1. Including all Students in FSL Trustees

2. WELCOME BIENVENUE

3. The goal of this document

4. Serve as a resource for school boards, educators and other stakeholders to promote equity and success for all students in Ontario

5. Stimulate conversations in schools and school boards about student participation in FSL

6. Support decision makers in case-by-case decision making about participation in FSL programs, based on: Current Research and Data Available Inclusive Mindset Ministry Policies

7. Consultation and Approval Process External Consultations Internal Consultations Release and Launch Approvals

8. External Consultations 60 English-language School Boards (Oct.–Nov. 2014) Superintendents, Coordinators responsible for French as a Second Language and Special Education, Student Success Leads French as a Second Language Provincial Working Group Minister’s Advisory Council on Special Education Collaboration with Researchers Consultation and Approval Process

9. Internal Consultations Special Education Aboriginal Education Curriculum and Assessment Policy Educational Statistics Analysis Branch Legal Services Branch Student Achievement Division Student Success Inclusive Education Branch Consultation and Approval Process

10. Approvals Editing Translation Design Consultation and Approval Process

11. Release and Launch Consultation and Approval Process

12. FSL Programs and FSL Framework

13. Fundamental Principles

14. Benefits of FSL

15. Enhance first- language and overall literacy skills Specific strategies and supports have been shown to be effective in meeting the needs of students with special education needs. Students with special education needs benefit from learning FSL Help in development of interpersonal skills Increase self-confidence and self-esteem

16. Participation of Students in FSL Programs, Grades 4-9, 2012-13*

17. Participation of Students in French Immersion and Extended French Programs, Grades 1-12, 2012-13*

18. “ To be effective, instruction must be based on the belief that all students can be successful and that learning French is important and valuable for all students.” The Ontario Curriculum: French as a Second Language − Core, Grades 4–8; Extended, Grades 4–8; Immersion, Grades 1–8, 2013, P.31 and The Ontario Curriculum: French as a Second Language − Core, Extended, and Immersion French, Grades 9 to 12, 2014, p.35

19. Prior Policies That Inform Decision Making

20. Prior policy allowed for the possibility of exemption from Core French

21. This policy was revoked in 2004

22. Current Policies That Inform Decision Making

23. There is currently no policy outlining exceptions to the inclusion of all students in FSL

24. Core French is mandatory from Grades 4 to 8 for all students in English-language elementary schools

25. OSSD requirement: at least one FSL credit

26. Belief Systems

27. The success of students included in regular classrooms relies heavily on the attitudes of administration and teachers. The principal is the primary leader in the school community and his or her attitudes and actions set the tone for the entire school community. A welcoming attitude of the staff will probably result in a welcoming attitude of students. Kimberley Showalter-Barnes, The Attitudes of Regular Education Teachers Regarding Inclusion for Students with Autism (2008), p. 60

28. GROWTH MINDSET Students with special education needs are included in FSL programs based on their ability to participate in the regular classroom, not based on the subject of instruction. When students with special education needs require additional supports or resources, these are offered in all applicable subject areas, enabling students to benefit from the learning. Moving towards productive beliefs about participation in FSL programs Students with special education needs do not benefit from learning French. FIXED MINDSET

29. GROWTH MINDSET All students have equitable access to FSL programs. When parents make choices about optional programs, these choices are informed by specific information about each program (and not information that reflects old assumptions about the attributes students need in order to be able to succeed in FSL). Moving towards productive beliefs about participation in FSL programs FSL programs are better suited to some learners than others. Optional French immersion programs should be pursued only by certain students. FIXED MINDSET

30. Bridging the Gap from Policy to Practice Leadership Support School and board leaders are supporters of inclusive education and are knowledgeable about the benefits of FSL. They demonstrate a commitment to reflection on and continuous improvement of policies and practices to promote the inclusiveness of FSL programs. What are we doing in this area? What evidence do we have relating to our activities? What gaps exist? Promising Practices

31. Bridging the Gap from Policy to Practice Access to Opportunites All students are welcomed and respected in Core French, Extended French and French Immersion programs. FSL classrooms reflect the full diversity of learners in the community. What are we doing in this area? What evidence do we have relating to our activities? What gaps exist? Promising Practices

32. Bridging the Gap from Policy to Practice Collaborative Approach Collaborative problem solving is used when students are not succeeding in FSL. Educators, students and parents share in decisions about participation in FSL programs, and communicate regularly about progress. What are we doing in this area? What evidence do we have relating to our activities? What gaps exist? Promising Practices

33. Bridging the Gap from Policy to Practice Differentiated Instruction Different modes of instruction and assessment are used to maximize student success in achieving the FSL curriculum expectations (or individual goals outlined in an IEP). What are we doing in this area? What evidence do we have relating to our activities? What gaps exist? Promising Practices

34. Bridging the Gap from Policy to Practice Ongoing Professional Learning Ongoing training and collaboration empower FSL teachers with the skills to plan appropriate assessment and instruction in an inclusive environment, and the belief that all students can contribute to the classroom community in positive ways. What are we doing in this area? What evidence do we have relating to our activities? What gaps exist? Promising Practices

35. Thank You Merci beaucoup