• Research processes: gather and collect information online to investigate a few educational and career opportunities; interview local entrepreneurs about how they got started and what challenges they face; interview individuals working in fields that interest them; interview a parent, guardian, and/or other knowledgeable and experienced adult; attend a job fair or “study abroad” fair to gather and document useful information; participate in on-the-job training and/or other workplace-focused opportunities 
• Postsecondary options: an apprenticeship in a skilled trade; an internship in a firm or organization of interest; full- or part-time college or university study; distance education; on-the-job training; full- or part-time employment; community living; volunteer work in the community; entrepreneurship; a “gap year” to travel, study abroad, work, or volunteer

• How might consulting with your guidance counsellor help you to find out about possible pathways to the destinations that interest you? Who else at your school, in your family, or in your community might you speak with about possible pathways and postsecondary destinations? What strategies can you use if you don’t know anyone outside of your school who might be able to help you think about possible pathways and destinations?
• Where can you learn more about the advantages and disadvantages of entering the workplace immediately after secondary school? What are some of the work options that exist for you? Are these viable long-term options? 
• How might learning about the Ontario Youth Apprenticeship Program (OYAP) and/or the Specialist High Skills Major program support your aspirations, skills, and interests? What resources are available to help you learn about careers in the skilled trades? 
• When we explored evolving work trends, were any of the high-demand or growing career sectors of interest to you? Which ones would you like to research further? Are there any other areas that we have not yet explored that might interest you? 
• What agencies, programs, or businesses could you contact to learn more about potential career destinations? Where might you look to assess the potential success and/or sustainability of a less traditional job idea? 
• What types of supports are available to help you navigate the transition to a postsecondary destination [e.g., Indigenous postsecondary recruitment officers, summer transition programs]? 
• If you have special education needs, it is important to understand that your rights and responsibilities will be different at different levels of education or training. According to your research, what will change at the postsecondary level? What will your responsibilities be in terms of self-advocacy?

Teachers can support student learning about postsecondary options by inviting a variety of industry experts, employers, entrepreneurs, and community organizations to engage with students. 

In their research regarding postsecondary options that meet their strengths and interests, students might find the following websites and documents useful: Ontario’s Labour Market; Ontario Colleges; Apprenticeship in Ontario; Ontario Universities' Info; the transition planning section in Part C of Special Education in Ontario, Kindergarten to Grade 12: Policy and Resource Guide, 2017; Transition Resource Guide for Students with Disabilities; and ONTransfer.

Specialized school programs and courses: cooperative education courses; Ontario Youth Apprenticeship Program (OYAP); Specialist High Skills Major (SHSM) program; dual credit programs 

School and community supports: At school: student success teams; guidance counsellors; credit recovery programs; special education supports and services; English as a Second Language programs; In the community: Employment Ontario; youth employment centres; libraries; newcomer welcome centres; Indigenous community supports and services; and other local education and training organizations that support diverse populations

• What are the requirements for graduating from secondary school? How many compulsory and optional credits have you earned to date? What are the compulsory courses that you will need to take in Grades 11 and 12? 
• If you are interested in pursuing an apprenticeship, are there any specialized programs, including certification programs, at your school that would support you on this path? Are these programs offered at other schools in your region? How can you find out more about these programs?
• Who might be able to help you learn more about your pathway options? Who should you consult if things are not working out the way you had hoped? 
• If you plan to enter the workplace immediately after secondary school, what can you do to keep opportunities open in case you later decide to go on to an apprenticeship or to college or university in order to reach your goals [e.g., choice of secondary school courses, maintaining grade average]? 
• What factors might require you to change the pathway you take to reach your goal? What are some alternatives to help you get closer to your goals? Why is it important to know that there are multiple pathways to the same goal? And that you can modify your goals without compromising your interests? 
• If you have special education needs, what supports or resources might be available to you as you work towards your postsecondary goals? What will you look for in the training or educational institutions that you may want to attend? If you require accommodations, what documentation will you need to receive them? 
• How can you find out about mentorship, part-time work, or volunteer opportunities in your community? How can these opportunities contribute to your career pathway and your life?
• What are the postsecondary options for students who complete an Ontario Secondary School Certificate? 
• What are some alternative ways of achieving credits? 
• Which First Nations, Métis, and Inuit or other community supports and services might be helpful in informing you about programs that could enhance your secondary education?

Teachers can support students in: 

• exploring the programs and supports mentioned above, as necessary; 
• pursuing job shadowing and job twinning experiences; 
• using a course-planner tool to identify pathways towards their preferred destinations;
• recording their reflections about requirements and preferred postsecondary destinations in their Individual Pathways Plan (IPP);
• sharing their Individual Pathways Plan (IPP) with their parents, guardians, or other caring adults for guidance and feedback.