MESSAGE FROM THE DIRECTOR OF EDUCATION

Camille Williams-Taylor

When the physical and virtual school doors opened in September 2020, we knew we were in for a bumpy year.

The entire school system was redesigned to face the COVID-19 threat. School procedures - including timetables, how to enter-and-exit a building, seating arrangements, handwashing, mask use - had to be created or revised with the goal of limiting contacts and preventing the potential spread of the virus. In addition, for the first time, thousands of OCDSB students would be starting the year virtually with the launch of new Ottawa-Carleton Virtual Elementary and Secondary schools.

The number of students learning remotely would expand further throughout the year as waves of COVID-19 forced classes to move virtual after the Winter Break and again in April until the end of the school year.

The word “pivot” became synonymous with schooling in 2020-2021. It was exhausting and stressful for students, parents and staff alike.

Looking back, it’s easy to focus on such challenges. But that misses the real story of the year.

Our message at the start was that “it takes a community” to keep our schools safe. Through the year, parents, students and staff members each did their part to work together and successfully limit outbreaks of COVID-19 in our schools.

Important steps were also taken to remove barriers facing students and staff.

In 2020, we launched the new Indigenous, Equity and Human Rights Roadmap. This plan lays out goals and commitments to address inequities that continue to impact student and staff success and well-being.

Advancing this plan relies on a foundation of data. The 2020-2021 school year saw the OCDSB apply the results of our identity-based student data into studies of student suspensions, grade 10 credit accumulation, and elementary and secondary program pathways and achievement outcomes. This research will help inform and guide future actions.

We also held our Valuing Voices Employee Equity and Engagement survey, which explored the demographics and engagement of staff. This data will complement the student results and provide a key baseline to focus on issues including equity and inclusion, hiring and promotions, and leadership.

Coupled with this work, the OCDSB invited the students, parents, staff and community members to participate in consultations on human rights and police involvement in schools. The feedback from the community will advance significant changes for the years ahead.

The COVID-19 pandemic has also brought a sharper focus to the topics of mental health and well-being. We saw educators place great care in supporting student well-being. New investments were also made to hire additional staff to better support students, families and employees.

In our strategic plan, we emphasize a commitment to building a culture of innovation, caring and social responsibility. This annual report provides examples from across the district that demonstrate how schools worked towards these aims, despite all of the challenges of a year upended by pandemic.

This work was motivated by a passion to support students, to help them grow and discover no matter the obstacles.

I remain immensely grateful to the efforts of everyone on the OCDSB team. Every role impacts our students whether your work is done with kids and communities or behind the scenes, whether it’s in an office, in a school, at home, or other facilities; all of the work each individual does models and enables a sense of belonging, well-being and a belief in the potential of every child we serve.

Thank you.

MESSAGE FROM THE CHAIR

Lynn Scott

The 2020-2021 school year was challenging, with the continued disruption of COVID-19. Once again, schools had to be closed in January and for the last months of the school year, although the health and safety precautions in place had been quite effective at keeping infection out of our schools.

Learning continued, though, thanks to the good work of district staff and the cooperation of families and community, and we were encouraged by the high uptake of COVID-19 vaccines as they became available to staff and students.

It was a learning year for trustees also, with professional learning sessions to advance our understanding of human rights and equity, anti-Black racism, and good governance.

That learning was key to developing, with the help of our advisory committees, a new policy on Equitable Recruitment, Hiring and Promotion, and it underscored our decision to provide free menstrual hygiene products for students across the district in support of the Menstrual Equity Project initiated by our student trustees.

That learning also complemented our decision-making on the topic of police involvement in schools. We initiated a review of our policy on Police Involvement in Schools in September 2020, with a thorough consultation process to assess the impacts of a police presence in school on our students. With the support of senior staff and our Human Rights and Equity Advisor, the resulting report highlighted the authentic voices and lived experiences of the wide diversity of students and staff. With stark evidence that the existing program was not working as intended, the Board made the difficult decision in June 2021 to step away from the School Resource Officer program and seek alternative approaches in collaboration with community partners.

Our meetings were sometimes long, with intense debate and many delegations from the public. Keeping a focus on our Strategic Plan and applying a human rights and equity lens in a more intentional way helped the Board to navigate controversial issues and complex decisions. We are grateful for the input we received from the OCDSB community — students, staff and families — and we look forward to building on the policy reviews begun during the last year for decisions in the current year, to help us establish and sustain a Culture of Innovation, Caring and Social Responsibility in the OCDSB.

ABOUT US

Serving students across the City of Ottawa, the Ottawa-Carleton District School Board is the largest school district in eastern Ontario. We are committed to ensuring our schools are welcoming places for all. Our focus is to support student learning and well-being so that students can develop the characteristics and skills they need to find success in the world.

Approved 2021-2022 Budget Expenditures:

Update on the 2019-2023 Strategic Plan

The 2019-2023 strategic plan is the four-year vision for the OCDSB and is focused on building a Culture of Innovation, a Culture of Caring, and a Culture of Social Responsibility.

To achieve that vision, annual strategic action plans are used to identify actionable items, set specific goals, and increase accountability. The 2020-2021 school year continued to face unanticipated challenges and disruptions due to the COVID-19. Nevertheless, OCDSB staff demonstrated resilience and flexibility, while remaining focused on key objectives and worked toward implementation of the strategic plan.

Below is a high-level snapshot of these actions. Throughout this report, you will read several examples and stories that demonstrate how schools across the district applied these cultures.

Innovation

Innovation was a key theme for much of the work over the 2020-2021 school year, as we pivoted, recalibrated, and adjusted repeatedly to adapt to changing circumstances. By embracing our goals for innovation, we were able to face challenges brought on by the pandemic and exceed expectations in many areas.

The circumstances that arose out of the COVID-19 reality, and the move to digital, led to significant advancements in using technology, in both frequency and sophistication. Use of digital platforms such as the Virtual Learning Environment and/or Google Classroom changed the way staff and students communicate, collaborate, and access information/resources. This has also transformed the way in which we approach staff development and capacity building. More than ever before, staff are able to access information and resources in real-time (when they need it); collaborate with others (both in-person and remotely); and utilize flexible and personalized learning spaces (considering both digital and physical spaces as well as time/schedules).

Caring

Supported by our increased capacity for digital tools, and driven by our increased awareness of the diverse needs of our community, we have made significant progress engaging the voices of our stakeholders. Through conversations and consultations with students, staff, families, and the community, we’ve gained insights on the impacts of COVID-related restrictions, what resources and supports would be the most helpful, what barriers some groups experience, and what our priorities should be moving forward (for example, see our end-of-year survey results). We’ve worked to increase transparency, build trust, and take accountability.

An important topic during the 2020-2021 school year was mental health and well-being. We’ve worked to make resources relevant and accessible. In implementing the 2019-2022 Mental Health Strategy, there has been a focus on the connectedness of well-being and achievement, as well as an improved understanding of barriers to access mental health resources for Indigenous and Black students. To continue to move this work forward, we will be engaging with a student advisory group in the 2021-2022 school year.

To put our insights into action, we are making significant changes to policies and procedures. This includes the consultations and the work done to review and revise policies and procedures for Safe Schools; Human Rights; Equitable Recruitment; Police Involvement in Schools; and Reporting Suspected Abuse and Misconduct Causing Harm. These policy/procedural changes will have important implications for sustaining practice.

Social Responsibility

Last year, the OCDSB leveraged powerful data sources to inform decisions. This included analysis and reporting of the identity-based data collected from students in 2019-2020, and staff in 2020-2021. By engaging with this data, and understanding intersectionality and complexity of identity of our stakeholders, we can make more informed decisions about appropriate practices and supports moving forward.

Important work locally and globally in recent years has focused on Equity and Diversity. To ensure this focus is integrated in all of our work, the OCDSB has established an Indigenous, Equity and Human Rights Division, launched the Indigenous, Equity, and Human Rights Roadmap, established the Office of the Human Rights and Equity Advisor, and has consulted on the development of a Human Rights policy. These are important components not just for making progress, but for ensuring the structures are in place to sustain the work moving forward.

Indigenous, Equity and Human Rights

The 2020-21 school year saw the OCDSB take several important steps towards advancing equity and human rights initiatives.

In 2020, a new Indigenous, Equity and Human Rights Division was created to help guide and coordinate these efforts across the district.

Roadmap

A new Indigenous, Equity and Human Rights Roadmap (2020-2023) was launched in the fall of 2020. It reflects a human rights-based approach focusing on equality and nondiscrimination, participation and inclusion, and transparency and accountability.

The goals outlined in the Roadmap focus on six key areas:

• Securing Accountability: governance and leadership
• Importance of Identity: disproportionality in access, opportunities and outcomes
• Building Staff Awareness and Capacity
• Increasing Representation
• Programming and Supports for Students: diversifying curriculum and access to mental health supports
• Engagement and Connectedness: building strong and respectful partnerships between students, staff, parents and community in order to foster cultural safety and a sense of belonging.

Identity Matters

Building from the goals articulated in the Roadmap and Strategic Plan, the OCDSB dove deeper into our data in 2020-2021 to better understand the intersection of students’ identities with outcomes and experiences.

The data compiled in the 2019-2020 student survey was applied to studies exploring student suspensions, grade 10 credit accumulation, and elementary and secondary program pathways and achievement outcomes.

The trends and patterns observed around the disproportionate number of students who identify as Indigenous, Black, Middle Eastern, 2SGLBTTQ, students with a disability and those who are identified as multilingual students with a need to increase their English language skills will allow the District to focus our efforts to address structural racism and systemic barriers.

Consultations - Human Rights and Police Involvement in Schools

Human Rights

Starting in January 2021, the OCDSB began consultations for the creation of a new Human Rights Policy. The intended purpose of this policy is to:

• promote and protect human rights within the OCDSB community;
• set out rights, roles and responsibilities of students, parents, staff and the OCDSB itself;
• establish accountability mechanisms to allow people to request changes that will remove barriers that may result in discrimination and seek resolution of human rights-related concerns or complaints.

As part of this consultation, the district team took the following actions:

• Survey of students, families and community members was completed. 1732 people participated. Read the survey results.
• Small group discussions were held with students, families and community members and employees to identify priorities

This input has been compiled into creating the draft policy, which after further input, will be shared with trustees for approval in late 2021.

Police Involvement in Schools

In September 2020 the Board of Trustees passed a motion mandating a review of the Police Involvement in Schools Policy. This included a review of the School Resource Officer role in schools as well as a review of all activities that involve police in school that are identified as legally discretionary.

The OCDSB engaged with stakeholder groups including students, parents/guardians/caregivers, school staff and police to gather perspectives on how and when administrators are involving the police in schools, including how they utilise the School Resource Officer; and the outcomes, impacts, including any unintended impacts.

Following the release of a report on these consultations from the OCDSB Office of the Human Rights and Equity Advisor, trustees voted to immediately and completely end engagement with the Ottawa Police Service School Resource Officer (SRO) program. In addition, the OCDSB issued a formal apology for any harm experienced by students or community members as a result of involvement in the SRO program.

“Through conversations with students, families, community members, staff and administrators, we heard that both the presence of police and how and when they are used in schools can create a sense of fear, increased anxiety and vulnerability for some, and especially for students who identify as Indigenous, Black, racialized, 2SLGBTQ+ and people with disabilities. That’s not okay, and we apologize to the students and communities who have been harmed.”

Moving forward, based on the feedback received through these consultations, staff determined that the Police Involvement in Schools policy should be incorporated into the revised Safe Schools policies, which will be submitted to the Board for approval in the 2021-2022 school year.

Supporting Equity in Learning

Programming for Students

The OCDSB took a special focus on supporting Black and Indigenous students through the use of graduation coaches. These individuals help to mentor, advise and advocate for students and their families. They work to foster trusting relationships between families, students, school staff, administration and the school board so that students feel supported.

Capacity Building

Another Roadmap focus area is building staff awareness and capacity to understand and apply anti-oppression, anti-racist and equitable practices to decrease disparities and disproportionalities in access, opportunities and outcomes for Indigenous, Black minoritized students and staff. As a result, two foundational modules for district staff on Diversity and Inclusion Fundamentals and Unconscious Bias were integrated in OCDSB’s onboarding process for new employees. In addition, professional development sessions were designed and delivered to school staff on human rights, anti-oppression and equitable practices to transform structures and practices to impact student success and well-being. As well, working with various school teams, guidance counsellors and Human Resources to apply an equity lens to fulfill their specific accountabilities

Representation

Employee Resource Groups (ERGs) are generated to provide space for employees who are affiliated with specific identities to support each other’s well-being, professional development and to leverage their lived experiences to support the learning and well-being of students who self- identify in the same way.

During the 2020-2021 school year, the number of ERGs expanded from four to six. As a result, In addition to the Learning Disabilities and Allies (LADA), Ottawa Black Educator Network (OBEN), Rainbow Educators Network, we welcomed the People of Colour Group (BIPOC) and the Jewish Educators Group (JEG).

Communicating During COVID-19

Working together with Ottawa Public Health, the OCDSB is committed to informing school communities about confirmed cases of COVID-19 and the efforts we are taking to prevent the spread. This begins with a notification letter sent to school families when there is a confirmed positive case. High-risk contacts then receive further communication with more direction regarding testing and self-isolation.

During the 2020-2021 school year the OCDSB established a COVID-19 Dashboard, which records active and resolved cases of COVID-19 and the classes, cohorts and/or schools closed due to an outbreak. Currently in use again during the 2021-2022 school year, the dashboard is updated regularly once the school community has been informed by Ottawa Public Health of a positive case. This important tool has helped provide an overview of the COVID-19 situation in our schools.

The District also shared information with students and families to help stop the spread of COVID-19 and encourage COVID Wise behaviours at school and in the community. Working closely with Ottawa Public Health, the District shared health and safety reminders, COVID-19 screening reminders, community and school-based testing clinics, vaccination information, multilingual public health resources, and a COVID-19 management toolkit for school administrative teams. The OCDSB community also had the opportunity to hear from Dr. Vera Etches, Ottawa Medical Officer of Health, at the April 6th, 2021 OCDSB Committee of the Whole meeting, where she answered questions from trustees.

Students Share Reflections in Virtual Remembrance Day Ceremony

On November 11, 2020, students and staff took time to reflect, remember and call for a more peaceful world. Schools came together through a virtual Remembrance Day event, where student participants contributed inspiring messages, songs, dance and artwork.

Exploring Post-Secondary Pathways at Launch 2020

In December, secondary students had the opportunity to explore future pathways at the virtual Launch 2020 event, in partnership with the Ottawa Catholic School Board. The event invited grade 11 and 12 students to learn about options including going to college and/or university, starting an apprenticeship, entering the workforce, starting a business, or taking a gap year. Thousands of students attended the event, where they heard from keynote speaker Tina Varughese, Cross-cultural Communication Expert; joined a panel discussion with OCDSB alumni; and chose from informative sessions on a wide range of topics.

Virtual Information Nights Welcome Families to Kindergarten and High School

To support families in preparing for kindergarten and high school, schools across the District held 125 virtual information nights in the winter of 2021. At these livestreamed sessions, families could meet school principals and staff; learn about programs, activities, and student supports; and get answers to their questions about making the transition to a new school.

Indigenous Youth Symposium Shares Indigenous Voices and Stories

The OCDSB Indigenous Education Team hosted the annual Indigenous Youth Symposium through a series of virtual events from February to May 2021. Indigenous students and families attended sessions featuring Michelle Chubb, Cree social media creator; Silla, an Inuit musician from the throatsinging duo Silla and Rise; Aalla, who shared his story about life as an urban Inuk; and a speed painting session with Jordyn Hendricks, 2-Spirit Michif artist.

Supporting Mental Health and Well-Being

The OCDSB Mental Health team served over 4,000 students and families in 2020-2021 by providing support for mental health, social and attendance-related needs. Services included crisis intervention, psycho-educational assessments, counselling support, system navigation, classroom consultation, attendance counselling, mental health awareness presentations, links to community resources, and family support. Further initiatives included:

• 11 virtual group sessions during Mental Health Week in May, where parents could hear from OCDSB mental health professionals;
• A digital campaign with tips and strategies to help students better cope with COVID, using resources from Jack.org, School Mental Health Ontario and Kids Help Phone;
• Education sessions delivered to staff on topics such as building educator-student relationships, self regulation skills and collaborative problem-solving;
• 160 students supported through summer mental health support (individual and family support as well as group sessions to build stress-management skills);
• 45 students supported through the Summer Transition Program; and
• 65 parents supported through virtual parent sessions in August, where mental health professionals answered questions about the return to school.

Employee Wellness also provided supports and wellness resources for staff, which were shared through the Lifespeak platform.

Celebrating Diversity with the Rainbow Youth Forum and Pride Month

The OCDSB held the 16th Annual Rainbow Youth Forum for students, staff, and community members in May of 2021, in collaboration with the Rainbow Service Providers Network. 145 participants attended this celebration of diversity, where they learned about equity and diversity issues, sexual orientation, gender identity, and gender expression.

In June, the OCDSB celebrated Pride Month by learning about the contributions, achievements, and histories of 2SLGBTQ+ individuals and communities. A new OCDSB Pride flag was flown outside all schools and administrative buildings, and the District ran the #OCDSBCelebratesPride campaign where staff and students shared the importance of Pride Month for them.

Summer Learning Opportunities for Black and Indigenous Youth

The OCDSB Continuing Education department, in partnership with the Sankofa Centre of Excellence and the Indigenous Education team, provided virtual summer learning opportunities for Black and Indigenous youth.

The new Sankofa Summer Academy for Black Youth offered a virtual reach ahead credit opportunity for African, Black and Caribbean OCDSB students, to supplement and enrich their high school education.

The Indigenous Summer Learning Program provided an opportunity for Indigenous students to earn an academic credit while learning from Indigenous teachers, Elders and Traditional Knowledge Holders.

Celebrating the Success of 2020 and 2021 Graduates

The 2019-2020 and 2020-2021 school years were filled with unprecedented changes and challenges. Graduating students demonstrated outstanding leadership, creativity, kindness and resilience as they completed this chapter of their education journey. OCDSB secondary schools celebrated the achievements of the Class of 2020 by holding virtual commencement ceremonies in December 2021.

In June, the District celebrated the graduating Class of 2021 and the success of those transitioning from elementary to intermediate or secondary grades. Initiatives included the ‘21 and Done! graduation campaign, virtual commencement and leaving ceremonies, graduation signs and swag, and opportunities for students to safely visit their school at the end of the year.

Innovative Learning

In a school year like no other, OCDSB staff and students engaged in a variety of creative approaches to learning. Schools continued to re-imagine what learning looks like, with innovative virtual and experiential approaches.

Working Together for Equity and Inclusion

The 2020-2023 OCDSB Indigenous, Equity and Human Rights Roadmap mapped a path towards building caring, welcoming, and inclusive spaces across the District. Recent events in our communities and around the world remind us that there is much work still to be done to identify and address the systemic and structural barriers that prevent everyone from participating, excelling and feeling valued. OCDSB staff and students have responded by actively engaging in anti-oppression, anti-racism, and human rights-based approaches.

Project True North Uncovers the Stories of Black WWI Soldiers

OCDSB Innovation and Adolescent Learning launched Project True North in 2021, offering Grade 10 students an insight into an important chapter in the history of Black Canadians. Over 20 classes participated in the project, as they began to build the first-ever database of the men of the all-Black First World War No. 2 Construction Battalion. At Glebe Collegiate Institute, English Language Learners in the Canadian History class learned about the life of soldier Harry Timothy Jones. They pieced together Jones’ story from military service files, medical records, and other primary sources, and were able to share their findings with his great-great-grandson. (Zone 9)

Photos: Khalid Abdi

Remembering the Children Who Lost Their Lives at Residential Schools

The OCDSB community grieved, remembered and honoured the 215 recovered bodies found at a former residential school site in Kamloops, B.C. Across the district, students and staff paid tribute to the children who lost their lives, learned the truth of the sad legacy of Canada’s residential schools, and reflected on the steps we can all take to advance the Calls to Action recommended by the Truth and Reconciliation Commission. The Indigenous Education team shared learning, mental health and community resources to support families and staff.

The OCDSB recognizes the ongoing impact of residential schools on individuals and families, and the grief these terrible discoveries have brought. If you are in need of support, a number of mental health resources for Indigenous students, staff and families are available on the District website. We are committed to deep learning and understanding of Indigenous knowledge, history and contemporary realities. Visit the Indigenous Education webpage for resources.

Students Dive Into the Art of Paddle Making

Students at the Urban Aboriginal Secondary Alternate Program created their own paddles by shaping and sanding rough-cut paddle blanks into finished paddles personalized with painted designs. As part of the process, the school arranged a virtual meeting with a local Indigenous craftsman, who explained the significance of paddles in Indigenous culture and the role of paddles and canoes in the history of Canada. (Zone 10)

BOARD OF TRUSTEES - 2018-2022

2020–2021 BOARD OF TRUSTEES

Lynn Scott - Zone 1 - Chair of the Board - West Carleton - March/Stittsville/Rideau- Goulbourn

Christine Boothby - Zone 2 - Kanata North/Kanata South

Donna Blackburn - Zone 3 - Barrhaven/Knoxdale-Merivale

Wendy Hough - Zone 4 - Bay

Rob Campbell - Zone 5 - College

Chris Ellis - Zone 6 - Rideau - Rockcliffe/Alta Vista

Jennifer Jennekens - Zone 7 - Gloucester-South Nepean/Osgoode

Keith Penny - Zone 8 - Vice-Chair of the Board - Orléans-Cumberland

Lyra Evans - Zone 9 - Rideau-Vanier/Capital

Justine Bell - Zone 10 - Somerset/Kitchissippi - Effective February 2020

Mark Fisher - Zone 11 - River/Gloucester-Southgate

Sandra Schwartz - Zone 12 - Innes/Beacon Hill-Cyrville

Student Trustees 2021-2022

Student Trustees 2020-2021

The Board of Trustees is made up of 12 trustees elected by zone, and two student trustees. On October 22, 2018, a new board of trustees was elected for a four-year term beginning December 1, 2018 and ending on November 14, 2022. Our school board trustees are responsible for overseeing a thriving and progressive educational system, which serves over 74,000 students in 143 schools and sites plus 7 new virtual schools - 6 elementary and 1 secondary. Trustees are empowered under the Education Act to set policy for the operation of all public schools in the Ottawa area. The role of the school board is to articulate the Board’s vision for education, develop policies based on that vision and provincial policy, set budgets and goals, monitor policy and student achievement, and provide equitable access to programs for all students. The Board sets priorities for the term through the Strategic Plan. The Board monitors work on these priorities.

Communicators with the Public

Trustees are accountable to their community for the decisions made by the Board of Trustees. They communicate with the public through organized and informal meetings with parent groups and concerned citizens, and also through the distribution of newsletters and other materials. Trustees also act as ambassadors for the District, officiating and speaking at school openings and events. Trustees are advocates for students and community members on a wide range of issues regarding public education.

Policy Makers

Trustees are responsible for approving the policies and by-laws which govern the Board’s entire operation. Policies are developed in conjunction with staff to address program, student, staff, property, Board and administration requirements. The Board is active in many provincial educational associations and lobbies the Ministry of Education and other government bodies for changes to existing policies and legislation.

Advocates for Quality Education

The Board ensures the quality of public education in Ottawa is maintained through the development, review and evaluation of high-quality programs and effective support for students. The focus is on meeting the educational goals and needs of all students in a changing global environment.

Student Trustees, Student Senate and Student President’s Council

The Student Senate and Student Presidents’ Council continue to serve as key forums to express the voice of students. Thanks to the leadership of our student trustees, a number of important issues have been raised that have helped inform our efforts going forward.

In January 2021, Student Trustees Charles Chen and Joy Liu presented their bi-annual report. The report addressed many important topics, including the many challenges of the COVID-19 pandemic, school reopening plans, police involvement in schools, menstrual equity, and more. Read the full report.

Director’s Executive Council 2020-2021

Camille Williams Taylor - Director of Education and Secretary of the Board

Brett Reynolds - Associate Director of Education

Reg Lavergne - Superintendent of Instruction

Mike Carson - Chief Financial Officer & Superintendent of Facilities

Prince Duah - Superintendent of Instruction

Mary Jane Farrish - Superintendent of Instruction

Michele Giroux - Executive Officer of Corporate Services

Susan MacDonald - Superintendent of Instruction

Shawn Lehman - Superintendent of Instruction

Janice McCoy - Superintendent of Human Resources

Shannon Smith - Superintendent of Instruction Indigenous Education, Equity and Human Rights 

Peter Symmonds - Superintendent of Learning Support Services

Carolyn Tanner - Human Rights and Equity Advisor

Nadia Towaji - Superintendent of Program and Learning K-12

Dorothy Baker - Retired, Superintendent of Instruction, Indigenous Education, Equity and Human Rights

Eric Hardie - Former Superintendent of Instruction

Celebrating Students, Staff, and Community Members

At the Ottawa-Carleton District School Board, we value and honour respect, encouragement, and inclusivity. The OCDSB takes great pride in acknowledging these efforts, and is proud to be able to celebrate the students, staff members, and community members who dedicate their time to this important work. Recognition awards are tributes to the work staff, parents, students and community members do every single day in support of their schools and communities. It is important to note as well that their contributions have been acknowledged by people who work closely with them, and recognize the work they do for others.

Student Recognition Award Recipients

Excellence In Equity Student Award Recipients

Excellence In Equity Student Award Nominees

Staff Award Recipients

Community Award Recipients

At the Education Foundation of Ottawa,

we believe that it’s about what ALL kids deserve.

The 2020-21 school year continued to be a challenging one for so many! Through these trying times, the underlying message for the EFO stayed the same ~ OCDSB students and families need our continued support!

We know that each year thousands of our students face enormous social, emotional, and financial challenges that are out of their control. The impact of the COVID-19 Pandemic continues to demonstrate just how important structures like the Education Foundation of Ottawa are to those who are in need. We have been innovative in our efforts and have been efficient and equitable in how we provide support. New and continued partnerships helped us provide families access to both internal and external resources in our community. All students deserve to experience their education in a way that promotes their sense of safety, security, and self-esteem. That’s why the Education Foundation of Ottawa is here to help.

Thanks to our donors, our student’s realities have positively changed. Here’s how:

• We shifted our Eyes to As Vision Care Program to provide virtual presentations with the help of University of Ottawa medical students. In the upcoming 2021-22 school year, our plan is to have a Vision Clinic Coordinator work with students and families in the school setting to provide screenings, exams, and access to glasses thanks to a grant provided by the Essilor Vision Foundation;
• Our annual signature fundraiser, Toonie Tuesday, shifted as well when typical student activities to raise funds were prohibited due to COVID-19 restrictions. That didn’t stop us though! We gave virtual presentations to students about the work of the Foundation and the meaning of Toonie Tuesday. This provided students with the information they needed to truly understand the impact of the Foundation and the responsibility they have of helping others. We even had a virtual DJ Dance party with Ottawa’s own, DJ Mace, to celebrate the over $55,000 raised!
• We provided an additional $10,000 in awards and bursaries to students, bringing our 2021 annual total to $48,000! Congratulations to the many deserving students who benefitted from this support and thank you to the donors who continue to make this possible every year!
• Our Tools for Learning Program was a great success with continued support from Telus and Rogers Communications. With the help of OCDSB staff volunteers and members of the Joint Health and Safety Committee, over 1500 backpacks were delivered to schools over the summer and ready to be given to students on their first day of school!

The mission of the Education Foundation of Ottawa ensures that barriers are removed for children regardless of their personal or socio-economic circumstances. We continue to work with generous individual and corporate donors in our community as we provide critical programs and countless opportunities for OCDSB students.

Many thanks to the Ottawa-Carleton District School Board for continuing to support us through school fundraising activities, school council donations, and the Staff Payroll Deduction Program which allows us to build our capacity and the sustainability we need to keep going. To support the important and ongoing work of the Foundation, please donate here. Thank you so much; we couldn’t do this work without you!

The Ottawa-Carleton Education Network

The Ottawa-Carleton Education Network (OCENET) is a recognized leader in international education for its innovative programs in promoting intercultural competency. OCENET is a non-profit organization which serves as the international education division of the OCDSB. For over 20 years, the OCDSB has hosted more than 11,500 students and educators from all corners of the world in its elementary and secondary schools. OCENET is committed to providing cross-cultural opportunities for the international students who come to study in Ottawa, and to developing intercultural competencies amongst OCDSB students and educators. Because of its many innovative and unique initiatives, OCENET is widely acknowledged as a leader in international education within Canada and around the world.

Highlights of the 2020–2021 School Year

• OCENET, despite the impacts of the Covid pandemic, placed close to 430 long term international students from almost 45 countries in 20 high schools and 13 elementary schools throughout the OCDSB. The “Top 5” nationalities represented by the number of international students included, in order, China, Vietnam, Spain, Italy and Germany.
• OCENET’s Global Explorer engages international students and their Canadian peers in a program that promotes intercultural sharing and collaborative thinking centered around the United Nations' Sustainable Development Goals (SDGs). Topics of global interest and relevance are discussed through cooperative tasks and group learning opportunities in English. The pandemic had a considerable impact upon the usual programs, but in the 2021 program 13 students from Chengdu, China, participated in one of two groups with the SDG topics ranging from bees (junior division) to cocoa (senior division). There were also 7 Canadian student ambassadors who volunteered to participate in the program. This was held on ClassIn for daily live sessions, Padlet for student work and preparation, and Brightspace for teachers' materials and orientation.

• OCENET undertook a major refresh of its main website pages as well as the International Student Program website to update its content and resources for international students, parents, educational agents, and educators at home and abroad. The refreshed websites are not only “clean” and contemporary in appearance, but also more intuitive and easier to navigate.

Supporting International Students During COVID-19

• The COVID-19 pandemic required many changes in the ways OCENET welcomes our international students to OCDSB schools and to the Ottawa area. In response, OCENET developed a new International Students Arrival Guide and prepared an online Assessment and Orientation program to assist students become informed and adjust to school in Ottawa.

• Nearly two dozen International Certificate (ICP) students participated in virtual orientation events in Fall 2020 and Winter 2021 to support international students newly arrived in Ottawa. From info sessions to school chats, they provided a much-appreciated student voice to our comprehensive orientation program. Not only did the OCDSB students deliver presentations on various topics related to life in Ottawa (ex., things to do, transportation, places to hang out), they also hosted sessions school by school where they answered specific questions to assist our new international students.

• OCENET sponsored several contests for our international students during the lockdown phases of the pandemic. During the summer months of 2020 OCENET challenged international students in the COVID-19 Comfort Food Contest which allowed students to share international cooking recipes. In April and May of 2021 international students were invited to participate in a series of online Anishinaabe art classes delivered through the Wabano Centre. First Nations inspired artwork by OCDSB international student Marit Erbrink from The Netherlands was selected to appear on T-shirts to be given to new international students.

Teacher Training

• OCENET developed and delivered a training program for secondary teachers on CLIL (Content and Language Integrated Learning) from Madrid, Spain, throughout July 2021. The program was offered online and was the first OCENET Teacher Training program involving educators from the Spanish capital! There were 16 Spanish teachers who completed the 100-hour program. The teachers from Madrid participated in online sharing sessions with three OCDSB teachers as group work facilitators and presenters, along with two former OCDSB employees. It is anticipated that these teachers from Madrid will visit OCDSB schools in the Fall of 2022.
• OCENET developed a comprehensive teacher training program around various topics and themes for teachers and principals with a particular focus on task-based learning. OCENET delivered a program to educators in Chengdu, China, throughout November 2020 on current practices in teaching strategies and assessment. This program with Chinese educators was supported by OCDSB contact teachers who led discussion groups to share ideas and best practices.

International Partnerships

• Over the past several years, OCENET has been instrumental in organizing several partnerships and exchanges with schools and education bureaus overseas with the aim of cultivating long-term, sustainable, and trusted educational partnerships.
• While in-person reciprocal student exchanges and educator visits could not take place throughout the pandemic, OCENET managed to develop and sustain cross-cultural relationships, including:

Global Partners Project: Initiated in May 2020 with students from Castor Valley ES, the project expanded in the 2020-2021 school year to involve Grade 5 and Grade 6 classes at Pleasant Park ES and Half Moon Bay PS actively collaborating with student learners from Chengdu, China. Throughout the school year there were several virtual gatherings with a focus on better understanding each other's cultures and collaborating on considering solutions to global issues based on the United Nations Sustainable Development Goals.

Osaka-OCDSB Virtual Exchange: For 4 months, 50+ International Certificate (ICP) students and 25 Osaka-Gakugei students participated in a virtual exchange with videos, Padlets, Zoom meetings, and email communication. This culminated in the students meeting face to face in August 2021 and the ICP students supporting and showing the Osaka students around various parts of Ottawa (ex. Byward Market, mini golf, Parliament Hill, Lansdowne Park, bowling).

Jeju Youth Forum: Four International Certificate Program (ICP) students participated in 3 days of online events and discussions (often in the middle of the night) with over 150 students from 29 cities around the world focusing on finding solutions to global issues.

International Certificate Program (ICP)

• The ICP continued to grow during the 2020-2021 academic year as almost 500 students were enrolled in the OCDSB International Certificate Program (ICP), now accessible in all OCDSB secondary schools. The ICP recognizes students who have demonstrated a commitment to being motivated, engaged and active global citizens both locally and internationally. In June, 83 students were awarded the OCDSB International Certificate making it just under 500 OCDSB students who have received certificates since the ICP’s inaugural year in 2013.

UN Global Goals Project: 30 ICP students from across the District participated in 6 weeks of online discussions and activities to come up with solutions to Goal #7 - Affordable and Clean Energy.

• Over 15 student-led workshops hosted by ICP students were researched and presented to other ICP students across the OCDSB, on a wide range of intercultural and international topics.

OCENET’s Global Connections Newsletter

• Additional information on these and other OCENET initiatives can be found by viewing the OCENET newsletter, Global Connections, which is published twice each academic year. Current and archived editions can be found at www.ocenet.ca under “News”.
• Connect with OCENET on social media: @OCENETOttawa and @OCDSBISP

Looking Ahead

We have learned so many important lessons during the 2020-2021 school year, as the challenges and successes of this truly exceptional year have shown us. Today, we continue to listen carefully to the voices of students, parents, teachers, and community members to better understand how their lives have been impacted, and to learn how we can better support them as we all move forward.

However, when the risks of COVID-19 no longer affect our schools as completely as they do now - when children once more board buses for field trips, parents resume volunteer duties at their child’s school, and school bands and clubs can meet without restriction - we must understand that we will still never be returning to “normal”.

We have learned during the COVID-19 pandemic that “normal” was never the ideal. The deep inequities laid bare over these months have shown us how much work must still be done to support the learning and well-being of our students and families. Together we must create a “new normal”, through our shared commitment to building a culture of caring, innovation, and social responsibility.

Our hope for the future is that the lessons we’ve learned can inspire and move us towards deeper change. We’ve seen that even at the direst of times, we have the creativity and knowhow to adapt and better meet the needs of our most vulnerable students. This cannot end once we enter our “new normal.” We must continue to focus on our ability to innovate and pivot, because our students need and deserve the best possible education we can give them.

So as we look to the future with hope and determination, we accept the responsibility of knowing things won’t ever return to normal. Instead, we will embrace the possibilities of a new normal together.