Post on 10-Jun-2020
STORMY LAKE CONSULTING
CREATING CONDITIONS FOR
EFFECTIVE PUBLIC ENGAGEMENT
JANUARY 11, 2016
PARENTS, PUBLIC AND STUDENT SURVEY ENGAGEMENT
EDDIE SHEPPARD PhD & PHILIP COPPARD
Background
The CBE is committed to improving its public engagement practices. It’s one of
the CBE’s top priorities this year . The opinions of parents, students and the
general public are important to gather and consider during this process.
Parents, students and the general public were asked about their satisfaction
with past experiences, effective communication and engagement methods,
topics that are important to them and how they would like to be consulted on
decisions that affect them. Their input will help to develop a new system-wide
approach to public engagement. This new approach will allow the CBE to do a
better job of listening to and understanding people’s views on decisions that
affect them.
Individuals were invited to take a 10-15 minute survey. All information provided
will be kept confidential and shared in an anonymous way. 2
Method
An online survey was fielded between November 14 and
December14. In total, 4098 individuals entered the survey. Due to
missing data and incomplete responses, the current analyses
include the responses of 3993 participants.
• Parent = 3809
• Public = 94
• Student = 90
Parents and members of the public received a different
questionnaire than students did. Comparisons across parents,
members of the public and students were made when possible. 3
Method
All quantitative analyses in this report were conducted using SPSS, which is a program
used for statistical analysis in social sciences.
A statistically significant result indicates that there is a significant difference between
group means.
Significance was determined using the following significance levels:
• Significant: p <= .05 (indicates less than 5% chance the results occurred
• Marginally significant: p = .05 - .10
• Not significant: p > .10
A p-value represents that probability that the results occurred by random chance.
Therefore, a p-value of <= .05 indicates that there is less than a 5% chance that the
differences obtained were due to chance alone. The smaller the p-value, the more
confident you can be in stating that the difference was truly significant. 4
PARTICIPANT DEMOGRAPHICS
5
6
2% 13%
93%
8% 3% 6% 8%
CBE student Member of the
public
Current CBE
parent
Former CBE
parent
Parent in
another board
Parent of a
child not in
school yet
Former CBE
student
Preliminary analyses found no significant
differences across “parent types.” As a
result, all parents (future, present and
past)were grouped into a single
category.
Public reflects participants who only
selected “public” as their affiliation.
95%
3% 2%
ParentPublicStudent
Responses to this question are not mutually
exclusive (i.e., Participants were able to select all
categories that applied to them).
7
1% 1%
10% 13%
27% 23% 25%
Grade of student participant
1% 1%
90%
1% 3% 1% 1% 1% 0% 0%
Arabic Cantonese English French Mandarin Punjabi Spanish Urdu Vietnamese First Nations,
Metis or Inuit
languages
Primary language spoken at home
8%
92%
Yes No
CBE Employee
EXPERIENCES WITH SPECIFIC TOPICS
8
Many families say they have been impacted by CBE
decisions in the past.
60%
20% 20%
Yes No Don't know
10
Overall experience with the following topics
Means
2.95
2.94
2.89
2.82
2.78
2.72
2.72
2.71
2.62
2.62
2.59
2.29 24%
12%
13%
6%
11%
7%
3%
24%
5%
8%
22%
3%
6%
45%
15%
3%
33%
4%
36%
13%
5%
10%
6%
2%
10%
5%
7%
8%
5%
7%
12%
4%
5%
3%
3%
4%
31%
11%
19%
26%
12%
20%
19%
12%
17%
12%
9%
13%
26%
23%
40%
50%
34%
52%
25%
41%
57%
58%
49%
63%
3%
4%
5%
7%
5%
10%
5%
6%
11%
9%
11%
15%
CBE budget
School and program closures
School and program changes
Fees for services
School construction or renovations
Class organization/configuration
Transportation services
School development planning
School calender
Course offerings
Where fundraising dollars are spent
Student learning
Don't know Not applicable Very negative Negative Positive Very positive
18%
17%
62%
66%
10%
14%
10%
3%
Public
Parent
Very positive Positive Negative Very negative
11
Experience with – Student learning
Differences are not significant
12
Experience with – Where fundraising $ are spent
23%
15%
47%
68%
23%
12%
7%
5%
Public
Parent
Very positive Positive Negative Very negative
Differences are not significant
13
Experience with – Course offerings
18%
11%
64%
71%
15%
14%
3%
4%
Public
Parent
Very positive Positive Negative Very negative
Differences are not significant
14
Experience with – School calendar
14%
12%
57%
63%
20%
19%
9%
6%
Public
Parent
Very positive Positive Negative Very negative
Differences are not significant
15
Experience with – School development planning
Differences are not significant
15%
10%
62%
66%
15%
18%
8%
6%
Public
Parent
Very positive Positive Negative Very negative
16
Experience with – Transportation services
16%
8%
32%
41%
36%
32%
16%
19%
Public
Parent
Very positive Positive Negative Very negative
Differences are not significant
17
Experience with – Class organization/configuration
18%
10%
52%
59%
23%
23%
7%
8%
Public
Parent
Very positive Positive Negative Very negative
Differences are not significant
18
Experience with – School construction or renovations
Differences are not significant
14%
10%
48%
61%
24%
21%
14%
8%
Public
Parent
Very positive Positive Negative Very negative
19
Experience with – Fees for services
8%
8%
46%
55%
33%
28%
13%
9%
Public
Parent
Very positive Positive Negative Very negative
Differences are not significant
20
Experience with – School and program changes
Differences are not significant
9%
8%
50%
57%
38%
26%
3%
9%
Public
Parent
Very positive Positive Negative Very negative
21
Experience with – School and program closures
Differences are not significant
9%
9%
44%
54%
35%
26%
13%
11%
Public
Parent
Very positive Positive Negative Very negative
22
Experience with – CBE budget
3%
4%
28%
37%
58%
45%
11%
14%
Public
Parent
Very positive Positive Negative Very negative
Differences are not significant
Key findings
As topics move further from the classroom, parent and public
experience with engagement declines.
23
2.95 2.94 2.89 2.82 2.78 2.72 2.72 2.71 2.62 2.62 2.59 2.29
1.00
1.50
2.00
2.50
3.00
3.50
4.00
School-based
engagement
System-based
engagement
SATISFACTION WITH ENGAGEMENT
METHODS
24
25
“The most effective communication has always come from the schools from their respective administrators. That could come from emails and meetings. However, that only depends on how good those administrators are at communication. Some are much better than others.” Parent
“At the school level, communication has been excellent. At the school board level, communication has been poor, non transparent and in some cases dishonest.” Parent
26
Satisfaction with engagement methods
Means
3.02
2.96
2.94
2.89
2.87
2.84
2.83
2.73
2.73 6%
5%
6%
4%
8%
11%
7%
11%
12%
28%
24%
34%
22%
53%
46%
32%
50%
44%
10%
7%
8%
5%
10%
11%
5%
8%
6%
5%
4%
4%
3%
4%
4%
3%
3%
2%
30%
38%
23%
41%
16%
17%
33%
16%
22%
21%
22%
25%
25%
9%
11%
20%
12%
14%
In-person CBE meetings, focus groups or discussions
Thoughtstream/Thoughtexchange
Open houses on system topics
Standing committee/advisory group meetings
Online surveys
In-person meetings, focus groups or discussions at schools
Council of School Council meetings
Open houses to feature schools and learning programs
School council meetings
Very satisfied Satisfied Dissatisfied Very dissatisfied Don't know Not applicable
27
Satisfaction with – School council meetings
15%
19%
45%
69%
30%
9%
10%
3%
Public
Parent
Very satisfied Satisfied Dissatisfied Very dissatisfied
Differences are significant
School council meetings
School council is an effective way to receive information and to
connect with the school leadership team on topics or issues that
are of concern.
“I would say parent council is a good way to communicate, but if you don't
attend you may not get the information.” Parent
“I appreciate school councils and the role they play, especially the
principal's contribution explaining the school goals, and the factors that
help or hinder getting there.” Parent
28
29
Satisfaction with – Open houses to feature schools and
learning programs
26%
16%
55%
69%
16%
11%
3%
4%
Public
Parent
Very satisfied Satisfied Dissatisfied Very dissatisfied
Differences are not significant
30
Satisfaction with – Council of School Council meetings
16%
15%
42%
70%
32%
9%
11%
6%
Public
Parent
Very satisfied Satisfied Dissatisfied Very dissatisfied
Differences are significant
Note: Many respondents do not have any direct experience with these meetings, so their responses indicate their perception rather than their actual experience
31
Satisfaction with – In-person meetings, focus groups or
discussions at schools
16%
16%
59%
63%
19%
15%
6%
6%
Public
Parent
Very satisfied Satisfied Dissatisfied Very dissatisfied
Differences are not significant
32
Satisfaction with – Online surveys
11%
11%
63%
71%
16%
13%
10%
5%
Public
Parent
Very satisfied Satisfied Dissatisfied Very dissatisfied
Differences are not significant
33
Satisfaction with – Standing committee / advisory group
meetings
21%
13%
54%
65%
17%
15%
8%
7%
Public
Parent
Very satisfied Satisfied Dissatisfied Very dissatisfied
Differences are not significant
34
Satisfaction with – Open houses on system topics
14%
12%
50%
66%
21%
15%
15%
7%
Public
Parent
Very satisfied Satisfied Dissatisfied Very dissatisfied
Differences are not significant
35
Satisfaction with – Thoughtstream/Thoughtexchange
18%
12%
53%
60%
24%
17%
5%
11%
Public
Parent
Very satisfied Satisfied Dissatisfied Very dissatisfied
Differences are not significant
36
Satisfaction with – In-person CBE meetings, focus groups
or discussions
19%
13%
54%
57%
19%
21%
8%
9%
Public
Parent
Very satisfied Satisfied Dissatisfied Very dissatisfied
Differences are not significant
Key findings
• Satisfaction is highest with in-person, school-based engagement methods –
school council, and open houses at the school.
• Strong councils help keep parents informed of CBE happenings and also
allow parents to connect with the school leadership team on topics that
they wish to discuss.
• System level methods of engagement are the weakest.
• This highlights the perceived disconnect between the system and the school.
Parents feel connected to their child’s classroom, their teacher and their
principal, but they do not feel a similar connection to the system.
37
PERCEPTIONS OF CBE ENGAGEMENT
38
39
“The CBE needs to stop seeing parent engagement as 'events' (a survey, a meeting, etc.), but more as a 'relationship' or state of connection. Why ask for feedback if you don't respect or value the person you're asking it from? Why call parents 'stakeholders' if you don't truly see them as one? Why ask for feedback on an issue if there really aren't any suitable options and a decision is essentially already made? ” Parent
40
“It isn't the gathering of information that is the problem, it is the lack of utilizing the input that creates the issues.” Parent
“Being informed isn't particularly an issue. Being a respected part of the conversation where input provided is acknowledged and acted upon... that's where the process seems to get derailed.” Parent
41
Overall perceptions of CBE engagement
Means
2.74
2.59
2.53
2.49
2.48
2.46
2.45
2.37
2.32
2.19 3%
5%
5%
5%
5%
5%
5%
6%
8%
7%
22%
31%
35%
40%
40%
40%
40%
42%
46%
59%
26%
32%
25%
28%
22%
29%
26%
25%
22%
18%
15%
14%
15%
12%
13%
10%
10%
9%
10%
6%
18%
13%
17%
10%
11%
10%
12%
12%
9%
6%
16%
5%
3%
5%
9%
6%
7%
6%
5%
4%
After sharing my thoughts and feedback, I was shown how my
contributions were used in making the decision
I clearly understand all of the factors considered in the decision-
making process
The CBE gathers the input needed to make good decisions for
students
I have had adequate opportunities to share my thoughts on
decisions that affect my family
I have had adequate notice to plan for any changes that may
result from decisions made
I have been able to easily find additional info on topics that affectmy family
I have been able to provide input on the best way for me to
share my thoughts and ideas
I had the info I needed to participate/share my ideas in a
meaningful way
I was encouraged to take part in sharing my thoughts and
feedback on decisions that affect my family
Information I have received on topics affecting my family is easy
to understand
Strongly agree Agree Disagree Strongly disagree Don't know Not applicable
42
Information I have received on topics affecting my family
is easy to understand
Differences are significant
16%
5%
8%
69%
36%
66%
10%
36%
20%
5%
23%
6%
Student
Public
Parent
Strongly agree Agree Disagree Strongly disagree
43
I was encouraged to take part in sharing my thoughts
and feedback on decisions that affect my family
Differences are significant
16%
12%
8%
49%
28%
54%
24%
28%
26%
11%
32%
12%
Student
Public
Parent
Strongly agree Agree Disagree Strongly disagree
44
I had the information I needed to participate/share my
ideas in a meaningful way
Differences are not significant
10%
7%
40%
52%
27%
31%
23%
10%
Public
Parent
Strongly agree Agree Disagree Strongly disagree
45
I have been able to provide input on the best way for me
to share my thoughts and ideas
Differences are not significant
16%
7%
6%
44%
40%
49%
20%
30%
33%
20%
23%
12%
Student
Public
Parent
Strongly agree Agree Disagree Strongly disagree
46
I have been able to easily find additional info on topics
that affect my family
Differences are marginally significant
19%
9%
6%
41%
44%
47%
30%
22%
35%
10%
25%
12%
Student
Public
Parent
Strongly agree Agree Disagree Strongly disagree
47
I have had adequate notice to plan for any changes that
may result from decisions made
Differences are not significant
8%
6%
40%
50%
28%
27%
24%
17%
Public
Parent
Strongly agree Agree Disagree Strongly disagree
48
I have had adequate opportunities to share my thoughts
on decisions that affect my family
13%
13%
6%
48%
22%
47%
23%
35%
33%
16%
30%
14%
Student
Public
Parent
Strongly agree Agree Disagree Strongly disagree
Differences are marginally significant
49
The CBE gathers the input needed to make good
decisions for students
Differences are not significant
10%
6%
42%
43%
26%
32%
22%
19%
Public
Parent
Strongly agree Agree Disagree Strongly disagree
50
I clearly understand all of the factors considered in the
decision-making process
Differences are not significant
3%
6%
38%
38%
35%
39%
24%
17%
Public
Parent
Strongly agree Agree Disagree Strongly disagree
51
After sharing my thoughts and feedback, I was shown
how my contributions were used in making the decision
Differences are not significant
11%
8%
5%
34%
33%
32%
34%
38%
40%
21%
21%
23%
Student
Public
Parent
Strongly agree Agree Disagree Strongly disagree
Inform individuals throughout the entire process
People want information about the purpose of engagement, the opportunities
for input, the results and outcomes, and how their input influenced the decision
“I like to be able to read and think about a topic before being asked to give
feedback or make a decision. Having information online and in print about the
topic of interest as soon as possible, before being asked to give feedback, would
be helpful.” Parent
“Once the information is gathered, there should be a follow up. Perhaps a guide on
what steps are necessary when a topic is open, status and closing.”
Parent
“After gathering thoughts, perhaps it could publish the summary of the feedback
on its website and should send a follow up email to parents to check the results
of the thought gathering process, so that parents can have an idea of what the
larger community is thinking on the subject/issue.” Parent
52
Key findings
While those who have participated in public engagement initiatives indicate that the
sessions and opportunities for input were reasonably effective, the majority feel that the
CBE falls short in the early and later stages of engagement. What isn’t clearly
communicated to participants is:
• Purpose of engagement:
• What is the decision that needs to be made?
• Is the purpose of the engagement clearly and compellingly communicated?
• Is the way input will be used clear to potential participants?
• Closing the loop:
• Are the results of the engagement shared with participants and stakeholders in a
timely fashion?
• Is how the feedback was used clearly communicated? And if it was not used, why
not?
This lack of understanding has contributed to a common perception that the CBE does
not consider the information provided by stakeholders in making decisions.
53
Key findings
There is a disconnect between members of the public and the
CBE:
• They do not feel as though the CBE encourages their
involvement in engagement.
• They do not believe that the CBE provides them with the
appropriate information needed to share their opinions.
54
INTEREST IN SHARING THOUGHTS
55
56
Interest in sharing thoughts on these topics
Means
3.04
2.94
2.88
2.75
2.61
2.59
2.56
2.52
2.29 14%
20%
17%
21%
19%
23%
28%
27%
32%
23%
24%
33%
30%
33%
38%
39%
43%
42%
25%
18%
25%
25%
28%
23%
20%
17%
16%
26%
21%
16%
18%
14%
12%
9%
8%
6%
4%
3%
6%
3%
4%
2%
3%
3%
2%
8%
14%
3%
2%
2%
2%
1%
2%
2%
New school construction
Transportation services
School development planning
School calendar
CBE budget
Fees for services
Class organization/configuration
Course offerings
School and learning program changes
Very interested Interested Slightly interested Not interested at all Don't know Not applicable
57
Interest in sharing thoughts on - School and learning
program changes
Differences are not significant
33%
24%
44%
40%
17%
28%
6%
8%
Parent
Public
Very interested Interested Slightly interested Not interested at all
58
Interest in sharing thoughts on - Course offerings
Differences are not significant
39%
28%
26%
45%
22%
18%
13%
9%
Public
Parent
Very interested Interested Slightly interested Not interested at all
59
Interest in sharing thoughts on - Class
organization/configuration
Differences are marginally significant
19%
29%
38%
41%
19%
21%
24%
9%
Public
Parent
Very interested Interested Slightly interested Not interested at all
60
Interest in sharing thoughts on - Fees for services
Differences are significant
24%
10%
39%
43%
24%
19%
13%
28%
Parent
Public
Very interested Interested Slightly interested Not interested at all
61
Interest in sharing thoughts on - CBE budget
Differences are not significant
20%
17%
36%
35%
30%
39%
14%
9%
Parent
Public
Very interested Interested Slightly interested Not interested at all
62
Interest in sharing thoughts on - School calendar
Differences are not significant
18%
22%
59%
33%
5%
26%
18%
19%
Public
Parent
Very interested Interested Slightly interested Not interested at all
63
Interest in sharing thoughts on - School development
planning
Differences are not significant
20%
19%
36%
36%
36%
27%
8%
18%
Public
Parent
Very interested Interested Slightly interested Not interested at all
64
Interest in sharing thoughts on - Transportation services
Differences are not significant
24%
5%
29%
41%
21%
23%
26%
31%
Parent
Public
Very interested Interested Slightly interested Not interested at all
65
Interest in sharing thoughts on - New school
construction
Differences are not significant
16%
17%
26%
33%
28%
38%
30%
12%
Parent
Public
Very interested Interested Slightly interested Not interested at all
Key findings
There is a strong focus on topics directly related to students in the classroom.
• The overall goal of education is the success of the student, and this is
reflected in the topics that parents, students and the public wish to discuss.
As topics move further from the classroom, people become less interested in
sharing their thoughts and opinions.
• There is a common perception that the CBE does not encourage the
involvement of parents, public and students in system-level decisions.
• Many see engagement on these topics as poor use of their time because no
one will take their thoughts into consideration anyway.
66
TOPICS TO PROVIDE FEEDBACK ON
67
Desired areas to provide feedback
Parents and public want to provide feedback across three general
areas:
• Student-focused
• School-focused
• System-focused
68
Student-focused
• Achievement and progress throughout the year
• Homework
• Bullying
• Planning for life following secondary school
• Support and assistance for students with special needs
• Individual Program Plans
• Educational psychology assessments
• Learning
• Teacher-student engagement
69
School-focused
• Accountability of teachers and admin
• Consistency across schools
• Funding and support for students
• Extracurricular activities
• How to communicate with admin and teachers
• How fundraising dollars are spent
70
System-focused
• Curriculum changes
• How to provide feedback on teachers and admin
• Class sizes
• Classroom organization
• Reporting and assessment
• After hours programs
• School maintenance
• Fees
• School calendars
71
WAYS TO IMPROVE
ENGAGEMENT METHODS
72
People believe that decisions have been made already
Many parents and members of the public who are asked for their
opinion believe that they are not asked until after a decision has
already been made.
“The CBE makes decisions and then ask parents for input afterwards.
Very effective for the CBE as they know the outcome before they ask for
input.” Parent
“The time between announcements, request for feedback and decisions
seems too quick. Most decisions appear to be foregone conclusions.”
Parent
“In my experience, changes are announced by our school with little or
no opportunity for feedback. Changes are announced as though they are
already in place.” Parent 73
Improving the engagement process
Many parents report a desire for an engagement cycle of informing, asking, listening and
informing (similar to what is desired by employees).
“If I am to provide input it is important that I am provided with the resources
and info I need to make an informed decision.” Parent
“Ask parents to take part in the decision making process!” Parent
“Listen, really listen and provide a variety of means for input from families, like
this survey, forums, on-line discussions.” Parent
“Once the information is gathered, there should be a follow up. Perhaps a guide
on what steps are necessary when a topic is open, status and closing.” Parent
Inform Ask Listen Inform
Present the results of engagement
Simply involving parents and the public in engagement is not
enough. They need to see the fruit of their labour.
“I put a lot of time and input into a program change but did not see it
reflected in the decision. I would like to see this in future.” Parent
“Publish the survey result on CBE's website. Improve the transparency
of decision making process.” Parent
75
PREFERRED COMMUNICATION FOR
INFORMATION AND FEEDBACK ON
DIFFERENT TOPICS
76
77
Fees for services
26%
23%
3%
12%
8%
21%
6%
2%
22%
24%
7%
13% 13%
11%
8%
2%
School
newsletter
Communication
from principal
Communication
from teacher
Communication
from CBE
leadership
Website or
social media
posting
Online surveys In-person
meetings or
discussions
Don't know
First choice Second choice
17%
4% 4%
26%
13% 17%
9% 9%
26% 24%
3%
12% 8%
21%
6% 2%
School
newsletter
Communication
from principal
Communication
from teacher
Communication
from CBE
leadership
Website or
social media
posting
Online surveys In-person
meetings or
discussions
Don't know
Public Parent
78
Fees for services
First choice
Second choice
0%
30%
5%
15% 20%
5%
15% 10%
22% 24%
7% 13% 13% 11% 8%
2%
School
newsletter
Communication
from principal
Communication
from teacher
Communication
from CBE
leadership
Website or
social media
posting
Online surveys In-person
meetings or
discussions
Don't know
Public Parent
79
Transportation services
22%
17%
2%
16%
9%
17%
7%
11%
18%
21%
4%
11%
15%
11%
9%
11%
School
newsletter
Communication
from principal
Communication
from teacher
Communication
from CBE
leadership
Website or
social media
posting
Online surveys In-person
meetings or
discussions
Don't know
First choice Second choice
13%
0% 4%
26% 22% 22%
0%
13%
22% 17%
2%
16%
9%
17%
8% 11%
School
newsletter
Communication
from principal
Communication
from teacher
Communication
from CBE
leadership
Website or
social media
posting
Online surveys In-person
meetings or
discussions
Don't know
Public Parent
80
Transportation services
First choice
Second choice
5%
25%
0%
10%
20%
10% 15% 15%
19% 21%
4%
11% 15%
11% 9% 11%
School
newsletter
Communication
from principal
Communication
from teacher
Communication
from CBE
leadership
Website or
social media
posting
Online surveys In-person
meetings or
discussions
Don't know
Public Parent
81
New school construction
17%
7%
1%
29%
18%
13%
7% 8%
15%
13%
2%
16%
24%
11% 9%
11%
School
newsletter
Communication
from principal
Communication
from teacher
Communication
from CBE
leadership
Website or
social media
posting
Online surveys In-person
meetings or
discussions
Don't know
First choice Second choice
4% 4% 0%
33%
13%
25%
17%
4%
17%
7% 1%
29%
18% 13%
7% 8%
School
newsletter
Communication
from principal
Communication
from teacher
Communication
from CBE
leadership
Website or
social media
posting
Online surveys In-person
meetings or
discussions
Don't know
Public Parent
82
New school construction
First choice
Second choice
0%
10% 5%
14%
48%
14%
5% 5%
15% 13%
2%
16% 24%
11% 9% 11%
School
newsletter
Communication
from principal
Communication
from teacher
Communication
from CBE
leadership
Website or
social media
posting
Online surveys In-person
meetings or
discussions
Don't know
Public Parent
83
School and learning program changes
17%
38%
8% 10%
4%
11% 12%
1%
19%
24%
15%
11%
9% 10% 11%
2%
School
newsletter
Communication
from principal
Communication
from teacher
Communication
from CBE
leadership
Website or
social media
posting
Online surveys In-person
meetings or
discussions
Don't know
First choice Second choice
17% 22%
0%
17%
9%
17% 13%
4%
17%
38%
8% 9% 4%
11% 12%
1%
School
newsletter
Communication
from principal
Communication
from teacher
Communication
from CBE
leadership
Website or
social media
posting
Online surveys In-person
meetings or
discussions
Don't know
Public Parent
84
School and learning program changes
First choice
Second choice
0%
30% 25%
15% 20%
5% 5% 0%
19% 24%
14% 11% 9% 10% 11%
2%
School
newsletter
Communication
from principal
Communication
from teacher
Communication
from CBE
leadership
Website or
social media
posting
Online surveys In-person
meetings or
discussions
Don't know
Public Parent
85
CBE budget
15%
10%
0%
41%
11%
14%
6% 3%
15%
21%
1%
15%
20%
12%
9%
6%
School
newsletter
Communication
from principal
Communication
from teacher
Communication
from CBE
leadership
Website or
social media
posting
Online surveys In-person
meetings or
discussions
Don't know
First choice Second choice
9% 0% 0%
44%
13% 17%
13% 4%
15% 10%
0%
41%
11% 14% 6% 3%
School
newsletter
Communication
from principal
Communication
from teacher
Communication
from CBE
leadership
Website or
social media
posting
Online surveys In-person
meetings or
discussions
Don't know
Public Parent
86
CBE budget
First choice
Second choice
0%
10%
0%
15%
35%
15%
25%
0%
15% 21%
2%
15% 20%
12% 9% 6%
School
newsletter
Communication
from principal
Communication
from teacher
Communication
from CBE
leadership
Website or
social media
posting
Online surveys In-person
meetings or
discussions
Don't know
Public Parent
87
School calendar
40%
20%
4% 5%
10%
17%
4%
1%
22%
25%
9%
6%
21%
9%
6%
2%
School
newsletter
Communication
from principal
Communication
from teacher
Communication
from CBE
leadership
Website or
social media
posting
Online surveys In-person
meetings or
discussions
Don't know
First choice Second choice
88
School calendar
First choice
Second choice
24%
10%
0%
10%
24% 24%
5% 5%
40%
20%
4% 5% 10%
17%
4% 1%
School
newsletter
Communication
from principal
Communication
from teacher
Communication
from CBE
leadership
Website or
social media
posting
Online surveys In-person
meetings or
discussions
Don't know
Public Parent
22%
6% 6%
17% 17% 17%
11%
6%
22% 25%
9% 6%
21%
9% 6%
2%
School
newsletter
Communication
from principal
Communication
from teacher
Communication
from CBE
leadership
Website or
social media
posting
Online surveys In-person
meetings or
discussions
Don't know
Public Parent
89
School development planning
20%
26%
2%
16%
11%
12%
8%
5%
19%
21%
4%
12%
17%
11%
9%
7%
School
newsletter
Communication
from principal
Communication
from teacher
Communication
from CBE
leadership
Website or
social media
posting
Online surveys In-person
meetings or
discussions
Don't know
First choice Second choice
90
School development planning
First choice
Second choice
19% 19%
0%
14% 10%
14% 19%
5%
20%
26%
2%
16%
11% 12% 8%
5%
School
newsletter
Communication
from principal
Communication
from teacher
Communication
from CBE
leadership
Website or
social media
posting
Online surveys In-person
meetings or
discussions
Don't know
Public Parent
19% 21%
4%
12%
17%
11% 9% 7% 6%
22%
0%
22%
17% 17% 17%
0%
School
newsletter
Communication
from principal
Communication
from teacher
Communication
from CBE
leadership
Website or
social media
posting
Online surveys In-person
meetings or
discussions
Don't know
Public Parent
91
Class organization/configuration
12%
34%
27%
2% 3%
10% 10%
2%
18%
27%
19%
5%
8% 8%
12%
3%
School
newsletter
Communication
from principal
Communication
from teacher
Communication
from CBE
leadership
Website or
social media
posting
Online surveys In-person
meetings or
discussions
Don't know
First choice Second choice
92
Class organization/configuration
First choice
Second choice
12%
34% 27%
2% 3%
10% 10%
2%
14%
29%
10% 10% 5%
14% 14%
5%
School
newsletter
Communication
from principal
Communication
from teacher
Communication
from CBE
leadership
Website or
social media
posting
Online surveys In-person
meetings or
discussions
Don't know
Public Parent
18%
27%
19%
5% 8% 8%
12%
3%
17%
22%
17%
6% 6%
17% 17%
0%
School
newsletter
Communication
from principal
Communication
from teacher
Communication
from CBE
leadership
Website or
social media
posting
Online surveys In-person
meetings or
discussions
Don't know
Public Parent
93
Course offerings
21%
31%
10%
7% 8%
13%
8%
3%
21%
23%
13%
7%
14%
9% 9%
3%
School
newsletter
Communication
from principal
Communication
from teacher
Communication
from CBE
leadership
Website or
social media
posting
Online surveys In-person
meetings or
discussions
Don't know
First choice Second choice
94
Course offerings
First choice
Second choice
21%
31%
10% 7% 8%
13% 8%
3%
19%
5% 5%
19%
10%
19% 19%
5%
School
newsletter
Communication
from principal
Communication
from teacher
Communication
from CBE
leadership
Website or
social media
posting
Online surveys In-person
meetings or
discussions
Don't know
Public Parent
21% 23%
13%
7%
14%
9% 9%
3%
21% 23%
13%
7%
14%
9% 9%
3%
School
newsletter
Communication
from principal
Communication
from teacher
Communication
from CBE
leadership
Website or
social media
posting
Online surveys In-person
meetings or
discussions
Don't know
Public Parent
Connecting with school staff is critical
Parents view teachers, principals, and schools in general as the most effective
ways to engage with the CBE. These connections are critical to the engagement
process.
“I think the frontline work of teachers is the most relevant, and we find the
communication from our daughter's teachers to be excellent. School-wide
initiatives are also clearly communicated, often through handouts from teachers
or e-mails sent out from the admin team of the school.”
Parent
“I have a high degree of trust with my school administration (especially our
Principal) because they work really hard at openly communicating with parents,
so for me personally it would be leveraging my school.”
Parent
“Meetings at the school seem to be the most effective way of communicating with
families about potential changes.” Parent
95
Multiple approaches will be the most effective
To reach the majority of stakeholders, the CBE must use multiple
methods of communication and engagement.
“Have multiple ways of gathering feedback and informing, not everyone is
comfortable filling out surveys online, but not everyone is comfortable
speaking up in a group setting either.” Parent
“Offer multiple opportunities...email surveys, link to a website, phone
numbers and communications that physically come home with the
children (paper).” Parent
96
Key findings
Effective engagement must utilize several communication strategies to reach its
respective audiences.
• Most topics have two preferred communication strategies that will reach 40-60% of
stakeholders.
• To effectively reach the majority of individuals, the CBE must consider using a
minimum of 4 communication and engagement methods for each topic.
System- and school-based topics need to utilize a primary strategy:
• For system-level decisions, people want to be informed by the school principal or
school newsletters.
• Communication from teachers is most important when considering class-based
topics. Teachers are seen as the front line staff who understand the needs of
students.
For general information on topics, the CBE website is an effective tool to inform,
however, many individuals view it as being exceptionally challenging to navigate.
97
WAYS FOR PARENTS AND PUBLIC TO
PROVIDE FEEDBACK TO THE CBE
98
Ways in which parents would like to give feedback
• Questionnaires and feedback forms on system and school
websites
• Face-to-face meetings at the school level
• Engagement with the school leadership team
• Focus groups and consultations
• School council meetings (although many acknowledge that
attendance is an issue with these meetings)
99
Someone to contact
Parents and public would like to have information on who they can contact to
provide their feedback, or an outlet that allows them to do so.
“I don’t even know how to communicate with the CBE. If there is something I
don’t like, I don’t know who to tell or how to go about changing it.” Parent
“When significant changes are being considered there must be a crystal clear
point of communication within the CBE, by phone and by email and perhaps by
question/answer sessions. Surveys are always welcome as a means of collecting
quantitative data.” Parent
“I would like a bit more direct communication or better communication as to
where I can directly input my thoughts. Like an email link to a website or an
email telling me specifically how/where/when you want my input (which I don't
actually believe that you do).” Parent
100
STUDENT PERCEPTIONS
101
How informed are you about decisions that impact your
education?
11%
49%
19%
11% 10%
Very informed Informed Uninformed Very uninformed Don't know
103
Where do you get information from?
31%
79%
38%
13%
Parents Teacher School admin The CBE
Responses to this question are not mutually
exclusive (i.e., Participants were able to select all
categories that applied to them).
104
Interested in sharing thoughts and opinions to the CBE
that affect your education
32%
41%
14%
1%
12%
Very interested Interested Uninterested Very uninterested Don't know
105
General student perceptions of the CBE Means
2.96
2.70
2.67
2.58
2.56
2.43
2.34 9%
13%
15%
12%
18%
15%
15%
29%
35%
41%
43%
39%
47%
65%
29%
23%
19%
21%
28%
22%
9%
18%
21%
19%
14%
11%
11%
5%
11%
7%
5%
9%
3%
4%
6%
4%
1%
1%
1%
1%
1%
0%
After sharing my thoughts and opinions, I was shown how my input
was used in making the decision
I feel like my voice has been heard when I share my thoughts and
feedback
I have been able to provide input in the best way for me to share
my thoughts and ideas
Opportunities to share my thoughts on decisions that affect my
education
I can easily find information on topics that affect my education
I am encouraged to share my thoughts and feedback on decisions
that affect my education
When I receive information on topics related to my education, it iseasy to understand
Strongly agree Agree Disagree Strongly disagree Don't know Not applicable
Students need to have a voice
Much like parents, public, and employees, students do not believe that their
voice is heard or seriously considered during the engagement process.
“I don't want to give my opinion because I know that it won't matter towards
making actual decisions. I'm a student.” Student
“My opinions have never been used or, at least explained to me why they can't
work.” Student
Increase student awareness regarding potential for involvement.
“Make it so that students are aware that they can participate in sharing their
opinions or that there are topics that they can contribute in. Many times students
are simply not aware that they can share their ideas or where they can do so.”
Student 106
Effective ways to involve students
Students indicate that the most effective ways for them to share
feedback are:
• Online surveys
• Face-to-face discussions with teachers and friends
• Student council and advisory groups
107
Connect with students by relating to them
Students are more willing to take part in engagement when the topics are of
interest/relevance to them. By clearly explaining how certain topics directly
relate to students, the CBE may increase student participation in engagement.
“I feel that the best way to get students to participate in sharing their ideas is to
always relate back to common topics that students prefer.” Student
“Have them involved in open discussions and well informed about certain topics
that relate to their education.” Student
“Create fun and exiting activities.” Student
108
109
Topics students have been asked to share their thoughts
on in the past
37% 33% 32% 31%
23%
11% 9% 9%
7%
Topics on which students would like to be engaged
Courses & the curriculum
• Extracurricular activities, changes in program and teaching methods (e.g. discovery learning),
report cards
Classes
• Class size, scheduling, structure, calendar, length of the school year
Opinions of teachers
• Teacher performance
School environment
• Fundraising, sports, energy conservation, conditions of the fields, books in the library, grade
integration, fun day
110
THANK YOU
111