Page 39 - Creating Pathways to Success

• Implement processes for students to track, document, and share the development
of their knowledge and skills in education and career/life planning with teachers, parents, and peers – and in a scheduled review with a teacher and, where possible, their parents at least twice a year – using the “All About Me” portfolio or the Individual Pathways Plan (see sections 3.4.1 and 3.4.2).
• Clearly articulate and document program goals and classroom, school-wide, and community implementation strategies that draw on the resources, expertise, and opportunities available in the school and the broader community.
Evaluating the Program
• Develop and implement strategies and procedures for measuring program effectiveness in terms that align with the indicators for pathways programming provided in
board and school improvement planning resources (e.g., the School Effectiveness Framework) and that draw on both quantitative data (e.g., the number of students in Grade 9 who have completed the required components in their IPP, as established
by the school board) and qualitative data (e.g., student feedback during biannual reviews and in Student Exit Surveys) (see section 6.5).
6.2 The Education and Career/Life Planning Program Advisory Committee
Every elementary and secondary school will establish an Education and Career/ Life Planning Program Advisory Committee to coordinate the development, implementation, and evaluation of the school’s program.
The committee must include representatives of all members of the school community, including school administrators, teachers, students, parents, and members of the broader community. In secondary schools, the committee must also include guidance staff. Where appropriate, the committee’s mandate may be incorporated into the work of an existing school committee, such as the Student Success team in secondary schools.
One of the committee’s primary responsibilities is to establish communication with all stakeholders and to engage their support for and participation in the program.
The committee will be responsible for ensuring that the school’s program is comprehensive. The committee will articulate where and when students in each grade will have opportunities – within the classroom, the school, and the community – to explore and reflect on their learning in the four areas of learning, and to record their experiences and insights in their “All About Me” portfolio or IPP. For example, in an elementary school, the committee might identify opportunities for students to explore the question Who am I? through the health and physical education curriculum, and the question What are my opportunities? through the science
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