Virtual Budget Meeting–Q&A and PowerPoint (March 5, 2026)
On March 5, 2026, the Board of Trustees held its first virtual Budget Meeting to provide insight into our budget preparations and considerations for the 2026–27 school year.
Attendees were provided an opportunity to ask budget-related questions during the event. In the spirit of open, transparent, and honest communication with our public, below you will find responses to the questions posed, as well as the PowerPoint presentation that was shared (see bottom of this page).
Funding
Is there a specific dollar amount the division is asking the province for? And what would an equitable funding model look like?
The amount of funding we require from the province is directly tied to the real increases in our operating costs. To maintain our current level of services—the “status quo” budget—we would need just over $8 million in additional provincial funding. This year, we received just $4 million —the same as last year and $4.2M less than two years ago. If we were to move beyond maintaining the status quo and enhance supports for students, that number increases to approximately $10.4 million.
When we speak about an equitable funding model, we are referring to the need for the province to take its existing funding formula and distribute funds in a way that reflects the diverse and unique needs of all school divisions. For RETSD, equity means ensuring we receive the resources required to serve our students effectively based on enrolment, demographics, program needs, and the actual costs of educating the students in our community.
In short, an equitable model is not about every division receiving the same amount—it’s about ensuring every division is funded fairly, so all students, regardless of where they live, have access to high‑quality learning opportunities.
What percentage of the budget increase is going toward improving the quality of education versus funding social services?
All the funding we are requesting is directly tied to supporting students and their learning. Every dollar is intended to strengthen the educational experience for students in kindergarten through grade 12, wherever they are in the curriculum and whatever their individual needs may be.
Some students require more intensive supports to engage with the curriculum—whether academically, socially, emotionally, or behaviourally. To meet these needs, we rely on school-based staff such as resource teachers, clinicians, educational assistants, and school counsellors. These roles are essential components of a strong educational system; they are not separate “social services,” but part of the supports that enable students to learn, achieve, and be well.
Does the monthly annual increase account for the $1,600 rebate?
The numbers provided in the status quo budget for the average home in our community assessed at $361,700 of $40.42 per year or $3.37 per month do include the reduction of the provincial Homeowners Affordability Tax Credit (HATC) of $1600.00.
What is the current mill rate for RETSD taxpayers in Winnipeg, and what is being proposed under the status quo budget versus the enhanced budget option?
For 2025, the current City of Winnipeg mill rate for RETSD is 12.46.
Under the status quo budget, the proposed mill rate would increase to 13.284.
Under the enhanced budget, the maximum proposed mill rate for the City of Winnipeg portion would be 13.368.
Who received pay increases, and what percentage increase was given?
All salary increases for staff in RETSD are determined through negotiated collective agreements or through approved increases by the board of trustees.
The teacher's collective agreement is now bargained at the provincial level, meaning RETSD does not negotiate or determine those salary increases locally.
For all other employee groups—such as those represented by CUPE—their collective agreements, including any wage adjustments, are publicly available through the Manitoba School Boards Association (MSBA).
Anyone wishing to see the specific increases for each employee group can find the full, current collective agreements on the MSBA website.
How do you think taxpayers can continue to increase the amount of money going to schools?
When we talk about increasing the amount of money going to schools, our focus is not on raising taxes. What the Board is advocating for is a more equitable provincial funding formula—one that distributes existing provincial education dollars fairly across Manitoba.
RETSD has a relatively small commercial tax base, which means a disproportionate share of local funding falls to residents. We don’t believe that is fair. Every child in Manitoba, no matter where they live, should have the same access to high‑quality education, programs, and services. That is why we continue to urge the provincial government to ensure the funding formula reflects the needs of all divisions and supports students equitably.
Are there any specific numbers on the tax increases for homes in RETSD, but outside of the city?
The 2025 mill rate in East St. Paul was 12.33. The status quo budget would see that going up to 13.3, a 7.8% increase over last year.
Curriculum
How can RETSD justify increasing the budget when some students are graduating without being able to read or write cursive, or even read an analogue clock?
Our division is responsible for preparing students for a future that is rapidly changing and often unpredictable—and we take that responsibility very seriously. Every budget decision we make is rooted in what students need to succeed today and long into their futures.
It is important to note that schools follow the provincial curriculum. The province determines what is taught in classrooms, and Manitoba is currently undergoing significant and rapid curriculum renewal. As a division, we are aligning our work with the provincial Learning Framework, which identifies six global competencies that students need to thrive in the 21st century: critical thinking, communication, collaboration, creativity, citizenship, and connection to self, as well as high expectations for literacy and numeracy achievement.
RETSD students continue to demonstrate success in a wide range of pathways. Many go on to post‑secondary education, while others excel in the workforce through our robust technical‑vocational programs. These programs provide students with meaningful, in-demand skills that support both their future goals and the needs of our community.
What has not changed—despite shifts in curriculum and the evolving demands of the world—is the deep commitment of our teachers. Every day, they create engaging learning environments, build strong relationships, and help students develop the skills, knowledge, and confidence they need to succeed.
Investing in our schools means investing in student achievement, well‑being, safety, and access to relevant learning experiences. Our budget supports the staffing, programs, and resources required to meet provincial expectations and provide students with the education they deserve.
What metrics do you use to measure the effectiveness of your programs?
Teachers use a wide range of data gathered from multiple sources to understand student learning, well‑being, and overall system performance. They use this data to inform their instructional next steps and their professional judgment. The division also uses a wide range of data from multiple sources to consider patterns and trends across the 42 schools to determine the effectiveness of programs and provide equitable resources. This data includes, but is not limited to:
- Provincial assessments at Grades 3/4, 7/8, and Grade 12
- High school credit attainment and graduation rates
- Early years measures such as the Early Development Instrument (EDI) and Early Years Evaluation (EYE)
- Report card data, which shows progress across subject areas and is based on comprehensive teacher assessment and informed judgements
- And soon, universal screeners, which will give us an additional piece of consistent information about early reading across all schools
This combination of data helps us build a clear picture of where students are and what supports they may need both at the classroom, the school, and the divisional level.
Separately, RETSD has a cyclical review process for all programs across the division. As part of each program review, we examine whether the program is meeting its goals, conduct an environmental scan, and look closely at current educational research to ensure the program remains relevant and evidence‑based. This process helps us determine whether adjustments or enhancements are needed, so programs continue to support student learning effectively.
New School
When is the new school expected to open, and can you confirm whether this is the new school in Devonshire Park?
We can confirm that the new school is being built in the Devonshire area. Currently, the final timeline for opening is still under discussion with our provincial partners, as it depends on several factors that need to be finalized.
What we can say with certainty is that any additional funds being requested for the new school are based strictly on needs, not wants. Our priority is ensuring that when the school opens, it has the resources and supplies necessary for students and staff to be successful from day one. A new school should open fully ready to meet the needs of its community, and our planning reflects that commitment.
Staffing
Is the division foreseeing any layoffs or reductions in staff?
The status quo budget maintains current staffing levels.
Could you please provide more clarity and details about the enhanced status quo adjustments, clinicians, school safety measures, and unfunded new school items? What new clinical supports have been proposed?
The enhanced status quo option reflects the additional supports our students need right now. This includes increasing access to clinicians such as a school psychologist, an occupational therapist, and a school social worker. These roles provide specialized services that help students with additional needs and will work to reduce wait times for access to these divisional experts. The enhanced status quo option also includes additional resource teachers and school counsellors whose unique roles support students with additional needs at the school level.
As for unfunded items in new schools, there are many essential resources that the province does not cover. For example, when you walk into a school and see its books, learning materials, and classroom resources—those items are funded by the division. Similarly, students with additional learning needs require tools, equipment, and technology that help them access the curriculum. Even the cost of connecting a new school to the fibre‑optic network comes to the division, not the province. These unfunded needs are critical to ensuring a new school can operate effectively from day one.
Enrolment
You mentioned an increase in the number of students. Where is this growth coming from? Is it due to new housing developments or changes within existing neighbourhoods?
At this time, the unprecedented growth we experienced in the last three years and continues is largely the result of new housing developments, particularly in the area surrounding Costco and the surrounding neighbourhood expansion. Based on our current enrolment projections, we anticipate that the approximately 100 additional students expected for next September will come primarily from this new development area.
While demographic changes within existing neighbourhoods can also influence enrolment over time, the most significant driver of next year’s increase is new families moving into newly built homes in that part of the division.
With this budget, will there be any impact on classroom support or class sizes?
The intent with the status quo budget is to maintain current class sizes and supports. In K-3, we strive to maintain class ratios with one teacher to approximately 20 students. In grades 4 to 8, class sizes are approximately 25 students. We report on class sizes in K-8 on our divisional website. You can find that information here: Class Size Tracker.
Advocacy
Has there been any success with advocacy efforts, particularly with NDP MLAs, around increasing funding for the division?
After several years of frozen or minimal funding increases under the previous government, we do have ground to make up. We will continue our advocacy with the current government to ensure the needs of River East Transcona students are understood and addressed.
We acknowledge and appreciate that a new school is being built in Transcona—this is a positive step. Our division still requires additional schools and meaningful increases in operating funding. At this time, we are not seeing the level of investment needed to meet rising costs or support enrolment growth. The core issue remains in the inequitable provincial funding formula, which continues to limit the resources available to RETSD.
This is why our advocacy efforts with government officials remain focused on achieving a fair and equitable funding model for all students in the division.
What are some suggestions for RETSD families who want to advocate for a new funding model from the provincial government?
We encourage families who wish to advocate for improved and more equitable funding for public education to engage directly with their elected representatives. Your voice has a significant influence. Reaching out to your local MLA is one of the most effective ways to communicate the importance of increased and sustainable funding for the River East Transcona School Division.
Families may consider:
- Contacting your MLA by email or phone, or by requesting a meeting to share how current funding levels impact students, classrooms, and supports in RETSD.
- Highlighting specific examples of what you value in your schools—specialized supports, extracurricular opportunities, classroom resources—and why stable funding is essential to maintain and strengthen those services.
- Encouraging neighbours and community members to do the same, as collective advocacy helps demonstrate that education funding is a priority for the entire community.
- Staying informed about provincial discussions on education funding and participating in any public consultations that may be offered.
- Strengthening a collective local voice by joining the school's PAC, which can provide a broader representation and help amplify community perspectives.
Advocacy from families and community members helps ensure that decision‑makers understand the real needs of students in RETSD and the importance of updating the funding model to support them effectively.
