GUIDANCE AND CAREER

EDUCATION PROGRAM
POLICY FOR ONTARIO
ELEMENTARY AND
SECONDARY SCHOOLS
1999

Ministry of Education
and Training
Contents

Preface 3 Assessment and Evaluation 24

Introduction 5 Reporting to Parents 25
Rationale 5 Program-Effectiveness Surveys 25
Key Features of the Program 6 Roles and Responsibilities 26
Goals 6 Principals 26
Program Considerations 11 Guidance Counsellors, Teacher-Advisers,
Program Planning 11 and Other Teachers 27
Meeting the Needs of All Students 12 Students 27
Parents 27
Program Delivery Components 14
Community Partners 29
The Ontario Curriculum – Elementary
and Secondary 14 Implementation Schedule 31
Orientation and Exit Programs 15
The Annual Education Plan 16
Academic and Career Portfolios 17
The Teacher-Adviser Program 18
Career Exploration Activities 19
Workshops, Seminars, and Small Groups 20
Mentorship Programs 20
Peer Assistance Programs 21
Individual Assistance and Short-Term
Counselling 21
Program Advisory Teams 23

Une publication équivalente est disponible en français sous le

titre suivant : Des choix qui mènent à l’action – Politique régissant
le programme d’orientation et de formation au cheminement de carrière
dans les écoles élémentaires et secondaires de l’Ontario, 1999.
This publication is available on the Ministry of Education and
Training’s World Wide Web site at http://www.edu.gov.on.ca.
Preface

Choices Into Action describes the purpose and importance of Ontario’s guid-
ance and career education program, its content, and its unique approach to
teaching and learning. It describes the approaches that principals and teach-
ers are expected to take when teaching students how to develop their learn-
ing skills, interpersonal skills, and knowledge and skills in the area of career
planning. It also outlines program planning strategies, accountability meas-
ures, and the roles and responsibilities of all involved – principals, teachers,
students, parents,1 and community partners.

The policies outlined in this document complement related provincial poli-

cies outlined in Ontario Secondary Schools, Grades 9–12: Program and Diploma
Requirements, 1999 and in the elementary and secondary school curriculum
policy documents.

This document replaces sections 1.8 and 2.3 of Transition Years, Grades 7, 8,
and 9: Policies and Program Requirements, 1992 and all sections of Guidance,
Intermediate and Senior Divisions, 1984, except for references to credit course
development and delivery.

1. Throughout this document, parents is used to refer to both parent(s) and guardian(s).

3
Introduction

RATIONALE
For their educational, social, and career success in the twenty-first century,
students will require effective work habits and the ability to make sound
decisions, solve problems, plan effectively, work independently, communicate
well, research, evaluate themselves realistically, and explore new educa-
tional and career opportunities. A carefully planned guidance and career
education program, beginning in the elementary grades and continuing
through secondary school, will help students acquire these skills.

Students must learn and develop skills at school that will help them become
more independent and responsible individuals. They must be able to apply
what they learn in school to other areas of their lives. They must learn to
work cooperatively and productively with a wide range of people, to set and
pursue education and career goals, to evaluate their achievement of these
goals, and to assume their roles as responsible citizens. A comprehensive
guidance and career education program will provide students with an under-
standing of the concepts in the three areas of learning in the program (student
development, interpersonal development, and career development) and with
many opportunities to practise new skills in structured and supportive set-
tings. It will allow them to learn from their experiences and accomplish-
ments, and to apply their skills and knowledge in the classroom, in the
school with their peers and teachers, and in the community. It will also
involve parents, community partners, teachers, teacher-advisers, guidance
counsellors, and community mentors in the program.

The guidance and career education program will help students relate what
they learn in school to the community, understand and value education, rec-
ognize the learning opportunities available to them, make choices from
among those opportunities, and adapt to changing circumstances. It will help
them make transitions throughout their lives – from family to school, from
school to school, from school to work, and from school to lifelong learning.
Through learning activities that emphasize managing time, completing tasks,

5
setting goals, resolving conflicts, volunteering, through the teacher-adviser program, their
collaborating, and cooperating, students will development of annual education plans, events
learn self-discipline, personal and social respon- such as job-shadow days, work experience
sibility, and respect for others from diverse opportunities, and cooperative education.
cultures. Students learn from the active involvement of
and direction from teachers, teacher-advisers,
KEY FEATURES OF THE PROGRAM and guidance counsellors. The program’s struc-
tured teaching and learning approach systemati-
Building on the good practices currently in place
cally builds each year on the previous year’s
in many Ontario schools and classrooms, an
learning.
effective guidance and career education program
includes the following important key features:
– clearly stated competencies for students in GOALS
Grades 1 to 6, Grades 7 and 8, and Grades 9 The goals of the guidance and career education
to 12 program are that students:
– a range of career exploration activities in the – understand the concepts related to lifelong
community learning, interpersonal relationships (including
– completion of the compulsory half-credit responsible citizenship), and career planning;
Career Studies course as a secondary school – develop learning skills, social skills, a sense of
graduation requirement social responsibility, and the ability to formu-
– preparation of an annual education plan for late and pursue educational and career goals;
each student, beginning in Grade 7 and con- – apply this learning to their lives and work in
tinuing to the end of secondary school the school and the community.
– a teacher-adviser for students in Grades 7 to 11 The goals have been organized into three areas
– individual assistance and short-term of knowledge and skills: student development,
counselling interpersonal development, and career development.
– a program advisory team In each area, the knowledge and skills required
will change as students proceed through ele-
– a program-effectiveness survey, conducted
mentary and secondary school. Although some-
every three years, with recommendations for
times distinct, these areas of learning and their
revising the program
interconnectedness should be reflected in each
As already noted, teaching and learning in the school’s guidance and career education program.
guidance and career education program involves
Student development. Students will learn to set
a variety of instructional settings and roles, as
and achieve learning goals both inside and out-
well as the involvement of community partners.
side school, manage their own learning, and
Students acquire knowledge and skills not only
acquire the habits and skills necessary for suc-
through the provincial curriculum, but also
cess both inside and outside school. As students

C H O I C E S I N T O A C T I O N
6
develop the ability to understand how they The content of the guidance and career educa-
learn, recognize areas that need improvement, tion program is represented by the three areas
set goals for improvement, monitor their own of learning and defined by the competencies
learning, and become independent learners, that students acquire over a period of time.
they are acquiring the basic habits and skills Teachers, teacher-advisers, and guidance coun-
they will require for lifelong learning. sellors play an important role in monitoring and
evaluating students’ progress in acquiring the
Interpersonal development. Students will learn competencies described for Grades 1 to 6,
to demonstrate self-discipline, take responsibil- Grades 7 and 8, and Grades 9 to 12. The three
ity for their own behaviour, acquire the knowl- areas of learning and the competencies that stu-
edge and skills required for getting along with dents acquire provide a guide for program devel-
others both within and beyond the school, and opment and evaluation.
choose ways of interacting positively with others
in a variety of situations. They will also learn
about thoughtful and non-violent problem reso-
lution, social responsibility, working coopera-
tively with others, and caring about others.

Career development. Students will learn how to

make informed and appropriate choices to
ensure their successful transition from elemen-
tary to secondary school and from secondary
school to further education, training, and work.
This involves the acquisition of the knowledge
and skills required to make informed and
responsible decisions at key transition points
throughout elementary and secondary school
and in preparation for leaving secondary school.
Students will also assess their interests, compe-
tencies, and achievements; explore and evaluate
education and career opportunities; make appro-
priate choices from among those opportunities;
collect and interpret information; set goals; and
create and evaluate plans for the future.

I N T R O D U C T I O N
7
Areas of Learning
Student In Grades 1 to 6, students In Grades 7 and 8, In Grades 9 to 12, students
development will learn to: students will learn to: will learn to:
• learning skills, prefer- – demonstrate their – demonstrate their – apply a variety of
ences, and strategies understanding of and understanding of and learning skills and
(e.g., memorizing, use learning skills and apply learning skills strategies to a variety
working independ- strategies in their and strategies to their of situations
ently, assessing them- classroom learning own learning – demonstrate the ability
selves, managing their – demonstrate the ability – recognize their own to respond appropri-
time) to follow school and learning preferences ately and thoughtfully
classroom rules and – demonstrate their to directions from
routines understanding of the teachers, administra-
importance of the tors, and employers
school’s code of behav-
iour and of acting
according to that code
• setting goals and – use goal-setting skills to – explain their progress – use goal-setting and
monitoring progress improve their school in meeting long- and self-management skills
work short-term goals related in a variety of situa-
– identify improvement to education plans and tions both inside and
in their work resulting improving their school outside school
from goal setting work – develop their own
– use goal-setting up-to-date annual
skills appropriately to education plans
revise their goals in
response to changing
circumstances
• adapting to change – identify the skills – apply transition – apply transition knowl-
required for making knowledge and skills edge and skills to mak-
transitions to new situ- (e.g., identifying ing transitions and to
ations (e.g., a new resources for assis- adapting to postsec-
school or class) tance) to making the ondary destinations
transition to secondary (e.g., financial planning,
school completing applications,
selecting programs)
• lifelong learning – understand and apply – use school and – apply lifelong learning
lifelong learning skills community resources skills (e.g., communica-
(e.g., communicating, to support their tion, research, and
organizing, researching) learning needs employability skills) to
to all of their subjects their personal educa-
tion and career plans

C H O I C E S I N T O A C T I O N
8
 Areas of Learning
Interpersonal In Grades 1 to 6, students In Grades 7 and 8, In Grades 9 to 12, students
development will learn to: students will learn to: will learn to:
• self-management – demonstrate their – demonstrate the skills – use personal skills
understanding of and knowledge neces- appropriately to
socially acceptable sary to manage their encourage responsible
responses to a variety own behaviour behaviour in others in
of situations in school (e.g., self-control, the a wide range of
role of emotions, anger situations
management) – demonstrate appropri-
– demonstrate appropri- ate behaviour at school,
ate behaviour at school in the community, and
and in the community with employers
(e.g., respect for self,
family, others,
property)
• getting along with – identify the variety of – describe the many – apply skills (e.g., med-
others characteristics, skills, aspects of relationships, iating, peer helping,
competencies, and explain and leadership skills) to
qualities, and talents demonstrate how skills build positive relation-
of others (e.g., conflict-resolution, ships in diverse set-
– demonstrate their peer helping, and lead- tings at school, in the
understanding of using ership skills) are used community, and in the
skills to build positive to interact positively workplace
relationships at school with others in diverse
(e.g., cooperating with settings at school and
others) in the community
– demonstrate the ability
to accept and respond
to the direction of
teachers and
administrators
• social responsibility – demonstrate their – demonstrate social – demonstrate social
understanding of responsibility both at responsibility in the
“being a responsible school and in the com- community (e.g., can-
citizen” in the class- munity (e.g., participat- vassing for the Cancer
room and the school ing in student elec- Society)
tions; acting as reading
buddies)

Career In Grades 1 to 6, students In Grades 7 and 8, In Grades 9 to 12, students

development will learn to: students will learn to: will learn to:
• self-assessment – identify their personal – apply their knowledge – apply their knowledge
interests, strengths, of their personal inter- of their personal inter-
competencies, and ests, strengths, abili- ests, strengths, abili-
accomplishments ties, and accomplish- ties, and accomplish-
ments to planning and ments to choosing and
decision making planning a postsec-
ondary education or
career path

I N T R O D U C T I O N
9
Areas of Learning
Career In Grades 1 to 6, students In Grades 7 and 8, In Grades 9 to 12, students
development (cont.) will learn to: students will learn to: will learn to:
• exploring and obtaining – identify jobs and occu- – identify sources of edu- – demonstrate how to
information about edu- pations in the commu- cational and career locate, interpret, evalu-
cation, training, and nity related to school information (e.g., the ate, and use various
careers subjects Internet, employment sources of education
centres, the and career information
community) – demonstrate under-
– investigate and com- standing of how to use
pare a variety of jobs, education and career
occupations, and career exploration skills to
opportunities develop personal, edu-
cational, or career plans
– demonstrate under-
standing of the work-
place (e.g., health and
safety issues)
• work, society, and the – describe the connec- – describe sectors of the – describe how changes
economy tions between economy in the local, taking place in the
individuals and work provincial, and global economy, the environ-
(e.g., employees work economies (e.g., the ment, and society
for companies, which volunteer sector, the affect the job market
pay them a salary) manufacturing sector)
• awareness of – describe opportunities – describe the variety
opportunities in secondary school of volunteer, employ-
ment, educational, and
career opportunities,
including self-
employment
• education and career – learn and apply – use decision-making – apply decision-making
decisions decision-making and and problem-solving and problem-solving
problem-solving skills skills appropriately to skills to their postsec-
complete their annual ondary education or
education plans career paths
• employability – use in-school and out- – demonstrate their
of-school experiences, understanding of
activities, and interests employability skills
to learn more about (e.g., job search, inter-
their potential view, job readiness,
employment sustain-
ability, and entrepre-
neurial skills)
– evaluate their personal,
educational, or career
plans in light of their
community or work-
place experiences

C H O I C E S I N T O A C T I O N
10
Program Considerations

PROGRAM PLANNING
With the assistance of the school’s guidance and career education program
advisory team (see “Program Advisory Teams” on page 23) and school staff,
the principal will ensure the development of a comprehensive written guid-
ance and career education program plan, which will include the following:
– a description of the competencies that students acquire
– the combination of components (e.g., the Ontario curriculum and credit
courses, annual education plans for each student, a teacher-adviser pro-
gram) to be used and a description of how each component will be imple-
mented, including delivery methods (by whom, for whom, by when),
assessment strategies, and methods of reporting to parents
– a clearly defined process for referring students for individual assistance
and short-term counselling, including follow-up procedures
– the projected date for the next program-effectiveness survey
– strategies for providing student access to up-to-date educational and
labour market information and resources (human and material), which
students require to make informed decisions
– an overview of the accommodations that may be made for exceptional
students, students for whom English is a second language (ESL), and
Native students

The plan ensures that teachers, students, parents, and community partners
are aware of the goals of the guidance and career education program and
how it is being delivered. Each school’s guidance and career education pro-
gram plan will be available on request and reviewed and updated annually
based on ongoing feedback from students, parents, teachers, teacher-
advisers, guidance counsellors, employers, community agencies, and the
school council. The program will be revised every three years based on
informal feedback as well as information from the program-effectiveness
survey (see page 25).

11
MEETING THE NEEDS OF ALL STUDENTS To help deal with the many challenges that
Exceptional Students exceptional students may face, starting in
Guidance and career education issues are very Grade 7, all exceptional students and their par-
important to those students who have been ents and teacher-advisers should take into con-
identified as exceptional. These students may sideration the students’ IEP when they develop
have to manage significant issues related to their annual education plans (see page 16).
exceptionalities. They may also face challenges
The annual education plan and the IEP (particu-
related to their sense of identity, their develop-
larly the transition plan portion of the IEP) have
ment of self-confidence, their realistic self-
similarities in that both:
assessment of their abilities, and the develop-
ment of strategies for overcoming barriers and – take into account the student’s particular
maximizing independence. strengths, interests, and needs, as well as the
expectations for the student’s learning during
Some exceptional students may experience diffi- the school year;
culty in making the transition from one grade – are a tool to help teachers monitor and com-
level or course to another, from one school or municate student growth;
school district to another, and from secondary
– are developed with reference to the same
school to postsecondary education, work, or
kinds of focus questions (e.g., What are the
community living. Detailed planning, including
student’s goals and aspirations? How effective
modifications to orientation and exit programs,
are the strategies and resources selected to
that reflect the recommendations of students’
support the student’s learning? Should
Individual Education Plans (IEPs) will help
changes be made?);
these students progress more smoothly. Since
September 1998, school boards are required to – are flexible, working documents that can be
include a transition plan as part of the IEP for adjusted as necessary.
each exceptional student aged fourteen or over
They are different in that the annual education
(except for students identified solely as gifted).
plan is developed by the student with the assis-
Schools are in the unique position of being able tance of parents and a teacher, while the IEP
to provide a variety of coordinated activities to (including the transition plan) is developed
meet each exceptional student’s strengths, under the direction of the principal, with the
needs, and interests, leading to further educa- participation of parents, the student, and
tion, work, and/or community living opportuni- broader school board and community agency
ties. Each exceptional student’s success in personnel as appropriate. The IEP therefore con-
accessing postsecondary options and the neces- tains more detailed information that is not gen-
sary supports in the future depends on erally found in the annual education plan (e.g.,
advanced planning, as well as linkages with the identification of modified or alternative
other community agencies and other partners. learning expectations where appropriate; accom-
modations required; assessment and evaluation
strategies).

C H O I C E S I N T O A C T I O N
12
In planning and providing for the guidance and To help ESL/ELD students and their parents
career education needs of exceptional students, benefit from the guidance and career education
principals will ensure that there is a process to: program, it is recommended that, where appro-
– correlate students’ annual education plans priate, ESL/ELD teachers be part of the school
(starting in Grade 7) with their IEPs (includ- guidance and career education advisory team
ing transition plans); and help ESL/ELD students develop their annual
education plans.
– ensure that students have equitable access to
career exploration opportunities that reflect
the goals set out in their annual education Native Students
plans and IEPs; Schools serving Native students should consider
the range of these students’ needs, particularly
– ensure that teacher-advisers and guidance
students from a remote First Nations commu-
counsellors receive the information they need
nity who need to become oriented to a different
to provide the necessary and appropriate sup-
school environment in a new community.
port for these students.
Schools with Native students should consider
making Native counsellors or mentors available
English As a Second Language (ESL) to help students adjust to a new setting, select
and English Literacy Development (ELD) appropriate courses, clarify their postsecondary
Students destinations, and develop their annual education
Students for whom English is a second language plans.
or who require support in developing their
English skills (ESL/ELD students) need time to
acquire the language skills they require to par-
ticipate fully in the guidance and career educa-
tion program. They may also need additional
support to become oriented to the Ontario
school environment while learning a new lan-
guage in a new culture. Special attention should
be given to helping them with their course selec-
tions and choice of postsecondary destinations.
Given that language acquisition follows a contin-
uum, students’ current level of language profi-
ciency should be a factor, but not a barrier, in
their choice of courses and postsecondary desti-
nations. Annual education plans will allow for
ongoing review and revision of course selections
and education and career goals.

P R O G R A M C O N S I D E R A T I O N S
13
 Program Delivery Components

Principals and teachers use a combination of the following program delivery

components to deliver the guidance and career education program and pro-
vide students with opportunities to meet the program goals.

THE ONTARIO CURRICULUM – ELEMENTARY AND SECONDARY

The Ontario curriculum is one component through which students achieve
the competencies of the guidance and career education program.

Elementary schools. To align the guidance and career education program

with the Ontario curriculum, teachers in elementary schools need to ensure
that classroom learning across all the grades and subjects provides ample
opportunity for students to learn how to work independently (including
homework completion), to cooperate with others, to resolve conflicts with
others, to participate in class, to solve problems, and to set goals to improve
their work.

Secondary schools. Ontario curriculum policy documents include expecta-

tions for secondary school students related to the program goals of guidance
and career education. In helping students meet these curriculum expecta-
tions, teachers will help them make connections among the knowledge and
skills acquired in all disciplines. Students will also learn to make connec-
tions between the knowledge and skills they are acquiring at school and the
knowledge and skills required by postsecondary educational institutions,
apprenticeship programs, and employers.

The curriculum document for guidance and career education outlines expec-
tations for students in credit courses such as Career Studies, which is a
compulsory course.

14
ORIENTATION AND EXIT PROGRAMS While most students will make a successful
Orientation Programs transition from one school to another, some will
To help students who are new to a school to require additional assistance adjusting to new
adjust and to provide them with information situations. To integrate successfully into a new
about the programs and services available, the school, those students who are recent arrivals to
principal of each school is responsible for devel- Ontario may require specialized, planned, ongo-
oping an orientation program. Such programs ing orientation programs. Students who have
will be designed to help students adjust to been identified as exceptional and those who are
school at key transition points, such as entry entering school in midyear or mid-semester may
into a new school and the move from elemen- require extra help in making an effective transi-
tary to secondary school. Students who change tion to a new school and regaining their focus
schools in midyear, as well as students enrolled on academic achievement.
for the first time in schools operated by Ontario
school boards, also need such programs. Exit Programs
Students leave school for a variety of reasons –
Both the student and his or her parents will they may move to a different town, transfer to a
require information about the programs and new school, graduate, or choose to pursue goals
services offered by the school and the local outside of school. The goal of an exit program is
board and the name of the teacher who will be to help all these students make a successful
the student’s main contact. In Grades 1 to 6, this transition to the next stage of their lives.
will be a classroom teacher; in Grades 7 to 11, Principals are encouraged to prepare exit pro-
the teacher-adviser; and in Grade 12, the guid- grams that include a review of students’ annual
ance counsellor. A tour of the school facility education plans and future goals.
would also benefit all new students.
The exit programs for graduates should include
Students’ introduction to the school’s programs the following:
must include the school’s code of student behav-
– a review of each student’s plans for postsec-
iour and information about relevant school serv-
ondary education, training, apprenticeship,
ices and programs, including the academic pro-
independent living, or work
gram, the library resource centre, the special
education program, the availability of remedial – information on university and college pro-
support, the guidance and career education pro- grams, application and admission procedures,
gram, peer helpers, the student council, and visits to campuses, and so on
opportunities for extracurricular activities. In – information on apprenticeship programs
secondary schools, information about diploma – information on procedures for applying for
requirements, work experience, cooperative employment
education, and community involvement must
– financial planning information
also be provided. Each secondary school stu-
dent and his or her parents will receive a copy
of the secondary school’s course calendar and a
copy of the student’s timetable.

P R O G R A M D E L I V E R Y C O M P O N E N T S
15
The exit program for secondary students leaving Grades 1 to 6 should encourage their students to
school before graduation should include the set goals to improve their work and to review
following: the success of their personal efforts and choices.
– a review of their achievements to date and the
Students in Grades 7 and 8 will research and con-
issuing of a copy of the Ontario Student
sider the broad range of opportunities at the sec-
Transcript as well as an Ontario Secondary
ondary school level. Starting in Grade 8, students’
School Certificate or a Certificate of
annual education plans should include the courses
Accomplishment where appropriate
they intend to select and the extracurricular activ-
– discussion and clarification of their plans for ities in which they may be interested. From
the immediate future (e.g., plans for inde- Grade 10, students’ plans should also include
pendent living) their tentative postsecondary destinations. When
– information about education and training making plans for postsecondary activities, stu-
opportunities (e.g., evening courses, corre- dents should research and consider their options:
spondence courses, readmission to secondary continued study at university, college, or a voca-
school) tional school; industry- or sector-based training
– information on postsecondary education such as apprenticeships and internships; or direct
options entry into the work force. Students should con-
sider the Ontario Youth Apprenticeship Program
– information about the community services and
and school–work transition programs. They
community contacts available to help them
should also consider related activities such as par-
– information on procedures for applying for ticipation in career exploration activities, financial
employment planning, and preparation for independent living.
– financial planning information
In the process of completing their annual educa-
– information on apprenticeship programs
tion plan, students will learn about their options
All students leaving school should be encouraged and choices, and of the impact of their decisions
to participate in an exit program. on their educational and career goals. In the
planning process students will set short- and
long-term goals, evaluate the achievement of
THE ANNUAL EDUCATION PLAN
those goals, and review their academic progress.
Developing an annual education plan will help They will come to understand the relevance of
students take responsibility for their education, their studies to their personal goals and recog-
make informed decisions, and plan for the nize the importance of having learning experi-
future with the help of parents, teacher-advisers, ences beyond the classroom (e.g., community
and guidance counsellors. The plan will include service, community involvement, volunteer
the student’s goals for academic achievement experience, part-time and summer work, per-
and for learning both inside and outside school. sonal interests such as hobbies) and how those
While the annual education plan is compulsory experiences contribute to their overall develop-
only for students in Grades 7 to 12, teachers in ment. Students in Grade 12 will be encouraged

C H O I C E S I N T O A C T I O N
16
to develop and monitor their annual education and parents. It is important that students’ annual
plan independently, set educational and career education plan from year to year be available to
goal, and access information required to make the student and the teacher-adviser for reference.
education and career decisions with the support Where possible, copies of plans can be retained
of guidance counsellors. in students’ academic and career portfolios.

Learning and using the process involved in The annual education plan of exceptional stu-
developing an education plan is as important to dents must complement their Individual
students as are the actual plans themselves. The Education Plan (IEP). The IEP will also include
steps of this process include the following: transition plans for exceptional students aged
– reviewing any previous educational plans and fourteen years and older, unless they are identi-
IEPs where appropriate fied only as gifted. (See “Meeting the Needs of
All Students” on page 12.)
– assessing their interests, achievements,
strengths, and needs
ACADEMIC AND CAREER PORTFOLIOS
– evaluating the achievement of previously set
goals Every elementary and secondary school student
should be encouraged to develop and maintain
– identifying new short- and long-term goals
an academic and career portfolio. The purpose
– identifying the resources (information and of the portfolio is to demonstrate the student’s
people) and strategies needed to reach these personal accomplishments inside and outside of
goals school. The encouragement of classroom teach-
– developing an educational or career plan ers and parents is important to the development
of useful academic and career portfolios.
The planning process helps parents and teachers
become aware of the goals students set for If students continue to maintain their portfolios
themselves and the education programs they are from year to year by adding pieces of their best
considering. Provincial Report Cards encourage work each year, they will be able to see their
communication among students, their teachers, growth and progress over time and to become
and their parents and are important to the review increasingly aware of their own interests,
and revision of the annual education plan. strengths, needs, and aspirations. Selecting
pieces of work that demonstrate their best
Because students benefit from constructive feed- efforts, progress, and achievement, both inside
back and encouragement, they will review their and outside school, will help them make
annual education plan at least twice a year. informed and realistic decisions about their per-
Students in Grades 7 to 11 will review their plan sonal goals, future learning activities, immediate
with their parents and their teacher-adviser. In educational goals, and long-term educational
Grade 12, students should review their annual and career goals. The evidence collected in an
education plan with their guidance counsellors up-to-date portfolio provides a focus for parents,

P R O G R A M D E L I V E R Y C O M P O N E N T S
17
the teacher-adviser, and the guidance counsellor Meetings of students and teacher-advisers will
when discussing with students the preparation foster a sense of community, collaboration, and
and revision of their annual education plan. cooperation among students and staff. They will
provide each student with personal attention
As students progress to secondary school, they and positive encouragement – from both a
may also choose to assemble portfolios with par- teacher and peers – and help students make con-
ticular audiences in mind, such as the faculty of nections among the subjects taught in school
a college or university program or a potential and the learning that takes place in the commu-
employer. Their portfolios can also be used to nity. The meetings might include reviewing
develop résumés. Students should have easy report cards, career-exploration activities, and
access to their portfolios so that they can regu- the discussion of such topics as the development
larly update their contents. of annual education plans, time management,
study skills, and understanding and accepting
THE TEACHER-ADVISER PROGRAM other students’ differences. Teacher-advisers
To help students as they move from elementary should be encouraged to enlist the help of com-
to secondary school and as they make decisions munity experts (e.g., engineers, accountants,
about secondary school courses and future health care professionals).
goals, a teacher-adviser program will be estab-
Teachers assigned teacher-adviser duties are
lished in schools for students in Grades 7 to 11.
responsible for:
Each principal will assign teachers to act as
teacher-advisers, who will each have regularly – helping students complete and review their
scheduled contact with students for a minimum annual education plan;
of one academic year. Although a teacher- – monitoring students’ academic progress and
adviser program is required for students in the achievement of their goals in their annual
Grades 7 to 11, schools may also establish such education plan;
a program for students in Grades 1 to 6 and – communicating with parents and keeping
Grade 12. them informed about student progress.

Through participation in a teacher-adviser Teacher-advisers will have regular contact with

program, students will demonstrate: students and will be knowledgeable about stu-
– goal-setting, planning, and decision-making dents’ progress in all subject areas and in other
skills; aspects of school life. Through this one contact,
– research and information management skills parents can obtain an overview of their chil-
(including locating and accessing human and dren’s progress at school, which does not pre-
information resources) required for education clude their communicating with other teachers
and career planning; if they wish. The teacher-adviser program com-
plements the work of guidance counsellors and
– the skills and knowledge needed to monitor
other teachers. When necessary, teacher-advisers
their academic progress.
will refer students who require additional assis-
tance to guidance counsellors or the principal.

C H O I C E S I N T O A C T I O N
18
Schools have the flexibility to choose the organi- Students in Grades 7 to 12 are more concerned
zational model for a teacher-adviser program about their futures and how they will fit in at
that best meets the needs of their students and high school, university, or college, during
the school community, while reflecting provin- apprenticeship, or in the world of work.
cial and board policy. Principals should consult Principals and teachers must ensure that stu-
with their school councils, program advisory dents in these grades have access to a broad
teams, teachers, and students before designing range of career exploration opportunities,
the school’s teacher-adviser program and including opportunities in areas not known to
throughout the design process. House systems, students. Teachers and students should take
enhanced home rooms, or “schools within advantage of opportunities that exist in the local
schools” are examples of models for schools to and, where possible, the wider community.
consider. Teachers should be sure to include activities that
are both for-profit and non-profit and in both
CAREER EXPLORATION ACTIVITIES the private and public sectors, including busi-
ness, industry, government agencies, arts and
Schools must offer a range of career exploration
culture, and volunteer organizations. Students
activities and regularly invite partners from the
who are investigating a particular career in a
community to design, participate in, and deliver
specific sector (e.g., the construction industry)
these activities. Career exploration activities pro-
may require a longer and more focused activity
vide students with practical applications of
in that sector, such as a cooperative education
classroom experiences, as well as opportunities
placement.
to make connections between what happens in
school and what happens in the workplace or Career exploration activities can take many
the community. Career exploration activities forms: visits from guest speakers, contacts with
identify relevant applications of students’ aca- career mentors, involvement in simulation pro-
demic studies and provide information about grams (e.g., Junior Achievement programs), and
how people are contributing to society and the attendance at career conferences (e.g., Women in
economy (role models). Career Gateway, a Science and Engineering). Work-site tours or field
Ministry of Education and Training website, is trips, job shadowing, volunteer work, work expe-
an important information source for elementary rience and cooperative education, the Ontario
and secondary school students. Youth Apprenticeship Program (OYAP), and
school–work transition programs are some of the
Students in Grades 1 to 6 are becoming aware of
possible out-of-school activities or programs.
the people in their community and the work
they do (at home, on the job, and as volunteers). Work experience and cooperative education
Teachers should encourage this growing interest placements give students opportunities to com-
by teaching students to observe and ask ques- bine their academic studies with a “real world”
tions such as the following: Who is involved? experience. Work experience is part of a second-
What skills do they need to perform this task or ary school credit course and provides students
carry out this job? with a learning opportunity in a workplace for a

P R O G R A M D E L I V E R Y C O M P O N E N T S
19
prescribed period of time, usually from one to (e.g., in a specific university or college program)
four weeks. Cooperative education is a planned or a common need (e.g., study skills). Topics
secondary school learning experience in the could include summer-job search strategies,
community that enhances secondary school résumé writing, interview skills, conflict resolu-
credit courses and provides students with oppor- tion skills, learning strategies, assertiveness
tunities to learn and to apply their knowledge training, study skills, time management skills,
and skills in practical situations. Credits are leadership development, peer assistance, self-
earned when the curriculum expectations have awareness and assessment activities, and spe-
been met. cific university and college programs and admis-
sion requirements. These focused programs and
These planned learning experiences also help services can be delivered in collaboration with
students with their annual education plan and school board and community partners and are
career planning. Students become familiar with designed to help students achieve the guidance
workplace practices and employer expectations, and career education program goals.
possible career opportunities, and concrete
applications of their in-school studies. Work
MENTORSHIP PROGRAMS
experience and cooperative education are of
interest to all students, whether they plan to go Mentorship programs provide one-to-one sup-
on to work, college, or university after high port and role models for students. Mentors are
school. For those students whose first destina- different from teacher-advisers, who monitor
tion is the workplace, a cooperative education the academic programs of the students in their
placement provides personal contact with groups.
employers. For those going on to college or uni-
In partnership with school councils and commu-
versity, cooperative education and work experi-
nity leaders, principals may wish to establish
ence help them make informed decisions about
mentorship programs that involve community
future educational and career choices.
volunteers as mentors. Successful mentorship
programs require mutual effort and commit-
WORKSHOPS, SEMINARS, AND ment from the school and the community, the
SMALL GROUPS screening and selection of mentors, training and
The guidance and career education program support for the mentors, a process for matching
should provide a variety of programs and serv- students and mentors in accordance with school
ices, including some that are not necessarily board policies (notably board policies regarding
delivered through formal classroom instruction volunteers), and a process for involving parents
or individual assistance. Workshops, seminars, in supporting the program and consenting to
and small groups can provide timely assistance their children’s participation.
to students who share a common interest

C H O I C E S I N T O A C T I O N
20
There are many examples of successful mentor- INDIVIDUAL ASSISTANCE AND
ship programs. Older students mentor younger SHORT-TERM COUNSELLING
students (e.g., reading buddy programs, second- The individual assistance and short-term coun-
ary students mentoring elementary students, uni- selling program is designed for students who
versity students mentoring secondary students). require additional help in achieving the goals
Adults also mentor students. For example, busi- of the guidance and career education program.
ness people can act as career mentors for second- Such help may be made available on an indi-
ary school students. In some cases, retired people vidual and/or small-group basis. This program
mentor elementary students. can help students:
– assess their personal strengths as they relate
PEER ASSISTANCE PROGRAMS to interests and goals;
Students can help other students with their – select secondary school courses;
learning. Peer assistance or mediation programs
– plan their education and career directions;
provide supportive peer role models for students
requiring individual assistance as well as a – assess their strengths, needs, aptitudes, and
learning experience for the peer helpers interests through information provided by
involved. Individual assistance may be for aca- the results of standardized measurement
demic skill development, improved school atten- instruments;
dance, improved interpersonal skills, or educa- – improve their personal management skills
tion and career exploration. Students trained as (work and study habits);
peer helpers can act as reading buddies, peer – solve problems in the three areas of learning
tutors, peer mediators, student guides, career (student development, interpersonal develop-
mentors, student mentors, and student volun- ment, and career development);
teers.
– plan for postsecondary tuition and other costs
In helping others, peer helpers have the oppor- by providing them with information about
tunity to improve and refine their own interper- available scholarships, bursaries, and loans;
sonal skills. They prepare for their peer assis- – deal with their individual social and emo-
tance roles by taking an optional credit course tional needs, including recommendations for
from the guidance and career education curricu- appropriate follow-up;
lum policy document or non-credit workshops – resolve conflicts both with their peers and
offered by their schools or school boards. The with adults.
preparation will be carried out or coordinated
by staff who are trained in peer assistance and Students may be identified as needing individual
peer mediation. assistance by teacher-advisers, teachers, support
staff, administrators, or on the recommendation
of parents. Students themselves should also be

P R O G R A M D E L I V E R Y C O M P O N E N T S
21
able to request – and receive – individual assis- Sometimes a student will require more than
tance or short-term counselling. Principals must short-term counselling. In such a case, the prin-
have a clearly identified process for providing cipal will arrange a case conference for collabo-
individual assistance and short-term counselling rative problem solving and developing plans to
and for referring students to guidance counsellors help the student. A case conference may include
or to relevant board staff (e.g., attendance coun- any or all of the following: the principal, guid-
sellors, career centre counsellors, psychologists). ance counsellor, special education teacher,
In elementary schools, the provision of individual ESL/ELD teacher, classroom teacher, teacher-
assistance and short-term counselling is depend- adviser, support staff, social worker, psycholo-
ent on the number of guidance counsellors avail- gist, other school board or community person-
able. The process should also include procedures nel, parents, and the student. Parents will be
for follow-up. informed of case conferences and kept up to
date on any recommendations and action plans
The individual assistance and short-term involving their children. Students who have
counselling process involves several stages: received individual assistance and counselling
– a referral by a teacher, a parent, or an admin- will also require monitoring and follow-up by
istrator, or a request from the student guidance counsellors, teacher-advisers, or other
– an assessment, including a discussion with school board staff.
the student and consultation with his or her
parents, teachers, and others as appropriate Ethics and Confidentiality
– problem solving and planning with the The issue of confidentiality of the information
student transmitted between a guidance counsellor and
a student is governed by several pieces of legis-
– intervention through individual or small
lation in addition to professional codes of con-
group counselling
duct. Personal information collected by the
– monitoring and follow-up counsellor is governed by freedom of informa-
tion legislation. Written information that is
Community and government agency workers
included in the Ontario Student Record (OSR) is
who are involved with children and youth are
governed by the Education Act, the Ontario
crucial partners in the delivery of the guidance
Student Record (OSR) Guideline, 1989, and free-
and career education program. When it is in the
dom of information legislation.
best interests of students, and in accordance
with board policy, schools may establish small Students should be informed that any informa-
group or individual counselling interventions in tion they give to guidance counsellors will be
partnership with community agencies. Parents kept confidential except in circumstances in
and students are also able to directly seek indi- which freedom of information legislation or
vidual assistance or short-term counselling from other legislation requires or permits guidance
outside agencies, professionals, or community counsellors to release information to specified
programs. Information about such programs and individuals. Guidance counsellors should seek
services should be available in the school.

C H O I C E S I N T O A C T I O N
22
further clarification in this area from their pro- A school’s program advisory team should have
fessional organizations and school boards. responsibility for:
Ethical and legal handbooks offering advice and – providing advice on the development and
assistance in this area are also available from implementation of the school’s guidance and
professional organizations such as the Ontario career education program;
School Counsellors’ Association and the
– reviewing the results of the program’s effec-
Canadian Guidance and Counselling Association.
tiveness survey and making recommendations
If during the course of a counselling relationship for program improvement;
a guidance counsellor or other board employee – assisting the principal with the communication
becomes aware that the student may be or may of the guidance and career education program
have been suffering abuse, the guidance counsel- plan to students, staff, parents, and the
lor or other board employee is required by the community.
Child and Family Services Act to report the sus-
picion to the Children’s Aid Society (CAS) if the Schools within a board may collaborate on the
student is under sixteen years of age. (Refer to selection of an advisory team that could act on
Policy/Program Memorandum No. 9, “Child in behalf of a number of schools.
Need of Protection/Child Abuse Reporting
Requirements”, December 15, 1986, for further
information.)

PROGRAM ADVISORY TEAMS

Each principal will establish a team to advise
him or her on the development, implementation,
and review of the school’s guidance and career
education program. Membership should include
representatives from the school’s administrative
and teaching staff (e.g., guidance counsellors,
teacher-advisers, special education teachers,
cooperative education teachers), the school coun-
cil, students, parents, and others, if appropriate,
from the community (e.g., representatives of the
Industry Education Council, local training
boards, and social service agencies). Members of
the team should be chosen for their knowledge
of the wide range of learning opportunities
available in the broader community as well as in
the school. Principals should seek advice from
their school councils regarding the range of
membership from the community.

P R O G R A M D E L I V E R Y C O M P O N E N T S
23
 Assessment and Evaluation

The guidance and career education program must be evaluated regularly to

determine the effectiveness of the school’s program plan. The program’s
effectiveness will be determined by students’ achievement of competencies,
ongoing communication with parents and community partners, and formal
program evaluation through the program-effectiveness survey.

Teachers must continually observe, assess, and evaluate students’ achieve-

ment of competencies in all components of the guidance and career educa-
tion program. Information from assessment will help improve student learn-
ing and identify areas for program improvement. It will help teachers and
guidance counsellors determine how well their planned career exploration
activities, teacher-adviser activities, and teaching and counselling programs
and other components of the guidance and career education program are
working, and help them make any changes required to help students achieve
the program goals.

The methods for assessing and evaluating students’ learning must be clearly
identified and based on the program goals. These methods must be appropri-
ate for students’ ages, strengths, and needs and for the particular activities
being evaluated. Guidance and career education student competencies can
be assessed using interviews with students, observation of students’ behav-
iour, checklists, and surveys, as well as student profiles, performances, work
samples, journals, and academic and career portfolios. It is important that
teachers have students review their learning progress and plans for improve-
ment. Observations by parents, and other teachers, will provide a teacher,
teacher-adviser, guidance counsellor, and, in some instances, a school team
with information or suggestions that are useful when modifying program
components or referring students to those able to provide individual
assistance or short-term counselling.

24
It is especially important that parents be PROGRAM-EFFECTIVENESS SURVEYS
involved in discussions regarding their chil- Every three years, each principal will conduct a
dren’s progress. Teachers, including teacher- survey to gather information to determine the
advisers and guidance counsellors, should effectiveness of the school’s guidance and career
gather information from parents and consult education program and to help improve the pro-
with them when assessing students’ adjustment gram. This survey may be conducted as part of
to school, achievement of program goals, and other school-wide surveys.
plans for future education.
The survey will ask students, their parents,
REPORTING TO PARENTS teachers, and other partners (as appropriate) to
evaluate the delivery and effectiveness of the
For students in elementary schools, the Provincial
school’s guidance and career education pro-
Report Card, Grades 1–8, may be used to report
gram, including all its components (e.g., the
student progress in achieving the goals of the
teacher-adviser program, the annual education
guidance and career education program.
plan, and the orientation and exit programs).
Alternative ways of reporting on a student’s par-
The survey will be based on the program goals
ticipation in the guidance and career education
and student competencies. It should also evalu-
program include discussions with parents that
ate the program’s impact on the students it
focus on reviewing students’ academic and
serves by identifying areas needing improve-
career portfolios and annual education plans (in
ment, as well as by soliciting suggestions for pri-
Grades 7 and 8).
orities and ways to improve the program and its
For students in secondary schools, the Provincial implementation.
Report Card, Grades 9 –12, will be used to
The results of each survey will be reviewed by
record students’ progress in achieving guidance
the school’s guidance and career education pro-
and career education credit course expectations.
gram advisory team; will be reported to stu-
Discussion with guidance counsellors and
dents, parents, staff, and the school council; and
teacher-advisers, and consultation among
will directly influence the collaborative planning
teacher-advisers, students, and parents using
and future delivery of the guidance and career
annual education plans and academic and career
education program. Once the program plan has
portfolios are other methods of reporting to stu-
been revised to incorporate the improvements
dents and to parents on students’ progress in the
indicated by the survey responses, the revised
guidance and career education program.
program will be communicated to parents, staff,
students, and the school council. (See “Program
Planning” on page 11.)

A S S E S S M E N T A N D E V A L U A T I O N
25
 Roles and Responsibilities

Elementary and secondary schools, under the direction of their principals,

will develop their own guidance and career education programs and make
students, parents, teachers, and school councils aware of them. Schools will
review and make adjustments to their guidance and career education pro-
grams annually and will evaluate their effectiveness and make revisions to
their programs every three years. The descriptions that follow clarify the
roles and responsibilities of those delivering and those supporting the pro-
gram.

PRINCIPALS
The principal’s informed and active leadership is key to the success of the
guidance and career education program in each elementary and secondary
school. The principal needs to understand the program’s goals and structure,
as well as what an exemplary program is like. He or she needs to coordinate
the guidance and career education program with the overall school program,
assigning it suitable staff, communicating with parents and the larger
community about the program.

The principal is responsible for:

– establishing and consulting with a guidance and career education program
advisory team;
– developing a comprehensive written guidance and career education
program plan for the school;
– implementing and supervising the school’s guidance and career education
program;
– arranging for the necessary in-service development of staff members who
are responsible for delivering the program;
– arranging for the availability of the physical facilities, resources, and staff
necessary for delivering the program;

26
– ensuring that adequate time is scheduled in STUDENTS
the school timetable to allow all students to Students also have responsibilities, which
participate in the total guidance and career increase as they proceed through the school
education program; system. These include:
– coordinating partnerships in the school com- – taking responsibility for their learning;
munity and in the broader local community;
– taking responsibility for managing their
– administering the school’s program- behaviour;
effectiveness survey every three years and
– getting along with others in a variety of
analysing and reporting the results to the
settings in the school;
school’s students, staff, parents, and the
school council; – demonstrating social responsibility;

– assigning responsibilities to guidance – completing their annual education plan;

counsellors; – developing and setting educational and career
– assigning responsibilities to teacher-advisers. goals.

GUIDANCE COUNSELLORS, PARENTS

TEACHER-ADVISERS, AND OTHER Parents have an important role to play in their
TEACHERS children’s learning. They can encourage their
All teachers are essential to the effective delivery children’s learning by:
of the guidance and career education program. – working collaboratively with the school to
The responsibilities of teachers who are guidance help students develop their annual education
counsellors or teacher-advisers are described in plan;
the first two columns in the chart on page 28. – supporting and helping students with critical
Responsibilities of all other teachers with regard decision making;
to the program are described in the third column.
– supporting students’ goal-setting activities;
Administrative tasks closely linked to the guid- – monitoring students’ progress and reviewing
ance and career education program, such as their progress towards the completion of their
working on the school timetable, maintaining annual education plan;
Ontario Student Records, processing summer – maintaining contact with students’
school applications, and completing registration teacher-advisers;
procedures, should be carried out by administra-
– supporting and taking an interest in all of
tive assistants, technicians, and other profession-
their children’s assignments and activities,
als, making full use of the technology available
both inside and outside the school.
to schools. (It should be noted that maintenance
of the Ontario Student Records must be carried
out in accordance with the policies in The
Ontario Student Record (OSR) Guideline, 1989.)

R O L E S A N D R E S P O N S I B I L I T I E S
27
 Responsibilities of Responsibilities of Responsibilities of
Guidance Counsellors Teacher-Advisers Other Teachers
Guidance counsellors: Teacher-advisers: Teachers:
– assist the principal in develop- – meet with their students on a – align the guidance and career
ing, coordinating, and imple- regular basis education program with the sub-
menting the school’s guidance – monitor the academic progress of ject expectations for which they
and career education program their students are responsible
– provide instruction in guidance – monitor the completion of stu- – consult with the guidance
and career education through dents’ annual education plan counsellor and other school and
credit courses – function as the key school con- board support staff about the
– deliver workshops and seminars tact for parents needs of individual students
– implement a process that will – review annual education plans – refer students who require addi-
ensure that all students complete with parents and students twice tional assistance to the guidance
an annual education plan each year counsellor or principal in accor-
– along with teacher-advisers, – refer students who require dance with the school process
assist students in completing individual assistance or short- – participate in the development
their annual education plan term counselling to a guidance and implementation of the
– assist and support teacher- counsellor or the principal in school’s guidance and career
advisers accordance with the school education program
– assist in the IPRC process and process – invite community partners to
correlate the IEP (including the – work collaboratively with the provide a variety of career
transition plan) and the annual guidance counsellor and other exploration activities for their
education plan for exceptional teachers in the school students
students – participate in case conferences – participate in case conferences
– maintain and establish links – participate in the ongoing review – participate in the ongoing review
between elementary and second- and evaluation of the school’s and evaluation of the school’s
ary schools and with community guidance and career education guidance and career education
partners to coordinate their program and, every three years, program and, every three years,
involvement with the guidance of the program-effectiveness of the program-effectiveness
and career education program survey survey
– deliver and monitor orientation
and exit programs and peer assis-
tance programs
– provide individual assistance and
short-term counselling for indi-
viduals and small groups
– assist principals in arranging
case conferences
– recommend appropriate school
board staff and community agen-
cies for the provision of individ-
ual assistance and short-term
counselling beyond the school
– assist students with the transi-
tion to postsecondary education,
training, and the workplace
– facilitate the ongoing review and
evaluation of the school’s guid-
ance and career education pro-
gram and, every three years, the
program-effectiveness survey

C H O I C E S I N T O A C T I O N
28
COMMUNITY PARTNERS Principals and teachers should work with their
Community partners include employers and communities to facilitate collaboration and
workers within the wider school community opportunities for involvement through such
who participate in school-based curricular activ- means as in-school visits by community repre-
ities and facilitate educational visits; social and sentatives, community-based mentorship pro-
community agencies that might offer skilled grams, consultations with employers to prepare
staff to lead or support small-group instruction students for employment, and placements for job
or counselling sessions; and staff from local and shadowing, work experience, community serv-
regional postsecondary educational and training ice, cooperative education, and school–work
institutions. These partners play critical roles in transition programs.
planning, supporting, and maintaining success-
ful guidance and career education programs.
Principals should invite them to participate on the
guidance and career education program advisory
team and also in the evaluation of the program.

In choosing community partners, schools should

build on existing links with their local communi-
ties and create new partnerships in conjunction
with ministry and school board policies on part-
nership development. In addition to those listed
above, partners may be chosen from among the
following individuals, agencies, and organiza-
tions: parents, former students, school council
members, senior citizens, volunteer agencies,
career centres, chambers of commerce, govern-
ment agencies, service agencies, service clubs,
faith communities, ethnocultural organizations,
industry education councils, settlement services,
and Native friendship centres.

R O L E S A N D R E S P O N S I B I L I T I E S
29
Implementation Schedule

Policy Implementation Year Grades

Choices Into Action: Guidance and 1999–2000 All grades in

Career Education Program Policy for elementary and
Ontario Elementary and Secondary secondary schools
Schools, 1999
Annual education plan 1999–2000 Grades 7–9
2000–2001 Grade 10
2001–2 Grade 11
2002–3 Grade 12

Teacher-adviser program 1999–2000 Grades 7–9

2000–2001 Grade 10
2001–2 Grade 11

Guidance and career education 2001–2 —

program-effectiveness survey
(elementary and secondary schools)

31
ISBN 0-7778-8454-2

98-009

© Queen’s Printer for Ontario, 1999

Printed on recycled paper