HomeMy WebLinkAbout10 Chairs' Report 4 25 Jun 2002I.
OTTAWA - CARLETON DISTRICT SCHOOL BOARD
REPORT NO. 4, CHAIRS' COMMITTEE
TO: Board of Education
DATE: 25 June 2002
A meeting of the Chairs' Committee was held this evening commencing at 7:35 p.m. in the
Trustees' Committee Room, 133 Greenbank Road, Ottawa, with Trustee Lynn Graham in the Chair, and
the following in attendance:
MEMBERS: Trustees Jim Libbey, Margaret Lange Sheryl MacDonald and David Moen.
ALSO PRESENT: Trustees Lynn Scott and Joan Spice.
STUDENT TRUSTEE: Mike Somberger
STAFF: James Grieve, Director of Education and Secretary of the Board
Rose -Marie Batley, Superintendent of School Operations
Dan Mason, Superintendent of Educational Programs and Services
Laura McAlister, Superintendent of Schools
Katharine Saunders, Superintendent of Schools
Janice Sargent, Management, Policy and Planning Advisor
Bruce Fraser, Committee Coordinator
NON VOTING
REPRESENTATIVES: Rob Campbell, Ottawa - Carleton Assembly of School Councils
Lynne McCarney, Ottawa - Carleton Elementary School Administrators'
Association
Susan Rab, Ontario Secondary School Teachers' Federation
David Wildman, Ottawa - Carleton Elementary Teachers' Federation
OTHERS PRESENT: Sarah Cook, OCRI Manager of Volunteers in Education re Volunteers Report
Note: Trustee Graham substituted as Chair for the entire meeting as Trustee Libbey was only in attendance
for the latter part of the meeting. Trustee David Moen assumed the Chair whenever Trustee Graham
wished to participate in the discussion.
Call to Order and Approval of Agenda
The Chair called the meeting to order at 7:35 p.m.
On a motion by Trustee Sheryl MacDonald the agenda was approved as circulated.
2. Public Ouestion Period
There were no questions from the public.
3. Draft Policy on Consultation
Your Committee had before it Report No. 02 -141 seeking approval of draft Board Policy
P.110.GOV for an initial year of implementation. Superintendent Laura McAlister introduced the report
and noted that the consultation draft was sent out in February to the principals' associations, the
federations, the Special Education Advisory Committee (SEAC), the Community council for Ethnocultural
Chairs' Committee -1- 25 June 2002
Equity (CCEE), the Ottawa - Carleton Assembly of School Councils ( OCASC), school council chairs,
student trustees and three Board advisory committees to obtain feedback. The input was reviewed and
some revisions were incorporated into the draft policy.
Director Grieve noted that staff is recommending that the Consultation Policy Task Group (CPTG)
reconvene following the initial year of implementation to assess the results of the policy.
Trustee Graham drew Committee members attention to a document from OCASC that was
circulated at the meeting.
Trustee Moen expressed concern that the consultation process used to develop the draft policy was
too limited in scope and moved THAT the item be deferred to the September meeting of the Chairs'
Committee.
Trustees speaking against the motion expressed the view that the Board approved the process for
the development of the policy including the consultation process and that deferral would not result in any
significant improvement to the recommended policy.
The motion to defer was defeated.
Trustee Sheryl MacDonald moved as follows:
A. THAT draft policy P.I I O.GOV: Consultation by the Board, Schools and School Councils
with Constituent Groups and the Wider Community be approved for implementation in
September 2002, accompanied by a Consultation Guide to be developed in accordance
with the policy as approved by the Board;
B. THAT the Consultation Policy Task Group (CPTG) be reconvened in September 2003 to
provide feedback on the initial year implementation and make recommendations in light
of experience to date.
Trustee Moen moved in amendment THAT - "A suggested time frame for obtaining group input
is six weeks excluding holiday periods." be deleted from §4.3.
Trustee Moen expressed the view that a six -week time period could be problematic for some
organizations and that different issues may require different timeframes for consultation.
The amendment was carried.
Trustee Moen moved in amendment THAT the following question be added to the Consultation
Plan Document:
"Did you informally confer with stakeholders during the initial planning of your consultation in
order to assess their ability to participate fully and their planning suggestions? If not, why not? If
so, then how ?"
In response to a query by Trustee Spice, Rob Campbell submitted that the question should be
located near the top of the foram, as the assessment should take place early in the planning stage.
Trustee Scott expressed concern that the amendment is proposing specific wording.
Trustee Scott moved in sub - amendment THAT an additional area be added to the consultation
plan called "Planning the Consultation" to include a question similar to that in the amendment.
The sub - amendment was carried.
Chairs' Committee -2- 25 June 2002
The amendment was carried.
Trustee Moen moved in amendment THAT "and before making any changes to an established
plan." be added to the end of §4.2. He noted that plans will be subject to change and a dialogue with the
appropriate groups should take place when changes are being contemplated.
The amendment was carved.
Trustee Moen moved THAT "may" be replaced with "shall" in §4.1 and that principals shall be
directed to assist Councils and that superintendents shall assist principals in the preparation of the
form if requested; and use the guide to allay concerns about this being onerous and to show this to
be easy.
Trustee Moen submitted that the use of "may" in §4.1 would result in consultation being optional.
He noted that the policy is being developed to ensure that consultation takes place when necessary not
when it is convenient.
While there was general agreement that a plan should be formally documented some trustees
expressed the view that flexibility for school councils should be included in the policy.
The amendment was carried.
Trustee Moen moved in amendment as follows:
a) THAT §3.4 be revised to read: " Formal consultations shall be planned and decided in
advance by the Board or other consulting body, other than school councils... ";
b) THAT §4.1 be revised to read: "When, as part of a decision - making process, a consulting
body prepares to embark on a formal consultation which is required by reason of a
requirement under Board policy or provincial legislation / regulation, or which is
optional, the consulting body, other than a school council..."
Trustee Spice expressed concern that a blanket exemption would be granted to all school councils
and that her preference would be to leave the recommendation as is for the one year trial period.
Trustee Scott expressed concern with the amendment and expressed the view that the reference in
§3.4 to Attachment 1 should be removed.
The amendment was defeated
Trustee Scott moved in amendment as follows:
a) THAT "in accordance with Attachment 1 - Consultation Plan" be deleted in §3.4;
b) THAT §4.1 be revised to read: "When, as part of a decision - making process, a consulting
body prepares to embark on a formal consultation which is required by reason of a
requirement under Board policy or provincial legislation / regulation, or which is
optional, the consulting body, other than a school council,"
A sub - amendment by Trustee Spice to add, 'for which this is optional" following "other than a
school council" in §4.1 was accepted as friendly.
The amendment was carried.
Chairs' Committee -3- 25 June 2002
Staff agreed to take under advisement requests to include a simplified matrix in the Guide when it
is developed and to separate OCASC from Councils in any matrix. Some Trustees noted that they had
received feedback that the original matrix was too cumbersome.
Trustee Spice expressed the view that the development of the Consultation Guide should be
completed as quickly as possible.
The main motion was carried. On a motion by Trustee Sheryl MacDonald, therefore, your
Committee recommends:
A. THAT DRAFT POLICY P.110.GOV: CONSULTATION BY THE BOARD, SCHOOLS
AND SCHOOL COUNCILS WITH CONSTITUENT GROUPS AND THE WIDER
COMMUNITY (ATTACHED AS APPENDIX A) BE APPROVED FOR
IMPLEMENTATION IN SEPTEMBER 2002, ACCOMPANIED BY A
CONSULTATION GUIDE TO BE DEVELOPED IN ACCORDANCE WITH THE
POLICY AS APPROVED BY THE BOARD;
B. THAT THE CONSULTATION POLICY TASK GROUP (CPTG) BE RECONVENED
IN SEPTEMBER 2003 TO PROVIDE FEEDBACK ON THE INITIAL YEAR
IMPLEMENTATION AND MAKE RECOMMENDATIONS IN LIGHT OF
EXPERIENCE TO DATE.
The draft policy, attached as Appendix A, incorporates amendments made at the meeting.
4. Volunteer Report
In light of the hour, the Committee agreed to amend the agenda and deal immediately with the
Volunteer Report.
Your Conunittee had before it Report No. 02 -171 providing information on the progress in the
area of Volunteers as outlined in the Board's Strategic Plan. Director Grieve introduced Sarah Cook, OCRI
Manager of Volunteers in Education and acknowledged her work and expertise in the coordination of the
OCDSB's community volunteer program
Superintendent Saunders introduced the report and noted the importance of volunteers in
enhancing schools' capacity to promote opportunities for students and contributing to their success. She
noted the variety of areas that volunteers provide support in and that the time contributed by volunteers
throughout the system is approximately 425 hours per day.
Superintendent Saunders noted that Ms. Cook has been instrumental in the development and
success of the Volunteers in Education program and remarked that one the reasons for the success is Ms.
Cook's ability to match the skills, talents and interests of volunteers to the needs of particular schools.
Sarah Cook thanked the Board and staff of the OCDSB for their support and encouragement over
the past eight years. She noted that the support has resulted in the ability of the volunteer program to
undertake new initiatives such as the COSTCO reading program and Ottawa Reads, a partnership between
the schools, business and the community which draws volunteers from the corporate community, in a
release -time program, to be involved in early literacy initiatives.
Ms. Cook noted that the Volunteers in education program now has approximately 1600 volunteers
in 255 schools throughout the region and explained that school staff are very receptive to volunteers and
provide a positive environment to encourage them to continue with their work. She advised that a large
number of volunteers are new Canadians, who act as positive role models for school aged children. Ms.
Cook commented that a number of program participants consider it a privilege to be able to assist in the
education system.
Chairs' Committee -4- 25 June 2002
6'."
In response to a query by Trustee Spice, Ms. Cook advised that there is still a need for more
volunteers and noted that for the Ottawa Reads program alone she could place approximately 2,100
volunteers.
Director Grieve pointed out that even using a relatively low hourly rate, the monetary value of the
volunteer contribution to the Board is approximately $1 million per year.
On behalf of the Committee, Trustee Graham thanked Sarah Cook and Superintendent Saunders
for their work on the volunteer program.
5. Amended Standing Committee and Board Calendar for 2002 -2003
Your Committee had before it Report No. 02 -0169 proposing a streamlined schedule of Board and
Standing Committee meetings for 2002 -03. Director Grieve introduced the report and advised that staff
may not have the capacity to maintain the support of the existing Board and Committee structure. The
proposed structure in the report would be implemented on a one year interim basis and, if successful,
following the trial period, the Board's By -laws would require amendment by a two - thirds majority to
implement the new structure permanently.
Director Grieve advised that the new structure would result in the Board's four standing
committees (Business Services, Education, Human Resources and Chairs') being combined into one
Standing Committee of the Whole (COW) which would meet on the In and 3`d Monday of the month.
Committee of the Whole would then report to Board once a month on the 4'l Monday. He noted that
should it be necessary, a Special Board meeting could be scheduled on the 2°d Monday of any month.
Director Grieve submitted that the new structure has positive and negative aspects from a staff
perspective but that it would be worth adopting the structure on an interim basis to evaluate its
effectiveness. He noted that the Committee of the Whole budget structure would remain separate.
Trustee Lange expressed the view that the proposed structure would not likely expedite the
Board's business and could require staff to attend all COW meetings as the agenda topics would be a
combination of issues. She noted that a reduction in the number of evenings required for meetings might
be possible if some standing committees were combined or if two committee meetings were held on the
same night.
Trustee Sheryl MacDonald expressed the view that, while the proposed changes have some merit,
the incoming Director should be involved in decisions resulting in changes to the committee structure.
Rob Campbell expressed concern regarding the potential loss of opportunities for stakeholder
input due to a reduction in the number of meetings and the increased number of agenda items that would
result.
Trustee Moen expressed the view that, as an extra Board meeting would likely be required each
month, the proposed structure could result in a larger time commitment for both trustees and staff.
Director Grieve agreed that staff will consider trustee suggestions with respect to possible changes
in the Standing Committee and Board meeting schedule and that the issue would be brought back for
consideration in the fall.
6. Establishment of Task Force on Innovation and Chance
Discussion of this item was deferred to the fall.
7. Secondary School Reform
Chairs' Committee -5- 25 June 2002
III
Trustee Spice noted that several issues with respect to secondary school reform (SSR) have been
discussed in the past and expressed the view that further discussion with respect to other issues such as
optimum school size, diminishing resources and the future of magnet programs and "boutique" schools is
required. She noted that it would be useful to have data on the enrolment levels in various programs as
well as information on what students want in terms of program offerings, which programs are being
overlooked or abandoned and the reasons for those decisions. Trustee Spice noted that some staff are of the
opinion that the New Vision initiative introduced in November 2000 has been abandoned.
Superintendent Mason expressed his opinion that the New Vision initiative has been derailed and
noted that the essential issues facing the Board with respect to SSR were how to organize its secondary
schools to ensure:
• the needs of all students and communities are met;
• viability of program; and
• equity of access.
He noted that the following general principles were identified to guide decisions with respect to
program rationalization:
• a respect for geographical diversity of the district which serves rural, suburban and urban
communities
• an acceptance of the community school as the basic organizational unit
• a recognition that, given current constraints and concern over program viability, not all
schools could offer all programs, all streams and all destination courses.
• a recognition that all schools need a program that would allow them to optimize their viability
and their appeal in the community
• a recognition that the current provincial model of space calculation necessitates the likely
reduction of secondary school pupil places.
Superintendent Mason noted that the intent of the New Vision initiative was to provide a
framework by establishing the organization of viable program offerings for secondary schools across the
system Schools in consultation with the local communities would then determine their own programs that
would meet the needs of their respective student populations. He expressed the view that when the
initiative was presented, some communities reacted quickly and negatively, as they felt the proposed
changes would result in the closing of their local schools.
Superintendent Mason commented on the concept of gifted centres and noted that at the committee
level staff did not support the concept of gifted centres, but there was a clear message from the public that
they should remain intact. He pointed out that the New Vision initiative looks at programs of choice in
order that schools are allowed to optimize their viability.
Trustee Moen expressed the view that the Board should consider that community schools should
offer a full range of courses, but not necessarily all courses at each school.
Trustee Lange expressed the view that the specialization of programs in particular schools can
result in unwarranted and unjustified criticism of particular schools and that the Board should strive for a
balanced offering of programs in all schools, while maintaining some speciality schools where necessary to
sustain the viability of a program
Student Trustee Somberger expressed his interest in participating in a project to gather anecdotal
data from the students' perspective.
Chairs' Committee -6- 25 June 2002
7
Director Grieve noted that the debate raised a number of issues for discussion and the Committee
agreed that Secondary School Reform and the New Vision document should be placed on the September
Education Committee agenda.
8. Semi - Annual Suspension and Expulsion Report
Your Committee had before it Report No. 02 -168 providing a summary report of student
suspensions for the period 1 September 2001 to 31 January 2002.
During discussion, staff responded to a number of trustee queries and agreed to research the
feasibility of the following items:
• providing the report data in electronic form;
• including the column "Percentage of Population" in future reports;
• providing the same summary information for expulsions;
• providing a report on school sanctions.
9. OCDSB Enrolment Trends and Market Share
Your Committee had before it Report No. 02 -134 providing information with respect to the
Board's rate of enrolment growth and share of enrolment by area, over the past three years.
Director Grieve noted that one of the key goals in the Board's Strategic Plan is to increase the
Board's market share.
10. Chair's and Director's Report
Chair Libbey and Director Grieve jointly advised the Committee of the Minister's decision to
appoint an investigator to review the Board's finances. A copy of the Ministry's press release was
circulated and Chair Libbey noted that he is working to ensure that an independent and objective review is
undertaken. He expressed concern regarding the reference to the investigator assessing whether the
implementation of staff recommendations would result in a balanced budget. He noted that the 5 August
deadline does give the investigator a reasonable time period, but it will be difficult for the system to react to
any recommendations.
Director Grieve agreed that the 5 August will be difficult for staff within the system to react and
noted that every effort will be made to assist the investigator in order to achieve an earlier completion date.
11. New Business
There was no new business.
The Committee went in camera and subsequently adjourned at 10:30 p.m.
Lynn Graham
Acting Chair
Chairs' Committee
BAF
CC /25]uneo2
Chairs' Committee -7- 25 June 2002
1002
To Board for approval 2 July 2002
ApprNb / x X
OTTAWA - CARLETON DISTRICT SCHOOL BOARD
POLICY 110.GOV
TTTLE: CONSULTATION BY THE BOARD, SCHOOLS AND SCHOOL COUNCILS WITH
CONSTITUENT GROUPS AND THE WIDER COMMUNITY
Date issued:
Last Revised:
Authorization: Board
Next review: 06/2006
1.0 OBJECTIVE:
To provide for effective consultation in the Ottawa - Carleton District School Board, as part of the
decision- making process in matters where advice can appropriately be sought from interested
individuals and groups, and taken into account prior to reaching a decision.
To engender a culture that holds consultation at its core, from local school operations to the
broadest reaching decisions of the OCDSB.
2.0 DEFINITIONS
2.1 Consultation is a process undertaken to seek information, advice and /or informed
opinion for consideration prior to decision- making. Such consultation should take place
at all levels of Board and school activities regarding, for example, issues of policy and
program as well operational issues that would impact one or more stakeholder groups
and /or individuals if they were implemented or changed.
2.2 Advice is an expressed opinion or recommendation or expert knowledge given or offered
about a future action or course of conduct.
2.3 Decision - making is the act or process of reaching a conclusion or resolution as to a
future action, after consideration.
2.4 For purposes of this policy, a consulting body is an entity which undertakes to consult
with appropriate individuals and groups, after deciding on an appropriate method of
consultation in the circumstance. In this policy, 'consulting body' refers to the Board
and /or to its committees, schools, school councils and other advisory groups which
undertake from time to time to invite comment or input on matters of importance (see 3.3
below) in the view of the consulting body.
2.5 Meaningful consultation is a planned, purposeful, democratic process for involving
knowledgeable, interested and affected groups and /or individuals to inform decision -
making. This process:
a) fulfills a specific need for input regarding an issue under consideration;
b) identifies before undertaking the consultation the group(s) and /or individuals to be
consulted;
c) builds understanding;
d) provides timely and adequate information for the purpose of the consultation;
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e) specifies the type and method of consultation and the expected outcomes;
f) seeks best - balanced decisions for the system, taking into account positive and
negative impacts;
g) actively seeks views and engages in dialogue with a variety of interested, affected
groups and /or individuals and key sources of information;
h) respects opinions and input;
i) communicates clearly to all contributors the results, including the decision reached,
the action taken, and the rationale for the decision;
j) includes a means of assessing the effectiveness of the consultation, and to provide for
follow -up;
k) recognizes that constituent groups may have their own constraints (e.g., school
councils do not operate much at certain points of the year and usually meet
monthly); and
1) includes consultative dialogue consisting of mutual listening and sharing of
information and views by the consulting body and the group(s) or individual(s)
being consulted.
2.6 A representative is a person duly authorized, elected or appointed to act or speak on
behalf of others, for example, by a group to represent that group.
2.7 Representative input on behalf of a group in a consultation process exemplifies or
typifies the responses of individuals within that group and /or of the group as a whole.
2.8 In this policy, constituent groups means:
a) advisory committees to the Board, namely the Special Education Advisory
Committee (SEAL), the Community Council on Ethnocultural Equity (CCEE),
the Advisory Committee on the Arts, the Children and Youth At Risk Advisory
Committee and the Alternative Schools Advisory Committee.
b) the elementary and secondary leaders' councils (ELC and SLC);
C) all OCDSB staff, including OCDSB Federations /unions, and other staff
organizations;
d) the Student Presidents' Council and student councils, their elected OCDSB
student trustees and representatives, and students;
e) the Ottawa - Carleton Assembly of School Councils (OCASC), individual school
councils, and parents of students enrolled in our schools.
2.9 In this policy, the wider community means:
a) taxpayers, health care and social service providers, and business associations
within the Board's jurisdiction; and
b) such identifiable groups within the Board's jurisdiction as local community
associations and groups, businesses, service providers, governments,
universities/ colleges, and other institutions and agencies and groups with an
interest in public education in Ottawa - Carleton.
2.10 Consultation may be formal or informal. Formal consultation is planned in advance,
includes defined timelines, and adheres to the criteria for meaningful consultation
described in 2.5 above. Informal consultation is an undocumented process in which
informed response is sought from individuals or groups without a defined structure or
timelines (for example, a straw poll taken during a school council meeting).
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3.0 POLICY
3.1 The Ottawa - Carleton District School Board is committed to effective, meaningful
consultation within the Ottawa - Carleton community, and to a culture of consultation
within and among its constituent groups and /or individuals.
3.2 To this end, the Board, its schools and school councils shall encourage, support and
facilitate opportunities for meaningful involvement of constituent groups and /or
individuals, including advisory bodies and the wider community, through meaningful
consultation.
3.3 Meaningful consultation shall be undertaken on matters of importance that affect
education within the OCDSB. Matters of importance shall include, but not be limited to:
a) establishment or amendment of Board policies affecting one or more constituent
groups and /or the wider community;
b) matters requiring consultation as a result of Board policy and /or Ontario
Education Act requirements and regulations, for example Board and school action
plans for improvement of student achievement; attendance boundary reviews
and school closures; new school construction; safe schools; and school codes of
conduct;
C) annual Board, school and, where appropriate, school council budgets; and
d) such other matters as may arise from time to time with implications for particular
groups and /or individuals, for example changes to Board programs and
services, a safety issue for an employee group, or a local school issue which
requires decision at the school level.
Revised 3.4 Formal consultations shall be planned and decided in advance by the Board or other
consulting body (for example, the school principal, the school council) ire- aeeerdattee
The plan should be filed with the appropriate
minutes or documents.
NEW 3.5 Before finalizing the plan for a formal consultation, the consulting body should, where
feasible, confer informally with stakeholders to obtain their suggestions regarding the
proposed timelines, format and expected outcomes of the consultation.
3.6 The Board recognizes that in order to be in a position to offer advice or to respond to a
request for advice, all groups and /or individuals invited to respond to a consultation
need to possess or receive, sufficiently in advance by an accessible means (e.g., Board
web site, school newsletter, meeting, Open House), appropriate, relevant and accurate
information presented, where possible, in a useful format (e.g., electronically, printed,
translated, large type).
3.7 Prior to undertaking a consultation process, the consulting body shall choose the type or
types best suited to the specific decision - making process at issue. A consultation may
involve one or more types of consultation, including but not limited to:
a) partnering, whereby those consulted are involved from the outset, and work
together or plan jointly to achieve mutually acceptable goals, based on shared
decision - making;
b) participatory consultation, whereby representatives of the constituent groups
and /or the wider community are involved throughout a decision - making
process, by working with the consulting body to try to identify a compromise or
consensus solution. The consulting body facilitates the process, but retains final
decision- making;
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C) interactive consultation, whereby plans are formulated or modified after contact
with constituent groups and /or the wider community. The consulting body
leads the process, those consulted are given detailed information on the
proposed plan, and their response is carefully considered;
d) reactive consultation, whereby information is provided when input or advice is
needed on a proposal that is, or is nearly, complete. The consulting body directs
this consultation, obtains feedback, and makes a decision based on this feedback
as well as other relevant factors that must be considered.
3.8 The Board recognizes a variety of methods for consultation, one or more of which shall
be selected prior to undertaking a consultation. Methods of consultation for discussion
of a specific issue, based on information provided by the consulting body include, but are
not limited to:
a) formal or informal meetings or hearings (for example, special Board meeting,
'Open House', community forum, school council forum, meetings with Board or
school staff) arranged to hear from and dialogue with constituent groups and /or
the wider community;
b) focus groups made up of representatives of constituent groups and /or
individuals invited to express their opinions;
C) mail -out or e-mail circulation of key questions for response with respect to
specific information included with the message;
d) opinion surveys (random, non - random); and
e) task groups formed to provide representative input through inclusion of
representatives of constituent groups and /or the wider community.
4.0 SPECIFIC DIRECTIVES
Revised 4.1 When, as part of a decision- making process, a consulting body prepares to embark on a
formal consultation which is required by reason of a requirement under Board policy or
provincial legislation /regulation, or which is optional, the consulting body (other than a
school council, for which this is optional) shall complete and approve a consultation
plan in accordance with Attachment 1, which includes:
i) who will be consulted regarding the issue under consideration;
ii) if optional, why a consultation has been chosen as part of this decision- making
process (purpose);
iii) expected outcome(s) of this consultation;
iv) timelines and reason for these timelines, including expected date for decision on
the issue;
V) type(s) and method(s) of consultation to be employed, given the timelines
available (for example, reaction to a proposed solution or plan using a focus
group, survey, opinion poll, etc.);
vi) type(s) of communication to be used to announce the consultation, invite
responses, and respond (for example, internet, mailing, community meeting(s),
Open House, etc.);
vu) materials to be provided in advance of and during the consultation;
viii) a plan for providing feedback to contributing groups /individuals and the
decision reached, with rationale for the decision;
ix) subsequent to completion of the process, monitoring of implementation and
evaluation of the effectiveness of the consultation; and
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X) the estimated budget for the consultation. Note: The consulting body bears
responsibility for any costs of the consultation.
Revised 4.2 The consulting body shall seek to dialogue informally with impacted groups to the extent
reasonably practicable during its consultation planning and before making any changes
to an established plan.
4.3 It is the responsibility of groups and individuals invited to participate in a consultation
process by an OCDSB consulting body, to respond with their views and advice within
the established time frame, using the format and in accordance with the agreed type and
method for the consultation. Group input is expected to be representative of the views of
the advisory body, association or group consulted.
4.4 Should a body considering a consultation conclude, in consultation with the groups
affected if possible, that such an undertaking is not appropriate to a particular decision -
making process, this conclusion, and reason for the conclusion, shall be communicated to
constituent groups and /or to members of the wider community who will potentially be
affected by the decision. Examples of reasons for not undertaking a consultation may
include:
a) a decision, by force of circumstance, has already been reached on the issue;
b) a decision is legislated by a higher authority (building code, municipal,
provincial or federal act or regulation) and there is insufficient latitude for
discretion to undertake a consultation on options;
C) time does not allow for appropriate consultation; or
d) the issue has been decided to be of insufficient importance or risk.
4.5 The Director of Education is authorized to issue such Board procedures as may be
required to support this policy.
5.0 APPENDICES
Attachment 1: Consultation Plan
6.0 REFERENCE DOCUMENTS
The Education Act, 2001
Ontario Regulation 612 /00, School Councils
Ottawa - Carleton District School Board Strategic Plan 2000 -2003
Board Bylaws and Standing Rules
Board Policy P.001.GOV: Policy Development and Management
Board Policy P.008.GOV: Community Council for Ethnocultural Equity
Board Policy P.010.GOV: Community Involvement on Board Standing Committees
Board Policy P.014.SCO: School Councils
Board Policy P.017.GOV: Student Trustees and Student Representatives on Standing Committees
Board Policy P.019.GOV: Special Education Advisory Committee
Board Policy P.048.GOV: Board Guiding Principles
Board Policy P.065.GOV: Advisory Committees to the Board
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Consulting Body:
(Board, school, school council,
other)
i7t,jl
OTTAWA-CARLETON
DISTRICT SCHOOL BOARD
CONSULTATION PLAN
A. Required B. Optional
C. Other
(Specify reason(s), e.g., MOE Regulation, Board policy):
1. BRIEF DESCRIPTION OF ISSUE FOR CONSULTATION:
13
Attachment 1, page 1
Policy P.110.GOV
Who will be consulted?
(list groups and/or
individuals)
2. EXPECTED OUTCOME(S): HOW WILL THIS CONSULTATION INFORM YOUR DECISION -
MAKING ON THIS ISSUE?
3, PLANNING FOR THE CONSULTATION: DID YOU CONFER INFORMALLY TO OBTAIN
SUGGESTIONS FROM STAKEHOLDERS RE FORMAT, TIMELINES AND EXPECTED OUTCOMES?
[check one J] YES NO
[IF Yes, how? If no, why not ?]:
4. TIMELINES TO BE EMPLOYED FOR THIS CONSULTATION:
CONSULTATION START DATE: I NUMBER OF WEEKS FOR
CONSULTATION RESPONSE:
CONSULTATION END DATE:
DECISION DATE:
5. REASON(S) FOR THESE TIMELINES:
TIME ALLOWED FOR INPUT
TO BE COLLECTED /ANALYSED:
6. TYPE(S) AND METHOD(S) OF CONSULTATION THAT WILL BE EMPLOYED WITHIN THESE
TIMELINES:
TYPES) I METHODS)
(partnering, participatory, interactive, reactive) (e.g., focus group, survey, opinion poll, key questions for
response /reaction to proposed plan, open house, etc.)
7.
a)
OTTAWA- CARLETON
DISTRICT SCHOOL BOARD
Attachment 1, page 2
Policy P.110.GOV
TYPE(S) OF COMMUNICATION THAT WILL BE USED TO ANNOUNCE THE CONSULTATION,
INVITE RESPONSES, AND RESPOND TO PARTICIPANTS (e.g., internet, mail -out, Open House, meeting)
announcement:
b) invitation to respond and method(s) for receiving and collating responses:
C) feedback to participants re advice /input received:
8. MATERIALSANFORMATION TO BE PROVIDED IN ADVANCE OF AND /OR DURING
CONSULTATION:
9. ESTIMATED BUDGET FOR THE CONSULTATION *:
* Note that the consulting body bears responsibility for the costs of the consultation.
10. HOW/WHEN WILL THE DECISION REACHED BE COMMUNICATED TO THOSE CONSULTED?
11. POST - EVALUATION:
A) Has implementation of your decision been relatively smooth, with increased understanding evident as a
result of this consultation? Yes_ No _
COMMENT:
B) Were the method, response rate and outcome(s) of this consultation positive? Yes_ No _
COMMENT:
C) What method did you use to assess the success of this consultation process? (Please specify and describe
briefly, eg., school council meeting discussion with date, evaluation sheet collected from participants, etc.)
FILE COPY:
a) Board -level consultation: Copy of approved consultation plan to be attached to Board minutes
b) School -level consultation: Copy of approved consultation plan, if applicable, to be attached to school council minutes
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