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 Tri-County Regional School Board’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 Tri-County Regional School Board, the Superintendent of Schools, and the other members of Senior Staff were supportive of the process throughout. The
contributions of the Tri-County Regional School Board’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 Tri-County Regional School Board.
Tri-County Regional School Board
Enhanced French Programming Discussion Paper
Page 1
Table of Contents
Acknowledgements ........................................................................................................................................................................................................................................... 1
Table of Contents ............................................................................................................................................................................................................................................. 2
Preamble ........................................................................................................................................................................................................................................................ 23
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
Tri-County Regional School Board
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 Tri-County Regional School Board (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?
Tri-County Regional School Board
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.
Tri-County Regional School Board
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.
Tri-County Regional School Board
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
03-04
04-05
05-06
06-07
07-08
08-09
09-10
10-11
11-12
12-13
13-14
14-15
15-16
16-17
17-18
18-19
Enrolment
8449
8370
8251
7954
7649
7425
7328
6963
6891
6494
6240
6074
5901
5744
5629
5558
% decline from previous year
Tri-County Regional School Board
Enhanced French Programming Discussion Paper
0.94
1.42
3.6
3.83
2.93
1.31
4.98
1.03
5.76
3.91
2.66
2.85
2.66
2.00
1.26
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
514
368
448
360
380
458
73
280
256
219
182
856
2015-2016
5901
477
355
434
353
372
440
68
268
245
216
185
843
2016-2017
5744
453
365
415
346
376
429
66
246
226
222
183
788
2017-2018
5629
444
368
412
329
292
436
67
251
203
225
167
767
434
372
404
305
380
463
78
283
262
226
188
771
2018-2019
5558
-166
-173
-157
-116
-71
Tri-County Regional School Board
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.
Tri-County Regional School Board
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
Immersion
Barrington Municipal High
Digby Elementary School
Digby Regional High
Drumlin Heights
Maple Grove
Meadowfields
Plymouth School
Shelburne Regional High
St. Mary's Bay Academy
Weymouth Consolidated
Yarmouth Central School
Yarmouth Cons. Memorial High H
Yarmouth Junior High
126
138
94
132
80
132
65
33
n/a
103
107
94
95
2009-2010
Total
698
381
529
410
466
516
198
352
n/a
261
220
689
262
%
18.1
36.2
17.8
32.2
17.2
25.6
32.8
9.4
n/a
39.5
48.6
13.6
36.3
Tri-County Regional School Board
Enhanced French Programming Discussion Paper
Immersion
127
126
109
148
69
147
56
26
8
79
91
92
89
2010-2011
2011-2012
Total
%
Immersion
Total
%
682
358
535
414
467
509
168
352
276
242
203
699
264
18.6
35.2
20.4
35.7
14.8
28.9
33.3
7.4
2.9
32.6
44.8
13.2
33.7
121
123
107
147
111
154
51
40
10
82
105
108
49
696
368
508
406
427
459
153
346
255
249
185
711
256
17.4
33.4
21.1
36.2
26.0
33.6
33.3
11.7
3.9
32.9
56.8
15.2
19.1
Immersion
127
123
101
162
115
149
45
48
15
78
85
123
41
Total
664
373
552
389
408
478
148
320
257
249
205
869
223
2012-2013
%
19.1
33.0
18.3
41.6
28.2
31.2
30.4
15.0
5.8
31.3
41.5
14.2
18.4
Immersion
108
121
77
144
99
151
28
61
16
70
77
151
n/a
Total
499
376
424
369
357
473
87
287
229
235
199
848
n/a
2013-2014
%
21.6
32.2
18.2
39.0
27.7
31.9
32.2
21.3
7.0
29.8
38.7
17.8
n/a
Immersion
109
129
82
144
83
147
24
55
21
64
77
160
n/a
Total
507
370
450
351
387
466
77
283
264
223
186
848
n/a
Page 9
%
21.5
34.9
18.2
41.0
21.4
31.5
31.2
19.4
8.0
28.7
41.4
18.9
n/a
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.
Tri-County Regional School Board
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
Barrington Municipal High School
Digby Elementary School
Digby Regional High School
Drumlin Heights Consolidated School
Maple Grove Education Centre
Meadowfields Community School
Plymouth School
Shelburne Regional High School
St. Mary's Bay Academy
Weymouth Consolidated School
Yarmouth Central School
Yarmouth Consolidated Memorial High School
Tri-County Regional School Board
Enhanced French Programming Discussion Paper
School
FI
%
2013-2014
507
109 21.5%
370
129 34.9%
450
82 18.2%
351
144
41%
387
83 21.4%
466
147 31.5%
77
24 31.2%
283
55 19.4%
262
21
8%
223
64 28.7%
186
77 41.4%
848
160 18.9%
School FI
%
2014-2015
514
110 21%
368
126 34%
448
80 18%
360
139 39%
380
99 26%
458
147 32%
73
22 30%
280
256
219
61 28%
182
77 42%
856
137 16%
School FI
%
2015-2016
477
106 22%
355
123 35%
434
74 17%
353
138 39%
372
105 28%
440
141 32%
68
21 31%
268
245
216
54 25%
185
81 44%
843
137 16%
School FI
%
2016-2017
453
108 24%
365
125 34%
415
67 16%
346
136 39%
376
99 26%
429
145 34%
66
21 32%
246
226
222
57 26%
183
82 45%
788
125 16%
School FI
%
2017-2018
444
109 25%
368
129 35%
412
63 15%
329
130 40%
336
95 28%
436
148 34%
71
23 32%
243
209
225
57 25%
168
82 49%
767
120 16%
School FI
%
2018-2019
434
112 26%
372
126 34%
404
64 16%
305
125 41%
292
108 37%
436
142 33%
67
23 34%
251
0%
203
0%
225
57 25%
167
78 47%
771
122 16%
Page 11
Related Tri-County Regional School Board 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
Walkers/Other
1
2
3
4
5
6
7
Total
Plymouth
9
12
8
11
8
24
13
Yarmouth Central
2
9
6
4
5
7
7
Meadowfields
1
3
1
3
1
10
4
Carleton
85
40
23
1
Drumlin Heights
1
MGEC
1
15
16
18
19
1
*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.
Tri-County Regional School Board
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.
Tri-County Regional School Board
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.
Tri-County Regional School Board
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
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
6
1
6
5
6
6
4
11
1
9
1
4
5
7
8
4
11
1
9
9
2
2
5
6
9
12
2
11
12
11
2
4
5
9
9
3
8
13
11
6
4
3
8
7
9
8
12
10
8
8
4
7
7
9
9
10
11
10
8
10
5
7
9
8
6
10
11
8
12
16
Students at Drumlin
Students at Drumlin
13
15
11
15
12
14
13
19
11
School
Total
77
87
148
153
168
Immersion
Total
24
28
45
51
56
Classroom Configuration Trends – Plymouth School
Year
French Immersion
English
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
(P/1) ( 2/3/4) (5/6)
(P/1/2) ( 2/3/4) (5/6)
(P/1) ( 2/3/4) (5/6)
(P/1) ( 2/3) (4/5) (6)
(P/1) (2/3) ( 4/5) ( 5/6)
Tri-County Regional School Board
Enhanced French Programming Discussion Paper
(P/1) (2/3/4) (5/6)
(p/1) (2/3/4) (5/6)
(p/1) (2/3/4) (5/6)
(p/1) (2/3) (4/5) (6)
(p/1) (1/2) (3/4) (5/6)
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
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
Year/Grade:
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
14
9
15
11
18
7 Imm
16 (E)
14
20
10
11
8
4
2
10
7 Eng
16
26
20
12
20
10
12
11
16
16
8 Imm
14 (E)
14
10
11
11
4
1
7
11
4
8 Eng
27
26
12
24
14
11
8
15
19
14
9 Imm
13 (E)
11
11
12
17
2
7
9
5
7
9 Eng
25
25
28
15
18
8
15
18
15
15
10 Imm
8
4
11 (E)
8
11
9
6
8
10 Eng
26
31
38
47
39
15
17
14
18
13
11 Imm
4
6 (E)
5 (E)
12
13
6
10
18
11 Eng
27
31
43
47
53
15
13
17
15
16
12 Imm
3
4 (E)
0 (E)
13
6
5
18
11
12 Eng
30
36
42
50
52
13
9
17
8
15
8
20
12
9
12
School Total
209
228
240
228
243
Tri-County Regional School Board
Enhanced French Programming Discussion Paper
8
6 Eng
School
Immersion
Total
Total
142
86
141
91
149
105
178
114
171
101
Immersion Total
58
53
57
33
47
Page 16
Classroom Configuration Trends – Drumlin Heights Consolidated School
Year
French Immersion
English
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
(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)
(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)
(P) (1) (2) (3/4) (5/6) (7/8) (9) (10) (11) (12)
Tri-County Regional School Board
Enhanced French Programming Discussion Paper
(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)
(-/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)
(p/1) (2/3) (4) (5) (6) (7/8) (9) (10) (11) (12)
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).
Tri-County Regional School Board
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
2013-2014
7 Imm
30 (E)
18 (L)
20 (E)
22 (L)
7 Eng
162
2011-2012
16+27+18
2010-2011
2009-2010
21+26+20
26
2012-2013
8 Eng
142
132
8 Imm
18 (E)
17 (L)
18 (E)
16 (E)
23 (L)
16+24+14
153
106
19+25
22
163
132
130
128
9 Imm
9 Eng
All Grade 9 students moved to YJHS
at the beginning of the 2010-2011
school year. All Grade 7 and 8
students from YJHS moved to MGEC
at this time as well.
161
21
160
School Total
387
Immersion Total
83
357
99
408
115
427
467
111
69
Classroom Configurations Trends– Maple Grove Education Centre
Year
French Immersion
English
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
(2 classes of grade 7 French Immersion)
(2 classes of grade 8 French Immersion)
(2 classes of grade 7 French Immersion)
(3 classes of grade 8 French Immersion)
(3 classes of grade 7 French Immersion)
(3 classes of grade 8 French Immersion)
(3 classes of grade 7 French Immersion)
(2 classes of grade 8 French Immersion)
(1 class of grade 7 French Immersion)
(1 class of grade 8 French Immersion)
(1 class of grade 9 French Immersion)
Tri-County Regional School Board
Enhanced French Programming Discussion Paper
(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)
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
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
27
25
27
23
19
41
38
37
30
42
22
24
17
16
26
37
42
31
49
58
25
17
15
26
19
37
33
52
58
47
16
16
28
20
25
40
57
57
43
47
15
25
20
26
20
59
53
47
47
56
24
20
24
20
22
56
49
50
55
42
18
24
18
23
16
49
50
55
23
70
School
Total
466
473
478
459
509
Immersion
Total
147
151
149
154
147
Classroom Configuration Trends – Meadowfields Community School
Year
French Immersion
English
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
(P) (1) (2) (3) (4) (5) (6)
P) (1) (2) (3) (4) (5) (6)
P) (1) (2) (3) (4) (5) (6)
P) (1) (2) (3) (4) (5) (6)
P) (1) (2) (3) (4) (5) (6)
2 classes of each(P) (1) (2) (3) (4) (5) (6)
2 classes of each(P) (1) (2) (3) (4) (5) (6)
2 classes of each(P) (1) (2) (3) (4) (5) (6)
2 classes of each(P) (1) (2) (3) (4) (5) (6)
2 classes of each (P) (1) (2) (3) (4) (5) and 3
classes of (6)
Tri-County Regional School Board
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
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
12
14
21
20
16
8
13
12
16
8
11
17
18
11
11
15
6
18
12
19
17
16
12
10
12
9
24
5
9
17
13
8
7
9
15
24
17
18
10
22
8
6
9
25
9
16
15
21
9
18
6
8
12
17
15
15
24
24
9
12
10
8
6
13
13
22
23
22
15
16
School
Total
186
199
205
185
203
Immersion
Total
77
77
85
105
91
Classroom Configuration Trends – Yarmouth Central Elementary School
Year
French Immersion
English
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
(P) (1) (2) (3/4) (5/6)
(P) (1) (2) (3/4) (4/5) (5/6)
(P) (1) (2) (3/4) (5/6)
(P) (1) (2) (3/4) (5/6)
(P) (1) (2) (3/4) (5/6)
(p/1) (1/2) (3/4) (4/5) (5/6)
(p) (1/2) (2/3) (3/4) (4/5) (5/6) (5/6)
(p/1) (2/3) (3/4) (4/5) (5/60 (5/6)
(p) (1/2) (3/4) (5/6)
(p/1) (1/2) (3/4) (4/5) (5/6)
Tri-County Regional School Board
Enhanced French Programming Discussion Paper
Page 21
Yarmouth Consolidated Memorial High School
Historical Class Enrolment – Yarmouth Consolidated Memorial High School
Year/Grade:
9 Imm
2013-2014
18 (E)
121
17 (E)
22 (L)
26 (E)
151
22 (L)
YCMHS only became a 9 – 12 school
at the beginning of 2012-2013.
Previously the Grade 9’s attended
YJHS.
2012-2013
2011-2012
2010-2011
2009-2010
9 Eng
10 Imm
10 Eng
11 Imm
11 Eng
12 Imm
12 Eng
School Total
23
26
187
29
174
35
196
848
Immersion
Total
160
43
165
28
191
32
190
848
151
23 (E)
20 (L)
44
29
252
27 (E)
22 (L)
27
37
257
17 (E)
14 (L)
37
26
237
869
123
183
206
711
699
108
92
221
215
199
186
Classroom Configurations Trends – Yarmouth Consolidated Memorial High School
Year
French Immersion
English
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
No Combined Classes
No Combined Classes
No Combined Classes
No Combined Classes
No Combined Classes
Tri-County Regional School Board
Enhanced French Programming Discussion Paper
No Combined Classes
No Combined Classes
No Combined Classes
No Combined Classes
No Combined Classes
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:
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
7 Imm
14
20
18
23
19
7 Eng
20
17
29
18
37
8 Imm
19
18
15
17
-
8 Eng
22
25
24
40
37
9 Imm
18
14
15
7
9 Eng
31
30
43
38
49
10 Imm
3 (L)
8 (L)
0
10 Eng
53
59
46
66
71
11 Imm
0
1 (L)
0
11 Eng
60
41
67
70
81
12 Imm
1(L)
0
0
12 Eng
42
54
63
74
51
School Total
283
287
320
346
352
Immersion Total
55
61
48
40
26
Classroom Configuration Trends – Shelburne Regional High School
Year
French Immersion
English
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
No combined classes
No combined classes
No combined classes
No combined classes
No combined classes
Tri-County Regional School Board
Enhanced French Programming Discussion Paper
No combined classes
No combined classes
No combined classes
No combined classes
No combined classes
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
2013-2014
2012-2013
2011-2012
30
19
20
58
44
57
48
55
70
15
20
11(L)
75
79
76
18
10
27 (L)
90
64
123
9
23
28 (L)
7 (E)
13 (L)
13 (E)
15 (L)
66
20
18
12 (E)
10 (L)
6 (E)
5 (L)
15 (E)
18 (L)
60
60
71
2010-2011
17
18
6 (E)
13 (L)
13 (E)
13 (L)
6 (E)
9 (L)
61
15 (E)
15 (L)
12 (E)
17 (L)
121
12 (E)
15 (L)
7 (L)
138
123
2009-2010
67
66
61
86
100
67
89
140
School
Total
507
499
664
Immersion
Total
109
108
127
7 (L)
123
696
121
15 (L)
118
682
127
Classroom Configuration Trends – Barrington Municipal High School
Year
French Immersion
English
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
No combined classes
No combined classes
No combined classes
No combined classes
No combined classes
Tri-County Regional School Board
Enhanced French Programming Discussion Paper
No combined classes
No combined classes
No combined classes
No combined classes
No combined classes
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.
Tri-County Regional School Board
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.
Tri-County Regional School Board
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
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
10
11
9
13
9
16
26
24
18
15
11
8
12
7
18
26
24
23
17
17
8
10
6
17
11
24
20
20
23
26
8
4
15
12
17
20
20
24
27
26
4
14
8
16
15
21
22
29
28
20
14
9
16
14
4
22
30
28
22
31
9
14
12
3
5
30
23
23
32
28
School
Total
223
235
249
249
242
Immersion
Total
64
70
78
82
79
Classroom Configuration Trends – Weymouth Consolidated School
Year
French Immersion
English
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
(P/1) ( 2/3) (4/5/6)
(P/1) ( 2/3) (4/5) (6)
(P/1) ( 2/3) ( 4/5) (5/6)
(P/1) ( 2/3) (4) ( 5/6)
(P/1) ( ½) (3) ( 4/5/6)
No combined classes
No combined classes
No combined classes
No combined classes
No combined classes
Tri-County Regional School Board
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
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
24
19
23
17
18
29
28
23
31
28
18
22
15
17
25
31
26
36
26
42
21
13
16
21
20
27
37
29
42
30
14
14
21
19
17
36
33
48
37
44
14
20
19
17
15
30
47
42
40
34
20
17
16
15
15
46
39
34
35
23
18
16
13
17
16
42
45
38
34
31
Tri-County Regional School Board
Enhanced French Programming Discussion Paper
School
Total
370
376
373
368
358
Immersion
Total
129
121
123
123
126
Page 28
Classroom Configuration Trends – Digby Elementary School
Year
French Immersion
English
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
(P) (1/2) (2/3) (4/5) (5/6)
(P) (1) (2) (3/4) (4/5) (5/6)
(P) (1) (2) (3) (4/5) (5/6)
(P) (1) (2) (3) (4) (5) (6)
(P) (1) (2) (3) (4) (5) (6)
(p) (p/1) (1/2) (2/3) (3) (4/5) (4) (5) (5/6) (6)
(2 classes of p) (1/2) (1) (2) (2/3) (3/4) (4) (5/6) (5) (6)
(p) (1) (1/2) (2) (2 classes of 3) (4/5) (4) (5/6) (5) (6)
(2 classes of P) (1) (2 classes of 2, 3, 4) (5) (6)
(p) (p/1) (1) (1/2) (2) 2 classes of 3 and 4) ( 5) (5/6) (6)
Tri-County Regional School Board
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.
Tri-County Regional School Board
Enhanced French Programming Discussion Paper
Page 30
Historical Class Enrolment – Digby 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
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
16 (E)
11 (E)
16
16
21
60
49
52
49
55
12 (E)
13 (E)
15
22
17
55
43
53
62
79
15 (E)
13 (E)
24
14
22
49
45
64
80
86
13 (E)
19 (E)
10e
18
18
53
73
89
64
73
18 (E)
7 (E)
18e
21
18
75
73
84
77
61
8
14 (E)
18 (E)
16
13
76
64
109
69
72
School
Total
450
424
552
508
535
Immersion
Total
82
77
101
107
109
Classroom Configuration Trends – Digby Regional High School
Year
French Immersion
English
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
No combined classes
No combined classes
No combined classes
No combined classes
No combined classes
No combined classes
No combined classes
No combined classes
No combined classes
No combined classes
Tri-County Regional School Board
Enhanced French Programming Discussion Paper
Page 31
St. Mary’s Bay Academy
St. Mary’s Bay Academy (SMBA) is located in Digby County and within the Municipality of the District of Clare. The Municipality of the District of Clare is distinctly Acadian and as
such has considerable cultural and linguistic influence within the SMBA community. For this reason among others, Enhanced French program options are valued at SMBA. SMBA
currently offers the Enhanced French program where students take a French Language course as well as a Social Studies course in French, with the remainder of their courses
completed in English. Enhanced French was selected as a replacement after a decline in enrolment in the Early Immersion program. SMBA receives students from Weymouth
Consolidated School (WCS).
Although it was not viable to offer the full Immersion program in Grade 7, Integrated French is being offered to those students from the Early Immersion program who wish to
receive enhanced French programming. The Enhanced French Program is more intensive than the Core French Program offered to all students in the English program. This year,
the 21 Grade 7 and 8 students are in a combined class for French language instruction and Social Studies. Even though the program is offered in the junior high grades, it is not
offered in Grade 10 because of 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.
Sustainability is a significant variable in this study, but as it was in the case of WCS, it gives little guidance where SMBA is concerned. In fact, it is difficult to predict enrolments for
Enhanced French programming at SMBA. Having said this, there is a reason for optimism in that the Principals of both SMBA and WCS are very committed to building a strong
relationship between the two schools and especially to promoting the Immersion program WCS. This relationship has the potential to see the promotion of enhanced French
programming at both schools and a potential opportunity for increases in programming options at SMBA in the future.
Regarding the sustainability question, the following facts are particularly relevant:

The additional staff requirement for the Enhanced French program is approximately 0.2FTE-because of its small size, this figure is a non-material factor when considering
whether Enhanced French should be offered at SMBA.

Enrolments at WCS in Grade Primary Immersion in recent years have been approximately 10 students. This number, given that a typically lower percentage of students
move from elementary school to junior high school and then from junior high school to senior high school, presents a challenge for the Enhanced French at SMBA.
Tri-County Regional School Board
Enhanced French Programming Discussion Paper
Page 32
Given the small FTE staffing implications, as well as the cultural factor emphasized above, the case cannot be argued that the Enhanced French at SMBA should be discontinued
at this time. As such, this program should be reviewed by program specialists and the principal on an on-going basis to determine the best program offerings on a year-to-year
basis. This practice, which has occurred in recent years, should be continued.
Historical Class Enrolment – St. Mary’s Bay Academy
Year/Grade:
7 Int.
7 Eng
8 Int.
8 Eng
9 Int.
9 Eng
10 Imm
10 Eng
11 Imm
11 Eng
12 Imm
12 Eng
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
11
11
3
8 (E)
31
26
41
32
39
10
0
7
7
-
30
24
33
44
43
0
5
8
-
47
37
40
43
37
N/A
N/A
-
43
49
48
41
40
N/A
N/A
-
46
42
40
32
56
N/A
N/A
-
46
35
31
53
53
School
Total
264
229
257
255
276
Immersion
Total
21
16
15
10
8
Classroom Configuration Trends – St. Mary’s Bay Academy
Year
French Immersion
English
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
No combined classes
No combined classes
No combined classes
No combined classes
No combined classes
Tri-County Regional School Board
Enhanced French Programming Discussion Paper
No combined classes
No combined classes
No combined classes
No combined classes
No combined classes
Page 33
The Financial Requirements of Enhanced French Programming
Tables F and G, below, provide the FTE savings on an individual school basis as well as the sum total FTE savings for the TCRSB if Enhanced French programming were no
longer offered. The methodology for these calculations may be found in Appendix IV and V.
The cost savings realized with the reduction of 12.27 FTE at $70 000/FTE would be approximately $858 000. In this context the term cost savings may be defined as an
opportunity cost for the TCRSB to offer non-Enhanced French programming. An example of these cost savings would be those which would result in staffing the schools if only
English programming was offered in place of both English and Enhanced French programming. The 12.27 FTE represents 2.7% of the overall NSTU staffing allocation in TCRSB
schools for the 2013-2014 school year.
Utilizing the definition of sustainable Enhanced French programming, discussed earlier in this report, only 2.4 of the 12.27 FTE that could be redistributed from Enhanced French
programming to other programs are found in schools that have issues related to sustainability. The programs where questions of sustainability arise include Plymouth School, St.
Mary’s Bay Academy, and Weymouth Consolidated School. There are factors outside of the definition for sustainability, discussed previously in sections dedicated to individual
schools that make offering Enhanced French programming at these sites in the TCRSB a necessity. Over time, as combined classrooms have become more common, the
financial efficiency of offering Enhanced French programming to students has increased.
Calculating French Immersion Savings for Elementary Schools
Calculations were determined by using the NSTU Staffing data currently used to determine Full Time Equivalent (FTE) allotments for TCRSB schools. If French Immersion
program was discontinued, class compositions would be based on the premise that all students would now be part of English programming – which means that students formally in
Immersion would be placed in English courses. By doing so, potential savings are projected given that class combinations will be different without French Immersion. Employing a
class cap of 25 students in Grades P-3, projections were made as to the number of classes that would be required in the case that French Immersion was no longer offered. For
some examples as to how the FTE projections were calculated please see Appendix IV.
Tri-County Regional School Board
Enhanced French Programming Discussion Paper
Page 34
Table F
Table F details the projected FTE savings if the TCRSB were to offer no French Immersion in its elementary schools.
FTE Savings in TCRSB Elementary Schools
School
Current FTE allotment
(with Immersion being offered)
Projected FTE allotment
(with no Immersion being offered)
Projected FTE Savings
Classes P-3
Classes 4-6
Total FTE required
with Immersion
Classes P-3
Classes 4-6
Total FTE required
without Immersion
Digby Elementary School
8
7
17.95
8
7
17.95
0
Drumlin Heights
Consolidated School
4
3
8.35
3
3
7.2
1.15
Meadowfields Community
School
11
9
23.89
10
9
22.75
1.15
Plymouth School
2
3
7.2
2
2
4.8
2.4
Weymouth Consolidated
School
6
4
11.89
6
4
11.89
0
Yarmouth Central School
5
4
10.75
5
3
9.49
1.26
74.08
5.96
Projected FTE Savings
80.03
Calculating Enhanced French Programming Savings for Secondary Schools
Calculating projected savings at the secondary level was done by examining current Enhanced French Programming course offerings at each of the secondary schools and then
determining whether or not the students in those sections could be absorbed into the current classes being offered as part of the English programming. For details as to how the
FTE projections were calculated please see Appendix V.
Tri-County Regional School Board
Enhanced French Programming Discussion Paper
Page 35
Table G
Table G details junior and senior high projected FTE savings and the total projected Full Time Equivalent (FTE) savings if the TCRSB were to offer no Enhanced French
Programming in its schools.
FTE Savings in TCRSB Junior and Senior High Schools and total TCRSB FTE Savings
School
FTE Savings
Barrington Municipal High School
Drumlin Heights Consolidated School
Digby Regional High School
Maple Grove Education Centre
St. Mary’s Bay Academy
Shelburne Regional High School
Yarmouth Consolidated Memorial High School
Subtotal (Jr. and Sr. High)
Elementary Schools
Total Projected FTE Savings
1.125
0.5
1.06
2
0
0.125
1.5
6.31
5.96
12.27
The assumptions behind the numbers in Table F and G were developed to conservatively represent actual cost savings.
*FTE – Full Time Equivalent positions (for instance a school may have 3 FTE that could be comprised of 2 full-time teachers and 2 half-time teachers)
Tri-County Regional School Board
Enhanced French Programming Discussion Paper
Page 36
Observations and Recommendations
Core Observations and Recommendations
This section is intended to summarize the findings reported in the previous sections and provide some observations and recommendations for consideration by the school
communities and finally by the TCRSB.
Through many conversations undertaken with TCRSB Regional Office staff and school principals, in conjunction with a review of the Enhanced French language program data, it
became evident that offering Enhanced French language programs has had and should continue to have high priority in our schools because the Acadian culture and history are
so predominant in many communities within the TCRSB. In acknowledgement of this high priority, Enhanced French Programming should not be reduced or eliminated unless
there is an obvious reason to do so. One major reason would be significant financial costs along with measureable negative effects on the delivery of all programs in a school or
schools as a result of offering Enhanced French Programming.
While the total student enrolments within the schools of the TCRSB continue to decline, the percentages of students enrolled in Enhanced French Programming generally remain
high or are increasing. Although the overall declining enrolment makes it more difficult to offer Enhanced French Programming as an optional program, one can argue that it is
optional only in a technical or legal sense. In a greater sense, educationally, culturally, and socially, Enhanced French Programming should be considered as something more
than optional.
With this in mind, an important theme emerged during the course of developing this discussion paper. The importance of Enhanced French language programming for students
and their families, in a region that has deep, historic, and contemporary connections to French Acadian culture, should be given special recognition. This special recognition
should be expressed in terms of the need to maintain the human resources which are dedicated to the program already and for additional financial resources to support this
commitment to Enhanced French Programming.
More directly stated, it is recommended that Enhanced French Programming be acknowledged as a program that requires additional funding because of the dominance of French
language and the Acadian culture in many communities served by the TCRSB.
Tri-County Regional School Board
Enhanced French Programming Discussion Paper
Page 37
Recommendations for Enhanced French Programming at the School Level
Yarmouth County Schools
French Immersion in the YCMHS Feeder System
Based on the facts discussed in this Discussion Paper 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.
French Immersion in the Plymouth School and Drumlin Heights Consolidated School
French Immersion is important for Plymouth School and its community. Any decision concerning French Immersion programming should carefully consider the value placed on
French Immersion within its catchment area. Low grade level enrolments and a low total school enrolment are creating program delivery challenges for both French Immersion and
the English programs at PS. Any decision regarding the future of French Immersion at PS should be held in abeyance until the results of the catchment area review are finalized
and the number of additional students from Arcadia School is known. Even then, if the expected number of students is transferred to PS, the families of the students from Arcadia
School should have an opportunity for input regarding the future of French Immersion.
Because of the strong Acadian community influence and because of high percentages 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 Drumlin Heights Consolidated School.
Digby County Schools
French Immersion in Digby Regional High School and Digby Elementary
French Immersion programming is important for Digby Regional High School therefore Enhanced French programming should be accessible 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 Digby Regional High School. But if the
enrolment continues to decline at DRHS, as projected, and the percentage of students enrolling in French Immersion does not increase, programming challenges can be expected
in the future.
Tri-County Regional School Board
Enhanced French Programming Discussion Paper
Page 38
Similarly, French Immersion programming should be accessible to the students of these families at Digby Elementary School.
Because of the stability of the percentage of
students enrolled in French Immersion as well as the relativity high number of students enrolled, it appears reasonable to continue to offer French Immersion programming at
Digby Elementary.
Enhanced French Programming and French Immersion in SMBA and WCS
Given the small FTE staffing implications, as well as the cultural components detailed above, the case cannot be argued that Enhanced French programming at SMBA should be
discontinued at this time. As such, this program will need to be reviewed by program specialists and the principal on an on-going basis to determine the best program offerings on
a year-to-year basis. This has been the practice in recent years and conforms to the standard of allowing Enhanced French language instruction accessibility to students provided
it can be offered within reasonable limits imposed by insufficient enrolments and/or scarce financial resources.
Sustainability is a significant variable in this study, but in the case of Weymouth Consolidated School, 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? 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 School should be
discontinued.
Shelburne County Schools
Shelburne Regional High School
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 Shelburne Regional High School. 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.
Barrington Municipal High School
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 Barrington Municipal High School.
Tri-County Regional School Board
Enhanced French Programming Discussion Paper
Page 39
General Observations and Suggestions for Consideration
General Observations
1. From a school system perspective, Enhanced French Programming requires an additional allocation of 12.27 full-time-equivalent teaching positions for this school year,
valued at approximately $858 000.
2. Many Immersion class sizes are very small, but this is also true for English program class sizes in the smaller schools of the TCRSB. In other words, the greatest barrier to
effective Enhanced French program delivery identified through this study---other than limited financial resources---is the very low grade level enrolments, but this same
barrier causes problems for English program delivery in quite a number of schools.
3. It is only by good fortune or good luck that the grade level enrolments, in most of the Immersion schools given particular attention in this study, are such that additional
teaching positions are not required for the Immersion classes; e.g., WCS, DES, junior high at SRHS, and elementary classes at DHCS.
4. No detrimental impact on the delivery of English programs in particular schools was found that could be minimized by the elimination of the Immersion program.
5. It is reasonable to expect that Immersion enrolments will become more stable and even increase in some feeder systems now that decisions about the future operation of
several schools have been finalized, especially if actions are taken by the TCRSB to promote the delivery of Enhanced French Programming.
Suggestions for Consideration
Additional Promotion of Enhanced French Programming (school level)
Additional promotion of Enhanced French Programming should be considered for all TCRSB sites where Enhanced French Programming is offered. For instance, Weymouth
Consolidated School and St. Mary’s Bay Academy schools should collaborate to effectively enhance the sustainability of their programs. The willingness of the two principals to
engage in this activity lends optimism to a positive result. As another example of successful promotion, the Principal and staff of Shelburne Regional High School have made
measureable progress in raising the enrolments in Late Immersion in junior high school.
The system-wide implications of promoting Enhanced French Programming should be debated by the TCRSB with the matter being first considered by the Education Committee of
the Board.
Tri-County Regional School Board
Enhanced French Programming Discussion Paper
Page 40
Support for Multi-Grade classes
Classes of two grade levels have become common, not only in the TCRSB but across the Province. In 2012-2013 the TCRSB had 158 elementary classrooms (106 single grade
classrooms and 52 combined classes - 4 of which were triple combined) 33% of which were combined grade classrooms. In 2013-2014 the TCRSB had 142 elementary
classrooms (72 single grade classrooms and 70 combined classrooms - 6 of which are tripled combined) 49% of which were combined grade classrooms.
The Nova Scotia Department of Education and Early Childhood Development, as well as the TCRSB, has recognized that combined classes do require professional learning for
teachers. A focus of Regional Office staff should be to continue Professional Learning that supports combined grade classroom configurations. Please see Appendix VI for
examples of Professional Learning that has taken place within the TCRSB in support of combined grade classes.
Where classes of more than two grade levels exists special attention needs to be paid to factors such as the teacher’s ability to engage this complex teaching environment,
professional learning requirements, collegial opportunities, number of students in the class, and classroom composition. Classes of more than two grade levels may have
additional FTE’s to support learning. A focus of Regional Office staff should be to support these classroom configurations through effective professional learning opportunities.
Tri-County Regional School Board
Enhanced French Programming Discussion Paper
Page 41
References
Gunn, J. (2011). The Delivery of French Immersion. Retrieved from http://www.hrsb.ns.ca/files/Downloads/pdf/reports/2010-2011/March/French-Immersion-Study.pdf
Tri-County Regional School Board
Enhanced French Programming Discussion Paper
Page 42
Appendix I – Primary Enrolments
Primary Enrolments from 2006-2007 to Present & Projected Enrolments to 2018-2019
Digby Elementary School
Drumlin Heights Consolidated School
Meadowfields Community School
Plymouth School
Weymouth Consolidated School
Yarmouth Central School
06-07
61
24
66
18
42
36
07-08
52
20
60
21
31
41
08-09
63
20
87
22
36
26
09-10
46
28
61
22
36
26
10-11
48
17
53
6
31
36
11-12
47
14
58
7
31
27
12-13
48
14
61
8
33
28
13-14
57
22
66
12
28
20
14-15
52
16
62
10
32
24
15-16
53
17
62
9
32
24
16-17
54
18
63
10
31
23
17-18
53
17
62
10
32
24
18-19
53
17
62
10
32
24
The student population in 2018-2019 is estimated to be 5558. From the Primary population projections contained in Table C one can infer that the student population declines from
2018-2019 forward will slow further and the TCRSB student population will be more stable moving forward but will still likely experience a continued population decline in although at
a much slower rate (approximately 1% per year). The reliability of population projections over longer time horizons are subject to confounding variables such as birth rates, migration
patterns, economic activity, and other factors affecting demography.
Tri-County Regional School Board
Enhanced French Programming Discussion Paper
Page 43
Appendix II – Enhanced French Programming Attrition Rates
Immersion Attrition Rates from 2009-2010 to Present
09-10
10-11
11-12
12-13
13-14
Average
P
n/a
n/a
n/a
n/a
n/a
1
5.5
14.0
12.4
13.9
6.3
2
13.3
4.8
6.8
15.4
3.4
3
3.0
1.2
5.1
11.6
9.1
4
5.8
3.1
7.1
9.6
1.6
5
6.9
-1.2
3.2
5.1
10.6
6
7.1
-3.7
11.0
6.5
4.1
7
7.0
3.0
9.0
7.0
6.0
8
16.1
7.9
10.4
11.1
8.5
9
-2.4
13.1
3.9
7.5
-1.7
10
33.3
20.2
12.8
35.8
20.7
11
23.5
1.2
3.9
30.7
19.0
12
6.9
3.2
9.6
26.3
7.7
10.4
8.7
6.0
5.4
4.9
5.0
6.4
10.8
4.1
24.6
15.6
10.7
Tri-County Regional School Board
Enhanced French Programming Discussion Paper
Page 44
Appendix III – Elementary FTE Calculation Details
For example, at Digby Elementary School for the current school year of 2013-2014, they currently have 8 classes at grades P-3 (5 of which are English; 3 are Immersion) and 7
classes at grades 4-6 (5 of which are English; 2 are Immersion). If Immersion was not offered at the school, recalculating the number of classes needed would not result in any
projected FTE changes. In other words, 8 classes at grades P-3 would still be required, as well as the 7 classes at grades 4-6.
However, looking at Meadowfields Community School as another example, they currently have 11 classes at grades P-3 (7 of which are English; 4 are Immersion) and 9 classes at
grades 4-6 (6 of which are English; 3 are Immersion). If Immersion was not offered, recalculating class combinations could result in the reduction of one class at the school since
there would be a need for 10 classes at grades P-3 and 9 classes at grades 4-6. By reducing the school by one classroom teacher, there are other small savings that would also
occur in the areas of Music and Physical Education – so the overall savings could be projected to be 1.15 FTE.
Tri-County Regional School Board
Enhanced French Programming Discussion Paper
Page 45
Appendix IV – Secondary FTE Calculation Details
In most semestered courses, one section is offered in one block out of 8 – which calculates to roughly 12.5%. Eliminating one semestered course should result in a savings of
0.125 FTE. For junior high courses, the amount of savings would differ based on the frequency at which the course is offered. For example, grade 8 Immersion Mathematics is
offered each day, while Immersion Science may be offered every other day.
Projected FTE Savings at Barrington Municipal High School
Based on the current course offerings, and by examining relative class size and composition; eliminating Immersion would not result in any savings at the junior high level, but
some savings would occur at the senior high level. Based on the class sizes of the senior high Immersion classes, these students could be absorbed into existing sections if
Immersion were not offered at the school. The total savings would be roughly 1.125 FTE and it would be a result of eliminating the following sections: ARTDRA10IM, DRT12IM,
FR10IM, FR11IM, FR12IM, GP12IM, HC11IMIM, MVA11 and SCS10IM.
Projected FTE Savings at Drumlin Heights Consolidated School
Eliminating Immersion would result in no savings at the junior high level and some savings at the senior high level. The total savings would be roughly 0.5 FTE and it would be a
result of eliminating the following sections: BI11IM, FR10IM, FR11IM/FR12IM, and MVA11.
Projected FTE Savings at Digby Regional High School
Eliminating Immersion would result in no savings at the junior high level and some savings at the senior high level. The total savings would be roughly 1.06 FTE and it would be a
result of eliminating the following sections: ARTDRA10IM, DRT12IM, BI11IM, FR10IM, FR12IM, HC11IMIM, HSP12IM, MVA11, and SCS10IM. Given the large class size of
FR11IM, eliminating this section would only result in a partial savings (0.0625 instead of 0.125).
Tri-County Regional School Board
Enhanced French Programming Discussion Paper
Page 46
Projected FTE Savings at Maple Grove Education Centre
At the Grade 7 level, Maple Grove Education Centre currently offers 8 English homeroom classes and 2 Immersion homeroom classes (for a total of 10 grade 7 classes).
Likewise, at the Grade 8 level, there are 8 English homerooms and 2 Immersion homerooms. When examining the grade 7 average class size for the English homerooms, it
equals roughly 22.3 students per class. If Immersion were to be eliminated, the 10 classes could be reduced to 9 classes – and the average class size would be roughly 25
students per class. At the Grade 8 level, the average class size is 22.4 students per class, and one class could be eliminated as well if Immersion were not to be offered. Spread
over 9 homeroom classes, the average class size would be 23.8 students per class. Eliminating 2 homeroom classes would result in a savings of approximately 2 FTE at Maple
Grove Education Centre.
Projected FTE Savings at St. Mary’s Bay Academy
St. Mary’s Bay Academy offers a junior high Integrated French Program which means that the only Immersion courses being offered are French Language Arts and Social Studies.
Based on their current course offerings, losing this program would not result in any FTE savings.
Projected FTE Savings at Shelburne Regional High School
Shelburne Regional High School offers full Immersion programming at the junior high level, and at the senior high level, the only Immersion course being offered is FR10IM and
FR12IM. Eliminating the Immersion program at SRHS would only result in a savings of 0.125 FTE due to the loss of the FRA10IM/FR12IM combined class. There would be no
FTE savings at the junior high level if Immersion was no longer offered.
Projected FTE Savings at Yarmouth Consolidated Memorial High School
Eliminating Immersion at YCMHS would result in savings at both the junior high level as well as at the senior high level. The total savings would be roughly 1.5 FTE – 0.5 FTE at
the Grade 9 level, and 1 FTE overall at the senior high level. At the junior high level, there would be some savings by not offering FR9IM, MT9IM, SC9IM, and SH9IMIN (0.125 per
course for a total of 0.5).
At the senior high level, the FTE savings would be attained by eliminating the following sections: two ARTV11IM sections, BI11IM, one of two FR10IM sections, HC11IMIM,
IBFR11, IBFRHL12, and MVA11.
Tri-County Regional School Board
Enhanced French Programming Discussion Paper
Page 47
Appendix V – Professional Learning for Combined Grade Classes
The following is a summation of supports provided to teachers of Combined Grades in the Tri-County Regional School Board:
Principal Support
February 2013
1 day professional learning session for all TCRSB Principals
Teacher Support
In our support of combined class teachers, we have focused on the need for meticulous planning and intentional instruction using the workshop model of instruction (or other highly
structured delivery models). We have encouraged detailed yearly and unit planning through which teachers are able to find common and complimentary curricula in order to create
combined units - particularly in the areas of Science, Social Studies, and Health.
February and April 2013 all grade band teachers in combined grades were brought together for a day to share successes and challenges with teaching a combined grade
assignment.
Day 1
Day 2
•
February 2013
•
April 2013
•
Teachers reviewed ‘Workshop Model’ for strong classroom instruction
•
Collaborative Learning Groups strategies and shared instructional practices
•
Shared unit planning strategies
•
Reviewed Units of instruction
Tri-County Regional School Board
Enhanced French Programming Discussion Paper
Page 48
2013-14
The TCRSB was successful in obtaining a grant through the Department of Education and Early Childhood Development in the amount of $23 000.00.
This funding is being used to support Teachers “New to Combined Grade” and additionally continued support will also be offered in the form of substitute days for “Planning for
Instruction and Assessment”.
Day 1
Day 2
•
September 2013
•
October 2013
•
Teachers will review ‘Workshop Model’ for strong classroom instruction
•
Collaborative Learning Groups strategies to share instructional practices
•
Share unit planning strategies
Over the past 2 years teachers have been sharing lesson plans, instructional strategies, and building of lesson plans based on collegial expertise.
A Combined Grade Moodle site has been set up for these groups of teachers so that networking may continue between the scheduled sessions. Teachers offered substitute days
to meet in small groups of similar grade bands throughout the year to share successes and challenges. With this network and collaborative teaming support we can move toward
building greater capacity for stronger instruction at the school level throughout the entire TCRSB.
Benefits to Teachers of focused combined grade professional learning:

Collaborative Learning Groups strategies to share instructional practices

Review Units of instruction created and used previous September – December 2013

o
Review through an assessment lens to design common assessment templates that could be used in conjunction with the units
o
A mix/blend of tools to track evidence under Conversations/Observations/Products
o
Show concrete links between assessment and instruction
Action Plans’ for preparing Units with particular focus on Science and Social Studies with emphasis on cross-curricular instruction
Tri-County Regional School Board
Enhanced French Programming Discussion Paper
Page 49