Transition Plan

- Planning For Your Future

t u o b a l l a It ‘s

! u o y

Rainer Mehl, Kitsilano Secondary, Vancouver

Table of Contents Acknowledgements This Transition Plan document was created at Kitsilano Secondary in Vancouver, with materials collected from teachers involved with Planning 10 and Portfolio, as well as resources provided through the old portfolio standards. Many thanks to those students at Kitsilano who gave their time to pose for the photos and work on the design, so we could bring this documents alive, and the many teachers who offered advice, critique and editing assistance. I hope that students and teachers throughout BC will find this document useful. The ability to recognize, evaluate and develop one’s strengths and abilities is one that most teens and for that matter many adults need help to develop. It is my firm belief that any effort we make in support of this process will see rewards incommensurate to what we contribute. Please feel free to use these materials, and should you see any errors, omissions, or ideas for improvements, please feel free to contact me at [email protected]

What Is A Transition Plan? Why Should I Bother? How Will It Work? Section 1 - Who Am I? Reflection Personality Interests Careers & Focus Areas Strengths Skills Healthy Living Diet Exercise Stress Section 1 Check List

1 2 3 4 5 6 7 8 9 10 11 12 13

Section 2 – What Have I Done? 14 Showcase Of Talents / Interests 15 Resume 16 Cover Letter 17 Evidence 18 Volunteer / Work Experience Physical Activity Hours Section 2 Check List 19

PDF Tip: Click on any item to go to that page

Section 3 – What Will I Do? Transition Plan Career Exploration Plans For Further Study Healthy Living Plan Budget Detailed Future Plan Section 3 Check List

20 21 22 23 24 24 25

Section 4 – How Will I Use This? 26 Portfolios 27 Interviews & Presentations 28 Appendix Focus Areas & Occupations Strengths Checklist Employability Skills 2000+ How Stressed Are You? Managing Stress Resume & Cover Letter Sample Financial Plan Sample

29 30 31 32 32 33 34

Rainer Mehl, Kitsilano Secondary, Vancouver

WHAT IS IT?

TRANSITION PLAN

Table of Contents

What is a Transition Plan? Why? Why? Why?

A

Transition Plan is YOUR plan for the future. It assesses your skills, interests AND abilities and puts it all together into a plan. This will help you figure out what to do once you are done with High School. It is all about the Transition to the ‘Real World’. You might already have a really clear idea of what you want to do, or you might be completely lost. Either way, this Plan will help you get on the right track.

INTRODUCTION & CONTENTS

What does this guide do?

T

his guide walks you through the steps of creating a Transition Plan and thinking about what should go into your Portfolio. Depending on your focus, interests and skills, your Portfolio will include written work, certificates, photos or art – it is completely up to YOU how you represent YOURSELF!

It’’s all about you!

Y

ou are unique, and so your portfolio will also be unique. This guide walks you through the process of getting it all organized.

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Rainer Mehl, Kitsilano Secondary, Vancouver

WHAT IS IT?

TRANSITION PLAN

Table of Contents

What is a Portfolio?

Why do I want to have one?

What is it - Why should I bother? A Portfolio is a collection of documents, photos, assignments, artwork and report cards. It is proof of your skills and abilities, attitudes and interests. Items from your portfolio support the things you write in your resume and cover letter.

1. Personal Development

3. Job Search

ssembling a portfolio forces you to look at your skills, interests, strengths and weaknesses, successes and areas where you need to improve. It is the start of the lifelong process of documenting what makes you unique.

hen you have a job interview, you need to be prepared to talk about yourself. Often it is the not so obvious things you do, that will get you the job. Learn how to talk about your skills and abilities and have some documents to make your case – this will make interviews so much easier!

W

2. Career Exploration

4. Further Training and Studies

ou will spend almost 40 hours a week for at least 25 years at work – That’s 50000 Hours! You should choose to do something you enjoy – it will make time go much quicker! Working through the Transition Plan and Portfolio will help you choose a career that will be rewarding to you.

f you know what you want to do, the Transition Plan will help you figure out how to get there – the colleges, universities or training programs that will get you the needed qualifications. Your Portfolio will help you get into your chosen programs, figure out what areas you need to work on, and show skills you have.

A

I

Y

INTRODUCTION & CONTENTS

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Rainer Mehl, Kitsilano Secondary, Vancouver

WHAT IS IT?

TRANSITION PLAN

Table of Contents

How is it going to work? From Planning 10 to Graduation Start in Planning 10 • Some of what you do in Planning 10 will get you started in this process • Keep all the assignments and activities from Planning 10 • It’s up to you to get organized

Grade 11 will be a great time to add to your Transition Plan and Portfolio • No matter what subject, keep any work you are proud of. • If you see any interesting materials about careers or activities you enjoy, hang on to them! It will most likely prove useful later. • Think about the activities and subjects you enjoy – is there a possible career choice for you? Do they have a connection to your focus area?

Put it all together in Grade 12 • Make a plan for the first 2 years out of High School • Think about where you want to be in 10 and 20 years • Figure out where your choices will take you • As you grow throughout life, you will keep adding to your Plan and Portfolio. Contrary to what you may believe, you will NEVER be done developing your skills and abilities!

INTRODUCTION & CONTENTS

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Rainer Mehl, Kitsilano Secondary, Vancouver

WHO AM I ? - Planning 10

TRANSITION PLAN

Table of Contents

Section 1 - Who am I ? Before you start - THINK! This will help you to:

Start this in Planning 10

• • • •

ALL ABOUT YOU!

H

ere are the questions you should be able to answer after you do the activities in this section:

• What do you like to do? • What are you good at? • What do you not like to do? • What activities do you participate in? • What skills are you getting from your activities? • Do you have any paid or unpaid work experience? • What can you do today? • What do you want to do this year? • What do you want to do in the future? • What are your career goals? • What are your life goals?

Describe your personality Figure out your interests Assess your Skills Organize your information REFLECT  Think about what you have done, what you want to achieve.  Think Positive! – Feel good about what you have done, and then recognize where you can improve  PLAN! – Learning is a life-long process, you will add skills in everything you do. But stay realistic! While becoming a pro athlete or winning the lottery is a great dream, you need a back-up plan that is more realistic.  CAREFUL! Working through this isn’t easy. Talk to someone you trust if you get stressed out by this process!

Reflection

… Is a lifelong process. It is how we learn. You look at what you have done, the results you got, and how you can adjust your actions to get a better result. It’s how you learned to walk, and it will be how you will deal with old age – it is what our human intelligence is based on! COMPLETE IN GRADE 10

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Rainer Mehl, Kitsilano Secondary, Vancouver

WHO AM I ? - Planning 10

TRANSITION PLAN

Table of Contents

Who are you anyway? YOU = Personality + Interests + Strengths + Skills Here are some tools to help you figure it out ! STEP 1 - PERSONALITY • Make a list of 10 Adjectives that describe you and write one sentence that explains how they apply to you • You can go on-line for a tool that will help you do this summary. go to: http://www.destination2020.com/destination2020/iam.htm

Examples: • Creative: I like to create things. • Logical: I am able to think step by step. • Optimistic: I look on the bright side of things and



• Sincere:

always try to find the good side When I give compliments, I mean them. I am not a fake.

Don’t be Modest - Be Honest! COMPLETE IN GRADE 10

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Rainer Mehl, Kitsilano Secondary, Vancouver

WHO AM I ? - Planning 10

TRANSITION PLAN

Table of Contents

Who are you anyway? YOU = Personality + Interests + Strengths + Skills STEP 2 - INTERESTS • Complete at least two self assessment inventories • Such inventories can help you recognize personal characteristics, interests, and skills that may link to – or help shape – your future goals. The following links provide examples of such assessment inventories:  Discover Your Type Assessment www.personalitytype.com/quiz.asp  The Career Key Professional Test - North Carolina State University www.careerkey.org/cgi-bin/ck.pl?action=choices  Keirsey Temperament Sorter II Personality Instrument www.advisorteam.com/temperament_sorter/register.asp?partid=1  Princeton Review Career Quiz www.princetonreview.com/cte/quiz/career_quiz1.asp  CAREERLINK Inventory www.mpc.edu/cl/cl.html  Career Tool Box Work Interest Quiz www.myfuture.com/toolbox/workinterest.html  School Finder - Roger Harp’s 3 Step Career Quiz www.schoolfinder.com/careers/3step1.asp  Career Focus 2000 Interest Inventory (CF2II) www.iccweb.com/careerfocus/Login.asp • Write down what your interests are, based on what you learned from these inventories. • For now, create a quick chart of your interests and where you use them if they are true. Later you will create a section that showcases your interests. • Link your interests to possible Careers / Focus Areas

Interest EXAMPLE of where you use / apply this interest Career / Focus Area Music I play 3 instruments and want to start my own band Instructor / Fine Arts

COMPLETE IN GRADE 10

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Rainer Mehl, Kitsilano Secondary, Vancouver

WHO AM I ? - Planning 10

TRANSITION PLAN

Table of Contents

Who are you anyway? YOU = Personality + Interests + Strengths + Skills • What Careers match with your interests? • Gather information about at least two education, career, or work options that you have considered for your future. • Write a paragraph to describe the options and Post Secondary requirements for each. • This could also be presented in the form a chart. • Consider using the following links for information:  careercruising.com (Username: Kitsilano, Password: Careers)  workfutures.bc.ca  educationplanner.bc.ca  workinfonet.ca

• Focus Area(s) • Match your career exploration to the focus areas listed in the chart. (In the Appendix) •Answer the following questions:  What focus area(s) match your Career Exploration?  What level of education will you need for your choices?

See the Appendix for the FOCUS AREA Chart and STRENGTHS Checklist

COMPLETE IN GRADE 10

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Rainer Mehl, Kitsilano Secondary, Vancouver

WHO AM I ? - Planning 10

TRANSITION PLAN

Table of Contents

Who are you anyway? YOU = Personality + Interests + Strengths + Skills STEP 3 - STRENGTHS - yes we all have some! • You may be: • very physically co-ordinated • a good musician or just love listening to music • someone who appreciates colour, shapes and art in general and has a room full of visual attractions • skilled at solving problems and puzzles • especially good at working with people and have lots of friends • skilled or interested in literature and languages • someone who loves the outdoors and appreciates nature • able to understand yourself, your capabilities and emotions and to set personal goals

• You may have several of these strengths. Check where they lie: • Complete the quick checklist in the Appendix to find out where your strengths lie: • Look back on all the categories. • See where you have a lot of check marks. • You may have one category with many check marks, or several. • Do you agree that your strengths fall into those categories? • How would you demonstrate or prove that these are your strengths? • What are you doing today that shows these strengths?

• Make a chart like the one below: Strength

EXAMPLE of where you use this strength

Visual Strength

I love looking at maps and use diagrams to solve math or science problems

COMPLETE IN GRADE 10

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Start collecting photos, certificates, letters, etc. that document these strengths wherever possible Rainer Mehl, Kitsilano Secondary, Vancouver

WHO AM I ? - Planning 10

TRANSITION PLAN

Table of Contents

Who are you anyway? YOU = Personality + Interests + Strengths + Skills STEP 4 - SKILLS - what can you do? • You have developed skills in and outside of school.

Example: Playing on a Soccer Team

Activity / Course Mow the Lawn

COMPLETE IN GRADE 10

Co m Ma mu n n Us age icat e i e Th Nu nfo in m rm De k & ber ati m S s on Be on olv R st e Be es rate Pro A po P bl Le da nsi osi em a pt b tiv s W rn C abl le e A or o e &B W k Sa ntin or f u e o k l Pa w y us ly rti ith ci o pa th te er in s Pr oj ec ts / Ta s

SKILLS CHART

ks

• Sports, Work, Clubs, Volunteering, Group Projects, and things you do in your spare time all contribute to the skills you have. • Employability skills are 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. • These skills can also be applied and used beyond the work place in a range of daily activities • Use the Employability Skills 2000+ chart in the appendix to identify two skills you have acquired from each category. • For each skill give a concrete example where you learned or used it. (Sports, completing a group project, at your work place, etc. • Attach an example of a project or activity from work, school or volunteering where you have developed the employability skills you have listed above. • Use the chart below to make a quick reference list of your skills and activities Leave enough room to be able to add more to this chart later!

•••••• •

Proof of skills

I have done this for 2 years

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(Include photo of team) Fundamental Skills: Communicate: with team members about play strategy, encouraging each other to play your best, Think and Solve Problems: resolve conflicts between team members, suggest a solution for improvement. Management Skills: Be Adaptable: If you are asked by your coach to switch positions did you do so willingly? Positive Attitude: Give an example of where you displayed good sportsmanship. Learn Continuously: Give an example of a workshop or skills clinic you attended. Teamwork Skills: Work with Others Towards a Common Goal: Give a self-assessment of your role as a team member. Participate: Have you participated in the majority of practices and games and did you arrive on time?

& Evidence Reference Letter

Rainer Mehl, Kitsilano Secondary, Vancouver

WHO AM I ? - Planning 10

TRANSITION PLAN

Table of Contents

Healthy Living - what do you do? Eating, Exercise & Stress Management STEP 1 - ANALYSE YOUR DIET • Google “Canada Food Guide” • Select: Canada’s Food Guide to Healthy Eating • Click on: Food Guide Basics • Topic: How much food you need to eat everyday • For your age and sex how many servings of each of the following food groups should you be consuming each day? _______ Vegetables and Fruit _______ Grain Products _______ Milk and Alternates _______ Meat and Alternates • In a chart like the one below record all food and drinks consumed over 3 days. The amount of each item should also be included. (*See Canada’s Food Guide to find out what constitutes ‘1’ serving. E.g. Bagel (1/2) CFG group= 1 serving of Grain Products)

FOOD or DRINK ITEM ORANGE

AMOUNT CONSUMED 1 whole

CFG GROUP Fruits

• Additional questions: • What food group did you consume the most of over the 3 days? • Did you consume the minimum suggested amounts for each of the food groups? • If your answer is no, name the food groups where you should consume more. • Name 3 ways you can improve your eating habits COMPLETE IN GRADE 10

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Rainer Mehl, Kitsilano Secondary, Vancouver

WHO AM I ? - Planning 10

TRANSITION PLAN

Table of Contents

Healthy Living - what do you do? Eating, Exercise & Stress Management STEP 2 - WHAT ACTIVITIES DO YOU ENJOY? • You must be active to stay healthy.

• List your top 10 choices for physical activity • Give one positive and one negative aspect of each choice • Think: Costs, facilities, weather, participants, etc. • Make a chart like the one below • How do you think you will keep fit in the future? • Write a paragraph explaining your plans.

ACTIVITY SNOW BOARDING

COMPLETE IN GRADE 10

POSITIVE Lots of exercise, social activity

NEGATIVE Seasonal, Expensive

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Rainer Mehl, Kitsilano Secondary, Vancouver

WHO AM I ? - Planning 10

TRANSITION PLAN

Table of Contents

Healthy Living - what do you do? Eating, Exercise & Stress Management STEP 3 - YOUR PERSONAL STRESS STRATEGY

Y

ou learned about managing stress in Planning 10, and you can look at the ‘How Stressed Are You’ Quiz in the Appendix to check your stress level, and then look at some of the suggested ways of dealing with stress. How you manage your stress will be unique to you, but you should know: • What are the three main things that cause my stress level to rise. • What signs and symptoms do I exhibit when 1 am under stress. Signs (actions) Symptoms (what happens to my body) • Name one thing you currently do to relieve stress. Is it a healthy alternative? • What other ways of dealing with stress match your personality and skills? • List three and give their good and bad sides. • Who can you talk to or where can you turn if you need help dealing with stress? • This is your PERSONAL STRESS STRATEGY In conclusion remember that some stress is normal and that not all stress is negative. Things that cause stress Positive: birthdays, vacations or move to a new house, new Boy/girlfriend Negative: break-ups, fights, death, drugs and alcohol Some Signs you are stressed Outward: biting your nails, screaming, slamming doors, throwing things, becoming silent, over eating, sweaty palms

Inward: Headaches, stomach aches, increased heart rate, shortness of breath.

COMPLETE IN GRADE 10

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Rainer Mehl, Kitsilano Secondary, Vancouver

WHO AM I ? - Planning 10

TRANSITION PLAN

Table of Contents

- Who am I ? What you should have:

Section 1

PERSONALITY: ____And a list of words that explain it INTERESTS: ____And a chart that shows where you use them ! information on CAREERS and OFF ____PLUS T I K C FOCUS AREA(s) that match your interests CHE STRENGTHS: ____And a chart that shows how you use them SKILLS: ____And well written responses as well as a reference Chart BALANCE: ____And how you will maintain it with options in Diet, Exercise and Stress Management WHAT’s NEXT?

Document your Skills and interests. Prepare your Evidence (or create a Portfolio) - Reference Letters - Certificates - Awards - Photos - Assignments

COMPLETE IN GRADE 10

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Rainer Mehl, Kitsilano Secondary, Vancouver

WHAT HAVE I DONE ?

TRANSITION PLAN

Table of Contents

Section 2

- What have I done?

Keep updating this... even after you graduate ! This section will help you to: •Link your skills to your evidence •Create a resume and cover letter •Showcase your talents

Y

ou should have a snapshot of who you are, your strengths, interests and abilities from SECTION 1 of this document. Now you must create a section to highlight these. This will include:  A collection of your skills and related evidence  A resume  A cover letter  Other Materials that show your achievements: • Reference Letters • Certificates (Young Drivers, First Aid, Food Safe) • Awards, etc. (Math, Honour Roll) • Diplomas (courses outside of school, piano)

WORK ON IN GRADE 11

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Rainer Mehl, Kitsilano Secondary, Vancouver

WHAT HAVE I DONE ?

TRANSITION PLAN

Table of Contents

Section 2

- What have I done?

Step 1 : Showcase of

talents & interests

Collect your evidence and assemble this in a format that is both clear and appealing: Use the chart you did in SECTION 1, Step 2 (p.6) to help you get started. • You could create:  



• A collage • A mind map / web • A web site • A Collection of photos • Photos of activities/artwork/etc • Photos of your support network • Pages in a binder like an album • A video or website

• With your evidence, include reflections that explain: • how you know this is an interest or strength • how often you demonstrate a strength or interest • what your top strength(s) and interest(s) is/are as they may relate to a future career path, • any outstanding achievements, • what you are really proud of….

WORK ON IN GRADE 11

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Rainer Mehl, Kitsilano Secondary, Vancouver

WHAT HAVE I DONE ?

TRANSITION PLAN

Table of Contents

Section 2 - What Step 2 : Your Resume

have I done?



 Condense all your skills, abilities and interests into one page.  You can do a resume using a chronological (date) order, or one based on your skills and interests.





- There are many sites and templates that help you with the format of a Resume. -You can go to http://www.resume-help.org/free_resume_examples.htm

or http://jobstar.org/tools/resume/samples.php for some good



Job Goa l:

Edu c Star ation: t Da te to

Nam City, e Prov Addre ss ince a Tele pho nd Pos n t Ema e Num al Code b il ad dres er s

In o n “to o e sente n This btain em ce, des End cr tells p Date the loymen ibe you emp r t W examples ork loye workin intende r you g as d go Date Experie r i S n choo tent a barist al for ex nce ion. a at a l Nam or V A ddre Star mple olun buc ss, C e teer ks.” ity Exp erie Cou r n s ce: ( Skill or C e comp Job mos s aree T Skill and Aw r Pre leted, Emp itle t recen para ards l t o f y i tion e r : Emp st) r Prog loye ram r’s a Activ D e scrib ddre i t i e e Du ss Activ s and ties ity Inte Des rest crip s: tion of S kill Refe renc Nam es: ( N ame A e of Refe sk peop List the Ac leng t le to renc th o ivity or I e be a f tim n refe e inv terest renc olve e d b The ir Te efore y (NO o l e u A p ddre u hon TE: e Nu se the ss Do ma mbe not s on r use e) ‘Re fer enc ea vail abl eu pon Req ues t’)

- Look at the attached Resume Template for a basic outline - Your resume should be clear, concise and easy to scan - Helpful tips for your resume: • Never use “I” statements • Make your resume no longer than two pages, preferably only 1 page! • Make sure you have left a wide margin • Ensure that you type it and use 12-point font

 SAVE your Resume on your computer,  UPDATE your Resume whenever you have a new skill, or added experience For examples and a step by step guide go to: http://www.youth.gc.ca/yoaux.jsp?&lang=en&flash=1&ta=1&auxpageid=214

Get Their Attention: WORK ON IN GRADE 11

A resume usually gets less than 20 seconds of time from the employer – make those seconds count!

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Rainer Mehl, Kitsilano Secondary, Vancouver

WHAT HAVE I DONE ?

TRANSITION PLAN

Table of Contents

Section 2 - What have Step 3 : Your Cover Letter...  



Attach a cover letter to every resume you send out. It is best not to send the same cover letter to every employer:

John Pers Smith Dep on’s T a Co rtme itle

found out about the opening or the company and why you are interested. • In the 2nd paragraph tell the employer what you have to offer the company by highlighting one or two qualifications you think would be of greatest interest. Mention any special training or experience you have. Do not repeat everything in your resume. (Refer your reader to your resume for further details) Demonstrate that you know something about the company or the industry. • In the 3rd paragraph Request an interview and state how you will follow up.



Close your letter by expressing your appreciation for the employer’s time and consideration of your application.

Cover Letter Checklist

___ address a person not a title ___ use a natural writing style ___ do not begin each sentence with the word “I” ___ say something specific about the company ___ demonstrate energy and enthusiasm ___ expand on - do not repeat resume contents ___ sign your letter and give # where you can be reached ___ have others check for spelling and grammar errors WORK ON IN GRADE 11

YOU

You R NAM r E City addres , s Tele Provin ce pho ne N , Posta l umb er Code

Date

customize each letter to match the company and job you are applying for.

Cover letters usually have 3 components: • In the 1st paragraph state your interest in the company and the job. Say how you

I done?

nt m Add pany Na r me City ess , Pr ovin ce, Pos ta

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ode Dea r Mr .Sm ith: RE: (Pos ition or J You ob C r omp este ad in t etiti he F dm on o ebru and e, a r Jo s mar a b Ti keti this po ry 10 01 tle) ng. sitio edit I en n i o i n s joy o v f e T ry m wor as t k h uch he Cou r team e edito ing with in li r ne w ier for a . tiou This of our people ith m sa com s wo scho and y fu les cle b resu r o ture r me ker ma ined w l news have d care k greatl ith t deta kes pap evel e r go y inte h t e o i h l e r p ing 1w al o r my e sales fact th and as ed exc ould f Sa skill a e c les tion s an lerk po t I am manag llent c s. T apprec e o a dw han i ork sition a highly r of ou mmun k yo ate an r jun icat exp t Lo mot opp u fo You ion e n io iv rien d o r co rs T sk ce i on Dru ated a r girls nsid rtunity ruly voll ills s at nd c g to m erin s e t a a o yba g c p n e Jan hed e s e my ll e app t with y for y rfect fit cienJane Doug l o i o f c o u to ur r atio h r m D evie n fo f (604 ough w. e. A r em urther ) 55 ploy discu 5-12 m s 34 sm ent y qu alifi ca-

For examples and a step by step guide go to:

http://www.youth.gc.ca/yoaux.jsp?&lang=en&flash=1&ta=1& auxpageid=217#cover

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Rainer Mehl, Kitsilano Secondary, Vancouver

WHAT HAVE I DONE?

TRANSITION PLAN

Table of Contents

Section 2 - What have I done? Step 4 : Collect your Materials & Evidence 

 

Collect all materials that show your achievements: • Reference Letters, (or Work Performance Evaluation Reports) • Certificates (Young Drivers, First Aid, Food Safe) • Awards, etc. (Math, Honour Roll) • Diplomas (Courses outside of school, Piano) • Pay slips (if you do not have a Reference Letter from you employer) Try to organize them by area of interest or type of activity Use sheet protectors and a binder, so you can easily change and update these.

This is also where you should keep proof of the required hours for Graduation  30 Hours of Work or Volunteer Experience • Must be from Grade 10 onward • You have to document your activities (pay slips, letter, etc.) • Write-up of skills learned / practised & future application of them • Include an explanation of how your activity contributed to the community 



(Give this some thought and detail!)

Physical Activity Hours (150 per week) in Grade 11 & 12 • Documentation of hours (memberships, photos, letter, etc.) • Write-up of activities and future plans • WHAT type of activities you enjoy • WHERE can you participate in these activities • HOW will you manage time & cost to be able to participate?

WORK ON IN GRADE 11

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Rainer Mehl, Kitsilano Secondary, Vancouver

WHAT HAVE I DONE?

TRANSITION PLAN

Table of Contents

- What have I done? What you should have:

Section 2 INTERESTS: RESUME: COVER LETTER: EVIDENCE: OFF! T I K CHEC

____Some format to show your interests and where you use them ____2 pages maximum - preferably only 1 ____1 page only ____A folder with any certificates, awards, diplomas or letters of reference you might have.

WHAT’s NEXT?

Plan for the next 2 to 10 years • Career Exploration • Plans for study • Make a plan – what courses and activities do you need to reach your goals? • What will you do the first year out of school? • Work • School • Free Time • Physical Activity • What Jobs and Training fit YOU? • How Will you pay for it all? • Your support Network

WORK ON IN GRADE 11

•19•

Rainer Mehl, Kitsilano Secondary, Vancouver

WHAT WILL I DO ?

TRANSITION PLAN

Table of Contents

Section 3

Your

- What will I do?

Transition Plan This section will help you to: •Make plans for the next few years

• Work • School • Free time • Physical activity • Explore career choices and the skills

and / or training you will need. • Create a budget for the first year out of school

STEP 1 - What are your plans

for the first two years after high school?

• This should be a summary of the next 5 steps • Keep this to ONE short paragraph, giving only the highlights of your plans. • Step 7 is the expanded version of this.

Edit Step 1 after you complete Step 7 to make it more concise & precise! COMPLETE IN GRADE 12

•20•

Rainer Mehl, Kitsilano Secondary, Vancouver

WHAT WILL I DO ?

TRANSITION PLAN

Table of Contents

Section 3

Your

- What will I do?

Transition Plan - Career Exploration

STEP 2 - EXPLORE YOUR CAREER CHOICE • Match your focus areas and career exploration from PART 1 with actual choices for your future. •Do a ‘check in’ in paragraph form; • Are you still pursuing the same Focus Area (s)? as you listed in Section 1? If this has changed, what factors were involved in the change? • List your top three choices for your future occupation, and document the information you have collected. •Do one of the two choices below.

Career Fairs / Info Sessions

Research Your Options

A. Document participation in three or more information sessions or presentations

A. Document your research – match it to your Focus Area 1. Find information on a career you are interested in 2. What TRAINING is required for your choice? 3. Find WHERE you can complete the required training B. Evaluate what you have done, or need to do. 4. What courses / preparation do you have to complete to qualify for training? What courses have you completed so far to get you there? C. Evaluate the information you collected. 5. Explain your evaluation, based on clarity, relevance and quality of site / resources.



1. Document participation (collect handouts / pamphlets) 2. What SPECIFIC information was presented? 3. Which session was most useful to you and why?

B. Document the information you collected.

4. How does this career match your focus area?

C. Evaluate the quality of the Presentations.

5. Explain your evaluation, based on clarity, relevance and ability to hold your interest.

See the Appendix for the FOCUS AREA Chart COMPLETE IN GRADE 12

•21•

• Use the INTERNET to find information • PRINT what you find as evidence • KEEP information for future use!

Rainer Mehl, Kitsilano Secondary, Vancouver

WHAT WILL I DO ?

TRANSITION PLAN

Table of Contents

Section 3

Your

- What will I do?

Transition Plan - What needs Working on ?

STEP 3 - Determine what you have achieved

and what you need to work on

• List courses you need to take in high school to follow your career path. • Include courses you have already completed • Determine if your current load will help you reach your goal • Verify that you have what you need or speak about adjustments you may need to make. – Both in terms of courses and work / volunteer experience. • What school and community activities have and will support you in achieving the job options you explored? Has anything changed since grade 10? What adjustments might you need to make?

STEP 4 - Complete Application Forms • Complete at least two applications for: • A job, training program or university. • bursaries / scholarships / awards • Copies of on-line applications are acceptable.

COMPLETE IN GRADE 12

•22•

Rainer Mehl, Kitsilano Secondary, Vancouver

WHAT WILL I DO ?

TRANSITION PLAN

Table of Contents

Section 3

Your

- What will I do?

Transition Plan - Healthy Living STEP 5 - Create a plan for healthy living Use your information from Planning 10 and PE to create a Nutrition Plan • How will you get a balanced diet as a student • Cooking • School Cafeterias (no Burgers & Fries) • Eating out or eating at home? • Look at your food plan from grade 10 to see how you are doing now, compared to then. • Create a one-week plan for a balanced diet.  Do you still enjoy the Physical Activities you identified in Planning / Section 1? • How will you plan to stay fit? • What activities will you engage in? (list at least 5 choices) • What are the advantages / disadvantages of each? • What options for exercise will you have next year? • school / employer facilities • community resources (centres, trails, etc.) • List at least 3 choices, and who uses these choices • What costs would be involved? • How are these resources connected to the community?  How do you manage stress in your life • Refer back to the stress management techniques from Section 1 or the Appendix • What methods do you use at this point in your life? • List at least 3 ways you manage stress. • Why do these work for you?

COMPLETE IN GRADE 12

•23•

Rainer Mehl, Kitsilano Secondary, Vancouver

WHAT WILL I DO ?

TRANSITION PLAN

Table of Contents

Section 3

Your

- What will I do?

Transition Plan - Financing your Future

STEP 6 - Create a budget for your first year out of high school, or



your 4 years in college / university, if that is your choice.

 You have two choices:

• Complete the budget sheet in the appendix and do your own calculations • Complete an online budget and print out the results. • One good site: Government of Canada site for student budgeting - http://tools.canlearn.ca/cslgs-scpse/cln-cln/40/fp-pf/fp-pf.clindex.do - Complete Steps 1 & 2 on the On line Budget Planner and print the results.  Print out your results and attach for reference.

STEP 7 - Your Future Plans - in Detail • What specific skills will you need to develop after graduation to reach your goals? • What skills will you have to develop in the next 10-15 years to keep up to date in your area? • What roles will the following play in you reaching your goals. • Family – emotional & financial support, housing, etc. • Friends – hobbies, sports, mental support, shared living, etc. • Work – finances, experience and a change of pace • Leisure – activities, sports, etc. (refer to your healthy living plan)

Now go back to Step 1 and edit it! COMPLETE IN GRADE 12

•24•

Rainer Mehl, Kitsilano Secondary, Vancouver

WHAT WILL I DO ?

TRANSITION PLAN

Table of Contents

Section 3

- What will I do?

What you should have: OFF! T I K CHEC

____ ____ ____ ____ ____ ____ ____ ____ ____ ____

A COMPLETE TRANSITION PLAN  Your goals  The steps needed to get you there • career exploration • skills inventory and list of improvements • application forms  A strategy for balancing your life. • eating • exercise • stress management  A financial plan to work with WHAT’s NEXT?

Use your Transition Plan & portfolio to: • Plan for further training & study • Prepare for interviews • Continue career exploration

COMPLETE IN GRADE 12

•25•

Rainer Mehl, Kitsilano Secondary, Vancouver

HOW WILL I USE THIS ?

TRANSITION PLAN

Table of Contents

Section 4

- How will I use this ?

Life Changes - you will change with it ! As you change your plans, you can go back to your skill and interest exploration to see what might work for you. Use these materials when you work on: CAREER EXPLORATION  When you decide on a career, you are choosing the work you will do each day.  It is important to choose an occupation that suits your personality and

interests and uses your skills and strengths - remember you will spend at least 50,000 hours working during your lifetime!  Use the information you have gathered to help you make your decision. • Review your personality, interests, skills and strengths. • Consider your many options. • Weigh the pros and cons of each of your choices. • Look at your plan and see if you can make it work. If not, make changes!

PRESENTATION

•26•

Rainer Mehl, Kitsilano Secondary, Vancouver

HOW WILL I USE THIS ?

TRANSITION PLAN

Table of Contents

Section 4

- How will I use this ?

Life Changes - you will change with it ! FURTHER TRAINING OR STUDIES  More and more university, college and training programs now require you to provide a portfolio, references, evidence or documented volunteer experience to be considered • medical schools • art and design schools • manufacturing • MBA • co-op programs • teacher training  Use the materials here to help you build a portfolio SPECIFIC to what you are applying for.  Just like a cover letter, a Portfolio should be tailored specifically to the program or job you are applying for.  Consider what other items you could add to give a more complete picture of yourself.  Keep updating these materials as you add more skills and qualifications.  Keep using the sites you visited for these tasks to help you make choices for the future.

Use interviews and Portfolios!

PRESENTATION

•27•

Rainer Mehl, Kitsilano Secondary, Vancouver

HOW WILL I USE THIS ?

TRANSITION PLAN

Table of Contents

Section 4

- How will I use this ?

Life Changes - you will change with it ! JOB INTERVIEWS & EXIT INTERVIEWS / PRESENTATIONS  Use these materials to review what you want to say BEFORE your interview • This will help you be more confident that you can answer all questions • Think of your skills and abilities and match them to what is most relevant for the interview • Look at your examples for where you have used your skills, so you can refer to them quickly during the Interview  Select the best pieces of evidence and have these ready during the interview • You will not have a chance to flip through your materials • You might not have a chance to use them, but they will give you increased confidence

WHAT’s NEXT? - Transitions PLUS

EXPAND ON YOUR TRANSITION PLAN • Document additional hours • Create an alternate, more elaborate way of displaying your collected information, that can be shared with a wider audience: • Web site • Multi-Media CD/DVD • Video Presentation / Demo Reel • Art Portfolio (Check with your schools of choice for format and required contents)

• Prepare for a panel presentation • Present to a parent, teacher and member of the community

PRESENTATION

•28•

Rainer Mehl, Kitsilano Secondary, Vancouver

APPENDIX

TRANSITION PLAN

Table of Contents

Focus Areas and Examples of Potential Work place Occupations Focus Area

Grade 12 Graduation

Business Applied Business Fine Arts, Design, Media

Salesperson Office Assistant Bank Teller Accounting Clerk

Sales Representative Executive Assistant Loans Officer Bookkeeper

Sales Manager Manager Investment Analyst Certified Accountant

Music Store Sales Artist/Craftsperson Silkscreen Artist Film / Video Entry Level Position

Music Teacher Art/Crafts Instructor Illustrator Video/Film Camera Operator

Composer/Conductor Visual Arts Teacher Interior Designer Film Editor

Recreation Attendant Ski Lift Operator Forestry Firefighter Life Guard

Recreation Leader Ski Instructor Firefighter Swim Instructor

Facilities Manager Ski Resort Manager Firefighter Officer Pool Manager

Nurse’s Aide Security Guard Group Home Worker Youth Group Leader

Paramedic Police Officer Youth Care Worker Teacher Assistant

Registered Nurse Probation Officer Social Worker Teacher

Library Assistant Tour Guide Copy Writer Museum Attendant

Library Technician Publicist Journalist Museum Guide

Librarian Events Coordinator Editor Museum Curator

Animal Care Worker Landscape Worker Forestry Worker Nursery Worker

Veterinary Technician Landscape Technician Forestry Technician Horticulture Technician

Veterinarian Landscape Architect Professional Forester Plant Biologist

Cook Hospitality Supervisor Reservations Sales Agent Travel Counsellor

Chef Operations Manager Hotel Manager Travel Agency Manager

Carpenter Apprentice Trades Apprentice Equipment Technician Certified Computer Technician

Carpenter Trades Journeyperson Mechanic Computer Systems Programmer

Fitness Health & Human Services Liberal Arts, Humanities Sciences, Applied Sciences

Some Post-Secondary

More Post-secondary & Work Experience

Tourism, Hospitality, Foods Trades & Technology

Kitchen Helper Food Server Front Desk Clerk Tour Guide Construction Labourer Skilled Trades Helper Equipment Operator Computer Tech Support Worker

REFERENCE MATERIALS & EXERCISES

•29•

FOCUS AREAS

APPENDIX

TRANSITION PLAN

Table of Contents

STRENGTHS CHECKLIST I have body or kinesthetic strengths if I: _______like to play sports _______am very co-ordinated _______learn a new sport or dance step easily _______like to play video games _______use my hands when I am talking _______like fixing things _______find myself moving a lot or find it hard to sit still I have language or verbal strengths if I: _______like to read _______like to write in a journal, stories, poetry or other writings _______like word puzzles or games _______learn the words to songs I hear _______like to listen to stories or plays _______like to listen to jokes or comedians _______like to talk I have visual strengths if I: _______like watching the images in music videos, movies or ads _______like to doodle or draw _______like to see how websites and programs on the computer look _______can use maps, graphs and charts easily _______like to plan how to decorate a room or put together fashion looks _______like photographs or taking photographs _______like colour I have logic strengths if I: _______like math _______like to figure out how things work _______like to solve puzzles _______like to organize things _______like games that require strategy _______like to use computers _______like science courses REFERENCE MATERIALS & EXERCISES

I have music strengths if I: _______like listening to music _______like playing a musical instrument or singing _______find myself humming _______like to listen to music when I study _______notice sounds all around me _______remember melodies and notice if something doesn’t sound right _______keep rhythm or the beat when I listen to music I have people strengths if I: _______help friends with problems or talk about my problems _______would rather be with people than alone _______like team sports _______like being with a group or even a crowd of people _______have lots of friends _______get along with people easily _______like watching people I have personal strength if I: _______like to spend time alone doing sports, hobbies or just thinking _______know what I like to do _______make my plans and set my own goals _______have self-confidence to try new things _______want to learn new things _______find that some of my ideas are different from those of my parents or friends _______believe I am a spiritual person or want to learn more about different religions

•30•

STRENGTHS CHECKLIST

APPENDIX

TRANSITION PLAN

Table of Contents

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. These skills can also be applied and used beyond the work place in a range of daily activities.

Fundamental Skills The skills needed as a base for further development

Personal Management Skills The personal skills, attitudes and behaviours that drive one’s potential for growth

Teamwork Skills The skills and attributes needed to contribute productively

You will be better prepared to progress in the world of work when you can:

You will be able to offer yourself greater possibilities for achievement when you can:

You will be better prepared to add value to the outcomes of a task, project or team when you can:

Communicate

Demonstrate Positive Attitudes & Behaviours

Work with Others

• read and understand information presented in a variety of forms (e.g., 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 (e.g., voice, e-mail, computers) • use relevant scientific, technological and mathematical knowledge and skills to explain or clarify ideas Manage Information • locate, gather and organize information using appropriate technology and information systems • access, analyse and apply knowledge and skills from various disciplines (e.g., the arts, languages, science, technology, mathematics, social sciences, and the humanities)

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

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 • identify the root cause of a problem • be creative and innovative in exploring possible solutions • 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

REFERENCE MATERIALS & EXERCISES

• feel good about yourself and be 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

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 and the actions of your group • be socially responsible and contribute to your community

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

• 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 ways to improve

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 Work Safely • be aware of personal and group health and safety practices and procedures, and act in accordance with these

Taken from Conference Board of Canada Materials.

•31•

EMPLOYABILITY SKILLS 2000+

APPENDIX

TRANSITION PLAN

Table of Contents

HOW STRESSED ARE YOU?

WAYS OF DEALING WITH STRESS

Check your total score on the list below, Count any item that happened in the last 12 months.

1.

RE-SET YOUR BODY CLOCK Set yourself a reasonable wake-up time and bedtime. Stick to it. Allow up to 3 weeks to re-set your body clock. ** During the daytime get some exposure to natural light.

2.

GIVE YOURSELF A BREAK TODAY Repair and regenerate. Every morning prioritize a list of everything that needs to be done. “Then cut the bottom half off the list.”

The Stress Event Values Death of Parent, Brother. Sister. Boyfriend/Girlfriend 100 Divorce of your parents 65 Puberty 65 Pregnancy or causing pregnancy 65 Break-up with boyfriend/ girlfriend 60 Jail term or probation 60 Death of an extended family member 60 Serious personal injury or illness 45 Change in independence or responsibility 45 Any drug / alcohol use 45 Fired at work or expelled from school 45 Change in alcohol or drug use 45 Reconciliation with family, boyfriend/ girlfriend 40 Trouble at school 40 Serious health problem of a family member 40 Working while attending school 35 Working more than 40 hours per week 35 Change in frequency of dating 35 Gain of new family member (baby born, parent remarries) 35 Change in work responsibilities 35 Death of friend 30 Change in the number of arguments with family or friends 30 Sleep less than 8 hours per night 25 Trouble with the family of your boyfriend / girlfriend 25 Outstanding personal achievement (awards, grades etc.) 25 Parents start or stop working 20 Begin or end school 20 Change in living conditions (visitors in house, remodeling ) 20 Change in personal habits ( start or stop smoking, dieting) 20 Chronic Allergies 20 Change in residence 15 Presently in pre-menstrual period 15 Change in religious activity 15 No money 10 Change in frequency of family gatherings 10 Vacation 10 Presently in the winter season of the year 10 Minor violation of the law 5 YOUR TOTAL: _______

3. LIGHTEN UP YOUR LOAD OF SOCIAL ENGAGEMENTS (Say “no”) 4. POSTPONE A CHANGE IN YOUR LIVING ENVIRONMENT Change = Stress Even good change adds stress. 5.

NO MORE THAN 40 HRS. / WEEK AT WORK OR SCHOOL

6.

KEEP BLOOD SUGAR LEVELS STEADY Avoid the highs and lows caused by sugar, candy, caffeine & alcohol **Choose cereal, pasta, bread & rice; they will provide a slow even release of sugar Eating vegetables will increase the production of “serotonin” a happy neurotransmitter.

7.

ALLERGIES Avoid foods or any items that may trigger your allergies

8.

EXERCISE This will give the nerve cells in the brain a chance to rest (stop worrying) Rest your mind: choose music, art. read, create etc.

9.

RESIST THE USE OF DRUGS AND TRANQUILIZERS They may block out overstressed feelings short term but can do long term damage.

10. TAKE SEVERAL 30-SECOND BREAKS TO LOOK OUT THE WINDOW OR STRETCH 11. MEDITATE. OR PRACTICE A RELAXATION TECHNIQUE LIKE YOGA.OR TAI-CHI 12. HUG YOUR FAMILY AND FRIENDS

Any score over 250 means you’re stressed! REFERENCE MATERIALS & EXERCISES

•32•

STRESS

APPENDIX

TRANSITION PLAN

Table of Contents

Financial Plan (For your first full year out of school)

Balance Sheet

Income

Assets List money you have saved, or money you expect to have when you leave High School, either from your own jobs, or from your family. Enter any amounts that apply. My Savings _______ 50 My Investments  _______ 51 Scholarships _______ 52 Student Loans _______ 53 RESP in my name _______ 54 Contributions from family and Friends _______ 55 Other _______ 56

List the income you expect to have over the 12 month period following High School (Don’t include Scholarships, loans or gifts) Income after deductions   _______ 1 Income from investments   _______ 2 On-going support from family   _______ 3 Total Income   _______ A (A=sum of 1-3)

Expenses

List the expenses you expect to have for the 12 month period after leaving high school. Enter any amounts that will apply

Fixed



Housing   Car Payments   Other Loan payments   Utilities (gas, electricity, water)   Communications (Cable, Phone, Cell)   Other   Insurance Car Payments   Home or contents (if renting)   Other (travel / medical)   Total Fixed Expenses  

Variable

_______ E (E=sum of 50-56)

Debts

_______ 10 _______ 11 _______ 12 _______ 13 _______ 14 _______ 15 _______ 16 _______ 17 _______ 18 _______ 19 _______ B (B=sum of 10-19)

List any debts you will be responsible for My credit card balances My student loans (the money I’ll owe) My Car loan Bank Loans Debts to Family

_______ 60 _______ 61 _______ 62 _______ 63 _______ 64

My Total Debts _______ F (F=sum of 60-64) My Net Worth _______ G (G=E-F)

Groceries (About $200/month)   Eating out   Household (Cleaning, furniture, etc.)   Computer & accessories   Health Care (Dental, Glasses, drugs)   Child care   Pets   Transportation (Car costs $2000/year)   Public Transit $720/year   Clothing   Personal Care (Toiletries, laundry)   Recreation (movies, DVDs, clubs, etc.)   Travel   Gifts and Charitable Donations   Tuition fees ($4000 to $6000 / year)   Books, supplies ($500-$1000 / year)   Other   Total Variable Expenses  

_______ 20 _______ 21 _______ 22 _______ 23 _______ 24 _______ 25 _______ 26 _______ 27 _______ 28 _______ 29 _______ 30 _______ 31 _______ 32 _______ 33 _______ 34 _______ 35 _______ 36 _______ C (C=sum of 20-36)

Total Expenses  

______D (D=B+C)

REFERENCE MATERIALS & EXERCISES

My Total Assets

- Will it work out?

•33•

Enter the information from the above calculations.



The year after school:  

Income _______ From A Expenses _______ From D Difference _______ H (H=A-D) Will you have to use savings?   My Net Worth _______ From G Number of years of study _______ I Available funds to meet shortfall each year _______ J (J=G/I)

BALANCE

_______ (=J-H)

Complete all the fields that apply to you and see if your plan can work out. Makes some changes if it does not! Print this out and keep for your Transition Plan

FINANCIAL PLAN

Transition Plan

- Planning For Your Future

Notes:

Rainer Mehl, Kitsilano Secondary, Vancouver