HomeMy WebLinkAbout11.2 Receipt of Committee of the Whole Budget Report, 27 March 2023
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COMMITTEE OF THE WHOLE, BUDGET REPORT
Monday, March 27, 2023
7:30 pm
Board Room
Administration Building
133 Greenbank Road
Ottawa, Ontario
Trustees Present: Donna Blackburn, Alysha Aziz, Justine Bell, Donna Dickson,
Lyra Evans, Jennifer Jennekens, Matthew Lee, Cathryne
Milburn, Suzanne Nash, Amanda Presley, Lynn Scott, Antong
Hou (Student Trustee)
Staff Present: Michele Giroux (Director of Education), Brett Reynolds
(Associate Director of Education), Randy Gerrior (Associate
Director, Business Operations), James Proulx (Executive
Officer, Information Technology and Digital Transformation),
Prince Duah (Superintendent of Instruction), Mary Jane Farrish
(Superintendent of Instruction), Paula Hall (Superintendent of
People, Culture and Leadership), Amy Hannah (Superintendent
of Instruction), Reg Lavergne (Superintendent of Instruction),
Shawn Lehman (Superintendent of Instruction), Brent Smith
(Superintendent of Program & Learning), Shannon Smith
(Superintendent of Instruction), Peter Symmonds
(Superintendent of Learning Support Services), Carolyn Tanner
(Human Rights and Equity Advisor), Teri Adamthwaite
(Manager, Finance), Karyn Carty Ostafichuk (Manager,
Planning), Stacey Kay (Manager, Learning Support Services),
Pamela LeMaistre (Manager, Human Resources), Sandy Owens
(Manager, Business & Learning Technologies), Diane Pernari
(Manager, Communications & Information Services), Nicole
Guthrie (Manager, Board Services), Michael Guilbault
(Mutlimedia Coordinator), Marco Paladino (Training & Support
Specialist), James Baker (Board/Committee Coordinator)
Non-Voting
Representatives
Present:
Stephanie Kirkey (OSSTF - D25), Corine Lasaline
(OSSTF/PECCS), Melodie Gondek (OSSTF - D25), Phil Bastion
(OSSTF/PECCS), Rebecca Zuckerbrodt (OCETFO), Terry
Warner (SEAC), Tracy Shapiro (OCSSAN), Jennifer Capitani
(OCEOC), Christine Moulaison (OCASC), Pat Dixon (OCEOTA),
Bronwyn Funiciello (ACE), Natasha Baines (OSSTF - D25)
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1. Call to Order - Chair of Committee of the Whole, Budget
Chair Blackburn called the meeting to order at 7:31 p.m.
2. Acknowledgement of Territorial Lands
Chair Blackburn 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 Agenda
Moved by Trustee Jennekens,
THAT the agenda be approved.
Carried
4. Declarations of Interest
No declarations of interest were filed.
5. Delegations
5.1 Cathy Varrette, re Specialized Program Class Funding
Ms. Varrette identified as a parent of a young student who is non-verbal,
level 3 autistic with a developmental delay. Ms. Varrette shared that her
son is required to utilize self regulation techniques as a means to ensure
safety in the classroom. Ms. Varrette noted that her son has thrived in the
autism stream as he is in a learning environment he is comfortable with.
Ms. Varrette asked staff to discuss plans for class closures, whether
waitlisted classes would be closed, and whether students would be moved
into mainstream classes.
5.2 Kate Logue, re Special Education Funding Concerns
Ms. Logue identified as a parent of two young children with autism. Ms.
Logue expressed her disappointment with the reductions in funding from
the Provincial budget. Ms. Logue highlighted that there are 50,000
students who are waitlisted, throughout the province, for special education
programs. She added that more investment is needed to support students
who have faced challenges in finding therapy to assist with adapting to
social environments.
In response to a query, Ms. Logue noted that cutting special education
deprives other students of resources and that there is a need for systems
classes and support for educational assistants.
5.3 Nicole Robert, re Student Accommodation
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Ms. Robert identified as a parent of a student with level 3 autism who is in
a Primary Special Needs (PSN) class. Ms. Robert shared the nature of
the sensory disorder that her son is required to manage and the impact
that it has had on him. She noted an incident in which he was
overstimulated and caused a classmate to fall unconscious. She added
that having her son in a PSN class has provided him with the necessary
support to allow him to feel safe and to accommodate his needs. Ms.
Robert noted that her son has since learned to read. She asked staff if a
plan was in place to continue with accommodations.
6. Action Items
6.1 Report 23-026, Academic Staffing Plan for 2023-2024 (P. Hall)
Your Committee had before it, Report 23-026, seeking approval of the
Academic Staffing Plan for 2023-2024.
During a discussion and in response to queries, the following information
was provided:
The 2022-2023 plan utilized $9M in reserve funds as support
coming out of the pandemic;
A broad look at operations was conducted to determine if any
savings could be achieved in the current year;
Target points of $9 million, $15 million and $20+ million were
identified and if $20 million was exceeded, a cap of approximately
$2 million on staff would be implemented;
Opportunities were explored to reallocate resources, and to find
savings in the operating budget;
The Academic Staffing Plan needs to be guided by the priorities of
the Strategic Plan;
Staff focused on ensuring that reductions would have the least
negative impact possible;
Academic staffing will cost $528 million to support 4,984.67 FTE
teaching positions;
Student enrollment is expected to increase at the elementary level
and remain constant at the secondary level;
To meet the $2 million cap, a reduction of 21.23 academic positions
is recommended, 13.57 elementary and 7.16 secondary, which will
provide a savings of $2.3 million. It was noted that these are staff
teaching positions which does not include the 0.5 FTE reduction in
central staff;
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The deadline to approve the plan is 30 March 2023 to prevent
disruption with the collective bargaining process; and
Concerns were expressed with regard to the reduction of Learning
Support Teachers (LST) based on support requirements.
Moved by Trustee Scott,
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 fluctuations in projected and actual
enrolment.
Roles may need to evolve within Program and Learning to
harmonize job descriptions and to build capacity with coaches;
Despite reductions with Primary Special Needs (PSN) classes,
there is no waitlist and current students will not lose placements as
there are vacancies in these classes;
The reduction of three PSN classes allowed for the reallocation of
budget funds to support Autism Spectrum Disorder (ASD) students.
It was noted that 12 sections have been added at the secondary
level and additional classes have been added at the elementary
level over the past several years;
Staff noted that concerns regarding Educational Assistants (EA)
being replaced by lunch monitor staff would be investigated;
Several advocacy approaches are ongoing with respect to (Support
for Student Funding (SSF), including obtaining feedback from the
Council of Ontario Directors of Education (CODE), direct contact
with the Deputy Minister of Education, and Grants for Student
Needs (GSN);
***Following a break at 8:58 p.m. the meeting was called to order at 9:10
p.m.***
Concerns were expressed regarding the impact of savings related
to the Winning Attitudes program and staff advised that paid co-op
placements will continue and will allow students to remain at their
home schools with the support from coaches;
Concerns were expressed about whether the proposed $2.3M in
reductions to academic staffing were sufficient as this could require
as much as $18M in savings to be found in the balance of the
operating budget. Staff advised they are reviewing a number of
savings and cost reduction strategies including a pause on hiring of
non-school based staff , optimizing non-GSN revenues, one-time
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pauses in spending, pause on carry-forwards and while not a
fulsome solution, these actions would help to reduce further staffing
reductions;
In response to questions about the estimated amount of non
staffing reductions that could be found in the balance of the
operating budget, staff advised that it would be premature to
provide a number based on the information available at this time ;
In response to questions about finding an additional $1 -$2.5M in
reductions prior to the Board meeting, staff advised the areas that
could be considered discretionary included LST and Learning
Resource Teachers (LRT), and Vice-Principal allocations; however,
these are not recommended at this time.
Staff and trustees acknowledged the challenge to address
additional reductions at this stage; however, it was noted that when
while the deficit projection was originally as large as $39M, staff
were now estimating a range of $15 - $20M and if the actual
number was $20M or higher, consideration had been given to
reaching out to the Ministry regarding a two year plan.
While considering areas where additional reductions could be
made, staff indicated that coaches, the equity team, special
education - particularly LST, LRT and English as a Second
Language (ESL) positions, vice-principal allocations and other one-
off positions could be considered. Staff noted that the impact on
savings would be minimal;
With respect to comparisons of OCDSB special education spending
relative to other districts, staff advised that each district is
responsible for designing their own special education programs and
there is considerable diversity of programs throughout the province;
In response to a question about a motion to protect equity positions
and EAs, staff indicated that those were not the first area where
reductions would be sought, and advised against setting additional
parameters on the budget in its current form as it would make the
process more complex.
Concerns were expressed about trustees' focus on staff reductions
as a means to protect initiatives in which they would have a
personal interest;
Staff advised that no reductions would be made with respect to LST
positions within the secondary alternate program and that LST
positions in community secondary schools are being reviewed; and
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In response to questions about reductions to the number of system
principals, staff noted that these positions were often subject matter
experts in particular portfolio areas who oversee a team of staff and
who support the work of school principals and superintendents and
that further reductions in this area were not recommended at this
time.
Moved by Trustee Scott,
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 fluctuations in projected
and actual enrolment. (Attached as Appendix A, B, C, and D)
Carried
Moved by Trustee Lyra Evans,
THAT the staff provide the Board with an update and positions outlining
additional reductions to the academic staffing adjustments of both $1.0
million and $2.5 million.
Concerns were expressed that the motion would interfere with
staff's ability to meet their obligations with respect to collective
agreements on or before 30 March 2023;
Staff advised that due to time constraints and the process to review
allocations for 146 schools, trustees would need to approve the
recommendation in order to prevent undue delays or disruptions;
and
Staff advised that a range of options will be available to review at
the next stage of the budget process.
Moved by Trustee Lyra Evans,
THAT the staff provide the Board with an update and positions outlining
additional reductions to the academic staffing adjustments of both $1.0
million and $2.5 million.
Defeated
Trustee Lee requested that a roll-call vote be held. A recorded vote was
held and the motion was defeated on the following division:
For: Trustees Aziz, Bell, Lyra Evans, Milburn
Against: Trustees Blackburn, Dickson, Jennekens, Lee, Nash, Scott
Abstain: Trustee Presley
Absent: Trustee Kaplan-Myrth
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7. New Business - Information and Inquiries
There was no new business.
8. Upcoming Meetings
Upcoming meeting dates were provided for information.
9. Adjournment
The meeting was adjourned at 10:28 p.m.
_________________________
Donna Blackburn, Chair
ACADEMIC STAFFING REPORT
2023-2024
Updated March 24, 2023
Appendix A to 27 March 2023 COW Budget Report
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
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
Appendix B to 27 March 2023 COW Budget Report
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
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
Appendix C to 27 March 2023 COW Budget Report
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
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
Appendix D to 27 March 2023 COW Budget Report
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