TRP Working Groups

3. Having finalized the TRPs , we recommend the MTCU form TRP working groups made up of selected representatives of the literacy field who work with learners situated within each TRP. The terms of reference for each TRP working group would include:

  1. Further clarifying the name of the TRP to achieve a mutual understanding among all key stakeholders;
  2. Further confirming and identifying the exit criteria or transition skills (skills, self management/self direction, knowledge, and experience) required to make a successful transition from the TRP;
  3. Identifying critical stakeholders within and outside LBS and the role they would play in helping the learner achieve a successful transition from the TRP;
  4. Documenting the assessment approaches and protocols currently used to assess learners; and
  5. Documenting the current tools in use for measuring the TRP exit criteria and how they are used.

Expert Advisory Committee

4. We recommend that the MTCU form an expert advisory committee made up of academic and practitioner representatives with expertise in CIPMS, LBS, Essential Skills, Ontario Skills Passport, other relevant skill assessment models, education, curriculum development, assessment, assessment training and information technology. For each TRP, the terms of reference for this committee would include:

  1. Evaluating the quality of the assessment protocols, measurement modalities and tools currently in use with respect to their ability to validly and reliably measure a learner’s readiness to make the transition from a TRP. This would include:
  2. Identifying gaps in current assessment protocols and tools and recommending changes to the assessment protocols, new protocols, proper uses of current tools, and/or the creation of new measurement modalities and tools.
  3. Describing a new approach to assessment of the readiness to transition referencing current professional standards of educational measurement while remaining consistent with the principles of the LBS program.
  4. Clarifying and documenting the linkages, impacts and implications this approach will have on current literacy training curriculum.
  5. Designing a process for agency execution and regular reporting of the assessments results with consideration for: