For the year ending March 31, 2014, we served:
During the intake process, potential students identify their reason for developing their literacy and/or numeracy skills by selecting their goal path. They then set goals in the program by identifying the tasks that they’d like to be able to do that relate directly to their chosen goal path. These task goals may be as basic as reading street signs, or completing an application form to researching and writing essays, creating a resume, or having the skills needed to navigate the internet and search online job sites etc.
Students are assessed to identify their current literacy skills and to determine those that need to be developed in order to meet their goals.
A detailed individualized training plan is then developed that includes their task goals, skills needed to reach those goals, resources to use and teaching strategies. These training plans are revised at various intervals to remove task goals that have been attained and add new task goals, or if the student’s situation and goal path changes. The training plan is reviewed with the student and volunteer tutor who meet weekly at our office and design their training sessions based on the plan.
We work with the Ontario Adult Literacy Curriculum Framework (OALCF) as mandated by our main funder, the Ministry of Training Colleges and Universities. As part of the OALCF we use milestones to measure progress and task goal accomplishments. These milestones are real-life task activities that are administered when it is believed that the literacy skills needed to accomplish the task have been attained. The milestones, designed by the Ministry, are applied and scored under strict guidelines. Results are entered onto our case management system which enables us to track each student’s progress and outcomes. For instance, for the year ending March 31, 2014, 65% of students had accomplished at least one, or in many instances, several milestones. Note: As we do continuous intake, one must keep in mind that some of our students would have registered later in the year and would not have had the opportunity to gain all of the skills needed to complete a milestone by year-end. In some cases a student is in the program approximately 3-6 months before completing their 1st milestone.
When a student exits our program we do 3, 6 and 12 month follow-ups to monitor how their increased literacy skills are helping them succeed in the broader community. For example, in a few of our recent follow-ups we found positive outcomes such as:
A former student had just completed the 1st year of his Police Services college program that he transitioned to upon completion of our program. He attained a B average. He also remarked that he would never have been able to succeed at this without EYLE’s help.
Another student who entered the program with very minimal literacy skills who, with help from his tutor, was able to enter and complete a welding program after 3 years at EYLE. We continued to provide literacy support during his welding training and he has now found full-time employment with one of the leaders in this sector.
A former student who, after upgrading his literacy level at EYLE was able to find full-time employment and has transitioned into a part-time adult high school in order to complete his diploma.
Please note that the causes for those students unable to work cover a wide range such as illness, disability, family demands, or mental health issues. Typically, students that fall into this category are in the program to develop greater personal independence in their everyday life.