REPORT NO. 34, COMMITTEE OF THE WHOLE
DATE: 3 November 2015
A meeting of the Committee of the Whole was held this evening in the Board Room, 133 Greenbank Road, Ottawa, Ontario, commencing at 7:02 p.m. with Trustee Christine Boothby in the chair and the following trustees also in attendance: Donna Blackburn, Erica Braunovan, Chris Ellis, Mark Fisher, Dr. Anita Olsen Harper, Theresa Kavanagh, Shawn Menard, Lynn Scott, Sandra Schwartz and Shirley Seward.
STUDENT TRUSTEES: Kayvon Mihan and Ella Stewart.
STAFF: Director of Education, Jennifer Adams; Associate Director of Education, Norah Marsh; Chief Financial Officer, Mike Carson; Superintendent of Curriculum, Pino Buffone; Superintendent of Learning Support Services, Olga Grigoriev; System Principal – School Effectiveness, Wendy Jewell; System Principal – Elementary, Denise Poirier; System Principal – Secondary, Steven Massey; System Principal – Student Success Lead, Renald Cousineau; Executive Officer, Corporate Services, Michèle Giroux; Manager of Planning, Karyn Carty Ostafichuk; Manager of Quality Assurance, Joan Oracheski; Manager of Board Services, Monica Ceschia; Manager, Communications and Information Services, Diane Pernari-Hergert; Communications Coordinator, Sharlene Hunter; Audio Visual Specialist, John MacKinnon; and Board/Committee Coordinator, Sue Baker.
NON-VOTING REPRESENTATIVES: Heather Graham, Ottawa-Carleton Elementary Operations Committee (OCEOC); Dan Maxwell, Ontario Secondary School Teachers’ Federation (OSSTF) (Teachers/Occasional Teachers); Reg Lavergne, Ottawa-Carleton Secondary School Administrators Network (OCSSAN), and Alec Verch, Student Senate .
1. Call to Order
Vice-Chair Boothby called the meeting to order at 7:02 p.m.
2. Approval of Agenda
Moved by Trustee Schwartz, THAT the agenda be approved.
- Carried -
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3. Briefing from the Chair
Chair Seward advised that the District is very pleased that the Elementary Teachers' Federation of Ontario (Teachers) has reached a tentative central agreement with the Province. Although the agreement still requires ratification, the union has agreed to suspend job actions immediately. She added that the District continues to remain hopeful that a resolution to the current central strike action by Ontario Secondary School Teachers’ Federation (education workers) will be reached in the near future. In the meantime, strike sanctions by that bargaining unit continue. Chair Seward noted that teachers, principals, vice-principals and non-union staff are doing their best to ensure OCDSB schools remain safe and positive learning centres for our students.
4. Briefing from the Director
Director Adams advised that the next speaker series entitled “Healthy Bodies, Healthy Minds” will take place on 26 November 2015. Dr. Rebecca Lloyd will provide a historical perspective on physical literacy and what it means for the reformation of physical education. The session will be held at 7:00 pm at Longfields-Davidson Heights Secondary School.
The OCDSB is planning a conference for parents on Saturday, 16 January 2016 at Sir Robert Borden High School. The conference is an initiative of the Parent Involvement Committee and is a learning opportunity for parents. There will be a keynote speaker and a series of workshop presentations related to student learning and well-being.
5. Presentation: Education Foundation of Ottawa
Chris McGarvey, Executive Director, provided an overview of the work of the Education Foundation of Ottawa (EFO). He noted that the mission of the EFO is to develop and foster community relationships to support the needs of students. EFO raises and distributes funds, creates partnerships and programs, provides fundraising guidance to schools and parent councils, and has a board governance function.
He noted that, in 2014-2015, the EFO invested almost $400,000 to help more than 15,000 students in 126 of 147 OCDSB schools. Students’ needs are identified by parents, students, school officials and social workers. The EFO emergency fund provides food, clothing, medicine and school supplies for children in need. The OneSight vision program provides vision testing and corrective eyewear. The backpack program provides approximately 1,200 backpacks filled with basic school supplies. The Glenview Management healthy snack program provided more than 10,000 nutritional snacks in 55 schools for over 9,000 students who may not receive enough nourishment outside of school hours. The student activity fund provided more than $135,000 in funding for 8,000 students to participate in extracurricular activities in athletics, music,
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arts and academic enrichment. The autism water safety program provides funds for swimming and water safety lessons to 162 students with autism in the OCDSB.
In response to a query from Trustee Schwartz with respect to opportunities for private businesses to give back, Mr. McGarvey advised that volunteers are welcome to attend Toonie Tuesday events in schools to encourage giving or to fill and distribute backpacks.
Trustee Menard queried the nature of fundraising guidance that EFO provides. Mr. McGarvey noted that he assists school councils in developing fundraising campaigns for play structures or school yards, and provides guidance on how to network and approach prospects for giving.
In response to a query from Trustee Kavanagh, Mr. McGarvey advised that the EFO delivers snacks to over 50 schools. He added that work is in progress, in partnership with other community organizations across the city, to start a lunch program.
Chair Boothby and Director Adams thanked Mr. McGarvey for the help that the Education Foundation of Ottawa provides to OCDSB schools.
6. Delegations
a. Dawn Fallis, School Council, Robert Bateman Public School re French Instruction in Kindergarten and Primary Early French Immersion
Dawn Fallis, on behalf of the school council at Robert Bateman Public School, provided a written handout to support her delegation.
Ms. Fallis expressed her concerns with the proposed changes to French instruction for kindergarten and primary Early French Immersion (EFI). She submitted that Report 15-108 to the Committee of the Whole on 21 September did not identify any major issues that would warrant changes to the program. She noted that approximately 70 percent of students choose the EFI program and that, by recommending a 50/50 model, students in the Regular English program would be denied access to the core program. Ms. Fallis suggested that EFI students who are experiencing difficulty in reading or math be provided with support rather than teaching these subjects in English.
Ms. Fallis requested that trustees put the process on hold to allow parents more time to become informed and make their views known.
In response to queries, Ms. Fallis noted that school councils did not find out about the proposed changes until after the first consultation meeting was held. She requested that parents have access to adequate information and study results to support the recommendation. Referring to the charts in her
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handout, Ms. Fallis submitted that students entering grade 1 would be most disadvantaged by not having 100 percent French instruction in kindergarten.
b. Megan Leitch, Nicole Gibeau, Lesley Kiely, Parents from Agincourt Public School, W.E. Gowling Public School, and Alta Vista Public School re French Instruction in Kindergarten and Primary Early French Immersion
Megan Leitch noted that the consultation period for the proposed changes commenced during the elementary teachers’ job action and communication from the school was minimal. As a result, many parents did not learn of the proposed changes to the EFI program until after the second consultation meeting was held. She expressed the opinion that full bilingualism in Ottawa is important for job prospects and that the changes would result in fewer hours of instruction than many other school boards across Canada.
Ms. Leitch requested that trustees slow down the process and not compromise the ability of students to become bilingual.
In response to a query from Trustee Ellis, Ms. Leitch suggested that at least a few months be scheduled for consultation to allow school councils sufficient time to consider the proposal and formulate a response.
In response to a query from Trustee Menard, Ms. Leitch submitted that students in kindergarten would be most disadvantaged by not having 100 percent French instruction.
In response to a query from Trustee Seward, Ms. Leitch expressed the view that math should be taught in French.
7. Matters for Action
a. Report 15-135, Approval of Revisions to Policy P.127.TRA, Ottawa Student Transportation Authority
Your Committee had before it Report 15-135, seeking approval for proposed revisions to Policy P.127.TRA, Ottawa Student Transportation Authority.
Chief Financial Officer (CFO) Carson advised that the Committee of the Whole discussed the draft policy at its meeting of 20 October 2015, and suggested some revisions that have been included in the revised draft policy. He noted that the most recent Efficiency & Effectiveness review of OSTA highlighted the Province’s expectation that the Board would delegate authority to the Ottawa Student Transportation Authority (OSTA) for the provision of school bus transportation services.
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Moved by Trustee Blackburn, A. THAT Policy P.127.TRA Ottawa Student Transportation Authority, attached as Appendix A to Report 15-135, be approved;
B. THAT Policy P.009.TRA, School Bus Cancellations Due to Inclement Weather, be rescinded;
C. THAT Policy P.068.TRA, Student Transportation, be rescinded; and
D. THAT staff be directed to make the necessary adjustments to policies and procedures to ensure they align with Policy P.127.TRA, Ottawa Student Transportation Authority.
During discussion, and in response to questions, the following points were noted: Trustee Ellis expressed his appreciation to staff and noted the requirement to satisfy the Province with respect to delegation of authority in order to achieve a high rating in the next Efficiency & Effectiveness review. A high rating would result in approximately $6 million in additional grants for transportation; With respect to Part B of the motion regarding rescinding P.009.TRA, School Bus Cancellations Due to Inclement Weather, CFO Carson advised that, while OSTA would have the authority to cancel school buses due to inclement weather, the decision to close schools would still rest with the OCDSB, as directed in Policy P.011.SCO, Emergency School Evacuations/School Closings; With respect to Part D of the motion regarding the review of OCDSB policies and procedures to ensure they align with P.127.TRA, Ottawa Student Transportation Authority, CFO Carson advised that any substantive changes in policy would be brought to the Board for approval, and that the Board would be informed of minor, housekeeping changes; Trustee Schwartz noted her dissatisfaction with OSTAs current level of customer service, and requested that the OSTA board of directors hold OSTA accountable. Trustee Ellis noted that 5.6 c) would provide a mechanism to review OSTA’s achievement of goals; Trustee Schwartz took issue with the statement on folio 13 regarding OSTAs commitment to consultation and parental engagement.; Trustee Scott noted that she was impressed with OSTAs consultation around bell time changes and walking hazards; Trustee Menard noted his support for the draft policy; With respect to concerns that were expressed about the development and approval of a Service Level Agreement (SLA), CFO Carson noted that staff would present the major components and service standards
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of the SLA to the Board prior to its execution to ensure that the Board has an opportunity to address major issues; and In response to a query from Trustee Scott regarding the management of empty seats, CFO Carson advised that he has discussed this concern with OSTA and was assured that the issues would be resolved this year.
Trustee Ellis noted that, while he is not advocating that the SLA should be approved by the Board, he did wish to ensure that the Board is aware of its content prior to its execution.
In response to a request for staff comment, CFO Carson advised that staff has no objection to an amendment.
An amendment moved by Trustee Ellis, THAT a new section 4.5 be added to Policy P.127.TRA to read “The components and service standards of the Service Level Agreement (SLA) will be presented to the Board prior to its execution.” - Carried, friendly -
CFO Carson acknowledged the work of staff in preparing the draft policy.
Moved by Trustee Blackburn, A. THAT Policy P.127.TRA Ottawa Student Transportation Authority, attached as Appendix A to Report 15-135, be approved, as amended; (Attached as Appendix A)
B. THAT Policy P.009.TRA, School Bus Cancellations Due to Inclement Weather, be rescinded; (Attached as Appendix B)
C. THAT Policy P.068.TRA, Student Transportation, be rescinded; (Attached as Appendix C) and
D. THAT staff be directed to make the necessary adjustments to policies and procedures to ensure they align with Policy P.127.TRA, Ottawa Student Transportation Authority. - Carried -
b. Report 15-141, Approval of Policy P.119.CON School as a Community Hub
Your Committee had before it Report 15-141, seeking approval of Policy P.119.CON, School as a Community Hub.
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Associate Director Marsh and Manager Carty Ostafichuk advised that the consultation process for this policy included solicitation of feedback at committee meetings, online surveys, notices in the school council newsletter and on the District’s website, and direct requests for input to local community and municipal organizations. In addition, all renewing and potential Community Use of Schools permit holders were made aware of the draft policy.
The draft policy was revised to reflect the emerging themes in the feedback, including a desire to keep the lines of communication open, a need to understand how the District will reach out to potential partners to make them aware of opportunities, and a need to clarify that space would be provided on a cost-recovery basis.
During the review of the draft policy, the following points of clarification were noted: The Ministry of Education Community Planning and Partnerships Guideline was issued in March 2015; During the consultation phase, a background report on the school as a community hub framework was sent directly to more than 1,000 individuals and organizations to solicit their input; Many respondents indicated that the draft policy reflects the District’s long-standing commitment to schools as community hubs; Many potential community users assumed incorrectly that space would be provided at no cost; The draft policy now includes a number of guiding principles, including that space is offered, generally, on a cost-recovery basis; Language has been added to the policy to fortify references to equity, diversity and inclusion; and An annual meeting will be held with other local school districts, the Province of Ontario, City of Ottawa, local colleges and universities, and the United Way of Ottawa-Carleton, at minimum, to discuss opportunities to partner.
Trustee Scott congratulated staff for developing a succinct policy. She noted that some stakeholders may view the policy as a method to keep a partially empty school open.
Moved by Trustee Scott, A. THAT Policy P.119.CON, School as a Community Hub, attached as Appendix A to Report 15-141, be approved; and
B. THAT Policy P.131.FAC, Facility Partnerships, be rescinded.
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During discussion of the draft policy, the following points were noted: Trustee Schwartz suggested that the word “learning” should be included in the Objective; Section 3.6 j) on folio 36 refers to renovations that may include, for example, the provision of private access points for certain activities that are made at the request of the partner; Community hubs are intended to make better use of community facilities by providing space for community services but not to replace enrolment; The District’s Policy P.012.CON, Community Use of Schools, makes District facilities and resources available through the use of permits and written agreements, as appropriate, and with reasonable user fees, where applicable. There are no amendments proposed to the policy at this time; Small organizations wishing to use space would be invited to attend the annual meeting; Section 3.6 h) on folio 36 is typically referring to larger community partners, with the capacity to pay user fees, who wish to use the facility on a continuous basis; The Guiding Principles should explicitly refer to the principles of equity, diversity and inclusion to provide flexibility for rates that are charged to small, low income organizations; Trustee Ellis suggested that school principals could identify low income groups requiring space in their schools and offer to help them move through the process; One disincentive for larger organizations - for example, health or municipal groups - to consider built partnerships is due to the way the District is currently funded and the tight turnaround on new school builds; The Community Use of Schools office has two outreach workers who visit community associations and City of Ottawa groups to learn about their needs; and Speaking of 440 Albert Street, Trustee Fisher suggested that the District look for creative opportunities to bring in private sector partners.
Moved by Trustee Scott, A. THAT Policy P.119.CON, School as a Community Hub, attached as Appendix A to Report 15-141, be approved; (Attached as Appendix D) and
B. THAT Policy P.131.FAC, Facility Partnerships, be rescinded. (Attached as Appendix E)
- Carried -
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8. Reports from Statutory Committees:
a. Report 7, Parent Involvement Committee, 14 October 2015
Moved by Trustee Braunovan, THAT the Parent Involvement Committee Report 7, dated 14 October 2015 be received. - Carried -
9. Matters for Discussion:
a. Report 15-127, Secondary School Review: School Configurations
Your Committee had before it Report 15-127, presenting the results of the School Configuration Working Group and proposed revisions to the delivery model of programming for grades 7-12.
Superintendent Grigoriev advised that the school configurations working group identified two central issues: equity of access and opportunity, and learning opportunities. Currently, there is a lack of consistency in the numbers and types of educational pathways offered in secondary schools which results in some students not being able to find a pathway in their home school.
Superintendent Grigoriev noted that there is a need for schools to provide pathways for all students, especially the most vulnerable, and to be transparent when it comes to course selections. The number and nature of transitions for students during their school career is pivotal to their sense of fitting in and having a place in their school. Following a literature review, visits and interviews with OCDSB stakeholders and neighbouring school districts, a review of best practices, and consultation with the District’s advisory committees, the working group recommends that both grades 7-12 and grades 9-12 configurations be considered for future secondary schools. The number of transitions in elementary schools should be minimized and middle schools should be eliminated if possible.
During discussion, and in response to questions, the following points were noted: In order to make connections between various secondary school review components, a number of consultation plans, including the plan for school configurations, will be clustered to allow for a broader discussion on school accommodations; The time allotted for public consultation will be increased; It may not be possible to offer specialized programs, including the International Baccalaureate and Advanced Placement programs, in all community schools;
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There are advantages to both the 7-12 and 9-12 models and, when selecting a preferred model for a school, there is a need to consider other factors including available space, the age and condition of school facilities, distance and travel time; Trustees Scott and Ellis expressed the view that it would be desirable for the District to have a single vision, even though the District might not have the flexibility in every case; Trustee Ellis requested that the impact of a 7-12 model on elementary schools be articulated; The three other school districts in the region have a 7-12 model; The OCDSB has two secondary schools with grades 7-12; Cedarview Middle School was the last middle school built in the District to alleviate overcrowding in Barrhaven; Most new elementary schools built since that time have been JK-8; Students who opt for Middle French Immersion in grade 4 frequently transition to a new school; Trustee Kavanagh noted the cost to align elementary schools to the 7- 12 or 9-12 models and that some schools may be closed for financial reasons as a result. She stressed the need to provide financial impact statements; Director Adams suggested that a measurement report could track progress towards achieving a school configuration vision; Non-voting representative Dan Maxwell drew attention to the practice of redirecting students to schools other than their home schools if certain course types are not offered. Superintendent Grigoriev noted the need to provide supports to teachers to meet the needs of a broad range of students with special needs; Referring to recommendation 12 on folio 71 regarding professional learning, Mr. Maxwell requested information on the funding available and the nature of the professional learning. Superintendent Grigoriev advised that funding would come from Curriculum Services and/or Learning Support Services following collaboration on the nature of the professional learning; The Secondary School Review process has been ongoing for the past four years with a number of work stoppages during that time. Consultation and decision-making will take place this year, following which implementation plans will be prepared for each component; School size alone will not ensure equity of access; Research shows that being in a community school gives students a sense of belonging; The working group interviewed students from various diversity groups affected by transition, but it did not expressly seek out representatives from all diversity groups; and Middle schools are located in many of the District’s zones.
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* * * Following a break at 9:20 p.m. the meeting was called to order at 9:31 p.m. * * *
b. Report 15-136, Annual Student Achievement Report (ASAR) 2014-2015 and Board Improvement Plan for Student Achievement (BIPSA) 2015-2016
Your Committee had before it Report 15-136 providing an overview of student achievement (K-12) in the OCDSB for the 2014-2015 school year, and the 2015-2016 Board Improvement Plan for Student Achievement and Well- Being (BIP).
Superintendent Buffone, System Principals Jewell and Cousineau, and Manager Oracheski introduced the report and noted the following: The Annual Student Achievement Report (ASAR) is a progress monitoring tool to measure progress towards goals and targets established in the 2014-2015 Board Improvement Plan for Student Achievement (BIP); The BIP is an action plan for the 2015-2016 school year; The ASAR considers District reviews, school learning plans, surveys, and comparison data. It does not include provincial and District assessment data due to the labour disruption in the spring of 2015; Canadian students demonstrate high levels of achievement in international assessments; OCDSB students demonstrate higher levels of performance in many areas compared to the province; Modest progress was made in closing achievement gaps; Identified groups (boys, English Language Learners, students with special needs, and students who have self-identified as First Nations, Métis and Inuit) achieved to a lesser degree compared to all students, and although progress is being made, targeted efforts continue to be needed to change outcomes for these groups of learners; The BIP was developed in response to data in the ASAR and is grounded in the School Effectiveness Framework; The BIP reflects two levels of support to schools: professional development support at the system and school levels; and The BIP is based upon the components of the professional learning cycle: reflect, plan, act and observe.
During discussion, and in response to questions, the following points were noted: With respect to the achievement gaps between students residing in lower-income neighbourhoods (SES) ranging between 8-14 percent, it was noted that the gap is wider in primary/junior grades and narrower in high school. Superintendent Buffone noted that there is cross-
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departmental collaboration on achievement and well-being and staff is working to mobilize resources for students in poverty; With respect to reading and math at the primary/junior level, it was noted that student engagement is related to parent engagement. Staff noted that Curriculum Services would soon release a series of e-tools to help parents work with their children to reinforce skills learned in class in mathematics, in particular; Trustees Ellis and Scott queried whether staff has considered raising its expectations in order to improve achievement levels. System Principal Cousineau advised that several schools have a school support initiative whereby teams of teachers work with students in Applied classes to raise expectations and empower students to excel; Trustee Ellis noted that People for Education found that students from low-income areas take a disproportionate number of Applied math courses. Superintendent Buffone advised that staff looks at pass rates when analyzing data. He noted that there are a number of students for whom the Applied courses are more suitable; In response to Trustee Scott’s concerns about identifying targets for 2015-2016, particularly in math, in the absence of provincial and District assessment data for 2014-2015, staff advised that the decision was made to hold the target for 2015-2016 in areas of most concern where new data was unavailable. Superintendent Buffone advised that the District’s focus shifted from literacy to numeracy two years ago in response to declining math achievement levels; Trustee Blackburn noted that a discussion on raising expectations for students that took place at a recent conference on poverty indicated that some students believe they are incapable of learning French. She noted the need to provide support to these students; Noting a correlation between physical literacy and academic performance, Trustee Kavanagh expressed the view that some students do not have access to physical activities outside of school. System Principal Jewell advised that several secondary schools have a Spark program that purposefully schedules time for physical activity to connect well-being with cognitive function. She added that there is a shift away from specific knowledge about sports towards movement and teaching for understanding of games; and Students are only required to have one physical education credit in high school.
Director Adams thanked staff in Quality Assurance and Curriculum Services for their work on the report.
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c. Report 15-139, Policy P.108.SCO, Care of Students with Severe or Life- Threatening Medical Conditions
Your Committee had before it Report 15-139, presenting for discussion the proposed revisions to Policy P.108.SCO Care of Students with Severe or Life-Threatening Medical Conditions.
Associate Director Marsh advised that, in May 2015, Ryan’s Law was passed in the Ontario legislature. The legislation requires all school boards to have policies and procedures in place related to asthma. The proposed revisions provide direction to prevent risks to students with asthma, training for staff to manage episodes of asthma, and the administration of asthma medication to students. Other adjustments were also made to remove references to HIV as they overlap with procedure PR.537.SCO, Human Immunodeficiency Virus – AIDS.
During discussion, and in response to questions, the following points were noted: Trustee Scott suggested that the definition of “heart condition” be clarified; The accompanying procedure PR.548.SCO and a resource guideline for staff will also be updated accordingly; Trustee Scott expressed the opinion that the Ministry’s direction to school boards regarding policy development usurps the authority of school boards to reflect the needs of their communities; Executive Officer Giroux advised that public consultation was not required as the proposed revisions were directed by legislation. She noted that, if approved, there would be a communication to parents to advise them of the changes. Trustee Ellis suggested that an explanation be provided if consultation is not required; The policy would be presented for approval at the Committee of the Whole meeting of 17 November 2015; and Non-voting representative Dan Maxwell noted that sections 3.11 and 3.12 on folio 116 regarding annual training do not specify when the training will take place. Associate Director Marsh advised that the intent of the policy is to provide flexibility for scheduling staff training.
10. Information Items:
a. New Ministry Initiatives Update
There was no update from the Ministry.
b. OSTA Update
There was no update from the Ottawa Student Transportation Authority.
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11. New Business - Information and Inquiries
There was no new business.
12. Adjournment
The meeting adjourned at 10:21 p.m.
Christine Boothby, Chair, Committee of the Whole
Report 34, Committee of the Whole - 14 - 3 November 2015 (Public) Appendix A, Report 34 Committee of the Whole, 3 November 2015
POLICY P.127.TRA
TITLE: OTTAWA STUDENT TRANSPORTATION AUTHORITY
Date Issued: June 2009 Last Revised: DRAFT 3 November 2015 Authorization: Board: 22 June 2009
1.0 PURPOSE
To establish the authority of the Ottawa Student Transportation Authority to act as the Board’s agent with respect to the provision of transportation services to students of the Ottawa- Carleton District School Board (OCDSB).
2.0 DEFINITIONS
In this policy,
2.1 Board means the Board of Trustees of the Ottawa-Carleton District School Board (OCDSB).
2.2 District refers to the Ottawa-Carleton District School Board (OCDSB).
2.3 Ottawa Student Transportation Authority (OSTA) refers to a consortium established jointly by the Ottawa Catholic School Board and the Ottawa- Carleton District School Board.
3.0 RESPONSIBILITY
3.1 The Director of Education or designate will ensure that the structure of and operating and/or service level agreements with the Ottawa Student Transportation Authority (OSTA) satisfy the requirements of the Ministry of Education.
3.2 The General Manager of the Ottawa Student Transportation Authority OSTA will ensure that transportation services are provided to OCDSB students in the most effective and efficient manner possible, respecting Board policies, and in accordance with procedures developed in collaboration with the Ottawa-Carleton District School Board the District and approved by the Ottawa Student Transportation Authority.
-1- P.127.TRA
4.0 POLICY
4.1 The Board shall recognize the Ministry of Education requirement for the provision of safe, effective and efficient student transportation services through a consortia delivery model.
4.2 The Board shall recognize the Ottawa Student Transportation Authority (OSTA), a consortium established jointly by the Ottawa Catholic School Board and the Ottawa- Carleton District School Board, as its agent for the provision of student transportation services.
4.3 The Ottawa Student Transportation Authority OSTA shall provide transportation services to OCDSB pupils in accordance with policies as approved and amended by the Board, or as detailed in a service level agreement.
4.4 The Board shall establish transportation service standards to be included in the Service Level Agreement (SLA) with OSTA, including, but not limited to: a) Eligibility standards based on distance, address (home or childcare), and program; b) bell times over ten minutes; and c) accessible transportation for students with special needs.
4.5 The components and service standards of the Service Level Agreement (SLA) shall be presented to the Board prior to its execution.
5.0 SPECIFIC DIRECTIVES
Appointments 5.1 In accordance with OSTA By-Laws, the Board shall have four representatives appointed to the OSTA Board of Directors, including: a) Director of Education; b) Chief Financial Officer; and c) Two trustees.
5.2 In addition, the Board shall appoint two trustees to serve as alternate representatives to the OSTA Board of Directors. The Chair and Vice-Chair of the Board may serve as alternates if no appointed representatives are available.
Term of Office 5.3 Each appointed trustee representative shall normally be appointed for a two-year term. The terms shall be off-set by a year. Appointments will be made annually by the Board.
5.4 Each appointed alternate trustee representative shall be appointed for a one-year term. Appointments will be made annually by the Board.
-2- P.127.TRA
Delegated Authority 5.5 The Board is responsible for establishing service eligibility standards for the transportation of its students. The Board shall delegate responsibility for service delivery standards to OSTA, including, but not limited to: a) Student transportation; b) Empty seat management; c) Stop distances from home; d) Bell time changes of 10 minutes or less; e) Hazard zones; f) Weighted vehicle loading capacity; and g) Transportation for students in joint custody arrangements and having two homes.
5.6 The Board shall assign responsibility to the Board’s representatives to: a) develop strategic direction and policy for OSTA; b) establish and perform ongoing reviews of the organizational structure and remuneration schedules of the employees of OSTA; and c) Receive and review reports on the achievement of goals identified in the Service Level Agreement.
Financial Accountability 5.7 Prior to approving the annual OSTA budget, or interim budget adjustment, the Board’s representatives shall, a) Seek a financial mandate from the OCDSB Board. If a financial mandate for the current budget year is not available, the previous year’s budget mandate shall be applied; and b) Consult with the Board prior to any vote for material cost overruns of greater than 1 percent of the Board’s financial mandate, or $500,000 whichever is less, for transportation, excluding those costs resulting from bus route adjustments that are in keeping with the transportation policies until a service level agreement is executed.
Financial Mandate 5.8 In their capacity as OSTA Board members, the Board’s representatives are responsible for: a) Reviewing and approving the annual budget of OSTA; b) Approving the cost sharing formulae between partner boards for transportation services; and c) Establishing and performing ongoing reviews.
Communications 5.9 The Board’s representatives are responsible for fostering and facilitating inter- board cooperation and sharing of information between OSTA and the OCDSB. This includes reporting regularly to the Board of Trustees and ensuring that the Board is aware of any major initiatives, challenges, and issues facing the OSTA Board of Directors.
-3- P.127.TRA
Consultation 5.10 The District shall work in partnership with OSTA in undertaking major consultations with the stakeholder communities. Where required, the parties will collaborate.
Municipal Freedom of Information and Protection of Privacy Act (MFIPPA) 5.11 The District is responsible for the confidential records of all its students. However, in keeping with the provisions of existing legislation, the Board will delegate the authority for care, custody, control and the responsibility for transportation records to OSTA. The District will work with the OSTA General Manager to manage requests under MFIPPA as required. This includes transportation records under the custody and control of OSTA.
5.12 The Director of Education is authorized to issue such procedures as may be necessary to implement this policy.
1.0 REFERENCE DOCUMENTS
Board Policy P.068.TRA: Student Transportation Board Policy P.009.TRA: School Bus Cancellations Due to Inclement Weather Board Policy P.084.SCO: Student Safety Patrols Board Policy P.040.SCO: Withdrawal of Transportation Privileges Board Procedure PR.556.TRA: Student Transportation Board Procedure PR.530.SCO: Withdrawal of Transportation Privileges
-4- P.127.TRA
POLICY P.009.TRA
TITLE: SCHOOL BUS CANCELLATIONS DUE TO INCLEMENT WEATHER
Date issued: 30 January 1998 Last revised: 22 June 2009 Authorization: Board: 14 January 1998
1.0 OBJECTIVE
To establish responsibilities and principles for decision-making when student transportation must be cancelled in all or part of the Board's jurisdiction due to inclement weather.
2.0 POLICY
2.1 The Ottawa-Carleton District School Board shall appoint the Ottawa Student Transportation Authority as its agent with respect to decisions of transportation cancellation.
2.2 Due to the geographical size and diversity of the Board's jurisdiction, it is recognized there may be varying weather patterns, which may necessitate the cancellation of student transportation services in one or more geographical areas or to one or more specific schools rather than on a system-wide basis.
2.3 The Ottawa Student Transportation Authority shall make reasonable efforts to inform parents of the cancellation of regular home to school transportation services, when such services are cancelled due to weather, adverse road conditions, or any other reason.
2.4 Parents who, in cases of morning transportation cancellation(s), transport pupils to school shall be responsible for transporting them home at the end of the school day.
3.0 SPECIFIC DIRECTIVES
3.1 The Ottawa-Carleton District School Board recognizes there will be occasions when inclement weather will cause student transportation services to be disrupted.
3.2 Decisions to cancel student transportation services due to inclement weather shall be made in the best interests of student safety, in accordance with procedures developed and reviewed annually by the Ottawa Student Transportation Authority, in collaboration with the Ottawa-Carleton District School Board.
-1- P.009.TRA 3.3 Decisions affecting the cancellation of student transportation shall be communicated to parents and students through various media sources in a timely manner.
3.4 When a decision is made to cancel student transportation services, schools shall remain open for students and staff unless otherwise determined through Board Policy P.011.SCO: Emergency School Evacuations/School Closings.
3.5 The Ottawa Student Transportation Authority will provide information to Principals, so that they can inform parents annually of how announcements of such cancellations will be communicated.
3.6 The Ottawa Student Transportation Authority, in collaboration with the Ottawa-Carleton District School Board, is authorized to issue procedures as may be necessary to support this policy.
4.0 REFERENCE DOCUMENTS
The Education Act, 1998, § 19 Board Policy P.011.SCO: Emergency School Evacuations/School Closings Board Policy P.127.TRA: Ottawa Student Transportation Authority
2 P.009.TRA
POLICY P.068.TRA
TITLE: STUDENT TRANSPORTATION
Date issued: August 1998 Last revised: 27 May 2014 Authorization: Board: 06 August 1998
1.0 PURPOSE
To establish the entitlements of students of the Ottawa-Carleton District School Board (OCDSB) to transportation, as provided by the Board’s agent, the Ottawa Student Transportation Authority.
2.0 DEFINITIONS
In this policy,
2.1 Urban Transit Area (UTA) means the area where homes are located within 1.0 km of an OC Transpo bus stop providing regular service. (See UTA map, Attachment 1)
2.2 A student's designated school is a school within a group of schools which the student would be eligible to attend by reason of: a) the place of residence of the student’s parents/guardians; or
b) in the case of a student over 18 years of age, the student's residence; and
c) the location of educational programs mandated under the Education Act and the associated Board-mandated delivery options.
2.3 A group of schools is one or more schools serving a defined geographical area that provides a range of programs to students residing in that area. A student is expected to attend the school within whose boundary he/she resides which offers the program selected by that student and his/her parents/guardians.
Note 1: Not all programs or delivery options will necessarily be available within a group of schools.
2.4 Transportation for transfer elementary school students K-8 is governed by 3.1 (p) of this policy. Transportation for secondary students is not necessarily provided when a Student Transfer is granted. For example, transportation will not be provided in the case of a Student Transfer granted to attend a school offering a delivery option not
- 1 - P.068.TRA provided in the student's designated school. A transfer to attend a school outside the designated group of schools would not qualify for transportation. See also Board Policy P.077.PLG: Designated Schools/Student Transfers.
3.0 POLICY
3.1 Student Transportation Entitlement General a) The Board, through its agent for transportation, the Ottawa Student Transportation Authority, will provide transportation at public expense for all OCDSB students in Grades JK-6 who are attending designated schools and who live the following distances from their schools: (i) Junior and Senior Kindergarten: 0.8 km or more (ii) Grades 1-3 inclusive: 1.6 km or more (iii) Grades 4-6 inclusive: 1.6 km or more
b) Parents may use a home address or the childcare address if the child is picked up and dropped off at this address and the address is within their designated school’s transportation boundaries.
c) The Board, through its agent for transportation, the Ottawa Student Transportation Authority, will provide transportation to Grade 7-8 students who are attending their designated school and who live at least 1.6 km from their designated school.
d) The Board, through its agent for transportation, the Ottawa Student Transportation Authority, will provide transportation at public expense for students in Grades 9-12 within all areas of the Board's jurisdiction who are attending their designated school or program, and who live at least 3.2 km from their designated school or program.
e) The Board, through its agent for transportation, the Ottawa Student Transportation Authority, will provide transportation at public expense without applying a distance criterion for students who are attending a designated school and who are: (i) physically challenged; or (ii) attending schools/classes for pupils with developmental disabilities; or (iii) autistic, hearing impaired, visually impaired or any other special need for transportation as determined by the Special Education Division in consultation with the principal following the IPRC process.
f) Limited-stop yellow-bus service will be provided for secondary students residing and attending schools within the UTA, who reside more than 20 kilometres from the school designated to serve their system program, and who, upon application, can demonstrate that the actual use of OC Transpo normally results in one-way transit times exceeding 1.5 hours.
g) Distances are measured by the shortest roadway or by municipal pathways and walkways approved for use by the Ottawa Student Transportation Authority.
- 2 - P.068.TRA h) Where the walking conditions for students are judged to be hazardous and detrimental to the safety of students in Grades JK-3, the Ottawa Student Transportation Authority shall have the discretion to reduce these distances and grant exceptions to permit the provision of transportation. Special consideration may also be given to a reduction in the entitled distance for students in Grades 4 and above in areas deemed to be extremely hazardous to student safety; for example, where a student would need to cross four lanes of traffic, high traffic density routes, or a multi-lane highway where traffic/pedestrian controls are not present. Periodic review of the safety exceptions shall be undertaken if walking conditions continue to warrant exceptions to the Board's entitlement policy for transportation. i) Transportation service by school vehicle shall be provided to and from a pick-up and/or drop-off point that is consistent, five days a week. These points may be located up to 0.8 km (800 metres) walking distance from a student’s home or caregiver location. Pick-up and/or drop-off points shall be planned with consideration for student safety both in terms of location and in numbers of students assigned to a stop. Consideration may also be given to the ages of students when locating communal pick-up/drop-off points. j) An alternate bus pick-up or drop-off point may be arranged to accommodate a caregiver for an elementary student on a fixed day or days of the week, provided such alternate arrangements are consistent from week to week, are on the same bus, do not change the bus route, and are confirmed in writing by the parent. The school Principal shall advise the Ottawa Student Transportation Authority in writing of any such arrangements in order that transportation information can be accurately maintained. k) Students requiring transportation because of a medical condition may request assistance in all cases. A physician’s letter/medical certificate will be required outlining the transportation request and duration of the requirement. These requests are to be submitted through the school principal to the Ottawa Student Transportation Authority for approval. The nature and duration of transportation for medical reasons shall not extend beyond the specified end date or the school year. Consideration of financial need may apply in some circumstances. l) Elementary students (Grades JK-8) and secondary students (Grades 9-12) shall not be required to ride a school vehicle for a period longer than forty-five minutes to one hour unless the circumstances surrounding the provision of a student's transportation arrangement justify an exception to the travel time limit and the consent of Ottawa Student Transportation Authority is obtained. m) The Board is responsible for the safety of students using school vehicle transportation from the point of departure to the schools, while at school, and to the point of disembarkation on the home return route. It is the responsibility of parents/guardians to ensure the safety of students to and from the school vehicle departure/disembarkation points and home, and to ensure that adequate access/supervision is available to the student at home or at such other destination as has been specified by the parent/guardian.
- 3 - P.068.TRA n) Transfers of students from one school vehicle to another while en route either to or from school are permitted provided adequate measures are in place to ensure the safety and controlled supervision of students.
o) For students using public transit, and for students not entitled to transportation, the Board's responsibility under normal circumstances ceases at the school site boundary.
p) To ensure the safety of Junior and Senior Kindergarten students transported, school bus drivers shall not drop off these students unless someone identified by the parent/guardian is present at the stop to accompany the student home. Parents/guardians shall be notified of this requirement. If a parent/guardian cannot be present, transportation services may be forfeit.
q) Students enrolled in Grades K-8 who have obtained an approved transfer to a school other than their designated school may be transported to and from a childcare provider within their catchment area, provided it meets all other eligibility criteria.
3.2 Use of Public Transit a) Public transit will be used in accordance with the entitlement provisions of this policy for OCDSB students in Grades 5-12 where OC Transpo service is available and cost-effective. Grade 5 students will not be required to use public transit if any transfers are required. Grade 6 students will not be required to use public transit if more than one transfer is necessary.
b) Students approved for OC Transpo use, will not be required to walk more than 1.0 km to or from their bus stop.
c) Monthly student bus passes, tickets or paid access to public transportation as determined by OSTA will be provided to financially disadvantaged students in Grades 7-8 who meet the distance criterion of 1.6 km or students in Grades 9-12 who would meet the distance criterion of 3.2 km from their designated schools or from the schools they are attending, and who are not being transported by yellow bus.
3.3 Access to Empty Seats on School Vehicles For students who are not eligible for transportation in accordance with the entitlement provisions of 3.1 (a) and 3.1 (b) above, empty seats (unallocated seats) shall be made available for assignment through an application procedure established by the Ottawa Student Transportation Authority, in collaboration with the Ottawa-Carleton District School Board. Empty seats may be withdrawn at any time if they are required for students who are eligible for transportation.
3.4 Non-resident/fee-paying students Non-resident students including Visa students (fee-paying foreign students administered by OCENET), native students, and students from out of province attending OCDSB schools will be provided transportation in accordance with the entitlement provisions of this policy.
3.5 Transportation to Ontario Provincial Schools - 4 - P.068.TRA The Board, through its agent, agrees to provide transportation for students who have been directed to attend Ontario Provincial Schools, for example, the W. Ross MacDonald School (Ontario School for the Blind) and the Sir James Whitney/Sagonaska School (Ontario School for the Deaf), and in accordance with a schedule to be agreed upon in consultation with the school's staff.
3.6 Special Needs Transportation The Board agrees to provide special needs transportation for students who are unable to use regular transportation and for whom the Board has received a medical certificate and the Special Education Department has determined that regular transportation is not adequate. To ensure the safety of these special needs students transported, school bus drivers shall deliver each student into the care of a responsible adult. Should any student require assistance getting on or off the bus, such assistance must be provided by the parent/guardian or school personnel. In the event that a responsible adult is not available, the driver shall report this to the Ottawa Student Transportation Authority. If a parent/guardian cannot be present, transportation services may be forfeit.
3.7 Late Buses During the school year, late bus service for extra-curricular activities may be provided for intermediate and secondary bused students attending OCDSB schools, as determined by the school principal. Additional costs are the responsibility of the schools using the buses.
3.8 Summer School The Board provides transportation for special needs students enrolled in summer school programs approved by the Board.
3.9 To Special Therapy Clinics/Programs The Board approves the provision of transportation for students enrolled in or entitled to be enrolled in schools in its jurisdiction to recognized clinics/programs as approved by the Learning Support Services Department, for the purpose of receiving therapy treatment not provided by the Board.
3.10 School-to-School Transportation The Board approves the provision of transportation for students enrolled in schools in its jurisdiction who are required to attend other Board schools during the school day for a course of study requiring special facilities and equipment not available in the home school. Any additional costs will be funded by the appropriate central department.
3.11 Work Education Programs a) Financially disadvantaged secondary students who reside more than 4.0 km from their approved work placement, who are participating in Board-approved "Work Education Programs", and who are travelling to and from work placements within all areas of the Board's jurisdiction, will be entitled to use existing transportation routes. Those students within the Urban Transit Area will be issued OC Transpo passes/tickets in order to enable them to travel from school to the work placement. Assistance may be provided to students outside the UTA where there are no suitable existing transportation routes.
b) Developmentally delayed students on Work Education programs will be provided with OC Transpo passes/tickets for the duration of the students’ program. - 5 - P.068.TRA
3.12 Co-operation with Other School Boards The Ottawa Student Transportation Authority will actively co-operate with all school boards, transportation consortia, and private schools in an effort to reduce the total transportation costs and requirements of the Ottawa-Carleton District School Board and will determine an equitable method for the division of transportation costs among them for shared transportation services.
3.13 Elementary and Secondary Students on Same Bus The Board agrees in principle with the transportation of elementary and secondary students on the same bus or buses, if necessary.
3.14 Co-ordination of School Openings and Closings The scheduled commencement and dismissal times for all elementary and secondary schools operated by the Board shall be reviewed and co-ordinated in consultation with the Ottawa Student Transportation Authority, with a view to enhancing transportation routing efficiencies and reducing total transportation services and expenditures required by the Board.
3.15 Carriers/Suppliers of Transportation a) Student Safety All suppliers of transportation services to the Board must, in all respects, meet the requirements of federal and provincial legislation, regulations and standards governing school bus transportation. Suppliers of transportation will be required to comply with relevant Ministry of Education requirements, Board policies and procedures, and the policies and procedures established by the Ottawa Student Transportation Authority governing student safety and transportation.
Contracting With Private Suppliers The Ottawa Student Transportation Authority shall provide bus services by contracting with private suppliers of transportation services where public transit is unavailable, inadequate, or inappropriate as determined by the Ottawa Student Transportation Authority.
3.16 Ongoing Review of Safety Standards As a part of continuing efforts to ensure the highest school transportation safety standards, the OCDSB through its agent, the Ottawa Student Transportation Authority, will actively support and participate in any region-wide school vehicle safety committee or initiatives with a view to improving the uniformity of school bus safety procedures and to assisting school bus drivers to improve their management of students.
3.17 The Ottawa Student Transportation Authority, in collaboration with the Ottawa-Carleton District School Board, is authorized to issue such procedures as may be necessary to implement this policy.
4.0 APPENDICES
Attachment 1: Urban Transit Area Map
- 6 - P.068.TRA
5.0 REFERENCE DOCUMENTS
Education Act, 1998, s.190 Highway Traffic Act Public Vehicles Act Board Policy P.020.SCO: Student Suspension Board Policy P.026.SCO: Student Expulsion Board Policy P.032.SCO: Safe Schools Board Policy P.034.SCO: Substance Abuse Board Policy P.033.SCO: Smoking on Board Premises Board Policy P.040.SCO: Withdrawal of Transportation Privileges Board Policy P.096.SES: Special Education Programs and Services Board Policy P.077.PLG: Designated Schools/Student Transfers Board Policy P.084.SOC: Student Safety Patrols Board Policy P.127.TRA: Ottawa Student Transportation Authority Board Procedure PR.556.TRA: Student Transportation
- 7 - P.068.TRA Urban Transit Area: Attachment 1 - P.068.TRA
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- 8 - P.068.TRA Appendix D, Report 34 Committee of the Whole, 3 November 2015
POLICY P.119.CON TITLE: SCHOOL AS A COMMUNITY HUB
Date issued: XX November 2015 Last revised: Authorization: Board: XX Month 2015
1.0 OBJECTIVE
To facilitate the use of schools as a community hub to ensure that all schools house a range of community programs, services and activities which support the achievement and well-being of students and the broader community.
2.0 DEFINITIONS
In this policy,
2.1 Community Hub refers to the use of a school where approved partner(s) work collaboratively with the District to provide mutually beneficial programs for Ottawa- Carleton District School Board students and the broader community.
2.2 Board refers to the Board of Trustees.
2.3 District refers to the Ottawa-Carleton District School Board.
2.4 Community Use of Schools refers to the District’s process of formalizing the use of its schools by external partners and the division of staff that administer.
3.0 POLICY
3.1 The Board recognizes that a community’s use of its schools and partnerships with external agencies can foster learning opportunities and enhance the well-being of students.
3.2 The Board recognizes that school facilities are unique assets which contribute to the quality of the community in which they are located and should be available for the delivery of programs and services which have the potential to address the diverse needs of both students and the local community.
3.3 Community hub arrangements can be established either during the school day or outside of school hours and can be designed to provide a range of services and programs to the entire school community or groups of students, the broader community and/or specific groups within the community.
-1- P.119.CON 3.4 The District reserves the right to determine where the use of a school for community hub activities is practicable or appropriate on a site-by-site basis.
3.5 All community hub activities shall conform to the legal requirements of any activity that would normally be undertaken in a school facility.
Guiding Principles 3.6 The following guiding principles shall govern the planning and practice of establishing the school as a community hub: a) Schools may house a range of services and programs that welcome and value community partners in student success and well-being;
b) Community hub activities approved for the school shall ensure the safety and security of students, staff or community members in the school;
c) Programs and/or services housed in schools shall be appropriate to the school setting and in alignment with District and school priorities;
d) Community hub activities shall offer benefits to students, parents and/or the community;
e) Programs and/or services housed in schools shall reflect community need wherever possible and within the context of ensuring safe environments;
f) The District shall use open and inclusive practices that value stakeholder input and contribution in establishing partnerships;
g) The District shall make every effort to ensure facilities are available for community hub activities, whenever practical;
h) The District shall offer Community Hub space on a cost-recovery basis; which may include but not be limited to the following costs: heat, hydro, insurance, custodial services, consumables, and short or long term maintenance and renewal;
i) The District, at its sole discretion will determine what period of time for the partnership and the extent ongoing services that will be offered to support the space/use and these terms and services shall be detailed in an agreement; and,
j) Renovations that may be required to facilities shall solely be the cost and responsibility of the partner but shall be undertaken with the review and approval of the District.
Community Hub Partnership Categories 3.7 The types of programs and services which support the school as a community can be generally categorized into four areas: a) Educational Partnerships Educational partnerships are activities/services that happen most frequently during the instructional day, or during the extended day that compliment the curricular programming. These partnerships enhance learning opportunities for students and may improve the lives of community members. -2- P.119.CON
b) Recreational Partnerships Recreational partnerships are activities that support the arts and/or healthy, active lifestyles. Typically these activities occur after the instructional day, evenings, weekends and occasionally holidays.
c) Health Partnerships Health partnerships are partnerships with external agencies that provide mental health services, physical health services and social services. These partnerships may take a variety of forms: professional services for students during the day; supports for families in the school community or general professional/clinical support for the broader community.
d) Public Partnerships Public partnerships are partnerships that exist with community or municipal partners for short or long term activities. They may involve longstanding reciprocal agreements and/or shared facility use.
e) Private Partnerships Private partnerships are partnerships that exist with private corporations for short or long-term activities. They may involve longstanding reciprocal agreements and/or shared facility use. Their presence would fulfill a community need that is not available through a public partnership. Such partnerships are framed by PR.535.GOV and P.045.GOV Partnerships, Sponsorships, Donations and Co- operative Ventures.
3.8 Community use agreements in support of community hubs may be established at the District or school level with a variety of organizations including, but not limited to, the following: a) other levels of government;
b) the private sector;
c) community agencies;
d) citizen organizations; and
e) individuals.
3.9 The type of community use agreement and process for formalizing the partnerships agreement will be determined by the: a) type of community hub program or activity (Education, Recreation, Health or Public);
b) time of use of the request (during the instructional day, before or after the instructional day, weekends);
c) amount of time and/or the nature of the interaction with students (ongoing instruction or interaction, occasional or one-time, professional services); and
d) Impact on the Ottawa-Carleton District School Board’s financial commitments.
-3- P.119.CON 3.10 In order to determine interest in Community Hub partnerships in OCDSB facilities, either planned construction or in unused space, as defined by this policy, a listing of such space or opportunities will be developed and posted on the District’s website. In addition this listing of available space shall be circulated to agencies including, but not limited to:
a) The Province of Ontario;
b) The City of Ottawa;
c) Local Colleges and Universities; and
d) United Way of Ottawa-Carleton.
3.11 An annual meeting will be held, coordinated with the other three publicly-funded school boards in Ottawa when possible, with the agencies listed in 3.10 invited to participate to discuss opportunities.
3.12 The Director of Education shall be authorized to issue procedures to support the implementation of this policy.
4.0 REFERENCE DOCUMENTS
Education Act The School as Community Hub: A Framework, OCDSB, February, 2015 Community Planning and Partnership Guideline, Ministry of Education March 2015 P.131.FAC Facility Partnerships P.012.CON Community Use of Schools PR.507.CON Community Use of Schools
-4- P.119.CON
POLICY P.131.FAC
TITLE: FACILITY PARTNERSHIPS
Date Issued: 26 May 2010 Last Revised: Authorization: Board: 25 May 2010
1.0 OBJECTIVE
To promote the concept of and provide a framework for sharing facility space between the Ottawa-Carleton District School Board (the “District”) and other partners, with the objectives of maximizing the use of public facilities and reducing operating costs, strengthening the role of schools in the community, and providing a place for programs and facilitate the coordination of, and improve access to, services for students and the wider community.
Partnership opportunities may arise at the time of new construction or may come through the use of uncommitted existing space in District facilities.
2.0 DEFINITIONS
In this policy,
2.1 Unused Space: For the purposes of this policy, unused space shall mean uncommitted, contiguous space in a school or District facility that is less than 60% utilized for a consecutive two-year period, or uncommitted, contiguous space in a school that has more than 200 surplus pupil places.
3.0 POLICY
The Ottawa-Carleton District School Board supports and encourages cooperative and collaborative partnerships for facility sharing as part of the foundation of a strong, vibrant and sustainable publicly funded education system. In order to maximize the use of the District’s buildings, the Board is guided by the following principles associated with facility partnerships:
3.1 Projects will be evaluated by staff in accordance with the principles noted in section 3.0.
3.2 Partnerships shall not compromise the health and safety of the District’s students and staff.
-1- P.131.FAC
3.3 Partnerships must be appropriate for the school setting and will be mutually beneficial to the students, the District, the community in which the school is located, as well as the partner engaged in the partnership.
3.4 Partnerships will not compromise the Board’s Improvement Plan or any student achievement strategies.
3.5 Partnerships may be considered with organizations that are for-profit and not-for-profit and the venture must be financially viable, in the opinion of the District.
3.6 Partnerships will be transparent, sustainable and supportive of student achievement.
3.7 Educational entities that provide competing education services such as tutoring services, JK-12 private schools or private colleges, and credit offering entities that are not government-funded, are not eligible partners under this policy.
3.8 The partner must agree to comply with all existing OCDSB policies and procedures.
3.9 Partnerships entered into under this policy will be subject to a legal agreement. The legal agreement will contain clauses which address, but not limited to, the following: a) Identification of the partner or partners
b) Term of the partnership
c) Space utilization
d) Cost assessment/recovery, including operating and renewal costs associated with use
e) Dispute resolution
f) Termination
3.10 Although partnerships may be taken into account as factors in the scope of Accommodation Reviews, review outcomes may still result in the termination of a partnership because of facility closure or student redirection impacting space needs. Termination as a result of outcomes of an accommodation review will be detailed in partnership agreements as noted in section 3.9 (f).
3.11 The partner will be responsible for any costs associated with occupancy, including any zoning issues, additional operating costs, leasehold improvements, renewal fees and legal fees. The partnership shall result in no costs to the District that exceed the benefits to be received.
3.12 Partnerships should not impede Community Use of Schools hours and access.
3.13 Existing partnerships shall not be disrupted.
4.0 NOTIFICATION
-2- P.131.FAC
4.1 Annually, a listing of Ottawa-Carleton District School Board unused space and/or new construction opportunities will be developed and posted on the District’s website. In addition this listing of available space shall be circulated to agencies including, but not limited to: a) The Province of Ontario
b) The City of Ottawa
c) Other local school Boards
d) Local Colleges and Universities
e) United Way of Ottawa-Carleton
Agencies, organizations and individuals may request to be added to the circulation distribution list at any time.
5.0 RESPONSIBILITY
5.1 The Director of Education, or designate, will be responsible for negotiating, executing and administering partnerships, unless the financial considerations of said partnership require approval of the Board of Trustees under Policy P.007.FIN
6.0 SPECIFIC DIRECTIVES
6.1 The Director of Education shall issue such procedures as may be necessary to implement this policy.
7.0 REFERENCE DOCUMENTS
The Education Act Ministry of Education: Facility Partnerships Guideline, February 11, 2010 Ontario Ministry Regulation 444/98: Disposition of Surplus Real Property Board Policy P.012.CON: Community Use of Schools Facilities Board Policy P.118.PLG: Accommodation Review/School Closure Studies Board Policy P.095.PLG: Decommissioning and Disposal of Surplus Board Property Board Policy P.078.FAC: School Site Assessment and Acquisition Board Policy P.007.FIN: Signing Authority and Spending Controls. Board Procedure PR.507.CON: Community Use of School Facilities Board Procedure PR.613.PLG: Disposal of Surplus Board Property Board Procedure PR.570.FAC: School Site Assessment and Acquisition
-3- P.131.FAC
MEMORANDUM Memo No. 15-165 TO: Trustees Student Trustees
FROM: Jennifer Adams, Director of Education and Secretary of the Board Norah Marsh, Associate Director of Education
DATE: 6 November 2015
RE: P.119.CON – School As a Community Hub
During the 03 November 2015 Committee of the Whole meeting, the Committee discussed a couple of possible changes/additions based on feedback from the Special Education Advisory Committee and to clarify the intent of Policy P.119.CON: School as a Community Hub. Although there were no amendments made by the Committee, as a result of the discussion staff has updated the policy to reflect the following two changes:
1. Clause 1.0 Objective: the word “achievement” changed to “learning” in the objective statement; and 2. Clause 3.6: inserted a new section (k) as follows, “Programs and services housed in schools will reflect the District's principles of equity, diversity and inclusion.”
The policy is attached as Appendix A, as amended above. In order to adopt the amended version this item would become non-consent, at which time the amendment(s) could be dealt with.
This memo and attachment will be included as back-up to the Board agenda for November 24.
Please do not hesitate to contact Norah Marsh, Associate Director of Education (613) 596-8211 ext. 8252 if you have any questions or wish to discuss any of the content.
Attach. cc: Senior Staff Monica Ceschia, Manager Board Services Corporate Records
Memo No. 15-165 P.119.CON-School As a Community Hub