Transcript Slide 1

PUT TITLE HERE
TESL Ontario Conference
Panel Discussion: Language for a
Changing World
December 11, 2009
Ministry of Education Goals
• High levels of student achievement
• Reduced gaps in student achievement
• Increased public confidence in education
Four Pillars of Student
Achievement/Student Success
• Literacy – for 21st century
• Numeracy – for 21st century
• Program Pathways and Supports
• Community, Culture and Caring
Closing the Gaps: Results and Trends
Primary Reading: English-Language Assessments
80
Percent at Levels 3&4
70
60
50
40
30
20
10
0
2002/03
2003/04
2004/05
2005/06
2006/07
2007/08
2008/09
All
50
54
59
62
62
61
61
Girls
56
59
63
68
68
68
65
Boys
44
48
54
57
56
55
56
SpecEd
16
19
18
21
22
25
27
ESL/ELL
25
34
36
42
44
45
46
Year
Closing the Gaps: Results and Trends
Primary Writing: English-Language Assessments
80
Percent at Levels 3&4
70
60
50
40
30
20
10
0
2002/03
2003/04
2004/05
2005/06
2006/07
2007/08
2008/09
All
55
58
61
64
64
66
68
Girls
64
67
68
72
73
74
75
Boys
47
50
54
56
56
59
61
SpecEd
14
15
16
19
20
37
40
ESL/ELL
34
42
45
51
54
58
60
Year
ELL POLICY
English Language Learners – ESL
and ELD Programs and Services
(2007)
Policies and Procedures for Ontario
Elementary and Secondary Schools,
Kindergarten to Grade 12
English as a Second Language and
English Literacy Development
(2007)
Secondary Curriculum Policy
ELL RESOURCES
 Supporting English Language Learners DVD
(2009)
 Supporting English Language Learners in
Grades 1 to 8 (2008)
 Supporting English Language Learners with
Limited Prior Schooling (2008)
 Supporting English Language Learners in
Kindergarten (2007)
 Many Roots Many Voices (2005)
Available at http://www.edu.gov.on.ca/eng/teachers/publications.html
COMING UP
 Board Developed Resources from the
111 ELL Project initiative in 2008-2009
 Steps for English Proficiency (STEP)
 resource guide
 initial assessment tool
 ongoing assessment continua
•Reading
•Writing
•Oral Communication
Expanded Cooperative Education
•
•
Currently students can count two cooperative education
credits towards the 18 compulsory credits required for
the OSSD.
•
There is no limit to the number of optional credits that a
student may earn through cooperative education.
•
Two cooperative education credits are a required
component of the Specialist High Skills Major (SHSM).
Co-op programs will need to grow to accommodate
these additional students.
Ontario is a leader in secondary
school cooperative education,
nationally and internationally. It
is one of the few jurisdictions
where the program is based on
students applying and further
developing curriculum
expectations from a related
course in the workplace.
The Expansion of Cooperative Education Toolkit is available to support schools and
boards in expanding co-op and is available online on the Ministry’s website.
• see Cooperative Education Fact Sheet – English Language Learners
Co-op Snapshot
• Student Enrolment (2007-2008): 114,716
• Number of students taking co-op at least once in a school year has
climbed by 28% from 57,797 in 2005-06 to over 73,000 in 2007-08.
(Note: 2008-2009 numbers expected. 2009-2010 TBD)
Adult and Continuing Education
•
•
The government is committed to increasing opportunities for adults to acquire basic
education and foundation skills. It invests close to $200M annually and supports more
than 90,000 adult learners. This includes basic programming reviewed in the Ontario
Learns report (EDU adult high school credit programs, TCU Literacy and Basic Skills
and Academic Upgrading and MCI ESL/FSL/Bridging programs.)
Over 50 school boards offer adult and continuing education programs, of which 31
offer adult education programs funded by all three ministries (credit, ESL/FSL and
Literacy and Essential Skills).
•
The Ministry of Education provides more than $70M annually for school boards to
deliver adult and continuing education programs and services for credit leading to a
secondary school diploma.
•
The Ministers’ Committee on Adult Education chaired by the Minister of Education,
meets regularly to provide direction on improved policy alignment and coordination of
programs and services for adult learners across government.
ENGLISH LANGUAGE POLICY AND PROGRAM
• Boards will implement a process for evaluating
a student’s proficiency in an international
language(s) and providing appropriate credit(s)
for that proficiency. This includes Prior Learning
Assessment and Recognition (PLAR).
• Through the process of challenging for credit,
students may have their knowledge and skills
evaluated against the expectations outlined for
any of the Level 1–4 international language
courses in the provincial curriculum policy
documents in order to earn credit(s) towards
the secondary school diploma (Section 2.6.4)
In 2009-10, the ministry will
continue to enhance the
capacity of school boards
to recognize and assess
prior learning, to collect
and report significant data
on their adult learners and
programs and to provide
accessible information.
FIRST LANGUAGE CHALLENGE ASSESSMENTS
 School boards developed challenge assessments in Persian (Farsi),
Punjabi, Mandarin, Cantonese, Arabic, Spanish & Russian that
newcomers can use to demonstrate their proficiency and earn
credits toward an Ontario Secondary School Diploma
 CESBA (Ontario Association of Adult and Continuing Education
School Board Administrators) and ILEA (International Language
Educators Association) received funding to develop the First
Language Challenge Assessment Resource Guide to support school
boards with the implementation of these PLAR assessments
 These assessments will be available in an online format using the
provincial Learning Management System after field testing is
completed in spring 2010