All Employment Ontario (EO) service providers, including Literacy and Basic Skills providers, create plans that detail the benefits and services they will deliver to meet clients’ needs. Within Employment Ontario and the Employment Ontario Information System Case Management System(EOIS-CaMS) these are called service plans. Service plans detail the client’s
- plan items
For the Literacy and Basic Skills (LBS) field, the Ministry of Training, Colleges and Universities (MTCU) has created service plans in EOIS-CaMS that support the Ontario Adult Literacy Curriculum Framework (OALCF). Terms used in Employment Ontario, EOIS-CaMS, the LBS Participant Registration Form and the Learner Plans are different than those used in the OALCF.
The table and diagram below show the relationship between terms.
EOIS-CaMS has been configured for the five LBS goal paths:
- Adult Secondary School Credit
- Postsecondary Education
Sub-goals help to break the goal into manageable steps. For LBS, these sub-goals are the OALCF competencies.
- Find and Use Information
- Communicate Ideas and Information
- Understand and Use Numbers
- Use Digital Technology
- Manage Learning
- Engage with Others
As well as OALCF competencies, sub-goals may be learning activities, training supports and referrals out to community resources or other programs and services.
Sub-goals usually have one or more plan items. Plan items are the actions and/or the achievements that must be fulfilled to meet the learners needs. In LBS, plan items are representative of the task groups and level indicators from the OALCF. The successful completion of some or all plan items is required for a learner to attain a sub-goal.
Learner Plan Templates (Service Plans)
MTCU has created service plan templates to include all the relevant and required client/learner information. For LBS learners the templates include a set of pre-defined goals, sub-goals and plan items to choose from. The service plan templates consist of two major areas:
- Client Summary – the client details
- Learner Plan – the program elements to prepare learners for their next steps beyond LBS
You must use these templates to create your plans. However, they may be customized to meet the requirements of each individual learner and program.
For an Employment Ontario service plan to be activated, the Learner Plan part of the template must be accepted by the learner. There are two versions of the Learner Plan template:
- A fillable and printable Learner Plan Template in Microsoft Word – This version can be printed out as a blank form to be completed by hand, or it can be completed on the computer in MS Word.
- A downloadable Enhanced Learner Plan in Adobe Acrobat (pdf) from the Employment Ontario Information System – Case Management System (EOIS-CaMS). The Enhanced Learner Plan comes partially-completed, or populated, with the information previously entered into the EOIS-CaMS system. As this is also a fillable Acrobat form, further information may be added to certain fields by the practitioner. For complete step-by-step directions on creating the LBS service plan in EOIS-CaMS, see “Chapter 8b: Service Plan Management for Literacy and Basic Skills of the EOIS Case Management System Service Provider User Guide” downloadable at www.tcu.gov.on.ca/eng/eopg/eotransformation/cams_day1/userguide/eois_cams_ch8_sp_management_lbs.pdf
Note: LBS practitioners must be authorized to enter information into, and download from, EOIS-CaMS. Authorization and user codes are arranged by your agency’s Ministry of Training, Colleges and Universities Employment and Training Consultant (ETC) following a request from your agency’s Service Provider Registration Authority (SPRA).
LBS service providers can choose to use either the hand-filled or the Word Learner Plan Template, or the downloadable Enhanced Learner Plan. Whichever you use, all learners must accept and sign their LBS Learner Plan. You need to keep a copy in the learner’s file and provide a copy to the learner.
Learners need to understand the contents of their plans in order to accept and agree to them. Keep in mind that the plans are for the learners and that it helps them “own” their learning.
For some learners understanding all the steps in their plan and navigating many pages of documents may be difficult. They may feel that there is too much information or that the forms are too complicated. Some practitioners find that mind-maps or other visuals help the learner to visualize the steps to their plan and the links to their goal. Remember, this is an essential step in the adult learning process and worth the time spent helping learners understand and “buy into” their plan.
The first step in setting up a Learner Plan is setting the objectives. Learning objectives or learning outcomes describe what the learners will be able to do by the end of their Literacy and Basic Skills (LBS) plan with your agency.
Learning objectives are drawn from the learner’s goal, the goal path requirements, and the learner assessments. These objectives direct the content, how it will be presented and the expected outcome. They help learners see how specific learning activities meet their learning needs.
Wording objectives from the learner’s perspective personalizes the objectives, for example, wording the objective as “I will” rather than “the learner will” or “you will.”
Objectives should clearly state what the learners will be able to do or demonstrate as a result of their LBS training. Objectives should not be vague. Instead they should be concrete and measureable. In the following chart, we show an example of a vague objective for a learner on the independence goal path. This is followed by examples of better and more specific learning objectives.
As you can see from the chart, once you have specific, measureable learning objectives, you can relate these to the Ontario Adult Literacy Curriculum Framework (OALCF) competencies and task groups. The competencies that the learner needs to work on are the sub-goals and the task groups are the plan items you use to populate the LBS Learner Plan for the EOIS-CaMS system.
The templates created by MTCU provide sub-goals and plan items in the language of the OALCF rather than as learning outcomes specific to the individual learner. Because of this, many programs have developed ways to document the distinctive outcomes for each learner. These may be simple statements such as those in the following forms or more detailed Learner Plan add-ons.
Filled in this becomes
The learning outcomes can also be incorporated into a larger format that includes learning objective tasks and overall timelines, such as Literacy Council York-Simcoe’s Literacy Program Learning Plan (Doug, please link to this form on page 40)in the Sample Forms (Doug, please link to the start of this section on page 40)section. The sample is completed to show Jane Doe’s plan for the employment goal path, working mostly on Understand and Use Numbers Competency C, Level 2.