Graduation Transitions 12

Hatzic Secondary Graduation 2015

hss.mpsd.ca

GRAD TRANSITION

This year, your Graduation Transition advisor is Mrs. Gibson.

Your grad transition package can be downloaded from the Hatzic website @ hss.mpsd.ca (Graduation> Graduation Transition Plan)

Your Grad Transition is to be well organized and arranged in a binder

Dividers should be used between each of the 3 sections

Include a title page and make sure all sections are completed (refer to checklist p. 2)

Proof-read your work and make sure it is neat and clean

Once you believe your Grad Transition is complete, you need to show Mrs. Gibson and then present your G.T.P. to a member of our staff, who will sign the Presentation Verification page. You then need to have the Presentation Verification form photocopied and given to Mrs. Gibson. Once

this is received you will be signed off for your graduation status.

Final Completion Date is April 22 nd , 2014

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Graduation Transition Checklist hss.mpsd.ca

Student Name:Grade:Advisor: Mrs. GibsonSchool:

Personal Health Pages 3 – 14Complete

□ Evidence of 150 minutes/week of moderate and vigorous physical activity in grades 11 & 12.

□ Write - Up (Form C)□ Healthy Eating (Form D)□ Healthy Living – How to Deal with Stress (Form E)

Personal Health Requirement Met

Community Connections Pages 15 – 23Complete

□ 30 Hours of work experience paid or unpaid – evidence required□ Work/Volunteer Experience Reflection (Form G) - Description of duties performed - Description of Employability Skills developed

□ Community Service - Volunteer Activity (Form H) - Description of the activity

Community Connection Requirement Met

Career and Life Pages 24 - 45Complete

□ Evidence of Growth (“Attributes of a BC Graduate”)□ Transition Activity Sheet (Form I)□ Plans for the future

- Plan A & Plan B – each with a financial plan□ Scholarship Application including references (optional)□ Resume & Cover Letter

□ Post Secondary Institute (PSI) Selection Verification Form□ Presentation (Form K)

Career & Life Requirements Met

PERSONAL HEALTH

It’s important to recognize that good health is a vital component to having a happy, successful and balanced life.

Understanding yourself and making thoughtful, well informed decisions today will instill good healthy habits that will benefit you for a lifetime.

Three components to a Healthy Living Plan are: Regular Physical Activity Healthy Eating Healthy Living - Dealing with Stress

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Personal Health

Step 1 150 minutes/week of Physical Activity

Document at least 150 minutes/week of moderate to vigorous physical activity in grades 11 and 12.

Evidence can include: activity log (Form A), Confirmation of Physical Activity (Form B) or memberships, photos, letters from coaches, report card reflecting PE 11/12, Strength Training, Sports Specific, Dance etc.

Step 2 What activities do you enjoy?

List your top 10 choices for physical activity (Form C).

Give one positive and one negative aspect to each choiceo Think: Costs, facilities, weather, participants, etc.

How do you think you will keep fit in the future?o Write a paragraph explaining your plans.

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Form A

Physical Activity LogDate

Description of Physical Activity – (itemize activities)

Minutes Supporting Documents

Sub TotalOf Minutesper page

Running Total:

_____________

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Form B

Graduation TransitionConfirmation of Physical Activity

1. I would like to confirm that has completed the required 150 minutes/week of physical activity for their Graduation

Transition Plan from to

2. Completed as part of (name of class / athletic team / other activity / name of

gym, etc.)

3. Final Class Mark (If Applicable): %

4. Name of Teacher / Instructor / Authorized Representative (Name and Position)

(print clearly)

5. Performance comments (optional):

Signature:

Date:

Form C

Top 10 Physical Activity Choices

ACTIVITY POSITIVE NEGATIVE

How do you think you will keep fit in the future?

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Healthy Eating

Step 1: Carefully read “Maintaining Healthy Habits” found on Canada’s Food Guide website (see link below). Record all information on Form D.http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/maintain-adopt/index-eng.php

Step 2: From the paragraph “Steps towards Better Health and a Healthy Body Weight”, find the recommended number of servings per day for the four food groups for your age and gender. (click on amount )

Step 3: In the same paragraph, click on type and list two important factors you should look for in each food group

Step 4: Go back to “Maintaining Healthy Eating” and click on “Limiting Foods”. List 3 foods and/or drinks that you should limit in your diet and include 3 healthy choices that would help improve your diet.

Step 5: Go back to the “Maintaining Healthy Eating” and go to the left side of the page and click “My Food Guide”. Click on “Start Building my Food Guide”. Complete the Food Guide and print a copy.

Step 6: By using the Canada Food Guide and the information you have collected, name 4 ways you could improve your eating habits. (ie. What food group should you eat more of, what foods should you cut back on, do you eat breakfast? etc.)

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Healthy Eating Form D

1) Food Groups # of Servings/Day

2) Two Important Factors to look for in each Food Group:

Fruits & Vegetables

Grain Products

Milk & Alternatives

Meat & Alternatives

3) Foods to Limit

Healthy Choices

4) List 4 ways you could improve your eating habits1.

2.

3.

4.

Stress ManagementA Teen’s Guide to Understanding

and Managing Stress

Carefully read the following information on stress. Complete the Stress Index Test found at the Canadian Mental

Health Association website: google ‘Stress Test Canadian Mental Health’ click on ‘Interactive Quiz: The stress scale: more than medication’

Print out and attach your results and write down your comments

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Acquaint yourself with some of the features of this website; play around!

Complete the Healthy Living Stress Management Sheet (Form E).

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Coping with StressWhat is Stress?

“Stress” is defined as the way our bodies and minds react to life changes. It is the uncomfortable feeling you get when you’re worried, scared, angry, frustrated or overwhelmed. Since adolescence is a period of significant change, including physical, emotional, social and academic changes, many teens are under more stress than at any other time of their life.

What Causes Stress?Stress comes from many different places. Here are some typical examples:

From parents. “Hurry up, finish this, do your homework, go out for the team, practice your music, do your best, stay out of trouble, make more friends, don’t ever try drugs, you have to do better, it’s not good enough.”From Friends. “Be cool, try this, show us you aren’t a loser, don’t hang out with those dorks.”From School. “Your work is late again. I will not accept this assignment as this is the third time I’ve spoken to you about getting your work in on time.”Even from yourself. “I need to lose weight, wear the right clothes, get better grades, score more goals, and show my parent I’m not a baby.”

And also from: Watching parents argue or dealing with peer conflicts Figuring out how to be independent Feeling pressure to get good grades and to make career decisions Being pressured to try drugs, alcohol or sex Not being good enough at sports Worrying about how your body looks Worrying about neighbourhood or world problems Feeling guilty Worrying about your future

Teenage “Stress Overload” Signs

Increased physical illness (headaches, stomach aches, muscle pains, chronic fatigue)

“Shutting down” and withdrawal from people and activities Increased anger or irritable; lashing out at others Increased tearfulness and feelings of hopelessness Chronic feelings of worry or nervousness Difficulty sleeping and eating or sleeping too much Difficulty concentrating Feeling overwhelmed

Our body’s natural reaction to life events that we perceive as overwhelming is the “fight or flight” response, which may produce a faster heart rate, increased blood flow, shallow breathing, a sense of dread and a desire to escape. However, teens can teach themselves to perceive life challenges as being within their control and can even change their body’s reactions to such events, promoting a lower heart rate, deeper breathing, clearer thinking and feelings of calmness and control. There are many stress management skills that promote the relaxation response.

How do People Deal with Stress? Nobody can avoid all stress, but you can learn ways to deal with it. When

you’re stressed, it is normal to want to feel better. Harmful choices (such as drugs, cigarettes, alcohol, bullying, fighting &

driving fast) might feel good for a couple of minutes, but they can be dangerous. They end up messing up your life, and then you become a lot more stressed. They’re especially dangerous if they are the only way you manage stress. This is one of the ways addictions start.

However, there are many healthy ways to dealing with stress. They are safe, help you feel better and end up making you feel happier.

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Stress Management Skills for Teens Learning to recognize your symptoms of stress and simple ways you can

relax that works for you Taking deep breaths accompanied by thoughts of being in control (“I can

handle this” or I can do this”) Using progressive muscle relaxation (repeatedly tensing and relaxing large

muscles of the body, starting at the feet and moving upwards) Setting small goals and breaking tasks into smaller, manageable chunks Making lists of what you need to get done Staying positive Exercising and eating regular meals Going for a walk or listening to music Focusing on things you can control Letting go of things you cannot control Talking about problems or concerns with others including friends, parents

or other trusted adults Trying meditation (it’s been proven that 10-15 minutes each morning helps

you think more calmly throughout the day) Making sure your expectations of yourself are realistic Scheduling breaks and enjoyable activities such as music, art, sports and

socializing Rehearsing and practicing feared situations (eg. Practicing for an interview

or asking someone out) Accepting yourself as you are and learn to identify your unique strengths,

then build on them, and realize no one is perfect!!

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Sources: www.aap.org/stress/buildres1-A.cfm

www.lifespan.org/services/childhealth/parenting/teen-stress.htm

Form E

Healthy Living(Stress Management Form)

Every "yes" response on the stress index test indicates that item is a stressor in your life. List the top 3 stressors that were identified as a concern.1.

2.

3.

List 3 signs and symptoms you exhibit when you are under stress.Signs (actions) Symptoms (what happens to my

body)

What are 4 stress management skills (p. 14) could you use to reduce your stress?

1.2.3.4.

Who can you talk to or where can you turn if you need help dealing with stress?

Remember, how we perceive a stress-provoking event and how we react to it determines its impact on our health. We may be motivated and invigorated by the events

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in our lives, or we may see some as "stressful" and respond in a manner that may have a negative effect on our physical, mental and social well-being. If we always respond in a negative way our health and happiness may suffer. By understanding ourselves and our reactions to stress-provoking situations, we can learn to handle stress more effectively.

Community Connections

Life after graduation may include responsibilities in the work

force or at a post secondary institution. As part of the Grad

Transition we want to make sure our students enhance their

employability skills and increase their personal and

professional capacities before graduation.

Two components in the Community Connections are:

Work Experience

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Volunteer Experience

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Community Connections

Step 1 - 30 Hours of Work or Volunteer Experience

Provide documentation of work/volunteer experience eg. letter, form or certificate signed by the employer, community person or agency/organization, pay slip, log sheet (Form F) etc.

Step 2 - Work/Volunteer Experience Reflection

Describe the procedures used in performing tasks (Form G) Identify the tools and/or equipment used in performing tasks Describe how the tasks contribute to the development of employability or

life skillso Identify the Fundamental skills developed (Employability 2000

document) o Identify the Self-Management Skills developed (Employability 2000

document) o Explain how skills can be transferred to other situations

Step 3 - Participate in a community service event or activity (unless you used volunteer hours in Step 1)

Provide documentation of participation in a community service activity or event eg. letter, Form H or certificate signed by the employer, community person or agency/organization. ***Note this is a Volunteer activity not as part of a class or paid work

Step 4 - Describe the Community Event or Activity

Describe the tasks performed and the benefits to the community and student. (Form H)

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Form G (p.1 of

5)

Community Connections30 hrs. Work OR 30 hrs. Volunteer Experience Reflection

Student Name: ______________

Workplace: _________

Work Supervisor: _________

Telephone:

Dates of Work Experience or Volunteer Experience: _________________________

Number of Hours Worked: ________________

Documentation Provided: Letter Certificate Pay Stub

Other

Describe the type of work done and the procedures used in performing tasks.

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Form G (p.2 of 5)

Identify the tools and/or equipment used in performing tasks.

What skills did you learn that will be helpful in the future?

EMPLOYABILITY SKILLS:

Fundamental SkillsYou will be better prepared to progress in the world or work when you have the Fundamental Skills needed as a base for further development.

From the list below, identify the Fundamental Skills you used or developed in this work or volunteer experience:

Communicate

Read and understand information presented in a variety of forms (eg. Words, graphs, charts, diagrams).

Write and speak so others pay attention and understand. Listen and ask questions to understand and appreciate the points of view of others. Share information using a range of information and communications technologies

(eg. Voice, e-mail, computer) Use relevant scientific, technological, and mathematical knowledge and skills to

explain or clarify ideas Other (Explain):

Form G (p.3 of 5)

Manage Information

Locate, gather and organize information using appropriate technology and information systems

Access, analyze, and apply knowledge and skills from various disciplines (eg. Arts, languages, science, technology, mathematics, social sciences, and the humanities).

Other (Explain):

Use Numbers

Decide what needs to be measured or calculated Observe and record data using appropriate methods, tools, and technology Make estimates and verify calculations Other (Explain):

Think & Solve Problems

Assess situations and identify problems Seek different points of view and evaluate them based on facts Recognize the human, interpersonal, technical, scientific and mathematical

dimensions of a problem Readily use science, technology, and mathematics as ways to think, gain and share

knowledge, solve problems, and make decisions Evaluate solutions to make recommendations or decisions Implement solutions Check to see if a solution works, and act on opportunities for improvement. Other (Explain):

PERSONAL MANAGEMENT SKILL

From the list below, identify the Personal Management Skills you used or developed in this work or volunteer experience:

Demonstrate Positive Attitudes & Behaviours

Feel good about yourself and feel confident Deal with people, problems, and situations with honesty, integrity, and

personal ethics Recognize your own and other people’s good efforts Take care of your personal health Show interest, initiative, and effort

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Other (Explain):

Form G (p.4

of 5)

Be Responsible

Set goals and priorities balancing work and personal life Plan and manage time, money, and other resources to achieve goals Assess, weigh, and manage risk Be accountable for your actions of your group Be socially responsible and contribute to your community Other (Explain):

Be Adaptable

Work independently or as a part of a team Carry out multiple tasks or projects Be innovative and resourceful; identify and suggest alternative ways to

achieve goals and get the job done Be open and respond constructively to change Learn from your mistakes and accept feedback Cope with uncertainty Other (Explain):

Learn Continuously

Be willing to continuously learn and grow Assess personal strengths and areas for development Set your own learning goals Identify and access learning sources and opportunities Plan for and achieve your learning goals Other (Explain):

Work Safely

Be aware of personal and group health and safety practices and procedures, and act in accordance with these

Other (Explain):

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TEAMWORK SKILLS

You will be better prepared to add value to the outcomes of a task, project or team if you have the Teamwork Skills and attributes needed to contribute productively.

Form G (p.5 of 5)

From the list below, identify the Teamwork Skills you used or developed in this work or volunteer experience:

Work With Others

Understand and work within the dynamics of a group Ensure that a team’s purpose and objectives are clear Be flexible; respectful and open to and supportive of the thoughts, opinions

and contributions of others in the 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 Other (Explain):

Participate in Projects and 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 ways to

improve Other (Explain):

Explain how the skills you learned or developed can be transferred to other situations.

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Feel free to use this template or provide your own documentation for your

responses.

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Employability Skills 2000+

The skills you need to enter, stay in, and progress in the world of work - whether you work on your own or as a part of a team

FUNDAMENTAL SKILLS

The skills needed as a base for furtherDevelopment. You will be better prepared to progress in the world of work when you can:

Communicate• read and understand informationpresented in a variety of forms (e.g.,words, graphs, charts, diagrams)• write and speak so others pay attentionand understand• listen and ask questions to understandand appreciate the points of view of others• share information using a range ofinformation and communication technologies(e.g., voice, e-mail, computers)• use relevant scientific, technological andmathematical knowledge and skills toexplain or clarify ideas

Manage Information• locate, gather and organize informationusing appropriate technology andinformation systems• access, analyze and apply knowledge andskills from various disciplines (e.g., thearts, languages, science, technology,mathematics, social sciences, and thehumanities)

Use Numbers• decide what needs to be measured orcalculated• observe and record data using appropriatemethods, tools and technology• make estimates and verify calculations

Think & Solve Problems• assess situations and identify problems• seek different points of view and evaluatethem based on facts• recognize the human, interpersonal,technical, scientific and mathematicaldimensions of a problem• identify the root cause of a problem

• be creative and innovative in exploringpossible solutions• readily use science, technology andmathematics as ways to think, gain andshare knowledge, solve problems andmake decisions• evaluate solutions to makerecommendations or decisions• implement solutions• check to see if a solution works, and acton opportunities for improvement

TEAMWORK SKILLS

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 thedynamics 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 aconstructive and considerate manner• contribute to a team by sharinginformation 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• adapt to changing requirements and information• continuously monitor the success of a project or task and identify ways to improve• select and use appropriate tools and technology for a task or project

PERSONAL MANAGEMENT SKILLS

The personal skills, attitudes andbehaviours that drive one’s potentialfor growth. You will be able to offer yourself greater possibilities for achievement when you can:

Demonstrate Positive Attitudes& Behaviours• feel good about yourself and be confident• deal with people, problems andsituations with honesty, integrity andpersonal ethics• recognize your own and other people’sgood efforts• take care of your personal health• show interest, initiative and effort

Be Responsible• set goals and priorities balancing workand personal life• plan and manage time, money and otherresources to achieve goals• assess, weigh and manage risk• be accountable for your actions and theactions of your group• be socially responsible and contribute toyour community

Be Adaptable• work independently or as a part of a team• carry out multiple tasks or projects• be innovative and resourceful: identifyand suggest alternative ways to achievegoals and get the job done• be open and respond constructivelyto change• learn from your mistakes and acceptfeedback• cope with uncertainty

Learn Continuously• be willing to continuously learnand grow• assess personal strengths and areasfor development• set your own learning goals• identify and access learning sourcesand opportunities

• plan for and achieve your learning goalsWork Safely• be aware of personal and group healthand safety practices and procedures, andact in accordance with these.

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Form H

Graduation TransitionConfirmation of Volunteer Service

(Can be an official volunteer position or arranged privately)

I would like to confirm that

has completed hours of service in the (Select) School or

Community / Organization / Business Name / School Activity:

Describe the specific job or duty performed in/for the school or

community:

The activity was completed on, or between the following dates:

and

Name of Supervising adult:

Contact Phone number of supervisor:

Performance comments (optional):

Signature: Date

Career and Life It is important for students to explore personal, school and

career goals in order to make a successful transition after

high school. Planning for life after grade 12 is an ongoing

process and requires a lot of thought and research.

Five components in the Grad Transition Plan to help make

this process easier are listed below:

Evidence of Growth throughout your school years Transition Activities Goals for grad year

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Plans for the future Resume & cover letter writing

Career & LifeGrade 12 Transition Plan

Post Secondary Checklist

The following is a checklist of things that would be worthwhile for you as a graduate. This is for your information; you do not need to produce evidence for your presentation.

Things I need to have before I graduate:

□ Social Insurance Card

□ Medical Health Plan/Care Card

□ Copy of Birth Certificate

□ Personal Banking (account in your own name)

□ Financial Plan

□ Summer employment application

□ Filled a TD 1 Form (Tax Category Application)

□ Passport (if you are intending on traveling outside of Canada)

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□ Arrangements to get your Passport to Education

Career & LifeEvidence of Growth Reflecting Attributes of a BC

Graduate

Please showcase your particular passions and successes in this section.

You must show evidenceof the following:

□ Your interests.□ Your skills & accomplishments - including art,

technology or applied skills (ie. woodworking, metal, sewing, foods, mechanics, etc.)

□ Any activities that you are involved in outside of school such as sports, music, dance, clubs/organizations, etc.

Examples you can use:

Pictures

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Class work Artwork Videos Projects you have completed either at school

or as a hobby Certificates, Diplomas or School Awards Community awards which show your

involvement in either sports, volunteer or other extra-curricular activities within the community

Must be a minimum of three pagesA ttributes of a BC Graduate

During a year-long, province-wide consultation, thousands of BC citizens identified the following characteristics of the ideal BC graduate

In their intellectual development, graduates should achieve:

■ competency in reading, writing, mathematics, social studies and science, including the ability to use these skills in problem-solving and decision-making■ the ability to use and understand information technologies■ the ability to communicate effectively with a range of audiences; this includes the ability to access, synthesize and present information; it also includes– knowledge of both a first and second language– an understanding and appreciation of artistic and aesthetic expression■ the ability to think critically and solve problems, using information to develop opinions and make sound judgments and decisions■ an understanding of the importance of a lifelong commitment to continuous learningIn their human and social development, graduates should achieve:

■ the knowledge and skills required to be socially responsible citizens who act in caring and principled ways, respecting the diversity of all people and the rights of others to hold different ideas and beliefs■ the knowledge and understanding they need to participate in democracy as Canadian and global citizens, acting in accordance with the laws, rights and responsibilities of a democracy■ the attitudes, knowledge and positive habits they need to be healthy individuals, responsible for their physical and emotional well-being■ the attitudes and competencies they need to be community contributors who take the initiative to improve their own and others’ quality of life

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In their career development, graduates should achieve:

■ the confidence and competencies they need to be self-directed individuals who display initiative, set priorities, establish goals, and take responsibility for pursuing those goals in an ever-changing society■ knowledge and understanding of the range of career choices available to them, the prospects for success in those careers, and the actions required to pursue specific career paths■ experience in planning for, and working towards, career and life goals■ the skills required to work effectively and safely with others, and to succeed both as individual

and collaborative workers

The Graduation Program is designed to support every graduate to acquire these attributes.

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Form I

Complete transition activities that support career, life and learning goals

Participate in career-related activities outside the school setting (eg. work experience, job shadowing, job fairs, seminars, open-houses, workshops) and/or engage in ongoing career research and self-assessment eg Career Cruising

List career-related activities you have participated in such as:

work experience, job shadowing, job fairs, seminars, open- houses, and workshops.

Record the activities that you have been involved in:

1.

2.

3.

4.

5.

6.

7.

8.

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POST SECONDARY INSTITUTE (psi)Selection Verification Form

It is important to know how to access your marks, provincial exam scores and your transcript verification information.

To do this, start by googling ‘BC Ministry of Education’

Then-‘Provincial Exams’ and click on ‘Student Web’

Now follow the prompts.

Your PEN (Personal Education Number) is the nine-digit number on your report card. The personnel at the main office or the counseling office are also able to provide this number for you.

Once you have signed in, click on ‘Post Secondary Institution Selections’.

Review the pages following, as there are snapshots of what the actual website looks like.

Follow the prompts.

Print out your finalized PSI selection forms request.

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Even if you are NOT planning to continue your schooling after high school you are still required to complete this.

This section is part of the Grad Transition package, AND, students frequently change their minds about college.

PSI information allows the institutions you selected to view your marks, allowing for ease of admission.

Instructions for the Online Post Secondary Institutions (PSI)Selections Form

The PSI Selections form is only available in electronic format. The only students who should submit this form are those in Grade 12 for the 2012/13 school year, expect to graduate this school year and are applying to a PSI. Returning graduates who are upgrading may also complete the PSI Selections Form.

Students may make their PSI Selections between November and mid-July each school year. Please ensure students are aware that this form is only accessible until July 15 of each school year.New for 2013 – For preliminary transcript information to be forwarded to BC Electronic PSIs and/or the Ontario Universities Application Centre (OUAC) in mid-March, selections must be submitted by March 1. Preliminary transcript information will not include any interim marks for courses in progress. It will only include final marks for completed courses and courses students are currently taking.For interim transcript information to be forwarded to BC Electronic PSIs and/or the Ontario Universities Application Centre (OUAC) in early-May, selections must be submitted by May 1.

July 15 is the final deadline for students to complete the PSI Selections Form. Final transcript information is sent to PSIs by July 30.Section 1 of the PSI Selections form allows students to select one or both of the BC Electronic PSIs and the Ontario Universities Application Centre. In addition to this, students may make a maximum of 6 more selections from Sections 2 and 3. There is no fee for these selections.

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As with the paper format in previous years, students are not able to delete their selections once they have been submitted to the ministry. Therefore, it is important that students choose carefully before submitting their selections. Students who use all their selection and then change their minds will be required to complete a Transcript Request Form and pay for any additional PSI selections.

The following information will help you guide your students through the process.

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Accessing the Electronic PSI Selections form

Students access the online PSI Selections form from the Student Secure Web. Schools do not have access to this site. This is a personal document that requires students to provide authorization for the ministry to release their information to outside institutions.

Step 1: Students log into their account through the Student Secure Web and select the link “Post Secondary Institute Selections”

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Step 2: Students should carefully read the “Important Notes” before selecting the “Select PSIs” link.

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Step 3: Section 1 allows students to select all of the BC Electronic PSIs and/or the Ontario University Application Centre. In addition, they may make a total of 6 more selections from Sections 2 and 3.

Once all choices have been selected, students hit the “Next” button to proceed to the authorization page.

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Step 4: Students must confirm and authorize the ministry to forward their information as requested.

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Step 5: Plans for the Future

What are your plans after Graduation?

You will need to complete both Plan A and Plan B in order to be prepared if Plan A doesn’t work out.

PLAN “A”

My Plan A for after I graduate is: (check one)

Attend School

Complete the Education box

below

Start or continue apprenticeship

training

Complete the Education box

below

Work

Complete the Work box on the next

page

Other

Write a half page describing what your future plans

are

-OR-

PLAN A – Education

Post Secondary Institute:

Degree, Diploma or Certificate Program

Pre-requisites for Admission:

GPA required For Acceptance

Closing Date for Application:

How Much will it Cost?

Are you applying for any Scholarships or Bursaries

COMPLETE FINANCIAL PLAN “A” ON PAGE 37

-OR-

PLAN A – Work

Where:

How Many Hours:

Job Title:

Duties:

Wage:

Transportation (how will you get there):

COMPLETE FINANCIAL PLAN “A” ON PAGE 37

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Monthly Budget for Plan A

INCOME

Part/Full Time Earnings: $Cash/Savings: $Student Loan: $Awards/Passports/Scholarships: $Other Income: $

TOTAL INCOME: $ (A)

EXPENSES

Rent/Housing $Hydro $Heat (Gas) $Telephone $Cable $Groceries $Eating out $Clothing $Personal Hygiene (shampoo, deodorant, etc) $Grooming (Hair, Make-up) $Bus Pass $Car Payments $Car Insurance $Gas/Oil $Car repairs $Medical and Dental $Prescriptions $Entertainment $Fitness $Tuition $Books/Supplies $Other $

TOTAL EXPENSES: $ (B)

GRAND TOTAL: $ (C)

(A – B = C)

Are your expenses more than your income? If yes, explain how you will cover these expenses:

PLAN “B”

My Plan B for after I graduate is: (check one)

Attend School

Complete the Education box

below

Start or continue apprenticeship

training

Complete the Education box

below

Work

Complete the Work box on the next

page

Other

Write a half page describing what your future plans

are

-OR-

PLAN B – Education

Post Secondary Institute:

Degree, Diploma or Certificate Program

Pre-requisites for Admission:

GPA required For Acceptance

Closing Date for Application:

How Much will it Cost?

Are you applying for any Scholarships or Bursaries

COMPLETE FINANCIAL PLAN “B” ON PAGE 40

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-OR-

PLAN B – Work

Where:

How Many Hours:

Job Title:

Duties:

Wage:

Transportation (how will you get there):

COMPLETE FINANCIAL PLAN “B” ON PAGE 40

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Monthly Budget for Plan B

INCOME

Part/Full Time Earnings: $Cash/Savings: $Student Loan: $Awards/Passports/Scholarships: $Other Income: $

TOTAL INCOME: $ (A)

EXPENSES

Rent/Housing $Hydro $Heat (Gas) $Telephone $Cable $Groceries $Eating out $Clothing $Personal Hygiene (shampoo, deodorant, etc) $Grooming (Hair, Make-up) $Bus Pass $Car Payments $Car Insurance $Gas/Oil $Car repairs $Medical and Dental $Prescriptions $Entertainment $Fitness $Tuition $Books/Supplies $Other $

TOTAL EXPENSES: $ (B)

GRAND TOTAL: $ (C)

(A – B = C)

Are your expenses more than your income? If yes, explain how you will cover these expenses:

INCLUDE:

Updated Resume (see sample on the following pages (p. 42) AND Action Words for Resumes (p. 43)

Sample of a Cover Letter (See Sample 44)

Students applying for scholarships will also need to include the following:

Application for Scholarships & Bursaries

Autobiographical Essay

Letters of Reference

40

41

Your Name123 Anywhere

Mission, B.C. V2V 8D8(999) 999-9999

email: name@provider.com

OBJECTIVE: (Explain briefly what kind of employment you are seeking.) Position in Retail Sales

SUMMARY OF QUALIFICATIONS(List your attributes and qualifications related to the job opening that you may have to offer.)

3 years customer service experience Accurate with money transactions Hard working, reliable and friendly Worked part-time while attending school Professional attitude towards customers

WORK EXPERIENCE(List dates of jobs you have held and job skills.)

Sales Associate, Joe's Department Store, City, Province Dates Employed Greeted customers Assisted customers with selection, purchases Balanced cash drawer Handled exchanges and returns Responded to customer complaints

Cashier, Joe's Department Store, City, Province Dates Employed Rang up customers' purchases Processed cash, credit card purchases Balanced cash drawer

Customer Service Rep, Pacific Bell, City, Province Dates Employed Telemarketing for phone company Processed cash, credit card purchases Assisted customers with problems and complaints

EDUCATION Oceanside High SchoolDiploma, 20004.0 GPA, Student Leadership Award, Captain of Team…

REFERENCES: Name, Company, PositionPhone Number

Name, Company, Position Phone Number

42

ACTION WORDS FOR RESUMES The word list is categorized into various skill areas Action verbs give your resume power and direction Represent clear/concise message about your skills to the employer

Manual SkillsAssembledBentBoundControlledCutOperatedTendedGroundSet-upFedMovedLiftedPulledShippedHandledDrilled

Financial SkillsCalculatedComputedPlannedManagedBudgetedAuditedAppraiseResearchedAnalyzedDept RecordsDetailedAllocatedAdministeredDeveloped Solved

Helping SkillsRelated GuidedLedAdjusted

ServicedAttended

Teaching SkillsInfluencedPersuadedBriefedInformedEncouragedCommunicatedAdvisedGuidedCoachedInstructedExplainedEnlightenedStimulatedInventedAdapted AdoptedFacilitatedCoordinatedDeveloped EnabledClarifiedEvaluatedDecidedInitiated

Creative SkillsInnovatedDevelopedCreatedImaginedDesignedPlannedIntegratedGeneratedPerceivedVisualized

FashionedShapedWrotePerformedActedPlayed

CommunicationInfluencedPersuadedHelpedDirectedLeadReasonedSoldDevelopedRecruitedCreatedNegotiatedArrangedMediatedReconciledObtainedWroteInterpretedEnlistedMotivatedReadSpoke

Research SkillsClarified SurveyedInterviewedInvestigatedInspectedGatheredExaminedDiagnosedReviewedOrganized

EvaluatedCritiquedCollectedInterpretedDecidedWrote ExtractedExtrapolatedSynthesized

ManagementDevelopedPlannedOrganizedExecutedSupervisedScheduledAssignedDirectedCoordinatedAnalyzedDelegatedHiredRecommendedEvaluatedAdministeredProducedControlled

Detailed SkillsApprovedValidatedRetainedExecutedDispatchedRespondedImplementedEnforcedMet deadlinesArrangedJudgedCollected

Compiled PurchasedComparedInspectedOrganizedClassifiedOperatedCopiedRetrievedRecordedProcessed

43

Date

Contact Person's NameContact Person's Position or TitleCompany's NameCompany's Street AddressCompany's City, Province, and Postal Code

Dear Mr./Ms. Contact Person's Name :

In response to your ad in (the name of the newspaper or periodical), I would like to apply for (the title of job position). The qualities you need are a close match for the ones that I have developed in my education and employment.

This paragraph should highlight special skills, abilities and education. Sell yourself and let them know why you are the best candidate.

For example: I am currently attending Mission Secondary School, and plan to complete a certificate program by May of 200_. I have knowledge of many of your desired skills, and this position would give me the practical experience needed in my career field.

I am confident that my knowledge and abilities would be of value to your company. I would like to request a few minutes of your time to discuss my qualifications. I will contact you on date you will call to arrange a meeting. If you have any questions in the meantime, please do not hesitate to call.

Sincerely,

Student NameAddressCity, Province, Postal CodePhoneEmail

Enclosure: Resume

44

Graduation TransitionsCareer & Life Presentation

“Showcase selected components of the Transition Plan, eg. an exit interview, presentation, conversation with a teacher, or other manner determined by the school or school district.”

Students will choose one of the following presentation alternatives and confirm their choice with those involved and their advisor.

Following are your choices:

□ Staff member with whom you have a special relationship or who has specific knowledge relevant to the student’s interests, ie. Applied Skills, Fine Arts, Academic, Chef Training etc.

□ Administrator

□ Counselor

□ Elementary School Staff member

□ Other – an adult of the student’s choice approved by an advisor. The interview will be conducted on the school premise

□ Make sure you get the Presentation Verification Form completed by your interviewer (Form K)

Form K

Presentation Verification

The Ministry of Education has indicated that Graduation Transitions is going to be reported on the student’s transcripts and report cards as:

“Requirement Met”

Below is the evaluation sheet that you will take to your presentation to be completed by the individual that saw your presentation. This becomes your evidence.

Presenter (Student):

Date:

“Presentee”:

Comments:

45