K-12 SCHOOL PD Day - NO CLASSES
"dedicated to the pursuit of excellence"
An upcoming Division event, on Monday, February 1st.
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.
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.
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:
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:
[M.R. 101/95, 6(1)]
For all schools there must be:
[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.
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:
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)]
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 |
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.
SECTION I: INSTRUCTIONAL PROGRAM |
File IEA
NURSERY SCHOOL
Space
The Portage la Prairie School Division may provide space for a Nursery program when:
Transportation
Transportation for students enrolled in any Nursery program will be the responsibility of the parents/guardians. See also: DO
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]
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 schools 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 |
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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 |
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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).
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:
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 Manitobas curricular outcomes will use the same Subject Table Handbook course code as courses based on Manitobas 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 |
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.
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.
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.
Up to four (4) credits toward graduation are possible, as per the Manitoba Education guideline dated October, 1997, toward graduation. See also IFM
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)
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 |
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Grade 9 |
Optional Credits: (see your school for complete list) 13 credits from subject areas such as:
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Compulsory Subject Areas (5 credits) |
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Language Arts (English) |
1 |
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Mathematics |
1 |
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Science |
1 |
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Social Studies |
1 |
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Physical Education/Health Education |
1 |
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Grade 10 |
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Compulsory Subject Areas (5 credits) |
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Language Arts (English) |
1 |
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Mathematics |
1 |
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Science |
1 |
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Social Studies |
1 |
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Physical Education/Health Education |
1 |
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Grade 11 |
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Compulsory Subject Areas (4 credits) |
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Language Arts (English) |
1 |
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Mathematics |
1 |
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Social Studies |
1 |
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Physical Education/Health Education |
1 |
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(Plus 1 Option -minimum) *Must be Gr. 11 min. |
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Grade 12 |
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Compulsory Subject Areas (3 credits) |
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Language Arts (English) |
1 |
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Mathematics |
1 |
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Physical Education/Health Education |
1 |
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(Plus 2 Options - minimum) *Must be Gr. 12 level |
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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. |
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 |
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Grade 9: Compulsory Subject Areas (5 credits) |
Optional Credits: (see your school for complete list) (0-6) credits from subject areas such as:
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Language Arts (English) |
1 |
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Mathematics |
1 |
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Science |
1 |
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Social Studies |
1 |
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Physical Education/Health Education |
1 |
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Grade 10 |
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Compulsory Subject Areas (5 credits) |
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Language Arts (English) |
1 |
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Mathematics |
1 |
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Science |
1 |
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Social Studies |
1 |
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Physical Education/Health Education |
1 |
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Grade 11 |
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Compulsory Subject Areas (4 credits) |
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Language Arts (English) |
1 |
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Mathematics |
1 |
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Physical Education/Health Education |
1 |
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(Plus 2 Options -minimum) *Must be Gr. 11 min. |
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Grade 12 |
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Compulsory Subject Areas (3 credits) |
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Language Arts (English) |
1 |
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Mathematics |
1 |
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Physical Education/Health Education |
1 |
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(Plus 2 Options - minimum) *Must be Gr. 12 level |
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Senior Years Technology Education Program Credits: 8 - 14
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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 |
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Grade 9: Compulsory Subject Areas (5 credits) |
Optional Credits: (see your school for complete list) (9) credits from subject areas such as:
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Français |
1 |
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English Language Arts (Immersion) |
1 |
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Mathématiques |
1 |
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Sciences de la nature |
1 |
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Sciences humaines |
1 |
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Education physique et Education à la santé |
1 |
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Grade 10 |
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Compulsory Subject Areas (5 credits) |
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Français |
1 |
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English Language Arts (Immersion) |
1 |
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Mathématiques |
1 |
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Sciences de la nature |
1 |
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Sciences humaines |
1 |
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Education physique et Education à la santé |
1 |
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Grade 11 |
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Compulsory Subject Areas (4 credits) |
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Français |
1 |
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English Language Arts (Immersion) |
1 |
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Mathématiques |
1 |
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Sciences humaines |
1 |
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Education physique et Education à la santé |
1 |
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(Plus 1 option-minimum) *must be Gr 11 level min. |
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Grade 12 |
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Compulsory Subject Areas (3 credits) |
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Français |
1 |
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English Language Arts (Immersion) |
1 |
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Mathématiques |
1 |
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Education physique et Education à la santé |
1 |
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(Plus 1 option-minimum) *must be Gr 12 level |
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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-schoolbased 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-schoolbased activities, safety and risk are managed independently from the school by students, parents/guardians, community members, and/or community organizations.
See also: IFO
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
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 |
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 childs 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 childs 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 childs 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 childs 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 parents consent to participate in these new physical activities |
I have read, understand, and agree with the above statements:
___________________________ |
__________________________ |
________ |
|
Students Legal Last Name |
First Name |
Middle Initial |
|
___________________________________________________ |
________________ |
||
Student Signature (if student is under 18 years of age) Date |
Page 3 of 3
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-schoolbased 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-schoolbased 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-schoolbased 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-schoolbased 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:
________________________________ |
___________________________ |
________ |
|
Students Legal Last Name |
First Name |
Middle Initial |
|
___________________________________________________ |
________________ |
||
Student Signature (if student is 18 years and older) Date |
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 childs 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 childs 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 childs participation in the new physical activities he/she has chosen for the OUT-of-class component of this course. |
Parent Consent:
Having considered my childs 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 parents consent to participate in these new physical activities |
I have read, understand, and agree with the above statements:
________________________________ |
___________________________ |
________ |
|
Students Legal Last Name |
First Name |
Middle Initial |
|
___________________________________________________ |
________________ |
||
Student Signature (if student is under 18 years of age) Date |
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-schoolbased 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-schoolbased 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-schoolbased 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-schoolbased 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-schoolbased 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:
________________________________ |
___________________________ |
________ |
|
Students Legal Last Name |
First Name |
Middle Initial |
|
___________________________________________________ |
________________ |
||
Student Signature (if student is 18 years and older) Date |
SECTION I: INSTRUCTIONAL PROGRAM |
File IEF
FRENCH LANGUAGE PROGRAMS
Background Information
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 LEducation 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.
Effective September 1, 1991, the Division offered the Basic French Nine Year Program, Grades 4 to 12, as set forth by the Bureau de lEducation 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 lEducation 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
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 |
The Basic French program is offered as outlined above.
[PSA (79)]
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:
Guidelines
Increasing Choice and Flexibility: Changes to Senior Years Graduation Requirements -Status Report (June 2002)
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 students 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
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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: _____________
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 students 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
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 sons/daughters/wards 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 students 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 students participation in a community service activity; |
that a student and his or her parents/guardians bear the responsibility for the students 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 organizations or groups 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
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: _____________
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 students records of marks.
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
___________________________________________________ _______________________________ _____________________
Principals name Principals signature Date
Mail to: Fax to:
STUDENT RECORDS UNIT 1-204-773-2411
PO BOX 700
RUSSELL MB R0J 1W0
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.
SECTION I: INSTRUCTIONAL PROGRAM |
File IFB
NEW COURSE IMPLEMENTATION (SIC AND SIP)
New courses from Manitoba Education as well as SICs and SIPs, shall be brought to the attention of the Board through the Superintendents Department.
School Initiated Course (SIC)
A school wishing to initiate a new course will present a comprehensive outline to the Superintendents 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 Superintendents 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 Superintendents 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
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 Superintendents Department for consideration:
1. RationaleDoes 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? |
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? |
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? |
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? |
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? |
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.
SECTION I: INSTRUCTIONAL PROGRAM |
File IFB-E1
School-Initiated Course Registration FormSchool 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 EDUCATIONDate 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
SECTION I: INSTRUCTIONAL PROGRAM |
File IFB-E2
PORTAGE LA PRAIRIE SCHOOL DIVISIONSTUDENT 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
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. |
Address_______________________________________________________________________
Phone Number__________________________________________________________________
Home Classroom________________________________________________________________
Will this be an extra credit or part of 30 for graduation?
Extra _________________________ Within 30 credits __________________________________
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:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
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.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
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).
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
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
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 Superintendents 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.
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
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)
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
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 students parents and the student, if appropriate, must be given the opportunity to participate in preparing and updating the students IEP. The IEP shall include the students 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 students progress reported to parents at the schools 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)]
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 childs 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)
SECTION I: INSTRUCTIONAL PROGRAM |
File IFH
SUMMER SCHOOLS
The Portage la Prairie School Division grants credit on a students 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 students 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.
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:
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.
2. Extended Trips:
These trips are subject to the approval of the Teacher, Principal, parent/guardian and Superintendent. The duration of extended trips will not exceed three school days.
3. Special and International Trips:
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.
Application for a group to participate in an extended field trip must be made on the prescribed form a minimum of ten 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. 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. The applicant will be notified by the Board whether the application was approved in principle.
Once the application has been reviewed, notification of the Board decision will be given through the Superintendent’s Department.
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. Any volunteer chaperoning that is not a divisional employee must have a criminal record check.
6. The Document “A Guide for Planning School Field Trips” is to be followed
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. All school field trips should be included in the school’s calendar of events.
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). Any volunteer chaperoning that is not a divisional employee must have a criminal record check.
2. Extended activities require a minimum of two supervisors. Mixed student groups should have a minimum of one male and one female supervisor.
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:
• Primary: 200 km one way
• Middle Years: 600 km one way
• High School: 1000 km one way
2. 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.
3. 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.
Revised: November 2017
IFI-E Special and International Trip Request MS Word file
IFI-E Special and International Trip Request PDF file
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 _________________________________________
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 Principals 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:
See also: IGA Internet Access/Acceptable Use
SECTION I: INSTRUCTIONAL PROGRAM |
File IFJ-E
PORTAGE LA PRAIRIE SCHOOL DIVISION
DISTANCE EDUCATION - APPLICATION FOR
REIMBURSEMENT OF TUITION FEESSTUDENT'S NAME ___________________________________ SCHOOL ____________________________
COURSE DESCRIPTION ______________________________ COURSE NUMBER ___________________
Students may be reimbursed for Distance Education courses subject to the following guidelines:
The course is not offered by the school they attend.
The student has prior written authorization from the School Principal to take the course through Distance Education and has agreed to the terms and conditions for reimbursement as outlined on the Distance Education application form.
The Principal has reviewed the student's request and has determined that the course is relevant to the program the student is presently taking.
The student must register himself/herself for the course and pay the cost of registration.
Upon successful completion of the approved course the student may apply to the School Principal for reimbursement.
Reimbursement shall be for tuition only. The student shall assume responsibility for all other costs, including text books and other supplies and materials as may be required.
Transcript to be submitted to School Principal following completion of the above course.
Date _______________________________ Parent's Signature _______________________________________
FOR SCHOOL OFFICE USE ONLY Approval Granted ______________ Denied _____________ Upon verification of successful completion of the above course the tuition fee in the amount of $ ________________ will be reimbursed according to the above guidelines. Date ___________________________ Principal's Signature _____________________________________ |
Copies to: Parent/Guardian __________ Supt. Dept. _________ Date Sent __________________________
BS-06-89/11
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 |
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
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.
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:
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. |
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
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
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 doctors 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.
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
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:
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) |
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 Divisions 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:
SPECIFIC CRITERIA
The following criteria are applied to the selection of all books:
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:
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:
When a book is removed from the Library collection it may:
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.
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, 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
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 Teachers Name: __________________________
Sponsoring Teachers 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: ___________________ Students Name: ___________________________
Students 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: ___________________ Parents Name: ___________________________
Parents 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
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:
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. |
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 Superintendents 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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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:
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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.
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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:a) coaching;
b) assisting students in an isolated location without direct staff supervision;
c) supervising students on extended field trips or;
d) other situations outside of the immediate supervision of staff.
Background checks may include:
a) provincial child abuse registry check (GAB);
b) criminal record check (GAB);
c) whether the volunteer holds a valid driver’s license;
d) 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]
Parent: to be completed each time your child changes schools
Community Volunteer: to be completed once per year
School Volunteer Registration Form - Word Document
School Volunteer Registration Form - Pdf Document
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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
Assessment FOR learning is the ongoing analysis of the students learning and is designed to give Teachers information to plan, modify, and differentiate teaching. | |
Assessment AS learning engages students to become independent and lifelong learners. Teachers teach students to self-assess, peer-assess and use descriptive feedback. | |
Assessment OF learning is the measurement and documentation of achievement for the purpose of reporting. Assessment must be balanced including oral, performance, and written tasks, and be flexible to improve learning for all learners. |
Assessment goals are consistent with provincial standards and direction. | |
Assessment must allow for ongoing student and teacher reflection that guides learning and teaching. |
Assessment includes the use of peer and self assessment. | |
Assessment involves reflection. | |
Assessment provides specific and descriptive feedback. | |
Instruction is adjusted as a result of assessment information. |
Communication occurs between Teachers, students, and parents. | |
Communication summarizes what students know, can do, and understand. | |
Feedback must be timely, dynamic, frequent, and meaningful. |
Assessment uses goal and criteria setting. | |
Students are able to describe their learning progress. | |
Students can plan the next steps they need to take to improve their learning. |
Assessment establishes a baseline of prior knowledge. | |
Assessment addresses the developmental characteristics of the students and considers their learning styles and intelligence. | |
Assessment considers the social, emotional, physical and intellectual characteristics of the students. | |
Assessment considers the cultural and linguistic backgrounds of the students. | |
Assessment recognizes the need for accommodations, adaptations and modifications. | |
Assessment is constructive. The focus must be on the learning rather than the learner. |
The most effective assessment/grading practices provide accurate, specific and timely feedback designed to improve student performance. | |
Effective assessment practices require ongoing professional development on the part of the teacher. | |
Assessment literate teachers require knowledge and skills to assess for learning. | |
Assessment is a critical part of teachers reflection and ongoing refinement of practice. | |
Action research can have a significant impact on assessment practices and innovation. |
Assessment is differentiated and therefore provides students with sufficient opportunities to demonstrate knowledge, skills, attitudes and behaviours. | |
Effective assessment ensures the use of grading practices that accurately represent student performance. | |
Effective assessment is designed and developed in ways that ensure reliability and validity, and minimize distortion and bias. |
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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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STUDENT LEARNING ASSESSMENT
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 ASSESSMENTAssessment is an integral part of the educational process. It comprises four distinct, yet related purposes.
It is the ongoing analysis of the students 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.
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 teachers role is to gradually release responsibility to students as they become independent, self-directed learners.
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.
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.
Reliability |
Inferences about a students 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 students 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 PRACTICESCurrent 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 teachers next teaching steps and the students 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
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 dont 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, dont just calculate them. |
Discuss with, and involve students in assessment throughout the teaching and learning process. |
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 isnt 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. |
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 anothers words, ideas, or work as ones 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 Educations 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 students 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:
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. |
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. |
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 students 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)]
SECTION I: INSTRUCTIONAL PROGRAM |
File IHB
EXAMS/EXEMPTIONS - JUNIOR HIGH SCHOOL
Recommendations
Documented Behaviour Problems | |
Incomplete Assignments or Course Work |
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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 Superintendents 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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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 students 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
students 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 students 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 students 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 Superintendents 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 students 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.
SECTION I: INSTRUCTIONAL PROGRAM |
File IHE
ALTERNATIVE LEARNING OPTIONS - HIGH SCHOOL
It is important that students contribute in a positive way to the schools 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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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 |
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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File II-E
GUIDELINES
Religious Exercises in Public Schools
On August 13, 1992, the Court of Queens 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:
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.
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.