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Draft:
Approved: June 18, 2018
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MESSAGE FROM THE BOARD OF TRUSTEES
On behalf of the Board of Trustees for the Durham District School Board (DDSB), it is our collective pleasure to share the 2018‐2019 budget booklet. Over the last few years, the Board has taken strides to provide a budget document that is detailed, accountable and transparent.
The budget presented balances the approximately $900 million operational and capital budgets for the 2018‐2019 school year. Balancing a budget is not only balancing dollars, but more importantly, needs.
The Multi‐Year Strategic Planning process has been aligned with the budget process to ensure that the stewardship and allocation of resources reflects the core priorities determined through stakeholder consultations.
The budget booklet reflects and details the allocation of the Board’s resources among its strategic priorities.
A constant challenge for the DDSB is meeting the needs of our students with special needs. For the current budget year, the Board is reducing Board Administrative and Facilities expenditures spending by over $3.0 million and then allocating this reduction to support students with special needs.
Within the funding provided by the Ministry, it is our responsibility as Trustees to develop a balanced budget. As outlined in the Ministry of Education “Multi‐Year Strategic Planning Guide”, the Board’s budget is a dollar‐based reflection of the multi‐year plan with the same strategic priorities and goals identified and supported.
As DDSB Trustees, we are committed to ensuring a strong stewardship of resources and a commitment to improving student achievement and well‐being. The budget also reflects the projected costs of the annual operation plan. The budget process is a collaborative process with our key stakeholders.
Our budget process includes open meetings where we actively seek the viewpoints of our communities, including School Councils and our Parent Involvement Committee. Public sessions also provide an opportunity for the community to be part of the process in understanding budget allocation, alignment of resources and accountability to the communities we serve. This is a transparent consultation that provides our communities with a voice on what this budget looks like and what it does to support student achievement. We thank everyone who volunteered their valuable time to be part of our budget discussions.
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Michael Barrett‐Chairperson
City of Oshawa
Patrice Barnes ‐ Vice Chairperson
Town of Ajax, Wards 1&2
Kimberly Zeppieri ‐ Vice Chairperson Standing Committee
Town of Whitby
Gordon Baxter
Townships of Brock & Uxbridge
Chris Braney
City of Pickering
Paul Crawford
City of Pickering
Donna Edwards
Town of Ajax, Wards 3&4
Linda Lowery
City of Oshawa
Carolyn Morton ‐ Chairperson Education Finance Committee
Township of Scugog
Linda Stone
City of Oshawa
Christine Winters‐Feret
Town of Whitby
Meghan Hanna
Student Trustee‐Northern Schools
Samar Jeddi
Student Trustee‐Ajax/Pickering Schools
Sharuka Selliah
Student Trustee‐Oshawa/Whitby Schools
Public school trustees are the critical
link between communities and
school boards. They are elected by
taxpayers during municipal elections
every four years and are directly
accountable to the community. The
DDSB is currently governed by 11
trustees who have been elected to
serve from December 1, 2014 to
November 30, 2018.
Working together, school trustees
are responsible, as members of the
Board for the following:
‐ To govern and set policy.
‐ To govern for the provision of
curriculum, facilities, human and
financial resources.
‐ To advocate for the needs of their
communities.
‐ To explain the policies and
decisions of the DDSB to
residents, as a constituency
representative.
Trustees are available to help
taxpayers, parents and others
address any issues they may have
about the public school system.
BOARD OF
TRUSTEES
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MESSAGE FROM THE DIRECTOR OF EDUCATION
On behalf of the Staff of the Durham District School Board, welcome to our 2018‐2019
budget document. A school board’s budget is approved by the Board of Trustees to ensure
that the Operational Goals, as developed by our stakeholder groups, are reflected in the
approved budget. The budget is responsive to the needs of our students and supports the
Board’s multi‐year plan.
The budget process is integrated and connected to both the vision and strategic priorities in
order to ensure resources are allocated to support the direction and core priorities of the
Board. Ignite Learning reflects the strategic priorities of the Board, which focuses on the four
core areas: increase student achievement and well‐being, constructively engage the
community, advance inspired leadership and our commitment to equity and inclusive practices.
Our commitment to improving student achievement, proportional outcomes and ongoing training and development of
DDSB Staff is clearly outlined in the budget in our allocation of resources to support student success. A focus on
instructional strategies and culturally responsive curriculum through a fiscally responsible budget supports our
commitment in achieving academic outcomes.
Within the base operational budget is the initiative of Leveraging Digital in the DDSB with details available in Appendix C
on page 65. Also within the budget are a number of special initiatives as outlined on page 36:
Equity and Diversity $0.75M
Early Years Initiatives $0.75M
Mental Health and Wellness $0.75M
Innovation (furniture, learning commons, virtual tools, and Matchbox to Innovation) $3.0M
Leadership (continued from 2017‐2018 funding)
Supporting the core priorities with budget allocation allows the development of initiatives, projects and programs that
are responsive to students and reflect community and Trustee voice.
The Board has heard the voice of Staff and the community and performed
an admirable task to balance needs. Also, the Board is beginning to see
the results of the bell time review which saved over $12 million. The
2018‐2019 budget also includes the construction of six new elementary
schools and a major addition.
Together, Trustees and Staff seek community input and viewpoints from
open budget meetings, school councils and parent involvement
committees before finalizing the budget.
For Board information, including the budget, news, highlights and events
from the DDSB, please visit www.ddsb.ca and your school’s website.
You can also visit us on Facebook or follow us on Twitter at @Durhamdsb
and @Director_DDSB.
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EXECUTIVE SUMMARY
2018‐2019 BUDGET
The 2018‐2019 Budget is compliant with Ministry of Education balanced‐budget requirements and allocates
available resources to support Ignite Learning. The 2018‐2019 Budget includes an Operating Budget of $780.1
million and a Capital Budget of $124.4 million for a total budget of $904.5 million.
The budget book includes the following:
Budget model process and overview
Enrolment projection analysis
Description and analysis of the Operating and Capital budgets
A review of a balanced budget
Future challenges
Additional descriptions of the programs and services provided by the DDSB
ENROLMENT
Enrolment is the foundation for the determination of revenue and expenditure. The total enrolment projected
for the 2018‐2019 school year is 70,299, with a full‐time equivalent of 70,241.4. This includes 49,070
elementary students and 21,229 secondary students. These projections are based on input from registrations,
historic trends and staff analysis. Compared to the 2017‐2018 school year we are projecting an increase of 17
students at the elementary level, and an increase of 91 students at the secondary level, for an overall increase
of 108 students. Budgets and staffing levels are updated based on actual enrolments at the beginning of the
school year.
It is important to note that the Official Enrolment Projections (OEP) only include registered plans of
subdivisions. Areas of future residential development growth, such as Seaton, west Whitby, Brooklin and
north Oshawa for which plans have yet to be submitted, will continue to increase future enrolment. Section 2
contains additional details on enrolment and school capacity trends, as well as risks and building utilization
strategies.
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EXECUTIVE SUMMARY (CONTINUED)
OPERATING REVENUE
The Operating Revenue (Section 3) of $780.1 million is received from three main sources:
Grants for Student Needs (GSN)
$764.3 million
Ministry of Education allocation consisting of a Pupil Foundation grant, a School Foundation grant and thirteen special purpose grants
Other Government Grants
$2.9 million
One‐time or limited time funding governed by agreements which outline purpose and accountability requirements
Other Revenues $12.9 million
Includes such items as tuition fees for Continuing Education, rental or lease fees, community use fees and interest earned
The operating revenue calculations include the continued phased‐in approach of changes to the School
Foundation grant and the second year of implementation of the Local Priorities funding.
2018‐2019 funding changes included benchmark changes to reflect the September 1, 2017 to August 31, 2019
collective agreements and provincial benefit trusts. Additional changes in 2018‐2019 include the
implementation of Preparing for Success in High School funding and Multi‐Disciplinary Supports Amount,
additional class size investments and an increased per pupil benchmark for Special Incidence Portion (SIP)
claims.
For the 2018‐19 school year, overall revenue increased by $16.3M which is consistent with estimated
enrolment levels, funding changes and funding updates. The year over year change is driven by overall
enrolment changes ($1.3M), benchmark changes ($14.4M), additional funding from new grants ($2.9M) and
other changes including staffing and funding formula changes (‐$2.3M).
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EXECUTIVE SUMMARY (CONTINUED)
OPERATING EXPENDITURES
The Operating Expenditures (Section 4) of $780.1 million are summarized in five main areas:
Instruction
$663.4 million
Instructional staff, principals and vice‐principals, school office staff, instructional support staff and school‐based technology and supplies
Administration and Governance
$17.4 million
Operating board offices and facilities, board‐based staff and expenditures, including supervisory officers and their support staff
Transportation $22.3 million
Costs to transport students between home and school, late buses, clubs and sports team events and school trips, including students with special needs
School Operations and Maintenance
$71.6 million
Custodial, maintenance and school operations, management compensation, utilities, insurance and other expenditures to maintain clean and safe school environments
Other Expenditures $5.4 million
Costs for staff on secondment to the Ministry or labour unions, costs associated with the Renewed Math Strategy
For the 2018‐2019 school year, overall expenditures increased by $16.3M to a total of $780.1M. The year over
year change is driven by staffing changes ($17.1M), benchmark changes ($1.5M), DDSB Innovation Priorities
(‐$0.8M) and other changes including enveloping and school block budget adjustments (‐$1.5M).
Enrolment levels are conservatively planned and increases in enrolment will be reflected in adjustments to
staff positions at the beginning of the 2018‐2019 school year.
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EXECUTIVE SUMMARY (CONTINUED)
CAPITAL REVENUE
The Capital Revenue (Section 6) of $124.4 million is received from three main sources:
Ministry Grants $80.4 million
Ministry of Education allocation including funding for new construction, replacing and repairing building components, facility upgrades and retrofits, long term financing and portable purchases and setups
Education Development Charges (EDC)
$32.0 million
Fee charged to new residential building permits to fund the acquisition of school sites and related costs to accommodate growth‐related pupil needs
Proceeds of Disposition
$9.2 million
Generated from the sale of board properties and buildings that have been declared surplus
The remaining $2.8 million represents the use of accumulated surplus funds. Capital revenue recognized in a
school year is directly related to the capital expenditures for that year.
CAPITAL EXPENDITURES
The Capital Expenditures (Section 7) of $124.4 million are summarized in five main areas:
Site Purchases $32.0 million
Expenditures from sites purchased in previous years as well as sites being purchased in the current year
Facility Upgrade Projects $41.8 million
Costs for repairing and renovating schools (included as part of Appendix B: Schedules 1, 2, 3 and 4)
Retrofit Projects $5.7 million
Costs for repurposing existing space
Portable Purchases and Relocations $2.1 million
Purchase cost of portables and costs associated with set‐up on school sites
New Construction $21.1 million
Includes costs for both new school buildings and additions (Appendix B: Schedule 5)
Interest on Long‐Term Financing $21.7 million
Costs as a result of long‐term financing associated with the construction of new schools and additions (Appendix B: Schedule 6)
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TABLE OF CONTENTS
1. Budget Model and Process................................................................................................................................................................. 10
2. Enrolment .......................................................................................................................................................................................... 15
3. 2018‐2019 Operating Revenue .......................................................................................................................................................... 21
4. 2018‐2019 Operating Expenditures ................................................................................................................................................... 31
5. 2018‐2019 Special Education – Operating Revenue and Expenditures.............................................................................................. 38
6. 2018‐2019 Capital Revenue ............................................................................................................................................................... 42
7. 2018‐2019 Capital Expenditures ........................................................................................................................................................ 46
8. Analysis of 2018‐2019 Capital Revenue and Expenditures ................................................................................................................ 48
9. Overall Review of Balanced Budget ................................................................................................................................................... 52
10. Challenges .......................................................................................................................................................................................... 55
APPENDICES ................................................................................................................................................................................................. 57
Appendix A: Expenditure Details ........................................................................................................................................................ 58
Appendix B: Capital Schedules ............................................................................................................................................................ 61
Appendix B: Schedule 1 ‐ School Condition Improvement ................................................................................................................ 61
Appendix B: Schedule 2 ‐ School Renewal ......................................................................................................................................... 62
Appendix B: Schedule 3 ‐ Greenhouse Gas Reduction ...................................................................................................................... 63
Appendix B: Schedule 4 ‐ Proceeds of Disposition ............................................................................................................................ 63
Appendix B: Schedule 5 ‐ Capital Projects in Progress, Ministry Approved ....................................................................................... 64
Appendix B: Schedule 6 ‐ Long Term Debt ........................................................................................................................................ 65
Appendix C: Leveraging Digital in the DDSB ....................................................................................................................................... 66
Appendix D: Board Staffing Comparison ............................................................................................................................................. 68
Appendix E: DDSB Department Core Priorities ................................................................................................................................... 72
........................................................................................................................................................................... 72
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................................................................................................................................................................................... 80
Acronyms ..................................................................................................................................................................................................... 81
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1. Budget Model and Process
PURPOSE
The goal is to provide a transparent and accountable budget to stakeholders which utilizes the Coherence
model and ties into the goals of Ignite Learning, while meeting the requirements of the Ministry of Education.
Through this process, the Ministry of Education requires all school boards across the province to submit a
balanced budget. This must be done in conjunction with meeting the needs of our Student Achievement
objectives. Lastly, as Board revenues are substantially generated from enrolment projections, sustainability of
decisions into future years is critical.
BUDGET PROCESS AND FINANCIAL REPORTING
The Ministry of Education announced the Grants for Student Needs (GSN), which provide the details of grant
formulas and other criteria for education funding on March 26, 2018. This Ministry funding update and the
Draft Official Enrolment Projections (OEP) are used by budget staff to build draft revenue and expenditures for
the deliberations of the Education Finance Committee. Through several meetings, the Board of Trustees
receives information from Board Staff and public deputations. The end result of these meetings is the approval
of the budget by the Committee. Subsequently, the Trustees approve the budget at a Board meeting for
submission to the Ministry of Education by June 29, 2018.
OEP Draft Enrolment Projection
Ministry Funding Updates
Draft Revenue & Expenditure Determination
Education Finance Committee Meetings
Budget Approved Ministry Filing
Q1 Interim Financial Report
Q2 Interim Financial Report
Financial Statements
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SCHEDULED EDUCATION FINANCE COMMITTEE MEETINGS
May 23, 2018
@ 7:00 p.m.
Presentation of Draft Operating Revenue
and Capital Revenue Budget
Draft versions of the Operating and Capital
Revenue with supporting analysis
May 29, 2018
@ 7:00 p.m.
Presentation of Draft Operating and Capital Budget
Public Deputations
Draft versions of the Operating and Capital Budget with supporting analysis
Presentations by the public commenting on
the Draft Budget
June 5, 2018
@ 7:00 p.m.
Budget Consideration and
Recommendation to Board
Education Finance Committee members
conduct final discussions before developing
recommendation to the Board
June 12 , 2018
@ 7:00 p.m.
(if required)
Budget Consideration and
Recommendation to Board
Education Finance Committee members
conduct final discussions before developing
recommendation to the Board
BUDGET APPROVAL AND RESPONSIBILITIES
The Durham District School Board follows a “Distributed Leadership” model for the budget process. The roles
and responsibilities are as follows:
•Policy and governance, approval of the overall Board Budget, input and approval of the Ignite Learning PlanTrustees
•Ensure alignment of Board resources with Ignite Learning Strategic PrioritiesDirector and Superintendents
•Input on staffing and enrolmentPrincipals
•Input on needs to fulfil requirements of Ignite Learning PlanManagers
•Develop financial models and budget documents based on input from stakeholders and Ministry guidelinesFinance Department
•Provide input into budget considerations through public deputationsStakeholders
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BUDGET FORMAT
The 2018‐2019 Budget includes Operating and Capital Budget sections that have been prepared on a modified
cash basis, which is consistent with prior years. However, school boards are required to prepare their budgets
in accordance with Public Sector Accounting Board (PSAB) standards. To meet these standards, the 2018‐2019
Budget also includes a Consolidated PSAB Budget.
MINISTRY GUIDELINES AND LIMITATIONS
Student‐focused funding is an important component of the government’s overall commitment to
accountability. The Ministry continues to promote accountability by ensuring that grant claims by school
boards are in accordance with the grant regulations, and that school boards are in compliance with provincial
standards and legislation on class size, instructional time, funding envelopes and budget management.
Balanced Budget Boards are required by the Education Act to submit a balanced budget to the Ministry of Education. If a board
incurs a deficit during the year, they must make up the deficit in the following years.
Operating Revenue = Operating Expenditures
Capital Revenue = Capital Expenditures
Class Size Boards are required to submit class organizations in all elementary schools showing the Kindergarten and
Primary class size. The Ministry imposes financial penalties on school boards that do not comply with class size
requirements set out in Ontario Regulation 132/12 – Class Size. The DDSB has consistently been compliant
with Kindergarten and Primary class size requirements and has therefore avoided these financial penalties.
Changes to these class size requirements are outlined in Section 3 on page 25.
BalancedBudget
Operating Revenue
Grants for Students Needs (GSN)
Other Government Grants
Other Revenues
Operating Expenditures
Capital Revenue
Education Development Charges
Ministry Grants
Other Capital RevenueCapital
Expenditures
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OPERATING BUDGET RESTRICTIONS
Special Education Grant Envelope Special Education funding is limited to special education expenditures; however, boards may spend more on
special education programs and support. If there are unspent special education funds, boards must report
these funds in a deferred revenue account to be used for special education in the future.
Other Grant Envelopes Funding for programs such as Learning Opportunities, Rural and Northern Education Fund, Safe and Accepting
Schools, Indigenous Education and New Teacher Induction Program (NTIP) are restricted to expenditures for
these programs. The Program Leadership Allocation (PLA) is to be used to fund the program leader positions
included within the grant and the travel and professional development associated with these positions.
Board Administration and Governance Grant
Boards may not spend more on administration and governance than the revenue allocated for this purpose.
The Program Leadership Allocation is enveloped separately within this grant.
CAPITAL BUDGET RESTRICTIONS
Capital Funding for Construction Projects
Construction projects are funded on a project by project basis with funding restricted to a specific project.
School Condition Improvement (SCI) and Proceeds of Disposition
Boards must use this funding on schools that are expected to remain open and operating for at least five years.
It is required that 70% of this funding must be spent on major building components.
School Renewal
The portion of this grant that Boards may use for operating expenditures is capped.
Greenhouse Gas Reduction
Boards must spend this grant on specific project types from a Ministry‐defined list at schools that are expected
to remain open and operating for at least five years. This funding must be spent between April 1, 2018 and
March 31, 2019.
Community Hubs
This funding must be spent on community hubs and community accessibility.
Child Care and Child and Family Support Programs
Funding for these projects is granted on a project by project basis and is restricted to each individual project.
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2. Enrolment
2018‐2019 ENROLMENT
From 2007 to 2017, the Board has experienced an increase of 3,428 students (from 66,262 to 69,690). This
increase is due to several contributing factors such as the introduction of Full Day Kindergarten and residential
growth developments. As boards across the province are struggling with an overall decline, DDSB is fortunate
to have a net increase in enrolment.
Also, due to construction of new schools and additions, the capacity has increased during the 2007 to 2017
timeframe by 9,561 pupil places.
0
10,000
20,000
30,000
40,000
50,000
60,000
70,000
80,000
Overall Enrolment and Capacity
Total Enrolment Total Capacity
2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017
Total
Enrolment66,262 65,895 65,750 65,662 65,594 66,941 66,760 68,521 69,039 69,393 69,690
Total
Capacity59,140 64,873 65,280 64,715 64,853 65,381 66,413 66,869 68,911 68,782 68,701
Tot. Surplus
/ (Shortfall)‐7,122 ‐1,022 ‐470 ‐947 ‐741 ‐1,560 ‐347 ‐1,652 ‐128 ‐611 ‐989
2018 2019 2020 2021 2022
Total
Enrolment69,844 69,352 69,423 69,147 68,733
Total
Capacity70,102 70,598 71,654 71,654 71,654
Tot. Surplus
/ (Shortfall)258 1,246 2,231 2,507 2,921
Excludes DASS enro lment and pro jections Projections are understated as enro lment pro jections only include pupil yield from Registered Plans on Subdivision
ACTUAL ENROLMENTS
2018‐2022 PROJECTIONS
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It is important to note that the OEP (Official Enrolment Projections) only include registered plans of
subdivisions. Areas of future residential development growth, such as Seaton, west Whitby, Brooklin and
north Oshawa for which plans have yet to be submitted, will continue to improve future enrolment. In
addition, enrolment projections for DASS are excluded. For example, in 2013 the projection for the 2017‐2018
school year was 67,039, based on registered plans of subdivisions in 2013. The actual enrolment for 2017‐
2018 is 69,690, as additional plans were registered over time. Therefore, the projection for the year 2022 will
actually be higher, as proposed future residential development growth noted in this paragraph are not taken
into account in projections at this time.
The OEP is a key factor in several critical aspects of the operations of a school board including the following:
Operating Revenue and Expenditures
Student Instruction and Student Accommodation
Capital Revenue and Expenditures
OPERATING REVENUE AND EXPENDITURES
The enrolment projections for 2018‐2019, along with detailed information such as the grade by grade
calculation of students, form the backbone of the GSN calculations of Operating Revenue.
Similarly, this enrolment data allows the determination of staffing levels required to meet Ministry of
Education requirements, as well as bargained collective agreements. Staffing costs represent over 87% of the
Operating budget (see Appendix A); therefore, enrolment is integral to both the revenue and expenditure
calculations of the board.
Enrolment Risk
As enrolment is a critical factor in the overall calculations, all school boards in the province are exposed to the
two competing enrolment pressures:
a) Enrolment Overstatement ‐ if enrolment projections are overstated when compared to actual student
enrolment, anticipated revenue is overstated, and initial staffing levels will be higher than required. As
individual school and classroom organization is determined at the beginning of the year, the ability to
reduce teachers and collapse classes is limited. The result is lower revenue and the inability to reduce
corresponding expenditures thus creating a budget deficit risk.
b) Enrolment Understatement ‐ if enrolment projections are understated when compared to actual
student enrolment, revenue is understated which may result in unnecessary budget reductions. In
addition, an underestimation of students results in the need to rapidly add teachers and classrooms to
meet the need.
Overall, accurate enrolment projections are key to an accurate and balanced budget.
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STUDENT INSTRUCTION AND STUDENT ACCOMMODATION
When reviewing both Student Instruction and Student Accommodation, it can be seen that although they are
two distinct functions, they have a strong symbiotic relationship. The impact of Student Accommodation on
Student Instruction can be viewed from three aspects:
a) High Building Utilization and/or Students at a School Over utilizing a school can place strain on school staff, school availability of resources and the school
facility. A higher number of portables at a school could result in less flexibility of specialized
instructional spaces, such as the gym, the music room or the science room.
b) Low Building Utilization
Low utilization at a school can result in underuse of school staff, school resources and the school facility.
From an overall board resource utilization, underuse is typically balanced through the over utilization at
other schools placing strain at another board location.
c) Individual School Needs Individual school needs can depend upon factors such as age, location or individualized student needs. A
lack of addressing these types of issues can result in a distraction from student instruction.
High/Low Building Utilization Management Strategies
High/low building utilization may be a necessary situation if the use of strategies as outlined below are not an
effective resolution mechanism. The strategies are the following:
Boundary/program reviews
Accommodation reviews
Capital business case submission
a) Boundary/Program Reviews ‐ Board Regulation 3313 provides the process to review a school or
program boundary. It involves moving a portion of a typically high enrolment school to a school with
capacity. It is an effective means to ease a school’s overuse to a school that is in need of more students
to stabilize the long term viability of a school. From 2007 to 2017, the Board has undertaken 57
boundary reviews, which represents 43% of the total 131 schools in operation with the Board.
b) Accommodation Reviews ‐ this process involves the review of two or more schools, along with a
possible solution to address an over enrolment or under enrolment situation. The process involves
public meetings and other avenues for stakeholder participation.
On February 2, 2016, the Ministry of Education released a document entitled “Guide to Pupil
Accommodation Reviews”. This document outlines the need for school boards “…to enable improved
educational options and opportunities for students”, as “…school boards must manage the costs
associated with empty space in schools.” The DDSB has engaged in this process. The reviews of under‐
utilized schools are a means to ensure scarce resources of the Board are directed in a means that best
serve students.
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c) Capital Business Case Submission – the Ministry of Education provides school boards with submission
opportunities to address residential growth issues and/or the outcome of an Accommodation Review.
Typically to be eligible for capital funding, other avenues such as boundary reviews would have already
been explored.
Individual School Needs Management Strategies
Individual School Needs can be first identified through the monthly custodial supervisor meetings with each
school principal. Facilities staff conduct physical reviews of the school facility, analyze the trending of work
orders, and gather information from board consultant reports and Ministry of Education consultant reports.
The capital budget must balance between building infrastructure items and projects that can Ignite Learning.
PUPIL PLACE CAPACITY AND ENROLMENT
Since 2007, the DDSB has received funding for 17,294 pupil places for new construction through to 2021.
These pupil places brought the shortfall in capacity from 7,122 in 2007 to 989 in 2017. These new pupil places
also address a net increase in enrolment during this time, and have been offset through the closure of 12
elementary and three secondary schools.
The management of enrolment growth in some areas, combined with the management of enrolment decline
in other areas, allows the Board to submit a stronger business case for new schools to be funded by the
Ministry of Education.
From a Capital Planning perspective, reviewing the enrolment projections allows for future changes in capital
requirements to be better anticipated. For example, the charts below provide data on both the elementary
and secondary panels. Reviewing new construction needs along with underutilization is paramount.
0
10000
20000
30000
40000
50000
60000
2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022
Enrolment and Capacity
Elementary Enrolment Secondary Enrolment Elementary Capacity Secondary Capacity
Page 19 of 82
OVERALL
As outlined in the graph above, which illustrates elementary and secondary enrolment/capacity, the three
measures above assist the Board with managing student opportunities. The 2017 enrolment is important for
budget calculations. However, equally important is to monitor enrolment projections into the longer term.
From 2017 enrolment of 69,690, to the 2022 enrolment of 68,733, there is a decrease in enrolment of 957.
Future potential development should maintain the Board’s current enrolment level.
Accommodation Planning ‐ Trends and Opportunities Report
In the fall of 2017, staff provided a report entitled “Accommodation Planning ‐ Trends, Issues and Future
Opportunities Update”, which analyzes the enrolment and utilization of all DDSB schools. This document
makes suggestions to Trustees regarding items such as Boundary Reviews or Capital Business Case
submissions.
The intent of this document is to review situations based upon enrolments three years from now to
commence the consideration of alternative actions. For the Board to be proactive, this process is critical.
2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017
Elementary
Enrolment42,586 42,328 42,076 42,552 42,825 44,410 45,633 47,397 47,834 48,591 49,046
Elementary
Capacity38,413 42,421 42,828 43,103 43,085 43,718 44,750 45,038 45,790 46,495 46,414
Elem.
Surplus
/(Shortfall)
‐4,173 93 752 551 260 ‐692 ‐883 ‐2,359 ‐2,042 ‐2,096 ‐2,632
Secondary
Enrolment23,676 23,567 23,674 23,110 22,769 22,531 21,127 21,124 21,204 20,802 20,644
Secondary
Capacity20,727 22,452 22,452 21,612 21,768 21,663 21,663 21,831 23,121 22,287 22,287
Sec. Surplus
/ (Shortfall)‐2,949 ‐1,115 ‐1,222 ‐1,498 ‐1,001 ‐868 536 707 1,917 1,485 1,643
2018 2019 2020 2021 2022
Elementary
Enrolment49,070 48,492 48,379 48,125 47,923
Elementary
Capacity47,590 48,086 49,142 49,142 49,142
Elem.
Surplus
/(Shortfall)
‐1,480 ‐406 763 1,017 1,219
Secondary
Enrolment20,774 20,860 21,044 21,022 20,810
Secondary
Capacity22,512 22,512 22,512 22,512 22,512
Sec. Surplus
/ (Shortfall)1,738 1,652 1,468 1,490 1,702
Excludes DASS enrolment and projections
Pro jections are understated as enro lment pro jections only include pupil yield from Registered P lans on Subdivision
ACTUAL
2018‐2022 Projections
Page 20 of 82
KEY TERMS
Enrolment: refers to the number of students attending DDSB schools and is the key driver of revenue and
expenditure calculations. The Ministry determines funding for school boards through calculations using the
Average Daily Enrolment (ADE) as the main component.
Full‐time Equivalent (FTE): calculation of student enrolment taking into consideration part‐time students. A
full‐time student would be equal to one FTE; however, a part‐time student would only be equal to the portion
of the school day when the student is attending class. The total FTE for the board will be less than total
enrolment for the board, unless there are no part‐time students.
Average Daily Enrolment (ADE): the average full‐time equivalent (FTE) of students reported on the October 31
and March 31 count dates.
Official Enrolment Projections (OEP): student enrolment estimates developed by the Property and Planning
department, in conjunction with Operations and Business staff. Input is also received from elementary and
secondary school principals.
Building Utilization: the number of students attending a school versus the school’s rated capacity.
Page 21 of 82
3. 2018‐2019 Operating Revenue
OPERATING REVENUE DESCRIPTIONS
School boards receive operating revenue from three main sources, as outlined in the section below. A detailed
list of operating revenues, along with comparison years, is provided in Operating Budget – Revenue Summary
on page 26.
i. Grants for Student Needs (GSN)
The GSN calculations are outlined in the Ministry of Education Technical Paper that can be found on the Ministry of Education website. The GSN allocation is flowed to school boards through a combination of local tax assessments, as well as a Ministry of Education allocation. This model allows school boards to be funded province‐wide under the same funding model regardless of tax assessment base. The following are the GSN grants for 2018‐2019:
a) Pupil Foundation
To support the common classroom experience and core education. Accounts for approximately half of the GSN and is calculated on a per‐pupil basis. Provides funding for salaries of classroom teachers, early childhood educators, educational assistants, teacher librarians and guidance counsellors, as well as textbooks, classroom supplies and classroom computers.
b) School Foundation To support in‐school administration and leadership. Provides funding for principals, vice‐principals and office support staff, as well as school administrative supplies.
c) Special Education
Incremental funding for students who require Special Education programs, services and equipment. Boards may use this grant only for special education and must save any unspent funding to use for special education expenses in future school years.
d) Language
Provides funding to meet costs for language instruction. Allocations support FSL (French as a Second Language), ESL/ELD (English as a Second Language/English Literacy Development), FFL (French as a First Language), etc.
e) Indigenous Education Funding supports programs designed for Indigenous learning, as outlined in the Ontario First Nation, Métis, and Inuit Education Policy Framework.
f) Geographic Circumstances
To support the additional costs associated with operating small schools, considering geography, board size and dispersion.
g) Learning Opportunities
Provides funding to help students who are at greater risk of lower academic achievement.
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h) Student Transportation
Funding to transport students to and from home and school, including transporting students with special needs.
i) Safe and Accepting Schools
Supports the Safe Schools Strategy and provides targeted support to secondary schools in priority urban neighbourhoods. Supports non‐teaching staff such as social workers, child and youth workers, psychologists, and attendance counsellors who work to prevent and mitigate risks to the school environment. Also supports programs for long‐term suspended and expelled students.
j) Cost Adjustment and Teacher Qualifications and Experience
Recognizes the difference in salary ranges of both teaching and various non‐teaching staff. Provides additional funding for teachers and non‐teaching staff acknowledging qualifications and experience above salary benchmark levels. Includes New Teacher Induction Program (NTIP) funding to support the growth and professional development of new teachers in the system. This program provides a full year of professional support to help new teachers develop the requisite skills and knowledge to be effective as teachers in Ontario.
k) Continuing Education
Supports adult day‐school programs including correspondence and self‐study, Continuing Education (including transfer courses for secondary students moving between applied and academic streams), as well as summer school for adults and secondary students.
l) School Board Administration and Governance
Funding for administration and governance costs such as operating board offices and central facilities, board‐based staff and expenditures, including supervisory officers and their secretarial support.
m) School Facility Operations
Supports the costs of operating and repairing schools, including costs for heating, lighting, maintenance and cleaning of schools, including custodial staff.
n) Declining Enrolment Adjustment
Provides transitional funding for boards to adjust their cost structures to declines in enrolment. As board funding is determined by enrolment, revenue decreases as enrolment declines. Board costs, however, do not decline in a way that is strictly proportional to declining enrolments.
o) Public Sector Wage Constraint
To help sustain public services, the Ministry imposed a salary freeze on wages as a result of the global recession and deficit. This impacts Professional/Paraprofessional & Technicians, Board Administration and Governance, and School Operations and Maintenance areas.
Page 23 of 82
ii. Other Government Grants
Grants which fall outside the GSN funding and may be one‐time only or in place for a limited period of time. The vast majority of these grants are from the Ministry of Education, however, other ministries and agencies may at times provide similar grants.
iii. Other Revenues
Includes other revenues for such items as tuition fees for Continuing Education, rental or lease fees, community use fees and interest earned.
2018‐2019 FUNDING MODEL CHANGES
The following is an overview of the significant changes to Grants for Student Needs (GSN) ‐ operating funding
for 2018‐2019.
New GSN Allocations
Rural and Northern Education Fund – new GSN allocation of $49K included in the Geographic
Circumstances grant, implemented in September 2017 to support education for students from rural
communities using a school list provided by the Ministry. Reporting is required both on expenditures and
on which schools the funding was spent.
Preparing for Success in High School – allocation of $2.25M implemented in 2018‐2019 as part of the Pupil
Foundation grant, to be used for additional teachers to support Grade 7 and 8 students with their academic
transition to high school, experiential learning and exploration of pathways options. The total additional
GSN funding as a result of this grant is only $1.8M, as it includes the staffing benchmark for elementary
guidance teachers that was already included in the Pupil Foundation grant.
Multi‐Disciplinary Supports Amount –allocation of $1.1M included as part of the Differentiated Special
Education Needs Amount (DSENA) portion of the Special Education grant. Comprised of a multi‐disciplinary
team component and other staffing resources component to support increased special education programs
and services.
School Bus Safety Training – funding of $56K provided as part of the Student Transportation grant to
provide standardized on‐site school bus rider safety training, up to a maximum of 147 training sessions for
Junior Kindergarten to Grade 3 students and a maximum of 154 training sessions for Grade 4 to 8 students.
Program Leadership Allocation (PLA): – new component within the Administration and Governance Grant
of $0.9M, but not included in the school board administration and governance enveloping provision, as it is
to be enveloped separately. There is no change in overall funding as a result of this allocation as it is
comprised of six positions that were formerly funded through other GSN allocations and Education
Program Other (EPO) grants:
Mental Health Lead
Technology Enabled Learning and Teaching (TELT) Contact
Indigenous Education Lead
Student Success Lead
School Effectiveness Lead
Early Years Lead
Page 24 of 82
Multiple Budget Year Funding Changes
School Foundation – 2018‐2019 marks the second year of a four‐year phase‐in of changes introduced by
the new definition of a school based on campus. A campus is defined as a property or properties owned,
leased or rented by a school board that are linked by a contiguous property line. The DDSB has five pairs of
schools that have been identified as single campuses:
Funding is also being provided for an additional principal for elementary or secondary schools that consist
of multiple buildings on the same campus with large enrolment. Each of the school campuses identified
above was eligible for this multi‐building adjustment, resulting in overall School Foundation funding
changes being fiscally neutral.
Local Priorities – 2018‐2019 marks the second year of implementation as a result of labour negotiations, to
be provided for the two‐year term of the collective agreement extension. Included in the Learning
Opportunities grant, this funding is being used to support:
8.3 elementary teachers
7 secondary teachers
13 elementary special education teachers
5.5 secondary special education resource teachers
27 educational assistants
10 custodial staff
1 maintenance staff
2.5 LAN technician
8.8 elementary part‐time clerical staff
SECONDARY SCHOOL ELEMENTARY SCHOOL
1 R.S. McLaughlin CVI Adelaide McLaughlin PS
2 Ajax HS Bolton C. Falby PS
3 Anderson CVI C.E. Broughton PS
4 G.L. Roberts CVI Lakewoods PS
5 Eastdale CVI Vincent Massey PS
Page 25 of 82
2018‐2019 Budget Year Funding Changes
Benchmark Changes – to reflect the September 1, 2017 to August 31, 2019 collective agreements, salary
benchmarks have been increased by 1.5%. The benefit portion of benchmarks have been reduced by
0.167% as part of the ongoing phase‐out of funding for retirement gratuities. The Benefits Trusts allocation
to support the transition to Employee Life and Health Trusts (ELHTs) has been increased to reflect updated
benefit costs and FTE projections. Non‐staff cost adjustments of 4% and 2% have been reflected in
Transportation and School Operations allocations respectively.
Pupil Foundation Grant: Full‐Day Kindergarten (FDK) – the funded average class size has been reduced
from 25.75 students to 25.57 students per class to assist school boards with updated class size regulations.
Beginning in 2018‐2019, 90% of FDK classes are required to have 29 or fewer students, reduced from 30 or
fewer students in 2017‐2018. The regulation will still require an average FDK class size of no greater than 26
students to two educators, and up to 10% of FDK classes will be permitted to have up to 32 students if they
meet Ministry exceptions.
Pupil Foundation Grant: Grades 4‐8 – the funded average class size has been reduced from 24.17 students
per class to 23.84 students per class to assist school boards with reducing large class sizes. The funded
average class size will be reduced to 22.85 over the next four years, with class size regulation amended
each year to reduce the maximum class size to the extent that can be supported by the additional funding.
Indigenous Education – the Board Action Plan (BAP) amount of the grant will be enveloped, to be spent on
the implementation of programs and initiatives relating to the Ontario First Nation, Métis, and Inuit
Education Policy Framework.
Page 26 of 82
OPERATING BUDGET – REVENUE SUMMARY
The following provides the 2018‐2019 draft Budget Year estimated revenue, with comparative figures and
change in Revenues from the prior year.
REVENUE CATEGORIES
2016‐2017 Revised Estimates
2017‐2018 Revised Estimates
2018‐2019 Estimates
Change 2017‐2018 to
2018‐2019
Grants for Student Need (GSN) Operating Funding
Pupil Foundation 372,182,137 381,180,885 389,822,083 8,641,198
School Foundation 46,152,667 47,033,557 47,974,179 940,622
Special Education
Special Education ‐ SEPPA 50,606,450 52,302,101 53,005,469 703,368
Special Education ‐ Differentiated Special Needs (DSENA) 35,265,462 34,153,624 35,612,273 1,458,649
Special Education ‐ SIP 2,948,047 2,973,128 4,409,856 1,436,728
Special Education ‐ SEA 2,535,766 2,547,100 2,552,825 5,725
Special Education ‐ Behaviour Expertise Funding 282,451 288,194 397,285 109,091
Special Education ‐ Care &Treatment (Grove) 5,874,770 5,895,077 5,978,449 83,372
Language
Language ‐ FSL 9,421,168 9,676,386 9,822,268 145,882
Language ‐ ESL 3,200,777 3,844,505 3,966,635 122,130
Indigenous Education Grant 898,986 1,003,327 1,003,153 (174)
Rural and Northern Education Allocation 0 49,086 48,450 (636)
Learning Opportunity
Learning Opportunities ‐ Demographic Table Amount 3,375,429 3,424,950 3,470,085 45,135
Learning Opportunities ‐ Student Success 1,403,169 1,419,190 1,269,627 (149,563)
Learning Opportunities ‐ School Effectiveness 364,237 370,439 0 (370,439)
Learning Opportunities ‐ Ont Focused Intervention Partnership 290,247 291,563 292,227 664
Learning Opportunities ‐ Specialist High Skills Major 670,875 702,646 702,646 0
Learning Opportunities ‐ Gr 7 ‐ 8 Literacy & Numeracy Coaches 762,794 776,561 799,408 22,847
Learning Opportunities ‐ Mental Health Leaders 121,161 123,113 0 (123,113)
Learning Opportunities ‐ Outdoor Education 594,500 597,171 598,521 1,349
Learning Opportunities ‐ Library Staff 229,820 223,342 229,772 6,430
Learning Opportunities ‐ Local Priorities Fund 0 7,244,928 7,571,620 326,692
Safe Schools 1,144,208 1,163,749 1,182,941 19,192
Cost Adjustment
Cost Adjustment ‐ Teacher Qualification & Experience 59,740,231 58,591,780 59,381,119 789,339
Cost Adjustment ‐ ECE Qualification & Experience 4,459,545 4,787,484 4,832,586 45,102
Cost Adjustment ‐ Non Teaching Cost Adjustment 413,447 413,447 510,511 97,064
Cost Adjustment ‐ MAT leave/Sick leave 922,593 922,593 922,593 0
Cost Adjustment ‐ Early Payout Ret. Grat. Funding Adjustment (104,650) (104,650) (104,650) 0
Cost Adjustment ‐ Professional Development 0 3,133,778 0 (3,133,778)
Cost Adjustment ‐ Benefits Trust Funding 5,298,676 10,597,737 12,451,638 1,853,901
New Teacher Induction Program (NTIP) 616,523 469,573 549,979 80,406
Adult Education/Continuing Education (Con. Ed.) 2,591,725 2,406,960 2,578,650 171,690
Learning Opportunity ‐ Literacy & Numeracy (Con. Ed.) 622,621 748,005 690,068 (57,937)
Transportation 20,978,234 21,452,342 22,301,686 849,344
Administration and Governance 17,591,806 18,150,695 19,289,560 1,138,865
School Operations 67,437,791 68,305,966 69,640,041 1,334,075
Community use of schools 928,506 965,268 971,639 6,371
Public Sector Wage Constraint (418,575) (418,575) (418,575) 0
Grants for Student Need (GSN) Operating Funding Total 719,403,592 747,707,025 764,306,617 16,599,592
Page 27 of 82
REVENUE CATEGORIES
2016‐2017 Revised Estimates
2017‐2018 Revised Estimates
2018‐2019 Estimates
Change 2017‐2018 to 2018‐2019
Other Government Grants /Fees
Min. Citizenship & Immigration ‐ Adult ESL (Con. Ed.) 678,888 528,730 528,730 0
Min. Education ‐ Community Use Coordinator 136,800 136,800 136,800 0
Govt of Canada/Fees Non‐Resident 854,098 1,269,000 699,000 (570,000)
Min. Education ‐ Early Years Leadership Strategy 181,630 181,630 0 (181,630)
Min. Education ‐ Renewed Mathematics Strategy 1,476,200 1,531,221 1,531,221 0
Other Government Grants /Fees Total 3,327,615 3,647,381 2,895,751 (751,630)
Other Revenues/Expenditure Recovery
Rental/Lease Fees 580,000 592,300 974,600 382,300
Daycare Lease Income ‐ Before and After 550,630 975,600 1,151,000 175,400
Community Use Fees 450,000 450,000 450,000 0
Misc. recoveries/rebate 188,000 188,000 158,000 (30,000)
Staff on Loan 2,629,610 3,156,430 3,240,402 83,972
Fees ‐ Continuing Education 1,094,016 1,181,100 1,139,790 (41,310)
Recoveries from DCDSB (TIS) 50,000 50,000 0 (50,000)
Interest Revenue 600,000 600,000 500,000 (100,000)
Other Revenues/Expenditure Recovery Total 6,142,256 7,193,430 7,613,792 420,362
Operating Revenue Total 728,873,463 758,547,836 774,816,160 16,268,324
Accumulated Surplus
Use of Accumulated Surplus
Working Funds ‐ Accumulated Surplus 0 5,199,634 5,250,000 50,366
Accumulated Surplus Total 0 5,199,634 5,250,000 50,366
Grand Total 728,873,463 763,747,470 780,066,160 16,318,690
Page 28 of 82
OPERATING BUDGET – REVENUE ANALYSIS
For the 2018‐2019 school year, overall revenue increased by $16.3M which is consistent with estimated
enrolment levels, funding changes and funding updates. The year over year change is driven by overall
enrolment changes ($1.3M), benchmark changes ($14.4M), additional funding from new grants ($2.9M) and
other changes including staffing and one‐time funding changes (‐$2.3M).
REVENUE CATEGORIES
2016‐2017 Revised Estimates
2017‐2018 Revised Estimates
2018‐2019 Estimates
Change 2017‐2018 to
2018‐2019
Grants for Student Need (GSN) Operating Funding Total 719,403,592 747,707,025 764,306,617 16,599,592
Other Government Grants /Fees Total 3,327,615 3,647,381 2,895,751 (751,630)
Other Revenues/Expenditure Recovery Total 6,142,256 7,193,430 7,613,792 420,362
Total Operating Revenue 728,873,463 758,547,836 774,816,160 16,268,324
Accumulated Surplus 0 5,199,634 5,250,000 50,366
Grand Total 728,873,463 763,747,470 780,066,160 16,318,690
Page 29 of 82
Enrolment Changes $1.3M
Overall Enrolment $1.3M – For funding purposes, overall enrolment is measured by Average Daily
Enrolment (ADE). ADE is calculated by averaging the FTE of students at the October 31 and March 31 count
dates. This calculation excludes fee paying students and students covered under federal government
agreements. Elementary ADE increased by 35.4 FTE and Secondary ADE increased by 123.2 FTE, which
resulted in an increase of funding by $1.3 million.
Benchmark Changes $14.4M
Collective Agreements $5.8M – To reflect the September 1, 2017 to August 31, 2019 collective
agreements, salary benchmarks were increased by 1.5% ($6.4M). As part of the ongoing phase‐out of
funding for retirement gratuities, the benefit portion of benchmarks was reduced by 0.17% (‐$0.6M).
Employee Health Trusts $1.9M – The allocation to support the transition to Employee Life and Health
Trusts (ELHTs) has been increased to reflect updated benefit costs and FTE projections.
Funded Average Class Sizes $1.6M – The Full‐Day Kindergarten (FDK) funded average class size has been
reduced from 25.75 students to 25.57 students, and the Grade 4‐8 funded average class size has been
reduced from 24.17 students to 23.84 students.
Board Administration Allocation $0.3M – Increased compensation benchmarks for each core function,
with the exception of the Director.
Special Education Per Pupil Amount (SEPPA) $0.7M – Increased per pupil amount for all grade levels.
Differentiated Special Education Needs Amount (DSENA) $0.3M – Increase in table amounts for the
Measures of Variability (MOV), Special Education Statistical Prediction Model (SESPM) and Base Amount
for Collaboration and Integration.
Special Incidence Portion (SIP) $1.3M – Increased funding amount per eligible claim.
Transportation $0.8M – Increased by 4% to fund anticipated expenditure increases.
School Operations $1.1M ‐ Increased by 2% of non‐staff portion to assist in managing increases in
electricity, natural gas and other costs.
Diversity in English‐Language Learners (DELL) $0.3M – Formerly the Pupils in Canada (PIC) component,
has been updated with 2016 Census data.
Program Level Changes $0.3M – There have been small increases in per‐pupil and table amounts at the
program level such as French as a Second Language (FSL) ($105K), Behaviour Expertise Amount (BEA)
($115K) and Learning Opportunities ($76K).
Page 30 of 82
Additional Funding $2.9M
Preparing for Success in High School $1.8M – Included in the Pupil Foundation grant, with additional
funding recognized through the Teacher Qualifications and Experience allocation. To be used for additional
guidance teachers to support Grade 7 and 8 students.
Multi‐Disciplinary Supports Amount $1.1M – Included in the Differentiated Special Education Needs
Amount (DSENA) portion of the Special Education grant to support increased special education programs
and services.
Other Changes $(2.3)M
Staffing Changes $0.4M – An increase in the Cost Adjustment and Teacher Qualifications and Experience
grant to reflect higher expenditures associated with increases in experience and qualification of teachers
and Early Childhood Educators (ECE).
Local Priorities Fund $0.3M – Included in the Learning Opportunities grant, funding implemented as a
result of labour negotiations to be provided for the two‐year term of the collective agreement extension.
This funding continues in 2018‐2019 as per extension agreements.
Professional Development $(3.0)M – 2017‐2018 one‐time funding included in the Cost Adjustment &
Teacher Qualifications and Experience grant to be disbursed as a lump sum payment to eligible staff.
(4.00)
(2.00)
0.00
2.00
4.00
6.00
8.00
10.00
12.00
14.00
16.00
Enrolment Changes Benchmark Changes Additional Funding Other Changes
M$
Changes in Revenue (2018‐2019 vs 2017‐2018)
Page 31 of 82
4. 2018‐2019 Operating Expenditures
OPERATING EXPENDITURE DESCRIPTIONS
Operational expenditures are to be supported by operational revenue. This section provides information on
each major expenditure line in the Operating Budget.
a) Instruction
Teachers
Salaries and benefits for classroom teachers to support funded average class sizes, and preparation time for classroom teachers, as well as Special Education specialist teachers, Student Success and English as a Second Language (ESL) teachers
Educational Assistants Salaries and benefits for Educational Assistants who support teachers in the classroom
Early Childhood Educators Salaries and benefits for Early Childhood Educators to support the Full‐Day Kindergarten program
Computers Instructional technology and associated network costs
Textbooks/Supplies Textbooks and learning materials required to meet the learning expectations of the curriculum including workbooks, science supplies, and lab materials
Professional/Paraprofessional/ Technicians
Salaries and benefits for staff who provide support services to students and teachers, such as psychologists, psychometrists, speech and language pathologists, interpreters and intervenors, attendance counsellors, lunchroom supervisors, social workers, child/youth workers and computer technicians
Library/Guidance Salaries and benefits for teacher librarians and guidance teachers
Staff Development Expenditures to support instructional leadership and ongoing professional development
Principals and Vice‐Principals
Salaries and benefits for Principals and Vice‐Principals
School Office
Salaries and benefits for clerical support staff, school office supplies and equipment
Officers and Facilitators Salaries and benefits for officers, facilitators and administration staff who support school programs and required equipment and supplies
Continuing Education Salaries and benefits for Continuing Education Principal, Vice Principal, teachers, instructors, support staff and required supplies and textbooks
Page 32 of 82
b) Administration and Governance
Costs for administration and governance such as operating board offices and central facilities, trustees, central
based staff and expenditures, including supervisory officers and their secretarial support.
c) Transportation
Cost to transport students to and from home and school, including transporting students with special needs
and school teams/clubs.
d) School Operations and Maintenance
Costs of operating school facilities (heating, lighting, maintaining and cleaning). Includes custodial salaries, benefits and required supplies.
e) Other Non‐Operating
Primarily includes the cost of employees seconded for assignments with the Ministry or Unions (Staff on Loan). This category also includes costs associated with selected Education Program – Other (EPOs) such as the Renewed Math Strategy.
Page 33 of 82
OPERATING BUDGET ‐ EXPENDITURE ANALYSIS
For the 2018‐2019 school year, overall expenditures increased by $16.3M to a total of $780.1M. The year over
year change is driven by staffing changes ($17.1M), benchmark changes ($1.5M), DDSB Innovation Priorities
(‐$0.8M) and other changes including enveloping and school block budget adjustments (‐$1.5M).
EXPENDITURE CATEGORIES 2016‐2017 FTE
2016‐2017 Revised Estimates
2017‐2018 FTE
2017‐2018 REVISED
ESTIMATES
2018‐2019 FTE
2018‐2019 ESTIMATES
Change 2017‐2018 to 2018‐2019
Instruction 6,236.7 617,953,340 6,398.2 649,912,950 6,441.4 663,360,744 13,447,794
Administration & Governance 141.1 16,357,610 146.1 16,516,550 147.1 17,346,156 829,606
Transportation 0.0 21,176,968 0.0 21,540,460 0.0 22,317,724 777,264
School Operations & Maintenance 523.2 69,148,412 534.7 70,430,470 532.7 71,640,016 1,209,546
Other Non‐Operating 0.0 4,237,140 0.0 5,347,040 0.0 5,401,520 54,480
Grand Total 6,901.0 728,873,470 7,078.9 763,747,470 7,121.2 780,066,160 16,318,690
Page 34 of 82
OPERATING BUDGET – EXPENDITURE SUMMARY
NOTE(s): The presentation of the 2018 ‐2019 Budget is similar to prior years, however minor variances in certain expenditure categories may exist
due to updates in the Ministry of Education's standardized code of accounts. Some prior year expenditure adjustments may have been
made for consistency and comparison purposes.
EXPENDITURE CATEGORIES 2016‐2017
FTE
2016‐2017 REVISED
ESTIMATES 2017‐2018
FTE
2017‐2018 REVISED
ESTIMATES 2018‐2019
FTE 2018‐2019 ESTIMATES
Instruction
Teachers 4179.0 417,010,540 4,283.4 430,411,630 4300.5 437,234,215
Supply Staff 0.0 17,987,940 0.0 16,684,390 0.0 17,092,200
Educational Assistants 862.8 44,914,620 888.8 48,217,060 888.8 49,471,246
Early Childhood Educator 335.0 16,410,200 337.0 17,814,230 344.0 18,221,618
Computers 0.0 5,658,474 0.0 11,430,880 0.0 11,457,840
Textbooks / Supplies 0.0 13,686,586 0.0 16,844,680 0.0 20,308,591
Prof./ParaProf./Tech. 145.0 18,709,235 156.0 20,410,060 160.0 21,105,762
Library / Guidance 151.2 14,521,310 152.3 15,263,190 162.0 16,442,048
Staff Development 0.0 4,332,370 0.0 4,362,280 0.0 4,554,510
Principals and VPs 233.8 30,384,150 238.0 31,135,790 236.0 30,724,561
School Office 212.9 17,978,515 222.7 18,758,690 225.2 18,236,253
Officers & Facilitators 91.0 11,472,820 94.0 13,443,570 99.0 13,115,826
Continuing Education 26.0 4,886,580 26.0 5,136,500 26.0 5,396,074
Instruction Total 6236.7 617,953,340 6,398.2 649,912,950 6441.4 663,360,744
Administration & Governance
Governance 14.0 251,510 14.0 252,550 14.0 252,501
Board Administration 127.1 16,106,100 132.1 16,264,000 133.1 17,093,655
Administration & Governance Total 141.1 16,357,610 146.1 16,516,550 147.1 17,346,156
Transportation
Transportation 0.0 21,176,968 0.0 21,540,460 0.0 22,317,724
Transportation Total 0.0 21,176,968 0.0 21,540,460 0.0 22,317,724
School Operations & Maint.
School Operations & Maint. 523.2 69,148,412 534.7 70,430,470 532.7 71,640,016
School Operations & Maint. Total 523.2 69,148,412 534.7 70,430,470 532.7 71,640,016
Other Non‐Operating
Other Non‐Operating 0.0 4,237,140 0.0 5,347,040 0.0 5,401,520
Other Non‐Operating Total 0.0 4,237,140 0.0 5,347,040 0.0 5,401,520
Grand Total 6901.0 728,873,470 7,078.9 763,747,470 7121.2 780,066,160
Page 35 of 82
Salary and Benefits $17.1M
Staffing Changes $11.4M – Salary costs increased by 1.5% to reflect the September 1, 2017 to August 31,
2019 collective agreements. Increased staffing to support board initiatives, including ten guidance teachers,
two eLearning teachers, six elementary technology teachers, 1.5 Centres for Success teachers and five
additional ESL teachers.
Employee Health Trusts $1.6M – Benefit adjustment to reflect updated costs associated with the transition
to Employee Life and Health Trusts (ELHTs).
Grid Shifts $2.0M – Annual salary increases for staff not at the maximum pay rate for their respective salary
grids.
Class Size and Enrolment $2.1M – Increased overall enrolment and reduction in both Full‐Day Kindergarten
and Grade 4‐8 funded average class sizes generated an increase of 22 elementary teacher positions and
nine Early Childhood Educator positions. Other changes include three additional special education teachers.
Enrolment levels are conservatively planned and teaching positions will be added if actual enrolment is
higher than forecast.
Benchmark Changes $1.5M
Transportation $0.8M – Increased by 4% to fund anticipated expenditure increases and to offset increase
in funding. The Ministry recovers unused funding for student transportation, so if there is a surplus it will
result in reduced funding for the next budget year. Therefore, maximizing service levels with available
funding is paramount.
School Operations $0.7M ‐ To assist in managing increases in utilities and other maintenance costs. The
School Operations budget includes the following main expenditure categories:
Category Cost
Custodial, Maintenance & Management Wages and Benefits $41,264,786
Utilities ‐ Gas, Electricity, Oil and Water $11,644,590
Insurance and Upkeep of Grounds (including snow removal) $4,507,660
Other $14,222,980
TOTAL $71,640,016
Page 36 of 82
2018‐2019 DDSB Innovation Priorities $5.25M
Strategic Execution Plans are developed by the senior team that oversee the implementation of innovation,
monitor process, collect data and analyze evidence of impact.
Equity and Diversity $0.75M – One time funding to continue the support of the DDSB’s operational goal of
Equity. In 2017‐2018, the Board released the “Equity and Diversity Strategic Framework”, resulting from
the work of the Equity Steering Committee. This funding will support the following:
o One‐time funding to support hub projects and outreach, Proportional Outcome projects,
Student Identity Data Collection, CRRP guidelines, implementation of the Compendium for
Black Student Success, culturally responsive curriculum, resources and training to develop
an equity continuum as a fundamental tool for implementing equity and inclusive programs
at all levels of the organization.
As well, the continued work of equity in the 2018‐2019 year will potentially identify other projects
which can be funded from this one‐time allocation.
Early Years Initiatives $0.75M – One‐time funding to increase the scope of the Great Beginnings Start at
the DDSB School Success program, release time and resources to support professional learning for
Kindergarten Educator teams, STEM stations in Kindergarten classrooms, Kindergarten Learning
Environment Projects, purchase of ‘My Self’ kits, hiring of two ECE coaches to provide intensive support to
schools with high EDI vulnerabilities, financial support to Make A Difference schools and the
implementation of the DDSB Charitable Foundation.
Mental Health and Wellness $0.75M – One‐time funding for the implementation of the Mental Health
and Well‐Being Strategic Plan, implementation of Mental Assist, development of Mindfulness/Well‐Being
Strategy kits, resources and training.
Innovation $3.0M – One‐time funding comprised of three main components:
1. Innovative Furniture and Learning Commons: To purchase furniture and equipment to make
spaces flexible and responsive to student need, supporting a learner‐centered pedagogy that
promotes collaboration, communication and student self‐regulation. This will support the
transition of classrooms and Library Learning Commons to meet the needs of today’s learners
while promoting global competencies.
2. Virtual Tools: To support the licensing of digital tools that promote creativity, collaboration
and communication among our learners.
3. Matchbox to Innovation: To support school and system level projects that align with DDSB
Core Priorities. Groups throughout the system will be invited to use Design Thinking and
Strategic Implementation planning, to engage staff at all levels in moving the organization
forward.
Note: Leadership – $1.5M was provided in the 2017‐2018 budget, approximately $800,000 is remaining and
will be carried over to the 2018‐2019 budget to provide the following:
o One‐time initiative to invest in actively developing aspiring new and current leaders.
o To support the leadership school team in the school improvement/school self‐assessment process.
o To partner with Rotman to provide current change management and leadership training to system,
school and management staff.
o To provide more responsive support through onboarding initiatives for new‐to‐the‐role leaders.
Page 37 of 82
2017‐2018 DDSB Innovation Priorities $(6.0)M
2017‐2018 DDSB Innovation Priorities $(6.0)M – Removal of one‐time initiatives that were included in the
2017‐2018 budget: Equity and Diversity, Leadership, Early Years Initiatives, Innovation Transition and 21st
Century Furniture and Equipment.
Other Changes $(1.5)M
Enveloping $1.3M – To match funding changes with corresponding changes in expenditures for programs
such as Special Education, Local Priorities, Continuing Education, Community Use and NTIP.
Professional Development $(3.0)M ‐ One‐time lump sum payment in 2017‐2018 to eligible union and
federation staff calculated at 0.5% of earned wages in the 2016‐2017 school year.
Other $0.2M – Miscellaneous year over year adjustments such as estimated supply teaching coverage,
department head allowances, staff on loan and school block budget adjustments.
Page 38 of 82
5. 2018‐2019 Special Education – Operating Revenue and Expenditures
SPECIAL EDUCATION – OPERATING REVENUE
The Special Education grant is a component of GSN funding made up of six different allocations. These
allocations are enveloped, which means the funding may only be used for special education programs, services
and/or equipment. This grant is the minimum amount that must be spent on special education, however the
Board uses other funding to support special education programs as well.
Special Education Per Pupil Amount (SEPPA) $53.0M
To assist with the costs of providing additional support to students with special education needs. It is allocated
to school boards on the basis of total enrolment of all students, not just students with special education needs.
Differentiated Special Education Needs Amount (DSENA) $35.6M
This allocation addresses the variation among school boards with respect to their population of students with
special education needs. The model includes four components:
Special Education Statistical Prediction Model $26.4M: Predicted percentages for the population
likely to have special education needs based on neighbourhood profiles
Measures of Variability $7.6M: Number of students receiving special education programs and
services, participation and achievement of students with special education needs in EQAO
assessments, credit accumulation and participation in locally developed and alternative non‐credit
courses (K‐courses) by students with special education needs, remote and rural adjustment,
Indigenous education grant adjustment
Base Amount for Collaboration and Integration $0.5M: Base funding of $456,017
Multi‐Disciplinary Supports $1.1M: To support increased special education programs and services
Multi‐Disciplinary Team $0.4M
Other Staffing Resources $0.7M
Special Equipment Amount (SEA) $2.6M
To support the purchase of equipment that may be required by students with special education needs. The
model includes two components:
Per Pupil Amount: Base amount for each school board and total ADE multiplied by a benchmark rate
Claims‐based Funding: To cover the cost of an individual student’s equipment needs in excess of $800
in the year of purchase
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Special Incidence Portion (SIP) $4.4M
To support those students who require more than two full‐time staff to address their health and/or safety
needs. Funding is based on claims submitted by school boards. In 2018‐2019, the maximum amount per claim
was increased from $27,000 to $38,016 and will be adjusted annually to reflect salary benchmark increases.
Care, Treatment, Custody and Correctional Amount (CTCC) $6.0M
Formerly named the Facilities Amount, this allocation is to support the provision of education programs to
school aged children and youth in care and/or treatment centres, and in custody and correctional facilities.
Funding is based on an approval process specified in the guideline issued for these programs.
Behaviour Expertise Amount (BEA) $0.4M
To provide funding to hire professional staff who have expertise in applied behavior analysis. Beginning in
2018‐2019, this model includes two components, both of which are comprised of a fixed amount for each
school board and a per pupil amount:
Applied Behaviour Analysis (ABA) Expertise Professionals Amount $0.3M: To hire board level ABA
expertise professionals.
ABA Training Amount $0.1M: To provide training to build school board capacity in ABA. In prior years
was allocated as an EPO grant, Autism Supports and Training Allocation, and will continue to be
enveloped and used for ABA training purposes.
Page 40 of 82
SPECIAL EDUCATION – EXPENDITURE ANALYSIS
For the 2018‐2019 school year, special education expenditures increased by $2.7M to a total of $121.5M. This
increase is due to increased technology support for students and staff, salary and benefit costs, staffing
changes and the implementation of an intensive support program for students with complex needs. Special
education staffing as a result of Local Priorities funding will continue in 2018‐2019, which includes 27
educational assistants, 5.5 secondary special education teachers and 13 elementary special education
teachers.
Though there are Ministry guidelines and limitations that must be followed, the Board does have some
flexibility when allocating expenses. There are budgeted variances between the major expenditure category
revenue and expenditure amounts. For example, Administration and Governance expenses are significantly
less than revenue, which allows for a deficit in the Special Education envelope.
In addition to the expenditures covered under the Special Education Funding envelope, Transportation and
School Operations also support Special Education. These expenditures include the following:
Transportation – Of the total transportation expenditures, approximately $8 million is spent on special
education transportation. These expenditures include transportation for special education class
programs (gifted and small class placements) and for students that require special transportation
arrangements.
School Operations – Facilities Services provide additional enhancements to school locations that
increase accessibility and improve the school environment for students with special needs. The
expenditures incurred to implement these enhancements are not part of the Special Education
Funding envelope.
There is also a special education reserve of $580K for any unforeseen needs that may arise throughout the
school year.
1,943
1,097
115
(0) (16)
(3,140)(4,000)
(3,000)
(2,000)
(1,000)
0
1,000
2,000
3,000
Admin &Governance
SchoolOperations &
Mtce
RegularProgram
ContinuingEducation
Transportation SpecialEducation
(000's)
Comparison of Revenue to Expenditures
Page 41 of 82
SPECIAL EDUCATION – OPERATING EXPENDITURES
SPECIAL EDUCATION ‐ REVENUE
Revised
Estimates
2016‐2017
Revised
Estimates
2017‐2018
Estimates
2018‐2019
Change
2017‐2018
to 2018‐
2019
Special Education ‐SEPPA 50,606,451 52,302,101 53,005,469 703,368
Special Education ‐ DSENA (formerly High Needs Amount) 35,265,463 34,153,624 35,612,273 1,458,649
Special Education ‐SIP 2,948,047 2,973,128 4,409,856 1,436,728
Special Education ‐SEA 2,535,767 2,547,100 2,552,825 5,725
Special Education ‐Behaviour Expertise Funding 282,450 288,194 397,285 109,091
Special Education ‐Care &Treatment (Grove) 5,874,766 5,895,077 5,978,449 83,372
Total Special Education Allocation 97,512,944 98,159,224 101,956,157 3,796,933
Re‐allocation of Foundation Grant for Self Contained Classes 12,324,271 12,958,091 12,977,605 19,514
Total Revenue Available for Special Education 109,837,215 111,117,315 114,933,762 3,816,447
SPECIAL EDUCATION ‐ EXPENDITURES
Teachers 53,122,270 54,733,070 55,003,118 270,048
Educational Assistants 44,925,490 46,540,660 47,746,238 1,205,578
Textbooks / Supplies / Computers 1,702,228 1,303,460 2,057,840 754,380
Prof./ParaProf./Tech. 8,781,380 9,284,450 9,561,579 277,129
Staff Development 361,890 227,670 340,420 112,750
Principals and VPs 262,500 269,330 272,800 3,470
School Office 214,830 224,800 229,470 4,670
Officers & Facilitators 2,457,970 2,723,060 2,756,965 33,905
Total Special Education Expenditures 111,828,558 115,306,500 117,968,430 2,661,930
Special Education Surplus/(Deficit) Before Local Priorities (1,991,343) (4,189,185) (3,034,668) 1,154,517
LOCAL PRIORITIES ‐ REVENUE
OSSTF ‐ Special Education Investment 0 471,970 479,050 7,080
ETFO ‐ Special Education Investment 0 1,269,760 1,288,806 19,046
CUPE ‐ Special Education Investment 0 1,631,000 1,655,465 24,465
Total Local Priorities Revenue 0 3,372,730 3,423,321 50,591
LOCAL PRIORITES ‐ EXPENDITURES
Teachers 0 1,783,450 1,803,450 20,000
Educational Assistants 0 1,676,400 1,725,008 48,608
Total Local Priorities Expenditures 0 3,459,850 3,528,458 68,608
Subtotal Local Priorities Surplus/(Deficit) 0 (87,120) (105,137) (18,017)
TOTAL SPECIAL EDUCATION SURPLUS/(DEFICIT) (1,991,343) (4,276,305) (3,139,805) 1,136,500
DURHAM DISTRICT SCHOOL BOARD
2016‐2017 to 2018‐2019
Special Education
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6. 2018‐2019 Capital Revenue
CAPITAL REVENUE DESCRIPTIONS
School boards receive capital revenue from three main sources as outlined in the section below. A detailed list
of capital revenues, along with comparison years is provided in Capital Budget Revenue Summary on page 45.
i) Education Development Charges (EDC)
The source of this funding is the Education Development Charges By‐law. This by‐law imposes a fee on new
residential building permits which fund the acquisition of school sites and related costs to accommodate
growth‐related pupil needs.
The current by‐law is in place from 2014‐2019. Presently, the by‐law is in a deficit as a result of site costs
beyond estimates, which will be recovered in the 2019‐2024 by‐law.
ii) Ministry Grants
The following grants are allocated by the Ministry of Education:
a) School Condition Improvement (SCI)
To address the renewal priorities of the board, including health and safety, replacing and repairing building components, improving the energy efficiency of schools, and improving accessibility
Allocated in proportion to a board’s total assessed renewal needs under the Condition Assessment Program
Must be used to fund depreciable renewal expenditures in schools that are expected to remain open and operating for at least five years
70% must be used for major building components (for example, foundations, roofs, windows) and systems (for example, HVAC and plumbing), remaining 30% can be used to address any locally identified needs
b) School Renewal
To address the costs of repairing and renovating schools
Largest component is based on a benchmark renewal cost associated with a standard floor area for each elementary/secondary pupil
Adjusted to reflect the renewal needs of older schools and regional variations in construction costs
c) Greenhouse Gas Reduction
To address the Government of Ontario’s commitment to reducing Greenhouse Gas Emissions
Allocated in proportion to a board’s total assessed renewal needs under the Condition Assessment Program consistent with the allocation method used for School Condition Improvement funding
Eligible expenditures are the replacement, renewal and installation of new energy efficient building components in older schools and administrative buildings such as lighting, HVAC systems and controls, and windows as per a specified list from the Ministry
Must be used to fund depreciable expenditures in buildings that are expected to remain open and operating for a minimum of five years
Page 43 of 82
d) Community Hubs
To be used to retrofit available space in schools into community hub space and to improve the accessibility of schools to allow greater opportunities for use by the community
The Ministry used a combination of facility utilization data and socio‐economic variables to allocate the funds across school boards. Only those facilities with excess space available generated funding
e) Child Care and Child and Family Support Programs
To provide funding to create space for new child care and child and family support programs within existing school spaces
Funding for these projects was allocated based on business case submissions and calculated based on current elementary school construction benchmarks for 26 pupils per room
f) Temporary Accommodation
Provides for leasing costs, portable relocation and acquisition costs
Funding is based on a three year history of net portable additions and relocations
g) Capital Priorities (CP) and School Consolidation Capital
To fund the construction of new and replacement schools, as well as additions to existing schools
Allocated by the Ministry based on business case submissions on a project by project basis
The funding formula for these grants is based on construction and per pupil area benchmarks set by the Ministry
h) Full Day Kindergarten (FDK) – New Construction
To construct kindergarten classrooms as part of the construction of new and replacement schools, as well as additions to existing schools
Allocated as part of project approvals and calculated on a per room basis
i) Child Care (CC) and EarlyON – New Construction
Funding is received as part of the project approvals for new and replacement schools and additions to existing schools to cover the costs of building a child care centre or EarlyON hub room within the school
Calculated on a per room basis
j) Long Term Financing Funding is based on debt payments required including principal, interest
and sinking fund contributions
iii) Proceeds of Disposition
Revenues are generated from the sale of Board properties and buildings that have been declared surplus.
Starting in 2015‐2016, these funds are to be used for the renewal of existing schools. As is the case with SCI
funding, 70% of these funds are to be used on major building components of schools that will remain open and
operating for at least five years. Prior to 2015‐2016 these funds were used as contributions toward the
construction of new schools.
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2018‐2019 FUNDING MODEL CHANGES
The following is an overview of the significant changes to capital grants for 2018‐2019.
2018‐2019 Budget Year Funding Changes
Benchmark Changes – The additional School Renewal Investment previously allocated as a table grant
has now been rolled into the renewal cost benchmark as a 15% increase in the benchmark
Community Hubs Funding – To date, no allocation has been announced for 2018‐2019
Page 45 of 82
CAPITAL BUDGET REVENUE SUMMARY
2007‐2008 2016‐2017 2017‐2018 2018‐2019
REVISED REVISED
REVENUE CATEGORIES ESTIMATES * ESTIMATES ESTIMATES ESTIMATES
Capital Revenue
Total Education Development Charges 3,000,000 3,800,000 4,000,000 5,000,000
Ministry Grants
School Condition Improvement 37,855,518 33,447,087 20,843,880
School Renewal 13,244,437 16,368,628 10,252,828
Greenhouse Gas Reduction Fund ‐ 4,359,766 2,315,980
Subtotal ‐ Ministry Grants ‐ Facility Upgrades 4,446,000 51,099,955 54,175,481 33,412,688
Temporary Accommodation ‐ Portable Purchases and Relocations 1,674,000 1,230,000 1,260,000
Subtotal ‐ Ministry Grants ‐ Portable Purchases 2,250,000 1,674,000 1,230,000 1,260,000
Full‐Day Kindergarten ‐ Minor Capital 240,000 ‐ ‐
Community Hubs 856,651 1,489,372 892,473
Child Care and Child and Family Support Programs ‐ 3,790,901 4,827,571
Subtotal ‐ Ministry Grants ‐ Retrofits ‐ 1,096,651 5,280,273 5,720,044
Capital Priorities & New Pupil Places ‐ New Construction 6,896,289 24,902,042 15,055,666
Full‐Day Kindergarten ‐ New Construction & Retrofits 442,639 2,694,312 1,519,963
Child Care and EarlyON ‐ New Construction 1,445,640 6,429,361 2,570,171
Subtotal ‐ Ministry Grants ‐ New Construction 5,282,460 8,784,568 34,025,715 19,145,800
Long Term Financing 25,461,133 23,341,824 20,822,185
Subtotal ‐ Ministry Grants ‐ Long Term Financing ‐ 25,461,133 23,341,824 20,822,185
Total Ministry Grants 11,978,460 88,116,307 118,053,293 80,360,717
Other Capital Revenues
Proceeds of Disposition ‐ New Construction 1,855,665 1,372,398 ‐
Proceeds of Disposition ‐ Portable Purchases 3,500,000 780,000 855,000
Proceeds of Disposition ‐ Facility Upgrades 10,500,000 9,900,000 8,400,000
Total Other Capital Revenues ‐ 15,855,665 12,052,398 9,255,000
Total Capital Revenue 14,978,460 107,771,972 134,105,691 94,615,717
Transfer from Accumulated Surplus ‐ Site Purchases 3,040,678 340,000 ‐
Site expenditure to be funded in future years ** 14,549,323 42,550,000 27,000,000
Transfer from Accumulated Surplus ‐ Long Term Debt Interest ‐ 909,538 909,538
Transfer from Accumulated Surplus ‐ New Construction ‐ 1,922,377 1,906,002
Total Capital Revenue and Transfer from Accumulated Surplus 14,978,460 125,361,973 179,827,606 124,431,257
*For comparative purposes 2007‐2008 Estimates have been included to demonstrate the growth experienced in capital revenues over the past
approximately 10 years
**Due to a timing difference between collection and expense a portion of the EDC site purchase will be funded through EDC
collections in future years
Page 46 of 82
7. 2018‐2019 Capital Expenditures
CAPITAL EXPENDITURE DESCRIPTIONS
The Board’s capital expenditures can be broken into six categories as outlined below. A detailed list of capital
expenditures, along with comparison years is provided in Capital Budget Expenditure Summary on page 47.
i) Site Purchases
Site purchases can include expenditures from sites purchased in prior years, as well as sites being
purchased in the current year.
ii) Facility Upgrade Projects These projects include expenditures for repairing, upgrading and renovating schools. The 2018‐2019
projects are listed in Appendix B: ‐ Schedules 1, 2, 3 and 4.
iii) Retrofit Projects These costs relate to retrofitting existing school space to repurpose it for new programs or community
based purposes like youth hubs, child care centres and early years hubs.
iv) Portable Purchases & Relocations This category includes the purchase cost of the portables and costs associated with set‐up on school sites.
Relocation expenditures include transportation and set‐up costs associated with the portable moves.
Portables are relocated from school to school to accommodate temporary fluctuations in enrolment.
v) New Construction New construction expenditures include the costs to design, construct and furnish new schools and
additions to existing schools. As construction projects span multiple years, the expenditures associated
with a construction project will span across multiple school year capital budgets.
The following provides a sample new school construction cycle:
The timing of expenditures for current new construction projects can be seen in Appendix B ‐ Schedule 5.
vi) Interest on Long‐Term Financing This interest expenditure is as a result of the long‐term financing associated with the construction of new
schools and additions.
•Design of school
•Ministry Approval to proceed to tender
•Tendering process
•Site Prep
Year 1 Receive Ministry Approval
•Majority of construction
•Completion of site prep
•Majority of furniture and equipment purchases
Year 2Construction
•Resolution of construction deficiencies
•Completion of furniture and equipment purchases
Year 3 School Opens
Page 47 of 82
CAPITAL BUDGET EXPENDITURE SUMMARY
2016‐2017 2017‐2018 2018‐2019
REVISED REVISED
EXPENDITURE CATEGORIES ESTIMATES ESTIMATES ESTIMATES
Capital Expenditures
Site Purchases
Prior years purchases 3,800,000 4,000,000 5,000,000
Current site purchases 17,590,000 42,890,000 27,000,000
Total Site Purchases 21,390,000 46,890,000 32,000,000
Facility Upgrades
School Condition Improvement ‐ facility upgrades ‐ Appendix B, Schedule 1 37,855,518 33,447,087 20,843,880
School Renewal ‐ facility upgrades and equipment ‐ Appendix B, Schedule 2 13,244,437 16,368,628 10,252,828
Greenhouse Gas Reduction Fund ‐ facility upgrades ‐ Appendix B, Schedule 3 ‐ 4,359,766 2,315,980
Subtotal ‐ Ministry Grants ‐ Facility Upgrades 51,099,955 54,175,481 33,412,688
Proceeds of Disposition ‐ facility upgrades ‐ Appendix B, Schedule 4 10,500,000 9,900,000 8,400,000
Total Facility Upgrades 61,599,955 64,075,481 41,812,688
Retrofits
FDK retrofits and furniture and equipment 240,000 ‐ ‐
Community Hubs retrofits 856,651 1,489,372 892,473
Child Care and Child and Family Support Programs retrofits ‐ 3,790,901 4,827,571
Total Retrofits 1,096,651 5,280,273 5,720,044
Portable purchases and relocations* 5,174,000 2,010,000 2,115,000
New construction ‐ Appendix B, Schedule 5 10,640,234 37,320,490 21,051,802
Interest on Long‐Term Financing ‐ Appendix B, Schedule 6 25,461,133 24,251,362 21,731,723
Total Capital Expenditures 125,361,973 179,827,606 124,431,257
*Funding is comprised of Ministry grants of $1,260,000 and Proceeds of Disposition $855,000 = $2,115,000
2018‐2019 Capital Expenditures
Site Purchases Facility Upgrades
Retrofits Portable Purchases and Relocations
New Construction Interest on Long Term Financing
Page 48 of 82
8. Analysis of 2018‐2019 Capital Revenue and Expenditures
OVERALL
For the 2018‐2019 year, the Capital Budget of the Board is $124.4M.
In analyzing the capital budget, it is important to understand that the revenues recognized in any given year
are directly related to the expenditure for the year. As a result, while a grant may be allocated in one year, it
may be recognized over multiple years as it is spent.
i. Education Development Charges (EDC) and Site Purchases For 2018‐2019, the collection of fees from residential permits will be applied to prior year’s site purchases.
The in‐year anticipated site purchases will be temporarily funded from accumulated surplus pending future
EDC collections.
ii. Ministry Grants
a) Facility Upgrades ‐ For the 2018‐2019 year, the majority of the Board’s facility upgrades will be funded by
the School Condition Improvement, School Renewal and Greenhouse Gas Reduction grants. The projects
listed in Appendix B – Schedules 1,2 and 3 are critical to ensure the Board’s facilities are maintained to as
high a level as possible to allow facilities to be a partner in learning, rather than a distraction.
Data from the following sources is reviewed: Ministry appointed consultants, board consultants, Facilities
Major Project and Maintenance Staff, as well as monthly Custodial Supervisor meetings with Principals. It
is this data that allows staff to determine and prioritize projects for the 2018‐2019 budget year. The main
indicator considered is the Facility Condition Index (FCI).
Essentially, the FCI is the following:
Value of Repairs
Ministry of Education Calculation of Value of Building
As a rule of thumb, an FCI greater than 65% is considered to be approaching a higher level, however each
building must be reviewed on its own merits. Further, an FCI can be reviewed for current, three year and
five year requirements. Staff will continue the strong selection of building infrastructure projects with
important school level projects. With this selection process, the DDSB schools continue the journey of
being inviting and engaging schools for students, staff and the community. In the 2017‐2021
Accommodation Plan, the number of DDSB facilities with an FCI of 65% or higher is three. Projects being
completed in 2017‐2018 and budgeted for 2018‐2019 will help reduce the FCI for these facilities.
The Board’s allocation from the Ministry for School Condition Improvement (SCI) has increased slightly in
comparison to last year. As the condition of the Board’s buildings improve, DDSB’s portion of the funding
will naturally decrease. For 2018‐2019 the total SCI for the province has increased by $100M which
resulted in a minor increase for the Board despite the improved condition of the buildings from recently
Page 49 of 82
completed projects. The decrease in revenues being recognized when compared to previous year’s, results
from the timing of expenditures associated with prior years’ grants.
For 2018‐2019, the School Renewal allocation has increased slightly due to the slight increase in enrolment
as detailed in Section 2 ‐ Enrolment. The revenue recognized in 2018‐2019 is lower compared to 2017‐
2018 due to the timing of the expenditures associated with prior year’s grants.
The Greenhouse Gas Reduction grant for 2018‐2019 has decreased in comparison to the previous
allocation. Similar to SCI, as the condition of the Board’s buildings improve, the funding allocation will
decrease. The total allocated to school boards across the province has also decreased by $100M. This
grant is to be spent from April 1, 2018 to March 31, 2019. Over the past several years, the Board has
completed many projects (as seen in the chart below) that have resulted in increased energy efficiency and
reduced greenhouse gas emissions. Going forward, these types of projects will aid in mitigating potential
carbon taxes which are directly linked to the Board’s utility consumption.
Boiler Upgrades Ventilation Upgrades
Electrical Controls LED Lighting Upgrades
# of schools 73 28 13 57
b) Retrofits – For the 2018‐2019 year, the Board’s retrofits will be funded by the Child Care allocation. This
grant allows the Board to continue to expand the ways in which its schools serve surrounding communities.
Due to the current volume of projects and ongoing discussions with potential community partners, it is
anticipated that the 2017‐2018 Community Hub grant will not be spent until 2018‐2019 and as such it is
reflected in the 2018‐2019 capital revenues and expenses.
Through business case submissions, the Child Care allocation received from the Ministry will fund the
creation of Child Care Centres as outlined below for which work will progress in 2018‐2019:
Romeo Dallaire PS
Altona Forest PS
Scott Central PS
Bayview Heights PS
Bobby Orr PSCartwright Central PS
Dr. Roberta Bondar PS
Glengrove PS
Lakeside PSMcCaskill's Mills PS
Roland Michener PS
Seneca Trail PS
Vaughan Willard PS
Winchester PS
Page 50 of 82
c) Temporary Accommodation and Portable Purchases and Relocations ‐ The Temporary Accommodation
funding for 2018‐2019 has increased slightly compared to 2017‐2018 as a result of a net board‐wide
increase in portables and portable moves over the past three years.
As the Board continues with the portable replacement plan, 12 new portables will be purchased in 2018‐
2019.
In 2007, there were 484 portables in use with approximately 17% of the Board’s enrolment located in
these classrooms. Since this time, over 160 portables have been demolished and over 140 new portables
have been purchased. The 2017‐2018 number of portables in use is 319 portables or approximately 10% of
the Board’s enrolment. Of these portables, 127 or 40%, are fully air‐conditioned portables which vastly
improves learning in portables.
As outlined in Section 2 – Enrolment, the Board continues to see growth which is temporarily managed
through the relocation of portables to schools experiencing growth until a more permanent solution is
achieved through the Board’s continuing capital construction program and Building Utilization
Management Strategies. The capital construction program will assist in reducing the number of portables
required by building new capacity where it is needed. For example, the following chart illustrates the
effect current construction projects will have on portable requirements.
Existing/Hold School Proposed New School/Addition Portables 2016
Portables After Opening
Dr. SJ Phillips PS Unnamed North Oshawa PS
(Northern Dancer Drive/Bridle Road) 9 0
Roland Michener PS Unnamed Ajax PS
(Formosa Drive/Turnerbury Avenue) 7 0
Sherwood PS Unnamed North Oshawa PS
(Greenhill Avenue/Clearbrook Drive) 11 0
Beaverton PS Beaverton PS/Thorah Central PS
Rebuild 3 0
Michaëlle Jean PS Unnamed North Ajax PS
(Williamson Drive West/Bellinger Drive)
8 0
Robert Munsch PS Unnamed North Whitby PS
(Samandria Avenue/Lazio Street) 7 0
Combined Total 45 0
Portable moves from school to school to accommodate fluctuations in enrolment will also continue for
2018‐2019.
d) New Construction ‐ The changes in grants associated with new construction such as Capital Priorities, Full‐
Day Kindergarten – New Construction and Child Care – New Construction are directly related to the
progress of the construction of new schools and additions as approvals are received from the Ministry.
For 2018‐2019, this category includes revenues and expenditures associated with the following Capital
Projects as a result of Ministry of Education approval of a Capital Business Case.
Page 51 of 82
New Schools
Unnamed Ajax PS (Formosa Drive/Turnerbury Avenue) – opening September 2018
Unnamed North Oshawa PS (Northern Dancer Drive/Bridle Road) – opening September 2018
Unnamed North Oshawa PS (Greenhill Avenue/Clearbrook Drive) – opening September 2019
Beaverton PS/Thorah Central PS Rebuild – opening September 2020
Unnamed North Ajax PS (Williamson Drive West/Bellinger Drive) – opening September 2020
Unnamed North Whitby PS (Samandria Avenue/Lazio Street) – opening September 2020
Additions
Eastdale CVI – opening Fall 2018
The total Ministry approval and timing of expenditures for these projects can be seen in Appendix B:
Schedule 5.
Since 2007, the DDSB has received $429.2M to construct new schools and additions that created 17,294
pupil places. This new construction assists with reducing the bussing requirement for students as it creates
a new school in their neighbourhood. It also reduces the need for portables at existing schools by creating
additional permanent capacity within the Board. As demonstrated in Section 2 – Enrolment, the Board
continues to experience growth driving the need for new schools and additions. The following table
provides a list of recent and future school openings.
e) Long Term Financing ‐ The decrease in Long Term Financing funding and interest expenditure is due to the
retirement of a debenture in 2018‐2019, as well as the natural decline as principal balances decline. This
trend will also continue as the Ministry has shifted from long term financing to cash flow based on reporting
of expenses twice annually. The Board has $394.1M in outstanding debt for which the annual interest,
principal payments and sinking fund contributions total $32.1M for the 2018‐2019 school year. The details
of the long term financing can be seen in Appendix B: Schedule 6 ‐ Long Term Debt.
iii. Proceeds of Disposition (POD) In 2018‐2019, the use of POD has decreased as a reflection of current projects. In a November 2017 Board
report, an air conditioning plan was outlined with a goal of providing partial air‐conditioned space in all
DDSB schools over three years. The plan also includes implementation of full air conditioning in five
schools to accommodate students with medical needs. The second year for this plan is 2018‐2019.
2016‐2017
•Jeanne Sauvé PS
•Forest View PS (new location)
2018‐2019
•Unnnamed Ajax PS (Formosa Drive/Turnerbury Avenue)
•Unnamed North Oshawa PS (Northern Dancer Drive/Bridle Road)
2019‐2020
•Unnamed North Oshawa PS (Greenhill Avenue/Clearbrook Drive)
2020‐2021
•Beaverton PS/Thorah Central PS Rebuild
•Unnamed North Ajax PS (Williamson Drive West/Bellinger Drive)
•Unnamed North Whitby PS (Samandria Avenue/Lazio Street)
Page 52 of 82
9. Overall Review of Balanced Budget
Overview
The Ministry requires that all school boards adopt a balanced budget and, as a result of Public Sector
Accounting Board (PSAB) standards, has amended the determination calculation of how a balanced budget is
met. Included in this section is a Consolidated PSAB Budget and a Compliance Report presenting the
calculation and demonstrating that the 2018‐2019 Budget is compliant with the Ministry balanced‐budget
requirement.
At present, there is funding in the current year and foreseeable future to provide monetary support to the
ongoing DDSB Innovation Priorities. As the Ministry of Education provides funding for all school boards across
the province, total future funding is not within the control of the DDSB. In addition, cost structures can vary
into the future. Overall, as with any plan, continual refinements will be required into the future to balance the
budget.
Consolidated PSAB Budget and Compliance Report
The Ministry of Education requires school boards to adopt a balanced consolidated PSAB budget, whereby the
in‐year revenues are equal to or greater than the in‐year expenses. The Ministry uses a determination
calculation to measure if boards are compliant with the balanced budget requirement. This calculation
excludes the effects of school generated funds, amortization of employee future benefits and specified other
items including interest earned on sinking funds. The 2018‐2019 Consolidated PSAB surplus of $6.09 million is
detailed on page 53.
The Ministry also allows school boards to adopt a budget with a planned in‐year deficit provided that the following requirements are met:
The deficit is less than 1% of the operating GSN funding
Accumulated surplus (available for compliance) funds are being used to cover the planned deficit
If these conditions are met a board is deemed compliant with the balanced‐budget requirement. Accumulated surplus will be used to cover the planned in‐year deficit of $5.25 million shown on the Compliance Report; therefore, the 2018‐2019 budget is compliant with the Ministry of Education’s balanced budget requirement.
Page 53 of 82
DURHAM DISTRICT SCHOOL BOARD
2018‐2019 Estimates
Consolidated PSAB Budget
Revenue
Operating 774,816,160
Capital 124,431,257
Transfer to Deferred Capital Contributions
Operating ‐ Minor Capital (Additions/Acquisitions) (9,865,006)
Capital ‐ Major & Minor Capital (Additions/Acquisitions) (67,331,532)
Transfers from Deferred Capital Contributions 35,816,755
School Generated Funds 18,434,437
Interest earned on Sinking Funds 7,515,710
Funding for interest on internal borrowing 580,378
Site purchases to be funded in future years (27,000,000)
Transfer from Capital Accumulated Surplus (2,815,364)
Total Revenue ‐ Consolidated PSAB Budget 854,582,795
Expenses
Operating 780,066,160
Capital 124,431,257
Non‐Expenditure Items ‐ Related to Tangible Capital Assets
Operating ‐ Minor Capital (Additions/Acquisitions) (9,865,006)
Capital ‐ Major & Minor Capital (Additions/Acquisitions) (67,331,532)
Capital ‐ Land Additions and Improvements (27,000,000)
Amortization of Tangible Capital Assets 42,404,694
Prior Year Site Purchases (5,000,000)
Transfer from Capital Accumulated Surplus (1,902,002)
School Generated Funds 18,434,437
Amortization of Employee Future Benefits (5,746,373)
Total Expenses ‐ Consolidated PSAB Budget 848,491,635
Surplus/(Deficit)‐ Consolidated PSAB Budget 6,091,160
Page 54 of 82
DURHAM DISTRICT SCHOOL BOARD
2018‐2019 Estimates
Compliance Report
Revenue
Total Revenue ‐ Consolidated PSAB Budget 854,582,795
Excluded Items
School Generated Funds (18,434,437)
Interest earned on Sinking Funds (7,515,710)
Funding for interest on internal borrowing (580,378)
Site purchases to be funded in future years 27,000,000
Land Additions and improvements (27,000,000)
Transfer from Capital Accumulated Surplus 2,815,364
Total Revenue ‐ For Compliance Purposes 830,867,634
Expenses
Total Expenses ‐ Consolidated PSAB Budget 848,491,635
Excluded Items
School Generated Funds (18,434,437)
Amortization of Employee Future Benefits 5,746,373
Amortization being funded from Committed Capital & Sinking Funds (4,685,937)
Prior Year Site Purchases 5,000,000
Total Expenses ‐ For Compliance Purposes 836,117,634
Surplus/(Deficit)‐ For Compliance Purposes (5,250,000)
Page 55 of 82
10. Challenges
Certainly all school boards across the province are faced with many challenges. This section recognizes critical
aspects that will require continual monitoring.
Leadership It is common for organizations to be experiencing a shortfall of Leadership Capacity. The candidates available
for positions such as Principal, Vice‐Principal, and Department Heads have seen a dramatic decrease over
recent years. Our focus is on attracting candidates to the position, and building leadership capacity and skills
to attract people to the role.
Equity There is a need to provide an infrastructure and model that is responsive to the evolving demographic needs
of students and families in the DDSB. Equity has been identified as one of the 2018‐2019 DDSB Innovation
Priorities, with one‐time funding of 750K allocated to this initiative to further the projects and supports that
were implemented as a result of the 2017‐2018 Innovation Priorities funding.
Special Education The funding for special education is not increasing at the same rate as the demand for services. This shortfall
in funding places financial pressure on the rest of the board, as the Special Education envelope is overspent by
3.14M.
There are also concerns regarding components of the Differentiated Special Education Needs Amount (DSENA)
funding model:
Special Education Statistical Prediction Model (SESPM): does not utilize the most recent census‐
derived demographic characteristics
Measures of Variability (MOV): only considers students with special education needs who were
exempt, below, or reached level 1 when calculating the EQAO assessment category
Employee Sick Time While still below the provincial average, average sick days per employee have increased. As a one day increase
in sick day usage represents an increase in expenses of approximately $1.5M, further increases could require
cuts be made to other areas of the budget.
Enrolment School boards must be very cognizant of overall enrolment decline, but equally as important are areas of
growth offsetting areas of decline. The DDSB continually monitors enrolment projections, as they are the
foundation of determination of both revenue and expenditure. The constant balancing of school resources is
key to both meeting educational needs of students and financial strength.
Page 56 of 82
Student Accommodation and Class Size Further reductions in class size requirements for Full‐Day Kindergarten and Grades 4‐8 will place pressure on
board facilities to accommodate additional classes within existing capacity, making more efficient use of
school space. There may be potential need for additional portables, construction of new schools or additions
and the purchase of furniture and equipment.
Local Priorities Funding This funding has been implemented as a result of labour negotiations, and is to be provided for the two‐year
term of the collective agreement. This is a challenge in planning for future staffing needs if there is not an
extension, as more than 80 permanent positions were added to the 2018‐2019 budget as a result of this
funding.
Facility Upgrades and Retrofits As a result of the number of ongoing projects in the region, current bidding conditions could delay a project if
the price is not representative of the value of the project. There is also pressure on board staff as the Ministry
continues to provide significant amounts of funding for facility upgrades and retrofits but does not provide for
any associated increases in administrative costs such as wages for project supervisors. Both of these factors
could create a backlog of projects.
Page 57 of 82
APPENDICES
Durham District School Board
BUDGET
2018‐2019
Page 58 of 82
Appendix A: Expenditure Details
Salaries & Wages
Payroll Taxes & Benefits
Total Staffing Costs
Other Operating
Expenditures
Total Operating
Expenditures
Instruction
Teachers 388,430,962 48,803,253 437,234,215 ‐‐‐‐ 437,234,215
Supply Staff 15,538,330 1,553,870 17,092,200 ‐‐‐‐ 17,092,200
Educational Assistants 38,068,238 11,403,008 49,471,246 ‐‐‐‐ 49,471,246
Early Childhood Educators 14,011,120 4,210,498 18,221,618 ‐‐‐‐ 18,221,618
Computers ‐‐‐‐ ‐‐‐‐ ‐‐‐‐ 11,457,840 11,457,840
Textbooks / Supplies ‐‐‐‐ ‐‐‐‐ ‐‐‐‐ 20,308,591 20,308,591
Prof./ParaProf./Tech. 15,281,216 3,280,908 18,562,124 2,543,638 21,105,762
Library / Guidance 14,711,890 1,730,158 16,442,048 ‐‐‐‐ 16,442,048
Staff Development 3,817,040 381,740 4,198,780 355,730 4,554,510
Principals and VPs 27,790,560 2,841,011 30,631,571 92,990 30,724,561
School Office 13,232,867 3,416,226 16,649,093 1,587,160 18,236,253
Officers & Facilitators 10,063,532 1,269,661 11,333,193 1,782,633 13,115,826
Continuing Education 4,362,014 557,880 4,919,894 476,180 5,396,074
Instruction Total 545,307,769 79,448,213 624,755,982 38,604,762 663,360,744
Administration and Governance
Trustees 205,400 12,101 217,501 35,000 252,501
Board Administration 11,659,621 2,572,187 14,231,808 2,861,847 17,093,655
Administration and Governance Total 11,865,021 2,584,288 14,449,309 2,896,847 17,346,156
Transportation
Transportation 470,770 118,572 589,342 21,728,382 22,317,724
Transportation Total 470,770 118,572 589,342 21,728,382 22,317,724
School Operations and Maintenance
School Operations and Maintenance 32,931,311 8,333,475 41,264,786 30,375,230 71,640,016
School Operations & Maintenance Total 32,931,311 8,333,475 41,264,786 30,375,230 71,640,016
Other Non‐Operating
Other Non‐Operating ‐‐‐‐ ‐‐‐‐ ‐‐‐‐ 5,401,520 5,401,520
Other Non‐Operating Total ‐‐‐‐ ‐‐‐‐ ‐‐‐‐ 5,401,520 5,401,520
Total Operating Expenditures 590,574,871 90,484,548 681,059,419 99,006,741 780,066,160
Page 59 of 82
2018‐2019 Operating Expenditures ‐ Overview
Page 60 of 82
Analysis of 2018‐2019 Operating Expenditures
Area of Expenditure Estimates 2018‐2019
Revised Estimates 2017‐2018
Committed Operating Expenditure 1. Salaries & Benefits 672,945,289 659,212,900 2. Transportation 21,134,832 20,336,490 3. School Operation & Maintenance (Supplies, Inspections, Repairs) 11,914,000 12,107,630 4. Utilities and Upkeep of Grounds 14,531,560 14,359,900 5. School Block Budgets (Elementary/Secondary) 19,850,000 19,698,160 6. Computer (including SEA) 8,267,608 9,138,120 7. IT Infrastructure (Internet, Switches, Servers, Projectors) 3,983,000 3,263,000 8. Software Licensing 3,530,060 2,832,780 9. Insurance Programs (Liability/Property/WSIB) 1,954,000 1,954,000 10. EPO and Other 1,634,220 1,634,220
Subtotal (and percentage of Total Operating Expenditure) 759,744,569 97.39% 744,537,200 97.48% 11. Professional Development 3,207,420 3,047,410 12. Professional Fees 883,100 980,830 13. Mileage & Travel Allowances 721,360 712,470 14. Courier, Postage, Duplicating 465,046 476,230 15. Telephone (School and Administration) 305,430 283,350 16. Leases 312,150 269,310
Total Committed Expenditure (and percentage of Total Operating Expenditure) 765,639,075 98.15% 750,306,800 98.24%
Total Remaining Expenditure (and percentage of Total Operating Expenditure) 14,427,085 1.85% 13,440,670 1.76%
Total Operating Expenditure 780,066,160 763,747,470
Page 61 of 82
Appendix B: Capital Schedules
Appendix B: Schedule 1 ‐ School Condition Improvement
School Condition Improvement
Projects
Ajax HS Masonry 770,000
Bolton C Falby PS Partial window/roof replacement 960,000
Brock HS Masonry 800,000
Cartwright Central PS Masonry 380,000
Claremont PS Partial roof replacement 350,000
Dr. S.J. Phillips PS Masonry 600,000
Duffin's Bay PS Roof replacement 1,106,000
Education Centre Disaster recovery 1,000,000
Education Centre Elevator replacement 600,000
Lakewoods PS Skylight replacement 60,000
Roland Michener PS Roof replacement 1,200,000
Rosebank Road PS Electrical upgrade 210,000
RS McLaughlin CVI Roof replacement 2,200,000
Scott Central PS Septic system upgrade 500,000
Sunderland PS Masonry/Windows 610,000
Sunset Heights PS Masonry 600,000
Valley View PS Partial roof replacement 550,000
Waverly PS Masonry 500,000
Vincent Massey PS Masonry 250,000
Various Schools Telephone system 2,300,000
Various Schools Exterior doors 450,000
Schools include Coronation PS, Col. J.E. Farewell PS, Glengrove PS
Various Schools Fire alarm upgrades 570,000
Schools include Bayview Heights PS, Goodwood PS, Roland Michener PS
Various Schools Stairwell replacement 400,000
Schools include S.A. Cawker PS, R.H. Cornish PS, Roland Michener PS,
Glengrove PS
Contingency to address locally identified needs during the year 3,877,880
Total School Condition Improvement 20,843,880
Page 62 of 82
Appendix B: Schedule 2 ‐ School Renewal
School Renewal
Projects
Altona Forest PS Interior modification ‐ program needs 350,000
Altona Forest PS Parking lot expansion 200,000
Dr. Roberta Bondar PS HVAC upgrade 325,000
E.A. Fairman PS Interior modification ‐ library 235,000
Education Centre Disaster recovery 1,400,000
Lakeside PS Interior modification ‐ program needs 410,000
Pickering HS Interior modification ‐ program needs 470,000
Pine Ridge SS Walkway and entrance replacement 220,000
Port Perry HS Overhead door replacement 100,000
Roland Michener PS Interior modification ‐ library 380,000
Romeo Dallaire PS Interior modification ‐ program needs 450,000
Romeo Dallaire PS Parking lot expansion 200,000
Scott Central PS Interior modification ‐ program needs 380,000
Village Union PS Interior modification ‐ program needs 600,000
Various Schools Parking lot lighting upgrades 200,000
Schools include Bellwood PS, Henry Street HS, Pickering HS, Valley Farm PS
Various Schools Interior lighting upgrades 300,000
Schools include Duffins Bay PS, E.A. Lovell, Sherwood PS, Walter E. Harris PS
Various Schools Additional parking 695,000
Schools include A.G. Bell PS, Col. J.E. Farewell PS, EA Lovell, Westney Heights PS
Various Schools Glass replacement 500,000
Various Schools Security system/Fire alarm upgrades 150,000
Various Barrier Free Access 300,000
Contingency to address locally identified needs during the year 1,085,828
Projects Total 8,950,828
Minor Capital
Minor capital ‐ vehicles and equipment 340,000
Minor capital ‐ furniture and equipment 300,000
Minor Capital Total 640,000
Other
Underground Oil Remediation 662,000
Other Total 662,000
Total School Renewal 10,252,828
Page 63 of 82
Appendix B: Schedule 3 ‐ Greenhouse Gas Reduction
Appendix B: Schedule 4 ‐ Proceeds of Disposition
Greenhouse Gas Reduction
Projects
Captain Michael Vandenbos PS Boiler replacement 150,000
Glen Street PS Controls upgrade 150,000
Harmony Heights PS Controls upgrade 150,000
Lincoln Alexander PS Boiler replacement 425,000
Lincoln Alexander PS Chiller 325,000
Roland Michener PS Boiler replacement 290,980
Rosebank Road PS Ventilation upgrade 250,000
Sir Samuel Steele PS Boiler replacement 150,000
William Dunbar PS Boiler replacement 425,000
Total Greenhouse Gas Reduction 2,315,980
This grant is to be spent between April 1, 2018 and March 31, 2019.
Proceeds of DispositionProjects
Bayview Heights PS Air conditioning 1,600,000
Bellwood PS Partial air conditioning 400,000
Harmony Heights PS Partial air conditioning 400,000
John Dryden PS Air conditioning ‐ Phase 1 800,000
Joseph Gould PS Air conditioning 1,600,000
Lester B Pearson PS Partial air conditioning 400,000
Lincoln Avenue PS Partial air conditioning 500,000
Maple Ridge PS Air conditioning 1,600,000
Prince Albert PS Partial air conditioning 400,000
Rosebank Road PS Partial air conditioning 300,000
Valley Farm PS Partial air conditioning 400,000
Total Proceeds of Disposition 8,400,000
Page 64 of 82
Appendix B: Schedule 5 ‐ Capital Projects in Progress, Ministry Approved
2018‐19
Ministry Approved Board 2017‐18 Estimated Future
Project Budget Funding* Funding** and Prior Expenditures Years
New Schools
Unnamed North Oshawa PS 12,242,511 12,242,511 ‐ 11,564,738 677,773 ‐
(Northern Dancer Drive/Bridle Road)
Unnamed Ajax PS 15,049,171 15,049,171 ‐ 14,179,712 869,459 ‐
(Formosa Drive/Turnerbury Avenue)
Unnamed North Oshawa PS 12,734,329 12,734,329 ‐ 1,805,149 10,229,913 699,267
(Greenhill Avenue/Clearbrook Drive)
Beaverton PS/Thorah Central PS Rebuild 9,581,386 9,581,386 ‐ ‐ 1,365,808 8,215,578
Unnamed North Ajax PS 12,007,339 12,007,339 ‐ ‐ 1,711,253 10,296,086
(Williamson Drive West/Bellinger Drive)
Unnamed North Whitby PS 12,762,081 12,762,081 ‐ ‐ 1,819,062 10,943,019
(Samandria Avenue/Lazio Street)
Total New Schools 74,376,817 74,376,817 ‐ 27,549,599 16,673,268 30,153,950
Additions
Eastdale CVI 8,573,068 5,155,288 3,417,780 4,194,534 4,378,534 ‐
Total Additions 8,573,068 5,155,288 3,417,780 4,194,534 4,378,534 ‐
21,051,802
*Ministry Approved Funding includes Capital Priorities, School Consolidation Capital, Full Day Kindergarten, Child Care and EarlyON
**Board Funding includes Accumulated Surplus Capital Priorities
New Construction ExpendituresFunding
Page 65 of 82
Appendix B: Schedule 6 ‐ Long Term Debt
Balance
2018‐2019 2018‐2019 Remaining
Interest Expense Principal * at Sept.1/19
160M Debenture 10,800,000 ‐ 160,000,000
20M Debenture 383,569 8,365,662 ‐
OFA #1 ‐ Good Places to Learn 769,734 941,801 16,171,121
OFA #2 ‐ Good Places to Learn/Primary Class Size 531,428 519,991 10,453,898
OFA #3 ‐ New Pupil Places 572,235 549,241 11,360,804
OFA #4 ‐ Good Places to Learn 614,085 521,271 11,738,685
OFA #5 ‐ New Pupil Places 2,947,844 2,362,728 56,628,435
OFA #6 ‐ Good Places to Learn/Primary Class Size 1,454,168 1,066,263 26,990,589
OFA #7 ‐ Good Places to Learn/Primary Class Size 687,937 523,509 13,839,968
OFA #8 ‐ New Pupil Places 58,259 55,535 1,425,690
OFA #9 ‐ New Pupil Places 402,536 434,476 10,967,671
OFA #10 ‐ New Pupil Places 455,730 361,830 11,112,437
OFA #11 ‐ New Pupil Places 967,323 1,077,579 31,509,334
OFA #12 ‐ New Pupil Places 778,383 729,501 23,460,760
OFA #13 ‐ New Pupil Places 308,492 234,450 8,407,160
Total 21,731,723 17,743,837 394,066,552
*The principal payment is shown here for information purposes only.
Page 66 of 82
Appendix C: Leveraging Digital in the DDSB
In September 2017, the DDSB began implementation of the Leveraging
Digital plan in support of ensuring success for our students. The year
2018 will be a continuation of these initiatives, continuing to focus on
supporting evolving pedagogical practices through training, creating
innovative learning spaces, and providing equitable access through digital
technologies.
Digital Technologies – 2018‐2019 will see the continued implementation of the new Leveraging Digital
technology model for the DDSB. This will see 1:1 deployment of Chromebooks to all of our Grade 7 and 10
students, along with the refresh of carts of six Chromebooks in all of our elementary classrooms from
Grades 2‐6. The Chromebooks have proven to be extremely effective educational tools for our students,
offering excellent performance and allowing for on‐demand use. By the end of September 2018, over 32,000
Chromebook devices will have been deployed and will be in use within the DDSB.
This year will see the continued move toward Chromebooks for our students receiving special education
supports. With the introduction of 1:1 Chromebooks, there has been an increase from under 50% utilization
to over 90% utilization of SEA devices.
The success of the Leveraging Digital plan has necessitated an increase of the network infrastructure in order
to support the demands on the digital resources, moving from 3 GB of internet availability for schools, to 10
GB of internet availability starting in September 2018. Connection speeds to our schools will be increased to
ensure continued dependable connections to the central resources for all of our locations.
Innovative Learning Environments – The focus for schools is adding student choice to the classroom, including
seating options that promote self‐regulation, as well as creating a flexible environment that allows the
configuration of the room to adapt to different learning activities. The focus of the classroom will continue to
be on empowering students in their learning with an emphasis on student collaboration, communication,
creativity and critical thinking.
Pedagogical Practices – Supports and technologies continue to be made available to schools to augment
Leveraging Digital and innovative projects. These supports are in the form of 8 Innovative Education
Facilitators, 12 Educational Technology Coaches providing pedagogical support to our teachers and students,
face to face and on‐demand online training for staff, conferences, and digital resources for staff and students.
Over 90% of DDSB teaching staff now have participated in training and have received their Instructional Laptop
Program (ILP) device, and are using them in their daily practice. A program to provide devices for Early
Childhood Educators (ECE) was introduced in the spring of 2018, and over 10% of ECEs had received their
devices within the first month of the program being offered.
Page 67 of 82
Page 68 of 82
Appendix D: Board Staffing Comparison
Overview The Listing of Board Staff at the end of this Appendix provides the detailed breakdown of the total staffing
levels from 2016‐2017, 2017‐2018 and 2018‐2019.
Year to Year Changes in Staffing
For the 2018‐2019 budget year, the Board’s staffing complement changed as summarized in the chart below.
2016‐
2017 FTE 2017‐
2018 FTE 2018‐
2019 FTE Increase/(Decrease)
Instruction 6,236.7 6,398.2 6,441.4 43.2
Administration and Governance 141.1 146.1 147.1 1.0
Transportation 0.0 0.0 0.0 0.0
School Operations and Maintenance 523.2 534.7 532.7 ‐2.0
Grand Total 6,900.9 7,078.9 7,121.2 42.2
This chart indicates that the Board is increasing the overall staffing levels by 42.2.
Current Staffing Levels Compared with Long Term Enrolments
Section 2 of this report provides enrolment projections from 2016‐2017 to 2020‐2021. Overall, there is a
decrease in enrolment from 2016‐2017 to 2021‐2022. However, as the Official Enrolment Projections (OEPs)
include registered plans of subdivision, the expansion of Hwy 407 through north Durham will continue to
expand access to further future residential development.
At this time, enrolments are strong and are not dictating the requirement for any future staffing adjustments.
However, boards must be diligent with future changing conditions.
Page 69 of 82
Listing of Board Staffing
2017‐2018 FTE 2018‐2019 FTE CHANGE
Instruction
Teachers
Classroom Teachers 3,708.7 3,717.3 8.5
Care & Treatment Teachers 50.5 51.5 1.0
Special Education Teachers 271.4 273.6 2.2
Special Education Resource Teachers 188.9 188.8 ‐0.1
English as a Second Language 23.0 27.3 4.3
Hearing and Vision Teachers 10.5 10.5 0.0
Literacy Coaches 26.0 26.0 0.0
Safe Schools (Program Costs) 1.5 1.5 0.0
Students Success Grades 7‐12 (Program Costs) 2.0 2.0 0.0
eLearning Teachers 1.0 2.0 1.0
Teachers Total 4,283.4 4,300.5 17.0
Educational Assistants
Educational Assistants 878.8 878.8 0.0
START Team/District 10.0 10.0 0.0
Educational Assistants Total 888.8 888.8 0.0
Early Childhood Educators
Early Childhood Educators 337.0 344.0 7.0
Early Childhood Educators Total 337.0 344.0 7.0
Prof./ParaProf./Tech.
Administration 9.0 9.0 0.0
Instructors 4.0 4.0 0.0
Coordinators 1.0 1.0 0.0
Support Staff 24.0 28.0 4.0
Cafeteria Assistants Salaries 12.0 12.0 0.0
Psychologists and Psychometrists 30.0 30.0 0.0
Social Workers and Attendance Counsellors 20.0 20.0 0.0
Speech and Language Pathologists 25.0 25.0 0.0
Interpreters and Intervenors 16.0 16.0 0.0
Mental Health Leads 1.0 1.0 0.0
Work Experience Coordinators (Spec. Ed.) 1.0 1.0 0.0
Youth Workers 1.0 1.0 0.0
I.T. Specialists 9.0 9.0 0.0
Outdoor Education Interpreters 1.0 1.0 0.0
Educational Assistants ‐ Technology 1.0 1.0 0.0
Safe Schools (Program Costs) 1.0 1.0 0.0
Prof./ParaProf./Tech. Total 156.0 160.0 4.0
Page 70 of 82
2017‐2018 FTE 2018‐2019 FTE CHANGE
Library / Guidance
Teacher Librarians 98.5 97.8 ‐0.7
Teacher Guidance Counsellors 53.8 64.2 10.4
Library / Guidance Total 152.3 162.0 9.7
Principals and VPs
School Principals 128.0 130.0 2.0
School Vice‐Principals 110.0 106.0 ‐4.0
Principals and VPs Total 238.0 236.0 ‐2.0
School Office
Clerical Support Staff Permanent 213.9 216.4 2.5
Clerical Support Staff Casual Salaries 8.8 8.8 0.0
School Office Total 222.7 225.2 2.5
Officers and Facilitators
Administration 2.0 3.0 1.0
Administrative Support Staff 19.0 16.0 ‐3.0
Officers 15.0 16.0 1.0
Facilitators 47.0 47.0 0.0
Coordinators 2.0 2.0 0.0
Support Staff 1.0 1.0 0.0
Safe Schools (Program Costs) 4.0 4.0 0.0
Students Success Grades 7‐12 (Program Costs) 4.0 4.0 0.0
Emp. Computer Training Instructors 0.0 6.0 6.0
Officers and Facilitators Total 94.0 99.0 5.0
Continuing Education
Administrative Support Staff 15.0 15.0 0.0
School Principals 1.0 1.0 0.0
School Vice‐Principals 1.0 1.0 0.0
Classroom Teachers 9.0 9.0 0.0
Continuing Education Total 26.0 26.0 0.0
Instruction Total 6,398.2 6,441.4 43.2
Administration and Governance
Governance
Trustees 11.0 11.0 0.0
Student Trustees 3.0 3.0 0.0
Governance Total 14.0 14.0 0.0
Board Administration
Administration 91.0 95.0 4.0
Administrative Support Staff 39.5 36.5 ‐3.0
Work Accommodation 1.6 1.6 0.0
Board Administration Total 132.1 133.1 1.0
Administration and Governance Total 146.1 147.1 1.0
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2017‐2018 FTE 2018‐2019 FTE CHANGE
School Operations and Maintenance
School Operations and Maintenance
Administration 35.0 34.0 ‐1.0
Administrative Support Staff 12.0 8.0 ‐4.0
Custodial Salaries 416.3 419.8 3.5
Cleaners Salaries 7.3 5.8 ‐1.5
Repair Persons 1.0 1.0 0.0
Security Monitors 3.2 4.2 1.0
Absence Coverage/Casual 18.0 18.0 0.0
Co‐op Students 1.0 1.0 0.0
Maintenance Staff 36.0 36.0 0.0
Energy Support Staff 5.0 5.0 0.0
School Operations and Maintenance Total 534.7 532.7 ‐2.0
School Operations and Maintenance Total 534.7 532.7 ‐2.0
Grand Total 7,078.9 7,121.2 42.2
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Appendix E: DDSB Department Core Priorities
Core Priorities:
The Indigenous, Equity and ESL education teams are committed to promoting a sense of belonging and
increasing equitable outcomes for all by identifying and addressing barriers to success and engagement.
Key priorities:
Develop staff capacity to continue to implement practices that honour and engage Indigenous ways of knowing
Challenge and change structures, tools and practices that create barriers to success and engagement for students, staff or school community members
Diversify the staff complement and cultivate climates where staff, students and families from all communities and social realities feel valued and optimistic about their involvement in the organization
Partner with community leaders, agencies and services to serve the needs of our students, staff and communities reflecting their diverse lived experiences and social realities
Implement the principles of Inclusive Design
Core Priorities:
The Ignite Leadership strategic plan which embeds the Ontario Leadership Framework (OLF) as the foundational framework
Leadership development for those who are aspiring, new to the role, and experienced leaders
Professional learning in the areas of Personal Leadership Resources (OLF), Collaborative Leadership and Building Teams, Leading and Managing Change, Leading and Implementing SEF, Inclusive Leadership, Leadership Tools, such as Growth Plans, Predictive Index and web resources
Providing mentoring programs and supports to both mentees and mentors for school administrators, ECEs and MPAs, and aspiring leaders in all of these groups
A Growth Track series for school administrators and MPA staff to provide modules on leadership development
Indigenous and Racialized School Leaders program to support and address the needs of diverse aspiring leaders
A succession plan to address recruitment, talent developing and developing leaders
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Core Priorities:
Achievement
o Aligning human resources to support equitable outcomes for all students
o Ensuring schools are staffed to meet the changing demographics of each school community
o Ensuring compliance with Ministry class size standards to provide the best possible learning
environment for all students to ensure maximal student achievement and well‐being
o Ensuring fiduciary responsibility through leading the largest portion of the allocated budget Community
o Continuous improvement of staff allocation to strengthen the community engagement of schools
Leadership
o Providing staff the opportunity for leadership growth through Principal and Vice‐Principal placements
Core Priorities:
Increase student achievement and ensure proportional outcomes through focused and differentiated instruction for educators and school leaders at the classroom, school and system levels
Align professional learning structures to DDSB BIPSAW goals, Priorities and Ministry of Education Directives
The Curriculum and Student Success Departments build instructional capacity, in both administrators and teachers, to support the system initiatives
Focus on strategic gap‐closing and Faces on the Data to ensure a year’s worth of learning
Elementary Core Priorities:
Increase student achievement in literacy and numeracy in the consolidation Grades of 3, 6 and 8
Increase student achievement and equitable outcomes in all Ministry designated Renewed Math Schools (RMS)
Strengthen school‐based inquiry professional learning to further cultivate cultures of collaboration Secondary Core Priorities:
Achieving Excellence in Applied and Academic Courses (AEAC) in Grade 9 and 10 to improve student achievement and ensure proportional outcomes
Increase student graduation rates
Choosing My Success to ensure equitable pathways for students
Supporting pathways through experiential learning opportunities and experiences for intermediate and secondary students
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Core Priorities:
Ensure access to programs that are relevant and match adult learners’ individual needs
Develop coordinated and integrated intake, assessment, referral, and service delivery for all Durham
Continuing Education learners
Provide guidance and pathway planning to make transitions between programs and other services
Ensure availability of a wide range of accessible program delivery options and supports that are responsive
to adult learner needs
Provide the highest quality service and programming in a fiscally responsible manner
Advance Student Success in credit courses, dual credit courses, and Pathway certification courses so that
learners can achieve their high school diploma and transition to post‐secondary education or the world of
work
Recognize individuals’ prior learning through Prior Learning Assessment and Recognition (PLAR) for
Mature Students
Value the potential of each learner and provide education that creates opportunity and promotes social
justice
Develop a strong profile within the DDSB and Durham Region by maximizing internal and external
partnerships
Core Priorities:
Achievement and Equity: Align human resources to support proportional outcomes for all students (EAs in early primary; ART team
deployment; START team deployment; School Support Programs; Speech and Language Early Interventions; Pilot Intensive Support Program; Special Education Resource Coaches)
Deepening the implementation of differentiation to support all students with a focus on students with Learning Disabilities (leveraging digital for knowledge building, focus on students with Learning Disabilities embedded within SIPSAW cycle, shared commitment to strategic, individualized programming to support proportional outcomes)
Well‐Being and Mental Health:
Continued Professional Development and Evaluation of Behaviour Management Systems (BMS) training
Continued allocation of human resources and tools to support school and system ongoing improvement in persistent student absenteeism
Leveraging Digital: Ongoing Inclusive (Assistive) Technology Training for students and staff Inclusive (assistive) technology training for all permanent Educational
Assistants to support student learning
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At the DDSB, we value parents and guardians as important partners in building the capacity of our schools to increase student achievement and well‐being. We are committed to purposefully engaging parents and guardians to ensure our schools are positive, and responsively rich places to lead, learn and grow.
Core Priorities:
Parent Voice Empowerment:
Develop and implement a School Community Council (SCC) Handbook to reflect the updated policies to support roles and responsibilities of effective School Community Councils in the DDSB
Create opportunities to build capacity through Regional SCCs that focus on: Purposeful and Positive Parent Engagement, Deep Diversity, SCCs Supporting Equity and Inclusion in the DDSB, Leveraging Digital and Student Success‐an Integrative Approach, and Supporting Literacy and Numeracy Success at Home.
Support the execution of Ministry of Education funded Parent Reaching Out Grants (PRO Grant) to support parents in identifying barriers to parent engagement in their own community and to find local solutions to involve more parents in support of student achievement, well‐being, equity and inclusion
Promote, identify and lead Parent Involvement Committee Members who are representative of the regional areas of the DDSB, and support their role as an advisory body to enhance the core priorities of the DDSB and the Ministry of Education
Initiate, develop and implement a purposeful and sustainable DDSB Parent and Community Engagement Strategy that supports the DDSB Core Priorities
A Welcoming and Responsive Environment for Parents:
Increase school administrator knowledge on the importance of engaging parents and fostering parental involvement that is reflective of their school community to support success for all students
Create opportunities to build capacity through Regional Parents Reaching Out Grants that includes Igniting Opportunities for Future Leaders and Supporting All Communities through Consultation and Inclusion
Honour and celebrate the contributions parents, guardians and volunteers make to support student learning within DDSB schools
Collaboratively plan, promote and execute engagement opportunities, such as the Parent Involvement Committee, DDSB Welcome Back to Learning BBQ, and Parents as Partners Symposium, to increase parents’ awareness of the rich resources, supports and structures offered by the DDSB to support well‐being, student achievement and parent engagement
Core Priorities:
Fostering the conditions for a safe, accepting and inclusive learning environment
Building positive relationships and community through Restorative Practice
Promoting bully prevention and intervention
Providing training and support for school leaders, Safe and Accepting School Teams, and student
leaders to promote safe and respectful learning environments
Collaborating with caregivers and staff to provide safe and supportive environments
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Core Priorities:
Ensure students are ready for school by closing the entry/achievement gap and providing an integrated model of
service with strong parental engagement
Provide an Early Years system in which all children, regardless of circumstances, can be successful and supported
through high‐quality child care, stimulating early years programs, the Kindergarten program, engaging programs
and caring environments. Programs include the following:
o Child Care Centres
o Kindergarten Extended Day programs
o Before and After School Child Care programs
o EarlyON Child and Family Centres (Hubs)
o After School Recreation Programs
o Welcome to Kindergarten (WTK)
o Great Beginnings School Success Programs
o Great Beginnings School Success Programs for Black Students
o Great Beginnings School Success Programs for Indigenous Students
Work with Early Years partners to implement “How Does Learning Happen?”, Ontario’s Pedagogy for the Early
Years, extending the principles of play‐based learning established in Kindergarten
Partner with external agencies, committed to supporting children, families and the Early Years system in the
Durham Region
Core Priorities:
The DDSB’s Make A Difference Strategy is a targeted anti‐poverty initiative to address the socio‐economic
inequities and resulting disadvantages to students and families. Research clearly shows that poverty is directly
linked to lower educational outcomes. Students who live in poverty experience lower student achievement
results, which impact all aspects of their future, potentially sustaining a cycle of resulting generational poverty.
The DDSB’s Poverty Strategy – Make A Difference goal is to address the impact of poverty on school communities
through collaborative community partnerships, responsive programs, and a strategic focus on high expectations,
student achievement and targeted interventions. We can make a difference…one child, one family, one school,
one community.
Make A Difference Initiatives – Areas of Focus:
o Strategic Panning o Breakfast/Snack Nutrition Programs o After School Programs o Professional Development and Education o Family Support and Engagement
Initiatives/Programs o Positive Youth Development Strategy
o Communicationo Early Childhood Development Programs o Youth Programs o Youth Hubs o Local Poverty Reduction Fund – Advancing
Affordable Recreation in Durham o Charitable Foundation
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Our school communities enjoy valuable partnerships with a variety of organizations in the community. Strong links between our schools and the community move learning beyond the classroom, enriching practical application of student learning. Currently, there are more than 500 active partnerships across the DDSB. These partnerships vary greatly, ranging from formal, large partnerships involving the entire Board to informal partnerships with small businesses located in the school neighbourhood. Everyone benefits from being involved: educators, parents, community partners and above all, students. Core Priorities:
Actively seek opportunities to engage community leaders, partners and organizations in purposeful interactions that benefit all members of the DDSB’s diverse community
Identify and integrate resources and services from community agencies to strengthen school and board programs, parent engagement, and student development and learning
Support and enhance the DDSB connection with our diverse community through board advisory teams such as the Parent Involvement Committee
Initiate, develop and implement a purposeful and sustainable DDSB Parent and Community Engagement Strategy that supports the DDSB Core Priorities
Core Priorities:
Welcome: Social, cognitive, and physical environments that are welcoming for the entire school
community; students, caregivers, staff and community partners
Include: Focused and intentional student engagement practice that results in students who are
engaged and feel included in school life both in their classroom learning and in the larger school
Understand: Well‐Being Literacy where staff, students and parents are understanding of well‐being
and staff know their students
Promote: Well‐Being and positive mental health promotion are considered in curriculum planning,
teaching strategy selection and student learning perspectives
Partner: Collaborative Home, School, and Community Partnerships
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Core Priorities:
Focus on Leveraging Digital, or the convergence of digital tools and resources, pedagogical practices and innovative learning environments to support, accelerate and deepen student learning
On‐going development of professional learning opportunities to engage educators in a focus on the global competencies
Selection and acquisition of digital tools and resources that support curriculum and inquiry with an emphasis on equity of access
Support of Library Learning Commons in all schools as hubs of inquiry and resources to support culturally‐relevant programming
In conjunction with IT, the development and support of a robust plan to support equitable access to educational technology including 1:1 Chromebooks in Grades 7‐12, small groups of Chromebook devices in Grades 2‐6, and pods of iPad in Kindergarten and grade 1 classes
Ongoing support of Inclusive Technology use to support neuro‐diverse learners in accessing the curriculum
Core Priorities:
To provide excellent service to DDSB schools. IT Services continues to serve the students and staff of the DDSB through continual improvement and investment in our team and in our infrastructure. Our mission is to ignite the use of technology in a dynamic environment to inspire and empower achievement. We accomplish this through thoughtful and strategic planning and implementation of technologies and processes, to create a simple, solid user experience. The four divisions of IT Services are the following:
Client Services
Provide timely resolution for help tickets through on‐site support and extended telephone and online methods
Foster positive relationships with all stakeholders and ensure clear communication to staff on all IT initiatives
Assets and Infrastructure
Create the conditions for innovative learning opportunities through acquiring and deploying technology into the hands of staff and students, and to provide the underlying infrastructure which allows for connectivity and access to internal and external resources
Application and Development Services
Provide software solutions that meet the needs of all staff and students
Align and automate processes to ensure less disruption and downtime
Project Portfolio and Change
Provide the tools, processes and supports that are required to facilitate successful IT change projects
Promote consistent practices among all project teams and foster a culture that supports continuous improvement
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Core Priorities:
Human Resource Services Mission Statement
To recruit, develop, support and inspire employees through positive, reliable and respectful customer service
and equitable practices in pursuit of high quality public education.
Student Achievement
Deploy and support skilled staff in a timely and responsive manner to meet system needs
Advance Leadership
Build the capacity and support the skills of school leaders and managers to effectively operationalize the legislative and policy commitments of the organization
Promote Well‐Being
Strategically coordinate and apply structures that support and advance staff well‐being and encourage staff engagement
Ensure Equity
Ensure the implementation of equitable recruitment practices and the establishment and maintenance of inclusive learning and working environments that promote diversity and a sense of belonging
Core Priorities:
Ensure resources are allocated to support the vision and strategic priorities of the DDSB
Provide efficient service to both internal and external stakeholders on matters related to education
finance
Accurately prepare and submit financial statements, student enrolment and other statistical data
required by the Ministry of Education
Manage and administer payroll, accounting, purchasing, and internal audit functions
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Core Priorities:
Provide clean, safe learning environments
Create all required spaces within schools; classrooms, Child Care Centres and Hubs
Renovate and update buildings to meet current standards
Provide innovative learning spaces
Ensure future needs are met, with regards to capital priorities and future school sites
Core Priorities:
Manage and administer all home‐to‐school transportation for eligible students
Safely transport pupils which includes safe bus stop locations, extensive driver training and safety features on a school bus
Provide efficient transportation service through route design and planning in conjunction with school bell times
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Acronyms
ABA Applied Behaviour Analysis IPL Instructional Laptop Program
ADE Average Daily Enrolment HNA High Needs Amount
AEAC Achieving Excellence in Applied Courses IRCC Immigration, Refugees and Citizenship Canada
AOP Annual Operating Plan JK Junior Kindergarten
ARC Accommodation Review Committee MAESD Ministry of Advanced Education and Skills
Development
ASD Autism Spectrum Disorder MCI Ministry of Citizenship and Immigration
BEA Behaviour Expertise Amount MCSS Ministry of Community and Social Services
BIP Behaviour Intervention Program MCYS Ministry of Children and Youth Services
BIPSAW Board Improvement Plan for Student
Achievement and Well‐Being
NTIP New Teacher Induction Program
BMS Behaviour Management Systems OLF Ontario Leadership Framework
CC Child Care OEP Official Enrolment Projections
CP Capital Priorities PIC Parent Involvement Committee
CRRP Culturally Relevant and Responsive Pedagogy PLAR Prior Learning Assessment and Recognition
DDSB Durham District School Board POD Proceeds of Disposition
DSENA Differentiated Special Education Needs
Amount
PRO Grant Parent Reaching Out Grant
DSTS Durham Student Transportation Services PSAB Public Sector Accounting Board
EA Educational Assistant RMS Renewed Math Schools
EDC Education Development Charges SBEM School Board Efficiencies and Modernization
ECE Early Childhood Educators SCC School Community Council
EDI Early Development Instrument SCI School Condition Improvement
ELD English Literacy Development SEA Special Equipment Amount
ELL English Language Learner SEAC Special Education Advisory Committee
EPO Education Program ‐ Other SEPPA Special Education Per‐Pupil Amount
EQAO Education Quality and Accountability Office ‐
Provincial Standardized Testing
SERT Special Education Resource Teacher
ESL English as a Second Language SFA Standard First Aid
FCI Facility Condition Index SIP School Information Profile
FDK Full Day Kindergarten SIPI Student Injury Prevention Initiative
FFL French as a First Language SIPSAW School Improvement Plan for Student Achievement
and Well‐Being
FI French Immersion SK Senior Kindergarten
FSL French as a Second Language SOAR Supportive Opportunities to Achieve and Restore
FTE Full‐time Equivalent WTK Welcome to Kindergarten
GSN Grants for Student Needs
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Durham District School Board
400 Taunton Road, East.
Whitby, Ontario L1R 2K6
www.ddsb.ca
June 2018
Questions regarding this Budget may be directed to
David Visser, Associate Director, DDSB
