2013 Transitions Guide

Moving from Grade 8 to Grade 9 A Guide for Parents & Students 2013

iAM education

.

Beginning high school is a very exciting time in your life. It is a time when your horizons are expanding, and you are beginning your transition into adulthood and the world of work. Secondary schools in the Avon Maitland District School Board offer a variety of programs designed to meet your needs and assist you in reaching your full potential.

When you first enter your secondary school, it may appear much larger than your elementary school. You may feel worried about finding your way around and meeting the expectations of a challenging high school program. Be assured that your secondary school has much in common with your elementary school - caring and supportive teachers, a variety of co-instructional activities, and friendly students. Each secondary school offers students an orientation program to help make the transition a smooth one.

This book provides you with important information to help you and your parents prepare for secondary school and plan your secondary school pathway.

The Avon Maitland District School Board provides students with a program designed to ensure all students

experience success as they move into, through and beyond secondary school. The Success for Life program utilizes web-based and school-based resources to support students and their parents with identifying personal strengths, mapping out secondary school course selection, and exploring options in each pathway (Apprenticeship, College, Work, University and Community Living). This transition guide is a valuable part of the Success for Life program.

More specifically, this program helps students and their parents learn about: Skills and interests Future career options Pathways Opportunities for getting work experience For more information visit: www.successforlife.ca .

Before They get to Secondary School I’m used to a small elementary school.

What will I do if I get lost in such a huge high school?

Secondary schools organize a Grade 8 open house and a Grade 9 orientation. Try to attend these events with your parents/ guardians so you can get more familiar with the school. It may take you a few days before you get used to the school and its layout. If you can’t find a room, ask a teacher or another student and they will be happy to help you.

I am worried about the number of people at the high school. How will I meet friends?

In grade 9, everyone is new to the school and looking for a friend or group of friends. Introduce yourself to other students in your classes and to students who have lockers near yours. Join a team or club – you will meet many new people by participating in these activities.

What will I learn in my classes? Will it be more difficult than my grade 8 school work? How will I keep up?

The material you learn in grade 9 builds on your learning from grade 8. If you don’t understand something, ask teachers or other students and they should be able to help. You could also ask a classmate. You may feel shy asking a question; however, it is important that you do as there are likely other students in the class who are wondering the same thing.

If you experience difficulties and are wondering if you have the skills and knowledge to succeed in the course, talk to your teacher and your guidance counsellor.

Get Involved!

The Benefits to Parental Involvement?

You get to know the teaching staff and administrative team You become comfortable communicating with the teachers and administrators You get to know your child’s friends and classmates

Your Support at the School

Students are more successful in school when their parents take an active part in their education.

Here are some suggestions: Attend parent/teacher interviews Join the school council Attend special events at the school Act as a parent supervisor at school events or school trips

For academic concerns, contact the teacher of the subject for which you have concerns.

For all non-academic concerns and help with course selection, contact a guidance counsellor. The guidance counsellor will assist with timetables and provide support for issues that arise. They can also assist in accessing additional community or board-based supports if required.

For attendance concerns, speak to the vice-principal.

Ashley Toornstra, SHDHS - words of advice for Grade 9 “You might think high school will be scary. Really, it’s not. It’s a place where you will make memories and meet new people. It’s a place where you can be involved in a lot of different things. High school is a lot of fun!”

Fairness

Treating Everyone in a just and accepting manner

Honesty

Being trustworthy, sincere and truthful

We believe, model and practise the following character attributes in all Avon Maitland DSB schools;

Empathy

Understanding how someone else feels

Respect

Valuing self, others and our world

Courage

Facing the challenge

Integrity

Doing what is right and honourable

Optimism

Choosing to be positive

Compassion

Showing care and consideration

Perseverance

Staying purposeful and committed

Responsibility

Being reliable and accountable

“Character attributes are the basis of healthy relationships“

Bullying is not tolerated in AMDSB schools.

If you believe your child is being bullied, contact the school immediately.

Regardless of the age of your child, you can help by encouraging your child to talk to you about bullying and giving your child the following advice:

Walk away from the situation Do not respond – don’t talk back, don’t email back, don’t hit back Tell an adult whom you trust about the situation – a bus driver, teacher, coach, principal Find a friend to be with in places where you do not feel safe

For more information about bullying and what you can do to support your child, access the following: the Huron-Perth Bully Prevention website at www.bullyprevention.ca a booklet, “Bullying, We Can All Help Stop It”, is available from the Ontario Ministry of Education to assist parents and students with issues of bullying.

Contact AMDSB at 519-527-0111 or 1-800-592-5437 to request a free copy. These

be a

are also available on the Ministry of Education website.

Kids Help Phone by calling 1-800-668-6868, or visit www.kidshelpphone.ca B E Y O N D - T H E - B U L LY

If you are new to the community and want to register your child in an Avon Maitland school, contact your local secondary school to find out the dates for registration and to make an appointment with a guidance counsellor.

Bring the following information to your meeting

Student’s Birth Certificate or Canadian Citizenship document Contact the Avon Maitland DSB office at 519-527-0111 OR 1-800-592-5437 for more information or clarification on proof of citizenship.

Proof of the student’s address

The Avon Maitland District School Board is committed to ensuring students have the opportunity to graduate secondary school in four years and to ensuring a variety of course offerings for our students.

including 911 civic address (fire number), lot, concession, township, county, postal code, telephone number and a utility bill.

Doctor’s Contact Information

including name, address, telephone number and proof of immunization.

Custody information if applicable.

Parents’ place of employment including daytime telephone number.

In order to achieve both goals efficiently students need to be registered full time in each semester.

Effective September 2013, students at Avon Mailtand District School Board secondary schools will be required to register with a sufficient number of courses to be considered full time for each semester in which they attend our schools.

Emergency contact person

including name and telephone number.

Central Huron Secondary School

St. Marys District Collegiate and Vocational Institute

F.E. Madill Secondary School

South Huron District High School

Goderich District Collegiate Institute

Stratford Central Secondary School

Listowel District Secondary School

Stratford Northwestern Secondary School

Mitchell District High School

Avon Maitland Distance Education Centre

165 Princess Street East, Clinton N0M 1L0 338 Elizabeth Street, Box 970, St. Marys N4X 1B6 519-482-3471 519-284-1731 http://conrkuip.typepad.com/chss_chronicle/ http://dcvi.typepad.com/dcvi/ 231 Madill Drive, Wingham N0G 2W0 519-357-1800 http://femadill.com 260 South Street, Goderich N7A 3M5 519-524-7353 http://gdci.wordpress.com/

155 Maitland Avenue South, Listowel N4W 2M4 519-291-1880 http://ldss.typepad.com/ldss_online 95 Frances Street East, Mitchell N0K 1N0 519-348-8495 http://mitchelldhs.com

92 Gidley Street East, Box 820, Exeter N0M 1S6 519-235-0880 http://www.shdhs.ca 60 Andrew Street, Stratford N5A 1A3 519-271-4500 http://scss.amdsb.ca/

428 Forman Avenue, Stratford N5A 6R7 519-271-9740 http://stratfordnorthwestern.ca/ http://www.amdec.ca

Teaching and learning can happen through a range of settings. Avon Maitland District School Board is fortunate to have many secondary courses offered on-line via the Avon Maitland District eLearning Centre (AMDEC). Students can take an online course along with their face-to-face classroom based course. Learning in the on-line environment develops skills and confidence that will prepare students for post-secondary opportunities where this type of course delivery is becoming more and more common. Ask your Student Services Counsellor for more information.

For an OSSD, it’s easy as...

(Ontario Secondary School Diploma)

1

30 credits in total

Let’s Break it Down...

2

40 hours of community involvement

3

completion of the literacy requirement

18

compulsories

» 4 credits in English (one credit per grade) *

» 3 credits in mathematics (at least one credit in Grade 11 or 12) » 2 credits in science » 1 credit in Canadian history » 1 credit in Canadian geography » 1 credit in the arts » 1 credit in health and physical education » 1 credit in French as a second language » 0.5 credit in career studies » 0.5 credit in civics

Plus one credit from each of the following groups: Group 1

1 additional credit in English, or French as a second language, ** or a Native language, or a classical or an international language, or social sciences and the humanities, or Canadian and world studies, or guidance and career education, or cooperative education***

Group 2

1 additional credit in health and physical education, or the arts, or business studies, or French as a second language, or cooperative education

Group 3

1 additional credit in science (Grade 11-12), or technological education, or French as a second language, ** or computer studies, or cooperative education*** *A maximum of 3 credits in English as a second language (ESL) or English literacy development (ELD) may be counted towards the 4 compulsory credits in English, but the fourth must be a credit earned for a Grade 12 compulsory English course. **A maximum of 2 credits in cooperative education can count as compulsory credits. ***The 12 optional credits may include up to 4 credits earned through approved dual credit courses.

Community Involvement Hours must be completed, unpaid, outside normal school hours beginning in the summer following the completion of Grade 8. Students will receive the 40 Hour Community Involvement Record. Students can seek opportunities in the community by offering assistance to service clubs, community groups, charities, conservation groups, health agencies, not-for-profit activities, and others. Student activities are not to displace workers or to be during scheduled classroom time. Use the form provided in this booklet to record your hours.

A credit is the way the Ministry of Education recognizes the successful completion of a course. One credit is earned based on 110 hours of instruction. A credit can only be granted by the principal of a secondary school.

7

For an OSSC

(Ontario Secondary School Certificate)

compulsory credits

» 2 credits in English

+7

optional credits

» 1 credit in mathematics » 1 credit in science » 1 credit in Canadian history or Canadian geography » 1 credit in the arts, computer studies or technical education » 1 credit in health and physical education

For an OSSCA

(Ontario Secondary School Certificate of Accomplishment)

This certificate recognizes the achievement of students who plan to pursue certain vocational programs or other kinds of community integration

Justin Bauman, LDSS - University

Justin’s advice to grade 8 students is not to limit yourself when it comes to taking courses and planning for your future. “ I did not know what I wanted to do until my 5th year so when you are just starting in grade 9 don’t stress too much about your future career because it is a very tough decision. Try new things such as sports, arts, or student council because you never know what may influence your decision about your future. You will learn a lot in high school, but the relationships you make is what is really important, with both your peers and with teachers.”

Natasha Hudson, MDHS - University

When asked about the future, Natasha says, “I don’t know where I’m going but I’m on my way. With no set destination, tomorrow is still a mystery. But whatever road I’m bound to take…I promise it won’t be boring.”

The literacy test is based on the Ontario curriculum expectations for reading and writing in all subjects up to the end of Grade 9. Students who are unsuccessful, will be able to write the test again or to take the equivalent OSSLC. Students write the test in Grade 10.

The Ontario Secondary School Literacy Course (OSSLC) is available to students who are unsuccessful in passing the literacy test.

OSSLC can count as the Grade 12 Compulsory English credit.

It is important that young people find work that is rewarding, dignifying, and allows them to become valuable contributors to our communities. This search may lead directly to work, an apprenticeship, college or university. Which pathway

will you choose?

A pathway is designed to lead a student to a particular destination. This does not mean the student will always end up at that destination. Students should be free to make new choices as they develop new interests, skills and abilities. Thoughtful course selection with a realistic examination of interests and abilities is an important aspect of a successful pathway.

Sometimes, parents and students are influenced by how society views success in secondary school. Often, success is perceived to be completion of college or university. It is important to realize that these goals may not match the strengths and needs of all students. Many will find rewarding opportunities in direct entry to the world of work or apprenticeship. We need only to look at our own communities to see entrepreneurs and skilled trades people who have expanded their knowledge

base.

University Bound Lauren Leyser:

Despite taking several challenging courses at school, Lauren has found time to get involved in the Environment Club, Yearbook, Students’ Council, and Me to We. She knows that getting involved makes high school more interesting, but also helps build experience for university and scholarship applications.

T

Lauren has always done well in school and been interested in pursuing a university pathway. Her interest in Medicine is partly inspired by watching TV shows, like House. She has also really taken an interest in Science and Math. Teachers such as Ms. Stone and Mrs. Ruston have inspired and challenged her. Lauren has taken all of the university-level Math and Science courses, as well as Technological Design, Computer Programming, and a few Canadian World Studies courses.

AK

E CO

NTRO L

At Northwestern, Lauren found out about several opportunities for help in deciding on a career path. She attended the MedQUEST Health Career Exploration Program one summer and attended Discovery Days in Health Sciences at the University of Waterloo and the University of Western Ontario. Next year, Lauren plans to study Physics at the University of Waterloo. After a few years, she will apply to medical school and possibly specialize in Neurology or Emergency Medicine.

Follow these steps to make decisions about your program pathway

Parents, you can guide your child through the following steps to help them make the best decision and to take responsibility for the outcomes. Talk positively to your child about their interests, skills and abilities and how they may relate to the workplace.

» Talk to parents, family members and friends about different kinds of work. » Look at the Career and Educational Pathway Planner chart on the centerfold to find

possible jobs that may interest you. » Be sure to examine a variety of possibilities. » Use this chart to discover the type(s) of post-secondary education, if any, that your

choices require. » Use this chart to identify the secondary school courses appropriate to realize your goals.

» What is your learning style? Use the Get Connected: E-Resources page in this booklet to

determine how you learn best (by seeing, hearing and/or doing). » Look at your report card marks, EQAO scores and other test/evaluation results. » Gather information from your teachers, past and present. In which type of course do they

think you will be most successful?

» Decide what type of course matches your learning style best. » Remember, one course type is not better than the other. They just lead to different

destinations based on different learning styles.

» Check the chart to see that the job that interests you is in line with your learning style. » Make any necessary changes to your plan so far.

» Set goals twice a year in your Individual Pathways Plan (IPP) in MyBlueprint. » Talk to a guidance counsellor in your secondary school now that you have decided your

probable destination (work, college, apprenticeship, university).

Applied Degree Lauren Dietrich:

Lauren is a 4th year student who is planning on doing a degree in the college setting. She found out about the applied degree program after speaking with her guidance counsellor. Prior to this, she was only considering university options. Next year, Lauren plans to do a Bachelor of Applied Health Sciences in Athletic Therapy at Sheridan College. She has decided on the college applied degree path because of her interest in athletics as well as the practical work experience she will get in this program. Her long term goal is to complete her Masters degree in Physiotherapy.

Lauren graduated from Robertson Memorial Public School which is currently Goderich Public School. While there she enjoyed the academic and extracurricular events. While at GDCI, she has played volleyball, basketball, badminton, was a member of Peer Mentors, and Students’ Council.

Lauren encourages incoming grade eight students to get involved in school activities and do the best that they can do to keep as many doors open as possible. There are many great programs out there but some are very competitive. Grades, extra curricular activities and community involvement are all things that can help you get into your desired program.

NT R O L

E CO

AK

NTR O L

AK

E CO

Career Pathway Description

T

T

Arts, Communication and Recreation

.

Business, Finance, Sales and Service

Health, Natural and Applied Sciences

Health, Natural and Applied Sciences

Social Sciences, Government and Human Services

Trade, Transport and Industrial Technologies

T

NTRO L

Grade 10 Suggested Electives

Grade 9 Suggested Electives

E CO

NT E CO ROL

AK

AK

T

Year 2

Years 3,4, (5)

Post - Secondary

Depending on which pathway you choose in secondary school, you will be working your way towards:

Ontario Secondary School Diploma (OSSD)

Ontario Secondary School Certificate (OSSC)

Ontario Secondary School Certificate of Accomplishment (OSSCA)

More information is available from the Student Services Department in your secondary school.

Flexibility is possible in most subjects to allow students to make pathway changes.

Year 1

You will need to select specific types of courses in grade 9. The information below will give you an idea of what course type is best for you. If you are uncertain, ask your teacher for assistance, or contact your secondary school Student Services Department.

Type of Course Locally Developed

Description • • •

credit courses available in Grades 9 and 10 cover key concepts of a subject with a focus on developing skills necessary for success in secondary school and daily life in particular, locally developed courses work towards preparing students for either direct entry into the workplace, or some apprenticeship training, following graduation

Grade 9 Math Course

• • • • •

credit courses available in Grades 9-10 cover essential concepts of a subject the focus will be on primary applications familiar, real-life situations will be used to illustrate concepts and students will be given more opportunities to experience hands-on application of the concepts being studied

Grade 10 English Course

• • • •

credit courses available in Grades 9-10 cover essential concepts of a subject and explore related materials as well although knowledge and skills in the subject will be developed through both theory and practical applications, the emphasis will be on theory and abstract thinking as a basis for future learning and problem solving

Grade 9 Science Course

• • • • •

credit courses available in Grades 9-12 provide opportunities for further study and enrichment in a subject have one set of expectations examples of open courses in Grade 9 include, arts, healthy active living, technology, business, social sciences and the humanities, etcetera

Grade 9 Integrated Technologies Course

•

Applied

Academic

Open

Course Codes (Examples) MAT1L MAT = Mathematics 1 = Grade 9 L = Locally Developed

ENG2P ENG = English 2 = Grade 10 P = Applied

SNC1D SNC = Science 1 = Grade 9 D = Academic

TIJ1O TIJ = Int. Tech 1 = Grade 9 O = Open

Special Education

* Students with special education needs access a variety of types of courses based upon the individual needs of the student as documented in the student’s Individual Education Plan (IEP). Special Education supports and services are available at each secondary school.

Non-Credit “K“ courses

• • • • • • •

Workplace College University/ College University

Tom Van, SCSS

• • • •

•

non-credit courses consist of alternative expectations, which are documented in the student’s Individual Education Plan(IEP) available in Grades 9-12 non-credit courses are designed to meet alternative curriculum expectations (those that vary from the Ontario curriculum) emphasizing individualized programming programming focuses on developing skills essential for success in functional academics, communications, interpersonal relations, independence, leisure activities, and vocational skills (supported and independent) and independent living skills student achievement is evaluated and grades recorded on the Provincial Report Card, Grades 9-12, and on the Ontario Student Transcript course codes starting with the letter “K“ will be assigned to such courses course availability is specific

Grade - Year 1 of 7 Numeracy and Numbers KMM1N

credit courses available in Grades 11 & 12 course titles change to reflect a student’s desired post-secondary destination these courses are labelled: E Workplace (employment) preparation C College preparation M University/College preparation U University preparation for example, a student wishing to proceed to University should select “U“ and “M“ courses in Grades 11 and 12

Grade 11 Workplace English

KMM = Numeracy and Numbers 1 = Grade 9 N = non-credit

ENG3E ENG = English 3 = Grade 11 E = Workplace

“ Tom’s philosophy of life is “For every one thing you regret, there are always 100 more to be thankful for!.”

ENG 1P These three letters identify the subject Subject Codes

The first letter in the course code stands for the course’s department area

This number identifies the grade

This letter identifies the type/pathway

1 = grade 9 2 = grade 10 3 = grade 11 4 = grade 12

Grade 9-10

D = Academic P = Applied L = Locally Developed O = Open

A = Arts B = Business C = Canadian & World Studies E = English F = French as a Second Language G = Guidance and Career Education H = Social Sciences and the Humanities I = Computer Studies K = Non-Credit Courses L = International Languages M = Mathematics N = Native Studies P = Health and Physical Education S = Sciences T = Technological Studies

Grade 11-12

E = Workplace U = University C = College M = University/College O = Open

Sample Timetable

Every Course in secondary schools has a unique COURSE

CODE

All courses have the first five (5) characters as mandated by the Ministry of Education

Selection Indicator

Period 1

ENG1Pa Mr. L. Jackson 301

Period 2

MFM1Pc Ms. J. VanCamp 259

Gender Specific Course

PPL1OFb Ms.C. Lee 250

Period Number

Lunch Period 3 Period 4

TIJ1Oe Mr.B.Sanderson 126

Course Code

Teacher Name

AMDSB SPECIALIST HIGH SKILLS MAJOR

What is a Specialist High Skills Major

A SHSM is a ministry approved specialized program that allows students to focus their learning on a specific economic sector while meeting the requirements of the OSSD. It also assists their transition after graduation to apprenticeship, college, university or the workplace.

There are five main components to any SHSM:

What is OYAP?

An option for all secondary school students, including exceptional students, who are working towards an OSSD. OYAP allows students to enter an apprenticeship while enrolled in secondary school under an agreement between the Ministry of Education and the Ministry of Training, Colleges and Universities. It is an extension of the cooperative education program, providing workplace training that allows students to register as apprentices in over 200 Ontario trades.

Who can participate in OYAP?

AMDSB SPECIALIST HIGH SKILLS MAJOR

1. Bundled Credits

consists of 8 to 10 grade 11 and 12 credits and must include two co-op credits

2.Certifications

Students must: » be at least 16 years of age » complete sixteen credits towards the OSSD prior to starting the program » be enrolled as full-time students during the program » complete all compulsory credits required for the OSSD

recognized by sector

3.Reach Ahead Experiences

learning experiences connected to student’s post secondary destination

4. Experiential Learning and Career Exploration activities connected to the sector

5. Essential Skills and Work Habits

develop and track essential skills and work habits related to the sector through the Ontario Skills Passport.

SHSM currently being offered in the Avon Maitland District School Board » Agriculture at MDHS » Arts & Culture at SHDHS & SCSS » Construction at LDSS & FEMSS » Energy at SMDCVI & SNSS » Environment at GDCI » Health & Wellness at SNSS, FEMSS & CHSS » Hospitality & Tourism at SNSS, MDHS & GDCI » Information & Communications Technology at

T

CHSS & SCSS » Manufacturing at SNSS and LDSS » Transportation at SNSS and SHDHS

AK

NT E CO ROL

DUAL CREDITS

School College Work Initiative (SCWI)

Dual credits are specialized programs that students can take through a college and earn high school credits and college credits at the same time.

Currently the AMDSB offers dual credits through the following colleges: 1. Conestoga College -Stratford Campus 2. Fanshawe College– London Campus and REACH in Clinton 3. Lambton College – Sarnia Campus

Apprenticeship Emily Cook:

Prior to high school, Emily experienced a varied elementary education in both the private and public school system. She even enjoyed a six-month period in school in Thailand. When it came time to choose a secondary school, she knew she had the right fit at Stratford Northwestern.

Emily plans to follow the apprenticeship pathway as a hair stylist.

She would like to become a theatrical hair stylist and make up artist. Emily enjoys making people happy and feeling good about themselves. She is also drawn to the creative aspects of hair and make up. She hopes that some day she will own her own company. Her years at Northwestern have prepared her for her career goal. She credits Ms. Riddell, the cosmetology teacher, with making a huge impact on her career pathway decision.

She is “the one who has taught me everything I know about cosmetology.”

When Emily is not in class, she is involved in a wide variety of extracurricular activities. She has been part of the Stratford Northwestern wrestling team for two years. She also enjoys horseback riding, playing the guitar and any activity that will get her into the great outdoors. Emily will leave Stratford Northwestern with fond memories of the great friends that she has made and the teachers who have helped her on her journey through high school.

Student Success

Every secondary school has a Student Success Team which works to ensure that every student has a successful secondary school experience. Members of the SS Team include the Principal (or vicePrincipal), Guidance counsellors, Student Success and Special Education teachers.

Student Success Teams develop credit rescue, credit recovery and transitional plans with students. They make sure that programs and activities are in place to help every student be successful.

Student Services

Attendance

Recommendations » Attend school each day » Arrive for class on time If you » Miss school » Have more absences noted on report card than expected Then » Discuss your attendance record with school administration » Develop a plan to ensure regular attendance » Ensure school work for absences is brought home, completed and submitted

Guidance counsellors are teachers with special training who provide assistance with choosing courses, postsecondary planning and personal issues. Parents and students are encouraged to seek the support of the Student Services Department.

Homework & Assignment Submission

Special Education

If you » Do not complete assigned homework regularly » Do not submit assignments for assessment

A wide variety of programs and services are available for students with special education needs. These programs and services focus on specific needs of students and create opportunities to develop their individual potential. They are developed in partnership with parents and guardians in an atmosphere of cooperation and respect. Parents and students, please contact your secondary school’s Special Education Department for more information about specific school programs.

Recommendations » Determine the amount of time spent on assigned homework based on

student’s needs, subject, school schedule, proximity to tests, exams and assigned homework due dates » Complete and submit all assignments for assessment

Then » Be sure you understand the homework or assignment » Seek additional help from your teacher » visit www.gsc2.amdsb.ca for homework help

Organization & Time Management Recommendations »Take accurate notes and keep your binder well organized » Use an agenda to plan assignments, projects and tests » Manage study time and begin to prepare well in advance If you » Do not use your school planner issued to you » Have disorganized or incomplete notes Then » Use the planner provided for you » Seek help to set up a time management and organizational plan » Monitor use of your planner and notebook Parents, you can help your child experience success by encouraging the development of these skills.

Career Cruising: Explore Careers

Success for Life

www.successforlife.ca » comprehensive website from the Avon Maitland District School Board addresses all destinations: apprenticeship, college, university, and work » links to many other informative and interactive sites including myblueprint.ca

MyBlueprint www.myblueprint.ca » MyBlueprint is a resource that allows students to complete interest inventories, set goals, track accomplishments, plan their education as well as choose their high school courses online. » Both secondary school and post-secondary pathway planning can be done with MyBlueprint.

MazeMaster

www.mazemaster.on.ca » The One-Stop-Shop for Youth Employment…Training & Opportunities

www.careercruising.com » comprehensive and interactive career guidance resource » includes interests and skills inventories; in-depth profiles of hundreds of different occupations; detailed information on colleges, universities, and apprenticeships; multimedia interviews with people in many occupations » contact the school for information about the username and password

Apprenticeships

www.oyap.com www.apprenticesearch.com

iQuizzes

www.jobsetc.ca

Career Gateway

www.edu.gov.on.ca/eng/career/

National Occupation Classification http://www5.hrsdc.gc.ca/NOC/

Human Resources and Social Development Canada www.hrsdc.gc.ca

Katlynn Farrow, DCVI - Workplace

A farm girl at heart - that’s me. I was born in Owen Sound, and moved here 7 years ago for my Dad’s work. I love the country life, and look forward to working on a large dairy farm when I graduate in the spring. My co-operative education placement at a dairy farm has showed me this is the right destination. In addition, my upcoming graduation is extra-special for my family, as I will be the first Farrow to get an OSSD! I have thoroughly enjoyed my time at DCVI, specifically in tech classes. I like the hands on nature of the classes, as well as being able to experience different areas. These courses will all help me in various aspects of farming. Mr. Brunton is a teacher who I have really enjoyed. He obviously enjoys his subject area and the hands on nature works well for me.

My memories of DCVI go beyond the classes. I enjoyed the flash mob by the teachers, assemblies, the year end BBQs and other special days. I’ve made many great friends, who have added to my school experience. I look forward to my future, and hopefully one day living on my own farm.

Glossary

OSR – Ontario Student Record

This is the official school record for a student. The OSR contains achievement results, credits earned, diploma requirements completed and other information important to the education of the student.

OST – Ontario Student Transcript

This document is an official summary of a student’s achievement in Ontario secondary school courses. A current, accurate and complete copy of the OST is included within the Ontario Student Record.

Prerequisite

A prerequisite course is a course that you must successfully complete before taking the next course.

OYAP – Ontario Youth Apprenticeship Program

OYAP is a special cooperative education program which enables senior students to register as Ontario apprentices and gain secondary school credits while enrolled in Avon Maitland secondary schools. Students must be 16 years of age and be enrolled full-time in grades 11 or 12.

College Bound Jolene Steele:

Jolene is a grade 12 student who attended Bedford Public School in the French Immersion program from Kindergarten until grade 6. She wanted to continue on with her French studies so she chose to attend Stratford Central because of its French Immersion program. Jolene said that “as a French Immersion student, I have always learned that being able to speak different languages helps you to communicate with a lot more people and allows a few more opportunities”. Communicating with more people is one of Jolene’s interests and she plans to attend college for “American Sign Language and Deaf Studies”. Her ultimate dream job is to be a “sign interpreter” for the Courts.

According to Jolene, Central has “amazing people that make every day spectacular”. Her favourite teacher is Mme. Henke who is the “sweetest lady possible and that she provided many opportunities to better myself”.

T

Jolene enjoyed her time at Central and played on the rugby team and sang with “Central Singers” for two years. Her fondest memories are the French Immersion exchanges to Bathurst, New Brunswick and Cape Dorset in Nunavut and they helped her to realize that she has a love of travel.

E AK

CONTROL

When asked what her philosophy of life is, Jolene replied “Life is like a box of chocolates. You never know what you’re gonna get”. Considering that Jolene is bilingual, and will soon be fluent in American Sign Language, it is very likely that she will have the skills necessary for some pretty interesting careers! Au revoir et bonne chance, Jolene!

Apprenticeship Bound Denver Morrison:

Denver Morrison would like to complete an apprenticeship as an automotive mechanic when he finishes high school. When Denver came to LDSS from Elma Township Public School he found out there was more freedom, especially at lunch time and more choices when it came to courses. He also says the amount of work increases and gets harder as you move into grade 11 and 12.

T

Denver likes to do hands-on activities so it is no surprise that his favourite courses are gym, art, auto and welding. Having the opportunity to take these courses helped him to decide on his career pathway.

E AK

CONTROL

Denver identifies Mr. Dill as a teacher that had a positive influence on him. “Mr. Dill was always friendly and positive and told me to never give up. He made me believe that I could complete my secondary education and find a career I would enjoy.” Mr. Dill was also Denver’s coach on the Broomball team. Denver is an excellent Broomball player and being on the team made school more enjoyable.

Denver’s advice to grade 8 students: “ Don’t be nervous. It won’t take very long for you to feel at home at LDSS. Don’t spend time worrying about what other people think-there are lots of people to make friends with that will like you just the way you are. Play Broomball”

University Bound Joey Lawson:

Joey Lawson returned to CHSS for his fifth and final year in order to pick up courses he needed for university. Joey has always made an effort to give back to the school that has given him so much and has enjoyed his involvement in all aspects of the high school experience.

T

He has been an active member of the Wind Ensemble, Concert Band and Jazz Band, as well as spending two years on students’ council. He has helped with peer mentors, spear headed challenge days and is a member of the CHSS swim team. Yet even with his many contributions to the school community Joey always kept up with his studies

E AK

CONTROL

Like many students Joey struggled making his post-secondary decision.

He enjoyed helping people and working with children and other teenagers.

He soon decided that he wanted to follow a career path where he could continue to help people.

Joey did a lot of research and discovered that most jobs in the health care field are in high demand. He didn’t want to be a doctor or surgeon, but his background coupled with his desire to help people made him a good candidate for nursing. Joey decided he would like to take a four year Bachelor of Science-Nursing (BSCN) course and become a primary health care and pediatric nurse practitioner. He hopes to attend Western University in London and after graduation wants to return to rural Ontario to fill the need for healthcare workers.

Work Bound Josh Bell:

Josh’s high school education has been a winding path, leading him through many kinds of courses and experiences, and finally to where he finds himself now in the fall of 2012 – one credit and some community involvement hours away from graduating. Once he has achieved those last challenges, he’ll be out there in ‘the real world’, looking for work.

With the careers Josh is considering, it’s not a surprise that he is a handson learner who likes to figure things out for himself. He’s a quiet student, but it’s obvious how much he has grown during his time at Madill. He has especially found tech classes, like the offsite construction class with Mr. McKague, useful in providing him with the skills he needed to succeed at school and beyond. He sometimes struggled in some of his classes, but he always persevered.

Josh’s advice for someone else struggling with classes or school in general? “You can only cheat yourself. It’s your education and it’s what you make of it.” Great lesson for everyone, Josh!

T

That first full-time job won’t be the end of the path for Josh, though. He may decide to look for an apprenticeship opportunity to become an iron worker or a mechanic. He might even decide to go to college eventually, maybe to become a game warden. Whichever way he goes, he knows his diploma is the first step along the way.

E AK

CONTROL

iAM education Avon Maitland District School Board 62 Chalk Street North Seaforth, ON N0K 1W0 1-800-592-5437 yourschools.ca twitter.com/yourschools

.