Advanced Education and Training

Manitoba Adult Literacy Program Year-End Statistical Return

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Manitoba Adult Literacy Program Year-End Statistical Return

Information

For data collected from July 1 to June 30 DUE DATE: 2^nd Friday of July

For assistance, please contact: 204-945-8247, toll free 1-800-282-8069 ext. 8247 or all@gov.mb.ca

A separate statistical return is required for each site.

Program Identification

Name of Adult Literacy Program (use the program name appearing on your Certificate of Funding)

Use the official program name that appears on the Certificate of Funding provided by Adult Learning and Literacy.

Address of Adult Literacy Program

Statistical returns are required for each site where a MALP funded adult literacy program is delivered. "Site" refers to the physical location of a program, which generally has its own program schedule and instructor(s).

Fill in the Site Name section, if applicable, to identify the site for which this statistical return is being completed.

Are the ALP mailing and site addresses different? Yes No

Mailing Address

ALP mailing address:

ALP mailing address city

ALP mailing address province

ALP mailing address postal code

Education Director:

Name of education director:

Phone number of education director:

Email address of education director:

Has there been a change to the Education Director's information for this centre? Yes No

New/Updated Education Director Information

Name of education director:

Phone number of education director:
Example: 123-456-7890 or 123-456-7890 EXT 12345

Email address of education director:
Example: bryan@example.ca

Site Code

12 Digit Site Code

Section 1: Number of Learners

Learners must attend the adult literacy program a minimum of 4 times to be counted as registered and participating in the program.

Information

Report only on participants in programming funded by the Manitoba Adult Literacy Program (MALP) grant.

Statistical data should be reported only on learners who are enrolled in MALP-funded programming.

Adult literacy programs may be situated in host agencies that deliver other programs (e.g. pre-employment programs), however, information related to learner participation in other programming is not to be included in this statistical return.

	Box A Number of unique learners who participated in literacy programming only Learners who are attending the program to improve Reading and Writing skills. Each learner will be identified as a Stage 1,2 or 3 learner in Section 4. A. Reading.	Box B Number of unique learners who participated in literacy programming and numeracy programming Learners who are attending the adult literacy program to improve Numeracy skills as well as Reading and Writing skills. Each learner will be identified as a Stage 1,2 or 3 learner in Section 3. A. Reading.	Box C Number of unique learners who participated in numeracy programming only Learners who are attending the program to improve their Numeracy skills only. These learners are not required to be included in Section 3.	Box D TOTAL number of learners Box D equals the total number of learners (Box A + Box B + Box C) who attended the adult literacy program during the current year.	Box E Number of literacy plus literacy and numeracy learners Box E identifies the total number of learners who took part in reading and writing programming (Box A - literacy programming and Box B - literacy and numeracy programming). The reading assessments for these learners will be documented in Section 3. Use this total for Section 3: Learning Outcomes
Year-End	Literacy learners	Literacy and numeracy learners	Numeracy learners	Total learners	All literacy learners

Box A

Number of unique learners who participated in literacy programming only

Learners who are attending the program to improve Reading and Writing skills. Each learner will be identified as a Stage 1,2 or 3 learner in Section 4. A. Reading.

Box B

Number of unique learners who participated in literacy programming and numeracy programming

Learners who are attending the adult literacy program to improve Numeracy skills as well as Reading and Writing skills. Each learner will be identified as a Stage 1,2 or 3 learner in Section 3. A. Reading.

Box C

Number of unique learners who participated in numeracy programming only

Learners who are attending the program to improve their Numeracy skills only. These learners are not required to be included in Section 3.

Box D

TOTAL number of learners

Box D equals the total number of learners (Box A + Box B + Box C) who attended the adult literacy program during the current year.

Box E

Number of literacy plus literacy and numeracy learners

Box E identifies the total number of learners who took part in reading and writing programming (Box A - literacy programming and Box B - literacy and numeracy programming).

The reading assessments for these learners will be documented in Section 3.

Use this total for Section 3: Learning Outcomes

Year-End

Literacy learners

Literacy and numeracy learners

Numeracy learners

Total learners

All literacy learners

Section 2: Learner Goals

Count the primary goal of each learner.

Information

Indicate the primary goal that each learner stated as the reason for enrolling in your adult literacy program this year as well as the time frame they intended to achieve it in. Please assign one goal per learner.

Learner Goals	Within 1 program year	Within 1-2 program years	More than 2 years	Total
i. Other - Increase literacy / numeracy skills for any other purpose not listed above - please provide description(s): For programs of study or training not included above. Please provide a description. Goal description one Goal description two Goal description three	Other less than one year	Other less than two years	Other more than two years	Other total
Total (should equal Total Number of Learners reported in Section 1, Box D)	Less than one year total	Less than two years total	More than two years total	Total total

Learner Goals

Within 1 program year

Within 1-2 program years

More than 2 years

Total

i. Other - Increase literacy / numeracy skills for any other purpose not listed above - please provide description(s):

For programs of study or training not included above. Please provide a description.

Goal description one

Goal description two

Goal description three

Other less than one year

Other less than two years

Other more than two years

Other total

Total (should equal Total Number of Learners reported in Section 1, Box D)

Less than one year total

Less than two years total

More than two years total

Total total

Section 3: Learning Outcomes

Stage Level refers to the framework used by Manitoba Adult Learning and Literacy for identifying adult learners' literacy levels.

Each learner entering an adult literacy program receives a literacy assessment that is aligned with the Stages Framework.

In Manitoba, the process for assessing and measuring reading and writing skills is referred to as the MALLA process (Manitoba Adult Literacy Learner Assessment).

For the purpose of reporting results in these statistical returns, three assessment tools are recognized by ALL for use by MALP-funded programs:

DALA
CARA
Readforward

All assessment results reported in Section 4. Learning Outcomes are to be determined based on one or more of the three assessment tools listed above.

Learner progress in acquiring reading and writing skills within and between Stage Levels is documented using the Progress Checklists.

A. Reading

Definitions:

"Progress"" is identified using the Stages Progress (Skills) Checklists and is defined as the learner having achieved the learning outcome of at least one skill in the Skills Checklist. The learner has completed the process of learning that skill.

"Progressed to the next Stage level"" means that the learner has achieved the learning outcomes for all the skills that they intended to learn as identified in the Skills Checklist for their intake Stage level and has begun or will begin the process of learning skills at the next Stage level.

"Progressed within a Stage level"" means that a learner has achieved the learning outcomes for one or more skills identified in the Skills Checklist for their intake Stage level, but did not achieve all of the learning outcomes that they intended to learn at this level and, therefore, did not progress to the next Stage level.

"Did not make progress"" means the learner did not achieve any learning outcomes for any skill that they intended to learn in any of the Skills Checklists. The learner did not complete the process of learning at least one skill identified in a skills checklist.

1. Stage level at intake - Record the number of learners assessed to be at each stage level at intake. Count each learner once.

The initial assessment of the learner's reading Stage Level upon entry into current year programming. All learners attending the program between July 1 and June 30 are to be included.

If the learner participated in MALP programming the previous year, including at a different program or site, their final reading Stage Level results documented in their Progress Checklist or in their Final Assessment Report currently on file may be used.

Once programming begins, where there is a discrepancy between the previous year's Progress Checklist or Final Assessment Report and the instructor's current year evaluation of the learner's skill level, the instructor's current year assessment will prevail and these results reported in the statistical return.

For the purpose of reporting results in these statistical returns, three assessment tools are recognized by ALL for use by MALP-funded programs:

DALA
CARA
Readforward

Stage 1	Stage 2	Stage 3	Total	Total equals the number of learners from Section 1 Box E The number of learners in A. 1. Stage at Intake should equal the total of the number of learners in (2.a) progressed to the next Stage Level + (2.c) progressed within a Stage Level + (2.d) No progress. 2.a + 2.c. + 2.d. = A.1. A.1 should be the same as Section 1 (Number of Learners) Box E
Stage 1	Stage 2	Stage 3	Total

Learner Progress.

Progress is identified using the Stages Progress (Skills) Checklist and is defined as the learner having achieved the learning outcome of at least one skill in the Skills Checklist. The learner has completed the process of learning that skill.

2. a. Learner Progress: to the next Stage level - How many learners have progressed a Stage level from their intake level to the next level in this program year? Count all learners who progressed at least one level from their intake level (eg. of the learners who began at Stage 1, how many have progressed to Stage 2?)

A learner progresses a Stage level when they have achieved the learning outcomes for all of the skills they intended to learn from the Progress (Skills) Checklist for Reading at their intake Stage level. They are ready to begin or have begun the process of learning reading skills at the next Stage level.

Of the learners assessed to be at Stage 1 at intake, count how many of these learners have progressed to Stage 2
Of the learners assessed to be at Stage 2 at intake, count how many of these learners have progressed to Stage 3
Of the learners assessed to be at Stage 3 at intake, count how many of these learners have progressed beyond Stage

Stage 1 to 2	Stage 2 to 3	Stage 3 to above	Total	Started or completed at least one credit course with an ALC	Started or completed the GED testing
Stage 1 to 2	Stage 2 to 3	Stage 3 to above	Total	Started or completed at least one credit course with an ALC	Started or completed the GED testing

2. b. Learner Progress: multiple Stage levels - Of the learners in 2.a who have progressed a Stage level, how many progressed more than one Stage level this program year?

A learner progresses a Stage level when they have achieved the learning outcomes for all of the skills they intended to learn from the Progress (Skills) Checklist for Reading at their intake Stage level. They are ready to begin or have begun the process of learning reading skills at the next Stage level.

Of the learners who started at Stage 1 at intake, count how many progressed to Stage 3 or beyond during the program year
Of the learners who started at Stage 2 at intake, count how many progressed to beyond Stage 3 during the program year

Stage 1 to 3 or above	Stage 2 to above 3
Stage 1 to 3 or above	Stage 2 to above 3

2. c. Learner Progress: within a Stage level - How many learners made progress within a Stage level but did not progress to the next Stage level this program year?

Count learners who have achieved the learning outcomes for one or more of the skills identified in the Reading: Progress (Skills) Checklist for their Intake Stage level.

The learner has acquired some but not all of the skills they intended to learn at this level and remained at their intake Stage level and, therefore, did not progress to the next Stage level.

A learner is considered to have made progress if they learn new skills at a lower Stage level than their assessed entry level. i.e. filling gaps in learning.

Stage 1	Stage 2	Stage 3	Total
Stage 1	Stage 2	Stage 3	Total

2. d. Learner Progress: no progress - How many learners did not complete the learning process for any skill identified in a Skills Checklist this program year?

Count learners who did not complete the process of learning any reading skills that they intended to learn from any of the Stage level Progress (Skills) Checklists.

The learner did not achieve any learning outcomes for any of the reading skills they intended to learn during the program year.

Stage 1	Stage 2	Stage 3	Total	Total 2A + 2C + 2D
Stage 1	Stage 2	Stage 3	Total	Total 2A + 2C + 2D

SECTION 4a: LEARNER DEMOGRAPHICS - Age and Gender

Demographic Information is to be gathered during the intake process.

Learners should be reassured that the collected information is summarized to provide an overall picture of adult literacy program activity.

Individual learner information remains confidential.

Information

Please provide the number of learners for each category. Equals total number of learners in SECTION 1 Box D

Age	Male	Female	Undeclared/Other
Totals	Total male learners	Total female learners	Total undeclared/other learners

Age table sum

SECTION 4b: LEARNER DEMOGRAPHICS - General

Demographic Information is to be gathered during the intake process.

Learners should be reassured that the collected information is summarized to provide an overall picture of adult literacy program activity.

Individual learner information remains confidential.

Information

Please provide the number of learners in each category.

Include all learners from SECTION 1 Box D

i. Education Background (Total equals the number of learners in SECTION 1 Box D) "School" means a public school, funded independent school, or First Nation band-operated school. Do not included Adult Learning Centres in this section. ALCs are excluded from the definition of "school" for the purposes of this section. Individual learner information remains confidential.
Last attended school in the past 5 years	Last attended school between 6 and 10 years ago	Last attended school between 11 and 20 years ago	Last attended school more than 20 years ago	Undeclared
Last attended school in the past 5 years Last attended school in the past 5 years copy	Last attended school between 6 and 10 years ago Last attended school between 6 and 10 years ago copy	Last attended school between 11 and 20 years ago Last attended school between 11 and 20 years ago copy	Last attended school more than 20 years ago Last attended school more than 20 years ago copy	Undeclared Undeclared copy

Education background sum

ii. Education Attainment(Total equals the number of learners in SECTION 1 Box D) Grade 12 Graduate (secondary level/high school graduate from Manitoba or other Canadian/international jurisdiction) having a high school diploma (secondary level) awarded by Manitoba, a province/territory other than Manitoba, or an international jurisdiction. High school diplomas (secondary level) may include other provinces'/territories' version of the Mature Student Diploma. (e.g. B.C.'s "Adult Dogwood" Diploma). The diploma is earned at an institution recognized by the home jurisdiction's provincial/state/national ministry of education. DO NOT include GED certificate holders in this category.
Grade 12 Graduate (secondary level/high school graduate from Manitoba or other Canadian / international jurisdiction - does not include GED certificate holder)	Previously completed Grade 10 or 11	Previously completed Grade 8 or 9	Previously completed less than Grade 8	Undeclared
Grade 12 Graduate (secondary level/high school graduate from Manitoba or other Canadian / international jurisdiction - does not include GED certificate holder) Grade 12 Graduate (secondary level/high school graduate from Manitoba or other Canadian / international jurisdiction - does not include GED certificate holder) copy	Previously completed Grade 10 or 11 Previously completed Grade 10 or 11 copy	Previously completed Grade 8 or 9 Previously completed Grade 8 or 9 copy	Previously completed less than Grade 8 Previously completed less than Grade 8 copy	Undeclared Undeclared copy

Education background sum

iii. GED
Previously received a GED certificate (these learners will also be counted in 5.b i and ii.) Include in this section those learners who previously earned a GED certificate.
Number of GED learners

iv. Employment Status
Employment Insurance (EI) recipient	Employment and Income Assistance (EIA) recipient	Full-time Employed	Part-time Employed	Not employed: Actively seeking work	Not employed: Not actively seeking work	Long-term disability	Workers compensation	Receiving a band-funded training allowance
EI EI copy	EIA EIA copy	Full time Full time copy	Part time Part time copy	Looking for work Looking for work copy	Not looking for work Not looking for work copy	Disability Disability copy	Workers compensation Workers compensation copy	Band allowance Band allowance copy

Education background sum

v. Single Parent Status
Single parent of child(ren) under the age of 6
Number of single parents

vi. Indigenous Status
First Nation	Métis	Inuit	Other (learners who want to self-identify as Indigenous but do not/cannot specify according to the other categories). Include those learners who self-declare as Indigenous but do not categorize themselves in any of the other three categories (FN, Métis or Inuit).	First language learned was an Indigenous language, ex. Cree, Ojibway, etc First Language learned - means an Indigenous language was the first language learned and spoken by the individual.
First nations First nations copy	Métis Métis copy	Inuit Inuit copy	Other Other copy	First language indigenous

Indigenous status sum

vii. Newcomer Status Speaker of English as an additional Language (excluding Indigenous languages) - means that a language other than English or a Canadian Indigenous language was the person's first language learned and spoken from birth.
Speaker of English as an Additional Language (EAL) (excluding Indigenous Languages)	Recent immigrant (past 5 years)
EAL learners	Recent immigrant learners

Section 5a. Demographics of Learners

Information

Please provide the following information relating to the number of learners in each of the categories below.

	A Total Number of Learners who Self-Identify as an Indigenous Learner	B Total Number of Learners who are EAL learners	C Total Number of Learners who are Recent Immigrants (< 5 years)	D Total Number of Learners who were New to the Program	E Total Number of Learners who were Returning to the Program	F Total Number of Learners who Completed at least one stage level	G Total Number of Learners who Completed a Stage Three level
Total	Total Number of Learners who Self-Identify as an Indigenous Learner	Total Number of Learners who are EAL learners	Total Number of Learners who are Recent Immigrants (< 5 years)	Total Number of Learners who were New to the Program	Total Number of Learners who were Returning to the Program	Total Number of Learners who Completed at least one stage level	Total Number of Learners who Completed a Stage Three level

Total Number of Learners who Self-Identify as an Indigenous Learner

Total Number of Learners who are EAL learners

Total Number of Learners who are Recent Immigrants (< 5 years)

Total Number of Learners who were New to the Program

Total Number of Learners who were Returning to the Program

Total Number of Learners who Completed at least one stage level

Total Number of Learners who Completed a Stage Three level

Total

Total Number of Learners who Self-Identify as an Indigenous Learner

Total Number of Learners who are EAL learners

Total Number of Learners who are Recent Immigrants (< 5 years)

Total Number of Learners who were New to the Program

Total Number of Learners who were Returning to the Program

Total Number of Learners who Completed at least one stage level

Total Number of Learners who Completed a Stage Three level

Section 5b. DEMOGRAPHICS OF LEARNERS

Section 5.b.i. INDIGENOUS LEARNERS - Stage Completion
Please indicate the number of Indigenous learners who completed at least one stage.	Section 5.a.i. INDIGENOUS LEARNERS - Stage Completion
Section 5.b.ii. EAL Learner- Stage Completion
Please indicate the number of EAL learners who completed at least one stage.	Section 5.b.ii. EAL Learner- Stage Completion
Section 5.c.iii. RECENT IMMIGRANT - Stage Completion
Please indicate the number of Recent Immigrants learners who completed at least one stage.	Section 5.c.iii. RECENT IMMIGRANT - Stage Completion

Section 6: Staff

Section 6.a. Fulltime Equivalent Teaching/Instructional Staff (FTE)
Please indicate the number of FTE Teachers/Instructional staff.	Section 6.a. Fulltime Equivalent Teaching/Instructional Staff (FTE)
Section 6.b. Fulltime Equivalent Teaching/Instructional Staff (FTE) Course Load
Please indicate the average number of courses each FTE Teachers/Instructional staff was responsible for.	Section 6.b. Fulltime Equivalent Teaching/Instructional Staff (FTE) Course Load
Section 6.c. Learner to Fulltime Equivalent Teaching/Instructional Staff (FTE) Ratio
Please indicate the average learner to teacher/instructor ratio.	Section 6.c. Learner to Fulltime Equivalent Teaching/Instructional Staff (FTE) Ratio
Section 6.d. Fulltime Equivalent Executive, Managerial staff (FTE)
Please indicate the number of FTE Executive, Managerial staff (FTE).	Section 6.d. Fulltime Equivalent Executive, Managerial staff (FTE)
Section 6.e. Fulltime Equivalent staff (FTE)
Please indicate the number of FTE staff (include Teachers/Instructional staff (FTEs), Executive, Managerial staff (FTEs) and all other staff for the total FTE	Section 6.e. Fulltime Equivalent staff (FTE)

Declaration

Electronic submission of the Statistical Return to Adult Learning and Literacy signifies that the operating agency's authorized representative has reviewed and confirmed the data submitted with this report

Information

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