Toronto District School Board

Budget - Integrated Equity Framework Action Plan

Overview: 

The budget development process begins each year with identification of the Board’s key priorities for moving the system forward to improve student achievement and well-being.  As part of the process, a three-year financial forecast is completed outlining the resources available to support the goals of the Board.  

Fixed costs are those costs which, year over year, cannot be avoided unless there is a change in underlying conditions (e.g., education, health and safety, or employment regulations). School-based staffing is a fixed cost that represents approximately sixty-five percent (65%) of the Board’s operating budget (staffing costs overall account for nearly eighty-five percent (85%) of the total operating budget). 

Variable costs are those costs which fluctuate year over year, based on decisions made by the Board. During the budget process, all variable costs are identified, along with the rationale for incurring each. These are then evaluated with reference to the identified key priorities to determine whether they are appropriate or those resources should be reallocated to support another priority.

Equity Goals:

The Board’s objective is to align our resources with our equity commitments to support improved achievement and well-being for each and every student in our system.  Schools and departments work to build their operating budgets considering the barriers and system biases that impact student achievement and well-being, recognizing the different needs of our all students. Success in budget alignment means that all schools and departments have the resources needed to create the right learning conditions for all our students.

Action Plan:

Actions Year One (2016-2017)
  • As part of budget process, continue alignment with Policy P.067, Learning Opportunities Index to ensure equitable allocation of resources to schools.
  • As part of the budget process, include consideration of strategies intended to address persistent achievement, opportunity and participation gaps (e.g., Inner Cities Task Force; Opportunity Gap Action Plan 2.0; Sifting, Sorting and Selecting, etc.).
  • Upon approval by the Board, support the Equity Framework Action Plan and the supporting Leadership Capacity Plan.
Actions Year Two (2017-2018)
  • Upon adoption by the Board of the Revised Policy P.037, Equity Foundation, adapt the Equity Assessment Tool for use as part of the formal budget development process.  
  • Implement budget-related recommendations of the Inner Cities Task Force as approved by the Board. 
Actions Year Three (2018-2019)
  • Assess budget decisions and outcomes from Years One and Two to make sure that school pro-grams are effectively supporting and having a positive impact on achievement and well-being for all students.



 


How do we use the lens of equity to provide resources to our schools?


Our Mission
To enable all students to reach high levels of achievement and to acquire
the knowledge, skills, and values
they need to become responsible members of a democratic society.
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