Developing a School Division/School Implementation Plan

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

Current Implementation Plan

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

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

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

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

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

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

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

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

Senior Years Delivery Model Options

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

Potentially Sensitive Outcomes Analysis Tool

Roles and Responsibilities

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)

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

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

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

Vision Physically Active and Healthy Lifestyles for All Students