Guidelines for Implementing CLARS Assessment Centres in Ontario · 2017-02-09 · Guidelines for...

Guidelines for Implementing CLARS Assessment Centres in

Ontario

Draft #19

June 2012

Funded by / Financé par:

This document is for use during the CLARS Orientation Phase and is subject to further refinement and final approval by Citizenship and Immigration Canada and the Ontario Ministry of Citizenship and Immigration.

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TABLE OF CONTENTS PART I – OVERVIEW.............................................................................................................................1 History of Coordinated Language Assessment and Referral System (CLARS) in Ontario.....................2 Role of Ontario CLARS Assessment Centres ........................................................................................3 Adult Language Training in Ontario ........................................................................................................5

The Provincial Programs ....................................................................................................................5 The Federal Program..........................................................................................................................6 LINC Home Study...............................................................................................................................6

Summary of Changes.............................................................................................................................7 PART II – ROLE OF CLARS ASSESSORS ..........................................................................................8 A. Procedures and General Administration 8 Operational Standards............................................................................................................................9 Assessment Protocol Pathway .............................................................................................................12 CLARS Assessment Protocols .............................................................................................................13 Readiness Checklist .............................................................................................................................40 Assessors .............................................................................................................................................42 Managing Scheduling of Assessment Services....................................................................................43 Itinerant Assessment Services .............................................................................................................45

Requirements for Itinerant Services .................................................................................................46 Clients with Special Needs ...................................................................................................................49 Managing Complaints ...........................................................................................................................51 Immigration Category Notes .................................................................................................................54 Immigration Category Codes................................................................................................................58 Record Keeping – Documentation Retention Timeframe .....................................................................59

File Retention and Destruction .........................................................................................................59 Community Outreach............................................................................................................................60

Marketing and Outreach ...................................................................................................................60 Communications Protocol.................................................................................................................60

Community Partnerships ......................................................................................................................63 B. Language Skill Assessment Tools 67 Assessment Tools Used in CLARS Centres.........................................................................................68

CLB (Canadian Language Benchmarks) ..........................................................................................68 CLBA (Canadian Language Benchmarks Assessment) ...................................................................68 CLBLA (Canadian Language Benchmarks Literacy Assessment) ...................................................68 CLBPT (Canadian Language Benchmarks Placement Test) ...........................................................68 LPT (Literacy Placement Tool) .........................................................................................................69 ELTPA (6-10) (Enhanced Language Training Placement Assessment (Benchmark 6 -10)) ............69 BTC-NCLC (Batterie de tests de classement) ..................................................................................70

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WLA (Workplace Language Assessment) ........................................................................................70 Conditions for Using CLBA or CLBPT ..................................................................................................71

Guiding Principle...............................................................................................................................71 CLBA Test Instrument Refinement .......................................................................................................72

Use of Screeners ..............................................................................................................................72 Screening Procedure ........................................................................................................................72

Eligibility for Screener ...........................................................................................................................73 CLBLA - Clarification for Administration ...............................................................................................75 Canadian Language Benchmarks Placement Test (CLBPT) ...............................................................77 CLBPT Forms.......................................................................................................................................78 Protocol for Assessment for Occupation Specific Courses ..................................................................79

Language Assessment Process for ELT, SLT, OSLT and Bridging Courses...................................79 C. Client Needs Assessment and Referral 82 Supporting Clients during the Assessment Process.............................................................................83

The Language Assessment ..............................................................................................................83 Addressing Client Needs ......................................................................................................................86

Transfers - within the local area........................................................................................................86 Transfers - from another area in Ontario ..........................................................................................87 Transfers - from outside Ontario (only learners from).......................................................................87

Childcare Options .................................................................................................................................88 LINC Childminding............................................................................................................................88 ESL/FSL Childminding......................................................................................................................89 Licensed Childcare ...........................................................................................................................89 Full day Kindergarten........................................................................................................................89

Transportation Assistance ....................................................................................................................90 Types of Course Options ......................................................................................................................91

Blended Courses ..............................................................................................................................91 Guiding Principles for Referral to Courses ...........................................................................................92 Referral for Other Programs .................................................................................................................93

Literacy and Basic Skills Program ....................................................................................................93 Adult Credit Programs ......................................................................................................................93 Post Secondary Programs................................................................................................................93 Employment Support Services .........................................................................................................94

D. Reporting Procedures 95 Reporting to CIC...................................................................................................................................96 Reporting to MCI...................................................................................................................................98 History of Assessment Referral and Training System (HARTs) ...........................................................99

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PART III – RESOURCES ...................................................................................................................100 Website Resources.............................................................................................................................101 CIC Organizational Chart – Ontario Region .......................................................................................103 Support/Development Organizations TESL, CCLB, ORLAC..............................................................104

TESL – Teachers of English as a Second Language Ontario ........................................................104 ORLAC – Ontario Region Language Advisory Committee .............................................................106 CCLB – Centre for Canadian Language Benchmarks....................................................................108

Data Collection and Confidentiality.....................................................................................................109 Gathering Information in Ontario ....................................................................................................109 Security Requirements Protect Client Data ....................................................................................109

Glossary..............................................................................................................................................111 Frequently Asked Questions...............................................................................................................119 Appendix A – List of Language Training Courses available in Ontario...............................................126 Appendix B – Eligibility Determination ................................................................................................127

Questions and Answers to Clarify Eligibility and Proof of Eligibility ................................................129 Appendix C – Gathering Preliminary Client Information .....................................................................133 Appendix D – Available Tools for Formal Language Assessment......................................................134 Appendix E – General Needs Assessment.........................................................................................135 Appendix F – Referral to Other Settlement Services..........................................................................137 Appendix G – Training Options Variations/Options ............................................................................138 Appendix H – Learning Pathway Template ........................................................................................139 Appendix I – Waitlist Protocol .............................................................................................................141 Appendix J – Referral Guidelines ....................................................................................................... 145

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CLARS

Assessment Centre

Language Training

Provider

HARTs


PART I – OVERVIEW History of CLARS in Ontario ...................................................................................................................2 Role of Ontario CLARS Assessment Centres ........................................................................................3 Adult Language Training in Ontario ........................................................................................................5 Summary of Changes.............................................................................................................................7


History of Coordinated Language Assessment and Referral System (CLARS) in Ontario

In 2005, the federal and provincial ministers responsible for immigration (Citizenship and Immigration Canada and the Ministry of Citizenship and Immigration respectively) signed a five year agreement (Canada Ontario Immigration Agreement – COIA) whose intent was to: enable and enhance coordination of their immigrant settlement policies and programs; harmonize approaches and define common standards; and address gaps in services to immigrants. This was followed by the COIA strategy and action plan for the two governments to collaboratively address over the ensuing five year period (the COIA Strategic Plan). One of the major ensuing recommendations was for a new coordinated approach to language assessment and referral based on common standards and protocols and delivered in a consistent fashion across the province. This vision of a new common approach was called CLARS. The purpose of CLARS is to assess the readiness and proficiency level of an adult immigrant learner in order to place the learner in an appropriate language training class, whether in a federally funded CIC program (such as LINC/CLIC) or a provincially funded MCI program (such as ESL/FSL). In 2009, the CLARS Advisory Committee was created with language training and assessment experts and representative stakeholders to provide advice to the government partners on the details of the new CLARS and how it should be implemented. This committee began developing elements and policies necessary to implement the coordinated system of assessment and referral. These elements were reviewed by consultations with stakeholders (LINC/CLIC, ESL/FSL and community groups). The CLARS process is currently being piloted in London, Kitchener/Waterloo/Cambridge, and Kingston/Belleville. To Be Completed

Pilot projects in communities across the province will test the efficiency of developed elements of CLARS.

A second round of consultations with stakeholders in various communities will review the development of the elements.

Orientation and preparation for stakeholders will take place.

A phased approach to implementation of the new Coordinated Language Assessment and Referral System will start in 2011.


Role of Ontario CLARS Assessment Centres CLARS assessment centres screen clients for eligibility and provide language assessment and referral services for newcomers to Canada. Assessors are responsible for verifying program eligibility based on proof of immigration status and language skills. All eligible clients must be assessed prior to attending class to ensure proper placement in language training programs according to the results of the assessment as stipulated in the CLARS Protocols. Assessors provide third-party assessment to address the needs of the CLARS client. The assessment is intended to focus on the needs of the newcomer to ultimately refer him/her to the language training program best suited to the language level and needs identified during the assessment process. The assessor may conduct assessments on an itinerant basis, traveling to a number of sites in the area. Specific guidelines are outlined in this document as to when to offer Itinerant Services. In all but a few exceptional circumstances, the assessor works for an organization which does not provide language training or works as a private contractor to perform assessments and referrals to CIC and MCI funded language training classes. The assessor may schedule dates and times of school visits to conduct assessments, as required. In larger centres, assessments are centralized – clients attend an appointment for assessment at a site designated for CLARS assessment. Candidates should be accommodated at their earliest convenience, and have the option of choosing the school they wish to attend. In some larger centres, a full time assessor may be assigned a Training Provider (3-5 Training Providers per assessor). This ‘primary’ assessor is responsible for maintaining contact with the schools to ensure that information is communicated clearly and on a timely basis to the other assessors in the organization. There is often a ‘secondary’ or ‘back-up’ assessor to cover for illness or vacation. This first point of contact informs both assessors and schools of important events and needs. Regardless of the service delivery model used in your area, it is important to recognize that the candidate must first be assessed before attending classes. The History of Assessment Referral and Training system (HARTs) will not allow a candidate’s name to appear on the class register until the assessment is completed, the CLB levels are assigned and there is an available seat in the recommended or chosen class. For the transition, Canadian Language Benchmark levels for all learners currently in ESL/FSL classes aligned with CLB will be recognized as legitimate and accurate. These learners will not require an initial assessment.


Of course, communication through telephone, fax and email, as well as regular visits to the assessment centres by the training provider and other settlement agencies (and vice versa) should be encouraged so as to foster a friendly, open atmosphere for the benefit of the client and, ultimately, the program(s) to which they are referred. During the referral process, the client is referred to the most suitable and appropriate training option within the candidate’s community based on the needs assessment and the availability of services (e.g., childminding and transportation assistance). Government Assisted Refugees (GARs) and Privately Sponsored Refugees (PSRs) must be accorded priority access to LINC/CLIC Training and related services. In Ontario, Language Training programs use the History of Assessment Referral and Training system(s) to schedule appointments, record client information and assessment results, check for available seats, update and refer eligible, assessed clients to the most appropriate training. HARTs is used both by Assessment Centres and Training Providers to produce MCI and CIC reports required monthly, quarterly or annually. As part of the Contribution Accountability Framework (CAF), CIC collects settlement program data through the internet-based Immigration – Contribution Accountability Measurement System (iCAMS). In Ontario, CLARS program data collected by HARTs is provided to CIC via an interface with iCAMS. The data collected enables CIC to evaluate the program and prepare its submission to The Treasury Board for the renewal of the terms and conditions that govern contribution programs such as LINC/CLIC, OSLT and ELT. All clients must be informed of the need to collect data according to the regulations outlined in the Access to Information Act (1985), the Privacy Act (1985) and related federal legislation and policies.


Adult Language Training in Ontario Language learners in Ontario can access language training provided by the both the Federal and Provincial governments. A variety of programs based on the Canadian Language Benchmarks framework exist to meet the needs of immigrant learners. As well, there are a number of other programs that language learners can access on their learning pathway. CLARS Assessors must have a much wider knowledge and linkages to the adult education training community to be able to advise clients. CLARS Assessors should consider all avenues when making referrals to learners.

The Provincial Programs The province, through the Ministry of Citizenship and Immigration (MCI) and the Ministry of Education (MEDU), offers a variety of adult language training programs available to refugee claimants, convention refugees, permanent residents and Canadian Citizens whose first language is neither English nor French. MCI’s programs include the adult non-credit English as a Second Language (ESL), French as a Second Language (FSL), Citizenship and Language (CL) programs, the Specialized Language Training Pilot Projects all offered through School Boards across the province. Bridging Training Programs help internationally trained individuals adapt their education, experience and skills to the Ontario job market, without duplicating their previous learning or training. They provide training and Canadian workplace experience and are offered by colleges, agencies and settlement organizations. MEDU offers the Adult Credit program for adults to earn credits towards the Ontario Secondary School Diploma. While many immigrant learners have post-secondary education, credit courses offer a further opportunity to develop advanced English language skills because they are so language based. Credit courses can act as preparatory courses for university and college education. In particular, the Co-op courses in the credit program can provide a valuable workplace experience for immigrant learners. MEDU also provides ESL programming in the secondary schools. Each school board designs their ESL programming differently. Learners are obligated to remain in school till 18 years of age. Learners 18 to 21 years of age can decide to stay at the secondary school level with similar-aged peers or access Adult ESL/FSL or LINC/CLIC training. The Ministry of Training Colleges and Universities (MTCU) supports Literacy Basic Skills programs in the province, provided by School Boards, Colleges and community agencies. Literacy Basic Skills (LBS) programs focus on skills required for employability and independence. An emphasis is placed on Reading, Writing, Math and basic work skills. Adult immigrants may qualify for a LBS Program if


they can speak well and do not have the reading and writing skills to get a job and cope with daily living.

The Federal Program Citizenship and Immigration Canada offers language training through the Language Instruction for Newcomers to Canada (LINC/CLIC) program, the Enhanced Language Training (ELT) initiative and Occupation Specific Language Training (OSLT). Program eligibility is verified based on proof of immigration status (e.g. Permanent Residents, Convention Refugees and Protected Persons). The following groups may be funded to deliver LINC/CLIC and ELT: a non-profit group, a non-governmental organization, a community group, an educational institution (including school boards, community colleges, and universities), an individual, or a business. OSLT is exclusively offered through the college system.

LINC Home Study The LINC Home Study program offers language training to eligible clients who cannot attend a LINC classroom program in their area. It is aimed at beginner to intermediate learners, LINC levels 2 – 7. It is an alternative when classroom learning isn’t possible or feasible such as when clients have: a difficult work schedule; their own or family illness to contend with, very young children to care for, or no easy access to a classroom program.


Summary of Changes What is new and what will change?

Pre-CLARS CLARS

Centred on the program and course offer

Learner-centred – learner choice based on best fit for learner

Separate approaches for assessment & referral for LINC and ESL

One common approach to assessment and referral for all LT in Ontario

Centralized Assessment Centres serve only LINC clients

Centralized CLARS Centres serve all ESL/provincial and LINC/federal clients

Assessment tools/tests vary in standard and application

One standardized set of tools/tests, CLB based, applied by trained and certified assessors

Learners assessed at LT site and registered at course site on arrival

Learners directed to CLARS first for language assessment; register at course site after referral to best fit course(s)

Assessors may also be teaching LT to learners

Assessors are in CLARS Centres and cannot also teach

LT courses promoted through SPO own independent channels

LT courses also, all profiled in central searchable data base in HARTs (for each community)

LT Providers may manage both LT and assessment activities

LT Providers manage only LT, not assessment (Third Party principle)

Assessment function co located with LT courses

Assessment function centralized in CLARS, separate from LT

Learners fill courses based on local promotion, word of mouth, proximity

Providers will receive learners appropriate to their course positioning, fit to learner needs

Learner can be assessed and registered with first/any LT Provider contacted (in ESL)

All settlement SPOs (including LT, etc.) on first contact will direct new first time learners to CLARS

Learners may have different language training and progress records in different systems

All learners assigned unique identifier and tracked in one common data base (HARTs)

Courses are described using LINC levels Courses are described by CLB


PART II – ROLE OF CLARS ASSESSORS

A. Procedures and General Administration Operational Standards............................................................................................................................8 Assessment Protocol Pathway .............................................................................................................12 CLARS Assessment Protocols .............................................................................................................13 Readiness Checklist .............................................................................................................................40 Assessors .............................................................................................................................................42 Managing Scheduling of Assessment Services....................................................................................43 Itinerant Assessment Services .............................................................................................................45 Clients with Special Needs ...................................................................................................................49 Managing Compliants ...........................................................................................................................51 Immigration Category Notes .................................................................................................................54 Immigration Category Codes................................................................................................................58 Record Keeping – Documentation Retention .......................................................................................59 Community Outreach............................................................................................................................60 CLARS Community Partnerships .........................................................................................................63


Operational Standards All clients destined for language training programs funded by CIC or MCI must be assessed. In all cases the client must be assessed prior to being placed in a class. Backdating is not a practice condoned by either language training funder.

The Assessment and Referral service is delivered by a neutral party (not a language training provider) ensuring that the services are client centred whereby the client has complete freedom to choose and access language instruction wherever s/he prefers regardless of who is sending the client to the CLARS Centre. CLARS Co-Location Policy

1. A CLARS Centre cannot be located with an organization that has a contract to deliver language training (even if language training courses are not operated in that location).

2. Co-location with language training providers is not allowed except in exceptional cases, with a valid rationale. For example: in regions where there is only one language training provider, co-location may be necessary and desirable.

3. Co-location with settlement or other service agencies (that do not provide language training but deliver services relevant to newcomers) is encouraged.

Every effort should be made to provide assessments at a fixed Centre (in most cases this is the main centre). The conditions can be better controlled, assessments more efficient, of better quality and less expensive. An Assessment and Referral provider should consider the need to establish a satellite fixed centre to meet demand. A CLARS centre must provide optimum conditions for assessment services: such as convenient location, accessible building, space for group administration of test and one-on-one interview, admin services, telephone and computer. Standards for service delivery will be tested during the pilot and will include: An assessment and referral appointment should be available within two weeks of a client requesting an appointment. Assessors should be able to handle a workload of five (5) assessments per day. The CLARS Centre should employ efficient practices with regard to scheduling and conducting assessments to meet demand. While staggered appointment times are one method of scheduling assessments, consideration should be given to booking group assessments (for Reading and Writing) to maximize available time and staff. Understandably, the Listening/Speaking component must be administered one-on-one.


Assessment and referral services must be provided at times that reflect the provision of language training courses. (If courses are offered in the evenings, then assessment and referral services must be provided in the evenings) Stakeholders of the pilot Community Partnership would have input based on experience. In specific instances, Itinerant assessment and referral services can be provided under specific conditions, as outlined in Part II of this document. Itinerant assessments should be provided to clients within 2 weeks. A client cannot start classes prior to being assessed. All things being equal, assessments should not be conducted at a Language Provider site. CLARS assessors have a variety of assessment tools at their disposal. These are listed in Protocol 4. It should be acknowledged that all approved assessment tools have merit. Every CLARS Centre should be able to conduct assessments using all eligible tools. This does not mean every assessor needs to be trained in all tools; rather that the Centre can provide the range of service. The two most commonly used tools are the CLBA and CLBPT. Every assessor must be trained and certified to conduct either the CLBA or CLBPT. Many clients will be eligible for both CIC and MCI funded programs. Eligibility is specifically outlined in Protocols 1, 2 and 3 and further in this guideline. As outlined in Schedule 1 of a LINC/CLIC provider’s contribution agreement, GARs and PSRs must be given priority access to Language Assessment and Referral and LINC/CLIC Training, but in the spirit of CLARS, should be given all options that meet their needs. The final decision is theirs to make. Set procedures established by CIC are in place for clients considering ELT programs. These programs have a specific employment focus. SLT, OSLT and some Bridging programs have a similar focus. For all such programs, clients must meet specific criteria for entrance into these programs. Clients are interviewed and screened by the provider. All language training classes (LINC/CLIC, ESL/FSL, OSLT, SLT, ELT) will be referenced to the Canadian Language Benchmarks and described as such in HARTs. There are a multitude of class descriptions for language training (and this is only a partial list): Literacy class, all skills class, single skill class, multi-level class, sector-specific employment language training class, Academic Prep class, Test Prep class, Citizenship Prep class, Special Interest/needs class, Bilingual class, Pronunciation class, Conversation. In the context of CLARS, language Is a skill that can only be effectively taught within a relevant context. Cultural and communications-related materials and information are often used to teach language. Many language training courses address communication soft skills and the influence of culture in using the language. As long as a course is linked to a CLB level, it can be included in HARTs for access by CLARS.


Some School Boards offer blended courses. Such a course consists of seats funded by both MCI and CIC. Components of a coordinated language training system (common curriculum, common best practices and standards, common initial and in-class assessment practices) minimize any differences in the quality of language training delivery. Except when the client requires a unique support from one or the other funder, (transportation assistance, childcare/childminding) the School Board will determine whether the client is a CIC client or MCI client for language training purposes. The client must be given information (verbally and in writing) on all appropriate classes for which h/she is eligible. The client will be encouraged to select the training class prior to leaving the CLARS centre following the assessment. H/she does have the option to leave without making that decision. H/she can go directly to the selected provider or another provider that can meet his/her training needs. H/she must be made aware that some seats have a limited availability. Further guidelines regarding placement are described in more detail further in this document. As well, additional considerations may be established during the pilot to assist assessors when referring clients. The amount of training time varies from client to client depending upon background, circumstances and abilities. The progress of each client is charted and rated based upon the CLB level descriptors. LTPs should not amend an initial assessment Benchmark prior to consulting with the CLARS Centre. Concrete evidence must demonstrate the determination of other CLB. Rarely, if at all, would a client’s benchmark be amended more than one level. A rigorous review should be made prior to considering a re-assessment. Clients are only eligible for a re-assessment if out of language training for more than six months or it is over six months from the last assessment and the client has not attended any language training during that time. The Benchmark assigned following an initial assessment should be interpreted as the client is working within the level. It is NOT a determination that the client has completed the level. The Benchmark assigned following a time in language training describes the benchmark which a client is “working in”. It may become necessary for Language Training providers to establish a common understanding around language delivery components such as minimum number of language training hours to fulfill requirements for Benchmark proficiency and common enrolment practices. Language training providers must follow guidelines for managing waitlists.


Assessment Protocol Pathway

Protocol 9: Data Management (ongoing)

Protocol 10: Evaluation and Performance Measurement

Protocol 1 Protocol 2 Protocol 3 Protocol 4 Protocol 5 Protocol 8

First Contact

Schedule an Appointment Assessment

Training Options

Protocol 6

Referral

Protocol 7

Receive the Learner

CLARS, LT provider & settlement agency

Reassessment & Specialized Assessment

LT provider CLARS and LT provider

CLARS Centre

Eligibility Determination & Initial Needs Assessment


CLARS Assessment Protocols


CLARS / LT PROVIDER PROTOCOL 1 First Contact

Purpose: To provide a client with basic information about the language training system and how to access it (including how to secure an appointment at a CLARS Centre)

SUBJECT OBJECTIVE PROCESS CONSIDERATIONS

DETERMINE INTEREST IN LANGUAGE TRAINING

Step 1: To provide client with basic information about the language training system and how to access it (including how to secure an appointment at a CLARS Centre)

A client expresses an interest in language training

Should a client not be able to communicate, an interpreter may be required. See Appendix A – List of Language Training Courses available in Ontario If the client wants more information, refer to Appendix B – Eligibility Determination The worker may explain the eligibility criteria in detail if they are knowledgeable. An ineligible client should be provided with relevant information helpful to the client’s needs. Ex: referred to one of the school boards or colleges that offer fee-for-service assessment and language training. Information on language assessment centres is widely available.

Indicate all available options

Inform client about eligibility criteria, and that this will be explained in more detail to the client when they go to the CLARS Centre for language assessment.

Explain how to arrange an appointment with the closest CLARS Centre

If appropriate, schedule an appointment

End


First Contact

Schedule an Appointment

Eligibility Determination & Initial Needs Assessment Assessment

Training Options


Protocol 6

Referral

Protocol 7

Receive the Learner


LT provider CLARS and LT providerCLARS centre


CLARS / LT PROVIDER PROTOCOL 2 Schedule an Appointment

Purpose: To schedule an appointment for client needs assessment and eligibility determination for language assessment. There may be a number of access points for scheduling an appointment with a CLARS Centre some of which will be connected to a data system where appointments can be made online.


CONDUCT PRELIMINARY ELIGIBILITY SCREENING

Step 1: Determine eligibility for publicly -funded language assessment

Yes or unsure No

- If a client's eligibility is unclear, refer to Appendix B – Eligibility Determination

An ineligible client should be provided with relevant information helpful to the client’s needs. Ex: referred to one of the school boards or colleges that offers fee-for-service assessment and language training.

Is client eligible?

Continue to Step 2

End

Inform client that s/he is ineligible for free language classes and will not be assessed

If client demands an assessment, provide him/her with the assessment centre contact information to book his/her own appointment.


First Contact



Training Options


Protocol 6

Referral

Protocol 7

Receive the Learner





GATHER PRELIMINARY INFORMATION

Step 2: Gather client information for the purpose of booking an appointment to be used by the frontline worker or the CLARS centre

There is no limit to the number of appointments that can be scheduled for others (e.g. group members) as long as the names and contact information are provided. Where there are multiple accessible CLARS Centres, these should be made known. In remote areas, clients can travel to the nearest CLARS Centre or wait for the itinerant assessor to visit their area. Refer to Appendix C – Gathering Preliminary Client Information for questions related to booking an appointment.

PROVIDE INFORMATION

Step 3: Inform client/agent of need to present photo identification Step 4: Explain the needs assessment eligibility and language assessment process

- A certified copy of immigration documentation is acceptable as proof of status.

Is client calling to schedule an appointment for self?

Who is the appointment being requested for?

Ask client questions for the purpose of booking an appointment

Continue to Step 3

Inform the client/agent that s/he must bring original documentation and photo identification issued by CIC or MCI (such as a permanent resident (pr) certificate) as appropriate to enable the assessor to verify and confirm eligibility

Let the client/agent know that the client will undergo an assessment that may take several hours to complete

Continue to Step 5

Yes No



SCHEDULE AN APPOINTMENT FOR LANGUAGE ASSESSMENT

Step 5: Schedule the appointment for assessment

- Note: It is good practice to clarify with the client whether or not they intend to bring children to the CLARS Centre during the assessment time. While some sites accommodate children during the assessment, this is not always the case. It is distracting for both the parent and for other clients to have children present during the assessment.

- Provide information on parking where applicable.

- Advise client to bring eye glasses if needed.

Schedule the client’s appointment at a time (site) that is most convenient

Provide a written record of the appointment to the client (for an in-person scheduling), including the assessment centre address and phone number.

End


CLARS PROTOCOL 3 Eligibility Determination and Initial Needs Assessment

Purpose: To provide a brief initial client needs assessment at the time of the language assessment appointment at a CLARS Centre to determine whether:

a) the client is eligible for language assessment (eligibility determination for which language training program(s) occurs in a later Protocol); and

b) there is a need for standardized language assessment; and c) early referral should be provided to a program other than English (or French) as a second language.


DETERMINE ELIGIBILITY FOR LANGUAGE ASSESSMENT

Step 1: Immigration status

- This step may be conducted by administrative staff or an assessor. The intake person must be knowledgeable about all referral services.

- Check if interpretation services are needed.

- See Appendix B – Eligibility Determination, for further information on eligibility determination.

- Documents must be shown by clients. A certified copy of immigration documentation is acceptable.

An ineligible client should be provided with relevant information helpful to the client’s needs. Ex: referred to one of the school boards or colleges that offers fee-for-service assessment and language training.

Inform client that s/he cannot go through assessment Continue to

Step 2

Advise client to return with documents; reschedule appointment

End


First Contact



Training Options


Protocol 6

Referral

Protocol 7

Receive the Learner



Please show me your documents

Check documents No documents

Ineligible Eligible



Step 2: Official language status

- If French is first language, consider client needs in an English speaking environment.

- See Appendix B – Eligibility Determination, for further information on eligibility determination.

Step 3: Age

No

- See Appendix B –

Eligibility Determination, for further information on eligibility determination.

Inform client that s/he cannot go through assessment; offer alternatives where applicable

Continue to Step 3

Other than English or French

English or French

Do you have a high school diploma from your country?

Continue to Step 4

End

End

LINC/CLIC eligible

ESL/FSL/SLT

What is your native language / mother tongue / first language?

Inform client that s/he cannot go through assessment; offer alternatives where applicable

Are you 18 years old or older?

Yes No

Yes No



Step 4: History of assessment

Check CLARS data management system

See Appendix D – Available Tools for Formal Language Assessment for a list of language assessment tools. Is there a client

history?

Was language assessment done in the past 6 months?

Continue to Step 5

Does client have other records of recognized language assessment completed within the past 6 months?

No Yes

Go to Step 9

Yes

Yes

No

No



CONDUCT INITIAL NEEDS ASSESSMENT AND PATHWAY MANAGEMENT

Step 5: Language training

Enquire about client’s goals

Is language training your main need?

- Consider: Are the client’s goals settlement, academic, employment-related or other?

- See Appendix D – Available Tools for Formal Language Assessment for a list of language assessment tools

- See Appendix E – General Needs Assessment form

- See Appendix H – Learner Pathway template to confirm language training needs/goals

Step 6: Special Program Needs

Do you have special needs such as visual impairment

or hard of hearing?

Probe to identify need. Begin to complete General Needs Assessment form.

Are you seeking language training (formal or informal) requiring standardized assessment for placement?

Do you have other needs beyond language training? Begin to complete Learner Pathway template.

Continue to Step 6

Continue to Step 6

Continue to Step 7

No

No

Refer to local program availability checklist for additional services as required

Continue to Step 7

Yes

Go to Step 9

Yes No

Yes

Yes



DETERMINE WHETHER EARLY REFERRAL TO A PROGRAM OTHER THAN ENGLISH (OR FRENCH) AS A SECOND LANGUAGE IS NEEDED

Step 7: Settlement needs

- See Appendix E – Referral Services for information on referral

- See Appendix F – Referral Services for information on referral

Step 8: Other program needs

ENTER RELEVANT DATA INTO THE CLARS DATA MANAGEMENT SYSTEM

Step 9: Register new or returning learner

Additional settlement needs

Other than settlement needs

Continue to Step 8

Continue to Step 9

Enter needs assessment data

Print report for client

End

Yes

What other needs do you have?

Yes Yes

Are you looking for LBS or credit programs?


CLARS PROTOCOL 4 Assessment

Purpose: To determine the appropriate tool with which to assess adult newcomers’ language in English or French; how to conduct the assessment; and how to analyze and communicate the results to the adult newcomer.


SELECTION OF APPROPRIATE ASSESSMENT TOOL

Step 1: Determine most appropriate language assessment tool for test administration

See Appendix D – Available Tools for Formal Language Assessment for test selection

Step 2: Determine need for higher level language assessment and workplace language readiness

See Appendix D – Available Tools for Formal Language Assessment for test selection

Was client’s last assessment completed within the last six months?

Does client need a higher level language assessment?

Continue to Step 2

Continue to Step 3

Continue to Step 5

Continue to Step 3

Continue to Step 5


First Contact



Training Options


Protocol 6

Referral

Protocol 7

Receive the Learner



Check if client has an existing assessment record

Yes

Yes

Yes

No

No

No

Check if program eligibility requires CLB 6 or higher

Yes No



ADMINISTRATION OF ASSESSMENT TOOL

Step 3: Determine client CLB by administering the appropriate assessment tool

- See Appendix D – Available Tools for Formal Language Assessment for test administration

ANALYZE RESULTS AND COMMUNICATE THEM TO CLIENT

Step 4: Analyze CLB assessment results and provide client with an explanation of the results

Note: A CLBPT flyer is in development to explain CLBPT score results based on the Can Do descriptors

DATA ENTRY Step 5: Enter client information into CLARS data management system including the assessment results

Client receives a form with the assessment results and a description of the CLB level

Enter client information, assessment data and CLB levels; identify assessment tool

used

Print report for client

End

Administer the appropriate tool following the tool administration protocols

Continue to Step 4

Score the test

Assign corresponding CLB level

Communicate obtained benchmarks to client and explain the meaning of the CLB levels

Begin discussion on next steps/options based on obtained CLB levels

Continue to Step 5


CLARS PROTOCOL 5 Training Options

Purpose: To guide discussion between the assessor and client to identify training options available to the client (within the Canadian Language Benchmarks levels identified through the assessment process).


REVIEW CLIENT’S LANGUAGE TRAINING AND SETTLEMENT GOALS

Step 1: Review the client’s previously identified goals in light of his/her language assessment results in order to confirm his/her goals and help the client build a learner pathway

- A client’s motivation could be to improve daily life; to get a job; to gain entry into other programs such as ELT, OSLT or bridge training; and/or to get into post-secondary education

- Note: The client may not have had a detailed LT needs assessment completed prior to their assessment

- Confirm if there are child care issues or language issues (e.g., a need for an interpreter)

- See Appendix H – Learning Pathway template to confirm lanaguage training needs/goals.


First Contact



Training Options


Protocol 6

Referral

Protocol 7

Receive the Learner



What is the client’s motivation for taking language training?

What are the client’s goals? EG: In which type of language training courses is s/he interested? Why does s/he wish to improve his/her English or French? What specific competency does s/he want improved (e.g., L/S/R/W)?



REVIEW CLIENT’S NEEDS OR PREFERENCES

Step 2: Confirm needs/preferences which may impact the client’s ability to access language training

- It is important to confirm a client’s needs as they may change over time; and to ensure use of the most appropriate search parameters in the generation of training options

REVIEW ELIGIBILITY Step 3: Confirm immigration status to establish training options eligibility

- (See also Appendix B – Eligibility Determination and/or Protocol 3 – Eligibility Determination (Steps 1-3)

Ask the client about his/her needs and preferences for language training

Do you have any transportation, child care or accommodation needs?

How far are you willing to travel to attend classes?

When are you available to participate in a course?

Do you have any constraints (e.g., when to attend, how much time available, deadlines to be met, etc.)?

Continue to Step 4

Advise client to return with documents; reschedule appointment End

Please show me your documents

Check documents

Ineligible Eligible

No documents



TRAINING OPTIONS Step 4: Identify relevant training options

- See Appendix F – Training Options List for a list of possible training criteria

CLOSE TRAINING OPTIONS DISCUSSION

Step 5: Provide hard copy of documentation to client for acknowledgement of receipt

Enter search parameters based on language assessment and needs assessment results

Conduct search on CLARS data management system

Share and discuss options with client

Provide the client with assessment result and training options documents

Get acknowledgement signature confirming client has received assessment results and training options

Confirm that client can contact CLARS Centre or LT provider to discuss further options

Provide paperwork to be used by client at LT provider site options


CLARS PROTOCOL 6 Referral

Purpose: To refer a client following assessment (if needed) and discuss training options. There are four referral situations:

1. Client decides immediately which class and is referred at the time of assessment. 2. Client takes options away for further consideration and returns to CLARS Centre for referral. 3. Client takes options away for further consideration and then goes directly to a SPO on the list. 4. Client takes options away for further consideration and then goes to a SPO not on the list.


FOR REFERRAL SITUATION 1 & 2: R EFERRAL FACE-TO-FACE AT CLARS CENTRE

1. CLIENT DECIDES IMMEDIATELY WHICH CLASS AND IS REFERRED AT THE TIME OF ASSESSMENT

Step 1: Determine if space is available in preferred class.

Check CLARS data management system for available seat, and childminding if required, based on the client’s preferred options.

Continue to Step 2


First Contact



Training Options


Protocol 6

Referral

Protocol 7

Receive the Learner





2. CLIENT TAKES OPTIONS AWAY FOR FURTHER CONSIDERATION AND RETURNS TO CLARS CENTRE FOR REFERRAL

Step 2: Refer client to class or waitlist.

- See Appendix H: Waitlist Protocols

- Offer other options when

client for ELT, SLT, OSLT or bridging program does not have required CLB levels.

Enter client as “referral” in data management system.

Seat available?

Continue to Step 3

Classes are available at . Would you like to go there?

Contact program provider with results for follow-up.

Put client on Waitlist for preferred class.

Continue to Step 3

Enter client data if training option is not chosen.

Offer other options.

No Yes

No Yes



Step 3: Give client information about class

Step 4: Give client information about next step

- Specific SPOs may have further specific detail that clients should know.

- If waitlisted, inform client that the training provider will call the client when a seat/childminding is available.

- The CLARS data management system will send an automatic notice to inform the SPO that a client has been referred.

- If a client does not take his/her referral form to a class site for registration within one week, the SPO will receive an automatic notice from the CLARS data management system.

Print Class Referral Form or Waitlist Referral Form with map and site details.

Print Learner Pathway form for client to take away.

Tell client to take Referral Form to class site where registration and childminding registration will take place.

Continue to Step 4

End



FOR REFERRAL SCENARIO 3 & 4: R EFERRAL REQUESTED FROM SPO

3. CLIENT TAKES OPTIONS AWAY FOR FURTHER CONSIDERATION AND THEN GOES DIRECTLY TO A LTP ON THE LIST 4. CLIENT TAKES OPTIONS AWAY FOR FURTHER CONSIDERATION AND THEN GOES TO A LTP NOT ON THE LIST

Step 1: Determine if class is appropriate for client’s needs and if so, refer client to class. (NOTE: At this point, the LTP has already pre-determined that the client is suitable and space is available as per Protocol 7. The role of the CLARS Centre is now to confirm suitability and refer the client.)

- The selected SPO could be one of the training options given to the client or one not suggested.

REFERRAL AFTER ITINERANT ASSESSMENT

Step 1: Refer client to class.

Itinerant assessor discusses other language training options with client.

Step 2: Give client information about next steps.

Tell client that s/he can contact CLARS Centre at a later date to explore further language training options.

Review client information

Is the class (desired by the client) appropriate to the client’s needs and ability?

Yes No

Refer client to class requested by SPO.

Seat available? Contact client to return to CLARS for discussion of options and referral to appropriate training.


PROTOCOL 7 Receive the Learner

Purpose: To receive a learner at a Language Training Provider site.


CLIENT HAS ASSESSMENT & REFERRAL SLIP ISSUED BY CLARS CENTRE

Step 1: Referral matches LTP and site


First Contact



Training Options


Protocol 6

Referral

Protocol 7

Receive the Learner



Make learner attending in data management

system

Manage learner forms as per LTP protocol

LTP submits request to CLARS for referral

LTP refers directly to course in data system

Confirm learner wishes to remain on waitlist

Learner has been

referred to class

View assessment results and status documents

Learner is on waitlist

Consider priority on waitlist

Seat available?No

Yes

Search for learner in data management system




Step 2: Referral matches LTP but different site

To view: Click on Client Ref # and select Current Status Tab Learner can remain referred to original site if no time conflict. LTP sends request to CLARS Centre.

Contact original site to inform of transfer, and request original site to update CLB and withdraw learner

Search for learner in data management system and select “register”

Contact original site of change of referral.

Refer learner, select appropriate site and course, (or submit request to CLARS Centre for referral)

Make learner attending in data management system


Multi-enrol learner

Discuss options with learner

Learner decides to transfer to this site

Learner decides to remain at original site

End

Learner currently attending course

Is there a scheduling conflict?

Yes No

No Yes



Inform learner referral is not for this location


Assist learner to find location

End




Step 3: Learner has referral for a different LTP

Submit request to CLARS Centre for referral



Learner interested in courses provided by LTP at this site


End

Learner currently attending course or on waitlist with other LTP

Inform learner that referral is for different LTP and site

Yes

No



Discuss options with learner. Determine if scheduling conflict.


Learner decides to remain at current site or on waitlist

End

Send request to CLARS Centre to inform other LTP of learner request to transfer and update CLB

Submit request to CLARS Centre to refer learner to new course




Step 4: Learner has no referral for LTP or a particular site

Learner has current CLB


Search for learner in data management ystem

Learner does not have current CLB

Refer learner to CLARS Centre for assessment / re-assessment

End

Learner has been referred to course with LTP

Learner has been referred to a different LTP

Learner did not make course selection following assessment

Go to step 1 or 2 Go to step 3

End End

Seat available?

Submit request to CLARS Centre for referral or consultation



Yes

Refer to CLARS Centre for consultation.

End

No




Step 5: Learner has no referral for LTP or a particular site but has a progress report

View assessment

results and status documents


Learner’s progress report is outdated. Learner does not have current CLB

Learner has recent progress report. Learner has current CLB

Refer learner to CLARS Centre for reassessment.

Seat available appropriate to CLB in progress report?

Learner is attending other site / LTP. Go to Step 2 or Step 3

Refer learner directly to course in data management system

Submit request to CLARS Centre for referral

Yes No

Place learner on waitlist

Refer learner to CLARS Centre for consultation



End

End

End




Step 6: Learner appears at site with no reception or computer

LTP should modify this protocol in collaboration with CLARS Centre to suit circumstances.


Referral matches course.

Referral is for other LTP, or same LTP but different site

No assessment documents or referral. Progress report is outdated. Learner does not have current CLB.


Refer learner to the CLARS Centre or LTP office for assessment, reassessment and referral

Go to step 1

Seat available? Appropriate level?

Instructor accepts learner and later confirms with data management system as per LTP protocol


CLARS PROTOCOL 8 Reassessment and Specialized Assessment

Purpose: At the time when a client requests reassessment, to determine whether:

a) the client is eligible for reassessment or specialized assessment; and b) the client needs reassessment or specialized assessment.

Note: This process occurs after an eligibility determination and initial needs assessment has been completed.


DETERMINE ELIGIBILITY FOR REASSESSMENT OR SPECIALIZED ASSESSMENT

Step 1: Determine existence of a previous CLARS assessment

Have you been assessed before?

- The client may answer yes, when in fact they have not had a CLARS assessment. They may have been tested by an instructor in class, for example.


Previous assessment

No previous assessment

Proceed to do an assessment

(See protocol 4 - Assessment)

Continue to Step 2

End


First Contact




Protocol 6

Referral

Protocol 7


LT provider CLARS and LT provider

CLARS centre

Training Options

Receive the Learner



Step 2: Determine the need for reassessment or a specialized assessment

Why do you want a reassessment?

- A client whose benchmark is 6 or higher may request a specialized assessment.

- The purpose of specialized assessment is to determine: a) benchmarks higher than 6 for entry to particular programs (e.g. ELT, bridging); b) readiness for employment.


In class Not in class

To confirm current benchmarks

To provide documentation of higher benchmarks for employment, ELT, bridging programs

Explain to client that s/he cannot go through an assessment. Give the proficiency benchmarks currently listed in database. If necessary, advise client to ask instructor to update benchmarks.

If CLB 6 or above, select appropriate tool and proceed to do a specialized assessment.

Out of class for more than 6 months

Out of class for less than 6 months

Wants to re-enter language training

Proceed with reassessment

Explain to client that they do not qualify for reassessment. Discuss options for language training.

End End

Wants to re-enter language training


Readiness Checklist The following checklist may assist you in preparing for the transition to CLARS.

Readiness Checklist for CLARS Centres Timelines Status

General

Brief key staff in organization about purpose and vision of CLARS; key language assessment practices; evaluation of existing practices (senior management, HR, lead assessors, etc.)

Brief assessors and other administrative staff on understanding of purpose and vision of CLARS; evaluation of and changes to (if applicable) existing practices

Establish procedures for ongoing communication between staff & management (internal) re operational plan

Establish procedures for communication between LT provider and CLARS centre (external) for effective implementation of CLARS

Establish Community Partnership Committee (s) with all stakeholders

Assess equipment needs (computers, printing, faxes, internet connection, etc.) at central and satellite sites

Acquire equipment as needed

Develop staffing plan/new job descriptions/changing roles

Distribute Guidelines for CLARS Assessment Centres

Develop training plan for all functions: e.g. CLARS Assessment Guidelines, new Placement Guidelines, changes in HARTs screens, Protocols, client eligibility, etc.

Train staff in HARTs according to staffing plan

Migration of existing learners into HARTS – ESL only

LTP’s existing ESL learner data will be migrated into HARTS-Discuss implications with staff e.g. accepting non-standard CLB scores within 6 months period etc.

Other? Course Profiles

Establish contact with LT providers to activate courses and communicate issues with course templates

Establish contact and approval system with funders to communicate changes to course templates


Timelines Status

Administration

Develop process for itinerant assessment (if applicable)

Develop procedure and process for non-eligible clients (if applicable)

Develop site specific best practices/procedures based on recommendations from pilot sites to address implications of the new placement guidelines and other issues such as eligibility criteria.

Develop guidelines re when “change level” should be used and under what conditions. How much does the assessment centre adjust to classroom conditions?


Assessors A CLARS Centre will operate with assessors that have been trained and qualified to use one of the two primary assessment tools – CLBA or CLBPT. Over time, the assessors should be trained to use additional tools, but it is not an expectation that all assessors be trained on all tools. The CLARS Centre should be able to provide assessment for all learners. Specific professional standards for assessors as recommended by the CLARS Advisory Committee:

- Newly hired CLARS assessors must have TESL Ontario Accreditation at the time of hiring. - Work experience in the field of language training and/or settlement is an asset - An understanding of the Canadian Language Benchmarks and their application

An individual is exempt from the above requirements if he/she has

i. worked as a language training assessor within a federally or provincially funded program for immigrants, is trained and certified on the CLBA and/or CLBPT, and is and has been actively using the tools; OR

ii. worked as a language training assessor within a federally or provincially funded program for immigrants, was trained and certified on the CLBA or CLBPT, but is not currently using these tools. Individuals grand-parented under this section of the guideline will be required to undergo test re-calibration prior to administering language assessments for CLARS.

iii. In remote and rural communities where the labour resource base does not easily provide a candidate pool of potential assessors who are TESL Ontario accredited, exemptions may be allowed. An application (included in this guideline) to be considered for exemption must be submitted to the CLARS Governance Board.

The training of assessors is provided by the Centre of Education and Training and the Centre for Canadian Language Benchmarks. Criteria for candidates receiving the training are set by these two organizations. In general, candidates should demonstrate competency in adult second language acquisition, assessment in Adult ESL, cultural sensitivity, interview skills, decision-making skills, and English language proficiency. More specialized criteria may be applied to some CLB-referenced assessment tools. While HARTs will provide up-to-date information on language training programs in the immediate community, assessors should continually be briefed on the current status of such programs. During the assessment process, clients will identify future goals, Thus assessors should be well-informed about other training and employment preparation opportunities to which clients could be referred. Realistically, this could be a case of assessors knowing what agencies provide the relevant information, rather than expecting assessors to have intimate knowledge of particular programs.


Managing Scheduling of Assessment Services As stated in the Operational Standards, the CLARS Centre should employ efficient practices with regard to scheduling and conducting assessments to meet demand and need. Assessment Centres operating as LINC Assessment Centres established some Best Practices which CLARS Centres are encouraged to adopt. It is also important to encourage discussion within the Community Partnership Committee in mutually arriving at solutions for specific CLARS Centre practices. Every effort should be made to operate assessments with the fixed Centre model (main or satellite), as the conditions can be better controlled, assessments more efficient, of better quality and less expensive. A main centre location would offer services on a daily schedule. A satellite location might offer services on a regular or irregular schedule – not likely daily. Such a schedule would reflect the needs arising from density patterns and travel challenges. (Monday and Thursday OR every Tuesday OR twice a month) Complying with CLARS Operational Standards, such a satellite location should not be a language training provider site.

- All clients must be assessed prior to being placed in classes - Backdating is not a practice condoned by either language training funder - Assessment and referral services must be provided at times that reflect the provision of

language training courses. - Assessment and referral services should be provided within two weeks of request for

assessment - Wait times for appointments should be managed closely and appointments overbooked

according to the Centre’s no-show rate and time of day - Clients scheduled for assessment should receive a telephone reminder one day prior to the

appointment - Itinerant assessment and referral services should be provided only as outlined in this

document (see next section) - CLARS Centres should develop a pool of temporary assessors from which to draw upon

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Guidelines for Implementing CLARS Assessment Centres in Ontario · 2017-02-09 · Guidelines for...

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