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Coordinated Language Assessment and Referral System ( CLARS )

Coordinated Language Assessment and Referral System ( CLARS ). Training Session for Group A CLARS Regions May 29 & 30, 2013. Coordinated Language Assessment and Referral System ( CLARS ). AGENDA CLARS Guiding Principles CLARS Protocols New Placement Guidelines New Eligibility.

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Coordinated Language Assessment and Referral System ( CLARS )

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  1. Coordinated Language Assessment and Referral System(CLARS) Training Session for Group A CLARS Regions May 29 & 30, 2013

  2. Coordinated Language Assessment and Referral System(CLARS) AGENDA • CLARS Guiding Principles • CLARS Protocols • New Placement Guidelines • New Eligibility

  3. CLARS Guiding Principles Client/Learner Centric Approach Provincial Consistency via CLB/NCLC Expanded Options for Course Selection Non-collocated Assessment Services and 3rd Party Principle Where Applicable Single Door Access to Language Assessment in Ontario by Improved Coordination Between the Federal and Provincial Governments

  4. CLARS Protocols Protocol 9:Data Management (ongoing) Protocol 10: Performance Monitoring and Evaluation

  5. Protocol 1 Step 1 Indicate all available options • First Contact • Purpose: To provide a client with basic information about the language training system and how to access it (including how to secure an appointment at a CLARS Centre) • Step 1: To provide client with basic information about the language training system and how to access it (including how to secure an appointment at a CLARS Centre). Inform client abouteligibility criteria, and that this will be explained in more detail to the client when they go to the CLARS Centre for language assessment. Explain how to arrange an appointment with the closest CLARS Centre If appropriate, schedule an appointment End

  6. Protocol 2 Step 1 Is client eligible? • Schedule and Appointment • Purpose: To schedule an appointment for client needs assessment and eligibility determination for language assessment. There may be a number of access points for scheduling an appointment with a CLARS Centre some of which will be connected to a data system where appointments can be made online. • Step 1: Determine eligibility for publicly -funded language assessment. No Yes or unsure Continue to Step 2 Inform client that s/he is ineligible for free language classes and will not be assessed If client demands an assessment, provide him/her with the assessment centre contact information to book his/her own appointment. End

  7. Protocol 2 Step 2 Is client calling to schedule an appointment for self? Gather client information for the purpose of booking an appointment to be used by the frontline worker or the CLARS centre No Yes Who is the appointment being requested for? Ask client questions for the purpose of booking an appointment Continue to Step 3

  8. Inform the client/agent that s/he must bring original documentation and photo identification issued by CIC or MCI (such as a permanent resident (pr) certificate) as appropriate to enable the assessor to verify and confirm eligibility Let the client/agent know that the client will undergo an assessment that may take several hours to complete Continue to Step 5 Protocol 2 Step 3 & 4 Step 3: Inform client/agent of need to present photo identification & Step 4: Explain the needs assessment eligibility and language assessment process

  9. Protocol 2 Step 5 Schedule the client’s appointment at a time (site) that is most convenient Schedule the appointment for assessment Provide a written record of the appointment to the client (for an in-person scheduling), including the assessment centre address and phone number. End

  10. Protocol 3 Step 1 & 2 Step 1: Immigration status Step 2: Official language status Please show me your documents What is your native language / mother tongue / first language? Check documents No documents English or French Other than English or French Ineligible Eligible Advise client to return with documents; reschedule appointment ESL/FSL/SLT non-eligible LINC/CLIC non-eligible Continue to Step 3 Inform client that s/he cannot go through assessment Inform client that s/he cannot go through assessment; offer alternatives where applicable Continue to Step 2 End End

  11. Protocol 3 Step 3 & 4 Step 3: Age Step 4: History of assessment Are you 18 years old or older? Check CLARS data management system Yes No Is there a client history? Do you have a high school diploma from your country? Yes No Does client have other records of recognized language assessment completed within the past 6 months? Was language assessment done in the past 6 months? Continue to Step 4 Yes No Inform client that s/he cannot go through assessment; offer alternatives where applicable Yes No Yes No End Go to Step 9 Continue to Step 5

  12. Protocol 3 Step 5 & 6 Step 5: Language training Step 6: Special Program Needs Enquire about client’s goals Is language training your main need? Do you have special needs such as visual impairment or hard of hearing? No Yes Yes No Are you seeking language training (formal or informal) requiring standardized assessment for placement? Probe to identify need. Begin to complete General Needs Assessment Form Continue to Step 7 Refer to local program availability checklist for additional services as required Yes Continue to Step 6 Continue to Step 7 Do you have other needs beyond language training? Begin to complete Learner Pathway Template Yes Go to Step 9 No

  13. Protocol 3 Step 6, 7 & 8 Step 7: Settlement needs Step 8: Other program needs What other needs do you have? Step 9: Register new or returning learner Are you looking for LBS or credit programs? Additional settlement needs Other than settlement needs Enter needs assessment & Pathway data Yes Yes Continue to Step 8 Yes Continue to Step 9 Print reports for client End

  14. Protocol 4 Step 1 • Step 1: Determine most appropriate language assessment tool for test administration Assessment Purpose: To determine the appropriate tool with which to assess adult newcomers’ language in English or French; how to conduct the assessment; and how to analyze and communicate the results to the adult newcomer. Check if client has an existing assessment record Yes No Was client’s last assessment completed within the last six months? Continue to Step 3 No Yes Does client need a higher level language assessment? Continue to Step 5 No Yes Continue to Step 2

  15. Administer the appropriate tool following the tool administration protocols Continue to Step 4 Check if program eligibility requires CLB 6 or higher No Yes Continue to Step 5 Continue to Step 3 Protocol 4 Step 2 & 3 Step 3: Determine client CLBs by administering the appropriate assessment tool Step 2: Determine need for higher level language assessment and workplace language readiness

  16. Protocol 4 Step 4 & 5 Step 4: Analyze CLB assessment results and provide client with an explanation of the results Step 5: Enter client information into CLARS data management system including the assessment results Score the test Enter client information, assessment data and CLB levels; identify assessment tool used Assign corresponding CLB level Communicate obtained benchmarks to client and explain the meaning of the CLB levels Print report for client End Begin discussion on next steps/options based on obtained CLB levels Continue to Step 5

  17. What is the client’s motivation for taking language training? What are the client’s goals? EG: In which type of language training courses is s/he interested? Why does s/he wish to improve his/her English or French? What specific competency does s/he want improved (e.g., L/S/R/W)? Protocol 5 Step 1 Step 1: Review the client’s previously identified goals in light of his/her language assessment results in order to confirm his/her goals and help the client build a learner pathway Training Options Purpose: To guide discussion between the assessor and client to identify training options available to the client (within the Canadian Language Benchmarks levels identified through the assessment process).

  18. Protocol 5 Step 2 & 3 Step 2: Confirm needs/preferences which may impact the client’s ability to access language training Step 3: Confirm immigration status to establish training options eligibility Ask the client about his/her needs and preferences for language training Please show me your documents Do you have any transportation, child care or accommodation needs? Check documents How far are you willing to travel to attend classes? No documents Advise client to return with documents; reschedule appointment Ineligible Eligible When are you available to participate in a course? End Do you have any constraints (e.g., when to attend, how much time available, deadlines to be met, etc.)? Continue to Step 4

  19. Enter search parameters based on language assessment and needs assessment results Conduct search on CLARS data management system Share and discuss options with client Protocol 5 Step 4 & 5 Step 5: Provide hard copy of documentation to client for acknowledgement of receipt Step 4: Identify relevant training options Provide the client with assessment result, pathway, and training options documents Get acknowledgement signature confirming client has received assessment results and training options Confirm that client can contact CLARS Centre or LT provider to discuss further options Provide paperwork to be used by client at LT provider site options

  20. Check CLARS data management system for available seat, and childminding if required, based on the client’s preferred options. Continue to Step 2 Protocol 6 Step 1 Referral Purpose: To refer a client following assessment (if needed) and discuss training options. There are four referral situations: Client decides immediately which class and is referred at the time of assessment. Client takes options away for further consideration and returns to CLARS Centre for referral. Client takes options away for further consideration and then goes directly to a SPO on the list. Client takes options away for further consideration and then goes to a SPO not on the list. Step 1: Determine if space is available in preferred class.

  21. Protocol 6 Step 2 Step 2: Refer client to class or waitlist. Enter client as “referral” in data management system. Classes are available at <site/class>. Would you like to go there? Offer other options. Seat available? no yes yes no Contact program provider with results for follow-up. Put client on Waitlist for preferred class. Continue to Step 3 Enter client data if training option is not chosen. Continue to Step 3

  22. Print Class Referral Form or Waitlist Referral Form with map and site details. Print Learner Pathway form for client to take away. Continue to Step 4 Tell client to take Referral Form to class site where registration and childminding registration will take place. End Protocol 6 Step 3 & 4 Step 3: Give client information about class Step 4: Give client information about next step

  23. Protocol 6 Scenarios • For Referral Scenario 3 & 4: Referral Requested From SPO 3. Client takes options away for further consideration and then goes directly to a LTP on the list. 4. Client takes options away for further consideration and then goes to a LTP not on the list. Review client information Is the class (desired by the client) appropriate to the client’s needs and ability? Step 1: Determine if class is appropriate for client’s needs and if so, refer client to class. (NOTE: At this point, the LTP has already pre-determined that the client is suitable and space is available as per Protocol 7. The role of the CLARS Centre is now to confirm suitability and refer the client.) Yes No Seat available? Contact client to return to CLARS for discussion of options and referral to appropriate training. Refer client to class requested by SPO.

  24. Protocol 7 Step 1 View assessment results and status documents Learner is on waitlist Search for learner in data management system Receive the Learner Consider priority on waitlist Learner has been referred to class Seat available? Purpose: To receive a learner at a Language Training Provider site. Step 1: Referral matches LTP and site Yes LTP submits request to CLARS for referral LTP refers directly to course in data management system No Confirm learner wishes to remain on waitlist Make learner attending in data management system Manage learner forms as per LTP protocol

  25. Protocol 7 Step 2 View assessment results and status documents Search for learner in data management system Is there a scheduling conflict? Learner currently attending course Yes Step 2: Referral matches LTP but different site No Yes No Learner decides to remain at original site Assist learner to find location Multi-enrol learner Discuss options with learner Inform learner referral is not for this location End Learner decides to transfer and enrol at this site End Learner decides to transfer and enrol at this site Contact original site of change of referral. Contact original site to inform of transfer, and request original site to 1. update CLBs and 2. withdraw learner Refer learner, select appropriate site and course, (or submit request to CLARS Centre for referral) Search for learner in HARTs and select “re-enrol” Make learner attending in HARTs Manage learner forms as per LTP protocol

  26. Protocol 7 Step 3 Step 3: Learner has referral for a different LTP Discuss options with learner. Determine if scheduling conflict. Learner currently attending course or on waitlist with other LTP View assessment results and status documents Search for learner in HARTs Yes No Learner decides to transfer and enrol at this site Learner decides to remain at current site or on waitlist Inform learner that referral is for different LTP and site Assist learner to find location Learner interested in enrolling with LTP at this site Send request to CLARS Centre to inform other LTP of learner request to transfer and update CLBs End Submit request to CLARS Centre for referral Make learner attending in HARTs Submit request to CLARS Centre to refer learner to new course Manage learner forms as per LTP protocol

  27. Protocol 7 Step 4 Step 4: Learner has no referral for LTP or a particular site View assessment results and status documents Search for learner in HARTs Learner does not have current CLBs Learner has current CLBs Learner did not make course selection following assessment Seat available? Refer learner to CLARS Centre for assessment / re-assessment Learner has been referred to course with LTP Learner has been referred to a different LTP Yes Go to step 1 or 2 No Go to step 3 Submit request to CLARS Centre for referral or consultation End Refer to CLARS Centre for consultation. End End Make learner attending in HARTs End Manage learner forms as per LTP protocol

  28. Protocol 7 Step 5 View assessment results and status documents Search for learner in HARTs Step 5: Learner has no referral for LTP or a particular site but has a progress report Learner is attending other site / LTP. Go to Step 2 or Step 3 Refer learner to CLARS Centre for reassessment. Learner’s progress report is outdated. Learner does not have current CLBs Learner has recent progress report. Learner has current CLBs End Seat available appropriate to CLBs in progress report? Yes No Refer learner directly to course in HARTs Place learner on waitlist Refer learner to CLARS Centre for consultation Submit request to CLARS Centre for referral End Make learner attending in HARTs Manage learner forms as per LTP protocol

  29. Protocol 7 Step 6 Step 6: Learner appears at site with no reception or computer View assessment results and status documents 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. Referral matches course. Go to step 1 Assist learner to find location Seat available? Appropriate level? Refer learner to the CLARS Centre or LTP office for assessment, reassessment and referral Instructor accepts learner and later confirms with HARTs as per LTP protocol

  30. Protocol 8 Step 1 Reassessment & Specialized Assessment • Purpose: At the time when a client requests reassessment, to determine whether: • the client is eligible for reassessment or specialized assessment; and • the client needs reassessment or specialized assessment. • Note: This process occurs after an eligibility determination and initial needs assessment has been completed. Step 1: Determine existence of a previous CLARS assessment Have you been assessed before? Check CLARS data management system Previous assessment No previous assessment Proceed to do an assessment (See protocol 4 - Assessment) Continue to Step 2 End

  31. Protocol 9 Data Management (background system functions) Purpose: Management of all processes effecting data, predominantly a function of the system throughout the protocols. Protocol 9: Data Management (ongoing)

  32. Quantitative • Qualitative Performance Monitoring and Evaluation Protocol 10 • Interviews • Focus Groups • Surveys • HARTs • Observations Final Approval

  33. Performance Monitoring and Evaluation Protocol 10 • Assessment Volume • Referral Patterns • Inactive Learners • Time on Waitlists • Placement Guidelines

  34. Performance Monitoring and Evaluation Protocol 10 CLARS Reports Assessment

  35. Performance Monitoring and Evaluation Protocol 10

  36. National Language Placement Guidelines National Language Placement Guidelines An Overview Final – May 2013

  37. National Language Placement Guidelines

  38. National Language Placement GuidelinesGeneral GuidelinesCLB X +1

  39. National Language Placement GuidelinesPlacement in Integrated Classes • Integrated courses cover all 4 skills • Placement based on general rule – CLB X +1

  40. National Language Placement Guidelines Placement in Skill-Specific Classes • Skill-specific courses organized by skill • Placement based on general rule – CLB X/Y +1 • OR in learner’s best interest

  41. National Language Placement Guidelines Listening & Speaking Attributing more weight to L & S for integrated courses

  42. National Language Placement Guidelines Irregular CLB Profiles (e.g. 7-7-2-1) Holistic approach may include factors such as...

  43. National Language Placement Guidelines Literacy Learners • Literacy learners may: • be speakers of languages with no written code • have little or no education in their home countries (one to two years) • have gone to school for up to eight years, with many interruptions • Categories include: • Pre-, Non- or Semi-Literate • Non-Roman Alphabet ESL Literacy Learner

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