HomeMy WebLinkAbout9.1 Confirmation of Board Minutes, 28 March 2023BOARD PUBLIC MINUTES
Tuesday,March 28,2023,7:00 pm
Board Room
Administration Building
133 Greenbank Road
Ottawa,Ontario
Trustees:Alysha Aziz (electronic communication),Justine Bell (electronic
communication),Donna Blackburn,Donna Dickson,Lyra Evans,
Nili Kaplan-Myrth,Matthew Lee,Cathryne Milburn,Suzanne
Nash (electronic communication),Amanda Presley,Lynn Scott,
Tabarak Al-Delaimi (Student Trustee),Antong Hou (Student
Trustee)
Staff:Michele Giroux (Director of Education),Brett Reynolds
(Associate Director of Education),Randy Gerrior (Associate
Director,Business Operations),Prince Duah (Superintendent of
Instruction),Mary Jane Farrish (Superintendent of Instruction),
Janice McCoy (Executive Officer of Corporate Services),Paula
Hall (Superintendent of People,Culture and Leadership),Amy
Hannah (Superintendent of Instruction),Reg Lavergne
(Superintendent of Instruction),Shawn Lehman (Superintendent
of Instruction),James Proulx (Executive Officer,Information
Technology and Digital Transformation),Richard Sinclair
(General Counsel),Shannon Smith (Superintendent of
Instruction),Peter Symmonds (Superintendent of Learning
Support Services),Carolyn Tanner (Human Rights and Equity
Advisor),Teri Adamthwaite (General Manager,Finance),Stacey
Kay (Manager of Learning Support Services),Pamela LeMaistre
(General Manager,People,Culture and Leadership),Tom Thistle
(Environmental Management Coordinator
Facilities-Maintenance),Robert Melesky (Team Manager -
Facilities Physical Planning),Sandy Owens (Manager,Business
&Learning Technologies),Diane Pernari (Manager of
Communications &Information Services),Nicole Guthrie
(Manager,Board Services),Michael Guilbault (Central
Audio/Visual Technical Specialist),Marco Paladino (Training &
Support Specialist),Mellissa Applewaithe (Board/Committee
Coordinator)
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1.Call to Order -Chair of the Board
Chair Lyra Evans called the public meeting to order at 7:14 p.m.
2.Acknowledgement of Territorial Lands
Chair Lyra Evans acknowledged that the meeting is taking place on unceded
Algonquin Homelands and thanked the Algonquin Nations for hosting the
meeting on their land.
3.Approval of the Agenda
Trustee Lee requested that item 6,the report from the Committee of the Whole
(In Camera)be moved further down the agenda and that the Committee of the
Whole Budget items and Approval of Academic Staffing 2023-2024 be dealt with
after delegations and the Chair and Director briefings.
Moved by Trustee Lee,seconded by Trustee Presley,
THAT the agenda be approved,as amended.
Carried
4.Declarations of Interest
No declarations of interest were filed.
5.Delegations
5.1 Oral Delegations
5.1.a Nick Morabito,re Washroom Inclusion
Mr.Morabito noted his concerns regarding unsupervised access to
school washrooms for all community members regardless of sexual
orientation and provided suggestions for more secure washrooms.
Mr.Morabito suggested that school washrooms be retrofitted with
open-concept centre aisles and fully enclosed stalls on either side.
He advocated for doorless entryways to enable hallway security
cameras to monitor the common areas.
5.1.b Shannon Boschy,re Law and Policy
Mr.Boschy referenced Article II of the Canadian Charter of Rights
and Freedom and shared his concerns about freedom of
expression,the Ottawa-Carleton District School Board’s (OCDSB)
approach in addressing a conflict of human rights,and public media
use.
5.1.c Andy Boschy,re Protection of Transgender and Gender Diverse
Students
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Andy Boschy identified as transgender and spoke on the rights of
transgender students.He referenced a study from the Williams
Institute,University of California,
Andy Boschy noted that transgender students feel scared and
affected by negative comments against their community,particularly
on the internet.He noted that they should feel safe,respected and
dignified on school property and that the Ottawa-Carleton District
School Board (OCDSB)should train educators to handle situations
involving the victimization or hate of transgender students.
5.1.d Frances McRae,re Transphobia and Homophobia in Schools
Ms.McRae identified as the parent of two LBGTQ community
children attending OCDSB schools.She referenced statistics from
Statistics Canada,the University of Alberta and the University of
British Columbia that have identified increased levels of
cyberbullying,physical harassment and self-harming in LGBTQ
students.
Ms.McRae noted that proven key factors that make a positive
difference are inclusive curriculums,educational awareness,
supportive teachers and empathetic,respectful environments.
5.1.e Phoebe Qiao,re Transphobia
Ms.Qiao shared her lived experiences as a transgender woman
and noted concerns on issues that transgender women using male
washrooms may encounter.
Ms.Qiao expressed the general fear felt by transgender students,
noting that as a student,attending school and being accepted by
her peers had provided her with an escape from her home
environment.
5.1.f Sam Hersh,re Support for Transgender Students
Mr.Hersh stated that transgender people have the right to feel safe
and to exist with dignity,free from harm.He noted that transgender
people should be able to choose which washroom to use.
5.2 Written Delegations
Chair Lyra Evans noted that the written delegations were provided for
information.
6.Report from the Committee of the Whole (In Camera)
Vice-Chair Lee reported that the Board met in camera earlier this evening and
reports and recommends as follows:
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Moved by Donna Dickson
Seconded by Matthew Lee
THAT staff proceed as directed in Board in Camera with respect to a
Financial Matter related to the purchase of properties.
For (11):Alysha Aziz,Justine Bell),Donna Blackburn,Donna Dickson,Lyra
Evans,Nili Kaplan-Myrth,Matthew Lee,Cathryne Milburn,Suzanne Nash,
Amanda Presley,and Lynn Scott
Carried (11 to 0)
7.Briefing from the Chair of the Board
During the Briefing from the Chair of the Board,the following information was
provided:
●A selection committee created for the recruitment of the new Director of
Education is gathering input from the OCDSB community.Members of the
community are asked to complete the survey by 30 March 2023;and
●Several significant religious events are to take place in the community
including Ramadan,Eid al-Fitr celebrations,Passover and Easter.
8.Briefing from the Director
During the Briefing from the Director of the Board,the following information was
provided:
●April is Autism Awareness and Acceptance Month,offering the opportunity
to learn more about Autism Spectrum Disorder;
●The OCDSB is hosting a webinar called Social Media and Your Kids on 19
April 2023 in collaboration with MediaSmarts;and
●Nominations for Community Recognition Awards close on 7 April 2023.
9.Confirmation of Board Minutes
9.1 28 February 2023
Moved by Trustee Presley,seconded by Trustee Dickson,
THAT the Board Meeting Report dated 28 February 2023,be
confirmed.
Carried
10.Business Arising from Board Minutes
In response to a query from Trustee Scott on whether any plans were in place for
the management of Grade 9 and 10 exams in June 2023,Director Giroux noted
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that a review of best practices is in progress and that an update will be provided
to the Board in April 2023.
11.Matters for Action
11.1 Receipt of Committee of the Whole Reports
11.1.a 21 February 2023 COW Budget
Moved by Trustee Scott,seconded by Trustee Blackburn,
THAT the 21 February 2023 COW Budget Report be received.
Carried
11.1.b 28 February 2023
Moved by Trustee Scott,seconded by Trustee Kaplan-Myrth,
THAT the Committee of the Whole Report,dated 28 February
2023,be received.
Carried
11.1.c 7 March 2023
Moved by Trustee Blackburn,seconded by Trustee
Kaplan-Myrth,
THAT the Committee of the Whole Report dated 7 March 2023,
be received.
Carried
11.1.c.a Approval of Policy P.029.SCO Field Trips
Moved by Lynn Scott
Seconded by Nili Kaplan-Myrth
THAT the revisions to P.029.SCO Field Trips,attached as
Appendix A to Report 23-022,be approved (Attached as
Appendix A).
For (11):Alysha Aziz,Justine Bell,Donna Blackburn,Donna
Dickson,Lyra Evans,Nili Kaplan-Myrth,Matthew Lee,
Cathryne Milburn,Suzanne Nash,Amanda Presley,and
Lynn Scott
Carried (11 to 0)
11.1.c.b Approval of Recycling Programs in the OCDSB
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This was a non-consent item and when dealt with
later in the meeting,the following discussion ensued.
Moved by Trustee Lyra Evans,seconded by Trustee
Nili Kaplan-Myrth,
A.THAT the OCDSB implement a recycling and
composting program at every active school
and administration site by the end of the
2023-2024 school year.
B.THAT the OCDSB use these programs as an
opportunity to engage students in hands on
learning about composting and recycling in age
appropriate ways by the end of the 2024-2025
school year;and
C.THAT the District promote the program.
***Trustee Lee assumed the chair at 8:45 p.m.***
An amendment moved by Trustee Lyra Evans,
seconded by Trustee Presley,
THAT the word “mandatory”be inserted before the
word “recycling”in section A of the motion.
Moved by Trustee Presley,seconded by Trustee
Aziz,
THAT debate be closed.
Carried
An amendment moved by Trustee Lyra Evans,
seconded by Trustee Presley,
THAT the word “mandatory”be inserted before the
word “recycling”in section A of the motion.
Carried
Moved by Trustee Blackburn,seconded by Trustee
Dickson,
THAT the motion be deferred until the Board meeting
of 30 May 2023.
Moved by Trustee Kaplan-Myrth,seconded by
Trustee Presley,
THAT debate be closed.
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Carried
Moved by Trustee Blackburn,seconded by Trustee
Dickson,
THAT the motion be deferred until the Board meeting
of 30 May 2023.
Defeated
Trustee Scott requested that section A of the
recommendation be voted on separately from section
B and C.
Student Trustees Hou and Al-Delaimi requested that
they be included in a non-binding recorded vote.
***Trustee Lyra Evans resumed the chair***
Moved by Lyra Evans
Seconded by Nili Kaplan-Myrth
A recorded non-binding vote was held and the motion was
carried on the following division:
A.THAT the OCDSB implement a mandatory
recycling and composting program at every active
school and administration site by the end of the
2023-2024 school year.
For (8):Alysha Aziz,Lyra Evans,Nili Kaplan-Myrth,
Cathryne Milburn,Suzanne Nash,Amanda Presley,Tabarak
Al-Delaimi (Student Trustee),and Antong Hou (Student
Trustee)
Against (2):Donna Blackburn,and Donna Dickson
Abstain (2):Matthew Lee,and Lynn Scott
Carried (8 to 2)
Moved by Lyra Evans
Seconded by Nili Kaplan-Myrth
A recorded non-binding vote was held and the motion was
carried on the following division:
B.THAT the OCDSB use these programs as an
opportunity to engage students in hands on
learning about composting and recycling in age
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appropriate ways by the end of the 2024-2025
school year;and
C.THAT the District promote the program.
For (11):Alysha Aziz,Donna Dickson,Lyra Evans,Nili
Kaplan-Myrth,Matthew Lee,Cathryne Milburn,Suzanne
Nash,Amanda Presley,Lynn Scott,Tabarak Al-Delaimi
(Student Trustee),and Antong Hou (Student Trustee)
Against (1):Donna Blackburn
Carried (11 to 1)
Moved by Lyra Evans
Seconded by Nili Kaplan-Myrth
A.THAT the OCDSB implement a mandatory
recycling and composting program at every active
school and administration site by the end of the
2023-2024 school year;
For (6):Alysha Aziz,Lyra Evans,Nili Kaplan-Myrth,
Cathryne Milburn,Suzanne Nash,and Amanda Presley
Against (1):Donna Blackburn
Abstain (3):Donna Dickson,Matthew Lee,and Lynn Scott
Carried (6 to 1)
Moved by Lyra Evans
Seconded by Nili Kaplan-Myrth
B.THAT the OCDSB use these programs as an
opportunity to engage students in hands on
learning about composting and recycling in age
appropriate ways by the end of the 2024-2025
school year;and
C.THAT the District promote the program.
For (11):Alysha Aziz,Justine Bell,Donna Blackburn,Donna
Dickson,Lyra Evans,Nili Kaplan-Myrth,Matthew Lee,
Cathryne Milburn,Suzanne Nash,Amanda Presley,and
Lynn Scott
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Carried (11 to 0)
11.1.d 27 March 2023,COW Budget (oral report)
Trustee Blackburn provided the oral recommendation from the 27
March 2023 Committee of the Whole Budget meeting.
11.1.d.a Approval of Academic Staffing 2023-2024
This was a non-consent item and when dealt with
later in the meeting,the following discussion ensued.
Moved by Lynn Scott
Seconded by Donna Blackburn
THAT the Academic Staffing Plan for 2023-2024,as set
out in the Addendum and Appendices A,B and C to
Report 23-026 be approved,subject to adjustments
related to fluctuation in projected and actual enrolment
(Attached as Appendix B,C,D,and E).
For (9):Alysha Aziz,Justine Bell,Donna Blackburn,Donna
Dickson,Nili Kaplan-Myrth,Matthew Lee,Cathryne Milburn,
Suzanne Nash,and Lynn Scott
Against (1):Lyra Evans
Abstain (1):Amanda Presley
Carried (9 to 1)
12.Matters for Discussion
12.1 Report from OPSBA Representatives (if required)
Trustee Scott provided an update on OPSBA.
13.Matters for Information
There were no matters for information.
14.New Business --Information and Inquiries
In response to a request from Trustee Presley,Chair Lyra Evans agreed to
prepare a letter to the Ministry of Education advocating for additional funding for
the Ottawa-Carleton District School Board.
15.Adjournment
The meeting adjourned at 9:42 p.m.
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Lyra Evans,Chair of the Board
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POLICY P.029.SCO
TITLE:FIELD TRIPS
Date Authorized: 15 May 1998
Last Revised: XX XXX XXXX
Last Reviewed: XX XXX XXXX
COMMITMENT TO INDIGENOUS RIGHTS, HUMAN RIGHTS, AND EQUITY
The Board recognizes its responsibility to ensure that this policy and associated procedures promote
and protect Indigenous rights, human rights, and equity, and strives to address and eliminate racism
and structural and systemic barriers for students, staff, and the community.
1.0 RATIONALE
To provide equitable access to Field Trips for OCDSB students throughout all OCDSB schools
to broaden their knowledge and enhance their learning while ensuring the safety of students
and staff in accordance with the Education Act.
2.0 DEFINITIONS
Please refer to Appendix A for a list of definitions of terms used in this policy.
3.0 POLICY
3.1 The Board supports the inclusion of safe and inclusive Field Trips in all schools to
broaden the knowledge of students and enhance their learning.
4.0 SPECIFIC DIRECTIVES
3.2 All policies of the Board, including Policy P.125.SCO School District Code of Conduct,
Policy P.147.GOV Human Rights and P.121.GOV Accessibility shall apply to all Field
Trips.
3.3 All Field Trips shall:
a) support student learning;
b) be offered at a minimal to no costs to students;
-1-P.029.SCO
Appendix A to Board-28 March 2023
c)support the inclusion of all students through equitable access without
discrimination based on Protected Grounds;
d)ensure the safety of all students, and to the extent possible, identify and mitigate
any foreseeable risks; and
e)be governed by all OCDSB policies and procedures.
3.4 The District shall provide, to the point of Undue Hardship, reasonable Accommodations,
including financial subsidies and specialized transportation to allow all students to
participate fully and equitably in field trips.
3.5 Prior written consent shall be obtained from parents/guardians prior to the participation
of students on field trips unless the student is considered an Adult Student.
3.6 Schools may approve fundraising activities (in keeping with Board Policy P.052.SCO:
Fund-Raising in Schools) to support field trips.
3.7 The Director of Education is authorized to issue such procedures as may be necessary
to implement this policy, including:
a)the process and criteria for determining the suitability of field trips;
b)the process for approving field trips;
c)the process and form for obtaining parent/guardian consent;
d)ensuring equitable access for all students; and
e)the process for engaging school councils in the planning of field trips.
5.0 APPENDICES
Appendix A: Policy Definitions
6.0 REFERENCE DOCUMENTS
Education Act
OCDSB Policy P.026.SCO: Student Suspension and Expulsion
OCDSB Policy P.032.SCO: Safe Schools (Managing Student Behaviour)
OCDSB Policy P.052.SCO: Fund-raising in Schools
OCDSB Policy P.108.SCO: Care for Students with Severe,or Life-threatening Medical
Conditions
OCDSB Policy P.121.GOV: Accessibility
OCDSB Policy P.125.SCO: School District Code of Conduct
OCDSB Policy P.147.GOV: Human Rights
OCDSB Procedure PR.521.SCO: Safe Schools
-2-P.029.SCO
OCDSB Procedure PR.515.SCO: Student Suspension and Expulsion
OCDSB Procedure PR.523.SCO: Student Substance Abuse
OCDSB Procedure PR.525.SCO: Weapons
OCDSB Procedure PR.673.SCO: Field Trips - Day
OCDSB Procedure PR.674.SCO: Field Trips - Overnight
OCDSB Procedure PR.683.SCO: Field Trips - International
-3-P.029.SCO
APPENDIX A: POLICY DEFINITIONS
In this policy,
Accommodation means making an adjustment, providing support, or making exceptions to remove
Barriers on Protected Grounds to ensure fair and equitable access, treatment, and inclusion. This
enables a person to participate equally and perform to the best of their abilities when learning,
working, or accessing services. The duty to accommodate is a legal obligation that exists to the point
of Undue Hardship.
Adult Student means a student who is 18 years of age,or 16 or 17 and has withdrawn from parental
control.
Board means the Board of Trustees.
Discrimination means any form of unequal treatment based on a protected ground, whether
imposing extra burdens or denying benefits. It may be intentional or unintentional. It may involve
direct actions that are discriminatory on their face, or it may involve rules, practices or procedures that
appear neutral, but disadvantage certain groups of people. Discrimination may take obvious forms, or
it may happen in very subtle ways. Even if there are many factors affecting a decision or action, if
discrimination is one factor, that is a violation of this policy.
Discrimination may happen because of perceptions about a person based on a protected ground or
because of association with a person or group with characteristics of a protected ground. Engaging in
hate-related behaviour is a type of discrimination.
Forms of discrimination include (see Appendix B for examples):
a)direct, indirect, subtle and constructive/adverse effect discrimination;
b)harassment;
c)sexual and gender-based harassment;
d)poisoned environment; and
e)systemic discrimination.
District means Ottawa-Carleton District School Board.
Field Trips means any school organized activity, whether curricular or extracurricular, that takes
students off school property and is supervised by school staff.This includes reciprocal student
exchanges and excursions and does not include competitive athletics.
Protected Ground means the attributes or characteristics upon which discrimination is prohibited
under both the Code and by the OCDSB. The following grounds are Code-protected:
a)citizenship;
-4-P.029.SCO
b)race;
c)place of origin;
d)ethnic origin;
e)colour;
f)ancestry;
g)disability (including mental, physical, developmental or learning disabilities);
h)age (18 years of age or older);
i)creed (religion);
j)sex (including pregnancy and breastfeeding);
k)family status (such as being in a parent child relationship);
l)marital status (including married, single, widowed, divorced, separated or living in a conjugal
relationship outside of marriage, whether in a same-sex or different-sex relationship);
m)sexual orientation;
n)gender identity;
o)gender expression;
p)record of offences (in employment only and including a criminal conviction for a provincial
offence, or for an offence for which a pardon has been received); and
An additional ground protected from discrimination by the OCDSB is:
q)socio-economic status.
Undue Hardship means the point at which the legal duty to accommodate ends based on an
objective assessment of only three factors: (i) costs, (ii) outside sources of funding (if any), and (iii)
health and safety considerations (if any) of the proposed Accommodation.
-5-P.029.SCO
Appendix B to Board - 28 March 2023
ACADEMIC STAFFING REPORT
2023-2024
Updated March 24, 2023
Introduction
1.Academic Staffing Plan –Overview
This document sets out the elementary and secondary academic staffing plan for the
2023-2024 school year.Academic staffing includes school based positions such as
classroom teachers,special education teachers,English as Second Language (ESL)
teachers,guidance teachers and teacher-librarians.It also includes system or
central positions such as special education consultants,instructional and equity
coaches,principal and vice principal allocations.
Academic staffing consists of classroom teaching positions and discretionary
academic positions.
●Classroom teaching positions are generated either by regulation (Ontario
Regulation 132/12,Class Size)or by staffing formulae in the elementary and
secondary collective agreements,representing approximately 81%of elementary
teaching positions and 88%of secondary positions.
●Discretionary academic positions include those assigned to support Indigenous
education,special education and English as a Second Language programs,and
centrally assigned positions in various departments,such as instructional and
equity coaches.
The academic staffing plan is the first step of the annual budget process.The
staffing timelines are established in collective agreements and are based on
timelines necessary to plan timetables and assign staff for the upcoming school
year.Unfortunately,the Ministry often does not release the Grants for Student
Needs (GSN)in alignment with academic staffing timelines.This means that the
Board is required to make academic staffing decisions before there is a full
understanding of the budget reality for the upcoming school year.This is not a
significant issue for formulae driven staff positions,but it can be problematic for
forecasting discretionary academic staffing positions.
This year,staff is recommending an academic staffing plan for 2023-2024 that
includes an overall reduction of 21.23 full-time equivalent (FTE)positions in our
discretionary staffing allocation due to the current budget deficit.
The District was advised by the Ministry on March 24,2023 that the Supports for
Students Fund (SSF)is expected to continue for the 2023-2024 school year and we
should plan for this funding consistent with the previous use.This was welcome
news,as that funding provides 32 positions;21 elementary academic full-time
equivalent (FTE)and 11 secondary academic FTE positions.
Following the approval of academic staffing by the Board,it is possible to add
positions as part of other budget deliberations,but it is not possible to decrease
positions in some areas.This is because teachers cannot be declared surplus after
a certain date.The surplus date is May 1 for elementary teachers and the second
Monday in May for secondary teachers.
Addendum to Report No.23-026 Page 1
2.Enrolment Projections
Enrolment for 2023-2024 is projected to be stable at secondary and increase slightly
at elementary relative to last year ’s projected and actual enrolments.
The number of classroom teaching positions required each year is tied directly to
student enrolment.The academic staffing plan is developed based on preliminary
enrolment projections,which means that classroom positions are subject to change
as enrolment figures are adjusted.Projections are monitored and updated
throughout the early spring and actual enrolments are confirmed in September.
Formal enrolment count dates for purposes of funding are submitted as of October
31 and March 31 each year.
Enrolment projections have historically been within 1%to 2%of actual enrolments at
the system level;however,there can be greater fluctuation at the school level and
this can impact class sizes and overall staffing levels.The number of classroom
teaching positions is then adjusted to reflect changes in actual enrolment and to
meet regulated class sizes and/or collective agreement requirements,without
seeking further Board approval.
3.Class Size Regulations
Ontario Regulation 132/12 sets out the class size requirements that apply to
elementary and secondary classes.Class sizes for specialized program classes are
subject to distinct regulatory caps,differentiated by exceptionality,as set out in
Ontario Regulation 298,Operation of Schools –General.
Division Summary of Regulatory Requirements
(Ontario Reg.132/12)
Funding
Divisor
Kindergarten
does not include
Early Childhood
Educator (ECE)
allocation
26.0 maximum board-wide average class
size 25.57
29.0 class size limit for all boards (hard
cap)
32.0 up to 10%of classes may exceed the
hard cap,under certain conditions*
Grades 1 –3
20.0 at least 90%of classes must have this
limit or fewer students 19.80
23.0 class size limit for all school boards -
hard cap
23.0 class size limit for mixed grade
classes -hard cap (primary and junior
students,eg.grade 3-4)
Addendum to Report No.23-026 Page 2
Grades 4 -8
24.5 maximum board-wide average class
size 24.50
Grades 9 -12
23.0 maximum board-wide average class
size 23.00
*Conditions that allow for increases to Kindergarten class size include:
a.lack of purpose-built accommodation;
b.where a program will be negatively impacted (eg.French Immersion);and/or
c.where compliance will increase Kindergarten/grade 1 combined classes.
As an example of how the regulation affects staffing levels,student enrolment
projections are 26,958 for junior-intermediate (Grades 4 to 8)next year.Applying
the regulated class size average,this means the District will have a minimum of
1101 junior-intermediate classrooms next year,and a corresponding number of
classroom teachers.
The calculation of the number of primary classrooms is more complicated because it
provides for class size maxima.The projected enrolment for grades 1 to 3 students
next year is 14,521;applying the funding ratio of 18.99 generates 765 primary
classrooms,requiring a minimum of 765 classroom teachers.Primary class
positions are allocated on a school by school basis,depending on the projected
enrolment for each school,to ensure they meet the class size maxima.A similar
process is followed for kindergarten classes,where there is both a system average
(26)and a class size maximum (29).
The requirement to meet the regulated class size does not apply throughout the
school year,but rather is tied to a particular date near the beginning of the school
year.
4.Collective Agreement Provisions
In addition to staffing timelines,the elementary and secondary collective agreements
contain provisions that affect the number of teaching positions:
Elementary Collective Agreement Secondary Collective Agreement
●Article L27.01,Preparation Time:
○Each full-time teacher is entitled
to a minimum of 240 minutes of
preparation time in each five
day cycle
●Article L26,Staffing:
○L26.04,1.0 FTE Staffing
Resource
●Letter of Understanding:
●Article L21.03,Staffing and Working
Conditions:
○Basic Staffing Entitlement (BSE)
(classroom teachers)–23:1 (or
the regulated class size average)
○Teacher Librarians –1 per
school;
○Guidance Teachers –2.6 FTE
per 1000 ADE;and
Addendum to Report No.23-026 Page 3
○0.5 FTE Health and Safety
Release Officer
○Learning Support Teachers –
1.41 FTE per 1000 ADE
●Article L24,Secondary Staffing
Committee:
○0.67 FTE Staffing Resource
The requirement to provide elementary teacher preparation time means that
additional staff is required to cover the classroom teacher during their scheduled
preparation time.The 240 minutes equates to an additional 0.19 FTE for each
classroom teacher.Teachers who are not assigned directly to classrooms do not
require additional staffing as their preparation time can be built into their regular
timetable.
5.Total Academic Staffing Plan -Summary
●3292.33 FTE elementary teaching positions are proposed,of which 2669.34
FTE are required by the collective agreement (eg.preparation time)or
legislation (Appendix A);and
●1692.34 FTE secondary teaching positions are proposed,of which 1456.00
FTE are required based on the collective agreement staffing formulae
(Appendix B).
●The allocation for principals and vice-principals is explained in paragraph 18.
Elementary
(FTE)
Secondary
(FTE)
Required Academic Staffing
(includes basic classroom,prep time &collective
agreement requirements)
2669.34 1456.00
Discretionary Academic Staffing
Recommended Reductions1
636.56 243.50
-13.57 -7.162
Total Academic Staffing 3292.33 1692.34
Total Staffing Costs $352M $176M
1The recommended reductions in discretionary teacher staffing represents less than
0.50%of the overall academic staffing FTE.
2This does not include the 0.50 reduction to central principal as it is only reflecting
teaching positions.More detailed information about the costs and allocations for
academic staffing is included in the addendum to this report.
Classroom Staffing
6.Elementary Basic Classroom Allocation
The elementary classroom allocation for 2023-2024 is 2667.84 FTE,which is 152.26
FTE higher than the number approved for 2022-2023.(This figure does not include
the 1.5 FTE for collective agreement based positions.)This figure includes positions
Addendum to Report No.23-026 Page 4
required to meet current Ministry class size requirements for Kindergarten,primary
(grades 1 to 3),junior intermediate (grades 4 to 8),and the collective agreement
mandated preparation time for classroom teachers.These positions are funded
through the Grants for Student Needs (GSNs)school operations grant that uses a
funding formula aligned with the class size regulation.
Elementary Basic Classroom Allocation vs.Last Year
2022-2023 2023-2024 Delta
FTE 2515.58 2667.84 +152.26
Needs Allocation
In addition to the above positions,31.0 FTE positions are included as a “needs
allocation.”This allocation is used to address a multitude of unique staffing issues
that can arise through the staffing process.For example,14.0 FTE of these
positions are used to ensure the mandated preparation time under the collective
agreement can be met.The remaining 17.0 FTE are discretionary and are allocated
to schools over and above their basic allocation,for various reasons.For example,
a small allocation of needs may be granted to support a timetabling anomaly,to
avoid an awkward surplus situation or to alleviate class size pressures that emerge
through the fall,after the reporting date.The allocation is determined by the People,
Culture and Leadership team in consultation with senior staff,principals and the joint
staffing committee.
7.Other School-Based Elementary Supports
In addition to the elementary basic classroom allocation,there are 20.0 FTE
positions funded to support intermediate students to prepare for the transition to
secondary school.These positions are funded specifically as part of the elementary
pupil foundation grants and no change is anticipated to this funding for next year.
As part of the Learning Disability Specialized Intervention Program (LDSIP),
students experience a partially integrated model.A contingency of 4.76 FTE
positions is established and used,as required,to create additional classes in the
schools where the programs are located to mitigate the pressure in large integrated
classrooms.Since these positions are used to staff additional regular classrooms,
they are funded outside of special education.
8.Secondary Basic Classroom Allocation
The classroom allocation for 2023-2024 is projected to be 1301.67 FTE,
approximately 39.33 FTE more than the number approved for 2022-2023.This
represents the basic allocation generated by calculating the number of full-time
classroom teachers required to meet the class size average of 23:1 based on the
projected average daily enrollment (ADE).
Secondary Basic Classroom Allocation vs.Last Year
2022-2023 2023-2024 Delta
Addendum to Report No.23-026 Page 5
FTE 1262.34 1301.67 +39.33
An additional 20.0 FTE is allocated each year to ensure that all staffing requirements
under the collective agreement are being met on the verification date of September
30.
9.Other Mandated School-Based Secondary Staffing
The chart below identifies the other school based secondary teaching positions
required by the collective agreement:
Secondary
Required by Collective Agreement FTE
Library 25.00
Guidance 64.00
Total 89.00
10.Student Success
Student success positions are allocated across all secondary schools.At this time,
the base of 30 FTE non-discretionary student success positions remains in place for
next year.
11.Secondary Program Overlay Positions
The secondary program overlay positions are used for extra sections to support
specific programs or initiatives.Appendix B provides a list of current program
overlays,including the School Within a College program offered in partnership with
Algonquin College,the teacher assigned to the Youth Services Bureau,and teachers
assigned to support the Urban Aboriginal Program.Appendix B shows a total of
19.33 FTE overlay positions that are in place this year.
12.Alternate Programs
Staffing for the four secondary alternate programs is provided through the basic
staffing complement generated by the staffing formula in the collective agreement.
13.Adult High School
Adult High School enrolment includes both students who are under 21 (but over 18)
as well as those who are over the age of 21.For staffing purposes,each of these
cohorts is considered separately,to align with the differences in the way funding is
provided.Specifically,students attending Adult High School who are under 21 are
included as part of the larger student enrolment for the purpose of generating the
basic classroom complement.Additional staffing is generated to support students
over the age of 21 based on a discretionary formula (currently 30:1).This year ’s
proposed allocation of 33.17 FTE to support the cohort of students over 21 is the
same as previous years,but will be adjusted upwards or downwards through the
spring as the over 21 enrolment at Adult High School becomes clearer.
Addendum to Report No.23-026 Page 6
English as a Second Language (ESL)Staffing
14.The District allocates teaching positions each year to support English Language
Learners (ELL)attending its elementary and secondary schools.There are no
contractual or regulatory requirements dictating the number of ESL teaching
positions.The number of positions assigned to support the District ESL program is
based on the current and projected number of ELL students,and their relative
needs.The Family Reception Centre (FRC)supports the assessment and
placement of students whose first language is not English.
a.Elementary ESL
There are currently a total of 97.25 FTE ESL positions allocated,which includes
89.25 FTE positions directly providing support in schools.There are no
additional positions being recommended in this area for 2023-2024.
b.Secondary ESL
The current allocation to support ELL is 33.17 FTE,which includes 25.17
positions assigned to directly support ESL/ELD students in secondary schools,
2.0 FTE ESL Central Orientation Class positions located at the Adult High
School,and 6.0 FTE ESL itinerant teachers.OCENET also provides additional
staffing to support international students attending OCDSB schools.
Special Education Staffing
15.The model for the delivery of special education programs and services is established
by each school district as approved annually in the Special Education Plan.Across
the province,a wide range of program delivery options exist to support similar
student learning profiles in each district.The OCDSB has a long history of allocating
a significant amount of the special education budget to fully self-contained special
education classes or specialized program classes.These types of classes have
class size maximums based on the learning profile of the students (e.g.,a
specialized program class for students with severe learning disabilities may not
exceed eight pupils).
While low ratio classes can provide enhanced staffing resources in some cases,
schools are continually impacted by lack of qualified staff and high staff turnover in
some specialized program classes.Additionally,this approach can separate
students from their home communities,significantly increase transportation time to
and from school,provide a more restricted range of peers and a higher ratio of
students presenting with complex needs in a congregated setting.Among other
complexities are the costs for transportation and challenges associated with
accommodation of programs in all schools (i.e.as schools in the south and west do
not have room for additional classes,those schools with additional classroom space
tend to host more specialized program classes).The current referral model requires
an intensive investment of professional student support (i.e.,psychology,
speech-language pathology)in order to complete formal assessments which then
Addendum to Report No.23-026 Page 7
reduces the time that can be allocated to supporting students in classrooms and
building capacity of educators.
In some districts,there are none or very few fully self-contained classrooms and all
students are supported in regular classrooms in their community school.Other
districts offer a model that provides many fully self-contained classrooms or offer
specialized classes that accommodate a select range of learning profiles (e.g.
focusing exclusively on significant cognitive impairment or complex presentations of
autism)versus the OCDSB model which provides exceptionality specific support for
all exceptionalities (except for Blind/Low Vision which is an entirely integrated
model).Further,we are increasingly understanding that student profiles are
complex and often overlap in various ways (e.g.students can often have co-existing
exceptionalities such as Learning Disability with Autism).
According to the grant regulations,all of the funding provided within the special
education envelope must be allocated to support special education programs and
students through staffing and other resources.The OCDSB has consistently
budgeted and spent more to support special education than the funding envelope
provides.
The current budget process affords an opportunity to reflect and reframe the
District’s approach to special education programming.In doing so,careful
consideration needs to be given to staff capacity,appropriate support and current
educational research.However,the recommended changes below reflect some of
the learning that has occurred over the last several years to initiate some slight shifts
in approach.
a.Elementary Special Education
There are currently 450.55 FTE special education teaching positions,which are
broken down in the chart below.The number of elementary special education
teachers is,in general,subject to local discretion,as there are no specific
regulatory or collective agreement formulae.
The largest groups of special education teacher supports are the Learning
Support Teachers (LSTs)at the elementary and secondary levels and Learning
Resource Teachers (LRTs)in the elementary panel.These positions are
allocated to all schools based on consideration of various factors including,for
example,school enrolment,programs offered at the school,grade configurations,
and needs.The role of these teachers is primarily to support students identified
with special education needs in regular classrooms although their responsibility
extends to supporting specialized program classes if present in the school.
Learning Support Consultants (LSCs)provide direct support to schools and
families.While not exhaustive,their responsibilities include liaising between
schools and central supports,specialized program class support,Individual
Education Plans (IEPs),acquisition of Specialized Equipment Amount (SEA),
safety plans,behaviour management plans in complex situations and are key
members of the school-based multi-disciplinary team.
Addendum to Report No.23-026 Page 8
Itinerant Social Emotional Learning Teachers (SELTs)provide additional support
to schools experiencing challenges related to exceptional student behaviours,
including developing strategies and building capacity at the school level.SELTs
were established when the Support for Students Fund (SSF)was first allocated
to school districts.The OCDSB has come to understand the benefit of this layer
of support.While also Behaviour Management Systems (BMS)trainers,SELTs
support complex situations that might otherwise result in suspension or exclusion
while helping the student to develop prosocial skills and behaviours and
coaching/modeling for teachers,EAs and Early Childhood Educators.
Elementary Special Education
Teaching Positions
Current
FTE
Recommended
Changes
Specialized Program Classes (including prep)165.55 -3.57
Learning Support Teachers (LST)116.50
Learning Resource Teachers (LRT)122.50
Learning Support Consultants (LSC)13.00 -2.00
Itinerant Learning Disabilities (LD)Teacher 1.0
Itinerant Autism Spectrum
Disorder/Developmental Disabilities Teacher
3.0
Itinerant Teacher of Assistive Technology (ITAT)4.0
Social Emotional Learning Teachers (SELT)3.00
Hearing and Visual –Specialist Teachers 22.00
Total 450.55 -5.57
Recommended Changes
A reduction of 2.0 FTE elementary Learning Support Consultant (LSC)positions
is recommended.In order to minimize the impact to schools,the workload will be
redistributed among the remaining LSCs as well as prioritizing where their time is
devoted.
Elementary Specialized Program Classes
While the vast majority of students with special education needs are supported in
the regular classroom at the elementary level,there are 11 types of specialized
program classes that support students with specific exceptionalities and/or
learning profiles.A total of 146 elementary specialized program classes are
currently offered and are distributed across 66 school sites.
The District operates 10 Primary Special Needs (PSN)specialized program
classes.These classes support students in grades 1 to 3 who are experiencing
difficulties in learning and adaptive skills.Students at this young age present
Addendum to Report No.23-026 Page 9
with a broad range of developmental abilities.However,a student who enters a
PSN at 6 or 7 years of age will typically spend their remaining academic careers
in a specialized program class.The District’s renewed focus on reading skills
and developmentally appropriate programming for students in regular classes
can support these students quite well.
By reducing 3.57 FTE (including preparation time)PSN teachers,the District is
afforded the opportunity to work toward supporting students in a more inclusive
way by opening up new pathways at secondary that will allow for some credit
attainment and help to open doors for students post-graduation (see section on
secondary specialized program classes).Additionally,delaying the decision to
place a student in a specialized program class may alter trajectories/pathways by
allowing these decisions to be made at a time when the diagnostic impression of
the students becomes more clear.
b.Secondary Special Education
There are currently 150.67 FTE special education teaching positions,which can
be broken down as follows (see chart below).
As part of a school team of support staff (i.e.,Student Success Teachers,
Guidance),Secondary Learning Support Teachers (LSTs)support students with
special education needs in their schools through the provision of a resource
room,writing IEPs,and in-class support,as well as support for destreaming.
Secondary Special Education
Teaching Positions
Current
FTE
Recommended
Changes
Required by Collective Agreement
Learning Support Teachers (LST)34.67
Discretionary Positions
Learning Support Teachers (LST)
Specialized Program Classes
Learning Support Consultants (LSC)
Itinerant Teacher of Assistive Technology (ITAT)
5.83
104.17
4.00
2.00
-5.83
+4.67
Total 150.67 -1.16
Recommended Changes
As not all secondary schools are allocated discretionary LST sections,the
reduction of these sections will require some schools to adjust their special
education delivery model,as well as alternative ways to support inclusive
classrooms.Program and Learning (PAL),along with Learning Support Services
(LSS)and Innovation and Adolescent Learning (IAL),will continue to work
together to support educators in inclusive classrooms.Some of this support
includes releasing school teams (e.g.,administrators,department heads,student
success teachers)to participate in professional learning opportunities.
Addendum to Report No.23-026 Page 10
c.Secondary Specialized Program Classes
At the secondary level,there are 10 types of specialized program classes that
support students with specific exceptionalities and/or learning profiles.While the
majority of students with special education needs are supported in regular
classrooms/courses,approximately 80 secondary specialized program classes
are offered and these are distributed across 23 sites.
Over the last several years,a large number of specialized program classes to
support students with autism spectrum disorder (ASD)have been added at the
elementary level.In order to accommodate the large number of elementary
students entering the secondary panel,an additional 2.67 secondary academic
FTE (including preparation time)are required to support the addition of two
additional secondary ASD specialized program classes.It is important to note
that ASD classes are also supported by 2.0 FTE EAs per class (i.e.,4.0 FTE
EAs)which will need to be considered as part of the overall board budget.
The District also has a large number of students entering the secondary panel
who are in the elementary General Learning Program (GLP).Students with this
learning profile are served in a variety of ways.Traditionally,some of these
students move to their community high school or to one of the adaptive high
schools while others continue to be supported in secondary GLP classes.
Aligned with current academic literature evaluating the impact of congregated
programming for students with mild intellectual disability,the District has begun to
explore providing a partially integrated pathway that would allow students to earn
credits in inclusive courses (e.g.,destreamed course,L-level pathways)while
also receiving support in a special education class for a portion of the day.
In order to continue to scale up this pathway,it is recommended that an
additional 12.0 discretionary secondary sections (equivalent of 2.0 FTE
secondary teaching staff)be added to allow for some flexibility in providing
support to students in this partially integrated model.
Centrally Assigned Academic Staff
16.Elementary Central Staff
The current allocation for elementary central academic positions is outlined in the
chart below:
Elementary Central Staff Current
FTE
Recommended
Changes
Mandatory Positions (Collective Agreement)
Staffing Committee Resource (OCETFO &OCDSB)
Health and Safety Resource (OCETFO &OCDSB)
1.00
0.50
Discretionary Positions
Business &Learning Technologies (B<)Coach
Instructional &Equity Coaches
2.00
26.00
-1.00
-7.00
Addendum to Report No.23-026 Page 11
Elementary Central Staff Current
FTE
Recommended
Changes
Mandatory Positions (Collective Agreement)
Staffing Committee Resource (OCETFO &OCDSB)
Health and Safety Resource (OCETFO &OCDSB)
1.00
0.50
Itinerant Indigenous Education Teachers 2.00
Total 31.50 -8.00
Recommended Changes
The proposed reduction in the number of coach positions will change from 30.50 to
22.50.This District will continue the instructional coach model,but will shift from
specific instructional areas (technology,science,arts,literacy,numeracy).Program
and Learning will work with other departments,schools and partners to develop a
less siloed,more generalist model at the elementary level and will provide more
opportunities for cross-curricular support while still aligning with District identified
areas of greatest need.
17.Secondary Central Staff
The current allocation for secondary central academic positions is outlined in the
chart below:
Secondary Central Staff (2021-2022)FTE Recommended
Changes
Mandatory Positions
Staffing Committee Resource (OSSTF &OCDSB)0.67
Discretionary Positions
Business &Learning Technologies Consultant
Instructional &Equity Coaches*
1.00
18.00 -6.00
Total 19.67 -6.00
*Includes increase of 1.0 FTE for Jewish Equity Coach position,approved by Board in January
2023.
Recommended Changes
At the secondary level,the total proposed reduction in instructional coaches is 6.0,
which would result in a complement of 13.67 secondary instructional coach
positions.Similar to the elementary coach model,these positions currently tend to
be specialist positions (science,arts,numeracy,co-op,guidance)and the delivery
model will be reimagined.Given some of the highlights in the recent provincial
budget,it is possible that school districts may see some targeted funding for
secondary programming related to skilled trades,co-operative education and career
planning.
Addendum to Report No.23-026 Page 12
Principals and Vice-Principals
18.The Board is not required to approve staffing levels for principals and vice-principals
prior to the budget process;however,the proposed staffing for administrators is
included as many vice-principals have teaching responsibilities and the allocation of
vice-principals should occur at the same time as other staffing to facilitate the
creation of teaching assignments and timetables.As a result,the Board normally
approves staffing levels for principals and vice-principals as part of the
decision-making for academic staffing.
The current allocation for principals and vice-principals is as follows:
Current School Administration Current FTE Recommended
Changes
School Based Principals
Elementary Schools
Secondary Schools
114.50
27.00
+1.00
+0.50
School Based Vice-Principals
Elementary
Secondary
59.75
50.00
+1.00
+0.50
Centrally Assigned Principals 15.00 -0.50
Centrally Assigned Vice-Principals 1.00
Total Principals 156.50 +1.00
Total Vice-Principals 110.75 +1.50
TOTAL 267.25 +2.50
Recommended Changes
The number of principal and vice principal allocations will increase by 0.5 FTE
(principal)and 1.0 FTE (vice principal)to support the opening of the second school
in the Half Moon Bay community.These costs will be fully funded as part of the
funding formula.At this time,it is anticipated that there will be a need for additional
0.5 FTE principal allocations to support the new school construction in Vimy Ridge
and Stittsville.Given that these positions would not begin prior to January/February
2024,these allocations will be reviewed and addressed in the June budget
recommendations.
A reduction of 0.50 FTE is recommended for the central Secondary Operations
Principal position.This role would work collaboratively with Program and Learning
(PAL),Experiential Learning and other divisions in the implementation of key
initiatives for the first half of the school year,with additional school operations
support provided by Superintendents and other system leads.
Addendum to Report No.23-026 Page 13
Supports for Students Fund (SSF)
19.The District was advised by the Ministry on March 24,2023 that the Supports for
Students Fund,subject to labour negotiations,is expected to continue for the
2023-2024 school year and we should plan for this funding consistent with the
previous use.As such,the 32.0 FTE positions allocated to the elementary and
secondary panels since 2018 will continue as follows,with no impact to the
academic staffing budget.
Positions Funded through SSF FTE
Elementary
English as a Second Language (ESL)Teachers
Learning Support Teachers (LST)
Learning Resource Teachers (LRT)
Social Emotional Learning Teachers (SELT)
Itinerant Indigenous Education Teacher
9.00
5.00
3.00
3.00
1.00
Secondary
Program Enhancements (distributed throughout system)
Support for Students (distributed throughout system)
5.00
6.00
Total 32.00
Summary of Recommended Changes
20.The following is a summary of the recommended changes to discretionary academic
staffing positions for the 2023-2024 school year:
Positon FTE Cost Impact
Central Coaches -Elementary -8.00 -$860,200
Central Coaches -Secondary -6.00 -$658,779
Principals and Vice-Principals
Secondary Principal,Operations -0.50 -$75,317
Special Education -Elementary
Learning Support Consultants (LSC)
Primary Specials Needs (PSN)Classes
-2.00
-3.57
-$218,394
-$389,833
Special Education -Secondary
Learning Support Teachers (LST)
ASD Specialized Program Classes
Sections to Support Partially Integrated GLP
-5.83
+2.67
+2.00
-$652,301
+$298,738
+$223,774
Total -21.23 -$2,332,312
Addendum to Report No.23-026 Page 14
Addendum to Report No.23-026 Page 15
Appendix C to Board-28 March 2023
Elementary Staffing 2023-2024
Category Position FTE Recommended
Changes
Total Projected ADE = 52,288.03
Elementary Basic Staff
Basic Total Staff Classroom Teachers 2240.00
Prep Time Preparation Time for Classroom Teachers 427.84
Collective Agreement Required Staff
Staffing Committee Resource Teacher 1.00
Health & Safety Resource Teacher 0.50
Sub-Total - Elementary Basic Staff & C/A Required Staff 2669.34
Other School-Based Staff (Discretionary)
Needs Allocation Distributed throughout the system based on needs
throughout the school year
31.00
LD SIP Contingency with Prep Facilitate additional regular classes at LD SIP sites
where integration of LD SIP students creates
unreasonable class sizes
4.76
Intermediate Student Success
Teacher
Preparing for Success in High School 20.00
Sub-Total -Other School Based Discretionary 55.76
English as a Second Language
ESL /ELD Staffing (9.0 from SSF)
In school (0.5 OCENET funded)89.25
97.25
Itinerant ESL -centrally based staff 8.00
Special Education
System Classes including Prep
Distributed through the system based
on needs.
165.55
450.55
-3.57
-2.00
LST (5.0 from SSF)
Distributed through the system based
on needs.
116.50
LRT (3.0 from SSF)
Distributed through the system based
on needs.
122.50
SELT Social Emotional Learning
Teachers
centrally based staff -(3.0 from SSF)
3.0
Hearing and Visual -centrally based
staff 22.0
Learning Support Consultants 21.0
Inclusive,Safe &Caring Schools
Reality Check
(2.0 FTE)
Short term,skills-based program to address the needs of
students who are experiencing significant behavioral
difficulties or recurring issues which are interfering with
their success at school
4.00
First Place
(2.0 FTE)
Program is to build patterns of consistent school
attendance,close academic gaps,develop student
resiliency,and foster learner confidence,with the goal of
returning to a community school.
Centrally Assigned Academic Staff
B< Coach
1.00
29.00
-1.00
Instructional Coaches -centrally
based staff 26.00 -7.00
Itinerant Indigenous Education
Teacher
(1.0 from SSF)
2.00
Total Discretionary 636.56 -13.57
Total Basic/Required Staffing 2669.34
System Total 3305.90 3292.33
Appendix D to Board-28 March 2023
Secondary Staffing Required by Contract or Legislation 2023-2024
Category Position Current FTE Recommended
Changes
Total Projected ADE = 25,348.89
Secondary Basic Staff
Total Basic Staff Classroom Teachers 1301.67
Sub-Total - Secondary Basic Staff Required by Contract or Legislation 1301.67
Other School-Based Staff
Teacher Librarians 1.0 FTE Teacher Librarian assigned to each
Secondary school
25.00
Guidance Teachers 2.6 FTE per 1000 ADE - Distributed equitably among
Secondary schools based on sections and school
ADE
64.00
Student Success Distributed through the system based on needs.30.00
Sub-Total - Secondary Other School-Based Staff Required by Contract or
Legislation
119.00
Special Education
Learning Support Teacher
(LST)
1.41 FTE per 1000 ADE 34.67
Sub-Total - Special Education Allocation 34.67
Centrally Assigned Academic Staff
Secondary Staffing Resource Secondary Staffing Resource 0.67
Total -Secondary Staffing Required by Contract or Legislation 2023-2024 1456.00
Secondary Basic Staff
Needs Allocation Distributed throughout the system based on needs
throughout the school year
6.00
Other School-Based Staff
ESL /ELD Staffing
Distributed throughout ESL/ELD sites based on
enrolment on a yearly basis
25.17
ESL Itinerant Teachers,Centrally Assigned 6.00
ESL Central Orientation Teachers,Adult High School 2.00
OCENET Funded Distributed throughout the system based on
international student enrolment
5.83
Program Overlays
First Place 1.00
YSB (Richard Pfaff)0.50
Winning Attitudes 2.00 -2.00
Safe Schools (Suspensions Program)2.00
Indigenous Studies
Centrally funded positions,distributed throughout the
system and staffed at the school level on a year-to-year
basis
3.67
School Within a College (SWAC)3.00
Innovation &Adolescent Learning
Distributed throughout the system based on needs
throughout the school year
2.33
Urban Aboriginal
Centrally funded position,staffed at the school level
0.67
Arts/IB/Athletes Coordinators 3.17
FRC Guidance 1.00
Adult over 21 Centrally funded positions,staffed at the school level 33.17
Sub-Total -Other School-Based Staff 91.50 -2.00
Special Education
Learning Support Teachers
(LST)
Distributed through the system based on needs.5.83 -5.83
System Classes/Programs Distributed through the system based on needs.104.17 +4.67
Centrally Assigned Learning Support Consultants and Itinerant Teachers -
Assistive Tech
6.00
Sub-Total -Special Education Allocation 116.00 -1.16
Centrally Assigned Academic Staff
B< Consultant Info-Tech Consultant 1.0
Instructional Coaches
Athletic Coordinator,-Interscholastics Athletics Program
*50%cost recovery with coterminous Boards/Private
Schools
1.0
Instructional Coach,Arts 1.0 -1.0
Instructional Coach,Literacy 1.0
Instructional Coach,Numeracy 1.0 -1.0
Instructional Coach,Numeracy (Focus on
De-streaming)
1.0
Instructional Coach,Science &Numeracy 1.0 -1.0
Instructional Coach,Secondary FSL Curriculum 1.0
Instructional Coach,Equity 1.0
Instructional Coach,Dual Credit 1.0
Experiential Learning Facilitator 1.0
Instructional Coach,eLearning Contact 1.0
Instructional Coach,OYAP/Coop/Pathways 1.0
Instructional Coach,SHSM 1.0
Instructional Coach,Trades &Technology 1.0
Central Guidance 2.0 -1.0
Guidance Counsellor,Continuing Education 1.0
Jewish Instructional Coach 1.0
Sub-Total -Centrally Assigned Academic Staff 19.00 -4.00
Total -Secondary Discretionary Staffing 2023-2024 232.50 -7.16
Secondary Support for Students Fund (SSF)Staffing 2023-2024
Category Position Current FTE
Program Enhancements Various Distributed throughout the
system based on needs
throughout the school year
5.00
Support for Students Various Distributed throughout the
system based on needs
throughout the school year
6.00
Sub-Total -Secondary Support for Students Fund (SSF)Staff 11.00
Total Proposed Secondary Staffing 2023-2024
Category Position Current FTE
Total Secondary Staffing
Required by Contract or
Legislation
Various Distributed throughout the
system as required by
contract or legislation
1456.00
Total Secondary
Discretionary Staffing
Various Distributed throughout the
system based on needs
throughout the school year
232.50 -7.16
Total Secondary
Support for Student
Fund Staffing
Various Distributed throughout the
system based on needs
throughout the school year
11.00
Total -OCDSB Secondary Staffing 2023-2024 1699.50 1692.33
Appendix E to Board 28 March 2023
Principal/Vice-Principal Staffing 2023-2024
Position Current FTE Recommended
Changes
Current School Based Positions
Elementary Principals 114.50 +1.00
Elementary Vice-Principals 59.75 +1.00
Secondary Principals 27.00 +0.50
Secondary Vice-Principals 50.00 +0.50
Sub-Total 251.25 +3.00
Current Elementary Central Positions
System Principal, Program and Learning 3.00
System Principal, Learning Support Services 2.00
System Principal, Student Achievement Through Equity 1.00
System Principal, Operations and School Support 1.00
System Principal, Equity 1.00
System Principal, Safe Schools (K-12)1.00
Vice-Principal, Business & Learning Technologies 1.00
Sub-Total 10.00
Principal/Vice-Principal Staffing 2023-2024
Position Current FTE Recommended
Changes
Current Secondary Central Positions
System Principal, Innovation and Adolescent Learning 1.00
System Principal, Program and Learning 2.00
System Principal, Operations and School Support 1.00 -0.50
System Principal, Indigenous Education 1.00
System Principal, Continuing Education 1.00
Sub-Total 6.00
Total OCDSB Principals and Vice-Principals 267.25 269.75