fnmi collaborative networks workshop
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FNMI COLLABORATIVE NETWORKS WORKSHOPData based decision making
PROFILE Schools in Lethbridge, Taber, Coaldale,
Picture Butte and Pincher Creek FNMI student population primarily in
Lethbridge and Pincher Creek Total student population of 4300 students 550 to 600 FNMI students (13 – 15%)
Of those, roughly 160 are bussed from two reserves, funded by INAC
450 or so reside in Lethbridge and are provincially funded
HISTORICALLY… Native Education Liaison
Partnership Stand-alone programming 1995 Ab Ed’s new funding framework
FNMI per pupil grant totally allocated to FNMI education since 2004
At this point the decision was made to verify statistically the “state of affairs” that existed with FNMI student learning in our Division
HISTORICALLY… 2004
In 2003 an FNMI education task force was struck within the school division to encourage input from school communities regarding FNMI education within the jurisdiction
In 2004 the task force made its recommendations. Most were subsequently duplicated by the ACOL recommendations
COLLABORATIVE DECISION MAKING 2004: Principals decided to use FNMI project
plans to guide and communicate initiatives within each of their schools, and to provide the framework for accountability
2005: beginning of FNMI worker meetings 2005 Attendance is brought to the table Gathering of statistics begins Creation of electronic tools on-going FNMI PAC recommends that monies set aside
for a resource centre be instead used for resiliency programming to address student attendance
MONTHLY FNMI WORKER MEETINGS
This group monitors, advises, and makes recommendations to the PAC and to senior administration.
Often, recommendations to PAC come from this group. (i.e. extent and impact of absenteeism on learning results, identified parental engagement as important, etc.)
FOCUS AND DECISIONS ON ATTENDANCE DRIVEN BY STATISTICS
Summary of FNMI student absenteeismElementary student summary:
Average absence: 13.59% On reserve: 17.21% percentTotal student count: 317 Off reserve: 12.81% percent
Count absent over 10%: 163 students who make up 51.42% of elem. FNMI studentscount absent over 20%: 85 students who make up 26.81% of elem. FNMI studentscount absent over 30%: 31 students who make up 9.78% of elem. FNMI students
Junior High student summary:Average absence: 19.19% On reserve: 22.69% percent
Total student count: 140.00 Off reserve: 17.93% percent
Count absent over 10%: 94 students who make up 67.14% of FNMI Jr. H. studentscount absent over 20%: 57 students who make up 40.71% of FNMI Jr. H. studentscount absent over 30%: 25 students who make up 17.86% of FNMI Jr. H. studentscount absent over 40%: 16 students who make up 11.43% of FNMI Jr. H. students
Senior High student summary:Average absence: 22.01 On reserve rate: 27.46 percent
Total student count: 131.00 Off reserve rate: 18.75 percent
Count absent over 10%: 93.00 students who make up 70.99% of FNMI Sr. H. studentscount absent over 20%: 59.00 students who make up 45.04% of FNMI Sr. H. studentscount absent over 30%: 31.00 students who make up 23.66% of FNMI Sr. H. studentscount absent over 40%: 16.00 students who make up 12.21% of FNMI Sr. H. students
FOCUS CHANGE The information was presented to both the Division’s
learning leadership team and to Parent Advisory Committee As a result, the Parent Advisory Committee asked the Board
to re-allocate “Parent Resource Centre monies” to student resiliency as a first step in addressing one aspect of FNMI student learning.
FNMI worker was hired to coordinate on-going data collection and analysis for use by schools, and to support school administrators in the planning and implementation of school based FNMI project plans for improvement of FNMI student achievement
We began producing data collection tools to provide a continuous flow of information to principals to assist in decision making
FNMI PROJECT PLAN TEMPLATE
Accountability
Briefly describe how your project addresses the School Division’s goal 4 outcomes:FNMI workers provide academic support for Gr.1-6 FNMI students. Also, family support is provided by FNMI worker.
Financing: Outline how FNMI funds will be used to address Goal 4:
4.1: First Nations, Métis and Inuit (FNMI) students demonstrate a high level of academic success
4.2: Improve success and program completion rates for FNMI students (FNMI graduation rates)
Name of FNMI project:Details and scope of project: (please include number of FNMI students served)
Data: What relevant data will be used to assess success of initiatives: (All schools track and report achievement / diploma exam results specifically for FNMI students. Please indicate additional data to be gathered for assessment of success)
School:
Date:
IMPROVED DATA GATHERING AND ANALYSIS WAS INTRODUCED FOR FNMI ATTENDANCE TO INFORM PRINCIPALS, TEACHERS AND PARENTS
School Name…
FNMI student attendance record
2009-2010
Total attendance days for the month:21 20 18 Average operation: 19.67 days
19.3%
Name: Grade Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
June Attendance Improvement Overall Absent: R.P. Y/N
Studednt 1 4 0.5 8.5 7.0 Very-Low Declined Signif icantly Concern 27.1%
Student 2 4 4.5 6.5 7.0 Very-Low Declined Concern 30.5%
Student 3 4 2.0 5.5 4.0 Low Declined Concern 19.5%
Student 4 4 7.0 7.0 0.0 Very-Low Improved Significantly Concern 23.7%
Student 5 4 0.0 0.0 0.0 Very-High Maintained Excellent 0.0%
Student 6 4 0.5 8.5 7.5 Very-Low Declined Signif icantly Concern 28.0%
Student 7 4 1.0 3.0 4.0 Intermediate Declined Signif icantly Issue 13.6%
Student 8 4 0.0 0.5 0.0 Very-High Maintained Excellent 0.8%
Student 9 4 0.0 6.5 1.5 Intermediate Declined Signif icantly Issue 13.6%
Student 10 4 0.5 5.0 0.0 Intermediate Improved Good 9.3%
Student 11 4 3.0 3.5 2.0 Intermediate Maintained Issue 14.4%
Student 12 4 6.5 14.5 17.5 Very-Low Declined Signif icantly Concern 65.3%
Student 13 4 0.0 6.0 1.5 Intermediate Declined Signif icantly Issue 12.7%
Student 14 4 1.0 5.0 0.0 Intermediate Improved Issue 10.2%
Student 15 4 2.0 7.5 5.5 Very-Low Declined Signif icantly Concern 25.4%
Student 16 4 2.5 3.5 1.0 Intermediate Improved Issue 11.9%
Student 17 4 3.5 0.5 0.0 Intermediate Improved Significantly Good 6.8%
Student 18 4 1.0 4.5 1.0 Intermediate Maintained Issue 11.0%
Student 19 4 2.0 5.0 0.5 Intermediate Improved Issue 12.7%
Student Absentee days for the month of: Absenteeism:
IMPROVED DATA GATHERING AND ANALYSIS WAS INTRODUCED FOR FNMI ATTENDANCE TO INFORM PRINCIPALS, TEACHERS AND PARENTS
Holy Spirit Catholic SchoolsFNMI student attendance record2009-2010
** FNMI attendance tracker: Grades 1 - 9
Name: AttendanceAttendance Improvement Overall Absentee RateSchool 1 Low Declined Significantly Concern 16.8%School 2 Very-Low Maintained Concern 22.3%School 3 Low Declined Concern 19.3%School 4 Low Declined Concern 17.9%School 5 Very-High Maintained #N/A 0.0%etc
Holy Spirit Catholic Schools Intermediate Declined Concern 15.2%
LEADING TO PAC AND OUR WORKERS TO ASK OTHER QUESTIONS: How do our students perform compared to
the general population in our Division in view of our attendance data? (capacity building, adaptive, and responsive)
Do some schools succeed better than others with attendance and PAT results? (collaborative, responsive)
How do PAT results relate to attendance statistics?
SO, MORE DATA GATHERING AND MANAGEMENT TOOLS WERE DEVELOPED Dis-aggregation of FNMI learning results for
PAT and Dip exams Month by month monitoring of attendance
for FNMI students to help determine a focus for resiliency programming
Most recently, student performance profiling Information is shared and discussed
internally between FNMI workers in the Division, and also brought to the principals’ table for discussion and awareness
STUDENT ACHIEVEMENT TEST DIS-AGGREGATION OF DATA – WRITERS ONLY
Holy Spirit Catholic SchoolsFNMI dis-agregated data for the school year
School:
SUMMARY course name
Writ
ers
Acce
ptab
le
Exce
llenc
e
Grade 3: Language Arts ...: 8 62.5 0.0Math ………...….: 8 62.5 0.0
Grade 6: Language Arts....: 23 47.8 4.3Math ………....…: 24 20.8 0.0Science ….........: 24 33.3 0.0Social ………..…: 23 56.5 0.0
Grade 9: Language Arts ...: 0Math ………..…..: 0Science ………...: 0Social …………..: 0
Total % achieving acceptable …: 42.7%Total % achieving excellence …: 0.9%
Raising performance by 1 % requires an increase of : 1 exams.
Enter individual exam scores below: (see student profiles)
Acce
ptab
le L
.A.
Acce
ptab
le L
.A.
L. A Math L.A. Math Science Social L.A. Math Science Social
Student Name: (OPTIONAL)
60 26 41 12 13 975 35 48 15 18 1462 12 19 15 2643 24 49 7 17 1549 13 60 25 27 25
Grade 3 Grade 6 Grade 9
DIS-AGGREGATED DATA USED TO CREATE A PICTURE OF STUDENT PERFORMANCE
FNMI Students Meeting Standard: PAT ExamsHoly Spirit Catholic Schools 2006 - 2007 School year
Five year summary
Data below based upon students writing
Summary of overall results reported for school year …….>2002-2003
2003-2004
2004-2005
2005-2006
2006-2007
Total % of students meeting acceptable standard ……..……...…...…: 52.8% 70.2% 62.0% 49.8%Total % of students meeting standard of excellence …..………..……: 1.9% 3.1% 5.2% 5.1%
Holy Spirit Catholic Schools Holy Spirit Catholic Schools
1 2 3 4
"Big Picture" analysis of growth trend over 4 years. Acceptable Standard
1 2 3 4
"Big Picture" analysis o growth trendover 4 years. Standard of Excellence
ACHIEVEMENT DATAHoly Spirit Catholic Schools2008 - 2009 School year
** In all cases, comparing the "full cohort" of the general population with the "writers only" of the FNMI population.
For PATs written last June:
Acceptable Standard:
L. A. Math L.A. Math Science Social L.A. Math Science SocialGeneral: 86.5% 80.0% 81.9% 74.7% 79.1% 0.0% 81.6% 64.4% 74.8% 0.0%FNMI: 78.4% 59.5% 71.4% 47.5% 46.2% 0.0% 40.0% 15.0% 36.4% 0.0%Gap: -8.1% -20.5% -10.5% -27.2% -32.9% 0.0% -41.6% -49.4% -38.4% 0.0%
Standard of Excellence:
L. A. Math L.A. Math Science Social L.A. Math Science SocialGeneral: 16.9% 18.5% 19.0% 13.2% 22.7% 0.0% 18.8% 17.5% 19.3% 0.0%FNMI: 5.4% 8.1% 2.4% 0.0% 7.7% 0.0% 0.0% 0.0% 4.5% 0.0%Gap: -11.5% -10.4% -16.6% -13.2% -15.0% 0.0% -18.8% -17.5% -14.8% 0.0%
Results for 2008 - 2009 School year Results for 2008 - 2009 School year
Gr. 3: GradI 6: GradI 9:
Gr. 3: GradI 6: GradI 9:
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
L M L M S S L M S S
General:
FNMI: 0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
L. A
.M
ath
L.A.
Mat
hSc
ienc
eSo
cial
L.A.
Mat
hSc
ienc
eSo
cial
Gr. 3: GradI 6: GradI 9:
General:
FNMI:
Acceptable Standard: Standard of Excellence:
Button 2
ATTENDANCE CALCULATOR Years missed calculator
Enter the student's grade level: 7Enter student's rate of absenteeism (%):23.0
At this absenteeism rate, this student would miss:Overall from grade 1 to 12: 2.8 years of school
From now on: 1.4 years of school
Should this absentee level be at this rate over all 12 years, this student would write grade 12 exams with a grade 9.2 education.From now, should this continue for the next 5 years, this student would at best write gr. 12 exams with a grade 10.6 education.
PROGRAMMING IMPLEMENTATION OVER TIME Three year education plan (TYEP) – Board
introduced a 4th goal: FNMI students will achieve at the same rate as non-aboriginal students while respecting their history and culture.
For the previous 5 years, the school’s principal and staff developed an FNMI project plan for the academic year, and reported to senior administration
An FNMI program coordinator was put in place to support and assist in the implementation of the site based FNMI project plans under the supervision of the Associate Superintendent.
PROGRAMMING IMPLEMENTATION OVER TIME FNMI programming funds were dedicated to
funding site based project plans while central programs were kept to a minimum: orientation, awards, PD and FNMI PAC costs
New teacher FNMI orientation was implemented in response to task force and ACOL recommendations
Data collection, and how this data correlates with research findings elsewhere (effects of poverty on teaching and learning, AISI results on best practices, research by C.D. Howe Institute on best practices, etc.
RESULTS… FNMI student participation rates for writing PAT
exams increased while results decreased (more students wrote, but were not necessarily better prepared to write than before)
At the high school, students increasingly entered academic courses, but achievement results decreased (more students took the “30’s” rather than the “33’s”, but fewer passed)
Awareness levels increased dramatically with administrators, and to a lesser degree, our teachers regarding the imbalance in results for FNMI students when comparing attendance and achievement
PARTICIPATION RATES ON PAT’S BY FNMI STUDENTS OVER TIME:Year PAT participation
rate Overall results (writers only)
2004-2005 59.8% 69.4%2005-2006 76.7% 62%2006-2007 79.5% 49.8%2007-2008 79.2% 47.9%2008-2009 87.8% 49.3%
1 2 3 4 50.0%
10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%
"Big Picture" analysis of five year growth trend. Acceptable Standard
COMMUNICATIONS All the while, budgets, efforts, theories and
results were communicated to schools and to parents through the PAC …
EXAMPLE OF COMMUNICATION OF LEARNING RESULTS TO PAC, SCHOOLS, PARENTS
Percentage of students achieving acceptable standardHSCS FNMI
Grade 3 L. A. -- 86.2 75.9
Math -- 81.6 69.2
Grade 6 L.A. -- 81.9 74.3
Math -- 70.8 30.5
Science - 74.4 42.9
Social - 76.1 44.5
grade 9 L.A -- 83.3 51.9
Math -- 66.8 26.9
Science - 74.8 44.0
Social - 76.4 40.0
0.010.020.030.040.050.060.070.080.090.0100.0
Gr. 3 Gr. 6 Gr. 9
HSCS
FNMI
EXAMPLE OF COMMUNICATION OF PROGRAM FUNDING TO PAC, SCHOOLS, PARENTS
Provincial revenues 516,557 516,5574 FNMI workers: sal. + veh -199,049 317,508Central budget: FNMI orientation -3,000 314,508 FNMI worker PD -4,000 310,508 Awards/heritage - 6,500 304,008 FNMI parent adv. -3,125 300,883Resiliency progs (Inc. F&ST) -14,320 286,563
School based programming -286,563 0 Totals: 516,557 -516,557 0
Revenue: Expense: Balance:Budgeted item:
BUT, OVERALL RESULTS OVER TIME
…were not improving. In spite of very good effort by our schools, we were not satisfied with the results. Impact to attendance was minimal (2% +-), PAT results declined as participation rates increased, and parents were not participating to our satisfaction
AFTER 5 YEARS, IT WAS EVIDENT SOMETHING NEEDED TO CHANGE Formation of steering committee (principals) Centralized control of FNMI funds Stand-alone FNMI project plans discontinued,
and principals included these in the school’s continuous improvement plans
AISI project cycle 4 heavily weighted to improvement of FNMI results
Strong emphasis placed on parental engagement by many schools – especially those with significant FNMI student populations
RESILIENCY We currently have Jamie Medicine Crane on
staff dedicated to FNMI education for the Division.- program coordination- FNMI history and culture integration across
curriculum- Student resiliency (addressing childhood belief systems one by one and in groups)- Seven FNMI education assistants work one on one with students, support classroom teaching and provide liaison between school and home
PARENTAL ENGAGEMENT AISI cycle 4 heavily vested with goals for
improvement of FNMI achievement within the Division- Parental engagement through a social focus at Children of St. Martha- Parental engagement through an academic focus at Father Leonard Van Tighem School (Pyramids of intervention)- Parental engagement through invitation
Parental engagement through collaboratives at CCH (Alberta Education pilot project with Bobbi Palynchuk)
DATA COLLECTION AND ANALYSIS CONTINUES Attendance tracking PAT and Dip result analysis Since the FNMI per pupil grant is dedicated to
improving FNMI student learning results, the associated budget is presented to parents annually through PAC
AISI funds are now being used to address learning issues
Parental engagement efforts are informed by data collection and analysis
ATTENDANCE TRACKING CONTINUESSchool Name…
FNMI student attendance record
2009-2010
Total attendance days for the month:21 20 18 Average operation: 19.67 days
19.3%
Name: Grade Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
June Attendance Improvement Overall Absent: R.P. Y/N
Studednt 1 4 0.5 8.5 7.0 Very-Low Declined Signif icantly Concern 27.1%
Student 2 4 4.5 6.5 7.0 Very-Low Declined Concern 30.5%
Student 3 4 2.0 5.5 4.0 Low Declined Concern 19.5%
Student 4 4 7.0 7.0 0.0 Very-Low Improved Significantly Concern 23.7%
Student 5 4 0.0 0.0 0.0 Very-High Maintained Excellent 0.0%
Student 6 4 0.5 8.5 7.5 Very-Low Declined Signif icantly Concern 28.0%
Student 7 4 1.0 3.0 4.0 Intermediate Declined Signif icantly Issue 13.6%
Student 8 4 0.0 0.5 0.0 Very-High Maintained Excellent 0.8%
Student 9 4 0.0 6.5 1.5 Intermediate Declined Signif icantly Issue 13.6%
Student 10 4 0.5 5.0 0.0 Intermediate Improved Good 9.3%
Student 11 4 3.0 3.5 2.0 Intermediate Maintained Issue 14.4%
Student 12 4 6.5 14.5 17.5 Very-Low Declined Signif icantly Concern 65.3%
Student 13 4 0.0 6.0 1.5 Intermediate Declined Signif icantly Issue 12.7%
Student 14 4 1.0 5.0 0.0 Intermediate Improved Issue 10.2%
Student 15 4 2.0 7.5 5.5 Very-Low Declined Signif icantly Concern 25.4%
Student 16 4 2.5 3.5 1.0 Intermediate Improved Issue 11.9%
Student 17 4 3.5 0.5 0.0 Intermediate Improved Significantly Good 6.8%
Student 18 4 1.0 4.5 1.0 Intermediate Maintained Issue 11.0%
Student 19 4 2.0 5.0 0.5 Intermediate Improved Issue 12.7%
Student Absentee days for the month of: Absenteeism:
ACHIEVEMENT ANALYSIS CONTINUESFNMI Students Meeting Standard: PAT ExamsHoly Spirit Catholic Schools 2008 - 2009 School yearFive year summary
Data below based upon students writing
Summary of overall results reported for school year …….>2004 - 2005
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
Total % of students meeting acceptable standard ……..……...…...…: 69.4% 62.0% 49.8% 47.9% 49.3%Total % of students meeting standard of excellence …..………..……: 3.1% 5.2% 5.1% 3.1% 3.5%
Holy Spirit Catholic Schools Holy Spirit Catholic Schools
0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%
1 2 3 4 5
"Big Picture" analysis of five year growth trend. Acceptable Standard
0.0%
1.0%
2.0%
3.0%
4.0%
5.0%
6.0%
1 2 3 4 5
"Big Picture" analysis of five year growth trend. Standard of Excellence
REPORTING TO PARENTS, SCHOOLS CONTINUES Budget reports at FNMI PAC meetings PAT and Dip results (now available through
accountability pillar reports) reported at PAC Attendance dashboards sent to schools monthly for
each child to assist teachers in planning interventions
AERR reporting of FNMI results (page 68) Parent satisfaction survey dashboards produced for
each school to inform school staff of local measure results
Student learning profiles now underway to inform teachers of students who require intervention / type of intervention
IN SOME SCHOOLS WE HAVE BEGUN CREATING LEARNING PROFILES OF STUDENTS TO INFORM SCHOOL TEACHERS AND ADMINISTRATORS
CORE SUBJECTS ACHIEVEMENT
PARENTAL ENGAGEMENT IS NOW A FOCUS FOR OUR JURISDICTION Provision of a community room, including toys,
internet access, social evenings, print information for parents
Pyramid of intervention Personal invitation of parents by the child’s teacher Frequent communication with elementary
students’ parents by teachers to discuss “good news”
challenging students (and parents) individually to align learning and attendance behaviors with professed goals using all data available
Facing reality as young as possible using that student’s data
IT TAKES A WHOLE VILLAGE…
In all this, through the data collection, project plans, allocation of funds, attendance tracking and the interventions we’ve tried to make a difference in student learning, the major lesson learned is?
Only one thing can make a difference
Collaborative relationships…. Because when the child belongs to both the parent and the teacher and when the parent and the teacher are in collusion to help the child succeed through close collaboration, very few children can fight the wave.
All the other things that we do are tools that inform and support this one reality
Recognizing and
responding to the needs
Understanding and
appreciating Blackfoot culture
Nurturing the
relationships and making connections
Integratingauthentic Resources
NIITOOHPOOKSO’OP: RELATIONSHIPSSPRINGBOARDS TO LEARNING
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