I - Instructional Program

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.

  1. To ensure that students achieve the curricular outcomes of the Manitoba Education programs of studies to the maximum of their individual potential.
  2. To develop a student’s ability to think critically, problem solve, reason, and process information constructively and creatively.
  3. To help a student gain a feeling of self-worth by gaining confidence, developing self-respect and feeling pride in personal accomplishments.
  4. 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.
  5. To arouse students’ curiosity and develop life-long learners who will become responsible citizens who are contributing members of a global society.
  6. 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.
  7. 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.
  8. To develop the knowledge, skills, and attitudes that will lead to physically active and healthy lifestyles for all students.
  9. To develop in students an appreciation of and respect for our democratic system.
  10. To develop within students respect for and appreciation of the maintenance, protection, and improvement of the natural environment.

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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.

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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:

  1. two terms,
    1. one beginning no earlier than the day after Labour Day and ending on December 31, and
    2. one beginning no earlier than January 3 and ending on June 30;
  1. two semesters,
    1. one beginning no earlier than the day after Labour Day and ending on January 31, and
    2. one beginning on or no earlier than February 1 and ending on June 30; or
  1. 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:

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

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

For all schools there must be:

  1. 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;
  2. 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.

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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:

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

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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)]

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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 13th St. N.W.

Portage la Prairie, MB R1N 2T5

Phone: 857-7687

Fax: 239-5740

English

Grades K - 6

La Verendrye School

500 7th 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 6th 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 3rd 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 3rd 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

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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.

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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:

  1. a request has been made by the parents to the Board of Trustees;
  2. there is sufficient space in the school;
  3. 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

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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]

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IEB-E Student Registration.pdf

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IEB-E - Student Registration

SECTION I: INSTRUCTIONAL PROGRAM

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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).

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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:

  1. Students and parents will be advised, if practical, at the Grade 8 level, of courses that may be discontinued.
  2. Alternatives, as outlined above will be considered.
  3. The discontinuation of courses may take place at any level if the number of students enrolled does not justify its continuation.
  4. 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 IFJ

Challenging for Senior Years Course Credits

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. See IEG

Post-Secondary Credits and Senior Years (Dual Credits)

Students will be allowed to take college and university courses for Senior Years graduation credits. It is important that schools check with the university/college about their policy for issuing transcripts and acceptance of other post-secondary institution credits.

Credit for Community Service (Student Initiated Project -SIP)

Student activity done outside of a school course, in this case volunteering, can be given credit if a student meets the conditions of the guidelines. See IEH

Substitution of Credits in Unusual Situations

Principals may substitute one or two compulsory credits where individuals can make a strong case for doing so, conditional on parent/guardian approval. See also IEI

Other Credits Possible
    1. Cadets
    2. Two credits, one for the successful completion of the basic training program and one for the advanced training program, are possible. These two credits are recognized only as additional credits beyond the minimum thirty (30) credits required for high school graduation.

    3. Royal Winnipeg Ballet (RWB)
    4. Up to four (4) credits toward graduation requirements, for the RWB Senior Dance levels, one credit for each level 4, 5, 6, and 7 is possible.

    5. 4-H
    6. Student Initiated Projects (SIPs) may involve students in activities quite different than those in a regular course and students may initiate their own projects in areas of special interest not provided for in the regular High School program. Credit is issued by the school, not by 4-H.

    7. Private Music Option
    8. Up to four (4) credits toward graduation are possible, as per the Manitoba Education guideline dated October, 1997, toward graduation. See also IFM

    9. Special Language Credit Option

Up to four (4) credits toward graduation are possible for Senior Years students proficient in languages other than English or French, Refer to: Special Language Credit Option: A Policy and Administrative Handbook for Senior 1 -4 (2001).

Effective 2008 - 2009 School Year

The addition of Grades 11 and 12 PE/HE compulsory credits changes the credit requirements for graduation for the High School Diploma from 28 to 30 (except for students entering Grade 12 in 2008-2009, who required 29 credits).

For students with special needs, Teachers will continue to make modifications, adaptations, and accommodations as necessary and as outlined by the Individualized Senior Years Program.

The Mature Student Diploma requirements remain, as outlined in the Mature Student Graduation Requirements document (2003).

For the English Program, the graduation requirements for Grades 11 and 12 are as follows:

Grade 11: - Compulsory credits (including PE/HE) 4

- Optional credit, minimum of 1

Grade 12: - Compulsory credits (including PE/HE) 3

- Optional credits, minimum of 2

The following tables show graduation requirements for:

English Program IED-E1

Technology Program IED-E2

French Immersion IED-E3

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

Implementation of Grades 11 and 12 Physical Education/Health Education: A Policy Handbook (2007)

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IED-E1 Senior Years English Program.pdf

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IED-E1 - Senior Years English Program

SECTION I: INSTRUCTIONAL PROGRAM

File IED-E1

SENIOR YEARS ENGLISH PROGRAM

To meet the requirements of this program all subjects are taught in English with the exception of other languages studied.

SENIOR YEARS ENGLISH PROGRAM GRADUATION CREDIT REQUIREMENTS

(Minimum of 30 credits) (29 for 2008-2009 Grade 12 students)

Compulsory Credits: 17

Grade 9

Optional Credits: (see your school for complete list)

13 credits from subject areas such as:

Language Arts (additional courses for credit)
Mathematics (additional courses for credit)
Sciences (additional courses for credit)
Social Studies (additional courses for credit)
Basic French
Other second languages
The Arts
Visual Arts
Music
Drama
Dance
Physical Education
Health Education
Skills for independent living
Technology Education
Vocational Education
Home Economics
Business & Marketing
Industrial Art
Others as organized by the school

Compulsory Subject Areas (5 credits)

Language Arts (English)

1

Mathematics

1

Science

1

Social Studies

1

Physical Education/Health Education

1

Grade 10

Compulsory Subject Areas (5 credits)

Language Arts (English)

1

Mathematics

1

Science

1

Social Studies

1

Physical Education/Health Education

1

Grade 11

Compulsory Subject Areas (4 credits)

Language Arts (English)

1

Mathematics

1

Social Studies

1

Physical Education/Health Education

1

(Plus 1 Option -minimum) *Must be Gr. 11 min.

Grade 12

Compulsory Subject Areas (3 credits)

Language Arts (English)

1

Mathematics

1

Physical Education/Health Education

1

(Plus 2 Options - minimum) *Must be Gr. 12 level

Students must meet the entrance requirements of the post-secondary education (college or university), training, or work situation they intend to pursue.
Within the optional subject areas, students must complete one Grade 11 credit and two Grade 12 credits.

Note: School Initiated Courses (SICs) and Student Initiated Projects (SIPs) may be used to fulfill the graduation requirements within the optional credits to a maximum of 11 and 3 respectively. Depending on the different requirements of the four school programs (English, Technology, French Immersion, Francais) recognized by Manitoba Education, the number of possible SICs used as optional credits may vary.

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IED-E2 Senior Years Technology program.pdf

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IED-E2 - Senior Years Technology Program

SECTION I: INSTRUCTIONAL PROGRAM

File IED-E2

SENIOR YEARS TECHNOLOGY PROGRAM

The Senior Years Technology Education program consists of 14 compulsory credits and an approved cluster of 8 to 14 compulsory Technology Education credits. Students wishing to graduate from a Senior Years Technology Education Program must fulfill the minimum 30 credit graduation requirement. A cluster of Technology Education courses must be an approved group of 8-14 Department developed and/or approved courses which facilitate the transition from school to work.

SENIOR YEARS GRADUATION CREDIT REQUREMENTS

(Minimum of 30 credits) (29 for 2008-2009 Grade 12 students)

Compulsory Credits: 16

Grade 9: Compulsory Subject Areas (5 credits)

Optional Credits: (see your school for complete list)

(0-6) credits from subject areas such as:

Language Arts (additional courses for credit)
Mathematics (additional courses for credit)
Sciences (additional courses for credit)
Social Studies (additional courses for credit)
Basic French
Other second languages
The Arts
Visual Arts
Music
Drama
Dance
Physical Education
Health Education
Skills for independent living
Technology Education
Vocational Education
Home Economics
Business & Marketing
Industrial Art
Others as organized by the school

Language Arts (English)

1

Mathematics

1

Science

1

Social Studies

1

Physical Education/Health Education

1

Grade 10

Compulsory Subject Areas (5 credits)

Language Arts (English)

1

Mathematics

1

Science

1

Social Studies

1

Physical Education/Health Education

1

Grade 11

Compulsory Subject Areas (4 credits)

Language Arts (English)

1

Mathematics

1

Physical Education/Health Education

1

(Plus 2 Options -minimum) *Must be Gr. 11 min.

Grade 12

Compulsory Subject Areas (3 credits)

Language Arts (English)

1

Mathematics

1

Physical Education/Health Education

1

(Plus 2 Options - minimum) *Must be Gr. 12 level

Senior Years Technology Education Program Credits: 8 - 14

Note: School Initiated Courses (SICs) and Student Initiated Projects (SIPs) may be used to fulfill the graduation requirements within the optional credits to a maximum of 11 and 3 respectively. Depending on the different requirements of the four school programs, the number of possible SICs used as optional credits may vary.

A minimum of 8 to a maximum of 14 approved credits are required from within an approved Senior Years Technology Education Program cluster.
Plus students must fulfill the minimum 30 credit graduation requirement by completing (0 to 6) credits from the optional category.
To graduate with an approved Senior Years Apprenticeship Option, students must complete the 16 compulsory requirements and 8 approved Senior Years Apprenticeship Option credits, along with the optional credits (0 to 6).
Students must meet the entrance requirements of the post-secondary education (college or university), training, or work situation they intend to pursue. Within the approved Senior Years Technology Education Program cluster, students must complete a minimum of two Grade 11 credits and two Grade 12 credits.

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IED-E3 Senior years French Immersion Program.pdf

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IED-E3 Senior Years French Immersion Program

SECTION I: INSTRUCTIONAL PROGRAM

File IED-E3

SENIOR YEARS FRENCH IMMERSION PROGRAM

Out of a total of 30 credits, a minimum of 14 credits from courses taught in French are required to obtain the provincial diploma in French Immersion. At each grade in Grade 9 and in Grade 10, a minimum of 4 credits must be completed in French and at each grade in Grade 11 and in Grade 12, a minimum of 3 credits must be completed in French.

SENIOR YEARS GRADUATION CREDIT REQUREMENTS

(Minimum of 30 credits)

Compulsory Credits: 21

Grade 9: Compulsory Subject Areas (5 credits)

Optional Credits: (see your school for complete list)

(9) credits from subject areas such as:

Language Arts (additional courses for credit)
Mathematics (additional courses for credit)
Sciences (additional courses for credit)
Social Studies (additional courses for credit)
Basic French
Other second languages
The Arts
Visual Arts
Music
Drama
Dance
Physical Education
Health Education
Skills for independent living
Technology Education
Vocational Education
Home Economics
Business & Marketing
Industrial Art
Others as organized by the school

Français

1

English Language Arts (Immersion)

1

Mathématiques

1

Sciences de la nature

1

Sciences humaines

1

Education physique et Education à la santé

1

Grade 10

Compulsory Subject Areas (5 credits)

Français

1

English Language Arts (Immersion)

1

Mathématiques

1

Sciences de la nature

1

Sciences humaines

1

Education physique et Education à la santé

1

Grade 11

Compulsory Subject Areas (4 credits)

Français

1

English Language Arts (Immersion)

1

Mathématiques

1

Sciences humaines

1

Education physique et Education à la santé

1

(Plus 1 option-minimum) *must be Gr 11 level min.

Grade 12

Compulsory Subject Areas (3 credits)

Français

1

English Language Arts (Immersion)

1

Mathématiques

1

Education physique et Education à la santé

1

(Plus 1 option-minimum) *must be Gr 12 level

Students must meet the entrance requirements of the post-secondary education (college or university), training, or work situation they intent to pursue.
Within the optional subject areas, students must complete one Grade 11 credit and Grade 12 credit.
Note: School Initiated Courses (SICs) and Student Initiated Projects (SIPs) may be used to fulfill the graduation requirements within the optional credits to a maximum of 11 and 3 respectively. Depending on the different requirements of the four school programs, the number of possible SICs used as optional credits may vary.
Out of a total 30 credits, a minimum of 14 credits from courses taught in French are required to obtain the provincial diplomas in French.

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

SECTION I: INSTRUCTIONAL PROGRAM

File IEE

RISK MANAGEMENT FOR OUT-OF-CLASS PHYSICAL ACTIVITY

GRADES 9 TO 12 PHYSICAL EDUCATION/HEALTH EDUCATION

Preamble

Pupils in grades 9, 10, 11 and 12 will be required to earn one physical activity credit for Physical Education in each year. Each credit shall consist of 110 hours of activity. A portion of those hours may be earned through approved out

-of-school activities. In grade 9 and 10 the maximum number of out-of-class activity hours is 20 hours. In grades 11 and 12 a minimum of 25% of the total hours must be in class. Students who wish to receive credit for out of class activity may do so in accordance with this Policy and Administrative Regulation.

The Board recognizes the importance of risk management in promoting safe participation in physical activities. It also recognizes that the responsibility for the care and safety of students for the out-of-class delivery of Grades 9 to 12 Physical Education/Health Education (PE/HE) is shared by the home, school, parents/guardians, and community.

Rationale

As part of the Grades 9 to 12 PE/HE courses, students may participate in OUT-of-class physical activities to fulfill the practical requirements for these courses. Students may choose among a variety of OUT-of-class physical activities organized by Portage la Prairie School Division High School, which include intramural, and club activities or they may choose to participate in non-school–based activities (community- or independently based activities that are not directly organized by the High School or School Division, such as community sports, classes and clubs, and exercising at home). Although there is an inherent risk to all physical activities, the Board believes this risk can be significantly reduced when participants receive appropriate instruction and/or supervision and participate in an environment where rules and routines governing safety are taught and enforced. It is primarily the School Board and its employees that manage the risk and safety of school-based activities selected for OUT-of-class programming. Alternately, for non-school–based activities, safety and risk are managed independently from the school by students, parents/guardians, community members, and/or community organizations.

See also: IFO

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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

  1. 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.
  2. 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.
  3. The Board will consider recommendations from the schools’ Physical Education staff, school-based Administration and the Superintendent’s department in determining their approval.
  4. 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

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

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    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

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

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    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 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 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

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

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    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

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

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    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

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    IEF - French Language Programs

    SECTION I: INSTRUCTIONAL PROGRAM

    File IEF

    FRENCH LANGUAGE PROGRAMS

    Background Information

    1. 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.

    1. 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

    1. 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
    1. NON-IMMERSION FRENCH

    The Basic French program is offered as outlined above.

    [PSA (79)]

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    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:

    1. students who, by virtue of special talents or private study, can be accelerated in particular subject areas;
    2. 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;
    3. 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;
    4. students who were previously home schooled;
    5. students who are considered exceptional achievers in a certain area;
    6. 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

    1. The Challenge for Credit Option may be used from Grade 9 to Grade 12.
    2. 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.
    3. 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)

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    IEG-E1 Parent_Guardian Approval Form.pdf

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    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

    1. Reasons for the challenge for credit request are:_____________________________
    2. __________________________________________________________________

      __________________________________________________________________

      __________________________________________________________________

    3. How will the course help you to fulfill your educational goals?____________________
    4. __________________________________________________________________

      __________________________________________________________________

      __________________________________________________________________

    5. What are your special interests and skills related to this course?_________________
    6. __________________________________________________________________

      __________________________________________________________________

      __________________________________________________________________

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

      __________________________________________________________________

      __________________________________________________________________

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

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      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: _____________

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      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

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

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      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

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

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      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: _____________

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      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.

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      IEI-E Substitution of Credits.pdf

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      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

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      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.

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      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

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      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?

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      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.

      1. A maximum of three SIP credits will be accepted for graduation purposes. Successive SIPs must show significant diversity or progression to justify accreditation.
      2. Every SIP must have a Teacher advisor and Principal or Vice-Principal attached to it.
      3. Students will need to take the initiative to approach the Teacher of their choice to be the staff advisor.
      4. 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.
      5. All SIP proposals must be submitted to the Superintendent’s Department on the prescribed form (IFB-E2).
      6. Credits will be given on a half course (55 hours) and full course basis (110 hours).
      7. 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.
      8. 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.
      9. The materials covered in SIP courses must be of a level of difficulty equivalent to that of regular high school courses.
      10. 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.
    9. 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.
    10. The Superintendent will advise the Curriculum, Program, and Instruction Committee of the Board of his/her decision regarding the proposed project.
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      IFB-E1 School-Initiated Course Registration Form.pdf

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      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

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      IFB-E2 Student Initiated Project Application.pdf

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      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

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      IFB-E3 Student Initiated Project Contract.pdf

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      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.
      1. Name of student_________________________________________________________________
      2. Address_______________________________________________________________________

        Phone Number__________________________________________________________________

      3. Title of project___________________________________________________________________
      4. Home Classroom________________________________________________________________

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

        Extra _________________________ Within 30 credits __________________________________

      5. 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:

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

        ______________________________________________________________________________________

        ______________________________________________________________________________________

    12. 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.
    13. ______________________________________________________________________________________

      ______________________________________________________________________________________

      ______________________________________________________________________________________

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

      ______________________________________________________________________________________

      ______________________________________________________________________________________

      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.

      ______________________________________________________________________________________

      ______________________________________________________________________________________

      ______________________________________________________________________________________

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

      ______________________________________________________________________________________

      ______________________________________________________________________________________

    18. 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.
    19. 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

      6.

        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.

        ______________________________________________________________________________________

        ______________________________________________________________________________________

        ______________________________________________________________________________________

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        IFB-E4 School-Initiated Project Registration Form.pdf

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        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

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        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.

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        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

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        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)

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        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

        1. To raise the awareness level of Teachers, parents and the community as to the educational requirements of talented and gifted students.
        2. To design and implement an identification program for talented and gifted students that utilizes a multi-dimensional, flexible approach.
        3. To challenge the potential of talented and gifted students in the Division through school-based programs.
        4. 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.

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        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.

        1. 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.
        2. 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.
        3. 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.
        4. 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.
        5. 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.
        6. The Principal will advise the parents and the Division personnel of the decision.
        7. 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.

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        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)]

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        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)

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        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.

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        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:

        1. Regular Curricular and Extra-Curricular Trips:
        2. 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.

        3. Extended Trips:
        4. 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.

        5. 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

        1. Field trips must not unfairly interfere with the general operation of the school and its other programs and activities.
        2. 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.
        3. 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.
        4. Field trips must have relevance to the programs of the participating students.
        5. 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.
        6. The Document "A Guide for Planning School Field Trips" is to be followed.

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        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

        1. 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.
        2. Field trips must not unfairly interfere with the general operation of the school and its other programs and activities.
        3. 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.
        4. 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.
        5. Field trips must have relevance to the programs of the participating students.

        Supervision and Chaperones

        1. Adults may be used to assist with the supervision of field trips. Adult supervisors shall be under the direction of the supervising Teacher(s).
        2. 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.
        3. 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.
        4. 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.
        5. 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.
        6. 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.
        7. 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.
        8. 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

        1. Maximum distance guidelines are:
        2. Primary: 150 km one way

          Intermediate: 300 km one way

          Jr. High 340 km one way

          Sr. High 600 km one way

        3. 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.
        4. School teams earning their way to Provincial competitions are exempt from the distance guidelines.

        Travel Arrangements

        1. 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.
        2. 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.

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        IFI-E Special and International Trip Request.pdf

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        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 _________________________________________

         

         

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        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:

        1. In conjunction with the Guidance Counselor/Resource Teacher, the Principal of the receiving school must approve all applicants.
        2. 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.
        3. 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.
        4. 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.
        5. 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

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

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        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:

        1. The course is not offered by the school they attend.

        2. 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.

        3. The Principal has reviewed the student's request and has determined that the course is relevant to the program the student is presently taking.

        4. The student must register himself/herself for the course and pay the cost of registration.

        5. Upon successful completion of the approved course the student may apply to the School Principal for reimbursement.

        6. 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

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        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

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        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

        1. Private music lessons may be taken during activity and student periods only, at a location other than the school.
        2. Permission shall be subject to a written request to the School Principal from the parents of the student concerned.
        3. There shall be no interference with the academic timetable.
        4. 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.

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        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:

        1. 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

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        IFN-E Music Instrument Rental Agreement.pdf

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        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

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        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.

        1. non-restrictive clothing that allows freedom of movement;
        2. light and absorbent clothing to permit the body to be ventilated during exercise;
        3. proper footwear is required for all Physical Education activities;
        4. 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.

        See also: EBB, IEE

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        IFO-R - Physical Education

        SECTION I: INSTRUCTIONAL PROGRAM

        File IFO-R

        PHYSICAL EDUCATION

        Instruction and Supervision Guidelines

        The following guidelines are established for the instruction and supervision of all Physical Education classes and activities:

        1. Supervise all activities; never leave a class unattended.
        2. Warn students of dangers that may be inherent in an activity or environment.
        3. Establish safety rules and regulations and discuss them with students. Safety rules and regulations are to be posted in an appropriate location.
        4. Keep abreast of the latest safety procedures.
        5. Be knowledgeable of spotting techniques and provide adequate spotting when necessary.
        6. Assign activities that are within the abilities of the students.
        7. Teach skills progressively - from simple to complex.
        8. Provide adequate conditioning before having students attempt skills requiring good physical condition.
        9. Do not instruct or have students participate in activities in which you are not knowledgeable.
        10. Inspect all equipment at regular intervals. Immediately report defective equipment to the Principal. Do not use or expose students to injury by using defective equipment.
        11. Provide adequate instruction before permitting performance.
        12. Conduct activities in safe areas.
        13. Continually analyze teaching methods for suitability.
        14. Attempt to foresee possible danger and injury and act in a prudent manner in supervising all student activities.
        15. Provide adequate protective equipment.
        16. Conduct outdoor winter activities only after careful consideration of temperature, wind chill factor, appropriate clothing and physical well-being of all concerned. Caution is to be used when the temperature and/or wind chill factor reaches -17°C. Formal outdoor activities are to be postponed when the wind chill factor reaches -27°C. See also: EBB
        17. Conduct outdoor summer activities only after careful consideration of the temperature and humidity combination. Vigorous activity should be limited during times of high temperature and humidity.

        Potentially Dangerous Exercises

        For many reasons the following exercises are potentially dangerous and must be critically examined before they are included in a general exercise program:

        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)

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        IG - Book and Audio Visual Selection

        SECTION I: INSTRUCTIONAL PROGRAM

        File IG

        BOOK AND AUDIO VISUAL SELECTION

        Preamble

        This has been written to serve the needs of the schools of the Portage la Prairie School Division. The library performs many important functions in the School Division’s overall program. Although the function of the library is to implement and support the educational program of each school, the library must also serve as a centre for recreational and leisure reading. The instilling of patterns of reading enjoyment remains one of the primary goals of any library institution.

        Philosophy and Objectives

        The objectives of this divisional policy are to see that our libraries provide a variety and abundance of materials from all media to support and enrich the school curriculum, to stimulate cultural development, to motivate students to read, and to provide the teaching staff with important professional materials.

        The book selection policy of the Portage la Prairie School Division affirms the policy as laid out in the School Library Bill of Rights. This bill maintains that the responsibilities of the school library are:

        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.

        Delegation of Authority in Selection

        The ultimate responsibility for all materials selection belongs to the School Board but it usually delegates the responsibility for purchasing to its library staff who have professional training in selection. In our Division, this responsibility is divided amongst the Librarians according to their abilities and interests.

        Personnel Involved in Selection

        Students, faculty, administration, and Library staff are all involved in the selection process. Recommendations for purchase are usually accepted in writing only on a standard Library order card. A collection survey is to be distributed annually which allows for a continuous evaluation of our collections. Through the use of this survey, we can determine whether we have overstocked a section, need additional books in a section, or if we have to weed books from an area.

        Use of Selection Tools

        Since one of the primary duties of the Librarian is to select materials for the Library, the use of professional selection tools as selection aids is essential. Because of the size of our collections a variety of selection aids is used. These include the Senior High School Library Catalog, Booklist, Book Review Digest, Fiction Catalog, A.A.A.S. Science Booklist, Guide to Reference Books, and the Wilson Library Bulletin. With emphasis on Canadian materials the following selection tools are used: Quill and Quire, Journal of Canadian Fiction, Canadian Library Journal, Canadiana, and Tamarack Review. In reference to non-print materials the following guides are consulted: Audio, Learning, Canadian Audio Visual Review, AV Instruction, Film News, Media and Methods, and Schwann Record Guides.

        Personal selection by Librarians or Teachers is another means of selection. However an effort shall be made to find a written review of all materials entering our libraries. Such a policy will ensure only highly recommended works, at the appropriate reading levels, will reach our shelves.

        Criteria for Selection

        GENERAL CRITERIA

        When selecting a book to be placed in the Library, the following criteria are generally applied:

        1. Does the book widen the experience of the student, enrich his life, or fill some personal need?
        2. Does the book contribute directly or indirectly to the educational purposes of the school?
        3. An attempt is made to provide materials which feature different levels of difficulty with a diversity of appeal and points of view.

        SPECIFIC CRITERIA

        The following criteria are applied to the selection of all books:

        1. Purpose of the book
        2. Reputation and significance of the author
        3. Timeliness and relevance
        4. Importance of the content to the collection
        5. Authority in handling of the subject
        6. Price
        7. Quality of the writing
        8. Quality of the illustrations
        9. Recommendations in reviews or booklists
        10. At no time will an author’s work be excluded from the stacks because of his race, religion, or national origin

        Controversial Areas

        RELIGION

        Materials in the library must be broad, tolerant, and impartial. Selections are made with an attempt to maintain a recognition of all religions while specializing in none. Religious books of an obviously denominational nature whose primary purpose is to present one sect as superior to another are not purchased or accepted in our libraries.

        IDEOLOGIES

        The library makes available source materials of any ideology or philosophy which is an important aspect of society in general.

        SEX EDUCATION

        Our libraries stock a variety of sex information books. These would include books on pregnancy, birth, and contraception (Middle and Senior Years). The attempt in this area is to provide clear, sound information, which should be made available to adolescents, but to avoid books which contain detailed or explicit information regarding sexual relations.

        OTHER CONTROVERSIAL MATERIALS

        The use of profanity or of frankness in dealing with sex may be inappropriate, but when a book opens a clearer vision of life, develops an understanding of other people or breaks down intolerance, these virtues must be weighed against the possible harm done by some regrettable work or passage in the book, particularly where taste rather than morals is offended. Books in this category are usually read by one or more of the Librarians before being placed upon the shelves.

        Restricted Shelves

        The Library subscribes to the belief that all materials purchased are equally available to everyone. Restrictions, labeling, or other devices which could prejudice the reader are not condoned. Such restrictions will cease to be necessary when the selection procedures outlined above are in place.

        Procedure for Handling Complaints

        Complaints concerning Library materials have been relatively few in this area. However, a pattern of increasing pressures brought on by concerned citizens who demand the removal of books from Library shelves is discernible. When such pressures arise a clearly stated procedure for handling complaints would be in place. The following approach when handling a complaint is to be used:

        1. Criticism must be presented in writing and directed to the Principal of the school involved.
        2. The statement must contain specific information as to the author, title, publisher, and the reason for the criticism, giving specific references to those aspects or sections of the book to which there is an objection.
        3. The statement must be identified and signed so that a reply may be given.
        4. The material will be reviewed in light of the objections by a committee appointed by the Superintendent’s Department.
        5. The report of the committee should be forwarded to the Superintendent’s Department and to the School Board for action.
        6. The decision of the Board shall be sent in writing to the complainant. A standard form for handling complaints is available. (Instructional Materials Complaint Form) (See KFA)

        Gifts

        Books that are received by the Library as gifts are evaluated just as new purchases are evaluated. The Library reserves the right to dispose of gifts through the regular weeding procedures.

        The collection is constantly being evaluated and materials that are not implementing, enriching, and supporting the curriculum are removed from the collection. The criteria for removal are:

        1. There is considerable duplication in little used areas.
        2. Materials are no longer useful to curriculum needs.
        3. There are duplicate copies where need is not a factor.
        4. Materials are too badly worn or damaged to justify repair.

        When a book is removed from the Library collection it may:

        1. Be sent to other Division schools where the curriculum demands.
        2. Be donated to the City Library, mission schools in Canada or other countries, the Children’s Book sale, Teachers, students or parents. Books in this category are to be stamped "discarded".

        Sets, Multiple Sets, and Paperbacks

        Sets of materials or books are not purchased until the need for such a purchase is demonstrated. Paperback purchasing is becoming more and more prevalent as the paperback copies provide extra copies of well read titles. A maximum of five copies of hardback edition will be bought if the need is demonstrated. Sets of reference books or class textbooks shall be purchased as textbooks, not as library books.

        Revision of the Selection Policy

        Interested individuals and groups are invited to submit recommendations for revision.

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        IGA - Internet Access/Acceptable use of Electronic Technology

        SECTION I: INSTRUCTIONAL PROGRAM

        File IGA

        INTERNET ACCESS/ACCEPTABLE USE OF ELECTRONIC TECHNOLOGY  

        Portage la Prairie School Division computers, software, networks, electronic systems, and access to the Internet are intended for educational or research purposes and for conducting valid school business.  It is presumed that all technological resources, including personal devices, utilized on the Division’s property and network, will be used in a responsible, in a responsible, efficient, ethical, and legal manner, in accordance with Purpose and Mission Statements (AC) and the stated policies and regulations of the School Division.

        Privacy Considerations

        The School Division may (but is not obligated to) monitor, audit, intercept, review, screen, edit, delete, remove, collect, use, store and disclose any information or materials relating to a respective User’s activities using the Facilities (“User Information”).  Use of the Facilities is not to be considered private, and Users are advised not to send, store, collect or otherwise transmit any private or personal information on or through the Facilities.

        Users consent to the School Division monitoring, auditing, intercepting, reviewing, screening, editing, deleting, removing, collecting, using, storing and disclosing personal, proprietary or confidential information of the User, including without limitation e-mail messages and Internet traffic logs for the following purposes:

        • to determine and ensure compliance with this policy and regulations.
        • to prevent a breach of this policy, and regulations.
        • to protect students, the School Division, its staff and other users and third parties from fraudulent, unlawful or abusive use of the facilities, or
        • to comply with any legislation, regulation, or government, regulatory or investigative request.

        Network Etiquette

        • I will be polite, and I will not swear or use inappropriate language.
        • I will not reveal personal information, such as addresses phone numbers, or passwords of anyone.
        • I understand that electronic mail is not private and can be read by system operators.
        • I understand that all information available on the network is the private property of others.

        Accuracy of Information

        • I understand that information from the network may not be accurate or true.
        • I understand that the division does not make any guarantees about the truthfulness of information found on the network.
        • I will cite in my research any information (text video, graphics, etc.) found on the network, the same as I would any material found in printed materials.

        Division Teachers and administrators will deem what is inappropriate use, and their decision is subject only to confirmation by the Portage la Prairie School Board.  Student privileges to use the Internet may be revoked for violating any of the above conditions of use.
         

        The following activities are prohibited:

        • Sending or displaying offensive messages or pictures.
        • Harassing, insulting, victimizing, or attacking others.
        • Damaging computers, computer systems, or computer networks.
        • Making unauthorized repairs or additions, adding software, or reconfiguring systems.
        • Violating copyright laws.
        • Using another’s password or attempting to access another’s folders, work, or files.
        • Intentionally wasting limited resources.
        • Introducing a virus or any destructive data into the network.
        • Employing the network for commercial or illegal purposes.
        Cyberbullying in all its forms.
        “It means using the Internet or other information or communication technologies, such as email messages or text messages sent by cell phone or paper, to support deliberate, repeated, and hostile behaviour by an individual or group that is intended to harm someone else.”  [Public Schools Act, 47.1 (2.1)]

        Users who exhibit inappropriate behaviour will be subject to appropriate discipline, which may include loss of technology and internet access, suspension from classes or school, and, in extreme cases, legal action.  See IGA-E – Acceptable Use Agreement

        See also:  AE -Code of Conduct
                            AF -Behavioural Policy

        Revised:  February 2014

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        IGA-E - Acceptable Use Agreement.pdf

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        IGA-E - Acceptable Use Agreement

        SECTION I: INSTRUCTIONAL PROGRAM

        File IGA-E

        PORTAGE LA PRAIRIE SCHOOL DIVISION

        535 THIRD STREET N.W., PORTAGE LA PRAIRIE, MANITOBA R1N 2C4

        TELEPHONE 857-8756 FAX 239-5998

        ACCEPTABLE USE AGREEMENT

        Sponsoring Teacher

        I have read the Portage la Prairie School Division Acceptable Use Policy and I understand my responsibilities in adhering to and promoting this policy. I will provide guidance to the student in finding appropriate information on the Internet during class activities.

        Date: ___________________ Sponsoring Teacher’s Name: __________________________

        Sponsoring Teacher’s Signature: _______________________

        Student

        I understand my responsibilities and will abide by the above Acceptable Use Agreement. Should I commit any violation, my access privileges may be revoked, school disciplinary action may be taken, and/or appropriate legal action may be instituted.

        Date: ___________________ Student’s Name: ___________________________

        Student’s Signature: ________________________

        Parent or Guardian

        As the parent or guardian of this student, I have read the Acceptable Use Agreement. I understand that Internet access is designed for educational purposes. I recognize it is impossible for Portage la Prairie School Division to restrict access to all controversial materials, and I will not hold the Division (or any of its personnel) responsible for materials acquired on the network. I hereby give my permission to allow Internet access for my child.

        Date: ___________________ Parent’s Name: ___________________________

        Parent’s Signature: ________________________

        Please complete and return to your child's school.

        For additional information about the Portage la Prairie School Division technology programs, or to seek answers to specific questions regarding this Acceptable Use Agreement, please contact any School Principal.

        AG-44-98/07

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        IGB - Portage Educational Resource Centre(PERC)

        SECTION I: INSTRUCTIONAL PROGRAM

        File IGB

        PORTAGE EDUCATIONAL RESOURCE CENTRE (PERC)

        The Portage Educational Resource Centre (PERC) was created to further the professional development of Teachers, and hence to improve the quality of education offered in the Division. Its goals and objectives are as follows:

        1. That PERC be a resource for a beginning Teacher’s continuing education, including initiation into the School Division, and ongoing professional development.
        2. That PERC be a vehicle for the continuing education of Teachers, including the provision of a variety of activities designed to facilitate the professional growth of Teachers.
        3. That PERC encourage the Faculties of Education to utilize PERC for diversification of Teacher education as part of field-based programs.
        4. That PERC be a vehicle for educational research, including projects related to the improvement of classroom instruction as well as education innovation and reform.
        5. That PERC be used as follows:
        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.

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        IGC - Community Resource Persons

        SECTION I: INSTRUCTIONAL PROGRAM

        File IGC

        COMMUNITY RESOURCE PERSONS

        Preamble

        The Board encourages the enrichment of curriculum by inviting persons from outside the school with special knowledge, talents, or an interesting vocation, to address students. The time available from the resource person and the limitations imposed by the regular schedule must be considered when arranging for speakers. Approval for each such visit or program must be given by the Principal. A professional staff member must be present when these community resource persons are working with the class.

        Controversial Speakers

        If a speaker has a topic or presentation that is deemed to have education merit by the Principal, yet at the same time contains an element of controversy, the matter will be discussed with the Superintendent’s Department. The Principal or designate will be present at such presentations, and may adjourn the presentation at any time if the material being presented is deemed to be detrimental to the students.

        See also IG, IGD

        [M.R. 23/2000]

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        IGC-R - Community Resource Persons - Sensitive Issues Guidelines

        SECTION I: INSTRUCTIONAL PROGRAM

        File IGC-R

        COMMUNITY RESOURCE PERSONS – SENSITIVE ISSUES GUIDELINES

        In teaching the AIDS Curriculum, the Family Life units of the provincially approved Health curriculum, the C.A.R.E. Kit, and other topics of a sensitive nature, schools may wish to invite guests to speak to the students. At such times, schools shall ensure that the procedures below are followed:

        1. The Teacher shall determine the content of the presentation to ensure that it is appropriate for the objectives of the course.
        2. The Teacher shall seek the approval of the Principal prior to finalizing arrangements with the speaker.
        3. The school shall advise the parents prior to the activity taking place. Opportunity shall be provided for parents to notify the school in writing that their child should not attend the activity.
        4. The school shall advise the Superintendent’s Department prior to the activity taking place.
        5. Students who do not attend the activity shall be provided with alternate educational activities.

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        IGD - Guidelines for Presenting Sensitive Issues to Students

        SECTION I: INSTRUCTIONAL PROGRAM

        File IGD

        GUIDELINES FOR PRESENTING SENSITIVE ISSUES TO STUDENTS

        The Physical Education/Health Education curriculum student learning outcomes contains content that is potentially sensitive. The strands on "Substance Abuse and Abuse Prevention" and "Human Sexuality" as well as the "Personal Safety" strand contain most of this type of content.

        1. The School Division believes that parents should play an active role in planning for the implementation of sensitive curriculum issues. All schools should therefore develop an implementation plan that includes the involvement of parents.
        2. Follow the current Board policies and guidelines. Most relevant policies are IGC and IGC-R.
        3. All parents are to be given early notice when sensitive topics are going to be discussed with students. This includes presentations by outside groups and our own staff. Make parents aware of the purpose of the presentation and of any materials or information that is available for them to preview. Advise them of their option as parents to withdraw the child from the presentation.
        4. Ask all outside presenters to provide an outline and/or synopsis of the presentation in advance. If such an outline is not available, the school staff should interview the presenter to gather as much information as possible prior to the presentation.
        5. All requests to involve outside speakers or agencies should be followed up with a written invitation. The invitation should clearly state the student learning outcomes, ages of students, number of participants, length of presentation requested, and any other information that will help the presenter meet the school’s needs.
        6. As each grade has its own set of outcomes they should not be combined unless there are extenuating circumstances. Ensure that topics covered can be defended as being part of the curriculum.
        7. A team (more than one person) should thoroughly review the content of the presentation prior to its delivery, particularly if you are unfamiliar with the presenters or have not seen the actual presentation.
        8. All students should be provided with adequate preparation prior to the presentation. This allows them to put new information into its intended context.
        9. Ensure that the presentation is not overly long. This helps prevent confusion among the learners.
        10. The use of graphic pictures should be given careful consideration prior to their use.
        11. Ensure that there are two or more Teachers present for presentations and that they are aware of the content of the presentation. Adequate follow-up activities should be planned. For example, students may want clarifications after the speaker is gone.

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        IGE - School Volunteers

        SECTION I: INSTRUCTIONAL PROGRAM

        File IGE

        SCHOOL VOLUNTEERS

        The Board recognizes that volunteers make many valuable contributions to the students and staff of the Portage la Prairie School Division.

        An important responsibility of the Board is to take reasonable steps to ensure the safety and well being of all students. Therefore, background checks will be required in circumstances where volunteers work with students independent of staff supervision. These situations may include:

        1. coaching;
        2. assisting students in an isolated location without direct staff supervision;
        3. supervising students on extended field trips or;
        4. other situations outside of the immediate supervision of staff.

        Background checks may include:

        1. provincial child abuse registry check (GAB);
        2. criminal record check (GAB);
        3. whether the volunteer holds a valid driver’s license;
        4. reference check.

        The completion of the Pledge of Confidentiality may also be required. (GBO)

        The school administrator is responsible for conducting checks. All information will be kept confidential and on file at the school.

        Some typical duties performed by school volunteers are as follows:

        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.

        [M.R. 23/2000]

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        IGE-E - School Volunteer Registration.pdf

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        IGE-E - School Volunteer Registration

        SECTION I: INSTRUCTIONAL PROGRAM

        File IGE-E

        PORTAGE LA PRAIRIE SCHOOL DIVISION

        535-3rd Street N.W., Portage la Prairie, Manitoba R1N 2C4

        Telephone (204) 857-8756 Fax (204) 239-5998

        SCHOOL VOLUNTEER REGISTRATION

        (To be completed by all school volunteers)

        SCHOOL ____________________________________

        SURNAME ___________________________________ GIVEN NAMES ______________________________

        ADDRESS ___________________________________ POSTAL CODE _____________________________

        PHONE NO. __________________________________ ____________________________________________

        Residence Business

        HAVE YOU VOLUNTEERED PREVIOUSLY, IF SO, WHERE AND IN WHAT AREAS?

        ____________________________________________________________________________________________

        AREAS OF INTEREST: ( E.g., office work; classroom helper; coaching; supervising field trips, etc.)

        ____________________________________________________________________________________________

        ____________________________________________________________________________________________

        SPECIAL SKILLS/TRAINING: (E.g., second language; music; art; coaching certificate, nursing, etc.)

        ____________________________________________________________________________________________

        ____________________________________________________________________________________________

        TO BE COMPLETED BY VOLUNTEERS WORKING WITH STUDENTS UNDER SPECIAL CIRCUMSTANCES

        If you are working with or supervising students independently, e.g. coaching, assisting students in isolated locations, supervising students on extended field trips, or helping in other situations outside of the immediate supervision of staff,Board Policy requires the completion of :

        1. A Provincial Child Abuse Registry form (attached)

        2. A Criminal Record Check (attached)

        3. Reference Checks

        CHARACTER REFERENCES: (please list the name and phone number of two references)

        Name

        Phone Number

        Comments (for office use only)

        1)

        2)

        DATE: ___________________________________ SIGNATURE: _________________________________

        * Principals need to complete the information on the back of this form.

        AG 43-98/09

        This Volunteer Registration Form is to be kept on file at the school.

        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

        If any of the above checks have not been completed, please explain in the comment section.

        __________________________________________ ______________________

        Principal’s Signature Date

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        IH - Student Learning Assessment

        SECTION I: INSTRUCTIONAL PROGRAM

        File IH

        STUDENT LEARNING ASSESSMENT

        The Board of Trustees of the Portage la Prairie School Division believes that assessing student understanding, development, and achievement is a key component of the educational process. The goal of assessment is to promote student learning in a systematic way. It is also an essential aspect of communication between the Teacher, the student, and the parent(s)/guardian(s). Accordingly, the Board endorses the following belief statements.

        ASSESSMENT BELIEF STATEMENTS

        1. Assessment serves three purposes: assessment FOR, AS, and OF learning.
        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.
        2. Assessment is an integral part of effective planning, learning and teaching.
        Assessment goals are consistent with provincial standards and direction.
        Assessment must allow for ongoing student and teacher reflection that guides learning and teaching.
        3. Assessment is an ongoing, continuous process.
        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.
        4. Assessment involves clear communication of goals, expectations, and criteria.
        Communication occurs between Teachers, students, and parents.
        Communication summarizes what students know, can do, and understand.
        Feedback must be timely, dynamic, frequent, and meaningful.
        5. Assessment involves students to encourage their success and growth.
        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.
        6. Assessment respects, reflects and identifies the varied developmental needs of all learners.
        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.
        7. Assessment practices must be based on current research into best practices and allow for teacher innovation.
        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.
        8. Assessment must be fair and equitable.
        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.

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        IHA - Early Identification

        SECTION I: INSTRUCTIONAL PROGRAM

        File IHA

        EARLY IDENTIFICATION

        The early identification of children that are at-risk to encounter learning difficulties is vital for them to have successful school experiences. The Portage la Prairie School Division is committed to identifying students with exceptional learning needs as early as possible in their education. Information for planning and implementing a student’s educational program upon school entry will be gathered, when appropriate, from various sources including:

        · Parents/guardians, classroom and resource teachers, clinicians, school therapy personnel, community agencies, professional reports, pre-school service providers;

        · screening tools and assessment procedures;

        · transition protocols (e.g., Guidelines for Early Childhood Transition to School for Children with Special Needs, Guidelines for School Registration of Students in Care of Child Welfare Agencies).

        In the Kindergarten Screening process, clinicians may identify students requiring a referral for a specialized assessment. Parental consent is not required for the initial screening process, but is required for follow-up assessment (e.g., cognitive/intellectual).

        Screening opportunities and ongoing identification may be carried out within the regular curriculum and may include social/emotional, behavioural, sensory, physical, communication, academic, and health outcomes.

        Adopted: February 14, 2013

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        IHR-R - Student Learning Assessment

        SECTION I: INSTRUCTIONAL PROGRAM

        File IH-R

        STUDENT LEARNING ASSESSMENT

        1. RATIONALE

        Assessment of student performance is vital to guide the teaching-learning process. Student engagement, and both the quality and level of academic achievement, can be increased through formative assessment. Gains in student achievement have been demonstrated in classrooms where there are frequent, interactive assessments of student progress, and understanding to identify learning needs and adjust teaching appropriately.

        This assessment for learning done by the teacher fosters an internal assessment as learning on the part of the student. Teachers need to involve students in the learning process, as students gradually become independent learners. The Teacher must explain the learning outcomes in terms that students understand, and have them participate in:

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

        Students are taught how to carefully review and refine their work. Students gradually learn to assess themselves and their peers fairly and realistically in using self-assessment. They are guided to make necessary adjustments to their work, by also using feedback from their peers and the teacher.

        There is also a need to summarize information on the achievement of students (summative assessment or assessment of learning) at certain points in time to inform students, teachers, parents/guardians, and the broader educational community. This type of information can be used to adjust the teaching-learning process, and support the ongoing dialogue with parents.

        B. PURPOSES OF ASSESSMENT

        Assessment is an integral part of the educational process. It comprises four distinct, yet related purposes.

        1. Assessment for learning
        2. It is the ongoing analysis of the student’s learning, designed to give teachers information to plan, modify, and differentiate teaching and learning activities to meet curricular outcomes. They use the information to determine not only what students know, but also to gain insights into how, when, and whether students apply what they know, individually and as a class. This is both diagnostic and formative, occurs during the instructional process, and is primarily intended to inform teacher instruction.

        3. Assessment as learning
        4. It is the process of developing metacognition for students – supporting students as they

          think and learn about their own thinking and learning. This process is intentionally planned and nurtured in the classroom environment. The purpose is for students to be engaged learners who set their own goals and monitor their own progress. The teacher’s role is to gradually release responsibility to students as they become independent, self-directed learners.

        5. Assessment of learning
        6. It is the periodic summary of student progress, based on evidence indicating to what degree the student meets stated outcomes. Assessment of learning is used to communicate progress towards standards, to the student, to the parents/guardians, and to other educators. At the school, Division, or system level, it is used in a variety of ways to support student learning by providing evidence of achievement, and to determine to what extent instructional goals have been achieved.

        7. Assessment for the identification and programming for students with special needs (Specialized Assessment):

        The purpose of specialized assessment is to provide detailed information and analysis for programming to meet the special needs of some children. Students will not be denied an educational programming pending the completion of a specialized assessment and every effort will be made to complete specialized assessments, follow-ups, meetings, and reporting in a timely manner. Written parental consent shall be attainted prior to the completion of any specialized assessment.

        1. ASSESSMENT AND PRINCIPLES OF MEASUREMENT
        Assessment is subject to the principles of measurement. In order to make the right decisions about students, it is necessary that teachers adhere to four basic principles or quality issues that are important in classroom assessment:
        Reliability

        Inferences about a student’s learning should be similar when they are made by different teachers, when the learning is measured using various methods, or when students demonstrate their learning at different times.

        Reference Points

        In classroom assessment, there are three reference points teachers use when considering a student’s performance. How is the student performing:

        1) In relation to some pre-determined criteria, learning outcome, or

        expectation (criteria or outcome-referenced);

        2) In relation to the performance of other students in the defined group (norm-referenced);

        3) In relation to his/her performance at a prior time (self-referenced).

        Validity

        Validity in classroom assessment is about the accuracy of the interpretation and the use of assessment information. Validity of classroom assessment depends on ensuring that the assessment adequately covers the targeted learning outcomes, including content, thinking processes, skills, and attitudes. Students should also be provided with opportunities to show their knowledge of concepts in different ways (using a range of assessment approaches) and with multiple measures, to establish a composite picture of student learning.

        Record-keeping

        High quality record-keeping is critical for ensuring quality in classroom assessment. The records that teachers and students keep are the evidence that support the decisions that are made about the students’ learning. The records should include detailed and descriptive information about the nature of the expected learning, as well as evidence of students’ learning, and should be collected from a range of assessments.

        D. ASSESSMENT PRACTICES

        Current research in assessment and student learning, as well as Manitoba Education guidelines, strongly recommend the following assessment practices:

        Begin with the end in mind (Backward Mapping).

        (a) Identify the desired results, the ends, the goals and outcomes to be achieved. At the beginning of an instructional cycle, communicate to students and parents/guardians information about what constitutes essential learning in a given subject and grade level. Identify desired results, using language that students and parents will understand. Explain what the targets/outcomes are, and what students need to do to reach them.

        (b) Determine acceptable evidence.

        Written work or test results are, by themselves, insufficient evidence of learning. Use a wide range of evidence. Use samples or exemplars to develop criteria with students, and to give descriptive feedback to students on their work. These sources of assessment evidence may be used: observations of learning, products students create, and conversations – discussing learning with students (triangulation) – students must understand what products and performances they are accountable for producing as evidence of learning.

        (c) Plan learning experiences and instruction.

        Use ongoing classroom assessment to become aware of the knowledge, skills, and beliefs that students bring to a learning task. Use this knowledge as a starting point for new instruction and monitor students’ changing perceptions as instruction proceeds. When learning is the goal, teachers and students collaborate and use assessment and pertinent feedback to move learning forward.

        Plan for assessment FOR learning

        Assessment for learning includes the collecting of specific descriptive feedback that will inform the teacher’s next teaching steps and the student’s next learning steps towards the learning outcomes. When students are acquiring new skills, knowledge, and understanding, they need a chance to practice. This is the learning process. Assessment FOR learning involves:

        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
        Plan for assessment AS learning

        When students are involved in the classroom assessment process, they become more engaged in learning. As they self-monitor, they are developing and practicing

        the skills needed to be lifelong, independent learners. Teachers need to teach students to be metacognitive learners – learners who think and learn about their thinking and learning. They need to teach students self assessment and peer assessment, increasing the amount of descriptive feedback.

        Plan for assessment OF learning

        The purpose of assessment of learning is to measure, certify, and report the level of students’ learning. It requires the collection and interpretation of information about the students’ accomplishments in important curricular areas. Assessments of

        learning tasks need to enable students to show the complexity of their understanding, to be able to apply key concepts, knowledge, and skills. Assessment of learning is based not only on tests and examinations, but also on a rich variety of products and demonstrations of learning – portfolios, exhibitions, performances, presentations, simulations, multimedia projects, and other written, oral, or visual methods.

        E. GRADING

        1. Guidelines

        These guidelines, outlined in Communicating Student Learning (Manitoba Education, Citizenship and Youth, 2007) form the basis for grading practices and policies that are accurate, meaningful, consistent, and supportive of learning.

        Relate grading procedures to the intended learning goals.

        Use learning goals (not assessment methods) as the basis to record evidence and determine goals.

        Use quality assessment(s) and properly record evidence of achievement.

        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.
        Use criterion-referenced performance standards as reference points to determine grade.
        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).
        Limit the valued attributes included in grade to individual achievement.
        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.
        Sample student performance – don’t include all scores in grades.
        Use formative assessment to provide descriptive feedback.
        Use a variety of summative assessments to determine grades.
        Grade in pencil – keep records so they can be updated easily.
        Use the most consistent level of achievement with special consideration for the most recent evidence of achievement.
        Provide several and various assessment opportunities.
        Crunch numbers carefully if at all.
        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.
        Discuss with, and involve students in assessment throughout the teaching and learning process.
        1. Intervention Plan

        Schools should implement an Intervention Plan outlining a procedure for addressing and documenting late and incomplete essential assignments which may include, but would not be limited to, points such as the following:

        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.
        F. Grades and Report Cards

        Grades and Report Cards remain an important part of the communication system. They must be accurate, meaningful, consistent, supportive of learning, and developed under recognized guidelines for Grading and Report Cards.

        Grading and Reporting - Provincial Requirements

        The schools will follow provincial reporting requirements as indicated below. From Kindergarten to Grade 12, report cards must reflect diverse learning experiences and a variety of assessment and evaluation methods.

        Kindergarten to Grade 8

        The form of reporting student progress and achievement can be determined locally. Schools will send progress reports to provide information appropriate to the stages of the yearly reporting cycle. Summative indicators will report progress and achievement related to learning goals and outcomes.

        G. Cheating and Plagiarism

        Students are expected to adhere to the highest standards of personal honesty in their work, and understand that cheating and plagiarism are serious forms of academic dishonesty that are unacceptable.

        Cheating is an act of academic dishonesty and comes in many forms such as, but not limited to, copying from others, submitting assignments written by others, and using unauthorized notes, aids, or electronic equipment during an assessment.

        Plagiarism, a form of cheating, is defined as the act of claiming another’s words, ideas, or work as one’s own, such as, but not limited to, copying and pasting text from electronic sources without citing and identifying it as a quotation, quoting a source without proper referencing, and paraphrasing but not citing the source.

        Manitoba Education’s document, Provincial Assessment Policy Kindergarten to Grade 12: Academic Responsibility, Honesty, and Promotion/Retention (2010) provides examples of consequences and considerations in dealing with cheating and plagiarism. Consequences for students might include:

        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).

        Consequences will vary and reflect a continuum of behavioral and academic responses based on factors such as:

        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.

        Teachers are responsible for providing students in advance with specific information about the types of materials, tools, or assistance that are permitted for a given assignment or evaluation. In addition, descriptions of the possible consequences of cheating and plagiarism will be explained to students using a variety of methods which may include newsletters, school websites, course outlines, or student handbooks and planners.

        See also ACA, AF, IGA, JDC, JE

        K-Grade 4 reporting practice will reflect an outcomes based approach representing qualitative assessment data and professional judgment by the teacher. Grade 5-8 reporting formats will reflect the changing practice related to formative assessment.

        Provincial Assessment Programs will be administered in:

        1. Grade 3 Assessment (Reading, Lecture and Numeracy) and Grade 4 (French Immersion Lecture)
        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.
        2 . Middle Years Assessment in Grade 7 (Math and Student Engagement) and Grade 8 (Reading Comprehension and Expository Writing).

        Classroom-based, formative (assessment for and as learning) assessment of students in student engagement, number skills, number sense, expository writing and reading comprehension.

        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.
        3. Grade 9 to 12

        Provincial requirements for reporting on student progress and achievement from Grade 9 to 12 are summarized as follows:

        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)

        [Ed. Admin. Act (4) (r) (r.1) (r.2)]

        [M.R. 468/88 (12-16) (28) (35) (39)]

        [PSA (42.1) (58.6) (96)]

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        IHB - Exams/Exemptions - Junior High School

        SECTION I: INSTRUCTIONAL PROGRAM

        File IHB

        EXAMS/EXEMPTIONS - JUNIOR HIGH SCHOOL

        Recommendations

        1. That the exemption mark be consistent at all Junior High schools. The mark should be set at 75% for each course. The exemption should be for the June exam only.
        2. That exams should not count for more than 30% of the total term mark in a course.
        3. That students, parents, and Superintendent’s Department be advised at the beginning of the school year of the evaluation system to be used throughout the school year, including the rationale for the school’s evaluation plan.
        4. That students earn exemptions if they have a mark of 75% in the course and are not in violation of the school’s or the Division’s policies in the following areas:
        Documented Behaviour Problems
        Incomplete Assignments or Course Work
      1. That parents be advised that they may allow their child to remain at home if he/she is exempted. There shall be no consequences to the exempt child who stays at home other than he/she will be marked absent. The parent shall provide a note stating the child was at home with parental permission.
      2. That exempt students who choose to come to school be given meaningful activities in which to participate.
      3. That the dates for examinations be coordinated, as much as possible, among the Junior High schools.
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        IHC - Progress Reports to Students/Parents/Guardians

        SECTION I: INSTRUCTIONAL PROGRAM

        File IHC

        PROGRESS REPORTS TO STUDENTS/PARENTS/GUARDIANS

        Student progress and achievement shall be reported to parents by way of a combination of written reports and parent-teach conferences. A minimum of three written reports and two Parent-Teacher conferences shall be held during the school year.

        Reporting dates shall be determined annually at the beginning of September. The form and content of the report card shall be in accordance with regulations established by Manitoba Education.

        Teachers are encouraged to communicate with parents more frequently than indicated above should such contact be warranted by the progress of individual students.

        The Board supports schools utilizing flexible scheduling and other alternatives to ensure maximum participation of parents at Parent-Teacher conferences.

        The following guidelines are to be applied when planning for Parent-Teacher conferences outside regular school hours.

        1) A written copy of the school plan for conferences shall be forwarded to the Superintendent’s Department for approval at least one month prior to the conference date.

        2) It is recommended a total minimum of 5.5 hours be allocated for Parent-Teacher conferences.

        3) In addition to the evening opportunity, Principals need to ensure that the Parent-Teacher conference plan include some time during the designated conference day. Further, where practical, it is recommended time be made available to parents during the lunch break (12:00 - 1:00 p.m.).

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        IHD - Student Placement - Promotion and Retention of Students

        SECTION I: INSTRUCTIONAL PROGRAM

        File IHD

        STUDENT PLACEMENT - PROMOTION AND RETENTION OF STUDENTS

        PLACEMENT

        It if the philosophy of the Portage la Prairie School Division to encourage success in the programs offered by schools and to accurately communicate student progress to the parents and students.

        Student achievement shall be regularly reported to parents for the purpose of:

        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.

        Reporting shall include information relevant to each student’s academic strengths and weaknesses. Where weaknesses are indicated, reference shall be made to the recommended remediation plan.

        Placement (promotion, retention or alternative programming) shall be made in the best interests of the student after careful consideration of the advantages and disadvantages of the various alternatives. A number of factors will be considered in making alternative program placement decisions for students including, the principle of placement in the most enabling environment with peers, program appropriateness, the students’ individual learning needs, and their unique situation.

        A Personalized Transportation Plan (PTP) shall be developed for students who require transportation due to exceptional needs.

        In placing a student, the school staff shall consider not only the student’s academic achievement, but his/her age and social and emotional maturity. Whenever promotion is in doubt, the appropriate school staff shall meet with the parent(s) of students concerned, such meetings to take place at the earliest possible time during the school year.

        Placement decisions for a student shall be made by the school staff in consultation with parents and the School Division team. Placement decisions at the school level are the responsibility of the Principal.

        Condition or trial promotions are discouraged.

        The evaluation and placement of students with individual education plans (IEPs) shall be based on the goals and student-specific outcomes in their IEPs for the pupils concerned.

        Educational programming for students new to the Division shall begin within 14 days after the student seeks to be enrolled, regardless of whether that school has received the student’s pupil file.

        PROMOTION

        General

        Students who do not meet the stated requirements for promotion may be transferred to the next grade by the Principal if in his/her professional judgement the student’s age, social, and emotional maturity, and other relevant factors are such that a transfer to another grade would be in the best interests of the student and/or the Division.

        Grade One to Six

        Promotion shall be based upon overall success in the grade, with the requirement being the achievement of the goals and objectives in sufficient depth to provide the necessary foundation for the requirements of the subsequent grade.

        Grade Seven and Eight

        Subjects at the grade 7 and 8 level are assigned the following points for the purpose of determining promotion to the next grade:

        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

        A minimum of 5.5 credits are required in order to be promoted to the next grade.

        Grade Nine to Twelve

        Promotion shall be based upon success in the compulsory and optional courses selected as determined by the course prerequisites and the credit system.

        See also: IED

        Additional Information - Kindergarten to Grade Twelve

        During these discussions, consideration is to be given to the need for medical checkups, including vision and hearing screening, and individual standardized testing.


        RETENTION

        The consideration of retention, including loss of credit at the High School level, requires regular communication between those involved ie. Teachers, Principal, parents, and in many cases, the student. The following procedure is intended to ensure that this communication occurs, that all relevant data is obtained, and that parents are involved in the process.

        Kindergarten to Grade Eight

        1. Checklist of required activities:

        a) Discussion between Principal and Teacher - by January 31.

        b) Discussion between Principal and all staff involved. (Resource Teacher, Counsellor, Psychologist, Speech Language Pathologist, etc.)

        c) Parent contact by February 21 followed by meeting(s) with parents.

        d) Follow-up meeting(s) with parents. (Every attempt is to be made to meet with parents, either at school or, if necessary, at home).

        e) Final decision to retain made by mid June.

        f) Preparation of statement for the cumulative file re: the experience during the year and future educational considerations.

        g) List of students to be retained submitted to Superintendent’s Department by June 30.

        2. Data required in connection with a decision to retain:

        a) Consideration of a medical check-up.

        b) Vision and hearing assessment by Resource Teacher, Counsellor or qualified professional, within last 12 months, date and results recorded in cumulative file.

        c) An individual educational assessment using appropriate standardized achievement tests in Language Arts and Mathematics which take into consideration the age of the student, physical and/or mental limitations, cultural factors, etc. These tests, which may be done by the Resource Teacher, Counsellor, Principal or other qualified staff, are intended to provide additional insight into the student’s development. A decision to retain a student must not be based on isolated test results, either standardized or teacher-made.

        d) Samples of written work in various subjects at intervals during the year, which may include portfolios.

        High School Program (Grades 9 - 12)

        The following procedures, as required for Kindergarten to Grade 8, are applicable to students in Grades 9 to 12, whose credit in any subject is in jeopardy.

        1. Discussion between an Administrator and Teacher by November 30 and April 30.

        2. Discussion between an Administrator, Counsellor, and other staff involved.

        3. Notification to parents by November 30 and April 30.

        4. The terms of the Alternative Learning Options – High School (IHE) are also applicable.

        Additional Information - Kindergarten to Grade Twelve

        During these discussions, consideration is to be given to the need for medical checkups, including vision and hearing screening, and individual standardized testing.

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        IHE - Alternative Learning Options - High School

        SECTION I: INSTRUCTIONAL PROGRAM

        File IHE

        ALTERNATIVE LEARNING OPTIONS - HIGH SCHOOL

        It is important that students contribute in a positive way to the school’s learning environment. In turn, it is important that the school provide support and opportunities for students to meet their educational needs and interests. It is also critical to encourage students to maintain a maximum effort through good attendance and academic achievement. The following guidelines will be in effect:

        1. Students must maintain a minimum mark of at least 35% in each of their subjects at each reporting period. If not, parents will be immediately advised by the school administration that the student may be requested to withdraw from these courses unless improvement is shown. This notification must be documented by the school administration.

        2. Students must not have more than two courses between 35 & 50% in each reporting period. If a student has more than two courses within that range, and attendance is poor, he/she with parent consultation, may be required to reduce the number of courses he/she is taking.

        3. If a student has had to reduce his/her course load to one or two courses because of either of the two items above, and in the opinion of the Principal and Teachers, is not making satisfactory effort in the remainder of this program due to lack of effort and poor attendance, the student may be required to attend an alternative learning option for the remainder of the year or semester.

        4. A student may participate in an approved program or activity instead of attending school on the written request of the parent or legal guardian, or, in the case of a pupil who is 16 years of age or older and who has withdrawn from parental control.

        5. Any student who has been attending High School for more than four years and has yet to graduate and who wishes to continue attending may be required to attend an alternative learning option, if in the opinion of the Principal, the student has not maintained satisfactory progress or attendance up to that time. Any student who is 18 years of age or older, and has not maintained satisfactory progress or attendance may be required to withdraw from school.

        (PSA 262)

        Revised Oct. 13, 2011

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        IHF - English as an Additional Language (EAL)

        SECTION I: INSTRUCTIONAL PROGRAM

        File IHF

        ENGLISH AS AN ADDITIONAL LANGUAGE (EAL)

        In accordance with the Manitoba Education document, English as an Additional Language (EAL) and Literacy, Academics, and Language (LAL) Kindergarten to Grade 12 Manitoba Curriculum Framework of Outcomes, (Draft for Consultation and Review, October 2011), students identified as EAL learners enrolling in the Portage la Prairie School Division, shall be placed by the Principal, in consultation with the Division’s EAL consultant and in-school team, in a grade according to academic achievement or age appropriateness with consideration being given to the following:

          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

         

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        II - Religious Exercises

        SECTION I: INSTRUCTIONAL PROGRAM

        File II

        RELIGIOUS EXERCISES

        The schools shall comply with provincial statutes and regulations concerning religious exercises, as defined in the Public Schools Act, section 84(1) and 84(8), and the guidelines issued by Manitoba Education in 1993. (See IL-E)

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        II-E - Guidelines

        SECTION I: INSTRUCTIONAL PROGRAM

        File II-E

        GUIDELINES

        Religious Exercises in Public Schools

        On August 13, 1992, the Court of Queen’s Bench of Manitoba ruled that mandatory religious exercises were an infringement of sections 2 and 15 of the Canadian Charter of Rights and Freedoms and ordered an end to the practice. Most of the relevant provisions of the Public Schools Act, contained within section 84, were struck down. The surviving provisions are as follows:

        "84(1) Public schools shall be non-sectarian.

        84(8) If a petition asking for religious exercises, signed by the parents or guardians of 75% of the pupils in the case of a school having fewer than 80 pupils or by the parents or guardians of at least 60 pupils in the case of a school having an enrolment of 80 or more pupils, is presented to the school board, religious exercises shall be conducted for the children of those parents or guardians in that school year."

        In response to concerns raised by the field regarding the appropriate administrative arrangements necessary to effect the court judgment, discussions aimed at framing a set of guidelines on religious exercises were held between Manitoba Education and Training, The Manitoba Association of School Trustees, The Manitoba Association of School Superintendents, The Manitoba Teachers’ Society, and the Home and School/Parent Teacher Federation. General consensus on a number of points was found and these points are outlined in this document as a guide to school administrators. It is the expectation of the Department that school divisions/districts will follow the guidelines closely. Subsection 84(8) can be workable if reasonableness and sensitivity are exercised when devising the arrangements for putting religious exercises in place in schools.

        In interpreting subsection 84(8), the following points should be kept in mind:

        Guidelines:

        1. Religious exercises are to be conducted in a particular school only after the requirements of subsection 84(8) of the Public Schools Act have been met, a petition has been directed to the local school board, and the school board instructs that school to make the necessary arrangements.
        2. School boards may, for the purpose of communicating information, advise parents/guardians prior to the start of the school year of the provisions of subsection 84(8) of the Public Schools Act. Information contained in this document may be shared with parents/guardians to facilitate their understanding of the law, and to explain the process necessary to implementation of religious exercises. School boards should not, however, take any action which would be seen to initiate or prompt implementation of religious exercises. The process must be grass-roots driven, with parents/guardians taking the initiative to have religious exercises implemented. Schools should play no role in the petition process, and act on a petition only when so advised by the school board.
        3. Once religious exercises are instituted by petition in a school, only those children whose parents/guardians have signed the petition may participate. It is reasonable for schools to advise parents, through school newsletters or other means, that religious exercises are in place in the school and that those parents wishing to have their children participate can do so by notifying the school administrator. (This might mean having the parents come to the school to sign the petition, or indicate consent by sending a signed letter to the school administrator as an attachment to the petition). There should not be an assumption that those parents/guardians who did not sign the petition want their children to participate in religious exercises and can remove their children if they do not want them to participate. It must be an opt-in process.
        4. A petition must be received by the school board each school year, and be on a school-by-school basis.
        5. The content of any religious exercise must be defined by those petitioning for it. It is important that those persons being approached to sign the petition know exactly what they are being asked to sign, and that the school board clearly understands what is being requested.
        6. Assuming the numerical requirements of s.84(8) are met, it is conceivable that parents of a variety of faith groups could petition for their own religious exercises. In other words, provided the requirements of s.84(8) are met, parents could petition for Buddhist religious exercises, Jewish religious exercises, the traditional Christian religious exercises, or other. Parents/guardians signatory to a petition would be entitled to have their children access such religious exercises, and the school board and school will be required to make the necessary arrangements to implement the exercises. However, the parents/guardians making the petition will be responsible for providing whatever prayer books, literature, etc., are essential to the conducting of the religious exercises.

        7. Teachers and other staff are not compelled to conduct or supervise religious exercises. Participation by staff must be voluntary. If teachers and other staff are unwilling to conduct or supervise such exercises, alternate arrangements must be made. This may involve requesting members of the parents’ group petitioning for the exercises to conduct the activity themselves. The principal will be responsible for determining the appropriate supervisory arrangements.
        8. School boards shall not, as part of the hiring or promotion process, inquire of applicants/candidates as to their willingness to participate in, conduct, or supervise religious exercises.

      5. Where petitioned, religious exercises are to be held each teaching day, and shall be no longer than ten minutes in duration. The exercises are not to be held during regular instructional time. Instructional time is to be preserved and religious exercises held either prior to the start of the school day or during noon recess.
      6. By holding religious exercises before the beginning of regular classes in the morning, or during the noon hour, the separation of participating and non-participating students can be minimized. It is recommended that those participating in religious exercises congregate in a common area (gymnasium, multi-purpose, empty classroom, etc.) proceed with the exercises, and then rejoin their classmates prior to the class which they are scheduled to attend.
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