Title: Literacy and Numeracy Gain in Local Youth Programs
1Literacy and Numeracy Gain in Local Youth Programs
- Presented by
- Bill Diehl and Amewusika Sedzro
- Youth Pathways,
- Commonwealth Corporation
2Agenda
- Why Incorporate Literacy and Numeracy into WIA
Programs The Importance of Literacy and Numeracy
Programming
Activity 1 Warm-up Literacy and Numeracy in
Careers
- Making Gains Assessment, EFLs and Common
Measures
GROUP Activity Goal Setting
- Understanding Literacy and Numeracy Development
Activity 2 Strategies Used by Good Readers
Activity 3 Strategies Used by Good
Mathematicians
- Promoting Literacy and Numeracy in WIA Youth
Services What does this mean for our vendors,
programs, service elements, practices ?
Activity 4 Incorporating Literacy / Numeracy
into Youth Service Elements
3Agenda Items
- Activities are interspersed throughout each
section - to keep the day lively - and to follow
the principle that - one-third of what you learn in professional
development comes from the presenters, - one-third from your colleagues and
- one-third from within yourself.
- Youll pick up very specific learning ideas as
well as broad strategies for building literacy
and numeracy into your programs.
4Todays Tools
- Manuals with LOTS of information
- Application Activities
- Post-it notes and highlighters
- Parking lot
- Burning Questions sheet
- Wisdom sheet
5Getting Started...
Application Activity 1
- In small groups
- Choose 2-4 jobs from the list provided.
- Who do you know who does this type of work?
- What do you know about the work?
- What are the literacy / numeracy skills needed to
work in this field?
6Why Incorporate Literacy Numeracy into WIA
Programs?
7Why Incorporate Literacy and Numeracy in WIA
Programs?
In WIA and other non-traditional learning
environments, youth can
- See and learn the adult applications of literacy
and numeracy (contextualized) - Understand labor market connections
- Cultivate life-long learning skills
- Build self-esteem
- Re-connect with education school
- Find new motivation after possibly being turned
off from learning
8What is Literacy?
- BASIC Ability to read write a simple sentence
in any language - FUNCTIONAL Ability to perform literacy tasks
necessary for success in life (and in jobs) - NEW BASIC SKILLS Solve complex problems, think
critically, communicate effectively, use
computers and other technology
Manual p. 3
9What is Numeracy?
- Managing a situation or solving a problem in a
real context - by responding
- to information about
- mathematical ideas
- that is represented in a range
- of ways
- and requires activation of a range
- of enabling knowledge, behaviors, and processes
Manual p. 3-5
10- Literacy is inseparable from opportunity, and
opportunity is inseparable from freedom. The
freedom promised by literacy is both freedom
fromfrom ignorance, oppression, povertyand
freedom toto do new things, to make choices, to
learn We must recognize that literacy is not
just about the mechanics of reading and writing
but is about personal dignity, the right to
participate, the empowerment of the marginalized
and the excluded, and the opportunity to learn in
a variety of ways and settings, both formal and
non-formal. - Koichiro Matsuura, director-general of the U.N.s
2001 International Literacy Day
Manual p. 7-12
11Massachusetts Employment, 2006A 21st century
economy
Massachusetts Employment by Industry, 2006,
ES-202 Data Series
1214 of employment is in the goods-providing
domain, including manufacturing, construction and
agriculture, fishing and forestry
Massachusetts Employment by Industry, 2006,
ES-202 Data Series
1386 is in the service-providing domain, including
retail/wholesale trade, professional business
services, education, health care, etc.
Massachusetts Employment by Industry, 2006,
ES-202 Data Series
14Most current vacancies and new job growth are in
education health, professional business
services and retail/wholesale trade
Current Massachusetts Job Vacancies, (replacement
and net new jobs) Q4 2006 (thousands)
Projected Net New Jobs, Massachusetts, 2006-2011
(thousands)
Source CommCorp Analysis of New England Economic
Partnership Data Source Department of Workforce
Development
15Projected Percentage of Jobs that will Require
Low - High Levels of Language Skills by 2014 and
Average Salary
Source Bureau of Labor Statistics
16Part 2...
- In small groups
- Discuss
- How can you engage a youth in exploring a career
path? - How would you assist this youth in seeing the
importance of literacy/ numeracy? - How would you set a goal that would connect this
youth to a career pathway?
Application Activity 1
17Ideas and Resources
18Youth Served in WIA
- Of 1,507 youth who exited from WIA Title I Youth
programs in FY2007, at least 33 were
out-of-school youth who were basic skills
deficient and therefore would be measured through
the Literacy/Numeracy Common Measure.
19Youth Served in WIA
- Most Out-of-School Youth served in WIA Title I
Youth programs are in at least one educational
activity.
20We CAN Make a Difference !
- We can break some of the negative cycles
- We can help close the achievement gap
21- Making Gains
- Understanding Assessment, EFLs and Common Measures
22Common Measures - Literacy/Numeracy Gain
- Official Definition
- Of those out-of-school youth who are basic skills
deficient The number of participants who
increase one or more educational functioning
levels divided by the number of participants who
have completed a year in the program (i.e.., one
year from the date of first youth program
service) plus the number of participants who exit
before completing a year in the program.
Manual p. 19
23Calculation
numerator
- Number of participants who increase one or more
educational functioning levels
- Number of out-of-school youth who are basic
skills deficient who have completed a year in the
program the number who exit before completing
a year in the program.
denominator
Manual p. 19
24Common Measures Requirements
- Individual must advance at least one EFL level
- Gain can occur in literacy or numeracy
- EFLs consistent with Adult Basic Education
National Reporting System (NRS) - Pre-tested within 60 days and post-tested before
the end of one year - Participants are only included in measure a
second time if they complete a second full year
of participation
Manual p. 20
25What is an Educational Functioning Level (EFL)?
- ABE levels range from Level 3, Beginning Literacy
(grade level 0-1.9) to Level 8 - High Adult
Secondary Education (grade level 11-12). - ESL levels range from Level 1 - Beginning
Literacy to Level 7 Advanced ESL. - ABE levels describe reading, writing, numeracy
and functional workplace skills. - ESL levels describe speaking and listening, basic
reading, writing and functional workplace skills.
Manual p. 24
Source TEGL 17-05 Change 1, Attachment B
26EFL Crosswalk
Source TEGL 17-05 Change 1, Attachment B
27NRS Assessment Tools
- Must use one of NRS cross-walked tests or equate
alternate test to NRS scale - Tests cross-walked with ABE and ESL levels
include - Comprehensive Adult Student Assessment System
(CASAS) - Test of Adult Basic Education (TABE)
- Adult Basic Learning Examination (ABLE)
- Student Performance Levels for ESL
- Basic English Skills Test (BEST) for ESL
- WorkKeys (for the top 3 ABE levels)
Manual p. 21-23
28 The MAPT
- Massachusetts Adult Proficiency Test or MAPT
- aligned with curriculum frameworks established by
ACLS ABE community in MA - The MAPT provides excellent information, BUT
- Not currently one of the NRS-recognized tests
- Cannot be used for WIA pre- and post-testing.
29Examples of Literacy and Numeracy EFL
ImprovementPre-test to post-test, within one
program year
Literacy
Numeracy
Literacy
Numeracy
Numeracy
Literacy
Youth 3
Youth 2
Youth 1
30Data from Massachusetts Adult Education From
FY2006 Federal NRS Report
31Data from Massachusetts Adult Education From
FY2006 Federal Federal NRS Report
ABE Enrollees, By EFL Level
32Data from Massachusetts Adult Education From
FY2006 Federal Federal NRS Report
ESOL Enrollees, By EFL Level
33MAKING GAINS
- What exactly are we trying to achieve?
- How will we know?
- How do we promote improved performance?
343
Important Considerations
- Youth can attain skills or make gains in many
ways - A specific plan is necessary to achieve and
measure progress - Services have to be different for different EFLs
Manual p. 49
35Needed Plan
- Need a beginning point - baseline
- Need a framework of skills and benchmarks
- Need goals for moving from baseline to higher
attainment in skills / benchmarks - Need intervention / support strategies
- Need assessment of growth
Manual p. 45-47
36Understanding Literacy Numeracy Development
37Getting Started...
GROUP Activity
- Guide questions
- What does the assessment tell you?
- What goals would you want to set with this youth?
- Ideas to keep in mind
- Make sure the goal is measurable and able to meet
the need of the youth.
38(No Transcript)
39- EDUCATIONAL GOALS
- (Establish educational goals for all youth.
Continue to update this sheet periodically, no
less than quarterly. The youth and the case
manager should sign the educational goal and
place their initials when updated.)
40Literacy 4-Stage Model
- Building decoding skills and basic word
recognition - Building fluency and increasing word recognition
- Building vocabulary and meaning
- Building comprehension and study skills
Manual p. 48
41What do we need to know be able to do?
- Motivation
- Decoding the words (phonics)
- Fluency
- Vocabulary / concepts
- Comprehension (at different levels)
- Literal (in the text)
- Interpret (in the text and my head)
- Evaluate info or apply to new situation
- Writing or other production
Manual p. 51-62
423 components of language
- Listening and speaking
- sound
- grammar
- meaning
- Reading and writing
- sound-symbol
- grammar
- meaning
Component 1
Component 2
Component 3
43Stage 1 Decoding Skills Basic Word
Recognition
- Learning to break the code of written language
- Building on verbal skills
- Includes phonics and sight words
- K-3rd grade level if youth has not mastered,
may have a learning disability
Manual p. 50-51
44Stage 2 Fluency Building Word Recognition
- 4th-6th grade level
- Mastered basics, but oral language more
sophisticated than written language skills - Task is building on literacy verbal skills
- LOTS of reading and writing with appropriate
materials
Manual p. 52-53
45Stage 3 Vocabulary and Meaning
- 6th-8th grade level
- Mastered basics oral language and written
language equal in sophistication - Task is USING literacy to learn
Manual p. 54
46Stage 4 Comprehension and Study Skills
- 8th grade higher level
- Written language skills equal to / greater than
oral language - Task is USING literacy to understand and to learn
Manual p. 55
47Application Activity
Application Activity 2
- Look at the reading selection and think about
strategies you use when reading different types
of materials. - Are your strategies different for different types
of reading or in different situations (such as
technical vs. less-technical reading selections,
or reading for pleasure vs. reading for
information)? - Generate a list of ten strategies used by good
readers.
48Application Activity
Discuss
- Brainstorm
- List some program activities that are helpful for
youth at each stage of literacy development.
49Stage 1 Decoding Skills Basic Word Recognition
- What to do
- Make referrals and be an advocate
- Is there an IEP? Can you support some of its
components? - Work on oral language skills
- Strategies for decoding and word recognition
- Computer assisted instruction
Manual p. 50-51
50Stage 2 Fluency Building Word Recognition
- What to do
- Encourage lots of reading and writing --
high-interest / low-level materials - Work on oral language skills
- Make referrals and be an advocate
- Strategies for fluency
- Computer assisted instruction
Manual p. 53
51Stage 2 Fluency Building Word Recognition
- Strategies
- Read-alouds and variations
- High-interest / low-level materials
- USSR and USSW
- Use reflection tools
Manual p. 53
52Stage 3 Vocabulary and Meaning
- What to do
- Encourage lots of reading and writing with
materials that can be handled independently - Strategies for vocabulary and meaning
- Computer assisted instruction
Manual p. 54
53Stage 3 Vocabulary and Meaning
- Strategies
- Vocabulary builders
- Graphic organizers for concepts
- CSSD
Manual p. 54
54Stage 4 Comprehension and Study Skills
- What to do
- Encourage lots of reading and writing with
materials that can be handled independently - Stress Before-During-After
- Encourage application
- Strategies for comprehension study skills
Manual p. 55
55Stage 1 Beginning to recognize and use numbers
- Roughly a Kindergarten through 1st grade level
- Educational Functioning Level (EFL) 1
- Add and subtract single digit numbers
- Sort by size and shape
- Use basic math facts
Manual p. 56
56Stage 2 Basic Use of Operations
- Roughly a 2nd through 3rd grade level)
- Educational Functioning Level (EFL) 4
- add, subtract,multiply, divide, use simple
fractions
Manual p. 58
57Stage 3 More Complex Use of Operations
- Roughly a 4th through 5th grade level
- Educational Functioning Level (EFL) 5
- Can calculate well and may enjoy the pencil and
paper approach - Can use basic fractions, decimals, and percents
Manual p. 60
58Stage 4 Mastery of Math Operations
- Roughly a 6th through 8th grade level
- Educational Functioning Level (EFL) 6
- Whole number and fraction arithmetic
- Able to compute with and apply fractions,
decimals, and percents - Can use ratios and proportions
Manual p. 61
59Stage 5 Application to Geometry, Algebra, and
Real Life
- Roughly a 9th through 12th grade level
- Educational Functioning Level (EFL) 7 and 8
- Basic understanding of algebraic and geometric
concepts - Mastered arithmetic and number properties
Manual p. 62
60Application Activity
Application Activity 3
- Look at the math selection and think about
strategies you use when making mathematical
computations. - What strategies do you employ in order to solve
the problem? - What numeracy skills do you employ?
- What literacy skills do you employ to support
your problem solving?
61Application Activity
Discuss
- Brainstorm
- List some program activities that are helpful for
youth at each stage of numeracy development.
62Stage 1 Beginning to recognize and use numbers
- Strategies
- Rely on IEP or diagnostic testing to guide
instruction - Automatic arithmetic practice
- Calculator use to develop number sense
- Multiple modalities of instruction
Manual p. 57
63Stage 1 Beginning to recognize and use numbers
- What to do
- Make referrals and be an advocate
- Is there an IEP? Can you support some of its
components? - Work on basic math facts
- Use think aloud
- Computer assisted instruction
Manual p. 56-57
64Stage 2 Basic Use of Operations
- Strategies
- Applied practice
- Instruction on specific skill gaps (long
division) - Build on youth's current knowledge by connections
(money to help with decimals) - Use of manipulatives
Manual p. 59
65Stage 2 Basic Use of Operations
- What to do
- Practice paper and pencil arithmetic and
encourage calculators and estimation - Bring in mathematically rich, meaningful problems
- Assess for possible learning disability
- Support understanding of inverse operations
Manual p. 58
66Stage 3 More Complex Use of Operations
- Strategies
- Provide high interest math problems with no clear
solution - Target instruction to support skill gaps
(identifying equivalent fractions, ordering
decimals) - Stress higher order thinking
- Have youth reflect on approach
Manual p. 60
67Stage 3 More Complex Use of Operations
- What to do
- Provide problems where the operations aren't
obvious or that have extraneous information - Encourage use of diagrams, drawings, or
rephrasing to determine operations - Apply graphic organizers to support problem
solving - Compare problem solving strategies
Manual p. 60
68Stage 4 Mastery of Math Operations
- Strategies
- Real world practice to use fractions, percents,
decimals - Encourage youth to explore concept of change
- Stress higher order thinking
- Hands-on exploration of variation
Manual p. 61
69Stage 4 Mastery of Math Operations
- What to do
- Work on pattern recognition and generalization
- Provide opportunities to develop and apply
formulas - Encourage what if questions to change problems
- Provide real-world opportunities to use ratios
Manual p. 61
70Stage 5 Application to Geometry, Algebra, and
Real Life
- Strategies
- Provide sophisticated, real-world problems with
no clear solution or multiple solutions - Targeted coaching in challenging math concepts
(factoring) - Stress higher order thinking
- Use techniques to build on knowledge
Manual p. 62
71Stage 5 Application to Geometry, Algebra, and
Real Life
- What to do
- Encourage independent learning
- Help make connections between math concepts and
skills - Have youth solve problems in multiple ways
- Support discovery of real world applications
Manual p. 62
72Promoting Literacy Numeracy in WIA Youth
Services
73So what can we do???
- Directly teach skills and strategies
Manual p. 83
74Model and Coach
- I do - you watch
- I do - you help
- You do together - I help
- You do independently - I watch
- OR
- Show me - help me - let me
Manual p. 85-86
75So what can we do???
- Create learning environments rich with literacy
opportunities
Manual p. 88-89
76Creating a Literacy- Rich Environment
- Why is this important?
- Provides learners exposure, practice, models,
direct instruction - We are uniquely positioned to engage youth in
authentic literacy
Manual p. 85-86
77Amount of Reading
78Creating a Literacy-Rich Environment
- 2 ideas for all programs
- Sustained Silent Reading
- Newsletter
What have been our experiences?
Manual p. 90-91
79Five Things All WIA Programs Can Do
- In all activities, use the teachable moments
- Use different types and levels of questions
- Have students reflect regularly
Manual p. 95
80Five Things All WIA Programs Can Do
- Incorporate proven strategies
- Involve all staff, mentors, and adult volunteers
as role models, cheerleaders, advocates
Manual p. 95
81So what can we do???
- Use Questions to Build Learning
Manual p. 96-99
82So what can we do???
- Use reflection and journals
Manual p. 105-106
83So what can we do???
- Use strategies proven to be effective
84Four of the Top Strategies that Improve Student
Achievement
- Identifying similarities and differences (45)
- Summarizing and note-taking (34)
- Reinforcing effort and providing recognition
(29) - Setting objectives providing feedback (23)
- from Classroom Instruction That Works
Research-Based Strategies For Increasing Student
Achievement Marzano, Pickering, and Pollock,
ASCD, 2001
Manual p. 107
85Identifying Similarities and Differences
- Explicit modelling
- Comparing -- talk aloud Venn diagrams
comparison matrix - Classifying -- categories graphic organizers
Manual p. 104, 108
86Identifying Similarities and Differences
- Program Goals
- Incorporate compare/contrast (c/c)with 25 of new
activities - Post and talk-through c/c for all major new
concepts or activities - Youth Goals
- As part of XYZ, youth completes 5 comparison
activities - In reflection journal about work experience,
youth compares/contrasts with other work, school
experiences, etc.
Manual p. 104,108
87So what can we do???
- Integrate into the 10 key program service areas
Manual p. 95
8810 WIA Youth Service Elements
- Tutoring, study skills training, and instruction,
leading to completion of secondary school,
including dropout prevention strategies - Alternative secondary school services
- Summer employment opportunities that are directly
linked to academic and occupational learning - Paid and unpaid work experiences, including
internships and job shadowing
Manual p. 95
8910 WIA Youth Service Elements (continued)
- Occupational skill training
- Leadership development opportunities, which may
include community service and peer-centered
activities encouraging responsibility and other
positive social behaviors during non-school
hours - Adult mentoring for the period of participation
and a subsequent period, for a total of not less
than 12 months
Manual p. 95
9010 WIA Youth Service Elements (continued)
- Follow-up services for not less than 12 months
after the completion of participation, as
appropriate and - Comprehensive guidance
Manual p. 95
91Participation in the Ten WIA Youth Service
Elements
Participation in each element as a of total
enrollees
92Application Activity!
Application Activity 4
- Main Ideas
- Use post-it notes to list projects or activities
that can infuse literacy and numeracy development
into the various WIA youth service elements.
Place the post-it notes on the grid.
Manual p. 96-99
93Application Activity Infusing Literacy and
Numeracy in Youth Service Elements
Application Activity 4
94Involve ALL Adults -Five Ways
- Be a role model
- Read, write, use math, and use computers in the
presence of young people - Use literacy and numeracy to solve problems and
complete tasks in the presence of young people - Be a mentor
- Talk about (show) how you use literacy / numeracy
to solve problems, to get information, and for
your enjoyment and personal growth
Manual p. 107-109
95Involve ALL Adults -Five Ways
- Be a cheerleader
- Talk about specific things youve read, what
youve liked, what youve learned, how its
influenced you - Be enthusiastic about anything the youth has
read, written, or done using math or a computer
Manual p. 109
96Involve ALL Adults -Five Ways
- Be a literacy/numeracy developer
- Include in all the activities you do with young
people - contextualize learning - Incorporate specific strategies to increase
achievement - When needed, make referrals
- Observe the skills of young people
- Know when to make referrals and to where
Manual p. 109
97Choosing a Service Provider/ Program
- Key Consideration 1
- Must be appropriate for both
- the literacy/numeracy level and
- the age level of the youth
- involved.
Manual p. 70
98Choosing a Service Provider/ Program
- Key Consideration 2
- Must be flexible enough to allow for
- youths different learning styles,
- abilities, backgrounds, and
- interests.
Manual p. 70
99Choosing a Service Provider/ Program
- Key Consideration 3
- Must build on principles of effective
- education for youth and must
- incorporate youth development and
- career development (and the other
- WIA elements, as possible)
Manual p. 70
100Choosing a Service Provider/ Program
- 20 Critical Questions
- Effective Instructional Practices
- Youth Development Practices Three key
considerations - Issues for Adult Educational
- Standards of Instructional Quality
Manual p. 71-78
101OVERALL
- Make reading, writing, numeracy and computing
rewarded and valued - Incorporate in ISS
- Ask mentors and service providers to incorporate
strategies - Keep track and reward efforts
- Make this part of what youth give back to
community
Manual p. 109
102We CAN Make a Difference!
In WIA and other non-traditional learning
environments, youth can
- See and learn the adult applications of literacy
and numeracy (contextualized) - Understand labor market connections
- Cultivate life-long learning skills
- Build self-esteem
- Re-connect with education school
- Find new motivation after possibly being turned
off from learning
103Time Out for Reflection
- Three - two - one
- 3 things I found out
- 2 interesting things (or ideas I will use)
- 1 question I still have