Ottawa School Board Spends 25% More on Special Education

A recent report presented to the audit committee of the Ottawa-Carleton District School Board (OCDSB) revealed that the board spends over 25 percent more on special education than it receives from the provincial government. This financial discrepancy underscores a significant commitment to supporting students, despite persistent budget constraints.

The Ontario East Regional Internal Audit Team, which conducts independent evaluations of school boards, highlighted the board’s notable strengths in its approach to special education funding. Audit committee chair Donna Blackburn remarked that the findings should prompt consideration from Bob Plamondon, who was appointed as the board’s supervisor on June 27, 2023. Blackburn noted, “These are accountants. They have no political motivation. They just look at facts. We are underfunded. They said it.”

Plamondon, who has extensive experience in governance and auditing, was appointed by the province in response to concerns regarding financial mismanagement and rising deficits. In a communication to families dated August 27, 2023, Education Minister Paul Calandra emphasized that Plamondon would work towards balancing the board’s budget and ensuring long-term financial stability aimed at directing funding to classrooms.

The audit report compared OCDSB’s spending on special education to other similar boards in the region, revealing that many school boards outlay more than they receive from province-allocated funds. The report indicated that the OCDSB allocates a substantial portion of its budget to special education, positioning it among the highest spenders per pupil in the area. Approximately 54 percent of all elementary special education students within the board were placed in fully self-contained classes during the 2022-23 school year.

While the report recognized the board’s commendable investment in special education, it also pointed to a potential drawback. The heavy reliance on self-contained classes may restrict opportunities for inclusive education. Blackburn clarified that the inclusion of two specialized schools, Crystal Bay and Clifford Bowey, which cater to students with developmental disabilities, contributes to this statistic. Together, these schools serve around 200 students from across the city, and Blackburn emphasized the importance of honoring these students’ rights to education.

The audit further disclosed that the OCDSB invests more in its gifted program compared to most regional schools, many of which do not offer such programs. Nonetheless, other Ontario school boards, including the Durham District School Board and the Dufferin-Peel Catholic District School Board, allocate a higher proportion of their budgets to gifted programs. This program, while beneficial, falls under the umbrella of special education but is not mandated by the province.

Trustees have been aware of the ongoing financial challenges, with previous discussions indicating that the board incurs approximately $10 million more in annual spending for special education than it receives from the province. This has led to proposed cuts, including a $3.8 million reduction in staffing for special education, which would affect learning support assistants and various specialist roles.

An emotional debate also arose regarding the potential elimination of a summer program for students with developmental delays and autism, which, while not mandated, has been a recurring target for budget cuts. Due to the board being under provincial supervision, trustees are currently unable to make decisions independently.

Plamondon has publicly addressed the challenges facing the OCDSB, stating that the board needs to refocus on fundamental educational principles to restore trust and bolster student enrollment. He remarked, “Supervision is not just a change in governance — it’s an opportunity to move quickly and make the positive changes our students need and deserve.”

As the OCDSB navigates these financial hurdles, the findings from the audit serve as both an assessment of its current practices and a call to action for future improvements in special education support.