COMMITTEE OF THE WHOLE (PUBLIC) 19 January 2016 Report No

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1 COMMITTEE OF THE WHOLE (PUBLIC) 19 January 2016 Report No Secondary School Review: Specialist High Skills Major Key Contact: Neil Yorke Slader, Superintendent of Instruction, (ext. 8821) PURPOSE: 1. To present the proposed changes to the Secondary School Program Framework that reflect the Specialist High Skills Major Working Group s findings. CONTEXT: 2. The OCDSB s Secondary School Program Framework (SSPF) is appended to Changes to Programs and Program Delivery Structures at Secondary Schools, Policy P.105 CUR, provided in this report as Appendix A. It was developed in 2008 as a structural model for secondary school programs in the OCDSB. The framework provides guiding principles for the District's secondary program offerings and establishes guidelines for the different types of program delivery models. While the framework reflected the strategic thinking of the District at its time of implementation, it does not directly address or incorporate the District s current strategic goals; namely, improving equity of access and opportunity for all students. The policy and framework have served the District well in terms of providing policy direction and operational guidelines for programming at the secondary level. However, there is a need to revisit the framework to reflect changes that have occurred over time through new Ministry direction, current research and thinking that would improve instructional opportunities for students, and to incorporate the findings and recommendations of the Secondary School Review. Subsequent to the development of the SSPF, the Board approved the establishment of a secondary school review process. This review was established to provide an opportunity and a structure for the District to look at decisions with respect to secondary schools as a collective, rather than as individual entities. The intent was to build a broader understanding of our secondary schools. Each defined area of focus within the decision-making framework was a review unto itself, undertaken by a working group. These Report Secondary School Review-Specialist High Skills Major Page 1

2 groups have provided a full analysis of the program/service and observations on how best to improve and/or enhance the program studied. The Specialist High Skills Major (SHSM) was one of the working groups established in the secondary school review. Students enrolled in the District s SHSM programs have been well served by our secondary schools and community partners. This working group was tasked with reviewing the current SHSM delivery model, with the goal of having a greater number of students in the District benefit from the contextualized learning environment offered by SHSM programs. This group s findings and analysis were presented in report #15-126, at the 10 October 2015 Committee of the Whole meeting. KEY CONSIDERATIONS: 3. The SHSM Working Group identified a number of issues to be addressed to improve the opportunities for individualized learning for students. Does the current delivery model provide equitable opportunity for all students across the District to access a SHSM program? Access Currently, after a school has been approved to offer a SHSM, students are enrolled from the host school first and then any additional openings left in the program are available for students from other schools. For students from schools other than the host school, travel to the host school or work site can be challenging from a financial and/or distance point of view. There is no consistent mechanism in place that advertises, and supports, informed student and parental choice during course selection time. While the information about a host school s SHSMs is usually shared with or known by neighbouring schools, the availability may not be known widely across the District. Currently, spaces within SHSMs are capped based on available staffing and/or sectoral placements. There is a compelling need to provide consistent, widely accessible information about the availability of SHSMs across the District once the decision has been made about their nature and placement. Where demand exceeds spaces available for SHSM placement, the District will assess if there is the possibility of opening a second SHSM program at another host school to meet that demand (taking into account geographic accessibility). Where the ability to do so based on local factors (staffing, facility issues, sectoral placements, etc.) does not exist, the District, in consultation with secondary principals, will develop a fair mechanism to determine access to any program being offered when oversubscribed. Location While there are no Ministry guidelines in place for targeted numbers of students enrolled in SHSM programs, it is important to note that the OCDSB s footprint percentage in this program area falls significantly below the provincial average (provincially, 30% of students are enrolled in a SHSM; in the OCDSB, 10%). Report Secondary School Review-Specialist High Skills Major Page 2

3 The possibility for students to schedule a SHSM learning module into their high school experience offers alternate means to meet the needs of their individual learning style. This is one important tenet of the current OCDSB Strategic Plan. The working group found a number of factors that have an impact on the equity of access to our SHSM programs. Currently, SHSM programs tend to be generated based on a host school teacher s expertise and passion for a particular sectoral theme. This uniquely local approach has resulted in not all secondary schools having a SHSM in place. There is a need to review the location, nature and number of SHSMs from a District perspective, in order to provide a wider and more accessible range of sectoral offerings. This type of review would need to be approached over time with an eye to the demand for particular SHSMs and the capacity of the school(s) to maintain the program. The review would take place after schools have identified their interest in starting a SHSM and having that SHSM approved through the identified District and Ministry processes. It is acknowledged that the growing of SHSM opportunities for students should be undertaken slowly and with the understanding that impact on neighboring school enrolments would be part of the decision-making function. As previously mentioned, the location of the SHSM program might well be some distance from the student s community (designated) school and as such, transportation could potentially become a barrier to equity of access. Transitions Research indicates that minimizing transitions for students provides an optimal learning environment and supports student success. The SHSM working group highlighted the need to allow a student to remain at their host SHSM school to finish his/her graduation requirements, should he/she wish to do so. 4. Secondary School Program Framework (SSPF) Reference Access Currently, the SSPF defines three levels of a program framework: community school programs, inter-school programs and District programs. The District is clear in its direction that if a program is unavailable at a community school, then every student in the Ottawa-Carleton District School Board will have access to a wide range of programs with, or without entrance requirements. This equity of access statement sets the foundation for all students to have an awareness of programs available and access to program packages that the community (designated) school is unable to provide. Although there is richness in the SHSM offerings in the District, there are some school zones that do not provide these opportunities for students. Focus programs were instituted in the OCDSB in and were developed with the same underlying philosophy as current SHSMs, providing authentic, personalized learning for students in a sectoral context. Since the SSPF predates the Ministry s introduction of SHSMs, there is no mention of them in the SSPF. While some focus programs are still in existence, many have closed or evolved Report Secondary School Review-Specialist High Skills Major Page 3

4 into current SHSMs. The SSPF defines a focus program as an inter-school program and is very specific about its goals and administration. SHSMs would also fall within the SSPF s definition of interschool programs. The direction in both policy and the SSPF is that students attending inter-school programs will have access to transportation services. Location The SSPF references that where specific courses/programs may not be offered in a school for a variety of reasons (low enrolment, instructional expertise, facility constraints, etc.), a collaborative process with principals and superintendents of instruction will occur annually to review programs offered to ensure that all students have access to courses required in their program pathway. This statement reflects the District s commitment to providing learning opportunities for students beyond their community school when needed. However, it does not articulate clearly the process for deciding the locations and numbers of SHSMs. The need for both local decision-making and then a District review is necessary. Transitions The current SSPF does not explicitly reference cross-boundary transfers in regard to a student s enrolment in an inter-school program that is not located at the community school. Rather, the framework makes note of the needed permission of the two principals involved to allow the student to access an interschool program. 5. Proposed Amendments to the Secondary School Program Framework To address the issues identified by the SHSM working group to improve the SHSM delivery model, the SSPF would need to be amended to reflect the following changes: A. The addition of a guiding principle that articulates the District s goal of balancing equity of opportunity and access for all, while supporting the community school (designated) as a planning model; B. A reworked definition of inter-school programming that includes SHSM (and as such, has the same entitlement to transportation as focus Programs); C. The clear articulation that a placement in an inter-school program does not require a cross-boundary transfer; and D. A statement that placement in a SHSM program allows the student the option to finish their high school graduation requirements in the host school, if so desired. Report Secondary School Review-Specialist High Skills Major Page 4

5 6. Impact Statements Balancing equity of opportunity and access for students with the viability of SHSM programming will need careful consideration. The success of SHSMs is most often tied to the particular skill set and passion of a local educator. Where there is a need to introduce a SHSM, the ability to staff the program may be challenging due to the specific, focused nature of the subject material. Identifying potential sectoral partnerships will also be integral in developing more SHSM opportunities. The District is currently in partnership with the Ontario Network for Education (ONFE) with the goal of identifying future market need. The demands for SHSMs may need to be tailored to employers potential for partnerships. It is understood that this will take some time to achieve; While wider access to SHSM programs is an ultimate goal, there must also be close attention paid to avoid unintended consequences. Enhancing SHSM programming should not jeopardize nor have a serious negative impact on another school s enrolment. This will be taken into consideration in the District planning process. Creative solutions will also need to be explored such as shared enrolment between schools; Sustainability is a critical factor in the introduction of new SHSMs. In determining what new SHSMs might be offered in a school, the principal will need to balance the expressed need with the staffing resources available. There is the potential for some SHSMs to require facility retrofit and ongoing maintenance. Any decisions to add SHSMs should be made in consultation with Facilities staff to determine the related implementation and sustainability costs; Transportation costs tied to SHSM student enrolment would be an annual expense. Currently, 13% of students (39 out of 295 students) attend SHSMs in schools other than their home school. Based on this year s enrolment, a rough estimate of the annual cost is $32,000 (the cost of a Presto pass is $82.25 per month). If enrolment in the SHSMs expanded, this financial commitment would require a review as part of the annual budget process. Transportation costs for students who live in an area not served by OC Transpo would need to be evaluated on an individual basis; and The Ottawa Student Transportation Authority (OSTA) would need to review its policies in order to determine whether an amendment is needed to align with the inter-school program transportation entitlement. Report Secondary School Review-Specialist High Skills Major Page 5

6 Future Considerations for Program Improvement The SHSM Working Group also provided the following advice, based on its observations of the delivery of SHSM programming: i. The SHSM sector-related 4-credit element should be scheduled across the full school year (not one semester); ii. The District should provide central support for standardized CLA development and implementation; and iii. New and improved communication strategies to schools and students about SHSM offerings be introduced, as outlined in SHSM Best Practices Guide (as attached to the Final Report). RESOURCE IMPLICATIONS: 7. Staffing In addition to the learning and equity benefits, the proposed recommendations would result in a delivery model that optimizes the allocation of staff resources. The lead teacher has traditionally been a staff member in the host school who has championed a particular sector-related course package. This would continue to be the first round of SHSM decision-making at the school site. In determining what new SHSMs might be offered in a school, the principal will need to balance the expressed need with the staffing resources available. If a District decision was made to offer a SHSM in a particular geographic region in which there had previously been no interest, then a consultative process would occur with the principals in the region to determine whether any of the schools possessed the necessary interest. If there was no one on staff that possessed the necessary qualifications and expertise, staffing of the SHSM would follow the accepted staffing process currently in place. Any central decisions concerning potential overlay positions would be part of the annual staffing process. Facilities The expansion of any existing SHSM programs or the introduction of any new SHSM programs would need to be evaluated based on the impact on facilities. Where major facility changes would need to be made, an impact analysis on facility costs and the sustainability of the program would be required. In assessing the impact on staffing and facilities, a phased-in implementation plan could be appropriate for the identified new SHSM. The scope of requirements would dictate the time identified for the phase-in schedule. Financial Specific funding for SHSMs is provided by the Ministry (as outlined in Report #15-126). Other potential financial commitments tied to transportation have been outlined previously in this report. The magnitude of the financial commitment is directly proportional to the increased enrolment in SHSMs over time. Each year, staff would determine how best to address these costs, either through existing operational budgets or a direct referral to the budget process. Report Secondary School Review-Specialist High Skills Major Page 6

7 COMMUNICATION/CONSULTATION ISSUES: 8. Consultation Strategy The findings of the Secondary School Program Review Working Groups will be reported to the Board in two different ways: for information/discussion, or for Board approval where required. Recommendations to the Board based on the working groups findings will be reflected in the proposed amendments to the OCDSB Secondary School Program Framework, as appended to Policy P.105.CUR: Changes to Programs and Program Delivery Structures at Secondary Schools. These proposed amendments will address the issues that are deemed as needing change based on the particular working group s final report conclusions. At the end of all SSR working groups reports to Board, staff will prepare a summary report that incorporates all of the proposed amendments to the Framework for consideration. This will allow for a consolidated consultation process that will address all of the proposed changes to the Framework. Where a report has a recommendation that pertains to a specific issue that may be program and/or site related, there will be an additional recommendation and second layer of consultation added (held during the same time period) that will speak specifically to that issue. 9. Pre-consultation As referenced in the SHSM Final Report, students and key stakeholders were surveyed on critical delivery questions concerning SHSMs. A series of joint senior staff and principal planning sessions have been held tied directly to the issues of the Secondary School Review. These sessions were developed to get the very best feedback from the field on the development of potential recommendations. Consultation on the proposed changes to the Secondary School Framework will occur in conjunction with the reports from the other working groups. The secondary sub-group of the Ottawa-Carleton Assembly of School Councils (OCASC) will be a pivotal resource in providing feedback and advice on how to reach secondary parents across the District. Discussion will occur with that group to help situate the work of the SHSM Working Group (and other working groups) in relation to the larger Secondary School Review. The nature of the consultation will be focused on the proposed changes to the framework and how these changes support improving the delivery of secondary school programs and services to students across the District. 10. Consultation Plan In keeping with the District s commitment to engaging its stakeholders in the decision making process, a consultation plan will be presented to the Board with the consolidated proposed changes to the Secondary School Program Framework in March. Report Secondary School Review-Specialist High Skills Major Page 7

8 The consultation will invite feedback both electronically and through established stakeholder meetings. This will include eliciting feedback from principals, secondary school teachers, members of the Parent Involvement Committee (PIC), the Ottawa-Carleton Assembly of School Councils (OCASC), the Special Education Advisory Committee (SEAC) and the Advisory Committee on Equity (ACE). STRATEGIC LINKS: 11. The District is committed to its strategic plan of equity of opportunity and access for all. RECOMMENDATION: It is recommended: THAT the Secondary School Program Framework (as appended to Changes to Programs and Program Delivery Structures at Secondary Schools, Policy P.105 CUR) be amended as follows: i. The addition of a guiding principle that articulates the District s goal of balancing equity of opportunity and access for all while supporting the community school as a planning model; ii. A reworked definition of inter-school programming that includes Specialist High Skills Major (including the same entitlement to transportation as Focus Programs);and iii. The clear articulation that a placement in an inter-school program does not require a cross-boundary transfer process for entry and also entitles the student to finish high school graduation requirements at the host school if so desired. Neil Yorke-Slader Superintendent of Instruction (ext. 8821) Jennifer Adams Director of Education and Secretary of the Board Appendix A-Policy P.105.CUR Report Secondary School Review-Specialist High Skills Major Page 8

9 POLICY P.105.CUR TITLE: CHANGES TO PROGRAMS AND PROGRAM DELIVERY STRUCTURES AT SECONDARY SCHOOLS Date issued: 26 February 2002 Last revised: 19 December 2008 (Housekeeping revision) Authorization: Board: 25 February OBJECTIVE To ensure that changes to programs and program delivery structures at OCDSB secondary schools are managed in such a way as to provide programs to meet the needs of students and to enhance program options across the district at large, within the context of the Secondary School Program Framework. 2.0 DEFINITIONS 2.1 A community school is a school that offers a range of programs designed to meet the needs of the majority of students in the community the school serves. All secondary schools will offer core programs required in order to enable students to graduate with an OSSD. 2.2 Inter-school programs are specific courses or program packages which may be available in some schools but not in all schools for a variety of reasons, including: low student enrolment, availability of staff, and appropriate facilities. That is, they are located at one school site, but the intent is to have students enrolled from a number of sending schools. 2.3 District programs are enhanced programs which are not available at the community school or inter-school level. Generally, these programs have entrance requirements attached to them (e.g., Creative Arts, International Baccalaureate, High Performance Athlete, Adaptive). 2.4 A course package is a sequential series of three courses, at different grade levels, originating from the same Ministry document (e.g., third language). This would also refer to the introduction of courses at one grade which, over time, could result in a course package. 2.5 Program delivery structure change refers to a significant alteration in the way program is delivered (e.g., the introduction of full or partial semestering or the reverse) which impacts on the enrolment of other schools. -1- P.105.CUR

10 3.0 POLICY 3.1 The Board s model, for planning purposes, for secondary school program delivery is the community school which offers a range of programs designed to meet the needs of the majority of students in the community the school serves. 3.2 Changes of program and program delivery structures may be initiated either at the school level by the principal or centrally by a superintendent. When changes are initiated that could impact special education programs or program delivery structures, the superintendent responsible for special education shall be consulted. Consultation regarding implementation at a particular school will occur with the school council and the student council. 3.3 The Board shall approve the introduction of, changes to, and/or elimination of: a) district programs and program delivery structures; and b) inter-school programs and program delivery structures that have district wide impact (e.g., French immersion, English as a second language, specialized special education classes); and, c) any changes that can reasonably be expected to have a significant effect on school enrolment. 3.4 Inter-school programs and course packages of a smaller scope, e.g., focus programs, shall be approved by Director s Executive Council. 3.5 Admission to district programs may be based on admission criteria. 3.6 Admission criteria shall be common to all sites offering the same program, as approved by the Superintendent of Instruction and/or the appropriate central Superintendent. 3.7 Transportation to inter-school and/or district programs is provided as per the OCDSB transportation policy P.068.TRA: Student Transportation. 3.8 The Director of Education is authorized to issue such procedures as may be necessary to implement this policy. 4.0 REFERENCES The Education Act Board Policy P.068.TRA: Student Transportation Board Policy P.077.PLG: Designated Schools/Student Transfers Board Procedure PR.556.TRA: Student Transportation Board Procedure PR.568.PLG: Designated Schools/Student Transfers - Elementary Board Procedure PR.569.PLG: Designated Schools/Student Transfers - Secondary Board Procedure PR.629.CUR: Changes to Programs and Program Delivery Structures at Secondary Schools 5.0 ATTACHMENTS P.105.CUR

11 Secondary School Program Framework, December 2007, Revised May P.105.CUR

12 Secondary School Program Framework Introduction The program framework described in this document is intended to provide a structural model for secondary school programs in the OCDSB. The model is designed to ensure that OCDSB students have access to courses, programs and program pathways that lead to graduation and an appropriate destination: apprenticeships, college, university or world of work. Each secondary school offers core program courses and optional courses based on student interest, staff expertise and facilities. These differences in both core and optional programs in our schools contribute to the uniqueness of our schools. This program plan ensures that each of our schools retains that uniqueness and supports the fundamental principle of the community school. This program framework will facilitate decision making on a variety of issues related to secondary school programs, including the development of new programs, placement of district programs, and determination of staffing to support programs. The Secondary School Program Framework: acknowledges and supports the philosophy of community schools; ensures that secondary school students can access courses and programs in their designated school or as close as possible to their home community; ensures that secondary students in the OCDSB have access to the greatest number of courses and program offerings delivered in a fiscally responsible manner; allows for the monitoring of course/program offerings to ensure equitable access for students throughout the school district; encourages collaboration amongst secondary principals in program planning. The Board s model, for planning purposes, for secondary school program delivery is the community school which offers a range of programs designed to meet the needs of the majority of students in the community the school serves. Guiding Principles for Secondary School Program Review Adopted by the OCDSB 8 March P.105.CUR

13 Guiding Principles The following guiding principles for secondary school program review were adopted by the Board on 8 March ) The Board s model, for planning purposes, for secondary school program delivery is the community school which offers a range of programs designed to meet the needs of the majority of students in the community the school serves. Access to specialized classes in other schools may be required where the needs of identified special education students cannot be met in the community school. District programs (e.g. Canterbury Arts, the International Baccalaureate Program and the High Performance Athletes Program) are recognized as desirable in order to serve special talents or abilities. 2) Where community schools are unable to offer the range of programming required to meet the needs of their students, the Board has a responsibility to seek other solutions, e.g. additional resources, sharing students, student transfer, overlay teachers or transporting groups of students to neighbouring schools to take the courses they need (e.g. the cluster concept, e-learning, creative timetabling or other means to be determined). 3) An important factor in establishing or modifying the secondary school program delivery model is program viability. The optimal number of students in any school may vary depending on the number and nature of district and/or specialized programs located in that school, or depending on the needs of the school s student population. 4) The Board encourages and supports innovation and program choice in all its schools. The Board encourages the establishment of new programs, course packages and individual courses to meet the evolving needs of students and to recognize advances in pedagogy, technological education or best practices within the Board or other jurisdictions. All such initiatives must take into account the impacts on neighbouring schools and existing district programs. 5) Board decisions and policies on secondary programming should flow from these principles P.105.CUR

14 Secondary School Program Framework The Program Framework structures program delivery at three levels: the community school, inter-school and the district. LEVEL 1 Community School Programs The School is the fundamental component of program delivery. All schools will offer core programs ensuring that students can graduate with an OSSD. A minimum of two levels of instruction in grades 9 and 10 will be offered in each school, e.g. essential, applied and academic. LEVEL 2 Inter-School Programs This program plan acknowledges the existing collaboration amongst secondary principals and encourages enhanced collaboration in planning course and program offerings. Specific courses/programs may not be available in some schools for a variety of reasons including: low student enrolment, lack of instructional expertise, appropriate facilities. Principals, in consultation with superintendents of instruction will annually review programs offered to ensure that all students have access to courses required in their program pathway. This collaborative approach will also provide a mechanism for schools to offer optional courses not available in each community school. From a student access perspective, the inter-school program level is not limited to specific schools. Assumptions: Additional consideration will be needed for rural schools, Adaptive Program Schools and Adult High School. It is understood that Continuing Education Programs may provide programming options. LEVEL 3 District Programs District programs are enhanced programs which are not available at the community school or inter-school level. Generally these programs have entrance requirements attached to them as determined by the school, in collaboration with the Curriculum Services Department, and as approved by the Superintendent of Instruction. It is understood that the vast majority of students will continue to access their full program in their community school P.105.CUR

15 COMMUNITY SCHOOL PROGRAMS A. Principles: 1. Principals, in consultation with superintendents of schools and/or the superintendent responsible for special education in the case of special education programs, will collaborate to ensure all secondary schools will offer a core program to enable students to graduate with an Ontario Secondary School Diploma. 2. All secondary schools will have a process to determine course offerings that best meet the needs of students in the school community. B. Program Framework Each Secondary School in the Ottawa-Carleton District School Board will offer: Grades 9 and 10: At least two levels (Essential, Applied, Academic) of core subjects leading to an OSSD: English, Mathematics, Science, Canadian Geography, Canadian History and World Studies, French Career Studies and Civics, Grade 10 O.S.S. Grades 11 and 12: One course in at least two of Workplace, College, University destination strands in core subjects that meet compulsory requirements: English (Grade 11 and 12), Mathematics, Science, Canadian and World Studies One course in Social Science and Humanities subjects that may be required for University and College programs Other O.S.S. Courses: One Broad-Based Technology program (Grades 9-12) Information Technology or Business Studies (Grade 9/10 and Grade 11/12) Health and Physical Education, Grade 9 plus one additional Grade Arts (Grade 9/10 and Grade 11/12) One Canadian and World Studies Learning Strategies Student Services Support: Special Education and Guidance Co-operative Education In addition to these core courses, each school will offer a wide range of additional courses to meet the diploma requirements and interests of students in the school P.105.CUR

16 INTER-SCHOOL PROGRAMS A. Principles 1. Principals, in consultation with superintendents of schools, will collaborate to ensure that students have access to the specified programs as outlined in the inter-school program section of the program plan. 2. A focus program: is a program package that allows for an enhanced learning experience by grouping specific courses. These packages may have a single-subject focus or a multi-disciplinary focus. Opportunities for additional certification and cooperative education may form part of the program. will fall within the subject area parameters within the inter-school program section of the program plan may be offered in Grades 11 and 12 may be a full or half-day program 3. Where a student wishes to access a senior (Grade 11 or 12) focus program that is not available at her/his community school and where the focus program is offered at another school, with permission from both principals the student may attend the other school for the requested program. 4. Two or more schools may choose to jointly offer a specific course or program package in one of the participating schools. 5. Students attending inter-school programs will have access to transportation services according to the OCDSB transportation policy. B. Program Framework If not available at the community school then, at the inter-school level, every student in the Ottawa-Carleton District School Board will have access to the following: Inter-school programs without entrance requirements: Essential level courses in English, Mathematics, Science in Grades 9 and Grade 10; Learning Strategies courses; and School to Work programs Additional Workplace, College, University, and University/College level courses in English, Mathematics, Science that ensure program pathways are available to students Broad-Based Technology programs Arts programs Inter-school programs with entrance requirements: Alternate programs French Immersion English as a Second Language programs English Language Development programs Grade 12 Literacy Course P.105.CUR

17 Specialized Special Education programs Ontario Youth Apprenticeship Program (O.Y.A.P.) Focus Programs * New program guidelines may require changes to these lists P.105.CUR

18 DISTRICT PROGRAMS A. Principles 1. The Board shall approve the introduction of, changes to, and/or elimination of all district programs (see section 3.3 of the policy). 2. Where a program is not feasible (financially, enrolment, teacher expertise, etc.) at the community school or inter-school level, a district program may be offered. Generally these programs have entrance requirements attached to them as determined by the school, in collaboration with the Curriculum Services Department, and as approved by the Superintendent of Instruction. 3. All students in the OCDSB who meet entrance requirements will have access to district programs. 4. Students attending district programs will have access to transportation services according to the OCDSB transportation policy. B. Program Framework The OCDSB offers the following district programs: Creative Arts at Canterbury HS International Baccalaureate at Colonel By SS High Performance Athlete at John McCrae SS Adaptive Program at Ottawa Technical Learning Centre and Sir Guy Carleton Secondary School P.105.CUR