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GOAL: The Hamilton-Wentworth District School Board offers a strong and viable program that results in high standards of student achievement into the future. |
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RECOMMENDATION: 1. That the Board set expectations and monitor for greater consistency in program standards for the French Immersion program. 2. That the Board support high academic achievement for French Immersion students while enhancing French language cultural and recreational opportunities provided by the school |
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Alignment (Refer to the six filters: Process/Structure/People/Information/Decision/Rewards) |
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Strategies |
Resources |
Responsibility |
Timelines |
Indicators of Successful Strategies |
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1 |
The FSL consultant invite new FI teachers to an orientation meeting in August (before new school year) |
Within established board budget |
FSL Consultant HR Department (to inform of new hires) |
Annually |
Inservice provided and tracked |
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2 |
The percentage of time spent on French be consistent throughout the Board: 50% at Middle school and in K-5 all subjects be taught in French except English language and subjects delivered to allow FI teacher release time to a maximum provided under contractual provisions (currently 150 minutes per week); standardize the amount of time spent on French and on English (through an Administrative memo) |
Policy revision Administrative Memorandum (SO responsible for FI) |
Board SO’s and principals of FI schools |
Annually |
Policy revised Administrative Memorandum distributed Timetables reflect the percentages laid out |
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3 |
Science in FI schools: (a) A concerted effort be made to find qualified French teachers of Science (b) Schools will teach Science in French in Middle school only when qualified staff is available (c) Students will receive FI Science vocabulary in Science to help in the transition to secondary |
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SO’s, principals and HR staff during recruitment process FSL Consultant and FI teachers (elementary and secondary) |
Recruitment for FI in late winter/early spring
Annually |
Qualified FI Science teachers have been hired
Standard lists have been created and provided to students |
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4 |
Increase the number of subjects offered in French in secondary school to allow enough choice in order to meet both secondary school requirements and also FI certificate requirements |
Qualified subject specialist Sufficient enrolment to generate additional courses – course calendar |
Secondary FI principals Guidance staff in FI school(s) |
Annual development of course calendar |
Additional subject areas offered to increased enrolment |
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5 |
Establish a method of recognizing the French Immersion component of education for students who complete the required hours SK to Grade 8 (e.g. seal) |
Gold seals for certificates |
FSL Consultant FIAC Administrators of Grade 8 FI schools |
Annually |
Certificates are awarded in June |
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6 |
The SOE responsible for FI meet with FI principals at least once per term to discuss issues/ information pertaining to FI |
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SO responsible for FI FSL Consultant |
Ongoing |
Meetings provided and information shared |
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7 |
Develop a guideline/booklet with information about issues pertaining to FI to support principals of FI schools |
Personnel and time to prepare handbook Printing costs |
FSL Consultant SO Administrators |
2001-2002 school year |
Booklet provided to principals |
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Strategies |
Resources |
Responsibility |
Timelines |
Indicators of Successful Strategies |
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8 |
Develop a form to gather exit information including the destination of secondary FI graduates to be completed by secondary schools annually (all grade 9’s that enter FI program would be tracked at graduation (transition times) |
Personnel and time to develop tracking form and to track graduates Printing costs |
FSL Consultant FIAC Secondary Heads |
June 2002 for first report on graduates All grade 9 entrants to have form placed in OSR during 2001-2002 school year (or be tracked through Trevlac) |
Graduate information received and tracked Methodology to track secondary FI students in place |
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9 |
Develop a form to gather information on any students leaving the program in elementary school |
Personnel and time to develop tracking form and to track leavers Printing costs |
FSL Consultant FIAC Individual administrators |
Tracking form in place for the 2002-03 school year |
Information received and tracked |
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10 |
Outline a process so: Parents can make an informed decision with regard to withdrawing students from FI Schools have strategies in place to deal with students who need remediation/ support as an alternative to leaving the program (e.g. school staff, volunteers, peer mentors) |
Personnel and time to develop standard process/information package Personnel and time in schools to provide remediation and support |
FSL Consultant FIAC FI administrators and teaching staff |
Implement for 2002-03 school year |
Standard process and information package in place Every school to have outlined remediation and supports available for FI students having difficulties |
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11 |
Ensure that English is taught by an appropriate teacher who is someone other than the FI teacher |
Staffing to provide English instruction |
SO responsible for staffing process FI administrators |
On-going |
School data including EQAO results |
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12 |
Encourage joint programming (e.g. trips, film festivals, activities) between core French and FI staff and students in dual track schools to increase the opportunities for cultural enrichment |
FI and Core French teachers in dual track schools Parents and community support, Canadian Parents for French |
FI administrators and teachers |
On-going |
Increased examples of joint programming |
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GOAL: The Hamilton-Wentworth District School Board offers a strong and viable program that results in high standards of student achievement into the future. |
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RECOMMENDATION: 1. That the Board increase the level of funding and support available to French Immersion schools utilizing funding available in the Ministry Language Grant 2. That the Board increase information and support available for parents of French Immersion students
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Alignment (Refer to the six filters: Process/Structure/People/Information/Decision/Rewards |
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Strategies |
Resources |
Responsibility |
Timelines |
Indicators of Successful Strategies |
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13 |
The allocation made to FI on the school budget must be spent on FI materials |
School budget allocation for FI |
SO FI Principal |
Ongoing |
FI allocation spent on FI classes and students French Immersion classes are adequately resourced |
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14 |
Report the amount for FI in the school budget in a separate line that clearly identifies it as French Immersion rather than included with Core French, NSL or ESL |
School budget information |
SO Business, Manager of Budget |
2002-03 school year |
Budget information is reported as outlined |
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15 |
Ensure that FI schools have bilingual resource personnel to support students and teachers from within the current complement of staff |
FI teachers with special education qualifications |
Administrators of FI schools |
2002-03 staffing process and subsequent years |
All FI schools have bilingual LRT support |
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16 |
Post teacher librarian, Information technology positions and other support positions in FI schools with “French an asset” (emphasis on oral skills) |
FI teachers with appropriate qualifications
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Administrators of FI schools |
2002-03 staffing process and subsequent years |
Postings for teacher librarian, IT and other support positions in FI schools include “French an asset” |
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17 |
Establish processes for: IT and the media library to systematically address FSL needs across the Board (e.g. software and media/kit materials, site licenses) Efficient and appropriate sharing of FI school resources including units of work between schools |
Budget
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FSL consultant IT team Media library and kits staff |
Ongoing |
The number of French resources available increases or meets the needs of FI schools |
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18 |
Offer some centrally organized sessions through the FI consultant for parents every year on the following: · Kindergarten information meetings · Transitions from grade 5 to 6 and 8 to 9 · Other sessions as requested by schools |
Budget for meetings and print materials |
School administrators and teachers FSL Consultant |
2002-03 school year for full implementation |
Meetings are offered and attendance is tracked Grade 6 and Grade 9 schools develop orientation processes for students and parents |
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19 |
Provide information to support parents of French Immersion students to assist them in supporting their children in a second language programme |
Printing |
FSL Consultant Administrators FIAC |
2002-03 school year for full implementation |
Information is provided for parents (e.g. website, booklets) |
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20 |
Assist the French Immersion School Councils and French Immersion Home and School parents to create a network for communication and collaboration |
FIAC Budget for meetings and materials Canadian Parents for French |
FSL Consultant Administrators School Council and/or Home and School FI parents |
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FI School Councils and H&S have names of parent contacts in all other FI schools Increased parent attendance and participation in the work of FIAC ( it acts as a venue/clearinghouse for FI parents to share information and communicate) |
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| 21 | Maintain the position of FSL Consultant in the HWDSB as an essential means of supporting parents, students and teachers in FI | Budget | Board SO | Ongoing | There is a Curriculum Consultant positon with a portfolio that includes French as a Second Language. | |
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GOAL: The Hamilton-Wentworth District School Board offers a strong and viable program that results in high standards of student achievement into the future. |
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RECOMMENDATION: 1. That the Board actively recruit and maintain a staffing complement of enthusiastic, satisfied and qualified teachers for the French Immersion program 2. That using the funding available in the Language Grant, the Board develop and apply staffing formulas to support FI programs, especially for dual track schools |
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Alignment (Refer to the six filters: Process/Structure/People/Information/Decision/Rewards |
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Strategies |
Resources |
Responsibility |
Timelines |
Indicators of Successful Strategies |
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22 |
Ensure that the number of students in same grade recombined classes reflect the average numbers of that division in that school (K-G) |
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SO FI administrators |
Ongoing |
The numbers of students in recombined classes will reflect the average numbers in that school |
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23 |
Provide a responsibility allowance for teachers of FI (similar to LRT’s) |
Collective Agreements Budget |
Board and unions |
? |
Increased recruitment, retention of FI staff |
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24 |
Wherever possible, apply the staffing process in general to reduce the fragmentation of FI positions (.5 positions) |
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SO responsible for staffing process FI Administrators |
Ongoing |
FI teachers feel satisfied with their job assignments as demonstrated by continuity and low turnover |
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25 |
Ensure that elementary FI schools continue to receive additional FTE to allow for equitable school organisation |
Staffing Budget |
SOE responsible for staffing FI principals |
Ongoing |
FI schools receive adequate staffing to address issues such as English instruction etc. |
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26 |
Continue to pool hire widely for French Immersion and FSL positions early in the elementary and secondary staffing processes (December – February) and that bilingual personnel be identified to be part of a larger interview team in order to more equitably spread this responsibility: e.g. principal pairs, principal/teacher, principal/consultant, retired principals ¨ identify subject specialists at secondary who are also fluent in French (on resumes, interview questions) |
SO and HR personnel and recruitment teams Budget for recruitment |
SO responsible for staffing HR |
As per recommendation |
Bilingual individuals who can be part of a hiring team are identified and the list is made available Early recruitment process establishes a large pool of qualified FI teachers for FI staffing needs |
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27 |
Support the school-based hiring process where principals who are not fluent, have a fluent speaker (teacher/principal) on the interview team to assess candidates French skills for their school |
List of bilingual individuals to assist with interviewing |
SO responsible for staffing HR |
Ongoing |
A list of bilingual individuals who can assist in interview teams is developed and made available |
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GOAL: The Hamilton-Wentworth District School Board offers a strong and viable program that results in high standards of student achievement into the future. |
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RECOMMENDATION: 1. That the Board actively promote and market the French Immersion program, especially targeting parents of entry level students 2. That the Board attempt to maintain students within the French Immersion program |
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Alignment (Refer to the six filters: Process/Structure/People/Information/Decision/Rewards |
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Strategies |
Resources |
Responsibility |
Timelines |
Indicators of Successful Strategies |
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28 |
Early in January, advertise the French Immersion program to all JK parents in the system, providing contact numbers and scheduled information evenings for interested parents |
Centrally-prepared flyer distributed to all JK parents Advertisement in local media (indicating a full K to Graduation program) Budget for flyers and ads |
Public Relations (for ad) FSL Consultant |
Annually in January |
Information meetings advertised as outlined |
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29 |
Following the appearance of the advertisement, hold information meetings for interested parents in all areas of the Board |
Budget for meetings |
FSL Consultant FI administrators FI parents and students |
Annually |
Meetings held Attendance at meetings correlated to enrolment statistics |
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30 |
Each French Immersion school with a Kindergarten schedule information meetings for parents in the January to March period |
Current FI students, graduates and parents, FSL consultant, teachers and administrators Budget for meetings and preparation of materials |
FI administrators FI parents (School Council, Home and School) |
Annually |
Meetings held Attendance at meetings correlated to enrolment statistics |
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31 |
Use the transition process (Grade 5-6, Grade 8-9) as an opportunity to market French Immersion through information meetings and orientations held by the receiving schools |
Budget for meetings and preparation of materials |
FI administrators and teachers FSL Consultant |
Annually March-April grades 5-6 December – March grades 8-9 |
Orientation processes established and implemented |
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32 |
Establish a process whereby FI students and their parents state their intention to remain within the FI program early in any year for which a school transition is required (5-6, 8-9) |
Personnel and time to develop a tracking process and form |
SO responsible for FI FSL consultant FI administrators |
2002-03 Annually in February |
Clear indication of enrolment for transitions to assist staffing decisions |
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33
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Allow JK children with the intent of continuing SK in FI to be considered in catchment at the FI school their siblings attend. |
FI Principals Administrative assistants of FI schools |
Annually | JK students attend the Kindergarten class at the school of their FI sibling | ||
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GOAL: The Hamilton-Wentworth District School Board offers a strong and viable program that results in high standards of student achievement into the future. |
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Recommendation: 1. That the Board attempt to provide French Immersion programs in as many viable schools as possible 2. That the Board provide limited area to “magnet” school transportation service |
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Alignment (Refer to the six filters: Process/Structure/People/Information/Decision/Rewards |
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Strategies |
Resources |
Responsibility |
Timelines |
Indicators of Successful Strategies |
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34 |
To extend French Immersion into areas with little excess accommodation establish a “home school” model with the following criteria: · Schools with multiple classes at each grade level (e.g. JK-8 school with 500+ population) · if 30 (-5) in-catchment students at SK and 25 in-catchment students at the Grade 1 level commit to the FI program, establish the school as a French Immersion site with no out-of-catchment FI students allowed · no French Immersion transportation beyond that which the school catchment area generates · the same maintaining and closure rules as for a K-5, K-8 or 6-8 French Immersion “magnet” school (e.g. if the enrolment falls below the minimum for two years, review the viability) |
Policy revision Parent-initiated request for FI program in local area Survey for interest Community consultation Enrolment information Budget for start-up |
Board School administrators |
2003-04
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Policy revised Interest in other areas of the board measured and if determined sufficient, new programs established |
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35 |
Establish clear school “pathways” (K-5/6-8/secondary or K-8/secondary) for French Immersion students that take advantage of the areas where French Immersion interest is the greatest |
Parent-initiated request for FI program in local area Survey for interest |
SO responsible for FI and SO of area demonstrating interest |
2002-03 and subsequent years |
FI pathways are established and communicated to parents |
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36 |
Establish centralized “pick-up” spots and transportation routes to serve students traveling to their closest “magnet” schools, possibly in cooperation with the separate school board which offers this service |
Transportation budget Policy revision (Transportation and FI) |
Board Transportation Department |
2002-03 |
Partial transportation in place to serve FI magnet school program |
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37 |
Ensure that any FI student who is directed to another FI site through consolidation or closure of FI sites is provided with transportation to continue in the FI program if the student meets eligibility requirements for transportation to the closest FI school (elementary or secondary) |
Transportation budget |
Board Transportation Deaprtment |
Upon consolidation/ closure of any FI site |
Student enrolment does not decline because of consolidation or closure |
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38 |
Establish boundaries to rationalize accommodation issues once the “magnet” sites for FI have been determined |
Catchment Review |
Accommodation and Planning |
2002-03 |
Revised boundaries are established and communicated to parents |
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Strategies |
Resources |
Responsibility |
Timelines |
Indicators of Successful Strategies |
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39 |
Establish the definition of a “viable” K-5 or K-8 school through the concept of minimum numbers of Kindergarten and grade 1 students · for opening a program there must be 30 (-5) students in the Kindergarten and 25 students in Grade 1 as a minimum · if a school falls below these minimums for two years, the school’s viability must be reviewed and if the projected SK numbers for the coming year are not at the expected minimum, the Board will consider · directing SK students to another site; · phasing out or closing the FI program in the school or closing the program by directing all students to another FI site |
Policy Registration |
Board approval SO responsible for FI SO responsible for staffing FI administrators |
2002-03 and subsequent years |
Policy revised Standards used to open, maintain, phase out and close FI sites |
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40 |
Establish the definition of a “viable” middle school through the concept of minimum numbers of grade 6 students · for opening a program there must be a minimum of 25 students entering the school in Grade 6 · if a school falls below these minimum numbers for two years, the school’s viability must be reviewed and if the projected Grade 6 numbers for the coming year are not at the expected minimum, the Board will consider · directing Grade 6 students to another site; · phasing out or closing the FI program in the school or closing the program by directing all students to another FI site |
Policy Registration |
SO responsible for FI SO responsible for staffing FI administrators |
2002-03 and subsequent years |
Policy revised Standards used to open, maintain, phase out and close FI sites |
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41 |
Establish the definition of a “viable” secondary school through the concept of minimum numbers of Grade 9 students entering the school · 50 Grade 9 students is the minimum but 80-100 students is preferred in order to allow for a richer number of course offerings · if the numbers fall below this minimum for two years, the school’s viability must be reviewed and if the projected Grade 9 registration is below the minimum, the Board will consider · directing Grade 9 students to another FI site · phasing out the FI program in the school allowing “in-program” FI students to graduate from the high school of their choice if feasible or closing the program by directing all students to another FI site |
Policy Registration |
SO responsible for FI SO responsible for staffing FI administrators |
2001-02 |
Policy revised Standards used to open, maintain, phase out and close FI sites |
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Strategies |
Resources |
Responsibility |
Timelines |
Indicators of Successful Strategies |
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42 |
Since Sanford Avenue, Peace Memorial and Glen Echo are K-5 schools that have not met the minimum standards for two years, review the viability of these schools and consider · closing Sanford and directing the students to another FI site with transportation (if eligible) to avoid a triple grade situation · if the projected SK’s for Peace Memorial and/Glen Echo do not meet the minimum required, consider directing the SK’s to another site with transportation (if eligible) and consolidating with other FI sites with transportation (if eligible) depending on the results of the catchment review (e.g. Peace Memorial to Norwood) |
Catchment Review Enrolment information Consultations with parents Transportation budget to address displaced students |
Board SO’s |
2002-03 |
FI enrolment is consolidated in fewer JK-5 sites to allow more effective and efficient use of resources |
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43 |
Since Dalewood and Glen Brae are middle schools that have not met the minimum standards for two years, review the viability of these schools and consider consolidating the program with transportation (if eligible) into two schools taking into consideration the catchment review and operating capacities of the two schools selected to remain operating as FI sites |
Catchment Review Enrolment information Consultations with parents Transportation budget to address displaced students |
Board SO’s |
2002-03 |
FI enrolment is consolidated in fewer middle school sites to allow more effective and efficient use of resources |
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44 |
Since Sherwood Secondary is a secondary school which has not met the minimum standards for two years, review the viability of this school and consolidate the program at Westdale by · directing all Grade 9 students to Westdale with transportation (if eligible) and · attempting if feasible to provide FI courses for the “in program” students so they can graduate from Sherwood · at the point at which it becomes impossible to provide sufficient courses for the remaining students, the Board should close the site and direct all FI students to Westdale with transportation (if eligible) · efforts to enable senior students to complete the FI certificate requirements (e.g. summer school, night school, virtual classes) |
Enrolment information Transportation budget to address displaced students Continuing Education Modern Languages Council |
Board SO’s |
2002-03 |
FI enrolment is consolidated in one secondary school to ensure a viable program can be offered with the most effective and efficient use of resources Alternative FI classes are offered. |
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| 45 | Conduct the closure and consolidation of any FI school in a staged fashion and in conjunction with connunity input so as to allow Board staff to assess the impact on FI enrollment. | Consultation with Parents |
Board SO's |
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46 |
Utilize the single track “magnet” concept (K-8) should space become available through consolidation/closure of schools. In general dual track schools should not displace the regular English track of the school’s normal catchment area. |
Surplus school space in an appropriate area of interest Community consultation |
Board SO’s |
? |
Another K-8 single track FI school is established at an appropriate point in the future |
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