Durham District School Board

Transcription

1 V Durham District School Board Budget Believing that every learner can and will be successful! Approved: June 20, 2016

2 Michael Barrett Chair, City of Oshawa Carolyn Morton-Vice Chair Township of Scugog Donna Edwards-Vice Chair, Standing Committee Town of Ajax, Wards 3&4 Patrice Barnes Town of Ajax, Wards 1&2 Chris Braney City of Pickering Paul Crawford City of Pickering Elinor Hansen-Chair, Education Finance Townships of Brock & Uxbridge Larry Jacula City of Oshawa Linda Stone City of Oshawa Christine Winters Town of Whitby Kimberly Zeppieri Town of Whitby Michelina Aguanno Student Trustee-Northern Schools Melanie Manning Student Trustee-Ajax/Pickering Schools Board of Trustees 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 that have been elected to serve from December 1, 2014 to November 30, Working together, a school trustee is responsible, as a member of the Board: - 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. - As a constituency representative, to explain the policies and decisions of the DDSB to residents. Trustees are available to help taxpayers, parents and others address any issues they may have about the public school system. Kevin Zheng Student Trustee-Oshawa/Whitby Schools Page 1 of 99

3 Overview The Durham District School Board s budget reflects the strategic priorities and objectives of the board as outlined in DDSB s Strategic Plan Ignite Learning. The budget is student focused with allocation of resources focused on the students that is served by the Board. Where students live determines the location of schools, specialized programs and the transportation needs of the Board. The curriculum needs determines the resources allocated to provide an enriched educational experience. The additional supports needed for our students determines specialized services and supports that are put into place. This student focused budget is supported by Ministry of Education funding formulas that are primarily driven by enrolment amounts. The operating expenditures are reflective of the resources in place to serve students and the capital expenditures are reflective of the school structures in place to provide safe and clean environments for the students. The Budget is compliant with the Ministry of Education (Ministry) balanced-budget requirements and allocates available resources to support Ignite Learning. The Budget includes an Operating Budget of $716.1 million and a Capital Budget of $69.7 million. Budget Book The Budget Book provides an overview of the entire process the DDSB follows in order to complete a Ministry of Education compliant budget. The focus of this budget is to support the three strategic priorities of the Board s Ignite Learning Plan. This booklet provides a link from these priorities to the direction of funds to support the Ignite Learning Plan. The Budget Book includes: Enrolment projection analysis which is the foundation for the determination of revenue and expenditure. A 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 Page 2 of 99

4 The DDSB s focus is summarized in the Ignite Learning Strategic Plan that is detailed on page 6. We are here to: Increase Student Achievement and Well-being. Constructively Engage the Community. Advance Inspired Leadership. In order to meet the goals of Ignite Learning, the Board must engage in a fulsome Strategic Planning Process. Section 9 provides an outline of the major components of the Strategic Planning Process. The major components includes the Annual Operational Plan (Appendix F), Student Instruction (Appendix G), Special Education (Appendix D), Instructional Support (Appendix H) and Student Accommodation (Appendix I). The Annual Operational Plan is a reporting mechanism that Administrative Council uses to communicate with the Trustees on the core plans that operationalizes the strategic goals identified in Ignite Learning. The document is not intended to capture all operational plans and instead focuses on selected key initiatives. Appendix G Student Instruction provides an overview of the framework that links the Board Improvement Plan (BIPSAW), the School Improvement Plan (SIPSAW) and supporting structure and resources that enable Ignite Learning. Appendix D Special Education provides a broad range of information regarding the Special Education program. This section includes an overview of the program and provides an analysis of Special Education funding and expenditures. The section also provides information on three key initiatives: Special Education Ad Hoc Committee that has developed a campaign to raise public awareness of Special Education funding needs, Special Education Strategic Review that is a multi-year strategic review of the Special Education service delivery model and Transportation Working Group that is a collaborative staff committee to study the location of Special Education Classes. The core message of the Fund the Need campaign launched by the Special Education Ad Hoc Committee is that Special Education Funding is not keeping pace with the increasing needs of our students. Appendix H Instructional Support provides descriptions of a number of areas that provide additional support for Ignite Learning. The areas covered include: Parent Engagement, Leadership, Health & Safety, Instructional Technology, Early Years, Community Partnerships, Safe Schools, Employee Relations, Transportation and Operations Staffing. Appendix I Student Accommodation describes how the Facilities Services department ensures quality facilities that support student achievement and well-being. Page 3 of 99

5 Enrolment (Section 3) Key terms Enrolment refers to the number of students attending DDSB schools and is the key driver for revenue and expenditure calculations. The Ministry determines funding for school boards through funding calculations that uses Average Daily Enrolment (ADE) as a key driver. ADE = (Student Full Time Equivalent October 31 + March 31) divided by 2. If a student is attending part-time, then only the portion of the school day when they are attending class is used to calculate their. Building Utilization refers to the number of students attending a school versus the school s rated capacity. Information Elementary enrolment is forecasted to be 47,956 for an increase of 124 students and secondary enrolment is forecasted to be 21,287 for a decrease of 367 students. Elementary ADE is estimated to increase by and Secondary ADE is estimated to decrease by The total enrolment of 69,243 is based on input from registrations, historic trends and staff analysis. Staff update budgets and staffing levels based on actual enrolments that appear at the beginning of the school year. Future Considerations It is important to note that the Official Enrolment Projections (OEP) only includes 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. Section 3 contains additional details on enrolment and school capacity trends, as well as risks and building utilization strategies. Operating Budget (Sections 4, 5, & 6) Revenue (Details in Section 4) Operating Revenue of $716.1 million is received from three main sources: Grants for Student Needs (GSN s), Other Government Grants and Other Revenues. The GSN allocation ($706.7 million) 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. A description of the GSN grants can be found in Section 4. Other Government Grants ($3.2 million) 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. Other Revenues ($6.1 million) includes such items as tuition fees for Continuing Education, rental or lease fees, community use fees, and interest earned. Changes to Funding Model for the Budget Year Section 4 provides an overview of the significant changes to GSN operating funds. The changes include the continued phase in of changes to the School Foundation Grant, Differentiated Special Education Needs Amount (DSENA), Administration and Governance, School Operations and Declining Enrolment Adjustment grants. The changes to the School Foundation Grant, School Operations and Declining Enrolment Adjustment are due to the School Board Efficiencies and Modernization (SBEM) strategy that targeted underutilized space in schools. The changes to the DSENA and Administration and Governance grants are described as fiscally neutral for the province, although the new formulas generated $0.4 million less DSENA funding and $0.1 million less in Administration and Governance funding. Page 4 of 99

6 funding changes also included Benchmark changes to reflect the collective agreements and non-staff related adjustments for transportation (2%) and School Operations (2% with electricity component of increase of 3.5%). Benchmark changes are matched with anticipated changes in expenditures and do not provide additional funding for new initiatives. Additional changes in include the transfer of selected programs that were formerly funded through Education Program Other (EPO) grants to Grants for Student Needs. The Ministry has also announced funding for Ontario s Renewed Mathematics Strategy, for the DDSB this funding is $1,476K. This funding represents a refocusing of other EPO-funded programs that will not appear in and in these discontinued EPO s totalled $1.6 million. The DDSB Renewed Math Strategy grant is $131K lower than the series of individual EPO grants received in Analysis of Revenue (Details in Section 6) For the year, overall revenue increased by $1.9 million which is consistent with estimated enrolment levels, funding changes and funding updates. The year over year change is driven by overall and program level enrolment changes (-$1.7M), benchmark changes (+$2.0M), additional funding from Cost Adjustment Grant (+$2.3M), funding formula changes (-$1.2M) and other changes (+$0.4M). Expenditures (Details in Section 5) Operating Expenditures of $716.1 million is summarized in five main areas: Instruction, Administration and Governance, Transportation, School Operations & Maintenance and Other Expenditures. Instruction expenditures ($604.7 million) include instructional staff, principals and vice-principals, school office staff, instructional support staff and school based technology and supplies. School instruction is a people driven service with 96% of expenditures associated to staff related expenses. Administration and Governance expenditures ($17.5 million) include costs such as operating board offices and central facilities, board-based staff and expenditures, including supervisory officers and their support staff. Transportation expenditures ($21.2 million) includes costs to transport students between home and school, as well as costs for late buses, clubs and sports team events and field trips. School Operations & Maintenance ($68.3 million) includes custodial, maintenance and School Operations management compensation, utilities, insurance, and other expenditures to maintain clean and safe school environments. Other expenditures ($4.4 million) includes costs for staff on secondment to the Ministry or Labour Unions and this category includes costs associated with the Renewed Math Strategy. Analysis of Expenditures (Details in Section 6) For the year, overall expenditures increased by $1.8 million which is consistent with estimated enrolment levels, collective labour agreements, benefit assumptions and non-staff related expenditure forecasts. Instruction costs increased by $0.7 million as higher average compensation expense per instruction staff (+$3.5 million) and other program changes (+$0.4 million) were partially offset by a decrease in staff positions (-$3.3 million) due to changes in overall enrolment and program level enrolment changes. Enrolment levels are conservatively planned and increases in enrolment will be reflected in adjustments to staff positions at the beginning of the school year. Transportation expenses increased by $585K based on updated cost assumptions for service providers. Currently, staff are reviewing potential Bell Time changes for to determine if these changes will generate sufficient bus savings to be able to introduce a secondary walk distance of 3.2 km, a reduction from the current distance of 4.0 km. Page 5 of 99

7 School Operations expenses increased by $168K as increases to staff compensation (+$242K) and utilities (+$332K) were partially offset by decreases in other non-staff related expenses (-$405K). Other Expenditures increased by $328K primarily due to increased secondments and this increase in expense is offset by increased revenue. Capital Budget (Section 7) Revenue Capital Revenue of $69.7 million is comprised of three main areas: Education Development Charges (EDC), Ministry Grants and Proceeds of Disposition. Education Development Charges ($6.7 million) fund the acquisition of school sites and related costs to accommodate growth-related pupil needs. Ministry Grants ($56.5 million) includes funding for new construction, replacing and repairing building components, facility upgrades, long term financing and portable purchases and setups. Proceeds of Disposition ($6.5 million) are revenues generated from the sale of Board properties and buildings that have been declared surplus. Capital Revenue recognized in a school year is directly related to the capital expenditures for that year. Expenditure Capital Expenditures of $69.7 million includes Site Purchases ($6.7 million), Facility Upgrade Projects ($25.7 million), Portable purchases and relocations ($3.7 million), New Construction costs ($8.2 million) and Interest on Long-Term Financing ($25.5 million). A list of the facility upgrade projects can be found in Appendix B. The New Construction expenditures are based on the timing of expenditures for two new school buildings opening September, 2016 (Unnamed Stonecrest PS and replacement for Forestview PS), two new schools opening September, 2018 (Unnamed Mulberry Meadows PS and Unnamed Windfield Farms PS) and three additions (Claremont PS, R.S. McLaughlin CVI and Eastdale Collegiate). Challenges (Section 10) All school boards across the province are faced with many challenges. Section 10 recognizes critical aspects that will require continual monitoring such as Leadership, Special Education, Enrolment and Student Accommodation. Page 6 of 99

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9 TABLE OF CONTENTS 1. Budget Process Budget Model Overview Enrolment /2017 Operating Revenue Operating Revenue Descriptions Changes to Funding Model for the Budget Year Operating Budget-Revenue Summary /2017 Operating Expenditures Operating Expenditure Descriptions Operating Budget-Expenditures Summary Analysis of 2016/2017 Operating Revenue and Expenditures Revenue Analysis Expenditures Analysis /2017 Capital Revenue and Expenditure Descriptions & Analysis Revenue Analysis Expenditure Analysis Overall Review of Balanced Budget Consolidated PSAB Budget and Compliance Report How to Ignite Learning Challenges APPENDICES Appendix A: Expenditure Details Appendix B: Capital Schedules Appendix B: Schedule 1-School Condition Improvement Capital Appendix B: Schedule 2-Facility Renewal Capital Expenditures Appendix B: Schedule 3 Proceeds of Disposition Appendix B: Schedule 4 - Capital Projects in Progress, Ministry Approved Appendix B: Schedule 5 - Long Term Debt Appendix C: Operating Expenditures Overview Page 8 of 99

10 Appendix D: Special Education Appendix E: Board Staffing Comparison Appendix F: Annual Operating Plan Appendix G: Student Instruction Appendix H: Instructional Support Appendix I: Student Accommodation Page 9 of 99

11 1. Budget Process Purpose School boards are required to submit the Estimates (budget) forms to the Ministry by June 30, To facilitate the budget process and to ensure that the Ministry timeline is adhered to, the Education Finance Committee scheduled a series of meetings in May and June. Those dates were: May 24 th, 7:00 p.m. May 31 st, 7:00 p.m. June 7 th, 7:00 p.m. Presentation of Draft Budget Public Deputations Budget Consideration and Recommendation to Board Draft versions of the Operating and Capital Budgets with supporting analysis Presentations by the public commenting on the Draft Budget Education Finance committee members conduct final discussions before developing recommendation to the Board Budget Format The 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 this standard the Budget also includes a Consolidated PSAB Budget. Based upon the draft Official Enrolment Projections (OEP) along with the updated Ministry of Education funding information, budget staff build draft revenue and expenditures for the deliberations of the Education Finance Committee. Through several meetings, the Board of Trustees receive 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. OEP Draft Enrolment Projection Ministry Funding Updates Budget Approved Ministry Filing Education Finance Committee Meetings Draft Revenue & Expenditure Determination Figure 1- Budget Process Page 10 of 99

12 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: Group Trustees Director and Superintendents Principals Managers Finance Department Stakeholders Role Policy and governance Approval of the overall Board Budget Input and approval of the Ignite Learning Plan Ensure alignment of Board resources with Ignite Learning Strategic Priorities Input on staffing, enrolment Input on needs to fulfil requirements of Ignite Learning Plan Develop financial models and budget documents based on input from stakeholders and Ministry guidelines Provide input into budget considerations through public deputations The goal is for the Board to have a transparent and accountable budget to stakeholders which ties into the goals of Ignite Learning and Ministry guidelines. Page 11 of 99

13 2. Budget Model Overview This section will provide a brief description outlining revenues, expenditures, and Ministry of Education oversight of school boards. Balanced Budget Operating Revenue Operating Expenditures Capital Revenue Capital Expenditures GSN Other Government Grants Other Revenues Education Development Charges Ministry Grants Other Capital Revenue Figure 2 Funding Model Overview Balanced Budget Boards are required by the Education Act to submit a balanced budget to the Ministry of Education. Operating Revenue = Operating Expenditures Capital Revenue = Capital Expenditures Operating Revenues and Expenditures Revenues School boards receive funding from three sources as listed below. The main revenue is provided by the GSN. a) Grants for Student Needs (GSN) generates the largest component of funding for school boards. The GSN is a collection of grants which supports funding for the classroom, school leadership and operations, specific student-related priorities and local management by school boards. The key determinant for these grants is enrolment. The measure of enrolment used for funding purposes is the average daily enrolment (ADE) of pupils. Boards report the full-time equivalent of pupils enrolled for each school year as of October 31 st and March 31 st, the two count dates during a school board s fiscal year. The calculation of ADE is based on an average of the full-time equivalent pupils reported on the two count dates. b) Other Government Grants includes one-time or limited period grants that are enveloped for specific programs, in that any unspent grants are normally to be returned. Due to the uncertainty and unpredictability of this funding, only selected other grants are included in the operating budget with the balance of the programs reported separately to the Board as Supplementary Funding. c) Other Revenues is comprised of additional revenue earned from programs such as adult education fees, non-resident tuition fees, interest revenue, and daycare rental costs. Page 12 of 99

14 Expenditures Operating expenditures are comprised mostly of wages and benefits. The remainder of the expenditures are directly classroom related or support the Board operation. Capital Revenue and Expenditures Revenues The Board receives capital revenue from the three major sources listed below, and spends these funds in accordance with the funding requirements. a) Education Development Charges (EDC) are governed by a bylaw which charges each new residential building permit with a fee, which provides a board funding to purchase school sites in growth areas. b) Ministry Grants includes funding for facility upgrades, temporary accommodations and the construction and furnishing of new schools and additions. Revenue is also received from the Ministry to support the payments associated with the long term debt resulting from new construction. c) Other Capital Revenues includes proceeds from sales of Board owned properties and contributions from third parties for facility upgrades and new construction. Expenditures Capital expenditures include costs for new construction of elementary or secondary schools, upgrades, alterations and/or additions at existing schools, the purchase of new school sites, the purchase of new portables and relocation of existing portables, and payment of long term debt. Ministry of Education Oversight of School Board Budgets 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. Guidelines/Limitations Balanced Budget: Boards are expected to submit a balanced budget and if they incur a deficit during the year, they must make up the deficit in the following years. 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. The DDSB has consistently been compliant with Kindergarten and Primary class size requirements and has therefore avoided these financial penalties. Special Education Grant Envelope: Special Education funding is limited to special education expenditures. Other grant envelopes: Funding for programs such as selected Learning Opportunities Grants, Safe and Accepting Schools Supplement, and New Teacher Induction Program (NTIP) are restricted to expenditures for these programs. Board Administration and Governance Grant: Boards may not spend more on administration and governance than the amount allocated for this purpose. 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 (POD): Boards must use this funding on schools that are expected to remain open and operating for at least five years. 80% of this funding must be spent on major building components. School Renewal: Boards must use the majority of this grant on capital expenditures. Page 13 of 99

15 3. Enrolment From 2007 to 2016, the Board has experienced an increase of students from 66,262 to 69,243 or 2,981 students. This increase is due to the intermixing of several factors such as: introduction of full day kindergarten, residential growth developments, partially offset with areas of decline. These factors are common across the province as boards are struggling with an overall decline. The DDSB is fortunate to have a net increase in enrolment. Overall Enrolment and Capacity Thousands Total Enrolment Total Capacity Chart 1- Overall Enrolment Total Enrolment 66,262 65,895 65,750 65,662 65,594 66,941 66,760 68,521 69,486 69,243 69,065 69,099 68,778 68,481 Total Capacity 59,140 64,873 65,280 64,715 64,853 65,381 66,413 66,869 68,911 69,378 69,378 70,554 70,554 70,554 Tot. Surplus / (Shortfall) (7,122) (1,022) (470) (947) (741) (1,560) (347) (1,652) (575) ,455 1,776 2,073 Table 1- Overall Enrolment It is important to note that the OEP (Official Enrolment Projections) only includes 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. The OEP is a key factor in several critical aspects of the operations of a school board including: Operating Revenue and Expenditures Student Instruction and Student Accommodation Capital Revenue and Expenditures i. Operating Revenue and Expenditures The enrolment projections for 2016/2017, along with detailed information such as the grade by grade calculation of students, forms the back bone 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 89% of Page 14 of 99

16 the DDSB Budget (see Appendix E), 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 and there may have been unnecessary budget reductions. In addition, an under estimation 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. ii. 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 maybe a necessary situation if the use of strategies as outlined below are not an effective resolution mechanism. The strategies are: 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 over use to a school that is in need of more students to stabilize the long term viability of a school. From 2007 to 2015, the Board has undertaken 56 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. Page 15 of 99

17 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 this process as outlined in Section 9, Part iii. The review of under-utilized schools are a means to ensure scarce resources of the Board are directed in a means that best serve students. c) Capital Business Case Submission the Ministry of Education provides school boards with submission opportunities to typically 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. iii. Capital Revenue and Expenditures Since 2007, the DDSB has received funding for 15,000 pupil places. These pupil places brought the shortfall of capacity from (7,122) in 2007 to a surplus capacity of 135 in These new pupil places also address a net increase in enrolment during this time, and offset through the closure of 9 elementary and 3 secondary schools. The management of enrolment growth in some areas combined with the management of enrolment decline in other areas, allows the Board a stronger Business Case Submission 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, Table 2 - Enrolment and Capacity and Chart 2 Enrolment and Capacity provide data on both the elementary and secondary panels. Reviewing new construction needs along with underutilization is paramount. Page 16 of 99

18 Enrolment and Capacity Thousands Elementary Enrolment Secondary Enrolment Secondary Capacity Elementary Capacity Chart 2 Enrolment and Capacity Elementary Enrolment 42,586 42,328 42,076 42,552 42,825 44,410 45,633 47,397 47,832 47,956 47,606 47,376 47,101 46,698 Elementary Capacity 38,413 42,421 42,828 43,103 43,085 43,718 44,750 45,038 45,790 47,154 47,154 48,330 48,330 48,330 Elem. Surplus /(Shortfall) (4,173) (692) (883) (2,359) (2,042) (802) (452) 954 1,229 1,632 Secondary Enrolment 23,676 23,567 23,674 23,110 22,769 22,531 21,127 21,124 21,654 21,287 21,459 21,723 21,677 21,783 Secondary Capacity 20,727 22,452 22,452 21,612 21,768 21,663 21,663 21,831 23,121 22,224 22,224 22,224 22,224 22,224 Sec. Surplus / (Shortfall) (2,949) (1,115) (1,222) (1,498) (1,001) (868) , Table 2 - Enrolment and Capacity Overall As outlined in the graph above, which illustrates elementary and secondary enrolment/capacity, the 3 measures above assist the Board with managing student opportunities. The 2016 enrolment is important for budget calculations. However, equally important is to monitor enrolment projections into the longer term. From 2016, enrolment of 69,243 to the 2020 enrolment 68,481 there is a decrease in enrolment of 762 or 1.1%. Future potential development should maintain the Board s current enrolment level. Page 17 of 99

19 /2017 Operating Revenue Operating Revenue Descriptions As outlined in Figure 2 Funding Model Overview, 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 Revenues Summary on page 20. i. Grants for Student Needs (GSN) GSN s calculations are outlined in the Ministry of Education Technical Paper that can be found on the Ministry of Education s 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 2016/2017: a) Pupil Foundation For every student, the Pupil Foundation Grant provides funding to support the common classroom experience and core education. It accounts for about half of the GSN and is calculated on a per-pupil basis providing 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 For every school, the School Foundation Grant funds in-school administration and leadership. It provides funding for principals, vice-principals and office support staff as well as school administrative supplies. c) Special Education Incremental funding for students who need Special Education programs, services and equipment. Boards may use the grant only for special education and must save any unspent funding to use for special education 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) First Nation, Metis and Inuit Education Allocation Funding supports programs designed for Aboriginal students, as outlined in the Ontario First Nation, Métis, and Inuit Education Policy Framework. f) Learning Opportunity Provides funding to help students who are at greater risk of lower academic achievement. g) Safe 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. h) Cost Adjustment 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. i) New Teacher Induction Program (NTIP) Supports the growth and professional development of new teachers in the system. The 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. Page 18 of 99

20 j) Adult Education/Continuing Education (Con. Ed.) Supports adult day-school including correspondence and self-study programs, Continuing Education programs including transfer courses for secondary students moving between applied and academic streams, as well as summer school programs for adults and secondary students. k) Transportation Funding to transport students to and from home and school, including transporting students with special needs. l) 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 Operations Supports the costs of operating and repairing schools including costs for heating, lighting, maintenance, and cleaning of schools including custodial staff. n) Community Use of Schools Supports access to school space outside of school hours for not-for-profit community groups. This funding has made it possible for the Durham District School Board to reduce non-profit rental rates for the school year. o) Declining Enrolment Adjustment Provides transitional funding recognizing that it takes time for boards to adjust their cost structures to declines in enrolment. Since board funding is determined by enrolment, as enrolment goes down, so does revenue. Board costs, however, do not decline in a way that is strictly proportional to declining enrolments. p) 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. q) Funding for Labour Framework Implementation In 2015/16, the funding to support the implementation of the collective agreements was allocated to school boards as lump sum amounts. The 2015/16 amount appears as a single line item on the Operating Revenue Summary found on the next page. In , the funding to support the collective agreements is reflected in each line of the Operating Revenue Summary. 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. Overall, this provides a description of the operational revenue. The next portion of this section provides the changes in the funding model for the Budget Year. Page 19 of 99

21 Changes to Funding Model for the Budget Year The following is an overview of the significant changes to Grants for Student Needs (GSN)-operating funding for. Multiple Budget Year Funding Changes School Foundation Grant marks the second year of a three year phase-in of changes to the School Foundation Grant. Changes introduced as part of the School Board Efficiencies and Modernization (SBEM) strategy include reduced principal allocations for small schools (under 150 ADE for elementary schools and under 200 ADE for secondary schools), reduced school support staff for elementary and secondary schools under 100 ADE, and simplified calculations for secondary vice-principal positions with improvements for very large secondary schools. Differentiated Special Education Needs Amount (DSENA) marks the third year of a four year phase-in of an amended allocation. The new allocation (formerly named High Needs Amount) phases out the per pupil amount and phases in the increased use of modified Measures of Variability and Special Education Statistical Prediction Model factors. The new model also introduced a common base amount of $450,000 for all school boards. Although described as fiscally neutral for the province, the new methodology generates $0.4 million in less funding for the school year. Administration and Governance is the third year of a four year phase-in of an amended Board Administration Allocation. The new calculation phases out the primary use of enrolment-based allocations and phases in the identification of core functions and cost drivers for each function. Examples of the core functions include: Director, Superintendents, Human Resources, Finance, Payroll, Purchasing and Information Technology. Although described as fiscally neutral for the province, the new methodology generates a decrease of $0.1 million in funding for the school year. School Operations marks the second year of a three year phase-in of changes to the School Operations funding formula. As an outcome of the SBEM strategy, Ministry funding formula changes will phase out supports for schools that are operating at less than full capacity. The new methodology generates a decrease of $0.6 million in funding for the school year. Declining Enrolment Adjustment Due to the SBEM strategy, the Ministry funding formula change will reduce the amount of transitional support provided to school boards to mitigate the impact of declining enrolment. Budget Year Funding Changes Benchmark changes to reflect the collective agreements, benchmarks have been increased to reflect the negotiated salary increase. The benefit portion of benchmarks have been reduced by 0.17% as part of the ongoing phase out of the funding for retirement gratuities. Non-staff cost adjustments have been reflected in Transportation (2%) and School Operations (2% with electricity component of increase of 3.5%). Benchmark changes are matched with anticipated changes in expenditures and do not provide additional funding for new initiatives. EPO s transferred to GSN s - selected programs that were formerly funded through Education Program Other (EPO) grants have been moved to Grants for Student Needs (GSN). These programs are: Funding for Library Staff, Managing Information for Student Achievement, Outdoor Education, Technology Enabled Learning and Teaching Contacts and Board Action Plans on First Nation, Metis and Inuit Education. For comparative purposes, the prior year amounts for these programs have been reflected in the GSN section of the Operating Revenue Summary. Renewed Math Strategy the Ministry has announced funding for Ontario s Renewed Mathematics Strategy. The funding represents a refocusing of other EPO-funded programs that will not appear in Page 20 of 99

22 Operating Budget-Revenue Summary The following provides the draft Budget Year estimated revenue, with comparative figures and change in Revenues from the prior year. REVENUE CATEGORIES Operating Revenue Grants for Student Need (GSN) Operating Funding Revised Estimates Revised Estimates Estimates Incr/(Decr) Pupil Foundation 364,068, ,133, ,070,914 2,937,382 School Foundation 44,975,264 45,432,459 45,842, ,696 Special Education - SEPPA 48,869,988 49,126,375 50,116, ,787 Special Education - Differentiated Special Needs (DSENA) 35,884,586 35,621,049 35,186,613 (434,436) Special Education - SIP 2,948,047 2,948,047 2,948,047 0 Special Education - SEA 2,500,572 2,517,964 2,513,926 (4,038) Special Education - Behaviour Expertise Funding 276, , ,727 2,677 Special Education - Care &Treatment (Grove) 5,574,875 5,574,875 5,574,875 0 Language - FSL 9,121,871 9,125,322 9,346, ,877 Language - ESL 2,400,997 2,895,933 2,882,865 (13,068) First Nation, Metis and Inuit Education Allocation 959, ,532 1,080,087 95,555 Learning Opportunity - Demographic Table Amount 3,349,989 3,345,393 3,375,429 30,036 Learning Opportunity - Student Success 1,393,876 1,394,354 1,397,630 3,276 Learning Opportunity - School Effectiveness 358, , ,579 2,620 Learning Opportunity - Ont Focused Intervention Partnership 286, , ,712 (469) Learning Opportunity - Specialist High Skills Major 889, , ,875 (251,245) Learning Opportunity - Gr 7-8 Literacy & Numeracy Coaches 724, , ,332 19,535 Learning Opportunity - Mental Health Leaders 120, , ,161 1,328 Learning Opportunity - Outdoor Education 679, , ,351 (90,161) Learning Opportunity - Library Staff 228, , ,820 3,330 Safe Schools 1,125,831 1,128,185 1,134,737 6,552 Cost Adjustment - Teacher Qualification & Experience 53,422,207 52,478,991 57,308,376 4,829,385 Cost Adjustment - ECE Qualification & Experience 3,793,160 4,001,744 4,446, ,179 Cost Adjustment - Non Teaching Cost Adjustment 413, , ,447 0 Cost Adjustment - MAT leave/sick leave 922, , ,593 0 New Teacher Induction Program (NTIP) 445, , , ,776 Adult Education/Continuing Education (Con. Ed.) 2,816,596 2,798,045 2,526,215 (271,830) Learning Opportunity - Literacy & Numeracy (Con. Ed.) 725, , ,982 (29,512) Transportation 19,982,978 20,474,560 20,834, ,352 Administration and Governance 17,436,624 17,441,865 17,476,978 35,114 School Operations 66,092,732 66,624,806 66,948, ,712 Community use of schools 905, , ,506 12,729 Declining Enrolment Adjustment 804, , , ,839 Public Sector Wage Constraint (418,575) (418,575) (418,575) 0 Funding for Labour Framework and Implementation 0 8,460,707 (8,460,707) Grants for Student Need (GSN) Operating Funding Total 694,080, ,172, ,692,165 1,519,270 Page 21 of 99

23 REVENUE CATEGORIES Revised Estimates Revised Estimates Estimates Incr/(Decr) Other Government Grants /Fees Min. Citizenship & Immigration - Adult ESL (Con. Ed.) 617, , ,500 (24,716) Min. Education - Library elementary 0 0 Min. Education - Community Use Coordinator 136, , ,800 0 Govt of Canada/Fees Non-Resident 536, , ,000 0 Min. Education - Full Day Kindergarten 1,282, Min. Education - Mental Health Addiction Strategy 33, Min. Education - Early Years Leadership Strategy 177, , ,630 0 Min. Education - Renewed Mathematics Strategy 0 0 1,476,200 1,476,200 Min. Education - Student Success EPO Funding 1,719,337 1,607,014 0 (1,607,014) Other Government Grants /Fees Total 4,502,563 3,392,660 3,237,130 (155,530) Other Revenues/Expenditure Recovery Rental/Lease Fees 550, , ,000 0 Daycare Lease Income - Before and After 510, , ,630 0 Community Use Fees 450, , ,000 0 Misc. recoveries/rebate 128, , ,000 60,000 Staff on Loan 2,181,998 2,194,650 2,646, ,285 Fees - Continuing Education 1,380,648 1,182,960 1,174,960 (8,000) Recoveries from DCDSB (TIS) 130,370 50,000 50,000 0 Interest Revenue 500, , ,000 0 Other Revenues/Expenditure Recovery Total 5,831,016 5,636,240 6,140, ,285 Operating Revenue Total 704,413, ,201, ,069,820 1,868,025 Working Funds Accumulated Surplus (Transitional Support for Spec Ed) 0 200,000 0 (200,000) Grand Total 704,413, ,401, ,069,820 1,668,025 Table 3 - Operating Revenues An analysis of the Budget Year Revenue is provided in Section 6 of this report. Page 22 of 99

24 /2017 Operating Expenditures Operating Expenditure Descriptions As outlined in Figure 2 Funding Model Overview, Operational Expenditures is be supported by Operational Revenue. This section provides information on each major expenditure line in the Operating Budget. i. Instruction Instruction includes: a) 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 and Student Success and English as a Second Language (ESL) teachers b) Education Assistants Salaries and benefits for Education Assistants who support teachers in the classroom. c) Early Childhood Educators Salaries and benefits for Early Childhood Educators to support the Full-Day Kindergarten program. d) Computers Instructional technology and associated network costs. e) Textbooks/Supplies Textbooks and learning materials required to meet the learning expectations of the curriculum including workbooks, science supplies, and lab materials. f) Professional/Paraprofessional/Technicians Salaries and benefits for staff who provide support services to students and teachers, such as psychologists, psychometrists, speech & language pathologists, interpreters & intervenors, attendance counsellors, lunchroom supervisors, social workers, child/youth workers, and computer technicians. g) Library/Guidance Salaries and benefits for teacher librarians and guidance teachers. h) Staff Development Expenditures to support instructional leadership and ongoing professional development. i) Principals and Vice-Principals Salaries and benefits for Principals and vice-principals. j) School Office Salaries and benefits for clerical support staff, school office supplies and equipment. k) Officers & Facilitators Salaries and benefits for officers, facilitators, and administration staff who support School Programs and required equipment and supplies. l) Continuing Education Salaries and benefits for Continuing Education Principal, VP, teachers, instructors, support staff, and required supplies and textbooks. ii. Administration and Governance Costs for administration and governance costs such as operating board offices and central facilities, trustees, central based staff and expenditures, including supervisor officers and their secretarial support. iii. Transportation Cost to transport students to and from home and school, including transporting students with special needs and school teams/clubs. Page 23 of 99

25 iv. School Operation and Maintenance Costs of operating school facilities (heating, lighting, maintaining, and cleaning). Includes custodial salaries and benefits, and required supplies. v. Other Non-Operating Primarily includes the costs of employees seconded for assignments with the Ministry or Unions (Staff on Loan). This category also includes costs associated with selected Education Program Other (EPO s) such as the Renewed Math Strategy. Operating Budget-Expenditures Summary REVISED REVISED EXPENDITURE CATEGORIES Instruction Teachers 4, ,236,980 4, ,263,710 4, ,603,930 Educational Assistants ,585, ,601, ,733,320 Early Childhood Educator ,609, ,591, ,898,260 Computers - 5,090,299-5,219,973-5,271,150 Textbooks / Supplies - 12,634,877-12,397,783-12,408,770 Prof./ParaProf./Tech ,870, ,955, ,031,690 Library / Guidance ,114, ,245, ,554,270 Staff Development - 3,690,952-3,792,018-3,767,630 Principals and VPs ,457, ,558, ,408,480 School Office ,407, ,943, ,660,950 Officers & Facilitators ,931, ,319, ,537,410 Continuing Education ,328, ,127, ,815,380 Instruction Total 6, ,956,503 6, ,016,573 6, ,691,240 Administration & Governance Governance , , ,510 Board Administration ,206, ,237, ,285,590 Administration & Governance Tot ,451, ,489, ,537,100 Transportation Transportation - 20,379,200-20,570,357-21,155,400 Transportation Total - 20,379,200-20,570,357-21,155,400 School Operations & Maint. School Operations & Maint ,430, ,114, ,283,110 School Operations & Maint. Total ,430, ,114, ,283,110 Other Non-Operating Other Non-Operating - 4,196,490-4,074,980-4,402,970 Other Non-Operating Total - 4,196,490-4,074,980-4,402,970 Grand Total 6, ,413,710 6, ,265,940 6, ,069,820 NOTE(s): The presentation of the Draft 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. Table 4 - Operating Expenditures Summary An analysis of the Budget Year Expenditures is provided in Section 6 of this report. Page 24 of 99

26 6. Analysis of 2016/2017 Operating Revenue and Expenditures Overall The purpose of this section is to provide an analysis of operating revenue and expenditures compared with the prior year. Revenue Analysis For the year, overall revenues for the Board have increased by $1.9 million or 0.3% as outlined in the chart below. This is consistent with enrolment levels, funding changes and updates as provided in Sections 3 and 4 respectively. Operating Revenue Estimates Revised Estimates Revised Estimates REVENUE CATEGORIES Millions Grants for Student Need (GSN) Operating Funding Total Other Government Grants / Fees Total Other Revenues/Expenditure Recovery Total Revised Estimates Revised Estimates Estimates Change to Grants for Student Need (GSN) Operating Funding Total 694,080, ,172, ,692,165 1,519,270 Other Government Grants / Fees Total 4,502,563 3,392,660 3,237,130 (155,530) Other Revenues/Expenditure Recovery Total 5,831,016 5,636,240 6,140, ,285 Total Operating Revenue $704,413,704 $714,201,795 $716,069,820 $1,868,025 Chart 3 - Operating Revenue 2.5 Changes in Revenue ( vs ) M$ Enrolment Changes Benchmark Changes Experience Level Changes Funding Formula Changes Other Page 25 of 99

27 A further breakdown of revenues is provided in Section /2017 Operating Revenue. Year over year changes in Operating Revenue can be summarized by the following key drivers: a) Enrolment Changes (-$1.7M) i. Overall Enrolment (-$1.2M) For funding purposes overall enrolment is measured by Average Daily Enrolment (ADE). ADE calculation formula = (Full Time Equivalent of Oct Full Time Equivalent of March 31)/2. ADE excludes fee paying students and students covered under Federal Government agreements. Elementary ADE increased by and Secondary ADE decreased by The net decrease of lowered funding by $1.2 million. ii. Program Level Enrolment (-$0.5M) Funding is also impacted by enrolment at program levels. French Language funding is increased by $139K primarily due to increased French Immersion enrolment. Specialist High Skills Major funding is lower by $251K primarily due to lower enrolment. Continuing Education funding is also lower by $363K primarily due to lower enrolment. b) Benchmark changes (+$2.0M) i Collective agreements (+$0.6M) Funding for the implementation of the Collective agreements were flowed through Revised Estimates as lump sum amounts of $8.4 million. Benchmarks throughout the GSN s have been updated to reflect the updated labour expenditures of an additional 0.6 million for a total of $9.0 million for compensation. ii. Employee Health Trusts - The changes associated with the Employee Health Trusts are not currently in the benchmarks. iii. Other Benchmark changes (+$1.4M) Special Education Per Pupil Amount (SEPPA) was increased by 2%, which is higher than the standard amount for the implementation of Collective agreements. The additional increase generated $0.4 million higher Special Education funding which offsets the reduction in DSENA funding. School Operations funding was increased by $0.6 million due to a 2% increase of the non-staff component (excluding electricity) of benchmarks and the electricity component increase of 3.5%. Transportation funding was increased by 2% ($360K) to fund anticipated expenditure increases. c) Experience level changes (+$2.3M) - Cost Adjustment Grant provides additional funding for teachers and Early Childhood Educators acknowledging qualifications and experience above salary benchmark levels. This funding increased by $2.3 million to match the higher expenditures associated with increases in experience and qualifications. d) Funding formula changes (-$1.2M) Section 4 describes the multi-year phase in of funding formula changes. These changes have lowered funding in the following areas: Special Education (-$0.4 million) Revised HNA funding model (current terminology is DSENA). Board Administration (-$0.1 million) Revised Board Administration allocation. School Operations (-$0.6 million) Elimination of top-up funding. e) Other (+$0.3M) Staff on Loan refers to funding received for DDSB staff that are seconded to positions with the Ministry of Education and/or Labour Unions. The additional funding of $0.4 million represents an increase in these secondments. The funding to support the Renewed Math Strategy is from a refocusing of programs previously supported through a series of individual EPO grants. The DDSB Renewed Math Strategy grant is $131K lower than the series of individual EPO grants received in Page 26 of 99

28 Expenditures Analysis The operational expenditures increased by $1.8M to a total of $716.1M, for the budget year. This increase in expenditures is consistent with updates to the collective labour agreements, changes in enrolment and updated forecasts for non-staff related expenses. The chart below provides a visual of the change in expenditures. Operating Expenditures Estimates Revised Estimates Revised Estimates MILLIONS Instruction Total Administration & Governance Total Transportation Total School Operations & Maint. Total Other Non-Operating Total Expenditure Categories Revised Estimates Revised Estimates Estimates Instruction Total 6, ,956,503 6, ,016,573 6, ,691,240 Administration & Governance Total ,451, ,489, ,537,100 Transportation Total - 20,379,200-20,570,357-21,155,400 School Operations & Maint. Total ,430, ,114, ,283,110 Other Non-Operating Total - 4,196,490-4,074,980-4,402,970 Grand Total 6,893.0 $704,413,710 6, ,265,940 6, ,069,820 Chart 4- Operating Expenditures Operating Expenditures in comparison to Operating Revenues As described in Section 2 Budget Model Overview, School Boards are required to submit balanced budgets to the Ministry. In addition to an overall balance budget, the Ministry monitors the following guidelines and limitations in how School Boards allocate funding to operating 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. The DDSB has consistently been compliant with Kindergarten and Primary class size requirements and has therefore avoided these financial penalties. Special Education Grant Envelope: Special Education funding is limited to special education expenditures. Other grant envelopes: Funding for programs such as selected Learning Opportunities Grants, Safe and Accepting Schools Supplement, and New Teacher Induction Program (NTIP) are restricted to expenditures for these programs. Board Administration and Governance Grant: Boards may not spend more on administration and governance than the amount allocated for this purpose. Page 27 of 99

29 Outside of these guidelines, School Boards have flexibility in the allocation of funds to address local priorities and cost pressures. The following table outlines how the overall Operating Budget is balanced with offsetting differences between revenue and expenditures by category. $million s Instructional Programs Administration & Governance Transportation School Operations & Mtce Other TOTAL Operating $603.4 $17.9 $20.8 $69.6 $4.3 $716.1 Revenue Operating $604.7 $17.5 $21.2 $68.3 $4.4 $716.1 Expenditures Differential ($1.3) $0.4 ($0.3) $1.3 ($0.1) $0 Instruction As described in Section 5, Instruction expenditures includes instructional staff, principals and vice-principals, school office staff, instructional support staff and school based technology and supplies. School instruction is a people driven service with 96% of expenditures associated to staff related expenses. The following pie chart outlines the breakdown of Instruction Expenditures. For the budget year, instruction expenditures of $604.7 million are $0.7 million higher when compared to the prior budget year. This increase is primarily driven by higher average compensation expenses per employee, partially offset by lower number of instructor positions. a) Average Compensation Expense per Instruction Staff (+$3.5M) - The increase includes updated qualifications and experience factors for teachers and Early Childhood Educators and this increase is funded by an increase in the Cost Adjustment Grant described in Section 4. Average compensation expenses is also impacted by updates to salary and benefit assumptions for non-classroom positions, for example, Professional/Paraprofessional/Tech. staff, School Administrators and School Office staff. b) Impact of Enrolment changes (-$3.3M) a. Enrolment Changes - As outlined in the Operating Revenue Analysis, elementary Average Daily Enrolment (ADE) is forecasted to be increase by and secondary ADE is forecasted to decrease by In addition to overall enrolment changes, grade level and program level enrolment also impacts staff positions. Kindergarten enrolment is forecasted to be lower by and this decline is more than offset by increases in Grades 1 to 8. Elementary Special Education Teachers declined by 10.4 positions based on declines in enrolment for elementary special education Page 28 of 99

30 classes. Declines in enrolment in the Gifted Program shifted 6 classes and associated prep staff from the Special Education Program to the Regular Program. In addition to the Gifted Program changes, the net impact of Special Education class openings, movements and closures resulted in 3 fewer elementary Special Education Classes. The three fewer classes is a result of increased integration with regular Programs. In the secondary panel, the level of regular program integration for students enrolled in a Special Education Class also impacts the shift of staff levels between the Special Education Program and the Regular Program. The net impact of Special Education class openings, movements and closures resulted in 1 more secondary Special Education Class. The increase amount of partial integration for the students in these classes resulted in a reduction of 7.2 teacher allocated to the Special Education program. Partial integration at the secondary level means that students are enrolled in Regular Program courses. b. Staff positions impacted Changes to overall enrolment, grade level enrolment and programs enrolment generated an increase of 4.1 elementary teacher positions and a decrease of 26.6 secondary positions. The reduction in Kindergarten enrolment generated 10 fewer Early Childhood Educator positions. Other changes include a decrease of a secondary VP position and 1.3 decrease in secondary School Office staff. Enrolment levels are conservatively planned and teaching positions will be added if actual enrolment is higher than forecasted. c) Other ($0.4M) The balance of the increase is a result of net changes to instructional programs. Administration & Governance For the year the Administration and Governance expenditures were essentially flat at $17.5M. The Administration & Governance area for all school boards in the province have an enveloping calculation. For this calculation, boards are provided with a calculation of the maximum expenditure allowed. The DDSB is consistently compliant with this calculation. The following pie chart outlines the breakdown of Administration & Governance Expenditures. The expenditures include costs such as operating board offices and central facilities, board-based staff and expenditures, including supervisory officers and their support staff. Page 29 of 99

31 Transportation The expenditures for transportation are in accordance with the Board Policy entitled Policy - Transportation (Pupil). Essentially, elementary students who reside further than 1.6km to their home school, secondary students who reside 4.0km from their home school, and special education students are provided transportation. The Board s transportation service is administered by Durham Student Transportation Service, who also manage transportation for the Durham Catholic District School Board. DSTS integrates the use of buses to maximize efficiency and effectiveness. For the school year, DSTS transported 17,911 DDSB students and 9,575 DCDSB students for a total of 27,486. The number of student transported by each Board and the allocation of DSTS expenditures between the two Boards are reconciled as part of year-end financial reporting procedures. Total Transportation Expenditures includes costs for late buses, clubs, sport team events and field trips. The extent of these charges are managed at the school level. Transportation Financial information is summarized below: Revised Estimates Revised Estimates Estimates Transportation Grant $19,982,978 $20,474,560 $20,834,912 Transportation Expenditure $20,379,200 $20,570,357 $21,155,400 Table 5- Transportation Costs Cost estimates for are extrapolated based upon enrolment growth patterns and projected supplier cost increases. Page 30 of 99

32 It should be noted that there is a Ministry recovery of funding for student transportation. If a school board has surplus funds in this area, the Ministry recovers this funding as part of any potential funding increase for the year. The result is less Ministry of Education funding in the next budget year. Therefore, maximizing service levels with available funding is paramount. Currently, staff are reviewing potential Bell Time changes for to determine if these changes will generate sufficient bus savings to be able to introduce a secondary walk distance of 3.2 km, a reduction from the current distance of 4.0 km. School Operations The Ministry of Education provides grants for School Operations based upon the number of students in the board, rather than on a school by school location. Therefore, it is critical for boards to have strong processes to review under/over utilization, along with measures such as Accommodation Reviews and Boundary Reviews (For more details on Student Accommodation, refer to Appendix I) The DDSB has 108 elementary and 19 secondary schools for a total of 127 schools. These figures include the recent closing of Oshawa Central CI, the September 2016 new location opening of Forest View PS and the September 2016 opening of Unnamed Stonecrest PS. The number of schools do not include Unnamed Mulberry Meadows PS or Unnamed Windfields Farm PS, as these schools are in the construction phase. The School Operations budget includes the following main expenditure categories. Category Custodial, Maintenance & Management Wages and Benefits Utilities - Gas, Electricity, Oil and Water Insurance and Upkeep of Grounds (including snow removal) Other TOTAL Table 6- School Operations Costs Cost $39,971K $11,484K $4,336K $12,492K $68,283K The care of school buildings is an important partner in education. Schools that are inviting and meet educational requirements and accessibility requirements cannot be understated. At present, the Board underspends the School Operations funding by $1.3 million to support Regular and Special Education Instructional Programs. Page 31 of 99

33 /2017 Capital Revenue and Expenditure Descriptions & Analysis Capital Revenue Descriptions As outlined in Section 2, the capital revenue of the Board is comprised of three categories outlined below. A detailed list of capital revenues with comparative figures and change in capital revenues from the prior year follows. i. Education Development Charges (EDC) Fund the acquisition of school sites and related costs to accommodate growth-related pupil needs. ii. Ministry Grants includes: a) School Condition Improvement (SCI) funding addresses the renewal priorities of the board, including addressing health and safety, replacing and repairing building components, improving the energy efficiency of schools, and improving accessibility. Funding is allocated in proportion to a board s total assessed renewal needs under the Condition Assessment Program. Boards must use SCI funding on depreciable renewal expenditures in schools that are expected to remain open and operating for at least five years. Boards are required to direct 80% of SCI funding to major building components (for example, foundations, roofs, windows) and systems (for example, HVAC and plumbing). The remaining 20% can be used to address any locally identified needs. b) School Renewal which addresses the costs of repairing and renovating schools. The largest component is based on a benchmark renewal cost associated with a standard floor area for each elementary/secondary pupil. Funding is also adjusted to reflect the renewal need of older schools and regional variations in construction costs. c) 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. d) New Pupil Places (NPP) & Capital Priorities (CP) grants fund the construction of new and replacement schools as well as additions to existing schools. These funds are 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. e) Full Day Kindergarten (FDK) grant is used to construct kindergarten classrooms as part of the construction of new and replacements schools as well as additions to existing schools. This funding is allocated as part of the project approvals and is calculated on a per room basis. a) Child Care (CC) 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 within the school. CC funding is calculated on a per room basis. f) Long Term Financing funding is based on debt payments required including principal, interest and sinking fund contributions. iii. Other Capital Revenue a) Proceeds of Disposition (POD) revenues are generated from the sale of Board properties and buildings that have been declared surplus. Starting in , these funds are to be used for the renewal of existing schools. As is the case with SCI funding, 80% of these funds are to be used on major building components of schools that will remain open and operating for at least 5 years. Prior to these funds were used as contributions toward the construction of new schools. Page 32 of 99

34 Changes to Funding Model for the Budget Year The following is an overview of the significant changes to Capital Grants for Multiple Budget Year Funding Changes School Renewal As is the case with School Operations funding, marks the second year of a three year phase-in of changes to the School Renewal funding formula. The Ministry funding formula changes will phase out supports for schools that are operating as less than full capacity. Capital Revenue Summary DURHAM DISTRICT SCHOOL BOARD CAPITAL BUDGET - REVENUE REVISED REVISED Capital Revenue Education Development Charges 3,400,000 4,933,935 3,800,000 Ministry Grants School Condition Improvement 6,781,372 12,351,004 12,799,120 School Renewal 9,764,074 9,622,439 8,905,140 Temporary Accommodation 1,590,000 1,430,000 1,674,000 Full-Day Kindergarten - Minor Capital 136,777 50,013 - Child Care Capital Retrofits - Year 2 33, Subtotal Capital Projects 18,305,638 23,453,456 23,378,260 Capital Priorities & New Pupil Places - New Construction 31,928,517 15,389,963 5,646,218 Full-Day Kindergarten - New Construction & Retrofits 8,950,706 3,650, ,098 Child Care - New Construction - - 1,509,895 Long Term Financing 24,330,307 25,038,051 25,461,133 Ministry Grants Total 83,515,168 67,531,470 56,544,604 Other Capital Revenues Proceeds of Disposition - Projects in progress 2,357,831 6,009, ,784 Proceeds of Disposition - New Projects - - 6,000,000 Third Parties 106, Other Capital Revenues Total 2,464,019 6,009,488 6,509,784 Total Capital Revenue 89,379,187 78,474,893 66,854,388 Transfer from Accumulated Surplus 171,495 2,390,000 - Site expenditure to be funded in future years * - 1,641,065 2,875,000 Total Capital Revenue and Transfer from Accumulated Surplus 89,550,682 82,505,958 69,729,388 *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 Table 7 Capital Revenue Page 33 of 99

35 Capital Expenditures Descriptions i. Site Purchases Site purchases can include expenditures from both sites purchased in previous years as well as sites being purchased in the current year. ii. Facility Upgrade Projects This category includes expenditures for repairing and renovating schools. The projects are listed in Appendix B: - Schedules 1, 2 and 3 iii. Portable Purchases & Relocations This category includes the purchase cost of the portables and costs associated with set-up on schools sites. Portables are relocated from school to school to accommodate temporary fluctuations in enrolment. Relocation expenditures include transportation and setup costs associated with the portable moves. iv. New Construction This category includes 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 timing of expenditures for current new construction projects can be seen in Appendix B - Schedule 4. v. 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. DURHAM DISTRICT SCHOOL BOARD CAPITAL BUDGET - EXPENDITURES REVISED REVISED Site Purchases Prior years purchases 3,400,000 Current site purchases 8,965,000 6,675,000 Site Purchases Total 3,400,000 8,965,000 6,675,000 School Condition Improvement - facility upgrades - Appendix B-Sched 1 6,781,372 12,351,004 12,799,120 School Renewal - facility upgrades and equipment - Appendix B-Sched 2 9,764,074 9,622,439 8,905,140 Portable purchases and relocations 1,976,360 3,080,000 3,674,000 Proceeds of Disposition - facility upgrades Appendix B Sched ,000,000 New construction - Appendix B-Sched 4 36,824,853 21,884,039 8,214,995 FDK retrofits and furniture and equipment 6,440,301 1,565,425 - Child Care Retrofits 33, Interest on Long-Term Financing - Appendix B-Sched 5 24,330,307 25,038,051 25,461,133 Total Capital Expenditures 89,550,682 82,505,958 69,729,388 Table 8-Capital Expenditures Page 34 of 99

36 Analysis Overall For the year, the Capital Budget of the Board is $69,729,388, which represents a decrease of $12.8 million or 15% when compared with the prior year. This decrease is driven by the stage of current new construction projects in comparison to projects in progress in As the majority of the projects for which expenditures will be incurred in are in the beginning stages, only a small portion of the total project costs are estimated to be incurred. For , 2 of the schools being constructed were opening in September 2016 and as a result, significant costs were incurred. The following table provides a sample new school construction cycle: Year 1 Year 2 Year 3 Receive Ministry Approval Majority of construction School Opens Design of school Completion of site prep Resolution of Ministry Approval to Majority of furniture and construction deficiencies proceed to tender equipment purchases Completion of furniture Tendering process and equipment purchases Site Prep Revenue Analysis In analysing capital revenues 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) For 2016/2017, this category includes the anticipated collection of fees resulting from residential permits being issued during the year. ii. Ministry Grants For the year, the Board s allocation from the Ministry for School Renewal has decreased slightly due to the phase-in of the new funding model. The revenue recognized in is also lower compared to due to the timing of the expenditures associated with prior years grants. Conversely, the School Condition Improvement (SCI) grant has increased over last year as a result of an increase in renewal needs indicated by the results from the building assessments performed. This increase in SCI funding will allow the Board to address more of the renewal needs. The Temporary Accommodation funding for has increased over as a result of net board-wide additional portables and an increase in portable moves over the past three years. This increase will allow the Board to continue to purchase new portables to replace old inventory and to move portables from school to school to accommodate fluctuations in enrolment. The changes in New Pupil Places, Capital Priorities, Full-Day Kindergarten New Construction and Child Care New Construction grants are directly related to the progress of the construction of new schools and additions as approvals are received from the Ministry. The increase in Long Term Financing funding is as a result of the additional long term debt issued in related to the construction of new schools and additions. Page 35 of 99

37 iii. Other Capital Revenues In, it is anticipated that Proceeds of Disposition (POD) will be generated as a result of the sale of school sites. This revenue will then be used to address facility renewal needs of the Board and pending Ministry approval, the purchase of new portables. Expenditure Analysis i. Site Purchases For, the site purchase expenditure relates to the anticipated purchase of a secondary school site in north Oshawa. ii. Facility Upgrade Projects 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 are 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 projects for the budget year. The main indicator considered is the Facility Condition Index (FCI). Essentially, the FCI is: Value of Repairs Ministry of Education Cal n of Value of Building As a rule of thumb, an FCI of over 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, 5 year and 10 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 schools for students and staff. iii. Portable Purchases As the Board continues with the portable replacement plan, 20 new portables will be purchased in In 2007, there were 484 portables in use with approximately 17% of the Board s enrolment located in these classrooms. Since this time, over 123 portables have been demolished and 74 have been replaced bringing the number of portables in use to 293portables. Of these portables, 81 are fully air conditioned portables which vastly improve learning in portables. The Board s continuing Capital Construction Program will assist in reducing the number of portables required. For example, the following chart illustrates the effect current construction projects will have on portable reductions. Existing/Hold School Proposed New School/Addition Portables 2015 Portables After Opening Former Athabasca Forestview PS 6 0 Seneca Trail PS Unnamed Stonecrest PS 5 0 Dr. SJ Phillips PS Unnamed Windfields Farm PS 10 0 Roland Michener PS Unnamed Mulberry Meadows PS 10 0 Combined Total 31 0 Page 36 of 99

38 iv. Portable Relocations This expenditure is driven by enrolment fluctuations on a school by school basis. v. New Construction For, this category includes expenditures associated with the following Capital Projects as a result of Ministry of Education approval of a Capital Business Case. New Schools Unnamed Stonecrest PS opening September 2016 Unnamed Mulberry Meadows PS opening September 2018 Unnamed Windfield Farms PS opening September 2018 Replacement Schools Forest View PS opening September 2016 on former Grandview PS site Additions Claremont PS opening December 2017 R.S. McLaughlin CVI Eastdale Collegiate The total Ministry approval and timing of expenditures for these projects can be seen in Capital Schedules. Since 2007, the DDSB has received $371.7M to construct new schools and additions that create 15,176 pupil places. Lastly, this new construction assists with reducing the busing requirement for students as it creates a new school in their neighbourhood. The following table provides a list of recent and future school openings Future approved schools Clara Hughes PS Michaelle Jean PS Brooklin High School Unnamed Stonecrest PS Forestview PS (new location) Unnamed Mulberry Meadows PS Unnamed Windfield Farms PS vi. Interest on Long Term Financing The Board has $483M in outstanding debt for which the annual interest, principal payments, and sinking fund contributions total $37.3M for the school year. The details of the long term financing can be seen in Appendix B: Schedule 5 - Long Term Debt Accommodation Planning - Trends and Opportunities Report In the fall, staff provide a report entitled Accommodation Planning - Trends, Issues and Future Opportunities Update, which analyses 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 3 years from now to commence the consideration of alternative actions. For the Board to be proactive, this process is critical. Page 37 of 99

39 8. Overall Review of Balanced Budget Overview The Budget is compliant with the Ministry of Education (Ministry) balanced-budget requirements and allocates available resources to support Ignite Learning. Operating Operating Revenue for is $716.1 million, an increase of $1.9 million over Revised Estimates. The key drivers for the increase include Benchmark changes (+$2.0M), Experience Level changes (+$2.3M), partially offset by Enrolment Changes (-$1.7M) and Funding Formula Changes (-$1.2M). Other changes accounted for an increase of $0.3 million. Operating Expenditures for are $716.1 million, an increase of $1.8 million over Revised Estimates. Instruction expenditures increased by $0.7 million primarily due to increases in average compensation expense per instruction staff (+$3.5 M) and other expenses (+$0.4M), partially offset by impact of enrolment changes (-$3.3M). Transportation expenditures is estimated to increase by $585K, School Operations is estimated to increase by $168K (0.2%) and Board Administration expenditures is essentially flat with Revised Estimates. Details of the Operating Budget can be found in Section 4, 5 and 6. Ministry Guidelines and Limitations In addition to an overall balance budget, the Ministry monitors the following guidelines and limitations in how School Boards allocate funding to operating 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. The DDSB has consistently been compliant with Kindergarten and Primary class size requirements and has therefore avoided these financial penalties.. Special Education Grant Envelope: Special Education funding is limited to special education expenditures. Other grant envelopes: Funding for programs such as selected Learning Opportunities Grants, Safe and Accepting Schools Supplement, and New Teacher Induction Program (NTIP) are restricted to expenditures for these programs. Board Administration and Governance Grant: Boards may not spend more on administration and governance than the amount allocated for this purpose. Capital Capital Expenditures of $69.7 million includes $25.7 million for facility upgrades, $25.5 million for Interest on Long Term Financing, $8.2 million for in-year New Construction costs, $6.7 million for Site Purchases and $3.7 million for Portable purchases and relocations. Details of the Capital Budget can be found in Section 7 and Appendix B Schedules 1-5. Conclusion The Ministry requires that all school boards adopt a balanced budget and as a result of PSAB standards has amended the determination calculation of how a balanced budget is met. Included in the Consolidated Budget section is a Compliance Report presenting the calculation and demonstrating that the Budget is compliant with the Ministry balanced-budget requirement. Page 38 of 99

40 Consolidated PSAB Budget and Compliance Report The Ministry of Education requires school boards to adopt a balance 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 Ministry also allows school boards to adopt a budget with a planned in-year deficit provided that: The deficit is less than 1% of the operating GSN funding. That accumulated surplus (available for compliance) funds are being used to cover the planned deficit. If these conditions are met the board is deemed compliant with the balanced-budget requirement. Consolidated PSAB Report 2016/2017 Revenue Operating 716,069,820 Capital 69,729,388 Transfer to Deferred Capital Contributions Operating - Minor Capital (Additions/Acquisitions) (5,045,225) Capital - Major & Minor Capital (Additions/Acquisitions) (33,674,115) Transfers from Deferred Capital Contributions 32,049,718 School Generated Funds 17,594,800 Interest earned on Sinking Funds 9,796,000 Funding for interest on external borrowing 102,000 Site purchases to be funded in future years (2,875,000) Revenue Recovery on Land Disposal (37,860) Total Revenue - Consolidated PSAB Budget 803,709,526 Expenses Operating 716,069,820 Capital 69,729,388 Non-Expenditure Items - Related to Tangible Capital Assets Operating - Minor Capital (Additions/Acquisitions) (5,045,225) Capital - Major & Minor Capital (Additions/Acquisitions) (33,674,115) Capital - Land Additions and Improvements (7,348,602) Amortization of Tangible Capital Assets 38,346,323 School Generated Funds 17,594,800 Amortization of Employee Future Benefits (5,131,111) Interest expenses 102,000 Total Expenses - Consolidated PSAB Budget 790,643,278 Surplus/(Deficit)- Consolidated PSAB Budget 13,066,248 Page 39 of 99

41 Table 9 - Consolidated PSAB Budget Compliance Report 2016/2017 DURHAM DISTRICT SCHOOL BOARD Estimates Compliance Report Revenue Total Revenue - Consolidated PSAB Budget 803,709,526 Excluded Items School Generated Funds (17,594,800) Interest earned on Sinking Funds (9,796,000) Site purchases to be funded in future years 2,875,000 Land Additions and improvements (7,348,602) Revenue Recovery on Land Disposal 37,860 Total Revenue - Consolidated PSAB Budget 771,882,986 Expenses Total Expenses - Consolidated PSAB Budget 790,643,278 Excluded Items School Generated Funds (17,594,800) Amortization of Employee Future Benefits 5,131,112 Amortization being funded from Committed Capital & Sinking Funds (6,296,605) Total Expenses - Consolidated PSAB Budget 771,882,986 Surplus/(Deficit)- Consolidated PSAB Budget 0 Table 10-Compliance Report Page 40 of 99

42 9. How to Ignite Learning Ignite Learning outlines the Strategic Priorities for the Board, as follows: 1. Increase Student Achievement and Well-being 2. Constructively Engage the Community 3. Advance Inspired Leadership In order to meet the goals of Ignite Learning the Board must engage in a fulsome Strategic Planning Process. The following chart provides the major components of the Strategic Planning process. Annual Operational Plan Instructional Support Student Instruction Student Accommodation Annual Board Budget BIPSAW Parent Engagement Leadership Health and Safety Area Superintendent Facilities Instructional Technology Early Years & Partnerships Safe Schools SIPSAW Employee Relations Transportation Operations Teacher Instruction Student Desk Page 41 of 99

43 Ignite Learning is operationalized through the Annual Operational Planning process. Annual Operational Plans (AOP) Attached as Appendix F: is the Annual Operating Plan Mid Year Update to the Board of Trustees. This plan identifies each strategic priority contained within the Ignite Learning Plan. Within each priority there are multiple goals identified, which through the comment area of the plan identifies Board initiatives from each superintendent area that supports the goal. There are many more activities which transpire in each area that are not listed as the plan identifies the highest priorities that support Ignite Learning. The AOP is supported by four major functional areas of the Board: Student Instructional Instructional Support Student Accommodation Ignite Learning Annual Board Budget i. Student Instruction BIPSAW In 2015, the Board introduced the Board Improvement Plan Student Achievement and Well-being Plan (BIPSAW) The purpose of the BIPSAW is to focus the Board s energies and align resources towards student achievement and well-being. There are four key components of the BIPSAW: Student and Parent Engagement Evidence-based Instructional Strategies Rich Curriculum Safe & Inclusive Learning Environment Figure 3 - BIPSAW Page 42 of 99

44 The full supporting document is an amazing results faceted document that can be found under the following link: or by contacting your local school. ii. Instructional Support To support Student Instructional, there are several areas which provide Instructional Support. Appendix H: provides information for each of the departmental supports. iii. Student Accommodation The Trends and Opportunities Report is prepared annually for the Board of Trustees to identify potential changes at both the elementary and secondary level by municipality. During changing times, it is paramount that boards continue to review, consult and change in order to best meet student needs. As outline in Section 3, the Boards overall enrolment since 2007 to 2016 has increased from 66,262 to 69,243, which represents an increase of 2,981. To facilitate the changing times, the Board through the Planning Process have engaged the following actions: New Construction o From 2007 to present, built 15,176 pupil places Portable o In 2007, there were 484 portables in use, where 17% of the Board s enrolment were instructed o By , there are 293 portables in use Of these portables 81 are fully air conditioned Accommodation Review Committee o From 2008 to present, 7 ARC s have closed 12 schools. Boundary Reviews o Since 2007, the Board has engaged over 50 boundary reviews. Page 43 of 99

45 iv. Ignite Learning Annual Board Budget There are several student achievement expectations to be met by school board budgets. However, the key to evaluating the budget is ensuring alignment with the Ignite Learning strategic priorities. Operating Expense Estimates Instruction $604.7 million Regular Program $482.2 million Special Education $110.4 million Continuing Education $4.8 million School Effectiveness, OFIP Tutoring, Specialist High Skills Major, NTIP $1.9 million Safe Schools $1.2 million English as a Second Language $2.8 million Student Success $1.4 million Transportation $21.2 million Administration & Governance $17.5 million School Operations & Maintenance $68.3 million Other $4.4 million Page 44 of 99

46 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. Refer to Appendix H: Leadership Page 2 of 10 for additional details. Special Education Appendix D of this report outlines the action plans underway to address the needs of Special Education students. One of the key action plans was the launch of the Fund the Need campaign by the Special Education Ad Hoc Committee. The core message of this public awareness campaign is that Special Education Funding is not keeping up with the increasing demands of our students. Enrolment School boards must be very cognisant of overall enrolment decline, but equally as important are areas of growth offsetting areas of decline. The DDSB has been diligent in both of these areas. Past Enrolment 2007 to 2016 an increase of 2,981 students Future Enrolment 2016 to 2020 a decrease of 762 students, however areas in north Durham with plans of subdivision to be registered should maintain growth. Trends & Opportunities this report provides a breakdown of enrolment for all schools in the Board sorted by zones. These zones are essentially, north portion of each municipality, south of the 401 in each municipality, and the middle sector. In summary, this report shows growth and a shortfall of pupil places in the north, decline and excess pupil places in the south, while the middle areas of each municipality are stable in enrolment and capacity. The continuing balancing of school resources is key to both meeting educational needs of students and financial strength. Student Accommodation In , the Ministry introduced the School Board Efficiencies and Modernization (SBEM) strategy to provide incentives and supports for boards to make more efficient use of school space. The introduction of SBEM established that this goal is an important priority for the government. Page 45 of 99

47 Durham District School Board BUDGET APPENDICES GSN funding supports: Classrooms Schools Specific priorities Local management Goals GSN funding helps achieve: - Achieving Excellence - Ensuring Equity - Promoting Well-being - Enhancing Public Confidence Page 46 of 99

48 Appendix A: Expenditure Details EXPENDITURE CATEGORIES Instruction Teachers ELEMENTARY SCHOOLS/DIRECT SUMMARY REVISED REVISED Classroom Teachers 2, ,244,430 2, ,573,590 2, ,605,760 English as a Second Language ,414, ,751, ,780,590 Special Education Resource Teachers ,725, ,960, ,974,220 Special Education Teacher ,898, ,307, ,469,140 Hearing and Vision Teacher , , ,060 Payroll Taxes & Benefits - 29,033,720-27,569,830-27,895,970 CENTRALLY ADMINISTERED SCHOOL EXPENDITURES - ELEM Supply Teachers - 7,185,200-7,418,010-8,087,270 Supply Teachers Benefits - 720, , ,670 Literacy Coaches ,489, ,558, ,665,100 Athletic Association - 48,410-48,400-48,400 Home Instruction - 96,140-96,140-96,140 Home Instruction Benefits - 9,650-9,610-9,610 Maternity Leave Supplementary Allowance - 2,023,410-2,023,410-2,023,410 SECONDARY SCHOOLS/DIRECT SUMMARY Classroom Teachers 1, ,681,120 1, ,097,470 1, ,969,210 English as a Second Language , , ,430 Department Head Allowances - 855, , ,600 Secondary Special Ed. Teacher ,451, ,614, ,017,130 Special Education Resource Teachers ,244, ,282, ,375,730 Payroll Taxes & Benefits - 15,831,410-16,284,740-15,727,820 CENTRALLY ADMINISTERED SCHOOL EXPENDITURES - SEC Supply Teachers - 3,335,510-3,600,000-3,670,000 Supply Teachers Benefits - 334, , ,060 Safe Schools (Program Costs) , , ,680 Students Success Grades 7-12 (Program Costs) , , ,100 Athletic Association - 55,950-55,940-55,940 Home Instruction - 54,640-54,640-54,640 Home Instruction Benefits - 5,480-5,460-5,460 Maternity Leave Supplementary Allowance - 438, , ,100 EMPLOYEE RELATIONS DIVISION Employee Assistance Program - 148, , ,000 TREATMENT CENTRES Care & Treatment Teacher ,433, ,477, ,476,880 Care & Treatment Department Head Allowances - 35,690-17,850-18,000 Payroll Taxes & Benefits - 457, , ,810 Teachers Total 4, ,236,980 4, ,263,710 4, ,603,930 Educational Assistants ELEMENTARY SCHOOLS/DIRECT SUMMARY Educational Assistants ,297, ,504, ,538,950 Page 47 of 99

49 EXPENDITURE CATEGORIES REVISED REVISED Occasional Educational Assistants - 1,669,521-2,061,870-2,054,420 Payroll Taxes & Benefits - 6,125,150-6,305,160-6,304,440 CENTRALLY ADMINISTERED SCHOOL EXPENDITURES - ELEM Maternity Leave Supplementary Allowance - 13,100-50,000-50,000 SECONDARY SCHOOLS/DIRECT SUMMARY Educational Assistants ,146, ,184, ,273,670 Occasional Educational Assistants - 599, , ,870 Payroll Taxes & Benefits - 3,103,730-3,192,550-3,160,870 SPECIAL EDUCATION START Team , , ,750 Payroll Taxes & Benefits - 159, , ,350 Educational Assistants Total ,585, ,601, ,733,320 Early Childhood Educator ELEMENTARY SCHOOLS/DIRECT SUMMARY Early Childhood Educator ,108, ,659, ,899,290 ECE Supply Coverage - 676, , ,620 Payroll Taxes & Benefits - 3,824,460-3,242,520-3,317,350 Early Childhood Educator Total ,609, ,591, ,898,260 Computers ELEMENTARY SCHOOLS/DIRECT SUMMARY Day School Computer Costs - 2,696,060-2,696,060-2,696,060 School Classroom Supplies - 0-1,000-0 School Equipment - 219, , ,570 Special Ed. Classroom Supplies & Equipment - 0-8,000-2,830 Special Education Computer Costs - 170, , ,000 CENTRALLY ADMINISTERED SCHOOL EXPENDITURES - ELEM LAN/WAN Hardware/Electronics - 468, , ,830 SECONDARY SCHOOLS/DIRECT SUMMARY Day School Computer Costs - 1,136,610-1,211,610-1,211,610 School Classroom Supplies - 6, ,230 School Equipment - 235, , ,360 Special Ed. Classroom Supplies & Equipment - 1,500-1,500-1,660 Special Education Computer Costs - 84,000-84,000-84,000 CENTRALLY ADMINISTERED SCHOOL EXPENDITURES - SEC LAN/WAN Hardware/Electronics - 72,390-92,000-92,000 Computers Total - 5,090,299-5,219,973-5,271,150 Textbooks / Supplies ELEMENTARY SCHOOLS/DIRECT SUMMARY Instrumental Music Program - 256, , ,180 Library - 317, , ,300 School Classroom Supplies - 2,893,641-2,641,895-2,924,550 School Office Supplies - 1,100-1,100-1,010 School Equipment - 347, , ,880 Special Ed. Classroom Supplies & Equipment - 307, , ,310 Textbooks - Block Budget - 417, , ,770 Page 48 of 99

50 EXPENDITURE CATEGORIES CENTRALLY ADMINISTERED SCHOOL EXPENDITURES - ELEM REVISED REVISED LAN/WAN Hardware/Electronics - 1,666,940-1,574,430-1,574,430 Athletic Association - 50,000-50,000-50,000 School Media - 114, , ,000 SOCAN Licence - 12,120-12,120-12,120 SECONDARY SCHOOLS/DIRECT SUMMARY Instrumental Music Program - 7,700-5,722-7,920 Library - 209, , ,590 School Classroom Supplies - 2,548,006-2,436,472-2,550,940 School Office Supplies - 66,000-76,942-75,740 School Equipment - 528, , ,140 Special Ed. Classroom Supplies & Equipment - 305, , ,600 Textbooks - Block Budget - 596, , ,660 CENTRALLY ADMINISTERED SCHOOL EXPENDITURES - SEC LAN/WAN Hardware/Electronics - 651, , ,600 Safe Schools (Program Costs) - 30,600-30,600-30,600 Students Success Grades 7-12 (Program Costs) - 177, , ,440 SOCAN Licence - 5,300-5,300-5,300 Supplies PROGRAMS DIVISION Supplies - 51,500-51,500-51,500 Textbooks - 903, , ,060 AREA TEAMS Supplies - 10,250-5,250-5,250 TREATMENT CENTRES Special Ed. Classroom Supplies & Equipment - 143, , ,580 OFFICE OF THE DIRECTOR & SCHOOL EFFECTIVENESS2 Student/ Staff Awards - 13,800-13,800-13,800 OPERATIONS/LEADERSHIP/EARLY YEARS CHILD CARE Supplies - 0-5,000-5,000 Textbooks / Supplies Total - 12,634,877-12,397,783-12,408,770 Prof./ParaProf./Tech. ELEMENTARY SCHOOLS/DIRECT SUMMARY Lunchroom Supervision - 1,614,300-1,832,200-1,832,200 Payroll Taxes & Benefits - 161,920-91,600-92,230 School Office Supplies - 1,350-4,200-2,180 CENTRALLY ADMINISTERED SCHOOL EXPENDITURES - ELEM Athletic Association - 49,390-49,390-49,390 SECONDARY SCHOOLS/DIRECT SUMMARY Lunchroom Supervision - 74, , ,700 Payroll Taxes & Benefits - 7,460-5,600-5,600 School Office Supplies - 169, , ,480 CENTRALLY ADMINISTERED SCHOOL EXPENDITURES - SEC LAN/WAN Technicians - Salaries & Benefits ,332, ,325, ,320,490 Safe Schools (Program Costs) , , ,830 Page 49 of 99

51 EXPENDITURE CATEGORIES REVISED REVISED Athletic Association - 45,000-45,000-45,000 BUSINESS & INFORMATION SERVICES DIVISION Cartage Expense - 90,000-90,000-90,000 TECHNICAL & INFORMATION SERVICES Support Staff , , ,270 Payroll Taxes & Benefits - 56,580-62,060-62,640 PROGRAMS DIVISION O.F.I.P. Tutors - 251, , ,910 Payroll Taxes & Benefits - 25,140-26,270-25,800 Courier Contract - 88,000-88,000-88,000 SPECIAL EDUCATION Coordinator , , ,370 Support Staff , , ,780 Interpreters & Intervenors , , ,510 Psychologists & Psychometrists ,859, ,897, ,940,660 Mental Health Lead , , ,000 Social Workers & Attendance Counsellors ,619, ,673, ,678,180 Speech & Language Pathologists ,350, ,372, ,380,960 Youth Worker , , ,930 Work Experience Coordinator (Spec. Ed.) , , ,270 B.E.A. Resource Teacher , Temporary Assistance - 174, , ,560 Payroll Taxes & Benefits - 2,046,510-1,966,470-1,998,270 Contractual Services - 5, Audiology Services - 30,000-30,000-30,000 Furniture & Equipment - 17,100-15,600-15,600 Interpreting Services - 11,600-11,600-11,600 Personalized Equipment - SEA - 1,696,160-1,722,620-1,702,670 Supplies - 53,030-40,950-31,650 Test Material - 7,500-7,500-7,500 Travel - 127, , ,300 Orientation & Mobility Contract - 27,000-27,270-27,270 AREA TEAMS Coordinator , , ,170 Support Staff , Payroll Taxes & Benefits - 55,580-18,040-18,090 Parent Involvement Committee - 8,430-8,430-8,430 Contractual Services - 1, Facilitators Supplies - 5,000-5,000-5,000 Lions Quest - 1,710-1,710-1,710 Parents As Partners - 7,500-7,500-7,500 Photocopying - 1,000-1,000-1,000 Racing Against Drugs - 2,000-2,000-2,000 Furniture & Equipment - 7, Supplies - 11, Page 50 of 99

52 EXPENDITURE CATEGORIES REVISED REVISED Travel - 3, V.I.P. Program - 4,000-4,000-4,000 OUTDOOR EDUCATION Instructors , , ,240 Outdoor Education Interpreter , , ,280 Outdoor Education Co-op Students - 57,550-57,550-57,550 Payroll Taxes & Benefits - 74,920-71,430-72,620 OPERATIONS/LEADERSHIP/EARLY YEARS CHILD CARE Coordinator , ,630 Support Staff , ,950 Payroll Taxes & Benefits ,090-40,320 Contractual Services - 0-1,000-1,000 Furniture & Equipment - 0-7,000-7,000 Supplies ,400-11,400 Travel - 0-3,500-3,500 Prof./ParaProf./Tech. Total ,870, ,955, ,031,690 Library / Guidance ELEMENTARY SCHOOLS/DIRECT SUMMARY Teacher Librarians ,481, ,009, ,235,590 Payroll Taxes & Benefits - 677, , ,400 SECONDARY SCHOOLS/DIRECT SUMMARY Teacher Librarians ,181, ,048, ,061,450 Teacher Guidance Counsellor ,038, ,826, ,873,650 Payroll Taxes & Benefits - 735, , ,180 Library / Guidance Total ,114, ,245, ,554,270 Staff Development ELEMENTARY SCHOOLS/DIRECT SUMMARY Professional Development - Block Budget - 1,082,798-1,104,550-1,024,050 Payroll Taxes & Benefits - 98, ,100-9,080 CENTRALLY ADMINISTERED SCHOOL EXPENDITURES - ELEM Professional Learning - 498, , ,370 SECONDARY SCHOOLS/DIRECT SUMMARY Professional Development - Block Budget - 389, , ,330 Payroll Taxes & Benefits - 31,090-29,320-5,600 CENTRALLY ADMINISTERED SCHOOL EXPENDITURES - SEC Safe Schools (Program Costs) - 5,940-2,410-2,390 Students Success Grades 7-12 (Program Costs) - 330, , ,470 BUSINESS & INFORMATION SERVICES DIVISION Prescribed Training Legislated Health & Safety Act - 18,300-18,300-18,300 Payroll Taxes & Benefits - 1,840-1,840-1,840 EMPLOYEE RELATIONS DIVISION NTIP - 395, , ,520 PROGRAMS DIVISION Supply Teachers - 200, , ,030 Payroll Taxes & Benefits - 19,020-18,970-20,970 Page 51 of 99

53 EXPENDITURE CATEGORIES REVISED REVISED Contractual Services - 70,250-70,250-70,250 Professional Development - Student Support - 22,950-22,950-22,950 Photocopying - 10,000-10,000-10,000 Supplies - 23,000-23,000-23,000 Travel - 5,480-5,480-5,480 SPECIAL EDUCATION Supply Teachers - 64, , ,810 Payroll Taxes & Benefits - 6,420-13,590-15,980 Professional Development - Student Support - 39,500-38,300-36,600 AREA TEAMS Supply Teachers - 114, , ,250 Payroll Taxes & Benefits - 11,500-11,450-11,450 Professional Development - 10, FACILITY SERVICES - CUSTODIAL SERVICES ECO School - 5,500-5,500-5,500 OFFICE OF THE DIRECTOR & SCHOOL EFFECTIVENESS2 Supply Teachers - 167, , ,460 Payroll Taxes & Benefits - 17,210-17,050-17,040 OPERATIONS/LEADERSHIP/EARLY YEARS CHILD CARE Supply Teachers - 13,000-13,000-13,000 Payroll Taxes & Benefits - 1,310-1,310-1,310 Professional Development ,600-10,600 Contractual Services - 21,000-21,000-21,000 Supplies - 8,000-8,000-8,000 Textbooks - 8,000-8,000-8,000 Staff Development Total - 3,690,952-3,792,018-3,767,630 Principals and VPs ELEMENTARY SCHOOLS/DIRECT SUMMARY School Principal ,447, ,553, ,673,530 School Vice-Principal ,443, ,532, ,542,820 Payroll Taxes & Benefits - 2,038,360-2,209,860-2,189,180 School Office Supplies - 2,500-2,750-2,620 CENTRALLY ADMINISTERED SCHOOL EXPENDITURES - ELEM Principal/VP Supply Coverage - 444, , ,020 Payroll Taxes & Benefits - 44,460-44,390-44,390 SECONDARY SCHOOLS/DIRECT SUMMARY School Principal ,503, ,531, ,397,230 School Vice-Principal ,019, ,623, ,569,510 Payroll Taxes & Benefits - 859, , ,970 School Office Supplies - 13,550-13,300-11,830 CENTRALLY ADMINISTERED SCHOOL EXPENDITURES - SEC Principal/VP Supply Coverage - 346, , ,470 Payroll Taxes & Benefits - 34,750-45,850-45,850 TREATMENT CENTRES School Principal , , ,780 Page 52 of 99

54 EXPENDITURE CATEGORIES REVISED REVISED School Vice-Principal , , ,990 Payroll Taxes & Benefits - 20,000-20,120-20,290 Principals and VPs Total ,457, ,558, ,408,480 School Office ELEMENTARY SCHOOLS/DIRECT SUMMARY Clerical Support Staff Permanent ,878, ,953, ,054,930 Clerical Support Staff Casual Salaries - 1,584,590-1,565,413-1,617,540 Professional Development - Block Budget ,224-0 Payroll Taxes & Benefits - 2,068,460-2,082,110-2,138,810 School Office Supplies - 707, , ,230 School Community Council - 33,141-29,324-31,510 School Equipment - 278, , ,480 Furniture & Equipment - 2, CENTRALLY ADMINISTERED SCHOOL EXPENDITURES - ELEM Casual Support-Long Term Absence - 63,680-63,680-63,680 Maternity Leave Supplementary Allowance - 2,200-2,200-2,200 SECONDARY SCHOOLS/DIRECT SUMMARY Clerical Support Staff Permanent ,975, ,286, ,987,250 Payroll Taxes & Benefits - 1,478,130-1,442,510-1,406,380 School Office Supplies - 422, , ,290 Health & Safety - Block Budget School Community Council - 8,941-8,500-9,000 School Equipment - 209, , ,290 CENTRALLY ADMINISTERED SCHOOL EXPENDITURES - SEC Safe Schools (Program Costs) - 423, , ,580 Students Success Grades 7-12 (Program Costs) - 14,000-14,000-14,000 TREATMENT CENTRES Clerical Support Staff Permanent , , ,980 Payroll Taxes & Benefits - 51,120-43,290-43,570 PUBLIC SECTOR ACCTNG - (PSAB) Clerical Support Staff Permanent - 8,610-8,610-8,610 School Office Total ,407, ,943, ,660,950 Officers & Facilitators CENTRALLY ADMINISTERED SCHOOL EXPENDITURES - ELEM New Curriculum Material Support - 11, School Media - 62,710-62,710-62,710 CENTRALLY ADMINISTERED SCHOOL EXPENDITURES - SEC Safe Schools (Program Costs) , , ,850 Students Success Grades 7-12 (Program Costs) , , ,120 School Media - 139, , ,000 PROGRAMS DIVISION Officer , , ,530 Facilitators ,924, ,041, ,141,220 Administration , , ,590 Administrative Support Staff , , ,580 Page 53 of 99

55 EXPENDITURE CATEGORIES REVISED REVISED Temporary Assistance - 35,440-35,440-35,440 Payroll Taxes & Benefits - 543, , ,550 Arts - Music - 12,350-12,350-12,350 Children's Literacy Guild - 7,900-7,900-7,900 Co-Op Education Program - 30,210-30,210-30,210 Core French Texts - 27,460-27,460-27,460 Core French Workbooks - 30,000-30,000-30,000 Creative Artists in the Schools - 11,120-11,120-11,120 Curriculum Resources - 1,290-1,290-1,290 Dramarama - 2,620-2,620-2,620 Durham Industry Education Council - 4,510-4,510-4,510 Durham Skills Challenge - 6,000-6,000-6,000 Encounter with Canada (Terry Fox Centre) - 7,600-7,600-7,600 First Steps - 17,690-17,690-17,690 French Department Supplies - 2,970-2,970-2,970 French Exchange Program - Summer Group - 10,730-10,730-10,730 French Immersion - Junior Language ARTS - 64,580-64,580-64,580 French Immersion - Primary Language ARTS French Immersion - Secondary - 9,500-9,500-9,500 French Immersion - Technology/Media - 47,180-47,180-47,180 Geography Awards - 1,540-1,540-1,540 Junior Science League Kiln Repairs Literacy - 30,750-30,750-30,750 Math Awards - 4,110-4,110-4,110 Math Software - 23,750-23,750-23,750 Math Supplies Media Centre Equipment/Contracts - 8,000-8,000-8,000 Media Office Supplies - 2,000-2,000-2,000 Music Resource Library - 3,870-3,870-3,870 Olympiad - 1,900-1,900-1,900 Oral Language Festival - 2,530-2,530-2,530 Reading Recovery - 1,030-1,030-1,030 School Classroom Supplies - 10, Contractual Services - 17,500-27,500-27,500 Facilitators Supplies Photocopying - 72,240-72,240-72,240 Furniture & Equipment - 43,700-41,700-41,700 Science Olympics Summer Software Project/Technology Summer Camp - 9,870-9,870-9,870 Supplies - 185, , ,100 Supplies - Science Department - 14,360-14,360-14,360 Testing - Portfolio Development - 2,950-2,950-2,950 Textbooks - 1,930-13,410-13,410 Travel - 24,030-24,030-24,030 Page 54 of 99

56 EXPENDITURE CATEGORIES REVISED REVISED Travel Co-op Education Program - 117, , ,840 Visual Arts Enrichment - 6,120-6,120-6,120 Visual Arts Resources - 6,920-6,920-6,920 Wrestling Mat Repairs - 10,140-10,140-10,140 Science Initiative - 12,860-12,860-12,860 Math Initiatives - 5,580-5,580-5,580 SPECIAL EDUCATION Officer , , ,510 Special Education - V.P , , ,990 Facilitators ,588, ,595, ,632,260 Payroll Taxes & Benefits - 172, , ,100 Associated - 2,000-2,000-2,000 Dragon Dictate - 6,000-6,000-6,000 Gifted Regional Screening - 4,110-4,110-4,110 Intermediate Work Program - 3,430-3,430-3,430 Multi-Exceptionality Programs - 3,440-3,440-3,440 Contractual Services - 55,000-55,000-55,000 Photocopying - 20,000-20,000-20,000 Furniture & Equipment - 34,930-44,930-44,930 Special Education Resources - 69,540-69,540-69,540 Start Up Programs - New Classes - 25,000-25,000-25,000 Supplies - 25,780-15,780-15,780 Test Material - 10,000-10,000-10,000 Travel - 80,000-80,000-80,000 AREA TEAMS Officer , , ,020 Payroll Taxes & Benefits - 27,780-31,480-31,860 Photocopying Furniture & Equipment - 10,200-10,200-10,200 Supplies - 11,700-11,700-11,700 Travel - 7,800-7,800-7,800 OUTDOOR EDUCATION Facilitators , , ,400 Payroll Taxes & Benefits - 37,850-38,410-39,090 OFFICE OF THE DIRECTOR & SCHOOL EFFECTIVENESS2 Officer , , ,510 Payroll Taxes & Benefits - 11,070-10,090-10,190 Supplies - 41,830-41,380-42,380 OPERATIONS/LEADERSHIP/EARLY YEARS CHILD CARE Officer , , ,510 Payroll Taxes & Benefits - 10,050-10,090-10,190 Officers & Facilitators Total ,931, ,319, ,537,410 Continuing Education CONTINUING EDUCATION School Principal , , ,520 Page 55 of 99

57 EXPENDITURE CATEGORIES REVISED REVISED School Vice-Principal , , ,990 Administration Classroom Teachers ,892, ,736, ,569,700 Instructors - 212, , ,030 Administrative Support Staff , , ,850 Temporary Assistance - 84,000-84,000-84,000 Payroll Taxes & Benefits - 525, , ,530 Advertising - 6, Leases - 259, , ,000 PLAR Assessments - 0-1,030-1,030 Professional Development - Student Support - 10,000-10,000-10,000 Photocopying - 20,000-20,000-20,000 Furniture & Equipment - 30,000-35,500-35,500 Supplies - 278, , ,530 Textbooks - 62,000-62,000-40,000 Travel - 6,700-6,700-5,700 Continuing Education Total ,328, ,127, ,815,380 Instruction Total 6, ,956,503 6, ,016,573 6, ,691,240 Administration & Governance Governance TRUSTEES' OFFICE Trustee , , ,970 Student Trustee 3.0 7, , ,500 Payroll Taxes & Benefits - 11,640-12,230-12,040 Professional Development - 20,000-20,000-20,000 Travel - 15,000-15,000-15,000 Governance Total , , ,510 Board Administration BUSINESS & INFORMATION SERVICES DIVISION Administration ,000, ,963, ,894,560 Administrative Support Staff ,337, ,318, ,310,530 Temporary Assistance - 65,270-65,270-65,270 Payroll Taxes & Benefits - 895, , ,630 Fees/Interest/Sundry - 23,000-23,000-23,000 Postage - 60,000-60,000-60,000 Maternity Leave Supplementary Allowance ,000-75,000 Professional Development - 37,530-37,530-37,530 Contractual Services - 308, , ,500 Photocopying - 27,600-27,600-27,600 Furniture & Equipment - 77,360-77,360-77,360 Supplies - 113, , ,090 Travel - 39,480-39,480-39,480 Audit Committee - 2,000-2,000-2,000 EMPLOYEE RELATIONS DIVISION Page 56 of 99

58 EXPENDITURE CATEGORIES REVISED REVISED Administration ,954, ,020, ,059,770 Administrative Support Staff , , ,240 Work Accommodation , , ,540 Temporary Assistance - 92,040-92,040-92,040 Payroll Taxes & Benefits - 671, , ,730 Grievance Costs - 39,000-39,000-39,000 Negotiation/Arbitration Expenses - 11,000-11,000-11,000 New Hires - 4,500-4,500-4,500 Professional Development - 24,850-24,850-24,850 Contractual Services - 120, , ,400 Photocopying - 4,500-4,500-4,500 Furniture & Equipment - 20,500-20,500-20,500 Supplies - 95,010-95,010-95,010 Travel - 16,010-16,010-16,010 TRUSTEES' OFFICE Supplies - 35,000-35,000-35,000 TECHNICAL & INFORMATION SERVICES Administration ,464, ,487, ,494,630 Administrative Support Staff , , ,520 Computer Operator , , ,820 Temporary Assistance - 5,620-5,620-5,620 Payroll Taxes & Benefits - 401, , ,340 Hardware/Operating System Upgrades - 287, , ,500 Network Maintenance/Upgrade - 28,500-28,500-28,500 Professional Development - 52,600-52,600-52,600 Photocopying - 10,000-10,000-10,000 Furniture & Equipment - 18,000-18,000-18,000 Software/Licence Maintenance Fees - 970,000-1,030,000-1,030,000 Stocktab Paper, Forms - 55,000-55,000-55,000 Supplies - 64,760-64,760-64,760 Telephone Charges - 129, , ,000 Training Support Materials - 2,500-2,500-2,500 Travel - 43,450-43,450-43,450 PROGRAMS DIVISION Administration , , ,470 Administrative Support Staff , , ,460 Temporary Assistance - 9, Payroll Taxes & Benefits - 99,520-93,470-94,260 Professional Development - 38,370-38,370-38,370 Contractual Services - 1,100-1,100-1,100 Furniture & Equipment - 11,580-11,580-11,580 Supplies - 70,320-70,320-70,320 Travel - 17,340-17,340-17,340 SPECIAL EDUCATION Administration , , ,360 Page 57 of 99

59 EXPENDITURE CATEGORIES REVISED REVISED Payroll Taxes & Benefits - 15,750-26,570-26,440 Professional Development - 6,500-6,500-6,500 AREA TEAMS Administration ,121, ,131, ,333,160 Administrative Support Staff , , ,660 Temporary Assistance - 7,600-1,100-1,100 Payroll Taxes & Benefits - 157, , ,100 Professional Development - 73,250-73,250-73,250 Photocopying - 4,000-4,000-4,000 Furniture & Equipment - 12,600-12,600-12,600 Supplies - 53,020-53,020-53,020 Travel - 19,660-19,660-19,660 FACILITY SERVICES - PLANT MAINTENANCE Professional Development - 5,000-5,000-5,000 FACILITY SERVICES - CUSTODIAL SERVICES Administration , , ,540 Payroll Taxes & Benefits - 55,550-54,860-37,030 Education Centre - Utilities - 209, , ,820 Professional Development - 11,500-11,500-11,500 Photocopying - 2,400-12,400-12,400 Furniture & Equipment - 10,500-10,500-10,500 Supplies - 64,720-62,920-62,920 Textbooks - 1,500-1,500-1,500 Travel - 6,000-6,000-6,000 PUBLIC SECTOR ACCTNG - (PSAB) Administration - 48,000-48,000-48,000 Payroll Taxes & Benefits - 37, OFFICE OF THE DIRECTOR & SCHOOL EFFECTIVENESS2 Administration , , ,360 Payroll Taxes & Benefits - 132, , ,920 Advertising - 10,000-10,000-10,000 Audit Fees - 103, , ,000 Learning Partnership - 10,000-10,000-10,000 Legal Fees - 155, , ,530 OPSBA Fees - 120, , ,400 OSTA Fees - 2,500-3,230-3,230 Professional Development - 33,040-33,040-33,040 Contractual Services - 58,080-58,080-58,080 Photocopying - 11,340-11,340-11,340 Furniture & Equipment - 11,550-11,550-11,550 Supplies - 94,600-94,600-94,600 Travel - 8,860-8,860-8,860 Student/ Staff Awards - 9,000-9,000-9,000 OPERATIONS/LEADERSHIP/EARLY YEARS CHILD CARE Administration , , ,750 Page 58 of 99

60 EXPENDITURE CATEGORIES REVISED REVISED Administrative Support Staff , , ,560 Temporary Assistance - 0-6,500-6,500 Payroll Taxes & Benefits - 67,870-69,640-70,350 Professional Development - 31,100-31,100-31,100 Photocopying - 1,000-1,000-1,000 Furniture & Equipment - 3,500-3,500-3,500 Supplies - 12,000-12,000-12,000 Travel - 4,080-4,080-4,080 Board Administration Total ,206, ,237, ,285,590 Administration & Governance Total ,451, ,489, ,537,100 Transportation Transportation ELEMENTARY SCHOOLS/DIRECT SUMMARY Regular Day School Transportation - 7,726,430-7,966,930-8,205,420 Special Education - 6,296,670-6,296,670-6,485,570 School Classroom Supplies - 68,683-64,479-43,280 CENTRALLY ADMINISTERED SCHOOL EXPENDITURES - ELEM Administration Costs - DSTS - 806, , ,030 SECONDARY SCHOOLS/DIRECT SUMMARY Regular Day School Transportation - 2,811,830-2,811,830-2,896,190 Special Education - 2,039,760-2,039,760-2,100,950 Late Busses - 47,302-44,669-41,920 School Classroom Supplies - 51,200-24,804-22,160 Team Sports - Block Budget - 307, , ,130 CENTRALLY ADMINISTERED SCHOOL EXPENDITURES - SEC Safe Schools (Program Costs) - 13,750-13,750-13,750 CONTINUING EDUCATION Summer School Transportation - 45,000-45,000-45,000 SPECIAL EDUCATION Work Experience - Associated Students - 165, , ,000 Transportation Total - 20,379,200-20,570,357-21,155,400 Transportation Total - 20,379,200-20,570,357-21,155,400 School Operations & Maint. School Operations & Maint. ELEMENTARY SCHOOLS/DIRECT SUMMARY Custodial Salaries ,872, ,044, ,464,060 Cleaners Salaries , , ,800 Absence Coverage/Casual , , ,790 Payroll Taxes & Benefits - 3,935,420-4,020,400-4,170,510 School Utility Costs - 6,092,360-6,411,810-6,642,360 Upkeep of Grounds - 1,750,600-1,820,600-1,820,600 Custodial Supplies - 436, , ,000 School Office Supplies - 79,749-94,162-80,720 Page 59 of 99

61 EXPENDITURE CATEGORIES REVISED REVISED Health & Safety - Block Budget - 21,673-20,477-20,690 SECONDARY SCHOOLS/DIRECT SUMMARY Custodial Salaries ,552, ,630, ,545,260 Cleaners Salaries , , ,280 Payroll Taxes & Benefits - 2,231,040-2,232,980-2,192,170 School Utility Costs - 4,500,650-4,740,310-4,841,320 Upkeep of Grounds - 555, , ,860 Custodial Supplies - 197, , ,000 School Office Supplies - 307, , ,310 Health & Safety - Block Budget - 12,611-10,202-12,680 CENTRALLY ADMINISTERED SCHOOL EXPENDITURES - SEC Cafeteria Assistants Salaries , , ,380 Payroll Taxes & Benefits - 131, , ,490 Safe Schools (Program Costs) BUSINESS & INFORMATION SERVICES DIVISION Administration , , ,300 Administrative Support Staff , , ,410 Co-op Student , , ,740 Temporary Assistance - 42,730-42,730-42,730 Prescribed Training Legislated Health & Safety Act - 65,900-65,900-65,900 Payroll Taxes & Benefits - 110, , ,410 Cafeteria Equipment - 51,000-51,000-51,000 Insurance-Property & Liability - 1,780,000-1,780,000-1,780,000 Professional Development - 4,500-4,500-4,500 Safety Inspections / Building Alterations - 178, , ,000 Contractual Services - 93, , ,000 Furniture & Equipment - 33,600-33,600-33,600 Supplies - 21,500-21,500-21,500 Travel - 9,280-9,280-9,280 FACILITY SERVICES - PLANT MAINTENANCE Administration ,688, ,735, ,749,680 Maintenance Staff ,163, ,228, ,233,600 Energy Support Staff , , ,670 Administrative Support Staff , , ,450 Temporary Assistance - 17,970-17,970-17,970 Payroll Taxes & Benefits - 1,066,030-1,062,240-1,078,700 Energy Management System - 529, Equipment Rentals - 1,000-1,000-1,000 Maintenance - Architectural - 935, , ,000 Maintenance - Design - 350, , ,000 Maintenance - Electrical - 2,250,910-2,250,910-2,250,910 Maintenance - General - 2,202,250-3,038,030-2,658,650 Maintenance - Mechanical - 1,731,800-2,370,800-2,370,800 Maintenance - Roof/Portables - 310, , ,000 Pneumatics - 110, Page 60 of 99

62 EXPENDITURE CATEGORIES REVISED REVISED Communications - 3,100-3,100-3,100 Equipment Repairs Furniture & Equipment - Replacements - 3,000-1,500-1,500 Professional Development - 5,100-10,000-10,000 Contractual Services - 10,000-18,000-18,000 Furniture & Equipment - 26,400-35,000-35,000 Supplies - 61,900-36,000-36,000 Telephone Cellular - 24,800-22,800-22,800 Travel - 62,000-64,000-64,000 Uniforms - 9,000-15,000-15,000 Motor Vehicle Maintenance - 245, , ,000 FACILITY SERVICES - CUSTODIAL SERVICES Administration ,225, ,256, ,262,310 Administrative Support Staff , , ,210 Waste / Energy Educator , , ,910 Custodial Salaries , , ,940 Security Monitors , , ,700 Repair Person , , ,900 Absence Coverage/Casual - 366, , ,570 Shift Premium & Security Call-back - 492, , ,290 Payroll Taxes & Benefits - 830, , ,820 Books/Advertising/Auditorium Expenses - 17,000-18,000-18,000 Building Damages & Equipment Losses - 150,000-97,000-97,000 Communications - 14,880-14,880-14,880 Upkeep of Grounds - 149, , ,540 Custodial Supplies - 75,000-75,000-75,000 Equipment Repairs - 138, , ,170 Furniture & Equipment - Replacements - 100,100-95,000-95,000 Garbage Disposal - 285, , ,000 Lighting Supplies - 70,000-70,000-70,000 Local Improvements - 10,000-5,000-5,000 Professional Development - 43,300-43,300-43,300 Contractual Services - 268, , ,000 Photocopying - 3,000-3,000-3,000 Furniture & Equipment - 56,000-57,000-57,000 Schools/Locations on Cleaning Contracts - 25,000-25,000-25,000 Security Systems - 92,600-92,600-92,600 Special Projects - 80,000-80,000-80,000 Supplies - 30,500-29,500-29,500 Travel - 80,500-80,500-80,500 Uniforms - 104, , ,300 ECO School - 12,000-12,000-12,000 Community Use of Schools - 220, PUBLIC SECTOR ACCTNG - (PSAB) Custodial Salaries - 130, , ,440 Page 61 of 99

63 EXPENDITURE CATEGORIES REVISED REVISED School Operations & Maint. Total ,430, ,114, ,283,110 School Operations & Maint. Total ,430, ,114, ,283,110 Other Non-Operating Other Non-Operating CENTRALLY ADMINISTERED SCHOOL EXPENDITURES - ELEM Salaries & Benefits - Staff On Loan - 1,272,320-1,413,780-1,798,010 CENTRALLY ADMINISTERED SCHOOL EXPENDITURES - SEC Salaries & Benefits - Staff On Loan - 688, , ,150 FACILITY SERVICES - CUSTODIAL SERVICES Salaries & Benefits - Staff On Loan - 353, , ,580 OTHER NON-OPERATING Fully Refundable Programs - 1,882,460-1,770,420-1,640,230 Other Non-Operating Total - 4,196,490-4,074,980-4,402,970 Other Non-Operating Total - 4,196,490-4,074,980-4,402,970 Grand Total 6, ,413,710 6, ,265,940 6, ,069,820 Table 11 - Expenditure Details Page 62 of 99

64 Appendix B: Capital Schedules Appendix B: Schedule 1-School Condition Improvement Capital DURHAM DISTRICT SCHOOL BOARD APPENDIX B- SCHOOL CONDITION IMPROVEMENT FACILITY UPGRADE EXPENDITURES Projects Ajax HS Roof replacement 1,700,000 Bolton C Falby PS Roof replacement 2,499,120 Cartwright Central PS Roof replacement 910,000 Claremont PS Service replacement 330,000 College Hill PS HVAC upgrade - Phase II 820,000 Henry St HS Roof replacement - Phase II 2,740,000 Meadowcrest PS HVAC upgrade - Phase II 865,000 Pine Ridge SS Roof replacement - Phase II 1,000,000 Pine Ridge SS Boiler and hot water upgrade 825,000 Uxbridge PS Washroom upgrade 640,000 Walter E Harris PS Window upgrades - Phase II 470,000 Total School Condition Improvement 12,799,120 Table 12 Schedule 1- School Condition Improvement Page 63 of 99

65 Appendix B: Schedule 2-Facility Renewal Capital Expenditures DURHAM DISTRICT SCHOOL BOARD APPENDIX B - SCHOOL RENEWAL FACILITY UPGRADE AND EQUIPMENT EXPENDITURES Projects Ajax HS Family Studies upgrade 600,000 Brock HS Classroom upgrades for additional programs 575,000 Fairport Beach PS Masonry restoration 400,000 GL Roberts CVI Classroom upgrades for additional programs 265,000 Henry St HS Classroom upgrades for additional programs 470,000 Highbush PS Office upgrade 100,000 John Dryden PS Classroom conversion for French Immersion 350,000 Maintenance Centre Roof replacement 665,000 Maple Ridge PS Drainage - North elevation 350,000 O'Neill CVI Classroom upgrades for additional programs 260,000 Pickering HS Lighting upgrade 100,000 Scott Central PS Washroom upgrade 375,000 Southwood Park PS Washroom upgrade 350,000 Sunset Heights PS HVAC upgrades 500,000 William Dunbar PS Office upgrade 120,000 Various Schools Interior Lighting upgrades 700,000 Schools include Brock HS, CE Broughton PS, Eastdale CVI, Gordon B Attersley PS Henry St HS, John Dryden PS, Roland Michener PS Various Schools Drainage 323,602 Schools include Coronation PS, Hillsdale PS, Lincoln Alexander PS, Pringle Creek PS, Sir JA MacDonald PS, Winchester PS Various Security System/Fire Alarm upgrades 225,000 Various Barrier Free Access 250,000 Projects Total 6,978,602 Minor Capital Minor capital - vehicles and equipment 280,000 Minor capital - upgrade communication systems in schools 75,000 Minor Capital Total 355,000 Other Underground Oil Remediation 662,000 Debt repayment - interest portion 909,538 Other Total 1,571,538 Total School Renewal 8,905,140 Table13 Schedule 2- Facility Renewal Capital Expenditures Page 64 of 99

66 Appendix B: Schedule 3 Proceeds of Disposition DURHAM DISTRICT SCHOOL BOARD APPENDIX - PROCEEDS OF DISPOSITION FACILITY UPGRADE EXPENDITURES Projects GL Roberts CVI Family Studies upgrade 640,000 Pringle Creek PS Roof replacement 860,000 RS McLaughlin CVI Roof replacement 2,500,000 Total Proceeds of Disposition 4,000,000 Table 14 Schedule 3 Proceeds of Disposition Page 65 of 99

67 Appendix B: Schedule 4 - Capital Projects in Progress, Ministry Approved DURHAM DISTRICT SCHOOL BOARD APPENDIX B- NEW CONSTRUCTION Project Funding New Construction Expenditures Ministry Approved NPP/FDK/CP/CC* Proceeds of Estimated Future Funding Disposition and Prior Expenditures Years New Schools Unnamed Stonecrest PS 10,795,685 7,618,685 3,177,000 10,165, ,784 - Forest View PS 10,809,241 10,809,241-10,225, ,962 - Unnamed Windfield Farms PS 12,242,511 12,242, ,738,127 10,504,384 Unnamed Mulberry Meadows PS 15,049,171 15,049, ,148,626 12,900,545 48,896,608 45,719,608 3,177,000 20,391,180 5,100,498 23,404,929 Additions Claremont PS 3,927,854 3,927, ,921,227 2,006,627 Eastdale CVI 5,021,976 5,021, ,296 4,298,680 RS McLaughlin CVI 3,702,440 3,702, ,973 3,232,467 12,652,270 12,652,270-3,114,496 9,537,774 * NPP - New Pupil Places FDK - Full Day Kindergarten CP - Capital Priorities CC - Child Care Table 15- Schedule 4-Capital Projects in Progress 8,214,995 Page 66 of 99

68 Appendix B: Schedule 5 - Long Term Debt DURHAM DISTRICT SCHOOL BOARD APPENDIX - LONG-TERM DEBT Balance Remaining Interest Expense Principal at Sept.1/17 160M Debenture 10,800, ,000,000 70M Debenture 3,990,000 1,505,345 70,000,000 20M Debenture 566,404 1,098,110 9,526,309 OFA #1 - Good Places to Learn 850, ,590 18,013,203 OFA #2 - Good Places to Learn/Primary Class Size 579, ,006 11,469,307 OFA #3 - New Pupil Places 622, ,947 12,433,535 OFA #4 - Good Places to Learn 663, ,675 12,755,810 OFA #5 - New Pupil Places 3,172,019 2,138,553 61,239,010 OFA #6 - Good Places to Learn/Primary Class Size 1,558, ,621 29,069,443 OFA #7 - Good Places to Learn/Primary Class Size 735, ,822 14,862,574 OFA #8 - New Pupil Places 62,458 51,335 1,534,618 OFA #9 - New Pupil Places 432, ,838 11,821,543 OFA #10 - New Pupil Places 483, ,256 11,822,037 OFA #11 - New Pupil Places 1,029,484 1,015,418 33,632,950 OFA #12 - New Pupil Places 823, ,057 24,896,675 Long-term Debt Repayment Total 26,370,670 10,972, ,077,014 Less: Debt repayment included in School Renewal Expenditures - Appendix (909,538) Total 25,461,132 10,972, ,077,014 *The principal payment is shown here for information purposes only. Table 16 - Schedule 5-Long Term Debt Page 67 of 99

69 Appendix C: Operating Expenditures Overview Operating Expenditures - Overview Computers, 0.7% Textbooks/Supplies, 1.7% Prof./ParaProf./Tech., 0.3% School Office, 0.3% Officers & Facilitators, 0.2% Board Admin & Governance, 0.6% Wages & Benefits $633,712, % Other, $82,357,590, 11.5% Transportation, 2.9% School Operations & Maint., 4.0% Other Non-Operating, 0.6% Chart 5 - Operating Expenditures Overview Page 68 of 99

70 Operating Expenditures Overview 2016/2017 EXPENDITURE CATEGORIES Salaries & Wages Payroll Taxes & Benefits Total Staffing Costs Other Operating Expenditures Total Operating Expenditures Instruction -- Teachers 373,925,900 48,678, ,603, ,603, Educational Assistants 38,037,660 9,695,660 47,733, ,733, Early Childhood Educator 13,580,910 3,317,350 16,898, ,898, Computers ,271,150 5,271, Textbooks / Supplies ,408,770 12,408,770 Prof./ParaProf./Tech. 13,012,760 2,604,020 15,616,780 2,414,910 18,031, Library / Guidance 13,170,690 1,383,580 14,554, ,554,270 Staff Development 3,331, ,010 3,541, ,880 3,767,630 Principals and VPs 27,327,350 2,987,480 30,314,830 93,650 30,408,480 School Office 11,903,990 3,590,960 15,494,950 2,166,000 17,660,950 Officers & Facilitators 7,890, ,740 8,834,740 1,702,670 10,537,410 Continuing Education 3,737, ,530 4,223, ,730 4,815,380 Instruction Total 505,918,120 73,898, ,816,480 24,874, ,691,240 Administration & Governance Governance 204,470 12, ,510 35, ,510 Board Administration 10,704,460 2,440,800 13,145,260 4,140,330 17,285,590 Administration & Governance Total 10,908,930 2,452,840 13,361,770 4,175,330 17,537,100 Transportation Transportation 448, , ,490 20,592,910 21,155,400 Transportation Total 448, , ,490 20,592,910 21,155,400 School Operations & Maint. School Operations & Maint. 31,500,390 8,471,100 39,971,490 28,311,620 68,283,110 School Operations & Maint. Total 31,500,390 8,471,100 39,971,490 28,311,620 68,283,110 Other Non-Operating Other Non-Operating Other Non-Operating Total ,402,970 4,402, ,402,970 4,402,970 Total Operating Expenditures 548,776,250 84,935, ,712,230 82,357, ,069,820 Table 17-Operating Expenditures Overview Page 69 of 99

71 Appendix D: Special Education Overview Students with special needs are those who require support services beyond those normally received because they have one or more needs related to developmental, physical, mental health, cognitive and/or behavioral challenges. Mission Statement The mission of Special Education within the Durham District School Board (DDSB) is to provide a range of programs, placements and services for students with special needs in a supportive environment which enables them to develop to their full potential as students and as members of their communities. Students with Special Needs Students who are supported by Special Education services include those with an identified exceptionality as well as other students who have not been formally identified. As displayed in the chart below, formal identification increases from grade 4 onwards, although students in the primary division are receiving increasing levels of special education services. Ignite Learning The Special Education Area Ignites Learning by Achievement o Align resources to where they are most needed to support equitable outcomes for all students o Focus on continuous improvement in literacy/numeracy and narrowing the achievement gap o Use data and research to develop programs to support learning o Provide safe, inclusive, and respectful learning environments which support positive academic, mental, and physical growth o Promote creativity and critical thinking in preparing students to be global citizens o Provide a range of rich programming options which allow students to pursue multiple pathways Community Page 70 of 99

72 o Use many ways to communicate with and receive feedback from the community o Increase parent engagement with schools to promote student achievement and well-being o Create and sustain partnerships to provide opportunities for students to be engaged and successful Leadership o o o o o Provide opportunities for students and staff to build their own personal leadership skills Foster resilient leaders who inspire creativity, collaboration, and curiosity Develop instructional leadership skills and practices Encourage, support, and promote student leadership and citizenship Demonstrate ethical leadership in all aspects of our work Special Education Funding Special Education Funding is made up of six allocations that are enveloped in that the funding can only be spent on special education. The special education allocations are: Special Education Per Pupil Amount (SEPPA) funding based on the Board s total enrolment. Differentiated Special Education Needs Amount (DSENA) formerly named the High Needs Amount. This allocation includes a Board specific per pupil amount based on historic needs assessment, two formula based allocations (Measures of Variability & Special Education Statistical Prediction Model) and a base amount that is the same for all Boards across the province. Special Equipment Amount (SEA) funding for special education computers, software, equipment that supports accessibility as well as the set-up, maintenance and training costs. Special Incidence Portion (SIP) - funding for extraordinarily high needs students who require more than two full-time staff to address their health and safety needs. Behaviour Expertise Amount (BEA) funding for school boards to hire a board-level Applied Behaviour Analysis (ABA) expertise professional. The use of ABA instructional approaches has proven to be effective for students with Autism Spectrum Disorder (ASD) and other students with special education needs. Care & Treatment funding to school boards to provide education programs for school-aged children and youth in care and/or treatment centres, and in custody and correctional facilities. Changes to Special Education Funding Differentiated Special Education Needs Amount (DSENA) marks the third year of a four year phase-in of an amended allocation. The new allocation (formerly named High Needs Amount) phases out the per pupil amount and phases in the increased use of modified Measures of Variability and Special Education Statistical Prediction Model factors. The new model also introduced a common base amount of $450,000 for all school boards. Although described as fiscally neutral for the province, the new methodology generates $0.4 million in less funding for the school year. Benchmark increases - SEPPA benchmarks increased by 2% and BEA benchmark increased by 1.1%. Benchmark increases of 1.1% reflect the implementation of the central labour agreements. The difference between the SEPPA benchmark increase of 2% versus other benchmark increases of 1.1% generated an additional $0.4 million in funding for the school year. Page 71 of 99

73 DURHAM DISTRICT SCHOOL BOARD to Special Education Revised Estimates Revised Estimates Estimates SPECIAL EDUCATION - REVENUE Special Education -SEPPA 48,869,988 49,126,376 50,116,162 Special Education - DSENA (formerly High Needs Amount) 35,884,586 35,621,048 35,186,613 Special Education -SIP 2,948,047 2,948,047 2,948,047 Special Education -SEA 2,500,572 2,517,964 2,513,926 Special Education -Behaviour Expertise Funding 276, , ,727 Special Education -Care &Treatment (Grove) 5,574,875 5,574,875 5,574,875 Total Special Education Allocation 96,054,877 96,066,360 96,620,350 Re-allocation of Foundation Grant for Self Contained Classes 13,882,933 12,563,969 12,498,248 Funding for Labour Agreement Implementation 0 1,140,000 0 Total Revenue Available for Special Education 109,937, ,770, ,118,598 SPECIAL EDUCATION - EXPENDITURES Teachers 51,760,240 50,419,350 49,857,810 Educational Assistants 46,585,091 47,601,110 47,733,320 Computers 255, , ,490 Textbooks / Supplies 756, , ,490 Prof./ParaProf./Tech. 8,963,073 8,761,950 8,810,620 Staff Development 121, , ,390 Principals and VPs 258, , ,060 School Office 246, , ,550 Officers & Facilitators 2,247,270 2,264,150 2,305,850 Total Budgeted Expenditures 111,194, ,861, ,390,580 Special Education Expenditures The funding received under the Special Education Grants enables the Board to provide a broad range of services. These services include: Special Education teaching staff that include special education classroom teachers, Special Education Resource Teachers (SERT s) and Hearing and Vision teachers. Education Assistants that provide classroom support for students with special needs. Psychologists & Psychometrists, Speech & Language Pathologists, Interpreters & Intervenors and other support staff. Specialized equipment and the supporting infrastructure that enables students to obtain the benefits from the equipment. Professional development that enables school staff to access programs and services that support students with special needs. In addition to the expenditures covered under the Special Education Funding envelope, Transportation and Facilities also support Special Education. These expenditures include: Transportation of the total transportation funding of $20.8 million, approximately $8 million is spent on special education transportation. These expenditures include transportation for special Page 72 of 99

74 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 increases accessibility and improves the school environment for students with special needs. The expenditures incurred to implement these enhancements are not part of the Special Education Funding envelope. Action Plans To address the needs of Special Education students, the following three initiatives are underway: Special Education Ad Hoc Committee (Trustees) Special Education Strategic Review (Special Education Department) Transportation Working Group (Staff) Special Education Ad Hoc Committee During the school year, trustees formed an Ad Hoc committee to review Special Education funding and to develop a campaign that raised public awareness of Special Education funding needs. The DDSB's Fund the Need campaign points out that One in Four students taught by the DDSB has special needs, but the funding required to meet those needs is not keeping pace. This is the challenge facing the DDSB now being highlighted in a public awareness campaign. The Board s website under the Trustees section contains additional details on the campaign and provides materials to participate in the campaign. Special Education Strategic Review Starting in the school year, the Special Education Department has led a multi-year strategic review of Special Education service delivery model. The process involves looking at the student outcomes of the current service delivery model from an efficiency and effectiveness perspective. The process includes extensive consultations with students with special needs, their families, Trustees, Special Education Advisory Committee (SEAC), school staff, Special Education Department staff and system leadership. Input was gathered using focus groups, surveys and ongoing discussions. The research and consultations produced 39 findings that are aimed at improving the effectiveness of services provided to students with special needs, while working within overall available funding. The action plans from the Special Education Strategic Review can be summarized under the following: Leverage existing strengths The DDSB is recognized as having a strong Special Education program. The strengths that exist and can be further leveraged include strong Governance support, dedicated and skilled staff, strong special education programs and supportive infrastructure. Move services closer to where students live A key finding of the Special Education Review has been the need to move services closer to where students live. An example is that current special education class placements have been based on program type and space availability. The future direction is to redevelop the special education class structure that enables schools to support students from their area and significantly reducing the travel time for students. Increase consistency of services across the system The roles and responsibilities of staff positions involved with Special Education are being reviewed to ensure alignment across the system. Professional development and supports will be increased to provide opportunities for skillsets to be aligned with any changes to roles and responsibilities. Although student needs will vary from student Page 73 of 99

75 to student, the objective is to increase the consistency in the availability and delivery of special education services for students with special needs. Transportation Working Group A collaborative staff committee was developed in to study the location of Special Education classes. The committee included representatives from Special Education, Property and Planning Services, Durham Student Transportation Services and Business. The purpose of the committee was to analyse the locations of the programs, in relation to the students that attend the programs, to find efficiencies in bussing and travel time through centrally locating Regional programs and consider the facility needs for each program to determine the best location, long term. The preliminary findings of the work group was by centrally locating Regional Special Education classes within an municipality, or centrally locating a program within sub areas of a municipality to accommodate pupils living within the vicinity, there are efficiencies that can be achieved with regards to travel time on a bus for pupils as well as the overall use of each bus and the mechanism to tier the bus. This change also allows for flexibility within each route, so that there was space for mid-year registrations on existing bus routes, without creating new routes or revising existing routes. In summary, the preliminary analysis shows improved benefits for students through reduction in travel times and benefits for the system through improved efficiency of resources. Page 74 of 99

76 Appendix E: 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 , , and. Given that staffing comprises 89% of the Board s budget reviewing both: - The year to year changes in number of employees and - Current staffing level compared with the longer term future enrolments are appropriate to ensure changes are made to ensure the longer term financial health of the Board. Year to Year Changes in Staff For the budget year, the Board s staffing complement changed as summarized in the chart below. Expenditure Categories Increase/ (Decrease) INSTRUCTION TOTAL 6, , ,184.3 (39.4) ADMINISTRATION & GOVERNANCE TRANSPORTATION TOTAL SCHOOL OPERATION & MAINT Other Non-Operating Total Grand Total 6, , ,860.7 (39.0) Chart 6 - Staffing Levels From this chart, the Board is decreasing the overall staffing levels by 39 positions which is consistent with changes in enrolment described in Section 3 and 6 Current Staffing Levels Compared with Long Term Enrolments Section 3 of this report provides enrolment projections from to Overall, there is a decrease in enrolment from to of 762 students. However, as the Official Enrolment Projections (OEP s) include registered plans of subdivision, the expansion of 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 75 of 99

77 Listing of Board Staffing EXPENDITURE CATEGORIES CHANGE Instruction Teachers ELEMENTARY SCHOOLS/DIRECT SUMMARY Classroom Teachers 2, , English as a Second Language Special Education Resource Teachers (0.6) Special Education Teacher (10.4) Hearing and Vision Teacher CENTRALLY ADMINISTERED SCHOOL EXPENDITURES - ELEM Literacy Coaches SECONDARY SCHOOLS/DIRECT SUMMARY Classroom Teachers 1, ,199.4 (20.2) English as a Second Language Secondary Special Ed. Teacher (7.2) Special Education Resource Teachers CENTRALLY ADMINISTERED SCHOOL EXPENDITURES - SEC Safe Schools Students Success Grades TREATMENT CENTRES Care & Treatment Teacher (2.5) Teachers Total 4, ,142.6 (25.0) Educational Assistants ELEMENTARY SCHOOLS/DIRECT SUMMARY Educational Assistants SECONDARY SCHOOLS/DIRECT SUMMARY Educational Assistants SPECIAL EDUCATION START Team Educational Assistants Total Early Childhood Educator ELEMENTARY SCHOOLS/DIRECT SUMMARY Early Childhood Educator (10.0) Early Childhood Educator Total (10.0) Prof./ParaProf./Tech. CENTRALLY ADMINISTERED SCHOOL EXPENDITURES - SEC LAN/WAN Technicians Safe Schools TECHNICAL & INFORMATION SERVICES Support Staff SPECIAL EDUCATION Coordinator Support Staff Interpreters & Intervenors Psychologists & Psychometrists Mental Health Lead Social Workers & Attendance Counsellors Speech & Language Pathologists Youth Worker Work Experience Coordinator (Spec. Ed.) AREA TEAMS Coordinator OUTDOOR EDUCATION Instructors Outdoor Education Interpreter OPERATIONS/LEADERSHIP/EARLY YEARS CHILD CARE Coordinator Page 76 of 99

78 EXPENDITURE CATEGORIES CHANGE Support Staff Prof./ParaProf./Tech. Total Library / Guidance ELEMENTARY SCHOOLS/DIRECT SUMMARY Teacher Librarians SECONDARY SCHOOLS/DIRECT SUMMARY Teacher Librarians (0.4) Teacher Guidance Counsellor (0.8) Library / Guidance Total (0.1) Principals and VPs ELEMENTARY SCHOOLS/DIRECT SUMMARY School Principal School Vice-Principal SECONDARY SCHOOLS/DIRECT SUMMARY School Principal (1.0) School Vice-Principal (1.0) TREATMENT CENTRES School Principal School Vice-Principal Principals and VPs Total (1.0) School Office ELEMENTARY SCHOOLS/DIRECT SUMMARY Clerical Support Staff Permanent SECONDARY SCHOOLS/DIRECT SUMMARY Clerical Support Staff Permanent (2.3) TREATMENT CENTRES Clerical Support Staff Permanent School Office Total (1.3) Officers & Facilitators CENTRALLY ADMINISTERED SCHOOL EXPENDITURES - SEC Safe Schools Students Success Grades PROGRAMS DIVISION Officer Facilitators Administration Administrative Support Staff SPECIAL EDUCATION Officer Special Education - V.P Facilitators AREA TEAMS Officer OUTDOOR EDUCATION Facilitators OFFICE OF THE DIRECTOR & SCHOOL EFFECTIVENESS2 Officer OPERATIONS/LEADERSHIP/EARLY YEARS CHILD CARE Officer Officers & Facilitators Total Continuing Education CONTINUING EDUCATION School Principal School Vice-Principal Classroom Teachers (2.0) Administrative Support Staff Continuing Education Total (2.0) Instruction Total 6, ,184.3 (39.4) Page 77 of 99

79 EXPENDITURE CATEGORIES CHANGE Administration & Governance Governance TRUSTEES' OFFICE Trustee Student Trustee Governance Total Board Administration BUSINESS & INFORMATION SERVICES DIVISION Administration (0.5) Administrative Support Staff EMPLOYEE RELATIONS DIVISION Administration Administrative Support Staff Work Accommodation TECHNICAL & INFORMATION SERVICES Administration Administrative Support Staff Computer Operator PROGRAMS DIVISION Administration Administrative Support Staff SPECIAL EDUCATION Administration AREA TEAMS Administration Administrative Support Staff FACILITY SERVICES - CUSTODIAL SERVICES Administration (0.5) OFFICE OF THE DIRECTOR & SCHOOL EFFECTIVENESS2 Administration OPERATIONS/LEADERSHIP/EARLY YEARS CHILD CARE Administration Administrative Support Staff Board Administration Total Administration & Governance Total School Operations & Maint. School Operations & Maint. ELEMENTARY SCHOOLS/DIRECT SUMMARY Custodians Cleaners (2.4) Absence Coverage/Casual SECONDARY SCHOOLS/DIRECT SUMMARY Custodians (2.0) Cleaners (3.5) CENTRALLY ADMINISTERED SCHOOL EXPENDITURES - SEC Cafeteria Assistants Salaries BUSINESS & INFORMATION SERVICES DIVISION Administration Administrative Support Staff Co-op Student FACILITY SERVICES - PLANT MAINTENANCE Administration Maintenance Staff Energy Support Staff Administrative Support Staff FACILITY SERVICES - CUSTODIAL SERVICES Administration Administrative Support Staff Page 78 of 99

80 EXPENDITURE CATEGORIES CHANGE Waste / Energy Educator Custodians Security Monitors Repair Person School Operations & Maint. Total (0.1) School Operations & Maint. Total (0.1) Grand Total 6, ,860.7 (39.0) Table 18 - Board Staffing Comparison Page 79 of 99

81 Appendix F: Annual Operating Plan Page 80 of 99

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85 Appendix G: Student Instruction Appendix G: Student Instruction Durham Continuing Education is the Durham Adult Literacy & Upgrading District School Board s program for its adult daytime Adult ESL/LINC 2158 program as well as many continuing education programs. While the core business of Continuing Education is funded by the Ministry of Education, partnerships with MTCU, IRCC, MCI, MCSS and MCYS support Continuing Education programming. All Secondary Credit Programs Enrolled Clients/Learners 6852 Credits Earned In addition to daytime secondary credit programming for students 21 years of age and over, Durham Continuing Education offers the following scope of services and service delivery channels: Adult literacy and upgrading Computer training Document evaluation service elearning credit program for adults Elementary & secondary international language classes Elementary & secondary summer school English as a Second Language (ESL) for adults Focus for Future credit program for young parents Language Instruction for Newcomers to Canada (LINC) Learn-at-Home credit correspondence Night school credit North Durham credit program Pathway and cooperative education credit programs Prior Learning Assessment and Recognition (PLAR) Ignite Learning Mission Statement: Transforming Lives, Strengthening Communities Vision Statement: To be the leading provider of innovative programs to meet the diverse learning needs of our community. Values: We value: The potential of each learner; The delivery of innovative programs in a fiscally responsible way; Education that creates opportunity and promotes social justice. 2014/15 Academic Year Strategic Priorities: Ensure that programs are relevant, pedagogically effective, and cost recoverable Advance Student Success Develop coordinated and integrated referral, intake and service delivery for all DCE learners Develop a strong profile within the DDSB and Durham Region by maximizing internal and external partnerships Develop a fiscally responsible DCE business model Page 84 of 99

86 Appendix H: Instructional Support INSTRUCTIONAL SUPPORT The following functional areas of the board provide support to both the instructional focus (Appendix G:) and meeting the strategic priorities of Ignite Learning. Page 85 of 99

87 The DDSB recognizes and acknowledges parents and families as key partners in education, and encourages a wide range of opportunities for parent engagement and involvement in their child s education. At the DDSB, we have a long tradition of working with all members of our school communities. Research tells us that when families are engaged with their children s life and learning at school, student achievement improves. In the DDSB, there are many ways that families can become involved with their children s school and learning. Our schools use Appendix H: Instructional Support Page 1 of 10 websites and agendas to promote and inform families about classroom and school activities. These tools can help parents and guardians to engage in conversations with their children about their learning. We are committed to fostering student success by cultivating effective partnerships between our schools and our communities. School Community Council (SCC) provides a vital link between school, home and community. The SCC is a forum for parents, guardians and other members of the community to contribute to school life. We greatly value the input provided by SCCs at the DDSB. Parent Involvement Committee (PIC) focuses on things that affect more than one school (regional level) and links parents with the school board s director of education and trustees. The PIC provides advice to the board on parent engagement, develops strategies and initiatives the board could use to engage more parents, communicates with and supports school councils, and undertakes activities to help parents in the board. Various Programs and Information Sessions are held at schools throughout the board, such as Family Numeracy/Math Nights, Healthy Eating/Lifestyle programs, Parents as Partners Symposiums, and more. For further information see Ignite Learning 2012/ / / /2016 Parent engagement Ignites Learning by constructively engaging the community PRO-Grant Recipients In 000's of Dollars Achievement o Partnerships between parents, families and schools result in improved student achievement, reduced absenteeism, better behaviour, and increased confidence among parents in the children s schooling. Community o Collaborating with the community to counteract barriers to family engagement with schools and to celebrate successful partnerships Leadership o Support SCCs in developing and using effective strategies to engage families and communities for student achievement and well-being Page 86 of 99

88 Appendix H: Instructional Support Page 2 of 10 Research shows that school leadership is second only to teaching in its impact on student learning. The effectiveness of leaders is critical to the success and sustainability of system-wide improvement and making our schools centres of excellence. Leadership is an evolving process that focuses on continually improving, refining and reflecting on our leadership practice to support continuous improvement and leadership for learning. Recognizing the impact of leaders on our system, the DDSB supports building and developing the capacity of leadership at all levels and areas of the Board. Leaders make an incredible difference and impact on our students, staff, and communities. The DDSB Leadership priorities are: Provide opportunities for students and staff to build their own personal leadership skills; Foster resilient leaders who inspire creativity, collaboration and curiosity; Develop instructional leadership skills and practices; Encourage, support and promote student leadership and citizenship; Demonstrate ethical leadership in all aspects of our work. To support these goals, the DDSB Leadership department provides training and resources in the areas of: Elementary VP DDSB Leaders Elementary Principal Secondary VP Secondary Principal A strategic plan entitled Ignite Leadership which embeds the OLF as the foundational framework; Those individuals who are aspiring, new to the role, and experienced leaders; Collaborative Leadership & Building Teams, Leading & Managing Change, Leading & 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; A Growth Track series to provide modules on leadership development; A succession plan to address recruitment, talent developing and developing leaders. Ignite Learning Leadership Ignites Learning by Achievement o Focus on continuous improvement in literacy/numeracy and narrowing the achievement gap Community o Use many ways to communicate with and receive feedback from the community Leadership o Develop instructional leadership skills and practices Page 87 of 99

89 Staff and student safety is supported by the Health and Safety Department. Safety at the Durham District School Board is an ongoing process, being continually improved. This continuous improvement is based on the underlying tenet that safety is a responsibility shared by everyone. Appendix H: Instructional Support Page 3 of 10 Supporting everyone s role in health and safety continues to be a major focus of resources. A multi-year program was completed in 2016, with all school Total LT Claims Linear (Total LT Claims) administrators receiving their full health and safety certification. Certification is a two-part training process, conducted through the Ontario Ministry of Labour (MOL). Certification Training supports administrators, through an understanding of health and safety fundamentals, in their leadership role. Student, staff and by extension, community safety is supported through a comprehensive First Aid/CPR/AED program. More than 150 life-saving AEDs are now placed in our schools and workplaces. In addition, every year more than 1,000 staff are trained in CPRCC-AED and/or Standard First Aid. Complementing this staff training, Grade 9 students participate in High School CPR and Defibrillator training, an annual program supported by the ACT Foundation which teaches students the life-skill of CPR-AED. Another focus of the health and safety program is targeted resources to the prevention of high potential incidents. Programs to address higher hazard activities are the Shop Safety Improvement Plans, Ergo School Program and the Working at Heights program. These are multi-year initiatives. Working at Heights is another example of a new safety program targeted to high risk activities. This three year initiative will be complete during the school year. Highlights of this program include new, safer portable lifts, new procedures and safety tools for staff working on roofs, and a consolidation of existing training programs. Ignite Learning The Health & Safety Area Ignites Learning by # of Time Injuries per 100 Staff Lost Time Injury Frequecy Rate for Custodial Staff (per 100 Staff) Achievement o Programs to support student and staff safety. Community o Illustrates that the Board considers student safety as a priority, always open to new ideas for improvement. Leadership o Enhances and develops safety leadership skills and practices. Page 88 of 99

90 Appendix H: Instructional Support Page 4 of 10 The Instructional Technology (IT) plan is intended to stimulate and support best practice in both teacher and student use of today s technology for the purpose of improving student achievement. Teachers use IT as a tool to teach students through direct instruction to communicate, to monitor student achievement, to evaluate and report on student achievement and to provide curriculum resources to students in digital form. Teachers make use of our district learning platforms Moodle and D2L to provide students a safe and secure online learning environment which is available to them at school, home or wherever they need it to be. Teachers likewise make use of the DDSB online learning environments to improve their own practice through online Professional Development courses written and provided by DDSB staff. Students use IT to explore, analyze, organize and report on their learning. They use it to collaborate with one another and their teachers. Increasingly, students in the DDSB make use of the DDSB Mobile Campus to share their learning with their teachers and with each other. This secure cloud space provides all DDSB students the complete Microsoft Office Suite as well as the opportunity to install these products on their own devices at home. The DDSB Mobile Campus offers students the tools to create, collaborate and share their learning anytime and anywhere. The DDSB likewise offers students a host of online resources such as ebooks, online encyclopaedias, digital reference databases and online videos to enrich their learning both in the classroom and at home. Students use a variety of hardware tools while at school. These tools are chosen to best meet their developmental level of achievement and the task set before them. These items may include tablets, a shared set of laptops, desktops or an entire class set of laptops housed in a mobile cart. IT allows students with Special Needs to more seamlessly be accommodated in the classroom and to access the Ontario Curriculum resources through Special Education Allotment (SEA) funding. The use of technology continues to accelerate in society. Today s learning spaces are mobile, flexible and available when and where students need them. Ignite Learning Instructional technology Ignites Learning by Hardware Units Achievement o IT allows learning resources to be personalized to better meet each student s needs. Community o By integrating technology we can deepen student knowledge, understanding, and thinking while we widen their learning in a global context by providing students a digital window into authentic, realworld and timely learning resources. Leadership o Develop and enhance IT skills to empower leadership skills and practices Desktop - Windows Laptop - Windows Other (Apple devices) Instructional Teacher Laptop Prog. Page 89 of 99

91 Recognizing that children s experiences early in life have a profound and long-lasting impact on their future development and wellbeing, the DDSB supports the provision of quality Early Years services in its schools. As child care, early years programs and DDSB schools in the system become increasingly integrated, more children will benefit from a stronger start in life. The DDSB Early Years Child Care Centres Kindergarten Extended Day Programs Before and After School Child Care Program Appendix H: Instructional Support Page 5 of 10 After School Recreation Programs Welcome to Kindergarten (WTK) Nursery Schools priorities are to ensure students are ready for school, closing the entry/achievement gap and providing an integrated model of service with strong parental engagement. Our goal is 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, full day kindergarten, and engaging programs and caring environments. In addition to the program outlined in the chart above, the Durham District School Board offers Welcome to Kindergarten at 100% of Elementary Schools; Extend the principles of play-based learning established in Kindergarten to child care and Hubs; Parenting Workshops; Support educators and families with the transition to Kindergarten; Leadership to "Make A Difference" an initiative to address poverty; 'Great Beginnings Start at the DDSB' preschool child development kits; Early Development Instrument (EDI) - training, execution and monitoring data; Enhance indoor and outdoor learning environments for Kindergarten Classrooms; Manage furniture needs for Kindergarten Classrooms. Early Year Hubs Ignite Learning The Early Years area Ignites Learning by Achievement o Use data and research to develop programs to support learning o Align resources to where they are most needed to support equitable outcomes for all o Provide safe, inclusive learning environments which support positive academic, mental, and physical growth Community o Use many ways to communicate with and receive feedback from the Community o Increase parent engagement in the early years to promote student achievement and well-being o Create and sustain partnerships to provide opportunities for students to be engaged and successful Leadership o Foster resilient community leaders who inspire creativity, collaboration, and curiosity o Demonstrate ethical leadership in all aspects of our work Page 90 of 99

92 Appendix H: Instructional Support Page 6 of 10 The engagement of Community Partnerships provides opportunities for students through the Board to develop strong relationships with the community. In recent years, the expansion of the Early Years Department as outlined in Appendix H, page 5 of 11. The development in this area represents provincial leading practice. The Operations department assists other DDSB departments in developing FORMAL PARTNERSHIPS with over 30 community organizations which provide a range of school-based services and supports to our students. Specific examples include partnerships with: Child and youth service agencies to support the early identification and interventions of mental health issues Grandview Treatment Centre established in SA Cawker PS to provide services in the north Durham Local agencies of Big Brothers Big Sisters of Canada to provide mentorship opportunities Not-for profit organizations that do vision and hearing screening/examinations Health services agencies to enhance access to health information and resources Utilization of vacant schools by Durham Region Police Services, Oshawa Fire Services and the RCMP. The funding of the services and supports provided by these formal partnerships is often through the collaboration of the Ministry of Education with other Ministries including Child and Youth Services and Health and Long term Care. Strong links between our schools and the community move learning beyond the classroom into the outside world, exposing students to the practical applications of what they are learning. School-community partnerships offer students the opportunity to broaden their knowledge about their communities and make contributions. Partnerships also open schools to the community by inviting volunteers and local organizations into the classroom to share their expertise and experiences. Ignite Learning The Community Partnerships area Ignites Learning by: Achievement o Use data and research to develop programs to support learning o Align resources to where they are most needed to support equitable outcomes for all o Provide safe, inclusive learning environments which support positive academic, mental, and physical growth Community o Use many ways to communicate with and receive feedback from the Community o Increase parent engagement with schools to promote student achievement and well-being. o Create and sustain partnerships to provide opportunities for students to be engaged and successful Leadership o Creates opportunities for staff to foster important organization relationships Page 91 of 99

93 Appendix H: Instructional Support Page 7 of 10 The DDSB is committed to maintaining a positive school climate in schools in which students have the opportunity to develop in a safe and respectful learning environment. A positive school climate exists when all members of the school community feel safe, comfortable, and accepted. Board-wide School Climate Surveys are conducted for students, parents/guardians, and staff to assess the level of safety in schools and identify areas where improvement might be achieved, in particular the extent of bullying problems. Each school must complete an anonymous School Climate Survey every two years. The graph above shows survey results for the percentage of students that felt safe most of the time/always. Self-Regulation training and implementation in schools is being conducted by Safe Schools in collaboration with Dr. Shanker from York University. The ability to self-regulate involves two techniques; up-regulation and downregulation. With up-regulation, the person has shut out the stimuli and may appear to be withdrawn. In order to self-regulate, the need is to up-regulate and increase the level of energy. With down-regulation, the person has become overstimulated, and needs to down-regulate or decrease level of energy to selfregulate. The Supportive Opportunities to Achieve and Restore (SOAR) classroom is a voluntary short-term, alternative program for student education located in Oshawa. Staff at SOAR work together with the student, his or her family, the sending school, and support personnel to define a pathway for the student s learning. While in SOAR students, are given the opportunity to gain increased support with both academics and selfregulation. The Long-term Suspension Program and Expulsion Program (Return Ticket) is a restorative alternative education program with a multi-disciplinary team committed to providing a safe and supportive environment. Healthy relations, academic programming and individualized supports are utilized to assist students in developing positive decision making skills. The program provides the framework and the links necessary to make a smooth transition to future opportunities. 100% 95% 90% 85% 80% Elementary Student Response Staff Response I AM SAFE... Secondary Parent Response Ignite Learning The Safe Schools Area Ignites Learning by: Achievement o Ensuring all students are given the right to an education in a safe environment Community o Collaborating with family and support staff to provide a safe and supportive environment Leadership o Resources for leaders to provide a safe and respectful learning environment. Page 92 of 99

94 With over 7000 permanent employees, the Durham District School Board is one of the largest employers in the Durham Region. The mission of Employee Relations is to recruit, develop, support and inspire employees through positive, reliable and respectful customer service and equitable practices in pursuit of high quality public education. The Durham District School Board is committed to building an equitable and inclusive organization that values the diversity of our Appendix H: Instructional Support Page 8 of 10 community and the varied perspectives that a diverse community brings. At the foundation of such an organization are the people who work in the many areas of the school board. The DDSB is dedicated in its efforts to recruit, hire and retain a diverse workforce that reflects the community it serves and ignites learning for all students and staff. The Hiring teams is also responsible for the transfer and dispatch processes for teaching, educational services and supply staff. Teaching: The Durham District School Board employees approximately 4600 permanent elementary and secondary teachers, Principals and Vice Principals in our 130 schools and in various capacities in central administration. The Board also employs approximately 1300 occasional elementary and secondary teachers. Educational Services: Education Services is the general term used to identify all positions other than teaching. Examples include Designated Early Childhood Educators ( D.E.C.E.s ), Educational Assistants, Administrative, Clerical, Custodial, and Technical positions etc. Thousands Board Staff Levels Instruction Total School Op & Maint. Administration & Governance Ignite Learning The Employee Relations area Ignites Learning by Achievement o Hiring of staff in all areas of the Board to provide a strong learning environment. Community o Allow individuals in the community to join the DDSB. Leadership o Minimize the disruption of the school level staffing adjustments. Page 93 of 99

95 Durham Student Transportation Services (DSTS) was established by the Durham District School Board and the Durham Catholic District School Board in December The consortium manages and administers all home to school transportation, schoolto-school transportation, and special needs transportation for approximately 12,228 elementary, 4,056 secondary, and 1,564 special education students representing a total of 17,848 eligible Durham students in accordance with Transportation Policy #3545 approved by the Board of Trustees. DSTS is committed to the safe, efficient and effective delivery of transportation services. Appendix H: Instructional Support Page 9 of 10 In September 2015 the Board of Trustees approved Bell Time Procedure #6161 to determine if efficiencies exist to implement a secondary 3.2 km walk zone. In establishing new bell times and adjusting existing bell times, this assists to ensure maximum transportation efficiency, and to reduce transportation costs while maximizing overall services to all students. Transportation needs of all programs offered by the DDSB are expected to be reviewed to examine potential transportation savings. Bell times are one factor that can assist in achieving that while maintaining or improving service levels. Bell time changes have commenced being analyzed for all municipal areas of the Board for potential implementation for September Full Day Kindergarten (FDK) at single track French Immersion schools are being included in the review process to potentially be included in bussing to their school for the September 2017 school year. However, this is dependent upon the outcome of the Bell Time changes. DSTS communicates in times of emergency and inclement weather through multiple communication channels when scheduled bus service may be delayed and/or cancelled. THOUSANDS DSTS- DDSB Student Riders Elementary Secondary Special Education Ignite Learning The Transportation Area Ignites Learning by Achievement o Ensuring all eligible students are given safe and efficient transportation to and from school Community o Illustrates that the Board is continuously improving student transportation and its effective communication to the community Leadership o Maintaining contact with school principals to ensure the safe and efficient management of school transportation services. Page 94 of 99

96 Appendix H: Instructional Support Page 10 of 10 Operations Department serves many functions including: Coordinating the elementary and secondary staffing allocation and surplus/transfer process including leading the staffing procedures for opening and closing schools Advising Administrative Council and School Board Trustees on staffing allocation, enrolment projections and school year calendar development and fostering effective relationships with elementary and secondary school federations Maximizing the use of quality instructional spaces and portable allocation through working closely with the Planning Dept. Collaborating with all departments to ensure system emergency preparedness (i.e. Nuclear Evacuation) Leading the consultation process and developing both the regular and modified school year calendars for Ministry approval Partnering with Durham Health to ensure sound procedures associated with communicable disease Collaborating with Disability Management to develop positive and successful return to work plans Adjudicating teacher requests for leaves of absence Fostering partnerships with community agencies through approval of material distribution to schools Ignite Learning The Operations Department Ignites Learning by: 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 student to ensure maximal student achievement and well-being o Ensuring fiduciary responsibility though leading the largest portion of the allocated budget Community o Continuous improvement of the leadership staff allocation and teaching staff allocation to strengthen the community engagement of schools Leadership o Providing staff the opportunity for leadership growth through Principal and Vice-Principal placements. Page 95 of 99

97 Appendix I: Student Accommodation The Facilities Services Department focuses on ensuring quality facilities to support student achievement and is comprised of seven different specialty areas. Property & Planning New School & Additions Construction Energy & Mechanical Design Major Projects at Schools Custodial & Maintenance Services ECOSchools (Waste Reduction & Energy Conservation The key to a strong Student Accommodation Plan is balancing: The needs of growth areas and growth programs with The needs of area of decline in student enrolment while maintaining a geographic presence through the Board s entire area. Board staff prepare a report entitled Accommodation Planning-Trends Issues and Future Opportunities. This report identifies enrolment trends for schools as well as for sections in each municipality. The enrolment projections for each municipality are sorted by north, middle and south areas. The enrolments are shown in the manner to highlight typically a shortfall of pupil places in the north while the south is in decline. $1.60 $1.40 $1.20 $1.00 $0.80 $0.60 $0.40 $0.20 $0.00 Utility Cost/Sq Foot Over time, student population in a catchment area typically grows, matures, declines, and regrows at a reduced rate. As outlined in Section 3 of the booklet, Chart 1, in 2007 the DDSB had a shortfall of 7,122 pupil places. Through the following actions, the 2016 enrolment projections are expecting a surplus of 135 pupil places: Construction of 15,176 new pupil places Over 50 school boundaries have been adjusted School Closures of 12 schools, through 7 Accommodation Review Processes Reduction of portables from 484 in 2007 to 293 in , a reduction of 191 portables. Future Accommodation Planning-Trends, Issues and Future Opportunities will consider additional adjustments for the consideration of Trustees. $1.10 $1.18 $1.30 $1.33 Page 96 of 99

98 List of Acronyms Used ADE AOP ARC BIP BIPSAW DDSB DSTS EA EDC ELD ELL ESL EQAO FCI FDK FFL FI FSL GSN HNA JK NTIP OEP PSAB SBEM SEA SEPPA SERT SIP SIPSAW SK SOAR Average Daily Enrolment Annual Operating Plan Accommodation Review Committee Behaviour Intervention Program Board Improvement Plan for Student Achievement and Well-Being Durham District School Board Durham Student Transportation Services Educational Assistant Education Development Charges English Literacy Development English Language Learner English as a Second Language Education Quality and Accountability Office - Prov. Standardized Testing Facility Condition Index Full Day Kindergarten French as a First Language French Immersion French as a Second Language Full-time Equivalent Grants for Student Needs High Needs Amount Junior Kindergarten New Teacher Induction Program Official Enrolment Projections Public Sector Accounting Board School Board Efficiencies and Modernization Special Equipment Amount Special Education Per-Pupil Amount (SEPPA) Special Education Resource Teacher School Information Profile School Improvement Plan for Student Achievement and Well-Being Senior Kindergarten Supportive Opportunities to Achieve and Restore Page 97 of 99

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100 Budget Durham District School Board 400 Taunton Road, East. Whitby, Ontario L1R 2K6 June 2016 Questions regarding this Budget may be directed to: David Visser, Associate Director, DDSB Page 99 of 99