Loading...
HomeMy WebLinkAboutP 118 PLG - Pupil Accommodation Review -1- P.118.PLG POLICY P.118.PLG TITLE: Pupil Accommodation Review s Date issued: June 2007 Last Revised: 13 September 2016 Authorization: Board: June 2007 1.0 OBJECTIVE: To provide a framework for pupil accommodation reviews to be completed by the District under the Ministry of Education’s revised Pupil Accommodation Review Guideline (March 26, 2015) which replaces the previous Ministry Guideline of June 26, 2009 and adopted by the Ottawa-Carleton District School Board (OCDSB). 2.0 DEFINITIONS: 2.1 Accommodation Review Committee (ARC) means a committee approved by the Board of Trustees that represents the affected schools(s) of a pupil accommodation review (PAR), which acts as the official conduit for information shared between the school board and the affected school communities and may provide advisory input to board staff. 2.2 ARC working meeting means a meeting of ARC members to discuss a pupil accommodation review, and includes a meeting held by the ARC to solicit feedback from the affected school communities of a pupil accommod ation review. The public may attend the meeting and observe the proceedings. 2.3 Board means the Board of Trustees. 2.4 Business day means a calendar day that is not a weekend or statutory holiday. It also does not include calendar days that fall within school bo ards’ Christmas, spring and summer break periods. 2.5 Community Partners means a neighbourhood community association or community recreation group as noted on the website of the City of Ottawa. 2.6 Consultation means the sharing of relevant information between the District, the public and affected school communities, as well as providing the opportunity for municipalities and other community partners, to be heard. 2.7 District means the Ottawa-Carleton District School Board. 2.8 Facility Condition Index (FCI) means a building condition as determined by the Ministry of Education by calculating the ratio between the five-year renewal needs and the replacement value for each facility. -2- P.118.PLG 2.9 Public delegation means presentations by groups or individuals to have their concerns heard directly by the Board of Trustees at a regular meeting of the Board of Trustees or its committees. 2.10 Public Meeting means an open meeting held by the school board to solicit broader community feedback on a pupil accommodation review (PAR). 2.11 Pupil Accommodation review (PAR) means a process, as defined in board pupil accommodation review (PAR) policy, undertaken to determine the future of a school or group of schools. 2.12 School Information Profile (SIP) means an orientation document with point-in-time factual data for each of the schools under a pupil accommodation review (PAR). This information is provided to help the ARC and the community understand the schools included in the pupil accommodation review (PAR). 2.13 Space template means a Ministry of Education template used by a school board to determine the number and type of instructional areas to be included within a new school, and the size of the required operational and circulation areas within that school. 2.14 Terms of Reference (TOR) means an ARC is to be provided with a TOR for each pupil accommodation review (PAR) approved by Board. It will provide a framework for the ARC process in a mandate that describes the Board’s education and accommodation objectives in undertaking the study. It will also include the development of a unique mandate specific to the study as approved by Board. 3.0 SCOPE 3.1 This policy applies to pupil accommodation reviews (PAR) affecting elementary and/or secondary day school programs and facilities and complies with the Ministry of Education’s Pupil Accommodation Review Guidelines (PARG) released on March 26, 2015. The policy ensures that decisions made by the Board regarding the future of schools within the District are made with involvement by a local and informed community and is based on a ran ge of criteria regarding the quality of the learning experience for students. 3.2 Accommodation reviews shall adhere to the “guiding principles” established by the Ministry of Education in order to align with its vision for viable accommodation solutions and may comprise of a school or a group of schools in addressing the issues. These principles include:  student well-being;  academic achievement; and  school board financial viability/sustainability. 3.3 This policy will aid the Board in decisions related to providing the appropriate student accommodation arrangements for the delivery of elementary and secondary programming, while fostering student achievement and well -being and ensuring effective stewardship of school board resources and financial viability and susta inability. 3.4 As student population shifts over time throughout the District, the need to undertake a PAR may lead to the consolidation or closing of schools . -3- P.118.PLG 3.5 Wherever possible, schools should not be subject to a PAR more than once in a five (5) year period unless circumstances, as determined by Board, require a possible commencement of a review. 3.6 A copy of the Ministry of Education’s Pupil Accommodation Review Guideline and the Administrative Review of Accommodation Review Process and the OCDSB’s most current accommodation review policy document shall be posted on the OCDSB’s website. 4.0 EXEMPTIONS: 4.1 A pupil accommodation review (PAR) is not required under the following circumstances: a) where a replacement school is to be built on the existing site, or built o r acquired within the existing school attendance boundary, as identified through the Board’s existing policy; b) where a replacement school is to be built by the school board on the existing site, or built or acquired within the existing school attendance bou ndary and the school community must be temporarily relocated to ensure the safety of students and staff during the reconstruction, as identified through the Board’s policy; c) when a lease is terminated; d) when the Board is planning the relocation (in any school year or over a number of school years) of grades or programs, in which the enrolment constitutes less than 50% of the school’s enrolment (this calculation is based on the enrolment at the time of the relocation, or the first phase of a relocation that is to be carried out over a number of years); e) when the Board is repairing or renovating a school or if a physical emergency occurs, and the school community must be temporarily relocated to ensure the safety of the students during the renovation/remediation/rebuild; f) where a facility has been serving as a holding school for a school community whose permanent school is over-capacity and/or is under construction or repair; or g) where there are no students enrolled at the school at any time throughout the school year. 4.2 Affected schools and community/communities are to be informed about proposed accommodation plans for students before a decision is made by the Board of Trustees to exempt a school under the requirements of Section 4.1 4.3 Under the circumstances set out in sub-section 4.1, once a decision has been made to proceed with an exemption to an accommodation review, communication shall be sent to the following groups (a minimum of five (5) business days) after the decision is made: a) City of Ottawa, Clerks Department; b) community partners (that have expressed interest); -4- P.118.PLG c) coterminous School Boards, Director of Education; and d) Ministry of Education, Assistant Deputy Minister of Financial Policy and Business Division. 4.4 A transition plan will be developed and put in place following the Board of Trustee’s decision to consolidate, close or move a school or students in accordance with Section 11. 5.0 POLICY: 5.1 The Board will maintain its practice of undertaking long-term capital and accommodation planning which takes into consideration, long-term enrolment projections and planning opportunities for the effective use of excess space in all schools. This process will include any relevant information obtained from the City of Ottawa and other community partners. 5.2 Documentation of the Board’s efforts to obtain information from the City of Ottawa and community partners that expressed an interest prior to an accommodation review and where applicable, include any relevant information obtained, in the initial staff report. Pupil Accommodation Review (PAR) Initiation and Initial Staff Report 5.3 A PAR may be established after undertaking the necessary assessment of the long term capital and accommodation planning options for the school (s) of concern. Individuals from the school(s) under review and the broader community are invited to participate in the process. 5.4 Prior to establishing a PAR, an initial staff report to the Board of Trustees must contain one or more options to address the accommodation issue(s). Each option must have a supporting rationale. A recommended option must be put forth, if more than one option is presented. Information on background and actions taken by staff prior to establishing a PAR process along with supporting rationale relating to actions taken or not taken must be included in the initial staff report. The initial staff report will also include a TOR (see Section 6.8 / Appendix 1). 5.5 The option(s) included in the initial staff report must address the following: a) summary of accommodation issue(s) for the school(s) under review; b) where students would be accommodated; c) if proposed changes to existing facility or facilities are required as a result of the PAR; d) identify any program changes as a result of the proposed option; e) how student transportation would be affected if changes take place; f) how delivery of services to students with special needs would be affected if changes take place; -5- P.118.PLG g) if new capital investment is required as a result of the PAR, how the school board intends to fund this, as well as a proposal on how students woul d be accommodated if funding does not become available; h) any relevant information obtained from municipalities and other community partners (per sub-section 5.2) prior to the commencement of the PAR, including any confirmed interest in underutilized space; and i) Timeline for implementation (for each recommended option). 5.6 The initial staff report and School Information Profiles (SIPs) are to be made available to the public and posted on the Board’s website at the commencement of the PAR. 5.7 Individuals from the school(s) under review and the broader community are invited to participate in the PAR consultation. 5.8 The Board approved PAR must include the following methods of consultation; a) Accommodation Review Committee (ARC) (see Section 6.0); b) Consultation with the City of Ottawa and community partners local to the affected school(s) (see Section 8.0); c) Public meetings (see Section 9.0); and d) Public delegations (see Section 10.4/10.5). 6.0 THE ACCOMMODATION REVIEW COMMITTEE (ARC) & TERMS OF REFERENCE (TOR) 6.1 ARC Formation: The ARC shall be formed following the Board’s consideration of staff’s initial report, but prior to the first public meeting of the PAR. The ARC members chosen from the school(s) under review shall be invited to an orientation session that will describe the mandate, roles and responsibilities and procedures of the ARC. 6.2 ARC Role: The ARC shall represent the school(s) under review and act as the official conduit for information shared between the school board and the school communities. At a minimum, the ARC is to comment on the initial staff report and may, throughout the PAR process, seek clarification regarding issues relevant to the report and review. The ARC is an advisory body and does not vote on the options submitted by staff. 6.3 The ARC members may provide accommodation options other than those proposed in the initial staff report; however, it must also include supporting rationale for any such option(s). The ARC members do not need to achieve consensus regarding the information. 6.4 District staff are required to compile feedback from the ARC as well as the broader community in the Community Consultation section of the final staff report (see Section 8.0) that is to be presented to Board. 6.5 Once a PAR has been approved and is in process and should it be deeme d necessary that an additional school(s) be included in the review, staff will invite that school(s) to join the ARC and all applicable information necessary for the school’s involvement (i.e. -6- P.118.PLG new members, SIP, background), will be prepared by staff in ord er that the school can participate in the process. 6.6 The ARC will hold working meetings in order to review materials presented by Board staff. It is recommended that the ARC hold as many working meetings as is deemed necessary by staff and within reason and in accordance with the established timelines. 6.7 ARC Membership: a) The ARC membership should include at least one (1) parent/guardian representative from each of the schools under review and chosen by their respective communities. Each school should be represented equitably. If parent/guardian representation cannot be achieved by a school, a member of that school’s staff may act as the representative; b) Student representation and/or additional members of the broader community, may also be included, as determined by Board; c) Staff will provide resource support, provision of relevant information and will prepare a compilation of ARC and community feedback. 6.8 Terms of Reference (TOR): The ARC shall undertake its review in accordance with the TOR as provided and as set out in the initial staff report and in accordance with the procedures detailed in TOR-Template (Appendix 1 to this Policy). The TOR-template includes the Board’s mandate that refers to education and accommodation objectives for undertaking an ARC process and reflects the Board’s strategy for supporting student achievement and well-being. It also includes a specific study mandate and list of schools included in the review. 6.9 The Board may review and revise the TOR template prior to a decision leading to the establishment of an ARC, if the situation so warrants. 7.0 SCHOOL INFORMATION PROFILE 7.1 The School Information Profile (SIP) is a required document prepared by Board staff that is an orientation document for the ARC and community that will aid in the understanding of the context surrounding the decision to include specific schools within the PAR. The SIP provides an understanding of and familiarity with the facilities under review. 7.2 The SIP data will have regard for value to the student and value to the Board. 7.3 A SIP will be prepared for each school(s) within the review and shall include the following data requirements and factors in accordance with the Ministry of Education’s updated PARG: Facility Profile:  School name and address  Site plan and floor plan(s) of the school with date of school construction and subsequent additions  School attendance boundary map  Context map (or air photo) of the school indicating land uses surrounding the school -7- P.118.PLG  Planning Map of school with zoning, Official Plan or secondary plan designation s  Size of the school site (acres or hectares)  Building area (square feet or square metres)  Number of portable classrooms  Number and type of instructional rooms as well as specialized classroom teaching space (i.e. science lab, tech shop, gym, special education spaces, etc.)  Area of hard surface outdoor play area and/or green space, the number of play fields and the presence of outdoor facilities (e.g. sport track, courts etc.)  Ten-year history of major facility improvements (item(s) and cost)  Projected five-year facility renewal needs of school (item(s) and cost)  Current Facility Condition Index (FCI) with a definition of what the index represents  A measure of proximity of the students to their existing school, and the average distance to the school for students  Percentage of students that are not eligible for transportation under the Board’s transportation policy, and the length of bus ride to the school (longest, shortest and average length of bus ride times)  School utility costs (totals per square foot or metre and per student)  Number of parking spaces on site at the school, an assessment of the adequacy of parking and bus/car access and egress  Measures that the school board has identified and/or addressed for accessibility of the school for students, staff and the public with disabilities (i.e. barrier-free)  On-the-ground (OTG) capacity and surplus/shortage of pupil places Instructional Profile:  Describe the number and type (full time/part time) of teaching staff, non-teaching staff, support staff, itinerant staff and administrative staff at the school  Describe the course and program offerings at the school  Describe the specialized service offerings at the school (i.e. cooperative placement, guidance counselling etc.)  Current grade configuration of the school (i.e. junior kindergarten to grade 6 etc.)  Current grade organization of the school (i.e. number of combined grades etc.)  Number of out of area students  Utilization factor/classroom usage  Summary of five previous years’ enrolment and 10-year enrolment projection by grade and program  Current extracurricular activities Other School Use Profile:  Current non-school programs or services resident at or co-located with the school as well as any revenue from these non-school programs or services and whether or not it is at full cost recovery  Current facility partnerships as well as any revenue from the facility partnerships and whether or not it is at full cost recovery  Community use of the school as well as any revenue from the community use and whether or not it is at full cost recovery  Availability of before and after school programs or services (i.e. child care) as well as any revenue from the before and after school programs and whether or not it is at full cost recovery -8- P.118.PLG  Lease terms at the school as well as any revenue from the lease and whether or not it is at full cost recovery  Description of the school’s suitability for facility partnerships. 7.4 The SIP for each school prepared by Board staff, shall be completed at the same-point- in-time for comparison purposes. The SIP shall be complete, accurate and prepared prior to the commencement of a pupil/school accommodation review. Should Section 6.5 apply, the required SIP shall be prepared for new applicable schools being included in the PAR. 7.5 The Board may review and revise the SIP by adding additional criteria that is fact based for each school however, this must be undertaken prior to the commencement of an ARC. The ARC membership may request clarification about information provided in the SIP, but its role is not to approve the SIP. 7.6 Information contained within the SIP is regulated by the Municipal Freedom of Information and Protection of Privacy Act and as such, the privacy of students/staff affected by the PAR shall be maintained. 8.0 CONSULTATION WITH THE CITY OF OTTAWA and other COMMUNITY PARTNERS 8.1 Following Board’s approval to proceed with a PAR, an invitation shall be extended to the City of Ottawa and any community partners that expressed interest prior to the review to discuss and comment on the recommended op tion(s) in the initial staff report. 8.2 The invitation to provide comment shall be provided through written notice to the Clerk’s Department (or equivalent) of the City of Ottawa and applicable community partners. 8.3 Should the City of Ottawa and community partners intend to provide a response on the recommended option(s) in the Board’s initial staff report they must do so before the final public meeting. The Board must provide advanced notice of the future final public meeting. 8.4 The final staff report shall include documentation of staff efforts to meet with the City of Ottawa and community partners and any relevant information obtained from these meetings. 9.0 PUBLIC MEETINGS 9.1 Once the Board has received the initial staff report and approved the initiation of a PAR, a minimum of two public meetings must be held for broader community consultation. Board staff is to arrange and facilitate the public meetings in order to solicit feedback on the recommended option(s) contained within the initial staff report and the proceedings of the ARC. 9.2 The public meetings are to be announced and advertised publicly through an appropriate range of media determined by the Board. Subject to the type of review initiated, avenues of notice may include: local newspapers, OCDSB website, telephone, email ‘syner-voice’, school handouts and school and council webpage. -9- P.118.PLG 9.3 The first public meeting must include the following:  an overview of the ARC orientation session;  the initial staff report with recommended option(s); and  a presentation of the SIPs. 9.4 Either of the two required public meetings (and any subsequent meetings) may include:  comments/considerations provided by the ARC working group on the staff option(s)  feedback Summary and Revision(s) made to Option(s)  option(s) (if applicable) developed by the ARC. 10.0 COMPLETION OF THE PUPIL ACCOMMODATION REVIEW Final Staff Report 10.1 At the conclusion of the ARC review process, staff will prepare and submit a final staff report to the Board of Trustees which must be available to the p ublic in accordance with the timeline requirements of Section 12 of this policy and at a minimum posted on the OCDSB website. 10.2 A community consultation section must form part of the final staff report and include:  feedback from the ARC and any public consultations; and  relevant information obtained from the City of Ottawa and community partners prior to and during the pupil accommodation review. 10.3 Board staff may choose to amend their proposed option(s) that were includ ed in the initial staff report. The recommended options (whether amended or not) must include a proposed accommodation plan and timeline for implementation, prepared for the decision of the Board of Trustees. Delegations to the Board of Trustees Meeting 10.4 Upon submission of the final staff report to the Board of Trustees, opportunity for public feedback must be permitted by holding a meeting(s) for public delegations to the Board of Trustees in accordance with Section 12 of this policy. 10.5 Following the public delegations meeting(s), Board staff will compile feedback and present it to Board in advance of the final decision meeting. Final Decision of the Board of Trustees 10.6 When making its final decision regarding the PAR, the Board of Trustees will be provided with the final staff report and include a compilation of feedback received from public submissions and public delegations. 10.7 The Board of Trustees has the discretion to:  approve the recommendation(s) of the final staff report as presented;  modify the recommendation(s) of the final staff report; or  approve a different set of recommendations. 10.8 The Board of Trustees has the final decision for the accommodation of students related to the PAR. -10- P.118.PLG 11.0 TRANSITION PLANNING 11.1 Following a decision of the Board of Trustees (to consolidate and/or close a school), the Board is expected to establish a separate committee to address the transition of students and staff. 11.2 The transition team and consultation should include parents/guardians and students from affected schools and Board staff. 11.3 A Superintendent(s) of Instruction or a designate, shall oversee meetings of the transition team where the exchange of ideas and information pertaining to the transition of students and staff from their current accommodation to the new accommodation arrangement is undertaken. 11.4 Efforts should focus on a positive transition experience for students. Areas of transition planning may include:  existing and new resource shifts/allocations (supplies, books etc. acquired by other groups than the Board (i.e. Council, students);  classroom layout requirements;  addition and play yard changes (if required);  transition activities (meet the principal, field trips to new school, play days); and  Funding and allocation decisions to implement approved changes, shall be made with available funds. 11.5 School Board Departments that may be involved in the transition planning process may include:  Planning: provision of number of students affected by changes, portables), information/support back-up;  Facilities: renovation/construction required for implementation;  Human Resources: staffing requirements for each school;  Finance: determines movement of funds/resources between schools, calculation of support funds for the actual transition process;  Education Departments: curriculum, special education;  Communications: dissemination of transition material; and  Other: school staff development of transition activities and communication. 11.6 Once the transition plan has been established, the transition team shall hold a public meeting in order to communicate the transition process. 12.0 TIMELINES FOR THE PUPIL ACCOMMODATION REVIEW PROCESS The PAR process must comply with the following timeline requirements: 12.1 Following the date of the Board’s approval to conduct a PAR, written notice of the decision, shall be provided to the following within five (5) business days:  City of Ottawa (Clerk’s Department or equivalent) and;  community partners that expressed an interest prior to the PAR. This notice shall include an invitation for a meeting to discuss and comment on the recommended option(s) included in the initial staff report. -11- P.118.PLG Additionally notice shall be provided to:  coterminous school boards (Director(s) of Education); and  Ontario Ministry of Education (Assistant Deputy Minister, Financial Policy and Business Division). 12.2 The City of Ottawa and community partners that were notified in accordance with sub- section 12.1 must provide their response (if any) on the recommended option(s) in the Board’s initial staff report before the final public meeting. If no comment is received, then continued communication with the City and/or community partners will not be required. 12.3 Following the date of the Board’s approval to conduct a PAR, there must be a minimum of thirty (30) business days before the first public meeting is held. 12.4 There must be a minimum period of forty (40) business days between the first and final public meetings. 12.5 There must be a minimum of ten (10) business days between the final public meeting and the posting of the final staff report in a public forum. 12.6 From the posting of the final staff report, there must be a minimum of ten (10) business days before a meeting takes place to here public delegations. 12.7 From the hearing of the public delegations, there must be a minimum of ten (10) business days before the final decision of Board. 12.8 Final decisions relating to a PAR shall not be made during the OCDSB summer break (between last day of school of each school year and up to and including Labour Day). 13.0 MODIFIED PUPIL ACCOMMODATION REVIEW 13.1 The PARG includes provisions for school boards to include an optional modified pupil accommodation review process within their policy. A modified process may be used for less complex pupil accommodation reviews. 13.2 A modified process is not included in this policy. Accommodation reviews that are less complex and that do not qualify for an exemption under Section 4.0 of this policy will be reviewed using this policy as a foundation for the review. 14.0 APPENDICES Appendix 1: Terms of Reference (TOR) - Pupil Accommodation Review Appendix 2: Standard Pupil Accommodation Review (PAR) Timeline 15.0 REFERENCE DOCUMENTS: Ministry of Education Pupil Accommodation Review Guideline, (as amended March 2015). Ministry Memorandum, March 26, 2015: Release of New pupil Accommodation Review Guideline and Community Planning and Partnership Guide line Appendix 1 P.118.PLG -12- P.118.PLG TERMS of REFERENCE (TOR) - Pupil Accommodation Review Accommodation options will be prepared and reviewed which support the goal of improving student achievement through the provision of strong educational programming in safe, healthy, secure and accessible learning environments. These options, where possible, should provide long-term accommodation stability to students and the larger community, make effective use of District facilities, resources and improve student access to viable programming and appropriate instructional spaces. Section 1 – Study Mandate (to be determined at the commencement of each study) Section 2 – Study Scope This Pupil Accommodation Review (PAR) will include the following schools: List of schools included in study: Section 3 - ARC Procedures /Working Meetings In order to prepare for the required PAR public meetings to be held by the District, the ARC is expected to participate in working meetings which will be conducted in an open, transparent and professional manner. The minimum number of ARC working meetings for this review shall be Should additional working group meetings be required, staff will schedule the additional meetings as necessary. Recognizing the value of the ARC’s contribution to the PAR process , ARC members must be prepared to make a commitment to attend the majority of working meetings and public meetings. -13- P.118.PLG At the first working meeting of the ARC, it is expected that a CHAIR (or Co -Chairs) of the ARC be appointed from amongst the working group membership. The Chair is responsible for:  overseeing the activities of the project relative to the ARC Mandate, the Terms of Reference and the supporting School Information Profile;  requesting support, resources and information relevant to the ARC’s manda te from District staff and coordinating the ARC’s meeting review schedule. In the event that an ARC member is unable to commit to attending all or the majority of meetings, the Chair of the ARC has the authority to address the attendance issue and recommend a solution. At a minimum, the ARC shall provide feedback on the initial staff report option(s). The ARC role is advisory to the District to act as a conduit for information sharing between the District and the school communities. At a minimum, the ARC shall provide feedback on the initial staff report option(s). It may also provide other option(s) and include supporting rationale for any included option(s). ARC members do not need to have a unanimous opinion regarding the information provided to the B oard. The review will be in accordance with the reference criteria outlined in Section 4 of this document and those included in the PAR mandate. The ARC will endeavour to ensure that a wide range of school and community groups who would be affected by an accommodation change, are consulted to seek input and community feedback on the initial staff report option(s). These groups may include the school(s) councils, parents/guardians, students, teachers, the local community and any other interested parties. It is not the role of the ARC to approve the School Information Profile (SIP) however, the ARC may request clarification about information provided in the SIP. An Agenda will be issued by email to ARC members in advance of an upcoming working meeting. Where possible, new reference material requested by the ARC shall be provided in a timely manner to ARC members. The information requested must be relevant to the ARC mandate and be for seeking clarification of the presented staff options. Agendas, working materials and overview summary of ARC proceedings will be posted to the District’s website. Section 4 - ARC Reference Criteria The ARC is to examine the school or group of schools under review from the perspective of the mandate while following criteria as it relates to the existing situation – both physical and pedagogical in order to better understand the rationale for the PAR. -14- P.118.PLG The ARC is also to examine the school or group of schools under review from the perspective of the following criteria as it considers the impact of the staff’s proposed accommodation option(s)(as presented in the initial report) for the improvement of the school experience for the students in the school or group of schools under review:  the presence of low school enrolments (which may limit a student’s educational and social opportunity);  the presence of low program enrolments (which may impact the delivery and provision of a fulsome educational program);  issues of student accessibility to programs (which may require the creation of a new program, the relocation of an existing program or the revision of an existing attendance area);  significant changes to Board and /or Ministerial policy related to student program delivery;  the absence of sufficient instructional space within a school or a group of schools (which may impact a student’s access to programming and physical resources e.g. gym/library allocation);  the presence of a significantly large amount of surplus instructional space with a school or a group of schools (which impacts the District’s use of limited financial resources); and  issues related to the physical condition of a school or group of schools (which may impact the provision of a safe and healthy learning student environment and may unduly impact the equitable distribution of District resources). Appendix 2 P.118.PLG -15- P.118.PLG Standard Pupil Accommodation Review (PAR) Timeline (100 Days*) Study Approval By BOARD Min. 30 Business Days Min. 40 Business Days Min. 20 Business Days Min. 10 Business Days 5 Business (+) Presentation of (+) Min. 10 Business Min. 10 Business Considers Final Staff Report Days ^Orientation Information Days Days and Feedback and makes ^Initial Staff Recommendation FINAL DECISION ^SIP’s Post on Web No less than 10 Includes: Business Days after -City of Ottawa Final Public Meeting -Ministry of Education -Coterminous Boards Only with Interest indicated prior to Study: -Community Partners Note: *This is the minimum number of days permitted for an approved Standard Accommodation Review in accordance with the Ministry of Education PARG document and OCDSB policy (+) Review Committee Working meetings will be undertaken during the process on an as required basis and not reflected on the Timeline. INITIAL Staff Report Meeting ARC chosen, Orientation Meeting FIRST PUBLIC Meeting FINAL PUBLIC Meeting PUBLIC Delegations Meeting FINAL DECISIONS Meeting N otice of Invitation for Discussion & Comment FINAL STAFF REPORT Posted