Minutes of the

French as a Second Language Advisory Committee (FSLAC)

Thursday, June 21, 2018, 10:30 a.m.

Schumacher Board Office Meeting Room #2 (with v/c to the NLBO)

Trustees: Dennis Draves Trustee, Chair of FSLAC

Rosemary Pochopsky Trustee (via teleconference) Bob Brush Trustee

Board Staff Representatives: Maria Sheculski Board Lead for French as a Second Language Lynda Mitchell Principal, Bertha Shaw PS, Board Lead for FSL starting Sept 2018 Jo-Anne Plaunt Superintendent

Lesleigh Dye Director of Education Sheila Siermachesky Vice Principal, Timiskaming District Secondary School Haley Brooks Teacher, R. Ross Beattie P.S. (FSL Instr. Coach starting Sept 2018) Lindsay Deschamps Innovation and Learning Coach Shelley Scheck Elementary Instr. Coach (FSL Instr. Coach starting Sept 2018)

Members Absent: Monique Roy Teacher, Kirkland Lake District Composite School Dan Card Teacher, Englehart High School

Recording Secretary: Shanyn Bradford Executive Assistant to Superintendent Jo-Anne Plaunt

Call to Order: The meeting was called to order at 10:30 a.m. by Chair Dennis Draves.

1. Adoption of the Agenda:

Moved by: Bob Brush Seconded by: Lindsay Deschamps

THAT the Agenda of the FSLAC for June 21, 2018 be approved. CARRIED

2. Approval of Minutes from June 21, 2017

Moved by: Rosemary Pochopsky Seconded by: Lynda Mitchell

THAT the Minutes of the French as a Second language Advisory Committee held on June 21, 2017 be approved.

CARRIED

3. FSL Framework (brief overview of our path)

Maria Sheculski gave a PowerPoint presentation covering several of the agenda items. (copy attached) Slides 1 & 2 outline the FSL Framework and the 3 Provincial Goals.

4. CEFR: (Common European Framework Reference)

Slide 3 of the presentation. Examples shown of a poster used as a talking tool, as well as a chart used as a framework for conversations. It is about critical thinking, using much the same tools as are used in the English programming. She spoke about authentic learning opportunities, giving an example of a class project about animal foot sizes, and talking about them, making models and experimenting with making tracks, all using French language skills as they explored and investigated this subject.

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5. DELF:

Slides 5 to 10 of the presentation. On the chart on slide 5, the students in red did the B2, while the others did the B1. The testing includes a listening piece, responding to a piece of writing, writing a letter, and participating in spontaneous conversations.

Lesleigh asked for clarification on why our students did the B1 & 2 testing. Maria noted that our board doesn’t have the staffing available to run the A2 testing as well. A B2 proficiency is the best option. We want our immersion students to graduate with a B2, and our Core students to graduate with a B1, ideally.

Slide 6 and onward was a new request from the Ministry, asking that we reflect on our experience with DELF this year. Maria noted how impressed she was with our students, our teachers, and our participation in the program.

Sheila Siermachesky noted that this was the first year TDSS fully engaged in the testing. She said there will be a number next year too. Maria said they were very blown away with her kids. They were beautifully prepared, and were very complimentary regarding MJ Ton, which was great to hear! Maria said they need to get MJ out because she has a lot to share!

6. FSL Camp: (at Camp Bickell – for Grade 7 Immersion and Core French Students)

Two students who attended camp this year came to talk about their experience:

Jayde Shalton – Immersion student of R. Ross Beattie

Kayleigh Bierman – Core French student of R. Ross Beattie

Maria described the Camp experience. How, as a team, they created two days of activities in French. This was a bit hard on the Core French students, who found this intimidating. They did it a bit differently this year, with more scaffolding. They would discuss and throw off words dealing with the different activities before starting them, giving the students a visual aid, explanations and actions, and thus building confidence. There was also a culminating activity at end of camp, creating a journal and tying the whole experience together.

Jayde and Kayleigh spoke about how the camp helped them to speak more fluent French, and to learn more vocabulary. They described various activities they took part in, including yoga, collaboration activities, and outdoor activities. They were always encouraged to participate and converse in French. They both felt the Camp was a positive experience that helped to increase their confidence in their own French skills.

Bob Brush, Trustee, asked Kayleigh if vocabulary was her biggest hurdle to overcome in order to match the immersion students? Yes, it was, but she became more confident as the camp went on. Bob also asked if, as a follow up to the experience at Bickell, she had made any plans to continue to increase her vocabulary? Yes, Kayleigh noted that she has been reading more in French.

Maria noted that students attend from many schools. Jayde and Kayleigh agreed that it was a great opportunity to make new friends and have spontaneous conversations in French. They really liked to opportunity to collaborate and meeting new people from different places. They have both made friends that they are keeping in contact with.

Dennis noted that an Immersion experience is a great help to student achievement, with regards to job opportunities. Maria said if they keep with it, they will have many opportunities to grow and expand their knowledge. She thanked both students for coming and asked if they had any questions or suggestions. They said they would like to see improve more talking with basic everyday sentences. They learn the words, but don’t always get to use them in context.

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Lesleigh asked whether they would continue on in French in high school. Jayde said she would be. Lesleigh thanked them again for their presentation.

Discussion ensued regarding how to bolster the French program, especially at the secondary level. New ideas are needed to encourage students to continue with their French programming throughout their school careers. This will need a new mindset for students, teachers, and families, as well as leveraging our FSL qualified staff.

7. The role of iPads in building strong 2nd Language Learners. (Haley Brooks)

Haley said that iPads are a game changer in a number of ways. They provide authentic communication, right there in colour – the visual piece alone is huge. They provide access to authentic experiences, which is really valuable in terms of communication. The teacher can give a target, and students can navigate through and find it. News channels, maps, documents, all kinds of resources are available in French, and can be brought to bear for free.

Bob asked how we can ensure that this would carry forward into the secondary panel? He finds that we are using them excellently at the elementary level, but not the secondary. Lindsay Deschamps has worked with three Grade 9 classes to address this disconnect. A lot of teachers are hesitant, thinking that students won’t use the resources. But she has worked with classes at creating avatars, and the creation of YouTube channels, and both have been very effective and successful in engaging students. Teachers need to shift their thinking.

Joey noted that we are moving forward on this. We are building on teacher effectiveness and support through our coaches. We have two new FSL coaches for next year, who will be building on the work of our instructional coaches and expanding on it. They will provide new and dynamic support, working with both teachers and administration. All of our coaches are working toward supporting student achievement through effective teaching.

8. Next Steps:

Slide 11 in the presentation (last slide). Maria noted that our next steps will be moving forward in supporting the three FSL Provincial Goals. It is a delicate balancing act, but she is confident that Lynda and our Board Team will continue doing great work.

9. Other items: OPSBA General Meeting – Niagara Falls (added to agenda per Bob Brush)

Bob noted that OPSBA has led the FSL labour market partnership, and has made recommendations. What struck him was the fact that there is a shortage in the labour market. He said that when an FSL teacher hired in south, they have to commit to a certain amount of time in French programming. They can’t apply for an English position for the duration of that commitment. He also said that some south boards are swooping in and scooping up Gr. 8 immersion graduates for their secondary schools. He is concerned this trend will make its way north. Maria said it is already happening, and she is concerned that our FSL teachers may get scooped up as well.

Bob had another concern regarding the FSL program at the secondary level. Everyone thinks of it as credits rather than as a program. We have to see it as a program – it’s easy to drop a credit or two, but not so easy if it’s seen as part of a larger picture – we’re not protecting what is needed. There was some discussion on the possibility of making it a High Skills Major.

Lynda noted she is very happy to be continuing Maria’s work, and seeing what we can do going forward. Thanks and well-wishes were given to Maria from all around.

Adjournment: The meeting adjourned at 11:45 a.m.

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French as a Second LanguageA Framework for FSL, Kindergarten to Grade 12

“Students in English-language school boards have the confidence and ability to use French effectively in their daily lives.”

• FSL Provincial Goal #1

Increase student confidence, proficiency and achievement in French as a Second Language.

• FSL Provincial Goal #2: Increase the percentage of students studying French as a Second Language until graduation.

• FSL Provincial Goal #3:Increase student, educator, parent, and community engagement in French as a Second Language.

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CEFR: Common European Framework ReferenceA tool we use:

• To differentiate instruction• To provide varied authentic learning opportunities

to students from Kindergarten to Grade 12.• To engage all students and spark their desire to use

the language they’ve acquired at their grade level.

CAMP BICKELL

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DELF Code Genre CO CÉ PÉ PO Total

10807002168H 19 21.5 17.5 19 77

10807002164F 15 16 14.5 18.5 64

10807002166H 20.5 14 15.5 18.5 68.5

10807002175H 22 18 20.5 18.5 79

10807002171H 22 16 21.5 19 78.5

10807002172H 20.5 21 18.5 21.5 81.5

10807002165F 24 17.5 18 20.5 80

10807002163H 21.5 20 23.5 17.5 82.5

10807002173F 24 22 19 17 82

10807002162H 25 20.5 15 19.5 80

10807002161H 22.5 15.5 17.5 18.5 74

10807002174F 19 23 22.5 22 86.5

10807002118F 20 21 19 17.5 77.5

DELF Code (pour le centre DELF seulement)

10807002170H 21 19 17.5 21.5 79

10807002123F 17.5 20 20 19 76.5

10807002119H 24 22 20.5 20.5 87

10807002120F 24 24.5 17.5 19.5 85.5

10807002112F 17 9.5 14.5 21.5 62.5

10807002124F 25 20.5 23.5 19.5 88.5

10807002125F 25 23.5 20 24.5 93

10807002121H 21 17 20 22 80

10807002117F 20 17 21 21 79

Overall LearningsThis information can inform both your school board’s efforts and the province’s initiatives to increasing students’ proficiency in French as a second language.

Please reflect on the results from this year’s experience in the FSL Student Proficiency DELF Pilot Project

• Describe observations about your students’ overall proficiency in French as a result of them challenging the DELF exam.

The students are becoming much more astute at demonstrating their competencies in all skill categories. Through the commitment of their teachers, CEFR inspired learning has catapulted their confidence to express themselves on any topic relevant to their age and life experiences. They have a improved ability to converse spontaneously due to practice in listening comprehension and oral language skills.

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• Describe observations about the levels chosen by the students with regards to the hours of instruction they have studied FSL.

• Knowing teachers want success for their students as much as students want their own success, we believe several of our students could have been pushed a little harder to take risk and challenge the test. A few of the students who did test at Level B1 should have challenged the B2 because they were capable of success. Data coming from our own students is truly more convincing that data without faces. Sharing the results with teachers supports them in understanding where they might focus more on some skills than others. Hearing their own colleagues describes the strengths and areas of improvement they’ve observed while testing and participating in the moderated marking, has impact on their colleagues to reflect on their own practice.

• Our Correcteurs who are mostly teachers in the field, are actually more inspired every year to share their learning and are becoming the voice of support for rich PD. This allows the leads at the board office level to shift away from training to facilitating the learning. This is good for all.

•

Please reflect on your board’s participation in the FSL Student Proficiency DELF Pilot Project since first participating in the project (i.e.: the learnings both from past experiences and from this years’ experience).

How many years has your board participated in the FSL Student Proficiency DELF Pilot Project? This is year 4 for us.

Provide examples as to how your board’s participation in this project has had impact on the student classroom experience and/or retention of students in FSL until graduation. I’m not sure it’s had impact yet. However, it has certainly improved the credibility of immersion for those who have remained in the program. Adding the DELF certificate to their own board created immersion certificate upon graduation is a huge bonus to their personal portfolio.

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Provide examples as to how your school board’s participation in this project has built greater awareness of student proficiency levels to various groups. (e.g., students, parents/guardians, educators, community)• Parents are excited about the opportunity for their children, they pressure the schools by asking questions

about how the school will ensure their child can challenge the DELF. • Schools call board leads for support in making it happen through meaningful PD around CEFR inspired

learning. • There is a shift in teacher practice because of the evidence bases data we provide. We see a different

messaging given by teachers around “why” this learning for students and more authentic interactions with Francophones are being offered to students within the community.

• Our Senior Admin, FSL Advisory Board, and families of younger students are also interested in knowing how our students do when faced with the challenge of using their French in a community setting.

• Through the DELF, positive pressure has trickled down as young as the Kindergarten child whose parents are trying to make decisions about which program to choose for their child. When we are able to say our students can achieve at least a B1 level by the end of Gr. 12, parents are much more likely to have confidence in our programming.

Further comments and suggestions: We are incredibly grateful to have been included in the DELF project. We have a small board and team truly committed to our FSL programming. We believe that all students can learn to communicate in French and through evidence based data like the DELF and the excitement of students upon completing the DELF, we believe that French as a Second Language has been given wings to fly to greater heights in our school board. The DELF test is a gentle pressure placed on all schools that FSL is more than just a course. We look forward to supporting our Core French students to achieve a DELF test in the near future. They are not currently convinced they are competent and capable. Slowly but surely, this misconception is being corrected. Through mock DELF tests in gr. 7 and 9, our Core French students are beginning to see possibilities.

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• FSL Provincial Goal #1Increase student confidence, proficiency and achievement in French as a Second Language.

• FSL Provincial Goal #2: Increase the percentage of students studying French as a Second Language until graduation.

• FSL Provincial Goal #3:Increase student, educator, parent, and community engagement in French as a Second Language.