What's New?

• School grade configurations will be streamlined from eight to five, which means fewer transitions to new schools for students.
• Some schools may have different grade levels (e.g., K-3, K-6, K-8).
• Students will move schools either at the end of Grade 3, Grade 6 or Grade 8.
• Cohorts will move together in more cases.

What's New?

• Some school boundaries will shift. A school locator that will allow parents/caregivers to identify their designated school will be released to the public at the end of February 2025.
• Schools currently designated as Alternative will transition to community schools.

How Will This Affect My Child’s Education?

• When all neighbourhood children attend the same school, there are more opportunities to interact with peers and form friendships—before, during and after school.
• The closer proximity of the school can lead to increased parental involvement and engagement in school life.
• The school becomes a hub for the neighbourhood, fostering community development and partnership opportunities for sports and other recreation and learning activities.
• More children are able to walk to school or have a shorter commute by bus.

Students and schools will be better integrated into their community.

Image description: A cross-section of a tree trunk with the word "Community" in the outermost ring. The next ring inward features the word "School," and at the very center, the word "Student" is displayed.

What's New?

• Enhanced English (EE): 84% English instruction, 16% French (increased from 12.5% of French in the current model).
• French Immersion (FI): 60% French instruction in Grades 1-6, 50% in Grades 7-8. (English-language instruction in Grade 1 will increase.)

Image description: A tree diagram. The bottom of the trunk, near the roots, symbolizes Kindergarten. The trunk splits into two intertwined sections, representing Enhanced English and French Immersion programs for Grades 1-3. The upper section of the trunk represents Grades 4-8, culminating in a crown of leaves.

The English with Core French Program designated as Alternative and Middle French Immersion will be discontinued, with transition details to follow.

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

There will continue to be some schools that will offer only French Immersion, and a few that will offer only Enhanced English, where a dual-track option was not feasible. Both programs will adjust the amount of instruction in the languages of English and French, as shown in the chart below, to meet students’ needs.

How Will It Affect My Child’s Education?

Research shows that children who have the option to learn in a French Immersion environment possess significant strengths, including enhanced cognitive skills, improved cultural understanding and increased future opportunities.

Recognizing the many benefits of French Immersion, the program will now be more accessible and provide dedicated literacy time in the English language in Grade 1, by increasing the amount of English instruction offered. As well, the amount of French instruction in the Enhanced English program will increase.

The following chart provides an overview of the English and French instructional minutes in the proposed model, and the change it represents from what is currently in place:

Image Description:

Enhanced English Program (Grades 1-8)

• 84% English (1,260 minutes per week)
• 16% Core French (240 minutes per week)
• Change: Core French increases from 200 to 240 minutes per week

French Immersion Program

Grades 1-6:

• 40% English (Math and English: 600 minutes per week. All other curricula: 900 minutes per week)
• Change: FI Grade 1: English increases from 20% to 40%

Grades 7-8:

• 50% English (Math and English*: 750 minutes per week)
• 50% French (French*: 750 minutes per week)
• No Change

Kindergarten (2 Years)

• 50% English
• 50% French
• No Change

*Including some other curricular areas.

What's New?

• 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.
• 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.

How Will It Affect My Child’s Education?

• The ability to enter French Immersion in Grades 1, 2 and 3 provides more opportunities for all students to benefit from the program.
• This improvement will provide more equitable access, particularly for families new to the city or those facing other barriers.

Students can now enter the French Immersion program in either Grade 1, 2 or 3. The fluid entry point for the primary grades provides greater flexibility of choice for parents and caregivers.

What's New?

English as a Second Language/English Literacy Development (ESL/ELD) Classes

• 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.

Relevant research has shown that the provision of targeted, intensive support for multilingual learners can accelerate their learning trajectory and facilitate their successful integration into general classrooms.

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. This includes:
  • Autism Spectrum Disorder (ASD) Program
  • Behaviour Intervention Program (BIP)
  • Deaf/Hard of Hearing (D/HH) Program
  • Developmental Disabilities (DD) Program
  • Dual Support Program
  • General Learning Program - Junior/Intermediate
  • Gifted Program - Junior/Intermediate
  • Physical Support Program
  • Primary Special Needs Program

How Will It Affect My Child’s Education?

• Roles and responsibilities of classroom teachers and support staff will be continuously review as they related to instruction, intervention and optimizing resources.
• There will be a continued focus on building capacity for staff in trauma informed and high impact teaching practices.
• A shift in priorities will involve moving from assessment for placement to assessment for learning, with a continuation of collaborating, understanding and intervening.

What's New?

The following 39 of 142 SPCs will be gradually phased out, with future students receiving necessary supports in regular classrooms at their neighbourhood schools:

• General Learning Program - Junior (over three-year period)
• Gifted Program - Primary (over three-year period)
• Language Learning Disability Program (over two-year period)
• Learning Disabilities Specialized Intervention Program (over two-year period)
• Primary Special Needs Program (over three-year period)

How Will It Affect My Child’s Education?

• 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.
• Students will receive necessary supports from the school-based and central special education teams.
• For students in the Primary Special Needs Program and Junior General Learning Program, phasing out these programs lessens the risk of prematurely making early placement and pathway decisions that inadvertently limit pathway opportunities later on.

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:

1. Community and Social Structures
2. Student Well-being and Transitions
3. Equity and Access to Education
4. Support and Resources for Students with Special Education Needs
5. Operational Logistics and Implementation
6. Transparency, Communication, and Consultation
7. French Immersion Program Changes

Read the Report (Report No. 25-022, Appendix B)

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.

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).

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.