Secondary Transitions (Grades 9-12+)

A pathway is a plan that helps students think about their future after high school. It’s about exploring interests, strengths and goals, and choosing courses and programs that help move in that direction.

Every student’s pathway is unique and can change over time. For example, some students may take courses that lead to college or university, while others may focus on apprenticeships, community programs or starting a career. Families, educators and students work together to keep the plan flexible and supportive as learning continues.

To learn more about pathway options, visit Pathways Planning Ontario Secondary School Diploma.

*Learn more about the Secondary School Programs that are offered. Explore your interests, and build your skills and experiences. 

In secondary school, students have different ways to show their learning and progress. Each pathway is meaningful and reflects the many ways students grow and take part in their school community.

Some students work toward the Ontario Secondary School Diploma (OSSD) 

Some students earn other types of certificates that reflect their learning journey:

• The Ontario Secondary School Certificate (OSSC) is for students who complete a specific number of compulsory credits before leaving school.

• The Certificate of Accomplishment is available for students who have engaged in learning experiences that support their next steps, even if the OSSD or OSSC is not part of their pathway.

For more details, visit the Graduation Requirements page.

All of these options reflect the diversity of student experiences and provide meaningful ways to move forward, each with opportunities for continued learning, growth and contribution.

Secondary schools offer a range of community class placements to support student learning. Families work together with the school team (administrator, Special Education Resource Teacher) to explore whether a community class might be a supportive option for their child.

The Student Services Coordinator, a Special Education Principal, will support your family through reviewing the referral process and exploring options together. These conversations typically begin in December of your child’s Grade 8 year.

For non-credit-bearing classes, our Work Experience Transition Coordinator (WETC) will support transitions and work experiences beginning the year they turn 16. 

For more information, see Special Education and Class Placements.

For more information about the different types of courses offered in Secondary, please visit Secondary School Course Types and Pathways. 

• Alternative (K Code Courses)

• Alternative courses specifically designed for students with disabilities, providing modified or alternative expectations 

• Taken in preparation for credit courses or in place of a credit course

• These courses do not grant credits but instead focus on developing essential knowledge and skills tailored to individual student needs

Locally Developed Course (L)

• Focuses on essential skills

• Provides additional opportunities to upgrade your knowledge and skills through practical activities to develop literacy, numeracy and problem-solving skills

• Example: MAT1L1

Open Course (O)

• Open to all students and all grades

• Designed to prepare you for further study in certain subjects

• Physical Education/Health, Arts, Business, Technology

Example: AVI1O1

De-Streamed - Academic (W/D)

• Grade 9

• Students will take de-streamed English, Geography, Math and Science

• Students will take Academic French (students who have not completed 600 hours of French instruction will take Open French)

• Example: MTH1W1

The Learning Strategies course supports students in developing the skills and habits that contribute to success in high school and beyond. Students strengthen their literacy, numeracy, personal management, and teamwork skills while learning how to set goals, monitor their progress, and reflect on their growth.

Course Details:

• Offered in Grades 9, 10, 11, and 12

• Credit-bearing course

• Class size of up to 16 students
   

In Grades 9 and 10, students explore strategies that build confidence and success in high school, such as time management, organization, and self-advocacy.

In Grades 11 and 12, the focus shifts to strategies that support success in postsecondary pathways, including pathway planning, interview preparation, and application processes.

Example Course Code: GLE1O/GLS10

Grades 9 & 10: Growing Your Skills and Independence

Focus: Building independence, exploring opportunities, and learning skills that support your future goals.

Action Steps for Students & Families

1. Explore Hands-On Learning Opportunities

High school offers many ways to explore your interests and future pathways.

You may wish to explore:

• Co-op programs: Earn credits while working in a real job.
• Skilled trades and apprenticeship opportunities: Discover hands-on careers.
• Dual Credit programs: Take college courses while still in high school.
• Technological Education courses: Learn in shops, labs, and creative studios.
• Volunteer and community opportunities: Build skills while helping others.
• Workplace learning experiences: See how your skills connect to a job.

These experiences can help students build confidence, learn new skills, and discover future goals.

2. Build Independence Skills

As students move through secondary school, they can begin taking a bigger role in:

• Managing assignments and deadlines
• Organizing school materials
• Communicating with teachers
• Asking questions and seeking support
• Setting goals and tracking progress

Building independence happens over time, and it is ok to need different kinds of support along the way.

3. Use Tools and Supports That Help You Learn

Technology, accommodations, and learning supports can help remove barriers and support success at school, work, and in the community.

This might include:

• Speech-to-text or text-to-speech tools for reading and writing.
• Organizational apps or digital calendars.
• Quiet workspaces or visual supports to help you stay focused.
• Flexible ways to show learning: Talking with teachers about how you can demonstrate your knowledge

Learning how and when to use supports can help students feel more confident and independent.

4. Keep Exploring Your Pathway

Use tools like myBlueprint and talk with trusted adults to see how your courses, interests, and experiences connect to future opportunities. 

Keep in mind:

• Pathways can change over time as you grow and discover new interests
• There are many different ways to build a meaningful future

Who Can Help?

You can connect with:

• Guidance Counsellors: To talk about course types and pathway planning.
• Student Services & SERTs: For help with your IEP and learning technology.
• Co-op and Technological Education Teachers: To learn about hands-on programs and the trades.
• Classroom Teachers: To discuss what helps you learn best in their specific subject.

These staff members can help students explore courses, pathways, supports, learning tools, and future opportunities.

Questions for Students & Families

• What are my strengths, interests, and goals right now?
• What kinds of learning experiences help me feel confident and successful?
• What supports or tools help me work more independently?
• How can I practice speaking up for what I need at school?
• What pathways or opportunities would I like to explore?
• Who can support me as I plan for my future goals?
• How can my voice stay at the centre of transition and pathway planning conversations?

Key Resources

• Transition Resource Guide (TRG): A central website for students to explore all paths after high school, including apprenticeship, college, university, or work.
• TRG Next: Online modules for students and families to explore and plan for life after high school.

Grades 11 & 12+: Leading Your Path

Focus: Taking a stronger role in planning your future, understanding available supports, and building independence and confidence for the next step.

Action Steps for Students & Families

1. Learn About Supports at Your Next School or Workplace

If you are planning to attend college, university, apprenticeship training, community programs, or the workplace, it can help to learn what supports are available.

You may wish to:

• Contact Accessibility Services or Student Support Services at the new school or program.
• Ask what paperwork or documents may be needed to set up your supports.
  • Some schools may accept your existing school documents (like your IEP) for a certain amount of time.
  • Other schools may offer their own assessment pathways or help you find a way to get updated paperwork.
• Learn about the accommodations and supports available for classes or on the job.
• Ask questions about accessibility in the campus buildings, classrooms, or the workplace.

Different schools and workplaces may have different processes and supports.

2. Review Graduation Requirements

Work with your school team to make sure you:

• Have the credits needed to graduate
• Understand graduation requirements
• Know the requirements for your chosen pathway or program
• Feel prepared for your next step

3. Visit Campuses, Programs, or Workplaces

Seeing a space in person or virtually can help you decide if it feels like a good fit.

Students and families may wish to explore:

• Campus tours
• Open houses
• Workplace visits
• Virtual information sessions
• Student support centres

You can ask questions about accessibility, supports, community, transportation, learning spaces, and student life.

4. Explore Funding and Financial Supports

There may be funding, grants, bursaries, or financial support available for students with disabilities or accessibility-related needs.

Students and families can:

• Learn about the Ontario Student Assistance Program (OSAP) and financial aid
• Explore grants such as the Bursary for Students with Disabilities (BSWD)
• Check deadlines and application steps
• Ask schools for support with applications

Who Can Help?

Students and families can connect with:

• Guidance counsellors
• Student Services staff
• Special Education Resource Teachers (SERTs)
• Co-op or Transition teachers
• Accessibility Services staff at colleges or universities
• Financial Aid Offices
• Trusted adults and community supports

These people can help students explore pathways, understand supports, gather paperwork, and plan next steps.

Questions for Students & Families

• What are my goals, strengths, interests, and priorities for the future?
• What supports or accommodations help me succeed in school, work, or community settings?
• What questions do I want to ask during campus tours, workplace visits, or meetings?
• What kind of environment helps me feel safe, included, and supported?
• What paperwork or documents might I need for my next step?
• What financial supports, grants, or bursaries could help me?
• Who are the people I can go to for support during this transition?
• How can my voice stay at the centre of planning and decision-making?

Key Resources

• OLTS (On-Line to Success): A free transition program for Grade 12 students (or those in an extra year) with learning disabilities, ADHD, ASD, or mental health disorders.
• Who offers it: It is run by the Regional Assessment and Resource Centre (RARC) at Queen’s University.
• What you learn: This 40 to 48 hour online course focuses on self-advocacy, time management, and navigating accessibility offices.
• Key Benefit: Once you finish, you can meet with a RARC team member to review your school papers and get advice on connecting with your future school.
• EYES-ON-PSE: A free online program for all students entering college or university to build confidence before their first semester.
• Who it is for: It is designed for Grade 12 and first-year students. While it is very helpful for students with disabilities, it is open to any student who wants to build confidence before their first semester.
• Format: Six self-paced modules.
• How to join: You can register year-round through the Transition Resource Guide (TRG) website.
• Assessment Support (through RARC): While the OLTS course is free, students can choose to get an updated psychoeducational assessment through RARC.
  • Important Note: These assessments often cost between $2,000 and $3,200. However, once you are accepted to a college or university, you may be able to use a bursary (like the BSWD through OSAP) to cover most or all of this cost. Speak with your future school's Financial Aid Office before paying for an assessment.
• Transition Resource Guide (TRG): A central Ontario website that provides a directory of accessibility offices for every college and university in the province.