Muriel Lafitte, Krystan Properzi, Margaret Benham, Amber Spearin, Caroline Borduzac, Annette Sweeney
La semaine derniÃ¨re six enseignantes de nos Ã©coles d'immersions ont fait le voyage pour visiter la belle province. Cette annÃ©e, le congrÃ¨s ACPI s'est dÃ©roulÃ© Ã MontrÃ©al. Notre sÃ©jour Ã©tait rempli d'expÃ©riences positives et de moments d'apprentissage. Nous avons eu l'occasion de collaborer entre nous et avec nos pairs de partout dans le pays.
Last week six teachers from our immersion schools made ââthe trip to visit âLa belle province.â This year's ACPI conference was held in Montreal. Our stay was filled with positive experiences and learning opportunities. We had the chance to collaborate together and with our peers from around the country.
Nous avons tous eu beaucoup de plaisir Ã magasiner pour le IMC. Les nouvelles ressources achetÃ©es au congrÃ¨s seront disponibles sous peu pour tous les enseignants en immersion.
We had a great time shopping for French resources for IMC. The new resources will be available shortly for all French Immersion teachers.
How can we support struggling students in our immersion program?
When we are concerned about how a student is performing in the French Immersion program we should consider the following steps.
1. Gather all the evidence
This process will include gathering all samples of students work, formal testing such as current reading levels and performance assessments. It may also include observations by the teacher as to the behaviors observed in the class and during transition times.
2. Try new strategies
Once you have identified the student`s specific difficulties, it is time to try different strategies to help the student meet their educational needs. This is a great time to try some differentiated instruction strategies. Find innovative ways of meeting the needs in their classrooms so that all students may benefit from learning French. During this time, you should continue to collect evidence of studentsâ progress and work samples. This will help you determine if the new strategies have helped the student.
3. The Learning Team
If you decide that specialized assessment is needed it is a good idea to hold a meeting with key players that will form a learning team. This team will include the parents and other special education personnel in your school. The parents will need to provide informed consent before any specialized assessment can be given.
If the student requires an assessment such as an IQ test, it is recommended that the studentâs first language be used to ensure the validity of the test. The other academic test can be done in French.
5. The Plan
The last step is to develop an action plan with the learning team that will best address the studentâs needs.
French Immersion classes are as diverse as any other classrooms. At times, students will need interventions and may require accommodations to meet their learning needs. By practicing inclusive education, we are giving equal opportunity to all students to be included in the program of their choice.Margaret Benham
This blog and resources website has been developed through the work of various AISI coaches in PHRD. The lead collaborative teachers for the 2015/2016 school year, Cheryl Frose, Christine Quong and Tammy Tkachuk will continue to update this site. If you have resources you would like to share or would like to contribute to the blog, please contact us.
This work is licensed under a Creative Commons Attribution 2.5 Canada License.