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Literacy and Numeracy Gain in Local Youth Programs
Presented by:
Bill Diehl and Amewusika Sedzro
Youth Pathways, Commonwealth Corporation
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Agenda
The Importance of Literacy and Numeracy Programming
Making Gains: Assessment, EFLs and Common Measures
Understanding Literacy and Numeracy Development
Promoting Literacy and Numeracy in WIA Youth Services: What does this mean for our vendors, programs, service elements, practices ?
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Agenda Items
AND… we’ll integrate some learning ideas in
the process
AND in keeping with what we know about attention and learning we’ll intersperse activities - using the 20 -
5 rule (more or less)
AND we’ll have fun!
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Today’s Tools
Manuals with LOTS of informationApplication ActivitiesPost-it notes and highlightersParking lot “Burning Questions” sheet “Wisdom” sheet
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Getting Started...
Main Ideas:
−Look at the reading selection.−Generate a list of ten strategies
used by good readers.−If you are a teacher/instructor,
what strategies would you employ to teach these skills?
Remember, there are no right or wrong answers!
What do skilled readers do??Application Activity 1
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Why Incorporate Literacy & Numeracy into WIA Programs?
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Why Incorporate Literacy and Numeracy in WIA Programs?
See and learn the adult applications of literacy and numeracy (contextualized)
Understand labor market connections Cultivate life-long learning skillsBuild self-esteemRe-connect with education & schoolFind new motivation after possibly being
turned off from learning
In WIA and other non-traditional learning environments, youth can:
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What 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
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What is Literacy?
Literacy is:“the ability to read, write, and speak in English, and compute and solve problems at levels of proficiency necessary to function in society, to achieve one’s goals, and to develop one’s knowledge and potential.”
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Managing a situation or solving a problem in a real context by responding to information aboutmathematical ideas that is represented in a range of ways and requires activation of a range of enabling knowledge, behaviors, and processes
What is Numeracy?
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Of Real, Material and Lifelong Consequence
Critical for: Achieving the knowledge and skills
necessary to succeed at school, work, in the family, and as a citizen
Being productive in the 21st Century – including continuing to learn
Completing high school,the GED, and post-secondary ed or training
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Of Real, Material and Lifelong Consequence
“Literacy is inseparable from opportunity, and opportunity is inseparable from freedom.
“The freedom promised by literacy is both freedom from—from ignorance, oppression, poverty—and freedom to—to do new things, to make choices, to learn....
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“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 nonformal.”
Koichiro Matsuura, Director General 2001 UN International Literacy Day
Of Real, Material and Lifelong Consequence
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Between 1996 and 2006, the average literacy level required for all American occupations is expected to rise by 14 percent.
The twenty-five fastest-growing professions today have far greater than average literacy demands, while the twenty-five fastest-declining professions have lower than average literacy demands.
Barton, 2000
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Low
Low- Medium
High
Medium- High
Source: Bureau of Labor Statistics
Projected Percentage of Jobs that will Require Low- High Levels of Language Skills by 2014 and Average Salary
$48,945
$64,071 $23,762
$30,349
23.1%
30.6%29.1%
15.9%
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Labor Market Connections: Top 10 Industries with the Fastest Employment Growth, 1998- 2008
0
500
1000
1500
2000
2500
3000
3500
4000
4500
5000
Numbers in Thousands
1998
2008
1998 1599 1209 747 1034 3230 258 93 614 236 645
2008 3472 2018 1171 1500 4623 369 131 861 329 900
Comupter & Data
Processing
Health Services
Residential Care
Mgmt. And Public
Relations
Personnel Supply
Misc. Equipment
Rental
Museums, Botanical & Zoological
Research & Testing Services
Misc. Transport Services
Security & Commodity
Brokers
Source: USDOL
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Labor Market Connections:The 10 Fastest Growing Occupations, 1998-2008
0
200
400
600
800
1000
1200
1400 19982008
1998 299 429 617 87 136 746 252 66 252 26
2008 622 869 1194 155 220 1179 398 98 398 44
Computer Engineers
Computer Support
Specialists
System Analysts
Database Administrat
ors
Legal Assistants
Personal Care & Home
Medical Assistants
Physicians Assistants
Medical Assistants
Desktop Publishing Specialists
Source: USDOL
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The 10 Fastest Growing Occupations, 2002-2012
Occupation Employment Most significant source of post secondary education or training2002 2012
Medical assistant 365 579 Moderate-term on-the-job training
Network& data communications analyst
186 292 Bachelor’s degree
Physicians Assistant 63 94 Bachelor’s degree
Social & human service assistants
305 454 Moderate-term on-the-job training
Home health aides 580 859 Short-term on-the-job training
Medical records & health info techs
147 216 Associate degree
Physical therapists aide
37 54 Short-term on-the-job training
Computer software engineers, applications
394 573 Bachelor’s degree
Computer software engineers, systems software
281 409 Bachelor’s degree
Physical therapists assistants
50 73 Associate degree
(numbers in thousands of jobs)
Source: Boston Redevelopment Authority, Research Division
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The 10 Occupations with Largest Job Growth, 2002-2012 (numbers in thousands of jobs)
Occupation Employment Most significant source of post secondary education or training2002 2012
Registered Nurse 2,284 2,908 Associate degree
Post-secondary school teachers
1,561 2,184 Doctoral degree
Retail salesperson 4,076 4,672 Short-term on-the-job training
Customer service representative
1,894 2,354 Moderate-term on-the-job training
Combined food prep & serving worker (fast food included)
1,990 2,444 Short-term on-the-job training
Cashier, except gaming 3,432 3,886 Short-term on-the-job training
Janitors, cleaners, except maids & housekeepers
2,267 2,681 Short-term on-the-job training
General operations managers
2,049 2,425 Bachelor’s degree or higher plus work experience
Waiters and waitresses 2,097 2,464 Short-term on-the-job training
Nursing aides, orderlies & attendants
1,375 1,718 Short-term on-the-job training
Source: Boston Redevelopment Authority, Research Division
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We CAN Make a Difference !
• We can break some of the negative cycles
• We can help close the achievement gap
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Hence….
•The WIA Literacy and Numeracy Performance Measure
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Making Gains:Understanding Assessment, EFLs and Common Measures
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Common 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 (ie., one year from the date of first youth program service) plus the number of participants who exit before completing a year in the program.
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Calculation
Number of participants who increase one or more educational functioning levels
numerator
denominator
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.
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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
Common Measures Requirements
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Common Measures Requirements
• Based on out-of-school youth who are “Basic Skills Deficient”− The individual computes or solves problems, reads,
writes or speaks English at or below the eighth grade level OR
− The individual is unable to compute or solve problems, read, write or speak English at a level necessary to function on the job, in the individual’s family or in society
States and grantees have the opportunity to come up with their own definition as long as the above language is included.
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Common Measures Requirements
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.
In-School Youth (686)45%
Out of School Youth / Basic
Skills Deficient
(493)33%
Out of School / Not Basic Skills Deficient (327)
22%
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Common Measures Requirements
Most Out-of-School Youth served in WIA Title I Youth programs are in at least one educational activity.
In-School Youth (686)44%
Out of School Youth / In at
least one educational
activity (741)47%
Out of School / Not in any educational
activities (134)9%
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What 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.
Source: TEGL 17-05 Change 1, Attachment B
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EFL CrosswalkNew EFL
Old EFL
ABE ESL Basic Skills Deficient
1
1
Beginning ESL Literacy
Basic Skills Deficient
2 Low Beginning ESL Literacy
3 Beginning ABE Literacy
High Beginning ESL Literacy
4 2 Beginning Basic Education
Low Intermediate ESL
5 3 Low Intermediate Basic Education
High Intermediate ESL
6 4 High Intermediate Basic Education
Advance ESL
7 5 Low Adult Secondary Education
Exit ESL Not Basic Skills Deficient8 6 High Adult
Secondary Education
Source: TEGL 17-05 Change 1, Attachment B
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NRS 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)
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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.
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Youth #2
EFL 1
EFL 2
EFL 3
EFL 4
EFL 5
Youth #1 Youth #3 Youth #4 Youth #5 Youth #6 Youth #7
Examples of EFL ImprovementPre-test to post-test, within one program year
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Literacy Numeracy
Youth # 3
Literacy Numeracy
Youth # 2
NumeracyLiteracy
Youth # 1
EFL 1
EFL 2
EFL 3
EFL 4
EFL 5
Examples of Literacy and Numeracy EFL ImprovementPre-test to post-test, within one program year
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Literacy Numeracy
Year # 2
NumeracyLiteracy
Year # 1
EFL 1
EFL 2
EFL 3
EFL 4
EFL 5
Examples of Literacy and Numeracy EFL ImprovementPre-test to post-test, two program years
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Data from Massachusetts Adult EducationFrom FY2006 Federal NRS Report
Entering EFL Level
# Enrolled # completing level
# remaining in level
# separated before
completing
AB
E
1 506 126 296 84
2 1377 468 556 353
3 2490 779 973 738
4 2845 611 1120 1114
5 1029 196 378 455
6 988 376 310 302
ESO
L
1 3362 1380 1217 765
2 2382 1241 663 488
3 2912 1307 974 631
4 2074 719 803 552
5 1065 400 379 286
6 1219 325 522 372
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Data from Massachusetts Adult EducationFrom FY2006 Federal Federal NRS Report
6 376 310 302
5 196 378 455
4 611 1120 1114
3 779 973 738
2 468 556 353
1 126 296 84
Completed Level Stayed in LevelSeparated Before
Completing
TOTAL
2556 28%
363339%
304633%
ABE Enrollees, By EFL Level
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Data from Massachusetts Adult EducationFrom FY2006 Federal Federal NRS Report
6 325 522 372
5 400 379 286
4 719 803 552
3 1307 974 631
2 1231 663 488
1 1380 1217 765
Completed Level Stayed in LevelSeparated Before
Completing
ESOL Enrollees, By EFL Level
TOTAL
5362 41%
455835%
309424%
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MAKING GAINS
• What exactly are we trying to achieve?
• How will we know?• How do we promote improved
performance?
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3• 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
Important Considerations
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Needed 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
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So how do we proceed??
• Stages of Literacy Development
• Stages of Numeracy Development
• Educational elements for the ISS
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Understanding Literacy & Numeracy Development
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Literacy 4-Stage Model
1. Building decoding skills and basic word recognition
2. Building fluency and increasing word recognition
3. Building vocabulary and meaning
4. Building comprehension and study skills
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What 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
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3 components of language
Listening and speaking −sound −grammar −meaning
Reading and writing−sound-symbol−grammar−meaning
Component 1
Component 2
Component 3
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Stage #1-Decoding Skills & Basic Word Recognition Learning to break the “code” of
written languageBuilding on verbal skills Includes phonics and sight wordsK-3rd grade level; if youth has not
mastered, may have a learning disability
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Stage #2-Fluency & Building Word Recognition
4th-6th grade levelMastered 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
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Stage #3-Vocabulary and Meaning
6th-8th grade levelMastered basics; oral language and
written language equal in sophistication
Task is USING literacy to learn
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Stage #4-Comprehension and Study Skills
8th grade & higher levelWritten language skills equal to /
greater than oral languageTask is USING literacy to understand
and to learn
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Application Activity
• Take 5 minutes to quickly jot down strategies that feel would be useful in helping learners improve their literacy skills at varying stages of development.
Application Activity 2
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Stage #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 skillsStrategies for decoding and word recognitionComputer assisted instruction
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Stage #2-Fluency & Building Word Recognition
WHAT TO DO?Encourage lots of reading and writing -- high-
interest / low-level materialsWork on oral language skillsMake referrals and be an advocateStrategies for fluencyComputer assisted instruction
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Stage #2-Fluency & Building Word Recognition
StrategiesRead-alouds and variationsHigh-interest / low-level materialsUSSR and USSWUse reflection tools
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Stage #3-Vocabulary and Meaning
WHAT TO DO?Encourage lots of reading and writing with materials that can be handled independentlyStrategies for vocabulary and meaningComputer assisted instruction
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Stage #3-Vocabulary and Meaning
StrategiesVocabulary buildersGraphic organizers for conceptsCSSD
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Stage #4-Comprehension and Study Skills
WHAT TO DO?Encourage lots of reading and writing with
materials that can be handled independentlyStress “Before-During-After”Encourage applicationStrategies for comprehension & study skills
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The 5 Stages of Numeracy: Stage #1
STAGE 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
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• STAGE 2: Basic use of operations (add, subtract, multiply, divide, use simple fractions) −Roughly a 2nd through 3rd grade
level)−Educational Functioning Level (EFL)
2
The 5 Stages of Numeracy: Stage #2
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• STAGE 3: More complex use of operations −Roughly a 4th through 5th grade level−Educational Functioning Level (EFL) 3−Can calculate well and may enjoy the
“pencil and paper” approach−Can use basic fractions, decimals, and
percents
The 5 Stages of Numeracy: Stage #3
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• STAGE 4: Mastery of math operations −Roughly a 6th through 8th grade level−Educational Functioning Level (EFL) 4 −Whole number and fraction arithmetic−Able to compute with and apply fractions,
decimals, and percents−Can use ratios and proportions
The 5 Stages of Numeracy:
Stage #4
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• STAGE 5: Application to geometry, algebra, and real life −Roughly a 9th through 12th grade level−Educational Functioning Level (EFL) 5 and
6 −Basic understanding of algebraic and
geometric concepts−Mastered arithmetic and number
properties
The 5 Stages of Numeracy: Stage #5
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Application Activity
• Take 5 minutes to quickly jot down strategies that feel would be useful in helping learners at each stage of numeracy development.
Application Activity 2
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Stage 1 Strategies• STAGE 1 – Strategies:
−Rely on IEP or diagnostic testing to guide instruction
−Automatic arithmetic practice−Calculator use to develop number
sense−Multiple modalities of instruction
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Stage 1 What to Do• STAGE 1 – 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
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Stage 2 Strategies
• STAGE 2 – 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
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Stage 2 What to Do
• STAGE 2 – 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
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Stage 3 Strategies
• STAGE 3 – 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
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Stage 3 What to Do
• STAGE 3 – 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
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Stage 4 Strategies
• STAGE 4 – 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
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Stage 4 What to Do
• STAGE 4 – 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
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Stage 5 Strategies
• STAGE 5- 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
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Stage 5 What to Do
• STAGE 5- 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
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Promoting Literacy & Numeracy in WIA Youth Services
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10 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;
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10 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;
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• Follow-up services for not less than 12 months after the completion of participation, as appropriate; and
• Comprehensive guidance
10 WIA Youth Service Elements (continued):
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Participation in the Ten WIA Youth Service Elements
69%
49%
1%
40%
43%
37%
50%
60%
84%
30%
26%
Tutoring
Alt Ed
ESOL
Summer Exp.
Work Exp.
Occup Skills
Leadership
Mentoring
Guidance
Support Services
Follow up
Participation in each element as a % of total enrollees
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Application Activity!
Main Ideas:•Use the strategies you listed in the first exercise, strategies mentioned by other small groups, and think of additional strategies.
•In a small groups, spend five minutes completing the following chart.
Application Activity 3
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Application Activity: Ten Elements# E
nro
llees
Tu
torin
g
Alt E
d
ES
OL
Su
mm
er E
xp
.
Work
Exp
l
Occu
p S
kills
Lead
ers
hip
Men
torin
g
Gu
idan
ce
Su
pp
ort
Serv
ices
Follo
w u
p
Number of Enrollees 3352
2300
1651 25 1351 1449 1253 1666 2025 2806 1007
874
As % of Enrollees 100 69%
49% 1% 40% 43% 37% 50% 60% 84% 30% 26%
Literacy / Numeracy Strategy
Check (x) to indicate where strategy can be implemented
Application Activity 3
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OVERALLMake reading, writing, numeracy and computing rewarded and valuedIncorporate in ISSAsk mentors and service providers to incorporate strategiesKeep track and reward efforts Make this part of what youth “give back” to community
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Choosing a Service Provider/ Program
Key Consideration 1:Must be appropriate for both
the literacy/numeracy level and
the age level of the youth
involved.
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Key Consideration 2:Must be flexible enough to allow
for
youths’ different learning styles,
abilities, backgrounds, and
interests.
Choosing a Service Provider/ Program
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Key Consideration 3:Must build on principles of effectiveeducation for youth and mustincorporate youth development andcareer development (and the otherWIA elements, as possible)
Choosing a Service Provider/ Program
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20 Critical Questions
Effective Instructional Practices
Youth Development Practices Three key considerations
Issues for Adult Educational
Standards of Instructional Quality
Choosing a Service Provider/ Program
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So what can we do???
• Directly teach skills and strategies
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Directly TeachFor youth who are far behind their peers, targeted and intensive instruction, tutoring, and practice, often in basic literacy or numeracy skills, are needed .
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Model and Coach I do - you watchI do - you helpYou do together - I helpYou do independently - I
watch ORShow me - help me - let me
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Seven Strategies Used by Skilled Readers
• Uses existing knowledge to make sense of new information
• Asks questions about the text before, during, and after reading
• Draws inferences from the text• Monitors comprehension
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Seven Strategies Used by Skilled Readers
• Uses “fix-up” strategies when meaning breaks down
• Determines what is important• Synthesizes information to
create new understanding
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So what can we do???
• Create learning environments rich with literacy opportunities
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Creating a Literacy-Rich Environment
•Why important?•Exposure, practice, models,
direct instruction•We are uniquely positioned
to engage youth in authentic literacy
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Amount of Reading
Minutes per day Words per yearPercentile Books Texts Words/
Yr.
98 65 mins 76.3 @ 9,100,00
90 21.2 33.4 @4,200,00
70 9.6 16.9 1,800,00
50 4.6 9.2 900,00
50 .7 2.4 150,000
2 0 0 0
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Creating a Literacy-Rich Environment
• 2 ideas for all programs−Sustained Silent Reading−Newsletter
• What have been our experiences?
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So what can we do???
•Integrate into the 10 key program service areas
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Five Things All WIA Programs Can Do
•In all activities, use the “teachable moments”
•Use different types and levels of questions
•Have students reflect regularly
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Five Things All WIA Programs Can Do
•Incorporate “proven strategies”
•Involve all staff, mentors, and adult volunteers as role models, cheerleaders, advocates
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So what can we do???
• Use Teachable Moments in the 10 Elements
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So what can we do???Use Questions
to Build
Learning
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Higher-Order Thinking (Bloom’s Taxonomy)
Application Activity 4
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Application Activity!
•Imagine your city is having a local election
•8 people are running for 4 city council seats
•Key issues are downtown development street violence, school budgets and community gardens.
•Use the pyramid of thinking to inspire 5 questions that your youth program can explore.
Application Activity 4
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So what can we do???
•Use refection and journals
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So what can we do???
•Use strategies proven to be effective
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Four 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
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Identifying Similarities and Differences
• Explicit modeling• Comparing -- talk aloud; Venn
diagrams; comparison matrix• Classifying -- categories;
graphic organizers
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Identifying Similarities and Differences
• Program Goals:−Incorporate compare/contrast 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.
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Involve 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
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Involve ALL Adults -Five Ways
• Be a cheerleader−Talk about specific things you’ve
read, what you’ve liked, what you’ve learned, how it’s influenced you
−Be enthusiastic about anything the youth has read, written, or done using math or a computer
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Involve 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
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OVERALL
Make reading, writing, numeracy and computing rewarded and valued
Incorporate in ISSAsk mentors and service providers
to incorporate strategiesKeep track and reward efforts Make this part of what youth “give
back” to community
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We CAN Make a Difference!
See and learn the adult applications of literacy and numeracy (contextualized)
Understand labor market connections Cultivate life-long learning skillsBuild self-esteemRe-connect with education & schoolFind new motivation after possibly being
turned off from learning
In WIA and other non-traditional learning environments, youth can:
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Time Out for Reflection
Three - two - one −3 things I found out−2 interesting things (or
ideas I will use)−1 question I still have