Developed by the OCETFO/FEEO Political Action Committee (PAC)
Zone 1 (Wards 5, 6, 21)
| Alykhan Abdulla | ||
| Campaign Contact / Site | Research Notes | |
| Contributor to Ottawa Citizen: https://ottawacitizen.com/author/dr-alykhan-abdulla/ | ||
| Has not responded to survey questions. | ||
| Jon Flemming | ||
| Campaign Contact / Site | Research Notes | |
| ocdsb.students.deserve.better@gmail.com | Previously ran and had perfect answers for Capaign Life Coalition: https://www.campaignlifecoalition.com/voting-records/view/level/pst/province/on/id/15491/name/jon-flemming#questionnaire | |
| Has not responded to survey questions. | ||
| John MacRae | ||
| Campaign Contact / Site | Research Notes | |
| info@johnmacrae.ca | https://johnmacrae.ca/ https://www.instagram.com/johnmacrae.trustee http://facebook.com/johnmacrae.trustee | Signatory to: SHARED STATEMENT OF PRINCIPLES |
| Platform Priorities: 1. Fighting for Properly Funded Public Education2. Healthy, Safe, and Modern Schools3. Supporting Every Student, and the People Who Support Them4. Planning for Growing Suburban and Rural Communities5. Bringing Your Voice Back to the Board Table | ||
| How do you intend to address ongoing issues with student transportation? I would push for a review of transportation policies and service standards, with particular attention to recurring cancellations, route delays, driver shortages, and access to specialized programs. I would also seek regular reporting from OSTA to identify persistent service gaps and support improvements to route planning, communication with families, and overall reliability. I would work with fellow trustees to ensure transportation decisions reflect the different needs of communities across the OCDSB. Rural students may face longer travel distances, while students in urban and suburban areas may face different challenges related to traffic, accessibility, and school boundaries. I would advocate for policies that recognize these differences while ensuring equitable access to education across the board. How do you intend to address the chronic underfunding of public education? I would advocate for a provincial funding model that reflects the actual costs of delivering quality public education, including inflation, enrolment changes, special education needs, and adequate staffing. I would support coordinated advocacy with fellow trustees, education unions, and other school boards to demonstrate how provincial funding shortfalls affect students and staff across Ontario. Within the OCDSB, I would carefully scrutinize budget proposals and prioritize protecting frontline positions, classroom resources, and student supports. I would also push for transparent reporting on the consequences of funding shortfalls, including staffing reductions and unmet student needs. I believe trustees have a responsibility to make these impacts visible and work collectively toward solutions rather than simply accepting reductions as inevitable. How do you intend to address the backlog of school repairs? I would push for a transparent, publicly accessible repair priority list that identifies outstanding maintenance needs, their urgency, and anticipated timelines. I would support prioritizing repairs that directly affect health, safety, and accessibility, including ventilation, heating and cooling, drinking water quality, and deteriorating building infrastructure. I would also advocate for dedicated provincial capital funding and a stronger focus on preventative maintenance. I believe repair priorities should be based on the condition and needs of each school, rather than its location or student population. I would work with fellow trustees to ensure schools across the OCDSB receive fair consideration and that progress on outstanding repairs is regularly reported to parents and the community. How do you intend to address the ongoing rise of hate-based incidents directed towards students and school communities? I would push for a review of existing policies and reporting procedures to ensure hate-based incidents are consistently documented, investigated, and addressed. I would also support regular, anonymized reporting to the board so trustees can identify recurring concerns, evaluate the effectiveness of existing measures, and hold the administration accountable for improvements. I would advocate for continued investment in equity and inclusion education, professional development, and classroom resources that reflect the diversity of our school communities. I would also work with fellow trustees to ensure students, educators, and affected communities have meaningful opportunities to inform board policies. Our approach should recognize that different communities may experience discrimination differently, while maintaining a consistent commitment to safety, dignity, and inclusion throughout the OCDSB. How do you intend to address larger class sizes in your zone? I would push for more detailed reporting on class sizes, staffing allocations, and enrolment projections across the OCDSB. Rapidly growing communities, including Stittsville, face particular pressures, but I recognize that overcrowding and inadequate classroom supports affect schools throughout Ottawa. I would use this information to advocate for staffing decisions that reflect actual student needs, including additional learning and behavioural supports. During budget discussions, I would prioritize protecting classroom teaching positions and special education resources, while supporting the equitable allocation of available staff to schools experiencing the greatest pressures. I would also work with fellow trustees to advocate for increased provincial funding that allows for smaller, more manageable classes, with educators helping identify where additional resources are most urgently needed. How do you intend to address rising incidents of violence within schools? I would push for a review of school safety procedures, including incident reporting, follow-up, and the supports available to affected staff and students. I would also seek regular, anonymized reporting on violent incidents and recurring safety concerns across the OCDSB, allowing trustees to identify patterns and direct attention and resources where they are most needed. Educators and education workers should have clear reporting procedures and confidence that their concerns will be taken seriously. I would prioritize funding for educational assistants, behavioural support staff, and mental health professionals, while working with fellow trustees and education unions to strengthen prevention and intervention practices. I do not support bringing SROs back into schools as a response to these challenges. I believe we should invest in properly trained, school-based professionals and early intervention measures that protect staff and students while addressing the underlying causes of unsafe behaviour. How do you intend to address the province placing the OCDSB under supervision? I would continue publicly calling on the province to end its supervision of the OCDSB and restore the authority of democratically elected trustees. I would also push for greater transparency around decisions made during supervision, including their financial implications and impacts on students and staff. I believe the province must acknowledge the role that inadequate provincial funding has played in creating financial pressures across Ontario’s school boards. While supervision continues, I would work alongside other elected trustees, families, educators, and education unions to maintain a strong, collective voice for our school communities. I would raise concerns directly with the supervisor and provincial representatives and advocate for meaningful public consultation. Once trustees are reinstated, I would support reviewing significant decisions made during supervision, strengthening transparency and accountability, and rebuilding a collaborative approach to governance that serves the entire OCDSB. | ||
| Imrana Waraich | ||
| Campaign Contact / Site | Research Notes | |
| Has not responded to survey questions. | ||
Zone 2 (Wards 4, 23)
| Julia Fortey | ||
| Campaign Contact / Site | Research Notes | |
| Previous trustee: https://www.ocdsb.ca/news-events/news/post/julia-fortey-selected-as-ocdsb-s-kanata-north-kanata-south-zone-2-trustee | ||
| Has not responded to survey questions. | ||
| Paul Crawford | ||
| Campaign Contact / Site | Research Notes | |
| pcrawford475@gmail.com | https://www.linkedin.com/in/paul-crawford-531340272/ | Was a DDSB trustee and was reported for being censored for white supremacist comments: https://www.durhamregion.com/news/durham-trustee-censured-over-white-supremacy-comments/article_dd8067d1-4970-59e5-9be8-7991cee7a8de.html |
| How do you intend to address ongoing issues with student transportation? I was a Trustee with Durham Public Board for 21 years ending in 2022. Student Transportation is an ongoing problem that starts over each year. Having a system of the two main boards Pubic and Separate work together works well. There are always problems to solve at the beginning of each School Year. At that time we paid close attention to the individual problems that may have been outside of the established systems and they were taken care of and worked into the established schedules. It needs daily and dedicated care. And close observance by all interested parties. How do you intend to address the chronic underfunding of public education? By open and free discussion and debate about why it is chronic and is it underfunding or poor control of expenses. Most governments and governing bodies seem to shy away from concentrating on controlling expenses by reducing some costs and moving those savings where needed. It seems the taxpayers are paying at a high rate so there should be enough dollars, so it is how they are being spent. Any Government or business or household or individual must control expenses and spending and transfer dollars to where there is obvious insufficient dollars for proper functioning. Again, encourage lots of discussion and debate focusing on the problems and solutions. How do you intend to address the backlog of school repairs? Find out why there is a “backlog” and assuming which of those require the most urgent attention. At the same time study what caused the backlog. It is not always lack of funds. Maybe too many repairs are coming due at the same time. Sometimes there may be enough dollars but lack of manpower to fix the needed repairs. Trustees should be asking these questions and discussing solutions with Staff, Ministry, and stakeholders. How do you intend to address the ongoing rise of hate-based incidents directed towards students and school communities? “There has been so much discussion about this and much of it in the Media and certainly at the Boards during the last 8 years. Many dollars and resources, time and discussions and training. We need to review those discussions and the solutions put forward and determine what is working and what is not. And if we have not slowed the incidents or stopped them altogether then we need to know what went wrong. Most important would be the input of Parents and Guardians and all stakeholders as to their experiences, have our past approaches worked or have they exacerbated mistrust and cynicism? We went through a period where people feared to express their concerns. I know because I expressed my concerns about the wording in a new Policy on Human Rights and paid for it over a long period of time. Free and Open Debate produces more acceptable Legislation and Regulation and Policies. We should not be afraid of criticizing any governing body.” How do you intend to address larger class sizes in your zone? We have Legislation that guides us in controlling class size and keeping an average. This was partially established through negotiations with the Unions. Perhaps we need more flexibility to maintain that average or perhaps the average needs to change. We are all here to work on Student Achievement and how best to work towards attaining that for the highest number of Students. Studying the presents systems used to determine what works best should be ongoing. Questioning the effectiveness of the system should be encouraged. One system for all sometimes works best, but there must always be exceptions that require a different approach. Seems like communications is still the most important component in management and Government. How do you intend to address rising incidents of violence within schools? It is hard to believe or understand how this is still happening: Rising incidents of violence even though this came to light in 2016-17 when there were reports of violent incidents so high they seemed unbelievable, and it was during a time when the Government had ordered regular reports of the incidents. They were in the hundreds and we didn’t know how they became that high. I thought that Trustee were overwhelmed by the numbers and were not in favour of public discussion at that time. The Unions began some public discussions in Durham and many of the Trustees, myself included, attended so we could hear the concerns of the Parents and Staff. I personally hoped for more media attention and public outcry to encourage more discussion and outing the numbers and the problems. Many Staff were working on the problems and the reporting, and what are the proper solutions?Simplifying the gravity of the problems, which seemed to have gotten out of control. came down to: All children have the right to an education therefore they must be kept in the classroom, in spite of the affect on the rights of the other children to learn. Surely by now or even in 2022 the Government with all those numbers and reports would have made decisions to lower the incidents. If we have not eased the problem by now then there should be much attention given to encouraging Parent and Public input. If we are going to allow incidents of violence and disturbances for what maybe fairness and the right to be educated, we must consider the rights of all of the Students being affected. Parents have the right to know. And we should not forget when we are making decisions that Safety is Paramount. How do you intend to address the province placing the OCDSB under supervision? By addressing it as it stands today. I thought it was easing off and things were heading back to “”normal””. We should be able to have friendly debate with the Government about major changes like this. I am not sure who is right or who is wrong and how did we get to this stage, and what was Board Members responsibility in allowing it to get this far. As before, wide open debate and discussion on what went wrong and how do we do better in the future? Board Members (Trustees) are elected by and for the People and that should be respected by the Government. Good arguments and questions should not be ignored. We need to get back to the most important Management component: Communications. Thank you for giving me the opportunity express my concerns. And suggest solutions. Paul Crawford | ||
Zone 3 (Wards 3, 24)
| Brenda Abramson | ||
| Campaign Contact / Site | Research Notes | |
| brenda4barrhaven@gmail.com | https://www.facebook.com/Brenda.Abramson.Barrhaven.OCDSB.trustee.candidate https://www.instagram.com/brenda4barrhaven/?hl=en | |
| How do you intend to address ongoing issues with student transportation? I am aware that parents expect transportation service perfection while the province offers a shoestring budget, making delivery of perfection all but impossible. There are a number of ways that these issues could be mitigated but they require funding, and funding of student transportation lies with the Ministry and not with the trustees. As such, the only tool in the trustee toolbox is to advocate for increased budgets. I have experience advocating to politicians, and, while there are never guarantees of success, I have been successful in the past and been told that I am fairly skilled in this regard. How do you intend to address the chronic underfunding of public education? I would address the underfunding of public education by advocacy. But, unlike the student transportation funding pressures which are more pronounced in the Ottawa English boards than in other boards across the province, underfunding of public education runs across the province with large urban centers all having a more pronounced deficit. As such, I would join with other Boards, and particularly the Greater Toronto Area boards to amplify the voice of the OCDSB Board in advocating for more funding.And unless and until additional funding is obtained, I would be looking to manage the current funding wisely using multi-year plans. This would ensure that, if necessary, reserves are in place such that precious funds are not spent in one year on a lower priority item when they may be needed even more in a future year (such as an impending capital repair). How do you intend to address the backlog of school repairs? As the treasurer of the Board of Directors at Nepean Housing Corporation (a not-for-profit that manages over 500 townhomes and apartment units), I have a good understanding of how to manage capital repairs. If the Board does not already have a capital repair plan, it needs to develop one to ensure that there is alignment between required repairs and funding. Moneys then need to be put into a reserve for capital repair on an annual basis. And, if the capital repair plan reveals that even with judicious financial management, there are insufficient funds to address essential/important repairs, the trustees should go to the province seeking a one-time injection of funding to address the backlog. How do you intend to address the ongoing rise of hate-based incidents directed towards students and school communities? Addressing hate requires a combination of immediate intervention, reporting, and education. I note that the OCDSB has an anti-hate toolkit that covers these aspects. Overall this toolkit is very good, but I believe that elements of reporting and education could be strengthened. If a student engages in a hate motivated incident and is a youth, I believe that the toolkit should explicitly indicate that consideration should be given to reporting the incident to the police as they can be a valuable support…As a hate-crime, the justice system has an additional set of tools that they can bring to bear such as mandating community service. I also recommend strengthening the education component by emphasizing instructional messages of tolerance and respect for differences. This change would place the focus of effort on modifying student thinking rather than simply modifying student behavior by “directing” a curtailment as is identified in the toolkit. How do you intend to address larger class sizes in your zone? The Ontario Education Act places the authority for class size with of the Ministry of Education- not trustees. Therefore, the most I can do to address larger class sizes is to support education workers and advocate for smaller classroom sizes. I would also like to mention that new legislation stipulates that the Minister of Education may establish public communication guidelines which trustees would be required to abide by. Therefore, while I can commit to advocating in private, public advocacy may be limited. How do you intend to address rising incidents of violence within schools? I would recommend implementing 3 measures to address rising incidents of violence. First, I would encourage staff to pursue training on conflict resolution and identifying behavioral distress. Secondly, I would advocate for curriculum changes to include a focus on empathy, emotional and cognitive resilience, and non-violent communication. Finally, I would advocate for increasing access and timeliness of access to mental health supports for those in need. Furthermore, until such time as the incidents of violence diminish and students and education workers feel safe, I would raise whether the OCDSB should look into a possible return to an on-site police officer rather than the current in-community presence. This will allow not only for the ability to provide a quicker response, but also serve as a deterrent for some, as well as provide an important sense of safety for others. And, the Tumbler Ridge shooting highlights the importance of ensuring measure are in place and emergency response plans exist and are practiced for violence perpetrated against the school community by those that are not themselves members. If the OCDSB does not have these practices in place, I would be advocating for them to do so. How do you intend to address the province placing the OCDSB under supervision? I believe a well-functioning board provides superior governance than a supervisor. As such, I will be advocating for the return of trustees. But, even if the Board of trustees has been suspended, there are certain activities such as advocacy, that I intend to engage in whether the OCDSB is under supervision or not. | ||
| Kenneth (Kangwu) Xi | ||
| Campaign Contact / Site | Research Notes | |
| Trustee.Kenneth@Gmail.com | https://kennethxi.ca/ https://www.facebook.com/Kenneth.Kangwu.Xi/ | |
| Platform Priorities: 01Put Learning First02 Build the Schools Barrhaven Needs03 Safe, Healthy & Supported Schools04 Give Parents & Families a Stronger Voice05 Support OCDSB Staff Success06 Responsible Spending & Accountability | ||
| Has not responded to survey questions. | ||
| Daniel Pershick | ||
| Campaign Contact / Site | Research Notes | |
| daniel.barrhaven.trustee@gmail.com | https://danielpershick.ca/#priorities | Signatory to: SHARED STATEMENT OF PRINCIPLES |
| Platform Priorities:1. Student achievement- Press for consistent, curriculum-aligned classroom resources and a clear focus on literacy, writing, mathematics, and the learning conditions behind strong results.2. Support families can navigate- Help parents and students find the right people, understand the next step, and get a timely response, with particular attention to students who need individual support.3. Accountable local representation- Advocate for an end to provincial supervision, publish plain-language updates, and rebuild trust through decisions that residents can follow and question.4. Reliable schools and services- Push for timely school infrastructure, dependable communication, and practical decisions on transportation and other services families count on. | ||
| How do you intend to address ongoing issues with student transportation? I view reliable student transportation as a baseline requirement for a functioning education system. The current logistics crisis doesn’t just impact families; it directly disrupts your classrooms and places an unfair, stressful supervision burden on ETFO members when buses run late. As a trustee, I will address this by: • Lobbying for Fair Provincial Funding: I will advocate aggressively for the Ministry of Education to reform a broken transportation funding formula that ignores inflation and Ottawa’s vast geography.• Demanding Operational Accountability: I will push OSTA for resilient, multi-year routing strategies and stronger driver retention measures so the board is never caught off guard by sudden transit cuts. My goal is to ensure students arrive safe and on time, without shifting operational shortfalls onto the shoulders of teachers and education workers. How do you intend to address the chronic underfunding of public education? First, let’s be clear: the financial crisis at the OCDSB isn’t because of local mismanagement. The fact that the province stepped in with direct supervision, slashed our administration costs, and stripped away local democratic control—yet the board still projects a net accumulated deficit of $12.5 million—proves the real issue. Local boards simply cannot balance their books when the provincial funding formula completely ignores inflation and real student needs. These real-dollar provincial cuts are exactly why ETFO members are facing unmanageable class sizes, massive gaps in special education, and an escalation of classroom safety issues due to severe understaffing. As a trustee, I will fight to address this chronic underfunding by: • Pushing for Local Control and Real Funding: I will work with other school boards across Ontario to demand that the Ministry of Education baseline-adjust the funding formula so it matches actual operational realities, inflation, and Ottawa’s unique geography.• Protecting the Frontlines: I will vote down cuts to frontline educators, EAs, and specialized supports just to hit arbitrary provincial austerity targets. I stand firmly with ETFO because public funds belong in public classrooms, protecting the working conditions of our educators and the safety of our students. How do you intend to address the backlog of school repairs? A crumbling building is not a safe or productive place to teach or learn. Right now, Ontario’s school repair backlog is out of control because the province’s capital funding falls billions short of what is actually needed to maintain our schools. Expecting ETFO members and students to work through failing HVAC systems and outdated facilities is unacceptable.As a trustee, I will address this by: • Lobbying for Real Capital Funding: I will fight for the Ministry of Education to increase the annual School Renewal Allocation so we can move away from reactive patch-jobs and permanently clear the backlog.• Prioritizing Workplace Safety: I will vote to target available maintenance dollars directly toward frontline health and safety issues—like air quality and temperature control—so educators have baseline working conditions. Again I must reiterate, I stand with ETFO because public funds belong in public classrooms, and that includes ensuring those classrooms are safe, clean, and fully operational. How do you intend to address the ongoing rise of hate-based incidents directed towards students and school communities? No student can learn, and no educator can teach, when they are walking into a building feeling targeted, unsafe, or textually targeted by hate. We have seen an alarming rise in antisemitism, Islamophobia, anti-Black racism, homophobia, and transphobia across Ottawa schools, and it is fracturing our communities. Right now, frontline teachers are too often left to handle the emotional and physical fallout of these incidents in their classrooms with very little real support. As a trustee, I am not interested in bureaucratic ‘toolkits’ or thoughts and prayers. I intend to take a firm, supportive approach by: • Backing Staff Who Speak Up: We cannot expect educators to dismantle hate if the system penalizes or ignores them when they report it. I will push for clear, transparent accountability protocols so that when a teacher calls out hate or discrimination, the board listens, acts, and protects that member’s workplace.• Providing Direct, Ground-Level Resources: Instead of downloading more online modules for overworked staff, I will advocate for investing in specialized equity advisors, localized mental health supports, and real anti-racism training for school communities. Our schools cannot be spaces where hate is simply managed or tolerated. I stand with ETFO because public funds belong in public classrooms, and that means spending our money where it counts—on the real, frontline resources needed to protect our staff and make sure every student feels safe walking through our doors. How do you intend to address larger class sizes in your zone? In Barrhaven, the reality of larger class sizes hits our community harder than almost anywhere else in Ottawa. We are a rapidly growing suburb where new housing developments pop up constantly, yet the province sits on its hands instead of funding the new schools we desperately need. As a result, our existing Zone 3 schools are pushed past their limits. We have junior and intermediate classrooms with 30-plus students, all with vastly different learning needs. It is completely unfair to hand an ETFO member an uncapped, overcrowded classroom packed into a portable and expect them to deliver individualized attention while maintaining a calm, safe environment. As a trustee for Barrhaven, I will address this by: • Fighting for Local Capital and Growth Planning: I will aggressively push the board to prioritize new school builds and expansions right here in Zone 3 so we stop forcing growing student populations into over-capacity facilities.• Demanding Local Caps on Grades 4–8: The provincial funding model leaves the junior grades entirely uncapped. While the board remains under provincial supervision, I will vocally collaborate with trustees across Ontario to demand hard class-size caps for Grades 4 through 8 so that our older elementary students stop getting shortchanged. I stand with ETFO on this because it’s a matter of basic dignity for educators and students. Public funds belong in public classrooms, and that means funding enough actual physical space and staff positions so that no teacher is left alone managing a chaotic, overcrowded room. How do you intend to address rising incidents of violence within schools? Let’s be completely honest: the rising level of violence in our schools is at a crisis point, and it’s a workplace health and safety failure. Right now, ETFO members are being pushed into an impossible position—dealing with extreme behavioural outbursts, physical altercations, and verbal threats in classrooms that are chronically understaffed. For years, the system’s response has been to tell teachers to fill out endless compliance forms or just quietly manage the fallout so the board’s metrics look good. That is unacceptable. We cannot pretend our schools are safe when educators are walking into work worried about their physical well-being. As a trustee, I will tackle this rising violence by: • Enforcing Absolute Transparency and Reporting: I will ensure that when an educator files a Safe Schools Incident Report, it is met with immediate, visible support—not administrative pushback or minimization. We need to accurately document every single incident so the province can no longer ignore the scale of this safety crisis.• Demanding Real Frontline Intervention Teams: I will advocate to reallocate board resources away from centralized bureaucracy and pour them directly into hiring more Educational Assistants (EAs), child and youth workers, and specialized behaviour intervention staff. Teachers need immediate, hands-on support in the room when a crisis hits, not a post-incident debrief days later. How do you intend to address the province placing the OCDSB under supervision? I refuse to let the provincial government use this forced supervision to quietly dismantle our public schools or silence our community. The real issue here is systemic provincial underfunding, not local leadership, and the province is simply using this takeover to bypass local accountability. As a trustee, I am addressing this takeover through immediate collective action: • Aligning on Shared Principles: While I am running a fully individual campaign focused on the specific needs of Barrhaven, I am proud to be one of eight like-minded OCDSB trustee candidates who share the same foundational beliefs. We maintain regular correspondence to align our goals, ensuring that if elected, we will step into our roles as a unified front ready to restore local democratic control and protect school resources.• Applying Strategic Public Pressure: Our group is actively working to secure broader labour and community endorsements, ramp up media coverage, and sound the alarm on what the Ministry is doing. We intend to make the ongoing supervision a public relations liability for the Ontario government by exposing how provincial austerity directly harms our students and educators.• Refusing to Rubber-Stamp Austerity: While the provincial supervisor holds the final vote, I will use my public platform to challenge every single cut handed down. The province wants a quiet, compliant board; our regular collaboration ensures they get the exact opposite. | ||
Zone 4 (Wards 7, 15)
| Benoit Massé | ||
| Campaign Contact / Site | Research Notes | |
| trusteebenoitzone4@outlook.com | http://www.votebenoit.ca/ https://www.facebook.com/profile.php?id=61593049546748 https://x.com/BenoitMasse2026 | |
| Platform Priorities: 1.Restore financial sustainability2. Put students first3. Engage and empower our community | ||
| How do you intend to address ongoing issues with student transportation? Reliable student transportation is essential. Families need confidence that students will get to and from school safely, on time, and with minimal disruption to their learning. While student transportation is managed through transportation consortia and funding decisions beyond the direct control of trustees, trustees have an important role in advocating for improvements and ensuring concerns are heard. If elected, I would focus on the following priorities: Advocating for reliable and sustainable transportation services, including adequate funding to recruit and retain bus drivers and maintain service levels.Using data to identify recurring issues, such as late buses, route cancellations, and schools that experience frequent transportation challenges, so that concerns can be addressed proactively.Improving communication with families by ensuring parents receive timely and accurate information when delays, route changes, or cancellations occur.Prioritizing student safety by reviewing concerns related to bus routes, loading zones, crossing areas, and walking distances, particularly for younger students and students with special needs.Working closely with transportation providers and school communities to better understand local challenges and identify practical solutions.Supporting long-term planning so that transportation services keep pace with population growth and changing enrolment patterns across the district. As a trustee, I will advocate for a transportation system that is safe, dependable, and student-focused. I also believe the Board should regularly monitor transportation performance and follow up on schools that experience recurring service issues to ensure families’ concerns are addressed and improvements are made where needed. How do you intend to address the chronic underfunding of public education? The chronic underfunding of public education is one of the biggest challenges facing our schools. It affects class sizes, special education supports, student transportation, school maintenance, mental health services, and the ability of schools to meet the diverse needs of students. As a trustee, I cannot change provincial funding formulas on my own, but I can be a strong and persistent advocate for students, families, and staff. I would focus on the following priorities: Advocating for increased and predictable provincial funding that reflects inflation, enrolment growth, and the rising costs of delivering quality education.Using data and evidence to demonstrate local needs, ensuring that funding requests are supported by clear information on class sizes, school repairs, transportation challenges, and student support requirements.Protecting funding that directly supports students, making student achievement, well-being, and school safety the primary consideration during budget discussions.Working collaboratively with other trustees, school boards, parent councils, and education partners to present a united voice when advocating for improvements to education funding.Increasing transparency around budget decisions, helping families understand how funding is allocated and the impact funding shortfalls have on school services.Seeking operational efficiencies where appropriate, while recognizing that efficiency alone cannot solve a structural funding problem.Learning from success stories across the province. I would encourage the Board to study how school boards that are achieving strong outcomes with similar or even fewer resources are managing challenges such as class sizes, student supports, transportation, and facility maintenance. Understanding what is working elsewhere can help us identify best practices, improve efficiency, and make better use of the funding we receive. I also believe trustees have a responsibility to clearly document and track the impacts of underfunding, whether it is larger class sizes, delayed school repairs, transportation issues, or gaps in student supports. The stronger the evidence we can present, the stronger our case becomes for securing the resources our students deserve. At the same time, we should learn from school boards that are facing similar challenges but achieving positive results. By understanding what they are doing differently and adopting proven best practices where appropriate, we can maximize the impact of every education dollar. Ultimately, every child should have access to a high-quality public education, regardless of their postal code or family circumstances. I will advocate for fair, sustainable funding while ensuring that the OCDSB continuously looks for innovative and effective ways to deliver the best possible outcomes for students. How do you intend to address the backlog of school repairs? The backlog of school repairs is a significant concern because the condition of our schools directly affects student learning, staff well-being, accessibility, and safety. Students deserve to learn in buildings that are well maintained, energy efficient, and able to support modern educational needs. If elected, I would focus on several priorities: Advocating for increased capital funding from the province to address aging infrastructure and reduce the repair backlog. Prioritizing health and safety issues first, ensuring that repairs related to heating, ventilation, roofing, accessibility, and building safety are addressed as quickly as possible. Using data and transparent reporting to clearly communicate the condition of school facilities and the status of major repair projects to families and the community. Tracking deferred maintenance needs by school to ensure that repair requirements are regularly reviewed, prioritized, and not allowed to grow into larger and more costly problems. Exploring opportunities to improve energy efficiency when repairs are undertaken, reducing long-term operating costs and making better use of taxpayer dollars. Advocating for equitable investment across all schools, ensuring that older schools in established communities receive the attention they need alongside schools in growing neighbourhoods. As a trustee, I believe that maintaining our school buildings is not optional, it is an investment in student success. I will support evidence-based planning, transparent reporting, and strong advocacy to ensure that every school provides a safe, healthy, and welcoming environment for students and staff. How do you intend to address the ongoing rise of hate-based incidents directed towards students and school communities? Every student deserves to feel safe, respected, and valued at school, regardless of their race, religion, ethnicity, gender identity, sexual orientation, language, or background. Hate-based incidents have no place in our schools, and addressing them requires both strong action and ongoing education. If elected, I would focus on several key priorities: Ensuring incidents are reported, tracked, and addressed consistently so that students, families, and staff have confidence that concerns are taken seriously and appropriate action is taken.Promoting education and awareness by supporting programs that teach respect, inclusion, digital citizenship, and the value of diversity from an early age.Supporting affected students and communities by ensuring access to appropriate counselling, mental health resources, and culturally responsive supports.Strengthening relationships with families and community organizations to better understand the experiences of diverse communities and work together on solutions.Using data to identify trends and areas of concern, including monitoring hate-based incidents across schools so that resources and interventions can be targeted where they are needed most.Maintaining clear expectations and accountability for student behaviour while also focusing on education and restorative approaches that help students understand the impact of their actions. As a trustee, I believe our schools should be places where every student feels a sense of belonging. Creating inclusive and respectful learning environments is not only the right thing to do, it is essential for student well-being, academic success, and strong school communities. How do you intend to address larger class sizes in your zone? Larger class sizes are a concern because they can make it more difficult for teachers to provide individualized attention and support the diverse needs of students. While trustees do not directly set class size limits, they do play an important role in advocating for resources and making budget decisions that impact our schools. If elected, I would focus on three areas: Advocating for adequate funding to ensure schools have the teachers, educational assistants, and specialized staff needed to support student learning.Prioritizing resources where needs are greatest, particularly in schools with high enrolment, complex student needs, or growing communities.Monitoring and tracking class sizes, including keeping a record of classes with more than 25 students at each school, so that trends can be identified and appropriate follow-up can occur when concerns arise.Supporting innovative solutions to capacity challenges, such as better long-term planning, optimizing school space, and ensuring new school construction and expansions keep pace with population growth. I also believe we need to look beyond class size numbers alone. Students succeed when classrooms are supported by qualified teachers, educational assistants, mental health professionals, and special education resources. A class of 25 students with the right supports can be very different from a class of 25 students without them. As a trustee, I would work to ensure that every student receives the attention and support they need to succeed, while advocating for the resources necessary to keep class sizes manageable and learning environments effective. How do you intend to address rising incidents of violence within schools? Student safety must be a top priority. Every student and staff member deserves to learn and work in an environment that is safe, respectful, and supportive. Addressing violence in schools requires a balanced approach that combines prevention, intervention, and accountability. Strengthen prevention efforts by expanding mental health supports, social-emotional learning, conflict resolution programs, and early intervention services for students who may be struggling.Support school staff by ensuring teachers, educational assistants, and principals have the training, resources, and clear protocols needed to respond effectively to incidents.Improve reporting and transparency so that incidents are tracked consistently, trends are identified early, and families have confidence that concerns are being addressed.Work closely with parents and community partners because student behaviour is influenced both inside and outside of school. Strong partnerships can help identify and resolve issues before they escalate.Maintain clear expectations and accountability while ensuring that disciplinary measures are fair, appropriate, and focused on helping students make better choices in the future. As a trustee, I would advocate for evidence-based solutions that improve school safety while also addressing the root causes of violence. My goal is to create school environments where students feel safe, respected, and ready to learn, and where staff feel supported in maintaining positive and productive classrooms. How do you intend to address the province placing the OCDSB under supervision? The decision to place the OCDSB under provincial supervision is concerning because it reduces the ability of locally elected trustees to represent the voices of students, parents, staff, and taxpayers. While I respect the province’s authority to intervene when necessary, supervision should be a temporary measure with clear objectives and timelines.If elected, I would focus on three priorities: Restoring trust and accountability by ensuring decisions are transparent, evidence-based, and focused on student outcomes.Working collaboratively with the supervisor, school communities, and the Ministry to address the issues that led to supervision in the first place, rather than engaging in unnecessary conflict.Preparing for the return of local governance by strengthening board oversight, improving financial stewardship, and ensuring trustees are equipped to provide effective governance when their full authority is restored. Ultimately, my goal is to help create the conditions that allow the OCDSB to regain local decision-making authority as quickly as possible, while keeping the focus where it belongs: student achievement, student well-being, and public confidence in our schools. | ||
| Emily Quaile | ||
| Campaign Contact / Site | Research Notes | |
| emilyquaile.zone4@gmail.com | http://www.emilyquaile.ca/ | Signatory to: SHARED STATEMENT OF PRINCIPLES |
| Platform Priorities: 1.Students need smaller class sizes and more educators to support their learning needs. As your trustee, I will advocate for a school board budget that puts the needs of our students first.2. The Elementary Program Review was a bad solution to a structural problem. I am glad that boundary changes are being slowly phased in instead of causing harmful disruption to students. However, under this appointed Supervisor, parents are more in the dark about OCDSB policy than ever before. 3. Local democracy must be restored so that school communities can always have a say, without having to wage a prolonged and tiring advocacy campaign. I will always be honest about the issues facing the school board and champion the solutions that local communities demand. 4.The Alternative School program should never have been cut. When the OCDSB has a diversity of programs, more students succeed. I am committed to restoring a more robust program offering across our zone and the city. | ||
| How do you intend to address ongoing issues with student transportation? I see several different problems with student transportation.1. Road Safety: too many families and guardians feel they have no choice but to drive students to school creating unsafe situations outside of schools. I believe trustees must use their position to work with councillors across the city to develop safe streets around schools to encourage less driving. I will encourage other trustees to engage with their respective councillors on this issue and work to develop more regular collaboration between the board of trustees and city council on overlapping issues like road safety. 2. School busses and van transportation: I will advocate to increase provincial funding to hire bus attendants to help ensure a safe ride for students and the driver. I think a big portion of the unreliability and unevenness of the bus/van service comes down to a lack of funding. Driving busses or vans is a job that does not pay well, leading to staff shortages and frequent turnover. We must invest in bus/van drivers and attendants because they are essential workers. 3. OC Transpo: Like with road safety, trustees must work with city council and the province to ensure our middle/high school students have access to reliable busses and routes that take them to school. When I attended Glebe Collegiate while living in Hintonburg in the early 2000s, busses were quite reliable. That reliability no longer exists and I will advocate for better public transit as a school issue. How do you intend to address the chronic underfunding of public education? Increased advocacy, organizing the zone (and district) around this central issue, and demanding increased data collection so that a needs-based budget can be drafted. I was an OCDSB student during the deep cuts of the 90s and 2000s, and have watched as successive governments worsened this crisis over the last 20 years. Door-knocking during my campaign has been an eye-opening experience as I learn how unified people are about this crisis. Even those who speak from a more fiscally conservative point of view agree that schools are underfunded. I speak with people at the doors and at events about the need to focus on the root problem and the response is enthusiastic. Everyone I speak with is tired of hearing excuses and get frustrated when they hear rhetoric that diminishes our very real struggles. I speak plainly about the problem with the funding model and how budgets are doomed to fail if we aren’t designing them around the needs of our students. When we are this unified on the core problem, and generally agree that more must be done to help students, I think we have an organizing opportunity to seize! My central goal as trustee is to help organize my Zone around the root problem of underfunding and encourage others to do the same. I believe that we have the potential to present a board-wide, unified demand for a better funding model, and this is something that trustees are uniquely positioned to do. A good trustee is someone who is ready to make the links between individual struggles in the education system and structural challenges. When parents repeat the same problems of being denied supports due to lack of resources, trustees have a responsibility to do something about the root cause. Individual case-management is essential, but when each case is deeply similar to the next, we must compile this data and demand a structural solution. I know this is an uphill battle, but I believe that every one of us in the community must do what we can to help with whatever tools we have at our disposal. If elected, I will use my education and organizing experience in combination with the tools available as a trustee to contribute to this struggle in demanding a properly-funded school system. How do you intend to address the backlog of school repairs? From what I understand of the problem, I think it is best to separate our demands for repairs from our operational funding demands. As with all of my answers, I am driven by the knowledge I have and this is my opinion based on what I know thus far. I always welcome the chance to learn more from experts so that we get this right! I think we need a massive influx of capital from the province for repairs, and they should be prioritized based on degree of urgency and risk to youngest students. To the list of repairs, I would add the urgent need to install filtration and/or replace pipes to address lead levels in drinking water. Other jurisdictions have done substantive, system-wide repairs for lead mitigation to great success based on a phased approach of addressing schools with youngest students in lower socio-economic neighbourhoods first. Having a multi-year plan for lead and other repairs is something I am keenly interested in seeing so that we can propose/demand funding from the province. How do you intend to address the ongoing rise of hate-based incidents directed towards students and school communities? I recently completed my MA in Political Economy and wrote my thesis on fascism and its resurgence in Canada. I am a queer woman and have experienced bullying in OCDSB schools when I was a student. Hate is a growing, collective, society-wide problem and requires collective solutions. Schools must do their part by combatting it through empathetic education about the diversity of our communities, having more staff onsite to be able to address incidents when they happen, and increasing training. I would like to learn more about how incidents are currently handled (or mishandled) and what gaps in policies exist. More data needs to be collected, and I am personally and professionally committed to ensuring that the board is more responsive to rising hate against students and workers. How do you intend to address larger class sizes in your zone? I will demand that staffing levels increase and demand lower average and lower maximum class sizes. This is a major concern at the doors across this zone. With the regrettable closure of the Alternative School Program, more space is opening up in school buildings across the city. This is an opportunity for the board to plan ahead and begin the process of lowering class sizes in small local areas (e.g. Regina/Woodroffe/Severn and Churchill/Broadview/Elmdale). How do you intend to address rising incidents of violence within schools? It is a catastrophic failure of the public education system that the Board and Province are unable to provide safe working and learning environments. Because this is inseparable from a worker’s right to safe workplaces, I will follow your lead on this and demand the solutions that your members are asking for. I have close family and friends working in the classroom and have seen first-hand the impact of violence on educators. I understand the need to have deep, broad solidarity for workers’ rights and I hope that as a trustee, you will consider me a partner in the struggle for safe workplaces. In my campaign, I have heard countless experiences from current and former education workers about life-altering injuries, chronic pain, and short to long term sick/disability leave due to injuries. In my view, these injuries are mostly preventable. When children and youth have unmet needs, are in crisis, or have not learned sufficient regulation skills; they are more likely to lash out in inappropriate or violent ways. The first place to start for trustees is to demand a drastic increase of education assistants, more special education programs, more specialized support workers to be present in each school, and a more robust breakfast (and lunch!) food program. How do you intend to address the province placing the OCDSB under supervision? This is one of my motivating reasons to run. Democracy, like public services, must always be expanding, not shrinking. Our education system, school board, and local school communities must be accountable to those they serve. I have witnessed in my lifetime a pattern of defunding school boards resulting in school board budget deficits. When trustees refuse to cut essential programs (they are all essential!), the Ministry of Education can get involved to make those cuts through a Supervisor or through other processes available to the Province. I find this an abhorrent practice and it reflects an ongoing ideological commitment to defunding public schools and removing local voices from governance. If elected, I will do everything I can to ensure that the Supervisor and Province know that we demand the removal of the Supervisor. I am committed to collecting as much information as possible about the decisions being made without democratic accountability. I will work with labour unions, local MPPs, local advocacy groups, and parent councils to help triangulate what the Board is doing. For example, when the Mutchmor parent council organized a drag storytime in June 2026, it was cancelled by the Board. Without trustees as an essential link across schools and zones, it is nearly impossible to find out if this decision as a school-specific or board-wide one. I am deeply committed to ensuring that my role as a trustee is one that holds the board leadership, supervisor, and province to account and that begins with collecting information about what has happened at individual schools. Knowing more about the details of what has been happening in silos over the last year will help mobilize advocacy efforts around ending supervision. During supervision and after, I remain committed to organizing the zone around the issues of a needs-based budget and increased funding. I will be doing the work of a community-minded trustee regardless of the official status. This looks like attending parent council meetings, creating new forums for community engagement in the zone, learning from unions, and working with other trustees to amplify our concerns. | ||
Zone 5 (Wards 8, 9)
| Suzanne Lyon | ||
| Campaign Contact / Site | Research Notes | |
| electsuzanne2026@gmail.com | https://www.linkedin.com/in/suzanne-lyon-b1a90910/ | |
| Has not responded to survey questions. | ||
| Lara Bremner | ||
| Campaign Contact / Site | Research Notes | |
| larabremner6@gmail.com | https://larabremner.com/ https://www.facebook.com/share/1ETTukjYhV/?mibextid=wwXIfr https://x.com/bremnerlara?s=11 https://www.linkedin.com/in/lara-bremner-638b26244?utm_source=share_via&utm_content=profile&utm_medium=member_ios | |
| Platform Priorities: 1. Integrity2. Transparency3. Fiscal responsibility4. Student-centred decision-making5. Collaboration6. Progressive values7. Common-sense approach8. Support for diversity and inclusion | ||
| How do you intend to address ongoing issues with student transportation? Families continue to experience challenges with long bus rides, changing routes, late buses, and cancellations. It has been challenging with the absence of trustees, since provincial supervision, for families to get attention from the Ottawa Student Transportation Authority to issues they are having an in some cases have been calling their city councillor (which is not how it should work). Student eligibility is based on the distance from their designated school for Kindergarten, Grades 1-8 and Grade 9-12, however the provincial funding formula of the Ministry has apparently changed so funding to the OCDSB and in turn to the OSTA may not be sufficient. As a trustee, I would advocate for a more reliable and equitable service, as well as better and earlier communication about delays and cancellations. I will also press for a funding formula that reflects the actual cost of providing the service. How do you intend to address the chronic underfunding of public education? The OCDSB faces financial pressures that can’t be solved just by local budget cuts. This has been shown clearly by the fact that the appointed provincial supervisor was also unable to fully eliminate the deficit, suggesting it is a structural deficit. Costs such as inflation and pressures from the real cost of special education has contributed to the financial issues. The way that costs are estimated based on enrolment and in some cases with less enrolment than expected may also be a factor, as well as that the amount allocated per student ($14k) is insufficient. Despite announcements of new funding for education, the Ontario NDP estimates that more than $6b has been removed from public education since 2018. This works out to a gap of about $1,500 per student. The independent Financial Accountability Office said that the planned growth in education spending is below the rated needed just to maintain existing service levels, without taking into account anticipated growth. As a trustee, I would advocate collectively with other trustees and education partners for sufficient, predictable and needs-based provincial funding that keeps pace with inflation and growth previsions. I would push for transparent budgeting that protects classroom services and supports for students, and I would make the case to the Ministry of Education for funding that reflects the actual cost of delivering the services. These are part of protecting high quality public education. How do you intend to address the backlog of school repairs? Schools, like homes, require continual investment to keep them in good working order. This is especially true of aging schools. The Financial Accountability Office released a report in 2024 that looked at the conditions of schools and capital budgeting. It showed that ~37% of schools in the province are below the province’s own threshold of “state of good repair”. It also projected that if funding remained the same, that proportion would increase to more than 70% in a decade. For the OCDSB specifically, in 2024, there are 45 school buildings falling into the category of below a state of good repair. In OCDSB’s zone 5, because this is an older established part of the city, many of the schools are also older, some built in the 1960s. For example, we saw this area (ward 8 & 9) be significantly impacted by flooding this summer due to aging city infrastructure – which is a likely parallel for some of the schools. As trustee, I would advocate for increased provincial capital and renewal funding; faster approval of priority projects; and insist on transparent and accessible information on the condition of schools. Health, safety, accessibility and learning conditions would be key criteria for prioritizing. Air conditioning and HVAC is important especially given climate change with more frequent extreme heat. How do you intend to address the ongoing rise of hate-based incidents directed towards students and school communities? Unfortunately schools, as a microcosm of society, continue to have hate-based incidents and discrimination, such as antisemitism, Islamophobia, racism, homophobia and transphobia. As a trustee, I would strengthen implementation of the OCDSB’s existing anti-racism, anti-hate and diversity and inclusion policies. This includes consistent reporting, effective and timely follow-up, ensure full completion of staff training on these issues (and strengthened staff training where warranted). Action needs to be taken so students and teachers are not subject to hate-based incidents. There needs to be engagement and consultation with communities on effective action. This is part of my commitment to safe and inclusive schools. How do you intend to address larger class sizes in your zone? Class sizes are an educational issue and a workload issue for teachers. I am aware that the province sets the class size as a provincial average: Kindergarten, average of 26 students, with at least 90% having 29 or less students and up to 10% can be 30-32 under specific conditions; Grades 1-3, at least 90% up to 20, with 10% up to 23 students max; Grade 4-8, average of 24.5 students; Grades 9-12, average of 23. This means that some class sizes are larger, so long as the provincial average is met. This is even more complicated for teachers as there may be varying learning challenges and accommodation needs within each class. As trustee, I would advocate provincially for smaller class requirements, and a cap on maximum class size rather than only a provincial average, where there currently isn’t a maximum (ie grades 4-12). I would also advocate for the funding to achieve this, ie staffing to match. As trustee, this would include scrutinizing data of class size across different Boards to see how OCDSB is in comparison to others, and how staffing resources are allocated. I would also monitor school-level class sizes in my zone rather than relying only on provincial or Board averages to see if there are inequities and take action to address if so. I would also advocate for more education supports in the classrooms (EAs, ECEs) and in the schools (social workers, psychologists, counsellors, speech language pathologists etc). How do you intend to address rising incidents of violence within schools? There are reports of an increase in aggressive behaviour directed toward teachers and staff, while schools are also dealing with complex behaviour and mental-health needs among students. There are already reporting requirements and specialized training (Behaviour Management Systems and Violence/Threat Risk Assessment), but there needs to be time for staff to access the training. There is also a strong need for more specialized support in the schools such as social workers, psychologists, mental-health experts etc. As a trustee, I would advocate for more front-line supports in schools, to ensure safer schools. I would promote support for teachers to have access and time to get the training available, and that it includes de-escalation practices and violence prevention, as well as that incidents are tracked and reported. I would want to ensure that data is accessible to trustees on workplace violence against teachers and student violence and response, in order to analyse changes/trends and to recommend actions to improve the situation. How do you intend to address the province placing the OCDSB under supervision? My expectation is that the provincial supervision will be lifted once the new slate of trustees is in place following the election. Not allowing democratically elected trustees to take their responsibilities, in accordance with the legislation, would further erode public confidence. As trustee, I would advocate for the restoration of full elected trustee responsibilities after the election. I would continue to attend OCDSB board meetings (as a member of the public if authorities not restored). I would take this advocacy to the media, to municipal and provincial politician, to unions and to communities. Meanwhile I would work constructively with board administration, schools and other trustees to demonstrate that elected trustees can provide meaningful and responsible governance to the OCDSB. | ||
| Natasha Lynn Mott | ||
| Campaign Contact / Site | Research Notes | |
| Natashaforzone5@gmail.com | https://www.natashaforzone5.ca/ | Signatory to: SHARED STATEMENT OF PRINCIPLES |
| Platform Priorities 1. Student Well-Being & Inclusive Schools2. Support for Educators & Families3. Fair & Responsible Funding4. Transparency & Communication | ||
| How do you intend to address ongoing issues with student transportation? Ah, starting off with a big and seemingly constant issue. My first step would be to reach out to Trustees from other boards to see if they are having the same problem, similar problems, or have their transportation in a grand state. From there I would see if any strategies they’ve implemented would work within our board or if the solution is evading us all. Next I would speak to current and past bus drivers to talk about job satisfaction, what they would change, and how supported they feel… as well as asking what keeps them devoted to such a difficult profession. After getting all of that information I would set about coming up with a plan. I believe it will be difficult to address a lot of these issues as the current CEO/director of education was involved in “fixing OSTA”. Mr. Plamondon said upon her appointment that he had heard no complaints regarding OSTA to which I responded with choking on my laughter and said they must have all been directed towards me as I had heard many and would be happy to share. Unsurprisingly he did not take me up on my offer . How do you intend to address the chronic underfunding of public education? This will require partnerships. A lot of partnerships. With other school board trustees, with unions, with advocacy groups, community partners, and with parents/school councils, really anyone who would want to help. The government has access to all of the facts and all of the data I do (more in fact), they’re choosing to ignore it. The only thing to be done is to get loud and help others get loud as well. Nothing will change unless the government gets worried about losing seats. The only way they’ll worry is if they’re forced to see that we’re all wise to what they’re doing. How do you intend to address the backlog of school repairs? I wish I could go fix things myself but clearly I can’t. I’d like to see exactly what is in this backlog… are they jobs that require a specialty? do our custodians just need more support to do the jobs? are we able to hire more people to do repairs? can we contract companies for certain repairs? Some repairs will be more necessary than others and they should be prioritized while others are likely more “Nice to have’s. How do you intend to address the ongoing rise of hate-based incidents directed towards students and school communities? Hate, in any form or context, has absolutely no place in our society, especially in our public schools. Every child deserves to walk into a classroom feeling safe, cherished, and valued for who they are. Sweeping incidents under the rug can not happen, we need to show children and families that hate will not be tolerated. I strongly believe that children should never bear the consequences of their parents choices and this would fall into that category so I would suggest going the education route for a first incident and escalate from there. How do you intend to address larger class sizes in your zone? the only way to address this is with a larger budget for our board. Unfortunately, principals can only work with the numbers they’ve been given and any attempt to form smaller classes will go out the window during the reorganization period. How do you intend to address rising incidents of violence within schools? My Answer for this would be similar to addressing hate-based incidents although I would want more focus on the Antecedent to the behaviour as well as reasons we may be seeing a child acting out. How do you intend to address the province placing the OCDSB under supervision? A lot of e-mails… asking those who voted for me to send letters and e-mails to the government and the school board asking to have trustees reinstated, it is a position that is elected, how do votes not count when we call ourselves a democracy? | ||
Zone 6 (Wards 12, 13)
| Jennifer Moroziuk | ||
| Campaign Contact / Site | Research Notes | |
| moroziuk1975@hotmail.com | https://moroziuk1975.wixsite.com/mysite | |
| Platform Priorities: 1. support experiential learning, STEM and language arts for all grade levels.2. uphold mandatory volunteer hours for all secondary students including level 3 ASD.3. share my sons story as a nonverbal student with a focus on special education needs. | ||
| Has not responded to survey questions. | ||
| Scott Walker | ||
| Campaign Contact / Site | Research Notes | |
| Has not responded to survey questions. | ||
| Chris Durrant | ||
| Campaign Contact / Site | Research Notes | |
| chrisdurrantzone6@yahoo.com | https://sites.google.com/view/durrant-for-zone-6/home?authuser=0 | Signatory to: SHARED STATEMENT OF PRINCIPLES |
| Platform Priorities: 1. Better support for students with learning disabilities, including timely psychoeducational assessments, evidence-based reading instruction, and appropriate accommodations.2. Putting students first in budget decisions. I’ll ask tough questions about where money is being spent, scrutinize proposed cuts, and push to protect the programs, classroom supports, and specialized professionals students rely on.3. Responsible, accountable local leadership. I’ll work constructively with fellow trustees and the Province while asking tough questions and helping the OCDSB regain the trust needed to return to local governance. | ||
| How do you intend to address ongoing issues with student transportation? Student transportation has been a persistent problem in Ottawa, and I don’t think there is a simple solution that a trustee can promise. The OCDSB does not operate the buses directly; transportation is administered through the Ottawa Student Transportation Authority, jointly with the Ottawa Catholic School Board. As a trustee, I would use the Board’s role in OSTA to push for reliable service, transparent reporting on cancellations and delays, and clear communication with families when problems occur.I also think we have to acknowledge the funding problem. OSTA itself has identified a continuing gap between provincial funding for yellow buses and the actual cost of providing the service. I would work with other trustees and education partners to advocate for provincial transportation funding that reflects those real costs, rather than expecting OSTA and school boards to continually find ways to make an underfunded system work. How do you intend to address the chronic underfunding of public education? I think trustees need to be very clear about what they can and cannot do. The OCDSB has an obligation to spend public money responsibly, and I would ask tough questions about the budget and look carefully for efficiencies. But there is a point at which efficiencies become cuts to services students actually need, and I don’t think trustees should pretend otherwise.I would advocate with the provincial government for stable funding that reflects inflation and the actual cost of educating students, particularly the cost of special education and other student supports. As someone with a learning disability, this is especially important to me. I know personally what a difference appropriate accommodations and support can make to a student’s education.I would also work with other trustees, school boards, educators and parents to make that case publicly. Trustees should be responsible stewards of the funding we receive, but they should also be willing to say clearly when the resources provided by the province are not sufficient to meet the needs of students. That is certainly the case at the moment. How do you intend to address the backlog of school repairs? As trustee, I would want the Board to be transparent about the condition of its buildings and how it prioritizes repairs, and I would scrutinize capital spending to make sure the funding we have is going to the projects where it is most needed. I would also be concerned about equity in the condition of schools across the Board. A student’s learning environment should not depend on whether they happen to attend a newer or better-maintained school.I would also support preventative maintenance where possible, rather than allowing relatively manageable problems to become much more expensive ones. But, as with the operating budget, there is a limit to what the Board can accomplish with the funding available. I would advocate for increased and predictable provincial capital funding so that the OCDSB can actually reduce its repair backlog rather than simply managing it from year to year. How do you intend to address the ongoing rise of hate-based incidents directed towards students and school communities? The rise in hate-based incidents in schools is deeply concerning. The OCDSB already has policies and tools for responding to hate, and as trustee I would want to know whether they are actually working: whether incidents are being consistently reported and addressed across schools, whether students who experience hate feel supported, and whether educators have the training and resources they need to respond effectively.I also think education has an important preventative role. We should be working to address ableism, anti-Black racism, anti-Indigenous racism, anti-Palestinian racism, antisemitism, Islamophobia, misogyny, queerphobia, sinophobia, and other forms of hate and discrimination. Educators need appropriate resources and professional development to have sometimes difficult conversations about these issues, and students need to see themselves and their communities reflected in their schools.There isn’t a single policy that will eliminate hate from schools. The Board needs to listen to affected communities, track what is happening in our schools, support educators in responding to incidents, and be prepared to change its approach when the evidence shows that something isn’t working. How do you intend to address larger class sizes in your zone? Larger class sizes make it harder for teachers to give students the individual attention they need, and the impact is particularly significant in classrooms that include students with diverse learning needs.My father was a high school math teacher for more than 30 years, and I remember how the increase in class sizes over the course of his career affected him. For a teacher who cared deeply about doing a good job and giving students the attention they needed, larger classes were emotionally fatiguing. I think we sometimes lose sight of that human impact when we talk about class sizes simply as numbers.As trustee, I would pay close attention to class-size data within the zone and across the Board, including whether some schools or communities are being disproportionately affected. Where the Board has discretion over staffing and allocation decisions, I would support using it to keep classes at manageable sizes and to ensure that classroom complexity is considered alongside the raw number of students.Ultimately, though, there are limits to what a school board can do without adequate provincial funding and staffing. I would advocate for provincial funding that allows boards to reduce class sizes rather than forcing teachers to manage increasingly complex classrooms with fewer resources. How do you intend to address rising incidents of violence within schools? Rising violence in schools is unacceptable. No teacher or education worker should be expected to accept being hit, threatened, or otherwise subjected to violence as simply part of the job.At the same time, ETFO makes an important connection between violence and unmet student needs. Better special education supports, appropriate staffing and access to professional supports can help prevent incidents before they occur. The Board also needs to ensure incidents are consistently reported and that staff have the training and information they need to work safely.Students experiencing serious behavioural challenges deserve support, but providing that support should not come at the expense of educators’ safety. How do you intend to address the province placing the OCDSB under supervision? I believe it is fundamentally illegitimate to hold an election for school board trustees and then prevent the people elected by their communities from taking office and exercising the responsibilities they were elected to perform.If the OCDSB remains under supervision after the election, I think one of the first things the newly elected trustees should do together is write to the Minister of Education asking him to return governance to the elected Board. Throughout this campaign, I have heard from parents at the doors who want their elected trustees back. The Minister should hear that message directly from the people they have elected to represent them.If elected, I would work constructively with the province and Board administration, while being clear that supervision should end and governance should be returned to the democratically elected Board. I will continue politically advocating for the end of supervision by all reasonable means until we are successful in our goal. | ||
| Dean Rusland | ||
| Campaign Contact / Site | Research Notes | |
| Has not responded to survey questions. | ||
Zone 7 (Wards 20, 22)
| Jennifer Jennekens | ||
| Campaign Contact / Site | Research Notes | |
| reelectjenniferjennekens@gmail.com | http://www.jenniferjennekens.com/ | Previous trustee. Campaigned with Conservatives. |
| How do you intend to address ongoing issues with student transportation? My approach to student transportation begins with a simple principle: every child deserves a safe, predictable, and dignified journey to and from school. Families—especially those with disabled children—have carried the burden of inconsistent routes, late buses, and communication gaps for far too long. Trustees may be suspended, but our responsibility to advocate for students and families is not.I would focus on three concrete areas:1. Restoring Reliability Through Transparent Performance Standards2. Strengthening Special Education and Accessibility SupportsThis is not optional—it is an equity issue.3. Improving Communication and Real Time UpdatesParents should not find out a bus is cancelled after their child is already waiting outside. Better communication reduces stress and keeps students safe.4. Advocating for Stable Funding and Long Term PlanningTransportation challenges are not simply “mismanagement”—they are tied to years of provincial underfunding. I would continue advocating for predictable, adequate funding so OSTA can hire and retain drivers, maintain vehicles, and plan routes that reflect Ottawa’s growth. How do you intend to address the chronic underfunding of public education? Addressing the Chronic Underfunding of Public Education Public education has been underfunded for years, and the impact is clear: larger class sizes, fewer supports, transportation problems, and growing pressure on staff and families. As a trustee, my role is to be honest about these challenges and to advocate for the stable, predictable funding our students deserve. 1. Speak clearly and publicly about the real impacts of underfunding. Families should not be told that cuts are “minor” when they lead to program losses, staffing shortages, or reduced supports. I will push for transparent reporting so the community understands how funding shortfalls affect classrooms, transportation, special education, and school operations. 2. Protect core services that students rely on. When funding is tight, boards are forced to make difficult choices. I will prioritize:a. Special education supportsb. Mental‑health and behavioral servicesc. Safe class sizesd. Reliable transportation 3. Advocate to the province for stable, adequate funding. Trustees cannot set provincial budgets, but we can advocate and call for funding that keeps pace with enrolment, inflation, and the real needs of students. 4. Ensure funds are used responsibly and transparently. Families deserve confidence that every dollar is used wisely. I will support clear budgeting, public reporting, and responsible financial planning so the board can make the strongest possible case for increased funding. 5. Keep the focus on student success. Underfunding is not just a financial issue—it affects learning, safety, and equity. My goal is to ensure that every decision supports student well‑being and long‑term success. How do you intend to address the backlog of school repairs? Our schools are aging, and many buildings need urgent repairs—everything from roofing and heating systems to accessibility upgrades. The backlog has grown because funding has not kept pace with the real needs of students and staff. As a trustee, I would focus on practical, transparent steps to get repairs done and keep schools safe. How do you intend to address the ongoing rise of hate-based incidents directed towards students and school communities? Hate‑based incidents—whether racism, antisemitism, Islamophobia, homophobia, transphobia, or discrimination against students with disabilities—cause real harm. They make students feel unsafe, unwelcome, and unable to learn. As a trustee, my role is to ensure every student is protected and every school responds quickly, consistently, and transparently. How do you intend to address larger class sizes in your zone? Class sizes are growing, and it affects learning. I will focus on three practical steps: 1. Match staffing to enrolment. More teachers, EAs, and support staff so classes stay manageable. 2. Protect early‑years and special‑education supports.Younger students and students with disabilities are most impacted, so these classes must stay small. 3. Plan ahead for growth. Enrolment forecasting is essential 4. Advocate for stable provincial funding. Boards need predictable funding to hire and retain enough staff to keep class sizes reasonable. How do you intend to address the province placing the OCDSB under supervision? When a board is suspended, trustees cannot meet with school councils or participate in formal governance. That reality needs to be acknowledged honestly. Even with these limits, trustees still have an important role: keeping community concerns visible, attending public meetings, and ensuring student needs are not overlooked. I will continue listening to families and speaking publicly about challenges in transportation, special education, school safety, and funding. Trustees may have fewer formal powers during supervision, but our responsibility to represent our communities does not disappear. My focus is on protecting transparency, student well‑being, and community voice until full governance is restored. | ||
| Sasha Clayton | ||
| Campaign Contact / Site | Research Notes | |
| http://www.sashaclayton.ca/ | ||
| Platform Priorities: 1. Putting Students First – Every decision should be guided by what is in the best interest of students and their long-term success.2. Parent Partnership- I believe parents are a child’s first and most important teachers. Families deserve to be heard, respected, and included as valued partners.3. Fiscal Responsibility- Taxpayer dollars should be managed responsibly and transparently, focusing on maximizing direct benefits for students and classrooms.4. Strong Advocacy- I will advocate fiercely for students, families, educators, and our rural communities, ensuring their voices are strongly represented.5. Safe and Supportive Schools- Every student deserves to learn in an environment where they feel safe, supported, and completely able to reach their full potential.6. Student Well-Being- Supporting students’ mental health, academic achievement, and overall well-being is essential to their long-term success.7. Access to Opportunities- Every child should have access to extracurricular activities, athletics, the arts, and enrichment opportunities, regardless of circumstance.8. Transparency and Accountability- Families deserve clear open communication, honest localized leadership, and complete accountability from elected trustees.9. Respectful Collaboration- Positive outcomes are achieved by actively listening, working together, and treating everyone with respect, even when opinions differ.10. Strong Rural Representation- Rural schools have unique strengths and challenges. I will ensure their needs and perspectives are consistently recognized.11. Compassion and Common Sense- I believe in leading with deep empathy, practical problem-solving, and a commitment to balanced solutions that put our children first. | ||
| Has not responded to survey questions. | ||
Zone 8 (Wards 1, 19)
| Rick Bédard | ||
| Campaign Contact / Site | Research Notes | |
| Has not responded to survey questions. | ||
| Anthony Wong | ||
| Campaign Contact / Site | Research Notes | |
| tonyforeveryone@icloud.com | Co-chair of the Ottawa Carleton Assembly of School Councils | |
| Has not responded to survey questions. | ||
Zone 9 (Wards 17, 18)
| Scott Dutrisac | ||
| Campaign Contact / Site | Research Notes | |
| scott@scottd.ca | https://www.scottd.ca/ https://www.facebook.com/profile.php?id=61589284414489 | Agrees with Shared Statement of Principals but did not sign. |
| Platform Priorities: 1. Participate- Engaging in extra-curriculars, cultural organizations, arts, and sports helps us discover our talents and learn from each other. By enabling participation in the community, everyone benefits – our diversity is our strength.2. Protect- Mental and physical health are paramount to long-term well-being. Infrastructure and social resources aren’t optional. Students have a right to learn and be heard in a well-maintained and supportive environment. 3. Protect- Mental and physical health are paramount to long-term well-being. Infrastructure and social resources aren’t optional. Students have a right to learn and be heard in a well-maintained and supportive environment. 4. Parents & Families- Family structures are diverse, with unique needs and concerns. Transparent, open communication ensures that parents, guardians, and caregivers feel welcome and encouraged to ask questions and contribute ideas. | ||
| Has not responded to survey questions. | ||
| Hilary Clauson | ||
| Campaign Contact / Site | Research Notes | |
| hilary.clauson@gmail.com | https://hilaryclauson4schoolboardtrustee.ca/ | |
| Platform Priorities: 1. Be guided by regular inputs from students, parents, and community members.2. Work with the provincial government to restore the mandate of democratically-elected OCDSB School Board Trustees.3. Ensure public schools are safe, inclusive communities for all students and staff, with a focus on 2SLGBTQI+ individuals, newcomers, and students with special needs.4. Offer parents and students choices to meet their needs, whether in their closest school or in a specialized school. Embed supports in schools themselves, for greater access by students and less burden on parents.5. Support evidence-based decision- making around technology use in the classroom. Prioritize analogue learning and foundational skills like making friends and information literacy.6. Foster an education system that helps solve the greatest challenges of our time, notably the climate crisis and weakening civic engagement.7. Advocate to the provincial government to significantly increase public education funding.8. Approve balanced OCDSB budgets annually. | ||
| How do you intend to address ongoing issues with student transportation? I will: -Talk to parents and other education stakeholders to determine what the ongoing issues are. -Support the community school model, where most students attend the closest school to their residence, while offering choice to parents of students with exceptional circumstances.-(Depending on what consulted parents say) increase the distance by which students qualify for school buses. For example, my child qualifies until grade 3 and we live 900 m from the school. This is too close, in my opinion. -Work with the city to increase the number of students with city bus passes, and establish a youth fare. How do you intend to address the chronic underfunding of public education? I will: -Talk to parents, teachers, and other education stakeholders to understand and amplify the issues schools are facing due to chronic underfunding. -Use the time I have while the OCDSB is under supervisorship to advocate to the provincial government to increase funding to public education, making the case that it is a long-term investment in kids’ futures and society.-Collaborate with the ON NDP and ON Liberal parties to put pressure on the Conservative government. -Write a regular column in community newspapers to raise awareness about education issues and build public support for increasing funding to education. How do you intend to address the backlog of school repairs? I will: -Talk to parents, teachers, and other education stakeholders to understand what school repairs are needed in each school in my zone. -While the OCDSB is under supervisorship, hold the supervisor accountable for decreasing the backlog. -Triage those repairs that will do the most in terms of improving students’ and education staff’s safety. -Celebrate finished repairs to the schools in my zone. How do you intend to address the ongoing rise of hate-based incidents directed towards students and school communities? I will: -Talk to parents, teachers, and other education stakeholders to understand the cause and target of hate-based incidents. -Identify and support particular communities targeted by hate-based incidents, working in collaboration with their parents, students, and community organizations. -Advocate for teachers’ professional development that better equips teachers to prevent and address hate-based incidents. -Propose a parent development series to support parents to raise children who respect diversity and inclusion. How do you intend to address larger class sizes in your zone? I will: -To even out enrolment, support the “community schools” model that offers core English and French immersion in every school. -Encourage the Board to: -Maintain appropriate class size caps by age. -Assign more Education Assistants to larger classes. How do you intend to address rising incidents of violence within schools? I will: -Talk to parents, teachers, and other education stakeholders to understand the cause and impacts of violence within schools.-Advocate for teachers’ professional development that better equips teachers to respond to incidents of violence and be safe in the classroom. -Encourage the Board to decrease class sizes and hire more Education Assistants. How do you intend to address the province placing the OCDSB under supervision? I will: -Collaborate with my co-Trustees, political parties, parent groups, and education unions to advocate to the provincial government to remove the OCDSB supervisor.-Write a regular column in community newspapers to raise awareness about education issues and build public support for removing the OCDSB supervisor.-Use the time under supervisorship to demonstrate my qualifications to be a Trustee. I have the knowledge, community networks, policymaking, and financial management skills to steward the OCDSB in the best interests of students, parents, and education staff. | ||
| Sergio DeFranco | ||
| Campaign Contact / Site | Research Notes | |
| Has not responded to survey questions. | ||
Zone 10 (Ward 14)
| Shannon Boschy | ||
| Campaign Contact / Site | Research Notes | |
| shannon4trustee@gmail.com | http://shannonboschy.com/ https://www.facebook.com/ShannonBoschyforTrustee/ https://x.com/ShannonBDouglas https://www.linkedin.com/in/shannonboschy/ | Known anti-2SLGTBQ+ advocate who often is seen with far-right provocateurs: https://www.ctvnews.ca/ottawa/article/lgbtq2s-advocates-raise-concerns-about-ottawa-school-trustee-candidates/ |
| Platform Priorities: 1. Competence Over Chaos- Progressive Politics Predictably Produces Chaos. Families deserve trustees who prepare carefully, communicate clearly, and make decisions with consistency. Constant battles over political correctness and a costly enforcement bureaucracy that has created a climate of fear for teachers takes away from student resources. 2. Academic Outcomes- Student achievement must return as the central priority of the OCDSB. Shannon is a firm believer in the law of life: “You get what you focus on.” This is true in business, leadership, and in life. The OCDSB must once again place learning and student achievement as its CORE focus. 3. A Board by Example- Trust is earned through conduct. Trustees should model respect, accountability, and professionalism, setting a standard for how public institutions serve students, parents, and educators. We must cut ALL professional development promoting 51st State (US Race Politics) in schools and return to pride in Canadian history and our founding principles. | ||
| How do you intend to address the chronic underfunding of public education? OCDSB suffered underfunding/massive loss of revenue because activist teachers and board trustees embarrassed themselves in public. , school policies on culture issues, progressive politics, and policy keeping secrets from parents offended and concerned enough parents that they choose other education options. Per-student funding resulted in tens of millions in lost revenue. This resulted in cuts to FTE teachers and FTEs in administration and support. Get controversial policies and political activism out of schools. Restore trust in the ocdsb Teachers change the world by teaching kids to read, write, and do math. Not by teaching them to be radical activists. How do you intend to address the backlog of school repairs? See last answer. If revenues continue to plummet, funding continues to be a problem. How do you intend to address the ongoing rise of hate-based incidents directed towards students and school communities? Identity politics don’t belong in schools. The more schools focus on identities, the more friction arises from inter-group resentments. Leave the foreign wars at the doors. Swift discipline and consistent consequences for “hate-based” incidents based on behaviour without filters on identity. We all know the first question the superintendent asks a principal or vice when a student should get suspended is “Are they a radicalized minority” And we all know that different identities are disciplined differently. This only causes more problems as kids realize that some identity groups get different consequences for the same behaviour. How do you intend to address larger class sizes in your zone? We need structural change. De-streaming and current equity policies have salted classrooms with students who drag classes to a lowest common denominator. They’re not working. This requires advocating to the ministry and premier on behalf of teachers and students. Segment kids based on ability and aptitude. Hard-working kids with discipline can do better in larger classes when disruptive or high-need students are not pulling down the room (or flipping the classroom) Kids with needs can be concentrated in smaller classes with more support. How do you intend to address rising incidents of violence within schools? See identity politics problem. Even David Eby in BC has admitted that pulling the SRO program was a mistake and mandated police back into schools. In Ontario violence is up 77% since ending the programs. Consistent discipline. Teachers in lower grades need tools and the mandate to use them backed by principals. They have to be able to manage their classrooms and know the board and admin has their backs. Criminal activity/behaviour in higher grades needs to be confronted. Restorative justice is a joke. Teachers need protection from assault and injury and as such consistent consequences and no tolerance for violence is a must. If kids know there are weak consequences or no boundaries, or all c they have to do is cry “insert victim class/protected category claim here” you keep getting what you’re getting. How do you intend to address the province placing the OCDSB under supervision? Let’s bring back boring instead of showcasing how unhinged and unstable our leadership is. Bring back boring competence and win back parents. Restore trust. Cut the drama and histrionics. Get divisive identity politics out of schools. End the policy of keeping secrets (which tells parents they cannot trust schools with the wellbeing of their children). Adopt UK Labour policies (Sept 1, 2026) on pronouns, bathrooms, and sports. Some teachers and unions may not like this, but when the board sees 1,000 students fewer than expected (= $14 million in funding) X multiple years and the Catholic board is seeing surges in students and money, it demands some honest reflection on the part of unions, teachers, management and board. Turf DEI and Rainbow flags, and the politics of grievance. Treat all kids on the same standard. Check the cultures who hate Jews. No tolerance for importing foreign conflict into classrooms. Schools should be neutral and teach integration and peaceful coexistence. Otherwise, watch schools close, teachers quit, board staff get laid off as the board spirals and makes the case to taxpayers for choice and charters. This is why the board is suspended. | ||
| Keelin Pringnitz | ||
| Campaign Contact / Site | Research Notes | |
| hello@keelinpringnitz.ca | https://www.keelinpringnitz.ca/ https://www.facebook.com/keelinzone10 https://www.instagram.com/keelinzone10 | Signatory to: SHARED STATEMENT OF PRINCIPLES |
| Platform Priorities: 1. Transparency- Accessible meetings that can be viewed online. Clear communication of the actions of the board. Representing the needs of the community through public consultation. Restoring trust in the board through strong fiscal management and respectful engagement with other trustees.2.Student Success- Properly resourcing schools. Smaller class sizes. Protecting specialized programs such as alternate schooling, gifted programs, and French Immersion. Ensuring Special Education students have the support they need to reach their educational goals. Supporting teachers and education workers who are the backbone of our schools.3. Safety- Ensuring the physical safety of all students and staff inside and outside the classroom. Keeping hate out of schools. Prioritizing adequate support services to mitigate violence in the classroom. | ||
| How do you intend to address ongoing issues with student transportation? Student transportation in Zone 10 has to reflect the realities of a geographically large school board and the challenges created by the Ottawa Student Transportation Authority’s (OSTA) community hazard zone policies, where students are bused because walking routes are unsafe. I would push for adequate provincial funding so transportation decisions are based on student safety and timely service, not simply on finding the cheapest solution. I would also advocate for better coordination between the board, OSTA, and communities, and for regular public reporting on recurring route and service problems so they get fixed rather than repeated. Families should have reliable, predictable transportation, and no student should face barriers to attending school, or spend an unreasonably lengthy time on the bus. Like many problems facing education, busing issues are largely tied to the province’s underfunding of our education system. The province must properly fund transportation rather than downloading costs onto already-stretched school boards and families. How do you intend to address the chronic underfunding of public education? Chronic underfunding is at the root of many of the challenges facing our schools, from growing class sizes and inadequate supports to violence, staff burnout, and deteriorating school infrastructure. As a trustee, I would advocate strongly with the province for the funding our students and education workers need, and push back against cuts that download costs and pressures onto school boards. I would support public reporting on the gap between what our schools need and what the province provides, so the community can see the real impact of funding decisions (similar to ETFO’s education cuts tracker). I believe public education is a public good, and every student deserves access to a well-resourced school regardless of their neighbourhood or circumstances. I would work with fellow trustees, education workers, families, and communities to demand stable, needs-based funding and hold the province accountable for the choices it makes and the consequences of the choices since 2018. How do you intend to address the backlog of school repairs? We need to treat school maintenance as an essential investment, not an area to cut. I would prioritize clearing the repair backlog based on safety, urgency, and impact on students and staff, and I would push for a public, regularly updated backlog report so the community can see what is being fixed and when. I will also advocate for stable provincial funding for school renewal. I am particularly concerned about the OCDSB’s Supervisor’s cuts to Lead Hand Custodian positions. These are the people who coordinate day-to-day upkeep in our buildings. Reducing that staffing while we already face a significant backlog puts more pressure on frontline custodians and delays necessary repairs. We need to listen to the education workers who know our buildings best, maintain adequate staffing, and make sure funding goes to the repairs and staffing our schools need to stay safe, clean, and functional. How do you intend to address the ongoing rise of hate-based incidents directed towards students and school communities? Hate has no place in our schools, and addressing it requires more than statements after an incident occurs. I will defend equity, diversity, and inclusion (EDI) initiatives and ensure that all students and staff, including but not limited to 2SLGBTQ+, Black, Indigenous, racialized, Jewish, Muslim, and disabled students and staff, are safe at school and that their human rights and dignity are respected. I would push for adequate staffing, resources, and training so education workers can prevent and respond to hate-based incidents effectively. The board must take reports seriously, follow clear and transparent processes for responding to them, and listen to the educators, education workers, parents and students experiencing these issues firsthand. As well, it’s important to acknowledge that not all equity deserving groups are equally likely to report incidents for a variety of reasons, so it’s not enough to simply depend on traditional reporting metrics. Relationship building is at the core to understanding the scope of the issue and who is impacted, and as a qualitative researcher, I believe I have the skillset to assist in facilitating this. At a time when some candidates are calling for the removal of EDI, I believe we should be strengthening, not dismantling, the work that makes our schools safer and more inclusive. How do you intend to address larger class sizes in your zone? I believe addressing rising class sizes starts with advocating for properly funded public education and ensuring that classroom needs are reflected in board-level decisions. While the province sets class-size regulations and provides most of the board’s funding, if elected and the board is able to get out of supervision, I can advocate for increased provincial investment and prioritize staffing and student supports within the board’s budget. Through conversations with parents and education workers, I have heard concerns about overcrowded classrooms and the impact of inadequate resources on students and staff. I intend to bring these concerns forward, push for greater transparency around class sizes and staffing, and advocate for resources that reflect the needs of each school community. Regardless of the results of the election, I will continue organizing the community to fight back against the province’s austerity which touches on my responses to every question within this survey. How do you intend to address rising incidents of violence within schools? I believe that addressing violence in schools starts with properly resourcing our classrooms and listening to the education workers who support our students every day. A friend of mine, a special education teacher, sustained a traumatic brain injury at work this past year, and I remember a student throwing a desk at my heavily pregnant grade seven teacher when I was growing up. Violence in the classroom has always been a problem, but it has become exponentially worse in recent years, as shown by both ETFO’s and OSSTF’s reports on violence in the classrooms. Through door-knocking and conversations with education workers, I have heard that inadequate staffing, insufficient student supports, and administrators who fail to listen to frontline workers are contributing to this rise in violence in the classroom. I will advocate for the resources, staffing, and specialized support that students and educators need for safe and inclusive learning environments. I will push for meaningful consultation with teachers and education workers so that their experiences inform school safety policies and decisions. I will also advocate for regular public reporting on violent incidents in our schools, with student and staff privacy protected, so the community can see where the problems are and whether they are being addressed adequately by the board. I would do this through working with other likeminded-trustees, parent groups, community groups, and unions to amplify awareness of the severity of the problem and it’s affects on both staff and students. How do you intend to address the province placing the OCDSB under supervision? I will speak out publicly and persistently against the province’s takeover of the OCDSB. I’ve joined seven other like-minded candidates, and if elected, we will build community awareness and public pressure to restore elected governance and return decision-making to local representatives. At the doors, most residents don’t know the board is under supervision, and once they do, they want it ended. In the interim while the board remains under supervision, I will keep zone 10 residents informed of the actions and decisions being made by the unelected and therefore unaccountable supervisor Bob Plamondon. | ||
| Diana Mills | ||
| Campaign Contact / Site | Research Notes | |
| Diana.Zone10@gmail.com | ||
| Has not responded to survey questions. | ||
Zone 11 (Wards 10, 16)
| Brendan Ray | ||
| Campaign Contact / Site | Research Notes | |
| peterbrendanray@gmail.com | Signatory to: SHARED STATEMENT OF PRINCIPLES | |
| How do you intend to address ongoing issues with student transportation? I honestly don’t know, because of the inherent split shift of the work. The OSTA middlemen this past year have not been up to the task. That’s something that should be investigated, but I don’t know the solution. One needs to be found, however. How do you intend to address the chronic underfunding of public education? The public needs to become more aware of the issue, because otherwise the province will insist that the boards are overspending and need to work within the budgets, while not include the fact that the budgets have been slashed by the province, while insisting on financial discipline. The public needs to pressure the province and this is a venue for leadership by the board. How do you intend to address the backlog of school repairs? This is related to the chronic underfunding of education. That’s created the backlog, and only more spending can fix it. How do you intend to address the ongoing rise of hate-based incidents directed towards students and school communities? There needs to be integrative programs at the schools so that students have more first-hand experience of other groups and of the damage of hate-based incidents. Parents or primary caregivers need to be informed if their children are engaged in such things, and that a first incident is a learning opportunity, but repeated incidents will result in their child’s isolation or removal from the school. How do you intend to address larger class sizes in your zone? Again, the answer is funding. The board needs to bring on more EAs as an adjunct to the problem. How do you intend to address rising incidents of violence within schools? As with the hate-based incidents, the best course of action is swift and involves parents, as their partnership is important to address this. Dangerous students will need to be isolated or removed from the school. How do you intend to address the province placing the OCDSB under supervision? This effectively removes parental involvement in a very local issue, ceding too much control to the province. | ||
| Jason Glover | ||
| Campaign Contact / Site | Research Notes | |
| glover.governance@gmail.com | ||
| How do you intend to address ongoing issues with student transportation? Safe, reliable student transportation is a fundamental prerequisite for a stable school day. When transportation breaks down, the ripple effects fall directly on school staff creating supervisory crises at morning drop off, throwing off bell-schedule instruction, and leaving vulnerable students dysregulated before class even begins. As Trustee, I will address ongoing transportation challenges through three focused actions: Board-Level Accountability at OSTA: As a co-governing partner of the Ottawa Student Transportation Authority (OSTA), the OCDSB must demand proactive operational planning rather than reactive crisis management. I will push for rigorous oversight of operator contract negotiations, competitive driver compensation frameworks to stabilize retention, and route optimization that protects elementary runs from last-minute cancellations. Re-evaluating Hazard Zones and Walk Boundaries: In urban and suburban communities like River Ward and Gloucester-Southgate, provincial distance formulas often ignore real world safety hazards forcing young students to cross major multi-lane arterial roads without adequate crossing infrastructure. I will advocate for updating local hazard walk assessments so elementary students aren’t subjected to unsafe routes simply to balance a spreadsheet. Collective Advocacy for Provincial Transportation Funding: The Ministry’s funding benchmarks have consistently lagged behind the actual costs of fuel, specialized vehicle procurement, and urban-suburban route geography in Ottawa. I will work with fellow trustees and partner boards to request Queen’s Park for a transportation funding formula that reflects our actual local costs. So operational funds aren’t siphoned out of classroom supports to cover transportation shortfalls. How do you intend to address the chronic underfunding of public education? Chronic provincial underfunding is one of the causes of the daily strain felt in the classrooms. When the provincial funding formula fails to keep pace with real inflation, post-pandemic mental health needs, and skyrocketing classroom complexity, school boards are forced into annual deficit management and front-line supports are invariably what end up starved. As Trustee, I will address underfunding through a two-pronged strategy: aggressive, coordinated external advocacy, and disciplined internal budget protection. Building Coordinated Multi-Board Advocacy at Queen’s Park:I will work through the Ontario Public School Boards’ Association (OPSBA) and collaborate with partner boards across Eastern Ontario and the province to mount united, evidence-based pressure on the provincial government. The focus must be on reforming the funding benchmarks that harm schools most: Special Education: Eliminating the gap between actual student needs and the Special Education Grant, so boards aren’t forced to quietly subsidize mandated supports using general operational funds. Front-Line Staffing Ratios: Funding realistic ratios for Educational Assistants (EAs), Child and Youth Care Workers, and professional student support services (psychologists, speech-language pathologists, social workers). Elementary Funding Parity: Addressing the historic per-pupil funding disparity between elementary and secondary panels, ensuring foundational early years receive the investment they require. Mobilizing School Councils and the Broader Community:Having served three years as School Council Chair and currently serving as Vice President of OCASC, I know that parents are our strongest, most underutilized advocates. When boards explain the structural deficit transparently showing parents exactly how provincial shortfalls lead to unstaffed classrooms, cancelled bus routes, and lost reading supports. Families become a formidable voice. I will bridge the gap between board governance and parent communities. Protecting Classroom Dollars Internally:While fighting for provincial revenue, a trustee’s statutory duty is to govern the budget we have. I will scrutinize the OCDSB’s central administration and discretionary spending to ensure that every possible dollar is pushed directly to the school level. Our educators cannot continue to be asked to do more with less. The classroom, and the front-line staff working in it, must be the protected priority in every budget vote. How do you intend to address the backlog of school repairs? Educators and students cannot thrive in deteriorating environments. A school’s physical state directly dictates classroom safety, air quality, and mental well-being. Across the province, the school repair backlog is in the billions, and within the OCDSB, aging facilities face hundreds of millions in deferred maintenance leaving staff and children to endure extreme heat, inadequate ventilation, leaking infrastructure, and aging portables. As Trustee, I will address the repair crisis through three specific governance actions: Equitable Prioritization in Capital Renewal (SCI & SRA):Under the Board’s School Condition Improvement (SCI) and School Renewal Allocation (SRA) plans, capital spending must be directed by transparent, needs-based criteria rather than institutional inertia. I will demand that health and safety priorities come first: modernizing HVAC and air filtration systems, addressing extreme classroom heat, remediating water and envelope leaks, and upgrading accessibility features so every building meets basic standard of care requirements. Fighting Disparity Between Older and Newer Communities:Zone 11 includes established neighborhoods in River Ward and Gloucester-Southgate where school buildings are 30 to 60+ years old. Too often, capital conversations revolve entirely around new suburban builds, while established neighborhood schools suffer from neglect. I will advocate fiercely at the board table for older core and mature suburban schools to receive their fair share of revitalization funding, ensuring existing facilities are modernized rather than abandoned to decay. Demanding a Sustainable Provincial Capital Framework:The provincial funding model forces boards to patch emergencies instead of performing proactive lifecycle replacement. I will partner with fellow trustees, ETFO, and provincial associations to request Queen’s Park for a dedicated, long-term capital repair formula that matches actual inflation and the real cost of trades. Furthermore, I will push for greater flexibility in how Education Development Charges (EDCs) can be utilized to renovate and expand existing schools that accommodate growing populations. A safe, clean, well-ventilated classroom is not a luxury, it is the baseline working condition our educators deserve and the baseline learning condition our children require. How do you intend to address the ongoing rise of hate-based incidents directed towards students and school communities? Every student and education worker has the fundamental right to learn and work in an environment free from fear, harassment, and discrimination. When hate-based incidents rise whether driven by racism, antisemitism, Islamophobia, anti-2SLGBTQ+ prejudice, xenophobia, or ableism; they inflict real harm on student well-being and achievement. This places immense strain on front-line educators who are left to manage the immediate trauma in their classrooms. As Trustee, I will address this through three clear commitments: Clear, Consistent Incident Response and Administrative Backing:Staff must never feel isolated or unsupported when responding to hate incidents. I will advocate for board policies that provide clear, standardized procedures under our Human Rights and Safe Schools frameworks ensuring that every incident is investigated promptly, documented transparently, and addressed with clear accountability. Principals and senior administration must have the backing and direction to enforce board codes of conduct firmly and equitably, ensuring staff are never expected to shoulder disciplinary or safety burdens alone. Proactive Resources and Professional Learning:Addressing hate cannot rely solely on reactive discipline; it requires proactive education that builds empathy, digital literacy, and cultural understanding before harm occurs. I support providing educators with high quality, Ministry and board funded professional learning and classroom resources that reflect ETFO’s equity and anti-oppressive frameworks. This includes equipping teachers with age-appropriate tools to address online radicalization, misinformation, and hateful rhetoric that students encounter outside school and bring into the classroom. Restorative Support and Authentic Community Partnership:Zone 11 is one of the most culturally, linguistically, and religiously diverse areas in Ottawa. When incidents occur, responses must pair firm accountability with restorative processes that heal community relationships and prevent repeat harm. I will champion stronger board collaboration with Multicultural Liaison Officers (MLOs), community partners, and school councils to ensure targeted students and staff receive immediate trauma-informed care and culturally responsive support. Our classrooms must be sanctuaries of safety, belonging, and respect. As Trustee, I will ensure that the board moves beyond statements of principle to deliver the tangible operational supports and administrative backing our educators need to protect the school communities. How do you intend to address larger class sizes in your zone? Class sizes directly dictates whether educators can deliver individualized instruction and maintain a safe, productive learning environment. In Zone 11, our schools reflect both growing suburban pockets and dense, high-need urban neighborhoods. When class sizes swell, the strain on teachers becomes unsustainable, particularly when paired with high classroom complexity. As Trustee, I will address class sizes through three specific avenues: Reforming Internal Staffing Allocations to Account for Complexity:While the provincial formula funds grades 4–8 on a system wide average of approximately 24 or 25, this creates deep local inequities. Allowing individual Junior and Intermediate classes in our zone to balloon to 30+ students. I will push senior staff during spring staffing and budget processes to incorporate an equity- and complexity weighted staffing model. Schools in River Ward and Gloucester-Southgate with high proportions of Multilingual Language Learners (MLL), students with Individual Education Plans (IEPs), and specialized behavioral needs must receive targeted staffing allocations to keep class sizes lower where complexity is highest. Fighting for Hard Caps in Grades 4–8 and Kindergarten:The lack of a hard, enforceable ceiling on class sizes in grades 4 through 8 is one of the biggest structural flaws in my opinion of the Ontario’s elementary system. I will work through the Ontario Public School Boards’ Association (OPSBA) to actively support ETFO’s call for the Ministry of Education to introduce statutory hard caps on grades 4–8 and lower the cap in full day kindergarten, moving away from board wide averages that mask overcrowded classrooms at the school level. Protecting Specialist Teachers and Push-in Support:When boards face budget crunches, the temptation is often to collapse classes, create complex triple grade splits, or pull resource teachers into direct homeroom assignments. I will guard against using split grades purely as a cost containment tool and ensure that learning support teachers, English as a Second Language (ESL/MLL) educators, and specialist roles remain intact to provide essential co-teaching and small group support inside larger classes. Educators cannot meet the individualized learning and mental health needs of 30 diverse students simultaneously without burnout. I will ensure the board uses every discretionary lever it has to keep class numbers manageable. How do you intend to address rising incidents of violence within schools? As Trustee, I will address school violence through three clear governance priorities: Enforcing Occupational Health & Safety Compliance and Transparent Reporting:Under the Occupational Health and Safety Act, school boards have a legal obligation to take every precaution reasonable to protect workers. I will advocate for strict compliance with workplace violence reporting protocols (such as Employee Violent Incident Reports and Safe Schools reports) and ensure that reports are never minimized or swept aside. Crucially, when safety plans and risk assessments are developed for students with complex behavioral histories, they must be shared immediately and transparently with every educator and occasional teacher assigned to that classroom, backed by required Personal Protective Equipment (PPE) and de-escalation training. Targeted Front-Line Staffing to Prevent Crises Before They Escalate:Some studies have shown that some classroom incidents stem from unmet student needs and severe understaffing. For example when a dysregulated student does not have access to an assigned Educational Assistant (EA) or Child and Youth Worker, teachers are left to manage dangerous situations alone while simultaneously supervising 25 to 30 other children. I will prioritize funding for front line support staff including EAs, social workers, and behavioral intervention teams. So interventions happen proactively rather than after an evacuation or injury has occurred. Firm Administrative Backing and Clear Accountability:School staff must know that when they report violence, senior leadership and administration have their backs. I will support clear, consistent enforcement of our Safe Schools policies and progressive discipline frameworks. While restorative practices are an essential tool, they cannot replace immediate safety measures or accountability when physical harm occurs. School teams need the autonomy and administrative backing to make safety calls without fear of administrative pushback or reprisal. Ensuring a safe working environment for our teachers is inseparable from ensuring a safe learning environment for our students. At the board table, I will treat school safety with the urgency, legal rigor, and operational resources it demands. How do you intend to address the province placing the OCDSB under supervision? Provincial supervision under the Education Act is an extraordinary statutory mechanism designed for temporary stabilization, not a permanent substitute for local representative democracy. While supervision was enacted to address significant structural deficits and operational challenges, sustainable public education relies fundamentally on local democratic accountability. An appointed supervisor is accountable upward to the Ministry; elected trustees are directly accountable to the parents, educators, and school communities they serve. As someone with an extensive background in administrative governance and institutional decision-making, as well as leadership within the Ottawa-Carleton Assembly of School Councils (OCASC) and the Parent Involvement Committee (PIC), I will approach the board’s supervision through three constructive governance principles: Demonstrating the Institutional Rigor Required to Transition Back to Local Governance:The clearest and most responsible path to ending provincial supervision is demonstrating that the OCDSB can govern with stability, procedural discipline, and ethical rigor. Trustees must operate with strong fiscal stewardship, evidence-based policy oversight, and professional decorum. I will bring an objective, measured approach to the board table, working collaboratively to restore public confidence and fulfill the benchmarks necessary for the Minister to return full governing authority to locally elected trustees. Ensuring Community and Front-Line Perspectives Inform the Transition:While administrative supervision is in place, major decisions regarding resource allocation, facility renewal, and program reviews must not occur in isolation from the frontline. I will actively advocate for robust, transparent stakeholder consultation. The operational realities of educators, support staff, and school councils must be heard and considered by administration so that structural stabilization does not come at the expense of core classroom supports. Championing the Distinct Role of Elected Oversight:Elected trustees provide a vital democratic function that cannot be replicated by central administration: bridging the gap between neighborhood school realities and board-level strategy. When full governance is restored, my focus will be ensuring that the board exercises rigorous, independent oversight of administration while championing the foundational priorities of our schools. These include adequate front-line staffing, Special Education resources, and safe learning environments. Public trust is built through transparent processes, sound financial administration, and steady leadership. I am running to help restore that standard of governance to the OCDSB so that our board can return to stable, community accountable local oversight that keeps student achievement, well-being and educator well-being at its center. | ||
| Alan Riddell | ||
| Campaign Contact / Site | Research Notes | |
| info@electalan.ca | https://www.electalan.ca/ | Former Conservative. Brought a libel case against Harper: https://www.lawtimesnews.com/news/general/riddell-libel-case-against-pm-quietly-settled/259232 |
| Platform Priorities: 1. To restore teacher and parental confidence in Ottawa’s public school system and reverse the steady decline in student enrolment in, and funding for, Ottawa’s public schools.2. To place greater emphasis on a ‘back to the basics’ approach to education3. To bring fiscal responsibility and quality education to Ottawa’s public school system4. To restore civility and collegiality to Board meetings so that Trustees can discuss matters of relevance in a productive manner.5. To advocate for the restoration of the Board’s authority by demonstrating to the Minister of Education that the current suspension needs to be lifted so the Board becomes directly accountable to parents, students and teachers. | ||
| Has not responded to survey questions. | ||
Zone 12 (Wards 2, 11)
| Rick Whitley | ||
| Campaign Contact / Site | Research Notes | |
| https://x.com/whitley_ri25382 | ||
| Has not responded to survey questions. | ||
| Cathy Varrette | ||
| Campaign Contact / Site | Research Notes | |
| trustee.cathy@gmail.com | http://cathyvarrette.ca/ | Signatory to: SHARED STATEMENT OF PRINCIPLESRegular activist in Ottawa: https://ca.news.yahoo.com/live-streaming-controversy-sparks-debate-080020299.html |
| Platform Priorities: 1. To raise and platform your voices, which starts day one, not waiting to be reinstated. 2.Taking the fight to the Ministry on funding to meet the needs of the schools, rather than the schools cutting to fit into the always shrinking barebones budget.3. Increase SLPs, OTs, Psychologists, to support the kids that require it.4. Psycho Assessments: clear the back log!5. IPRCs and IEPs (Staffing to meet the needs of all the IEP goals)6. Open more SPC’s to need (Special Program Classes) equity and accessibility,7. Bring back Alternative Education, equity and accessibility.8. French programs equity and accessibility, 9. Smaller class sizes, which is also adopting what makes the alternative and SPCs so successful. 10. More EAs / ECEs support in every classroom, as per need, and IEP goals.11. Address systemic racism, homophobia, transphobia and ableism within the school board, and classrooms.12. Fund Breakfast Programs!13. To bring transparency, accountability and accessibility from the School Board and the Ministry of Education, to the parents, students, and staff.14. Did you know – Summer School is not funded by the ministry for the Special Education Students… Fund summer school for all students. All of these goals create an environment where we can actually achieve student success and student achievement. | ||
| How do you intend to address ongoing issues with student transportation? To be honest, I actually don’t know all of the student transportation issues. I do know that we are short on bus drivers, I also know that it pays very poorly. From my personal point of view, paying the drivers a living wage, would increase the amount of folks wanting to do the job. Same with vans for special transportation. This is something the ministry should pay for. Increased budget. Our chronic underfunding has put us in a position where we are cutting, where we should not be. The answer is to increase funding, which I will be fighting for day one after being elected, not waiting to be reinstated. I’m also aware that close to $20 million would have been saved in transportation costs had the boundary changes gone through two-ish years ago. How do you intend to address the chronic underfunding of public education? We take this fight to the ministry. We will platform every incident that happens, press conference, news articles. We will show solidarity with the education workers, all the workers, students, and parents. This is an all hands on deck situation. I will be pointing out the hypocrisies of the provincial government and gaining public support. This is the year to fight everything, and reimagine, what could happen if we just funded the school system appropriately. How do you intend to address the backlog of school repairs? This should be ministry funded outside of our school board budgets. If we can afford a private jet plane, or private chartered jet rides… we can certainly afford to give our children and education staff, the tools that they need to be successful. This is the year we fight for everything. Take it all to the media, and get public support. How do you intend to address the ongoing rise of hate-based incidents directed towards students and school communities? This is a great question, and something that we are faced with every day. Understanding everything that’s happening in the world, lands directly into the classrooms. Our communities are all interconnected with the world. All forms of racism, islamophobia and anti-semitism need to be called out and labeled every single time. We need to be protecting our staff from hate. Teaching tolerance and empathy. (Also understanding the paradox of tolerance, we cannot allow hate because we are tolerant. We must reject it, every time.) Being critical of a government’s actions is not the same as not being for the people. I am extremely critical of the Ontario Government and the Canadian Government, however, I am for the people of Ontario and Canada, and I stand with the workers, the children, and the parents. How do you intend to address larger class sizes in your zone? As an elected official, without an actual position, my role is advocacy. One of my ideas is to platform different classrooms every week, showing how chaotic it is. How many students have needs in a classroom, how teachers are or are not able to do all the things they need to do, in that class. This will be twofold, to gain public support, to paint a picture the hypocrisy of the government, to showcase what actually is versus what they are saying. I don’t exactly know how this will unfold, but we will keep this in the news. We will protect the staff that helps us. Whether that’s anonymity, or other. How do you intend to address rising incidents of violence within schools? The solution is more accessible. classrooms, and more teachers and more EA’s. And I’m not talking a handful – I mean hundreds. And with that, more mental health staff. More youth and child workers. Stronger behavioral teams. Chronic underfunding has left us here. It’s time to reimagine what we want education to be and fight for that. How do you intend to address the province placing the OCDSB under supervision? “For this first year, this is our ticket for advocacy. Trustees are not restrained by what we can and cannot say while we are under supervision. Both at the same time, as we work towards this, we will also be fighting to take control of our school board back. That will be done very publicly, in the media, working to get public support. My web page should have been up a long time ago, but it’s just waiting for some updates. In the meantime I have social media and I’ll be putting my platform there. FB: Cathy VarretteINSTA: @Cathy.Varrette.Trustee My goals: Aiming for the Stars! -To raise and platform your voices, which starts day one, not waiting to be reinstated. -Taking the fight to the Ministry on funding to meet the needs of the schools, rather than the schools cutting to fit into the always shrinking barebones budget. -Increase SLPs, OTs, Psychologists, to support the kids that require it. -Psycho Assessments: clear the back log! -IPRCs and IEPs (Staffing to meet the needs of all the IEP goals) -Open more SPC’s to need (Special Program Classes) equity and accessibility, -Bring back Alternative Education, equity and accessibility. -French programs equity and accessibility, -Smaller class sizes, which is also adopting what makes the alternative and SPCs so successful. -More EAs / ECEs support in every classroom, as per need, and IEP goals. -Address systemic racism, homophobia, transphobia and ableism within the school board, and classrooms. -Fund Breakfast Programs! -To bring transparency, accountability and accessibility from the School Board and the Ministry of Education, to the parents, students, and staff. -Did you know – Summer School is not funded by the ministry for the Special Education Students… Fund summer school for all students. All of these goals create an environment where we can actually achieve student success and student achievement. | ||