3. Reviewing the indicators with young people as part of planning

The indicators in this Guide should be reviewed with the young person in preparation for developing the Plan of Care (pre-18) or Youth Plan (18-22). Each new planning process is an opportunity to consider the overall goal, the activities the young person has been engaging in to achieve the goal, and the progress demonstrated since the last planning process.

When reviewing the indicators with the young person, and developing the plan, the society worker should work with the young person to identify personal or professional supports and timelines for goals and activities. The worker will also support the young person to engage these individuals in the Guide review and planning process if the youth wishes.

For each indicator the worker should consider the following:

  1. Goal: to be achieved prior to transitioning to adulthood.
  2. Activities: how the youth will achieve the goal.
  3. Progress: activities completed to demonstrate progress.

3.1 : The indicators

1. Documentation

Government issued documentation

Young person has:

  • support in obtaining government issued documentation (e.g., Social Insurance Card, birth certificate, Secure Certificate of Indian Status, membership documents issued by a band and/or First Nations, Inuit and Métis community, health card, permanent resident card, Canadian citizenship certificate, passport)
  • photo identification (e.g., driver’s license, photo identification card)

Personal records

Young person has:

  • support in obtaining necessary personal records (e.g., medical history, immunization record, educational transcripts)
  • understood the processes to obtain personal records, and to replace them if lost

Documentation verifying status with children’s aid society

Young person has support in obtaining documentation verifying status or former status with a Children’s Aid Society (e.g., extended society care, customary care agreement, Voluntary Youth Services Agreement).

Protecting documentation

Young person has:

  • knowledge of protecting personal information
  • support to determine safe and secure storage of government issued documentation and personal information
  • strategies to protect personal information
  • has identified a plan for the safe and secure storage of government issued documentation and personal information (e.g., binder, filing cabinet, with a trusted family member or friend).

2. Education, training and employment

Education and training exploration

Young person has:

  • been offered aptitude/vocational assessments to help determine areas of interest
  • support in exploring education or training pathways (e.g., skills-training, apprenticeship, trade certification or post-secondary education)
  • knowledge of mentorship opportunities to assist in navigating the path to education or training, including developing educational or training plans with guidance counsellors
  • support to participate in extra-curricular activities, including those that align with their education and training goals
  • support to explore education or training pathways by attending information sessions and institutional visits (e.g., community lecture at a local post secondary institution) or tours

Supports to complete secondary school

Young person has:

  • support to complete secondary school or equivalency, including support for those who require more time, and those who have left school and return
  • access to tutoring opportunities to assist them in completing secondary school or equivalency
  • knowledge of the option to continue living with their caregiver to finish secondary school through a Stay Home for School Agreement
  • support to complete secondary school prerequisites required for education or training pathways of interest, where applicable

Education and training pathways

Young person has:

  • support to pursue post-secondary education or training pathway
  • completed application processes necessary for education or training pathway (e.g., skills-training, apprenticeship, trade certification, college diploma, bachelor’s degree)
  • knowledge of the mature student pathway where appropriate
  • enrolled in education or training pathway or has developed a plan for future completion of education or training

Current and future financial assistance

Young person has:

  • knowledge of all sources of financial assistance they are entitled to receive, including eligibility criteria and application fee waivers
  • support to complete applications
  • completed, where appropriate, applications for all financial assistance, and/or scholarships and bursaries, they are eligible to receive (e.g., Registered Education Saving Program, Living and Learning Grant, Ontario School Assistance Program, funds available from their bands and or First Nations, Inuit and Métis communities, bursaries and scholarships including, tuition coverage programs from select colleges and universities for youth from care)
  • knowledge of all scholarships and bursaries available, including those specific for youth leaving care and other intersectionalities
  • knowledge of all post-secondary institutions that provide free tuition to current and former youth in care

Important Note: this section, and perceived aptitude, should not be used for streaming purposes into one type of post-secondary opportunity. The youth’s personal life goals should direct the pathway. If there are gaps, then a plan should be developed to overcome them.

Career exploration

Young person has:

  • support to determine career paths that align with skills, abilities, and personal goals, including aptitude/vocational assessments to help determine areas of interest
  • knowledge of the benefits of volunteering, job shadowing, workplace tours, internships, and participation in the workforce, to gain information about career paths of interest
  • identified employment goals, including education, skills, training required for careers of interest
  • has developed a career plan including short-term and long-term employment options, considering what employment is attainable at present and what employment opportunities would be available after taking further steps (e.g., experience, training, education)

Employment supports and resources

Young person has:

  • knowledge of supports available to assist in finding employment, including community resources and government programs
  • support to access employment counsellors for ongoing guidance in job acquisition, including resume and cover letter development
  • understood how to search for employment and utilize community resources and government programs (e.g., Employment Ontario, Youth Job Connection)
  • completed a resume and cover letter and knows how to complete a job application
  • identified references for job applications
  • appropriate interview attire

Securing and maintaining employment

Young person has:

  • support in securing employment, including interview preparation
  • has secured employment
  • identified a resource for support in reviewing contracts
  • knowledge of employer and employee rights
  • knowledge of the skills and behaviors necessary to maintain employment
  • knowledge of behaviors and skills that affect employment retention and advancement (e.g., effective communication, conflict management, appropriate workplace attire)

3. Financial stability and financial literacy

Current and future financial assistance

Young person has:

  • secured employment and has income
  • knowledge of all sources of financial assistance they are entitled to receive, including eligibility criteria and applications process
  • completed, where appropriate, applications for all financial assistance they are eligible to receive (e.g., Ontario Child Benefit Equivalent Saving Program, Ready, Set, Go (RSG), Victim Quick Response Program+)

Income source

Young person has:

  • stable source of income to practice and implement financial skills
  • has access to sufficient and consistent income to meet ongoing needs

Financial literally education and training

Young person has:

  • knowledge of ongoing opportunities to participate in financial literacy education and training
  • participated in financial literacy training and demonstrates ability to apply financial literacy skills (e.g., manage a budget, strategies for saving, accessing credit rating, building credit, managing debt, completing income tax returns)

Financial management

Young person has:

  • knowledge of services provided by financial institutions and how to utilize them
  • knowledge of skills required to manage personal finances
  • has a bank account and understands purpose of multiple accounts (e.g., checking, savings, TFSA)
  • understands credits cards and the importance of responsible credit card use
  • knowledge of services provided by financial institutions and how to utilize them
  • knowledge of skills required to manage personal finances
  • has a bank account and understands purpose of multiple accounts (e.g., checking, savings, TFSA)
  • understands credits cards and the importance of responsible credit card use
  • has practice with a secured credit card and/or has a credit card
  • demonstrates the ability to manage personal finances (e.g., budget funds to cover living expenses)
  • has a personal financial plan based on all income sources (e.g., amount of monthly income, fixed monthly expenses, savings plan and/or financial goals for trips, school, car or home purchase, down payments)

4. Health and wellbeing

Access to healthcare professionals

Young person has:

  • knowledge of ongoing physical and mental health needs, including access to appropriate healthcare providers
  • has identified ongoing physical and mental health needs and has access to relevant healthcare providers (e.g., primary care physician, dentist, optometrist, psychologist, naturopath, nutritionist, Elder/Knowledge Keeper)
  • contact information (names, telephone numbers, and addresses) of healthcare professionals and appropriate referrals have been made

Access to prescribed medication

Young person has:

  • knowledge of all prescribed medications, including how to access refills and the importance of safe storage
  • access to a practitioner to review medication regimen

Aftercare benefits initiative (ABI)

Young person has:

  • knowledge of benefits and services provided through the Aftercare Benefits Initiative (ABI)
  • has support with ABI enrollment, and knowledge of ABI eligibly requirements
  • enrolled in the ABI and understands eligibility requirements (e.g., eligibility of dependants, changes in eligibility if receiving other government supports, or opting into another benefits plan)
  • understands processes related to accessing services and benefits (e.g., prescription drug coverage, dental care, vision care, medical items, professional services, counselling, and life skills support services) through ABI

Wellness and self-care

Young person has:

  • knowledge of wellness and self-care activities, including culturally specific practices
  • has support to explore and discover personal interests and has ongoing opportunities to access recreational programing in the community (e.g., arts, music, sports, fitness, culture, advocacy)
  • has identified community organizations and resources which provided wellness and selfcare activities (e.g., mindfulness training, stress management workshops, trauma-informed healing, self-development courses)
  • identified and connected to culturally specific activities, programs and community groups
  • knowledge and access to of health supports and services including nutrition, sexual health, family planning, substance abuse prevention, harm-reduction
  • connected to community resources and programs that promote healthy behaviours and improve health outcomes (e.g., peer support networks, recovery groups, educational programming, advocacy groups)

5. Housing

Housing planning

Young person has:

  • knowledge of different housing options available and the costs and benefits to each model (e.g., renting versus ownership; shared versus individual accommodation; post-secondary accommodations)
  • has developed a housing plan, including budget and needs (e.g., proximity to family, friends and community supports, transportation availability) to inform housing selection
  • identified future housing goals (e.g., ownership, single accommodations, different city) and has a long-term plan

Housing supports and assistance

Young person has:

  • knowledge of housing support resources and financial assistance they are entitled to receive, including eligibility criteria and application processes
  • knowledge of necessary costs associated with setting up a tenancy
  • connections with programs and organizations that can assist in obtaining permanent housing (e.g., Housing Support Worker Program, Ontario Aboriginal Housing Services, regional supportive housing programs)
  • completed applications for housing assistance they are eligible to receive (e.g., Canada Ontario Housing Benefit)
  • acquired financial resources to cover housing start-up costs (e.g., deposits, utilities, essential furnishing, personal household items)

Securing housing

Young person has:

  • support in obtaining safe and affordable housing, including assistance in completing housing applications, reviewing a lease, identifying a co-signor
  • secured stable housing
  • developed a back-up housing plan in place in the event of an emergency and/or lose of housing

Home management and tenancy skills

Young person has:

  • knowledge of home management and tenancy skills and access to resources to support skills development
  • knowledge of resources available to help with housing related issues
  • knowledge of the rights and responsibilities of tenants and landlords
  • understands life-skills related to home management (e.g., meal preparation, grocery budgeting/shopping, housekeeping, home maintenance, fire safety, cleaning) and tenancy (e.g., paying rent on time, following rules of a tenancy agreement, boundary-setting with guests, being respectful of neighbours), and is able to seek out additional community resources where necessary
  • connected to community programs and resources that assist in maintaining stable housing (e.g., emergency financial assistance, eviction prevention programs)
  • understands processes to resolve disputes between landlords and tenants (e.g., Landlord and Tenant Board) and how to access a housing advocate and/or legal representative to assist with housing related issues (e.g., Advocacy Centre for Tenants Ontario)

6. Identity, culture and belonging

Family of origin

Young person has:

  • knowledge of family of origin
  • access to their family history
  • arrangements to maintain contact with family and/or significant community members where appropriate

Identity formation

Young person has:

  • knowledge of heritage and cultural background
  • knowledge of traditions, customs, ceremonies and history related to ethnic and cultural background
  • identified significant person in their life that can support the development of their identity and culture
  • ongoing opportunities to meet people from their own ethnic or cultural background (including, for First Nations, Inuit and Métis young people, from their own bands or FNIM communities)
  • knowledge of cultural programs and resources in their community
  • access to cultural events and activities
  • access to language training

Cultural connections

Young person has:

  • knowledge of individuals, activities and experiences that will maintain links with family, extended family, community and culture
  • a plan to support their connection to their community, culture and identity, including opportunities to practice their cultural or spiritual affiliations (including traditions, religious services, language acquisition, festivals and holidays, prayers, fasting, clothing, food, pow wow, land-based programming)
  • connected with community organizations and resources that support connection to their community and culture

Identity characteristics

Young person has:

  • knowledge of, and support to explore, all characteristics of their identities, including race, ancestry, place of origin, colour, ethnic origin, citizenship, family diversity, disability, creed, sex, sexual orientation, gender identity, gender expression, culture and language
  • connections to significant individuals, community organizations and resources that support their unique identity characteristics

7. Relationships and professional supports

Planning conference

Young person has:

  • been offered a conference or other forum where personal and professional contacts are invited to participate in the youth’s transition planning
  • identified their goals and activities (including timelines and professional and personal connections) to achieve those goals

Family of origin

Young person has:

  • been supported in developing connections to family of origin, including siblings and extended family members where appropriate
  • connected with family members, including siblings and extended family, with whom they can maintain a supportive relationship (where this is helpful to the youth)

Long-term supportive relationships

Young person has:

  • support in developing connections to significant adults and/or peers committed to providing ongoing support
  • permanent connections established with a significant adult, mentor, community advisor, and/or Elder/Knowledge Keeper, and connections in the community where they live, through peer networks
  • identified three significant adults/peers they can contact in the case of an emergency

Professional supports

Young person has:

  • knowledge of professional relationships necessary to support a successful transition to adulthood
  • identified relevant professional supports required as they transition to adulthood (e.g., bankers, counsellors, health professionals, social workers) and has established connections to these professionals
  • support to obtain drivers licence, including drivers training course

8. Rights, responsibilities and self-advocacy

Understanding of rights

Young person has:

  • knowledge of rights post age of majority (e.g., enter a contract, sue/be sued, inherit property/money, implications of various marital arrangements, parental rights, estate planning)
  • knowledge of civil and criminal legal processes (e.g., accessing legal services when rights have been violated, if victim of a crime, or charged with a criminal offence, driving offences, civil claims, family court)
  • understands right to access records regarding time in the care of a Children’s Aid Society
  • understands how to make a complaint to the Ombudsman
  • understands how to access legal services and seek legal advice (e.g., Legal Aid Ontario, paralegals, lawyers)

Understanding of responsibilities

Young person has:

  • knowledge of responsibilities post age of majority
  • knowledge of civic responsibilities, including voting in local, provincial, and federal elections, and volunteering in the community
  • understands responsibilities post age of majority (e.g., following terms of lease agreement/contract, on-time bill payment, attending scheduled appointments)

Self-advocacy development and resources

Young person has:

  • support to understand their rights and needs, and how to communicate these rights and needs to others
  • knowledge of resources to support self-advocacy
  • identified needs and has the skills to communicate needs to others within different service systems (e.g., education, health, employment, housing)
  • practiced advocating for better terms at the bank, cell phone or internet providers, etc.
  • connected to resources and identified individuals (e.g., friends, family, professionals) to assisting in advocating for their rights and needs (e.g., accommodations to support learning)

9. Self-efficacy

Self-efficacy development

Young person has:

  • access to a career counsellor, life coach, mental health professional, Elder/Knowledge Keeper
  • knowledge of skills required to pursue goals and manage challenges encountered
  • knowledge of personal strengths and weaknesses, including recognizing when a challenge can be faced independently and when support is needed
  • demonstrated skills (e.g., decision-making, problem-solving, negotiation, managing stress) to solve problems that keep them from achieving goals
  • identified opportunities to utilize their strengths, build their confidence, and perform tasks independently (e.g., mentoring, volunteering, peer-support)

Emotional regulation

Young person has:

  • access to a career counsellor, life coach, mental health professional, Elder/Knowledge Keeper
  • access to mindfulness training or resources
  • access to nutritionist and fitness professional
  • knowledge of how thoughts and feelings impact their behavior and how to manage these in challenging circumstances
  • knowledge of resources to assist them when they are struggling with emotional regulation
  • demonstrated skills to recognize how they are thinking and feeling, and to manage their behaviour accordingly (e.g., go to school/work or attend appointments despite how they feel, deal appropriately with a challenging landlord)
  • identified resources and options for when they feel they are struggling with emotional regulation
  • been supported to participate in confidence building activities (e.g., social events, travel, team events, competitions, extra-curricular activities)