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The one they are recommending will provide an additional year for parents to understand their child as a learner prior to making a decision to enter French Immersion, it provides a relatively early entry point as preferred by stakeholders and provides for a greater intensity in the first two years of the program which supports French language acquisition.
Be it resolved that effective in the 2014-2015 school year, wherein a triple grade configuration has been possible (due to 23 or fewer students enrolled in three consecutive grades), the School Superintendent will assess the impact on the learning environment and opportunities for students and will consider and recommend for Board approval one of the following strategies; Wherein a triple grade configuration has been possible (due to 23 or fewer students enrolled in three consecutive grades for two consecutive years) the School Superintendent will consider and may recommend for Board approval a boundary review.a) establish and communicate a consistent Grade 1 French Immersion February registration deadline for current Halton District School Board families, with a review of the effects of this procedure be undertaken by September 2014.d) All elementary schools that offer Grade 1 programming must host a Grade 1 Information Evening that includes information about English program, French Immersion program and Special Education placements.
If the home school does not offer French Immersion, the school their students would be directed to for French Immersion cannot host their Grade 1 Information Evening at the same time.
The Special Education presentation is to be scripted by the Board’s Special Education department, to include a description of all elementary Special Education placements.
Be it resolved that the Halton District School Board present the following options for the delivery of French Immersion to the public in the Fall of 2015 for the purpose of receiving feedback, considerations and comments.
In a daily newspaper report Halton District school board chair Kelly Amos said she was only made aware of the report on Friday (May 27th) that was going to debate a significant shifts in the way French Immersion is managed within Halton schools.
Stewart Miller, Director of Education has been faced with a task that apparently cannot be resolved – it has to do with the number of students wanting to be enrolled in the French immersion program and the number of qualified French teachers that are very difficult to find.
Add to those two problems the difficult this has with class sizes in some schools.
Miller said several months ago that he found himself faced with situations where there were less than ten students in a regular class (a non-French immersion class) which from a teacher student ratio just wasn’t something he could afford to do.
Staff worked up a report and set out a series of motions that were published in the agenda for the boards June 1st meeting.
The Board created a Program Viability Committee (PVC) that has been in existence for just over a year to review both English and French program viability in HDSB elementary schools.
Considerable stakeholder consultation was done and feedback was brought to the PVC for review, analysis and recommendations.
After careful analysis of the feedback provided, the PVC identified a number of options.