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Admin 7. Do students in your school have opportunities to engage in local cultural and land based opportunities?8. Are you aware of students with Indigenous ancestry who want to participate in extracurricular activities however they are unable due to barriers (associated costs, transport, etc). If so, how has the school responded to the needs so the student(s) may participate?4. In what ways does your school assessment practices address the unique needs of diverse Indigenous learners?10. In what ways do school growth plans implement equity and specific strategies to serve diverse Indigenous learners, families and community? How does your school growth plan demonstrate clear metrics and benchmarks to support Indigenous education, equity, and anti-Indigenous racism?(Can #4 and #10 be merged- ) 

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Admin 7. Do students in your school have opportunities to engage in local cultural and land based opportunities?8. Are you aware of students with Indigenous ancestry who want to participate in extracurricular activities however they are unable due to barriers (associated costs, transport, etc). If so, how has the school responded to the needs so the student(s) may participate?4. In what ways does your school assessment practices address the unique needs of diverse Indigenous learners?10. In what ways do school growth plans implement equity and specific strategies to serve diverse Indigenous learners, families and community? How does your school growth plan demonstrate clear metrics and benchmarks to support Indigenous education, equity, and anti-Indigenous racism?(Can #4 and #10 be merged- ) 

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What is missing for non-instructional support staff? How do we support all staff of SD42? How do we approach the work through an anti-racist/anti-indigenous racist lens regardless of the role in the district?

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Top 5
1. Question 3
2. Question 4
3. Question 5
4. Question 8
5. Question 10

Votes
1 - 2 votes
2 - 0 votes
3 - 7 votes
4 - 5 votes
5 - 5 Votes
6 - 1 votes
7 - 2 votes
8 - 5 votes
9 - 3 votes
10 - 5 votes
11 - 3 votes
12 - 0 votes

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#1: "What policies, agreements, or governance procedures support Indigenous education and equitable outcomes for Indigenous learners, families and communities in management decisions and/ or educational planning of SD42 Maple Ridge Pitt Meadows? [Prompts: budgets, employment/hiring, specific services and programs for Indigenous learners etc].What are the barriers that exist?"
#4: "In what ways does the district strategic plan implement equity and specific strategies to serve diverse Indigenous learners, families & communities? How does the district plan address issues of Indigenous systemic racism, discrimination and colonialism? How does the district strategic plan implement Indigenous worldviews and ways of knowing? What aspects of the district plan require further decolonizing and Indigenous equity informed strategies and initiatives ?"
#5: "  What policies and practices are in place to effectively target anti-Indigenous racism and discrimination in the district? What else is needed?"
#8: " How often do you attend local public Indigenous community events in Maple Ridge and the lower mainland? [For example, in Maple Ridge “Indigenous Peoples Day” event, art gallery shows with local Indigenous artists. In the lower mainland, the Talking Stick Festival, Squamish Nation Pow Wow, Hobiyee  or others]?"
#9: "Where do you go to have courageous conversations? Are you a part of a professional learning community (formal or informal)? What are your professional development learning goals that pertain to Indigenous education, decolonization, equity and anti-Indigenous racism?"

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1.     Alternate school student question, how does your school community support your learning? How does your school support you differently than the secondary school you attended before? What do you miss from your previous secondary school?
What do you wish had been available at your old school?

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Managers Self 8. How often do you attend local public Indigenous community events in Maple Ridge and the lower mainland? [For example, in Maple Ridge “Indigenous Peoples Day” event, art gallery shows with local Indigenous artists. In the lower mainland, the Talking Stick Festival, Squamish Nation Pow Wow, Hobiyee or others] (*We feel this question is very important for real change to occur.) 

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Managers Self 8. How often do you attend local public Indigenous community events in Maple Ridge and the lower mainland? [For example, in Maple Ridge “Indigenous Peoples Day” event, art gallery shows with local Indigenous artists. In the lower mainland, the Talking Stick Festival, Squamish Nation Pow Wow, Hobiyee or others] (*We feel this question is very important for real change to occur.) 

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Managers 7. What professional development learning opportunities have you engaged in over the last year that focus on Indigenous education, equity and anti-Indigenous racism? What else is needed?10. What are your professional development learning goals that pertain to Indigenous education, decolonization, equity and anti-Indigenous racism?(*Can #7 and #10 be merged to one question) 

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Managers 7. What professional development learning opportunities have you engaged in over the last year that focus on Indigenous education, equity and anti-Indigenous racism? What else is needed?10. What are your professional development learning goals that pertain to Indigenous education, decolonization, equity and anti-Indigenous racism?(*Can #7 and #10 be merged to one question) 

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Managers Professional Development 6. What types of professional development opportunities are offered to district personnel in relation to Indigenous education, anti-Indigenous racism, and equity based practices?

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Managers Professional Development 6. What types of professional development opportunities are offered to district personnel in relation to Indigenous education, anti-Indigenous racism, and equity based practices?

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Managers 5. How are grievances related to anti-Indigenous racism and discrimination dealt with? Are grievances related to anti-Indigenous racism and discrimination documented and tracked? What else is needed? (*We feel this is super important) 

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Managers 5. How are grievances related to anti-Indigenous racism and discrimination dealt with? Are grievances related to anti-Indigenous racism and discrimination documented and tracked? What else is needed? (*We feel this is super important) 

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Managers 4. What policies and practices are in place to effectively target anti-Indigenous racism and discrimination in the district?

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Managers 4. What policies and practices are in place to effectively target anti-Indigenous racism and discrimination in the district?

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Managers Policy1.	What practices are employed in your department to support equitable outcomes for Indigenous learners, families and communities in management decisions? What else is needed in terms of addressing Indigenous education, anti-Indigenous racism, discrimination and decolonization in management decisions? (Can financial implications and also communication be included- ie key points from #2, and 3) 

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Managers Policy1.	What practices are employed in your department to support equitable outcomes for Indigenous learners, families and communities in management decisions? What else is needed in terms of addressing Indigenous education, anti-Indigenous racism, discrimination and decolonization in management decisions? (Can financial implications and also communication be included- ie key points from #2, and 3) 

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Add -Developing common language Defining equity, respect, racisim
Add - What do you wish was available at your school?

#1  What opportunities are in your classroom to show your learning in different ways? How are your unique gifts and learning abilities recognized and supported by your classroom teacher?
#2     What opportunities are in your classroom to explore diverse Indigenous histories and local Indigenous communities and practices?
#3  In what ways are you made to feel welcome and your voice valued by your teachers and school staff? Were there times when you haven’t felt welcomed? If so, why?
Clarity around whether staff or students for the second part is needed.
#5    How do you see your culture and community represented in your classroom and school community? For example, books, lessons, activities, assemblies, celebrations.
#13  What do you want current students, teachers, principals or policy makers to know about you that you feel like they don’t understand?

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1. What practices are employed in your department to support equitable outcomes for Indigenous learners, families and communities in management decisions? What else is needed in terms of addressing Indigenous education, anti-Indigenous racism, discrimination and decolonization in management decisions?
2. What policies or agreements reflect a dedication to employ equitable decision-making practices in budgets, employment/hiring, and specific service and programming for Indigenous learners, families and communities? What else is needed?
4. What policies and practices are in place to effectively target anti-Indigenous racism and discrimination in the district?
9. Where do you go to have courageous conversations? Are you a part of a professional learning community (formal or informal)?
3. How is information on district policies, agreements and governance procedures communicated to Indigenous learners, families, and communities?
7. What professional development learning opportunities have you engaged in over the last year that focus on Indigenous education, equity and anti-Indigenous racism? What else is needed?

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Priority
1. Question 2
2. Question 7
3. Question 13
4. Question 12
5. Question 14

Voting
1 - 3 votes
2  - 6 votes
- linking this question to 9 (maybe embedding?)
3 - 4 votes
everyone shows they're learning in different ways. Sometimes a trigger if students aren't given recognition in the ways they excel relative to material
4 - 2 votes
Potential to link #1 question
5  - 1 votes
Not enough detail on HOW are they getting support
6 - 0 votes
7 - 6 votes
8 - 0 votes
9 - 2 votes
10 - 2 votes
11 - 2 votes
The land aspect is a big part of the conversation and might be a good additional question?
12 - 4 votes
13 - 5 votes
building that class culture - create the understanding that everyone has value
Very much linked to 12
Micro-aggression is such an important part of the conversation and being able to recognize this is so key to the learning
14 - 4 votes
Embedding 13 and 14
15 -
16 -
17 - 3 votes
the self reflective piece is key to understand our own bias
18 -

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- Feel that all questions are missing the relationship piece to them.  It starts with relationships.
- Questions around the relationships that schools have with local communities.
- How are we building relationships to moving forward?
- What is the relationship between the VP and P with students?  Do they feel safe, sense of belonging, heard, understood?  (ask this to both VP and P & students)
- Do we need to ask the tech questions or do we already know the answers to these questions?
- Do we need to do additional tracking or is the ASW tracking enough?  Is it the right type of tracking?  Is tracking taking priority over the relationship building?
- How would you describe the relationship you have with parents?  - How are you acknowledging the historical relationship and doing the work to transform the relationship between parents and schools?
- What education/resources do feel you need as school to build these better relationships with families?
- What education/resources do you feel you need to be able to address micro-aggressions, racism, etc?

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Themes do come up that tie some of the questions together:
1.  Facilitating co-generative experiences/learning that is student centered (Teachers #1, 2, 11, 12/ Staff #3, 10) Focus on #11 - Connecting to the land/providing authentic, place-based opportunities to learn with our students in our community.
2. Access to professional development/growth (Teachers #17/ Staff #10)
3.  Acknowledgement of access points/barriers for Indigenous learners
4.  Affinity spaces - areas for courageous conversations/taking risks (Teachers #14, 17)
5. Pedagogy focusing on Equity/Anti-Racism/Decolonization (Teacher #5-8/ Staff #2-5)

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#2 - What opportunities are in your classroom to explore diverse Indigenous histories and local Indigenous communities and practices?
#3 - How is the way you learn recognized in the classroom? Can you give examples of how you have gotten feedback for your work? What worked and what didn’t work?
#5 - Are you aware of any policies, resources, programs, services or staff that can help if you are experiencing discrimination or anti-Indigenous racism issue at school?
#6 - How do you see your culture and community represented in your classroom and school community? For example, books, lessons, activities, assemblies, celebrations.
#8 - Have you witnessed or experienced discrimination or racism against Indigenous students, or families in your class or school community?
#12 - Do you have opportunities to learn how to speak out against discrimination and racism in your class and school community?

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Questions for
1. Families: 1, 1, 1, 1, 4, 4, 4, 4, 5, 5 , 5, 5, 5, 6, 6, 7, 7, 7, 7, 7, 8, 8, 9, 13, 13, 13, 13, 14, 14, 14, 14, 14
2. Communities: 1, 1, 1, 1, 1, 1, 2, 3, 5, 5, 5, 5, 6, 6, 6, 7, 7, 7, 7, 8, 8, 8

#1:
-checking for the students' connections to their school community
-checking on the parents' sense of belonging in the school community

Feedback: "Made to" versus "how are you" -- perhaps the question should be -- "do you feel welcome... and / or how do you feel within the school community?"

Is "welcomed" the term to use? Perhaps: "In what ways do you feel connected to the school community? Welcomed and community - How are families interpreting the question--in that some of us interpret the question as an initial introduction to the school community and some of us see it as overall connection, and over time, connection to the school community.

#4 -- assumes that family do have a person to go to, instead of "who do you go to?" and

Are assumptions being made:
- do the families feel welcomed
- do the families feel comfortable enough to approach someone when there is a concern?

#5 Build upon the relationship piece and what is important to our Indigenous families (need some definitions--"settler teacher")

#7 Too broad - "yourself" -- too broad. Misleading question-- Perhaps change it to "Do you" -- "If yes, explain"

#13 Wonder: whole child basis - equitable - what do our Indigenous children need in order to be successful?

#14 - aligns with the them of anti-racism and equitable practice.
-to support this, we need to know how groups are experiencing/feeling about their experiences with discrimination

Curious: why are the school staff (teacher/administrator/etc) being identified as non-indigenous? might need some understanding around that

Feedback back to the researchers: accessible language for all as right now it is rooted in academic terminology (i.e. racialized ethnic groups)

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questions for Group 4 are now updated - apologies

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How do we ask the same thing with age appropriate language?

Start with helping students understand the language. Common vocab. with the kids before starting.

Looking at parallel statements - should they be linked? Categorize?

#11 - a similar question is missing from Secondary.

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A glossary for students to access during the survey.

Is there a question that can be developed about the connections/relationships that students have with adults in the buildings.

Classroom may seem more like the physical space rather than class (more the community).

In your classes do you explore indigenous perspectives?

Do you/have you experienced racism?

Can we change the title of the questions at the bottom to say "Alternate education and CE/Online/CLC/Remote"?

Does grouping the questions in themes make sense?

Will there be an opportunity for students to provide input and feedback on these questions? Student Voice students would be willing to do this.

If you look at the MDI, Student Learning survey you may see an overlap of questions and information that we already have access to.

Looking at information gathering questions (are you indigenous? do you have access to technololgy?) may be better to start with so that it's the theme of stats collecting and then the deeper questions come later...

Alternate Ed question: Is this an add on to the Secondary questions or do alt. students only answer one question?

This also makes the assumption that our alternate programs are only at secondary. We have programs of choice at elementary and these are alternates to the traditional elementary school. They may offer different supports. ie: Environmental school and Odyssey

The community opportunities/events - could we include school district events and not just community events.

Do we need a questions that is specific to the offering our Aboriginal Education dept. has done with our students.

There is a gap between classroom expriences and school based events and in the community. Some don't happen right in the classroom and could be a whole school opportunity or intermediate/primary or in class.

Using the same language as educators so that the students can grasp the language and the opportunities they are part of.

The questions are a good reminder that we are doing wonderful things in our schools but concern that students may not have the language to speak to what they've been doing and we are concerned that some of that may be missed if students don't have the language to speak to what they've experienced and been a part of.

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Language is a bit dense and students may not know what some of the phrasing is.

Question 4 is a nice question to open with.  It's easy for kids to digest and respond to.
#7 captures of mental health

Using the language of classes versus classroom as Secondary students may have more than one teacher and one classroom.

Question 6: Do students have the tools to build their identity? Broaden it to say your culture or the culture of others. If you are a part of the dominant culture are you gaining exposure to other cultures?

Question 2 and 13: There are some similarities. 13 has a more local feel learning through connection.

Question 3: The opening of the question has the presumption that students know how they learn. They may not know the full spectrum of how they could learn. Can they articulate it?

Targetting questions that deal with racism and student safety #5, 8, 12 - Separate or linked?

#14 - this is a wide range of opportunities - what are we trying to elicit from this question? We do ask this on the MDI and so we have access to that data already.

#15 - this could be 2 distinct parts. What do you want them to know about you. AND THEN What don't others understand about you.

Voice, Identity, Culture and then transitions to indigenous ways of knowing 2, 9, 13

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Questions around connection to land and connectivity might be a good question to add.

Giving more open ended questions that avoid a yes/no question.

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a few more questions that probe deeper into whether these resources are being used rather than if they're just available.

Some questions that are yes/no are able to fit into other questions - they're needed in order to answer other questions more wholistically

Thinking about how some of the students with diverse learning challenges can take on some of these resources and whether they've been properly adapted for learning.

Prioritized based on potential impact to students.

Yes/no questions should be expanded

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1. How is information on district policies, agreements, and governance procedures communicated to Indigenous learners, families, and communities?
4. In what ways does your school assessment practices address the unique needs of diverse Indigenous learners?
6. What types of professional development opportunities are offered to district personnel in relation to Indigenous education, anti-Indigenous racism, and equity based practices?
9. Where do you go to have courageous conversations? Are you a part of a professional learning community (formal or informal)?
10.In what ways do school growth plans implement equity and specific strategies to serve diverse Indigenous learners, families and community? How does your school growth plan demonstrate clear metrics and benchmarks to support Indigenous education, equity, and anti-Indigenous racism?
12. How do you acknowledge and address acts of anti-Indigenous racism, microaggression and misconceptions about “reverse” racism when they arise in your school with students, teachers, and staff?