HomeMy WebLinkAbout09ci COW 05 June 2018 Report 21 Public Minutes REV and Appendices
REPORT NO. 21, COMMITTEE OF THE WHOLE
DATE: 05 June 2018
A meeting of the Committee of the Whole was held this evening in the Trustees’ Committee Room, 133 Greenbank Road, Ottawa, Ontario, commencing at 7:03 p.m.
with Trustee Lynn Scott in the chair and the following trustees also in attendance:
Donna Blackburn, Christine Boothby, Erica Braunovan, Chris Ellis, Mark Fisher,
Theresa Kavanagh, Shawn Menard (electronic communication), Dr. Anita Olsen Harper, Keith Penny, Sandra Schwartz, and Shirley Seward.
STUDENT TRUSTEES: Alexander MacDonald.
STAFF: Director of Education, Jennifer Adams; Associate Director of Education, Brett Reynolds; Chief Financial Officer, Mike Carson; Superintendent of Human Resources, Janice McCoy; Superintendents of Instruction, Dorothy Baker and Mary
Jane Farrish and Frank Wiley; Superintendent of Learning Support Services, Olga
Grigoriev; Executive Officer, Corporate Services, Michèle Giroux; Manager of Planning,
Karyn Carty Ostafichuk; Principals Jean Fulton-Hale and Steve Spidell; IB Implementation Team Members, France Thibault and Nathalie McLaurin; Strategic Business Analyst, Andrea Rahim; Manager of Board Services, Katrine Mallan; Manager
of Communications & Information Services, Diane Pernari-Hergert; Communications
Coordinators, Sharlene Hunter and Rebecca Mason; Audio Visual Specialist, John
MacKinnon; Senior Coordinator, Board Services, Sue Baker; and Committee Coordinator, Amanda Rock.
NON-VOTING REPRESENTATIVES: Christine Lanos, Ottawa-Carleton Elementary Operations Committee (OCEOC); Elizabeth Kettle, Elementary Teachers’
Federation of Ontario (EFTO); Christine Moulaison, Ottawa-Carleton Assembly of
School Councils (OCASC); Renald Cousineau, Ottawa-Carleton Secondary School
Administrators Network (OCSSAN); and Michael Bates, Special Education Advisory
Committee (SEAC).
1. Call to Order
Vice-Chair Scott called the meeting to order at 7:03 p.m. She acknowledged that the meeting is taking place on unceded Algonquin Territory and thanked the Algonquin
Nations for hosting the meeting on their land.
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2. Approval of Agenda
Moved by Trustee Braunovan, THAT the agenda be approved.
- Carried
3. Briefing from the Chair
Chair Seward advised that the Advisory Committee on the Arts will be presenting
its Arts Awards on 19 June 2018 at 5:00 p.m. in the Board Room. She encouraged all to
attend.
Chair Seward advised that last evening, 04 June 2018, the Committee of the Whole Budget began their debate on the staff-recommended budget. Delegations were
received at that meeting, and there is a second opportunity to make a delegation to the
Budget committee on 11 June 2018. Anyone interested in being a delegation next week
is asked to register with Board Services by 4:00 p.m. on 07 June 2018.
Chair Seward advised that the Board of Trustees has started work on the
selection process to recruit a new Director of Education. An important part of the
process is seeking input from stakeholders about the role. More information about the
search process has been posted on the District’s website. This will include the job
description and performance assessment guide, and a link to a survey which will allow interested stakeholders to share their feedback.
4. Briefing from the Director
Director Adams advised that the 13th Annual Student Recognition Awards
ceremony will take place on 07 June 2018. Thirty-three senior secondary students will be recognized for their will to succeed, their dedication to finish what they started, and
their commitment to achieve their personal best. This year’s winners are posted on the
District’s website.
Director Adams advised that EQAO Grade 9 mathematics testing is taking place in our secondary schools from now until 18 June 2018. Different versions on the test are
administered in the academic and applied math courses.
5. Delegations
a. Ted Sherwood, re: Merivale HS IB Implementation Plan
Ted Sherwood is a concerned parent with two children who will be attending Merivale High School in 2020. He expressed the opinion that Colonel
By Secondary School is a crown jewel and academic powerhouse in the OCDSB
and City of Ottawa. He noted that he is strongly in favour of having a non-
semestered program and that a full-year program delivery model provides deeper
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learning. Mr. Sherwood expressed the opinion that the bell time should be changed to 9:15 a.m. to accommodate students coming from outside the
Merivale community.
In response to trustee queries, Mr. Sherwood noted the following:
• Consulting with other parents has informed him that there are mixed
feelings about a later starting time and not having yellow school buses;
• All students at the school will benefit from a strong IB program;
• Non-semestering promotes deeper learning as taking 8 courses over
the course of an entire school year provides better learning links to
other subjects;
• Trustee Fisher submitted that students residing in Riverside South should have a yellow school bus for extra-curricular activities.
b. Claudia Carson, re: Merivale HS IB Implementation Plan
Claudia Carson has a son currently in grade 8 who will be attending Merivale High School. She expressed the opinion that current grade 8 students
should be able to finish high school in a semestered program if they start high
school with the semestered program delivery model as their grade 12 marks are
a crucial part of university acceptance.
In response to trustee queries for a practical solution, Ms. Carson noted
the following:
• She has already searched for other schools that her son can attend; and,
• The solution is to not have students complete their last year of high
school in a non-semestered program delivery model.
c. Robina Scrivener, re: Merivale HS IB Implementation Plan
Robina Scrivener spoke on behalf of students with severe social anxieties
and who struggle in an academic environment. She expressed the view that
switching to a full-year program delivery model with concurrent courses would negatively affect students who are already struggling.
In response to trustee queries, Ms. Scrivener noted the following:
• Students who struggle with social anxieties cannot cope with harsh
changes to their learning and environment; and,
• Switching this group of students to another school would hinder their
mental health and well-being by taking them away from their social
circle.
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d. Sarah Gorber, Concerned Parent with Merivale HS IB Implementation Plan
Sarah Gorber is a concerned parent who has a child, currently in grade 8,
who will be attending Merivale High School. Mrs. Gorber noted that she was not
aware of any consultations with the community about switching to a non-semestered program delivery model. She expressed the opinion that this will cause a major disruption to grade 12 students who have been accustomed to a
semestered program delivery model as their marks are pertinent to university
acceptance.
In response to trustee queries, Mrs. Gorber noted the following:
• She did not receive any communication from OCDSB about the
consultation meetings and that she heard about the above-noted from
another parent in the school yard; and,
• She supports leaving the bell time as it is; however, she does not
support the non-semestered program delivery model in the last year of
high school for students who are currently in grade 8.
6. Matters for Action:
a. Receipt of 2017-2018 Annual Reports from Advisory Committees
i. Alternative Schools Advisory Committee
Carly Wood, Chair of the Alternative Schools Advisory Committee
(ASAC) provided the Committee with the following update on the
Committee’s activities for the 2017-2018 school year:
• ASAC thanked the Board for their support and the progress made in the alternative schools;
• The Committee has focused on 3 areas: opportunities to
partner, increased recognition of alternative programs, and
ensuring the program is being delivered in a similar fashion across the OCDSB;
• Program tenets are now being applied equally across the
OCDSB; and,
• The Committee continues to raise awareness of the difference
between regular and alternative schools;
In response to a query from Trustee Kavanagh, Ms. Wood stated that the Regina Street Alternative School promotes the alternative philosophy. The outdoor education opportunities and innovative model of
teaching has resonated with parents. Individual assessments are
preferred over standardized tests by parents.
Trustee Boothby commended Ms. Wood for her work with the Committee over the last several years and thanked her for Regina Avenue
Report 21, Committee of the Whole - 4 - 05 June 2018
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Alternative School having had such a successful start.
ii. Advisory Committee on Equity
On behalf of the Advisory Committee on Equity (ACE), Joanne John, Chair, and Harvey Brown, former Chair, provided the Committee with an update on ACE’s activities for the 2017-2018 school year:
• ACE had a busy year that continued on with its mandate to
provide advice to the Board through a diversity equity lens;
• The Committee’s priorities and achievements for 2017-2018
included revisions to the ACE policy to ensure it best represents
ACE’s objectives and addresses membership;
• The Committee focussed on research, engagement, and the value of diverse knowledge;
• The work of ACE aligns with Ontario’s Equity Action Plan to
foster organizational change to support an equitable and
inclusive education system;
• ACE continues to support the collection of qualitative and
quantitative data, and identifying barriers;
• The Committee’s engagement activities have been ongoing: championing the fourth year of Excellence in Equity awards,
black youth suspension and expulsion project, and mobilizing
delegations from the black community for the OCDSB to
recognize the UN declaration of the Decade of People of African Descent;
• ACE conducted focus sessions with students regarding
systemic challenges; and,
• ACE maintains a desire to have the curriculum more inclusive to address problems and root causes of bullying.
In response to a query from Trustee Blackburn, Mr. Brown
expressed his opinion that it is not ideal to delegate data collection to staff,
who have other competing priorities, as the project requires a project manager to guarantee success.
In response to a query from Trustee Seward, Mr. Brown suggested
that the Board can best support ACE’s work by developing key
performance indicators (KPIs) with measurable outcomes to ensure accountability for whomever is responsible for race-based data collection.
iii. Advisory Committee on the Arts
On behalf of the Advisory Committee on the Arts (ACA), Ingrid
Dabringer provided the Committee with an update on the ACA activities
for the 2017-2018 school year:
• ACA has set the foundation for future years based on recent
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research;
• The ACA’s mission and vision statements are based on the
OCDSB’s strategic plan and exit outcomes;
• ACA rebranded its website in 2017 and social media platforms have been created, including a link to an online nomination
process for the ACA Arts Recognition Awards;
• The Arts awards ceremony will be on 19 June 2018;
• ACA requested that OCASC and the University of Ottawa
Teacher Education Program promote the Arts awards for next
year;
• There are two representatives on the ACA from the Teacher Education Certificate Program at the University of Ottawa;
• ACA continues to support arts instructional coaches and
advocate for interdisciplinary arts programs;
• ACA would like to provide input to the OCDSB strategic plan
next year;
• Next year, ACA hopes to promote learning through the arts for
equity, well-being, and 21st century competencies.
In response to a query from Trustee Braunovan regarding their
unsuccessful bid for an additional arts coach in next year’s budget, Ms.
Dabringer expressed the opinion that the OCDSB should include time
during the week for students to participate in interdisciplinary and project-based assignments. Ms. Dabringer noted that the confidence of the
teacher is reflected in the confidence of the students and further
expressed that it is essential to have trained arts educators in elementary
and high schools.
Trustee Kavanagh noted that she did not participate in the
establishment of ACA in 1987.
iv. Parent Involvement Committee
Mostafizur Khan, Chair of Parent Involvement Committee (PIC),
provided the Committee with the following update on the Committee’s
activities for the 2017-2018 school year:
• PIC welcomed Associate Director Reynolds in January 2018;
• PIC thanked Trustee Scott for her insights and welcomed
Trustee Ellis as the new trustee member;
• The Committee continues to work on their guiding principles;
• PIC participated in consultations for the Annual Student
Achievement Report, the Board Improvement Plan, the
implementation plan for the International Baccalaureate (IB) program and revisions to policy P.140. GOV, Indigenous Education Advisory Council;
• Five speaker series events were held for parents on how to
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effectively contribute to their children’s learning;
• The Minister’s 9th Annual PIC symposium was a high-level
platform for learning and networking. The Minister and Deputy
Minister accepted PIC’s invitation to attend the annual Parent
Conference in November 2018; and
• PIC will continue its work through initiatives that empower
parents to play active roles and emphasize strategic
improvement in Indigenous education by exploring more outreach to Indigenous parents in the District.
In response to a query from Trustee Seward regarding Indigenous
relations, Mr. Khan noted that the District will have an Indigenous Education Advisory Council and PIC will extend their support to this
important area of work.
In response to the presentations from the advisory committees,
Chair Scott noted that the work from all committees continues to be
interconnected.
Moved by Trustee Braunovan,
THAT the 2017-2018 Annual Reports from the following
committees be received: i. Alternative Schools Advisory Committee; ii. Advisory Committee on Equity;
iii. Advisory Committee on the Arts; and
iv. Parent Involvement Committee.
- Carried –
b. Report 18-064, International Baccalaureate Program Implementation Plan
Your Committee had before it Report 18-064 seeking approval of the
implementation plan of the International Baccalaureate (IB) Program at Merivale
High School in regard to a “phased in” change to a non-semestered program
delivery model at Merivale High School and the establishment of an attendance
boundary for the District’s IB programs at Colonel By Secondary School and Merivale High School.
Superintendent Wiley and Principals Spidell and Fulton-Hale advised that
the IB implementation plan was established and included a consultation process
on switching to a non-semestered program delivery model, a later bell time, and the creation of attendance boundaries. There were two community consultation
sessions at Merivale High School with approximately 500 members of the
community, meetings with school councils, emails from the community, and a
meeting at Colonel By Secondary School to receive input.
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The feedback identified in the report is mixed with regard to the semestered and non-semestered program delivery model, with families living
outside of the Merivale community in favour of a non-semestered IB program
delivery model. Superintendent Wiley noted that staff have undertaken reviews of
other IB programs and how they are being delivered in school districts across the province. Colonel By Secondary School is ranked in the top 5% of the Americas and is a powerful non-semestered learning environment. Staff are recommending
a phased-in approach. Superintendent Wiley and Principal Fulton-Hale
acknowledged that current grade 8 students will experience a shift in program
delivery in their last year of high school. Superintendent Wiley noted that a geographic assessment was completed
to establish attendance boundaries for the IB program.
Superintendent Wiley advised that, based on community feedback, there is no recommendation, at this time, to change the current bell time at Merivale High School.
Moved by Trustee Blackburn,
A. THAT Merivale High School adopt a non-semestered program delivery model starting in September 2019 with the incoming grade 9 cohort coincident with the start of the IB
Program;
B. THAT a phased in approach of non-semestering continues with grade 10 becoming non-semestered in 2020-2021 and grades 11 and 12 becoming non-semestered in 2021-2022;
C. THAT the attendance boundary for the IB Program as
reflected in Appendix A to Report 18-064 be approved; and, D. THAT students living in the new Merivale High School IB
program boundary area who are eligible to enroll in the
program and have older siblings attending the Colonel By
Secondary School program be provided an option to also attend Colonel By Secondary School.
Trustee Blackburn noted that Merivale High School has been a community
high school for over 50 years and the introduction of the IB program will ensure
its long-term viability. Trustee Blackburn expressed support for with the decision to retain the current bell times; however, she expressed some concerns about the switch from a semestered to a non-semestered program delivery model.
During the ensuing discussion, the following points were noted:
• Trustee Schwartz noted that during her session at Colonel By Secondary School, parents expressed a preference for a non-
Report 21, Committee of the Whole - 8 - 05 June 2018
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semestered program delivery model. Staff agreed to provide additional information on the phase-in of the IB program regarding semestered
and non-semestered program delivery.
• Trustees Boothby and Fisher noted concerns about the current grade 8
students and the challenges they will face in grade 12 when they would be required to switch to a non-semestered program delivery model.
Staff agreed to provide information on transfer options for current
grade 8 students who will be required to switch to non-semestered in
grade 12;
• In response to a query from Trustee Olsen Harper with respect to the
number of students who would be in the grade 12 cohort in 2021-2022,
staff advised that there would be approximately 250 students;
• Associate Director Reynolds noted that students in a non-semestered program delivery model would not have an opportunity to take the next
level in a course until the following year. Students in a semestered
model may have an opportunity to reach back to pick up a course or
reach ahead in the same year, if required;
• In response to a query from Trustee Boothby on assessment and
evaluation in a non-semestered model, Principal Spidell advised that
report cards are distributed 3 times per school year. A variety of
techniques are used to evaluate progress, including tests, summatives,
and final exams. The instructional model of teaching and exams focus on themes and examples rather than memorization of facts. He
emphasized that critical thinking skills are most important; and
• Trustees Seward and Penny queried the options for students to transfer from non-semestered to semestered program delivery models.
Trustee Braunovan assumed the Chair.
Trustee Scott noted that the policy on student transfers is flexible. She suggested that if there is evidence to support that a students’ needs are better
met in a particular program delivery model, the Board could allow student
transfers.
Trustee Scott resumed the Chair.
• Trustee Seward urged the Board not to delay the implementation of the
IB program;
An amendment moved by Trustee Kavanagh, THAT the boundary for the International Baccalaureate program at
Merivale High School be extended north of Carling Avenue and
west of Sherbourne Road.
Trustee Kavanagh advised that parents of Woodroffe Avenue Public School students requested that the boundary be amended to permit their
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students to attend the IB program at Merivale High School. In response to a query from Trustee Schwartz, Manager Carty Ostafichuk agreed to provide a
map and information on the number of secondary students living in the area
north of Carling and west of Sherbourne Road.
Moved by Trustee Schwartz, THAT the following amendment be deferred to the Board meeting
on 25 June:
“An amendment moved by Trustee Kavanagh,
THAT the boundary for Merivale High School be extended north of Carling Avenue and west of Sherbourne Road.”
- Carried –
* * * Following a break at 9:00 pm, the meeting was called to order at 9:15 pm.
* * *
Discussion resumed on the main motion and the following points were noted:
• Student Trustee Alex MacDonald urged the Board to consult with the
current grade 8 cohort directly;
• Trustee Schwartz expressed concern that increasing enrolment at Merivale High School would have a negative impact on enrolment at
Colonel By Secondary School in the future. Staff agreed to provide
information regarding enrolment projections for Colonel By Secondary
School based on historical research and data;
• Director Adams advised that a second IB program is needed at
Merivale High School based on the number of applications to attend
Colonel By Secondary School; and
• Superintendent Wiley agreed to provide information from a previous report that supports the decision and need to implement a new IB
program.
In response to requests from several trustees, staff agreed to provide
additional information on space availability, staffing, and costs of delivering both semestered and non-semestered courses in 2021-2022.
Director Adams advised that, in order for the IB program to start at
Merivale High School in September 2019, the final decision needs to be made by
the end of June 2018. She agreed to provide additional information to support decision making at the Board meeting on 25 June 2018.
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At the request of Trustee Ellis, separate votes were held on Parts A, B, C, and D.
Moved by Trustee Blackburn,
A. THAT Merivale High School adopt a non-semestered program delivery model starting in September 2019 with the incoming grade 9 cohort coincident with the start of the IB
Program;
- Defeated –
B. THAT a phased in approach of non-semestering continues with grade 10 becoming non-semestered in 2020-2021 and
grades 11 and 12 becoming semestered in 2021-2022;
(Part B was declared moot with the defeat of Part A) C. THAT the attendance boundary for the IB Program as
reflected in Appendix A to Report 18-064 be approved;
(Attached is Appendix A) and,
- Carried –
D. THAT students living in the new Merivale High School IB
program boundary area who are eligible to enroll in the
program and have older siblings attending the Colonel By Secondary School program be provided an option to also attend Colonel By Secondary School.
- Carried –
c. Report 18-071, Proposed Strategic Planning Framework for 2019-2023
Your Committee had before it Report 18-071 to develop and obtain Board
approval of a framework and schedule for the Ottawa-Carleton District School
Board’s next strategic planning process. Executive Officer Giroux advised the report provides information on key
audiences and methods of receiving input and supporting documentation for the
consultation process. She added that the dates and timelines have been
established for the plan and a subsequent report, including a consultation plan, will be provided in September.
Moved by Trustee Schwartz,
THAT the Strategic Planning Framework set out in Appendix A of
Report 18-071 be approved.
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In response to queries from Trustee Ellis, Executive Officer Giroux clarified that there will be opportunities for trustees to review the consultation
plan, and suggest additions or deletions from the plan.
Student Trustee Alex MacDonald suggested that it is important to consult with students at the local level in addition to consulting with student trustees and the Student Senate.
In response to a query from Michael Bates, Executive Officer Giroux
advised that focus group sessions would include members of advisory committees.
Moved by Trustee Schwartz,
THAT the Strategic Planning Framework set out in Appendix A
of Report 18-071 be approved. (Attached as Appendix B) - Carried –
7. Reports from Statutory Committees
a. Report 6, Special Education Advisory Committee, 09 May 2018
Moved by Trustee Penny,
THAT Report 6, Special Education Advisory Committee, dated 09 May 2018, be received.
Trustee Boothby requested that the wording “and ITP” be removed from
the last paragraph in folio 96.
Moved by Trustee Penny,
THAT Report 6, Special Education Advisory Committee, dated
09 May 2018, be received, as amended.
- Carried – 8. Matters for Discussion:
a. Report 18-068, Measurement Report: Equity
Due to time constraints, trustees agreed that the Agenda Planning
Committee would discuss how this item would be addressed.
9. Adjournment
The 10:30 p.m. vote did not receive the required 2/3 majority and the meeting
adjourned at 10:30 p.m.
Lynn Scott, Chair, Committee of the Whole
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Recommended BoundaryNew Grade 9 to 12International Baccalaureate Program Attendance Boundary
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41
6
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UB
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CASTOR RD
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HIGHWAY 417
HIGHWAY 417
HIGHWAY 417
SH
E
A
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D CANA
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AS
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T
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D
Note: New I.B. Program will be introduced at Merivale H.S.with the program phasing in with Grade 9 in September 2019and progressing one grade per year thereafter.
Map 1 of 2
µ
See Map 2 of 2
Legend
Colonel By S.S.
Merivale H.S.
Appendix A to Report 21
Committee of the Whole, 05 June 2018
Recommended BoundaryNew Grade 9 to 12International Baccalaureate Program Attendance Boundary
!Merivale H.S.
HIGHWAY 417
B
A
N
K
S
T
CARLING A
VE
BASELINE RDRIVERS
IDE DRRICHMOND RDWALKLEY
R
D
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AIR
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DRALTA VISTA DRAL
B
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WOOD
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HUNT CL
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N
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D
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N
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VAL
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D
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DCAMPUS AVEAGINCOURT RDB
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D
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WIN
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CASSELS S
T
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F
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B
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FO
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ST
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WO
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D
S
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Note: New I.B. Program will be introduced at Merivale H.S.with the program phasing in with Grade 9 in September 2019and progressing one grade per year thereafter.
µ
Map 2 of 2Appendix A to Report 21
Committee of the Whole, 05 June 2018
STRATEGIC PLANNING FRAMEWORK
June 2018
Report 18-071 Strategic Planning Framework Page 1
Appendix B to Report 21,
Committee of the Whole, 05 June 2018
Strategic Planning Framework
1. A strategic plan is a road map that outlines the long-term goals of an organization
and outlines 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 that occurs throughout the life of the plan.
2. The Ottawa-Carleton District School Board (the “District”) 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 five-step process is proposed for the District.
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 review/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 ongoing performance evaluation processes
which will support the evaluation of the strategic plan and
realization of objectives and goal.
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Step One: Environmental Scan June – October 2018 4. The environmental scan is an analysis of the internal and external conditions, data
and factors that affect the District. The aim of the scan is to identify trends, gaps
and issues 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 District will include: (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.
The environmental scan is a quantitative research activity. The public consultation is
the qualitative research activity. The consultation will include on-line and in-person
discussion forums with parents, staff from across the District, federations, OCASC, school councils, advisory committees, community groups and students. The feedback from these consultations will be instrumental in developing the next stages
in the process. The consultation is usually November to January.
Step Two: Mission, Values, Vision November 2018 – February 2019 5. The review and/or development of mission, vision and value statements are 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?” 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 debate and
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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 District has a mission statement, which has been in place for the past three
plans. It will provide a starting point for the discussions about the District mission, vision and values. The current mission statement is:
“Educating for Success – Inspiring Learning and Building Citizenship”.
The District also has a current vision statement and 5 key priority areas in its current strategic plan that will provide a starting point for discussions on these components of the future plan. Working with the new Board, we will consider whether a new
mission statement is required and if so, develop language and options for
consideration.
Step Three: Objectives, Goals and Strategies Development January – February 2019
6. The core of a strategic plan is the development objectives, goals and strategies.
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 paths that an organization chooses to realize its goals.
The District 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 activities, actions or 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 and success 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 2019.
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Step Four: Implementation/Organizational Capacity Assessment February – March 2019
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 as
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 Department
and across the organization. The purpose of this stage of the process is not to address all of the organizational
and operational issues of the District, 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? (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 2019.
Step Five: Development and Release of the Strategic Plan April – May 2019 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 lifespan of the strategic plan will be three to five years. Drawing from the
previous steps in this process, the draft plan will be reviewed by the Strategic
Planning and Priorities Committee and approved by the Board. The final document
will be released to stakeholders, placed in venues to encourage public access and understanding, and integrated into the decision-making process internally.
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Step Six: Ongoing performance evaluation June 2015–June 2019 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 District currently has a process in place for establishing and reporting on the
annual goals that will support the evaluation of the strategic plan. These include the
annual Board and Senior Staff Planning session(s), the Board of Trustees and
Director evaluation processes, the annual goal setting process through the Director and Board work plans (in correlation with the annual Board Improvement Plan, the Special Education Plan and the annual budget process), and related measurement
reports.
The current goal setting and reporting structure will be reviewed and updated to reflect an increased commitment to measurable goals and to ensure proper monitoring on the annual goals and the strategic plan overall.
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.
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OCDSB Strategic Planning Framework
(Timelines Subject to Confirmation)
Environmental Scan
June-October 2018 Mission, Vision, Values Assessment November 2018- January 2019
Objectives, Goals and Strategies Development January – February 2019
Implementation/ Organizational Capacity Assessment February – March 2019
Final Drafting of Plan March – April 2019
Release of Draft Plan for comment April - May 2019
Approval of Plan by Board June 2019 Ongoing Performance Evaluation
June 2019 – June 2023
Strategic Planning Process
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