2. Developing a School Division/School Implementation Plan

3. Expectations n School divisions/districts are to determine best delivery model based on best practices for overall implementation of the Framework n A planning process must be used to determine local policy related to potentially sensitive content n Schools must seek parental involvement and provide a parental option prior to implementation of potentially sensitive content

4. Current Implementation Plan

5. Part A: Overall Implementation of the Framework n Timetabling n Delivery/Staffing Choice n Programming for non-sensitive outcomes that require special consideration n Programming for potentially sensitive outcome n Selection of Learning Resources for non- sensitive outcomes and potentially sensitive outcomes n Teacher Training

6. Overall Implementation of the Framework (continued) n Safety Guidelines n Programming for Students with Special Needs n Programming for Students with Medical Problems n Parental/Community Involvement n Extracurricular program n Healthy school environment and services n Other (e.g. budget, facilities, equipment) n Assessing/Evaluating/Reporting

7. Manitoba Education and Youth Guidelines for Assessment, Evaluation, and Reporting

8. Reporting Guidelines (p.197 Framework) n Review/develop assessment and reporting policies to align with new integrated PE/HE curriculum at local level n Final marks on report cards are stated as percentages for Grade 6 and up

9. n Marks/grades are based on the learning outcomes (the 5 GLO’s) n Weighting of marks is determined by the school/teacher with a higher weight on skills n Reporting on student learning outcomes that are potentially sensitive is a local decision

10. n Information that is not reflective of the learning outcomes such as punctuality, attendance, dress and attitude should be reported separately n Behaviour can be part of the mark when it is: –an integral part of the specific student learning outcomes –observable and measurable –a performance descriptor

11. n Fitness testing should not begin before Grade 4 n Results or scores of fitness tests are reported separately and are not to be part of the final mark

12. n for students with significant cognitive disabilities, use modifications (Individual Education Planning: A Handbook for Developing and Implementing IEP’s, Early to Senior Years 1998) n for students with special needs and medical problems, use adaptations or accommodations to help students achieve the learning outcomes

13. Senior Years Delivery Model Options

14. Potential Decision Areas For School Division/District Planning (p. 205)

15. Potentially Sensitive Outcomes Analysis Tool

16. Roles and Responsibilities

17. Manitoba Education and Training n Produce framework document(s) n Produce implementation documents n Evaluate learning resources n Support implementation of the Framework (e.g., Framework Orientation sessions for the educational partner groups and school divisions/districts)

18. School Divisions/Districts n Form a Divisional PE/HE Implementation Team n Identify local needs in relation to the 5 health risks n Develop divisional policy and guidelines for Part A and B of SDDPP n Develop an Action Plan n Implement Action Plan n Provide professional development

19. School Community n Form School PE/HE Implementation Team n Develop school-based plan based on divisional plan n Implement plan n Include components as part of annual School Plan

20. Divisional /School Planning n What’s your next step? n Personal or Group Action Planning n Then and Now Chart

21. Vision Physically Active and Healthy Lifestyles for All Students