Course Profile Advanced Learning Strategies: Skills for Success after Secondary School (GLS4O/GLE4O/GLE3), Grade 12, Open, Public
Unit 4: How Can I Put My Plan into Action?
Time: 28 hours
Activity
4.1 | Activity 4.2 | Activity 4.3 | Activity 4.4
Unit Description
By the end
of this unit, students will have developed an action plan for their transition
to a postsecondary destination and will have implemented aspects of the plan.
In this unit, they also demonstrate their knowledge of the transition process
by giving advice to a person undergoing a transition and by predicting how they
will handle two transitions in their own lives.
As a result of their
work in earlier units, students have selected a postsecondary destination. In
Unit 4, they begin to explore transition processes. Through a study of sample
transitions, they learn about the types and stages of transitions as well as
challenges and emotions that are part of transitions to new roles and
environments (including independent adult living). Students identify the
transition management strategies that they need to use or develop for the
transitions in their own lives. Through discussion in class and interviews with
adults, students explain the success or failure of transition management
strategies they and others have used to manage transitions in the past.
Students demonstrate their understanding of change and transitions in various
ways, e.g., interviews with adults and a letter of advice to a person in
transition. The students develop an action plan for their transition to a
postsecondary destination and put some pieces of their plan in place. They create
a map of previous transitions in their lives and predict key transitions in
their future. The map includes descriptions of the transitions, the transition
management strategies they used and an assessment of the effectiveness of these
particular strategies.
·
Key Learning
Areas 3 – Conducting Self Analysis
·
Key Learning
Areas 5 – Developing and Adjusting Personal Plans for Ongoing Change and
Transitions
·
Key Learning
Areas 6 – Understanding and Using Personal Management Skills and Transition
Management Skills
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Tasks |
|
4.1 What are the
challenges related to transitions and change? What strategies can I use to
take charge of the changes I will experience in my life? |
6 hours |
TCV.01, TCV.02,
TC1.01, TC1.02, TC1.03, TC1.04, LS2.04 |
Knowledge/
Understanding Application Communication |
Students learn
about: types of transitions, stages of a transition and transition management
strategies. They conduct and report on interviews with people about
transitions and write a letter of advice to a person in transition. |
|
4.2 How can I take charge of this transition to the next stage of my life?
What is my back-up plan? |
5 hours |
TCV.03, LSV.04, TC1.02, TC2.03, TC2.04, TC2.05, LS3.06 |
Knowledge/ Understanding Thinking/ Inquiry Application |
After instruction and practice, students develop their personal action
plans for transition to their first postsecondary destination. |
|
4.3 How do I begin to
implement my transition action plan? |
12 hours |
TCV.01, TCV.03,
TC1.05, TC2.03, LS2.02, LS2.03, LS3.05, LS3.07, PK1.03, PK2.07, PK2.08 |
Application
Thinking/ Inquiry |
Students implement
selected components of their transition action plan. |
|
4.4 How can I predict
and map the transitions in my life? |
5 hours |
TCV.01, TCV.02,
EO2.01, EO2.02, TC1.01, TC1.03, TC1.04 |
Application
Communication |
Students predict
transitions in their lives and produce a transitions lifeline. |
we move through transitions? What strategies can I use to take
charge of the changes I will experience in my life?
Time: 6 hours
In this first
activity, students revisit the question: “What is a transition?” Students
examine types of transitions, transition stages, feelings associated with each
stage and transition management strategies. Through discussions in class and
interviews with selected adults, students analyse their own transitions and
those of others. Students demonstrate their knowledge of transitions by
providing advice to someone undergoing a transition. The advice is supported
with a rationale.
Strand(s): Learning Skills and
Preparation for Transitions and Change
Overall
Expectations
TCV.01 - identify
the strategies required to manage transitions from secondary school to
postsecondary destinations effectively;
TCV.02 - produce an
evaluation of their own transition management skills and identify those
requiring improvement.
Specific
Expectations
LS2.04 - use note-taking
strategies effectively in a variety of settings (e.g., lectures, interviews,
group discussions);
TC1.01 - describe
the practical and psychological challenges and the positive experiences that
are part of secondary school graduates’ transitions to new roles and
environments (e.g., work, postsecondary education/training, independent adult
life);
TC1.02 - identify
the transition management strategies (e.g., becoming familiar with new
environments, anticipating challenges) that they will need to use or develop
for their transitions to their postsecondary destinations;
TC1.03 - demonstrate
an understanding of ways of thinking that support successful adjustments to new
situations and environments (e.g., proactive problem solving);
TC1.04 - explain the
success or failure of strategies they have used in the past to manage a
transition.
·
knowledge of
transitions as introduced in Unit 1
·
information
interview skills (Career Studies, GLC2O)
This
activity sets the stage for future activities in this unit. It is therefore
important that students have a good grasp of the concept of transitions. When
helping students develop this concept, it is important for the teacher to
ensure a balance between positive and negative transitions, e.g., transitions
at work, family transitions, transitions to a new healthier life style.
As an
alternative to, or as a model for the individual interviews, the teacher may
wish to have a guest speak to the class about a significant life transition and
how he or she coped with this transition. The students develop questions prior
to the visit.
The teacher should
discuss with the students safety precautions for their information interview
with an adult, e.g., interview family members, school staff or close family
friends, conduct interviews in a public place, interview in pairs. The teacher
reminds students of any existing school or board policy or procedures for
information interviews.
1. What is a Transition?
The teacher:
·
gives two or
three examples of a transition and asks pairs of students to create a
definition;
·
listens to
student responses and shapes a definition similar to the following:
“A transition is the process people go through when they make a change.”
2. Types of Transitions
The teacher:
·
distributes a set
of transition cards (Appendix 4.1.1 – Transition Cards) to each group of two or
three students;
·
asks students to
decide on a way of classifying the transitions on the cards and arrange the
cards in columns according to their classification scheme;
·
asks students to
tape their cards in columns on a large piece of paper, label each column and
post the charts;
·
leads a
discussion on the various ways students have classified the transitions, e.g.,
family/work, positive/negative); records these categories on chart paper or the
chalkboard;
·
shows students
the following two lists of transitions and asks them what the characteristics
or attributes of the transitions are in each category that cause them to be
classified this way.
|
Category 1 |
Category 2 |
|
·
quitting a job ·
buying and
moving to a new house ·
having a baby |
·
winning the
lottery ·
moving to a new
school ·
being laid off
permanently |
Students:
·
work in the same
groups of two or three to determine how these transitions have been classified;
·
share their
conclusions with the rest of the class;
·
‘test’ their
hypothesis by determining the category into which the following transition
fits, e.g., ‘getting a much wanted summer job’;
·
give a rationale
for their choice of category.
The teacher:
·
explains that
some experts have classified transitions as ‘voluntary’ and ‘involuntary’ and
that either can be positive or negative experiences;
·
has students
brainstorm more transitions that fit into the ‘voluntary’ and ‘involuntary’
categories.
3. The Three
Stages of Transition
The teacher:
·
introduces the
example of ‘transition from Grade 8 to Grade 9’;
·
asks students to
discuss the transition from Grade 8 to Grade 9 in terms of “What things did you
do?”, “How did you feel?”, “How long did this transition take?”, and “ When did
you really feel that you belonged in grade 9?”;
·
distributes
Appendix 4.1.2 – The Three Stages of a Transition and explains the three stages
of transitions on the chart;
·
reminds students
that knowledge and understanding of something sometimes helps people deal with
it better, e.g., if we know about transitions and how they occur, we can
develop ways to deal with the changes that are occurring;
·
asks students to
complete the chart The Three Stages of a Transition for their transition from
Grade 8 to Grade 9 using the actions and feelings they generated in their
previous discussion.
Sample student
responses and definitions of the three transition stages are listed below for
the teacher.
The student chart is
provided as Appendix 4.1.2 – The Three Stages of a Transition.
|
Transition Stage |
Example:
Transition from |
|
|
Description |
Feelings |
|
|
Ending ·
something is
coming to an end The
individual: ·
acknowledges
that there is a change ·
recognizes what
will be lost or missed ·
feels one or
more of shock, denial, excitement, sadness, worry, self-doubt |
·
end of Grade 8 ·
saying thank
you and goodbye to teachers and friends |
·
sadness ·
worry ·
self-doubt ·
uncertainty ·
relief |
|
Neutral Zone ·
the time
between letting go and moving forward The
individual: ·
thinks about
the past and the future ·
examines
personal strengths and weaknesses ·
begins to
accept the change ·
needs to
analyse the situation in search of answers and build the strengths and skills
to proceed ·
feels one or
more of confusion, unfocused, analytical, reflective, probing |
·
thinking about
the past ·
visiting the
high school ·
selecting
courses ·
beginning ·
looking at
strengths and weaknesses |
·
confusion ·
frustration ·
curiosity ·
creativity |
|
New Beginning ·
involves moving
forward, starting again, trying new things, taking risks, or taking things
step by step The
individual: ·
feels positive,
happy, uncertain, satisfied, excited or anxious |
·
becoming
comfortable ·
starting fresh ·
taking risks ·
meeting new
people |
·
confidence ·
excitement |
4. Transition Management Strategies
The teacher:
·
introduces the
concept of transition management strategies by asking students how they
prepared themselves for Grade 9 as they moved to Grade 9 from Grade 8, e.g.,
what they did, the types of skills this required, and the attitude or way of
thinking that was necessary to move forward;
·
jots some of
these actions, skills and attitudes on the chalkboard/chart paper;
·
refers to this
initial list as ‘transition management strategies’;
·
introduces Taking
Charge of Change Investigation (Appendix 4.1.3 – Investigation – Taking Charge
of Change) to the students as follows:
Investigation –
Taking Charge of Change (Transition Management Strategies)
a) Work with two other students to create
potential interview questions. Select and record these questions on the
Interview Chart (Appendix 4.1.3 – Investigation – Taking Charge of Change)
prior to the interview.
b) Review your questions with the teacher before
you select the ones you wish to use.
c) Interview an adult – parent, family friend,
teacher, neighbour – about a time when the adult had to face a significant
change in his/her life.
d) Determine the nature of the change, what
caused the change, e.g., new technology at work, loss of a job, the transition
stages and how the person being interviewed worked through the transition from
‘ending’ to ‘new beginning,’ e.g., the actions taken, the skills used and the
attitude towards the change.
e) Have the person being interviewed reflect on
how well the transition was managed and, in retrospect, what might s/he have
done differently (if anything).
f) Determine, prior to the interview, the
specific note-taking strategy the students will use to take notes during the
interview, e.g., web, a card system, Cornell.
Students:
·
conduct their
investigation and take notes as determined;
·
submit interview
notes to the teacher for assessment;
·
share, in groups
of three, the results of their investigations with each other;
·
discuss the
successful and unsuccessful strategies for dealing with transitions as well as
the obstacles encountered by their interviewee;
·
summarize the
strategies used by their interviewees to manage their transition;
·
select one of the
three interview scenarios to present to the class and include a list of the top
five “dos” and “don’ts” for dealing with the transitions they encountered.
The teacher:
·
Consolidates the
list of transition management strategies identified by the students and
consolidates these in a list which includes the transition management
strategies listed in Appendix 4.1.4 – Transition Management Strategies Chart:
|
Transition Management Strategies |
||
|
·
self analysis,
e.g., priorities, strengths, needs ·
sustaining
motivation/persisting ·
maintaining
optimism ·
gathering
information |
·
identifying and
solving problems ·
taking
responsible risks ·
applying
knowledge from experience ·
keeping an open
mind/flexible thinking ·
engaging others
for support and communication |
·
taking stock ·
planning ·
recovering from
mistakes ·
thinking
logically ·
overcoming
fears |
·
asks the students
to work in small groups to complete the chart (Appendix 4.1.4 – Transition
Management Strategies Chart) and to share definitions and examples;
·
has students
summarize the obstacles or barriers faced by their interviewees and leads
students to sort these into two categories – (1) attitudinal obstacles/barriers
or (2) circumstantial obstacles/barriers.
Example:
a) attitudinal
e.g., fear of failure, fear of looking bad to others, fear of
risk-taking, fear of success, negative attitude (pessimism versus optimism)
b) circumstantial
e.g., insufficient network of support, insufficient funds
5. Demonstration of Knowledge of Transitions
Students:
·
select one of the
transition scenarios presented by the class (the teacher may wish to select a
common scenario or allow students to create their own);
·
analyse the
scenario (type of transition, stages of transition, effective and ineffective
transition management strategies used, obstacles encountered) and hand in to
the teacher;
·
give advice as
part of a discussion or mock ‘talk show’ or in the form of a letter to a person
undergoing the selected transition. The advice includes transition management
strategies that can be used to take control and move ahead and a rationale for
the use of these particular strategies.
|
Purpose/Expectations |
Focus |
Method |
Strategy |
Tool |
|
Summative |
Application |
Pencil-and-paper |
Investigation |
checklist |
|
Summative |
Knowledge/
Understanding Thinking/ Inquiry Communication |
Pencil-and-paper
Demonstration |
Scenario analysis
Discussion, talk show or letter highlighting Transition management strategies
and rationale for these |
rubric or
checklist |
·
increased teacher
direction, where required, throughout the interview assignment and the letter
of advice assignment, e.g., provide samples of opinion letters, deconstruct the
features of an opinion letter, develop a graphic organizer before writing first
draft, teach open versus closed questions, non-verbal communication skills;
·
using oral and
visual approach to brainstorming and responding, e.g., scribe ideas, computer
assisted writing programs;
·
oral analysis of
transition response, e.g., audio tape, discussion, interview.
Bridges,
William. The Way of Transition: Embracing Life's Most Difficult Moments,
Massachusetts: Perseus Books, 2000. ISBN 073820529X
Costa A.L.
and B. Kallick, eds. Discovering and Exploring Habits of Mind.
Alexandria, Virginia: Association for Supervision and Curriculum Development,
2000.
Changing
Course Midstream, A Workbook on Change and Transitions. Edmonton, Alberta: Career and Labour Market
Information, Alberta Advanced Education and Career Development, 1998.
ISBN 0-7732-00126
Ontario
School Counsellors’ Association. Teacher Adviser Program, Activities for
Grade 12. Toronto, 2001.
Overall,
Denise and Myrna Tidd. The Learner’s Edge: Activities for Students and Their
Teacher-Advisors. Toronto District School Board, 2000.
Schapiro,
S.R., and D. Marinelli. College Transition: A Critical Thinking Approach
(Teacher’s Guide). New York: Houghton Mifflin Company, 2001. ISBN:
0-618—03984-8
Schapiro, S.R., and
D. Marinelli. College Transition: A Critical Thinking Approach (Student
Text). New York: Houghton Mifflin Company, 2001. ISBN: 0-618—03983-X
What is my back-up
plan?
Time: 5 hours
Students determine a
format for an action plan to move through a transition and work together to
plan the transition to a postsecondary destination for a character in a case
study. Students share the plans they have developed and offer suggestions for
improvement. Students apply what they have learned through the case study to
their own Transition Action Plans. Students design these plans to help them
move smoothly and effectively from high school to their selected postsecondary
destination. The plan must:
·
consider diploma
requirements and postsecondary entry requirements;
·
include goals in
the following areas: personal improvement; current learning, postsecondary
learning; financial preparation; living and transportation arrangements, and
other categories as necessary;
·
include possible
obstacles and solutions;
·
include sources
of support.
Strand(s): Learning Skills; Preparation for Transitions and Change
Overall
Expectations
LSV.04 - produce a
personal plan for maximizing their learning while in secondary school and in
subsequent years;
TCV.03 - demonstrate
the effective use of decision-making, goal-setting, and action- planning
strategies to prepare for their transition to their first postsecondary
destination.
Specific
Expectations
LS3.06 - identify
possible barriers to effective learning in their selected postsecondary work or
education destination;
TC1.02 - identify
the transition management strategies (e.g., becoming familiar with new
environments, anticipating challenges) that they will need to use or develop
for their transitions to their postsecondary destinations;
TC2.03 - use
problem-solving strategies effectively to reduce identified internal and/or
external barriers that could interfere with the achievement of their work
and/or learning goals and with their successful transitions to their selected
postsecondary destinations;
TC2.04 - produce a
plan and a backup plan for inclusion in their annual education plan, describing
the action steps they will take to achieve their learning and career goals and
make successful transitions to their selected postsecondary destinations;
TC2.05 - identify
the financial implications of their postsecondary choices and produce a plan
describing how they will manage their finances after high school.
·
knowledge of goal
setting and action planning through the Annual Education Plan process and work
done in Career Studies, GLC2O;
·
previous
experience using a problem-solving model Career Studies, GLC2O;
·
completion of
research on their selected postsecondary destination in Unit 3.
Teachers may wish to
use the planning template provided, offer a variety of planning templates or
develop one together with the class. Students with an IEP develop their
Transition Action Plan so that it is consistent with their Transition Plan
(part of IEP process).
1. Case Study
The teacher:
·
provides a short
case study about Maria, a young woman in transition (Appendix 4.2.1 – Maria).
Students:
·
determine
entrance requirements for Maria’s postsecondary program choice
(see http://osca.ouac.on.ca/index.htm or web site of specific institution);
·
work in
pairs/threes to produce a Transition Action Plan for Maria – the character
highlighted in the case study;
·
use the
Transition Action Plan template (Appendix 4.2.2 – Transition Action Plan
Template);
·
determine alternative
program choices or postsecondary destinations for Maria considering the
information in the case study, e.g., a ‘Plan B’.
The following
is a partially completed template that illustrates one approach to a Transition
Action Plan for Maria, the character in the case study.
Postsecondary
Goal: Ski Resort Operations, Georgian College
|
Sub-goals |
What do I need to do? |
When do I start? finish? |
What support is available to me? |
What are some possible obstacles and
solutions? |
|
Current
learning - maintain 70% in
math |
- meet with the
teacher - track own progress - self-assess - get a peer tutor |
now |
- math teacher - peer tutor - appropriate
assignments that suit learning preferences |
Obstacle: not
enough time to study and work with tutor Solution: stay
after school and finish with tutor before leaving |
|
Postsecondary
Entry Requirements - take Grade 12
Business next semester - get some work
experience in chosen field |
see a guidance
counsellor to drop History and take Business - arrange a job
shadow with Joe Fraser at… |
now January |
- Guidance counsellor |
Obstacle: no room
in Grade 12 Business Solution: Grade 11
Business or Technology in Business |
|
Postsecondary
Learning - get required
learning supports and resources |
- research supports for students with learning disabilities - arrange a phone or personal interview with appropriate college staff - begin processes to obtain desired support - enroll in summer ‘how to be successful in college’ institute |
now after acceptance after acceptance |
- Internet access in Guidance office, guidance counsellors, my friend
Susan also wants to go to Georgian College |
Obstacle: have not
had a recent psycho educational assessment within last 3 years. Solution: maintain
good marks and get assessment later at the postsecondary institution or pay
for private assessment Obstacle: unable
to enroll in summer college institute Solution: go to a
postsecondary institution that offers the course during the school year or
visit postsecondary websites and review learning strategies and skills prior
to enrollment |
|
Financial
Preparation |
- summer job search |
April |
- Guidance department - newspaper |
- unsure at this
point |
The teacher:
·
asks groups to
post their Transition Action Plans for peer feedback on the plan and how well
it suits Maria;
·
leads a
discussion in which students consider the format, the categories of sub-goals
and any changes students would make;
·
asks students if
the sub-goal categories are appropriate for Maria, and which categories might
be added or deleted – Could this action plan be used for anyone? What are some
of the “other” areas that were used?;
·
asks students to
discuss whether or not the sub-goals in the plans are SMART (Specific,
Measurable, Achievable, Realistic, Timed) principles;
·
has students
revise their original plans based on class feedback;
·
informs the
students that Maria’s plan has run into a snag (Murphy’s Law – whatever can go
wrong, will go wrong);
·
asks students to
list possible snags;
·
has students
develop a backup plan for Maria using the Problem Solving/Decision-Making Model
(Appendix 4.2.3 – Problem Solving/Decision-Making Model – Plan B).
2. Personal Transition Action Plan Development
Students:
·
review their
current Annual Education Plans;
·
analyse the
Transition Action Plan template and customize it for their own transition plan,
(students must add one “other” sub-goal);
·
study the
Transition Action Plan Rubric – Appendix 4.2.4 with the teacher;
·
complete a
Transition Action Plan for managing their own transition to postsecondary life;
·
use the Problem
Solving/Decision-Making Model – Plan B (Appendix 4.2.3 – Problem
Solving/Decision-Making Model – Plan B) to explore an alternative plan for
themselves.
The
plan must:
·
include sub-goals
in the following areas:
|
· diploma requirements · personal improvement · current learning |
· postsecondary entry requirements · postsecondary learning supports |
· living/transportation arrangements · financial preparation · other |
·
identify at least
two obstacles or barriers which may interfere with the student’s postsecondary
learning – at work or in an educational setting;
·
provide realistic
steps and strategies to deal with these barriers.
|
Purpose/ Expectations |
Focus |
Method |
Strategy |
Tool |
|
Formative |
Application |
Paper-and-pencil –
constructed response |
Case Study –
Transition Action Plan Development |
Rubric (Appendix
4.2.4 – Transition Action Plan Rubric) |
|
Summative |
Knowledge/
Understanding Application |
Paper-and-pencil –
constructed response |
Completion of
Personal Transition Action Plan and Back-up Plan |
Rubric (Appendix
4.2.4 – Transition Action Plan Rubric) |
|
Summative |
Thinking/ Inquiry |
Personal
communication |
Use of
problem-solving model to develop back up plan |
Observation Checklist
(criteria as outlined in Appendix 4.2.3 – Problem-Solving/Decision-Making
Model Plan B) |
·
reducing the
number of goal categories or work towards one goal area at a time;
·
providing
increased teacher support, if required, during the independent work on the
plan, e.g., provide additional opportunities to practice problem
solving/decision-making model, develop cause and effect graphic organizers,
discuss fact versus opinion or relevant versus irrelevant information, discuss
how to ask for help appropriately).
Books
Misener,
Judi and Susan Butler. Horizons 2000+ Career Studies. Toronto:
McGraw-Hill Ryerson Limited, 2000. ISBN 0-07-087411-5
Ontario
School Counsellors’ Association. Teacher Adviser Program, Activities for
Grade 12. Toronto, 2001.
Overall, Denise and
Myrna Tidd, The Learner’s Edge; Activities for Students and Their
Teacher-Advisors. Toronto District School Board, 2000.
Video and Handbook
Eaton, Howard and
Leslie Coull. Transitions to Postsecondary Learning: Self-Advocacy for
Students with Learning Disabilities and/or Attention Deficit Disorder.
Vancouver: Eaton Coull Learning Group Ltd., 1999.
Compact Disc
Serci, E.J., Brian
Poser, and Kevin Aquanno. Time Management for Students. Toronto: York
University, Media Duplication Corp., 1999.
Websites
Ontario School
Counsellors’ Association – http://osca.ouac.on.ca/index.htm
Secrets for Success
Profiles – http://www.yorku.ca/cdc/ldp/success/main.htm
(outlines the experiences of ten York University graduates with learning
disabilities)
Time: 12 hours
Students
scan their Transition Action Plans for short term goals, e.g., an achievable
goal within the year, such as applying for postsecondary education or work,
improving in a required subject(s), applying for financial assistance. Students
select portions of their plan based on these short term goals and work
individually and in small groups to implement them.
Students use a variety of transition management
skills, learning skills and strategies and personal management skills as they
implement the selected portions of their plan. Students track their use of
these skills and strategies in a Postsecondary Planning Log and Journal. Self
advocacy skills are taught and practised as required throughout the
implementation of the Transition Action Plan.
Strand(s): Preparation for Transitions and Change, Learning Skills,
Personal Knowledge
and Management Skills
Overall Expectations
TCV.01 - identify
the strategies required to manage transitions from secondary school to
postsecondary destinations effectively;
TCV.03 - demonstrate
the effective use of decision-making, goal-setting and action-planning
strategies to prepare for their transition to their first postsecondary
destination.
Specific
Expectations
LS2.03 - use active
and critical reading strategies effectively to acquire, process, and evaluate
information from a variety of written materials;
TC1.05 - demonstrate
the effective use of transition management strategies to prepare for their
first postsecondary destinations;
TC2.03 - use
problem-solving strategies effectively to reduce identified internal and/or
external barriers that could interfere with the achievement of their work
and/or learning goals and with their successful transition to their selected
postsecondary destinations;
LS2.02 - demonstrate
effective use of the inquiry/research process and problem solving in learning;
LS3.05 - demonstrate
an understanding of the value of networking, mentorship, and self-advocacy to
the achievement of learning goals;
LS3.07 - demonstrate
the ability to take charge of their learning by monitoring their development as
learners and planning for ongoing learning;
PK1.03 - identify
aspects of school assignments that are not compatible with their learning
strengths and present arguments to support requests for specific, reasonable
modifications to those assignments;
PK2.07 - demonstrate
the ability to use personal motivational strategies to achieve success in
learning situations;
PK2.08 - explain and
demonstrate the effective use of a variety of systems for time and priority
management.
·
completion of the
Transition Action Plan in Activity 4.2;
·
communication and
conflict management skills (Career Studies GLC2O) required for self-advocacy;
·
knowledge and
some use of time and priority management, the learning process, critical
reading strategies, problem-solving, personal motivation strategies;
·
knowledge of the
education and career planning process (Career Studies GLC2O, the Annual
Education Plan (AEP) process learned in the Teacher-Advisor Program).
This activity
enables students to carry out some of the steps in their Transition Action
Plan. Teachers may wish to have students begin to implement selected portions
of their plan as they are building it in Activity 2 so that students complete
as many postsecondary preparations as possible while they are in their Advanced
Learning Strategies class.
The Advanced
Learning Strategies teacher should work in collaboration with guidance
counsellors, teacher-advisors and special education teachers to build on steps
that may have already been taken by the student to prepare for their
postsecondary destination.
A
variety of resources should be made available to students as they implement
their postsecondary plans:
·
contact
information (e-mail, telephone numbers, names, websites) for a variety of
postsecondary education institutions and employment agencies);
·
computers, telephones,
guest speakers, videos, recent graduates;
·
print and
electronic materials;
·
Guidance
counsellors.
Students should update their Annual Education Plans as they refine their
postsecondary plans. For students with an IEP, the student’s postsecondary plans
align with and are developed concurrently with their Transition Plan (an IEP
component).
Students require
skills in communication, negotiation and conflict management to advocate on
their own behalf. They need to be able to articulate their strengths and needs
logically in a variety of contexts. In this activity, the teacher meets
regularly with students as individuals and in groups. It is important that the
teacher monitor, coach and encourage students in the development of these self
advocacy skills.
1. Students:
· select at least one sub-goal to begin to implement from each of the following categories in their Transition Action Plan:
— completion of diploma
requirements (included in AEP);
— personal improvement, e.g.,
time management, exercise program;
— current learning (included
in AEP);
— entry requirements for
postsecondary (included in AEP);
— supports for postsecondary
learning;
— financial preparation;
— living and/or transportation arrangements.
Students may select
other sub-goals as desired or required within time parameters.
2. The teacher:
· reminds students that their Transition Action Plan is a plan to manage their transition from high school to a postsecondary destination;
· explains that some aspects of this transition are voluntary (some choice in destination) and some aspects are involuntary (cannot stay in high school permanently, there are obstacles to desired destination);
· has students consider the goals they have selected to implement and choose from the list in Appendix 4.1.4 – Transition Management Strategies Chart (and any others) skills that they think will be critical to helping them accomplish their goals;
· has students list the descriptions/meanings of these skills and provide some examples.
3. The teacher:
· meets with individual students to ensure that the selected sub-goals and action plans include timelines that are achievable within the duration of the Advanced Learning Strategies course;
· determines, in consultation with students, situations in which they are required to advocate for themselves;
· works with students to practise the skills required to achieve this support e.g., negotiation techniques, assertiveness, conflict management strategies through role playing or case study analysis;
· has students work in small groups of two or three so that they can support each other;
· places students with similar postsecondary plans in the same group;
· provides support and advice as the students put their action plans into operation;
· conferences regularly and frequently with students.
4. Students:
· meet briefly in their groups at the beginning of each class to review their progress, discuss next steps and provide feedback and advice to each other;
·
summarize and reflect on their progress in a
Postsecondary Planning Log and Journal.
(See Appendix 4.3.1 – Postsecondary Planning Log and Journal). This chart
includes headings and sentence starters that can be used to guide student work.
A. The Postsecondary Planning Log
Students document their daily progress towards each sub-goal in a Postsecondary
Planning Log. The log will provide evidence of:
·
time and priority
management;
·
problem-solving;
·
use of transition
management skills (see Appendix 4.1.4 – Transition Management Strategies Chart
– e.g., sustaining motivation, thinking logically, situation analysis);
·
self-advocacy.
Sample
Postsecondary Planning Log
|
Goal Category |
Sub-goal |
Date |
Action Taken |
|
completion of
diploma requirements |
- complete Community
Involvement hours |
Dec. 11 |
- tried to find out
who I could talk to about how to get involved in helping with December food
drive - talked to… |
|
current learning |
- maintain 65% in
math |
Dec. 14-18 |
- met with peer tutor
Tuesday and Thursday - asked Math teacher
if I could audio tape my math reflections rather than write them out - checked with math
teacher on Monday when I didn’t understand how to do my homework |
|
postsecondary
learning |
- acquire required learning supports and resources |
Dec. 10 |
- called Nancy Li at Attenda College to find out what supports were
available for students with learning disabilities; will get a brochure and
application form in mail - applied for summer ‘how to be successful in college’ institute |
|
financial
preparation |
- get a full time summer job |
Dec. 16 |
- talked to my Cooperative Education employer re: summer job - called one of the employers my Cooperative Education teacher
suggested; left voice mail |
|
etc. for
remaining goals |
|||
B. Postsecondary Planning Journal
Students use their
Postsecondary Planning Journal to reflect on themselves as self-directed
learners. They describe:
a) instances in which they have advocated for
themselves as learners and for modifications to assignments based on their
learning preferences;
b) how, as they carry out their
plan, they set a direction for learning or an accomplishment, monitor and
assess their progress and determine and implement next steps (see Appendix
4.3.2 – The Learning Process – Prompts for Student Reflection) in the following
areas:
· their learning in a current subject (current learning goal). Students include samples of their work as evidence of their learning.
· the transition management strategies that they use as they implement their plan and work through their transition to postsecondary work or education (For sample strategies – see Appendix 4.1.4– Transition Management Strategies Chart).
· strategies they use to stay motivated throughout their implementation process. Students can use the attributes in Appendix 4.3.3 – Sustaining Personal Motivation – A Sample Attributes Checklist to guide their reflection.
· Problem-solving strategies to remove or reduce barriers to learning or to implement sections of their plan (See Appendix 4.2.3 – Problem-Solving/Decision-Making Model – Plan B).
· instances in which they applied critical reading strategies to gain required information to carry out their postsecondary plans. Students are introduced to these strategies in earlier units. They use Appendix 4.3.4 – Sample Critical Reading Strategies, as a reminder of these strategies to guide their reflection. Students attach evidence of use of these strategies:
· one sample of a selected reading
· annotations made during reading
· a brief synopsis of the reading
·
the strategies
they used to adhere to the timelines and priorities they established in their
plan.
Students provide a
conclusion to the journal that includes:
·
an analysis of
where they are in the process of implementing their postsecondary plans;
·
changes they have
made to their original plans;
·
recommendations
for additional changes to the plan.
Students update
their Annual Education Plans (independently) and Transition Plans (working with
a designated teacher) to reflect any changes made to their postsecondary plans.
|
Purpose/ Expectations |
Focus |
Method |
Strategy |
Tool |
|
Formative TC1.05 transition
management Summative LS2.03 – critical
reading strategies |
Application Thinking/ Inquiry
Communication |
Personal
communication, Pencil-and-paper |
Students: - keep a log and journal and conference with the teacher - reflect on themselves as self-directed learners in the
implementation of their plan - provide at least one sample of selected reading, annotations made
during reading and a summary of pertinent information gained through reading - provide samples of their learning in a current subject |
Rubric |
·
limiting the focus
to one goal area at a time;
·
limiting the
focus to one or two strategies at a time;
·
increased teacher
direction throughout the postsecondary plan implementation process;
·
teacher-directed,
step by step Postsecondary Log and Journal chart completion;
·
audio-taped
journal entries.
Schapiro,
S.R. and D. Marinelli. College Transition A Critical Thinking Approach
(Teacher’s Guide). New York: Houghton Mifflin Company, 2001. ISBN:
0-618—03984-8
Schapiro,
S.R. and D. Marinelli. College Transition A Critical Thinking Approach
(Student Text).
New York: Houghton Mifflin Company, 2001. ISBN: 0-618—03983-X
Tarasoff,
M., Reading Instruction that Makes Sense (manual) Active Learning
Institute P.O. Box 6275, Victoria, B.C. V8P 5L5 tel: (250) 477-0205. ISBN 1-895111-080
for manual ISBN 1-89111-10-2 for blackline masters
Career Cruising,
Anaca Technologies – http://www.careercruising.com/home/default.asp
Time: 5 hours
The students map
previous transitions on a ‘lifeline’. Students evaluate the effectiveness of
the skills they used to manage these transitions and indicate where they
handled things appropriately and where they would have liked to make changes.
Based on past and present transitions, what they found out about transitions in
the interview in Activity 4.1 and research on technological, economic and
societal trends, students predict and map future life and work transitions.
They identify potential approaches and ways of thinking that support successful
adjustments.
Strand(s): Learning Skills, Preparation for Transitions and Change
Overall
Expectations
TCV.01 - identify
the strategies required to manage transitions from secondary school to postsecondary
destinations effectively;
TCV.02 - produce an
evaluation of their own transition management skills and identify those
requiring improvement.
Specific
Expectations
LS2.02 - demonstrate
effective use of the inquiry/research process and problem solving in learning;
EO2.01 - describe
the effects of information technology on fields of work they are interested in,
including its impact on educational and skill requirements, ways of learning,
ways in which work is done, and employment opportunities;
EO2.02 - describe
emerging work style alternatives (e.g., contract work, telecommuting, talent
pooling, portfolio work) and other employment-related trends (e.g., changing
composition of the labour market, impact of educational level on earnings and
employment) and explain how these trends influence their education and career
plans;
TC1.01 - describe the practical and psychological challenges and the
positive experiences that are part of secondary school graduates’ transitions
to new roles and environments (e.g., work, postsecondary education/training,
independent adult life);
TC1.03 - demonstrate
an understanding of ways of thinking that support successful adjustments to new
situations and environments (e.g., proactive problem solving);
TC1.04 - explain the
success or failure of strategies they have used in the past to manage a
transition.
Teachers should
review the Transition Lifeline Rubric (Appendix 4.4.3 – Transition Lifeline
Rubric) with students before they begin the Transition Lifeline assignment.
1. Students:
· work in groups of three or four and recalling the interviews they carried out in Activity 1, list the causes of the changes in the lives of the people they interviewed;
· as a class, record all of the situations that caused change and classify them into a variety of categories, e.g., personal changes – marriage, having children; work changes – different types of employment, loss of a job, getting a new job or a new boss;
· brainstorm some of the adjustments, strategies and attitudes that were used by those interviewed to adapt to these changes; review the types and stages of transitions;
· review prior research (or, in groups, do a quick Internet search) on economic, technological and/or societal trends.
2. The teacher:
· introduces the Transitions Lifeline assignment (below);
· reviews the rubric with students (Transition Lifeline Rubric – Appendix 4.4.2).
|
Assignment:
Developing a Transition Lifeline |
|
A. Determine a
past change in your life (excluding the transition from Grade 8 to Grade 9);
complete the chart in Appendix 4.4.1 – Transition Lifeline ·
describe the
transition stages (your actions and feelings); ·
describe some
of the transition strategies that you used that were effective; ·
describe some
of the transition strategies that you used that were ineffective; ·
outline an
alternate direction, e.g., a ‘Plan B’ that you might also have chosen to deal
with the change. B. Predict two
potential personal, work or other changes in your future keeping in mind
technological trends and emerging work style alternatives. Repeat the process
you used in Part A to complete the chart in Appendix 4.4.1 – Transition
Lifeline ·
based on
anticipated transition stages, predict the feelings and emotions that you may
experience with this change; ·
describe the
critical transition strategies that you will use to prepare for this change; ·
based on
research, previous interviews and self-knowledge, provide a rationale for the
use of these strategies; ·
outline an
alternate direction, e.g., a ‘Plan B’ that you might choose to deal with the
change. |
3. Students:
· complete a rough draft of the Transition Lifeline;
· provide suggestions for revision of each other’s work;
· revise Transition Lifeline and hand it in to the teacher,
· share their transition lifelines in an oral presentation or role play (e.g., ‘Freedom Fifty-Five’).
|
Purpose/Expectations |
Focus |
Method |
Strategy |
Tool |
|
Summative |
Thinking/ Inquiry Communication |
Pencil-and-paper –
constructed response |
Students complete
a transition time line which includes three transition scenarios; one past,
one present, and one future |
Rubric (Appendix
4.4.2 – Transition Lifeline Rubric) |
·
limiting the
focus to one transition at a time;
·
where required,
increased teacher direction throughout;
·
chunking of the
task into manageable pieces;
·
provide a time
frame for completion of each section;
·
verbal response
indicating student knowledge versus written.
Materials on
transition stages and strategies from Activity 4.1.
Cut up the cards
and place one set in each envelope.
|
You have been laid off. |
You are moving to a new town because one of
your parents has been transferred. |
You have received a promotion at work. |
You have just got a part-time job. |
|
Your best friend has moved away. |
You are going to live in university
residence. |
You have just become a parent. |
Your grandmother has just moved in with your
family. |
|
You and your boyfriend/girlfriend have split
up. |
You have decided to end a friendship with
someone. |
A long time friend has moved out of town. |
You have won a million dollars. |
|
Your parents have just separated. |
You have decided to quit smoking. |
You have decided to move to the country from
the city or vice versa. |
You have a new baby sister. |
|
You have a new family pet – a bouncing baby
Newfoundland Lab – that you said you’d look after! |
You have just initiated a healthier lifestyle
– daily exercise; nutritious meals and snacks |
You are going to share an apartment with two
friends. |
You have decided to move to a new city. |
|
Phase |
Description/Actions |
Feelings |
|
Stage One:
Ending/Letting Go This is the start
of the transition. Something is coming to an end causing a change. You may
experience good or bad feelings or a combination of both during this phase of
transition. |
|
|
|
Stage Two:
Neutral Zone. This is the time
between when you are letting go and moving forward. You may feel you are not
getting anywhere but you need to analyse the situation and decide upon
appropriate strategies. Feelings during this phase are often unsettling. You
may feel confused, overwhelmed and unsettled. |
|
|
|
Stage Three:
New Beginning This involves a
new beginning where you may be – moving forward, starting again, trying new
things, taking risks, or taking things step by step. Feelings during this
stage may be positive or negative or both. |
|
|
Name of
person to be interviewed: _________________________________________________
Contact
Information: _________________________________________________
Time and Date of the
Interview: _________________________________________________
|
Topic |
Possible Questions |
|
Description of
the transition: ·
cause of the
change ·
nature of the
change ·
transition
stages |
|
|
2. Transition Management Strategies |
|
|
3. Obstacles |
|
|
4. What the
interviewee would do differently – if anything |
|
|
Transition Management Strategy |
Explanation, Examples and Advice |
|
Sustaining
motivation/persisting |
|
|
Maintaining
optimism |
|
|
Overcoming fears |
|
|
Self-analysis –
priorities, needs, successes, weaknesses, goals |
|
|
Situational
analysis – taking stock |
|
|
Gathering
information – ask questions |
|
|
Engaging others
–for support and communication |
|
|
Recovering from
mistakes |
|
|
Making decisions |
|
|
Thinking logically |
|
|
Planning |
|
|
Identifying and
solving problems |
|
|
Taking responsible
risks |
|
|
Applying knowledge
from experience |
|
|
Keeping an open
mind – flexible thinking |
|
|
Maria |
|
It is now October
of Maria’s last year in high school. She has just turned 20. Maria returned
to high school to finish her diploma, after taking two years off. For two years
Maria worked as a claims adjustor at an insurance agency in her hometown of
Orillia. During the two years out of school she took several computer
courses. The company she worked for also sent her to various seminars through
the insurance agency on communication skills and service excellence. Last summer, Maria
became restless and realized that she wanted to explore another career
avenue. She also felt the need for some adventure in her life so she decided
to pursue a career that would take her away from her hometown. Working at the
insurance agency was not going to be her final destination. Maria saved $4000
in her two years with the insurance agency. She still lives with her parents
and drives a small car. The car has a loan payment of $275 per month. Her
parents agreed to cover the cost of her last year in high school, so she
could put her savings into her postsecondary plans. Over the last few years
Maria also enjoyed snowboarding with her friends, at Blue Mountain. She had
become an expert snowboarder. Over the past year
in high school, Maria carefully reviewed her postsecondary options. Taking
into account her love of adventure, her need to leave Orillia, her love of
the winter and her passion for snowboarding, Maria applied, in January 2002,
for the Winter Resort Management course at Georgian College, in Barrie. She
was particularly interested in the Cooperative Education opportunities this
course provided. The course had two four-month work terms at any winter
resort in the world! This Cooperative Education placement would also provide
remuneration. As a result, Maria now felt confident that she could handle the
financial responsibilities of her postsecondary choice. Maria is very
excited about her future. The only thing that worries Maria is the fact that
she might not get into the program. Maria has no “Plan B”. She will have to
wait until May to find out if she gets accepted. |
Overall Goal:
|
Sub-goals |
What do I need to do? |
When do I need to start and finish this? |
What support is available to me? |
What are some possible obstacles and
solutions? |
|
Current
Learning |
|
|
|
|
|
Diploma
Requirements |
|
|
|
|
|
Entry
Requirements and Supports for Postsecondary Learning |
|
|
|
|
|
Financial
Preparation |
|
|
|
|
|
Living and
Transportation Arrangements |
|
|
|
|
|
Personal
Improvement |
|
|
|
|
Use these steps when
you confront a problem or when you have to make a decision.
|
Date: |
Student: |
|
|
Background to
Decision/Problem: |
||
|
√ |
Problem
Solving/Decision-Making Steps |
|
|
|
Identify the
problem or the choice to be made. |
|
|
|
Find out
information relevant to the issue or decision. |
|
|
|
List options and
possible outcomes/solutions. |
|
|
|
Anticipate
obstacles. Create alternative options/solutions. |
|
|
|
Select the best
option/solution. |
|
Expectations: LSV.04, LS3.06, TCV.03,
TC2.03, TC2.04, TC2.05
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Thinking/Inquiry |
||||
|
Identifies
available supports |
- identifies
available supports with limited effectiveness |
- identifies
available supports with some effectiveness |
- identifies
available supports with considerable effectiveness |
- identifies
available supports with a high degree of effectiveness |
|
Predicts barriers
and solutions |
- demonstrates
limited ability to predict barriers and solutions |
- demonstrates
some ability to predict barriers and solutions |
- demonstrates
considerable ability to predict barriers and solutions |
- demonstrates a
high degree of ability to predict barriers and solutions |
|
Develops a back up
plan with consideration to postsecondary goals |
- develops a
back-up plan with limited consideration to postsecondary goals |
- develops a
back-up plan with some consideration to postsecondary goals |
- develops a
back-up plan with considerable consideration to postsecondary goals |
- develops a
back-up plan with a high degree of consideration to postsecondary goals |
|
Develops financial
plans with consideration to research |
- develops financial
plans with limited little consideration to research |
- develops
financial plans with some consideration to research |
- develops
financial plans with considerable consideration to research |
- develops
financial plans with a high degree of consideration to research |
|
Communication |
||||
|
Communicates
transition plan clearly |
- communicates the
transition plan with limited clarity |
- communicates the
transition plan with some clarity |
- communicates the
transition plan with considerable clarity |
- communicates the
transition plan with a high degree of clarity |
|
Application |
||||
|
Sets goals that
are specific and measurable |
- sets goals with
limited specificity and measurability |
- sets goals with
some specificity and measurability |
- sets goals with
considerable specificity and measurability |
- sets goals with
a high degree of specificity and measurability |
|
Outlines actions
that are realistic and achievable |
- outlines actions
that are realistic and achievable with limited effectiveness |
- outlines actions
that are realistic and achievable with some effectiveness |
- outlines actions
that are realistic and achievable with considerable effectiveness |
- outlines actions
that are realistic and achievable with a high degree of effectiveness |
Note: A student whose achievement is less than Level
1 (50%) has not met the expectations for this assignment or activity.
1. Log
|
Goal Category |
Sub-Goal |
Date/Action Taken |
|
|
|
|
2. Journal
Learning in a
Current Subject
|
Name of subject: |
|
The following
description outlines the process and any learning skills and strategies that
I used to improve my learning in this subject: |
|
I have attached
the following samples of work/assignments in this subject area as examples of
my efforts: |
|
An example of a
time when I advocated on my own behalf in any subject or area of learning in
or out of school is: |
Transition
Management Strategies
|
My postsecondary
destination is: |
|
|
Some of the
transition strategies that I am using to prepare for this change are: |
|
|
Name of Strategy |
Example of Use |
|
|
|
|
I have used the
following strategy(ies) effectively: |
|
Motivation
|
Motivation
Strategies |
Example of Use |
|
I have kept myself
motivated as I work through my plans by: |
|
Overcoming
Obstacles/Barriers – Problem-Solving/Decision-Making
|
An example of a
time when I had to make a decision/solve a problem to move forward in my
plan: |
How I thought
through this problem and made a decision: |
Critical Reading
Strategies
|
Some of the
materials I had to read to find out information were: |
The critical
reading strategies that I used were: ·
·
|
|
I have attached
some examples of my use of critical reading strategies, e.g., annotations,
concept maps. Sample 1: Sample 2: |
|
|
Next time I have
to do extensive reading for research purposes, I will: |
|
Time
Management/Priority Setting
|
Some thoughts that
I have regarding the way I used my time and the priorities that I established
are: Next time I have a
detailed project to complete over a long period of time, I will: |
Conclusion
|
Sub-goals that I
have achieved in my postsecondary plan: What I have
remaining to do: |
|
Changes I have
made to my original plans: |
|
Additional changes
that I am considering: |
The Learning
Process (cyclical): A Guide for Reflection or Journal Writing
Use each of the
steps listed as a focus for describing on-going learning in a specific area.
|
|
Determine a focus
for learning |
|
|
ì |
LEARN Through
instruction (self or others), experience, or personal reflection |
î |
|
|
|
|
|
DETERMINE NEXT STEPS Where else can I
apply what I learned? What next steps
can I take? |
|
DEMONSTRATE or APPLY LEARNING Move from guided
practice to independent use |
|
|
|
|
|
ë |
REFLECT ON APPLICATION Retell What did I do? What skills did I
use or learn? Self- assess Why was I trying
to do it? How well did I do
it? How might I adapt
it? |
í |
Prompts: Reflect on
Application
Retell:
The following
describes how I approached this task…
Skills or strategies
I learned or used...
Skills I practised
or applied...
Self-Assess:
I was trying to…
I found this
easy/difficult because…
Challenges I faced
were…
I needed help when…
I needed to change…
To do it well, I
would have needed to…
Determine Next
Steps:
I have the following
question…
If I could do
anything different, it would be…
Now I understand
that…
Now, I plan to…
This gives me an
idea to…
Next time, I will
try to…
What I learned that
I didn’t know when I started was/is…
What I learned that
I didn’t know when I started was/is…
Give examples of
some of the following when you describe how you use sustaining motivation as a
transition management strategy.
|
Do I: |
√ |
|
·
attribute my
successes to my personal efforts? |
|
|
·
attribute my
lack of success to my personal efforts? |
|
|
·
purposefully
try to find specific areas of personal value, interest or meaning in subject
matter in which this is not always obvious? |
|
|
·
remind myself
of my personal postsecondary goals? |
|
|
·
ask subject-based
questions in class that focus on areas of personal interest, value or
meaning? |
|
|
·
determine, in
subjects in which this is not readily apparent, how I might use what I learn |
|
|
·
work as long as
necessary to complete my work in areas that are critical to achieving my
goals? |
|
|
·
other... |
|
Use these strategies
to get the information you need to know to implement your postsecondary plan.
|
Strategy |
1 |
2 |
3 |
|
Scan What key word(s)
do I need to scan? Is this the information
I need to read? |
|
|
|
|
Preview What information
can I find from the visuals, captions, titles, index, introductions or
summaries? What background
information can I access to make this reading easier and more understandable? |
|
|
|
|
Read and
re-read Does this make
sense? Does this connect
with what I know? |
|
|
|
|
Annotate Underline,
highlight, jot key points in margin, tab with post it notes |
|
|
|
|
Summarize
(analyse, interpret and synthesize) Briefly, what does
this mean? What does it mean for me? |
|
|
|
|
Evaluate Is this the
information I want? How can I use it? What additional
information do I still need? |
|
|
|
|
Compare and
contrast related information How does this
information compare with information from other sources? |
|
|
|
Expectations: TCV.01, TC1.05, LS2.03,
TC2.03, LS2.02, LS3.07, LS3.05, PK1.03, PK2.07, PK2.08
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Application |
||||
|
Applies transition
management skills to successfully implement pieces of Transition Action Plan |
- applies
transition management skills with limited effectiveness |
- applies
transition management skills with moderate effectiveness |
- applies
transition management skills with considerable effectiveness |
- applies
transition management skills with a high degree of effectiveness |
|
Advocates for
self, based on self-knowledge of learning strengths and challenges |
- advocates for
self to a limited degree |
- advocates for
self to a moderate degree |
- advocates for self
to a considerable degree |
- advocates for
self to a high degree |
|
Uses critical
reading skills to locate, select, understand information relating to
postsecondary plans |
- uses critical
reading skills with limited effectiveness |
- uses critical
reading skills with moderate effectiveness |
- uses critical
reading skills with considerable effectiveness |
- uses critical
reading skills with a high degree of effectiveness |
|
Uses a
problem-solving model to determine viable options to obstacles encountered in
learning |
- uses a
problem-solving model with limited effectiveness |
- uses a
problem-solving model with moderate effectiveness |
- uses a
problem-solving model with considerable effectiveness |
- uses a problem
solving model with a high degree of effectiveness |
|
Maintains or
increases motivation to accomplish selected pieces of postsecondary plan |
- maintains or
increases motivation to accomplish selected pieces of postsecondary plan with
limited effectiveness |
- maintains or
increases motivation to accomplish selected pieces of postsecondary plan with
some effectiveness |
- maintains or
increases motivation to accomplish selected pieces of postsecondary plan with
considerable effectiveness |
- maintains or
increases motivation to accomplish selected pieces of postsecondary plan with
a high degree of effectiveness |
|
Attends to
established priorities/timeline as indicated in the log |
- attends to
established priorities/ timeline as indicated in the log with limited
effectiveness |
- attends to
established priorities/ timeline as indicated in the log with some
effectiveness |
- attends to
established priorities/ timeline as indicated in the log with considerable
effectiveness |
- attends to
established priorities/ timeline as indicated in the log with a high degree
of effectiveness |
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Thinking/Inquiry |
||||
|
Gathers samples of
work as evidence of current learning and critical reading strategies |
- gathers limited
evidence of current learning and critical reading strategies |
- gathers some
evidence of current learning and critical reading strategies |
- gathers
considerable evidence of current learning and critical reading strategies |
- gathers
comprehensive evidence of current learning and critical reading strategies |
|
Describes evidence
of learning |
- describes
evidence of learning with limited effectiveness |
- describes
evidence of learning with some effectiveness |
- describes
evidence of learning with considerable effectiveness |
- describes
evidence of learning with a high degree of effectiveness |
|
(Reflection) Analyses selected
samples of work |
- analyses, in
limited depth, the knowledge and skills associated with samples of work |
- analyses, in
some depth, the knowledge and skills associated with samples of work |
- analyses, in
considerable depth, the knowledge and skills associated with samples of work |
- analyses
thoroughly the knowledge and skills associated with samples of work |
|
(Reflection) Monitors own
progress and self-assesses |
- monitors own
progress and self-assesses with limited effectiveness |
- monitors own
progress and self-assesses with some effectiveness |
- monitors own
progress and self-assesses with considerable effectiveness |
- monitors own
progress and self-assesses with thorough effectiveness |
|
Communication |
||||
|
Provides a
description of implementation of postsecondary plans and recommended changes |
- provides a
description of implementation of postsecondary plans and recommended changes
with limited clarity |
- provides a
description of implementation of postsecondary plans and recommended changes
with some clarity |
- provides a
description of implementation of postsecondary plans and recommended changes
with considerable clarity |
- provides a
description of implementation of postsecondary plans and recommended changes
with a high degree of clarity |
Note: A student whose achievement is less than Level
1 (50%) has not met the expectations for this assignment or activity.
q Past
q Future
|
ENDING |
NEUTRAL |
BEGINNING |
|
Effective Transition Strategies (including
examples and description of use) |
||
|
1. |
||
|
2. |
||
|
3. |
||
|
Ineffective Transition Strategies (include
examples and description of use) |
||
|
1. |
||
|
2. |
||
|
3. |
||
|
Alternative Direction (Plan B) |
||
|
1. |
||
|
2. |
||
|
3. |
||
Expectations: TCV.01, TCV.02, EO2.01, EO2.02, TC1.01, TC1.03, TC1.04
|
Categories/ Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/Understanding |
||||
|
Describes the
stages, challenges and emotions related to personal transitions |
- describes the
stages, challenges and emotions related to personal transitions with limited
effectiveness |
- describes the
stages, challenges and emotions related to personal transitions with some
effectiveness |
- describes the
stages, challenges and emotions related to personal transitions with
considerable effectiveness |
- describes the
stages, challenges and emotions related to personal transitions with a high
degree of effectiveness |
|
Understands the
thinking skills and strategies required to manage change effectively |
- demonstrates
limited understanding of the thinking skills and strategies required to
manage change effectively |
- demonstrates
some understanding of the thinking skills and strategies required to manage
change effectively |
- demonstrates
considerable understanding of the thinking skills and strategies required to
manage change effectively |
- demonstrates a
high degree of understanding of the thinking skills and strategies required
to manage change effectively |
|
Categories/ Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Thinking/Inquiry |
||||
|
Determines
effectiveness of transition strategies |
- provides limited
support to rationalize assessment of transition strategies |
- provides some
support to rationalize assessment of transition strategies |
- provides
considerable support to rationalize assessment of transition strategies |
- provides strong
support to rationalize assessment of transition strategies |
|
Problem solves
effectively (Plan B) |
- solves problems
with limited effectiveness |
- solves problems
with some effectiveness |
- solves problems
with considerable effectiveness |
- solves problems
with a high degree of effectiveness |
|
Determines the
potential impact of technology and work style alternatives on personal and
career plans |
- determines the
potential impact of technology and work style alternatives on personal and
career plans with limited effectiveness |
- determines the
potential impact of technology and work style alternatives on personal and
career plans with some effectiveness |
- determines the
potential impact of technology and work style alternatives on personal and
career plans with considerable effectiveness |
- determines the
potential impact of technology and work style alternatives on personal and
career plans with a high degree of effectiveness |
|
Communication |
||||
|
Articulates the
phases of transition and transition strategies associated with each
transition |
- articulates the
phases of transition and transition strategies associated with each
transition with limited clarity |
- articulates the
phases of transition and transition strategies with some clarity |
- articulates the
phases of transition and transition strategies with considerable clarity |
- articulates the
phases of transition and transition strategies with a high degree of clarity |
Note: A student whose achievement is less than Level
1 (50%) has not met the expectations for this assignment or activity.
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