IS THE SOUTH ISLAND PARTNERSHIP (SIP) MANUAL

Transcription

1 THE SOUTH ISLAND PARTNERSHIP (SIP) MANUAL This manual provides information on: HOW TO: DEVELOP A SIP PROGRAM or COURSE REGISTER A STUDENT WHAT: IS THE SOUTH ISLAND PARTNERSHIP PROGRAMS and COURSES ARE AVAILABLE SERVICES ARE PROVIDED FORMS: SIP APPLICATIONS September 2009 This guide is a living document updated annually available electronically based on permission contact the SIP Office for more information Copyright 2009 Camosun College. All Rights Reserved.

2 QUESTIONS CONTACT INFORMATION South Island Partnership (SIP) Office Camosun College Interurban Campus Phone: or 4827 Fax: Website:

3 South Island Partnership Manual Table of Contents Introduction... 1 Glossary... 3 Frequently Asked Questions... 6 A SOUTH ISLAND PARTNERSHIP A-1 Vision... A-1 The Organization... A-3 Roles and Responsibilities... A-6 South Island Partnership Office and Staff... A-9 History of the Partnership... A-10 Future Development... A-12 B PROGRAMS B-1 Career Exploration Programs... B-1 Better Employment Strategies and Techniques (BEST)... B-2 Sample the Campus Program... B-1 Health and Human Services... B-1 Health Care Assistant Program... B-3 Industry (trades) Training ACE IT Programs... B-5 Automotive Service Technician ACE IT Program... B-7 Carpentry ACE IT Program... B-9 Cook / Culinary Arts ACE IT Program... B-11 Construction Electrician ACE IT Program... B-13 Joinery / Cabinetry ACE IT Program... B-15 Plumbing and Piping ACE IT Program... B-17 Sheet Metal and Aircraft Structures ACE IT Program... B-19 Welding Level C ACE IT Program... B-21 Secondary School Apprenticeship (SSA) ACE IT Program... B-23 C COURSES C-3 Health and Human Services... C-4 ECCE 150 Health, Safety and Nutrition 1(2 credits)... C-5 Health 110 Health in Today s World Course... C-7 Health 112 Holistic Health and Healing Course... C-8 12/4/2009 i

4 Technology... C-9 University Transfer... C-10 Science - Biology... C-10 Advanced Placement Courses... C-12 Sport and Exercise Discretionary Credit... C-14 D POLICIES and PROCEDURES D-1 Ministry of Education Policy for Transition Programs... D-1 ITA Procedures for Reporting ACE IT Students... D-3 The Student Application Process... D-4 Application Process Step by Step For the Desk Top... D-5 Students Applying to Register in a SIP ACE IT Program... D-6 Students Applying to Register in a SIP Program... D-8 Students Registering in a SIP Course... D-10 Connecting Students to College Services... D-11 Meeting Prerequisites... D-11 Students with a Learning Disability... D-12 Learning Skills... D-12 Financial Support... D-13 Marks and Credits... D-16 Program Models... D-23 Funding Models... D-24 The How to Process Desk Top Resource... D-26 How to Develop a SIP Program... D-29 How to Offer Seats in a Course for Secondary Students (For College Departments) D-32 How to Develop an ACE IT Program... D-33 How to Combine ACE IT and SSA Programs (For Secondary Schools)... D-36 E APPENDIX SECTION- Forms E-1 Appendix A FORMS... E-1 ii

5 Introduction The South Island Partnership Manual is a tool for communicating the goals, programs, courses, policies, procedures and application packages used by the South Island Partnership and the staff that works on behalf of the partnership. The SIP Manual includes five sections and is intended to be used by Secondary School and College staff to support secondary student participation and program development initiatives. The Manual is intended to be updated annually, prior to each school year with the most up to date information and will be posted on the South Island Partnership Website for downloading each September. For more information on the Manual and to access, electronic versions of the updated Manual contact the SIP Office. 12/4/2009 1

6 Contact List Updated Annually Organization Contact Name Telephone/ SIP Office Kelly Knister SIP Coordinator Camosun College Victoria SD 61 Sooke SD 62 Saanich SD 63 Gulf Island SD 64 Cowichan SD 79 Don Cameron Transition Coordinator Sonja MacLeod SIP Program Assistant Nicole Greengoe Director of Student services/registrar Stew Wheeler Career Programs Coordinator Pat Mooney Career Programs Coordinator Stu Rhodes Career Programs Coordinator Maggie Allison Career and Community Liaison Joe Rhodes Director of Middle/Secondary Useful Web Sites: South Island Partnership Camosun College Disability Services Learning Skills Financial Aid Industry Training Authority 2

7 Glossary Accelerated Credit Enrollment in Industry Training (ACE IT) ACE IT is an industry training (apprenticeship) program for high school students. In an ACE IT program students earn high school graduation credits and industry training credit for level 1 apprenticeship technical training getting a head start towards completion of an apprenticeship program. Apprentice An apprentice is an employee working under the direction of a certified/recognized trades person (journeyman) in a company that is committed to training the employee. All Apprentices are registered with the Industry Training Authority (ITA). An apprentice is considered a student during their apprenticeship, committed to completing the requirements for certification to receive journeyman status. Apprenticeship Apprenticeship is paid, work-based training, usually combined with post-secondary or College technical education. Typically, about 80-85% of an apprenticeship is made up of work-based training and the other 15-20% is made up of technical training taken in a classroom and shop setting. The length of an apprenticeship can range from one to five years, but most require four years to complete. Discretionary Credit Discretionary credit is defined as credit for a Camosun course for equivalent academic work completed at another institution. The credit granted is recorded on the Camosun College transcript, but the grade is not calculated into the students College Grade Point Average (GPA). Some SIP courses have discretionary credit arrangement with the program specific department. A discretionary credit process is in place to manage SIP courses. Discretionary credit is assessed when students apply to register with Camosun College. For more details contact the SIP Office. Dual Credit Dual credit is defined as earning credit for successful completion of one course in two or more programs or institutions. For example, secondary students that complete a post secondary course earn credit in the post secondary institution for the course and earn graduation credit for the same course through their secondary school. These credits are considered dual credits as they count as graduation credits as students work toward completion of their graduation program and post secondary credits that are recorded on their post secondary or college transcript. Foundation Program Foundation programs are pre-apprenticeship programs that provide trainees with the basic knowledge and skills needed for entry into a particular occupation. They are typically conducted in a classroom and shop setting and do not involve any significant work-based training component. 12/4/2009 3

8 Hidden Secondary School Apprentices Secondary School students currently working may be hidden apprentices. Employers and secondary students not familiar with the secondary school apprenticeship program may not know they can benefit from participation. Students working part time should ask their employer about an apprenticeship and investigate the many industry training program options by visiting the ITA website and reviewing industry training program information. School counselors, work experience coordinators or career advisors can aid in a students registration in the SSA program by contacting the employer and advising them of how the SSA program works. High School Graduation Credits Students registered in a graduation program in BC earn graduation credits. Students are required to earn 80 credits to graduate. Many of these credits are require successful completed of specific courses, while some of the credits are considered elective credits. For a complete list of required credits for graduation see Industry Training Authority (ITA) The Industry Training Authority (ITA) has primary responsibility for managing BC s industry training (apprenticeship) system. The ITA works in partnership with industry to develop and maintain programs that give people the skills and experience needed to become certified tradespersons. The ITA provides funding to colleges, university colleges, institutes, and designated private trainers in BC to deliver industry training/apprenticeship programs. The ITA also supports youth industry training programming by providing funding to school districts through the Accelerated Credit Enrollment in Industry Training (ACE IT) program and the Secondary School Apprenticeship (SSA) program. Industry (Trades) Training programs Industry training programs also known, as trades training or apprenticeship training are diverse and include occupations in the following fields: construction, automotive and mechanical work, aerospace, metal work, graphic arts, horticulture, hospitality, motion picture and theatre. What these occupations have in common is that they require specialized skills, and involve working with your hands as well as your head. For more details on industry training programs in BC see the ITA website Industry Training Course Credit Industry Training course credit is defined (for our purposes) as credit for completion of or a portion of an industry training (apprenticeship) program. Industry training programs do not issue credits to students the same way as high schools or post secondary institutions. Once each component of an industry training or apprenticeship program is completed, the Industry Training Authority records the apprentices or trainees achievement in the Industry Training database that tracks all the activity of apprentices in the province of BC. Typically, this includes each level of technical training and employer reported workplace based training hours. Once the apprentice has completed all the requirements of an apprenticeship, the apprentice is awarded a trade credential/certification. Note: ACE IT students that successfully complete their program receive credit for level one technical training reported to the ITA as part of their industry training record. 4

9 Journeyman (Red Seal) Certification In B.C. there are currently more than 100 apprenticeship programs offering career opportunities and provincial certification. Apprentices that successfully complete an apprenticeship earn a Journeyman and Red Seal Certificate. This is often referred to as, certification or "ticket", or trades qualifications, or journeyman ticket and someone who has certification is often referred to as a "certified tradesperson". The advantage of certification is being able to demonstrate a defined skill level in a trade or industry occupation, and those with trades certification will typically earn more than workers who are not certified. The Red Seal is a national program, which ensures that Journeymen with Red Seal designations are recognized across the country in every province, which supports the mobility of trades qualified workers. Secondary School Apprenticeship (SSA) Program The Secondary School Apprenticeship Program is a career program. Secondary students working part time under the direction of a certified trades person developing skills earn high school graduation credits. Like other apprentices, secondary school apprentices need to find an employer who will hire them and commit to their training. For details regarding the apprenticeship system and a list of current trades in BC, see Transfer Credit Transfer credit is defined as credit for a Camosun course formally granted for equivalent academic work completed at another institution. The credit granted is recorded on the Camosun college transcript, but the grade is not calculated into the Grade Point Average (GPA). 12/4/2009 5

10 Frequently Asked Questions How do you earn a Journeyman certificate? Apprentices must successfully complete both components, 1) work based training reported by the employer and 2) technical education reported by the College to the Industry Training Authority. Then the apprentice will complete a final examination. Upon successful completion the apprentice will be issued a Certificate of Qualification also known as the Journeyman Certificate. This process can vary by trade depending on the requirements for an individual trade. For more information on the requirements for a specific trade check out What is the typical structure of an apprenticeship? Most apprenticeships, although not all follow the structure below including work based training hours on the job, reported to the Industry training authority by the employer and annual in school technical training reported by the training provider, typically a College. Year 1 Work based Training 10 months Technical Training 8 weeks Year 2 Work based Training 10 months Technical Training 8 weeks Year 3 Work based Training 10 months Technical Training 8 weeks Year 4 Work based Training 10 months Technical Training 8 weeks. Write final exam What is the relationship between an apprentice and the employer? Apprentices and their employers are required to register their apprenticeship or industry training agreements (sometime referred to as an "indentureship") and to document the workbased training completed. The work-based training component of an apprenticeship represents an important commitment between the apprentice and the employer. It is recommended that employers have facilities and work opportunities that expose apprentices to all aspects of a trade, and that they ensure a well-qualified individual oversee an apprentice's work and training. What is the Technical Training component of an apprenticeship? The technical training component of an apprenticeship typically involves spending four to ten weeks per year in a classroom and shop setting. During each level of training, apprentices study specific subject areas. Examinations typically take place as each level of technical training is completed. Apprentices are responsible for selecting and registering for their technical training, and working with their employers to schedule it at appropriate times. What are Foundation Programs? The South Island Partnership offers the following Industry Training Foundation Programs that range in length from 4 months to 10 months fulltime training at the Camosun College Campus: 6

11 Automotive Mechanical Repair Carpentry Culinary Arts Construction Electrician Fine Furniture Heavy Duty / Commercial Transport Mechanic Horticulture Plumbing and Piping Trades Sheet metal and Aircraft Structures Worker Welder Level C 6 month program 6 month program 4 month program 6 month program 10 month program 10 month program 10 month program 6 month program 6 month program 7 month program What are the benefits of the Secondary School Apprenticeship program for students? Secondary students registered as apprentices while completing high school graduation requirements earn high school graduation credits for hours worked. 120 hours of paid work experience earns secondary school apprentices four credits towards graduation. Secondary school apprentices can earn up to 16 credits (for 480 hours of work experience) towards graduation. Upon graduation, SSA students that have 16 SSA credits and have maintained a C+ average in their grade 12 courses, receive $1000 through the SSA scholarship program. What is the role of the Secondary School in the SSA program? Secondary School Staff promote the SSA program and seek out potential SSA students. Sometimes SSA students are hidden and do not know about the program. Program promotion and student counseling are key parts of the secondary schools role. Secondary school staff are also required to assist the student and often the employer in completing all the required registration and tracking forms. For details on required forms, see the Appendix section of this manual. Beyond supporting the registration process secondary schools also monitor students during their on the job training, ensure students where appropriate are linked to the ACE IT program (see the how to section for details), report secondary school apprenticeship work hours, ensure SSA marks are reported to the ministry of education, and assist students in completing the SSA scholarship application form. What are the trades available for apprenticeship? There is an extensive list of apprenticable trades that offer provincial and national certification. The best place to find a comprehensive list of these trades is to visit the Industry Training Authority website at or, for a specific listing of programs: 12/4/2009 7

12 What happens if a student taking trades training changes their mind and wants to do something else? Trades students can change their mind at almost any time. If they get to level two and decide to take a break for a while and travel Europe for seven months, they can pick up work-based training where they left off upon return. However, students would not be able to abandon a specific technical training session mid-way through and resume at a later point. Many people take a break from employment in the trades for a period of time and come back to it later. Some others use their trade training background as a steppingstone into owning their own business or launching into other career or education opportunities. A trades certificate can be a life career or another tool in the toolbox of life. The skills developed can be used throughout your life. Working in the trades also means you start working at rate that is much better than the minimum wage, which is very helpful if you are saving for your own home, a vacation, or another field of education. How intense is the apprenticeship technical training in terms of time commitment and homework? Most programs start at 8:30 a.m. and run until 4:00 p.m. expect a minimum of one to three hours homework per night as well as weekend homework! There will be not time available for part-time work while attending your technical training session. This is a program designed for working adults who have adult responsibilities (families and financial commitments) and are keen to return to fulltime employment. Apprenticeship technical training is very focused and intensive program. Students need to be prepared for this level of commitment and rigors of the program in terms of study habits and math skills. 8

13 A SOUTH ISLAND PARTNERSHIP Vision The vision of the South Island Partnership (SIP) is to develop and deliver education and training programs and courses that provide smooth secondary school student transition from secondary to post-secondary education and the workplace. Goals The South Island Partnership: offers courses and programs to enhance academic success for secondary school students develop courses and programs that provide dual credit toward both secondary school graduation and a post-secondary credential develops processes to enhance transitions for secondary school students to a postsecondary environment and employment opportunities publish a list of available articulated programs and courses including capacities promote dual credit offerings at secondary school gatherings and events reduce barriers that prevent students from participating in the dual credit programming develop resources that build program sustainability The partnership programs provide a method of engaging students in their education and an opportunity to enhance a students secondary school experience. The partnership programs and courses provides prospective new clients for post secondary programs and a student better prepared for the rigors of post secondary education. SIP transition programs fill a need for new entry-level employees. Membership Is based on commitment to the vision and goals of the partnership Expansion and recruitment is based on partnership capacity Current Membership includes: Camosun College School District 61 Victoria School District 62 Sooke School District 63 Saanich School District 64 Gulf Islands School District 79 Cowichan Valley 12/4/2009 A-1

14 Agreement and Commitment A memorandum of understanding establishes the agreed vision and goals of the partnership. The memorandum is reviewed and confirmed annually. Sub-agreements are developed as needed outlining funding models, capacities, program duration, student tuition, and fees Members contribute financially to the operating budget of the partnership The South Island Partnership agrees to operate within the agreement for a term of three years after which the agreement may be extended by mutual consent. A party may withdraw from this agreement December 31 of each year for the following September intake. Partnership Philosophy The SIP strives to innovate and maintain an effective partnership based on The Partnership Handbook produced by Canadian authors (Frank & Smith, 2004) which claims that in an effective partnership, the partners: 1. Know why they are "together" - VISION AND GOALS 2. Know when to be separate IDENTITY 3. Know what is in it for them PURPOSE 4. Can easily explain the partnership CLARITY 5. Have good manners and share information well COMMUNICATION 6. Know what's been lost or gained POWER SHIFTS 7. Acknowledge past damages and false images HISTORY 8. Create a "partner friendly" environment TRUST 9. Know who is in charge of what ROLES 10. Know where the buck stops RESPONSIBILITY 11. Build on strengths - CAPACITY BUILDING AND TRAINING 12. Create themselves INNOVATION 13. Promote what they are doing MARKETING. A-2

15 The Organization The South Island Partnership (SIP) is a collaborative arrangement managed by School District staff and administration in School Districts 61, 62, 63, 64 and 79, Camosun College education managers and local industry leaders. The organizational structure includes a SIP Steering Committee, a Management Committee and an Operations Committee that meet on a regular basis to set direction, manage program development and implement operational policies and procedures. Each SIP program is supported by a Program Team, including secondary school teachers, college instructors, and local employers to facilitate curriculum sharing, professional development, and student transitions. Organizational Structures Steering Committee Establishes the vision for the regional partnership Works within their organizations to support the vision of the regional partnership Makes decisions and sets direction on key components of the partnership including funding structures, committee representation, and important policy issues Meets bi-annually, typically in the fall (November) and spring (May) The Steering Committee membership includes: School Districts College Industry South Island Superintendent VP Academic Industry Representative Coordinator District Contact Registrar Assistant Deans Management Committee Reports to the Steering Committee bi-annually Is responsible for development of the regional partnership, the structures to support the partnership, the programs developed under the partnership and the students that participate in the partnership programs Meets monthly to establish policy and direction for the regional partnership and establishes sub-committees as required to support partnership activities The Management Committee membership includes: School Districts College Industry South Island District Contact Registrar Industry Representatives Coordinator Principal Contact Operations Contact Associate Deans Assistant 12/4/2009 A-3

16 Operations Committee Reports to the management committee monthly Is responsible for implementing and communicating South Island partnership policies and practices Meets monthly and works together to develop processes and procedures Brings forward policy and practice issues and recommendations to the management committee The Operations Committee membership includes: School Districts College Industry South Island Operations Contact Student Services Rep. Industry Coordinator Coordinator Career Coordinators Department Leads Assistant Program Teams Determine curriculum to be delivered during the program Share best practices, resources and maximize collaboration Manage registered students and determine appropriate transition options Discuss related program issues and develop solutions Make recommendations to improve policies and practice Meet as required, typically 4 times during the school year The program team membership includes: School Districts College Industry South Island Secondary Teachers Instructors Department Chair Local Employers Coordinator A program team supports program development, implementation and delivery. Program teams are created as programs are developed. The South Island Partnership currently supports the following program teams: Advanced Placement Programs Automotive Service Biology Carpentry Cook Construction Electrician Health Care Careers Joinery / Cabinetmaking (Pilot) Metalwork A-4

17 Organizational Structure Steering Committee - Vision (Superintendents/Deans) Establishes Vision and Direction Approves Policy Steering Committee Management Committee - Development (Assistant Superintendents/Directors/Principals, Deans, and Industry Partners) Partnership Development and Evaluation Reports to Steering Committee Management Committee Operations Committee - Implementation (Coordinators, Associates, and industry reps) Partnership Implementation and Procedures Reports to Management Committee Operations Committee Program Teams Delivery (Teachers, Chairs, Instructors) Program Development and Delivery Reports to Operations Committee Trades and Technology Program Teams University Transfer Program Teams Health and Human Services Program Teams Career Exploration Program Teams SIP Support Services (SIP Office) (Coordinators, Program Assistant) Leadership, Coordination, Facilitation Monitoring and Reporting Reports to Management Committee SIP Support Services SIP Office Industry and Business Partners (under development) Industry and Business Partners 12/4/2009 A-5

18 Roles and Responsibilities Each partner has a role and responsibility to support and pursue the goals of the Partnership. School District Partners The South Island Partnership (SIP) includes five School Districts. The School Districts are important partners in the South Island Partnership (SIP). The role and responsibilities of School Districts include the following: School District Superintendents are members of the SIP Steering Committee attend biannual meetings to set the vision and direction of the SIP. School District Administrator(s) are members of the SIP Management Committee attend scheduled meetings to manage the implementation of the Steering Committee vision and establish goals. School District Career Coordinator(s) are members of the SIP Operations Committee attend scheduled meetings to implement the vision and goals of the Steering Committee under the direction of the Management Committee. School Districts support the development and implementation of the SIP office and provide financial contributions to support its operations. School District partnership program teachers are members of the SIP program teams and attend scheduled meetings to implement, review, revise and deliver partnership arrangements. School District representatives promote and communicate the vision and goals of the SIP within their school district to build support, increase capacity and ensure sustainability of SIP programs and initiatives. Building Capacity and Sustainability To increase SIP capacity to develop and deliver programs and courses School Districts must commit time and resources for the development, implementation and maintenance of SIP programs, courses, activities and initiatives. Capacity building activities include : Active participation in Committee and Team Meetings Leadership within the school district to secure support for partnership activities with the school board, school district administration, and school administration and staff. Advocate for and allocate resources for 1) program development and delivery, and 2) staff professional development. Develop and initiate school based processes to 1) promote SIP program and course options to students, parents and staff, and 2) support students through the transition process including counseling, registration, monitoring and tracking beyond graduation. A-6

19 Camosun College Camosun College is centrally located in the South Island region for easy access to all five school districts. The SIP office is located in this central location, where the majority of SIP meetings are hosted and programs are delivered. The College role and responsibilities includes the following: College Vice President provides leadership and Chairs the SIP Steering Committee to develop the vision and direction for the SIP. College Deans and Directors are members of the SIP Steering Committee attend biannual meetings to set the vision and direction of the SIP. College Associate Deans are members of the SIP Management Committee attend scheduled meetings to manage the implementation of the Steering Committee vision and establish goals. College Staff key to the operations of the SIP at the College are members of the SIP Operations Committee attend scheduled meetings to implement the vision and goals of the Steering Committee under the direction of the Management Committee. The College supports and houses the SIP office through financial contributions to support its operations and by providing office space in a central location. College partnership program chairs and where appropriate instructors are members of the SIP program teams and attend scheduled meetings to implement, review, revise and deliver partnership arrangements. College representatives promote and communicate the vision and goals of the SIP within their departments to build support, increase capacity and ensure sustainability of SIP programs and initiatives. Building Capacity and Sustainability To increase SIP capacity to develop and deliver programs and courses College Departments must commit time and resources for the development, implementation and maintenance of SIP programs, courses, activities and initiatives. Capacity building activities include : Active participation in Committee and Team Meetings Leadership within the College secures support for partnership activities including the College Board, Administration, Schools, and Departments. Advocate for and allocate resources for:1) program development and delivery; 2) staff professional development; and 3) financial supports for student participation where appropriate. Develop and initiate processes to support smooth transitions for secondary students into high demand programs to meet the needs of local business and industry. 12/4/2009 A-7

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21 South Island Partnership Office and Staff The South Island Partnership Office Location: Camosun College Interurban Campus Jack White Building - Room 105 C Mailing Address: 4461 Interurban Rd Victoria BC, V9E 2C1 Fax: Contact Information: Staff Phone Business Development Coordinator knister@camosun.bc.ca Transition Coordinator Program Assistant camerond@camosun.bc.ca macleods@camosun.bc.ca The South Island Partnership Staff support the goals to: Improve high school retention and build transitions to College and Workplace; Help youth explore and determine potential career paths -- earlier, faster, and smoothly; Lead in the development of clear and sustainable arrangements between high schools and Camosun College, including dual credit, concurrent registration, advanced placement, and program articulation; Pool existing resources and capabilities in the member organizations to provide new and expanded opportunities for youth; Build better understanding and closer working relationships between high schools, colleges, business, and industry; and to Share what we have learned with other regions. The Coordinator Program Development Provides leadership to develop collaborative arrangements Manages existing collaborative arrangements and program teams Reports to the Management and Steering Committees Communicates collaborative arrangements to system stakeholders The Program Assistant Operational Support Manages the SIP Office and provides operational and administrative support to the SIP Coordinator and SIP committees Communicates processes and procedures for system stakeholders regarding SIP programs, courses and students Monitors and reports SIP activities, maintaining SIP database 12/4/2009 A-9

22 History of the Partnership A brief historical perspective of the development of the SIP and where it is today Camosun College and School Districts 61 (Victoria), 62 (Sooke), 63 (Saanich), and 64 (Gulf Islands) have been working together since 1990 towards a common goal to support student transition and preparation for post secondary education. During this period, the partnership was known as the Camosun Quad District Partnership. Early initiatives of the partnership offered secondary students: 1) seats in college level courses on Camosun College campuses, 2) college courses delivered in secondary schools by specially trained secondary teachers, and 3) a blended model with partial secondary teacher delivery and college instructor delivery. Some of these early initiatives continue to this day In 2003, the Quad District Partners created a one-year Transition Coordinator position and implemented the partnership office to support the expansion of partnership initiatives. From , along with supporting existing partnership courses, the Quad District Partnership participated in an Industry Training pilot program which saw the development of innovative program delivery models in a variety of trades and technology programs. The models evolved to meet the needs of students, teachers, instructors and changing government policies. With this expansion, more secondary schools and students became involved with the partnership programs to meet the growing need for skilled trades workers In 2005, the Quad District partners added a Program Assistant to the partnership office to support the growing activities of the partnership. In 2006, the Cowichan Valley School District (#79) joined the partnership and the partnership became known as the Camosun College South Island School Districts Partnership (SIP). From 2005 to 2009, the trades training programs grew based on funding provided by the Industry Training Authority through the Accelerated Credit Enrollment in Industry Training (ACE IT) program. The SIP actively worked with industry leaders to develop closer linkages between their needs and programs offered to support student smooth transition to employment opportunities. Today (September 2009) Based on the results to date (see data below) and the success of the SIP trades training programs in meeting the needs of students and employers the SIP is expanding program and course offerings into health and human service careers and university transfer courses. During the , school year the SIP will implement dual credit programming in Health Care Assistant program and extend collaborative course arrangements in university transfer science courses. A-10

23 The SIP is planning to expand its operation by implementing a new Business Development and Transition Coordinator position. The role of the new coordinator position is to develop closer relationships with local industry/employers as full partners in supporting smooth transition of students from school to post secondary education and the workplace. Participation Rates Participation Rates of Secondary Schools in the SIP (N=23) Participation Rates of Secondary School Students in grades Registration, Completion and Transition Rates SIP Courses # of students registered in SIP courses # - % of students success completed SIP courses # - % of students taking further courses Total # of courses registered in after taking SIP course % % 4723 SIP Programs # of students registered in College Program of SIP programs # - % of students success completed SIP program # - % of students taking further courses Total # of courses registered in after taking SIP program % % 417 Data is provided by Camosun College data management team 12/4/2009 A-11

24 Future Development Trades and Technology The SIP currently offers several trades programs based on availability of seats, facilities and qualified staff. There are many other trades seeking skilled workers and opportunities to expand our current trades programs. In addition, the BC Technology sector seeking skilled workers and encouraged by the success of ACE IT trades programs are keenly interested in supporting the development of partnership opportunities in technology programs. The technology program department is seeking to improve secondary student transitions to technology programs through the development of career awareness activities and dual credit course options. Areas for development include: Trades Electrical (distributed delivery) Metal Fabrication Glazier Wall and Ceiling Technology AutoCAD Courses Mechanical Engineering Technology Access Courses Network & Electronics Technician Courses Health and Human Services South Island regional demographic forecasts indicate a significant increase in senior citizens within the region over the next 20 years. The health care system is suffering from worker shortages. The potential to develop dual credit entry-level transition programs and courses in the health and human services area is significant including: Health and Human Service Programs Activity Assistant Community Support & Education Assistant Preparation for Nursing program Early Child Care Education Business Programs and Courses All sectors of the workforce including business and government are experiencing skilled worker and in some cases entry-level worker shortages. Business education in secondary schools is no longer a typical program option. Dual credit and transition options yet undeveloped include accounting, and Assistant or Clerk programs. Exercise, Wellness, and Sport Education Good health and exercise are important today and throughout your life. The new school of Sport and Exercise at Camosun College and the partnership with Pacific Sport Institute provide the foundation for expanding the South Island Partnership into this very important area of health and wellness. Dual credit and supportive transition expansion arrangements are possible in the new Exercise and Wellness Diploma Program. In addition, expansion in this area will provide important linkages for sport academies, and K-12 programs focused on sport, exercise and wellness. A-12

25 Arts and Science Programs and Courses There is significant interest from secondary school teachers to replace Advanced Placement courses with first-year university credit courses. Several departments in the School of Arts and Science are also interested in exploring partnership transition programs to support smooth student transition to Camosun College. These course areas include: Arts English History Psychology Science Chemistry Math Physics 12/4/2009 A-13

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27 B PROGRAMS Career Exploration Programs The SIP offers programming for students to explore career options and college programs. Program options are: 1. Better Employment Strategies and Techniques (BEST) 2. Sample the Campus Dual Credit Students that participate in Transition and Career Preparation programs earn dual credits, meaning the credits earned while taking the program will provide students with 1) high school graduation credits, and 2) college credit and certification. For details on the credits provided for a specific program, see the program information in this section of the manual. How To Develop a SIP Program Secondary schools interested in developing a SIP partnership program can contact the SIP Office. A step-by-step process is detailed in the Policies and Procedures Section of this Manual. How To Register a Student in a SIP Program Secondary students interested in participating in a SIP program are required to complete the registration process. Secondary School Staff support students during the planning and registration process. See the recommended step-by-step process detailed in the Policies and Procedures Section of this Manual. Program Information Sheets The following program information sheets are promotion tools for schools to copy and use in promoting the Transition and Career Preparation programs to students and parents. 12/4/2009 B-1

28 Better Employment Strategies and Techniques (BEST) The Better Employment Strategies and Techniques (BEST) program will help you examine your interests and abilities so you can make informed decisions about your future. This is a partnership program with South Island Secondary Schools and Camosun College that aims to: Assist you in developing a realistic awareness of your interests, abilities and potential Help you build a healthy self confidence Support you in setting personal, career and educational goals Encourage you to explore education and training opportunities Inform you about current labour market and work search strategies The BEST Program: Is open to Grades 11 and 12 students and adult learners Provides up to 8 high school credits, college certification and concurrent registration Costs: This is a tuition free program Ancillary fees are waived/covered by the College Students are responsible to cover the costs of books and personal equipment. Step 1 Preparation Students are required to participate in a program information session before applying to the program. Information sessions are held regularly, Call for schedule details. Step 2 Complete Application Students work with school counselor to complete the SIP registration package Students are required to participate in a SIP interview at the College. Contact SIP office for more details. Step 3 The College Program Attend BEST program at Camosun College interurban campus fulltime for 8 weeks Upon Completion: Successful students will receive a certificate in Better Employment Strategies and Techniques, and credits towards graduation 1) Graduation Transition, and/or 2) Planning 10, and/or 3) Work Experience. B-2

29 STEP 1 Preparation to enter the BEST Program STEP 2 Complete Application STEP 3 College Program Students interested in the BEST program are required to: attend an information session dedicate 2 months fulltime to participate in the College program Complete the application package: Work with your secondary school counselor to complete the South Island Partnership Application package Participate in a SIP interview Contact the SIP Office for more details Option 1: Full-time: Monday to Friday 2 month program (9-3pm daily) September 2009 November 2009 January 2010 March 2010 Student Costs may vary and include: Application Fee: $35 12/4/2009 B-3

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31 Sample the Campus Program The Sample the Campus Program is designed specifically for students who have a variety of learning challenges for entry level employment. This program provides high school students an opportunity to sample the Camosun College Employment Training Program that prepares students for employment in food service, customer service, gardening, and construction material handling. The Sample the Campus Program: Is open to Grades 11 and 12 students and adult learners who can travel independently, have behaviors appropriate for participation at a college level, and have a desire and willingness to learn Provides high school work experience credits and concurrent registration Costs: Students pay $35 application fee and $35.00 course fee Ancillary fees are waived/covered by the College Step 1 Complete Application Students work with school counselor to complete the SIP Program registration package Contact SIP office for more details on the application process Contact the Sample the Campus instructors at or for more details on the program Step 2 The College Program Attend Camosun College interurban campus 4 Fridays during February and March. Contact the Sample the Campus instructor to confirm exact dates. Upon Completion: Participating students will receive work experience credits and a College letter of completion. If you decide to return to Camosun College to enroll in the 4 month employment training program (ETP) you will have a head start on your studies. Note: For more details on the Employment Training Program check out the following internet website /4/2009 B-1

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33 Health and Human Services The SIP offers opportunities for students to transition into the healthcare field. Current program options include: 1. Health Care Assistant Dual Credit Students that participate in Health and Human Service Transition programs earn dual credits, meaning the credits earned while taking the program will provide students with 1) high school graduation credits, and 2) college credit and certification. For details on the credits provided for a specific program, see the program information in this section of the manual. How To Develop a SIP Program Secondary schools interested in developing a SIP program can contact the SIP Office. A stepby-step process is detailed in the Policies and Procedures Section of this Manual. How To Register a Student in a SIP Program Secondary students interested in participating in a SIP program are required to complete the registration process. Secondary School Staff support students during the planning and registration process. See the recommended step-by-step process detailed in the Policies and Procedures Section of this Manual. Program Information Sheets The following program information sheets are promotion tools for schools to copy and use in promoting the Health and Human Service programs to students and parents. 12/4/2009 B-1

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35 Health Care Assistant Program The Health Care Assistant (HCA) program, formerly known as the Home Support Resident Care Attendant program will prepare you as a frontline care provider in care facilities and a variety of community settings. This is a partnership program with South Island secondary schools and Camosun College where students acquire the skills, knowledge and values to provide professional care to the elderly and those facing other health challenges. The Health Care Assistant Program: Is open to Grades 11 and 12 students and some adult learners Provides up to 24 high school credits, college certification and concurrent registration Costs: For students earning secondary school graduation credit the tuition fees are covered by the school district Ancillary fees are waived/covered by the College Students are responsible to cover the costs of books and personal equipment Step 1: Preparation Program Prerequisites: English 12 with 60% or Assessment (note: students laddering to LPN require 65% in English 12) Recommendations: 120 hours Work Experience with a Health Care Assistant employer Prior to starting the Practicum students are required to have successfully completed: Criminal Record Check, TB Test, Food Safe Certificate, Standard first aide with CPR Level B or C. Step 2: Secondary Program Students can complete the entire program at Camosun College or start some course work in Family Studies at the following secondary schools: Belmont Secondary School Cowichan Secondary School Frances Kelsey Secondary School Victoria High School WestShore Center Step 3: College Program (Camosun College Lansdowne Campus) Students complete the college Program at Camosun College Lansdowne Campus. For more information regarding the HCA Program see contact your secondary school career counselor or the SIP Office at Upon Completion: Successful students will receive Health Care Assistant Certificate from Camosun College and secondary school graduation credits. (24 graduation credits) 12/4/2009 B-3

36 STEP 1 Preparation to enter the Health Care Assistant Program STEP 2 Secondary School Program (Optional) STEP 3 College Program Participate in courses to develop interpersonal skills and health care knowledge: English, psychology, sciences, social studies, physical education, leadership and other related courses offered in secondary school. Begin to understand Health Care careers and skills required by participating in: Prepare for the College portion of the program and where possible complete Family Studies courses offered at: Victoria SD: Victoria High Sooke SD: Belmont Secondary Westshore Center Option 1: Full-time: Monday to Friday 5 month program (8am-2pm daily) September 2009 January 2010 (evenings Thurs-Mon) February 2010 September 2010 February 2011 A Career Awareness Program Work Experience Summer employment in a Health Care facility Cowichan SD: Frances Kelsey Cowichan Secondary Complete the Lync Program Application Forms with your school career counsellor Option 2: Part-time: Tuesday, Wednesday, (3:30-9:00pm) and Saturdays (9:00-3:00pm) 8 month program October 2009 Attend a program information session at the college Student Costs may vary and include: Application Fee: $35 Books: approx. $200 Uniform: approx. $100 Tuition Fees: may or may not be paid by the school district. See your career counsellor to determine if you qualify for sponsorship. B-4

37 Industry (trades) Training ACE IT Programs ACE IT Programs ACE IT programs are developed and offered in partnerships between school districts, postsecondary institutions and industry. ACE IT programs are delivered in secondary schools, colleges or in blended secondary college arrangements, where students take some classes in secondary school facilities and some classes at the college campus. Local employers are involved in the development of ACE IT programs, and students who complete these programs have very good success in finding employment. ACE IT students are registered with the Industry Training Authority, issued a Registration # and an Apprenticeship Identification #. The SIP works collaboratively with industry to offer secondary school students opportunities to pursue training in the following industry training or apprenticeship ACE IT programs: 1. Automotive Service Technician 2. Carpentry 3. Cook 4. Construction Electrician 5. Heavy duty / Commercial transport Mechanic 6. Horticulturist 7. Joiner / Cabinetmaking (pilot) 8. Plumbing and piping trades 9. Sheet metal Worker 10. Welder 11. Secondary School Apprenticeship (SSA) Program Dual Credit For details on credits see the Credit section of this manual. Students that participate in ACE IT programs earn dual credits, meaning the time spent taking the ACE IT program and working as an apprentice combined with their achievement in the program provides students with 1) high school graduation credits, 2) apprenticeship credit with the ITA, and for students taking the foundation option 3) a college certificate. For details on the credits provided for a specific ACE IT program, see the program information sheets. How To Develop an ACE IT Program Secondary schools interested in developing an ACE IT program can contact the SIP Office. A step-by-step process is detailed in the Policies and Procedures Section of this Manual. How To Register a Student in an ACE IT Program Secondary students interested in participating in an ACE IT program are required to complete the registration process. B-5

38 Secondary School Staff support students during the planning and registration process. See the recommended step-by-step process detailed in the Policies and Procedures Section of this Manual. Best Practices are also detailed in the Appendix section. Program Information Sheets The following program information sheets are promotion tools for school to copy and use in promoting the ACE IT programs to students and parents. B-6

39 Automotive Service Technician ACE IT Program The Automotive Service Technician partnership program provides training for entry into the automotive mechanical repair trade. In this career program, secondary students have the opportunity to explore automotive service careers and complete level 1 apprenticeship technical training. The Automotive ACE IT program: is for Grades 11 and 12 students, and adult learners under 19 working towards graduation combines secondary and post secondary programming and provides dual credit depending on length of program provides 8-32 high school credits, industry training credit for level 1 apprenticeship, college certification and concurrent registration Costs: Tuition fees are paid by the school district Ancillary Fees are waived/covered by the college Students cover costs of books and personal protective equipment and tools. Step 1 Preparation: Prior to registration in the program students are strongly recommended to have either completed or be in the process of completing: Math 11 applications or principles at C+ level, and Work experience or a job shadow with an automotive service technician Option 3 Foundation Program: Requires C+ in Math 11 A or P and English 11 Step 2 Secondary Program: Students enroll and complete secondary school automotive courses at one of the following partner secondary schools: Belmont Secondary Cowichan Secondary Esquimalt High Parkland Secondary Spectrum Secondary Stelly s Secondary Step 3 College Program (Camosun College Interurban Campus) Complete the application process to register for this portion of the program. Contact your secondary school career counselor or the SIP Office at For more information on the Automotive Service Technician Certification see the Industry Training Authority Website at Upon Completion: Successful students will receive Automotive Service Technician level 1 apprenticeship technical training credit. B-7

40 STEP 1 Preparation to Enter the Automotive Service Program Participate in appropriate courses that support automotive/mechanical skill development, including: automotive, metalwork/welding, technology education, drafting, work experience, math, physical education, leadership, business, entrepreneurship, etc. Focus on strong Math Skill Development Begin to understand the Automotive Service trade by completing research ( Participate in a trades awareness program job shadow and/or work experience employment with an automotive service business STEP 2 Secondary Program Complete automotive courses at: Victoria SD: Esquimalt High Spectrum Secondary Sooke SD: Belmont Secondary Saanich SD: Parkland Secondary Stelly s Secondary Cowichan SD: Cowichan Secondary Complete the Camosun College South Island School Districts Partnership Program Application Form (See school counselor for details) STEP 3 College Program Option 1: Student attends Camosun College at the end of June of grade 12 year based on teacher recommendation for a 2-day level 1 automotive service exam. Option 2: Student attends Camosun College summer of grade 12 for the 7-week level 1 apprenticeship technical training based on teacher recommendation. Option 3: Student attends Camosun College to participate full time (30 weeks) in Automotive Mechanical Repair FOUNDATION program (based on available seats) and teacher recommendation. Student Costs Application Fee: $35 Books: approx. $250 Personal Protective Equipment Tuition Fees: are paid by the school district through the Accelerated Credit Enrollment in Industry Training (ACE IT) program. B-8

41 Carpentry ACE IT Program The Carpentry partnership program prepares students for the construction industry. In this career program, secondary students have the opportunity to explore construction careers and complete carpentry level 1 apprenticeship technical training. The Carpentry ACE IT program is for Grades 11 and 12 students, and adult learners under 19 working towards graduation combines secondary and post secondary programming providing dual credit depending on length of program provides 8-32 high school credits, industry training credit for level 1 apprenticeship, college certification and concurrent registration Costs: Tuition fees are paid by the school district Ancillary Fees are waived/covered by the college Students cover costs of books and personal protective equipment and tools Step 1 Preparation Prior to registration in the program students are strongly recommended to have either completed or be in the process of completing: Math 11 applications or principles at C+ level, and Work experience or a job shadow with a carpenter Option 3 Foundation Program: Requires C+ in Math 11 A or P and English 11 Step 2 Secondary Program Students enroll and complete secondary school carpentry courses at one of the following partner Secondary Schools: Belmont Secondary Chemainus Secondary Edward Milne Community Gulf Island Secondary Parkland Secondary Spectrum Community Stelly s Secondary Victoria High Step 3 College Program (Camosun College Interurban Campus) Complete the application process to register for this portion of the program. Contact your secondary school career counselor or the SIP Office at For more information on Carpentry Certification see the Industry Training Authority Website at Upon Completion: Successful students will receive Carpentry level 1 apprenticeship technical training credit. B-9

42 STEP 1 Preparation to Enter the Carpentry Program STEP 2 Secondary Program STEP 3 College Program Participate in appropriate courses that support carpentry and construction skill development, including: woodwork, carpentry, technology education, drafting, work experience, math, physical education, leadership, business, entrepreneurship, etc. Focus on strong Math Skill Development Begin to understand the Carpentry trade by completing research ( Participate in a trades awareness program job shadow and/or work experience employment with a construction business Complete carpentry courses at: Victoria SD: Victoria High, Spectrum Community Sooke SD: Belmont Secondary Edward Milne Community Saanich SD: Stelly s Secondary Parkland Secondary Gulf Island SD: Gulf Island Secondary Cowichan SD: Chemainus Secondary Complete the Camosun College South Island School District Partnership Program Application Form (See school counselor for details) Option 1: Student attends Camosun College at the end of June of grade 12 year based on teacher recommendation for a 2-day level 1 carpentry exam. Option 2: Student attends Camosun College summer of grade 12 for 6-week level 1 apprenticeship technical training session based on teacher recommendation. Option 3: Student attends Camosun College to participate full time (24 weeks) in the Carpentry FOUNDATION program (based on available seats) and teacher recommendation. Student Costs Application Fee: $35 Book: approx. $600 Personal Protective Equipment Tuition Fees: Are covered by the school district through the Accelerated Credit Enrollment in Industry Training (ACE IT) program. B-10

43 Cook / Culinary Arts ACE IT Program The Cook / Culinary Arts partnership program prepares secondary students for the employment. In this career program, secondary students have the opportunity to explore cooking and culinary careers and complete Cook level 1 technical training. The Cook / Culinary Arts ACE IT program: is for Grades 11 and 12 students, and adult learners under 19 working towards graduation combines secondary and post secondary programming and provides dual credit depending on length of program provides 4-16 high school credits, industry training credit for level 1 apprenticeship, college certification and concurrent registration Costs: Tuition fees are paid by the school district Ancillary Fees are waived/covered by the college Students cover costs of books and personal protective equipment and tools. Step 1 Preparation Prior to registration in the program students are strongly recommended to have either completed or be in the process of completing: English 10 and Math 10 principles at C+ level A job shadow or work experience with a cook or chef Option 2 - Foundation Program: requires 3 months work experience, Food Safe Level 1, English 10 and Math 10 at 60% Step 2 Secondary Program Students enroll and complete secondary school cook / culinary arts courses at one of the following partner Secondary Schools: Edward Milne Community Esquimalt High Gulf Island Secondary Spectrum Community Stelly s Secondary Step 3 College Program Complete the application process to register for this portion of the program. Contact your secondary school career counselor or the SIP Office at For more information on Cook Certification see the Industry Training Authority Website at Upon Completion: Successful students will receive Cook level 1 apprenticeship technical training credit. B-11

44 STEP 1 Preparation to Enter the Cook Training Program STEP 2 Secondary Program STEP 3 College Program Participate in appropriate courses that support cook and culinary arts skill development, including: food safe, entry level cooking courses, work experience, math, physical education, leadership, business, entrepreneurship, etc. Focus on strong Math Skill Development Complete cook courses at: Victoria SD: Esquimalt High Spectrum Community Sooke SD: Edward Milne Community Saanich SD: Stelly s Secondary Gulf Island SD: Gulf Island Secondary Option 1: Student attends Camosun College fall or summer of grade 12 for 6-week level 1 apprenticeship technical training session based on teacher recommendation. Option 2: Student attends Camosun College to participate full time (28 weeks) in the Professional Cook FOUNDATION program (based on available seats) and teacher recommendation. Begin to understand the Cook trade by completing research ( Participate in a trades awareness program, job shadow and/or work experience or employment with a culinary / cook business Complete the Camosun College South Island School District Partnership Program Application Form (See school counselor for details) Student Costs Application Fee: $35 Book: approx. $200 Personal Protective Equipment Tuition Fees: Are covered by the school district through the Accelerated Credit Enrollment in Industry Training (ACE IT) program. B-12

45 Construction Electrician ACE IT Program The Construction Electrician partnership program prepares students for entry to the electrical trade and related employment opportunities. In this career program, secondary students have the opportunity to explore electrical careers and complete electrical level 1 technical training. The Construction Electrician ACE IT program is for Grades 11 and 12 students, and adult learners under 19 working towards graduation combines secondary and post secondary programming and provides dual credit depending on length of program provides high school credits, industry training credit for level 1 apprenticeship, college certification and concurrent registration Costs: Tuition fees are paid by the school district Ancillary Fees are waived/covered by the college Students cover costs of books and personal protective equipment and tools. Step 1 Preparation Prior to registration in the program students are strongly recommended to have either completed or be in the process of completing: Math 11 applications or principles at C+ level, English 12, Physics 11, and Work experience or a job shadow with an electrician Option 2 Foundation Program: Requires English 12, Math 11 A or P at 60% Step 2 Secondary Program Students enroll and complete secondary school electrical courses at one of the following partner Secondary Schools: Oak Bay Secondary Spectrum Community Secondary Victoria High Step 3 College Program Complete the application process to register for this portion of the program. Contact your secondary school career counselor or the SIP Office at For more information on Electrical Certification see the Industry Training Authority Website at Upon Completion: Successful students will receive Electrical level 1 apprenticeship technical training credit. B-13

46 STEP 1 Preparation to Enter the Electrical Program STEP 2 Secondary Program STEP 3 College Program Participate in appropriate courses that support electrical and construction skill development, including: technology education, drafting, work experience, math, science, physics, physical education, leadership, business, entrepreneurship, etc. Focus on strong Math Skill Development Begin to understand the Electrical trade by completing research ( Participate in a trades awareness program job shadow and/or work experience employment with an electrical business Complete electrical courses at: Victoria SD: Oak Bay Secondary Spectrum Community Victoria High Complete the South Island Partnership Program Application Form (See school counselor for details) Option 1: Student attends Camosun College summer of grade 12 for 10-week level 1 apprenticeship technical training session based on teacher recommendation. Option 2: Student attends Camosun College full time (24 weeks) in the Electrical FOUNDATION program (based on available seats) and teacher recommendation. Student Costs Application Fee: $35 Book: approx. $300 Personal Protective Equipment Tuition Fees: Are covered by the school district through the Accelerated Credit Enrollment in Industry Training (ACE IT) program. B-14

47 Joinery / Cabinetry ACE IT Program The Joinery / Cabinetry partnership program will prepare you with basic woodwork skills and techniques for employment in a cabinetmaking or finishing shop. In this career program, secondary students have the opportunity to explore construction/joinery careers and complete level 1 technical training. The Joinery / Cabinetry ACE IT program is for Grades 11 and 12 students, and adult learners under 19 working towards graduation combines secondary and post secondary programming and dual credits depending on length of program provides 4-8 high school credits, industry training credit for level 1 apprenticeship, college certification and concurrent registration Costs: Tuition fees are paid by the school district Ancillary Fees are waived/covered by the college Students cover costs of books and personal protective equipment and tools. Step 1 Preparation Prior to registration in the program students are strongly recommended to have either completed or be in the process of completing: Math 11 applications or principles at C+ level, and work experience or a job shadow with a Joiner / Cabinetmaker Step 2 Secondary Program Students enroll and complete secondary school Joinery/Cabinetmaking courses at the following partner Secondary Schools: Belmont Secondary Claremont Secondary Lake Cowichan Secondary Lambrick Park Secondary Parkland Secondary Spectrum Community Secondary Stelly s Secondary Victoria High Step 3 College Program Complete the application process to register for this portion of the program. Contact your secondary school career counselor or the SIP Office at For more information on Joinery/Cabinetmaking Certification see the Industry Training Authority Website at Upon Completion: Successful students will receive Joinery/Cabinetmaking level 1 apprenticeship technical training credit. B-15

48 STEP 1 Preparation to Enter the Joinery Cabinetmaking (Joiner) Program STEP 2 Secondary Program STEP 3 College Program Participate in appropriate courses that support skill development, including: woodwork, carpentry, technology education, drafting, work experience, math, physical education, leadership, business, entrepreneurship, etc. Focus on strong Math Skill Development Begin to understand the Joinery trade by completing research ( Participate in a trades awareness program job shadow and/or work experience or employment with a joinery / cabinetmaking business Complete carpentry courses at: Victoria SD: Lambrick Park Spectrum Community Victoria High Sooke SD: Belmont Secondary Saanich SD: Claremont Secondary Parkland Secondary Stelly s Secondary Cowichan SD: Lake Cowichan Secondary Complete the Camosun College South Island Partnership Program Application Form (See school counselor for details) Student attends Camosun College (or designated facility) summer of grade 12 for 4-6 week level 1 apprenticeship technical training session based on teacher recommendation. Student Costs Application Fee: $35 Book: approx. $200 Personal Protective Equipment Tuition Fees: Are covered by the school district through the Accelerated Credit Enrollment in Industry Training (ACE IT) program. B-16

49 Plumbing and Piping ACE IT Program The Plumbing and Piping partnership program will prepare you for entry into the following trades: plumbing, steam/pipefitter, gasfitter, sprinkler fitter, refrigeration mechanic, hydronic heating technician and geothermal heating technician. In this career program, secondary students have the opportunity to participate in the Camosun College 6 month Foundation program, receive a college certificate and complete level 1 apprenticeship technical training. The Plumbing and Piping ACE IT program: is for Grades 11 and 12 students, and adult learners under 19 working towards graduation combines secondary and post secondary programming and dual credits depending on length of program provides 8 or 32 high school credits, industry training credit for level 1 apprenticeship, college certification and concurrent registration Costs: Tuition fees are paid by the school district Ancillary Fees are waived/covered by the college Students cover costs of books and personal protective equipment and tools Step 1 Preparation Prior to registration students are required to complete the following prerequisite courses: English 11 and Math 11 applications or principles minimum 60%, and work experience or a job shadow with a Plumber or related piping trades worker Step 2 Application Students work with school counselor to register in the program submitting evidence of prerequisites Qualified students are required to complete an interview and program orientation prior to acceptance into the program. Step 3 The College Program Complete the application process to register for this portion of the program. Contact your secondary school career counselor or the SIP Office at For more information on Piping Trades see the Industry Training Authority Website at Upon Completion: Successful students will receive level 1 apprenticeship technical training credit. B-17

50 STEP 1 Preparation to Enter the Plumbing and Piping Program STEP 2 Application STEP 3 College Program Participate in appropriate courses that support skill development, including: Metalwork, technology education, drafting, work experience, math, physical education, leadership, business, entrepreneurship, etc. Focus on strong Math Skill Development Student from any local South Island Secondary School can qualify to participate in this program. The following secondary school metal work teachers work closely with the College to support skill development and student transitions Victoria SD: Spectrum Community Victoria High Student attends Camosun College Interurban Campus during grade 12 for 24 weeks in the Piping Foundation program based on teacher recommendation. Student Costs Application Fee: $35 Book: approx. $200 Personal Protective Equipment Begin to understand the Piping trades by completing research ( Participate in a trades awareness program job shadow and/or work experience or employment with a joinery / cabinetmaking business Saanich SD: Claremont Secondary Parkland Secondary Stelly s Secondary Cowichan SD: Cowichan Secondary Frances Kelsey Secondary Complete the Camosun College South Island Partnership Program Application Form (See school counselor for details) Tuition Fees: Are covered by the school district through the Accelerated Credit Enrollment in Industry Training (ACE IT) program. B-18

51 Sheet Metal and Aircraft Structures ACE IT Program The Sheet metal and Aircraft Structures partnership program will prepare you for employment in the construction and aircraft production industries. In this career program, secondary students have the opportunity to participate in the Camosun College 6 month Foundation program, receive a college certificate and complete level 1 apprenticeship technical training. The Sheet Metal and Aircraft Structures ACE IT program: is for Grades 11 and 12 students, and adult learners under 19 working towards graduation combines secondary and post secondary programming and dual credits depending on length of program provides 8 or 32 high school credits, industry training credit for level 1 apprenticeship, college certification and concurrent registration Costs: Tuition fees are paid by the school district Ancillary Fees are waived/covered by the college Students cover costs of books and personal protective equipment and tools. Step 1 Preparation Prior to registration students are required to complete the following prerequisite courses: English 11 and Math 11 applications or principles minimum 60%, and work experience or a job shadow with a Sheet metal or Aircraft Structures employer Step 2 Application Students work with school counselor to register in the program submitting evidence of prerequisites Qualified students are required to complete an interview and program orientation prior to acceptance into the program. Step 3 The College Program Complete the application process to register for this portion of the program. Contact your secondary school career counselor or the SIP Office at For more information on the Sheet metal and aircraft structural trades see the Industry Training Authority Website at Upon Completion: Successful students will receive sheet metal and aircraft structural technician Level 1 apprenticeship technical training credit. B-19

52 STEP 1 Preparation to Enter the Sheetmetal Program STEP 2 Application STEP 3 College Program Participate in appropriate courses that support skill development, including: Metalwork, technology education, drafting, work experience, math, physical education, leadership, business, entrepreneurship, etc. Focus on strong Math Skill Development Student from any local South Island Secondary School can qualify to participate in this program. The following secondary school metal work teachers work closely with the College to support skill development and student transitions Victoria SD: Spectrum Community Victoria High Student attends Camosun College Interurban Campus during grade 12 for 25 weeks in the Sheetmetal Foundation program based on teacher recommendation. Student Costs Application Fee: $35 Book: approx. $200 Personal Protective Equipment Begin to understand the Piping trades by completing research ( Participate in a trades awareness program job shadow and/or work experience or employment with a joinery / cabinetmaking business Saanich SD: Claremont Secondary Parkland Secondary Stelly s Secondary Cowichan SD: Cowichan Secondary Frances Kelsey Secondary Complete the Camosun College South Island Partnership Program Application Form (See school counselor for details) Tuition Fees: Are covered by the school district through the Accelerated Credit Enrollment in Industry Training (ACE IT) program. B-20

53 Welding Level C ACE IT Program The Welding Level C partnership program provides hands on practical training and prepares you to enter the welding trade. In this career program, secondary students have the opportunity to participate in the Camosun College 7 month Foundation program and receive a college certificate. The Welding Level C ACE IT program: is for Grades 11 and 12 students, and adult learners under 19 working towards graduation combines secondary and post secondary programming and dual credits provides 32 high school credits, industry training credit for level 1 apprenticeship, college certification and concurrent registration. Costs: Tuition fees are paid by the school district Ancillary Fees are waived/covered by the college Students cover costs of books and personal protective equipment and tools. Step 1 Preparation Prior to registration students are required to complete the following prerequisite courses: English 10 and Math 10 principles minimum 60%, and work experience or a job shadow with a welder Step 2 Application Students work with school counselor to register in the program submitting evidence of prerequisites Qualified students are required to complete an interview and program orientation prior to acceptance into the program. Step 3 The College Program Complete the application process to register for this portion of the program. Contact your secondary school career counselor or the SIP Office at For more information on the Welding trade see the Industry Training Authority Website at Upon Completion: Successful students will receive welding Level C technical training credit. B-21

54 STEP 1 Preparation to Enter the Welding Program STEP 2 Application STEP 3 College Program Participate in appropriate courses that support skill development, including: Metalwork, technology education, drafting, work experience, math, physical education, leadership, business, entrepreneurship, etc. Focus on strong Math Skill Development Student from any local South Island Secondary School can qualify to participate in this program. The following secondary school metal work teachers work closely with the College to support skill development and student transitions Victoria SD: Spectrum Community Victoria High Student attends Camosun College Interurban Campus during grade 12 for 28 weeks in the Welding Level C Foundation program based on teacher recommendation. Student Costs Application Fee: $35 Book: approx. $200 Personal Protective Equipment Begin to understand the Piping trades by completing research ( Participate in a trades awareness program job shadow and/or work experience or employment with a joinery / cabinetmaking business Saanich SD: Claremont Secondary Parkland Secondary Stelly s Secondary Cowichan SD: Cowichan Secondary Frances Kelsey Secondary Complete the Camosun College South Island Partnership Program Application Form (See school counselor for details) Tuition Fees: Are covered by the school district through the Accelerated Credit Enrollment in Industry Training (ACE IT) program. B-22

55 Secondary School Apprenticeship (SSA) ACE IT Program The Secondary School Apprenticeship Program is a provincial program. In this career program, secondary students begin training in a provincially recognized trade and earn high school graduation credits for work hours completed as a registered apprentice. In addition to on the job training SSA students complete Level 1 Apprenticeship Technical Training at the College. For details regarding provincially recognized trades, see for the current list of trades in BC. Secondary school apprentices can also complete the first level of apprenticeship technical training through the ACE IT program. The Secondary School Apprenticeship ACE IT program: is for Grades 11 and 12 students and adult learners under 19 working towards graduation combines secondary and post secondary programming and dual credits depending on length of program provides 4-12 high school credits, industry training credit for level 1 apprenticeship, college certification and concurrent registration Costs: Tuition fees are paid by the school district Ancillary Fees are waived/covered by the college Students cover costs of books and personal protective equipment and tools. Step 1 Preparation Prior to registration students are strongly recommended to have either completed or be in the process of completing: Math 11 applications or principles at C+ level, and At least 480 hours of work experience as a secondary school apprentice Step 2 Application Students work with school counselor to register in the ACE IT program Qualified students are required to complete an interview and program orientation prior to acceptance into the program. Step 3 The College Program Complete the application process to register for this portion of the program. Contact your secondary school career counselor or the SIP Office at For more information on trades in BC see the Industry Training Authority Website at Upon Completion: Successful students will receive Level 1 apprenticeship technical training credit. B-23

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57 STEP 1 Preparation to Enter the SSA Program Participate in appropriate courses that support trades skills development. There are more than 100 apprenticeship programs in the province of BC Students are encouraged to explore their options and seek to understand the apprenticeship system by: 1. Completing research ( and 2. Participate in: a trades awareness program job shadow and/or work experience employment with a trades person STEP 2 Secondary Program Work Experience: Students are encouraged to seek out Work Experiences that allow exploration and to develop connections with a local employer Employment: beyond Work Experience: Students are encouraged to participate in part time employment (summers, evenings or weekends) under the supervision of a qualified journey person. Register as an Apprentice: Once employed student/apprentice and employer/certified trades person complete apprenticeship forms and submit to the Industry Training Authority. Register SSA work hours at any Secondary School: SSA 11A and B SSA 12A and B Complete the Camosun College South Island Partnership Program Application Form (See school counselor for details) STEP 3 College Program Student attends Camosun College summer of grade 12 or at a time that works for the students schedule (based on available seats) for apprenticeship level 1 technical training session. Secondary school counseling department supports the application process. Student Costs Application Fee: $35 Book: approx. $200 - $600 depending on program Personal Protective Equipment Tuition Fees: Are covered by the school district through the Accelerated Credit Enrollment in Industry Training (ACE IT) program. B-1

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59 C COURSES Dual Credit Students that participate in SIP Courses earn dual credits, meaning the time spent taking the SIP course provides students with 1) a high school graduation credit, and 2) college credit. For details on the credits provided for a specific course see the program information sheet. How To Develop a SIP Course Program Secondary schools interested in developing a SIP course can contact the SIP Office. A step-by-step process is detailed in the Policies and Procedures Section of this Manual. How To Register a Student in a SIP Course Secondary students interested in participating in a SIP Course are required to complete the registration process. Secondary School Staff support students during the planning and registration process. See the recommended step-by-step process detailed in the Policies and Procedures Section of this Manual. Best Practices are also detailed in the Appendix section. Course Information Sheets The following course information sheets are promotion tools for school to copy and use in promoting SIP Courses to students and parents. C-3

60 Health and Human Services The following two courses are options for secondary school students who meet entrance requirements. Secondary students can take these courses in the January course offering annually, although seats are limited. Contact the SIP Office for availability. Students are responsible for tuition costs. ECCE 150 Online Course - Examines the health, safety and nutritional needs of young children from birth to age eight. Emphasis will be placed on the role of the educator in providing safe and nurturing environments. ECCE 150 is designed for those who wish to work with children in a daycare setting and is a requirement for daycare workers. Prerequisites: Grade 12 students with C+ in English 11 Health 110 Course - Health in Today s World is a three-credit university transfer course. Students are exposed to accurate, up-to-date information about topics and issues related to health. We will explore topics such as exercise, nutrition, weight management, mind/body connections, stress management, substance use and abuse and HIV infection. Prerequisites: Proof of enrollment in English 12 Health 112 Course - Holistic Health and Healing is a three-credit university transfer course that introduces the philosophy and practices of holistic health and healing. This knowledge can be used as an adjunct to professional practice and as a basis for self-care. This course is theoretical and experientially based. Students learn the philosophy and beliefs of health and healing that form the basis of a holistic health perspective. Prerequisites: English 12 or Proof of enrollment in English 12 C-4

61 Early Childhood Care Education (ECCE) 150 On-line Course ECCE 150 Health, Safety and Nutrition 1(2 credits) Students earn 2 post secondary credits towards the ECCE certificate or diploma program. Sponsored students also earn 4 high school elective credits towards graduation (PSIB 12A ECCE). This course: Examines the health, safety and nutritional needs of young children from birth to age eight with emphasis on the role of the educator in providing safe and nurturing environments. Is designed for those who wish to work with children in a variety of settings Is recognized by the Child Care Licensing Branch. Successful completion can lead to Assistant Early Childhood Educator status and work as an assistant in a child care setting. Is a first step towards becoming a Licensed Early Childhood Educator with an ECCE Diploma an excellent pathway into third year Child and Youth Care at UVic, VIU and other institutions. Students taking this course need to be prepared for: Attending scheduled weekly online classes and group discussions 2 hours minimum per week reading from required text 2 hours minimum per week dedicated to course work, online research and discussions Complete individual and group assignments that require initiative and follow through Complete quizzes, assignments as outlined in course materials Prerequisite(s): Date/Time: Mature, self directed Grade 12 student and English 11 with C+ or higher. Spring 2010 (14 Weeks including Spring Break) Starting week of February 1, ending week of May 3, 2010 Cost: Tuition $91.50 Application Fee $35.00 Text Book $95.00 Total $ Required Text: Healthy Foundations in Early Childhood Settings, 4 th Edition (Barbara Pimento) (approx. $98) available Camosun College Bookstore Lansdowne campus. For more information: Contact the Early Childhood Care and Education program assistant: or hsinfo@camosun.bc.ca C-5

62 Application: Sponsorship: Recommended: 5 Seats available for Grade 12 students. Students complete the SIP (South Island Partnership) Lync Course application forms and include all fees. School submits application and fees to the SIP office. For students sponsored by the school district, payment can be made on a school credit card, school cheque, or a completed sponsorship form is required. The form can be downloaded at Secondary School to provide ongoing support to student during the program through regular check-ins and access to online support services. An ECCE 150 Student Checklist You are: Required to participate weekly including Spring Break. Note: not showing up online is equal to missing a class. Self motivated, able to manage online course work along with your regular secondary school course work and prepared to for the rigor and demand of a first year College course. Aware that this is not a self paced course. Students are required to participate in scheduled regular online dialogue with other students and group members, and submit weekly work and assignments by due dates. Aware that this in an online course with no face-to-face teaching. (Some students struggle with online learning methods.) Students need to have reliable access to a working computer and internet access both at school and home and be comfortable with Word applications, and website navigation. Prepared to attend a D2L orientation at Camosun College. Once registered, you will be advised to log in to and complete the D2L tutorial prior to starting the course.. Committed to inform their instructor if they encounter any difficulties or challenges. Contact: South Island Partnership Office Interurban Campus 4461 Interurban Road Victoria, BC V9E 2C1 Phone: or Fax: C-6

63 Health 110 Health in Today s World Course Health in Today s World is a three-credit university transfer course where students access accurate, up-to-date information about topics and issues related to health. You will explore topics such as exercise, nutrition, weight management, mind/body connections, stress management, substance use and abuse and HIV infection. Health/wellness is viewed as an interaction between physical, emotional, social, intellectual, spiritual and environmental dimensions. The Health 110 Course: Is offered to students in grade 12 who are prepared for College level course work Is for students with English 12 or high school students currently participating in English 12 Provides 4 high school and 3 College (University Transfer) credits and concurrent registration (high school and College) Costs: Students pay $35 application fee and $ tuition fee Ancillary fees are waived/covered by the College Text Books are approximately $ (available at the Lansdowne Campus bookstore) o Health The Basics 3 rd Edition Donatelle, ISBN # o Health 110 Course Package (McCrodan W07) Step 1 Complete Application Students work with school counsellor to complete the Lync Course application package Contact SIP office for more details on the application process Deadline for Applications is November 1, 2009 Step 2 The College Program Attend Camosun College Lansdowne Campus once a week Schedule options include 1) Tuesday Mornings 9:30am-12:20pm or 2) Tuesday Afternoons 4:30pm-7:20pm Courses start January 2010 and run through Spring Break to April Upon Completion: Successful students receive College credits and high school credits. Note: For more details on the Health 110 course and the registration process contact the SIP office at C-7

64 Health 112 Holistic Health and Healing Course The Health 112 course introduces students to the philosophy and practices of holistic health and healing as a basis for self-care. This course is theoretical and experientially based. Students learn the philosophy and beliefs of health and healing that form the basis of a holistic health perspective. The Health 112 Course: Is offered to students in grade 12 who are prepared for College level course work Is for students with English 12 or high school students currently participating in English 12 Provides 4 high school and 3 College (University Transfer) credits and concurrent registration in high school and College Costs: Students pay $35 application fee and $ tuition fee Ancillary fees are waived/covered by the College Text Books are approximately $ (available at the Lansdowne Campus bookstore) o Holistic Health and Healing (Ma Bright, M.A. 2002) o Healing Practices: Alternative therapies for nursing (Fontaine, K.L. 2000) Step 1 Complete Application Students work with school counsellor to complete the Lync Course application package Contact SIP office for more details on the application process Deadline for Applications is November 1, 2009 Step 2 The College Program Attend Camosun College Lansdowne Campus at schedule times Schedule includes various evening and weekend options. Contact the SIP Office for schedule details. Courses start January 2010 and run to March Upon Completion: Successful students receive College credits and high school credits. Note: For more details on the Health 112 course and the registration process contact the SIP office at C-8

65 Technology Computer Systems Technology - COMP 112, 132, 140 (Dual Credit) Secondary students (Grades 10-12) participate in Secondary School Computer Systems Technology Courses (see counselor for course requirements). Students that successfully complete course requirements must apply to receive dual secondary and college credit, including secondary graduation credits and credit for the Camosun College Computer Systems Technology Program courses. Transfer credit is dependent on curriculum covered in the secondary course. Possibilities include COMP 112 Introduction to Computer Systems, COMP 132 Programming Using Java, and COMP 140 Human Computer Interaction. Locations: Spectrum Community Belmont Secondary School, Victoria High WestShore Center for Learning Students that successfully complete the secondary Computer Systems Technology program have the option to transition to Camosun College Systems Technology program. Prerequisites: English 12, Math 11 Principles or Math 12 Applications. Availability in secondary schools varies annually. Check with school counselor to determine if the courses are offered in listed school locations. C-9

66 University Transfer Science - Biology Biology Human Anatomy - This course introduces structural and functional relationships within the eleven systems of the human body. South Island Partnership students enroll in Biology (Camosun) at select secondary schools and complete the labs at Camosun Campus. Prerequisites: Biology 12 and proof of enrollment in English 12 C-10

67 Biology 150 Human Anatomy Course The Biology 150 course provides an introduction to structural and functional relationships within the eleven systems of the human body. A lab and lecture based format is used, combining slides, models, photographs, diagrams and organ dissections to study both gross and microscopic human anatomy. Anatomical and physiological terminology is stressed. The LYNC course includes 2 parts: 1) high school course offered at Belmont and Stelly s secondary schools, and 2) Lab course offered one evening per week at Camosun College Lansdowne Campus. The 2 parts are designed to work together and students are recommended to register for both components of the course. The Biology 150 Course: Is offered to students in grade 12 who are prepared for College level course work Is for students with Biology 12 and English 12 or students currently in English 12 Provides 4 high school and 4 College (University Transfer) credits and concurrent registration in high school and College. Costs: Students pay $35 application fee and $ (approx.) tuition fee Ancillary fees are waived/covered by the College Step 1 Complete Application Students work with their Biology teacher to complete the Lync Course application package Contact SIP office for more details on the application process Application deadline is first week of Semester 2 Secondary teachers submit applications to the SIP Office Step 2 The College Program Participate in Secondary School Health Science Biology Course, and Attend Camosun College Lansdowne Campus at schedule times Courses start February 2010 and run to June 2010 Upon Completion: Successful students receive College credits and high school credits. Note: For more details on the Biology 150 course and the registration process contact the SIP office at C-11

68 Advanced Placement Courses Advanced Placement Laboratory Courses 116 is offered to secondary students participating in Advanced Placement science courses at participating secondary schools. Students are responsible for tuition costs. For details on how to get involved with the advanced placement program, contact the SIP Office. Biology 116 Course - This course consists of Biology laboratory exercises at the first-year level, suitable for Advanced Placement Biology students. Exercises are drawn from topics in cellular physiology and evolution theory. South Island Partnership students enroll in Advanced Placement Biology at Claremont and complete the Labs for Biology 116 at Camosun Campus. Prerequisites Biology and English 12. Chemistry 116 Course - This is a laboratory-only course specifically designed for students enrolled in Advanced Placement Chemistry at secondary schools. Students are introduced to various techniques used in a laboratory. Experiments illustrate concepts taught in the lecture portion of the course. They include thermo chemistry, kinetics, organic synthesis and in introduction to spectrophotometry. South Island Partnership students enroll in Advanced Placement Chemistry at Claremont and complete the Labs for Chemistry 116 at Camosun Campus. Prerequisites Chemistry 12 Physics 116 Course This course consists of Physics laboratory exercises at the first-year level, suitable for Advanced Placement Physics students. Exercises are drawn from topics in Newtonian mechanics, electricity and magnetism and include linear motion, work and energy, momentum, angular motion and momentum, electric and magnetic fields. South Island Partnership students enroll in Advanced Placement Physics at Claremont and complete the Labs for Physics 116 at Camosun Campus. Prerequisites Calculus 12. C-12

69 SOUTH ISLAND PARTNTERSHIP Advanced Placement Courses Lab Sections - February (Semester 2) The following lab courses are offered for students registered in Advanced Placement courses in a secondary school. The labs have been developed in collaboration with secondary school AP teachers to augment the secondary AP courses in providing lab experiences. Registered students will complete AP courses in the school timetable and attend Camosun College Lansdowne Campus one evening per week throughout the semester as scheduled. Biology 116 Lab (Start Date TBA) Location: Camosun College Lansdowne Campus - Labs (Fisher Building Biology department 2nd floor Room TBA) Fees: Tuition $ Application Fee $35.00 Total $ Chemistry 116 Lab (Start Date TBA) Location: Camosun College Lansdowne Campus - Labs (Fisher Building Chemistry department Room TBA) Fees: Tuition $ Application Fee $35.00 Total $ Physics 116 Lab (Start Date TBA) Location: Camosun College Lansdowne Campus - Labs (Fisher Building Physics department Room TBA) Fees: Tuition $ Application Fee $35.00 Total $ Co-requisites: 116 Lab courses require proof of registration in the AP Course and English 12. Application: Students complete a Lync Course application and submit to their secondary AP teacher. Teachers collect applications and contact College to arrange pick-up. Contact: South Island Partnership Coordinator or Assistant Camosun College Interurban Campus 4461 Interurban Road Victoria, BC V9E 2C1 Phone: or Fax: C-13

70 Sport and Exercise Discretionary Credit Secondary School Fitness For Life 12 course and Camosun College Fitness For Life 110 course This course provides an overview of health promotion and wellness models as they relate to health, social, cultural, economic, international and environmental issues. The principles of exercise prescription for cardiovascular fitness, muscular strength and endurance are presented. Emphasis is placed on personal health, nutrition, stress and prevention of activity injuries, structural and functional relationships within the eleven systems of the human body. Many South Island secondary schools will offer Fitness for Life 12 for the first time this year, a course articulated with the Camosun College Fitness For Life (SPEX 110) course. This means that secondary school students whosuccessfully complete the high school course can apply for discretionary credit and, based on assessment, receive Fitness For Life (SPEX 110) college credit when they apply to register in Camosun College s Sport and Exercise programs. C-14

71 Fitness For Life 12 Health and Wellness Course This course provides an overview of health promotion and wellness models as they relate to health, social, cultural, economic, international and environmental issues. The principles of exercise prescription for cardiovascular fitness, muscular strength and endurance are presented. Emphasis is placed on personal health, nutrition, stress and prevention of activity injuriesstructural and functional relationships within the eleven systems of the human body. Many South Island Secondary Schools will for the first time this year offer Fitness for Life 12, a course articulated with the Camosun College Fitness For Life (SPEX 110) course. This means that Secondary school students that successfully complete the high school course can apply for discretionary credit and based on assessment receive Fitness For Life (SPEX 110) College credit when they apply to register in Camosun College s Sport and Exercise programs. The Fitness For Life 12 Course: Is offered to students in grade 12 at participating secondary schools who are prepared for College level course work Provides 4 high school credits and upon application and assessment 4 College (University Transfer) credits. Step 1 Complete Secondary School Course Students participate in the Secondary School Fitness For Life 12 course. Students that achieve a B or higher in this course will be considered for discretionary credit at Camosun College. Step 2 Apply to Register in Sport and Exercise College Program Upon graduation students apply to register in a Camosun College Sport and Exercise Program. Upon registration students can apply for discretionary credit for the Fitness For Life (SPEX 110) course. This option is available for students that apply within a year of the Fitness For Life 12 course completion. The Sport and Exercise department will assess the discretionary credit application and award the college credits. Upon Completion of the Steps: Students may receive high school and College credits. Note: For more details on the Fitness For Life 12 course and the registration process contact the SIP office at C-15

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73 D POLICIES and PROCEDURES Ministry of Education Policy for Transition Programs The Ministry of Education sets the policies, criteria and procedures for school districts to recognize post-secondary transition programs for funding purposes. Policy Statement Post-secondary transition programs are educational programs that combine secondary and post-secondary courses, and that lead to Grade 12 graduation as well as help students make smooth transitions to further education or training. The Ministry of Education recognizes postsecondary courses for funding purposes if they are part of students' planned programs of study leading to graduation. Rationale Secondary schools are not always able to offer the full range of courses or programs that help prepare students for specific occupations. For this reason, the Ministry of Education encourages school districts to improve transition success for students by collaborating with post-secondary institutions and industry associations to offer transition programs that lead to trades certification or post-secondary credentials. Policy For students enrolled in programs that include courses delivered by post-secondary partners, the following criteria must be met in order for the post-secondary courses to be eligible as courses funded by the Ministry. The post-secondary courses are reported for Graduation Program credit to the Ministry transcript system. The post-secondary courses lead to a post-secondary credential (and appear on a postsecondary transcript) from a post-secondary institution which is a member of the British Columbia Transfer System or offered in French through the auspices of Educacentre. The post-secondary courses are part of a school district program that is an education option for students. The school district pays any tuition costs for the post-secondary courses reported for funding. Students begin taking the post-secondary courses that are part of their transition program during their Grade 11 or Grade 12 year. Students in post-secondary transition programs annually update and sign a planned program of courses by September 30. This program plan lists their transition program courses, including when and where they will be taking their post-secondary courses. For school-aged students who have not yet graduated, post-secondary courses will be funded on the same basis as school district delivered courses. D-1

74 For school-aged graduates who began taking post-secondary transition program courses during Grades 11 or 12, post-secondary courses will be funded on a per-course basis where one 4- credit course generates FTE funding. Procedures School districts establish transition programs with post-secondary partners. For students in post-secondary transition programs, schools prepare a document by September 30 listing all courses that are part of students' post-secondary transition programs, and students sign the document. School districts include the documented post-secondary courses for funding as part of the 1701 data collection process. Post-secondary courses that are part of post-secondary transition programs are reported for transcript purposes using the post-secondary institution course codes assigned by the Ministry. Schools keep a copy of the post-secondary transcript on file, showing completion of postsecondary courses. D-2

75 ITA Procedures for Reporting ACE IT Students Student Registration Apprentice and Sponsor Registration The ITA provides $1000 for each registered ACE IT student to the school district. The Industry Training Authority once each semester accepts ACE IT student registration, typically 5 weeks after semester start. ACE IT student completes the Apprentice and Sponsor registration form (see forms appendix section) and submits to school contact. Designated contacts in each school district register the ACE IT students with the ITA using the on-line registration system. Students are registered as ACE IT students in the on-line system within the semester in which they are anticipated to complete the ACE IT program. Note: As some ACE IT programs can be up to 2 years in length the students should be registered in the final semester of their program. Once students are registered, the ITA then develops a contract with the school district based on the number of students registered in the ACE IT program. The School District submits an invoice to the ITA for Student Registration Payment. Program Completion ACE IT students must complete the program within 3 months of students completing graduation requirements as reported to the Ministry of Education to meet contract obligations and receive the second $1000 allocation for successful completion of the ACE IT program. ACE IT student completion reports (see Forms appendix section for sample report form) also known as the apprentice level 1 reports are completed and signed by the SIP ACE IT College instructor and in cases where programming is delivered by a secondary school teacher, by the teacher or a school district designate. The SIP office sends the reports to the designated school district contacts. The designated school district contact sends the report to the Industry training authority to be entered into the ACE IT students industry training records. School District submits an invoice to the ITA for program completion report payment. Work Based Training Reports for On the Job Training The ITA provides up to $750 for each ACE IT student that has completed 240 related work experience hours signed off by a trades certified employer/sponsor. Some ACE IT programs qualify for the work based training component and students in these program can earn work based training credit. (example: In-school restaurant run by a certified Cook and part of a Cook training program). In this case the Cook teacher signs off on the work based training report. (see form in the appendix section) The Work Based Training Report is located in the appendix section. Add this report form to the secondary school work experience of SSA package for employers to ensure it is completed and then submit to the ITA School District submits an invoice with completed work based training report forms. D-3

76 The Student Application Process The following step-by-step process details each step required to complete the application process for the College portion of a SIP program or course. There are two Application Packages: 1. SIP Program Application Package for students planning to participate in a Program 2. SIP Course Application Package for students registering in a Course The Secondary School Staff and the SIP Office Staff support SIP students and work together to register secondary students in the appropriate programs and courses based on the needs and career plans of students. The list below outlines the responsibilities. Secondary School Responsibilities Promote SIP Programs and Courses to students, parents and staff Support students through the application and registration process Identify Key School Contact to liaise with the SIP office and approve student applications Liaise with Students, Parents and SIP Office Report ACE IT students and completion results to the ITA Report PSI dual credits on student reports SIP Office Responsibilities Central point of contact for secondary schools Update and communicate program and course information Develop and modify processes to support student success Monitor and counsel students while on Camosun College Campus liaising with secondary school contacts and parents Report PSI dual credit marks to secondary school contacts Submit Level 1 ACE IT reports to secondary and school district contacts D-4

77 Application Process Step by Step For the Desk Top Step 1: Indentify and Counsel Potential Students Step 2: Start the Application Process Step 3: Contact the SIP Office Step 4: Further Student Development Step 5: Complete Application and Submit to the SIP Office Step 6: Student Interviews and Orientation (programs only) Step 7: Confirmation of Registration in College portion of the SIP Program Mailed To Students and Notice to School Contacts via Or D-5

78 Students Applying to Register in a SIP ACE IT Program The SIP ACE IT application package (see appendix section) is 1) an application submitted to the SIP office to register a student In a program and 2) a career-planning tool. Students complete the package under the guidance of a school advisor, which may include: 1) a guidance counselor, or 2) a career counselor, or 3) a career facilitator or advisor. Students interested in participating in an ACE IT program can start the application process as early as grade 10 or as late as grade 12. ACE IT students must be under the age of 20 years old, working towards meeting graduation requirements. The following key steps will guide you as you work with students interested in Trades Training and completing the application process. Step 1: Indentify and Counsel Potential ACE IT Students Promote ACE IT Program Options through Planning 10 classes, existing secondary trades and technology programs and via general school program promotional activities (school calendar, website, bulletins, announcements, presentations, etc.) Offer ACE IT programs or programs that align with ACE IT programs such as specific technology education courses, the SSA program, YES 2 IT programming, or trades exploration programming to support student exploration of trades careers. Required Students are required to submit evidence of career exploration in the specific trade by submitting a work experience report or the Research Interview Form provided in the application package. Students participating in blended ACE IT programs participate in a program orientation and interview on the Camosun College campus prior to completing the application package. Step 2: Start the Application Process Review the Application Package with the Student and Work with the student to complete the Student Transition Plan (part of the application package). Step 3: Contact the SIP Office Determine appropriate program model for the student and their needs, apprenticeship or foundation training options in a secondary school, college facility or in a blended model. Determine secondary and college seat availability for scheduling and planning purposes. Note: College trades program seat availability varies and can be limited Step 4: Further Student Development Determine if the student requires further development prior to application submission such as Work Experience, Course Upgrading or Schedule Revisions. Required and recommended prerequisites are listed on each program information sheet. Students applying for a Foundation program must meet pre-requisite entrance requirements D-6

79 Strongly Recommended ACE IT students complete at least 120 hours of related work experience prior to participating in a trade program at the College. Contact the SIP Office for further details on level of importance for each program. Students with moderate to weak math skills participate in Trades Math Upgrading prior to attending the College portion of their ACE IT program. (offered tuition free - evenings and weekends at the College) Contact the SIP Office for details. Step 5: Complete Application and Submit to the SIP Office Once the appropriate program model is identified and required application criteria are complete submit the completed and signed application to the SIP Office. Recommended components of the student development can be in progress right up until the student begins the college portion of the program. Application must be signed and approved by the secondary school contact or designate. Step 6: Student Interviews and Orientation Once the application is received by the SIP office, the student is invited to the College for an Interview and Orientation. Note: The student application maybe modified based on this interview. The school contact works with the SIP Office to schedule interviews and orientations and communicates with students and parents. The interview is an opportunity for the student to be on site, meet a college instructor, tour the facilities, review their career goals, and confirm their commitment to participate in a college program at this time and to answer any questions the student may have. Note: This experience supports the students transition to post secondary education and begins the relationship development at the College. For students with special needs including those with disabilities or learning difficulties the process of linking with appropriate college services begins. For more details on support services for students with special needs see the Support Services section of this manual. Step 7: Confirmation of Registration in College portion of the SIP Program Once accepted into the program the school contact is notified and the student receives a confirmation letter in the mail from Camosun College detailing program start date and location. The SIP annually hosts a parent orientation for students participating in summer programs. Parents will receive notice of this orientation via mail from the SIP office. Students will also receive a school supply list including required books and supplies that are required for the program. D-7

80 Students Applying to Register in a SIP Program The SIP Program application package (see appendix section) is an application and career-planning tool for school staff to work with students. Students interested in participating in a SIP program can start the application process as early as grade 10 or as late as grade 12. The following key steps will guide you as you work with students and support them in the application process. Step 1: Indentify and Counsel Potential Students Promote SIP Program Options through Planning 10 classes, existing related secondary courses or programs and via general school program promotional activities (school calendar, website, bulletins, announcements, presentations, etc.) Offer courses in the timetable that align with SIP programs such as family studies for students interested in health care careers or specific technology education courses for technology programs to support student exploration of a specific career area. Students are required to submit evidence of career exploration in the specific career by submitting a work experience report or the Research Interview Form provided in the application package. Step 2: Start the Application Process Review the Application Package with the Student and Work with the student to complete the Student Transition Plan (part of the application package). Step 3: Contact the SIP Office Determine appropriate program model for the student and their needs. Determine secondary and college seat availability for scheduling and planning purposes. Note: College program seat availability varies and can be limited Step 4: Further Student Development Determine if the student requires further development prior to application submission such as Work Experience, Course Upgrading or Schedule Revisions. Required and recommended prerequisites are listed on each program information sheet. Students must meet pre-requisite entrance requirements It is Strongly Recommended that students complete at least 120 hours of related work experience prior to participating in a at the College. Contact the SIP Office for further details on level of importance for each program. Step 5: Complete Application and Submit to the SIP Office Once the appropriate program model is identified and required application criteria are complete submit the completed and signed application to the SIP Office. Recommended components of the student development can be in progress right up until the student begins the college portion of the program. D-8

81 Application must be signed and approved by the secondary school contact or designate. Step 6: Student Interviews and Orientation Once the application is received by the SIP office, the student is invited to the College for an Interview and Orientation. Note: The student application maybe modified based on this interview. The school contact works with the SIP Office to schedule interviews and orientations and communicates with students and parents. The interview is an opportunity for the student to be on site, meet a college instructor, tour the facilities, review their career goals, and confirm their commitment to participate in a college program at this time and to answer any questions the student may have. Note: This experience supports the students transition to post secondary education and begins the relationship development at the College. For students with special needs including those with disabilities or learning difficulties the process of linking with appropriate college services begins. For more details on support services for students with special needs see the Support Services section of this manual. Step 7: Confirmation of Registration in College portion of the SIP Program Once accepted into the program the school contact is notified and the student receives a confirmation letter in the mail from Camosun College detailing program start date and location. Students will also receive a school supply list including required books and supplies that are required for the program. D-9

82 Students Registering in a SIP Course The SIP Course application package (see appendix section) is a standard form for all SIP courses. The package includes instructions on how to complete the package, the application form and a student release form. The following key steps will guide you as you work with students and support them in the application process. Step 1: Indentify and Counsel Potential SIP Students Promote SIP Course Options through related secondary courses and teachers. For planning purposes, promote SIP course options in planning 10 classes, and via general school course promotional activities (school calendar, website, bulletins, announcements, presentations, etc.) Offer secondary courses that align with SIP courses such as Family Studies for the Health courses or advanced placement Chemistry, Physics or Biology for the laboratory courses. Step 2: Start the Application Process Review the Application Package with the Student and Work with the student to complete the application forms Step 3: Contact the SIP Office Confirm college seat availability for scheduling and planning purposes. Note: College program seat availability varies and can be limited in some courses Step 4: Further Student Development Determine if the student requires further development prior to application submission such as Course Upgrading or Schedule Revisions. SIP Course Prerequisites are listed in the course information sheets. Students must meet pre-requisite entrance requirements Step 5: Complete Application and Submit to the SIP Office Completed student application packages require approval by the Secondary School Contact. Completed applications must include all fees including application and tuition fees. The application must be received and processed by the SIP Office prior to course start. Contact the SIP Office for more information and to arrange application pick up or delivery. For whole class courses ensure all student applications are submitted to the SIP Office Step 6: Confirmation of Registration in College SIP Course The student receives a confirmation letter in the mail from Camosun College detailing course start date and location. Students will also receive a College student number. D-10

83 Connecting Students to College Services Students often require some support prior to or during their SIP program or course. In addition to the support provided by the South Island Partnership Office, students can also access the following services. Meeting Prerequisites For students preparing to participate in a SIP program or courses that do not have the prerequisites to be accepted can access the Assessment Center and Upgrading Options. Assessment Center If you are a potential or current student who does not have the English or math pre-requisites to enter a program or take a course at Camosun, you might need to take an assessment test. Assessment is a tool used to determine a current level of skill in an academic subject. At Camosun we use English and math assessment tests. The results from the assessment test will either allow you to enter the program or course of your choice without the published academic pre-requisites or indicate the level of academic upgrading to begin your work. For more details on the assessment process, and sample tests check out the Assessment Center website - Location Hours of Operation 3100 Foul Bay Road Mon-Wed: 9 am - noon / 1 pm - 4 pm Victoria, B.C. V8P 5J2 Thur: 9 am - noon / 1 pm - 5:30 pm 2ND Floor, Dawson Building Fri: 9 am - 2 pm Lansdowne Campus Tel : (250) assessment@camosun.bc.ca Upgrading Options Where upgrading is necessary or recommended students can register in an upgrading course. Tuition-free courses are available in English, Math and more subjects at both the Interurban and Lansdowne Campuses. Courses are offered part-time, full-time, daytime, evening, and online Contact the SIP Program Assistant , for more information on upgrading options and how to register. D-11

84 Students with a Learning Disability The Camosun College Disability Resource Centre (DRC) offers services, supports, and funding options for students with documented disabilities including learning disabilities. Students with learning disabilities often have Individual Learning Plans (IEP). In order for the appropriate services to be available for students while participating in a SIP program or course the student is required to meet with DRC to determine the supports required. It is important to provide as much lead time as possible to arrange for services and supports to ensure student success in the program or course. Contact the DRC to determine eligibility for these supports and to arrange for the supports. It takes time to implement in-class supports -- up to four months for talking books or interpreters. If you have a disability assessment or documentation, bring it to your appointment. For students that have undiagnosed learning difficulties, the DRC can aid in the process of assessment and determine what supports are available for the student while participating in a program. (this maybe as basic as arranging extra time for a student to complete exams, or providing a quiet space while taking an exam) Services include: support assistance, advocacy, orientation to campus facilities, ordering talking books, accessibility information, interpreting services, referral for specialized equipment, access to mentors, readers, scribes, mobility aides, etc. and information on student financial assistance. Equipment includes: computers and specialized software (e.g. Electronic Speech Articulator), VCR closed caption decoder, FM Device and looping system, variable speed 4-track tape recorders, high reception microphone, talking calculator, amplified telephone handsets. Interurban Campus: Campus Centre Building Phone: Lansdowne Campus: Dawson Building Room 119 Phone: Learning Skills The Learning Skills Center provides support to students who may have challenges in the following areas: Study Skills Exam Anxiety Memory Time Management Students can make an appointment and meet with a learning skills counselor for one on one attention to support their success during their course or program. Questions contact the SIP Office or schedule a meeting with the Learning Skills Counselor at the Interurban Campus, Campus Center Building D-12

85 Financial Support For students in financial need participating in SIP Programs SIP programs are funded by school districts and as such, financial aid is typically not required. However, students are responsible for their books and school supplies and there maybe students who require financial support. In these cases, we suggest students work with their secondary school and family to seek support for their educational needs. In cases where that is not possible, Camosun College financial aid office manages Bursaries that are non-repayable awards generously donated to the Camosun College Foundation by individuals, service organizations and businesses in our community to assist students. A SIP student may qualify for a bursary if they are: enrolled in a full-time post-secondary program a Canadian Citizen or Landed Immigrant in financial need For information on how to apply for a bursary, contact the SIP Office for details. The application process requires at least 10 business days for processing. For ACE IT and SSA Students Secondary School Apprenticeship (SSA) Scholarships To encourage secondary school students to pursue apprenticeships in industry training the Ministry of Education and the industry Training Authority offer secondary school students that qualify, a $1000 in the form of a scholarship grant. Apprentices are encouraged to use these funds to support their apprenticeship. Examples include technical training or college tuition costs, living expenses while attending school, purchasing tools, etc. A secondary school apprentice must apply for the scholarship through their secondary school within 5 months of the SSA students graduation date. The School District submits the SSA scholarship application to the Ministry of Education SSA students qualify for the scholarship if they: are registered in a school district Secondary School Apprenticeship Program prior to graduation graduated with a Grade 12 Dogwood Diploma or Adult Dogwood successfully completed SSA 11A, SSA 11B, SSA 12A, and SSA 12B maintained a C+ average or better on Grade 12 numbered courses continued working or training full-time in the trade 5 months after secondary school graduation or have 1100 hrs reported to ITA. complete the online SSA scholarship application and submit to the school district by the deadline. Applications for a SSA Scholarships must be received by the Ministry of Education within 5 months of the SSA students graduation date. School Districts submit the SSA scholarship application to the Ministry of Education Contact: D-13

86 For Registered Apprentices Wages while Training on the Job Employment - an apprentice earns wages paid by their employer while learning on the job skills. Apprentices work with certified trades-people that teach the apprentice specialized skills over the length of the apprenticeship. Typically, an apprentice wage will increase as their skills develop. Wage increases are often based on successful completion of technical training during the apprenticeship. Government Support while Training in School Technical Training - Service Canada financially supports registered British Columbia apprentices through the technical training Program of an apprenticeship program through the delivery of: Employment Insurance (EI) Benefits - payable to apprentices who have worked enough hours to establish a claim AND who do not have any conditions that would prevent payment on that claim (e.g. quit a job without just cause) Personal Support Payments may also be payable if an apprentice qualifies for EI Benefits. Personal Support Payments assist with the additional costs associated with attending an apprenticeship program. Your questions maybe answered via telephone at , or on the internet at or in-person at your local Service Canada Centre. Government Grant for Successful Completion of Year 1 and Year 2 Apprenticeship Incentive Grant is a taxable cash grant of $1,000 per year, up to $2,000 per person. It is available to registered apprentices once they have successfully completed their first or secondary year/level (or equivalent) of an apprenticeship program in one of the Red Seal trades. An apprentice can apply for the grant if they have completed the technical training and required on-the-job training. Detailed information is available at servicecanada.gc.ca. Note: There is time limit for applications see details. Tax Credits BC Training Tax Credits The B.C. provincial training tax credits provide refundable income tax credits for employers and employees who are engaged in apprenticeship programs administered through the Industry Training Authority (ITA). For more information, please see Federal Tax Programs - The federal government through the Canada Revenue Agency supports apprentices through tax credit programs. Apprentices and employers are encouraged to review their tax options annually for new programs. Tradesperson s Tools deduction: Certified trades-people and apprentices may be eligible to claim the tradesperson's tool deduction for tools and equipment purchased for work purposes after May 1, For Employers Apprenticeship Job Creation Tax Credit (AJCTC): The AJCTC is a non-refundable tax credit equal to 10% of the eligible salaries and wages payable to eligible apprentices in respect of employment after May 1, The maximum D-14

87 credit is $2,000 per year for each eligible apprentice. Any business that hires an eligible apprentice can qualify for this tax credit. An "eligible apprentice" is someone who is working in a prescribed trade in the first two years of his or her apprenticeship contract. This contract must be registered with a federal, provincial or territorial government under an apprenticeship program designed to certify or license individuals in the trade. BC Training Tax Credits The B.C. provincial training tax credits provide refundable income tax credits for employers and employees who are engaged in apprenticeship programs administered through the Industry Training Authority (ITA). For more information, please see D-15

88 Marks and Credits Marks Programs Students participating in SIP programs receive Dual Credit. This means students will receive College Credit and High School Graduation Credit. This process is facilitated by the SIP Office; contact the SIP Office for details Students participating in a SIP program can expect the following: A Post Secondary Institution (PSI) 12 credit on their high school report card while taking a program on the College Campus. 100 hours of in class hours equates to one course or four high school elective credits. Example: Students taking the Welding Level C ACE IT program will be registered in 8 high school courses as follows: PSIB Weld 12A, PSIB Weld 12B, PSIB Weld 12C, PSIB Weld 12D, PSIB Weld 12E, PSIB Weld 12F, PSIB Weld 12G, PSIB Weld 12H. Marks for these eight courses will be reported as appropriate on the student report card depending on the student start and completion dates. Courses Students participating in a SIP Course can: Receive high school credit for the SIP course by submitting their College Transcript to their Secondary School Principal or Office for recognition. Successful completion of a Post Secondary Course provides the secondary student with a high school elective course credit, equivalent to 4 high school graduation credits. D-16

89 South Island Partnership Programs Automotive ~ Level 1 Course Code # of Credits 7 Week Program PSIB 12A Auto PSIB 12B Auto Total Location Intake Dates Avail Seats Interurban February July August Prerequisites: Registered Trainee with the Industry Training Authority Completion of Automotive Courses in Secondary School 30 hours of Work Experience and Recommendation from Automotive Teacher OR A Registered Secondary School Apprentice Automotive Mechanical Course Code # of Location Intake Date Avail Seats Repair Foundation Credits 30 Week Program PSIB 12A Auto 4 Interurban March 2 PSIB 12B Auto 4 September 2 PSIB 12C Auto 4 PSIB 12D Auto 4 PSIB 12E Auto 4 PSIB 12F Auto 4 PSIB 12G Auto 4 PSIB 12H Auto 4 PSIB 12I Auto 4 Total 36 Prerequisites: English 11 and P. Math 11 or A. Math 11 at minimum 60% Registered Trainee with the Industry Training Authority 30 hours of Work Experience and Recommendation from Counselor or Teacher Carpentry ~ Level 1 Course Code # of Credits 6 Week Program PSIB 12A Carp 4 PSIB 12B Carp 4 Total 8 Location Intake Date Avail Seats Interurban October November January February March May July or August Prerequisites: Registered Trainee with the Industry Training Authority, or A Registered Secondary School Apprentice Completion of Carpentry Courses in Partnering Secondary School 30 hours of Work Experience and Recommendation from Carpentry Teacher P. Math 11 (50%) or A.Math 11 (60%) or E. Math 11 (70%) D-17

90 Carpentry Course Code # of Location Intake Date Avail Seats Foundation Credits 24 Week Program PSIB 12A Carp 4 Interurban January 2 PSIB 12B Carp 4 April 2 PSIB 12C Carp 4 July 2 PSIB 12D Carp 4 October 2 PSIB 12E Carp 4 PSIB 12F Carp 4 PSIB 12G Carp 4 Total 28 Prerequisites: English 11 and P. Math 11 or A. Math 11 at minimum 60% Registered Trainee with the Industry Training Authority 30 hours of Work Experience and Recommendation from Counselor or Teacher Cook Level 1 Course Code # of Location Intake Date Avail Seats Credits 6 Week Program PSIB 12A Cook 4 Interurban November 16 PSIB 12B Cook 4 June 16 Total 8 Prerequisites: Registered Trainee with the Industry Training Authority Completion of Cook/Culinary Courses in Partnering Secondary School 30 hours of Work Experience and Recommendation from Culinary Teacher OR A Registered Secondary School Apprentice Culinary Arts Foundation Professional Cook Course Code # of Credits Location Intake Date Avail Seats 28 Week Program PSIB 12A Cook 4 Interurban January 2 PSIB 12B Cook 4 April 4 PSIB 12C Cook 4 September 2 PSIB 12D Cook 4 PSIB 12E Cook 4 PSIB 12F Cook 4 PSIB 12G Cook 4 PSIB 12H Cook 4 Total 32 Prerequisites: English 10 and P.Math 10 or Math 11 Applications with minimum 60% and Food Safe Level 1 Registered Trainee with the Industry Training Authority 3 Months related work experience with supporting letter from employer D-18

91 Electrical ~ Level 1 Course Code # of Credits 10 Week Program PSIB 12A Elec 4 PSIB 12B Elec 4 PSIB 12C Elec 4 Total 12 Prerequisites: Location Intake Date Avail Seats Interurban January March May July October Registered Trainee with the Industry Training Authority Completion of Electrical Courses in Partnering Secondary School 30 hours of Work Experience and Recommendation from Electrical Teacher OR A Registered Secondary School Apprentice Electrical Foundation Course Code # of Location Intake Date Avail Seats Credits 25 Week Program PSIB 12A Elec 4 Interurban March 12 PSIB 12B Elec 4 August/September 2 PSIB 12C Elec 4 PSIB 12D Elec 4 PSIB 12E Elec 4 PSIB 12F Elec 4 PSIB 12G Elec 4 Total 28 Prerequisites: English 12 or TPC 12, and P. Math 11 or A. Math 11 at minimum 60% Registered Trainee with the Industry Training Authority 30 hours of Work Experience and Recommendation from Counselor or Teacher Heavy Duty/Commercial Transport Mechanic Foundation Course Code # of Credits Location Intake Date Avail Seats 40 Week Program (pilot) PSIB 12A Mech 4 Interurban September 2 PSIB 12B Mech 4 PSIB 12C Mech 4 PSIB 12D Mech 4 PSIB 12E Mech 4 PSIB 12F Mech 4 PSIB 12G Mech 4 PSIB 12H Mech 4 PSIB 12I Mech 4 PSIB 12J Mech 4 PSIB 12K Mech 4 PSIB 12L Mech 4 Total 48 Prerequisites: English 11, and P. Math 11 or A. Math 11 at minimum 60% Registered Trainee with the Industry Training Authority 30 hours of Work Experience and Recommendation from Counselor or Teacher D-19

92 Horticulture Foundation Course Code # of Credits Location Intake Date Avail Seats 40 Week Program (pilot) PSIB 12A Hort 4 Royal Roads July 2 PSIB 12B Hort 4 PSIB 12C Hort 4 PSIB 12D Hort 4 PSIB 12E Hort 4 PSIB 12F Hort 4 PSIB 12G Hort 4 PSIB 12H Hort 4 PSIB 12I Hort 4 PSIB 12J Hort 4 PSIB 12K Hort 4 PSIB 12L Hort 4 Total 48 Prerequisites: English 10 and P.Math 10 ~ minimum 60% Registered Trainee with the Industry Training Authority Submission of a Horticulture Portfolio (details on Camosun website) Health Care Assistant Course Code # of Location Intake Date Avail Seats Credits 23 Week Program PSIB 12A RCA 4 Lansdowne September 4 PSIB 12B RCA 4 October 2 PSIB 12C RCA 4 January 2 PSIB 12D RCA 4 February 10 PSIB 12E RCA 4 PSIB 12F RCA 4 Total 24 Prerequisites: English 12 at minimum 60% or assessment 30 hours of Work Experience and Recommendation from Counselor or Teacher Joinery Level 1 Course Code # of Location Intake Date Avail Seats Credits 5 Week Program PSIB 12A Join 4 Interurban August 16 Total 4 Prerequisites: Registered Trainee with the Industry Training Authority Completion of Joinery Courses in Partnering Secondary School 30 hours of Work Experience and Recommendation from Joinery Teacher OR A Registered Secondary School Apprentice Metal Fabrication Level 1 Course Code # of Location Intake Date Avail Seats Credits 5 Week Program PSIB 12A Mfab 4 Interurban February 2 Total 4 Prerequisites: A Registered Secondary School Apprentice D-20

93 Plumbing Level 1 Course Code # of Location Intake Date Avail Seats Credits 6 Week Program PSIB 12A Plum 4 Interurban February 2 PSIB 12B Plum Total 4 8 Prerequisites: A Registered Secondary School Apprentice Plumbing and Piping Course Code # of Location Intake Date Avail Seats Foundation Credits 25 Week Program PSIB 12A Plum 4 Interurban February 2 PSIB 12B Plum 4 August 2 PSIB 12C Plum 4 PSIB 12D Plum 4 PSIB 12E Plum 4 PSIB 12F Plum 4 PSIB 12G Plum 4 Total 28 Prerequisites: English 11, and P. Math 11 or A. Math 11 at minimum 60% Registered Trainee with the Industry Training Authority 30 hours of Work Experience and Recommendation from Counselor or Teacher Sheet Metal Level 1 Course Code # of Location Intake Date Avail Seats Credits 6 Week Program PSIB 12A SMTL 4 Interurban January 2 PSIB 12B SMTL 4 October 2 Total 8 Prerequisites: Registered Secondary School Apprentice Sheet Metal and Aircraft Course Code # of Location Intake Date Avail Seats Structure Foundation Credits 25 Week Program PSIB 12A SMTL 4 Interurban September 2 PSIB 12B SMTL 4 PSIB 12C SMTL 4 PSIB 12D SMTL 4 PSIB 12E SMTL 4 PSIB 12F SMTL 4 PSIB 12G SMTL 4 Total 28 Prerequisites: English 11, and P. Math 11 or A. Math 11 at minimum 60% Registered Trainee with the Industry Training Authority 30 hours of Work Experience and Recommendation from Counselor or Teacher D-21

94 Welding ~ Level C Course Code # of Location Intake Date Avail Seats Credits 28 Week Program PSIB 12A Weld 4 Interurban February 10 PSIB 12B Weld 4 July 10 PSIB 12C Weld 4 other dates available upon request PSIB 12D Weld 4 PSIB 12E Weld 4 PSIB 12F Weld 4 PSIB 12G Weld 4 PSIB 12H Weld 4 Total 32 Prerequisites: English 10, and Principles Math 10 or Applications 11-60% Registered Trainee with the Industry Training Authority 30 hours of Work Experience and Recommendation from Counselor or Teacher D-22

95 Program Models The South Island Partnership has evolved over the last 10 years, experimenting with a variety of program delivery models. The following are the SIP program and course delivery models. All in Secondary School The All in Secondary School model is a program and course delivery option that is offered as it indicates all in secondary school delivered by a secondary school teacher. In this model: Secondary School Teachers works with the College department to ensure program standards are consistent Some of the courses require a Transfer Credit process where the students course marks are reported by the teacher to the SIP Office when the student applies to register in the related program the transfer of credit is arranged. (example: Technology Courses) Some of the programs require students complete an assessment at the College and the student results are reported to the secondary school to earn Industry Training Credits (example: carpentry and cook programs) All in College The All in College model is a program and course delivery option this is offered as it indicates all in college delivered by a college instructor. In this model: Secondary students attend the College either full or part time to complete the course or program requirements. Student results/marks are reported to the secondary school and students can earn dual credits depending on tuition payment arrangements. The all in college model requires very little if any collaborative arrangements with teachers or schools. Blended The Blended model is a program and course delivery option where part is delivered in a secondary school and part is delivered in the college. This model requires: Close collaboration between the secondary school teachers and college department and instruction. D-23

96 Funding Models The South Island Partnership offers a diverse range of programs and courses. There are a variety of funding models used to support these programs that are described in this section. ACE IT LEVEL 1 APPRENTICESHIP FUNDING MODEL Program Model Complete at 70% + Complete at less than 70% School District College School District College 1. All in School Blend (Level 1 Class)* 4 Week Week Week Week Week All in College (ELT/Foundation) Note: Funding distributed based on student attendance at Camosun College only Invoicing Procedures Invoices are completed twice a year September 30 Period February to August February 28 Period September to January Invoice Development Draft copy is developed and shared with key contact in each SD to clarify any discrepancies and to aid in reconciling files between SD and SIP office. Once confirmed payment information is sent to Camosun College accounts department and invoices are sent to key contact in each SD. D-24

97 CURRENT SIP FUNDING MODELS Quick Reference Guide Models Program Model 1 ACE IT Programs Program Model 2 Other Dual Credit Programs Course Model 1 Blended Course Model 2 All College Course Model 3 Program combines secondary and post secondary course delivery Program delivered either partially in secondary and partially by college or totally in college Course combines secondary and post secondary course delivery College course 1 secondary course 1 post secondary course Program or Course All Trades Programs RCA Program Biology Health 110 Chem 116, Bio 116, Physics 116 Funding for Post Secondary portion Credit Arrangements Implications for School District Implications for Student Implications for College Example Credits Post Secondary costs covered by SD through ACE IT funding Seamless. Student receives college course credit and high school credit through each institution reported by the instructor and teacher SD manages funding from ACE IT to cover costs of secondary and post secondary delivery Student participates tuition free College manages and delivers programming on request Carpentry SD receives $2750 from ITA SD Pays $ depending on model 6 week model 2 PSIB courses Level 1 credit from ITA Post Secondary tuition costs covered by the school district Seamless. Student receives college course credit and high school credit through each institutions reported by the instructor and teacher SD reports PSIB courses to ministry for funding and pay college tuition for students Student participates tuition free RCA SD receives Ministry funding SD pays $ depending on model 5 month model 5 or 6 PSIB courses 10 college course credits Post Secondary tuition costs covered by the student Seamless. Student receives college course credit and high school credit through each institution reported by the instructor and teacher Implications for funding responsibility Student responsible for lab tuition costs only. Biology 150 Student pays tuition for lab portion only HS course credit College course credit Post Secondary tuition costs covered by the student Student receives college course credit and can apply to the SD to receive PSI or external credits None Student responsible for full tuition costs College allocates seats and delivers program Health 110 Student pays tuition for course College course credit Post Secondary tuition costs covered by the student 2 separate courses keeps credit and responsibility arrangements separate. Student can apply to the SD to receive PSI or external credits Enhancement to secondary AP courses Student responsible for post secondary tuition costs Establish new course Chem 116 Student pays tuition for course College course credit D-25

98 The How to Process Desk Top Resource The How To section describes a variety of step by step how to processes for developing partnership programs and courses based on the experience of the South Island Partnership. The twelve criteria listed below are the key elements for developing partnership arrangements. Consider these questions: 1. Commitment to the Vision What is the goal in offering the program or course? Is there support in principle from the college department and the secondary schools for the program or course? Is there a need or demand for students to have these skills or knowledge? Does the program or course meet the goal of smooth transition for secondary students? 2. Funding How will the program or course be funded? Does the funding arrangements meet the policies of the college or the school district? Is there a way to find funding outside the normal funding structures? 3. Coordination and Facilitation Have you contacted the SIP Office for guidance and support? Who is the contact responsible in each school and college department? 4. Flexible Program Delivery Models Does the program model meet the goals of the program? Have the needs of the secondary schools and the college department been considered? Does the program delivery model ensure program standards? Is there another way of looking at the program delivery model? Are there on-line options? Are there shared models? 5. Annual program review Do you have a plan for reviewing and evaluating the program or course? Have you thought about starting with a pilot? How will you measure the success of the program? D-26

99 6. Student Selection and registration process What is your target students for the program or course? Does the registration process ensure appropriate students have access to the program/course? 7. Secondary counseling and program promotion What do the secondary Counselors need to know about the program, course and benefits to students? How will the option be marketed? Is there a linkage with secondary teachers or are you relying solely on school advisors? 8. Professional Development 9. Facilities What do the secondary and college staff need to know about the program? What supports are available to ensure staff are prepared to deliver or manage the student population? What facilities are available throughout the region? 10. Flexible Scheduling Can shared arrangements be made with schools or employers? How can facilities and schedules be used? Have you considered summer, evening and weekend options? 11. Connections to Employers Where do employers fit into the program or course? Have you included work experience as part of the program? Are employers advising on what is needed in their businesses? 12. Access to Post Secondary Services Can secondary students access post secondary services? How do you plan to support students while on the college campus? D-27

100 There are Four step-by-step processes included in this section: How to Develop a Partnership Program How to Offer a SIP Course (For College Departments) How to Develop an ACE IT Program How to Combine ACE IT and SSA Programs (For Secondary Schools) For more information on How To develop a SIP Program or Course contact the SIP Office. D-28

101 How to Develop a SIP Program Step 1 Agreement in Principle (Secondary School and College Department) The Development of a SIP program or course requires support from the secondary school including school administration and a teacher who will take the leadership within the school to develop the program or course and promote the option to students, parents, counselors and teachers. The development of a SIP program or course also requires support from the College department responsible for the program area. Typically, this includes the Dean or Associate Dean, department Chair and a lead instructor who will work with the secondary school staff to develop and implement the program or course. Once there is agreement on supporting the development of a partnership program or course, follow the program development model described in step 2. Step 2 Program Development (A Team Approach) Based on the experience of the SIP to date the following elements are recommended in developing a new partnership program. Pilot Program Approach In developing a new program it is often useful to start with a pilot program, setting expectations that the program is an experiment that may or may not continue and will likely require modifications. This approach provides an opportunity to explore program delivery models and to ensure students and parents are prepared for a level of uncertainty and potential challenges. Identify Appropriate staff A partnership program requires staff from both the secondary and post secondary institution and where possible employers. Initially a small group of program experts from the College, interested Secondary Schools and local employers identify the key aspects of what would make up an appropriate partnership program or course to link into existing college and secondary school courses. In addition many questions regarding funding and staffing will also be in question and staff who can deal with those questions should be involved to ensure what is developed is financially and logistically feasible. Funding Model Program development also needs to consider how the programs or courses will be funded. The South Island Partnership has a Funding Committee to help work out some of the issues around how to sustain programming beyond the pilot phase of a new program. The Funding Committee has representation from each partner to ensure the model developed meets the needs of each partner. See funding model section for details on current SIP funding models. Program Development Facilitator- A persistent program development facilitator is required to: Get the right people in the room. If appropriate staff and employers are present, the first meeting is often a good indicator of how much support there is to develop and deliver a partnership program. Attendance and participation of key secondary and post secondary staff is important. Set collaborative tone for program development. Record, track, and support the development process in terms of action items ensuring areas of weakness are addressed. Schedule meetings to work through each element of the program development process. D-29

102 Curriculum Review and Program Goals (First Meeting) The first step once staff are identified is bringing together the appropriate staff to discuss the program goals and to review curriculum to determine what learning outcomes would be appropriate for a grade 11 or 12 student in an entry level program. It is an opportunity to: The Partners - Identify what each partner brings to the table Employers learn what employers have to say about what their skill requirements are for entry-level workers in their field. What are the graduate employment prospects and is there potential to provide some one time or ongoing support for program development in a specific area Post Secondary Experts Close ties to industry and employers seeking new entry-level employees. Post Secondary staff are field specific content experts who can support secondary school teachers and partnership programs. Secondary School Teachers Secondary school level content experts committed to student success and key communicators with secondary students and parents. Key supports for student transition to related programs. Dual Credit - identify areas of duplication by exploring the learning outcomes of related secondary school courses that align with the post secondary program. Dual credit opportunities begin to be identified and built upon as the development continues. Key Program Elements - Identify areas for ongoing discussion and action including: Determine program goals and objectives Sharing pertinent curriculum and course outlines Identifying other key staff to be involved in future Program delivery model options Resource identification including facilities an d equipment required Instructional qualifications and options Support services required for program delivery and students Student selection criteria Roles and Responsibilities Planning for program delivery As the development is taking place planning for program delivery can also begin. Consideration of the following is required in initiating a pilot program: Appropriate pilot program start dates and locations Required resources for delivery and budget development Number of students and Student Selection Criteria Identify Support Services Required Implementation Plan Evaluation Criteria D-30

103 Step 3 Program Approval and Promotion Garnering support and communicating a new program can be the most difficult part of the program development process. All partners are important in providing their endorsement and promotion of a partnership program or course within the partnership and within their organization. It is the responsibility of all the partners to promote partnership programs at all levels within the school district, the college and the employer community. Promotional activities include: Promotional Tools The SIP office produces and updates annually the Program and Course Information Sheets that include the benefits of the program, start dates, locations and costs to students. The SIP Website provides information on SIP programs, courses and direct linkages to Camosun College programs and course information. School Districts, Schools and Employers are encouraged to use and link to this site. Schools are encouraged to use the materials produced by the SIP Office and to develop promotional tools using this information as meet their needs. Presentations, events and advertising offered where possible. Seek out program advocates including recent graduates to talk with students about their experiences. Student Selection Student selection is an important part of the program development, pilot and delivery process. Careful attention to the criteria for selecting appropriate students for the program or course to ensure the program meets the educational and career development needs of the student and meets the criteria for the program. The pilot phase of the program will help to identify appropriate students. Some programs are designed for students seeking employment options in a specific field while others link directly to further post secondary programming. All programs and courses include entrance or prerequisite requirements. School Counselors and Advisors need to be familiar with the selection criteria for a program or course. The SIP interview and orientation process for program applicants aids in ensuring students are adequately prepared for the program and supports the student decision-making process. Step 4 Program Delivery and Monitoring The first time a program is offered program delivery is monitored and adjustments are made to ensure the program is supporting the learner in their transition and meeting the program objectives. D-31

104 How to Offer Seats in a Course for Secondary Students (For College Departments) Step 1: Identify an entry level course(s) Consideration should be given to how the course benefits the student in supporting their smooth transition to the College. A common course in a variety of programs provides a range of options for students as opposed to a single limited course option. Step 2: Set participation parameters Determine the following: number of Seats to be offered, (set these seats aside) pre-requisites for entry tuition cost per student Start and End Dates Registration Deadlines (to release seats) Step 3: Contact the SIP Office The SIP Office communicates course and program options through the website and via communication through the SIP organizational Committees and Secondary School Key Contacts. College departments need to provide as much lead-time as possible for marketing purposes. New course offerings take extra time to implement. D-32

105 How to Develop an ACE IT Program The Industry Training Authority developed the ACE IT program to support secondary student participation in high-demand industry training programs. ACE IT program development requires collaboration with industry, a post secondary partner and secondary schools. The following process provides a guideline for secondary schools to develop an ACE IT Program in the South Island region. The SIP Office provides support to secondary schools in the SIP and Camosun College Trades Training department in the development of ACE IT Programs. For more information on how to start an ACE IT program, contact the SIP Office Step 1 - Industry Demand ACE IT programs require confirmation from industry leaders, and local employers within a community that there is a need for industry training workers in a specific program area (i.e. current high demand for carpenters). Consultation with and involvement of employers through letters of support for implementing a program and ongoing involvement in program development and delivery are ideal. Step 2 Post Secondary Partner ACE IT programs require partnerships with post secondary institutions. The South Island Partnership offers this key link with Camosun College in supporting EXISTING South Island Partnership ACE IT industry training programs. Camosun College also offers their expertise and status as a post secondary institution in the implementation and development of other industry training programs where appropriate to create NEW ACE IT programs. Step 3 Letter of Intent to the Industry Training Authority Once steps one and two are complete the school district submits a Letter of Intent to the Industry Training Authority, see the website for the form and instructions on submission requirements. Once Industry demand is confirmed and post secondary partner secured the program development process is the next step in implementing an ACE IT program. Note: All South Island Partnership ACE IT program submissions are developed in collaboration with the South Island Partnership Office located on the Interurban campus of Camosun College. For more information on this process, contact the South Island Partnership Coordinator, Step 4 - Program Development Option 1 - Start an EXISTING ACE IT program in a secondary school Secondary schools can start an ACE IT program in a trade in which an ACE IT program already exists, see list in the program section of this manual. The following program development criteria are required for Secondary Schools to start an existing ACE IT program: Support from Secondary School Administration ACE IT programs require special consideration for scheduling, screening of students, classroom resources, counseling, teachers with specific qualifications and shops with specific tools. Supportive administration is required to ensure program requirements. D-33

106 Counseling Support School career and academic counselors require specialized ACE IT and SIP training. Counselors are often the first line of contact with students, parents and teachers who will access ACE IT programs. Counselors need to understand how to select and register students, how the application process works and how to report students grades. Counselors also often promote programs within the school to students and teachers. Student Selection and registration Process Secondary schools offering and promoting ACE IT programs through the SIP require the development and implementation of a student selection and registration process. (see appendix A for Best Practices) Resources for ACE IT programs The resource assessment listed in step 5 will help in determining whether a school can access the required tools and equipment to offer an ACE IT program. There are different ways of supporting a trades training program in terms of specialized equipment required for a specific trades training program. (see Appendix B for Best Practices) Teachers with Specific Qualifications ACE IT teachers are required to 1) hold a red seal qualification in the trade, or 2) have considerable experience teaching the level 1 concepts in a shop setting, or 3) have considerable industry experience in the designated trade, or some combination of two and three. Committed Teachers ACE IT teachers are required to attend and participate in ACE IT team meetings and participate in scheduled professional development. ACE IT teachers also play a key role in promoting programs and the student registration process. ACE IT teachers are required to deliver specific curriculum to meet provincial industry training standards. Work Experience Arrangements ACE IT students are required to complete at least 120 hours of related work experience as part of the ACE IT program. Some schools have work experience coordinators while in other schools, this function may be the role of a school counselor or ACE IT teacher (often varies from one school to another). ACE IT students also require support in their transition into a Secondary School Apprenticeship. (For details on this see the SSA program) Program Delivery Models The SIP program delivery models vary based on the needs of the school and the student. ACE IT teachers work with the SIP program teams and coordinator to determine appropriate program delivery models to best suite your schools program delivery needs. Option 2 - Starting a NEW ACE IT program in a Secondary School The SIP offers ACE IT programs in 10 trades (see list on page 21), however there are over 20 trades currently offered through ACE IT programming in BC. Starting a new ACE IT program takes research, planning and partnerships. In addition to the program development criteria as listed above for existing ACE IT programs starting a new ACE IT program requires special arrangements. Contact the SIP Coordinator for further details. Step 5 - Resource Assessment Once an industry need is identified for a specific industry-training program, an assessment process is recommended to determine available facilities, equipment and appropriately trained and certified staff. D-34

107 School Districts School Districts complete an assessment of their available facilities and faculty to determine their ability to offer an industry-training program in school district facilities accessing existing staff or ability to hire appropriately certified teaching staff. In addition, secondary schools need to consider how they will implement and support an industry-training program. Some key considerations are counseling and selection of students to ensure an appropriate fit for students and industry, supporting the programs with appropriate tools and materials, and access to professional development opportunities for faculty. Post Secondary College and University Colleges have extensive experience in developing and implementing industry-training programs. Post Secondary institutions may also consider completing an assessment of their available facilities, faculty and expertise to determine their ability to offer or assist in the development of industry training programs. Some key consideration are access to provincial curriculum, and long standing industry relationships maintained by the post secondary industry training system that have the potential to offer expertise and support in program development and delivery. Industry Industry, where appropriate can provide access to specialized training facilities and industry expertise. Working closely with industry provides opportunities for students to understand various industry-training careers and develop up to date skills required for industry training jobs. Industry training employers are an important part of the industry training system and are responsible for providing a smooth transition for students through providing opportunities for students in work experiences, employment and apprenticeships Step 6 ACE IT Program submission to the Industry Training Authority School Districts are required to submit annually information on the ACE IT programs they intend to offer in the following year. See ITA website for latest submission requirements and deadlines. Note: All South Island Partnership ACE IT program submissions are developed in collaboration with the South Island Partnership Office located on the Interurban campus of Camosun College. For more information on this process, contact the South Island Partnership Coordinator, D-35

108 How to Combine ACE IT and SSA Programs (For Secondary Schools) Secondary school apprentices (SSA) can also complete the first level of apprenticeship technical training through the Accelerated Credit Enrolment in Industry Training (ACE IT) program. Combining the ACE IT and SSA program provides a direct pathway for secondary students wishing to pursue a career in Industry Training. Secondary students that complete both the ACE IT program and maximize their SSA course credits complete a significant part of the first year of an apprenticeship. The following are an example of how the two programs can be combined to benefit students: Secondary Student Working Part time Step 1 SSA Registration A secondary student working part time in an apprenticable trade with a Journeyman or Certified trades personcan be registered as a secondary school apprentice. Often the secondary school counselor or career facilitator may counsel the student on how to get registered as an apprentice and may offer to communicate how the program works to the student s employer. Once the student is registered as an apprentice: the student can earn secondary school SSA credits through the SSA program. for each hours of work experience the student earns SSA 4 credits towards graduation up to 16 credits or 480 hours. the student could also work full time to earn these credits. the student will receive a trades worker identification card number in the mail from the industry training authority the SSA student can then register for technical training with an industry-training provider. In the South Island Region Camosun College is the main Technical Training Institution. Step 2 ACE IT Registration Once the student is a registered apprentice the secondary school counselor or career advisor contacts the South Island School District Partnership office at Camosun College to arrange for the SSA student to register in level 1 of technical training. This requires: contacting the SIP office to determine if the college offers technical training for the trade the student is registered in. The College dedicates two seats for South Island Partnership students in all level one technical training classes. if there is a level 1 technical training class and seat available the counselor or career advisor works with the SSA student to complete the application process to register for the class (see application section for details). In addition to applying for the available level 1 technical training seat the SSA student will also be required to be registered in the ACE IT program with the Industry Training Authority. The student is registered in the ACE IT program by completing the ACE IT form found on the ITA website The form is then kept in the students secondary file for audit purposes. The secondary school counselor or career advisor administers the students registration in ACE IT and ensures the information from the form is entered into the Industry Training Authority D-36

109 ACE IT on-line registration system. Contact the ACE IT manager for your school district for more details on this process. Step 3 Keeping Track One of the challenges in many schools is understanding how the 2 programs (SSA and ACE IT) can work effectively together and ensuring secondary students complete each phase of the (what can seem to be complex) process. Secondary schools maintain a tracking system or a transition plan for students completing industry training to ensure secondary students complete each phase of the training process and access each part of the programs available to them. There are some key deadlines for students participating in these programs: ACE IT: Students must complete the level 1 technical training within three months of graduation. SSA: Students must complete at least 1100 hours of work experience as an apprentice within five months of graduation to be eligible for the SSA scholarship. D-37

110

111 E APPENDIX SECTION- Forms Appendix A FORMS SIP APPLICATION FORMS SIP Program Application SIP Course Application E-1

112 E-2

113 PROGRAM APPLICATION PACKAGE Submit to your Secondary School Career Education Contact or Coordinator South Island Partnership SIP For SIP Information Contact: Phone: or E-3

114 GETTING STARTED South Island Partnership (SIP) LYNC PROGRAM APPLICATION INFORMATION Interested students and parents meet with a school career coordinator/counsellor to discuss LYNC program options and understand how they are delivered. Find out about programs that interest you. Obtain relevant work experience or try job shadowing, volunteering, and informational interviews with employers. Visit our website: Questions can be directed to your school career coordinator/counsellor or SIP office HOW TO APPLY See your school career coordinator/counsellor for a LYNC Program Application Package and any assistance you may need to complete and submit it. (ACE IT trades students will also fill out an Industry Training Authority (ITA) Apprentice/Sponsor registration) Return the completed application package to your school career coordinator/counsellor for submission to: SIP Office, Camosun College, 4461 Interurban Rd. Victoria, BC V9E 2C1 or via Fax: (only when payment is made with a credit card). Students applying to Sample the Campus or Best are required to submit only the Program Application Form and Permission to Release Information pages (pg. 3 & 4). Students will be notified of qualification to participate in the program and a wait list may be established. Qualified students will be scheduled and required to attend an interview and orientation at Camosun College. Students may be required to complete an assessment APPLICATION SUBMISSION CHECKLIST Please ensure that your LYNC Program Application submission includes the following: Completed LYNC Program Application Form Transcript of marks for the last completed year including grade ten $35 Camosun College Application Fee (and tuition if applicable) Student Education/Transition Plan to be completed, and signed Permission to Release Information (a college requirement) Student Statement of Commitment Responsibility Agreement Student Research - Information Interview with an employer Student Resume and/or Work Experience Evaluation Form NOTE: If you are an ACE IT (trades) student your tuition at Camosun College is paid for by the school district. You are responsible for the $35 Camosun College Application fee, textbooks and additional equipment and supplies. Fees may change without notice. Program Acceptance Disclaimer: These programs may or may not be governed by Camosun College s policies on admission and academic progress and promotion. E-4

115 PROGRAM APPLICATION FORM Please submit application package to: Camosun College SIP Office, 4461 Interurban Rd. Victoria, BC V9E 2C1 or Fax to Counsellor Approved Signature: Teacher Approved Signature: Camosun College Student Number: C (Office Use Only) Have you ever attended Camosun College? Y N Citizenship: Canadian Permanent Resident PERSONAL DATA Legal Last Name Given Name(s) Former Last Name (if applicable) Mailing Address City/Province Postal Code Phone (home) Cell DOB (MM / DD / YYYY) Gender: Female Male Emergency Contact Person Emergency Phone EDUCATION TRANSCRIPTS ATTACHED Secondary School Attending PEN # Expected Graduation Date ACE IT Foundation PROGRAM SELECTION TRADES NON TRADES ACE IT Apprenticeship Tuition Sponsored by School District Y N Program College Start Date Program College Start Date Automotive Joinery Health Care Assistant Carpentry Metal Fabrication Program Cook Plumbing Sample the Campus (pg. 3 and 4 only required) Electrical Sheet Metal BEST (pg. 3 and 4 only required) Heavy Duty Welding Horticulture ACE IT and SSA Trades students only: Trade ITA Registration # Employer Name & Phone #(if applicable): College Start Date All Students Voluntary Disclosures Do you have an IEP or learning condition which may require special assistance? Y N If Yes, please make an appointment with our Resource Centre at to review your eligibility for support. Are you of aboriginal ancestry? Y N First Nations Status First Nations Non-Status Inuit Metis $35 Application Fee and Tuition (if applicable) Method of Payment: Cheque /Money Order (made out to Camosun College) Visa MasterCard AMEX Cash Card#: Expiry Date: Cardholder Name: Freedom of Information and Protection of Privacy: Camosun College complies with the Freedom of Information/Protection of Privacy legislation of the Province of BC. Information collected on application forms is used in the normal course of college operation in accordance with this legislation. Please read before signing: I declare that the information contained in this application is to the best of my knowledge complete and correct. I agree to abide by the rules and regulations of the school district and the college. I understand and agree that acceptance of this application in no way guarantees admissions to the above programs and that this application is subject to the availability of seats. I understand that this is a school district partnership program and agree the school district and college reserves the right to modify the program without notice or prejudice. Signature of Student Applicant Signature of Parent or Legal Guardian Date E-5

116 PERMISSSION TO RELEASE INFORMATION AND AUTHORIZATION TO ACT ON MY BEHALF The British Columbia Freedom of Information and Protection of Privacy Act provides that the College may not release any information pertaining to student records to anyone other than the student owner of the record without the student s consent. Further, the College does not normally allow any person other than the student t conduct student related business with the College on behalf of the student. In order to allow the South Island Partnership and your parent/guardian to conduct student related business on your behalf, you must complete and submit this form as part of the SIP/LYNC application package. Student Name: Last Name First Name Camosun Student #: C (Office Use Only) Date of Birth: To the Enrolment Services Department: The following Secondary School and Parent/Guardian has/have permission to access my student records and conduct student related business on my behalf for the following length of time: to Program Start Date Program End Date Student Signature: Date: Questions? South Island Partnership Phone E-6

117 STUDENT EDUCATION/TRANSITION PLAN Develop your education plan including the courses required for entry into the program and the dual credit courses you will receive while attending Camosun College or other post-secondary institution. Note: 1. Ensure you have included and considered your graduation requirements in your Transition plan. 2. You may need to modify your timeline to achieve your graduation requirements & participate in the program. 3. Complete the 3 Year Education/Transition plan in full beginning with your Grade 10 courses. 4. Timetable changes should be made with the approval of your school s Transition Co-Ordinator / Counsellor 5. Include any Dual Credits and SSA Credits in your predicted credit count Name: School: Program: Date: Students are required to complete a minimum of 80 credits (equivalent to 20 four-credit courses) in Grades for graduation. Most students choose to complete more than 80 credits. 1. Required Courses - 52 credits in courses listed below: Course Credits Course Credits Language Arts 10 4 Language Arts 11 4 Fine Arts or Applied Skills 10, 11, 12 4 Social Studies 11,Civics 11, First Nations 12 4 Science 10 4 Mathematics 11 or 12 4 Mathematics 10 4 Science 11 or 12 4 Physical Education 10 4 Language Arts 12 4 Planning 10 4 * Graduation Transitions 12 4 Social Studies 10 4 Note: Graduation = Minimum 4 Grade 12 level courses + * Graduation Transitions Elective Courses 28 credits Students can choose to complete elective requirements through the Camosun Partnership Dual Credit Programs/Courses (PSIB Credits) and/or Secondary School Apprenticeship Program (SSA Credits=SSA 11A, 11B, 12A, 12B, available) Year Year Year Year Gr 10 Gr 10 Gr 11 Gr 11 Gr 12 Gr 12 Post-Sec Sem 1 Sem 2 Sem 1 Sem 2 Sem 1 Sem 2 (PSIB) Total Credits: Total Credits: Total Credits: Total Credits: Total Credits Predicted (Required + Elective) = Predicted Graduation Date: Student Signature Parent/Guardian Signature Teacher/Counsellor Signature E-7

118 Camosun College - South Island Partnership Student Statement of Commitment Student Name: Date: Describe why this is the career area for you. Describe how your work experience or school activities have prepared you for this program. Describe what you will do to be successful in this program. E-8

119 Camosun College - South Island School Districts Partnership Responsibility Agreement This is an agreement between you (the student) and the South Island Partnership (SIP). Its aim is to make our shared responsibilities clear as we work towards successful completion of your training. School District / Camosun Responsibilities inform you of the training requirements specific to your career area provide you with background information on requirements for Camosun College create an Educational Plan with you that maps out your final years of high school assist you to meet all prerequisites of your program register you as an ACE IT student (for trades programs only) encourage students to be proactive in informing Camosun College of specific learning needs and IEPs (make an appointment with our Resource Centre by calling ) liaise with parents, high schools and teachers regarding your Camosun College progress and participation provide marks to your high school for graduation credits provide tuition funding for Level One training at Camosun College (for trades programs only) As South Island Partnership student I agree to: Student Responsibilities understand that punctuality and attendance is mandatory at Camosun (your instructor must be contacted if you will be absent or late) meet program homework and study expectations (2-4 hours daily) strive to achieve a passing mark of at least a 70% in your program successfully meet all prerequisites before attending Camosun experience a relevant work experience placement in my chosen program area (Foundation (ELTT) students will participate in a job shadow activity) attend the SIP interview and orientation participate in a Math or English upgrade program if deemed necessary provide $35 registration fee to Camosun College provide tuition payment as required for your program (your school district may sponsor tuition) purchase own text books and support materials, required equipment and clothing follow the Camosun College Student Conduct Policy. Refer to Student Signature: Date: Parent Guardian /Signature: Date: E-9

120 South Island Partnership Student Research Preparation: Arrange an information interview by phone, fax or with an employer in your area of interest. Start with contacts you already have: friends, relatives, co-workers, neighbours or select an employer from the Yellow Pages, Internet sources, Chamber of Commerce etc. Dress appropriately, arrive on time, be polite and be sure to thank the person you interviewed. Student Name: Employer Contact Information: Name/Title: Phone# Company/Address: Company /Website: Information Interview THE QUESTIONS: In your career area, what work does an employee perform on a typical day? (current projects) What education or training is required for this type of work? Does the company provide wages or tuition during training? What other work might be available with your qualifications? What personal qualities or abilities are important for being successful in this career? What part of this job do you find most satisfying? Most challenging? What was your pathway toward this career? E-10

121 Information Interview (cont d) How do you see careers in this field changing in the future (i.e. new technology)? How has this work affected you physically over the years? What advice would you give a person entering this field? What is the salary range for various levels in this career field? What lifestyle could I expect to afford? Which professional journals, organizations or websites would help me learn more about this field? Do you know someone who could give me further information about a related career and may I use your name as the referral person? Student Signature Print name: Employer Signature Print name: Date E-11

122 COURSE APPLICATION PACKAGE Submit to your Secondary School Career Education Contact or Coordinator South Island Partnership SIP For SIP Information Contact: Phone: or E-12

123 South Island Partnership (SIP) LYNC COURSE APPLICATION INFORMATION GETTING STARTED Find out about the course that interests you through your secondary school counsellor or teacher. Visit the Camosun website for course descriptions Questions can be directed to your school Career Coordinator/Teacher or South Island Partnership Coordinator at or HOW TO APPLY See your school counsellor for a LYNC Course Application Package and any assistance you may need to complete and sumbit it. Return the completed application package to your school counsellor for submission to: SIP Office, Camosun College, 4461 Interurban Road, Victoria, BC V9E 2C1 or via fax: (only when payment is made with a credit card). Students will receive confirmation of registration in the mail along with receipt for payment. Where applicants exceed capacity, a waitlist may be established. APPLICATION SUBMISSION CHECKLIST LYNC Course Application Form $35 Camosun College Application Fee Tuition Fees Copy of Sponsorship form (only if tuition is sponsored by your School District) Permission to Release Information (a college requirement) Transcript of the student s marks for the last completed year including grade ten NOTE: Program Acceptance Disclaimer: These courses may or may not be governed by Camosun College s policies on admission and academic progress and promotion. E-13

124 COURSE APPLICATION FORM Please submit application package to: Camosun College SIP Office, 4461 Interurban Rd. Victoria, BC V9E 2C1 or Fax to Counsellor Approved Signature: Teacher Approved Signature: Camosun College Student Number: C (Office Use Only) Have you ever attended Camosun College? Y N Canadian Permanent Resident PERSONAL DATA Legal Last Name Given Name(s) Former Last Name (if applicable) Mailing Address City/Province Postal Code Ph: (home) Cell DOB (mm/dd/yyyy ) Gender: Female Male Emergency Contact Person Emergency Phone EDUCATION (attach official transcripts) Secondary School Attending PEN# Expected Graduation Date COURSE SELECTION Courses : Preferred Preferred Secondary School Courses : Start Date Start Date Biology 150 ECCE 150 Biology 102 AP Lab: Health 110 Fit for Life Health 112 Math 100 VOLUNTARY DISCLOSURES Secondary School Do you have an IEP or learning condition which may require special assistance? Y N If Yes, please make an appointment with our Resource Centre at to review your eligibility for support. Are you of aboriginal ancestry? Y N First Nations Status First Nations Non-Status Inuit Metis $35 Application Fee and Tuition (if applicable) Method of Payment: Cheque /Money Order (made out to Camosun College) Visa MasterCard AMEX Cash Card#: Expiry Date: Cardholder Name: Freedom of Information and Protection of Privacy: Camosun College complies with the Freedom of Information/Protection of Privacy legislation of the Province of BC. Information collected on application forms is used in the normal course of college operation in accordance with this legislation. Please read: I declare that the information contained in this application is to the best of my knowledge complete and correct. I agree to abide by the rules and regulations of the school district and the college. I understand and agree that acceptance of this application in no way guarantees admissions to the above programs and that this application is subject to the availability of seats. I understand that this is a school district partnership program and agree the school district and college reserves the right to modify the program without notice or prejudice. E-14 Signature/Student Applicant Signature/Parent or Legal Guardian Date

125 PERMISSSION TO RELEASE INFORMATION AND AUTHORIZATION TO ACT ON MY BEHALF The British Columbia Freedom of Information and Protection of Privacy Act provides that the College may not release any information pertaining to student records to anyone other than the student owner of the record without the student s consent. Further, the College does not normally allow any person other than the student t conduct student related business with the College on behalf of the student. In order to allow the South Island Partnership and your parent/guardian to conduct student related business on your behalf, you must complete and submit this form as part of the SIP/LYNC application package. Student Name: Last Name First Name Camosun Student #: C (Office Use Only) Date of Birth: To the Enrolment Services Department: The following Secondary School and Parent/Guardian has/have permission to access my student records and conduct student related business on my behalf for the following length of time: to Program Start Date Program End Date Student Signature: Date: Questions? South Island Partnership Phone E-15