I - Instructional Program | Portage la Prairie School Division

I - Instructional Program

IA - Instructional Goals
IB - Academic Freedom
IC - School Year and Calendar
ICA - School Day
ICB - Adjusted School Day or School Year
ID - Divisional Organization of Instruction
IE - Basic Instructional Program
IEA - Nursery School
IEB - Kindergarten Programs
IEB-E Student Registration.pdf
IEB-E - Student Registration
IEC - Scheduling for Instruction - Course Loads and Subject Area Time Allotments Grades 1 to 8
IED - Course Loads and Graduation Credit Requirements: Grades 9 - 12
IED-E1 Senior Years English Program.pdf
IED-E1 - Senior Years English Program
IED-E2 Senior Years Technology program.pdf
IED-E2 - Senior Years Technology Program
IED-E3 Senior years French Immersion Program.pdf
IED-E3 Senior Years French Immersion Program
IEE - Risk Management for Out-of-Class Physical Activity Grades 9 to 12 Physical Education/Health Education
IEE-R Risk Management for Out-of-Class Physcial Activity Grades 9 to 12 Physcial Education/Health Education
IEE-E1 Grade 11 and 12 Phys Ed_Health Ed Out-of-School Agreement.pdf
IEE-E1 Grade 11 & 12 Phys. Ed/Health Ed Out-of-School Agreement
IEE-E2 Grade 11 and 12 Phys Ed_Health Ed Out-of-School Agreement.pdf
IEE-E2 Grade 11 and 12 Phys. Ed/Health Ed Out-of-School Agreement
IEE-E3 Grade 11 and 12 Phys Ed_Health Ed Out-of-School Agreement.pdf
IEE-E3 - Grade 11 and 12 Phys. Ed/Health Ed Out-of-School Agreement
IEE-E4 Grade 11 and 12 Phys Ed_Health Ed Out-of-School Agreement.pdf
IEE-E4 - Grade 11 & 12 Phys. Ed/Health Ed Out-of-School Agreement
IEF - French Language Programs
IEG - Challenging for Senior Years Course Credits
IEG-E1 Parent_Guardian Approval Form.pdf
IEG-E1 - Parent/Guardian Approval Form Notice of Intent to Challenge for Credit
IEG-E2 Challenge for Credit Option for a Course Credit.pdf
IEG-E2 - Challenge for Credit Option for a Course Credit Letter of Agreement Between the Student and the School
IEH - Credit for Community Service (A Student Initiated Project - SIP)
IEH-E1 Credit for Community - A Student Initiated Project (SIP) Approval Form.pdf
IEH-E1 - Credit for Community - A Student Initiated Project (SIP) Approval Form
IEH-E2 Community Service Student-Initiated Project (SIP) Approval Form.pdf
IEH-E2 - Community Service - Student Initiated Project (SIP) Approval Form
IEI - Substitution of Credits in Unusual Situations
IEI-E Substitution of Credits.pdf
IEI-E - Substitution of Credits
IF - Curriculum Development and Implementation
IFB - New Course Implementation (SIC and SIP)
IFB-R1 - School Initiated Course (SIC)
IFB-R2 - School Initiated Project (SIP)
IFB-E1 School-Initiated Course Registration Form.pdf
IFB -E1 - School-Initiated Course Registration Form
IFB-E2 Student Initiated Project Application.pdf
IFB-E2 - Student Initiated Project - Application
IFB-E3 Student Initiated Project Contract.pdf
IFB-E3 - Student Initiated Project Contract
IFB-E4 School-Initiated Project Registration Form.pdf
IFB-E4 - School Initiated Project Registration Form
IFC - Pilot Projects
IFD - Programs for Students with Special Needs
IFD-E - Special Education Delivery Model
IFE - Talented and Gifted Programs
IFE-R - Talented and Gifted Programs
IFF - Individual Education Plans
IFG - Home Schooling Instruction
IFH - Summer Schools
IFI - Field Trips
IFI-R - Field Trips
IFI-E Special and International Trip Request.pdf
IFI-E - Special and International Field Trip Request
IFJ - Distance Education Courses
IFJ-E Distance Education - Application for Reimbursement of Tuition Fees.pdf
IFJ-E - Distance Education - Application for Reimbursement of Tuition Fees
IFL - Course Fees for Pupils Who Have Completed a High School Diploma Plus Four Additional Approved Courses
IFM - Private Music Instruction
IFN - Instrumental Music Program
IFN-E Music Instrument Rental Agreement.pdf
IFN-E - Musical Instrument Rental Agreement
IFO - Physical Education/Health Education
IFO-R - Physical Education
IG - Book and Audio Visual Selection
IGA - Internet Access/Acceptable use of Electronic Technology
IGA-E - Acceptable Use Agreement.pdf
IGA-E - Acceptable Use Agreement
IGB - Portage Educational Resource Centre(PERC)
IGC - Community Resource Persons
IGC-R - Community Resource Persons - Sensitive Issues Guidelines
IGD - Guidelines for Presenting Sensitive Issues to Students
IGE - School Volunteers
IGE-E - School Volunteer Registration.pdf
IGE-E - School Volunteer Registration
IH - Student Learning Assessment
IHA - Early Identification
IHR-R - Student Learning Assessment
IHB - Exams/Exemptions - Junior High School
IHC - Progress Reports to Students/Parents/Guardians
IHD - Student Placement - Promotion and Retention of Students
IHE - Alternative Learning Options - High School
IHF - English as an Additional Language (EAL)
II - Religious Exercises
II-E - Guidelines

SECTION I: INSTRUCTIONAL PROGRAM

IA - Instructional Goals

SECTION I: INSTRUCTIONAL PROGRAM

File IA

INSTRUCTIONAL GOALS

These goals are endorsed by the Board of Trustees as being relevant for students of all ages. As students and teachers strive toward their achievement, it is recognized that students differ in their rate of physical, emotional, and social growth, and in their needs and abilities.

The stated goals are not in an order of priority. They are interrelated, and no one goal stands in isolation from the others.

To ensure that students achieve the curricular outcomes of the Manitoba Education programs of studies to the maximum of their individual potential.
To develop a student’s ability to think critically, problem solve, reason, and process information constructively and creatively.
To help a student gain a feeling of self-worth by gaining confidence, developing self-respect and feeling pride in personal accomplishments.
To develop in students an attitude of respect and co-operation toward people with whom they work and live, and toward people of different race, creed, and culture.
To arouse students’ curiosity and develop life-long learners who will become responsible citizens who are contributing members of a global society.
To develop technology skills including locating, collecting, assessing, analyzing, and applying information from various electronic sources, and to develop ethical and responsible use of electronic devices and media.
To develop in students those moral attitudes and values considered by our society as being consistent with good character, including social responsibility and social justice.
To develop the knowledge, skills, and attitudes that will lead to physically active and healthy lifestyles for all students.
To develop in students an appreciation of and respect for our democratic system.
To develop within students respect for and appreciation of the maintenance, protection, and improvement of the natural environment.

IB - Academic Freedom

SECTION I: INSTRUCTIONAL PROGRAM

File IB

ACADEMIC FREEDOM

The Portage la Prairie School Division shall uphold the principle of academic freedom of the program content, within the bounds established by Manitoba Education and the Board of Trustees of the Portage la Prairie School Division.

IC - School Year and Calendar

SECTION I: INSTRUCTIONAL PROGRAM

File IC

SCHOOL YEAR AND CALENDAR

The "school year" means the period beginning July 1 and ending "on June 30 of next year."

There must be approximately 200 school days in a school year as specified by regulations. The Board is to determine the opening and closing dates of schools and the general schedule of operation for the school year and for any term, semesters, or other period of the school year.

"The school year is to be divided into:

two terms,

one beginning no earlier than the day after Labour Day and ending on December 31, and
one beginning no earlier than January 3 and ending on June 30;

two semesters,

one beginning no earlier than the day after Labour Day and ending on January 31, and
one beginning on or no earlier than February 1 and ending on June 30; or

any other periods that the School Board, with the approval of the Minister, may determine." [M.R. 101/95(2)]

On or before May 1 in each year, the Board must notify the Minister and publish information for parents and pupils about the opening and closing dates of schools for the next school year.

The following days are to be holidays in all schools:

New Year’s Day;
Louis Riel Day (the third Monday in February);
Good Friday;
Victoria Day;
Thanksgiving Day;
Remembrance Day (when it falls on a weekday);
Boxing Day (the day after Christmas Day);
any other day designated as a holiday by the Minister. (PSA 78)

[M.R. 101/95, 6(1)]

For all schools there must be:

a Christmas vacation that begins not later than December 23, or an earlier day that the School Board may determine, and extends to January 2 inclusive, or a later day that the School Board may determine;
a spring vacation consisting of the week beginning on the last Monday in March.

[M.R. 101/95, (7)]

The number of days set aside in each school year for Teacher in-service, parent-Teacher conferences, Administration and pupil evaluation in Kindergarten through grade 12 must not exceed ten days, of which at least five must be used for Teacher in-service.

[M.R. 101/95, 8(1)]

These days provide Teachers and Principals with opportunities for professional development and assessment as well as time to evaluate new courses and changes in methodology. Also, they can be used for parent-Teacher conferences to improve communication with parents, for administration purposes to plan and develop changes and improvements for the school system and for student evaluation.

As the Board believes that these days contribute to the overall effectiveness of the School Division, it authorizes the Superintendent to utilize up to ten teaching days during each school year, at which time the schools will be closed to students, for the purpose of staff professional development, parent-Teacher conferences, administration, and pupil evaluation.

The Superintendent shall inform the Board in advance of the dates which will be used for such purposes.

Parents and Bus Drivers and bus contractors shall be informed in advance of the dates schools will be closed and the reasons for closure.

ICA - School Day

SECTION I: INSTRUCTIONAL PROGRAM

File ICA

SCHOOL DAY

"The instructional day in a school must be not less than five and one half (5 ½) hours including recesses but not including the midday intermission, unless the Minister gives specific written approval of other arrangements."

The School Board may, by resolution recorded in its minutes, determine the hours of opening and closing of the school day and, subject to this section, the time and duration of the midday intermission and recesses.

Pupils in grades Kindergarten through grade 6 must be given a midday intermission of at least forty-five (45) minutes and not more than one and one-half (1 ½) hours.

Pupils in grades Kindergarten through grade 4 must be given a recess of a least ten (10) minutes and not more than fifteen (15) minutes each morning and afternoon.

Pupils in grades other than Kindergarten through grade 4 may, at the discretion of the School Board, be given a recess of at least ten (10) minutes and not more than fifteen (15) minutes each morning and afternoon.

If the instructional day is less than five and one-half (5 ½) hours because students have been dismissed for a staff meeting or a Professional Development activity, the lost time must be:

deducted from the ten (10) days set aside for Teacher in-service and related matters; or
added to one or more instructional days that is extended beyond five and one-half (5 ½) hours." (M.R. 101/95)

ICB - Adjusted School Day or School Year

SECTION I: INSTRUCTIONAL PROGRAM

File ICB

ADJUSTED SCHOOL DAY OR SCHOOL YEAR

The School Board may, with the consent of the Minister and subject to any conditions the Minister may impose, operate one or more schools, or offer courses in a school, in terms, semesters, or other periods and at hours different than those set out in the M.R. 101/95.

[M.R. 101/95, (9)]

ID - Divisional Organization of Instruction

SECTION I: INSTRUCTIONAL PROGRAM

File ID

DIVISIONAL ORGANIZATION OF INSTRUCTION

The Portage la Prairie School Division operates schools in the following pattern as to programs offered and grade levels.

School	Program(s)	Levels
Ecole Arthur Meighen School 201 River Rd. Portage la Prairie, MB R1N 3W2 Telephone: 857-3405 Fax: 239-5943	Dual Track: English French Immersion	Grades 5-8
Ecole Crescentview School 751 Crescent Road. E. Portage la Prairie, MB R1N 0Y2 Telephone: 857-3475 Fax: 239-5930	Dual Track: English French Immersion	Grades K - 4
Fort la Reine School 36 13^th St. N.W. Portage la Prairie, MB R1N 2T5 Phone: 857-7687 Fax: 239-5740	English	Grades K - 6
La Verendrye School 500 7^th Ave. N.W. Portage la Prairie, MB R1N 0A5 Phone: 857-3478 Fax: 239-5927	English Metals (7 & 8)	Grades K - 8
North Memorial School 410 6^th Ave. N.E. Portage la Prairie, MB R1N 0B4 Phone: 857-4564 Fax: 239-5964	English	Grades K - 6
Oakville School P.O. Box 130 Oakville, MB R0H 0Y0 Telephone: 267-2733 Fax: 267-2603	English	Grades K - 8

School	Program(s)	Levels
Portage Collegiate Institute 65 3^rd St. S.W. Portage la Prairie, MB R1N 2B6 Phone: 857-6843 Fax: 239-5905	English French Immersion Pre-Employment Hairstyling Building Construction Trades Parenting Adolescents Continuing their Education Auto Mechanics Senior Life Skills Business Education Extended Studies Program	Grades 9 - 12
Yellowquill School P.O. Box 1000, 3000 Cres. Rd. W. Portage la Prairie, MB R1N 3C4 Phone: 857-8714 Fax: 239-5906	English Graphic Arts (7 & 8)	Grades K - 8
Hutterian Schools c/o: Hutterian Schools Supervisor 65 3^rd St. S.W. Portage la Prairie, MB R1N 2B6 Phone: 857-6843 ext: 11080 Fax: 857-6080 Brantwood Brennan Good Hope Ingleside Norquay Northern Breeze Sommerfeld Sunnyside Westroc Woodland	English

IE - Basic Instructional Program

SECTION I: INSTRUCTIONAL PROGRAM

File IE

BASIC INSTRUCTIONAL PROGRAM

The Board recognizes and supports the development in students of sound curricular outcomes as specified by the Manitoba Education programs of studies.

The Board further supports the elements to be integrated into the curriculum as identified in Renewing Education: New Directions, A Foundation for Excellence, (1995), and especially the four foundation skills areas of literacy and communication, problem solving, human relations, and technology. It includes the updates and changes to the program, issued by Manitoba Education.

IEA - Nursery School

SECTION I: INSTRUCTIONAL PROGRAM

File IEA

NURSERY SCHOOL

Space

The Portage la Prairie School Division may provide space for a Nursery program when:

a request has been made by the parents to the Board of Trustees;
there is sufficient space in the school;
the Principal supports the provision of the requested program.

Transportation

Transportation for students enrolled in any Nursery program will be the responsibility of the parents/guardians. See also: DO

IEB - Kindergarten Programs

SECTION I: INSTRUCTIONAL PROGRAM

File IEB

KINDERGARTEN PROGRAMS

Eligibility

Children who have attained the age of five years by December 31 may enroll in the fall term Kindergarten program. The presentation of a birth certificate, or other satisfactory proof of age, shall be required of each child at the time of registration.

Registration and orientation for the fall term Kindergarten program will be conducted at the schools during the spring term at a time established by the Superintendent. Registrations will be accepted at the Board Office during the summer vacation.

Efforts are to be made to maintain reasonable class sizes. In the event that enrollment levels and/or class make-up are a concern, the Principal may make application to the Superintendent for the services of a Teacher Assistant.

Instruction

The Kindergarten program shall operate, where possible, for a minimum of two hours daily until the Christmas vacation and a minimum of two and one half (2 ½) hours daily thereafter until the end of June.

An all-day alternate-day Kindergarten program will be offered for the convenience of rural families with transportation problems that interfere with the regular attendance of children at Kindergarten. The alternate-day program will operate during normal school hours.

See also: Guidelines for Early Transition to School for Children with Special Needs - September 2002 [PSA 48(1) (a), 259]

IEB-E Student Registration.pdf

IEB-E - Student Registration

SECTION I: INSTRUCTIONAL PROGRAM

IEC - Scheduling for Instruction - Course Loads and Subject Area Time Allotments Grades 1 to 8

SECTION I: INSTRUCTIONAL PROGRAM

File IEC

SCHEDULING FOR INSTRUCTION - COURSE LOADS AND

SUBJECT AREA TIME ALLOTMENTS

GRADES 1 TO 8

The Board of Trustees believes that the learning objectives and expectations outlined in Renewing Education: New Directions, A Foundation for Excellence, and in provincial curriculum programs, should serve as the principal guides in the determination of appropriate time allotments and course loads. Local level needs and priorities may alter these somewhat.

The Board also supports the development of school timetables and student schedules that facilitate:

	teaching/learning techniques that support concepts of quality;
	attention to resource-based learning, research, and independent study;
	attention to mastery and outcomes relevant to the program, course, and grade level.

Administrative staff are encouraged to incorporate opportunities such as work experience, job shadowing, school/business/government partnerships, independent study, etc. into student schedules.

The goal of each school’s master timetable is to provide students with high quality teaching and learning opportunities.

Provincial guidelines recommend the approximate time allocations as shown below. They also indicate that an integrated approach to program delivery would result in some overlap among compulsory and optional areas.

GRADES 1- 8 RECOMMENDED TIME ALLOTMENTS

ENGLISH PROGRAM GRADES 1 - 8

Subject Areas	1 - 6	7 - 8
Compulsory
Language Arts (English)	35%	27%
Mathematics	15%	17%
Sciences	10%	13%
Social Studies	10%	13%
Physical Education	11%	9%
Arts	10%	8%
Optional: e.g. basic French, other languages, Native Studies, etc.	9%	13%
Total	100%	100%

FRENCH IMMERSION PROGRAM GRADES 1 - 8 *

Subject Areas	1 - 6	7 - 8
Compulsory
Language Arts (English)	20%	14%
Francais	15%	13%
Mathematics	15%	17%
Science	10%	14%
Science humaines	10%	13%
Éducation physique et education à la santé	11%	9%
Arts	10%	8%
Optional: e.g. formation personnelle, etc.	9%	13%
Total	100%	100%

* Bilingual Heritage Language Instruction: (The time allotments specified for the French Immersion Program also apply to Bilingual Heritage Language Instruction. Time allotments for English Language Arts will be the same as the English allotment in the table. The time allotment identified for Français will be used for Language Arts instruction in the heritage language. Mathematics and Science will be instructed in English; the other subjects will be taught in the heritage language (following the Policy for Heritage Language Instruction).

IED - Course Loads and Graduation Credit Requirements: Grades 9 - 12

SECTION I: INSTRUCTIONAL PROGRAM

File IED

COURSE LOADS AND GRADUATION CREDIT REQUIREMENTS: GRADES 9 - 12

High School Course Offerings

Every attempt will be made to offer regular instruction in each compulsory subject. Low enrollments may necessitate:

	combining courses;
	offering courses on alternate years/semesters;
	utilizing correspondence courses and distance education courses;

Optional Subjects

In the event that optional course enrollment trends indicate an insufficient number of students enrolled to justify the continuation of certain courses, the following procedure will be followed:

Students and parents will be advised, if practical, at the Grade 8 level, of courses that may be discontinued.
Alternatives, as outlined above will be considered.
The discontinuation of courses may take place at any level if the number of students enrolled does not justify its continuation.
Generally, enrollments of less than 18 students (except in such courses as Home Economics, Industrial Arts, and Vocational Industrial) will be considered insufficient to justify offering courses at Grade 9 and 10. Courses at Grade 11 and 12 will be subject to review and possible discontinuation if the enrollment drops below 15 and 12 respectively. Each course is to be considered on its own merit with consideration given to enrollment trends, average class sizes, and staff availability.

A list of courses meeting the requirements of this policy will be presented to the Board annually during September.

Background Information

Previously, the Department had changed the Senior Years graduation requirements based on consultations throughout Manitoba. While changes had been made, the required credits (15) remained but were known as compulsory credits. The other 13 credits known as optional credits, could be taken from a wider range of course choices.

Those changes were explained in detail in the report Increasing Choice and Flexibility: Changes to Senior Years Graduation Requirements (March 2001), and the Status Report (June 2002).

The following changes were based on the consultation results and remain in effect:

Categories of Credits

The number of categories was changed from four to two: compulsory and optional. This change makes graduation requirements easier to understand and gives students more choices.

Locally Developed Curricula

More opportunity is provided for School Initiated Courses (SICs) and Student Initiated Projects (SIPs), including sharing of such courses across the province. Students can select a maximum of 11 SICs and three SIPs across their Senior Years. Schools are encouraged to consult with parents and other community members about their SIC and SIP school offerings. See also IFB

Distance Learning Courses

It is possible for students to take courses delivered from outside the province and use these as compulsory or optional credits. They no longer require a SIC submission. Reporting student marks for provincial distance online courses based on Manitoba’s curricular outcomes will use the same Subject Table Handbook course code as courses based on Manitoba’s print curricula. Out-of-province distance learning courses (print and online) have a new category of course codes in the Subject Table Handbook. Refer to: Distance Learning: A Policy Handbook for Schools/Divisions/Districts (2002) and Suggested Courses: A Supplement to Distance Learning: A Policy Handbook for Schools/Divisions/Districts (2002).

See also: IFO

IEE-R Risk Management for Out-of-Class Physcial Activity Grades 9 to 12 Physcial Education/Health Education

SECTION I: INSTRUCTIONAL PROGRAM

File IEE-R

RISK MANAGEMENT FOR OUT-OF-CLASS PHYSICAL ACTIVITY

GRADES 9 TO 12 PHYSICAL EDUCATION/HEALTH EDUCATION

Definitions

The following are defined, to ensure clarity and understanding.

	Core-component represents the learning outcomes that must be delivered through the IN-class time.
	Flexible delivery component represents learning outcomes that can be delivered through the IN-class and/or OUT-of-class time.
	Health-related fitness components include cardiovascular endurance, muscular strength, muscular endurance, and flexibility.
	IN refers to IN-class instructional time that is Teacher-directed and based on learning outcomes from the curriculum. This class time is timetabled as part of the instructional day and students are required to attend.
	Moderate activities are physical activities that cause breathing and heart rate to increase. People engaging in moderate activities can hear themselves breathe but they can still talk. Examples of moderate activities include brisk walking, bicycling (less than 15 km/hour), skateboarding, shooting baskets, and curling.
	OUT refers to OUT-of-class time that is student-directed and based on learning outcomes from the curriculum that promote participation in physical activity. The OUT-of-class delivery option will require Teacher/parent/guardian sign-off. The OUT-of-class time may include physical activities that occur

	in school with Teacher supervision (e.g., intramurals, interschool sports, fitness workouts) but not during instructional class time
	outside of the school or off school property, and without direct supervision by a certified Teacher or other person employed by or under contract with the School Division

	Physical activity means all forms of large-muscle movement, including sports, dance, games, walking, and exercise for fitness and physical well-being. It may also include physical therapy or mobility training for students with special needs.
	Physical activity practicum is programming that students choose with Teacher guidance to address health-related fitness components over a period of time with a primary emphasis on cardiovascular-respiratory endurance. Eligible practicum physical activities, particularly for the student-directed OUT-of-class time, must

	contain a minimum of 55 hours of moderate to vigorous physical activity that contributes to cardio-respiratory endurance (heart, lungs, circulatory system) plus one or more of the health-related fitness components (muscular strength, muscular endurance, and flexibility)
	be safe, ethical, and age/developmentally appropriate
	address risk management measures based on Safety Guidelines for Physical Activity in Manitoba Schools and YouthSafe Manitoba: School Field Trip Guide, and require special parental permission.

	Pre- and Post-Sign-off refers to the sign-off process required for the student-directed option prior to implementing the physical activity practicum and upon its completion. This process involves Teachers, students, parents/guardians, and/or supervising adult(s). The purpose of the Pre-Sign-off Form is to ensure the student/parent/guardian has chosen physical activity that is safe and appropriate to meet the learning outcomes. The purpose of the Post-Sign-off Form is to provide the documentation or evidence that the student met the requirements of the physical activity practicum.
	Student directed refers to the time when the student takes responsibility for achieving the learning outcomes through a physical activity practicum approved by the parent/guardian and Teacher. Time spent engaging in physical activity as part of employment for remuneration does not qualify.
	Teacher-directed refers to the scheduled instructional time organized and taught by a certified Teacher.
	Vigorous activities are physical activities that cause breathing and heart rate to increase to a higher level whereby it would be difficult to talk. Examples include jogging, swimming, walking briskly, jumping jacks, sports that involve running, tobogganing, shoveling snow, and walking through deep snow.

PROCEDURE

Schools will provide students and parents/guardians with the safety information associated with each student’s chosen physical activities for the OUT-of-class component of Grade 9 to 12 PE/HE as contained in Manitoba Education’s OUT-of-Class Safety Handbook.
Unless otherwise prohibited by the School Board, physical activities chosen for the OUT-of-class component of PE.HE courses must be selected from the list supplied in the OUT-of-Class Safety Handbook. Any activities not included and dissimilar from any in this activity list will need to be approved by the PE/HE Teacher unless the activity is considering high risk (i.e., Risk Factor Rating of 4 according to the resource). For these higher-risk activities inclusion for the OUT-of-class component will require School Board approval. Recommended safety guidelines for these new activities will need to be developed prior to parental approval.
The Board will consider recommendations from the schools’ Physical Education staff, school-based Administration and the Superintendent’s department in determining their approval.
The PE/HE teacher will guide the student in developing a Personal Physical Activity Plan (school based) for the OUT-of-class component, and will sign the plan as an indication to the student and parent/guardian that it has been accepted.

The parent/guardian and student (or only the student if 18 years and older) will sign off on the plan via the Parent Declaration and Consent & Student Declaration Form (IEG-E1) (or Student Declaration Form (IEG-E2) for students 18 years and older), giving the parent/ guardian’s consent to the student’s choice of activities indicated in her or his Personal Physical Activity Plan, acknowledging receipt of the recommended safety guidelines for these activities, and accepting responsibility for monitoring the student’s safety in OUT-of-class activities.

The student will submit the signed consent/declaration form to the PE/HE Teacher.

If the student wants to choose other physical activities that are not part of the original Personal Physical Activity Plan for the OUT-of-class component of this course, the student must have these new physical activities accepted by the PE/HE Teacher, obtain the recommended safety guidelines for these new physical activities, and receive the parent’s consent (students under 18 years) via the Parent Declaration and Consent & Student Declaration Form for new activities (IEG-E3) (students 18 years or older must complete the Student Declaration Form for new activities) (IEG-E4).

The PE/HE Teacher will be assigned time to meet with the student on a regular basis for managing and evaluating progress for the OUT-of-class component of the course.

When students participate in these out of school activities, School Division personnel will not inspect the facilities or equipment to be used by students for non-school–based physical activities, nor will school personnel be present or in any way involved in supervising students, nor will they be available to ensure students receive appropriate instruction.

The parent/guardian (or student 18 years and older) will be responsible for ensuring that the facilities, equipment, and the level of instruction and/or supervision for the non-school–based physical activities, which the student has chosen for the OUT-of-class component of the PE/HE course, meet the appropriate safety standards recommended in the OUT-of-Class Safety Handbook. If the parent (or student 18 years and older) does not consent to this responsibility, the student will be responsible for completing the requirements for the OUT-of-class component through participation in existing school-based activities.

For all school-based physical activities, the School Division will ensure that facilities, equipment, and the level of instruction and/or supervision meet the safety standards recommended in the documents Safety Guidelines for Physical Activity in Manitoba Schools, YouthSafe Manitoba: School Field Trip Resource, and OUT-of-Class Safety Handbook, as per divisional policy.

Risk Factor Rating Scale

RFR	Level of safety concerns; recommended instruction and supervision	Examples
1	There are few safety concerns for this physical activity; little or no qualified instruction or adult supervision required.	Walking Stretching
2	There are some safety concerns for this physical activity; qualified instruction is recommended; little or no adult supervision is required.	Racquetball Ice skating
3	There are several safety concerns for this physical activity; qualified instruction is required; adult supervision is recommended.	Snowboarding Field Hockey
4	There is a high level of safety concerns for this physical activity; qualified instruction and adult supervision is required.	Swimming Karate

IEE-E1 Grade 11 and 12 Phys Ed_Health Ed Out-of-School Agreement.pdf

IEE-E1 Grade 11 & 12 Phys. Ed/Health Ed Out-of-School Agreement

SECTION I: INSTRUCTIONAL PROGRAM

File IEE-E1

GRADE 11 & 12 PHYS. ED/HEALTH ED. OUT-OF-SCHOOL AGREEMENT

NAME OF SCHOOL: _______________________________________________

A student who is under the age of 18

must have this form completed to obtain credit for participation in OUT-of-class physical activities as part of the Physical Education/Health Education (PE/HE) credit for Grades 9 to 12. Please return the completed form to the PE/HE Teacher.

Parent Declaration:

I understand that all the physical activities my child has chosen for the OUT-of-class component of this course have been accepted by the PE/HE teacher as indicated on my child’s Personal Physical Activity Plan (attached).

I understand that there is a risk of injury associated with all types of physical activity. I have reviewed the recommended safety guidelines for the physical activities chosen by my child and have discussed them with my child.

I understand that the recommended safety guidelines are believed to reflect best practice and are considered minimum standards for physical activity in an organized or formal setting. They may, however, not apply to all situations (e.g., home-based, recreational, or modified activities), and more stringent safety standards may be applied by instructors/coaches/program leaders of OUT-of-class physical activities in organized programs.

I am aware that school staff will not inspect the facilities or equipment to be used by my child for the non-school-based physical activities he/she has chosen for the OUT-of-class component of this course. I am also aware that I will therefore be responsible for ensuring, to the extent reasonably possible, that these facilities or equipment meet the recommended safety standards for the non-school-based physical activities he/she has chosen for this course. This may include investigating for evidence of general liability coverage.

Page 1 of 3

File IEE-E1

	I am aware that the school staff will not be present or in any way involved in supervising my child while he/she participates in the non-school-based physical activities he/she has chosen for the OUT-of-class component of this course. I am also aware that I will therefore be responsible for ensuring, to the extent reasonably possible, that while participating in non-school-based physical activities my child receives the appropriate level of instruction and/or supervision for his/her chosen activities. This may include investigating for evidence of general liability coverage and requirements for personnel to undergo criminal record and child abuse registry checks.
	I will encourage my child to abide by the recommended safety guidelines for the physical activities he/she has chosen for the OUT-of-class component of this course, and to abide by any other more stringent safety standards imposed by his/her instructors, coaches, or program leaders while he/she is participating in his/her chosen physical activities for the OUT-of-class component of this course. This is to ensure, to the extent reasonably possible, that no one is injured and no property is damaged or lost as a result of my child’s participation in the OUT-of-class component of this course.
	I understand that I will be responsible for paying for any and all fees that may result from my child’s participation in physical activities for the OUT-of-class component of this course.
	I understand that if my child wants to choose other physical activities for inclusion in the OUT-of-class component of this course, and these activities are not part of the attached Personal Physical Activity Plan, prior to participation my child must

	have these new physical activities accepted by the PE/HE Teacher
	obtain the recommended safety guidelines for these new physical activities, and
	receive my consent to participate in the new physical activities

Parent Consent:

Having considered my child’s mental and physical condition, and the risks and suitability to him/her of the physical activities he/she has chosen for the OUT-of-class component of this course, I consent to my child participating in his/her chosen physical activities.

I have read, understand, and agree with the above statements.

_________________________________________________________________
Parent Signature (if student is under 18 years of age)	Date

Page 2 of 3

File IEE-E1

Student Declaration:

I am aware of the recommended safety guidelines for the physical activities that I have chosen for the OUT-of-class component of this course.

While participating, I will abide by the recommended safety guidelines that are appropriate to the nature of the activity (e.g., recreation versus competition). When applicable, I will also abide by any other more stringent safety standards imposed by my instructors, coaches, or program leaders.

I will ensure, to the extent reasonably possible, that no one is injured and no property is damaged or lost as a result of my participation in my chosen physical activities for the OUT-of-class component of this course.

I understand that if I want to choose other physical activities that are not part of the attached Personal Physical Activity Plan for inclusion in the OUT-of-class component of this course, prior to participation, I must

	have these new physical activities accepted by the PE/HE Teacher
	obtain the recommended safety guidelines for these new physical activities, and
	receive my parent’s consent to participate in these new physical activities

I have read, understand, and agree with the above statements:

___________________________	__________________________		________
Student’s Legal Last Name	First Name		Middle Initial
___________________________________________________		________________
Student Signature (if student is under 18 years of age) Date

Page 3 of 3

IEE-E2 Grade 11 and 12 Phys Ed_Health Ed Out-of-School Agreement.pdf

IEE-E2 Grade 11 and 12 Phys. Ed/Health Ed Out-of-School Agreement

SECTION I: INSTRUCTIONAL PROGRAM

File IEE-E2

GRADE 11 & 12 PHYS. ED/HEALTH ED. OUT-OF-SCHOOL AGREEMENT

NAME OF SCHOOL:

____________________________________

A student who is 18 years of age or older

must complete this form to obtain credit for participation in OUT-of-class physical activities as part of the Physical Education/Health Education (PE/HE) credit for Grades 9 to 12. Please return the completed form to the teacher of this course.

Student Declaration

I understand that all the physical activities I have chosen for the OUT-of-class component of this course have been accepted by the PE/HE teacher as indicated on my Personal Physical Activity Plan (attached).

I understand that there is a risk of injury associated with all types of physical activity. I have reviewed the recommended safety guidelines for the physical activities I have chosen.

I am aware that school staff will not inspect the facilities or equipment I will be using for the non-school–based physical activitiesI have chosen for the OUT-of-class component of this course. I am also aware that I will therefore be responsible for ensuring, to the extent reasonably possible, that these facilities and equipment meet the recommended safety standards for the non-school–based physical activities I have chosen for this course. This may include investigating for evidence of general liability coverage.

I am aware that the school staff will not be present or in any way involved in supervising me while I participate in the non-school–based physical activities I have chosen for the OUT-of-class component of this course. I am also aware that I will therefore be responsible for ensuring, to the extent reasonably possible, that while participating in non-school–based physical activities I receive the appropriate level of instruction and/or supervision for my chosen activities. This may include investigating for evidence of general liability coverage and requirements for personnel to undergo criminal record and child abuse registry checks.

Page 2 of 2

File IEE-E2

	I am aware of the recommended safety guidelines for the physical activities that I have chosen for the OUT-of-class component of this course.
	While participating, I will abide by the recommended safety guidelines that are appropriate to the nature of the activity (e.g., recreation versus competition). When applicable, I will also abide by any other more stringent safety standards imposed by my instructors, coaches, or program leaders.
	I will ensure, to the extent reasonably possible, that no one is injured and no property is damaged or lost as a result of my participation in my chosen physical activities for the OUT-of-class component of this course.
	I understand that I will be responsible for any and all fees that may result from my participation in physical activities for the OUT-of-class component of this course.
	I understand that if I want to choose other physical activities that are not part of the attached Personal Physical Activity Plan for inclusion in the OUT-of-class component of this course, I must discuss changing my Personal Physical Activity Plan with my PE/HE teacher.
	I understand that my teacher must accept any additional physical activities chosen by me, and I will be required to complete a new declaration.
	I have considered my mental and physical condition, as well as the risks and suitability to me of the physical activities I have chosen for the OUT-of-class component of this course.

I have read, understand, and agree with the above statements:

________________________________	___________________________		________
Student’s Legal Last Name	First Name		Middle Initial
___________________________________________________		________________
Student Signature (if student is 18 years and older) Date

IEE-E3 Grade 11 and 12 Phys Ed_Health Ed Out-of-School Agreement.pdf

IEE-E3 - Grade 11 and 12 Phys. Ed/Health Ed Out-of-School Agreement

SECTION I: INSTRUCTIONAL PROGRAM

Page 1 of 3

File IEE-E3

GRADE 11 & 12 PHYS. ED/HEALTH ED. OUT-OF-SCHOOL AGREEMENT

PARENT DECLARATION AND CONSENT & STUDENT DECLARATION FORM FOR NEW ACTIVITIES (FOR STUDENTS UNDER 18 YEARS OF AGE)

NAME OF SCHOOL: __________________________________

A student who is under the age of 18

must have this form completed to obtain credit for participation in OUT-of-class physical activities as part of the Physical Education/Health Education (PE/HE) credit for Grades 9 to 12 when activity choices have been revised. Please return the completed form to the teacher of this course.

Parent Declaration:

	I understand that the new physical activities my child has chosen for the OUT-of-class component of this course have been accepted by the PE/HE Teacher as indicated on my child’s revised Personal Physical Activity Plan (attached).
	I have reviewed the recommended safety guidelines for the new physical activities chosen by my child and have discussed them with my child.
	I understand that the recommended safety guidelines are believed to reflect best practice and are considered minimum standards for physical activity in an organized or formal setting. They may, however, not apply to all situations (e.g., home-based, recreational, or modified activities), and more stringent safety standards may be applied by instructors/coaches/program leaders of OUT-of-class physical activities in organized programs.
	I am aware that school staff will not inspect the facilities or equipment to be used by my child for the non-school-based physical activities he/she has chosen for the OUT-of-class component of this course. I am also aware that I will therefore be responsible for ensuring, to the extent reasonably possible, that these facilities and equipment meet the recommended safety standards for the non-school-based physical activities he/she has chosen for this course. This may include investigating for evidence of general liability coverage.

Page 2 of 3

File IEE-E3

	I am aware that the school staff will not be present or in any way involved in supervising my child while he/she participates in the non-school-based physical activities he/she has chosen for the OUT-of-class component of this course. I am also aware that I will therefore be responsible for ensuring, to the extent reasonably possible, that while participating in non-school-based physical activities appropriate to his/her chosen activities.
	I will encourage my child to abide by the recommended safety guidelines that are appropriate for the new physical activities he/she has chosen for the OUT-of-class component of this course, and any other more stringent safety standards imposed by his/her instructors, coaches, or program leaders while he/she is participating in his/her chosen physical activities for the OUT-of-class component of this course. This is to ensure, to the extent reasonably possible, that no one is injured and no property is damaged or lost as a result of my child’s participation in the OUT-of-class component of this course.
	I understand that I will be responsible for paying for any and all fees that may result from my child’s participation in the new physical activities he/she has chosen for the OUT-of-class component of this course.

Parent Consent:

Having considered my child’s mental and physical condition, and the risks and suitability to him/her of the new physical activities he/she has chosen for the OUT-of-class component of this course, I consent to my child participating in his/her chosen physical activities.

I have read, understand, and agree with the above statements.

___________________________________________________ _________________
Parent Signature (if student is under 18 years of age)	Date

Page 3 of 3

File IEE-E3

Student Declaration:

	I am aware of the recommended safety guidelines for the physical activities that I have chosen for the OUT-of-class component of this course.
	While participating in these activities, I will abide by the recommended safety guidelines that are appropriate to the nature of the activity (e.g., recreation versus competition). When applicable, I will also abide by any other more stringent safety standards imposed by my instructors, coaches, or program leaders.
	I will ensure, to the extent reasonably possible, that no one is injured and no property is damaged or lost as a result of my participation in my chosen physical activities for the OUT-of-class component of this course.
	I understand that if I want to choose other physical activities that are not part of the attached revised Personal Physical Activity Plan for inclusion in the OUT-of-class component of this course, prior to participation I must

	have these new physical activities accepted by the PE/HE teacher
	obtain the recommended safety guidelines for these new physical activities, and
	receive my parent’s consent to participate in these new physical activities

I have read, understand, and agree with the above statements:

________________________________	___________________________		________
Student’s Legal Last Name	First Name		Middle Initial
___________________________________________________		________________
Student Signature (if student is under 18 years of age) Date

IEE-E4 Grade 11 and 12 Phys Ed_Health Ed Out-of-School Agreement.pdf

IEE-E4 - Grade 11 & 12 Phys. Ed/Health Ed Out-of-School Agreement

SECTION I: INSTRUCTIONAL PROGRAM

Page 1 of 2

File IEE-E4

GRADE 11 & 12 PHYS. ED/HEALTH ED. OUT-OF-SCHOOL AGREEMENT

PARENT DECLARATION FORM FOR NEW ACTIVITIES (FOR STUDENTS 18 YEARS OF AGE AND OLDER)

NAME OF SCHOOL: _________________________________

A student who is 18 years of age or older must complete this form to obtain credit for participation in OUT-of-class physical activities as part of the Physical Education/Health Education (PE/HE) credit for Grades 9 to 12 when activity choices have been revised. Please return the completed form to the teacher of this course.

Student Declaration

	I understand that the new physical activities I have chosen for the OUT-of-class component of this course have been accepted by the PE/HE teacher as indicated on my revised Personal Physical Activity Plan (attached).
	I have reviewed the recommended safety guidelines for the new physical activities I have chosen.
	I understand that the recommended safety guidelines are believed to reflect best practice and are considered minimum standards for physical activity in an organized or formal setting. They may, however, not apply to all situations (e.g., home-based, recreational, or modified activities), I may consider myself sufficiently trained and competent to adapt the guidelines. On the other hand, in the case of organized programs, instructors/coaches/program leaders of OUT-of-class physical activities may impose more stringent safety standards.
	I am aware that school staff will not inspect the facilities or equipment I will be using for the non-school–based physical activitiesI have chosen for the OUT-of-class component of this course. I am also aware that I will therefore be responsible for ensuring, to the extent reasonably possible, that these facilities and equipment meet the recommended safety standards for the non-school–based physical activities I have chosen for this course.

___________________________________________

9. For most activities, the recommended safety guidelines may be obtained from the teacher of this course or viewed online at the following website: (division or school URL where guidelines may be found). 10. Non-school–based activities are home-, community-, or independently based activities that are not directly organized by the school or school division, such as community sports, classes and clubs, and exercising at home.

Page 2 of 2

File IEE-E4

I am aware that the school staff will not be present or in any way involved in supervising me while I participate in the non-school–based physical activities I have chosen for the OUT-of-class component of this course. I will therefore be responsible for ensuring, to the extent reasonably possible, that while participating in non-school–based physical activities I receive the appropriate level of instruction and/or supervision for my chosen activities. This may include investigating for evidence of general liability coverage and requirements for personnel to undergo criminal record and child abuse registry checks.

	I am aware of the recommended safety guidelines for the physical activities that I have chosen for the OUT-of-class component of this course.
	While participating, I will abide by the recommended safety guidelines that are appropriate to the nature of the activity (e.g., recreation versus competition). When applicable, I will also abide by any other more stringent safety standards imposed by my instructors, coaches, or program leaders.
	I will ensure, to the extent reasonably possible, that no one is injured and no property is damaged or lost as a result of my participation in my chosen physical activities for the OUT-of-class component of this course.
	I understand that I will be responsible for any and all fees that may result from my participation in the new physical activities I have chosen for the OUT-of-class component of this course.
	I understand that if I want to choose other physical activities that are not part of the attached Personal Physical Activity Plan for the OUT-of-class component of this course, I must discuss changing my Personal Physical Activity Plan with my PE/HE teacher.
	I understand that my teacher must accept any additional physical activities chosen by me, and I will be required to complete a new declaration.
	I have considered my mental and physical condition, and the risks and suitability to me of the new physical activities I have chosen for the OUT-of-class component of this course.

I have read, understand, and agree with the above statements:

________________________________	___________________________		________
Student’s Legal Last Name	First Name		Middle Initial
___________________________________________________		________________
Student Signature (if student is 18 years and older) Date

IEF - French Language Programs

SECTION I: INSTRUCTIONAL PROGRAM

File IEF

FRENCH LANGUAGE PROGRAMS

Background Information

FRENCH IMMERSION

The French Immersion program was implemented at the Grade One level in September, 1980. The program was offered at Kindergarten to Grade Four as of September, 1983. The schedule for the continuation of the program was as follows:

September 1985 - K-5

September 1986 - K-6

September 1987 - K-7

September 1988 - K-8

September 1989 - K-9

The program was offered at Ecole Prince Charles School following the dual-track concept. The program offered at the elementary level (K-6) followed the subject time guidelines for Early Total Immersion provided by the Bureau de L’Education francaise (Manitoba Education):

	100% French in Kindergarten
	A minimum of 75% French in Grades 1-6, with the introduction of English Language Arts in Grade One, and formal French reading in Grade 2. Physical Education and Music instruction was offered in English as circumstances dictated.
	A minimum of 50% instruction in French in Grades 7, 8, and 9. Subjects offered in French were:

- Francais 22%

- Mathematics 12%

- Science 12%

- Social Studies 12%

Physical Education was to be offered in English or French as circumstances dictated.

To facilitate the linguistic goals of the Early Total Immersion program only a Kindergarten or Grade One point of entry was accepted. Students entering the program at later grade levels were expected to have equaled or surpassed the French Immersion experience gained by their counterparts already in the program in the School Division.

The maintenance of French linguistic skills were supported at the High School level by phasing in one Francais course annually at each level at Portage Collegiate Institute as follows:

- Grade 10 - September 1989

- Grade 11 - September 1990

- Grade 12 - September 1991

File IEF

The Division monitored the enrollment and level of interest in French Immersion courses at

the High School level and considered revisions to the course offerings on an annual basis.

Transportation to and from Ecole Prince Charles School and Portage Collegiate Institute

was the responsibility of the parents, other than for students who resided in rural areas of

the Division.

NON-IMMERSION FRENCH

Effective September 1, 1991, the Division offered the Basic French Nine Year Program, Grades 4 to 12, as set forth by the Bureau de l’Education francaise.

As of September, 1984, all Junior and Senior High Schools offered 240 minutes of French instructional time per six-day cycle at every grade level. Programs followed the linguistic guidelines set out by the Bureau de l’Education francaise, transitionally called Conversational French, and offered as an option at the grade 9-12 levels.

French programs were compulsory at all schools in the Division in Grades 4-8, with the exception of the Hutterian Schools. Program modifications for students with special needs were considered on an individual basis.

Current French Language Programs

FRENCH IMMERSION

The French Immersion program is now offered as follows:

	Ecole Crescentview School - Dual Track Grades K-4
	Ecole Arthur Meighen School - Dual Track Grades 5-8
	Portage Collegiate Institute - a Francais course at levels 9-12 and additional courses as situations dictate

NON-IMMERSION FRENCH

The Basic French program is offered as outlined above.

[PSA (79)]

IEG - Challenging for Senior Years Course Credits

SECTION I: INSTRUCTIONAL PROGRAM

File IEG

CHALLENGING FOR SENIOR YEARS COURSE CREDITS

Intent of the Challenge for Credit Option

The Portage la Prairie School Division recognizes that students may, in exceptional circumstances, have already acquired the knowledge, skills and aptitudes of a particular course. The Challenge for Credit Option provides a process for students to demonstrate that they have achieved learning outcomes as defined in the Manitoba curriculum for a directly related course. The requirements to earn a credit via challenge should be similar to the requirement to earn the credit through regular instruction; that is, the student should demonstrate that he/she can meet the curriculum learning outcomes in an appropriate way.

The Challenge for Credit Option is intended to serve particular needs such as:

students who, by virtue of special talents or private study, can be accelerated in particular subject areas;
students transferring into a Portage la Prairie School Division school from another jurisdiction outside Manitoba and whose placement in a subject/grade would be facilitated by such a provision;
students whose educational attendance has been interrupted through sickness or other reasons and who may be able to successfully challenge the learning outcomes of a particular subject area, in which they were previously unable to enrol;
students who were previously home schooled;
students who are considered exceptional achievers in a certain area;
students who can demonstrate that they have met course requirements through life experiences such as independent study, world of work, volunteer activities, and hobbies.

Guidelines

The Challenge for Credit Option may be used from Grade 9 to Grade 12.
Students who request the opportunity to challenge a course must be able to provide reasonable evidence that they have some likelihood of completing the challenge successfully. The Parent/Guardian Approval Form (IEG-E1) (IEG-E2) Letter of Agreement must be submitted by October 1 in the Fall Term, and by March 1 in the Spring Term.
Schools will determine the student’s readiness for the Challenge for Credit Option through consultation that includes the student, parent/guardian, and subject Teacher(s).

The school will assign the administration and evaluation for a course challenge to a certified Teacher who has taught the course.

The Division will provide the Challenge for Credit Option only for courses that are taught in the Division.

A school shall not charge registered students or their families a fee for administering course challenges.

In principle, there is no limit to the number of courses that a student may challenge. However, it is expected that only in exceptional circumstances would a student attempt to challenge multiple courses.

A student in Grade 9 or in Grade 12 who successfully completes a compulsory course challenge is expected to write provincial standards tests.

Only students who have not completed the course through previous enrolment should be eligible to challenge for credit. This means that a student who has successfully completed a course cannot use the Challenge for Credit Option to raise his/her mark. This also means that a student who has failed a course cannot use the Challenge for Credit Option to secure a pass.

A student who challenges the course, either successfully or unsuccessfully, may subsequently choose to take the course.

A student may attempt a particular course challenge only once. If the student is unsuccessful, but wants credit in the course or wishes to raise his/her marks, the student is required to take the course. Related documentation should be part of the student cumulative file.

The student must demonstrate, in an appropriate way, a knowledge of learning outcomes for the particular course being challenged for credit. A combination of assessment strategies and skill demonstration methods may be used.

A student who successfully demonstrates through the Challenge for Credit Option that he/she possesses the learning outcomes for the course will be awarded a final course mark and credit.

These guidelines do not apply to the Special Language Credit Option or the Private Music Option.

Schools with grade 9-12 students will communicate this policy to parents/guardians and students.

Increasing Choice and Flexibility: Changes to Senior Years Graduation Requirements -Status Report (June 2002)

IEG-E1 Parent_Guardian Approval Form.pdf

IEG-E1 - Parent/Guardian Approval Form Notice of Intent to Challenge for Credit

SECTION I: INSTRUCTIONAL PROGRAM

Page 1 of 2

File IEG-E1

PORTAGE LA PRAIRIE SCHOOL DIVISION

PARENT/GUARDIAN APPROVAL FORM

NOTICE OF INTENT TO CHALLENGE FOR CREDIT

This form must be submitted to the School Principal no later than October 1 in the Fall Term, and March 1 in the Spring Term.

I (We) have read and understood the attached policies and regulations regarding the Challenge for Credit Option. My (Our) son/daughter/ward is prepared to demonstrate his/her acquisition of the course learning outcomes for:

_________________________________________ at __________________________

(Name of course and grade level) (Date)

I (We) am/are aware that the Challenge for Credit Option will count for 100% of the final mark for the course he/she is challenging. (Provincial standards tests for the Grade 12 compulsory subject areas will account for 30% of the student’s final mark.)

Parent(s)/Guardian(s) Signature: ______________________________________________

Student Name (print): _______________________________________________________

Student Signature: _________________________________________________________

Course to be challenged: ____________________________________________________

Previous Courses taken in this subject area:

Course:	Teacher/School/Organization	Mark/Standing

The student will complete the information requested on the second page of this form.

To be completed by the student

Reasons for the challenge for credit request are:_____________________________

__________________________________________________________________

How will the course help you to fulfill your educational goals?____________________

__________________________________________________________________

What are your special interests and skills related to this course?_________________

__________________________________________________________________

How are you planning to demonstrate that you have already acquired the knowledge, skills, and attitudes of this particular course?____________________________________________________

__________________________________________________________________

IEG-E2 Challenge for Credit Option for a Course Credit.pdf

IEG-E2 - Challenge for Credit Option for a Course Credit Letter of Agreement Between the Student and the School

SECTION I: INSTRUCTIONAL PROGRAM

File IEG-E2

PORTAGE LA PRAIRIE SCHOOL DIVISION

Challenge for Credit Option for a Course Credit

Letter of Agreement Between the Student and the School

This letter of agreement has to be co-signed by the student, the parent(s)/guardian(s), and the

School Principal no later than October 1 in the Fall Term and March 1 in the Spring Term.

Student name in full:______________________________________________________

School: ________________________________ Grade Level: ____________________

Name(s) of Parent(s)/Guardian(s): ___________________________________________

I will be submitting the following as evidence that I am qualified to challenge for credits this

course:

(Please check)

	Letter(s) of recommendation from Teacher (s) familiar with the course learning outcomes.
	Letter(s) of recommendation from member(s) of the community
	A portfolio of relevant work
	Proof of successful relevant experience
	Proof of independent learning in a relevant area
	Sample of relevant work
	Proof of relevant prior learning from another educational jurisdiction
	Others

Student Signature: _________________________________ Date: __________________

Signature of parent/guardian: ________________________ Date: ___________________

For office use only:

Date application received: _____________________________________________

Date Challenge for Credit Option completed: _______________________________

Result: ____________________________________________________________

Signature of Principal:______________________________ Date: _____________

IEH - Credit for Community Service (A Student Initiated Project - SIP)

SECTION I: INSTRUCTIONAL PROGRAM

File IEH

CREDIT FOR COMMUNITY SERVICE (A STUDENT INITIATED PROJECT - SIP)

The Board recognizes that students can make a significant contribution to their community by volunteering for worthwhile causes or organizations. The civic skills, knowledge, and attitudes

obtained from such community service activity can increase a student’s self-esteem and maturity, and provide more awareness of the needs of others in the community.

Accordingly, a credit may be available to a student who participates in such activity in the senior years for graduation purposes. The granting of such credit will conform to the guidelines contained in the document: Increasing Choice and Flexibility: Changes to Senior Years Graduation Requirements Status Report (June 2002).

See: IEF-E1 - Parent Approval Form

IEF-E2 - Community Service SIP Approval Form

IEH-E1 Credit for Community - A Student Initiated Project (SIP) Approval Form.pdf

IEH-E1 - Credit for Community - A Student Initiated Project (SIP) Approval Form

SECTION I: INSTRUCTIONAL PROGRAM

File IEH-E1

CREDIT FOR COMMUNITY (A Student Initiated Project (SIP) Approval Form

I/We have discussed the Community Service Student-Initiated Program (SIP) Credit Option with my (our) son/daughter/ward and support my/our son’s/daughter’s/ward’s participation in this Credit Option in the following community service activity: _______________________________

I/We are aware:

	that participation by a student in a community service activity may, but will not necessarily, be recognized by the school for a senior years credit and that whether a credit will be recognized and the level of credit that will be recognized will be based on the civic skills, knowledge and attitudes that are obtained by the student in the activity, which will be evaluated by the school prior to the student’s participation and confirmed by the school following completion of the activity;
	that a maximum of one credit can be earned as a Community Service SIP Credit which can be used towards the 30 credits required for graduation;
	that participation by a student in a community service activity prior to his or her obtaining permission from the school to proceed with the activity cannot be applied towards a Community Service SIP Credit;
	that a community service activity will not be recognized for a Community Service SIP credit where the activity involves assisting immediate family members;
	that in order for a community service activity to be recognized for a Community Service SIP credit, no remuneration or honorarium can be accepted by the student;
	that court imposed community service cannot be used for the Community Service SIP credit;
	that participation by a student in a community service activity for a Community Service SIP credit is a private activity outside the regular school program.
	That a student who participates in a Community Service activity for a Community Service SIP credit option is not enrolled in a course nor is he or she performing work that is part of a course that is approved by Manitoba Education and is not engaging in a work education program or participating in a program conducted off the school premises under the authority of a school board;
	that in evaluating the community service activity prior to the commencement of the activity by the student, the school will evaluate only the civic skills and knowledge to be obtained by the student in the activity and will not evaluate the hazards that may be associated with the community services activity;
	that neither the school, the School Division nor Manitoba Education will be liable for any injury to the student or for any damage to or loss of property of the student caused by or in any way related to the student’s participation in a community service activity;

that a student and his or her parents/guardians bear the responsibility for the student’s safety. A student should discuss concerns about the nature of the community service activity with his or her parents/guardians and together, they should exercise discretion, be aware of safety issues and investigate the community together, they should exercise discretion, be aware of safety issues and investigate the community organization’s or group’s liability insurance coverage for volunteers before deciding that the student will participate in the community service activity;

that a student may withdraw from the community service activity at any time for any reason, including for the reason that the community service activity workplace conditions are not acceptable to the student or his or her parents/guardians.

I/We have read and understand the above information.

______________________________________ ___________________________

Signature of Parent(s)/Guardian(s) Date

______________________________________ ___________________________

Signature of Student Date

IEH-E2 Community Service Student-Initiated Project (SIP) Approval Form.pdf

IEH-E2 - Community Service - Student Initiated Project (SIP) Approval Form

SECTION I: INSTRUCTIONAL PROGRAM

File IEH-E2

Community Service Student-Initiated Project (SIP) Approval Form

The Community Service Student-Initiated Project (SIP) Credit Option enables students who make a contribution to their community by volunteering for worthwhile causes or organizations, to obtain credit for the civic skills, knowledge, and attitudes obtained in the volunteer activity.

The volunteering done by students participating in this SIP is not the responsibility of the school, School Division, or Manitoba Education but an opportunity made available to students to obtain credit for private activity -a process similar to obtaining credit for the Private Music Option where students provide documentation on their standing to the school following completion of the activity.

Student Information: (to be completed by the Student)

Student Name: ________________________________________________________________

School Attended: __________________________ School Address: ______________________

Telephone: _________________E-mail: _______________________ Fax: ________________

Community Organization/Group Name: ____________________________________________

Learning Outcomes Achieved: (to be completed by the Student)

Civic knowledge, skills, and attitudes obtained during this volunteering activity: _____________

_________________________________________________________________________

Remuneration (payment) is not permissible. I was paid ___/not paid ___ for the community service work.

Commencement date: ____________________ Completion date: _______________________

Number of Hours of Volunteer Time: (minimum 55hrs - .5 credit, minimum 110hrs - 1 credit) ___

Community Service Information: (to be completed by Community Service Organization/Group)

Contact Person Name (please print): ______________________________________________

Contact Person Signature Approval/Verification (signature): ____________________________

Address: ____________________________________________________________________

Telephone: ____________________ E-mail: ____________________ Fax: _______________

Credit Approval: (to be completed by School)

Community Service Credit Value: .5 or 1.0 Course Level: 11G 21G 31G 41G

(Circle one only) (Circle one only)

Signature of Parent/Guardian/Ward: ____________________________ Date: _____________

Signature of Student: ________________________________________ Date: _____________

Signature of School Contact Person: ____________________________ Date: _____________

IEI - Substitution of Credits in Unusual Situations

SECTION I: INSTRUCTIONAL PROGRAM

File IEI

SUBSTITUTION OF CREDITS IN UNUSUAL SITUATIONS

The Portage la Prairie School Division recognizes that, in some circumstances, flexibility may be warranted in order to promote the overall success of students in earning the required credits to attain a High School diploma.

In accordance with the guidelines delivery by Manitoba Education, a Principal may grant the substitution of up to two compulsory credits for any students in grades 9 to 12 where a strong case can be made for doing so. Use of substitution of credits is to be considered an exception that is to be utilized only when extenuating circumstances are present. A Principal must have the written approval of a parent/guardian (when the child is under 18 years of age) and must document the rationale and include it with the student’s records of marks.

IEI-E Substitution of Credits.pdf

IEI-E - Substitution of Credits

SECTION I: INSTRUCTIONAL PROGRAM

File IEI-E

Substitution of Credits

____________________________________________________________________________________________

In exceptional circumstances, and in discussion with parents, a school administrator may approve the substitution of a maximum of two credits toward high school graduation.

Please complete and submit this form at the time of current year marks submissions to the Professional Certification and Student Records Unit.

Student Information

(Please print)

________________________

MET Number

__________________________ _________________ _______________

(Last Name) (First Name) (Middle Initial)

The student completed the course(s) below			as substitution for these compulsory course(s)
Course Title	Grade Level	Course Code	Course Title	Grade Level	Course Code
1.
2.

Reason(s) for substitution(s):

1._______________________________________________________________________

2. ______________________________________________________________________

Authorization:

__________________________________________________ ___________________

School Name School Code

___________________________________________________ _______________________________ _____________________

Principal’s name Principal’s signature Date

Mail to: Fax to:

STUDENT RECORDS UNIT 1-204-773-2411

PO BOX 700

RUSSELL MB R0J 1W0

IF - Curriculum Development and Implementation

SECTION I: INSTRUCTIONAL PROGRAM

File IF

CURRICULUM DEVELOPMENT AND IMPLEMENTATION

The Board supports the concept of curriculum development and implementation including modifications, or improvements from within the Division when the development has been based on thorough research and planning, and conforms to provincial guidelines.

IFB - New Course Implementation (SIC and SIP)

SECTION I: INSTRUCTIONAL PROGRAM

File IFB

NEW COURSE IMPLEMENTATION (SIC AND SIP)

New courses from Manitoba Education as well as SIC’s and SIP’s, shall be brought to the attention of the Board through the Superintendent’s Department.

School Initiated Course (SIC)

A school wishing to initiate a new course will present a comprehensive outline to the Superintendent’s Department along with a list of reference materials used in producing the course, as well as the strategies required for its implementation. An estimate of costs involved should accompany the proposal. These procedures apply to School Initiated Courses (SIC). In its deliberations to accept or reject the course, the Superintendent’s Department may call upon appropriate advisory personnel, preferably from the school originating the course.

Student Initiated Project (SIP)

A Student Initiated Project (SIP) requires the approval of the parents or guardians, the Principal, and the Superintendent’s Department. The Student Initiated Project contract must be completed.

Registration forms for School Initiated Courses (SIC) and Student Initiated Projects (SIP) must be completed and forwarded to Manitoba Education (see IFB-E1 and IFB-E2) [PSA 48(1)(e)].

Reference:

Locally Developed Curricula: School Initiated Courses and Student Initiated Projects - A Handbook for Senior Years Schools (Manitoba Education and Training, 1995), and updates.

See also IED

IFB-R1 - School Initiated Course (SIC)

SECTION I: INSTRUCTIONAL PROGRAM

File IFB-R1

SCHOOL INITIATED COURSE (SIC)

A school wishing to implement a School Initiated Course (SIC) will present the following information to the Superintendent’s Department for consideration:

1. Rationale

	Does the SIC/SIP meet student and/or community needs?
	Does the SIC/SIP differ significantly (more than 50 percent) from the provincial curriculum?
	Is the justification for the course/project provided?

2. Student Learning Outcomes

	Are general and specific student learning outcomes identified?
	Do student learning outcomes include knowledge, skills, and attitudes?
	Are the student learning outcomes clearly written?
	Are the student learning outcomes achievable?

3. Content Outline and Time Allotments

	Is the content appropriate for 110 hours (1 credit) or 55 hours (.5 credit)?
	Are the topics/themes clearly identified?
	Are suggested times allotted to each topic appropriate?

4. Learning Approaches and Strategies

	Do the learning approaches and strategies facilitate student acquisition of the intended learning outcomes?
	Are the learning approaches and strategies varied?
	Are the learning approaches and strategies appropriate to the Senior Years students or the adult learner?

5. Assessment Strategies

	Are classroom-based assessment strategies varied?
	Are the assessment methods appropriate?
	Is there provision for ongoing feedback and continuous improvement to meet the student learning outcomes?

6. Learning Resources and Bibliography

	Are relevant instructional resources identified and available?
	Are the resources socially and culturally appropriate?
	Are the learning resources suitable for the Senior Years student or the adult learner?
	Do the resources support the learning approaches and strategies?

IFB-R2 - School Initiated Project (SIP)

SECTION I: INSTRUCTIONAL PROGRAM

File IFB-R2

STUDENT INITIATED PROJECT (SIP)

Student Initiated Projects (SIPs) are projects initiated by a student in areas of special interest not provided for in the senior years curriculum. The Board encourages senior students’ consideration of SIP programs.

Guidelines

NOTE: These Guidelines are in addition to the prescribed 1995 Guidelines issued by Manitoba Education.

A maximum of three SIP credits will be accepted for graduation purposes. Successive SIPs must show significant diversity or progression to justify accreditation.
Every SIP must have a Teacher advisor and Principal or Vice-Principal attached to it.
Students will need to take the initiative to approach the Teacher of their choice to be the staff advisor.
A SIP proposal has to be discussed with the Principal or Vice-Principal and approved by the Principal and Superintendent’s Department prior to starting the course.
All SIP proposals must be submitted to the Superintendent’s Department on the prescribed form (IFB-E2).
Credits will be given on a half course (55 hours) and full course basis (110 hours).
Students may take any number of SIPs, but only three will be accepted for graduation purposes. All expenses over and above those usually supported by the School Division are to be borne by the student.
In recognition of the value of the activities conducted by community organizations, up to two credits can be attained for graduation purposes. Where proposals involve community organizations, the proposal must indicate what is special and different from the main program offered by that organization.
The materials covered in SIP courses must be of a level of difficulty equivalent to that of regular high school courses.
Ideally, a SIP should start in the fall term of a school year and should be completed by June15th of the following year (if credit is required for graduation purposes), or by the end of August for other grade levels. Extension may be approved on an individual basis.

The student must apply in writing to the School Principal at least eight weeks prior to the beginning of the term for which the project is proposed. The application must state the nature of the project.

The Superintendent will advise the Curriculum, Program, and Instruction Committee of the Board of his/her decision regarding the proposed project.

IFB-E1 School-Initiated Course Registration Form.pdf

IFB -E1 - School-Initiated Course Registration Form

SECTION I: INSTRUCTIONAL PROGRAM

File IFB-E1

School-Initiated Course Registration Form

School Division/District:

______________________________________________________________

School

Contact Name/Position

: ______________________________________________________________

School: _________________________________________________________________________

Address: ________________________________________________________________________

Telephone: _______________________________ Fax: _________________________________

SIC Information

Course Title: ____________________________________________________________________

Course Code

(see Subject Table Handbook) ______ Course Destination (see Subject Table Handbook) __

No. of Hours: _______________________ No. of Course Credits (1.0 or .50): _______________

Commencement Date: _____________________ Planned Completion Date: ________________

(Day/Month/Year) (Day/Month/Year)

SIC Approval

Signature of Principal: __________________________________ Date: _____________________

Signature of School Division:

District Representative: _________________________________ Date: _____________________

TO BE COMPLETED BY MANITOBA EDUCATION

Date received: _________________________ Date Correspondence Sent to

School Division/District: _______________________

Filed by: ______________________________ Date Entered on Database: _____________________

Date Advised Professional Certification and Student Records: _________________________________

For the English Program and the Senior Years Technology Education Program, please return completed form by mail or fax to:

SIC/SIP Registration

Program Development Branch Curriculum

School Programs Division

Manitoba Education

W220 B 1970 Ness Avenue

Winnipeg, MB R3J 0Y9

Fax: 204-945-3042

PLEASE ATTACH COURSE OUTLINE DOCUMENTATION

IFB-E2 Student Initiated Project Application.pdf

IFB-E2 - Student Initiated Project - Application

SECTION I: INSTRUCTIONAL PROGRAM

File IFB-E2

PORTAGE LA PRAIRIE SCHOOL DIVISION

STUDENT INITIATED PROJECT - APPLICATION

School __________________________________________________ Date ______________________________

Student'sname ___________________________________ Teacheradvisor _____________________________

Communityresourceperson(s) _________________________________________________________________

Projecttitle _________________________________________________________________________________

Briefdescriptionofproject ____________________________________________________________________

__________________________________________________________________________________________

Commencementdate __________________________________ Terminationdate _________________________

Projectobjectives ___________________________________________________________________________

__________________________________________________________________________________________

Methods, activities, proceduresforachievementofobjectives ________________________________________

__________________________________________________________________________________________

Resourcesrequired __________________________________________________________________________

___________________________________________________________________________________________

Evaluationproceduresasarrangedwithteacheradvisor:

For example: Checking Log Book ____________ Interviews ___________

Reports from Advisors ____________ Visitations ____________

Tests _________________________________ Essays ______________

Models __________ Others _____________________________________

(Please Specify)

Whereandwhendoyouplantodothisproject? (SpecifyPlaceandTime) ________________________________

____________________________________________________________________________________________

CG-02-05/08 Please complete reverse side

POLICY STATEMENT FOR STUDENT-INITIATED PROJECTS: FILE #IDDGA

The Board of Trustees of the Portage la Prairie School Division authorizes the Superintendent to implement student initiated projects as a part of the high school program in accordance with Manitoba Education regulations, and the following guidelines:

	The student must apply in writing to the school principal at least 8 weeks prior to the beginning of the term for which the project is proposed. The application must state the nature of the project.
	A staff member must be assigned as student advisor and project supervisor. The staff advisor must outline the proposed project with the student and present it to the principal.
	The principal must forward the proposal with a registration form to the Superintendent.
	The Superintendent will advise the Curriculum, Program and Instruction Committee of the board of his decision regarding the proposed project. The project must be registered with the Department.
	The superintendent will then advise the principal in writing as to approval or disapproval of the project.
	Full credit for all student initiated projects requires a minimum of 110 - 120 hours of study and participation under the direction of the project supervisor.
	All expenses over and above those usually supported by the school division are to be borne by the student.
	Up to four credits will be allowed as part of a student's high school program.

Student's declaration

I, _____________________________ agree to fulfill all of the above commitments. Furthermore, I will submit a written report, copy, or other form of proof of my completed project to the principal.

__________________________________________ ______________________________________

Student's Signature Teacher Advisor Signature

__________________________________________ ______________________________________

Principal's Signature Parent's Signature

__________________________________________

Resource Person's Signature

IFB-E3 Student Initiated Project Contract.pdf

IFB-E3 - Student Initiated Project Contract

SECTION I: INSTRUCTIONAL PROGRAM

File IFB-E3

Page 1 of 4

STUDENT INITIATED PROJECT CONTRACT

SCHOOL: _______________________, 20 ________

Three copies required:

	one for the Board Office;
	one for the school;
	one for the student.

Name of student_________________________________________________________________

Address_______________________________________________________________________

Phone Number__________________________________________________________________

Title of project___________________________________________________________________

Home Classroom________________________________________________________________

Will this be an extra credit or part of 30 for graduation?

Extra _________________________ Within 30 credits __________________________________

Staff advisor(s) _________________________________________________________________

Other advisors and/or resource people:

Name ________________________________________________________________________

Address ______________________________________________________________________

Phone Number _________________________________________________________________

Special Qualifications ____________________________________________________________

Name ________________________________________________________________________

Address ______________________________________________________________________

Phone Number _________________________________________________________________

Special Qualifications ____________________________________________________________

Page 2 of 4

DESIGN OF STUDENT INITIATED PROJECTS

Preamble: SIPs are to be based on identified outcomes to knowledge and skills students are expected to have acquired with respect to the particular area of study.

SIPs are developed by a student with staff guidance as appropriate. Professional staff should provide information on the development of the project and guide the student in its design, implementation, and evaluation. Submissions for registrations of SIPs must include the following components.

Course/Project Overview

The overview will contain an introduction to the course/project which will include the following:

Aim – concise statement that sets forth the basic intent of the course/project.

______________________________________________________________________________________

Rationale – explanation of the underlying reasons for the particular area of study. The rationale will make clear how the course/project contributes to the overall education of the students. The rationale may also identify major components of the course/project and indicate their significance.

______________________________________________________________________________________

Philosophy – statement of subject-specific principles and beliefs that guide instructions or supervised learning. (Optional)

______________________________________________________________________________________

Page 3 of 4

Student Learning Outcomes

Student Learning outcomes are concise descriptions of what students are expected to learn in terms of knowledge and skills in the course/project. Student outcomes are expressed as general outcomes and specific outcomes.

______________________________________________________________________________________

General Student Learning Outcomes – statements that identify what students are expected to know and be able to do on completion of the course/project.

______________________________________________________________________________________

Specific Student Learning Outcomes – statements that identify the component knowledge and skills that contribute to general student learning outcomes. Specific outcomes identify a range of contexts and the variety of dimensions of learning within the general outcomes.

Note: Each learning outcome stated in a SIP should be:

	appropriate to the grade or series of grades for which it is intended or to the abilities of student(s)
	appropriate to the course/project for which it is intended
	understandable by students, parents, educators, and community members
	observable, measurable, and reportable to enable the appropriate connections to be made between and among teaching, learning, and assessing. It should be stated in such a way that it will be apparent when a student has met the student learning outcomes *
	capable of capturing the knowledge and skills expected of students
	supportive of the use of a range of teaching, learning, and assessment strategies and approaches as well as the use of a variety of learning resources.

Demonstrations of student learning can include a variety of tasks such as projects, performance assessments, case studies, paper-and-pencil tests, etc.

Page 4 of 4

Outline of Course

Content

Time in hours allotted for each topic/theme

Instructional strategies/approaches

Learning Resources

7. Bibliography: (give list of books, magazines, and other articles you intend to use in your project. List them in alphabetical order by title and name the author and/or publisher and the date of publication).

______________________________________________________________________________________

8. Assessment and evaluation approaches/strategies that will be used.

______________________________________________________________________________________

IFB-E4 School-Initiated Project Registration Form.pdf

IFB-E4 - School Initiated Project Registration Form

SECTION I: INSTRUCTIONAL PROGRAM

File IFB-E4

School-Initiated Project Registration Form

School Division/District:

______________________________________________________________

School

Staff Advisor (name and position)

: _______________________________________________________

School: ___________________________________________________________________________

Address: __________________________________________________________________________

Telephone: _______________________________ Fax: ____________________________________

SIP Information

Project Title: _______________________________________________________________________

Code

(see Subject Table Handbook) _________ Destination (see Subject Table Handbook) ________________

Commencement Date: _____________________ Planned Completion Date: _____________________

(Day/Month/Year) (Day/Month/Year)

SIP Approval

Signature of Student: __________________________________ Date: _________________________

Signature of Parent: ___________________________________ Date: _________________________

Signature of Principal: _________________________________ Date: _________________________

Signature of School Division/District Representative: ________________________ Date: ___________

TO BE COMPLETED BY MANITOBA EDUCATION

Date received: _________________________ Date Correspondence Sent to

School Division/District: _______________________________

Filed by: ______________________________ Date Entered on Database: _____________________________

Date Advised Professional Certification and Student Records: _______________________________________

For the English Program and the Senior Years Technology Education Program, please return completed form by mail or fax to:

SIC/SIP Registration

Program Development Branch Curriculum

School Programs Division

Manitoba Education

W220 B 1970 Ness Avenue

Winnipeg, MB R3J 0Y9

Fax: 204-945-3042

IFC - Pilot Projects

SECTION I: INSTRUCTIONAL PROGRAM

File IFC

PILOT PROJECTS

The Board encourages the use of pilot projects in education, where the outcome or experience is expected to have educational value for the pupils of the Division.

New or trial courses sponsored and/or subsidized by Manitoba Education are considered as pilot projects.

In addition, pilot projects include significant initiatives, at the divisional or school level, which are intended to enhance school effectiveness and student learning. They address a particular aspect of the educational or instructional process, such as:

	curriculum implementation;
	instruction;
	assessment;
	classroom management;
	school organization;
	collaborative planning;
	etc.

Pilot projects may be supported, in whole or in part, by the Student Support Branch of Manitoba Education.

All pilot projects must be approved by the Principal, the Superintendent’s Department and/or the Board.

The evaluation of pilot projects will be done by the developers of the program, if they are sponsored by Manitoba Education. Other projects will be evaluated as outlined in the approved proposal for same.

IFD - Programs for Students with Special Needs

SECTION I: INSTRUCTIONAL PROGRAM

File IFD

PROGRAMS FOR STUDENTS WITH SPECIAL NEEDS

Student Services Department - Philosophy

Every student in the Portage la Prairie School Division has a fundamental right to equality of opportunity to develop his/her full potential, academically, socially and in the acquisition of basic skills for a happy and productive life. The Division supports Manitoba Education’s commitment to fostering inclusion for all people.

Inclusion is a way of thinking and acting that allows every individual to feel accepted, valued and safe. An inclusive community consciously evolves to meet the changing needs of its members. Through recognition and support, an inclusive community provides meaningful involvement and equal access to the benefits of citizenship.

In Manitoba, we embrace inclusion as a means of enhancing the well-being of every member of the community. By working together, we strengthen our capacity to provide the foundation for a richer future for all of us.

Reasonable accommodation for students, based on identified needs, will be met in a regular classroom setting with age appropriate peers. As much as possible and within available resources, students with special needs should experience school like their peers without exceptional needs.

An integral part of the Portage la Prairie School Division’s philosophy is that it is inappropriate to deviate in any major way from the regular program for any student without prior and continuing consultation with the parents or guardians of the student. A student’s placement in an alternate class setting, either partially or on a full-time basis, shall require written consent of the parent or guardian.

In the event that supports to the regular classroom setting are required, they shall be applied using the attached model (IFD-E). The delivery of support services shall be based upon the individual needs of each student with the goal being to utilize the service closest to Level I that meets these needs. A regular review of the delivery system shall include consideration to moving the student toward Level I of the delivery model.

Alternate Programming

Manitoba Education has stated that the educational needs of most students in Manitoba can be met in the regular classroom using “Foundation” courses that can be “modified”, “adapted”, or “individualized” by the Teachers. A small number of students, even with individualized, modified or adapted programs, may require alternative placements in classrooms with low pupil-teacher ratios for all or part of their school day. In addition, some students for whom English is not a first language, may also require English as an additional Language (EAL) experiences specifically designed to assist them in making the transition into the English program.

“Adaptations” are available to all students who require a wider range of teaching strategies in order to be successful in completing the provincial subject area curriculum outcomes. Although the approach used with the students or the length of time allowed for the learning to take place may be altered, the minimal outcomes for each curriculum remain the same.

“Modified” courses are intended for students with significant cognitive disabilities and refers to altering the number, essence, and content of the curricular learning outcomes that students are expected to meet. An Individual Education Plan (IEP) is required for students with “modified” course credits.

“Individualized” courses are intended for students with significant cognitive disabilities. The educational outcomes are developmentally and age appropriate and highly individualized to take into account the learning requirements of the student. And Individual Education Plan (IEP) is required for each student with “individualized” course credits.

“EAL” courses specifically designed to assist students for whom English is not a first language in making the transition into the English program must be identified as such for credit purposes. An Individual Education Plan (IEP) is required for each student enrolled in an “EAL” course.

Special Class Placement

Students who are experiencing difficulty with the provincial subject area curriculum outcomes will be referred to the school support team which should include the parent(s), the Classroom Teacher, the Resource Teacher, the School Guidance Counselor and/or other professionals closely involved with the student’s education program. Discussions may focus on appropriate adaptations or modifications that may be required.

Students who continue to function below the expectations of the school support team, even after adaptations and modifications have been implemented, may require other education alternatives. These alternatives may include, but are not limited to:

1. Retention in the present grade with Resource Teacher assistance with an adapted or modified program.

2. Retention in the present grade with Resource Teacher assistance or Educational Assistant support in specified areas.

3. Promotion to the next grade with an adapted or modified program and/or Resource Teacher assistance.

4. Transfer to an alternative school that offers a different classroom program or a different resource program.

5. Placement in a Special Education program.

In cases where it appears that a Special Class Placement is appropriate and acceptable to the parent, the following steps shall be taken:

1. The Principal will arrange a meeting with the parents, the school Support Team and others closely involved with the student to explore the options available for supporting this student, including the possibility of placement in a Special Needs program. This discussion will assist the parent in understanding that:

a) Special Class placement involves removal from regular classes for a significant part of each school day;

b) Special Class enrollments are limited, and placement may not be possible at that time;

c) as parents, they have the right to decline placement in a Special Class.

2. If the school support team and the parent are in agreement that placement in a Special Education Class appears to be the best option, the “Referral for Special Class Placement” form should be completed as required. Completed forms should be forwarded as follows:

a) Applications for Jr. High Learning Assistance programs should be completed by school teams and forwarded to the Director of Student Services for final approval.

b) Applications for the Early Years and Jr. High Behavioural programs should be forwarded to the Director of Student Services who will arrange a meeting of the appropriate divisional placement committee.

c) Applications for the Pre-Employment Program, Community Transition Program, Community Outreach Program, and the Senior Life Skills Program should be completed by the school team and forwarded to the Director of Student Services for final approval.

3. After the decision for Special Class Placement has been made, the Director of Student Services will advise the Principal of the applying school of the committee’s decision and request that the following actions be taken:

a) The Principal of the applying school will advise the parents and staff of the decision. If the decision indicates that a placement at this time is recommended, the parents will be asked to indicate, in writing, their intention to have their child included in the program.

b) If the parents accept the placement, the Principal of the applying school will arrange for the transfer of all relevant documentation from the sending school and will also arrange for transportation, if required.

c) If the decision indicates that a placement at this time is not recommended, the Principal of the applying school will arrange a meeting with the parents and the school support team involved to plan an alternate course of action for addressing the child’s educational needs.

Revised: March 10, 2016

IFD-E - Special Education Delivery Model

SECTION I: INSTRUCTIONAL PROGRAM

File IFD-E

Special Education Delivery Model

(Modification of Cascade Model of Special Education services as applied to Portage la Prairie School Division)

School - Managed Programs

(Assignment of students governed by the school system)

Level I Students in regular classes, including those with exceptional learning needs who are able to get along with regular class accommodations (e.g. differentiated instruction) with or without medical or supportive therapies.

Level II Students in regular classes with some collaborative assistance for the Classroom Teacher from the Resource Teacher. Limited pull-out possible for specific time period.

Level III Students in regular classes with some collaborative assistance from the Resource Teacher and clinical support staff. Limited pull-out possible for specific time period.

Level IV Students in regular class with in-depth supports from the school-based student support team (e.g. Resource Teacher, Counselor, Classroom Teacher, School Administrator, School Clinicians). Adaptations required.

Level V Students in regular classes with program adaptations based on student needs.

Level VI Students in combination of part-time regular class and part-time special class.

Level VII Students in full-time special class.

Level VIII Special station within a school for specific period of time.

Level IX Students in limited school setting.

Level X Home-based or instructional program outside the regular school system with a multi-system plan for a specific period of time.

External/Community - Managed Program

(Assignment of students to facilities by community services such as community agencies,

justice services and health services)

Level XI Instruction in a treatment centre, hospital, or domiciled setting such as a group home-open-ended time frame.

Level XII Resident Care Programs (e.g. St. Amant Centre)

Level XIII "Non-educational" service (e.g. medical)

IFE - Talented and Gifted Programs

SECTION I: INSTRUCTIONAL PROGRAM

File IFE

TALENTED AND GIFTED PROGRAM

The School Board recognizes the existence of talented and gifted students within its schools. The Board also recognizes the unique educational needs of these students and that they can profit from specially planned educational services, beyond those normally provided by the standard school program.

It is the intent of the Board to provide, to the maximum extent which is feasible, suitable educational programming for these talented and gifted students.

Program Objectives

To raise the awareness level of Teachers, parents and the community as to the educational requirements of talented and gifted students.
To design and implement an identification program for talented and gifted students that utilizes a multi-dimensional, flexible approach.
To challenge the potential of talented and gifted students in the Division through school-based programs.
To assist staff members in the development of programs to meet the needs of talented and gifted students at the primary, elementary, Middle Years and High School levels.

IFE-R - Talented and Gifted Programs

SECTION I: INSTRUCTIONAL PROGRAM

File IFE-R

TALENTED AND GIFTED PROGRAMS

Preamble

The special needs of talented and gifted students will be addressed by way of classroom enrichment and school-based programs for identified students in the School Division. The Principal of each school will be responsible for the implementation of classroom enrichment programs and the establishment of appropriate school-based activities necessary to meet the unique educational needs of all talented and gifted students within the school.

Consultative services will be available, on a limited basis, through the Student Services Department, to school staff, parents and students to provide assistance at all grade levels in the areas of identification, programming, and instructional techniques appropriate for talented and gifted students.

Each Principal will be responsible for evaluation of the classroom enrichment programs and other school-based TAG programs within the school.

The Student Services Department will be responsible for the evaluation of the divisional TAG program and will submit an annual report in this regard to the Superintendent of Schools.

Student Acceleration Guideline

The practice of acceleration is recognized as one means of meeting the educational needs of certain talented and gifted children in the Portage la Prairie School Division. Acceleration is intended as a means of allowing students to pursue their own interests, develop skills and abilities that are beyond the requirements of the curriculum, and, if appropriate, advance through the grade structure at a faster rate than the normal promotion of one grade per school year.

The primary means of acceleration in the Portage la Prairie School Division is to enrich the programs of identified students while they remain in the regular classroom, through the assistance of the school’s Resource Teacher. A second means of providing acceleration is to involve course compacting in specific subject areas, developed by the Classroom Teacher with the assistance of the Resource Teacher. A third means of acceleration involves a student working with a class at an advanced grade level in a specific area.

The preceding means of acceleration may not meet the needs of all talented and gifted students. In such cases advancing the student to the next grade may be the most appropriate plan. Students will not be advanced to the next grade until the parents have met with School Division personnel for discussion and consultation.

Procedure

Because of the importance of placing students in the most suitable program and the most suitable grade level, Principals and staff shall ensure that the following procedure is followed before accelerating a student to the next grade.

Whenever a school is considering accelerating a student by advancement to the next grade, the Principal and the school team shall meet with the parents to discuss the various acceleration alternatives.
If grade advancement is still a desirable alternative, the Principal shall get permission from the parents to involve appropriate personnel from the Student Services Department.
The Student Services Administrator will request and the Psychologist to gather information by observing, interviewing, and testing the student to determine the social, emotional, and intellectual strengths.
The Principal shall arrange a meeting of the Advisory Team to review all of the findings. The Advisory Team should consist of parents, Principal, Classroom Teacher, Resource Teacher or Guidance Counsellor, Student Services Administrator, and the Psychologist.
After reviewing the information, the Principal may choose to advance the student to the next grade or use one of the other means of acceleration.
The Principal will advise the parents and the Division personnel of the decision.
The Principal should initiate a review of the decision after a reasonable period of time has been allowed for the original decision to be implemented.

IFF - Individual Education Plans

SECTION I: INSTRUCTIONAL PROGRAM

File IFF

INDIVIDUAL EDUCATION PLANS

In keeping with the established philosophy of the Portage la Prairie School Division regarding student evaluation and placement (file IH, IHD), as well as our philosophy regarding students with special needs (file IFD), the Division recognizes the need to develop an Individual Education Plan (IEP) when:

	A student has exceptional learning needs that require student-specific outcomes that are additions to, are different from, or exceed the curriculum outcomes
	A student receives Special Needs Funding Level II or III.
	A student is in a Special Education class.
	A grade 0-12 student is determined to be eligible for the Individualized Programming (I) designation.
	A grade 9-12 student is determined to be eligible for the Modified (M) course designation on an individual course basis.
	A grade 9-12 student is determined to be eligible for the English as an Additional Language (E) designation on an individual course basis.

A standardized IEP form shall be developed by the Student Services Administrator used for all students in these identified groups. A student’s parents and the student, if appropriate, must be given the opportunity to participate in preparing and updating the student’s IEP. The IEP shall include the student’s current level of performance, the student-specific outcomes, as well as strategies for implementing and measuring outcomes. The IEP shall be reviewed at least annually, and the student’s progress reported to parents at the school’s reporting periods.

Students with IEPs who have a reduction or alteration in the school day must have it documented in the IEP. Copies of IEPs for all students identified under this policy shall be sent to the Student Services Administrator upon request.

[M.R. 155/205, 5(1) (2)]

IFG - Home Schooling Instruction

SECTION I: INSTRUCTIONAL PROGRAM

File IFG

HOME SCHOOLING INSTRUCTION

In cases where parents/guardians wish to carry on the instructional program in the home, it is their responsibility to seek and to obtain permission from Manitoba Education to do so. In those situations, the parents/guardians and the individual(s) or institution doing the programming accept the responsibility for the child’s education. The schools in Portage la Prairie School Division reserve the right to determine the grade placement of children returning to them after home schooling. (See also JBB) (PSA 258-262)

IFH - Summer Schools

SECTION I: INSTRUCTIONAL PROGRAM

File IFH

SUMMER SCHOOLS

The Portage la Prairie School Division grants credit on a student’s record for courses taken at summer schools providing these courses are given by an accredited educational institution or school division, and such courses have the proper level and subject material to fit into the student’s program.

Students wishing to take a course for credit given by agencies other than accredited institutions or school divisions should first obtain clearance from their Principal. The cost of taking said credit is the responsibility of the parent/guardian.

IFI - Field Trips

SECTION I: INSTRUCTIONAL PROGRAM

File IFI

FIELD TRIPS

Rationale

It is generally accepted that relevant, first-hand experiences are an essential component of a basic education. Where it is practical and possible to do so, these experiences should be used to enhance learning and to supplement the use of text books, library books, and audio-visual materials. Often, such experiences require students to participate in activities away from the classroom and school. The involvement of students in such activities will be classified as "Field Trips".

Field trips shall have as a top priority their educational relevance for the students concerned. Proper planning, student safety, and follow-up are essential.

Parental involvement is an important aspect of a successful field trip. This involvement includes advance information regarding planned activities; purpose, costs, benefits, etc. Parents/guardians are also to be given the opportunity to approve the involvement of their children in field trips.

Definition

Field trips will be designated as follows:

Regular Curricular and Extra-Curricular Trips:

These trips are subject to the approval of the Teacher, Principal and parent/guardian. The duration of regular trips will not exceed two school days.

Extended Trips:

These trips are subject to the approval of the Teacher, Principal, parent/guardian and Superintendent. The duration of extended trips will not exceed three school days.

Special and International Trips:

These trips are subject to the approval of the School Board. Application for a group to participate in an extended field trip must be made on the prescribed form a minimum of eight weeks in advance of the planned event. The initial application is to be made to the Board, for approval in principle, prior to any formal contact being made with parents/guardians or students.

Such trips include any trip outside of Canada and trips that exceed three school days.

Specific Expectations

Field trips must not unfairly interfere with the general operation of the school and its other programs and activities.
The needs of all students, including those not participating in the field trip, are to be given due consideration and suitable activities developed for them.
Due consideration must be given to the dates of the trip as they pertain to tests, examinations, and other activities and programs of the school and the students. Special and international trips must not take place within two weeks prior to examinations.
Field trips must have relevance to the programs of the participating students.
The names of the appointed chaperones must be submitted to the Principal at least four weeks in advance of the planned event. Overnight mixed events require a minimum of one male and one female chaperone. The ratio of chaperones to students shall be sufficient to properly supervise the age group and the activity involved.
The Document "A Guide for Planning School Field Trips" is to be followed.

IFI-R - Field Trips

SECTION I: INSTRUCTIONAL PROGRAM

File IFI-R

FIELD TRIPS

The Board of Trustees supports student activities that require travel outside the School Division subject to the following guidelines:

Organization

The organizers must provide for the meaningful involvement of parents in planning an annual student travel plan for each school. The annual plan is to be communicated to parents by October 15 of each year, including the approximate cost to parents/guardians. The organizers must take into account the age of the students, time of year and the ability/willingness of parents/guardians to support their portion of the estimated costs.
Field trips must not unfairly interfere with the general operation of the school and its other programs and activities.
The needs of all students, including those not participating in the field trip, are to be given due consideration, and suitable activities developed for them.
Due consideration must be given to the dates of the trip as they pertain to tests, examinations, and other activities and programs of the school and the students. Special and international trips must not take place within two weeks prior to examinations.
Field trips must have relevance to the programs of the participating students.

Supervision and Chaperones

Adults may be used to assist with the supervision of field trips. Adult supervisors shall be under the direction of the supervising Teacher(s).
Extended activities require a minimum of two supervisors. Mixed student groups should have a minimum of one male and one female supervisor. Parent/guardian chaperones should be encouraged to take part and accompany the student(s) and Teacher(s) who are planning the trip.
Field trips that involve students in special or extended activities such as out-of-province, overnight stays, swimming, boating, etc. require that a detailed description of the activity must be given to the parents and written permission received before the student(s) can participate.
Activities associated with swimming and boating require special safety precautions. The supervision of such activities must provide adequate protection for all concerned. At least one supervisor must be a certified lifeguard.
The names of the appointed chaperones must be submitted to the Principal at least four weeks in advance of the planned event. Overnight mixed events require a minimum of one male and one female chaperone. The ratio of chaperones to students shall be sufficient to properly supervise the age group and the activity involved.
Students are to be under the supervision of staff and/or local chaperones at all times during the event. The responsibility of supervising or chaperoning is not to be delegated to anyone not listed on the appropriate Division or school form.
One staff member is to be pre-determined as the supervisor of the group and is to be the one designated to be responsible for communicating with the Bus Driver and managing problems should they arise.
The Teacher/supervisor is to be responsible for taking a class list of students on the trip, complete with relevant medical and emergency information for each student.

Meals and Lodging

1. Students will generally not be billeted for meals or lodging. Acceptable alternatives include:

	commercial outlet -adequate chaperones required;
	utilizing a school - i.e. gym;
	other arrangements acceptable to and approved by each parent.

2. The Division will also generally not be supportive of accepting billets as a means of providing visiting students with meals or lodging.

Distance Guidelines

Maximum distance guidelines are:

Primary: 150 km one way

Intermediate: 300 km one way

Jr. High 340 km one way

Sr. High 600 km one way

In the event the objectives of an activity require travel beyond the distances stated, consideration will be given by the Board based upon the individual circumstances. Application for such trips is to be submitted for Board approval as outlined for Extended Field Trips.
School teams earning their way to Provincial competitions are exempt from the distance guidelines.

Travel Arrangements

All school activities that require public or private transportation must be authorized by the Principal and Superintendent’s Department prior to the plans for the activity being finalized.
Out-of-province use of school buses for extra-curricular activities requires the prior approval of the Board of Trustees. Such request must be submitted to the Superintendent’s Department at least one month prior to the proposed trip.

3. Requests for the use of school buses for extended travel are discouraged.

IFI-E Special and International Trip Request.pdf

IFI-E - Special and International Field Trip Request

SECTION I: INSTRUCTIONAL PROGRAM

File IFI-E

PORTAGE LA PRAIRIE SCHOOL DIVISION

SPECIAL AND INTERNATIONAL FIELD TRIP REQUEST

Application for School Board Authorization

Trips outside of Manitoba that exceed the maximum guideline, trips that exceed the maximum guidelines and/or trips that extend beyond three school days require prior authorization by the School Board. All International trips must be approved by the School Board, this includes trips to the United States.

Maximum distance guidelines are:
Primary: 150 km one way
Middle Years: 600 km one way
Sr. High 1000 km one way

These trips are subject to the approval of the School Board. The initial application is to be made to the Board, for approval in principle, prior to any formal contact being made with parents/guardians or students. The completed application form is to be submitted to the Superintendent a minimum of ten weeks prior to the proposed trip and prior to the finalization of any arrangements associated with the trip. The completed application will be presented to the school board for final reading and approval. This approval must be a minimum of eight weeks prior to the leave date of the trip.

School ____________________________ Destination_____________________________________

Departure date _______________ Return date ______________ Number of School Days ________

Purpose of Trip __________________________________________________________________________

_______________________________________________________________________________________

Grade/Group Involved ________________________ No. of Students _____________________

Mode of Travel: School Bus 0 Other (specify) _________________________________________

Name of Tour Co. (if applicable) _____________________________________________________________

Estimated Cost of Trip

Transportation $ __________

Accommodation $ __________

Meals $ __________

Other $ __________

Total cost of trip $ __________

Anticipated Sources of Funds

______________________________ $ ___________

Total of all revenue $ ___________

Final actual cost per student $ ___________

Staff Chaperones (names) ________________________________________________________________

______________________________________________________________________________________

Parent Supervisors (number)_______________________________________________________________

______________________________________________________________________________________

Itinerary (list or attach) ___________________________________________________________________

_______________________________________________________________________________________

Accident & Travel Insurance Details _________________________________________________________

_______________________________________________________________________________________

Follow-up plans and communication (after completion of the trip) __________________________________

_______________________________________________________________________________________

_______________________________________ ____________________________________
signature - principal date

NOTE TO PARENTS AND STUDENTS

____________________________ School is arranging a field trip to _______________________________
for grade ___________ students on ____________________.
Date

ELEMENTS OF RISK

International field trips may present various elements of risks as might various forms of related transportation including air flight. Accidents related to such activities may occur and cause injury to a student or students through no fault of the school board, a transporter or of a facility at which activities take place.

Participants must assume these risks.

THE PORTAGE LA PRAIRIE SCHOOL DIVISION DOES NOT PROVIDE ANY ACCIDENTAL DEATH, DISABILITY, DISMEMBERMENT OR MEDICAL EXPENSES INSURANCE ON BEHALF OF STUDENTS PARTICIPATING IN FIELD TRIPS.

ACKNOWLEDGEMENT

WE HAVE READ AND UNDERSTAND THESE WARNINGS.

Dated:

X __________________________________ X _________________________________
(Signature of Student) (Signature of Parent/Guardian)

PERMISSION

I GIVE _______________________________
permission to participate in the excursion sponsored by __________________________ School
during ______________________
Dated: _____________________
Signature of Parent/Guardian X _________________________________________

IFJ - Distance Education Courses

SECTION I: INSTRUCTIONAL PROGRAM

File IFJ

DISTANCE EDUCATION COURSES

The Board recognizes that alternative means of course delivery may be beneficial in certain situations. The preferred order is direct instruction, IITV, Web-based, Teacher Mediated, and Independent Study Option.

The School Division will usually reimburse the student for the costs of an Independent Study Option Course provided that it had been approved by the Principal, and upon proof of successful completion of the course being submitted to the Board Office. The Principal will usually approve a course:

	if there is a valid timetable conflict for the student;
	if it is not offered by the school, but is being offered elsewhere;
	if a genuine and specific interest in the course is demonstrated by the student;
	if for medical reasons, a student is projected to miss too much school time;
	if a student is expelled from the school. See IFJ-E

The following will usually disqualify reimbursement:

	the student does not receive a passing grade for the course;
	the student has previously failed the course in school;
	there is, in the Principal’s opinion, a viable timetable option;
	the course is not completed within an established timeline.

To be successful in an online class, a student must be a ‘self-starter’ with a strong sense of direction and the ability to set goals and follow through. A successful online student can work independently, stay on task, and maintain a regular schedule of logging on and keeping up with the reading, course assignments, homework, and other expectations. The content of online courses is generally as rigorous or as difficult as that found in face-to-face classroom courses.

Regulations:

In conjunction with the Guidance Counselor/Resource Teacher, the Principal of the receiving school must approve all applicants.
Each course taken will have a completion schedule outlined by school personnel in conjunction with the delivering Teacher and followed by the student. Exceptions may be made under extenuating circumstances. In that case the School Principal must approve any schedule changes.
If a provider outside the boundaries of the Division delivers a course, the remote provider’s regulations and fees, will apply. The Division will initiate efforts to partner with other divisions to waive fees or provide a reciprocal agreement.
Receiving schools will identify a school-based mentor. The role of the mentor may range from monitoring the work and progress of the student, to a content or topic ‘specialist’ who can provide guidance, assistance, and technical support.
All students/parents/guardians must read and sign the Divisional Acceptable Use Regulation (IGA-R) prior to enrolment. It is understood that when students take a course from a provider outside the Division, the divisional AUP will still apply.

See also: IGA Internet Access/Acceptable Use

IFJ-E Distance Education - Application for Reimbursement of Tuition Fees.pdf

IFJ-E - Distance Education - Application for Reimbursement of Tuition Fees

SECTION I: INSTRUCTIONAL PROGRAM

File IFJ-E

PORTAGE LA PRAIRIE SCHOOL DIVISION

DISTANCE EDUCATION - APPLICATION FOR

REIMBURSEMENT OF TUITION FEES

STUDENT'S NAME ___________________________________ SCHOOL ____________________________

COURSE DESCRIPTION ______________________________ COURSE NUMBER ___________________

Students may be reimbursed for Distance Education courses subject to the following guidelines:

The course is not offered by the school they attend.
The student has prior written authorization from the School Principal to take the course through Distance Education and has agreed to the terms and conditions for reimbursement as outlined on the Distance Education application form.
The Principal has reviewed the student's request and has determined that the course is relevant to the program the student is presently taking.
The student must register himself/herself for the course and pay the cost of registration.
Upon successful completion of the approved course the student may apply to the School Principal for reimbursement.
Reimbursement shall be for tuition only. The student shall assume responsibility for all other costs, including text books and other supplies and materials as may be required.

Transcript to be submitted to School Principal following completion of the above course.

Date _______________________________ Parent's Signature _______________________________________

FOR SCHOOL OFFICE USE ONLY

Approval Granted ______________ Denied _____________

Upon verification of successful completion of the above course the tuition fee in the amount of $ ________________ will be reimbursed according to the above guidelines.

Date ___________________________ Principal's Signature _____________________________________

Copies to: Parent/Guardian __________ Supt. Dept. _________ Date Sent __________________________

BS-06-89/11

IFL - Course Fees for Pupils Who Have Completed a High School Diploma Plus Four Additional Approved Courses

SECTION I: INSTRUCTIONAL PROGRAM

File IFL

COURSE FEES FOR PUPILS WHO HAVE COMPLETED A HIGH

SCHOOL DIPLOMA PLUS FOUR ADDITIONAL APPROVED COURSES

Rationale

A person has the right to attend school until the last day of June in the year in which the person becomes 21 years of age, or until the day the person receives a graduation diploma, whichever comes first [PSA 259(1)]. Mature students, including those with a diploma, may enroll in regular programs, subject to the approval of the Principal.

Course Fees shall be assessed to all pupils, over or under age 21, and whether residents of the Division or not, who have completed a High School Diploma and a maximum of four approved courses beyond the number required for graduation.

(High School Diploma refers to the diploma issued by a High School and approved by the School Division, and an approved course is one that is listed in the Subject Table Handbook, as an approved course that can be used as credit towards a High School diploma).

The per-course fee shall be based upon the budgeted Base Grant, plus the Supplementary Grant, less the Occupancy Grant, divided by the number of budgeted Full Time Equivalent Students divided by seven. (Motion 03:07:03)

The per-course fee shall be determined annually.

Payment by cheque, payable to the Portage la Prairie School Division, and dated the first day of the term in which the student has been accepted, shall be due upon registration.

Should a student withdraw from a course in which a course fee has been assessed, the amount eligible for refund shall be refunded according to the refund schedule. Eligible refunds, less a non-refundable administration fee of $50.00 per course, will be first applied against any outstanding fees that may be owed to the school, or to the School Division.

A refund must be requested in writing, and be approved by the School Principal. Refund cheques will normally be available within two weeks.

Refund Schedule - Traditional School Enrollment

	withdrawal to September 30 - full refund of eligible fees
	withdrawal from October 1 to December 31 - one half of eligible fees
	withdrawal from January 1 to February 28 - one third of eligible fees
	withdrawal after February 28 - no refund

Refund Schedule - Semester School Enrollment

First Semester

	withdrawal to September 30 - full refund of eligible fees
	withdrawal from October 1 - October 31 - one half of eligible fees
	withdrawal from November 1 to November 30 - one third eligible fees
	withdrawal after November 30 - no refund

Second Semester

	withdrawal to February 28 - full refund of eligible fees
	withdrawal from February 29 to March 31 - one half of eligible fees
	withdrawal from April 1 to April 30 - one third eligible fees
	withdrawal after April 30 - no refund

IFM - Private Music Instruction

SECTION I: INSTRUCTIONAL PROGRAM

File IFM

PRIVATE MUSIC INSTRUCTION

The School Division, recognizing the importance and value of the involvement of students in activities that broaden their physical and intellectual development, supports the pursuit of musical competence by way of private music instruction. However, the primary responsibility of the School Division is to the instructional program prescribed by Manitoba Education.

In order to accommodate private music instruction within the school day, parents, students and private music instructors are expected to arrange for private music instruction according to the following guidelines.

Junior and Senior High Students

Private music lessons may be taken during activity and student periods only, at a location other than the school.
Permission shall be subject to a written request to the School Principal from the parents of the student concerned.
There shall be no interference with the academic timetable.
The privilege of using study periods for private music lessons shall not in any way jeopardize the student’s academic responsibilities.

Elementary Students

The Board of Trustees does not approve of students leaving school during class time and therefore parents are expected to arrange private music instruction at times other than during regular school hours.

IFN - Instrumental Music Program

SECTION I: INSTRUCTIONAL PROGRAM

File IFN

INSTRUMENTAL MUSIC PROGRAM

The Portage la Prairie School Division will offer the Instrumental Music Option, as prescribed by Manitoba Education, for grade 7 to 12 students. The program will be offered in selected schools in the Division and will be available to all students.

Each school offering the Instrumental Music Program shall be provided the basic equipment and facilities as a prerequisite to offering the program.

Each school will be provided with an annual budget allocation for the purpose of supplying expendable music supplies, sheet music, and textbooks.

Division-owned instruments will be limited to two categories:

basic small instruments:

	Available to students during their first year in the program.
	Subject to a maintenance fee, established annually, payable semi-annually in October and January.
	Available to students after their first year in the program where extenuating circumstances warrant such continuation.

b. basic large instruments:

	Available to students selected by the Music Teacher to play such instruments.
	Subject to a maintenance fee, established annually, payable semi-annually in October and January.
	Large instruments that cannot be taken home by the student shall be exempt from a maintenance fee. Percussion students are required to provide their own sticks.

Students not provided with instruments as outlined in a) and b) above are required to supply their own instruments.

Tours and visitations by school bands are to be arranged through the School Principal and communicated to the Superintendent of Schools.

See IFN-E – Musical Instrument Rental Agreement

IFN-E Music Instrument Rental Agreement.pdf

IFN-E - Musical Instrument Rental Agreement

SECTION I: INSTRUCTIONAL PROGRAM

File IFN-E

MUSICAL INSTRUMENT RENTAL AGREEMENT

BETWEEN: _____________________________________________

School

OF THE FIRST PART,

- and -

________________________________

Parent/Guardian

________________________________

Parent/Guardian

OF THE SECOND PART

THE PARTIES HERETO AGREE as follows:

1. In consideration of the supply by the School Division of a musical instrument to the child of the undersigned,

namely _________________ , receipt of which ______________ __________________, case included

instrument type serial number

_____ ______ is hereby acknowledged, the undersigned agrees to pay rental charges of $_______________

yes no

in respect of the said child for the period from _________________ to ________________.

2. Further, the undersigned agrees that payment of the full instrument rental charge in respect of the child will be

paid by _____________________________.

date

3. It is agreed that failure to make payment as provided shall result in the School Division recovering any musical

instrument from the said child and shall render the undersigned solely responsible for providing the child with

adequate instruction.

4. The rentor is liable for replacement costs of lost equipment and for repair costs of damaged equipment.

DATED at ________________________, in the Province of Manitoba, this _______ day of _________, 19 ___.

____________________________________________ _____________________________________

School Div. Authorized Signature Parent/Guardian (Rentor of Instrument)

_____________________________________

Parent/Guardian (Rentor of Instrument)

BS-01-89/10

IFO - Physical Education/Health Education

SECTION I: INSTRUCTIONAL PROGRAM

File IFO

PHYSICAL EDUCATION/HEALTH EDUCATION

It is the intent of the Portage la Prairie School Division to provide an appropriate Physical Education/Health Education program in each school in the Division. This program is to include a basic instructional program plus complimentary intramural, and interscholastic activities designed to meet the needs of the students.

The primary aim of the Physical Education/Health Education program from Kindergarten to grade Twelve is:

"To provide students with planned and balanced programming to develop the knowledge, skills, and attitudes for physically active and healthy lifestyles."

K-12 Physical Education/Health Education, 2000

Kindergarten to Grade Twelve Learning Goals:

The Physical Education program is intended to be developmental in nature so that each student will be able to demonstrate an increasing ability to:

	Develop a physical well-being.
	Develop desired movement patterns through the neuromuscular system.
	Express ideas, thoughts and feelings with confidence throughout life.
	Express ideas, thoughts and feelings with confidence through physical activity.
	Develop safety and survival practices.
	Develop positive social interactions, through a variety of physical activities.

Physical Education for the Atypical Student:

It is expected that, as much as possible, alternative or modified programs will be provided for the atypical students at all grade levels. The term atypical is used to describe various kinds of impairments which may interfere with normal involvement in physical activity.

Time Allocations

Time allocations, as prescribed by Manitoba Education, shall be the minimum requirement for all grades. Where practical and possible, schools shall strive to achieve a minimum if 180 minutes per six day cycle of scheduled Physical Education activities.

Teacher Instruction and Supervision

Physical Education Teachers must follow the objectives of the curriculum as outlined by Manitoba Education. Teachers are encouraged to become involved in curriculum development activities and to utilize innovative instructional techniques, providing such techniques are consistent with the objectives of the curriculum and have received the prior approval of the Principal.

Medical Exemption

Teachers are expected to use good judgement in dealing with requests from students or parents for temporary exemption from class. A doctor’s certificate shall automatically exclude the student for the time specified.

Principals, Teachers, and Physical Education instructors should do everything possible to motivate excused students to use their class time meaningfully and to help them achieve educational objectives.

Physical Education Clothing

Suitable clothing must be worn by all students involved in Physical Education activities. Clothing that falls within the following guidelines will be acceptable.

non-restrictive clothing that allows freedom of movement;
light and absorbent clothing to permit the body to be ventilated during exercise;
proper footwear is required for all Physical Education activities;
a change of clothing for Physical Education activities is expected where facilities allow.

Reporting

Physical Education is to be reported upon according to the guidelines for reporting student progress. The evaluation is to be based upon the degree of achievement of the objectives of the Physical Education program.

Weather Conditions

Weather conditions, especially temperature, humidity, and wind chill factor, must be given serious consideration before undertaking outdoor activities. In the event that weather conditions are such as to be potentially harmful or dangerous, all outdoor activities are to be cancelled or postponed.

	Deep knee bends
	Straight leg sit-ups
	Back arches
	Double leg raising (with legs straight)
	Four count burpees
	Duck walking
	Toe touching with legs straight
	Standing on toes
	Ballistic stretching (fast rotation or movements)

	To provide materials which will enrich and support the curriculum, taking into consideration the varied interests, abilities, and maturity levels of the pupils served.
	To provide materials which will stimulate growth in factual knowledge, literary appreciation, aesthetic values, and ethical standards.
	to provide background information which will enable pupils to make intelligent judgements in their daily life.
	To provide materials on both sides of controversial matters so that young citizens may develop under guidance the practice of critical reading and thinking.
	To place principle above personal opinion and reason above prejudice in the selection of materials of the highest quality in order to assure a comprehensive collection appropriate to the users of our libraries.

	in the acquisition and co-ordination of specialized teaching aids not available to all schools;
	as a support service to Teachers in the preparation of teaching aids and other materials intended to improve the quality of education;
	as support for the on-going development of school Library services;
	as on-going clerical support for the local Teachers’ organization.

	Assist the Teacher in making charts, graphs, and other teaching aids.
	Assist the Teacher in large group activities.
	Work with small groups or individual children (e.g. listen to reading, drill, etc.)
	Read stories to small groups of children or individuals.
	Contribute to enrichment activities by utilizing special talents and abilities (e.g. art, music, etc.).
	Assist the Teacher in supervision on educational outings and short trips.
	Assist children upon arrival and in preparation for dismissal.
	Assist the teacher in classroom "housekeeping" (i.e. bulletin boards, blackboard, etc.)
	File the catalogue materials.
	Assist with playground activities.
	Assist with halls, lunch rooms, and classroom supervision.
	Other related duties that may arise from time to time, as requested by the Principal.

I hereby verify that the following checks have been completed:	Comments:
1. Reference Check
2. Provincial Child Abuse Check (attached)
3. Criminal Record Check (attached)
4. Holds a valid driver’s licence

	Assessment FOR learning is the ongoing analysis of the student’s learning and is designed to give Teachers information to plan, modify, and differentiate teaching.
	Assessment AS learning engages students to become independent and lifelong learners. Teachers teach students to self-assess, peer-assess and use descriptive feedback.
	Assessment OF learning is the measurement and documentation of achievement for the purpose of reporting. Assessment must be balanced – including oral, performance, and written tasks, and be flexible to improve learning for all learners.

	Assessment goals are consistent with provincial standards and direction.
	Assessment must allow for ongoing student and teacher reflection that guides learning and teaching.

	Assessment includes the use of peer and self assessment.
	Assessment involves reflection.
	Assessment provides specific and descriptive feedback.
	Instruction is adjusted as a result of assessment information.

	Communication occurs between Teachers, students, and parents.
	Communication summarizes what students know, can do, and understand.
	Feedback must be timely, dynamic, frequent, and meaningful.

	Assessment uses goal and criteria setting.
	Students are able to describe their learning progress.
	Students can plan the next steps they need to take to improve their learning.

	Assessment establishes a baseline of prior knowledge.
	Assessment addresses the developmental characteristics of the students and considers their learning styles and intelligence.
	Assessment considers the social, emotional, physical and intellectual characteristics of the students.
	Assessment considers the cultural and linguistic backgrounds of the students.
	Assessment recognizes the need for accommodations, adaptations and modifications.
	Assessment is constructive. The focus must be on the learning rather than the learner.

	The most effective assessment/grading practices provide accurate, specific and timely feedback designed to improve student performance.
	Effective assessment practices require ongoing professional development on the part of the teacher.
	Assessment literate teachers require knowledge and skills to assess for learning.
	Assessment is a critical part of teachers’ reflection and ongoing refinement of practice.
	Action research can have a significant impact on assessment practices and innovation.

	Assessment is differentiated and therefore provides students with sufficient opportunities to demonstrate knowledge, skills, attitudes and behaviours.
	Effective assessment ensures the use of grading practices that accurately represent student performance.
	Effective assessment is designed and developed in ways that ensure reliability and validity, and minimize distortion and bias.

	setting criteria that define success;
	determining, giving and receiving feedback;
	planning the next steps to reach the learning outcomes.

	Checking to see what has been learned and what needs to be learned next, and adjusting instruction accordingly
	Accessing specific and descriptive feedback in relation to criteria that is focused on improvement
	Participation by the student – the person most able to improve the learning

	First and foremost, assessment must meet standards for quality.
	Clear targets.
	Clear purpose.
	Appropriate target-method match.
	Appropriate sampling.
	Avoidance of bias and distortion.
	The second aspect of this guideline is that evidence of achievement and behaviour must be carefully recorded and maintained.

	The meaning of grades (letters or numbers) should come from clear descriptions of performance standards.
	"If they hit the goal they get the grade!" (i.e. No bell curves).

	The first point to emphasize in this guideline is that grades should be based on achievement (i.e., demonstration of the knowledge and skill components of the curriculum). Effort, attitude, and other behaviours will be reported separately. Another implication of this guideline is that grades should not be inflated by the use of bonuses or deflated by the use of penalties.
	The second point to emphasize in this guideline is that grades should be based on the achievement individual students are able to demonstrate and not on group dates.

	Use formative assessment to provide descriptive feedback.
	Use a variety of summative assessments to determine grades.

	Use the most consistent level of achievement with special consideration for the most recent evidence of achievement.
	Provide several and various assessment opportunities.

	Avoid using "mean"; consider using the median or mode.
	Think "body of evidence" and professional judgment; determine grades based on evidence, don’t just calculate them.

	contact with the parent(s) regarding the late and incomplete essential assignments;
	a meeting between the student and teacher which will identify whether or not the student requires additional assistance in understanding the material or the assignment;
	goal setting by the student with the Teacher indicating a reasonable date when the assignment will be completed and given to the Teacher;
	the understanding that if the assignment isn’t completed and handed in according to the student-teacher plan, the student may receive a zero on the assignment and/or an incomplete on the course which would lead to a loss of the credit.

	contacting parents;
	documenting the incident in the student’s file or on the report card;
	losing privileges or other disciplinary measures such as detention;
	rewriting the assignment;
	deducting marks for an assignment (zero for an assignment might be considered).

	the grade level of the student;
	the maturity of the student;
	the number and type of incidents;
	the individual circumstances of the student;
	the potential impact of the consequence on later learning and motivation.

	Classroom-based assessment of students early in the school year in competencies
	in reading and numeracy.
	Results used to communicate to parents and to support instruction at the student, classroom, school and school Division levels.

	Assessment (for, as) process used to engage student in their learning.
	Summative results as of the last two weeks of January, based on the highest level of achievement.
	The results are used to communicate to the student and parents/guardians and support learning.

	Final marks (at the end of the year or semester) on report cards must be stated as percentages in all subject areas in each grade.
	Provincial standards test will be administered in accordance to provincial requirements. Standards test are marked locally by teachers according to marking guidelines and training offered by the Department.
	The Grade 12 standards tests count for 30% of all the student’s final grade and are reported on in a percentage score.
	Individual student results on provincial standards test are to be reported separately from term marks when showing final grades on report cards and in school files.
	Final marks are stated as percentages. The marks should be supplemented by additional reporting information, including Teachers’ anectodal comments on achievement and behavior, work habits, citizenship, and so on.
	Reporting on Student Progress and Achievement: A Policy Handbook for Teachers, Administrators, and Parents (1997)
	Rethinking Classroom Assessment With Purpose in Mind (2006) -Manitoba Education, Citizenship and Youth
	Communicating Student Learning - Guidelines for Schools (2007) - Manitoba Education, Citizenship and Youth
	Growing Success: Assessment, Evaluation and Reporting in Ontario School, First Edition (Ontario Ministry of Education, 2010)
	Provincial Assessment Policy Kindergarten to Grade 12: Academic Responsibility, Honesty and Promotion/Retention (Manitoba Education, 2010)

	Documented Behaviour Problems
	Incomplete Assignments or Course Work

	informing the student and parent(s) of progress in relation to grade placement, indicated ability, and registered program;
	involving the parents in bringing about necessary changes in student progress and/or performance.

	CREDITS
SUBJECT	ENG. PROGRAM	FR. IMM.
Language Arts	2	1.5
Mathematics	1	1
Social Studies	1	1
Science	1	1
French	1	1.5
Home Ec./Industrial Arts	.5	.5
Physical Education	.5	.5
Health and Guidance	.5	.5
Art or Music	.5	.5
Total	8	8

	Educational background
	Personal characteristics, learning styles, and ability
	The nature of the EAL program supporting them
	Confidence and motivation
	Prior learning/life experiences
	Linguistic distance between the first language and English
	Social-cultural distance between the first culture and Canadian culture
	Extend of support from home and the community
	Other factors as determined by the school team