VSB-FI-Task-Force-Dec-5-2005-CPF-information

re January 3, 2006 (revised from December 5, 2005): French Language Instruction Review Task Force meeting:

Fri 11/4/2005 4:35 PM

CPF Vancouver learned yesterday that the next VSB French immersion task force meeting is Dec. 5, 2005 (since revised to January 3, 2006)

To all PAC chairs and CPF Rep.s on this list, if you have questions or concerns you would like raised at the Dec. 5th meeting, please reply to this list so we are all aware.

To review:

September 2005 there was a significant shortfall in French immersion kindergarten spaces at Vancouver public schools. The Vancouver School Board (VSB) plans to increase the number of FI K spaces, but not enough to meet projected demand. CPF Vancouver is advocating for adequate FI K spaces to allow all Vancouver children the opportunity of this educational choice. CPF is Canadian Parents for French educational opportunities.

Nov. 2, 2005 there was a VSB notice in the Courier that:

The VSB will hold meetings Nov. 14, 15 & 16, 2005 and hold a web survey to consult the public about their plans for expanding French immersion, see:
http://www.geocities.com/cpfvancouver/CPF-Vancouver-VSB-Notice-Nov-14-15-16-2005-FI-Meetings.pdf

CPF Vancouver applauds that some expansion of French immersion is planned and recommends families from both the English and French immersion streams participate in the public consultation process.

Information from the May 2005 VSB French Language Instruction Review Task Force is at:
http://members.shaw.ca/QPAC/PAC-VSB-French-Language-Task-Force-May-2005.html

Regarding this issue, please note the reports presented, at the October 12, 2005 VSB Committee III meeting, from:

CPF Vancouver report

Kitsilano PAC

Quilchena PAC

as a number of serious concerns were raised. CPF Vancouver hopes that the public consultation described in the Nov. 2 VSB notice and the next FI Task Force meeting will help resolve these concerns to all parties’ satisfaction.

Other information on this issue can be found at:

Quilchena PAC initiative on this issue
http://www.geocities.com/qpac1999/PAC-Committee-Info-French-Immersion-Initiative-Oct-2005.html

Kitsilano PAC initiative on this issue
http://members.shaw.ca/QPAC/K-PAC-VSB-FI-Task-Force-May-2005-Special-Interest-Group.html

Information on this issue from the CPF Vancouver 2004-5 Annual Report
http://www.geocities.com/cpfvancouver/CPF-Vancouver-Annual-Report-2004-5-excerpt.html

Thanks,

Lesley Wright
CPF Vancouver Interim-chair

This message is from the discussion/notices list for parents involved in the French Immersion Instructional Review Task Force.

Re Grade 1 FI September 2006:

From the VSB report to Committee III October 12th

‘The establishment of new Early FI programs would also include an intake of grade one students in the first year of the FI program start up.”

From the CPF Vancouver report to VSB Committee III October 12th

“The decision to include grade 1 space in 2006 for students turned away in 2005 is strongly encouraged”

Summary to Nov. 14, 2005

CPF Vancouver's web site has a page of information about the upcoming VSB open houses, web survey and meetings (public consultation process) that basically states CPF's position.

Go to:

http://www.geocities.com/cpfvancouver
and click on 'CPF Vancouver notice re VSB Nov. 14, 15 & 16, 2005 ...'

or go directly to:
http://www.geocities.com/cpfvancouver/CPF-Vancouver-Notice-re-VSB-Nov-14-15-16-2005-FI-meetings.html

On that web page you will see:

"The Vancouver School Board (VSB) plans to increase the number of FI K spaces, but not enough to meet projected demand. CPF Vancouver is advocating for adequate FI K spaces to allow all Vancouver children the opportunity of this educational choice."

and

"The VSB meetings and web survey concern both early and late French immersion. It is important to remember the programs are different. For example:
"While early French immersion generally works for the average child, late French immersion is often thought of as more challenging for students than continuing in the English program, and works well for students who are themselves motivated to be in the program."
From section 7 'Should I register my child in Early immersion or Late immersion?' in the CPF Pamphlet 'French Immersion Q & A: answers commonly asked questions about the French Immersion program.' by Dr. André Obadia, a professor at Simon Fraser University (Faculty of Education) .

A brief summary of the VSB FI expansion plan: the plan provides not enough FI K places for projected demand and many more late FI spaces than projected demand (there is concern that students would be ‘found’ to fill the classes, but might be at risk of failing as ie. they themselves might not be motivated to be in the program and work to meet the additional challenges of late FI grade 6 compared to regular grade 6). Regarding late FI, within the recommendation to provide only enough spaces to meet demand, there is concern that new late FI spaces incorporate a first late FI program within the Churchill Secondary FI catchment boundary."

CPF Vancouver also advocates for adequate FI grade 1 spaces to meet demand, especially due to the large September 2005 FI K waitlist. As with the provision of new FI K spaces, it is important that new FI grade one spaces be available at enough locations, that this opportunity be available reasonably within communities.

Regarding dual track (a school with both English and French immersion streams) vs single track (a school with just French immersion, sometimes referred to as a French immersion centre):
CPF Vancouver objects to the VSB task force claim that a dual track 2 class of French immersion system is the best method to deliver French immersion.
CPF Vancouver, The Kits Secondary FI (dual track - multi class PAC) and the Quilchena Early FI (dual track - single class PAC) all delivered reports to the VSB stating their view that those experienced with French immersion would say a single track of French immersion system is best. The Quilchena PAC report pointed out that even a dual track - single class French immersion system works, as Quilchena demonstrates.

A serious concern of the three groups reporting is that the VSB seems to be increasing FI in a patchwork fashion without making a comprehensive plan that might in the end provide a far better FI system. The three groups are concerned that while there is public consultation, it may not be as broadly based or timely as needed. There is particular concern that the parents of pre-schoolers, who are the largest stakeholders, have not been involved. There also seems to have been little, if any, consultation with active French immersion teachers.

Most of the above summary comes from reports that can be found by going to the web page (address above) as there you will find links to all of the various reports and process to date on this issue. The point about Churchill and late FI comes from the CPF Vancouver meeting of Nov. 9th.

ESL in EFI

Noticed at the VSB Committee III meeting October 12, 2005:

That here was a question from a Trustee that might have meant the Trustee was concerned about English Second Language (ESL) students in Early French Immersion (EFI).

The Trustee was advised that the following web page had some information on this issue:
http://www.geocities.com/cpfvancouver/cpf-vancouver-about-early-french-immersion.html

After the meeting I wrote to CPF BC & Yukon and to CPF National to see what research was available on this issue.

CPF BC & Yukon and CPF National sent a number of reports.

From one of the reports that CPF National sent, the following has since been added to the information on this issue at the above web page:

“CPF National has an article "Early French Immersion and the non-anglophone child" by Paula Kristmanson, Research Officer, PhD student, SLEC, which includes the following:

"Although this last article does point to some of the potential challenges faced by non-anglophones in an immersion setting, the two case studies do show that non-anglophone students can experience success in the program. The decision to chose early French immersion comes from the parents desire to choose an education that reflects their beliefs and values. Immigrant parents may hold the belief that learning both official languages is an important element to becoming Canadian. As some studies point out, success can be achieved by non-anglophone students of varying first language backgrounds and it therefore becomes a parental decision not a definitive research conclusion to chose or not to chose early French immersion." “

EFI and learning disabilities

Noticed at the VSB Committee III meeting October 12, 2005:

That here was a question from a Trustee that might have meant the Trustee was concerned about students with learning disabilities in Early French Immersion (EFI) moving to the English stream.

The answer we gave at the meeting was along the line of the following quotes from this web page:
http://www.geocities.com/cpfvancouver/cpf-vancouver-about-early-french-immersion.html

“From 'French Immersion, Yes you Can Help!' national edition from CPF Alberta:
From the section titled 'How well does early immersion work?',
'According to the Canadian Education Association, "No educational program has been so intensively researched and evaluated in Canada as has French immersion. The effects of the program on the acquisition of French-language as well as English-language skills and the academic achievement of French immersion students have been well documented, and research shows that the program works".' “
And
“- there may be fewer students with learning disabilities in the French immersion stream than in the English stream. In the past students with learning disabilities tended to be moved to the English stream. In recent years the advice has tended to be, a student with a learning disability will have that disability in the French immersion stream or the English stream, so keep the student in the French immersion stream and provide learning assistance in French. An example of an exception to this rule of thumb is: if a student has a severe learning disability that is auditory in nature, as the method of French language acquisition in French immersion is through listening, that student would best be moved to the English stream. Note that if a learning disabled student in early French immersion where there is 100% French through grade three, moves to the English stream in grade two, that student must deal with the learning disability and catching up on i.e. English spelling. For this reason, much effort is made to catch learning disabilities as early as possible in early French immersion. To this end, the Vancouver School Board has developed 'Intervention Levels for Students with Learning Problems in French Immersion' 1995 ISBN 1-55031-451-3 available from:
Vancouver School Board
Curriculum Resources Processing Centre
2530 East 43rd Avenue
Vancouver, BC
V5R 2Y7

There is more information about immersion students and learning disabilities, low intelligence and behavioral problems in the section 'But my child is...!' in 'French Immersion, Yes you Can Help!' national edition from CPF Alberta.

There is more information in section 5 'Should a child ever be transferred out of French immersion?' in the CPF Pamphlet 'French Immersion Q & A: answers commonly asked questions about the French Immersion program.' by Dr. André Obadia, a professor at Simon Fraser University (Faculty of Education).

There is more information about immersion students and learning disabilities in the CPF Book 'So You Want Your Child to Learn French! (second edition)'.”

FI Funding

The federal French funding categories that are sent out to each school district in the spring. This information is available on the Ministry of Education’s website www.bced.gov.bc.ca.

There are Federal OLEP funds and Federal Action Plan (Dion Plan) funds.

CPF letter of Nov. 14, 2005 requesting federal funding accounting
http://www.geocities.com/cpfvancouver/cpf-vancouver-letter-nov-14-2005-requesting-federal-funding-accounting.html

VSB Nov, 15, 2005 acknowledgment that request for accounting had been received
http://www.geocities.com/cpfvancouver/cpf-vancouver-nov-15-2005-vsb-acknowledgement--of-request-for-accounting.html

Intensive Core French

The VSB French language instruction review task force, begun May 2005 is considering intensive core French to replace core French in the near future.

"French immersion, often touted as the most
                      effective way to learn Canada's second official language by educators
                      in Toronto, Ottawa and Montreal, is rarely available to students at small
                      schools in rural communities such as Glace Bay, N.S., Gander, Nfld., or
                      High Lake, Alta., which cannot afford the higher staffing costs.

                      But researchers in Newfoundland have developed a promising new way
                      to teach French that offers a more intensive experience than a regular
                      daily classes, but can be delivered by only one French teacher at a small
                      school.

                      Students in the program, called intensive core French, devote about
                      three-quarters of their school day in the first half of Grade 6 learning to
                      speak, read and write in French. Students start learning basic French
                      phrases, such as how to introduce themselves or describe their families,
                      in September. By December, they are writing articles for a classroom
                      newspaper and discussing the daily news in French.

                      "The point isn't to learn the regular curriculum in French," said Dr. Joan
                      Netten, a professor of education at Memorial University in St. John's.
                      "It's to learn the language."

                      The students return to the English curriculum in January and complete a
                      compacted English and social studies program until the end of the school
                      year.

                      Supporters hope the cheaper alternative will encourage more schools to
                      teach French."
From an article by
                      Heather Sokoloff
                      National Post
                      Wednesday, October 29, 2003

Intensive Core French, as of February 2005, is available in:
- Newfoundland and Labrador since 1998
- New Brunswick
- Nova Scotia
- Saskatchewan
- Alberta
- 4 schools in Surrey, British Columbia

CPF BC & Yukon January 2005 Newsletter re Int. Core French Page 1

CPF BC & Yukon January 2005 Newsletter re Int Core French Page 2

Link to Core French Related - General sites: http://members.shaw.ca/cpf99/CPF-FIAL-0025-Core-French-Related-General.html
(includes information about intensive core French and extended core French)

From VSB Nov. 1, 2005 re what waitlists
http://www.geocities.com/cpfvancouver/cpf-vancouver-nov-1-2005-from-vsb-re-what-waitlists.html

A number of FI K September 2005 waitlist families were asking CPF Vancouver (after not being able to get an answer from the VSB) if someone withdrew their child from FI K during September 2005, would the vacancy go to the next on the district wide waitlist that was created after the school catchment waitlists, or would the older school catchment waitlist be used? Therefore CPF Vancouver decided to send the following letter. The FI K September 2005 waitlist families were also hoping to open a dialogue with the VSB about normally students are not permitted to enter FI K after September 2005, however, would the VSB consider making an exception this year if there were a commitment from the parents to provide any extra French support needed, as the FI K students who started September 2005 were delayed due the teacher job action, and there was a very large waitlist.

CPF Vancouver letter of Nov. 14, 2005 requesting waitlists procedures
http://www.geocities.com/cpfvancouver/cpf-vancouver-letter-nov-14-2005-re-waitlists-procedures.html

Mentioned briefly at the Jan. 3,2006 VSB FI task force meeting - At the Quilchena PAC meeting of November 25, 2005 to discuss the VSB FI expansion plan, the issue of sibling priority and grade one entry was raised. Some time ago there was a class size difference between K and grade one of 4 to 6 places. Teacher contracts have reduced that difference so that in 2005-6 there are only two additional places in grade one. What if there were three different families with siblings opting to enter in grade one (this would be unusual)? Even with an occasional sibling opting to enter in grade one, at those times there would be only one other space to enter in grade one. Perhaps siblings need to identify in their K year if they want a spot held for grade one. Perhaps the public need to be informed that the chances of entering in grade one are very small.

At the Jan. 3 meeting, Val asked the attendees to wait until Friday (Jan. 6 – when the VSB FI task force report comes out) to discuss some decisions, in order for the VSB to speak, for example, with principals and PAC chairs at schools the VSB FI task force had decided to recommend for new FI programs..

CPF Vancouver letter of Jan. 5, 2006 re waitlist procedures September 2006

The Jan. 7, 2006 VSB FI task force report is at:
http://www.vsb.bc.ca/NR/rdonlyres/4571F835-6B40-4059-9C8C-FEAA9CBFDCE4/0/agendamaterialsitem1.pdf

re the following from the report:

“There are two administrative details that remain outstanding. The first involves a request from the Quilchena PAC to have a combined lottery for the three adjoining schools in the area: Quilchena, Trafalagar, and Kerrisdale.”

Please note the following concerning the FI Catchment inequities:

The VSB FI Task Force conducted a survey during the public consultation on FI expansion plans. The survey included a question about catchment allocation and other options including district lottery. Catchment option was preferred by a clear majority. District lottery had very little support.

Kerrisdale/Quilchena/Trafalgar is the only group to have had the unusual shared boundary situation in recent history.

CPF report to Committee III October 12, 2005

http://www.geocities.com/cpfvancouver/cpf-vancouver-report-oct-12-2005-to-vsb-fi-task-force.pdf

The above CPF report include a section on the FI catchment inequities, including a recommendation (based on the work of the CPF Rep. to the task force).

Quilchena PAC letter to VSB FI task force December 13, 2005
http://www.geocities.com/qpac1999/Q-PAC-letter-Dec-13-2005-to-VSB-re-FI-expansion.htm

The above Quilchena PAC letter includes a section on the FI catchment inequities, including suggestions for alternatives to the present problem situation.

The FI catchment inequities would not exist if demand for FI were being met.

The VSB FI task force has still not met demand for FI.

Since the CPF report to Committee III October 12th, the VSB FI task force has not adopted the CPF report’s included recommendation.

At the Jan. 3 meeting, unfortunately, due to the large number of issues to be dealt with, there was very little time available for the catchment inequities issue.

Due to there being no early FI expansion in the Churchill catchment,

and

the catchment inequity issue that CPF included in the report to Committee III October 12th was raised again in the Quilchena PAC letter of Dec. 13th,

and

the greatest discrepancy in catchments occurs in the Churchill catchment,

the VSB FI task force puts forward the following proposal (which relates to one of the Quilchena PAC letter suggested alternatives) for consideration, through consultation with school administrations, PACs and CPF. A decision is not required until the deadline for early FI applications.

The proposal is a temporary solution until such time as the ongoing problem is corrected, which the VSB FI task force noted as part of a long term planning issue.

Proposal for consideration – please note this is in rough form due the time limitations discussed above

- The boundary disparities resulting in unfair access to FI. For example, (using approximations) Quilchena boundary families have a 45% chance of getting an early FI placement. Neighbouring Kerrisdale boundary families have a 100% chance of getting an early FI placement. There is a large gap in the chance spectrum from, 45%, the next lowest chance level is 55%. Quilchena has the lowest chance at 45% and there is no early FI expansion planned for their boundary. This is not acceptable. When the VSB implemented the boundaries they indicated their intention was to meet the demand for early FI and they needed the boundaries to manage such a system. That goal is one CPF supports. The boundaries helped the FI system parallel the English stream system and the benefits of more community oriented schools. The FI boundary implantation took advantage of a boundary review in the English stream system that was being undertaken at that time at very great expense. It seems wasteful to discard the FI boundaries at this point. If the Quilchena, Kerrisdale and Trafalgar schools returned to sharing a boundary until such time as early FI can be expanded in the Quilchena boundary. This would relieve the problem of the greatest unfairness of 45% chance in the Quilchena boundary. Kerrisdale would go from 100% to a risk, but that is fair compared to the rest of the city. Trafalgar has had much expansion of FI in recent years, yet historically, it’s boundary area has not provided full enrollment, it has tended to act as an overflow school, so sharing a boundary does not have a significant impact. A temporary return to a shared boundary in this area allows for better long term planning.

Note: both the CPF Vancouver report to Committee III October 12th and the Quilchena PAC letter of December 13th have been available on the web pages of INFO FROM MAY 2005 VSB TASK FORCE ON FRENCH IMMERSION that are linked to from the CPF Vancouver web site.

Scroll down on the main page of information from the VSB FI task force to see the information at the Jan. 3 meeting from the VSB Human Resources about FI teachers: