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
CLARS Guiding Principles
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 Protocols
Protocol 9: Data Management (ongoing)
Protocol 10: Performance Monitoring and Evaluation
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 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 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.
Yes or unsure
No
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.
Step 1: Determine eligibility for publicly
-funded language assessment .
End
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
Yes
No
Who is the
appointment being
requested for?
Ask client questions for the
purpose of booking an
appointment
Continue to
Step 3
Protocol 2
Step 3 & 4
Step 3: Inform client/agent of
need to present photo
identification
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
&
Step 4: Explain the needs
assessment eligibility and
language assessment process
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 5
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 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
Ineligible
Inform client that
s/he cannot go
through
assessment
End
Eligible
Advise client to
return with
documents;
reschedule
appointment
Continue to
Step 2
ESL/FSL/
SLT noneligible
LINC/CLIC
noneligible
Inform client that s/he
cannot go through
assessment; offer
alternatives where
applicable
Other than English
or French
Continue to
Step 3
End
Protocol 3
Step 3 & 4
Step 3: Age
Step 4: History of assessment
Are you 18 years old or older?
Yes
Check CLARS data management system
No
Is there a client
history?
Do you have a high
school diploma from
your country?
Continue to
Step 4
End
Yes
No
Inform client that s/he
cannot go through
assessment; offer
alternatives where
applicable
Yes
Was language
assessment
done in the past
6 months?
Yes
Go to
Step 9
No
No
Does client have other
records of recognized
language assessment
completed within the
past 6 months?
Yes
No
Continue to
Step 5
Protocol 3
Step 5 & 6
Step 5: Language training
Enquire about client’s goals
Is language training your main need?
Step 6: Special Program Needs
Do you have special needs such as visual impairment
or hard of hearing?
No
Yes
Are you seeking
language training (formal
or informal) requiring
standardized assessment
for placement?
Yes
Do you have other
needs beyond language
training? Begin to
complete Learner
Pathway Template
No
Probe to identify
need. Begin to
complete General
Needs Assessment
Form
Continue
to Step 6
Yes
Go to
Step 9
Yes
Refer to local program
availability checklist for
additional services as
required
Continue to
Step 7
No
Continue to
Step 7
Protocol 3
Step 6, 7 & 8
Step 7:
Settlement needs
What other needs do you have?
Additional
settlement needs
Other than
settlement needs
Yes
Yes
Continue to
Step 8
Step 8:
Other program needs
Are you looking for
LBS or credit
programs?
Step 9:
Register new or
returning learner
Yes
Enter needs
assessment &
Pathway data
Continue
to Step 9
Print reports for client
End
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
Continue to
Step 3
No
Was client’s last
assessment
completed within the
last six months?
Yes
Continue to
Step 5
No
Does client need a
higher level language
assessment?
Yes
Continue to
Step 2
Protocol 4
Step 2 & 3
Step 2: Determine need for higher
level language assessment and
workplace language readiness
Check if program eligibility
requires CLB 6 or higher
Yes
No
Continue to
Step 3
Continue to
Step 5
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 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
Assign corresponding
CLB level
Enter client information, assessment
data and CLB levels; identify
assessment tool used
Communicate obtained benchmarks to
client and explain the meaning of the CLB
levels
Print report for client
Begin discussion on next steps/options
based on obtained CLB levels
End
Continue to
Step 5
Protocol 5
Step 1
Step 1: Review the client’s
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).
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
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 2 & 3
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
Do you have any transportation, child care or
accommodation needs?
Step 3: Confirm immigration
status to establish training
options eligibility
Please show me your documents
How far are you willing to travel to attend
classes?
Check documents
When are you available to participate in a
course?
Ineligible
Do you have any constraints (e.g., when to attend,
how much time available, deadlines to be met,
etc.)?
End
Eligible
Continue to
Step 4
No documents
Advise client
to return with
documents;
reschedule
appointment
Protocol 5
Step 4 & 5
Step 4: Identify relevant
training options
Step 5: Provide hard copy of
documentation to client for
acknowledgement of receipt
Provide the client with assessment result,
pathway, and training options documents
Enter search parameters based on
language assessment and needs
assessment results
Get acknowledgement signature
confirming client has received assessment
results and training options
Conduct search on CLARS data
management system
Share and discuss options with client
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
Protocol 6
Step 1
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 2
Step 2: Refer client to class or waitlist.
Enter client as
“referral” in data
management system.
Seat available?
yes
Continue to
Step 3
no
Offer other
options.
Classes are available at
<site/class>. Would you like to go
there?
yes
no
Contact
program
provider
with results
for followup.
Put client on
Waitlist for
preferred
class.
Enter client data if
training option is
not chosen.
Continue to
Step 3
Protocol 6
Step 3 & 4
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
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.
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 predetermined 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?
Yes
Seat
available?
Refer client to class
requested by SPO.
No
Contact client to
return to CLARS for
discussion of options
and referral to
appropriate training.
Protocol 7
Step 1
Receive the
Learner
Purpose: To receive a
learner at a Language
Training Provider site.
View assessment
results and status
documents
Search for learner in data
management system
Learner has been
referred to class
Step 1:
Referral
matches LTP
and site
Consider
priority on
waitlist
Seat
available?
Yes
LTP refers
directly to
course in data
management
system
Learner is
on waitlist
LTP
submits
request to
CLARS for
referral
Make learner
attending in data
management
system
Manage learner
forms as per LTP
protocol
No
Confirm
learner
wishes to
remain
on
waitlist
Protocol 7
Step 2
View assessment results and status documents
Search for learner in data management system
Is there a
scheduling
conflict?
Step 2: Referral matches
LTP but different site
Yes
Yes
Learner decides to
remain at original
site
Discuss options
with learner
End
Learner decides
to transfer and
enrol at this site
Learner currently
attending course
No
No
Multi-enrol
learner
Inform learner referral is not for
this location
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
Search for learner in HARTs and select “re-enrol”
Make learner attending in HARTs
Manage learner forms as per LTP protocol
Refer learner, select appropriate site and
course, (or submit request to CLARS
Centre for referral)
Assist
learner
to find
location
End
Protocol 7
Step 3
Step 3: Learner has referral for a different LTP
View assessment
results and status
documents
Search for learner in HARTs
Learner currently attending
course or on waitlist with
other LTP
Yes
Discuss options
with learner.
Determine if
scheduling conflict.
No
Inform learner that referral is
for different LTP and site
Learner interested in
enrolling with LTP at this site
Assist
learner to
find
location
Submit request to CLARS
Centre for referral
Make learner attending in
HARTs
Manage learner forms as per LTP protocol
End
Learner
decides to
remain at
current site
or on waitlist
Learner decides
to transfer and
enrol at this site
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 4
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
Step 4: Learner has no referral for
LTP or a particular site
Learner has been referred to
course with LTP
Learner has current CLBs
Learner has been
referred to a different
LTP
Learner did not make
course selection following
assessment
Go to step 1 or 2
No
Go to step 3
End
End
End
Refer to CLARS
Centre for
consultation.
End
Seat
available?
Yes
Submit request to
CLARS Centre for
referral or consultation
Make learner attending in
HARTs
Manage learner forms as per
LTP protocol
Protocol 7
Step 5
Step 5: Learner
has no referral
for LTP or a
particular site but
has a progress
report
View assessment
results and status
documents
Refer learner to
CLARS Centre
for
reassessment.
Search for
learner in
HARTs
Learner’s progress
report is outdated.
Learner does not
have current CLBs
End
Yes
Refer learner
directly to
course in
HARTs
Learner is
attending other site
/ LTP. Go to Step
2 or Step 3
Learner has recent
progress report.
Learner has
current CLBs
Seat available appropriate
to CLBs in progress report?
Submit request
to CLARS
Centre for
referral
Make learner attending in
HARTs
Manage learner forms as per LTP protocol
No
Place
learner
on
waitlist
Refer learner
to CLARS
Centre for
consultation
End
Protocol 7
Step 6
Step 6: Learner
appears at site with no
reception or computer
View assessment
results and status
documents
Referral
matches course.
Go to step 1
Seat available?
Appropriate
level?
Instructor accepts learner
and later confirms with
HARTs as per LTP
protocol
Referral is for
other LTP, or
same LTP but
different site
Assist learner to
find location
No assessment
documents or
referral. Progress
report is outdated.
Learner does not
have current
CLBs.
Refer learner to
the CLARS Centre
or LTP office for
assessment,
reassessment and
referral
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
Continue
to Step 2
No previous
assessment
Proceed to do
an assessment
(See protocol 4 Assessment)
End
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)
Protocol 10
Quantitative
Performance Monitoring
and Evaluation
Qualitative
Protocol 10
Performance Monitoring
and Evaluation
Assessment
Volume
Referral
Patterns
Time on
Waitlists
Inactive
Learners
Placement
Guidelines
Protocol 10
Performance Monitoring
and Evaluation
CLARS
Reports
Assessment
Protocol 10
Performance Monitoring
and Evaluation
National
Language
Placement
Guidelines
An Overview
National Language
Placement Guidelines
Final – May 2013
National Language Placement Guidelines
National Language Placement Guidelines
General Guidelines
CLB X +1
Class
Curriculum
For any
given
skills
(L-S-R-W)
CLB
level
at
entry
CLB
level
at
exit
CLB
1
CLB
2
CLB
3
CLB
4
CLB
5
CLB
6
CLB
7
CLB
8
Pre-CLB
1
2
3
4
5
6
7
1
2
3
4
5
6
7
9
National Language Placement Guidelines
Placement 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 interest
Learner’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/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
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
Class curricula/
Program
Organization
Level of
confidence
Holistic
approach
may include
factors
such as...
First language
proximity to
English
Goals
Time in
Canada
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