Board Procedure #NP323.0 Exemption for Core French: Grades 4 to 9

1. Procedure Statement

This procedure outlines the guidelines and process that must be followed when an exemption from the Core French program (during Grades 4 – 8 and/or for Grade 9 French) is being considered for a student.

French as a Second Language (FSL) programming in YRDSB is dedicated to the inclusion of all students. Current research supports that all students can learn and benefit from learning additional languages. Learning an additional language is linked to significant benefits such as higher overall academic achievement, increased first-language competency, improved divergent thinking skills, memory and attention spans, and a heightened sense of respect for and the valuing of cultural diversity.

In YRDSB we recognize the positive contributions that students’ cultural and linguistic identities bring to additional language learning. 

2. Application

The study of French as a Second Language (FSL) is compulsory from Grade 4 to Grade 9. Participation in FSL programs is accessible to all students including students with special education needs and Multilingual Language Learners.

Any consideration for an exemption from Core French must be addressed using one of the processes outlined below. The following guidelines must be considered.

3. Considerations

3.1 Students Enrolled in a Native Language Program

A student enrolled in a Native Language Program may be exempt from learning FSL. (Ontario First Nation, Métis and Inuit Policy Framework, Ontario, Ministry of Education, 2007, p. 27).

Supervision must be provided during the Core French period and an Exemption from Core French Letter signed by parent(s)/guardian(s) indicating their understanding and support of the exemption in Core French will be filed in the student’s Ontario Student Record (OSR) and reviewed with parent(s)/guardian(s) on an annual basis. 
 

3.2 Students in Community Classes

For students in community classes, who are receiving alternative programming which replaces French instruction, an In-School Team review and consultation with parent(s)/guardian(s) is required. 

This may include students working on alternative expectations outlined in their Individual Education Plan (IEP), as noted in the Student Data Collection (SDC) system. Students receive alternative expectations not derived from a provincial curriculum policy document. Modifications are so extensive that Ontario Curriculum expectations no longer form the basis of the student’s educational program. Learning expectations in the areas of life skills and orientation and mobility training are examples of alternative expectations.

An Exemption from Core French Letter signed by the parent(s)/guardian(s) indicating understanding and support of the exemption from Core French will be filed in the student’s Ontario Student Record (OSR) and reviewed with parent(s)/guardian(s) on an annual basis

3.3 Multilingual Language Learners (MLLs)

Research indicates that Multilingual language learners benefit from FSL and they often perform as well, or better than English-speaking students in FSL (Welcoming English Language Learners into French as a Second Language Programs, 2016, p. 8).

For those Multilingual Language Learners who are newcomers and in the early stages of English language proficiency, necessary program accommodations and/or modifications should be provided to ensure academic success as outlined in the Front Matter of the FSL Curriculum Grades 4-8 and Grades 9-12 as well as Growing Success. 

3.4 Students with Special Education and/or Other Needs

According to research, students with special education needs benefit from FSL programs. Accommodations or modification to the Core French program must be implemented, monitored and reviewed prior to approving an exemption to Core French.

On a case-by-case basis, the In-School Team process is required when considering an exemption from Core French based on the strengths, needs and best interests of each student. The In-School Team will also develop a plan for the student’s program during the French period.

These considerations must also be applied when supporting Multilingual Language Learners (MLLs) with an IEP (Including Students with Special Education Needs in French as a Second Language Programs, 2015, p. 11).

4. Process

4.1 For Students Enrolled in a Native Language Program

For students enrolled in a Native Language Program considering exemption from Core French administrators will work with parent(s)/guardian(s) to plan according to the strengths, needs and best interests of each student. An in-school team meeting may not be necessary or appropriate for students enrolled in a Native Language Program.

When a decision to exempt a child from Core French has been approved:

1. ensure the Exemption from Core French Letter is signed by parent(s)/guardian(s);
2. complete and sign the Exemption from Core French Checklist (Grades 4-8);
3. send the letter and the checklist to the superintendent of schools for signature;
4. ensure that the French exemption is recorded;

• in the student information system, 
• in the Program and Support Description Box and Consultation Log of the student’s IEP if applicable, and 
• on the Ontario Elementary Progress Report Card and Elementary Provincial Report Card with the statement, “<Name> is exempt from Core French” and check the “NA” box, 

1. review all exemptions from Core French annually; and
2. Include core French exemption as part of the grade 8 to 9 transition process including consideration of Grade 9 Open French as a possible pathway.

4.2 Grades 4 to 8 (Students with special education and/or other needs)

The following process is followed before considering whether a student should be exempt from Core French:

1. hold an In-School Team meeting involving the parent(s)/guardian(s) Core French teacher, classroom teacher, special education resource teacher (SERT), Multilingual Language Learner (MLL)/English Language Development (ELD) teacher if applicable, principal/ vice-principal and additional Student Services staff, as appropriate to discuss the student’s strengths and programming needs;
2. consider and record recommendations for accommodations or modifications to the Core French program in the In-School Team Record and the student’s Growth Plan or French program page of the student’s Individual Education Plan (IEP); 
3. ensure program recommendations are implemented by the Core French teacher in consultation with the SERT and/or MLL/ELD teacher; and
4. ensure the student’s progress is  monitored and  reviewed and program  and  instruction are adjusted accordingly.

If all the necessary accommodations and/or modifications to the student’s Core French program have been implemented and/or adjusted and yet have not met the student’s needs:

1. reconvene the In-School Team to consider next steps; 
2. consult with the superintendent of schools to identify other options;
3. assess programming and/or support availability during the Core French instructional time to provide the student with appropriate instruction and learning opportunities based on their strengths and needs if the In- School Team is considering an exemption; 
4. ensure appropriate programming and/or support is available during the Core French instructional time; and
5. approve an In-School Team recommendation to exempt a child from Core French only when all steps above have been followed. 

When a decision to exempt a child from Core French has been approved:

1. ensure the Exemption from Core French Letter is signed by parent(s)/guardian(s);
2. The In-School Team will develop a plan for the student’s program during the French period;
3. complete and sign the Exemption from Core French Checklist (Grades 4-8);
4. send the letter and the checklist to the superintendent of schools for signature;
5. ensure that the French exemption is recorded;
   • in the student information system, 
   • in the Program and Support Description Box and Consultation Log of the student’s IEP if applicable, and 
   • on the Ontario Elementary Progress Report Card and Elementary Provincial Report Card with the statement, “<Name> is exempt from Core French” and check the “NA” box, 
6. review all exemptions from Core French annually; and
7. include Core French exemption as part of the grade 8 to 9 transition process including consideration of Grade 9 Open French as a possible pathway.

4.3 Grades 8-9 transition (Students with special education and/or other needs)

The following process is followed before considering whether a student should be exempt from Core French: 

For students who have had extensive modifications in French and the necessary accommodations and/or modifications to the student’s Core French program have been implemented, adjusted and yet have not met the student’s needs:

1. hold an In-School Team meeting involving parents(s)/guardian(s), the Core French teacher, classroom teacher, special education resource teacher (SERT) from both panels, MLL/English Language Development (ELD) teacher if applicable, principal/vice-principal and additional Student Services staff, as appropriate to discuss the student’s strengths and programming needs. This must occur prior to the start of the Course Selection window.; 
2. consult with the superintendent of schools
3. assess programming and/or course options to provide the student with appropriate instruction and learning opportunities based on their strengths and needs if the In- School Team is considering an exemption; and
4. approve an In-School Team recommendation to exempt a child from Core French only when all steps above have been followed; and ensure appropriate programming and/or course options are available.

When a decision to exempt a child from Core French has been approved or for students who were previously exempt from French in elementary school and an exemption from French is still recommended after considering the student’s strengths, needs and best interests including options for enrolling in Grade 9 Open French:

1. ensure the Exemption from Core French Letter is signed by parent(s)/guardian(s);
2. complete and sign the Exemption from Core French Checklist;
3. send the letter and the checklist to the superintendent of schools for signature;
4. ensure that the French exemption is recorded;

• in the student information system, and
• in the Program and Support Description Box and Consultation Log of the student’s IEP if applicable.

4.4 Student Pathways

The following options are available on a case-by-case basis:

4.4.1 Student approved for Credit Substitution for French

Principals may substitute up to three compulsory credits with courses from other subject areas specified in the list of compulsory credit requirements Ontario Schools K-12 pg. 67.

A list of student names will be collated by the elementary school and given to the secondary school guidance department. Please refer to the FSL Student Pathways Template for a sample format. The substitution form will be completed and signed by the secondary school principal 

4.4.2 Student Studies Native Language Course

Native Language Courses are open to all students. The principal may initiate consideration of whether a prerequisite should be waived. (Ontario Schools Kindergarten to Grade 12 Policy and Program Requirements 2016) Native Language Level 1 does not require prior years of study.

4.4.3 Student Studies French (FSF 1O)

This course is for students who have not acquired 600 hours of French instruction or who have acquired 600 hours of French instruction but have received modifications that have significantly impacted French Language learning. 

A list of student names that qualify for the FSF 1O course will be collated by the In-School Team and given to the secondary school guidance department. Please refer to the FSL Student Pathways Template for a sample format.

5. Responsibilities

5.1 The Director of Education shall:

1. allocate staff and resources to support the Exemption from Core French, Grades 4 to 9 procedure.

5.2 Superintendents of Schools shall:

1. support administrators, school staff and parent(s)/guardian(s) in understanding that FSL is mandatory for students from Grade 4 to Grade 9;
2. consider on a case-by-case basis, whether an exemption from Core French in Grades 4 to 9 is appropriate; and 
3. authorize an exemption from Core French.

5.3 Principals shall:

1. ensure that process for Grades 4-8 and the transition from Grade 8 to 9 are followed when considering whether a student should be exempt from Core French; and
2. on a case-by-case basis, ensure that the student and parent(s)/guardian(s) are aware of the student pathway options.

5.4 Core French Teachers shall:

1. communicate with parent(s)/guardian(s) and students the benefits of learning French as an official language in Canada;
2. understand individual students’ strengths, needs and interests and program  requirements appropriately;
3. ensure planning, instruction and assessment reflect the principles of universal design and differentiated instruction;
4. engage in professional learning to further their understanding of curriculum, teaching and learning;
5. continually assess the effectiveness of their instructional methods in motivating, engaging and promoting success for all learners; and
6. work collaboratively with the special education resource teacher to understand and support students’ interests, strengths and needs; and provide required accommodations and modifications as outlined in a student’s Individual Education Plan.

5.5 Parents/guardians are invited to:

1. understand the benefits for their child in learning and using French, an official language in Canada;
2. understand that FSL is mandatory for students from Grade 4 to Grade 9;
3. monitor their child’s progress and work collaboratively with the school, teacher and child to plan for their child’s improvement; and
4. communicate regularly with the teacher and understand how they can contribute to their child’s success.

6. Definitions

6.1 Community Class

A partially integrated class in a local community school that is not necessarily the home school. The class has the specific program, human and/or physical resources required to most effectively respond to a student’s needs.

6.2 In-School Team

Meets to discuss, problem solve and recommend strategies to support a student’s academic, behavioural, social and/or emotional areas of strength and need. The team may include but is not limited to administration, school staff members, Student Services staff, students and/or parent(s)/guardian(s), as appropriate. Ongoing interventions and progress are also monitored through the In-School Team process.

7. Contact

Curriculum and Instructional Services

8. History

Working Document June 2014

Approved February 2015

Revised: December 2018, November 2024