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?
Program: Literacy and Basic Skills
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, 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?
Does the Culminating Tasks memo apply to e-Channel as well?
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?
What is the purpose of the Culminating Task memo?
The memo should be read as a reminder and explanation of existing policy, rather than an introduction of a new requirement. Its intent is to remind service providers about the requirement of culminating tasks in learner plans, to encourage service providers to use the new culminating tasks, if appropriate, and to record the data in CaMS… Continue reading What is the purpose of the Culminating Task memo?
Why is Academic Career Entrance (ACE) not considered a goal path?
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?
How do we handle a learner who wants to upgrade their skills in a single subject (e.g. mathematics)?
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)?
Which learners should complete a culminating task?
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?
What should be done when a learner is not successful in completing a milestone?
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.
How does the Ontario Adult Literacy Curriculum Framework (OALCF) provide a basis for program development and assessment of learner progress?
Practitioners map out the details of a learner’s program in a learner plan. The learner plan includes the key elements of a goal-directed, transition-oriented program, that will inform programming decisions. The learner plan includes key OALCF features that are intended to improve literacy outcomes, including: a focus on the transition of the learner beyond their… Continue reading How does the Ontario Adult Literacy Curriculum Framework (OALCF) provide a basis for program development and assessment of learner progress?
How does the Ontario Adult Literacy Curriculum Framework (OALCF) contribute to successful learner transitions?
The OALCF tools and resources provide practitioners with practical guidance on how to develop goal-directed programming that will help Literacy and Basic Skills (LBS) learners to transition to their goals. When developing programming for learners, literacy practitioners start by asking, “What does this learner need to know and be able to do to be prepared… Continue reading How does the Ontario Adult Literacy Curriculum Framework (OALCF) contribute to successful learner transitions?