Regular Board Meeting January 28, 2014 FRENCH IMMERSION PROGRAM AND TRANSITIONS TO SECONDARY SCHOOL: AN UPDATE Strategic Goals: Catholicity, Learning Environment “To each person is given the gifts of the Spirit for the common good.” (cf. 1 Corinthians 12:7) BACKGROUND As a Catholic school board and aligned to Ministry of Education direction, Dufferin‐Peel models gospel values in the delivery of our Christ‐centred programs. As rooted in our Catholic values, as well as in our ecclesial and cultural identity, we maintain a focus on equity and inclusivity. As part of our mission and aligned with our Strategic System Plan, 2010‐2015, we continue to provide a variety of appropriate programs and services that respond to the emerging needs and trends within our diverse community. The purpose of this report is to:  clarify decisions regarding French Immersion Programs including historical context; and  clarify historic, current and future context regarding organization, management and operations (Education Act Section 169.1, 218.1, and 283) and communication of the French Immersion Program and/or other programs of choice; and  clarify, contextualize and respond to questions posed by trustees at Board and Faith and Program committee meetings, the latter of which included a delegation. DISCUSSION Foundational to the board’s Strategic System Plan, 2010‐2015, the board is committed to stewardship of our resources, financial responsibility and responsiveness to the emerging needs and trends within our diverse community. In the development of all new programs, consideration shall be given to the impact of such programs on the host site as well as the local neighbouring schools as aligned to the board’s commitment to good and prudent stewardship. Programs of choice are offered to enhance the learning opportunities for students; however, they are not implemented at the expense of other local schools within our system (Dufferin‐Peel Catholic District School Board, Strategic System Plan, 2010‐2015). This approach supports the equitable treatment of the identified needs in each diverse community, regardless of size, socio‐economic make‐up and/or other unique features. The provision of any program of choice is governed by the need to be mindful of impact across the system. The board and staff maintain a Catholic approach to all programs, which is responsive to the goals outlined in our Strategic System Plan, 2010‐2015. Responding to the directions outlined in our Strategic System Plan, 2010‐2015 and from its inception, the French Immersion Program was designed to expand in a model that supported two classes per grade to enable a strategic implementation while ensuring the appropriate stewardship of resources. Regular Board Meeting – January 28, 2014 French Immersion Program and Transitions to Secondary School: An Update Organization, Management, and Operations The location of the French Immersion Program and the selection of the elementary schools was determined through data analysis including:  impact on home and neighbouring school enrolments  traffic safety and logistics  geographic consideration  available capacity  community interest/Interest Survey (program of choice, no transportation provided)  human resources/staffing considerations  other considerations, as appropriate French Immersion Centres were phased in starting in 2008 as outlined in the following chart: Year New French Immersion Sites Added 2008–2009 2009–2010 2010–2011 2011–2012 French Immersion Program in Dufferin‐Peel opened in two pilot locations ‐ St. Margaret of Scotland (south) and St. Joachim (north) Two additional programs were added ‐ St. Gertrude (south) and Our Lady of Providence (north) Two additional programs were added ‐ Divine Mercy/Our Lady of Mercy (south) and St. Angela Merici/St. Ursula (north) Two additional programs were added – St. Pio of Pietrelcina/St. Jude (south) and St. Elizabeth Seton/St. Teresa of Avila (south) Each school started with capacity for two Grade 1 classes per site and added a new grade in each subsequent year as the first cohorts progressed. The board’s cyclical and on‐going review included consideration for year‐over‐year attrition and maintenance of a healthy enrolment in each grade. The success of the French Immersion Program has been reflected in the growth of the program to eight sites across our system, with Grades 1 through 6 implemented as of September, 2013. As the French Immersion Program grew, and as part of a cyclical monitoring and implementation process, staff continued to review data, geographic criterion, traffic safety and other considerations and provided trustees with regular updates. In December, 2009 at the Faith and Program Committee Meeting, it was determined that there were some constraints with regards to available capacity and traffic safety, particularly in high interest areas. The introduction of Full Day Kindergarten/Early Learning would come to provide additional accommodation pressures. A paired‐site implementation strategy was discussed as the only way to expand the French Immersion Program to other communities without the displacement of students from their own local schools, or placement of portables on school properties and to alleviate the pressures of additional on and off‐site traffic. It was determined that any future sites would only be offering the program using the paired sister sites strategy (e.g., Grades 1–4 in one school, with a sister site hosting Grades 5–8). Potential expansion sites and paired sister sites included in the report were: St. Angela Merici/St. Ursula; St. Bernadette/St. David of Wales; Divine Mercy/Our Lady of Mercy; St. Pio of Pietrelcina/St. Jude. In January 2010, staff identified the proposed paired sister sites with specific site selection criteria. Staff agreed to conduct an interest survey and emphasized that while a survey gauges interest, the board is Regular Board Meeting – January 28, 2014 French Immersion Program and Transitions to Secondary School: An Update able to expand programs, including programs of choice, only within the directions and capacity of our overall Board strategy and financial capabilities. In this context, staff conducted a more comprehensive survey with a number of stakeholders. This survey would include consideration through an expanded number of proposed/possible French Immersion Program sites and locations based on specific criteria including, but not limited to:  impact on home and neighbouring school enrolments (attrition considerations)  geographical consideration  accommodation of the French Immersion Program without portables  location of the paired sister sites (adjacent boundary considerations)  traffic logistics and safety  sufficient enrolment to sustain both English and French Immersion Programs  community interest/content of survey (e.g., including the Bolton community)  human resources/staffing considerations  other considerations, as appropriate. As the survey was conducted, all sites were offered as “possible sites”. There was no guarantee of expansion to particular sites or possible grades based on survey results. The results demonstrated great interest in two areas, but in particular, in the Divine Mercy location. Staff reviewed interest in the context of all criteria referenced including available capacity and additional on and off‐site traffic pressures. Results from this survey were brought forward at the February, 2010 Faith and Program Committee meeting and were shared based on the criteria noted above and the paired sister site strategy as discussed at the December, 2009 and January, 2010 Faith and Program Committee meetings. In December, 2010 another interest survey was issued regarding the possibility of further expansion to proposed sites that met the selection criteria. This survey referenced the existing paired sister sites including Divine Mercy/Our Lady of Mercy (south) and possible paired sister sites including, but not limited to St. Pio of Pietrelcina and St. Jude, and St. Elizabeth Seton and St. Teresa of Avila. In January, 2011, as part of the Board’s cyclical review process, a Faith and Program Committee report was received which noted expansion of additional French Immersion Centres with all sites reflecting the paired‐site strategy. Consistent with the strategy from 2009, sites were proposed using the sister‐site model. Preference was given to schools with available classroom space adjacent to a neighbouring school with available capacity. As the French Immersion Program expanded and with implications such as on and off‐site traffic safety, Full Day Kindergarten/Early Learning implementation and local school programs including special education, the sister‐site strategy provided opportunities for the program to be expanded in more areas of the Board by requiring only 8 available classrooms per site for four (4) grades. Existing French Immersion sites repeatedly expressed concerns related to student safety as a result of additional traffic on site for French Immersion students. At some sites, traffic concerns were raised in the first and second year of implementation, and with additional grades to come, on and off‐site traffic congestion would increase. Transportation is not provided for the program, and many parents were driving their children to school. Student safety and alleviating traffic pressures were additional factors in proceeding with the sister‐site strategy. Regular Board Meeting – January 28, 2014 French Immersion Program and Transitions to Secondary School: An Update In addition to on and off‐site traffic safety concerns, Full Day Kindergarten/Early Learning implementation required additional classrooms at some schools to accommodate the program, thereby reducing the overall capacity at some schools. For example, in 2009 when capacity versus enrolment analysis was undertaken for French Immersion at Divine Mercy, the Functional Rated Capacity (FRC) was 738 pupil places. With changes to Full Day Kindergarten/Early Years and Special Education uses, the current FRC at Divine Mercy is 670, making fewer rooms available for additional French Immersion classrooms. Moving forward, the strategy to identify new French Immersion centres continues to be the sister‐site strategy. This strategy allows the Board to locate the program in more areas of the Board, and alleviates the traffic pressures and safety concerns, as well as implications related to a reduction of spaces available in local host schools to accommodate students who reside in the area. Below is a chronology of reports beginning in 2008, related to the French Immersion Program. Dates Notes April 14, 2008 Faith and Program – French Immersion Update (includes application form). November 10, 2008 Faith and Program – French Immersion Update (includes application form). Dececember 8, 2008 Faith and Program ‐ Proposed expansion of the French Immersion Pilot outlines next steps including an interest survey. January 12, 2009 Faith and Program ‐ Expansion of French Immersion to St. Gertrude and Our Lady of Providence. December 14, 2009 Faith and Program ‐ report outlined that there were some constraints with regards to space/accommodation, including pressures from the new Full Day Kindergarten/Early Learning Program. It was determined that a paired‐site implementation strategy was the only way to expand the French Immersion Program to other communities without the displacement of students from their own local schools, or placement of portables on school properties, and to alleviate some of the traffic pressures on and off‐site. Strategic Plan Strategic Plan 2010‐2015 ‐ outlines the impact of specialty programs on June, 2010 schools. January 18, 2010 Faith and Program report outlined the direction for the paired‐site strategy and identified specific schools including Divine Mercy/Our Lady of Mercy. January, 2010 Parent/Guardian Interest Survey was implemented to gauge interest in proposed sites. February 8, 2010 Faith and Program results of the interest survey were presented and two additional sites were selected: Divine Mercy and St. Angela Merici to open two classes each of Grade 1 for September, 2010. March 11, 2010 News Release announcing information night for parents (Divine Mercy and St. Angela Merici). April 13, 2010 French Immersion Information Night held at Divine Mercy – the paired sister sites of Divine Mercy and Our Lady of Mercy were shared at this meeting. May 5, 2010 Lottery held/Registration. September, 2010 2 classes of Grade 1 open for identified sites. November, 2010 Letter to parents/guardians of SK students regarding Interest Survey for proposed sites for 2011. Regular Board Meeting – January 28, 2014 French Immersion Program and Transitions to Secondary School: An Update December 1, 2010 French Immersion Parent/Guardian Interest Survey was issued with proposed sites and existing sites including the existing paired site of Divine Mercy/Our Lady of Mercy January 17, 2011 Faith and Program report outlines the results of the parent/guardian interest survey and expansion sites. This report references existing French Immersion sites including Divine Mercy/Our Lady of Mercy. This report included discussion of interest survey and expansion to Mississauga including St. Elizabeth Seton/St. Teresa of Avila; St. Pio of Pietrelcina/St. Jude‐and to St. Peter/St. Andrew in Orangeville February 4, 2011 Letter to parents regarding registration and information night September, 2011 September site expansion to include St. Pio of Pietrelcina/St. Jude and St. Elizabeth Seton/St. Teresa of Avila March 26, 2013 Board Meeting – French Immersion Program: An Update September 24, 2013 Faith and Program – French Immersion Program: Review and Update (report re: Sibling question/on‐line survey) December 9, 2013 Faith and Program – Extension of French Immersion Program to Secondary Schools (secondary French Immersion sites identified) January 20, 2014 On‐line French Immersion Registration – identification of the paired‐site locations COMMUNICATIONS The French Immersion Program is a highly subscribed and supported program of choice. This program has continued to expand appropriately following the board’s System Direction, 2010‐2015 and the paired‐site implementation strategy, with communication to stakeholders, while responding to community interest, equity of access, program expansion criterion, stewardship of board resources, and financial responsibilities. A 2013 survey of parental satisfaction for students enrolled in the French Immersion Programs identified a very high degree of satisfaction with the program (92%) and with the satisfaction and clarity of registration (97%). As part of our on‐going commitment to communication with stakeholders, a variety of communication approaches have been utilized regarding the French Immersion Program for all communities and sites across the board. These include:  French Immersion parent/guardian information sessions  French Immersion application form (referencing “French Immersion (FI) is an optional program. Program locations are subject to annual review. Students in this program may be required to change sites at any grade level.”)  Board and Faith and Program Committee Meetings  websites including a designated link within the Board’s main site  newsletters  letters  Catholic School Council meetings Initial communication regarding the French Immersion Program, which included the identification of the paired site for Divine Mercy School (Grades 1–4) and Our Lady of Mercy (Grades 5–8) was shared with parents of this community at the French Immersion parent/guardian information meeting on April 13, 2010. Administrators and staff at both sites were also aware of the paired site implementation plan, as shared at the parent/guardian information meeting. In addition, the French Immersion Application Regular Board Meeting – January 28, 2014 French Immersion Program and Transitions to Secondary School: An Update Form, which every parent/guardian is required to sign, references that French Immersion is an optional program with locations subject to annual review. Furthermore, it notes that students may be required to change sites at any grade level. Subsequent discussions regarding the paired‐site strategy were also shared at the school’s Catholic School Council meetings. Staff acknowledge communication as important to developing respectful and authentic parent/guardian relationships and will continue to build on appropriate communication alignments as the French Immersion Program continues to grow. Transitions and Pathways The board and schools support learner transitions in a variety of contexts: between activities and/or programs; between grades, divisions, schools and/or panels; and from secondary schools to vocation. When considering programs of choice, the board carefully plans and assesses transitional supports, including program entry, exit, grade‐to‐grade and school‐to‐school progressions, particularly across divisions and/or panels. As a program of choice, the French Immersion Program is equipped to support students as they enter French Immersion in Grade 1, and as they progress through each grade and transition to new settings, including paired sister sites where designated. The first cohort of Grade 4 students will be transitioning to their paired sister sites in September, 2014. The sister site communities, supported through their respective Catholic School Councils, have embraced the opportunity to welcome new students into their school communities, and have developed a variety of activities and events to support this awaited transition including:  communications to staff, Catholic School Councils of both French Immersion sites Grades 1–4 and the paired sister sites Grades 5–8;  welcome to the new students and their families in sister site newsletters;  parent/guardian/student letter for each student welcoming them to their new school and outlining the development of plans to support transitions;  transition day activities unique to each school including a wide variety of welcome activities: o
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welcome in the gym and pep rally getting to know you activities and stations including thumbprint tree and scavenger hunts partnering ‘shadow day’ buddies pizza lunch closing liturgy by sister site Youth Faith Ambassadors tokens of welcome pen pals Winter ‘Carnival’ parent/guardian Open House Staff applauds the efforts of the school administrators and the Catholic School Councils and communities of Our Lady of Mercy School and St. Ursula School, for organizing these important activities to embrace and welcome each student and their families as they transition to a neighbouring site. Board staff will continue to develop protocols and resources to ensure a smooth continuation of student and staff well‐being and learning in the program as students move from Grade 4 French Immersion in one school to Grade 5 French Immersion in the paired sister school. Regular Board Meeting – January 28, 2014 French Immersion Program and Transitions to Secondary School: An Update Secondary Schools To support transitions from elementary to secondary school, a variety of opportunities are offered and will be provided to support students and families as they move into the secondary school setting. In addition to elementary school transition supports, secondary transition planning is underway to accommodate the first cohort of students who will enter French Immersion at the secondary school level in September, 2016. As part of the French Immersion cyclical review process, two secondary school sites, Cardinal Leger Catholic Secondary School in the north, and Loyola Catholic Secondary School in the south, were identified and brought forward for receipt at the December, 2013 board meeting. Among the criteria for selection were sufficient pupil accommodation spaces and the existence of an Extended French program in the school. This second criterion was intended to ensure sustainability by already having additional FSL staff, a strong immersion culture, and greater access to French resources and expertise on site. To ensure on‐going success of the French Immersion Program at the secondary level, the board will continue to support curriculum and staff professional development as the secondary programs move forward. It is anticipated that further communication regarding the secondary sites will be shared with the communities following the January, 2014 Board meeting. A variety of transitions from elementary to secondary school are well supported through a variety of opportunities and will continue to be offered to all students and families as they move into the secondary school setting. QUESTIONS AND ANSWERS Several questions and/or issues were raised by Trustees during board and Faith and Program Committee meetings, and through a delegation at the January, 2014 Faith and Program Committee meeting. Clarity is provided below to ensure accurate understanding of information: 1. There was a lack of community consultation around the French Immersion Program at Divine Mercy School and the Board has not honoured the results of the French Immersion Parent/Guardian Interest Survey. As an operational issue (Education Act Section 169.1, 218.1, and 283), the board has provided consultation with the school communities regarding the expansion of French Immersion by providing an interest survey to parents/guardians. The survey results are considered within the context of a variety of site selection criteria as outlined in this report and did not guarantee any commitment to new programs or to specific school sites. The survey results honour the establishment of French Immersion Programs in locations/communities indicating the highest interest. Staff support the various communications that were provided to stakeholders regarding the French Immersion Program and the sister‐site strategy. We will continue to build on appropriate communication strategies as the French Immersion Program grows. 2. There was a lack of communication around the paired‐site strategy within the French Immersion Program at Divine Mercy School. A variety of communications regarding the French Immersion Program for all communities and sites are utilized across the board. Trustees received several reports prior to expansion of the program, outlining the paired‐site strategy which included identification of paired sister sites including Divine Mercy/Our Regular Board Meeting – January 28, 2014 French Immersion Program and Transitions to Secondary School: An Update Lady of Mercy; St. Angela Merici/St. Ursula. Specific to Divine Mercy School, the paired‐site of Divine Mercy (Grades 1–4)/Our Lady of Mercy (Grades 5–8) was shared with all parents at the initial French Immersion Parent/Guardian Information Night and was discussed at subsequent Catholic School Council meetings. In addition, the French Immersion Application, which is signed by the parent/guardian indicates, “French Immersion (FI) is an optional program. Program locations are subject to annual review. Students in this program may be required to change sites at any grade level.” 3. Divine Mercy School has the capacity to accommodate a Grade 1–8 French Immersion Program. In order to expand French Immersion to eight (8) grades at Divine Mercy, eight additional classrooms would be required. Divine Mercy does not have 8 classrooms available to expand, based on the current uses in the building (e.g., Special Education, Full Day Kindergarten/Early Learning, home school needs). Notwithstanding, available capacity is only one factor considered in identifying sites for the program. The other factor is on and off‐site traffic safety. Expanding the program to eight grades would double the amount of cars accessing the site, thereby increasing the congestion that is already problematic on‐
site and in the community. 4. Divine Mercy School is an underpopulated school that is only sustained by the French Immersion Program, and identification of the sister site Our Lady of Mercy for French Immersion was based on the need to increase enrolment at that school. Divine Mercy and Our Lady of Mercy were chosen as French Immersion paired sister sites for the following reasons:  Available capacity to accommodate two classes of four grades each, without the use of portables and with consideration for the full implementation of the Full Day Kindergarten/Early Learning and other programs, including Special Education.  Proximity of two neighbouring Catholic schools to support the community.  Divine Mercy and Our Lady of Mercy each have a home school population that is greater than the enrolment of four grades of the French Immersion Program. 5. Students in the French Immersion Program are moving to a number of schools throughout their academic career. Parent/guardians are provided access to Grades 1–8 programs for their children within their local neighbourhood home school. Some parents/guardians elect to send their child(ren) to a program of choice, including French Immersion. These programs are not always located in the local neighbourhood school and are established within an articulated board strategy which considers expansion implications from a system perspective. French Immersion is one of many programs offered by the board, where a change of school may be necessary. Other sample programs supporting students’ needs include Extended French, Special Education and/or Full Day Kindergarten/Early Learning. 6. One class of Grades 5–8 students at Divine Mercy School can be maintained at the local school while adding one class of Grades 1–8 students at Our Lady of Mercy. Eight (8) additional teachers can be added to support this model. The implementation of a two‐class strategy was intentionally used to support the pedagogical development of a rich French Immersion Program, where teachers could co‐plan and share resources in order to enrich the learning experience for students. Further considerations: human resources, employee relations, collective agreements, possible attrition, and/or financial capacity. Regular Board Meeting – January 28, 2014 French Immersion Program and Transitions to Secondary School: An Update 7. What happens with students who elect not to continue in the French Immersion Program? Consistent with all programs of choice, in the event that a student does not wish to remain in or continue with the French Immersion Program, the student will be welcomed back to their home school (elementary or secondary) according to existing boundary procedures including flexible boundary protocols should the student wish to apply to a school outside of their home boundary. 8. Can a student in the French Immersion Program apply to an Extended French Program? Yes. A student in the French Immersion Program can apply to an Extended French (EF) Program at any grade in the program. If the student is applying to the Grades 5–8 Extended French Program, they must follow the application and possible proficiency screening process, including the lottery process, where required. Admittance to the Extended French Program at a grade other than Grade 5 will be based on space within the program, and the flexible boundary procedure shall apply if the school is outside of their home school boundary. The student’s placement in the French Immersion Program is maintained until they accept a placement in the Extended French Program. Provided that they meet the eligibility criteria for bussing, transportation will be provided. Students who attend the Extended French Program at a site other than their designated home school site, are not eligible for busing. MOVING FORWARD Aligned to the board’s System Direction, including commitments to stewardship, and as part of an ongoing cyclical review of French Immersion programs, staff will continue to review: 
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Fair and equitable access to French Immersion and all programs of choice for all interested school communities; Organization, management and operations of French Immersion programs with particular attention to capacity considerations and community communications; On‐going commitment to the French Immersion model of expansion (e.g., Elementary ‐ 2 classes per site and paired site strategy) including secondary expansion. CONCLUSION Mindful of the board’s commitments through the System Direction as aligned to both the Catholic Board Corporate Plan and the Catholic Board Learning Plan, and the commitment to supporting all students, the board is attentive to the need for specialty programs, including programs of choice. As part of the cyclical review of the French Immersion Program, staff has identified the following: i.
The board continues to develop and expand programs, including programs of choice, rooted in our Strategic System Plan, 2010‐2015 and with consideration of specific criteria, neighbouring enrolments and community interest, all within prudent and fiscally responsible parameters. ii.
The model for all of our programs of choice, including the French Immersion Program, supports equitable access for all. Regular Board Meeting – January 28, 2014 French Immersion Program and Transitions to Secondary School: An Update iii.
The paired‐site strategy as identified by the board in 2009, is utilized as a model to support the expansion of the French Immersion Program without displacement of local students or the placement of portables on school sites, and with consideration for student safety and on‐and‐off site traffic safety concerns. iv.
As with all programs, the French Immersion Program is reviewed by staff on a cyclical basis to inform potential program expansion while considering available budget, space, staffing and enrolment patterns; supporting policy and procedural changes where required (e.g., review of sibling access, electronic on‐line registration). v.
Communication continues to be enhanced to ensure respectful and authentic relationships with parents/guardians and other stakeholders. vi.
Transition supports continue to be provided for all learners as they move within various programs. The Dufferin‐Peel Catholic District School Board remains committed to providing appropriate programs and services to support well‐being, achievement and engagement of all students, including students in the French Immersion Program. RECOMMENDATION 1. THAT THE REPORT, FRENCH IMMERSION PROGRAM AND TRANSITIONS TO SECONDARY SCHOOL: AN UPDATE, BE RECEIVED. Prepared by: M. Goguen, FSL Consultant, Program K. Russell‐Kwan, Researcher, Program Department J. Rogers, Senior Planner, Planning & Operations D. Finegan‐Downey, Assistant Superintendent of Program T. Cruz, Superintendent, Mississauga North Family of Schools Submitted by: B. Bjarnason, Superintendent of Planning and Operations S. Kendrick, Superintendent of Special Education and Support Services D. Oude‐Reimerink, Superintendent of Program S. McWatters, Associate Director, Instructional Services J. Kostoff, Director of Education Dated: January 23, 2014 Regular Board Meeting – January 28, 2014 French Immersion Program and Transitions to Secondary School: An Update