Background

The OCDSB is launching 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, and determine whether the current program model still serves the needs of the community.

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).

While the current program model has, over the past quarter century, served the needs of many in the community, we know that many others have been underserved. This program review is an opportunity for us to think about what programming we offer, how and where it is offered, whose needs are served, and how schools may be redesigned to better meet the needs of current and future generations. This review process will be guided by the principles of Learning, Social Responsibility, and Well-Being and shaped by input from you – OCDSB students, families, staff, and community members.

As we begin the review process, we want to hear about your experiences with the current model and your ideas on how to best help families and students succeed. Share your thoughts by clicking the Feedback tab.

Current Model

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.

Public Meetings

The district has scheduled 7 public meetings for the Elementary Program Review. These gatherings will feature small group discussions led by Elementary Principals, Trustees, and Superintendents. Topics up for discussion include 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. These engagement sessions aim to gather valuable input from parents and families to support potential enhancements to the elementary program.

The dates and locations are listed below:

Monday, May 13, 2024

Kanata Highlands Public School
7:00 p.m. to 8:30 p.m.

Ottawa Technical Secondary School
6:30 p.m. to 8:00 p.m.

Wednesday, May 22, 2024

D. Roy Kennedy Public School
7:00 p.m. to 8:30 p.m.

Glashan Public School
6:30 p.m. to 8:00 p.m.

Wednesday, May 29, 2024

Longfields-Davidson Heights Secondary School
7:00 p.m. to 8:30 p.m.

Sawmill Creek Elementary School
6:30 p.m. to 8:00 p.m.

Avalon Public School
6:30 p.m. to 8:00 p.m.

FAQ

Feedback