Grad Transitions Package Table of Contents

Student Checklist page 1

Student Instruction Sheet page 2

30 Hours Official School Confirmation Sheet page 3

Volunteer Hours / Work Experience Confirmation Sheet page 4

30 Hours Written Assignment Worksheet page 5

Employability Skills Checklist page 6

DPA Survey Instructions page 7

Accomplishments page 8

Transition Plan Worksheet pages 9 - 13

Resume Builder Worksheets pages 14 - 15

Example of Cover Letter with instructions page 16

Healthy Living Plan Worksheets pages 17 - 23

Financial Plan Worksheets pages 24 - 25

Examples of Work Readiness and Travel Documents page 25

Exit Interview / Presentation Criteria pages 26 -27

Transition Plan Checklist Name:______________

1. What have you done or learned? (pages 1 - 8 in the guide) Completed?Y/N

a. Academic Accomplishments Transcripts – these will be completed in June

b. 30 Hours of Work and/Volunteer Experience Official Confirmation Sheet – signature required

Written Assignment

Employability Skills Checklist

c. DPA Complete the survey if you aren’t in PE class OR see Mrs. Joba

d. Co-curricular and extra-curricular activities and non-academic accomplishments

Samples – attach/include any items that would impress a potential employer

2. Where are you going? (pages 9 – 13 in the guide)

Transition Plans A and B Explain in detail what you will do.

3. How am I going to get there? (pages 14 – 25 in the guide)

a. Resume – an old one is acceptable, a an updated one is preferred

b. Cover Letter– an old one is acceptable, a an updated one is preferred

c. Healthy Living Plan

d. Financial Plan – this should be based on the first year of your Plan A

e. Application for Employment – find a position that interests you and complete the application

f. Application for Post-Secondary Institution – provide evidence of application

g. Application for Scholarship – see Mrs. Baker about which scholarships you’re eligible for

4. Exit Interview/Presentation (pages 26 – 27 in the guide)

Student Instruction Sheet

Included in this package are four sections that you must complete in order to achieve the 4 credits for Graduation Transitions 12. Under each heading are the requirements with instructions on how to obtain or complete it. You must complete sections 1, 2, and 3 before you are allowed to move on to section 4, which is the exit interview.

*If you require more clarification, you can contact Ms. Skye at kskye@sd43.bc.ca or Mrs. Joba at sjoba@sd43.bc.ca.**Keep organized! It would be a good idea to organize your sheets into a binder or a duo-tang. You could also keep the sheets online and create a PowerPoint presentation. It is up to you how you want to present the information.

1. WHAT HAVE YOU DONE OR LEARNED? (Grade 10,11,12) To show your past academic achievements your transcripts of grade 10/11/12 will be provided for you in June. To demonstrate your employability skills you are required to complete 30 Hours Work and/or Volunteer

Experience during your Grade 10, 11 and 12 years. Attached are forms that you need to fill out to prove you have completed the 30 hours. There are also questions you need to answer and an employability checklist to fill out.

You must complete 150 minutes per week of moderate to vigorous physical activity throughout your grade 12 year. If you are enrolled in PE or Fitness classes at Dr. Charles Best Secondary, you are given credit (only in the semester you are enrolled) If you are not enrolled in a class at Best you must complete the DPA survey on our school website at http://www.sd43.bc.ca/secondary/charlesbest/ProgramsServices/DPA/Pages/default.aspx. Also, fill in the attached DPA confirmation form.

To demonstrate the attributes of a BC graduate, provide proof of your accomplishments at school and in the community. Examples items include awards, certificates, trophies, videos, newspaper articles or just about anything you’re proud of.

2. WHERE ARE YOU GOING? You are to create a transition plan (A) that describes what you will be doing for the first 12 months after

graduation, starting in September 2012. Then you are to also set goals beyond the first 12 months. Attached are instruction sheets to guide you through the process. Also attached are questions to answer to help you formulate your transition plan. Finally, you are to create another transition plan (B) as a back-up in the event that you can’t achieve your first plan.

3. HOW AM I GOING TO GET THERE? A RESUME is required to help you apply for employment and/or post-secondary education; it should be updated

for Grade 12. See attached sheets for more information. A COVER LETTER is used to introduce yourself to prospective employers or used as part of an application to a post-

secondary institution. You are to complete a HEALTHY LIVING PLAN in which you explain how you are going to eat and exercise.. You are to create a FINANCIAL PLAN for the first 12 months after high school, starting September 2012. The

financial plan must be based on your Transition Plan You can also include copies of your WORK READINESS/TRAVEL DOCUMENTS such as First Aid Certification,

Foodsafe, Driver’s License, SuperHost, Passport, Visa, Vaccinations and/or Social Insurance Number Find and complete your own APPLICATION FOR EMPLOYMENT, or provide confirmation of application from an

organization (ie. email) Since most APPLICATIONS FOR POST-SECONDARY INSTITUTION are completed online, print out the supplement

page showing the summary for BC institutions, or provide confirmation from an institution (email) to which you’ve applied

See Mrs. Baker for a SCHOLARSHIP APPLICATION you are eligible for, or provide confirmation that an application was received (email)

4. EXIT INTERVIEW / PRESENTATIONAfter you have completed sections 1, 2 and 3 (with the exception of your DPA requirements and possibly your 30 Hours of work and/or volunteer experience which can be submitted by the beginning of June) you are going to have an interview or present your grad transitions to an adult. You can chose to either answer the set questions or create your own presentation highlighting what you have done and what you are going to do. Criteria sheets for both approaches are attached.

30 Hours Work and/or Volunteer Experience

Confirmation Form

I earned my 30 Hours in the following way:

I am/was employed at _________________________________

Photocopy of pay stubs attached

Confirmation Sheet Attached

Total Hours claimed: ________________

I completed Community Service with________________________________

Verification forms attached (i.e. Certificate, Reference Letter)

Confirmation Sheet Attached

Total Hours Claimed: _________________

Please have Ms. Skye or Mrs. Joba sign this form below.

I verify that this student has completed his/her 30 hours of Work and/or Volunteer Experience required for graduation.

___________________________ ___________________________

Signature Date

Confirmation of Volunteer/Work Service

I would like to confirm that ___________________________ has completed _____ hours of service.

Organization / Business name: ___________________________________________

The specific job or duty performed in/for the community was: ________________________

____________________________________________________________________

____________________________________________________________________

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

Name of Supervising adult: ____________________________

Contact Phone number of supervisor: ____________________

Performance comments (optional): ______________________________________________

____________________________________________________________________

____________________________________________________________________

Signature: _______________________________ Date: ________________________

30 Hours of Work and/or Volunteer Assignment

For Community Connections, you must complete the following: 30+ hours of a supervised volunteer or work experience collected appropriate documentation for your 30 hours [pay stub, reference letter from a supervising adult, or

certificate of volunteer service] checked off the skills that you developed during your work and/or volunteer experience (up to this point in your

life) on the Employability Skills 2000+ list reflections and responses to your Community Connection experience.

Respond fully to the following in the spaces provided below:

My duties at: _________________________________ are/ were:

My work (paid or volunteer) contributed to the place of business and/or the charitable agency or event in the following ways: (These are your transferable skills, the attributes every employer wants.)

Most importantly, these experiences have changed me in the following way(s):

Employability Skills

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 workplace in a range of daily activities. On the chart below, place an “X” in the box of the fundamental, personal management and teamwork skills that you used or developed while in your work/volunteer experience.

Fundamental Skills Personal Management Skills Teamwork Skills

Communicate 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 ideasManage Information locate, gather and organize information using appropriate technology and information systems access, analyze and apply knowledge and skills from various disciplines (e.g., the arts, languages, science, technology, mathematics, social sciences, and the humanities

U se Nu mbe rs decide what needs to be measure 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 decision implement solutions check to see if a solution works, and act on opportunities for improvement

Demonstrate Positive Attitudes & Behaviours 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 effortBe 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 uncertaintyLearn 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 an achieve your learning goalsWork Safely be aware of personal and group health and safety practices and procedure, and act in accordance with these

Work with Others understand and work within the dynamics of a group ensure that a team’s purpose and objectives are clear be flexible: respect, be open to and supportive of the thoughts, opinions and contributions of others in a group recognize and respect people’s diversity, individual differences and perspectives accept and provide feedback in a constructive and considerate manner contribute to a team by sharing information and expertise lead or support when appropriate, motivating a group for high performance understand the role of conflict in a group to reach solutions manage and resolve conflict when appropriate

Participate in Projects & Tasks plan, design or carry out a project or task from start to finish with well-defined objectives and outcomes develop a plan, seek feedback, test, revise and implement work to agreed quality standards and specifications select and use appropriate tools and technology for a task or project adapt to changing requirements and information continuously monitor the success of a project or task and identify ways to improve

Daily Physical Activity (DPA)

150 minutes per week of moderate to vigorous activity.

To LOG DPA:USE INTERNET EXPLORER ONLY

1. Go to http://www.sd43.bc.ca/SECONDARY/CHARLESBEST/PROGRAMSSERVICES/DPA/Pages/default.aspx2. Click on “RESPOND TO SURVEY HERE” at bottom of page3. Click on “Respond to Survey”4. Fill in the survey5. Click “Finish”

DUE DATES: Friday, November 4th, 2011

Friday, December 16th, 2011

Friday, March 2nd, 2012

Friday, May 4th, 2012

Friday, June 15th, 2012

EXCEPTION: Enrolled in a PE class at Dr. Charles Best Secondary (no need to fill in survey if enrolled in PE class at time of DUE DATE)If you have any questions, please see Mrs. Joba in room 309 during block 2 or email her at sjoba@sd43.bc.ca

Accomplishments

Types of Evidence to Show Accomplishments:

Awards – Academic, Athletic, Volunteer Service

Trophies - Academic, Athletics, Other competitions

Certificates - Academic, Athletic, Fine Arts

Pictures - of you involved in your accomplishments

Videos - of you involved in your accomplishments

Letters - reference letters, thank you letters

Here is the opportunity to show us something!

Have fun!

Be creative!

Make a list of your special skills (anything from cooking to calligraphy).

Now, find an example of you showing off this skill. You are welcome to show us a picture or video on your phone!

Make a plan here and prepare a few words to explain what you can share with us.

TRANSITIONS PLAN

WHAT WILL YOU DO WHEN HIGH SCHOOL ENDS?

GET A PLAN ~ MAKE SOME GOALS!

Everyone can have a fabulous future to look forward to, but future happiness and success won’t “just happen”. Plans for the future require some research and careful thought!

Research Suggestions:

Online research ideas: www.educationplanner.cawww.careercruising.com/default.aspwww.bced.gov.bc.ca/careers/planning/

Good Advice:

Be SPECIFIC: “I love animals, so I’m going to be a vet assistant.”

instead of “I want to be happy.”

Be POSITIVE: “I plan to work in a professional office.” instead of “I won’t work flipping burgers.”

Be REALISTIC: “I will record a demo with my band and get a side job to pay for a manager.”

instead of “I want to win a Grammy.”

DIRECTIONS:

Your Transitions Plan must address all the questions on the following pages. You may answer the questions directly on the pages by writing IN PEN, or you may choose to type your responses as a separate document. Remember, your complete Transitions Plan must address a “PLAN A” and a “PLAN B”.

TRANSITIONS PLAN A ~ My 1 st choice plan for the future

For the first year after high school, I plan to: _________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

1. During the first year after high school , what are my Plan A short term personal, education, and career goals? Why did I choose these goals?

Personal: ___________________________________________________________________

____________________________________________________________________________

Education: __________________________________________________________________

____________________________________________________________________________

Career: ____________________________________________________________________

____________________________________________________________________________

2. In looking a bit further down the road, past the first year after high school, what are my Plan A long term personal, education, and career goals? Why did I choose these goals?

Because these goals are further into the future, these may be a little more general in nature.

Personal: ___________________________________________________________________

____________________________________________________________________________

Education: __________________________________________________________________

____________________________________________________________________________

Career: ____________________________________________________________________

____________________________________________________________________________

3. What have I done in HIGH SCHOOL to prepare me to achieve my Plan A short term (& potentially long term) goals? Ex: School courses (must be available locally), Work Experiences, trainings, community or school activities, etc.

4. What POST-SECONDARY INSTITUTIONS OR FACILITIES provide the education or training I need for my Plan A short (and potentially long term) goals? Briefly describe the institution, program of choice and the high school pre-requisites to get into this program. Use www.educationplanner.ca as a tool.

5. What co-curricular, volunteer, or community experiences will help me achieve my Plan A short and long term goals?

6. What people in my support network can help me achieve my Plan A goals and how (ie. Friends, Family)?

7. What are potential challenges I may face in the achievement of my Plan A goals and what will I do to meet these challenges?

8. Having a timeline for future planning can be helpful in keeping yourself on track. A. SHORT TERM GOALS :

At the end of the first year after high school, how will I know I have met my Plan A goals? How will I demonstrate my success?

B. LONG TERM GOALS :What is my timeline for achieving my Plan A long term goals? (ex: 2, 5, 10 years?)How will I demonstrate my success?

TRANSITIONS PLAN B ~ My 2 nd choice plan for the future

As a 2nd choice, for the first year after high school, I plan to: _____________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

If for any reason I am unable to achieve my Plan A goals, I will use my Plan B. My Plan B may or may not change ALL my goals from Plan A. For example, my personal goal might remain the same but my career goal may change which will also impact my education goals.

9. During the first year after high school , what are my Plan B short term personal, education, and career goals? Why did I choose these goals? How do they differ from Plan A?

Personal: ___________________________________________________________________

____________________________________________________________________________

Education: __________________________________________________________________

____________________________________________________________________________

Career: ____________________________________________________________________

____________________________________________________________________________

10. In looking a bit further down the road, past the first year after high school, what are my Plan B long term personal, education, and career goals? Why did I choose these goals? How do they differ from Plan A?

Because these goals are further into the future, these may be a little more general in nature.

Personal: ___________________________________________________________________

____________________________________________________________________________

Education: __________________________________________________________________

____________________________________________________________________________

Career: ____________________________________________________________________

____________________________________________________________________________

11. What have I done in HIGH SCHOOL to prepare me to achieve my PLAN B short term (& potentially long term) goals? Ex: School courses (must be available locally), Work Experiences, trainings, community or school activities, etc.

12. What POST-SECONDARY INSTITUTIONS OR FACILITIES provide the education or training I need for my PLAN B short (and potentially long term) goals? Briefly describe the institution, program of choice and the high school pre-requisites to get into this program. Research options: “What’s Next?” Guide, Counselling Career Centre, online [ex: www.educationplanner.ca]

13. What co-curricular, volunteer, or community experiences will help me achieve my Plan B short and long term goals?

14. What people in my support network can help me achieve my Plan B goals and how (ie. Friends, Family)?

15. What are potential challenges I may face in the achievement of my Plan B goals and what will I do to meet these challenges?

16. Having a timeline for future planning can be helpful in keeping yourself on track. C. SHORT TERM GOALS :

At the end of the first year after high school, how will I know I have met my Plan B goals? How will I demonstrate my success?

D. LONG TERM GOALS :What is my timeline for achieving my long term Plan B goals? (ex: 2, 5, 10 years?)How will I demonstrate my success?

Resume Builder

The purpose of a resume is to have a general overview of your personal information and qualifications to give to possible employers. It is meant to be generic so it can be used to apply for numerous jobs.

Your resume must include the following:

1. Name, address, phone number, email address2. Objective (why you created the resume): i.e. To obtain part-time employment3. Education and Training: secondary school and any other workshops/courses4. Skills5. Interests and Activities: sports, hobbies, clubs6. Adult Reference (not a family member or peer)

Include the following if applicable (do you have it?):

1. Work and/or Volunteer experience2. Awards and Achievements (Honour Roll)

Create a new word document and create the headings that are on the back of this page.

USE POINT FORM WHEN DESCRIBING DETAILS, DO NOT USE “I” or “ME” IN THE RESUME.

Use “11” size font (which is this), do not use a ‘funky’ font, stick to the basics.

Use spell check!

Try your best to line up the columns of the resume.

Resume Example

Jane Doe2525 Como Lake Ave Coquitlam, B.C. V3J-3R8604-123-4567jdoe@sd43.bc.ca

Objective: To obtain part-time employment

Education and Training:2009- Present Dr. Charles Best Secondary, Coquitlam, B.C.

Currently enrolled in grade 12July 2010 Standard First Aid CertificateSept 2010 Food Safe Certificate

Work Experience:July 2009- Present McDonald’s Restaurant, Port Moody, B.C.

Cashier: duties included serving customers, cleaning off tables, general cleaning

Interests and Activities: School Soccer Team School Basketball team Community Soccer Team Reading

Skills: Basic computer skills Able to work independently and with a group

Awards and Achievements: Consistently on school honour roll Athlete of the year grade 9

References

Mrs. Mary O’NeillPrincipalDr. Charles Best SecondaryCoquitlam, B.C.604-461-5581

Cover Letter Example

Jane Doe2525 Como Lake Ave This is your name and addressCoquitlam, B.C.V3R-3R8604-461-5581

October 18th, 2010. Today’s Date

Winners Coquitlam, B.C. Name and address of company

To Whom It May Concern, if you know name of person put here, if not, write To Whom It May Concern

I am writing in response to your job posting for the cashier position, posted on www.monster.ca. WHY YOU ARE WRITING

I have previously worked in retail at numerous clothing stores. My duties included handling cash, sorting inventory and helping customers. I am very knowledgeable about fashion and fashion designers. WHY YOU WOULD BE GOOD FOR JOB.

I believe I would be an asset to your company. Please feel free to contact me at the above number or by email at jdoe@sd43.bc.ca. Thank you for your time and consideration. SUMMARIZE AND THANK YOU

Sincerely,

Your signature

Jane Doe

Enc: Resume -Only add if you are including a resume

Healthy Living Plan

The following pages will help you create your Healthy Living Plan. There is an activity for each of the four areas of your health living plan. The activities include information and guiding questions that will then help you answer the MAP questions listed below. For more information, in each category you have a Google search phrase. The school library also has more information on these topics.

1. Stress: Google =“teen stress”How do you manage stress? List at least three ways. Why do these strategies work for you?

2. Healthy Relationships: Google = ”teen healthy relationships and healthy living”How do your relationships with your friends, family and peers contribute to your healthy living plan?

3. Healthy Eating: Google =“teen healthy eating” and “Canada Food Guide”How do you plan to eat healthy? How do your eating habits compare to Canada’s food guide recommendations? Do you need to improve your eating habits? How will you do this?

4. Fitness: Google =“teen fitness”How do you plan to stay fit? What activities will you engage in? What are the advantages / disadvantages of each? What options for exercise will you have next year? (describe three ie. School / employer facilities, community resources / centers etc) what are the costs involved?

What is Stress?

How one's body reacts to change can be called stress. These changes can come from feelings, situations, and people. For example, going to a new school is a change that can cause stress. Think about changes that have happened to you or will happen to you.

Stressors are things that cause stress. Check off all of your stressors._ I have to write a lot of exams_ I don’t know how to study_ I have to give class presentations_ I have too many assignments due at once_ I have to balance my studies and a job_ I don’t like my teachers_ New situations make me tense_ I have to make decisions about dating and sex_ I have problems getting along with my friends_ I fight a lot with my parents_ I have a lot of responsibilities at home_ There is a lot of tension in my family_ I’m think I might be breaking up with the person I’m dating_ I don’t have enough money_ I worry about death and the meaning of life_ I can’t sleep or relax_ I worry about the future and getting a job_ I have a drinking or drug problem_ I have a lot of personal issues to deal with

List any of your other stressors: ______________________________________________________

Is all stress bad? No! Most people define stress as worry, tension and pressure, but all stress isn't bad. Some stress can be happy, exciting and challenging. We need stress in our lives; without it life would be dull. For example, right before a race, Mark always feels a little nervous. This stress helps Mark stay alert and prepared.Can you name a time when stress helped you stay alert and prepared?________________________________________________________________________________

What causes stress to be good or bad? Our thoughts, feelings and beliefs about a situation can make stress good (pleasant) or bad (unpleasant). For example, Nicole's mother informed her that they will be moving to a new city. Moving to a new place is a stressor that will automatically cause Nicole some stress since it is a "change".If Nicole is excited and happy about the move, then this will be considered a good stressor for her. On the other hand, if Nicole is sad and scared about the move, then this will be considered a bad stressor for her. Situations that cause us to feel happy, excited, surprised, etc, can be called good stressors, and situations that cause us to feel sad, scared, mad, etc, can be called bad stressors.

What is a good (happy, excited, etc) stressor for you? ________________________________________

What is a bad (sad, scared, etc) stressor for you? ________________________________________

Is too much stress bad? Too much stress can have a negative affect on one's body, mind, and feelings. How you handle your stress has a lot to do with your health. When stress becomes too frustrating and lasts for long periods, it can become harmful distress. Recognizing the early signs of stress and doing something about it can improve the quality of your life. If you have signs of stress very often ... WATCH OUT!

SOME SIGNS OF STRESS - Check off any that apply to you with one or all three of the categories below:Physical (P) Mental (M) Emotional (E)

_ Headaches_ Nervousness_ Rashes_ Stomachaches_ Fast heartbeat_ Perspiration_ Increased urination_ Lack of Concentration_ Forgetfulness_ Drop in school performance_ Unable to study_ Carelessness_ Bored_ Anger outbursts_ Nightmares_ Sad/depressed_ Scared_ Withdrawn_ Fighting

What are some of your personal signs of stress? _________________________________________

How do you balance the stress in your life? Stay aware of your signs of stress. If you are having signs of stress, follow the tips below to avoid stress overload (distress). Since stress will be with us the rest of our lives, it is important to know some ways of dealing with stress. Check off the tips you think you might use.

_ Take deep breaths/Practice deep breathing exercises _ Watch your thoughts/think positive_ Find time to relax and cool out (slow down) _ Pray or read something inspirational_ Visualize what you want to happen _ Use pressure points to reduce headaches_ Talk problems over with a friend or counselor _ Don't dwell on your weaknesses_ Feel proud of your accomplishments _ Exercise daily and do relaxation exercises_ Forget about the small stuff _ Punch a pillow, scream or kick a can_ Prepare for tests early _ Eat a nutritious meal or snack_ Take one thing at a time _ Set realistic goals_ Stop worrying about things that may never happen _ Learn from your mistakes_ Forgive yourself and others _ Get involved with things you like to do_ Make time for fun _ Do something for others_ Recognize your limits (ease up on yourself) _ Put your health first

Who helps you from getting too stressed?

Healthy Relationships

Positive relationships are important for good health. If you have supportive, loving relationships you are more likely to feel funky, happy and satisfied with your life. Relationships affect how you feel about yourself and how you cope with things that happen in everyday life. Being aware of the way relationships affect you can help you make choices about your health.

To decide how your relationships contribute to your healthy living plan, you first you need to define the following terms.

Relationship: ____________________________________________________________________________________________________________________________________________________Friends: _______________________________________________________________________________________________________________________________________________________Family: ________________________________________________________________________________________________________________________________________________________Peer: __________________________________________________________________________________________________________________________________________________________

The hard thing about relationships is that you do not have control of what the other person or people do. Sometimes relationships can contribute to things like stress, depression, loss of self-esteem or confidence, and even physical illness. It is important to think about the things that you can do to protect or care for yourself and your health.

Try This! Think of a person you know. Close your eyes and think about time you spend with her or him.

1) How do you feel when you are around her or him?2) What happens in the relationship for you to feel that way?3) What does he or she tell you about yourself? (this might not be in words – the messages we get about ourselves in relationships can be very subtle).

The following is a list of factors that enhance healthy relationships. In the list below, identify which characteristics are important in each type of relationship by writing (F) Friends (M) Family (P) Peers.

If the factor is important for all three relationships, write all three letters.

________ Conflict resolution skills________ Ability to compromise________ Respect for self and others________ Willingness to listen carefully________ Ability to sympathize & empathize________ Sharing of ideas and things________ Cheerfulness________ Trust________ Not being jealous________ Ability to say sorry________ Ability to forgive

________ Loyalty________ Ability to keep confidences________ Kindness________ An acceptance of self and others________ Effective communication skills________ Assertiveness________ Politeness________ Fairness________ Compassion________ Commitment________ Responsibility________ Sensitivity________ Show support to others________ Recognition of own and other’s strengths________ Ability to accept constructive criticism________ Ability to control and calm one’s anger________ Understanding of cross-cultural differences________ A positive sense of personal space, power________ Sense of humor while avoiding unkind jokes, negative comments, teasing

Negative Relationships: Do you wonder if the relationships you are in may be abusive? Ask yourself the questions below. If you answer 'yes' to more than a few, you may want to take a closer look at the relationship. Abuse does not have to be physical. Emotional abuse is as damaging as physical abuse, though it is often harder to recognize, and therefore harder to recover from. Abuse typically alternates with declarations of love and statements of change, providing a "hook" to keep the partner in the relationship. Abusive relationships get worse over time. If you feel your relationship may be verbally and emotionally abusive, talk to people you trust like clergy, friends, family, and counselors. Educate yourself, and seek professional help if necessary. Do not allow verbal and emotional abuse to escalate!

You are in a negative / abusive relationship if he / she…

Is jealous or possessive toward you Tries to control you by being very bossy or demanding Tries to isolate you by demanding you cut off social contacts and friendships Is violent and / or loses his or her temper quickly Abuses drugs or alcohol Claims you are responsible for his or her emotional state Blames you when he or she mistreats you Has a history of bad relationships Makes "jokes" that shame, humiliate, demean or embarrass you, weather privately or around family and

friends

1. Your family and friends have warned you about the person or told you that they are concerned for your safety or emotional well being.

2. You frequently worry about how he or she will react to things you say or do.3. Your partner "rages" when they feel hurt, shame, fear or loss of control.4. You leave and then return to your partner repeatedly, against the advice of your friends, family and loved

ones.5. You have trouble ending the relationship, even though you know inside it's the right thing to do.

Healthy Eating

It seems like everyone is always talking about diets, and what you should and shouldn't eat. 'Junk' food and 'healthy' food – what does it all mean? Is it really important? Yes! Healthy eating can make you look different and feel different. Even small changes in the way you eat can make a difference!

Benefits of Healthy Eating: There are some effects of healthy eating that you will notice pretty quickly. For example, a healthy diet can:

_ Help you control your body weight, so that you are not underweight or overweight._ Give you more energy to enjoy all kinds of physical activity, like surfing, football, netball or dancing._ Support your body while you are growing and developing so that you reach your full physical potential._ Some studies suggest that what you eat affects your mood. A good balanced diet will make sure you have all the essential nutrients needed for your brain to function well.

There are also some benefits that you may not notice straight away, but are worth thinking about. Scientific evidence shows that a healthy diet can help you avoid diet-related diseases. These are diseases that usually develop when people are over the age of 40. For example:

_ Heart disease_ High cholesterol_ High blood pressure_ Strokes (brain damage due to blood supply problems)_ Adult-onset diabetes (the most common form of diabetes)_ Some cancers_ Osteoporosis (thinning of the bones).

Think of your parents or grandparents – do they have any of these diseases? Wouldn't it be good if you could avoid having the same problems they do? Healthy eating now can reduce the risks of developing these diseases later on!

Canada Food Guide: Explore the Canada Food Guide and build your own personalized food guide. Print/save it when complete and include it in your MAP.

1) Go to the Canada Food Guide website. Either google “Canada Food Guide” and click on “Create My Food Guide” or go to: http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/myguide-monguide/index_e.html

2) How do your eating habits compare with Canada’s Food Guide Recommendations?

3) What do you need to change and how will you do this?

4) How is fitness part of the food guide?

Fitness After High School

Staying healthy and fit requires a combination of healthy eating and exercise. Health can be defined as a state of complete mental, physical and social well being where as fitness is the ability to meet the demands of a physical task. The Canada Food guide recommends building 30-60 minutes of moderate physical activity into daily life for adults and at least 90 minutes a day for children and youth. You don’t have to do it all at once. Add it up in periods of at least 10 minutes at a time. Exercise scientists have identified nine components that comprise the definition of fitness. The nine components are strength, power, agility, balance, flexibility, muscle endurance, cardiovascular endurance, strength endurance, and coordination. This exercise will help you identify ways to stay fit.

1) Check off the activities you are currently involved in_ Aerobics _ Badminton_ Baseball _ Basketball_ Canoeing _ Climbing_ Cross-Country _ Cycling_ Dance _ Field Hockey_ Field Hockey _ Football_ Golf _ Gym -Weightlifting_ Gym-Cardio _ Gymnastics_ Hiking _ Hockey_ Kayaking _ Kite Surfing_ Lacrosse _ Mountain Biking_ Pilates _ Ringette_ Rowing _ Rugby_ Sailing _ Skating_ Skiing _ Snowboarding_ Soccer Volley Ball _ Softball_ Swimming _ Tai Chi_ Tennis _ Track And Field_ Wakeboarding_ Water Polo_ Waterskiing_ Windsurfing_ Wrestling_ X-Country Skiing_ Yoga_ _____________

2) What activities do you plan on continuing?

3) Are there any new activities that you are considering?

4) What are the advantages / disadvantages (in terms of fitness) of each of the activities you plan on participating in next year?

5) What facilities will you have access to next year, or will need to access, and what will be the cost of the access?

Financial Plan

IMPORTANT REMINDER : Remember your overall balance needs to be greater than or equal to zero. If your balance is negative, either increase your income or look to see where you can cut expenses.

Name:Complete the sections of the chart that apply to you for first year after high school. IT MUST MATCH YOUR TRANSITION PLAN A! The examples are only suggestions. LEAVE BLANK the sections that DO NOT apply to you.

Total Income $ -Total Expenses $ -

Balance $ - EXAMPLE ESTIMATES:

Monthly Yearly Monthly YearlyPossible IncomePart Time Job $ - $ 300.00 $ 3,600.00Awards / Scholarships / Bursary $ - $ 1,000.00Prior Savings (include RESP's) $ $ 5,000.00Loans $ $Financial Gifts $ - $ 400.00 $ 4,800.00Other (i.e. money from family members) $ - $ -Total Income $ - $ 14,400.00

Expenses - StandardCell Phone $ - $ 30.00 $ 360.00Cleaning Supplies / Laundry $ - $ 15.00 $ 180.00Food $ - $ 300.00 $ 3,600.00Meals / Entertainment (movies) $ - $ 200.00 $ 2,400.00Personal Incidentals (hair) $ - $ 50.00 $ 600.00Gifts (and Christmas) $ - $ 20.00 $ 240.00Medication $ - $ 12.00 $ 144.00Memberships (gym / ski) $ - $ 50.00 $ 600.00Travel (holidays) $ - $ - $ -Total Standard Expenses $ - $ 8,124.00

Transportation ExpensesBus Pass $ - $ 50.00 $ 600.00Car - gas $ - $ 200.00 $ 2,400.00Car - Payments $ - $ 400.00 $ 4,800.00Car - Maintenance / Repairs $ - $ 300.00 $ 3,600.00Total Transportation Expenses $ - $ 11,400.00

Living Expenses (on own)Rent (your share) $ - $ 400.00 $ 4,800.00Cable, Internet, and TV $ - $ 70.00 $ 840.00Telephone and Long Distance $ - $ 30.00 $ 360.00Power / Water Sewer $ - $ 50.00 $ 600.00Gas (Natural Gas) $ - $ 50.00 $ 600.00Furniture / TV / Computer $ - $ -Incidentals: Dishes / Appliances $ - $ -

Total Living Expenses $ - $ 7,200.00

Living Expenses (..school)Residence / Shared Room / Rent $ - $ 2,300.00Tuition (average) $ 4,000.00Student Fees $ 250.00Books $ 2,000.00Student Health / Dental Insurance $ 500.00Moving /Travel (home) $ - $ 1,000.00Total Living Expenses (…school) $ - $ 10,050.00

Living Expenses (…working)work clothing / tools / equipment $ - $ 70.00 $ 840.00Health and Dental Insurance $ - $ 80.00 $ 960.00Total Living Expenses (…working) $ - $ 1,800.00

Traveling ExpensesWork / travel visa $ - $ 200.00Passport $ - $ 110.00Flights $ - $ 2,000.00Accommodation $ - $ 750.00 $ 9,000.00Food / Meals / Beverages $ - $ 900.00 $ 10,800.00Special Activities $ - $ 1,000.00Immunization $ - $ 200.00Total Travel Expenses $ - $ 23,310.00

Work Readiness Tips and Documents

Apply for and get your Social Insurance Number (SIN#). Have an updated, professional looking resume and cover letter. Collect reference letters. Get certificates you may need: Drivers License, Food Safe, SuperHost, First Aid.

Travel Tips and Documents

Get your passport. (Everyone should have one!) Stay healthy! Get appropriate vaccinations and health insurance. Book transportation, flights, accommodation, and travel insurance. Purchase a travel guide. Take some time to research and learn about your destination, local customs,

and/or dress codes. Find out what kind of currency ($$$) is required for your trip and how to access money in that location. Determine the cost and create a financial plan to meet the cost (budget).

Graduation Transitions Exit Interview General Outline

Student: __________________ Interviewer: ____________________ Date: _________________

The interview will be centered on the following three questions:

1) When you arrived at Charles Best in grade nine, did you have plans for after graduation? (Where have you been?)

2) At this point in time, what is your plan for the first year after graduation? What has changed or not changed from grade nine? (Where are you right now?)

3) Where do you see yourself five and ten years from now? (personal and professional life) (Where are you going?)

Sample Questions1. Career Goals:- What are your career goals? (1 or 2 areas of interest)

2. Education/Work Experience Goals:- What are your plans for the year after graduation? (work, travel, or school)- What are your plans for the summer, and/or long range plans?- Any Post-secondary plans? Where? What program?- Do you know how to accomplish this goal?- How many years this goal will take to achieve?

3. Rationale:- Why did you choose this path? (skills, interests, aptitudes, values)

4. Experience:- Do you have experience in this field of interest? (extra-curricular activities, part time, summer employment, volunteer/community involvement)

5. Challenges/Financial Plan:- What are your financial resources? (savings, family, loans, scholarship)- Academic achievement challenges for you?- Personal situation – special circumstances (family, travel, health)

6. Support Network/Recommendations:- Do you have a support network? (how will you handle your stress level)

7. Have you applied for work or school yet?

8. Do you have a back up plan if things don’t work out?

9. Any questions or concerns that you have?

Interview Advice

All grade 12 students must participate in an EXIT INTERVIEW. This will be an interview style presentation involving the student, at least one teacher and one community member. Exit Interviews last approximately 15 minutes. Typically, each interview is also observed by a grade 11 student.

Here's what past panel members (staff and community members) have suggested to students who are preparing their Exit Interview:

"Dress appropriately for an interview. This isn't the time for a ball hat or winter touque. Do not chew gum!""Relax and enjoy - it is an opportunity to show us who you are!"

"Plan B is just as important as Plan A of your Transition Plan. Be prepared to talk about it.""Make eye contact! Greet panel members and say thank you at the end."

"Dress sharp! Treat this like an interview for a job you really want!""PRACTICE your presentation before you come. Use your binder as a guide, but don't be dependent on it.""Research your Plan A and Plan B of your Transition Plan! We want to see you have both options covered!"

"Be proud of your accomplishments! Be confident! Don't underestimate yourself!""Don't be nervous. All interviewers were once students themselves - some still are!"

"Come well prepared! Pictures are GREAT!""Try to synthesize the MAP into a presentation that flows. Use it as a prop or a tool as needed but don't just turn the pages."

Presentation Planner

My Presentation: Use these questions to plan your Presentation. What you present will be based on YOU, but you should be able to say ‘yes’ to all of the statements below if you are prepared!

Evidence Presented Do have a variety of Evidence? (Certificates, Awards, Photos, Memberships, etc) Have at least ONE piece, but bringing more items shows that you are prepared, and gives you more to talk about!

Criteria 1 - Evidence

Demonstrates thoughtful selection of evidence.

What is there about my evidence that I am most proud of? How does my evidence show who I am? Have I chosen evidence that I am comfortable sharing?

Criteria 2 - Effort

Demonstrates effort, initiative, and commitment.

How much time and energy have I put into preparing for my presentation? How do I feel about my presentation format? How much have I practiced? What kind of feedback from peers, parents, and teachers have I incorporated into my presentation?

Criteria 3 – Reflection on History

Demonstrates meaningful reflection on activities & evidence presented.

What are the personal connections that my evidence represents? How can I explain the reasons for my choices? What do I want to communicate in my presentation? How do I want my audience to respond to my presentation? What part of ‘me’ do I want to talk about?

Criteria 4 - Goals

Demonstrates thought put into evaluating future goals.

What I have learned from completing my Transition Plan? Can I describe my plans for the future? Have I considered a variety of options, or am I sure of what I want to do and how to get there?

Criteria 5 - Clarity

Demonstrates clarity in formulating and presenting future life choices.

How has my Transition Plan helped me make choices about employment, career and life choices, and post-secondary education and training? Can I talk about my skills and abilities clearly so others can understand what these goals are?