Yes, service providers can revisit those questions and update EOIS-CaMS with the complete information as it is their responsibility, as the business owners of data, to ensure that the data collected and entered into EOIS-CaMS is accurate and complete. Please note that all updates must be completed prior to the closure of a service plan.
Program: Literacy and Basic Skills
What if a learner doesn’t want to reveal their personal information?
Clients must provide information to confirm their eligibility for the program. If they choose not to do so, they may not be able to access the program. For voluntary self-reported information, clients should be encouraged to provide as fulsome information as possible to assist the service provider in meeting their unique needs. Service providers should… Continue reading What if a learner doesn’t want to reveal their personal information?
When a Francophone service provider serves a Francophone client or an Indigenous service provider serves an Indigenous client, is it permissible for that service provider to ask the client to check/identify this indicator when it is left blank?
“Francophone” and “Indigenous” are defined in the Literacy and Basic Skills Service Provider Guidelines. Service providers should review the Participant Registration Form (including the Notice of Collection and Consent) with the learner to ensure the learner’s comprehension of the information that is being collected and the purpose for the information collected. The learner should be… Continue reading When a Francophone service provider serves a Francophone client or an Indigenous service provider serves an Indigenous client, is it permissible for that service provider to ask the client to check/identify this indicator when it is left blank?
Why are Indigenous, Deaf and Francophone included as separate suitability indicators when Literacy and Basic Skills (LBS) already has designated streams?
Indigenous, Deaf and Francophone are suitability indicators self-identified by individuals. Stream designations are attributed to LBS service delivery sites. Designated cultural stream service delivery sites are designed to meet the cultural and linguistic needs of learners. Learners who self-identify as Indigenous, Deaf and/or Francophone may access LBS services at the service delivery site that best… Continue reading Why are Indigenous, Deaf and Francophone included as separate suitability indicators when Literacy and Basic Skills (LBS) already has designated streams?
What is a formalized referral?
The Literacy and Basic Skills (LBS) Service Providers guidelines outlines the Indicators of Service Coordination and the definition for each. Confirmation that the client is registered/participating in training/education or is receiving services as a result of the formalized referral from the LBS service provider is required for each referral. The nature of the documentation required… Continue reading What is a formalized referral?
Do we need to open all pre-existing learner plans to include culminating tasks?
No, culminating tasks just need to be added when learner plans are being created or updated.
Where can Literacy and Basic Skills (LBS) practitioners learn more?
Information to support LBS practitioners with the administration of culminating tasks is available in the Culminating Task User Guide on Contact North’s repository. It provides guidance on the administration, scoring and interpretation of learners’ performance on the culminating tasks, as well as debriefing learners and EOIS-CaMS reporting.
What are ministry expectations regarding the culminating tasks?
Literacy and Basic Skills service providers are now expected to: include a goal path-specific culminating task in learners’ service plans as new plans are created and existing plans are updated. provide all learners who complete the learning activities and milestones in their plans with the opportunity to complete a goal path specific culminating task. document… Continue reading What are ministry expectations regarding the culminating tasks?
Why are we doing this?
Until now, there has been an insufficient number of culminating tasks available to practitioners to be able to capture completion rates. Capturing completion rates will help us understand LBS effectiveness in several ways, including: how well we are doing at fully preparing learners for their next step. how well the requirements of learners’ goals are… Continue reading Why are we doing this?
What is required of a learner prior to attempting a culminating task?
The following criteria apply to learners who attempt to 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 What is required of a learner prior to attempting a culminating task?