools (6) provided multiple satisfaction ratings for their language and culture programming. In 2009/10, for the first time, multiple responses from each school are included in the analyses.
Schools were asked in what other ways their students learn and practice their language or culture. In more than one-half of the schools, students learn through informal interactions with teachers (62%), through daily student directions given by teachers e.g., to “line up” or “sit down” (58%) and/or through art and music classes (51%). Other ways include visits by Elders and artists, morning circles/assemblies, community events/celebrations and field trips.
Generally, students and parents perceive that First Nations culture and language programming is evident in their schools.
6.0 Literacy and Numeracy
Responding schools use both reading and math programs and approaches on a grade-wide basis.
Schools described many strategies they use to increase student success in literacy and numeracy including:
|Strategies to Increase Student Success |
| | |
|small groups |buddy reading |
|ability groups |one-on-one teaching |
|small class sizes |pull out learning assistance |
|teacher assistants/aides |teaching at level regardless of grade |
|daily practice |sound/letter/number awareness and recognition |
|home reading |frequent assessment |
Early literacy[5] programs are reported by 81% of responding schools. One-half (51%) of responding schools indicate they or their communities have a Head Start program in place.
Student and parent rankings regarding quality of education in 2009/10 are fairly consistent with the previous three years’ results. Overall, respondents appear satisfied with the quality of education they and their children receive.
7.0 Other Aspects of Quality Education
In Kindergarten-Grade 12 schools, principals are most often (75%) the individual responsible for school administration/leadership. In Nursery/Kindergarten only schools, Early Childhood or Head Start program supervisors are most often (83%) the individual responsible for school administration/leadership.
|Responsibility for School Administration/Leadership | |
| |2009/10 |
|Kindergarten-Grade 12 Schools | |
|Principal |75% |
|Education Director |20% |
|Administrator (Not BCCT-Certified Educator) |13% |
|Co-Principals or Principal and Vice-Principal |11% |
|Head Teacher |7% |
|Teacher |7% |
|Other |5% |
| | |
|Nursery/Kindergarten Only Schools | |
|Supervisor of Early Childhood or Head Start Program |83% |
|Program Manager/Director |50% |
|Administrator/Principal |33% |
|Teacher |22% |
|Administrator/Principal (BCCT-Certified Educator) |6% |
|Other |17% |
Seventy-four percent of these school administrators work full-time and 21% work part-time[6]. School administrator FTEs averaged .70 FTEs per school. These FTEs were higher for K-12 school administrators (.77 FTE) than for N/K only schools (.47 FTE).
Most administrators’ time is spent on day-to-day administration (34%), followed by classroom teaching (25%).
77% of the 73 responding schools report holding parent/teacher interviews. With regard to frequency, 34% hold two sessions, and 21% hold three sessions per school year.
Forty percent (22) of K-12 schools report they hold student-led or joint parent/teacher/student conferences.[7] Twenty-two percent hold one session and 7% hold two sessions per year.
Thirty-six percent (20) of K-12 schools report they hold student/teacher conferences.[8] With regard to frequency, 9% hold two sessions and 13% hold three sessions per year.
Almost two-thirds (62%) of schools prepare report cards three times per year, followed by 11% reporting four times per year.
Fifty-eight percent (14 of 24) of secondary and secondary/elementary schools, and 50% (2 of 4) of adult schools offer a work experience program.
Sixty-three percent (15 of 24) of secondary and secondary/elementary schools, and 75% (3 of 4) of adult schools offer pre-employment courses e.g., First Aid, Food Safe, etc.
One-quarter of responding schools have student councils.
The main methods used to address behavioural problems are parental support (60%), assessment and referral (60%) as well as assignment of one-on-one support (58%).
First Nations schools offer a range of support services to adult learners including day care, counselling and employment support.
Typically, 50% or more students were absent for more than ten days in the previous year. Preschool, kindergarten and grade eight to 12 students had the highest rates of absenteeism
About half the students (50% or more) were late ten days or less in the previous year. However, 60% of grade eight to 12 students were reported as late 21 or more days.
In the previous school year (2008/09):
• eight schools reported their students completed 28 Dogwood diplomas
• six schools reported their students completed 14 School Leaving Certificates
• one school reported its students completed 10 First Nations graduation certificates (post-secondary recognized)
Generally speaking, adult learners’ perceptions of quality education are lower in 2009/10 compared to 2008/09 and 2007/08. This may be as a result of the mix of students/schools responding this year or a result of less positive perceptions/experiences.
8.0 Integration of Services
The agencies and individuals schools most often work with are the First Nations Schools Association (97%) and the First Nations Education Steering Committee (96%).[9] Community health nurses (93%) and community health representatives/workers (92%) were the next most likely agencies to work with schools, followed by traditional spiritual advisors and Elders, public school district or schools and social development departments.
Eighty-seven percent of responding K-12 schools offer counselling services to students, often in cooperation with a community partner.
Just over three-in-five (62%) of responding schools offer a regular breakfast program. Eighty-nine percent of responding nursery/kindergarten schools offer a regular snack program. Sixty-two percent of responding schools offer lunch programs.
About two-thirds (66%) of responding schools report they offer vision screening. Three-in-five (59%) responding schools report they offer hearing screening.
Band funding is adult learners’ most frequently cited source for funding their studies. Two-thirds (63%) of adult learners report funding their studies in this way.
Social assistance is adult learners’ most frequently cited source for funding their living expenses. Thirty-five percent of adult learners report funding their studies in this way. In 2009/10, adult learners were asked “where do you live when you are not studying at this institute?” Four-in-five (82%) respondents live in the same community.
1.0 Introduction
The First Nations Schools Association (FNSA) is a non-partisan organization that collaborates with First Nations schools. A registered society and charity, the FNSA is directed by First Nations schools in British Columbia (BC). Currently, 126 First Nations schools are members.
Now in its sixth consecutive year, the FNSA School Measures and Data Collection Project (“the Project”) conducts surveys of schools, students and parents. The Project was undertaken in response to needs expressed by First Nations schools. Specifically, the Project collects 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 sixth year of research (2009/10). 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. The Project also advances the Vision created by the FNSA membership and Board in 2008 which states that:
The First Nations Schools Association will collaborate with First Nations schools to create nurturing environments that develop learners' pride and competence in their First Nations language and heritage and will equip them to realize their full potential, within self-governing First Nations communities.
The FNSA’s Mission is encapsulated in the phrase "collaborate, nurture and realize potential".
The data collected in past years has assisted 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.
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 is structured to highlight FNSA’s guiding principles one, two, and three in particular, as they best reflect the scope of the Project.
2.0 Methodology
2.1 Approach
In early October 2009, the Director, FNSA, sent out an Early Notice to Principals, Administrators and Head Teachers to inform them the Sixth Annual School Measures and Data Collection Questionnaire would be distributed in mid-October. The week of October 12, 2009, 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 16, 2009.
For the second year in a row, a data collection questionnaire was administered that is tailored to schools that offer only nursery/kindergarten programming. Schools with students at kindergarten level or lower only were asked to use the Nursery/Kindergarten (N/K) school form. Schools with nursery/kindergarten and grade one or older students were asked to use the regular K-12 school form used in previous years. Depending on whether the school is K-12 or nursery/kindergarten the survey package received consisted of some of the following:
1. An introductory memo.
2. A school form survey (for K-12 schools).
3. A school form survey (for nursery/kindergarten only schools).
4. A series of student satisfaction surveys (five different questionnaires – one each for kindergarten, primary, elementary, secondary and adult learners).
5. A parent satisfaction survey (for parents of K-12 students).
6. A parent satisfaction survey (for parents of nursery/kindergarten students).
7. 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.
|Survey name/type |Methods of completion |Ways data submitted |
|School form |Principal/Administrator/Head Teacher/ |by e-mail, by regular mail, or |
|(K-12 or N/K) |Early Childhood Program Supervisor/Manager completed |by fax |
| |electronically (MS Word) or as a paper version | |
|Student surveys |Students at varying grade levels completed paper versions and |by regular mail or fax |
| |handed back to school staff |Adult learners could also |
| | |submit online |
|Parent surveys |Parents completed paper versions and handed back |by regular mail or fax |
| |to school staff | |
For the third year, the FNSA worked with the Indigenous Adult and Higher Learning Association (IAHLA) to gain insight to adult learners’ educational experiences. The adult learner survey contained in the FNSA parent/student survey package was also administered to adult learners as part of this years’ IAHLA Data Collection Project. IAHLA surveyed First Nations institutes and adult learners during the same timeframe as this FNSA Project. In situations where a school received surveys from both IAHLA and FNSA, some chose to complete both surveys and others chose to complete only one.
All completed surveys (from schools, students and parents) were gathered by December 18, 2009. Completed surveys were sent directly to Tindall Consulting via either the FNSA School Measures and Data Collection Project Post Office box, a fax line, online or to an e-mail address. Then, Tindall Consulting[10] processed the results. This report presents descriptive statistics of the survey responses and, where appropriate, compares the results to previous years’ research findings at the provincial level, demonstrating overall results.
FNSA plans to report on the results of the 2009/10 School Measures and Data Collection Project at the 2010 FNSA Annual General Meeting.
2.2 Response Summary
In 2009/10, 73 First Nations schools returned school forms (53% of all First Nations schools). Fifty-five submitted regular K-12 school forms and 18 submitted Nursery/Kindergarten forms. One school submitted completed student/parent surveys, but did not submit a school form. A further six schools submitted only adult learner surveys through the IAHLA Data Collection Project. Thus, in total, this report presents findings based on responses from 80 schools (58% of all First Nations schools). Responding First Nations schools are presented, by region, in Appendix B.
In 2008/09, 55 First Nations schools submitted some or all of the requested school form information (40% of all First Nations schools). Forty-five submitted regular K-12 school forms and 10 submitted N/K forms. A further four schools submitted completed student/parent surveys, but not school forms. A further six schools submitted only adult learner surveys through the IAHLA Data Collection Project. Thus, in total the Project presented findings based on responses from 65 schools (47% of all First Nations schools) in 2008/09.
In 2007/08, 41 First Nations schools submitted some or all of the requested school form information. A further four schools submitted completed student/parent surveys, but not school forms. A further nine schools submitted only adult learner surveys through the IAHLA Data Collection Project.
Exhibit 2.1 — Response Summary
| |2009/10 |2008/09 |2007/08 |2006/07 |2005/06 |
| | | | | | |
|Schools Responding (School Forms) |73 |55 |41 |53 |29 |
|Percent of All First Nation Schools |53% |40% |31% |43% |22% |
| | | | | | |
|Students Responding |2079 |1796 |1614 |1710 | |
| Kindergarten |337 |253 | | | |
| Primary[11] |630 |537 |547 |625 | |
| Elementary |593 |534 |536 |557 | |
| Secondary |304 |320 |353 |423 | |
| Adults |215 |152 |178 |105 | |
| | | | | | |
|Parents Responding |909 |742 |907 |795 | |
| Nursery/Kindergarten |153 |84 | | | |
|K-12 |756 |658 | | | |
In 2009/10, 2079[12] students and 909 parents completed surveys (a total of 2988 parent and student responses).
In 2008/09, 1796 students and 742 parents completed surveys (a total of 2538 parent and student responses). In 2007/08, 1614 students and 907 parents completed surveys (a total of 2521 parent and student responses).
The questionnaires and other data collection instruments used are presented under separate cover in the Sixth Annual FNSA School Measures and Data Collection Project 2009/10 Methodology Report.
3.0 Who Responded
3.1 Schools
In 2009/10, more schools, students and parents responded to the Project than in any previous year. In 2009/10, 73 First Nations schools submitted some or all of the requested school form information—a 53% response rate. Of the 73 responding schools, 18 schools used the Nursery/Kindergarten school form and 55 schools responded using the regular K-12 school form. In addition, one school sent in only student/parent survey responses. A further six schools submitted adult learner surveys through the IAHLA Data Collection Project. Thus, in total, this report presents findings based on responses from 80 schools.
In 2008/09, 55 First Nations schools submitted some or all of the requested school form information—a 40% response rate. In addition, four schools sent in only student/parent survey responses. In 2007/08, 41 First Nations schools submitted some or all of the requested school form information—a 31% response rate. In addition, four schools sent in only student/parent survey responses.
Responding First Nations schools are presented by region in Appendix B.
3.1.1 Educators
In 2009/10, the 73 responding schools employ 350 BCCT-certified educators (332 on-site and 18 off-site e.g., through distance learning or partners). Eighty-seven percent (305) of these educators work full-time and 13% (45) work part-time.
In 2008/09, the 55 responding schools employed 295 BCCT-certified educators (281 on-site and 14 off-site e.g., through distance learning or partners). Eighty-six percent (253) of these educators worked full-time and 14% (42) worked part-time. In 2007/08, the 41 responding schools employed 299 BCCT-certified educators.
In 2009/10, the First Nations schools employ a total of at least 280.3 full-time equivalents (FTEs). Approximately two-thirds (68%) of the responding schools have five or fewer FTEs[13] (including 12 nursery/kindergarten schools with no BCCT-certified educators), 16 (22%) have between five to ten FTEs, and four (4%) have more than ten FTEs (four schools with BCCT-certified educators did not provide an FTE count).
In 2008/09, the First Nations schools employed a total of at least 256.22 full-time equivalents (FTEs). Approximately three-fifths (62%) of the responding schools had five or fewer FTEs (including six nursery/kindergarten schools with no BCCT-certified educator FTEs), 13 (24%) had between five to ten FTEs, and six (11%) had more than ten FTEs (two schools did not provide an FTE count).
In 2009/10, 45% of First Nations schools educators have five years or more experience with their schools. Collectively, more than one-third (37%) of educators have been with their schools one or two school years or are new to their schools this year. The results in 2009/10 are similar to the previous two years.
In 2008/09, 47% of First Nations schools educators had five years or more experience with their schools. Collectively, more than one-third (37%) of educators had been with their schools one or two school years or were new to their schools in 2008/09.
Exhibit 3.1 — Certified Educators’ Years with School
[pic]
In 2009/10, for the first time, schools reported the highest level of education for 176 BCCT-certified educators. Sixty-nine percent of these First Nations schools educators have Bachelor’s degrees, 13% have post-baccalaureate degrees/diplomas, 18% have Master’s degrees and 1% have Doctoral degrees.
3.1.2 Other Staff
In 2009/10, 729 non-BCCT-certified staff are reported to be working in the schools – mostly full-time (67%) as compared to part-time (33%). Most often, non-BCCT-certified staff are teaching assistants (TAs) (26%), followed by custodians, maintenance or groundskeeping staff (13%), early childhood education (ECE) certified teachers/staff (11%) or language and culture teachers (10%). Staff who are more likely to be working full-time are TAs and early childhood educators.
In 2008/09, 518 non-BCCT-certified staff were reported to be working in the schools. Similar to 2009/10 results, most non-BCCT-certified staff were full-time (67%) as compared to part-time (33%). Most often, non-BCCT-certified staff were teaching assistants (TAs) (29%), followed by custodians (14%), early childhood education (ECE) certified teachers/staff (12%) or language and culture teachers (10%). Staff who were more likely to be working full-time were TAs and secretaries.
In 2007/08, 432 non-BCCT-certified staff were reported to be working in the schools – mostly full-time (72%) as compared to part-time (28%).
Exhibit 3.2 — Non-BCCT-Certified Staff
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(1) ECE is Early Childhood Education and DSTC is Developmental Standard Term Certificate.
In 2009/10, schools reported 569 non-BCCT certified staff training experiences. Non-credit workshops are the type of training experience most frequently reported as having been completed (37%) or in progress (7%). The next most commonly reported types of training are Early Childhood Education (ECE) training and formal college training, followed by special education training. The training is three times more likely to be completed than in progress. This means that for every non-BCCT certified staff member who is currently taking training, three have completed training.
In 2009/10, one-fifth (18%) of First Nations schools report having library staff: six schools (8%) report having part-time library staff and seven schools (10%) report having one or two full-time library staff. Seven schools with a teacher-librarian reported on how much of their time is assigned to the school library. These schools reported an average FTE of 0.56 for this position. Eight schools with non-BCCT certified library staff reported on how much of their time is assigned to the school library. These schools reported an average FTE of .96 for these positions.
In 2008/09, one-quarter (24%) of First Nations schools reported having a teacher-librarian: six schools (11%) reported having a part-time librarian and seven schools (13%) reported having a full-time librarian. Ten schools with a teacher-librarian reported on how much of their time was assigned to the school library. These schools reported an average FTE of 0.46 for this position. Similarly, in 2007/08, less than one-third of First Nations schools had a teacher-librarian.
3.2 Students
In 2009/10, 2079 student surveys were received as follows:
• 337 kindergarten students
• 630 primary students (grades one - three)
• 593 elementary students (grades four - seven)
• 304 secondary students (grades eight - 12)
• 215 adult learners
In 2008/09, 1796 student surveys were received. In 2007/08, 1614 student surveys were received.
For the second successive year, the Project asked the question “what kinds of students are in your school in 2009/10?” Responses illustrate that responding First Nations schools are comprised of a mix of student ages and grade levels. In 2009/10, 18 schools responded using the N/K school form and thus are assumed to have only nursery/kindergarten students. In 2008/09, 10 schools responded using the N/K school form.
In 2009/10, 55 schools responded using K-12 forms.
Exhibit 3.3 — Kinds of Students in Responding Schools
| |2009/10 |2008/09 | |
| | | | |
|Schools Responding |55 |45 | |
|(using K-12 School Forms) | | | |
| | | | |
|Kinds of Students in Responding K-12 Schools | | | |
| Preschool |53% |64% | |
| Kindergarten |80% |84% | |
| Elementary (Grades 1 to 7) |78% |84% | |
| Secondary (Grades 8 to 12) |44% |44% | |
| Adults (19 years or older) |24% |31% | |
| |18 |10 | |
|Schools Responding | | | |
|(using Nursery/Kindergarten Forms) | | | |
| | | | |
In 2009/10, a large proportion of schools report having kindergarten (80%) and grade one to seven (78%) students. Fewest schools (24%) report having adult learners.
In 2009/10, in addition to the 215 FNSA adult learners, the concurrent IAHLA Data Collection Project generated 146 returns for a total 361 adult learner responses. Working jointly with IAHLA, these data are helping to generate insights into the perceptions and needs of First Nations adult learners. In 2008/09, 152 FNSA adult learners responded to the surveys. In 2007/08, 178 FNSA adult learners did so.
3.3 Parents
In 2009/10, 909 parents participated in the FNSA School Measures and Data Collection Project. In 2008/09, 742 parents participated and 907 parents completed surveys in 2007/08.
4.0 Recognition of Local First Nations Authority
The FNSA’s Vision created by the FNSA membership and Board states that:
The First Nations Schools Association will collaborate with First Nations schools to create nurturing environments that develop learners' pride and competence in their First Nation’s language and heritage and will equip them to realize their full potential, within self-governing First Nations communities.
This Vision supports the FNSA’s guiding principle to “recognize and respect First Nations authority in regard to the control of and jurisdiction for First Nations education...”. The Project examined several aspects of local authority.
4.1 School Governance
In 2009/10, for the first time, First Nations schools were asked to identify all of the community-based agencies that govern their schools. Respondents were then asked to identify the agency which best describes the group to whom the school directly reports. (In previous years, schools were asked to identify one agency which best described the type of community-based agency that governed their schools).
In 2009/10, 73% of responding schools report that their Chief and Council governs their school. One-third (34%) of schools report Band Education Directors govern their schools. Two-fifths (42%) report either Appointed (21%) or Elected (21%) Boards or Education Committees govern their schools.
Seventy of the 73 responding schools identify a single agency that best described the group to whom the school directly reports. In nine instances these are groups not identified previously as an agency governing the schools. In the remaining 61 schools they are groups who are either the sole governance agency or one of multiple agencies. Thirty-eight percent of responding schools directly report to their Chief and Council, 25% to Band Education Directors and 24% to either Appointed (8%) or Elected (16%) Boards or Education Committees.
Exhibit 4.1 — Community-Based Agencies that Govern Schools
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4.2 Presence of First Nations Staff
In 2009/10, whether or not BCCT-certified educators are First Nations is reported for 322 of the 350 BCCT-certified educators at responding First Nations schools. Among these 322 BCCT-certified educators who work in the responding schools, 118 (37%) are First Nations.
In 2008/09, whether or not BCCT-certified educators were First Nations was reported for 272 of the 295 BCCT-certified educators at responding First Nations schools. Among these 272 BCCT-certified educators who work in the responding schools, 117 (43%) were First Nations. In 2007/08, 97 (36%) of BCCT-certified educators were First Nations.
Exhibit 4.2 — BCCT-Certified First Nations Educators
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In 2009/10, many educators have taken dedicated training on First Nations education. On average, each BCCT-certified educator has completed 1.8 types of such training. In 2009/10, types of training range from non-credit workshops (62%), to graduate university level courses, programs or degrees (14%), to First Nations language teacher certification (7%).
Similarly, in 2008/09, on average, each BCCT-certified educator had completed 1.7 types of such training. In 2008/09, types of training ranged from non-credit workshops (67%), to graduate university level courses, programs or degrees (11%), to First Nations language teacher certification (8%). In 2007/08, on average, each BCCT-certified educator had completed 1.5 types of dedicated training on First Nations education.
In 2009/10, among 567[14] of the 729 non-BCCT-certified staff members working in the schools, 75% are First Nations.
In 2008/09, among 407[15] of the 518 non-BCCT-certified staff members working in the schools, 82% were First Nations. In 2007/08, 74% of 331 non-BCCT-certified staff members working in the schools were First Nations.
Exhibit 4.3 — Non-BCCT-Certified Staff who are First Nations
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4.3 Enrolment of First Nations Students
The FNSA promotes 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 age[16] students enrolled who are not eligible for INAC Nominal Roll funding:
• In 2009/10, 18 schools indicate they enroll Nation members who live outside the community. In total, 226 students were reported – including 68 students from one school and 58 students from a second school. In 2008/09, 12 schools indicated they enrolled Nation members who lived outside the community. In total, 158 students were reported – including 47 students from one school and 44 students from a second school. In 2007/08, 11 schools and 140 students were reported.
• In 2009/10, 17 schools enroll First Nations students who are not from their Nation and who do not live in a First Nations community (75 students reported, including 24 from one school). In 2008/09, 11 schools enrolled First Nations students who were not from their Nation and who did not live in a First Nations community (60 students reported). In 2007/08, nine schools and 37 students were reported.
• In 2009/10, 26 schools enroll non-First Nations students (118 students reported, including 31 from one school). In 2008/09, 20 schools enrolled non-First Nations students (125 students reported, including 42 from one school). In 2007/08, 21 schools and 118 students were reported.
4.4 Parent, Student and Adult Learner Perceptions of Local First Nations Authority
Responses to certain questions on the parent, student and adult learner surveys provide insights into how respondents perceive local First Nations authority in their (or their child’s) education. Detailed student and parent perception survey results from 2007/08 through 2009/10 are presented in
Appendix C.
Generally, students of all ages, as well as parents, agree that their school is an important part of their community or reflects the cultural beliefs and values of their community.
In 2009/10, 73% of secondary students agree[17] their school reflects the cultural beliefs and values of their community. In 2008/09, 70% agreed, and in 2007/08 71% of secondary students agreed with this statement.
In 2009/10, 82% of parents of K-12 students responded that their child’s school reflects the cultural beliefs and values of their community. In both 2008/09 and 2007/08, 83% of parents of K-12 students responded that their child’s school reflects the cultural beliefs and values of their community.
In 2009/10, 92% of parents of nursery/kindergarten students report the school reflects the cultural beliefs and values of their community. In 2008/09, 100% of parents of nursery/kindergarten students report the school reflects the cultural beliefs and values of their community.
In 2009/10, 87% of elementary students report that school is an important part of their community. In 2008/09, 88% of elementary students reported that school was an important part of their community which is similar to the 89% who agreed in 2007/08.
Exhibit 4.4 — Perceptions of Local First Nations Authority
| |
|Local First Nations Authority – Student and Parent Perceptions |
| |2009/10 |2008/09 |2007/08 | |
|School reflects the cultural beliefs and values of | | | | |
|their community | | | | |
| Secondary students |73% |70% |71% | |
| Parents – K-12 |82% |83% |83% | |
| Parents – Nursery/Kindergarten |92% |100% |n/a | |
| | | | | |
|School is an important part of my community | | | | |
| Elementary students |87% |88% |89% | |
| | | | | |
The Project also asked adult learners about their perceptions of local First Nations authority. Detailed results for 2009/10 are presented in Appendix C. A profile of adult learner survey respondents is presented in Appendix D. Some 2009/10 highlights include:
• Forty-four percent of adult learners have set goals for their role in their community (48% in 2008/09).
• Forty-five percent of adult learners agree they have become more active in their community compared to 48% in 2008/09.
• Two-out-of-three (66%) adult learners find support from Elders helpful[18] which is the same rating as 2008/09.
5.0 Cultural Relevance
Maintaining First Nations culture and promoting First Nations languages is viewed by First Nations schools as important for strengthening student’s confidence and self esteem.
5.1 First Nations Language and Culture Programs
In 2009/10, almost all responding schools report they either have, or are planning, opportunities for students to learn about their Nation’s language, culture or traditions (1% did not respond). For example, 47% of the 73 responding schools offer distinct language and culture classes with some content in other areas. Sixty-four percent of schools offer more language and culture programming than this; 51% offer less.
In 2008/09, 42% of 55 responding schools offered distinct language and culture classes with some content in other areas. Forty-five percent of schools offered more language and culture programming than this; 9% offered less.
Some schools offer two types of language and culture programming. For example, a school may offer immersion for lower levels (nursery/kindergarten) and alternate programming for older students.
It should be noted that in 2008/09 and 2007/08, the Project used only one response from each school. In 2009/10, for the first time, multiple responses from each school are included in the analyses.
In 2009/10, some schools reported using multiple approaches at a single student level. For example, they reported beginning new language and culture programs with grades already participating in distinct language and culture classes.
Exhibit 5.1 — Integration of First Nations Language and Culture
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Note: In 2009/10, for the first time, multiple responses from each school are included in the analyses.
With respect to language and culture programming, respondents’ descriptions include the following:
In our preschool and kindergarten program we do all our songs, numbers, letters in English and [First Nation language]. Culture activities during the year.
The classroom teachers have taken [First Nation language] 101 and practice language use in all subject areas.
The school incorporates traditional knowledge in every course across the curriculum. There is no one course where students do not receive some form of culture and language. However, we do also provide a culture and language specific course that has been expanded this year to include an Art component and language instruction using multi-media tools.
Last year students participated in a two week language camp.
In 2009/10, 61% of responding schools are somewhat or quite satisfied with the amount of First Nations language and culture teaching resource materials available in their school – 42% feel additional materials would be beneficial and 19% feel the materials would be beneficial but are not a pressing need in their school. Two-in-five (38%) are dissatisfied or very dissatisfied – 12% consider this issue to be a pressing need and 26% feel additional materials are required.
In 2008/09, three-quarters (75%) of responding schools were somewhat or quite satisfied with the amount of First Nations language and culture teaching resource materials available in their school – 60% felt additional materials would be beneficial and 15% felt the materials would be beneficial but were not a pressing need in their school. One-in-five (20%) were dissatisfied or very dissatisfied – 7% considered this issue to be a pressing need and 13% felt additional materials were required.
It should be noted that, in 2009/10, a few schools (6) provide multiple satisfaction ratings for their language and culture programming. In 2008/09 and 2007/08, the Project used only one response from each school. In 2009/10, for the first time, multiple responses from each school are included in the analyses.
Exhibit 5.2 — Satisfaction with Language and Culture Resources
[pic]
Note: In 2009/10, for the first time, multiple responses from each school are included in the analyses.
With respect to their satisfaction with their language and culture programming, respondents’ descriptions include the following:
• satisfaction with the resources/curriculum they have developed; and/or,
• dissatisfaction with lack of local resources, need for more access to fluent speakers, access to teachers and lack of funding in this area.
These sentiments are captured by the following respondents’ comments:
Our greatest satisfaction is our growing capacity to generate instructional resources on site that are authentic and relevant to [our] culture and language. We are well resourced with multi-media technologies for resource generation, and have both professional resources and commitment to producing quality instructional resources. Dissatisfactions rest mostly in our limited financial capacity to grow as quickly as our professional/technological capacity, and we must seek grant funding sources to maximize our potential.
It is hard to obtain Language Resources that follows certain curriculum across grade levels (No IRP's).
We need easier and more frequent access to fluent speakers. We also struggle without federal or provincial funds to support this important program.
Language and Culture instructors require much needed training in Classroom Management as well as training in teaching methods. Students can become quite bored and restless during instruction time.
Interestingly, the incidence of reported dissatisfaction is higher in 2009/10; in total, 38% of respondents are very dissatisfied (12%) or dissatisfied (26%), compared to 20% who were very dissatisfied (7%) or dissatisfied (13%) in 2008/09. Some of these ratings may be due to schools being able to report on satisfaction for different grade levels for the first time. In addition, based on the quotes presented above, some of this dissatisfaction may be due to frustration with a lack of adequate resources.
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 3.3 hours duration, on average, each week. All grades were most likely to spend the most time on integrated language and culture classes.
In 2008/09, in schools with distinct language and culture classes, or separate language only classes and culture only classes, the sessions ranged from 1.1 hours to 4.0 hours duration, on average, each week.
Exhibit 5.3 — Average Hours Per Week in Language and Culture Classes
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In 2009/10, for the first time, schools were asked in what other ways their students learn and practice their language or culture. Almost all schools (93%) reported on such other ways. In more than one-half of the schools, students learn through informal interactions with teachers, through daily student directions given by teachers e.g., to “line up” or “sit down” and/or through art and music classes. Other ways include visits by Elders and artists, morning circles/assemblies, community events/celebrations and field trips.
Exhibit 5.4 — Other Ways Students Learn Language or Culture
[pic]
5.2 Perceptions of First Nations Culture and Language
Generally, students and parents perceive that First Nations culture and language programming is evident in their schools.
5.2 1 First Nations Culture in Schools
In 2009/10, 92% of parents of nursery/kindergarten students responded “yes” to the statement, “my child is learning about First Nations culture.” In 2009/10, four-fifths (80%) of parents of K-12 students responded “yes” to the statement, “my child is learning about our culture.”
In 2008/09, 95% of parents of nursery/kindergarten students responded “yes” to the statement, “my child is learning about First Nations culture.” In 2008/09, 81% of parents of K-12 students responded “yes” to the statement, “my child is learning about our culture” compared to 79% in 2007/08.
In 2009/10, nine-out-of-ten (88%) primary, and three-quarters (74%) of elementary students responded “yes, I am learning about my culture.”
In 2008/09, 88% of primary, and 82% of elementary students responded “yes, I am learning about my culture.” In 2007/08, 89% of primary, and 74% of elementary students responded “yes, I am learning about my culture.”
In 2009/10, at the secondary school level, 64% of students agree that “at school, I am developing knowledge and skills in my culture.”
In 2008/09, at the secondary school level, 68% of students agreed that “at school, I am developing knowledge and skills in my culture.”
Adult learners provided ratings pertaining to perceived First Nations culture in their schools. In total, three-in-five (61%) agree the physical environment reflects First Nations culture. In 2008/09, 65% agreed the physical environment reflects First Nations culture which is similar to 66% in 2007/08.
In 2009/10, 56% of adult learners have set goals for understanding their culture—compared to 54% in 2008/09.
In 2009/10, 41% of adult learners report they have become more active in cultural events (compared to 44% in 2008/09 and 47% in 2007/08).
Exhibit 5.5 — Perceptions of First Nations Culture and Language in Schools
|First Nations Culture and Language - Student and Parent Perceptions |
| | | | |
| |2009/10 |2008/09 |2007/08 |
|Learning about my culture | | | |
| Kindergarten |83% |86% |n/a |
| Primary |88% |88% |89% |
| Elementary |74% |82% |74% |
| Secondary |64% |68% |63% |
| Parents – Nursery/Kindergarten |92% |95% |n/a |
| Parents – K-12 |80% |81% |79% |
| | | |
|Learning about my First Nations language | | |
| Kindergarten |89% |90% |n/a |
| Primary |87% |83% |87% |
| Elementary |76% |80% |78% |
| Secondary |61% |61% |65% |
| Parents – Nursery/Kindergarten |89% |94% |n/a |
| Parents – K-12 |80% |77% |79% |
| | | | |
5.2 2 First Nations Language in Schools
In 2009/10, 89% of parents of nursery/kindergarten students responded “yes” to the statement, “my child is learning a First Nations language.” In 2008/09, 94% of parents of nursery/kindergarten students responded “yes” to the statement, “my child is learning a First Nations language.”
In 2009/10, four-in-five (80%) parents of K-12 students responded “yes” to the statement, “my child is learning our First Nations language.” In 2008/09, three-quarters (77%) of parents of K-12 students responded “yes” to the statement, “my child is learning our First Nations language” compared to 79% in 2007/08.
In 2009/10, 87% of primary and 76% of elementary students state “yes, I am learning about my First Nations language.” In 2008/09, 83% of primary and 80% of elementary students stated “yes, I am learning about my First Nations language.” In 2007/08, 87% of primary and 78% of elementary students stated “yes, I am learning about my First Nations language.”
In both 2009/10 and 2008/09, at the secondary school level, 61% of students agree that at school they are developing knowledge and skills in their First Nations language. This is compared to 65% in 2007/08.
In 2009/10, 40% of adult learners have set goals for understanding and speaking their traditional language. In both 2008/09 and 2007/08, 46% of adult learners had set goals for understanding and speaking their traditional language. This goal-setting is reflected in the fact that, in 2009/10, 60% of adult learners (128) are studying First Nations languages as part of their studies. In 2008/09, 57% of adult learners (87) were studying First Nations languages as part of their studies.
In 2009/10, 24% of adult learners agree they are better able to carry on a conversation in their First Nation language compared to 28% in 2008/09 and 21% in 2007/08.
5.2 3 Involvement of Elders in Schools
In 2009/10, for the first time, the Project asked how Elders or traditional/spiritual advisors are involved with learning in schools. Respondents’ descriptions include the the involvement of Elders:
• On a regular or periodic basis;
• As language and culture program teachers;
• Sharing skills e.g., through storytelling, songs, words;
• At school functions and other special events;
• During field trips; and,
• As supports/resources to teachers or the school.
In some instances, Elders volunteer their time and in others they receive remuneration for their services.
These sentiments are captured by the following respondents’ comments:
We are fortunate to have an Elder come into our program on a weekly basis. We also have a cook/Elder that meets with the children daily and she sings in our language and counts.
Elders are involved in almost every aspect of our school with the exception of our core academic course work. The following is a list of the school related things that our Elders have contributed to: 1. Cultural and Language Program Teachers and Support 2. Our School Mission Statement 3. Traditional Teachings: Feasts, the hereditary system, hunting & gathering, food and environmental preservation techniques, cultural ceremonies, song and dance, laws and oral histories, and traditional territories. 4. Language Revitalization: Our Elders work tirelessly with our media department to record our language and oral histories as well as contribute to instructional language CD's and DVD's. 5. Mentorship Program: Our two resident artists are also Hereditary Chiefs, so our students do not only learn about art from genuine trained artists, but they are learning from mentors who are respected members of our Hereditary Chief system. 6. Cultural Preservation and Reconnection: Our Elders teach our students about the important role that they play as the future of our people and survival of our culture. 7. Counselling: Our main clinical counsellor is the Head Chief of her House.
Elders are used to assist our Language and Culture teachers with fluency. We have used Elders to run healing circles. We have hosted Elder luncheons. An Elder will provide a prayer at community events. Last year 2 Elders visited classrooms regularly.
Invited to facilitate / participate in cultural field trips and other cultural activities such as cooking, storytelling, drumming.
Invited to share skills, storytelling, part of school assessment committee. Incorporated into culture and language classes. Part of outdoor education.
They are invited to visit classes for presentation of their knowledge, wisdom, stories and other expertise. We try to have them in every week.
5.3 Perceptions of School Environment
The Project asked parents and students questions to determine their perceptions of the school environment. Responses ranged from a low of 54% to a high of 98% agreement with survey statements pertaining to school environment. Some examples are provided in the table below.
Exhibit 5.6 — Perceptions of School Environment
|School Environment - Student and Parent Perceptions |
| | | | |
| |2009/10 |2008/09 |2007/08 |
| | | | |
|I feel good when I am at school | | | |
| Primary |80% |80% |81% |
| Elementary |54% |54% |54% |
| | | | |
|I like coming to / I like school | | | |
| Kindergarten |94% |92% |n/a |
| Primary |83% |84% |85% |
| Elementary |60% |59% |62% |
| | | | |
|I feel safe at school / I feel that my child is safe at school |
| Kindergarten |94% |92% |n/a |
| Primary |85% |84% |88% |
| Elementary |71% |68% |74% |
| Secondary |74% |66% |74% |
| Parents – Nursery/Kindergarten |95% |100% |n/a |
| Parents – K-12 |75% |76% |77% |
| | |
|My teacher / school staff cares about me / my child | |
| Kindergarten |93% |93% |n/a |
| Primary |88% |88% |91% |
| Elementary |82% |81% |87% |
| Secondary |67% |65% |70% |
| Parents – Nursery/Kindergarten |98% |100% |n/a |
| Parents – K-12 |89% |90% |89% |
| | | | |
As in 2007/08 and 2008/09, in 2009/10 just over half (54%) of elementary students responded “yes” to the statement “I feel good when I am at school.”
During the past three years, some measures of secondary students’ perception of school environment have fluctuated. For example, in 2009/10, the number or students who agreed with the statement “I feel safe at school” was 74%. This is identical to the 74% reported in 2007/08 and is higher than the 66% in 2008/09.
Exhibit 5.7 — Percentage of Secondary Students Who Agree with the Statement
“I feel safe at school.”
[pic]
Also, in 2009/10 and 2008/09, the number of secondary students who agreed with the statement “school staff treats me fairly” was 61%. This is 12 percentage points lower than the 73% who agreed with it in 2007/08.
In contrast to the secondary students’ sentiments, in 2009/10, 2008/09 and 2007/08, four-in-five (80%) adult learners agree with the statement “I feel better about myself.”
6.0 Literacy and Numeracy
How students are progressing with learning to read, write and develop math skills are key indicators of quality education. The Project examined a range of topics related to literacy and numeracy.
6.1 Reading and Math Programs Used On A Grade-Wide Basis
Responding schools were asked to indicate which reading and math programs and approaches are used on a grade-wide basis.
Among nursery/kindergarten respondents, Moe the Mouse continues to be the most frequently used reading program[19]. Other reading approaches used with nursery/kindergarten students include phonics, alphabet workbooks and one-on-one reading.
Exhibit 6.1 — Reading Programs Used by Nursery/Kindergarten Schools
[pic]
In 2009/10, the most commonly used reading approaches at the elementary level continue to be Read Well and Guided Reading[20]. Next most common are PM Benchmarks, Reading Mastery and Open Court. Interestingly, reported use of Guided Reading has dropped by more than half this year (from 58% in 2008/09 to 22% in 2009/10).
Exhibit 6.2 — Reading Programs Used at the Elementary Level
[pic]
At the secondary level, the most common approach continues to be Guided Reading[21]. Reported use of Guided Reading is 25% in 2009/10 and use of Novel Study is also 25%). Reported use of “other” programs increased from 43% in 2008/09 to 80% in 2009/10.
Exhibit 6.3 — Reading Programs Used at the Secondary Level
[pic]
In 2009/10, consistent use of grade-wide programs is also observed with math programs. The most commonly used programs at the elementary level[22] are Saxon Math, Jump Math, Math Makes Sense and Singapore Math.
In 2008/09, the most commonly used programs at the elementary level were Math Makes Sense, Jump Math, Saxon, and Quest. Similarly, in 2007/08, these same four programs were the most commonly used at the elementary level.
Exhibit 6.4 — Elementary Math Programs Used by Schools
[pic]
In 2009/10, at the secondary level, the most commonly used programs are Saxon Math, Essentials of Math and Math Power[23]. In 2008/09, the most commonly used programs were Essentials of Math and Math Power.
Exhibit 6.5 — Secondary Math Programs Used by Schools
[pic]
6.2 Strategies to Increase Student Success
Schools described many strategies they use to increase student success in literacy and numeracy. In particular, their responses focused on using:
• small groups;
• ability groups;
• small class sizes;
• teacher assistants/aides;
• daily practice;
• home reading;
• buddy reading;
• one-on-one teaching;
• pull out learning assistance;
• teaching at level regardless of grade;
• sound/letter/number awareness and recognition; and,
• frequent assessment.
Selected Responses:
Daily Book Bags, Quiet time book bins, transition book bins, growing library, name tags all over centre so they can practice writing their name, sign in sheets for them to sign their name, centre sign in books with name on them for recognition.
Ability groups, small group instruction, educational assistants "pulling out" for reinforcement of skills, ASCD vocabulary development, Carbo-tapes.
Gr. 1-4 school wide Language Arts block for 90 minutes daily. School wide Math block for 60 minutes daily. Approximately 1/7 of our school receives pull out learning assistance. Each classroom has a Teacher Assistant.
We use ability groups and teach to the level of individual student capability. We also do a lot of one on one pull-outs with students who have special needs.
Reading: one-on-one with teacher daily for 15 minutes. Reading comprehension handout sheets (written answers). Teacher reads to class each day for 15 min. Kids encouraged to sign out books to read at home.
For the first hour and a half the students are broken up into homogenous literacy groups that focus on reading and writing. The program incorporates a 15 minute buddy reading reading program to start the day.
Students are always taught at their level regardless of grade. More success for each student. Review of program success for each student is closely monitored.
6.2.1 Early Literacy Programs
In 2009/10, early literacy[24] programs are reported by 81% of responding schools.
In 2008/09, early literacy programs were reported by 91% of responding schools and, in 2007/08, by 83% of responding schools.
The extent to which Head Start programs are reported is lower this year.
In 2009/10, one-half (51%) of responding schools indicate they or their communities have a Head Start program in place. In 2008/09, two-thirds (67%) of responding schools indicated they or their communities had a Head Start program in place. Similarly, in 2007/08, 66% of responding schools indicated they or their communities had a Head Start program in place.
Consistent with previous years, in 2009/10, other early literacy programs cited by respondents include PALS (Parents as Literacy Supporters), Ready Set Learn and preschool programs.
6.3 Student Performance in Reading and Math at Grade Level
In 2009/10, schools reported the number of students who were performing at grade level[25] in reading and math in the last school year.
Exhibit 6.6 — Student Performance at Grade Level – Reading
|Reading |Percent of School-Age Students |
| |Above grade level |At grade level |One year behind |Two or more years behind |
| | | | |grade level |
|Preschool |5% |66% |20% |9% |
|Kindergarten |5% |48% |43% |4% |
|Grade 1 |7% |48% |32% |12% |
|Grade 2 |13% |45% |28% |14% |
|Grade 3 |5% |53% |28% |14% |
|Grade 4 |14% |38% |29% |19% |
|Grade 5 |7% |38% |25% |29% |
|Grade 6 |7% |31% |25% |37% |
|Grade 7 |10% |32% |29% |29% |
|Grade 8 |3% |15% |35% |48% |
|Grade 9 |6% |12% |18% |63% |
|Grade 10 |4% |17% |30% |49% |
|Grade 11 |10% |28% |18% |43% |
|Grade 12 |0% |27% |21% |52% |
Exhibit 6.7 — Student Performance at Grade Level - Math
|Math |Percent of School-Age Students |
| |Above grade level |At grade level |One year behind |Two or more years behind |
| | | | |grade level |
|Preschool |6% |75% |15% |4% |
|Kindergarten |5% |61% |28% |6% |
|Grade 1 |2% |57% |30% |11% |
|Grade 2 |7% |48% |35% |10% |
|Grade 3 |1% |57% |29% |13% |
|Grade 4 |8% |46% |25% |21% |
|Grade 5 |5% |37% |27% |31% |
|Grade 6 |8% |34% |21% |37% |
|Grade 7 |11% |35% |24% |31% |
|Grade 8 |5% |19% |25% |51% |
|Grade 9 |5% |14% |16% |65% |
|Grade 10 |6% |14% |22% |58% |
|Grade 11 |2% |19% |33% |46% |
|Grade 12 |0% |24% |15% |61% |
When comparing the Project’s results over the past three years, there continues to be variability in student performance, among and between grade levels, for both reading and math.
In four of the last five years (including 2009/10), an overall observation (for 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 2009/10, 59% of grade one students were performing in math at or above grade level). Then, performance drops in the middle years (in grade nine, only 19% are performing in math at or above grade level). This pattern is illustrated by the “2009/10”, “2008/09”, “2006/07”, and “2005/06” lines on the graph below (for both reading and math).
For students who continue with their studies, performance tends to either improve in later years or remain relatively stable (e.g., in 2009/10, by grade 12, 24% are performing in math at or above grade level). And, in some cases, performance drops, as observed in 2009/10 for reading (in grade 11, 43% of students are performing two or more years behind and 52% of grade 12 students are two or more years behind).
Exhibit 6.8 — Students Performing at or Above Grade Level in Reading
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Exhibit 6.9 — Students Performing at or Above Grade Level in Math
[pic]
This pattern of performance “dipping” in grade 12 is observed for reading in 2009/10 — the tail of the student performance graph does not curve upwards. And, for math, the tail of the graph dips downwards in 2006/07, 2007/08 and 2008/09 but not in 2009/10.
6.4 Determining Reading and Math Performance
In 2009/10, the tests schools use most frequently[26] to determine performance in reading include PM Benchmarks (22%), the Canadian Achievement Test (17%), the Jerry Johns Reading Assessment (15%), and the Canadian Test of Basic Skills (13%). Among nursery/kindergarten only schools, teacher observations/assessments are most frequently used for reading.
The tests schools[27] use most frequently in determining performance in math include the Canadian Achievement Test (17%), Saxon Math (10%), and the Canadian Test of Basic Skills (10%). Among nursery/kindergarten only responding schools, teacher observations/ assessments are most frequently used for math.
Exhibit 6.10 — Tests Used to Determine Reading and Math Performance
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In 2008/09, the tests schools used most frequently[28] to determine performance in reading included PM Benchmarks (55%), the Canadian Achievement Test (29%), the Jerry Johns Reading Assessment (23%), and the Canadian Test of Basic Skills (19%). Among nursery/kindergarten only schools, Ages and Stages and kindergarten survey tools were most frequently used for reading.
In 2008/09, the tests schools[29] used most frequently in determining performance in math included the Canadian Achievement Test (29%), Saxon Math (21%), and the Canadian Test of Basic Skills (18%). Among nursery/kindergarten only responding schools, early numeracy screening was most frequently used for math.
6.5 Student and Parent Perceptions of Quality Education
Students and parents were asked to indicate their levels of agreement with statements[30] that reflect aspects of quality education, such as:
Nursery/kindergarten[31] parents and K-12 parents (using a three-point scale):[32]
• “My child is learning to read/about books”
Primary and elementary grades (using a three-point scale):
• “I am getting better at reading”
Secondary grades (using a five-point scale):[33]
• “At school, I am developing knowledge and skills in writing”
Student and parent rankings regarding quality of education in 2009/10 are fairly consistent with the previous three years’ results. Overall, respondents appear satisfied with the quality of education they and their children receive. For surveys using a three-point scale, the means (arithmetic average) ranged from a low of 1.98 to a high of 2.99. And, for surveys using a five-point scale, the means ranged from 3.54 to 4.13, specifically:
• Nursery/kindergarten parent survey results varied from 1.98 to 2.99 on a three-point scale. Please note, the low (1.98) ranking was for the question “At school, my child uses computers” which may or may not be standard programming for this age group.
• K-12 parent survey results varied from 2.51 to 2.91 on a three-point scale (compared to 2.50 to 2.93 in 2008/09)
• Kindergarten student results varied from 2.38 to 2.94 on a three-point scale (2.43 to 2.93 in 2008/09). Please note, the low ranking was for the question “At school, I am learning about computers” which may or may not be standard programming for this age group).
• Primary student results varied from 2.73 to 2.91 on a three-point scale (2.75 to 2.89 in 2008/09)
• Elementary student responses ranged from 2.47 to 2.84 on a three-point scale (2.47 to 2.84 in 2008/09)
• Secondary students’ survey feedback ranged from 3.54 to 4.13 on a five-point scale (3.46 to 4.03 in 2008/09)
Exhibit 6.11 — Perceptions of Quality Education
| |
|Quality Education - Student and Parent Perceptions |
| | | | |
| |2009/10 |2008/09 |2007/08 |
| | | | |
|I / My child is learning to read/about books | | | |
| Kindergarten |93% |93% |n/a |
| Primary |88% |88% |88% |
| Elementary |83% |81% |83% |
| Secondary |74% |74% |78% |
| Parents - Nursery/Kindergarten |96% |100% |n/a |
| Parents - K-12 |92% |94% |91% |
| | | | |
|I / My child is learning to write/print | | | |
| Kindergarten |92% |94% |n/a |
| Primary |88% |89% |87% |
| Elementary |76% |79% |75% |
| Secondary |75% |70% |79% |
| Parents - Nursery/Kindergarten |85% |94% |n/a |
| Parents - K-12 |93% |93% |93% |
| |
|I / My child is learning about math/ |
|counting and numbers |
| Kindergarten |90% |95% |n/a |
| Primary |92% |92% |91% |
| Elementary |77% |77% |79% |
| Secondary |77% |79% |81% |
| Parents - Nursery/Kindergarten |97% |100% |n/a |
| Parents - K-12 |92% |93% |92% |
| | | | |
Similar to 2008/09 and 2007/08, secondary students’ collective 2009/10 self-assessments of their performance rate more positive than their actual performance might indicate. For example, in 2009/10, 19%[34] of grade eight students are at grade level in math (20% in 2008/09 and 28% in 2007/08), and 51% of grade eight students are two or more years behind grade level in math (54% in 2008/09 and 44% in 2007/08). Even so, three-out-of-four (77%) secondary students agree that, “at school, I am developing knowledge and skills in math.” By contrast, 9% of secondary students disagree with this statement.
7.0 Other Aspects of Quality Education
The Project examined a range of activities, participants and measures that can potentially impact quality of education.
7.1 School Administrators
The survey explored several issues associated with school administration. Respondents were asked who is responsible for school administration/leadership.
In Kindergarten-Grade 12 schools, Principals are most often (75%) the individual responsible for school administration/leadership in 2009/10. Education Directors (20%) and non-BCCT certified administrators (13%) are the next most frequent categories in 2009/10. In Nursery/Kindergarten only schools, Early Childhood or Head Start program supervisors are most often (83%) the individual responsible for school administration/leadership in 2009/10.
Exhibit 7.1 — Responsibility for School Administration/Leadership
| | |
| |2009/10 |
|Kindergarten-Grade 12 Schools | |
|Principal |75% |
|Education Director |20% |
|Administrator (Not BCCT-Certified Educator) |13% |
|Co-Principals or Principal and Vice-Principal |11% |
|Head Teacher |7% |
|Teacher |7% |
|Other |5% |
| | |
|Nursery/Kindergarten Only Schools | |
|Supervisor of Early Childhood or Head Start Program |83% |
|Program Manager/Director |50% |
|Administrator/Principal |33% |
|Teacher |22% |
|Administrator/Principal (BCCT-Certified Educator) |6% |
|Other |17% |
In 2009/10, 74% of these school administrators work full-time and 21% work part-time[35]. In 2008/09, 78% of these school administrators worked full-time and 20% worked part-time[36]. In 2007/08, 85% of school administrators worked full-time and 15% worked part-time.
In 2009/10, school administrator FTEs averaged .70 FTEs per school. These FTEs were higher for K-12 school administrators (.77 FTE) than for N/K only schools (.47 FTE).
The survey asked schools to estimate approximately what percentage of their administrator’s time is spent on a number of tasks. In 2009/10, most administrators’ time is spent on day-to-day administration (34%), followed by classroom teaching (25%). This is consistent with past years’ findings. For example, in 2008/09, most administrators’ time was spent on day-to-day administration (30%), followed by classroom teaching (26%).
Exhibit 7.2 — Allocation of Administrators Time
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7.2 Parental Involvement and Communications
The Project looked at attendance, parent/teacher interview format, interview frequency and report card schedules.
In 2009/10, 77% of the 73 responding schools report holding parent/teacher interviews. With regard to frequency, 34% hold two sessions, and 21% hold three sessions per school year.
In 2008/09, approximately eight-out-of-ten (46) of the 55 responding schools reported holding parent/teacher interviews; 35% held two sessions, and 31% held three sessions per school year. In 2007/08, approximately nine-out-of-ten (36) of the 41 responding schools reported holding parent/teacher interviews.
In 2009/10, on average, 63% of parents reportedly attended the last round of parent/teacher interviews compared to 67% in 2008/09 and 61% in 2007/08.
Some schools schedule student-led, or joint parent/teacher/student conferences. In 2009/10, 40% (22) of K-12 schools report they hold student-led or parent/teacher/student conferences.[37] With regard to frequency, 22% hold one session and 7% hold two sessions per year. Average attendance at the last round of conferences is reported to have been 80%.
In 2008/09, 47% (21) of K-12 schools reported they held student-led or parent/teacher/student conferences.[38] Twenty-two percent held one session and 9% held two sessions per year. Average attendance at the last round of conferences was reported to have been 74%.
In 2007/08, 41% of the schools reported they held student-led or parent/teacher/student conferences. One-in-five (20%) held one session and 17% held two sessions per year. Average attendance at the last round of conferences was reported to have been 66%.
Some schools also schedule student/teacher conferences. In 2009/10, 36% (20) of K-12 schools report they hold student/teacher conferences.[39] With regard to frequency, 9% hold two sessions and 13% hold three sessions per year. Average attendance at the last round of conferences is reported to have been 82%.
Schools were asked how many times per year teachers prepare formal, written report cards on student progress. In 2009/10, all K-12 schools prepare written report cards. Almost two-thirds (62%) of schools prepare report cards three times per year, followed by 11% reporting four times per year.
Similarly, in 2008/09, almost two-thirds (60%) of schools prepared report cards three times per year, followed by 11% reporting four times per year. In 2007/08, 71% of schools prepared report cards three times per year, followed by 10% reporting four times per year.
Interestingly, in 2009/10, 84% of nursery/kindergarten parents responded “yes” to the statement, “I am kept informed about my child’s progress” compared to 86% in 2008/09.
7.3 Student Support Programs
7.3.1 Work Experience and Student Leadership
Hands-on work experience can help students gain practical skills and foster leadership abilities.
In 2009/10, 58% (14 of 24) of secondary and secondary/elementary schools, and 50% (2 of 4) of adult schools offer a work experience program.
In 2008/09, 68% (13 of 19) of secondary and secondary/elementary schools, and 60% (3 of 5) of adult schools offered a work experience program. In 2007/08, 63% (10 of 16) of secondary and secondary/elementary schools, and 50% (3 of 6) of adult schools offered a work experience program.
In 2009/10, 38% (9 of 24) of secondary and secondary/elementary schools, and 100% (4 of 4) of adult schools offer Family Management 12.
In 2009/10, 63% (15 of 24) of secondary and secondary/elementary schools, and 75% (3 of 4) of adult schools offer pre-employment courses e.g., First Aid, Food Safe, etc.
In 2009/10, 80% of secondary students agreed with the statement, “School is helping me prepare for a job in the future” compared to 74% in 2008/09 and 76% in 2007/08.
In addition to work experience, some First Nations schools provide opportunities for student leadership. Similar to the previous year, in 2009/10 most often these opportunities take the form of student involvement in community and cultural activities and student assistance with school tasks.
In 2009/10 and 2008/09, one-quarter of responding schools have student councils. In 2007/08, one-fifth of responding schools had student councils.
7.3.2 Methods Used to Address Behavioural Problems
In 2009/10, the main methods used to address behavioural problems are parental support (60%), assessment and referral (60%) as well as assignment of one-on-one support (58%).
In 2008/09, the main methods used to address behavioural problems were parental support (58%) followed by assessment and referral (51%).
In 2007/08, Elders were involved in addressing behavioural problems in 22% of the schools and healing circles were used in 20% of the schools.
Exhibit 7.3 — Methods Used to Address Behavioural Problems
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(1) Progressive BMS refers to Progressive Behaviour Management Strategies.
7.3.3 Adult Learner Support Services
First Nations schools offer a range of support services to adult learners including day care, counselling and employment support.
In 2009/10, of the 111 responding adult learners who used student support services, such as daycare and transportation, 94% found the services to be helpful — a similar proportion to 2008/09 and 2007/08.
In 2009/10, of the 119 learners who used personal development support, 90% found it helpful. In 2008/09, of the 86 learners who used personal development support, 93% found it helpful which is similar to 2007/08 results.
In 2009/10, of the 105 learners who used career counselling, 88% found it helpful. In 2008/09, of the 84 learners who used career counselling, almost all (98%) found it helpful.
In 2009/10, of the 118 learners who used employment support, 84% found it helpful. In comparison, in 2008/09, of the 84 learners who used employment support, 94% found it helpful.
In 2009/10, 55% of adult learners either have been or are enrolled in a Life Skills program since beginning their studies at their institute. Of those 93% reported to have benefited from the skills and information learned.
In 2008/09, 63% of adult learners either had been or were enrolled in a Life Skills program since beginning their studies at their institute. Of those 90% had benefited from the skills and information learned.
In 2009/10, of the 136 responding adult learners who used academic advising, 93% found the services to be helpful compared to 98% in 2008/09.
7.4 Student Absenteeism and Lateness
Schools reported their rates of student absenteeism and lateness in the previous school year. Typically, 50% or more students were absent for more than ten days that year. Preschool, kindergarten and grade 8 to 12 students had the highest rates of absenteeism — 33% or more were away from school for 21 or more days during the year.
Similar to this years’ findings, in 2008/09 and 2007/08, 50% or more students were reported to be absent for more than ten days. Preschool and kindergarten students had the highest rates of absenteeism. In 2008/09, 43% or more preschool, kindergarten and grade 8 to 12 students were away from school for 21 or more days during the year.
Exhibit 7.4 — Reported Rates of Median Student Absenteeism
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Typically, about half the students (50% or more) were late ten days or less in the previous year. Overall, grade four to seven students were most likely to arrive at school on time — 51% were reported late zero to five days in the previous school year. By comparison, 60% of grade eight to 12 students, at the opposite end of the learning spectrum, were reported as late 21 or more days. In 2008/09, 43% of grade eight to 12 students were reported as late 21 or more days.
Exhibit 7.5 — Reported Rates of Median Student Lateness
[pic]
7.5 Student Graduations (Age 18 and under)
The type and number of student graduations have continued to fluctuate over the past three surveys. In the previous school year (2008/09):
• eight schools reported their students completed 28 Dogwood diplomas
• six schools reported their students completed 14 School Leaving Certificates
• one school reported its students completed 10 First Nations graduation certificates (post-secondary recognized)
Exhibit 7.6 — School Age Student Graduations
[pic]
Note: twelve schools reported in 2009/10; eight schools reported in 2008/09; and, eight schools reported in 2007/08.
7.6 Adult Learner Perceptions of Quality Education
Generally speaking, adult learners’ perceptions of quality education are lower in 2009/10 compared to 2008/09 and 2007/08. This may be as a result of the mix of students/schools responding this year or a result of less positive perceptions/experiences.
In 2009/10, 76% of adult learners agree they have been better able to learn since beginning at their school. This is compared to 87% in 2008/09 and 78% in 2007/08.
In 2009/10, two-thirds (68%) of respondents agree they have been helped to prepare for their further education compared to 80% in 2008/09 and 73% in 2007/08. And, in 2009/10, about one-half (52%) have been helped to prepare for getting a job which is similar to 55% in 2008/09. In 2007/08, 63% of respondents agreed they had been helped to prepare for getting a job.
In 2009/10, 59% of adult learners agree they have gained skills in solving problems. This is ten percentage points lower than 2008/09 and 2007/08 respectively when 69% agreed they had gained skills in solving problems.
In 2009/10, 58% of respondents agreed they have learned research skills. In 2008/09, 61% of adult learners reportedly learned research skills.
In 2009/10, one-half (51%) of adult learners agree they have gained computer skills compared to 57% in 2008/09 and 62% in 2007/08.
In 2009/10, 76% of adult learners have liked the courses they have taken compared to 82% in 2008/09.
In 2009/10, 84% are satisfied with their school and 80% would recommend their school to others. In 2008/09, 88% were satisfied with their school and 83% would recommend their school to others. In 2007/08, 84% of adult learners liked the courses they had taken. Eighty-eight percent were satisfied with their school and 80% reported they would recommend the school to others.
8.0 Integration of Services
First Nations schools maintain a variety of partnerships with agencies and individuals that work collectively to address student needs.
8.1 Cooperative Work
In 2009/10, the agencies and individuals schools most often work with are the First Nations Schools Association (97%) and the First Nations Education Steering Committee (96%).[40] Community health nurses (93%) and community health representatives/workers (92%) were the next most likely agencies to work with schools, followed by traditional/spiritual advisors and Elders, public school district or schools and social development departments.
In 2008/09, the agencies and individuals schools most often worked with were community health nurses (93%) and traditional/spiritual advisors and Elders (93%). The next most likely agencies to work with schools were community health representatives/workers and child and family service agencies.
Similarly, in 2007/08, schools reportedly most often worked with traditional/spiritual advisors and Elders (90%), community health nurses (88%) and public school districts or schools (88%). The next most likely agencies to work with schools were community health representatives/workers, child and family service agencies, Band social development departments and other First Nations schools.
In 2009/10, schools are most likely to have “regular” contact with the FNSA and FNESC, followed by community health nurses and community health reps/workers.
In 2008/09, schools were most likely to have “regular” contact with Head Start[41] and daycare programs, as well as community health reps/workers. Other agencies schools reportedly worked with included counselling and law enforcement services.
In 2007/08, schools were also most likely to have “regular” contact with Head Start and daycare programs, as well as community health reps/workers. Other agencies schools reportedly worked with included health authorities and the RCMP.
In 2009/10, 25% of respondents had “regular” contact with public school districts or schools, compared to a reported 22% in 2008/09 and 10% in 2007/08.
Exhibit 8.1 — Agencies Schools Work With
[pic]
Note: In 2009/10, four additional agencies or categories were asked about: the First Nations Schools Association, the First Nations Education Steering Committee, the Indigenous Adult and Higher Learning Association and Other Public Agencies. These categories were not included in earlier questionnaires.
8.2 Counselling and Social Support Services
In 2009/10, 87% of responding K-12 schools offer counselling services to students. As in previous years, counselling services are often provided in cooperation with a community partner. Other counselling service partners include health services, First Nations associations, child and family services and social workers.
In 2008/09, four-out-of-five responding K-12 schools (82%) offered counselling services to students. As in previous years, counselling services were often provided in cooperation with a community partner. Other counselling service partners included health departments, First Nations associations and counselling agencies.
In 2009/10, more schools (47%) offer counselling and support services through the school than in 2008/09 (33%) or 2007/08 (34%).
In 2009/10, fewer schools (20%) offer counselling and support through an arrangement with an agency outside of the community than in 2008/09 (29%).
Exhibit 8.2 — Counselling and Support Services Offered
[pic]
8.3 Other Services
As a means to help support students’ physical needs, many First Nations schools offer meal programs and vision and hearing screening.
In 2009/10, just over three-in-five (62%) of responding schools offer a regular breakfast program. In 2008/09, 47% of responding schools offered a regular breakfast program. In 2007/08, 58% offered a regular breakfast program.
In 2009/10, regular breakfast programs were offered an average 4.78 days per week. In 2008/09, regular breakfast programs were offered an average 4.54 days per week. In 2007/08, regular breakfast programs were offered an average 4.89 days per week.
In 2009/10, three-quarters (76%) of schools that offer a breakfast program do so in collaboration with funding from another source. Similarly, in 2008/09, 77% of schools that offered a breakfast program did so in collaboration with funding from another source as compared to 71% in 2007/08.
In 2009/10, 89% of responding nursery/kindergarten schools offer a regular snack program. These programs were offered an average 4.78 days per week.
In 2008/09, 100% of responding nursery/kindergarten schools offered a regular snack program. These programs were offered an average 4.75 days per week.
In 2009/10, 62% of responding schools offer lunch programs. On average, lunch is offered 4.08 days per week. In 2008/09, 45% of responding schools offered lunch programs. On average, lunch was offered 4.05 days per week. In 2007/08, 63% of responding schools offered lunch programs.
Exhibit 8.3 — Meal Programs, Vision and Hearing Screening
[pic]
In 2009/10, 82% of the schools that offer a lunch program do so in collaboration with funding from another source. In 2008/09, three-quarters (76%) of the schools that offered a lunch program did so in collaboration with funding from another source. By comparison, in 2007/08, 96% of the schools that offered a lunch program did so in collaboration with funding from another source.
In 2009/10, about two-thirds (66%) of responding schools report they offer vision screening. These services are reportedly offered through a variety of agencies that include provincial health authorities, community health services, Band health departments and health nurses.
Similarly, in 2008/09, just over three-in-five (64%) responding schools reported they offered vision screening. These services were reportedly offered through a variety of agencies that include health authorities, health nurses, nursing stations, health fairs, and contracted services. In 2007/08, 59% of responding schools offered this support service.
In 2009/10, three-in-five (59%) responding schools report they offer hearing screening. These services are reportedly offered through a variety of agencies that include provincial health authorities, community health services, Band health departments and health nurses.
In 2008/09, three-in-five (56%) of responding schools reported they offered hearing screening. Similar to vision screening, these services were reportedly offered through a variety of agencies that included health authorities, public health, health nurses, nursing stations, health fairs, and contracted services. In 2007/08, just under two-thirds (63%) reported they offered hearing screening.
8.4 Adult Learner Funding Support
Adult learners rely on different sources of funding to pay for their education and expenses. In 2009/10 the Project asked adult learners how they fund their studies and their living expenses. Responses range from community and external support through to self-funding.
By a significant margin, Band funding is learners’ most frequently cited source for funding their studies. Two-thirds (63%) of respondents fund their studies in this way. The second most frequent response (18%) is from adult learners who are “not sure” of how their studies are to be funded.
The balance of the reported sources of funding for studies are multiple and comparatively small. One-in-ten (11%) adult learners rely on “other” sources of funding. Seven percent rely on employment while studying or during breaks. Five percent receive financial support from family and friends. Three percent rely on personal savings and the same proportion (3%) receive scholarships or bursaries. Two percent receive BC or Canada student loans.
Exhibit 8.4 — Sources of Adult Learner Funding Support - Studies
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Social assistance is learners’ most frequently cited source for funding their living expenses. Thirty-five percent of respondents fund their studies in this way. The second most frequently reported response (23%) is from adult learners who fund their living expenses from Band funding.
As above, adult learners rely on multiple sources of funding to cover living expenses. Sixteen percent of adult learners undertake employment while studying or during breaks. Thirteen percent receive financial support from family and friends. Nine percent of respondents report “other” sources and the same proportion (9%) are “not sure” about funding sources for living expenses. Seven percent rely on personal savings and the same proportion (7%) receive a living allowance, maintenance allowance, incentive allowance or subsidy. Two percent receive a scholarship or bursary. Two percent receive BC or Canada student loans.
Exhibit 8.5 — Sources of Adult Learner Funding Support – Living Expenses
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Living expenses can be minimized when studying in one’s home community. In 2009/10, adult learners were asked “where do you live when you are not studying at this institute?” Four-in-five (82%) respondents live in the same community. Fourteen percent reportedly live elsewhere in British Columbia. One percent live outside BC and six adult learners did not respond to this question.
In 2008/09, the Project asked adults how they funded their “studies.” At that time, no distinction was made between studies and living expenses, as introduced in 2009/10. In 2008/09, two-in-three (63%) adult learners reportedly received Band funding. The second most frequently reported response (24%) was from adult learners who were “not sure” of how their studies were to be funded.
Appendix A —
Background and Rationale for the FNSA School Measures and Data Collection Project[42]
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.
• 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.
• 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.
Appendix B — First Nations Schools Responding to
the FNSA School Measures and Data Collection Project – By Region
| | 2005/06 | 2006/07 | 2007/08 | 2008/09 | 2009/10 |
|Region |# of |% of |# of |
| |schools |schools |schools |
| |N = 907 |N = 658 |N = 756 |
|1. My child is learning to read/improving in reading |91 % |94 % |92 % |
|2. My child is learning to write/improving in writing |93 % |93 % |93 % |
|3. My child is learning our First Nations language |79 % |77 % |80 % |
|4. My child is learning about our culture |79 % |81 % |80 % |
|5. My child is learning about math |92 % |93 % |92 % |
|6. My child is learning to stay healthy |84 % |86 % |87% |
|7. I am satisfied with what my child is learning at school |81 % |82 % |82 % |
|8. I feel that my child is safe at school |77 % |76 % |75 % |
|9. At school, my child is protected from being bullied, |60 % |61 % |60 % |
|teased, or picked on | | | |
|10. School staff cares about my child |89 % |90 % |89 % |
|11. School staff treats my child with respect |87 % |86 % |90 % |
|12. I feel welcome at my child’s school |89 % |90 % |90 % |
|13. My child’s school reflects the cultural beliefs |83 % |83 % |82 % |
|and values of our community | | | |
FNSA Parents Survey Summary (Nursery/Kindergarten)
| | |2008/09 |2009/10 |
| | |N = 84 |N =153 |
|1. My child is learning about First Nation culture | |95 % |92 % |
|2. My child is learning a First Nations language | |94 % |89 % |
|3. My child is learning about books | |100 % |96 % |
|4. My child is learning to print/write | |94 % |85 % |
|5. My child is learning about counting and numbers | |100 % |97 % |
|6. My child is learning about our community | |96 % |83 % |
|7. My child is learning about the natural | |95 % |83 % |
|environment/science | | | |
|8. My child is involved in gym and active games | |92 % |85 % |
|9. My child is learning about art | |99 % |95 % |
|10. My child is learning about music | |99 % |91 % |
|11. At school, my child uses computers | |67 % |43 % |
|12. At school, my child is learning to stay healthy | |100 % |91 % |
|13. Overall, I believe my child is receiving quality education | |100 % |97 % |
|14. I believe that my child is safe at school | |100 % |95 % |
|15. Bullying is addressed at school | |94 % |86 % |
|16. At school, my child is learning about respect | |99 % |96% |
|17. School staff respects and cares about my child | |100 % |98 % |
|18. My child’s learning needs are met | |96 % |96 % |
|19. I am kept informed about my child’s progress | |86 % |84 % |
|20. I am kept informed about school events and activities | |98 % |98 % |
|21. I feel welcome at my child’s school | |100 % |99 % |
|22. My child’s school encourages me to get involved in | |96 % |78 % |
|school planning activities | | | |
|23. The school reflects the cultural beliefs and values of the | |100 % |92 % |
|community | | | |
FNSA Kindergarten Students Survey Summary
| | | |2008/09 |2009/10 |
| | | |N =253 |N =255 |
|1. At school, I am learning about my culture | | |86 % |83 % |
|2. At school, I am learning to talk | | |90 % |89 % |
|__ [insert First Nation language]__ | | | | |
|3. At school, I am learning about books | | |93 % |93 % |
|4. At school, I am learning about printing/writing | | |94 % |92 % |
|5. At school, I am learning about numbers and counting | | |95 % |90 % |
|6. At school, I am learning about computers | | |68 % |65 % |
|7. I like coming to school | | |92 % |94 % |
|8. At school, I feel safe | | |92 % |94 % |
|9. At school, I have friends | | |96 % |96 % |
|10. My teacher cares about me | | |93 % |93 % |
FNSA Primary Students Survey Summary
(Grade 1[45] - Grade 3)
| |2007/08 |2008/09 |2009/10 |
| |N = 547 |N = 537 |N = 630 |
|1. At school, I am learning about reading |88 % |88 % |88 % |
|2. At school, I am learning about writing |87 % |89 % |88 % |
|3. I am learning about my culture |89 % |88 % |88 % |
|4. I am learning my First Nations language |87 % |83 % |87 % |
|5. I am learning about math |91 % |92 % |93 % |
|6. I feel good when I am at school |81 % |80 % |80 % |
|7. I feel safe at school |88 % |84 % |85 % |
|8. My teacher cares about me |91 % |88 % |88 % |
|9. Adults in the school treat me fairly |83 % |86 % |85 % |
|10. I like school |85 % |84 % |83 % |
FNSA Elementary Students Survey Summary (Grades 4 – 7)
| |2007/08 |2008/09 |2009/10 |
| |N = 536 |N = 534 |N = 593 |
|At school: | | | |
|1. I am getting better at reading |83 % |81 % |83 % |
|2. I am getting better at writing |75 % |79 % |76 % |
|3. I am learning about my culture |74 % |82 % |74 % |
|4. I am learning my First Nations language |78 % |80 % |76 % |
|5. I am getting better at math |79 % |77 % |77 % |
|6. I feel good when I am at school |54 % |54 % |54 % |
|7. I feel safe at school |74 % |68 % |71 % |
|8. My teacher cares about me |87 % |81 % |82 % |
|9. Adults in my school treat me fairly |71 % |66 % |65 % |
|10. My school is an important part of my community |89 % |88 % |87 % |
|11. I like school |62 % |59 % |60 % |
FNSA Secondary Students Survey Summary (Grades 8 – 12)
| |2007/08 |2008/09 |2009/10 |
| |N = 317 |N = 286 |N = 251 |
|At school, I am developing knowledge and skills in: | | | |
|1. Writing |79 % |70 % |75 % |
|2. Reading |78 % |74 % |74 % |
|3. My culture |63 % |68 % |64 % |
|4. My First Nations language |65 % |61 % |61 % |
|5. Math |81 % |79 % |77 % |
At school:
|6. I am satisfied with what I am learning |73 % |65 % |69 % |
|7. I am learning to stay healthy |63 % |60 % |66 % |
|8. I feel safe at school |74 % |66 % |74 % |
|9. Other students treat me with respect |62 % |65 % |63 % |
|10. School helps me feel good about who I am |62 % |56 % |56 % |
|11. School staff cares about me |70 % |65 % |67 % |
|12. School staff treats me fairly |73 % |61 % |61 % |
|13. School is helping me prepare for a job in the future |76 % |74 % |80 % |
|14. School is helping me prepare for post-secondary |73 % |74 % |73 % |
|education (for example, college, university, | | | |
|trade school) | | | |
|15. My school reflects the cultural beliefs and values of |71 % |70 % |73 % |
|my community | | | |
FNSA Adult Learners Survey Summary[46]
| |2007/08 |2008/09 |2009/10 |
| |N = 178 |N = 152 |N = 215 |
| | | | |
|Since beginning at this school[47]: | | | |
|19. I feel better about myself |80 % |80 % |80 % |
|20. I feel more confident |71 % |85 % |77 % |
|21. I am better able to carry on a conversation in my First Nation language |21 % |28 % |24 % |
|22. I have become more active in my community |39 % |48 % |45 % |
|23. I have become more active in cultural events |47 % |44 % |41 % |
|24. I have set goals for my education |79 % |76 % |73 % |
|25. I have set goals for my personal life |72 % |78 % |74% |
|26. I have set goals for my family life |65 % |68 % |66 % |
|27. I have set goals for my role in my community |51 % |48 % |44 % |
|28. I have set goals for understanding my culture |58 % |54 % |56 % |
|29. I have set goals for understanding and speaking my traditional language |46 % |46 % |40 % |
|30. I have gained skills in solving problems |69 % |69 % |59 % |
|31. I have learned research skills |70 % |61 % |58 % |
|32. I have learned to seek help for my needs |76 % |72 % |69 % |
|33. I have been better able to learn |78 % |87 % |76 % |
|34. I have been helped to prepare for my further education |73 % |80 % |68 % |
|35. I have been helped to prepare for getting a job |63 % |55 % |52 % |
|36. I have gained computer skills |62 % |57 % |51% |
|37. I feel supported by teaching staff |83 % |78 % |73 % |
|38. I feel supported by the administrative staff |70 % |66 % |71 % |
| | | | |
|At this school: | | | |
|39. I have made new or better relationships with other students |77 % |76 % |75 % |
|40. I like the classrooms, facilities and common space |75 % |79 % |73 % |
|41. The physical environment reflects First Nations culture |66 % |65 % |61 % |
|42. I like the availability and range of courses |77 % |72 % |68 % |
|43. I have liked the courses I have taken |84 % |82 % |76 % |
| | | | |
|Overall: | | | |
|44. I am satisfied with this school |88 % |88 % |84 % |
|45. I would recommend this school to others |80 % |83 % |80 % |
Appendix D: Adult Learner Survey Respondents Profile
For the past three years, the FNSA has worked with the Indigenous Adult and Higher Learning Association (IAHLA) to get an overall picture of adult learners’ educational experiences. In 2007/08 to 2009/10, the adult learner survey contained in the FNSA parent/student survey package was also administered to adult learners as part of the IAHLA Data Collection Project. IAHLA surveyed First Nations institutes and adult learners during the same timeframe.
Some attributes of the adult learners who responded to the survey:
• In 2009/10, the 215 learners completed surveys at 20 First Nations schools. These 20 schools include thirteen of the 73 schools which submitted FNSA school forms to the Project. The twenty institutes also include seven institutes which submitted only learner surveys (through the IAHLA Data Collection Project).
• In 2008/09, the 152 learners completed surveys at 14 First Nations schools. These 14 schools included six of the 55 schools which submitted FNSA school forms to the Project. The 14 institutes also included eight institutes which submitted only learner surveys (two through the FNSA School Measures and Data Collection Project and six through the IAHLA Data Collection Project).
• In 2007/08, the 178 learners completed surveys at 17 First Nations schools with Adult Nominal Roll students. These 17 schools included eight of the 41 schools which submitted FNSA school forms to the Project. The 17 institutes also included nine institutes which submitted only learner surveys (through the IAHLA Data Collection Project).
• In 2009/10, 58% of responding learners are in their first year at their school while 42% are not.
• In 2008/09, 53% of responding learners were in their first year at their school while 45% were not. Two percent did not respond to the question “are you in your first year at this institute [school]?”
• In 2009/10, 83% are full-time and 13% are part-time (5% did not respond to this question).
• In 2008/09, 79% are full-time and 18% are part-time (3% did not respond to this question).
• In 2009/10, 54% are female and 44% are male (2% did not respond to this question).
• In 2008/09, 51% were female and 48% were male (1% did not respond to this question).
• In 2009/10, 18% are under 20 years of age, 49% are 20 to 29, 14% are 30 to 39 and 19% are 40 years of age or older (1% did not answer this question).
• In 2008/09, 25% were under 20 years of age, 40% were 20 to 29, 20% were 30 to 39 and 14% were 40 years of age or older (one respondent did not answer this question).
• In 2009/10, 97% were members of a First Nation, 1% were Metis, 1% were international Indigenous students and 1% were non-Native.
• In 2008/09, 95% were members of a First Nation, 1% were Metis, 1% were of other ancestry and 2% were non-Native (1% did not respond to this question).
-----------------------
[1] Primary results prior to 2008/09 may have included some Kindergarten student responses as a separate questionnaire was not available for Kindergarten students at the time.
[2] Some of the categories of ranges are not mutually exhaustive because reported FTEs are sometimes not whole numbers. For example, an interval of between 5 to 10 FTEs is in fact the FTEs between 5.1 and 10.0. More than 10 FTEs is in fact 10.1 and higher.
[3] The number for whom these data are reported.
[4] “School-age” refers to students who are 18 years old and under at the beginning of the school year.
[5] Early literacy programs are defined as those programs for children under four years old, and their families.
[6] There was no response to this question for 5% of those surveyed, which equates to four schools.
[7] In 2009/10, nursery/kindergarten only schools were not asked if they hold student-led or parent/teacher/student conferences.
[8] In 2009/10, nursery/kindergarten only schools were not asked if they hold student/teacher conferences.
[9] In 2009/10, four additional agencies or categories were asked about: the First Nations Schools Association, the First Nations Education Steering Committee, the Indigenous Adult and Higher Learning Association and Other Public Agencies. These categories were not included in earlier questionnaires.
[10] In September 2009, Tindall Consulting was engaged by FNSA to: help refine the existing survey instruments used in 2008/09; to undertake data entry, coding, editing and cleaning; and, to prepare descriptive statistics of the survey responses presented in this report.
[11] Primary results prior to 2008/09 may have included some Kindergarten student responses as a separate questionnaire was not available for Kindergarten students at the time.
[12] Concurrent to this research, the FNSA was actively collecting data as part of its ongoing School Assessment initiative. Thirteen schools submitted their responses to the FNSA School Measures and Data Collection 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. Because the questions are similar in intent the results are merged and reported together.
[13] Some of the categories of ranges are not mutually exhaustive because reported FTEs are sometimes not whole numbers. For example, an interval of between 5 to 10 FTEs is in fact the FTEs between 5.1 and 10.0. More than 10 FTEs is in fact 10.1 and higher.
[14] The number for whom these data are reported.
[15] The number for whom these data are reported.
[16] “School-age” refers to students who are 18 years old and under at the beginning of the school year.
[17] For this report, the term “agree” describes the combination of the survey response categories “I agree” and “I strongly agree.”
[18] For this report, the term “helpful” describes the combination of the survey response categories “somewhat helpful” and “very helpful.”
[19] In 2009/10, 18 schools reported on these programs. In 2008/09, 10 schools reported on these programs.
[20] In 2009/10, 46 schools reported on these programs. In 2008/09, 36 schools reported on these programs.
[21] In 2009/10, 20 schools reported on these programs. In 2008/09, 21 schools reported on these programs.
[22]In 2009/10, 41 schools reported on these programs. In 2008/09, 36 schools reported on these programs.
[23] In 2009/10, 20 schools reported on these programs. In 2008/09, 22 schools reported on these programs.
[24] Early literacy programs are defined as those programs for children under four years old, and their families.
[25] “At grade level” means that the student is meeting the expected outcomes for that grade.
[26] Percentages are based on responses from 46 responding schools with Preschool through Grade 12 students.
[27] Percentages are based on responses from 42 responding schools with Preschool through Grade 12 students.
[28] Percentages are based on responses from 31 responding schools with Preschool through Grade 12 students.
[29] Percentages are based on responses from 28 responding schools with Preschool through Grade 12 students.
[30] Findings on all the questions asked of parents and students are included in Appendix C.
[31] In 2008/09, the two-point scale used for the nursery/kindergarten parent surveys was: “yes, no.” In 2009/10, a three point scale was introduced consisting of: “yes, sometimes, no.”
[32] The three-point scale used for nursery/kindergarten parents, K-12 parents, primary and elementary student surveys was: “yes, sometimes, no.”
[33] The five-point scale used for secondary student surveys was: “I strongly disagree, I disagree, I don’t agree or disagree, I agree, I strongly agree.”
[34] Refers to student math performance as presented in Exhibit 6.7.
[35] There was no response to this question for 5% of those surveyed, which equates to four schools.
[36] There was no response to this question for 2% of those surveyed, which equates to one school.
[37] In 2009/10, nursery/kindergarten only schools were not asked if they hold student-led or parent/teacher/student conferences.
[38] In 2008/09, nursery/kindergarten only schools were not asked if they hold student-led or parent/teacher/student conferences.
[39] In 2009/10, nursery/kindergarten only schools were not asked if they hold student/teacher conferences.
[40] In 2009/10, four additional agencies or categories were asked about: the First Nations Schools Association, the First Nations Education Steering Committee, the Indigenous Adult and Higher Learning Association and Other Public Agencies. These categories were not included in earlier questionnaires.
[41] In 2009/10, 51% of responding schools report they have a Head Start Program in place. In 2008/09, 67% had a Head Start program in place compared to 66% in 2007/08.
[42] 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.
[43] In 2004/05 and 2005/06 these student and parent questionnaires were referred to as “Perceptions Surveys.”
[44] The FNSA’s School Assessment initiative was taking place concurrent to this Project.
[45] In 2007/08 and 2006/07, some kindergarten students’ responses may be included in these percentages as a separate Kindergarten questionnaire was not available those years.
[46] This summary presents the results of questions 19 to 45 of the 2009/10 Adult Students Survey. These questions reflect learners’ experiences or “perceptions” in attending First Nations schools.
[47] For the purposes of this summary, the term “school” is defined as a post-secondary education or learning society, institute, college, a school or adult centre. In the actual survey completed by learners the term “institute” was presented, along with the same definition.
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