TRANSITIONAL YOUTH EDUCATION PROGRAM

Introduction
Our program integrates learning and therapeutic tools to help students transition or regain confidence in their academic life. Students participate on a full-time or part-time basis, with individualized plans developed by a multi-disciplinary team of educators and clinicians. Our goal is for a student to maintain academic progress and achievement while being able to address ongoing clinical issues, crises or rehabilitation.

By focusing on the individual needs of our students, and strengthening their academic challenges, we inspire their curiosity and motivation to work towards goals and academic success. The clinical work is based upon gaining self-awareness and the practice of communication skills required to meet curriculum objectives. Therapeutic tools include group work, family and individual therapy, cognitive behavioral work and mindfulness training. Our program also supports healthy, balanced behavior in our students by facilitating participation in non-academic activities, such as mindfulness meditation, yoga, music, dance, art and physical exercise. While we do not provide an attending physician as part of our team, we work closely with several major hospitals and youth mental health and addiction programs in Toronto.

Our Program
The program is located in Toronto, and is a partnership between, Academy c60, C-60 Integrated Learning Centre, and The Living Education Institute. Our network of youth programing provides a valuable link, facilitating youth as they ‘step down’ from treatment facilities. Our partnerships allow us to provide a variety of treatment plans, including monitored residential accommodation, wilderness experiences, crisis management, apprenticeships, leadership courses, and credited educational travel. We also run an outdoor residential program during the summer on 700 acres of land three hours north of Toronto.

All our students have an agreed upon contract between the school and their family. The contract provides a clear accountability framework with agreed upon timelines and goals to evaluate progress. Students are held accountable to attend and participate. As part of this program students can achieve many of the following goals, such as being able to:

· Understand emotional intelligence
· Work towards attaining Ontario high school credits
· Learn and practice communication skills in a supportive milieu
· Improve critical academic skills: reading, research, writing, & task completion
· Consult with teachers and facilitators to learn how an individualized education plan based on professional assessment can create productive learning environments for them
· Learn in a positive, supportive, environment of peers, in a way that is sensitive to the issues of youth at risk
· Value academic and non-academic life skills equally
· Balance experiential and in-class learning

Daily Schedule
A typical day in the integrated learning system gives students an opportunity to participate in a caring learning environment through the use of story, power of the circle, appreciative inquiry and sharing. Teachers support students’ academic growth as they work towards achieving high school credits and a secondary school diploma. As students become more aware of their own learning profile and gain experienced following timelines for assignment and course completion, they become prepared for a post-secondary experience. Here is one example what a daily schedule may look like:

Checking In (9:30 – 10 a.m.)
Agenda setting (10 – 10:20 a.m.): students thoughtfully prepare a very specific daily agenda and teachers engage each student in discussion
Time on Task* (10:20 – 11:30 a.m.): teachers are available to directly teach if necessary, guide, read over drafts of work, hold discussions with individuals, assist with resources, and generally keep the pace dynamic
Break (11:30 - 11:45)
Time on Task* (11:45 – 12:45)
Agenda (12:45 – 1 p.m.): students reflect on daily accomplishments, teacher/student discussion; writing thoughtful reflections on learning—social or academic
Checking Out (1 - 1:15 p.m.)

*Assessment for and of learning will take place during the time on task; students will schedule due dates and timelines with their teacher to present their assessment pieces.

Partners in Learning and Balanced Living
Our program facilitates genuine engagement in education because our students have agency throughout the learning process. They are shown how to develop a plan and to follow through with these expectations, all in accordance with their own interests and skills. Youth can develop into responsible students as they are provided with opportunities to think creatively and to challenge themselves in a fully supportive environment. This support also guides our youth into developing healthy extra-curricular interests, while providing emotional and social support to make healthy lifestyle choices. Every youth in our program is given the opportunity to become a partner in their our own education and an agent of positive change in their lives.

The Integrated Learning System Our teaching and learning model brings together two dimensions of education—education as a personal journey and education for the acquisition of knowledge and skills. Our goal is to provide education that promotes self-discovery, environmental awareness, and social responsibility. Our model uses effective group dynamics to focus attention and to help develop the personal skills to be life-long learners and healthy, happy human beings.

The model is based on the learning model outlined in The Power of the Circle and the Living University’s Transition Program and it is integrated with the jPod Model of self-directed learning created by a team at A.Y. Jackson Secondary School in the Toronto District School Board. jPod is one of the original Learning to 18 Models supported by the Ministry of Education. This model is founded on the principles of Appreciative Inquiry: constructionist, simultaneity, anticipatory, poetic and positive.

Theory and application are equally important as students are encouraged to learn in an experiential setting. Students learn to write, to speak, and to view their subject from a broad perspective. This model empowers student to exercise self-discipline towards a positive future, develop health self-esteem and work habits, and through self-awareness transform their lives.

Location
The Integrated Learning System will be delivered at the following location:

· c-60 Integrated Learning Centre located at 4 Collier Street, Suite 202. This central location is easily accessible by TTC as it is located 2 blocks north of the Yonge/Bloor Subway Station. The Metro Reference Library is immediately south of our facility and students will be encouraged to use the library’s extensive resources for their assignments and projects.


The Team
- David Aubrey Berger
M.E.S., Author of Eco-Leadership: The Power of the Circle, Former York University Professor, Public and Corporate Teacher Professional Development Facilitator, Founder of the Living Education Institute.
- Jason Ellenbogen
M.S.W., co-founder of the innovative program at Pine River, Social Therapist for youth and adults.
- Nancy Nightingale
M.Ed., former High School Principal, co-creator of jPod Program, Student Success Coach, Educational Consultant, Appreciative Inquiry Facilitator, Program Coordinator for EduTravel for Credit.
- Leslie Zulauf
MBA, former University and High School teacher, Financial Systems Analyst, President/Owner of International Student Exchange, President/Owner of EduTravel.