EdinburghNLP/nunavut-hansard-plusplus huggingface dataset:
How can we have more parental engagement? We will really try to utilize that and get parents more involved.
We could talk about parental and family engagement and use that as a goal.
We can raise those questions to the parents. What else would you like to do as parents?
We can engage them like that or meet with them and have a round-table discussion with them.
There are many options like that. We will always push for parental engagement.
Ensuring that children are well rested, properly fed before school, and if they cannot eat at home, then they know they have a breakfast waiting for them at the school, there are things like that we can do. We will continue to ask, “What else can we do? What else can we help you with?”
Thank you for bringing this subject up.
If we keep bringing it up, it is very good, as we are members for our constituents as they hear us when we speak here.
We are on Branch Summary. Education. K-12 School Operations.
It’s finally my turn.
Last year, we made some references or the department made some references to some teachers were teaching without certification standards and I know that issue was going to be addressed.
I’m just wondering if you can tell us where you are on that. Do we still have teachers teaching without the proper certification?
Hon. Paul Quassa: Qujannamiik, Mr. Chairman. (interpretation) I thank the member for bringing this up so that everyone will understand where things are.
Yes, this is still going on.
Let me switch to English. (interpretation ends) We do still provide the letter of authority. (interpretation) That is still continuing. (interpretation ends) At times, it is a good move for us to use that letter of authority when we don’t have enough Inuktitut teachers.
For example, if we need an Inuktitut teacher right there and then, this letter of authority gives us that (interpretation) flexibility.
It makes it easier to function.
Sometimes we use the letter of authority today for language of instruction. (interpretation ends) Language of instruction is so vitally important that we do and we have used that privilege of giving a letter of authority to meet the needs and the mandate of language of instruction within our schools. (interpretation) Thank you.
In regard to letters of authority, have the numbers changed from last year?
Actually, I’m not familiar with how many teachers were operating under letters of authority last year, but perhaps you can tell us that. What is it this year?
Is there any change?
Hon. Paul Quassa: Qujannamiik, Mr. Chairman. Right now, we don’t have the numbers at this time, but we would be more than happy to get back to you on the numbers that you are enquiring about. (interpretation) Thank you, Mr. Chairman.
I’m going to go on to something else now.
Can you tell me what your position is or what the department’s position is on assessing students who may have learning disabilities?
I did not see the little red light.
The question is timely and I want it answered properly. (interpretation ends) Mr. Chairman, (interpretation) if you don’t mind, I will ask my deputy minister to speak to this matter, (interpretation ends) Mr. Chairman.
Ms. Okpik (interpretation): Thank you, Mr. Chairman. (interpretation ends) The whole issue of assessment is very important for us. Right now, it is timely because we are just expecting a report on inclusive education that will look at what our existing resources are currently and, I think also, to identify what the gaps are.
We know what our gaps are and one of the biggest gaps that we have is determining learning disabilities.
One thing I have been in discussion with the deputy ministers of Health and Family Services is the whole regime of assessment when it comes to learning disabilities.
Currently right now, a parent has to get a referral to an educational psychologist to determine what learning disability a child may have.
You also have to understand that we do come from an educational culture of non-labelling and not labelling children.
That is the philosophy of inclusive education. Regardless of what physical or learning disability a child may have, the system is inclusive to include them in the system and to be able to provide the supports to that child.
However, right now, the support system that we do have in place, previous to the implementation of the current Education Act we have, it was never in legislation. Now it’s in legislation.
We also have what we call student support consultants. There are staff that are at the regional level.
They are experienced and they have the expertise on working with children with special needs and disabilities.
In every school, there is a student support teacher as well who draws on support from the regional level.
At the school level, we have student support assistants that are identified directly to work with students, some one on one.
For example, if we have a child that has an extreme need, there will be that one-on-one support.
Currently, in our system, we have over 100 student support assistants across the territory to work with children with special needs. We have American Sign Language interpreters, for example, that provide that. We also have a school team.
We use what we call student support plans.
First and foremost, it’s a teacher that would determine what supports that child will need.
It might be a behaviour plan. It might be a learning plan.
It might be a plan in terms of does that child need extra supports, whether it may be something for physio, whether it may be a device to assist them, that type of thing.
That plan clearly identifies also some of their learning objectives and their outcomes depending on the need. We also supplement currently what Health provides for us, so we also provide what we call PT or speech therapy and those types of things.
That is the current system we have in place right now, but we are really looking forward to seeing that external review take place.
We know they will be identifying what those gaps are in order to better provide more assistance to our students. (interpretation) Thank you, Mr. Chairman.
Just to remind everyone that we have translators and they want to keep up.
I know personally someone who really struggled with their child in school.
There were no assessments being done and she really had to go out of her way and get her child assessed on her own, and then the additional material that was given to her to address this learning disability, she had to do herself at home.
I think the department is going in the right direction in recognizing that we need to address problems and the only way you can do that is to identify what they are.
I understand about being inclusive and all of that, but at the same time, I think the department needs to know what they’re working with.
Just to go on a bit, I want to go on to something else here.
It appears from the grants and contributions line of K-12, the School Operations Division, the amount of funding allocated to DEAs would decrease in 2015-16. Given that DEAs have significant responsibilities under the Education Act, what accounts for the decrease in the DEA funding?
We can break those figures down for you, as that is an excellent question.
The reason for the decrease is primarily due to the priorities of the Rankin Inlet DEA.
They have decided not to continue holding the busing contract and it will now revert to the (interpretation ends) regional school operations. (interpretation) The amount that would have accrued to the DEA has been transferred to the (interpretation ends) regional school operations (interpretation) as well. The $96,000 amount is for that bus contract.
We are also in the process of moving $126,000 to (interpretation ends) grants and contributions from the DEAs to the RSO, or regional school operations. (interpretation) There is an amount of $40,000 for the Kivalliq (interpretation ends) science educators’ program. (interpretation) $78,000 is for the (interpretation ends) National Arts Centre. (interpretation) The remaining $8,000 will be moved to other divisions.
That’s why we see that decrease with the amount of dollars that were directed to DEAs.
They are now moved to the (interpretation ends) regional staff operations.
(interpretation) Perhaps if we look at last year… . Although I said that I don’t like looking back, sometimes we need to look back on occasion and what my colleague said was entirely truthful in that regard.
It’s just the administrative service realignment to ensure smoother operations, but it results in a seemingly smaller DEA budget in our main estimates (interpretation ends) Qujannamiik, Mr. Chairman.
I would like to keep on this topic of DEAs. What kind of assistance do DEAs receive when it comes to making some very important decisions on behalf of preschool and school aged children?
Hon. Paul Quassa (interpretation): Thank you for that question, my colleague.
There are different sources of funds that we provide for the local DEAs. There are different funding methods.
As a matter of fact, within the department, we have dedicated support staff for various operations, such as financial bookkeeping, administration of funds within the community, items such as drafting by-laws, pertinent regulations, or interpretation of regulations. In the Early Childhood Education Division, we have two dedicated staff for that.
Those are the types of support services that are provided to the DEAs by way of early childhood education.
As I stated earlier, we make sure that we are readily available as a department to the DEAs. We write to them on a regular basis to ask them about what types of support services they require.
In our laws, it clearly indicates in section 17 that the DEAs are responsible for the Early Childhood Education Program, especially fluency in the Inuktitut language and in the Inuktitut culture.
That is one of the responsibilities.
To date, that is how the Act outlines it. It defines what roles and responsibilities the DEAs have and what types of support services should be provided to the DEAs.
I hope I answered my colleague’s question.
Thanks to the minister for that answer. I think you were very informative in your reply.
I want to go to something that is related to the DEAs. I would like to ask a question about the coalition.
Perhaps we can start off by the minister explaining what the mandate of the coalition is.
Hon. Paul Quassa: Qujannamiik, Mr. Chairman. (interpretation) The coalition… .
I’ll respond in English if it’s okay with you, Mr. Chairman.
(interpretation ends) As outlined in the Education Act, the DEA coalition does have an important role to review the funding process for DEAs and make recommendations to the minister.
The Education Act also requires that my staff meet with the DEA coalition at least once a year to assist the department in long-term planning for the education system.
The DEA also has an opportunity to be included in the hiring panel for senior regional staff of the department.
The Education Act also authorizes the coalition to request a structured dialogue with the minister concerning direction that the minister has given to the DEAs or the education staff. We also see the DEA coalition as a support to the district education authorities and of course, which is why we often work together to develop the support material like the DEA administration manual or the family engagement resources that were recently released.
Yes, it is quite clear. Although it’s not as detailed under the Education Act, these are the main areas that the coalition of Nunavut DEAs does or is supposed to do. (interpretation) Those are some of the core responsibilities. (interpretation ends) Certainly, this department works very closely with the coalition of Nunavut DEAs to ensure that we are following the Education Act. (interpretation) Thank you, Mr. Chairman.
Can the minister tell us how many times he has had these structured dialogues with the coalition since he became the Minister of Education?
Since I became a minister, I have probably met with them twice. When they have an annual report, I am in attendance.
I’ve had dialogues with them two or three times since the time I became minister.
Are there any activity or similar reports that can provide information in detail of what kind of services they provide?
I know that you have listed under the Act what their responsibilities are, but are there any reports that can be tabled?
Hon. Paul Quassa (interpretation): Thank you, Mr. Chairman. (interpretation ends) Yes, they provide financial audited statements and we also require, in their contribution agreement, that they submit their annual report work plan, (interpretation) requirements of that nature. (interpretation ends) We do review their annual financial statements and of course, compare the results against the annual budget submitted in the contribution agreement process.
I also wanted to add a bit, the fact that our DEA development coordinators do meet regularly with the executive director of the coalition of district education authorities.
I just wanted to add that a bit, but yes, we do expect and we do review their annual financial statements. That is the reporting process that we have with the coalition. (interpretation) Thank you, Mr. Chairman.
I’m just going to go on now to a different topic, school operations, and I’m just looking at your business plan on page 86 where it says that the regional school operations office provides services and support to DEAs, school staff, and so on. Where are these offices located? Are we talking about three regions here?
Hon. Paul Quassa: Qujannamiik, Mr. Chairman.
We have offices in Mittimatalik (Pond Inlet), Qamanittuaq (Baker Lake), (interpretation) and Kugluktuk. Those are the three (interpretation ends) regional offices. (interpretation) Thank you, Mr. Chairman.
It says here in your business plan that they provide support and training supervision to 43 schools.
Can you tell us, being where they’re located, does this pose quite a challenge to be able to work with all the schools?
Hon. Paul Quassa (interpretation): Thank you, Mr. Chairman. (interpretation ends) From my understanding and from what I have seen, I believe Pond Inlet would be the office that has the most challenging part because it has to cover the whole Baffin region. To go from Pond Inlet down to Sanikiluaq is quite a task and just trying to reach Sanikiluaq or to travel to the High Arctic.
You’re going to have to fly down here first and then up.
Pond Inlet may be the one that has the most challenging in terms of travel logistics. (interpretation) That’s all. (interpretation ends) Otherwise, it’s still very functional. (interpretation) Thank you, Mr. Chairman.
In Pond Inlet, they do have to go to Iqaluit before they go to any other community, right?
They always have to fly from Pond Inlet and then back up to Clyde River, and that.
Does that mean that the staff are in Iqaluit more than they are in Pond Inlet?
Not really. Again I can say that our superintendents are on the road quite a lot, especially from our Baffin regional office.
Again, in the past, the executive director was in Iqaluit quite a while acting ADM while we tried to fill those positions. There are some challenges, of course, and we expect that.
Again, we have to carry out our responsibilities and mandate.
Pond Inlet, for example, if you want to go to Clyde River, that’s the only community that you can practically fly direct from Pond Inlet to Clyde River. (interpretation) That’s the only route. (interpretation ends) Otherwise, yes, you’re right, that you have to go through Iqaluit most of the time.
I have seen and we have seen that our superintendents are on the road quite a bit. (interpretation) Thank you, Mr. Chairman.
I would like to go on now about curriculum. In your business plan on page 86, it says, “Ensure consistency in curriculum across Nunavut…” How will this oversight be carried out? DEAs currently have the responsibility for language of instruction.
What impact will this have on providing curriculum that is consistent across Nunavut?
Chairman: Thank you. Sorry about that.
It’s in the next branch, but if the minister would like to answer the question, Minister Quassa.
Hon. Paul Quassa (interpretation): Thank you, Mr. Chairman. (interpretation ends) Thank you, Mr. Chairman, for reminding us that yes, indeed, it’s on the other one.
I can say that… .
(interpretation) I lost my train of thought and what I was about to say. Regarding your question, I really want to ensure it is absolutely clear and I totally lost track.
In light of my past statements outlining the need for more consistency in our schools, (interpretation ends) consistent, (interpretation) yes, you are correct that the DEA has to identify how the language of instruction will be used.
There are three types of decisions that they can make within the school regarding Inuktitut instruction in our schools. One model is called Qulliq.
In Iqaluit, Rankin Inlet, and Cambridge Bay, the languages can be used at the same time. In Kugluktuk and other communities, they have the dual model. There are three models for language of instruction that can be used.
If the DEA wants to use a particular model, I can only approve them and sign them as the minister.
I pretty well know what they are going to be using.
Looking at the future, I’m just wondering how we can review this.
Please note that the Education Act is being reviewed.
Maybe we can look at this again because there are different little items.
Just to add to that, if the Chairman doesn’t mind, my deputy minister could give more details so that our colleagues could have a clearer understanding.
Ms. Okpik (interpretation): Thank you, Mr. Chairman. (interpretation ends) As the minister stated, the DEAs can request to the minister local programming, but that request has to come directly to the minister for approval.
It is considered local programming.
However, on a year-by-year basis, the minister is the only one who can authorize and set the standard for what curriculum will be used across the board, across the territory.
All teachers and schools are mandated to use that curriculum that the minister sets out.
We are in the process right now of ensuring that the curriculum list is going to be put online so that parents and educators can see the full gamut.
It’s probably about a 50-page document. We look at it on a year-by-year basis because we also use the Alberta system.
There are courses that are continually either expiring or being replaced by different courses, so we have to maintain and update the course list on a year-by-year basis.
We’re hoping in the next little while that the course list will be online.
Once the minister sets that direction, the schools receive the full list outlining what changes have been made for the current upcoming school year. (interpretation) Thank you, Mr. Chairman.
I would like to go on to talk about the complete implementation of the revised career and program planning program for grades 7 to 12.
Can you just give us a brief description of what this all means?
I also thank my colleague for that question. (interpretation ends) I can give you the following answers and what the process is used for.
The career and program planning process is designed to support students and their parents so they may select courses during secondary school that will enable them to meet their own goals and assignments.
When does this process take place? The program actually begins before the school begins.
In secondary school in grade 10 and middle school, students are able to obtain opportunities to learn about planning for their future by taking courses, such as creating a career and program plan, which is a one-credit career and trades skills course.
Again, during each year in secondary school, each student’s plan is to be updated. (interpretation) Is that understandable?
(interpretation ends) Who is responsible? Principals are responsible to ensure that the students’ course selections allow them to graduate.
How do we know this process works?
Currently, the department receives anecdotal feedback from school staff about the process.
One of the most common complaints from the school staff is the fact that this process must be done by school administrators or by teachers. In some cases, these individuals are either ill-equipped or ill-informed and are unable to provide the support that our students require. (interpretation) That’s the response I could give you.
(interpretation ends) What do other jurisdictions do to support students?
Again, just look at other systems. Many jurisdictions have full-time professional guidance counsellors in their schools that are typically formal educators themselves and have specific training as guidance counsellors.
Sometimes these individuals often have Masters of Education in guidance counselling and are able to provide advice about issues ranging from time management, planning for the future, applying for jobs or post-secondary education, and student financial assistance.
When we will review this process is the next question.
My department had originally intended to review the support for students over a year ago, but resources were diverted to respond to the Office of the Auditor General of Canada recommendations, such as safety in schools.
Despite this delay, my officials intend to conduct a review of this process during the 2015-16 fiscal year and are to present to me the options that I would consider.
(interpretation) I believe those were the main questions.
Before I call you again, I would like to apologize. I was corrected.
It’s on the next branch, but it’s also mentioned in the business plan. You’re right.
I just have one last question and that’s to do with school counsellors.
Can the minister tell us: does every high school have a school counsellor?
I also can provide a quick answer.
No, not all schools have them.
This is due partially to what I briefly mentioned about the ratio for teachers and students, (interpretation ends) the student-educator ratio.
The counsellors are part of that system.
We’re saying that not all high schools have those guidance counsellors.
Again, as I said, the Nunavut student-educator ratio determines the overall teaching quota for our schools. You will see some high schools that don’t have them, but again, it doesn’t mean that there is no guidance within our schools.
At times, there are. We have teachers and others that do provide some of those services if there is no guidance counsellor within our schools.
For example, if I look at it region by region, in the Qikiqtani region, we have 1.5 guidance counsellors, one in Iqaluit and half a position in Pond Inlet.
In the Kivalliq, we have two guidance counsellors, one in Arviat and one in Rankin Inlet. In the Kitikmeot, we don’t have guidance counsellors per se.
As I was saying earlier, even though that may be the case, we do have our teachers at times because again, for most schools that do not have guidance counsellors, it’s because they choose to use their teachers in the classrooms to provide as many course options as possible.
That is the situation we are in now. (interpretation) Thank you, Mr. Chairman.
I have five more names. At this time, we will be taking a 10-minute break.
An Hon. Member: Thank you.
>>Committee recessed at 17:47 and resumed at 18:04
Chairman: I would like to call the committee meeting back to order. We’re on page G-7.
Branch Summary. Education. K-12 School Operations.
The next name on the list, Mr. Shooyook.
I want to ask a question regarding K-12 School Operations. I have a concern, so I want to ask a question to the minister.
The biggest problem that we see is to allow the kids to complete their education.
Are you able to explain the attendance of students in Nunavut? Are we able to push or encourage proper attendance in schools?
I believe that a lot of students are falling behind in their attendance, so we are also finding a big problem when that happens. When students drop out, it becomes a big issue.
Can you explain what your thoughts are on this?
Hon. Paul Quassa (interpretation): Thank you, Mr. Chairman. I thank the member for raising this concern.
I had mentioned earlier and I guess I can respond this way: it also is the parents that need to push their kids to stay in school and to attend school.
The responsibility falls on parents.