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Handouts For

Orientation Workshop

Implementation of the Coordinated Language and Assessment Referral

System (CLARS)

2013

The Vision of a Coordinated Language Assessment and Referral

System

The Canada-Ontario Immigration Agreement identified four strategies, including the coordination of settlement services provided by the federal and provincial governments, to create a clear pathway for learners to access programs such as language training. Identified more specifically was the development and implementation of a comprehensive language assessment, referral and training system that assists learners to become competent in English or French as quickly as possible. These strategies were in response to recommendations made as a result of the 2006 consultations with learners and service providers. One recommendation proposed the coordination of information services to assist learners with acquiring accurate and timely information on how to access government funded programs that would provide support in settlement and integration. Another recommendation proposed coordination of assessment and referral services and the standardization of language assessment using assessment tools that were referenced to the Canadian Language Benchmarks (CLBs) and applied consistently by certified assessors throughout Ontario. The CLARS model embodies these recommendations. It consists of 18 centres which provide eligible learners across Ontario access to provincially and federally funded language training programs. The system is learner-centred, driven by the goals and needs of the learner on their pathway to settlement. Its elements include standardized assessment, standardized protocols and procedures for referral, and a portable record of assessment, participation and progress.

The Vision for the Learner

CLARS centres are centralized access points to both federally and provincially funded language training programs. In the CLARS model, the eligible learner’s pathway begins at a CLARS centre with a language assessment administered by a trained and certified assessor using assessment tools referenced to the Canadian Language Benchmarks. The assessor is equipped to identify needs and advise the learner on the next step along the individual’s pathway to full settlement, with particular focus on language training, but including appropriate referral to address other settlement needs as well. Upon completion of the language assessment, the learner is then offered the options of language courses that best fit based on the learner’s eligibility for the program, assessment results, language needs and goals, time and availability of courses, and other supports to enable access. The learner is then given the choice of being referred at that time to courses provided by a specific language training provider or of going directly to the language training provider at a later date. Whatever the decision may be, the learner leaves the CLARS centre with a copy of the results of the assessment and the list of appropriate courses. Because the learner’s personal information and language assessment are entered in to an electronic database (HARTs) under a unique identifier, this information is now portable within the province. Ongoing language assessments and language proficiency updates will also be entered creating a learner profile, which will be a history of the learner’s participation in federally and provincially funded language training programs. With the implementation of CLARS, learners are assured of having access to standardized and professionally-administered language assessments, full disclosure of all training opportunities available to them, records of participation in language training, and a history of progress and graduation from federally and provincially funded language training programs in Ontario.

The Vision for the Language Training Provider

For language training providers, the local CLARS centre is the entry point through which learners will access your federally and/or provincially funded language training program. In the CLARS model, all publicly-funded language training providers and the regional CLARS assessment centre become a community joined by a web-based data management system called HARTs. The courses offered by every language training provider in your region will be in the CLARS centre database, or HARTs. Additional supports such as child care or transportation will also be included. When a learner asks about your language training program, you can make a preliminary determination of eligibility for publicly-funded language training. If they are eligible, you will be able to assist the learner in their next step using HARTs. A learner who comes with a current assessment can be enrolled in an appropriate level. If the learner does not have an assessment, you can schedule an appointment for them in HARTs. Because learners will have the option of being directly referred to your program, you will be able to manage enrolment in your courses as well as withdrawals. Language proficiency updates will also be recorded in HARTs, allowing you to assist learners in the management of their access to language training throughout the course of their learning pathway.

What is new and what will change?

Pre-CLARS CLARS

Centred on the program and course

offerings

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

(ESL/provincial)

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 (ESL/provincial)

Assessors are in CLARS Centres and

cannot also teach

LT courses promoted through SPO’s

own independent channels

LT courses profiled in central

searchable data base in HARTs (for

each community)

LT Providers may manage both LT

and assessment activities

(ESL/provincial)

LT Providers manage only LT, not

assessment (Third Party principle)

Assessment function co-located with

LT courses (ESL/provincial)

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 (ESL/provincial)

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 or

other levels

Courses are described by CLB

The Two Governments (CIC and MCI) and CLARS Project Manager will provide support during the preparation for implementation by:

Delivering the CLARS Orientation Workshops Advising on the formation and approach to the Community

Partnership Committee Funding HARTs training to enable LT providers to become HARTs

ready Funding and assisting with the migration of ESL course and learner

data to HARTs (MCI) Producing and distributing: Operational Guidelines for the new

CLARS Approach; and Guidelines for LT Providers to inform and guide their involvement in CLARS

Identifying and promoting the new practices and protocols to be applied by all LT stakeholders

Outlining and managing the timetable for phased implementation for each region

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

Eligibility Determination &

Initial Needs

Assessment Assessment

Training

Options

Re-Assessment & Specialized Assessment

Protocol 6

Referral

Protocol 7

Receive the

Learner

CLARS, LT provider

& settlement agency

LT provider CLARS and LT

provider CLARS centre

CLARS Centre Role

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.

CLARS Centres 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.

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., child care and transportation assistance).

What Happens at an Assessment Centre

Assessment appointment is booked on HARTS by a LTP, Assessment Centre, or other settlement agency/SPO

Assessment centre then:

Screens for eligibility Provides intake/needs assessment to understand learner’s education, career

goals and special needs Provides assessment choosing from a variety of standardized tools, including an

assessment for literacy Provides learner with language training options and information for other needs

such as settlement Creates a learner file in HARTS, records assessment results and notifies the

selected course LTP regarding the referred learner via HARTs

CLARS Protocols

These protocols form the basis of the CLARS system and will guide the assessment and referral process at the CLARS Centres.

Terms of Reference for Community Partnership Committees

Goal

To enable the CLARS Centre and LT stakeholders to provide advice and

contribute to the collective success of the CLARS implementation.

Objectives

To help promote adoption of the new approach among relevant community

constituents;

To identify and understand the particular conditions present in the community

which might affect the success of the CLARS implementation and help develop

strategies to respond to those conditions;

To develop strategies to advance the new approach in a rigorous and consistent

fashion across the community;

To provide advice/guidance to problems that arise during the CLARS

implementation especially where those issues relate to constituent involvement

and practices;

To help monitor the CLARS progress and help identify problematic

trends/patterns that may need to be addressed.

Core Values Statement for Community Language Assessment and Training

Partnership

The Community Partnership is committed to participation in regular meetings to:

Obtain and exchange information

Network

Work together on common goals

Engage in problem-solving and support

Ensure a consistent level and quality of service across providers

Work together to develop enhancements to services

Promote adoption of best practices and new approaches

The Community Partnership is committed to providing services which are:

Client-centred

Community driven

Accessible

Innovative and responsive to changing needs

Using best practices

Striving for excellence

Respectful of clients

As a group, the Community Partnership is committed to:

Providing support

Collaboration

Open communication

Respect and transparency

Fairness, openness and honesty

Resolving conflict

Definitions of Terms

Community Driven

Meeting the needs of the community

Providing a variety of types of LTPs to allow for client choice

Programs respond to the needs identified by the community

Accessible to all members of the client population

Opportunities exist to invite client input and feedback.

Membership

Organizations in the community which have a stake in language training

Organizations which provide Language Training services within the community,

including assessment and referral

Government agencies which fund language training for immigrants

Meetings should be chaired on a rotating basis by the CLARS Centre, the ESL/FSL

Program, and the LINC/CLIC Program.

Accountability

Accountable to members of the Partnership, clients served and the community in

relation to the delivery of language training including the assessment and referral

system

Timelines

For the duration of the CLARS implementation and thereafter on some continuing

basis. It is recommended that the group meet at least once every two months.

CLARS Centres Phased Preparation Submit proposal to be CLARS organization in the region Selected & announced as CLARS organization in the region Negotiate contribution agreement with two governments to cover

operations of CLARS Centre(s) Help convene Community Partnership Committee Resource added assessors and staff Train and certify on bank of required tests Address infrastructure changes/additions Apply full protocols and general CLARS operating standards Engage HARTs and practice/ensure fluency in use Outline and agree on timing and phase-in for new approach

consistent with Ontario wide plan and timetable Enable outreach and promotion on launch of new approach and

timing

Guidelines for Implementing CLARS Assessment Centres in Ontario

TABLE OF CONTENTS

PART I – OVERVIEW ............................................................................................................................

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

Role of Ontario CLARS Assessment Centres .........................................................................................

Adult Language Training in Ontario ........................................................................................................

The Provincial Programs ....................................................................................................................

The Federal Program .........................................................................................................................

LINC Home Study ..............................................................................................................................

PART II – ROLE OF CLARS ASSESSORS...........................................................................................

A. Procedures and General Administration

Operational Standards ...........................................................................................................................

Assessment Protocol Pathway ...............................................................................................................

CLARS Assessment Protocols ...............................................................................................................

Readiness Checklist ...............................................................................................................................

Assessors ..............................................................................................................................................

Managing Scheduling of Assessment Services ......................................................................................

Itinerant Assessment Services ...............................................................................................................

On-Demand Itinerant Service .................................................................................................................

Requirements for Itinerant Services ....................................................................................................

Clients with Special Needs .....................................................................................................................

COMPLAINTS ........................................................................................................................................

Immigration Category Notes ...................................................................................................................

Immigration Category Codes ..................................................................................................................

Record Keeping – Documentation Retention Timeframe ........................................................................

File Retention and Destruction ...........................................................................................................

Community Outreach .............................................................................................................................

Marketing and Outreach .....................................................................................................................

Communications Protocol ...................................................................................................................

Community Partnerships ........................................................................................................................

B. Language Skill Assessment Tools

Assessment Tools Used in CLARS Centres ...........................................................................................

CLB (Canadian Language Benchmarks) ............................................................................................

CLBA (Canadian Language Benchmarks Assessment) ......................................................................

CLBLA (Canadian Language Benchmarks Literacy Assessment).......................................................

CLBPT (Canadian Language Benchmarks Placement Test) ..............................................................

LPT (Literacy Placement Tool) ...........................................................................................................

ELTPA (6-10) (Enhanced Language Training Placement Assessment (Benchmark 6 -

10))

BTC-NCLC (Batterie de tests de classement).....................................................................................

WLA (Workplace Language Assessment) ..........................................................................................

Conditions for Using CLBA or CLBPT ....................................................................................................

Guiding Principle ................................................................................................................................

CLBA Test Instrument Refinement .........................................................................................................

Use of Screeners ................................................................................................................................

Screening Procedure ..........................................................................................................................

Eligibility for Screener .............................................................................................................................

CLBLA - Clarification for Administration ..................................................................................................

Canadian Language Benchmarks Placement Test (CLBPT) ..................................................................

CLBPT Forms ........................................................................................................................................

Protocol for Assessment for Occupation Specific Courses .....................................................................

Language Assessment Process for ELT, SLT, OSLT and Bridging Courses ......................................

C. Client Needs Assessment and Referral

Supporting Clients during the Assessment Process ...............................................................................

The Language Assessment ................................................................................................................

Addressing Client Needs ........................................................................................................................

Transfers - within the local area ..........................................................................................................

Transfers - from another area in Ontario .............................................................................................

Transfers - from outside Ontario (only learners from) .........................................................................

Childcare Options ...................................................................................................................................

LINC Child care ..................................................................................................................................

ESL/FSL Child care ............................................................................................................................

Licensed Childcare .............................................................................................................................

Full day Kindergarten .........................................................................................................................

Transportation Assistance ......................................................................................................................

Types of Course Options ........................................................................................................................

Blended Courses ................................................................................................................................

Guiding Principles for Referral to Courses ..............................................................................................

Referral for Other Programs ...................................................................................................................

Literacy and Basic Skills Program ......................................................................................................

Adult Credit Programs ........................................................................................................................

Post Secondary Programs ..................................................................................................................

Employment Support Services ...........................................................................................................

D. Reporting Procedures

Reporting to CIC ....................................................................................................................................

Reporting to MCI ....................................................................................................................................

History of Assessment Referral and Training System (HARTs) ..............................................................

PART III – RESOURCES ......................................................................... Error! Bookmark not defined.

Website Resources ................................................................................................................................

CIC Organizational Chart – Ontario Region ............................................................................................

Support/Development Organizations TESL, CCLB, ORLAC ...................................................................

TESL – Teachers of English as a Second Language Ontario .............................................................

ORLAC – Ontario Region Language Advisory Committee ..................................................................

CCLB – Centre for Canadian Language Benchmarks .........................................................................

Assessor Qualifications ..........................................................................................................................

Data Collection and Confidentiality .........................................................................................................

Gathering Information in Ontario ........................................................................................................

Security Requirements Protect Client Data .........................................................................................

Glossary .................................................................................................................................................

Frequently Asked Questions ................................................................. Error! Bookmark not defined.

CLARS for Language Training Providers ................................................................................................

Appendix A – List of Language Training Courses available in Ontario............................................

Appendix B – Eligibility Determination ...............................................................................................

Questions and Answers to Clarify Eligibility and Proof of Eligibility .... Error! Bookmark not defined.

Appendix C – Gathering Preliminary Client Information ...................................................................

Appendix D – Available Tools for Formal Language Assessment....................................................

Appendix E – General Needs Assessment .........................................................................................

Appendix F – Referral to Other Settlement Services .........................................................................

Appendix G – Training Options Variations/Options...........................................................................

Appendix H - Learning Pathway Template .........................................................................................

Appendix I – Waitlist Protocol .............................................................................................................

PROTOCOL 7 Receive the Learner

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

SUBJECT OBJECTIVE PROCESS CONSIDERATIONS

CLIENT HAS

ASSESSMENT &

REFERRAL SLIP

ISSUED BY CLARS

CENTRE

Step 1: Referral matches LTP and site

Make learner attending

in HARTs

Manage learner forms

as per LTP protocol

LTP submits request to CLARS for referral

LTP refers directly to course in HARTs

Confirm learner wishes to remain on waitlist

Learner has been referred to

class

View assessment results and status

documents

Search for learner in HARTs

Learner is on waitlist

Consider priority on waitlist

Seat available?

No

Yes

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

First Contact

Schedule an Appointment

Eligibility Determination & Initial Needs Assessment Assessment

Training Options

Reassessment & Specialized Assessment

Protocol 6

Referral

Protocol 7

Receive the Learner

CLARS, LT provider & settlement agency

LT provider CLARS and LT provider CLARS centre


CLIENT HAS

ASSESSMENT &

REFERRAL SLIP

ISSUED BY CLARS

CENTRE

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 1. update CLBs and 2. withdraw learner


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

Manage learner forms as per LTP protocol

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?

Yes No

No Yes

View assessment results and status documents

Search for learner

in HARTs

Inform learner referral is not

for this location

Learner decides to transfer and

enrol at this site

Assist learner to find

location

End


CLIENT HAS

ASSESSMENT &

REFERRAL SLIP

ISSUED BY CLARS

CENTRE

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

Assist learner to find location

End

Learner currently attending course or on waitlist with other LTP

Inform learner that referral is for different LTP and site

Yes

No

View assessment results and status

documents


Discuss options with learner. Determine if

scheduling conflict.

Learner decides to transfer and

enrol at this site

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


CLIENT HAS

ASSESSMENT &

REFERRAL SLIP

ISSUED BY CLARS

CENTRE

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

CLIENT HAS

ASSESSMENT &

REFERRAL SLIP

ISSUED BY CLARS

CENTRE

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



Learner has current CLBs


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 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


CLIENT HAS

ASSESSMENT &

REFERRAL SLIP

ISSUED BY CLARS

CENTRE

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 CLBs.

Assist learner to

find location

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

Waitlist Protocol

Purpose and Application The following protocol is to be followed by CLARS Centres and Language Training Providers, ensuring equity for learners. The Waitlist is used to identify individuals who are ready to start language training courses immediately, as soon as space becomes available. Learners who are on waitlists must be ready to enter a LT course as soon as a space becomes available. Waitlists are associated with specific courses, not LT sites. And, individuals on waitlists are prioritized to ensure equity and accessibility. If a course is full and there are equivalent courses available that meet the learner’s needs, assessors can encourage learners to choose one of the courses without a waitlist. However, the assessor should respect the learner’s wishes if s/he insists on being placed on a waitlist for a specific course (rather than taking the available course). Learners remain on the waitlists up to six months (corresponding to the assessment expiry date).

o An automatic prompt will be sent from HARTs after a learner has been on a

waitlist for three months to remind the LTP to review the waitlist for a

particular course, and to contact learners to update their status on the waitlist.

o At six months (or the assessment expiry date), HARTs will send another

prompt indicating that the individual will be automatically removed from the

waitlist unless the LTP updates their status within a reasonable time frame

(e.g., two weeks).

The CLARS Centre will inform individuals who are placed on a waitlist that they have a responsibility to monitor their status on the waitlist by contacting the LTP on a regular basis. Government Assisted Refugees (GARs) and Privately Sponsored Refugees (PSRs) have priority access to Language Assessment and Referral and to placement in LINC training. If included on any section of the waitlist these individuals should be flagged in HARTS and given service priority ahead of other eligible newcomers. Waitlist – Sections and Priority There are three sections of the waitlist in HARTS and each one is ranked in order of priority. Individuals should be placed in only one of the three sections.

1. Waitlist for Initial Placement

This is the waitlist section to be used to identify individuals who are new to a language training program, and who were not referred due to a lack of classroom or child care space or licensed childcare seat. Individuals on this waitlist have first priority for placement. Under CLARS, assessors can identify, in HARTs, those learners who require childcare (i.e., the needs profile of the learner includes a checkbox for “childcare”

to highlight the need and funnel training options appropriately). If flexibility is needed to manage this issue, it would be undertaken on a case-by-case basis. HARTs will automatically manage the childcare waitlists by tracking available seats (regardless of their source and including LINC childcare, Ontario Works and/or contracted seats) and automatically reducing the number of available seats when one is allocated. In some cases, a waitlist is created because a course is not slated to begin until later in the year (e.g., it’s July and the course does not begin until October). Assessors could begin referring learners to the course waitlist as soon as the course is activated in HARTs. This is also a legitimate use of the waitlist concept.

2. Waitlist for Re-Admission

This is the waitlist section to be used to identify individuals who have left the program and are now seeking re-admission to a language training course. Individuals on this list have second priority for placement. Before placing an individual on the Waitlist for Re-Admission, the Assessor must first determine whether the individual needs to be re-assessed. Individuals who have not been attending a course for a six-month period must be re-assessed and then placed on the waitlist for re-admission. Individuals who do not require a re-assessment shall be placed on the Waitlist for Re-admission for a period of time equal to the amount of time left before a new assessment is required (as measured from the last date in a course or the date of the last assessment, whichever is later).

Individuals seeking re-admission, regardless of whether or not they need to be re-assessed, will be placed on a Waitlist for Re-Admission and be accorded second priority for placement in a course. Individuals on the Waitlist for Re-Admission shall only be placed in a course after it is determined that no one, on a waitlist that has first priority for placement, is seeking a place at the Service Provider where the individual wants to attend a course.

3. Waitlist for a Transfer

This is the waitlist section to be used to identify individuals who are already in a language training program but in a course or location that is not their preference. Individuals on this list have third priority for placement. Individuals on the Waitlist for a Transfer shall only be placed in class after it is determined that no one, on a waitlist that has first or second priority for placement, is seeking a place at the Service Provider where the individual wants to be transferred to.

Waitlist Administration Waitlists are set up by the CLARS Centres. The Language Training Provider must manage the waitlists. The CLARS Centre will work with the Language Training Providers in cases where an individual wants to be placed in a waitlist for re-admission or a waitlist for a transfer. It is the responsibility of the Language Training Provider to contact individuals on waitlists for their agency/school board to confirm whether an extension is required and to submit the request to the CLARS Centre. There are guidelines for how a Language Training Provider should manage the Waitlists.

LTP Readiness Checklist

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

CLARS Readiness Checklist for Language Training Providers

Item Timelines √

General

Brief key staff in organization about CLARS (senior management, HR, etc.)

Establish procedures for communication between LT provider and CLARS

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

Acquire equipment as needed

Work with your Employee Services - and CIC project officers if applicable - to develop staffing plan/new job descriptions/changing roles

Develop training plan for all functions: e.g. HARTs and Protocols 1, 2, 7

Ensure program staff (frontline, administrative, instructors, assessors, etc.) have understanding of purpose and vision of CLARS

Communicate operational plan to program staff

Train staff in HARTs according to staffing plan

Build understanding of CLARS with current partners in language training delivery

Migrate/input existing learners into HARTs (for ESL only)

LTPs with learner database: CET to migrate existing learners into HARTs

LTPs without learner database: Develop staffing plan for data entry and enter existing learners in HARTs

Ensure all learners have benchmarks for all 4 skills as per Placement Guidelines criteria

Train all staff re: placement guidelines

Course Profiles

Ensure all classes have CLB levels (single or range)

Adjust course levels CLB if needed

Align course descriptors with HARTs terminology

Inform Project Officer of course name changes

Complete Course Information Template for each

Item Timelines √

course. - Enter (submit) course information into HARTs.

- To activate course:

- If federally funded, follow course approval process established for federal program courses

- If provincially funded, contact HARTs helpdesk to complete activation process.

- Check on HARTs to make sure course has been activated in order to start registering learners

Administration

Develop procedure for intake/attendance/promotion/ withdrawal at sites with systems/support staff

Develop procedure for intake/attendance/promotion/ withdrawal at sites without systems/support staff

Develop procedure for giving instructor intake/needs assessment information

Develop process for itinerant assessment with CLARS centre (if applicable)

Develop procedure and process for fee-payer intake (if applicable)

Develop (if not already established) individual best practices/procedures to address learner absence

Language Training – In the classroom

Ensure learners are correctly placed in classes according to new placement guidelines

Ensure instructors are trained in Benchmarks and Placement Guidelines. Provide recalibration training as needed.

Develop internal procedures to address placement disputes

Ensure procedures for formative assessment according to CCLB standards training are in place

Develop procedures and paperwork for promotion to next class (at site or at new site)

Develop procedure to provide pathway for promotion in sites where there is no class or no next level to progress learner to.

LTPs Phased Preparation for CLARS Implementation Migrating ESL Learner data to HARTs (school boards) Profiling all LT Courses in new Course database in HARTs Taking HARTs training to become HARTs ready Engage HARTs & practice/ensure fluency in use Participating and learning at the CLARS Orientation Workshops Forming & advancing a Community Partnership Committee to enable

collaborative LT planning and implementation of CLARS Applying new practices and protocols (# 1,2,7) in operations Identifying and addressing any organizational & HR impacts Outline and agree on timing and phase-in for new approach

consistent with Ontario wide plan and timetable

GUIDELINES FOR

LANGUAGE TRAINING PROVIDERS FOR CLARS

Table of Contents

1. Introduction ....................................................................................... Error! Bookmark not defined.

The Vision of a Coordinated Language Assessment and Referral System ............................. 2

The Vision for the Learner ...................................................................................................... 2

The Vision for the Language Training Provider ....................................................................... 3

History of Assessment Referral and Training System (HARTs) Error! Bookmark not defined.

Summary of Changes .............................................................. Error! Bookmark not defined.

CLARS at-a-glance ................................................................. Error! Bookmark not defined.

CLARS Assessment Protocols ............................................................................................... 6

Readiness Checklist ............................................................................................................. 21

Communicating with the CLARS Centre .................................. Error! Bookmark not defined.

About this Manual .................................................................... Error! Bookmark not defined.

2. Courses ............................................................................................. Error! Bookmark not defined.

Course Profiles ........................................................................ Error! Bookmark not defined.

Language Training Programs with Additional Eligibility RequirementsError! Bookmark not defined.

Programs with Fixed or Limited Enrolment Dates .................... Error! Bookmark not defined.

Course Information Template .................................................. Error! Bookmark not defined.

Opening New Courses ............................................................ Error! Bookmark not defined.

Modifying a Course ................................................................. Error! Bookmark not defined.

Closing a Course ..................................................................... Error! Bookmark not defined.

Monitoring Seat Availability...................................................... Error! Bookmark not defined.

Wait Lists ................................................................................. Error! Bookmark not defined.

3. Learners ............................................................................................ Error! Bookmark not defined.

General Principles ................................................................... Error! Bookmark not defined.

Learner Routing ....................................................................... Error! Bookmark not defined.

Attendance Recording and Monitoring ..................................... Error! Bookmark not defined.

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Governing Principles ............................................................................................................ 27

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Appendix U - Procedures for Entering Attendance in HARTs ................ Error! Bookmark not defined.

Learner Routing and Receiving Using the list of training options, the learner will be able to choose the course s/he wishes to attend based on availability. At this point, the learner may: Choose a course before leaving the CLARS Centre. In this case, the

learner goes to the LTP and is made attending according to Protocol 7. The LTP will then follow established procedures to complete the referral in HARTs.

Take the list with them and decide later; In this case, if the learner goes to an LTP offering a course he/she is eligible for, the LTP will first search the HARTs database to ensure that the learner’s assessment has not expired and then the LTP can send a request through HARTs to CLARS to have the student referred to a specific course at the location. Then the LTP makes attending the learner.

Go to a different LTP site from the one originally referred to; The LTP can send a request through HARTs to CLARS to have the learner referred to a specific course at that location. Then the LTP makes attending the learner.

If the learner was referred to a course offered by a given LTP and chooses to attend another appropriate course offered by the same LTP, the LTP can both refer and make attending the learner.

Attendance recording and monitoring

LTPs will need to develop attendance policies and procedures that provide a mechanism for keeping course lists up-to-date.

Instructors often rely on course registers for an accurate snapshot of their course, identifying active learners, and making decisions about inactive learners. Administrators also rely on the currency and accuracy of course registers for reporting and statistical purposes. It is therefore paramount that course registers are kept accurate and up-to-date. As learner attendance is administered through HARTs, frequent and timely updating of attendance records ensures that course registers are current.

LTPs should develop a system of collecting and entering attendance information into HARTs and printing updated registers on a regular basis.

What Changes for the Classroom Instructor under CLARS?

With the introduction of one Settlement Program model (formerly LINC, ISAP, Host), Citizenship and Immigration Canada has moved away from describing language training in terms of LINC levels and the LINC Placement Grid. This move to describing courses in terms of Canadian Language Benchmarks will facilitate the introduction of the Settlement Program model and will address the difference between LINC levels and CLBs.

Furthermore, the coordination in Ontario of provincial and federal language assessment and referral services under CLARS necessitates the move to describing both federal and provincial language training courses in terms of CLBs rather than LINC levels or other means. This means that when referring learners to language training programs, assessors are guided by a learner’s CLBs and the course descriptions contained in HARTs. It is important that CLARS assessors and language training providers communicate with each other to ensure that they have a common understanding of CLB placement scores assigned at an assessment centre, CLB proficiency scores assigned by the teacher, and the course curriculum focus and program organization at each LTP site. See Appendix H of the Guidelines to see the new placement guidelines.

Governing Principles

The following principles guide both assessors in the referral process and language training providers in the planning of courses and the progression of learners. (All scores are given in the conventional order of Listening, Speaking, Reading, Writing.)

Assessment and referral are a holistic process. That is, the assessor or

instructor must look at all factors when determining whether the learner is, for

example, a “high CLB 4 or a low CLB 5” before placing him on the scale of

communicative competency at either Benchmark 4 or Benchmark 5. The

assessor must also make a holistic decision when placing learners into levels

and referring to courses – particularly in the case of learners who have irregular

profiles. Some of the factors that assessors consider when making a placement

and referral judgment include: prior learning, client goals, length of time in

Canada, first language proximity to English, level of confidence, the availability of

programs that can accommodate learners with spiky profiles, etc.

The learner is an active participant in his/her learning plan. When the learner

has enough comprehension in English/French or when the learner and assessor

can communicate in another common language, the two can discuss the pros

and cons of going with the lower vs. higher placement level (in the case of

learners with spiky profiles). Determining the learner’s comfort level shows

respect for the adult learner and supports an accurate placement. It is useful to

engage the learner in making the decision but to inform the individual that there is

no wrong answer. For example, if there is a specific course that caters to the

lowest benchmark and the learner wants to focus on that skill, place the learner

in that course (e.g. a Level 3 course with a Writing focus).

The importance of consistency. While a given course may be designated CLB

4, very few learners will demonstrate 4-4-4-4 competencies. When referring

learners to integrated courses that cover all four skills, it is recommended that

consideration be given first to their listening and speaking scores, with secondary

consideration given to their reading and writing scores.

o Rationale: Placing learners by first considering listening and speaking

scores addresses a learner’s need to participate in the classroom.

Learners who cannot speak or listen at that course level cannot

understand the instructor’s directions or speak to fellow learners. It is

important to build success by ensuring that learners can communicate

orally at the course level. Furthermore, placing learners in courses on the

basis of their oral skills rather than on their lowest benchmark only (which

is common at some language training sites) reduces student frustration

and the range of levels in the course. A very narrow range of levels in a

course is ideal for the learner and for the instructor who may find it easier

to manage a course by differentiating reading and writing tasks rather

than listening and speaking activities. In the case of skill specific courses

(Listening, Speaking, Reading and Writing), placement is guided by the

CLB for the target skill.

Instruction is designed around the needs of the learners in the course. The

instructor uses the assessment results together with in-class needs analysis to

plan a program according to the levels of the learners. For example, if most of the

learners have a common proficiency in Listening and Speaking, the instructor can

provide differentiated tasks in Reading and Writing that allow the learners to

progress within their proficiency level.

Guiding Principles for Referral to Courses and Promotion to next Courses With the introduction of one Settlement Program model (formerly LINC, ISAP, Host), Citizenship and Immigration Canada has decided to move away from describing language training in terms of LINC levels and the LINC Placement Grid. A move to describing courses in terms of Canadian Language Benchmarks (CLBs) will facilitate the introduction of the Settlement Program model and will eliminate the long-standing tension between LINC levels and CLBs. Furthermore, the coordination in Ontario of provincial and federal language assessment and referral services in the CLARS pilots necessitates the move to describing both federal and provincial language training courses in terms of Canadian Language Benchmarks rather than LINC levels. Describing courses in terms of CLBs rather than LINC levels necessitates the elimination of the LINC Placement Grid. When referring learners to language training programs during the Coordinated Language Assessment and Referral System CLARS pilots, assessors should be guided by the learner’s Canadian Language Benchmarks and the course descriptions in the HARTs Course Description Database. During the CLARS pilot, language training providers are required to describe their courses by using the Canadian Language Benchmarks. The following principles and examples will serve as a guide for referral by assessors and for proficiency assessment in the classroom by language training providers. (All scores given in the conventional order – Listening, Speaking, Reading, Writing) What are Canadian Language Benchmarks? The CLBs provide a descriptive scale of communicative proficiency in English as a Second Language, expressed as benchmarks or reference points. They cover four skill areas: listening, speaking, reading, and writing, and use real life language tasks to measure language skills 1. The CLB based assessment tests: Canadian Language Benchmark Assessment (CLBA), Canadian Language Benchmark Literacy Assessment (CLBLA), the Canadian Language Benchmark Placement Test (CLBPT), and the Enhanced Language Training Placement Assessment (ELTPA) are tools for assessing the level of English language competency related to the Benchmarks. An assessment test locates a learner on a scale of communicative competence. During the test the assessor notes the client's level of performance on successive tasks and in order to ensure fair Benchmark placement probes enough to be certain that the client's highest proficiency has indeed been elicited 2. How to use scores assigned by the assessor at a CLARS Centre to refer learners to courses: It is important that CLARS assessors and Language Training Providers communicate with each other to ensure that they have a common understanding of CLB placement

1 www.language.ca

2 The CLBA Listening/Speaking Assessment Manual, Gail Stewart, 1998, page 3.

http://www.language.ca/

scores assigned at an assessment centre, CLB proficiency scores assigned by the teacher, and the course curriculum focus and program organization at each LTP site.

- The assessor must make a holistic decision when placing learners into levels and

referring to courses – particularly in the case of learners who have irregular

profiles. Some of the factors that assessors consider when making a placement

and referral judgment include: prior learning, client goals, length of time in

Canada, first language proximity to English, level of confidence, the availability of

programs that can accommodate learners with spiky profiles, etc.

- When the client has enough comprehension in English/French or when the client

and assessor can communicate in another common language, the two can

discuss the pros and cons of going with the lower vs. higher placement level (in

the case of clients with spiky profiles). Determining the client’s comfort level

shows respect for the adult learner and supports an accurate placement. It is

useful to engage the client in making the decision but to inform them that there is

no wrong answer. For example, if there is a specific course that caters to the

lowest benchmark and the client wants to focus on that skill, the assessor may

place in that course (e.g. a CLB 3 course with a Writing focus).

Placing students in skills-based courses: Some Language Training Providers organize courses by specific skill (Listening, Speaking, Reading and Writing) and CLB level. Placement for those courses would be guided by the unique level and skill of the learner. Placing students in integrated courses that cover all four skills: When referring learners to integrated courses that cover all four skills, it is recommended that consideration be given first to their listening and speaking scores, with secondary consideration given to their reading and writing scores. Rationale: Placing learners by first considering listening and speaking scores addresses a learner’s need to participate in the classroom. Learners who cannot speak or listen at the course level cannot understand the teacher’s directions or speak to fellow learners. It is important to build success by ensuring that students can communicate orally at the course level. Furthermore, placing learners in courses on the basis of their oral skills rather than on their lowest benchmark only (which is common at some language training sites) reduces student frustration and the range of levels in the course. A very narrow range of levels in a course is ideal for the student and for the teacher, who may find it easier to manage a course by differentiating reading and writing tasks rather than listening and speaking activities. Examples:

All benchmarks the same – assign to that level

If a majority fall within a single benchmark [e.g. 3-2-3-3] – place at that level.

A 50/50 split where the lowest benchmarks are L or S [e.g. 3-3-4-4] – assign to the

lower one (CLB 3 course).

A 50/50 split where the highest benchmarks are L or S [4-4-3-3] – assign to the

higher one (CLB 4 course).

Benchmark scores with variations of two or more levels [e.g. 4-4-2-1] should be placed based on an holistic consideration of all factors and a decision on the part of the assessor.

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