LBS Practitioner Training

Professional development support for Literacy and Basic Skills educators in Ontario

Task-Tracking Sheets

  • PDF

 

Task-Tracking sheets are working documents for practitioners and learners, to help plan and monitor the learning that takes place with regard to specific tasks that are part of the learners' Learner Plans. Task-tracking sheets allow practitioners 1) to link required skills and knowledge with specific, individual tasks and 2) to select individual skills and knowledge the learner needs to master for successful task performance. Task-tracking sheets contain all the lists of skills and knowledge found in the ESKARGO (Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario) and are available in PDF for every OACLF competency, task group and level. They are also available in digital format so practitioners and learners have the option of keeping track electronically. While the task-tracking sheets are intended to be used with individual learners, they can also be used for groups of learners who are working on the same task together.

Practitioners are discovering that some emergent literacy learners have a long way to go before they are ready for OALCF tasks. The task-tracking sheets are particularly useful in this situation because practitioners can still select an appropriate, goal-related task for the learner and then take whatever time is needed for the learner to acquire the necessary skills and knowledge. The task-tracking sheets demonstrate for the learner the purpose behind all the skill-building activities and for other stakeholders, evidence of slow but steady progress.

See: Task-Tracking Sheets in PDF

See: Digitized Versions of ESKARGO and ISR Tools including the Task-Tracking Sheets

 


 

A Few Tips

Don’t be overwhelmed by the sheer number of skills in each task-tracking sheet. Remember, the ESKARGO contains a full range of skills and knowledge that may be required for the performance of tasks situated within each particular competency, task group and level. The learner does not have to master every item on the list in order to perform the one task that is written at the top of the page – only those that, 1) pertain to that particular task, and 2) ones the learner needs but currently does not have.

Keep in mind too, that being able to perform one task in a particular task group and level does not necessarily mean the learner will be able to perform other tasks in that same task group and level. Being able to see which skills and knowledge were acquired for the task at hand lets the practitioner see with other skills and knowledge are yet to be mastered if the learner is to be truly ready for tasks at the next level. Practitioners will want to search for other tasks for this task group and level. This will be the only way the practitioner will know for sure that the learner will be able to perform in the future any task he or she encounters for that task group and level. This is particularly important for learners moving on to Secondary School Credit, Postsecondary or Apprenticeship goals

 

Here are a few suggestions for effective management of task-tracking sheets:

  • Keep a binder for learner task-tracking. Label the dividers with the names of learners.
  • When a task has been selected for a learner, situate the task within the curriculum framework, i.e., identify competency, task group and level.
  • Find the matching task-tracking sheet and make a photocopy.
  • Put the sheet into the learner’s section of the binder.
  • Fill in the top portion – learner’s name and goal, and describe the task.
  • Based on what you have observed and any assessment results you have, check () the skills and knowledge that the learner needs to focus on.
  • In the right-hand column, make jot notes of anything useful to you –resources, learning activities, assessment activities, dates – anything that will help keep track of what the learner is doing.
  • Provide the necessary instruction and skill-building learning activities.
  • Highlight on the task-tracking sheet any newly acquired skills and knowledge.
  • When the learner seems to have acquired what was needed, have the learner perform the task.Update the learner plan and choose a new task.

 


 

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