YRDSB Budget Survey 2025-2026

Introduction

York Region District School Board (YRDSB) is the largest employer in York Region, with approximately 15,000 skilled and dedicated staff members across nine municipalities. With an enrolment of over 128,000 students, YRDSB is the third largest school board in Ontario.

Our mission is to advance student achievement and well-being through public education that motivates learners, fosters inclusion, inspires innovation and builds community. We are responsible for the delivery of effective and sustainable educational programs and stewardship of Board resources.

Each school year, YRDSB develops a budget based on funds allocated to the Board through annual Core Education Funding and other sources of revenue such as permit fees, rental fees and international tuition fees. This budget is determined through an extensive process involving collaborating with stakeholders and considering Board priorities as outlined in our Trustees’ Multi-Year Strategic Plan and the District Action Plan.

YRDSB Multi-Year Strategic Plan has three key priorities:

Student Achievement - We promote and support high expectations for all
Health and Well-Being - We build healthy environments and positive relationships
Human Rights and Inclusive Education - We learn and grow together, and affirm our diverse identities

The Multi-Year Strategic Plan is developed by the Trustees through feedback from students, staff and the community.

Last year, YRDSB’s 2024-2025 annual budget was approved in June 2024 for $1.7B. For more information on the 2024-2025 budget, please visit the Board’s budget page.

YRDSB anticipates a decline in enrolment for the 2025-2026 school year and beyond due to the high cost of living and recent federal immigration policies. As a result, many of the Boards expenses which are directly linked to enrolment, will adjust automatically. The challenge will be maintaining other areas of Board operations with fewer students.

As part of our commitment to transparency and community engagement, YRDSB values your input! Students, families, staff, and community members are invited to share their perspectives through this survey. Your feedback will help guide budgeting priorities for the 2025-2026 school year.

This survey is anonymous and voluntary. Individual responses will be kept strictly confidential. Your completed survey will be submitted directly to YRDSB’s Research and Assessment Services staff, who will create a summary findings report. Please note that this report will not contain information that has the potential to identify individuals.

The survey will take approximately 10 minutes and may be completed at your convenience anytime on or before April 18, 2025. If you have any questions about this survey, please contact research.services@yrdsb.ca. If you have questions about the budget process, please contact your local trustee or budget@yrdsb.ca.

Question Title

* 1. Please describe your connection(s) to YRDSB (Please select all that apply): *

YRDSB Student

YRDSB Parent/Guardian

YRDSB School Council Member

YRDSB Advisory Committee Member

YRDSB Trustee

YRDSB Employee (permanent, contract, temporary, part-time)

Resident of York Region

Member of a YRDSB community partnership

Representative of a business in York Region

Other (please specify):

Question Title

* 2. Please select your municipality:

Aurora

East Gwillimbury

Georgina

King

Markham

Newmarket

Richmond Hill

Vaughan

Whitchurch-Stouffville

Other (please specify)

Question Title

* 3. Given current financial pressures, how should YRDSB prioritize the allocation of resources in the following areas?

	High Priority	Moderate Priority	Low Priority	Not a Priority
a) Programs and resources to support students with Special Education Needs (e.g., special education staffing, specialized equipment).	a) Programs and resources to support students with Special Education Needs (e.g., special education staffing, specialized equipment). High Priority	a) Programs and resources to support students with Special Education Needs (e.g., special education staffing, specialized equipment). Moderate Priority	a) Programs and resources to support students with Special Education Needs (e.g., special education staffing, specialized equipment). Low Priority	a) Programs and resources to support students with Special Education Needs (e.g., special education staffing, specialized equipment). Not a Priority
Please provide a brief explanation for your selection (optional).
b) Educational technology to enhance student learning (e.g., computers, software, projectors, and other computer accessories).	b) Educational technology to enhance student learning (e.g., computers, software, projectors, and other computer accessories). High Priority	b) Educational technology to enhance student learning (e.g., computers, software, projectors, and other computer accessories). Moderate Priority	b) Educational technology to enhance student learning (e.g., computers, software, projectors, and other computer accessories). Low Priority	b) Educational technology to enhance student learning (e.g., computers, software, projectors, and other computer accessories). Not a Priority
Please provide a brief explanation for your selection (optional).
c) Professional development for school and system staff to enhance understanding of responsive and personalized teaching and learning practices (e.g., Curriculum Support, De-streaming, Literacy/Numeracy, Culturally Relevant and Responsive Pedagogy etc.).	c) Professional development for school and system staff to enhance understanding of responsive and personalized teaching and learning practices (e.g., Curriculum Support, De-streaming, Literacy/Numeracy, Culturally Relevant and Responsive Pedagogy etc.). High Priority	c) Professional development for school and system staff to enhance understanding of responsive and personalized teaching and learning practices (e.g., Curriculum Support, De-streaming, Literacy/Numeracy, Culturally Relevant and Responsive Pedagogy etc.). Moderate Priority	c) Professional development for school and system staff to enhance understanding of responsive and personalized teaching and learning practices (e.g., Curriculum Support, De-streaming, Literacy/Numeracy, Culturally Relevant and Responsive Pedagogy etc.). Low Priority	c) Professional development for school and system staff to enhance understanding of responsive and personalized teaching and learning practices (e.g., Curriculum Support, De-streaming, Literacy/Numeracy, Culturally Relevant and Responsive Pedagogy etc.). Not a Priority
Please provide a brief explanation for your selection (optional).
d) Programs and resources to support multilingual language learning for students (e.g., English as a Second Language, English Language Skills Development).	d) Programs and resources to support multilingual language learning for students (e.g., English as a Second Language, English Language Skills Development). High Priority	d) Programs and resources to support multilingual language learning for students (e.g., English as a Second Language, English Language Skills Development). Moderate Priority	d) Programs and resources to support multilingual language learning for students (e.g., English as a Second Language, English Language Skills Development). Low Priority	d) Programs and resources to support multilingual language learning for students (e.g., English as a Second Language, English Language Skills Development). Not a Priority
Please provide a brief explanation for your selection (optional).
e) Principals/Vice Principals and teachers who are not assigned to a school but support teaching and learning across the system. For example, a principal who oversees the development of curriculum support documents for all teachers in the board to use in the classroom.	e) Principals/Vice Principals and teachers who are not assigned to a school but support teaching and learning across the system. For example, a principal who oversees the development of curriculum support documents for all teachers in the board to use in the classroom. High Priority	e) Principals/Vice Principals and teachers who are not assigned to a school but support teaching and learning across the system. For example, a principal who oversees the development of curriculum support documents for all teachers in the board to use in the classroom. Moderate Priority	e) Principals/Vice Principals and teachers who are not assigned to a school but support teaching and learning across the system. For example, a principal who oversees the development of curriculum support documents for all teachers in the board to use in the classroom. Low Priority	e) Principals/Vice Principals and teachers who are not assigned to a school but support teaching and learning across the system. For example, a principal who oversees the development of curriculum support documents for all teachers in the board to use in the classroom. Not a Priority
Please provide a brief explanation for your selection (optional).
f) Programs and resources to support the mental and physical health of students and staff (e.g., Social Workers, Crisis Support Teams).	f) Programs and resources to support the mental and physical health of students and staff (e.g., Social Workers, Crisis Support Teams). High Priority	f) Programs and resources to support the mental and physical health of students and staff (e.g., Social Workers, Crisis Support Teams). Moderate Priority	f) Programs and resources to support the mental and physical health of students and staff (e.g., Social Workers, Crisis Support Teams). Low Priority	f) Programs and resources to support the mental and physical health of students and staff (e.g., Social Workers, Crisis Support Teams). Not a Priority
Please provide a brief explanation for your selection (optional).
g) Classroom-based support staff to foster a culture of care (e.g., Educational Assistants, Developmental Support Workers, Intervention Support Workers, Child and Youth Workers).	g) Classroom-based support staff to foster a culture of care (e.g., Educational Assistants, Developmental Support Workers, Intervention Support Workers, Child and Youth Workers). High Priority	g) Classroom-based support staff to foster a culture of care (e.g., Educational Assistants, Developmental Support Workers, Intervention Support Workers, Child and Youth Workers). Moderate Priority	g) Classroom-based support staff to foster a culture of care (e.g., Educational Assistants, Developmental Support Workers, Intervention Support Workers, Child and Youth Workers). Low Priority	g) Classroom-based support staff to foster a culture of care (e.g., Educational Assistants, Developmental Support Workers, Intervention Support Workers, Child and Youth Workers). Not a Priority
Please provide a brief explanation for your selection (optional).
h) Support student engagement and learning outcomes by creating environments that reflect student interests and needs, allowing for personalization and ownership of their learning (e.g., Graduation Coaches, Alternative Education Programs, e-learning).	h) Support student engagement and learning outcomes by creating environments that reflect student interests and needs, allowing for personalization and ownership of their learning (e.g., Graduation Coaches, Alternative Education Programs, e-learning). High Priority	h) Support student engagement and learning outcomes by creating environments that reflect student interests and needs, allowing for personalization and ownership of their learning (e.g., Graduation Coaches, Alternative Education Programs, e-learning). Moderate Priority	h) Support student engagement and learning outcomes by creating environments that reflect student interests and needs, allowing for personalization and ownership of their learning (e.g., Graduation Coaches, Alternative Education Programs, e-learning). Low Priority	h) Support student engagement and learning outcomes by creating environments that reflect student interests and needs, allowing for personalization and ownership of their learning (e.g., Graduation Coaches, Alternative Education Programs, e-learning). Not a Priority
Please provide a brief explanation for your selection (optional).
i) A healthy and safe learning environment for all (e.g., safe and clean facilities, facility improvements, bullying and violence prevention, Safe School Initiatives/Programs).	i) A healthy and safe learning environment for all (e.g., safe and clean facilities, facility improvements, bullying and violence prevention, Safe School Initiatives/Programs). High Priority	i) A healthy and safe learning environment for all (e.g., safe and clean facilities, facility improvements, bullying and violence prevention, Safe School Initiatives/Programs). Moderate Priority	i) A healthy and safe learning environment for all (e.g., safe and clean facilities, facility improvements, bullying and violence prevention, Safe School Initiatives/Programs). Low Priority	i) A healthy and safe learning environment for all (e.g., safe and clean facilities, facility improvements, bullying and violence prevention, Safe School Initiatives/Programs). Not a Priority
Please provide a brief explanation for your selection (optional).
j) Promoting inclusive education affirming our diverse identities and communities (e.g., Initiatives combating Anti-Indigenous Racism, Antisemitism, Islamophobia, Anti-Black Racism, Anti-Asian Racism etc.).	j) Promoting inclusive education affirming our diverse identities and communities (e.g., Initiatives combating Anti-Indigenous Racism, Antisemitism, Islamophobia, Anti-Black Racism, Anti-Asian Racism etc.). High Priority	j) Promoting inclusive education affirming our diverse identities and communities (e.g., Initiatives combating Anti-Indigenous Racism, Antisemitism, Islamophobia, Anti-Black Racism, Anti-Asian Racism etc.). Moderate Priority	j) Promoting inclusive education affirming our diverse identities and communities (e.g., Initiatives combating Anti-Indigenous Racism, Antisemitism, Islamophobia, Anti-Black Racism, Anti-Asian Racism etc.). Low Priority	j) Promoting inclusive education affirming our diverse identities and communities (e.g., Initiatives combating Anti-Indigenous Racism, Antisemitism, Islamophobia, Anti-Black Racism, Anti-Asian Racism etc.). Not a Priority
Please provide a brief explanation for your selection (optional).
k) Indigenous education (e.g., classroom visits with Indigenous speakers, leads, and community members, increased student learning opportunities, professional development for staff).	k) Indigenous education (e.g., classroom visits with Indigenous speakers, leads, and community members, increased student learning opportunities, professional development for staff). High Priority	k) Indigenous education (e.g., classroom visits with Indigenous speakers, leads, and community members, increased student learning opportunities, professional development for staff). Moderate Priority	k) Indigenous education (e.g., classroom visits with Indigenous speakers, leads, and community members, increased student learning opportunities, professional development for staff). Low Priority	k) Indigenous education (e.g., classroom visits with Indigenous speakers, leads, and community members, increased student learning opportunities, professional development for staff). Not a Priority
Please provide a brief explanation for your selection (optional).

Question Title

* 4. Are there any other areas, programs, or resources not included in Q3 you believe should be a priority for YRDSB? Please specify.

Question Title

* 5. As student needs evolve and enrolment declines, what cost-efficient or innovative ideas do you suggest to help YRDSB allocate resources more effectively?