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Training Session for Group A CLARS Regions May 29 & 30, 2013.

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Presentation on theme: "Training Session for Group A CLARS Regions May 29 & 30, 2013."— Presentation transcript:

1 Training Session for Group A CLARS Regions May 29 & 30, 2013

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

3 1.Client/Learner Centric Approach 2.Provincial Consistency via CLB/NCLC 3.Expanded Options for Course Selection 4.Non-collocated Assessment Services and 3 rd 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

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

5 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

6 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?

7 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

8 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

9 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

10 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 documentsNo documents IneligibleEligible Protocol 3 Step 1 & 2 What is your native langu a ge / mother tongue / first language? English or French LINC/CLIC non- eligible Inform client that s/he cannot go through assessment

11 Step 3: AgeStep 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 No Check CLARS data management system Protocol 3 Step 3 & 4 Do you have a high school diploma from your country?

12 Step 5: Language training Enquire about client’s goals Is language training your main need? Continue to Step 6 Probe to identify need. Begin to complete General Needs Assessment Form Are you seeking language training (formal or informal) requiring standardized assessment for placement? Do you have other needs beyond language training? Begin to complete Learner Pathway Template No Go to Step 9 Yes No 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

13 Step 7: Settlement needs Additional settlement needs Other than settlement needs Continue to Step 8 What other needs do you have? 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

14 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 No Protocol 4 Step 1

15 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

16 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

17 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

18 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 appointment End 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.)?

19 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

20 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

21 Step 2: Refer client to class or waitlist. Enter client as “referral” in data management system. Seat available? Classes are available at. 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 yes Protocol 6 Step 2 Continue to Step 3

22 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

23 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

24 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

25 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? No Yes View assessment results and status documents Search for learner in data management system I nform learner referral is not for this location Learner decides to transfer and enrol at this s ite Assist learner to find location End No Yes

26 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

27 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 b een referred to a different LTP Learner did not make course selection following assessment Go to step 1 or 2 Go to step 3 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

28 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 Protocol 7 Step 5 Submit request to CLARS Centre for referral No Yes

29 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

30 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; and the 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

31 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)

32 QuantitativeQualitative Observations Surveys Focus Groups Interviews HARTs Protocol 10 Final Approval Performance Monitoring and Evaluation

33 Assessment Volume Inactive Learners Placement Guidelines Time on Waitlists Referral Patterns Protocol 10

34 CLARS Reports Assessment Protocol 10 Performance Monitoring and Evaluation

35 Protocol 10 Performance Monitoring and Evaluation

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

37 National Language Placement Guidelines

38 National Language Placement Guidelines General Guidelines CLB X +1 Class Curriculum CLB 1 CLB 2 CLB 3 CLB 4 CLB 5 CLB 6 CLB 7 CLB 8 For any given skills (L-S-R-W) CLB level at entry Pre-CLB CLB level at exit

39 National Language Placement Guidelines Placement 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 o OR in learner’s best interest Learner’s assessment resultsPlace into skill-specific class level: L/S OR R/W BMs are the same (X-X-Y-Y) CLB X + 1 for L/S CLB 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 evaluation Place in skill-specific OR integrated class

41 National Language Placement Guidelines Listening & Speaking Attributing more weight to L & S for integrated courses Assessment ResultsPlace into integrated class level ½ BMs are the same, L/S lower ( ) CLB 4 ½ BMs are the same, R/W lower ( ) CLB 5 BMs vary by 2 or more levels (irregular profile) ( ) Holistic evaluation

42 National Language Placement Guidelines Irregular CLB Profiles (e.g ) 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...

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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