This is the concluding section of a two-part webinar series designed to help Literacy and Basic Skills (LBS) practitioners prepare for the implementation of the Ontario Adult Literacy Curriculum Framework (OALCF), beginning in April 2012. The webinar is presented by Robyn Cook-Ritchie, an LBS program manager and adult literacy consultant.
This is the first of two webinars hosted by Community Literacy of Ontario (CLO) to help practitioners prepare for the implementation of the Ontario Adult Literacy Curriculum Framework (OALCF), beginning in April 2012. The presenter is Robyn Cook-Ritchie, a Literacy and Basic Skills (LBS) program manager and adult literacy consultant.
This report examines and compares the educational pathways and the academic performance of immigrant students who attend high schools in Canada’s three largest cities, and who do not speak the majority language of their school when they are at home. The three cities – Montreal, Quebec, Toronto, Ontario, and Vancouver, British Columbia – are Canada’s three major immigrant destinations.
This assessment of the literacy skills of 15-year-old Canadians is part of the Programme for International Student Assessment (PISA) conducted every three years by the Organisation for Economic Cooperation and Development (OECD).
The purpose of this document is to give support organizations the opportunity to enhance their understanding of the Continuous Improvement Performance Management System (CIPMS) as it applies to them.
Prepared by Community Literacy of Ontario (CLO), this toolkit provides literacy practitioners with information, strategies, and sample tools they can use to evaluate the work they do.
This document is part of a project designed to provide Literacy and Basic Skills (LBS) support organizations in Ontario with information, training, and tools to allow them to increase their knowledge of performance management concepts. It builds upon the first phase of the project framework, which can be seen by clicking here: http://library.copian.ca/item/10461.
The purpose of this project was to provide support organizations with the opportunity to enhance their understanding of the key processes and elements of Continuous Improvement Performance Management (CIPMS) as it applies to them. The project produced a performance framework that includes sample outcome statements, performance indicators and measurement tools.
There is ongoing debate about whether students with special needs are better served in inclusive classrooms or in separate settings with peers who share similar challenges. The authors of this discussion paper have reviewed 30 studies that compare inclusive and separate learning settings for students with learning disabilities, intellectual disabilities, language impairments, and mixed disabilities.
