Introduction

1. Introduction 13. Literacy and Numeracy Gains Common Measures for Youth

2. Definition Literacy and Numeracy Measure 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.

3. Definition Literacy and Numeracy Measure Simplified Definition: Measures the percentage of basic skills deficient out-of-school youth who increased one or more educational functioning levels within one year of youth program participation.

4. Basic Skills Deficient Basic Skills Deficient Definition: The individual computes or solves problems, reads, writes or speaks English at or below the eighth grade level or 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.

5. Assessment Literacy and Numeracy Measure All out-of-school youth must be assessed, even if they have a diploma or equiv. Assessment: Exclusions: In-school youth and youth who are not basic skills deficient are excluded from measure

6. Skills Literacy and Numeracy Measure Skills include: Reading Speaking Writing Functional Numeracy Workplace Listening

7. What are EFLs? Literacy and Numeracy Measure What are Educational Functioning Levels? 6 5 -------------------------------------------- 6 4 5 3 Two grade levels 4 2 Basic Skills Deficient 3 1 2 ABE 1 ESL

8. ABE EFLs Literacy and Numeracy Measure Data Collection and Reporting: Tests such as TABE, CASAS and ABLE provide numerical scores that correspond with one of six Adult Basic Education educational functioning levels. • High Adult Secondary Education • Low Adult Secondary Education • High Intermediate Basic Education • Low Intermediate Basic Education • Beginning Basic Education • Beginning ABE Literacy 6 5 4 3 2 1 Adult Basic Education (ABE)

9. ESL EFLs Literacy and Numeracy Measure Data Collection and Reporting Tests such as CASAS, Oral BEST, BEST Plus and Literacy BEST provide numerical scores that correspond with one of six ESL educational functioning levels. • High Advanced ESL • Low Advanced ESL • High Intermediate ESL • Low Intermediate ESL • Beginning ESL • Beginning ESL Literacy 6 5 4 3 2 1 English as a Second Language (ESL)

10. Example Literacy and Numeracy Gains Successful post-test OCT Enrolls and Pre-tests Needs to post-test successfully with in one year of date of participation OCT Post- Test Failed MAY Measure Calculated Fails Post-Test

11. Key Factors Literacy and Numeracy Measure Key Factors Contributing to a Positive Outcome: Ensure that all out-of-school youth who are basic skills deficient are in a program that provides sufficient academic advancement. Prevent drop-outs: Participants who exit before completing one year are included in the measure. Provide supports to help participant remain engaged in educational services and advance one level.

12. Key Factors Literacy and Numeracy Measure Key Factors Contributing to a Positive Outcome: • Pre-test at intake or within 60 days following the date of participation. • Ensure timely testing within one year of youth program participation. • May use scores from assessments within 6 months of youth program participation. • Youth with disabilities are provided with reasonable testing accommodations

13. Key Factors Literacy and Numeracy Measure Key Factors Contributing to a Positive Outcome: • Educational Functioning Level All Assessment tools must be standardized to the Department of Education’s functioning levels.

14. ABE Crosswalk Educational Functioning Levels Crosswalk

15. ESL Crosswalk Educational Functioning Levels Crosswalk

16. Calculation Literacy and Numeracy Measure Calculation: Number of participants who increase one or more educational functioning levels divided by Number of participants who have completed a year in the program + the number of participants who exit before completing a year in the program.

17. Calculation Literacy and Numeracy Measure Calculation Example: Of out-of-school basic-skills-deficient youth: 68 youth who advance one educational level 100 youth completers + 22 program drop-outs = 122 Performance = 55.7%

18. Data Collection and Reporting Literacy and Numeracy Measure Data Collection and Reporting: • Data Sources • Must use standardized test or performance assessment with standardized scoring • Must use same test for both pre- and post-testing • Assessment tool must be able to correspond with Adult Basic Education and ESL educational functioning levels • If participant is co-enrolled, use date of first youth program service for measurement date

19. Data Collection and Reporting Literacy and Numeracy Measure Data Collection and Reporting Basics: • Youth who remain basic skills deficient • If an individual remains basic skills deficient after taking the post-test and remains in the program they should continue to receive basic skills training.

20. Data Collection and Reporting Literacy and Numeracy Measure JAN DEC Enrolls and Pre-tests Fails Post-Test SecondPost-Test Continues to Receive Basic Skill Remediation DEC

21. Data Collection and Reporting Literacy and Numeracy Measure Data Collection and Reporting Basics: • Testing Out of the Measure • If a youth through the first year of program participation advances beyond the threshold for basic skills deficiency, the youth is no longer subject to the measure.

22. A) Positive Submit B) Negative C) Excluded Quiz Literacy and Numeracy Quiz Incorrect. Charles is excluded because this measure does not include in-school youth. Click anywhere to continue. Correct! Charles is excluded because this measure does not include in-school youth. Click anywhere to continue. Charles is an in-school youth who read at the High Intermediate Basic Education educational functioning level when he first entered a local WIA program. Through reading classes at school as well as working with an after-school tutor, Charles was able to improve his reading skills to the Low Adult Secondary Education level in one year. What is his performance outcome for the Literacy and Numeracy measure? Incorrect. Charles is excluded because this measure does not include in-school youth. Click anywhere to continue.

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