Transcript Manitoba Curriculum Framework of Outcomes for Physical

Developing a School Division/School
Implementation Plan
Expectations
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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
Current Implementation Plan
Implementation of K-S2 Physical Education/Health Education
2000-01
2001-02
2002-03*
2003-04**
2004-05
2005-06
K-4
K-4
K-4
Implementation
Voluntary implementation
System-wide implementation
planning year
for schools
5-8
5-8
5-8
Implementation
Voluntary
implementation
System-wide
implementation
planning year
for schools
S1-S2
S1-S2
S1-S2
Implementation
Voluntary
implementation
System-wide
implementation
planning year
for schools
* K-8 Annotated Bibliography is online at www.edu.gov.mb.ca/ks4/learnres/bibliographies.html
** Release of S1-S2 Annotated Bibliography targeted for Nov. 2003
Part A: Overall Implementation of the
Framework
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Timetabling
Delivery/Staffing Choice
Programming for non-sensitive outcomes that
require special consideration
Programming for potentially sensitive outcome
Selection of Learning Resources for nonsensitive outcomes and potentially sensitive
outcomes
Teacher Training
Overall Implementation of the
Framework (continued)
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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
Manitoba Education and Youth
Guidelines for Assessment,
Evaluation, and Reporting
Reporting Guidelines
(p.197 Framework)
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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
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Marks/grades are based on the
learning outcomes (the 5 GLO’s)
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
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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
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
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for students with significant
cognitive disabilities, use
modifications (Individual Education Planning: A
Handbook for Developing and Implementing IEP’s, Early to Senior
Years 1998)
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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)
A
B
C
D
E
F
G
Potentially
Sensitive
Content
Breadth/
Depth
Treatment
of Content
Parental
Options
Scheduling of
Instruction
Parental
Communication
Teacher
Training
Requirements
Staff
Assignments
 Personal
Safety
 Substance
Use and
Abuse
Prevention
 Human
Sexuality
more/at/
less/none
school-based/
alternative
delivery
within/
integrated/
separate/
combination
letters/
meetings/
permission
forms/
websites/
brochures/
newsletters
number of
days/type of
training
staff/parents/
peers/
community/
others
Potentially Sensitive Outcomes
Analysis Tool
Roles and Responsibilities
Manitoba Education and Training
Produce framework document(s)
 Produce implementation
documents
 Evaluate learning resources
 Support implementation of the
Framework (e.g., Framework Orientation
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sessions for the educational partner groups
and school divisions/districts)
School Divisions/Districts
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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
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
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Divisional /School Planning
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What’s your next step?
Personal or Group Action Planning
Then and Now Chart
Vision
Physically Active and
Healthy Lifestyles for
All Students