Topic: Ontario Adult Literacy Curriculum Framework

For detailed instructions on how to administer milestones, including what to do in the event a learner requires an accommodation, please refer to the Milestone User Guide available on the password- protected Ontario Adult Literacy Curriculum Framework Repository. Milestones have been designed to be used in their original form, following consistent administration and scoring guidelines.… Continue reading Can the milestones be broken down in smaller pieces so we can report successful completion of a milestone? That is, one piece with their name, one piece for the date, etc.

The focus for all programming decisions should be based on the overarching mandate of the Literacy and Basic Skills program: to help adults to achieve their goals of employment, apprenticeship, secondary school credit, post-secondary education and independence. Milestones and culminating tasks are assessment tools which support the learner, service provider and ministry in evaluating the… Continue reading What is more important (i.e., what should be the main focus): the completion of milestone tasks or the completion of a culminating task?

Milestones are goal-related assessment activities that learners complete to demonstrate their abilities to carry out goal-related tasks. Each milestone is directly related to one competency and task level within the curriculum framework. The Ontario Adult Literacy Curriculum Framework competencies—the broad, generic categories of learner’s abilities—capture and organize the learning that takes place in Ontario’s literacy… Continue reading Why are there no milestones for sciences?

The five Ontario Adult Literacy Curriculum Framework (OALCF) goal paths were identified by Literacy and Basic Skills (LBS) service providers in a consultation process held in 2008. It was agreed that these goal paths covered the broad range of purposes that learners had for coming to LBS and were easily understood by members of the… Continue reading Why is Academic Career Entrance (ACE) not considered a goal path?

If a learner wants to upgrade their skills in a single subject (e.g., mathematics) and does not want to do milestones or a culminating task, it is ultimately their choice. In this case, the service provider would only report in the Employment Ontario Information System – Case Management System (EOIS-CaMS) that the learning activities were… Continue reading How do we handle a learner who wants to upgrade their skills in a single subject (e.g. mathematics)?

The following criteria apply to those learners who should complete a culminating task: The learner has completed all elements of the learner plan. The learner has successfully completed day-to-day learning activities, tasks, milestones and integrated tasks at the same level (or higher) than those required in the culminating task. The learner agrees to complete the… Continue reading Which learners should complete a culminating task?

For detailed instructions on how to administer milestones, including what to do in the event a learner is not successful, please refer to the Milestone User Guide available on the password- protected Ontario Adult Literacy Curriculum Framework Repository.