fnmi c ollaborative n etworks w orkshop data based decision making

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 Sep

t

Oct

No

v

Dec

Jan

Feb

Mar

Ap

r

May

Jun

e

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 Signif icantly 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 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 14 4 1.0 5.0 0.0 Intermediate Improved Issue 10.2%



Student 17 4 3.5 0.5 0.0 Intermediate Improved Signif icantly Good 6.8%



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

Wri

ters

Acc

ept

able

Exc

elle

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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)

Acc

epta

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L.A

.

Acc

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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 Exams

Holy 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:


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General:

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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 standard

HSCS 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 516,557 516,557

4 FNMI workers: sal. + veh -199,049 317,508

Central budget:

FNMI orientation -3,000 314,508

FNMI worker PD -4,000 310,508

Awards/heritage - 6,500 304,008

FNMI parent adv. -3,125 300,883

Resiliency 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 CONTINUES

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 Sep

t

Oct

No

v

Dec

Jan

Feb

Mar

Ap

r

May

Jun

e

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 Signif icantly Concern 23.7%






Student 10 4 0.5 5.0 0.0 Intermediate Improved Good 9.3%







Student 17 4 3.5 0.5 0.0 Intermediate Improved Signif icantly Good 6.8%



Student Absentee days for the month of: Absenteeism:

ACHIEVEMENT ANALYSIS CONTINUESFNMI Students Meeting Standard: PAT Exams

Holy 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

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"Big Picture" analysis of five year growth trend. Acceptable Standard

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"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

fnmi c ollaborative n etworks w orkshop data based decision making

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