Data Gathering Processes to Inform EAL Support. TESL Canada Conference Presentation May 8-10, 2014 Regina, SK

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1 Data Gathering Processes to Inform EAL Support TESL Canada Conference Presentation May 8-10, 2014 Regina, SK

2 Presentation Overview Introduction Changing Provincial Demographics Effect on School Divisions EAL Data Gathering Processes Rationale Sources Impact

3 Introduction: Acronyms EAL English as an Additional Language CFR Common Framework of Reference for Languages CIC Citizenship and Immigration Canada SDS Student Data System for students in Saskatchewan schools

4 Changing Provincial Demographics Prior to 2008: overall provincial population decline for several years; aging population; early retirements; shortage of skilled labourers; decline in the student population; fewer graduates seeking career or work opportunities.

5 Changing Provincial Demographics The 2008 Saskatchewan Education Indicators Report (p. 94) identified a decline in the student population at every grade level over the past five years. With young families moving away to seek employment, prospects for the future did not look promising.

6 Changing Demographics: Actions Federal and provincial governments responded to a looming labour shortage through: Saskatchewan Labour Market Strategy Saskatchewan Immigrant Nominee Program (SINP) Federal Temporary Foreign Worker Program (TFWP)

7 Results: Population Growth Source: Statistics Canada, Catalogue no X

8 Effect on School Divisions New Permanent Residents to Saskatchewan in 2013 Source: Citizenship and Immigration Canada (CIC) Microdata, 2013 Community Age 0-14 Age Total Regina Saskatoon Swift Current Yorkton Moose Jaw North Battleford Prince Albert Estevan Lloydminster Other - Saskatchewan

9 Effect on School Divisions Mother Tongue of New Permanent Residents in 2013 Source: Ministry of the Economy Language Number of New PRs Speakers English 196 French 10 Neither (48+ different languages) 2,456 Total 2,662

10 Effect on School Divisions Top 10 Languages Spoken by New Permanent Residents (ages 0-19) in 2013 Source: Ministry of the Economy 3% 3% 2% Tagalog 3% Urdu 3% English 4% Chinese 35% Ukrainian 5% Punjabi 7% 10% Spanish Begali Mandarin

11 Data-Gathering Take 2 minutes to think about these questions: What insights have you gleaned from this data? What questions do you have after studying the data?

12 Identifying EAL Needs & Support Prior to 2012 the ministry faced three dilemmas: 1. External data: Statistics provided by CIC and provincial SINP sources presented regional information. It is not specific to schools/divisions. 2. Variance: Following provincial consultations in , we found that intake processes, language assessment practices and decisions for EAL support varied greatly among school divisions. 3. Ministry support: Reliable EAL data was not available; ministry supports were not yet in place.

13 EAL Data-Gathering: Rationale EAL data is a vital tool that can assist the ministry, school divisions and other stakeholders to: Identify systemic issues; Identify local trends, needs or issues; Create a knowledge exchange through the process of gathering, interpreting and using data; Create support networks with key stakeholders to address identified needs.

14 Data Sources Ministry: SDS Provincial: M of Econ EAL School Divisions Federal: CIC

15 Setting Baselines for EAL Data EAL learner success with the curriculum is dependent on gaining appropriate levels of English proficiency. A reference scale to chart EAL learner progress ensures greater consistency in data collection. The Common Framework of Reference (CFR) was adopted as a valid, reliable, user-friendly scale for monitoring and assessing EAL learner progress in Saskatchewan.

16 About the CFR CFR levels identify specific language skills along a language continuum; Six levels with skill descriptors at each level: A1.1., A1.2, A2.1, A2.2, B1.1 and B1.2; Skills descriptors focus on authentic (real world) needs and tasks; All skills are equally important: Listening, Speaking (Production, Interaction), Reading, Writing; Language learning is fluid and some skills may cross more than one level.

17 CFR Use Across School Divisions : CFR introduced to school divisions; : Information sessions, workshops, documents and assessment toolkits are provided to support use of the framework. September 2012: First year of CFR data capture in the SDS across all school divisions. September 2013 Second year of data capture in the SDS.

18 EAL Data Capture in the SDS GOAL: To ensure consistency in monitoring language progress and supporting EAL needs over time in the ministry and across school divisions. School divisions are the keepers of EAL learner profiles (e.g. portfolios, progress reports). School divisions have options in terms of assessment strategies and tools. Continuation of data collection each year will allow for large-scale comparative data.

19 EAL: Data Capture in the SDS School divisions can enter individual student data and retrieve school division reports through the SDS.

20 EAL Data-Gathering: What have we learned so far? Grades 1-12 (No Pre-K or K) September 2012 September 2013 EAL: Newcomers EAL: Total ,798 Provincial Student Total 155,262 EAL 6.2% 157,134 EAL 7.5%

21 What have we learned about language levels? 1.6 How far do A1.1 students progress after one year of support? Number of CFR Levels Gained Grade 1-2 Grade 2-3 Grade 3-4 Grade 4-5 Grade 5-6 Grade 6-7 Grade 7-8 Grade 8-9 Grade 9-10 Grade Grade 11-12

22 What have we learned about language levels? 1.2 Average rate of language growth Grades 6-9 from 2012 to 2013 Average Growth Using CFR Scale A1.1 A1.2 A2.1 A2.2 B1.1 0 B

23 A Cautionary Note This EAL data must be interpreted with caution, curiosity, and objectivity. Our preliminary EAL data is a small step forward, but it is not yet conclusive. Extensive data-gathering over several years will provide more conclusive evidence to guide EAL support. Data is a powerful tool for learning and support, when used appropriately.

24 Data-Gathering: Positive Impact Professional conversations among stakeholders have been enriched through the use of data. Evidence provided by data strengthens the dialogue around effective targeted supports. Results of data-gathering have led to specific ministry supports, including: Initial assessment toolkit and funding Annual global funding increases for EAL EAL projects that directly support professional growth at all levels.

25 Some Final Thoughts Comments? Questions? Thank you for joining us today!

26 Ministry Contacts EAL (306) Immigration (306)

27

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