Or
o ..............
From .......
.SENATE UNDERGRADUATE
ADMISSIONS BOARD.
SIMON FRASER UNIVERSITY
MEMORANDUM
S.83-16 REVISED
As. amended at
Senate 7/2/83
and editorialized
POLICY ON B.C. PRIVATE HIGH SCHOOLS -
Subect.
•
(INcLUDIN E IVEN'TS 1N OER ........
Date .......
?P..'PY.)3...........................
.
Further action undertaken by the Senate undergraduate Admissions Board at
its meeting of January 19th, 1983, gives rise to the following motion:--
NOTION: ?
"That Senate approve and recommend approval
to the Board of Governors, as set forth in
S.83-16 Revised
'That for admission from a Private High
School, Simon Fraser University consider
only those qualified applicants from B.C.
Private High Schools granted Group II
status. under the Ministry of Education
guidelines (lIncluding equivalents in other
Canadian Provinces and Territories). Where
a school chooses to remain outside the
Ministry of Education guidelines for Group
II status, for reasons other than academic,
the Senate undergraduate Admissions Board
may grant that school a waiver.'
That this policy become effective for
applicants in 1984 and subsequently."
NOTE: The S.UAB. wishes to emphasize that this action is recommended
In anticipation of a problem that has developed elsewhere
in Canada. Further, students who do not qualify for admission
as a result of this policy, may qualify under existing transfer
policy from a post-secondary institution.
End.
CIA
?
• ?
SiMON FRASER UNIVERSITY
MEMORANDUM
o...........
From........
.WARD ......................... . ..............
.......
SECREIAJY,. .S?JJIA....
......................
Subjed .....
PRIVATE.IJ..CftQOLS...SUA..9S ........
.
Date
...... .
).7TH..JANUARY..]9.83........................
On January 10, 1983, the Senate referred back to the
Senate Undergraduate Admissions Board SUAB paper 98
(5.83-16) requesting that the Board reconsider the
recommendation, taking
?
into account several
points raised by Senate. Based on the discussion at
Senate, the following points need to be addressed by
SUAB:--
a)
What statistics can be provided to support the
implementation of this policy?
b)
Is there any assurance that inspection of these
schools will improve their academic standards?
c)
What impact will the International Student Quota
of 7% have on visa student admission from these?
?
• ?
Private High Schools?
d)
Is it possible to implement this policy and
take into consideration those individuals, or
schools who, for reasons other than academic
merit, choose to not apply to the Ministry of
Education for funding and/or inspection?
The following information is provided to SUAB in
response to the Senate concerns.
1) ?
The SUAB has anticipated a problem that is like-
ly to increase and create a situation that would
have implications on our admission standards. As
a result, very little data is available on perfor-
mance of students entering directly from "visa
schools" in B.C.
As we have only dealt with one visa school, YMCA
College, in terms of admission from Grade XII,
we are able to provide data as it relates to that
school only. To this point, we have not admitted
Columbia College students on their Grade XII
—0
-2-
0
program and the remaining six "visa schools" are
relatively new.
?
-
The attached data reports on the distribution of
new B.C. high school entrants by cumulative grade
point average for the 1982-3 semester and for all
students registered in 82-3 entering from a B.C.
"visa school".
2)
The inspection process does not guarantee high
standards, however, it does ensure that a consistent
curriculum is being followed. There is also the
knowledge that the school will be inspected every
four years and that the inspection process is
extensive and addresses the quality of teaching in
the classroom.
3)
The implementation of the International Student
Quota will place greater pressure on visa students
to achieve better than average grades in order to
qualify for admission to Simon Fraser. This, along
with the opening of new visa schools, will create
increased competition amongst visa schools. As the
sole purpose of these schools is to prepare foreign
students for admission to University, and their
reputation and survival depends upon the success
rate of their students, there exists the potential
for grade inflation and a lowering of standards to
achieve the desired results.
Representatives from several visa schools have
indicated that they will apply for Group II status
and are confident that such will be granted. Several
representatives have stated that they would welcome
such a policy.
It is our opinion that this policy will enhance our
International Student Quota policy by giving us
some assurance that there is consistency in curriculum,
standards and grading, thus ensuring that we are
selecting the better applicants.
S
4)
?
The SUAB recognizes that some schools may, for reasons
other than academic, choose to remain outside the
Ministry of Education guidelines for Group IT status.
In such cases, a school can apply to the Senate Under-
graduate Admissions Board for a waiver of this policy.
. ? DISTRIBUTION OF UNDERGRADUATE STUDENTS
BY CUMULATIVE G.P.A.
(ALL LEVELS)
TOTAL ?
PERCENTAGE
Y.M.C.A.
PERCENTAGE
G.P.A.
(MeT)
UNDERGRADS ?
OF TOTAL
(After
UNDERGADS
82:2)
OF TOTAL
• ? 3.50 & ?
up
714 ?
10% -
-
3.00-3.49
1,696 ?
23%
4
5.6%
2.50-2.99
2,293 ?
31%
24
35.2%
2.00-2.49
1,875 ?
25%
31
43.6%
Below 2.00
863 ?
12%
12
16.9%
DISTRIBUTION OF B.C. GRADE 12 STUDENTS (1sT SEMESTER)?
BY CUMULATIVE G.P.A. IN 82-3
PERCENTAGE
ALL "VISA"
PERCENTAGE
G.P.A.
ALL B.C. ?
XII
OF TOTAL
SCHOOLS
Of TOTAL
3.50 & up
62
6.3%
4
21%
3.00-3.49
149
15.3%
3
16%
2.50-2.99
249
25.6%
6
32%
2.00-2.49
276
28.4%
4
21%
Below 2.00
235
24.2%
2
11%
SiMON FRASER UNIVERSITY
?
5.
93 16
MEMORANDUM
?
..........ENATE
?
................
?
From...
ALA.....cMILLA.
....... ie
........................
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Subj.d. . .
P.QLI.CY
. .O{ ....C.. HIMUMI
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P.QL$..
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Date.
...
.
17Th. M.W.U.- .
194?
.......................
Action undertaken by the Senate Undergraduate Admissions
Board at its meeting of November 25th, 1982, gives rise
to the following motion:--
?
MOTION: ?
That Senate approve and recommend approval
to the Boa
r
d of Governors, as set forti
in
5.83-16
if
That for admission from a Private High
School, Simon Fraser University consider
for admission only those qualified appli-
cants from Private High Schools granted
Group II status under the Ministry of
Education guidelines. That this policy
become effective for applicants in 1984
and subsequently.
RATIONALE:
The Senate Undergraduate Admissions Board was concerned
that private secondary schools could operate on the Ministry
of Education program without having to be accountable to an
inspection process and that recognition of non-inspected
schools by SFU could be seen as counter productive to our
efforts to maintain high standards. It was for these reasons
that the SUAB opted for the above motion which will ensure
that applicants enter only from private high schools which
have undergone an external evaluation as outlined in Appendix A.
Attach.
XC .
r
v
f:
6
.
0
•
?
SIMON FRASER UNIVERSITY.
MEMORANDUM
S
.
............
..
.
TENDG
p
.
1
T1.
............... .
F' em......A(.ç....P1CJ1J.LtA
...
.
AQMISSIOttS . .Q&RQ
.....................
Subject .......... RJ.VAJ.E. HIGH. SCI300LS. .. SUM. 98..
5ECRETARY.,.5.U-A.L.....................
Date .......
2lST.DCTBER,..l9
?
......................
S
Historically, the University has accepted for admission,
applicants graduating on the Ministry of Education
Secondary School Curriculum, whether from a public or
private school. The one exception has been Columbia
College where the Grade XII program has not been accept-
ed for admission even though we have recognized the
majority of their college transfer courses.
Columbia College has requested that we recognize their
Secondary School program for admission purposes. Their
request is attached.
The current enrolment (82-3) at Columbia is 460 students.
Approximately 40% are studying on a university-transfer
program, while 40% are
in
their secondary school program,
with the remaining 202 studying as ESL students only.
Given our current policy and the fact that Columbia
teaches the Provincial curriculum, it seems we have no
justification for not accepting a Secondary School
graduate from Columbia.
However, we do need to review the entire private school
situation in the Province and our policy regarding these
schools. At present, there are approximately 200 private
schools
in B.C.,
ranging in size from a dozen students to
those enrolling several hundred students. Approximately,
70 of these schools offer a Grade XII program.
The Ministry of Education (Independent Schools Division)
categorizes independent schools into three categories.
They include:--
a) ?
GROUP II S
CHOO
LS
These schools receive 30% funding based on an FTE
count for Canadians and Landed Immigrants enrolled.
They must teach the B.C. approved school curriculum
and they are fully inspected by the Ministry.
-2-
b)
GROUP I SCHOOLS
These schools receive 9% funding (as above).
They are not required to teach the B.C. curriculum
and apparently most of them do not. These schools
are inspected only for facilities, safety, health
and space and to qualify for funding, they must
ensure that they are not fostering political, reli-
gious, or social intolerance. The Ministry does
not monitor these schools and approval for funding
is given provided there is no evidence that they
contravene the above.
c)
NON-FUNDED SCHOOLS
All schools in this category are eligible for
registration and allocation of textbooks from the
Ministry. Some of these schools do operate on the
Ministry's curriculum.
The list of schools in each category has been requested
from the Ministry. They have agreed to provide such
lists.
The major concern in the Admissions Office is the ease
with which a new private school can be established, and
be allowed to teach the Provincial Curriculum without
any inspection. Four such schools have been set up 1n
the last twelve months and there have been several
enquiries from individuals considering such a project.
The following suggestions are presented for discussion:--
1)
Continue the existing policy of recognizing all
schools teaching the B.C. 'Curriculum and closely
monitor the progress of all students entering from
private schools. Those schools that prove to be
providing inadequate preparation for success in first
year will be advised that their program will no longer
be accepted by SF(J.
2)
Accept graduates from Group II schools only.
3)
Accept Group 11 schools without condition and
- ?
3-.
.
Group I and non-funded schools conditionally and
establish an internal review based on academic
success of entering students.
4) ?
Reserve making a decision until we have an oppor-
tunity to review the private school lists being
provided by the Ministry.
.
?
Attach.
ACM:bc
0
8- 10-25
EXTERNAL EVALUATION OF INDEPENDENT SCHOOLS
?
fjpPEwD,r- A
IN
BRITISH
COLUMBIA
I ?
Preamble;
In 1977 the Legislature of British Columbia
enacted the
School Support
(Independent) Act which for the first time in over 105 years provided for public
funding support to independent denominational and non-denominational schools in
the province. Schools are classified by the Inspector of Independent Schools as
Group 1 or Group 2 schools for support grant purposes.
Group 1 classified schools satisfy minimum requirements as set out in
Section 5, School Support (Independent) Act. They obtain as a grant for each
"qualifying" pupil 9:: of the operating cost per pupil of the public school district
in which the independent school is locatea. Group 2 classified schools not only
satisfy the minimum requirements, but also the additional provisions of Section 6,
School Support (Independent) Act. These relate to curriculum, time allotments,
school operation and administration, and teacher certification. The level of funding
for these schools for each 'qualifying' pupil is increased to 30: of the operating
cost per pupil of the public school district in which the school is located.
The Inspector of Independent Schools appoints External Evaluation Committees
to assist in the classification of independent schools. He names the members and
prescribes their duties.
11 Function of External Evaluation Committees:
The work of the E.E.C. provides confirmation that the criteria for tuning
set forth in the SS(I) Act are being met by the schools receiving government support.
It confirms that these schools are serving their pupils and the public interest in
a manner which merits public support.
III
?
?
---
Structure
The
of
assignment
External
t
l E
of
l
the
i
E.E.C.
?
Committees:
determines its size and composition. Committee
sizes vary from one-member committees evaluating kindergartens and special education
programs to six members required to evaluate large elementary-secondary schools.
The formulation of
E.E.C.'s is
outlined in the following table:
0
-2-
TABLE I
Composition of External Evaluation Committees According
to Size
and Assignment
Corittee No. of Members
?
Structure ?
Assignment
:1 ?
1 ?
Education Consultant
?
Special Assignment
3 ?
Chairman ?
Elementary or Small
Primary Specialist ?
Elementary-Junior sec.
Intermediate Specialist
?
Schools K-TX
4
?
Chairman ?
Junior-Secondary Scnools
Secondary Consultant
?
Senior-Secondary Schools
Sec. Subject Specialists(2) Junior-Senior-Sec. Schools
6 ?
Chairman ?
Elementary -
Secondary Consultant
?
Secondary Schools
Primary Specialist ?
K-XII
Intermediate Specialist
Sec. Subject Specialists(2)
The Chairmen of E.E.C.'s have so far been chosen from a select list of
recently-retired Superintendents, Assistant Superintendents, and Directors of
Instruction. Secondary Consultants have so far been either former Assistant Super-
intendents of Schools, or former Directors of Instruction with acknowledged ex-
pertise and experience in secondary education.
Elementary Primary and Intermediate Specialists, and Secondary School
Subject Specialists are seconded from the various independent schools
in
the
province under a co-operative arrangement through the Federation of Independent
School Associations (FISA).
The size of the school and the circumstance determines the time devoted
to the external evaluation of a school. An E.E.C. currently spends one to two
days for the evaluation and reporting on an elementary school, and three days for
most other types of schools.
TV
?
Process and Procedure:
Prior to an external evaluation of a school, the Inspector or his staff
examines the annual data submitted by the school to determine whether the reported
information satisfies the criteria for funding at the Group 2 classification level.
The E.E.C. reviews the data and the conclusions of the Office of the Inspector of
. ?
Independent Schools before visiting the school. The committee uses the data to gain
an understanding of the school and confirms through its visit that the reported
school information accurately reflects the current school situation.
'3
In the evaluation process of a large elementary-secondary or secondary
school, the Secondary Consultant visits the school several days prior to the
visit
of the E.E.C. On this visit the Consultant tours the school, obtains additional
information from the principal, and reviews the Catalogue of School Data" with him_
The "Catalogue of School Data", which Is completed by the principal, contains greate
detail on school organization and operation to supplement material already available
to the E.E.C. The Consultant, with his most recent and direct knowledge of the
school, is a resource person to the E.E.C.
The E.E.C. plans, where possible, to meet briefly with the staff before
visiting classrooms. This practice affords an opportunity for the school staff to
meet committee members, to "break the ice", and to resolve any difficulties or con-
cerns about the external evaluation.
During the evaluation period at the school it is helpful for the committee
to have a small room or private area available to them where members may meet to
consult.
The School Support (Independent) Act requires the"authority" to agree to
assist the E.E.C. to examine and assess programs, operations and administration in
the school. This assistance involves making available information and records
to
the Chairman of the E.E.C., and providing access to classrooms during instruction,
and to other areas of the school. The committee members, therefore, examine records,.
visit classrooms and discuss items with personnel within the school.
In general the committee examination determines whether
the
established
curriculum complies with the minimum instructional time requirements
lnthe
course
subject areas under evaluation. Independent School Circular #12 outlines th€.e
time requirements. For Elementary Schools the requirement is 80 of the "target
time" stated in the Administrative Handbook for Elementary and Secondary Schools.
In the Secondary Schools the requirement is 100 hours per year for each course.
There are special circumstances, however, in some schools and the Inspector exercism
discretionary authority on the merits of the situation within reasonable limits.
The committee determines whether pupil progress is demonstrated in the variou
course subject areas by an adequate testing program. Through classroom visitations,
committee members gain a feel for the school and a broad understanding of how the
school's programs are Implemented.
The ccziiiiittee assesses the programs, operations and administration to deter-
mine their appropriateness and effectiveness and to confirm that they corresoond
with the paper information avdilable to the Inspector. This assessment involves the
examination of the timetable, pupil records, school regulations and practices, and
4
teacher assignments and qualifications. The committee also reviews teacher certi-
fication information to ensure compliance with
Section 6(e), 5S(I) Act.
Although external evaluations may be scheduled at any
time, there are two
main external evaluation periods. The first period
is in
November. At that time
scr.00ls are well into their programs and have their operational practices in place.
Tr:e routine series of regular external evaluations are usually scnedule during this.
period. There is a second evaluation period in March. Tne number of sc'.00ls•
evaluated in this period depends on available funds at the time. Current practice
affords external evaluation preference to new schools, and the interim re-evaluatio'
of schools whose continued Group 2 classification is subject to certain changes
being made within a stated time span.
Present schedules provide for the external evaluation of Group 2 classified
schools at least once in a four-year period. In the interim the Inspector or his
appointee visits the school periodically in .a monitoring process to review the annual
data submitted, discuss concerns with the principal and/or staff, and answer questic
on any matters pertaining to the SS(I) Act.
?
V
?
External
_Evaluation Committee Report:
At the conclusion of the external evaluation
period the
E.E.C. prepares a
report to the Inspector of Independent Schools. This report outlines the observa-
tions of the committee on the items in Sections 5 and 6,
SS(I)
Act. These observa-
tions must be first-hand observations and must not include indirect observations
made on the basis of hearsay remarks. The report carefully avoids making reference
to individual teachers. Teacher evaluation, is not the purpose
of
the exeal
evaluation process. The chief purpose is to assist the Inspector in determining the
classification level.
Although the report is to the Inspector (and the committee Is not at liberty
to devulge the substance of the report before submission to the Inspector), staffs
are often anxious to obtain some of the committee's impressions about the school
before it leaves. The Inspector encouraaes committees to meet with staffs when it
is feasible, to answer questions, and to discuss items of the staff's concern before
the committee departs from the school.
?
VI ?
Action Following the Repprt:
.
?
?
The Inspector reviews the report of the E.E.C., and arranges to share the
contents with the interested parties. The report is a confidential document but the
Inspe.tor normally provides a copy to the authority. The authority in turn may then
-5- ?
-.
arrange for.the school principal to review it.
The Inspector usually meets, a month
or two after the evaluation, with
school trustees
or authorities, the principal,
and sometimes teachers to review the
report, answer questions, offer educational
advice, and receive feedback on the
evaluation process. If the authority, on
behalf of the principal and staff, requests
a professional meeting to discuss aspects of the
report, the Inspector invites the
Chair,nan of the E.E.C., and any available committee members to
meet with him and
the professional staff
of
the school. At such a meeting free discussion on a pro-
fessional level is encouraged, but no written records are kept of the discussion.
?
VU ?
Outcomes of Independent School Evaluations:
The fundamental purpose
of
external evaluations is to assure the Minister
of
Education and the public that schools in receipt of public fundinq satisfy the
provisions of the School Support (Independent) Act. The evaluations will also, in
many cases, provide an external view which should assist school authorities in their
efforts to achieve educational excellence.
?
VU! ?
Postscript:
Other Evaluations
Because of the restricted nature of their task, External Evaluation
Committees sometimes do not fully meet the expectations or fulfil the hopes of
school authorities and staffs. Part of the reason for writing a description of
the evaluation process has been to assist authorities, principals, and teachers
to have realistic expectations about the outcome.
From a professional point of view, it would be highly desirable periodically
for every school to contract for an external evaluation on its own terms, to choose
its own evaluators, and to specify the kind of evaluation desired. Such evaluations
could be in-depth "formative" investigations of certain subject areas, or of
organizational aspects of the schools, or of the total school program. Evaluations
of this kind, while expensive, need not be jol tingly so.
Consideration may also be given to intensive self-evaluation by schools,
using some formal method such as that outlined in the elementary school self-
assessment booklets and secondary school accreditation booklets available from the
Ministry of Education.
S
-6-
.
??
While voluntarily undertaken evaluations of a 'fontative design are
Dy
far the most useful In attaining excellence in schools, all those connected with
external evaluations conducted through the Office of the Inspector of Independent
Schools nevertheless hope that their efforts will be of some limited educational
value In additiOn to fulfilling the more mundane purposes of classifying schools for
grant purposes. The purpose of the School Support (Independent) Act is, after all,
to assist in developing and maintaining high quality education in a wide variety of
good schools throughout beautiful British Columbia. External evaluations of inde-
pendent schools by government-appointed committees are not intended, nor should they
ever be intended in the future, to inhibit the schools' legitimate work, but only tc
meet legal requirements and to assist responsible, independent teachers to contributE
freely and competently to the common good in ways which their compassion and con-
sciences lead them.
S
4
SiMON FRASER UNIVERSITY S.73
11A
MEMORANDUM
0.0
?
E\E
?
From .......
..
.
NI•E UNDERGRADUAT
E
ADMISSIONS BOARD
Subject
..........
?
ENGLISH AS A SECOND
.ANG&AGE1TST1NANURtfE1MAt
Date .......
.
.
QTh.
..)M
V
ARY3.
]98
Action undertaken by the Senate Undergraduate Admissions
Board at its meeting of January 19, 1983, gives rise to
the following motion:--
MOTION: ?
"That Senate approve and recommend approval
to the Board of Governors, as set forth in
S. 83-26
That an ESL Testing and Remedial Program
be established in cooperation with
Douglas College as per the attached SUAB
proposal."
.
?
It is intended that SUAB, along with any appropriate
resource people selected by SUAB, be responsible for
working with Douglas College in establishing the ESL
Program. The SUAB will be responsible for the ongoing
operation of the program and will submit a report to
Senate following the first full year of operation. It
is intended that SUAB also will identify to Senate
testing and program details yet to be established.
SiMON FRASER UNIVERSITY
MEMORANDUM
?
O
o
.......
.ENATEA
.1MNIS.SJQ.NS.
?
From
?
.LAR .... .t1.c.MJLL.J'
.
?
D.AJJ...........................
?
SECRETARY.,.S.UJLR.........................
Subject...
ESL. .AS ?
55N1JT. ?
RAM.:-..
SUA[3. .10.0.
?
Date .....
19Th.J.ANJJJ4RY.,..l.983 ........................
The International Student policy passed by Senate
inJune, 1982, included approval in principle of the
requirement for non-native speakers of English to take
ESL testing and remedial study.. The motion passed by
Senate states that:--
Beginning in May, 1983, international students who
are not native speakers of English will be required
to take a special English language proficiency test
in the week before classes begin. Based on the
results of the test, students may be required to
undertake, and successfully complete, remedial work
in English. This may be provided by Simon Fraser
University or by other institutions. ?
All costs of
this program will be recovered from the students
involved through fees.
The University will continue to use the TOEFL as a
screening device. Consideration will be given to
modifying the criteria used in evaluating the
scores on the test.
The process used by SUAB in selecting a proposal involved
reviewing submissions by Vancouver Community College (King
Edward Campus), the University of British Columbia-and
Douglas College. The Committee also invited Dr. G.
Sampson of the Faculty of Education and Dr. E.R. Coihoun
of the Department of Languages, Literatures and Linquis-
tics, to review each proposal and discuss the merits
of each with the Board.
Following an extensive review and discussion of each
proposal, it was the unanimous opinion of the resource
people and the Board that the Douglas College proposal
was best suited to our perceived needs.
.
0
-2-
FEATURES
A summary of those features in the Douglas College pro-
posal that were identified as important in establishing
our Program included:--
i) the use of diagnostic tests;
ii) a series of courses to deal with different
levels-of ability;
iii) the opportunity for the client (ie: SFU) to
have input into course development;
iv)
clearly defined objectives;
v)
a needs analysis;
vi) a familiarity with current curriculum develop-
ment in the area;
vii)
taking a developmental approach and making
adjustments as we progress.
TESTING
The ESL test will be administered each semester to all
new undergraduate International students for whom the
Test of English as a Foreign Lanauaoe (TOEFL) is a
requirement for admission. This test will not substi-
tute for the TOEFL, which will continue to be required
before admission is granted. An International student
is defined as one who holds either a "student authori-
zation (visa)", a "visitor's visa", or has not provided
a Visa status on the application fonii.
Students will be encouraged to write the test prior to
in-person registration, or pre-registration if possible.
This will allow time for publication of these test
results which will determine the academic course load
allowed.. Testing also will be conducted in the first
week of classes for the late arrivals. Students may be
required to alter their registration status after their
test results are known.
The test results will determine whether or not a student
will be required to register for the Remedial Program
and under what conditions.
S
S
0
-3-.
S
The Remedial Program will require that a student register:--
a)
in full time remedial program for one
semester,
OR
b)
in a part-time remedial program for one
semester and a part-time academic load.
Some students will be identified, through the results of
the Test, as having sufficient skills to allow them to
enrol in full time academic work. Any of these students,
or any admitted prior to Fall, 1983, who wish to enrol
in the Remedial Program on a voluntary basis, will be
allowed to do so only if space is available.
Those students who are required to re
g
ister in the
Remedial Program (part-time, or full-time) must do so in
their first semester at SFU. They will be expected to
complete the Remedial Program
in
one semester. In
exceptional cases where a student is unable to achieve
satisfactory results after one semester, the SUAB may
5
?
consider a one semester extension.
If the results indicate that the student is unlikely to
achieve an acceptable level of proficiency following one
semester (two semesters in exceptional cases) of Remedial
Study, the SUAB will have the authority to withdraw the
student from the University for one academic year.
OPERATION
The ESL Program will operate on a cost recovery basis.
Other aspects of the operation of the program will be
determined once Senate approval is granted and further
discussions with Douglas College have been conducted.
Those discussions will involve such topics as:--
1) ?
Registration fees for Testing and Remedial
Work. (Douglas estimates the cost at $75
0
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to $100 per credit where a full time up-
grading program would be 12 credits and
one course, 3 credits).
2)
Location for Testing and Remedial Program.
3)
Determination of achievement levels on the
Test and the Remedial Program.
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Septerrber 7, 1982
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Canio3. VJL J37
Mr. Alan C. McMillan
Director of Admissions
Simon Fraser University
Burnaby, B.C.
V5\ 1S6
Dear Mr. McMillan:
As I suggested I would do in August, here is a more detailed pro-
posal to deal with the university's ESL international students'
assessment in 1983.
This proposal is concerned with the assessment process and the
upgrading program structure. The question of cost estimates
and fee structures for the assessment testing and upgrading
program to be initiated in 1983 are an objective of this pro-
posal. However, information from the field indicates that student
fees could run fran $75.00 to $100.00 per "credit" where a full-
time upgrading program would be no more than 12 "credits" and a
"course" would be valued at three "credits".
These figures are best-guesses in 1982 dollars. Variables such
as program structure will affect final costing.
I hope you find this proposal acceptable. I anticipate hearing
from you by return.
Yours sincerely,
/
Scott Glabus
Instructor, ESL
CaTmunty Programs & ?
Services Division
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PJOPSAL
English Assessrtent Testing and Upgrading Programs for ESL international
Students Admitted to Simon Fraser University.
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ORIGINATOR
ESL/Instructional Services Department.
Community Programs and Services Division
Douglas College
P.O. Box 2503
New Wesmtinster, B.C.
V 5B2
OJNTAC'r
Scott Glabus
Telephone: 524-0371, Local 24
Simon Fraser University currently admits ESL International students on the
dual basis of their (a) academic standing and (b) performance on the Test
of English as a Foreign Lanuguage ('IOEFL). While the TOEFL test is widely
used as an entry discriminator by post-secondary institutions, any student's
ability to net an institution's score requirenrnt does not guarantee
that
success
a successful
in that
post-soeondary
educational setting.
student
It
needs
appears
which
that
the
there
'JOEFL
are
does
skills
not
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is
measure.
ESL International students entering SFU without these skills impair the
efficiency of the institution as well as endangering their own academic
survival.
Simon Fraser University has no means of identifying which, if any, ESL
Internaticnal students admitted to the university are, in spite of
acceptable academic standings and 'IOEFL scores, likely to have trouble
meeting the university's standards of academic performance.
In addition, there are no services available within SFU for the support
and development of ESL international students' English proficiency,
socio-1iruistic skills and related academic skills.
PURPOSES OF TIlE P1OJEC
This project has two central purjoscs. The first purpose is to develop
an English and soci.o-linguistic skills assessnont instrurrent. This
instrurrent will be capable of identifying ESL students' skill deiicicncies
?
iich will interfere with their successful academic participation in the
university.
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The administrative result of this assessment will be a recommendation on
40 ?
each student to the university as to the mix of university credit and
upgrading courses each international student should carry.
The second purpose of the project is to develop a skills upgrading
curriculum and program structure to meet international students' needs
as they have been identified by the assessment instrument.
This assessirent service and upgrading program will operate on a cost-
recovery basis with no direct cost to the university.
PROJEC.P OBJECTIVES
By December 31, 1982:
- survey university teachers and international students on their
subjective perceptions of why international students may not be academic-
ally successful.
- identify the standards of Jiglish and socio-linguistic acceptability
used by teachers in evaluating students' academic performance.
- compile information on current lasting and upgrading practices at
other Canadian universities.
- review the academic performance of international students in previous
years
in
order to profile students who are more likely to receive poor
evaluations of their academic performance notwithstanding their having
net the university's formal entry requirements.
By April 30, 1983:
?
-
- on the basis of the information gathered above, prepare and
validate an assessment instrument.
-
recommend a process for administering the assessment instrument
including the liaison and reporting macbanisns between the college and
university on credit and upgrading course reccimendations.
- propose the curriculum and structure of the upgrading program;
prepare cost estimates and fee schedules for the upgrading program as
well as predicting student participation rates.
- propose a research design for a follow-up study on the assessment
instrument and upgrading program.
- arrange for information sessions on this assessment test and
upgrading program to be open to university teachers and staff who are
in contact with and who evaluate the performance of ESL international
students.
S/3
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JDGEP
O:jordination/administrative liaison/costing!
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$ 1,000.00
preparation of fee schedules/overhead
Research/preparation of test instrunent/
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6,270.00
validation of instrunt/up9rading program
proposal/follow-up research design
Information sessions for university teachers ?
300.00
and staff (2 @ $150.00)
TOTAL
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$ 7,570.00
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December 10, 1982
Mr. Alan C. McMillan
Director of Admissions
Simon Fraser University
Burnaby, B.C.
V5A 1S6
Dear Mr. McMillan:
Further to our telephone conversation of November 30, 1982, I enclose our
Douglas College Calendar descriptions of courses which we currently offer
to ESL students bound for post-secondary institutions.
For the information of the Student Undergraduate Admissions Board, LNG 130 -
Expository Writing already carries three transfer credits to SFU's [HG 101.
ESL 141 is the ESL equivalent of our English Department's ENG 1201121- Writing
Skills - a remedial course for native-English speakers. These courses meet
one of BCIT's entry requirements in English.
ESL 142 is the equivalent of the College's Reading and Study Skills Department's
RRS 1001102- Introductory Reading Skills and Reading Skills for College. We
offer these three courses above to ESL students in separate sections to accommo-
date these students' special problems and special needs.
Our other courses, ESL 138- Listening and Pronunciation Problems, ESL 139 -
Participation Skills and ESL 140 - College Preparation round out a program that
we have seen to be appropriate to prepare ESL students for success at the post-
secondary level
The purpose of making these course descriptions available to SUAB is to make
sure that the Committee is aware that we at Douglas College are now progritiiiiii
ho
successfully for ESL speakers resident in our region. Should we be asked to
undertake Simon Fraser's upgrading programming for foreign students, our
experience in this area, as well as our faculty's experience with foreign
students in other institutions, will inform our programming decisions for SFU.
I would like to also point out that although our proposal for research leading
to test development is rather bald, we do have a very good idea of just what
language problems foreign students face in a university setting. However, we
need to know the breadth and depth of these students' problems at Simon Fraser
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Mr. Alan C. McMillan
Page 2
December 10, 1982
before we will know how to go about alleviating difficulties. This is why we
have proposed a research program which will look also at the difference in
social and cultural expectations at the interface between foreign students and
the faculty members responsible for evaluating their performance.
We would like to be able to confirm our hypothesis that the difficulties which
foreign students face are related to academic behaviours which are different in
kind from the language skills measured by the TOEFL, the ELA or any other
primarily language-based proficiency estimator. Academic behaviours, here refers
to such things as extended prose or verbal argument, interpersonal communication
in a seminar setting, or critical reading skills.
Let me emphasize that we would not necessarily anticipate applying our current
programming wholesale to the problems of foreign students at SFU. Rather, in
the intersts of economy and efficiency, we are anticipating that we would
"cannibalize" these existing courses to put together a modular upgrading program
able to meet the high priority academic needs of SFU's foreign students. How-
ever, such program planning is, of course, subject to our two institutions'
agreement as well as to the results of the research project which may well bring
to light some needs of foreign students at SFU which are distinctly different from
those of our current, resident ESL speakers.
Finally, our original proposal assumed that a researcher/program designer would
work over 8 months on this project. The project can be equally done by two
people working over 4 months or so beginning in January.
Regarding your question as to our preferred location for this programming, it
seems to us that the major determinants of the decision will be the students'
access to transportation and the university's space availability. We have a
good deal of space available at our new campus at 700 Royal Avenue should your
decision be to go off campus.
Thank you for your attention.
Sincerely,
(
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Scott Glabus
Instructor - ESL
Community Programs & Services
Division
cc J. Doerr, Dean
SG/be
Enclosure ?
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Catalogue Description:
ESL COURSE OFFERINGS ?
DOUGLAS COLLEGE 1982 - 1983
ESL 138
Listening and Pronunciation Problems in Canadian
English for Students of English as a Second Lang-
uage
o
Course Number:
Descriptive Title:
This course is for registered College students and other adults who wish to
improve their understanding and pronunciation of spoken English. The course
explores problems in spoken English which contribute to difficulities in
understanding or being understood. Students will practice using the sound
system of Canadian English, phrasing, syllable reduction, stress and inton-
ation. Students will learn and use phonetic symbols. The instructor will
be available for remediation and advice during weekly lab sessions.
Course Number: ?
ESL 139
Descriptive Title:
?
Discussion and Participation Skills for Students of?
English as a Second Language
Catalogue Description:
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This course is for registered College students and other adults who wish to
increase their understanding of spoken English in lectures, seminars and
other formal presentations as well as their ability to participate in formal
and informal discussions in classrooms and meetings. The course teaches how
English is used to explain, to make points and to argue. Students will
practice: questioning, stating a position with supporting data, interrupting,
closing, reiterating, compromising, conceding and making formal presentations.
Recommended for students for whom English is a Second Language and who have
no major pronunciation problems.
Course Number: ?
ESL 140
Descriptive Title:
?
College Preparation for Students of English as a
Second Language
Catalogue Description:
An intensive course (10 hours weekly), for students wishing to upgrade their
language skills for the purpose of: (1) entering the work force at a level
matching their previous job training or (2) entering university transfer,
career or vocational courses. Students will review English grammar and
sentence structure, and will practice reading, writing, and study skills.
Study skills include orientation to students' role in the learning environment.
-2-
Course
Descriptive
Number:Title: ??
Writing
ESL 141
?
Skills for Studentsof English as a Second
0
Language
Catalogue Description:
This is a paragraph writing course stressing the remediation of error
characteristics of students of English as a Second Language. Students
will review and practice sentence structure, grammar, punctuation, voca-
bulary and paragraph development. An introduction to essay writing is also
included. This course is designedfor students with experience in writing
English.
Course Number:
?
ESL 142
Descriptive Title: ?
Reading Skills for Students of English as a
Second Language
Catalogue Description:
This course is designed for ESL students wishing to improve their reading
speed and comprehension. Students will practice skimming and scanning,
Course
reading
Number:critically,
?
and analyzing
ENG 130
information.
S
Descriptive Title: ?
Special Section of Expository Writing (Limited to
students for whom English is a Second Language)
Catalogue Description:
This course, designed especially for ESL students, includesan in-depth study
of various expository writing forms. The primary emphasis will be placed on
the writing of essays which apply the critical and analytical concepts studied
in the course. The secondary emphasis will be placed on remediation of ESL
problems. The development of the study skills necessary for successful
college-level writing will also be stressed.
0
