TORONTO DISTRICT SCHOOL BOARD TASK FORCE ON SUCCESS OF STUDENTS OF SOMALI DESCENT. Program and School Services Committee

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1 95 Report No TORONTO DISTRICT SCHOOL BOARD TASK FORCE ON SUCCESS OF STUDENTS OF SOMALI DESCENT TO Program and School Services Committee 22 January 2014 RECOMMENDATION STRATEGIC DIRECTION RATIONALE IT IS RECOMMENDED that the Task Force on the Success of Students of Somali Descent: Report and Recommendations, as presented in the report, be received. 1. Make every school an effective school; 2. Build leadership within a culture of adaptability, openness and resilience; 3. Form strong and effective relationships and partnerships; and 4. Identify disadvantage and intervene effectively. On 21 November 2012, the Board passed a motion directing staff to establish a Task Force on the Success of Students of Somali Descent (STF) to address the persistent achievement and opportunity gaps experienced by students of Somali descent. The mandate of the Task Force was to: To identify and recommend actions that can be taken by TDSB that have the potential to increase the educational success of students of Somali descent; and To identify partners, and possible actions that can be taken by these partners, which may help improve the life circumstances and educational success of students of Somali descent. The Task Force, led by Trustees Chris Bolton, Maria Rodrigues and John Hastings and Community Co-Chairs Haweiya Egeh and Ali Mohamed, was comprised of leaders and role models from the Somali community, as well as TDSB staff. After extensive consultation with students, staff, parents and the broader community, the Task Force developed a set of recommendations (see Appendix A) for supporting positive learning outcomes for TDSB s students of Somali descent.

2 96 NEXT STEPS RESOURCES Pending Board receipt, staff will review the report of the Task Force on the Success of Students of Somali Descent, and develop an Action Plan responding to the recommendations. Implementation of the Action Plan will be funded through existing budgets of Equity and Inclusive Schools along with other relevant departments. APPENDICES Appendix A: Task Force on Success of Students of Somali Descent: Report & Recommendations Appendix B: Task Force on Success of Students of Somali Descent: Community Consultation Summary FROM Gen Ling Chang, Associate Director, at or and Jim Spyropoulos, Executive Superintendent, Equity and Inclusive Schools, at or

3 97 Appendix A TASK FORCE ON THE SUCCESS OF STUDENTS OF SOMALI DESCENT: REPORT AND RECOMMENDATIONS The Task Force on the Success of Students of Somali Descent was established by the Toronto District School Board in November 2012, and convened in January Based on the research and extensive consultation with students, staff, parents and the broader community carried out over the following months, the task force has developed a comprehensive set of 23 recommendations for actions to increase the success of students of Somali descent within the Board. A detailed overview of the work of the Task Force on the Success of Students of Somali Descent is available on the Toronto District School Board public website. CONTEXT As of 2012, approximately 5616 self-identified Somali-speaking students attended TDSB schools, 64% of them in the elementary panel. A large majority (83%) were born in Canada, with the remaining 7% born in Somalia and 4% in Kenya. According to recent data collected by the TDSB, students of Somali descent are experiencing a significant, persistent achievement gap when compared to TDSB students overall. Data from the 2006 TDSB Grade 9 Cohort Study, which compared outcomes for Somali-speaking students with those of same-aged TDSB students overall provided the following sobering picture by the end of five years ( ): Percentage as of October 2011: Somali-speaking students All TDSB students Who had graduated: 66% 79% Who were still in TDSB: 9% 7% Who had dropped out of school: Who had confirmed an offer of admission from an Ontario university or college: 25% 14% 47% 61% Of the study cohort, 74% of Somali-speaking students, compared to 49% of TDSB students overall, fell within one or more of the following categories: Special Education

4 Suspended during their school career 98 Below provincial standard achievement on Grade 6 EQAO results The data also indicated that while both male and female Somali-speaking students are at higher risk than their cohort TDSB peers overall, the risk among male students is particularly acute. For example, the risk of dropping out is 33% among Somali-speaking male students and 17% among females. Somali males are also more likely than Somali females to be suspended, achieve below standard on grade 6 EQAO, and be identified as Special Education students. TASK FORCE PROCESS In developing the recommendations below, the task force followed a process that was thorough, constructive and, most importantly, inclusive. Every effort was made to engage the range of affected stakeholders within the larger Somali community, to clearly communicate the task force mandate as set by the Board, and to include diverse voices in the discussion. A comprehensive overview of the entire task force initiative can be found in the Task Force on the Success of Students of Somali Descent meeting agendas and minutes on the Toronto District School Board public website. DETAILED REVIEW OF AVAILABLE RESEARCH The analysis of student data in relation to school engagement is an essential tool to inform educational planning and decision making, and the task force dedicated several early meetings to examining all the available research. With support from TDSB Research Department staff, the task force learned about various factors that may be contributing to the disengagement of students of Somali descent from the school system, leading to the very high drop-out rate seen within this subset of students. The extensive demographic achievement information reviewed included the perceptions of students in Grades 7-12 about their lives in school and outside of school (TDSB Student Census) and the perceptions of parents of students from JK- Grade 6 about their schools (TDSB Parent Census), linked with academic achievement data such as test scores (EQAO, OSSLT), report card information, the number of credits achieved, and graduation rates, as well as relevant attendance and suspension data. Rather than focusing solely on data regarding TDSB students of Somali descent, the task force also examined additional research carried out by educational experts beyond the TDSB to better understand what systemic barriers may be standing in the way of success. In this aspect of the work, it was also a distinct benefit to have a number of former TDSB students (now young professionals) as members of the task force. These individuals, having themselves experienced some of the same barriers, were uniquely positioned to provide valuable first-hand insight.

5 99 LISTENING TO THE COMMUNITY To complement the analysis and discussion of data, and to integrate other voices into the process, the task force sought to engage members of the larger Somali community. Five community consultation meetings were held in various locations around the city one in the east end, two in the west end, one in central downtown, as well as one additional meeting specifically aimed at Somali-Canadian educators to present a summary of the research data and solicit input regarding the barriers confronting Canadian students of Somali descent. In all, more than 400 community members attended these consultations to share their views with the task force. All of the input received during the community consultation meetings was compiled and reviewed by task force members (see Appendix C, Community Consultation Summary). It is this qualitative data which formed the basis of draft recommendations. The task force then shared these draft recommendations for vetting by a number of different individuals and organizations with significant knowledge of the education system and of various issues facing students within the system. A further community consultation meeting was held at the end of August to ensure an opportunity for organizations serving the Somali community as well as other interested parties to provide their feedback on the draft recommendations. Numerous face-to-face meetings were also held by various task force members, including both co-chairs, with individual stakeholder groups. STUDENT ACHIEVEMENT AND SUCCESS TASK FORCE RECOMMENDATIONS 1. Ensure that classroom teachers have the training and resources needed to recognize and remediate students academic difficulties at an early age utilizing a variety of differentiated teaching strategies to support students individual literacy and numeracy learning needs. 2. Explore and encourage more hands-on, interactive, and technology-based experiential learning opportunities for students. 3. Give all students entering Grade 9 the option of being placed in academic stream courses, and provide all Grade 8 students the opportunity to upgrade their skills through bridging programs in the summer between Grade 8 and Develop and expand homework support and mentorship programs that are linked to curriculum and reinforce students in-class learning. 5. Explore the possibility of partnering with Pathways to Education and/or similar programs to expand these remedial programs in neighbourhoods with large Somali-Canadian populations.

6 Increase investment in and expand intervention programs and partnerships that provide Youth Workers to support students of Somali descent. 7. Create employment and/or volunteer opportunities for students of Somali descent. 8. Establish leadership and achievement recognition awards designated for elementary and secondary students of Somali descent. 9. Make the Somali-Canadian Student Conference an annual event to celebrate and highlight the Somali-Canadian experience for all TDSB students. PARENT AND COMMUNITY ENGAGEMENT 10. Increase the number of Parenting and Family Literacy Centres in neighbourhoods with large Somali-Canadian populations. 11. Implement a Parent Academy program to provide parents with information to help them understand, support and reinforce classroom learning within the home at every stage of their child s education. 12. Provide School Councils in those schools that have a high proportion of students of Somali descent with extra support to reach out to Somali parents in their community. 13. Develop a plan to inform Somali parents about their right to interpretation and translation services when speaking to teachers and school administrators. 14. Develop plain-language information for parents outlining the IPRC/IEP process, including the rights and responsibilities of parents and students, and available in Somali translation. SYSTEM CAPACITY AND CULTURAL COMPETENCE 15. Develop resource guides and provide professional development opportunities and specialized staff to help teachers understand and support the needs of students of Somali descent. 16. Facilitate the creation of a Canadian-Somali heritage center/library (with online access), with the opportunity for members of the Canadian-Somali community to provide supplementary Somali-focused curriculum material and resources to teachers, administrators and staff. 17. Establish a Somali Heritage month to be tentatively set for October or April. ACCOUNTABILITY AND TRANSPARENCY 18. Establish an ad hoc work group including Task Force members, Trustees and Board staff to monitor and report annually to the Program and School Services Committee regarding pro-

7 gress in implementing these recommendations Make disaggregated Parent and Student Census information available to the public. 20. Make information regarding the performance of individual schools in supporting students of diverse backgrounds public. 21. Conduct a review of the factors leading to an over-representation of students of Somali descent within Special Education programming. 22. Make disaggregated suspension and expulsion data available to the public. 23. Conduct a review of the factors leading to the inordinately high rate of suspension/expulsion among students of Somali descent.

8 102 APPENDIX B TASK FORCE ON THE SUCCESS OF STUDENTS OF SOMALI DESCENT: COMMUNITY CONSULTATION SUMMARY CONSULTATION PROCESS In order to organize the consultations, the task force split into three neighbourhood sub-groups: east, west and downtown, each consisting of task force members living in and familiar with the dynamics of the local Somali community. A separate consultation meeting for educators was organized by teachers on the task force. Three separate but similar sets of consultation questions, aimed at students, parents and educators respectively, were developed by the task force research subcommittee before being reviewed and approved by the larger group. Each community consultation meeting opened with a presentation of the TDSB research data regarding the achievement gap for Somali students. Each meeting was supported by multiple facilitators (some from TDSB, others recruited by task force members from the community), and by recorders who made notes of all responses received. The questions were presented verbally to participants seated in round-table groups and all were invited to share their input. Youth and parents were seated at separate tables to encourage frank and productive discussion. INPUT ANALYSIS The collected community input was analyzed by a group of TDSB interns who identified recurring themes and organized the information to extract qualitative data. These data were then used by the task force in developing the final recommendations. Input and ideas gathered from participants is summarized below, illustrating key issues and viewpoints shared during the consultation process. CONSULTATION FINDINGS IDENTITY AND SELF-IDENTIFICATION When asked how they identify themselves, students of Somali descent reported the following:

9 103 Approximately 50% of students responded that they consider themselves to be Somali first, while the other half said they identified as Canadian first. Youth who were born in Canada said that they consider themselves Canadian, but that their parents consider them Somali. Some said they consider themselves both Somali and Canadian: during the day, they are Canadian, but when they go home they are Somalis. Most children, when asked, responded that they are Somalis born here (i.e., in Canada). When parents were asked the same question regarding self-identification: Most identified themselves as Somali-Canadians. Some felt that although in society generally they are considered Canadians, within the media they are identified as Somalis; With respect to their children s identity, some parents identified their children as being Muslims first. Some felt that, culturally, Somali children are more Canadian than Somali. Others felt that, because their children speak Somali and because they feel more connected to their Somali roots than their Canadian identity, their children are Somalis first before being Canadian. Additionally, some parents felt that: Somali students have lost their identity and culture, and that this can leave young people in a directionless state PARENTS INTERACTION WITH THEIR CHILD S SCHOOL Asked to describe their perceptions of and interactions with their child s school and its staff, members of the Somali community offered the following views: Parents feel unwelcome in their child s school. School staff see them as uneducated people who are unable to understand what is happening in their schools; Schools lack cultural sensitivity and understanding of issues within the Somali community. A lot of teachers do not know much about Somalia except for the images they see in the media (e.g., pirates, terrorism, gangs, and civil war).

10 104 Schools do not provide parents with enough information. Schools discount parents non-canadian education, knowledge, experience. School administrators avoid parents and students with complicated issues or with whom they have had previous experiences. Many schools simply do not know how to deal with the nontraditional family structure and the areas of concern that it represents. Schools also often make placement decisions without notifying parents, placing students into the Applied rather than Academic stream beginning in elementary school. The most common challenges cited by parents in dealing with their child s school included: language barriers (e.g., report card in English is tough for many parents to read) difficulty navigating the system, they don t understand the school system lack of communication from the school lack of cultural awareness in dealing with Somali students and parents differences in educational experience between Somali parents and their Canadian children - in Somalia, teachers are considered a parental authority for students and keep close eye on students and their achievement; this is not the case with teachers in Canada - schools do not do enough student assessment (early assessment and ongoing assessment). - children are challenging their parents authority PARENTS PERCEPTIONS REGARDING THEIR CHILD S EXPERIENCE IN SCHOOL There was a widespread perception by Somali parents that their children are treated differently by school staff, teachers and administrators than other students. Observations included: Schools stereotype Somali students as behaviorally problematic. Their children are seen as poor immigrants with behavioral problems;

11 105 Teachers overreact to the actions of Somali students and do not give them the benefit of the doubt, while other students who act in the same way are not treated as harshly by the school administrators/teachers. Teachers have very low expectations of Somali students. Teachers have the perception that Somali students are not capable. Teachers do not take their children s academic challenges seriously and feel helping them is a waste of time. Many parents believe their children are being systematically marked down by their teachers. Guidance counsellors stream Somali students away from academic classes and into applied classes. Somali students are often misidentified as requiring Special Education programs. STUDENTS PERCEPTIONS ABOUT SCHOOL: Seventy percent of the Somali youth who responded felt they were perceived as troublemakers because of their cultural heritage. Additionally, some youth reported feeling: that as a black minority, they had no sense of belonging; that they are seen as distant foreigners, and feel different from other Canadians; that they are discriminated against, and viewed as violent and not very intelligent; that many educators do not care about Somali students; that school administration treats them differently from other students; that they feel isolated in class and detached from the school system and environment; that they face discrimination on the part of school administrators; that they are stigmatized by many different factors including living in social housing and having a low family income; that their guidance counselors discourage them and attempt to streamline them into lower grade courses.

12 106 Other concerns cited by a number of students of Somali descent included: the lack of enough identifiable role models in schools (e.g., no one to look up to who understands their plight); the lack the resources within their schools to run homework, recreation, and leadership clubs. GENERAL PERCEPTIONS REGARDING TDSB SCHOOLS The following perceptions regarding their home school were expressed by both students as well as community members: Many Somali families live in TCHC housing. TCH areas are dangerous neighborhoods. Schools that draw from community housing are known for their low quality; they often perform poorly in terms of test scores and have less access to resources than other schools There is a distinct inequity between various schools within the TDSB depending on the neighbourhood in which they are located and the socio-economic level of the families whose children attend them. COMMUNITY CONSULTATION QUESTIONS STUDENT QUESTIONS: 1. Do you identify yourself as Canadian? If not, what do you identify yourself as? 2. How do you think you are perceived at school? How does this perception affect you? 3. What challenges do you experience at school? 4. Canadian students of Somali descent have the second highest drop-out rate in the TDSB. Why do you think this is the case? (Prompts: Do you know any Canadian students of Somali descent who dropped out? If so, what do you think the reasons were?) 5. What tools and/or support strategies do you think you need to achieve your academic goals?

13 What do you like most about your school? What do you like least about your school? PARENT QUESTIONS: 1. How do you identify your kids? Is this different from how you think your kids identify themselves? 2. How do you think Canadian students of Somali descent are perceived at school? How does this perception affect you? 3. What challenges do you face as a parent when navigating the school system? 4. Canadian students of Somali descent have the second highest drop-out rate in the TDSB. Why do you think this is the case? 5. What tools, support and/or information do you need as parents to support your children? 6. How do you perceive the communication between Somali-Canadian parents and teachers, administrators and/or the school system? How can this be improved? 7. Do you feel welcomed at your child s school? Are there enough opportunities for parental involvement? How can this be improved? TEACHER QUESTIONS: 1. What challenges do you think Canadian students of Somali descent are facing within the classroom? a. Do you think this is a unique challenge to Canadian students of Somali descent compared to other students groups? b. Do you think the challenges faced by male students of Somali descent differ from the challenges faced by female students of Somali descent? 2. What challenges do you face as a teacher? a. What challenges do you face with parents of Canadian students of Somali descent? What challenges do you face when working with Canadian students of Somali descent? 3. Do you feel like there are enough supports in schools to help Canadian students of Somali descent?

14 From your experiences, do you think there are strengths and/or resources within the Somali-Canadian community that are being underutilized? 5. How do you think Canadian students of Somali descent are being perceived at school? (Prompts: by their peers? Teachers? Administrators? Community?) 6. What resources do you need as a teacher to better support Canadian students of Somali descent?