HomeMy WebLinkAbout07 Report 07-010 OCDSB Environmental Scan (Step One of Strategic Planning Process) 30 January 2007
Report No. 07-010 to Chairs’ Committee
Re: OCDSB Environmental Scan
(Step One of Strategic Planning Process)
ORIGINATOR: Dr. Lorne M. Rachlis, Director of Education/Secretary of the Board
Michele Giroux, Executive Officer (ext 8607)
Norah Vollmer, Coordinator, Policies and Procedures (ext 8253)
PURPOSE:
1. To present the results of the OCDSB Environmental Scan, including the quantitative data scan and
the OCDSB Café sessions.
BACKGROUND:
2. In June 2006, the Board embarked on a strategic planning process consisting of six steps, which
include: the Environmental Scan; the Mission, Vision, and Values Assessment; Objectives, Goals,
and Strategy Development; Implementation/Organizational Capacity Assessment; Development
and Release of the Strategic Plan and; Ongoing Performance Evaluation. The Strategic Planning
Framework that was approved by the Board in May 2006 is attached as Appendix A to this report.
3. On September 27, 2006, Chairs’ Committee received Report 06-205 to Chairs’ Committee
providing an Update on the Strategic Planning Process – Environmental Scan, which provided an
outline of the development process for the two components of the Environmental Scan, namely the
quantitative analysis and the qualitative analysis as well as some pr eliminary ideas for stakeholder
consultation. This report is attached as Appendix B to this report.
4. Quantitative Analysis: From June to October 2006, staff researched conditions, data, and the
factors that affect the OCDSB in order to identify trends, ga ps and variances. Although it was
anticipated that this report would be delivered in the fall, the delivery date was pushed back as a
result of the sheer volume of data available, the availability and age of source materials, and the
complexity of the issues.
5. Qualitative Analysis: Throughout November and December 2006, input from stakeholders was
solicited though a series of 18 OCDSB Café sessions and an electronic forum, the OCDSB E-Café.
To briefly outline the process, each Café session began with a short overview of the strategic
planning process, the Environmental Scan, and a summary of the quantitative analysis.
Stakeholders then gathered in small groups of 4-8 to consider and discuss the strengths,
weaknesses, opportunities, and threats (or barriers) of the OCDSB (SWOT analysis). After
approximately 15 minutes, participants then traveled to a new group of 4-8 people to share the
ideas from their previous group and to build on those ideas. Finally, participants returned to their
original group to focus on establishing three priorities for the OCDSB that could be realized over
the next three to five years.
STATUS:
6. The Environmental Scan Data Report is a quantitative analysis which highlights key facts, issues
and trends which influence the Ottawa-Carleton District School Board. The report has been
distributed under separate cover as Appendix C to this report.
7. The qualitative analysis component of the Environmental Scan is complete and extensive notes
were taken at each of the OCDSB consultation sessions. These notes detail the strengths,
weaknesses, opportunities and threats that were identified at each of the Café sessions. While there
are notes available for each individual session, a comprehensive summary chart with duplicate
entries eliminated is attached as Appendix D.
8. Based on the information provided in the Café sessions, the following chart identifies the key issues
and concerns raised in the SWOT (strengths, weaknesses, opportunities and threats) analysis.
The SWOT Analysis – Top Five
Top 5 Strengths – The “Welcoming School
Board”
1. Diversity of students
2. Diversity of program
3. Human resources (staff)
4. Community partnerships
5. Special education
Top 5 Weaknesses – “Tries to Serve Everybody”
1. Decision-making
2. Communication and trust
3. Organization spread too thin
4. Funding and resources
5. Declining enrolment and facilities
Top 5 Opportunities – “The Sky is the Limit”
1. Strategic partnerships
2. Community schools and sharing programs
3. Strategic planning
4. Program review
5. Parental involvement
Top 5 Threats & Barriers – “A Changing
Environment”
1. Funding and resources
2. Stakeholders and politics
3. Resistance to change
4. Communication
5. Collective agreements
8.1 Strengths:
Overall, stakeholders shared many of the same ideas when it came to the strengths of the OCDSB.
In fact, there was almost a unanimous agreement at every session and in every group on the top
three strengths of Ottawa’s English public school board.
The OCDSB is the “Welcoming School Board” with a rich diversity in its student base and
an extensive complement of programs delivered by a professional, knowledgeable, and
caring staff.
Stakeholders also felt strongly that the OCDSB benefits from its strong community
partnerships, including relationships with the Education Foundation of Ottawa, the City of
Ottawa, Ottawa Community Immigrant Services Organization, Ottawa Centre for
Research and Innovation, Family Resources Centre, various hospitals, Council of Ontario
Directors of Education, and Ontario Teachers Insurance Plan. Also in the community, the
OCDSB has strong linkages with its school councils, who play an important role in
consultation at the school and district levels as well as supporting and enhancing parents’
involvement in their children’s education.
Among other strengths, participants focused on special education, opportunities for staff
for professional development, the New Teacher Induction Program, and facilities.
8.2 Weaknesses:
Not unexpectedly, some the qualities that make up the strengths of the OCDSB have also emerged
as weaknesses. Throughout all groups, however, the most prevalent weakness that was identified
was decision-making.
Factors contributing to decision making as a weakness were size, cumbersome processes,
inaction, unwillingness to compromise, trust, communication (including reporting), and
decisions driven by small interest groups.
Another concern arose out of the fact that the OCDSB has responded with confidence to
increasing student diversity with corresponding program diversity and as a result has
stretched itself too thin as it tries to serve everybody. This is compounded by other issues
identified including insufficient funding and resources available to maintain current levels
as well as a challenging geographic distribution.
Among the other weaknesses identified were: facilities, declining enrolment, transportation,
public relations, and a lack of parent involvement/consultation.
8.3 Opportunities:
While there was general consensus about the major strengths and weaknesses of the OCDSB,
discussions revolving around opportunities led to a significantly longer list of ideas generated along
the lines of “the sky is the limit”. Nonetheless, there was some convergence in the various
discussions of potential opportunities for the OCDSB.
Participants saw major opportunities to increase strategic partnerships with communities,
businesses, schools, and the City in a variety of areas including funding, resources,
consultation, and programming, such as trades, technology, and field trips, as well as other
areas concerning social issues such as health promotion. In a similar vein, another
opportunity identified was community schools sharing programming.
Likely falling out of the weakness in decision-making that was identified, the opportunity
to develop a sound strategic plan was presented and qualified with opportunities to
establish valid assessment and evaluation processes for such a plan. The ongoing program
reviews were also identified as opportunities to establish best practices.
Among the other opportunities identified were: parental involvement (including
consultation, translation, and professional development), transportation, and leadership.
9. Threats/Barriers:
While there were not many threats identified, for the most part the same issues were raised
throughout all of the group discussions.
The major threat identified to the OCDSB is clearly funding and resources, both in terms
of the level of funding received and the manner in which resources are allocated.
Furthermore, there is a concern that politics and special interest groups also present a
significant and ongoing threat to the OCDSB at both the board level and at the provincial
level. Participants spoke about concerns around trust and communication, including
misinterpretation, miscommunication, and inaccurate perceptions among and within the
OCDSB community.
More of a behavioural issue, resistance to change was also identified by both internal and
external stakeholders as a threat. Participants generally expressed concern that in order to
move forward with new opportunities, there would have to be a greater willingness to
embrace change and that can be inconsistent with the many diverse and competing interests
across the district.
Other threats identified include collective agreements, demogra phics, special education,
and competition between all school boards.
10. Priorities:
As a part of the SWOT analysis, participants were asked to develop a list of three priorities to be
realized by the OCDSB over the next three to five years. In many cases, more than three priorities
were identified. The following is a consolidation of the top ten priorities identified:
(a) Establish a clear vision for the OCDSB, develop a strategic plan, and set priorities.
(b) Completion of program reviews to direct choices and define the core business of the
OCDSB.
(c) Focus on student learning and the core needs of students.
(d) Improve communications both internally and externally, through meaningful dialogue.
(e) Improve and encourage strong school communities by parental involvement, inter-intra
board communication, improving best practices, communication with schools, and
leveraging diversity.
(f) Increase the level of trust, respect, and empowerment throughout the organization and
community.
(g) Make the decisions immediately that will allow the board to operate within the budget
and deliver a clearly defined program for all students in the board.
(h) Balance spending with funding and use funds in the most effective manner.
(i) Partnerships with community agencies through integrated systems level approach, for
example Rideauwood, OCISO, community centres, federal government.
(j) Rationalize transportation based on required needs and resources, do not to define
programs, school times, etc by transportation policy.
11. The complete inventory of priorities will form an integral part of the next step of the Strategic
Planning process, the Mission, Vision, and Values Assessment and Issues Prioritization. It is
anticipated that a report will be delivered to Chairs’ Committee on February 28, 2007.
FINANCIAL IMPLICATIONS:
12. The costs for the OCDSB Cafés were minimal and absorbed through approved divisional budgets.
CONSULTATION:
13. Over 400 stakeholders participated in the OCDSB Café consultation forums, including Board
committee members, school council members, representatives from federations, former and
incumbent trustees as well as staff from all levels and parts of the organization.
SUMMARY:
14. The Environmental Scan was the first stage of the OCDSB’s Strategic Planning process and the
most extensive in terms of research and consultation. Among the challenges encountered during
the process were complexity and scope of data, finding ways to engage all audiences and
stakeholders as well as seeking new solutions. The process was extremely valuable both for
providing input into the strategic planning process and the opportunity to engage in an informal
free-flow of ideas with people who care about public education and who want to be part of the
planning to ensure the best education possible for the children of today and tomorrow.
15. The participants made it quite clear that while they welcomed the opportunity to express their
concerns, share their ideas and contribute to the positive direction of our school district, they
expected that their contributions would be considered and that there would be further opportunities
for them to contribute and to be informed about the strategic planning process as we move through
subsequent stages. Additional opportunities for information sharing will be integrated into the
strategic planning process.
16. The information collected in the environmental scan stage is critical to the strategic planning
process, and to the future of the school district. A number of significant issues and concerns were
identified and must be addressed in order to improve our organizational culture, effectiveness, our
program delivery models and ultimately the success of our students. At the same time, our
stakeholders recognized that the opportunities for this school district are endless and acknowledged
the value of the strategic planning process in order to help us realize our potential.
17. The next stage in the strategic planning process is the discussion about the mission, vision and
values of OCDSB. The purpose of this stage is to allow the OCDSB leadership, trustees and
senior staff, to reflect on the information collected during the environmental scan and use that
information to inform our collective thinking about the future of the OCDSB.
SUBMITTED FOR INFORMATION
___________________________________
Dr. Lorne M. Rachlis Michele Giroux
Director of Education/Secretary of the Board Executive Officer
Appendix A to Report 07-010
STRATEGIC PLANNING FRAMEWORK
MAY 2006
Appendix A to Report 07-010
Introduction
1. A strategic plan is a road map that outlines the long-term goals of an organization and details how
these will be achieved by adopting specific strategies, approaches and methodologies, including
methods for ongoing evaluation and measurement of organizational performance. A strategic plan is
conceptual and serves as a framework for more detailed planning and decision making, and should not
be confused with a business plan or operational plan.
2. The OCDSB has established the following six step process as a framework for a three-to-five year
strategic plan.
Process Overview
3. The strategic planning process is sequential, with each stage building on the information learned in the
previous stage. The following six-step process is proposed for the OCDSB.
Step one: Environmental Scan
The Environmental Scan is an analysis of the internal and external conditions,
data and factors that affect the OCDSB
Step two: Mission, Vision and Values Assessment
The development of clear and concise statements of purpose (mission), ideals
(vision), and core beliefs (values)
Step three: Objectives, Goals and Strategy Development
The categorization of issues into functional areas of responsibility with a view to
establishing expectations and outcomes for each area of responsibility
Step four: Implementation/Organizational Capacity Assessment
An assessment of the human, financial and resource capacity of the organization
relative to the objectives and goals established in the strategic plan
Step five: Development and Release of the Strategic Plan
A draft plan will be developed and released for comment. The final version of
the Strategic Plan will be approved by the Board.
Step six: Ongoing performance evaluation
The development of on-going performance evaluation processes which will
support the evaluation of the strategic plan and realization of objectives and
goal.
Step One: Environmental Scan June – October 2006
4. The environmental scan is an analysis of the internal and external conditions, data and factors that
affect the OCDSB. The aim of the scan is to identify trends, gaps and issu es as a basis for future
planning. An environmental scan should be comprehensive, but it is not meant to be exhaustive. It
should allow the organization to recognize and stimulate thought on emerging trends and issues.
An environmental scan is based on a combination of qualitative and quantitative assessment generated
through research and consultation. The processes that will be used by the OCDSB will include
Appendix A to Report 07-010
(a) Research - including demographics, sectoral trends, population analysis, best practices
(b) Consultation – surveys, discussion forums, and meetings with stakeholders to identify issues,
trends and perspectives on the system.
(c) SWOT analysis – assessment of strengths, weaknesses, opportunities and threats
(d) PEST analysis – assessment of political, economic, social and technological issues.
(e) Planning sessions - with trustees and senior staff to identify key areas of focus and prioritize
issues
While the environmental scan will begin with research, it is actually the stage at which the bulk of the
consultation occurs. As such, the environmental scan will include discussion forums with trustees,
staff from across the District, OCASC, school councils, zone meetings, federations, community groups
and student trustees. The feedback from these consultations will be instrumental in developing the next
stages in the process.
Step Two: Mission, Values, Vision Assessment November 2006 – January 2007
5. The review and/or development of mission, vision and value statements is a critical part of the strategic
planning process.
Mission statements describe the overall purpose of an organization - what we do, who we do it
for, and how and why we do it.
Vision statements – tend to be more inspirational and describe an ideal future, conveying the
larger purpose of the organization. Often vision statements answer the question “What impact
do we want to have on society?”
Value statements - reflect the core beliefs of an organization and should reflect organizational
values that do not change over time. Value statements often answer the question, “What
common principles guide us as we carry out our mission?”
Properly crafted, these statements provide a simple and clear expression of what the organization does
and for whom. The challenge is to avoid lengthy deba te and editing which consumes too much time in
the strategic planning process and results in an overly complex mission statement that is clunky and
therefore unused by the organization.
The OCDSB already has a mission statement, which will provide a start ing point for the discussions
about the OCDSB mission, vision and values. The current mission statement is:
“The Ottawa Carleton District School Board challenges all students to achieve personal
excellence in learning and responsible citizenship within a safe, equitable, diverse and caring
environment”.
The mission, vision and values stage will take place in November 2006. Working with the current
Board, we will develop language and options for single statements that can ultimately be confirmed by
the new Board in December 2006 or January 2007.
Step Three: Objectives, Goals and Strategies Development January – February 2007
6. The core of a strategic plan is the development objectives, goals and strategies. At this stage, all of the
issues identified in the environmental scan are categorized into functional areas, such as student
Appendix A to Report 07-010
success, resource allocation, communications, and governance. Over the past two years, the OCDSB
has had three corporate objectives, which will continue over the next year while the strategic plan is
being developed. These are:
(a) Improve student learning
(b) Improve availability, quantity, and effective use of resources to support learning
(c) Increase the effectiveness of the organization through a positive corporate culture
These objectives will be used as the starting point for discussions about OCDSB objectives. The
following definitions will guide the discussions about objectives, goals and strategies.
Goals – are something the organization wants and expects to accomplish in the future.
They should be directed toward a vision which is consistent with the mission.
Objectives – are specific measurable results expected within a particular time period and
are aligned with a goal and strategy.
Strategies – are the action path that an organization chooses to realize goals.
The OCDSB currently has an action planning process in support of the Board objectives. In strategic
planning terms, action plans are often labeled as tactics - the specific initiatives used to implement
strategies. Our current action planning process is a hybrid strategy/action plan/work plan process. As
part of the strategic planning process, we will seek to enhance the current process and differentiate
between strategies that support goals and objectives from divisional work plans which identify the
annual work flow within the district over a school year.
A critical and final component of this stage of the process is the development of performance measures
which will be used to measure achievement of the goals and objectives. It is important that the
indicators and outcomes that will be used to measure performance are identified at the outset.
The objective, goal and strategy component of the strategic planning process will take place in January
and February 2007.
Step Four: Implementation/Organizational Capacity Assessment February – March 2007
7. As part of the strategic planning process, an organization must look within itself to explore the staffing,
financial, and governance issues that arise as a result of a new strategic plan. At this stage, the
purpose is to assess the capacity of the organization to implement the strategies necessary to meet the
newly established objectives and goals. For example, if an organization identifies financial control a s
one of its key goals, it must review the organizational structure to ensure that it has sufficient resources
to achieve this goal within the financial services division and across the organization.
The purpose of this stage of the process is not to addr ess all of the organizational and operational
issues of the OCDSB, but rather the issues that are directly related to the goals established in the
strategic plan. Some of the questions that the organization might consider at this stage are:
(a) Does the OCDSB have the appropriate staff positions to support the strategic plan objectives
and strategies?
(b) Does the OCDSB have the expertise within existing staff to meet the demands of the strategic
plan?
Appendix A to Report 07-010
(c) Are there areas within the plan that will require the use of external expertise or resources
and what impact, if any, will this have on the organization?
(d) What do the objectives and strategies tell us about short and long-term human resource
requirements?
(e) What do the objectives and strategies tell us about the OCDSB financial situation?
(f) What efficiencies or new costs have been identified through the process?
Addressing these questions will help to ensure a common and thorough understanding of the
organizational implications of the strategic planning process.
The implementation/organizational assessment stage of the process will occur in February - March
2007
Step Five: Development and Release of the Strategic Plan April 2007 – May 2007
8. The strategic planning process is a substantial organizational tool commitment and an essential tool to
provide an overarching rational and purpose to guide the direction and decisions of the trustees, the
director of education and staff in the discharge of their duties and responsibilities.
The Board approved a strategic planning process in December 2004, which will be completed with the
development and the release the OCDSB’s Strategic Plan in May 2007. The lifespan of the strategic
plan will be a minimum of three years. Drawing from the previous steps in this process, the draft plan
will be reviewed by Chairs’ Committee and approved by the Board. The final document will be
released to stakeholders and integrated into the decision-making process internally.
Step Six: Ongoing performance evaluation June 2007 – June 2012
9. The ultimate success of the strategic planning process is the achievement of corporate objectives and
goals. To do this, we must ensure that we have appropriate monitoring mechanisms to evaluate
success and accommodate changes to the strategic plan over its course.
The OCDSB has already put into place some ongoing performance evaluation processes that will
support the evaluation of the strategic plan. These include the Integrated Board and Director
Evaluation Process, the corporate objectives and goals, and related mid-year and year-end reporting
processes. These processes will form the basis for the ongoing review of the strategic planning
process. The definition of mechanisms for the ongoing evaluation of the strategic plan will be done
throughout the strategic planning exercise and will be finalized in April 2007.
Strategic Planning Framework Diagram
10. The following diagram identifies the key stages and dates of the strategic planning process.
The operational reviews currently planned or underway are identified in the centre of the
diagram and the arrows from the operational reviews point to the key dates at which
recommendations are anticipated from those reviews.
Appendix A to Report 07-010
Project Team
11. The strategic planning process will be supported by the strategic planning project team. This project
team is intended to be a small working group whose mandate will be to:
Discuss strategies and process
Participate in stakeholder consultation
Assist in consolidating feedback
Act as promoters of the strategic planning process within the organization
The project team will be comprised approximately 10 including staff from different levels and areas of
responsibility in the organization (superintendent, elementary and secondary principal and/or vice-
prinicipal, managers/division leader, teacher), and one or two trustees. It is anticipated that the project
team would meet monthly during the daytime over the course of the strategic planning process.
Project Schedule
The timelines for the strategic planning process are outlined in the diagram below. A more
specific schedule of meeting dates is under development, subject to the approval of the 2006 -2007
Board and Committee meeting schedule.
27 September 2006
Report No. 06-205 to Chairs’ Committee
Re: Update on the Strategic Planning Process – Environmental Scan
ORIGINATOR: Lorne Rachlis, Director of Education
Michele Giroux, Executive Officer (ext. 8607)
PURPOSE:
12. To provide an update on the strategic planning process.
BACKGROUND:
13. In June 2006 the Board approved a multi-step strategic planning framework as follows:
14. The first step in the strategic planning process was the environmental scan which is an analysis of the
internal and external conditions, data and factors that affect the OCDSB. The aim of the scan is to
identify trends, gaps and issues as a basis for future planning. As noted in the strategic planning
Appendix B to Report 07-010
framework, an environmental scan should be comprehensive, but it is not meant to be exhaustive. It
should allow the organization to r ecognize trends and stimulate thought on emerging trends and issues.
15. The environmental scan is divided into two components – a quantitative analysis and a qualitative
assessment. The quantitative analysis is based on research and data collection which includes
demographics, sectoral trends, population analysis, programs and service inventories. This information
will be compiled into an environmental scan report.
16. The second stage of the environmental scan includes consultation through surveys, planning sessions,
discussion forums, and meetings with stakeholders to identify issues, trends and perspectives on the
system. To accomplish this, several tools will be used including a SWOT analysis (assessment of
strengths, weaknesses, opportunities and threats) and a PEST analysis (assessment of political,
economic, social and technological issues). The feedback from these consultations will be instrumental
in developing the next stages in the process.
Status:
17. Over the past three months, staff has been engaged in the research component of the environmental
scan. This has involved the collection of data from across the district, as well as considerable
research on demographics, statistical data and related community initiatives. A short presentation will
be made to the committee to highlight some of the research that has been done to date. The
environmental scan report will be ready for distribution in early October.
18. The strategic planning process is critical to the successful long-term planning of the district.
However, there is a significant amount of related long-term planning work underway in the district at
this time. This includes the budget planning process for the 2007-2008 budget, accommodation
reviews, the special education program review, the secondary school program review among many
other initiatives. In the strategic planning framework, we noted the need to tie these initiatives
together, particularly in the areas of consultation and community input and this is being done. For
example, the Ideas for Education Forum is primarily designed to consult on ideas for next year’s
budget. However, it is recognized that many of those ideas may relate to the long term planning and
direction of the school district and therefore, the strategic planning ex ercise will be discussed at the
forum and the input received at the forum will feed into the strategic planning process.
19. The strategic planning framework provided for the establishment of a working team to assist in the
administration of the process. In light of the summer holiday schedule and number of related program
reviews currently underway, the Director’s Executive Council has been acting in that capacity and
will continue to do so. This will help to ensure proper coordination of the strategic planning process
and the other related initiatives underway and also eliminates duplication and maximizes existing
resources.
Consultation:
20. As noted above, every effort is being made to integrate consultation on the strategic planning process
with the other major initiatives underway in the district. The first step in this process was the Ideas
for Education Discussion Forum and presentation at OCASC. In those sessions, stakeholders were
invited to share their thoughts on possible budget initiatives and longer term strategic directions.
Integrated consultation will help to ensure that we reach the broadest number of stakeholders and will
help to demonstrate the important relationship between long-term planning and decisions on specific
issues or programs. As part of the environmental scan stage, we will be holding a number of SWOT
(strengths, weaknesses, opportunities, and threats) workshops and the dates for those sessions will be
confirmed following the Ideas for Education Discussion Forum.
Appendix B to Report 07-010
Financial Implications:
21. The original strategic planning framework recommended a budget of $40,000 to cover some
anticipated consultation costs and contract costs for an external facilitator for some parts of the
process. It should be noted that, in light of budget constraints, this was not provided for in the 2006-
2007 budget. As a result, any costs incurred for this process will have to be managed through
approved divisional budget[s] and staff will undertake the facilitation of the discussion forums and
planning sessions.
SUBMITTED FOR INFORMATION:
_____________________________ _________________________________
Lorne M. Rachlis Michele Giroux, Executive Officer
Director of Education/
Secretary of the Board
REPORT 07-010 APPENDIX C
DISTRIBUTED SEPARATELY
Appendix D to Report 07-010
OCDSB – STRATEGIC PLANNING SWOT ANALYSIS
STRENGTHS WEAKNESSES OPPORTUNITIES THREATS PRIORITIES
OCDSB Cafés – Summary Analysis 16
1. Diversity of students –
multicultural, multi-faith,
range of socio-economic
conditions represented
1. Decision-making due to size,
cumbersome processes,
inaction, unwillingness to
compromise, trust,
communication (including
reporting), and decisions
driven by small interest
groups
1. Strategic partnerships,
including relationships with
businesses, federal
government, non-profits,
social agencies, police,
linkages with existing faith
communities in a variety of
areas such as funding,
resources, consultation,
programming, such as
trades, technology, and field
trips.
1. Funding and resources,
including facilities, lack of
sustained funding, bussing,
staffing, FSL teachers, money
driving educational decisions,
lack of control
1. Establish a clear vision,
strategic plan, and set
priorities.
2. Diversity of programs –
choice, specialized
2. Communication and trust
among parents, teachers,
VP/Ps, SOs, employees,
departments, unions,
trustees, Ministry of
Education, special interest
groups, public leading to
defensive attitudes, poor
morale, cohesiveness
2. Community schools and
sharing programs, including
homework clubs,
professional learning
community model
2. Stakeholders and politics
including vocal special interest
groups and voiceless
disadvantaged families,
polarization, lack of
cooperation and trust, Ministry
directives from Toronto,
political agendas (MPs,
stakeholders, trustees)
2. Completion of program
reviews to direct choices and
define the core business of
the OCDSB.
3. Human resources (staff) – at
all levels: committed,
talented, capable, caring,
and adaptable
3. Spread too thin - too many
programs, program
inequities, providing other
social services outside of our
mandate, especially special
education
3. Strategic planning including
adopting best practices,
establishing goals,
assessment and evaluation
3. Resistance to change
including the need for fast
changes, entrenched
practices,
3. Focus on student learning
and core needs.
4. Community partnerships –
including: Education
Foundation, City of Ottawa,
OCISO, OCRI, FRC,
hospitals, CODE, OTIP, U of
4. Funding and resources,
including facilities,
technology, and staff
4. Program reviews and cost
analysis
4. Communication, including
“silos” as barriers, lack of
clarity, lack of perspective,
lack of respect,
misinterpretation,
4. Enhance communication and
opportunities for dialogue
(external and internal).
Appendix D to Report 07-010
OCDSB – STRATEGIC PLANNING SWOT ANALYSIS
STRENGTHS WEAKNESSES OPPORTUNITIES THREATS PRIORITIES
OCDSB Cafés – Summary Analysis 17
O, Ottawa Reads,
Shenkman, OFIP, OC
Transpo
miscommunication, public
perception
5. Special education 5. Declining enrolment and
facilities, including location,
repair, condition,
management of small
schools, aging facilities
5. Parental involvement,
including consultation,
translation, professional
development, collaboration
with government, outreach,
using volunteers in the
classroom, character
education, anti-bullying,
nutrition, special learning
events (professional
development)
5. Collective agreements in
terms of timely negotiations
and in practice in the
workplace
5. Improve and encourage
strong school communities
by parental involvement,
inter-intra board
communication, improving
best practices,
communication with schools,
and leveraging diversity.
6. Professional development,
mentoring, NTIP, P/VP
intern program, opportunities
for leadership
6. Transportation, bussing,
school start times,
boundaries, and urban
versus suburban issues,
cross boundary transfers
6. Transportation consortium
and policy review, all-day
kindergarten
6. Demographics, including
immigration, location of
schools
6. Increase the level of trust,
respect, and empowerment
throughout the organization
and community.
7. Facilities in some schools 7. Public relations 7. Leadership 7. Special education 7. Make the decisions
immediately that will allow the
board to operate within the
budget and deliver a clearly
defined program for all
students in the board.
8. Parent involvement, need to
find other ways to bring
parents into schools
8. Competition between all
school boards including
private schools
8. Balance spending with
funding and use funds in the
most effective manner.
Other issues (in no particular order)
Confidence in public education Hygiene in the classroom Closing small schools Polices and procedures, including Partnerships with community
Appendix D to Report 07-010
OCDSB – STRATEGIC PLANNING SWOT ANALYSIS
STRENGTHS WEAKNESSES OPPORTUNITIES THREATS PRIORITIES
OCDSB Cafés – Summary Analysis 18
consultation, bureaucratic agencies through integrated
systems level approach, for
example Rideauwood, OCISO,
community centres, federal
government.
Community involvement
including: active and committed
parent and volunteer base;
ongoing consultation with all
levels of stakeholders, strategic
planning initiatives
Programs, such as music, arts,
physical education at the
elementary level,
Ongoing lobbying efforts,
consider provincial election
upcoming in fall 2007
Societal issues and school safety Rationalize transportation to meet
required needs not to define
programs, school times etc
Extracurricular activities,
including sports, music
Recruitment of diverse and
specialized staff
New board of trustees Staff are overburdened, parents
are overburdened in terms of
paperwork, disenfranchisement
One school system.
Teacher paperwork and training
in evaluation and reporting
Budget cuts and streamlining
services
Time pressures, difficult to be
proactive, drive ad hoc responses,
Outdoor program Lack of a clear vision, long term
plan, strategic plan, priorities
Communication and data
collection
Size of the organization
Communications – websites of
board and schools are accessible
and visible and school/parent
information, BEAM
More support for immigrants
including ESL, homework clubs,
MLOs, parent involvement to
engage multicultural community
Public relations, promotion and
marketing of OCDSB
Need to individualize children
Size of the OCDSB in terms of
resources and location,
geography, and resources
available as Canada’s capital as
well as reputation, tradition, and
established system of public
education
Standardized testing Enhance curriculum including
implementing balanced day
program; more engagement in
global issues, such as reducing
waste, local environment
awareness; multiculturalism;
better communication to parents
each term,
Lack of leadership and vision
creates fragmentation
MLO program “Trying to be all things to all Close buildings during the “Collective agreements are a
Appendix D to Report 07-010
OCDSB – STRATEGIC PLANNING SWOT ANALYSIS
STRENGTHS WEAKNESSES OPPORTUNITIES THREATS PRIORITIES
OCDSB Cafés – Summary Analysis 19
people and sustain all programs
by spreading resources too
thinly.”
summer challenge and drive time-tables.”
New initiatives, pro-active in
implementation ie physical
education, literacy, nutrition
One school board system “Power of lobby groups to
manipulate situations and affect
decision-making.”
Board-wide parent group
(OCASC)
Reassess standardized testing
and publication of results,
evaluation and assessment of
students, such as report cards
“Resistance/unwillingness to
change creates indecisiveness,
lack of focus, fear of making big
correct decisions, fear of public
reprisal, and inaction”
Availability of space and access
by community groups
Build better understanding of
roles and responsibilities of
trustees, staff and relationships
– broadcast September
Directors’ address to all school
staff
Continuing education Increase ESL, ELD, and LINC
services
“Environment is welcoming,
collaborative, well-respected,
professional, supportive, safe,
caring, inviting, inclusive,
encourages team-approach, and
staff engagement.”
Focus on core skills
“Caring trustees who listen to
constituents of diverse parents.”
Cooperation between school
boards
Professional development, such
as online courses
Appendix D to Report 07-010
OCDSB – STRATEGIC PLANNING SWOT ANALYSIS
STRENGTHS WEAKNESSES OPPORTUNITIES THREATS PRIORITIES
OCDSB Cafés – Summary Analysis 20
1
Strategic Planning 2007
Phase 1: Environmental Scan
30 January 2007
This report is Appendix C to Chairs’ Committee Report 07 -010, A Report on the Results of the Environmental Scan
Distributed under separate cover from the agenda package.
2
Table of Contents
Table of Contents .............................................................................. 2
Introduction ...................................................................................... 3
Strategic Planning ............................................................................. 4
Strategic Planning Framework ........................................................ 4
Our Community................................................................................ 5
Population Facts ............................................................................. 5
Residential Development ................................................................ 6
Labour Force .................................................................................. 7
Level of Education .......................................................................... 7
Birth Rates and Immigration ........................................................... 8
Where Children Live ...................................................................... 8
Household income .......................................................................... 9
Language and Religion ................................................................. 10
Other Education Providers ............................................................ 11
School Boards ............................................................................... 11
Private Schools ............................................................................. 11
Home Schooling ........................................................................... 11
Our Students ................................................................................... 12
Elementary Enrolment .................................................................. 13
Projected Elementary Enrolment ................................................... 14
Projected Elementary Enrolment Inside and Outside the Greenbelt
..................................................................................................... 15
Projected Secondary Enrolment .................................................... 16
Projected Secondary Enrolment Inside and Outside the Greenbelt . 17
New Canadian Students ................................................................ 18
Elementary Student Languages and Birth Countries ...................... 19
Secondary Student Languages and Birth Countries ....................... 20
Program Offerings ........................................................................ 21
Results for Grade 3 Assessments of Reading, Writing, and
Mathematics, May 2005 ................................................................ 22
Results for Grade 6 Assessments of Reading, Writing, and
Mathematics, May 2006 ................................................................ 23
Results for Grade 9 Assessments of Mathematics (Applied
Program), 2005 ............................................................................. 24
Results for Grade 9 Assessments of Mathematics (Academic
Program), 2005 ............................................................................. 24
Results for Grade 10 Ontario Secondary School Literacy Test
(OSSLT), 2006 ............................................................................. 25
Student Performances: Comparison by Gender ............................. 25
Special Education ........................................................................... 26
Programs for Special Needs .......................................................... 26
Student Exceptionalities................................................................ 27
Students at Risk .............................................................................. 28
Suspensions and Appeals .............................................................. 29
What does this tell us? .................................................................. 29
Our Schools ..................................................................................... 30
Facilities ....................................................................................... 30
Suitability of Schools for Curriculum............................................ 31
Energy and Waste Management .................................................... 32
Requirements of Legislation ......................................................... 32
Our Technology Infrastructure ..................................................... 33
Integrated Technology Across the Curriculum .............................. 33
Our Staff ......................................................................................... 34
Staff Renewal ............................................................................... 35
Specialty Positions ........................................................................ 35
Wellness in the Workplace ........................................................... 36
Leadership: A School District Initiative (Gandalf Study) .............. 37
An Ideal Leader ............................................................................ 37
Current District Practices for Leadership ...................................... 37
Revenues and Expenditures ........................................................... 38
Our Current Budget Scenario ........................................................ 38
Political Issues, Challenges and Threats ........... Error! Bookmark not
defined.
External Political Environment ....... Error! Bookmark not defined.
Internal Polit ical Environment ........ Error! Bookmark not defined.
What does this tell us? .................... Error! Bookmark not defined.
Provincial Trends in Education ..................................................... 39
Findings Summary ......................................................................... 40
References ....................................................................................... 43
3
4
Introduction
The purpose of this environmental scan is to provide a snapshot of the Ottawa -Carleton District School Board in the context of our external
and internal environments. This document is organized into nine different sections in the areas of our community, our studen ts, special education,
students at risk, our schools, our technology infrastructure, our staff, revenues and expenditures, and provincial trends in education. Within each
section, we have captured core data and identified key developments for consideration.
There are two parts to the environmental scan – the qualitative analysis and the quantitative analysis. During the qualitative analysis, we
researched conditions, data, and the factors that affect the OCDSB. The aim of the scan is identify trends, gaps, and issues (What does this tell us?)
that will allow us to narrow down and t arget key issues. Among the challenges that we faced during this process was the sheer volume of data
available, the availability and age of source materials, the complexity of the issues. During the quantitative analysis phas e, we developed a
consultation forum (OCDSB Café) to engage stakeholders in an open dialogue about the strengths, weaknesses, opportunities, and threats that face
the district. The purpose of the consultation is to develop a list of issues that will then form the basis of our priorities as we move forward to the next
stage of our strategic planning process (Environmental Summary). In total, we held over 18 OCDSB Café sessions including two sessions in each
superintendency as well as central sessions and an E -Café through our website. We engaged over 400 stakeholders including Board committees,
school councils, federation representatives, academic, senior administrative and support staff. Among the challenges that we faced were finding
ways to engage all audiences and stakeholders in education and seeking new solutions.
The environmental scan will shape the future of education and lead us towards the development of a comprehensive strategic pl an for
Ottawa’s public school board. The next step in the process is the Mission, Vision, and Values Assessment.
Note: Minor numerical discrepancies may exist due to rounding or the particular date of data used. These minor discrepancie s do not contradict the trends identified.
5
Strategic Planning
Strategic Planning Framework
In June 2006, the Board of Trustees of the Ottawa-Carleton District
School Board initiated a strategic planning process to develop a multi-year
strategic plan for the District that will ultimately culminate in the realization
of a new strategic plan in May 2007 with a lifespan of a minimum of three
years.
During the first stage in this process, trustees and staff worked
together to establish the framework, process overview, timelines, and project
team. The diagram on the left outlines the methodology and framework
including input from the operational reviews. The Environmental Scan is
step one.
Step one: Environmental Scan
June 2006 – October 2006
The Environmental Scan is an analysis of the internal and
external conditions, data and factors that affect the OCDSB.
This step will include research, consultation with internal and
external stakeholders, assessment of strengths, weaknesses,
opportunities and threats (SWOT), assessment of political,
economic, social and technological issues (PEST), and planning
sessions.
6
Our Community
Population Facts
In 2001, Ottawa’s population was 806,525
with 46% of the population under age 35.
By 2005, Ottawa had grown to
approximately 874,475 residents, becoming
a major metropolitan area.
By 2021, Ottawa’s population is projected
to reach up to 1.2 million.
Over the next 15 years, the largest
population growth is projected between the
ages of 45 and 74.
Source: 2001 The Centre for Spatial Economics
What does this tell us?
Population growth has been and continues to be fairly steady in Ottawa .
Ottawa is aging and a larger share of the population is moving beyond the child-bearing years.
The number of school age children has been declining and is expected to continue to decline (as a percentage of total population).
The largest population group of children in Ottawa in 2001 was aged 10-14 (grades 5 through 9); those students are now 15-19 and are moving through the
secondary system.
Growth in the number of school age children will be at a lower rate than that of the general population until we see the 2 nd generation of the baby boom.
City of Ottawa, Population by Age Grouping 2001, 2005, 2021
0
10,000
20,000
30,000
40,000
50,000
60,000
70,000
80,000
90,000
100,000
0-4 5-9 10-14 15-19 20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64 65-69 70-74 75-79 80-84 85+
Age Grouping
N
u
m
b
e
r
2001 2005 2021
Our Community
7
Residential Development
Ottawa has a diverse built environment spread a cross a large area,
separated by the NCC Greenbelt, rivers, and a canal.
Between 2001 and 2021, the City of Ottawa’s 400,000 new residents will
form about 187,000 new households
Over the next 15 years, residential housing is projected to increase by
27% inside the Greenbelt by 170% outside the Greenbelt, and by 52% in
the rural areas.
What does this tell us?
Overall growth in Ottawa is fairly steady and predictable; however,
residential development is almost exponential outside of the Greenbelt.
The demand for new schools outside the Greenbelt will continue to be a
major issue for the OCDSB over the next 15 years.
Student enrolment in schools inside the Greenbelt will continue to be
stable at best or will decline and this may impact on programming.
Limited residential development is projected for inside the Greenbelt and
the type of development does not historically generate significant new
students in these communities.
Dwellings by Area, 2001-2021
Dwellings 2001 2021 Increase 2001-2021 % Increase 2001-2021
URBAN AREA INSIDE GREENBELT 223,000 283,000 60,000 27%
URBAN CENTRES OUTSIDE GREENBELT 66,000 178,000 112,000 170%
Orléans 29,000 50,000 21,000 72%
Kanata-Stittsville 24,000 67,000 43,000 179%
South Urban + Leitrim 13,000 61,000 48,000 369%
RURAL AREA 27,000 41,000 14,000 52%
TOTAL, CITY OF OTTAWA 315,000 502,000 186,000 59%
Source: City of Ottawa Official Plan, May 2003:
NOTE: Figures are for occupied dwellings, equivalent to households. Totals may not add due to rounding.
Our Community
8
Projected Employment by Sector City of Ottawa, 2001 and 2021
Sector 2001 % of
employment 2021 % of
employment
Primary 1,400 .29 1,500 0.20
Manufacturing 53,600 11.2 85,700 11.44
Construction 20,000 4.17 24,500 3.27
Utilities 25,900 5.4 37,000 4.94
Trade (Retail &
Wholesale) 60,500 12.63 99,200 13.24
Finance 18,200 3.80 25,200 3.36
Business Services 76,000 15.86 136,000 18.16
Educational 28,800 6.01 43,600 5.82
Health and Social 43,300 9.04 81,000 10.81
Accommodation &
Food 28,200 5.88 49,400 6.59
Other Services 33,900 7.07 54,400 7.26
Federal government 73,700 15.39 84,600 11.29
Other government 15,600 3.26 27,100 3.62
Total Employment 479,100 100.00 749,100 100.00
Source: Centre for Spatial Economics (CSE), May 2001: Note: Numbers may not
add due to rounding. Figures for 2001 were modified from CSE numbers to conform
to 2001 Employment Survey results.
Labour Force
Ottawa's primary employers are the federal government and high
technology companies.
Over the next 15 years, employment by sector is projected to remain
fairly stable with growth in the business services, health and social, trade
and accommodation and food sectors, and declines in federal
employment.
Ottawa is one of the country's top five research and development centers
in the world for telecommunications and high technology research.
Level of Education
Ottawa has the highest number of residents with a post-secondary
education in Canada. In 2001, 36.7% of 20-64 year olds had a post-
secondary certification diploma or degree.
Ottawa has a bilingual rate of 44 per cent, and more engineers, scientists
and PhDs per capita than any other city in the country.
Many immigrants to Ottawa are highly educated. 50% of immigrants to
Ottawa between 1996-2001 possessed a university degree. This
compares to 26% of Ottawa’s Canadian-born population.
What does this tell us?
Ottawa is a community that places a high value on education and bilingualism and has a knowledge-based economy.
In addition to sectoral growth, it is important to look at employment trends within industries over the long term. For examp le, the construction industry is not
projected to have significant growth, but demographics will require significant turnover in the next 10-15 years.
The long term job prospects for students will likely be in technology, government, service industries, and some trades.
Our Community
9
City of Ottawa Births - 1986 to 2004
8556
8350
8590
9030
9566
9684 9704
9774
9513
9632
8801
8495
8672
8756
8379
8568
8890
9152
9008
7,500
7,750
8,000
8,250
8,500
8,750
9,000
9,250
9,500
9,750
10,000
1986 1988 1990 1992 1994 1996 1998 2000 2002 2004
Year
Nu
m
b
e
r
o
f
B
i
r
t
h
s
Source: City of Ottawa
Birth Rates and Immigration
Birth rates in Ottawa are similar to the provincial rates (10-11
births/1,000 pop.).
Birth rates peaked in 1992 and have declined by 8.5% over the past 14
years.
The number of children aged 0 to 6 living in Ottawa is estimated to be
64,419 in 2006.
Ottawa is the second largest recipient of immigrants to Ontario. In 1999-
2004, the net migration was 40,000 people.
Where Children Live
The areas with the highest percentage and number of children and
teenagers (0-19) are the newer suburban parts of Barrhaven, Kanata,
Stittsville, Orléans, Hunt Club, parts of Cedarview and much of the old
Fitzroy and Osgoode townships.
Inside the Greenbelt, there are some pockets with higher percentages of
children, but the lowest percentage of kids is found in Centretown, the
Glebe, parts of Vanier and parts of Bayshore. (Ottawa Counts, 2003)
What does this tell us?
Although birth rates have shown some slight increases very recently, they continue to be much lower than in the past.
School boards in Ottawa will continue to be faced with overall declining enrolment.
The distribution of student populations by community will vary significantly, particularly between communities inside and out side of the Greenbelt.
Schools will increasingly reflect the multicultural nature of the population.
Our Community
10
Source: Statistics Canada, 2001 Census
Source: Promoting Healthy Development of Children and Yo uth: A Snapshot for Moving Forward,
United Way
Household income
In 2000, the average full-time employee in Ottawa earned $53,250.
For families, the median family income was $73,507, significantly higher
than the Ontario family median income of $61,024.
Families with two working parents have an even higher median income
at $80,821 per annum, versus $37,539 for lone parent families.
In 2001, Ottawa had 210,875 families with children, 84% were 2 parent
families and 16% were single parent families.
14% of recent immigrants are unemployed and those who work tend to
have lower incomes than their Canadian-born neighbours.
Two-thirds of the adult population is employed, most of whom are
working full-time. However, trends show that the gap between rich and
poor is widening and is greater in Ottawa than the national average.
Therefore, having a job is not necessarily a ticket out of poverty.
What does this tell us?
Ottawa has a significantly higher household income than the Ontario
average, and one of the highest household incomes in Canada.
Most Ottawa families have two working parents which may impact on
the amount of time they have available to actively participate in school
related activities including homework, school council and extra-
curricular events.
Lone parent families have significantly lower household incomes, but
also tend to earn substantially less than the average person.
Poverty rates of families with children tend to be more concentrated in
urban areas.
Many immigrant families face challenges not only with language, but
also have difficulties in gaining recognition of their previous
international work experience and the credentials that they have earned
in other countries.
The growing gap between rich and poor will have an impact both within
schools and between schools in terms of availability of resources,
volunteer support, and access to various curricular and extra-curricular
activities.
Household Earnings
Earnings Year 2000 Ottawa Ontario
Average Annual Earnings (full-time) $53,250 $47,299
Median family income, - All census families $73,507 $61,024
Median family income, 2000 ($) - Couple families $80,821 $66,476
Median family income, 2000 ($) - Lone-parent
families $37,539 $33,724
Our Community
11
Language(s) First Learned and
Still Understood
Ottawa Ontario
Total % Total %
English only 485,825 63.61 7,965,225 70.58
French only 115,220 15.09 485,630 4.30
Both English and French 7,445 0.97 37,135 0.33
Other languages 155,295 20.33 2,797,555 24.79
Total - All persons 763,790 100.00 11,285,545 100.00
Religion
Ottawa Ontario
Total % Total %
Catholic 330,600 43.28 3,911,760 34.66
Protestant 210,600 27.57 3,935,745 34.87
Christian Orthodox 15,720 2.06 264,055 2.34
Christian, n.i.e. 13,970 1.83 301,935 2.68
Muslim 39,345 5.15 352,525 3.12
Jewish 11,115 1.46 190,795 1.69
Buddhist 9,200 1.20 128,320 1.14
Hindu 8,090 1.06 217,560 1.93
Sikh 2,465 0.32 104,790 0.93
Eastern religions 1,465 0.19 17,785 0.16
Other religions 1,410 0.18 18,985 0.17
No religious affiliation 119,805 15.69 1,841,290 16.32
Total - Religion 763,790 100.00 11,285,545 100.00
Source: Statistics Canada, 2001 Census
Language and Religion
64% of Ottawa’s population grew up speaking English only compared with 15% who spoke only French. Those speaking other languages represent 20% of
the population.
Ottawa has Canada’s second-highest rate of bilingualism.
74% of Ottawa’s population is Christian. 10% of people in Ottawa practice other religions and 16% of the population has no r eligious affiliation.
What does this tell us?
Although the majority of the people speak English, the high level of bilingualism supports the importance for their children to learn French for a variety of
reasons including job prospects.
A little less than half of the population of Ottawa is Catholic (43%). Approximately 40% of school age children in Ottawa attend Catholic schools within the
English and French systems.
Our Community
12
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
1993-94 1994-95 1995-96 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04
OCDSB as % of Total OCCDSB as % of Total
Other Education Providers
Ottawa is home to four school boards, with several private schools, two community colleg es and three universities.
Comparison of English Language Boards’ Number of Students in Ottawa
School Boards
Ottawa-Carleton Catholic District School Board (O CCDSB)
83 schools serving approximately 41,000 students from Junior
Kindergarten to Grade 12.
Over 4,000 permanent teaching, administrative, support and other
staff.
Transportation is provided to ALL eligible kindergarten, elementary
and high school students - as well as special needs students.
The Board also operates St. Nicholas Adult High School.
Conseil des écoles catholiques de langue française du Centre-Est
53 schools serving approximately 17,000 students from Junior
Kindergarten to Grade 12.
Approximately 2,000 teachers and professionals.
Ontario’s largest French language school system
Le Conseil des écoles publiques de l'Est de l'Ontario (CEPEO)
39 schools serving approximately 11,000 students from Junior
Kindergarten to Grade 12
Over 1,000 employees, the majority of which are teachers.
Covers a territory of 37,000 km2.
Private Schools
There are approximately 42 private schools in the Ottawa , several of which
cater to specific culture and religious groups including Armenian, First
Nations, Islamic, Jewish, Mennonite, Roman Catholic, Seventh Day
Adventist, and Rehoboth Christian schools. Other schools offer alternative
learning philosophies, such as Independent, International, Canadian
Reformed, Learning Centre, Montessori, Online and Waldorf Schools.
Home Schooling
In 2005-2006, there were 205 registered home schooled students, an
increase of 76 students since 2002-2003.
What does this tell us?
Parents in Ottawa have considerable choice about where their children go
to school.
There is considerable diversity in program delivery models across the
City.
A competitive market place for students reinforces the need for quality
programs and the importance of the location of schools.
13
Our Students
October 2005 October 2005
Elementary Enrolment Secondary Enrolment
JK-SK 8,172 Pre-Grade 9 101
Grades 1-3 13,881 Grade 9 5,992
Grades 4-6 14,825 Grade 10 6,405
Grades 7-8 9,804 Grade 11 6,159
Special Education 988 Grade 12 6,328
Total 47,670 21 and Over 854
Other 265
Total 26,104
+ 1 student from Rideau HS
October 2005
Alternative Schools
# Enrolment
Elementary 6 1,497
Secondary 5 1,037
School Organization # Schools Enrolment
JK - 3 1 109
JK - 4 1 323
JK - 5 21 7,479
JK - 6 46 15,248
JK - 8 36 18,874
4 - 8 1 464
6 - 8 7 3,151
7 - 8 4 1,858
Special Education Centres 2 164
Sub-total 119* 47,670
Pre-Grade 9 - 12 7 7,590
Grade 9 - 12 15 15,176
Adaptive 2 1,091
Alternate 5 1,037
Adult 1 1,184
Other (Phoenix & OCDC) 2 27
Sub-total 32** 26,105
Total 151 73,775
*Note: Does not count Merivale Public School Site and Old Stittsville Public School Site
**Note: Does not count Reality Check and Store Front
Student enrolment can be represented by Head Count or by Full-Time
Equivalency (FTE). FTE takes into account whether a student is full-
time or part-time.
School Organization
As of October 2005, there were 73,775 students in 151 school programs
within the Ottawa-Carleton District School Board.
64% of our students are at the elementary level.
There are 10 school organizational models at the elementary level.
As of October 2005, there were 21 elementary school with less than 300
students and 14 schools with less than 200 students.
36% of our students are at the secondary level.
There are 6 school organizational models at the secondary level.
As of October 2005, there were six high schools with less than 800
students (including Sir Guy Carleton and the Ottawa Technical Learning
Centre).
What does this tell us?
The diversity of school organizational models as well as programs and
service increases the complexity of decision-making and may create
confusion about programs and costs.
Further accommodation studies and program reviews are required to
balance enrolment pressures.
14
Elementary Enrolment
OCDSB Elementary Enrolment October 2005 by
Grade
0
1,000
2,000
3,000
4,000
5,000
6,000
JK SK
Gra
d
e
1
Gra
d
e
2
Gra
d
e
3
Gra
d
e
4
Gra
d
e
5
Gra
d
e
6
Gra
d
e
7
Gra
d
e
8
SE DD
Grade
He
a
d
C
o
u
n
t
OCDSB Elementary Enrolment 1998-2005
45,000
46,000
47,000
48,000
49,000
50,000
51,000
52,000
1998 1999 2000 2001 2002 2003 2004 2005
Year
Nu
m
b
e
r
o
f
S
t
u
d
e
n
t
s
(
H
e
a
d
Co
u
n
t
)
Secondary Enrolment
OCDSB Secondary Enrolment October 2005 by
Grade
0
1,000
2,000
3,000
4,000
5,000
6,000
7,000
Pre-
Grade 9
Grade 9 Grade 10 Grade 11 Grade 12 21+Other
Grade
He
a
d
C
o
u
n
t
OCDSB Secondary Enrolment 1998-2005
24,500
25,000
25,500
26,000
26,500
27,000
27,500
28,000
28,500
29,000
1998 1999 2000 2001 2002 2003 2004 2005
Year
Nu
m
b
e
r
o
f
S
t
u
d
e
n
t
s
(
H
e
a
d
C
o
u
n
t
)
Our Students
15
OCDSB Elementary Enrolment
18,000
20,000
22,000
24,000
26,000
28,000
30,000
32,000
2001 2003 2005 2007 2009 2011 2013 2015
Year
E
n
r
o
l
m
e
n
t
Inside Greenbelt Outside Greenbelt
Projected Elementary Enrolment
System elementary enrolment will continue to experience declining
numbers during the first five-year period of the OCDSB capital plan –
from 2006-2007 at 46,941 to 45,781 in 2010-2011.
Elementary enrolment is projected to gradually increase over the course
of the second five-year period from 45,834 in 2011-2012 to 47,222 in
2015-2016.
Junior kindergarten enrolment is projected to increase gradually over the
10 year period from 3,965 in 2006 to 4,323 in 2015 – an increase of 9%
over the 10 year period.
OCDSB Elementary System Enrolment and Capacity
45,000
46,000
47,000
48,000
49,000
50,000
51,000
52,000
53,000
2001-2002 2003-2004 2005-2006 2007-2008 2009-2010 2011-2012 2013-2014 2015-2016
School Year
E
n
r
o
l
m
e
n
t
&
C
a
p
a
c
i
t
y
Elementary Capacity Elementary Enrolment
What does this tell us?
Notwithstanding the projected decline and subsequent growth in
enrolment over the next 10 years, by 2016, the total projected increase in
elementary enrolment is only 281 students.
There will be roughly same number of elementary students inside and
outside Greenbelt by 2016.
In 2016, the gap between capacity and enrolment will be roughly the
same as it is today unless further school closures are made.
Our Students
16
Projected Elementary Enrolment Inside and Outside the
Greenbelt
Enrolment at schools located inside of the Greenbelt is forecasted to
continue to decline through to the 2013-2014 school year.
Enrolment at schools located outside of the Greenbelt is projected to
increase over the 10 year capital planning period.
This is supported by the City of Ottawa’s growth projection of 170%
housing stock increase outside t he Greenbelt over the next 15 years.
OCDSB Elementary Enrolment and Capacity
Inside Greenbelt
22,500
25,000
27,500
30,000
32,500
35,000
2001-2002 2003-2004 2005-2006 2007-2008 2009-2010 2011-2012 2013-2014 2015-2016
School Year
E
n
r
o
l
m
e
n
t
&
C
a
p
a
c
i
t
y
Capacity Inside Enrolment Inside
+ 3350.5 spaces
+4241 spaces
+6534 spaces
What does this tell us?
The OCDSB needs to reconsider school accommodation inside Greenbelt
to ensure the viability of its programs.
The OCDSB will require the equivalent of 6 new schools to meet
continued growth outside the Greenbelt.
OCDSB Elementary Enrolment and Capacity
Outside Greenbelt
17,500
20,000
22,500
25,000
2001-2002 2003-2004 2005-2006 2007-2008 2009-2010 2011-2012 2013-2014 2015-2016
School Year
E
n
r
o
l
m
e
n
t
&
C
a
p
a
c
i
t
y
Capacity Outside Enrolment Outside
(2790.5) spaces
(2885) spaces(311) spaces
Our Students
17
OCDSB Secondary Enrolment
4,000
6,000
8,000
10,000
12,000
14,000
16,000
18,000
20,000
2001 2003 2005 2007 2009 2011 2013 2015
Year
E
n
r
o
l
m
e
n
t
Inside Greebelt Outside Greenbelt
Projected Secondary Enrolment
Secondary system enrolment is projected to decline steadily over the
course of the 10-year capital planning period averaging out to a 1.1%
decline per annum.
Grade 9 enrolment is projected to decline by 3.8% from 2006 to 2010; by
1.8% between 2011 and 2015.
What does this tell us?
There will be greater difficulty for secondary schools with declining
enrolment to offer a variety of programs, particularly in the optional
subject areas, such as arts, technology, physical education, some French
Immersion subjects.
Flexibility in program delivery models will become increasingly
important.
There is a potential negative impact on district-wide athletic programs as
schools with declining enrolment will find it difficult to field junior and
senior teams.
There is a potential loss of teachers “new” to the profession as a result of
declining enrolment.
OCDSB Secondary System Enrolment
15,000
17,500
20,000
22,500
25,000
27,500
2001 2003 2005 2007 2009 2011 2013 2015
Year
E
n
r
o
l
m
e
n
t
Our Students
18
OCDSB Secondary Enrolment and Capacity
Inside Greenbelt
12,000
13,000
14,000
15,000
16,000
17,000
18,000
2001-2002 2003-2004 2005-2006 2007-2008 2009-2010 2011-2012 2013-2014 2015-2016
School Year
E
n
r
o
l
m
e
n
t
&
C
a
p
a
c
i
t
y
Inside Enrolment Inside Capacity
+2616 spaces
+425 spaces(339) spaces
Projected Secondary Enrolment Inside and Outside the
Greenbelt
Secondary enrolment at schools located inside the Greenbelt is projected
to decline by 14.6% between 2006 and 2015.
Secondary enrolment at schools located outside the Greenbelt is
projected to decline by 6.9% between 2006 and 2015.
OCDSB Secondary Enrolment and Capacity
Outside Greenbelt
6,500
7,500
8,500
2001-2002 2003-2004 2005-2006 2007-2008 2009-2010 2011-2012 2013-2014 2015-2016
School Year
E
n
r
o
l
m
e
n
t
&
C
a
p
a
c
i
t
y
Outside Enrolment Outside Capacity
(776) spaces (52) spaces
+468 spaces
What does this tell us?
The gap between capacity and enrolment inside the Greenbelt will
quintuple over the next 10 years without some secondary school
closures.
The gap between total capacity and enrolment outside the Greenbelt will
also grow. The number of available spaces is much smaller and the
schools may not be located in growth areas.
Our Students
19
Summary of Recent Arrivals OCDSB System Report, October 2005
ELEMENTARY
Year of Arrival in Canada Number %
2004 544 1.14%
2003 560 1.17%
2002 684 1.43%
2001 777 1.63%
2000 715 1.50%
SECONDARY
Year of Arrival in Canada Number %
2004 399 1.53%
2003 382 1.46%
2002 412 1.58%
2001 386 1.48%
2000 360 1.38%
Note: Includes resident, non -resident, under and over 21 and students from non-
English speaking countries.
What does this tell us?
Ottawa experienced significant migration between 1987 – 2002, which
has leveled off since 2002 at the elementary level, but increased at the
secondary level.
Over a five year period, we see slightly higher numbers of male
immigrant children over female.
ESL student population has remained relatively steady in both panels
over the past four years.
The school board must continue to work with community service
organizations to ensure that the needs of ESL and new Canadian students
are identified and addressed.
New Canadian Students
As of October 2005, there were 931 new students from non-English
speaking countries in schools within the OCDSB.
The Family Reception Centre assessed 800 elementary students and 322
secondary students in 2005-2006.
The top languages of students assessed were Arabic (282), Mandarin (113),
English (68), Urdu (47), Somali (42), French (38), Russian (35), Bengali
(32), Dari (32), Spanish (30)
Ottawa is the fourth urban centre in importance for immigration and one of
Canada’s most multicultural cities.
Ottawa had 6,389 immigrants in 2005; an increase of 7% in the last 10 years.
OCDSB New Students from non-English speaking countries, October 2005
SUMMARY - All
Elementary Schools
2004-05 2003-04 2002-03 2001-02
M F M F M F M F
Junior Kindergarten 25 23 21 18 18 24 21 34
Kindergarten 39 33 23 19 30 25 33 29
Gr. 1 29 27 25 26 25 26 34 34
Gr. 2 31 22 29 21 31 25 34 30
Gr. 3 39 40 19 22 28 29 40 41
Gr. 4 33 25 21 19 26 29 39 33
Gr. 5 23 36 20 20 26 23 40 42
Gr. 6 34 30 19 24 23 20 31 32
Gr. 7 30 33 25 28 27 22 35 33
Gr. 8 32 27 21 22 15 21 28 34
TOTAL 315 296 223 219 249 244 335 342
611 442 493 677
SUMMARY - All
Secondary Schools
2004–05 2003–04 2002-03 2001-02
M F M F M F M F
Pre-Gr. 9 0 0 0 0 0 1 1 0
Gr. 9 70 48 31 39 37 27 41 38
Gr. 10 32 33 46 31 37 28 40 39
Gr. 11 36 27 24 16 39 29 38 43
Gr. 12-no U or Ms 7 10 7 6 6 9 5 4
Gr. 12-fewer than 6 U or
Ms 13 14 7 12 13 12 14 17
Gr. 12-6 or more U or Ms 6 14 15 18 10 23 28 13
Students 21 or over 5 5 9 8 11 10 17 7
TOTAL 169 151 139 130 153 139 184 161
under 21 310 252 271 321
over 21 10 17 21 24
Our Students
20
Most Common Birth Countries for Students Born Outside Canada: October 2005
(Elementary Schools)
691
477
273
224
181
173
152
147
142
137
117
112
110
108
106
105
102
101
96
84
0 100 200 300 400 500 600 700 800
China
USA
Pakistan
India
Iran
Saudi Arabia
Kuwait
Iraq
Afghanistan
South Korea
United Arab Emir
United Kingdom
Russia
Jordan
Libya
Somalia
England
Yugoslavia
Bangladesh
Israel
Bi
r
t
h
C
o
u
n
t
r
y
Number of Students
Arrived in Last 3 years
3.74% (1,788)
Arrived in Last 5 years
6.87% (3,280)
Most Common Home Languages Other than English: October 2005
(Elementary Schools)
2,335
1,229
730
505
445
443
402
313
290
266
266
253
212
176
162
154
153
146
136
102
0 500 1000 1500 2000 2500
Arabic
Somali
Mandarin
Cantonese
Urdu
Chinese
Vietnamese
Russian
Spanish
Bengali
French
Persian
Punjabi
Hindi
Farsi
Tamil
Korean
Dari
Serbian
Turkish
Ho
m
e
L
a
n
g
u
a
g
e
Number of Students
Born Outside Canada
11.6% (5,576)
Mother Tongue Other Than English
21.5% (10,262)
Elementary Student Languages
and Birth Countries
Since 2005, the three most common
birth countries for elementary students
born outside of Canada were China,
USA, and Pakistan.
The three most common home
languages other than English for
elementary students were Arabic,
Somali, and Mandarin.
What does this tell us?
Therefore, there is not necessarily a
direct correlation between the most
common birth country and the most
common language spoken at home. For
example: while the majority of
elementary students born outside of
Canada came from China, the most
common language spoken at home
(other than English) was Arabic,
followed by Somali.
Our Students
21
Most Common Birth Countries for Students Born Outside Canada: October 2005
(Secondary Schools)
468
464
245
233
165
161
135
128
128
127
108
103
96
94
89
86
78
67
66
65
0 50 100 150 200 250 300 350 400 450 500
China
Somalia
Kuwait
Afghanistan
Iran
USA
India
Pakistan
Russia
South
Iraq
Saudi
Ethiopia
Lebanon
Bangladesh
Yugoslavia
Vietnam
United Arab
Hong Kong
England
Bi
r
t
h
C
o
u
n
t
r
y
Number of Students
Arrived in Last 3 years:
4.57% (1,193)
Arrived in Last 5 years:
7.43% (1,939)
Most Common Home Language Other than English: October 2005
(Secondary Schools)
908576294246230219202201195131129117116115997867625454
0 100 200 300 400 500 600 700 800 900 1000
ArabicSomaliMandarinFrenchChineseSpanishRussianCantoneseVietnameseUrduKoreanDariPersianFarsiBengaliCambodianPunjabiAmharicTamilTurkish
Ho
m
e
L
a
n
g
u
a
g
e
Number of Students
Born Outside Canada:
18.8% (4,920)
Mother Tongue other than English:
19.5% (5,103)
Secondary Student Languages
and Birth Countries
Since 2005, the three most common
birth countries for secondary students
born outside of Canada were China,
Somali, and Kuwait.
The three most common home
languages other than English for
secondary students were Arabic,
Somali, and Mandarin.
What does this tell us?
There is not necessarily a direct
correlation between the most common
birth country and the most common
language spoken at home. For example:
while the majority of secondary students
born outside of Canada came from
China, the most common language
spoken at home (other than English) was
Arabic, followed by Somali.
Our Students
22
ELEMENTARY TOTALS (31 Oct 05)
Sub Sub Oct
05
Oct
04 +/-
Program JK SK 1 2 3 4 5 Total 6 Total 7 8 SE DD Total Total
ENG 3771 1954 2204 2621 2892 2751 3150 19343 3249 22592 2928 3066 708 270 29564 30908 -1344
EFI 2167 2159 1805 1556 1528 1349 10564 1230 11794 1101 1137 14032 13825 207
MFI 345 264 609 172 781 143 155 1079 905 174
LFI 434 422 856 871 -15
Cong. Gifted ENG 24 35 36 53 74 222 68 290 96 80 466 409 57
Cong. Gifted EFI 49 49 39 88 42 45 175 165 10
Alternative 134 146 181 181 187 158 170 1157 176 1333 71 83 10 1497 1597 -100
Total Elementary 3905 4267 4568 4642 4671 4835 5056 31944 4934 36878 4815 4988 718 270 47669 48680 -1011
Clifford Bowey and Crystal Bay Centre enrolments are included in the SE and DD column
SECONDARY TOTALS (31 Oct 05)
Regular Pre 12 12 21 & Oct
05
Oct
04 +/-
Program Grade
9 9 10 11 12 <6
U/M
≥6
U/M Older Other Total Total
Regular 101 5627 5710 5575 466 1516 3721 11 39 22766 22970 -204
Adaptive 0 193 248 195 241 2 0 13 199 1091 1103 -12
Alternate 0 106 361 308 199 55 1 7 0 1037 1020 17
Adult High
School 0 67 86 81 39 62 27 824 0 1186 1124 62
OCDC &
Phoenix
House
27 28 -1
Total
Secondary 101 5993 6405 6159 945 1635 3749 855 238 26107 26245 -137
Program Offerings
Overall elementary enrolment declined by 2% in 2005,
while overall secondary enrolment declined by 0.5%.
At the elementary level, enrolment in Early French
Immersion, Middle French Immersion, Congregated
Gifted programs increased in 2004, while enrolment in
English, Late French Immersion, Alternative programs
has declined in 2004.
At the secondary level, enrolment in Alternate and
Adult High School programs increased in 2005.
2005 was the first year that more senior kindergarten
students were registered in the EFI program than in the
regular English program.
What does this tell us?
In 2005, at the elementary level 62% of students were enrolled in the English program, 29% were enrolled in Early French Immersion, 2% were enrolled in
Middle French Immersion and 1% were enrolled in Late French Immersion. This trend has remained relatively steady over the pa st two years.
In 2005, at the secondary level, 87% of students were enrolled in the regular program, 4% were enrolled in the Adaptive progr am, 3% were enrolled in the
Alternate program. This trend has remained steady over the past two years.
Our Students
23
Reading: % of Students at Levels 3 and 4 (Method 1)
0%
50%
100%
L
e
v
e
l
s
3
a
n
d
4
(
%
)
OCDSB 44%43%44%57%60%
Province 50%50%54%59%62%
2001-2002 2002-2003 2003-2004 2004-2005 2005-2006
Writing: % of Students at Levels 3 and 4 (Method 1)
0%
50%
100%
Le
v
e
l
s
3
a
n
d
4
(
%
)
OCDSB 52%54%54%57%58%
Province 55%55%58%61%64%
2001-2002 2002-2003 2003-2004 2004-2005 2005-2006
Mathematics:
% of Students at Levels 3 and 4 (Method 1)
0%
50%
100%
Le
v
e
l
s
3
a
n
d
4
(
%
)
OCDSB 50%45%51%62%62%
Province 58%57%64%66%68%
2001-2002 2002-2003 2003-2004 2004-2005 2005-2006
Results for Grade 3 Assessments of Reading, Writing, and
Mathematics, May 2005
Reading: 60% achieved at, or above, level 3 compared to 57% in 2004.
Writing: 58% achieved at, or above, level 3 compared to 57% in 2004.
Mathematics: 62% achieved at, or above level 3 compared to 62% in 2004.
What does this tell us?
In comparison to 2005, the percentages of all OCDSB grade 3 students
achieving at level 3 or above in reading, writing, and math have increased by
3% 1% and 0% respectively. Results for the province have also increased
slightly over the same time period (i.e., 3%, 3%, and 2%, respectively).
The OCDSB results have followed the provincial trend towards improvement,
but there remain gaps between the OCDSB and provincial results.
There continues to be a difference between achievement levels for boys and
girls both for the OCDSB and the province, particularly in reading and writing.
ESL/ELD students and those receiving special education support continue to
achieve at lower rates than students for both the OCDSB and the province.
However, there have been significant increases in reading (10%) and writing
(8%) for ESL/ELD learners in the OCDSB in May 2006.
Our Students
24
Reading: % of Students at Levels 3 and 4 (Method 1)
0%
50%
100%
Le
v
e
l
s
3
a
n
d
4
(
%
)
OCDSB 56%56%56%64%64%
Province 55%56%58%63%64%
2001-2002 2002-2003 2003-2004 2004-2005 2005-2006
Writing: % of Students at Levels 3 and 4 (Method 1)
0%
50%
100%
Le
v
e
l
s
3
a
n
d
4
(
%
)
OCDSB 56%56%57%59%60%
Province 53%54%54%59%61%
2001-2002 2002-2003 2003-2004 2004-2005 2005-2006
Mathematics:
% of Students at Levels 3 and 4 (Method 1)
0%
50%
100%
Le
v
e
l
s
3
a
n
d
4
(
%
)
OCDSB 53%51%53%60%60%
Province 54%53%57%60%61%
2001-2002 2002-2003 2003-2004 2004-2005 2005-2006
Results for Grade 6 Assessments of Reading, Writing, and
Mathematics, May 2006
Reading: 64% achieved at, or above level 3, compared to 64% in 2005.
Writing: 60% achieved at, or above level 3, compared to 59% in 2005.
Mathematics: 60% achieved at, or above level 3, compared to 60% in 2005.
What does this tell us?
Results for OCDSB grade 6 students have been very similar to provincial
results. In 2006, results for the OCDSB are identical in reading and 1% lower in
writing and math.
There continues to be a difference between achievement levels for boys and
girls both for the OCDSB and the province, particularly in reading and writing.
ESL students and those receiving special education support continue to achieve
at lower rates than students who are not in these groups for both the OCDSB
and the province.
Our Students
25
Applied Program:
% of Students at Levels 3 and 4 (Method 1)
0%
50%
100%
Le
v
e
l
s
3
a
n
d
4
(
%
)
OCDSB 20%20%28%25%29%
Province 21%21%26%27%35%
2001-2002 2002-2003 2003-2004 2004-2005 2005-2006
Results for Grade 9 Assessments of Mathematics
(Applied Program), 2005
In 2005-2006, results have improved with 29% of all OCDSB grade 9 students,
achieving at, or above, level 3 compared to 20% in 2002-2003 and 25% in 2004-
2005.
What does this tell us?
In comparison to 2005, the percentage of all OCDSB grade 9 students in the
Applied program achieving at level 3 or above has increased by 4% (25% to
29%), while results for the province have increased by 8% (27% to 35%).
There are minimal gender differences in both the OCDSB and the provincial
results.
Students in ESL and those receiving special education support continue to
achieve at lower rates than students who are not in these groups. This is true
for both the OCDSB and the province.
AcademicProgram:
% of Students at Levels 3 and 4 (Method 1)
0%
50%
100%
Le
v
e
l
s
3
a
n
d
4
(
%
)
OCDSB 71%72%72%74%77%
Province 64%66%68%68%71%
2001-2002 2002-2003 2003-2004 2004-2005 2005-2006
Results for Grade 9 Assessments of Mathematics
(Academic Program), 2005
Results for all OCDSB grade 9 students in the Academic Program have been
improving, with an increase from 74% in 2004-2005 to 77% in 2005-2006.
What does this tell us?
The percentage of all OCDSB grade 9 students in the Academic program
achieving at level 3 or above has increased by 3% from last year (74% to
77%). Similarly, there has been an increase of 3% from last year (68% to
71%) in provincial results. Historically, OCDSB results have been higher than
those for the province. In 2006 the OCDSB results were 6% higher than the
provincial results.
There are minimal gender differences for both the OCDSB and the province.
Although, OCDSB students in ESL continue to achieve at lower rates than
non-ESL students, it should be noted that the gap is narrowing and that
OCDSB students continue to outperform the province.
OCDSB students receiving special education support continue to achieve at
lower rates than those students not in this group but they continue to
outperform the province.
Our Students
26
(OSSLT):
% of First-Time Eligible Students Who Were Successful
(Method 1)
50%
60%
70%
80%
90%
100%
%
S
u
c
c
e
s
s
f
u
l
OCDSB 84%81%85%87%87%
Province 75%72%77%82%84%
February
2002
October
2002
October
2003
October
2004
March
2006
Results for Grade 10 Ontario Secondary School Literacy
Test (OSSLT), 2006
Results for March 2006 are similar to the results of OCDSB first-time eligible
students who participated in previous administrations of the OSSLT.
What does this tell us?
The success rate for first-time eligible OCDSB students continues to be higher
on the OSSLT compared to the rest of the province. However, the gap between
provincial and district-level results from year to year has been narrowing (8%
in 2003, 5% in 2004, and 3% in 2006).
Females continue to have a higher success rate compared to males for both the
OCDSB and the province.
Although ESL students in both the OCDSB and the province continue to have
lower success rates than non-ESL students, this rate is higher for the province.
Similarly, OCDSB students receiving special education support continue to
achieve at lower rates than students who are not in this group. Results for this
group, however, were higher for the OCDSB than for the province.
Student Performances: Comparison by Gender
Generally, the performance of boys on provincial tests (grades 3, 6, 9, OSSLT) has been below that of girls.
With a few exceptions, the performance of boys on the School Achievement Indicators Program writing assessment was below that of girls at both ages (13, 16)
and in all jurisdictions.
In 2002-2003 (as in 1997-1998), high school graduation rates were higher for women (78%), than men (70%).
27
Special Education
Programs for Special Needs
In 2004-2005, school boards province-wide reported that 13.65% of the
total student population was receiving special education programs and
services with 8.96% identified as exceptional by an Identification,
Placement and Review Committee (IPRC) and 4.7% not formally
identified as exceptional.
In the same report, 7.08% of the elementary and 12.87% of the
secondary student population were formally identified as exceptional by
and IPRC; 5.49% of elementary and 3.06% of secondary students
population were not formally identified as exceptional, but were
receiving special education programs and services.
The report also provided that approximately 82% of students receiving
education are placed in the regular classroom.
In the last four years at the OCDSB, the number of students awaiting
assessments and other supports has tended to be within a range of 3,800
to 4,200 students wit h an average waiting time of two to four months.
The most recent figures, reported as of November 15, 2006 corresponded
to a reduction of 6.9% in the number of students waiting as compared to
November of 2005. However, many of the students awaiting assessment
have had previous assessments and supports and services are being
provided.
Over the past two years, the Board has undertaken a review of special
education programs, classes and services. This review has provided the
Board with an opportunity to review, revive and restructure programs
and services to meet the diverse needs of our students.
The Ottawa-Carleton District School Board’s delivery of Special
Education programs and services reflects the diverse needs of its
student population and is founded upon the following three
principals:
a focus on the whole child
an emphasis on early identification and intervention
a partnership with parents, teachers, professional staff and
communit y partners
OCDSB Special Education Classes: Elementary
Primary Assessment Centre 10
Language Learning Disability 12
Special Support Unit 11
Learning Disability 12
General Learning Program 15
Congregated Gifted 30.5
Deaf & Hard of Hearing 1.5
Physical Support Unit 2
Autism 8
Dual Diagnosis 4
Developmental Disability 34
Total Classes 140
OCDSB Special Education Sections: Secondary
Primary Assessment Centre 0
Language Learning Disability 0
Special Support Unit 60
Learning Disability 79
General Learning Program 80
Congregated Gifted 151
Deaf & Hard of Hearing 8
Physical Support Unit 40
Dual Diagnosis 32
Developmental Disability 88
Autism Spectrum Disorder 16
Total Sections 554
Note: At the secondary level, there are 8 sections in a day
OCDSB Special Education Classes: Secondary
Autism 4
Total Classes 20
Special Education
28
Student Exceptionalities
Data from the most recent annual report to the Ministry of Education indicated that 9,354 students were formally identified as exceptional by means of an
IPRC determination; 5,136 students at the elementary level and 4,218 students at the secondary level.
In addition 1,613 students not formally identified as exceptional, are receiving special education progr ams and services in the OCDSB; 1,394 at the elementary
level and 219 at the secondary level.
There are 3,725 elementary students and 144 secondary students receiving remedial programming in language arts and mathematic s.
Gifted students represent 21.9% of the students identified as exceptional at the OCDSB and the largest number of special education classes at the elementary
level and the largest number of sections at the secondary level are provided for these students.
Exceptionality Number of students
IPRC’d
Percentage of Students
Identified as Exceptional
Percentage of Total
Board *
Learning Disability 4,574 48.9 6.6
Gifted 2,053 21.9 3.0
Intellectual Disability 1,053 11.2 1.5
Behaviour 560 6.0 0.8
Language Impairment 481 5.1 0.7
Autism 335 3.6 0.5
Other 298 3.2 0.4
Total 9,354 100 13.5
*Total number of students enrolled 69,382 FTE
What does this tell us?
The OCDSB places a high value on the needs of special education students.
The Special Education Review will be important to the development of program and service delivery models.
The OCDSB serves students regardless of IPRC status and often develops an Individual Education Plan (IEP) for students who ne ed it, but are not formally
identified.
The OCDSB provides special education programs and services for 15% of its student population or 10,967 students (IPRC and IEP students), which is 1.35%
higher than the provincial average
29
Students at Risk
Three Year Comparison of Suspensions by Panel: Elementary
School
Year
2003-2004 2004-2005 2005-2006
Total # of
Students
Suspended
2182 1999 2081 (2104)
Total # of
Suspensions
4515 3822 3914 (3911)
# of Males 1808 1673 1701 (1721)
# of Females 374 326 380 (383)
Male Female Male Female Male Female
1 Time 1053 241 1019 226 1071 (1088) 267 (270)
2 Times 335 62 305 55 300 (307) 59 (60)
3 or more
Times
420 71 349 45 330 (326) 54 (53)
Three Year Comparison of Suspension by Panel: Secondary
School
Year
2003-2004 2004-2005 2005-2006
Total # of
Students
Suspended
2598 2461 2277 (2306)
Total # of
Suspensions
4625 4511 3969 (3975)
# of Males 1917 1800 1716 (1738)
# of Females 681 661 561 (568)
Male Female Male Female Male Female
1 Time 1177 492 1061 421 1101 (1122) 391 (401)
2 Times 385 94 371 132 319 (322) 92 (89)
3 or more
Times
355 95 368 108 296 (294) 78 (78)
Appeals (both panels)
Elementary:
None
Secondary:
None
Elementary:
None
Secondary:
2 (up-held)
Elementary:
2 (up-held)
Secondary:
1 (up-held)
Number of student suspensions 10 days or
more (both panels)
97 109 80 (Trillium data n/a)
Notes:
1. Total enrolment for 2005-2006 = 73,774 elementary 47,670 secondary 26,104
2. Total enrolment for 2004-2005 = 74,925 elementary 48,680 secondary 26,245
3. The numbers in brackets represent the Trillium reporting system
Students at Risk
30
Suspensions and Appeals
While the number of elementary suspensions has increased over 2004-2005 by 92, the number of secondary suspensions has decreased by 542, resulting in an
overall downward trend in the total number of suspensions in the District.
Secondary Suspensions were down 542 in 2005-2006 over 2004-2005.
The overall suspension rate for the period 1 September 2005 to 30 June 2006 was 10.69 %, based on 7,883 suspensions with a total student population of
73,774. The comparable suspension rate for the same period in 2004-2005 was 11.12 %, based on 8,333 suspensions with a total student population of 74,925.
Although there is a slight difference panel by panel, the overall number of exceptional students suspended was reduced by 91 students from 1,347 (2004-2005)
to 1,256 (2005-2006).
What does this tell us?
Although elementary suspensions have increased marginally year over year to date, given the size of the panel and the number of s tudents involved, the
increase of 92 suspensions is not statistically significant.
The overall number of students suspended has decreased by 101 students in comparison to last year’s figures. It follows that given the reduction in overall
suspensions (450) there is an expected reduction, in this case of 101 students, involved in these circumstances.
31
Our Schools
Facilities Budget
2005-2006 Budget
Renewal $11.9M
Operations & Maintenance $57.3M
Total $69.2M
Facilities
Elementary 121
Secondary 25
Other 9
Total 155
Portables
Number of portables in the system 289
Number of new portables purchased 0
Number of portables sold 0
Number of portable demolished 0
Total number of portables in the system 289
Portables Allocated for Instructional Purposes:
Elementary Panel 124
Secondary Panel 57
Total 181
Portables rented/leas ed: 6
Adult ESL: (portapak): 7
Portables "out of use": 3
Conclusion: 289 - (181 + 6 + 7 + 3) = 92 surplus portables *
* 2006-2007 and are subject to change pending final September
enrolment/staffing allocations
Facilities
The OCDSB has 146 operating schools along with 9 other facilities. The annual Facilities budget is approximately $ 69.2 million (2005/2006).
90% of OCDSB schools are older than 10 years. 24% are older than 50 years. 72% are between 30 and plus 70 years old.
The OCDSB has a deferred maintenance backlog (with the GPTL) of $269M which will grow to $348M by 2010.
To sustain a long term renewal program the OCDSB would require approximately $ 35M per year to keep the facilities in fair co ndition (FCI between 5% and
10%).
What does this tell us?
Portable use has been declining over the past few years but this trend is expected to reverse due to the changes in Primary Class Size (PCS).
Our Schools
32
Suitability of Schools for Curriculum
Our schools offer an incredible range of programs which have
specialized facility needs that are costly to build, maintain and upgrade.
Many of the OCDSB facilities are deteriorating with age, resulting in
inadequate classrooms, science labs and other specialized instructional
spaces thereby compromising the quality of program delivery.
OCDSB has 52 science labs, 16 preparation areas and 28 storage areas
across 11 of its secondary schools which have to be upgraded. A total
estimated cost to upgrade these facilities is $17.5M.
Over the past two years, concerns about indoor air quality,
environmental and structural deficiencies have increased dramatically,
which has resulted in our Health & Safety department conducting IAQ
and mould testing in many of our schools.
What does this tell us?
It is recognized that there is a relationship between the condition and
educational adequacy of the school facilities and learning. The
American Association of School Administrators has stated: “Students are
more likely to prosper when their environment is conducive to learning.
Well designed systems (delivering good air at comfortable temperatures)
send a powerful message to kids about the importance their community
places on education.”
Without sufficient facilities renewal funding, student achievement and
school safety may be jeopardized.
We will need to update/renovate specialized facilities to ensure
alignment with current expectations.
Diversity of specialized facilities (gyms, science labs, music rooms,
special education, outdoor education centre)
Specialty programs and specialized facilities may have to be shared
among neighbourhood schools.
Our Schools
33
Electricity
0.0000
0.0200
0.0400
0.0600
0.0800
0.1000
0.1200
0.1400
2000 2001 2002 2003 2004 2005 2006 2007 2008
Year
C
o
s
t
(
$
/
k
W
h
)
Natural Gas
0.0000
0.1000
0.2000
0.3000
0.4000
0.5000
0.6000
2000 2001 2002 2003 2004 2005 2006 2007 2008
Year
C
o
s
t
(
$
/
M
3
)
Energy and Waste Management
The Energy Performance Contract (EPC) with AMERESCO over the
past 8 years has dramatically improved the OCDSB’s Energy
Management
Overall energy expenditures have increased despite the savings made in
consumption rates.
The cost of natural gas has risen by 57.6% since 2003. OCDSB’s natural
gas cost has risen by 18.4% over the same period.
The cost of electricity has risen by 25.4% since 2003. OCDSB’s
electricity cost has risen by 12.7% over the same period.
Requirements of Legislation
The new asbestos regulation has added additional maintenance staff
requirements and approximately a 15% increase to our renewal projects
in additional costs.
The new confined space regulation has also placed new time consuming
procedures for both our maintenance staff and contractors alike which
will also result in higher costs.
The heritage classification of our older schools also increases specific
project values above the norm by as much as 300%.
What does this tell us?
Without additional funding or asset disposal, facilities maintenance and
renewal costs will consume an increasing share of total revenues.
34
Our Technology Infrastructure
Technology
Infrastructure
Active network accounts 83,400
Remote Access accounts 83,400
Virtual Private Network accounts 131
Network drops active 29,800
Staff
Number of Computer Users 77,400
Number of Sites 163
Software Number of desktop applications
(students)
230
Number of desktop applications (admin) 164
Operating systems in use 5
Age of “core” software (years) 15
Phones Number of telephones 4,732
Number of lines 1,229
Number of cell phones 613
Integrated Technology Across the Curriculum
The Business and Learning Technology department consists of 93 FTE
staff, including all maintenance, technical, supervisory and consultant
roles.
The Information Technology budget is about 2.3 % of total net revenue,
which is comparable with most school districts in Ontario.
B< services over 22,000 computers and 394 desktop applications
across 163 sites.
One third of the Ministry curriculum is facilitated through Information
and Communication Technologies (ICT), making computer equipment,
and the requisite data access, a requirement for the student to learn.
Ministry expectations for student achievement reporting (EQAO), and
community expectations for ‘on-line’ services, require teachers to have
access to this same t echnology in the classroom.
What does this tell us?
Budgetary pressures and declining enrolment will decrease resources in a period where technology demands are growing.
The need for teleworking, and staff / student / parental access to files from ho me is resulting in demands for 24/7 support and decreasing opportunities for
maintenance.
Continued staff and student training in communications, videoconferencing, online training, and information technology is nec essary.
35
Our Staff
Staffing Levels as of 31 October 2005.
Staff
Permanent 7,600
Temp/Casual 4,200
School Based 90%
Central Administration 10%
Principals Elementary 120
Secondary 25
Central 5
Vice-Principals Elementary 61
Secondary 51
Central 1
Supervisory Officers (including
Director of Education) 13
Employees
Elementary Teachers 3,160
Secondary Teachers 1,890
Educational Assistants 585
Custodial 551
School Office/Clerical 347
Central Administration 182
School Technical 124
ESL/LINC/ABE Instructors 123
Union -Exempt 107
Maintenance/Skill Trades 73
Child Care Staff 67
Administration/Tech 44
Speech/Language Pathologists 27
Psychologists 25
Social Workers 21
Occupational Therapists 2
Special Education Teachers 2005-2006
Special Education Learning Centre/Learning Support 295.67
Central Learning Support Consultants 16.00
Learning Disability/Dual Diagnosis 15.83
General Learning 13.33
Developmental Disabled 12.83
Hearing Impaired 11.63
Special Support Unit 10.00
Visually Impaired 8.50
Autism - Pr imary 8.00
Physical Support Unit 5.33
Aspergers 2.66
New Hires 2005-2006 (Headcount)
Elementary Teaching Staff 174
Secondary Teaching Staff 114
Support Services 2005-2006
Speech Language Pathologists 27
Social Workers 21
Psychologists 25
Occupational Therapists/Physiotherapists 2
Other Program-Based Support Staff
General Interest 1,090
Instructors - Continuing Education and Funded
Programs 665
Our Staff
36
Teachers' Years of Experience 2005-2006
Elementary Secondary
0-4 25.48% 21.63%
5-9 24.50% 28.23%
10 + 50.00% 50.14%
Principals' Years of Experience 2005-2006
0-4 36.01%
5-9 56.15%
10+ 8.00%
Teacher Retirements
Year 2001 2002 2003 2004 2005
Elementary 229 181 155 114 102
Secondary 119 71 91 40 49
Teacher Resignations
Year 2001 2002 2003 2004 2005
Elementary 53 56 34 34 30
Secondary 59 49 27 35 30
New Hires by Year
Panel Position 2001 2002 2003 2004 2005
Elementary Principal 19 2 16 19 19
Vice-Principal 19 10 9 11 18
Secondary Principal 3 10 6 0 4
Vice-Principal 7 12 6 9 2
Acting By Year
Panel Position 2001 2002 2003 2004 2005
Elementary Principal 6 13 7 11 12
Vice-Principal 14 14 25 14 13
Secondary Principal 0 1 0 2 1
Vice-Principal 3 10 7 2 1
Staff Renewal
Approximately 25% of both elementary and secondary teachers has had
0-4 years of experience. Another 25% in both panels have had 5-9 years
of experience and 50% of teachers in both panels have had over 10 years
of experience.
Approximately 36% of principals have had 0-4 years of experience, 56%
have had 5-9 years of experience and 8% have had 10 or more years of
experience.
Specialty Positions
As elementary school decline in enrolment, it is becoming harder to
create teaching assignments that are devoted exclusively to health and
physical education, music, and visual arts.
At the elementary and secondary levels, we continue to experience a
shortage of FSL qualified teachers.
Staff allocated to special education and support services represent 6% of
the total staff of the OCDSB.
What does this tell us?
Amongst the teaching staff, we have a balanced distribution of new and
experienced teachers.
It would be beneficial to increase staff diversity to meet the multicultural
needs of our students.
Amongst the principals and management staff, we have just completed a
period of high turnover and are now moving toward enhanced stability
and a more experienced leadership team.
Our Staff
37
Wellness in the Workplace
Between 2001-2005, the number of accident reports increased while the
average days lost per claim decr eased.
Sick leave usage has increased in most of the tracked employee groups.
What does this tell us?
Workplace accommodation is on the rise as a result of workplace
injuries, personal illness, disabilities and stress, both at the workplace
and at home.
More employees are returning to work who require workplace
accommodations, including reduced hours and workload. Recent
legislation and litigation have expanded employers’ responsibility to
employees who need accommodation.
There is an increased number of LTD applications related to “stress”
either at work or at home.
Staff development, leadership training, attendance management systems,
and the development of practices to promote “wellness” in the workplace
will continue to be essential to good organizational management.
Summary of Accident Activity for 2001-2005, by Calendar Year
Year
Total
Accident
Report
Activity First Aid
Health
Care
(WSIB
Claims)
Lost
Time
(WSIB
Claims)
Days
Lost in
Year
Average
Days
Lost per
Lost
Time
Claim
2001 694 390 179 123 1,069.1 8.7
2002 776 406 213 155 1,163.9 7.5
2003 699 406 185 108 909.1 8.4
2004 756 442 173 140 980.8 7.0
2005 738 401 184 151 823.4 5.5
OHS & WSIB, July 13, 2006 - (Stats from Parklane database from
Superintendency group set)
Total # of Sick Leave Days Used by Employee Group
Employee
Group 2001/2002 2002/2003 2003/2004 2004/2005 2005/2006
Principal/Vice
-Principal
1459.39
(5.52)
1415.40
(6.08)
1187.99
(4.68)
1409.15
(5.69)
914.52
(3.95)
Elementary
24885.46
(9.29)
22310.62
(8.96)
25090.83
(10.25)
24456.48
(9.89)
25384.88
(10.19)
Secondary
13838.38
(8.18)
14406.68
(9.24)
13290.48
(9.07)
14610.90
(9.67)
15423.77
(9.72)
Custodial
9531.63
(13.29)
10874.67
(19.40)
8689.69
(13.53)
7291.95
(11.86)
7404.38
(13.41)
Administrative
and Support
11327.15
(7.91)
15042.95
(12.04)
12662.10
(9.91)
12749.56
(9.61)
14942.60
(10.79)
Note: The numbers in brackets indicate the average number of sick leave days
used based on the number of employees within each employee group. The
category Administrative and Support includes employees in the ESP, PSSP, EA,
and Union Exempt groups.
Our Staff
38
Leadership: A School District Initiative (Gandalf Study)
This is a research initiative to define the ideal leaders for a school
community, and explore the current practice of leadership among the school
community, current experiences of how the district supports leadership and
preferences for future activities the district could undertake to support formal
and informal leaders. Between November 2005 and May 2006, over 1,300
surveys were distributed to academic, senior administrative, support staff,
parents of special needs students, school councils, trustees, and federation
representatives.
An Ideal Leader
The survey results indicated that the ideal leader is defi ned relative to
his/her relationship with those around him/her.
The relationship is defined by a person’s ability to enable and empower
others.
The ideal leader is accessible, approachable, supportive, and empowering.
The ideal leader motivates, is inclusive of the opinions of others, offers
guidance, builds and unites teams in a common vision, recognizes the
contributions of others and appreciates their efforts.
Current District Practices for Leadership
The district supports for leadership appear to be out of sync in two ways:
o District programs are focused on training individuals, not on
processes which encourage leadership practice within the
school community on a continuous, daily practice basis.
o Supports to engage in leadership appear to be unequally
distributed among the school community.
Research suggested that those outside of what is normally considered
formal leadership are systematically excluded from leadership supports.
Research suggested that many groups felt marginalized from leadership
activities.
What does this tell us?
Job shadowing opportunities should be expanded.
Model policies and programs should be established for the district which
would encourage leadership as a daily node of operation.
Processes such as team vision setting, collabor ative work styles, mentoring
programs of junior staff by senior staff regardless of job roles would help
build supportive relationships and insure inclusive decision-making.
Recognize the importance of leadership as enabling others.
Ensure that adequate time and resources are provided so that engaging in
leadership is not a cost to individuals.
For those who are not in formal positions of leadership, several things are
important:
o Recognition that they are informal leaders
o Opportunities to participate in lea dership activities including
vision-setting and decision-making
o Recognition of their contribution
For those who are in formal positions of leadership, a focus in staff
development on leadership training with an emphasis on transformational
leadership.
39
Revenues and Expenditures
Expenditure by Envelope
Our Current Budget Scenario
In 2006-2007, the grant announcement identified a funding gap of $32 million. By using the reserve funds, the gap was reduced to $16 million. The OCDSB
passed a balanced budget of $611 million with $16 million in expenditure reductions.
There was a balanced impact of reductions across the system and no changes to the number of classroom teachers. Reductions i ncluded: central administration
staff, vice-principals, office administrators, some educational assistants and specialized service providers, curriculum support, staff training, office expenses,
and attendance management.
For 2007-2008, there is a projected revenu e shortfall of $27.7 million.
What does this tell us?
The OCDSB is facing severe financial pressure and cannot sustain the current number of programs and services without significant increases in funding.
There is a need to identify new ways of doing business that will lower costs and enhance the education of students.
Instruction
77.9%
School Facilities
12.4%
Transportation
4.5%
Continuing
Education 1.3%
Admin 2.5%1.3% Debt
Instruction School Facilities
Continuing Education Transportation
Central Administration Debt & Transfer to Capital Reserves
SALARIES AND BENEFITS $497.5 UTILITIES $15.3 TRANSPORTATION
CONTRACTS $27.2
LEARNING MATERIAL AND
COMPUTERS $25.3 FACILITIES RENEWAL PLAN $11.8 OTHER $26.3
DEBT $8.2
Budget Expenditures By Category
In $Millions
Other
4.3%
Debt
1.3%
Facilities Renewal Plan
1.9%
Learning Material and
Computers 4.1%
Transportation
Contracts 4.4%
Utilities 2.5%
Salaries and Benefits
81.3%
SALARIES AND BENEFITS UTILITIES
TRANSPORTATION CONTRACTS LEARNING MATERIAL AND COMPUTERS
FACILITIES RENEWAL PLAN OTHER
DEBT
40
Provincial Trends in Education
Since 2003, the Liberal government has held office in Ottawa and has placed a strong emphasis on educational issues. However, in the past nine months, there
have been three Education Ministers, which has caused some instability and uncertainty about provincial direction in educatio n policy. In particular, funding
announcements were delayed for the 2005-2006 school year. The current Education Minister is Kathleen Wynne, the former Parliamentary Assistance to the
Minister of Education and a former Toronto school board trustee. The next provincial election will be held on October 4, 200 7 and it is anticipated that education
will be one of the major issues.
Prior to the current Liberal government, the Conservatives held power from 1995 to 2002 and forced the centralization of the education tax and set in place
major cuts to school board funding based on per student funding for elementary and secondary students.
The OCDSB has been active in provincial lobbying efforts and advocated strongly to “fix” the funding formula. In 2006, the O CDSB participated in pre-
budget consultations and made an appearance before the Standing Committee on Finance and Economi c Affairs and will also appear in 2007 on January 31. The
OCDSB continues to engage in ongoing dialogue with the Minister and Ministry staff. The OCDSB is also active in the provinci al association for school board,
the Ontario Public School Board Associa tion (OPSBA).
The Ministry of Education has identified the following provincial priorities in Education:
Literacy and Numeracy for elementary students
Primary Class Size
Teacher Development
Role of the Principal
Healthy Schools
Parental Engagement
Special Education
Safe Schools Summary Analysis
What does this tell us?
Changes in provincial funding of public education over the past ten years have had a significant impact on school boards.
Ministry direction in educational programming is becoming more pr escriptive, reducing local flexibility and autonomy.
Resources will have to be made available to address Ministry priorities, such as: staff development, teacher training in the areas of student
performance/achievement particularly as it applies to literacy and numeracy, which may affect our ability to support other program choices.
41
Findings Summary
Based on our research, the key issues facing our school district can be identified as follows:
Our Community
Ottawa is a community that places a high value on education and bilingualism and has a knowledge-based economy.
Overall growth in Ottawa is fairly steady and predictable; however, residential development is almost exponential outside of the Greenbelt while growth inside
the Greenbelt is considerably slower.
The number of school age children has been declining and is expected to continue to decline (as a percentage of total populat ion).
Ottawa has a significantly higher household income than the Ontario average, and one of the highest household incomes i n Canada, but a majority of families
have two working parents and the gap between wealthy and poor families is growing.
Parents in Ottawa have considerable choice a bout where their children go to school which highlights the need to monitor program delivery
models and quality to attract and retain students.
Our Students
The OCDSB has a diverse range of school organizational models and programs and services which affords excellent choice for our students, but also increases
the complexity of program delivery, decision-making and may create confusion about programs and costs.
In 2005, at the elementary level 62% of students were enrolled in the English program, 29% were enrolled in Early French Imme rsion, 2% were enrolled in
Middle French Immersion and 1% were enrolled in Late French Immersion. This trend has remained relatively steady over the past two years.
In 2005, at the secondary level, 87% of students were enrolled in the regular program, 4% were enrolled in the Adaptive progr am, 3% were enrolled in the
Alternate program. This trend has remained steady over the past two years.
Overall elementary enrolment declined by 2% in 2005, while overall secondary enrolment declined by 0.5%. Notwithstanding the projected
decline and subsequent growth in enrolment over the next 10 years, by 2016, the total projected increase in elementary enrolment is only 281
students.
The distribution of students inside and outside of the Greenbelt is changing and this will have a significant impact on schoo l accommodation, the location of
schools and the viability of programs, making f lexibility in program delivery models increasingly important.
Ottawa experienced significant migration between 1987 and 2002, which has resulted in a multi-cultural student population. However, migration has leveled
off since 2002 at the elementary level, but increased at the secondary level.
The ESL student population has remained relatively steady in both panels over the past four years, however, the school board must continue to work with
community service organizations to ensure that the needs of ESL and new Canadian students are identified and addressed.
The OCDSB standardized testing results have followed the provincial trend towards improvement, but there remain gaps between the OCDSB and provincial
results which highlights the need for on-going efforts in literacy and numeracy.
Special Education
ESL students in both the OCDSB and the province continue to have lower success rates than non-ESL students, this rate is higher for the province.
Similarly, OCDSB students receiving special education support continue to achieve at lower rates than students who are not in this group. Results for this
group, however, were higher for the OCDSB than for the province.
The OCDSB places a high value on the needs of special education students.
42
The Special Education Review will be important to the development of program and service delivery models.
The OCDSB serves students regardless of IPRC status and often develops an Individual Education Plan (IEP) for students who need it, but are not formally
identified.
The OCDSB provides special education programs and services for 15% of its student population or 10,967 students (IPRC and IEP students), which is 1.35%
higher than the provincial average
Students at Risk
Although elementary suspensions have increased marginally year over year to date, given the size of the panel and the number of students involved, the
increase of 92 suspensions is not statistically significant.
The overall number of students suspended has decreased by 101 students in comparison to last year’s figures. It follows that given the reduction in overall
suspensions (450) there is an expected reduction, in this case of 101 students, involved in these circumstances.
Our Schools
The OCDSB has 146 operating schools along with 9 other facilities all of which offer an incredible range of programs which have specialized facility needs
that are costly to build, maintain and upgrade.
Many of the OCDSB facilities are deteriorating with age, resulting in inadequate classrooms, science labs and other specialized instructional spaces thereby
compromising the quality of program delivery.
Without sufficient facilities renewal funding, student achievement and school safety may be jeopardized.
We will need to update/renovate specialized facilities to ensure alignment with current expectations.
Without additional funding or asset disposal, facilities maintenance and renewal costs will consume an increasing share of total revenue
Technology
Budgetary pressures and declining enrolment will decrease resources in a period where technology demands are growing.
The need for teleworking, and staff / student / parental access to files from home is resulting in demands for 24/7 support and decreasing opportunities for
maintenance.
Continued staff and student training in communications, videoconferencing, online training, and information technology is nec essary.
Staff
Amongst the teaching staff, we have a balanced distribution of new and experienced teachers.
It would be beneficial to increase staff diversity to meet the multicultural needs of our students.
Amongst the principals and management staff, we have just completed a period of high turnover and are now moving toward enhanced stability and a more
experienced leadership team
Workplace accommodation is on the rise as a result of workplace injuries, personal illness, disabilities and stress, both at the workplace and at home.
There is an increased number of LTD applications related to “stress” either at work or at home.
Staff development, leadership training, attendance management systems, and the development of practices to promote “wellness” in the workplace will
continue to be essential to good organizational management.
43
Model policies and programs should be established for the district which would encourage leadership as a daily node of operation.
Revenues and Expenditures
The OCDSB is facing severe financial pressure and cannot sustain the current number of programs and services without significant increases in funding.
There is a need to identify new ways of doing business that will lower costs and enhance the education of students .
Provincial Trends in Education
Changes in provincial funding of public education over the past ten years have had a sig nificant impact on school boards.
Ministry direction in educational programming is becoming more prescriptive, reducing local flexibility and autonomy.
Resources are frequently redirected to address Ministry priorities, such as staff development, teacher t raining, and student achievement.
44
References
American Association of School Administrators <http://www.aasa.org/>
Draft Capital Plan for the Ministry of Education. Ottawa-Carleton District School Board: June 2006.
Ideas for Education: Discussion Forum. Ottawa-Carleton District School Board: September 2006.
Leadership: A School District Initiative: Report Presented to the Ottawa-Carleton District School Board. Gandalf Group: Fall 2006
Leclair, Chris. The Guide to Strategic Planning for Directors of Non-Profit Organizations. CSAE: 2001.
Marketing Strategy and Program Plan (2005-2007). Ottawa-Carleton District School Board: June 2005.
OCDSB Position Paper on Education Finance. Ottawa-Carleton District School Board: February 2006.
Ontario Ministry of Education <http://www.edu.gov.on.ca/eng/index.html>.
Ottawa 2020: A Window on Ottawa 20/20. City of Ottawa: 2003.
Ottawa's Vital Signs 2006: The City's Annual Checkup. Community Foundation of Ottawa: 2006
Our Children, Our Schools: The 2006 Environmental Scan of the TDSB. Toronto District School Board: February 2006.
Planning: Ottawa Facts and Research. 2006. City of Ottawa. 10 July 2006.
<http://www.ottawa.ca/city_services/planningzoning/facts/census/ott/rel_ot_en.shtml>.
Promoting Healthy Development of Children and Youth: A Snapshot for Moving Forward. United Way
Report of the Pan-Canadian Education Indicators Program 2005 – Highlights. 26 June 2006. Statistics Canada. 22 November 2006
<http://www.statcan.ca/english/freepub/81-582-XIE/2006001/highlights.htm>.
Statistics: City of Ottawa. 31 August 2006. <http://ottawa.ca/city_services/statistics/data_handbook/where_we_are_going/table_54_en.shtml>.
2006-2009 City Corporate Plan: Pre-2006 Budget Version. City of Ottawa: 2006.