1. The process

2. Personalized Placement Learning Plan PPLP Identifies: Curriculum expectations of related course that describe the knowledge and skills student will apply and further develop at the placement’ Placement Expectations Classroom component expectations that apply to the placement Students with an IEP - must identify the work skills and the learning objectives to be demonstrated at the placement

3. When to Start? Must be developed within the first three weeks of the placement Can be developed with the student during the pre- placement sessions Student with an IEP - must be developed with direct reference to the IEP and in consultation with the special education teacher Students enrolled in OYAP - must be based on skills outlined in the training standards manual for the trade

4. Who is involved? Cooperative Education teacher Placement Supervisor Teacher qualified in the related course, and or special education teacher and or parent Student

5. Earning Credits Cooperative Education is a credit granting program Students earn two cooperative education credits based on a single related credit course. Exemption: If a related course is half – credit e.g. Career Studies or Civics, the cooperative education course may be scheduled for a maximum of 2 credits. Policy Revision March 2010. Note: when a student is earning cooperative education credits related to more than one course ( eg. 3 or more credits) the PPLP must include the learning expectations that relate to each course. All curriculum expectations can be included on one PPLP.

6. Classroom Component Expectations expectations from Cooperative Education Policy Document curriculum expectations from the related course – select the most appropriate course based on the student’s credit summary, skills and abilities Select relevant and realistic expectations for the PPLP, based on the resources at the placement, the knowledge and ability of the student

7. Placement Component Expectations Discuss the educational commitment and the potential learning opportunities for the student with the placement supervisor Identify the expectations that could be completed by the student while attending the placement Discuss the employer expectations of the placement eg: punctuality, dress code, required skills. Gather accurate contact information – phone numbers, email for contacts

8. Placement Expectations The placement may add expectations which are pertinent to the placement but are not part of the related courses or classroom expectations. Eg: initiative, work ethic, eager to learn, adhere to health and safety policy, punctuality, Include the expectations as previously discussed with the supervisor If personal protective equipment is required, be sure to indicate who will provide and when it will be available Inform student of the skills required for success at this placement

9. 9 Curriculum Expectations Select what is relevant for student Essential...to know and be able to do Adapted from G. Wiggins and J. McTighe, 1998 Need Nice Key Learnings Worth being familiar with Important to know and do

10. Related Course Expectations Cooperative education teacher selects expectations from the related course which can be applied and further developed at the placement SMART – Specific, Measurable, Attainable, Realistic, Timely There are no minimum or maximum number of expectations, however, keep in mind what can be achieved by the student at the placement

11. Assessment and Evaluation Tools Monitoring Observation Daily logs and Reflective Journals Assignments Conferencing Checklists Rubrics Rating Scales Anecdotal Records Performance Appraisals

12. Learning Strategies Collaborative/Cooperative Learning Conferencing/Discussions Oral and Written communications Buddy System/Mentoring Socratic Lesson Learning by Doing Problem Solving Strategies Observations Journal Writing Report/Presentations

13. Accommodations Students with special needs: Consult with Special Education to research the required placement accommodations and include this information on the PPLP. Discuss the required accommodations with the placement supervisor, the student and the parents. The PPLP includes a space for teachers to add or identify accommodations required at the placement The cooperative education should provide strategies to the placement supervisor for student success Sharing information from the IEP is not permitted, unless signed authorization from the parents or the student self discloses.

14. Placement Learning Assessment of cooperative education students must incorporate written performance appraisals by the supervisor Placement supervisors are responsible for assessing students’ progress jointly with teacher Students assessed and evaluated only on the level of achievement of course expectations. Attendance and punctuality are reported separately on the report card Revise the expectations as necessary during monitoring meetings

15. Performance Appraisals Performance appraisals by a supervisor/employer provides assessment based on the student’s best performance at the placement The performance appraisal assesses the placement expectations. Must be two written performance appraisals in a semester, three for a non – semester program This data can be included by the cooperative education teacher in determining the final grade for the report card. The cooperative education teacher assesses and evaluates the level of achievement of the related curriculum expectations

16. Format of the PPLP Many schools and school boards have electronic programs for the PPLP The programs may require password access that is available only for teachers in the cooperative education program. Ask your mentor about the format of the PPLP in your school and school board

17. In Summary A human being should be able to: Change a diaper, plan an invasion, butcher a hog, design a building, write a sonnet, balance accounts, build a wall, set a bone, comfort the dying, take orders, give orders, co-operate, act alone, solve equations, pitch manure, program a computer, cook a tasty meal, fight efficiently, die gallantly. Robert A. Heinlein