The Halton District School Board (HDSB) is preparing to develop the 2025-2026 school year budget.
Parents/guardians, students, staff and community members were invited to provide input on the budget development process for the 2025-2026 school year through an online survey . The survey has now closed.
2025-2026 School Year Budget Development - Public Information Session Monday, Jan. 20, 2025 at 7 p.m.
To ensure our community is well-informed about how the HDSB is funded, how resources are allocated and feedback could be submitted, we hosted a virtual Public Information Session on Monday, Jan. 20, 2025.
An opportunity to provide input on the 2025-2026 school year budget will be shared following the session. 2025-2026 Budget Input
Over the past few years, the education sector has been presented with unprecedented challenges and funding pressures. It is also expected that elementary and secondary student enrolment will continue to decline next year, as a result of aging neighbourhoods combined with a slowed pace of growth in new development areas of the Halton Region. With student enrolment as the main driver of funding for the school board, this will result in lost revenue. The HDSB has budgeted for a $1.8 million deficit in the current year and is required by regulation to eliminate this deficit next school year (2025-2026). This means that the 2025-2026 budget development process will be a restrained one, focused on containing costs while balancing the budget within funding limitations.
As the HDSB is planning to develop a balanced budget and eliminate the $1.8 million deficit,
we need your input to help us understand what are your areas of priority are and how we can minimize impact while achieving our financial.
How Our School Board is Funded
The HDSB receives the majority of its funding from the province through the Core Education Funding. Most of this funding is restricted by mandated class sizes and staffing ratios, while other areas are designated by the Ministry to fund specific areas. The main areas where funding is restricted to specific use include: special education, student mental health and well-being, indigenous education, student transportation, temporary accommodations and capital funding. Learn more about how school boards receive funding by visiting the
Ministry of Education webpage.
How Our School Board is Allocates Resources
The HDSB spends 98% of funding directly and indirectly supporting students. The budget development process aligns the allocation of resources to the HDSB’s strategic commitments priorities, as identified in the
2024-2028 Multi-Year Plan. This means that the majority of our funding is allocated towards resources that support student learning, engagement and achievement, while providing a welcoming, safe and inclusive learning environment.
HDSB’s 2025-2026 Budget Process & TimelinesThe 2025-2026 budget process and timelines are summarized below, and details will be added to the Budget and Financial Information webpage as information becomes available.
Budget Process & Timelines
November - December
- Ministry Funding Consultations
- Senior Staff Budget Planning
- Participate in Provincial budget sessions and Education Funding consultations
January - February
- Stakeholder Consultation
- Preliminary Budget Development
- Internal budget holder planning meetings
- Budget Development - Public Information Session (Monday, Jan. 20 at 7 p.m.)
- Budget survey open: Jan. 21 - Feb. 9
March - April
- Reviewing Stakeholder Feedback
- Funding Release from MOE
- Budget Strategy Sessions
- Budget Development
May - June
- Draft Budget to the Board of Trustees
- Final Budget for Approval by the Board of Trustees
Budget Consultation for 2025-2026 School Year
The HDSB has a $1.8 million deficit budget for the current school year that we are required to eliminate in the 2025-2026 school year. As the HDSB is planning to develop a balanced budget and eliminate this deficit,
we need your input to help us understand what your areas of priority are and how we can minimize impact while achieving our financial goals.
Regulatory Constraints
All Ontario school boards receive most of their funding from the Ministry of Education through “Core Education Funding”. Most of this funding is restricted by mandated class sizes and staffing ratios, while other areas are designated by the Ministry to fund specific areas such as special education, student mental health and well-being, Indigenous education, transportation, temporary accommodations and capital funding.
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91 Elementary Schools
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16 Secondary Schools
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5 Continuing Education Centres
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45,384 Elementary Students
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20,790 Secondary Students
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6,742 Full-Time Staff
Budget Pressures
Budget Pressures
The most significant areas underfunded by the Ministry compared to current needs include:
- Supply staffing costs (teachers and educational assistants)
- Special education
- Student mental health and well-being
- Student transportation
- Learning resources, technology and IT infrastructure
- Temporary accommodations (portables/temporary learning spaces)
Funding Pressures
Funding Pressures
Over the last few years, the following changes to how education is funded have resulted in less revenue:
- Funding for special education has been reallocated provincially, with HDSB losing approx. $20M
- A new funding model for student transportation has resulted in reduced funding to HDSB by $2M
- Top-up funding for school operations has been removed, resulting in $2.6M in lost funding for HDSB
- Funding for temporary accommodations (e.g. portables/temporary learning spaces) has been capped at $40M provincially for 10+ years
- Federally mandated enhancements to CPP/EI, which are not funded provincially, have caused increased costs of $7M for HDSB
- Inflation pressures and increased market costs are not reflected in the funding, with costs of contracted goods and services increased by 10-30%
Other Revenue Pressures
As a result of aging neighbourhoods combined with a slowed pace of growth in new development areas of the Halton Region, student enrolment is forecasted to continue to decline next school year resulting in decreased funding. In previous years, we’ve been able to balance our budget through other revenues (e.g. facility rental fees, international student fees, investment income) however this is no longer sufficient. All of this impacts our ability to balance the budget.
Public Information Session - Learn More
The HDSB is developing the 2025-2026 budget and invites public input to guide decision-making.
Join a virtual Public Information Session on Monday, Jan. 20, 2025 at 7 p.m. to learn more about how the HDSB is funded, how resources are allocated and how you can provide feedback. We invite you to review the financial information provided for the 2024-2025 school year revised budget and submit any questions in advance of the Public Information Session at hdsb.ca. An opportunity to submit feedback will be shared following the session.
2024-2025 Summary - Enrolment, Revenues and Expenditures
Enrolment
The Halton District School Board has experienced significant growth in enrolment before declining in the last couple of years. Enrolment is projected to decline for the next few years in the Elementary panel before returning to a period of growth, while enrolment in the Secondary panel is expected to decline for the next four years. Even with enrolment decline, the schools in south Milton and north Oakville are at, or over, capacity. To address this accommodation pressure, the Board is currently constructing a number of new schools over the next few years:
- Oakville #3 public school, expected to open September 2025
- Oakville #5 public school expected to open September 2027
- Milton #13 public school expected to open September 2027 and
- Oakville North East #1 high school expected to open September 2028.
Revenues
The main driver of the Core Education Funding is enrolment; therefore, as enrolment declines, our grants decrease and are only partially offset by less staff mandated by class size. In addition to enrolment, Core Education Funding is also based on demographic and socio economic factors, the size and condition of our school buildings, student transportation parameters and utilization of our schools (which determines the temporary accommodation allocation). Other Fees and Revenues category includes tuition fees for international students, rental revenue and education development charges (land levies). Amortization of deferred capital contributions refers to capital revenue used to offset the non-cash expense of amortizing our tangible capital assets.
Expenses
The following is a breakdown of operating expenses, by category:
Instruction - included in this category are: classroom teachers, occasional/supply teachers, educational assistants, early childhood educators, professionals, paraprofessionals and technicians, librarians, guidance staff, coordinators and consultants, principals and vice principals, department heads, school office staff, continuing education, summer school and international languages staff and programs, staff training, classroom technology, learning materials, classroom supplies and equipment.
School Operations & Maintenance - includes expenditures for:
- Operations and maintenance of schools;
- School renovation projects;
- Temporary student accommodations
- Interest and financing of prior capital projects; and
- Annual amortization of Tangible Capital Assets.
Other - includes other non-operating expenditures, such as one-time Ministry funding for specific projects and School Generated Funds expenses.
Transportation - includes expenditures for student transportation to and from Halton District School Board schools as well as provincial schools.
Administration - includes expenditures for:
- Trustees;
- Director and supervisory officers;
- Board administration functions including finance, purchasing, planning, human resources, payroll, information technology, communications, research and printing; and
- Utilities, minor repairs, caretaking and maintenance of administrative buildings.
Frequently Asked Questions (FAQ)
How will the 2025-2026 school year budget impact teacher staffing and class sizes?
Teacher staffing ratios are determined by the Ontario Ministry of Education and funded according to those mandated ratios. In the past, under the previous funding model, the HDSB had some flexibility as a growth board to allocate additional teachers and classroom supports beyond the funded ratios. That flexibility is no longer an option and staffing must now align with funded ratios, leading to increases in Kindergarten and some secondary class sizes.
For the 2025-2026 school year, no additional changes to staffing or class sizes are expected compared to the current school year. The HDSB will continue to staff schools efficiently and in compliance with mandated class sizes. Average class sizes are 26:1 in Kindergarten, where the teacher is supported by an Early Childhood Educator (ECE); 20:1 in Grades 1 to 3; 24.5:1 in Grades 4 to 8; and 23:1 for secondary classes. It is important to note that some classes will have lower or higher than average number of students.
Could the number of Instructional Program Leaders (IPLs) be limited or their model adjusted to make them more present in classrooms, given that their responsibilities differ from classroom teachers?
IPLs are funded through Core Education Funding, which allocates resources for central teaching positions to support curriculum delivery and adapt to Ministry directives. IPLs play a dual role at both the provincial and local levels, ensuring alignment between system practices and the Ontario Ministry of Education’s expectations. They focus on professional leadership, coordinating programs and services and acting as subject matter experts to assist administrators and classroom teachers with problem-solving and responding to assessment data.
Some IPL roles are specifically funded by one-time grants tied to Ministry priorities, with funds restricted to these positions. Compensation for all employees, including IPLs, follows centrally negotiated salary grids outlined in labour agreements. While their responsibilities differ from classroom teachers, IPLs are integral to system-wide curriculum support and the professional development of school staff.
Will the 2025-2026 school year budget allow for more custodial staff?
Caretaking staffing has been an ongoing area of focus in the HDSB. Schools have both daily and evening caretaking staff. Most cleaning takes place after school hours to ensure the school is ready for the next day. During the day, custodial staff focus more on operational support rather than cleaning, as occupied learning spaces cannot be cleaned while in use.
What are enveloped funds and how do they affect balancing the budget?
Enveloped funds are specific amounts of money provided by the Ontario Ministry of Education that must be used for a designated purpose. For example, special education funding can only be spent on expenses related to special education, and capital funding can only be used for building and infrastructure costs. These restrictions limit flexibility in how the overall budget can be allocated.
What are the actual dollar figures for budget pressures, and how do they impact the budget?
The budget pressures related to underfunded areas are:
- $10 million to cover the cost of supply staff
- $4.5 million to cover the cost of special education and student well-being
- $1.7 million to cover transportation costs
- $1.4 million to cover temporary accommodations, such as portables
Additionally, the funding for learning resources and technology has not been adjusted since 2008, while inflation has increased by over 40%, which significantly strains the budget in this area. To address these pressures, the HDSB reduces spending in areas such as school operations, maintenance and board administration. The HDSB also uses additional revenue sources, such as investment income, international student fees and facility rentals to help support core education funding and ensure that critical areas are adequately funded.
Could the $1.8M deficit be offset by a 0.25% decrease in instruction expenses?
The HDSB has been fiscally responsible over the years, accumulating a surplus that provides the flexibility to make certain one-time investments to support the budget. In the 2024-2025 school year, significant reductions were made to eliminate the structural deficit, totaling over $10.3 million. To avoid further impact on the system, the decision was made to use the accumulated surplus for remaining one-time expenses, rather than cutting instruction costs. Both HDSB and Ministry approvals were obtained to use this surplus, with the understanding that this is a temporary measure, and the deficit will be addressed in the 2025-2026 school year.
ducation funding is provided by the Government of Ontario to school boards in the form of Core Education Funding, which is mainly based on student enrolment. There are other factors that determine a school board's funding, including demographic and socioeconomic data of the region, census data, statistical data for students with exceptionalities, the number and condition of schools, the size of schools, the distance between schools, etc. The main driver remains student enrolment, as as such, as enrolment increases, funding increases, as enrolment declines, funding declines. For more details, refer to A Guide to Core Education Funding: 2024/2025 School Year.
Will the budget impact school learning resources such as textbooks?
The school board does not centrally manage the purchase of textbooks or learning resources. Decisions regarding instructional materials are made at the school level, with each program area selecting resources that best support the learning needs of their students. These resources often come from a variety of sources, including technology-based materials, rather than relying on a single textbook. Parents with questions or concerns about the resources used in their child’s classroom are encouraged to speak with the school Principal to gain a clear understanding of how instructional materials are selected and to address any concerns they may have.
How is special education funded in the HDSB?
Special education funding is provided by the Ontario Ministry of Education through enveloped funding. Over the years, the Ontario Ministry of Education has introduced several funding sub-allocations for special education. These include the Per Pupil Allocation based on overall enrolment, Differentiated Needs Allocation, Special Education Statistical Prediction Model and the Specialized Equipment Allocation. These allocations cover staffing costs, professional development, materials, geographic needs and specialized equipment for students with special needs.
The HDSB does not allocate funds based on specific exceptionalities. Resources are allocated based on decisions made through Individualized Program Review Committee (IPRC) placements for self-contained classes, as well as input from Special Education Services staff and school staff. This information helps guide resource allocation to meet the needs of students. Despite the enveloped funding, the HDSB consistently overspends the allocated funds to prioritize the success and needs of students. The funding model used by the Ministry, which was introduced in 2014-2015, is based on outdated data, resulting in a loss of $20 million in funding for the HDSB. Although some of the funding model components have been adjusted over time, the allocation continues to use older data that does not reflect the increase in students requiring special education services.
View the Guide to 2024-2025 Special Education Funding for a more detailed overview.
Do teachers and staff receive training and resources to support students with ADHD and can this training be updated regularly?
Yes, teachers and staff receive regular and ongoing training to support students with a range of special education needs, including ADHD. Special Education Resource Teachers (SERTs) have monthly opportunities to enhance their skills and learn new strategies to effectively support students. Special Education Services Instructional Practice Leaders (IPLs) offer job-embedded coaching to school staff, helping them implement effective teaching practices tailored to the unique needs of each student. This ongoing support ensures that staff have the latest guidance and resources to continuously improve their approach to supporting students with ADHD.
How is the child care subsidy impacting the budget on schools?
Student enrolment is the main driver of education funding. In some cases, parents/guardians may be unable to secure a spot in the Before and After Care Program at their child’s school, leading them to keep their children in subsidized child care up to age 6 rather than enrolling them in Kindergarten. To address this issue, the HDSB now directly operates the Before and After Care Program at several schools where demand exceeded capacity.
Can you explain the funding formula from the Ministry and how enrolment impacts the total funds received?
Education funding is provided by the Government of Ontario to school boards through Core Education Funding, which is primarily based on student enrolment. While student enrolment is the main factor, other elements also play a role in determining funding, such as demographic and socioeconomic data of the region, census data, the number of students with exceptionalities, the condition and number of schools and the distance between schools. Essentially, as enrolment increases, funding increases and when enrolment declines, funding decreases. For more detailed information, refer to
A Guide to Core Education Funding: 2024/2025 School Year.
Is there still a zero tolerance policy for bullying/violence? What is being done to support student safety?
The HDSB has a zero-tolerance policy for bullying. To ensure safe, caring and inclusive school environments, the HDSB has implemented a board-wide
Code of Conduct, with each school also maintaining its own specific Code of Conduct. The HDSB is in the process of revising its Code of Conduct to align with PPM 128, further reinforcing our commitment to safety and inclusion.
To prevent and address bullying, the HDSB provides anti-bullying lessons in class and has developed a comprehensive
Bullying Response Protocol, launched in November 2024. This protocol serves as a guide for students and families to address bullying concerns effectively. Students and families are encouraged to work collaboratively with teachers and school principals to resolve any concerns. Students and Families can also
confidentially report bullying concerns online through every school website or
hdsb.ca.
Would it reduce costs by amalgamating school boards and IT systems, given the high expenses for Board Administration and IT?
The Government of Ontario funds education through four distinct systems: English Public, English Catholic, French Public and French Catholic. Each school board oversees specific regions, and while there are 72 boards in Ontario, the education sector collaborates extensively to maximize efficiency.
School boards frequently use shared systems and Ministry-provided tools across the province. Many also share enterprise resource planning (ERP) systems and leverage collaborative procurement for cost savings. However, IT costs cover critical infrastructure such as network security, data protection, learning technology and devices for schools, all of which are essential for a large and complex organization like the HDSB. These costs ensure the smooth functioning of over 107 locations, supporting more than 66,000 students and 10,000 staff.
Board administration expenses include a wide range of necessary functions, such as school operations, finance, HR, IT, facilities, communications, legal services and system planning. Despite these extensive responsibilities, the HDSB consistently spends less than the allocated budget for administration, redirecting the savings to support student learning and well-being.
Consolidation might appear to offer savings but could introduce new complexities and challenges, particularly in maintaining regional responsiveness and supporting local needs. The current approach prioritizes collaboration and efficiency while maintaining the quality of education and system support.
Do we have to use tender suppliers for items that could potentially be cheaper from other eCommerce websites?
As a publicly funded organization in Ontario, we are required to follow the Broader Public Services Procurement Directive, which sets out specific guidelines for procuring goods and services. For larger purchases, we must ensure a transparent and competitive process when selecting vendors. The value of a contract considers the total cost over its entire timeline and for the whole board, not just for one school or department. Additionally, the HDSB is committed to sustainable procurement practices, which prioritize environmentally friendly, ethical and socially responsible choices. While tendered suppliers may not always be the lowest-cost option, they often provide higher-quality products, better warranties and greater reliability, ultimately making them more cost-effective in the long term.
Has the HDSB considered using private cleaning services for elementary schools?
Contract cleaning services were piloted in HDSB elementary schools, however the feedback was not positive from a customer service perspective and there was little financial impact. As a result, the pilot schools reverted back to the CUPE staffing model. Staffing ratios for custodians are contractually established. The HDSB uses contract cleaning services for secondary schools, where the model is different and includes these provisions.
Is there a budget associated with the commitments in the 2024-2028 Multi-Year Strategic Plan (MYSP)?
Some aspects of the 2024-2028 MYSP are directly linked to funding and resources, while others are part of the responsibilities of specific staff positions. For example, the commitment to Kindness, Connection, and Community is part of the responsibility of all staff to centre a culture of kindness that promotes empathy, respect and trust within our relationships. As a learning organization, most of the budget is allocated either directly or indirectly to student learning, engagement and achievement. This includes direct costs such as teachers, Educational Assistants, Early Childhood Educators, learning resources, licenses and tools, as well as indirect costs like maintaining transportation and facilities.
What does the Diversity, Equity and Inclusion (DEI) budget cover?
In the HDSB, Human Rights, Equity and Inclusion is one of the six commitments in our 2024-2028 Multi-Year Strategic Plan (MYSP). This work is integrated across various departments, programs and processes throughout the HDSB to help ensure all students and staff are supported in an inclusive, respectful, accessible and equitable environment where human rights are upheld, diversity is celebrated and systemic barriers are addressed.