Technical Paper

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Ministry of Education

Technical Paper

2013–14

Education Funding

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Une publication équivalente est disponible en français sous le titre suivant : Financement de l’éducation : Document technique 2013-2014, printemps 2013, sur le site Web du ministère de l’Éducation à l’adresse suivante :

< http://www.edu.gov.on.ca/fre/policyfunding/funding.html >.

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푬푺푳/푬푳푫 푨풍풍풐풄풂풕풊풐풏 = 푇표푡푎푙 푅푒푐푒푛푡 퐼푚푚푖푔푟푎푛푡 푐표푚푝표푛푒푛푡 + 푇표푡푎푙 푃푢푝푖푙푠 푖푛 퐶푎푛푎푑푎 푐표푚푝표푛푒푛푡 푓푟표푚 2013 − 14 푔푟푎푛푡 푟푒푔푢푙푎푡푖표푛 ... 48

French as a Second Language (FSL) Allocation ... 48

French as a Second Language (FSL) – Elementary ... 48

French as a Second Language (FSL) – Secondary ... 49

French as a First Language (FFL) Allocation ... 49

Programme d'appui aux nouveaux arrivants (PANA) Allocation ... 49

Weighting Factors ... 50

Actualisation linguistique en français (ALF) Allocation... 50

Per-Pupil Component ... 51

Calculation of the Assimilation Factor ... 51

School Component ... 51

Board Component Amount ... 52

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First Nations, Métis, and Inuit Education Supplement ... 53

Native Languages Allocation ... 53

Native Language (NL) – Elementary ... 53

Native Language (NL) – Secondary ... 54

Native Studies Allocation ... 54

Per-Pupil Amount Allocation ... 54

Estimating the Percentage of First Nations, Métis, and Inuit Population in a Board ... 54

Weighting Factor ... 55

Geographic Circumstances Grant ... 56

Remote and Rural Allocation ... 56

Board Enrolment ... 56

Distance/Urban Factor/French-Language Equivalence ... 57

School Dispersion ... 58

Supported Schools Allocation ... 58

Elementary Supported Schools ... 59

Secondary Supported Schools ... 59

Rural and Small Community Allocation ... 60

Learning Opportunities Grant ... 61

Demographic Allocation ... 61

Allocation Method ... 62

Literacy and Math Outside the School Day Allocation ... 63

Summer Literacy and Math Programs ... 64

Student Success, Grade 7 to 12 Allocation ... 64

Guiding Principles ... 65

Grade 7 and 8 Student Success and Literacy and Numeracy Teachers ... 66

School Effectiveness Framework... 66

Ontario Focused Intervention Partnership (OFIP) Tutoring ... 67

Specialist High Skills Major (SHSM) ... 67

School Authorities Amalgamation Adjustment ... 68

Safe Schools Supplement... 69

Safe Schools Strategy Allocation ... 69

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Program and Support Allocation ... 70

Urban and Priority High Schools Allocation ... 71

Continuing Education and Other Programs Grant ... 72

Secondary School Crossover or Transfer Courses ... 72

Summer School and After-School Credit Courses ... 73

Prior Learning Assessment and Recognition ... 73

International Languages Programs, Elementary ... 73

Cost Adjustment and Teacher Qualifications and Experience Grant ... 74

Cost Adjustment Allocation ... 74

Teacher Qualifications and Experience Allocation ... 74

Instructional Salary Matrix ... 76

New Teacher Induction Program (NTIP) Allocation ... 77

Student Transportation Grant ... 79

Enrolment Adjustment Allocation ... 79

Cost Update Adjustment Allocation ... 80

Fuel Escalator and De-escalator Allocation ... 81

Funding for Transportation to Provincial or Demonstration Schools ... 82

Effectiveness and Efficiency Review Funding Adjustment ... 83

Full-day Kindergarten (FDK) Transportation Funding ... 83

Funding for Summer School Transportation ... 83

Declining Enrolment Adjustment ... 84

Determining the 2013–14 First Year Component ... 84

Determining the Second Year Component ... 85

Determining the Third Year Component ... 85

School Board Administration and Governance Grant ... 86

Trustees Allocation ... 86

Trustee Honoraria ... 87

Student Trustee Honoraria ... 88

Directors and Supervisory Officers Allocation ... 88

Board Administration Allocation ... 89

Reporting Entity Project Allocation... 90

Parent Engagement Funding Allocation ... 90

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Internal Audit Allocation ... 91

Internal Audit Components ... 91

School Facility Operations and Renewal Grant ... 93

School Operations Allocation ... 93

Adjustment Factor Calculations ... 95

Base School Operations ... 97

Top-up for School Operations ... 98

Community Use of Schools Allocation ... 99

Allocation for Licensing and Related Fees for Approved Asset Management Software ... 100

Capital Lease Amount on School Authority Amalgamation ... 100

Section 23 Facilities Amount Allocation ... 100

School Renewal Allocation ... 100

Adjustment Factor Calculations ... 102

Base School Renewal ... 105

Top-up for School Renewal ... 105

School Renewal Enhancement ... 106

Capital Funding ... 107

Capital Funding in 2013–14 ... 107

Capital Priorities Funding ... 107

Amount for School Condition Improvement ... 107

Amount for Temporary Accommodation ... 108

Full-day Kindergarten (FDK) ... 108

Capital Accountability Procedures ... 109

Approval Point 1 – Pre-Design ... 109

Appointment of a Project Manager ... 110

Approval Point 2 – Pre-Tender ... 110

Approval Point 3 – Post-Tender ... 111

Capital Funding to Replace Child Care Spaces in Replacement Schools ... 111

Schools-First Child Care Capital Retrofit Funding ... 112

Debt Service ... 113

Wrap-up of New Pupil Places Funding Model ... 113

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Reserves for Pupil Accommodation Debt Repayments ... 114

Pre-1998 Capital Expenditures ... 114

Recognition of Long-Term Debt ... 115

Short-term financing ... 115

Long-term financing ... 115

School Authorities Allocation ... 116

Enrolment ... 117

34-Credit Threshold ... 117

Calculation of Average Daily Enrolment (ADE) ... 117

Day-school Pupils ... 117

Continuing Education and Summer School Pupils ... 118

Fees ... 119

Reporting and Accountability ... 120

Balanced Budget, Enveloping, Flexibility, and Other Reporting Requirements 121 Balanced Budgets... 122

Class Size Targets ... 123

Elementary Class Size ... 123

Secondary Class Size ... 123

Special Education Grant ... 124

School Renewal ... 124

School Condition Improvement ... 125

Capital Projects... 125

School Board Administration and Governance ... 125

Minor tangible capital assets and interest on capital debt ... 126

New Teacher Induction Program (NTIP) ... 126

Provincial Transfers for 2013–14 ... 127

Provincial Funding and Property Taxes ... 127

Appendix A – Abbreviations ... 128

Index ... 131

Addendum – Funding Benchmarks affecting the Elementary Teachers’ Federation of Ontario ... 138

Pupil Foundation Grant ... 139

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Special Education Per-Pupil Amount (SEPPA) ... 141

Language Grant ... 141

French as a Second Language (FSL) – Elementary ... 141

English as a Second Language ... 141

First Nations, Métis, and Inuit Education Supplement ... 141

Native Language (NL) – Elementary ... 141

Geographic Circumstances Grant... 142

Remote and Rural Allocation ... 142

Supported Schools Allocation ... 143

Learning Opportunities Grant ... 143

Student Success, Grades 7 to 12 Allocation ... 143

Grade 7 and 8 Student Success and Literacy and Numeracy Teachers . 144 Cost Adjustment and Teacher Qualifications and Experience Grant ... 144

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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’ 2013–14 allocations for budgeting and financial reporting purposes.1

The grant formulas outlined in this paper are based on the following regulations: Grants for Student Needs – Legislative Grants for the 2013-2014 School Board Fiscal Year, Calculation of Average Daily Enrolment for the 2013-2014 School Board Fiscal Year, and Calculation of Fees for Pupils for the 2013-2014 School Board Fiscal Year.2

Changes for 2013–14

A summary of the changes in the 2013–14 education funding approach is provided below. Further details can be found in the relevant sections of this paper.

In 2013–14, funding to school boards through the GSN is projected to be $20.80 billion. The 2013–14 GSN focuses on:

 the current Labour framework,  the 34-credit threshold policy,  keeping up with costs, and  capital funding.

Labour Framework

In 2013–14, the Ministry will move forward with the implementation of the 2012–2014 labour framework.

1_{An addendum to this document provides the applicable benchmarks and formulas affecting the}

Elementary Teachers’ Federation of Ontario (ETFO).

2_{Should there be any discrepancy between details in this paper and the regulations, the regulations}

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2012–13 In-Year Enhancements

Under the current labour framework, the Ministry has agreed to provide boards with additional funding in 2012–13 to address specific pressures identified in the labour framework discussions. Funding for the following will be allocated to boards based on their reported expenditures over the course of the year:

 One-time payout, at a discounted rate, for non-vested sick days that do not qualify as retirement gratuities;

 Introduction of an upper limit – 10-years – for the number of years that must be worked to qualify for the payout of retirement gratuities; and

 Funding for a one-year rolling sick bank that can be used to top up salary from 90 to 100 percent.

Consistent with the current labour framework, in-year funding is being allocated to support changes to the sick leave plan.

Unpaid Days

In 2013–14, the teacher, principal and vice-principal salary benchmarks have been reduced by 1.5 percent to recognize the three unpaid Professional Activity (PA) days. This is consistent with the current labour framework. It should be noted that funding related to other staff who bargain collectively will not be adjusted to reflect the one unpaid day that they are required to take under the current labour framework. This is also the case for staff with grid movement who make less than $100,000 a year and who do not bargain collectively.

Retirement Gratuities

In 2013–14, the Ministry will continue to implement a reduction in the benefits funding benchmarks as part of the phase out of retirement gratuities. As in 2012–13, this will be implemented through a reduction to all benefits benchmarks in the GSN. The benefits benchmarks in the Foundation Grants will be reduced by 0.167 percent, with equivalent adjustments made to the benefits portions of the various special purpose grants. This is the second year of the twelve-year phase out. It should be noted that, for 2013–14, the benefits benchmark percent will be set slightly higher so that benefits funding, which is a percentage of salary, is not affected by the impact on salaries from the unpaid days.

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97th day Provisions

The Qualifications and Experience Amount in the GSN will continue to recognize grid movement based on the 97th day provisions. As with the current year, boards will be

asked to provide projections of their grids both with and without movement as of

October 31, 2013. Funding will be based on the weighted average of the grants that the two grids generate.

Funding to Support Changes to the Sick Leave Plan

Consistent with the current labour framework, supply teacher benchmarks for 2013–14 have been increased to support changes to the sick leave plan. The Ministry provided information about this increas in sick days in the memorandum of January 21, 2013: B3 – Implications of the MOU with CUPE and Further Technical Clarifications.

34-Credit Threshold

A four-year secondary school strategy, including administrative and funding changes related to the 34-credit threshold, is being implemented starting in the 2013–14 school year.

The strategy has three key components.

Policy and program changes to encourage graduation within four years A new policy for Kindergarten through Grade 12 to support students' education and career/life planning through elementary and secondary school

Improving access to part time studies

Regulatory changes that now require principals to inform students who need only one or two credits to graduate secondary school, or, who have already graduated, of

alternative ways to earn a credit that would not require full-time day-school attendance. Differentiated funding in a day-school program for credits over a 34-credit

threshold

The portion of a pupil's enrolment over the 34-credit threshold will be included in a new high-credit day-school ADE category, which will be funded at the Continuing Education rate.

Pupils who are enrolled over the 34-credit threshold and who are eligible for ESL/ELD Recent Immigrant, FSL, PANA, and Native Languages/Native Studies will continue to be funded as long as they generate regular day-school ADE. However, fully high-credit

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pupils (those who generate no regular day-school ADE) are excluded from these allocations as they are funded at the continuing education rate.

It is important that boards be prepared to implement these changes to ensure that the entitlement to provincial funding is accurately calculated.3

The four-year secondary school strategy has been communicated to boards through:  the Minister's letter of December 10, 2012,

 the Deputy Minister's memorandum of December 10, 2012, Secondary school completion in four years – Changes to funding after 34-Credit Threshold, and  the memorandum of January 30, 2013: SB01 – 34-Credit Threshold –

Implementation Details.

The Ministry has also provided an updated "FAQs for Students" as well as a new "Fact Sheet for Parents" on the public website.

Keeping Up With Costs Student Transportation Grant

The Student Transportation Grant will be increased by 2 percent in 2013–14 to

recognize higher operating costs. As in previous years, this cost update will be netted against a school board’s transportation surplus. In addition, funding adjustments due to fuel price changes will continue to be triggered by the fuel escalation and de-escalation mechanism throughout the 2013–14 school year.

Ontario Municipal Employees Retirement System (OMERS) Contributions

In July 2010, the Ontario Municipal Employees Retirement System (OMERS), which is the pension plan for most non-teaching staff, announced that contribution rates would be going up by 2.9 percent over 3 years beginning in 2011. To assist school boards with the increased costs of the employers’ share of contributions to OMERS in 2013–14, an additional $9 million in funding will be allocated through enhancements to both the Foundation Grants and the special purpose grants.

3_{The data does not fully reflect the impact of the 34-Credit Threshold, since enrolment impact of the 34-}

Credit Threshold is not yet available from boards. Actual funding based on reported enrolment will reflect the impacts of this initiative.

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Utilities

The Ministry will provide a 2 percent cost benchmark update to the non-staff portion of the School Operations Allocation benchmark in 2013–14 to assist boards in managing the increases in commodity prices (natural gas, electricity, 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 7.9 percent. These enhancements total $27.9 million.

Phase in of the 2006 Census Data

In 2010–11, the Ministry updated the Demographic Allocation of the Learning Opportunities Grant and the English as a Second Language/English Literacy

Development Allocation of the Language Grant using the most recent available data from the 2006 Census.

As these changes resulted in some redistribution of funding among school boards, both increases and decreases in school boards' individual allocations from these two

allocations are being phased in over four years. 2013–14 is the fourth year and final year of the phase in.

Programme d’appui aux nouveaux arrivants Allocation

In 2010–11, the Ministry introduced new eligibility criteria for the Programme d’appui aux nouveaux arrivants (PANA) Allocation of the Language Grant, which is available to French-language boards only. 2013–14 is the fourth and final year of the phase in of changes to these eligibility criteria.

Capital Funding

School Condition Improvement and Temporary Accommodations

As part of a multi-year capital approval starting in 2011–12, the Ministry has allocated approximately $1.9 billion for boards' capital priorities, School Condition Improvement, and temporary accommodations. In January 2013, the Ministry announced over $620 million in Capital Priorities funding approvals for major capital construction projects required over the next three years.

As announced two years ago, school boards will also receive:

 $150 million for School Condition Improvement to address school renewal needs. These funds must be used for expenditures that meet the requirement to be capitalized.

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 $40 million for temporary accommodations to be used for portable moves, leases, and purchases, as well as lease costs for permanent instruction space. Full-day Kindergarten – Capital

First-time Equipping and Minor Renovations Funding will be provided to school boards in 2013–14 to support Year 5 of FDK implementation. Unlike previous years, however, the allocation for this funding will be based on a board's actual kindergarten enrolment rather than an FDK enrolment target. This reflects that there are no fixed enrolment targets for the last year of FDK implementation. For Year 5, the enrolment portion of the allocation calculation is based on taking the difference between the total number of students of a board enrolled in kindergarten as of October 31, 2013, based on

headcount, from the total number of FDK students that have been used to calculate a board's First- time Equipping and Minor Renovations for Year 1 to Year 4.

It is estimated that Year 5 First-time Equipping and Minor Renovations Funding will total $31 million. This is in addition to the $70.8 million that has been provided through this allocation to date.

Accountability

The Government intends to consult with school boards, before the start of the 2013–14 school year on ways to improve accountability for the use of GSN funding.

In particular, options to ensure accountability for the use of key special purpose funding targeted to advance student achievement will be the focus of discussions. School boards are urged to take the intent of this funding into consideration when developing their budgets for the 2013–14 school year.

Investments Outside the GSN

In 2013–14, the Government continues to support boards in advancing student achievement through other education initiatives with investments outside the GSN. Further information about 2013–14 funding outside the GSN is provided to school boards through Ministry memoranda pertaining to Education Programs, Other (EPO) and Full- day Kindergarten (FDK) transfer payments.

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Full-day Kindergarten Program

In 2013–14, all Junior Kindergarten/Kindergarten students will continue to be funded through the GSN for a half-day. Operating funding for the additional half-day of Full-day Kindergarten (FDK) will continue to be provided through Education Programs – Other transfer payment.

School Authorities

As in previous years, funding for school authorities will be adjusted in 2013–14, as appropriate, to reflect changes in funding to district school boards. The Ministry will provide further information concerning funding for school authorities in 2013–14 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 Number

Capital Policy Branch (416) 325-1704

Capital Programs Branch (416) 326-5737

Education Finance Branch (416) 212-1818

Financial Analysis and Accountability Branch (416) 314-3711

French-language Education Policy and Programs Branch (416) 325-2127

School Business Support Branch (416) 212-3173

Special Education Policy and Programs Branch (416) 314-2333

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Education Funding Grants

Education funding in 2013–14 consists of a Pupil Foundation Grant, a School

Foundation Grant, twelve special purpose grants, and Debt Service, as summarized below.

PUPIL FOUNDATION GRANT

Categories Projected funding in 2012–13

($ Million)

 Classroom teachers

 Education assistants

 Textbooks and learning materials

 Classroom supplies

 Classroom computers

 Library and guidance services

 Specialist teachers (including preparation time)

 Student Success teachers (including preparation time)

 Professional and para-professional supports

 Classroom consultants

$9,563.1

SCHOOL FOUNDATION GRANT

($ Million)

 Principals

 Vice-principals

 School secretaries

 School office supplies

$1,382.3

SPECIAL PURPOSE GRANTS

S. No. Categories Projected funding in 2012–13

($ Million) 1 Special Education Grant $2,502.0

2 Language Grant $646.1

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S. No. Categories Projected funding in 2012–13 ($ Million)

4 Geographic Circumstances Grant $181.5 5 Learning Opportunities Grant $490.5 6 Safe Schools Supplement $45.8 7 Continuing Education and Other Programs Grant $149 8 Cost Adjustment and Teacher Qualifications and

Experience Grant

$1,453.3

9 Student Transportation Grant $860.7 10 Declining Enrolment Adjustment $53.7 11 School Board Administration and Governance Grant $543.1 12 School Facility Operations and Renewal Grant $2,310.3

DEBT SERVICE & TOTAL

($ Million) Non-Permanently Financed Capital Debt, and

Interest Expense

$540.1

TOTAL4 _$20,797.3

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2013–14 Grant Allocations (Projections)

Total: $20.80B5

Special Purpose Grants

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Pupil Foundation Grant

The Pupil Foundation Grant6_{is a per-pupil allocation that supports the elements of a} classroom education that are required by, and generally common to, all students. A description of the Pupil Foundation Grant’s components can be found beginning on page 12.

The Pupil Foundation Grant has three allocations:

 Primary (JK to Grade 3) Pupil Foundation Allocation,

 Junior and Intermediate (Grade 4 to 8) Pupil Foundation Allocation, and  Secondary (Grade 9 to 12) Pupil Foundation Allocation.

For 2013–14, funding through the Pupil Foundation Grant is projected to be $9.56 billion.

Retirement Gratuities

In 2013–14, the Ministry will continue to implement a reduction in the benefits funding benchmarks as part of the phase out of retirement gratuities. As in 2012–13, this will be implemented through a reduction to all benefits benchmarks in the GSN; the benefits benchmarks in the Foundation Grants will be reduced by 0.167 percent, with equivalent adjustments made to the benefits portions of the various special purpose grants.

Unpaid Days

In 2013–14, the Ministry will move forward with the implementation of the labour

framework by reducing the teacher salary benchmarks by 1.5 percent to recognize the three unpaid PA days.

Supply Teacher Benchmark

Consistent with the current labour framework, supply teacher benchmarks for 2013-14 have been increased to support changes to the sick leave plan.

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OMERS Contribution Rate

OMERS is the pension plan of most non-teaching staff. OMERS contribution rates are increasing by 2.9 percent over three years, (increases of 1.0 percent January 2011, 1.0 percent January 2012, and 0.9 percent January 2013). In 2013–14, the third and final year of increases, an additional $9 million will be provided for non-teaching staff benefits through increases to the benchmarks in the Pupil Foundation Grant, the School

Foundation Grant, and the special purpose grants. Pupil Foundation Grant Factors

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 Primary (JK to Grade 3) and Junior and Intermediate (Grade 4 to 8) students, and

 Student Success and secondary programming teachers for Secondary (Grade 9 to 12) students.

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

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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 are used for the formal study of a subject.

Learning materials are items that are required to meet the learning expectations of the curriculum and may include workbooks, resource materials, science supplies, lab material kits, library materials, instructional software, CD ROMs, DVDs, internet

expenses, and technology supporting distance education. Learning materials 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 l required to meet the learning expectations of the curriculum;

Classroom Computers

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PRIMARY (JK to 3) Pupil Foundation Allocation Sub Categories # staff per 1,000 ADE benchmark salary + benefits (% of salary) $ allocation per ADE Classroom Teacher Class size 19.8:1 Classroom Teacher7 _{50.51 $71,752+11.47%} _$4,039.89 Specialist Teacher/ Preparation Time7 9.67 $773.43

Library and Guidance Services

Teacher Librarian7 _1.31 _{No Data} _$104.62

Guidance Teacher7 _0.20 _{No Data} _$16.00

Classroom Consultants No Data 0.41 $100,323+11.05% $45.68 Supply Teacher8 _{No Data} _No

Data

No Data $139.36

Education Assistants No Data No Data

No Data $17.62

Professional/Para- Professional Supports

No Data 1.73 $57,698+21.87% $121.65

Elementary Supervision No Data No Data

No Data $20.06

Textbooks and Learning Materials

No Data No

Data

No Data $69.00

Classroom Supplies No Data No Data

No Data $82.82

Classroom Computers No Data No Data

No Data $34.52

TOTAL Primary Per-Pupil Amount

No Data No

Data

No Data $5,464.65

NOTE: Pension plan contributions for teachers and eligible members of Ontario Teachers’ Pension Plan (OTPP) are matched by the Government and are not included in the benchmark salaries and benefits. See the Addendum, p. 127 for amounts affecting ETFO.

Primary Pupil Foundation Allocation = JK-Grade 3 ADE × $5,464.65

7_{Additional funding is recognized through the Teacher Qualification and Experience Allocation of the Cost}

Adjustment and Teacher Qualifications and Experience Grant.

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JUNIOR and INTERMEDIATE (Grades 4 to 8) Pupil Foundation Allocation Sub Categories # staff per 1,000 ADE benchmark salary + benefits (% of salary) $ allocation per ADE Classroom Teacher Class size 24.5:1 Classroom Teacher9 _{40.82 $72,752 + 11.47%} _$3,264.86 Specialist Teacher/Preparation Time9 7.96 No Data $636.66

Classroom Consultants No Data 0.41 $100,323 + 11.05% $45.68 Supply Teacher10 _{No Data} _No

Data

No Data $139.36

Education Assistants No Data No Data

No Data $17.62

Professional/Para- Professional Supports

No Data 1.73 $57,698 + 21.87% $121.65

Elementary Supervision No Data No Data

No Data $20.06

No Data No

Data

No Data $69.00

No Data $82.82

No Data $34.52

TOTAL Junior and Intermediate Per-Pupil Amount

No Data No

Data

No Data $4,552.85

NOTE: Pension plan contributions for teachers and eligible members of Ontario Teachers’ Pension Plan (OTPP) are matched by the Government and are not included in the benchmark salaries and benefits. See the Addendum, p. 127, for amount affecting ETFO.

Junior and Intermediate Pupil Foundation Allocation = Grade 4 - 8 ADE × $4,552.85

9_{Additional funding is recognized through the Teacher Qualification and Experience Allocation of the Cost}

Adjustment and Teacher Qualifications and Experience Grant.

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SECONDARY (Grades 9 to 12) Pupil Foundation Allocation Sub Categories # staff per 1,000 ADE benchmark salary + benefits (% of salary) $ allocation per ADE Classroom Teacher Class size 22:1

Credit load per pupil 7.5

Classroom Teacher11 _{42.61 $71,752 + 11.47} _$3,408.03

Student Success

Teacher/Preparation Time11

15.15 No Data $1,211.73

Secondary Programming11 _1.02 _{No Data} _$81.58

Classroom Consultants No Data 0.46 $100,323 + 11.05% $51.25 Supply Teacher12 _{No Data} _No

Data No Data $101.94 Professional/Para- Professional Supports No Data 2.21 $57,698 + 21.87% $155.40 Department Head allowances No Data 9.00 $4,665 + 11.47% $46.80

No Data No

Data

No Data $92.29

No Data $188.87

No Data $45.03

TOTAL Secondary Per-Pupil Amount

No Data No

Data

No Data $5,678.85

NOTE: Pension plan contributions for teachers and eligible members of Ontario Teachers’ Pension Plan (OTPP) are matched by the Government and are not included in the benchmark salaries and benefits.

Secondary Pupil Foundation Allocation = Grade 9 - 12 ADE × $5,678.85

Pupil Foundation Grant=Primary Foundation Grant+Junior and Intermediate Pupil Foundation Grant +Secondary Pupil FoundationGrant

11_{Additional funding is recognized through the Teacher Qualifications and Experience Allocation of the}

Cost Adjustment and Teacher Qualifications and Experience Grant.

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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 in-schools.

The School Foundation Grant has two allocations:  Elementary School Foundation Allocation, and  Secondary School Foundation Allocation.

The total School Foundation Grant is projected to be $1.38 billion in 2013–14. Retirement Gratuities

In 2013–14, the Ministry will continue to implement a reduction in the benefits funding benchmarks as part of the phase out of retirement gratuities. As in 2012–13, this will be implemented through a reduction to all benefits benchmarks in the GSN; the benefits benchmarks in the Foundation Grants will be reduced by 0.167 percent, with equivalent adjustments made to the benefits portions of the various special purpose grants.

Unpaid Days

In 2013–14, the Ministry will move forward with the implementation of the labour framework by reducing the principal and vice-principal salary benchmarks by 1.5 percent to recognize the three unpaid PA days.

OMERS Contribution Rate

OMERS is the pension plan of most non-teaching staff. OMERS contribution rates are increasing by 2.9 percent over three years (increases of 1.0 percent January 2011, 1.0 percent January 2012, and 0.9 percent January 2013). In 2013–14, the third and final year of increases, an additional $9 million will be provided for non-teaching staff benefits through increases to the benchmarks in the Pupil Foundation Grant, the School

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Definition of a

school

for the purposes of the School Foundation Grant For the 2013–14 school year, facilities and schools eligible for School Foundation Grant funding are listed in a table as set out in the Grants for Student Needs – Legislative Grants for the 2013-2014 School Board Fiscal Year regulation. This table reflects how schools were funded in the 2012–13 school year and has been updated to include schools that have been identified as new openings or closures for the 2013–14 school year. Any changes to this list during the 2013–14 school year will need to be considered as an amendment to the funding regulation.

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 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).

A combined school is treated as a secondary school for the purpose of funding. In addition, any combined school with more than 300 elementary students and more than 500 secondary students receives funding for one additional full-time equivalent (FTE) principal.

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School Foundation Grant – ELEMENTARY

In-School Administration and Leadership

Categories Principal School Office Support Staff (Secretaries)

Vice-Principal Salary + benefits (%) $112,113 + 11.18% $41,842 + 26.78% $106,192 + 11.18%

Base Staff and Supplies

Categories Principal School Office Support Staff (Secretaries)

Vice-Principal School Office Supplies Per School School enrolment 1 to 49 ADE 0.5 1 No Data $2,070.50 School enrolment 50 or more ADE

1 No Data No Data No Data

Additional Staff and Supplies Based on School Size

Categories School Office Support Staff (Secretaries)

Vice-Principal School Office Supplies Per School School enrolment ADE

≥100 and ADE <250

0.00125 x (ADE – 100) No Data $6.06/ADE

School enrolment ADE ≥250 and ADE <300

0.1875 + 0.002 x (ADE – 250)

0.003 x (ADE – 250) No Data

School enrolment ADE ≥300 and ADE <500

0.2875 + 0.003125 x (ADE – 300)

0.15 + 0.003 x (ADE – 300) No Data

School enrolment ADE ≥500 and ADE <1,000 0.9125 + 0.003675 x (ADE – 500) 0.75 + 0.0025 x (ADE – 500) No Data School enrolment 1,000 or more ADE 2.75 + 0.003675 x (ADE – 1,000) 2 No Data

NOTE: Pension plan contributions for teachers and eligible members of OTPP are matched by the Government and are not included in the benchmark salaries and benefits.

Calculation of the Elementary School Foundation Allocation

Total Elementary School Foundation Allocation=Principal+School Office Support Staff +Vice Principals+School Office Supplies

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School Foundation Grant – SECONDARY

In-School Administration and Leadership

Categories Principal School Office Support Staff (Secretaries)

Vice-Principal Salary + % benefits $122,269 + 11.18% $44,077 + 26.78% $112,031 + 11.18%

Base Staff and Supplies

Categories Principal School Office Support Staff (Secretaries)

Vice-Principal School Office Supplies Per School School enrolment

ADE >0 and ADE <50

0.5 1 No Data $3,080.50

School enrolment 50 or more ADE

1 No Data No Data No Data

Additional Staff and Supplies Based on School Size

Categories School Office Support Staff (Secretaries)

Vice-Principal School Office Supplies Per School School enrolment ADE

≥100 and ADE <500

0.003125 x (ADE – 100)

0.0025 x (ADE – 100) $7.07/ADE

School enrolment ADE ≥500 and ADE <1,000

1.25 + 0.0055 x (ADE – 500)

1 + 0.002 x (ADE – 500) No Data

School enrolment ADE ≥1,000 and ADE <1,500 4 + 0.004 x (ADE – 1,000) 2 + 0.002 x (ADE – 1,000) No Data School enrolment 1,500 or more ADE 6 + 0.004 x (ADE – 1,500) 3 + 0.001 x (ADE – 1,500) No Data

NOTE: Pension plan contributions for teachers and eligible members of OTPP are matched by the Government and are not included in the benchmark salaries and benefits.

Calculation of the Secondary School Foundation Allocation

Total Secondary School Foundation Allocation=Principal+School Office Support Staff +Vice Principals+School Office Supplies

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Special Purpose Grants

A significant amount of board funding is built on the special purpose grants, which respond to the varying circumstances of boards and students. Special purpose grants recognize the different levels of support required by boards and students related to location, student and school needs, and a board’s demographic profile. The twelve special purpose grants in 2013–14 are as follows:

S. No Grant Projected Funding in 2013–14 ($ Million)

1 Special Education Grant $2,502.0

2 Language Grant $646.1

3 First Nations, Métis, and Inuit Education Supplement $42.8 4 Geographic Circumstances Grant $181.5

5 Learning Opportunities Grant $490.5

6 Safe Schools Supplement $45.8

7 Continuing Education and Other Programs Grant $149 8 Cost Adjustment and Teacher Qualifications and Experience Grant $1,453.3

9 Student Transportation Grant $860.7

10 Declining Enrolment Adjustment $53.7 11 School Board Administration and Governance Grant $543.1 12 School Facility Operations and Renewal Grant $2,310.3

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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 – $1,265.9 million,  High Needs Amount (HNA) Allocation – $991.5 million,

 Special Equipment Amount (SEA) Allocation – $84.1 million,  Special Incidence Portion (SIP) Allocation – $53.2 million,  Facilities Amount (FA) Allocation – $96.0 million, and

 Behaviour Expertise Amount (BEA) Allocation – $11.3 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 Ministry continues to review and refine the various components of the grant.

The Special Education Grant is projected to remain stable at approximately $2.50 billion in 2013–14, which is an increase of $877 million or 54 percent since 2002–03.

Funding levels have been adjusted in keeping with the provisions of the labour framework.

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 SEPPA13_{amounts for 2013–14 are:}  $924.62 per JK to Grade 3 student,  $710.22 per Grade 4 to 8 student, and

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 $468.70 per Grade 9 to 12 student.

The SEPPA Allocation is projected to be approximately $1.27 billion in 2013–14. High Needs Amount (HNA) Allocation

The High Needs Amount (HNA) Allocation addresses the cost of providing intensive staff support required by a small number of students with high needs.

In 2013–14 the HNA Allocation is made up of:

 the HNA base amount, including transitional HNA stabilization – $931.6 million,  the Measures of Variability (MOV) amount – $49.9 million, and

 the MOV Special Education Statistical Prediction Model – $10 million. The 2013–14 HNA Allocation will continue to provide school boards with funding stability and will continue to revise school boards' high needs profiles to better reflect the variability of high needs students and factors that impact a board’s ability to respond to these needs.

Similar to last year, in 2013–14, school boards facing declining enrolment will be provided with 50 percent of the transitional HNA stabilization approach.

The HNA Allocation is projected to be $991.5 million for 2013–14. HNA Base Amount

The HNA base amount will be determined by first calculating the greater of:

A. multiplying the board-specific high needs per-pupil amount by the board's 2013– 14 total ADE,

a. OR

B. the amount determined for the board for 2012–13.

Where (B) is greater, half the difference between (A) and (B) is added to (A).

This amount will then be multiplied by 94.89 percent to arrive at the HNA base amount. Measures of Variability (MOV) Amount

The 2013–14 MOV Amount will be 5.11 percent of the HNA, or approximately $49.9 million.

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The provincial MOV Amount will be distributed among all school boards based on four categories of data where each category has an assigned percentage of the total MOV amount. Each category has one or more factors and each factor has an assigned percentage of the category total. Finally, each factor is weighted within a specified range related to the provincial average of the prevalence of the factor.

Twenty-three factors (see table below) will be used in the calculation of the 2013–14 HNA MOV Amount for each board as follows:

 The percent of MOV funding available for the category/subcategory (from the table below) multiplied by the percent of funding available for the factor (from the factor tables below) multiplied by the provincial MOV amount determines the provincial funding for that factor.

 The board's prevalence for each factor determines the weight based on the ranges provided below.

 The board's weight for the factor multiplied by the board's ADE determines the board's factor number. The board's factor number is divided by the total of all 72 boards' factor numbers combined for that factor and multiplied by the result of step above for that factor to determine the funding for the board for that factor.  A board's total MOV amount is the sum of funding generated through the

calculations for all 23 factors

S. No.

Category Factor(s) % of MOV

Funding for Category % of MOV Funding for Sub-Category 1 Students reported as receiving special education programs and services

20010–11 data as reported by boards (one factor) 36% 2 Participation and achievement in EQAO assessments by students with special education needs 2011–12 data for: 36% Sub-Category 2A: Grade 3

students(including gifted) with special education needs who were exempt, below, or reached Level 1 (six factors)

12%

Sub-Category 2B: Grade 6

students(including gifted) with special education needs who were exempt, below, or reached Level 1 (six factors)

12%

Sub-Category 2C: Grade 3 and Grade 6 students with special education

needs(including gifted) with three or more Accommodations (two factors)

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S. No.

Category Factor(s) % of MOV

Funding for Category % of MOV Funding for Sub-Category 3 Credit Accumulations and participation in Locally Developed andAlternative credit courses (K-Courses) by students with special education needs.

2009–10 and 2010–11 data for: 18% Sub-Category 3A (2009-10): Students

with special education needs earned 5 or less credits in Grade 9 or earned 13 or less credits in Grade 10 (two factors)

15%

Sub-Category 3B (2010-11) Grade 9 and Grade 10 Students with Special Education Needs enrolled in Locally Developed Courses(two factors)

1.2%

Sub-Category 3C (2010-11) Grade 9 and Grade 10 Students with Special Education Needs enrolled in K-Courses (two factors)

1.8%

4 Board size and rural/urban designation

2013–14 projected ADE (two factors) board size and rural board size and rural/urban

10%

CATEGORY 1: Prevalence of students reported as receiving special education programs and services as reported by boards. Prevalence for this category is the total number of students reported as receiving special education programs and services divided by total enrolment. (one factor)

Prevalence of students reported as receiving special education programs and services: 36% of MOV Weight Range 0.8 <10.89% 0.9 ≥10.89% to <14% 1 ≥14% to <17.11% 1.1 ≥17.11% to <20.22% 1.2 ≥20.22%

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CATEGORY 2: Participation and achievement in EQAO assessments by students with special education needs divided by the total number of students with special education needs who were eligible to take that EQAO assessment (Elementary enrolment counts only).

Sub-Category 2A: Prevalence of participation and achievement in Grade 3 EQAO assessments by students with special education needs, including gifted, who were exempt, below, or reached Level 1 or less (six factors).

2A – EQAO Achievement – Grade 3; 12% of MOV

Weight Males Reading (20% of 2A) Females – Reading (15% of 2A) Males – Writing (20% of 2A) Females – Writing (15% of 2A) Males – Math (15% of 2A) Females – Math (15% of 2A) 0.8 <21.61% <22.11% <8.08% <6.69% <15.51% <18.01% 0.9 ≥21.61% to <27.78% ≥22.11% to <28.43% ≥8.08% to <10.39% ≥6.69% to <8.6% ≥15.51% to <19.94% ≥18.01% to <23.16% 1 ≥27.78% to <33.96% ≥28.43% to <34.75% ≥10.39% to <12.7% ≥8.6% to <10.52% ≥19.94% to <24.37% ≥23.16% to <28.31% 1.1 ≥33.96% to <40.13% ≥34.75% to <41.07% ≥12.7% to <15.01% ≥10.52% to <12.43% ≥24.37% to <28.81% ≥28.31% to <33.46% 1.2 ≥40.13% ≥41.07% ≥15.01% ≥12.43% ≥28.81% ≥33.46%

Sub-Category 2B: Prevalence of participation and achievement in Grade 6 EQAO assessments by students with special education needs, including gifted, who were exempt, below, or reached Level 1 or less (six factors).

2B – EQAO Achievement – Grade 6; 12% of MOV

Weight Males Reading (20% of 2B) Females – Reading (15% of 2B) Males – Writing (20% of 2B) Females – Writing (15% of 2B) Males –Math (15% of 2B) Females – Math (15% of 2B) 0.8 <12.43% <11.15% <6.29% <4.88% <23.79% <26.18% 0.9 ≥12.43% to <15.98% ≥11.15% to <14.34% ≥6.29% to <8.08% ≥4.88% to <6.27% ≥23.79% to <30.59% ≥26.18% to <33.66% 1 ≥15.98% to <19.53% ≥14.34% to <17.53% ≥8.08% to <9.88% ≥6.27% to <7.66% ≥30.59% to <37.38% ≥33.66% to <41.14% 1.1 ≥19.53% to <23.08% ≥17.53% to <20.72% ≥9.88% to <11.67% ≥7.66% to <9.06% ≥37.38% to <44.18% ≥41.14% to <48.62%

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Weight Males Reading (20% of 2B) Females – Reading (15% of 2B) Males – Writing (20% of 2B) Females – Writing (15% of 2B) Males –Math (15% of 2B) Females – Math (15% of 2B) 1.2 ≥23.08% ≥20.72% ≥11.67% ≥9.06% ≥44.18% ≥48.62%

Sub-Category 2C: Prevalence of students with special education needs (including gifted) who required 3 or more accommodations (e.g., extra time, coloured paper, SEA

equipment use, etc.) for EQAO Grade 3 and Grade 6 assessments (two factors).

2C – EQAO accommodations; 12% of MOV

Weight Grade 3 (50% of 2C) Grade 6 (50% of 2C) 0.8 <43.26% <33.93% 0.9 ≥43.26% to <55.63% ≥33.93% to <43.63% 1 ≥55.63% to <67.99% ≥43.63% to <53.32% 1.1 ≥67.99% to <80.35% ≥53.32% to <63.01% 1.2 ≥80.35% ≥63.01%

CATEGORY 3: Credit accumulation and participation in locally developed and alternative non-credit courses (K-Courses) by students with special education needs (Secondary enrolment counts only).

Sub-Category 3A: Prevalence of Grade 9 and 10 credit accumulation for students with special education needs. Prevalence for Grade 9 is that of those who earned 5 or less credits; and prevalence for Grade 10 is that of those who earned 13 or less credits (two factors).

3A – Credit accumulation; 15% of MOV

Weight Earned 5 or less credits in Grade 9 (40% of 3A)

Earned 13 or less credits in Grade 10 (60% of 3A) 0.8 <11.83% <19.41% 0.9 ≥11.83% to <15.21% ≥19.41% to <24.95% 1 ≥15.21% to <18.59% ≥24.95% to <30.5% 1.1 ≥18.59% to <21.97% ≥30.5% to <36.04% 1.2 ≥21.97% ≥36.04%

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Sub-Category 3B: Prevalence of Grade 9 and Grade 10 students with special education needs enrolled in locally developed courses (two factors).

3B – Enrolled in LD Courses; 1.2% of MOV

Weight Enrolled in LD Courses Grade 9 (40% of 3B)

Enrolled in LD Courses Grade 10 (60% of 3B) 0.8 <20.04% <19.59% 0.9 ≥20.04% to <25.77% ≥19.59% to <25.18% 1 ≥25.77% to <31.5% ≥25.18% to <30.78% 1.1 ≥31.5% to <37.23% ≥30.78% to <36.38% 1.2 ≥37.23% ≥36.38%

Sub-Category 3C: Prevalence of Grade 9 and Grade 10 students with special education needs enrolled in alternative non-credit courses (K-courses) (two factors).

3C – Enrolled in alternative non-credit courses (K Courses); 1.8% of MOV

Weight Enrolled in K-Courses Grade 9 (40% of 3B)

Enrolled in K-Courses Grade 10 (60% of 3B) 0.8 <6.96% <4.62% 0.9 ≥6.96% to <8.95% ≥4.62% to <5.94% 1 ≥8.95% to <10.94% ≥5.94% to <7.26% 1.1 ≥10.94% to <12.93% ≥7.26% to <8.59% 1.2 ≥12.93% ≥8.59%

CATEGORY 4: Size and Rural Status Category (two factors) Size

 boards with ADE less than 10,000 get a weight of 2,

 boards with ADE between 10,000 and less than 22,000 get a weight of 1. Rural

 boards with a rural designation get a weight of 2,

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All other boards with ADE of 22,000 or over get a weight of 0. MOV Special Education Statistical Prediction Model Amount

The logistic regression Special Education Statistical Prediction Model developed by Dr. J. Douglas Willms has been updated for 2013–14 and it draws from 2010–11 Ontario Ministry of Education anonymized student data (most recent available), merged with University of New Brunswick – Canadian Research Institute for Social Policy (UNB- CRISP) Census indicators from the 2006 Canadian Census data and other data sources, to estimate the number of students predicted to receive special education programs and services in each of Ontario's district school boards.

The board-specific prediction value for each school board reflects the relationship between the actual percent of students reported to be receiving special education programs and/or services in the school board and the average level of socioeconomic status of all students enrolled in the school board.

The following demographic factors were used:  Occupational structure,

 Median income,

 Parent level of education,

 Percent families below Statistic Canada's low-income cut-off occupational structure,

 Percent unemployed,  Percent Aboriginal families,  Percent recent immigrants,

 Percent moved in previous year, and  Metropolitan influence zone.

The likelihood that a child will receive special education programs and/or services is estimated with a logistic regression model, which models the probability of a child being designated as reported to be receiving special education programs and/or services (e.g., Y1 = 1 if reported; Y1 = 0 if not reported) as a function of a set of n covariates or

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The analysis entailed the estimation of 14 separate logistic regression models – one for each of the 12 categories within the Ministry’s definitions of exceptionalities14_{, one for} students ‘non-identified with an Individual Education Plan (IEP),’ and one for students ‘non-identified without an IEP.’

For each school board, the prediction formulae for these 14 models were used to predict the total number of students in each category, given the demographic

characteristics of the students served by the school board, and then summed to achieve an estimate of the predicted number of students who would receive special education programs and services.

The functional form of the model is:

푃푟표푏푎푏푖푙푖푡푦 푌 = 1, 푔푖푣푒푛 푎 푠푡푢푑푒푛푡 푠 푠푒푡 표푓 푏푎푐푘푔푟표푢푛푑 푐ℎ푎푟푎푐푡푒푟푖푠푡푖푐푠 = 1 [1 + 푒푥푝 − (훽 + 훽 푥 + 훽 푥 + ⋯ + 훽 푥 )]

where Y1 denotes whether or not a child was reported as receiving special education programs and/or services; and x1 .... xn are the child's grade, gender and 2006 Census-

derived demographic characteristics.

The regression coefficients, β0, β1, ... βn are estimated from the anonymized data for

all Ontario students in 2010–11. With these estimates the model estimates the probability that a student with a particular set of background characteristics would receive special education programs and/or services.

Therefore, in a school board with 10,000 students, where each student's age, grade, and Census-derived demographic characteristics are known, the prediction model can be used to estimate the probability that each student would receive special education programs and/or services. The sum of these probabilities for the 10,000 students provides an estimate of the total number of students that are likely to receive special education programs and/or services in that board.

14_{There are five categories and twelve definitions of exceptionalities as follows: BEHAVIOUR –}

Behaviour;

 INTELLECTUAL – Giftedness, Mild Intellectual Disability, Developmental Disability;

 COMMUNICATION – Autism, Deaf and Hard-of-Hearing, Language Impairment, Speech Impairment, Learning Disability;

 PHYSICAL – Physical Disability, Blind and Low Vision; and

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The board-by-board predicted value is then multiplied by the board's ADE to determine each board's proportion of this $10 million funding enhancement - MOV Prediction Model amount.

Special Equipment Amount (SEA) Allocation

The 2013–14 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) Allocation15_{is projected to be $84.1 million in} 2013–14.

SEA Per-Pupil Amount

The SEA Per-Pupil Amount component, which was introduced in 2010–11, is part of a five-year plan to provide boards with greater flexibility and predictability by converting part of the SEA allocation into a single SEA Per-Pupil Amount for all school boards by 2014–15.

In 2013–14, each school board will receive a projected SEA Per-Pupil Amount, 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.

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.

15_{Each board’s Special Equipment Amount Allocation is set out in the Grants for Student Needs –}

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The calculation of the SEA Per-Pupil Amount will transition schools boards from a school board-specific per-pupil amount that is based primarily on each board's historical access to SEA funding, to a single provincial per-pupil amount by 2014–15.

The SEA Per-Pupil Amount component will be calculated using the following formula:

퐵푎푠푒 퐴푚표푢푛푡 $10,000 + (푆푐ℎ표표푙 푏표푎푟푑 푠푝푒푐푖푓푖푐 푝푒푟 − 푝푢푝푖푙 푎푚표푢푛푡 × 퐴퐷퐸) SEA Claims-Based Amount

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, will continue to be claims-based with an $800 deductible. Eligibility requirements for SEA are outlined in the Special Education Funding Guidelines: Special Equipment Amount (SEA), 2013–14 Spring 201316_.

For 2013–14, vision support equipment required by a student that has a computer interface, but whose primary function is to help address the vision support needs of the student, may 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 2012–13, 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.

Equipment purchased with the SEA funding travels with the student as provided in the Grants for Student Needs – Legislative Grants for the 2013-2014 School Board Fiscal Year regulation and described in the Special Education Funding Guidelines: Special Equipment Amount (SEA), 2013–14 Spring 2013.

16_{These documents are available on the Ministry of Education website, <} http://www.edu.gov.on.ca/eng/policyfunding/funding.html >.

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Special Incidence Portion (SIP) Allocation

The Special Incidence Portion (SIP) Allocation supports pupils who require more than two full-time staff to address the health and safety needs of both the students who have extraordinarily high needs related to their disabilities and/or exceptionalities and of others at their school. Eligibility criteria for SIP are outlined in the Special Education Funding Guidelines: Special Incidence Portion (SIP), 2013–14 Spring 201316_{. SIP} claims are submitted to the Ministry of Education Regional Offices for approval. The SIP Allocation is projected to be $53.2 million in 2013–14.

Facilities Amount (FA) Allocation

The Facilities Amount (FA) Allocation supports education programs for school-aged children and youth in Government-approved care and/or treatment centres, and custody and correctional facilities operated by the Ministry of Children and Youth Services, the Ministry of Community and Social Services, the Ministry of Health and Long-Term Care, and/or the Ministry of Community Safety and Correctional Services. These facilities include hospitals, children's mental health centres, psychiatric institutions, detention and correctional facilities, community group homes, and other social services agencies. The provision of education in these facilities is subject to an agreement between a district school board and the facility.

The FA Allocation is projected to be $96.0 million in 2013–14.

Funding for the FA Allocation is based on an approval process specified in a guideline issued for these programs. The recognized costs include teachers, education

assistants, and classroom supplies.

Revenue is reduced for boards when a program is operating on a smaller scale than was projected or ceases to operate during the school year.

The Ministry provides funding to school boards to help offset the accommodation and transportation costs of classrooms in care and treatment and custody settings that operate in school board space. This funding is included in the School Facility Operations and Renewal Grant and the Student Transportation Grant calculations. Behaviour Expertise Amount (BEA) Allocation

The Behaviour Expertise Amount (BEA) Allocation provides funding for school boards to hire additional board-level Applied Behaviour Analysis (ABA) expertise to support

principals, teachers, and multi-disciplinary transition teams. School board personnel with ABA expertise provide and coordinate training on ABA instructional methods and resources at the school board and school level to increase capacity within the publicly funded school system to use ABA methods. The services provided by ABA expertise

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professionals are applicable to all students and have been found to be specifically effective in working with students with Autism Spectrum Disorder (ASD), where appropriate. In addition, ABA expertise professionals continue to play a role in the successful implementation of the Connections for Students model for students with ASD.

The BEA allocation is projected to be $11.3 million in 2013–14.

The Ministry will be allocating funding based on the following formula:

Technical Paper

Ministry of Education

Technical Paper

2013–14

Education Funding

Table of Contents

Introduction

Education Funding Grants

2013–14 Grant Allocations (Projections)

Pupil Foundation Grant

School Foundation Grant

school

Special Purpose Grants

Special Education Grant