16 Cooperative Education Programs at SWLSB

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The Work Oriented Training Path101

• Key Points from the Québec
• Education Program (QEP)
• Ingrid Hove Gust, c.o.
• Educational Consultant
• Sir Wilfrid Laurier School Board

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WOTP at Sir Wilfrid Laurier

• Urban Schools
• Laval Liberty Laurier Senior
• Suburban Schools
• Lake of Two Mountains Rosemère
• Rural Schools
• Laurentian Regional, Sainte-Agathe Joliette
• Mountainview HS at Batshaw Youth Family
  Services Facility at Prévost

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Successful WOTP Staffing

• Our WOTPs are coordinated by
• One, or more, Special Education Teachers, and,
• A Special Education Technician who organizes the
  work placements for each student, and works
  closely with the Teacher(s).
• These individuals form a strong team, using the
  strengths of each to their best advantage.

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Previously Life Skills and Work Skills Education
for Young People (16)

• Two year program designed for students 16 years
  of age and over who had not earned any Secondary
  II credits
• Focus on English, French Math
• Year I 200 hours out at work
• Year II 450 hours out at work

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Change to Work Oriented Training Path

• New Basic School Regulation made some significant
  changes to the work study program
• Now open to students aged 15 years older
• Two new programs within the WOTP
• Pre-Work Training 3 year program
• Semi-Skilled Trades 1 year program
• Increased accommodations for special needs
  students

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Pre-Work Training

• 3 year Pre-Work Training Program
• for students at least 15 years of age by Sept.
  30th
• who have not attained the objectives of the
  elementary-level programs of study in the
  language of instruction and mathematics
• Year I completely in the classroom with new
  academic programs (900 hours)
• Year II 600 h of academics 300 h of Work Skills
• Year III 300 h of academics 600 h of Work Skills

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Curriculum forPre-Work Training

• Even more Life Skills and Work Skills oriented
  than previously, for example in Mathematics
  students might learn how to
• Calculate the amount of sand or cement needed for
  a particular construction job
• Calculate the volume of furniture in a room and
  plan the layout
• Adjust quantities in recipes to serve larger or
  smaller groups of people.
• In English and French, students use a wide
  variety of learning materials magazines, young
  adult literature, or graphic novels. These
  programs also contain a strong multi-media
  component use of storyboarding, video
  production, and PowerPoint.
• In Geography, students map out their community
  and understand the location and purpose of local
  businesses and community organizations.

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Pre-Work Training

• No element of the content is prescribed a
  distinctive feature of pre-work training but
  teachers have to draw on this content to support
  the development of students competencies. They
  will use individualized education plans, which
  contain information on students career
  aspirations, to decide which elements of content
  to apply by choosing those that are essential,
  they will ensure that students who develop the
  ability to do so can go on to a higher level of
  training.
• Secondary QEP
• Secondary Cycle Two,
• Work-Oriented Training Path, Chapter 5, pg. 7

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Pre-Work Training Certification

• Successful completion of the Work Skills
  component of the program leads to an official
  Prework Training Certificate granted by the
  Minister, as well as an annual summary of the
  students learning provided by the school board.
• Pre-Work students should develop seven different
  work competencies which can be drawn from the
  identified competencies in the Directory of
  Semi-Skilled Trades.
• As announced by Nathalie Barrette and Alain
  Bertrand at the MELS training, Dec. 2008 Making
  Judgments From Supporting Learning to
  Recognizing Competencies

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Bridge from Pre-Workto Semi-Skilled Trades

• The Basic School Regulation states that
• In the third year of pre-work training, a student
  may take the 375 hours of preparation for a
  semi-skilled trade out of the prescribed time for
  the work skills program, if the student
  successfully completed the work skills program in
  the second year of training and meets the
  special requirements established by the Minister
  for admission to the program leading to the
  semi-skilled trade.

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Training Leading to a Semi-Skilled Trade

• for students at least 15 years of age by Sept.
  30th
• whose competency report at the end of Secondary
  Cycle One shows that they have attained the
  objectives of the elementary-level programs of
  study in the language of instruction and
  mathematics
• i.e. they have gone beyond the first level of
  competency development in English and Math
  according to the scales of competency levels for
  Secondary Cycle One, but have not mastered these
  competencies.

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Training Leading to a Semi-Skilled Trade

• The purpose of the training for a semiskilled
  trade is to prepare students for the demands of
  life in society and the world of work, . . . the
  content of the general education programs should
  be approached with a view to developing life
  skills and work skills in the short term. In
  addition, to support students interest and
  motivation, opportunities are provided for them
  to put their learning into practice so that they
  can realize its usefulness for their personal
  lives and career development.
• Secondary QEP
• Secondary Cycle Two,
• Work-Oriented Training Path, Chapter 5, pg. 9

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Curriculum forTraining for a Semi-Skilled Trade

• Retains the 16 focus on English, French and Math
  without any additional coursework.
• The Curriculum for these three core subjects is
  the regular Secondary Cycle One program.
  However, teachers may wish to make use of some of
  the resources and approaches from the Pre-Work
  Training Curriculum given that the focus is on
  developing life skills and work skills in the
  short term.
• 375 hrs. in the work place practicing a
  designated semi-skilled trade e.g. Wood
  Production Worker Equipment Assembler Janitors
  Helper Deli Cheese Counter Clerk Pet Care
  Assistant Service Station Attendant . . . .
• There are clearly identified competencies for
  each semi-skilled trade which must be monitored
  and evaluated.

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Certification Training Leading to a Semi-Skilled
Trade

• Certification depends upon successful development
  of ALL of the non-optional competencies
  identified for the specific Semi-Skilled Trade
  chosen by the student. Students are then awarded
  an official training Certificate for a
  Semiskilled Trade, with mention of the trade,
  granted by the Minister, as well as a summary of
  the students learning provided by the school
  board.
• Students can spend a second year learning another
  semiskilled trade if they wish.

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A Path With a Distinctive School Organization

• The entire school team should be urged to share
  an integrated view of the services to be provided
  to these students. Complementary educational
  services have an important role to play in this,
  both with students, to whom they have to provide
  a high quality of support in order to help them
  overcome their difficulties, and with teachers in
  order to help them better differentiate their
  instruction.
• To provide sustained guidance and support and
  differentiated instruction, it is desirable that
  the same teacher be responsible for several
  subjects and that the student-teacher ratio be
  reduced.
• Teachers should be actively involved in
  supervision and evaluation of workplace stages.
  Consider developing a 5 or 10 day school cycle
  for WOTP to accommodate stages.

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In summary

• Pre-Work Training is a supportive program
  intended to help students who are still working
  at an elementary level develop solid life skills
  and allow for a gradual transition into the
  workplace. IEPs should already be in place for
  students considered for this WOTP program.
• Training for a Semi-Skilled Trades is for
  students who are still working at the Secondary
  Cycle One level and who are genuinely interested
  in a work study program.
• In both cases students and parents should be well
  informed parents should be seen as essential
  partners at every stage of their childrens
  schooling (Chapter 5 p. 11)

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Key Websites for WOTP

• MELS Curriculum Website
• http//documents.educationquebec.qc.ca/programmes
• Username for Curriculum cycle
• Password for Curriculum mozart05
• Username for LES situations
• Password for LES rapide88
• Directory of Semi-Skilled Trades
• http//www.mels.gouv.qc.ca/sections/metiers/
• Tax Credits for Employers
• http//www.inforoutefpt.org/creditimpot

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Key Websites for WOTP

• CSST information for youth (only in French)
• www.csst.qc.ca/jeunes
• Safety videos specific to each semi-skilled trade
  (not yet active, but coming soon)
• www.mels.gouv.qc.ca/sst
• Commission des normes du travail (Quebec Labour
  Laws French English)
• http//www.cnt.gouv.qc.ca

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Resources

• Preparation for the Job Market
• Central Alberta Career Prep Lesson Plans
• http//www.careerprep.ab.ca/pickupkits.htm
• English Language Arts Consider the Daily 5/
  Advanced 5 approach
• http//www.the2sisters.com/the_daily_5.htm
• Mathematics Consider Concepts and Connections 9
  and 10
• Thomson/Nelson www.nelson.com