First Nations Schools Association

First Nations Schools Association

Sixth Annual

School Measures and Data Collection Project2009/10

Final Report

March 31, 2010

Tindall Consulting

in association with

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SixthAnnualFNSASchool Measures and Data Collection Project 2009/10 — FINAL REPORT

Table of Contents

EXECUTIVE SUMMARY

1. Introduction ...... 1

1. Methodology...... 3

2.1Approach...... 3

2.2Response Summary...... 4

1. Who Responded...... 6
2. Schools...... 6
3. Students...... 9
4. Parents...... 10

1. Recognition of Local First Nations Authority...... 11
2. School Governance...... 11
3. Presence of First Nations Staff...... 12
4. Enrolment of First Nations Students...... 14
5. Parent, Student and Adult Learner Perceptions of
   Local First Nations Authority...... 15

1. Cultural Relevance ...... 17
2. First Nations Language and Culture Programs...... 17
3. Perceptions of First Nations Culture and Language...... 23
4. Perceptions of School Environment...... 26

1. Literacy and Numeracy...... 28
2. Reading and Math Programs Used On a Grade-Wide Basis...... 28
3. Strategies to Increase Student Success...... 31
4. Student Performance in Reading and Math at Grade Level...... 33
5. Determining Reading and Math Performance...... 35
6. Student and Parent Perceptions of Quality Education...... 37

1. Other Aspects of Quality Education ...... 39

7.1School Administrators...... 39

7.2Parental Involvement and Communications...... 40

7.3Student Support Programs...... 41

7.4Student Absenteeism and Lateness...... 44

7.5Student Graduations (Age 18 and under)...... 45

7.6Adult Learner Perceptions of Quality Education...... 46

1. Integration of Services ...... 48

8.1Cooperative Work...... 48

8.2Counselling and Social Support Services...... 49

8.3Other Services...... 50

8.4Adult 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 — StudentsPerforming 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 ABackground and Rationale for theFNSASchool Measures
and Data Collection Project...... 54

Appendix BFirst Nations Schools Responding to theFNSASchool Measures
and Data Collection Project — By Region...... 60

Appendix CParent, Student and Adult Learner Survey Results
—2007/08 to 2009/10...... 61

Appendix DAdult Learner Survey Respondents Profile...... 71

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SixthAnnualFNSASchool Measures and Data Collection Project 2009/10 — FINAL REPORT

EXECUTIVE SUMMARY

1.0Introduction

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, 126First 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 heritageand 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".

2.0Methodology

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 betweenOctober 2009 and March2010.

3.0Who Responded

Seventy-threeFirst 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.

As well,2079students and 909parents 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 thanone-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 frequentlyreported 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.

4.0Recognition 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 governstheir 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.

5.0Cultural 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.

6.0Literacy 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:

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.

7.0Other 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.

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 eightto 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.