1. Pathways Planning and Support through the Education and Career/Life Planning Program for Ontario Schools

2. “People often say that this or that person has not yet found themselves. But the self is not something one finds, it is something one creates”
Thomas Szasz (Psychologist)
“As you become more clear about who you really are, you’ll be better able to decide what is best for you – the first time around.”
Oprah Winfrey, media personality and Philanthropist

3. “Fresh Starts/False Starts” Tilleczek, 2007
In talking about how they see youth and youth culture, parents
also spoke about watching their teenage children and their
children’s friends grow up and begin to think about their futures.
Participants saw this goal-oriented thinking as being a protective
factor in their children’s lives. They also recognized how school
programs can help support this kind of thinking and how their own
roles have shifted to accommodate their maturing children.
“It’s just, to me it’s, they’re going in a path and you, you’re trying to guide them but it’s their path”
“One thing I think is good in the grade ten is that they take the careers…They actually have them research a program and where they would go…either to college or university and what they would take and how they would get there and so at least it gets the kids thinking about something that normally at this age they don’t think about.”

4. New Education and Career/Life Planning Program Overview
VISION:
All students leave secondary school with a clear plan for their initial postsecondary destination (apprenticeship training, college, community living, university, the workplace) and confidence in their ability to implement and revise their plans throughout their lives.
Students are the architects of their lives!
Creating Pathways to Success: “puts students at the centre of their own learning. Students are encouraged to discover themselves, explore opportunities, pursue their passions and design their personal pathways to success...It takes the whole education community (educators, administrators, students and parents), as well as the broader community to support students in this learning.”

5. New Education and Career/Life Planning Policy/Program Overview
help students develop the knowledge and skills for developing and revising education and career/life plans during the course of their lives; and
ensure that all students have a plan in place for initial postsecondary destination (apprenticeship, college, community living, university, workplace).
Features of the New Education and Career/Life Planning Program
Focus on developmentally appropriate education and career/life planning programming K-12
Framework for learning based on a four-step inquiry process
Emphasis on student planning, including a web-based Individual Pathways Plan (IPP), 7-12, and transition plans to secondary and post-secondary
Tools to track effectiveness of school program aligned with School Effectiveness Framework Component 5: Pathways Planning and Programming (updated version for September 2013)
Tools to track both the effectiveness (exit surveys) and the completion rate (established criteria for each grade level) of the IPP within the web-based systems.

7. Action – Creating Pathways to Success Activity – Lottery Scenario
Using the 4-step Inquiry Process consider a scenario where you’ve won the lottery.
At your tables, engage in a discussion about how the scenario may play out in the context of the four question.

8. Education and Career/Life Planning Program
Individual Pathways Plan
7-12
CLASSROOM
Areas of Learning and
Inquiry Questions (What?)
Evidence of Learning
(How?)
SCHOOL
COMMUNITY
Where do the learning experiences occur to support students in developing education and career /life planning knowledge and skills?
How is the evidence gathered? How is the learning documented?
Learning Opportunities
(Where?)
Knowing Yourself
Exploring Opportunities
Making Decisions and Setting Goals
Achieving Goals and Making Transitions
Focus on developmentally appropriate education and career/life planning programming K-12
Framework for learning based on a four-step inquiry process
Emphasis on student planning, including a web-based Individual Pathways Plan (IPP), 7-12, and transition plans to secondary and post-secondary
Tools to track effectiveness of school program aligned with School Effectiveness Framework Component 5: Pathways Planning and Programming (updated version for September 2013)
Tools to track both the effectiveness (exit surveys) and the completion rate (established criteria for each grade level) of the IPP within the web-based systems.

9. Links to Current Curriculum
Who Am I?
Grade 8 Health & Physical Education, Personal Skills (PS) 1.1
“Use self-awareness & self-monitoring skills to help them understand their strengths & needs, take responsibility for their actions, recognize sources of stress & monitor their own progress…”
Grade 10 Applied English, Overall Expectation 3
“Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations”
Specific Expectation – Metacognition 3.2
“identify a few different skills in viewing, representing, reading and writing that help them improve their oral communication skills”
1) In addition to the 3 strands in the new Health and Physical Education curriculum grades 1 –8 are an additional set of expectations presented at the start of each grade– living skills. These are the personal , interpersonal and critical and creative thinking skills that are essential to the achievement of expectations in the 3 strands. They make the learning in health and physical education personally relevant to students, as students learn to apply them in a variety of contexts that relate to their everyday lives.
These “living skills” help students develop a better understanding of themselves and help them answer the question “Who Am I”
The grade 9 – 12 curriculum will have a similar framework

10. Links to Current Curriculum
What are my opportunities?
Grade 9 – 12 Science
Strand in all science courses “scientific investigation skills and career exploration”
Specific Expectation A.2.1 “Identify and describe a variety of career related to the fields of science under study and the education and training necessary for these careers”
2. The Arts, Grade 6 (Drama) Specific Expectation B3.2
“Identify and describe key contributions drama and theatre make to the community e.g. provide opportunities for self-expression and creativity to both amateurs and professionals; provide employment for a wide variety of workers; encourage tourism; promote strengthening and healing in Aboriginal communities; Teacher prompts: “What careers related to theatre do not involve acting?”
2) Similarly, the revised Grade 9 – 12 Science curriculum contain a common strand “scientific investigation skills and career exploration which helps students explore a variety of careers related to science helping them answer the question “What are my Opportunities.

11. Links to Curriculum Who do I want to become? Grade 4 Visual Arts
D2.4 Identify and document their strengths, interests and areas for improvement as creators and viewers of art. (e.g. review note and sketches they have made during a visit to a gallery) Teacher prompts: “What do you notice first when you look at works of art? What do you consider when you give yourself time to think before deciding whether you like an art work.
2. Grade 9 – 12 Technological Education – strand career exploration
D2. identify careers in various technological fields, and describe the educational requirements for them.
The third question is “Who do I want to become” not “What do I want to become.
This speaks to the broader definition of a person’s career involving all parts of their life. This broader definition includes pursuits related to personal s strengths and interests whether in education, or volunteer, or paid worker or as a citizen.
In the arts curriculum there are quite a number of expectations related to both creating art and as a consummer of art. Exploration in this area help students answer the question “who do I want to become?” in the broad sense
Answering this question is also linked to expectations in all the Technological Education courses in Grades 9 – 12 where there is a dedicated strand to career exploration. 2)
3) Moving forward with the revision of curriculum documents will continue this theme of integrating the education and career/life planning learning in the broader definition more explicitly into the expectations

12. What is my plan for achieving my goals?
Links to Curriculum
What is my plan for achieving my goals?
Grade 2 Health and Physical Education – Living Skills, Personal Skills
1.2 use adaptive, management and coping skills to help them respond to the various challenges they encounter as they participate in physical activities……. Student: “When I’m learning something new and I can’t do it right away, if I keep trying, I always get better. Not doing it perfectly helps me learn what not to do”.
2. The Arts, Grades 1 -8 Music, Grade 7
C2.3 “Identify and give examples of their strengths are areas for improvements as composers, musical performers, interpreters, and audience members” Teacher prompt: “Write a resume highlighting your achievements as a musician. What careers related to music would best suit your interests and areas of strength?”

13. Resources and Activities to Support Implementation
Contextualized Learning Activities (CLAs);
Differentiated Instruction - TLX and RAFTs;
Ontario Skills Passport;
Financial Literacy;
Experiential Learning; and
Online resources – GLC Course, web-based IPPs.

14. Contextualized Learning Activities
Make the course content authentic, relevant, and enable students to connect their learning to their Specialist High Skills Major (SHSM) sector.
CLAs total 6 – 10 hours in length, and can be one large activity or a series of smaller activities.

15. Contextualized Learning Activities
Website to Ontario Education Resources Bank OERB:
Click on “Search” and type “CLA” in the simple search field.

16. Differentiated Instruction
Teaching-Learning Examples (TLXs)
developed by educators across the province to illustrate the use of a differentiated approach to instruction--variety of subject areas Grades 7 – 12
Grade 8: Pathways Goal Setting & Action Planning
Grade 9: Community Involvement Investigation
Grade 10: Preparation for Transitions and Change
Co-op: The 3”R”s of Reflective Learning
include a variety of research and evidence-based instructional strategies as appropriate to the learning experience
are aligned with ministry curriculum and assessment policy
are consistent with Learning for All, 2011 (draft)

17. RAFTS
The DI TLXs incorporate a variety of 'structures' that facilitate differentiation based on the readiness, interests or learning preferences of students. One of these structures is a RAFT.
RAFT is an acronym for Role, Audience, Format, Topic. Students choose an option or the teacher selects it for them.
For example, a student might assume the role of an employee (e.g., in urban planning role) addressing an audience (e.g., office manager) within a real estate company. The student might develop a short presentation, report or as a rationale for expenses related to a particular project.
Examples at the tables.
Students read across the columns to learn the role they are going to assume, the audience they will address, the format in which they will do the work, and the topic they are going to explore.

18. The OSP is a free, bilingual website that offers tools and resources to help students assess, build, document and track their Essential Skills and work habits and transfer them to everyday life and the next place they go – whether it’s further education, training or the workplace.
The OSP also links to current information on educational, training, volunteer and labour market information and opportunities at the local and provincial levels.
Training and other supports to assist boards in the implementation of the OSP are provided at an array of educational conferences and meetings.
For more information on the OSP, you may contact Chantal Locatelli at or
recently “refreshed” the Ontario Skills Passport (OSP) website to make it more user-friendly and easier to access by learners, teachers and employers.

19. The new site can be accessed at http://ontario.ca/skillspassport .
The OSP organizes information and tools for learners, teachers and employers.
There is an Introduction and Tips for Teachers section that explains how they can use the OSP with ALL students in a wide range of educational contexts, including: classroom, co- operative education and other experiential learning opportunities, Specialist High Skills Major and Ontario Youth Apprenticeship Programs, Community Involvement, volunteer opportunities (e.g. SpeakUp and Students as Researchers Projects) and extracurricular activities.
Show Video on Paramedics and Essential Skills
The new site can be accessed at .

21. Background Information
Financial Literacy Vision: Ontario students will have the skills and knowledge to take responsibility for managing their personal financial well‐being with confidence, competence, and a compassionate awareness of the world around them (A Sound Investment: Financial Literacy Education in Ontario Schools)
Background Information
The goal of the financial literacy initiative is to help students in grades 4-12 acquire the knowledge and skills that will enable them to understand and respond to complex issues regarding their own personal finances and the finances of their families.
Students will also develop an understanding of local and global effects of world economic forces and the social, environmental, and ethical implications of their own choices as consumers.
This is an integrated approach to financial literacy education based on existing curriculum. The Ministry of Education is supporting the integration of financial literacy within existing curriculum through the development of resources and supports that make curriculum connections. There will not be new courses or curriculum expectations.
Beginning in Fall, 2011 elementary and secondary students are learning more about how to make informed financial choices and decisions.

22. Online Resources:
Ontario Financial Literacy Videos Clips: Two highlights videos and ten elementary and eleven secondary videos show teachers implementing financial literacy across a broad range of grades, subjects, courses and pathways. These videos include reflections from teachers, administrators, students, parents, consultants and experts.. Lesson plans are included for each video illustrating additional context, links and assessment for learning. All materials are available on the financial literacy page of the EduGAINS site at
Subject and Division Associations have developed subject‐specific resources using existing curriculum to address financial literacy knowledge and skills. Links to these resources are posted on EduGAINS.
3. Scope and Sequence documents: In order to assist teachers with planning their programs while incorporating financial literacy knowledge and skills, the ministry has developed documents identifying existing expectations in the elementary and secondary curriculum, where connections can be made to financial literacy.
Financial Literacy – Scope and Sequence of Expectations, Grades 4‐8 (PDF, 568 KB) -
Financial Literacy – Scope and Sequence of Expectations, Grades 9‐12 (PDF, 1.44 MB) –
Examples:
Guidance – Exploring Postsecondary Funding Options
Social Science – Impact of Change on Types of Work
Viewer guides include descriptions of the videos and reflective questions for before, during and after viewing. Viewer guides for Professional Learning Facilitators include time codes for each segment of the videos, making it easy to identify and highlight key themes throughout the videos. Viewer guides identifying highlights for school administrators to use with their school community are also available. Elementary and secondary highlights videos are also availableShow Financial Literacy Clip

23. Online Resources: E-Learning’s Grade 10 Career Studies
Course Features:
Full course with videos, podcasts, downloadable scripts;
Can be fully online or blended, or teacher can use as much or as little of the course as he/she likes;
Directly integrated with the new education and career/life planning policy document;
The “My GPS” game relates to learning skills on report card;
Game directs students through a variety of activities helping them to learn about and improve learning skills.
To preview the course:
Website:
Select: e-Learning Ontario (not your own board)
Username: preview_public
Password: preview
Click: submit
Go to selection G and click on GLC2O-P Career Studies Gr. 10 Open Public (2013)
SUsing the theme “Oh, The Places You Will Go” and the game-based interactive digital learning resource “My Personal GPS”, e-Learning Ontario is re-energizing the Career Studies course for use in the e-learning and blended learning environments. Students take a journey along their chosen pathway(s) to learn more about themselves -- their strengths, their talents, their interests, their learning skills and work habits -- and where these attributes might lead them in their future.
how Clip –GLC Course/ What I want to do when I grow up?

24. Experiential Learning: Forms of Experiential Learning and Career Exploration
Experience
Description
Key Requirements
Career exploration
activities
Activities that allow students to explore career opportunities through work-site tours, career
conferences or competitions (e.g., Skills Canada), simulation activities (e.g., Junior Achievement),
and contact with a career mentor.
May be incorporated into any credit course
Counts towards the experiential learning component required for an SHSM
Preparation for every activity, including learning expectations, activity protocols, and health and safety
Opportunity for students to reflect
on the activity
Completed field-trip form and
transportation agreement
Job shadowing
One-half to one day (in some
cases up to three days)
One-on-one observation of a worker at a place of employment
Teacher selection of an appropriate placement in a safe work environment
Preparation for the placement, including review of learning expectations, activity protocols, and health and safety
Opportunity for students to reflect on the experience
Completed field-trip form and transportation agreement
WSIB coverage if placement is more than one day
Job twinning
One-half to one day
One-on-one observation of a cooperative education student
at his or her placement
Pairing of a student with a cooperative education student
Work experience/virtual
work experience
One to four weeks
A planned learning opportunity that provides students with
relatively short-term work experience. Virtual work
experience is facilitated through the use of communications
technology from the school.
Placement assessment
Pre-placement instruction addressing job-readiness skills,
placement expectations, and health and safety
Development of a learning plan
WSIB coverage

25. Education and Career/Life Planning Program
Individual Pathways Plan
7-12
CLASSROOM
Areas of Learning and
Inquiry Questions (What?)
Evidence of Learning
(How?)
SCHOOL
COMMUNITY
Where do the learning experiences occur to support students in developing education and career /life planning knowledge and skills?
How is the evidence gathered? How is the learning documented?
Learning Opportunities
(Where?)
Knowing Yourself
Exploring Opportunities
Making Decisions and Setting Goals
Achieving Goals and Making Transitions
Focus on developmentally appropriate education and career/life planning programming K-12
Framework for learning based on a four-step inquiry process
Emphasis on student planning, including a web-based Individual Pathways Plan (IPP), 7-12, and transition plans to secondary and post-secondary
Tools to track effectiveness of school program aligned with School Effectiveness Framework Component 5: Pathways Planning and Programming (updated version for September 2013)
Tools to track both the effectiveness (exit surveys) and the completion rate (established criteria for each grade level) of the IPP within the web-based systems.

26. Evidence of Learning in Education and Career/Life
Individual Pathways Plan (IPP) Grades 7 – 12
The primary planning tool as students proceed through school to initial postsecondary destination.
Provides students with a valuable archive of their learning and resources for planning.
For each area of learning, students report and reflect on what they did, the skills and knowledge they used, what they learned and how they applied or plan to apply what they learned.
Through OSAPAC, all schools with students in grades 7 to 12 have access to a web-based IPP as part of a four-year licensing agreement with Career Cruising.
Support for student planning and a web-based IPP are also available to schools through myBlueprint.
Contacts: Career Cruising:
MyBlueprint:

27. Creating Pathways to Success A preview for Grades 10 to 12 of the new Education and Career/Life Planning Program for Ontario Schools, K – 12

28. Short-term Implementation (2013-14)
Focus on students in Grades 10-12
Opportunities provided to develop IPPs (ongoing), and review them
twice/year with a teacher/guidance counsellor & parent/guardian
(one review should coincide with the course selection process)
2. Postsecondary transition planning is included as part of student
learning in the Grade 10 Career Studies course and incorporated into
the school’s established process for students’ selection of courses, in
consultation with their parents, for Grade 11 and 12.

29. Career Cruising’s Current IPP

30. Career Cruising’s Course Planning Tool

31. Career Cruising’s Current Tool for Postsecondary Transition Plan

32. myBlueprint’s Current IPP

33. myBlueprint’s Current IPP
myBlueprint’s Course Selection Tool- High School Plans
myBlueprint’s Current IPP
myBlueprint’s Postsecondary Transition Plan Tool

34. myBlueprint’s Current IPP – Notes and Reflections Section

35. Example of Minimum Completion Standards for the IPP
(Career Cruising)
Under Construction/
Development

36. Example of Minimum Completion Standards for the IPP
(myBlueprint)
Under Construction/
Development

37. Example of a student-generated product developed through information collected in the IPP

38. Engaging Student Voice in the
Education and Career/Life Planning Program
Spectrum of Student Voice Oriented Activity
Peer-to-peer supports
Student Success Teachers
Acknowledging the some students considered “at-risk” may not even be on the spectrum – ways of engaging these students at the expression.

39. Engaging Student Voice in the
Education and Career/Life Planning Program
Expression
Consultation
Volunteering opinions, creating art, celebrating, complaining, praising, objecting
Being asked for their opinion, providing feedback, serving on a focus group, completing a survey
e.g. Students using IPP and OSP; students express what they want to explore and learn about
e.g. Students influence the activities and opportunities available in the school

40. Engaging Student Voice in the
Education and Career/Life Planning Program
Participation
Partnership
Attending meetings or events in which decisions are made, frequent inclusion when issues are framed and actions planned
Formalized role in decision making, standard operations require (not just invite) student involvement, adults are trained in how to work collaboratively with youth partners
e.g. Open information sessions/forums for all students; specific invitations to disengaged students
e.g. Students on advisory committees

41. Engaging Student Voice in the
Education and Career/Life Planning Program
Activism
Leadership
Identifying problems, generating solutions, organizing responses, agitating and/or educating for change both in and outside of school contexts
(Co-)Planning, making decisions and accepting significant responsibility for outcomes, (co-)guiding group processes, (co-)conducting activities
e.g. Peer-to-peer mentorship and support; students from different grades learning from each other
e.g. Student Council Career/Life Planning subcommittee; integration with existing student governance