22 February 2016

REPORT NO. 9, COMMITTEE OF THE WHOLE

DATE: 22 February 2016

A meeting of the Committee of the Whole was held this evening in the Board Room, 133 Greenbank Road, Ottawa, Ontario, commencing at 7:03 p.m. with Trustee Christine Boothby in the chair and the following trustees also in attendance: Donna Blackburn, Erica Braunovan, Chris Ellis, Theresa Kavanagh, Shawn Menard, Keith Penny, Lynn Scott, and Shirley Seward.

STAFF: Director of Education, Jennifer Adams; Chief Financial Officer, Mike Carson; Superintendent of Curriculum, Pino Buffone; Superintendent of Human Resources, Janice McCoy; Superintendent of Learning Support Services, Olga Grigoriev; Superintendents of Instruction, Dorothy Baker, Peter Gamwell, Susan MacDonald; Nadia Towaij and Neil Yorke-Slader; Executive Officer, Corporate Services, Michele Giroux; System Principal of Learning Support Services, Peter Symmonds; Principal of Colonel By Secondary School, Jean Fulton-Hale; Manager of Planning, Karyn Carty Ostafichuk; Manager of Board Services, Monica Ceschia; Manager of Communications & Information Services, Diane Pernari-Hergert; Manager of Learning Support Services, Stacey Kay; Assistant Manager, Planning, Ian Baxter; Supervisor of Psychology, Tim Hogan; Supervisor of Speech and Language Pathology, Maya Rattray; Janet MacDonald, Planner; Communications Coordinator, Sharlene Hunter; Audio Visual Specialist, John MacKinnon; and Board/Committee Coordinator, Sue Baker.

NON-VOTING REPRESENTATIVES: Beth Doubt, Special Education Advisory Committee (SEAC); Paul Warner, Ottawa-Carleton Assembly of School Councils (OCASC); and Brent Smith, Ottawa-Carleton Elementary Operations Committee (OCEOC.

1. Call to Order

Vice-Chair Boothby called the meeting to order at 7:03 p.m.

2. Approval of Agenda

Moved by Trustee Menard, THAT the agenda be approved.

- Carried -

Report 9, Committee of the Whole - 1 - 22 February 2016 (Public) Trustee Ellis advised that he would be recording the meeting.

3. Briefing from the Chair

Chair Seward advised that former OCDSB trustee and current City Councillor Riley Brockington has been appointed Chair of the Mayor’s Summit on Education and the Economy. The summit, which will take place in the Fall, will focus on stronger economic collaboration among universities, colleges, research institutes and other partners. Councillor Brockington has advised us that school boards will be prominent at this summit and they certainly want trustees to be involved as well. Chair Seward noted that she met with Councillor Brockington and Director Adams earlier today to discuss the Board’s involvement in the summit.

Line Robitaille, Regional Internal Audit Manager, will be making a professional development presentation on the role of the Audit Committee and the role of the internal auditor at the next meeting of the Audit Committee on 7 March 2016. All trustees were invited to attend.

Chair Seward advised that she, along with Trustees Blackburn and Kavanagh, recently attended an event at Woodroffe High School where MPP Chiarelli announced funding to support environmental issues. The Minister complimented the OCDSB for its leadership on environmental issues.

4. Briefing from the Director

Director Adams advised that the next speaker series event is on youth substance abuse. Rideauwood Addiction and Family Services will join the District on Wednesday, 25 February 2016 at 7:00 p.m. at Sir Guy Carleton Secondary School to provide information about their school based program that provides support to students who have problems in and out of school related to alcohol and/or drug use.

All educators who have classroom teaching responsibilities are eligible to be nominated for a Capital Educators’ Award. Anyone can submit a nomination by 29 February 2016. The Capital Educators' Awards recognize the achievements of outstanding educators and celebrates public education in our community. Award recipients are announced at the EduGala dinner and ceremony each spring.

Students and staff at Glebe Collegiate were very honoured to host Prime Minister Justin Trudeau and UN Secretary General Ban Ki-Moon last Thursday afternoon during their special visit to the school. The visitors spoke with students on a variety of topics including diversity, global citizenship, and international studies.

Report 9, Committee of the Whole - 2 - 22 February 2016 (Public) 5. Delegations: a. Michaela Coburn-Pontello re Learning Disabilities Review

As a parent of two children with learning disabilities, Michaela Coburn- Pontello noted she is in agreement with the majority of the recommendations, but expressed concern about the learning disabilities specialized program being reduced to one year, the number of transitions for students in the program, how teachers in the regular classroom would be able to support the needs of the children, and changing the current location of the specialized program classes.

In response to a question from Trustee Seward, Ms. Coburn-Pontello noted that her child that is in the specialized class has excelled at a greater rate than her child in the regular class who receives additional resource support outside the classroom.

In response to a question from Trustee Ellis, Ms. Coburn-Pontello expressed the view that while integration is necessary, so is resource support for students. She suggested that the core subjects of English and math be taught with a specialized teacher present.

b. Catherine Pacella, Elgin Street PS Parent Council

Catherine Pacella noted that the Elgin Street Public School Parent Council supports a full accommodation review to be held as soon as possible and that the Dalhousie community and Old Ottawa East be included in the study, as the recommendation is not a sustainable, long-term solution. She expressed the view that the current overcrowding at the school is unfair for the community and a dual track school would allow siblings to attend the same school and be more equitable than the proposed single track EFI program.

In response to a question from Trustee Scott, Ms. Pacella noted that the council is not aware of exactly how many families have siblings that would be affected, but she is personally aware of four families that would have siblings attending different schools.

In response to a question from Trustee Braunovan, Ms. Pacella expressed support for the temporary redirection of kindergarten students to Centennial Public school until the accommodation review is completed.

In response to a question from Trustee Menard, Ms. Pacella reiterated that a long-term solution is required in Old Ottawa East, as there is no community school and the community has been divided among multiple schools over the years.

Report 9, Committee of the Whole - 3 - 22 February 2016 (Public) c. Maria Gagnon re Elgin Street Public School

Maria Gagnon expressed support for the temporary redirection of incoming JK students to Centennial Public School until an accommodation review is completed. She noted that this solution maintains stability for the English and EFI programs and families and addresses the issue of overcrowding. Ms. Gagnon added that there are a number of vulnerable children in the English program who should be considered a priority during decision-making.

d. Edward Jun re Elgin Street Public School

Edward Jun expressed support for the recommendation to grandfather the younger siblings of Old Ottawa East children who attend the EFI program at Elgin Street Public School. He noted the burden that would be placed on families whose older children attend Elgin Street Public School and whose younger children would be directed to Viscount Alexander Public School.

Trustee Menard asked Mr. Jun whether he would support not grandfathering students if there was a long-term review of the area. Mr. Jun noted his support for a full accommodation review.

In response to a question from Trustee Ellis, Mr. Jun noted that redirecting students for kindergarten is acceptable, as they will return to the school after the two year program. He emphasized that having a long-term stable solution is the priority.

e. Constance Too re Elgin Street Public School

Constance Too requested that the Board approve the alternate interim option to temporarily redirect kindergarten students to Centennial Public School and to conduct an accommodation review for Centretown before September 2016. She noted the importance of maintaining the school as a dual track site, as the English program is the main source of diversity at the school. Ms. Too expressed the view that the current boundaries for the area should be enforced until there is a full accommodation review of the area.

f. Susan Lindsay re Elgin Street Public School

Susan Lindsay expressed concern with the proposed redirection of English program students from Elgin Street Public School to Centennial Public School. She expressed the view that there was a lack of comprehension among English program families, as the information was not translated, not all families have access to email or social media, and some did not feel comfortable speaking against the recommendation.

Report 9, Committee of the Whole - 4 - 22 February 2016 (Public) Ms. Lindsay expressed the view that it is difficult for families to understand why the English program is being moved when the EFI program is causing the overcrowding at the school. She added that families who live within walking distance will be significantly disadvantaged if the English program is relocated. Ms. Lindsay also expressed the view that this recommendation reinforces the stigma that the EFI program is superior to the English program.

In response to a question from Trustee Braunovan, CFO Carson noted that translation services were offered at one meeting and multi-cultural liaison officers (MLO) were involved, but he cannot speak to the details of how it may or may not have been successful at adequately informing parents.

g. Deb Cooper re Elgin Street Public School

Deb Cooper, speaking against the proposal to redirect English program students, expressed concern about the lack of consultation, transparency and analysis in developing the proposal. She also expressed the view that there is discrimination in choice of option, due to cultural background, socio-economic status and disability.

h. Brian Langenberg re Learning Disabilities Review

As a parent of a child in the learning disabilities program, Mr. Langenberg expressed concern regarding the lack of details regarding the implementation of the program. For example, there is no definition of core subjects or assistive technology. He added that the one year model is insufficient for students to gain the skills they need to succeed when they return to the regular class.

In response to questions from Trustees Seward and Ellis, Mr. Langenberg noted that his son waited for two years to be enrolled in the program and is learning new strategies and techniques but it takes him time to learn. He added that he is in an integrated setting for French and physical education and in the specialized class for math, reading, writing, and social studies.

i. Justin Vaive re Learning Disabilities Review

Mr. Vaive spoke in support of earlier delegations regarding their concerns about the revised learning disabilities program model. He noted he shares the objective of reintegration but is concerned about the level of support that will be available to his son. Mr. Vaive added that a number of his son’s teachers are concerned about the proposed model and that there was insufficient consultation on the proposed changes.

Speaking specifically to the teacher feedback at the request of Trustee Menard, Mr. Vaive noted that teachers are concerned about the one year transition period, the mental health of students, the difficulty of accommodating

Report 9, Committee of the Whole - 5 - 22 February 2016 (Public) students in the full size class setting, and the comprehension for families who are English Language Learners about the proposed changes.

j. Linda Barbetta re Learning Disabilities Review

Speaking as a representative of the Learning Disabilities Association of Ottawa-Carleton (LDAO-C), Ms. Barbetta expressed her organization’s appreciation for being consulted throughout the development of the recommendation. She expressed the view that the recommendations have been made in the best interest of students with learning disabilities. Ms. Barbetta added that there may be some students who require additional time in the program, and requested the continuous assessment and evaluation of the program to ensure that the best interests of students continue to be met.

In response to a question from Trustee Ellis, Ms. Barbetta noted that LDAO-C believes in an inclusionary model for the majority of students. She added that the critical issue of this model is teacher capacity to support students.

In response to a question from Trustee Seward, Ms. Barbetta noted that professional development for teachers to be empathetic to students, understanding students cognitive processes, and ensuring teachers are proficient in assistive technologies are ways to help prepare teachers to support students with learning disabilities.

k. Melanie Jackson re Learning Disabilities Review

As a parent of a student in the learning disabilities specialized class, Ms. Jackson expressed the view that her son’s well-being, attitude towards school, and academic achievement have improved since attending the specialized class. She expressed concern about the one year time frame for the program, adding that she would be interested in her son remaining at the program site to add to the stability of his learning environment.

6. Matters for Action

a. Report 16-030, Elgin Street Public School – Recommended Changes for September 2016

Your Committee had before it Report 16-030 seeking approval of the recommended changes to the program and the attendance boundaries for Elgin Street Public School for September 2016.

Chief Financial Officer (CFO) Carson advised that, despite an internal renovation in 2014 to add an additional classroom and the installation of two portable classrooms for the 2015-2016 school year, the school is operating at 129% capacity. To alleviate enrolment pressures, staff is recommending that JK

Report 9, Committee of the Whole - 6 - 22 February 2016 (Public) to grade 4 English program students move to Centennial Public School and that Elgin Street Public School becomes a single track Early French Immersion (EFI) school. Additionally, parts of Elgin Street Public School’s EFI boundary would be amended to redirect new EFI students residing in the Old Ottawa East neighbourhood to Viscount Alexander Public School and new students residing in the Hopewell Avenue Public School option to Hopewell Avenue Public School. CFO Carson noted that combining the relatively small English programs at Elgin Street Public School with the English program at Centennial Public School would provide a larger cohort, strengthen the English program and enable students to succeed.

CFO Carson advised that staff has also evaluated the alternate option of temporarily redirecting kindergarten students to Centennial Public School. He noted that a substantial number of families would be temporarily split between two schools and there would be only two classrooms of relief versus three classrooms with the proposal.

Trustee Braunovan noted her intent to move the alternate interim option as outlined on folio 23 rather than the staff recommended motion on folio 27. She thanked staff for their assistance and comments about improving the English program, however, she has heard the community’s request to retain the English program at Elgin Street Public School. Trustee Braunovan urged parents to enrol their children in the English program if they want to keep it at Elgin Street Public School.

In response to a query from Trustee Braunovan, staff agreed to verify the bell times for Centennial Public School.

Moved by Trustee Braunovan, A. THAT the Junior and Senior Kindergarten program currently accommodated at Elgin Street Public School be relocated to Centennial Public School as a temporary accommodation measure and that it be relocated accordingly: i. Effective September 2016, Junior Kindergarten students residing in the Elgin Street Public School ENG and EFI boundary shall attend the Centennial Public School Junior Kindergarten program; and ii. Effective September 2017, Senior Kindergarten students who reside in the Elgin Street Public School ENG and EFI boundary shall attend the Centennial Public School Senior Kindergarten program;

B. THAT the above measures continue to be effective until such time as a comprehensive Downtown Core Study on area school accommodations is complete and

Report 9, Committee of the Whole - 7 - 22 February 2016 (Public) recommendations of that review be approved and implemented; and

C. THAT staff provide timelines for a comprehensive Downtown Core study prior to June 2016.

During discussion and in response to queries, the following points were noted:  Noting the absence of data and trends with respect to how the core part of Ottawa is changing, Trustee Menard submitted that the area review should be completed in the next two to three years and should encompass a wider area than Centretown;  The interim measure could be in place for a number of years pending staff’s assessment of enrolment projections and available pupil places in the area;  Redirected kindergarten students would return to Elgin Street Public School for grade one;  Generally, an interim solution of redirecting kindergarten students is implemented when a permanent solution is pending, for example, when waiting for a new school to be built;  Staff’s recommendation to redirect English program students would provide stability while looking for alternate solutions which may include the permanent redirection of English program students to single track schools;  The District has a large number of small elementary schools with capacities for 250-300 students. With the growing numbers of families opting for Early French Immersion (EFI) it is becoming more difficult for small schools to accommodate both EFI and English programs;  Dual track schools often have less than 100 English program students in grades JK to 6;  The Ministry’s staffing model supports larger school groupings and the District does not have funding to offer supplementary staffing for small classes;  Kindergarten students would be assured of a rich environment regardless of which school they attend;  In response to a suggestion that the area review of the downtown area be conducted as soon as possible, CFO Carson noted that there are other areas in the District where the need for review is urgent and a timeline for a Centretown review should be considered in context of other necessary studies; not in isolation;  If an area review was completed and if a number of schools were consolidated into two schools, the Ministry may look favourably upon a request for school consolidation capital funding. However, school sites in the downtown core may not be large enough to accommodate bigger schools;

Report 9, Committee of the Whole - 8 - 22 February 2016 (Public)  In response to a query from Trustee Menard, Manager Carty Ostafichuk advised that staff will present the timelines for area reviews across the District prior to June 2016. Detailed plans for each review are typically given at the time the reviews are launched; and  With respect to the comprehensive Downtown Core study, Trustee Menard requested that, because of the nature of the schools in the downtown area, the schools in the area be identified.

Trustee Braunovan commended staff for their work.

B. THAT the above measures continue to be effective until such time as a comprehensive Downtown Core Study on area school accommodations is complete and recommendations of that review be approved and implemented; and

C. THAT staff provide timelines for a comprehensive Downtown Core study prior to June 2016.

- Carried -

* * * Following a break at 8:50 p.m. the meeting was called to order at 9:02 p.m. * * *

Report 9, Committee of the Whole - 9 - 22 February 2016 (Public) b. Report 16-036, Changes to the Program Structure of the Learning Disabilities Specialized Intensive Program (SIP)

Your Committee had before it Report 16-036 seeking approval for the recommended changes to the specialized program classes for learning disabilities.

Director Adams noted that the Learning Disabilities Program Review was conducted over the past 24 months and involved the Learning Disabilities Association of Ottawa-Carleton (LDAO-C).

Superintendent Grigoriev advised that the learning disabilities program review recommended enhanced support for early identification and intervention in kindergarten to grade 4, modifications to the program structure in the elementary LD specialized program classes, and building capacity for staff serving students with LD in both specialized and regular classroom settings from K-12. Following the phase 2 consultation process, staff is proposing a half-day of grade 5/6 (junior) and grade 7/8 (intermediate) Learning Disability Specialized Intervention Program support (LD SIP) support for students for a one year duration. The changes to the specialized program would affect approximately 125 students currently in specialized classes.

Superintendent Grigoriev noted that staff has consulted with teachers, principals, union groups, associations, parents and students. A variety of methods were used to reach out to parents, and approximately 85 families with children in specialized classes or on a waiting list responded. Approximately 77% of the parents indicated they would like to participate in the revised program. Some concerns were expressed about the one year timeframe and the transitions for students moving in and out of the program. The consultation with teachers provided valuable information on implementation strategies, including the establishment of a steering committee, the use of assistive technologies, establishment of success criteria, and the provision of support to schools from Learning Support Services. It was noted that the new one-year program should not be viewed as a continuation of the existing program. There is some flexibility with respect to the end point if the student has not met the goals of the program.

Trustee Scott expressed her appreciation for the extensive work that has gone into the learning disabilities program review. She noted that the delivery of special education services has changed considerably in the past 10 to 20 years and change will require cultural shifts for many people.

Trustee Scott noted that she would move the staff recommendation with the addition of “subject to consideration of individual student needs” in part ii of the recommendation.

Report 9, Committee of the Whole - 10 - 22 February 2016 (Public) Moved by Trustee Scott, THAT with the scheduled move of the Learning Disabilities Specialized Program to the geographic model in September 2016, the following changes to the program be approved: i. The program shall be known as the Learning Disabilities Specialized Intervention Program (LD SIP) (Junior and/or Intermediate); ii. The program delivery model be formalized as a half-day of specialized intensive program support for students for a one year duration, subject to consideration of individual student needs; and iii. The program be offered to junior and/or intermediate aged students, as required, in a grades 5/6 (Junior) and grades 7/8 (Intermediate) configuration.

During discussion, and in response to queries, the following points were noted:  Teachers in the LD SIP have special education qualifications;  Learning Support Services will continue to provide assistance to school staff in conducting assessments and implementing students’ Individual Education Plans on an as-needed basis;  Approximately 2,000 elementary students have been identified as having learning disabilities in the OCDSB. Approximately 1,850 of these students are in regular classrooms across the District and 125 are in specialized program classes;  The criteria for determining sites for the LD SIP program will include the location and size of the school in order to provide meaningful opportunities to integrate students in a number of classes for half a day;  The LD SIP model would be implemented in September 2016 and sites would be identified in the next month;  Trustee Ellis commended staff for the consultation process and noted that he would like this process to be used for other consultations in the future but acknowledged limitations due to the numbers for consultation;  The location of a LD SIP program in a grade 7-12 school would be part of an accommodation review;  Advances over the past 20 years have allowed school psychologists and school staff to identify deficits and skills at the kindergarten and grade 1 levels and target early interventions; and  Learning disabilities can more accurately and reliably be diagnosed at the grades 3 to 5 levels.

Trustee Seward expressed the view that some parents do not have confidence that one year in the LD SIP program would be sufficient.

Report 9, Committee of the Whole - 11 - 22 February 2016 (Public) An amendment moved by Trustee Seward, THAT the following be added to part ii: “if it is determined by staff and parents that a student continues to require the support of the LD SIP, up to one additional year will be provided”.

Following discussion of whether this determination could be made at the annual IPRC review, or if it should be a decision made by staff, following consultation with parents, a short break was called to consider the appropriate wording of the amendment.

Following the break, Trustee Seward revised her amendment as follows:

An amendment moved by Trustee Seward, THAT “up to one additional year may be provided” be inserted at the end of Part ii.

- Carried, friendly -

During the ensuing discussion, the following points were noted:  It is not intended that students with learning disabilities whose needs are being met in the regular classroom would move into the LD SIP program. The additional spaces being created by the one-year program would be reserved for students whose profound needs cannot be met in their home school;  There is no change to the criteria for admission to a specialized LD SIP program class, however, criteria are reviewed annually by LSS;  Professional development is provided to regular classroom teachers on a continuing basis;  SEAC representative Beth Doubt expressed the view that teachers in the regular classroom do not have a good understanding of their students with learning disabilities or how to implement their Individual Education Plans (IEPs). She urged the Committee not to ignore the requirement to increase teacher capacity and that the steering committee consider the support provided to students in the regular classroom;  Students currently in LD specialized classes will be offered a placement in the LD SIP;  Feedback received from teachers will be incorporated in the implementation and transition plans;  Some teachers would prefer to keep the existing LD program;  With respect to a suggestion from Trustee Ellis that students be permitted to remain at the host school following completion of the LD SIP program, Superintendent Grigoriev noted that it is preferable to return students to their home school, however, it could be considered on a case by case basis. She noted that if all students were to remain at the host school there would be a concentration of students with

Report 9, Committee of the Whole - 12 - 22 February 2016 (Public) learning disabilities at the host schools which could produce a challenging situation for staff and students;  The majority of students in elementary specialized learning disability classes move on to either Sir Guy Carleton Secondary School or Ottawa Technical Secondary School. Some move on to a regular program of a specialized learning disability class in secondary school;  Typically, a student entering the LD program in grade 4 remained in the program until the end of grade 8; and  SEAC representative Beth Doubt noted that, while some students could return to their home school after the one year program is completed, it could be difficult for other students to return to their home school after spending several years in a specialized class. She noted that there are mechanisms in place to deal with these circumstances.

Trustee Scott noted that the instructional coach model of moving good instructional practices into schools has benefited students with special education needs. In addition, Learning Support Services and learning support teachers provide support to teachers in regular classrooms. The steering committee will also provide implementation support. She encouraged Committee members to allow students to take risks and learn.

Moved by Trustee Scott, THAT with the scheduled move of the Learning Disabilities Specialized Program to the geographic model in September 2016, the following changes to the program be approved: i. The program shall be known as the Learning Disabilities Specialized Intervention Program (LD SIP) (Junior and/or Intermediate); ii. The program delivery model be formalized as a half-day of specialized intensive program support for students for a one year duration; subject to consideration of individual student needs, up to one additional year may be provided; and iii. The program be offered to junior and/or intermediate aged students, as required, in a grades 5/6 (Junior) and grades 7/8 (Intermediate) configuration.

- Carried -

* * * The 10:30 vote obtained the required 2/3 majority to continue the meeting

* * *

Report 9, Committee of the Whole - 13 - 22 February 2016 (Public) c. Report 16-025, School Year Calendar: Key Dates

Your Committee had before it Report 16-025 seeking approval of the 2016-2017 school year calendar.

Superintendent Towaij advised that 73% of respondents to an online survey expressed a preference for the winter break taking place from 24 December 2016 to 08 January 2017. These dates align with the winter break at the coterminous board. The school year will start on 6 September 2016 and the last day of school for elementary students will be 29 June 2017 and the last day for secondary students will be 27 June 2017.

Moved by Trustee Scott, THAT the school year calendars for elementary and secondary schools, attached as Appendices A and B to Report No. 16- 025, be approved for submission to the Ministry of Education as the official 2016-2017 school year calendars for the Ottawa- Carleton District School Board. (Attached as Appendix A and Appendix B)

- Carried -

d. Report 16-029, Long-Term Financing of Eligible Capital Projects 2015- 2016

Your Committee had before it Report 16-029 seeking approval to participate with other school boards in the annual provincial long-term financing arrangements provided through the Ontario Financing authority (OFA).

CFO Carson advised that the Ministry of Education provides funding to school boards for capital projects by providing annual grants to cover the financing cost of the projects. The Ministry requires school boards to arrange long-term financing of eligible capital projects through the OFA. A By-Law authorizing the borrowing must be passed by the Board. Eligible capital projects being financed this year are Longfields-Davidson Heights Secondary School ($500,000) and Stonecrest Elementary School ($8,617) for a total cost of $508,617.

Moved by Trustee Blackburn, A. THAT the Board approve OCDSB By-Law 01-2016 attached as Appendix A to Report 16-029; (Attached as Appendix C) and

Report 9, Committee of the Whole - 14 - 22 February 2016 (Public)

B. THAT the Chair, Director of Education and staff of the Ottawa-Carleton District School Board be authorized to sign all necessary documentation to participate in the loan. - Carried -

7. Reports from Statutory Committees:

a. Report 1, Audit Committee

Moved by Trustee Kavanagh, THAT Report 1, Audit Committee, dated 19 January 2016, be received.

- Carried -

b. Receipt of Report 2, Special Education Advisory Committee

Moved by Trustee Ellis, THAT Report 2, Special Education Advisory Committee, dated 20 January 2016, be received.

- Carried -

Trustee Ellis drew attention to the SEAC motion on folio 108 with respect to SEAC’s support for the continued funding of the Summer Learning Program as part of the 2016-2017 budget process.

Trustee Seward advised that this motion would be dealt with at the Committee of the Whole meeting on 22 March 2016.

c. Receipt of Report 1, Parent Involvement Committee

Moved by Trustee Blackburn, THAT Report 1, Parent Involvement Committee, dated 27 January 2016, be received.

- Carried -

Report 9, Committee of the Whole - 15 - 22 February 2016 (Public) 8. Adjournment

The meeting adjourned at 10:34 p.m.

At the time of adjournment, the following items had not yet been addressed:  Item 6d. Report 16-033, Secondary School Review: International Baccalaureate Program Advanced Placement Courses; and

 Item 6e. Report 16-031, Secondary School Review: Canterbury Arts Program

Christine Boothby, Chair, Committee of the Whole

Report 9, Committee of the Whole - 16 - 22 February 2016 (Public) Appendix A Committee of the Whole 22 February 2016

OCDSB 2016 – 2017 SCHOOL YEAR CALENDAR Elementary

D R A F T

September 2016 October 2016 November 2016 Su M Tu W Th F S Su M Tu W Th F S Su M Tu W Th F S

1 2 3 1 1 2 3 4 5 4 5 6 7 8 9 10 2 3 4 5 6 7 8 6 7 8 9 10 11 12 11 12 13 14 15 16 17 9 10 11 12 13 14 15 13 14 15 16 17 18 19 18 19 20 21 22 23 24 16 17 18 19 20 21 22 20 21 22 23 24 25 26

25 26 27 28 29 30 23 24 25 26 27 28 29 27 28 29 30

30 31

December 2016 January 2017 February 2017 Su M Tu W Th F S Su M Tu W Th F S Su M Tu W Th F S

1 2 3 1 2 3 4 5 6 7 1 2 3 4

4 5 6 7 8 9 10 8 9 10 11 12 13 14 5 6 7 8 9 10 11

11 12 13 14 15 16 17 15 16 17 18 19 20 21 12 13 14 15 16 17 18

18 19 20 21 22 23 24 22 23 24 25 26 27 28 19 20 21 22 23 24 25

25 26 27 28 29 30 31 29 30 31 26 27 28

March 2017 April 2017 May 2017 Su M Tu W Th F S Su M Tu W Th F S Su M Tu W Th F S

1 2 3 4 1 1 2 3 4 5 6

5 6 7 8 9 10 11 2 3 4 5 6 7 8 7 8 9 10 11 12 13 12 13 14 15 16 17 18 9 10 11 12 13 14 15 14 15 16 17 18 19 20 19 20 21 22 23 24 25 16 17 18 19 20 21 22 21 22 23 24 25 26 27

23 24 25 26 27 28 29 28 29 30 31

26 27 28 29 30 31

June 2017 First day of school: Holidays 2016: Oct. 10/ Dec. 26-30 Su M Tu W Th F S Sept. 6, 2016 Holidays 2017: Jan. 2-6/ Feb. 20/ Mar. 13-17, April 14,17/May 22 1 2 3 4 5 6 7 8 9 10 Last day of school: P.A. Days 2016: Oct. 7/ Nov. 18 June 29, 2017 P.A. Days 2017: Jan. 30/ Feb. 17/ May 19/ June 9,30 11 12 13 14 15 16 17

18 19 20 21 22 23 24 Gr 3/6 EQAO Assessments: May 23-June 5. Note: schools 25 26 27 28 29 30 31 identify specific dates

Appendix B Committee of the Whole 22 February 2016

OCDSB 2016 – 2017 SCHOOL YEAR CALENDAR Secondary

D R A F T

September 2016 October 2016 November 2016 Su M Tu W Th F S Su M Tu W Th F S Su M Tu W Th F S

1 2 3 1 1 2 3 4 5 4 5 6 7 8 9 10 2 3 4 5 6 7 8 6 7 8 9 10 11 12 11 12 13 14 15 16 17 9 10 11 12 13 14 15 13 14 15 16 17 18 19 18 19 20 21 22 23 24 16 17 18 19 20 21 22 20 21 22 23 24 25 26

25 26 27 28 29 30 23 24 25 26 27 28 29 27 28 29 30

30 31

December 2016 January 2017 February 2017 Su M Tu W Th F S Su M Tu W Th F S Su M Tu W Th F S

1 2 3 1 2 3 4 5 6 7 1 2 3 4

4 5 6 7 8 9 10 8 9 10 11 12 13 14 5 6 7 8 9 10 11

11 12 13 14 15 16 17 15 16 17 18 19 20 21 12 13 14 15 16 17 18

18 19 20 21 22 23 24 22 23 24 25 26 27 28 19 20 21 22 23 24 25

25 26 27 28 29 30 31 29 30 31 26 27 28

March 2017 April 2017 May 2017 Su M Tu W Th F S Su M Tu W Th F S Su M Tu W Th F S

1 2 3 4 1 1 2 3 4 5 6

5 6 7 8 9 10 11 2 3 4 5 6 7 8 7 8 9 10 11 12 13

12 13 14 15 16 17 18 9 10 11 12 13 14 15 14 15 16 17 18 19 20

19 20 21 22 23 24 25 16 17 18 19 20 21 22 21 22 23 24 25 26 27 23 24 25 26 27 28 29 26 27 28 29 30 31 28 29 30 31

June 2017 First day of school: Holidays 2016: Oct. 10/ Dec. 26-30 Su M Tu W Th F S Sept. 6, 2016 Holidays 2017: Jan. 2-6/ Feb. 20/ Mar. 13-17, April 14,17/May 22 1 2 3 4 5 6 7 8 9 10 Last day of school: P.A. Days 2016: Oct. 7/Nov. 18 June 27, 2017 P.A. Days 2017: Jan. 30, Feb. 17/ June 28-30 11 12 13 14 15 16 17

18 19 20 21 22 23 24 Gr 9 EQAO Math Assessment: Semester 1 exams: Jan. 24, 2016-Jan.27, 2017

Sem.1: Jan. 16-27 Semester 2 exams: June 20-June 27, 2017 25 26 27 28 29 30 31 Sem.2: June 5-16 Non-semestered exams: June 14-June 27 Gr 10 OSSLT: March 30, 2017 First day of Semester 2: Jan. 31, 2017 Note: Schools identify specific dates forFor Grade 8 EQAO Math Appendix C Committee of the Whole 22 February 2016

Ottawa-Carleton District School Board

BY-LAW NUMBER 01-2016

A by-law to authorize a loan from the Ontario Financing Authority in the principal amount of $508,617.00 pursuant to a loan agreement under section 7 of Ontario Regulation 41/10

WHEREAS subsection 247 (1) of the Education Act R.S.O. 1990, c. E.2, as amended (the “Education Act”) and the regulations made thereunder, provides that, subject to any other provision of the Education Act and, specifically, the regulations made under subsection 247 (3) of the Education Act, a district school board may by by-law borrow money or incur debt for permanent improvements and may issue or execute any instrument prescribed under clause 247 (3) (f) of the Education Act in respect of the money borrowed or the debt incurred;

AND WHEREAS section 7 of Ontario Regulation 41/10 (the “Regulation”), provides that: (1) a board may by by-law borrow money for permanent improvements by way of a loan with an initial maturity of more than one year from the Ontario Financing Authority; and that (2) a board that obtains a loan described in section 7 of the Regulation shall ensure that the proceeds of it are used for permanent improvements;

AND WHEREAS the Ottawa-Carleton District School Board, which under the Education Act constitutes a district school board (the “Board”), has undertaken capital projects under the New Pupil Places Program (the “NPP Program”) with respect to instructional spaces at existing elementary or secondary schools, or to construct new elementary or secondary schools for the Board, some of which projects are described in Schedule “A-1” attached to the Loan Agreement, as hereinafter defined (individually a “NPP Eligible Project”, collectively the “NPP Eligible Projects”) and each NPP Eligible Project constitutes a “permanent improvement” as defined in subsection 1(1) of the Education Act. In the event that the Board will borrow the principal amount specified in paragraph 2.1 under the said Loan Agreement in respect of a single NPP Eligible Project, the term “NPP Eligible Projects” means that NPP Eligible Project;

AND WHEREAS the Board has undertaken capital projects under the Consolidated Capital Programs (the “CC Program”) with respect to various capital projects for the Board, some of which projects are described in Schedule “A-2” attached to the Loan Agreement, as hereinafter defined (individually a “CC Eligible Project”, collectively the “CC Eligible Projects”) and each CC Eligible Project constitutes a “permanent improvement” as defined in subsection 1(1) of the Education Act. In the event that the Board will borrow the principal amount specified in paragraph 2.1 under the said Loan Agreement in respect of a single CC Eligible Project, the term “CC Eligible Projects” means that CC Eligible Project

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AND WHEREAS the NPP Eligible Projects and the CC Eligible Projects are collectively referred to as the “Eligible Projects”. In the event that the Board will borrow the principal amount specified in paragraph 2.1 under the said Loan Agreement in respect of a single Eligible Project, the term “Eligible Projects” means that Eligible Project. The NPP Program and the CC Program are collectively referred to as the “Programs”. In the event that the Board will borrow the principal amount specified in paragraph 2.1 under the said Loan Agreement in respect of a single Program, the term “Programs” means that Program;

AND WHEREAS the Board has in part financed the Eligible Projects by way of temporary borrowing from a financial institution or from a restricted purpose revenue account (formerly referred to as a reserve account or a reserve fund account) of the Board and the Board intends to borrow money from the Ontario Financing Authority for the purpose of financing the Eligible Projects on a long-term basis, and in this connection the Board intends to borrow by way of a loan with an initial maturity of more than one year from the Ontario Financing Authority the principal amount of $508,617.00 (the “Loan”) pursuant to a loan agreement in the form attached hereto as Schedule “A” (the “Loan Agreement”) which Loan Agreement constitutes an instrument prescribed under clause 247 (3) (f) of the Education Act and which sets out the terms and conditions on which the Ontario Financing Authority will make the Loan available to the Board;

NOW THEREFORE THE OTTAWA-CARLETON DISTRICT SCHOOL BOARD ENACTS AS FOLLOWS:

1. The Board hereby authorizes the Loan on the basis that it constitutes a loan under section 7 of the Regulation and authorizes the entering into of the Loan Agreement that is prescribed for the purposes of clause 247(3)(f) of the Education Act.

2. The Board is hereby authorized to enter into the Loan Agreement pursuant to which the Loan will be made available to the Board and the Chair of the Board and the Treasurer of the Board are hereby authorized to execute for and on behalf of the Board the Loan Agreement which provides for instalments of interest only and of combined (blended) principal and interest as hereinafter set forth, substantially in the form of Schedule “A”, with such changes thereto as may be suggested by the Ontario Financing Authority and as such authorized officials of the Board may approve.

3. The Director of Education of the Board, the Treasurer of the Board and any other financial officer of the Board are hereby each individually authorized generally to do all things and execute all other documents, instruments and agreements in the name of the Board in order to give effect to the Loan Agreement.

4. The Loan shall be paid in instalments of interest only and of combined (blended) principal and interest over a 25 year amortization period on the specified dates set out in Schedule “B” to the Loan Agreement with the first interest only payment on May 15, 2016 and thereafter instalments of combined (blended) principal and interest to November 15, 2040 in each of the years during the currency of the Loan as set forth in such schedule with the final payment of combined (blended) principal and interest on March 15, 2041. The Loan shall bear - 3 -

interest at the rate of 3.242% on the outstanding principal amount owing thereunder from time to time from the date thereof, which interest shall be payable in arrears as part of the instalments of interest only and of combined (blended) principal and interest payable on such days in each year of the currency of the Loan as are set out in Schedule “B” to the Loan Agreement.

5. In accordance with the provisions of the Education Act and the regulations made thereunder, during the currency of the Loan, the Board shall provide in its estimates for each fiscal year for the setting aside out of its general revenue in the fiscal year the amount necessary to pay the principal and interest coming due on the Loan in the fiscal year and, on or before each due date in each such year, the Board shall pay out of its general revenue the principal and interest coming due on the Loan in the year. Such sums of principal and interest payable on the Loan shall be provided for in accordance with subsection 247(5) of the Education Act. Subject to the foregoing, on or before each due date in each year during the currency of the Loan, the Board shall pay out of its general revenue the amount necessary to pay the specific sums of principal and interest payable on the Loan shown for the respective year as set forth in Schedule “B” to the Loan Agreement; but such amount shall be paid out of the Board’s general revenue only to the extent required after taking into account funds available from other sources.

6. Any amounts payable by the Board in respect of the Loan including interest on overdue principal and interest in respect of the Loan together with fees and other amounts payable by the Board under the Loan Agreement, if applicable, shall be paid out of the Board’s general revenue or any other available funds.

7. The proceeds of the Loan shall be used to finance the Eligible Expenditures, as defined in the Loan Agreement, in respect of the Eligible Projects on a long-term basis and for no other purpose except as permitted by the Education Act and the regulations made thereunder.

READ AND FINALLY PASSED this 23rd day of February, 2016.

CHAIR DIRECTOR OF EDUCATION