ĐĎॹá>ţ˙ kmţ˙˙˙j˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ěĽÁ7 đżţ@bjbjUU .Z7|7|ţ<˙˙˙˙˙˙l¨¨¨¨¨¨¨TNNNN ZTT Q˛şşşşşşşş‰P‹P‹P‹P‹P‹P‹P$źR ÜTHŻP¨şşşşşŻPP¨¨şşÄPPPPşŚ¨ş¨ş‰PPş‰PP|PĚL€¨¨‰PşŽ ЕËc”ÚÇTúN`…M,‰PÚP0 QąMŘ$V`đ$V‰PPźX@¨¨¨¨Ů LITERACY PROVISION IN SENIOR TRAVELLER TRAINING CENTRES 2007 Data analysis and short report: Sarah Ryan Based on questionnaires returned from 25 STTC centres in May 2007. The results of this analysis echo the results of a similar YOUTHREACH survey revealing a disparate and fragmented picture of literacy provision. High levels of literacy difficulties are reported, with the average percentage of learners per centre with literacy difficulties reported as 79%. One fifth of centres (5) report that all of the learners at the centre have literacy difficulties. Learners are assessed and their progress monitored using various techniques and measures ranging from formal literacy assessments to very informal methods of asking the learner. The hours and qualifications of those involved vary whether one to one support or group support is favoured. As recommended for YOUTHREACH, if not already in existence, there is a clear need for STTC guidelines on literacy support. The guidelines could include recommendations on a minimum level of literacy support for learners with different levels of difficulty, guidelines on the breakdown between one-to-one and group support, suitable qualifications and training, appropriate materials and assessment and monitoring procedures. Literacy Difficulties The results reveal that, on average, four fifths of learners per centre (79%) have some level of literacy difficulty. Just over one-fifth (22%) are considered to have severe difficulties, just over one quarter (27%) moderate literacy difficulties and just under one third (30%) mild literacy difficulties. NALA Briefing on Integrating Literacy Just over three quarters of centres indicated they would like a briefing session on NALA’s Guidelines on ‘Integrating Literacy across the Curriculum’. Assessment and Monitoring of Progress In one fifth of centres surveyed, there is no formal procedure for assessing literacy levels when a learner joins the centre. Over three-quarters of centres indicated using formal literacy assessments. However, a huge number of different tests are used in assessing literacy – no one measure emerges as most popular. One fifth of respondents mentioned accessing relevant and age appropriate measures and materials as a key challenge in supporting literacy. Over four-fifths of centres develop Individual Education/Learning Plans for learners – all of these include a literacy component. The most popular method of monitoring literacy progress is formal testing and re-testing (44% of centres). In addition, 36% monitor progress through the learner’s general achievement in learning (FETAC etc.) and 16% mentioned using the Individual Education/ Learner Plan to monitor progress Literacy supports The most popular response to identified literacy needs is provision of one-to-one literacy support (56% of centres), followed closely by small group literacy provision (44% of centres). Almost 90% of centres are providing at least 1 hour literacy support in the form of one to one tuition (89%). However, number of hours varies hugely with the average ratio of one-to-one hours per learner being 16 minutes per learner per week. Again there is huge variation in this ratio across the centres. Most centres (94% of centres who responded to this question) provide at least one hour group literacy per week. Again there is a lot of variation between centres with the average ratio of time per learner is 27 minutes per learner per week. Again the Individual Education Plan emerges as a useful tool in supporting literacy progression (36%). Only 16% of centres responded that literacy was integrated into the classwork. This relates to the the most popular theme to emerge as a challenge in literacy provision being the need to integrate literacy (28%), followed closely by the need for resources (24%) and need for training (24%). Co-ordination and qualifications There is one person with responsibility for co-ordination of the literacy programme in 58% of centres – most usually the literacy co-ordinator/tutor (37.5%). Type and level of qualification varies with no one qualification emerging as most popular. At least one member of staff has completed the Basic Literacy Awareness Programme in 58% of centres. However, there are a small minority of centres in which no staff member has completed any of the literacy/education qualifications listed (8%). Need for training emerged as one of the key challenges facing literacy provision (24% who responded to this question). Key challenges identified and Needs for Improving Literacy The key challenges identified by STTC Directors include: Need to integrate literacy/ all staff to take responsibility (28%), need for more resources: time, staff hours (24%), need for staff training (24%), accessing relevant and age appropriate measures and materials (20%), engaging learners (20%). These were similar in theme to the challenges identified by YOUTHREACH co-ordinators, though the need to integrate literacy is given more relevant importance here. The needs of centres to improve literacy reflect these key challenges. ANALYSIS QUESTION BY QUESTION Q1. Estimate of Literacy Difficulties The mean estimate of percentage of trainees with literacy difficulties is 79%. However there is huge variation in this figure with some centres reporting percentage of literacy difficulties as high as 100% (20% of centres (5)), and with the lowest estimate at 35% of current learners (4% of centres, 1 centre). Average estimates of percentage of learners with literacy difficulties Severe literacy difficulties 22% Moderate literacy difficulties 27% Mild literacy difficulties 30% No literacy difficulties 21% Q2. How do you and your staff team prioritise literacy relative to other subject areas in the allocation of budget (pay and non-pay) and timetabled hours? Respondents interpreted this question in different ways, some listing numbers of hours devoted to literacy, others commenting on the difficulties in a more general sense, and others simply stating whether it was considered a priority or not. Other questions cover these aspects more specifically later in this report. Q2. (b) Would you like a briefing session on NALA’s Guidelines on Integrating Literacy across the Curriculum’? Yes 76% (19) No 24% (6) Q3. When a young person joins the programme are his/her literacy need identified? Formally only 44% (11) Both formally and informally 36% (9) Informally only 20% (5) If formally how exactly are they identified? General literacy assessment (no tools mentioned) 20% (5) Various tests mentioned 76% (19) Ask student what their literacy level is (informally) 4% (1) (percentages do not tally with first part of question as all respondents answered this part though some had indicated that they identify needs informally only in the previous part) Literacy assessment tools mentioned (number of centres in brackets): Cloze Reading Test (3), Word chains/letter chains (3), Marino (3), Nfer Nelson (1), Initial attainment indicator (1), Nala 1-5 (1), Diagnostic Spelling Test (1), SMOGG Readability Test (1), Vernon and Miller Standardised Primary School Test (1), GAP (1), Salford Sentence Reading (1), Basic Skills Agency (1), Schonell (1), MCI Progress Sheets (1), Alpha to Omega (1), Group Reading Test (1) Q4. When literacy needs are identified, how does the centre respond? Again, respondents interpreted this question in different ways, some detailing out a sequence of steps taken to address the individual learner’s needs, others making a more general statement on how they provide literacy. The following are general themes that ran through the responses to this question: Provision of one-to-one literacy support 56% (14) (where appropriate and where possible) Small group literacy provision 44% (11) Mention of Individual Learning Plan 36% (9) Staff discussion/ briefing 36% (9) Literacy integrated into classwork 16% (4) Referral to outside literacy support provider 8% (2) Practical work plans e.g. form filling 4% (1) Percentages add to more than 100% as some responses related to more than one theme. Q4 (b) Does your Centre develop an Individual Education (Learning) Plan for your learners? Yes 84% (21) No 12% (3) Non-response 4% (1) If Yes- Does it include a literacy component Yes 100% (21) Q5. What methods are used to measure progress in literacy? Formal testing and re-testing 44% (11) General achievement (in FETAC, other assignments) 36% (9) Review of Individual Learning Plan 16% (4) Informal Staff monitoring and discussion 12% (3) General statement e.g. ongoing assessment of literacy 8% (2) Use of Learner Logs 4% (1) Percentages add to more than 100% as some responses related to more than one theme. Q6. How do you timetable literacy work in your centre? (note: this may involve different members of staff) No. of Hours Timetabled for Literacy Per Week (no reply=4, base=21) None 5% 1 1-5hrs 14% 3 6-10hrs 5% 1 11-15hrs 19% 4 16-20hrs 14% 3 21-25hrs 19% 4 26-30hrs 14% 3 31-35hrs - - 36-40hrs 9.5% 2 (percentages add to 99.5% due to rounding of decimal places) No. of Hours Allocated to 1:1 Support per week (no reply=7, base =18) None 11% 2 1-5hrs 44% 8 6-10hrs 17% 3 11-15hrs 17% 3 16-20hrs 5.5% 1 21-25hrs 5.5% 1 No. of Hours Allocated to Provision of Literacy to Groups per week (no reply=8, base=17) None 6% 1 1-5hrs 23.5% 4 6-10hrs 17.5% 3 11-15hrs 23.5% 4 21-25hrs 23.5% 4 36-40hrs 6% 1 There were very few comments made in response to relation to this question: Literacy should be integrated (1) ….. over-timetabling of “literacy classes” can lead to Literacy becoming compartmentalised by staff and students with fewer people taking responsibility for its development” Difficulties – attendance (1) ….. some students can only attend up to lunchtime. Vast majority of literacy is timetabled for morning classes. … Teachers are expected to also cover literacy provision for their own class Funding for NALA literacy training on regional basis (1) Need additional hours for one-to-one (1) Future plans – development of literacy policy (1) Need for Professional Literacy Co-ordinator (1) General comment on provision (2) RATIOS - Literacy Provision: Number of Learners Timetabled hours: one learner Maximum 1.48 : 1 (89 minutes per learner per week) Minimum 0 : 1 (no timetabled hours per week) Mean 0.6635 : 1 (40 minutes per learner per week) Hours allocated to one-to-one: one learner Maximum 0.95 : 1 (57 minutes per learner per week) Minimum 0 : 1 (no one-to-one hours per week) Mean 0.2759: 1 (16 minutes per learner per week) Hours allocated to group: one learner Maximum 1.33 : 1 (80 minutes per learner per week) Minimum 0 : 1 (no group hours per week) Mean 0.4535 : 1 (27.21 minutes per learner per week) Q.7 Is there one individual who has particular responsibility for literacy promotion and development in your centre – perhaps with a title such as literacy co-ordinator? (no reply=1, base=24) Yes 58% (14) No 42% (10) Individual who has particular responsibility for literacy promotion: Literacy tutor/co-ordinator 37.5% (9) Learning Support teacher/tutor 4% (1) Tutor on staff 16.5% (4) No individual with particular responsibility 42% (10) (although three of these centres responded that responsibility falls to the Director) Percentages add to 101% due to rounding of percentages. Various basic qualifications were listed (various degree disciplines, trade qualifications etc.). Those specifically related to literacy, education and learning support are listed below: Base: 14 responses indicating person responsible for literacy H.Dip. 3 Montessori teaching 3 Primary PGCE 2 Higher Certificate in Literacy and Arts (WIT) 1 National Certificate in Literacy Development 1 Various literacy courses 1 Graduate Diploma in Remedial Education 1 Certificate in Remedial Education 1 Postgraduate Diploma in Learning Support 1 Graduate Diploma in Special Education 1 BA in Adult Education 1 H.Dip in Adult and Community Education 1 TEFL 1 Q8. How many, if any, of your staff have completed the following: Total numbers of STTC Staff nationwide: The Basic Literacy Awareness Programme 64 The NUI Cert in Integrating Literacy Programme 29 National Cert in Literacy Development 3 BA in English 26 BA in Adult Education 7 Diploma in Learning Support 5 Diploma in Resource Teaching 1 Percentage of Centres where at least one staff member has completed (1 non-response, base=24): The Basic Literacy Awareness Programme 58% The NUI Cert in Integrating Literacy Programme 42% National Cert in Literacy Development 12.5% BA in English 62.5% BA in Adult Education 25% Diploma in Learning Support 8% Diploma in Resource Teaching 4% Percentage of centres where no staff member has completed any of the listed qualifications: 8% (2 centres) Q10. Please set out what you see as the key challenges faced by programme staff as regards literacy? Integrating Literacy / all staff taking responsibility 28% (7) Feeling that ‘I don’t teach literacy’ i.e. not full buy in Raising the profile and awareness of literacy within the centre Some staff would have held the opinion that literacy was ‘not their problem’, however this view is changing and we now have a policy of integrating literacy across the curriculum Need for more resources: time, staff hours 24% (6) Insufficient one to one provision Centre needs dedicated resource room for literacy plus two smaller resource rooms Need for Training 24% (6) All staff need training in the literacy awareness programme, more training in interculturalism Additional training – in house and relevant to our needs – all staff to undertake literacy awareness module Accessing relevant and age appropriate measures and materials 20% (5) There is little training in regard to the development of materials for non-literate learners – this is a major challenge as teachers have to spend lost of time developing materials It is assumed by assessment instruments that a level of literacy exists which can be measured. Many of our learners present to us with no reading or writing and engage only minimally with print in any form. Engaging learners 20% (5) Change traveller cultural attitudes to education/employment Selling the concept to those who are embarrassed by their literacy shortcomings Absenteeism 12% (3) Mixed ability in class 8% (2) Other: progression for learners, post of responsibility for Literacy co-ordinator, links with local literacy providers 8% (2) Percentages add to more than 100% as some responses related to more than one theme. Q.11 What do you think your centre would need in order to improve literacy provision in your centre? 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