Ontario FSL: A Vision and a Call to Action The vision for FSL in Ontario encompasses a heightened...

Ontario FSL: A Vision and a Call to Action

The vision for FSL in Ontario encompasses a heightened awareness of the value of learning French and extends beyond the development of French-language skills to include the broader advantages to be gained from learning more than one language

GOAL 1: Increase student confidence, proficiency, and achievement in FSL.

GOAL 2: Increase the percentage of students studying FSL until graduation.

GOAL 3: Increase student, educator, parent, and community engagement in FSL.

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Our Commitment to French-as-a-Second-Language in Canada

Teacher Inspiration.Inspire educators to reflect on their practice as literacy teachers.

Student Motivation.Motivate students to speak and interact in French doing fun, collaborative, and authentic tasks.

Learning goals

TeacherInspiration.

StudentMotivation.

Opportunitiesfor spontaneousoral interaction

Use oftechnology

Culture

Variety of assessment and evaluation for,

as, and oflearning

Student self-assessment

DescriptiveFeedback

Use of technology

Core Resources

Alignment to new curriculum

Gradual releaseof responsibility

DifferentiatedInstruction

Use oftechnology

Cooperativelearning

Action-

orientedactivities

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Market Conditions

Curriculum and Ontario Framework- Curriculum was released last September- Ministry Framework document is shaping FSL initiatives

in Ontario

Funding- GSN FSL Allocation – $240.4 million- Canada-Ontario Agreement on Minority Language

Instruction 2013-2018 agreement is currently being negotiated (formerly ‘OLE’)

- Centralized and decentralized purchasing

Competition- CEC is proving to be a tough competitor and is active in

the market.- Nelson has apparently cancelled the remainder of their

grades 4-6 French program and will very likely move ahead full bore with grades 7/8 now that they have dropped grade 6 development.

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Thinking About FSL - Possible Initiatives, Pain Points

Imminent Curriculum

FSL Funding

FSL Initiatives:

Ontario FrameworkCompetition

Retention

LiteracyDigital

Professional Learning CEFR

Technology

Student Engagement

Action-Orie

nted

Approach

Assessment

Inclusion

Differentiation

FSL StrategyTalk

Copyright © 2010 Pearson Education, Inc. or its affiliates. All rights reserved.9

Strategy Reflections

Our strategy in the Ontario market has focussed on customer segmentation and we’ve sought to classify school districts as 1) centralized purchasers, 2) de-centralized purchasers with strong curriculum leadership, and 3) de-centralized purchasers. We should seek to uncover and understand the unique challenges and define solutions for these customers based on their profiles and their imperatives for success in their FSL programs.

For the first category of school districts—centralized purchasers—we will continue to work with curriculum leaders to discover, qualify and define solutions. Several of these districts have requested committee presentations and pilots and we expect this to continue. This is an opportunity to work closely with curriculum leaders; understand their key initiatives, funding plans, and so on; and support them through their decision-making and piloting processes.

For the de-centralized boards we will look to continue to organize events to engage teachers, qualify their concerns, and promote Echos Pro and Fusion at the school level to encourage requests for funds for classroom resources


Centralized Boards: Responding to the Ontario Framework for FSL

Review the vision and expectations placed on districts as a result of the Framework. Discuss Goals 1, 2, and 3.

Collaboration activity: Use the specific focus and action plans (with regard to the 3 goals) of several districts and discuss how Pearson might move from qualifying and defining to presenting and closing.

Understanding the Ontario Framework for FSL: What do we know and what are we hearing?

Goal #1: Increase student confidence, proficiency, and achievement in FSL.

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Goal #2: Increase the percentage of students studying FSL until graduation.

Goal #3: Increase student, educator, parent, and community engagement in FSL partnerships with community.


Hamilton Catholic

Goal #1: Increase student confidence, proficiency, and achievement in FSL. Specific focus and action plan: Move students from level 1 and 2

to level 3 and 4

Goal #2: Increase the percentage of students studying FSL until graduation. Specific focus and action plan: Analyze and improve the

transition from grade 8 to grade 9.

Goal #3: Increase student, educator, parent, and community engagement in FSL partnerships with community.Specific focus and action plan: Create and organize afterschool

activities


Grand Erie District School BoardGoal #1: Increase student confidence, proficiency, and achievement in FSL. Specific focus and action plan: Looking at report card data;

focusing on Grade 9 applied. Have students hit the provincial standards - improve success rates from 50% to 60%.

Goal #2: Increase the percentage of students studying FSL until graduation. Specific focus and action plan: Retaining students. Analyze and

improve student engagement and achieve this this through action-oriented tasks in FSL.

Goal #3: Increase student, educator, parent, and community engagement in FSL partnerships with community.Specific focus and action plan: Improve website to reach

community and parents.

Peel District School Board

Goal #1: Increase student confidence, proficiency, and achievement in FSL.

Specific focus and action plan: Increase percentage of grade 9 students taking FSL in Grade 9 and passing. 24% take it at another time.

Goal #2: Increase the percentage of students studying FSL until

graduation. Specific focus and action plan: By the end of Grade 6 in French immersion 46% of students leave. The plan will attempt to retain French immersion students.

Goal #3: Increase student, educator, parent, and community

engagement in FSL partnerships with community.Specific focus and action plan: Increase percentage of students

taking more than one French course past grade 9.

LCDSB Resource Review l 03/31/201314


Decentralized Boards – Responding to the Curriculum.

What are the main tenets of the new FSL curriculum? What will be most challenging for teachers? What are their main concerns with regard to teaching FSL?

Collaboration Activity: Taking into account the curriculum and the main concerns for FSL teachers, how do we get classroom teachers and school-level administrators involved in our resources?

Seven StepsSpecial Considerations

around the

Caution.

Sales and

Marketing

Supports

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Marketing and Sales SupportsEchos, Echos Pro, Fusion, Languages for All

Playbook for all resources- Instructional Frameworks- Curriculum correlations- Assessment overview in Echos Pro

Consultant Kits Deconstructed sample kitsPromo videos (Echos Pro and Fusion)Administrator Letter for funding requestsFusion brochure, eblasts, and samplesFusion TG Author Video, Author Webinars


Centralized BoardsPD, Consultant Kits, Instructional Frameworks, Curriculum Correlations, Program Guide, Fusion Brochure and Website, Promotional Videos, Pilot support.

Decentralized BoardsLaunch events for both Echos Pro and Fusion, deconstructed school kits, Letter to administrators, webinars and presentation slides, digital newsletters.

Product Updates

• Echos Pro level 1 and level 2 are complete. Level 3 scheduled for October.

• Seeking Trillium approval. Guarantee letters available if needed.

• Echos Pro Price increase from $495 to $595 on new price lists.

• Student eTexts for Echos Pro available through eText bookshelf.

• New multimedia basket in Echos Pro eTexts on CLE and on DVD.

• Fusion eText access

LCDSB Resource Review l 03/31/201320

Ontario FSL: A Vision and a Call to Action The vision for FSL in Ontario encompasses a heightened...

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