Welcome back to the new academic school year!

School Advocate is designed to provide School Councils, parents, principals, teachers and the community at large with up-to-date news and useful resources relating to publicly funded education in the province of Ontario. Our periodical is distributed free of charge to all School Councils and School Boards in Ontario and is also available by subscription.

WE HAVE MOVED! School Advocate has moved their office. Our phone number/mailing address and contact information are listed on our Mast Head on page 2 of this issue. Be sure to change your records.

Back to School 2009 Click image to read online

IMPORTANT DEADLINES TO NOTE

• Parents Reaching Out Grant
  School Boards, School Councils / PIAC groups - now is the time to consider applying for your Parent Reaching Out Grant to help support your school community's initiatve to engage parents in your school.
  
  The deadline for the 2009/10 PRO grant submissions is Friday, October 16, 2009. Applications must be submitted electronically. For more information on 2009/10 PRO grants, please visit the ministry website at: www.edu.gov.on.ca
  

Ministry of Education Pupil
Accommodation Review Guidelines

Ministry of Education Administrative Review of Accommodation
Review Process

French immersion needs support, c’est aussi simple que ça.

By: Glyn Lewis, CPF BC & Yukon

On May 3rd, 2009, the National Post published a provocative article titled: French immersion elitist, n’est-ce pas? The assertion that French immersion programming is in someway elitist is by no means novel; it is a label that has lingered within the Canadian socio-political discourse for over 40 years. The accusation is problematic primarily because it has, and will continue to, fuel resentment and distrust between families, educators, and decision makers who engage in French second language programming, and those who do not.

The charge that French immersion is elitist has been used by some to undermine the political reconciliation between English and French Canada. There are others who genuinely believe French immersion programming is plagued by a disparity in access and is subject to the “weeding out” of weaker students. It is important to note that many of these latter critics are, in reality, allies of Canadian Parents for French in advocating for quality and accessible bilingual educational opportunities in Canada.

First we must recognize the need to denounce the insidious charge that French immersion, as a body of education, is ‘elitist’. To be clear, there is nothing inherently exclusionary about French immersion programming offered within the public system. Aspiring students do not have to write an aptitude test to gain admittance and parents are not asked to pay a tuition fee. It can be said that access to French immersion is not determined by the student’s intellectual ability or the parent’s socio-economic status. It is a second language program designed to be open to all young Canadians, from all walks of life.

This is not to say that there are not significant structural problems within the French immersion program itself. There are. When lacking the appropriate learning support resources, educators often encourage a student who is having difficulties in the program to move to the English stream. This is a serious flaw within the offering of French immersion which needs to be addressed and mitigated, but it should not be mistaken as a fait acompli barrier to access.

Case in point, year after year “at risk” students successfully graduate secondary school in the French immersion program. An even greater number of students struggle with the material but manage to overcome the stress of adapting to a curriculum in a second, or even third, language. At Marlborough Elementary in Burnaby, BC, for example, 53 per cent of students enrolled in the French immersion program are non-native English speakers. These are the success stories which point to the strength of French immersion in Canada. With this said, it is clear that there are specific areas, such as second language learning assistance, which require significant improvement.

Canadian Parents for French advocates for increased learning assistance for French Second Language (FSL) education but we need the help of parents, students, educators, journalists, and decision makers. Failing to improve French immersion now will lead to even greater problems in the future. As Dr. Fred Genesee, an expert in the FSL education field, recently stated, “Canada used to be a leader in bilingualism, today there is complacency – and that complacency is dangerous.”

While the first pillar of the French immersion elitism charge is structural, the second pillar is French second language parents themselves. The overwhelming majority of parents enrol their children in French immersion because they want their daughters and sons to have the life-long benefits of a learning a second language. The majority of FSL parents want their children to broaden their worldview, to develop new patterns of thinking and capacities, to gain the tools to engage and function in another language, and to foster a strong work ethic. All very normal and healthy human development needs.

There is, however, a small demographic of parents whose primary motivation for enrolling their children in French immersion is to insolate them from the so-called “weaker” students in the English stream. This practice is undeniable, but it is by no means the norm, it is also dissonant to the mission and the day to day operations of Canadian Parents for French – the largest parent volunteer organization in the country.

Promoting and supporting equitable access to quality French second language education for all young students is our organizational raison d’être. This belief system translates directly into our on-the-ground organizing efforts. Every year thousands of parent volunteers work to promote FSL opportunities (Early, Late, and Intensive French) in their communities. School newsletters are sent out, emails are distributed, open editorials are written, information nights are held, and word is spread – parent to parent, mouth to mouth. In small towns, and big cities, all across the country French immersion programs often rely upon this widespread promotion for growth and for survival. The sustainable growth of French immersion depends upon achieving critical mass of enrolment and sustaining it.

As French immersion continues to grow in every corner of the country, ardent supporters of the program will need to join arms with the critics who raise legitimate concerns. Is French immersion an elitist program? No. It is open to all students from all walks of life. Canadian Parents for French works year round from coast to coast to coast to ensure all parents know about the program and the life long benefits for their children in learning a second language.

Are there structural problems which need to be addressed? Yes, absolutely. The sensible solution then is for all supporters of equitable access and quality French immersion programming to work together in advocating for increased learning assistance and learning support.

Article submitted by Betty Gormley, Executive Director Canadian Parents for French (Ontario)

OSTA ADDRESSES INEQUITY OF ACCESS

By: Maureen Nolasco, Editor

‘Hats off’ to the Ontario Student Trustees’ Association (OSTA) for bringing to light an inequity of access in the Ontario education system which addresses the obstacles many students face to receiving a rewarding and complete school experience.

OSTA’s paper, "Equitable Education? The cost of extracurriculars in Ontario's schools" brings to light the rising cost of extracurriculars charged by schools and school boards with some disturbing statistics for participation in these extracurricular activities within Ontario schools. The paper supports the theory that those students who participate in school-based extracurricular activities are more involved in school and are more focused on completing their education.

In the report, the definition of extracurricular activities to which fees are applied can include “everything from sports teams, drama productions, club membership and social events. Extracurricular activities are the main mechanism for effective instruction in leadership, sports, art and drama by way of experiential learning.”

“A student who walks the halls from class to class and sits at their desk merely waiting, living from bell to bell, is not experiencing the most of their school. The school community and life that comes from excellent extracurriculars is perhaps the most effective way to create student engagement by giving students ownership of their education”, said Cody Welton, OSTA Past President.

All school boards face challenges in offering full extracurricular opportunities for students especially in ‘uncertain’ economic times. However, the reality is that until there is a Ministry driven policy or school boards govern these fees effectively, the fees will continue to rise and more students will face the barrier of non-participation resulting in them becoming disengaged. The good news is that as a result of this discussion paper being published from OSTA, many educational organizations within Ontario are supporting the recommendations put forth by OSTA, in the hopes of developing an equitable fee structure that will allow all students, regardless of family income, to participate in extracurricular activities within their schools.

For further information or to review the discussion paper “Equitable Education? The cost of extracurriculars in Ontario’s Schools” and the long and short term recommendations set by the Committee visit www.osta-aeco.org/ and click on Policy and Publications or e-mail the 2009-2010 President Elect, Gorick Ng at president@osta-aeco.org.

SCHOOL ADVOCATE RESOURCE OF CHOICE

• Character is the Key: How to Unlock the Best in Our Children and Ourselves (Wiley & Sons, Canada, 2009)

By: Sara Dimerman

In her new publication, Character Is the Key, parenting expert and therapist Sara Dimerman shares proven techniques in a powerful, step-by-step plan that will help you bring your family together, improve communication, and unlock the very best in your children - and yourself.

By encouraging the development of character attributes in our children like honesty, integrity, and fairness, they develop an inner compass that continues to guide them in a positive direction throughout their lives. Available at retail book stores throughout Canada.

• The World Needs Your Kid: How to raise children who care and contribute (GreyStone Books, D & M Publishers Inc.)

By: Craig and Mark Kielburger and Shelley Page

Inspired by a conversation between the Kielburgers ad the Delai Lama, this back-to-school book illustrates simple, everyday actions and tips parents and teachers can implement in the home and classroom to strengthen a child’s motivation to do more in the world.

This how to guide will help educators and parents teach and raise active global citizens.

Available for purchase at www.metowe.com and book stores across Canada.

• TVOKids Fall 2009

TVOKids has launched its new fall season which proves both challenging and inspiring young viewers in more ways than ever before to achieve their potential in school and in life.

Shows like Gisèle's Big Backyard, every Big Backyard show helps prepare preschoolers for a positive school experience.

LIVE and INTERACTIVE -The Space, targets 6- to 11-year-olds

More programs include Nelly and Caesar, Puppets Town, Dinosaur Train, Wibbly Pig, League of Super Citizens, The Electric Company, as well as new in-house shorts including Jackie's School of Dance, invite kids to try and learn new things.

TVO focus on Literacy include new in-house productions such as Tumbletown Reads, What's the Scoop?, Sir Readsalot WordWorld, WordGirl, Melvin's Marvellous Words and Story, Word Magic, and Sir Readsalot book club.

FULL PROGRAMMING DETAILS, GO TO: http://www.newswire.ca/en/releases/mmnr/tvo/kids2009

Does your Child Need Extra Help?


Many children need extra help. In fact, many adults are successful today because they received extra help when they were in school. So you should not be upset if your child needs extra help right now.

As a parent, it is important to recognize your child's challenges and work together with the teacher to make sure the necessary help is received.

Recognizing that your child needs extra help is not always easy. Here are some common signs to watch out for.

Your children may need extra help when:

1. Marks are below average
2. A teacher talks to you directly on the issue
3. There seems to be too much homework
4. Homework seems consistently too difficult
5. Talking about school or a certain subject puts a child in a bad mood
6. They avoid talking to you about the topic
7. They find excuses such as illness to avoid school
8. They are easily and happily distracted from homework

If you see any of these signs, you should contact the teacher and discuss your child’s challenges. Work with the teacher to create a plan of action and agree on how it will be carried out and measured.

Tips to helping your child succeed with extra help:

1. Get them involved in the plan. Give your child the chance to have some say in when the work will be done, how much time is given for each task, and what the goals are.
2. Making the grade is not all about marks. Help improve your child’s self-confidence by letting him or her know that marks are only one way of evaluating performance and ability. Marks alone can’t measure your children as individuals.
3. Finish what they start. Help children understand it is important to stick with an assignment until it is completed. Make sure your children know you are proud of them when they master something.
4. Be positive and give praise. Be sure to congratulate your child with each success and milestone reached.
5. Talk to the teacher. Keep in touch with the teacher to learn about your child's progress. Work together if a new action plan is required.

Courtesy of the Ministry of Education, http://www.edu.gov.on.ca/abc123/eng

101 Ways To Praise A Child

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