SHSM Policy and Implementation Guide - Resources
Specialist High Skills Majors

SHSM Policy and Implementation Guide - Resources

Overview

Part A: Policy

C.1 Template: Contextualized Learning Activities (CLAs)
C.2 Template: Rubric for Exemplary Contextualized Learning Activities (CLAs)

Part B: Implementation

C.3 Checklist: Responsibilities of Board SHSM Leads and School Teams
C.4 A Sample School SHSM Action Plan
C.5 Implementation Checklist for School Principals

Overview

Section C includes tools, resources, and additional information to support the SHSM in the areas of:

  • Policy (Part A), and
  • Implementation (Part B)

Collections of additional resources, including electronic resources, are available on the ministry website, the Ontario Educational Resource Bank (OERB) website, and the SHSM e-Community site. Among these resources are supplementary tools and information relating to SHSM programs in each sector.

Find It icon

FIND IT!

SHSM:
http://www.edu.gov.on.ca/morestudentsuccess/shsm.html

OERB:
http://resources.elearningontario.ca

SHSM e-Community:
http://community.elearningontario.ca

Part A: Policy

C.1 Template: Contextualized Learning Activities (CLAs)

For the “other required credits” in the bundle of credits, students in an SHSM program must complete learning activities that are contextualized to the knowledge and skills relevant to the particular SHSM sector. CLAs, which must be a minimum of six hours and a maximum of ten hours in length, address curriculum expectations in these courses in the context of the sector.

Teachers across the province can access a wide variety of CLAs that have been posted on the Ontario Educational Resource Bank (OERB) website, at http://resources.elearningontario.ca, as well as on the SHSM e-Community website, a password-protected site for educators, at http://community.elearningontario.ca. If you have a CLA that you would like to share with colleagues across Ontario, you are invited to submit it to the ministry, at SSL18.Strategic Policy@ontario.ca, for review and posting.

The following template must be used for a CLA that is being submitted for posting. Instructions are given in square brackets in the template to assist you.

Before starting, teachers who wish to submit a CLA are encouraged to familiarize themselves with the resource guide entitled How to Plan and Write Contextualized Learning Activities (CLAs), available on the SHSM e-Community website.

In addition, when preparing a CLA for posting, it is important to do the following:

  • Submit all material in a single Microsoft Word file (not as a PDF). Please note: No attachments will be accepted (with the exception of multimedia presentations that are included as part of the CLA). Where attachments are mentioned in the template, they are to be included within the single Word file.
  • Observe all copyright regulations (see Access Copyright – The Canadian Copyright Licensing Agency at www.accesscopyright.ca).
  • Complete all sections of the template.
  • In the section Key Search Terms, supply 4 key search words that will enable others to search and locate this CLA in an electronic database. As noted in the template instructions, the key search words you supply should not include the course code or the SHSM sector, which are default key words. Here is an example of useful key words for a CLA in mathematics for a manufacturing SHSM:

    Key Search Terms: geometry, manufacturing, conversions, calculations

  • When saving the CLA, use the following document-naming format:
    Sector−Course Code–Title (max. 250 characters for the title); for example:
    H&T–SCH3U–MoleCookieLab.doc

Note to CLA Developers: For your convenience, instructions (enclosed in square brackets) have been provided throughout this template. Remove these instructions when you complete the template.

Contact Information
Board  
Development date  
Contact person  
Position  
Phone (   ) -
Email  
SHSM sector  
Course code and course title  
Name of CLA  
Brief description of CLA  
Key Search Terms [Max. 4 words. Do not use SHSM, CLA, the course code, or the sector – these are default search terms.]
Duration [The CLA must take a minimum of 6 hours and a maximum of 10 hours to complete.]
Overall expectations [Identify the overall expectation(s) from the Ontario curriculum to be assessed or evaluated through the CLA. Include relevant strand titles and expectation numbers.]
Specific expectations

[Identify the specific expectations related to the above overall expectations that will be addressed in the instructional and assessment strategies. Include relevant strand titles. No expectation numbers are required.]

[Consider the following as part of your planning: What do we want students to learn?

  • What specific/key learning goals for students are related to these expectations?
  • Are these specific/key learning goals arranged in a way that will allow students to achieve the desired learning incrementally?]
Catholic graduate expectations
(if applicable)
 

Essential Skills and work habits

[Check off the Essential Skills and work habits that are addressed
in this CLA.]

Essential Skills

❐ Reading Text
❐ Writing
❐ Document Use
❐ Computer Use
❐ Oral Communication

Numeracy
❐ Money Math
❐ Scheduling or Budgeting and Accounting
❐ Measurement and Calculation
❐ Data Analysis
❐ Numerical Estimation

Thinking Skills
❐ Job Task Planning and Organizing
❐ Decision Making
❐ Problem Solving
❐ Finding Information
❐ Critical Thinking

Work Habits

❐ Working Safely
❐ Teamwork
❐ Reliability
❐ Organization
❐ Working Independently
❐ Initiative
❐ Self-advocacy
❐ Customer Service
❐ Entrepreneurship

 

Instructional/Assessment Strategies

Teacher’s notes
[Provide suggestions that will assist the teacher in delivering the CLA. For example, remind teachers to make sure that handouts, such as authentic workplace materials/documents used by the sector, are available for the CLA.]




 

Context
[Describe the workplace context for the CLA.]




 

Strategies
[In point form, describe the sequence of instructional and assessment strategies that will support the intended learning. Attach all student handouts and worksheets.]

[How will the learning be designed?

  • Do the instructional and assessment strategies support the achievement of the learning goals?
  • Are the assessment strategies linked to each of the instructional strategies in a planned, purposeful, and systematic way?
  • Do the assessment and instructional strategies provide feedback and ongoing monitoring of students throughout the CLA?
  • How will teachers differentiate instruction and assessment to meet the learning needs of students?]

[What adjustments must be made to the instructional and assessment strategies for those students who are not progressing?]

Assessment and Evaluation of Student Achievement

[List all assessment and evaluation strategies and tasks and include handouts, tests, assignments, exercises, etc.]
[As you plan, keep the following important considerations in mind:

How will we know students are learning? How will we know students have learned?
How will students demonstrate progress towards the desired learning? How will students demonstrate achievement of the desired learning?
What criteria will be used to determine whether students are learning? What criteria will be used to determine that students have learned?
What assessment strategies/tools will best gather evidence during learning? What assessment strategies/tools will best gather evidence that students have learned?
Will the assessment tasks provide opportunities for students to demonstrate the full range of their learning in a variety of ways?]
Strategies/Tasks
[Add rows as required.]
Purpose
[Assessment for, as, and of learning]
1.  
2.  
3.  
4.  

Assessment tools
[List all tools used and include checklists, rubrics, correction keys, etc.]




Differentiation
Differentiation will be based on: Readiness ❐ Learner Profile ❐ Interest ❐

Differentiation will be achieved through: Content ❐ Process ❐ Product ❐ Learning Environment ❐

Additional Notes/Comments/Explanations

[Provide additional suggestions for teachers that will help them deliver the CLA.]




Resources

[List all the resources needed to support the implementation of the CLA.]




Authentic workplace materials
[e.g., blueprints, workplace manuals, specification sheets, spreadsheets]




Human resources




Print resources




Video resources




Software




Websites




Other resources




Accommodations

[List instructional, environmental, and assessment accommodations.]
[What adjustments must be made to the instructional and assessment strategies to accommodate different learning needs?]




List of Attachments

[List all related materials (e.g., student worksheets, tests, rubrics) included in the Word file as attachments to the CLA.]




C.2 Template: Rubric for Exemplary Contextualized Learning Activities (CLAs)

As you review your CLA, apply the criteria in this rubric to indicate that the CLA delivers each of the criteria to a high degree (4, on a scale of 1 to 4) or to a lesser degree (1 to 3, on the scale of 1 to 4). A response below 4 might suggest that a revision is necessary.

  CLA Criteria 4 3 2 1 Revise
Overall
  • contextualizes the SHSM sector within the expectations of the course
  • takes between 6 and 10 hours of class time
  • bundles the pertinent specific expectations to meet the overall expectations
  • takes into account students’ multiple intelligences and learning styles
  • provides activities that are logical and sequential
  • includes handouts in student-friendly language
  • addresses accommodations for students with IEPs
  • provides assessment “for” and “as” learning to identify the students’ starting points and to provide students with relevant and timely feedback
  • includes an authentic culminating task that encapsulates the overall expectations
         
Knowledge/ Understanding
  • provides authentic learning experiences
  • scaffolds content and strategies through carefully planned lessons
  • contains embedded differentiation of content, process, and product
         
Thinking
  • provides scaffolded, and easy-to-follow activities
  • promotes critical thinking skills
         
Communication
  • ensures that the students’ key learning goals are clear and authentic
  • provides opportunity for students to reflect on how the learning experience enhanced their knowledge and understanding of their sector
         
Application
  • provides sector-specific resources
  • makes connections between new and familiar contexts
         

 

Part B: Implementation

C.3 Checklist: Responsibilities of Board SHSM Leads and School Teams

The board SHSM lead and the school team are responsible for implementing a high-quality SHSM program. Their collaboration is necessary to:

  • support each school in planning, delivery, and evaluation related to SHSMs;
  • analyse program data to ensure program quality;
  • meet requirements for reports and deliverables;
  • promote collaboration between schools and partners to ensure program quality.

The following chart can be used to help ensure a common understanding of roles and responsibilities of the board SHSM lead and members of school SHSM teams (e.g., school SHSM lead, school administrator, major subject teachers, teachers of other required courses, cooperative education teachers, guidance counsellors). In the left-hand column, indicate who will be responsible for each of the implementation tasks listed on the right.

Who is responsible? Implementation task
 

1. Program pathways (apprenticeship, college, workplace, or university)

  • Ensure that approved SHSM credits are available for all four pathways. Submit pathways chart for approval to the ministry for all SHSMs delivered by the board, showing course availability for each, by sector and by school.
  • Submit any interdisciplinary courses (IDCs) to the ministry for approval.
  • Establish and determine procedures for tracking credits for individual students’ programs, to ensure that students fulfil the credits required in the bundle for their particular pathway and sector and the area of focus.
 

2. Major credits (four required, including at least one Grade 11 credit and one Grade 12 credit)

  • Ensure that each student in the program has selected approved major credits that are appropriate for the sector and the area of focus of his or her SHSM (according to the list approved by the ministry).
  • Consider if the student would benefit from substituting one of the four major credits with a cooperative education credit related to the sector. (This credit would be additional to the two cooperative education credits required in the bundle of credits.)
 

3. Cooperative education credits (two required)

  • Ensure that each student in the SHSM program earns two cooperative education credits related to one of the SHSM credits (i.e., a major credit or one of the other required credits). (See Cooperative education in section A 1.2)
  • Consider how to enable each student to complete the cooperative education credit requirement (e.g., by investigating options to earn cooperative education credits in the summer, after hours, or online)
 

4. Contextualized learning activities (CLAs) for other required credits

  • Ensure that a CLA is delivered in each of the other required credits.
  • Establish and ensure the implementation of a procedure for tracking individual students’ completion of the appropriate CLAs related to their other required credits
 

5. Certification and training

  • Ensure that students are able to obtain all the certifications and training required for the SHSM in their sector.
  • Explore, with sector partners, ways of reducing associated costs (e.g., “train the trainer” options; having SHSM students take part in the sector partner’s regular training programs).
  • Establish and ensure the implementation of a procedure for tracking individual students’ completion of the compulsory and optional certification and/or training required for their SHSM.
 

6. Experiential learning and career exploration activities

  • Develop a plan to facilitate opportunities for experiential learning and career exploration activities.
  • Build and promote community support for such activities (e.g., by arranging plant tours and field trips; by taking part in skills competitions).
  • Establish and determine procedures for tracking individual students’ completion of experiential learning and career exploration activities as part of their SHSM program.
 

7. Documentation of Essential Skills and work habits using Ontario Skills Passport (OSP) tools

  • Ensure that teachers are trained in the use of the OSP.
  • Ensure that OSP tools are used by students to document their use and development of Essential Skills and work habits.
  • Establish and ensure the implementation of a procedure for tracking individual students’ use of OSP tools to document the development of their Essential Skills and work habits throughout their program.
 

8. Reach ahead experiences

  • Develop a plan to facilitate the delivery of reach ahead experiences relevant to the four pathways.
  • Develop a procedure for cataloguing and assessing these experiences to help with future planning.
  • Establish and ensure the implementation of a procedure for tracking individual students’ completion of reach ahead experiences as part of their SHSM program.
 

9. Partnerships with colleges, universities, and training centres

  • Facilitate the creation of partnerships by communicating with colleges, universities, and training centres.
  • Encourage representatives of colleges, universities, and training centres to play a part on the board or school SHSM advisory committee, and to participate in regional planning meetings (e.g., in connection with the School-College-Work Initiative and the Ontario Youth Apprenticeship Program (OYAP)).
 

10. Partnerships with industry, business, and the community

  • Facilitate the creation of partnerships by encouraging representatives of local business, industry, and the community to play a part on the board or school SHSM advisory committee.
 

11. Partnerships with other schools and school boards

  • Establish partnerships with other schools and school boards to share responsibility for or facilitate provision of the following:
    • course offerings
    • sharing the expertise of teaching staff
    • cooperative education
    • contextualized learning and career exploration opportunities
    • reach ahead opportunities
    • certification and training
    • program coordination and implementation
    • student transportation
    • establishing partnerships within the community and the sector
    • establishing partnerships with colleges, training centres, and universities
    • marketing and communication
    • data collection
 

12. The SHSM advisory committee and the SHSM implementation committee (the school team)

  • Establish the school SHSM advisory committee to support the implementation of a high-quality SHSM, promote partnerships, and consolidate connections and cooperation with the sector.
  • Ensure the establishment of a school team responsible for:
    • implementing the five required SHSM components;
    • promoting a professional learning community focused on the implementation and further development of the SHSM program; and
    • strengthening partnerships within the sector.
  13. Student transportation
  • Establish a process for allocating transportation funds.
  • Coordinate student transportation as needed (e.g., for contextualized learning and career exploration activities or reach ahead experiences).
 

14. Budgeting, allocating funds, and reporting

  • Develop a budget for the program.
  • Develop a plan for allocating funds.
  • Consolidate school budget reports for submission to the ministry.
 

15. SHSM Student registration

  • Establish and implement or refine the SHSM registration process for students.
  • Arrange the necessary support for students with special education needs.
  • Establish data collection procedures for ministry reports.
 

16. Ensuring accuracy of information in the SHSM student record

  • Provide the necessary training to staff members responsible for student monitoring so that accurate information is included in the SHSM student record.
 

17. Promoting and marketing the program

  • Develop an SHSM strategy and a marketing plan for each school and/ or for the board.
  • Ensure that every school plans SHSM promotion and awareness-raising activities in their communities.
 

18. Evaluating the program

  • Establish a process and develop tools to measure the success of the SHSM program (using both quantitative and qualitative measures).
  • Collect and analyse data about the program.
 

19. Coordination of the SHSM program at the board level

  • Provide support to schools as needed.
  • Facilitate meetings with school teams to promote the sharing of effective practices and to strengthen collaboration among teams.
  • Ensure that schools submit the local data required for ministry reports in a timely manner.



C.4 A Sample School SHSM Action Plan

School board: _______________________________________________________

School: _____________________________________________________________

Year: _______________________________________________________________

Sector: _______________________________________________________________

Implementation task Strategies / actions required Budgetary needs (if any) Lead Timeline Revision of strategies / actions (February) Revision of strategies / actions and next steps (June)
1. Ensure that opportunities exist for students in all four pathways (apprenticeship training, college, workplace, university)            
2. Major credits (4 required, including at least 1 Gr. 11 and 1 Gr. 12 credit; 1 credit may be substituted with a co–op credit related to the sector, additional to the 2 co-op credits required in the bundle)            
3. Two co-operative education credits tied to the SHSM bundle of approved credits in the sector            
4. Contextualized learning activities delivered in the other required credit courses            
5. Certifications and training programs            
6. Experiential learning and career exploration opportunities            
7. Documentation of Essential Skills and work habits using OSP tools            
8. Reach ahead experiences            
9. Partnerships with colleges, universities, and training centres            
10. Partnerships with groups in local industry, business, and the community            
11. Partnerships with other schools and school boards            
12. The SHSM advisory committee and the school team            
13. Student transportation            
14. Budgeting, allocating funds, reporting            
15. SHSM student registration            
16. Ensuring the accuracy of information in the SHSM student record            
17. Promoting and marketing the program            
18. Monitoring student progress            
19. Evaluating the program            
20. Coordination            

C.5 Implementation Checklist for School Principals

Principals can use this checklist to confirm that the necessary resources and staff are in place to implement a high-quality Specialist High Skills Major program.

A. Staff/Program Readiness

❐ School staff are knowledgeable, passionate, and collaborative and want to champion the SHSM initiative.

❐ School staff value and promote all four SHSM pathways.

❐ School staff understand the five required components of the SHSM program, and use the Ontario Skills Passport (OSP) with students.

❐ School staff monitor and encourage students enrolled in an SHSM, and support teachers in the program.

❐ Teachers of other required credit courses integrate contextualized learning activities (CLAs) in their Grade 11 and/or 12 courses.

❐ A school SHSM team composed of staff members (e.g., the principal, vice-principal, guidance counsellor, cooperative education teacher, special education coordinator/teacher, subject teachers) has been established to ensure the implementation of all five SHSM components.

❐ A school advisory committee made up of members of the school SHSM team, community and sector partners, and representatives of postsecondary institutions and training centres has been established (see section B, below).

❐ The school advisory committee has established processes to facilitate the implementation of the five required SHSM components.

❐ School staff are aware of the process for registering SHSM students and monitoring their progress throughout their SHSM program.

❐ Requirements for reports, student tracking, and program evaluation have been established to ensure the delivery of a high-quality program.

B. The Board or School SHSM Advisory Committee

❐ An advisory committee has been established at the school or board level to promote and support the SHSM initiative, provide direction to the school team, support program implementation, and develop opportunities for experiential learning.

❐ The SHSM advisory committee includes members of the community representing the SHSM sector(s).

❐ The SHSM advisory committee includes representatives of colleges and universities and/or training centres.

❐ The SHSM advisory committee includes some members of the school SHSM team (e.g., teachers of major credit courses, teachers of other required credit courses, guidance counsellor, cooperative education teacher, special education coordinator/teacher, member of the Student Success team, principal, vice-principal).

❐ The SHSM advisory committee has established and shared a meeting schedule.

❐ The SHSM advisory committee has established priorities for the year.

C. The School SHSM Team

1. The school SHSM team has established procedures to:

❐ complete and review the school action plan

❐ enroll students in the SHSM program

❐ track credits of SHSM students

❐ track and document certifications and training programs that students have completed

❐ track and record students’ completion of experiential learning and career exploration activities

❐ track and record the completion of reach ahead experiences

❐ ensure that students develop and document the demonstration of Essential Skills and work habits required in their sector

❐ document contextualized learning activities completed by students in their other required credit courses

❐ identify students’ needs and offer additional support, as necessary

❐ promote the SHSM at the school, in elementary schools, among parents, and in the community

❐ collect quantitative and qualitative data (e.g., feedback from students, staff, parents, and community partners) to evaluate the success of the program

❐ monitor budgetary spending

❐ prepare reports for the school board and the ministry

2. The school SHSM team has assigned roles and responsibilities to:

❐ develop the four pathways with credits that meet ministry requirements for the SHSM bundle of credits

❐ develop contextualized learning activities for delivery in the other required credit courses

❐ facilitate delivery of the certifications and training that students need to obtain (e.g., decide on the elective certifications and training programs that are most appropriate to and that align best with the focus of the program; decide on the most appropriate delivery methods and delivery agents for compulsory and elective certifications and training programs; negotiate and arrange for payment of fees; arrange for transportation; establish timetables)

❐ facilitate delivery of experiential learning and career exploration activities to be completed by students

❐ facilitate delivery of reach ahead opportunities in each of the four pathways

❐ promote and facilitate employers’ use of the OSP Work Plan tool to record the Essential Skills and work habits that students demonstrate in the workplace

❐ address student transportation needs

❐ facilitate cooperative education placements

❐ develop a plan and promotional materials to inform students in elementary schools about the SHSM program

❐ develop marketing tools to help engage sector and community partners, as well as to promote the program within the school

❐ actively seek out and develop partnerships with other elementary and secondary schools, school boards, postsecondary institutions, training centres, and local sector-related businesses

D. The Five Components of the Specialist High Skills Major

1. Required bundle of credits

❐ All students are able to obtain the eight to ten credits (depending on the program) required in the bundle for their particular SHSM over a two-year period, in Grades 11 and 12.

❐ Required courses for all four pathways for SHSMs offered by the school are developed and available.

❐ Staff members teaching the other required credit courses for the program are ready to integrate the contextualized learning activities into instruction.

❐ The members of the school SHSM team work in collaboration with cooperative education teachers to organize placements for students in the program.

2. Sector-recognized certification and training

❐ One or more members of the school SHSM team have agreed to take responsibility for this component.

❐ A plan has been established to guarantee that students will be able to obtain required certifications and training within a two-year period.

❐ The members of the school SHSM team facilitate program delivery by working collaboratively with the board SHSM lead and with other schools across the province that offer programs in the same sector.

❐ A procedure has been developed to document and track students’ completion of required certifications and training.

❐ Teachers and school staff are informed about documentation and tracking procedures for this component of the program.

3. Experiential learning and career exploration activities

❐ One or more members of the school SHSM team have agreed to take responsibility for this component.

❐ A plan has been established to ensure the tracking and documentation of these activities.

❐ The members of the school SHSM team collaborate with the cooperative education teacher in planning these activities.

❐ Support in planning and implementing opportunities for experiential learning and career exploration has been solicited from members of the advisory committee, the board SHSM lead, and other schools that offer programs in the same sector.

❐ Students and school staff are informed about documentation procedures for this component of the program.

4. Reach ahead experiences

❐ One or more members of the school SHSM team have agreed to take responsibility for this component.

❐ A plan has been established to ensure the tracking and documentation of these experiences.

❐ The members of the school team consult with sector partners and representatives of colleges, training centres, and universities, as well as the school advisory committee, the board SHSM lead, and other schools across the province that offer programs in the same sector, to facilitate opportunities for reach ahead experiences for students in the program.

5. Essential Skills and work habits of the OSP

❐ The cooperative education teacher and teachers of SHSM major credit and other required credit courses are familiar with the OSP.

❐ Teachers use the OSP in their class activities, especially in the Grade 10 career studies course.

❐ The cooperative education teacher will facilitate employers’ use of the OSP Work Plan to document students’ Essential Skills and work habits and provide constructive feedback and assessment.

E. Tracking, Supervision, and Production of Reports

❐ The school team has implemented a procedure to track students’ completion of the five SHSM components.

❐ One or more members of the school SHSM team have agreed to take responsibility for implementing procedures for tracking and documenting students’ progress in the program.

❐ The team has developed processes for monitoring students’ progress, supporting individual students, and helping students select the courses they need to complete their SHSM.

❐ School guidance counsellors are aware of the information that must be provided for a student to obtain a diploma with the SHSM seal and will be responsible for checking that all SHSM requirements have been met.

❐ Staff members are familiar with the procedure for tracking student progress.

❐ Tools have been developed to collect, from staff members, students, parents, and community partners, qualitative data that will allow members of the advisory committee to measure the progress of implementation and the quality of SHSM programs.

❐ Marketing tools have been developed to promote the SHSM among elementary and secondary school students, and the general public, in the community.

❐ Members of the school team are aware of the requirements for submitting reports to the school board and the ministry.

❐ The school’s administrative team is aware of ministry reporting requirements, and sets timelines for consolidating SHSM-related data (e.g., data on students in the program; budget-related data) to ensure that required reports are completed accurately and in a timely manner. The dates for the three required SHSM reports (initial, interim, and final) are identified in the annual ministry memo to the Director of the Board.