Independent Parent Survey Results - Spring 2026
Independent parent survey fielded in spring 2026 as FASD prepared for strategic planning. This dashboard summarizes the closed-ended results and themes from open-ended responses without using verbatim quotes.
Respondents were heavily concentrated among current 1st-grade families, and responses were voluntary rather than a full-community census. Results are best read as directional parent feedback.
Key Findings at a Glance
Respondents strongly supported FASD's current mission and vision, while views on whether the school is headed in the right direction were more mixed.
French language learning, the immersion model, teacher quality, and academic rigor were the clearest reasons families chose FASD and stay at FASD.
Ratings for classroom experience were high, but parent partnership, communication/transparency, and community-building had more neutral or negative responses.
French program strength, teacher recruitment/retention, and academic excellence were the most selected priorities for the next strategic plan.
Who Responded
Likely situation next year
One respondent indicated they are not returning. Their selected leaving factors were child's social or emotional experience, leadership or governance concerns, and other.
Current grade selections
Mission, Vision, and Direction
Parents broadly support FASD's mission and vision, but views are more mixed on whether the school is currently headed in the right direction. This points to stronger alignment around the school's purpose than around current execution or leadership direction.
Why Families Chose and Stay at FASD
Top factors when choosing FASD
Top factors in staying at FASD
Current School Experience
Classroom experience and academic expectations were rated more positively than parent partnership, communication/transparency, and community-building. Experience questions reflect how respondents view FASD today; concern questions later in the dashboard reflect future risks parents think should be watched closely.
Preferred French homeroom staffing model
Importance of staffing model
Strategic Priorities and Concerns
The top three selected priorities - French program strength, teacher recruitment/retention, and academic excellence - all relate directly to the quality and distinctiveness of FASD's academic model.
Most selected strategic priorities
Elements respondents most want protected
Concern ratings
A high concern score does not necessarily mean respondents believe the school is currently failing in that area; it means the topic matters enough to watch closely. Facility stability was a concern, but ranked below maintaining academic excellence, governance/Board effectiveness, communication/transparency, leadership stability, and teacher retention.
Open-Ended Themes
Open responses were reviewed for themes and sentiment. The summaries below avoid verbatim quotes and should be read as qualitative signals, not vote counts.
Several responses emphasized protecting the French program, French curriculum alignment, native/credentialed French teachers, and the visiting teacher/Jules Verne model.
A recurring theme was that families want clearer communication, more meaningful parent partnership, and more visible responsiveness from leadership and the Board.
Families valued rigor and classroom quality, while some open responses asked for measurable academic goals, support for students who struggle, and challenge for students who excel.
Some families described community connection as a reason they chose FASD, while others said that sense of warmth or inclusion has weakened.
Responses mentioned enrollment, facility stability, fundraising, corporate partnerships, and financial sustainability as important context for planning.
Open-ended responses included requests for measurable academic goals, stronger support for students needing additional challenge or support, clearer parent-input processes, more francophone representation, improvements to fundraising strategy, and practical schedule/lunch-related feedback.
One respondent indicated they are leaving. Their selected factors included child social/emotional experience, leadership/governance concerns, and other.
Many comments were critical or concerned, but the tone was often invested: families generally described wanting FASD to succeed while naming what they believe needs attention.
How to Read This
This dashboard uses survey responses exported on June 17, 2026. It includes 28 non-empty responses: 26 English responses and 2 French responses. The Spanish version did not receive completed responses.
The survey adds useful parent data to a conversation where families have historically had limited public information. At the same time, it should be read with context: responses were voluntary and highly concentrated among families with current 1st graders, with 17 of 28 responses selecting 1st grade. Because families could select multiple grades, grade counts are not mutually exclusive.
Question-level counts vary because branching skipped some sections for leaving or undecided families, and open-ended/demographic questions were optional. Multiple-select questions can add up to more than 100%.
For open-ended responses, this page summarizes themes and sentiment rather than publishing verbatim comments.
Data: Independent FASD Parent Survey · 28 survey responses · Prepared for transparent publication on FASDads.org