Budget Input

The HDSB allocates funding to schools using a combination of per-student funding, differentiated needs and other targeted allocations to ensure resources are distributed equitably. This approach considers factors such as school enrollment, geography, language, socio-demographic data and individual student needs to ensure students in all communities have access to the supports they need. The HDSB has both newly constructed schools and older school buildings.  Older buildings receive renewal and school condition improvement funding to repair and recondition buildings; however, this funding cannot be used to expand the building footprint (e.g., adding a gymnasium or additional spaces). In addition, schools may use school-generated funds (fundraising) to support extracurricular and co-curricular activities and purchase items beyond funded levels (e.g., equipment, instruments and technology). Because school-generated funds can vary across communities, the HDSB allocates additional resources to support schools with lower operating budgets and/or a reduced ability to fundraise, to help address inequities.

All areas of the budget, including central, board-level and school-based staffing, are reviewed regularly to ensure funding is used efficiently and equitably. While budget pressures may require careful prioritization, the HDSB aims to protect programs and resources that have the greatest impact on student learning and well-being.

Funding for special education in the HDSB comes from several sources:

• Per Pupil Allocation – funding based on total student enrollment, covering staffing for resource teachers, educational assistants, professional staff, professional development and learning materials.

• Differentiated Needs Allocation – additional funding based on regional factors, such as geography, language, and socio-demographic data.

• Special Education Statistical Prediction Model – uses census and board data to estimate the number of students likely to require special education programs and services.

• Specialized Equipment Allocation – funds to purchase equipment required for students with specific needs.

The process for determining overall Educational Assistant (EA) allocation for each school is completed through an annual needs assessment, which considers a variety of needs including safety, personal care, physical needs, communication and alternate curriculum. The overall allocation is provided to schools, and administrators assign EAs to classrooms to maximize support through a shared support model.

Resources are allocated based on student placements and needs identified through Individual Program Plans (IPRC) and input from Special Education Services staff and school-based teams. This ensures that allocations are aligned with actual student requirements rather than the type of exceptionality. This approach will continue in the 2026-2027 school year.

More detailed information on special education funding can be found in the Guide to 2025-2026 Special Education Funding.

The HDSB recognizes the pressures schools are experiencing and is committed to prioritizing student learning, well-being and safety throughout the budget development process. The HDSB is first reviewing operating budget lines to identify efficiencies, including materials, technology, professional development, repairs and maintenance, space utilization, bundling services and resources and student transportation efficiencies.

All areas of the budget and staffing remain under review, including central, board and school-based staffing. Classroom teacher staffing is funded and set according to Ministry-mandated class size ratios and is adjusted annually based on enrolment. As the school board experiences a period of declining enrolment, the HDSB expects reductions in funded teaching positions in both elementary and secondary panels, as well as adjustments to some school-based staffing that is tied to school enrolment. The HDSB is striving to manage staffing impacts primarily through attrition, including retirements and has implemented hiring restrictions for certain employee groups to maintain flexibility.

No final decisions have been made at this time, as the HDSB must finalize projected enrolment for the next school year and receive the provincial funding announcement later in the spring. The HDSB will continue to follow staffing critical-path timelines in accordance with collective agreements and will bring forward recommendations through the public budget process as they are developed.

When developing the budget, the HDSB identifies areas where adjustments can be made while minimizing impacts on classroom learning and student supports. Flexible areas may include staffing allocations, resource deployment or other operational expenditures, but any decisions are guided by student needs and program priorities to ensure essential supports, such as specialized programs, self-contained classes and staff who support student well-being, remain protected. Before staffing reductions are considered, the HDSB first reviews operating budget lines to identify efficiencies, including materials, technology, professional development, repairs and maintenance, utilities, space utilization, bundling services and resources, and student transportation efficiencies. All areas of the budget, including central, school-based and administrative staffing, are under review to ensure efficiency and responsible use of resources. 

Through the budget development process, Special Education Services carefully examines how to maximize resources to continue supporting all students, placements and exceptionalities. To the greatest extent possible, the HDSB reviews efficiencies that sustain services and supports for students with complex needs. Specialized and self-contained programs, such as Communication, Life Skills and ELPhA classes, are a priority because they provide critical instruction and support for students. These programs are protected to ensure students continue to receive the supports necessary for their learning and well-being. As a board, special education resources are not allocated based on the type of exceptionality. Resources are aligned to student needs and placements, including IPRC placement decisions for self-contained classes and information gathered by Special Education Services staff and school-based teams to inform resource allocation.

While all areas of the budget are reviewed for efficiency, special education is identified as a flexible area to ensure the HDSB  can respond to overall enrolment decline while continuing to meet provincial requirements and student needs. Every student’s needs are carefully considered at both the school and system level. Supports are provided first through inclusion in the regular classroom whenever possible, and alternative settings or targeted resources are used when required. The HDSB examines efficiencies to sustain services and supports for students with complex needs, ensuring reductions are made responsibly and do not compromise critical supports. The needs of each individual student are carefully considered and supported at both the school and system level, and where a student’s needs cannot be met, alternative settings may be explored.

The HDSB prioritizes inclusion and accessibility for all students. The first consideration for support is placement in the regular classroom, ensuring learning spaces are flexible and accessible. Students’ physical, sensory and learning needs are addressed through specialized equipment, adaptive strategies, Universal Design for Learning and targeted staffing support. When a student’s needs cannot be met, alternative settings are explored. Specialized teams, such as the Deaf and Hard of Hearing (DHOH) Team, work closely with schools, students and families to provide individualized support, including specialized equipment, tailored materials and staff training specific to each student’s needs. This ensures that all students receive equitable access to the tools and accommodations required for their learning and participation. The DHOH Team tailors supports for each student on their caseload, including specialized equipment and student-specific training for staff, to ensure access to the materials and tools required for learning and participation.

The HDSB maintains staffing levels to ensure students are supported within their classrooms and schools. Many staff are assigned based on provincially mandated class size ratios, while special education staff are allocated according to annual needs assessments and IPRC placements. Additional professional and paraprofessional staff are centrally deployed based on student needs and school size. This approach ensures that schools have the resources to provide safe, supportive learning environments and address the mental health and well-being of students across the HDSB. Mental health and well-being remain a priority and supports for students will continue to be maintained within schools to the greatest extent possible.

The HDSB continues to maintain staffing ratios to provide meaningful support to all students, including those experiencing anxiety, stress or other emotional challenges. Supports are allocated based on student needs, including specialized placements and centrally deployed professional staff. By monitoring class sizes, staffing levels and student supports, the HDSB ensures that students continue to receive the attention and resources necessary to support their mental health and well-being within the classroom and school community.

All areas of the budget, including central, board and school-based staffing, are under review to ensure funds are used responsibly and effectively. Declining enrollment reduces the overall funding the HDSB receives, which requires careful consideration of all areas of the budget, and while it will proportionately reduce teaching staffing, we will continue to staff class sizes according to the Ministry-mandated ratios. During a period of enrolment growth, the HDSB had more flexibility to allocate additional teachers and classroom supports beyond funded ratios. That flexibility is no longer available, and staffing must align with funded ratios, which can contribute to increases in Kindergarten and some secondary class sizes. Historically, the HDSB has spent beyond its funding allocation in instructional staff and resources, special education and student well-being, while underspending in board administration and school operations and maintenance. Approximately 98% of the budget is dedicated to instruction, school operations, maintenance and student transportation, so any reductions will impact these areas. Despite this, the HDSB continues to prioritize student learning and well-being and align decisions with commitments in the Multi-Year Strategic Plan, striving to make choices that limit the impact on students while maintaining staffing in line with Ministry-funded ratios.

Regarding the question of how we will maintain quality of learning – The HDSB has processes in place to monitor student achievement and provide responsive instruction to our students. This occurs regardless of whether the school board is faced with a surplus budget or a budget requiring efficiencies. Professional development opportunities for staff will continue to be prioritized. While the format of these PD opportunities may change (i.e. more virtual than in-person sessions), learning opportunities will continue to support the commitments in the Multi-Year Strategic Plan.

The HDSB continues to staff schools efficiently and in compliance with provincially-mandated class size ratios. Average class sizes are 26:1 in Kindergarten, with support from an Early Childhood Educator (ECE); 20:1 in Grades 1 to 3; 24.5:1 in Grades 4 to 8; and 23:1 in secondary classes. While some classes may be smaller or larger than the average, the HDSB prioritizes resources to maintain manageable learning environments, including in portables and other constrained spaces. Staffing allocations are designed to provide the support students need to succeed. Special education self-contained classes, funded at a ratio of 16:1, are staffed below this ratio based on students’ exceptionalities, typically between eight and 12 students per teacher. Staffing decisions balance current student-to-teacher ratios with funded staffing levels, ensuring classrooms are safe and supportive while remaining fiscally responsible.

Yes, the HDSB is first looking at all operating budget lines before staffing reductions are considered. This includes operating budgets for materials, technology, professional development costs, repairs and maintenance costs, more efficient use of utilities, space, bundling services and resources, student transportation efficiencies and any other efficiencies that can be achieved.

The HDSB prioritizes job security and minimizes disruption to staff, students and families when making staffing decisions. All staffing decisions are guided by provincially-mandated class size ratios and student enrollment and reductions are primarily addressed through attrition, such as retirements, rather than replacing positions from the occasional or substitute list. Enrolment plays a key role in determining the number of funded classroom teachers each year. When staffing reductions result from mandated class sizes and enrolment decline, staffing reductions occur through attrition, and as such retirements may not be replaced from the occasional list. Surplus and redundancy placements follow Collective Agreements and Terms and Conditions of Employment, ensuring that staff whose positions are impacted are prioritized for available roles within the HDSB. Before any staffing reductions are considered, the HDSB reviews all operating budget areas, including materials, technology, professional development, repairs and maintenance, utilities, space utilization and transportation, to identify efficiencies and reductions that do not impact front-line staff. This approach ensures that staffing reductions are minimized and carefully managed to avoid splitting staff across multiple schools whenever possible.

The HDSB learned that careful planning and early engagement are essential to minimizing disruption when staff adjustments are necessary. This year, the HDSB is reviewing all budget areas and staffing positions before any reductions are made, with a focus on achieving efficiencies in non-staffing areas first. Staffing reductions are being addressed primarily through attrition, and hiring restrictions have been put in place for certain employee groups to maintain flexibility. By following the staffing critical path timelines outlined in Collective Agreements, the HDSB ensures that any changes are implemented in a timely and predictable manner, reducing disruption to staff, students and families. Final staffing decisions are informed by projected enrolment and the provincial funding announcement later in the Spring, and no final decisions can be confirmed until that information is available.

The HDSB continues to prioritize front-line staffing to protect student learning and well-being. Teachers are staffed based on Ministry-mandated class size ratios and special education self-contained classes are staffed below their funded ratios depending on students’ exceptionalities, typically between eight and 12 students per teacher. Centrally-deployed professional and paraprofessional staff are allocated based on school size and student needs. By maintaining staffing levels in classrooms, special education and student support roles, the HDSB ensures that students continue to receive the attention and services they need. The HDSB also carefully balances current staffing with funded ratios and prioritizes non-staffing efficiencies first, helping to preserve positions that have a direct impact on learning while remaining fiscally responsible.

All areas of the budget, including central, board and school-based staffing, are under review to ensure funds are used efficiently and responsibly. While the HDSB historically has spent more on instructional staff, special education and student well-being, it has underspent in areas such as board administration and school operations. While reductions are expected across the system, including in board and central staffing, approximately 98% of the HDSB budget is dedicated to instruction, school operations and maintenance and student transportation. As a result, reductions will primarily impact these areas. In evaluating administrative staffing and senior leadership costs, the HDSB considers the need to maintain essential central services and operational functions to continue to support schools and students effectively, while prioritizing student learning, well-being and commitments outlined in the Multi-Year Strategic Plan, all while operating within Ministry funding parameters. Great consideration is given to making staffing reductions through attrition. As part of the overall review, the HDSB first examines operating budget lines to identify efficiencies before staffing reductions are considered, including materials, technology, professional development, repairs and maintenance, utilities, space utilization and transportation efficiencies.

The HDSB currently operates two central office locations: the J.W. Singleton Education Centre, which houses most corporate office staff and Gary Allan Learning Centre/New Street Education Centre in Burlington, which houses centrally-deployed teaching and non-teaching staff along with Continuing Education and Alternative Education programs. There are no duplicate administrative functions between these locations; the separation is primarily due to space limitations at the J.W. Singleton Education Centre. With the move of instructional programs from Gary Allan Learning Centre to the Robert Bateman Community Centre, the HDSB is exploring the use of existing space in other facilities for centrally-deployed staff. This is a multi-year project that requires careful planning and is not part of the 2026-2027 budget recommendations. All office locations, staffing and operations continue to be reviewed to ensure efficiency, cost-effectiveness and alignment with the HDSB’s priorities.

When planning for facilities, the HDSB considers factors such as long-term enrollment trends, community stability and the need to maintain strong school communities. Schools are designed for average enrolment over their lifecycle, and portables are sometimes necessary in new developments until the local population stabilizes. Similarly, older neighborhoods may experience declining enrolment, leading to underutilized spaces. Using empty space in other schools would require frequent boundary changes and could result in students travelling outside their local community, disrupting school relationships and the sense of community. These factors are weighed alongside cost considerations to ensure that facilities decisions, including the use of portables, are both educationally effective and fiscally responsible. Transportation routing is planned to maximize efficiency and bus load, often serving multiple schools by adjusting bell times. Picking up small numbers of students across a large geographic area can lead to underutilized buses and higher costs.

The HDSB spends approximately $1 million annually on transportation for the gifted program, which is part of the $7.5 million special education transportation budget. It is important to note that giftedness is an approved exceptionality mandated by the province and funded through the Special Education Fund within Core Education Funding. As such, the gifted program and its transportation are not optional offerings but are required under provincial guidelines. These costs are managed within the Special Education transportation budget and are distinct from discretionary program decisions, ensuring that all students with provincially-recognized needs receive the supports to which they are entitled.

The HDSB works closely with schools and program areas to determine the most appropriate resources for student learning, which may include a combination of traditional materials and digital resources. Information Services works directly with School Programs to determine the provision of devices for both elementary and secondary schools. Decisions about instructional resources are guided by the Administrative Procedure for the Selection of Instructional and Library Resources, which ensures that resources meet curriculum expectations and support student learning needs. Technology is used as one of many tools to access instructional materials, but selection decisions are made at the school and program level to ensure a balanced approach. Parents/guardians with questions or concerns about resources used in their child’s classroom are encouraged to speak with the school Principal to gain a full understanding of how materials, including technology, are chosen and implemented.

The HDSB follows the Ministry of Education’s Policy/Program Memorandum 128 (PPM 128), which prohibits the use of personal electronic devices in Ontario schools except in very limited circumstances. Schools and classrooms incorporate technology as part of learning in ways that are intentional, supervised and aligned with curriculum expectations. Parents/guardians are encouraged to review PPM 128 and the Technology & You webpage of the HDSB website (hdsb.ca) for guidance on how devices are used safely and appropriately within classrooms. Technology use is carefully managed to support learning while balancing concerns about screen time and student well-being.

The HDSB involves staff at all levels in the budget development process to ensure their perspectives inform decisions that impact classrooms. Two budget working groups, including school-based staff, central staff, program representatives and corporate board staff, met six times each between October and December to identify potential reductions, efficiencies and duplication, as well as to provide input on the implementation and implications of these ideas. In addition, workshops were held with all elementary and secondary principals, union leaders, along with corporate management and supervisory staff. This in-depth consultation has resulted in over 100 budget ideas being submitted for consideration.

Staff consultation continues through a public survey open to all staff, students, parents/guardians and community members from Jan. 20 to Feb. 1, 2026. Feedback from these consultations, along with discussions with the Board of Trustees, informs the draft budget, which will be presented at the Committee of the Whole public meeting on May 19, 2026, and then at the Board of Trustees meetings on June 2 (draft) and June 16 (for approval). This process ensures that staff working directly in schools have meaningful input into budget decisions and strategies that affect classrooms.