1. Program Monitoring and Evaluation of French Immersion Alternative Program at King George School February 2011

2. The program evaluation was designed with the objectives of: Highlighting the success of the French Immersion program at King George School. Providing all participants with the opportunity to provide information and feedback. Evaluating the program’s adherence to the intent of the Early French Immersion program as outlined in the Quality Control for Program Integrity for Early French Immersion Alternative Program document Making recommendations, as needed, for both the school and the system as part of the CBE’s commitment to continuous improvement.

3. Quality Control for Program Integrity for the Early French Immersion Alternative Program Program Integrity Document.docx Program Integrity Document.docx

4. Key Findings Based on the analysis of hard data – Provincial Achievement Test results – GLAR – Accountability Survey results – Parent survey results As well as soft data – principal interview – teacher and student focus group – site visit – classroom observations – the school development plan – parent comments

5. Key Findings The review determined that the French Immersion program at King George School is meeting the mandate of French Immersion as stated in the program philosophy. King George is compliant with the Quality Control for Program Integrity for the Early Immersion Alternative Program except for two areas:

6. Proportions of French/English instruction: Students are instructed in French for the requisite amount of time, (100%) for Kindergarten to grade 2. However, from grades 3-6 the times differ from the integrity document. More English time is offered to grade 3’s, 25% versus the recommended 20%, and less English time is offered in grades 4 – 6, 25% versus the 30% recommended in the integrity document.

7. Provision of a strong English program: Analysis of the hard data revealed some concerns with Provincial Achievement Test results, specifically for grade 3 students in English and French language arts. The results of the English Language Arts Provincial Achievement Tests for grade 3’s fall below the CBE averages at both standards – acceptable and excellence.

8. Recommendations The administrative team and staff analyze and plan for actions to enhance the English program in an effort to increase student achievement in English language arts. This might be accomplished through exploring staff deployment to assign English language specialists and/or increased support for English Language Learners in the school. The administrative team review the proportions of English/French instruction for grades 3 – 6 to align with the Quality Control for Program Integrity for Early French Immersion document. The principal share the results of this review with all stakeholders: parents, staff and students. The school use the results of the review to inform next year’s school development plan, where applicable.

9. Results of parent survey administered online in November, 2010 Fifty-four (54) parents responded to this survey (23%) Very Satisfied SatisfiedDissatisfied Very Dissatisfied Don’t Know Top 2 Boxes Quality of programming your child(ren) receive. 37%53.7%3.7%1.9%3.7%90.7% The program addresses your child’s social/emotional needs. 29.6%59.3%3.7% 88.9% The program addresses your child’s academic needs. 24.1%59.3%7.4 % 1.9%83.3% The program enhances your child’s feelings of self-esteem and pride. 31.5%51.9%5.6%3.7%7.4%83.3% The level of involvement in decisions about your child’s education. 18.5%50.9%16.7 %(9)1.9%13.0%68.5% The teaching practice of teachers in the program. 29.6%50.0%14.8 %(8)0.0%5.6%79.6% Provides your child with the opportunity to learn about other cultures. 37.0%48.1%9.3%0.0%5.6%85.2% Provides your child with opportunities to compete internationally. 7.4%27.8%9.3%1.9%53.7%35.2%

10. Parents’ satisfaction rate is high and the strengths of the program are echoed by many of the respondents. However, the areas of concern noted were repeated enough to warrant consideration. Turnover of teachers Quality of teaching Archaic teaching practice Not enough focus on English Loss of music, dance and cafeteria Inadequate regular communication with the home Two language programs in one school is not effective. One comment: “A bilingual school and an immersion school have different goals and objectives.”

11. Overall, the school is to be commended for the effective response to the objectives of the French Immersion program. Student achievement is enhanced in this program as seen in the grade 6 English and French achievement results and the GLAR report for all grades. With attention focused on a review of proportions of French/English time allocations, a review of their English instruction and a plan to increase Provincial Achievement Test results for grade 3’s, King George could make further gains in student achievement. Their visionary work to support oral proficiency in French will contribute to the achievement and success of the students in this program. The French Immersion Alternative Program, designed for non- Francophone students, offers an effective way for students to become functionally fluent in French while achieving all of the learning outcomes of the regular programs of study. King George is doing its part to send students to junior high with the requisite skills to follow this program to its intended end.