Career Development

Goal: All students will transition successfully from secondary school with the core competencies to achieve their life and career goals.



Read the data on how students in our District and in the province have been doing regarding Career Development.

Here's What

Click HERE for relevant data (Grade to Grade Transitions – Grades 9-10, 10-11, 11-12; Completion Data; Enrolment in Train in Trades Programs; Enrolment in Work and Volunteer Experience for Credit [WAVE]; PSI Transition Data).

Other District and Provincial Performance Indicators:

  • Grad Exit Survey

Completion Rates over Six Years

  • All student results have increased from 85% to 90%.
  • Aboriginal student results have decreased slightly from 69% to 67%.
  • Students with diverse abilities has increased from 60% to 68%.

PSI Transition Rates – Immediate Transition

  • Aboriginal student results fluctuate between 25% and 35%.
  • Students with diverse abilities results fluctuate between 26% and 39%.
  • Just over 40% of ALL students transition to post-secondary on a regular basis (plateaued/consistent).

PSI Transition Rates – within 3 years

  • Aboriginal students transition on average 47%.
  • All students transition at 60%.
  • Students with Diverse abilities transition at approximately 46%.
  • It appears we transition an additional 15% of students in the 3 years following graduation in all student groups.

Work and Volunteer Experience (WAVE) Data

  • 2018/2019 = 183 successful participants.
  • 2019/2020 = 179 successful participants.
  • 2020/2021 = 228 enrolled participants (146) (Sept 1701) + 82 (Registrations via LEC).

Youth Train in Trades Data (Automotive Service, Carpentry, Horticulture, Professional Cook 1, Electrical, Hairdressing, Piping)

  • 2018 intake = 75
  • 2019 intake = 56
  • 2020 intake = 71
  • 2021 intake = 68

Find out what the data means, both for our District and for our students.

So What?


  • We continue to see increases in the 6-year completion rates in all student categories with significant growth for Aboriginal students.
  • While our post-secondary transition rates have been consistent over the past 5 years, they do not consider students who are transitioning into non-traditional pathways such as apprenticeships, private post-secondary programs and post-secondary institutions outside of B.C. (Langley School District has a high number of students who attend post-secondary institutions outside of B.C.).
  • With roughly 50% of our students NOT transitioning to post-secondary institutions, this highlights a strong need for other pathways and opportunities for students in high school that do not lead to the traditional post-secondary path (university, college, BCIT). Thus, the need for a continued emphasis in our District on Work Experience, Youth Work in Trades, and other new career programs.


  • Are these increases in 6-year completion rates a result of COVID-related decisions around completion or will this trend continue as a reflection of the increased emphasis and focus on ensuring all students are successfully completing?
  • Are the District’s transition rates actually reflective of the number of our students who are successfully transitioning into some form of post-secondary education, and can we find a better or different way to accurately track all of our student transitions beyond grade 12?
  • Will our continued focus on Career Education and expanding program and dual credit opportunities for students positively impact the District post-secondary transition rates?

What steps is the District taking to reach our goal? What are we doing to better serve our students?

Now What?


  • Continue hosting a parent forum for parents/guardians of students with diverse abilities who will need to access adult services and supports.
  • Continue hosting a work fair for students with diverse abilities and their parents/guardians to learn about options after high school.

Career Curriculum

  • Continue to work on development of our Career Curriculum Plan to ensure that career curriculum models in all schools are equitable between schools, meaningful for students and robust in their delivery.
    • Gather student feedback on Capstone process in schools.
    • Develop clear, consistent Career Ed Curriculum plan from K to 7/8 with consistent transitions for all students into secondary (8/9) career programs.
  • Implement Digital Portfolios using MyBlueprint:
    • All students will curate a digital portfolio of artifacts, chosen from learning experiences both inside and outside of school, that will document their learning and growth over time.
    • Students will build their digital portfolios over time (K through 12) in preparation for their culminating Capstone project in Grade 12.

Career Programs

  • Continue development of a clear marketing, promotional and social media strategy with effective marketing materials aimed at students and parents to promote awareness of district opportunities and programs that support student transitions to the trades.
    • Continue to expand and increase the number of career-related opportunities/events/tours for students at the elementary and middle school level.
  • Continue education and professional development of school and district staff to promote awareness of district opportunities and programs that support student transitions to the trades:
    • Continue to work towards department goals around increased enrollment and participation in Work and Volunteer Experience (WAVE).
    • Continue to work towards goals around increased applications and enrollment in Youth Train in Trades Programs.
    • Continue to work towards goal of increased enrolment in Youth Work in Trades.
  • Research and develop district opportunities and programs that support student transitions outside the trades:
    • WAVE; Dual Credit options; Transition Pathways.
    • Possible Indigenous EA Training program with SFU and Surrey College.
    • Possible Health Sciences Dual Credit Program with KPU.
  • Research and create career-related opportunities for intermediate and middle school students to expose them earlier to post-secondary transition pathways.
  • Continue to offer career-related supported work experience opportunities for students with diverse abilities.