Options and Opportunities - ednet.ns.ca · OptiOns and OppOrtunities: aes rOurce fOr schOOls 1 Overview definition Options and Opportunities (O 2) is a program designed to help students

Options and OpportunitiesA R e s o u R c e f o R s c h o o l s

Options and OpportunitiesA R e s o u R c e f o R s c h o o l s

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Options and Opportunities: A Resource for Schools

© Crown copyright, Province of Nova Scotia, 2013 Prepared by the Department of Education

Contents of this publication may be reproduced in whole or in part provided the intended use is for non-commercial purposes and full acknowledgment is given to the Nova Scotia Department of Education. Images may not be extracted or reused.

Cataloguing-in-Publication Data

Main entry under title.

Options and opportunities : a resource for schools / Nova Scotia. Department of Education.

ISBN 978-1-55457-481-0

1. Vocational guidance—Study and Teaching—Nova Scotia. 2. Career development—Study and teaching—Nova Scotia. 3. Career education—Study and teaching—Nova Scotia. I. Nova Scotia. Department of Education. II. O2.

373.1425—ddc23 2013

O p t i O n s a n d O p p O r t u n i t i e s : a r e s O u r c e f O r s c h O O l s iii

contentsOverview ............................................................................................................................1

Definition .......................................................................................................................1Background ....................................................................................................................1Program Components .....................................................................................................2Resources ........................................................................................................................6

The School .........................................................................................................................7Intake Process .................................................................................................................7The Career Academy Model ........................................................................................10Course Selection ..........................................................................................................10O2 Program-Specific Courses ........................................................................................15Scheduling ...................................................................................................................18Connecting with Families ............................................................................................21

The O2 Classroom............................................................................................................23The Student ..................................................................................................................23The Learning Environment ..........................................................................................24The O2 Team: Advisory and Advocacy Roles .................................................................24A Social Contract ..........................................................................................................26Creating the Learning Context ....................................................................................26Teaching for Student Engagement ................................................................................27Project-Based Learning .................................................................................................31Co-operative Learning ..................................................................................................31Strategies for Literacy and Numeracy ............................................................................33Integrated Courses ........................................................................................................34Supporting Students with Learning Disabilities ............................................................34

Career Development .......................................................................................................37Career Development and Pathway Planning .................................................................37Post-Secondary Options ................................................................................................41

Community-Based Learning ............................................................................................45Community-Based Learning Options ..........................................................................45Connecting with Employers and Community ...............................................................48

Appendix A: Options and Opportunities Policy ...............................................................53Appendix B: Student Application Form ............................................................................59Appendix C: Options and Opportunities (O2) Learning Agreement .................................64Appendix D: Implementing the O2 Learning Agreement..................................................65

O p t i O n s a n d O p p O r t u n i t i e s : a r e s O u r c e f O r s c h O O l siv

Appendix E: Notice of Intention Form .............................................................................67Appendix F: Department of Education Co-operative Education Resources ......................69Appendix G: Attributes of an Effective Options and Opportunities Teacher ....................71Appendix H: Attributes of an Effective Options and Opportunities School .....................73Appendix I: Student Intake Process ..................................................................................74Appendix J: Options and Opportunities (O2) Information for Parents .............................75Appendix K: Identifying Students Most Likely to Benefit from the O2 Program ..............76Appendix L: O2 Selection Process .....................................................................................77Appendix M: Co-operative Education Course Codes .......................................................80Appendix N: Summary of Compulsory Credits for a Graduation Diploma for Students .....Graduating in 2011 or Later ............................................................................................81Appendix O: O2 Family Orientation ................................................................................82Appendix P: The Disengaged Student—A Snapshot ........................................................85Appendix Q: O2 Students at Nova Scotia Community College—Milestones ....................86References ........................................................................................................................87

O p t i O n s a n d O p p O r t u n i t i e s : a r e s O u r c e f O r s c h O O l s 1

Overview

definitionOptions and Opportunities (O2) is a program designed to help students work toward a career or occupation in learning contexts that respond to their learning needs and that provides linkages to the workplace and other post-secondary destinations.

BackgroundStatistics Canada’s Youth in Transition Survey, 2008–2009 indicated that

• of the students who drop out of school by age 17,

– 39 percent were not academically engaged in school

– 49 percent perceived the school environment negatively

• the main reasons students gave for dropping out were school related: “bored or not interested, problems with school work or teachers, kicked out, only need a few credits”

• well over 70 percent of families wanted their children to pursue post-secondary education

• there is a significantly higher risk of dropping out of school and being unemployed or underemployed for African Nova Scotian youth, aboriginal youth, and youth with disabilities

According to the Building on Our Competencies: Canadian Results of the International Adult Literacy and Skills Survey (Barr-Telford, Nault, and Pignal 2005)

• 38 percent of Canadian youth (16–25 years of age) do not have the prose literacy skills (Level 3) needed to succeed in a knowledge-based economy and society

• in Nova Scotia, the percentage of youth below Level 3 prose proficiency is 39 percent

Overview

O p t i O n s a n d O p p O r t u n i t i e s : a r e s O u r c e f O r s c h O O l s2

Overview

A 2005 Corporate Research Associates study, The Employment of Youth: An Examination of the Attitudes of Youth and Employers in Nova Scotia, states that

“Youth indicate the decision to pursue education beyond high school is primarily influenced by parents or guardians. Interestingly, youth do not perceive high school guidance counselors as playing a very important role in their career decisions relative to the other groups examined. Youth believe that the responsibility for explaining future career opportunities should rest with teachers and the education system. Youth also maintain that teachers and the education system should primarily be responsible for career preparation. Finally, it is encouraging to note young people accept a large degree of responsibility for preparing for their future. To help them achieve this, youth indicate a desire for more information in schools in the form of media, workshops, and career days.”

program componentsO2 consists of the following eight components:

• Community Learning Partnerships

• Integrated Career Education and Planning

• Skills for the Workplace

• Flexible Design and Delivery for Grades 9–12, Career Academies

• Instructional Teaming

• Expanded Course Options

• Head Start in a Career

• Connecting with Families

community learning partnerships

Students need opportunities to link their learning to the workplace. The effectiveness of learning in authentic settings is well documented. This critical component of O2 expands opportunities for learning in the workplace and the community and provides credits for co-operative education, service learning, volunteering, and community based programs that focus on leadership.

Community learning experiences may include paid or unpaid work placements, mentorship, internship, volunteering, and service learning.


Overview

integrated career education and planning

Effective career education provides opportunities to integrate career-related learning experiences in a range of courses and expands access to courses with a career-development focus.

Learning opportunities include

• the Nova Scotia Student LifeWork Portfolio (integrated with all courses)

• Career Development 10, Career Development 11, Community-Based Learning 10, and Workplace Health and Safety 11

• workplace applications and projects, particularly in English language arts, mathematics, and science

• Co-operative Education, in-school component

skills for the Workplace

Learning experiences in all courses should include attention to the development of employability skills and work readiness.

Learning experiences are supported by

• the Nova Scotia Student LifeWork Portfolio (integrated with all courses)

• course-specific resources and strategies to support employability skills development

• an emphasis on workplace readiness in community-based learning experiences

flexible design and delivery for Grades 9–12, career academies

O2 programs in schools should be characterized by integrated courses, a school-within-a-school model, course clustering, and flexible scheduling. Features of an effective Career Academy or other school-within-a-school model include the following:

• an industry (trades) focus

• integrated delivery of curriculum, life skills, and employability skills

• a flexible student-centred instructional model

• performance related to industry standards

• preparation of students for designated post-secondary destinations


Overview

instructional teaming

An important feature of O2 projects is targeted staffing accompanied by professional development to meet individual staff needs.

To work effectively in the O2 program setting, teachers should possess the following attributes:

• community/industry orientation

• understanding of and commitment to advisement and advocacy roles

• commitment to team-based planning and delivery

• commitment to LifeWork Portfolio development

• experience with learner-centred, project-based instructional practices

For a more detailed list, see Appendix G: Attributes of an Effective Options and Opportunities Teacher.

expanded course Options

Students should plan course selections to include career-related courses.

The following course options are currently available:

• Agriculture/Agrifood 11

• Business Management 12

• Business Technology 11

• Business Technology 12

• Child Studies 11

• Construction Trades 11

• Computer Programming 12

• Cultural Industries 11

• Design 11

• Electrotechnologies 11

• Family Studies 10

• Film and Video Production 12

• Food Science 12

• Food Studies / Hospitality 12

• Geomatics 12

• Health and Human Services 12

• Housing and Design 12


Overview

• LifeWork Transitions 10

• Multimedia 12

• Skilled Trades 10

• Textile Technology 12

• Tourism 11

• Tourism 12

• Workplace Health and Safety 11

head start in a career

This component provides students with a clear understanding of the career-related significance of their learning and provides tangible goals to which they may aspire.

Strategies include the following:

• strong partnerships with community college, industry, and community

• travel to attend trade fairs, skills exhibitions, or trade exploratories

• business and community field trips and projects

• opportunities to earn certification in a range of workplace-related knowledge areas

• opportunity for participation in the Workit youth apprenticeship option

• option of an assured seat at Nova Scotia Community College (NSCC) for O2 graduates

connecting with families

Schools need to expand opportunities for families to engage in career and life planning, career information, school life encouragement and support of students’ learning, and monitoring students’ progress.

Strategies include the following:

• innovative board and school communication strategies (for example, newsletters, videos, web pages, and community displays)

• school events to initiate and support family engagement

• extending opportunities for family engagement in career and life planning (workshops, planning tools, brochures, web resources)

• Parents as Career Coaches workshops


Overview

resourcesO2 students have access to all of the same resources provided to all students. In addition, funding is provided to purchase supplementary resources to support a project-based, student-centred approach. A list of resources is found in Appendix F.


The School

the schoolWhen schools undertake to offer an Options and Opportunities program, they are making a commitment to a group of students, often overlooked, who are not as successful as they could be, who are discouraged, and who may have ceased to believe in themselves. A school’s commitment is this:

We will make school a different experience for you.

We will help you find a way to succeed.

We will not give up on you.

For a list of attributes of effective Options and Opportunities schools, see Appendix I: Student Intake Process.

intake processAn intake process that includes student, parents/guardians, teachers, and junior and senior high guidance counsellors is an essential part of the initial planning process. Students enter through referral or can self-identify. A suggested timeline is provided in Appendix I. The intake process includes the following steps.

program promotion

An O2 information package is provided to each candidate at the grade 9 level. School staff meet with feeder school professional staff to provide program information and seek assistance in identifying potential candidates. At incoming grade 10 parent orientation meetings, a brief information session by school staff explains the dynamics of the program. Special emphasis must be placed on the type of student for whom O2 is appropriate. It should be emphasized that an O2 student will graduate with a high school completion certificate, subject to the same program requirements as other high school students, and that the purpose of the program is to engage students and to support them in planning and preparing for a post-secondary destination that is right for them. Appendix J provides a form for organizing information for parents.


The School

identifying potential candidates

At the beginning of the grade 10 course selection process, guidance counsellors, teachers, and administrators identify candidates for O2 and meet with each student and family to explain program goals and structure. School staff visit feeder schools to describe the program structure and expectations to families and potential candidates. Appendix K: Identifying Students Most Likely to Benefit from the O2 Program will be useful to feeder school staff.

Students on an individual program plan (IPP) may be enrolled in courses or sections of courses intended for O2 students. Generally, the percentage of students on an IPP in O2 sections or courses should be similar to the percentage of students on IPPs in Nova Scotia secondary schools. When the percentage is higher, boards should review the referral process and the role of the program planning team in determining O2 as appropriate programming for students on IPPs.

application

An application should identify a career interest. The application should list the student’s grade 10 course selections. Parent/guardian signatures should be part of the application, as families are an integral part of the O2 plan. A sample application form is provided in Appendix B. School staff should process the application, placing emphasis on attendance and grades but also considering the extent to which the student is likely to benefit from the program. Confidential teacher recommendation forms should be completed by staff, including a profile of student personality and potential strengths and challenges. Confidential forms may not become a part of the student’s permanent record.

interview

The teacher with responsibility for coordinating O2 and assigned O2 staff interview students and families who have submitted applications. Program criteria should be reviewed, and any concerns raised in the application process should be discussed. A sample Interview Record is provided in Appendix L. A clear understanding of the program and its goals should be emphasized. Students should be given a copy of the Learning Agreement (see Appendix C) they will be expected to sign if selected.

selection to program

Successful candidates receive a congratulatory acceptance letter that includes information about the next steps in the O2 program.

Students and parents/guardians meet with school staff to sign the learning agreement.


The School

Orientation

Successful transition planning for O2 students is essential for program success. Students must be comfortable with the orientation process and feel a sense of commitment to the O2 program. Engaging youth through education and career planning is an important program focus. The purpose of transition planning, student orientation, and the intake process is to prepare students for success in the O2 learning environment and to familiarize parents or guardians with the O2 program and processes.

The initial step in engagement is for O2 students to understand that they have been selected for an opportunity that will lead them to success in school. Students need to know that this is a program that will provide them with academic success, an understanding of their gifts and strengths, and a pathway to post-secondary learning or to the workplace. Students need to understand that they are entering into an agreement with the school; they will give their studies their full effort, and the school will do everything possible to help them succeed.

Upon selection, students and families will attend an orientation gathering at the O2 school. This is an opportunity for students to meet with administration, guidance, and teaching staff. All aspects of the program should be reviewed. Some topics for discussion would include the following:

• What is the O2 program and how can I be a successful O2 student?

• What is community-based learning and how does it fit into my education and career planning?

• How will co-operative education credits work for O2 students?

• How can families become career coaches and support the learning of their children?

• How do personality, skills, and interest assessment play a role in a student’s educational plan?

Career plans and academy choices should be reviewed by all stakeholders. Students need to be prepared to take ownership for their learning; they should leave this stage with enthusiasm and hope. To help in this process, they should refer to and complete the Options and Opportunities (O2)

Learning Agreement (Appendix C).


The School

the career academy Model Career academies are high-school-based “schools within schools.” They incorporate a number of innovative features, including

• a close, family-like atmosphere

• integration of academic and career-related curriculum

• a combination of academy classes and regularly scheduled classes

• involvement of employers in a number of roles

• a voluntary student selection process

• a small group of teachers who work as a team to plan and manage the program

• a variety of motivational activities, including family support, a well-developed reward structure, speakers, field trips, a mentor program, community placements, and regular monitoring of progress with feedback to students

Career academies have been shown to have positive impacts on student performance, including attendance, credits, grades, and graduation rates. Academies generally operate through grades 10, 11, and 12.

Schools might need to establish several academies, depending on student interest, expertise available in school staff, and resources available in the community.

The primary purpose of an academy is not to prepare students for a particular career; it is to cluster courses into a coherent whole that gives students a focus for their career planning and preparation. Students should not feel that their participation in an academy is only useful if they are planning a career in that field.

course selection O2 students will graduate with a high school completion certificate, subject to the same program requirements as other high school students. While students are expected to achieve the outcomes as stated in public school program curriculum documents, their learning experiences will be different.

Students who choose the O2 program may face challenges in English language arts or mathematics, for which they might need additional support. Students need help in selecting the most appropriate courses in these subjects to ensure that their courses will meet their individual needs.


The School

co-operative education

Co-operative education courses, including Community-Based Learning 10, are a critical component of the Options and Opportunities program. The program is designed to introduce community-based learning in grade 10, increase opportunities in grade 11, and give students the option of a semester-long opportunity in grade 12 to prepare for a career.

Students will have the opportunity to obtain multiple co-operative education credits related to their career academy.

Co-operative education course codes are listed in Appendix M.

Graduation requirements

To graduate, each student must obtain 18 credits, of which 13 are compulsory. Students have opportunities to earn 24 credits within the school schedule. Students may obtain additional credits for work done outside of school (for example, Co-operative Education). A summary of compulsory credits for O2 students is in Appendix N.

In selecting courses, students must give close attention to post-secondary prerequisites, which may change from year to year. As students progress through high school, their understanding of their own strengths and limitations increases; career development activities should encourage students to revisit their course selections as their career plans evolve and change.

It is expected that O2 students will be fully scheduled in each of grades 10, 11, and 12.

Options and Opportunities certificate of achievement

In order to receive the Options and Opportunities Certificate of Achievement upon graduation, students must have

• completed a minimum of four co-operative education credits

• developed a LifeWork Portfolio, which demonstrates personal, social, and academic activities; evidence of reflection, and a skills and interests inventory; career research and planning

• completion of Career Development 10


• completion of Workplace Health and Safety 11


The School

Students hoping to benefit from the offer of an assured seat in a program at the Nova Scotia Community College must complete courses that will qualify them for the Options and Opportunities Certificate of Achievement. Students should also be made aware of the importance of consulting the most recent NSCC calendar to identify the additional qualifications required for admission to some NSCC programs; for example, specific courses, a portfolio, or an interview.

career-related course Offerings

Career related courses, organized here by academy, provide opportunities for students to

• explore a career option

• develop career-specific skills

• develop employability skills

• prepare for a specific post-secondary destination

The courses listed are provided as examples and may be equally appropriate for several career academies.


The School

career-related course Offerings

Academy Course Options

10 11 12

arts, culture, and recreation

drama 10

Music 10

physical education 10

Visual arts 10

dance 11

design 11

drama 11

Music 11


Visual arts 11

drama 12

film and Video production 12


Business accounting 11

Business technology 11

cultural industries 11

technical reading and Writing 11

accounting 12

Business Management 12

Business technology 12

entrepreneurship 12

health and human services

french 10 child studies 11

Workplace health and safety 11

food science 12

health and human services 12

textile technology 12

hospitality and tourism

french 10

spanish 10

tourism 11 food science 12

food services 12

food studies / hospitality 12

tourism 12

information technology

exploring technology 10 design 11 computer programming 12


Geomatics 12

Multimedia 12

trades and technologies

construction technology 10

skilled trades 10

agriculture/agrifood 11

construction trades 11

electrotechnologies 11

energy, power, and transportation 11

production technology 11

communications technology 12


production technology 12


The School

planning course selections

Grade 10 Grade 11 Grade 12

PSP Required Credits PSP Required Credits PSP Required Credits

1. english requirement

– an “O2” designated section of english 10

2. Math requirement

– recommend the course most appropriate for success

3. science 10

– recommend an “O2” designated section

4. fine arts credit – drama 10 – Visual arts 10 – Music 10

5. physical education requirement

– physical education 10 – physical education 11 – physically active

living 11 – fitness leadership 11 – Yoga 11 – dance 11 – physical education

leadership 12



2. Math requirement


3. second science requirement


4. canadian studies requirement

– acadian studies – african canadian

studies 11 – canadian history 11 – Gaelic studies 11 – Mi’kmaw studies 10



2. Global studies requirement

– Global Geography 12 – Global history 12

O2 Required Courses O2 Required Courses O2 Required Courses

6. career development 10

7. community-Based learning 10 and/or co-operative education 10

5. career development 11

6. co-operative education 11

7. co-operative education 11 tWO

8. Workplace health and safety 11

3. co-operative education 12

4. co-operative education 12 tWO

O2 Elective* O2 Elective(s)* O2 Elective(s)*

see career-Related course offerings table on page 13



Elective* Electives* Electives*

any other course no options students must have a minimum of five grade 12 credits; Math for the Workplace 12, or recommend the mathematics course most appropriate for success

*for graduation, electives must include two other courses from mathematics, science, or technology.availability of elective courses will depend on which academy or academies a school has established as part of the Options and Opportunities program.


The School

O2 program-specific courses

career development 10

Career Development 10 is a required course for all O2 students. While the course may be available to all students, a section of Career Development 10 should be created specifically and exclusively for O2 students. If the school chooses to offer Career Development 10 to all students, additional sections should be created.

Career Development 10 is designed to help young people to understand and manage themselves, to manage their personal lives and resources (including financial resources), and to develop the ability to organize and shape their careers.

Students in Career Development 10 will develop their abilities to communicate, think, and deal with their feelings. They will explore realistic personal goals, assess their own abilities, and realize how these actions will affect their learning and decision-making processes. They will develop awareness of their place in the community and the value to their personal growth of giving service to the community.

Career Development 10 consists of the following modules:

Module 1: Personal Development (30 hours)

Module 2: Career Awareness (25 hours)

Module 3: Workplace Readiness (20 hours)

Module 4: Financial Management (25 hours)

Module 5: LifeWork Portfolio (10 hours)

career development 11

Career Development 11 is a required course for all O2 students. Career Development

11 is a half credit course and should be scheduled along with Workplace Health and Safety 11, also a half credit and a required course for all O2

students.

Whereas Career Development 10 provides students with broad strokes in preparing for the workplace, Career Development 11 intensifies the workplace focus by building on students’ developing personal and financial awareness of life on their own, adding to their understanding of the nature of workplaces, and focusing their attention on their own career development so that they may confidently enter a post-secondary institution or a workplace upon graduation. Career Development 11 is about clarifying students’ understanding of their employment and life-skills strengths as well as their learning needs.


The School

Students in Career Development 11 will continue to develop their abilities to communicate and think reflectively. They will explore realistic academic and career goals, assess their own abilities, and realize how these actions will affect their learning and decision-making processes. They will take responsibility for managing and focusing their explorations into the world of work and personal finance as they become attuned to the realities of preparing for employment.

Career Development 11 consists of the following modules:

Module 1: Career Awareness (15 hours)

Module 2: Work Cultures (20 hours)

Module 3: Financial Management (10–15 hours)

Module 4: LifeWork Portfolio (5–10 hours)

course codes

Career Development 10 149128 open

Career Development 11 149170 open

community-Based learning 10

Community-Based Learning 10 is a full- or half-credit course designed for grade 10 O2 students to explore the opportunities that businesses and organizations in their community offer and to experience through them firmer understanding of their own employability skills, their personal growth opportunities, and their connection with the community.

This course may be offered as an alternative to Co-operative Education 10 for O2 students who do not meet the requirements for a co-operative education placement. Students must be 16 years of age to enter a co-operative education placement, and some students in grade 10 may require further development of the employability and personal skills needed for success in co-operative education.

The Community-Based Learning 10 curriculum is organized by community learning opportunities, through which students achieve the learning outcomes. Community learning opportunities may be selected from the following list.


The School

Career-Related Research Projects: Career-related research provides students with a structured exploration into the world of work as they examine workplace cultures and practices and consider the idea of career pathways and their educational requirements.

Career Simulations: A career simulation is organized collaboratively by a community organization and educators to provide students with the opportunity to participate in career-related activities within a school setting.

Credentialing: Students may enrol in courses offered by community agencies (for example, St. John Ambulance) to acquire certifications that will help them qualify for employment.

Field Trips: Class or group field trips are an effective way to initiate interest in, and knowledge of, careers through exposure to organizations, businesses, and industries in the community.

Job-Shadowing Experiences: Job shadowing is short-term community-based experiential learning that provides students with an opportunity to become familiar with workplaces and occupations within them.

Mentoring and E-Mentoring: Mentors (for example, employers, workers, or other community members), provide support, encouragement, and well-placed reflections when a teachable moment is at hand, providing advice and guidance based on personal experience.

Post-Secondary Options: Post-secondary destinations include universities, apprenticeship, private career colleges, and community colleges.

Service Learning: Service learning is a structured learning experience where students apply and expand knowledge and skills learned in school while making a contribution to communities.

Virtual Field Trips and Virtual Work Placements: The impact of innovations in information technology and the use of the Internet allow students to tour virtual workplaces and to participate in virtual work placements.

Volunteerism: Volunteering is a strategy to develop employability skills and promote personal growth by building strong and productive relationships with community agencies or groups.

course codes

Community-Based Learning 10 149136 1 credit open

Community-Based Learning 10A 149137 ½ credit open


The School

scheduling

extended learning Opportunities

When courses that involve O2 students exclusively can be scheduled in sequence, it will create a substantial block of time for teachers to arrange field trips or other extended learning activities while minimizing disruption to students’ other courses.

integration

There may be some opportunities in the schedule to position a pair of courses intended for O2 students back to back. If two courses assigned to the same teacher occur in sequence, there will be opportunities to integrate and extend learning activities, creating larger blocks of time for an extended project or providing more time for individual students who are struggling with a particular outcome.

access to technology resources

It is important for O2 students to have access to information technology resources for following considerations:

• Strategies involving differentiated learning and project-based learning rely heavily on the information and communications potential of technology.

• The program emphasizes career development, which requires current career information of a broad range of sources.

• Technology skills are a critical component of preparing students for the workplace.

flexibility

Class time should be organized to maximize the benefit to the learning of individual students. It is important that all teachers work together to support time requirements of those activities that require the students to be together for an extended period of time (for example, on field trips) and those activities that may require a student to participate in learning activities in the community (for example, co-operative education).

recommendations for scheduling

Scheduling of the Options and Opportunities program will be different in every school. It is important to be creative and flexible. Consulting with O2 teachers, and other O2 schools and using a middle school approach to scheduling may help with this process.


The School

Schedule O2 as a school within a school. As far as possible, separate the schedule of the O2 cohort and designated teachers from the whole-school schedule. This could be as simple as allotting blocks of time to your O2 teachers and having them organize courses to meet the necessary requirements.

Offer a section of each Mathematics course back-to-back. Students need this choice to ensure that they will be prepared for entry into some NSCC programs. The O2 teacher may teach the math to a cohort group on their own, or the cohort of students may be integrated with the regularly scheduled math class, accompanied, if possible, by the O2 teacher for additional support.

Common prep time for all O2 teachers is beneficial. Scheduling of O2 grade 10 and 11 courses back to back may allow for this.

Field trips and co-op placements should be scheduled during the O2 teacher time dedicated to O2 courses. For example, a school could schedule the O2 cohort together with the O2 teacher in two back-to-back blocks in a four-block schedule.

Encourage grade 11 and 12 students to arrange their co-operative education work placements outside school scheduled hours; for example, evenings, weekends, holidays, or summer.

It may be an option to schedule Community-Based Learning 10 and Co-op 10 as two half-credit courses. This will allow O2 teachers some flexibility when they send students to Co-op placements to accommodate students who do not become 16 years of age until later in the school year.

deploying staff to support O2 students

As noted earlier in the discussion of Instructional Teaming (page 4), it is critical to identify teachers who have the attributes required to work successfully with disengaged students.

Global funding to boards allows for sufficient full-time employees (FTEs) so that all students, including O2 students, will have access to eight courses in each of grades 10, 11, and 12, for a total of 24 courses.

In 2011–2012, the average class size for senior high school was 20.4. If teachers teach seven sections each year, it would take 1.14 teachers to deliver the 24 courses. Therefore, on average, global funding provides a school with 1.0 teacher to provide instruction to the (maximum) 20 students in an O2 cohort.


The School

In addition, O2 schools are provided with the following FTE support to supplement the staffing normally provided:

• 1 FTE for grade 10

• 0.5 FTE for grade 11 and grade 12

These additional assignments will be used in a variety of ways, depending on schools’ needs; however, the following considerations should receive priority.

• To ensure optimum support, students must be scheduled for dedicated sections in English Language Arts in grade 10.

• Students should be scheduled for the same section of the mathematics course they select in grade 10 and grade 11. There may be other students in the section, but the O2 students are kept together to ensure support. Not all O2 students should be scheduled for the same mathematics course; selection should reflect academic ability and career plans.

• Students must be scheduled for dedicated sections of the courses created specifically for them: Community-Based Learning 10, Career Development 10, Career Development 11.

• Students must be scheduled for a dedicated section of Workplace Health and Safety 11.

• Lead O2 teachers are assigned an O2 coordination period in each semester.

• Students should be scheduled for dedicated sections in Co-operative Education in grades 11 and 12.

• Career-related courses necessary to establish an academy may be created and may be offered to all students.

It is not advisable to schedule students in such a way that they are always together, and separated from other students.

Students on an individual program plan (IPP) may be enrolled in courses or sections of courses intended for O2 students. Generally, the percentage of students on an IPP in O2 sections or courses should be similar to the percentage of students on IPPs in Nova Scotia secondary schools. When the percentage is higher, boards should review the referral process and the role of the program planning team in determining O2 as appropriate programming for students on IPPs.


The School

connecting with families The following factors are central influences on family involvement with the school:

• Schools communicate a welcoming attitude.

• Teachers and principals believe that families can help to achieve school aims.

• Parents/guardians and teachers feel they can truly listen to each other.

• Parents/guardians and teachers believe that they can work together to address their mutual concerns.

• Curriculum and instruction can be shaped through a genuine partnership.

For a variety of reasons, families of O2 students may have become disengaged from the school. Schools will need to make an extraordinary and sustained effort to re-establish the relationship. A good way to begin is with a gathering early in the school year. See Appendix O: O2 Family Orientation.

parents (families) as career coaches

Schools interested in helping promote the Parents as Career Coaches program to parents may contact the Department of Labour and Workforce Development at 902-424-7503 or [email protected]. Programs are available in English and in French.

The Parents As Career Coaches workshop is provided to families, without cost, in the first semester of the school year. Schools are encouraged to use the event as an opportunity to establish positive relationships with families and to initiate a series of meetings and celebrations throughout the year. The workshops are delivered by Nova Scotia Community College facilitators, who will contact schools directly to arrange dates and venue.

Parents as Career Coaches helps parents become more effective career development allies for their children. The program examines contemporary labour market dynamics and the implications for youth navigating their way from high school to post-secondary education or directly into the workforce. Families are presented with a new way of approaching career development that responds to the ever-increasing changes that characterize today’s labour market. They are introduced to the concept of coaching, which lays out three appropriate roles that parents can assume when guiding and supporting their children’s career journeys: Parent as Clarifier, Parent as Co-Researcher/Connector, and Parent as Supporter.


The School

Outcomes of the program

Parents as Career Coaches program does not train parents to be career counsellors or labour market experts. The program does, however, provide parents with the knowledge and skills to

• understand the challenges of today’s labour market and the skills needed for their children to succeed

• understand the process that occurs as their children transition from school to work or from school to post-secondary training

• understand what the contemporary career-building process involves

• understand the importance of values, interests, and skills in career building and how these can be expressed in a variety of life/work roles

• recognize and identify the many competencies their children currently have and how new competencies can be developed throughout their lives

• understand the roles they have in helping their children plan their life/work futures

• use professional and personal networks to connect their children with people who have similar interests

• use print and Internet career resources to become informed about the realities and requirements of various work roles

program description

Parents as Career Coaches is a two-session program, each session approximately 2½ hours long. The program is process oriented, rather than lecture oriented. Parents are taken through a number of hands-on activities and engage in small- and large-group discussions where they can experience, reflect on, and address the career-building and coaching concepts being covered.

A group dynamic is established in which parents see that they are not alone in their hopes and concerns for their children. They come to realize that they already have many coaching skills from other parenting roles that they can use within the career development context. They also discover that they can be a source of information and expertise for other parents in the group, which in turn creates an environment in which parents are supporting other parents. Parents sometimes choose to continue to meet as a group after the program has concluded to continue to provide emotional, informational, and practical support to each other.


The O2 Classroom

the O2 classroomthe studentThe school will select students most likely to benefit from the Options and Opportunities program and who require all or most of the following:

• re-engagement with their learning and with school

• direction and support in developing a career/life pathway

• learning experiences that make the connections between school, community, and workplace

• confidence in their skills, abilities, and learning preferences

• competence in the skills that will be needed in the workplace

• achievement of their academic potential

See Appendix P: The Disengaged Student—A Snapshot.

Students who complete high school through the O2 program will be expected to demonstrate the following:

• ability to articulate a career plan

• strong employability and personal skills

• personal awareness of their skills and strengths

• average or higher literacy and numeracy

• basic skills and knowledge specific to at least one occupation

Students who complete high school through the O2 program will receive a certificate to indicate

• completion of a minimum of four Co-operative Learning credits

• development of a LifeWork Portfolio, which demonstrates personal, social, and academic activities; evidence of reflection, and a skills and interests inventory; career research and planning


The O2 Classroom



• completion of Workplace Health and Safety 11

the learning environmentThe maximum size of an O2 cohort should be 20 students. Students will attend some, but not all, courses as a cohort.

For some students, English language arts and mathematics instruction may be extended over the two semesters of the school year. Career development activities may be integrated into these courses.

To meet their needs (providing career and personal development and workplace readiness experiences), some students may need only the integrated career development courses—Career Development 10 and Career Development 11—as well as Workplace Health and Safety 11, LifeWork Portfolio, and the in-school portion of relevant co-operative education courses.

A minimum of four co-operative education courses in grades 11 and 12 are required for all O2 students and are an option for grade 10 students in the second semester. Alternatively, grade 10 students may be enrolled in Community-Based Learning 10, which is also a co-operative education course.

the O2 team: advisory and advocacy rolesTeachers of O2 work as a team, sharing scheduled time, planning for integration, structuring project-based learning experiences with linkages to careers and the workplace, and acting as advisors and advocates for their students.

The O2 teachers work as a community within the school. Together, they are committed to maximizing student potential and supporting the development of independent learners. Individually and collectively, they demonstrate their belief in a student by knowing him or her as a person and as a student and by being an advisor and an advocate. As an advisor, the teacher knows when to push and pull and when it is best to back off. As an advocate, the teacher provides that supportive voice, encouraging both the student and others to believe in that student’s journey toward success and to commit to what is needed to help that student achieve. Teacher teams work together to support each student and each other in the creation of a program that is rewarding and success-oriented.


The O2 Classroom

O2 lead teacher

It is essential that each school have an O2 lead teacher. The O2 lead teacher must be assigned an O2 coordination period in each semester.

The O2 lead teacher’s role must be flexible to promote community-based learning and to respond to the needs of the school, teachers, and students. This role may include, for example,

• coordinating O2 team meetings, including exchange of student progress information, program, and budget planning

• planning for integrated projects, identifying the direction of the program, and aligning the budget with the planned program

• identifying professional development needs

• organizing purchase of resources and program support needs

• advising on O2 budget tracking

• liaising with administration

• advising on scheduling issues

• facilitating guidance counsellor contact with students

• assisting with course selections and credit checks

• assisting with junior high information sessions

• promoting community-based learning activities

• monitoring learning agreement compliance

• identifying community resources

• initiating contact with community mentors, advisors, and presenters

• participating in the selection of O2 students

• providing staff with information on the program and student activities

• facilitating support for or working with students who are experiencing difficulties

• assisting co-operative education teachers where needed

• coordinating family information sessions, orientations, and the Parents as Career Coaches program

• facilitating contact with families, including newsletters, notices, interviews, phone calls, home visits

• acting as the school contact with Community-Based Learning consultants and Options and Opportunities consultants

• assisting with field trip planning

• advising on Workit grant applications

• facilitating student progress through the milestones leading to an NSCC assured seat


The O2 Classroom

a social contractMany teachers begin a term by laying out their expectations of students, but rarely do we consider students’ expectations of us. Through their work as educational researchers, Michael Smith and Jeffrey Wilhelm (2006) have determined that students have “an implied social contract with their teachers,” with the following understanding:

• My teacher will try to get to know me as an individual.

• My teacher will care about me.

• My teacher will address my interests in some way (either outside or inside the classroom).

• My teacher will help me learn and will work hard to make sure I have learned.

• My teacher will be passionate about the subject and about teaching.

creating the learning context Teachers of the O2 program are more than instructors; they are also model learners, facilitators, assessors, supporters, and advocates. When a student enters our classrooms, he or she is demonstrating an act of trust that essentially says, “I trust you to guide me, inform me, help me grow. I trust that you will respect me and give me what I need to help me learn, help me get better.” We respect this trust by establishing a community within the classroom where its members (students and teachers) feel they are

• respected as both learners and people

• accepted without judgment

• invited to be heard, valued, and included

• viewed as being capable and successful

• supported at every stage of their learning

creating an environment

The students of the O2 cohort need an environment in which they can learn together. They should be encouraged to value each other’s contributions while supporting each other’s learning. This should be an environment of interactive collaboration, where students compete not with one another, but with themselves on their journey of personal growth. Individual and collective successes should be noted in a matter determined by the individual students. These youth are an invaluable source of information about their own learning experiences. They know what strategies and


The O2 Classroom

teaching approaches have worked for them—and which haven’t worked. Through their participation in learning logs and learning dialogues, students can share their reflections with us for the purposes of our learning.

The classroom environment must be one of trust and ongoing communication. This extends beyond the student and into the students’ home. Teachers should try to establish a sincere rapport with students and their families. A good way to initiate this is to pen a letter of introduction telling a bit about you the person and you the teacher. Include your hopes and visions for the student as an O2 participant and invite the same from both the student and his or her home. This opens up the lines of communication on a positive footing and establishes the expectation of student and home involvement in the student’s schooling.

teaching for student engagement

engaging learners

As teachers select learning experiences that engage and motivate, they must remember that they are not just teaching a group of students; they are teaching a group of individuals, many of whom take great pride in being—and staying—unique. The individuality of students must be considered as teachers look for ways to engage them. A “one-size fits all” approach will likely have little effect. Tackling engagement starts with knowing the students—each of them.

The Public School Programs 2011–2012 (Draft) (Nova Scotia Department of Education 2012), Principles of Learning state: “Learners must see themselves as capable and successful.” The challenge for teachers is to provide curricula that support this principle and are engaging in content, delivery, and relevance to the lives of learners. Beyond the student believing in his or her own abilities and capabilities, teachers must believe as well, and communicate their belief through the efforts they make to include students as partners in their learning.

Teachers should consider the following suggestions for engaging learners.

• Seek to know the person within the student. Although student surveys or inventories can be helpful, nothing beats a one-to-one conversation. Each of us appreciates when someone shows sincere interest in our lives, in who we are, and in what matters to us. For disengaged youth in particular, this is critical. Be willing to share a little about yourself—as a person. Letting students know who we are helps build trust, the foundation for the teacher-learner relationship.

• Incorporate opportunities for students to have a voice. Many disengaged students feel that they have been excluded from or ignored by the school system. Invite their views and opinions in meaningful contexts and create genuine opportunities for them to see their voices in action.


The O2 Classroom

• Collaboratively establish criteria for learning and for individual assignments. Your involvement will ensure that certain goals are included, but inviting student input will increase ownership in the learning and related tasks, and learning, interest, motivation, and engagement will increase.

• Set goals that are attainable and that will promote a sense of accomplishment and self-satisfaction. Inviting the student voice to be part of setting learning goals is extremely important.

• Offer choice, whenever possible, of reading material, of methods to present knowledge and information, and of assignment topic or focus within a topic.

• As important as it is to be positive and encouraging in our response to student work, it is equally important to be honest and sincere in order to develop a trusting relationship.

Many strategies are described in the resources cited throughout this document. Taking the time to read the research and the discourse behind these strategies will help teachers understand why certain strategies work, how to make suitable adaptations, and how to create their own supports that make learning more interesting and relevant to all students.

By designing and delivering a program that is grounded in knowing our students, that connects with their world beyond school, and that invites them as partners in the classroom, we are creating learning opportunities that will engage students. Sharing the voice and the control allows teachers to use “the energy of their connections to drive us through the content.” (Christensen 2000) See Appendix P: The Disengaged Student—A Snapshot.

differentiation of instruction

Instructional approaches should vary and be adapted in relation to the individual and diverse backgrounds and abilities of students in the classroom.

The teacher acknowledges variations in students’ prior knowledge, readiness, language, learning styles and preferences, and interests—and reacts responsively. The teacher chooses from a variety of approaches, strategies, and resources to maximize each student’s growth and individual success by meeting each student where he or she is.

The teacher chooses to differentiate any or all of the following:

• the tasks, learning activities, and resources through which the student may achieve the outcomes

• the processes, especially grouping options, through which students interact and work together as they develop knowledge of new content

• the requirements for student response to allow for a variety of means of expression, alternative procedures, degrees of difficulty, forms of evaluation, and types of scoring rubrics


The O2 Classroom

interactive learning

“Meaning is something actively created rather than passively received.” (Buehl 2009) This resource details numerous teaching strategies that are adaptable to all levels and to most subject areas and exemplify best practice.)

The O2 program encourages a classroom environment in which interactive learning is the norm. Practice is student-centred; it invites students to learn collaboratively with peers, teachers, and other connected partners, and to interact with various forms of text. Interactive learning strategies support student learning by expanding the teaching beyond the direct influence of the teacher, recognizing that learning can happen through other shared experiences that engage the active mind.

Interactive learning is built on the premise that we learn best when we actively engage our minds and that we are more apt to be engaged when we interact with others. O2 teachers see the value of purposeful student interaction, as it readies the mind for a more meaningful learning experience. Through explicit teaching, modelling, and facilitated opportunities, teachers take the lead in guiding students to become effective learners through the use of focused and monitored interactive learning strategies.

Assignments and tasks that allow for students to interact with one another tend to increase student motivation and active engagement, which positively influence overall comprehension of content and skill development. When learning activities require students to interact with their environment, the students are actively involved in the construction of meaning, in developing new skills, and in practising old ones.

The following describes a few strategies that put interactive learning into practice. Most require students to interact in small discussion groups. Research suggests that this can be more effective than open dialogue between the teacher and the whole class, when often only a small number of students participate while others remain uninvolved.

front loading

Effective teaching practice recognizes that many students approach a new concept or piece of text with limited familiarity or background knowledge. These students then have a difficult time making sense of the new information since they have few “hooks” on which to connect new learning. Front loading is a pre-reading strategy in which student groups are given time to share their understandings of the key terms and background information helpful in comprehending an assigned text. Through teacher-led whole-class discussion, the terms and concepts are then clarified. This technique levels the playing field by helping all students build prior knowledge, which in turn creates those hooks or links to new learning so necessary to constructing meaning.


The O2 Classroom

anticipation Guides

Once students have some familiarity with a topic, they can participate in anticipation guides. This activity asks student groups to predict main ideas before reading an assigned piece of text. This strategy develops student understanding in three ways:

• by engaging students in focused conversation before reading to confirm what they already know and set their minds to making sound predictions

• by providing a clear focus and purpose to the reading

• by engaging students in post-reading discussion that confirms or denies any predictions and generates questions for further inquiry

learning dialogues

Once a lesson has been presented or a reading completed, students gather to discuss key questions and voice their understandings and opinions. “Through exchanges with others, we have the opportunity to refine our thinking, respond to challenges to our viewpoints, and acknowledge alternative ideas and opposing information.” (Buehl 2009)

teacher-student conferences

Most teachers are familiar with individual teacher-student conferences designed to monitor and guide reading and writing development. This is also a valuable way to gain insight into how students are feeling about their place in the program. A candid dialogue invites a student to discuss his or her assessment on how the learning is going. It may be beneficial for the student to speak first or guide the conversation, as we want to encourage self-assessment as part of the internal learning process. The teacher can then respond and offer specific feedback that is both positive and sincere. Together, student and teacher can set one or two specific achievable goals and then discuss the type of support available.

“the Big six”

When asked to read, some students have learned to become mere page turners as they say the words and notice the odd detail without even being aware that they are not constructing meaning. These are the students who claim, “I’m done,” but, when asked to respond to the content, they demonstrate little understanding of what they have read. “The Big Six” are reading comprehension strategies that support readers as they aim to construct meaning and become aware of their understanding through interacting with text. These strategies are making connections, inferring, synthesizing, questioning, determining importance, and visualizing. Teachers could present focused mini-lessons that explicitly teach and model each strategy and then offer authentic opportunities for students to apply them.


The O2 Classroom

project-Based learningThe teacher engages students to work, alone or in groups, on a project of substantial length and complexity. The activity is characterized by the following:

• Autonomy: Students make their own decisions either individually or collaboratively.

• Centrality: The activity embodies and interrelates a series of outcomes and uses a range of resources.

• Constructive investigations: Students develop and apply skills, acquire knowledge, and adopt positions in steps that progress toward a product.

• A driving question: Students are asked to provide a solution to a problem, question, or hypothesis that is central to the ideas or issues related to the discipline.

• Realism: The activity requires the use of authentic resources and works toward authentic results.

Project-based learning

• provides opportunities for a variety of learning styles

• employs an orientation to authentic issues, settings, data, and resources

• creates an environment where students are likely to take risks and experiment with ideas

• requires the application of higher-order thinking skills

• requires active rather than passive engagement with the environment

• is accessible to all learners and encourages the use of a variety of modes of communication

• enables performance-based assessment

• makes students responsible for their own learning

• emphasizes process as well as product

• encourages students to reflect on and learn from their mistakes and their successes

co-operative learningCo-operative learning creates an environment in which students learn actively by interacting with others, the data, and the teacher.

This approach provides opportunities for students to

• learn interdependence and teamwork skills

• promote one another’s successes and support group effort

• acquire group process skills, an important dimension of employability


The O2 Classroom

• use higher-order thinking skills

• apply newly acquired knowledge and skills

• establish relationships with others

elements of co-operative learning

The co-operative learning model proposed in Circles of Learning (Johnson, Johnson and Holubec 2002) is based on five basic elements: positive interdependence, individual accountability, group processing, social skills, and face-to-face promotive interaction.

Positive interdependence: Success depends on the participation of all group members; each member’s resources and role make his or her contribution unique.

Individual accountability: Each student’s performance is assessed individually.

Group processing: Students reflect on their progress and make decisions to improve their individual and collective efforts when necessary; students look out for one another.

Social Skills: Leadership, decision making, trust building, communication, and conflict management—these key skills must be learned before co-operative learning can succeed.

Face-to-face promotive interaction: Students promote one another’s learning by helping, hearing, sharing resources, and encouraging and challenging one another’s ideas.

Formal co-operative learning groups have a specific size (four to six) and a specific task (problem to solve, question to answer). Each member has a clearly defined role. There are two general categories: task roles and group-process roles.

co-operative learning tasks

Leader/manager: Manages the group and ensures that the members are fulfilling their roles and working co-operatively.

Reader: If only one copy of the assignment is distributed, one group member reads the instructions out loud to the rest of the group.

Recorder: Records group’s answers and explanations along with other pertinent information; also writes down the group’s discussion and edits the group’s report.

Technician/calculator: Performs all technical operations for the group, including use of calculator, computer, etc.


The O2 Classroom

Reporter or spokesperson: Restates (to the group or the whole class) the group’s major conclusions effectively. The instructor accepts only the answer given by the reporter (or sometimes the recorder).

Materials handler: Collects materials for the group (from central position) necessary to accomplish the task.

Encourager of participation activity: Actively ensures that all members are participating.

Group processes in co-operative learning

Checker for understanding: Ensures that all group members can explicitly explain how to arrive at an answer or conclusion.

Accuracy coach: Corrects any mistakes in another member’s explanations or summaries.

Skeptic: Makes sure all of the possibilities have been explored by asking questions such as “What other possibilities are there?” “Let’s try to look at this another way.” “I’m not sure we’re on the right track.”

Reflector/observer: Observes and reports on the group dynamics; keeps track of how well the group co-operates.

strategies for literacy and numeracyThere are a number of reasons why students can become disengaged in the literacy processes. When this happens, links between reading and writing and links between literacy and mathematics become more difficult. In order to do mathematics, students must be able to read and interpret mathematical problems; they must be able to use their knowledge of math and mathematical procedures after they have translated the problem from words into symbolic notation. These skills are important for almost every function of our daily life.

Teachers can choose to help increase students’ success in literacy and numeracy by

• allowing students to select their own texts

• using the Internet as a source of text

• using a variety of reading strategies (reading aloud, guided reading, independent reading)

• using a variety of writing strategies (shared writing, writing workshops, independent writing)

• using a variety of organizing strategies (word walls and word-wall galleries, summary frames, graphic organizers)

• focusing on the “big ideas” of math


The O2 Classroom

• building mathematical concepts on student’s prior knowledge

• allowing students to explore alternate problem-solving strategies by using open-ended questions

• allowing students to work in groups as well as independently in problem-solving situations

• incorporating mental math into the daily math lessons

• using a variety of teaching strategies (using manipulatives, interpreting graphs, and charts)

integrated coursesWhere O2 students are scheduled into multiple courses with the same teacher, it creates opportunities to develop rich learning experiences that allow students to achieve multiple outcomes in two or more courses.

This can be achieved, for example, through project-based learning or themed instruction.

Advantages of this approach include the opportunity to provide multiple connections to career-related settings and a reduction in the total number of assignments students are expected to complete.

An integrated approach provides opportunities for collaboration among staff, with support from the school literacy coordinator, mathematics coordinator, and resource teachers, as well as board level support for technology, mathematics, and literacy.

supporting students with learning disabilitiesAs with any class, the students accepted to the O2 program represent a diverse group of learners. This diversity necessitates that “instructional strategies, materials, and resources must be adapted to meet the diverse needs and varying rates and patterns of learning of all students ...” (Public Schools Programs 2011–2012 (Draft), Nova Scotia Department of Education 2012). Diversity reflects variations in students’ prior knowledge, readiness, language, learning styles, preferences, interests, and how they respond. Some students will be challenged by specific academic skills, and their reading, writing, and numeracy skills may require varying degrees of support to develop further. It is critical to not make assumptions about the nature and cause of these difficulties or about the student’s learning or level of competence in other areas. (For example, being challenged by the words in a piece of text does not necessarily equate with weak comprehension skills.) For some, a delay might result from gaps in learning created by frequent absences or indifference to the school program, resulting


The O2 Classroom

in disinterest or poor performance. For others, the challenges could be reflective of a learning disability yet to be diagnosed. It is not uncommon for a learning disability to have gone undetected, as students often develop compensatory strategies that ultimately mask the degree of their difficulty.

“Learning disabilities” refers to a number of disorders that can affect the acquisition, organization, retention, understanding, or use of verbal or non-verbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking or reasoning. As such, learning disabilities are distinct from global intellectual deficiency.

Learning disabilities result from impairments in one or more processes related to perceiving, thinking, remembering, or learning. These include, but are not limited to, language processing, phonological processing, visual spatial processing, processing speed, memory and attention, and executive functions (planning and decision-making, for example). Learning disabilities may co-exist with various conditions including attentional, behavioural, and emotional disorders; sensory impairments; or other medical conditions.

Learning disabilities range in severity and may interfere with the acquisition and use of one or more of the following:

• oral language (e.g., listening, speaking, understanding)

• reading (e.g., decoding, phonetic knowledge, word recognition, comprehension)

• written language (e.g., spelling and written expression)

• mathematics (e.g., computation, problem solving)

“Learning disabilities may also involve difficulties with organizational skills, social perception, social interaction, and perspective taking.” (Learning Disabilities Association of Canada 2012)

Learning disabilities may also co-exist with giftedness.

To address the needs of students with learning disabilities, it is helpful to review previous documents from the student record and compile notes from in-class observations and from student work. A teacher’s observations should be paired with ongoing, informal assessment, including conversations with the student, parent or guardian(s), and past teachers. When appropriate, consult with resource teachers, school psychologists, and/or specialists such as those in the fields of speech-language pathology and assistive technology. A learning profile supports both instruction and the diagnostic process. In the case of a learning disability, a diagnosis requires the involvement of specialists who offer more formalized assessment.

It is paramount to realize that most students with diagnosed learning disabilities demonstrate average to above-average cognitive skills. It is both crucial and respectful to focus on students’ strengths while supporting the development of the areas of


The O2 Classroom

concern. (Don’t allow what they can’t do well to interfere with what they can do.) For some subject areas, adaptations may be necessary to enable students to meet the course outcomes. Adaptations are supports that address such areas as the delivery of instruction, the means of learning, and the form of presenting learned knowledge or skills. (See Department of Education fact sheet, Adaptations: Strategies and Resources: http://studentservices.ednet.ns.ca/sites/default/files/Adaptations_WEB.pdf.)

Professionals such as guidance counsellors, psychologists, and organizations including the Learning Disabilities Association (www.ldans.ca) offer supportive strategies for both the teacher and learner.


Career Development

career development career development and pathway planning

lifeWork portfolio

The LifeWork Portfolio is a purposeful selection of items that students gather throughout their years in secondary school. This resource serves as a guiding link connecting a student’s experiences to the world of work and lifelong learning. The portfolio provides a chronological record of a student’s personal growth and achievement as he or she plans, develops, and documents paths to a successful career.

learning Journals

Reflective journal and essay writing are essential components of career development activities and pathway planning. Community-based learning activities must include an opportunity for students to reflect and assess. These narratives should describe the student’s growth in skill development and linkages to career planning.

Learning journals should focus on what the student observed, the task performed, and what was learned from the activity.

Cumulative reflective essay writing should be part of any short-term or long-term community placement. Reflective learning is an opportunity for students to consider both the in-school activities and the community placement experience and to clarify the linkages between the two.

learning plans

The Learning Plan is a major component of any co-operative education experience. This plan is developed jointly by the student, teacher, and community host. The plan will focus on employability skill development and specific workplace experiences. Every plan should be developed for the specific placement, as all student learning


Career Development

needs and community contexts are unique. Specific guidelines and structure can be found in Community-Based Learning: A Resource for Schools (Nova Scotia Department of Education 2012).

The in-school component of co-operative education should include an education and career planning component. Students should research the pathways required for any career explored through a co-operative education experience and include the results in the learning plan.

career infusion instructional practice

the career infusion Method of instruction

Students benefit from classroom experiences that connect their learning to what is important to them in their daily lives. Career infusion accomplishes this by connecting school curriculum with career information and awareness.

One of the ways to increase the relevance of a school subject is to demonstrate that subject’s usefulness in students’ lives. The more teachers connect what students are learning to real life experiences outside the classroom, the more motivated students will become. Presenting curriculum in a career-related context helps students understand the relevance of the material while at the same time providing career information that will broaden their knowledge of the ever-expanding career options available to them. Career infusion lessons integrate career information within a specific subject or topic while ensuring that subject outcomes are achieved. It engages students’ interest in the topic by creating a link between information and skills being learned in the classroom and the world of work.

evidence of the Benefits of career infusion activities

• Students are more motivated and actively engage in learning the material being presented.

• Subject outcomes can be taught using career information.

• Students understand the practical uses of the topics being taught.

• Students learn about the many career opportunities in the subject.

• Students can explore in more detail careers that interest them.

career infusion is not an “add On” to teachers’ course loads

• Career infusion lessons meet the existing outcomes of a topic or unit.

• Career infusion can increase students’ interest in a subject, creating a positive learning environment with fewer disruptions.

• Career infusion formalizes the informal career education that already occurs in many classrooms.


Career Development

Most curriculum guides make reference to the importance of making connections between the subject and its relationships to the world of work; however, there is little direction given to teachers as to how to incorporate career information into their programs. Teachers who wish to take a career infusion approach need to be supported by having information readily available on a variety of careers associated with their subject, as well as suggestions for integrating this information into the specific curriculum being taught. Teachers and school counsellors can work collaboratively as described in the Comprehensive Guidance and Counselling Program (Nova Scotia Department of Education 2010) on shared outcomes within the career domain.

Students enrolled in the O2 program have the unique opportunity to continue their learning in a variety of settings. This approach lends itself to the career infusion methodology since much of the focus is on the practical uses of the subjects they are learning. With support from the community in terms of mentors, work experience placements, and guest speakers, the career infusion approach is a way to draw on the experiences of many community resources as teachers create opportunities for students to explore their future options.

implementing career infusion

Work experience, job shadowing, volunteering, and other community partnerships provide a rich environment in which students are motivated to examine their future goals and develop a plan to achieve them. Career infusion can be the framework on which this student growth is built. By working together, O2 staff, classroom teachers, and the school counsellor ensure that students have a meaningful purpose for the skills and knowledge that are being offered in the classroom. Both the teacher and school counsellor bring specific areas of expertise to the collaborative relationship. It is important for all involved to be clear about their individual roles and responsibilities in the program.

In many schools, O2 students take courses in classrooms with students not enrolled in the program. Due to the nature of O2, students are engaged in activities that take them away from school for extended periods of time. Without careful planning and preparation, O2 students may become disadvantaged by not being present when specific outcomes are being covered. To minimize disruption to students’ course work, O2 teachers are encouraged to meet with subject teachers to examine course outcomes and how the O2 students’ out-of-school experiences could be adapted to meet many of the outcomes within a career infusion curriculum. The nature of assignments and evaluation would reflect students’ career-related experiences while demonstrating the application of outcomes within the particular setting. School counsellors can also support classroom teachers by helping them use career-related websites and providing suggestions for meeting outcomes in their subject areas that will benefit all students in the classroom.


Career Development

O2 teachers who collaborate with school counsellors to create career infusion lessons and activities will be taking an innovative approach to meeting the learning outcomes of their courses. The career infusion method will require that O2 teachers are deliberate in their planning of activities that give the topics a career focus. Initially, teachers will have to articulate how they would like to use career information in their subjects and be able to identify where in the curriculum this information is most likely to have the desired results. Teachers who choose to use career infusion methods to meet existing curriculum outcomes have to specify these outcomes as they develop lessons, activities, and evaluation methods. Aspects of an individual teacher’s teaching style, such as preferred methods of instruction and evaluation practices, will have to be considered while developing and implementing the career infusion lessons.

As described in the Comprehensive Guidance and Counselling Program (2010), the school counsellor can play an integral role in helping teachers develop, implement, and evaluate career infusion practices. The school counsellor’s primary role is to provide access to career-related materials that are relevant to the subject. This requires an extensive resource base from which school counsellors can obtain current career information. In addition to career information related to a specific subject area, an extensive career information library would be an excellent resource where students wishing to continue career exploration will find information on a variety of occupations with various educational requirements. As much as possible, this information should be pulled from local resources. Much of this information may be housed in the guidance office; however, it is recommended that career information relevant to a particular topic be readily available to students in the O2 classroom.

comprehensive Guidance and counselling and career infusion

A collaborative approach between teachers and school counsellors can be an exciting process. O2 makes it easy for teachers to take a team approach. Two or more teachers may share teaching responsibilities for the O2 students and may teach several subjects to them. This is an ideal opportunity to implement cross-curricular career infusion units. Similarly, many grade levels have developed interdisciplinary units that create exciting opportunities to relate what students are studying in several subject areas with a variety of occupational choices. Collaboration in developing career infusion activities is an effective way for school counsellors to provide career guidance to students and to support teachers in their efforts to bring quality learning experiences to students.

The career infusion collaboration process must be flexible enough to encompass a variety of infusion methods. Not all lessons need a career component. Working with teachers to plan research projects based on career prospects at the end of a unit or using career information as supplemental assignments can still serve to link the topic to the world of work and help students increase their knowledge of career options in a particular field. In the end it will be the O2 students’ teachers and the school counsellor working together to decide how best to use career information to motivate students to expand their learning.


Career Development

The career infusion collaboration will be most successful when all colleagues are committed to the process. Initially this could mean developing lessons in one or two subject areas; however, once the career infusion approach has been introduced, other subject teachers will be encouraged to become involved. The school administration must be supportive of the approach, and board consultants for O2 can greatly improve its success by providing resources, materials, and opportunities for teachers to meet in a professional learning community.

Board consultants for O2 can come together and share career infusion lessons with colleagues in other schools so that over time a series of lessons and resources will be available for implementation.

post-secondary Options

apprenticeship

Apprenticeship is a paid training program in which an apprentice, or person learning a trade, both learns on the job, while being supervised by a certified journeyperson, and takes technical in-class or online training approximately five to eight weeks a year. The apprentice is paid 40 to 90 percent of the journeyperson rate during training. This wage increases after the successful completion of each level of training.

In most designated trades, this process takes approximately three to four years. At the end of the time period, the apprentice should have logged a certain number of on-the-job training hours, completed all blocks of technical training, and have acquired proven proficiency in the skills related to the trade. This is documented in a logbook distributed by the Apprenticeship Training Division of the Department of Labour and Advanced Education. After these requirements are fulfilled and the apprentice successfully completes a Certificate of Qualification Exam, he or she becomes a certified journeyperson.

More detailed information is available at http://nsapprenticeship.ca.

nova scotia community college

seats for O2 students

The Nova Scotia Community College (NSCC) is a significant partner in O2. At the end of grade 10, students have the option of declaring an intent to attend the college. This gives students a preferred status, as they proceed through high school, to enter a program at the college. For details, see Appendix Q: O2 Students at Nova Scotia Community College—Milestones and Appendix E: Notice of Intention Form.


Career Development

nscc’s Menu of Options for O2 students

The following are options that the Nova Scotia Community College can offer to O2 schools by grade level through the Centres for Student Success and campus faculty and staff.

The following course options very by region of the province. As more schools in Nova Scotia incorporate the O2 program, this menu will have to be examined to ensure that NSCC is able to deliver all of these options to an increasingly larger group.

The grade 10 options are broad. In grades 11 and 12, students have an opportunity to focus on specific programs and careers.

Grade 10

• presentations by NSCC staff in O2 classes to give an overview of all programs at NSCC

• invitations to O2 students and teachers to visit NSCC campuses for tours and talks

• the potential of offering a Portfolio Development session

• Skills Canada – Nova Scotia holds provincial skills competitions at NSCC campuses, in which high school students can participate; there is also an opportunity to have in-class presentations about the skilled trades and to have a free bus (space is limited) to go to the campus to see the competitions in action

• open house—not all campuses hold open houses, but those that do will advertise the information for O2 groups (and the public at large); this is a great chance for teachers, students, and parents/guardians to come to the campus and see demonstrations, talk to faculty, and meet students in the program

• guest speakers—the potential for having faculty or academic chairs present in the high schools about a particular program

• having high school students contact faculty by phone with a list of questions as part of researching a program (compare this to an information interview)

• industry education institutes (for example, an Aviation Institute or a Manufacturers and Exporters Institute)

Grade 11

• Skills Canada – Nova Scotia competitions

• open house

• guest speakers

• “Test Drive”—an opportunity for students who have taken grade 10 to really research potential careers and zero in on one that makes the top of their list


Career Development

Grade 12

• Skills Canada – Nova Scotia competitions

• open house

• guest speakers

• “Test Drive” (if not completed in grade 11)

private career colleges

Private career colleges offer occupational training programs for adults in programs such as office administration, massage therapy, paralegal, business, cosmetology, information technology, truck driving, and many other fields. These schools are privately owned and operate as businesses.

Private career colleges respond to needs of business and industry and, while they must be registered under the Private Career Colleges Regulation Act, recognition of certificates or diplomas is employer specific.

Further information and a list of registered colleges are available at www.pcc.ednet.ns.ca.

university

Students working to obtain graduation diplomas through the Options and Opportunities program may select courses that will meet the entrance requirements of universities. Since many university courses and programs have prerequisites, students need to obtain current information through school counsellors as early as possible in order to plan their courses over the three high school years.

Workforce

While many of today’s jobs require specialized and unique skills, almost all jobs share some common skills that are transferable from one job to another. The idea of common skills has always existed, but over time the “bundle” of common skills sought by employers has changed. Some skills, such as the ability to communicate and work as a team member, are now common components to many jobs. Although these skills remain constant, the required level of expertise has changed. Communication, for instance, once might have meant a certain level of vocabulary and the ability to communicate well in a conversational form. Communication now involves a higher level of both the spoken and written word. Other skills, such as the ability to operate a computer, have been added to the basic skill set and have become a given in today’s workplace.


Community-Based Learning

community-Based learningcommunity-Based learning Options Community-based learning may occur in a broad range of settings and situations. Teachers must ensure that CBL experiences outside the classroom are planned, purposive, and engaging and that they result in learning. All learning experiences must be tested against this outcomes imperative:

• The activity helps students achieve an outcome related to a curriculum they are studying.

• Resources used in the activity are of high quality and are free of bias.

• The activity is an effective use of instructional time.

• The activity reflects the principles of learning outlined in Public School Programs 2011–2012 (Draft) (Nova Scotia Department of Education 2012).

career fairs

Career fairs are gatherings of employers who offer information to interested individuals. Fairs often target young people who are seeking to make decisions about their career paths and who need more information in order to make those decisions.

classroom Visits

Community experts may be invited into the classroom for a range of purposes, including

• to provide career information

• to provide information about a workplace or sector of the economy

• to provide advice and expertise related to a class project or other learning activity

Community groups, business, and industry are often eager to bring their messages into classrooms. Teachers must ensure that their visits provide relevant learning for students and that the content is tested against the outcomes imperative.



co-operative education placements

Co-operative education placements allow students to explore a broad range of opportunities offered in the working world. Students learn a variety of life and work skills by being matched with employers or community hosts. Co-op is very flexible, and students may complete community placement hours outside of the limits of the school year and school day. Students learn to perform a variety of tasks while discovering the challenges and rewards of differing career paths.

Job shadowing

Job shadowing occurs when a student spends a brief period of time (for example, a day) observing a worker in his or her workplace. The student is able to learn how different aspects of the work are performed by seeing the worker in action. It requires a short-term commitment from an employer to allow employees to offer a snapshot of their working world.

Mentoring

Mentoring involves an employer offering advice and guidance based on his or her personal experience. Mentoring can be a formal system where the mentor (employer) and the student meet on a regular basis to discuss career development, or mentoring can be a more informal process that involves casual conversations on the subject. There are short- and long-term options for mentoring.

nscc Options

The Nova Scotia Community College is open to teachers and students connecting for community-based learning experiences. Through NSCC staff. teachers can arrange tours, short-term placements, and a “Test Drive,” which is an opportunity for students to attend an NSCC campus and participate in a program of their choosing. Students are given an opportunity to talk with NSCC faculty and students. For students who are considering specific program options, this is a very valuable experience.

service learning

Service learning is a structured learning experience that integrates curriculum with active voluntary service opportunities in the community so that service experiences are directly connected to curriculum outcomes and in-school learning. Service learning fosters students’ personal and social development through active participation in thoughtfully organized service experiences that meet identified community needs. Service learning activities are intended to benefit both the students and the service recipients.



short-term Work placements

In short-term work placements, students spend 5–25 hours working either in a regular workplace or as a volunteer. The jobs they do connect directly with courses they are taking at school, and they are able to apply what they are learning.

Volunteering

Volunteering is the most fundamental act of citizenship in our society. It is offering time, energy, and skills of one’s own free will. Volunteers are individuals, who through volunteering, contribute to supporting an environment and culture. Volunteers provide a service and leadership for effective delivery of programs and services. Volunteering is a strategy to develop employability skills and promote personal growth by building strong and productive relationships with community agencies and groups.

Workplace tours

Students need opportunities to see how the world of work happens in real life. Workplace tours are a great way to show students various industries and introduce them to the multitude of people necessary to a productive and thriving workplace.

Youth apprenticeship

Youth apprenticeships are available for youth between the ages of 16 and 19. It involves the same process as regular apprenticeship, including being paid and mentored by a certified journeyperson. Youth apprenticeships allow young people to count their hours and commit to a training path at a younger age while continuing to go to school. Youth apprentices work part time on evenings and weekends. After they graduate from high school and have enough hours toward their chosen trade, they are able to access technical online or in-class training.



connecting with employers and community

contacting potential employers

You may be uncertain before calling potential employers because you will be asking them to do something for you that will require some extra work and could potentially turn into an extra problem for them. Try to remember that community members are often looking for a way to contribute to the education system and that people value opportunities to mentor young workers interested in their field. You must also believe that employers benefit from the co-operative education experience as well.

email

One good way to make initial contact with a potential employer is via email. This method of contact allows you to carefully consider what you are going to say and how you are going to say it. It also allows the recipients a graceful exit if co-operative education will not work for them at this point. However, you must be vigilant in following up with any email contact because emails can be easy to ignore. See the Following Up section for more hints here.

telephone

Cold-calling employers can be difficult, but you will get used to it after a while, especially if you use a general script. Using the phone is often easier when you have a particular person to ask for as well, which is yet another reason to get students to complete the Workplace Research Assignment. If you do not have a contact name, politely explain your situation to the receptionist and ask to whom you should speak. Failing this, ask for the human resources department, or the manager. Then, introduce yourself and ask whether the person has a few minutes to speak to you. If not, offer to call back or, better yet, send an email. If you get a few minutes, explain who you are and where you work. Then ask if they’ve ever had a co-operative education student before. THIS IS VERY IMPORTANT because the last thing you want to do as a co-operative education teacher is unknowingly take a placement from another teacher. If the employer has had, or currently has, a high school student, ask who the teacher is, or with which school the employer has worked. Then say thank you and that you’ll talk to that teacher about it. Do not take the conversation any further at this point. If you really must use that placement, the proper etiquette is to call the other teacher and ask whether he or she will be using it this year and, if not, ask for permission to use it. As you will soon discover, cultivating a placement is a long and sometimes difficult business, so stepping on another teacher’s toes is most unwelcome.



If you can establish that this person has not been involved in co-operative education before and does not know about the program, you can give a quick description and, if you like, describe the student you have in mind. Do not stay on the phone too long; offer to fax or email your information so that the employer can carefully consider your request. Answer any initial questions, but do not pressure the employer to make a commitment right away. Just spark some interest at this point.

in person

You may occasionally meet someone in person who might make a good match for one of your students. Approach this person the same way you would on the telephone: explain who you are and where you work, and ask if he or she has been involved in a co-operative education program before. If not, explain how the program works and try to get this person interested. Then ask permission to email/fax some more information to consider. Exchange business cards and be sure to follow up when you get back to school.

following up

Timely and polite follow-up can mean the difference between getting a placement and turning someone off the program for good. Try not to get discouraged if it takes you a large number of calls or emails to get anywhere with someone. Your perseverance will often pay off.

A valuable tool to use during the placement process is a phone/email log book. Write down a summary of every phone call you make and email you send so that you’ll be able to tell at what stage you last left things with any given person. You’ll have dates, contact names, phone numbers, emails, and notes to keep yourself straight with the large number of people to whom you’ll be talking.

A few days after your initial contact with a potential employer, send a follow-up message or make a follow-up call if you have not already heard back. Identify yourself again and re-state your business. Also state that you don’t mean to pester the employer, but wish to know if he or she has had a chance to read the materials you emailed/faxed. Do they have any questions? You will likely get a feeling at this point whether there is interest in taking a student.

If a placement seems possible, tell the person that you have a specific student in mind and give a few non-identifying details about the student (grade level, very reliable student, strong interest in the field, etc.). Offer to fax or email the student’s resumé to the employer and ask the employer to consider interviewing the student if that seems appropriate now.

When you are faxing or emailing information, always include a cover letter on school letterhead. Be formal and businesslike. Thank the employer for taking the time to



talk to you and for considering hosting a co-operative education placement. Describe the student you have in mind and the rest of the contents of your fax/email. Offer the possibility of interviewing the student and suggest a couple of times. Ask that the employer call or email (give your contact information) when she or he has had a chance to review the information. If you do not hear from the employer within a few days, call or email again to check in.

If the employer is interested, the next step would be to set up an interview time, when you (the teacher), the student, and the employer could meet at the employer’s place of business. If the employer is making excuses or is negative at all, just say thank you and that you appreciate their time. In some cases it may be appropriate to ask to keep the employer’s name on file for future placements, or to ask the employer to recommend someone else in the business who might be interested. Be very careful to leave a positive impression of your program regardless of the outcome of the contact.

You can ask an employer just to interview a student if the employer is not sure whether the placement will work. Sometimes, meeting a good student will be motivation enough for the employer to take the chance. In this case, make sure that the student understands that the placement is not a sure thing, and that the employer might need to be convinced to take the student on.

Appendices


Appendix A: Options and Opportunities Policy

Education

Options and Opportunities (O2) Policy

1. POlicy Statement Options and Opportunities, referred to informally as O2, is a program designed to help students work toward a career or occupation in learning contexts that respond to their learning needs and that provide linkages to the workplace and other post-secondary destinations. This policy is intended to define program components and requirements and to clarify responsibilities of all participants.

2. DefinitiOnScareer academy—A “school within a school” in which academic course work is integrated with career-related material with a particular focus.

community-based learning—Career exploration opportunities that the community provides to students through experiential learning programs.

co-operative education—A planned learning experience requiring a long-term community/workplace placement for which a high school student earns a credit or half-credit.

department—Nova Scotia Department of Education.

differentiated instruction—Varying and adapting instructional approaches, strategies, and resources to meet an individual’s needs and abilities, thereby maximizing each student’s growth and success.

experiential learning—Learning acquired wholly or in part through practical experiences.

family—Parent or parents, or other family members or guardians acting in place of parents, such as grandparents, aunts, uncles, or adult siblings.

individual program plan—A program developed and implemented for a student for whom the public school program learning outcomes are not applicable or attainable.

OptiOns and OppOrtunities (O2) pOlicy

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intake process—The process by which students are selected for the Options and Opportunities program, including program promotion, identification of potential candidates, application, interview, selection, and orientation.

learning agreement—A document—completed by student, family, and teacher as agent for the school board—that outlines the responsibilities of each partner in a student’s Options and Opportunities program.

Options and Opportunities cohort—The student group designated to participate in the Options and Opportunities program.

Options and Opportunities lead teacher—The teacher in a school designated to be responsible for the coordination of the Options and Opportunities program.

post-secondary options—Students’ potential destinations after high school graduation, including apprenticeship, community college, military, private career college, university, or workplace.

project-based learning—A student-centred instructional approach built on authentic learning activities whereby students work alone or in groups on a project of substantial length and complexity.

student—Any student enrolled in any public school in grades 10 to 12.

3. POlicy ObjectiveSThe objectives of this policy are to

• define the program components that are necessary to help students work toward a career or occupation in learning contexts that respond to their needs and that provide linkages to the workplace and other post-secondary destinations

• outline program delivery in the areas of – student intake – scheduling – cohort size – support

• differentiate between the compulsory and optional criteria and procedures of the Options and Opportunities program

• define student requirements for completion of the Options and Opportunities program• designate the roles and responsibilities of the Department of Education, school

boards, schools, teachers, and students


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4. aPPlicatiOnThis policy applies to all teachers, school administrators, and school board personnel responsible for the development and delivery of an Options and Opportunities program, and to all students enrolled in an Options and Opportunities program.

5. POlicy DirectiveS• An Options and Opportunities program shall include all of the following components:

– community learning partnerships—partnerships that support the expansion of opportunities for community-based learning and the achievement of learning outcomes

– integrated career education and planning—access to career education within credit courses

– skills for the workplace—development of employability skills and workplace readiness

– flexible design and delivery—focus on flexible course scheduling; for example, career academies

– instructional teaming—targeted staffing and professional development to facilitate delivery of Options and Opportunities programs

– expanded course options—provision of a range of career-oriented courses – head start in a career—opportunities to access career-related experiences and

further career education – connecting with families—provision of opportunities for family support for

Options and Opportunities students• Entry to the Options and Opportunities program is available only at the grade 10

level. Students will not be permitted entry to an Options and Opportunities cohort after their grade 10 year.

• Schools are expected to establish a yearly grade 10 cohort of 20 students.• School boards shall provide professional development for Options and Opportunities

teachers as required.• Options and Opportunities designated schools shall

– adhere to the processes and procedures described in Department of Education documents related to Options and Opportunities and Community-Based Learning (see References)

– incorporate differentiated instruction, experiential and project-based learning, and a career and employability orientation into the delivery of all courses for Options and Opportunities students

– interview and select students to establish a grade 10 cohort by using the criteria and intake process provided by the department

– support the development of LifeWork Portfolios as described in LifeWork Portfolio: A Teaching Resource (Nova Scotia Department of Education 2008)


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– designate an Options and Opportunities lead teacher and provide as part of his or her teaching assignment a scheduled block each semester, with time equivalent to a course assignment, to fulfill the lead teacher responsibilities

– establish an Options and Opportunities team and ensure that all staff working with Options and Opportunities students meet regularly

– ensure that a range of career-related courses is offered – establish dedicated sections of Career Development 10, Career Development 11,

Community-Based Learning 10, and Workplace Health and Safety 11 for Options and Opportunities students only

– provide a dedicated section of English 10, Français 10, and other courses, if required, for Options and Opportunities students only

– provide a minimum of four co-operative education courses, one of which may be Community-Based Learning 10, to each Options and Opportunities student

– ensure that current copies of the documents in the reference section of this policy are available in the school and are referenced where clarity and detail of this policy are required

– ensure that confidential documents acquired during the intake process are not made part of the student’s permanent record

• Staffing resources provided for the delivery of an Options and Opportunities program shall be deployed as outlined in Options and Opportunities: A Resource for Schools (Nova Scotia Department of Education 2012).

• Students must achieve the outcomes stated in public school program curriculum documents in order to graduate with a Nova Scotia High School Graduation Diploma, although those outcomes may be arrived at through different learning experiences.

• Students shall be fully scheduled in each of grades 10, 11, and 12.• Options and Opportunities Certificates of Achievement shall be awarded to

graduating students enrolled in the Options and Opportunities program who – complete a minimum of four co-operative education courses, one of which may

be Community-Based Learning 10 – develop a LifeWork Portfolio – complete Career Development 10, Career Development 11, and Workplace Health

and Safety 11

6. POlicy GuiDelineS • Where possible, schools should assign more than one Options and Opportunities

course to a teacher in order to promote the development of good student/teacher rapport.

• Schools should strive to provide students enrolled in Options and Opportunities with the greatest possible access to technological resources to facilitate their skill development and career exploration.


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• The percentage of students on an individual program plan in Options and Opportunities sections or courses should be no greater than the percentage of students on individual program plans in the school.

• When required to take courses with students outside the Options and Opportunities cohort, Options and Opportunities students should be scheduled to attend as a group to provide support for one another.

• Schools should develop procedures to involve families in school events promoting Options and Opportunities programs and celebrating the successes of Options and Opportunities students.

7. accOuntability The Department of education is responsible for • communicating the policy to each school board• developing the objectives of the policy, in consultation with school boards• developing and maintaining the documents supporting the Options and Opportunities

program

School boards are responsible for• communicating the policy to schools• providing schools with department documents supporting the program• monitoring and ensuring compliance with this policy

Schools are responsible for• following the directives and guidelines of the policy in the implementation of the

Options and Opportunities program

teachers are responsible for• attending to the eight components of the Options and Opportunities program• fulfilling roles and responsibilities as outlined in the directives and guidelines of this

policy• ensuring that the co-operative education credits are in compliance with the

Community-Based Learning Policy

Students are responsible for• fulfilling the terms of their Learning Agreement, and acknowledging that not doing so

will affect their continued participation in the Options and Opportunities program


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• The percentage of students on an individual program plan in Options and Opportunities sections or courses should be no greater than the percentage of students on individual program plans in the school.

• When required to take courses with students outside the Options and Opportunities cohort, Options and Opportunities students should be scheduled to attend as a group to provide support for one another.

• Schools should develop procedures to involve families in school events promoting Options and Opportunities programs and celebrating the successes of Options and Opportunities students.

7. accOuntability The Department of education is responsible for • communicating the policy to each school board• developing the objectives of the policy, in consultation with school boards• developing and maintaining the documents supporting the Options and Opportunities

program

School boards are responsible for• communicating the policy to schools• providing schools with department documents supporting the program• monitoring and ensuring compliance with this policy

Schools are responsible for• following the directives and guidelines of the policy in the implementation of the

Options and Opportunities program

teachers are responsible for• attending to the eight components of the Options and Opportunities program• fulfilling roles and responsibilities as outlined in the directives and guidelines of this

policy• ensuring that the co-operative education credits are in compliance with the

Community-Based Learning Policy

Students are responsible for• fulfilling the terms of their Learning Agreement, and acknowledging that not doing so

will affect their continued participation in the Options and Opportunities program


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8. mOnitOrinG• The Deputy Minister of Education is responsible for monitoring overall compliance

with this policy.• The Superintendent of each school board is responsible for monitoring compliance

with this policy.• The Principal of each school is responsible for compliance with this policy.• The Department of Education, through the Coordinator of Youth Pathways

and Transitions, shall monitor this policy, working with the school board community-based learning consultants. This responsibility includes evaluating the suitability and effectiveness of this policy and ensuring that the policy is formally reviewed biennially.

9. referenceS Nova Scotia Department of Education. 2013. Community-Based Learning: A Resource

for Schools. Halifax, NS: Province of Nova Scotia.

———. 2013. Co-operative Education: A Resource for Schools. Halifax, NS: Province of Nova Scotia.

———. 2008. LifeWork Portfolio: A Teaching Resource. Halifax, NS: Province of Nova Scotia.

———. 2013. Options and Opportunities: A Resource for Schools. Halifax, NS: Province of Nova Scotia.

enquiries: For further information regarding this policy or to obtain reference documents, contact the Coordinator of Youth Pathways and Transitions, English Program Services, Department of Education, at (902) 424-7123.


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Appendix B: Student Application Form

student application formThis form reflects the Options and Opportunities and Community-Based Learning policies and may not be altered.

name: student number:

date of Birth: age: parent/Guardian name:

home phone: personal phone: email:

home address: Mailing address: ( same as home address)

community reference:

(Each question in this section must be answered fully.)

1. Why are you interested in applying to the O2 program?

2. What issues or obstacles are creating difficulties for you in the present school setting? What issues or obstacles may be creating difficulties for you outside of school?



3. What subjects in school appeal to you most? Why?

4. What subjects in school are you successful in?

5. What subjects in school do you not enjoy? Why?

6. What subjects in school do you find difficult? Why?

7. how would you describe the effort that you put into your school work?

(Place a check mark beside the response that best describes your efforts.)

i always give my best effort. i only give my best on certain occasions.

i rarely give a good effort to my courses.

8. describe a situation where you really tried to do your best.



9. Make a general statement about your learning style.

place a check mark beside all responses that describe how you learn well.

reading

practising and performing

memorizing

interactive (hands-on)

experientially (work placement)

teamwork approach

listening

observation (watching)

creating

using technology

writing

working alone

10. have you repeated any grades in school? Yes no

if yes, which grades?

11. a. What are your hobbies and interests outside of school?

b. What extracurricular activities are you involved in or wish to become involved in?

c. how do you spend your free time?



12. a. are you a responsible person? Yes no

explain:

b. are you a punctual person? Yes no

explain:

13. a. What are your educational goals?

b. What are your long-term career goals?

14. are you now working part-time? Yes no

if so, where?

15. are you willing to make a commitment to keeping excellent attendance, working hard, and following O2 program expectations? this includes participation in all components of the program including academics, school trips, work placements, and other related activities?

Yes no



To be completed by family:

1. What are your goals for your child?

2. how do you think this program can better meet your child’s learning needs and help improve his or her school achievement?

3. What are your expectations of this program?

4. the O2 program requires the involvement of families, students, school, and community working in partnership so that students graduate and continue to further their education or follow employment opportunities. this will include a community-based learning component. the school will require your full support for your child to achieve program goals. how do you see yourself in a supporting role for your child?

student signature: Date:

Parent/Guardian signature: Date:

o2 Administration Process 1. student and parents/guardians complete the application.2. student and parents/guardians attend all interview and planning sessions.3. letter of acceptance and learning agreement is returned to school.4. student and parents/guardians attend all necessary meetings during the school year.

This form is available in PDF at www.EDnet.ns.ca/O2/Teachers.


Appendix C: Options and Opportunities (O2) Learning Agreement

Options and Opportunities (O2) learning agreementThis form reflects the Options and Opportunities and Community-Based Learning policies and may not be altered.

academic progress i agree to do my best in all my courses.

i agree to ask my teachers for help when i need it.

i agree to use the school’s student agenda or day planner regularly to keep track of homework, tests, and assignments. (if the school does not provide one, i will develop my own system.)

i agree to complete all assignments and projects to the best of my ability and on time.

i agree to write all tests and examinations.

i agree to develop and maintain a lifeWork portfolio.

attendance i agree to come to school every day, to attend all classes, and to arrive on time.

i agree to notify my teacher ahead of time when my absence from school will be unavoidable.

conduct i agree to become familiar with and to follow all school policies and regulations.

i agree to treat my teachers and other students fairly, honestly, and with consideration.

i agree to talk to my family regularly about my progress and any problems i encounter.

Workplace and community i agree to conduct myself in an appropriate manner when i am learning in a community or workplace

setting.

i agree to follow all workplace health and safety regulations and procedures.

student signature: Date:

Parent/Guardian signature: school:



Appendix D: Implementing the O2 Learning Agreement

implementing the O2 learning agreementWhat happens if a student does not meet the expectations stated in the Learning Agreement?

It is unrealistic to expect that students who have acquired negative or unproductive responses to school will be able to abandon those responses without a transition period. For some students, evidence of progress toward meeting the expectations should be taken into consideration.

Students who are otherwise meeting the expectations but are not experiencing academic success, and who are working to improve, should not be removed from the program. Schools should provide learning supports where needed or review existing supports to ensure that they are appropriate.

If a student has not shown progress toward meeting expectations (after a reasonable period of monitoring student achievement, attendance, and behaviour; providing feedback, coaching, and learning support; and consulting with the student’s family), the student may be transferred to the regular high school program.

Teachers must consider a number of other factors in making the decision to remove a student from the (O2) program:

• Are the actions of the student having a negative impact on other (O2) students?

• Is the integrity of the program jepoardized by the student’s actions?

• Has the student been involved in exceptionally negative actions—for example, drug use, insubordination, assault, or other highly agressive behaviour?

• Has the student failed to progress in meeting the workplace readiness requirements for participation in co-operative education courses?

How does the Learning Agreement support the transitioning students into the Options and Opportunities program?

The signing of the learning agreement is the final step in the process, after it has been determined that the student is disengaged from school and is not meeting his or her academic potential.

The Learning Agreement serves to verify that the student has committed to

• change his or her behaviour

• participate fully in the program


Appendix D: Implementing the O2 Learning Agreement

How does the Learning Agreement support the transitioning students out of the Options and Opportunities program?

The Learning Agreement provides a framework for documenting

• academic progress

• attendance

• behaviour issues

• communication with the student, home, and administration

What process should be followed in arranging a transition out of the Options and Opportunities program?

If it becomes necessary to transfer an O2 student to the regular high school program to develop additional learning support or individual program plans, the transfer should be preceded by a consultative and planning process that considers the student’s learning needs and that measures will be in the best interests of the student. The transfer should be scheduled so that disruption to the student’s progress is minimized—at the end of the semester, for example.

Schools should follow the transition policy established by each board.

Transition: A Lifelong Process (Nova Scotia Department of Education 2012) provides some helpful information (studentservices.ednet.ns.ca/sites/default/files/transition.pdf).

Note: When a student leaves the Options and Opportunities program, it is important to notify the Nova Scotia Community College admissions office so that the student can be removed from eligibility for an assured seat.


Appendix E: Notice of Intention Form

notice of intention formThis form reflects the Options and Opportunities and Community-Based Learning policies and may not be altered.

Request for Seat Designation: Options and Opportunities

student’s name: (first name, middle name, last name)

date of Birth: Gender: f M (mm/dd/yyyy)

home telephone: email address:

Mailing address: (street address, rural route, or p.O. Box)

city/town: province: postal code:

high school: Grade:

program and/or program cluster you intend to enroll in at nscc: (refer to www.nscc.ca for a detailed list of programs.)

specific program:

preferred campus location (refer to www.nscc.ca for a list of program locations):

campus:

Student

i have begun work on my lifeWork portfolio and have based my choices on what i have learned about my skills and interests.

(signature) (date)

i will graduate from high school in: (year)


Appendix E: Notice of Intention Form

Family

i support my student’s interest in a program at nscc.

(signature) (date)

O2 Coordinator / O2 Teacher

i have talked to this student about his or her career plan.

(signature) (date)

Student Personal Information Disclaimer

i understand that the nova scotia community college and my high school will collect, use, and disclose my personal information in a confidential manner. this information will not be shared with third parties. My consent is conditional upon the college complying with its legal duties and obligations to manage personal information.

Return this form prior to the end of June of your grade 10 year to:

nscc admissions pO Box 220 halifax ns B3J 2X1 (902) 491-3514 (fax)



Appendix F: Department of Education Co-operative Education Resources

department of education co-operative education resources

Community-Based Learning: A Resource for Schools (nova scotia department of education 2013)

This document captures the guidelines, policy, and parameters of community-based learning and how community and schools can work together to create meaningful learning environments for students. The document begins by defining the broad scope of community-based learning possibilities. It outlines how the various community-based learning opportunities can be used by elementary, junior high, and high school teachers and students.

Guidelines for delivery of all community-based learning are outlined. Frequently asked questions by schools about transportation, insurance, Workplace Health and Safety, and Freedom of Information and Protection of Privacy are addressed. The rationale, goals, and delivery of co-operative education with learning outcomes for both the in- and out-of-school components are summarized. The roles and responsibilities of all participants in a co-operative education experience are defined.

The document concludes with strategies and practices for assessing and evaluating student learning. Learning resources and generic forms are provided.

Co-operative Education: A Resource for Schools (nova scotia department of education 2013)

This document is written for administrators or teachers who are implementing a co-operative education program in their schools. The prospect of moving from full-time classroom teaching to implementing an experiential off-site program can be daunting. However, with background information, good organizational skills, and determination, you can run a successful program in your school and help students to develop their employability skills and explore potential career options.

Best practices for successful implementation of a co-operative education program require the teacher to possess a diversity of skills. The community becomes your classroom, and creative program delivery with flexibility and imagination are essential. This document provides beginning co-operative education teachers with the tools needed to understand and implement their new role.


Appendix F: Department of Education Co-operative Education Resources

The Business of Mentoring: An Employer’s Guide (nova scotia department of education and early childhood development 2013)

This document invites employers to be active participants in community-based learning activities in our public schools. The guide explains why employers should get involved and describes how they can invest in youth. An extensive section on how to host a student and suggestions for making learning experiences positive are very helpful. This guide will help schools answer the many questions and concerns that community hosts may have when considering involvement in O2 placements, co-op placements, and other forms of community-based learning.


Appendix G: Attributes of an Effective Options and Opportunities Teacher

attributes of an effective Options and Opportunities teacherThe success of O2 depends on building a program in the school that attends to all of the O2 components. None is more important than staffing. In schools where O2 is most effective, the teacher demonstrates the following attributes:

academic attributes• is experienced in differentiating instruction

• is committed to implementing the prescribed curricula

• is prepared to select teaching strategies that fit students and the learning context

• can balance high expectations with high levels of support

• encourages both independent and group initiative

• is familiar with a broad range of careers

• is comfortable with teaching collaboratively

social attributes• has experience with community groups and agencies

• is committed to establishing relationships with community groups and agencies

• understands the value of student learning in multiple community settings

• works well in a team environment

• establishes strong, co-operative, collegial working relationships with other teachers and guidance counsellors

• provides frequent, constructive, descriptive feedback

• is comfortable working with families

cognitive attributes• is a reflective learner, willing to improve and innovate

• understands the power of the teachable moment

• recognizes and seizes opportunities to innovate

• is committed to a collegial approach to teaching

• has a clear vision of the linkages between work and learning


Appendix G: Attributes of an Effective Options and Opportunities Teacher

affective attributes• is skilled in advocacy roles

• has a caring, nurturing orientation to students

• is persistent in pursuing the untapped potential of students

• is prepared to do whatever is needed to see students succeed

• is not deterred by the difficult or resistant student

• takes pleasure in the triumphs of students

• sees students as people first and learners second

Note: This list does not include the broader attributes of teacher competence. For staffing purposes, administrators may choose to augment the list to describe a specific position in the school.


Appendix H: Attributes of an Effective Options and Opportunities School

attributes of an effective Options and Opportunities schoolSchools that have developed an effective Options and Opportunities program demonstrate all or most of the following attributes:

• capacity to establish a full 20-student cohort each year

• contribution to a balanced geographical distribution within the board

• contribution to a balanced demographic distribution within the board

• effective relationships with community businesses and organizations

• administration with an orientation to innovation

• capacity to deliver a range of career-related courses

• school culture committed to equity and diversity

• staff commitment to advocacy and advisory roles

• commitment to the Comprehensive Guidance and Counselling program

• support for flexible scheduling

• capacity to provide differentiated, interactive, project-based instruction

• experience with co-operative education

• effective relationship with Nova Scotia Community College

• understanding of and commitment to all components of the program


Appendix I: Student Intake Process

student intake process

Information

• brochures provided to junior high schools for distribution to families, students, and teachers

• information item in school newsletter

• information session for staff

• information session for families

Janu

ary

to M

arch

Identification

• students may self-identify

• families may identify a student

• teachers and guidance counsellors work together to identify students

Application • completed by student and family together

Apr

il, M

ay

Screening

• interview team established (teacher, counsellor, administration)

• interview team reviews interview form and selection criteria

• student and family attend interview

Selection

selection criteria include

• evidence of disengagement (history of low academic achievement, attendance issues, behaviour issues)

• teacher assessment that student is not achieving to his or her academic potential

• student willingness to commit to all aspects of O2

Commitment• student is offered a placement in the O2 program

• student agrees to sign the learning agreement

• school agrees to provide all components of O2

June


Appendix J: Options and Opportunities (O2) Information for Parents

Options and Opportunities (O2) information for parents[insert school name]

program

Students must register for the following courses:

Student may choose their remaining courses from the following:

1. 1.

2. 2.

3. 3.

4. 4.

process• student and parents/guardians complete the application

• student and parents/guardians attend all interview and planning sessions

• letter of acceptance and learning agreement sent out

• student and parents/guardians attend all necessary meetings during the school year

deadlines[date] information session with grade 9 parents and students

[date] deadline for applications

[dates] interviews

[dates] notice of acceptance mailed

[date] student orientation

[date] first parent/guardian meeting

school contactsfor more information, please contact

[name]

[phone]

[email]

This form is available in Microsoft Word at www.EDnet.ns.ca/O2/Teachers.


Appendix K: Identifying Students Most Likely to Benefit from the O2 Program

identifying students Most likely to Benefit from the O2 programThe Options and Opportunities Program (O2) is an opportunity for high school students who may not be meeting their academic potential because they are not fully engaged with their school program.

A typical O2 candidate is the student who requires all or most of the following:

• re-engagement with their learning and with school

• direction and support in developing a career/life pathway

• learning experiences that make the connections between school, community, and workplace

• confidence in their skills, abilities, and learning preferences

• competence in the skills that will be needed in the workplace

• achievement of their academic potential

Students in the O2 program will have a range of learning needs and preferences. Teachers are expected to use a variety of teaching strategies and to organize instruction with attention to a range of variables, including time, classroom organization, and evaluation techniques.

co-operative education

Students in the O2 program are required to complete a minimum of four co-operative education credits, each requiring a minimum of 100 hours in a community or workplace setting. Teachers must ensure that students are prepared for success in the workplace or community setting before proceeding with a work or community placement. Students are accepted by employers or community supervisors on condition that they are behaviourally and socially prepared, and that they have successfully completed the prescribed curriculum of a Workplace Health and Safety course.

Students who are disengaged, but not struggling academically, might benefit most from a series of co-operative education courses and might not necessarily be appropriate candidates for the O2 program.


Appendix L: O2 Selection Process

O2 selection processRationale

The following guidelines are intended to

• ensure that all applicants are treated fairly with consideration given to their learning needs and interests as well as matters of equity and diversity

• establish a cohort that will allow a positive learning environment to be developed

• document a consistent process

• establish a clear record of the steps taken in selecting students

Part A: O2 Student Selection Guidelines

1. Ensure the grade 9 team is familiar with expectations and O2 program.

2. In advance, invite students to bring an artifact (artwork, medal, photo, woodworking, etc.) that they can use to demonstrate their personal achievements, interests, or that holds special meaning.

3. It is important the interview is conducted by a panel, which could include the O2 Lead Teacher and a guidance counsellor, administrator, or cohort teacher.

4. Prepare an interview sheet for each panel member with common interview questions, room for notes, suggestions, and recommendations.

5. Retain notes for all candidates for a period of six years.

Part B: Sample Interview Questions

1. a) Describe a time when you set a goal and were able to achieve it. b) What goal have you set for yourself next year when you start high school? c) Where do you see yourself after high school?

2. a) What is your favourite subject and why? b) What is your least subject and why? c) What does this say about how you can learn best?

3. a) What do you know about the O2 program? b) What is it you think you will be doing over the next three years in O2? c) What are you most looking forward to in the O2 program?

4. a) Why are you interested in being in the O2 program? b) This is a competitive process, what makes you the best candidate? c) What do you bring to the cohort that would make you a good candidate? (sell yourself )

5. a) How do you think being in high school will be different from being in junior high? b) How do you think being in O2 will be different from what other high school students are doing? c) How do you think the O2 program will make you a better student and person?

6. a) How do you think your best friend would describe you? b) How do you think your teachers would describe you?



Junior High Feedback Formstudent: date:

this information will help the O2 interview team select the candidates most likely to benefit from the Options and Opportunities program. it is recommended that this form be completed collectively by a team consisting of an administrator, guidance counsellor, and at least one subject teacher. the information contained in this form is intended for the confidential use of the interview team.

students most likely to benefit from the Options and Opportunities program may have several of the following needs. this student

requires re-engagement with learning and with school

requires direction and support in developing a career/life pathway

requires learning experiences that make connections between school, community, and workplace

needs to develop confidence in their skills, abilities, and learning preferences

needs to develop competence in the skills which will be needed in the workplace

requires support in achieving academic potential

Criteriastrongly agree (4)/ agree (3)/ disagree (2)/ strongly disagree (1) 4 3 2 1

this student could become an active contributing member of the O2 cohort and their community.

this student can develop the skills necessary to successfully complete O2 and high school graduation requirements.

experiential learning will support this student in meeting academic potential.

this student can develop confidence, consideration for others and personal responsibility.

this student expresses an interest in developing a life/work path.

the student’s behaviour indicates the potential to safely engage in independent or group learning activities.

the following information is attached:

Most recent transcript attendance records adaptations/ipp

additional comments/notes:




Interview Recordstudent: date:

Criteriastrongly agree (4)/ agree (3)/ disagree (2)/ strongly disagree (1) 4 3 2 1

1. capable of setting personal goals

2. able to articulate learning style

3. understands the commitment the O2 program requires

4. able to articulate why they would be a good candidate for O2

5. demonstrates understanding of school expectations

6. recognizes growth opportunities and personal benefits

application was received and considered Yes no

the student’s family/guardian(s) was invited to participate in the application process Yes no

the student’s family/guardian(s) participated in the application process Yes no

Grade 9 school information was reviewed Yes no

student transcript including record of attendance and adaptations/ ipp was reviewed Yes no

school demography/cohort culture was considered Yes no

additional comments/notes:

upon review of the grade 9 information, the student application, and the interview, this student is

recommended for acceptance into the O2 program

recommended for conditional acceptance (based on seat availability)

referred for career development 10 and/or career development 11 and/or co-operative education

not recommended for O2

interview panel members:



Appendix M: Co-operative Education Course Codes

co-operative education course codesNote: The following is a sampling of co-operative education courses. A full listing is available through PowerSchool.

Community-Based Learning 10 149136 1 credit openCommunity-Based Learning 10A 149137 ½ credit open

Co-operative Education 10 149130 1 credit academicCo-operative Education 10 149131 1 credit graduationCo-operative Education 10 149132 1 credit open

Co-operative Education 10A 149133 ½ credit academicCo-operative Education 10A 149134 ½ credit graduationCo-operative Education 10A 149135 ½ credit open


Co-operative Education 11-TWO 149145 1 credit academicCo-operative Education 11-TWO 149146 1 credit graduationCo-operative Education 11-TWO 149147 1 credit open


Co-operative Education 12-TWO 149148 ½ credit academicCo-operative Education 12-TWO 149149 ½ credit graduationCo-operative Education 12-TWO 149150 ½ credit open

Co-operative Education 12-THREE 149151 ½ credit academicCo-operative Education 12-THREE 149152 ½ credit graduationCo-operative Education 12-THREE 149153 ½ credit open

Co-operative Education 12-FOUR 149154 ½ credit academicCo-operative Education 12-FOUR 149155 ½ credit graduationCo-operative Education 12-FOUR 149156 ½ credit open


Appendix N: Summary of Compulsory Credits for a Graduation Diploma for Students Graduating in 2011 or Later

summary of compulsory credits for a Graduation diploma for students Graduating in 2011 or later

Compulsory Credits for all Students, including Options and

Opportunities Students

Compulsory Credits for Options and Opportunities Students Only

• 3 english or french language arts

• 1 fine arts

• 2 mathematics

• 2 science

• 2 from mathematics, science, or technology

• 1 canadian history

• 1 physical education

• 1 global studies

• career development 10

• career development 11 (½ credit)

• Workplace health and safety 11 (½ credit)

• 4 co-operative education, one of which may be community-Based learning 10

Note: This table is a summary. For details, please refer to Public School Programs 2011–2012 (Draft) (Nova Scotia Department of Education 2012) at http://educators.EDnet.ns.ca.

Note: To receive a graduation diploma, 18 credits are required. To receive an Options and Opportunities certificate, 19 credits are required.


Appendix O: O2 Family Orientation

O2 family OrientationTarget: Grade 10 and 11 O2 students and their families

Duration: 1½–2 hours

Month: October

The gathering should be interactive and informal; many families will be hesitant and need to feel welcome. Use materials generated by the school rather than relying exclusively on “official” Department of Education resources. The focus should be on families, their needs, and how they can contribute to the student’s success.

Schools should consider providing food and scheduling for early evening. Families may be more comfortable if the location is in the community—for example, in a community centre, library, or service club or other community group building. Parents should be contacted personally and offered help (for example, transportation) in arranging to attend. A special effort should be made to establish a warm and welcoming atmosphere by, for example, using student greeters, posting clear signage, and providing name tags, refreshments, notepads, and pencils. Schools might consider offering a babysitting service during the meeting.

The presentation team should include O2 teachers, counsellors, NSCC staff, parents/

guardians, and students. Administrators should provide a welcome and introductions. The presentation team should meet after the session to debrief and to plan next steps. The board consultant should help the school organize the gathering, record the discussion, and follow up during the debrief.

Goals for the evening might include

• engaging families in school life

• establishing a working relationship with school

• creation of a constructive, neutral landscape for family dialogue

• providing information about the O2 program

• outlining the roles of the Nova Scotia Community College and introducing their programs

• providing information about co-operative education, including Youth Apprenticeship

• promoting Parents as Career Coaches

• planning for future involvement of families

• agreement on procedures for regular communication

• responding to families’ questions and concerns



Topics for the evening might include the following:

• school progress report

• components of O2

• introduction of a 3-year plan

– academy model

– Workplace Health and Safety

– Co-op education—roles, risk

– NSCC milestones

– LifeWork Portfolio

– “off ramps”

• communication plan or strategy

• family needs assessment

– explore the idea of a “full service school”

– identify barriers or challenges they have encountered

– identify stressors

• how families can contribute to their students’ success

• school’s expectations and the O2 Learning Agreement

• what the school can offer; for example

– health and fitness support

– extracurricular activities

– homework club

– O2 hotline

– time management seminar

– career mentorship network

– conflict resolution

• Parents as Career Coaches

– information

– sample activity

– family commitment

• plan for the future

– information

– updates on student progress



– date for second semester meeting with more on co-operative education

– date for a year-end celebration, including community partners

– group activities (e.g., field trips)

• Offer to establish parent group for sharing, problem solving

In structuring the session, it is important to keep in mind the range of literacy levels among families, their learning preferences, the amount of new information that should be provided, and the pace of presentations. Try to avoid education jargon, inflated language, long presentations, and PowerPoint. Handouts should be brief and visually accessible, and use clear, straightforward language. Materials should be available to parents and guardians to take home to read. The school’s contact information should be on these take-home materials. Creating a constructive relationship with families, not providing information, is the critical outcome for the evening.


Appendix P: The Disengaged Student—A Snapshot

the disengaged student—a snapshotPicture Jason. He’s the 16-year-old who consistently opts for a back corner seat—when he comes to class. He prefers to be away from the “action,” hoping that out of sight is truly out of mind. He may be listening to you; you’re not sure. His body language screams, “I’m bored,” and suggests that he is a million miles away. Descriptors such as passive, disinterested, and challenging are repeated frequently through past school records. Yet, when you present him with a direct question, his response is usually articulate and sound of reason. He perplexes you.

What you don’t know is that Jason is an avid cyclist who dreams of competing in the Tour de France. He trains daily with focused intensity, committing hours to fine tuning both his craft and his bike. Since the age of 12, he has worked for parts at a local bike shop. Also, for the past two years he has voluntarily repaired bicycles for donation to a local family support group. Passive? Disinterested?

There are many students like Jason throughout our system. For a variety of reasons, they see little relevance between themselves, their lives, and their futures and their daily experiences in school. They defy us to engage them, yet; on the occasions where we tap into their world—BAM!—they come alive.

Numerous strategies can be found in the many resources referenced throughout this document. Taking the time to read the research and the discourse behind these strategies truly helps us understand why certain strategies work, how to make suitable adaptations, and how to create our own supports that make learning more interesting and relevant to all.

By designing and delivering a program that is grounded in knowing our students, that connects with their world beyond school, and that invites them as partners in the classroom, we are creating learning opportunities whereby students can’t help but be engaged. Sharing the voice and the control allows us to use “the energy of their connections to drive us through the content.” (Christensen 2000)


Appendix Q: O2 Students at Nova Scotia Community College—Milestones

O2 students at nova scotia community college—Milestones

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nssBB #: nova scotia school Book Bureau stock code number


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Documents

Options and Opportunities - ednet.ns.ca · OptiOns and OppOrtunities: aes rOurce fOr schOOls 1 Overview definition Options and Opportunities (O 2) is a program designed to help students