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P O L I C Y S T A T E M E N T A N D G U I D E L I N E S

Policy Statement and

Guidelines on the Admission,

Welcoming, and Support of

Students in French-Language

Schools in Ontario

Policy Statement .................................................................................. 3

Overview of Guidelines and Strategies ............................................. 4

Introduction .......................................................................................... 5

SECTION 1 – Guidelines on the Admission, Welcoming, and Support of Students

Admission ........................................................................................... 11

Welcoming .......................................................................................... 12

Support ............................................................................................... 14

SECTION 2 – Strategies and Examples of Practices

Welcoming Practices .......................................................................... 17

Support Practices ................................................................................ 22

Conclusion .......................................................................................... 37

Appendix: Table of Roles and Responsibilities .............................. 39

Bibliography ....................................................................................... 45

Contents

This publication is posted on the Ministry of Education’s website,

at www.edu.gov.on.ca.

Policy StatementPursuant to this ministerial policy statement, French-language school

boards are required to review their policies, protocols, and practices in

order to develop a local policy on admission, welcoming, and support that

complies with the Canadian Constitution Act, the Education Act, school

board responsibilities, and regional realities. School boards are responsible

for implementing their local policy in all of their schools.

Overview of Guidelines and Strategies

School boards develop their local policy and guidelines in accordance with the

four guidelines set out in this document. Implementation strategies are suggested

on an advisory basis only.

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Guidelines Proposed strategies

Guideline 1: School boards reviewtheir admission policies and guidelinesand inform their staff of changes.

School boards:

1.1 establish an accelerated admission committee process tohandle exception cases;

1.2 inform the principal and staff of all of their schools, parents,students, and the community of changes to admissioncriteria and process;

1.3 inform parents and students who are not right-holders and who file an admission application of the criteria andprocess, and render a decision as soon as possible;

1.4 ensure that their admission policy is well understood andimplemented in all of their schools.

Guideline 2: School boards develop or update a protocol for welcomingstudents and parents to be implementedin schools.

School boards:

2.1 set up, as required, an advisory committee whosecomposition reflects the community’s in order to develop a protocol for welcoming students and parents;

2.2 ensure that their schools implement the welcoming andcommunication protocol;

2.3 encourage their schools to set up a welcoming team.

Guideline 3: School boards offerdifferentiated programs, courses, andresources, and develop retentionstrategies for student academic successand student and parent involvement.

School boards:

3.1 ensure that schools develop strategies for student academicsuccess, engagement, and retention;

3.2 ensure that elementary and secondary schools offer theActualisation linguistique en français (ALF) program, theProgramme d’appui aux nouveaux arrivants (PANA), andthe Anglais pour débutants (APD) program;

3.3 ensure that schools use new information and communicationtechnologies to implement effective and innovativeteaching strategies;

3.4 ensure that schools support and communicate with parentsthroughout their child’s schooling.

Guideline 4: School boards ensure thattheir staff have the required trainingand adequate resources to work in aminority setting.

School boards:

4.1 use the Profil d’enseignement et de leadership pour lesécoles de langue française de l’Ontario and the Cadre deleadership pour les leaders scolaires;

4.2 ensure that teaching staff receive adequate training so thatthey understand the realities of French-language schools inOntario;

4.3 aim for a staff composition that reflects the school’spopulation.

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■ FoundationThis policy statement stems from the Politique d’aménagement linguistique de

l’Ontario pour l’éducation en langue française (PAL) (Ontario, Ministry of Education,

2004a), which provides a framework for developing a modern French-speaking

community with an intercultural perspective. Some elements of the statement

are intended to bolster and clarify, but not change, the provisions of several

statutes, regulations, and framework programs governing the Ontario

curriculum, including the Actualisation linguistique en français (ALF) program,

the Programme d’appui aux nouveaux arrivants (PANA), and the Anglais pour

débutants (APD) program.1

VISION

French-language schools are inclusive and welcoming places where:

• all students feel welcome and receive the support and supervision they

need for academic success and personal development;

• parents understand the school’s mandate and play an active role in their

child’s education;

• teaching staff members are equipped to teach in heterogeneous classes

in a minority setting;

• the community gets involved in a school setting to create a

school–community bond and expand the espace francophone.2

In May 2007, the Groupe de travail permanent sur l’éducation en langue

française (GTPELF), an advisory group composed of representatives from

French-language education and community organizations, presented the

Minister of Education with a formal recommendation. It asked the Ministry

of Education to provide French-language school boards with a framework

Introduction

1. Actualisation linguistique en français (ALF) is a French-language upgrading program, theProgramme d’appui aux nouveaux arrivants (PANA) is a support program for newcomers, and Anglais pour débutants (APD) is an English for beginners program.

2. Espace francophone refers to a physical and/or virtual space where francophones interact.

and support, particularly with respect to student admission and retention

and the welcoming of students and their parents.

It also asked the ministry to define, together with the school boards, the

support services offered to non-French-speaking parents and community

partners, as well as the school boards’ role in the cultural development and

collective involvement of French-speaking communities.

Consultations were then held with school boards, parents, and representatives

from ethnocultural communities and professional associations. These

consultations made it possible to establish three main areas of intervention

to be given priority in a policy statement in order to ensure a consistent and

planned approach to the admission, welcoming, and support of students.

This policy statement issues four guidelines relating to the Ministry of

Education’s Accountability Framework for French-Language Education that

concern these three areas.

Since Guideline 1 is the subject of a

Policy/Program Memorandum, admission

strategies have not been outlined for this

guideline in section 2. For the other three

guidelines there are descriptions of strategies

and examples to illustrate how they may be

implemented. The ministry will also provide

school boards with resources and tools.

It should be noted that this policy statement is

consistent with the ministry’s various initiatives,

in particular Ontario’s equity and inclusive

education strategy (see Ontario, Ministry of

Education, 2009), which aims at promoting

equity and inclusive education and identifying

and eliminating systemic barriers to student

learning.

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Inclusive education means

education based on the principles

of acceptance and inclusion of all

students. Inclusive education

ensures that all students see

themselves reflected in the

curriculum, their immediate

surroundings, and the school

environment in general, in which

diversity is valued and all individuals

are respected.

■ ContextThe policy statement is based on the ministry’s three priorities, namely:

• higher levels of student achievement;

• reduced gaps in student achievement; and

• increased public confidence in public education.

The ministry’s policy statement will have an

impact on all students attending Ontario’s

French-language schools, including students

with special needs and Aboriginal students.3

More specifically, it addresses the needs of

students with exogamous parents and

immigrant students and their families,

and it takes into account second-generation

students4 who might need support.

In view of the increasing diversity of Ontario’s

French-speaking community, this policy

statement promotes a dynamic, open, and

inclusive modern French-speaking community

and invites the French-language education

system as a whole to adapt to the linguistic

and ethnocultural heterogeneity of the school

population. The policy statement thus

encourages school boards to develop tools to

facilitate welcoming and support for students

and their families. The inclusive spirit that

imbues the policy statement is vital for

learning to live together in a multilingual

and multicultural society.

Ontario’s French-language schools admit

students from increasingly diverse backgrounds.

According to ministry data from 2006–2007,

they came from 143 countries. The face of

immigration has changed since the 1990s:

French-speaking newcomers no longer come

mainly from Europe, but rather from African

countries and Haiti.

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3. The term Aboriginal includes First Nation, Métis, and Inuit peoples.

4. For immigration purposes, second-generation students are the children of immigrants orrefugees in the host country.

Endogamy: Union or marriagebetween members of the samelanguage group.Exogamy: Union or marriagebetween members of differentlanguage groups.

Ontario, Ministry of Education,2004a, p. 17

Ontario’s population is 12 028 895.

The proportion of the population

declaring French as their mother

tongue dropped from 4.7% in 2001

to 4.4% in 2006.

Of the approximately 8000 immigrants

who came to Canada between 2001

and 2006 and whose mother tongue is

French, slightly more than 60% settled

in Toronto or Ottawa.

Statistics Canada, 2007a

Significant changes to the family unit have also had an impact on the

transmission of French language and culture to the next generation of young

people in Ontario. Exogamy is often associated with a high rate of language

transfer from French to English in many of Canada’s minority communities

(Ontario, Ministry of Education, 2004a, p. 17).

Regardless of their background or family situation, all students have different

needs that schools must try to meet by delivering French-language programs

in communities where French is spoken by a minority, while transmitting the

French language and francophone culture.

French-language schools have met the

challenge of offering a high-quality education,

as indicated by the improvement in student

achievement over the years. Students in

French-language schools achieved the

provincial target for passing the Grade 6

provincial EQAO tests in reading, writing,

and mathematics in 2007–2008. The goal

is for 75% of students to reach or exceed

the provincial standard.

According to a survey on the vitality of

official-language minorities (Statistics Canada,

2006), in Ontario, 55% of elementary students

with one French-speaking parent attend

French-language schools. At the secondary

level, the rate drops to 45%.

Data (Churchill, Frenette, and Quazi, 1985;

Martel, 2001) reveal that some French-

speaking parents do not enrol their children

in schools that are part of Ontario’s French-

language education system because they

are often unaware that those schools exist.

A provincial promotional campaign was

launched in February 2009 to better inform

those families of the existence and benefits

of French-language schools.

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According to data from 2001, therate of retention of French as themain language used is only 34.2%among children with a mother whose mother tongue is French, and 14.6% when only the father’smother tongue is French, whereasthis retention rate is 91.7% amongchildren with two parents whosemother tongue is French.

Office of Francophone Affairs, 2005, p. 9

Parents who choose not to sendtheir child to a French-languageschool run the risk of losing fortheir child and his or herdescendants the right of access to minority-language instructionconferred by section 23 of theCanadian Charter of Rights andFreedoms.

In this context, welcoming for these different clienteles is essential to establish

a dialogue based on understanding that creates trust between students, parents,

and schools. It is also just as important to be aware of some unavoidable

realities of Ontario’s French-language schools:

• There is a need to develop a welcoming culture in which all staff members

participate.

• Linguistic, religious, and cultural diversity is now part of daily life in the

classroom. School boards have already established dedicated programs and

resources for student academic and social integration, but too few teachers

say that they feel adequately prepared to welcome and support students

and their families.

• Supporting the school’s educational and socio-cultural mandate requires

significant effort on the part of all involved. A large segment of the

province’s population is still unaware of the programs and services offered

by French-language schools.

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S E C T I O N 1

Admission

Guideline 1: School boards review their admission policies and guidelines

and inform their staff of changes.

■ DefinitionFor the purposes of this document, the term admission refers to the process

that children of parents who are not right-holders must undergo in order

to be admitted to a French-language school.

■ RationaleSection 293 of the Education Act enables

French-language school boards to admit a

broader clientele to their schools through

an admission committee.

The decision to grant or deny admission

to a French-language school through an

admission committee is of immense

importance to the future of the student

and any brothers and sisters he or she

may have, since it will determine whether

the student and his or her descendants

Guidelines on the Admission,

Welcoming, and Support

of Students

The term right-holder refers to

parents who are Canadian citizens

that have the right to minority-

language education under sections

23(1) and 23(2) of the Canadian

Charter of Rights and Freedoms,

and their children who are entitled

to benefit from this right.

will have right-holder status under section 23 of the Canadian Charter of

Rights and Freedoms.

Section 293 of the Education Act contains very few practical details on how an

admission committee should operate. The purpose of Guideline 1 is therefore

to standardize practices province-wide and promote student inclusion in

Ontario’s French-language schools.

Note: Admission requirements are addressed in Policy/Program Memorandum

No. 148. Please refer to the memorandum for details.

Welcoming

Guideline 2: School boards develop or update a protocol for welcoming

students and parents to be implemented in schools.

■ DefinitionFor the purposes of this document, the term welcoming refers to all of the

practices implemented by the school community in order to enable all new

students and their families to feel that they are full-fledged members and

partners of the French-language school within a supportive environment.

The intention of this definition of welcoming is to integrate the student and

his or her family into the wider community. At the same time, this definition

also applies to new school staff members who join the educational community.

Expected outcomes associated with the Accountability Framework for

French-Language Education• Increased parent and student satisfaction

• Increased student recruitment

■ RationaleRecent research (AEFO, 2007) demonstrates that it is important for the school

to foster a climate of dialogue that makes it possible to negotiate comfort

zones and find common ground.

The quality of welcoming at a school depends on all of its staff members

(UNESCO, 2007). Welcoming children from Ontario and elsewhere is successful

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when everyone shows empathy and a willingness to listen to students and

their families, when everyone makes themselves available and shows warmth

without being judgmental of others. This way, it is more likely that the

welcoming provided to these young people and their families will be a positive

experience.

Research conducted by the Organisation for Economic Co-operation and

Development (OECD, 2006) on integration of immigrant students in schools

reveals that welcoming of students who are newcomers requires specific skills.

For example, one must be able to understand and facilitate the cultural

transition, promote harmony and socialization of the student, and offer

support in various aspects of daily life. The research demonstrates that young

immigrants need the most support. Without appropriate support, teenagers

whose schooling has sometimes been interrupted and who have a poor

command of the language of the host country (two languages in Ontario’s case)

are the most at risk of failing to integrate and dropping out of the system.

Hence the importance of viewing welcoming as an educational approach that

supports the student academically and personally, instead of as a temporary

activity.

In addition, research (Andrew and Riendeau, 2008) indicates that the non-

French-speaking member of an exogamous couple does not always feel

included in the communication process or welcome at the French-language

school. In some cases, for example for issues of health, safety, or individual

academic success, using English or another language could help strengthen

communication.

Students from other Canadian provinces also sometimes experience

adjustment-related difficulties. A student arriving from Quebec, for

example, must adapt to the reality that he or she is no longer part of the

linguistic majority, but now lives in a minority setting. The same applies

to school staff.

In short, the welcoming provided to students, their families, or school staff

members plays a vital role. Each school board is encouraged to work with all

of its schools and communities to establish welcoming protocols, practices,

and strategies that reflect the socio-demographic profile of their territory.

French-language schools must be welcoming, inclusive, and innovative, no

matter where they are in Ontario, and the strategies implemented by school

boards must reflect this.

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A welcoming and inclusive school:

• offers everyone a warm, positive, and beneficial first experience, no matter

how much French he or she knows, or his or her language of origin;

• adopts practices that are open to diversity in order to encourage cultural

integration of newcomers into the school setting;

• provides an espace francophone in which students can build their identity

and assert their culture;

• creates a warm and respectful environment throughout the year so that

everyone feels welcome at all times;

• seeks to understand and to be understood by parents and other members

of the school community, a responsibility assumed by all, from the school

principal and teaching staff to the support staff;

• regularly distributes clear and relevant information to those who attend it;

• effectively meets the needs of visitors;

• encourages members of the school community to take part in school

activities and in developing partnerships and community-related school

projects;

• makes itself accessible for activities organized by community groups for

the purposes of education, recreation, and social and cultural activities.

Support

Guideline 3: School boards offer differentiated programs, courses, and

resources, and develop retention strategies for student academic success

and student and parent involvement.

Guideline 4: School boards ensure that their staff have the required training

and adequate resources to work in a minority setting.

■ DefinitionFor the purposes of this document, the term support means the ongoing

assistance offered to students throughout their academic development in

order to promote the acquisition of the knowledge and skills that are essential

for language, social, and cultural development and ultimately to facilitate

student transition to postsecondary education and the job market.

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Like welcoming, far from being a one-way street, student support is a process

in which the school, family, and student share responsibility for the student’s

academic success.

Expected outcomes associated with the Accountability Framework for

French-Language Education• Reduced student performance gaps

• Increased ability of staff to work in a minority setting

• Improved academic performance

■ RationaleSupporting students is everybody’s responsibility. While this responsibility is

borne mostly by teachers, this does not mean that it is restricted to ALF, PANA,

and APD program leaders. All students, from Junior Kindergarten to Grade 12,

need support. It is only the form and level of support that will vary.

In Ontario, many students attending French-language schools live with English-

speaking family members or in a social setting where English prevails. Since

they do not have the benefit of an established francophone environment, these

students will often require the type of support offered by a program such as

ALF. There are also the challenges faced by some students who were born in

Ontario but whose parents come from elsewhere and maintain the language,

values, and culture of their country of origin at home. The cultural transition

that these students go through when they enter the school system may prove

to be just as intense as for newcomers, but the difficulties that they experience

sometimes go unnoticed because they were born in Ontario.

As a result, students who are

newcomers require support

to adapt to the host society.

They need support learning

the language of instruction

and also developing a social

and cultural identity through

which students learn the values,

codes, standards, and cultural

references of the host society.

One way of improving retention rates and thus combat assimilation is to create educational institutionsthat are sensitive to the needs of thefrancophone community and make the connection between preschool,elementary and secondary education,as well as with postsecondaryeducation and the job market. Ontario, Ministry of Education, 2004a, p. 27

All of the ministry’s curricula support

student learning. The ALF, PANA, and

APD programs are particularly relevant

in this respect. There is also an entire

range of support resources and tools

to assist young people, including

information technologies, which are

very popular.

It is estimated that 20% of studentswho begin their studies in one ofOntario’s French-language schoolsfinish them in the English-language

school system. This loss is morepronounced between JK and Grade 1, between Grade 6 and Grade 7, and between Grade 8 and Grade 9. Source: Data from the OntarioMinistry of Education, 2006–2007

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Welcoming Practices

Strategy 2.1 – School boards set up, as required, an advisory committee

whose composition reflects the community’s in order to develop a protocol

for welcoming students and parents.

Strategy 2.2 – School boards ensure that their schools implement the

welcoming and communication protocol.

Strategy 2.3 – School boards encourage their schools to set up a welcoming

team.

S T R AT E G Y 2 . 1

School boards set up, as required, an advisory committee whosecomposition reflects the community’s in order to develop aprotocol for welcoming students and parents.

While fulfilling their mandate and governance role, school boards may set up

an advisory committee that is responsible for developing and implementing

a welcoming protocol. This committee may make suggestions to the school

board to assist in the development of its local policy regarding the admission,

welcoming, and support of students. The boards determine the roles and

S E C T I O N 2

Strategies and Examples

of Practices

responsibilities of the committee, which could

include the following individuals:

• school board staff

• school management staff

• school staff

• childcare service staff

• parents

• students

• community organizations representatives

• ethnocultural minority group

representatives

• settlement workers

• municipal representatives

■ Examples of practicesThe advisory committee’s role and

responsibilities could include the following:

• providing the school board with the skill

and technical support required for the

development of a welcoming protocol

• making suggestions to the board on

welcoming and support strategies to

improve relations and communications

among the school, family, and community

• assembling information about cultural

characteristics and customs and advising

the school board about them in order to

promote informed decision-making

• promoting the French-language school

in the community

S T R AT E G Y 2 . 2

School boards ensure that their schools implement the welcomingand communication protocol.

The welcoming protocol confirms that French is the school board’s language of

administration and communication, and sets out the appropriate use of English

or another language, as the case may be. The PAL states that “although the

’official’ language of the school must remain French, this requirement must not

prevent schools from making the necessary accommodations for welcoming

and effectively communicating with all parents” (Landry, 2003, p. 22).

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The Conseil scolaire du districtcatholique Centre-Sud (CSDCCS)produced a multimedia DVDdescribing the history of FrenchCanadians in Ontario andexplaining the presence of French-language schools in the province.

The Conseil scolaire de district desécoles catholiques du Sud-Ouest(CSDÉCSO) prepared a parentinformation guide setting out the board’s main policies andprocedures, teaching programs,student evaluation information,and suggestions for fosteringstudent success.

The school board should consider all students and their families when developing

its welcoming protocol, particularly students with exogamous parents,

immigrant students, and Canadian students from other provinces or territories.

The school board should also consider the following:

• the socio-demographic profile of the school

clientele

• the participation of PAL leaders5

• the participation of school councils, principals,

and the school board’s advisory committee

• consultation with community members (e.g.,

parents, volunteers, community organizations)

• the inclusiveness of the welcoming and

communication strategies, in order to increase

cooperation between the school, family, and

community

• memoranda of understanding and partnerships

with other school boards or community

organizations for sharing information or services

Under exceptional circumstances, a large group of

families that have just left their country of origin

may settle in a region. The school board from this

region must then implement the plan outlined in

its welcoming protocol, to provide information

about welcoming and admission to newcomers.

This plan may include the following:

• guidelines on welcoming and support

mechanisms for a group of students and their

families, designed for a specific school

• strategies for implementing the PANA for

students who have fallen behind academically

• setting up an assessment team

• a list of school settlement workers (SSW)6 and

local community organizations to help the

families settle in or understand how the school

operates

• a contact list of volunteers or parents who could

act as interpreters or mentors

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At the Conseil scolaire catholiqueFranco-Nord (CSCFN), a matchingprogram provides assistance toparents who do not speak French.Under the program, another parent,preferably one who has a child in the same class, volunteers to help the parent by explaining letters and other documents from the school and answering questions on homework during the year.

5. The PAL leader is a “top-level management position” within each school board who isresponsible for implementing the Aménagement linguistique policy (PAL) within the board.This position is funded by the Ministry of Education.

6. The Settlement Workers in Schools (SWIS) Program is one of the settlement programs fundedby Citizenship and Immigration Canada that is designed to help newcomers integrate intoCanadian society.

After admitting and enrolling ayoung immigrant, the Conseil desécoles publiques de l’Est de l’Ontario(CÉPEO) assesses the student andtries to place him or her in a schoolwhere professionals are available tomeet his or her immediate needs.This board’s French and math testsare adapted to the diverse realitiesof newcomers.

■ Examples of practices• Creating a cultural integration program in which families are encouraged

to take part in a series of activities that help them to become more familiar

with local culture and customs. For example, families of newcomers,

sponsored by a host family, are invited to the school on Saturday morning

for ten consecutive weeks in order to take part in a sporting, culinary, or

cultural activity.

• Referring newcomer parents to the website of the Commission nationale des

parents francophones (www.cnpf.ca), which has a complete list of sites and

resources for parents.

• Providing newly-arrived parents with copies of French-language guides

created especially for them by Parents partenaires en éducation

(www.reseauppe.ca) and by organizations such as the Ontario Council of

Agencies Serving Immigrants (www.ocasi.org), or The Newcomers’ Guide to

Elementary School in Ontario, available in both French and English at

http://www.settlement.org/index.asp.

• During an introductory meeting with a student and his or her family, taking

them on a tour of the premises, explaining how the school operates, and

providing a kit including, for example, information on the following topics:

– school transportation

– school calendar

– curriculum and programs

– student monitoring and evaluation system

– communication with families

– list of local organizations

– homework assistance

– extracurricular activities

• Offering information sessions that are

geared towards different clienteles: a session

in English for anglophone parents and a

session on the Canadian school system for

parents who are newcomers.

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The Conseil scolaire public du Grand Nord de l’Ontario (CSPGNO)organizes a lead-up activity for pre-school children and their parentsbefore the beginning of the schoolyear. The children participate ineducational activities including anarts carousel, and exercises involvingfine motor skills, numeracy, booksand letters, while the parentsfamiliarize themselves with theFrench-language resources that they can use at home.

S T R AT E G Y 2 . 3

School boards encourage their schools to set up a welcoming team

This team’s role is to coordinate welcoming strategies so that everyone, in

every school, receives a warm welcome. A school’s welcoming team could be

composed of a teaching staff member, the guidance counsellor, the animatrice

or animateur culturel,7 volunteer parents, settlement workers, and students.

At the elementary level, the school’s welcoming team could also include a

daycare representative to familiarize parents with available child-care services.

At the secondary level, the team could work in conjunction with various

organizations, in particular with the Fédération de la jeunesse franco-

ontarienne (FESFO), and with those charged with promoting cultural activities

in order to train welcoming teams composed of and dedicated to young people.

■ Examples of practices• Including welcoming in the school improvement plan.

• Clearly assigning responsibility for initial student welcoming and

orientation.

• Ensuring that all teaching and support

staff members at each school are familiar

with the school’s activities and are able to

communicate with parents.

• Providing the welcoming team with the

training required to welcome students and

their families and to refer them to various

programs and services.

• Asking students to familiarize newly arrived

students with cultural elements of their own.

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7. The concept of animatrice or animateur culturel refers to a person working in French-languageschools and whose role it is to organize and coordinate culturally significant events andactivities for students and staff for the purpose of francophone identity building.

The community liaison agent for

the Conseil des écoles catholiques

de langue française du Centre-Est

(CÉCLFCE) helps francophone,

anglophone, and allophone parents

take part in school activities. The

agent also helps newcomer parents

find services to help them integrate

into their new environment. A

Parents’ Guide is available on the

board’s website in French and

English.

Support Practices

Strategy 3.1 – School boards ensure that schools develop strategies for

student academic success, engagement, and retention.

Strategy 3.2 – School boards ensure that elementary and secondary schools

offer the Actualisation linguistique en français (ALF) program, the Programme

d’appui aux nouveaux arrivants (PANA), and the Anglais pour débutants (APD)

program.

Strategy 3.3 – School boards ensure that schools use new information and

communication technologies to implement effective and innovative teaching

strategies.

Strategy 3.4 – School boards ensure that schools support and communicate

with parents throughout their child’s schooling.

Strategy 4.1 – School boards use the Profil d’enseignement et de leadership

pour les écoles de langue française de l’Ontario and the Cadre de leadership

pour les leaders scolaires.8

Strategy 4.2 – School boards ensure that teaching staff receive adequate

training so that they understand the realities of French-language schools in

Ontario.

Strategy 4.3 – School boards aim for a staff composition that reflects the

school’s population.

S T R AT E G Y 3 . 1

School boards ensure that schools develop strategies for studentacademic success, engagement, and retention.

Research shows that students’ reasons for leaving the system at the elementary

level are often related to language difficulties or communication problems

between the school and the family. At the secondary level, this phenomenon

is attributed, among other things, to the student’s linguistic insecurities and

the desire to pursue postsecondary education in English. That is the reason

why offering differentiated programs and using effective teaching methods

that are in line with students’ interests and needs is so important. Studies also

show that parents, and exogamous couples in particular, feel that French is not

any more important than English and that children have difficulty identifying

with one language over another (Andrew and Riendeau, 2008).

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8. The Profil d’enseignement et de leadership pour les écoles de langue française de l’Ontario is a teaching and leadership profile for Ontario’s French-language schools and the Cadre deleadership pour les leaders scolaires is a leadership framework for school leaders.

Therefore, one of the messages that French-

language schools must get across to its

school population in order to deal with

student recruitment and retention

challenges is that sustainable bilingualism

and a multi-faceted francophonie are an

added value.

■ Implementation ToolsAccountability Framework for French-

Language Education

The Accountability Framework for French-

Language Education provides school boards

with a series of indicators to follow their

progress by means of the three major

outcomes of Ontario’s PAL aimed at students,

staff, and school boards.

Child-care Services

French-language school boards recognize

the benefits of setting up child-care services

for preschool and school-aged children. That

is why so many of them are working with

early childhood education specialists to

optimize the quality of the services offered

to preschoolers. As part of the school, a

child-care service enables the child to

develop language skills in a francophone

environment. Furthermore, the acquisition

of cognitive, psychomotor, and social skills

is part of preparing students for Junior

Kindergarten (JK).

School Effectiveness Framework

The Elementary School Effectiveness Framework focuses on two key processes,

namely the school self-assessment process and the school board review process,

and on various essential components, including student achievement and

instructional leadership. Schools use this framework in their decision making

regarding school improvement and student support.

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n 2As part of its promotion andrecruitment campaign, the Conseilscolaire public du Nord-Est del’Ontario (CSPNEO) distributed abooklet entitled I’m with you toexogamous couples in the regionserved by the board.

Each spring, the Council scolaire de

district catholique des Aurores boréales

(CSDCAB) offers in partnership with

the Centre Grandir en français a

program called Ma passerelle à la

maternelle (Bridge to Kindergarten),

for children registered in Junior

Kindergarten. The topics addressed –

such as My Backpack and My Lunch

Bag, New Friends, Tell Me a Story,

and I Take the Bus – familiarize the

children with school terminology

and routines.

Successful Academic and Social Integration

A child’s adjustment to the school environment is based primarily on successful

academic and social integration. When a child enters JK, a meeting is scheduled

with the child and his or her parents to determine the child’s acquired

knowledge and to identify the child’s strengths, interests, and needs. During

the meeting, school staff members may provide parents with an information

kit about school and school board procedures. A staggered entry-to-school

schedule is then set up to ensure the student’s academic success. From JK to

Grade 3, an early assessment tool is kept up-to-date so that staff can monitor

the child’s acquired knowledge and identify the child’s strengths and interests

so as to better target his or her needs.

While academic integration is important, the

same energy should be directed towards

supporting children and their families

throughout their school years. The school may

use different media in communicating with

parents. Numerous strategies and activities

based on literacy, numeracy, and promoting

cultural activities will be used to help to bridge

the gap with parents, optimize student success,

and validate cultural diversity. Differentiated

instruction is a flexible and proactive approach

that the school will use throughout the

curriculum to adjust teaching strategies to

student levels of preparation, areas

of interest, and learning preferences.

High School Transition Plan

In order to help students achieve success at the secondary school level, a

transition plan is developed to welcome and support students coming from

elementary school from the moment they arrive. From Grade 9 to 12,

placement in a grade or specific subject is determined based on the student’s

acquired knowledge, background in a subject, and aspirations. The student’s

profile is drawn up to develop a personalized learning plan that respects the

student’s strengths, interests, culture, and needs. An empathetic adult is

designated to support the child’s development. Parents or guardians are

invited to participate in the development of their child’s learning program.

Student Success Initiative

The Student Success Initiative enables high schools to optimize student literacy

and numeracy. In French-language high schools, the innovative Destination

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There are a large number of

newcomers at the Conseil scolaire

de district du Centre-Sud-Ouest

(CSDCSO). In some schools, students

from JK to Grade 2 and their

parents are encouraged to create

giant storybooks to make their

country of origin and their culture

better known. This project also

contributes to the development

of literacy skills.

réussite initiative is an intervention program offered to students in Grades 7

to 12, aimed at maximizing their chances of success. A growing number of

French-language secondary schools take part in this initiative and the ministry

is providing each school with customized support by offering training,

mentoring, and coaching to principals and teaching staff.

The school’s Student Success team offers students support with their studies,

by, for example, encouraging student involvement or facilitating access to

specialized programs such as the Specialist High Skills Major, cooperative

education, on-the-job training, and dual credits. Other types of learning,

such as online learning, are also used to meet students’ needs.

■ Examples of practices• Establishing child-care services to prepare students for the transition to

French-language school.

• Offering school-entry programs to prepare children who do not go to a

child-care or who have limited French skills (such as the Je d’école program).

• Building on multiple literacy strategies (Masny, 2006; Cummins, 2008) that

give precedence to integrating students’ skills (visual, oral, written,

kinaesthetic) in a language other than French for the development of

literacy practices in a minority francophone context.

• Setting up regional inter-board projects (for example, a regional strategy

for offering summer or weekend camps in French).

• Granting credits for course-equivalent activities (e.g., Ça roule de plaisir,

a language warm-up project delivered by secondary school students in

elementary school buses).

• Encouraging student gatherings to develop a sense of belonging to the

French-language culture, and facilitating networking between students

and learning in different domains (e.g., youth parliament, music and song,

theatre and improv, environment).

• Implementing ministry initiatives in boards and schools utilizing PAL and

Student Success Initiative leaders9 in a collaborative approach.

• Participating in programs operated by and supporting the activities of the

Fédération de la jeunesse franco-ontarienne (FESFO), which represents the

province’s students and offers them many opportunities for social and

intercultural development, networking, and gathering (e.g., animation,

dialogue, pro-action, student engagement, various committees, Jeux franco-

ontariens).

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9. The Student Success Initiative leader is a senior executive position created in each school boardto focus attention on the success of all secondary school students. This position is funded bythe Ministry of Education.

S T R AT E G Y 3 . 2

School boards ensure that elementary and secondary schoolsoffer the Actualisation linguistique en français (ALF) program, the Programme d’appui aux nouveaux arrivants (PANA), and the Anglais pour débutants (APD) program.

French language is the common characteristic among francophones of all

origins. Principals must assign students to a class according to age and, if

necessary, to a francisation program that meets their needs. Students in

Ontario’s French-language schools must acquire highly developed skills in both

of Canada’s official languages. Both English-language and French-language

educational resources are therefore indispensable in this context.

■ Actualisation linguistique en français (ALF)This program is aimed at developing the French-language skills required for

eligible students to pursue their studies in French and enrich their vocabulary.

It also promotes the development of a positive attitude towards the use of

French language. The school board must offer an ALF program to students

who speak little or no French, regardless of their place or country of origin.

At the elementary level, this program is available for each grade, from Grade 1

to Grade 8. It covers three areas: oral communication, reading, and writing.

Each area relates to two components: acquisition of language and culture. The

purpose of the program is to ensure that students learn the French language

early and efficiently and to provide teaching staff with the best strategies for

teaching a second or additional language.

At the secondary level, the ALF program is delivered in the form of four courses

that correspond to different language skill levels rather than grades. These

courses cover three strands: oral communication, reading, and writing. Each

area includes language and culture acquisition components. A student can use

up to three ALF credits for the four French credits required for a secondary

school diploma. Students must obtain a Grade 12 French credit in addition to

passing the Ontario Secondary School Literacy Test (OSSLT).

The ALF program may also be offered to foreign students who have recently

arrived in Ontario and who choose French-language education. Once admitted

by the admission committee, a student enrolled in a French-language school

has all the educational rights and privileges provided under the terms of the

Education Act.

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■ Programme d’appui aux nouveaux arrivants (PANA)As indicated by its name, this program is intended to help newcomers

achieve academic success. The PANA helps students become familiar with

the French-language education system in Ontario and their new socio-

cultural environment over a period of time, and also provides the required

upgrading in a variety of curriculum areas.

At the elementary level, the PANA is available for each grade, from Grade 1 to

Grade 8. It covers the following strands: cultural conventions in interpersonal

communication, reading, writing, mathematics, science and technology, and,

finally, introduction to Canadian society.

At the secondary level, the program offers four courses corresponding to

different literacy skills rather than grade levels. These courses relate to the

following strands: oral communication, reading, writing, and introduction

to Canadian society. A student enrolled in the program can use up to three

credits in this program for the four French credits required for a secondary

school diploma. If the student takes a fourth PANA course, it can count as an

optional credit. In order to obtain a diploma, students must obtain a Grade 12

French credit in addition to passing the OSSLT.

■ Anglais pour débutants (APD)Since the degree of English-language proficiency in students attending French-

language schools in Ontario varies greatly, this program allows students with

little or no English to acquire a level of proficiency in the English language, as

students in Ontario’s French-language schools must acquire solid skills in both of

Canada’s official languages. A good command of the English language is essential

for the province’s francophones on both a personal and professional level.

Ontario’s Education Act stipulates that English must be taught in French-

language elementary schools starting in Grade 5. In reality, most schools offer

English-language education starting in Grade 4.

Assessing a student’s English language knowledge and skills on admission to

a French-language high school will help determine which course he or she

should take. The Anglais pour débutants (APD) program is aimed at preparing

students for the regular English-language course and life in a primarily

English-speaking community.

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■ Examples of practicesAt the elementary level:

• Establishing a close relationship between the PANA and ALF program staff

and the student’s teachers, guidance counsellor, and parents.

• Providing a student, based on his or her literacy skills, with access to either

courses or the full PANA or ALF program. If required, students at the

elementary level may also be offered support in numeracy, social studies,

or science and technology as part of the PANA.

• Identifying which students will benefit from the ALF program or the PANA

when EQAO tests are administered.

• Organizing cultural activities that provide students with French-language

cultural experiences during class and after school.

At the secondary level:

• Assessing students’ performance based on overall course expectations. If a

student receives ALF or PANA support in other courses, overall expectations

regarding those courses will not be modified and the student will therefore

have the opportunity to earn a full credit.

• Establishing students’ academic profiles through various means (e.g., school

documents from their place of origin, interviews).

• Enrolling students in courses based on level of education rather than age.

S T R AT E G Y 3 . 3

School boards ensure that schools use new information andcommunication technologies to implement effective andinnovative teaching strategies.

The use of technology is becoming increasingly prevalent in our society,

especially by young people. French-language schools must be innovative and

build on the potential of educational technologies to offer students more

choices, regardless of their academic path.

Access to a vast array of online courses helps to meet the educational needs of

high-school students. Offering a multitude of collaborative and exchange tools

also provides them with the opportunity to develop a sense of belonging to

Ontario’s francophone community. Furthermore, students who take online

courses in a language other than their native tongue, such as students from

exogamous or immigrant families, benefit on a number of levels. These

students have access to personalized support and smaller classes, and that

enables them to develop reading and writing skills that will be valuable to

them throughout their lives.

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New information and communication technologies offer a range of tools that

vastly enriches teaching, learning, and assessment strategies and supports

elementary and secondary school students in achieving academic success.

These technologies include, among other things, Web 2.0 collaborative and

exchange tools, multimedia resources such as those from the Ontario Educational

Resource Bank (OERB) and SOS DEVOIRS, databases, websites, educational

software for which licences have been funded by the Ministry of Education for

Ontario schools through the Ontario Software Acquisition Program Advisory

Committee (OSAPAC), and other technological tools (e.g., digital cameras, e-books,

interactive white boards).

■ Examples of practices• Offering educational and ongoing support for students enrolled in online

courses.

• Providing access to computer rooms before and after class hours.

• Using targeted and differentiated electronic resources and educational

technologies such as OERB, SOS DEVOIRS, OSAPAC software, interactive

white boards, and laptop computers.

• Making the most of the potential provided by information and communication

technologies by participating in research and pilot projects aimed at student

success.

S T R AT E G Y 3 . 4

School boards ensure that schools support and communicate withparents throughout their child’s schooling.

High-quality communication among school boards

and students, their parents, and the community is

essential for proper student welcoming and support.

In general, school staff members communicate

with parents in French (e.g., in monthly

newsletters, information letters, curriculum

evenings). However, there are situations when

using another language becomes necessary, such

as, for example, when the student’s health or

safety is at risk. Furthermore, a school staff

member may, on an individual basis, sometimes

choose to communicate with a parent in a language

other than French to ensure proper support and

student success.

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As part of a pédagogie culturelleproject, the Conseil scolaire catholiquede district des Grandes Rivières(CSCDGR) offers a workshop calledReaching Out to You to raise awarenessamong parents in exogamous couplesabout the school’s French-languagemandate and the resources availableto them to support their childrenduring their schooling. The workshopalso enables parents who are dealingwith similar experiences to create asupport network.

■ Examples of practicesCommunication on academic progress:

• Recording in the Ontario Student Record (OSR) the student’s progress in

acquiring language skills in French.

• Creating an information guide to help with homework at every grade level.

An online community forum may be available for each region served by

the board.

Communication on programs and services:

• If necessary, explaining to the parents the aims, practical details, and

advantages of the recommended programs (ALF, PANA, specialized programs

at the secondary level).

• Offering simultaneous sessions in French and English (in two different

rooms) during an information evening.

• Using technological tools such as school board and school websites, teachers’

personal web pages (for posting homework assignments or grades), or

parents’ e-mail addresses.

• Including in the school’s monthly newsletter a section written in English by

an anglophone parent offering tips for parents with children from

exogamous relationships.

• Informing parents by letter or e-mail about existing support tools and

programs (e.g., SOS DEVOIRS, homework assistance programs, extra-curricular

activities, TFO website, neighbourhood programs).

• Inviting parents to visit the www.ontario.ca/abc123 webpage, which features

videos in different languages on improving reading, writing, and math

skills.

• Inviting community organizations to set up

displays, distribute documents, and speak to

parents during information evenings.

Communication within committees:

• If appropriate, setting up a subcommittee of

parents, chaired by a member of the school

board and supported by the school’s

principal, which can provide information in

English regarding discussions and report back

to the school board on the views of people

who do not understand French.

• Including students in advisory committees.

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The Conseil scolaire de district

catholique de l’Est ontarien (CSDCEO)

offers a program called Le français

en famille, c’est notre affaire! to

anglophone parents and other

parents who are not at ease in French.

It involves workshops focusing on

verbal communication and Franco-

Ontarian culture during which parents

pursue their French studies in a

supportive environment. This enables

them to provide better support to

their children during their schooling.

S T R AT E G Y 4 . 1

School boards use the Profil d’enseignement et de leadershippour les écoles de langue française de l’Ontario and the Cadre de leadership pour les leaders scolaires.

All school staff members are involved each day in fulfilling the linguistic and

cultural mandate of French-language schools in Ontario and the values of the

Catholic or public school board. In order to participate fully in the welcoming

and support process described in this policy statement, principals and teaching

staff together should draw on a set of competencies specific to the minority

setting.

This is the reason why the Profil d’enseignement et de leadership pour les

écoles de langue française de l’Ontario was developed by the ministry in

collaboration with, among others, the Association des directions et directions

adjointes des écoles franco-ontariennes (ADFO) and the Association des

enseignantes et des enseignants franco-ontariens (AEFO).

For its part, Ontario’s Leadership Framework, which is aligned with the Profil

d’enseignement et de leadership, states that leadership is second only to

teaching in its influence on student achievement and that academic staff play

an essential role in that outcome. All staff play a leadership role in ensuring

that the French-language school is welcoming and meets its clients’ needs.

A guide to the Profil d’enseignement et de leadership pour les écoles de langue

française de l’Ontario has been developed by the ministry to support

professional development in the nine competency areas listed. The guide

contains more detailed explanations of the expectations for these competency

areas and proven implementation strategies.

The Profil d’enseignement et de leadership pour les écoles de langue française

de l’Ontario consists of the following nine competency areas:

1. Mandate of the French-language school and values of the Catholic or

public school board

Knowing, understanding, and sharing the school’s specific mandate to

protect, value, and transmit francophone language and culture.

2. Pedagogy in a minority Francophone setting

Understanding, following, and encouraging the principles and approaches

used in education that is specific to a francophone minority setting.

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3. French language

Being proficient in, using, and promoting the French language.

4. Francophone culture and community

Understanding, promoting, supporting, and appreciating francophone

culture and community.

5. Language and cultural diversity

Understanding and appreciating both official languages. Recognizing,

promoting, and appreciating linguistic and cultural diversity in a context

of intercultural exchange.

6. Leadership

Demonstrating, exercising, encouraging, and modelling leadership with

respect to the specific mandate of the French-language school and the

Catholic or public school board’s values.

7. Promotion

Understanding, implementing, and supporting a strategy for promoting the

use of the features of the school’s mandate and the Catholic or public school

board’s values.

8. Partnerships

Understanding, implementing, and promoting ways to establish and maintain

strategic partnerships with parents and the community in order to expand

areas and opportunities for fulfilling the school’s particular mandate and

the Catholic or public school board’s values.

9. Management

Understanding, implementing, and promoting efficient management

adapted to fulfilling the school’s particular mandate in accordance with

the Catholic or public school board’s values within the school community.

S T R AT E G Y 4 . 2

School boards ensure that teaching staff receive adequatetraining so that they understand the realities of French-languageschools in Ontario.

A study by the Organisation for Economic Co-operation and Development

(OECD, 2005) confirms that retaining teaching staff is a challenge for a

growing number of countries. The number of departing retirees in the

teaching profession continues to rise and an increasing number of teachers are

leaving the profession after only a few years. In Canada, approximately 15% to

20% of new teachers leave the profession in their first year (Allen, Harris, and

Butlin, 2005). However, “the dropout rate in Ontario recently slipped below 10%

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and only 2% of new teachers now anticipate getting out of the teaching

profession within the first five years of their career” (Bourgeois, 2008).

School boards should also offer professional development opportunities to

assist:

• teachers starting out in the profession;

• teachers accredited in another province or country;

• teachers who have been trained in Ontario, but are new to the school board.

The following topics could be discussed during welcoming sessions for new

teaching staff within the framework of the New Teacher Induction Program

(NTIP):

• the profile of students attending Ontario’s

French-language schools, with particular

emphasis on the linguistic profiles of the

board’s students and schools

• the special nature of teaching in a minority

context and approaches that promote the

creation of an espace francophone and an

educational context for student identity

building and cultural affirmation

• strategies for helping students acquire

francophone culture

• ways of encouraging the acquisition of a basic

vocabulary in all subjects

School boards should facilitate the integration of qualified teachers whose

work experience has been acquired primarily in schools outside Ontario,

by informing them of the differences between their original academic

environment and that of Ontario. Boards that hire a large number of teachers

could:

• offer them summer preparation workshops;

• set up a mentoring program in which supportive individuals ensure their

integration while introducing them to the reality of Franco-Ontarian schools.

Even teachers from another region may need help in understanding the reality

of students in a new school board. Boards could therefore offer these new staff

training on:

• local demographic realities;

• the particular nature of the linguistic environment;

• successful professional practice models and tools.

As part of a pédagogie culturelleproject, the Conseil scolaire catholique du Nouvel-Ontario (CSCNO) offerscustomized training to its teachingstaff to provide them with tools forworking in a minority Catholic setting,providing cultural and spiritualsupport to students. This training issupported by an identity-buildingcontinuum and integrates manycomponents, including culture, faith,and character development.

■ Examples of practices• School boards could offer support to teaching staff members seeking to

enrol in the additional qualification course entitled Enseignement en

milieu minoritaire, developed by the Ontario College of Teachers.

• School boards or principals could include in their welcoming activities for

new teaching staff a workshop on the following topics, which are relevant

for working in Ontario’s French-language schools:

– Section 23 of the Canadian Charter of Rights and Freedoms

– the concept of right-holder

– exogamy and immigration issues

– the school board’s specific mandates and values

– the Ontario Ministry of Education’s policy framework for acquisition

of culture in Ontario’s French-language schools

• School boards or principals could make full use of professional learning

communities in order to enable teaching staff to develop their knowledge

and understanding of the key elements of the identity building process

and of programs such as ALF and PANA so as to include them in their

own classrooms.

S T R AT E G Y 4 . 3

School boards aim for a staff composition that reflects theschool’s population.

“The presence and experience of teachers from ethnocultural communities

assist the other teachers to understand students’ situation. The presence of

these teachers is also beneficial for students who are newcomers, as they can

often identify with them” (Association des enseignantes et des enseignants

franco-ontariens, 2007, p. 5). Diversity is not limited to students; it includes

school staff. The classroom is an environment open to a wide range of

cultural perspectives. The intercultural experience is based on the concept of

decentralization – that is, the ability to move around and hear another person’s

point of view, which is a key element for intercultural communication. This

promotes a systemic approach that supports both the student and the teaching

staff (Farmer and Richards, 2006, p. 20). The teacher’s actions, choices, and

methods make him or her a linguistic and cultural model.

Being an inclusive school means changing from a philosophy of exclusion to

one of inclusion, with a systemic focus on innovation. In order to achieve this,

an intercultural framework must be developed where all social actors are

called upon to contribute to students’ academic success.

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■ Examples of practices• Those responsible for staff recruitment are made aware of cultural

differences.

• School boards support new teachers in their understanding of the education

system and culture in a minority setting.

• School boards promote French-language teaching careers among graduating

students and youth of different backgrounds.

• The alternative Bachelor in Education enables prospective teachers to receive

training while working.

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Since their establishment in 1998, French-language school boards have made

great strides with respect to infrastructure development, governance, and

accountability. The task that remains is to ensure that Ontario’s French-language

schools are inclusive and welcoming places where all students receive the

necessary support and coaching for academic success and personal development,

where parents understand the school’s mandate and play an active role in their

child’s education, and where the community creates linkages with the school

environment in order to expand the espace francophone.

The policy statement and guidelines on the admission, welcoming, and support

of students in Ontario’s French-language schools encourage all educational

stakeholders to work together to implement winning strategies and practices

to ensure the vitality and expansion of Ontario’s francophone schools and

communities.

This policy statement and the guidelines are key elements in the social

construction of the francophonie in Ontario. The guidelines are intended to

stimulate the development of a dynamic francophone cultural identity. It is

therefore up to each individual, student, parent, staff member, and principal to

show openness and mutual understanding to ensure that this policy statement

is implemented.

Conclusion

Appendix: Table of Roles and

Responsibilities

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issi

on c

riter

ia a

nd p

roce

ss in

orde

r to

coor

dina

te p

ract

ices

use

d by

adm

issi

on c

omm

ittee

s

–In

form

s st

aff,

pare

nts,

stud

ents

, and

the

scho

ol c

omm

unity

abo

ut c

hang

esto

the

crite

ria a

nd a

dmis

sion

pro

cess

Subm

its th

e re

vise

d lo

cal p

olic

y to

the

min

istr

y

1.1,

1.2

, 1.3

, and

1.4

Impl

emen

ts th

e sc

hool

boar

d’s

revi

sed

adm

issi

onpo

licy,

in a

ccor

danc

e w

ithgu

idel

ines

and

est

ablis

hes

the

nece

ssar

y co

nditi

ons

so th

at a

ll st

aff m

embe

rsm

ay c

ontr

ibut

e to

the

impl

emen

tatio

n of

the

new

polic

y

Post

ing

the

adm

issi

on

polic

y on

the

scho

ol b

oard

’sw

ebsi

te in

ligh

t of t

hepa

ram

eter

s in

clud

ed in

Polic

y/Pr

ogra

mM

emor

andu

m 1

48

Satis

fact

ion

of p

aren

ts a

sde

scrib

ed in

the

surv

eyas

soci

ated

with

the

Acco

unta

bilit

y Fr

amew

ork

for F

renc

h-La

ngua

geEd

ucat

ion

Tab

le o

f R

ole

s an

d R

esp

on

sib

iliti

es

Ro

les

and

res

po

nsi

bili

ties

fo

r im

ple

men

tin

g t

he

po

licy

and

gu

idel

ines

on

th

e ad

mis

sio

n,

wel

com

ing

, an

d s

up

po

rt o

f st

ud

ents

in

On

tari

o’s

Fren

ch-l

ang

uag

e sc

ho

ols

Indi

cato

rs f

or t

he A

ccou

ntab

ility

Fra

mew

ork

for

Fren

ch-L

angu

age

Educ

atio

n:

•M

inis

try’

s gl

obal

obj

ectiv

es:

–H

igh

leve

ls o

f stu

dent

ach

ieve

men

t–

Redu

ced

gaps

in s

tude

nt a

chie

vem

ent

–In

crea

sed

publ

ic c

onfid

ence

in p

ublic

ly fu

nded

edu

catio

n•

Com

preh

ensi

ve o

bjec

tives

of t

he P

AL:

–

For s

tude

nts:

Incr

ease

d ca

paci

ty to

acq

uire

the

oral

com

mun

icat

ion

skill

s ne

eded

to m

axim

ize

lear

ning

and

iden

tity

build

ing

–Fo

r sch

ool s

taff:

Incr

ease

d ca

paci

ty to

wor

k in

a m

inor

ity s

ettin

g in

ord

er to

sup

port

eac

h st

uden

t’s a

cade

mic

lear

ning

and

iden

tity

deve

lopm

ent

–Fo

r the

sch

ool b

oard

: Inc

reas

ed c

apac

ity to

mai

ntai

n an

d ex

pand

enr

olm

ent s

o as

to c

ontr

ibut

e to

the

vita

lity

of F

renc

h-la

ngua

ge s

choo

ls a

nd th

e fr

anco

phon

e co

mm

unity

41

Gui

delin

e 2

Min

istr

y’s

role

Scho

ol b

oard

’s r

ole

Scho

ol’s

rol

eIn

dica

tors

Wel

com

ing

Scho

ol b

oard

s de

velo

p or

upd

ate

a pr

otoc

ol fo

r wel

com

ing

stud

ents

and

par

ents

to b

e im

plem

ente

d in

sch

ools.

Stra

tegi

es

Scho

ol b

oard

s:

2.1

set u

p, a

s re

quire

d, a

n ad

viso

ryco

mm

ittee

who

se c

ompo

sitio

n re

flect

s th

eco

mm

unity

’s in

ord

er to

dev

elop

a p

roto

col

for w

elco

min

g st

uden

ts a

nd p

aren

ts

2.2

ensu

re th

at th

eir s

choo

ls im

plem

ent

the

wel

com

ing

and

com

mun

icat

ion

prot

ocol

2.3

enco

urag

e th

eir s

choo

ls to

set

up

aw

elco

min

g te

am

2.1,

2.2

, and

2.3

Fund

s a

PAL

lead

er to

coo

rdin

ate

activ

ities

unde

r the

Am

énag

emen

t lin

guis

tique

polic

y

Prom

otes

net

wor

king

and

info

rmat

ion

shar

ing

amon

g th

e PA

L le

ader

s

Prov

ides

the

scho

ol b

oard

s w

ith a

nel

ectr

onic

reso

urce

ban

k, c

onta

inin

gad

ditio

nal m

odel

s an

d ap

proa

ches

at t

hepr

ovin

cial

, nat

iona

l, an

d in

tern

atio

nal l

evel

2.1

If ap

prop

riate

, est

ablis

hes

an a

d ho

cco

mm

ittee

with

the

PAL

lead

er’s

assi

stan

ce, t

akin

g in

to a

ccou

nt th

em

embe

rs o

f the

com

mun

ity re

com

men

ded

in th

e po

licy

stat

emen

t and

the

guid

elin

esgo

vern

ing

adm

issi

on, w

elco

min

g, a

ndsu

ppor

t

2.2

Prep

ares

an

wel

com

ing

prot

ocol

cont

aini

ng p

ract

ical

det

ails

and

pro

cedu

res

that

the

com

mitt

ee h

as a

gree

d to

The

PAL

lead

er:

–su

ppor

ts s

choo

l prin

cipa

ls in

impl

emen

ting

the

prot

ocol

and

stra

tegi

es re

latin

g to

wel

com

ing

–ac

ts a

s lia

ison

bet

wee

n th

e m

inis

try,

the

scho

ol b

oard

, and

the

scho

ols

2.1,

2.2

, and

2.3

Enga

ges

disc

ussi

ons

onw

elco

min

g by

mea

ns o

f a

prof

essi

onal

lear

ning

com

mun

ity

Impl

emen

ts w

elco

min

gst

rate

gies

for a

ll st

uden

tsan

d th

eir f

amili

es b

ased

on

the

scho

ol b

oard

’sw

elco

min

g pr

otoc

ol a

nd in

acco

rdan

ce w

ith th

eir l

ocal

requ

irem

ents

. The

seco

nsul

tatio

ns m

ay b

eco

nduc

ted

with

the

mem

bers

of a

wel

com

ing

team

, the

scho

ol b

oard

, and

sta

ffm

embe

rs

Shar

ing

the

wel

com

ing

prot

ocol

with

the

min

istr

y

Pare

nt s

atis

fact

ion

asm

easu

red

by th

eAc

coun

tabi

lity

Fram

ewor

kfo

r Fre

nch-

Lang

uage

Educ

atio

n1

Stud

ent s

atis

fact

ion

asm

easu

red

by th

eAc

coun

tabi

lity

Fram

ewor

kfo

r Fre

nch-

Lang

uage

Educ

atio

n

1 Cu

rrent

ly be

ing

revi

sed.

42

Gui

delin

e 3

Min

istr

y’s

role

Scho

ol b

oard

’s r

ole

Scho

ol’s

rol

eIn

dica

tors

Supp

ort

Scho

ol b

oard

s of

fer d

iffer

entia

ted

prog

ram

s, co

urse

s, an

d re

sour

ces,

and

deve

lop

rete

ntio

n st

rate

gies

for s

tude

nt a

cade

mic

suc

cess

and

stu

dent

and

par

ent i

nvol

vem

ent.

Stra

tegi

es

Scho

ol b

oard

s:

3.1

ensu

re th

at s

choo

ls d

evel

op

stra

tegi

es fo

r stu

dent

aca

dem

ic s

ucce

ss,

enga

gem

ent,

and

rete

ntio

n

3.1

Deve

lops

and

revi

ew th

e Ac

tual

isat

ion

lingu

istiq

ue e

n fra

nçai

s (A

LF) p

rogr

am a

ndth

e Pr

ogra

mm

e d’

appu

i aux

nou

veau

xar

rivan

ts (P

ANA)

Fund

s a

Stud

ent S

ucce

ss In

itiat

ive

lead

erfo

r eac

h sc

hool

boa

rd

Prov

ides

fund

ing

to a

ll sc

hool

boa

rds

toim

plem

ent t

he O

ntar

io L

itera

cy a

ndN

umer

acy

Stra

tegy

to im

prov

e st

uden

tac

hiev

emen

t

Prov

ides

an

addi

tiona

l allo

catio

n in

the

fund

ing

form

ula

to h

ire te

ache

rs fo

rst

uden

t suc

cess

at t

he s

econ

dary

leve

l

Offe

rs ta

rget

ed s

uppo

rt in

Fre

nch-

lang

uage

seco

ndar

y sc

hool

s th

roug

h in

itiat

ives

suc

has

Des

tinat

ion

réus

site

to s

uppo

rt s

choo

lsan

d st

aff

Impl

emen

ts s

peci

aliz

ed p

rogr

ams

tosu

ppor

t stu

dent

suc

cess

suc

h as

the

Spec

ialis

t Hig

h Sk

ills

Maj

or, c

o-op

educ

atio

n,on

-the

-job

trai

ning

, and

du

al c

redi

ts

3.1

Revi

ews

on a

n an

nual

bas

is, in

coop

erat

ion

with

the

SSP

lead

er, i

tsim

prov

emen

t pla

n an

d SS

P ac

tion

plan

,w

hich

incl

udes

str

ateg

ies

for a

cade

mic

succ

ess,

scho

ol c

ultu

re, a

nd s

tude

ntco

mm

itmen

t and

rete

ntio

n

Use

s its

dat

a to

det

erm

ine,

in c

oope

ratio

nw

ith th

e SS

P le

ader

, str

ateg

ies

to b

eim

plem

ente

d fo

r aca

dem

ic s

ucce

ss a

ndst

uden

t eng

agem

ent a

nd re

tent

ion

3.1

Is a

war

e of

its

clie

ntel

epr

ofile

so

as to

recr

uit a

ndre

tain

the

max

imum

num

ber

of s

tude

nts

entit

led

toFr

ench

-lang

uage

edu

catio

n

Revi

ews

and

upda

tes

itsim

prov

emen

t pla

n on

an

annu

al b

asis

Esta

blis

hes

a St

uden

tSu

cces

s te

am (f

or s

econ

dary

scho

ols)

All s

choo

ls h

ave

an a

nnua

llyup

date

d sc

orec

ard

that

note

s pr

ogre

ss m

ade

with

rega

rd to

the

thre

e AL

Pou

tcom

es

Deliv

ery

of th

e SS

P ac

tion

plan

and

impr

ovem

ent p

lan

to th

e m

inis

try

Elig

ible

stu

dent

s ar

ere

gist

ered

in th

e O

ntar

ioSc

hool

Info

rmat

ion

Syst

em(O

nSIS

) and

hav

e ac

cess

to

the

PAN

A (fr

om JK

toG

rade

12)

43

Gui

delin

e 3

(con

tinu

ed)

Min

istr

y’s

role

Scho

ol b

oard

’s r

ole

Scho

ol’s

rol

eIn

dica

tors

3.2

ensu

re th

at e

lem

enta

ry a

nd s

econ

dary

scho

ols

offe

r the

Act

ualis

atio

n lin

guis

tique

en fr

ança

is (A

LF) p

rogr

am, t

he P

rogr

amm

ed’

appu

i aux

nou

veau

x ar

rivan

ts (P

ANA)

,an

d th

e An

glai

s po

ur d

ébut

ants

(APD

)pr

ogra

m

3.3

ensu

re th

at s

choo

ls u

se n

ewin

form

atio

n an

d co

mm

unic

atio

nte

chno

logi

es to

impl

emen

t effe

ctiv

e an

d in

nova

tive

teac

hing

str

ateg

ies

3.4

ensu

re th

at s

choo

ls s

uppo

rt a

ndco

mm

unic

ate

with

par

ents

thro

ugho

utth

eir c

hild

’s sc

hool

ing

3.2

Fund

s th

e AL

F pr

ogra

m a

nd th

e PA

NA

at th

e el

emen

tary

and

sec

onda

ry le

vels

(In 2

008–

2009

, the

min

istr

y pr

ovid

eda

subs

idy

of $

9029

.80

per s

tude

ntel

igib

le fo

r the

PAN

A ov

er fo

ur y

ears

)

Revi

ews

the

guid

elin

es fo

r add

ition

alqu

alifi

catio

n AL

F an

d PA

NA

cour

ses

Revi

ews

the

ALF

and

PAN

A cu

rric

ulum

docu

men

ts a

nd p

rovi

de re

sour

ces

tosu

ppor

t the

ir im

plem

enta

tion

Offe

rs A

LF a

nd P

ANA

trai

ning

Giv

es tr

aini

ng o

n in

terc

ultu

ral e

duca

tion

and

on th

e po

licy

fram

ewor

k fo

r cul

ture

acqu

isiti

on in

Ont

ario

’s Fr

ench

-lang

uage

scho

ols

so a

s to

refle

ct th

e di

vers

ity o

fla

ngua

ges

and

cultu

res

whi

le p

rom

otin

g,ap

prec

iatin

g an

d su

ppor

ting

Fran

coph

one

cultu

re in

Ont

ario

’s Fr

ench

-lang

uage

scho

ols

3.3

Fund

s el

ectr

onic

lear

ning

and

deve

lops

onl

ine

cour

ses

Initi

ates

pro

ject

s in

volv

ing

the

use

ofed

ucat

iona

l tec

hnol

ogie

s

Obt

ains

pro

vinc

ial l

icen

ces

for e

duca

tiona

lso

ftwar

e (O

SAPA

C)

Prom

otes

the

use

of e

duca

tiona

lte

chno

logi

es (i

.e.,

in re

vise

d fra

mew

ork

prog

ram

s an

d th

e e-

Lear

ning

Ont

ario

web

site

)

3.2

Impl

emen

ts th

e AL

F pr

ogra

m a

nd th

ePA

NA

in e

very

sch

ool

Prov

ides

the

requ

ired

fund

s fo

r pro

gram

impl

emen

tatio

n in

acc

orda

nce

with

the

subs

idy

gran

ted

by th

e m

inis

try

Ensu

res

that

all

staf

f mem

bers

hav

e be

entr

aine

d an

d ap

ply

the

stra

tegi

es d

esig

ned

for s

tude

nts

with

ALF

and

PAN

Are

quire

men

ts

Assi

gns

the

requ

ired

staf

f to

oper

ate

the

ALF

prog

ram

and

the

PAN

A w

here

stu

dent

need

s ar

ise

Prov

ides

trai

ning

to p

rinci

pals

for

regi

ster

ing

all s

tude

nts

that

are

elig

ible

for

the

PAN

A in

the

Ont

ario

Sch

ool I

nfor

mat

ion

Syst

em (O

nSIS

)

3.3

Prom

otes

the

use

of in

form

atio

n an

d co

mm

unic

atio

ns te

chno

logi

es w

hen

allo

catin

g th

e fu

nds

requ

ired

for s

taff

trai

ning

Prom

otes

par

ticip

atio

n in

pro

ject

sin

volv

ing

the

use

of in

form

atio

n an

dco

mm

unic

atio

ns te

chno

logi

es

3.4

Deve

lops

adm

inis

trat

ive

proc

edur

esba

sed

on th

is p

olic

y’s

para

met

ers

3.2

The

prin

cipa

l mus

tin

dica

te in

the

Ont

ario

Scho

ol In

form

atio

n Sy

stem

(OnS

IS) t

he n

umbe

r of

stud

ents

enr

olle

d in

the

scho

ol w

ho h

ave

arriv

ed in

Cana

da d

urin

g th

e la

st fo

urye

ars

and

wer

e bo

rn in

aco

untr

y in

whi

ch F

renc

h is

not a

firs

t lan

guag

e or

ala

ngua

ge o

f eve

ryda

y us

e.Sc

hool

s ar

e re

quire

d to

subm

it th

eir d

ata

with

resp

ect t

o th

e nu

mbe

r of

stud

ents

that

hav

e ar

rived

in

Can

ada

durin

g th

e la

stfo

ur y

ears

by

reco

rdin

g th

ere

leva

nt in

form

atio

n re

latin

gto

imm

igra

tion

in th

est

uden

t’s O

ntar

io S

tude

ntRe

cord

2

Impl

emen

ts th

e AL

F pr

ogra

man

d th

e PA

NA

acco

rdin

g to

stud

ent r

equi

rem

ents

3.3

Offe

rs e

duca

tiona

l and

ongo

ing

supp

ort f

or s

tude

nts

enro

lled

in o

nlin

e co

urse

s

Allo

ws

acce

ss to

com

pute

rro

oms

befo

re a

nd a

fter c

lass

hour

s, to

the

exte

nt p

ossi

ble

3.4

Impl

emen

ts th

e sc

hool

boar

d’s

adm

inis

trat

ive

proc

edur

es

2 Se

e th

e te

chni

cal p

aper

on

the

min

istry

’s w

ebsit

e co

ncer

ning

sup

plem

enta

ry fu

ndin

g fo

r stu

dent

s w

ho a

re n

ewco

mer

s. Th

is do

cum

ent i

s re

vise

d an

nual

ly.

44

Gui

delin

e 4

Min

istr

y’s

role

Scho

ol b

oard

’s r

ole

Scho

ol’s

rol

eIn

dica

tors

Supp

ort

Scho

ol b

oard

s en

sure

that

thei

r sta

ff ha

ve th

e re

quire

d tr

aini

ng a

nd a

dequ

ate

reso

urce

s to

wor

k in

a m

inor

ity s

ettin

g.

Stra

tegi

es

Scho

ol b

oard

s:

4.1

use

the

Prof

il d’

ense

igne

men

t et

de le

ader

ship

pou

r les

éco

les

de la

ngue

franç

aise

de

l’Ont

ario

and

the

Cadr

e de

lead

ersh

ip p

our l

es le

ader

s sc

olai

res

4.2

ensu

re th

at te

achi

ng s

taff

rece

ive

adeq

uate

trai

ning

so

that

they

und

erst

and

the

real

ities

of F

renc

h-la

ngua

ge s

choo

ls

in O

ntar

io

4.3

aim

for a

sta

ff co

mpo

sitio

n th

atre

flect

s th

e sc

hool

’s po

pula

tion

4.1

and

4.2

Prov

ides

the

Prof

il d’

ense

igne

men

t et

de le

ader

ship

pou

r les

éco

les

de la

ngue

franç

aise

de

l’Ont

ario

to a

ll sc

hool

boa

rds

and

the

Cadr

e de

lead

ersh

ip p

our l

esle

ader

s sc

olai

res

Deve

lops

a g

uide

to e

xpla

in th

e Pr

ofil

d’en

seig

nem

ent e

t en

lead

ersh

ip p

our l

eséc

oles

de

lang

ue fr

ança

ise

de l’

Ont

ario

tosc

hool

sta

ff

Prov

ides

sch

ool s

taff

with

trai

ning

on

the

Prof

il d’

ense

igne

men

t et d

e le

ader

ship

pour

les

écol

es d

e la

ngue

fran

çais

e de

l’Ont

ario

Prov

ides

impl

emen

tatio

n to

ols

such

as

the

Acco

unta

bilit

y Fr

amew

ork

for F

renc

h-La

ngua

ge E

duca

tion

and

the

Scho

olEf

fect

iven

ess

Fram

ewor

k

4.1

and

4.2

For t

he p

urpo

ses

of h

iring

sta

ff,

deve

lops

sel

ectio

n cr

iteria

bas

ed o

n th

ede

mog

raph

ic p

rofil

e of

the

scho

ol b

oard

and

the

prof

ile p

rovi

ded

by th

e m

inis

try

Ensu

res

teac

hing

sta

ff ar

e eq

uipp

ed to

wor

k in

a m

inor

ity s

ettin

g (d

eter

min

ed

on th

e ba

sis

of th

e ni

ne a

reas

in th

eco

mpe

tenc

y pr

ofile

pro

vide

d by

the

min

istr

y)

4.1

and

4.2

Ensu

res

that

teac

hing

sta

ffre

ceiv

e tr

aini

ng to

impr

ove

thei

r ski

lls w

ith re

spec

t to

teac

hing

in a

min

ority

sett

ing,

det

erm

ined

on

the

basi

s of

the

nine

com

pete

ncy

area

s in

the

prof

ile p

rovi

ded

by th

e m

inis

try

Abili

ty o

f the

teac

hing

sta

ffto

wor

k in

a m

inor

ity s

ettin

gas

out

lined

by

the

Acco

unta

bilit

y Fr

amew

ork

for F

renc

h-La

ngua

geEd

ucat

ion

(by

mea

ns o

f ase

lf-as

sess

men

t sur

vey)

Num

ber a

nd p

erce

ntag

e of

teac

hers

who

hav

e re

ceiv

edtr

aini

ng o

n th

e Pr

ofil

d’en

seig

nem

ent e

t de

lead

ersh

ip p

our l

es é

cole

s de

lang

ue fr

ança

ise

del’O

ntar

io

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