section u 3 nderstanding - settlement at...

Understanding3Section

Administration andManagement

INTRODUCTION: LINC ADMINISTRATION & MANAGEMENT...................... 3 – 3

TEACHER TRAINING & SUPPORT.......................................................... 3 – 4

PROFESSIONAL NETWORK & ADVISORY COMMITTEE .............................. 3 – 6

LINC PROGRAM RELATED SERVICES .................................................. 3 – 12

AGREEMENTS & FORMS .................................................................. 3 – 26

FURTHER RESOURCES FOR UNDERSTANDING ADMINISTRATION & MANAGEMENT

3Understanding Administration & Management 3PageSection

Introduction: LINC Administration

& Management

This section will provide an overview of tools and information that may assist you inthe administration of the LINC program in Ontario. Included is information on LINCinstructor training and support, other federally funded settlement programs, copies of aLINC application, contribution agreement and LINC administrative support systems.

If you would like additional information on what is required for administering the LINCprogram in Ontario, please contact your CIC settlement officer.

Administration ... UNDERSTANDING LINC3 UNDERSTANDING LINC4SectionPage

TESL Ontario Certificate Information

http://www.teslontario.ca/cert/cert.html

The certification application package consists of the following:

A. An overview of certification requirements for instructors; B. The TESL Ontario Professional Certification application form; C. ESL teacher training course content requirements; D. Proficiency in English requirements; E. Teaching practicum requirements; F. TESL Ontario membership application; G. List of those qualified to authorize copies of original documents.

The fee for application is $45.00; to be certified you must be a member of TESL Ontario.

Two members of the Certification Review Board, which consists of three ESL profes-sionals appointed by the TESL Ontario Executive following an application process, willreview each application.

Should there be disagreement, the third member will consider the application. Any candi-date who has her/his certification denied, has the right to appeal the decision to the AppealsCommittee within a specified time after that decision. Should you have any questions regardingthe procedure or the application information, please get in touch with the TESL Ontario office.

Thank you for your interest in professional certification.

Sincerely, Leslie Sheffer, The Professional Standards Advisory Committee

Teacher Training & Support


ESL Teacher Training Programs in Ontario

The TESL Ontario Professional Standards Committee (PSAC) recognizes the followingTESL training institutions as having programs that meet TESL Ontario standards for AdultESL instructor training:

** Please note that the CERTESL program is offered throughout Canada. Its standardpracticum hours are below 50, which is the Ontario requirement. While this course isapproved by TESL Ontario, it will be necessary to arrange for 50 practicum hours in orderto be TESL Ontario certified.

Other TESL training may be accepted; other institutions offering such training may notyet have applied for recognition. As institutions apply and are recognized, they will beadded to the above list.

http://www.teslontario.ca/cert/institutions.html

Institution Telephone Recognized For CoursesDelivered Since ...

Algonquin College, Ottawa 613 727 4723 Sept. 2000

Benns International School Inc., Toronto 416 489-8246 Nov. 2001

Brock University, St. Catharines 905 688 5550 ext. 3374 Mar. 2001

Canadian Co-operative for Language & CulturalStudies, Toronto

416 588 3900 Sept. 2000

Carleton University, Ottawa 613 788 2802 Sept. 2000

Conestoga College, Kitchener 519 748 5220 ext. 675 Sept. 2000

G. A. Wheable Centre, London 519 452 2660 Sept. 2000

George Brown College, Toronto 416 415 4825 Nov. 2000

Hansa Language Centre, Toronto 416 485 1410 June 2002

Humber College, Etobicoke 416 675 3111 Nov. 2000

Seneca College, English Language Institute, Toronto 416 491 5050 May. 2002

Seneca College, Faculty of Continuing EducationTraining, Toronto

416 491 5050 May. 2002

University of Saskatchewan: CERTESL, distance education**

306 966 5563 Grace Milashenko [email protected]

Sept. 2000

University of Toronto, Woodsworth College, Toronto 416 978 8713 Sept. 2000

University of Western Ontario, London "Not currently being offered"

519 661 3658 Nov. 2000

Administration ... UNDERSTANDING LINC3 UNDERSTANDING LINC6SectionPage

TESL Teachers of English as a Second Language Ontario

http://www.teslontario.ca

What is TESL Ontario? Established in 1972, TESL Ontario is a non-profit organization serving the needs of

teachers of English as a Second Language (ESL) and English Literacy Development (ELD).

In its commitment to professional development and advocacy, TESL Ontario addressesthe range of competencies, experiences, and issues which influence the success of immi-grants, refugees, visa students, and others who are learning English.

TESL Ontario Mission StatementTESL Ontario provides support and direction to professionals, government bodies and

learners involved in English as a Second Language in Ontario.

Goals and Objectives 1. To provide opportunities for professional development for all sectors of ESL. 2. To ensure excellence in the field of Adult non-credit ESL through TESL Ontario

Certification. 3. To provide opportunities for linking with other ESL professional organizations,

nationally and internationally through various venues such as CONTACT, theTESL Ontario web-site and the TESL Canada newsletter.

4. To provide expertise to local, provincial and national government bodies throughconsultations, representation on committees, etc.

Professional Network &

Advisory Committee

5. To promote the development of materials which are appropriate to the needs andthe culture of our client groups.

6. To operate in a fiscally responsible manner within standard accounting practices.

Membership TESL Ontario consists of over 3,100 ESL teachers, instructors, teacher educators, vol-

unteers, students, materials and curriculum developers, researchers and administrators.

Members of TESL Ontario are active at national, provincial, and local levels. Being con-nected to TESL Canada provides a wider perspective on language, settlement, and admin-istrative issues, and entitles members to receive the TESL Canada Journal. Closer to home,TESL members participate in professional development through their local affiliates. Thereare twelve affiliates throughout the province that host such events as workshops, confer-ences, swap shops, publishers’ displays and expert panel discussions from Septemberthrough June. In this way, the particular needs of a region can be addressed, but alsoshared with other TESL affiliates.

Communication Communication is maintained by representatives who report to the Board of Directors

on the activities and policies of various government and advisory groups. These include:

● Ontario Teacher’s Federation (OTF) ● ESL Resource Group of Ontario (ERGO) ● Ontario College of Teachers (OCT) ● Continuing Education School Board Administrators (CESBA) ● Ministry of Training, Colleges & Universities, and Ministry of Education ● Ontario Administration of Settlement and Integration Services (OASIS)

Executive Board TESL Ontario’s Executive Board consists of the Core Executive of the voting members

elected for two years at the Annual General Meeting held during the Annual Conference.The Executive also includes representatives from each local affiliate. The Executive meetsfive times each year to establish policy, carry out business and advocate for ESL rights.

Publications ● Contact, the official newsletter of TESL Ontario

http://www.teslontario.ca/contact/contact.html

● TESL Ontario Conference Proceedings ● TESL Canada Journal ● Local Affiliate Newsletters

Annual Conference & Technology Fair Held the third week of November in Toronto, Ontario.

TESL Ontario


Certification In June of 2000, TESL Ontario established the Professional Standards Advisory

Committee, a regulatory board of eleven members which includes representatives from allperspectives in the field. This board maintains uniform certification standards for non-credit adult ESL teachers in Ontario. Criteria set out for certification are upheld by:

the Certification Review Board (CRB) which assesses credentials or portfolios ofESL instructors; the TESL Training Institution Recognition Advisory Committee (TTIRAC) whichevaluates teacher training programs; and the Appeals Committee which adjudicates claims made by individuals or institutions.

Focus Groups ● ESL Literacy ● Refugee Concerns ● English Language Teaching Overseas ● College ESL Chairs & Coordinators

Committees Executive members chair the following committees:

● Membership ● Conference ● Finance ● Public Relations & Issues ● Certification ● Technology & Research

Associated Organizations

TESOL – Teachers of English to Speakers of Other Languageshttp://www.tesol.org

TESL Canada

TESL Venezuela (twinned)

TESL Ontario

3 UNDERSTANDING LINC8SectionPage


ORLAC Ontario Region LINC Advisory CommitteeMandate

ORLAC’s mandate is to provide advice and guidance to Citizenship and ImmigrationCanada (CIC) on operational issues and policies relating to the Language Instruction toNewcomers to Canada (LINC) program. A large part of its role is to review, assess andmake recommendations on proposals for funding under the delivery assistance componentof the LINC program that are of a regional scope.

Terms of ReferenceThe specific areas that fall within the committee’s mandate are:● Identification of operational and policy issues relating to LINC and recommenda-

tions of possible solutions ● Identification of gaps in service, or special needs that may require a coordinated

or proactive approach under LINC ● Identification of yearly funding priorities for LINC regional delivery assistance ● Review of proposals for funding under the LINC delivery assistance that are innovative,

make use of technology, and / or have an application throughout the Ontario Region.

Values and PrinciplesIn conducting its business the committee must demonstrate a commitment to the fol-

lowing values and principles:● Quality LINC programming and tools● Equity, sensitivity to diversity and systemic inclusiveness● Accountability that includes community involvement● Relevance to target users● Cost effectiveness● Flexibility● Relevance to change in CIC settlement programs

RepresentationThe committee is comprised of representatives from constituencies that have an inter-

est or are stakeholders in the delivery of English as a second language and who haveexpertise related to the committee’s mandate and terms of reference.

Membership is to be proportionally drawn from these sectors and organizations:● Ontario Council of Agencies Serving Immigrants (OCASI) - 2● Continuing Education School Board Association (CESBA) - 2● Community Colleges - 2● Teachers of English as a Second Language Association of Ontario (TESL) - 2● Private Providers - 1● Ministry of Citizenship, Culture and Recreation - 1● Ministry of Training, Colleges and Universities - 1 ● LINC Assessors - 1● LINC Childminders who were Former Learners - 1● Citizenship and Immigration Canada - 1The representative from Citizenship and Immigration Canada (CIC) is to chair the

meetings of the committee and to represent the interests of the department.

Organization Address Phone & Fax

Citizenship &ImmigrationCanada

Elisete Bettencourt, ChairSettlement Directorate, Ontario Region Citizenshipand Immigration CanadaSuite 1001, 74 Victoria StreetToronto, ON M5C 2S1

[email protected]

Phone (416) 954-2999Fax (416) 973-9027

TESL

Susan Holmes, Program LeaderGreater Essex County District School BoardMason Educational CentreAdult and Continuing Education284 Cameron Ave.Windsor, ON N9B

[email protected][email protected]

Phone (519) 945-3553(519) 973-5716(519) 945-2397

Fax (519)253-0053

TESL

Shailja VermaOttawa Carleton Catholic School BoardSt. Nicholas Adult School893 Admiral Ave., Rm 106Ottawa, ON K2Z 6L6

[email protected]

Phone (613) 224-2288 w.(613) 521-2158 h.

Fax (613) 723-510(613) 731-6636

Private Provider

Laraine KaminskyMalkam Consultants Ltd.Suite 5, 1209 Carling AvenueOttawa, ON K1Z 7L3

[email protected]

Phone (613) 761-7440Fax (613) 761-7481

Ministry ofCitizenship

Guenther ZuernMinistry of CitizenshipImmigration and Settlement3rd Floor - 400 University AvenueToronto, ON M7A 2R9

[email protected]

Phone (416) 314-7514Fax (416) 326-0295

Ministry ofTraining, Colleges& Universities

Peggy FrederikseAccess to Professions and TradesMinistry of Training, Colleges and Universities12th Floor, 900 Bay Street, Mowat BlockToronto, ON M7A 1L2

[email protected]

Phone (416) 314-9247Fax (416) 326-6265

OCASI

Velinka NevrencanOCISO959 WellingtonOttawa, ON K1Y 4W1

[email protected]

Phone (613) 725-0202 Ext. 328

Fax (613) 725-9054

List Of ORLAC Representatives 2002-2003

ORLAC


ORLAC

11Understanding Administration & Management 3Page

List Of ORLAC Representatives 2002-2003 cont’d

Organization Address Phone & Fax

OCASI

Fahima Fatah, LINC CoordinatorAfghan Women’s Counselling and IntegrationCommunity Support OrganizationSuite 205A, 2333 Dundas Street WestToronto, ON M6R 3A6

[email protected]

Phone (416) 588-3585Fax (416) 588-4552

CommunityColleges

Janet Gambrell7899 McLaughlin RoadDavis Campus, Box 7500Brampton, ON L6V 1G6

[email protected]

Phone (905) 845- 9430 Ext. 5219

Fax (905) 874-4325

CommunityColleges

Anna GrisMohawk College55 Norma CrescentAncaster, Ontario L9G 4V8

[email protected]

Phone (905) 575-1212 Ext. 3284

Fax (905) 575-2002

CESBA

Hanna CabajToronto Catholic District School Board80 Sheppard Ave. E., 2nd floorContinuing Education DepartmentToronto, Ontario M2N 6E8

[email protected]

Phone (416) 222-8282 Ext.2494

Fax (416) 512-4992

CESBA

Jack MagaSt. Charles Centre, Continuing Education Office45 Young StreetHamilton, Ontario L8N 1V1

[email protected]

Phone (905) 577-0555Fax (905) 577-4728

Centre ForLanguageTraining AndAssessment CLBA

Carolyn CohenCentre for Language Training and Assessment2 Robert Speck Parkway, Suite 690Mississauga, Ontario L4Z 1H8

[email protected]

Phone (905) 949-0049Ext.2223

Fax (905) 949-6636

Toronto Board ofEducation(Childminding)

Anneliese PfallerFlemingdon LINC Childminding747 Don Mills RoadLower Floor, Room 230Don Mills, Ontario M3C 1T2

[email protected]

Mailing Address (Home):58 Samson Cres.Scarborough, Ontario M1G 1N4

[email protected]

Phone (416) 395-5065 (w. & fax) (416) 289-3929 h.

Fax (416) 395-5065(Please Call Before Faxing or FaxAfter 3:00)

Section


LINC-Up NewsletterLINC-Up is designed to share information about LINC programs in Ontario, including

curriculum, innovative programming, training, resources, policy, and administrative updates.LINC-Up is published four times a year. It is managed by TESL Ontario and funded by

Citizenship and Immigration Canada, Ontario Administration of Settlement andIntegration Services. We encourage letters and submissions that relate to LINC program-ming in Ontario.To make a sumbmission, request copies, or make changes to address labels, contact:Karen Geraci, Editor

LINC-Up TESL Ontario 27 Carlton St., Ste. 405, Toronto, ON M5B 1L2 Fax: 416-593-0164 [email protected]

LINC Assessment LINC assessment is a centralized screening, assessment, referral and resource centre

for newcomers to Canada. LINC assessment centres are responsible for determining clienteligibility based on proof of immigration status and English language skills.

In order to assess language skills, assessors are trained and certified in the administra-tion and use of the Canadian Language Benchmarks Literacy Assessment (CLBLA) and theCanadian Language Benchmarks Assessment (CLBA) tools. The assessment and referralprocess can take up to 21/2 hours.

During the referral process, the client is referred to the most suitable and appropriatelanguage training options available within the client’s community. Whenever possible, geo-graphical proximity of the client to a service providing organization should be consideredby the assessment centre when making a referral to a LINC program.

Government assisted refugees and privately sponsored refugees must have priorityaccess to linguistic determination, LINC training and related services.

Assessment centres and staff must use the Automated Reservation System to check foravailable seats, update information and to refer eligible rated clients to the most appropri-ate LINC training provider.

See list of LINC Assessment Centres in this manual, Section 4: Ontario Settlement Program Listings.

LINC Program Related Services

13Understanding Administration & Management 3Page

ARS Automated Reservation System

What is the ARS?The Automated Reservation System is a real-time information management system,

with its primary features being real-time collection, storage and retrieval of data records,and the generation of statistical reports. The system was developed to provide LINCStakeholders with an efficient method of client inventory, referral, and statistical informa-tion. It subscribes to the guidelines designated within the mandate of Citizenship andImmigration Canada’s Language Instruction for Newcomers to Canada. (LINC).

HistoryThe Peel Board of Education (Centre for Language Training and Assessment), as a mem-

ber of the Peel LINC Partnership, interviewed teachers, assessors, funders, and administra-tors involved in the LINC Program. A variety of issues such as confidentiality of clientdata, extensive and reliable reporting, marketing potential, and future growth were identi-fied. The resulting system needs were then contracted to Digital Equipment of Canadawho developed the ARS tool and provided initial training and support during and after theimplementation process.

Since the original introduction of the Automated Reservation System for the LINCProgram in Peel in 1993, there has been ongoing contact with users, and enhancementshave been implemented accordingly. In 1994 the tool was implemented in the region ofHalton. In 1995 CLTA purchased the source code for the Automated Reservation Systemfrom Digital, this allowing us to modify the system as required. In 1997 the ESL programat the Adult Education Centre, Mississauga Campus, implemented the ARS to track reser-vation and classroom activity.

Over the years the system has undergone a number of enhancements to keep pace withthe changing technologies and meet the needs of stakeholders and involved a total rebuild-ing of the system. This New Version of the ARS has resulted from extensive consultationwith LINC stakeholders and recommendations from the current users of the system. Specialconsideration has been given to client privacy and the confidential nature of informationcollected to ensure that all aspects of its operation conform to established privacy principlesand the Federal Privacy Act.

What will ARS do?● Allow Training Providers to manage transfers and progress of LINC students within

your organization.● Manage student attendance, print class registers and produce monthly attendance reports.● Produce monthly language reports relevant to training providers.● Linked to all assessment centers in the Ontario region to locate suitable time and

location for client assessment.

Section


● Verify and record client data at time of assessment.● Manage client inventory from waiting lists.● Control contractual information regarding courses, hours of operation of classes and

assessment centers. ● Keep up-to-date information regarding children attending childminding within your

organization.

How Does ARS work?

Who Does What?Organizational Chart

All UsersSchedule/View AppointmentsInitiates/Accesses Client Files

CIC ManagersReceives Reports

Monitors Overall Delivery ofLINC

Administration Clerk

Enters Program InformationProduces Relevant Reports

AssessorsRecord & Update Client Data

Enroll Clients in ClassMonitors Waiting Lists &

Produces Reports

Training ProvidersRecord Progress

Record AttendanceProduce Relevant Reports

Monitors Waiting Lists

Small programmeinstalled on PC

Real-time UpdatesReal-time Reports

connected to

the internet

a centralizeddatabase




Roles - ResponsibilityThe ARS application has six (6) different roles:

● Database administrator (DBA)● Regional administrator● Assessor● Reservation clerk● Administrator / Coordinator (Training Provider)● Instructor

User New The user role is assigned when the username and password is created. The Database

administrator creates the Regional Administrator username and password. The RegionalAdministrator creates the Assessor, Reservation clerk, Administrator/ Coordinator andInstructor roles for the users in their region only.

Role Organization Staff who may have this role

Database Administrator

DBA/Helpdesk Only at help, programmer, technical staff level

Regional administrator

Assessment centre The lead database administrators at the AC

Assessor Assessment centre The rater/assessor at the AC

Admin clerk Assessment centre The front line staff at the AC

TP Administrator/Coordinator Training provider The lead coordinator/teacher at the TP

Instructor Training provider The teacher/instructors at the TP

Data Base Administrator - DBA(creates RA for each region in Ontario)

AC Regional Administrator - RA

(creates all other roles for their region )

TP Administrator / Coordinator

AC Instructor

AC Assessor

AC Assessor

3 UNDERSTANDING LINC16

Roles and Responsibility 1. Database administrator (DBA)

The Database Administrator role is attached directly to the database.This role is responsible for:● managing the entire database● initiating the regional administrator users● managing the variable window● responsible for the overall functionality of the ARS system

2. Regional AdministratorThe Regional Administrator role is attached to an Assessment Centre.This role is responsible for:● managing the information for the region attached to their login name● initiating users of the ARS system within their region● activating contract information● managing regional waitlist● managing schedules for their Assessment Centre(s)● producing reports (monthly, dynamic)

3. AssessorThe Assessor role is attached to an Assessment Centre.This role is responsible for:● initiating client files● entering client information, identifying needs● managing client assessment results● waitlisting clients● referring clients to Language Training Providers

4. Admin ClerkThe Admin Clerk role is attached to an Assessment Centre.This role is responsible for:● scheduling appointments for clients

5. Administrator/Coordinator (Training Provider)The Administrator/Coordinator role is attached to an Assessment CentreThis role is responsible for:● updating organization, site and course information● entering contract information● managing the client progress● withdrawing clients from classes● re-enroll returning clients● updating the daily attendance● entering client proficiencies● managing waitlists● updating child minding information● producing reports (monthly, dynamic)


SectionPage



6. InstructorThe Instructor role is attached to a Training ProviderThis role is responsible for:● updating client attendance● entering client proficiencies● updating class information

HelpdeskThe helpdesk is responsible for guiding the ARS users on how to use the program. The

helpdesk assists users on how to update their ARS information and document any errorsin the program. Any regional questions or concerns should be given to the RegionalAdministrators of your region or OASIS. The helpdesk should be called if any problemsoccur with the following:

● hardware ● software ● Internet (supplied by ARS)● network difficulties● any ARS program errors

If an answer cannot be found through phone support a technician is dispatched to pro-vide onsite technical support.

The helpdesk email address is

[email protected]

This diagram that outlines the steps taken by the Helpdesk ...

ARS UserExperiences problem with hardware/software/internet/network related to ARS

Calls Helpdesk representative

ARS Helpdesk RepresentativeThe call is picked up by one of the helpdesk staff

The caller is asked their name, organization and phone numberThe helpdesk will attempt to resolve over the phone or transfer call to the appropriate area

ARS Technical SupportIf call is related to Internet orhardware, a technical staff isdispatched when necessary

ARS TrainerIf call is related to a training issue atrainer will attempt to resolve over

the phone or arrange visit to sit

ARS ProgrammerIf call is related to a software error

or software suggestion the leadprogrammer is given a request

Helpdesk DatabaseAll calls are logged into the helpdesk database immediately



Entering the New Contract InformationLanguage Training Providers

The Training Providers are responsible for entering their new contract class scheduleinformation. The Course Information Screen is available to the staff that has theAdministrator / Coordinator role on the ARS. This person should enter the new class infor-mation by the end of December of every year. This will ensure that the class informationis updated before the beginning of the new contract. The Assessment Centre

The Assessment Centre is responsible for activating the class codes that are entered bythe Language Training Providers. They should not enter any of the contract informationunless instructed by the Language Training Providers. This will ensure that all class infor-mation is entered correctly by the Language Training Providers and only double-checkedby the Assessment Centres.

The diagram illustrates ...

Frequently Asked Questions

What is the ARS?This system was designed to support the Language Instruction for Newcomers to

Canada (LINC) program. Citizenship and Immigration Canada (CIC) funds the program.

When can I use the ARS?The ARS is available for all users twenty-four hours per day, seven a week. System

maintenance is scheduled outside regular working hours and all users are notified on-linewhen the system will be taken down.

When is the ARS database backup?The system automatically runs a backup of the day’s work. This does not interfere with

the regular user’s input, but the system may slow down for a few minutes: Therefore, thisfunction is schedule to run automatically outside regular business hours.

1. Contracts are signed by OASIS and sent to the LINC ServiceProviders

2. The Training Provider SPO receives their confirmed contractsfrom OASIS and enter their NEW class schedules into the ARS.

3. The Assessment Centres receive copies of the contracts fromOASIS for the Training Provider SPOs in their region and doublecheck the entered class information. The Assessment Centre thenactivates the classes and the Language Training Providers shouldmove their clients into the new class codes.

The helpdesk is responsible for helpingall users to enter contractinformation


What are dialog boxes?If errors occur or required information is omitted during input, a message prompts the

user to correct the information format. System errors are relayed from the Server via dia-log boxes and instructions.

What type of computer is required to run the ARS?● Window 95, 98, NT, 2000 or Millennium installed in your computer.● IBM 386/486 Based or compatible (minimum).● Internet connection.● Internet browser (Internet Explorer, Netscape Navigator and others). This is need-

ed to see the ARSHelp file.

Where can I get assistance while using the ARS?There are three ways to get assistance while you work with the ARS system:

1. When you select a window you can press F1 or press the Help button to get Helpon that window. The Help Viewer provides an integrated table of contents, anindex, and a full-text search feature so you can find the information easily. Booksicons open to reveal a topic entries and sub-books. The Help Viewer has theadded benefit of allowing you to see the table of contents, index, or search resultat the same time you are viewing a Help topic. This orients you within the Helpsystem and allows you to see all of the other applicable Help topics at glance.

2. If you are connected to Internet, you can access the ARS Websitehttp://www.alinc.net or email [email protected] to get support, answers to fre-quently asked question using the ARS Forum, and late-breaking tips about work-ing with the ARS system.

3. You can contact the ARS Helpdesk at 905-270-6000 or use the toll-free number 1-866-ARS-LINC (1-866-277-5462) extension #247.



iCAMS Immigration-Contribution AccountabilityMeasurement System

The Immigration-contribution accountability Measurement System (iCAMS) is an internet-based database that has been developed for service providers to report information about theirclients and services to CIC.

CIC will implement a performance measurement system based on standarized infor-mation. This information will give CIC a more reliable picture of the concrete results ofeach program. In the longer term, it will provide the department with a more flexible toolfor monitoring contribution agreements and undertaking analysis and evaluation.

All organizations that receive LINC, RAP, ISAP and/or HOST funding will be requiredto use iCAMS, in addition to their existing data management and reporting systems.

Additional InformationAdditional information can be obtained by visiting the integration website at http://inte-

gration-net.cic.gc.ca or by contacting the following individuals who are responsible for theimplementation of the iCAMS in Ontario:

Teresa Pires, Program ManagerIntegration Branch, Settlement300 Slater Street, 5th FloorOttawa, ON K1A 1L1Tel.: (613) 952-6321, Fax: (613) 952-7416

[email protected]

Lanielle Caron, Senior Advisor, Policyand ProgramsIntegration Branch, Settlement300 Slater Street, 5th FloorOttawa, ON K1A 1L1Tel.: (613) 952-2561, Fax: (613) 952-7416,

[email protected]

Steve Murphy, Program OfficerIntegration Branch, Settlement300 Slater Street, 5th FloorOttawa, ON K1A 1L1Tel.: (613) 952-2561, Fax: (613) 952-7416,

[email protected]

John Lu, Program SpecialistIntegration Branch, Settlementc/o OASIS74 Victoria street, suite 1001Toronto, ON M5C 2S1Tel.: (416) 952-8967, Fax: (416) 973-9027,

[email protected]


Other Settlement Programs

ISAP Immigration Settlement & Adaptation ProgramISAP aims to help immigrants in settling and integrating into Canadian society. It has

two funding sources: Stream A and Stream B.

Stream A: Organizations can receive funds to deliver direct services to immigrants.Examples include: reception, orientation, translation, interpretation, referral to communityresources, counselling, general information and employment-related services.

Stream B: Funds are provided for indirect services that aim to improve the deliveryof settlement services. Examples include: workshops, research projects or staff trainingprograms.

ISAP clients To be eligible for ISAP services, a client must be:

● a permanent resident of Canada; or ● an individual who has been allowed to remain here and to whom CIC intends to

grant permanent resident status; or ● a non-immigrant foreign caregiver who may subsequently apply for permanent

resident status from within Canada, under the terms of the Live-In CaregiverProgram (or the former Foreign Domestic Movement program).

While ISAP is mainly for newcomers, other eligible immigrants may also qualify,regardless of how long they have been in Canada. They may still need help in adapting toCanadian society and integrating into the community.

Eligible Services

ISAP Stream A

Stream A is for direct services to newcomers. Special activities may target a particulargroup (e.g., women, children, youth) or may consist of job finding clubs.

Services may be funded under ISAP if they fill a need that is not being met throughexisting community services.

The following services are eligible:

● Reception — meeting newcomers at points of entry or at their final destination,and taking care of their immediate needs (housing, clothing, household effects,transportation) during their first days in Canada.

● Referral — putting newcomers in touch with community resources/services(banks, shops, housing, health, cultural, educational, recreational and legal facilities).



● Information and Orientation — giving clients practical guidance to helpthem cope with the problems of everyday living, introducing them to the commu-nity, and giving them information on their rights and obligations. This servicecould include advice on how to use public transit, or assistance with housing. Information could be provided on banking, taxes, daycare, school registration, shop-ping, budgeting, food preparation, safety, the police, Canadian values, roles andresponsibilities of landlords and tenants. Information and orientation sessions maybe given in groups or one-on-one.

● Interpretation and Translation — providing interpretation to make it easier fornewcomers to cope with day-to-day survival in the community.Translation must be limited to documents related to employment, health, educa-tion and legal matters that are necessary for immediate settlement.

● Counselling — identifying newcomers’ needs, determining how these should beaddressed and helping clients link up with specialized services if they are havingproblems adjusting to life in Canada. This does not include in-depth social or psy-chological counselling normally provided by professional counsellors.

● Employment-related services — organizing job-finding clubs which cover jobsearch strategies, resume writing, interview techniques and how to follow up onthe telephone with potential employers. Newcomers may also be helped to obtaintrade/ professional certification or recognition of their academic credentials. Otherjob search support may be provided as long as it does not duplicate federalemployment services.

ISAP Stream B

Stream B is for activities that strengthen service delivery, such as:

● workshops and seminars; ● publications and newsletters; ● audio-visuals; ● performing and visual arts activities; ● research or studies; ● staff training. Activities must be related to the adaptation, settlement and integration of immigrants;

they must not duplicate other activities, and must be consistent with government policy.

Additional InformationAdditional information on the ISAP program and publications can be obtained by vis-

iting the CIC website at

http://www.cic.gc.ca/english/pub/index-2.html

See list of ISAP centres in this manual, Section 4: Ontario Settlement Program Listings.



The Host ProgramPeople come to Canada every year seeking a new and better way of life. The Host

Program in your community helps new immigrants learn about our values and traditions,and how we go about our daily lives. With the assistance and understanding of volunteers,the Host Program makes a new country feel like home for newcomers.

What is the Host Program? Host Program volunteers provide friendship to newly arrived immigrants. Canadian

volunteers are matched with immigrants to lend support, to help with language barriers,and to show newcomers about life in Canadian communities.

Volunteers share time and friendship with immigrants during the critical first months.Volunteer hosts help newcomers get used to living in Canada in areas such as

● banking and grocery shopping; ● getting around the community, and finding major services in the area; ● getting used to their new home, and becoming familiar with English or French; and ● enrolling in the local school and using the transit system.

Objective of the Host Program The objective of the Host program is to help immigrants overcome the stress of mov-

ing to a new country. Volunteers familiar with Canadian ways help newcomers learn aboutavailable services and how to use them, practice English and French, get contacts in theirfield of work and participate in the community. At the same time, host Canadians learnabout new cultures, other lands and different languages; they make new friends and theystrengthen community life.

Eligible Host Clients Newcomers may be matched with a volunteer if they are:

● permanent residents of Canada; or ● individuals who have been allowed to remain in Canada and to whom CIC

intends to grant permanent resident status (including Minister’s Permit holders orpersons who have received special permission to remain in Canada for the pur-pose of becoming a permanent resident).

While the program is mainly for newcomers, other eligible immigrants may also qual-ify, regardless of how long they have been in Canada, as long as they have not yet acquiredCanadian citizenship. They may still need help in adapting to Canadian society and inte-grating into the community. Refugee claimants whose claims to refugee status have not yetbeen determined are also not eligible for the program.


RAP Resettlement Assistance ProgramResettlement assistance is provided to Convention Refugees Abroad and members of

the Humanitarian Protected Persons Abroad Classes admitted to Canada as Government-Assisted Refugees. Assistance provided includes:

● meeting the refugee at the airport or port of entry; ● providing temporary accommodation if needed; ● help finding permanent accommodation; ● basic household items; ● financial and community orientation; ● linkages to federal and provincial programs (e.g. SIN, Health) ; and ● help to make sure that the refugee has continued access to support where neces-

sary through referrals to community resources and services● income support to support basic living expenses

Who is a Government-Assisted Refugee (GAR)?A GAR is an individual, selected overseas by a Canadian visa officer, as a Convention

Refugee or as a member of a Humanitarian Designated Class. Once selected, GARs are des-tined to particular regions and communities in Canada. Officers at visa posts abroad match(or destine) refugee clients to various communities across Canada.

Canada has been accepting 7300 GARs annually in the last several years. Of this num-ber, 2,330 are destined to the province of Ontario, to Toronto, Ottawa, Hamilton, London,Kitchener and Windsor. Above and beyond this number, yearly, up to an additional 700refugees who had been destined to other provinces moved to Ontario while still on theRAP Program. These refugees are referred to as “secondary migrants”.


Volunteer HostsVolunteers should be Canadian citizens or permanent residents who are established in

the community and who have a genuine desire to help newcomers through the early stagesof their settlement.

Additional Information on the Host ProgramAdditional information on the Host program and related publications and materials can

be obtained by visiting the CIC website at

http://www.cic.gc.ca/english/pub/index-2.html

See list of Host programs in this manual, Section 4: Ontario Settlement Program Listings.


Services Provided to GARsGARs are eligible to receive income support from CIC for the basic needs of life and a

range of immediate and essential services for a period that is usually no longer than theirfirst year in Canada. Income support is provided for the first year, or until the refugeebecomes financially self-sufficient. Reception services are provided from Service ProviderOrganizations (SPOs) funded through grants and contributions from RAP. Income supportfor GARs includes a monthly transportation allowance to attend school, training or to lookfor employment.

GARs are provided with welcome and reception services upon arrival at PearsonInternational Airport and are assisted in transferring to their destination community. Inaddition, during the cold months of the year, warm clothing is also issued at the airport.

GARs initially stay in temporary accommodation when they arrive in their destinationcommunity. Until they secure their own apartments, refugees in larger communities arehoused in “reception centres” and where no such facilities exist, such as in smaller com-munities, commercial accommodation is relied upon. The OASIS office of CIC contractswith organizations for the provision of temporary accommodation. In Ontario, ReceptionHouses exist in all the destination centres. In addition to accommodation and meals, thereception centres provide orientation and other core services during the first few weeksafter arrival and also refer refugees for further services to other community organizations.

Refugees are counseled in the reception centres about the program and receive incomesupport usually for one year from CIC offices, or until they find employment (whichevercomes sooner). The SPO staff who undertake the counseling are trained and certified byOASIS/CIC staff.

Additional InformationFurther information on Canada’s refugee programs can be found at the website of

Citizenship and Immigration at http://www.cic.gc.ca and the Refugees ResettlementPartners web site at:

http://www.cic.gc.ca

See list of RAP Reception centres in this manual, Section 4: Ontario Settlement Program Listings.



Agreements & Forms

The LINC Contribution Agreement

Agreements with CIC are legal contracts. They outline the conditions under which thegovernment of Canada funds LINC projects. You should read your agreement and sched-ules carefully, making sure you fully understand all clauses, especially those dealing witheligible participants and financial accountability. If you have additional questions, contacta CIC settlement officer. Your agreement also covers:

● The limits of the government’s financial liability. ☛ Any accounts and records you must keep and make available to CIC.

Your agreement may cover such things as the selection process, linguistic eligibilitydetermination procedures, types of clients to be targeted by your project and sources ofreferral to be used.

Please note that the maximum financial contribution from CIC will not exceed theamount established under your agreement.

Amendments to the agreement When changes are needed to services or activities, these changes should be discussed

with a CIC settlement officer. If the settlement officer agrees the changes are necessary,your agreement may need to be amended accordingly. Amendments are also required tochange the duration or amount of your agreement.

You must inform the settlement officer of any new sources of funding. LINC fundingmay need to be reassessed if you receive funding from another source to administer serv-ices that are already funded through LINC.

Actual costs All costs covered by CIC are listed in Schedule 2 of your agreement. For all expendi-

ture categories, payments are made on the basis of actual and allowable project costs. Youmust keep receipts for all project costs, as CIC will require proof of expenditures.

Any expenses you incur before the approved starting date are your responsibility andwill not be reimbursed.

Goods and Services Tax (GST) Since CIC does not directly receive goods and services from you, the GST does not

apply on the total amount of the LINC agreement. However, CIC may reimburse part ofthe GST paid on project costs. If you are eligible for a GST rebate, CIC will reimburse



100% of the GST paid, minus the entitled rebate. For example, non-profit organizations maybe entitled to a 50% rebate from Canada Customs and Revenue Agency (CCRA), with CICreimbursing the other 50%. For more information, please contact your nearest CCRA office.

As an employer... You must assume employer responsibilities for staff you hire to carry out LINC activi-

ties. The settlement officer can help determine which government departments and agen-cies need to be contacted.

Unless CIC gives prior approval in writing, no contributions will be provided for staffwho are:

● Members of an individual service provider’s immediate family. ● Members of the immediate family of the directors or senior managers of a corpo-

ration or unincorporated association. ● Members of the immediate family of all elected municipal officials for municipal

projects.

At least 90% of the members of your Board of Directors must be Canadian citizens orpermanent residents. Ninety percent of your staff, whose salaries are paid through LINC,must be Canadian citizens or permanent residents of Canada, and have a Social InsuranceNumber. The remaining 10% of paid staff must be eligible to work in Canada. In addition,all LINC staff must have a sound knowledge of Canada and its society.

Hiring arrangements Two types of arrangements are permitted with employees: employee/employer or con-

tractual. Employee/employer

If you hire staff, you must pay mandatory employment-related costs in addition tosalaries. CIC may contribute to these costs as required by federal, provincial or territoriallaws including benefits such as:

● Employment insurance. ● Canada Pension Plan. ● Vacation pay. ● Workers’ compensation premiums. ● Employer’s health tax.

Contractual

For contractual employees, there are no mandatory employment-related costs to pay.However, the contract should clearly lay out the terms of employment.

Personnel guidelines Before hiring project staff, personnel guidelines and job descriptions must be in place.

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Guidelines should cover such things as:

● Hours of work. ● Overtime. ● Working conditions. ● Vacation pay. ● Statutory holidays. ● Absenteeism. ● Sick and bereavement leaves.

Other important items to include are procedures for dealing with:

● Conflict resolution. ● Harassment.● Suspension.● Dismissal.

These guidelines must be reviewed with each new employee.

If a notice of garnishee is served for an employee you must abide by the requirement.Please note that you are the employer, not Citizenship and Immigration Canada.

A conflict of interest policy should be in place to ensure that staff are not involved inother work or activities which could create a conflict of interest situation (for example, peo-ple who have a private practice as lawyers or consultants). Your conflict of interest policyshould also apply to board members and volunteers. A potential conflict of interest shouldbe disclosed and the interests of clients must take priority over those of a member of yourboard of directors, staff or volunteers.

Canada Customs and Revenue Agency (CCRA)

You are required to deduct income tax, Canada Pension Plan (CPP) and employmentinsurance contributions from employee salaries. These amounts must be sent each month,along with the employer’s share, to Canada Customs and Revenue Agency (CCRA). If youare not already registered with CCRA, you must first apply for a business number. Oncethe business number is confirmed, the monthly remittance can be mailed to CCRA or paidat any bank.

If the monthly remittance exceeds $500 and payment is not received by the due date,a penalty will be applied. The penalty would be calculated only on the remittance amountabove $500. When employers knowingly delay remitting the deductions, or under circum-stances amounting to gross negligence, CCRA may also apply a penalty on amounts under$500. If the amount totals $15,000 or more, you may have to make more than one paymentper month. For more information, contact CCRA to determine remittance frequency.

CCRA can supply an Employer’s Kit that has tables for determining income tax, CPPand employment insurance deductions. The kit also includes a Request for a BusinessNumber, which must be completed and returned to the tax services office. Personal Tax

3 UNDERSTANDING LINCSection


Credit Returns (TD1s) are also provided by the tax services office. Each paid staff membermust complete a TD1 form.

Record of Employment

Employees who leave or finish working on the project, voluntarily or otherwise, mustreceive a completed Record of Employment (ROE) form within five days of their last dayon the job. The ROE is used to establish their eligibility for employment benefits. Yourlocal Human Resources Development Centre can provide the necessary forms and anemployer’s guide on how to complete the ROE.

Workers’ compensation insurance

Workers’ compensation is a mandatory cost under provincial law, in some situations. Thelist of eligible organizations and employees vary from province to province. Contact theprovincial workers’ compensation agency for details on provincial or territorial requirements.

Other payroll costs

Some provinces may have a specific tax based on payroll. Manitoba, for example, has theHealth and Education Levy. Contact the appropriate provincial authorities for more details.

Comprehensive general liability insurance

You must have comprehensive liability insurance to cover third party liability, theft,fire and activities that might involve risk to your staff, clients and their children.

At Year End (December 31)

Canada Customs and Revenue Agency (CCRA)

T4 slip All current and former project employees must receive a T4 Supplementary Statement

of Remuneration Paid for the previous taxation year. The T4s must be issued no later thanthe last day of February, regardless of that employee’s status. The T4 slip shows wages paidand deductions for income tax, CPP and employment insurance, as well as insurable earn-ings for employment insurance.

T4 summary form After completing the T4 slips, a Form T4 Summary and copies of the T4s must be sent

to CCRA on or before the last day of February.

Workers’ compensation

Employers registered with a Workers’ Compensation Board may receive, at year-end, aform from the Board for reporting the gross wages paid during the year and the grosswages estimated for the next year. These are used to determine your annual remittances.Instructions are provided with the form, which should be completed and returned asquickly as possible to the Board. A penalty may apply to late payments.

When the Project EndsCanada Customs and Revenue Agency (CCRA) — Taxation

You must remit to Canada Customs and Revenue Agency, Taxation, all outstanding


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amounts deducted from employees’ wages (income tax, CPP and employment insurance)as well as the organization’s contributions, within seven days from the date the projectends. The T4 Summary and T4 Supplementaries for Earnings from January 1 to the lastday of the activities must be filed within 30 days of the activities’ completion. Eachemployee whose salary was paid under the LINC agreement and whose services are beingterminated should be sent a T4 slip at that time and should be informed that no other T4Supplementary will be issued.

Record of Employment

For each employee whose work is terminated, an ROE form must be completed with-in five days of the completion of employment.

Vacation pay

Under provincial/territorial legislation, each employee is entitled to receive vacationpay. However, the rules for calculating this can vary. The provincial or territorial depart-ment that administers labour standards can provide this information.

Retaining records

CCRA, Taxation, requires that financial records be retained for six years. There areother federal and provincial regulations that may also apply.

Workers’ compensation

Employers registered with the Workers’ Compensation Board should advise the Boardimmediately of the termination date of your agreement. The Board will ask for payrolldetails up to the project’s last date of operation.

Disposal of capital assets

Items costing $500 or more (or identical items that, together, cost $500 or more) areconsidered to be capital assets. Any capital asset purchased with CIC funds, which has notbeen physically incorporated into your premises (i.e. permanently attached as part of thepremises), must be disposed of at the end of the project according the terms of your agree-ment with CIC.

Reporting requirements

The information you must submit is defined in your agreement. Detailed record-keep-ing will make this easier.

Payment system

For all expense categories, payments you receive from CIC are based strictly on theactual costs incurred in carrying out the activities specified in your agreement. It is possi-ble to receive advance payments if they are necessary. The payment system for your par-ticular project will be defined in your agreement.

Normally, 10% of the total contribution is held back pending receipt and approval ofyour final claim. You must keep all receipts as supporting evidence for project costs.Payments are also conditional on the successful completion of activities described in the

3 UNDERSTANDING LINCSection


agreement. According to the terms of your agreement with CIC, an audit may also berequired during the course of, or at the conclusion of the agreement.

Service provider report and advance or payment claim

CIC will make payment only after receiving a full list of expenses on the ServiceProvider Report and Advance or Payment Claim form (IMM 5209) and other types ofrequired reports. The completed form must be signed by the agreement signatories andsent to your CIC settlement officer. Remember to fill out both sides of the form. Your offi-cer has copies of this form and can help you complete it.

If you lease items costing $500 or more per year, these are considered as a capitalexpenditure and should be reported in the capital costs’ section of the claim form. All leas-es of $500 or more will count towards the limit allowed for capital expenses. On the form,the GST must be excluded from the amounts entered under each cost category and listedseparately on line 24 “GST paid on purchases less rebate”.

The Service Provider Report and Advance or Payment Claim form must be submittedon a monthly basis. Your settlement officer may also require that you attach receipts orother supporting financial documents. A delay in submitting the form will result in a delayof the payment to your organization.

Forecast of cash flow

The Forecast of Cash Flow form (IMM 5213) must be completed and signed before youreceive advance payments. The form sets out the amounts required each month and mustbe revised if your agreement is amended. There are instructions for completing this formon its reverse side.

Monitoring Your CIC settlement officer may visit your organization to interview staff and clients

and inspect your records. Monitoring can also include telephone calls in which the officerasks for specific information. You may also be asked to visit your officer in the local office.The purpose of monitoring is:

● To assist you in delivering the program and achieving the objectives outlined inyour agreement.

● To help you identify, anticipate or resolve implementation/delivery problems. ● To verify that the services you are providing are consistent with the objectives

and activities stated in your agreement. ● To confirm that program funds are managed in keeping with the terms and condi-

tions of the agreement.

Final project report At the end of your LINC project you should provide an activity report to CIC review-

ing all aspects of the project and emphasizing its strengths and weaknesses. The report




should cover curriculum, referral difficulties, scheduling and time-frames, clients’ reactionto the program, any special client needs (such as counselling), budget concerns and otherrelevant points.

Throughout the life of your project, the main contact with Citizenship and ImmigrationCanada will be your CIC settlement officer. She or he can provide invaluable advice andassistance.

Additional InformationFor additional information or if you have any questions about you LINC contribution

agreement, please contact you CIC settlement officer.

Understanding Administration & Management 3Section

LINC Application Package – Sample

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LINC Application Package – Sample

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CIC Contribution Agreement – Sample

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CIC Contribution Agreement – Sample

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Service Provider Reports (Imm 5209) – Sample

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Forecast of Cash Flow (Imm 5213) – Sample

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Section

Understanding Administration &Management

Further Resources for

BEST PRACTICES AS RECORDED AT ALL WORKSHOPS

Understanding LINC: Best Practices as Recorded at All Workshops (Rev’d May, 2003) Page 1

HAMILTON Red Hill School

Monday January 27, 2003

Retention How can we keep students coming and happy?

Barriers Childcare Transportation Cultural (women not valued?)

Inviting environment Clear expectation – learner commitment form at registration ‘sign-agreement’ Rules re: calling in for absence Phone the student after 3 days Teacher personality Good planning – relevant program Student input – evaluation at the end of term of program by students Counselling / problem-solving Communicate - $ value, employability skills Waiting list Modelling expectations / responsibilities Class discussion – peer pressure Start time? To reflect the realities of the majority Awards

Reception Smile a lot Outline all policies Fill out registration form Some make community ESL classes available as an option while waiting for LINC

assessment Some new students are received by co-ordinator, some by secretary

Transportation Policies are determined by each SPO to respond to the needs of their own clients, within the amount allowed by the funder.

Tickets to those deemed eligible by Assessment Centre 2 tickets to each person, until teacher runs out Demand varies by site Assessment Centre’s criteria: Immigration status, distance from school, income, children As above for 2nd SPO (all students live far); run out of tickets mid-month; some cases,

intervention by co-ordinator with Ontario Works Hamilton also, so Assessment Centre first determines, then SPO gives priority to mothers of

children and those who live furthest Internal determination only (not by LINC Assessment). Students apply, co-ordinator

determines eligibility based on distance (beyond mile/km. radius, with exceptions for seniors etc.) Problem: Many live far, few SPO’s in city

Will confront those who abuse Don’t judge Teachers have lists, students sign for tickets


Transfers exchanged for tickets. This reportable income for students, so SPO provides T22A to all students

Good relationship with Ontario Works

TORONTO EAST Mary Ward LINC Centre

January 20, 2003

Retention of Students Excellent instructors using communicative methods Understand and address student priorities which might conflict with our goals If they see we are open and willing to help them, they look forward to coming Instructors should assign tasks early in day Volunteers encourage students to attend regularly Encourage car pooling Link LINC transportation assistance to good attendance Standardize policies regarding attendance – communicate policies clearly Show students with poor attendance that their attendance is recorded on ARS LINC is preparation for employment and they need to establish good habits now Full-time students should not take part-time classes Students who cannot attend full-time should not enrol in full-time classes because their

commitments require that they miss some of the programming

Reception Provide information to learners Use a form to collect personal data Assist learners in making appointments for assessment if required Send learners with site information to YMCA LINC Assessment Provide information on required documents

After Assessment Confirm learners through forms/ARS School registration, school rules and regulations, childminding needs Direct learners to the classroom Introduce newcomer to the learners and to the instructors Monitor attendance Follow-up – address poor attendance – progress in the levels


Provide 2 tokens to seniors Prioritize who receives it Exchange transfers for tokens Try to work within a budget; sometimes give one token

Challenges Determining cut-offs


Determining who is eligible Clients do not understand why there are differences in SPO policies Recommend that there be some more structure (direction) from CIC regarding eligibility

OTTAWA YMCA Language Assessment Wednesday February 5, 2003

Retention Parents with children can get more leniency for days attending Students are given “Perfect Attendance” awards on a monthly basis Transportation assistance only for those who attend at least 80% or more of the program

time Leave a 2 week window for absence because workshops, jobs etc. Report absences in narrative reports for less than 80% – state why, state what remedies

undertaken Have an attendance policy Evaluation forms filled out by students for classes and program; seen only by LINC Co-

ordinator Importance of communication re: attendance, calling in when absent from class; call

students as soon as possible when they are absent from program The importance of punctuality Workshops re: school/work culture e.g. Changing Appointments

Reception and Placement Personal introduction to instructor and/or LINC coordinator Buddy system -- matching new with established students Staff member shows student the site -- classrooms, childminding centre, cafeteria, etc. Students with children taken to childminding centre and requirements explained e.g.

immunization, indoor footwear Parent(s) allowed to stay with children until they feel comfortable in childminding centre Introduction to whole program at weekly assembly Student given written list of expectations and responsibilities, e.g. must attend classes

regularly


Student rate has been negotiated and allowed by Ottawa-Carlton Transportation ‘Para Trans’ for seniors Students on social assistance can get a bus pass (full-time only) Ontario Works clients get transportation assistance from OW Each SPO determines the policy for who can get transportation assistance depending on:

needs, distance, child/children, weather, disability, special circumstances Field trips are considered GAR, separately, gets money directly from CIC to cover the transportation allowance for 1

year 10% is not adequate for the funding of students with children who need transportation Part-time students need equal consideration


LINC sites should be accessible, close to where students live, near bus routes, ideally within walking distance

Investigate to find out which is cheaper -- transportation pass or tickets

TORONTO NORTH Fairmeadow Centre

Friday January 31, 2003

Retention Call when students are absent, if they don’t call Take daily attendance Advise/encourage students to schedule appointments outside of class times Have materials available for students who are absent; but this should be students’

responsibility Have attendance/lateness guidelines

Transportation Policies are determined by each SPO to respond to the needs of their own clients, within the amount allowed by the funder. If on social assistance:

Refer to worker for tickets (give only a 2 week supply) Complete application form Include age or medical restrictions Include number of small children ‘in tow’ Include distance from school - 1.5km max one-way Check independent immigrants; no tickets for 3 months (refer to date of landing) Check family income to restrict use to needy first and only Check if they have a vehicle or a ride Check if on EI, single parent, low income – often these are your entire 15% allocation

Monitoring Require transfer as receipt Check time-window (7:30-10AM + 2:00 -3:30PM) Check location (from student’s home) Make attendance the final authority Insist students sign agreement to conditions. Have initial orientation and stress to students

that: o They take a risk if they use/fill out false applications or submit false transfers o The limited money available for this and that falsification deprives needy people of

tickets Make instructor responsible for checking accuracy of times and locations on transfers and

have internal office staff verify instructor’s records In some centres, co-ordinators may do distribution and monitoring of issuance of tickets.

This frees up instructor but may reduce opportunity for extra level of monitoring


TORONTO SOUTH YMCA

Friday January 17, 2003

Retention How do you keep students coming and happy?

Certificates of recognition Movie day once a month Stress parallel to workplace expectations Feedback sessions (classroom, teachers, admin, physical environment, materials) Welcoming environment (toys for children) on intake Monthly awards Additional workshops (guest speakers on selected topics) Respect/celebrate clients holidays Write memo to coordinator re: prolonged absence and regular absences Provide additional supports (clothing, blankets, emergency food, translation services,

counselling, volunteer services, referral, conversational English classes) Integrated services Seek community and business sponsorship Organize social events (i.e. Ballet) Post free events/pay what you can nights

Attendance More than three days absence, must present doctor’s note One day absent must call coordinator or assistant Hand out policy to new clients Need good location and a nice physical environment Do follow-up call after one week’s absence

Note: We are all from community agencies and we have to consider settlement issues: emotional/psychological state,economic priorities/ job search. CIC should consider these things too. Attendance policy is easy to enforce when numbers are good; when times are tough we tend to be more lenient.


Uniform transportation policy across all LINC providers Partnerships between SPOs Know Ontario Works recipients who receive transportation money Financial needs assessment Distance to school Immigration Category (Box 19)

Constant outreach (but many coordinators are part-time and have time limits, plus limited budget)

Higher levels are harder to maintain, as well as part-time Motivate instructors, provide enough curriculum support and new ideas Provide a welcoming, supportive environment for learners, and referral services within

agency and community Help them feel like they belong


Prior to Assessment Assess eligibility for LINC Make appointment at Assessment Centre Provide info and referrals to other programs Provide more info re: your LINC program (i.e. government funded and requirements. Tour

Childminding and classes.)

After Assessment Complete registration form Go over rules and rights (verbal or written, e.g. hours of school, attendance policy) Assess for transportation eligibility General orientation session (explain benchmarks, etc.) Referral to other community resources and services Answer students questions about language acquisition

PEEL CLTA LINC Support Services Wednesday January 22, 2003

Retention Employment programs Meet learners needs Offer higher levels Computers Childcare Transportation--more flexibility Follow-up Counselling Make expectations clear regarding attendance Bring the community to the learners (e.g. guest speakers) Mentoring within the LINC site (high-to-low level learners) Invite LINC graduates to visit and speak to current learners Close monitoring of student progress and movement up in program (progress is

encouraging)

Attendance Policy Presentation on attendance policy and expectations Call student after one day of absence Doctor’s letter for three days or more absence for sickness Investigate poor attendance pattern if not improved and attendance drops below 80 %, over

a 4-6 week period; the student is given a written warning within a few days, if there is no improvement

If a student takes more than two weeks vacation, he/she is cancelled. If student wants to re-enter class upon return, he/she is put at the bottom of the waiting list, if no space is available

Reception Most of the first contact is over the phone – clarify status


Greet client and introduce the newcomer to the person doing the assessment Welcome walk-in clients. If assessment is required, check documents and make

appointment on ARS for assessment Greet clients, give information required regarding LINC Greet client, check eligibility, and make appointment. If they have small children give them

a tour of Childminding. Check immunization records and other required documents on the first day

Follow-up after two weeks Speak with students to verify that program meets with expectations


Ontario Works Participants should receive transportation from OW Transportation allowance for those not employed Distance 3km from site Inclement weather Family income Attendance record of student is a factor Number of dependant children in the childminding program Bring transfer as proof of proper use of tickets Note: If you abuse the system you may be asked to leave the program Physically challenged get assistance Application form to be filled out at start of assistance Show financial need

LONDON London DSB

Tuesday February 18, 2003

Reception 2/3 of retention is reception Reception is a 2-week process not just 1st day If specific language groups and low level (i.e. CCNC) o Translation/Interpretation assistance available o Forms pre-translated

Seasonal Blips: September or some other time (moves around) Complete forms together: o either – new learner with friend o new learner and reception

Visit must be comfortable! Warm welcome (smiles are universal) Receptionist must be very approachable! Only register those needing childcare/refugee applicants if/when appropriate Pre-screening of student’s egibility by reception Not so many walk-ins/referrals Lots of explaining (maps, intro to teachers, logistics by teacher [washroom, lunch,

classroom, intro]) attendance policy translated, tour of facility


Retention How do you keep students coming and happy?

Flexible – Change levels according to student’s needs Variety of programs – day/evenings Provide volunteers for conversation circles Classes – assess particular group’s needs Feedback based on new curriculum ‘Student Awards’ ceremonies for students

Attendance Achievement Utilize computers Guest speakers: – level appropriate, pre-teach vocabulary Field trips – ties to the community Co-ordinator visits students/classes Encourage feedback Evaluation Can see progress in students in two weeks Attendance – 2-day call policy by SPO Attendance – calls for absence is school assignment “pre-practice leaving message with

SPO, what do you want to say? Say your name slowly”. Mothers or children – can have coping difficulties, try to give support to child and mother

with separation during class time Hygiene/washroom familiarity sometimes needed Trauma easily seen at first; spot special needs early on…


Issued: daily? weekly? bus passes? tickets? Income status and attendance Partial payment (not fully reimbursed) Does the student bring children? Limit duration, available to get assistance Advertise availability of transportation assistance Bus transfers used as proof of use First-timers (especially Literacy) Do they know how to get home? Get maps from transit

authority Give reduced costs for transit Important to clarify rules early – after 3-4 days Habits hard to break/awkward


WINDSOR The Assessment Centre

Monday February 17, 2003

Reception/Retention Recommendation of unified exit test of level competencies Uniform exit test Focus is to provide quality language training o Hire and retain good instructors o Accurate assessment/placement o Place students needs first (i.e. in moving between levels) o Make program meaningful

Reception Flyer (initial contact) – eligibility “New LINC student guide” orientation package (registration) Policies for students – attendance, TB testing (optional) After 7-14 days – follow-up with student o instructor does survey “New Student Survey”

After 3 weeks LINC Coordinator visits class and holds an orientation o review of other programs, policies

Video – Multicultural organization Expenses from other

Retention How do you keep students coming and happy? How do you prevent students from shopping different centres? Attendance – follow up – calls, review policies by coordinator Reminder calls (to ARS) Outreach – flyers, churches Evaluation of classes and client satisfaction on a regular basis Encourage social activities Getting to know participants with casual and informal conversations Challenges: o Religious holidays o Legitimate absences, letters for travel o OW requests for attendance o Weather o Individual concerns (seniors/age/health) o In class conflict (personality clash with teachers/ student)

Best Practices Have the best teachers and LINC staff Motivating LINC staff, teachers Sensitivity Patient and understanding Inspiring trust Understanding of the learner’s perspective Ongoing follow-up re: absences Teach to needs of student (life skills: appointments, parent-teacher meetings, etc.) Make end of LINC day to complement public school schedules Clear in-house attendance policies: call-in, doctor’s note, length of absence



Is available at some SPO’s Allows more participation In house transportation assistance policy to determine most in need (distance, financial,

attendance, physical health) Alternate arrangements for rural and exceptional circle Challenges: o More financial assistance beneficial o All agencies would benefit o Poor public transit system

TORONTO WEST Lakeshore LINC Centre

Monday February 24, 2003

Reception Greet with a friendly smile Provide every student with welcome letter and TTC procedure and criteria form (if

applicable) Each student is provided with an admit slip Show student to the classroom – introduce instructor

Retention Daily support: o Calling different offices (e.g.welfare, school) o Providing attendance letter o Fax resumes for students o Help fill in personal forms, documents o Have good teachers

Most important factor of keeping the students at the centre is to provide a team of professional instructors (word-of-mouth).


Assess eligibility: o Family income o Distance to school o Condition of students – ability to travel to school – with children, disabled, pregnant o Do they have any other modes available to them – TTC pass paid for, car available,

carpool, live in neighbourhood, walking distance) o Commitment to attendance o Ask students to share tokens i.e. one-way tickets


TORONTO Fairmeadow Centre

Wednesday February 26, 2003

Reception and follow-up Centres that get walk-ins and then make assessment appointments and remind people to go

have higher return and retention rates. Also have smoother transition for students.

Welcome and orientation for new students Policies and procedures – adult/childminding programs Physical orientation Intro to class – classmates/instructor Schedule – student information Focus on personal attention – smile Ask students if they are okay with everything Be accommodating and sensitive to their needs, i.e. have them leave early to pick up

children at school Do follow-up within a week maximum, check on how they are doing Prep instructors beforehand if there are any special problems a new student has

communicated Instructors find a buddy for newcomer Notify all instructors of all new students expected

Retention How do you keep students coming and happy? Recognizing cultural holidays Interesting lessons Workshops, guest speakers Cooking together, potluck lunches, social activities Student birthday celebrations Fieldtrips, i.e. stores where there is student interaction – coffee, donuts Settlement staff on-site Traditional teaching styles Good lesson plan including activities for different needs Practical lessons i.e. maps and directions, telephone Needs assessments Games Planning Link program with other activities in communities Respect from teacher 3-week policy for attendance letters to Welfare Constant reinforcement “School is your job” benefits of being in school

Attendance issues Give policies in writing Post policies Reward for good attendance Explain there is a waiting list and that the possibility of losing seat exists Flexibility where possible Instructors call absent students Students must call in


Reasons for poor attendance Cultural celebrations – Ramadan Working PD days for children Illness of self and/or family

Transportation Policies are determined by each SPO to respond to the needs of their own clients within the amount allowed by the funder.

Application/Eligibility form: o access to a vehicle o walking distance from school o car pool o income support

80% attendance Transfers required One-way Weather conditions (seasons) Individual needs One-on-one interview

section u 3 nderstanding - settlement at...

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