People for Education Annual Report on Ontario s Publicly Funded Schools 2014

Transcription

1 People for Education Annual Report on Ontario s Publicly Funded Schools 2014

2 The Annual Report on Ontario s Publicly Funded Schools 2014

3 Notice of Copyright and Intellectual Property The People for Education tracking survey was developed by People for Education and the Metro Parent Network, in consultation with parents and parent groups across Ontario. People for Education owns the copyright on all intellectual property that is part of this project. Use of any questions contained in the survey, or any of the intellectual property developed to support administration of the survey is strictly prohibited without the express written permission of People for Education. Questions about the use of intellectual property should be addressed to the Research Director, People for Education, at or Document Citation This report should be cited in the following manner: People for Education (2014). Public Education: Our Best Investment (Annual Report on Ontario s Publicly Funded Schools 2014). Toronto: People for Education. Data from the Survey Specific research data from the survey can be provided for a fee. Elementary school data have been collected since 1997, and secondary school data have been collected since Please contact info@peopleforeducation.ca. People for Education, 2014 People for Education is a registered charity working to support public education in Ontario s English, French and Catholic schools. 641 Bloor Street West Toronto, ON M6G 1L1 Phone: or info@peopleforeducation.ca Website: We are immensely grateful for the support of all our donors and supporters, who make our work possible. People for Education works on behalf of students, parents and all of Ontario s citizens to ensure that public education lives up to its promise. As a registered charity we rely on contributions from individuals, organizations, corporations and public sector grants to support our many initiatives and programs. Their generosity allows us to provide direct services and advice to parents, engage with schools across Ontario, and conduct extensive research to produce reports like this one. Our monthly giving program is the most convenient and effective way to support our work. Becoming a Partner for Education allows you to commit to supporting public education in Ontario on a monthly basis, at an amount that works for you. Every dollar donated to People for Education helps us continue to be the independent voice for public education in Ontario s English, Catholic and French schools. By becoming a Partner for Education, you commit that well-equipped publicly funded schools, with a well-rounded curriculum, provide young people with the best chance for a bright future. Visit or call to become a monthly donor today. ii People for Education Annual Report on Ontario s Publicly Funded Schools 2014

4 Contents Acknowledgements iv Quick Facts Introduction 3 The Arts in Schools 4 Healthy Schools 7 Digital Learning 9 Special Education 11 First Nations, Métis and Inuit Education 15 Early Childhood Education and Care 21 Choosing Courses for High School 23 Methodology 25 How Funding Works 27 Surveys 28 Notes 44

5 Acknowledgements People for Education is supported by thousands of individual donors, and the work and dedication of hundreds of volunteers. We also receive support from the Atkinson Foundation, the R. Howard Webster Foundation, MITACS Accelerate, the Ontario Trillium Foundation, RBC Financial, the Toronto Community Foundation, and the Ontario Ministry of Education. Every year, parents and principals in schools across Ontario take the time to complete our surveys and share their stories with us. And every year, many volunteer researchers help us put the data we collect from schools into a context that helps us write our reports. In particular, we thank: Emis Akbari Marion Battersby Tony Blair Sharon Bowes Wanda Brascoupe Peters Claire Brett Julia Candlish Brooke Charlebois Susan Cook Anelia Coppes Susan Dion Paul Emond Geoff Feldman Joe Flessa John Hoffman Molly Kidder Carlana Lindeman Michele Locke Katie Lynes Marion Macdonald Amy Mack Martha Macneil Chris Markham Norah-Lynn McIntyre Amanda Merpaw Beth Mills Lisa Mooney Mary Nanavati Pamela Osmond Gillian Parekh Jennifer Parker Cathy Philpott Andre Potvin Greg Querel Ed Reed Karen Robson Susan Roy Cindy Sawyer Nancy Steinhauer Diane Wagner Candice Walker Isabelle Yeadon and, as always, Dennis Research Director: Kelly Gallagher-Mackay Tracking coordinator: Laurie Matheson Writers: Bodong Chen Kelly Gallagher-Mackay Annie Kidder Kerrie Proulx Editor: Jacqui Strachan Layout: Megan Yeadon Research Manager: Kerrie Proulx Data Analyst Bodong Chen iv People for Education Annual Report on Ontario s Publicly Funded Schools 2014

6 Public Education: our Best investment

7 Quick Facts 2014 The Arts in Schools 43% of elementary schools have a specialist music teacher, either full- or part-time; a decline from 49% in In the past decade, the number of elementary schools that have an itinerant music teacher has risen from 21% to 40%. In elementary schools with grade 7 and 8, only 16% have a visual arts teacher, and 9% have a drama teacher. Healthy Schools 47% of elementary schools have a specialist health and physical education (H&PE) teacher, either full- or part-time; an increase from 30% of schools in % of secondary schools and 45% of elementary schools have regular access to social workers, compared to 50% and 39% respectively in % of secondary schools and 31% of elementary schools have regular access to Child and Youth Workers. Digital Learning In 99% of Ontario elementary and secondary schools, students have access to computers. 79% of Ontario elementary schools report students start using computers in kindergarten. In 36% of elementary and 25% of secondary schools, principals report that teachers are most likely to use free online resources when they need new learning resources. Special Education 17% of elementary students and 22% of secondary school students receive special education assistance, a proportion that has increased steadily over the last 15 years. In 44% of elementary schools and 33% of secondary schools, not all students have access to the assistive technology recommended in their assessments or Individual Education Plans. 49% of elementary and 40% of secondary principals have had to recommend a student with special needs not attend school for the full day. Only 39% of elementary schools and 32% of secondary schools have access to a regularly scheduled psychologist. First Nations, Métis and Inuit Education 82% of First Nations, Métis and Inuit (FNMI) students in Ontario attend provincially-funded schools; the remainder attend bandoperated schools either on-reserve or in some Ontario municipalities. 96% of secondary and 92% of elementary schools have FNMI students. This year, 66% of elementary schools, and 39% of secondary schools report that they have no Aboriginal education opportunities beyond the curriculum. Compared to the provincial average, elementary schools with higher proportions of FNMI students have more students with special education needs (23% vs. 17%), less access to regularly scheduled psychologists, and higher ratios of special education students to special education teachers. (44:1 vs. 37:1). Early Childhood Education and Care The average FDK class has 24 children; 8% of classes have 30 or more children. 77% of elementary schools with high family incomes offer extended day program for kindergarten-age children, compared to 52% of schools with low family incomes. Choosing Courses for High School One recent study showed that only 21% of students who took applied math in grade 9 went on to college, and 3% registered for university. 2% of principals report that students often transfer between academic and applied courses; 48% say students never transfer or not very often. 29% of elementary schools with grades 7 and 8 when students choose their high school courses have guidance counsellors. Schools with guidance counsellors are twice as likely to offer one-on-one counselling about course choices.

8 Introduction Ontario has a long history of commitment to publicly funded education, and 95% percent of Ontario s students attend publicly funded schools. These students have an extraordinarily wide range of backgrounds, interests, strengths and needs. In the 1840s when Ontario s public education system was first designed, its goal was to educate students so that they had the capacity to participate in the fledgling democracy. Since then, the job of schools has become much more complex and our expectations much higher. Our schools now provide 1,970,880 students with a wide range of learning experiences: arts education; chances to learn through on-the-job experiences; access to technology; and support for their mental and physical health. Almost one-fifth of students make use of special education services, and many students receive support learning English or French. Society has come to recognize the long-term importance of early childhood education and care, and the vast majority of 4- and 5-year-olds now attend full day kindergarten, while more than 60% of elementary schools offer extended day programs for children from 4 to 12 years old. After generations of ignoring or misrepresenting the culture, history and valuable contributions of First Nations, Métis and Inuit (FNMI) peoples and many decades of denying the needs of FNMI students we now have Aboriginal education policy based on improving the relationship between Aboriginal peoples and other Canadians. Schools are initiating some ground-breaking programs, and 40% of secondary schools now offer credit courses in Native Studies. Many boards have First Nations Trustees, and most have endorsed the Charter of Commitment on First Nations, Métis and Inuit Education. While we are making progress, we still have a long way to go. Despite the fact that over 90% of our provincially funded schools have FNMI students, only a quarter of elementary schools and 34% of secondary schools offer professional development for staff about Aboriginal cultural issues. Schools with higher proportions of FNMI students (at least 7.5%) are much less likely to have health and physical education or music teachers, and less likely to have teacherlibrarians. Only 11% of elementary schools with a high percentage of FNMI students have regularly scheduled access to a psychologist compared to a provincial average of 39%. These schools also have higher than average proportions of students with special education needs, and higher ratios of special education students to special education teachers (44 to 1, compared to the provincial average of 37 to 1). In other areas, we can see progress. This year, more elementary schools have health and physical education teachers, and more schools have itinerant music teachers (though the percentage of schools with specialist music teachers has declined). School boards are expressing hope in announced changes to special education funding, and some high schools are initiating programs that will support more students to succeed in academic courses. The 1,349 principals who participated in the survey this year expressed immense pride in their schools, their teachers and their communities. They are working hard to ensure that all students have a chance for success. Public education has the capacity to change children s lives, and shape the future of our country. It is one of our most valuable assets an essential opportunity for learning, leadership, and inspiration for our children and youth, and a down-payment on our future. As a society, Ontarians pay more than $20 billion for strong publicly funded schools, and the evidence is clear that this collective investment not only provides unparalleled returns, but it opens the door to possibilities we have not yet imagined. People for Education Annual Report on Ontario s Publicly Funded Schools

9 The Arts in Schools There is no better place than our publicly funded schools to ensure that every child has regular access to the arts. Learning in the arts builds the positive skills, habits and attitudes that are required for success in school and beyond, including the ability to think critically and creatively, solve problems and communicate. 1 COMPLEX ARTS CURRICULUM A CHALLENGE FOR MANY CLASSROOM TEACHERS Much of the arts, other than music, is taught by the classroom teacher. The program depends on their expertise or lack of it. Elementary school, Hamilton-Wentworth DSB Quick Facts For % of elementary schools have a specialist music teacher, either full- or part-time; a decline from 49% in In the past decade, there has been a rise from 21% to 40% in the number of elementary schools that have an itinerant music teacher. 29% of elementary schools have neither a specialist music teacher nor an itinerant music teacher. In elementary schools with grade 7 and 8, only 16% have a visual arts teacher, and 9% have a drama teacher. In 81% of elementary schools, students have the opportunity to participate in a choir, orchestra or band, compared to 65% last year. Ontario has detailed and compulsory arts curriculum for dance, drama, music, and visual arts up to grade 8, but no specific funding for the arts. In fact, principals report that having a music teacher is part good luck and fortunate circumstances. Ontario s elementary arts curriculum includes many technical aspects, including teaching students to read music, analyze fine art composition, execute choreography and understand theatrical forms. Delivering the arts curriculum can be difficult for teachers without an arts specialization. There are no teachers being hired that have a music background. I have a music room full of instruments that none of us know how to play. Elementary school, Upper Canada DSB Only 43% of Ontario elementary schools have a specialist music teacher, the lowest proportion of any province in Canada. By contrast, in Quebec and the Atlantic provinces, most schools have a specialist music teacher (87% and 86% respectively). 2 In elementary schools that have a specialist music teacher, students are significantly more likely to have the chance to learn an instrument in school hours and be part of a choir, band or orchestra, and to perform or display their art in public. 3 Elementary schools with specialists are also more likely to report that their students see live performances. We are able to run a healthy music program, BUT only because I happen to have music teachers on staff. This is simply pure luck. Elementary School, Kawartha Pine Ridge DSB The percentage of schools with music teachers has declined fairly steadily from peak levels of nearly 60% in 1998, when the provincial funding formula was introduced. Half of the schools without specialist music teachers have itinerant teachers (who can be certified teachers or musicians with or without certification), but 29% of elementary schools have neither a specialist music teacher, nor an itinerant. This is an improvement from 2007, when 41% of schools had no music teacher either on staff or itinerant. 4 People for Education Annual Report on Ontario s Publicly Funded Schools 2014

10 SMALL MINORITY OF ELEMENTARY SCHOOLS HAVE DRAMA OR ART TEACHERS Figure 1 Schools with grades 7 and 8 are more likely to have other arts specialists such as drama or fine arts teachers, but even there, the numbers are very low: Only 16% of elementary schools with grades 7 and 8 have a visual arts teacher. 9% have a drama teacher. SMALLER SCHOOLS AT A DISADVANTAGE Teachers who are advocates will, at the very least, try to provide a richer arts program. Usually one person in a small school will take a role. Elementary school, Kawartha Pine Ridge DSB Funding for specialist music teachers is generated by teacher preparation time. When a regular classroom teacher has preparation time, another teacher usually a specialist takes the class. Schools with larger populations have more teachers, more preparation time, and thus a greater chance of having a specialist arts teacher. Smaller schools tend to be at a disadvantage: Only 32% of schools in eastern Ontario, and 18% of schools in northern Ontario have a full- or part-time specialist music teacher, compared to 57% of elementary schools in the GTA. (See Figure 1) For rural schools, the high costs of transportation for students to see performances, and challenges in recruiting specialist art teachers can also be barriers to providing rich arts programs. Using ITINERANTS TO SUPPORT MUSIC PROGRAMS There has been a steady increase in the percentage of elementary schools with itinerant music teachers from 21% in 2004 to 40% this year. These teachers may lead bands or choirs, or teach students to play specific instruments. They perform a vital role in many cases bringing specialized instruction where there was none before but because they are not school-based, it is often difficult for them to support integrating arts into regular classes and curriculum, or take a leadership role in building arts into the school community. Our school has band instruments, but no teacher on staff has the qualifications to teach band. Our school has been on a wait list for an itinerant instructor for two years. Elementary school, Toronto DSB It is a challenge to find a qualified instrumental music teacher who is willing to come to mid-western Ontario for a 0.25 position. Elementary school, Avon Maitland DSB People for Education Annual Report on Ontario s Publicly Funded Schools

11 ARTS FOR ARTS SAKE Ontario has a strong arts curriculum, and teachers and principals consistently demonstrate support for arts programs. But funding constraints and narrowly focused achievement targets often mean the arts are treated simply as enrichment. As a result, students access to arts programs is often dependent on the motivation and generosity of teachers or volunteers, which in turn makes the programs vulnerable to fundraising inequities, labour disputes and time pressures. CONCLUSION Ontario students are fortunate to have dedicated educators who ensure they have exposure to arts. Given the importance of arts-based learning, this commitment should be matched with strong policy and funding support to ensure arts continue to be integral to our definition of successful schools. This is evident in the increase this year in the percentage of elementary schools reporting that students have the opportunity to participate in a choir, orchestra or band. Last year at least in part as a result of labour issues which saw many teachers withdraw participation in voluntary activities only 65% of elementary schools reported that students had the opportunity to participate in a choir, band or orchestra. This year, 81% of schools report that students had those opportunities. Art is an add-on and not taken seriously as a viable subject. All the other exposures to arts is at the generosity of a teacher giving up his lunch time. Elementary school, Simcoe Muskoka CDSB 6 People for Education Annual Report on Ontario s Publicly Funded Schools 2014

12 Healthy Schools Health and education are interdependent: healthy students are better prepared to learn, and schools can encourage students to lead healthy lives. To achieve their greatest impact, health programs in schools must be comprehensive integrating a range of physical, mental, and emotional health programs and supports. 4 DAILY PHYSICAL ACTIVITY A CHALLENGE IN MANY SCHOOLS In Canada, 84% of 3- to 4-year-olds meet recommended levels of daily physical activity. But by the time they are teenagers, only 4% of Canadians are active for the recommended amount of time per day. 5 To address the decline in students physical activity, in 2005 the Ministry of Education made it mandatory for elementary schools to provide all students with at least 20 minutes of sustained daily physical activity (DPA) during the instructional day. In December 2013, the Auditor General released a report on Ontario s Healthy Schools strategy. It found that neither the Ministry of Education nor school boards monitor schools to ensure that students get the required amount of DPA. The Auditor recommended the province set specific goals and targets for increasing physical activity in schools, and periodically monitor, measure and publicly report on the progress made. 6 We asked principals to let us know about successes and challenges in implementing the DPA. Principals in some schools report the policy is working well, particularly when schoolwide initiatives are adopted, such as having all students participate in dance sessions or yoga. But for the most part, principals report that implementing DPA is a challenge, citing a lack of time, low priority compared to academic subjects, limited space, and teacher resistance. In some schools DPA is not provided at all. Getting teachers to take DPA seriously and not have it be just play is an issue. Elementary school, Kawartha Pine Ridge Quick Facts For % of elementary schools have a specialist health and physical education (H&PE) teacher, either full- or part-time, an increase from 30% of schools in % of secondary schools and 45% of elementary schools have regular access to social workers, compared to 50% and 39% respectively in % of secondary schools and 31% of elementary schools have regular access to child and youth workers. Increasing children s physical activity not only has an impact on their physical health, but it is also associated with improvements in self-concept, well-being, the ability to cope with stress, better concentration and more focused learning. 7 TEACHING HEALTH AND PHYSICAL EDUCATION (H&PE) REQUIRES EXPERTISE Studies indicate that specialist H&PE teachers not only ensure students have more hours of physical education, but they also provide higher quality physical education. 8 Principals in schools with H&PE specialists are more likely to say their schools are delivering a good or excellent integrated health curriculum. 9 47% of elementary schools have specialist H&PE teachers; but most are part-time and do not teach all grades or students. This is an increase from 30% in (See Figure 2) 74% of elementary schools in the Greater Toronto Area (GTA) have an H&PE teacher; compared to only 24% of northern elementary schools. In most schools classroom teachers fulfill the H&PE teaching role. Often they have little or no training on delivering the H&PE curriculum, which includes sensitive and personal topics like sexual health and mental health. For untrained teachers this can be a cause of discomfort. People for Education Annual Report on Ontario s Publicly Funded Schools

13 Figure 2 As children s mental health is a priority...i would like to see social workers or mental health services for a full day (or two) every week! Elementary school, Toronto DSB Supporting students with counselling and helping them through crises often calls for expertise beyond that of principals or teachers. For this reason, many schools have access to social workers and child and youth workers (CYWs). CYWs may also provide support to students with special education needs. 74% of secondary and 45% of elementary schools have regular access to social workers. This marks a significant improvement from 2004, when 50% of secondary and 39% of elementary schools reported regular access. Moreover, for specialist and generalist teachers alike, quality H&PE education relies on having an updated curriculum. Some components of Ontario s elementary H&PE curriculum have not been updated since 1998, and the entire secondary H&PE curriculum has not been revised since Teachers do a good job with the preparation that they have, but certainly do not have the resources that a [H&PE] specialist would bring to the classroom. Elementary school, Thunder Bay CDSB IT S ABOUT MORE THAN PHYSICAL HEALTH MENTAL HEALTH MATTERS Experts agree that to be effective, health programs in schools must focus on all aspects of health, including healthy eating, risky behaviours, addiction, and mental health. 11 Ontario s mental health policy, Open Minds, Healthy Minds, calls for improving access to high quality mental health services. 12 As a part of the policy, every school board now has a Mental Health Leader to help facilitate collaboration between the school board and community organizations to promote an integrated system of care. 47% of secondary schools and 31% of elementary schools have regular access to CYWs, compared to 2004, when 30% of secondary and 32% of elementary schools reported regular access. In northern Ontario, only 18% of elementary schools have access to a regularly scheduled social worker. In remote areas, almost all social workers and CYWs are available on an on-call basis only. Our social worker, psychologist and CYW do amazing work with the little time that they have. They struggle to find time to counsel, guide and support students. CONCLUSION Secondary school, Greater Essex DSB Ontario school health policies which recognize that health is about more than exercise and that schools are the best places to build healthy kids have supported positive change in schools. There is more to be done: classroom teachers require more professional development, there must be more consistency in the delivery of DPA, and an updated H&PE curriculum needs to be released and implemented. Gaps in resources, in particular for northern schools, must be addressed. 8 People for Education Annual Report on Ontario s Publicly Funded Schools 2014

14 Digital Learning The newest student generation, sometimes called New Millennial Learners, 13 is growing up surrounded by digital media and technologies. For them, the ability to access information and communication technologies (ICT) is increasingly important to effectively participate in the economic, political, and social aspects of the so-called knowledge society. 14 Digital literacies, which include information literacy (ability to find, evaluate and manage information), media literacy (evaluate media and create media products), and ICT literacy (ability to use technology effectively), 15 have been highlighted as a pillar of 21 st century skills in many influential international initiatives. 16 Technology is also changing the life of schools it plays an increasingly important role in teaching and learning. New technologies can extend learning to spaces beyond classrooms, allow for new curriculum that bring real-world problems into schools, and support new forms of assessment for learning that are both formative and immediate. In many cases, it is already transforming the role of teachers. 17 When ICT use is tied to good teaching, and informed by research on how people learn, research shows possibilities for substantial benefits for student learning. 18 Early integration of technology in Ontario schools In 99% of Ontario elementary and secondary schools, students have access to computers in school. Principals in 79% of elementary schools report that students start using computers as an integrated part of their learning in kindergarten. Some researchers have raised concerns that technology is not always well-integrated into teaching and learning. 19 Comments from the surveys suggest that many educators are aware of this issue, and some even report an improvement in the quality of use of computers. For example, a principal in Thunder Bay Catholic DSB said, We are beginning to integrate the technology more into our teaching and learning, as opposed to it being a subject to itself. Students and staff are seeing it more as a tool as opposed to a magical machine. Quick Facts For 2014 In 99% of Ontario elementary and secondary schools, students have access to computers. 79% of Ontario elementary schools report students start using computers in kindergarten. In 36% of elementary and 25% of secondary schools, principals report that teachers are most likely to use free online resources when they need new learning resources. Only 17% of elementary schools report that most or all teachers are using a blog to communicate with parents or students. Technology in every classroom In Ontario s elementary schools, the most common place for students to access technology today is their own classrooms (often on mobile labs or carts of laptops), followed by libraries, computer labs, and in 58% of schools students own devices. Peel DSB encourages its 153,000 elementary school students to bring their smartphones, ipads, tablets and laptop computers to class so that their access to technologies does not end when they step out of computer labs. In addition, the board has invested in wireless and bandwidth upgrades, and purchased devices to ensure equity of access among students. 20 Ottawa Catholic, Upper Grand, and Waterloo Region DSBs all have bring your own device initiatives. We have purchased ipads for the school to address the inequities of access. We also have classes who use the BYOD model so everyone has a device to use, between school and student-owned devices. Elementary school, Hastings and Prince Edward County DSB People for Education Annual Report on Ontario s Publicly Funded Schools

15 using Technology in high school classrooms In secondary schools, 43% of principals report that most or all of their teachers use videos or YouTube for instruction, and 33% report that most or all teachers use external websites for instruction. Far fewer schools report their teachers use technologies such as gaming or social networking, despite the fact that these forms of ICT are widely seen as holding significant pedagogical potential. 21 Only 4% of principals reported most or all of their teachers use gaming, and only 8% report that most or all of their teachers use social networking tools for instruction. A number of principals commented on useful strategies that made a difference in improving ICT use: resource staff at the board level to help identify ways to use technology, and mentorship between teachers within the school. The school is in a rural community where access to high speed [internet] is expensive, so many families have dialup or nothing. Elementary school, Kawartha Pine Ridge DSB Home school communication There is growing research suggesting that digital communications are an important aspect of improving home school communication. 22 Teacher blogs are a particularly important form of online communication because they help prompt conversations at home about school one of the forms of parent involvement most clearly linked to achievement. 23 Blogs are beginning to catch on across Ontario, but only 17% of elementary schools report that most or all teachers are using a blog to communicate with parents or students, and more than half of schools report that none or only a few teachers are using it. cost cutting affecting access to Canadian resources Digital technologies are not only about communication and teaching methods: access to technology is also having a significant impact on the materials used in schools. We asked what teachers are most likely to do when they need new learning resources: 36% of elementary and 25% of secondary schools report that teachers are most likely to use free online resources. 31% of elementary and 33% of secondary schools report that teachers would acquire print textbooks or materials. As one principal noted, textbooks are not purchased very often anymore. 24 Cost is a major driver in the move to free online materials. The Ministry of Education has cut funding for learning resources and textbooks by 15% over the last five years. 25 According to one principal, Each year we purchase textbooks and materials as needed but we do prioritize what we purchase due to budget constraints. 26 Teachers professional judgment is the main resource for vetting the quality of the free online materials, but they may not have the time or training for this complex and specialized task. There are thousands of companies across North America who see a lucrative market in providing new apps, software, more integrated resources, multimedia learning content, and new learning management systems to schools and boards. 27 The issue now is how teachers, principals and school boards evaluate and select the resources flooding in from the education technology market. CONCLUSION Information and Communications Technologies are changing the world in which students live, and changing schools. However, the use of technology continues to vary considerably across schools and classrooms. To ensure system-level equity, quality and value, this important resource must be supported with appropriate professional development, quality controls, and infrastructure. 10 People for Education Annual Report on Ontario s Publicly Funded Schools 2014

16 Special Education Special education is not a dispensable luxury it is the ramp that provides access to the statutory commitment to education made to all children. 28 Supreme Court of Canada, 2012 In Ontario s publicly funded schools, 17% of elementary students and 22% of secondary school students receive special education assistance proportions which have increased steadily over the last two decades. Students with special education needs may get extra support from their homeroom teacher, or a variety of accommodations (e.g. laptops, more time for tests) or modifications set out in an Individual Education Plan (IEP). They can be withdrawn for all or part of the day to learn in a special education class or resource room. They may be supported at least part of the time by a special education educational assistant, or they can receive support from other specialists. We have 1062 IEPs to write. Coordinating this and meeting the 30 day deadline is an annual challenge. As well, Identification, Placement and Review Committee (IPRC) reviews for each identified student pose a challenge when there are over 1000 identified students in the building. Secondary school, Toronto DSB This year, the provincial budget for special education is $2.72 billion; more than 10% of the total K 12 education budget. But even that may be insufficient: 57 of Ontario s 72 school boards spend more on special education than they receive from the province. 29 Meeting the needs of these students is incredibly overwhelming. There are so many needs and they are so diverse. The range of needs and diagnosis of needs continues to expand. There are not nearly enough resources to support our needs but we do amazingly well with what we have. Quick Facts For % of elementary students and 22% of secondary school students receive special education assistance, a proportion that has increased steadily over the last 15 years. In 44% of elementary schools and 33% of secondary schools, not all students have access to the assistive technology recommended in their assessments or Individual Education Plans. 49% of elementary and 40% of secondary principals have had to recommend a student with special needs not attend school for the full day. Only 39% of elementary schools and 32% of secondary schools have access to a regularly scheduled psychologist. SPECIAL EDUCATION SUPPORTS ARE KEY TO STUDENT SUCCESS Special education teachers Special education teachers can work with individual students for part of the school day, provide support to classroom teachers, or teach congregated classes of special education students. In elementary schools, there is an average ratio of 37 students with special education needs per special education teacher. While this number has remained relatively stable for the last four years, it is a substantial increase from ratios before The ratios range across the province, from a low of 26 to 1 in the GTA, to a high of 52 to 1 in Eastern Ontario. (see Figure 3) In secondary schools the average ratio is 74 students for every one teacher. Secondary school, Algonquin and Lakeshore Catholic DSB People for Education Annual Report on Ontario s Publicly Funded Schools

17 Figure 3 Educational assistants Educational assistants (EAs, Special Needs Assistants, or Teacher Assistants) provide individual support to students with special needs. The assistance can range from supporting students with very high needs with things like eating, personal care, or supports and strategies to modify behaviour, to providing academic support to students during the school day. Meeting the needs of all students is a challenge. We are told that EAs are generated through behaviour or medical reasons. With so many students with academic needs and so little support personnel, it is difficult to ensure everyone gets what they need. Elementary School, Thames Valley DSB 30 Figure 4 The ratio of students to EAs in elementary school has remained relatively constant at 22 to 1. Principals continue to report that this ratio is insufficient to meet demand. In secondary schools, the ratio is much higher at 58 to 1. Assistive Technology Technology has made a considerable difference in the lives of some students with special education needs, and has been shown to have a direct impact on their achievement. 31 But access to these critical technologies is not consistent. In 44% of elementary schools and 33% of secondary schools, principals report that not all students have access to the assistive technology recommended in their IEPs or psychoeducational assessments. (See Figure 4) Speech and language support Early language development can have an impact on everything from academic achievement to adult mental health. 32 Speech and language therapists work with students particularly young students supporting their language development both directly and by coaching their teachers. Only 45% of elementary schools have regularly scheduled access to a speech language therapist. 12 People for Education Annual Report on Ontario s Publicly Funded Schools 2014

18 STUDENTS ASKED TO STAY HOME Forty-nine percent of elementary principals and 40% of secondary principals report they have recommended students not attend school for the full day. Principals comments show that the decision to recommend students stay home falls into three categories: Short-term: If a special education student s required support is temporarily unavailable, the principal may recommend the student stay home. 33 Transitional: A principal may recommend a student stay home as a provisional measure in order to ease a major change or disruption. Transitions may occur as a student starts school, Some of our developmental disability students start on.5 day schedules; 34 changes schools, we needed to put a safety plan in place for a new student that presented some unanticipated challenges; 35 or enters into a specialized program. Ongoing: In extreme cases, if a school is unable to provide adequate care or safety provisions for the student, a principal may recommend a student be removed from school for most or all of the day. [We have a] violent student who requires two EAs at all times. He is able to attend 1.5 hours a day. Elementary school, Ottawa Catholic DSB In some cases, the recommendations may relate to a principal s concern that a student may not be capable of dealing with a full day of school. Principals reported things such as: students not successful in p.m., 36 or, anxiety continues to play a significant role in determining the length of a school day a student can manage not all kids can attend a full day of school due to various mental health issues. 37 We have one student who struggles to manage for a full day in the Early Learning Program, and he requires oneto-one support for his safety and the safety of the other children. I lack the resources to be able to allocate an EA to this student for a full day. Reasons principals have recommended a student with special education needs not attend school full day Elementary Secondary Safety 81% 67% Student health 27% 55% Necessary supports unavailable 33% 19% Many principals report the decision for a student to stay home is made in cooperation with, or at the request of parents. But the People for Education parent helpline receives calls regularly from parents who are concerned that they have been asked to keep their children home for part of the school day. THE ONRAMP TO SUPPORT Forty-one percent of students with special education needs receive supports or accommodations through recommendations set out in an IEP. 38 While this doesn t require a formal review by other school board staff, it does require parents to sign off on the recommendations. The majority of students (59%) with special education needs access support through a formal process called an Identification, Placement and Review Committee (IPRC). 39 The first step in the IPRC process is for the student to undergo an assessment by a professional usually a psychoeducational assessment performed by a psychologist. Only 39% of elementary schools and 32% of secondary schools have access to a regularly scheduled psychologist. In many schools, psychologists work on-call, but 12% of elementary schools and 12% of secondary schools report they have no access to a psychologist. Principals in some schools continue to report that their board caps the number of assessments they are able to recommend. Elementary school, Toronto Catholic DSB People for Education Annual Report on Ontario s Publicly Funded Schools

19 Private assessments It is possible to avoid the waiting lists for assessments and thus, in many cases, speed up access to an IPRC and services by paying to have your child assessed privately. These private assessments can cost $2000 $3000. This year: 25% of elementary school principals report that some, most, or all parents use private assessments; 52% of schools report that a few parents use private assessments; and 24% report no families use them. There is a strong relationship between the average family income per school and the likelihood that parents will use private assessments in the special education process. (See Figure 5) Figure 5 CHANGES TO SPECIAL EDUCATION FUNDING MAY ALLEVIATE ISSUES This year, the province is continuing to make changes to special education funding. 40 When fully implemented, the new model is intended to be flexible enough to recognize differences among boards. It will be based on statistical data that calculates the probability of students having different special education needs. The changes will result in funding cuts in some boards and increases in others. 41 For more details on special education funding, see People for Education report, Special Education CONCLUSION Currently, there are few system-wide standards governing the quality of special education programs or outcomes, and vast differences among boards in their special education identification processes, access to supports and services, and outcomes for students who have learning challenges. Changes to the funding formula for special education may result in a better match between the distribution of special education funds and level of student need within each board. But without more information on the effectiveness of a range of special education programs and supports, and without more consistent standards across school boards, it may be difficult to judge. 14 People for Education Annual Report on Ontario s Publicly Funded Schools 2014

20 First Nations, Métis and Inuit Education Canada s First Nations, Métis and Inuit (FNMI) peoples represent the fastest growing population in Canada. 42 Over one-fifth of Canadian Aboriginal 43 people live in Ontario. 44 While the challenge of ensuring equitably funded, highquality and culturally responsive education in Canada s bandoperated schools (most of which are on-reserve) is urgent and well-recognized, the story of the vast majority (82%) of FNMI students who attend provincially funded schools in Ontario is less well-known. 45 INCREASING KNOWLEDGE AND IMPROVING SUPPORT Nearly every Ontario school (96% of secondary and 92% of elementary) has at least some First Nations, Métis and/or Inuit students. 46 Based on results from our surveys, it is clear that not all principals and teachers are aware of the number of FNMI students in their schools, and that schools continue to struggle to provide effective FNMI education, despite Ontario s FNMI policy framework. There are two key challenges: Effective support is needed to ensure that FNMI students have the same opportunities for success as non-aboriginal students. These include stronger cultural support programs, more effective support for school community relationships, and funding to address inequities for schools with higher proportions of Aboriginal students. Quick Facts For % of First Nations, Métis and Inuit (FNMI) students in Ontario attend provincially-funded schools; the remainder attend Band-operated schools, usually on-reserve. 96% of secondary and 92% of elementary schools have FNMI students. This year, 66% of elementary schools, and 39% of secondary schools report that, beyond the Ontario curriculum, they have no Aboriginal education opportunities (e.g. professional development, speakers, or cultural support programs). 33% of provincially-funded secondary schools report students transfer from on-reserve schools; 54% of those have formal connections or planning with the on-reserve schools. Compared to the provincial average, elementary schools with higher proportions of FNMI students have more students with special education needs (23% versus 17%), less access to regularly scheduled psychologists, and higher ratios of special education students to special education teachers. (44:1 versus 37:1). All of Ontario s students need a deeper education concerning First Nations, Métis and Inuit peoples culture, history, perspectives and experience. To support long-lasting change, to build more respectful relationships between Aboriginal people and other Canadians, and to ensure students can learn in welcoming, respectful classrooms, Ontario s provincially-funded schools must make a real commitment to changing how and what all students are taught about Canada s FNMI people. People for Education Annual Report on Ontario s Publicly Funded Schools

21 PROVINCIAL POLICY COMMITMENTS In 2005, the provincial government introduced Ontario s New Approach to Aboriginal Affairs. 47 The new policy promised to chart a new course for a constructive, co-operative relationship with the Aboriginal peoples of Ontario, and included significant goals for education. In 2007, the province introduced the Ontario First Nations, Métis and Inuit Policy Framework, 48 which included commitments to: ensure the education system responds to the learning and cultural needs of FNMI students; provide quality programs, services, and resources to improve academic achievement among FNMI students; facilitate learning for all students, school board staff, teachers, and elected trustees to build knowledge and understanding about contemporary and traditional First Nation, Métis, and Inuit cultures, histories, and perspectives; and implement strategies that facilitate increased participation by FNMI students, communities, and organizations. In 2012, Ontario s First Nations Trustees Council drafted a Charter of Commitment on First Nations, Métis and Inuit Education. The Charter sets out a range of commitments from welcoming schools to culturally responsive pedagogy and employment of FNMI educators that reflect school boards support for Aboriginal knowledge systems and learning models, and their recognition of the importance of language and culture in well-being. The Charter has since been adopted by the Ontario Public School Board Association, 49 and endorsed by most public boards in Ontario. TIME TO CLOSE THE KNOWLEDGE GAP 66% of elementary schools and 39% of secondary schools report that they have no Aboriginal education opportunities beyond the Ontario curriculum. Advocates for FNMI education point to a knowledge gap 50 about Aboriginal cultures, past and present, and about the history of colonialism a gap mostly on the part of non- Aboriginal people in Ontario, but also a factor for FNMI peoples whose connection to their culture and language have been disrupted. Ontario grade 1 to 12 curriculum in a range of subjects from history to business includes expectations for learning about FNMI histories, cultures and perspectives, 51 but many teachers report feeling unprepared to teach it. 52 A well-informed understanding of FNMI cultures and histories is a key part of building reconciliation between FNMI peoples and other Canadians, and a key part of ensuring that every school is a welcoming place for FNMI students and families. This understanding can be built through a range of Aboriginal education opportunities, including professional development for teachers, cultural support programs, and consultation with FNMI community members. Teaching teachers Only a quarter of elementary schools and 34% of secondary schools report that they have professional development for staff about Aboriginal cultural issues. A key aspect of closing the knowledge gap is having teachers who are knowledgeable about FMNI issues. According to the Ministry of Education, many educators lack the requisite knowledge for teaching Aboriginal subject material. 53 In a 2013 survey, new teachers reported that, of all aspects of their job including special education, they were least well-prepared for teaching Aboriginal perspectives and histories People for Education Annual Report on Ontario s Publicly Funded Schools 2014

22 Teacher education programs do not have a core course for Aboriginal education. There is a recommendation that the new two-year teacher education programs include courses focused on First Nations, Métis and Inuit issues, but it has not been made mandatory. 55 Training in Aboriginal issues helps teachers gain confidence in tackling what can be challenging subject matter, and helps identify successful strategies for integrating this content. A number of schools confirmed the value of having a champion teacher who gets professional development and brings back resources to the school. We will be offering Aboriginal activities to students next year due to a new teacher having knowledge and experience she wants to integrate these studies. Elementary school, Peel DSB Making schools welcoming for First Nations, Métis and Inuit students 24% of secondary and 11% of elementary schools have cultural support programs. They are twice as likely to be found in northern and eastern Ontario as in GTA schools. In the schools that do have cultural support programs, principals described remarkable initiatives that are making schools more welcoming for FNMI students, and improving their chances for success. Weechiwaygamik (the helping place) and our Lac Seul programs provide academic-focused support areas for students so they see themselves in the school and create a sense of belonging. Our retention rates have improved over the past 10 years from 35% to 85%. Secondary school, Keewatin-Patricia DSB One elementary school reports that, in addition to working with a curriculum coach to embed Aboriginal curriculum into subject areas for each grade level, they have a Native Friendship Centre partnership and support for students, providing 1:1 reading conferences, a school wide breakfast and snack program, and ongoing learning for teachers. 56 In comments, a significant number of schools report having FNMI counsellors, either on staff or from First Nations or community organizations, or designated resource teachers who focus on the academic, cultural and social needs of Aboriginal students. These staff can also act as a resource for the whole school. Strengthening school/community relationships Students in 23% of elementary and 39% of secondary schools have the opportunity to hear from FNMI guest speakers or participate in ceremonies that reflect different Aboriginal cultures. 12% of elementary and 27% of secondary schools report consultation with FNMI community members. Many principals reported on initiatives where all students have opportunities to learn with and from First Nations, Métis and Inuit students and adults. One GTA secondary school partnered with a neighbouring First Nation to jointly develop an arts course; 57 a school near Stratford holds twoway exchange trips with FNMI communities in the north; 58 and a group of grade 7 and 8 students in the Upper Grand DSB are working with a First Nations couple to build a fullsize birch bark canoe. 59 We take every opportunity to include cultural references whenever we can, i.e., singing O Canada in Ojibway; through community events such as Fall Harvest; through our local historical site; through our Community Arts and Heritage Education Program; and whenever else we can. Elementary school, Thunder Bay Catholic DSB People for Education Annual Report on Ontario s Publicly Funded Schools