1. Settlement Workers in Schools (SWIS): Setting National Directions & Measuring Performance

2. Share national directions for the Settlement Program and highlight Community Connections Discuss the evolution, current state and future of SWIS Generate meaningful discussion Presentation Objectives 2

3. The Settlement Program plays a major role by assisting immigrants and refugees to overcome barriers specific to the newcomer experience. CIC funds the delivery of settlement programming across the country, and provides support for initiatives that contribute to improving outcomes for newcomers. This approach enhances flexibility, coordination and responsiveness in programming to address the needs of newcomers. – Allowing service provider organizations (SPOs) to design and deliver services that best meet the settlement needs of clients. – Strengthening accountability and improving desired outcomes. CIC’s Settlement Program 3

4. Expected Outcomes of The Settlement Program 1.Orientation – Newcomers have timely, useful and accurate information to make informed settlement decisions; newcomers understand life in Canada including laws, rights, responsibilities and how to access community resources. 2.Language/Skills – Newcomers have the official language skills needed to function in Canadian society; high needs newcomers, including resettled refugees, have the life-skills needed to function in Canada. 3.Labour Market Access – Newcomers obtain the required assistance to find and apply for employment; newcomers have the training to enhance their skills and knowledge of the Canadian work environment; newcomers are connected to local labour markets. 4.Welcoming Communities – Newcomers receive help to establish social and professional networks to be engaged, participate and feel welcome. The host community and mainstream/public institutions are aware of newcomer’s needs and contributions and involved in newcomer settlement. 5.Program and Policy Development – Initiatives that ensure services to newcomers are delivered efficiently and effectively and with comparable settlement outcomes across Canada; innovative approaches and the promotion of best practices; evidence-based research and knowledge dissemination. An Outcome-based Approach 4

5. CIC recognizes that each of the expected outcomes can be achieved by combining activities from broad service delivery streams. SWIS is a cross-cutting initiative that contributes in many areas. The majority of activities fall under Community Connections. Community Connections Stream Settlement is regarded as a reciprocal process with rights and responsibilities for both the newcomers and the community/society receiving them. Activities focus on: – Bridging for individuals and community, including mentoring programs. – Connecting with Canadian citizens, employers, community organizations and public institutions. – Fostering cultural awareness and social inclusion. – Enhancing the capacity of mainstream institutions to address the needs of newcomers. Settlement Plans & Priorities 5

6. An important objective of the National Call for Proposals was to harmonize the level of CIC settlement services available to eligible newcomers in order to achieve nationally comparable outcomes, and create a basic platform of early interventions. Priority Services for Community Connections Newcomers who face multiple barriers to integration have access to mentoring services with established Canadians and access to public institutions to facilitate their integration into communities. Newcomers make connections with Canadians for cross-cultural integration, social inclusion and to develop, as well as apply, official language skills in an informal setting. *Expansion of SWIS and programs that form community connections, and specifically establish links between mainstream entities and newcomer populations were specifically mentioned in the CFP. National CFP 2012 – Community Connections 6

7. Increased engagement of non-settlement sector Improved newcomers’ access to local community and non- settlement services; improved responsiveness of these services to the needs of newcomers; improved access to local settlement services via non-settlement organizations. Increased engagement of newcomers in their local community Newcomers have the information and connections they need to take responsibility for engaging in their local community and in civic life. Increased engagement of citizens Improved awareness of newcomers needs within the community; greater volunteer involvement from community members; meaningful relationships between Canadians and newcomers. Immediate outcomes Activities Community planning Community partnerships and/or planning tables, including LIPs and Réseaux francophones. Settlement workers in public institutions Settlement workers in schools (SWIS), in libraries (LSPs), in other local public institutions or in the community. Neighbourhood activities Neighbourhood-wide and local community activities, place-based opportunities to connect with the surrounding social and geographic environment. Targeted mentoring Mentoring/coaching; needs-driven matching and networking; small group workshops in local community settings Tools development and sharing Best practices, innovations, research, expertise, tools for communities or SPOs. Reduced vulnerabilities and isolation Newcomers most vulnerable to isolation and exploitation are connected; settlement and non-settlement networks are able to reach and assist vulnerable newcomers. Indirect servicesDirect services  Newcomers receive help to establish social and professional networks so they are engaged and feel welcomed in their communities (Program Activity Architecture)  Institutions and communities have the tools to become more welcoming to newcomers (Program Activity Architecture)  Newcomers enjoy their rights and act on their responsibilities in Canadian society (Settlement Program Logic Model)  Canadians provide a welcoming community to facilitate the full participation of newcomers into Canadian society (Settlement Program Logic Model)  Newcomers contribute to the economic, social and cultural development needs of Canada (Settlement Program Logic Model)  Newcomers find employment commensurate with their skills and experience (Settlement Program Logic Model)  Clients are connected to the broader community and social networks. (Performance Measurement Framework (PMF – Outcome #17 and SPLM)  Program participants are aware of newcomers' needs and contributions and are engaged in newcomer settlement. (PMF – Outcome #18 and SPLM) Long Term outcomes Intermediate outcomes Community Connections – Logic Model 1 1 The Outcomes and Activities listed here support CIC’s ultimate outcome of: “An integrated society with a strengthened commitment to citizenship” (~ CIC Strategic Plan, 2010-2015)

8. 1990s 1991 – The Multicultural Liaison Officer (MLO) program is established by the Ottawa Community Immigrant Services Organization (OCISO) to provide settlement services in schools. 1999 – CIC enters into partnership with boards of education and settlement agencies to help newcomer students and their families settle in their school and community. SWIS is designed to address “newness to Canada” as a barrier to school success. SWIS promotes student achievement by enabling youth to integrate more easily while supporting families and school staff. 2000s SWIS and in-school supports expand in regions across Canada according to local needs. Newcomer Orientation Week (NOW) and Welcome & Information for Newcomers (WIN) are introduced in Ontario (later in Alberta). 2007 - SWIS program is introduced in British Columbia and delivered in collaboration with the Multicultural Liaison Workers in Schools (MCLW) program. 2008 – Toronto District School Board received the Carl Bertelsmann Prize for commitment to equity in education, in part due to the placement of settlement workers in schools. 8 Evolution of Settlement Workers in Schools

9. CIC supports interventions that maximize uptake of needs-based services to ensure newcomers engage early in their settlement experience and participate actively in the settlement services they need to reach their expected outcomes. SWIS is seen as an effective way to serve newly-arrived newcomer families who may not otherwise access settlement services. Scale of SWIS in Ontario (COIA Evaluation) – The number of projects almost tripled between 2005/06 and 2009/10. – The number of clients served increased by 300% between 2005/06 and 2009/10. SWIS Expansion 9 2005/062009/10 Number of SWIS Projects1235 Number of NOW/WIN Projects012 Number of Clients Served (SWIS/NOW/WIN)11,37745,472

10. SWIS and In-School Support Across Canada Manitoba assists newcomer families through the Neighbourhood Immigrant Settlement Workers (NISWs) Program. 10

11. School-based settlement support is offered to youth and families in these CIC regions: Eastern Region – SWIS-type programming is available in nearly 100 schools. Ontario Region – SWIS is present in more than 1500 schools. Western Region Manitoba – The Neighbourhood Immigrant Settlement Workers (NISWs) Program offers services through 10 neighbourhood projects in Winnipeg (4 are hosted by school divisions). Saskatchewan – In-school settlement services are available in approximately 100 schools. Alberta – In-school settlement services are available in more than 200 schools. British Columbia – SWIS is present in 21 school districts. 11 Scale and Reach

12. In collaboration with MB and BC, CIC conducted a program policy alignment exercise. Manitoba MB and CIC programming were found to be generally aligned. – There are some differences in program components, however MB program activities are compliant with CIC Settlement Terms & Conditions. CIC conducted a comprehensive review of Manitoba Settlement Programming and the Alignment for CIC. – Neighbourhood programs offer a continuum of settlement support much like SWIS and work closely with schools to meet the needs of newcomers. Programming prioritizes youth supports and family services. British Columbia BC and CIC programming were found to be generally aligned. – While some program components are described differently and may vary in scope, BC program activities are compliant with CIC Settlement Terms & Conditions. CIC acknowledges the Formative Evaluation of the Settlement Workers in Schools Program conducted by Pacific Social Planning. – BC SWIS/Enhanced Settlement Workers in Schools is comparable in nature to other SWIS projects across Canada in terms of the range of activities and desired outcomes. 12 Manitoba and British Columbia Transition

13. Estimated SWIS investment is $40 million annually. There are currently 4 main approaches to funding and delivering SWIS and in-school supports across Canada: 1.SPO receives funding to place settlement workers in schools on an itinerant or regular basis. 2.SPO receives funding and channels resources to school board. 3.School board receives funding and subcontracts SPO to manage the projects. 4.School board receives funding and manages the projects directly. 13 Funding and Delivery

14. SWIS serves three distinct client groups: 1.SWIS assists students in learning about the school setting and empowers them to reach their full potential and succeed in Canada. 2.SWIS helps families understand the school system and support their children, and provides information and referral on other aspects of life in Canada. 3.SWIS supports school staff to see the school and its requirements through the eyes of the newcomer, offers training, and sensitizes staff to newcomer issues. Client Groups 14

15. Information and orientation Systematic outreach to newly arrived families Intake, needs assessment and action planning Service bridging, supported referrals and casework Non-therapeutic counselling Cultural understanding and linguistic interpretation Home visits, community outreach and advocacy Spectrum of Support 15 SWIS projects include a mix of services designed to meet newcomer needs – this may include some or all of the following components, and the offering can become increasingly intensive. At a basic level, information and orientation is provided.

16. CIC supports a range of different approaches based on local contexts, needs of students and their families, and school dynamics. – Services may be delivered by a settlement agency, community organization, school board, or other entity. There is a high degree of commonality in these approaches. As programs continue to evolve, CIC is in the process of gathering and analyzing information to draw on lessons learned and tell a coherent story. Providing national direction involves ongoing assessment of activities in: – Eastern Region – Ontario Region – Western Region: Manitoba, Saskatchewan, Alberta & British Columbia CIC values all the contributions of settlement workers, teachers and school staff, boards and ministries of education, service providers and community organizations to support youth and their families. Diverse Approaches, Emerging Commonalities 16

17. As SWIS evolved across Canada, outcomes emerged from the ground up and were defined on a project and regional level in varying ways. These outcomes are most commonly noted. Immediate & Intermediate Outcomes Newcomer students are engaged in the school system; they receive information and access school programs, after-school activities, summer employment, and community resources. Parents/guardians are familiar with the school system and Canadian culture; they are involved in school activities, aware of community and government resources, supported in conflict resolution and connected to services and networks within the school and community. Teachers and school staff are culturally competent; they are aware of community resources that can meet the needs of newcomers and offer support accordingly. Longer Term Outcomes Newcomer students experience a sense of belonging in the school that supports their educational attainment and they have information about future education and career opportunities. Parents/guardians are integrated into all aspects of Canadian society and empowered to support their children’s academic and career endeavours. Teachers and school staff have the capacity to support integration and the school culture adapts to promote inclusion. Proposed Outcomes 17

18. Multiple evaluations of SWIS have been undertaken in different jurisdictions. Commonalities in key findings indicate that successful outcomes are determined by: Expertise of settlement workers. Relationship between settlement workers and schools. Presence of strong champions within the school system. Connections with settlement agencies and other community agencies and programs. Flexibility to respond immediately to needs of immigrant families and adapt to the needs of specific schools and districts. Demand for services. Guidance provided to settlement workers by managers, advisory and steering Committees, and/or provincial coordinators. Clearly defined roles for settlement workers. Focus on key settlement objectives, issues and priorities. Access to suitable space and supporting infrastructure in the school. Enabling Factors for Success 18

19. Evaluations have also revealed a number of need trends noted by SWIS workers for the elementary school level: 1. Academic gaps/interrupted formal schooling 2. English language deficiencies 3. Understanding school procedures (i.e. following a schedule) While the same needs apply to junior high and high school students, the following needs are also prevalent among these students: 1. Understanding that education is important for success in Canada 2. Limited knowledge concerning nutrition, hygiene, sexual and mental health, and conflict resolution 3. Seeking out information to solve day-to-day problems (i.e. resourcefulness) 4. Reading/responding to information from the school or other agencies 5. Difficulty making social connections Trends Noted among Youth 19

20. The need trends noted by SWIS workers may be effectively addressed by innovative approaches to programming including: – Welcome & Information for Newcomers (WIN) – support is offered for middle school students and their families to become more familiar with their new school and community. WIN is an opportunity for parents to become more engaged in the school and learn about Canadian life. – Newcomer Orientation Week (NOW) – peer led programs are available to integrate recently arrived newcomer high school students into academic settings and the broader community. – Comprehensive Family Support – extended assistance is offered to smooth the transition for families in many communities across Canada. – Youth at Risk – an integral component of BC’s enhanced SWIS model. 20 Addressing Challenges

21. Peer-led school readiness program that offers students the foundation for a successful educational experience in Canada. It is a collaborative partnership between Peer Leaders, teachers and settlement workers. NOW prepares newcomer youth for smooth entry to school by introducing them to facilities, routines, policies and expectations, and providing social contacts and support in preparation for the start of the academic year. – Connections have been formed both with other newcomer youth attending the program, the Peer Leaders (newcomer youth living in Canada for 2-3 years) and their broader social circles. – Newcomer youth understand the school system and know that asking for help is positive. – Students report reduced stress and anxiety about the transition. NOW impacts a school’s culture, altering the way that school life is perceived and conducted. Peer leaders receive intensive training as mentors and these students embrace continuing leadership roles. For example: Peer Leaders have informally continued to meet with newcomer youth on a regular basis, often including those who did not attend NOW in recognition of their struggles with adjustment. An ESL homework club that had formerly been viewed as a punishment has been completely re- positioned and re-modeled with the input of Peer Leaders. “In most NOW schools, the peer leaders and NOW participants form the nucleus of a team that is ready to support all newcomers as they arrive throughout the year.” – Darcy McCallum, Ontario SWIS Coordinator Innovative Approach: Newcomer Orientation Week 21

22. An important objective of CIC’s Settlement Program is to achieve nationally comparable outcomes. Impact must be measured in a systematic manner to ensure effectiveness and efficiency at the national scale. As SWIS and in-school support programs have evolved, success has been defined and measured in different ways and with different tools across jurisdictions. – CIC and partners are currently not in a position to report nationally on outputs and outcomes in a coherent way. A clear accounting of investment and achievements must be consolidated by 2016/17 to inform the first National SWIS Report and the Settlement Program Evaluation. CIC’s new Performance Measurement Strategy is intended to guide the timely and appropriate collection and analysis of information and broader evaluation of the Settlement Program. This will lead to continual improvement and the achievement of outcomes for newcomers. – As part of the PM Strategy, CIC will develop tools to collect data and information that will contribute to reporting on outcomes for newcomers, including SWIS clients. – We need your cooperation and support in telling the national story of SWIS. 22 Charting the Way Forward

23. The Modernized Approach enhanced flexibility and led to experimentation. CIC must ensure progress toward comparable outcomes across Canada. Identify a mechanism to ensure continued dialogue – Share best practices and resources – Work together to define common themes and goals Move forward on reporting and performance measurement – Collect quality data to report on results and assess the impact of SWIS – Articulate unmet needs based on the 2012 CFP – Prepare for the National Settlement Evaluation (2016/17) Draw upon broader forms of support – Engage other federal and provincial ministries – Encourage municipal collaboration Discussion and Next Steps 23

24. Yves Saint-Germain Director – Information, Language and Community Program Policy, Integration Branch Yves.Saint-Germain@cic.gc.ca 613-957-3433 John Biles Special Advisor – Integration Branch John.Biles@cic.gc.ca 403-292-5993 24 Contact Information

25. Annex A: What is CIC Doing to Measure the Performance of the Settlement Program? 25 A visual representation of the interaction between elements that relate to performance measurement of CIC’s Settlement Program. Performance Measurement On-going collection of information on program performance (outputs & outcomes) to guide decision-making and enable reporting on program results Settlement Program Logic Model with expected Outcomes Terms and conditions Funding Settlement Services Based on priorities for services and programming and directives to manage contribution agreements (left side of the logic model) Outputs Immediate Outcomes Intermediate Outcomes Ultimate Outcomes Monitoring Financial & operational activities exercised by settlement officers over contribution agreements and SPOs. Audit To determine whether the Department’s strategy and practices related to risk management, control, and governance processes are adequate. Evaluation Systematic collection and analysis of the performance of a program to make judgements about relevance, progress or success and cost- effectiveness to inform future programming decisions about design and implementation. Evidence Based Decision-Making