C reating Pathways To Success

1. Creating Pathways To Success An Education and Career/Life Planning Program For Ontario Schools 2013 Ministry of Ontario Overview Summarized using the Ministry Document by Ms. Faith Bland for the purpose of sharing between home and school. Faith Bland, BA., Bed., M.Ed. Specialist in Special Education Part III, Principal Certification Part II

2. Preface • Ontario schools are required to have this policy implemented fully September 2014. • Creating Pathways to Success involves Kindergarten to Grade 12 to help students achieve their personal goals to become competent, successful, and contributing members of society through classroom instruction linked to ministry curriculum.

3. Ontario Schools, Kindergarten to Grade 12 will focus on areas of learning that constitute the Ontario guidance and career education program: a focus on self discover, self-knowledge, on the students creative use of this knowledge in exploring opportunities and planning of pathways for education, career, and life. • Student Development: the development of habits and skills necessary for learning. • Interpersonal Development: the development of knowledge and skills needed in getting along with others. • Career Development: the development of the knowledge and skills needed to set short-term and long term-goals in planning for the future. • From: Pg 4 of “Creating Pathways to Success”

4. Program Goals The goals of the education and career/life planning program are to: Ensure that students develop the knowledge and skills they need to make informed education and career/life choices through the effective application and a four step process. Provide opportunities for this learning both in and out of the classroom. Engage parent and the broader community in the development, implementation, and evaluation of the program, to support students in their learning.

5. Beliefs about Student Success • All students can be successful; • Success comes in many forms; • There are many paths to success.

6. The Importance to a Comprehensive Education and Career/Life Planning Program Twelve Aspects of this plan: 3. Developmentally appropriate teaching and learning activities to focus on interests, strengths, needs, and aspirations of students at every stage of development. 4. A Holistic approach to learning recognizing that every student is unique and success is influenced by many factors(eg., cognitive, emotional, social, and physical development). 5 & 6. Transformational and Inclusiveness engages all students, using UDL(Universal Design for Learning) while helping each student grow and reach their potential. 7. Differentiated: Teaching and learning activities are personalized to meet student’s particular learning and motivational needs. • 1. Knowledge and skill based • 2. Framework: Inquiry based conceptual framework that looks at a four step inquiry process built on four questions while offering opportunities to learn skills related and reflective process while proving with evidence that demonstrates having these skills. • Who am I? • What are my opportunities? • Who do I want to become? • What is my plan for achieving my goals?

7. 8. Varied in its method of delivery using a school-wide activities, activities in the community with curriculum related activities and programs. • 9. Collaborative approach between school and community stakeholders across all subjects, courses, and daily learning activities. • 10. Whole School Approach: School staff, students, parents, and community are involved in the development, implementation, and evaluation of the program. • 11. Well documented information is shared on an ongoing basis, in written form, with parents and other stakeholders. • 12. Accountability is key and program goals are included in the school board and school improvement plans, and are related to the School Effectiveness Framework.

8. The Individual Pathways Plan (IPP) Grades k-6 and grade 9-12 • “All About Me” portfolio contains evidence of a student’s learning in education and career/planning(eg. Materials, information, and personal reflections). • It is compiled by the student, with the support of the teacher, in a format that is appropriate to the age of the student and that is transferable from grade to grade. • Students use the four inquiry questions to structure their portfolio and document their learning. The portfolio is a tool for reflection and planning. • The portfolio will then help the plan for their new learning in the classroom, school and community. • School boards must ensure that processes are in place in every school to assist students, as they move from Grade 6 to Grade 7, in summarizing and transferring the key learning from their “All About Me” portfolio to their “Individual Pathways Plan” • In Grades 7-8, the IPP process emphasized planning for the transition from elementary to secondary school: in Grades 10 to 12, it will emphasize planning for the student’s initial postsecondary destination. • In Grade 10 to 12, one of the two required IPP reviews must be made part of the annual course selection process and hence, part of the students’ planning for the transition to his or her initial postsecondary destination. Web-based IPP Program tracking occurs at Holy Cross. • While in Careers Grade 10, students are required to identify possible post secondary opportunities and identify the courses that might be required for the transition to postsecondary using Career Cruising and My Blue Print as a resource tool. • Tracking helps to ensure that students will experience the core activities that enables them to achieve the knowledge and skills they need in the four learning areas of education and career/life planning. • Students are encouraged to document their insights in their “All About Me” portfolio or their IPP.

9. Grade 10 Requirements: • To ensure that all students are prepared to make a successful transition, the IPP, starting in Grade 10, requires students to record: • Their initial postsecondary destination(eg., with respects to education, training, the workplace, or community living) • Their other postsecondary goals or plans (eg. For part-time work, volunteer activities, hobbies, or social or other activities); • A detailed plan to complete the courses and experiences required to achieve these goals; • Strategies to support the plan, overcome obstacles and challenges, and access the resources and assistance needed.

10. Courses with a particular focus on education and career/life planning – in particular • Grade 10 Career Studies: a compulsory half –credit course to graduate. Available to students through guidance and career education curriculum. • Students have the choice to take in class during the school year as part of the academic program, summer school, and on line during the summer which is an independent but with a teacher supervised/taught course, this course is done on the computer and on line through our board of education. • Coop Education See your guidance teacher to plan for either grade 11 or 12 to do opportunity. • Dual Credit Programs; • htt://www.edu.gov.on.ca/morestudentsuccess/dualCredit.html. • The Specialist High Skills Major (SHSM) program at Holy Cross, see Mr. Estford • http://www.edu.gov.on.ca/morestudentsuccess?SHSMBinder.pdf. We do visit Mr. Esfords class while in Careers to see his presentation and have a discussion about the program. • Ontario Youth Apprenticeship (OYAP), see Mr. Johnston http://www.edu.gov.on.ca/eng/document/curricul/secondary/coop/cooped.pdf or • http://www.tcu.gov.on.ca/eng/eopg/programs/oyap.html • Mr. Johnston visits our class to show you a presentation and have a discussion about the available programs for our students in Kingston while at high school. • School-Work Transition Program, see your guidance teacher and refer to the Ontario Skills Passport. In Careers you will explore the school work transition plan. • Volunteer Hours- 40 are required to graduate. See Guidance for the list of available places to volunteer • Work Experience- part-time work experience but keeping in mind no more than 12 hours a week is suggest. REMEMBER----- • Homework- with the average student having homework nightly at about ½ hour a course x four courses is two hours an evening in grade 10 at least is recommended for review of daily notes, preparation for tests, exams and assignments. • Holy Cross Catholic Secondary School Agenda is a great reference to when colleges and universities are presenting at Holy Cross, see your guidance teacher or myself if you are interested in attending the presentation or a particular postsecondary school.

11. Guidance and Career Education Courses • Topics covered in Guidance and Careers education curriculum policy document are as follows: • Learning skills (GLSIO/GLE10, GLS40) • Essential skills for working and learning(GLD20, GLN40) • Personal knowledge and management skills(GLS10/GLE10, GWL30, GPP30) • Interpersonal knowledge and skills 9GLS10/GLE10, GWL30, GPP30) • Exploration of opportunities(all courses) • Personal management (GLC20, GLD20, GLN40,GLS40/GLE40) • Prepartion for transition and change(GLC20, GLD20, GWL30, GLN40, GLS40/GLE40) The compulsory half credit Career Studies course in Grade 10 is a pivotal course for all students. In this course students reflect on and further develop their IPP by consolidating what they have learned in the four areas of learning: developing self-knowledge exploring a range of education career/life opportunities setting initial postsecondary goals, developing a plan for achieving those goals.