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Course Outcome Guides

Section Tab 1
Section Tab 2
 Using Course Outcomes Guides (COGs)
Section Tab 3
Relating Lesson Plans to COGs   
Section Tab 4
Outcomes Scoring Checklist
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 The first step in implementing this family literacy curriculum is to understand how this guide can be used effectively. This will require you to know how the remaining sections of this manual are designed and constructed. You will need to know how to use the following:

a)      Course Outcomes Guides (COGs)

b)      Sample Lessons

c)      Outcomes Scoring Checklist  

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 A)              Using Course Outcomes Guides (COGs)

Similar to the Program Outcomes Guide explained in previous sections, Course Outcomes Guides (COGs) are used to design your instruction. Because we have identified three main roles of parent and/or family member, community member, and worker as the functional contexts within which learning will take place in this family literacy curriculum, a Course Outcomes Guide (COG) was developed for each of these roles.

 The following procedures will help you use the Course Outcomes Guides (COGs) for your instruction.

·        First, re-examine the Program Outcomes Guide (POG), presented earlier. This gives you the big picture, kind of the lay of the land, and the three contexts for learning.

     ·           Second, look at each Course Outcomes Guide (COG). Examine each section, beginning with the Intended Outcomes.

The Course Outcomes Guide (COG) looks like a table with 4 columns or sections. These four sections are the result of the four-steps in the “design-down process” explained earlier. When examining it, read it backwards or from right to left.     


                                        Read backwards 


Concepts, Themes, Issues


Process Skills


Performance (assessment)



Intended Outcomes

 Here is an example of the Course Outcomes Guide (COG) for the role of parent and/or family member.

  Course Outcomes Guide: Parent and/or Family Member  

Intended Outcomes:

 Based on family and individual strengths, parent(s) can… 

1)       Support children’s development by taking an active role in their healthcare.



This column identifies what we want the learner to be able to DO in the real world and across his/her lifespan. These outcomes become the focus of our teaching efforts.



Notice that these are outcomes that are important for coping and living in the real world.

This is one outcome you will want to help your learners achieve.




 Performance Tasks:


A)      Describe common health problems.

  Complete a visit to a doctor or nurse. Explain a problem to a nurse or doctor without help of an interpreter. Write a summary of the problem and the doctor’s instructions.

This section identifies how the learner will show evidence of proficiency in the intended outcomes. These tasks take the place of traditional tests and exams. The performance tasks are designed across three domains or levels of language literacy proficiency, and in the context of the three roles.


All performance (assessment) tasks are designed across three levels of language literacy proficiency commonly referred to as SPL’s: beginner (0-3), intermediate (4-5), and advanced (6+).


Each COG in this guide is followed by a comprehensive list of performance tasks across all three levels. An example of a performance task at a comprehensive level is provided with the two lower levels shown here:


Beginner: Given a picture, identify the parts of the human body and major internal organs with at least 80% accuracy

Intermediate: Same as above, plus role play a visit to the doctor, explaining your child’s symptoms




Process Skills:

  ·   Pose questions

·   Use telephone

·   Identify parts of the body

·   Use gestures to convey ideas

·   Speak so others can understand (EFF)

·   Write in sentences

·   Analyze and evaluate




This column consists of the skills that must be learned in order for the learner to complete the performance tasks. For example, if a learner is required to compare two situations, he must learn how to analyze and evaluate. This is a skill that must be learned in order to meet an intended outcome.


These are the skills that must be learned in order to be successful in demonstrating the proficiency. Notice how the linguistic competencies and EFF standards are incorporated here.


Your lesson plans should consist of these skills to be learned, practiced, and mastered. Activities should be designed that lead back to learners demonstrating the proficiencies outlined above under the “Performance Tasks.”


Concepts, Issues and Themes 


·   Nutrition

·   Health symptoms

·   Hospitals, clinics 


·   Health 


·   Obtaining health care with and without costs



This column gives you an idea of the various concepts that need to be taught, along with those themes and issues that integrate together and that must be understood to achieve the intended outcomes


These are the concepts, issues, and themes that must be understood.


These concepts and issues provide the framework for all instruction and activities leading to the mastery of the intended outcome.



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B)               Relating Lesson Plans to COGs 

Lastly, you are ready to design your lesson plan from these course outcomes guides (COGs). In the section, Lessons, we have provided you with a number of sample lessons. Notice how they may cross over the various roles and COGs. Under the subsection, COGs by Levels, you will note some references to particular lesson plans.


Feel free to use these lesson plans. In fact, if you have a sample lesson that matches across these intended outcomes, we would like to add it to this guide. This guide is a beginning and serves as a resource for all of us involved in all aspects of family literacy education. Please feel free to submit sample lessons using our template, located in the Resources section, R-62. Send lesson plans as attached files to   cathy.lindsley@state.or.us 

 C)      Using the Outcomes Scoring Checklist

The checklist is designed to be a concise visual record of a learner’s progress through the family literacy ESL curriculum. There is room in the boxes to note the completion dates of tasks at the beginner, intermediate, and advanced levels. It can be helpful to use color to highlight those boxes completed as well, for an even more graphic way to follow and track progress. Since the curriculum is outcomes-based, the checklist will present a solid record of accomplishment for each learner. The checklist could be kept at the front of each learner’s portfolio, or the teacher could keep it for the duration of the class, or both could keep a copy. Either way, the teacher reviews the portfolio, records completion dates promptly, and follows each learner’s progress closely, with regular communication and conferences.

  A learner is considered to have completed a level when he or she has completed 80% of the tasks. As the learner moves from one class to another or from one family literacy program to another, the checklist travels with her or him, so that the new teacher can see at a glance how much the learner has already accomplished and what areas need to be worked on next. Even if a learner moves into a different Adult Education system class, the checklist would still be useful for a new teacher to see. When a learner completes 80% of the Advanced Level tasks, s/he can graduate from the Family Literacy ESL class.

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