Literacy and Numeracy Gain in Local Youth Programs

1
Literacy and Numeracy Gain in Local Youth Programs

• Presented by
• Bill Diehl and Amewusika Sedzro
• Youth Pathways,
• Commonwealth Corporation

2
Agenda

• 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
3
Agenda 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.

4
Todays Tools

• Manuals with LOTS of information
• Application Activities
• Post-it notes and highlighters
• Parking lot
• Burning Questions sheet
• Wisdom sheet

5
Getting 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?

6
Why Incorporate Literacy Numeracy into WIA
Programs?
7
Why 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

8
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

Manual p. 3
9
What 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
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Massachusetts Employment, 2006A 21st century
economy
Massachusetts Employment by Industry, 2006,
ES-202 Data Series
12
14 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
13
86 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
14
Most 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
15
Projected Percentage of Jobs that will Require
Low - High Levels of Language Skills by 2014 and
Average Salary
Source Bureau of Labor Statistics
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Part 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
17
Ideas and Resources
18
Youth 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.

19
Youth Served in WIA

• Most Out-of-School Youth served in WIA Title I
  Youth programs are in at least one educational
  activity.

20
We 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

22
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 (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
23
Calculation
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
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Common 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
25
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.

Manual p. 24
Source TEGL 17-05 Change 1, Attachment B
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EFL Crosswalk
Source TEGL 17-05 Change 1, Attachment B
27
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)

Manual p. 21-23
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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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Examples 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
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Data from Massachusetts Adult Education From
FY2006 Federal NRS Report
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Data from Massachusetts Adult Education From
FY2006 Federal Federal NRS Report
ABE Enrollees, By EFL Level
32
Data from Massachusetts Adult Education From
FY2006 Federal Federal NRS Report
ESOL Enrollees, By EFL Level
33
MAKING GAINS

• What exactly are we trying to achieve?
• How will we know?
• How do we promote improved performance?

34
3
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
35
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

Manual p. 45-47
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Understanding Literacy Numeracy Development
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Getting 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.

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(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.)

40
Literacy 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
41
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

Manual p. 51-62
42
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 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
44
Stage 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
45
Stage 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
46
Stage 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
47
Application 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.

48
Application Activity
Discuss

• Brainstorm
• List some program activities that are helpful for
  youth at each stage of literacy development.

49
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 skills
• Strategies for decoding and word recognition
• Computer assisted instruction

Manual p. 50-51
50
Stage 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
51
Stage 2 Fluency Building Word Recognition

• Strategies
• Read-alouds and variations
• High-interest / low-level materials
• USSR and USSW
• Use reflection tools

Manual p. 53
52
Stage 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
53
Stage 3 Vocabulary and Meaning

• Strategies
• Vocabulary builders
• Graphic organizers for concepts
• CSSD

Manual p. 54
54
Stage 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
55
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

Manual p. 56
56
Stage 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
57
Stage 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
58
Stage 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
59
Stage 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
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Application 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?

61
Application Activity
Discuss

• Brainstorm
• List some program activities that are helpful for
  youth at each stage of numeracy development.

62
Stage 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
63
Stage 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
64
Stage 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
65
Stage 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
66
Stage 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
67
Stage 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
68
Stage 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
69
Stage 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
70
Stage 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
71
Stage 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
72
Promoting Literacy Numeracy in WIA Youth
Services
73
So what can we do???

• Directly teach skills and strategies

Manual p. 83
74
Model 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
75
So what can we do???

• Create learning environments rich with literacy
  opportunities

Manual p. 88-89
76
Creating 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
77
Amount of Reading
78
Creating a Literacy-Rich Environment

• 2 ideas for all programs
• Sustained Silent Reading
• Newsletter

What have been our experiences?
Manual p. 90-91
79
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

Manual p. 95
80
Five Things All WIA Programs Can Do

• Incorporate proven strategies
• Involve all staff, mentors, and adult volunteers
  as role models, cheerleaders, advocates

Manual p. 95
81
So what can we do???

• Use Questions to Build Learning

Manual p. 96-99
82
So what can we do???

• Use reflection and journals

Manual p. 105-106
83
So what can we do???

• Use strategies proven to be effective

84
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

Manual p. 107
85
Identifying Similarities and Differences

• Explicit modelling
• Comparing -- talk aloud Venn diagrams
  comparison matrix
• Classifying -- categories graphic organizers

Manual p. 104, 108
86
Identifying 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
87
So what can we do???

• Integrate into the 10 key program service areas

Manual p. 95
88
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

Manual p. 95
89
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

Manual p. 95
90
10 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
91
Participation in the Ten WIA Youth Service
Elements
Participation in each element as a of total
enrollees
92
Application 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
93
Application Activity Infusing Literacy and
Numeracy in Youth Service Elements
Application Activity 4
94
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

Manual p. 107-109
95
Involve 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
96
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

Manual p. 109
97
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.

Manual p. 70
98
Choosing 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
99
Choosing 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
100
Choosing 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
101
OVERALL

• 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
102
We 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

103
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