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Dear Parents/Gaurdians, Students, School Councils & Public Education supporters,
This E-newsletter is focused on the 2019-20 Operating Budget. As many of you are aware this year is very challenging. The TDSB faces a $67.8 million shortfall that is made worse by the removal of class size caps in secondary schools: the new class size average is 28. This is an average increase of 6 students / class from the current class size of 22. This does not have an impact on our budget finances, but it will negatively impact students as teachers leave the board through attrition (retirements etc) and are not replaced.
This newsletter provides quite a lot of information but not everything. As we get closer to June 30th, the deadline for every board in the province to submit a balanced budget, I will provide updates and continue to encourage YOU to share your opinions, concerns, ideas and knowledge with me and the board of trustees. Please note the process and special meeting dates for speaking directly to trustees about the budget. I encourage EVERYONE who can make the time to register as a delegate.
And if you have any questions or would like specific information, please get in touch with me at alexander.brown@tdsb.on.ca or 4126-407-1884.
Alexander Brown
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Read the Q&A to learn more about the Proposed TDSB Operating Budget
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TDSB Budget 2019-20
Technical Backgrounder:
The TDSB faces a $67.8 Million Revenue Shortfall, which is influenced by the following three factors, two of which have a direct impact on the Board’s projected budget shortfall and one that has an impact on Board service levels.
(1) TDSB Structural Shortfall / 2019-20, $25.7M.
(2) Ministry of Education Funding Cuts / 2019-20, $42.1M
(3) 2019-20 Service Level Changes
1. TDSB Annual Structural Shortfall
The TDSB’s budget provides additional financial support to help meet the unique costs of urban, inner city educational programs and services. This money is used to fund Board decisions for additional services and supports that benefit students and parents. For example, the Board provides bus transportation for French Immersion and Gifted students.
The additional spending associated with the structural shortfall has been financed by in-year budget savings and efficiencies as well as the use of reserve funds. Typically, the TDSB experiences this type of saving in the amount of $7M annually. In-year savings are a result of individual departments spending less than their budget allocation during the year. These options will no longer sustain the continuation of the structural shortfall.
As reported in both the first and second quarter Financial Reports, the Board is utilizing $27.8M of reserves to balance the 2018-2019 Operating Budget. Reserves are those funds that either a board sets aside as part of their operating budget for contingencies or as a result of year end surpluses. Staff initially identified a savings of $2.1M in administrative savings (business and operations budget reductions) for the coming budget year resulting in a net structural shortfall in 2019-20 to $25.7M. Read more here
2. Ministry Grant Reductions/Class Size Average Increase
Grants announcements on March 15, 2019 and April 29, 2019, included changes to funding levels for school boards. The negative impact of CUTS for the TDSB is as follows:
- Funding reduction for Designated Early Childhood Educators (DECE). This change in the calculation of funding for DECE does not impact the allocation of DECEs to the classroom, it only impacts the funding allocation for these staff. Currently, the funding allocation is 1.14 FTE (full-time-equivalent) per class and it is now being reduced to 1.0 FTE per class. CUT: $7.9M
- Cost Adjustment Allocation The base amount to offset non-teacher salary benchmark increases in 2005-2006 is ending August 31, 2019. Historically, the base amount of the Cost Adjustment Allocation provided supplemental funding for education worker benchmarks. The Ministry believes school boards have the flexibility through other grants in the Grants for Student Needs to address their staffing needs,and it has discontinued this amount for the 2019-2020 school year. This is disputed by school boards. CUT: $9.9M
- Grades 4 to 8 new class size average is now 24.5 TDSB collective agreement does not allow for class sizes to be higher than a system average of 23.24. CUT: $9.6
Additional Details on Financial Impact of Elementary Class Size Average Change to TDSB Revenue
The Ministry of Education is increasing class size averages for Grades 4 to 8 to 24.5 students. Based on an average class size of 24.5, and based on the information we have available at this time, the TDSB projects that the Ministry would have the TDSB reduce its elementary teachers by approximately 216. However, the TDSB’s Collective Agreement (other school boards also have this kind of stipulation) commitment states that our Grades 4 to 8 class average must be 23.24. We would not be able to have 216 fewer teachers because we must honour our collective agreements, which means that we would have a significant budget shortfall in the coming budget year. Staff project the cost of the elementary class size increase to be $9.6M for the coming budget year.
- Human Resource Transition Supplement
Temporarily provide support for the negotiated 2017-2019 agreements ends August 31, 2019. CUT: $1.3M
- Classroom Loading Factor in School Facilities Operating Grant
Supports school operations in the areas of maintenance and caretaking is being adjusted to increased class size in secondary schools. CUT: $3.9M
- Teacher Qualifications and Experience Grant
Reduced as a result of the change in secondary class size. CUT: $13.4
- Transportation Funding
Increased approximately $8.4M to support both inflationary operating costs and to provide some support for school board transportation with an operating shortfall. The Ministry of Education will complete a review of student transportation next year.
- PPF – Priority School Initiative
Provided free permits to non-for-profit groups in priority neighbourhoods to support community use of facilities. This funding has been discontinued in 2019-20 and amount to CUT: $1.6M
- International Student Provincial Surcharge
VISA student tuition fees are one of the few sources of revenue outside of government grants. In an unprecedented move, the Ministry will begin collecting a $1,300 fee from school boards for each international student that is enrolled in their schools. Beginning in 2019–20, a school board’s total operating grants shall be reduced by an amount equal to a flat fee of $1,300 multiplied by the international student enrolment, pro-rated where the students are not full-time.
This Ministry decision will result in $2.9M being clawed back from the TDSB. These funds will go into the provincial treasury.
RESULTING FUNDING CUTS: $42.1M - see summary below
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3. 2019-20 Service Level Changes
Secondary Class Size Averages
The secondary school class size average is also increasing over the next four years from 22 to 28 students. The magnitude of that change in class size means the TDSB will have 800 fewer high school teachers by the 2022-2023 school year. As more information becomes available on the precise calculation of lost teaching positions, we will update this information.
The Ministry expects school boards to fulfill the secondary class size average commitment through annual attrition levels over four years. The TDSB projects that it will be able to follow the Ministry’s directive. However, there are potentially significant and far-reaching challenges associated with reducing these many teachers in high schools.
For the TDSB this will mean fewer course offerings for students. Each teacher generally represents 6 classes being taught. If a school sees a reduction of 6 teachers as class sizes grow, it means that 36 fewer classes could be offered and the courses affected by this kind of change are largely the electives - arts, music, drama, robotics, and any speciality course that is offered beyond the core curriculum. Click on the link below for document outlining impacts to all secondary schools at the TDSB.
Impact of Class Size Changes This is a comprehensive list for all secondary schools in the TDSB.
Discontinuation of the Ministry Local Priorities Funding
This was one-time funding for two years (2017-2019) applicable to all Ontario school boards. It was additional support for two-year collective agreements for positions including child and youth workers, special education and regular teachers (elementary and secondary), school support staff, and central administrative support for schools. This funding will not be a pressure on the 2019-2020 budget as staff will be returning to the previous staffing levels. However, while it will not be a funding pressure, it will create a service level pressure to schools. These reductions are built into staff’s 2019-20 Proposed Balanced Budget Plan.
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Fixed vs Flexible Costs
The Fixed Costs are those that have limited ability to be adjusted in the short term as they have restrictions placed on their use based on one of the following:
Regulation – Primarily Ministry of Education regulations such as class size or other Ministry or federal regulations, i.e., health and safety regulations
Collective Agreements – The contractual obligations with all staffing groups;
Board Policy – Policies that direct the allocation of resources, i.e., transportation
walk distances. The Board would have to amend their policies to impact a change;
Board Motion – Specific Board decisions direct staff on the use of resources.
However, the Board can change these decisions;
Contractual – These commitments are outlined in a contract with an agency or vendor, i.e. future employee benefits and licenses.
The Flexible Costs are those that the Board has discretion on how these costs are used. Despite the Board’s ability to direct how these funds are used, it doesn’t necessarily mean that all Flexible Costs could be or would be reduced.
Some parents and stakeholders will see some programs funded with flexible funding as a fixed standard or expected service that has been provided by the Board. Many have been in place for a significant period of time.
For example, our 10 Outdoor Education centres are used every year to provide over 65,000 students with unique educational opportunities. A change to that level of service could have impact on the experiences provided to students especially in the context of delivering education in a high-density urban setting.
Another example of where parents may see the board current funding of a program as fixed is the International Baccalaureate (IB) program. This program has been long running in several TDSB schools at no cost to the students, while other boards charge fees to students. Parents of students involved in the IB program see this as one of the many program options available to their children, not necessarily as an optional program offered by the board.
Flexible funds are the means used to address the strategic plan to support all students. Our Model Schools Program is an example of use of flexible funds to provide additional support to ensure access to a high quality education for some of our most underserved students. The Board’s commitment to equity of access to educational opportunities is delivered in part through the use of flexible funds to supplement core teaching, learning and educational programs.
Flexible costs are in part discretionary, some are attached to the delivery of either essential operational services or have been used to respond to gaps or enhancements to educational programs and services. For these reasons, the elimination or reduction in flexible funds can present significant challenges and difficult choices.
Click Here for Fixed and Flexible Costs Report
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Below I have included the entire PROPOSED BUDGET REDUCTION as presented to the board on May 13th, 2019. The total shortfall of $67, 830 000 is included in these budget reduction proposals. You will find the department/area along with a description of the proposed dollar amounts. The two columns on the right-hand side show the amount ofsavings or revenue and reference to a Budget Driver or the Multi-Year Strategic Plan. I have also provided the Budget Driver document and a copy of the Mutli-year Stratrgic Plan for reference.
As you read through this, you may have questions and you may want to contact me to ask your questions. Keep in mind that these are proposals only. The board of trustees have also been provided with some other options (in this e-newsletter below) and we continue to request further information and clarification to help us better understand the options available in our flexible funding. We are also encouraging parents, students, staff and others to speak to the board through our delelgation process.
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This updated Operating Budget proposal (May 15) includes some recommendations that would be phased in over two years OR would be eliminated in Year One but re-instated in Year Two.
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2019-20 Budget
Alternatives for Balanced Budget Chart
Staff prepared this Alternatives for Balanced Budget Chart so that Trustees have a complete understanding of all of the options available to them to balance the TDSB’s 2019-20 budget. The Proposed Operating Budgets (May 13 & May 15) above identify staff’s recommended budget reductions and/or revenue increases that respond to the budget shortfall of $67.8 million ($42.1 million due to Ministry of Education grant reductions and $25.7 million due to the Toronto District School Boards (TDSB) structural deficit).
The Alternatives for Balanced Budget Chart consists of further staff reductions, should they be requested by the Board. This gives trustees more things to consider before making any decisions on a final budget.
The chart represents areas of the TDSB budget where staff did not propose budget reductions, or in some cases, do not propose any additional budget reductions. In staff’s view, further reductions from the Alternatives for Balanced Budget Chart would have a significant, negative impact on students, school supports, and Board operations and services.
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Budget Drivers in Priority Sequence
Early Years
o Early intervention supports, including early reading for students and child
and family centres and early years programming.
o Reading by the end of Grade 1 and the development of foundational mat. skills by the end of Grade 2.
o Providing early literacy interventions and math programs aimed at improving student achievement in reading, writing and mathematics.
o Pre-Kindergarten Summer Learning and transition-to-school programs.o Professional development for teachers and early childhood educators.
Differentiated Approaches to Serve Our Students including Indigenous Education to Reduce the impact of poverty.
o Understand the impact of low income/poverty on education and respond
effectively to our students’ well-being and academic needs so all students
have the opportunity to succeed.
o Raise achievement and well-being among all students and eliminate historically disproportionate low outcomes among specific groups. Achievement gaps can be connected to demographic factors such as family income, race, gender, ethnicity, sexual orientation and disability, among others.
o Equitable access to interventions that promote student wellbeing and student success.
o Newcomers and English Language Learners (ELL) should continue to be supported.
o Nutrition programs are an important component within schools.
o Equitable distribution of these opportunities to all students in all TDSB schools.
o Providing additional resources to specific schools through programs that
fund interventions for students experiencing personal and academic challenges.
o Programs that provide equitable access to interventions that promote the
well-being of students to ensure they have access to the opportunities that will contribute to their success.
o Importance of teaching Indigenous history and honouring the Truth and
Reconciliation Commission’s recommendations.
o Providing support to Toronto newcomers such as specialize programming to accelerate the development of their literacy skills in English, if it is not their primary language.
o Ensuring schools can access appropriate programs and resources based
on the specialized local needs of their students, including students with Special Education needs.
o Support for the inclusion model provided alternate delivery model continue where they best suit student needs.
Student Success
o Supporting Science, Technology, Engineering, Arts and Math (STEAM) initiatives, which promote global competencies.
o Creating the conditions and programs in schools for students to personalize their programming choices to best meet their interests, strengths, and long term goals.
o Supporting teachers to meet the needs of their students experiencing challenges.
o Increasing access to programs such as Cooperative Education that provide students with relevant opportunities to apply learning in real-life employment placements.
o Variety of learning opportunities and specialized programs are criticalcomponents of students’ learning. Including co-op placements, experiential learning opportunities, and apprenticeship placements.
o Concerns with larger class sizes and the demands that places on teachers.
Staff Allocation to Support All Students
o School based vs central supports for student and staff mental health and
wellbeing supports.
o Hiring qualified staff, but also staff who represent and identify with the school communities they serve.
o Where flexibility exists, align resources with Multi-Year Strategic Plan.o Student mental health and well-being.
o Inclusion of students with Special Education needs.
o Academic pathways leading to improved post-secondary opportunities.o Staff who support professional development.
o Equity, human rights, anti-oppression and anti-racism.
Modernization and Accessibility
o Use technology to diversify instruction, assessment, and improve accessibility.
o Accessibility and affordability of tools, devices, and infrastructure.
o Technology is used as a tool to enhance quality teaching.
o Develop modern learning spaces leading to more inclusive environment where educators and students have access to a wide range of digital learning tools, resources and mobile devices.
o Improve access for all by working to remove physical and attitudinal barriers that prevent students and staff with disabilities from accessing services by ensuring all new applications are accessibility compliant.
o Focus on improving operational efficiencies by minimizing the usage of
printed material and textbooks and identifying opportunities for automation and digitization in schools and departments.
o Increase access to data to improve organizational decision-making, reduce administrative costs, and provide better access to information and services.
o Continuing to modernize and improve TDSB’s IT infrastructure by expanding wireless access in our schools, increasing network capacity, and providing a robust, stable, secure, and highly available computing environment.
interpretation and translation services
Parent Engagement and Student Voice
o Improving parent involvement in school improvement process.
o Significant work underway now at TDSB in the area of parent and community engagement.
o Important work is needed to engage newcomers and parents from marginalized or racialized groups.
o Acknowledge the needs of the surrounding communities to authentically
engage parents; different cultural groups may require different engagement strategies; and, understand that there are different levels of engagement possibilities for different families.
o Improve supports and relationships with parents with students with Special Education Needs.
o Improve school to parent communications.
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Multi-Year Strategic PlanStudent success drives everything we do in the Toronto District School Board. Our Multi-Year Strategic Plan sets direction and identifies system goals to support our 246,000 students and 583 schools.
Its focus is simple: to ensure that every student receives a great education by having equitable access to programs and resources and increased opportunities to lead to success.
This plan – and its action plans – lays the ground work for how we will transform student learning, create a culture of well-being, provide access to learning opportunities, allocate resources strategically and build strong partnerships.
Measuring our success is critical to know we are making a difference for students. Our expectation – and our goal – is that everyone improves.
We expect to:
Close the achievement and well-being gaps while keeping expectations high for all students because we are providing access to the programs, resources and learning opportunities that students require, while removing systemic barriers that may exist for them.
Transform student learning to ensure students improve in literacy and math and strengthen essential skills including critical thinking, creativity, collaboration, communication, citizenship and character (known as global competencies).
Increase engagement of students, staff, parents and communities because we are honouring voice, experience, identity and expertise, and we are willing to adjust our directions and plans because of this engagement.
Real change happens in the classroom and with this coordinated and strategic approach, we are confident that each and every student will be successful.
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 This document represents the TDSB’s financial information from 2014-15 to 2018-19. It focuses on the Board’s key expenditure areas and identifies major operating costs. The basis of the data presented in the tables is taken from the Board’s audited financial statements for all years up to 2017- 18 and budget projections for 2018-2019. To access this document - click on the image. For a PDF click here.
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Finance, Budget & Enrolment (FBEC) Meeting Videos
Trustee Financial Orientation SessionJanuary 23, 2019 (Part 1)
Trustee Financial Orientation SessionJanuary 23, 2019 (Part 2)
Proposed Strategic Drivers & Financial FactsFebruary 20, 2019
FBEC-Finalization of Draft Strategic Drivers - Public Consultation Guide & Community Survey February 25, 2019
FBEC-School-Based Staff Allocation 2019-20: Classroom March 19, 2019.
FBEC-2019-2020 Projected Financial Position of the BoardApril 10, 2019
FBEC-School-Based Staff Allocation 2019-20:Non-Classroom & Support StaffApril 23, 2019
FBEC-2019-20 Grants for Student Needs Funding UpdateApril 29, 2019
FBEC-2019-20 Proposed Balanced Operating Budget May 13, 2019
FBEC-2019-20 Proposed Balanced Operating Budget May 15, 2019
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Budget Delegations:
Parents, guardians and community members are encouraged to provide input on the proposed budget reductions by making a presentation in person to the Board’s Finance, Budget and Enrolment Committee.
Upcoming Meetings:
Monday, June 3 at 4:30 p.m. Public Delegations
Tuesday, June 11 at 4:30 p.m. Public Delegations
Requests to speak in person must be submitted in writing to Governance and Board Services by 4 p.m., two working days before the committee meeting day. Please note that if we have a high volume od delegation requests, there is a possibility that an additional special meeting will be scheduled to accomodate everyone.
I ENCOURAGE EVERYONE TO MAKE A DELEGATION IF YOU ARE CONCERNED ABOUT ANY OF THE BUDGET PROPOSALS / CUTS.
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