Good morning to my fellow members on this apocalyptic-feeling morning in Toronto. I know it’s much, much worse in Ottawa. I’ve been getting many panicked messages from the capital. I just want to take a moment before I begin to remind people to stay indoors as much as you can, wear a mask when you’re outdoors, and if you’re feeling symptoms of chest pain or difficulty breathing, please seek medical attention.

Yesterday, when we ran out of time, I was speaking about special education funding in Ontario, which we know is not even remotely close to actually meeting the needs of children with disabilities and accessibility needs. The Toronto District School Board is spending $67.6 million more on special education than what they are getting from the province. The Lambton Kent District School Board reported that they are only getting enough funding from the government to cover one quarter of the actual cost of special education. Most school boards are in that position, spending millions of dollars—many of them ten of millions of dollars—more on special education than what they are getting from the government, and yet we still don’t have the supports necessary to enable the participation of all students in Ontario. What we’re seeing as a result is the exclusion of children with disabilities from our system.

In 2018, ARCH disability law firm sent a survey to parents of children with disabilities; 45% of respondents confirmed that at one time or another they had to keep their child home from school as a result of a lack of accommodations or other services. More than half of the parents also reported that their children’s day had been shortened, in many cases not because of the student’s needs but because of the needs of the school system, such as staff shortages or transportation issues.

ARCH called on the ministry at that time to develop reporting requirements for all forms of exclusions: formal exclusions where children are permanently sent home until a safety plan is in place and informal exclusions where children are being excluded for all or part of the day, whether one time or ongoing, because the system doesn’t have the resources to meet students’ needs. This demand has been echoed by the Ontario Autism Coalition, who, like many parents of students with disabilities, are seeing an alarming rise in the number of exclusions taking place. For some parents, it’s weekly or multiple times a week.

Since the government has ignored the demands to track and publicly report on all exclusions, we did it for them with an online form for parents to fill out every time their child was excluded from school. Our survey covers only a small snapshot of the number of children excluded from our schools, and yet we know that in a two-week period in May this year, there were at least 78 children who missed out on over 550 hours of school in Ontario—one third of those exclusions were for the full day. The most commonly cited reasons for the exclusion was a lack of staffing or a lack of staff trained to deal with complex behaviours.

One parent shared that their son was only allowed at school until 10:45 a.m. every day. Another parent with a son in the Ottawa-Carleton District School Board says that her son is only allowed at school for two hours every day. She has no idea how he’s ever going to accumulate enough credits to graduate when he only gets to go to school for two hours. A parent with the Toronto District School Board said his son is 100% asynchronous because the school can’t meet his child’s safety needs. He completes work at home and hands it in, but doesn’t get to attend school at all.

The Ontario Autism Coalition calls exclusions “the dirty little secret of the education system,” and as I’ve been speaking with parents in many different situations, this has become very apparent to me. Most parents have no idea that this is going on in our education system every single day. If your child is neurotypical and has no disability, you can send them off to school all day, every day, without a second thought, but when your child has a disability or autism, or needs support of any kind, suddenly this becomes your reality.

We need to address exclusions and make sure that children with accessibility needs are able to actually attend our schools. Every child has the right to a quality and substantive education, but you can only get that education if you can actually go to school. The minister has said that even children with disabilities will learn to read under the new curriculum, but you can only learn to read if you can actually be at school.

But this government isn’t providing the funding necessary to allow all of our children to be at school with the supports they need to keep them safe and allow them to learn. Their funding falls so far short of what the costs of special education actually are, and on top of that, their increases have not kept up with inflation, so every single year their funding falls further behind.

And what we’re seeing now is really unconscionable because the government’s funding for our education system overall is not keeping pace with inflation and school boards need to implement cuts, and because school boards are spending tens of millions of dollars more than what they’re getting from the government on special education, it makes special education and supports for children with accessibility needs a big target for cuts. So across the province we are seeing special class placements for children with disabilities being ended and children being put into mainstream classes, but without the supports that would allow them to succeed in that setting.

In Ottawa, as the Ottawa-Carleton District School Board is looking to eliminate a $19-million deficit this year, they are looking at cutting a summer program for students with disabilities that allows these students to learn important life skills and prevent their learning loss over summer.

Two weeks ago, I had the opportunity to attend a sports day event in my riding at Sir Guy Carleton Secondary School, which brought together students from a number of special education programs at schools across the city for a day of games. I had a great time playing Moon Ball and boccia ball with the kids. At the end of my visit, one of the teachers collared me and asked me to bring a message back here, that if we are doing things right, we would invest in kids with special needs first and foremost, knowing that if we are looking after their needs, we would have built a system that looks after the needs of all children. But, instead, what we have in the province is the inverse, a situation where these students are treated as an afterthought.

We had an opportunity to change that with Bill 98, but the government voted against every single amendment that would have required the full inclusion of students with disabilities. What the committee meetings made clear was that, on every issue, this bill was a lost opportunity to listen to the voices of people in this sector and actually address the challenges that this sector is facing. The government’s refusal to consult with trustees, teachers and education workers was deeply disrespectful, but it also means that we have a bill that doesn’t take into account the realities of our education system on the ground.

As the Ontario Public School Boards’ Association pointed out, along with school boards from around the province who sent in their own submissions, a one-size-fits-all model where everything can be dictated from Toronto does not reflect the different circumstances of communities around the province and ignores what local communities are identifying as priorities to their locally elected trustees. School boards need flexibility to be able to meet the needs of the population they serve.

We see this in Ottawa all the time, when the government even remembers that we exist: assumptions that Ottawa is just like a mini-Toronto. But we have our own unique culture and very different needs, including the fact that Ottawa is far more bilingual than Toronto, that we have a very large urban Indigenous population and that our physical territory is incredibly large and includes rural areas.

The Kawartha Pine Ridge District School Board is another example of how diverse circumstances can be. They are the only school board to have signed three education service agreements with local First Nations. Each of those service agreements is different because they reflect the unique circumstances of the First Nations. What happens now if Toronto is dictating one-size-fits-all requirements to Kawartha Pine Ridge?

Trustees also asked some good questions about accountability, because everyone gets to vote for their local school board trustee but only the Premier gets to select the Minister of Education. But this bill gives the Minister of Education the power to micromanage school boards without ever giving them the resources that are necessary for success. In fact, there’s a real concern that Bill 98 could be setting up school boards to fail.

We also heard from teachers at the committee who expressed serious frustration at the government’s repeated unwillingness to listen to the people who are actually working in our schools, in our classrooms every single day, about what is happening in our classrooms and what is needed to support our children. In fact, none of the teachers’ unions were consulted on this legislation. It takes a lot of hubris to put forward legislation to provide better student outcomes and not even talk to the people in the province who have the most experience in pedagogy and are working with our children every single day.

What we heard from teachers at committee mirrors what I hear every day from teachers and education workers across the province. This government is refusing to acknowledge, let alone address, what the real challenges in our education system are.

As OSSTF said in their brief to the committee, “This government has overseen our public education system for five years. They have had the responsibility to focus on student success and achievement, on preparing students for life and work. How have they discharged that critical responsibility? By seeking to drastically increase class sizes, by forcing students to earn credits online away from classmates, teachers and other supports.”

We know what the solutions are, Speaker. We have known for a long time. The Elementary Teachers’ Federation of Ontario, the Ontario Secondary School Teachers’ Federation, the Ontario English Catholic Teachers’ Association and the Association des enseignantes et des enseignants franco-ontariens all reminded us of these solutions yet again in committee.

We need to invest in lower class sizes in elementary and secondary schools to provide more supports and more one-on-one student-teacher interaction.

We need to provide the immediate and real funding necessary to truly provide extra math and literacy supports for students and address the teacher shortage and the fact that 40,000 teachers in Ontario are currently certified but don’t want to work in the system under this government.

We need a real, sustained investment into mental health resources and services, including making sure that every single school has regularly scheduled and sufficient access to at least one qualified mental health professional.

We need to stop underfunding special education.

We need to stop the expansion of online learning, which fails the overwhelming majority of students.

We need to address the epidemic of violence in our schools with mental health resources, additional staff and training on intervention and de-escalation.

And we need the government to start working collaboratively and respectfully with teachers and education workers instead of consistently undermining and disrespecting them, to listen to them and respect educators experience and expertise.

One of the things that we should listen to them about is that Right to Read has to be accompanied by necessary funding, by the necessary professional development, or it will not succeed. A ministerial priority is not like a magic wand that the minister can wave and suddenly it happens in schools across the province. The funding needs to be there. The supports need to be there. The teachers and education workers need the time to spend with children if we are really going to ensure that every child in Ontario learns to read.

The final concern that I want to highlight this morning is the changes this bill makes around technical apprenticeships. I don’t think there’s anyone here who disputes the importance of technical learning and of creating hands-on learning opportunities for students. But we have to get it right, Speaker, to make sure that it doesn’t end up putting the safety or the futures of students at risk. What we have here is a policy proposal with no details attached. The government is asking us to rubber-stamp a high-level concept with no idea of how it will actually be put into practice, how it will impact students and who will be consulted in its development. Once again, the government is saying, “Just trust us.”

But the safety and education of students is too important to rubber-stamp a legislative proposal on the basis of “just trust us.” We can only support the idea if we know that the details are right for students. And here is what we know so far:

The government didn’t consult with a single union—not the teachers unions or the trades unions.

We don’t know what fields will be included and how students will select a field and what measures there will be to make sure that students will actually be able to advance in their chosen career if they choose this apprenticeship.

We don’t know what oversight there will be for safety, which should be paramount.

We don’t know whether these apprenticeships will be overseen by a teacher, which is necessary for a credit in Ontario.

And we don’t know whether the apprenticeship will count towards an Ontario secondary school diploma or if students will be expected to apply on their own for a GED as adult learners.

We know it makes a significant difference to futures whether or not people have an Ontario secondary school diploma. This could end up closing the door on many future employment opportunities. In fact, I’ve heard concerns from many stakeholders and the committee heard from parents of Black children that if we don’t do this carefully, it will end up being a reintroduction of streaming, taking away opportunities from Black and racialized children and closing doors for them instead of opening them. Francophone stakeholders have asked where the apprenticeship opportunities will be for French-language students or if this is only going to be available to English students in Ontario.

The government has not done their homework here, Speaker. They need to go away, do the work, have the consultations, put the meat on the bones and develop a real policy with safeguards in place to protect students before they ask for legislative approval. This is putting the cart before the horse and asking us to approve a policy that could end up being incredibly detrimental to students and their safety. We just can’t do that. That would be a dereliction of our duty as legislators.

Imagine if one of my voters in Ottawa West–Nepean asks me to explain why we have this program in place that is putting student safety at risk a year or two from now, and my answer is that I voted for it not knowing the details because it sounded like a good idea. I’m sure they would be asking themselves—and they would be right to—why they are even sending me here if I’m voting in favour of something without even knowing what the details will be. They didn’t elect a rubber stamp. They elected someone who would stand up for them and look out for their interests.

I would encourage members on the other side to be asking themselves if their constituents elected a rubber stamp and if they are prepared to be a rubber stamp on a proposal that could put student safety at risk, that tramples on the constitutional rights of Franco-Ontarians and that fails to respect the rights of students with disabilities in Ontario. Or if they were elected to actually listen to people, to listen to different perspectives, to work with people and to try to identify solutions that would ensure that we are putting student safety and student outcomes first and supporting the teachers, education workers, principals and administrators who are working with our children every single day, supporting the local school board trustees who fight hard every day to make sure that our children have the resources that they need, and whether they are prepared to listen to Ontarians, vote no to a proposal that will not support students, and actually stand up and support better funding, better resources and better outcomes for students in Ontario.

Thank you to the member opposite for her comments. I just wanted to ask the member opposite what she has against transparency, because this legislation is really trying to make the whole school board system more transparent, and I know my constituents, who I listen to every day, really want to know what the money is being used for that goes to school boards. For example, we’ve given $100 million more each year in funding to school boards and a total of, I think, $541 million to school boards to fund special needs, and it goes into a black hole. And special-needs teachers come to me and tell me they’re the first people pulled so the money can be used for other initiatives.

So my question really is, don’t you want to know what the money for special-needs children, which you said is so important, is actually going for? Then, we’ll see if it’s sufficient, insufficient etc., but at least we’ll have more information so we’ll know what we’re talking about.

I’d like to thank the member from Ottawa West–Nepean for her excellent commentary on the state of education here within our province and how Bill 98 really misses the mark in terms of special education.

The former Liberal government patted themselves on the back for placing students with special needs inside of mainstream classrooms. They called it inclusion, but they didn’t provide the supports; from where we sit, that is abandonment. The utter neglect of children with special needs really has been continued under this government.

My question to the member: If this government truly cared for students with special needs, what improvements could they make to the funding formula to ensure that these children have the supports they require?

Thank you to the member from Eglinton–Lawrence for that question.

I’m thrilled to hear about the member from Eglinton–Lawrence’s newfound interest in transparency and accountability, because I was at the social policy committee when the member for Eglinton–Lawrence defeated a motion that would have seen the Minister of Education come and answer questions on the estimates for 15 hours, which has been traditional in this place, and instead put forward a motion that only allowed the minister to come for three hours to answer questions.

The member for Eglinton–Lawrence was also there on Monday, when I questioned the minister about things like the school repair backlog and, yes, funding on special education, and the minister could not answer my questions and dodged questions.

I agree with the member that Ontarians are very interested in transparency and accountability. And what they would really like to see is some transparency and accountability from this government on what they are doing to education in this province.

It really is heartbreaking and disappointing how we have treated children with disabilities and accessibility needs in this province. We have a funding formula that is not even based on what they actually need. It’s based on some strange statistical model that has nothing to do with what is actually going on within our schools, and that’s what’s really robbing children of the opportunity to have the supports they need to learn within school safely.

So what we need to do is to actually fund based on the needs, make sure that children are receiving the supports they need, whether it’s an educational assistant, whether it’s a special class placement, so that every child in Ontario truly has the opportunity to be at school safely, but also to learn something while they are there and to benefit from that socialization and that opportunity to participate.

I hope I can say with some confidence that no member in this House supports in any way teachers who are assaulting or abusing children being present in the classroom and having certification in the province of Ontario.

But what I would say is deeply disappointing is that the College of Teachers has been asking for changes for some time that the government could have brought forward at any time, but as they so often do, they waited until they could include these changes in a bill that also tramples on the rights of francophone children to an equitable education in their own language, that also fails to respect the rights of children with disabilities in Ontario and tramples on the work being done by locally elected school board trustees

I would suggest that if the government was truly interested in protecting children as thoroughly and quickly as possible, they would have brought forward these changes a long time ago in a stand-alone bill.

We can’t have that unless we are actually prepared to invest the funding in our education system that our education system needs, and what we see time and time again is that this government is just not prepared to do that. Their funding during the five years they have been in government has decline by $1,200 per student, when you account for inflation, and they are spending 27 cents per day per child on mental health after a global pandemic and unprecedented disruptions in our schools. It is simply not enough.

Similarly, what we see with mental health is that there are fewer mental health professionals in schools now than there were a decade ago. This government is only spending 27 cents per day per child. It is clearly not enough, because 91% of our schools are saying they need more help with mental health—that’s 91%, which again, I did not get the basic math curriculum—

Madam Speaker, I thank you for the opportunity to rise in this chamber and offer my strong support for Bill 98, also known as the Better Schools and Student Outcomes Act. I also want to thank the Minister of Education and his parliamentary assistant for the incredible work they’re doing to ensure our schools are inclusive and welcoming learning centres and the curriculum is relevant to the challenges of tomorrow.

Ontario’s curriculum, Madam Speaker, now includes a stronger focus on STEM learning and math, as well as instruction in financial literacy and greater access to training and work in the skilled trades.

After a decade when the previous Liberal government closed over 600 schools across the province and refused to listen to the concerns of parents, our government is investing approximately $15 billion over 10 years to build new schools, improve existing facilities and create new child care spaces. Since 2018, Speaker, our government has invested over $2.2 billion in education capital projects, including 100 new schools, 80 school additions and nearly 6,500 new licensed child care spaces.

I want to applaud the minister, who just this past May, for Asian Heritage Month, announced partnerships with the Chinese Cultural Centre of Greater Toronto and the Tribute to Early Chinese Immigrants Canada Foundation for providing teachers and students with supplementary resources to encourage and facilitate a better understanding of Asian heritage, as well as the shameful Chinese exclusion act of 1923 and the Chinese head tax.

Speaker, it’s incredibly important that young people learn more about the incredible contributions of Asian Canadians, that we combat the anti-Asian racism in our schools. I’m proud of the Minister of Education for taking action.

Parents in Richmond Hill have told me that they strongly support public education because they want their kids to succeed in life, but Richmond Hill parents also believe that school boards have to be a lot more accountable and have to be a lot more transparent about the money that they spend and the results that they receive. I believe this is a very reasonable request, Speaker. I also believe it is fair to say that most school boards are doing a very good job managing their resources and educating our young people.

I say that, Speaker, for a simple reason: 89% of high school students graduate within five years. That’s an impressive figure. Speaker, it’s up from 85% just a few years ago. Unfortunately, there are about 15,000 students every year who do not graduate within five years.

Here’s the situation in a nutshell: Some boards are having trouble managing their resources and are even cutting front-line staff, despite the fact that we are providing them with record funding. That’s a significant problem, Speaker, but what’s worse, some boards are consistently underperforming when it comes to getting students to graduate high school within five years.

Speaker, I also want to add that I will be sharing my time with the member from Perth–Wellington.

The minister has been doing an incredible job of updating the curriculum, but the Ministry of Education is limited in its ability to drive and enforce provincial priorities through the schools. Moreover, many parents are rightfully frustrated because information about school board performance and the relationship between education spending and its ability to support education outcomes is not easily accessible to the public at large.

I have a lot of respect for elected school board trustees. They volunteer their time to ensure that school boards are focused on the students’ achievement and that resources are managed competently. Across the province, Speaker, about 700 elected trustees provide local government over a $27-billion education system. Yet trustees lack a consistent set of skills, training or a standard code of conduct, and the public has at times been distracted by disputes among trustees that are costly and time-consuming.

Back when he was a school board trustee with the Toronto District School Board in 2015, my honourable colleague the member for Spadina–Fort York had much to say on this subject to the Toronto Star: “I’m angry with trustees who, for the past year and a half engaged in feuds with each other, lobbing missiles through the media, thinking they were hurting only their opponents, but who were destroying the board’s reputation.”

Even worse, Speaker, many parents see their local school boards as big and impersonal bureaucracies and feel powerless to effect change when they aren’t satisfied with the education their kids are receiving. This is especially the case with new Canadians whose first language is not English. Some of them even worry that they might get into trouble if they voice an objection.

Clearly, Speaker, parents, students, taxpayers and everyone deserve some better accountability from their school boards, and that’s what the Better Schools and Student Outcomes Act is all about.

I’m quite enthusiastic about the proposed handbook for parents that will spell out their rights and responsibilities regarding their children’s education. Our government strongly believes in empowering parents, and I’m sure that such a handbook will prove to be incredibly useful during parent-teacher conferences.

Speaker, this is what the Ontario Human Rights Commission recently had to say in a written submission regarding our legislation: “The commission supports the proposed improvements to transparency, communication and reporting through publicly posted board improvement plans, updated to parents twice a year.” I will add, Madam Speaker, that Bill 98, the Better Schools and Student Outcomes Act, goes much further than mandating a handbook for parents.

School boards sit on the largest vertical real estate portfolio in the broader public school sector, with over 4,600 open or operating schools. Our legislation, if passed, would strengthen the ministry’s oversight over the use, sale and development of school board real estate, including the power to direct boards to establish a framework for surplus properties, along with the ability to direct a sale or sever a property.

Maximizing capital assets will help board student achievement as well achieve the effective, efficient and sustainable use of school board funding and property. In fact, Madam Speaker, this was one of the recommendations of the Drummond report that was commissioned by former Premier Dalton McGuinty: “Efficiency can also be found by maximizing the value of school board capital assets.... The minister should have the power to order the sale of unused properties, especially when such dispositions could meet other needs.”

Our legislation would also strengthen accountability over school board spending, including additional resources for financial investigations when needed, and require transparent reporting on school board spending and how it supports student outcomes.

The act will enable the minister to require school boards to report publicly against standardized categories of spending twice annually. It will strengthen the minister’s authority to direct and prohibit board participation in prescribed activities that could place the board at financial risk.

This act will allow for the appointment of professional corporations as investigators in board financial affairs when there’s distress.

Speaker, I have a lot more to share, but I would like to share this time with the member from Perth–Wellington. Thank you.

Thank you very much to the member from Ottawa West–Nepean. Your understanding of this issue is unparalleled. Thank you so much for highlighting the failures of the bill. This bill is truly arranging deck chairs on the Titanic. There’s a huge problem in our schools, and this government is focusing on blame when they’re not looking themselves in the mirror to understand that they are underfunding these schools. Instead, they’re going to strong-arm boards.

I received a message from Mr. Ed, who has been teaching in Hamilton for many, many years, who said, “Violence and safety of children and staff is an ongoing concern, with incidents occurring on a daily basis. Schools need more help for support for mental health and social-emotional needs, and we just don’t have them. We need smaller classes, more boots on the ground to work with these students and parents, and the problem seems to be getting worse. COVID definitely exacerbated that, and we need to get ahead of this before schools are in further crisis.”

I would add the schools are left holding the bag for COVID funding that the province is not making them whole for.

Can you say further to how this government has failed students in our schools in Ontario?

I’m pleased to be here today to rise and speak about Bill 98, the Better Schools and Student Outcomes Act, 2023. I also want to thank the member for Ottawa West–Nepean for her exceptional and hard work on this bill.

It was very enlightening listening to the member speak today and demonstrate her significant expertise on this file. Her knowledge is also based on the fact that she has children in the school board system, so she can share her expertise and her personal experience with our school board system.

This bill was introduced at the same time as the Grants for Student Needs funding envelope was released for the year, and that’s deliberate. It is pretty typical for the government to present a bill with some ugly things and some good things in it at the same time as they’re presenting an announcement which has far bigger implications on the quality of the schooling that the children in Ontario receive. That’s what happened with Bill 97, a bill that I’ve been working on for some time, and it also happened with Bill 98.

The reason I want to talk about not just Bill 98 but also the larger issues with our school system is, when we’re thinking about how we want to improve the quality of education our kids receive, we need to talk about funding and we need to talk about what is actually happening in the classroom. There’s a big difference between what this government says—its rhetoric—and what is actually happening on the ground in schools and in classrooms across Ontario.

I think about what is happening with the Toronto District School Board, because that is an area I represent. I very carefully read the Toronto District School Board’s announcements. I’ve read their long-term growth and accommodation strategy that looks at where we are going to put our schools and whether our schools have the capacity to deal with the 30,000-plus students who will be enrolled. There will be an increase in enrolment of that amount in the coming years. I also look at how they’re preparing for the 2023-24 year, and from the school board’s perspective, from the parents’ perspective, from the teachers’ perspective, from the education workers’ perspective, it doesn’t look good. What we are hearing is that the TDSB is looking at cutting 522 staffing positions. At a time when we have had year after year after year after year of cuts, it’s another round of staffing position cuts.

Interjection.

Thank you to the member opposite for the important question—a very important question. As we all know, especially coming out of the pandemic, mental health is more of a need and a priority as well. Under the Minister of Education, as I mentioned earlier in the debate, we’ve increased to historic levels of mental health funding. It also is a government-wide approach. I know that the Associate Minister of Mental Health and Addictions and the Minister of Health herself are looking at mental health, those aspects, within our school system. I know in some areas of the province the family health teams will go into the schools with a mental health practitioner they may have on their team to ensure that there is that oversight and that support within our larger health care system and within the community.

Speaker, our government is focused on getting schools built and updated. Some $15 billion over 10 years, as I mentioned earlier in the debate, for school capital development. One of the first things going into my role as PA to education after the last election was learning how much—I didn’t realize, as a layman—education oversees the real estate portfolio it oversees.

And it’s getting more schools built, which is a change from the previous Liberal government, and ensuring that those schools are built quickly as well and ensuring that those resources are used to the maximum efficiency.

Speaker, I find it very rich from the members opposite, talking about big government when that party supports, essentially, communism.

Speaker, there are a lot of questions for the Minister of Education. His ministry is responsible for TVO, which has done high-quality programming work for years on public affairs and children’s programming. In the last four years, funding to TVO has been frozen or dropped while inflation has relentlessly driven costs upwards. The budget for content and programming at TVO dropped by well over 10% between 2021 and 2022, and this year’s estimates from the Minister of Education are certainly nothing to be happy about.

I have to ask, why is TVO management trying to starve TVO programming? TVO public affairs programming and children’s programming are literally award winners in this country. And yet, both the ministry and TVO management seem to be committed to slowly—maybe not so slowly—making it more and more difficult for programming to be made here in Ontario. What do they have against high-quality programming being made in this province?

Mr. Speaker, we have increased funding for school boards by 14% when compared to the former Liberals. We have increased funding by $78 million for the Toronto District School Board, even though, to the member opposite—we can disagree often on opinions but not on facts—there are literally 8,000 fewer students, yet they have $78 million more than they did when we started.

As the member opposite will know, as a parent and a parliamentarian, the per-pupil funding—when student enrolment rises, funding rises. When enrolment declines, as does the funding; it’s commensurate with the amount of kids in the system. Yet even with fewer kids, funding is up. That’s such an important point for people in Toronto to know. We are stepping up with investments in Toronto. We’re building modern schools in Toronto. We’re expediting the delivery of schools in the city of Toronto. We’re building in all of your communities, because we appreciate there’s more to do.

The best way we can help Toronto is to vote for our budget, vote for our plan, vote for a responsible course of action that lifts standards, elevates the expectations of the system and stands up for—

The member opposite has the gall to speak about transparency. We are the only jurisdiction in the nation that required every school, 4,800 schools, to publicly report on the state of ventilation at the school level—the rate of ventilation, the use of filtration. We require every school to have a MERV 13 for the schools that have mechanical ventilation. We have a standard that no province has. If a school does not have mechanical ventilation, we require a HEPA filter in every single learning space: the classes, the gyms, the libraries, the learning commons. That is the gold standard when it comes to elevating expectations on ventilation.

If the member opposite was so concerned about this, then you should explain to the parents here why you voted against the measures that improved the air quality in Ontario’s publicly funded schools.

Interjections.