This Year, Your Advisor Is Ms. Cooper

Graduation Transitions 12

Hatzic Secondary Graduation 2010 hss.mpsd.ca GRAD TRANSITION

 This year, your advisor is Ms. Cooper

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

 Your Grad Transition should be well organized and arranged in a binder

 Dividers should be used between each of the 3 sections

 Include a title page and make sure all sections are completed (refer to checklist p. 3)

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

 Presentation of your Grad Transition is required

 Avoid the rush!! Get your Grad Transition completed as soon as possible

 Final Completion Date is April 30, 2010

Graduation Transition Checklist hss.mpsd.ca

Student Name: Grade: Advisor: School:

Personal Health Pages 4 - 16

Complete □ Evidence of 150 minutes/week of moderate and vigorous physical activity in grades 11 & 12. □ Write - Up (Form C) □ Healthy Eating (Form D) □ Healthy Living – How to Deal with Stress (Form E)

Personal Health Requirement Met

Community Connections Pages 17 - 25

Complete □ 30 Hours of work experience paid or unpaid – Evidence required □ Work/Volunteer Experience Reflection (Form G) - Description of duties performed - Description of Employability Skills developed □ Community Service - Volunteer Activity (Form H) - Description of the activity

Community Connection Requirement Met

Career and Life Pages 26 - 45 Complete □ Evidence of Growth (“Attributes of a BC Graduate”) □ Transition Activity Sheet (Form I) □ Plans for the future - Plan A & Plan B – each with a financial plan □ Scholarship Application including references (optional) □ Resume & Cover Letter □ Presentation (Form K)

Career & Life Requirements Met

3 PERSONAL HEALTH

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

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

Three components to a Healthy Living Plan are:

 Regular Physical Activity  Healthy Eating  Healthy Living - Dealing with Stress

4 Personal Health

Step 1 150 minutes/week of Physical Activity

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

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

Step 2 What activities do you enjoy?

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

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

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

5 Form A Physical Activity Log

Date Description of Physical Activity – (itemize Minutes Supporting Documents activities)

Running Total: Sub Total Of Minutes per page ______

Form B

Graduation Transition Confirmation of Physical Activity

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

2. Completed as part of (name of class / athletic team / other activity / name of gym, etc.)

3. Final Class Mark (If Applicable): %

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

(print clearly)

5. Performance comments (optional):

Signature:

Date:

7 Form C

Top 10 Physical Activity Choices

ACTIVITY POSITIVE NEGATIVE

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

8 Healthy Eating

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

Step 2: From the paragraph “Steps towards Better Health and a Healthy Body

Weight”, find the recommended number of servings per day for the four food groups for your age and gender. (click on amount)

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

Step 4: Go back to “Maintaining Healthy Eating” and click on “Limiting Foods”.

List 3 foods and/or drinks that you should limit in your diet and include 3 healthy choices that would help improve your diet.

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

Food Guide and print a copy.

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

9 Healthy Eating Form D

1) Food Groups # of Servings/Day

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

Fruits & Vegetables

Grain Products

Milk & Alternatives

Meat & Alternatives

3) Foods to Limit

Healthy Choices

4) List 4 ways you could improve your eating habits 1.

10 Stress Management A Teen’s Guide to Understanding and Managing Stress

 Carefully read the following information on stress.  Complete the Stress Index Test found at the Canadian Mental Health Association website: http://www.cmha.ca/bins/content_page.asp?cid=4-42-216&lang=1.  Print out and attach (see sample on next page) your results and write down your score and comments given.  Complete the Healthy Living Stress Management Sheet (Form E).

11 12 Coping with Stress

What is Stress?

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

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

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

And also from:  Watching parents argue or dealing with peer conflicts  Figuring out how to be independent  Feeling pressure to get good grades and to make career decisions  Being pressured to try drugs, alcohol or sex  Not being good enough at sports  Worrying about how your body looks  Worrying about neighbourhood or world problems  Feeling guilty  Worrying about your future 13 Teenage “Stress Overload” Signs

 Increased physical illness (headaches, stomach aches, muscle pains, chronic fatigue)  “Shutting down” and withdrawal from people and activities  Increased anger or irritable; lashing out at others  Increased tearfulness and feelings of hopefulness  Chronic feelings of worry or nervousness  Difficulty sleeping and eating or sleeping too much  Difficulty concentrating  Feeling overwhelmed

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

How do People Deal with Stress?

 Nobody can avoid all stress, but you can learn ways to deal with it. When you’re stressed, it is normal to want to feel better.

 Harmful choices (such as drugs, cigarettes, alcohol, bullying, fighting & driving fast) might feel good for a couple of minutes, but they can be dangerous. They end up messing up your life, and then you become a lot more stressed. They’re especially dangerous if they are the only way you manage stress. This is one of the ways addictions start.

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

14 Stress Management Skills for Teens

 Learning to recognize your symptoms of stress and simple ways you can relax that works for you  Taking deep breaths accompanied by thoughts of being in control (“I can handle this” or I can do this”)  Using progressive muscle relaxation (repeatedly tensing and relaxing large muscles of the body, starting at the feet and moving upwards)  Setting small goals and breaking tasks into smaller manageable chunks  Making lists of what you need to get done  Staying positive  Exercising and eating regular meals  Going for a walk or listening to music  Focusing on things you can control  Letting go of things you cannot control  Talking about problems or concerns with others including friends, parents or other trusted adults  Trying meditation (it’s been proven that 10-15 minutes each morning helps you think more calmly throughout the day  Making sure your expectations of yourself are realistic  Scheduling breaks and enjoyable activities such as music, art, sports and socializing  Rehearsing and practicing feared situations (eg. Practicing for an interview or asking someone out)  Accepting yourself as you are and learn to identify your unique strengths, then build on them, and realize no one is perfect!!

Sources: www.aap.org/stress/buildres1-A.cfm www.lifespan.org/services/childhealth/parenting/teen-stress.htm

15 Form E

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

List 3 signs and symptoms you exhibit when you are under stress.

Signs (actions) Symptoms (what happens to my body)

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

1. 2. 3. 4.

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

Remember, how we perceive a stress-provoking event and how we react to it determines its impact on our health. We may be motivated and invigorated by the events in our lives, or we may see some as "stressful" and respond in a manner that may have a negative effect on our physical, mental and social well-being. If we always respond in a negative way our health and

16 happiness may suffer. By understanding ourselves and our reactions to stress-provoking situations, we can learn to handle stress more effectively.

Community Connections

Life after graduation may include responsibilities in the work force or at a post secondary institution. As part of the Grad Transition we want to make sure our students enhance their employability skills and increase their personal and professional capacities before graduation.

Two components in the Community Connections are:

 Work Experience

 Volunteer Experience

17 Community Connections

Step 1 - 30 Hours of Work or Volunteer Experience

 Provide documentation of work/volunteer experience eg. letter, form or certificate signed by the employer, community person or agency/organization, pay slip, log sheet (Form F) etc. Step 2 - Work/Volunteer Experience Reflection

 Describe the procedures used in performing tasks (Form G)  Identify the tools and/or equipment used in performing tasks  Describe how the tasks contribute to the development of employability or life skills o Identify the Fundamental skills developed (Employability 2000 document) o Identify the Self-Management Skills developed (Employability 2000 document) o Explain how skills can be transferred to other situations Step 3 - Participate in a community service event or activity (unless you used volunteer hours in Step 1)

 Provide documentation of participation in a community service activity or event eg. letter, Form H or certificate signed by the employer, community person or agency/organization. ***Note this is a Volunteer activity not as part of a class or paid work Step 4 - Describe the Community Event or Activity

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

18 Form G (p.1 of 5)

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

Student Name: ______

Workplace: ______

Work Supervisor: ______

Telephone:

Dates of Work Experience or Volunteer Experience: ______

Number of Hours Worked: ______

Documentation Provided: Letter Certificate Pay Stub

Other

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

19 Form G (p.2 of 5) Identify the tools and/or equipment used in performing tasks.

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

EMPLOYABILITY SKILLS:

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

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

Communicate  Read and understand information presented in a variety of forms

(eg. Words, graphs, charts, diagrams).

 Write and speak so others pay attention and understand.

 Listen and ask questions to understand and appreciate the points of view of others.

 Share information using a range of information and communications technologies

(eg. Voice, e-mail, computer)

 Use relevant scientific, technological, and mathematical knowledge and skills to explain or clarify ideas

 Other (Explain):

20 Form G (p.3 of 5)

Manage Information

 Locate, gather and organize information using appropriate technology and information systems  Access, analyze, and apply knowledge and skills from various disciplines (eg. Arts, languages, science, technology, mathematics, social sciences, and the humanities).  Other (Explain):

Use Numbers

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

Think & Solve Problems

 Assess situations and identify problems  Seek different points of view and evaluate them based on facts  Recognize the human, interpersonal, technical, scientific and mathematical dimensions of a problem  Readily use science, technology, and mathematics as ways to think, gain and share knowledge, solve problems, and make decisions  Evaluate solutions to make recommendations or decisions  Implement solutions  Check to see if a solution works, and act on opportunities for improvement.  Other (Explain):

PERSONAL MANAGEMENT SKILL

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

Demonstrate Positive Attitudes & Behaviours

 Feel good about yourself and feel confident  Deal with people, problems, and situations with honesty, integrity, and personal ethics  Recognize your own and other people’s good efforts  Take care of your personal health  Show interest, initiative, and effort  Other (Explain):

21 Form G (p.4 of 5)

Be Responsible

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

Be Adaptable

 Work independently or as a part of a team  Carry out multiple tasks or projects  Be innovative and resourceful; identify and suggest alternative ways to achieve goals and get the job done  Be open and respond constructively to change  Lean from your mistakes and accept feedback  Cope with uncertainty  Other (Explain):

Learn Continuously

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

Work Safely

 Be aware of personal and group health and safety practices and procedures, and act in accordance with these  Other (Explain):

TEAMWORK SKILLS

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

22 Form G (p.5 of 5)

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

Work With Others

 Understand and work within the dynamics of a group  Ensure that a team’s purpose and objectives are clear  Be flexible; respectful and open to and supportive of the thoughts, opinions and contributions of others in the group  Recognize and respect people’s diversity, individual differences, and perspectives  Accept and provide feedback in a constructive and considerate manner  Contribute to a team by sharing information and expertise  Lead or support when appropriate, motivating a group for high performance  Understand the role of conflict in a group to reach solutions  Manage and resolve conflict when appropriate  Other (Explain):

Participate in Projects and Tasks

 Plan, design or carry out a project or task from start to finish with well-defined objectives and outcomes  Develop a plan, seek feedback, test, revise, and implement  Work to agreed quality standards and specifications  Select and use appropriate tools and technology for a task or project  Adapt to changing requirements and information  Continuously monitor the success of a project or task and identify ways to improve  Other (Explain):

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

Feel free to use this template of provide your own documentation for your responses.

23 Employability Skills 2000+

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

FUNDEMENTAL SKILLS • be creative and • understand the role of conflict in a innovative in exploring group to reach solutions The skills needed as a base for possible solutions • manage and resolve conflict when further • readily use science, appropriate Development. You will be better technology and prepared to progress in the world of mathematics as ways to Participate in Projects & Tasks work when you can: think, gain and • plan, design or carry out a project share knowledge, solve or task from start to finish with well- Communicate problems and defined objectives and outcomes • read and understand information make decisions • develop a plan, seek feedback, test, presented in a variety of forms (e.g., • evaluate solutions to revise and implement words, graphs, charts, diagrams) make • work to agreed quality standards • write and speak so others pay recommendations or and specifications attention decisions • adapt to changing requirements and and understand • implement solutions information • listen and ask questions to • check to see if a solution • continuously monitor the success of understand works, and act a project or task and identify ways to and appreciate the points of view of on opportunities for improve others improvement • select and use appropriate tools and • share information using a range of technology for a task or project information and communications technologies (e.g., voice, e-mail, computers) TEAMWORK SKILLS • use relevant scientific, technological and The skills and attributes mathematical knowledge and skills to needed to contribute explain or clarify ideas productively You will be better Manage Information prepared to add value to • locate, gather and organize the outcomes of a task, information project or team when you using appropriate technology and can: information systems • access, analyze and apply Work with Others knowledge and • understand and work skills from various disciplines (e.g., within the the dynamics of a group arts, languages, science, technology, • ensure that a team’s mathematics, social sciences, and the purpose and objectives humanities) are clear • be flexible: respect, be Use Numbers open to and supportive of • decide what needs to be measured the thoughts, opinions or and contributions of calculated others in a group • observe and record data using • recognize and respect appropriate people’s diversity, methods, tools and technology individual differences and • make estimates and verify perspectives calculations • accept and provide feedback in a Think & Solve Problems constructive and • assess situations and identify considerate manner problems • contribute to a team by • seek different points of view and sharing evaluate information and expertise them based on facts • lead or support when • recognize the human, interpersonal, appropriate, motivating a technical, scientific and group for high mathematical performance dimensions of a problem • identify the root cause of a problem 24 PERSONAL MANAGEMENT SKILLS

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

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

Be Responsible • set goals and priorities balancing work and personal life • plan and manage time, money and other resources to achieve goals • assess, weigh and manage risk • be accountable for your actions and the actions of your group • be socially responsible and contribute to your community

Be Adaptable • work independently or as a part of a team • carry out multiple tasks or projects • be innovative and resourceful: identify and suggest alternative ways to achieve goals and get the job done • be open and respond constructively to change • learn from your mistakes and accept feedback • cope with uncertainty

Learn Continuously • be willing to continuously learn and grow • assess personal strengths and areas for development • set your own learning goals • identify and access learning sources and opportunities • plan for and achieve your learning goals Work Safely • be aware of personal and group health and safety practices and procedures, and act in accordance with these.

Form H

Graduation Transition Confirmation of Volunteer Service (Can be an official volunteer position or arranged privately)

I would like to confirm that has completed hours of service in the (Select) School or Community / Organization /

Business Name / School Activity:

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

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

and

Name of Supervising adult:

Contact Phone number of supervisor:

Performance comments (optional):

Signature: Date:

25 Career and Life It is important for students to explore personal, school and career goals in order to make a successful transition after high school. Planning for life after grade 12 is an ongoing process and requires a lot of thought and research.

Five components in the Grad Transition plan to help make this process easier are listed below:

 Evidence of Growth throughout your school years

 Transition Activities

 Goals for grad year

 Plans for the future

 Resume & cover letter writing

26 Career & Life Grade 12 Transition Plan

Post Secondary Checklist

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

Things I need to have before I graduate:

□ Social Insurance Card □ Medical Health Plan/Care Card □ Copy of Birth Certificate □ Personal Banking (account in your own name) □ Financial Plan □ Summer employment application □ Filled a TD 1 Form (Tax Category Application) □ Passport (if you are intending on traveling outside of Canada) □ Arrangements to get your Passport to Education

27 Career & Life

Evidence of Growth Reflecting Attributes of a BC Graduate

Please showcase your particular passions and successes in this section. You must show evidence of the following:

□ Your interests. □ Your skills & accomplishments - including art, technology or applied skills (ie. woodworking, metal, sewing, foods, mechanics, etc.) □ Any activities that you are involved in outside of school such as sports, music, dance, clubs/organizations, etc.

Examples you can use:

 Pictures  Class work  Artwork  Videos  Projects you have completed either at school or as a hobby  Certificates, Diplomas or School Awards  Community awards which show your involvement in either sports, volunteer or other extra-curricular activities within the community Must be a minimum of three pages

28 A ttributes of a BC Graduate During a year-long, province-wide consultation, thousands of BC citizens identified the following characteristics of the ideal BC graduate In their intellectual development, graduates should achieve: ■ competency in reading, writing, mathematics, social studies and science, including the ability to use these skills in problem-solving and decision-making ■ the ability to use and understand information technologies ■ the ability to communicate effectively with a range of audiences; this includes the ability to access, synthesize and present information; it also includes – knowledge of both a first and second language – an understanding and appreciation of artistic and aesthetic expression ■ the ability to think critically and solve problems, using information to develop opinions and make sound judgments and decisions ■ an understanding of the importance of a lifelong commitment to continuous learning In their human and social development, graduates should achieve: ■ the knowledge and skills required to be socially responsible citizens who act in caring and principled ways, respecting the diversity of all people and the rights of others to hold different ideas and beliefs ■ the knowledge and understanding they need to participate in democracy as Canadian and global citizens, acting in accordance with the laws, rights and responsibilities of a democracy ■ the attitudes, knowledge and positive habits they need to be healthy individuals, responsible for their physical and emotional well-being ■ the attitudes and competencies they need to be community contributors who take the initiative to improve their own and others’ quality of life In their career development, graduates should achieve: ■ the confidence and competencies they need to be self-directed individuals who display initiative, set priorities, establish goals, and take responsibility for pursuing those goals in an ever-changing society ■ knowledge and understanding of the range of career choices available to them, the prospects for success in those careers, and the actions required to pursue specific career paths ■ experience in planning for, and working towards, career and life goals ■ the skills required to work effectively and safely with others, and to succeed both as individual and collaborative workers 29 The Graduation Program is designed to support every graduate to acquire these attributes.

30 Form I

Complete transition activities that support career, life and learning goals

 Display completed examples of applications for work, post-secondary programs, training, volunteer programs, scholarship, bursaries or awards  Present a written profile including: resume, cover letter, thank-you letter, letter of introduction, reference letter  Participate in career-related activities outside the school setting (eg. work experience, job shadowing, job fairs, seminars, open-houses, workshops) and/or engage in ongoing career research and self-assessment eg Career Cruising

List career-related activities you have participated in such as: work experience, job shadowing, job fairs, seminars, open-houses, and workshops.

Record the activities that you have been involved in:

31 Step 5: Plans for the Future

What are your plans after Graduation?

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

PLAN “A”

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

Attend School Start or continue Work Other  apprenticeship   training Complete the Complete the Work Write a half page Education box  box on the next page describing what your below Complete the future plans are Education box below

PLAN A – Education

Post Secondary Institute:

Degree, Diploma or Certificate Program

Pre-requisites for Admission:

GPA required For Acceptance

Closing Date for Application:

How Much will it Cost?

Are you applying for any Scholarships or Bursaries -OR- COMPLETE FINANCIAL PLAN “A” ON PAGE 33

32 PLAN A – Work

Where:

How Many Hours:

Job Title:

Duties:

-OR- Wage:

Transportation (how will you get there):

COMPLETE FINANCIAL PLAN “A” ON PAGE 33

33 Monthly Budget for Plan A

INCOME

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

TOTAL INCOME: $ (A)

EXPENSES

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

TOTAL EXPENSES: $ (B)

GRAND TOTAL: $ (C)

(A – B = C)

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

34 PLAN “B”

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

PLAN B – Education

Post Secondary Institute:

Degree, Diploma or Certificate Program

Pre-requisites for Admission:

GPA required For Acceptance

Closing Date for Application:

How Much will it Cost?

Are you applying for any Scholarships or Bursaries -OR- COMPLETE FINANCIAL PLAN “A” ON PAGE 36

35 PLAN B – Work

Where:

How Many Hours:

Job Title:

Duties:

-OR- Wage:

Transportation (how will you get there):

COMPLETE FINANCIAL PLAN “A” ON PAGE 36

36 Monthly Budget for Plan A

INCOME

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

TOTAL INCOME: $ (A)

EXPENSES

TOTAL EXPENSES: $ (B)

GRAND TOTAL: $ (C)

(A – B = C)

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

37 INCLUDE:

 Updated Resume (see sample on the following pages (p. 39 - 41) AND Action Words for Resumes (p. 42)

 Sample of a Cover Letter (See Sample 43)

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

 Application for Scholarships & Bursaries

 Autobiographical Essay

 Letters of Reference

38 Your Name 123 Anywhere Mission, B.C. V2V 8D8 (999) 999-9999 email: [email protected]

OBJECTIVE: (Explain briefly what kind of employment you are seeking.) Position in Retail Sales SUMMARY OF QUALIFICATIONS (List your attributes and qualifications related to the job opening that you may have to offer.) . 3 years customer service experience . Accurate with money transactions . Hard working, reliable and friendly . Worked part-time while attending school . Professional attitude towards customers

WORK EXPERIENCE (List dates of jobs you have held and job skills.) Sales Associate, Joe's Department Store, City, Province Dates Employed . Greeted customers . Assisted customers with selection, purchases . Balanced cash drawer . Handled exchanges and returns . Responded to customer complaints

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

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

EDUCATION Oceanside High School Diploma, 2000 4.0 GPA, Student Leadership Award, Captain of Team…

REFERENCES: Name, Company, Position Phone Number

Name, Company, Position Phone Number 39 ACTION WORDS FOR RESUMES

 The word list is categorized into various skill areas  Action verbs give your resume power and direction  Represent clear/concise message about your skills to the employer Led Integrated Inspected Manual Adjusted Generated Gathered Skills Serviced Perceived Examined Assembled Attended Visualized Diagnosed Bent Fashioned Reviewed Bound Shaped Organized Controlled Teaching Wrote Evaluated Cut Skills Performed Critiqued Operated Influenced Acted Collected Tended Persuaded Played Interpreted Ground Briefed Decided Set-up Informed Wrote Fed Encouraged Communicat Extracted Moved Communicat ion Extrapolated Lifted ed Influenced Synthesized Pulled Advised Persuaded Shipped Guided Helped Management Handled Coached Directed Developed Drilled Instructed Lead Planned Explained Reasoned Organized Financial Enlightened Sold Executed Skills Stimulated Developed Supervised Calculated Invented Recruited Scheduled Computed Adapted Created Assigned Planned Adopted Negotiated Directed Managed Facilitated Arranged Coordinated Budgeted Coordinated Mediated Analyzed Audited Developed Reconciled Delegated Appraise Enabled Obtained Hired Researched Clarified Wrote Recommende Analyzed Evaluated Interpreted d Dept Records Decided Enlisted Evaluated Detailed Initiated Motivated Administered Allocated Read Produced Creative Administered Spoke Controlled Skills Developed Innovated Solved Research Detailed Developed Skills Skills Created Helping Clarified Approved Imagined Skills Surveyed Validated Designed Related Interviewed Retained Planned Guided Investigated Executed 40 Dispatched Responded Implemented Enforced Met deadlines Arranged Judged Collected Compiled Purchased Compared Inspected Organized Classified Operated Copied Retrieved Recorded Processed

41 Date

Contact Person's Name Contact Person's Position or Title Company's Name Company's Street Address Company's City, Province, and Postal Code

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

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

This paragraph should highlight special skills, abilities and education. Sell yourself and let them know why you are the best candidate. . For example: I am currently attending Mission Secondary School, and plan to complete a certificate program by May of 200_. I have knowledge of many of your desired skills, and this position would give me the practical experience needed in my career field.

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

Sincerely,

Student Name Address City, Province, Postal Code Phone Email

42 Enclosure: Resume

43 Graduation Transitions Career & Life Presentation

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

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

Following are your choices:

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

□ Administrator

□ Counselor

□ Elementary School Staff member

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

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

44 Form K

Presentation Verification

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

“Requirement Met”

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

Presenter (Student):

Date:

“Presentee”:

Comments:

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