This is the Instructor Manual for curriculum created for the OALCF Competency of A3 (Extract info from films, broadcasts and presentations) which also includes 25 related Task Sets.

This is the learner’s workbook for the curriculum created through the A3 and The Employment Path SDNDF Project. It has curriculum to enhance the A3 OALCF Competency (Extract info from films, broadcasts and presentations). The focus is employment to help learners to transition to Employment Services and the workplace.

Learners can use the workbook independently or it can be used in a class or small group setting.

This is a Numeracy Curriculum for learners at Essential Skills Levels 1 and 2. Its main focus is to use real life numeracy activities as a starting point in order to develop skills required in the workplace. The curriculum is set up for a six week class, three days per week, at three hours per day, but was also field-tested as a stand-alone document for each class. The learning is also supplemented with many on-line sites and the learning is enhanced through using the LearningHub with learners. The LearningHub is familiar with the curriculum and has set up specific learning to assist with individuals going through the various activities.

The purpose of Adding Value: Building a Performance Framework – Phase 2 was to provide the Literacy and Basic Skills support organizations in Ontario with information, training and tools that would allow them to increase their knowledge of performance management concepts. Increasing support organizations’ knowledge and use of performance management concepts is one approach to strengthening their capacity to support the programs and organizations that deliver literacy upgrading services to adult learners in Ontario. Phase 2 project built upon the program service logic models developed during Phase 1 by focusing on the performance measurement aspect of continuous improvement. Performance measurement describes how resources are being used (efficiency), how the work being done contributes to the achievement of stated outcomes (effectiveness) and whether or not the organizations’ “customers”—delivery agencies and other stakeholders—are satisfied with the results.

Printed copy – Free + $10 shipping & handling

This document prepared by the College Sector Committee provides explanations for all the credentials available to adults at a secondary level in Ontario. The credentials include ACE, GED, OSSD, and TOWES.

This project was conceived as a means to share best practices – in other words, all the good ideas – between community-based literacy agencies in the Western Region of Ontario tasked with continuing to deliver literacy programming during the COVID-19 pandemic. These agencies set out to pivot to remote or online learning to continue to serve learners who were often at the lowest learning levels, with the increased challenges of reduced fundraising dollars, and the smallest numbers of staff to meet the new challenges.

The purpose of Building a Performance Framework for LBS Support Organizations in Ontario (CIPMS for LBS Support Organizations) was to provide support organizations with the opportunity to enhance their understanding of the key processes and elements of Continuous Improvement Performance Management (CIPMS)—as it applies to them. Funded by the Ministry of Training, Colleges and Universities (MTCU), Project READ Literacy Network engaged a project consultant. The work was supported by an advisory team that included staff from a cross-section of LBS support organizations and from MTCU. This final project report contains a performance framework that includes sample outcome statements, performance indicators and measurement tools for the service functions provided by support organizations (networks) in the Literacy and Basic Skills field in Ontario.

Printed copy – Free + $10 shipping & handling

The D.E.S.K. Learning Modules contains 12 learning modules that address 6 common barriers to a patient’s independent diabetes self-management: These 6 barriers are:

• Reading and understanding information
• Understanding and remember information given verbally
• Using math to count carbohydrates and manage dietary needs
• Using ratios to calculate insulin dosage
• Filling in forms
• Recognizing and analyzing patterns in blood glucose test results

These learning modules can be used with learners with different goal paths as they include activities from various contexts including employment and education.

The D.E.S.K. Essential Skills Profiles contains 15 profiles that reflect the tasks that individuals living with diabetes have to perform on a regular basis. The profiles have been separated into 3 groups:

• Understanding Profiles (example: Understanding Type 1 Diabetes)
• Managing Profiles (example: Managing and Measuring Blood Glucose Levels)
• Complications Profiles (example: Understanding and Managing Foot Complications)

These profiles are meant to be used by both Health Practitioners and Literacy Practitioners.

This project, upon reflection, was praxis in service coordination and system integration. Enhancing Pathways Phase 2 allowed language, literacy and regional network staff to engage in a collaborative examination of how agencies work together for the benefit of those they serve.

Our collective responsibility to the citizens of Ontario is to conceptualize and provide a highly responsive and effective system for meeting the growing literacy and language needs of our workforce. The participation of local agencies and other stakeholder groups in the development of system integration through funded, formal processes is being recognized throughout the world.

The overall goal of this project was to engage in a knowledge transfer phase to share and build the coordination capacity of regional literacy networks (five pilot sites) and the programs they support to understand the roles each plays in service coordination. Enhancing Pathways Phase 2 built upon the results and outcomes of Phase 1, to further the partnership development among service delivery agencies that provide literacy and language programming. The five Pilot Sites included: Adult Basic Education Association (Hamilton); Literacy Link South Central (London); Literacy Network of Durham Region (Durham); Peel Halton Dufferin Adult Learning Network (Peel Halton); and Project READ Literacy Network (Waterloo and Wellington).

This project brought together the agencies that provide language and literacy programming within the regions of Project READ Literacy Network and Peel Halton Dufferin Adult Learning Network in Ontario. The goal was to enhance communication and referrals among the agencies. All of the agencies and their representatives took a leap of faith and agreed to devote time and energy to examining how each of them provide services to the adults in their communities. This project was the first step in a journey to provide the best and most responsive services to the adults, who have language and literacy challenges in our regions. This Report outlines the facilitative process and tools used to engage the agencies in discussion. It provides the key recommendations and conclusions that resulted from the partnership development. It is a guide that can be used in other jurisdictions.

Printed copy – Free + $10 shipping & handling

This case study details a successful family literacy program; its theoretical basis, the impacts on participants and the learning approaches within its curriculum. The program model is compared to family literacy research and case studies in Canada, the United States and abroad.
Free plus $10 for shipping and handling

Get Set Learn Afterschool Guide, published February 2012, is a our highly successful afterschool family literacy program curriculum. It brings together families to learn and grow. It has three, concurrent curriculums with articulated outcomes – adult, school age and preschool. This program provides opportunities for each age group to learn independently and to learn intergenerationally (family learning time).

$25 per copy + shipping and handling

Get Set Learn is a family literacy program that focuses on both parents and their children. GSL is designed to provide a safe, nurturing, learning environment so that families from different backgrounds, with their varying levels of literacy and math skills, are respected and can contribute to the class (prior knowledge). Parents are encouraged to play in literacy and math-rich ways in order to increase their children’s understanding of math and language concepts. This 10-week program recognizes that parents are their child’s first teacher. It has both parent and child together time (PACT) and separate parent and child time. This provides opportunities for parents to learn the strategies and tools to enhance their children’s learning and they are given “guided practice” with their children in order to experience these strategies. For more information visit our Get Set Learn Tips & Ideas section.

Hybrid meetings are meetings or events that feature at least one group of inperson/face-to-face attendees who connect virtually with other attendees. This report provides best practices on running hybrid meetings and a list of equipment and potential costs (budgets) for the equipment/platforms that are needed.

This workshop was developed to help frontline Employment Service practitioners understand how to talk about “literacy” with their clients and how to successfully refer them to LBS programs. It also provides training on how to use the screening tool for literacy needs that was developed for the Labour Market Partnership (LMP) – Phase 2 project in partnership with LLSC.

This is our project report for our portion of the LMP – Phase 2 project managed by LLSC. In the appendices you will find the screening tool for Employment Services and OW staff to use to help in referring clients to LBS programs. There is a guide for adapting the tool to your specific regional needs. We have also included a copy of the common referral form that is used across EO and OW programs in Waterloo-Wellington

LWS Assessment Tool – This enables the facilitator to score participant results and identify soft skills areas that need strengthening.

LWS Strategy Guide – This guide was created to provide strategies to enhance learner soft skills and link to the Ontario Adult Literacy Curriculum Framework (OALCF).

LWS Strategies Score Sheet – This provides choices of activities that can be used with adults to strengthen their soft skills.

The “LEG Up! To Retail” program and supporting resources have been developed in partnership between KW Habilitation, Project READ and The Literacy Group in 2022-2023.

This program is designed to be delivered in collaboration between a Literacy and Basic Skills agency and a Developmental Services provider (with Employment Services in house or through additional partnership as needed).

Program resources include:

• Instructor Guide
• Slide presentation for program delivery
• Program Partnership Guide
• Program Delivery Checklist
• Skills Evaluations Guidelines
• Samples and more supporting resources!

In order to build capacity in job seekers with disabilities, we wish to share the knowledge and resources of our collaboration on the “LEG Up! to Retail” course with you. Please fill out the MOU form to confirm that you understand and agree to: deliver the program as intended and include all the components outlined in the supporting resources in order to call it a “LEG Up! to Retail” program.

Upon completion of the MOU form, Project READ staff will email the resources to you within 2 business days.

Link to MOU Form: https://forms.gle/zJMuCEEfJNzr8Lzz6

A parent’s guide to helping your child get ready to read, write, and count. Literacy and math tips for the first six years.

$1 per copy for quantities 1 – 99 and $0.75 per copy for quantities 100 or more. Shipping and handling is charged per shipment.

This research report includes the findings & analysis of data from Statistics Canada, plus information solicited from 52 rural LBS agencies who are currently serving ESL learners or have served them in the past, to:

1. map out where in Ontario there is a need for LBS to provide service to language learners;
2. identify challenges & barriers that rural LBS programs have when serving language learners;
3. outline best practices for accommodating language learners in LBS classrooms (program considerations & delivery strategies);
4. list recommended intake and assessment tools, resources, training materials, and learning activities; and,
5. make key recommendations for systemic changes needed in LBS to enable agencies to fill gaps in training to newcomers in rural areas.

Adult Literacy is a dynamic, challenging and constantly developing field that helps adults reach their full potential. As your regional support organization, we want all practitioners to become fully aware of all aspects of the adult literacy field in Ontario. These aspects form the context for your work with adult students in your program. This presentation will provide you with an overview of the field and the LBS system that you work within. It is a helpful orientation for any staff or volunteers. It is also helpful to groups or agencies in the community that have questions about the LBS system. (58 slides)

Originally published in 1999, updated January 2012

This document is a practical guide to facilitating service coordination among adult literacy agencies in a geographic community. It contains terms of reference, roles, responsibilities and facilitative suggestions for developing a comprehensive Literacy Service Plan. (Free download)

PRLN, LiNDR, Tri-County, CSC and COFA researched and developed a guide on the work being done with SSMs in all phases. This report includes best practices for LBS support and service delivery organizations in the Phase 2 and 3 of EST to potentially implement.

The information and practices within this guide are solely the work and opinions of independent LBS agencies and do not necessarily reflect the opinions of the Ministry.

We are delighted to offer this Essential Skills training program for women aged forty plus who are seeking employment. It has been field-tested in British Columbia and Ontario and it has been proven effective. This manual is written for the facilitator, and it outlines the learning progressions, women-centred activities, and hands-on worksheets for the course participants.

Older women, especially immigrants, experience higher rates of unemployment than the general population. Often they are challenged in their job search by a lack of formal education and low literacy. In response to the economic climate and needs voiced within our own community, we developed a curriculum for older women who are low-skilled and unemployed.

The program is designed to help participants increase their Essential Skills and their confidence so that they can build employability skills. The curriculum consists of two main modules, each consisting of eight units, and a third wrap-up section consisting of one unit. Here’s the breakdown: Module One: Exploring Myself; Module Two: Exploring My Community; and Creating My Action Plan: Exploring My Future.

Print copy – Free + $20 shipping & handling (limited quantities)

You can download the whole curriculum, the curriculum cover and spine (to put it in a binder) and a separate Participant Handouts package. The handouts are included in the whole curriculum but they are integrated throughout the document. The PH package makes it easier for photocopying.

Listen to this podcast to find out more about this resource.

Please click here to download the French language version of the whole curriculum package.

Trading Up contains assessment demonstrations for each of these trades in all domains at all five levels of the Literacy & Basic Skills Matrix. It is an excellent tool for determining the skill levels of adults interested in these trades. It can be used as an initial or ongoing assessment (learning progress) tool.

The Workforce Planning Board of Waterloo Wellington Dufferin partnered with Project READ Literacy Network Waterloo-Wellington and Peel-Halton-Dufferin Adult Learning Network for this project. HR & Recruitment personnel from different industries were invited to provide insight into the skills they are looking for jobseekers to demonstrate at different stages of the recruitment process.

With the data collected, we created profiles defining the different job search tasks along with the skill level needed. These profiles aim to clearly identify skill gaps and training opportunities for jobseekers, students and immigrants, so they can work on those skills and improve their success in their job search. These profiles will also help the Job Developers, employment support workers, and organization to identify the skills required for a smooth and successful recruitment process in the changing labour market, providing them an opportunity to focus on problem points and enhancing employment support.

These agreements are the basis for protocols to support learner transition and referrals among the Literacy and Basic Skills (LBS) agencies in Waterloo-Wellington. They have been developed and approved by practitioners among the various agencies. (Free download)

This facilitator’s manual contains over 25 activities to develop an individual’s teamwork skills. It includes facilitator’s notes and handouts. All activities are linked LBS and Essential Skills levels. (Free download)

This guide provides information and strategies for supporting adult learners living with mental health conditions or disorders.

As an adult education facilitator, you are in a position to support adult learners living with mental health issues on their learning path. This guide has been developed to support you, the facilitator, on your professional learning journey. It is intended as a helpful addition to your toolkit.

Watch this Training Webinar Recording to find out more about this resource.

Click here to download the Mental Health Guide Q&A – CHAT Summary.