Overview

In the spring of 2024, the OCDSB launched an Elementary Program Review to look at our programs (English with Core French, Middle French Immersion, Early French Immersion, Alternative, and Ottawa-Carleton Virtual), along with special education and English as a Second Language supports and services. We held public consultations with the OCDSB community, where we received valuable input from 4,294 respondents about current elementary programming that could improve program quality and accessibility for all students. In September, we released the public consultation report as a summary of the community’s input.

On September 27th, we released our new Contextual Report for the Elementary Program Review, which provides an in-depth look at the District data we gathered, relevant external research on inclusive education and bi/multilingual programming, along with the public consultation report. All of these will inform the elementary review and the development of proposed model(s).

Read the Contextual Report open in new window

Our Approach

The following three overarching principles are guiding the work of the elementary program review:

  • Community-based education - the recognition of each school site as core to the community allows for the localization of coordinated supports related to learning, well-being, and social responsibility, as well as the effective and efficient operationalization of the organization;
  • Dynamic, bilingual teaching and learning environments - the ability to offer programming in English and French for all students at each school site, along a continuum of bilingualism organized by subject area/discipline, allows for confidence, proficiency and achievement in both official languages; and,
  • Continuum of inclusion - the provision of support at each school site allows for an array of assistance for all learners, including multilingual learners and students with special needs, with the potential for full inclusion, withdrawal assistance, and/or specialized classes.

What’s Next?

While the original timelines indicated that we would share a proposed education model(s) with the Committee of the Whole and the broader community in Fall 2024, as the work has progressed and through discussions with relevant internal and external stakeholders, including the Ministry of Education, the levels of complexity have become more apparent in the context of a large change management process.

These considerations include regulatory and Ministry policy requirements, including the Planning and Accommodation Review Guidelines (PARG), other key planning and accommodations considerations, including multiple program based school attendance boundaries, scheduling and staffing implications, childcare service considerations, transportation, capacity building and professional development needs of educators, and the resource implications.

To ensure there is adequate time to fully consider the guiding principles, key information sources, and evaluate the pedagogical and operational implications of any proposed model(s), the timeline for bringing forward specific recommendations has been adjusted.

The consultation and feedback initially planned for the fall of 2024 will be deferred to the winter/spring of 2025, and will include opportunities for feedback similar to what occurred in the spring of 2024 (continuation of an ‘active community engagement campaign’), including reaching out to advisory committees, in-person and online feedback sessions for community and staff, as well as an online survey. Opportunities for student voice, and sessions with Indigenous students and families, as well as schools supported through the Student Achievement Through Equity (SATE) inquiry will be built into the winter/spring of 2025 consultation plan.

Current Model

The OCDSB's elementary program model, established over two decades ago, is a complex one with lots of variation in what different schools offer. While there is a wide range of programs available across the District, not all students have access to the same programs at their local school, and some need to travel to schools outside of their community to attend these programs. This has an impact on school enrollment, budget, transportation, and the pathways that families and students choose throughout their education journey.

Here's an overview of our current model:

Infographic describing programs at the OCDSB

Infographic with 8 sections:

Full Day Kindergarten: 50% English and 50% French.

English with Core French: Starts in Grade 1. 200 minutes Core French per week.

Early French Immersion: Starts in Grade 1 (entry point) with 80% French/20% English. Grades 2-6: 60% French/40% English. Grades 7-8: 50% French/50% English.

Middle French Immersion: Starts in Grade 4 (entry point) with 66% French/34% English. Grades 7-8: 50% French/50% English.

Alternative Program: Kindergarten-Grade 6 in 4 schools. Grade 7-8 in 1 school. Tenets shape the program. 200 minutes Core French per week.

Ottawa-Carleton Virtual School: Kindergarten-Grade 8. Offers English with Core French and Early French Immersion (50% French/50% English).

Resources and Supports

Special Education: Support in the regular classroom. 11 types of Specialized Program Classes (SPCs).

English as a Second Language/English Literacy Development: Support in the regular classroom (for ESL and ELD). Semi-congregated classes (for ELD).

We currently have a designated community school model which seeks to provide programming options for students in their designated school, as close as possible to their home community. This model is defined by policy for both elementary and secondary schools. OCDSB elementary students have access to a wealth of program options, all of which include some French as a Second Language Instruction.

Kindergarten: Full-day, two-year program offering 50% instruction in English and 50% instruction in French.

English with Core French: All subjects are taught in English with the exception of Core French learning (200 minutes per week). This program begins in any grade, starting in Grade 1, although students can be welcomed at any grade.

Early French Immersion (EFI): In Grade 1, 80% of instruction is in French and 20% of instruction in English. In Grades 2-6, 60% of instruction in French with 40% of instruction in English. In Grades 7-8, 50% of instruction in French with 50% of instruction in English. This program begins in Grade 1, although students can be welcomed up to Grade 3.

Middle French Immersion (MFI): In Grades 4-6, 66% of instruction in French with 34% of instruction in English. In Grades 7-8, 50% of instruction in French with 50% of instruction in English. This program begins in Grade 4, although students can be welcomed up to Grade 6.

Alternative Program: Offered at 4 schools in Grades 1-6 and at 1 school in Grades 7-8, this program is aligned with student-centered learning and guided by the alternative program tenets.

Ottawa-Carleton Virtual: Students can learn in an English program with 200 minutes of Core French per week or in a French Immersion program with 50% English and 50% French learning. All students across the district are welcome at all grade entry points.

The majority of the District’s students with special education needs are served through programming at their community school in the regular classroom.

The District also runs 143 elementary Specialized Program Classes (SPCs) which accommodate approximately 2,000 students, system-wide. There are 11 types of elementary SPCs that support students with specific exceptionalities and/or learning profiles. While SPCs can be partially integrated, the majority are fully self-contained with limited opportunity for the integration of students.

English as a Second Language (ESL) and/or English Literacy Development (ELD) services and supports are provided to students identified as multilingual learners based on the Ministry's Steps to English Proficiency (STEP) Framework.

Students may receive supports and interventions in a regular classroom (for ESL and ELD) or in a semi-congregated class (for ELD in some instances). The location of the class is dependent on the needs of the learner and the program availability across the District.

For more detailed information about each of the programs listed above, please see our Navigating the Future Report.

These programs are distributed across the district in many different configurations:

Our “designated community school model” aims to provide programming options for students as close as possible to their home. Every elementary school has a defined geographic attendance boundary for each program that it offers.

However, the geographic boundaries may differ by program. This is where the community school model becomes more complex, and has some students travelling long distances to access programs and other students having a fulsome range of program choices within walking distance. For students in the Alternative Program, in classes for English as a Second Language (ESL) and/or English Literacy Development (ELD) Programs, or in Specialized Program Classes (SPCs), the requirement to travel long distances is more likely to be the norm.

A program review offers an opportunity to reassess the conception and definition of community schools, as well as the extent of students' travel distances to and from school. It is a forward-thinking approach to boundaries and programming that sets direction for the future.

Community Engagement

Read the Consultation Report open in new window

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.

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