All BC secondary school students who are enrolled in Grade 10, 11 or 12 must demonstrate they have met the prescribed learning outcomes for:
1) Personal Health
2) Community Connections
Completion Checklist
 p. 10 complete
 p. 11 complete
 p. 12 complete
 p. 13 complete
 p. 14 complete
3) Transition Planning
Graduation Transitions is intended to prepare students for a successful transition to life after secondary school.
Students are responsible for planning and preparing their education, career, and life goals through Graduation Transitions.
 p. 15 complete
 p. 17 complete
 p. 18 complete
 p. 19 complete
 p. 20 complete
 p. 24 complete
 p. 25 complete
Due Date:
April 21
2017
 p. 26 complete
Please submit the Graduation Transitions Workbook to Mr. Yost by April
21 st 2017 or as soon as it is completed.
Student Name : __________________________________________
 p. 29 complete
 Education Cost Planner
 Resume
 Outline – see page 6
 Fiinal Presentation
1

Grad Transitions The Basics
Graduation Transitions encourages students to:
 take ownership of their health and learning
 examine and demonstrate connections between their learning and their future
 create a plan for their growth and development as skilled, healthy, knowledgeable, participating citizens
 exhibit attributes of a BC graduate
Components
Graduation Transitions is an opportunity for students to reflect on their knowledge and abilities and plan for life after graduation by collecting evidence of their achievements in the following required areas:
1. Personal Health
Daily physical activity and a commitment to fitness and physical and emotional well-being are key to healthy living. In this component of Graduation Transitions, students develop the knowledge, attitudes, and habits needed to be healthy individuals by maintaining a personal health plan and participating in at least 150 minutes per week of moderate to vigorous physical activity in each of Grades 10, 11, and 12.
Personal Health Prescribed Learning Outcomes
It is expected that students will:
 demonstrate the knowledge, attitudes, and positive habits needed to be healthy individuals, responsible for their own physical and emotional well-being, by o engaging, from Grade 10 to Grade 12, in at least 150 minutes per week of moderate to vigorous physical activity o developing a long-term personal healthy living plan appropriate to their lifestyle that describes
 sound nutritional habits
 regular exercise routines
 emotional health management (e.g., ways to manage stress)
 positive health choices
2. Community Connections
Life after graduation includes the world of work and community responsibilities. As part of Graduation
Transitions, students gain employability skills through participation in at least 30 hours of work experience and/or community service.
Community Connections Prescribed Learning Outcomes
It is expected that students will:
 demonstrate the skills required to work effectively and safely with others and to succeed as individual and collaborative workers, by o participating in at least 30 hours of work experience and/or community service o describing the duties performed, the connections between the experience and employability/life skills, and the benefit to the community and to the student
2

3. Career and Life
Graduation Transitions requires students to explore personal and career goals during their secondary school years and create a plan for life after graduation. Transition planning is an ongoing process throughout the graduation program years and requires the completion of a transition plan, culminating in a final Grade 12 presentation. Students are required to complete a Learning Profile (based on Howard
Gardner’s Multiple Intelligences) and speak to it during their exit presentation, tying it to their personal career and educational goals.
Career and Life Prescribed Learning Outcomes
It is expected that students will:
 demonstrate the confidence and competency needed to be self-directed individuals, by o developing a comprehensive plan that indicates they are prepared to successfully transition from secondary school, which includes
 completion of transition activities that are relevant to and support their career, life, and learning goals
 identification and communication of achievements that reflect the development of the attributes of a BC graduate
 identification and communication of costs and funding sources associated with education, career, and life options after graduation o presenting selected components of their transition plan to members of the school and/or community
Frequently Asked Questions
When can students start acquiring their 30 hours of work experience and/or community service?
Students can begin acquiring applicable hours in Grade 10. A student can therefore begin documenting his/her time as of July 1 st (following their Grade 9 school year). This outcome may be met through a reference letter outlining aproximate number of hours worked durring a specific period. This reference letter should come from an employer or volunteer supervisor. A family member is not an acceptable reference.
Where do students obtain the necessary forms?
Please see page 18-20. See Mr. Yost if you need more sheets.
If a student acquires 30 hours of work experience and/or community service by doing different activities, does each activity require its own separate forms?
Yes, because each of the forms for the Community Connections Component refers to a single experience. It is recommended that a student complete the applicable forms immediately following an experience to ensure that a thoughtful and meaningful reflection is made. Extra forms are available from Mr. Yost.
3

What are students to do with their completed documents for Personal Health, Community Connections, and Career and Life?
a) Completed documents must be submitted along with the Graduation Transitions booklet and submitted to Mr. Yost for verification, evaluation, and setting up the appointment for the personal interview. b) Personal Health and Community Connections documents can be evaluated in Grades 10, 11 or 12
(although it is recommended that these evaluations be completed before a student’s graduation year)
Career and Life documents will be evaluated.(the student is expected to update and/or revise these documents that were introduced in Planning 10).
Students should confirm that returned work has been completed satisfactorily, as some work might need to be revised and re-submitted to be considered complete.
Important: Students should keep their Graduation Transitions Student Booklet in a safe place to avoid damage or loss (this documentation will be used during their presentation in May 2016).
How can students acquire physical activity time?

Students can participate in “in-school” physical activity (e.g. physical education class, dance class, school athletics, intramurals, special events or clubs).

Students can participate in “out-of-school” physical activity (see examples below).
HOUSEHOLD CHORES

Washing floors, walls, bathtubs, cars

Walking the dog

Mowing the lawn, raking leaves

Shoveling (gravel, top soil, mulch)
 Other
TRANSPORTATION
 Riding a bicycle to the store
 Walking to school, the library, the movies
 In-line skating to a friend’s house
 Other
RECREATION

Swimming
 Hiking

Skiing, snowboarding

Badminton, Frisbee

Canoeing, kayaking, paddle-boating

Other
COMMUNITY ATHLETIC TEAMS / CLUBS, FITNESS/DANCE CLASSES, ETC

Hockey, soccer, wrestling, figure skating

Karate, Tai Kwon Do
 Aquacises, pilates, cardio kick-boxing
4

 Jazz, bhangra, ballet, and/or highland dance
 Other
How do students document their 150 minutes per week of physical activity?
Students will be required to complete one or combination of three options beginning September 1, 2014 ending May 1st 2017. These options include:
Option 1: Student is enrolled in a PE or Dance class.
Option 2: Student participates in team/individual sport in the community or within the school.
Option 3: Student completes a Daily Physical Activity Log
The appropriate forms can be found in this booklet.
What can students do to acquire work experience and/or community service hours?
1. Extra-curricular Activities: Many school-sponsored activities require student volunteers to plan, organize and/or facilitate events (e.g. lunch time intramural games, athletic league games and tournaments, student dances, fine arts productions, parent/teacher conferences, etc.). Students can speak to any of the following school personnel to inquire about possible opportunities:
 Athletic Director
 Leadership Teacher(s)
 Teacher(s) / Event Sponsor(s)
2. Community Activities: Students can acquire hours by volunteering at their places of worship, Cities of
Abbotsford or Chilliwack sponsored events, food banks, political party offices, elementary schools, with theatre companies, environmental projects, fundraising campaigns, sporting/athletic competitions, etc.
3. Seasonal/Part-time Employment: Students who are employed or involved in entrepreneurial activities
(e.g. paid tutor, music instructor, etc.) can acquire hours through these activities, as well.
Note: Work experience and/or community service opportunities may be communicated or advertised on the School webstie (abbotsfordintegratedarts.ca), the Grad bulletin board, or in daily announcements
What is involved with the presentation in Grade 12?
Your presentations should be approximately 15 minutes in length and will require you to communicate your plans for the following year(s) and to highlight some of your accomplishments in Grades 10, 11, and/or 12. Get creative! If you are a dancer, incorporate a dance to demonstrate your growth throughout your high school years. If you are a musician, incorporate a performance piece. If you love working with computers, create a PowerPoint presentation or a digital portfolio.
The documents completed as you progress through this booklet, along with evidence and materials collected throughout the three years, can be used during this presentation.
We encourage you to collect evidence along the way as this will greatly reduce the time needed to prepare for the presentation in May of your Grade 12 year (Grads of 2017: May -June 2017)
5

Create an outline for your presentation. Include 3 to 4 key organizers to guide your presentation talk.
Attach a copy of your outline to this booklet.
Key organizers could include
 highlight your accomplishments in Grades 10 – 12 and indicate how your learning experiences have prepared you for a successful transition to life after secondary school (work or post-secondary schooling),
 provide examples of and talk about your growth in your art specialty,
 provide examples of and talk about your growth in your academic courses,
 communicate your plans/goals for the following 2 – 3 years, and indicate how your school experiences, volunteer experiences, work experiences to your plans/goals have prepared you for life after secondary school.
 communicate your plans/goals and share the steps you will take to accomplish those plans/goals
 identify fundamental skills you have developed (e.g., communicating, teamwork, managing information, thinking, problem solving, using numbers) and how you will transfer them to other situations beyond A.S.I.A in life, school and/or work,
 identify self-management skills developed (e.g., demonstrating positive attitudes and behaviours; being responsible, adaptable, respectful) and how you will transfer them to other situations beyond
A.S.I.A in life, school and/or work.
6

This information may help you as you plan your life after graduation.
What’s Next?
There are dozens of resources available to help you plan your future. This section looks at a few key references and resources, including public and private post-secondary, apprenticeship and employment information. There is also financial information to help you decide how you will pay for your postsecondary education.
Plan to Start Opening Doors
Do you want to find out more about the post-secondary programs available to you in BC? Check out the following website: www.educationplanner.bc.ca
Career Planning Web site
The Ministry of Education has developed a one-stop website to help you research your options. This site has information about the career planning process, as well as practical help for things like finding a training program that matches your interests, creating a résumé and applying for a scholarship.
There‘s also a whole section on alternatives to post-secondary education. Each topic area on the site includes background information and links to external Web sites so you can do more research. A useful career planning website is Career Cruising: www.careercruising.com (see page 25)
User Name abbotsford
Password secondary
Helping you Plan: The Career Planner
The Career Planner provides students and parents with a comprehensive overview of the wide range of options for post-secondary education, training and careers in British Columbia. It is designed to help you with your career-building process, as it gives tips on education and career planning as well as suggestions about how to make job searches more effective. It also has contact information and links to all B.C. public post-secondary education institutions, as well as a detailed listing of industry training and apprenticeship opportunities.
You can download the Career Planner from www.bced.gov.bc.ca/careers
Private Post-Secondary Education Commission
There are more than 1,000 private training institutions in B.C. They offer a huge variety of training programs, such as helicopter and airplane pilot lessons, acting, hairdressing, traditional Chinese medicine, chef training, and radio and TV broadcasting. Check the Private Post-secondary Education Commission‘s
Web site for information on accredited private training institutions at http://www.pctia.bc.ca/
Apprenticeships and Technical Training Opportunities
An apprenticeship is a combination of on-the-job learning and technical training that leads to certification as a qualified journeyperson. Trades and technical occupations include a wide range of careers from electrician, carpenter, automotive service technician and welder, to cook, hairdresser, aircraft maintenance technician and landscape horticulturist.
Secondary School Apprenticeship (SSA) is a high school career program that allows students to start apprenticeships while they are still in high school and receive high school credits.
7

As a secondary school apprentice, you are paid while you learn skills and gain high school credits. After high school, apprenticeship wages increase along with your skills level. Successful completion of your apprenticeship will qualify you for journeyperson wages.
Discovering occupations and career exploration: www.workfutures.bc.ca
The B.C. Student Assistance Program (BCSAP)
BCSAP was created to help eligible students with the costs of post-secondary studies at colleges, universities, institutes and private training institutions. It is a needs-based program that supplements funds available to students through work, savings, assets, family resources and income. A basic principle of
BCSAP is that the primary responsibility for funding post-secondary education rests with students and their immediate families. https://www.aved.gov.bc.ca/studentaidbc
Special Assistance for Students with Permanent Disabilities
Grants are available for students with permanent disabilities who need education-related services or equipment to attend a post-secondary institution. Browse the following for more information: https://www.aved.gov.bc.ca/studentaidbc/explore/grants-scholarships/assistance-program-permanent-disabilities
Post Secondary Options http://www2.gov.bc.ca/gov/theme.page?id=F390915858CC9CA2072459222CBCB67C http://www.aved.gov.bc.ca/index/postsecondary_education.htm
Students have a number of options following secondary school graduation.
University
Admission is competitive and students must meet specific course requirements. Students compete for space in programs based on their average percent on courses that meet admission requirements. Please note: UBC is now moving to a broad-based admission model and students will be required to respond to personal profile questions as part of the application process.
University Colleges:
Have both ― open door‖ and competitive ― admission opportunities. Admission requirements vary depending on the program applied for. An example of open door‖ is admission to General Studies where students require no special courses other then Secondary School graduation. Other programs, however, may require specific courses and achievements to meet admission requirements.
University colleges offer a range of options such as: university degrees, university transfer, trade and technical programs, GED, upgrade, continuing education, one year certificates and two year diplomas.
Trade and Technical Schools:
Admission is competitive and students must have specific courses to meet admission requirements.
Often, a certain achievement in courses is also required. Some programs have Math and English entrance exams for entry. Programs may offer bachelor‘s/master‘s degrees, diploma‘s and certificates.
8

Admission Requirements
Note: Always go to the source! Check with the individual institution regarding admission requirements.
Faculties other than Arts or Science have different admission requirements. ESL students should check for
Language requirements.
University of the Fraser Valley
Admissions: http://www.ufv.ca/ar/admissions.htm
Calendar: http://www.ufv.ca/calendar/2012_13/index.asp
UBC Vancouver
Application: http://you.ubc.ca
Calendar: http://www.calendar.ubc.ca
Simon Fraser University
Admission: http://students.sfu.ca/admission.html
Calendar: http://students.sfu.ca/calendar.html
UVIC
Admission: http://www.uvic.ca/future-students/undergraduate/admissions/index.php Calendar: http://web.uvic.ca/calendar2012/
Thompson Rivers University
Admissions: http://www.tru.ca/admreg/admissions.html
Calendar: http://www.tru.ca/calendar.html
University of Northern B.C.
Admissions: http://www.unbc.ca/apply/
Calendar: http://www.unbc.ca/calendar/
Trinity Western University
Admissions: http://twu.ca/admissions/
Calendar: http://www.twu.ca/academics/calendar/
9

Personal Health
State your goals as “smart goals” and summarize the positive decisions you have made related to your physical, nutritional, and emotional health in your healthy living plan.
S pecific
M
A easurable ction Oriented
R ealistic
T imely
Is your goal specific?
Does your goal state what you want to achieve and when you want to achieve it?
Does your goal state how you intend to achieve what you want?
Is your goal reasonable and realistic?
Have you given yourself a reasonable amount of time to achieve your goal?
2.
1. What is the goal of your physical health plan?
Explain the benefits and challenges of incorporating a regular exercise routine into your lifestyle.
3. What is the goal of your nutritional health plan?
4. Explain how you have made sound nutritional decisions for a healthy lifestyle, based on your healthy eating plan.
5. What is the goal of your emotional health management plan?
6. Explain how your emotional health plan will help to manage stress and improve your relationships.
10

Personal Health
1. Record your daily food consumption for a three day period using the chart below.
Be specific with respect to the number or size of the serving for food items. See example.
Weekday
Breakfast
Example
2 slices of toast with butter & jam
1 glass of 2% milk
Day 1
Daily Menu Record
Day 2 Day 3
Lunch
Dinner
Snacks
1 large fries
1 pop
1 hot dog
1 bowl rice
1 piece chicken
½
cup carrots & peas
1 glass juice
1 bag chips
1 chocolate bar
1 apple
How many servings of fruits and vegetables did you eat each day?
How many servings of protein did you eat each day?
How many servings of carbohydrates did you eat each day?
How much junk food did you consume?
Do you have a balanced diet? Why or why not?
11

2. The Canada Food Guide, on the website below, provides information and interactive tools to help you understand how to make healthy food choices. Explore the website at
Dinner
Lunch
Snacks
Based on what you have learned about the Canada Food Guide , make a plan for your meals for three days based on healthy choices and your nutritional and caloric needs.
Weekday Day 1
Daily Menu Plan
Day 2 Day 3
Breakfast
12

Personal Health
Using the template provided, identify two stressors in your life and describe a plan to reduce the stress or improve the relationship.
Example :
Identify Stressor Parents upset because I’m not passing math.
Develop a plan to reduce stressor
Identify possible reasons for the problem
Identify possible alternatives to fix the problem
Choose your best course of action
 don’t do homework
 don’t ask for help
 don’t like math
 skip math classes
 my parents don’t understand how hard math is for me.
 set aside an half an hour of math homework time every day
 talk to my teacher
 ask friends who are good at math for help
 find out which level of math I need to get into College
 attend classes regularly
 ask parents to support me by arranging a tutor
I plan on talking to my teacher this week and asking for help and I also plan on doing homework regularly
Identify Stressor #1
Develop a plan to reduce stressor
Identify possible reasons for the problem
Identify possible alternatives to fix the problem
Choose your best course of action
13

Identify Stressor #2
Develop a plan to reduce stressor
Identify possible reasons for the problem
Identify possible alternatives to fix the problem
Choose your best course of action
1. How would you define someone who is living an emotionally healthy lifestyle? Be specific.
2. What aspects of your life reflect an emotionally heathy lifestyle?
14

Personal Health
Sample
Activity
1. Record your daily exercise activity using the chart below. Indicate the type, time of day and length of activity.
Sample
Activity
Exercise Plan
Activity Activity Activity
Sunday
Swimming Aerobics class
Activity
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1 hr. afternoons
1 hr. evenings
1 hr. afternoons
1 hr. evenings
1 hr. mornings
15

It is expected that students will engage in at least 80 hours of regular physical activity in addition to PE
10/11/12.
* Physical activity may take place in Gr. 10, 11 and/or 12.
* Regular physical activity means – a minimum of ½ hr. duration three times a week.
* Intensity of activity must be moderate or vigorous.
Moderate – Activities which increase heart rate such as extended brisk walking, skateboarding or bicycle
riding.
Vigorous – Activities which result in increased breathing rate and maintain the increase over at least 30
minutes of time such as jogging, weight training, basketball or canoe paddling.

Your Physical Activity Log must show dates and description of activities on a daily basis.

Maintain a separate Physical Activity Log for each activity that is completed under the supervision of an individual – ie. Coach, PE Teacher, Trainers, etc.

Your Physical Activity Log must be verified and signed by a supervisor.

In activities without a formal supervisor, the signature of a parent may be acceptable. (See Teacher first)
16

Please print full name
Date
Sept. 7, 2012
Activity gym workout
Description
Weight training & running (treadmill)
Hours
1 hr.
Total
* Signature of supervisor verifies that the above information is accurate.
Supervisor Name: ______________________ Position: ____________ Phone___________
Print
Signature: ____________________________ Date: _________________________
If needed, create more pages or your own log and attach to your workbook
17

WORK/VOLUNTEER EXPERIENCE LOG - Minimum of 30 Hours
Student Name: ____________________________________________ Phone: ______________________
Business/Organization: ___________________________________ Position: _____________________
Start/Finish Dates: ___________________________________ Total Hrs. _____________________
Date Activity Description Hours
Total
* Signature of supervisor verifies that the above information is accurate.
Supervisor Name: ______________________ Position: ____________ Phone___________
Print
Signature: ____________________________ Date: _________________________
If needed, please see Mrs. Bennato.
18

WORK/VOLUNTEER EXPERIENCE EVALUATION FORM - Minimum of 30 Hours
Student Name: ____________________________________________ Phone: ______________________
Business/Organization: ___________________________________ Position: _____________________
Start/Finish Dates: ___________________________________ Total Hrs. ______________________
Supervisor’s Name: ___________________________________ Phone: ___________________________
To Supervisor: Please rate this student according to the following list of basic employability skills.
3 - Excellent 2 - Good 1 - Satisfactory 0 - Needs Improvement N/A - Not Applicable
FUNDAMENTAL SKILLS
Reads and understands required information.
RATING COMMENTS
Writes and speaks effectively.
Listens and asks questions to understand.
Follows directions.
Manages information using appropriate technology and information systems.
Has appropriate math skills.
Is able to identify and solve problems.
PERSONAL MANAGEMENT SKILLS
Attends regularly and is punctual.
Dresses appropriately.
Participates fully in projects and tasks from start to finish.
Demonstrates a positive attitude.
Appears confident.
Shows interest, initiative, and effort.
Is adaptable and adjusts to new situations.
Works independently or as part of a team.
Is willing to continuously learn and grow.
Works safely.
TEAMWORK SKILLS
Cooperative and works well with others.
Respectful of others.
Supervisor’s Signature Date
19

Community Connections
Please respond to the following about your work/volunteer experience.
Check the appropriate activity in which you participated:
Paid Work Experience
School-Arranged Work Experience
Volunteer Experience
1. Describe the type of work done and list your tasks/duties.
2. Identify any tools and/or equipment used in performing your tasks.
3. Describe the fundamental skills used in your work/volunteer experience .
(Use the Employability Skills reference sheet)
4. Describe the personal management skills used in your work/volunteer experience. (Use the
Employability Skills reference sheet)
5. How does this work or volunteer experience benefit the community?
6. How does this work or volunteer experience benefit you?
20

Communicating
 reads and understands information presented in a variety of forms (e.g., words, graphs, charts, diagrams)
 reads and understands information presented in a variety of forms (e.g., words, graphs, charts, diagrams)
 writes and speaks so others pay attention and understand
 listens and asks questions to understand and appreciate the points of view of others
 shares information using a range of information and communications technologies (e.g., voice, e-mail, computers)
 uses relevant scientific, technological and mathematical knowledge and skills to explain or clarify ideas
Managing Information
 locates, gathers and organizes information using appropriate technology and information systems
 accesses, analyzes and applies knowledge and explains or clarifies ideal skills from various disciplines
(e.g., the arts, languages, science, technology, mathematics, social sciences, and the humanities)
Using Numbers
 decides what needs to be measured or calculated
 observes and records data using appropriate methods, tools and technology
Thinking & Problem Solving
 assesses situations and identifies problems
 seeks different points of view and evaluates them based on facts
 recognizes the human, interpersonal, technical, scientific and mathematical dimensions of a problem
 identifies the root cause of a problem
 is creative and innovative in exploring possible solutions
 readily uses science, technology and mathematics as ways to think, gain and share knowledge, solve problems and make decisions
 evaluates solutions to make recommendations or decisions
 implements solutions
 checks to see if a solution works, and acts on opportunities for improvement
21

Participating in Projects & Tasks
 plans, designs or carries out a project or task from start to finish with well-defined objectives and outcomes
 develops a plan, seeks feedback, tests, revises and implements
 works to agreed quality standards and specifications
 selects and uses appropriate tools and technology for a task or project
 adapts to changing requirements and information
 continuously monitors the success of a project or task and identify ways to improve
Demonstrating Positive Attitudes & Behaviours
 appears to feel good about self and appears confident
 deals with people, problems and situations with honesty, integrity and personal ethics
 recognizes own and other people's good efforts
 takes care of personal health
 shows interest, initiative and effort
Being Adaptable
 works independently or as a part of a team
 carries out multiple tasks or projects
 is innovative and resourceful: identifies and suggests alternative ways to achieve goals and get the job done
 is open to and responds constructively to change
 learns from mistakes and accepts feedback
 copes with uncertainty
Learning Continuously
 is willing to continuously learn and grow
 assesses personal strengths and areas for development
 sets own learning goals
 identifies and accesses learning sources and opportunities
 plans for and achieves your learning goals
Working Safely
 is aware of personal and group health and safety practices and procedures, and acts in accordance with these
22

The skills and attributes needed to contribute productively. You will be better prepared to add value to the outcomes of a task, project or team when you can:
Work with Others
• Understand and work within the dynamics of a group
• Ensure that a team’s purpose and objectives are clear
• Be flexible: respect, be open to and supportive of the thoughts, opinions and contributions of others in a group
• Recognize and respect people’s diversity, individual differences and perspectives
• Accept and provide feedback in a constructive and considerate manner
• Contribute to a team by sharing information and expertise
• Lead or support when appropriate, motivating a group for high performance
• Understand the role of conflict in a group to reach solutions
• Manage and resolve conflict when appropriate
Participate in Projects & Tasks
• Plan, design or carry out a project or task from start to finish with well-defined objectives and outcomes
• Develop a plan, seek feedback, test, revise and implement
• Work to agreed quality standards and specifications
• Select and use appropriate tools and technology for a task or project
• Adapt to changing requirements and information
• Continuously monitor the success of a project or task and identify way to improve
Material adapted from:
The Conference Board Of Canada
255 Smyth Road, Ottawa
ON K1H 8M7 Canada
Tel. (613) 526-3280
Fax (613) 526-4857
Internet: www.conferenceboard.ca/education
23

1 . Students are required to complete a Multiple Intelligences Test based on Howard Gardner’s MI Model at http://businessballs.com/howardgardnermultipleintelligences.htm#multiple%20intelligences%20tests
It must be attached to this booklet with a reflection based on the following: a. What are you natural strengths and how have you seen them manifested in your learning and work at
ASIA Sumas? b. How do you yourself using these in your career, your job or your post-secondary education?
Describe the short and long term goals of your transition plan. In other words, what do you plan to do after high school graduation and how do you plan to achieve each goal?
Short Term Goals
Less than 2 years
Consider

 work/employment post-secondary education or training
 skills upgrading
 travel
 other
Long Term Goals
More than 2 years
Consider

 career choices financial goals
 important life experience
 other
Work Goal :
Plan/s to Achieve Work Goal:
Educational Goal :
Plan/s to Achieve Education Goal:
Personal Goal :
Plan/s to Achieve Personal Goal:
Career Goal :
Plan/s to Achieve Career Goal:
Educational Goal :
Plan/s to Achieve Education Goal:
Personal Goal :
Plan/s to Achieve Personal Goal:
24

(As an alternate you may use Google to find alternate career surveys to meet this outcome)
1. Log on to : http://www.careercruising.com
Username : abbotsford
Password : secondary
Click on Start Career Cruising
2.
Click on Career Matchmaker ________
Enter your first and last name
Click on Start a new Career Matchmaker session
Click on start – answer the questions
3 List your top 5 Occupations by Interest Rank
1________________________ ______ 2 __________________________________
3 _______________________________
5 ______________________________
4 __________________________________
4 Choose 1 of your top 5 Occupations or use the search function to find your own choice:
__________________________
5 Click on it. Click on Career Path. Write a summary of the Career Path.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Click on Education - Scroll down - Click on a related College/University Program
Click on a Province – Click on a school
Name of School ________________________________________
School Email
School Website
Name:
________________________________________
________________________________________
________________________________________
25

Graduation Transitions: Transition Plan
Education Planner
Program Search
In this activity you will use the Education Planner web site ( http://www.educationplanner.bc.ca/ ). Create an account to research one of your post-secondary programs as listed in the Career Cruising exercise.
To complete this assignment, fill in the table below:
Program Name
Institution
City
Subjects
Admission Requirements
Application Fee
Tuition Fees (Approx.)
Books and Supplies (Approx.)
Length of Program
To use the web site choose a field of study.
To narrow your results click " change " in one of the organizers in the left hand Search Options
26

GRADUATION TRANSITIONS WORKSHEET: FINANCIAL PLANNER
Student: ____________________ Teacher: ___________________ Date: __________
To complete your financial plan, choose one of the following methods:
CHOICE 1
1.
Go to the post secondary school website of your choice
2.
Search for “financial planner”, or “school costs”
3.
Proceed through the process.
4.
Print off report and staple to this booklet.
CHOICE 2
1.
Go to http://www.fcac-acfc.gc.ca/eng/consumers/lifeEvents/secondeduc/budget/worksheeteng.asp
2.
Click on Interactive Calculator to download an excel sheet and fill in.
3.
Print off report and staple to this booklet.
27

(staple your resume to the package)
Your Full Name
3293 Any Street
Abbotsford, BC V2T 0X0
(604) 000-0000 e-mail address
(sp) = means space / blank line
(sp)
(Optional) . Objective:
(sp)
(sp)
Education:
(sp)
Abbotsford School of Integrated Arts, Abbotsford, B.C. Year Started to Present
Currently completing Grade 12. Consistently on Honour Roll, Average 00% .
Courses or Program of Study: (list only Gr. 11/12 courses)
(sp)
(sp)
Work Experience: (may include Community Service/Volunteer Experience here)
(sp)
Cashier, McDonald’s, Abbotsford, BC Start to Finish Dates
Served customers, handled cash and operated computerized till, met weekly sales quotas.
(sp)
Babysitter, Various families, Abbotsford, BC Start to Finish Dates
Cared for children ages __ to __, planned and implemented age-appropriate activities, and prepared and served meals and snacks as necessary.
(sp)
(sp)
Skills and Abilities:
(sp)
• list skills and abilities here
• list skills and abilities here
• list skills and abilities here
• list skills and abilities here
(sp)
(sp)
Awards and Achievements: (Optional)
(sp)
• list awards, certificates, medals here
• list awards, certificates, medals here
(sp)
(sp)
Interests: (Optional)
(sp)
• list interests here
28

Reference Contact Sheet
Who would you select to be your reference? Always ask them first. List them below.
Name of reference, Title
Work Place
How do you know this person
Contact number
Name of reference, Title
Work Place
How do you know this person
Contact number
Name of reference, Title
Work Place
How do you know this person
Contact number
29

Students must hand in this Graduation Standards Workbook to the Counsellor, Mr. Yost. Upon handing the workbook in, students will be asked to sign up for an appointment to present the final Graduation
Transition Section to Mrs. Funk, Mr. Yost, Ms. Bennett or a community leader. This presentation will be informal and should take no more than 5-10 minutes. Students will be expected to speak about their future plans in regards to school, work, and career exploration (what they will do post highschool). See page 5-6 for guidance. *Come prepared and do your very best
Your Presentation is not an interview! You will be expected to prepare thoughtful responses and talk about yourself in the following areas:
1.
Tell us about yourself.
2.
Explain your graduation transition plan.
3.
Describe your skills and strengths.
4.
Identify your areas of personal/educational/career development and growth.
5.
Explain how will you attain your personal/educational/career goals.
6.
Support your Presentation with evidence and or artifacts that represent you best.
Counsellor Signature : ____________________________________________
30

31

B.C. Graduation Transitions 12 Rubric Student Name:
Letter Grade INC C - 3
B - 4
Student has not yet met the minimal expectations
(Student is not in a position to
SNAPSHOT
Graduate)
Transition program requirements are incomplete and show a lack of commitment in relation to evidence, purpose, organization, reflection and communication
Minimally Meeting Expectations
Transition program evidence and organization are adequate for the task.
Reflections and communication may be awkward and/or inconsistent in reflection and depth.
Meeting Expectations
Transition program evidence and organization demonstrates understanding of transition process.
Reflections and communication show basic awareness of transition
80 Hours of
Physical
Activity
30 Hours Work or Voluntary
Experience
Transition Plan
Presentation
Final
Assessment
Incomplete evidence of…
 80 hours standard met
 A healthy living plan
Incomplete evidence of …
 30 hour standard for work experience/community service.
 Duties performed, how it connects with employability and life skills.
 A description of event and tasks performed, as well as description of how their experience connected to your future
 Incomplete evidence of…
 A PLAN indicating transition from secondary school.
 Transition activities that support career, life and learning goals.
 Identification of cost and funding sources associated with education, career and life options after graduation
 Standard (80 hours) is met with adequate evidence and an adult signature.
 Minimal evidence of a healthy living plan related to nutrition, exercise, emotional health management and positive health decisions
 Standard of 30 hours is met with adequate evidence and adult signature.
 Minimal evidence identifying the duties performed, how it connects with employability and life skills.
 Minimal description of how their experience was a benefit to the community and to the student.
 A PLAN is developed indicating transition from secondary school at a minimal level.
 Minimal evidence of transition activities that support career, life and learning goals
 The importance and value of the evidence is inconsistently stated.
 Minimal identification of cost and funding sources associated with education, career and life options after graduation.
 Unable to communicate learning about themselves as a result of the Graduation Transition
Program.
 Presentation was not completed
 Minimal awareness of how the transition plan experience did/could impact their future life choices.
Assessor’s Name Date process
 Standard (80 hours) is met with an activity log and adult signature.
 Satisfactory evidence of a healthy living plan related to nutrition, exercise, emotional health management and positive health decisions.
 Standard of 30 hours is met with a journal/log and adult signature.
 Satisfactory evidence identifying the duties performed, and how it connects with employability and life skills.
 Satisfactory description of how their experience was a benefit to the community and to the student.
 A satisfactory PLAN is developed indicating transition from secondary school
 Satisfactory evidence of transition activities that support career, life and learning goals
 The importance and value of evidence is consistently stated
 Satisfactory identification of cost and funding sources associated with education, career and life options after graduation.
 Satisfactory awareness of how the transition plan will impact their future life choices.
 Minimally Meets  Meets
A - 5
Exceeding Expectations
Transition program is organized and evidence selection demonstrates commitment to the transition process.
Reflections and communication are purposeful and personal.
 Evidence of consistent commitment to physical activity over time (80+hours) with an adult signature, letter, activity log.
 Comprehensive evidence of a healthy living plan related to nutrition, exercise, emotional health management and positive health decisions.
 Evidence of 30+ hours over a long period of time, log and employer evaluation.
 Comprehensive evidence identifying the duties performed and how it connects with employability and life skills.
 Comprehensive description of how their experience was a benefit to the community and to the student.
 A comprehensive PLAN is developed indicating transition from secondary school
 Comprehensive evidence of transition activities that support career, life and learning goals
 Refers explicitly to the value & importance of evidence.
 Comprehensive evidence identifying the cost and funding sources associated with education, career and life options after graduation.
 Comprehensive awareness of how the grad transition plan experience will impact or inform their future life choices.
 Exceeds EXPECTATIONS

33