CESBA - Literacy and Basic Skills Completed Projects

Projects & Initiatives

Completed LBS Projects

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Completed 2005 Completed 2004 Completed 2003 Completed 2002 Completed Before 2002

Completed 2005

Measuring Quality Service in Mentorship for Practitioner Training Online

CESBA is currently completing a project that involves developing quality approaches to using on-line mentorship for LBS practitioners accessing the on-line practitioner training modules on the www.lbspractitionertraining.com website. Here is a description of the project excerpted from the contract with the National Literacy Secretariat, the funder for the project.

Project Objectives

The Ontario Association of Adult and Continuing Education School Board Administrators (CESBA) represents the broad spectrum of adult and continuing education programs offered by Public, Catholic and Francophone School Boards within Ontario. CESBA has recently implemented LBSpractitionertraining.com, a website that offers six modules of Literacy and Basic Skills (LBS) practitioner training, an interactive LBS self-assessment tool, and capacity for individualized mentoring services.

Through this project, CESBA will break new ground in providing online mentoring for practitioner training and professional development for LBS practitioners. Online training is essential as new practitioners join the staff, as learners change and as literacy program reform continues to develop across the province. The organization will identify essential skills for effective mentorship of LBS professionals; determine how these skills can be demonstrated and recognized online; provide quality mentoring services in conjunction with practitioner training to members of the school board sector (minimum 15); determine the feasibility of online practitioner training with mentorship services for LBS practitioners working in school board, community-based or college sectors; and propose recommended options, including resources needed for training, testing and full-scale implementation.

The project will result in training in online mentorship to a team of LBS professionals who will serve as mentors to 15 school board practitioners. In addition, the mentors will create evaluation tools, provide feedback through reports, collaborate on data analysis, and develop recommendations for a plan of action based on research findings from documented assessment of mentoring services.

For more details, click here (pdf 28 KB)

Completed 2004

Online Professional Development Using a Mentoring Approach

In the fall of 2004, CESBA completed the project, Online Professional Development Using a Mentoring Approach, and prepared a report summarizing the results of the project.

Project Objectives

There were three main objectives for CESBA’s 2003-2004 Field Development Project, Online Professional Development Using a Mentoring Approach:
1. to design and build a website to house six modules of Professional Development Training,
2. to attach an online mentoring component to the training, determine it’s viability and evaluate its potential for the future,
3. to summarize the research findings and recommendations in a report to the field.

To read the full report on this project in Acrobat PDF format (58 KB), click here. Documents created during this project may be accessed by clicking the related project documents:

Ementor Tool View (pdf 96 KB)

Feedback Guide (pdf 13 KB)

Final Evaluation Plan (pdf 20 KB)

Field Testing Feedback and Evaluation Form ( pdf 29 KB)

Tables of Content (pdf 25 KB)

Website Front Page (pdf 227 KB)

To see the up-to-date status of the on-line practitioner training website go to www.lbspractitionertraining.com.

Completed 2003

Practitioner Training Strategy - Part III:

CESBA contracted with Jane Barber to complete this project. The goals of the project were to design, develop and implement a method of providing initial and ongoing professional development training for LBS practitioners as recommended in Phase II. In this project the curriculum for all the training modules was written and three of the modules were produced as CD ROMs and field tested. The training includes original course materials, required readings via links to online resources and previously published field development project materials ( reprinted with permission), learning activities which link training to day-to-day practice, and assessment component. The three modules of training are:

1. Literacy and Basic Skills 101

understanding of the need for adult literacy training in Ontario
orientation to literacy reform and the Literacy and Basic Skills Program fo the Government of Ontario
exploring the benefits and challenges of offering LBS in a school board setting

2. Approaches to Adult Learners and Adult Learing

who are adult literacy learners?
principles of adult education
diversity issues among learners and their impact on learning
other barriers to learning and strategies for overcoming them
helping adults become self-directed learners
creating a positive learning environment

3. Working with adults with Learning Disabilities

understanding learning disabilities
screening and other approaches for recognizing possible learning disabilities
finding the right strategies for working with specific disabilities good practice in the classroom

They will be distributed as part of the Practitioner Training Strategy Training Library in December,, 2003. Additionally, all three modules have been submitted to the Ontario College of Teachers for evaluation and accreditation as part of the Professional learning Program that is currently a requirement for maintaining OCT membership eligibility for all teachers. The category for each nodule is:

Module 1.: Curriculum
Module 2.: Teaching Strategies
Module 3.: Special Education

If approved, they will be available for accreditation in early 2004.

Impact Study: Ontario Works Participant in School Board LBS Programs

CESBA contracted with the Faculty of Education, University of Western Ontario to undertake the design, implementation and analysis of a survey to determine the impact on school board LBS programs of the mandatory participation of Ontario Works clients. Dr. Sharon Rich was the lead consultant and researcher on the project. The attached Acrobat PDF (71 KB) OW Impact Study 2003 document presents the data from this survey in a comprehensive way. Additionally, there are recommendations based on the analysis of the survey data included.

Learning Disabilities Initiative

CESBA contracted with Jane Barber and Donna Zener to develop this project. Early in the process, it was decided that the final document would be available on CESBA's website in Adobe PDF format in order to make it accessible to everyone. During the project, the researchers reviewed materials and research in order to make recommendations regarding ways of incorporating into school board LBS programs, those features which best support LD learners. The report includes current practice of screening assessing, placing and instructing learners with learning disabilities in school board LBS programs and presents effective practice guidelines for meeting LD adults' learning needs. A training module to meet the professional development needs of school board LBS instructors for teaching literacy learners with learning disabilities was also developed during the course of this project. It will be available as part of the Practitioner Training Strategy Training Modules.
The Learning Disabilities Initiative Report is available for viewing or download in Adobe PDF format (248 KB).

Completed 2002

Practitioner Training Strategy: School Board Sector, Phase II

Consultant: Jane Barber
This project addressed the recommendations made in Practitioner Training Strategy Phase I. Specifically it:

Investigated how the nature of the working environment affects the Adult Literacy Educator Core Skills List (School Board Sector)
Evaluated current practices for preparing LBS instructors and developed a new orientation/training program
Used the Adult Literacy Educator Core Skills List (School Board Sector) as a basis, to identify and build on processes already being conducted in the sector which will assist LBS managers select quality instructors for school board programs

Completed Before 2002

Breaking the Barriers2002

Project Consultants: Brian Nicholson, Grainne Odonnell

This project addressed the issues arising from the project entitled "Seamless Transition to More Learning" (CESBA, 2000-2001). The project researched current good practice in the field which integrates learning outcomes in the area of self-management and self-direction into the broad LBS curriculum. Suggestions for the development of demonstrations, assessment tools and corresponding examples and templates are included for use by school board instructors in order to ensure that learners have the appropriate skill level in this area. A training approach to provide a focussed, short-term self-management program for these learners was also developed and included in the project. This project focussed on learners in school board programs who have further education as a goal.
The Breaking the Barriers file is available for viewing or download in Adobe PDF format (2.2MB).

CESBA Learning Outcomes Demonstrations Development Project

The project can be accessed at: http://ils.mergent.ca/do/index.html
Note: This link is no longer active. When a new valid URL is available, it will be made active again.

Practitioner Training Strategy: School Board Sector, Phase One 2000

Professional Development for Learning Outcomes Demonstrations, 2001

The Mud Works file is available for veiwing or download in Adobe PDF format (310 KB).

Seamless Transition to More Learning, 2001

The Seamless Transition file is available for viewing or download in Adobe PDF format (382 KB).

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	Projects & Initiatives Completed LBS Projects

Select By Year Completed Completed 2005 Completed 2004 Completed 2003 Completed 2002 Completed Before 2002 Completed 2005 Measuring Quality Service in Mentorship for Practitioner Training Online CESBA is currently completing a project that involves developing quality approaches to using on-line mentorship for LBS practitioners accessing the on-line practitioner training modules on the www.lbspractitionertraining.com website. Here is a description of the project excerpted from the contract with the National Literacy Secretariat, the funder for the project. Project Objectives The Ontario Association of Adult and Continuing Education School Board Administrators (CESBA) represents the broad spectrum of adult and continuing education programs offered by Public, Catholic and Francophone School Boards within Ontario. CESBA has recently implemented LBSpractitionertraining.com, a website that offers six modules of Literacy and Basic Skills (LBS) practitioner training, an interactive LBS self-assessment tool, and capacity for individualized mentoring services. Through this project, CESBA will break new ground in providing online mentoring for practitioner training and professional development for LBS practitioners. Online training is essential as new practitioners join the staff, as learners change and as literacy program reform continues to develop across the province. The organization will identify essential skills for effective mentorship of LBS professionals; determine how these skills can be demonstrated and recognized online; provide quality mentoring services in conjunction with practitioner training to members of the school board sector (minimum 15); determine the feasibility of online practitioner training with mentorship services for LBS practitioners working in school board, community-based or college sectors; and propose recommended options, including resources needed for training, testing and full-scale implementation. The project will result in training in online mentorship to a team of LBS professionals who will serve as mentors to 15 school board practitioners. In addition, the mentors will create evaluation tools, provide feedback through reports, collaborate on data analysis, and develop recommendations for a plan of action based on research findings from documented assessment of mentoring services. For more details, click here (pdf 28 KB) Completed 2004 Online Professional Development Using a Mentoring Approach In the fall of 2004, CESBA completed the project, Online Professional Development Using a Mentoring Approach, and prepared a report summarizing the results of the project. Project Objectives There were three main objectives for CESBA’s 2003-2004 Field Development Project, Online Professional Development Using a Mentoring Approach: 1. to design and build a website to house six modules of Professional Development Training, 2. to attach an online mentoring component to the training, determine it’s viability and evaluate its potential for the future, 3. to summarize the research findings and recommendations in a report to the field. To read the full report on this project in Acrobat PDF format (58 KB), click here. Documents created during this project may be accessed by clicking the related project documents: Ementor Tool View (pdf 96 KB) Feedback Guide (pdf 13 KB) Final Evaluation Plan (pdf 20 KB) Field Testing Feedback and Evaluation Form ( pdf 29 KB) Tables of Content (pdf 25 KB) Website Front Page (pdf 227 KB) To see the up-to-date status of the on-line practitioner training website go to www.lbspractitionertraining.com. Completed 2003 Practitioner Training Strategy - Part III: CESBA contracted with Jane Barber to complete this project. The goals of the project were to design, develop and implement a method of providing initial and ongoing professional development training for LBS practitioners as recommended in Phase II. In this project the curriculum for all the training modules was written and three of the modules were produced as CD ROMs and field tested. The training includes original course materials, required readings via links to online resources and previously published field development project materials ( reprinted with permission), learning activities which link training to day-to-day practice, and assessment component. The three modules of training are: 1. Literacy and Basic Skills 101 understanding of the need for adult literacy training in Ontario orientation to literacy reform and the Literacy and Basic Skills Program fo the Government of Ontario exploring the benefits and challenges of offering LBS in a school board setting 2. Approaches to Adult Learners and Adult Learing who are adult literacy learners? principles of adult education diversity issues among learners and their impact on learning other barriers to learning and strategies for overcoming them helping adults become self-directed learners creating a positive learning environment 3. Working with adults with Learning Disabilities understanding learning disabilities screening and other approaches for recognizing possible learning disabilities finding the right strategies for working with specific disabilities good practice in the classroom They will be distributed as part of the Practitioner Training Strategy Training Library in December,, 2003. Additionally, all three modules have been submitted to the Ontario College of Teachers for evaluation and accreditation as part of the Professional learning Program that is currently a requirement for maintaining OCT membership eligibility for all teachers. The category for each nodule is: Module 1.: Curriculum Module 2.: Teaching Strategies Module 3.: Special Education If approved, they will be available for accreditation in early 2004. Impact Study: Ontario Works Participant in School Board LBS Programs CESBA contracted with the Faculty of Education, University of Western Ontario to undertake the design, implementation and analysis of a survey to determine the impact on school board LBS programs of the mandatory participation of Ontario Works clients. Dr. Sharon Rich was the lead consultant and researcher on the project. The attached Acrobat PDF (71 KB) OW Impact Study 2003 document presents the data from this survey in a comprehensive way. Additionally, there are recommendations based on the analysis of the survey data included. Learning Disabilities Initiative CESBA contracted with Jane Barber and Donna Zener to develop this project. Early in the process, it was decided that the final document would be available on CESBA's website in Adobe PDF format in order to make it accessible to everyone. During the project, the researchers reviewed materials and research in order to make recommendations regarding ways of incorporating into school board LBS programs, those features which best support LD learners. The report includes current practice of screening assessing, placing and instructing learners with learning disabilities in school board LBS programs and presents effective practice guidelines for meeting LD adults' learning needs. A training module to meet the professional development needs of school board LBS instructors for teaching literacy learners with learning disabilities was also developed during the course of this project. It will be available as part of the Practitioner Training Strategy Training Modules. The Learning Disabilities Initiative Report is available for viewing or download in Adobe PDF format (248 KB). Completed 2002 Practitioner Training Strategy: School Board Sector, Phase II Consultant: Jane Barber This project addressed the recommendations made in Practitioner Training Strategy Phase I. Specifically it: Investigated how the nature of the working environment affects the Adult Literacy Educator Core Skills List (School Board Sector) Evaluated current practices for preparing LBS instructors and developed a new orientation/training program Used the Adult Literacy Educator Core Skills List (School Board Sector) as a basis, to identify and build on processes already being conducted in the sector which will assist LBS managers select quality instructors for school board programs Completed Before 2002 Breaking the Barriers2002 Project Consultants: Brian Nicholson, Grainne Odonnell This project addressed the issues arising from the project entitled "Seamless Transition to More Learning" (CESBA, 2000-2001). The project researched current good practice in the field which integrates learning outcomes in the area of self-management and self-direction into the broad LBS curriculum. Suggestions for the development of demonstrations, assessment tools and corresponding examples and templates are included for use by school board instructors in order to ensure that learners have the appropriate skill level in this area. A training approach to provide a focussed, short-term self-management program for these learners was also developed and included in the project. This project focussed on learners in school board programs who have further education as a goal. The Breaking the Barriers file is available for viewing or download in Adobe PDF format (2.2MB). CESBA Learning Outcomes Demonstrations Development Project The project can be accessed at: http://ils.mergent.ca/do/index.html Note: This link is no longer active. When a new valid URL is available, it will be made active again. Practitioner Training Strategy: School Board Sector, Phase One 2000 Professional Development for Learning Outcomes Demonstrations, 2001 The Mud Works file is available for veiwing or download in Adobe PDF format (310 KB). Seamless Transition to More Learning, 2001 The Seamless Transition file is available for viewing or download in Adobe PDF format (382 KB). [Literacy Projects · Current Literacy Projects] About CESBA · Member Services · Projects & Initiatives · Publications · Committees · Events & Meetings

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