Oct 16, 2025 - Responses to Questions from Parents on Elementary Program Changes
Dear Parents,
This message addresses follow-up questions from parents regarding the elementary programming changes announced last week.
What impact do programming changes have on Special Education?
The recent announcement does not affect Special Education programming. The funding and effective delivery of programs that support students with special education needs remain a priority for the OCDSB.
What impact do the changes have on Alternative elementary schools?
The final cohort of students for the Alternative (ALT) program was enrolled in September 2025. The district will not enroll new students for this program in future years. There may be consolidation of the ALT programs to fewer sites, over time and if required, for operational purposes.
Will the boundary changes that were proposed under the now-cancelled Elementary Program Review (EPR) proceed for 2026–27?
No. The sweeping and abrupt changes that were integral to the cancelled Elementary Program Review will not proceed.
As the four Alternative Schools are phased out, will that require some boundary changes to fill these schools?
As the new French Immersion and English with Core French streams are introduced and as community populations shift, some boundary adjustments may occur over time. These will be developed in full consultation with parents and with appropriate notice. No boundary changes will be made for the 2026–27 school year.
Will cross-boundary transfers still be permitted?
Yes. The current practice allowing parents to apply for cross-boundary transfers will continue.
When will the two new streams (French Immersion and English with Core French) be introduced, and what happens to Middle French Immersion?
Implementation of the two new streams will begin in the 2026–27 school year, along with the gradual phase-out of Middle French Immersion. There may be consolidation of the Middle French Immersion programs to fewer sites, over time, if required for operational purposes.
If a family has one child in JK today, will their younger siblings be able to join them even if the school is outside any new boundaries?
Unlike EPR, which required parents to seek an exemption to keep siblings in the same school, parents will not be required to endure a bureaucratic process with an uncertain outcome. The OCDSB will have the same priority as new children come into the system – to keep siblings together in the same school based on the program of choice being offered at that school.
What about families who already switched schools in anticipation of EPR?
No student will be required to change schools. Children may remain where they are currently enrolled or return to their designated school for French Immersion, English with Core French or remain at Alternative Schools under existing boundaries — whichever the family prefers.
What happens to those schools where EPR would have resulted in grade reconfigurations, such as when a JK-6 school would have become JK-8?
Current grade configurations will remain in place. OCDSB planning staff will review options and consult with parents to determine the best outcome for students.
What consultations were undertaken to arrive at these programming changes?
Consultations for the Elementary Program Review conducted over much of the prior school year were the most extensive in the OCDSB’s history. Thousands of letters, briefs, and deputations were received from parents and community members. Many parents were frustrated that their representations were not sufficiently considered and that EPR was moving forward too quickly. While most parents acknowledged the positive intent of EPR, very few parents were confident that such sweeping changes imposed in a single year would be beneficial to students or successfully implemented.
Could the OCDSB not have implemented EPR effectively and economically?
No. After reviewing the plan with both OCDSB staff and the Ministry of Education, it was clear that EPR, as proposed, would have been chaotic. The number of exemptions needed to keep siblings together or accommodate childcare needs would have required millions in transitional funding. Additional costs to equip and reconfigure schools would have required millions more. The 2025–26 OCDSB budget included no funding for EPR implementation, and the board’s reserves were depleted due to recurring deficits. The OCDSB was unprepared to implement EPR.
Was this decision made by one person — the Supervisor?
The decision to cancel the EPR as proposed was based on extensive analysis of the board’s readiness to implement one of the most comprehensive changes in the history of the district. It was informed by community feedback as well as by consulting experts at the OCDSB and the Ministry of Education.
The decision was recommended by the Supervisor and approved by the Minister of Education, who has control and charge over the administration of the board.
What has been the overall reaction to the cancellation from parents?
The tool that’s used by the board to assess community feedback summarized the hundreds of comments we received as follows:
The very large majority of email respondents expressed profound appreciation and relief following the cancellation of the EPR. This sentiment was articulated with deep emotion and gratitude by averting a disruption to children and families, the preservation of established school communities, and relief from significant personal stress. Many parents welcome a return to stability after a period of intense uncertainty. Many parents perceived the decision as a return to "common sense."
You mentioned in your message that every school will be strengthened. What does that mean?
The Minister of Education has referenced spending less in central administration, and putting more resources in classrooms. Strengthening every school is about dedicating resources, such as teacher assistants, in places where students are achieving educational outcomes that are below provincial standards. Every student deserves an opportunity to achieve their full potential.
Board staff are now focused on the detailed planning required to implement the two new program streams — French Immersion and English with Core French — as quickly and effectively as possible. The goal is to support all students with a streamlined system that offers near-universal program access.
The OCDSB is committed to delivering the best education in the province. As always, I welcome your input and guidance.
Sincerely,
Robert Plamondon
supervisor@ocdsb.ca
Supervisor, OCDSB