2. Ontario FSL: A Vision and a Call to Action

3. The vision for FSL in Ontario encompasses a heightened awareness of the value of learning French and extends beyond the development of French-language skills to include the broader advantages to be gained from learning more than one language GOAL 1: Increase student confidence, proficiency, and achievement in FSL. GOAL 2: Increase the percentage of students studying FSL until graduation. GOAL 3: Increase student, educator, parent, and community engagement in FSL. 3

4. Our Commitment to French-as-a-Second- Language in Canada Teacher Inspiration. Inspire educators to reflect on their practice as literacy teachers. Student Motivation. Motivate students to speak and interact in French doing fun, collaborative, and authentic tasks.

5. Learning goals Teacher Inspiration. Student Motivation. Opportunities for spontaneous oral interaction Use of technology Culture Variety of assessment and evaluation for, as, and of learning Student self- assessment Descriptive Feedback Use of technology Core Resources Alignment to new curriculum Gradual release of responsibility Differentiated Instruction Use of technology Cooperative learning Action- oriented activities

6. Market Conditions 6 Curriculum and Ontario Framework -Curriculum was released last September -Ministry Framework document is shaping FSL initiatives in Ontario Funding -GSN FSL Allocation – $240.4 million -Canada-Ontario Agreement on Minority Language Instruction 2013-2018 agreement is currently being negotiated (formerly ‘OLE’) -Centralized and decentralized purchasing Competition -CEC is proving to be a tough competitor and is active in the market. -Nelson has apparently cancelled the remainder of their grades 4-6 French program and will very likely move ahead full bore with grades 7/8 now that they have dropped grade 6 development.

7. Thinking About FSL - Possible Initiatives, Pain Points 7

8. FSL Strategy Talk

9. Strategy Reflections Our strategy in the Ontario market has focussed on customer segmentation and we’ve sought to classify school districts as 1) centralized purchasers, 2) de- centralized purchasers with strong curriculum leadership, and 3) de-centralized purchasers. We should seek to uncover and understand the unique challenges and define solutions for these customers based on their profiles and their imperatives for success in their FSL programs. For the first category of school districts—centralized purchasers—we will continue to work with curriculum leaders to discover, qualify and define solutions. Several of these districts have requested committee presentations and pilots and we expect this to continue. This is an opportunity to work closely with curriculum leaders; understand their key initiatives, funding plans, and so on; and support them through their decision-making and piloting processes. For the de-centralized boards we will look to continue to organize events to engage teachers, qualify their concerns, and promote Echos Pro and Fusion at the school level to encourage requests for funds for classroom resources Copyright © 2010 Pearson Education, Inc. or its affiliates. All rights reserved.9

10. Centralized Boards: Responding to the Ontario Framework for FSL Review the vision and expectations placed on districts as a result of the Framework. Discuss Goals 1, 2, and 3. Collaboration activity: Use the specific focus and action plans (with regard to the 3 goals) of several districts and discuss how Pearson might move from qualifying and defining to presenting and closing. Copyright © 2010 Pearson Education, Inc. or its affiliates. All rights reserved.10

11. Understanding the Ontario Framework for FSL: What do we know and what are we hearing? Goal #1: Increase student confidence, proficiency, and achievement in FSL. 11 Goal #2: Increase the percentage of students studying FSL until graduation. Goal #3: Increase student, educator, parent, and community engagement in FSL partnerships with community.

12. Hamilton Catholic Goal #1: Increase student confidence, proficiency, and achievement in FSL. Specific focus and action plan: Move students from level 1 and 2 to level 3 and 4 Goal #2: Increase the percentage of students studying FSL until graduation. Specific focus and action plan: Analyze and improve the transition from grade 8 to grade 9. Goal #3: Increase student, educator, parent, and community engagement in FSL partnerships with community. Specific focus and action plan: Create and organize afterschool activities Copyright © 2010 Pearson Education, Inc. or its affiliates. All rights reserved.12

13. Grand Erie District School Board Goal #1: Increase student confidence, proficiency, and achievement in FSL. Specific focus and action plan: Looking at report card data; focusing on Grade 9 applied. Have students hit the provincial standards - improve success rates from 50% to 60%. Goal #2: Increase the percentage of students studying FSL until graduation. Specific focus and action plan: Retaining students. Analyze and improve student engagement and achieve this this through action-oriented tasks in FSL. Goal #3: Increase student, educator, parent, and community engagement in FSL partnerships with community. Specific focus and action plan: Improve website to reach community and parents. Copyright © 2010 Pearson Education, Inc. or its affiliates. All rights reserved.13

14. Peel District School Board Goal #1: Increase student confidence, proficiency, and achievement in FSL. Specific focus and action plan: Increase percentage of grade 9 students taking FSL in Grade 9 and passing. 24% take it at another time. Goal #2: Increase the percentage of students studying FSL until graduation. Specific focus and action plan: By the end of Grade 6 in French immersion 46% of students leave. The plan will attempt to retain French immersion students. Goal #3: Increase student, educator, parent, and community engagement in FSL partnerships with community. Specific focus and action plan: Increase percentage of students taking more than one French course past grade 9. LCDSB Resource Review l 03/31/201314

15. Decentralized Boards – Responding to the Curriculum. What are the main tenets of the new FSL curriculum? What will be most challenging for teachers? What are their main concerns with regard to teaching FSL? Collaboration Activity: Taking into account the curriculum and the main concerns for FSL teachers, how do we get classroom teachers and school-level administrators involved in our resources? Copyright © 2010 Pearson Education, Inc. or its affiliates. All rights reserved.15

16. Seven Steps Special Considerations around the Caution.

17. Sales and Marketing Supports

18. Marketing and Sales Supports Echos, Echos Pro, Fusion, Languages for All Playbook for all resources - Instructional Frameworks - Curriculum correlations - Assessment overview in Echos Pro Consultant Kits Deconstructed sample kits Promo videos (Echos Pro and Fusion) Administrator Letter for funding requests Fusion brochure, eblasts, and samples Fusion TG Author Video, Author Webinars 18

19. Centralized Boards PD, Consultant Kits, Instructional Frameworks, Curriculum Correlations, Program Guide, Fusion Brochure and Website, Promotional Videos, Pilot support. Decentralized Boards Launch events for both Echos Pro and Fusion, deconstructed school kits, Letter to administrators, webinars and presentation slides, digital newsletters. Copyright © 2010 Pearson Education, Inc. or its affiliates. All rights reserved.19

20. Product Updates Echos Pro level 1 and level 2 are complete. Level 3 scheduled for October. Seeking Trillium approval. Guarantee letters available if needed. Echos Pro Price increase from $495 to $595 on new price lists. Student eTexts for Echos Pro available through eText bookshelf. New multimedia basket in Echos Pro eTexts on CLE and on DVD. Fusion eText access LCDSB Resource Review l 03/31/201320