CPF-BC & Yukon Case for a second Late French Immersion location in the Delta School District

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</table></td> </tr> <tr> <td valign="top"> <a class="menu" href="../../Other/FramePages/f_joinCPF.shtml" target="_top"> Join CPF</a></td> </tr> <tr> <td valign="top"> <a class="menu" href="../../Other/FramePages/f_sitemap.shtml" target="_top"> Site Map</a></td> </tr> <tr> <td valign="top"> <a class="menu" href="../../Other/FramePages/f_reachus.shtml" target="_top"> Contact Us</a></td> </tr> </table> </td> <td width="600px" valign="top" align="left"> <p> </p> <br> <h1>The Case for a Second Late French Immersion Location<br>in the Delta School District</h1> <h2>A Brief to the Delta School District<br> </h2> <h3>Canadian Parents for French-BC & Yukon Branch<br>Canadian Parents for French-Delta Chapter</h3> <p>September 23, 2003</p> <p>The Delta School District has outstanding French Second Language education programs. The success of this program is a tribute to the efforts of School District 37 - teachers, administrators, board members and students - and the work of the Delta chapter of Canadian Parents for French - BC and Yukon.</p> <p>In this brief, we ask the School District to continue to work with us to build on our extraordinary achievements. CPF-Delta is proposing the addition of a Late French Immersion program </p> <p>French Second Language education is a BC and Canadian success story. 2002-03 is a record year for French Immersion in BC with some 31,990 students across our province. This represents an increase of 864 students over last year (also a record year), and an increase of 2,023students, or 6.6% over 3 years. These increases in French Immersion enrolment have taken place while the overall student population in BC has dropped. </p> <p>Here in Delta, French Immersion numbers increased in 2002-03. We expect similar positive results in coming years as the program grows in popularity. There are 1,398 students enrolled in FI programs in 2002-03 across the School District, a net increase of 41 over 2000-01. </p> <p>Most significantly, the level of French Immersion enrolment from Kindergarten to Grade 2 has increased from 9.4% to 12.6% over the past three years. This indicates that the French Immersion program is growing in popularity and has a bright future in our community. A similar dramatic increase in enrolment at the Late French Immersion program at Chalmers Elementary with 60 incoming students in each of the last two years indicates the success of that program in our community.</p> <p>There are three compelling advantages in starting such an additional Late French Immersion program in South Delta:<br> </p> <ol class="indent1"> <li>It will give increased access to a remarkable education program to South Delta parents and teachers and expand school choice in our district;</li> <li>It will strengthen and enhance the existing French Immersion program, both educationally and financially, particularly at the secondary level;</li> <li>It is a cost-effective option for School District 37; an option that ensures the highest level of access to French Immersion and will put our district on the leading edge of School Districts across British Columbia.<br> </li> </ol> <p>The vibrant Late French Immersion program at Chalmers Elementary and the relatively strong secondary program at Burnsview Junior Secondary and North Delta Secondary show how successful Late French Immersion can be in our community.</p> <p>In 2004, with the implementation of the Federal Dion Plan, School Districts that choose to expand French Second language opportunities will benefit from substantial new funding opportunities. Federal Funding for French Immersion and Core French programs will increase by some 80% over present levels starting in 2004. Thus, this is an ideal time for the School District to pursue a LFI option for South Delta.<br> </p> <h4>1. French Immersion in School District No. 37 (Delta)</h4> <ol type=a> <li><b>Educational Issues and the District Accountability Contract</b><br> <p>French Immersion programs have proven their value over 30 years in British Columbia. Here in Delta in particular, the French Immersion programs are a continuing success. As noted, enrolment is growing in our district, in spite of an overall declining school-age population.</p> <h5>French Immersion Enrolment Statistics – School District 37</h5> <TABLE BORDER=2 CELLSPACING=2 CELLPADDING=2> <TR> <TD VALIGN="TOP"> </TD> <Th> FI Enrolment</Th> <Th> Overall Enrolment </Th> <Th VALIGN="TOP"> FI Enrolment<br> as a % of<br> overall enrolment </Th> <Th VALIGN="TOP"> FI Enrolment<br> as a % of<br> Elementary Enrolment</Th> </TR> <TR> <TD VALIGN="TOP"> 2002-03</TD> <TD VALIGN="TOP"> 1398</TD> <TD VALIGN="TOP"> 17,446</TD> <TD VALIGN="TOP"> 8.0%</TD> <TD VALIGN="TOP"> 10.1%</TD> </TR> <TR> <TD VALIGN="TOP"> 2001-02</TD> <TD VALIGN="TOP"> 1396</TD> <TD VALIGN="TOP"> 17,629</TD> <TD VALIGN="TOP"> 7.9%</TD> <TD VALIGN="TOP"> 9.5%</TD> </TR> <TR> <TD VALIGN="TOP"> 2000-01</TD> <TD VALIGN="TOP"> 1357</TD> <TD VALIGN="TOP"> 17,838</TD> <TD VALIGN="TOP"> 7.6%</TD> <TD VALIGN="TOP"> 9.0%</TD> </TR> </TABLE> <p>Our Early French Immersion program is growing significantly in the face of declining overall enrolment. In short, FI classes are becoming more popular and financially sustainable as a result of this growing trend. See for example, the growth of French Immersion from Kindergarten to Grade 2 in Delta over the past three years.</p> <h5>Early French Immersion Enrolment – Kindergarten to Grade 2</h5> <TABLE BORDER=2 CELLSPACING=2 CELLPADDING=2> <TR> <TD VALIGN="TOP"> </TD> <Th VALIGN="TOP"> K-2 FI Enrolment</Th> <Th VALIGN="TOP"> K-2 Overall Enrolment</Th> <Th VALIGN="TOP"> FI as a % of K-2 Enrolment</Th> </TR> <TR> <TD VALIGN="TOP"> 2002-03</TD> <TD VALIGN="TOP"> 438</TD> <TD VALIGN="TOP"> 3,469</TD> <TD VALIGN="TOP"> 12.6%</TD> </TR> <TR> <TD VALIGN="TOP"> 2001-02</TD> <TD VALIGN="TOP"> 417</TD> <TD VALIGN="TOP"> 3,603</TD> <TD VALIGN="TOP"> 11.6%</TD> </TR> <TR> <TD VALIGN="TOP"> 2000-01</TD> <TD VALIGN="TOP"> 391</TD> <TD VALIGN="TOP"> 3,771</TD> <TD VALIGN="TOP"> 10.3%</TD> </TR> <TR> <TD VALIGN="TOP"> 1999-00</TD> <TD VALIGN="TOP"> 367</TD> <TD VALIGN="TOP"> 3,904</TD> <TD VALIGN="TOP"> 9.4%</TD> </TR> </TABLE> <p>A similar increase has taken place in Late French Immersion enrolment at its Chalmers Elementary location over the past three years:</p> <h5>Late French Immersion Enrolment – Grade 6-7</h5> <TABLE BORDER=2 CELLSPACING=2 CELLPADDING=2> <TR> <TD VALIGN="TOP"> </TD> <Th VALIGN="TOP"> Late French<br> Immersion enrolment</Th> </TR> <TR> <Td VALIGN="TOP"> 2002-03</Td> <TD VALIGN="TOP"> 119</TD> </TR> <TR> <Td VALIGN="TOP"> 2001-02</TD> <TD VALIGN="TOP"> 85</TD> </TR> <TR> <TD VALIGN="TOP"> 2000-01</TD> <TD VALIGN="TOP"> 68</TD> </TR> </TABLE> <p>One of the main concerns of parents in selecting French Immersion is its possible effect on the English-language skills of students. Research has consistently shown that the English-language skills of French Immersion students meet or exceed those of their peers in English-language programs. This view was bolstered by the results of last May's Foundation Skills Assessment (FSA) here in BC.</p> <p>At all levels, across BC, the English skills of FI students were equal or higher than their counterparts. EFI students performed at or better than the Provincial average in English in Grade 4 even though they had received little English language instruction in school. The FSA does show that students do not lose in English while they gain in French.<br> </p> <h3>Foundation Skills Assessment Results -2002 Reading Comprehension</h3> <div align="center">French Immersion Results and Provincial Average </div> <h4>Reading Comprehension (English)</h4> <TABLE BORDER=2 CELLSPACING=2 CELLPADDING=2> <TR> <TD VALIGN="TOP"> </TD> <Th VALIGN="TOP"> Below Expectations</Th> <Th VALIGN="TOP"> Meets Expectations</Th> <Th VALIGN="TOP"> Exceeds Expectations</Th> </TR> <TR> <TD VALIGN="TOP"> Grade 4 – Average</TD> <TD VALIGN="TOP"> 20</TD> <TD VALIGN="TOP"> 74</TD> <TD VALIGN="TOP"> 6</TD> </TR> <TR> <TD VALIGN="TOP"> Grade 4 – French Immersion</TD> <TD VALIGN="TOP"> 15</TD> <TD VALIGN="TOP"> 76</TD> <TD VALIGN="TOP"> 9</TD> </TR> <TR> <TD VALIGN="TOP"> Grade 7 – Average</TD> <TD VALIGN="TOP"> 24</TD> <TD VALIGN="TOP"> 64</TD> <TD VALIGN="TOP"> 12</TD> </TR> <TR> <TD VALIGN="TOP"> Grade 7 – French Immersion</TD> <TD VALIGN="TOP"> 11</TD> <TD VALIGN="TOP"> 71</TD> <TD VALIGN="TOP"> 18</TD> </TR> <TR> <TD VALIGN="TOP"> Grade 10 – Average</TD> <TD VALIGN="TOP"> 29</TD> <TD VALIGN="TOP"> 62</TD> <TD VALIGN="TOP"> 10</TD> </TR> <TR> <TD VALIGN="TOP"> Grade 10 French Immersion</TD> <TD VALIGN="TOP"> 10</TD> <TD VALIGN="TOP"> 69</TD> <TD VALIGN="TOP"> 21</TD> </TR> </TABLE> <h4>Writing (English)</h4> <TABLE BORDER=2 CELLSPACING=2 CELLPADDING=2> <TR> <TD VALIGN="TOP"> </TD> <Th VALIGN="TOP"> Below Expectations</Th> <Th VALIGN="TOP"> Meets Expectations</Th> <Th VALIGN="TOP"> Exceeds Expectations</Th> </TR> <TR> <TD VALIGN="TOP"> Grade 4 – Average</TD> <TD VALIGN="TOP"> 6</TD> <TD VALIGN="TOP"> 94</TD> <TD VALIGN="TOP"> 0</TD> </TR> <TR> <TD VALIGN="TOP"> Grade 4 – FI </TD> <TD VALIGN="TOP"> 6</TD> <TD VALIGN="TOP"> 94</TD> <TD VALIGN="TOP"> 0</TD> </TR> <TR> <TD VALIGN="TOP"> Grade 7 – Average</TD> <TD VALIGN="TOP"> 16</TD> <TD VALIGN="TOP"> 83</TD> <TD VALIGN="TOP"> 2</TD> </TR> <TR> <TD VALIGN="TOP"> Grade 7 – FI</TD> <TD VALIGN="TOP"> 9</TD> <TD VALIGN="TOP"> 88</TD> <TD VALIGN="TOP"> 2</TD> </TR> <TR> <TD VALIGN="TOP"> Grade 10 – Average</TD> <TD VALIGN="TOP"> 13</TD> <TD VALIGN="TOP"> 79</TD> <TD VALIGN="TOP"> 7</TD> </TR> <TR> <TD VALIGN="TOP"> Grade 10 – FI</TD> <TD VALIGN="TOP"> 4</TD> <TD VALIGN="TOP"> 83</TD> <TD VALIGN="TOP"> 14</TD> </TR> </TABLE> <h4>Numeracy</h4> <TABLE BORDER=2 CELLSPACING=2 CELLPADDING=2> <TR> <TD VALIGN="TOP"> </TD> <Th VALIGN="TOP"> Below Expectations</Th> <Th VALIGN="TOP"> Meets Expectations</Th> <Th VALIGN="TOP"> Exceeds Expectations</Th> </TR> <TR> <TD VALIGN="TOP"> Grade 4 – Average</TD> <TD VALIGN="TOP"> 15</TD> <TD VALIGN="TOP"> 72</TD> <TD VALIGN="TOP"> 14</TD> </TR> <TR> <TD VALIGN="TOP"> Grade 4 – FI </TD> <TD VALIGN="TOP"> 9</TD> <TD VALIGN="TOP"> 75</TD> <TD VALIGN="TOP"> 16</TD> </TR> <TR> <TD VALIGN="TOP"> Grade 7 – Average</TD> <TD VALIGN="TOP"> 18</TD> <TD VALIGN="TOP"> 73</TD> <TD VALIGN="TOP"> 9</TD> </TR> <TR> <TD VALIGN="TOP"> Grade 7 – FI</TD> <TD VALIGN="TOP"> 10</TD> <TD VALIGN="TOP"> 80</TD> <TD VALIGN="TOP"> 10</TD> </TR> <TR> <TD VALIGN="TOP"> Grade 10 – Average</TD> <TD VALIGN="TOP"> 24</TD> <TD VALIGN="TOP"> 65</TD> <TD VALIGN="TOP"> 11</TD> </TR> <TR> <TD VALIGN="TOP"> Grade 10 – FI</TD> <TD VALIGN="TOP"> 10</TD> <TD VALIGN="TOP"> 75</TD> <TD VALIGN="TOP"> 15</TD> </TR> </TABLE> <h4>FSA Results – School District 37 – Overall Average and French Immersion Average Grades 4 and 7</h4> <TABLE BORDER=2 CELLSPACING=2 CELLPADDING=2> <TR> <TD VALIGN="TOP"> </TD> <Th VALIGN="TOP"> Below Expectations</Th> <Th VALIGN="TOP"> Meets Expectations</Th> <Th VALIGN="TOP"> Exceeds Expectation</Th> </TR> <TR> <TD VALIGN="TOP"> Grade 4 – Average Reading (All Students)</TD> <TD VALIGN="TOP"> 12</TD> <TD VALIGN="TOP"> 79</TD> <TD VALIGN="TOP"> 9</TD> </TR> <TR> <TD VALIGN="TOP"> Grade 4 - Reading FI Students</TD> <TD VALIGN="TOP"> 8</TD> <TD VALIGN="TOP"> 86</TD> <TD VALIGN="TOP"> 7</TD> </TR> <TR> <TD VALIGN="TOP"> Grade 4 – Writing All Students</TD> <TD VALIGN="TOP"> 2</TD> <TD VALIGN="TOP"> 98</TD> <TD VALIGN="TOP"> 0</TD> </TR> <TR> <TD VALIGN="TOP"> Grade 4 – Writing – FI Students </TD> <TD VALIGN="TOP"> 2</TD> <TD VALIGN="TOP"> 98</TD> <TD VALIGN="TOP"> 0</TD> </TR> <TR> <TD VALIGN="TOP"> Grade 7 – Reading All Students</TD> <TD VALIGN="TOP"> 18</TD> <TD VALIGN="TOP"> 69</TD> <TD VALIGN="TOP"> 14</TD> </TR> <TR> <TD VALIGN="TOP"> Grade 7 – Reading – FI Students</TD> <TD VALIGN="TOP"> 10</TD> <TD VALIGN="TOP"> 68</TD> <TD VALIGN="TOP"> 22</TD> </TR> <TR> <TD VALIGN="TOP"> Grade 7 – Writing – All Students</TD> <TD VALIGN="TOP"> 10</TD> <TD VALIGN="TOP"> 88</TD> <TD VALIGN="TOP"> 2</TD> </TR> <TR> <TD VALIGN="TOP"> Grade 7 – Writing – FI Students</TD> <TD VALIGN="TOP"> 10</TD> <TD VALIGN="TOP"> 86</TD> <TD VALIGN="TOP"> 4</TD> </TR> <TR> <TD VALIGN="TOP"> Grade 10 – Reading All Students</TD> <TD VALIGN="TOP"> 18</TD> <TD VALIGN="TOP"> 69</TD> <TD VALIGN="TOP"> 12</TD> </TR> <TR> <TD VALIGN="TOP"> Grade 10 – Reading FI Students</TD> <TD VALIGN="TOP"> 5</TD> <TD VALIGN="TOP"> 76</TD> <TD VALIGN="TOP"> 19</TD> </TR> <TR> <TD VALIGN="TOP"> Grade 10 – Writing – All Students</TD> <TD VALIGN="TOP"> 7</TD> <TD VALIGN="TOP"> 87</TD> <TD VALIGN="TOP"> 6</TD> </TR> <TR> <TD VALIGN="TOP"> Grade 10 – Writing FI Students</TD> <TD VALIGN="TOP"> 4</TD> <TD VALIGN="TOP"> 81</TD> <TD VALIGN="TOP"> 15</TD> </TR> </TABLE> <p>In Delta, French Immersion students matched the district average in Grade 4, the level at which English is first introduced in the classroom. By Grade 7, FI results were better than the district average in English and by Grade 10, significantly better.</P> <p>It is important not to place too much emphasis on standardized testing in assessing the quality of education. However, these results do reflect the strength of the French Immersion program. The program teaches understanding of languages and develops a special and creative kind of educational discipline for students. Learning a second language makes it easier to learn third and fourth languages. The FSA results and other studies indicate that it also builds confidence and skills in a student's first language.</p> <p>The outstanding performance of School District 37 Grade 4, Grade 7 and Grade 10 French Immersion students in the FSA demonstrates the quality of French Immersion education. Early and Late French Immersion cannot take all of the credit for these scores. <b>However, it is clear that a quality French Immersion program enhances our district's ability to meet its requirements as set out in our District accountability contracts with the Province.</b> Simply put, two decades of research shows that EFI and LFI enhance the concentration, language and studying skills of students.<br> </p> </li> </ol> <h4>2. The Case for Late French Immersion in South Delta </h4> <p>Late French Immersion (LFI) is a growing success story in the Delta School community. This year, more than 117 students are enrolled in the LFI program at Chalmers Elementary in Grade 6 and 7. The number of elementary LFI students has almost doubled over the last two years. This is a significant reason for French Immersion growth in Delta. The addition of Late French Immersion students greatly strengthens the programs at Burnsview Junior Secondary and North Delta Secondary School.</p> <p>CPF-Delta believes that there may be room for a second school location for Late French Immersion. The program is growing throughout British Columbia at a faster rate than Early French Immersion. However, for some in the south end of our district, the single location is an impediment to joining the program.</p> <p>Late French Immersion in South Delta would give students access to a remarkable public school program and an opportunity to pursue their bilingual dreams. While enrolment in Early French Immersion is a parent-driven decision, the decision to choose LFI involves the students. Offering this program option to south Delta would ensure equality of access to the entire district. </p> <p>In addition to expanding choice for parents and students, we are convinced that Late French Immersion will succeed in South Delta because a) there is more than enough demand for the program; b) it will strengthen the existing program and c) it is cost-efficient.</p> <p><b>There is sufficient demand for Late French Immersion in South Delta.</b></p> <p>A Late French Immersion program would be a modest proposal for South Delta. To succeed, the program would involve in its initial years, one Grade 6 classroom and one Grade 7 classroom. By Grade 8, the program would integrate with the existing Early French Immersion program at Tsawwassen Junior Secondary.</p> <p>Looking at enrolment data across Delta in the Early French Immersion program illustrates that there is sufficient demand to support a program in South Delta. </p> <div class="indent1"> <h5>French Immersion Enrolment by Grade and School – Delta School District, Sept. 30, 2002</h5> <TABLE BORDER=2 CELLSPACING=2 CELLPADDING=2> <TR><TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> K</TD> <TD VALIGN="TOP"> 1</TD> <TD VALIGN="TOP"> 2</TD> <TD VALIGN="TOP"> 3</TD> <TD VALIGN="TOP"> 4</TD> <TD VALIGN="TOP"> 5</TD> <TD VALIGN="TOP"> 6</TD> <TD VALIGN="TOP"> 7</TD> <TD VALIGN="TOP"> 8</TD> <TD VALIGN="TOP"> 9</TD> <TD VALIGN="TOP"> 10</TD> <TD VALIGN="TOP"> 11</TD> <TD VALIGN="TOP"> 12</TD> <TD WIDTH="7%" VALIGN="TOP"> Total</TD> </TR> <TR><TD VALIGN="TOP"> Devon</TD> <TD VALIGN="TOP"> 21</TD> <TD VALIGN="TOP"> 23</TD> <TD VALIGN="TOP"> 21 </TD> <TD VALIGN="TOP"> 20</TD> <TD VALIGN="TOP"> 15</TD> <TD VALIGN="TOP"> 14</TD> <TD VALIGN="TOP"> 11</TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD WIDTH="7%" VALIGN="TOP"> 125</TD> </TR> <TR><TD VALIGN="TOP"> Richardson</TD> <TD VALIGN="TOP"> 41</TD> <TD VALIGN="TOP"> 33</TD> <TD VALIGN="TOP"> 32</TD> <TD VALIGN="TOP"> 23</TD> <TD VALIGN="TOP"> 21</TD> <TD VALIGN="TOP"> 17</TD> <TD VALIGN="TOP"> 15</TD> <TD VALIGN="TOP"> 21</TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD WIDTH="7%" VALIGN="TOP"> 203</TD> </TR> <TR><TD VALIGN="TOP"> South Park</TD> <TD VALIGN="TOP"> 35</TD> <TD VALIGN="TOP"> 39</TD> <TD VALIGN="TOP"> 23</TD> <TD VALIGN="TOP"> 31</TD> <TD VALIGN="TOP"> 24</TD> <TD VALIGN="TOP"> 19</TD> <TD VALIGN="TOP"> 20</TD> <TD VALIGN="TOP"> 25</TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD WIDTH="7%" VALIGN="TOP"> 216</TD> </TR> <TR><TD VALIGN="TOP"> Sunshine</TD> <TD VALIGN="TOP"> 29</TD> <TD VALIGN="TOP"> 32</TD> <TD VALIGN="TOP"> 32</TD> <TD VALIGN="TOP"> 28</TD> <TD VALIGN="TOP"> 22</TD> <TD VALIGN="TOP"> 19</TD> <TD VALIGN="TOP"> 28</TD> <TD VALIGN="TOP"> 20</TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD WIDTH="7%" VALIGN="TOP"> 210</TD> </TR> <TR><TD VALIGN="TOP"> Ladner</TD> <TD VALIGN="TOP"> 26</TD> <TD VALIGN="TOP"> 33</TD> <TD VALIGN="TOP"> 18</TD> <TD VALIGN="TOP"> 18</TD> <TD VALIGN="TOP"> 12</TD> <TD VALIGN="TOP"> 14</TD> <TD VALIGN="TOP"> 13</TD> <TD VALIGN="TOP"> 17</TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD WIDTH="7%" VALIGN="TOP"> 151</TD> </TR> <TR><TD VALIGN="TOP"> Chambers LFI</TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> 60</TD> <TD VALIGN="TOP"> 58</TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD WIDTH="7%" VALIGN="TOP"> 118</TD> </TR> <TR><TD VALIGN="TOP"> Burnsview</TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> 64</TD> <TD VALIGN="TOP"> 72</TD> <TD VALIGN="TOP"> 41</TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD WIDTH="7%" VALIGN="TOP"> 177</TD> </TR> <TR><TD VALIGN="TOP"> Tsw. JS</TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> 13</TD> <TD VALIGN="TOP"> 21</TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD WIDTH="7%" VALIGN="TOP"> 34</TD> </TR> <TR><TD VALIGN="TOP"> NDSS</TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> 46</TD> <TD VALIGN="TOP"> 55</TD> <TD WIDTH="7%" VALIGN="TOP"> 101</TD> </TR> <TR><TD VALIGN="TOP"> SDSS</TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> 21</TD> <TD VALIGN="TOP"> 17</TD> <TD VALIGN="TOP"> 12</TD> <TD WIDTH="7%" VALIGN="TOP"> 50</TD> </TR> <TR><TD VALIGN="TOP"> Delta Sec</TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> </TD> <TD VALIGN="TOP"> 4</TD> <TD VALIGN="TOP"> 8</TD> <TD WIDTH="7%" VALIGN="TOP"> 12</TD> </TR> </TABLE> <h5>Percentage of French Immersion Students in North Delta and South Delta by Program.</h5> <TABLE BORDER=2 CELLSPACING=2 CELLPADDING=2> <TR><TD VALIGN="TOP"> </TD> <Th VALIGN="TOP"> Elementary EFI – K-7</Th> <Th VALIGN="TOP"> Elementary LFI</Th> <Th VALIGN="TOP"> Grade 8-12 FI</Th> </TR> <TR><TD VALIGN="TOP"> North Delta</TD> <TD VALIGN="TOP"> 59%</TD> <TD VALIGN="TOP"> 100</TD> <TD VALIGN="TOP"> 74</TD> </TR> <TR><TD VALIGN="TOP"> South Delta</TD> <TD VALIGN="TOP"> 41</TD> <TD VALIGN="TOP"> 0</TD> <TD VALIGN="TOP"> 26</TD> </TR> </TABLE> </div> <p>From Kindergarten to Grade 5, there is similar access to the EFI program across the District. Enrolment levels reflect the overall distribution of school-age enrolment across Delta. South Delta schools represent 40% of French Immersion enrolment - consistently year after year, grade after grade. This illustrates that overall demand for the program is similar in both parts of the district at the elementary level. </p> <p>Given that Chalmers sustains two full Late French Immersion classes of 30, it is reasonable to conclude therefore that South Delta could support at least one Grade 6 LFI class of 30 and one Grade 7 LFI class of 30.</p> <p><b>Late French Immersion will strengthen the secondary program in South Delta.</b></p> <p>The French Immersion program at the Grade 8-12 has not been as successful in South Delta as it has been in North Delta. Enrolment numbers are not as high and as a result, course offerings are not as varied. Many South Delta FI parents have chosen to enroll their children in other districts or students have left the program as a result.</p> <p>The following chart illustrates the relative fall-off in French Immersion enrolment at the secondary level. </p> <div class="indent1"> <h5>Percentage of French Immersion Students in North Delta (ND) and South Delta (SD) Schools by Grade.</h5> <TABLE BORDER=2 CELLSPACING=2 CELLPADDING=2> <TR><TD VALIGN="TOP"> <P> </TD> <TD VALIGN="TOP"> <P>K</TD> <TD VALIGN="TOP"> <P>1</TD> <TD VALIGN="TOP"> <P>2</TD> <TD VALIGN="TOP"> <P>3</TD> <TD VALIGN="TOP"> <P>4</TD> <TD VALIGN="TOP"> <P>5</TD> <TD VALIGN="TOP"> <P>6</TD> <TD VALIGN="TOP"> <P>7</TD> <TD VALIGN="TOP"> <P>8</TD> <TD VALIGN="TOP"> <P>9</TD> <TD VALIGN="TOP"> <P>10</TD> <TD VALIGN="TOP"> <P>11</TD> <TD VALIGN="TOP"> <P>12</TD> </TR> <TR><TD VALIGN="TOP"> <P>ND</TD> <TD VALIGN="TOP"> <P>60</TD> <TD VALIGN="TOP"> <P>52</TD> <TD VALIGN="TOP"> <P>67</TD> <TD VALIGN="TOP"> <P>59</TD> <TD VALIGN="TOP"> <P>62</TD> <TD VALIGN="TOP"> <P>60</TD> <TD VALIGN="TOP"> <P>76</TD> <TD VALIGN="TOP"> <P>70</TD> <TD VALIGN="TOP"> <P>83</TD> <TD VALIGN="TOP"> <P>77</TD> <TD VALIGN="TOP"> <P>66</TD> <TD VALIGN="TOP"> <P>69</TD> <TD VALIGN="TOP"> <P>73</TD> </TR> <TR><TD VALIGN="TOP"> <P>SD</TD> <TD VALIGN="TOP"> <P>40</TD> <TD VALIGN="TOP"> <P>48</TD> <TD VALIGN="TOP"> <P>33</TD> <TD VALIGN="TOP"> <P>41</TD> <TD VALIGN="TOP"> <P>38</TD> <TD VALIGN="TOP"> <P>40</TD> <TD VALIGN="TOP"> <P>24</TD> <TD VALIGN="TOP"> <P>30</TD> <TD VALIGN="TOP"> <P>17</TD> <TD VALIGN="TOP"> <P>23</TD> <TD VALIGN="TOP"> <P>34</TD> <TD VALIGN="TOP"> <P>31</TD> <TD VALIGN="TOP"> <P>27</TD> </TR> </TABLE> </div> <p>The School District and CPF are committed to addressing this problem. The enrolment drop off in Grade 8 is partly due to transportation problems in bringing together students from Ladner and Tsawwassen. </p> <p>However, one of the best ways to strengthen and enhance secondary French Immersion programs is to offer both Early and Late French Immersion. In BC, there are 21 districts that offer both. Many of them are located in the large population centers of the Lower Mainland and Southern Vancouver Island such as Vancouver, Victoria, Surrey and Richmond. However, other districts including Campbell River and Fort St. John also offer both programs. </p> <p>This fall, School Districts in Vernon, Quesnel and Prince Rupert have added new Late French Immersion programs in part to strengthen and maintain secondary school enrolment.</p> <p>Fort St. John provides an excellent example of the impact of having two entry points to French Immersion. The North Peace River School District, centered in Fort St. John, has fewer than 6,000 students distributed over a wide area. At École Central, two programs are offered; early immersion starting in Kindergarten/Grade 1 and Late Immersion starting in Grade 6. The Early and Late Immersion classes join together in Grade 8 at Bert Bowes Junior Secondary.</p> <p>Parents and teachers have noted two important advantages to having two distinct entry points to French Immersion. Firstly, it provides students with a second opportunity to access immersion. Late Immersion students are a motivated group. However, the real payoff comes in Grade 8 when the two streams are merged together. The students work together well to make progress in French. And the influx of new students, gives the EFI group an important social and educational burst of energy. The variety of students and courses offered are enhanced.</p> <p>We can see evidence of this in enrolment numbers in Fort St. John. The French Immersion participation rate is virtually identical at the Elementary and Secondary levels.</p> <p>By adding 30 at least potential students at the Grade 8 level each year, we can directly improve declining enrolment in secondary programs at South Delta Secondary School by 2007. </p> <p><b>Late French Immersion is cost-efficient</b></p> <p>French Immersion is not a costly option for school districts. A French Immersion classroom is not inherently more expensive than any other. There are some additional resource costs in providing materials in French, however, these have generally been covered by Federal funding for French Immersion and Core French programs.</p> <p>French Immersion programs are only really expensive to school boards, if classrooms are not full. As noted above, the addition of Late French Immersion students will in fact, make the program more cost-effective for the board in the medium and long term. The influx of new students will ensure fuller classrooms at the secondary level. This proposal can be a real win-win situation in School District 37. </p> <p>Further, it should be noted that some of the Federal Funding for French Programs managed by the Province, are linked to the number of FTEs in Core French and French Immersion. By increasing the number of French Immersion classrooms, Federal French Second Language funding will increase for our school districts. </p> <p>For next year, for example, assuming the School District launches Late French Immersion with a class of 27, the district would be entitled to the following incremental dollars: </p> <ol class="indent1"> <li>Learning Resources Grant ($25 per incremental student) $675</li> <li>Growth Grant - $499 per FTE student - $13,473.<br> Total: $16,395.<br> </li> </ol> <p>It is reasonable to assume that LFI will grow by approximately 27-28 new students per year for the 3 years after the program is launched. On top of the new monies we receive in 2003-04 therefore, we would expect a further $7,000 a year for the following three years. </p> <p>We note that this is all incremental money on top of the money we receive from the provincial grant and existing Federal dollars. It is not a windfall. It will substantially support the new program. Moreover, as noted, it will significantly assist in maintaining the financial viability of secondary French Immersion in our district</p> <p>Moreover, there will a 40% increase in Federal funding for French Second language programs in BC, starting in 2004. This funding will certainly be linked to increased enrolment and the addition of new French programs. By adding another LFI location, the Delta School District could see its Federal funding increase by some 50% by 2005, the combined effect of increased enrolment and funding levels. (Late year, the District received $200,000 in Federal funds.)</p> <p>Finally, Late French Immersion will keep students in the Delta School District, both by offering an exciting new program in a cost-efficient manner and by making secondary programs more attractive. Each student who stays in our district means more overall funding for all students.</p> <p>In short, this proposal is a cost-neutral way to extend choice in our school district.<br> </p> <h4>3. Late French Immersion - How do we proceed?</h4> <p>French Immersion is an "optional" program in BC. It was not super-imposed on communities from Ottawa or Victoria. It has been established in 47 communities and 44 school districts because trustees, administrators, parents, teachers and students worked together to make it happen. It is, in fact, a model for "choice" in public education, open to all, reflective of the whole community, cost-efficient and educationally sound.</p> <p>Working together, the School District, Canadian Parents for French - Delta Chapter and the school community can make Late French Immersion a success in South Delta just as it currently is at Chalmers Elementary.</p> <p>The implementation process for Late French Immersion in South Delta would have three stages: </p> <ol class="indent1"> <li>The presentation of a brief to the Board of School Trustees and a motion of support from them for LFI in South Delta starting September 2004, if numbers warrant.</li> <li>A survey of all parents in Grades 3, 4 and 5. These would provide insight that would guide the district in choosing the best school to host the new program.</li> <li>A registration process, timed to coincide with French Immersion registration across the School District.<br> </li> </ol> <p>Proceeding with Late French Immersion would have little risk for the district. If the program does not meet the required enrolment level, the program would not proceed in 2004.</p> <p>Together, we can build on the terrific record of French Second language programs in our School District. </p> <p> <br> </p> <p class="updated">The information on this page was late updated: September 25, 2003. <br> This page was last modified September 25, 2003.</P> <div align="center"> </td> <td width="80px"> </td> </tr> </table> <p class="contact"> <a class="ccontact" href="../../Other/FramePages/f_reachus.shtml" target="_top">Contact CPF - BC & Yukon</a> | <a class="ccontact" href="mailto:webmaster@cpf.bc.ca">Report Website Problems</a> | <a class="ccontact" href="../../Other/FramePages/f_termsConditions.shtml" target="_top">Terms & Conditions and Privacy Policy</a></p> <div class="copyrgt"> Copyright © 2000-2006 Canadian Parents for French-British Columbia & Yukon Branch <br> All rights reserved. </div> <p> </p> </div> </td></tr></table> </body>