Education Funding Technical Paper

Transcription

1 Education Funding Technical Paper Spring 2015 Ministry of Education

2 Une publication équivalente est disponible en français sous le titre suivant : Financement de l éducation : Document technique , printemps 2015, sur le site Web du ministère de l Éducation. ISBN: (PDF)

3 Table of Contents Introduction... 1 Education Funding Grants... 9 Pupil Foundation Grant Pupil Foundation Grant Components School Foundation Grant Definition of a school for the purposes of the School Foundation Grant Special Purpose Grants Special Education Grant Special Education Per-Pupil Amount (SEPPA) Allocation High Needs Amount (HNA) Allocation Special Equipment Amount (SEA) Allocation...32 Special Incidence Portion (SIP) Allocation Facilities Amount (FA) Allocation Behaviour Expertise Amount (BEA) Allocation Language Grant English as a Second Language/English Literacy Development (ESL/ELD) Allocation French as a Second Language (FSL) Allocation French as a First Language (FFL) Allocation Programme d'appui aux nouveaux arrivants (PANA) Allocation...41 Actualisation linguistique en français (ALF) Allocation First Nations, Métis, and Inuit Education Supplement Native Languages Allocation Native Studies Allocation Per-Pupil Amount Allocation Geographic Circumstances Grant Remote and Rural Allocation Supported Schools Allocation...55 Rural and Small Community Allocation...55 Learning Opportunities Grant Demographic Allocation Literacy and Math Outside the School Day Allocation Student Success, Grade 7 to 12 Allocation Grade 7 and 8 Student Success and Literacy and Numeracy Teachers Allocation School Effectiveness Framework Allocation Ontario Focused Intervention Partnership (OFIP) Tutoring Allocation Specialist High Skills Major (SHSM) Allocation School Authorities Amalgamation Adjustment Mental Health Leaders Allocation Safe and Accepting Schools Supplement Safe and Accepting Schools Allocation Technical Paper , Spring 2015 i

4 Urban and Priority High Schools Allocation Continuing Education and Other Programs Grant Cost Adjustment and Teacher Qualifications and Experience Grant Cost Adjustment Allocation Teacher Qualifications and Experience Allocation Early Childhood Educator Qualifications and Experience Allocation New Teacher Induction Program Allocation Student Transportation Grant Enrolment Adjustment Allocation Cost Update Adjustment Allocation Fuel Escalator and De-escalator Allocation Funding for Transportation to Provincial or Demonstration Schools Effectiveness and Efficiency Review Funding Adjustment Funding for Summer School Transportation Declining Enrolment Adjustment School Board Administration and Governance Grant Impact of the New Model Details on the Allocations Not Affected by the New Model Details on the Allocations That Will be Replaced by the New Model Details on the Ten Core Functions of the New Model School Facility Operations and Renewal Grant Operations Allocation Community Use of Schools Allocation Allocation for Licensing and Related Fees for Approved Asset Management Software Capital Lease Amount on School Authority Amalgamation Section 23 Facilities Amount Allocation School Renewal Allocation Debt Service Support Wrap-up of New Pupil Places Funding Model Recognition of Long-Term Debt Capital Funding in Capital Planning Capacity Program Capital Funding to Replace Child Care Spaces in Replacement Schools Schools-First Child Care Capital Retrofit Funding Full-day Kindergarten (FDK) Capital Accountability Procedures School Authorities Allocation Enrolment Fees Reporting and Accountability Balanced Budget, Enveloping, Flexibility, and Other Reporting Requirements Provincial Transfers for Appendix A Abbreviations ii Technical Paper , Spring 2015

5 Introduction Purpose This paper contains an overview and details of the grant formulas and other criteria for education funding through the Grants for Student Needs (GSN) that are used to calculate school boards allocations for budgeting and financial reporting purposes. Section 234 of the Education Act authorizes the Lieutenant Governor in Council to make regulations governing the making of grants. Such regulations, as they relate to the fiscal year, have not yet been made. The information set out in this paper would come into effect only if such regulations are made that coincide with this document. The information included in this document is provided for information purposes only and is not binding. It is anticipated that the funding regulations for the fiscal year would be entitled: Grants for Student Needs Legislative Grants for the School Board Fiscal Year; Calculation of Average Daily Enrolment for the School Board Fiscal Year; and Calculation of Fees for Pupils for the School Board Fiscal Year. * Key Changes for A summary of the key changes in the education funding approach is provided below. Further details can be found in the relevant sections of this paper. In , funding to school boards through the GSN is projected to be $22.46 billion. The key changes for the GSN focus on: the School Board Efficiencies and Modernization (SBEM) strategy that impacts many grants, investments to help school boards keep up with costs, and * Should there be any discrepancy between details in this paper and the regulations, the regulations prevail. Technical Paper , Spring

6 changes to improve accountability in the Learning Opportunities Grant, the Safe and Accepting Schools Supplement and the School Board Administration and Governance Grant. School Board Efficiencies and Modernization (SBEM) 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. As many education stakeholders have told the Ministry through the annual GSN consultations, the current approach to managing school space, which diverts significant funding to support underutilized space, is fiscally unsustainable. In , the Ministry will broaden the SBEM initiative with further measures to encourage the management of underutilized school space, while maintaining support for the schools that need it most, and measures to update and modernize the funding formula. These changes, as a whole, will continue to encourage boards to focus on using education resources and facilities to support students rather than supporting school space that may be surplus to students education needs. These measures will result in changes to: (1) Top-up funding and benchmarks under the School Facility Operations and Renewal Grant; (2) the School Foundation Grant; (3) the Geographic Circumstances Grant; and (4) the Declining Enrolment Adjustment. With the exception of the Declining Enrolment Adjustment, the SBEM changes being introduced in will be phased in. This phase in means that in : 1/3 of the funding will be generated by the new allocation method, and 2/3 of the funding will be generated by the allocation method. The new allocation method is the methodology used to fund school boards when SBEM is fully phased in. The allocation method is the methodology used to fund school boards in It should be noted that, where relevant, the allocation method uses updated parameters (e.g., benchmarks) for Both of these methods are described in the relevant sections of this paper. 2 Technical Paper , Spring 2015

7 Keeping up with Costs Student Transportation The Student Transportation Grant will be increased by 2 percent to help boards manage increased costs. As in previous years, this 2 percent cost update will be netted against a school board s transportation surplus. Starting in , transportation services for residential students at English-language Provincial and Demonstration schools will be delivered by the Ministry s Provincial Schools Branch. The Ministry will work with school boards and transportation consortia to begin collecting and analyzing data through available technology to better understand student transportation delivery in Ontario. Further information on the review will be provided in the near future. Utilities In , the Ministry will again provide a 2 percent cost benchmark update to the non-staff portion of the School Operations Allocation benchmark to assist boards in managing the increases in commodity prices (natural gas, facility insurance, and other costs). There will also be additional funding to further assist boards with electricity costs. In total, the electricity component of the School Operations Allocation benchmark will increase by 7.3 percent, based on projections from the Ministry of Energy s most recent Long-Term Energy Plan. Accountability Student achievement allocations in the Learning Opportunities Grant Six allocations in the Learning Opportunities Grant that directly support specific programs to improve student achievement will be enveloped as a group, starting in : Literacy and Math Outside the School Day Allocation Student Success, Grades 7 to 12 Allocation Grade 7 and 8 Literacy and Numeracy and Student Success Teachers School Effectiveness Framework Allocation Ontario Focused Intervention Partnership (OFIP) Tutoring Allocation Specialist High Skills Major (SHSM) Allocation Technical Paper , Spring

8 Boards will be required to report that they have spent the total funding received from the six allocations on programs and services associated with improving student achievement through these initiatives. The enveloping applies to the sum of the six allocations, not to each allocation separately. This reporting requirement will not replace current program reporting or evaluation requirements specific to any one of the allocations. The Demographic Allocation, which is the largest portion of Learning Opportunities Grant funding, is not affected by these enveloping provisions. Safe and Accepting Schools Supplement To ensure that allocations in the Safe and Accepting Schools Supplement continue to be directed to achieving safe, inclusive, and accepting school environments, the Ministry will introduce enhanced reporting requirements for the Safe and Accepting Schools Allocation. These requirements will complement the reporting already in place for the Urban and Priority High Schools Allocation. School Board Administration and Governance The School Board Administration and Governance Grant enveloping provision incorporated in the GSN requires that board s net administration and governance expenses in a fiscal year do not exceed the administration and governance limit. The expectation is that school boards are in compliance with the enveloping provision. The Ministry will be reviewing board compliance with this limit. FDK and Primary Class Size compliance School boards are required to organize FDK and primary classes to achieve the requirements set out in Ontario Regulation 132/12 Class Size. Beginning in , the Ministry may take action, including applying GSN cash withholdings, if a board s FDK and primary class size results are not in compliance with the Class Size regulation for two years in a row beginning with its results. Other Changes Other changes pertain to: Collective Bargaining under the School Boards Collective Bargaining Act, the continued implementation of the new HNA allocation model, the on-going implementation of the new School Board Administration allocation model and benefits benchmarks, and 4 Technical Paper , Spring 2015

9 capital investments. Collective Bargaining under the School Boards Collective Bargaining Act Virtually all collective agreements in the education sector expired August 31, Negotiations towards new agreements are ongoing. Under the statutory freeze provisions of the Ontario Labour Relations Act, existing terms and conditions of employment, unless specifically time limited in the previous collective agreements, continue into the school year. As in , GSN funding for compensation and other labour costs in will reflect the current status under the statutory freeze. These provisions include the delay in salary grid movement (known as the 97th day provisions). When negotiations result in new collective agreements, the Ministry will seek approval of the Lieutenant Governor in Council regarding any necessary amendments to the GSN. Employer Bargaining Agent Fees Regulation Under the School Boards Collective Bargaining Act (SBCBA), trustees associations are the statutory central employer bargaining agents for school boards in central negotiations with teachers federations and education worker unions. In recognition of this role, and beginning in , boards will be provided with the funding necessary to support the labour relations activities of their respective trustees associations. The funding will be provided each year through the School Board Administration and Governance Grant. A fees regulation under the SBCBA is planned to be issued that makes the payment of labour relations fees mandatory. The trustees associations will use these fees solely for the purpose of labour relations activities: to pay for costs related to staffing positions for central negotiations, as well as travel and accommodation and other SBCBA-related responsibilities, including additional operating expenses, actuarial services, legal services, and translation. Special Education HNA funding model In , the Ministry will continue to eliminate the legacy HNA per-pupil amounts, which will be funded at 50 percent. The proportion of funding that is allocated through Technical Paper , Spring

10 both the HNA Measures of Variability Amount (MOV) and the Special Education Statistical Prediction Model (SESPM) will increase. In addition, the High Needs Base Amount for Collaboration and Integration will be maintained at $450,000 per board. To provide stability to school boards and to mitigate projected enrolment declines in and , the Ministry will hold the provincial HNA total at $1.05B during this four-year transition. Education Programs in Care and/or Treatment, Custody and Correctional Facilities In , the Ministry is inviting school boards to submit applications to address service pressures that have emerged in relation to identified system and local needs, particularly with respect to Francophone students, students who are First Nations, Métis and Inuit (FNMI), students with Fetal Alcohol Spectrum Disorder (FASD), and students in rural, remote and under-served communities. The types of new programs being sought are Enhanced Education and Treatment (EET) and Community Based Youth Justice (CBYJ) Programs. For further details on these programs, please see the CTCC Program Memo : Application for Approval of Education Programs for Students in Government Approved Care and/or Treatment, Custody and Correctional (CTCC) Facilities (Facilities Amount) on the Financial Accountability and Analysis Branch website. On-going Implementation School Board Administration Funding In , the Ministry began phasing in a new allocation method for the School Board Administration and Governance Grant, as recommended by the School Board Administration and Governance Advisory Group (BAAG) is the second year of the four-year phase in. The new model will be fully implemented in Under the new model, three of the Grant s allocations the Directors and Supervisory Officers Allocation, the Board Administration Allocation, and the Multiple Municipalities Allocation will become a single Board Administration Allocation made up of ten core functions. The remaining allocations in the Grant are unaffected. In , 50 percent of the funding to boards is being generated using the allocation model, while the remaining 50 percent will be allocated by applying the new model parameters. 6 Technical Paper , Spring 2015

11 Benefits Benchmarks In , the Ministry will continue to implement a reduction in the benefits funding benchmarks as part of the phase-out of retirement gratuities, which began in As in previous years, the phase-out will be implemented through a reduction to all benefits benchmarks in the GSN. This percent reduction will be applied to the benefits benchmarks in the Foundation Grants with equivalent adjustments to the benchmarks in the special purpose grants to reflect the reduction in benefits funding. Other Capital Investments School Condition Improvement (SCI) For and , SCI funding will be doubling from the current $250M to $500M. The Ministry is changing the funding approach for SCI starting in SCI funding will now be allocated in proportion to a board s total assessed renewal needs under the Condition Assessment Program. As the Ministry has not yet assessed all eligible facilities under the Condition Assessment Program, renewal needs for buildings that will be assessed in 2015 have been estimated based on a building s weighted age and size. This estimation is only applicable for For this new round of funding, school boards will be required to direct 80 percent of this funding to key building components (that is, building envelope) and systems (for example, HVAC and plumbing), with the remaining 20% addressing other locally identified needs. Additional details can be found in memorandum SB:04 Investments Outside the GSN In , the Government is providing more than $180 million outside the GSN to further support boards in advancing student achievement. Further information about this funding will be provided to school boards through Ministry memoranda pertaining to Education Programs, Other (EPO). Technical Paper , Spring

12 School Authorities As in previous years, funding for school authorities will be adjusted in , as appropriate, to reflect changes in funding to district school boards. The Ministry will provide further information concerning funding for school authorities in in the near future. Further Information If you have any questions about the material in this paper, please contact your Ministry of Education regional office finance officer or the following branches of the Ministry: Branch Contact Telephone and Capital funding Grant Osborn (416) Financial accountability and reporting requirements Marie Li (416) Operating funding Joshua Paul (416) Student Transportation Grant Cheri Hayward (416) Special Education Barry Finlay (416) Technical Paper , Spring 2015

13 Education Funding Grants The current funding system is intended to: provide a fair allocation for all students, wherever they live in Ontario; operate in a fair and non-discriminatory manner as between the public and Catholic boards in both the English-language and French- language systems; provide funding to maintain schools and to build new schools where they are needed; allow boards some flexibility to decide how funds will be allocated to programs and supports, and among schools; restrict how boards spend money in some specific areas (to protect funding for capital and special education, and limit spending on board administration); and promote school board accountability by ensuring that boards report consistently and publicly on how they spend their allocations. Education funding in consists of a Pupil Foundation Grant, a School Foundation Grant, and thirteen special purpose grants. Technical Paper , Spring

14 Grant Grouping PUPIL FOUNDATION GRANT SCHOOL FOUNDATION GRANT SPECIAL PURPOSE GRANTS TOTAL Component Classroom teachers Early childhood educators Education assistants Textbooks and learning materials Classroom supplies Classroom computers Library and guidance services Specialist teachers Student Success teachers Professional and para-professional supports Classroom consultants Projected funding in ($ Million) $10,452.7 Principals $1,420.8 Vice-principals School secretaries School office supplies 1. Special Education Grant $2, Language Grant $ First Nations, Métis, and Inuit Education Supplement $ Geographic Circumstances Grant $ Learning Opportunities Grant $ Safe and Accepting Schools Supplement $ Continuing Education and Other Programs Grant $ Cost Adjustment and Teacher Qualifications and Experience Grant $1, Student Transportation Grant $ Declining Enrolment Adjustment $ School Board Administration and Governance Grant $ School Facility Operations and Renewal Grant $2, Debt Service Support (includes interest expense and non-permanently financed capital debt) (includes $32.1 million for school authorities and $86.6 million funding not yet allocated) $505.5 $22, Technical Paper , Spring 2015

15 Grant Allocations (Projections) Total: $22.46B * Pupil Foundation Grant, $10.45B School Foundation Grant, $1.42B Special Purpose Grants, $10.47B Special Purpose Grants Debt Service Support, $505.5M School Facility Operations and Renewal Grant, $2.38B Special Education Grant, $2.72B School Board Administration and Governance Grant, $576.0M Declining Enrolment Adjustment, $33.1M Student Transportation Grant, $887.7M Cost Adjustment & Teacher Qualifications and Experience Grant, $1.75B Continuing Education and Other Programs Grant, $153.2M Language Grant, $664.6M First Nations, Métis and Inuit Education Supplement, $50.8M Learning Opportunities Grant, $504.6M Safe and Accepting Schools Supplement, $47.0 M Geographic Circumstances Grant, $193.0M * School authorities funding ($32.1 million) and funding not yet allocated ($86.6 million) are included in the total, but not in the pie chart. Technical Paper , Spring

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17 Pupil Foundation Grant The Pupil Foundation Grant is a per-pupil allocation that supports the elements of a classroom education that are required by, and generally common to, all students (see page 14.) The Pupil Foundation Grant has four allocations: Kindergarten (JK/SK) Pupil Foundation Allocation, Primary (Grade 1 to 3) Pupil Foundation Allocation, Junior and Intermediate (Grade 4 to 8) Pupil Foundation Allocation, and Secondary (Grade 9 to 12) Pupil Foundation Allocation. For , funding through the Pupil Foundation Grant is projected to be $10.45 billion. Technical Paper , Spring

18 Pupil Foundation Grant Components Classroom Teachers Salaries and benefits for classroom teachers to support funded average class sizes, and preparation time for classroom teachers as well as: Elementary Specialist teachers for Kindergarten (JK/SK), Primary (Grade 1 to 3), and Junior and Intermediate (Grade 4 to 8) students, and Student Success and secondary programming teachers for Secondary (Grade 9 to 12) students. Early Childhood Educators (ECEs) Salaries and benefits for ECEs to support the class size standard (26:2) for FDK. To be allocated through the Kindergarten (JK/SK) Pupil Foundation Allocation. Depending on Junior Kindergarten and Senior Kindergarten enrolment, Supported Schools may be eligible for additional funding support for ECE staffing in FDK classrooms. Library and Guidance Services Salaries and benefits for teacher librarians and guidance teachers. Guidance teachers at the elementary level are those providing guidance primarily to Grade 7 and 8 pupils. Classroom Consultants Salaries and benefits for teacher consultants and co-ordinators, such as reading specialists and program specialists, who assist teachers in developing curriculum or who work with individual students. Supply Teachers Salaries and benefits for supply and occasional teachers. Education Assistants Salaries and benefits for education assistants who support teachers in the classroom. 14 Technical Paper , Spring 2015

19 Professional and Para-professionals Salaries and benefits for staff who provide support services to students and teachers, such as attendance counsellors, lunchroom supervisors, hall monitors, social workers, child/youth workers, community workers, and computer technicians. Professionals and para-professionals who provide support for special education, such as psychologists, psychometrists, and speech pathologists, are funded through a combination of the Pupil Foundation Grant, the Special Education Grant, and other special purpose grants. Elementary Supervision Funding for student supervision in elementary schools. Department Heads Funding for department head allowances in secondary schools. Textbooks and Learning Materials Textbooks and learning materials required to meet the learning expectations of the curriculum may include workbooks, resource materials, science supplies, lab material kits, library materials, instructional software, CD ROMs, DVDs, technology supporting distance education, as well as internet expenses. Learning materials include materials that are used by a student and cannot be used again by another student in the next semester, for example, a chemical used in a chemistry experiment. Classroom Supplies Classroom supplies are materials used to facilitate effective learning in the classroom and include classroom equipment. Classroom supplies are not required to meet the learning expectations of the curriculum. Classroom Computers Classroom computers (hardware only) and the associated network costs. Technical Paper , Spring

20 KINDERGARTEN (JK/SK) Pupil Foundation Allocation Classroom Staffing Class size 26:2 Library and Guidance Services Classroom Consultants # staff per 1,000 ADE benchmark salary + benefits (% of salary) $ allocation per ADE Classroom Teacher * $72, % $3, Specialist Teacher/ 7.55 $ Preparation Time * Early Childhood Educator $30, % $1, Teacher Librarian * 1.31 $72, % $ Guidance Teacher * 0.20 $ $100, % $45.54 Supply Teacher $ Education Assistants 0.20 $42, % $10.77 Professional/Para $57, % $ Professional Supports Elementary $26.88 Supervision Textbooks and $69.00 Learning Materials Classroom Supplies $82.82 Classroom Computers $34.52 TOTAL Junior Kindergarten & Kindergarten Per- Pupil Amount $6, NOTE: Pension plan contributions for teachers and other eligible members of the Ontario Teachers Pension Plan (OTPP), are matched by the Government and are not included in the benefit benchmarks. Kindergarten Pupil Foundation Allocation = JK & SK ADE $6, * Additional funding is recognized through the Teacher Qualification and Experience Allocation of the Cost Adjustment and Teacher Qualifications and Experience Grant. Additional funding is recognized through the Early Childhood Educator Qualifications and Experience Allocation of the Cost Adjustment and Teacher Qualifications and Experience Grant. 16 Technical Paper , Spring 2015

21 PRIMARY (Grade 1 to 3) Pupil Foundation Allocation Classroom Teacher Class size 19.8:1 Library and Guidance Services # staff per 1,000 ADE benchmark salary + benefits (% of salary) $ allocation per ADE Classroom Teacher * $72, % $4, Specialist Teacher/ Preparation Time * 9.67 $ Teacher Librarian * 1.31 $ Guidance Teacher * 0.20 $16.17 Classroom Consultants 0.41 $100, % $45.54 Supply Teacher $ Education Assistants 0.20 $42, % $10.77 Professional/Para $57, % $ Professional Supports Elementary Supervision $26.88 Textbooks and Learning $69.00 Materials Classroom Supplies $82.82 Classroom Computers $34.52 TOTAL Primary Per- Pupil Amount $5, NOTE: Pension plan contributions for teachers and other eligible members of the Ontario Teachers Pension Plan (OTPP), are matched by the Government and are not included in the benefit benchmarks. Primary Pupil Foundation = Grade 1-3 ADE $5, Allocation * Additional funding is recognized through the Teacher Qualification and Experience Allocation of the Cost Adjustment and Teacher Qualifications and Experience Grant. Technical Paper , Spring

22 JUNIOR and INTERMEDIATE (Grades 4 to 8) Pupil Foundation Allocation Classroom Teacher Class size 24.5:1 Library Guidance Services Classroom Consultants # staff per 1,000 ADE benchmark salary + benefits (% of salary) $ allocation per ADE Classroom Teacher * $72, % $3, Specialist Teacher/ Preparation Time * 7.96 $ Teacher Librarian * 1.31 $ Guidance Teacher * 0.20 $ $100, % $45.54 Supply Teacher $ Education Assistants , % $10.77 Professional/Para $57, % $ Professional Supports Elementary $26.88 Supervision Textbooks and $69.00 Learning Materials Classroom Supplies $82.82 Classroom Computers $34.52 TOTAL Junior and Intermediate Per- Pupil Amount $4, NOTE: Pension plan contributions for teachers and other eligible members of the Ontario Teachers Pension Plan (OTPP), are matched by the Government and are not included in the benefit benchmarks. Junior and Intermediate Pupil Foundation = Grade 4 8 ADE $4, Allocation * Additional funding is recognized through the Teacher Qualification and Experience Allocation of the Cost Adjustment and Teacher Qualifications and Experience Grant. 18 Technical Paper , Spring 2015

23 SECONDARY (Grades 9 to 12) Pupil Foundation Allocation Classroom Teacher Class size 22:1 Credit load per pupil 7.5 Library and Guidance Services # staff per 1,000 ADE benchmark salary + benefits (% of salary) $ allocation per ADE Classroom Teacher * $72, % $3, Student Success $1, Teacher/Preparation Time * Secondary Programming* 1.02 $82.48 Teacher Librarian * 1.10 $88.95 Guidance Teacher * 2.60 $ Classroom Consultants 0.46 $100, % $51.09 Supply Teacher $ Professional/Para $57, % $ Professional Supports Department Head 9.00 $4, % $46.58 allowances Textbooks and $92.29 Learning Materials Classroom Supplies $ Classroom Computers $45.03 TOTAL Secondary Per- Pupil Amount $5, NOTE: Pension plan contributions for teachers and other eligible members of the Ontario Teachers Pension Plan (OTPP), are matched by the Government and are not included in the benefit benchmarks. Secondary Pupil Foundation = Grade 9 12 ADE $5, Allocation Primary Junior and Secondary Pupil Kindergarten Pupil Intermediate Pupil Pupil Foundation = Pupil Foundation Foundation Foundation Foundation Grant Allocation Allocation Allocation Allocation * Additional funding is recognized through the Teacher Qualifications and Experience Allocation of the Cost Adjustment and Teacher Qualifications and Experience Grant. Technical Paper , Spring

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25 School Foundation Grant The School Foundation Grant supports the costs of in-school administration and leadership (salaries and benefits for principals, vice-principals, and office support staff), as well as supplies for school administration purposes. School boards continue to be responsible for decisions regarding the allocation of in-school administration staff to schools. The total School Foundation Grant is projected to be $1.42 billion in New in As part of the School Board Efficiencies and Modernization (SBEM) strategy, the Ministry of Education will begin phasing in a new allocation method for the School Foundation Grant. This method, based on feedback received from the GSN Consultations, will shift funding away from very small schools that are not isolated while investing in schools that are larger, remote, or combined (that is, serve both elementary and secondary students.) Under the new allocation method, there are three tiers of funding support for supported, distant, and regular schools (these are defined in a following section). Included in this new method is an increase in secondary vice principal support for many schools, which will be scaled at a rate of 1 FTE per 500 ADE, starting once a school is eligible for funding for 1 principal FTE. As well, combined elementary/secondary schools will now receive funding for one additional full-time equivalent principal at a threshold of at least 350 students (with at least 100 elementary students and at least 100 secondary students), rather than the previous threshold of more than 300 elementary students and more than 500 secondary students. In addition, adjustments have been made to thresholds and staffing levels for principals and school office support staff for both distant and regular schools. Further details on the calculation of the new allocation method will be provided in the relevant section below. Beginning in , the new method will be phased in to give school boards time to adjust to its impact. Funding in will be calculated by summing 1/3 of the funding calculated under the new allocation method and 2/3 of the funding calculated under the allocation method. Technical Paper , Spring

26 Definition of a school for the purposes of the School Foundation Grant Facilities and schools eligible for School Foundation Grant funding in the school year would be listed in a table as set out in the Grants for Student Needs Legislative Grants for the School Board Fiscal Year regulation. This table reflects how schools were funded in the school year and has been updated to include schools that have been identified as new openings or closures for the school year. Any changes to this list during the school year may be considered in amendments to the funding regulation. In grouped facilities and/or programs where multiple facilities and/or programs are grouped to form a school for the purposes of the School Foundation Grant the school is identified as: an elementary school, if all the facilities and/or programs offer elementary-level instruction; a secondary school, if all the facilities and/or programs offer secondary-level instruction; a combined elementary/secondary school, if the facilities and/or programs in the group offer a combination of elementary and secondary instruction (for example, Grades 7 and 8 with Grades 9 to 12). 22 Technical Paper , Spring 2015

27 Tiers under the New Allocation Method In the new allocation method for the School Foundation Grant, there will be three tiers of funding supports for school administration. The tiers provide differentiated support for schools that are either a: Supported School, defined as (a) an elementary school where the next closest elementary school of the board is at least 20 km away or (b) a secondary or combined elementary/secondary school where the next closest secondary or combined elementary/secondary school of the board is at least 45 km away (which is the definition used for the Supported Schools Allocation in the Geographic Circumstances Grant); Distant School, defined as (a) an elementary school that does not meet the criteria for a supported school where the next closest elementary school of the board is at least 10 km away or (b) a secondary or combined elementary/secondary school that does not meet the criteria for a supported school where the next closest secondary/combined elementary/secondary school of the board is at least 20 km away; or Regular School, defined as a school which does not meet the criteria for either a distant or supported school. Supported schools are referred to as outlying schools in the Grants for Student Needs Legislative Grants for the School Board Fiscal Year regulation. Technical Paper , Spring

28 School Foundation Grant Benchmarks Under the new allocation method and the allocation method, the benchmarks for the School Foundation Grant are determined according to the table below: Benchmark Elementary Benchmark Elementary Benefits (% of Salary) Secondary and Combined Elementary/Secondary Benchmark Secondary and Combined Elementary/Secondary Benefits (% of Salary) Principal $113, % $123, % Vice Principal $107, % $113, % School Office Support Staff (Secretaries) $41, % $44, % School Office Supplies NOTE: $2, $6.06 per ADE N/A $3, $7.07 per ADE Pension plan contributions for teachers and eligible members (e.g. principals and vice principals) of OTPP are matched by the Government and are not included in the benchmark benefits. The number of funded elementary principals is outlined in the following table: Number of Funded Principals ELEMENTARY School Enrolment (ADE) Supported Schools New Allocation Method Distant Schools Regular Schools N/A Allocation Method All Schools >0 to < ADE / to <100 ADE / to 1 1 < Technical Paper , Spring 2015

29 The number of funded elementary vice-principals is outlined in the following table: Number of Funded Vice-Principals ELEMENTARY New Allocation Method Allocation Method School Enrolment Supported, Distant and Regular Schools All Schools (ADE) >0 to < to <500 (ADE 250) x (ADE 250) x to < (ADE 500) x (ADE 500) x The number of funded elementary support staff is outlined in the following table: Number of Funded Support Staff ELEMENTARY School Enrolment (ADE) New Allocation Method Supported Schools Distant and Regular Schools Allocation Method All Schools >0 to <100 1 ADE / t0 < (ADE 100) 1 + (ADE 100) x 1 + (ADE 100) x x to < (ADE (ADE (ADE 250) x ) x ) x to < (ADE (ADE (ADE 300) x ) x ) x (ADE (ADE (ADE 500) x ) x ) x Technical Paper , Spring

30 The number of funded secondary and combined elementary/secondary principals is outlined in the following table: Number of Funded Principals SECONDARY AND COMBINED ELEMENTARY/SECONDARY School Enrolment (ADE) Supported Schools New Allocation Method Distant Schools Regular Schools Allocation Method All Schools >0 to < ADE / to <100 ADE / to 1* 1** <200 1* 200 1* *Any combined elementary/secondary school of at least 350 students (with at least 100 elementary students and at least 100 secondary students) will receive funding for one additional full-time equivalent (FTE) principal. **Any combined elementary/secondary school with more than 300 elementary students and more than 500 secondary students receives funding for one additional full-time equivalent (FTE) principal. 26 Technical Paper , Spring 2015

31 The number of funded secondary and combined elementary/secondary vice- principals is outlined in the following table: Number of Funded Vice-Principals SECONDARY AND COMBINED ELEMENTARY/SECONDARY School Enrolment (ADE) Supported Schools New Allocation Method Distant Schools Regular Schools Allocation Method All Schools >0 to < to < to <200 (ADE 100) x to < to <1500 ADE / (ADE 500) x ADE / 500 ADE / (ADE 1500) x The number of funded secondary and combined elementary/secondary support staff is outlined in the following table: Number of Funded Support Staff SECONDARY AND COMBINED ELEMENTARY/SECONDARY School Enrolment (ADE) New Allocation Method Supported Schools Distant and Regular Schools Allocation Method All Schools >0 to <100 1 ADE / t0 < (ADE 100) 1 + (ADE 100) x 1 + (ADE 100) x x to < (ADE (ADE (ADE 500) x ) x ) x (ADE 5 + (ADE 1000) 5 + (ADE 1000) x ) x x Technical Paper , Spring

32 The total School Foundation Allocation for a school is determined by: multiplying the benchmark amounts by the number of funded principals, viceprincipals, and support staff, multiplying the ADE of the school by the school office per-pupil supplies benchmark, adding the base school office supplies amount, and summing the principal, vice-principal, school office support staff, and school office supplies components. This calculation is performed under both the new allocation Method and the allocation method. The total School Foundation Allocation for a school in is then calculated by adding: 1/3 of the funding generated by the new allocation method and 2/3 of the funding generated by the allocation method. 28 Technical Paper , Spring 2015

33 Special Purpose Grants A significant amount of board funding is built on the special purpose grants, which respond to the varying circumstances of boards, schools, and students. Special purpose grants recognize the different levels of support required by boards, schools, and students related to location, student and school needs, and a board s demographic profile. The thirteen special purpose grants in are as follows: No. Grant Name Projected Funding in ($ Million) 1 Special Education Grant $2, Language Grant $ First Nations, Métis, and Inuit Education Supplement $ Geographic Circumstances Grant $ Learning Opportunities Grant $ Safe and Accepting Schools Supplement $ Continuing Education and Other Programs Grant $ Cost Adjustment and Teacher Qualifications and Experience Grant $1, Student Transportation Grant $ Declining Enrolment Adjustment $ School Board Administration and Governance Grant $ School Facility Operations and Renewal Grant $2, Debt Service Support (includes interest expense and non-permanently financed capital debt) $505.5 Technical Paper , Spring

34 Special Education Grant The Special Education Grant provides additional funding for students who need special education programs, services, and/or equipment. The Special Education Grant is made up of six allocations: Special Education Per Pupil Amount (SEPPA) Allocation $1.402 billion, High Needs Amount (HNA) Allocation $1.05 billion, Special Equipment Amount (SEA) Allocation $93.7 million, Special Incidence Portion (SIP) Allocation $68.7 million, Facilities Amount (FA) Allocation $96.0 million, and Behaviour Expertise Amount (BEA) Allocation $11.6 million. The Special Education Grant may only be used for special education. Any unspent funding must be treated as deferred revenue for special education. The Special Education Grant is projected to be approximately $2.72 billion in New in In , the new model for allocating the High Needs Amount (HNA) allocation announced in will continue to be phased in. To further support school boards during this transition and to mitigate projected enrolment declines in and , the Ministry will hold the provincial HNA total at $1.05 billion during this four year transition to a new HNA funding model. This transition will have some redistributive impacts on school boards, and thus it is being phased in over a four year period. Beginning in , there will be an expansion of the types of Care, Treatment, Custody and Corrections (CTCC) programs in the Facilities Amount (FA) allocation that may be submitted for approval by school boards. These new program types will address identified system and local needs, particularly Francophone students, students who are First Nations, Métis and Inuit (FNMI), students with Fetal Alcohol Spectrum Disorder (FASD) and students in rural, remote and under-served communities. The types of new programs being sought in are Enhanced Education and Treatment (EET) and Community Based Youth Justice (CBYJ) Programs. For further details on these programs, please see the CTCC Program Memo : Application for Approval of Education Programs for Students in Government Approved Care and/or Treatment, Custody and Correctional (CTCC) Facilities (Facilities Amount). 30 Technical Paper , Spring 2015

35 Special Education Per-Pupil Amount (SEPPA) Allocation The Special Education Per-Pupil Amount (SEPPA) Allocation recognizes the cost of providing additional assistance to the majority of students with special education needs. SEPPA is allocated to boards on the basis of total enrolment. The amounts for are: $ per JK to Grade 3 student, $ per Grade 4 to 8 student, and $ per Grade 9 to 12 student. The SEPPA Allocation is projected to be approximately $1.402 billion in High Needs Amount (HNA) Allocation The High Needs Amount (HNA) Allocation addresses the variation among boards with respect to students with special education needs and boards' abilities to respond to these needs. In , the HNA Allocation is made up of: the historical enrolment based HNA per-pupil amount, funded at 50 percent of the historical HNA per-pupil amounts $495.7 million, the Measures of Variability (MOV) Amount $130.5 million, and the MOV Special Education Statistical Prediction Model (SESPM) amount $391.4 million, and the High Needs Base Amount for Collaboration and Integration amount $32.4 million. More information regarding the four-year transition to the new model and details regarding the allocation methodologies will be provided to school boards in a memorandum from the Director, Special Education Policy and Programs Branch. The HNA Allocation is projected to be $1.05 billion for Last year, after extensive consultations with stakeholder representatives, including the Special Education Funding Working Group, the Ministry began the four year implementation of a new High Needs Amount (HNA) funding model. This change to the HNA Allocation will provide greater fairness and equity. The new HNA Allocation will better reflect the variation among boards with respect to students with special education needs and boards abilities to meet those needs. Technical Paper , Spring

36 In , the legacy HNA per-pupil amounts will continue to be eliminated, which will be funded at 50%, and the proportion of funding that is allocated through both the HNA Measures of Variability Amount (MOV) and the Special Education Statistical Prediction Model (SESPM) will increase. Also, the High Needs Base Amount for Collaboration and Integration will be maintained at $450,000 per board. To provide stability to school boards and to mitigate projected enrolment declines in and , the Ministry will hold the provincial HNA total at $1.05 billion during this four year transition. The changes to the Remote and Rural Allocation as a result of the phase in of SBEM will be reflected in the Remote and Rural Adjustment of the HNA MOV, however, these MOV provincial funding totals will not be impacted. Special Equipment Amount (SEA) Allocation The Special Equipment Amount (SEA) Allocation is made up of two components: SEA Per-Pupil Amount, including a $10,000 base amount for each board, and SEA Claims-Based Amount. The Special Equipment Amount (SEA) Allocation * is projected to be $93.7 million in SEA Per-Pupil Amount The SEA Per-Pupil Amount is calculated using the following formula: Base Amount $10,000 + ($ ADE) In , each school board will receive a projected SEA Per-Pupil Amount component, which includes a base amount of $10,000 for each school board plus an amount based on the board s average ADE. The SEA Per-Pupil Amount is allocated for the purchase of all computers, software, computing-related devices, and required supporting furniture, as identified for use by students with special education needs in accordance with the SEA funding guidelines. * Each board s Special Equipment Amount Allocation would be set out in the Grants for Student Needs Legislative Grants for the School Board Fiscal Year regulation. 32 Technical Paper , Spring 2015

37 In addition, the SEA Per-Pupil Amount helps school boards in providing training for staff and students (where applicable), equipment set-up, maintenance, and repair as determined by the board for all SEA equipment, including SEA equipment funded through the SEA claims-based process. Technicians and training costs are no longer submitted through the SEA claims process. SEA Claims-Based Amount The SEA Claims-Based Amount provides funding to school boards for the purchases of other non-computer based equipment to be utilized by students with special education needs, including sensory equipment, hearing support equipment, vision support equipment, personal care support equipment, and physical assists support equipment, through a claims-based process with an $800 deductible. Eligibility requirements for SEA are outlined in the Special Education Funding Guidelines: Special Equipment Amount (SEA), Spring 2015 *. For , vision support equipment required by a student, which has a computer interface, but whose primary function is to help address the vision support needs of the student, may continue to be included in a SEA claim. SEA Allocation and Financial Reporting by Boards Boards will develop an internal process that allocates the SEA Per-Pupil Amount, the SEA Claims-Based Amount, and the board internal contribution to support student needs, in an equitable and timely fashion. Similar to previous years, the SEA Per-Pupil Amount will be reported separately from all other special education expenditures. Unused SEA Per-Pupil Amount funding (including the $10,000 base) must be treated as SEA Per-Pupil Amount deferred revenue to support future purchases of computers, software, and computer-related devices and required supporting furniture identified for use by students with special education needs, as well as all training and technician costs for all SEA equipment. Portability requirements for equipment purchased with the SEA funding would be outlined in the Grants for Student Needs Legislative Grants for the School Board Fiscal Year regulation and described in the Special Education Funding Guidelines: Special Equipment Amount (SEA), , Spring 2015*. * This document is available on the Ministry of Education website. Technical Paper , Spring