MINORITY LANGUAGE EDUCATION AND SECOND LANGUAGE INSTRUCTION

Transcription

1 QUÉBEC ACTION PLAN MINORITY LANGUAGE EDUCATION AND SECOND LANGUAGE INSTRUCTION TO

2 TABLE OF CONTENTS PREAMBLE.. 3 SUMMARY OF THE MELS STRATEGIC PLAN.. 9 REFERENCE DATA 10 INITIATIVES FOR MINORITY LANGUAGE EDUCATION AND SECOND LANGUAGE INSTRUCTION 12 SUMMARY TABLES 28 2

3 PREAMBLE SCHEDULE 3 Context Over the past ten years, Québec has undertaken an education reform, which is now almost complete. French as a second language is taught starting in preschool and is compulsory from the first year of elementary school to the last year of secondary school. English as a second language is compulsory from the first year of elementary school to the last year of secondary school. In Québec, the education system offers a variety of educational programs and services to the public, from preschool through university. The data on student enrollment presented later in the document are from Education Indicators, 2009 Edition. For further details on education in Québec, please refer to that document ( Elementary and Secondary Education Elementary education is offered in French, English or a Native language, and secondary education, in French or English. Most students eligible to receive instruction in English are so deemed because their father or mother attended English elementary school in Canada. A Secondary School Diploma (SSD) is required for admission to college. A Diploma of Vocational Studies (DVS) generally leads to the labour market, but may also lead to admission to college. In , an estimated $10.7 billion was spent on elementary and secondary education. Since July 1998, there have been 72 school boards (60 French school boards and 9 English school boards). Three special-status school boards serve primarily Native students in the Côte-Nord and Nord-du- Québec regions. College Education (CEGEP) Colleges offer two- and three-year general education and technical training programs leading to a Diploma of College Studies (DCS), as well as programs leading to an Attestation of College Studies (ACS). Students may study in the language of their choice (French or English). To obtain a DCS, they must successfully complete two second-language courses, one of them specific to their program of study. In , total per-student spending at the college level was $9 417, and an estimated $1.4 billion was allocated to college education. In the public sector, four CEGEPs, seven education centres, one government school and a distance-education institution provide college-level education to the anglophone minority. Three private colleges and ten private college campuses also provide services. University Education Québec has English and French universities; students are free to attend the university of their choice. In , total per-student spending at the university level was $27 895, and an estimated $5.5 billion was devoted to university education. There are three English universities in Québec: McGill, Concordia and Bishop s. Additional Costs and Québec s Contribution The total additional costs assumed by the Québec government for minority-language education and secondlanguage instruction in are estimated at more than $785 million. Minority-language education English as a second language instruction Central administrative costs TOTAL $ M $ M $3.2 M $ M In accordance with clause 4.3 of this Agreement, the Québec government has decided to indicate an equivalent contribution for each focus of intervention in its action plan. 3

4 Educational Orientations The Ministère de l Éducation, du Loisir et du Sport (MELS) has adopted a Strategic Plan for outlining its strategic choices with regard to its mission and ministerial commitments for the next four years. The following orientations were established: 1. Improve rates of student retention and academic success 2. Meet individual and workforce training needs 3. Contribute to the quality of knowledge 4. Establish conditions conducive to the pursuit of studies 5. Support a supply of educational services adapted to regional and community needs 6. Modernize the education system s rules of governance 7. Encourage citizens to engage in physical activities, recreation and sports in a healthy and safe environment and to get involved as volunteers, and promote the development of elite athletes in Québec 8. Continue improving the delivery of services to the public The results targeted by this plan of action will be measured on the basis of these orientations (see Summary Table on page 9). MELS Priorities and Major Issues This action plan summarizes the projects that the Québec government intends to carry out in , , and , and to which Canada is contributing to support minority language education and second language instruction. The action plan takes major educational issues and MELS priorities into account. Aware that the SSCAAA is involved in various areas of intervention, the Deputy Minister s Office has recommended that the SSCAAA and the anglophone community be involved at the earliest project planning, development and implementation stages in the different sectors in order to: identify any adaptations required for the anglophone community at an early stage enhance the programs gain more visibility, recognition and support enhance planning, expected outcomes and indicators These recommendations will help achieve the collaboration required to attain the results targeted by this plan of action. Such collaboration is aimed at confronting the following major issues and MELS priorities: Textbooks MELS intends to foster greater availability of English instructional materials and their prompt distribution, as soon as possible after the French versions become available. Teacher training MELS wishes to support professional development and, consequently, the implementation of new programs and new pedagogical evaluation approaches. Special education MELS is intent on ensuring the success of as many students as possible. To do so, it must provide assistance for students with difficulties. Bill 88 - Partnership agreements The English school boards must be supported in their efforts to establish partnership agreements with MELS and in their initiatives to improve student retention and success. The application of the school governance bill should be adapted to the English sector. Representation of decision-makers from the English sector and regional vitality It is important to promote the representation and participation of English-language educators in the management and governance of the school system. 4

5 Learning evaluation The new programs required a change of approach, since they are competency-based. The English sector sent a study paper to MELS on improving learning evaluation methods. Vocational and technical training development plan for the English sector The English sector supports the vocational and technical training development plan. This plan contains requests for improvements to essential infrastructures and equipment, which the English school boards need in order to improve their clientele s access to vocational and technical training programs. The goal is to improve access to vocational and technical training programs and increase enrollments. Interdependence of information structures In the wake of the measures intended to review the efficiency of MELS information structures, it would be useful to consider how the computer system and flow of information could be better adapted to the reality and specific characteristics of the English sector. MELS action plans The different action plans must be adapted to the English sector, for example the action plan to improve French, to which the English school boards contribute through their French immersion programs and the teaching of French as a second language; the action plan to prevent and deal with violence in the schools; the action plan to promote success for students with handicaps, social maladjustments or learning disabilities; the plan of action on education, employment and productivity; and the action plan on reading in school. Progression of learning To complement its competency-based programs, MELS has published documents detailing the essential knowledge targeted by each program in order of importance. This initiative will enable parents to gain a better understanding of how knowledge contributes to competency development and help teachers make well-informed decisions when it comes time to select program content to foster learning development. Policy on continuing education and training (adult education) The Government Policy on Adult Education and Continuing Education and Training targets two issues on which there is a consensus: the need to clarify the orientations of Québec society on adult education and the need to establish a culture of lifelong learning in Québec. Québec society should place more importance on lifelong learning; individuals and businesses should become more involved in it in order to adapt to today s fast pace of change. Also, we must eradicate illiteracy and fill in the gaps in basic education, thereby combating poverty and exclusion. At the same time, we must help adults who need them obtain the essential tools that provide access to the riches of Québec culture, whose vitality is the bedrock of our identity. This important policy must be adapted to the English sector. CEGEP - school board bridging committee Synergy, economies of scale, improved service points, in particular in the larger regions with sparse populations: these are the challenges that must be taken up by representatives of the English sector and that involve their representational capacity in regional bodies (interlevel tables) where decisions are made. Ethics and religious culture The implementation of the new Ethics and Religious Culture program requires considerable support. MELS will continue to provide the necessary assistance, including professional development, support and complementary resources. New Approaches, New Solutions The New Approaches, New Solutions strategy has enabled many schools to adapt their practices. MELS will continue to support adaptations to the strategy in the English sector. 5

6 Community Learning Centres Twenty-three community learning centres have opened since , thanks to Canada-Québec Agreement contributions. The communities in which these centres are located have indicated that they contribute substantially to community revitalization. The centres provide community services in schools, including training, health care, cultural activities and community involvement. Joint initiatives When partners develop complementary competencies, they can join forces to create synergies and opportunities for economies of scale. Whether with the Leading English Education and Resource Network (LEARN); Société GRICS, which develops information technologies in the field of education; the Québec English School Boards Association (QESBA) or other partners, MELS intends to pursue its initiatives aimed at finding innovative solutions for providing services adapted to the English sector. Second language Québec s situation with respect to French, second language, instruction is unique. Members of Québec s English community live in a province where French is the only official language. The intensity of FSL instruction in English schools since the 1960s is a reflection of this situation. Most elementary students in English schools are either in French immersion classes or intensive FSL programs where, according to the teaching model chosen, between 50 and 100 per cent of all instruction may be dispensed in French. The French immersion programs will be maintained and improved. That their children learn French as a second language is a priority for parents of children eligible to receive instruction in English in Québec. Thus, the English school boards were eager to participate when MELS launched its action plan to improve French. These efforts will continue, and the English school boards will contribute to the development and quality of French in Québec. In addition, newly arrived immigrants eligible for English instruction will need help learning French as a second language. MELS would also like to make sure that teachers of English as a second language receive the proper training. That is why it will continue to offer adapted services in order to recruit and train second-language teachers. ESL is taught as of the first year of elementary school to all students enrolled in French schools. The goal is to maintain this service while providing professional development for teachers, thereby enhancing the quality of ESL teaching and learning. Secteur des services à la communauté anglophone et des affaires autochtones The Secteur des services à la communauté anglophone et des affaires autochtones (SSCAAA) is responsible for the Agreement on Minority Language Education and Second Language Instruction. In and , the SSCAAA held strategic meetings with representatives of the English sector. The major issues identified at the preschool, elementary and secondary levels were as follows: 1. Application of government policies and orientations adapted to the needs of the English sector 2. Improvement of student retention and the graduation rate in vocational training 3. Professional development 4. Accessibility of complementary services and services adapted to anglophone students with special needs 5. Availability of pedagogical resources 6. Accessibility of general education and vocational and technical training programs 7. Information on MELS services, resources, policies and programs - adaptation of information structures 8. Effective communication and networking among partners The SSCAAA intends to prepare an operational plan, in cooperation with the schools, in order to develop a response to these issues. The results will undoubtedly have an impact on the content and future revisions of this action plan. 6

7 Postsecondary education (CEGEPs and universities) The Direction du soutien aux établissements of the Secteur de l Enseignement supérieur held strategic meetings with representatives of the English sector. The priorities and issues addressed by the action plan s measures are as follows: Make sure that all English colleges benefit from projects under the Agreement. Provide services for isolated or remote clientele who would not otherwise have access to services in English. Expand college-level distance-education opportunities in English. Produce complementary college-level instructional materials in English. Produce and provide college-level evaluation tools in the second languages (French and English). Continue to take into account the needs of English institutions of higher education in Québec in developing and selecting projects. Consultation MELS is fulfilling its mission on the basis of a sharing of responsibilities with various education networks (school boards, CEGEPs, universities, private educational institutions, government schools) that are in charge of offering programs and other educational services. Educational organizations are the main MELS partners and share its mission. MELS also works with and is advised by various councils, organizations and committees. MELS works in close consultation with several education partners, which are concerned with training for students and the development of their abilities and competencies. The SSCAAA, which is responsible for administering the Canada-Québec Agreement for MELS, had a formal consultation with administrators at MELS and the English school boards, as well as the following bodies, in order to develop its action plan: Association of Directors-General of English School Boards of Québec (ADGESBQ) Québec English School Boards Association (QESBA) Québec Provincial Association of Teachers (QPAT) Independent School Associations Table (ISAT) Québec Federation of Parents Committees (QFPC) Réseau de la santé et des services sociaux du Québec (RSSQ) Quebec Community Groups Network (QCGN) Conseil des directeurs des études des collèges anglophones (CDECA) Finally, MELS regularly consults the Commission de l éducation en langue anglaise and an advisory committee, the Leadership Committee for English Education in Québec (LCEEQ). The results of the consultation focused on the following priorities to be addressed in the action plan: Professional development of staff members, including administrators Availability of English support materials, including instructional materials and administrative documents Adaptation of resources and processes based on the specific needs of the minority community Support for community learning centre and LEARN initiatives 7

8 Measures and s SCHEDULE 3 Page 9 presents a summary of the MELS strategic plan, namely its orientations. Pages 10 and on present reference data, the initiatives for each linguistic objective, as well as indicators, targets and planned annual expenditures. The initiatives are presented in relation to the orientations of the MELS strategic plan. Finally, the document contains a breakdown of Government of Canada contributions and equivalent Gouvernement du Québec contributions toward planned expenditures for each objective, each category and each fiscal year. 8

9 SUMMARY OF THE MELS STRATEGIC PLAN SCHEDULE 3 MELS Strategic Plan Issues No. Orientations Focuses of intervention Increasing the number of students obtaining a first diploma or an attestation of studies before the age of 20 1 Improve rates of student retention and academic success Elementary and secondary school Policies and programs for students with special needs Vocational training and adult education Mastery of French An education system that meets the training needs of the knowledgebased society 2 3 Meet individual and workforce training needs Contribute to the quality of knowledge Accessibility to vocational and technical training, adult general education and lifelong learning Matching of the training supply to market needs Workforce mobility The capacity of institutions of higher learning to meet the challenges posed by the knowledge-based society The quality, accessibility and funding of higher education An educational environment adapted to the diversified needs of individuals and schools Improved performance and accountability of the education system Establish conditions conducive to the pursuit of studies Support a supply of educational services adapted to regional and community needs Modernize the education system s rules of governance School as a living environment The quality of infrastructures Student financial assistance The development of regional cooperation The adaptation of programs and measures Governance and accountability of the school boards and institutions of higher learning The public s involvement in an active lifestyle 7 Encourage citizens to engage in physical activities, recreation and sports in a healthy and safe environment and to get involved as volunteers, and promote the development of elite athletes in Québec Physical activity, recreation and sports The delivery of quality services 8 Continue improving the delivery of services to the public The services Staff and work tools 9

10 Reference data SCHEDULE 3 MINORITY-LANGUAGE EDUCATION Reference data 1 Enrollments (full- and part-time) in : School boards: Private schools: Public institutions outside MELS jurisdiction: 327 Enrollments (full- and part-time) in vocational and technical training in the English sector in : Percentage of students under the age of 20 enrolled in vocational training with respect to the entire population in the same age group (enrollment rate): 18.8% in Sources of data and/or methodology Education Indicators, 2009 Edition, MELS Rapport annuel de gestion , MELS Graduation rate in the English sector in : 80.6% 2 Number of MELS documents translated into English in : Youth sector: 910 documents ( pages) Postsecondary education: 852 documents 3 Success rate on secondary-level examinations in subjects for which there were uniform examinations in : 81.8% 4 Number of community learning centres that maintained services in : 23 Number of school boards that received help to participate in the interlevel tables with anglophone representatives in : 2 5 Enrollments (full- and part-time) in : CEGEP: University: Rapport annuel de gestion , MELS Education Indicators, 2009 Edition, MELS Rapport annuel de gestion , MELS Education Indicators, 2009 Edition, MELS 6 Number of professional development and innovation projects (PDIG) in : 115 Research and proposals at École de bibliothéconomie for training school librarians Rapport annuel de gestion , MELS 10

11 SECOND LANGUAGE INSTRUCTION Reference data 1 Enrollments (full- and part-time) in : French as a second language Level Basic FSL (1) French immersion Total population (2) Preschool Elementary Secondary TOTAL Sources of data and/or methodology Education Indicators, 2009 Edition, MELS French as a second language: (1) Table 12: PM6J030K (2) Table 12: PM6J030K English as a second language - total: School boards: Private schools: Public institutions outside MELS jurisdiction: Number of school boards offering English as a second language in the youth sector: 61 Education Act 2 FSL Number of learning and evaluation situations developed in French as a second language in : 10 ESL Number of learning and evaluation situations developed in English as a second language in : 10 Rapport annuel de gestion , MELS Canada-Québec Complementary Report , MELS 3 FSL ESL Success rate on Secondary V FSL examinations in : 89.8% Success rate on Secondary V ESL examinations in : 94.6% Education Indicators, 2009 Edition, MELS 4 5 FSL ESL Number of language assistant positions (Odyssey Program) awarded in : 32 FSL Number of additional scholarships (Explore Program) granted in : 380 ESL Success rate in compulsory courses in : 81% for the first compulsory course 87% for the second compulsory course 92% for the third compulsory course Rapport annuel de gestion , MELS Rapport annuel de gestion , MELS Number of measurement instruments for ESL produced in : 80 6 FSL Number of FSL teachers who received professional development in secondlanguage teaching in : ESL Number of ESL teachers who received professional development in secondlanguage teaching in : Rapport annuel de gestion , MELS Number of scholarships awarded to ESL teachers in : 230 Canada-Québec Complementary Report , MELS 11

12 INITIATIVES FOR TO LANGUAGE OBJECTIVE 1: MINORITY LANGUAGE EDUCATION ORIENTATION 1 Improve rates of student retention and academic success Student participation 1.1 Targets set by the school board Performance indicators Targets In July 2010, set student retention targets for English school boards in order to improve the rates of student retention and academic success by Graduation rate Improve the graduation rate in the English sector by , in general education (elementary and secondary) as well as in vocational and technical training 1.1 Recruitment of eligible students Exploratory project to support schools initiatives to recruit students eligible for instruction in English (local and regional communication and promotion campaigns, research on client flow in school boards in territories bordering on other provinces) Provision of programs 1.2 Performance indicators Targets Number of programs of study developed and/or updated For each year of the plan, develop and/or update programs Number of English school boards that have reorganized their services for students with handicaps, social maladjustments or learning disabilities Time frame for the delivery of English versions of instructional materials and overall percentage of respect for deadlines for the translation of MELS documents Number of MELS documents translated into English Increase the number of English school boards that have reorganized their services for students with handicaps, social maladjustments or learning disabilities Reduce the time frame for the delivery of English instructional materials, and maintain the overall percentage of respect for deadlines for the translation of MELS documents into English Maintain the number of MELS documents translated into English s Availability of teaching resources and educational materials A - Adult education Development and maintenance of a new Web site at the English-Montréal School Board, giving teachers of adult general education in the English sector access to tools and resources that meet both their pedagogical and professional needs B - General education in the youth sector Translation and adaptation of textbooks and development of teaching kits for anglophone students in elementary and secondary school Vocational and technical training (VTT) Development of orientation and support documents for the implementation of VTT programs Distance education Production of educational supplies for distance education in English by the Société de formation à distance des commissions scolaires du Québec (SOFAD), which is responsible for developing new materials for MELS courses (adult education, vocational and technical training in the workplace) ELA/FSL teaching strategies Development of tools and resources allowing teachers to teach groups in both languages (ELA/FSL) more effectively, depending on the subject or time of year

13 1.2.5 Students with handicaps, social maladjustments or learning disabilities Development of adapted versions of programs and instructional materials for students with moderate intellectual impairments; production and distribution of adapted materials for anglophone students with visual impairments; implementation of pilot projects to use the ArtsSmarts strategy in 20 educational institutions, thereby reducing the number of incidences of unacceptable behaviour in the classroom, using evaluation checklists and tools Audiovisual documents Production and distribution of a series of English audiovisual documents, in particular, maintenance and enhancement of the Video on demand (VOD) service, which interests students and enriches their learning, as well as the proposed evaluation situations Leading English Education and Resource Network (LEARN) Development of learning and evaluation situations (LES); production and publication of instructional materials to complement approved materials for students; alignment of existing materials with the Québec Education Program (QEP); adaptation of existing materials to SCORM1 standards (online learning format); enrichment of the resource bank on LEARN s Web site; production of the online journal Learning Landscape (one or two issues a year) Réseau pour le développement des compétences par l intégration des technologies (RÉCIT) Network of resource persons available to help school staff integrate information and communications technologies into education by developing teachers skills A - RÉCIT FGA Translation and adaptation of resources developed by the Service régional de la formation générale des adultes (RÉCIT-FGA) and its network of resource persons; professional development sessions adapted to English sector needs B - RÉCIT FPT Development of English RÉCIT-FPT tools to support the use of new technologies in the teaching and learning of VTT and continuing education and training; professional development sessions adapted to English sector needs Distribution and delivery of programs A - English sector programs Distribution and delivery of programs for the entire English sector; implementation models adapted to the realities of minority communities in large territories with sparse populations; identification of cultural references suited to the English sector; in particular, greater use of ICT in cooperative efforts, professional development, teaching and learning B - MELS action plans Adaptation and implementation of MELS action plans in accordance with English sector needs, for example: i. Action plan on reading in school: to promote the enjoyment of reading among young students (presence of a variety of documents, more places where they can read, mediation, action, involvement) ii. Action plan of the Leadership Committee for English Education in Quebec (LCEEQ): to enrich, support, distribute and implement English programs iii. Integrative project: to enable students in Secondary V to prepare a project demonstrating their ability to apply the learning they acquired in school iv. POP, Exploration and Entrepreneurship Awareness programs: to support career guidance and workforce integration, students are invited to explore and discover different jobs and to consider the possibility of starting a business 13

14 Program evaluation Consideration of the specific characteristics of the English sector in the evaluation of 11 programs, including the education reform for secondary school, the measure to reduce the number of students in preschool and Elementary Cycle One classes, the policy statement on educational integration and intercultural education, and the program to promote the return to school of young people between the ages of 16 and 24; consideration of the specific characteristics of the English sector in data collection, analysis, interpretation and validation, and in the establishment of MELS observations and recommendations Evaluation tools Production of a series of learning evaluation tools to support the implementation of English programs MELS communications Translation and adaptation of various MELS documents, including MELS communications and publications, to enable English sector representatives to attend MELS meetings in order to take English sector needs into account in the development, planning and implementation of MELS orientations and programs; organization and administration of English content on the MELS Web site; translation and adaptation of part of the promotional aspect of government programs or campaigns aimed at the schools or involving education in general; publication and distribution of SchoolScapes Student performance 1.3 Performance indicator Target Success rate on secondary-level examinations in subjects for which there are uniform examinations Maintain the success rate of the English school system on secondary-level examinations in subjects for which there are uniform examinations s 1.3 Evaluation tools A - Certification Development of tools for ministry examinations in subjects that students must pass in order to obtain a Secondary School Diploma, taking into account the specific cultural characteristics of the minority, in particular specific references and instructional materials used in English schools B - Examinations to monitor the application of the new curriculum Development of adapted versions of these examinations that enable schools to make adjustments to how programs are taught Enriched school environment 1.4 s Arts and Culture / GoalPost Publication of MELS newsletters Arts and Culture (three issues a year) and GoalPost (four issues a year), intended for administrators, teachers and parents in the English sector and supporting the implementation of MELS action plans in the English sector, in particular in art, culture and the Guidance-Oriented Approach to Learning (GOAL) (concept of personal and vocational exploration in different academic activities so students can make connections between what they learn in class and labour market expectations and requirements) Award of excellence Awarded annually to nine or so vocational training teachers, in recognition of innovative projects that promote educational success and the quality and diversity of services offered in the English sector Complementary educational services Complementary support services (approximately three initiatives a year) for young people in the English sector, aimed at providing conditions conducive to learning: sports, cultural and social activities; psychological, psychoeducational, special education, remedial education and speech therapy services; services in spiritual care and guidance and community involvement; services designed to educate students about their rights and responsibilities; etc

15 Support for educational staff and research 1.6 Performance indicator Target Number of training sessions offered to teachers in the English sector Maintain the number of training sessions offered to teachers in the English sector s Training for teachers in adult education A - Training Training sessions in the competency-based approach offered to teachers in English adult education centres aimed at equipping teachers to more effectively teach the new training programs; support for educators in adult general education, enabling them to understand and teach basic core education programs, the Sociovocational Integration program, the Social Integration program and the diversified basic education program Vocational and Professional Development B - Lifelong learning Pilot action-research project aimed at the focused application of the policy on lifelong learning in a given territory, in a community with large numbers of both anglophones and francophones Professional development sessions in the youth sector A - PDIG and Learning Bar Professional Development and Innovation Grants (PDIG) for English schools in order to organize professional development sessions and develop pedagogical innovation projects consistent with local priorities and the specific professional development needs of teachers and school teams; promotion of the tool Learning Bar Tell Them From Me (school survey evaluation system) to encourage as many schools as possible to use it to improve the organization of teaching and learning in the schools B - Practice models Analyses of research findings and publications on didactics and pedagogical approaches; support for administrators and teachers in the development of a model of these exemplary practices C - Portfolio Professional development in the evaluation approach using the student portfolio, a tool that allows students to record their achievements and learning progress, with a view to encouraging this approach among greater numbers of teachers; consolidation and enrichment of teachers use of the portfolio D - Virtual community LEARN English workshops offered by LEARN on the efficient use of information and communications technologies to counter the effects of the dispersion of users of the school system in large territories; creation of a virtual community for anglophones in Québec E - Training Information technologies Training for elementary and secondary school teachers who would like to use information and communications technologies in their teaching F French-Language services in English institutions Support for English schools in their initiatives to comply with Québec s language laws: development of the language skills of English sector administrators, production of documents in French and translation of certain documents written in English G - Guidance services and the guidance-oriented approach Creation of guidance services and adoption of the guidance-oriented approach: professional development sessions offered to English school boards H - Training in evaluation Local or supraregional training in the English sector, at the elementary and secondary levels in the youth sector School libraries Development and distribution of training tools in information literacy for library staff and teachers, tools to help students develop cross-curricular competencies, and evaluation tools (checklists, rubrics) to evaluate cross-curricular competencies in subject-specific learning and evaluation situations; offers of information literacy services in Elementary Cycle Three and secondary school, and guidance in the use of the Association s portal for library staff Professional development sessions for adult education and vocational training Workshops, training capsules and professional development institute made available to adult education and vocational training teachers by Société GRICS (a nonprofit organization aimed at meeting the school system s computer management needs)

16 ORIENTATION 2 Meet individual and workforce training needs Performance indicator Number of enrollments in English vocational and technical training programs Target Increase the number of enrollments in English vocational and technical training programs over the rate by Student participation 1.1 s Planned contributions 1.1 Vocational and technical training (VTT) A - Inforoute FPT Ongoing development and adaptation of the English Inforoute FPT Web site (information on program content, specific characteristics of vocational and technical training programs, admission requirements) and the English Service régional d admission Web site (developed by Inforoute FPT, providing information about programs offered and admission to vocational training centres throughout Québec) B - Building bridges between vocational and technical training Coordination of partnership agreements between school boards and CEGEPs in order to promote access to vocational and technical training: development of a joint plan to build bridges between the two levels of education, sharing of expertise and facilities, and formalization of the network of centres of expertise C - VTT scholarships Awarding of two scholarships a year to underscore the success of young women in programs leading to the practice of nontraditional trades, in particular in VTT D - Promotion of VTT Implementation of different measures to promote and support enrollment in English VTT programs Provision of programs 1.2 Planned contributions 1.2 Training in employment and language difficulties Adaptation and implementation of new programs in employment for young people experiencing difficulty in school so that they can obtain an official certificate attesting to training preparing them for the labour market; support for students experiencing language difficulties Enriched school environment 1.4 Planned contributions 1.4 Tools - Vocational guidance English tools to support vocational guidance and promote vocational and technical training: publication of the Centerpiece newsletter (general and promotional information intended for guidance counsellors, teachers, school board managers, vocational training centres and private schools) and production of a promotional DVD and tool kit to help young people choose a career

17 ORIENTATION 3 Contribute to the quality of knowledge Access to postsecondary education 1.5 Performance indicator Number of students studying in English in college Target Maintain/increase the number of students studying in English in college s Consolidation of resources Development of instructional materials (books, software, Web sites, DVDs) and documentary resources for anglophone college students; formation of curriculum development teams by subject; development activities and resources for the Learning Centre subsite Online courses Digitization of some new English college courses; implementation of a quality pedagogical framework for anglophone tutors; more visibility of the English sector in the Cégep@distance project Support for educational staff and research 1.6 Performance indicator Target Number of training sessions offered to English sector teachers Maintain the number of training sessions offered to English sector teachers s 1.6 Pedagogical support for postsecondary education Planned contributions A - Supraregional services Supraregional vocational training services to provide access to programs for more school boards, share expertise and foster the establishment of agreements aimed at adapting student pedagogical and guidance support services; help for educators in certain French centres adapting their offerings to anglophone clients B - College-level documentary resources Translation and enrichment of teaching and documentary resources for colleges, for example: Profweb documentation centre, the English Animaweb, Vitrine Technologie Éducation, support for the IT Representatives Network, PERFORMA, Infiressources, APOP, DECclic 17

18 ORIENTATION 4 Establish conditions conducive to the pursuit of studies Enriched school environment 1.4 Performance indicator Target Number of community learning centres that have maintained their services Maintain the number of community learning centres offering educational and community enrichment services 1.4 Community learning centres Consolidation of the community learning centre network and establishment of new efficient and rigorous partnerships to maintain and enrich educational and community service offerings: maintenance of activities; establishment and implementation of viability action plans for the centres; maintenance of coordination services provided by the Professional Resource Team; ongoing evaluation of the centres; establishment of community agreements, in particular in the areas of health, culture, continuing education and training, and regional cooperation

19 ORIENTATION 5 Support a supply of educational services adapted to regional and community needs Student participation 1.1 Targets set by the school board Performance indicator Target In July 2010, set student retention targets for English school boards in order to improve the rates of student retention and academic success by Implementation of partnership agreements Establishment and implementation of partnership agreements between MELS and the English school boards in order to develop strategies for improving the success rate, student retention and the graduation rate: adaptation of models and support for the sharing of solutions and resources adopted by English school boards in large territories with sparse populations Provision of programs Action plans of English school boards Implementation of the action plan of the directors general of English school boards to support general education in the youth sector and vocational training; coordination of the work-oriented training path; development of learning and evaluation situations; enrichment of networking initiatives to support the implementation of new programs Student performance 1.3 Performance indicator Target Success rate on secondary-level examinations in subjects for which there are uniform examinations Maintain the success rate of anglophone students on secondary-level examinations in subjects for which there are uniform examinations 1.3 Support for students and parents A - Remedial teaching Summer remedial program for visible minorities with learning difficulties so that they can learn what they need in order to continue receiving instruction in regular groups, without repeating a year B - SOS LEARN Online homework assistance services for the English sector, complementary to the services offered by Allô Prof 19

20 Enriched school environment 1.4 Performance indicator Target Number of school boards that received help in order to participate in the interlevel tables with anglophone representatives Maintain the number of school boards that participate in the interlevel tables each year 1.4 Interlevel tables Participation of anglophone representatives in discussions at the interlevel tables (regional discussions concerning the rationalization of resources) so that the decisions made take the English community into account Access to postsecondary education 1.5 Performance indicator Target Number of students studying in English in college Maintain/increase the number of students studying in English in college 1.5 Construction/aerospace trades Experimental project focusing on construction and aerospace trades at École des métiers de la construction de Montréal and École des métiers de l aérospatiale de Montréal: recruitment of anglophone students enrolled in a program leading to a Diploma of Vocational Studies (DVS) or an Attestation of Vocational Specialization (AVS), and implementation of different procedures to facilitate the integration of anglophone students (pedagogical support, guidance services) Support for educational staff and research Studies/research A - Safe use of the Internet by students Study conducted by the Québec English School Boards Association (QESBA) on the use of the Internet at school and integrated programs and services; formulation of recommendations and/or follow-up B - Integrated service models Literature review conducted by the QESBA to identify existing models of economies of scale for the delivery of integrated programs and services; implementation of two pilot projects; production of an implementation report C - Statistical portraits - English sector Production of statistical portraits specific to the English sector D - Research Various studies related to the specific challenges faced by the English sector 20

21 ORIENTATION 7 Encourage citizens to engage in physical activities, recreation and sports in a healthy and safe environment and to get involved as volunteers, and promote the development of elite athletes in Québec Performance indicator Number of schools offering conditions conducive to healthy eating and a physically active lifestyle Target Maintain or increase the number of schools offering conditions conducive to healthy eating and a physically active lifestyle Enriched school environment Promotional campaign Healthy lifestyle habits English campaign to promote healthy lifestyle habits in Québec schools: distribution of materials adapted to the English sector

22 LANGUAGE OBJECTIVE 1: MINORITY-LANGUAGE EDUCATION CAPITAL PROJECTS ORIENTATION 3 Contribute to the quality of knowledge Access to postsecondary education 1.8 Performance indicator Target Creation of a new space for postsecondary education Create at least one new space to improve access to postsecondary programs in English throughout the province and to improve community spaces, in particular cultural spaces, by Capital projects Postsecondary education 1 Support for infrastructure projects aimed at improving access to postsecondary programs in English throughout the province; funding will be allocated to construction and/or renovation, and the acquisition of specialized equipment ORIENTATION 4 Establish conditions conducive to the pursuit of studies Provision of programs 1.7 Performance indicator Target Number of service points and amount of available equipment for vocational and technical training programs in English Increase the number of service points where students can take VTT programs in English 1.7 Infrastructure projects Vocational and technical training 1 Support for infrastructure projects aimed at improving access to vocational and technical training in English throughout the province; funding will be allocated to construction and/or renovation, and the acquisition of specialized equipment These projects are subject to the administrative terms and conditions for capital projects specified in Schedule 2 of this Agreement. 22

23 LANGUAGE OBJECTIVE 2: SECOND-LANGUAGE INSTRUCTION ORIENTATION 1 Improve rates of student retention and academic success Provision of programs 2.2 Performance indicators Targets Number of learning and evaluation situations developed for French as a second language Number of school boards offering English as a second language in the youth sector Maintain the number of learning and evaluation situations in French as a second language Maintain the number of school boards offering English as a second language in the youth sector s ESL and FSL initiative Tools for formative evaluation of learning Development of evaluation situations, prototype examinations, support instruments, descriptive scales and end-of-cycle competency reports on learning in French as a second language and English as a second language (hard copy, DVD or online) FSL initiatives French immersion and Livres ouverts A - Documentation - French immersion programs Development of French immersion documents enabling French immersion teachers to help anglophone students enrolled in French immersion learn French as a second language and ensure the quality of learning in the basic subjects B - Livres ouverts Implementation of the Livres ouverts project, which promotes better reading skills and more reading in French among anglophone elementary and secondary school students; organization of guidance sessions ESL initiative Development and adaptation of ESL programs Delivery of compulsory English as a second language programs from Elementary 1 to 6 and Secondary I to V; support, supervision and coordination of services; development of pedagogical tools and resources aimed at supporting the teaching and learning of English as a second language Student performance 2.3 Performance indicator Number of hours of tutoring set by the English school boards to help newly arrived immigrants upgrade their French, second language, skills Number of second-language certification examinations Target Maintain the number of hours of tutoring offered by English school boards to help newly arrived immigrants eligible for instruction in English Maintain the number of second-language certification examinations s ESL and FSL initiative Summative evaluation tools Certification examinations Development of validated and adapted versions of certification examinations for French as a second language and English as a second language as well as support instruments for teachers