Elementary Programming Changes
Updates
Important Update on Elementary Program Review
October 7, 2025
Dear Parents,
I am writing to provide an important update on Elementary Program Review (EPR). This review was approved by trustees in May and was scheduled for full implementation for the 2026–27 school year.
After extensive consultation with parents, educators, and students, I have concluded that the changes planned to elementary education would have been highly disruptive for students and families. The EPR changes would possibly have required thousands of students to change schools due to programming changes, placing stress on families and forcing many to navigate a complicated exemption process just to remain in their current school community. The OCDSB was also not in a position to implement such sweeping changes fairly or effectively.
For these reasons, the EPR’s trustee-approved changes to the elementary program will not proceed, replaced with an approach that doesn’t disrupt students and is reflective of community feedback.
My top priority as Board Supervisor is student success and well-being. I believe the best path forward is to strengthen every school, ensuring that programs and specialized supports are available where students live.
Instead of the disruptive EPR program changes, we will move forward with a new approach, shaped by what we heard from parents and educators during consultations. The OCDSB will gradually reduce the number of program streams where it is practical to do so and where students are not compelled to change schools. This new approach will include two elementary program streams, French Immersion and English with Core French, offered as early as grade 1.
This model will allow us to streamline our offerings, reduce unnecessary student travel, and ensure that strong programming is available in local schools. This will take time to implement across the District. Our goal is to make these improvements carefully and thoughtfully, with minimal disruption and maximum support for students and families. We are committed to ensuring all schools are strong on the fundamentals, and that every child has a safe, supportive, and high-quality learning environment. Further details on how we will strengthen all schools will be shared in the months ahead.
I, along with Board staff, work for students and families. We are committed to listening, learning, and delivering the best possible education in the province.
Sincerely,
Robert Plamondon
Supervisor, OCDSB
supervisor@ocdsb.ca
Responses to Questions from Parents on Elementary Program Changes
October 16, 2025
Dear Parents,
This message addresses follow-up questions from parents regarding the elementary programming changes announced last week.
What impact do programming changes have on Special Education?
The recent announcement does not affect Special Education programming. The funding and effective delivery of programs that support students with special education needs remain a priority for the OCDSB.
What impact do the changes have on Alternative elementary schools?
The final cohort of students for the Alternative (ALT) program was enrolled in September 2025. The district will not enroll new students for this program in future years. There may be consolidation of the ALT programs to fewer sites, over time and if required, for operational purposes.
Will the boundary changes that were proposed under the now-cancelled Elementary Program Review (EPR) proceed for 2026–27?
No. The sweeping and abrupt changes that were integral to the cancelled Elementary Program Review will not proceed.
As the four Alternative Schools are phased out, will that require some boundary changes to fill these schools?
As the new French Immersion and English with Core French streams are introduced and as community populations shift, some boundary adjustments may occur over time. These will be developed in full consultation with parents and with appropriate notice. No boundary changes will be made for the 2026–27 school year.
Will cross-boundary transfers still be permitted?
Yes. The current practice allowing parents to apply for cross-boundary transfers will continue.
When will the two new streams (French Immersion and English with Core French) be introduced, and what happens to Middle French Immersion?
Implementation of the two new streams will begin in the 2026–27 school year, along with the gradual phase-out of Middle French Immersion. There may be consolidation of the Middle French Immersion programs to fewer sites, over time, if required for operational purposes.
If a family has one child in JK today, will their younger siblings be able to join them even if the school is outside any new boundaries?
Unlike EPR, which required parents to seek an exemption to keep siblings in the same school, parents will not be required to endure a bureaucratic process with an uncertain outcome. The OCDSB will have the same priority as new children come into the system – to keep siblings together in the same school based on the program of choice being offered at that school.
What about families who already switched schools in anticipation of EPR?
No student will be required to change schools. Children may remain where they are currently enrolled or return to their designated school for French Immersion, English with Core French or remain at Alternative Schools under existing boundaries — whichever the family prefers.
What happens to those schools where EPR would have resulted in grade reconfigurations, such as when a JK-6 school would have become JK-8?
Current grade configurations will remain in place. OCDSB planning staff will review options and consult with parents to determine the best outcome for students.
What consultations were undertaken to arrive at these programming changes?
Consultations for the Elementary Program Review conducted over much of the prior school year were the most extensive in the OCDSB’s history. Thousands of letters, briefs, and deputations were received from parents and community members. Many parents were frustrated that their representations were not sufficiently considered and that EPR was moving forward too quickly. While most parents acknowledged the positive intent of EPR, very few parents were confident that such sweeping changes imposed in a single year would be beneficial to students or successfully implemented.
Could the OCDSB not have implemented EPR effectively and economically?
No. After reviewing the plan with both OCDSB staff and the Ministry of Education, it was clear that EPR, as proposed, would have been chaotic. The number of exemptions needed to keep siblings together or accommodate childcare needs would have required millions in transitional funding. Additional costs to equip and reconfigure schools would have required millions more. The 2025–26 OCDSB budget included no funding for EPR implementation, and the board’s reserves were depleted due to recurring deficits. The OCDSB was unprepared to implement EPR.
Was this decision made by one person — the Supervisor?
The decision to cancel the EPR as proposed was based on extensive analysis of the board’s readiness to implement one of the most comprehensive changes in the history of the district. It was informed by community feedback as well as by consulting experts at the OCDSB and the Ministry of Education.
The decision was recommended by the Supervisor and approved by the Minister of Education, who has control and charge over the administration of the board.
What has been the overall reaction to the cancellation from parents?
The tool that’s used by the board to assess community feedback summarized the hundreds of comments we received as follows:
The very large majority of email respondents expressed profound appreciation and relief following the cancellation of the EPR. This sentiment was articulated with deep emotion and gratitude by averting a disruption to children and families, the preservation of established school communities, and relief from significant personal stress. Many parents welcome a return to stability after a period of intense uncertainty. Many parents perceived the decision as a return to "common sense."
You mentioned in your message that every school will be strengthened. What does that mean?
The Minister of Education has referenced spending less in central administration, and putting more resources in classrooms. Strengthening every school is about dedicating resources, such as teacher assistants, in places where students are achieving educational outcomes that are below provincial standards. Every student deserves an opportunity to achieve their full potential.
Board staff are now focused on the detailed planning required to implement the two new program streams — French Immersion and English with Core French — as quickly and effectively as possible. The goal is to support all students with a streamlined system that offers near-universal program access.
The OCDSB is committed to delivering the best education in the province. As always, I welcome your input and guidance.
Sincerely,
Robert Plamondon
Supervisor
supervisor@ocdsb.ca
Boundaries
Coming soon: 2026-2027 School Locator
Following the announcement on the elementary program review on October 7th, 2025, a new school locator will be developed for the 2026-2027 school year and will be available on this page.
Consultations
Phase 3: Spring 2025
Online Survey
The OCDSB conducted an online survey that was open to the public from April 3rd to April 24th, 2025. This survey sought feedback from parents, caregivers, staff, students and community members on the revised Elementary Program Review proposal. The data was analyzed and themed throughout the survey period, and results were continuously shared with relevant departments to review, consider and apply or address feedback.
Delegation Night
We provided an additional opportunity for delegations specifically on aspects of the revised proposal.
In May 2025, the OCDSB released its third Consultation Report on the Elementary Program Review, which shares insights from our third phase of public consultations with OCDSB parents/caregivers, community members, staff and students. The purpose of this stage of consultation was to receive feedback from the OCDSB community about revisions to the Elementary Program Review proposal.
In total, 2,260 contributions were collected through the online survey. It is important to note that these respondents are not necessarily unique.
There were a total of 58 themes. Through further analysis, all of these themes can be grouped into seven overarching thematic categories:
- Community and Stability
- Equity, Inclusion and Accessibility
- Special Education and Support Needs
- Education Quality and Consistency
- Logistical and Practical Considerations
- Emotional and Social Well-Being
- Implementation and Transparency
Phase 2: Winter-Spring 2025
Online Survey
The OCDSB conducted an online survey that was open to the public from January 29, 2025 to March 25, 2025. In total, 9,224 contributions were collected through the online survey. This survey sought feedback from parents/caregivers, students, staff and community members on the proposed elementary program model. The data was analyzed and themed throughout the survey period, and results were continuously shared with senior staff and relevant departments (e.g., Learning Support Services, Planning Department, Program Services) to review, consider and apply or address feedback.
Community Meetings
Community engagement sessions were offered across six different sites, and virtually, with both daytime and evening options provided. Participants voiced their perspectives and raised questions seeking clarification on various aspects of the model. In total, 861 community members participated in these sessions.
- March 6 (In-Person): Daytime session at Confederation Education Centre; evening sessions at Earl of March Secondary School and Gloucester High School.
- March 17 (In-Person): Daytime session at the Rideau Community Hub; evening sessions at Brookfield High School and Longfield-Davidson Heights Secondary School.
- March 24 (Virtual): Daytime session and evening session in a virtual format.
Feedback from Advisory Committees
District staff held sessions with the OCDSB’s advisory committees. Each session involved a group discussion, followed by interviews with committee members conducted through an interactive, AI-enabled research tool. A total of 130 advisory group members participated, representing the following committees:
- Advisory Committee on Equity
- Alternative Schools Advisory Committee
- Indigenous Education Council
- Parent Involvement Committee
- Special Education Advisory Committee
- Student Senate
Delegation Nights
Two delegation nights were held in February and March, providing community members an opportunity to present their perspectives as delegations before trustees and staff.
Family and Community Engagement (FACE) Sessions
243 parents/caregivers participated in focus groups conducted at schools participating in the Student Achievement Through Equity (SATE) Inquiry. The sessions included translation services (e.g., Nepali, Arabic, and Somali) and multilingual materials, allowing for accessible discussion and conversation. Sessions were held at:
- Queen Mary St. Public School
- Pinecrest Public School
- Carleton Heights Public School
- York Street Public School
- Charles H. Hulse Public School
- Robert E. Wilson Public School
- Carson Grove Elementary School
Student Engagement
In addition to leveraging Student Senate to encourage their respective student bodies to engage in the online consultation, we sought further opportunities to hear from students across the District and bolster student voice in this round of consultation. This resulted in a significant increase in the online survey in comparison to our initial stage of consultation.
In April 2025, the OCDSB prepared its second Consultation Report on the Elementary Program Review, which shares insights from our second phase of public consultations with OCDSB parents/caregivers, community members, staff, and students. The purpose of this stage of consultation was to receive feedback from the OCDSB community about the proposed elementary program model.
In total, the review captured input from 10,458 respondents. It is important to note that these respondents are not necessarily unique.
There were a total of 111 themes across all consultation pathways. Through further analysis, all of these themes can be grouped into seven overarching thematic categories:
- Community and Social Structures
- Student Well-being and Transitions
- Equity and Access to Education
- Support and Resources for Students with Special Education Needs
- Operational Logistics and Implementation
- Transparency, Communication, and Consultation
- French Immersion Program Changes
Phase 1: Spring 2024
Online Survey
We sought feedback from parents/guardians and caregivers, students, staff, and community members on our elementary program model through an online survey on Engage OCDSB. The survey was open from April 12th to June 28th, 2024. In total, 2,381 contributions were collected through the Engage OCDSB survey.
Public Meetings
In May 2024, the District held seven public meetings for the Elementary Program Review. These gatherings were hosted at schools across the District, along with one virtual meeting, and featured small group discussions led by Elementary Principals, Trustees, and Superintendents. Topics up for discussion included the current program's impact on student learning and well-being, proposed changes to enrich educational experiences, and the necessary support for smooth transitions to the new model. We had the opportunity to connect with around 280 participants at these engagement sessions, gathering valuable input from parents and families to support potential enhancements to the elementary program.
SATE School Focus Groups
The district conducted parent/caregiver focus group sessions at six Student Achievement Through Equity (SATE) schools: York Street Public School, R.E. Wilson Public School, Queen Elizabeth Public School, Charles H. Hulse Public School, Pinecrest Public School, and Carleton Heights Public School. Each focus group consisted of 10-20 parents/caregivers. Participants discussed how the current program has affected the way their children learn and feel about school, what could make the current learning model better, and ways to support students and families following any changes to programming.
ETFO and SSP Town Halls
Three town hall meetings were conducted with the Ottawa-Carleton Elementary Teachers' Federation (OCETFO). These sessions included members of the federation who were able to ask questions regarding the elementary program review. Two of these meetings were conducted in-person, with 40 attendees, and one virtually, with 147 attendees. An additional virtual town hall was held with Student Support Professionals (SSP). Members of the SSP, which represents both Educational Assistants and Early Childhood Educators, had the opportunity to ask questions regarding the elementary program review.
Advisory Committee Meetings
Participation was encouraged through existing structures and groups that exist within the OCDSB, including the Advisory Committee on Equity, the Indigenous Education Council, the Parent Involvement Committee, the Special Education Advisory Committee, the Alternative Schools Advisory Committee, and the Student Senate. The Director of Education attended a meeting by each group, provided a briefing on the elementary program review, and listened to input from those in attendance.
Principal and Vice Principal Consultations
In June 2024, all Principals across the District were invited to participate in discussions around the current elementary program model. Principals provided input in the form of a “Stop-Start-Continue” approach. They shared what they’d like to see stop in the current elementary program model, what they’d like to see continue in any potential proposed model, and what the District should start doing in the program model. In addition, system leaders (e.g., Elementary Principals, Secondary Principals, central staff, etc.) and Elementary and Secondary Vice Principals completed a ThoughtExchange survey that prompted them to share their thoughts and/or questions about an elementary program review.
In September 2024, the OCDSB prepared a Consultation Report on the Elementary Program Review, which shares insights from our public consultations with OCDSB parents/caregivers, community members, staff, and students. The purpose of the consultation was to receive input from the OCDSB community about current elementary programming that could improve program quality and accessibility for all students. Multiple consultation pathways were used, and the review captured input from 4,294 respondents in total. Read the Consultation Report.
Over a period of several weeks in the Fall of 2024, the District engaged its advisory committees and groups to solicit high-level feedback on the elementary program Review. In January 2024, the OCDSB shared an Executive Summary of Advisory Group Consultations.
