Competencies, task groups, indicators and milestones combined

	A	B	C	D	E
1	Milestones to go with competencies and specific task groups
2	a=Available in version adapted for face-to-face administration
3	Goal paths = E A I S P (Employment, Apprenticeship, Independence, Secondary School Credit, Postseconday
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5	Competency	Task group	Level 1	Level 2	Level 3
6	A	A1	A1.1	A1.2	A1.3
7	Find and Use information	Read continuous text	Read brief texts to locate specific details	Read texts to locate and connect ideas and information	Read longer texts to connect, evaluate and integrate ideas and information
8	Milestones		#1a Read a classified advertisement to extract details such as a company’s services. Read an email message to identify the sender, recipient and purpose. E A I	#3 Read a detailed information sheet to obtain company and product information. E A I	#5 Read an information package from a charity to connect, evaluate and integrate information. I
9			#2a Read a brief course description to identify course details. Read an email to identify requests. S P	#4 Read a detailed course description to identify course requirements. S P	#6 Read a company policy handbook to connect, evaluate and integrate information. E A
10					#7 Read a selection from a textbook or manual to extract and integrate information. A S P
11		A2	A2.1	A2.2	A2.3
12		Interpret documents	Interpret very simple documents to locate specific details	Interpret simple documents to locate and connect information	Interpret somewhat complex documents to connect, evaluate and integrate information
13			#8a Locate product uses and instructions, and interpret symbols on a product label. E A I	#10 Locate and connect details in a nutritional label and table. I	#12 Refer to several documents to connect, evaluate and integrate information. E I
14			#9a Locate details and interpret symbols in a course description and a course schedule. S P	#11 Refer to a table of contents and catalogue to extract and connect detailed information. E A S P I	#13 Refer to several documents to connect, evaluate and integrate information. A S P
15		A3
16		Extract info from fils, broadcasts and presentations	Not applicable: Tasks in this group are not rated for complexity.
17			#14a Watch and/or listen to a film, broadcast or presentation to extract information. E A S P I
18	B	B1	B1.1	B1.2	B1.3
19	Communicate ideas and information	Interact with others	Participate in brief interactions to exchange information with one other person	Initiate and maintain interactions with one or more persons to discuss, explain or exchange information and opinions	Initiate and maintain lengthier interactions with one or more persons on a range of topics
20	Milestones		#15a Provide directions to a familiar location and instructions for how to carry out a familiar process. E A S P I	#16 Carry on a brief exchange to share and support your opinion. E A S P I	#17 Make a 10- to 15-minute presentation to propose a solution, to persuade or to inform others about a topic. E A S P I
21		B2	B2.1	B2.2	B2.3
22		Write continuous text	Write brief texts to convey simple ideas and factual information	Write texts to explain and describe information and ideas	Write longer texts to present information, ideas and opinions
23			#18a Write brief texts to express thanks to an employer and to make a request. E A	#21 Write an email to express interest and to provide information supporting a request. I	#24 Write a formal letter to express concerns and to propose solutions. I
24			#19a Write brief texts to express thanks to a classmate and to make a request. S P	#22 Write an email to express interest and to provide information supporting a request. E	#25 Write a formal letter to express concerns and to propose solutions. E A
25			#20a Write brief texts to express thanks to a neighbour and to make a request. I	#23 Write an email to express interest and to provide information supporting a request. A S P	#26 Write a research paper on your choice of topic. A S P
26		B3	B3.1a	B3.2a	B3.3a
27		Complete and create documents	Make straightforward entries to complete very simple documents	Use layout to determine where to make entries in simple documents	Decide what, where and how to enter information in somewhat complex documents
28			#27a Complete a simple form and make entries in a calendar. E A S P I	#29 Complete a registration form to enroll in a course. E A S P I	#32 Enter information on a somewhat complex form. E A I
29					#33 Enter information on a somewhat complex form. A S P
30			B3.1b	B3.2b	B3.3b
31			Create very simple documents to display and organize a limited amount of information	Create simple documents to sort, display and organize information	Create more complex documents to sort, display and organize information
32			#28a Create and organize a to-do list. E A S P I	#30 Create a table to organize and compare product or service information. E A S P I	#34 Create a multi-phase schedule to display a sequence of activities. E A S P I
33				#31 Create a table to organize and compare course information. A S P	#35 Create a flowchart to illustrate a process described in a text. E A S P
34		B4
35		Express oneself creatively	Express oneself creatively, such as by writing journal entries, telling a story, and creating art
36			#36a Use a medium of your choice to express yourself creatively. E A S P I
37	C	C1	C1.1	C1.2	C1.3
38	Understand and Use Numbers	Manage money	Compare costs and make simple calculations	Make low-level inferences to calculate costs and expenses that may include rates such as taxes and discounts	Find, integrate and analyze numerical information to make multi-step calculations to compare cost options and prepare budgets
39	Milestones		#37a Refer to flyers and price lists to make simple comparisons and calculations. E A S P I	#38 Refer to receipts to verify costs and make calculations. E A I	#40 Create a budget to achieve a financial goal. E A S P I
40				#39 Refer to receipts to verify costs and make calculations. A S P
41		C2	C2.1	C2.2	C2.3
42		Manage time	Measure time and make simple comparisons and calculations	Make low-level inferences to calculate using time	Find, integrate and analyze numerical information to make multi-step calculations using time
43			#41a Read time on digital and analog clocks and calculate elapsed time. E A S P I	#42 Make calculations using a time sheet. E A S I	#44 Create a multi-phase schedule to plan and sequence activities. E A S P I
44				#43 Make calculations using a time sheet. S P
45		C3	C3.1	C3.2	C3.3
46		Use measures	Measure and make simple comparisons and calculations	Use measures to make one-step calculations	Use measures to make multi-step calculations; use specialized measuring tools
47			#45a Identify distances, measure temperature, make simple comparisons and calculations. E A S P I	#46 Refer to a map and directions to calculate and convert distances. E A S P I	#47 Refer to dimensions and quantities to calculate and convert measurements. E A S P I NOTE: Ministry made changes to this milestone on May 13, 2016
48		C4	C4.1	C4.2	C4.3
49		Manage data	Make simple comparisons and calculations	Make low-level inferences to organize, make summary calculations and represent data	Find, integrate and analyze data; identify trends in data
50			#48a Interpret survey data to make calculations and comparisons. S P I	# 50 Make summary calculations to interpret household utility data. I NOTE: Ministry made changes to this milestone on May 13, 2016	#52 Interpret data and make predictions from income data. E A S P I
51			#49a Interpret survey data to make calculations and comparisons. E A	#51 Make summary calculations to interpret demographicdata. E A S P	#53 Interpret data and make predictions from employment data. E A S P I
52	D	n/a	D.1	D.2	D.3
53	Use Digital Technology		Perform simple digital tasks according to a set procedure	Perform well-defined, multi-step digital tasks	Experiment and problem-solve to perform multi-step digital tasks
54	Milestones		#54a Log into a user account on a computer. E A S P I	#55 Conduct an Internet search. E A S P I	#56 Select a computer program and use a wide range of software features to present information. E A S P I
55	E	n/a	E.1	E.2	E.3
56	Manage Learning		Set short-term goals, begin to use limited learning strategies, and begin to monitor own learning	Set realistic short- and long-term goals, use a limited number of learning strategies, and monitor own learning	Set realistic short- and long-term goals, use a variety of learning strategies, and monitor and evaluate own learning
57	Milestones		#57a Identify the ways you have begun to demonstrate that you can set realistic short-term goals, use learning strategies, and monitor your own learning. E A S P I	#58a Identify the ways you have demonstrated that you can set realistic short- and long-term goals, have begun to use a variety of learning strategies and monitor and evaluate your own learning. E A S P I	#59a Identify the ways you have demonstrated that you can set realistic short- and long-term goals, use a variety of learning strategies, and monitor and evaluate your own learning. E A S P I
58	F	n/a	Not applicable: Tasks in this group are not rated for complexity.
59	Engage with others
60	Milestones		#60a Engage with others to achieve a shared outcome. E A S P I
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