There are a number of ways in which student participation in the school self-assessment process may be organized. Use your best judgment to determine which option best meets the age, maturity and skills of your student body and the needs of the discussion group. You might choose to involve senior high school students in the discussion group and have younger students contribute in different ways. Elementary school students might best be involved only in implementing action plans. Remember to include both core and immersion students in your plans if your school offers both programs.

Option 1: Focused Participation

Students attend and participate in the discussion of topics to which they may reasonably make a contribution or where they express a particular interest. For example: high school course content. Indirect participation.

Option 2: Questionnaire

Students respond to a questionnaire to elicit their comments about some or all of the issues in the self-assessment instrument. You will need to choose issues that can reasonably be addressed by your students – the age, maturity and experience of the students should guide your efforts.

Option 3: Action Plan Participation

Students are involved only in implementing action plans to address issues identified by the self-assessment. Again, choose activities and levels of responsibility that reflect the skills and experience of the students.

Here are a few examples of action plan activities in which students could participate: older, more mature students might be able to adopt a leadership role. Remember to include both core and immersion students in both organization and implementation whenever possible. This will help you to work toward the goals of indicators 8 and 13 and ensure that students from both programs have input to the process.

  • Students might survey their peers about their opinions about the content of FSL courses. It is important that the principal assign staff or that parents volunteer to work with the students on questionnaire design and to assist with distribution.
  • Students can organize or participate in a display of core and immersion student work in communal areas of the school. Staff and/or parents should ensure that the initiative continues throughout the school year and in subsequent years. This might be a good way to start a French Club – students are often motivated to participate in a concrete activity.
  • Students might organize or participate in the organization of joint core and immersion extra-curricular activities. Depending on the age and skills of your students, they might: a) Respond to a questionnaire about their interests; b) Research extra-curricular possibilities; or c) Organize an extra-curricular activity for core and immersion students. Staff guidance and approval will be necessary.
  • Students could start a French Club; the amount of staff and parent volunteer support required will depend on the age and skills of the students.

Next step: Developing Action Plans and Advocacy Strategies