Education and Early Childhood Learning

The Framework provides the structure to align and strengthen planning, monitoring, and reporting on student achievement and well-being at all levels of the education system. Processes for facilitating ongoing communication between school divisions and the department are embedded in the Framework, and emphasize data triangulation, instructional leadership, and local needs and priorities.

A successful implementation of the Framework will:

• increase the overall capacity and capability of the K to 12 education system
• close the achievement gap and ensure high levels of achievement in numeracy and literacy for all students
• ensure the collection and analysis of student achievement data to inform instructional practice and school/school division planning and reporting
• promote reflection and collaborative inquiry
• increase transparency and ensure accountability for continuous improvement
• enhance instructional leadership capacity

School divisions are required to:

• embed accountability in their planning and reporting to ensure high levels of academic achievement in literacy and numeracy for all students
• examine and analyze disaggregated student achievement data, provided by the department, to better understand trends and patterns to inform instruction and develop appropriate supports for all students
• address departmental priority areas: literacy, numeracy, Indigenous education, and mental health and well-being
• assess, monitor and report their progress in relation to divisionally identified targets and the provincial context

All school divisions are required to address high levels of academic achievement in literacy and numeracy, especially with regard to Indigenous students. Also, where applicable, school divisions must include planning for English, French Immersion and Français programs.

School divisions are required to ensure their most current plan is available on the school division website by October 31.

School division plans must include the following elements:

1. Plan details
   1. Clear outcomes—specific success criteria established and understood by all
   2. Sequence and timelines—details of the sequence of actions across the timeline of the plan
   3. Roles and responsibilities—who will do what, how and by when
   4. Monitoring systems—assess progress, determine corrective course of actions as necessary, identify benchmarks
2. Utilize provincially provided baseline data (in literacy and numeracy) to set realistic and measurable targets for
   1. All students and all languages of instruction—include specific planning for the Literacy and Numeracy grant
   2. Indigenous students—include specific planning for the Indigenous Academic Achievement. A minimum of 50% must be used for addressing academic achievement in literacy and numeracy. The planning for the remaining portion of the grant, focused on cultural perspectives, must also be included.
   3. English as an Additional Language (EAL) students – include specific planning for the EAL grant
3. Include your school division plans for utilization of the following grants:
   1. Career Development Initiative—highlight information on K-12 career education programming, strategies, resources and career exploration learning opportunities to assist students as they develop a career identity
   2. Technology Education—highlight the use of Technology Education program funding as it relates to Technology Education curriculum for middle years (Industrial Arts and Home Economics only) and senior years (Industrial Arts, Home Economics, ACE and Technical Vocational Education).
   3. Learning to Age 18 Coordinator—include information on enhanced or new programming for students who are at risk of leaving school and/or support for teachers and school staff as they develop non-credit specialized alternative learning activities for students in lieu of attending school.
   4. Early Childhood Development Initiative—utilize Early Development Instrument (EDI) data to identify needs and implement developmentally appropriate services and programming for children (birth to 5 years of age) that prepares them for successful school entry.
4. Reference The French Immersion Policy in Manitoba (2023) to inform planning
5. Develop an implementation plan for enhancing instructional leadership.
6. Describe stakeholder involvement in the development of the school division plan.

• The reporting process establishes consistency among school divisions regarding the student achievement data and statistics examined to set targets for continuous improvement.
• Required elements are identified and expectations regarding the minimum data requirements to be used for school division reporting are provided.
• The department will provide support and feedback on draft reports as part of the overall planning and reporting process.
• School divisions will submit an Annual Report on Continuous Improvement to the department.
• School divisions will post a final public report on school division websites.

All school divisions are required to report on progress related to high levels of academic achievement in literacy and numeracy, especially with regard to Indigenous students. Also, where applicable, school divisions must include reporting for English, French Immersion and Français programs.

The Annual Report on Continuous Improvement must include:

1. School division profile
   1. Brief overview of relevant geographic or demographic information as well as specific school division strengths, equity issues and/or challenges
   2. Description of senior administration team
   3. Division staffing profile
      
      

      Full-Time Equivalents	Number
      Principals
      Vice Principals
      Teachers
      Counsellors
      Resource Teachers
      Educational Assistants
      Speech Language Pathologists
      Reading Clinicians
      Occupational Therapists
      Physiotherapists
      Psychologists
      Social Workers
      Other Professional Staff (specify)

   4. Disaggregated data for students designated as English as an Additional Language (EAL) and self-declared Indigenous students
      
      

      Disaggregation	Number of Students	Percentage of Student Population
      English as an Additional Language
      Self-declared Indigenous

   5. Education for Sustainable Development (ESD)
      
      

      Education for Sustainable Development	Number of Schools
      Number of schools in the division
      Number of schools with an ESD plan

2. Required - Website link to the most current school division plan
3. Report on data—for literacy and numeracy, graduation rates, Grade 9 credit attainment—by language of instruction; and, enrolment trends—French Immersion only.
   1. The data1 listed below are to be used as the basis for the observations, analyses and conclusions on progress made related to student achievement targets as outlined in school division plans.

   Data Reports	Disaggregation
   Grade 3/4 Provincial Assessment Middle Years Provincial Assessment Grade 9 Math and ELA   – successful credit attainment   – distribution of marks Grade 12 Provincial Tests, Math and ELA   – successful credit attainment   – average marks High School Graduation K-12 French Immersion enrolment trends Provincial Report Card	All students Male/female students Non-Indigenous/self-declared Indigenous  students Designated EAL students French Immersion students Children in Care Others to be determined

   1 Modified (M) and English as an Additional Language (E) designated courses are included in the data reports for Grades 9 and 12.
   
4. Reporting on the following grants:
   1. Indigenous Academic Achievement. A minimum of 50% must be used for addressing academic achievement in literacy and numeracy. The reporting for any remaining portion of the grant, focused on cultural perspectives, must also be included.
   2. Literacy and Numeracy
   3. English as an Additional Language (EAL)

Note: School divisions must complete and submit the following financial reporting document.

• Grants – Financial Declaration ( 58 KB)