The Delivery of Enhanced French Programming Discussion Paper. January 2014 Report No

The Delivery of Enhanced French Programming Discussion Paper January 2014 Report No. 04-14

Acknowledgements Gunn s Leadership Consulting Services was chosen to assist the s Director of Programs and Student Services, Trevor Cunningham, in creating this Discussion Paper about Enhanced French Programming with observations and recommendations for future programming. Dr. Jim Gunn s expertise and experience in the area of educational programming analysis was invaluable in completing this work. The work and advice that the contributors to this Discussion Paper provided, over the last three month, is greatly appreciated. In spite of being occupied with their demanding work schedules, these people found the time to engage in the process of building a greater understanding of Enhanced French Programming within the Tri-County Regional School Board (TCRSB). The, the Superintendent of Schools, and the other members of Senior Staff were supportive of the process throughout. The contributions of the s Coordinator of French Second Language Programs and the Coordinator of Student Information Systems are noteworthy. The depth of their contributions in terms of expert advice and data preparation were pivotal elements in leading to the development of the observations and recommendations contained in this report. The Principals of the schools with Enhanced French programming were instrumental in the findings of this report. Their participation and input, through a series of meetings with Jim Gunn and Trevor Cunningham is valued. These Principals were able to provide detailed information and insight into Enhanced French Programming because of their extensive experience, through collaboration with teachers, in delivering a quality educational experience. It is clear that Enhanced French Programming is valued at the school and community level within the TCRSB. Staff takes pride in delivering French Second Language programming in a region that has a rich history of Acadian culture. To all those who contributed, thank you for extending the discourse regarding Enhanced French programming within the. Enhanced French Programming Discussion Paper Page 1

Table of Contents Acknowledgements... 1 Table of Contents... 2 Preamble... 3 TCRSB School System History and Projections: All Programs... 6 TCRSB School System History and Projections: Enhanced French Programming... 8 Enhanced French Program Enrolment Analysis... 14 The Financial Requirements of Enhanced French Programming... 34 Observations and Recommendations... 37 References... 42 Appendix I Primary Enrolments... 43 Appendix II Enhanced French Programming Attrition Rates... 44 Appendix III Elementary FTE Calculation Details... 45 Appendix IV Secondary FTE Calculation Details... 46 Appendix V Professional Learning for Combined Grade Classes... 48 Enhanced French Programming Discussion Paper Page 2

Preamble History The Tri-County area is among the oldest settled parts of Nova Scotia with a rich cultural heritage. As well, the Tri-County Region is an area where French is frequently spoken and the Acadian influence is strongly felt in our school system. The (TCRSB) has vibrant French Immersion and French Second Language opportunities for students. Currently, the TCRSB has Enhanced French programming in twelve of its schools. They are as follows: Barrington Municipal High School (BMHS), Digby Elementary School (DES), Digby Regional High School (DRHS), Drumlin Heights Consolidated School (DHCS), Maple Grove Education Centre (MGEC), Meadowfields Community School (MCS), Plymouth School (PS), St. Mary s Bay Academy (SMBA), Shelburne Regional High School (SRHS), Weymouth Consolidated School (WCS),Yarmouth Central Elementary School (YCES), and Yarmouth Consolidated Memorial High School (YCMHS). French Immersion has been a long standing priority of the TCRSB but because of shifting demographic/enrolment trends, the TCRSB believes that it is prudent to study the delivery of French Immersion within its complement of programming options to ensure that all students are receiving the maximum benefit from their educational program. It is important to emphasize that this study in no way questions the very significant contribution of French Immersion for the students and families served by the TCRSB. Although French Immersion is an optional rather than a compulsory program in Nova Scotia s schools, it surely has particular value in our region because of the dominance of the French language, culture and history. Purpose of the Study The purpose of this study is to assess and make recommendations regarding the sustainable delivery of Enhanced French Programming to the students of the TCRSB. Because the significant decline in enrolments and the matching reduction in financial resources in recent years have imposed serious restrictions on effective program delivery in schools, it seemed timely to the TCRSB that the sustainability of such an important program be assessed. Student population projections, the impact on English Programs, the need for combined class configurations of more than two grades, and French Immersion program continuity to Grade 12 are the factors considered to be important in this study. The following questions were basic to this study: Is a single track (Early or Late Immersion) delivery model a reasonable option? What are the major barriers to effective program delivery of both English and Enhanced French programs and how can they be addressed constructively? Enhanced French Programming Discussion Paper Page 3

Another point to be emphasized is that this study is not only about the effect of declining enrolments on the sustainability of French Immersion programs in individual schools. It is just as much about the effects of trying to offer an optional Immersion program on the ability of a school to offer the required English programs. As the enrolment of a small school declines, the challenges in trying to offer both programs become greater. This report has been prepared as a discussion paper for a very specific and important reason. Although the analysis of whether or not the delivery of a program can remain sustainable requires a level of professional expertise, including that of the school principal, it is important that those who might be affected by any school board decisions in followup to the report should have ample opportunity to make their position known to the TCRSB. To provide this opportunity, the plan is to release the report publicly in early January 2014. This will allow at least two months for students, families and their respective school communities to study the report and submit their reaction to the TCRSB before any decisions are made by the Board regarding the contents of the report. Enhanced French Programming in the TCRSB The TCRSB offers Core French and Enhanced French programming options. Enhanced French programming includes French Immersion (Early and Late) and the Integrated French program at SMBA. SRHS offers a French Language Arts course for students in Grades 10, 11, and 12 which is offered as part of the French Immersion Certificate Program at schools that have this as an option. A Definition of Program Sustainability Because program sustainability is the central question in this study, its meaning in this context needs to be understood. Generally, the sustainability of an optional educational program in a school requires that a sufficient number of suitably qualified teachers can be scheduled, with a reasonable degree of flexibility, to offer classes with sufficient enrolments to make them educationally and financially viable and without causing an unreasonably detrimental effect on the ability of the school to offer the programs which it must offer. Because the ability of the TCRSB to recruit a sufficient number of suitably qualified French teachers is not an issue----the supply of teachers exceeds the demand---this factor can be set aside at least for the next few years. Specifically for the purpose of this study, program sustainability for Enhanced French Programming is tied to having sufficient classroom enrolments to make them viable, educationally and financially, without causing undue difficulty in offering compulsory English and Core French programs. In this study, the risk to educational viability is most directly related to having more than two grades in multi-grade classrooms in Enhanced French Programming and/or English program classes to ensure an adequate class size. The risk to financial viability is related to the added cost of offering Enhanced French Programming in an era of diminishing financial resources caused by the ongoing decline in total system enrolment. Enhanced French Programming Discussion Paper Page 4

The concern about multi-age or multi-grade classrooms with more than two grades is related to the additional challenges for even the most qualified, experienced teachers. Many teachers of the TCRSB have gained expertise and experience in having their students achieve the required educational outcomes in multi-age or multi-grade classrooms with 2 grades. Parents have become more accepting of multi-age classrooms. But having to achieve the educational outcomes and deal constructively with a very wide range of abilities and educational/behavioral needs of students across three grade levels requires a high level of professional expertise. Fortunately, there are teachers in several schools who have gained or are gaining this expertise because triple grade classes are becoming more of a necessity across the school system as enrolments decline. Nevertheless, it is preferred that triple grade classes be avoided. Enhanced French Programming Discussion Paper Page 5

TCRSB School System History and Projections: All Programs During the past ten years the student population at the TCRSB has declined by 2209 students for an average decline of 221 students per year and a cumulative decrease of 26%. The rapidity of the decline in student population has taxed the ability of the system to maintain programming levels given the historical physical configuration of schools within the TCRSB. There have been several school closures and school reconfigurations in recent years. These actions were necessitated through a combination of aging school buildings and persistent declining enrolment. Table A Total TCRSB Enrolments from 2008-2009 to Present Year Enrolment % decline from previous year 03-04 8449 04-05 8370 0.94 05-06 8251 1.42 06-07 7954 3.6 07-08 7649 3.83 08-09 7425 2.93 09-10 7328 1.31 10-11 6963 4.98 11-12 6891 1.03 12-13 6494 5.76 13-14 6240 3.91 14-15 6074 2.66 15-16 5901 2.85 16-17 5744 2.66 17-18 5629 2.00 18-19 5558 1.26 Enhanced French Programming Discussion Paper Page 6

PROJECTEDTOTAL ENROLMENTS The projected enrolment decline from 2013-14 to 2018-2019 is an estimated average of approximately 135 students per year. The projected percentage decline for the next five years is 11%. This decline demonstrates a slowing of the rate of decline of student population in the TCRSB over the next five years. As previously stated, the decline in student population over the last ten years has been 26% with the decline between 2003-2004 and 2008-2009 being 13% and between 2008-2009 and 2013-2014 being 16%. As is evident from Table B, the decline in the absolute number of students per year within the TCRSB will likely be cut approximately in half by 2018-2019 (from 166 in 2014-2015 to 71 in 2018-2019). Table B Projected TCRSB Total Enrolments 2014-2019 Year TCRSB BMHS DES DRHS Drumlin MGEC Meadowfields Plymouth SRHS SMBA Weymouth Central YCMHS 2013-2014 6240 518 376 465 369 380 463 78 283 262 226 188 913 2014-2015 6074-166 514 368 448 360 380 458 73 280 256 219 182 856 2015-2016 5901-173 477 355 434 353 372 440 68 268 245 216 185 843 2016-2017 5744-157 453 365 415 346 376 429 66 246 226 222 183 788 2017-2018 5629-116 444 368 412 329 292 436 67 251 203 225 167 771 2018-2019 5558-71 434 372 404 305 380 463 78 283 262 226 188 913 Enhanced French Programming Discussion Paper Page 7

TCRSB School System History and Projections: Enhanced French Programming PERCENTAGE OF ENHANCED FRENCH PROGRAMMING STUDENTS Table C provides detailed historical information on enrolment trends for Enhanced French Programming within the TCRSB. The percentage of students enrolled in Enhanced French Programming has increased by a small amount over the past five years. If one compares the overall TCRSB average percentage of students in Enhanced French Programming within the 2008-2009 to 2010-2011 time frames to the overall average percentage within the 2011-2012 to 2013-2014 time frame, one finds that it has increased by 0.5%, from 23.6% to 24.1%. Individually, the majority of schools demonstrate either, increasing percentages of students in Enhanced French programming or stable percentages of students enrolled in Enhanced French programming. Numerically, the schools that show a measurable decrease in the percentage of students enrolled in French Immersion are Weymouth Consolidated School and Yarmouth Central School. Enhanced French Programming Discussion Paper Page 8

Table C Percentage of Enhanced French Programming Students in TCRSB Schools from 2008-2009 to 2013-2014 School 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 Immersion Total % Immersion Total % Immersion Total % Immersion Total % Immersion Total % Immersion Total % Barrington Municipal High 126 698 18.1 127 682 18.6 121 696 17.4 127 664 19.1 108 499 21.6 109 507 21.5 Digby Elementary School 138 381 36.2 126 358 35.2 123 368 33.4 123 373 33.0 121 376 32.2 129 370 34.9 Digby Regional High 94 529 17.8 109 535 20.4 107 508 21.1 101 552 18.3 77 424 18.2 82 450 18.2 Drumlin Heights 132 410 32.2 148 414 35.7 147 406 36.2 162 389 41.6 144 369 39.0 144 351 41.0 Maple Grove 80 466 17.2 69 467 14.8 111 427 26.0 115 408 28.2 99 357 27.7 83 387 21.4 Meadowfields 132 516 25.6 147 509 28.9 154 459 33.6 149 478 31.2 151 473 31.9 147 466 31.5 Plymouth School 65 198 32.8 56 168 33.3 51 153 33.3 45 148 30.4 28 87 32.2 24 77 31.2 Shelburne Regional High 33 352 9.4 26 352 7.4 40 346 11.7 48 320 15.0 61 287 21.3 55 283 19.4 St. Mary's Bay Academy n/a n/a n/a 8 276 2.9 10 255 3.9 15 257 5.8 16 229 7.0 21 264 8.0 Weymouth Consolidated 103 261 39.5 79 242 32.6 82 249 32.9 78 249 31.3 70 235 29.8 64 223 28.7 Yarmouth Central School 107 220 48.6 91 203 44.8 105 185 56.8 85 205 41.5 77 199 38.7 77 186 41.4 Yarmouth Cons. Memorial High H 94 689 13.6 92 699 13.2 108 711 15.2 123 869 14.2 151 848 17.8 160 848 18.9 Yarmouth Junior High 95 262 36.3 89 264 33.7 49 256 19.1 41 223 18.4 n/a n/a n/a n/a n/a n/a Enhanced French Programming Discussion Paper Page 9

FIVE YEAR PROJECTIONS FOR ENHANCED FRENCH PROGRAMMING Table D provides detailed projected enrolment trends for Enhanced French programming within the TCRSB. The vast majority of schools demonstrate increasing percentages of students who will enroll in Enhanced French programming or stable percentages. Weymouth Consolidated School does show a slight decrease in the projected percentage of students who will enroll in French Immersion. The absolute number of students projected to enroll in French Immersion at Digby Regional High School (64), Plymouth School (23 which does not include additional students from Arcadia), and Weymouth Consolidated School (57) for the 2018-2019 school year are noteworthy. DRHS s French Immersion enrolment is noteworthy because it is projected to decline by 22% by 2018-2019 which will leave the school with an average of just under 11 French Immersion students per grade level. PS s French Immersion enrolment is noteworthy because it remains very low, in terms of absolute numbers, with an average of just over 3 French Immersion students per grade level. Likewise, WCS s absolute French Immersion enrolment is projected to be slightly lower with an average of just over 8 French Immersion students per grade level. St. Mary s Bay Academy does not, at this juncture, have French Immersion programming but does have Enhanced French programming options available at the school. For this reason no enrolments for Enhanced French are projected as the projections are difficult to reliably ascertain. Similarly, Shelburne Regional High School has French Immersion at the junior high level and some Enhanced French programming at the senior high level. For reasons similar to St. Mary s Bay Academy, senior high projections for French enrolments at SRHS are not included in Table D. Enhanced French Programming Discussion Paper Page 10

Table D Five year projections for Enhanced French Programming in TCRSB Schools - Total enrolment and total immersion enrolments School FI % School FI % School FI % School FI % School FI % School FI % 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 Barrington Municipal High School 507 109 21.5% 514 110 21% 477 106 22% 453 108 24% 444 109 25% 434 112 26% Digby Elementary School 370 129 34.9% 368 126 34% 355 123 35% 365 125 34% 368 129 35% 372 126 34% Digby Regional High School 450 82 18.2% 448 80 18% 434 74 17% 415 67 16% 412 63 15% 404 64 16% Drumlin Heights Consolidated School 351 144 41% 360 139 39% 353 138 39% 346 136 39% 329 130 40% 305 125 41% Maple Grove Education Centre 387 83 21.4% 380 99 26% 372 105 28% 376 99 26% 336 95 28% 292 108 37% Meadowfields Community School 466 147 31.5% 458 147 32% 440 141 32% 429 145 34% 436 148 34% 436 142 33% Plymouth School 77 24 31.2% 73 22 30% 68 21 31% 66 21 32% 71 23 32% 67 23 34% Shelburne Regional High School 283 55 19.4% 280 268 246 243 251 0% St. Mary's Bay Academy 262 21 8% 256 245 226 209 203 0% Weymouth Consolidated School 223 64 28.7% 219 61 28% 216 54 25% 222 57 26% 225 57 25% 225 57 25% Yarmouth Central School 186 77 41.4% 182 77 42% 185 81 44% 183 82 45% 168 82 49% 167 78 47% Yarmouth Consolidated Memorial High School 848 160 18.9% 856 137 16% 843 137 16% 788 125 16% 767 120 16% 771 122 16% Enhanced French Programming Discussion Paper Page 11

Related Enrolment Factors An important consideration for the enrolment analysis is the catchment area review that is underway in Yarmouth County. Arcadia School is slated, by Board motion, for closure as of end of the 2013-14 school year. Currently, the proposed plan is to distribute the population of Arcadia School to area schools as indicated in Table E: Table E Distribution of Students from Arcadia School Grade Plymouth Yarmouth Central Meadowfields Carleton Drumlin Heights MGEC Walkers/Other 9 2 1 1 1 1 12 9 3 1 2 8 6 1 3 11 4 3 4 8 5 1 5 24 7 10 6 13 7 4 7 15 18 Total 85 40 23 1 16 19 *These student numbers are based on bus routes and bus stops and actual numbers may vary somewhat. The remaining students were distributed among the schools based on conversation with the school principal and a reasonable distribution of other students. If the distribution proposed in Table E is altered by the Board as a result of the catchment area review, then the analysis which follows would have to be updated. For the 2013-14 school year approximately 1/3 of students were enrolled in the French Immersion Program at Plymouth School. Because all of the students moving from Arcadia to Plymouth are in the English Program, they would continue in the English stream (Grades 1-6). One might reasonably expect that the French Immersion numbers would increase by approximately 20 students at Plymouth School over a seven year period, given the potential of the catchment area review results for increasing the Immersion enrolment. Offering the French Immersion program at Plymouth School has ramifications for French Immersion enrolment at Drumlin Heights Consolidated School which offers Early Immersion Grades P-12. This fact offers additional weight to the argument, found in the section detailing the Drumlin Heights Consolidated School, for maintaining French Immersion programming at Plymouth School. Enhanced French Programming Discussion Paper Page 12

Provided the catchment area review results in following the proposed boundary changes, in the first year, there would be 16 students attending Drumlin Heights Consolidated School that would have historically attended Maple Grove Education Centre (both English and French programs combined). The average number of students per year that would be attending Drumlin Heights Consolidated School compared to either Maple Grove Education Centre or Yarmouth Consolidated Memorial High School would be 14 (85/6). This translates into 84 more students at Drumlin Heights Consolidated School six years into the future. As a result, Maple Grove Education Centre would have 28 fewer students and Yarmouth Consolidated Memorial High School would have 56 fewer students as a result of the proposed revised catchment area implementation over the six year time period. The increase in numbers of students attending Yarmouth Central School and Meadowfields Community School will potentially be significant additions to French Immersion programs that are currently stable. Enhanced French Programming Discussion Paper Page 13

Enhanced French Program Enrolment Analysis Yarmouth County Schools Drumlin Catchment Area (proposed) Plymouth School Many of the families currently served by Plymouth School (PS) are of Acadian descent and the French language culture continues to be a prominent influence in the school community. It is clear that many in the PS catchment area value the French language, and take pride in their students attending the school, due in part to the French Immersion program. As explained in a previous section, a sizable increase in student population for the 2014-2015 school year may result from the closure of Arcadia Consolidated Elementary School and a portion of these families new to the school will choose Immersion. Regarding the enrolment data for PS, the following two facts are relevant to this discussion: The total enrolment and students in English and French Immersion currently is approximately 78 (Table C). At this juncture, the Catchment Area Review enrolment data project the possibility of 85 additional students for a total of 162 (Table E) The percentage of students in Immersion has declined from 32.8% to 31.2% (Table C) over the past 5 years which may be largely attributable to an uncertainty related to the continuity of the program at Plymouth School). The small enrolments have caused the creation of a triple combined classroom for both the English and French Immersion program. The enrolment influx from Arcadia School will reduce the possibility of triple combined classes on the English side moving forward. The French Immersion numbers will increase over time as additional students from the Arcadia catchment area are able to enroll in the French Immersion program at Plymouth School. Provided 1/3 of the students were to opt for French Immersion programming, the number of French Immersion students at the school would conceivably be 54 at the end of a 6 year period. There is a concern educationally and financially related to the low number of students projected for French Immersion side---an average single grade class size of approximately 8 students. Even with the combined classes required to accommodate the low enrolments, there would be an additional financial cost to offering French Immersion. Enhanced French Programming Discussion Paper Page 14

Although there are educational and financial concerns, the students of PS do benefit from the French Immersion program because they attend Drumlin Heights Consolidated School in Grade 7-12 where a strong Immersion program is offered in all grades. A very large percentage of students at Drumlin Heights Consolidated School are enrolled in the French Immersion program and the community has a strong French language culture component. If French Immersion was not offered at PS, two particular facts are uniquely relevant: For this school year, the number of full-time-equivalent teaching positions (FTE s) could be reduced by 2.4 FTE if no Immersion had been offered, and For the next school year, with the additional students from the closure of Arcadia Consolidated School and if no French Immersion was offered, the savings in staff allocation would be reduced to 1.2 FTE (the additional English program students at PS would make staffing the English program more efficient.) Obviously, French Immersion is important for PS and its community. Any decision concerning French Immersion programming should carefully consider the value placed on French Immersion within its catchment area and should not be finalized until the implications for the students of Arcadia School of the boundary review outcome are known. Historical Class Enrolment Plymouth School Year/Grade: P Imm P Eng 1 Imm 1 Eng 2 Imm 2 Eng 3 Imm 3 Eng 4 Imm 4 Eng 5 Imm 5 Eng 6 Imm 6 Eng 7 Eng 8 Eng 9 Eng School Total 2013-2014 6 6 1 4 2 12 2 3 4 8 4 10 5 10 Students at Drumlin 77 24 2012-2013 1 4 4 11 2 2 4 8 3 12 7 11 7 11 Students at Drumlin 87 28 2011-2012 6 11 5 1 5 11 5 13 8 10 7 10 9 8 13 15 11 148 45 2010-2011 5 1 7 9 6 12 9 11 7 8 9 8 8 12 15 12 14 153 51 2009-2010 6 9 8 9 9 11 9 6 9 8 9 10 6 16 13 19 11 168 56 Immersion Total Classroom Configuration Trends Plymouth School Year French Immersion English 2013-2014 (P/1) ( 2/3/4) (5/6) (P/1) (2/3/4) (5/6) 2012-2013 (P/1/2) ( 2/3/4) (5/6) (p/1) (2/3/4) (5/6) 2011-2012 (P/1) ( 2/3/4) (5/6) (p/1) (2/3/4) (5/6) 2010-2011 (P/1) ( 2/3) (4/5) (6) (p/1) (2/3) (4/5) (6) 2009-2010 (P/1) (2/3) ( 4/5) ( 5/6) (p/1) (1/2) (3/4) (5/6) Enhanced French Programming Discussion Paper Page 15

Drumlin Heights Consolidated School As with Plymouth School (PS), many of the families served by DHCS are of Acadian descent and the French language culture continues to be a prominent influence in the school community. In fact, in the current school year, DHCS has the highest percentage of elementary students in the TCRSB enrolled in French Immersion and the same is true for secondary grades. As indicated previously, DHCS may receive additional students over the next six years as a result of the catchment area review. Regarding the enrolment data for DHCS, the following facts are relevant to this discussion: The majority of elementary students are enrolled in French Immersion. The percentage of students enrolled in French Immersion at the secondary level is the highest in the TCRSB. Using the time intervals outlined in Table C (2008-2009 to 2013-2014), Drumlin Heights Consolidated School increased from 32.2% to 41.0% indicating an increase in French Immersion enrolment percentage. This metric confirms the stability of the program. If French Immersion was not offered at DHCS, a particular fact is uniquely relevant: For this school year, the number of full-time-equivalent teaching positions (FTE s) could be reduced by 1.65 FTE. Given these facts, it is reasonable, according to the definition of sustainability discussed in this paper, to continue to offer French Immersion programming at DHCS. Historical Class Enrolment Drumlin Heights Consolidated School Year/Grade: P Imm P Eng 1 Imm 1 Eng 2 Imm 2 Eng 3 Imm 3 Eng 4 Imm 4 Eng 5 Imm 5 Eng 6 Imm 6 Eng School Total 2013-2014 14 8 10 4 11 2 8 8 15 12 15 13 13 9 142 86 2012-2013 9 4 12 1 8 7 15 11 17 13 13 6 17 8 141 91 2011-2012 15-11 7 15 9 18 9 14 6 17 5 15 8 149 105 2010-2011 11 2 16 11 19 5 15 6 18 10 15 18 20 12 178 114 2009-2010 18 10 16 4 14 7 15 8 13 18 16 11 9 12 171 101 Year/Grade: 7 Imm 7 Eng 8 Imm 8 Eng 9 Imm 9 Eng 10 Imm 10 Eng 11 Imm 11 Eng 12 Imm 12 Eng School Total Immersion Total 2013-2014 16 (E) 16 14 (E) 27 13 (E) 25 8 26 4 27 3 30 209 58 2012-2013 14 26 14 26 11 25 4 31 6 (E) 31 4 (E) 36 228 53 2011-2012 20 20 10 12 11 28 11 (E) 38 5 (E) 43 0 (E) 42 240 57 2010-2011 10 12 11 24 12 15 47 47 50 228 33 2009-2010 11 20 11 14 17 18 8 39 53 52 243 47 Immersion Total Enhanced French Programming Discussion Paper Page 16

Classroom Configuration Trends Drumlin Heights Consolidated School Year French Immersion English 2013-2014 (P/1) (2/3) (4/5) (5/6) (7) (8) (9) (10) (11) (12) (p/1/2) (3/4) (5/6) (7) (8) (9) (10) (11) (12) 2012-2013 (P/1) (2, 3) (4) ( 5) ( 6) (7) (8) (9) (10) (11) (12) (p/1/2) (3/4) (5/6) (7) (8) (9) (10) (11) (12) 2011-2012 (P) ( 1) (2) (3/4) (5) (6) (7/8) (9) (10) (11) (12) (-/1/2) (3/4) (5/6) (7) (8) (9) (10) (11) (12) 2010-2011 (P) (1) (2) (3) (4) (5) (6) (7/8) (9) (10) (11) (12) (p/1/2) (3/4) (5) (6) (7) (8) (9) (10) (11) (12) 2009-2010 (P) (1) (2) (3/4) (5/6) (7/8) (9) (10) (11) (12) (p/1) (2/3) (4) (5) (6) (7/8) (9) (10) (11) (12) Enhanced French Programming Discussion Paper Page 17

Yarmouth County Schools Yarmouth Consolidated Memorial High School Catchment Area French Immersion in the YCMHS Feeder System Yarmouth Consolidated Memorial High School (YCMHS), the largest school of the TCRSB, offers both Early and Late French Immersion as does Maple Grove Education Centre (MGEC). The students in Early Immersion at MGEC come from Yarmouth Central Elementary School, and Meadowfields Community School. The students who begin Late Immersion at MGEC come from these two elementary schools and from South Centennial School, Port Maitland Consolidated Elementary School and Carleton Consolidated School. No other schools in the TCRSB system offer both Early and Late Immersion. Two specific questions about this feeder system were given attention in this study: 1. Would a transition to a single track of offering either Early or Late Immersion, not both, be beneficial from an educational and/or sustainability perspective? 2. Is the double track approach of offering both programs sustainable? Regarding any educational benefit of moving to a single track delivery approach, this question was addressed by Jim Gunn in a 2011 study which he completed for the Halifax Regional School Board (see Reference). His conclusions related to whether or not to move to a single track were based on a review of the professional literature and on consultations with teachers, administrators and parents---the consultations with parents were organized by several Chapters of Canadian Parents for French in the Halifax Region. The two conclusions most relevant to the purpose of this study are the following (Gunn, 2011, p.15): In terms of educational benefit to students, there is no reason to conclude that either Early Immersion or Late Immersion is clearly superior to the other to the point that one should replace the other. One of the expectations of effective program delivery is equitable access. Offering two entry points (Grade Primary and Grade 7), in areas where programs can be sustained, provides greater access for students. In other words, the conclusions of Gunn s HRSB study indicate that there is no solid reason to move to a single track delivery for Immersion in the YCMHS feeder system if the existing dual track system is sustainable. Regarding the sustainability question, the following facts are particularly relevant: The FI enrolment of YCES, as a percentage of the total, has remained at almost 50% and the same figure for MCS has increased (from 25.6% to 31.5% over the past 6 years), The total enrolment of MCS, the largest feeder school to YCMHS, has remained relatively stable compared to the system enrolment, The percentage of Late/Early Immersion students at MGEC has increased (from 17.2% to 21.4% over past 6 years) (Table C), The percentage enrolments in Early and Late at both MGEC and YCMHS have remained relatively unchanged, The percentage of FI students at YCMHS has increased (from 13.6% to 18.9 %) (Table C). Enhanced French Programming Discussion Paper Page 18

Based on these facts about the Immersion enrolments, especially given that the relatively high percentages of students in Immersion are increasing, there is no reason to question the sustainability of continuing to offer both the Early and Late Immersion programs in the Yarmouth feeder system. Overall, the evidence leads to one conclusion - the Early and Late Immersion programs should continue to be offered in the YMCHS and its feeder schools, MCS, MGEC, and YCES. Maple Grove Education Centre Historical Class Enrolment Maple Grove Education Centre Year/Grade 7 Imm 7 Eng 8 Imm 8 Eng 9 Imm 9 Eng School Total Immersion Total 2013-2014 30 (E) 162 18 (E) 142 All Grade 9 students moved to YJHS 387 83 2012-2013 18 (L) 20 (E) 130 17 (L) 18 (E) 128 at the beginning of the 2010-2011 school year. All Grade 7 and 8 357 99 22 (L) 16 (E) 23 (L) students from YJHS moved to MGEC at this time as well. 2011-2012 16+27+18 132 16+24+14 161 408 115 2010-2011 21+26+20 153 19+25 163 427 111 2009-2010 26 106 22 132 21 160 467 69 Classroom Configurations Trends Maple Grove Education Centre Year French Immersion English 2013-2014 (2 classes of grade 7 French Immersion) (2 classes of grade 8 French Immersion) 2012-2013 (2 classes of grade 7 French Immersion) (3 classes of grade 8 French Immersion) 2011-2012 (3 classes of grade 7 French Immersion) (3 classes of grade 8 French Immersion) 2010-2011 (3 classes of grade 7 French Immersion) (2 classes of grade 8 French Immersion) 2009-2010 (1 class of grade 7 French Immersion) (1 class of grade 8 French Immersion) (1 class of grade 9 French Immersion) (7 classes of gr. 7) (6 classes of gr. 8) (7 classes of gr. 7) (6 classes of gr. 8) (7 classes of gr. 7) (6 classes of gr. 8) (6 classes of gr. 7)(7 classes of gr. 8) (5 classes of gr. 7) (5 classes of gr. 8) (6 classes of gr. 9) Enhanced French Programming Discussion Paper Page 19

Meadowfields Community School Historical Class Enrolment Meadowfields Community School Year/Grade: P Imm P Eng 1 Imm 1 Eng 2 Imm 2 Eng 3 Imm 3 Eng 4 Imm 4 Eng 5 Imm 5 Eng 6 Imm 6 Eng School Total 2013-2014 27 41 22 37 25 37 16 40 15 59 24 56 18 49 466 147 2012-2013 25 38 24 42 17 33 16 57 25 53 20 49 24 50 473 151 2011-2012 27 37 17 31 15 52 28 57 20 47 24 50 18 55 478 149 2010-2011 23 30 16 49 26 58 20 43 26 47 20 55 23 23 459 154 2009-2010 19 42 26 58 19 47 25 47 20 56 22 42 16 70 509 147 Immersion Total Classroom Configuration Trends Meadowfields Community School Year French Immersion English 2013-2014 (P) (1) (2) (3) (4) (5) (6) 2 classes of each(p) (1) (2) (3) (4) (5) (6) 2012-2013 P) (1) (2) (3) (4) (5) (6) 2 classes of each(p) (1) (2) (3) (4) (5) (6) 2011-2012 P) (1) (2) (3) (4) (5) (6) 2 classes of each(p) (1) (2) (3) (4) (5) (6) 2010-2011 P) (1) (2) (3) (4) (5) (6) 2 classes of each(p) (1) (2) (3) (4) (5) (6) 2009-2010 P) (1) (2) (3) (4) (5) (6) 2 classes of each (P) (1) (2) (3) (4) (5) and 3 classes of (6) Enhanced French Programming Discussion Paper Page 20

Yarmouth Central Elementary School Historical Class Enrolment Yarmouth Central Elementary School Year/Grade: P Imm P Eng 1 Imm 1 Eng 2 Imm 2 Eng 3 Imm 3 Eng 4 Imm 4 Eng 5 Imm 5 Eng 6 Imm 6 Eng School Total 2013-2014 12 8 11 15 17 9 13 24 8 16 6 15 10 22 186 77 2012-2013 14 13 17 6 16 24 8 17 6 15 8 24 8 23 199 77 2011-2012 21 12 18 18 12 5 7 18 9 21 12 24 6 22 205 85 2010-2011 20 16 11 12 10 9 9 10 25 9 17 9 13 15 185 105 2009-2010 16 8 11 19 12 17 15 22 9 18 15 12 13 16 203 91 Immersion Total Classroom Configuration Trends Yarmouth Central Elementary School Year French Immersion English 2013-2014 (P) (1) (2) (3/4) (5/6) (p/1) (1/2) (3/4) (4/5) (5/6) 2012-2013 (P) (1) (2) (3/4) (4/5) (5/6) (p) (1/2) (2/3) (3/4) (4/5) (5/6) (5/6) 2011-2012 (P) (1) (2) (3/4) (5/6) (p/1) (2/3) (3/4) (4/5) (5/60 (5/6) 2010-2011 (P) (1) (2) (3/4) (5/6) (p) (1/2) (3/4) (5/6) 2009-2010 (P) (1) (2) (3/4) (5/6) (p/1) (1/2) (3/4) (4/5) (5/6) Enhanced French Programming Discussion Paper Page 21

Yarmouth Consolidated Memorial High School Historical Class Enrolment Yarmouth Consolidated Memorial High School Year/Grade: 9 Imm 9 Eng 10 Imm 10 Eng 11 Imm 11 Eng 12 Imm 12 Eng School Total Immersion 2013-2014 18 (E) 17 (E) 22 (L) 2012-2013 26 (E) 22 (L) 121 23 26 Total 187 29 174 35 196 848 160 151 43 165 28 191 32 190 848 151 2011-2012 YCMHS only became a 9 12 school 23 (E) 252 27 (E) 257 17 (E) 237 869 123 2010-2011 at the beginning of 2012-2013. Previously the Grade 9 s attended 20 (L) 44 221 22 (L) 27 199 14 (L) 37 183 711 108 2009-2010 YJHS. 29 215 37 186 26 206 699 92 Classroom Configurations Trends Yarmouth Consolidated Memorial High School Year French Immersion English 2013-2014 No Combined Classes No Combined Classes 2012-2013 No Combined Classes No Combined Classes 2011-2012 No Combined Classes No Combined Classes 2010-2011 No Combined Classes No Combined Classes 2009-2010 No Combined Classes No Combined Classes Enhanced French Programming Discussion Paper Page 22

Shelburne County Schools Shelburne Regional High School The Late French Immersion program began in 1992 at Shelburne Regional High School (SRHS). Students begin Late French Immersion in Grade 7and continue to Grade 9. Due to historically low program enrolment after the Grade 9 year, SRHS offers a grade 10, 11, and 12 French Language course as the sole French Immersion course at the senior high level. SRHS receives students from Hillcrest Academy. Regarding the sustainability question, the following facts are particularly relevant: Using the time intervals outlined in Table C (2008-2009 to 2013-2014) Shelburne Regional High School s French Immersion enrolment percentage increased from 9.4% to 19.4% which is significant. The numbers in the bullet above may be seen to understate the percentage of students enrolled in Enhanced French programs due to the lack of senior high Immersion course options. For instance, the French Immersion enrolment percentages for 2013-2014 are 41%, 46% and 37% for Grades 7, 8, and 9 respectively. Based on the facts that French Immersion enrolment has increased significantly and that French Immersion enrolment as a percentage of total enrolment is robust, there is no reason to question the sustainability of the late French Immersion program as it currently exists at SRHS. In fact, a careful review of French Immersion programming options at Shelburne Regional High School may be warranted as additional course offerings at the senior high level may be sustainable as a result of increased junior high enrolment. Historical Class Enrolment Shelburne Regional High School Year/Grade: 7 Imm 7 Eng 8 Imm 8 Eng 9 Imm 9 Eng 10 Imm 10 Eng 11 Imm 11 Eng 12 Imm 12 Eng School Total Immersion Total 2013-2014 14 20 19 22 18 31 3 (L) 53 0 60 1(L) 42 283 55 2012-2013 20 17 18 25 14 30 8 (L) 59 1 (L) 41 0 54 287 61 2011-2012 18 29 15 24 15 43 0 46 0 67 0 63 320 48 2010-2011 23 18 17 40-38 66 70 74 346 40 2009-2010 19 37-37 7 49 71 81 51 352 26 Classroom Configuration Trends Shelburne Regional High School Year French Immersion English 2013-2014 No combined classes No combined classes 2012-2013 No combined classes No combined classes 2011-2012 No combined classes No combined classes 2010-2011 No combined classes No combined classes 2009-2010 No combined classes No combined classes Enhanced French Programming Discussion Paper Page 23

Barrington Municipal High School Barrington Municipal High School (BMHS), the second largest school of the TCRSB, offers Late French Immersion. The students who begin Late Immersion at BMHS come from Forest Ridge Academy, Evelyn Richardson Memorial Elementary School, and Cape Sable Island Elementary School. Regarding the sustainability question, the following facts are particularly relevant: Using the time intervals outlined in Table C (2008-2009 to 2013-2014), Barrington Municipal High School increased its French Immersion enrolment as a percentage of total student population from 18.1% to 21.5%. The projected French Immersion enrolment rate will increase from 21.5% to 26% between 2013-2014 and 2018-2019 with the number of French Immersion students remaining stable. (Table D) Given that the percentages of students in Immersion are increasing and enrolment is projected to be stable, there is no reason to question the sustainability of continuing to offer Late Immersion programming at BMHS. Historical Class Enrolment Barrington Municipal High School Year/Grade: 7 Imm 7 Eng 8 Imm 8 Eng 9 Imm 9 Eng 10 Imm 10 Eng 11 Imm 11 Eng 12 Imm 12 Eng School Total 2013-2014 30 58 17 48 20 60 15 75 18 90 9 67 507 109 2012-2013 19 44 18 55 18 60 20 79 10 64 23 89 499 108 2011-2012 20 57 6 (E) 70 12 (E) 71 11(L) 76 27 (L) 123 28 (L) 140 664 127 13 (L) 10 (L) 2010-2011 7 (E) 66 13 (E) 66 6 (E) 61 15 (E) 121 12 (E) 138 7 (L) 123 696 121 13 (L) 13 (L) 5 (L) 15 (L) 15 (L) 2009-2010 13 (E) 67 6 (E) 61 15 (E) 86 12 (E) 100 7 (L) 123 15 (L) 118 682 127 15 (L) 9 (L) 18 (L) 17 (L) Immersion Total Classroom Configuration Trends Barrington Municipal High School Year French Immersion English 2013-2014 No combined classes No combined classes 2012-2013 No combined classes No combined classes 2011-2012 No combined classes No combined classes 2010-2011 No combined classes No combined classes 2009-2010 No combined classes No combined classes Enhanced French Programming Discussion Paper Page 24

Digby County Schools Early French Immersion at Weymouth Consolidated School Many of the families served by Weymouth Consolidated School (WCS) are of Acadian descent and the French language and culture continues to be a prominent influence in the school community. For these reasons, among others, French language instruction should be accessible to the students of these families if it can be offered within reasonable limits imposed by insufficient enrolments and/or scarce financial resources. Nevertheless, the effects of small Immersion enrolments of WCS are a concern. The situation for the students of WCS, when they move on to St. Mary s Bay Academy for Grade 7 to 12, is a factor to be considered in relation to the future of Immersion in this feeder system. In recent years, French Immersion has not been offered after Grade 6 because of the very small number of students who were continuing to take Immersion when they entered SMBA. Although it was not viable to offer the full Immersion program in Grade 7, Enhanced French is being offered to those students from the Early Immersion programs who wish to receive French language programming which is more intensive than the Core French program for all students in the English program. The students from Early Immersion are able to take their language and social studies programs in French through Grade 7, 8 and 9. This year, the 21 Grade 7 and 8 students are in a combined class for French language instruction and Social Studies. Even though Enhanced French is offered in the junior high grades, the program is not offered in Grade 10 because the added restriction of trying to offer yet another specialist course with a very small enrolment and the increased financial cost of the required additional staffing allocation would be unreasonable. Regarding the enrolment data for WCS, the following facts are relevant to this discussion: Over the past 5 years, the total enrolment of WCS has declined from a maximum of 261 to the present figure of 223 (Table C), a decline of 14.6%, The total enrolment projections for the next 5 years (Table D) show that the enrolment will remain relatively stable around 225, The percentage of students in Immersion has remained stable (39.5% to 28.7%,Table C) over the past 5 years, This year, for the first time, the small enrolments have caused the creation a Gr. 4, 5, 6 combined class in Immersion---the 2 other Immersion classes are 2-grade combinations, There have been no combined classes in English over the past 5 years. Enhanced French Programming Discussion Paper Page 25

For the reasons explained earlier, the existence of a Gr. 4, 5, 6 combined class is a concern educationally. If French Immersion was not offered at WCS, two particular facts are uniquely relevant: For this school year, the number of full-time-equivalent teaching positions (FTE s) would remain at 16 FTE even if no Immersion was offered, and Because of the size of the total enrolment of WCS, combined classes would be required at most if not all grades. In other words, if Immersion was discontinued at WCS because of the triple combined class, there would be no financial gain by the reduction in teaching positions---based on the data for this school year---and single and combined classes at each grade would be required. Trying to decide the future of the Immersion program at Weymouth Consolidated School presents a real dilemma---a problem for which there are no obviously good solutions. On one hand, why should Immersion be offered at WCS knowing that the program ends at Grade 6 and a combined class of 3 grades may be necessary from year to year, but on the other, should not the program continue in this school community with such a strong Acadian history and culture when 30 to 40 percent of the families are choosing Immersion at the Grade Primary level? Sustainability is a significant variable in this study, but in this case, it gives little guidance. The only concern is that a 3-grade combined class may be necessary, depending on the class enrolments each year, but is this a justification to discontinue Immersion knowing that no financial savings would result in staffing and combined classes would be required in the English programs? Another potentially significant factor came to light during this study. The possibility that WCS would be closed permanently contributed to an atmosphere of uncertainty in the school community over the past few years. This uncertainty was removed last year when the TCRSB decided that the school would not be closed. Is it reasonable to anticipate that more families will choose to enroll their children in Immersion now that the future of the school has been confirmed? Another reason for optimism is the fact that the Principals of both WCS and SMBA are very committed to building a strong relationship between the two schools and especially to promoting the Immersion program WCS. Given the ambiguous or contradictory evidence from the enrolment and staffing data and the reasons to choose optimism over pessimism regarding future Immersion enrolments, the case cannot be argued that the Immersion program at Weymouth Consolidated should be discontinued. Enhanced French Programming Discussion Paper Page 26

Historical Class Enrolment Weymouth Consolidated School Year/Grade: P Imm P Eng 1 Imm 1 Eng 2 Imm 2 Eng 3 Imm 3 Eng 4 Imm 4 Eng 5 Imm 5 Eng 6 Imm 6 Eng School Total 2013-2014 10 16 11 26 8 24 8 20 4 21 14 22 9 30 223 64 2012-2013 11 26 8 24 10 20 4 20 14 22 9 30 14 23 235 70 2011-2012 9 24 12 23 6 20 15 24 8 29 16 28 12 23 249 78 2010-2011 13 18 7 17 17 23 12 27 16 28 14 22 3 32 249 82 2009-2010 9 15 18 17 11 26 17 26 15 20 4 31 5 28 242 79 Immersion Total Classroom Configuration Trends Weymouth Consolidated School Year French Immersion English 2013-2014 (P/1) ( 2/3) (4/5/6) No combined classes 2012-2013 (P/1) ( 2/3) (4/5) (6) No combined classes 2011-2012 (P/1) ( 2/3) ( 4/5) (5/6) No combined classes 2010-2011 (P/1) ( 2/3) (4) ( 5/6) No combined classes 2009-2010 (P/1) ( ½) (3) ( 4/5/6) No combined classes Enhanced French Programming Discussion Paper Page 27

Digby Elementary School Digby Elementary School (DES) is located in Digby County as is the Municipality of the District of Clare. The Municipality of the District of Clare is distinctly Acadian and as such has a considerable cultural and linguistic influence on the County. For this reason among others, French Immersion programming is valued. Regarding the enrolment data for DES, the following facts are relevant to this discussion: Using the time intervals outlined in Table C (2008-2009 to 2013-2014), Digby Elementary School decreased from 36.2% to 34.9% indicating a slight decrease in enrolment of French Immersion. Having said this, the numbers still indicates a stable interest in French Immersion programming at Digby Elementary School, The projected percentage of students enrolling in French Immersion, as well as the absolute number, appears to be stable through 2018-2019 (Table D) If French Immersion was not offered at DES, a particular fact is uniquely relevant: For this school year, the number of full-time-equivalent teaching positions (FTE s) could not be reduced. If no Immersion had been offered the FTE reduction would have been zero. The reasons as to why French Immersion is so important for DES have been discussed above. For these reasons, French language instruction should be accessible to the students of these families if it can be offered within reasonable limits imposed by insufficient enrolments and/or scarce financial resources. Because of the stability of the percentage of students enrolled in French Immersion as well as the relativity high number of students enrolled in French Immersion programming it appears reasonable, according to the definition of sustainability discussed in this paper, to continue to offer French Immersion programming at DES. Historical Class Enrolment Digby Elementary School Year/Grade: P Imm P Eng 1 Imm 1 Eng 2 Imm 2 Eng 3 Imm 3 Eng 4 Imm 4 Eng 5 Imm 5 Eng 6 Imm 6 Eng School Total 2013-2014 24 29 18 31 21 27 14 36 14 30 20 46 18 42 370 129 2012-2013 19 28 22 26 13 37 14 33 20 47 17 39 16 45 376 121 2011-2012 23 23 15 36 16 29 21 48 19 42 16 34 13 38 373 123 2010-2011 17 31 17 26 21 42 19 37 17 40 15 35 17 34 368 123 2009-2010 18 28 25 42 20 30 17 44 15 34 15 23 16 31 358 126 Immersion Total Enhanced French Programming Discussion Paper Page 28

Classroom Configuration Trends Digby Elementary School Year French Immersion English 2013-2014 (P) (1/2) (2/3) (4/5) (5/6) (p) (p/1) (1/2) (2/3) (3) (4/5) (4) (5) (5/6) (6) 2012-2013 (P) (1) (2) (3/4) (4/5) (5/6) (2 classes of p) (1/2) (1) (2) (2/3) (3/4) (4) (5/6) (5) (6) 2011-2012 (P) (1) (2) (3) (4/5) (5/6) (p) (1) (1/2) (2) (2 classes of 3) (4/5) (4) (5/6) (5) (6) 2010-2011 (P) (1) (2) (3) (4) (5) (6) (2 classes of P) (1) (2 classes of 2, 3, 4) (5) (6) 2009-2010 (P) (1) (2) (3) (4) (5) (6) (p) (p/1) (1) (1/2) (2) 2 classes of 3 and 4) ( 5) (5/6) (6) Enhanced French Programming Discussion Paper Page 29

Digby Regional High School Digby Regional High School (DRHS) is located in Digby County as is the Municipality of the District of Clare. The Municipality of the District of Clare is distinctly Acadian and as such has a considerable cultural and linguistic influence on the County. For this reason among others, French Immersion programming is valued at DRHS as it is at Digby Elementary School. Digby Regional High School (DRHS), the third largest school of the TCRSB, offers Early French Immersion. The students who begin Early Immersion at DRHS come from Digby Elementary School. Regarding the sustainability question, the following facts are particularly relevant: Using the time intervals outlined in Table C (2008-2009 to 2013-2014), Digby Regional High School increased slightly from 17.8% to 18.2% indicating a historically stable percentage of French Immersion enrolment. The projected French Immersion enrolment rate will decrease from 18.2% to 16% between 2013-2014 and 2018-2019 with the number of French Immersion students declining from 82 students to 64 students (Table D). These estimates speak to programming challenges in the future. Having said this, this metric should be monitored moving forward. The reasons as to why French Immersion is so important for DRHS have been discussed above. For these reasons, French language instruction should be accessible to the students of these families if it can be offered within reasonable limits imposed by insufficient enrolments and/or scarce financial resources. Because of the stability of the percentage of students enrolled in French Immersion it appears reasonable, according to the definition of sustainability discussed in this paper, to continue to offer French Immersion programming at DRHS. Based on the facts above, the French Immersion program at DRHS is sustainable in the near term, according to the definition offered in this report. Given that enrolment continues to decline at DRHS and that the percentage of students enrolling in French Immersion is not projected to increase there will likely be programming challenges in the future at DRHS associated with fewer students enrolled in the French Immersion program. Enhanced French Programming Discussion Paper Page 30