Community Literacy of Ontario - Our Voice newsletter - October 2007 issue

December 2007

Learner Skill Attainment Bulletin

Success Indicators for Independence Goals

The objective of CLO’s project, “Success Indicators for Independence Goals”, was to research and develop a draft “Independence Framework” to identify the success indicators and transition markers in the goal of “independence” that are needed to demonstrate foundations for learning relevant to three of the nine Essential Skills: Reading Text, Document Use and Numeracy.

CLO’s project informed the development of the “Foundations for Independence” pathway and identified critical skills needed for successful transition in a separate framework that stands alone but fits within the overarching LSA framework.

Interviews were conducted with key informants from a broad range of community-based LBS programs across the province (14 programs in total) to determine the most common learner goals related to independence and to identify core skills necessary to achieve those goals. Agencies were provided with an extensive questionnaire to review prior to a scheduled interview and were encouraged to have as many practitioners as possible provide input into the survey process.

The draft framework organizes these independence goals along a continuum of personal focus from “home to community” into four broad goal sets:

1. Managing basic needs
2. Managing health
3. Managing personal issues and relationships
4. Participating fully as a member of the community

Many of the goals identified through the survey process overlapped or were related. This facilitated the decision to break the goals into sub-goals with associated tasks that the learner might need to complete as they worked towards attaining a particular goal. Sample transition and success markers are included for each sub-goal area. The markers describe integrated activities that the learner completes to demonstrate achievement of the goal. The framework links each sub-goal to the other six essential skill areas and a listing of soft skills that the learner is utilizing in the attainment of the particular goal. In addition to the survey process, a broad range of documents and websites were reviewed.

Consultation with the Field

CLO underwent an extensive consultation process during the project. The draft framework was vetted through the LSA provincial workgroup at two separate stages. It was presented for comments and feedback at the Deaf Literacy Initiative regional meeting on May 25, 2007. The CLO board of directors reviewed the draft framework and provided feedback in a focus group on May 31,2007.