CHARLES HAYS SECONDARY SCHOOL GRADUATION TRANSITIONS PACKAGE

2017-2018

Program Guide for Graduation Transitions

Ministry of Education 2008

Graduation Transitions (GT) replaces the Graduation Portfolio Assessment requirement found in the original

2004 graduation program. It is a requirement for all BC secondary school students.

Goal Graduation Transitions is intended to prepare students for a successful transition to life after secondary school.

In order to meet this goal, Graduation Transitions encourages students to:

take ownership of their own health and learning,

examine and demonstrate connections between their learning and their future,

create a plan for their growth and development as skilled, healthy, knowledgeable, participating

citizens,

exhibit attributes of a BC graduate.

Components

Graduation Transitions is an opportunity for students to reflect on their knowledge and abilities and plan for life

after graduation by collecting evidence of their achievements in the following required areas:

Personal Health

Daily physical activity and a commitment to fitness and physical and emotional well-being are key to

healthy living. In this component of GT, students develop the knowledge, attitudes, and habits needed

to be healthy individuals by maintaining a personal health plan and participating in at least 150 minutes

per week of moderate to vigorous physical activity in each of Grades 10, 11 & 12.

Community Connections

Life after graduation includes the world of work and community responsibilities. As part of GT, students

gain employability skills through participation in at least 30 hours of work experience

and /or community service.

Career and Life

GT requires students to explore personal and career goals during their secondary school years and create

a plan for life after graduation. Transition planning is an ongoing process throughout the graduation

program years and requires the completion of a transition plan, culminating in a final Grade12

presentation.

For a complete copy of the “Program Guide for Graduation Transitions” please go to

http://www2.gov.bc.ca/gov/content/education-training/k-12/support/graduation/certificate-of-graduation

Online Resources available on Charles Hays Website

–> Grad Info –> Grad Transitions

GT Package DUE: Monday, JANUARY 12, 2018 to your Counsellor

Interview: No later than Friday, January 30, 2018

Attributes of a BC Graduate

In their intellectual development, graduates should achieve:

competency in reading, writing, mathematics, social studies and science, including the ability to use

these skills in problem-solving and decision-making

the ability to use and understand information technologies

the ability to communicate effectively with a range of audiences; this includes the ability to access,

synthesize and present information; it also includes

knowledge of both a first and second language

an understanding and appreciation of artistic and aesthetic expression

the ability to think critically and solve problems, using information to develop opinions and make sound

judgments and decisions

an understanding of the importance of a lifelong commitment to continuous learning

In their human and social development, graduates should achieve:

the knowledge and skills required to be socially responsible citizens who act in caring and principled

ways, respecting the diversity of all people and the rights of others to hold different ideas and beliefs

the knowledge and understanding they need to participate in democracy as Canadian and global citizens,

acting in accordance with the laws, rights and responsibilities of a democracy

the attitudes, knowledge and positive habits they need to be healthy individuals, responsible for their

physical and emotional well-being

the attitudes and competencies they need to be community contributors who take the initiative to

improve their own and others’ quality of life

In their career development, graduates should achieve:

the confidence and competencies they need to be self-directed individuals who display initiative, set

priorities, establish goals, and take responsibility for pursuing those goals in an ever-changing society

knowledge and understanding of the range of career choices available to them, the prospects for success

in those careers, and the actions required to pursue specific career paths

experience in planning for, and working towards, career and life goals

the skills required to work effectively and safely with others, and to succeed both as individual and

collaborative workers

The Graduation Program is designed to support every graduate to acquire these attributes.

CHSS Grad Transitions Checklist General

□ Complete a title page – Name, PEN, Date - & attach to front

Part I: Personal Health

Physical Activity

□ Signed documentation of 150 minutes/week of physical activity in each of Grades 10, 11 & 12.

Personal Healthy Living Plan

□ Canada Food Guide tour/My Food Guide/My Food Guide Servings Tracker

or

□ Stress management techniques Part II: Community Connections/Work Experience

□ Signed documentation of 30 hours of work/volunteer experience OR pay stubs OR completion of

WEX 12

□ Tasks/duties/contribution

□ Employability Skills

□ Certification

Part III: Career and Life

Career Research - Goals

Complete the ‘Graduation Transition Plan’, identifying your short and long term goals, your plan

to successfully transition from secondary school to post-secondary education or the world of

work, and the challenges you might face.

Include a completed application to a Post Secondary Institution or Program that you might

attend or are planning to attend.

Complete Online PSI Selections Form with your counsellor (if attending post-secondary in

September 2018)

Include the completed “Career Research Activity” from the PSIBC Visit on Sept 25 or NWCC

Open House (November) or research 2 post-secondary institutes or programs.

Financial Planning/Budgeting

Submit a completed financial plan for the year you plan on attending post-secondary.

Discuss your financial plan with parents/guardians, write a summary of the discussion and obtain

a parent/guardian signature verifying approval of the plan.

Finding Work- Complete the following:

□ Application Form

□ Cover Letter

□ Résumé Part IV: Presentation of your plan □ Participate in an interview with your counselor

Presentation of your Graduation Transition Plan at the interview:

□ You are prepared to share your short and long term goals and

your financial plan with the interviewer.

□ You have identified and have evidence that showcases two significant

achievements/accomplishments (something you are proud of) and are prepared to explain:

a) how these accomplishments exhibit attributes of a BC graduate and will help you prepare

for a successful transition to life after high school. (ie. Your work/community service has

provided the knowledge & skills required to be a socially responsible citizen OR an

excellent woodworking project demonstrates the skills necessary for success in an

apprenticeship program OR dedication to a sport or hobby demonstrates commitment to

lifelong learning & health. You could even include a copy of your BC Diploma Verification

to illustrate that you are meeting the entrance requirements of a specific post-

secondary program.)

b) how you displayed initiative, set priorities and established goals to

make each of these accomplishments possible.

Sample questions for the interview are included on the final page of this package.

Important Information:

Due Dates:

On or before January 12, 2018 Hand in hard copy of your Graduation Transitions to

your counsellor.

Participate in an interview with your counsellor once you have successfully completed

the package (this can be completed earlier than January)

Assessment Once you complete ALL items on the checklist and participate in the

Interview, you will receive “Requirements Met” (RM) and 4 credits

toward graduation eligibility.

Part I: Personal Health

a) Physical Activity

Obtain proof that you have engaged in at least 150 minutes per week of moderate to vigorous physical

activity in each of Grades 10, 11 & 12.

□ See attached signed “Daily Physical Activity Verification Form” or proof of participation in a PE

class this semester (BC Diploma Verification Report).

Complete one of the following assignments:

b) Healthy Eating Habits – Take the Canada Food Guide tour (Flash version)

http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/tour/food_guide-eng.php

i) Complete the “Create My Food Guide” activity. Print off and attach.

ii) Are you on the right track? Print the My Food Guide Servings Tracker and keep track of the

amount and type of food you eat on an average day. Attach the page to this package.

http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/track-suivi/index-eng.php

OR

c) Stress Management Techniques

(Using the article “52 Proven Stress Reducers” available in the Counselling Office or online at

http://www.solutions-eap.com/Customer-Content/WWW/CMS/files/52_PROVEN_STRESS_REDUCERS.pdf

List five techniques that you could apply to your life now or in the future.)

1.________________________________________________________________

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2.________________________________________________________________

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3.________________________________________________________________

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4.________________________________________________________________

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5.________________________________________________________________

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Daily Physical Activity (DPA) Verification Form

Charles Hays Secondary School

Graduation Transitions

Last Name:

First Name: Grade:

12

Completion of 150 minutes per week of Daily Physical Activity is a graduation requirement in Grades 10 to 12. Failure to

complete the required logs and verifications forms could affect graduation.

1) IF YOU DO NOT HAVE A PE CLASS THIS SEMESTER, you must complete a Physical Activity Log that

documents one sample week of 150 minutes per week of physical activity.

2) This Physical Activity Verification form must be signed by a parent, guardian or coach to confirm participation in

150 minutes per week of physical activity.

Daily Physical Activity Defined: Daily physical activity (DPA) refers to physical activity that people do on a daily basis. DPA includes activities that help

develop endurance, strength, and flexibility.

Why Daily Physical Activity? Students who engage in daily physical activity are happier and demonstrate improved academic performance at school.

Being active will help students reach their full intellectual, emotional, and physical potential. Being active now will also

help to prevent chronic diseases in the future.

Regular participation in physical activity can

- Increase your energy levels;

- Increases self esteem;

- Helps maintain a healthy weight;

- Give you the opportunities to spend time with and make friends;

- Helps you relax and reduce stress; and more

What Counts as Daily Physical Activity? Getting physically active might be easier than you think! Any moderate to vigorous physical activity that you engage in

at home, at school, or in the community for at least 10 minutes at a time counts as DPA. For example:

- Getting to and from school (e.g. walking or cycling);

- Physical activity during the school day such as Physical Education class;

- Playing games or sports during lunch time;

- Playing on a school sports team;

- Playing on a community sports team;

- Part time jobs that involve physical activity (e.g. delivering newspapers, stocking shelves);

- Playing games with your family or friends (e.g. hockey, soccer, road hockey);

- Doing active chores at home (e.g. shoveling, window washing, raking, chopping wood, walking your dog);

- Community recreation activities (e.g. swimming, skating, snowboarding, dance, skateboarding)

______________________________________________________________________________________________

PE Course History:

Physical Education 10 Final Grade: ________/_________

Mark Year

Physical Education 11 or Cert PE 11 Mid-Term or Final Grade: ________/_________

Mark Year

Physical Education 12 or Cert PE 12 Mid-Term or Final Grade: ________/_________

Mark Year

DAILY PHYSICAL ACTIVITY LOG

IF you are not currently registered in a PE class, you must complete the Physical Activity Log below indicating

your participation in at least 150 minutes of physical activity in a one week period this semester.

http://www2.gov.bc.ca/gov/content/education-training/administration/legislation-policy/public-schools/daily-

physical-activity Sample Week: September 2017 – January 2018

For each physical activity you do, record the date, description, whether it develops endurance (E), strength (S), and/or

flexibility (F), and the number of minutes you participated in continuous activity.

Date Description of Physical Activity

(what you did and where) E S F

# of

Minutes

TOTAL MINUTES for the week = ________________

PHYSICAL ACTIVITY VERIFICATION FORM

I confirm that __________________________________________________ has completed 150 minutes

(Student’s Name)

per week of physical activity during each week of this school term.

Name & relation to student of parent/guardian/coach/etc confirming completion of 150 minutes per week of physical

activity during each week of this school semester:

Full Name: _________________________________________ Relation to Student ________________________

Signature: __________________________________________ Date: ____________________

Part II – Community Connections/Work Experience

a) 30 hours of Work Experience or community service

□ See attached Work Experience mark – BC Diploma Verification report

or

□ See attached “Pay slips”

or

□ See attached letter(s), form(s) or certificate(s)

[Available in Counselling Office or in Online Resources]

b) Tasks/duties/contributions (See attached page)

c) Employability skills (See attached page)

d) Certification (List any certificates you have. ie. Food Safe, First Aid, Driver’s License)

Date Certification

30 Hours Work or Volunteer Experience

WORK or WORK EXPERIENCE

Employer: _____________________________________ Hours Completed: _________________

OR

VOLUNTEER EXPERIENCE

Organization: ____________________________________Hours Completed: _________________

□ Attach appropriate documentation (pay stub, reference letter, or volunteer certificate)

□ Respond to each of the following questions:

Place of work/volunteer experience: ________________________________________________

1. Describe the type of work done and the tasks/duties performed while in your work,

work experience or volunteer placement.

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

2. Describe how your work contributes/contributed to the business and/or charitable

agency or event.

____________________________________________________________________________

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EMPLOYABILITY SKILLS

To complete this section, refer to the Employability Skills checklist on the next page.

Choose 2 skills that you can demonstrate from each area. Provide an example of how you have

demonstrated the skill. The example may come from your life at school, home, work, or in the

community.

Fundamental Skills

Skill #1 ___________________________________________________________________________

Example: _________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Skill #2 ___________________________________________________________________________

Example: _________________________________________________________________________

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Personal Management Skills

Skill #1 ___________________________________________________________________________

Example: _________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Skill #2 ___________________________________________________________________________

Example: _________________________________________________________________________

__________________________________________________________________________________

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Team Work Skills

Skill #1 ___________________________________________________________________________

Example: _________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Skill #2 ___________________________________________________________________________

Example: _________________________________________________________________________

__________________________________________________________________________________

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EMPLOYABILITY SKILLS

FUNDAMENTAL SKILLS

The skills needed as a base for

further development You will be better prepared to progress in the world of work when you can: Communicate • read and understand information presented in a variety of forms (e.g., words, graphs, charts, diagrams) • write and speak so others pay attention and understand • listen and ask questions to understand and appreciate the points of view of others • share information using a range of information and communications technologies (e.g., voice, e-mail, computers) • use relevant scientific, technological and mathematical knowledge and skills to explain or clarify ideas

Manage Information • locate, gather and organize information using appropriate technology and information systems • access, analyze and apply knowledge and skills from various disciplines (e.g., the arts, languages, science, technology, mathematics, social sciences, and the humanities)

Use Numbers • decide what needs to be measured or calculated • observe and record data using appropriate methods, tools and technology • make estimates and verify calculations

Think & Solve Problems • assess situations and identify problems • seek different points of view and evaluate them based on facts • recognize the human, interpersonal, technical, scientific and mathematical dimensions of a problem • identify the root cause of a problem • be creative and innovative in exploring possible solutions • readily use science, technology and mathematics as ways to think, gain and share knowledge, solve problems and make decisions • evaluate solutions to make recommendations or decisions • implement solutions • check to see if a solution works, and act on opportunities for improvement

PERSONAL MANAGEMENT SKILLS

The personal skills, attitudes and

behaviours that drive one’s potential for growth

You will be able to offer yourself greater possibilities for achievement when you can: Demonstrate Positive Attitudes & Behaviours • feel good about yourself and be confident • deal with people, problems and situations with honesty, integrity and personal ethics • recognize your own and other people’s good efforts • take care of your personal health • show interest, initiative and effort

Be Responsible • set goals and priorities balancing work and personal life • plan and manage time, money and other resources to achieve goals • assess, weigh and manage risk • be accountable for your actions and the actions of your group • be socially responsible and contribute to your community

Be Adaptable • work independently or as a part of a team • carry out multiple tasks or projects • be innovative and resourceful: identify and suggest alternative ways to achieve goals and get the job done • be open and respond constructively to change • learn from your mistakes and accept feedback • cope with uncertainty

Learn Continuously • be willing to continuously learn and grow • assess personal strengths and areas for development • set your own learning goals • identify and access learning sources and opportunities • plan for and achieve your learning goals

Work Safely • be aware of personal and group health and safety practices and procedures, and

act in accordance with these

TEAMWORK SKILLS

The skills and attributes needed to

contribute productively

You will be better prepared to add value to the outcomes of a task, project or team when you can: Work with Others • understand and work within the dynamics of a group • ensure that a team’s purpose and objectives are clear • be flexible: respect, be open to and supportive of the thoughts, opinions and contributions of others in a group • recognize and respect people’s diversity, individual differences and perspectives • accept and provide feedback in a constructive and considerate manner • contribute to a team by sharing information and expertise • lead or support when appropriate, motivating a group for high performance • understand the role of conflict in a group to reach solutions • manage and resolve conflict when appropriate

Participate in Projects & Tasks • plan, design or carry out a project or task from start to finish with well-defined objectives and outcomes • develop a plan, seek feedback, test, revise and implement • work to agreed quality standards and specifications • select and use appropriate tools and technology for a task or project • adapt to changing requirements and information • continuously monitor the success of a project or task and identify ways to improve

Part III – Career & Life

a) Complete the Graduation Transition Plan (attached)

i. Career Goals

ii. Post-Secondary Education

or

iii. Direct Entry to work

b) Post Secondary Education/Training

i) Post Secondary Application

Attach a copy of a completed application to a post-secondary program that you are

planning on attending or might attend in the future and complete the Online PSI

Selections Form (with your counsellor) which authorizes the release of your transcript

data to a post-secondary institute.

https://www.bced.gov.bc.ca/exams/tsw/tsw/student/

OR

If you are planning on entering the work force next year, complete and attach an

application for NWCC.

ii) Post-Secondary Research Activity

Include the completed “Career Research Activity” from the PSIBC Visit on Sept 25 or the

NWCC Open House (November) or research 2 post-secondary institutes or programs.

c) Financial Planning/Budgeting

i) Complete “The Financial Plan” worksheet.

Design a budget for the 12 months, Sept 2018 – Aug 2019, by researching the costs

and funding sources associated with education, career and/or life options after

graduation. Estimate the living expenses and education costs you may have for the

12 month period.

“Google” the community where you want to live for cost of living expenses.

“Google” the post secondary program or institute you plan on attending for tuition

and fee costs.

Most post-secondary institutes have this information on their websites (Financial Aid)

GRADUATION TRANSITION PLAN

Section 1: Career Goals Short Term Goals (less than 2 years)

What would you like to do after graduation? Consider: workforce, post-secondary education or training, skills upgrading, travel, Gap year, other ...

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Long Term Goals (more than 2 years)

What career or job will you be pursuing?

________________________________________________________________________

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Web Resources:

1. Students visit www.myBlueprint.ca

2. Enter New User Activation Key: CharlesHays

Section 2a: Post-Secondary Education Complete this section if you plan to attend post-secondary for your chosen career path. Career: ________________________________________

What sort of education do you need to do this work? ________________________________________________________________

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What university, college, or trade/technical/training school have you selected to attend?

________________________________________________________________

What are the entrance requirements and prerequisite courses that you must meet to attend the institute of your choosing?

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How will you fund your post-secondary pursuits?

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Web Resources: www.myblueprint.ca www.studentawards.com www.scholarshipscanada.com www.bced.gov.bc.ca/awards www.applybc.ca www.aved.gov.bc.ca/studentservices

OR Section 2b: Direct Entry to Work Complete this section if you plan NOT to attend post-secondary training. Type of Employment: _____________________________

What type of experience is needed to do this work?

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What steps have you currently taken or plan to take to secure employment after graduation?

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Who will you use as references to obtain employment in this field?

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Where are the job opportunities located? ________________________________________________________________________

Section 3: Challenges

Describe the challenges that you may face in pursuing this career choice. You

may refer to financial resources, academic achievement or a personal situation. ________________________________________________________________

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Please describe two alternatives you might consider if this first plan does not work out for you?

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Who is your support network? Family? Teachers? Counsellors? Coaches? Employers? Others?

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THE POST SECONDARY INSTITUTIONS (PSI) RESEARCH

Describe what you learned or found useful at 2 of the post-secondary institutions’ (PSI) presentations on September 25, 2017.

OR Research 2 post-secondary institutions that you might attend in the future and briefly note important information regarding programs and opportunities at each school.

PSI #1 Name: _________________________________________________

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PSI #2 Name: _________________________________________________

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FINANCIAL PLAN – PREPARING A BUDGET

Fill out this page to calculate how much it will cost you to live for the first year you attend a post-secondary institute or program. LIVING EXPENSES – 12 MONTHS EDUCATION EXPENSES

Living Expenses (A) $ ____________ + Educ Expenses (B) $ ____________ = Total Expenses (C) $ ____________ YEARLY INCOME

BUDGET SUMMARY Total Yearly Income (D) $ ____________ Minus - Total Yearly Expenses (C) $ ____________

BALANCE = $ ____________ (+ goes to Savings) (- means you’re in debt and you need to review your spending habits & expenses)

EXPENSES AMOUNT $

Housing – Rent

Utilities Electricity Natural Gas

___________

Telecommunications Telephone Cable Internet

___________

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Transportation Bus Fare Car Payment Gas Insurance Parking

___________

___________

___________

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Food Groceries Eating out

___________

Personal Care Toiletries Hair care Clothing Laundry

___________

___________

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Household Furniture Cleaning Maintenance Insurance

___________

___________

___________

Entertainment (movies, games, DVD, music, clubs, concerts, sports)

___________

___________

Other Travel (trips home) Gifts Miscellaneous

___________

___________

TOTAL AMOUNT (A)

EXPENSES AMOUNT $

Tuition

Books/Supplies

TOTAL AMOUNT (B)

INCOME AMOUNT $

Employment

Family contributions

Savings

Band Funding

Scholarships/Bursaries

Student Loans

Other

TOTAL AMOUNT (D)

ii) Financial Planning/Budgeting - Family Check-in Discuss your financial plan with your parents/guardians to be sure it is realistic

for you. Write a summary of your discussion.

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I have reviewed this plan with ___________________________________________.

Parent/Guardian Name

________________________________ ______________________

Parent/Guardian Signature Date

d) Finding Work: Complete each of the following tasks and attach a copy to this

package.

Samples of résumés and cover letters are available online at

http://www.youthcentral.vic.gov.au/jobs-careers/applying-for-jobs/resume-template-vce-

no-paid-work-experience

or from one of the counselors.

□ APPLICATION FOR WORK.

- Complete an application form for a job in Prince Rupert. You must request an

application form from whatever business /job site you are interested in working for. You

do not, however, actually have to apply for the job.

□ COVER LETTER

- Write a cover letter to attach with your application and résumé.

□ RÉSUMÉ

- Create or update your résumé.

If you have any questions or comments regarding this package please

see your counselor.

Part IV – Notes for the presentation of your plan/Interview

In your interview with a counsellor you may be asked questions like the

following:

1) Explain your graduation transition plan.

2) What are your reasons for choosing this career path?

3) What are your short and long term goals?

4) How do you plan to finance these goals?

5) Identify two achievements/accomplishments that you can showcase and

explain how they exhibit the attributes of a BC Graduate and how they will

help you prepare for your transition after high school? (You are expected to

bring in certificates, pictures, report cards, awards or objects that

demonstrate your achievements & accomplishments to date.)

6) How have you displayed initiative, set priorities & established goals to

make these accomplishments possible?

7) What did you learn by going through the Graduation Transitions

process/package?