Developing a School Division/School Implementation Plan

1
Developing a School Division/School
Implementation Plan
2
Expectations

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

3
Current Implementation Plan
4
Part A Overall Implementation of the Framework

• Timetabling
• Delivery/Staffing Choice
• Programming for non-sensitive outcomes that
  require special consideration
• Programming for potentially sensitive outcome
• Selection of Learning Resources for non-sensitive
  outcomes and potentially sensitive outcomes
• Teacher Training

5
Overall Implementation of the Framework
(continued)

• Safety Guidelines
• Programming for Students with Special Needs
• Programming for Students with Medical Problems
• Parental/Community Involvement
• Extracurricular program
• Healthy school environment and services
• Other (e.g. budget, facilities, equipment)
• Assessing/Evaluating/Reporting

6
Manitoba Education and Youth

• Guidelines for Assessment, Evaluation, and
  Reporting

7
Reporting Guidelines (p.197 Framework)

• Review/develop assessment and reporting policies
  to align with new integrated PE/HE curriculum at
  local level
• Final marks on report cards are stated as
  percentages for Grade 6 and up

8

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

9

• Information that is not reflective of the
  learning outcomes such as punctuality,
  attendance, dress and attitude should be reported
  separately
• 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

10

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

11

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

12
Senior Years Delivery Model Options
13
Potential Decision Areas For School
Division/District Planning (p. 205)
14
Potentially Sensitive OutcomesAnalysis Tool
15
Roles and Responsibilities
16
Manitoba Education and Training

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

17
School Divisions/Districts

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

18
School Community

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

19
Divisional /School Planning

• Whats your next step?
• Personal or Group Action Planning
• Then and Now Chart

20
Vision

• Physically Active and Healthy Lifestyles for All
  Students