NOTICE OF MEETING Vancouver School Board Secretary-Treasurer's Office Committee III: May 6, 2016 Joy Alexander Penny Noble Patti Bacchus Fraser Ballantyne Janet Fraser Mike Lombardi Christopher Richardson Stacy Robertson Allan Wong

Scott Robinson, Superintendent of Schools Russell Horswill, Secretary-Treasurer

Notice of Meeting

A Meeting of the Education and Student Services Committee (Committee III) will be held in Committee Room # 120 of the Education Centre, 1580 West Broadway, Vancouver, British Columbia, on Wednesday May 11, 2016 at 5:00 pm

Student Trustee Timme Zhao

Senior Nancy Brennan David Nelson Staff: Catherine Jamieson Julie Pearce Magdalena Kassis Ellen Roberts Brian Kuhn Rob Schindel Lisa Landry Janet Stewart Jim Meschino Ian Wind

Reps: Sylvia Metzner, VSTA Alt: Phoebe Macmillan, VSTA Heather Allison, VESTA Jody Polukoshko, VESTA Jim Rutley, VASSA Annette Vey-Chilton, VASSA John Cortens, VEPVPA Claudette Alain, VEPVA William Wong, PASA Audrey Van Alstyne, PASA Farah Shroff, DPAC Morgane Orger, DPAC Rene Joiner, CUPE Loc 15 Lois Holmlund, CUPE 15 Tim Chester, IUOE Tim DeVivo, IUOE Ken Chohanik, Trades Raymond Szczecinski, Trades Brent Boyd, CUPE 407 Haidee Pangilinan, VDSC

Others: Secretary-Treasurer's Office Ed. Centre Engineers District Parents Rentals Elaine McKay Cafeteria Chris Allen Maisie Louie Lynda Bonvillain leg VANCOUVER SCHOOL BOARD COMMITTEE MEETING

COMMITTEE III — EDUCATION AND STUDENT SERVICES Wednesday, May 11, 2016 at 5:00 pm Room 120, VSB Education Centre

AGENDA

The meeting is being held on the traditional territory of the Musqueam, Squamish and Tsleil-Waututh Coast Salish peoples.

Presentation by Delegation Presenter

1. Early Bilingual (EMB) Barbara Lee and Tim Bray (5:00 — 5:10 pm) (Parents from Norquay)

2. Home Learners Program Shane Richardson (5:10 — 5:20 pm)

Reports for Trustees' Information Presenter

3. District Response to Sanctuary Schools Julie Pearce, Associate Superintendent Policy Proposal

4. Feasibility of User-Pay Band and Strings Nancy Brennan, Associate Superintendent Program (Report to be provided)

New Business/Enquiries

pate and Time of Next Meeting

Wednesday, June 8th at 5:00 pm in Room 120 Early Mandarin Bilingual Program: Global Leadership

EMB Parents of Norquay Elementary Committee 111 Presentation - May 11, 2016

Brief EMB Program Overview

• John Norquay Elementary School (East side between East 29th Avenue & Kingsway • Program intake began in 2011 e 156 students, K-5 in 2015-2016; Low attrition!!! • 80% of students live outside catchment O English proficiency required (90% of families non- Mandarin speaking) • Goal: 50% Mandarin language instruction • Curriculum is home-made: VSB/teacher developed High Parent Engagement

• 90%+ response to parent survey from VSB • 70% response to our own survey. Highlights: 20% of families said they'd go outside the VSB system if not for EMB 75%+ said they'd go anywhere in Vancouver for high school • Packed house at May 3rd Norquay meeting High Demand

• Wait-list is formally 55 families • Parents say: It's much higher than that, people know about the demand and are discouraged • Langara has over 1,000 registrants for K-12 Mandarin classes Parent Feedback

• Long Range Facility planning needs to house EMB high school program • Teachers need support in continuing to develop a home-made EMB curriculum • Deep concern with proficiency standards and goals Benefits of EMB to VSB

• Program has reversed declining enrolment at Norquay • Program is a magnet for kids who would go elsewhere • Brings in a group of well-organized, supportive parents Benefits of EMB to Students

• Cognitive benefits to children well- supported by research • Economic benefits in a Pacific-Rim nation and an Asian-flavored city • An excellent fit for VSB Strategic Plan and Vision 2021 ap = 4 r •_ ) . 441 minternational ,1 i )Vilf AIL

• The Top Languages to Learn in 2015 • July 29, 2015/11 Comments/in Language Blo_g /by Alison Kroulek • Fancy learning a new language this year? Whether you're still a student or you're just looking for a way to improve your career outlook, we've selected the top languages to learn in 2015. • 1. Mandarin • The official language of , Mandarin is already the most widely spoken language in the world. Per Wikipedia 955 million people, 14.4% of the world's population, claim it as their native tongue. The demand for Mandarin speakers will only grow in the years to come, as China nudges the United States out of the top spot as the nation with the world's largest GDP. Mandarin is also the second most popular language online. In a 2013 report, the British Council ranked it as one of the top 10 most important languages for the future of the UK. • Difficulty level: High • Mandarin is considered a difficult language for English speakers to learn. According the United States Foreign Service Institute, it takes an average of 2,200 classroom hours for English speakers to master. Are you up for the challenge'?

How many hours?

Per the United States Foreign Service Institute, it takes an average of 2,200 classroom hours for English speakers to master Mandarin

• 13 years — 3 hours per week for 52 weeks • 10 years — 4 hours per week for 52 weeks • 5 years 8 hours per week for 52 weeks Mandarin Around the World

• What do former Australian Prime minister, Kevin Rudd; the successful entrepreneur, Mark Zuckerberg and the U.S. President Obama's daughter, Malia Obama have in common? They all study Chinese as their second language. • Dual-Language Classes for Kids Grow in Popularity (Wall Street Journal, April 1, 2016): "In increasingly global economy, more parents seek leg up for their children through early immersion programs" • The rise and rise of Mandarin — but how many will end up speaking it? (The Telegraph UK, 20 Sep 2011): "China's growing importance in the world has convinced millions to start learning Mandarin, but how many will end u_p able to speak one of the world's most difficult languages?" • becoming first choice as second language (The Denver Post, 10/22/2012) Next Steps • Continued support and funding of the program — Consider a temporary part-time Mandarin language consultant at least for the transition of EMB from elementary to secondary (2017-2018) • Develop and Implement a voluntary Mandarin Proficiency assessment in Gr. 4, 7, 10 and 12 - Assessment and evaluation is necessary to ensure consistency and teaching standards across classrooms and important for evaluating students entering at later grades to strengthen enrollment numbers - Additional intake at Gr. 4/5/6 or 8 to strengthen numbers - Second elementary site as per original plan • The EMB Parents are passionately committed to this program and ready to help Final Thought:

We recognize that it is a difficult time for Public Education, and while Trustees and Staff are struggling with what to lose, we ask that you also keep in mind what can be gained and grown with a little funding and attention. We think Early Mandarin is one such program that can be grown to reap a tremendous amount of educational, cultural, social and funding benefits. Thank You! *IV

64 Total Responses Families were asked only to complete survey once, but included number of children in EMB program.

Total EMB Students: 14 Grade 5 Families 27 Grade 4 Families 19 Grade 3 Families 14 Grade 2 Families 18 Grade 1 Families 14 Kindergarten Families 1 Unspecified 107 Students out of 156 = 68.6% Response Rate

Date Created: Wednesday, March 16, 2016

Complete Responses: 64

Powered by 4 SurveyMonkey-

Qi: Family Name Q2: What Grade(s) are your child(ren) in?

Q3: When you first started at Norquay's EMB Program, was it your understanding that the program would continue onto Gr. 8 - 12? Answered: 64 Skipped: 0

*VSB Welcome letter signed by Valerie Overgaard, Yes Associate Superintendent at the time and dated October 20, 2011 stated a commitment to parents that the EMB program will Flo continue onto high school. See copy in Appendix.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Answer Choices Responses Yes 93.75% 60

ltle 4 Total 64

Powered by 4'1* SurveyMonkey' Q4: if you were told EMB did not continue onto high school, would you have enrolled your child into the EMB program?

Answered: 64 Skipped: 0

*Most EMB Parents would Answer Choices Responses have chosen another Yes 39.06% 25

program or gone to private 39.06% 25 school if they were told EMB No high school would not be Other (please sperifV) 21.88% 14 available for their children. Total 64

*5 of the "Other" said they would have considered Christian school or other programs

Powered by eN SurveyMonkey' Q5: If your child did not get into the EMB program, where would your child have been enrolled? Choose only one.

Answered: 62 Skipped: 2

Private School

***3 of the 'Other' responses French stated that parents were Immersion considering or were already in private schools or would consider another school Other district. Therefore, the EMB program attracted Regular VS13 approximately 20% of program respondent's students to remain in the district's public Jamieson Late school. Mandarin

Other school district...

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Powered by ^ SurveyMonkey' Q6: Which of these options would you prefer for an EMB High School site. Rank them in order if more than one. (#1 being highest, #4 lowest. Do not need to rank all, can just choose one as #1)

Answered: 63 Skipped: 1

*74.6% of Respondents plan to 2 3 4 Total Score attend EMB high school regardless of A High School site close to Norquay 53.48% 25.58% 16.28% 4.65% 23 11 7 2 43 3.28 location

High School site on East side of Vancouver 9.30% 48.84% 3023% 11.63% 4 21 13 5 43 2.56

Eric Hamber, so our EMS students can merge 3M1% 19.44% 25.00% 19.44% with Jamieson Late Mandarin students 13 7 9 7 36 2.72

Yve plan to attend EMS high school 46.81% 23.40% 6.38% 23.40% regardless of location 22 11 3 11 47 2.94

Powered by eig SurveyMonkey• Q7: At Hamber students can take two Mandarin courses in Grade 8 and one in Grade 9 before transitioning into the appropriate level of the regular Mandarin stream in Grade 10.What high_ _ school elective courses would you be interested in having your child take in Mandarin? Choose all that apply Answered: 63 Skipped: 1

Answer Choices Responses

Advance Conversational Mandarin (similar to Hamber) 96.83% 131 *Advanced conversational 82.54% 52 Mandarin proficiency is Advance Mandarin Language Literature (similar to Hamber) the highest priority for Chinese LiteraturelArt in Mandarin 47.62% 30

EMB parents. Mathematics in Mandarin 25.40% 16

Prefer only Elective courses in Mandarin 19.85% 12

Total Respondents: 63

Powered by " SurveyMonkey. Q8: According to Hamber website: http://go.vsb.bc.ca/schools/hamber/departments/Mod.Lan/Pages/Mandarin.aspxUpon completion_of_their_Mandarin_1_24MMANA.2)_co_urs_e.,_students_will_re.achievel_4_or 5 of B.S.K4a _ standard Mandarin efficiency test).What are your expectations of your child(ren)'s Mandarin proficiency after completing the EMB program to Gr. 12? Answered: 64 Skipped: 0 Answer Choices Responses

Equivalent to Common European Framework of Reference for Languages (CEFIR) 52 or H3K 10.31% 45 (Hanyu Shuiping liaoshi) Level IVN — 1200 Vocabulary •EMB Parents want higher level Ittp:lienglish.hanban.orgModeEal2.11mCan understand the main ideas of complex text on both of Mandarin proficiency. Or at concrete and abstract topics, including technical discussions in hi&her field of specialisation. least equivalent to Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a Jamieson/Hamber Mandarin wide range of subjects arid explain a viewpoint on a topical issue giving the advantages and students. disadvantages of various options.

Equivalent to Common European Framework of Reference for Languages (CEFF4) 131 or FISK 29.69% 19 Level III — 1300VocabularyCan understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise while traveling in an area where the language is spoken. Can produce simple connected text on topics that are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

Total 64

Powered by gitilo SurveyMonkey' Q9: How important is it for your children) to move onto high school with their EMB classmates?

Answered: 64 Skipped: 0

Very important

Somewhat *EMB Parents want to keep important their children with their EMB friends in an EMB high school Neutral

program. Not very important

Hot important at all Answer Choices Responses

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Very important 43.44% 31 ...._._ Somewhat important 1 36.06% 25

Neutral 6.25% 4

Not very important 3.13% 2

Not important at all 3.13%

Total 64

Powered by tektt SurveyMonkey Q10: In Eric Hamber students can take two Mandarin courses in Grade 8 and one in Grade 9 before transitioning into the appropriate level of the regular Mandarin stream in Grade 10. See link in Q#9. In ...French Imm_ersio.n_in.high_schooLus.ualty_take_4_co_urs.es_in_grade 8.and 9.; 3 in gradet0.;_2 in _grade_liand_ _ one in grade 12. What would be your preference for EMB Mandarin course load in high school? Rank in order of preference. (#1 being highest, #4 being lowest) Answered: 63 Skipped: 1

1 2 3 4 Total Score 3 Advance Mandarin Classes in Grade 8, 2 32.69% 38.46% 23.08% 5.77% *63.5% (40/63) of dlik'arice Mandarin Classes in Grade 9 and 17 20 12 3 52 2.98 10,1 Advance Mandarin Class in Grade 11 EMB Parents would and 12 support 3 Advance 2 Advance kalandarin Classes in Grade 8 -10, 25.45% 23.64% 41.82% 9.09% Mandarin classes in 1 Advance Mandarin Class in Grade 11 and 14 1323 5 55 2.65 Gr. 8 12 3 Advance M3ndarin Classes in Grade 8 and 44.23% 23.08% 9.62% 23.08% 9, 2 Advance Mandarin Classes in Grade 10 23 12 5 12 52 2.88 and 11,1 Advance Mandarin Class in Grade 12

2 Advance Mandarin Classes in Grade 8 and 16.67% 16.67% 16.67% 50.00% 9,1 Advance Mandarin Class in Grade 10 -12 9 9 27 54 2.00

Powered by cr'b SurveyMonkey' Common European Framework of Reference for Languages - Wikiped... Ittps://enwildpedia.org/wiki/Common European Framework of Re... Common European Framework of Reference for Languages From Wikipedia, the free encyclopedia • The Common European Framework of Reference for Languages: Learning, Teaching, Assessment,[1] abbreviated in English as CEFR or CEF or CEFRL (compared to the German abbreviations GeR or GeRS, the French abbreviation CECR, the Italian QCER, or the Spanish MCER), is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries. It was put together by the Council of Europe as the main part of the project "Language Learning for European Citizenship" between 1989 and 1996. Its main aim is to provide a method of teaming, teaching and assessing which applies to all languages in Europe, In November 2001, a European Union Council Resolution recommended ming the CEFR to set up systems of validation of language ability. The six reference levels (see below) are becoming widely accepted as the European standard for grading an individual's .

Contents

■ 1 Development ■ 2 Theoretical background • 3 Common reference levels ■ 4 Relationship with duration of learning process ■ 5 Certification and teaching ecosystem enabled by the CEFR ■ 6 Comparisons between CEFR and other scales • 6.1 General scales • 6.2 Language-specific scales ■ 7 Difficulty to align the CEFR with teaching programmes ■ 8 Other applications • 9 See also ■ 10 References ■ 10.1 Works cited

Development

A intergovernmental symposium in 1991 titled "Transparency and Coherence in Language Learning in Europe: Objectives, Evaluation, Certification" held by the Swiss Federal Authorities in the Swiss municipality of Rllschlikon found the need for a common European framework for languages to improve the recognition of language qualifications and help teachers co-operate. A project followed to develop language-level classifactions for certification to be recognized across Europe.[2l

The CEFR is also intended to make it easier for educational institutions and employers to evaluate the language qualifications of candidates to education admission or employment.

As a result of the symposium, the Swiss National Science Foundation set up a project to develop levels of proficiency, to lead on to the creation of a "European Language Portfolio" — certification in language ability which can be used across Europe.

A preliminaty version of the Manual for Relating Language Examinations to the Common European Framework of Reference for Languages (CEFR) was published in 2003. lids draft version was piloted in a number of projects, which included linking a single test to the CEFR, linkingsuites of exams at different levels, and national studios by exam boards and research institutes. Practitioners and academics shared their experiences at a colloquium in Cambridge in 2007 and the pilot ease studies and findings were published in Studies in Language Testing (SiLT).13] The findings from the pilot projects then informed the Manual revision project during 2008-2009.

Theoretical background

The CEFR divides general compelences in knowledge (descriptive knowledge), skills, and existential competence with particular communicative competences in linguistic competence, sociolinguistic competence, and pragmatic competence. This division does not exactly match previously well-known notions of communicative competence, but correspondences among them can be made.[41

The CEFR has three principal dimensions: language activities, the domains in which the language activities occur, and the competences on which we draw when we engage in them.I51

Language activities

The CEFR distinguishes between four kinds of language activities: reception (listening and reading), production (spoken and written), interaction (spoken and written), and mediation (translating and interpreting).151

Domains

General and particular communicative competence* arc developed by producing or receiving texts in various contexts under various conditions and constraints. These contexts correspond to various sectors of social life that the CEFR calls domains. Four broad domains are distinguished: educational, occupational, public, and personal.

Competences

A language user can develop various degrees of competence in each of these domains and to help describe them the CEFR has provided a set of six Common Reference Levels (Al, A2, Bl, B2, C1, C2).

Common reference levels

The Common European Framework divides learners into three broad divisions that can be divided into six levels; for each level, it describes what a learner is supposed to be able to do in reading, listening, speaking and writing. These levels are:

1 of 6 5/11/2016 10:45 AM Common European Framework of Reference for Languages - Wikiped... leps://en.wikipedia.org/wiki/Common European Framework of Re... Level Level group I Levell Level name Description group name I

• Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Al Breakthrough or beginner 1 • Can introduce him/heiself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. • Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

A Basic user • Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). • Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar A2 Way stage or elementary and routine matters. • Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

• Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. • Can deal with most situations likely to arise while travelling in an area where the language is spoken. B1 Threshold or intermediate • Can produce simple connected text on topics that are familiar or of personal interest. • Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans. Independent B user • Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization. • Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite B2 Vantage or upper intermediate possible without strain for either party. • Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

• Can understand a wide range of demanding, longer clauses, and recognize implicit meaning. • Can express ideas fluently and spontaneously without much obvious searching for expressions. Effective operational . Cl • Can use language flexibly and effectively for social, academic and professional purposes. proficiency or advanced • Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices. C Proficient user • Can understand with ease virtually everything heard or read. • Can summarize information from different spoken and written sources, reconstructing arguments and accounts C2 Mastery or proficiency in a coherent presentation. • Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of Meaning even in the most complex situations.

These descriptors can apply to any of the languages spoken in Europe, and there are translations in many languages.

Simtest is a computerized adaptive test (CAT) of foreign language ability designed and developed at the Universitat Autonoma de Barcelona in Catalonia, Spain, based on the above six categories.

Relationship with duration of learning process

Deutsche Welle suggests Al is reached with about 75 hours of Gentian studies, A2.1 with about 150 hours, A2.2 with about 225 hours, B1.1 with about 300 hours, and B1.2 with about 400 hours.[61

Cambridge English said that each level is reached with the following guided teaming hours: A2, 180-200; B1, 350-400; B2, 500-600; Cl, 700-800, and C2, 1,000-1,200.11

Alliance Francaise has stated students can expect to reach CEFR levels after the following cumulative hours of instruction: Al 60-100, A2 160-200, Bl 360-400, B2 560-650, Cl 810-950, C2 1060-1200.1$1

Certification and teaching ecosystem enabled by the CEFR

Multiple organizations have been created to serve as umbrella for language schools and certifications businesses that claim compatibility with the CEFR. For example, the European Association for Language Testing and Assessment (EALTA) is an initiative funded by the European CommunityN to promote the CEFR and best practices in delivering professional language trainings. The Association of Language Testers in Europe (ALTE) is a consortium of academic organizations that aims at standardizing assessment methods.[1°] EAQUALS (Evaluation and Accreditation of Quality in Language Services) is an international association of institutions and organisations involved in language education, active throughout Europe, and following the CEFR.[Ili

In France, the Ivlinistry for Education has created a govenunent-mandated certificate called CLES, which formalizes the use of the CEFR in French teaching programs in higher education.[t2l

In Germany, tele GmbH, a non-profit agency, is the federal government's exclusive partner for language tests taken at the end of the integration courses for migrants, following the CEFR standards 031

Comparisons between CEFR and other scales

General scales

Studies have addressed correspondence with the ACTFL Proficiency Guidelines and the United States MR scale.

2 of 6 5/11/2016 10:45 AM Common European Framework of Reference for Languages - Wikiped... https://enwilcipeclia.org/wiki/Common European Framework of_Re... For convenience, the following abbreviations will be used for the ACTFL levels:

• NL/NIVI/NH- Novice Low/Ivlid/High • IL/I1V1/1H- Intermediate Low/Mid/I-figh • AL/AM/AH- Advanced Low/kid/High • S - Superior • D - Distinguished (a name sometimes used for levels 4 and 4+ of the ILR scale instead of including them within Superior)

A 2008 statistical study by Alfonso Martinez Baztan of Universidad de Granada based on the performances of a group of subjects-114] determines the following ordering of the ACTFL and CEFR leveLs, in which higher levels arc placed further rightlIS]

NIL NM Al NH A2/IL IM B1 IH B2 AL AM__Cl AH C2__S

The following table summarizes the results of Martinez Baztan,[161 the equivalences between CEFR and ACTFL standards proposed in a 2005 paper by Erwin Tschimer of Universitat Leipzig[I1[18] (also quoted by Martinez Baztan[19]), and the equivalences of Buitrago (unpublished, 2006) as quoted in Martinez Baztan 2008.1201

CEFRIMartinezITschiruer Buitrago

In a panel discussion at the Osaka University of Foreign Studies, one of the coauthors of the CEFR. Brian North, stated that a "sensible hypothesis" would be for C2 to correspond to "Distinguished," Cl to "Superior," B2 to "Advanced-mid," and Bl to "Intermediate-high" in the ACTFL system.[211

This agrees with a table published by the American University Center of Provence giving the following correspondences:122]

CEFR!ILR ACTFL 0/0+ NL, NM, NH Al . A2 1 IL, Ilvl Bl 11+ IH 1 B2 j 2/2+ .AL, AM, AH Cl !.3/3+ S C2 t4/4+ D

A study by Buck, Papageorgiou and Platzekt231 addresses the correspondence between the difficulty of test items under the CEFR and ILR standards. The most common ILR levels for items of given CEFR difficulty were as follows:

• Reading—Al: 1, A2: 1, Bl: 1+, B2: 2+, Cl: 3 • Listening—Al: 0+/l, A2: 1, Bl: 1+, B2: 2, CI: 2+ (at least)['-4]

Canada increasingly uses the CEFR in a few domains. CEFR-compatible exams such as the DELF/DALF (French) and the DELE (Spanish) are administered. Universities increasingly structure their courses around the CERF levels. Larry Vandergrift of the University of Ottawa has proposed Canadian adoption of the CEFR in his report Proposal for a Common Framework of Reference for Languages for Canada published by Heritage Canada.[25][26] This report contains a comparison of the CEFR to other standards in use in Canada and proposes an equivalence table. . . CEFR 11.R ACTFL NB OPS[271 CLB PSC PSC4281 Al 0/0+11 Novice (Low/Mid/High) I Unratedi0+/1 1/2 A A2 11+ , Intermediate (Low/Ividdligh)11+/2 3/4 B B1 2 Adva need Low 2+ 5/6 C B2 2+ !Advanced Mid 3 7/8 I Cl :3/3+ Advanced High 3+ 9/10 ; C2 '4 Superior 4 11/14 14445 1- 1_

The resulting correspondence between the ILR and ACTFL scales disagrees with the generally accepted one.1291 The ACTFL standards were developed so that Novice, Intermediate, Advanced and Superior would correspond to 0/0+, 1/1+, 2/2+ and 3/3+, respectively on the ILR acale.[30l Also, the ILR and NB OPS scales do not correspond despite the fact that the latter was modelled on the fortner.[26I

A more recent document by Macdonald and Vandergrift[3I] estimates the following correspondences (for oral ability) between the Public Service Commission levels and the CEFR levels:

PSC CEFR? A A2 B B1/132. 1 _ C B2/C1

Language school may also propose their own equivalence tables. For example, the Vancouver English Centre provides a comprehensive equivalence table between the various forms of the TOEFL test, the Cambridge exam, the VEC level system and the CEFR.132]

Language-specific scales

1 nf 5/11/2016 10:45 AM

Corninon European Framework of Reference for Languages - Wikiped... litps://enwikipeclia.org/wiki/Common European Framework of Re...

Language (ISO Certificate Al A2 B1 B2 Cl C2 639-3) European Consortium for the Certificate of Attainment in Modem Languages ECL exams can be taken in English, French, mul A2 El B2 Cl German, Hungarian, Italian, Polish, Rumainan, Bulgarian, Serbian, Slovak, Russian, Spanish, Croatian, Czech and Hebrew. mul UNlcert UNlcert I UNIcert UNlcert III UNlcert IV mul TELC Al A2 B1 B2 Cl • C2 cat Catalan Language Certificates Basic-A2 Elemental-B 1 Intermedi-B2 Suficiencia-C1 Superior-C2 Chinese emit HSK Level 3 HSK Level 4 HSK Level 5 HSK Level 6 (HSK)1331 . _ — - - Test of Chinese As A Foreign TOCFL Level 1 TOCFL Level 2 TOCFL Level 3 TOCFL Level 4 TOCFL Level 5 crnn Language (TOCFL) () Hy fe dre dd Uwch (Advanced) °yin WJEC Defnyddio'r Gymraegi341 Mynediad (Entry) Sylfaen (Foundation) Canolradd (Intermediate) (Proficiency) Czech Language Certificate Exam cze CCE- A I CCE-A2 CCE-B1 CCE-B2 CCE-Cl (CCE)[3s] Prove i Dansk (Danish Language dan Prove i Dansk 1 Prove i Dansk 2 Prove i Dansk 3 Studieproven Exam)1361 Goethe-Zertifikat C2 - Grolies Deutsches Goethe-Zertifikat B2 I Goethe-Zertifikat Goethe-Zertifikat Cl Sprachdiplom (GDS) Goethe-Zertifikat A2 Goethe-Zertifikat B1 Zertifikat Deutsch Al Zentrale Zentraic deu Goethe-Institut Start Deutsch 2 Zertifikat Deutsch (ZD) fur den Beruf Mittelstufenprtifung Oberstufenpriffung Start Deutsch 1 (ZDfB) Kleines Deutsches Sprachdiplom deu TestDaF[37] TDN 3—TDN 4138] TDN 4—TDN 5 Thatorroinen Eamvopoestac Al A2 B1 B2 rl r2 ell (Certificate of Attainment in (EcotxcubStic (Bootial Fvdmri) (Mez pta Fvdxrn) (Kaki) rv6cM) (Tlok6 Kaki Tveacrn) (Aptorn Fvcbcyri) Modern Greek)[391 Tvthcrn) eng Anglia Examinations Preliminary Elementary Intermediate Advanced Proficiency Masters Cl (Upper- A2 (Elementary) (Pre-Intermediate) B2 (Intermediate) C2 (Advanced) eng Trackist1401 Al (Beginner) BI Intermediate) TOELS: Wheebox Test of English eng 11 (Beginner) 20 (Pre-Intermediato) 25 (Intermediate) 30 (Graduate) 33 (Advanced) Language Skills1411 eng iTEP 1-2 2.5-3 3.5 4-4.5 5-5.5 6 3.5-5.5 (3.5 is the 5.5-7 (5.5 is the 8.0-9.0 (8.0 is the [42][43]144] 2.0 3.0 7-8 (7 is the margin) eng IELTS margin) margin) margin) 60 - 105 110 - 270 (listening) 275 - 395 (listening) 275 400 - 485 (listening) 490 - 495 (listening) (listening) 60 - eng To.cp,5] 115 - 270 (reading) - 380 (reading) 385 - 450 (reading) 455 - 495 (reading) 110 (reading) eng Versant 26-35 36-46 47-57 58-68 69-78 79-80 1 cog Duolingo English Testi461 0-9 10-29 30-49 50-74 75-89 90-100 42-71 (total) r 72-94 (total) 95-120 (total) 4-17 (reading) 118-23 (reading) 24-30 (reading) 10-15 (speaking) 9-16 (listening) 17-21 (listening) 22-30 (listening) eng TOEFL (IBT)[47] 7-12 (writing) 16-19 (speaking) 20-24 (speaking) 25-30 (speaking) 13-16 (writing) 17-23 (writing) 24-30 (writing) eng TOEFL ITP[48] 337 460 543 627 225-245 (listening), 290-300 (listening), 250-285 (listening), 210-245 (language 280-300 (language 250-275 (language form), eng TOEFL Junior Standard1491 form), 210-240 form), 280-300 245-275 (reading) (reading) (reading)

eng EF Standard English Test [50] 1-30 31-40 41-50 51-60 61-70 71-100 eng City and Guildsi5n Preliminary Access Achiever Communicator Expert Mastery eng NQF (UK Only)1521 Entry Level Level 1 Level 2 Level 3 Levels 4-6 Level 7-8 CAE (160 to FCE (140 to 159)1571 / CPE (180 to 199)16°1 / CPE grade A, B or C PET (45 to 69)1551 / 179)1591 / FCE grade PET Pass, Pass with CAE grade B or C[59] / (200 to 230)E6q / CAE 54] KET Pass, Pass with B or C[57]/ PET eng Cambridge exam153] KET (45 to 69)[ rvierit1581 / KET Pass with FCE grade A (180 to grade A (200 to Merit1561 Pass with Distinction1561 190)[57] 210)(591 Distinction[58] eng EXAMAGRAM1611 143-245 246428 429-579 572-714 715-858 859-1000 eng PIE Academic 30 43 59 76 85f Level Al Level Level 2 Level 3 Level 4 _ILevel 5 eng PTE General (formerly LTE)... — Trinity College London Integrated ISE I ISE II ISE III Skills in English (ISE) / Graded ISE 0 ISE IV GESE 2 GESE 5, 6 GESE 7, 8, 9 GESE 10, 11 eng Examinations in Spoken English GESE 3, 4 GESE 12 (GESE) / Spoken English for Work SEW 1 SEW 2, 3 SEW 4

5/11/2016 10:45 AM Hanyu Shuiping Kaoshi - Wikipedia, the free encyclopedia https://enwikipedia.org/wiki/Hanyu_Shuiping_laoshi

Hanyu Shuiping Kaoshi Fromexlikipedia, the free encyclopedia

The Hanyil Shuiping Kioshi (HSK) (Chinese: eeee§eJeTItA), translated as the Chinese Proficiency TestD1 or the Chinese Standard Exam, is China's only standardized test of Standard proficiency for non-native speakers such as foreign students and Hanyu Shuiping Kaoshi .

It is not uncommon to refer to a standard or level of proficiency by the HSK level number, or score. For example, a job description might ask for foreign applicants with "HSK5 or better." HSK Logo The test is administered by Hanban, an agency of the Ministry of Education of the People's Republic of China. Simplified Chinese ).Kf Traditional Chinese Contents Transcriptions Standard Mandarin • 1 Background, purpose and use Hanyu Hanyt1 Shuiping Kaoshi • 2 Current structure (since 2010) • 2.1 Written test Wade—Giles Minya Shulp'ing Kraoshill • 2.1.1 Estimates of equivalent CEFR levels IPA pleiphIn khawi] • 2.2 Oral test Yale Romanization Henyt Shwelping Kausiv • 3 Former structure (before 2010) a 3.1 Ranking Vito: a 3.2 Content hon3 jyu5 seoi2 ping4 haau2 si3 • 4 Test dates and locations • 5 See also IPA [h5:n ?y. sly pqn 111:u sr] • 6 References Yale Romani zation honjy-iihseui piling haau si • 7 External links Southern Alin P01 Han-gar Chin-peng Kho-chhi Background, purpose and use

Development began in 1984 at Beijing Language and Culture University and in 1992 the HSK was officially made a national standardized test. By 2005, over 120 countries had participated as regular host sites and the tests had been taken around 100 million times (domestic ethnic minority candidates included).121 The general count of candidates from outside of China is stated as being around 1.9 million.M In 2011, Beijing International Chinese College became the first HSK testing center to conduct the FISK test online.

The HSK test approximates the English TOEFL, and an HSK certificate is valid without any limitation in China. The test aims to be a certificate of language proficiency for higher educational and professional purposes.

Each year HSK certificates are issued to those who meet required scores. Unlike the Test of Chinese as a Foreign Language offered in Taiwan and administered in traditional , the HSK is administered in Simplified Chinese. In addition, test takers wills outstanding results can win a scholarship for short-term language study in China.

Current structure (since 2010)

The current format was introduced in 2010, with a philosophy of testing "comprehensive language and communication ability".Di Most notable is the inclusion of written segments at all levels (not just Advanced, as in the pre-2010 test), reformation of the ranking system, and use of new question structures. Complete vocabulary lists, previous tests, and simulated tests are available as preparation materials. A minor update of the vocabulary lists was made in 2012.

The HSK consists of a written test and an oral test, which are taken separately. This oral test is also known as the HSKK or e.R.Mele. eFAI.4.iei 151

Written test

Vocabulary Written test Level Desert ptionien Wordsi81 I Characters191 Listening I Reading Writing (cumulative / new), (cumulative / new) Designed for learners who can understand and use some simple Chinese characters and sentences 20 questions, 20 questions, 150 150 174 174 to communicate, and prepares them for continuing their Chinese studies. In HSK 1 all characters 1 15 min 17 min Not tested are provided along with Pinyin. 1 341 35 questions, 25 questions, Designed for learners who can use Chinese in a simple and direct manner, applying it in a basic 2 300 150 ;173 25 min 22 min fashion to their daily lives. In HSK 2 all characters are provided along with Pinyin. Designed for learners who can use Chinese to serve the demands of their personal lives, studies 3 600 300 617 1270 40 questions 30 questions 10 items and work, and are capable of completing most of the communicative tasks they experience dining their Chinese tour. • _1 1 Designed for learners who can discuss a relatively wide range of topics in Chinese and are questions 40 questions 15 items 4 1200 '600 1064 1447 45 capable of communicating with Chinese speakers at a high standard. • Designed for learners who can read Chinese newspapers and magazines, watch Chinese fi Ina and 45 questions 45 questions 10 items 5 2500 1300 11685 621 are capable of writing and delivering a lengthy speech in Chinese. composition Designed for learners who can easily understand any information communicated in Chinese and '2500 t2663 !978 50 questions 50 questions 1. 6 5000 are capable of smoothly expressing thernselves in written or oral form. _ _ • . _ The listening, Reading and Writing tests each have a maximum score of 100. HSK 1 and 2 therefore have a maximum score of 200 with 120 points required to pass,101[111 The higher levels have a maximum of 300 points with 180 points required to pa,.[121[I3][1,0[15] There is no minitmun amount of points required for each of the sections as long as the sum is over 120 or 180 points respectively.

Hanban provides examples of the exam for the different levels together with a list of words that need to be known for each level.061 These examples are also available (together with the audio for the Listening Test) on the websites of the at Quito] and HSK Academy.11181

Estimates of equivalent CEFR levels

In 2010, Hanban stated that the HSK's six levels correspond on a one-to-one basis with the six levels of the Common European Framework of Reference for Languages (CEFR)[7][19[20] This ,Sc 5/11/2016 10:43 AM

Hai yu Shuiping Kaoshi - Wikipedia, the free encyclopedia https://enwildpedia.org/wikUHanyu Shuiping Kaoshi statement has been rejected by both the German and the French association of Chinese language teachers, which argue that HSK level 6 is equivalent to CEFR level 132 or Cl.

IISK level Firm ban estimate German association estimate[211. French association estimater2l 6 C2 B2 B2-C1 5 CI B1 El 4 T 1B2 A2 A2 3 B1 Al Al-A2 2 ^I A2 A1.1 A1.1 1 Wig Below Al Below Al

Oral test

The HSKK test is a separate test. However, the three HSKK levels correspond with the six HSK levels of the written test.

HSK level HSKK level EC11 WordslQuestions1Minntes

Beginner A 2.00 127 17 '2 3 - — • - Intermediate 1B 900 14 1 21 4 5 Advanced C 3000 6 24 6

Former structure (before 2010)

Ranking Vocabulary Test Rank (411) Score (Na)• Certificate Formerly, there were 11 possible ranks (1-11) and 3 test formats (Basic, Elementary/Intermediate, and Advanced). (emulative) A rank of between 3 and 8 was needed to enroll in a Chinese university, depending on the subject being studied. A 11 Advanced A score of 9 or higher was a common business standard. HSK Characters: 2865 10 Advanced B A student taking the Bask lest (441111-ISK) could attain a rank of I through 3 (la-3a), or fail to meet requirements Advanced Words: 8840 9 Advanced C* and thus not receive a rank. The Elementary/Intermediate test (4)31134HSK) covered ranks 3-8 (3M-8.%), with none ranks below 3 not considered Likewise, the Advanced lest (A41151{.) covered ranks 9-11 (9441-11e), with scores below 9 not considered. 8 Intermediate A Characters: 2194 7 Intermediate B HSK Words: 5257 Con tent 6 Intermediate C Elementary/ The previous formal for both Bask and Elementary/Intermediate HSK included lour sections: listening 5 Elemental), A comprehension, grammar structures, reading comprehension, and written expressions. Aside from written Intermediate Characters: 1603 4 Elementary B expressions portion (which requires writing of Chinese characters), these Iwo tests were completely multiple-choice. Words: 3052 Elementary C** 11w Advanced FISK however, added an additional two portions: spoken and written. none 3 Basic A HSK Characters: 800 2 Basic B Basic Words: 1033 1 Basic C none *Generally signifies a professional leveL "Generally required for non-language academic pmgrams.

Test dates and locations

The HSK is held at designated test centers in China and abroad.[24] A list of test centers can be found at the HSK website.1251 Test dates are published annually and written tests are more frequently held than spoken ones, generally around once a month, depending on the test center. Test registration is usually open until 30 days prior to the actual test dale for the paper-based test or around 10 days prior the actual lest date for the computer-based test. Results are generally available around 30 days after completion (but no definite date is given for results).126]

See also

• Test of Chinese as a Foreign Language — the Chinese language test used in Taiwan • ZHC — a Chinese language test intended for native speakers in China • List of language proficiency tests

References

iR****1V0071fgaIthIl iff41/F (ktp://wwweol.cn/kao_shi_kusiicun 2600 9. Character lists are not published separately, but can be derived from the published word lists /20061226/M006I226_211615.shen1), 2006-12-26 www.eol.cn, "The 2007 MK Revision Will Character lists Add Spoken and Writing Portions." 2. Official HSK Center Introduction (http://www.hsk org cn/Center intro.aspx),HSK Center LevOLWAgffpkia*TVi.MX0SWIt$OMMXMA MWSECM,011g*!1>A 3. [1] (http://wv‘w.chirraeducentercom/en/exams.plip), China Education center Mirt#1510AR-ti4'FPNihnklmmut1dffi4got*W1-xAff*MtAAff7X 4. "131if,7.K4k13 iVrga(HSKIc..) - Confucius Institute at Western Michin University - 8ectR, ptAgWOW501Alksmelotsaz04tcMaNWARttMaill*AAatRam_Ler- Retrieved 2 May 2015, aftl.tHWA41**MtAmPft**WmTDIRmEitg-Fm*IRVE,M04.WA 5. "Chinese Character Lists by New 118K Level". Retrieved 2 May 2015. Imv—AmmonmpwfmacPmit*Iftlft do?id=677487) 6. Introduction on New HSK Test (http:/Avww.chinesetesting.cn/gonewcontent LewmnEbMMVztEkMAM-KMaWAMM%PIMWM%SMN4*S_ffl.*WT4gf 7."Chinese Tests HSK" Retrieved 2 May 2015. ',..'„WITAME9:M*MMittzk*ffiAM1004MAliMXRWAS- 8. "M....Mgilib--NiffAiAligM-M". Retrieved 2 May 2015. AMVIMPIngkRettMAAIMTVAMUEIW*1*A*M*AAWR EmizMtilittVqmSVAVY11*AENtmoNtEgISEiNNM nf 5/11/2016 10:43 AM School District#39, Vancouver, British Columbia, Canada Vancouver School Board

PARENT INFORMATION

EARLY MANDARIN BILINGUAL PROGRAM

JOHN NORQUAY ELEMENTARY SCHOOL SCHOOL DISTRICT # 39 (Vancouver)

Developed by: P. Kwan, I. Chang M. Gofsky, L. Liang, M. Peng, R. Ba, C. Wee S. Sveistrup December, 2015

Benefits of learning Mandarin

• Expands the intellect through learning both English and Mandarin

• Develops enhanced feelings of self-esteem due to pride in having acquired a tangible skill

• Supports students to be part of our global community and prepares them to be part of the new global community

• Inspires interest in and respect for people of other cultures and traditions

• Provides students with more choices for advanced education and career options

• Broadens students' cultural life through access to literature, art, music and theatre in another language

How is English impacted?

Increases cognitive abilities, critical thinking, and creative thinking

• Develops an understanding of how languages work which leads to improve English literacy

• Enhances communication skills in students' first language

• Improves overall student performance

• Makes learning additional languages easier

Curriculum Expectations: The Norquay EMB teachers are working to align the Mandarin expectations to that of the newly developed BC Ministry of Education Curriculum. This means that the learning is student-centered, literacy-based, competency driven, while at the same time, teachers are working to support learning in the following areas of language development: (see K — 5 Mandarin Curricular Framework)

Assessment: At Norquay, the EMB teachers use various tools to assess students. Assessment is often done on a daily basis so that teachers can use this information to further inform their teaching to meet the individual needs of students. Summative assessments (tests, projects, presentations, etc) are sometimes used at the end of units or a learning series to ensure students have grasped the important knowledge, skills, and applications. Self and peer assessments are also used so that students can reflect on their own learning and to provide further information to the teacher. Assessment obtained throughout a term is then relayed to parents on the report cards.

-2- Program Description of Norquay's Early Mandarin Bilingual Program (EMB)

• Students are accepted into Norquay's EMB program at Kindergarten and grade 1 only. Students entering the program must be proficient in English.

• The EMB program provides students with opportunities to develop and maintain practical language skills in both Mandarin and English.

• Students will have the opportunity to develop the basic skills of listening, speaking, reading, writing, and communicating in both Mandarin and English.

• The EMB program promotes exploration, understanding and appreciation of the cultures and traditions of Mandarin-speaking world and contributes to multilingualism and multiculturalism.

• Students will be able to apply acquired. Mandarin language skills in real life situations and environments.

What does Norquay's EMB Program look like? At Norquay, the EMB program is taught by teachers who are specially trained to teach all subjects in Mandarin and English. The program is fluid where teachers interchange Mandarin and English throughout the day. Subjects taught in Mandarin:

• Mandarin Language Arts (K-3 Traditional and 4-7 Simplified Mandarin) • Arts Education • Physical & Health Education • Applied Design, Skills, and Technologies

Subjects taught in English:

• English Language Arts • Math • Science • Social Studies • Career Education

Even though the above subjects are determined by language, there is often integration of both languages.

-1- How can parents support their child?

• Engage in conversations with your child's teacher regularly about your child's learning.

• Talk to your child frequently about what he/she is learning and to teach you some words and phrases in the new language. Practice together!

• Expose your child to a variety of Chinese language resources and culture. Such as visiting public library, watching videos, playing Chinese apps and internet games and eating in Chinese restaurants. Give them opportunities to practice outside of the classroom.

• Encourage your child to use and experiment with English and Mandarin. Children readily transfer skills from one language to the other.

• Encourage literacy skills through activities (word games, discussions, reading together, writing activities, shopping,. dining out) to help enhance your child's communication skills in both languages.

• Read to your child in English every day!

• Be positive and be supportive in your discussions about school.

• Offer your child the chance to participate in community programs or events that provide opportunities to interact with native speakers of Mandarin and experience the culture.

• Encourage your child to interact with a relative or friend who speaks Chinese through visits, letters, telephone conversations or emails.

-3- Mandarin Curricular Framework

Kindergarten/Grade 1

BIG IDEAS: • Listening and viewing with intent helps us acquire Mandarin. • Both verbal and non-verbal cues contribute meaning in language. • Meaningful communication is possible in Mandarin using simple, high-frequency words and patterns. • We can express our interests using basic Mandarin. • Chinese culture is a vibrant part of many Canadian communities. • Creative works are an expression of culture. Listening Speaking Reading Writing • Listens and begins to follow • regularly attempts to use • begins awareness that • begins awareness that each teacher's instruction words and phrases Mandarin is a pictorial character has a certain stroke • interprets non-verbal cues to • regularly attempts to language order increase understanding communicate in simple words recognizes some high- • can write some characters • begins to listen to common • sings songs and understands frequency vocabulary • describes themselves and their intonation patterns the meaning begins to read basic interests in simple statements • detects repeated language • experiments with Mandarin characters, phrases and • begins to reproduce short pattern pronunciation simple sentences phrases and sentences about • repeats phrases appropriately • tries to create phrases and understands simple stories themselves • recognizes the relationship sentences begins awareness of radicals • uses pictures or other prompts between pronunciation and • demonstrates some and how they are used to help regularly and independently to meaning comprehension by responding understanding and to provide practice writing • understands some familiar to simple commands and clues about the meaning of • begins to pay attention to words and phrases in context instructions words writing conventions • understands some of the teacher's instructions Mandarin Curricular Framework

Grade 2

BIG IDEAS: • Listening and viewing with intent helps us understand each other. • Meaningful communication is possible in Mandarin using simple, high-frequency words and patterns. • With basic Mandarin, we can describe ourselves and our interests. • Stories allow us to understand ideas in a meaningful way. • Learning about Chinese and other cultural communities allows us to better understand our own cultural community. • Creative works are an expression of culture. Listening Speaking Reading Writing • Listens and follows teacher's • demonstrates comprehension • extends the use of radicals and • writes some high-frequency instruction by following directions to how they are used to help characters and phrases • responds to a variety of complete a task, by understanding and to provide • reproduces short patterned phrases and sentences on responding to questions clues about the meaning of phrases and sentences familiar topics appropriately • begins to use familiar words, words • writes brief descriptions of • begins to recognize to phrases, questions, and • begins to read and family and personal events common intonation patterns sentences comprehend sentences written • starts to use and practice • understands most familiar • initiates communication with in characters writing conventions words and phrases in context teachers and peers • understands simple stories • understands most of the • gives brief classroom • retells parts of a story teacher's instructions presentations on given topics • understands the main ideas in • begins to seek clarification of read aloud stories meaning with very simple statements and questions • demonstrates comprehension by responding to simple commands and instructions Mandarin Curricular Framework

Grade 3

BIG IDEAS: • Listening and viewing with intent deepens our understanding of Mandarin. • We are capable of expressing ourselves and making ourselves understood in Mandarin. • Stories allow us to understand and communicate ideas in a meaningful way. • Learning about Chinese culture allows us to deepen the understanding of our own cultural community. • Creative works are an expression of culture. Listening Speaking Reading Writing • responds to a variety of • uses familiar words, phrases, • identifies some common writes high-frequency phrases appropriately questions, and sentences radicals and explains how a characters and phrases • understands 2 and 3-part • gives brief classroom character is formed reproduces short patterned instructions as presentations on given topics • reads and comprehends phrases and sentences as appropriate for grade • seeks clarification of meaning sentences, context and short provided by the teacher level with simple statement and paragraphs on familiar topics initiates written • recognizes common questions • uses reading strategies to correspondence, such as intonation patterns • speaks using correct acquire meaning simple notes, notices, and • understands familiar pronunciation and tone • understands main ideas in friendly letters words, phrases, and patterns and begins to self- stories writes brief descriptions of sentences in context correct • retells some elements of a classroom, home, and people • attends to short • begins to recite poems and story begins to use a dictionary to conversations spoken for sing songs support writing long periods of time Mandarin Curricular Framework

Grade 4

BIG IDEAS: • Listening and viewing with intent deepens our understanding of Mandarin. • Reading allows us to understand ideas in a meaningful way. • I am capable of expressing myself and making myself understood in Mandarin. • Acquiring Mandarin provides opportunities to explore our own cultural identity from a new perspective. • We can use creative works to express our learning of Chinese culture and traditions. Listening Speaking Reading Writing • responds to a wider variety of • uses familiar words, phrases, • uses various reading strategies • writes high-frequency phrases appropriately questions, and sentences to to extend meaning characters using correct form • understands familiar words, communicate • recognizes, reads, and and stroke order phrases, and sentences in • uses complex phrases understands basic characters independently context for grade level correctly • reads and comprehends • reproduces short patterned ■ attends to short • initiates communication with familiar, short passages phrases and sentences communications with native teachers, peers, and visitors independently • develops narratives in and non-native speakers of • recites poems, texts, and • continues developing reading paragraph form Mandarin songs learned in class fluency and accuracy • writes a simple opinion backed • identifies different intonation ■ self-corrects pronunciation, • begins to paraphrase texts up by one reason patterns tones, and phrasing • writes correspondence, such ■ gives brief classroom as simple notes, notices, and presentations on familiar letters topics • writes brief descriptions of personal events and situations • uses a dictionary to support and produce writing Mandarin Curricular Framework

Grade 5

BIG IDEAS: • Listening and speaking opens the door to interacting with the Mandarin world. • Texts give us unique ways to share knowledge, thoughts, and feelings. • Acquiring a new language allows us to see the world from a new perspective and develop cultural awareness. • Creative works are an expression of culture. Listening Speaking Reading Writing • responds to a wide variety of • uses familiar words, phrases, • uses various reading strategies • writes high-frequency texts questions, and sentences to to extend meaning and make characters, using correct form • understands familiar words, communicate regularly connections and stroke order independently phrases, sentences, and • uses complex phrases and • recognizes, reads, and • writes descriptions of paragraphs in context sentences correctly understands basic characters classroom, home, personal • differentiates intonation • initiates communication with • reads and comprehends events, and situations patterns teachers, peers, and visitors familiar, short passages independently • attends to communications • recites poems, texts, and songs independently • writes a simple opinion backed with native and non-native learned in class • retells familiar short reading up by two to three reasons -speakers of Mandarin • self-corrects pronunciation, passages • prepares written materials for tones, and phrasing • continues developing reading reports, notes for • gives brief presentations on a fluency and accuracy presentations, posters, and wide range of topics other projects • uses a dictionary to support and produce writing

ITEM 3 May 6, 2016

TO: Education and Student Services Committee (Committee III)

FROM: Julie Pearce, Associate Superintendent

CC: William Wong, District Principal, Student Placement and ELL Services John Dawson, District Principal, Student Information

RE: District Response to Sanctuary Schools Policy Proposal

INTRODUCTION:

This report is provided in response to a proposed Sanctuary Schools Policy.

BACKGROUND:

At the May 6, 2015 meeting of Committee 3 a delegation proposed a Sanctuary Schools Policy for the Vancouver School District to consider. The proposed policy was focused on the District providing a safe and welcoming environment for students regardless of immigration status. The delegation spoke on the challenges sometimes faced by non-status families residing in Vancouver. In response to inquiries, staff clarified the district’s process for registering children of new families entering the country in Vancouver schools.

It was agreed that staff explore further information regarding the acceptance of students in Vancouver schools regardless of resident status and report back to the Committee at a future meeting.

The following report provides background on the sanctuary schools proposal, the broader political and legislative context related to student enrollment, and current VBE policies, practices and supports related to student enrollment. The report concludes with applicable actions provided for information.

GUIDING PRINCIPLES FOR CONSIDERATION

1.0 Broader Sanctuary Movement Sanctuary is a larger political movement that relates to access to services. For example, in sanctuary cities, non-status immigrants are able to use municipal services without risking deportation. Toronto became the first Canadian sanctuary city in February of 2013, followed by Hamilton in February of 2014.

In 2015, the Mayor’s Working Group on Immigration (MWGI) invited key stakeholder groups including the Vancouver Police Department, the Vancouver Board of Parks and Recreation, and the Vancouver Public Library to share current experiences regarding service access by residents of uncertain or no immigration status. External groups including the Vancouver School Board and Vancouver Coastal Health were also invited to share experiences and practices. The Mayor’s working group on immigration included input from the Vancouver School Board’s William Wong, District Principal, Student Placement and ELL Services.

Recognizing that it is not within municipal governments’ jurisdictional authority to offer sanctuary to people without status, or for municipal government to grant permanent status to individuals, the City of Vancouver adopted an Access Without Fear policy on April 6, 2016. The city’s Access Without Fear for Residents With Uncertain or No Immigration Status policy provides Vancouver residents access to City services without fear that the City will ask for and provide information on the immigration status of individuals to other public institutions or orders of government, unless required by law. The policy relates only to municipal services under the jurisdiction of the city, noting that the Government of Canada has jurisdiction over immigration policies and regulations including law enforcement activities related to border management and immigration control.

The municipal services provided under the Access Without Fear policy include Fire and Rescue Services, Community Services including Street and Homeless Outreach, Utilities and Public Works, and Information Services such as 3-1-1. The policy does not apply to Police, Parks and Library services, which are governed by separate boards. The objective of the policy is however, to encourage other civic agencies and their boards to adopt similar policy.

2.0 Sanctuary Schools Proposal In March of 2014 the BCTF Executive Committee approved a motion calling for the BCTF to encourage locals to work with school boards to adopt a sanctuary school policy and the BCTF Committee for Action on Social Justice Antiracism Education began work “to ensure non-status youth could have safe access to schools (without fear of being denied an educational program or detained while at school)”.

The proposed Sanctuary Schools Policy endorsed by the BCTF was presented to the VBE in May 2015. The BCTF policy statement is targeted province wide. The draft statement has yet to be adopted as policy by any BC school districts.

It is important to understand that sanctuary schools is not necessarily an issue of accessibility or eligibility to educational programs, but focusses on non-status immigrant’s fear of detainment and deportation in the school context. As such, the BCTF is seeking to ensure that schools are a sanctuary, or a free zone, in matters related to Canadian Border and Securities Agency (CBSA).

3.0 CBSA Processes Regarding Students The Canadian Border Services Agency (CBSA) recognizes the sensitivity surrounding enforcement actions in or around publicly sensitive institutions, including schools, and has developed policy and procedural guidance for CBSA Officers to follow. In accordance, the CBSA will not approach/apprehend children from school sites as a means of finding the parents.

Further, CBSA Officers are guided by policies, procedures and legislation when it comes to the arrest and/or detention of a minor. Section 60 of the Immigration and Refugee Protection Act (IRPA) stipulates that a minor child shall be detained only as a measure of last resort, taking into account other applicable criteria including the best interests of the child. As such, any arrest/detention of a minor is expected to be conducted within strict parameters and in conjunction with the B.C. Ministry of Children and Family Development (MCFD). Furthermore, as a matter of practice, CBSA Officers make efforts to contact the school or the district and engage law enforcement partners to find a solution which upholds the best interest of the child.

4.0 A Child’s Right to Access Education With respect to education, the Immigration and Refugee Protection Act confirms children’s right to access education. Particularly, Subsection 30 (2) makes it clear that every child who is claiming refugee status, or who has no status in Canada does not need a study permit from Citizenship and Immigration to go to school. Canada is also a signatory of the United Nations Convention on the Rights of the Child, which means that Canada has agreed to make primary and secondary education available to all children in Canada.

5.0 BC Ministry of Education Entitlement and Eligibility for Publicly Funded Education In order for a student to be eligible for a provincially funded education in British Columbia, the student and his or her parent/guardian must meet specific criteria. Categories under which students may be eligible for provincial funding in order to attend a public school in BC are outlined in Eligibility of Students for Operating Grant Funding; including:

 Ordinarily Resident: Children who, along with their guardian(s), are ordinarily resident in British Columbia; and

 Refugee Status: a child who has been granted Conventional Refugee status abroad prior to their arrival to Canada OR a child who had made a claim for refugee status in Canada and whose claim has not yet been determined.

As such, a non-status immigrant family normally residing in BC or a refugee claimant are eligible for a publicly funded education in British Columbia.

6.0 VBE Registration Practice In alignment with the School Act, residency, not citizenship status, determines access to VBE schools. If both the child and parent normally reside in BC, they are entitled to a publicly funded educational program, regardless of immigration status. However, at time of registration, proof of long term residency must be provided to ensure status and fees do not apply.

The District Reception and Placement Centre (DRPC) is responsible for registering newly arrived students, providing consistency in practice and communication and supports for families. Students who must register at DRPC include Kindergarten-Grade 12 students who were born in Canada and who do not speak English as their first language, and Kindergarten-Grade 12 students born outside Canada, regardless of language spoken at home. DRPC staff work cooperatively with school personnel and other district staff to ensure that students who register at the DRPC are placed promptly in schools and receive the most appropriate educational services possible.

As part of the registration process, DRPC staff check birth certificates and/or citizenship papers, immigration documents, health records, report cards, and proof of residence as part of the registration procedure. Through DRPC families are able to submit a Parent Declaration of Residence in situations where someone resides with a home-owner and does not pay rent.

At time of registration at DRPC proof of status in Canada is requested for both parents and child(ren) because it is used to establish short term or long term commitment to reside in BC. For parents, immigration documents, Canadian Citizenship, Permanent Resident card or a study or work permit that is one year or longer are examples of indicators that the holders can maintain long-term residence in BC. These documents are often the most readily available. It is the experience of DRPC that parents/legal guardians holding a visitor’s visa or a short term study or short term work permit that is less than one year are presenting indicators that they do not intend to establish long term residence in BC and consequently do not meet eligibility criteria for their child(ren) to receive a publicly funded education. As eligibility to a publicly funded education requires that both the student and the legal guardian must be maintaining ordinarily residence in BC, during Ministry 1701 enrolment audits the District must be in the position to substantiate funding eligibility for each claimed student. It is not the practice of DRPC to turn families who do not have requisite documents away from the VBE. Persons who do not hold such documents are supported by DRPC on a case by case basis, with translation supports as required.

7.0 Privacy of Citizenship Status Information One request in the proposed sanctuary schools policy was for students to be registered without disclosing citizenship status to VBE staff.

Citizenship status is part of the Ministry of Education’s student information record. For students, citizenship status is a required field in the Ministry of Education’s Student Information System. Without defining citizenship status (inclusive of permanent residency, landed immigrant and refugee) the Student Information System (SIS) will not generate a Personal Education Number (PEN). A student in BC cannot graduate without citizenship status identified in SIS. Hence, without citizenship status identified in SIS the District will not receive funding from the Ministry of Education.

8.0 Additional Supports Provided to Families by the VBE The VBE is positioned to support families with sanctuary issues through various services, including:

 Settlement Workers in Schools (SWIS) The SWIS program is a school-based settlement service that provides direct and immediate professional assistance to immigrant, refugee and eligible temporary resident students and their families after their arrival in Vancouver and registration in the public schools. Settlement workers facilitate the adjustment, adaptation, and integration of newcomer families during their initial years in Canada. Established in August of 2007, the program currently has 19 settlement workers assigned to support Vancouver’s 110 K-12 public schools. The SWIS team works collaboratively with school personnel (administrators, teachers, counsellors, Multicultural Liaison Workers (MCLW), youth and family workers, and other staff), and connects families to community and government service agencies which provide them with a supportive network of resources.

 Multicultural Liaison Workers (MCLW) are the cultural resource staff of the Vancouver Board of Education. The MCLW's are available to support students, families, and school personnel by facilitating communication despite linguistic or cultural differences. Currently, the MCLW's can provide support to speakers of Cambodian, Cantonese, Filipino, Gujarati, Hindi, Khmer, Korean, Mandarin, Punjabi, Spanish, Tagalog, and Vietnamese.

 The Engaged Immigrant Youth Program targets immigrant youth in grades 10, 11 and 12 attending VSB schools and supports new immigrant and refugee youth who are often at risk for not completing secondary school.

SUMMARY OF REQUESTS MADE TO VBE AND PLANS MOVING FORWARD

The sanctuary request made to the Vancouver School District is more complex than that pursued by the City of Vancouver, in that the city’s Access Without Fear policy is aligned specifically to municipal services where personal information or information on immigration status is not required to access the service. On the other hand, the District requires detailed student and guardian information to comply with statutory regulations.

Sanctuary Schools made a number of key requests for the District to consider at time of presentation to Committee 3 in May 2015. In consideration of the above guiding principles, District staff can offer the following plans moving forward.

 Our current district practice already supports the request to enroll students without status. In alignment with the School Act, residency, not citizenship status, determines access to schools in the VBE. If both the child and parent normally reside in BC, they are entitled to a publicly funded educational program, regardless of immigration status.

 Our current district practice already supports the request for cultural sensitivity at time of registration. The District currently has a cultural support structure for families through the DRPC model, with wrap around services including SWIS, MCLW, and EIYP that can be accessed as appropriate. DRPC staff are cognizant of their role is assisting families in navigating the school system in a culturally sensitive manner.

 In response to the request that the District revise public registration materials and stop asking parents for proof of status documentation, the District must continue with current registration practices. Citizenship and immigration documents are relied upon as indicators that the holders can maintain long-term residence in BC and therefore qualify for a publicly funded education in BC. The District must be in the position to substantiate funding eligibility for each claimed student. To this end, the District will continue with current best practice by working with families with documentation issues, with sensitivity and on a case by case basis.

 In response to the request that the District make immigration status private and confidential on student forms and databases the plan moving forward will be to continue with district practice. All student and parent data gathered by the District is private information protected under FIPPA. Citizenship information is collected where required by the Ministry of Education and should remain accessible to applicable and appropriate District staff to perform course of duties. FIPPA limits general sharing of private information, including amongst staff.

 In response to the request that the District ensure schools not share immigration status information with external agencies such as CBSA, in alignment with the City of Vancouver, the District recognizes the federal government’s legal jurisdiction over immigration matters. While the District does not initiate contact with the CBSA, the District must provide information when required by law to do so.

In response to the sanctuary proposal, and in alignment with the concept of access without fear, the District will centralize any and all requests from CBSA through the District Principal of Student Information. Centralizing requests from the CBSA will ensure that the CBSA is adhering to their own protocols and will support the sensitivity of information collected. Moving forward, schools will direct any requests from CBSA for student information to the Student Information System Team at the District level. To this end, the District remains in compliance with the Canada Border Services Agency Act and the Immigration and Refugee Protection Act.

CONCLUSION:

The Vancouver Board of Education has a long history of supporting immigrants and refugees, including persons with immigration challenges, while maintaining balance and compliance with statutory requirements. Most notable, is the structured support provided through the District Reception and Placement Centre and corresponding services. As such, the Vancouver School District is well positioned with supports and processes in place for immigrant children and families, regardless of status.

The Vancouver Board of Education will continue to work in consultation with the City of Vancouver and other municipal boards in this regard, as requested. Further, in alignment with the City of Vancouver’s Access Without Fear policy for municipal services, the District will post a newly developed Q and A for families regarding the District’s policies and procedures in this regard. The Q and A will be linked on the District Reception and Placement Centre’s webpage (Attachment #1).

This report is provided for information. ATTACHMENT #1

Access to Services Without Fear for Residents With Uncertain or No Immigration Status

Vancouver School Board Practice and Procedures

The Vancouver School District supports the City of Vancouver’s Access Without Fear mandate. The District wishes to do everything it can to allow all students to receive a publicly funded education while recognizing constraints established within Ministry of Education funding policies.

Q. How do students who are new to Canada register within the Vancouver School District?

A. Schools refer all students born outside Canada to register at our District Reception and Placement Centre. See DRPC registration information at: http://go.vsb.bc.ca/schools/drpc/Pages/default.aspx

Q. What happens if a student is born inside Canada but his or her parents are not born here?

A. For students who are born in Canada, when schools have a concern about documentation for registration, the school’s office personnel will contact DRPC to assist in the resolution of the matter. This applies to study permits, work permits and extenuating circumstances. DRPC staff look at documentation to determine a child’s eligibility for a publicly funded education

Q. How is a child’s eligibility for a publicly funded education determined?

A. Eligibility for a publicly funded education is based on legal guardian and school age child maintaining ordinarily residence in BC (see full MOE policy: http://www2.gov.bc.ca/gov/topic.page?id=AEC35F1EA3644F20B2A4C6C32FC97074 Immigration status is relevant but does not determine ordinarily residence

Q. What about children whose parents are Temporary Foreign Workers or Refugee Claimants (asylum seekers)? Are they eligible for a funded education in BC?

A. Temporary Foreign Workers (TFW) generally have a work permit that is longer than one year and their children are eligible during that time for funded education. Children of Refugee Claimants can be provided with a publicly funded education while their claim is being processed. Refugee claimants who have been denied permission to stay in Canada and people on expired work permits would need to be dealt with on a case-by-case basis.

Q. What about families who are not proficient in English? Is any assistance available to them?

A. DRPC has Multicultural Liaison Workers and Settlement Workers to assist families who are not be proficient in English. Parents of all students enrolled in our schools have access to MCLW and/or SWIS support.

Q. What if a parent does not have the necessary routine documents to demonstrate ordinarily residence status?

A. Parents who do not have the necessary routine documents to demonstrate ordinarily residence are referred to the DRPC District Principal. For parent/legal guardians who do not have the proper immigration documents, determination of eligibility for a publicly funded education will be done on a case-by-case basis and with care and sensitivity. Parents will be asked to provide other evidence to substantiate that they have maintained ‘ordinarily residence’ in BC.

Q. What if a parent is concerned about their immigration status being referred to the federal immigration authorities for some reason?

A. Confidentiality of personal information is important and parents need not be afraid to come to DRPC. While the school district recognizes the federal government’s legal jurisdiction over immigration matters, it is not the role of the school district to share immigration status information with external agencies such as Canadian Border Services Agency, unless legally ordered to do so.

Q. What if a student does not qualify for a publicly funded education?

A. Students who do not qualify for a publicly funded education are referred to the fee paying International Education Program. Our SWIS/MCLW may also inform parents about other community, religious or independent English training opportunities for their children until the parent/legal guardian can provide proof of ordinarily resident for funding purposes.

Q. What if a student is already enrolled in a school and his or her parent/legal guardian’s immigration status changes? Does the student have to leave school?

A. The children of parents/legal guardians who are already enrolled in schools will not be withdrawn from school while their parent/legal guardian are dealing with immigration matters, provided they submit supporting documentation that they are in a transitional period (e.g. changing status from Temporary Foreign Worker to Permanent Residence or Study permit, etc.) Other cases will be dealt with on a case by case basis.

Q. What if a child is enrolled in a VSB school but cannot afford financially to participate in activities that require additional funding such as some field trips?

A. Once students are enrolled in schools they are eligible for all programs. The school district makes every effort to ensure that a family’s financial constraints do not prevent their children from participating in any program activity. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23