The OCDSB is proposing a new elementary program model with two pathways: Enhanced English and French Immersion. This aims to improve program quality and accessibility, focusing on community-based education, dynamic, bilingual teaching and learning environments and a continuum of inclusion.

Key features include:

• Community-based schooling: With the proposed changes, most students will attend the neighbourhood school, learning and interacting with peers from their own community.
• Two Program Pathways: Offering both Enhanced English and French Immersion in most schools. Some exceptions will apply with a handful of schools that will offer only Enhanced English or French Immersion.
• Streamlined school configurations: Reducing the number of grade configurations from eight to five, which means fewer transitions for students. Students will move schools either at the end of Grade 3, Grade 6 or Grade 8.

The proposed model offers two pathways for students in Grades 1-8:

• Enhanced English (EE): 84% English instruction, 16% French (Core French increases from 200 to 240 minutes per week)..
• French Immersion (FI): 60% French instruction in Grades 1-6, 50% in Grades 7-8. English-language instruction in Grade 1 will increase.

The EE and FI programs will be offered at each school, with some exceptions.

The Kindergarten Program remains 50/50 bilingual (no change).

The existing elementary program model does not meet all students' needs. Through our recent consultation process for the renewed strategic plan, we heard concerns about limited program availability at community schools, limited access to French Immersion and inconsistent support for special education across programs.

The three overarching principles guiding the review are:

• Community-based education: Recognising each school as core to the community, allowing for localised programs and services.
• Dynamic, bilingual teaching and learning environments: Offering programming in English and French for all students, fostering confidence, proficiency and achievement in both official languages.
• Continuum of inclusion: Providing support at each school, with the potential for full inclusion, withdrawal assistance and/or specialised program classes.

• Public consultation: Feedback from parents, staff, students and community members.
• District data: Analysis of demographics, achievement, engagement and well-being of elementary students.
• Relevant research: Literature reviews on bilingual/multilingual programming and inclusive education.

Public consultation revealed:

• Value of bilingualism: There is a strong desire for access to both French Immersion and English programming.
• Importance of community schools: Parents want their children to attend schools within their neighbourhoods.
• Lack of awareness: Many parents were unaware of program options beyond their local schools.
• Need for special education support: Parents want access to learning support (e.g., English as a Second Language, Special Education, etc.) in both French and English programs.

District data analysis highlighted:

• High French Immersion enrolment: Over half of OCDSB students in Grades 1-8 are enrolled in Early French Immersion.
• Higher achievement in French Immersion: Students in French Immersion tend to achieve higher academic results.
• Special education needs in the English program: Students with special education needs are more likely to be enrolled in the English with Core French program.

The literature review highlighted:

• Benefits of bilingualism: Learning a new language has cognitive, social and economic benefits for all students.
• Similar performance in French Immersion: Students with special education needs perform similarly in both English and French Immersion programs.
• Importance of support: Quality French as a Second Language programming requires effective support for students, educators, administrators and parents/caregivers.
• Addressing misconceptions: Some students (for example students whose home language is not English or French or who have special education learning needs) are discouraged from enrolling in French Immersion due to misconceptions about language learning.
• Ableism in special education: Traditional special education programs are often built on ableism, or the unfair treatment of people with disabilities.
• Value of inclusive education: Inclusive education creates classrooms where all students are valued.
• Bias in placement decisions: Decisions to place students in special education programs can be influenced by factors such as gender and race.
• Impact on social and academic success: Being in congregated programs such as special education programs or English Language Development programs for extended periods of time may hinder social and academic success in high school and beyond.

The initial proposed plan generated significant feedback from parents, caregivers, students, staff and community members, particularly regarding the proposed grade configurations and attendance boundaries. Concerns were raised about potential sibling separation, logistical challenges for families and the alignment of attendance boundaries with community definitions.

All feedback received was thoroughly reviewed and considered within the context of the review's overall objectives. As a result, the initial proposal was revised to address these concerns. Some proposed changes were reversed to maintain the status quo, while other adjustments were made to proposed boundaries to better reflect established community ties and address parental concerns.

The District will monitor several key performance indicators including report card and provincial assessment data, along with assessments in literacy and numeracy, specifically at the primary grades. The district is developing a centralized dashboard to track key learning progress in literacy and math. In addition, we are developing a monitoring approach to capture anecdotal information from students (hearing their voice) so that we can monitor the impact on their social and emotional wellbeing, capturing more information about how they feel about their learning experiences.

• Starting in Grade 1, students can choose either Enhanced English or French Immersion.
• Students can enter the French Immersion program at the beginning of Grades 1, 2 or 3, providing more equitable access.
• Students in Grades 4 through 8 may continue in their selected program through their remaining elementary years.
• Students in French Immersion can choose to move to Enhanced English at any point in time.

Every class in the District is currently made up of students who are at different places along their learning journey. Educators are skilled at differentiating learning so that each student is able to access their learning. Our professional development has prioritized further developing these skills, and this will be a significant focus of our professional development in the 2025-2026 school year.

We will make changes to school schedules to help students learn better:

- Instead of having lessons of different lengths, we will move to a schedule where most learning will be organized into 60-minute blocks of time, giving students more time to really dive into their subjects.
- There will be more opportunities for students from different classes and programs, like Enhanced English and French Immersion, to work together, especially in Language and Math.
- We will introduce a dedicated 60 minutes of English instruction each day for Grade 1 French Immersion students.

For more information, view the sample revised schedule.

• Specialized Program Classes (SPCs): 116 of 142 SPCs that currently exist will remain in place, be modernized and continue to serve students with the most complex learning profiles.
• Gradual phasing out of 26 SPCs, with future students receiving necessary supports in regular classrooms at their neighbourhood schools.
• Redistribution of resources to neighbourhood schools with the gradual phase out of 26 SPCs.
• Shift in focus: These changes aim to shift services to students, not students to services; to provide early intervention and monitoring to inform programming and keep options open; and to maintain a continuum of inclusion, prioritizing in-class support with withdrawal as needed.

Supporting student needs is very individualized – it relies on a team approach that starts with the school-based team and can expand to include central resources. At the school level, resources are allocated based on the type of support required to meet the diverse needs of students at that school.

If the proposed model is approved, the OCDSB is committed to redistributing the resources from the SPCs back into the regular classroom. This will allow for more students to be supported across the system. Supports for students may include in-class support, with targeted withdrawal as needed. The focus remains on creating flexible learning environments that are equitable and accessible for all learners.

• All 15 ELD classes that currently exist at the junior and intermediate levels will be modernized and remain in place with an increased focus on maximizing integration.
• Prioritising in-class support: Most multilingual learners will be supported in general classrooms with English as a Second Language (ESL) support.
• There will be a continued focus on building capacity for staff in trauma informed and high impact teaching practices.

We acknowledge that change can be challenging for students, while also recognizing that each child's experience is unique. As students navigate these changes, we recognize the importance of focusing on their well-being. Our aim continues to be supporting them in building the skills necessary to manage an ever-changing world.

Staff will receive training and work closely with students and parents/caregivers. The District will offer tip sheets for families, opportunities for students to visit their new schools ahead of time and other supports to help build a sense of community. Professional staff will also be available to support individual children as required. The District will build on lessons learned from existing transition programs, like kindergarten entry and high school transitions.

Open communication between families and schools is key. Parents are encouraged to check in with their children, validate emotions and model confidence in their ability to manage these transitions and changes. We value your partnership in supporting your child's transition and we encourage parents/caregivers to communicate any concerns with the school so that we can work together to ensure a smooth transition for everyone.

This redistribution of programs has been analyzed from a staffing perspective. Each year, we need to hire both English and French-speaking educators. Based on our analysis, the number of teachers we will need in both languages remains consistent with previous years. We will not need a significant increase in teachers of either language.

Central teams are working on a professional development plan that will reinforce practices in teaching to support a variety of learners in an inclusive setting. This could include working with various members of the multi-disciplinary team to learn more about certain learner profiles, having direct intervention in the classroom and creating opportunities for teachers to work more closely together to target and monitor student learning goals.

Some school boundaries will shift. A normal transition year would see approximately 6,000 to 8,000 students moving schools. The changes to school boundaries and configuration will mean more students than normal will experience a change for the 2026-2027 school year.

A proposed school locator has been released to the public, allowing parents and guardians to identify their designated school. Click the "Boundaries" tab to use the locator.

Alternative, as a distinct and separate offering, will be phased out over time:

• Students currently enrolled in Alternative will continue in Alternative until they complete Grade 6 (or, as applicable, Grade 8).
• Junior Kindergarten students registering for Alternative in September 2025 will continue in this program until the end of the 2032-2033 school year (or until the end of the 2034-2035 school year for those opting to continue to Grade 8 at Summit Alternative).

For more information, click the “Boundaries” tab.

The MFI program will be phased out over time:

• Students currently enrolled in MFI will continue in the program until they complete Grade 8.
• Students currently enrolled in Grade 2 and 3 of the English program will have the opportunity to enroll in MFI. The last cohort of Grade 4 students will enter in September 2026 and complete Grade 8 by the end of the 2030-2031 school year.
• Students currently in Grade 1 will have the option to enrol in the French Immersion (FI) program for Grade 3 in September 2026.

For more information, click the “Boundaries” tab.

Students enrolled in Middle French Immersion (MFI) or the Alternative Program next year will have the option to continue in that program through to the end of their grade 8 year. The MFI and Alternative programs will remain at their current schools at the beginning of the phase-out period. While the phase-out is occurring in the schools that offered the programs initially, there may be reason to consolidate or reexamine the phasing of programs in the future.

In addition, a process will be established to consider grandparenting exceptions, whereby parents can submit a request for exceptions based on specific circumstances.

We will create a process where families can apply for an exemption to keep their child at their current school under certain circumstances. We will develop this process – making sure it is fair, clear, equal and easy to access – during the spring/summer and share it in the fall of 2025. Applications will be reviewed centrally based on clear criteria. We will also need to consider space and how it affects programs at both the current and potential new schools. Families will be informed if their application is approved before the end of the 2025 calendar year.

Many students transition to different schools each year. Schools have practices in place to ensure a smooth transition when students move schools. We will be working with schools to consolidate those practices, ensuring as smooth a transition as possible for all students.

Excellent teaching practices are taking place in many individual classrooms throughout the District. The tenets of alternative education are now woven into the Ontario Curriculum, Growing Success documents and other foundational resources, and they have been promoted through provincial and local professional development initiatives for some time. Our goal is to ensure that these practices become common across all schools, so that everyone benefits from these methods. Examples of ways to integrate the tenets into every classroom include:

• Cooperation and Teamwork: Group work; working in pods rather than single desks.
• Innovative Approaches: Experiential learning; partnerships with community and business partners.
• Balanced Student-driven and Teacher-directed Learning: Increased student-driven learning experiences such as social entrepreneurship projects.
• Multi-age Groupings: Mixed grade configurations; school-wide experiential learning initiatives.
• Integrated Curriculum: Creating connections among different subjects and between French and English literacy development (e.g., literacy development through Social Science content, etc.).
• Family and Community-centered School Environment: Information sessions and volunteer opportunities for parents and caregivers.
• Ongoing Assessment and Evaluation: Evaluation practices guided by the Ministry of Education's "Growing Success” publication, including using diverse methods to gather evidence of learning to evaluate them against clear achievement standards. These practices are already in place at all OCDSB schools.

The proposed model offers two program pathways for elementary students in grades 1 to 8: Enhanced English (EE) and French Immersion (FI). Both pathways provide varying levels of English and French instruction. A more streamlined program across elementary schools offers several advantages. It improves program quality and accessibility for all students and allows the District to focus resources including staff funding and facilities more efficiently.

Every school can provide English and French learning opportunities allowing students to develop proficiency in both languages through a continuum of bilingualism structured by subject area. This enables students to build confidence and achieve success in both English and French. This model also ensures increased choice for both EE and FI learning opportunities for students at their local school.

The proposed plan shows variations in school capacity due to several factors:

• Program Phasing: When new programs are introduced or existing ones are discontinued, it can cause temporary increases or decreases in student enrollment.
• Perceived vs. Calculated Capacity: How "full" a school feels can differ from its actual capacity. Buildings with many specialized programs may feel more crowded at lower utilization rates, while larger schools can often accommodate higher enrollment without feeling overcrowded.
• Demographics: The district continues to have areas of the city where child populations do not align with the spaces available.

We have carefully evaluated each school's ability to manage its projected enrollment. The district is committed to ongoing monitoring of enrollment and demographic trends, which might require future adjustments.

The cross-boundary transfer process will still be available to address transfer requests unrelated to the Elementary Program Review changes.

The Pupil Accommodation Review (PAR) Guidelines do not apply because these proposed boundary changes are not part of a PAR. PARs are required when proposed boundary changes arise during a capital planning review of underutilized space leading to specific school closures or consolidations. By contrast, the current proposed boundary changes have arisen from a system-wide program review aimed at improving equitable access to programming and streamlining the district's program delivery. We have nonetheless chosen to adhere to the general principles in the Guidelines as they provide helpful considerations in ensuring the process is procedurally fair and transparent, including by limiting the number of students being moved to less than 50% of current enrollment in each school.

The Early Learning Department recognizes the critical importance of accessible before and after school programming and understands the diverse needs across the District. Any transition plan for child care or recreational programs will be handled with the utmost sensitivity and care.

We are actively developing a comprehensive transitional plan in anticipation of potential boundary and grade configuration changes resulting from the Elementary Review. The plan will involve:

• Consultation with the City of Ottawa's Systems Services Manager.
• Assessing the impacts on our existing OCDSB EDPs and Third-Party partners.
• Outreach to local recreational organizations.
• Surveying school communities that may experience changes, in order to better understand their needs.

The revisions to the proposed program model already considered how grade changes would significantly affect before- and after-school programs for both OCDSB EDPs and our third-party child care partners. Going forward, we will closely watch the specific program needs of each school after boundary changes.

If the boundaries create new demands for care in a school that has not traditionally met the threshold for viability and interest, yes the Elementary Program Review presents an opportunity to explore innovative partnerships and a wider range of programming options to best support our families. In the future, we will work to identify new EDP needs and explore establishing new EDPs or recreational programming where feasible.

To prioritize our current families, transfers between OCDSB Extended Day Programs will be granted to those presently enrolled, contingent on available space and staffing. Please note that this priority does not apply to transfers to or from third-party child care programs.

After the new program model is confirmed, we will meet with the Systems Service Manager and their team to find possible areas for expansion in the city if there is not enough space in current programs. Any expansion for OCDSB EDP or for third party operators will be contingent on available space and staffing.

The costs of our EDPs cannot be lowered, due to legislative requirements for cost recovery and compliance with staffing and ratio regulations that govern all licensed before and after school providers.

To support families facing significant child care expenses, we actively promote the City of Ottawa's Child Care Fee Subsidy program. This financial help aims to make sure low- and moderate-income families, including newcomers with children up to age 13 in licensed programs in Ottawa, can access child care. The subsidy may cover some or all of the child care costs, depending on eligibility criteria.

As is the case currently, there are Ministry-mandated class averages and maximum class sizes. We will continue to adhere to collective agreements.

The proposed boundary changes also have the potential to positively impact transportation planning for the Ottawa Student Transportation Authority (OSTA) by reducing at least some bus runs, and by having more children able to walk to school. However, transportation changes may initially be challenging for some families.

Yes, school grade configuration changes may require retrofitting, resource allocation and furniture/equipment movement. We will identify and confirm the small number of schools where renovations will be required to accommodate new grade structures and/or programs. These renovations will be a priority in the Facilities work plan for next year to make sure the schools are ready by September 2026. Also, starting in the fall, we will begin planning to take stock of the current furniture and equipment, figure out what each school will need and see where we have too much or not enough. This will include a plan to move furniture and equipment to schools that need it during the summer of 2026.

The proposed changes will impact staff, specifically, teachers, registered early childhood educators (RECEs), educational assistants (EAs) and office staff assigned to elementary schools. This process will be managed fairly and transparently, working closely with our union partners and administrators and taking into consideration current collective agreement provisions, staffing and transfer timelines and processes to ensure a smooth and respectful transition for all staff members.