Sub-Topic: Culminating Tasks

The requirement of including culminating tasks in learner’s plan is meant to open a dialogue between service providers and their learners about transition readiness and culminating tasks (i.e., this requirement is not punitive). If the service provider and learner determine that there are no relevant culminating tasks available, this should be noted in the learner… Continue reading Culminating tasks are not a good fit for some learners to measure readiness to transition. How can we address this to best support these learners if the ministry requires them?

Culminating tasks are developed by support organizations. Literacy and Basic Skills programs are encouraged to connect with their provincial or regional support organization to request the development of specific culminating tasks to meet identified gaps.

Literacy and Basic Skills programs are encouraged to provide feedback and recommendations to streamline EOIS-CaMS through the regional support model.

EOIS-CaMS does not track the specific culminating task chosen. This information will be included in the learner plan, but not in the EOIS-CaMS service plan. The focus of the culminating task is on the multiple competencies required to manage the environment of the learner’s goal. Until there are a sufficient number of goal path-specific culminating… Continue reading Can culminating tasks have more flexibility around choice and varying goal paths?

No. While both culminating tasks and milestones are aligned with the Curriculum Framework, they are different in their nature and serve different purposes with respect to assessment. Milestones are goal-related assessment activities that learners complete to demonstrate their abilities to carry out discrete goal-related tasks and are used to demonstrate progress from one Ontario Adult… Continue reading Can identification of successful milestones be an indicator of successful transition?

EOIS-CaMS does not track the specific culminating task chosen. This information will be included in the learner plan, but not in the EOIS-CaMS service plan. The focus of the culminating task is on the multiple competencies required to manage the environment of the learner’s goal. Until there is a sufficient number of goal path-specific culminating… Continue reading Can we use culminating tasks outside of the learner’s goal path if it supports their goals? Will this be allowed in EOIS-CaMS?

Yes, the ministry has updated the learner plan template to include a space for the name of the culminating task. It is important to note, however, that the learner plan template available on the Employment Ontario Partners’ Gateway (EOPG) is meant as an example of what a learner plan may look like, and service providers… Continue reading There is no option to identify specific culminating tasks in EOIS-CaMS (only Yes/No/No Response). Will this be updated to identify the culminating task on the learner plan?

Literacy and Basic Skills programs are encouraged to provide feedback and recommendations on the wording in EOIS-CaMS and any other additional suggestions through the regional support model. To clarify, the responses to the question “Has the goal path specific Culminating Task been successfully completed?” are as follows: Yes – the learner attempted and was successful.… Continue reading Can the wording in EOIS-CaMS be updated to be clearer to ensure accurate reporting?

Yes, they will need to include a culminating task in their learner plan. Culminating tasks are a measure of transition readiness and goal completion. The service provider will review the list of culminating tasks to determine one that best aligns with at least one of the learner’s learning goals related to their success in transitioning… Continue reading Do community-based organizations working with a learner to prepare them to exit/transition to another Literacy and Basic Skills (LBS) service provider (i.e., a school board or a college) need to include a culminating task in their learner plan?

Yes, the memo applies to all Literacy and Basic Skills (LBS) service providers, including e-Channel. Further program development work is required to address the need for a greater variety of culminating tasks, for significantly more culminating tasks to be digitized for the e-Channel network, and for a series of culminating tasks specifically focused on transition… Continue reading Does the Culminating Tasks memo apply to e-Channel as well?