coordinated language assessment and referral system ( clars )

Coordinated Language Assessment and Referral System(CLARS)

Training Session for Group A CLARS Regions

May 29 & 30, 2013

AGENDA• CLARS Guiding Principles• CLARS Protocols• New Placement Guidelines• New Eligibility

Coordinated Language Assessment and Referral System(CLARS)

1. Client/Learner Centric Approach

2. Provincial Consistency via CLB/NCLC

3. Expanded Options for Course Selection

4. Non-collocated Assessment Services and 3rd Party Principle Where Applicable

5. Single Door Access to Language Assessment in Ontario by Improved Coordination Between the Federal and Provincial Governments

CLARS Guiding Principles

CLARS Protocols

Protocol 9: Data Management (ongoing)

Protocol 10: Performance Monitoring and Evaluation

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)

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).

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

Protocol 1 Step 1

Protocol 2 Step 1

Schedule and 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.

Step 1: Determine eligibility for publicly -funded language assessment .

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.

Yes or unsure

No

Is client eligible?

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

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

Yes No

Protocol 2 Step 2

Step 3: Inform client/agent of need to present photo identification

&

Step 4: Explain the needs assessment eligibility and language assessment process

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

Protocol 2 Step 3 & 4

Schedule the appointment for assessment

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

Protocol 2 Step 5

Step 1: Immigration status

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

Continue to Step 3

Other than English or French

End

ESL/FSL/SLT non-eligible

Step 2: Official language status

Continue to Step 2

Advise client to return with documents; reschedule appointment

End

Please show me your documents

Check documents No documents

Ineligible Eligible


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

English or French

LINC/CLIC non-

eligibleInform client that s/he cannot go through assessment

Step 3: Age Step 4: History of assessment

Continue to Step 4

End

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

Are you 18 years old or older?

Yes No

Yes No

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

Check CLARS data management system


Do you have a high school diploma from your country?

Step 5: Language trainingEnquire about client’s goals

Is language training your main need?

Continue to Step 6

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

NoGo to Step 9

Yes No

Yes

Yes

Step 6: Special Program Needs

Continue to Step 7

Refer to local program availability checklist for additional services as required

Continue to Step 7

Yes


Do you have special needs such as visual impairment or hard of hearing?

No

Step 7: Settlement needs

Additional settlement needs

Other than settlement needs

Continue to Step 8

What other needs do you have?

Yes

Yes

Step 8: Other program needs Step 9:

Register new or returning learner

Continue to Step 9

Yes

Are you looking for LBS or credit programs?

Enter needs

assessment & Pathway data

Print reports for client

End

Protocol 3 Step 6, 7 & 8

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.

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

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

Check if client has an existing assessment record

Yes

Yes

Yes

No

No

No

Protocol 4 Step 1

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

Continue to Step 3

Continue to Step 5

Check if program eligibility requires CLB 6 or higher

Yes No

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

Administer the appropriate tool following the tool administration protocols

Continue to Step 4


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

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

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

Enter client information, assessment data and CLB levels; identify

assessment tool used

Print report for client

End


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).

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)?

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

Protocol 5 Step 1

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

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

Step 3: Confirm immigration status to establish training options eligibility

Continue to Step 4

Advise client to return with documents; reschedule appointmentEnd

Please show me your documents

Check documents

Ineligible Eligible

No documents


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.)?

Step 4: Identify relevant training options

Enter search parameters based on language assessment and needs assessment results

Conduct search on CLARS data management system

Share and discuss options with client

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


Provide the client with assessment result, pathway, 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

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.

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

Protocol 6 Step 1

Step 2: Refer client to class or waitlist.

Enter client as “referral” in data management system.

Seat available?Classes are available at

<site/class>. 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.

yes

no

noyes

Protocol 6 Step 2

Continue to Step 3

Step 3: Give client information about class

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

Print Learner Pathway form for client to take away.

Continue to Step 4

Step 4: Give client information about next step

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

End


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.)

Review client information

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

Refer client to class requested by SPO.

Seat available?

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

For Referral Scenario 3 & 4: Referral Requested From SPO

Protocol 6 Scenarios

NoYes

Receive the Learner

Step 1: Referral matches LTP and site

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

Protocol 7 Step 1

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 management system

Confirm learner wishes to remain on waitlist

Learner has been referred to class

View assessment results and status documents

Search for learner in data management system

Learner is on waitlist

Consider priority on waitlist

Seat available?

No

Yes

Step 2: Referral matches LTP but different site

Protocol 7 Step 2

Contact original site to inform of transfer, and request original site to 1. update CLBs and 2. withdraw learner

Search for learner in HARTs and select “re-enrol”

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 HARTs


Multi-enrol learner

Discuss options with learner

Learner decides to transfer and enrol at this site

Learner decides to remain at original site

End

Learner currently attending course

Is there a scheduling conflict?

NoYes

View assessment results and status documents Search for learner in data management system

Inform learner referral is not for this location


Assist learner to find location

End

No

Yes

Step 3: Learner has referral for a different LTP

Submit request to CLARS Centre for referral



Learner interested in enrolling with LTP at this site


Learner currently attending course or on waitlist with other LTP

Inform learner that referral is for different LTP and site


Search for learner in HARTs

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 CLBs

Submit request to CLARS Centre to refer learner to new course

Protocol 7 Step 3

No

Yes

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

Learner has current CLBs

View assessment results and status documents Search for learner in HARTs

Learner does not have current CLBs

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 2Go to step 3

EndEnd

Seat available?

Submit request to CLARS Centre for referral or consultation



Refer to CLARS Centre for consultation.

End

No

Protocol 7 Step 4

Yes

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


Search for learner in HARTs

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

Learner has recent progress report. Learner has current CLBs

Refer learner to CLARS Centre for reassessment.

Seat available appropriate to CLBs in progress report?

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

Refer learner directly to course in HARTs

Place learner on waitlist

Refer learner to CLARS Centre for consultation



End

End

Protocol 7 Step 5

Submit request to CLARS Centre for referral

NoYes

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


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 CLBs.


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 HARTs as per LTP protocol

Protocol 7 Step 6

Reassessment & Specialized Assessment

Step 1: Determine existence of a previous CLARS assessment

Purpose: At the time when a client requests reassessment, to determine whether:the client is eligible for reassessment or specialized assessment; andthe client needs reassessment or specialized assessment.Note: This process occurs after an eligibility determination and initial needs assessment has been completed.

Check CLARS data management system

Previous assessment

No previous assessment

Proceed to do an assessment

(See protocol 4 - Assessment)

Continue to Step 2

End

Have you been assessed before?

Protocol 8 Step 1

Data Management (background system functions)

Purpose: Management of all processes effecting data, predominantly a function of the system throughout the protocols.

Protocol 9

Protocol 9: Data Management (ongoing)

Quantitative Qualitative

Observations

Surveys

Focus Groups

Interviews

HARTs

Protocol 10

Final Approval

Performance Monitoring and Evaluation

Performance Monitoring and Evaluation

Assessment Volume

Inactive Learners

Placement Guidelines

Time on Waitlists

Referral Patterns

Protocol 10

CLARS Reports

Assessment

Protocol 10 Performance Monitoring and Evaluation

Protocol 10 Performance Monitoring and Evaluation

National Language Placement GuidelinesAn Overview

National Language Placement Guidelines

Final – May 2013

National Language Placement Guidelines

National Language Placement GuidelinesGeneral Guidelines

CLB X +1

Class Curriculum

CLB1

CLB2

CLB3

CLB4

CLB5

CLB6

CLB7

CLB8

For any given skills (L-S-R-W)

CLB level at entry

Pre-CLB 1 2 3 4 5 6 7

CLB level at exit

1 2 3 4 5 6 7 9

National Language Placement GuidelinesPlacement in Integrated Classes

• Integrated courses cover all 4 skills• Placement based on general rule – CLB X +1

Assessment Results Place into level

All BMs are the same (CLB X) CLB X +1

Most BMs are the same (X-Y-X-X) CLB X + 1

National Language Placement Guidelines Placement in Skill-Specific Classes

• Skill-specific courses organized by skill• Placement based on general rule – CLB X/Y +1

o OR in learner’s best interestLearner’s assessment results Place into skill-specific class level:

L/S OR R/W BMs are the same(X-X-Y-Y)

CLB X + 1 for L/SCLB Y + 1 for R/W

L/S OR R/W BMs vary by one BM[X – (X+1) – Y – (Y+1)]

S BM + 1 for L/S W BM + 1 for R/W

BMs vary by 2 or more levels(e.g. 1-4)

Holistic evaluationPlace in skill-specific OR integrated class

National Language Placement Guidelines Listening & Speaking

• Attributing more weight to L & S for integrated courses

Assessment Results Place into integrated class level

½ BMs are the same, L/S lower(3-3-4-4) CLB 4

½ BMs are the same, R/W lower(4-4-3-3) CLB 5

BMs vary by 2 or more levels (irregular profile)(4-5-2-1) Holistic evaluation

National Language Placement Guidelines Irregular CLB Profiles (e.g. 7-7-2-1)

Prior learning

Goals

Time in Canada

First language proximity to

English

Level of confidenc

e

Class curricula/Program

Organization Holistic approach

may include factors

such as...

National Language Placement Guidelines Literacy Learners

• Literacy learners may:– be speakers of languages with no written code– have little or no education in their home countries

(one to two years)– have gone to school for up to eight years, with many

interruptions

• Categories include:– Pre-, Non- or Semi-Literate– Non-Roman Alphabet ESL Literacy Learner

coordinated language assessment and referral system ( clars )

Documents

assessment schedule

funded language assessment

client information

clars centreis client

needs assessment eligibility

client eligible

assessedif client

endinform client