SEAC 11 April 2018 COMMITTEE OF THE WHOLE (PUBLIC) 17 April 2018 Report No. 18-041

Secondary Gifted Specialized Program Class Transition to the Geographic Model

Key Contact: Olga Grigoriev, Superintendent, Learning Support Services, 613-596-8211 ext. 8254

PURPOSE:

1. To present staff recommended options for the secondary gifted specialized program class transition into the Geographic Model and to obtain Board approval of a consultation process and timeline.

CONTEXT:

2. At the Board meeting of 20 December 2016, the Board approved the following motions:

A. THAT staff work with SEAC and an Advisory Group that would include SEAC representation to expand options to be presented to the public to improve the effectiveness of services for Gifted students and to increase equity of access for under-represented groups; B. THAT the Congregated Gifted Program transition to a specialized class location model using geographically defined catchment areas (Geographic Model); C. THAT staff bring forward an interim report on the development of options by the end of May 2017 and a final report including a plan for the Geographic Model transition, including costing, no later than the end of December 2017; D. THAT staff bring forward a report with a plan, including costing, of implementing a universal screening tool, once the Ministry of Education has released a new Gifted definition, no later than end of October 2017; E. THAT staff bring forward a plan, including costing for professional development/coaching support for school based staff working in the regular class with elementary Gifted students, no later than March 2017.

Initial considerations regarding the transition of the secondary gifted specialized program class to the Geographic Model and the need for consultation were Report 18-041 Secondary Gifted Geographic Model Transition and Consultation Plan Page 1 identified in Report 17-092 Gifted Geographic Model Transition. The transition to the Geographic Model for elementary gifted specialized program classes was not recommended in Report 17-092 due to the continued work of the Gifted Advisory Group and pending Ministry definition of giftedness.

KEY CONSIDERATIONS:

3. Geographic Model Since 2013-2014, the -Carleton District School Board (OCDSB) has been implementing a new specialized program class model based on geographically defined catchment areas and designated home schools called the Geographic Model.

For the purpose of distributing specialized program classes geographically, the District has five geographic zones (Far West, West, South, East and Far East). Please see Appendix A for a District map of the five geographic zones. The number of zones used varies by specialized program class type and is influenced by a range of complex factors including: ● the number of classes required to meet District needs; ● enrolment trends and projections; ● legislative requirements (i.e., staffing ratios by exceptionality); ● school configurations; ● school space availability; ● current/future student transition considerations; and ● alignment with District program policy (e.g., availability of English and French Immersion).

To implement the Geographic Model by exceptionality, the District must consider this range of factors and determine the appropriate number of program classes and locations to ensure access, stability, and sustainability.

Applying the Geographic Model to secondary gifted specialized program classes presents unique challenges and includes: ● large number of students that access the specialized program class (e.g., approximately 600); ● no defined total specialized program class limit; ● no method to predict enrolment for the specialized program class at a site (e.g., are students/families choosing the specialized program class or the site?); ● limited secondary schools with the site capacity to accommodate; and ● no method to predict long term the geographic distribution of students accessing secondary gifted specialized program classes.

4. Current Secondary Gifted Specialized Program Class Currently, the OCDSB offers secondary gifted specialized program classes at the following schools: Bell High School; Glebe Collegiate Institute; Lisgar Collegiate Institute; and . Two of the high schools offer specialized program classes in both English and French Immersion (Bell H.S and Merivale H.S.), one school offers English gifted specialized program classes (Lisgar C.I.),

Report 18-041 Secondary Gifted Geographic Model Transition and Consultation Plan Page 2 and one school offers French Immersion gifted specialized program classes (Glebe C.I.).

Discussion Report 17-092 provided additional background on our overview of current secondary gifted specialized program classes including: ● practice to determine designated gifted sites (e.g., boundaries); ● implications of the Secondary School Review; ● discussion of the critical mass of students required to provide robust course offerings; and ● inequity of specialized program class structure across current sites due to enrolment and program offerings (e.g., English vs French Immersion).

Following Discussion Report 17-092, additional information was requested with respect to current secondary gifted specialized program class enrolment in English and French Immersion. The following information was presented in Memorandum 18-023 Secondary Gifted Student Count.

Secondary Gifted Specialized Program Class Student Count

Site Gifted Gifted Total English Immersion Students

Bell High School 159 48 207

Glebe Collegiate Institute 0 68 68

Lisgar Collegiate Institute 363 0 363

Merivale High School 19 10 29

As a result of the Secondary School Review, policy changes were made to ensure that all secondary schools offer French as a Second Language programming in Core French and French Immersion. To align with this policy direction, where gifted programming is offered in secondary schools, it should be offered in both English and French.

The current enrolment in both Glebe C.I. and Merivale H.S. gifted specialized program classes does not allow for equivalent course offerings and programming within the specialized program class format as can be provided at Lisgar C.I. and Bell H.S. Therefore, the student experience across sites is quite different. Enrolment at Bell H.S. provides the critical mass of students to support gifted specialized program classes for English and French Immersion programming where students complete all compulsory credits for their Secondary School Diploma (OSSD) in the gifted specialized program class format. English and French Immersion gifted specialized program classes at one site offer timetabling efficiencies with respect to English and Math credits. Some gifted

Report 18-041 Secondary Gifted Geographic Model Transition and Consultation Plan Page 3 electives can be offered in grades 11 and 12. In addition to the timetabling benefits and ideal course offering in the specialized program class format, a larger gifted student cohort allows for different student groupings across courses allowing for a more authentic secondary school experience.

Moving forward, it is the staff recommendation that secondary gifted specialized program classes will be available in English and French Immersion at each site in order to align with District policy.

5. Number of sites Determining the ideal total number of secondary gifted specialized program class sites has been examined. The following factors were considered: ● current student enrolment; ● viability of current number of sites (e.g., two with insufficient enrolment); ● introduction of Western International Baccalaureate (IB) program; ● ideal geographic distribution; and ● site capacity in specific zones of the District (e.g., limited sites with capacity to accommodate the number of students required for ideal programming).

Based on aforementioned considerations, staff recommends the District move toward two secondary gifted specialized program class sites. All students currently enrolled in the program would be allowed to complete the program at their current location. Beginning in September 2019, students in grade 9 would enter the program at one of two sites. The programs at the other two sites would be phased out by the end of the 2021-2022 school year.

6. Site Selection Staff is recommending that the secondary gifted specialized program sites be located at Bell High School and at Lisgar Collegiate Institute.

Bell High School The gifted specialized program class at Bell H.S. has supported robust programming in both English and French Immersion for many years and is well located to serve the West, Far West and South zones of the District. Bell H.S. was a part of the Western Area Pupil Accommodation Review completed in 2017 and the gifted specialized program class was included from a student population perspective. With the completion of the review, no further changes to Bell H.S. are anticipated. From an accommodation perspective, there would be little flexibility in finding an alternative secondary site to serve the West, Far West and South zones of the District.

Lisgar Collegiate Institute is the secondary gifted specialized program class currently serving the East and Far East zones of the District. Lisgar C.I. has supported robust gifted specialized program classes for many years and the gifted population is a valued part of the school community. In addition, the site is well served by public transportation.

Currently, Lisgar C.I. has the highest number of students enrolled in the gifted specialized program class (approximately 360 students) with only English

Report 18-041 Secondary Gifted Geographic Model Transition and Consultation Plan Page 4 programming available. Moving forward, the site would need to accommodate both English and French Immersion programming.

Lisgar C.I. is located along the eastern edge of the West zone and would therefore require some slight adjustments to the gifted specialized program class boundary. From an accommodation perspective, Lisgar C.I. remaining the gifted specialized program class site is not without challenges: ● Lisgar is a historic facility with a layout that does not offer a great deal of flexibility. The set capacity is 807 and the school has operated with 250- 275 students over capacity in recent years. There is no portable capability on the site; ● previous to the 2017-2018 school year Lisgar C.I. was one of the few high schools in the District which did not offer an Immersion program as an option for its regular student population. Instead, the school offered only Extended French. In accordance with the tenets of the secondary program framework, a full French Immersion program is now being phased-in to the school beginning with grade 9 in September 2017. This programming change may have an impact on enrolment at the school, with numbers possibly growing over time; ● Lisgar C.I. similar to all of the District’s secondary schools offers students with a broad range of learning needs the program pathway they require. This has resulted in Lisgar C.I. being more accessible to a broader range of students, which may, over time, have an impact in increasing enrolment of the regular student population; and ● as illustrated in system projections included within the Board’s District Needs Analysis, growth in secondary enrolment is anticipated over the next ten years. This may have an impact on future uptake in gifted specialized program classes and, by extension, on Lisgar C.I.

As a result, Lisgar C.I. may be required to utilize additional mechanisms to increase the functionality of the school or manage enrolment. For example, timetables can be modified to accommodate more students in some instances, although an option, at a facility like Lisgar C.I., the effectiveness of creative timetabling is limited by the layout of the school and space limitations.

Alternative Option for Consideration

A Far East/East Secondary Gifted Site in the Alta Vista/Hunt Club Area It is important to note that from a geographic perspective, a secondary school located further east may represent a better long-term option for a gifted specialized program class site to serve students in the Far East and East zones of the District. This is an issue that could be considered as part of the planned Alta Vista/Hunt Club Pupil Accommodation Review. Consideration was given to identifying a school site in this area at this time, but this issue could be better addressed as part of a larger accommodation review discussion.

7. Secondary Gifted Specialized Program Class Boundaries Student’s designated secondary gifted specialized program class site would be determined based on their designated community secondary school (see attached Appendix B). Each community secondary school will have one

Report 18-041 Secondary Gifted Geographic Model Transition and Consultation Plan Page 5 designated secondary gifted specialized program class site offering both English and French Immersion programming. Geographic Model zone boundaries would be maintained with the exception of Lisgar C.I. and Glebe C.I. in the West zone.

Bell High School would be the designated a secondary Gifted specialized program site for the: ● South zone: John McCrae S.S., Longfields Davidson Heights S.S., Osgoode Township H.S. ● Far West zone: A. Y. Jackson S.S., Bell H.S., Earl of March S.S., West Carleton S.S., South Carleton H.S.; and ● West zone: Merivale H.S., Nepean H.S., Sir Robert Borden H.S., Woodroffe H.S.

Lisgar Collegiate Institute would be designated secondary gifted specialized program site for the: ● West zone: Lisgar C.I., Glebe C.I. ● East zone: Brookfield H.S., Canterbury H.S., Colonel By S.S., Gloucester H.S., Hillcrest H.S., Ridgemont H.S.; and ● Far East zone: Cairine Wilson S.S., Sir Wilfrid Laurier S.S.

Based on current secondary gifted specialized program class enrolment patterns, the proposed boundaries would generally be expected to equalize the total number of gifted students across the two sites over time. Notwithstanding, uptake in this type of specialized program class tends to be impacted greatly by individual circumstance. Future enrolment trends will therefore have to be monitored closely as implementation takes place.

8. Implementation If approved, the proposed recommendation to transition secondary gifted specialized program classes into the Geographic Model would be implemented beginning in September 2019 and phased-in/out by cohort.

All current secondary gifted specialized program class students would complete the program at their current site. Beginning in September 2019, incoming grade 9 students would be directed to either Bell H.S. or Lisgar C.I. based on the previously described boundaries. The gifted specialized program classes at Merivale H.S. and Glebe C.I. would therefore be fully phased-out of those sites by June 2022.

To achieve a September 2019 implementation, transition planning would need to commence during the fall of 2018 to ensure appropriate staffing and communication planning for all relevant stakeholder groups. A more detailed implementation plan would be made available following consultation and Board decision.

RESOURCE IMPLICATIONS:

9. No financial impact is expected associated with the transition of secondary gifted specialized program classes to the Geographic Model.

Report 18-041 Secondary Gifted Geographic Model Transition and Consultation Plan Page 6 As outlined in Report 17-092 costs associated with staffing and transportation are expected to remain unchanged with the proposed transition.

COMMUNICATION/CONSULTATION ISSUES:

10. The transition of secondary gifted specialized program classes to the Geographic Model has a potential impact on a large number of students and is an issue of great interest to the gifted community and the local population of the selected sites; therefore, a community consultation process is recommended.

The specific details of the proposed consultation process are presented in the attached Consultation Plan, Appendix C. The topics for consultation include: ● to seek feedback on the proposed plan to move the secondary gifted specialized program class into the Geographic Model which will inform decision making; and ● to receive input on implementation considerations.

The key audience for the consultation is both the gifted and non-gifted community as the specialized program class location will impact access to community schools. The consultation will be targeted to a specific population as well as the larger OCDSB population. For example, general information regarding the consultation will be shared with all parents, posted to the district website, and promoted generally through social media and newsletters. As well, parents of students in the gifted specialized program classes at both elementary and secondary schools will be contacted directly by email. Parents of students in the affected schools and in the feeder schools to the proposed secondary school sites will also be contacted directly. Students will be informed through school and parent channels and invited to participate in the public meetings.

Upon approval, the consultation plan would commence in late April 2018 with information posted to the District website; emails sent to all parents, emails to affected parents. All communication would explain the issues, the mechanisms for feedback, and the dates and times of any meetings. The consultation would occur through May and June 2018.

It is the intent of staff to seek Board approval for the transition of secondary gifted specialized program classes to the Geographic Model in late June 2018, recognizing the planning required for a September 2019 implementation. This will provide the school communities directly impacted with sufficient time to prepare accordingly.

STRATEGIC LINKS:

11. The considerations to transition secondary gifted specialized program classes to the geographic model align with the 2015-2019 Strategic Plan, particularly in the areas of Equity, Learning and Well-Being. In addition, the proposed considerations reflect a commitment to the OCDSB Exit Outcomes.

Report 18-041 Secondary Gifted Geographic Model Transition and Consultation Plan Page 7

RECOMMENDATION:

12. THAT staff be directed to undertake a consultation process on the recommendations presented for the transition to the Geographic Model for secondary gifted specialized program classes.

Olga Grigoriev Jennifer Adams Superintendent, Learning Support Director of Education and Services Secretary of the Board

Appendix A – District Map of the Five Geographic Zones Appendix B – Proposed Designated Secondary Gifted Specialized Program Class Sites Appendix C – Consultation Plan

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S T RD M S Centennial P.S. SHEFFIELD AN RD I SM ! Lady Evelyn Alternative School L UI DOLMAN RIDGE RD T H D Richard Pfaff Secondary Alternate Program O R S ! ! Glashan P.S. N E M N ID O E R V D S N E Cambridge Street Community P.S. ! Y T T R A S R G R ! ! E U E First Avenue P.S. Riverview Alternative School B E G Devonshire Community P.S. ! Adult H.S. O ! B R O Y U L T RD L S Glebe C.I. RD N E R ON N D ST CE ! SI DE D A N T EN T W D ! N AD R R N T P S ! MYTH R Vincent Massey P.S. E F E O O S N Mutchmor P.S. S XT MC K Y D C TO ! E A S ING Connaught P.S. Y L LL ! LE E WE LK C VE Hillcrest H.S. A N N A Fisher Park P.S./Summit Alt. W TA RO S Y Hopewell Avenue P.S. GE RD N B RID O Hilson Avenue P.S. ! ! M C ! A Arch Street P.S. RD E P !E LT C L V E U V E C B A V ! A H N A ! R E R ! T D O E N Hawthorne P.S. ER D U R S O L O P U A Elmdale P.S. R L G R R E N E N R O N Pleasant Park P.S. O C M ! C D I K S R D A D Churchill Alternative School N I D O H A O C L A R A R E B L I M ! E L V K N T E IN E L A V P Canterbury H.S. D L E W ID D A A R D R B R U C H S D I A O A V R R Y R E W N V S E Y I O E D Alta Vista P.S. D H R N Y E D W Nepean H.S. C E R D A 4 P R T D

R R R N R D 1 V I R N E D A R D E R 7 U Y S G ! D K E ! E E U M R A V R E Featherston Drive P.S. G R S IC R ! R I A D R E E N G S M A R L E L E 1 I D ! A V V E L 0 R B H ! I D L E B ' T L 8 F IT R R R O W.E Gowling P.S. E DR S R E O E O M WESMAR D R A L B S A U Y C N O E I R

A L M N C A V S T R Broadview Avenue P.S. A D M T W L P D T S M S A E R C T N N S 2 E F A E J B 5 G A O T E O V OH B U R D N A O R R R S N R A N L R I R S I ST L S R R D T A O C L R Y C C L N D N O C N R H O N R VE R T L P T L Y E O ERIE A Ridgemont H.S. D W E Y A E S A T ER N S S R S M I E Y S N H ! H S O S A U A S Y B D G M D R R H E M N L R H U H A O G A B T I Y ! D Y R A O L A K E Brookfield H.S. A W M R E O H D D A G R ! Charles H. Hulse P.S. S L E R O R R R C Woodroffe Avenue P.S. C A L L D C F K H C H A F ! IGH R A M L W H V V I AY D N S A 417 U E A E E R N H L D H RD N L R E S A E N T L E E S Clifford Bowey P.S. D N R E E General Vanier P.S. Y I E R N G T L N V ! A R Y A Robert Bateman P.S. S D W E A A R H E Regina Street Alternative School S L D R A D A V B ! Y ! G D B Y E N A M A E D HI G R HW D N L D.Roy Kennedy P.S. D ! AY 4 A L Roberta Bondar P.S. 17 S O E A ! L R D C B R M T R O D S U S D V T E RI D L E S T E ! T D N O S V I R T O O B V ON A A Fielding Drive P.S. S D L Y A L ! F R D N W E D IL G E C D N R L IS C J.H. Putman P.S. T A C R A IN Y E R O IS Carleton Heights P.S. R A Y E R I L D S D H L G E R R ! H R E G L V P ! W R U M I D D S R A T M B C A I L R A C S ! D R O L R A ST ! Dunlop P.S. E L R I A F N H R R S A F N A B N U T D D R R N L D H S Woodroffe H.S. ! R R D B L Agincourt Road P.S. A R I B E R D L D G LM Y E H R S D E E E A E LE S C R A I D L V N I O M E H E A K D I W B D S L I W R I H L E D R E N X E A T O E E D H S F T R I A G N E A D W A N N E L D R T E A L A Y U ID N A R M ! V L O A S L E A S H N R T A D K ! R A E P E ID N N L Y I T V A H D E South March P.S. D V !Bayview P.S. A V D D E D T A A L H R L O S D E A M A N L W N L C R A H O M O ! A R E C A M L Severn Avenue P.S. R Sir Winston Churchill P.S. H R B R K C H T S Y R IT ! A D A C Y K O ! W R R H A M I D N V N T H D W Bayshore P.S. R T VE ! A L S A UST A Blossom Park P.S. L P D'AO R R E H E Crystal Bay Centre for Special Education IS A E D Elizabeth Wyn Wood Secondary Alternate Program L D M D ! R E D S Y SANDHILL RD IR RI D L Y R A Jack Donohue P.S. B ! P A D F E A N ! Sir Guy Carleton S.S. ST N D W R D P OD A N L Y R A O R A E B ! U EW F T Y Meadowlands P.S. D Sawmill Creek E.S. M T W U SITWA ! DR L YL D R E R D AN W E R O TR Pinecrest P.S. ID A C D R R R N V N R E A E A T E ! O R D N A D K E S G H L H T S V T N L N T S L E Lakeview P.S. D S E A A S L U R I I E C W ! R W H A O G R R ! A I E Merivale H.S. D Y V T E N R S G R O D R I O R M IM E N O V G R O E A R E D NA V O K U M D P Z A A D N A R Y I Y T N N R U P R O D B O P R L E R E R H D R E O AP D L T R D C G R D A S D A A AR R M R R A P O Kanata Highlands P.S. D D B E W N W P N L H R G H S Y D R U M D U E D D A M D R L D T A R D C I R D C A R U S R O S L D E E L R I E N IE B S H L D T I R F T E R U L A R A N D R N G D D N L O L R L E Y ! O U ! ST O V R B O N I R D V Y O G HU O U E A A C I T D I Briargreen P.S. D W D T R S R V E X E H V L A M H M Y E R A R V E A T R A R N D T E S U N I O N S N N S E L S I D C I E H V D A N L W E T D O I V N E A M R A V O R W A N R I L E L W T L J E T P B S B A L V E E R K E T D I R E R A N O E D R S N R R N R D R L O R BANNER RD D W F R A E C D R O D D C AK F U D IN Y A E T T S C E A D A E ! T ! O T O R Y R A R Sir Robert Borden H.S. R M N W. Erskine Johnston P.S. L B R E D N IV K B N R E A D V IZ M RD M R P P A S Y D IELD A IG R A P SE T L NF S C R E IR T N I I E R E CA R U N H R D W U P K A A P C D K E O R R D L R R O R A L I ! A S O I A S Y N Bell H.S. P Manordale P.S. R R E V E P M S N T T A I ! E T A F V S IR R T T W H Roland Michener P.S. S D ! P C A E IT R T H R O O A O R A U D S L E Y LE A N A I N L M N G ! E C M A Y E R V M E T IR R A E M V D Y AY V D M Knoxdale P.S. D N A R A R A ! R ! AA J W R N Stephen Leacock P.S. V O D I D R D TO R D R V E R R C Y D A K A D S U D M R C S R R I B ! M A L A N B R Earl of March S.S. I A E L A L L T A T S E M B D L T R R E K Bells Corners P.S. R T E A E N C C R E I D O V E L R R C R U IN D P L H A T A D D L S K S A K L A A D W S N K A E S IS E R E C T G O G H O C E D S E N W A I N Y L F R N N O R R S N R A I R ! D E U H E O D H N R D Vimy Ridge P.S. E A L R W Q R C K K S D E D K IT E E O E R H R E D R G D T O T L H E M K K M EAU S N S R A V E A P A R I A R G M N O IN G G R R U L CA R R A S T O O C D E A T M H T L O D R N A T Y D P E R W H L R A H E A O L P C H T D E B N W B D Z R A IG L D I R L O C V R R O E IN D H D A E O D F L O D R Y R D W R P S A P F R R L W A D I D D U D B E R D IT D Y M D R S IR A LU R I D I N R N E S E D A A E ! C 4 O D S R IK O T 1 B E I T B Katimavik E.S. N F S B V 6 A Y E R M U F

A R U H N T G D Y R E O M H T D S

R D E E I K P C Y S L O T A E R V Y C E O O M E I M

A S L D D A W V R K A R W K N M R R W S E E D E D O S R C S N E S N R L I B I ! D E A S Castlefrank E.S. D A C D

A A T E D R P I L R H R L Y S O V IG

R W C B O H T R R R YD R E S ST D R E D R F D N E E U R R V E W S O B A I 9

E O R R I E O T R R L V M E P D H S L E G W

M D C I ! A A N R W.O. Mitchell E.S. R L E

M N C S N

Glen Cairn P.S. I I R E D R I S N M D D H M E D R DIU K V E A R I R L C I O L N P D PA D R I D O L E L R ! E B E M R I L N R L L R D D A F D A E E D W D E E R F ! A N Y R R O U J Y A.Y. Jackson S.S. R Y I L R E O E R K L N A O N R C D E D M A A V V F O D H O D N O A R B I R I N V R N A R R S E D O D E V S W N O A 7 G John Young E.S. N Q 1 E A A Adrienne Clarkson E.S. T C 4 E V N L D A R H H R U O 8 Y P R H S D F D I A E D R A N T A N ! N T ! IE R W M IR O T A N H H C A T N DR T L TA D E S A D L D A U E R N R L A R IG T D G B R T Bridlewood Community E.S. D P S W I S L C E L V D H E E E E O I S T I A D N L I X E E D R O D R I D N V Z R Q A M A DR E H O R L Y N O A A R H C R B R M C S A U IL U S R R 7 L H Y K L SB T M I E A T D 1 L E E ! D N E R C P R 4 I E S R EE Farley Mowat P.S. R U D O N R T F R QU D IL S O E E Y H S O T S V C R R C E S R P ! AL L E C B ID A T R X U Roch Carrier E.S. E O N H S O P.S. IL W F T IA R N K L W S O R O D N !C U E A I R N A S W N H R O U R R A Jockvale E.S. IA ! Steve MacLean P.S. IC L R O G L C I B D V S F A N D B T O I O N B N D E ! T D T E S H H S C R N R E N D N G I A R T ! Y O R V R R D P W B E S T Berrigan E.S. E S E 6 A E R 6 S E E Y D E R ! ! E B A R A P T E E E Z C ! W V L E N D S W R R B A T T K I A LAegend H M E P G IN D S R S N P A R D R R L A IC O V T O O E F R N S P E A R J D I T O R IC N O T C R G S M G D A R G 5 D M ! N T V S W 4 L A S O E S A L R 1 R T D I U Longfields-Davidson Heights S.S. O L C L E D A John McCrae S.S. B M A E C O O M Y M T R S R R E E I K R R L T R T Y D R D I T T E S O E Y Y 7 O Y E I N R D T B 1 D R O A E I M M S E S 4 R O D S V A S I A N R I J IV R R A T Y A R A T L S E P E A L U N A S R Cedarview M.S. D V L S S R O W E B L T P T K DR A L D U RE N H L T E S T O R L PICKWIC D R R T LE C O D X H C R E A E ST N L E S T H E C E I YCA Far West W E R C R H A B ALL D O E I BO D L M B E R W N R M G UR P L A R L NE N T C L O D Y S O L E E E H H T A E P I E S V ! K R K A L D R A Stittsville P.S. W T R N R W D S A ! S D T G L R G E L I A M Chapman Mills P.S. ILL ST O H D E K Y ! MERH P IG A R F SUM C N E N 4 J R R W E A O I R D W T E Y B 1 CK A T E T N S 6 'A R R N Y V L W S WesAt S T A R R A L D IL C C P U T E D A E W C O S R O F L Mary Honeywell E.S. R R R O B B D T Y U IL E T H A.Lorne Cassidy E.S. B D E C H L R T A M G B D T S E O Y R B O D E R T R R W T P M R ! IE O A D Greely E.S. ID E ! P O L E D H S D D R M R G S A T I T T D E I O South E P S R G R ! Frederick Banting Secondary Alternate Program R I I N T D W D N R R KS R H W D H I D D D S D IN O T O FL A R T R L N O E W G Y GO E K R M T E T E D E I S W S R C R A T A T A B Y M H F D S W C T N S Y R R S A O E A U N T R E T N G D D B W 7 S S S F N R D D G O T R AU E E R I R R H T D H LKN K R Half Moon Bay P.S. D R E D E C ER A C R K East R E T C L I F C W O RL G M I E D G IA A S G A I E M H B M L E M N O B L L O D W H R ! R R L IO N I A K IN A A T E D E K A I D O E W T V C P N D C D S A A A T T S N E S O S

T L H S A O W

S L A L N D R B I E

I P Y L S N T N E K L E R E C R R I N G E D M D C D A D 7 R D B N R R R D I R T I A D E R T R E N I AL K T D C D N S E E D O V S

A N A A E Far East D I O A V R C A R A T D S A I L N A S D Y R D M U W B U H O D R L R T

L R O M D R C O ' I V D S T N A A R A E S D R A E W C O C Y O Y L I

H T R

Y L T L C A C V S T ! R A L B I E IL L A D N W C D

Westwind P.S. O L T R I E R E R N A P S W Y A M O L N P D

E O L A E Y V A D S C A K R A

D V E Z L E R

P R L A C S H D R K K R R T D A R O L L O D R K D

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E C S E IE E R A L N D R O D D R R A D N L D I A E H T I R

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D R A R G D C O N R I C R N R N I D D B E C S

R R T N B I H D D

R W A N T Y E L S S R R C E S L D IA I C R

' R S N C T D N P

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S W S D E R O B A R O A TO S

N A M M B L T D S T D I W S H A L H W M O R S C R K K E N D G L L I U R

N B L K R R U E I O J F A GO Prepared by OCDSB Planning Department using digital data that was provided by the City of Ottawa and is protected by copyright. September 2017 PROPOSED SECONDARY GIFTED SPECIALIZED PROGRAM CLASS SITES BY ZONE

Appendix B to report 18-041 Gifted Geographic Model Transition Community Secondary School Geographic Zone Gifted Specialized Program Class Site A.Y. Jackson SS Far West Zone Bell High School Bell High School Far West Zone Bell High School Brookfield HS East Zone Lisgar Collegiate Institute Cairine Wilson HS Far East Zone Lisgar Collegiate Institute Canterbury East Zone Lisgar Collegiate Institute Colonel By East Zone Lisgar Collegiate Institute Earl of March SS Far West Zone Bell High School Glebe CI West Zone Lisgar Collegiate Institute Gloucester HS East Zone Lisgar Collegiate Institute Hillcrest HS East Zone Lisgar Collegiate Institute John McCrae SS South Zone Bell High School Lisgar CI West Zone Lisgar Collegiate Institute Longfields Davidson Heights SS South Zone Bell High School Merivale HS West Zone Bell High School Nepean HS West Zone Bell High School Osgoode Township HS South Zone Bell High School Ridgemont HS East Zone Lisgar Collegiate Institute Sir Robert Borden HS West Zone Bell High School Sir Wilfrid Laurier SS Far East Zone Lisgar Collegiate Institute South Carleton HS Far West Zone Bell High School West Carleton HS Far West Zone Bell High School Woodroffe HS West Zone Bell High School

Appendix C

to Report 18-041 CONSULTATION PLAN (REFERENCES: POLICY P.110.GOV AND PROCEDURE PR.644.GOV)

DATE: March 2018

PROJECT: Secondary Gifted Geographic Model Transition – Approval of Consultation Plan and Timeline (Project name, Letter of Transmittal, etc.)

CONTACT / PROJECT LEAD Olga Grigoriev, Superintendent, Learning Support Services (613) 596-8211 ext. 8254, Olga.Grigoriev (Name, telephone, email): WHAT?

1. WHAT IS THE PURPOSE OF THE CONSULTATION? (Describe project scope, nature of consultation, decision to be made, and any relevant information) To seek feedback on the proposed plan to move the secondary gifted specialized program into the geographic model. To receive input on implementation considerations.

The scope of the consultation is both the gifted and non-gifted community as the specialized program location will impact access to community schools. The consultation will be targeted to a specific population as well as general for the larger OCDSB population.

The secondary schools with current and proposed gifted specialized programs:

Bell High School Lisgar Collegiate Institute Glebe Collegiate Institute Merivale High School

Feeder Schools of the above. Elementary gifted specialized programs. General population of the OCDSB.

WHY?

2. WHY ARE YOU CONSULTING? (Check all that apply) __√_ To seek advice, informed opinion or input for consideration prior to decision-making? __√_ To share information and/or create awareness about a subject/potential recommendations/decision yet to be made? ____ To share information and awareness about a subject/recommendation/decision that has been made? ____ Other? (Please explain)

3. HOW DOES THIS CONSULTATION LINK TO THE OCDSB STRATEGIC PLAN, DISTRICT IMPROVEMENT PLAN, BUDGET, ANNUAL DISTRICT GOALS AND OBJECTIVES AND/OR RELEVANT MINISTRY / OCDSB POLICIES OR PROCEDURES (if applicable)? Given the scope of the potential movement of students the consultation will provide feedback on considerations for the transition of the Secondary Gifted Specialized Program into the geographic model. The movement of specialized program classes into the geographic model aligns with the equity of opportunity and access focus of the strategic plan.

OCDSB Form 644: Consultation Plan (April 2009)

Appendix C CONSULTATION PLAN to Report 18-041 (REFERENCES: POLICY P.110.GOV AND PROCEDURE PR.644.GOV)

WHO?

4. WHO WILL BE CONSULTED? (Key stakeholders) (Check all that apply) OCDSB Community Internal to OCDSB External / Other (please identify) __√_ Students __√__ Trustees __√__ Agencies/associations (Association for Bright Children) __√__ Parents/guardians __√__ Superintendents __ __ Community groups ______√_ School council(s) __√__ Principals and/or Vice-principals __√__ General Public ______√___ Ottawa Carleton Assembly of School Councils _____ Managers _____ Other governments ______Advisory committees (Specify below) _____ District staff _____ Other ______√__ Special Education Advisory Committee, etc _____ Federations ____ Other ______Other ______Please describe or expand on who will be consulted and any partners in the consultation: There are several audiences for this consultation, current students enrolled in secondary gifted specialized program classes, students enrolled in elementary gifted specialized program classes and all OCDSB students/families. The consultation proposes two meetings which will be open to all parties. Anyone can provide feedback via email.

5. HAVE ANY OF THESE STAKEHOLDERS BEEN INVOLVED IN INFORMAL CONSULTATION AS PART OF THE DEVELOPMENT OF THIS PLAN? In accordance with section 4.3 of Policy P.110.GOV, it is expected that informal consultation has taken place with representative stakeholders to obtain their suggestions prior to finalizing this plan. Please describe below. (If this informal consultation did not take place, explain why it was not feasible.)

Yes, Special Education Advisory Committee (SEAC), feedback from Lisgar School Council.

HOW?

6. HOW WILL STAKEHOLDERS BE MADE AWARE OF THIS CONSULTATION PROCESS? (Check all that apply)

____ Media advertisement (print and/or radio) __√ __ School newsletter __√__ Letter/distribution/email __√ __ Website (schools and/or OCDSB sites) __√__ School council(s) __√___ Other (school council newsletter, Association for Bright Children [ABC], SEAC) __√_ Ottawa Carleton Assembly of School Councils Please describe how stakeholders will be made aware of the consultation process and any special requirements for consultation (translation, alternate formats, etc)? Information about the consultation (key dates, purpose, etc.) will be available as of 20 April 2018. Specific communication will be sent to target audiences upon approval of the consultation plan. School Councils will be notified through the school council newsletter. Parents of students enrolled in gifted specialized program classes will be emailed directly.

7. HOW WILL THE CONSULTATION BE CARRIED OUT? (Check all that apply)

___ Focus groups ___√__ Ottawa Carleton Assembly of School Councils ____ Interviews ___√__ Public meetings _√__ Mail-out or email circulation _____ Survey / questionnaire ____ Open houses / workshops / cafes ___√__ Web-based notice / Web-based comments _√__ School council(s)/Newsletters ___√__ Other (Email Responses) Please describe: The consultation will include website information; with targeted communication direct emails to families at the four secondary schools with gifted specialized program classes; to all families of gifted students; to all parents. There will be two public meetings that anyone can attend.

OCDSB Form 644: Consultation Plan (April 2009)

CONSULTATION PLAN Appendix C to Report 18-041 (REFERENCES: POLICY P.110.GOV AND PROCEDURE PR.644.GOV)

WHEN?

8. PROJECT PLAN FOR CONSULTATION (KEY ACTIVITIES AND COMMUNICATIONS)1: i.e. Identify plan approval dates; Timelines for awareness of consultation; Specific consultation initiatives; Timelines for analysis; Date for Committee/Board deliberation; Evaluation of consultation

TARGETTED DATE FOR FINAL DECISION: September 2018

PROJECTED NOTES** DATE(S) ACTIVITY/MILESTONE April 17, 2018 Presentation of Consultation Plan (Committee of the Whole)

April 20, 2018 Announce consultation information on OCDSB website, social media, newsletter, OCDSB school council, including meeting dates April 24, 2018 Approval of Consultation Plan (Board)

April 25, 2018  Direct mail-out to parents of students in the gifted specialized program classes (elementary and secondary)  Invitation to all parents via school councils regarding consultation meetings in May 2018 May 2, 2018 Public meeting at Bell High School May 7, 2018 Public meeting at Lisgar Collegiate Institute May 9, 2018 SEAC May 17, 2018 Ottawa-Carleton Assembly of School Council (OCASC) April 25 – May 25, Email feedback; alternative participation format 2018 May – June 2018 Analysis of results June 6, 2018 SEAC; presentation of results June 19, 2018 Presentation and Recommendations (Committee of the Whole) June 25, 2018 Final Decision (Board)

**In filling out this chart, please note: . the materials, reports or resources that will be distributed to stakeholders, either in advance or at the session; . any constraints such as necessary deadlines, availability of stakeholders; and . the timelines for communicating the outcome/related decisions reached to those consulted.

1 Outline provides information on the minimal number of activities proposed, which may be amended to intensify the process if required. Further information on the overall project/initiative and the specific consultation plan and process can be provided in the Letter of Transmittal to Board. OCDSB Form 644: Consultation Plan (April 2009)

Appendix C to Report 18-041

9. HOW WILL THE RESULTS OF THE CONSULTATION AND THE RATIONALE OF THE FINAL DECISION BE COMMUNICATED TO ALL CONTRIBUTORS TO THE PROCESS? (Check all that apply)

__√_ Email circulation ___√___ School/principal communications / newsletter __√_ Letter distribution ___√___ Website (schools and/or OCDSB sites) __√__ Letter of Transmittal to committee/Board ______Media reports ______Other Please describe: Website, letter to students in gifted specialized program classes, email to all parents through Keeping You Connected

OTHER

10. ESTIMATED COSTS FOR THE CONSULTATION* (i.e. advertising, facilities, translation, materials):

Consultation costs will be managed within existing departmental budgets.

* Note that the consulting body bears responsibility for the costs of the consultation.

11. EVALUATION: Please specify the method(s) you plan to use to assess the effectiveness and success of this consultation process. (e.g., outcomes/results, satisfaction of participants, debriefs, questionnaires/evaluation sheet collected from participants, peer review, school council meeting discussion with date, etc.)  Extent of parent, student participation in consultation  Track participation of gifted community in total, overall OCDSB participation rate

OCDSB Form 644: Consultation Plan (April 2009)