Update and Look Ahead for new Coordinated Language Assessment and Referral System (CLARS)

1. Update and Look Ahead for new Coordinated Language Assessment and Referral System (CLARS) TESL Ontario – October 28, 2010

2. 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 Under development – for discussion purposes, subject to change

3. 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 Under development – for discussion purposes, subject to change

4. Advisory Committee Work to date • July 2009 formation • Development of all elements of CLARS (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 Under development – for discussion purposes, subject to change

5. Main questions/challenges arising from round 1 consultations (Mar-Apr, 2010) and follow up responses Under development – for discussion purposes, subject to change

6. 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 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 consideration, i.e. whether prefer CLARS to be physically/location independent of any LT provider

7. 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) learner routing and capture will be tested in pilots

8. 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. Process time will be tested in the pilots.

9. 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: • For training on the use of HARTS • For securing appropriate computer and internet equipment and connection • A plan to manage legacy data (i.e. existing learner records in electronic or paper form) to enable transfer to HARTS in the start up period

10. 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

11. 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

12. 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

13. 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 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 responsible to keep their class profile on the DB up to date

14. 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 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

15. 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 how CLARS might support lines of collaboration in language assessment and training

16. 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

17. 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 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 ramp up • Affects certification equivalency, temp use, secondments

18. 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

19. 14. Piloting • Q: How will pilots be selected and what will they test? • Third section of this presentation will address pilots…

20. 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

21. 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…

22. Consultation follow up and responses….Questions and comments/observations?

23. Separate approaches for A&R for LINC and ESL Assessment services positioned for different reasons by different providers Centralized Assessment Centres serve only LINC clients Assessment tools/tests vary in standard and application Centred on the program and class offer One common approach to A&R for all LT in Ontario Assessment services based on 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 Learner centred – learner choice based on best fit to learner need What is new, what will change?- For theoverall assessment and placement system New Approach Current Approach Under development – for discussion purposes, subject to change

24. Learners fill classes based on local promotion, word of mouth, proximity 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 LT site Assessment function co located with LT classes Learners assessed at CLARS site LT SPO manage only LT, not assessment (Third Party pple) Providers will receive learners appropriate to their class positioning, fit to learner needs Assessment function centralized in CLARS, separate from LT Learners directed to CLARS first, register at class site after referral to best fit class(es) LT classes also, all profiled in central searchable data base in HARTS (for each community) Assessors are in CLARS centres and cannot also teach What is new, what will change?- For Language Training Service Providers (esp ESL) New Approach Current Approach Under development – for discussion purposes, subject to change

25. Learners receive varied assessment approach and results, depending on location Learners may have different language training and progress records in different systems Access to placement limited to select assessment service sites Assignment of learners often based on whats available at first site contact Learner can be assessed and registered with first/any LT SPO contacted (in ESL) 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 assessment for placement purposes increased with expanded services & sites Learners provided a choice of classes that best fit their needs and goals All settlement SPOs (incl LT etc), on first contact will direct learners to CLARS What is new, what will change?- For Immigrant Learners New Approach Current Approach Under development – for discussion purposes, subject to change

26. Whats new, what will change….Questions, comments and observations?

27. 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

28. 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

29. 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… Under development – for discussion purposes, subject to change

30. Pilot Timing • Sept-Nov: Pilot model development • Oct-Nov: Pilot stakeholder preparation (CLARS centres, 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 Under development – for discussion purposes, subject to change

31. Pilots…Questions, comments and observations?

32. 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 • Prepare stakeholders in designated communities for CLARS launchcommunicate to settlement system across Ontario of CLARS implementation

33. 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. • 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 Under development – for discussion purposes, subject to change

34. Look ahead – next steps – phased implementationQuestions, comments and observations?

35. Follow up to today Additional comments from today, can be sent to either/both co chairs ( and therefore the Advisory Committee) via: Mourad Mardikian Mourad.Mardikian@ontario.ca Sheila McMullin Sheila.McMullin@cic.gc.ca

36. Thank you….

37. Extra Slides

38. 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. Identifyand recommend initiatives and solutions that support a coordinated and standardized approach to the delivery of language assessment and referral