Transcript Top Challenges and Questions to address arising from Mar

Update and Look Ahead
for new Coordinated
Language Assessment
and Referral System
(CLARS)
TESL Ontario – October 28, 2010
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Topics for this session
 Main questions/challenges arising from
round 1 consultations (Mar-Apr, 2010)
and follow up responses
 What will be new or different under the
new CLARS
 Overview of Pilots
 Look ahead and timing of next steps
toward phased implementation in fall 2011
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Under development – for discussion purposes, subject to change
Background
 COIA 2005,mechanism for 3 levels of
government to work together in the
planning of delivery of services.
 Consultations 2006 informed COIA
Strategic Plan 2007 to guide investment
& coordination
 COIA Language Training Working Group
2008 recommended creation of CLARS
 CLARS Advisory Committee 2009-2010
advizes on detailed development and
implementation of CLARS for 2011
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Under development – for discussion purposes, subject to change
Advisory Committee Work to date
 July 2009 formation
 Development of all elements of CLARS
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(policies, standards, protocols, model CLARS
Centre, roles & resps stakeholders, etc) over
last year
Main elements in draft reviewed in round 1
consultations in Mar-Apr 2010
Follow up work on challenges arising
Advancing remaining elements, preparing pilot
designs for fall 2010
Preparing for pilots
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Under development – for discussion purposes, subject to change
Main questions/challenges
arising from round 1
consultations (Mar-Apr, 2010)
and follow up responses
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Under development – for discussion purposes, subject to change
1. Location – co location
 Q: Where will CLARS be located and how will the sites be
determined. Will CLARS be co located with service providers?
 ‘Supply and demand’ analysis in each community (18) will
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map density of learners, high demand concentrations, access
factors, pattern of LT SPOs…..will point to best fit locations
(part of CFP)
COIA Strat Plan Principle of ‘building on existing
infrastructure’ (LINC Assessment and Referral Centres)
Optimize learner access
Encourage and favour proximity and co location with other
relevant settlement and immigrant pathway services
Third Party exclusion does not allow for a LT provider to
control, manage or deliver CLARS services
Question of co-location of CLARS with LT providers under
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consideration, i.e. whether prefer CLARS to be
physically/location independent of any LT provider
2. Concern for loss of and lost
learners
 Q: Are we in danger of losing learners if, after they are directed to CLARS when
they first appear at our language training class/program, are not referred back to
our program where they first appeared? As this represents another step and
likely to another location for the learner, will some learners be lost entirely/don’t
proceed if they are tentative to start?
 Losing learners: pple is the learner is independent and not assigned to any
provider until he/she is assessed and referred so there is no ownership or
expectation to return to the start site unless site is one of the referred sites by
CLARS; also, as all learners will be referred to the best set of language classes
that best meet each learner needs, learners will be distributed across available
LT providers equitably based on fit, so providers will receive learners
appropriate to their class positioning, fit to needs, best features & accessibility
 Lost Learners: While the process does require learners to go to the CLARS
centre for assessment and referral, a) appropriate guidance to the site should be
provided, b) the CLARS Centres will be situated in the community to optimize
access and convenience, proximity to transportation routes, proximity to/co
location with other settlement services, and relevant available open hours, c)7
learner routing and capture will be tested in pilots
3. Managing Peak volumes
and timeliness
 Q: How will CLARS handle the large start-up volume and the higher
volumes during peak periods each year? Will CLARS deliver a timely
scheduling and assessment process?
 The supply and demand analysis will provide the profile of expected
annual and periodic demand in each community which will enable
load and capacity planning. We will be testing volume management
during the pilots as well.
 We expect to prepare a peak and start up strategy which utilizes
existing assessor resources on a temporary basis, whether drawing
from existing SPO system or other CLARS centres etc.
 As we outline the preparation phase for the 2011 phased
implementation, we expect to identify transition requirements for all
the stakeholders which will point to large volume periods and
strategies to use to manage the transition.
 Timeliness: one of the operating standards for a CLARS centre will
be efficient, responsive scheduling and timely assessments. Process8
time will be tested in the pilots.
4. Common data base entry,
DB mgmt and support capacity
 Q: How will learner records be set up and maintained. Will there be a
common data base all SPOs will use. How will SPOs be prepared and
supported for central electronic records, data base entry and
maintenance?
 An updated provincial database (HARTS) will become the central
repository for all learner records including assessment results and learner
class attendance and proficiency progress.
 All language training providers will use HARTS. Links to HARTS will be
enabled where they don’t currently exist in a LT provider
 LT providers will be supported:
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For training on the use of HARTS
For securing appropriate computer and internet equipment and
connection
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 A plan to manage legacy data (i.e. existing learner records in electronic
paper form) to enable transfer to HARTS in the start up period
5. Funding CLARS, funding
related language training, tracking
learners
 Q: how will CLARS be funded and who will provide the funding. Will
funding for language training change to a common approach. How will
learner numbers be tracked for funding purposes in language training?
 CLARS will be funded through a centralized and coordinated, single
channel funding process/stream. The government partners will
determine how this will proceed and be cost shared
 The current approach to funding language training in the two streams
(LINC and ESL and related programs) will not change
 An updated provincial database (HARTS) will become the central
repository of all learner records including assessment results and
learner class attendance and progress. LT SPOs will record
attendance in HARTS and extract relevant reports to their funding
source (CIC or MCI) for funding as is currently done
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6. Legacy transition and
management
 Q: How will the legacy of existing learners with their proficiency levels and
records be managed. How will existing assessors not in the LINC
assessment centres be considered.
 Legacy learners: All current learners/learner records will be transferred to
HARTS and reconciled to any HARTS records (i.e. duplication removed).
 Where current records of learner proficiency are not in place, LT providers
will be asked to assign an appropriate current proficiency level (CLB) to all
learners before uploading records to HARTS
 Assessors: there will be a grand parenting policy for existing assessors not
currently in a LINC Assessment Centre role, i.e. criteria will be defined for
equivalency to be considered a certified assessor
 Where existing certified assessors in language training programs or those
meeting grand parenting criteria exist, they will be eligible to consider
becoming an assessor in the expanded CLARS centres
 Where there are cyclical high volume or peak demands for CLARS, there
will be a strategy to utilize existing certified assessor expertise on a
temporary basis which will provide other opportunities for existing
assessors
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7. Rural & remote conditions plus
in-city mobile service needs
 Q: Will CLARS be sensitive to special conditions in rural, remote,
north areas. What about varied circumstances/distance and
access issues in urban settings?
 Rural, remote, and far north conditions are understood and under
consideration for CLARS. Policies and standards will be adapted
accordingly.
 New innovative framework for itinerant CLARS services being
developed to address range of demand/density/access situations
in rural/remote as well as urban environments
 Itinerant services will be incorporated in any community where
conditions demand it
 Future development of on line LT services incl assessment will
also support areas where distance and lack of critical numbers
limit full service availability
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8. Referral process
 Q: How will CLARS ensure that referrals to language classes are
fair and unbiased?
 Recognize the referral step is the most sensitive and vulnerable to
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perceptions of preference or bias
Emphasize 3rd party pple (CLARS cannot be owned or connected to
any language training provider)
CLARS Centre Charter will define standards, performance
indicators, monitoring and tracking with an emphasis on common
correct approach to referrals (best fit to client needs etc)
Final choice up to the client…client encouraged to choose before
leaving
Requires up to date working common LT program data base
(integrated into HARTS), locally focused, using a common template
to profile each class, searchable on key descriptors. LT providers 13
responsible to keep their class profile on the DB up to date
9. Pathway management
 Q: How will the concept and practice of newcomer pathway
management be applied with CLARS
 At the same time as Pathway Management is adopted more widely in
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settlement, CLARS accepts and embraces the philosophy, benefits
On arrival at a CLARS centre, a high level needs analysis to identify
newcomer status/progress on settlement pathway; where key needs
identified, CLARS will direct newcomer to relevant settlement SPOs
The, CLARS will engage a more in depth language needs assessment
to identify goals, hopes and will then discuss appropriate language
acquisition pathways for learner to use
Outline of learner pathways provided in a summary profile for learner
takeaway from CLARS center
Concept of ‘Learner Passport’ to be developed as a constantly updated
and portable record of language progress recorded on HARTS
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10. Accessing CLARS for other
reasons, Links outside of
settlement
 Q: Will newcomers be able to access CLARS for other reasons. Will
external parties (e.g. employers) have access to CLARS (e.g. to send
employees for assessment) perhaps on a fee for service basis?
 CLARS purpose and mandate is to provide assessment and referral
for placement of eligible newcomer learners.
 At this time, no plans to extend the mandate to any other purpose or
to open access to CLARS services to any external parties/agencies
etc.
 Where an eligible learner seeks an assessment for other legitimate
reasons (e.g. to support employability, CV profile etc), special cases
may be considered and subjected to a rigorous review to determine
validity and necessity to inform whether to provide the CLARS
service
 In future, Government partners expect to discuss the relationship with
higher education (Universities, Community Colleges) and to explore
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how CLARS might support lines of collaboration in language
assessment and training
11. Protocols, standards, assessor
requirements/certification
 Q: What is the status of the CLARS protocols,
standards, assessor requirements?
 The CLARS protocols to guide each step in the A&R
process are complete; being integrated into HARTS;
and will be tested in the pilots
 Operating standards for the CLARS centres are being
defined, will be incorporated in contractual charter
 Other performance metrics for monitoring and
evaluating CLARS centres and process in
development, selection will be tested in pilots
 Certified assessor requirements defined; grand
parenting criteria for certification equivalency in
development
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12. Impact on HR/jobs/career options
for existing assessment expertise
 Q: What is the impact on existing assessment expertise esp in
school boards. How will this be addressed? Are there other HR
challenges to manage with CLARS?
 Recognize potentially greatest impact on current ESL staff in
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assessment (mainly in school boards)
Choose: become full time assessor in CLARS or full time
instructor (can’t do both)
Advisory Committee Consider addressing HR challenges,
welcomes considerations and advice; will need to address as
part of transition strategy
Challenges: staffing CLARS; first two years start up; capacity to
manage legacy learners; peak loads/demand; need to ramp17up
Affects certification equivalency, temp use, secondments
13. Communication, preparation,
training, orientation
 Q: How will those affected be informed of CLARS and how will they
be prepared?
 There will be regular communications to stakeholders on CLARS
progress through rest of 2010 & 2011
 An orientation package and plan in development to inform those
impacted through a face to face orientation process in 2011
 A training package and plan in development to train/prepare certain
functions with those impacted through a face to face training process
in 2011, e.g. training on use of HARTS
 CLARS implementation to be coordinated with ESL Program Reform
(MCI led) and COIA Recommendations on a more coordinated
language training system in Ontario (joint effort by CIC and
MCI)….therefore, coordinated consistent messaging and
communications will be undertaken to guide coms for all three reform
tracks
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14. Piloting
 Q: How will pilots be selected and what will they
test?
 Third section of this presentation will address
pilots…
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15. CLARS selection and
designation process
 Q: How will CLARS centres and sites be selected and designated
and over what period?
 Recognize the complexity and sensitivities involved
 Rigorous supply and demand analysis for each community/catchment
area will profile requirements for CLARS centre capacity, structure
and locations
 Call for proposal initiated for each community (18 in
Ontario)…CLARS phased in over multiple years, so likely
communities selected and phased in over an extended period
 Proposals reviewed against: a) pple from COIA to ‘build on existing
infrastructure’; b) goal to provide a fair, competent CLARS service
that addresses supply and demand drivers in each community; c)
published model CLARS requirements, tailored as needed to fit
conditions in each community
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16. Timing and implementation
phasing
 Q: When will CLARS be implemented and over
what period?
 Phased implementation to start in fall of 2011.
 Look ahead at next steps and phased
implementation will be addressed in the last
part of this presentation…
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Consultation follow up
and responses….
Questions and
comments/observations?
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What is new, what will change?
- For the overall assessment and placement system
Current Approach
New Approach
 Centred on the program and
 Learner centred – learner choice
class offer
 Separate approaches for A&R
for LINC and ESL
based on best fit to learner need
 One common approach to A&R
for all LT in Ontario
 Assessment services
 Assessment services based on
positioned for different reasons
by different providers
 Centralized Assessment
Centres serve only LINC
clients
 Assessment tools/tests vary in
standard and application
supply and demand factors for
each community
 Centralized CLARS serve all
ESL/prov and LINC/fed clients
 One standardized set of
tools/tests, CLB based and
certified by CCLB, applied by
trained and certified assessors
Under development – for discussion purposes, subject to change
What is new, what will change?
- For Language Training Service Providers (esp ESL)
Current Approach
New Approach
 Learners assessed at LT site
 Learners assessed and
registered at class site on
arrival
 Assessors may also be
teaching LT to newcomers
 LT classes promoted through
SPO own independent
channels
 LT SPO may manage both LT
and assessment activities
 Learners assessed at CLARS
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site
Learners directed to CLARS
first, register at class site after
referral to best fit class(es)
Assessors are in CLARS centres
and cannot also teach
LT classes also, all profiled in
central searchable data base in
HARTS (for each community)
LT SPO manage only LT, not
assessment (Third Party pple)
 Assessment function co
 Assessment function centralized
located with LT classes
 Learners fill classes based on
local promotion, word of
mouth, proximity
in CLARS, separate from LT
 Providers will receive learners
appropriate to their class
positioning, fit to learner needs
Under development – for discussion purposes, subject to change
What is new, what will change?
- For Immigrant Learners
Current Approach
New Approach
 Learner can be assessed and
 All settlement SPOs (incl LT etc),
registered with first/any LT
SPO contacted (in ESL)
 Learners receive varied
assessment approach and
results, depending on location
 Learners may have different
language training and progress
records in different systems
on first contact will direct
learners to CLARS
 Learners receive consistent,
standard assessment, with
comparable and portable results
 All learners assigned unique
identifier and tracked in one
common data base (HARTS)
 Access to placement limited to
 Access to assessment for
select assessment service
sites
 Assignment of learners often
based on whats available at
first site contact
placement purposes increased
with expanded services & sites
 Learners provided a choice of
classes that best fit their needs
and goals
Under development – for discussion purposes, subject to change
Whats new, what will
change….
Questions, comments
and observations?
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Overview of Pilots
 Pilot selection based on:
 Range of sized communities
 Urban and rural/small community type
 Existing range of ESL and LINC classes and LT service
providers
 Existing LINC assessment centres to use
 Manageable scale (large enough to test volume demands,
not too large so pilot prep would overwhelm or be
impractical
 Doable over a practical 4-7 month period
 Willing stakeholders in community willing to participate,
prepare and operate in the new approach for the pilot period
 Pilot communities selected: London; Kitchener-
Waterloo; Kingston-Belleville (itinerant)
Under development – for discussion purposes, subject to change
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CLARS elements to be tested
in Pilots
 Protocol execution (9 protocols)
 Data base – assessment and referral functions
 Data base – LT program/class profile, currency
 Data base – LT program/class scan and referral
functions
 Learner routing
 Learner pathway guidance
 Learner throughput
 Learner follow up
Under development – for discussion purposes, subject to change
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CLARS elements to be tested
in Pilots (continued)
 Volume and peak volume management
 Temp use of extra assessors
 Location access
 Orientation and preparation of CLARS centres
 Orientation and preparation of LT SPOs
 Transition requirements
 Other…
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Under development – for discussion purposes, subject to change
Pilot Timing
 Sept-Nov: Pilot model development
 Oct-Nov: Pilot stakeholder preparation (CLARS centres,
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LT SPOs)
Oct-Nov: Communication to settlement community
End Nov: launch three pilots
Dec – May/June: pilots conducted
Dec – May/June: pilots monitored and evaluated
Apr – May/June: lessons learned, CLARS model and
approach fine tuned to accommodate lessons
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Under development – for discussion purposes, subject to change
Pilots…
Questions, comments
and observations?
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Look Ahead – next steps
Next Steps
 Sept - Dec/ 2010:
 Advisory Committee/sub committee work on CLARS policies, standards, model Centres,
 Supply and demand analysis and community profile development
 Performance framework development
 Pilot model development
 Pilot stakeholder preparation
 Communication to settlement community
 Dec/2010 – Mar/2011:
 Advisory Committee prepare/submit full recommendations on CLARS approach and draft
outline of phased implementation
 Pilots conducted, monitored and evaluated
 Round two consultations (March) on: responses to R1 challenges; lessons from Pilots to
date: transition requirements; preparation for phased implementation
 Apr – June:
 Pilot lessons learned
 CLARS model fine tuned from lessons
 Launch CFP process in designated communities to select CLARS organizations and sites
 June – Fall
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 Prepare stakeholders in designated communities for CLARS launch
communicate to settlement system across Ontario of CLARS implementation
Look Ahead – Phased
Implementation
 CLARS implementation projected to occur through
phased stages
 Phasing likely based on a combination of geographical
selection of communities and community readiness, e.g.
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Phase 1 – half of 18 communities adopt CLARS approach
over a 6-9 month period (most ready, best fit to new
approach)
Phase 2 – remaining half of 18 communities adopt CLARS
approach over subsequent 6-9 month period
 Phased implementation projected to begin in fall of 2011
and continue through 2012
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Under development – for discussion purposes, subject to change
Look ahead – next steps
– phased implementation
Questions, comments and
observations?
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Follow up to today
Additional comments from today, can be
sent to either/both co chairs ( and therefore the
Advisory Committee) via:
 Mourad Mardikian
[email protected]
 Sheila McMullin [email protected]
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Thank you….
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Extra Slides
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Coordinated Language Assessment and
Referral System (CLARS) Advisory Committee
Created by two COIA government partners (CIC & MCI) to advise on
implementation of the new CLARS. Main roles:
 Provide advice to the government partners (CIC and MCI) on the
development of the overview, protocols, and standards for
implementing the LTWG’s vision and plan for a coordinated language
assessment and referral system in Ontario.
 Help advance implementation of the new system by providing
advice to CIC and MCI on the resources, roles, and responsibilities
required for the implementation of each component of the
coordinated language assessment and referral system.
• Identify and recommend initiatives and solutions that support a
coordinated and standardized approach to the delivery of language
assessment and referral
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