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Coordinated Language Assessment and Referral System
(CLARS)
Training Session for Group A CLARS Regions
May 29 & 30, 2013
AGENDA• CLARS Guiding Principles• CLARS Protocols• New Placement Guidelines• New Eligibility
Coordinated Language Assessment and Referral System
(CLARS)
1. Client/Learner Centric Approach
2. Provincial Consistency via CLB/NCLC
3. Expanded Options for Course Selection
4. Non-collocated Assessment Services and 3rd Party Principle Where Applicable
5. Single Door Access to Language Assessment in Ontario by Improved Coordination Between the Federal and Provincial Governments
CLARS Guiding Principles
CLARS Protocols
Protocol 9: Data Management (ongoing)
Protocol 10: Performance Monitoring and Evaluation
First Contact Purpose: To provide a client with basic information about the language training system and how to access it (including how to secure an appointment at a CLARS Centre)
Step 1: To provide client with basic information about the language training system and how to access it (including how to secure an appointment at a CLARS Centre).
Indicate all available options
Inform client about eligibility criteria, and that this will be explained in more detail to the client when they go to the CLARS Centre for language assessment.
Explain how to arrange an appointment with the closest CLARS Centre
If appropriate, schedule an appointment
End
Protocol 1 Step 1
Protocol 2 Step 1
Schedule and Appointment Purpose: To schedule an appointment for client needs assessment and eligibility determination for language assessment. There may be a number of access points for scheduling an appointment with a CLARS Centre some of which will be connected to a data system where appointments can be made online.
Step 1: Determine eligibility for publicly -funded language assessment .
Continue to Step 2
End
Inform client that s/he is ineligible for free language classes and will not be assessed
If client demands an assessment, provide him/her with the assessment centre contact information to book his/her own appointment.
Yes or unsure
No
Is client eligible?
Gather client information for the purpose of booking an appointment to be used by the frontline worker or the CLARS centre
Is client calling to schedule an appointment for self?
Who is the appointment being requested for?
Ask client questions for the purpose of booking an appointment
Continue to Step 3
Yes No
Protocol 2 Step 2
Step 3: Inform client/agent of need to present photo identification
&
Step 4: Explain the needs assessment eligibility and language assessment process
Inform the client/agent that s/he must bring original documentation and photo identification issued by CIC or MCI (such as a permanent resident (pr) certificate) as appropriate to enable the assessor to verify and confirm eligibility
Let the client/agent know that the client will undergo an assessment that may take several hours to complete
Continue to Step 5
Protocol 2 Step 3 & 4
Schedule the appointment for assessment
Schedule the client’s appointment at a time (site) that is most convenient
Provide a written record of the appointment to the client (for an in-person scheduling), including the assessment centre address and phone number.
End
Protocol 2 Step 5
Step 1: Immigration status
Inform client that s/he cannot go through assessment; offer alternatives where applicable
Continue to Step 3
Other than English or French
End
ESL/FSL/SLT non-eligible
Step 2: Official language status
Continue to Step 2
Advise client to return with documents; reschedule appointment
End
Please show me your documents
Check documents No documents
Ineligible Eligible
Protocol 3 Step 1 & 2
What is your native language / mother tongue / first language?
English or French
LINC/CLIC non-
eligibleInform client that s/he cannot go through assessment
Step 3: Age Step 4: History of assessment
Continue to Step 4
End
Inform client that s/he cannot go through assessment; offer alternatives where applicable
Are you 18 years old or older?
Yes No
Yes No
Is there a client history?
Was language assessment done in the past 6 months?
Continue to Step 5
Does client have other records of recognized language assessment completed within the past 6 months?
No Yes
Go to Step 9
Yes Yes No No
Check CLARS data management system
Protocol 3 Step 3 & 4
Do you have a high school diploma from your country?
Step 5: Language training
Enquire about client’s goalsIs language training your main need?
Continue to Step 6
Probe to identify need. Begin to complete General Needs Assessment Form
Are you seeking language training (formal or informal) requiring standardized assessment for placement?
Do you have other needs beyond language training? Begin to complete Learner Pathway Template
NoGo to Step 9
Yes No
Yes
Yes
Step 6: Special Program Needs
Continue to Step 7
Refer to local program availability checklist for additional services as required
Continue to Step 7
Yes
Protocol 3 Step 5 & 6
Do you have special needs such as visual impairment or hard of hearing?
No
Step 7: Settlement needs
Additional settlement needs
Other than settlement needs
Continue to Step 8
What other needs do you have?
Yes
Yes
Step 8: Other program needs Step 9:
Register new or returning learner
Continue to Step 9
Yes
Are you looking for LBS or credit programs?
Enter needs
assessment & Pathway data
Print reports for client
End
Protocol 3 Step 6, 7 & 8
Assessment Purpose: To determine the appropriate tool with which to assess adult newcomers’ language in English or French; how to conduct the assessment; and how to analyze and communicate the results to the adult newcomer.
Step 1: Determine most appropriate language assessment tool for test administration
Was client’s last assessment completed within the last six months?
Does client need a higher level language assessment?
Continue to Step 2
Continue to Step 3
Continue to Step 5
Check if client has an existing assessment record
Yes
Yes
Yes
No
No
No
Protocol 4 Step 1
Step 2: Determine need for higher level language assessment and workplace language readiness
Continue to Step 3
Continue to Step 5
Check if program eligibility requires CLB 6 or higher
Yes No
Step 3: Determine client CLBs by administering the appropriate assessment tool
Administer the appropriate tool following the tool administration protocols
Continue to Step 4
Protocol 4 Step 2 & 3
Step 5: Enter client information into CLARS data management system including the assessment results
Step 4: Analyze CLB assessment results and provide client with an explanation of the results
Score the test
Assign corresponding CLB level
Communicate obtained benchmarks to client and explain the meaning of the CLB levels
Begin discussion on next steps/options based on obtained CLB levels
Continue to Step 5
Enter client information, assessment data and CLB levels; identify
assessment tool used
Print report for client
End
Protocol 4 Step 4 & 5
Training Options Purpose: To guide discussion between the assessor and client to identify training options available to the client (within the Canadian Language Benchmarks levels identified through the assessment process).
What is the client’s motivation for taking language training?
What are the client’s goals? EG: In which type of language training courses is s/he interested? Why does s/he wish to improve his/her English or French? What specific competency does s/he want improved (e.g., L/S/R/W)?
Step 1: Review the client’s previously identified goals in light of his/her language assessment results in order to confirm his/her goals and help the client build a learner pathway
Protocol 5 Step 1
Step 2: Confirm needs/preferences which may impact the client’s ability to access language training
Ask the client about his/her needs and preferences for language training
Step 3: Confirm immigration status to establish training options eligibility
Continue to Step 4
Advise client to return with documents; reschedule appointmentEnd
Please show me your documents
Check documents
Ineligible Eligible
No documents
Protocol 5 Step 2 & 3
Do you have any transportation, child care or accommodation needs?
How far are you willing to travel to attend classes?
When are you available to participate in a course?
Do you have any constraints (e.g., when to attend, how much time available, deadlines to be met, etc.)?
Step 4: Identify relevant training options
Enter search parameters based on language assessment and needs assessment results
Conduct search on CLARS data management system
Share and discuss options with client
Step 5: Provide hard copy of documentation to client for acknowledgement of receipt
Protocol 5 Step 4 & 5
Provide the client with assessment result, pathway, and training options documents
Get acknowledgement signature confirming client has received assessment results and training options
Confirm that client can contact CLARS Centre or LT provider to discuss further options
Provide paperwork to be used by client at LT provider site options
Referral Purpose: To refer a client following assessment (if needed) and discuss training options. There are four referral situations:1. Client decides immediately which class and
is referred at the time of assessment. 2. Client takes options away for further
consideration and returns to CLARS Centre for referral.
3. Client takes options away for further consideration and then goes directly to a SPO on the list.
4. Client takes options away for further consideration and then goes to a SPO not on the list.
Step 1: Determine if space is available in preferred class.
Check CLARS data management system for available seat, and childminding if required, based on the client’s preferred options.
Continue to Step 2
Protocol 6 Step 1
Step 2: Refer client to class or waitlist.
Enter client as “referral” in data management system.
Seat available?Classes are available at
<site/class>. Would you like to go there?
Contact program provider with results for follow-up.
Put client on Waitlist for preferred class.
Continue to Step 3
Enter client data if training option is not chosen.
Offer other options.
yes
no
noyes
Protocol 6 Step 2
Continue to Step 3
Step 3: Give client information about class
Print Class Referral Form or Waitlist Referral Form with map and site details.
Print Learner Pathway form for client to take away.
Continue to Step 4
Step 4: Give client information about next step
Tell client to take Referral Form to class site where registration and childminding registration will take place.
End
Protocol 6 Step 3 & 4
3. Client takes options away for further consideration and then goes directly to a LTP on the list.
4. Client takes options away for further consideration and then goes to a LTP not on the list.
Step 1: Determine if class is appropriate for client’s needs and if so, refer client to class.(NOTE: At this point, the LTP has already pre-determined that the client is suitable and space is available as per Protocol 7. The role of the CLARS Centre is now to confirm suitability and refer the client.)
Review client information
Is the class (desired by the client) appropriate to the client’s needs and ability?
Refer client to class requested by SPO.
Seat available?
Contact client to return to CLARS for discussion of options and referral to appropriate training.
For Referral Scenario 3 & 4: Referral Requested From SPO
Protocol 6 Scenarios
NoYes
Receive the Learner
Step 1: Referral matches LTP and site
Purpose: To receive a learner at a Language Training Provider site.
Protocol 7 Step 1
Make learner attending in data management system
Manage learner forms as per LTP protocol
LTP submits request to CLARS for referral
LTP refers directly to course in data management system
Confirm learner wishes to remain on waitlist
Learner has been referred to class
View assessment results and status documents
Search for learner in data management system
Learner is on waitlist
Consider priority on waitlist
Seat available?
No
Yes
Step 2: Referral matches LTP but different site
Protocol 7 Step 2
Contact original site to inform of transfer, and request original site to 1. update CLBs and 2. withdraw learner
Search for learner in HARTs and select “re-enrol”
Contact original site of change of referral.
Refer learner, select appropriate site and course, (or submit request to CLARS Centre for referral)
Make learner attending in HARTs
Manage learner forms as per LTP protocol
Multi-enrol learner
Discuss options with learner
Learner decides to transfer and enrol at this site
Learner decides to remain at original site
End
Learner currently attending course
Is there a scheduling conflict?
NoYes
View assessment results and status documents Search for learner in data management system
Inform learner referral is not for this location
Learner decides to transfer and enrol at this site
Assist learner to find location
End
No
Yes
Step 3: Learner has referral for a different LTP
Submit request to CLARS Centre for referral
Make learner attending in HARTs
Manage learner forms as per LTP protocol
Learner interested in enrolling with LTP at this site
Assist learner to find location
Learner currently attending course or on waitlist with other LTP
Inform learner that referral is for different LTP and site
View assessment results and status documents
Search for learner in HARTs
Discuss options with learner. Determine if scheduling conflict.
Learner decides to transfer and enrol at this site
Learner decides to remain at current site or on waitlist
End
Send request to CLARS Centre to inform other LTP of learner request to transfer and update CLBs
Submit request to CLARS Centre to refer learner to new course
Protocol 7 Step 3
No
Yes
Step 4: Learner has no referral for LTP or a particular site
Learner has current CLBs
View assessment results and status documents Search for learner in HARTs
Learner does not have current CLBs
Refer learner to CLARS Centre for assessment / re-assessment
End
Learner has been referred to course with LTP
Learner has been referred to a different LTP
Learner did not make course selection following assessment
Go to step 1 or 2
Go to step 3
End
End
Seat available?
Submit request to CLARS Centre for referral or consultation
Make learner attending in HARTs
Manage learner forms as per LTP protocol
Refer to CLARS Centre for consultation.
End
No
Protocol 7 Step 4
Yes
Step 5: Learner has no referral for LTP or a particular site but has a progress report
View assessment results and status documents
Search for learner in HARTs
Learner’s progress report is outdated. Learner does not have current CLBs
Learner has recent progress report. Learner has current CLBs
Refer learner to CLARS Centre for reassessment.
Seat available appropriate to CLBs in progress report?
Learner is attending other site / LTP. Go to Step 2 or Step 3
Refer learner directly to course in HARTs
Place learner on waitlist
Refer learner to CLARS Centre for consultation
Make learner attending in HARTs
Manage learner forms as per LTP protocol
End
End
Protocol 7 Step 5
Submit request to CLARS Centre for referral
NoYes
Step 6: Learner appears at site with no reception or computer
View assessment results and status documents
Referral matches course.
Referral is for other LTP, or same LTP but different site
No assessment documents or referral. Progress report is outdated. Learner does not have current CLBs.
Assist learner to find location
Refer learner to the CLARS Centre or LTP office for assessment, reassessment and referral
Go to step 1
Seat available? Appropriate level?
Instructor accepts learner and later confirms with HARTs as per LTP protocol
Protocol 7 Step 6
Reassessment & Specialized Assessment
Step 1: Determine existence of a previous CLARS assessment
Purpose: At the time when a client requests reassessment, to determine whether:the client is eligible for reassessment or specialized assessment; andthe client needs reassessment or specialized assessment.Note: This process occurs after an eligibility determination and initial needs assessment has been completed.
Check CLARS data management system
Previous assessment
No previous assessment
Proceed to do an assessment
(See protocol 4 - Assessment)
Continue to Step 2
End
Have you been assessed before?
Protocol 8 Step 1
Data Management (background system functions)
Purpose: Management of all processes effecting data, predominantly a function of the system throughout the protocols.
Protocol 9
Protocol 9: Data Management (ongoing)
Quantitative Qualitative
Observations
Surveys
Focus Groups
Interviews
HARTs
Protocol 10
Final Approval
Performance Monitoring and Evaluation
Performance Monitoring and Evaluation
Assessment Volume
Inactive Learners
Placement Guidelines
Time on Waitlists
Referral Patterns
Protocol 10
CLARS Reports
Assessment
Protocol 10 Performance Monitoring and Evaluation
Protocol 10 Performance Monitoring and Evaluation
National Language Placement GuidelinesAn Overview
National Language Placement Guidelines
Final – May 2013
National Language Placement Guidelines
National Language Placement GuidelinesGeneral Guidelines
CLB X +1
Class Curriculum
CLB1
CLB2
CLB3
CLB4
CLB5
CLB6
CLB7
CLB8
For any given skills (L-S-R-W)
CLB level at entry
Pre-CLB 1 2 3 4 5 6 7
CLB level at exit
1 2 3 4 5 6 7 9
National Language Placement GuidelinesPlacement in Integrated Classes
• Integrated courses cover all 4 skills• Placement based on general rule – CLB X +1
Assessment Results Place into level
All BMs are the same (CLB X) CLB X +1
Most BMs are the same (X-Y-X-X) CLB X + 1
National Language Placement Guidelines Placement in Skill-Specific Classes
• Skill-specific courses organized by skill• Placement based on general rule – CLB X/Y +1
o OR in learner’s best interestLearner’s assessment results Place into skill-specific class level:
L/S OR R/W BMs are the same(X-X-Y-Y)
CLB X + 1 for L/SCLB Y + 1 for R/W
L/S OR R/W BMs vary by one BM[X – (X+1) – Y – (Y+1)]
S BM + 1 for L/S W BM + 1 for R/W
BMs vary by 2 or more levels(e.g. 1-4)
Holistic evaluationPlace in skill-specific OR integrated class
National Language Placement Guidelines Listening & Speaking
• Attributing more weight to L & S for integrated courses
Assessment Results Place into integrated class level
½ BMs are the same, L/S lower(3-3-4-4) CLB 4
½ BMs are the same, R/W lower(4-4-3-3) CLB 5
BMs vary by 2 or more levels (irregular profile)(4-5-2-1) Holistic evaluation
National Language Placement Guidelines Irregular CLB Profiles (e.g. 7-7-2-1)
Prior learning
Goals
Time in Canada
First language proximity to
English
Level of confidence
Class curricula/Program
Organization Holistic approach
may include factors
such as...
National Language Placement Guidelines Literacy Learners
• Literacy learners may:– be speakers of languages with no written code– have little or no education in their home countries
(one to two years)– have gone to school for up to eight years, with
many interruptions
• Categories include:– Pre-, Non- or Semi-Literate– Non-Roman Alphabet ESL Literacy Learner