Guidelines for LINC Assessment Centres in Ontario

Transcription

PREFACE AND INTRODUCTION
The need for a clear set of Guidelines for LINC Assessment Centres that is independent
of, but compatible with, the guidelines for LINC Training Providers has been recognized
for some time. Discussions with ORLAC regarding LINC Training Guidelines reinforced
the need for a separate document for LINC Assessment Centres.
The Guidelines for LINC Assessment Centres in Ontario compiles into a single
document relevant information to guide LINC Assessors and LINC Assessment Centre
Coordinators. This Handbook is intended to promote consistency and standardization in
the provision of LINC assessment and referral services to newcomers. This document
provides information and guidance to assessors and assessment centres to enable them
to address the needs of LINC eligible clients fairly and efficiently, regardless of the size
or location of the program.
Eligibility based on immigration status is standardized. Language assessment is also
standardized using the Canadian Language Benchmarks Assessment, Canadian
Language Benchmarks Literacy Assessment, and Canadian Language Benchmarks
Placement Test. Client needs are addressed in a variety of ways depending on
availability of services in the area where the client is living and the funding provided by
CIC.
In the nineteen regions in Ontario where the LINC program is available, assessments
are provided by a total of 76 LINC assessors. The service delivery reality can vary in
many aspects such as the number of assessments conducted annually, number of
assessors/size of centres, number of Training Providers, community agencies, etc.)
At the annual LINC Assessors’ Conferences attended by CIC personnel, LINC
assessors, Coordinators and Administrators, workshops and information sessions have
addressed many issues identified by assessors. Workshops conducted to explore and
share procedures followed by assessors in Ontario have been well attended and
received by participants.
LINC Coordinators’ Forums are conducted twice a year and have become venues for the
identification of policies and practices that require clarification. On these occasions
participants are able to share procedures that are useful in dealing with situations that
arise in local centres.
While conferences and forums are useful, they do not always meet the immediate needs
of the assessor when confronted by a situation at work. New assessors, in particular,
soon learn that there is much more to the job of an assessor than assessing language.
We hope that you will find the information contained in this document informative and
useful.
Whether you are a new or an experienced LINC Assessor, you will find the handbook
sections format easy to follow since it takes the client from initial contact through
eligibility determination, language assessment, needs assessment and referral.
As an experienced LINC Assessor in Ontario, before you begin to read this document,
please take a few moments to congratulate yourself. Much of the information contained
herein is garnered from the wealth of information received from the Research
Questionnaire completed in March 2003.
An overwhelming 43 responses were received – mostly from individuals, complemented
by several from the collaborative input of staff from larger centres. A special thanks is
extended to those of you who took the time to complete the final section of the
questionnaire - ‘What we want the world to know”. Our earlier assumption of a special,
caring individual with commitment to assisting newcomers on the path to integration into
Canadian society is proven correct.
For new LINC Assessors in Ontario, it is intended that this document will provide
guidance on day-to-day procedures and accepted practices. It is the result of more than
10 years of information sessions, workshops, policy memos, focus groups, advisory
committees, and technological advances.
We hope that you will use this document, make notes in it as required, and keep it up to
date as policies and procedures change.
Audrey Bennett
Project Coordinator
ACKNOWLEGEMENTS
We gratefully acknowledge the following individuals and organizations for their
assistance and guidance. Without their openness and cooperation, the Guidelines for
LINC Assessment Centres in Ontario would not have been possible.
CIC SETTLEMENT – ONTARIO REGION
Elisete Bettencourt, LINC Lead, Ontario Region
Katherine Babiuk, LINC Lead, Ontario Region
Walter Klein, Program Consultant
Morgan Atkinson, Settlement Officer
RESEARCHER
Ferne Barrett, CLTA
WRITERS
Ferne Barrett, Researcher, CLTA
Audrey Bennett, Coordinator, Peel LINC Assessment Centres
GUIDELINES ADVISORY COMMITTEE
Morgan Atkinson, Settlement Officer - CIC Settlement
Ferne Barrett, Researcher, CLTA
Audrey Bennett, Project Coordinator, Peel LINC Assessment Centres
Carolyn Cohen, ORLAC Representative/Senior Manager, CLTA
Teresa Costa, Supervisor, YMCA Greater Toronto
Susan Holmes, TESL Ontario, ORLAC Representative/Program Leader Greater Essex Country District School Board, President
Pat Joannie, Executive Director, Guelph Multicultural Centre
Laraine Kaminsky, ORLAC Representative/President - Malkam Cross Cultural
Training
Walter Klein, Program Consultant – CIC Settlement
Velma Lang, Assessor – YMCA Niagara Region
Dawn Michaels, Coordinator – CCLCS
REVIEWERS - DRAFT COPY
Morgan Atkinson, Settlement Officer, CIC Settlement
Christine Cheung Shepheard, Assessor/Community Outreach Coordinator,
YMCA Greater Toronto
Carolyn Cohen, ORLAC Representative/ Senior Manager, CLTA
Walter Klein, Program Consultant, CIC Settlement
Daljit K. Phull, Assessor, Peel LINC Assessment Centres
Judy Wedgewood, Coordinator, Halton LINC Assessment Centres
TRANSLATION (FRENCH)
Centre for Language Training and Assessment, Mississauga
COVER DESIGN
Bruce McVicar, Graphic Consultant – Computer Technology Institute
TABLE OF CONTENTS
PART 1:
OVERVIEW
Historical Overview
LINC Assessment Centres in Ontario
Role of LINC Assessment Centres - Different Models
Policy Guidelines – Relevant Information Applicable to LINC
PART II:
Page
1
4
9
11
ROLE OF LINC ASSESSOR
A. Language Skill Assessment Tools
Assessment Tools Used in LINC Centres
CLBA - Instrument Refinement – Use of Screeners
Eligibility for Screener
CLBA - Administrative Forms – Order Forms
CLBLA - Clarification for Administration
CLBLA – Administration Forms – Order Forms
CLBPT
CLBPT Forms
14
15
16
17
18
19
20
21
B. Procedures and General Administration
LINC Eligibility Criteria
Scheduling an Appointment
Guidelines for LINC Placement
Client Re-assessment Guidelines
Record Keeping – Documentation Retention
Community Outreach
LINC Community Partnerships
22
25
27
30
31
32
33
C. Client Needs Assessment and Referral
Supporting Clients During the Assessment Process
Procedure for Referral
Addressing Client Needs
Childminding
Transportation
Special Needs
Program and Service Options
Referral to Other Community Services
Programs Offered – Class Schedules – Part Time/Full Time
Waiting List
35
37
39
41
43
44
47
48
49
50
D. Reporting Procedures
Page
Reporting to CIC – Monthly, Quarterly and Annually
- Sample Documents
ARS - LINC Eligibility, Assessment and Training Reporting
PART III:
51
52
RESOURCES
Websites – List
CIC Organizational Chart – Ontario Region
Support/Development – Organizations (TESL, CCLB ORLAC)
Professional Development and Training
Assessor Qualifications and Recertification
Immigration Category Codes
Data Collection and Confidentiality
Glossary/Acronyms
FAQ
ENCLOSURES:
•
Orientation Publications and Videos
•
CIC LINC Certificate of Success
•
CIC Settlement Programs
Schedule 1 – Description of Services
•
CIC Settlement Programs
Schedule 4 – Supplementary Terms and Conditions
•
CIC LINC ASSESSMENT – Monthly Statistical Reports
•
Child Registration and Health Information Record
•
Sample CIC Documents
62
63
64
68
69
75
78
80
84
PART 1 – OVERVIEW
Page
Historical Overview
Role of LINC Assessment Centres - Models
Policy Guidelines
1
4
9
11
Historical Overview
HISTORY OF LINC ASSESSMENT CENTRES IN ONTARIO
“The settlement experience of tens of thousands of immigrants to Canada has been enhanced
by what is often their first encounter with settlement services – through LINC Assessment
Centres.” - Carolyn Cohen, ORLAC Representative
The Immigration Plan for 1991-1995 introduced the federal immigrant integration strategy that
emphasized helping immigrants learn about Canadian values. The Language Instruction for
Newcomers to Canada Program (LINC) was introduced as part of this strategy. The French
version of the program is called Cours de langue pour les immigrants au Canada (CLIC). LINC
was founded on the idea that the ability of newcomers to communicate in one of Canada's
official languages is the key to integration. It was expected that LINC would teach participants
the basic communication skills essential to function in Canadian society.
To facilitate and expedite the process of language acquisition, potential LINC candidates first
undergo a language assessment (including first language literacy, if applicable) to identify the
starting point. The resulting benchmarks assigned to each test instrument are then converted to
the appropriate LINC level using the LINC Placement Guidelines grid.
In Ontario, a total of 18 consultations were held across the province to receive input into how
the LINC program would be implemented. Representation included provincial ministries,
community colleges, school boards, non-governmental organizations, ESL professionals,
private training organizations and learners. Eventually, community partnerships developed and
support for the LINC program grew. This support has impacted the way in which LINC programs
are delivered today.
Helen Tegenfeldt and Virginia Monk developed the LINC Assessment tool A-LINC at the
Vancouver Community College in 1992. A-LINC was the original tool used to rate and place
LINC candidates. In the early stages of LINC implementation, Employment and Immigration
Canada (EIC) staff members were trained to conduct assessments. The A-LINC Assessment
Interview was designed to be administered to adult learners of English as a Second Language,
whose levels range from little or no English to an approximate intermediate level of English, in
order to place them in language training programs at one of five possible levels. The A-LINC
focused on speaking and listening with some writing and reading tasks included as well.
The PRE-LINC sub-test was a pre-literacy assessment for use with clients who could not read
and write in English and/or were not be literate in their first language.
In 1993, a National Working Group was formed to study and develop a national standard for
adult education in English as a second language. This standard became known as the
Canadian Language Benchmarks (CLB) and was published as a working document in1996.
The LINC program in Ontario originally included LINC levels 1 to 3. In 1997, the LINC program
was expanded to include LINC levels 4 and 5.
PART I
Overview
PAGE
1
Historical Overview
Both the Canadian Language Benchmarks Assessment (CLBA) and the Canadian Language
Benchmarks Literacy Assessment (CLBLA), developed in 1997, are used to determine a
newcomer's language proficiency. CLBLA identifies and confirms a client’s first language
literacy in reading, writing and numeracy and is intended to be used as a sub-test of either
CLBA, CLBPT, E-CLIC (Evaluation – Cours de langue pour les immigrants au Canada) or
SLCTCVR (Standards linguistiques canadiens – Test de classement version rationalisée ) to
confirm the candidate’s literacy in first language—not as a determiner of a client’s English
language literacy.
All tools currently used to assess LINC-eligible candidates are based on the Canadian
Language Benchmarks (CLB), a set of task-based level descriptors of English language
abilities. Currently, 76 CLBA trained LINC assessors support 19 Assessment Centres in
Ontario serving a total of approximately 39,000 candidates annually.
The Canadian Language Benchmarks Placement Test (CLBPT) is a supplementary tool for
placing candidates in LINC programs. The CLBPT is a task-based test and assesses four
language skills (reading, writing, listening and speaking.) The French acronym for CLBPT is
SLCTCVR.
In Ontario, the Automated Reservation System (ARS) provides assessment centres and
training providers with an efficient method of maintaining client inventory, referral and statistical
information. ARS will interface with the Immigration Contribution Accountability Measurement
System (iCAMS), to reduce duplication of data entry.
The administration of the LINC program in Ontario has changed since 1992. In 1997 a
centralized office - OASIS (Ontario Administration of Settlement and Integration Services) was
established in Toronto. The centralization of the administration and funding of LINC programs
has resulted in a greater push towards standardization and consistency in the way that the
program is delivered across Ontario.
The role of the English as a Second Language (ESL) assessor in government-sponsored noncredit language training programs has also evolved significantly from art to science over the
past decade.
Language assessment in ESL programming prior to the introduction of LINC in Ontario was
typically developed in-house to reflect the program levels and course offerings of local training
providers. Teachers drew upon their skill and experience in teaching ESL and knowledge of
second language acquisition theories, rather than formalized, rigorously validated tools, as the
means of assessing a learner’s competence for the purpose of placement in appropriate training
programs. In class, needs assessment by teachers offered a more complete picture of learner
skills and gaps.
In a survey of Canadian ESL providers prior to the release of the Benchmarks 2000 document,
62% of respondents reported that assessment practices included a combination of in class and
centralized assessment.
PART I
Overview
PAGE
2
Historical Overview
The implementation of the LINC program in 1992, started the move towards more formalized,
standardized assessment practices in non-credit ESL programs across Canada. We now use
nationally standardized tools that have been pilot tested and subjected to the scrutiny of ESL
and test measurement experts. Assessment is more of a science than in earlier years, and yet
there is still some art to creating optimum conditions for a learner to engage in speech and
writing activities that demonstrate his/her skill and knowledge.
The assessor’s role has grown from one of full-time teacher on special intake assignment, to
that of a dedicated, skilled professional whose work offers a significant contribution to the
effectiveness of LINC language training delivery in Canada.
LINC assessors in Ontario are certified professionals whose skill and knowledge are often an
integral component of the first experience of newcomers on the path to settlement.
CONCLUSION
The roles, responsibilities and tools of LINC program assessors have developed significantly
over the past decade in Ontario and across Canada. In the past, many assessors were teachers
recruited several times a year to assist with learner placement.
In LINC programs in Ontario assessors are test administrators, development experts and
operations planning advisors. They are also a welcoming, encouraging, informative presence to
immigrants to Canada. They are individuals who provide service and assistance to those who
arrive, sometimes eagerly, sometimes apprehensively, at Canada’s doors. Assessors provide
information to those who want to know more. They have learned and applied much about the
science of language assessment. They maintain current information on settlement, training and
employment preparation services to which they can refer candidates. Assessor representation
is found on planning and advisory boards that inform development and policy.
Still, where art can be defined as “imaginative skill applied to design”, assessors continue to
apply art in interacting with immigrants to Canada in empathetic, responsive communication.
Their contribution is to be appreciated as we recognize 10 years of LINC in Ontario.
Special thanks to Carolyn Cohen, Elisete Bettencourt, Audrey Bennett , Lisa de Leon, and
Margaret Villamizar who have provided information regarding the scope of assessor activity
and contribute significantly to the delivery of assessment services in Ontario.
PART I
Overview
PAGE
3
LINC ASSESSMENT CENTRES IN ONTARIO
AJAX-PICKERING
Social Development Council of Ajax, Pickering
134 Commercial Avenue
Ajax, Ontario L1S 2H5
Telephone: (905) 686-2661
Fax: (905) 686- 4157
Email: [email protected]
Website: http://home.interhop.net/~socialdev/
BARRIE
YMCA of Barrie
22 Grove Street West
Barrie, ON L4N 1M7
Telephone: (705) 726-6421
Fax: (705) 726-0508
Website: http://www.careerfoundation.com/
BRANTFORD
Grand Erie District School Board
c/o Grand Erie Learning Alternatives
100 Colborne Street
Brantford, ON N3T 6E2
Telephone:: (519) 753-6079
Fax: (519) 753-6690
Website: http://www.gedsb.on.ca
CORNWALL
T.R. Leger School of Adult and Alternate Continuing Education
902 - 2nd Street West
Cornwall, ON K6J 1H7
Telephone: (613) 937-3984
Fax: (613) 937-3275
Website: http://www.ucdsb.on.ca
GUELPH
Guelph Multicultural Centre
214 Speedvale Avenue West, Unit #7
Guelph, ON N1H 1C4
Telephone: (519) 836-2222
Fax: (519) 837-2884
Website: http://www.gdmc.org
PART I
Overview
PAGE
4
HALTON
Centre for Language Training and Assessment
Halton Assessment Centres
Burlington/Georgetown/Milton/Oakville
100 Elm Drive West, Room 117
Mississauga, ON L5B 1L9
Telephone: (905) 875-3851 ext. 227 or (905) 270-6000 ext. 227
Fax: (905) 276-6797
Website http://www.lincpeelhalton.com
HAMILTON
Settlement and Integration Services Organization (SISO)
Liuna Station, Lower Concourse
360 James Street North
Hamilton, ON L8L 1H5
Telephone: (905) 667-7476 or (877) 255-8136
Fax: (905) 521-9216
Website: http://www.siso-ham.org
KINGSTON-BELLEVILLE
Kingston & District Immigrant Services
322 Brock Street
Kingston, ON K7L 1S9
Telephone: (613) 548-3302
Fax: (613) 548-3644
Website: http://www.kdis.org
KITCHENER – WATERLOO & CAMBRIDGE
YMCA Language Assessment Centre
276 King Street West, #301
Kitchener, ON N2G 1B7
Telephone: (519) 579-9622
Fax: (519) 579-9624
Email: [email protected] or [email protected]
Website: http://www.ymcakw.org
LONDON
Cross Cultural Learner Centre
505 Dundas Street
London, ON N6B 1W4
Telephone: (519) 432-1133
Fax: (519) 660-6168
Website: http://lcclc.org
PART I
Overview
PAGE
5
NIAGARA
YMCA Employment & Community Services
129 Church Street
St. Catharines, ON L2R 3E2
Telephone: (905) 684-3500
Fax: (905) 688-9629
Website: http://www.becon.org
OTTAWA – CARLETON
National Capital Region YMCA-YWCA Language Assessment & Resource Centre
Suite 308, 240 Catherine Street,
Ottawa, ON K2P 2G8
Telephone: (613) 238-5462
Fax: (613) 237-4329
Website: http://www.educom.on.ca/ymca-ywca/Larc2/index.htm
PEEL
Mississauga
100 Elm Drive West, Room 117
Mississauga, ON L5B 1L9
Telephone: (905) 270-6000 ext. 230
Fax: (905) 276-6797
Website: http://www.lincpeelhalton.com
Brampton
Brampton Civic Centre
150 Central Park Drive, 2nd Floor
Brampton, ON L6T 1B4
Telephone: (905) 791-6700
Fax: (905) 791-6772
Malton
Morning Star Middle School
3131 Morning Star Drive
Malton, ON L4T 1X3
Telephone: (905) 677-0007
Fax: (905) 677-9661
PART I
Overview
PAGE
6
PETERBOROUGH
New Canadians Centre Peterborough
205 Sherbrooke Street, Unit D
Peterborough, ON K9J 2N2
Telephone: (705) 743-0882
Fax: (705) 743-6219
SARNIA
YMCA Community and Social Services
143 North Christina Street
Sarnia, ON N7T 5T8
Telephone: (519) 336-5950
Fax: (519) 336-1350
Website: http://www.ymcacomsoc.org
SUDBURY
LINC Sudbury
Church of the Epiphany
85 Larch Street
Sudbury, ON P3E 1E8
Telephone: (705) 675-8405
Fax: (705) 675-1866
Website: http://www.scdsb.edu.on.ca
THUNDER BAY
Thunder Bay Multicultural Association
17 North Court Street
Thunder Bay, ON P7A 4T4
Telephone: (807) 345-0551
Fax: (807) 345-0173
Website: http://www.tbma.ca
TORONTO, NORTH YORK, ETOBICOKE AND SCARBOROUGH
YMCA of Greater Toronto LINC Assessment Centre
Toronto
42 Charles Street East, 3rd Floor
Toronto, ON M4Y 1T4
Telephone: (416) 925-5462
Fax: (416) 928-3561
Website: http://www.ymca.net
PART I
Overview
PAGE
7
North York
1315 Finch Avenue West, Suite 503
North York, ON M3J 2G6
Telephone: (416) 635-9622
Fax: (416) 630-0517
Rexdale Youth Resource Centre
Etobicoke
1530 Albion road, Suite 83
Etobicoke, ON M9V 1B4
Telephone: (416) 741-8714
Fax: (416) 741-0994
Scarborough
10 Milner Business Court, Suite 600
Scarborough, ON M1B 3C6
Telephone: (416) 609-9622
Fax: (416) 609-3867
WINDSOR
English Testing Centre Greater Essex County
District School Board Assessment Centre
1410 Ouellette Avenue
Windsor, ON N8X 5B2
Telephone: (519) 253-2724
Fax: (519) 977-0575
Website: http://www.gecdsb.on.ca
YORK
The Career Foundation
9050 Yonge Street, Suite 318
Richmond Hill, ON L4C 9S6
Telephone: (905) 707-1555
Fax: (905) 707-1488
Website: http://www.careerfoundation.com/
PART I
Overview
PAGE
8
Role of LINC Assessment Centres
ROLE OF ONTARIO LINC ASSESSMENT CENTRES
LINC assessment centres screen clients for eligibility and provide language assessment
and referral services for newcomers to Canada. LINC assessors are responsible for
verifying program eligibility based on proof of immigration status and English language
skills. In Ontario, the language assessor adapts to the environment best suited to the
needs of the community. All LINC eligible clients must be assessed prior to attending
class to ensure proper placement according to the results of the assessment as
stipulated in the LINC Placement Guidelines.
LINC assessors provide third-party assessment to address the needs of the LINC client.
The LINC assessment is intended to focus on the needs of the newcomer to ultimately
refer him/her to the language training program best suited to the language level and
needs identified during the assessment process
The assessor may conduct assessments on an itinerant basis, traveling to a number of
sites in the area on an ‘as needed’ basis with prior approval by CIC. The assessor may
work for an organization or work as private contractor hired by CIC to perform
assessments and referrals to LINC classes. The assessor may schedule dates and
times of school visits to conduct assessments, as required. In larger centres,
assessments are centralized – clients attend an appointment for assessment at a site
designated for LINC assessment. Candidates should be accommodated at their earliest
convenience, and have the option of choosing the school they wish to attend.
In larger centres, each full time assessor may be assigned a Training Provider (3-5
Training Providers per assessor). This ‘primary’ assessor is responsible for maintaining
contact with the schools to ensure that information is communicated clearly and on a
timely basis to the other assessors in the organization. There is often a ‘secondary’ or
‘back-up’ assessor to cover for illness or vacation. This first point of contact informs both
assessors and schools of important events and needs.
Regardless of the service delivery model used in your area, it is important to recognize
that the candidate must first be assessed before attending classes. The Automated
Reservation System will not allow a candidate’s name to appear on the class register
until the assessment is completed, the LINC level is assigned and there is an available
seat in the recommended or chosen class.
Of course, communication through telephone, fax and email, as well as regular visits to
assessment centre by the training provider and other settlement agencies (and vice
versa) should be encouraged so as to foster a friendly, open atmosphere for the benefit
of the client and, ultimately, the LINC program.
Eligible service providers include educational institutions, not-for-profit organizations,
businesses, provincial/ territorial or municipal governments and individuals.
PART I
Overview
PAGE
9
Role of LINC Assessment Centres
Eligible clients include adult immigrants, 17 years of age or older, and persons to whom
Canada intends to grant permanent resident status. Canadian citizens are not eligible
for the program.
Eligible services include the assessment interview, which confirms the client’s eligibility
and determines the current language skills of adult immigrants to match their needs with
the appropriate language training options.
During the referral process, the client is referred to the most suitable and appropriate
training option within the candidate’s community based on the needs’ assessment and
the availability of services (e.g., childminding and transportation assistance). When
making a referral to a LINC program, the assessor should consider the geographical
proximity of the client to a training provider.
Government Assisted Refugees (GARs) and Privately Sponsored Refugees (PSRs)
must be accorded priority access to Linguistic Eligibility Determination, LINC
Training and related services.
In Ontario, the LINC program uses the Automated Reservation System (ARS) to
schedule appointments, record client information and assessment results, check for
available seats, update and refer eligible, assessed clients to the most appropriate LINC
training provider. Training Providers also use the ARS to update client information and
record attendance and student progress. Both Assessment Centres and Training
Providers produce the CIC required reports monthly, quarterly or annually using the
ARS.
As part of the Contribution Accountability Framework (CAF), CIC is collecting settlement
program data through the internet-based Immigration – Contribution Accountability
Measurement System (iCAMS). In Ontario, LINC program data collected by ARS will be
provided to CIC via an interface with iCAMS. The data collected will enable CIC to
evaluate the program and prepare its submission to Treasury Board for the renewal, in
March 2005, of the terms and conditions that govern contribution programs such as
LINC.
LINC clients must be informed of the need to collect data according the regulations
outlined in the Access to Information Act (1985), the Privacy Act (1985) and related
federal legislation and policies.
PART I
Overview
PAGE
10
Policy Guidelines
POLICY GUIDELINES – Relevant Information Applicable to LINC
The following excerpts from the Settlement Manual - Guidelines for Settlement Programs and
Services are provided to assist assessors in their day-to-day activities of assessing, referring
and placing clients in LINC classes.
The information contained herein of necessity does not cover every situation and is limited to
providing current program guidelines. Assessors should contact their Settlement Officer to
obtain guidance and clarification for any policy question they may have.
Language Training - The amount of training time varies from participant to participant
depending upon background, circumstances and abilities. The progress of each participant is
charted and rated based upon the CLBA level descriptors.
Eligibility - In order to be eligible for services under LINC, an individual must be an adult
immigrant and a permanent resident of Canada or a person who has been allowed to remain in
Canada and for whom it is the intent of the department to grant permanent resident status
(convention refugees included).
Note: In Ontario, where the school leaving age is 16, eligibility for LINC starts at 17.
Client Eligibility Duration
(i)
The amount of training provided to each client under LINC can only be determined by
identifying the needs and abilities of the client, and then designing a training plan that
reflects those needs and abilities.
(ii)
Clients may participate in LINC for up to three (3) years from when they first start
training. The three-year limit is set to allow clients the flexibility to meet their family,
social, medical, employment and other commitments while being able to access
language training.
In exceptional cases, regions may request NHQ approval for an extension of the threeyear limit. The client, directly or through a recommendation from a language training
provider, may approach CIC for the extension. Reasons warranting extensions can
include factors such as pregnancy and related family responsibilities.
(iii)
In exceptional cases, and where warranted, a language training provider may
recommend that a particular client receive extra assistance to become a successful
LINC graduate. By the same token, a language training provider may recommend that a
particular client, who is not benefiting from prolonged LINC intervention, be withdrawn
from the program. CIC staff makes the final decision.
PART I
Overview
PAGE
11
Policy Guidelines
Second Official Language
(a)
Second Official Language - Immigrants are evaluated for language status based
on their knowledge of one of the official languages.
LINC, however, provides language training to eligible clients in the official
language used in their community in order to facilitate their integration into that
community. It does not provide contribution funds to assist a newcomer to
become bilingual (English and French).
(b)
Policy Statement - The appropriate official language of instruction is the
language which most effectively assists new immigrants to begin the process of
integration into their chosen community.
(c)
Integration into the Local Community - The LINC/CLIC Program, as with all
settlement programming, is designed to assist immigrants to adapt to their new
country and to begin, as quickly as possible, to participate in the social and
economic life of their chosen communities. An accurate assessment of the
linguistic make-up of the community into which the immigrant has decided to
settle is needed in order to determine the appropriate language of instruction to
the new immigrant under the LINC/CLIC Program.
(d)
Assessing Newcomer Integration Needs - The LINC/CLIC Program is
intended to be as responsive as possible to the needs of the individual immigrant
in facilitating his/her integration into Canadian society and their chosen
community. Where there is a possibility, based on the assessment of the
community, that LINC/CLIC training could be provided in either official language,
an accurate assessment of an individual’s background and needs must be
undertaken. This can only be achieved with the active participation of the
immigrant applicant in the process.
In most parts of Canada, one of Canada’s two official languages clearly
predominates (e.g. English in Vancouver, Toronto and Halifax; French in Quebec
City). In communities such as these, it is extremely unlikely that meaningful and
timely integration of the individual immigrant would be best served by the
provision of language instruction in the less dominant official language.
(e)
Other assessment considerations - In general, when a person is seeking
employment it is reasonable to expect that competency in the dominant language
of the local labour market can best serve this goal. There may be the occasional
occupational category where the less dominant language enjoys common usage
within the community of the immigrant.
PART I
Overview
PAGE
12
Policy Guidelines
In cases where a newcomer is seeking to access community services only, the
prevalent language of the immediate neighbourhood may perhaps best serve this
goal provided the immigrant has limited need to go outside this
community/neighbourhood.
(f)
Informing the assessor about the official language usage of communities,
occupations, etc. - In order to be able to provide LINC/CLIC Program
participants with information and a choice about the most suitable and effective
official language of instruction for that individual, it is the responsibility of the
assessor to be informed of the linguistic make-up and official language usage of
the area which he/she serves.
(g)
Individual’s ability in one official language - Already existing ability in one of
Canada’s official languages, whether gained through attendance in a LINC/CLIC
Program in the other official language, the Quebec provincial equivalent, or
otherwise, will normally have no impact on eligibility for LINC/CLIC training if: (a)
it does not assist the immigrant to begin integrating into the local community; (b)
in a meaningful and timely way; and (c) in a manner determined as appropriate to
the immigrant, given his/her background and needs (e.g.) a French speaking
newcomer in Edmonton with no English skills would normally be eligible for LINC
in English).
(h)
Addressing the needs of newcomers for whom language training in the
less dominant language is determined to be the most appropriate - Where
LINC/CLIC training is to be provided in the non-dominant language, departmental
officials may wish to consider alternatives to the regular LINC/CLIC class when
the number of potential clients does not warrant a full class.
The provision of language instruction in the less dominant official language, if it is
shown to serve better the needs of a newcomer to a community, has a priority
equal to that of the dominant official language.
PART I
Overview
PAGE
13
PART II – ROLE OF LINC ASSESSOR
Page
14
22
35
51
Page
Assessment Tools Used in LINC Centres
14
CLBA - Instrument Refinement – Use of Screeners
15
16
CLBA - Administrative Forms – Order Forms
17
18
CLBLA – Administration Forms – Order Forms
19
CLBPT
20
CLBPT Forms
21
Language Skill Assessment Tools
LANGUAGE SKILL ASSESSMENT TOOLS
CLB (Canadian Language Benchmarks)
The Canadian Language Benchmarks is a descriptive scale of communicative proficiency in
English as a Second Language, expressed as benchmarks or reference points. Benchmarks
provide a framework of reference for learning, teaching, programming and assessing adult
English as a Second Language in Canada, and a national standard for planning second
language curricula for a variety of contexts and a common "yardstick" for assessing the
outcomes. A set of task-based level descriptors of English language abilities, the benchmarks
were adopted by Citizenship and Immigration Canada’s LINC Assessment Tool (CLBA), which
is used by all Assessment Centres across Canada to place students in LINC classes.
CLBA (Canadian Language Benchmark’s Assessment)
The CLBA is used to determine a newcomer’s language proficiency. The CLBA identifies a
client’s English language proficiency in listening, speaking, reading and writing at various stages
of development. The CLBA is an assessment tool rather than a traditional test. Its purpose is to
help place language learners in instructional programs appropriate for their level of competence
in English.
CLBLA (Canadian Language Benchmark’s Literacy Assessment)
The CLBA includes a set of tasks designed to assess the literacy needs of ESL learners. The
CLBLA is unique among ESL assessments in its use of first-language tasks, essential in
determining client’s literacy skills, which are transferable to the acquisition of English as a
Second Language. The CLBLA has been designed as an information-gathering process to be
used in conjunction with the Canadian Language Benchmarks Assessment (CLBA) or
Canadian Language Benchmarks Placement Test (CLBPT) for ESL learners. The aim of the
CLBLA is to enhance the client profile information that results from the CLBA/CLBPT. The
CLBLA is a first language assessment tool which assesses reading, writing and numeracy
performance and is administered to the client in his/her first language.
CLBPT (Canadian Language Benchmark’s Placement Test)
The Canadian Language Benchmarks Placement Test (CLBPT) is a supplementary tool for
placing students in LINC programs. The CLBPT is a task-based test and assesses four
language skills (speaking, listening, reading and writing and is aligned with the Canadian
Language Benchmarks levels 1 – 8.) CLBPT is a streamlined assessment instrument and is an
adaptable, efficient means of placing adult learners in ESL programs.
E-CLIC
(Evaluation – Cours de langue pour les immigrants au Canada)
SLCTCVR
(Standards linguistiques Canadiens – Test de classement version rationalisee)
PART II
Section A
PAGE
14
CLBA TEST INSTRUMENT REFINEMENT
Use of Screeners
Current CLBA assessment practice requires that both Stage I and II Reading and Writing tests
be administered to all clients including those who will achieve Stage II proficiency. All clients
therefore, are currently required to begin with matching and copying tasks in Stage 1. While for
clients who will place in Stage 1, the results or these tasks are essential in determining
proficiency and placement. In the case of more advanced clients, these tasks may be
unnecessarily time-consuming. In order to provide the benefits of greater efficiency while
maintaining reliability, a study was undertaken to develop a Stage II screening mechanism that
would enable appropriate clients to move directly into Stage II of the CLBA Reading and
Writing instruments.
Authentic CLBA test samples were obtained from several assessment centres serving both
large and small urban areas as well as varied cultural and language groups. These samples
were analysed at the Ontario Institute for Studies in Education (OISE) by test measurement
specialist Philip Nagy to determine a reliable means of screening higher level clients directly
into Stage II. Samples represented a range of Benchmark proficiency. Philip Nagy's work
related to CLBA screening was followed by a review of his analysis by CLBA test developer
Gail Stewart. She believes that confidence bands resulting from measurement analysis, are
adequate for recommending that the following screening procedure be implemented.
Screening Procedure
It was determined by psychometric analysis of sample test scores, that Task D Stage I of both
CLBA Reading and Writing can be administered as a screening task to move some clients
directly into Stage II. For these clients, Task D would be administered initially, in place of the
complete Stage I Booklet. In order to proceed to Stage II, clients would be required to achieve
a score on Stage I Task D of 3/3 for Reading and 4/4 for Writing. If the client should fail to
achieve the required score, the remainder of the Stage I Reading or Writing test (Tasks A, B,
C) would then be administered with resultant scores determining benchmark or progress to
Stage II.
PART II
Section A
PAGE
15
CLBA – Stage II Screener
WHAT?
WHO IS ELIGIBLE?
For eligible clients, Reading and Writing, Task D of Stage I may
be administered in place of the complete Stage I package.
A number of indicators may prompt an assessor to administer
the screening task in place of the complete Stage I Reading
and Writing test. These may include the following client
variables:
Some indicators:
• Advanced formal education
• Extensive prior ESL training
• Prior CLBA assessment
If the assessor has any doubt or reservation about
administering the screener, the full Stage I instrument should
be used.
WHO WILL GO TO STAGE II?
For Reading:
• Client who scores 3/3 on Task D
For Writing:
• Client who scores 4/4 on Task D
WHAT IF REQUIRED SCORES
ARE NOT ACHIEVED?
If the client does not score 3/3 on the Reading screening task
or 4/4 on the Writing screener, the client will complete the
remaining tasks (A, B, C) in Stage 1.
PART II
PAGE
Section A
16
Part II –Section A
Page 17
PROJECTS
CLBA Administration Forms
ORDER FORM
# Ordered
CLBA Administration Form
Client Profile
Listening/Speaking
Listening/Speaking
Listening/Speaking
Record Form 1
Record Form 2
Record Form 3
Reading
Reading
Reading
Reading
Stage I
Stage I
Stage I
Stage I
Form 1
Form 2
Form 3
Form 4
Reading
Reading
Reading
Reading
Stage II
Stage II
Stage II
Stage II
Form 1
Form 2
Form 3
Form 4
Writing
Writing
Writing
Writing
Stage I
Stage I
Stage I
Stage I
Form 1
Form 2
Form 3
Form 4
Writing
Writing
Writing
Writing
Stage II
Stage II
Stage II
Stage II
Form 1
Form 2
Form 3
Form 4
PLEASE CONFIRM YOUR MAILING ADDRESS
__________________________________________
Attn:
________________________________
Tel:
________________________________
Fax:
________________________________
Name of Organization
__________________________________________
Unit & Street Address
__________________________________________
City
Province
Postal Code
The following procedure is accepted for administration of the CLBLA when First
Language Tasks are not available. This revised procedure will alleviate the necessity to
use the English version of the lll-lV Booklet.
First Language not available:
Use a 'bottom up' approach, in this case, beginning with Reading. Try the l-ll Booklet
and/or Tasks R, S, and T, as appropriate. If modeling assistance is required for Task P,
this is appropriate. Provide some information on CLBLA Checklist if indicators from
CLBA Listening/Speaking have prompted you to use CLBLA.
Candidate rejects L1 and requests English:
Go directly to CLBA Reading and Writing. If candidate experiences difficulty, L1 could
be offered again. If still rejected, follow schema for 'First language not available'.
PART II
Section A
PAGE
18
Part II - Section A
Page 19
PROJECTS
CLBLA ADMINISTRATION FORMS - Order Form
Task(s)
A
B
I/II
Book
III/IV
Book
R
S
T
D
J
P
Client
Profile
Task
Checklist
Global
Checklist
English
Albanian
Amharic
Arabic
Burmese
Chinese
Croatian
Dari
Farsi
French
Hindi
Korean
Kurdish
Polish
Portuguese
Punjabi
Pushto
Romanian
Russian
Serbian
Somali
Spanish
Tigrigna
Tamil
Ukrainian
Urdu
Vietnamese
Your order will be shipped to the address you provide below.
___________________________________________
Attn: ____________________________________
Name of Organization
___________________________________________
Tel:
____________________________________
Fax:
____________________________________
Unit & Street Address
___________________________________________
City
Province
Postal Code
Canadian Language Benchmarks
Placement Test (CLBPT)
CLBPT READING TEST
•
•
•
•
•
•
•
4 Reading Tasks
29 Multiple Choice Test Items
Range from single word comprehension to multiple
paragraph passage
Identify Benchmarks 1 – 8
30 minutes administration time
Individual or Group Administration
Scored according to answer key
CLBPT WRITING TEST
•
•
•
•
•
•
3 Writing Tasks
Range from copying to essay type response
Identify Benchmarks 1- 8
30 minutes administration time
Individual or group administration
Scored according to observation checklist and
Benchmark descriptor scoring bands
CLBPT SPEAKING
AND LISTENING TEST
•
•
•
Assigns separate skill Benchmarks from 1 – 8
Assessor interview format
7 Components
Adaptive test model includes:
9 Spoken prompts
9 Photo prompt
9 Standardized audio prompts
9 Literacy screening
10 – 15 minutes administration time.
PART II
Section A
PAGE
20
CLBPT FORMS
As per the license agreement, authorized personnel can:
•
Photocopy these forms to produce additional copies, or
•
Download these forms off the CLBPT members’ page of the CCLB webstie
www.language.ca
Note: Make sure to check the CLBPT Assessors’ page regularly to get the latest updated forms
and information about the CLBPT.
PART II
Section A
PAGE
21
Page
22
25
27
Client Re-assessment Guidelines
30
Record Keeping – Documentation Retention
31
Community Outreach
32
33
Procedures and General Administration
In order for the client to be eligible for the LINC program, he or she must meet all of the following
three criteria:
1. Must be an adult newcomer, 17 years of age or older
2. Must be a Permanent Resident of Canada (Landed Immigrant) or Convention Refugee, and
3. Must be able to provide proof of status with original documentation
Record of Landing (IMM 1000) or Permanent Resident Card or Confirmation of Permanent
Resident document (one of the following):
•
•
•
•
•
•
•
Notice of Decision Letter for Convention Refugee Status
Temporary Resident Permit or Minister ‘s Permit
Case types: 86, 87, 88, 89, 90, 91, 92
Work Permit ( Case type 27)
Student Permit (Case type 37)
Visitor’s Record (Case type 17)
CIC Eligibility for Permanent Residence Letter
Refugee Claimants and Canadian Citizens are NOT ELIGIBLE for the LINC program.
Assessment
Eligible clients must be assessed using one of the Language Assessment tools approved for use
before being referred to a LINC class to ensure suitable placement at the appropriate training
level and that the client’s needs for childminding, location, class time, etc. are met.
Screening
A client may contact any LINC Service Provider to express an interest in attending classes. A
family member, friend, or other interested representative may seek service on behalf of the client,
especially if the client has low language skills. It is important for the client to understand the
process and to be properly ‘screened’ before entry to a LINC class. Front line personnel should
ascertain the client’s immigration status prior to scheduling a language assessment.
When the client reports for his/her appointment, the assessor must verify the original Immigration
documents and make a photocopy for the client file. Many centres use a supplementary intake
form on which client information, assessment results, needs and referral are recorded. There is
also a printable form on the ARS. Any hard-copy information (photocopies, assessments, etc,) is
to be considered confidential and the client should be advised of the reason for collecting this
information.
Alternatives
If the client is not eligible, it is good practice to have alternative information available to
assist the client in receiving language training. If the client does not meet the three
criteria stated above, other programs may be offered in your area for which the client
might be eligible. These alternate programs may include non-CIC funded ESL classes
or other settlement programs.
PART II
Section B
PAGE
22
New Immigration Terminology
Previous Immigration Document
New Terminology after June 28, 2002
Employment Authorization (Paper
form - IMM 1442)
♦
Work Permit (Paper form - IMM 1442)
Minister’s Permit (Paper form - IMM
1442)
♦
Temporary Resident Permit
(Paper form - IMM 1442)
Record of Landing
♦
Confirmation of Permanent Residence Form
(Paper form - IMM 5292 or IMM 5509)
♦
Permanent Resident Card
(Wallet-sized plastic photo identification card with
increased security features)
Student Authorization
♦
Study Permit
Visitor Record
♦
Temporary Resident Visa
(Sticker in passport)
Visitor Record
(Paper form - no change in current document)
♦
Revised APR 2003
PART II
Section B
PAGE
23
Provision of Services to Government Assisted Refugees (GARs) and Privately
Sponsored Refugees (PSRs) – Policy Guidelines
LINC Assessment Centres and Training Providers are reminded that GARs and PSRs
must be given priority access to Linguistic Eligibility Determination and related services
(Language Assessment and Referral) and LINC Training as outlined in Schedule 1 of their
Contribution Agreement.
ARS has been enhanced to allow users to identify (flag) GARs and PSRs. The following
tables will assist you in identifying these permanent residents so that they are accorded
priority access to services:
Convention Refugees
Government Assisted Refugee
Privately Sponsored Refugee
CR1
CR3, CRC, CRS, CRG, CRX
CR5 (Joint Assistance Sponsorship – JAS)
Humanitarian Protected Persons Abroad: Country of Asylum Class
RA5 (Joint Assistance Sponsorship – JAS)
RA3, RAC, RAS, RAG, RAX
Humanitarian Protected Persons Abroad: Source Country Class
RS1
RS5 (Joint Assistance Sponsorship – JAS)
RS3, RSC, RSS, RSG, RSX
NOTE:
If included on a waitlist GARs and PSRs should be the first ones to be placed when space
becomes available.
APR 2003
PART II
Section B
PAGE
24
Questions for telephone screening when scheduling an appointment:
1. Do you want to schedule an appointment for yourself?
2. Are you a Canadian citizen? What is your status in Canada?
Clarify LINC Eligibility.
(a) landed immigrant or (b) convention refugee or (c) Minister’s Permit
3. How long have you been in Canada?
4. Have you studied English before? Where? What level did you study?
5. Please spell your first and last name.
6. What is your telephone number?
7. What city do you live in?
Note: Always advise client to bring the original copy of their Immigration documents with
them to the assessment.
Questions should be modified to suit the situation. All questions do not need to be asked. Of
major importance are questions 2, 5 and 6. Advise all clients (or the people calling on their
behalf) that the assessment may take several hours to complete, and that they should choose a
suitable time.
When clients arrive at the Assessment Centre, clients must present originals of their
immigration papers. If in doubt as to the client’s eligibility, or if a client has not brought the
proper documents, refer to the Assessor.
If the client is eligible for the LINC program, schedule an appointment for a suitable time when
the client can undergo a complete language and needs assessment with a LINC- funded,
CLBA-certified assessor. In Ontario, the Automated Reservation System (ARS) is used to
schedule appointments, record client information and assessment results, refer to class and to
track the client’s attendance and progress. The minimum information required to schedule an
appointment for a LINC assessment is:
•
•
•
First name
Last Name
Telephone number
In regions supported by more than one assessment centre site, it is good practice to ascertain
the city/area where the client resides so as to schedule the appointment at the most convenient
site for the client.
Many centres accommodate clients who come into the assessment centre without an
appointment if a previously scheduled client fails to report or if no appointment has been
scheduled for that time slot. It is important that the client has the necessary immigration
documents with him/her. A client file cannot be initiated on the ARS without the proper
immigration documentation.
Alternate appointment scheduling instruments, such as books, diaries, etc., may be used
according to the procedures in place within the organization. However, the ARS is an important
and useful tool to assist in scheduling assessment times and for staffing arrangements.
PART II
Section B
PAGE
25
What is your status in Canada?
LINC ELIGIBLE
• Landed Immigrant
9 IMM 1000
9 Confirmation of Permanent Residence
9 Permanent Resident Card
• Convention Refugee
9 Letter or Notice of Decision
• Government Assisted Refugee
9 Temporary Resident Permit (Case Types 86, 87, 88, 89,
90, 91, 92)
9 Visitor Permit (Case Type 17)
9 Work Permit (Case Type 27)
9 Student Authorization (Case Type 37)
NOT ELIGIBLE FOR LINC
• Canadian Citizen
• Refugee Claimant
• Other Work, Student or Visitor Authorization
PART II
Section B
PAGE
26
Assessment and Referral Consideration
After the eligibility screening and language assessment, the assessor should have compiled all
of the necessary information to refer the client to the most appropriate LINC training using the
LINC Placement Guidelines.
Clients should leave the assessment feeling that they have had the opportunity to have their
language skills assessed in a non-threatening environment and that they have received the
appropriate information and services to continue their settlement into Canadian society.
It is important for them to understand the recommended level (Client Profile). To help clients
understand the assessment, it is good practice for the assessor to explain the assessment
results. Using the client profile form, he/she informs the client that this assessment is based on
the Canadian Language Benchmarks and that it consists of separate scores for each
component – listening, speaking, reading and writing. Each skill area consists of eight
benchmarks. A benchmark is the client’s ability to use the English language to perform a
certain task.
If the client is referred to a LINC class, he/she should also receive the LINC Referral Form from
the ARS stating the name and address of the school and time of the LINC training. If the client
has requested and received child minding, it is good practice to give the relevant immunization
and health forms. Some centres may also provide a list of things the parents should provide for
childminders to care for their children.
“Further information regarding placement of clients into LINC classes can be found at
www.settlement.org in the document entitled ‘Benchmarks Competency Assessment Training: A
Guide to Assigning Student Benchmarks.’
As well, please refer to the Frequently Asked Questions section of this Guidelines Handbook,
question 6.”
PART II
Section B
PAGE
27
How the LINC Placement Guidelines Grid Works
In March 2002, CIC National Headquarters met with English as a Second Language and
Canadian Language Benchmark experts from across Canada. This resulted in a national policy
designed to ensure there is a common mapping of CLB levels to LINC levels in curricula. It is
hoped the policy will help the field to achieve the following:
1. Ensure consistency across programs
2. Enable the inter-provincial and inter-city transfer of students
3. Allow for the development of common curricula and achievement standards
How the Grid Works
Before entering a LINC program, all LINC-eligible students must be assessed using an
assessment tool, which assigns Canadian Language Benchmark (CLB) ratings for each of the
four skill areas (Speaking, Listening, Reading and Writing). For example, if a learner receives a
Canadian Language Benchmark Assessment (CLBA) score of 2 on all 4-language skills, then
the student is placed in LINC level 2 and is expected to work toward completing all the
competencies of Benchmark 2. Upon the successful completion of the LINC 2 class, the
student is promoted to a LINC 3 class where he/she would be working on CLB 3 and 4 tasks for
speaking and listening and CLB 3 tasks for reading and writing.
The level outcomes identified in the grid describe what the learner can do at the end of each
LINC level and are based on the CLB 2000. Learners are expected to achieve the level
outcomes through classroom activities within various themes and topics that contextualize the
competencies. The revised LINC 1-5 Curriculum Guidelines provide examples of classroom
activities, sample lesson plans and a list of additional resources for each LINC level to support
instructors in achieving the outcomes for learners identified in the grid.
PART II
Section B
PAGE
28
LINC Placement Guidelines
Skill Area
LINC 1
(CLB 1)
LINC 2
(CLB 2)
LINC 3
(CLB 3)
LINC 4
(CLB 4, 5)
LINC 5
(CLB 5, 6, 7)
Speaking
E: Pre-CLBA 1
CO: CLB 1
ES: CLB 1
E: CLBA 2
CO: CLB 2
ES: CLB 2
E: CLBA 3, 4
CO: CLB 3, 4
ES: CLB 4
E: CLBA 5
CO: CLB 5
ES: CLB 5
E: CLBA 6, 7
CO: CLB 6, 7
ES: CLB 7
Listening
E: Pre-CLBA 1
CO: CLB 1
ES: CLB 1
E: CLBA 2
CO: CLB 2
ES: CLB 2
E: CLBA 3, 4
CO: CLB 3, 4
ES: CLB 4
E: CLBA 5
CO: CLB 5
ES: CLB 5
E: CLBA 6, 7
CO: CLB 6, 7
ES: CLB 7
E: Pre-CLBA 1
CO: CLB 1
ES: CLB 1
E: Pre-CLBA 1
CO: CLB 1
ES: CLB 1
E: CLBA 2
CO: CLB 2
ES: CLB 2
E: CLBA 2
CO: CLB 2
ES: CLB 2
E: CLBA 3
CO: CLB 3
ES: CLB 3
E: CLBA 3
CO: CLB 3
ES: CLB 3
E: CLBA 4
CO: CLB 4
ES: CLB 4
E: CLBA 4
CO: CLB 4
ES: CLB 4
E: CLBA 5, 6
CO: CLB 5, 6
ES: CLB 6
E: CLBA 5, 6
CO: CLB 5, 6
ES: CLB 6
Reading
Writing
CLBA = Canadian Language Benchmarks Assessment Rating
E = Enter
CO = Curriculum Objectives
ES = Exit Standard
This is an example of how the grid is to be read. If a student receives a CLBA score of 2 (on all 4 language skills in this example), then the
student is placed in LINC level 2 and works toward completing all the competencies of Benchmark 2. Upon successful completion of the LINC 2
class, the student is promoted to a LINC 3 class where he/she would be working on CLB 3 and 4 tasks for speaking and listening and CLB 3 tasks
for reading and writing.
PART II
Section B
PAGE
29
Client Re-assessment Guidelines and Re-admission Guidelines
If a student has withdrawn from a LINC class before attaining graduation, he/she may
return to LINC classes to continue language training provided he/she is still eligible (has
valid Immigration documentation and has not become a Canadian Citizen). The former
student may approach the last school at which they were attending or contact the
Assessment Centre for re-admission.
If the client reports to the assessment centre requesting re-admission, the assessor
should first ascertain that the last assessment was not more that six months ago and
that the client is still eligible for LINC classes. At this time the assessor should query the
client to update any information on the ARS such as:
•
•
•
Address
Telephone number
Childminding needs, etc.
and either re-refer the client or perform a re-assessment using different CLBA forms, as
appropriate.
If the client approaches a Training Provider, the staff should verify the client’s status in
Canada and if he/she is a former LINC client using the ARS. If the client was previously
enrolled at the organization, has not been away from class for more than six months,
has a last assessment date within the past six months, and has not been referred to
another LINC provider; the Training Provider may re-enroll the client at the appropriate
LINC level provided there is no waitlist and space is available. If the client has attended
LINC at another provider but clearly wishes to attend classes at this organization, the
Training Provider can send a request via the ARS to re-enroll the student.
If no seat is available in the appropriate level and the client wants to return to that
Training Provider, the client’s name should be entered in the Waiting List for readmission to a LINC class. The client has third priority according to the Waitlist Policy
Guidelines. Re-admission to a LINC class will take place after it is determined that no
one on a waitlist who has first or second priority for placement is seeking a place at the
Training Provider where the individual wants to be re-admitted.
Re-assessment decisions should be based on the length of time since the last CLBbased assessment and should not be conducted if either the last CLBA/CLBPT for
placement or CLB (proficiency) outcomes’ assessment is less than six months. In cases
where a student’s initial assessment results are in question, the Training Provider should
first observe the student in class for a period of two weeks and advance the student, if
performance supports that decision. If the student is experiencing difficulty at the
assigned level the training coordinator should write a letter to the assessor after the twoweek evaluation period. The Training Provider should record the CLB proficiencies on
the ARS as well. The assessor should recheck the benchmarks assigned when he/she
conducted the CLBA/CLPBT to ensure an error was not made.
PART II
Section B
PAGE
30
Record Keeping – Documentation Retention Timeframe
File Retention and Destruction
The Contribution Agreement: states that “Revenue Canada requires that the service Provider
maintain records related to the project for six (6) years.”
The Automated Reservation System (ARS) stores information on individual client files until at
least six years after the client has left the LINC program.
Many assessment centres have adopted the practice of maintaining the actual completed
assessment booklets for only six months. After that time, they are shredded to conform to test
security guidelines.
Client intake forms and copies of immigration documents are kept for the required six years. It
is a good practice to verify the information stored on the ARS each time the client contacts the
assessment centre to ensure the system and documentation are accurate and current.
Documents
Financial Contribution Agreement Files
Retention Timeframe
6 Years
Client Data – Historical
ARS retains indefinitely OR as long as client is
an active LINC client.
CLBA/CLBLA/CLBPT
Client-completed Booklets
6 months from date of assessment
PART II
Section B
PAGE
31
Community Outreach
Marketing and Outreach
Accepted forms of outreach may include community networking meetings, approved
pamphlets/brochures and flyers placed in locations newcomers frequent, websites,
organizational newsletters, local media, participation in community events, open houses,
picnics, etc. Good communication between the assessor/assessment centre and training
centres and other community organizations is beneficial to all stakeholders.
It is accepted that the best source for referral of clients to the LINC program are friends and
relatives – many of whom are former LINC students/clients themselves. Offering friendly,
quality service is the best marketing tool.
If in doubt as to appropriate wording and content of outreach materials, centres should refer to
their CIC Settlement Officers for approval.
The Service Provider must submit to the Department for prior approval of any publications or
advertisements related to the LINC program, and shall acknowledge the Department’s financial
contribution to the project or activity (the Department logo must be included in the copy).
PART II
Section B
PAGE
32
It is a good practice to foster an open and cooperative atmosphere between the LINC
assessment centre and the training providers in your area. The assessor should know
where suitable training seats and child minding spaces are available, as well as the
class schedule.
The ARS tool provides the most up-to-date information on available classes in the area
to which he/she refers clients. The feature on the ARS entitled ‘Client Information
Update Request’ allows the training provider to immediately notify the primary assessor
of any data that needs to be updated. As well, the ARS allows the assessment centre
and the training provider access to pertinent statistical data to manage their programs as
well as to report to CIC.
Trends in the community relating to the newcomer population are a valuable resource in
determining the needs of the community. All LINC service providers in Ontario have
access to the ARS and are required to maintain accurate and up-to-date information
regarding the services they provide and to use the ARS to generate reports required by
CIC.
It is recognized that the assessors and the assessment centres play a key role in the
LINC program. The client must be assessed prior to placement in class so as to
determine eligibility, the appropriate LINC level, and to identify any specific needs. The
tone of the assessment fosters a friendly, receptive atmosphere where the client is
encouraged to communicate. The assessor is responsible for recording the basic
statistical data on ARS in order to ultimately refer the client to the most suitable training
option. At the same time, the assessor can identify areas of unmet needs that may need
to be communicated on the client’s behalf. Above all, the parties involved must respect
the privacy of the individual while identifying and addressing the needs of the newcomer
community.
Over the years both formal and informal partnerships have emerged within the LINC
community. These partnerships are a valuable resource for networking, information
sharing and planning, that foster openness, pooling of resources and a sense of
community that many newcomers are seeking.
It is good practice for assessment centres to have a variety of resources for the
newcomer and to provide as much relevant information as possible to the newcomer
community. Some centres (Toronto, Mississauga, and Brampton) are in close proximity
to Newcomer Information Centres where immigrants can attend information sessions,
access settlement-related websites, and learn about their new communities. Smaller
areas have developed information-sharing techniques that reflect the communities they
serve as well.
Assessment centre representatives sit on local boards and advisory committees for
housing, local professional development planning committees, and CIC-funded
settlement committees (ORLAC – Ontario Region LINC Advisory Committee and
ORHIAC - Ontario Region Host and ISAP Advisory Committee).
PART II
Section B
PAGE
33
Assessors are often called upon to provide information to LINC clients regarding any
aspect of their new lives in Canada. Networking with other community service
organizations allows the assessor to have resource knowledge available to refer the
client to the most suitable agencies, whether or not they provide LINC-funded programs.
LINC Community Partnerships may be a very informal communication network between
the Assessment Centre and the LINC Training Providers, or they may involve a more
formalized organization with standing and ad hoc committees, a constitution, and an
executive consisting of elected members. Local decisions regarding standardized
delivery of the LINC program, annual planning through analysis of area demographic
trends, events, and professional development are some of the activities in which they
are involved.
Partnerships are an opportunity to network, share information and pool resources to
better serve the local immigrant community. By focusing on commonalities rather than
competition between agencies in the area, the LINC program can benefit both the
newcomers and the community.
PART II
Section B
PAGE
34
Page
35
Procedure for Referral
37
39
Childminding
41
Transportation
43
Special Needs
44
47
48
Programs Offered – Class Schedules
– Part Time/Full Time
49
Waiting List
50
Client Needs Assessment and Referral
The Language Assessment
Client must be assessed before being referred to a LINC class to ensure suitable placement at
the appropriate training level, as well as to confirm immigration eligibility and to ensure that the
client’s needs for child minding, location, class time, etc., are met.
Sometimes the person accompanying the client asks to ‘sit in’ during the assessment. The
assessor should discourage this. The assessment should focus solely on the client’s English
language ability and be conducted in a quiet, friendly atmosphere, away from interruptions and
the office traffic flow. Ask the person accompanying your client to wait in the reception area
while you conduct the assessment and offer to advise approximately how long the complete
assessment process will take after you have had the opportunity to conduct the
Listening/Speaking portion of the assessment. Clients will appreciate the opportunity to have
your undivided attention and to demonstrate their English skills.
If, however, the client understands little or no English, this portion of the assessment will not
take long. In these cases, the escort’s assistance during Needs Assessment and Referral is
extremely useful. For high-level clients, often the escort will appreciate knowing that the
assessment may take several hours and will choose to leave and return later to meet with you
and the client during the Needs Assessment and Referral portion of the assessment. For clients
who have very recently arrived in your area, an escort can be very helpful when gathering
information on the client’s behalf.
If a client brings a child to the assessment, consideration must be given to the possible length of
time the assessment may take as well as to other clients who are being assessed. If the client
is with an escort, it is advisable for the escort to look after/amuse the child. Some Assessment
Centres have an area set aside with some supervision and facilities/toys for the children while
the parent is completing the assessment. If this is or is not the case at your centre, always
remember that other clients should not be distracted during their assessments.
If a client is unable to complete the full assessment on the scheduled day the appointment is
scheduled, it is quite acceptable to have the client return at a later time to complete the balance
of the assessment or for final referral information. It is good practice to ask the client not to
stop until a full booklet has been completed. For example, if the client has completed Stage 1
Reading and Writing and is eligible to move on to the Stage 11 Reading but must leave to meet
her children from school, do not allow her to start the Stage 11 Reading. This will ensure the
security of the assessment tool.
The ideal situation is to be aware that the client will have to come back later to finish the
assessment. Therefore, it is important to advise the higher-level clients before they
begin that the assessment may take several hours to complete and to advise them how much
time is given to complete each of the Reading and Writing components.
PART II
Section C
PAGE
35
Clients should not leave during the Listening/Speaking assessment. Most assessors do not
schedule a formal appointment to complete the assessment but verbally agree on an acceptable
time for the client to return. It is good practice not to allow more than a few days to pass
between the beginning of an assessment and the ultimate referral of the client to LINC training.
Many centres use a ‘pending’ process to ensure that all assessments are completed within a
reasonable time.
For those clients who exhibit the need for literacy support, it is important for the assessor to
attempt the CLBLA in the client’s first language with the purpose of confirming first language
literacy. In this case, an interpreter may be used. This person may be the client’s escort to the
assessment or someone who speaks the client’s first language. Any person assisting you in the
client’s first language must be aware of the necessity to respect the client’s privacy as well as
the assessment protocol.
PART II
Section C
PAGE
36
Procedure for Referring Clients to LINC Training
Referring Clients to LINC Training
When the LINC level has been assigned based on the client’s performance on the language
assessment and the assessor has recorded the needs assessment for the client, the referral to
the appropriate LINC class can be made.
The Automated Reservation System is designed to facilitate this process. It chronologically
presents the client’s general information, demographic (statistical) information, assessment
results and childminding requests so that the final step in the referral process will best address
the client’s needs. The assessor is able to view all classes in the area in which a seat is
available, and to refer the client (and any children, if applicable). If a seat for the student is not
available, or, if there are no child minding seats available, the assessor has the following
options:
1. Offer to place the client on the ARS Waiting List for the requested school and advise the
client that the school will call when a space becomes available,
2. Offer a seat at another suitable school that can accommodate the client (and children),
3. Discuss non-LINC training options available to the client.
Sometimes, clients cannot decide immediately which school they should attend. For example,
they may need to check with a family member regarding the time of the class (part time or full
time, morning or afternoon, etc.). It is a good practice to give the client as much information as
possible about suitable schools so that he/she can make the most informed choice.
When the client leaves the assessment, he/she receives the following information:
1. Completed Client Profile for the assessment
2. The assigned LINC level
3. Client Referral Form from the ARS if the client has been referred (or information regarding
placement on the Waiting List.)
Many centres also provide information, as requested, on other community and settlement
services for which the client may be eligible. This information may include, but is not limited to:
other types of training, Newcomer Information Centre referral, housing, schools for children, job
search, medical, recreational, public transportation, ISAP, and other information relevant to
newcomer needs. Many assessors give clients their business cards.
PART II
Section C
PAGE
37
PART II - Section C – Page 38
FROM CLIENT TO STUDENT - Procedure for Referral
Client contacts Assessment Centre
for appointment.
Information required to schedule appointment
is first and last name and telephone #.
OR
Client contacts SPO who books
client appointment.
Information required to schedule appointment
is first and last name and telephone #.
Ð
Client reports for appointment.
Assessor must verify original immigration documents prior to assessment and make a photo copy.
Ð
After a full CLBA/CLBLA/CLBPT test, Assessor determines LINC placement using the LINC
guidelines grid. Assessor completes the referral process using the following criteria:
Assessor initiates client file using IMM document # and proceeds to make placement at the SPO or where the client
wishes to attend by checking:

Availability of seats and class times at chosen location.
Childminding availability or transportation assistance if required.
Other possibilities, if LINC doesn’t suit client’s needs.
Information collected during the Needs Assessment includes literacy needs, child minding
needs, provision for disabilities, request for transportation assistance, as well as preferred LINC
training provider, class time and location. This information assists both the assessor and client
to complete the referral process. The ARS referral process allows the assessor to display the
client’s preferences and compare them to the services offered/available at LINC training sites in
the area so as to make the best match. If a suitable, complete match is not found, the client is
placed on a waiting list for the recommended class at the requested site and advised that
he/she will be contacted to begin attending when space becomes available.
If the client has requested and received child minding, it is good practice to give the relevant
immunization and health forms, as well as a list of things the parent should provide for childcare
at that centre.
Over the years, many centres have collected a great deal of information relevant to client
requests and needs. This could include, but is not limited to local bus schedules and route
maps, community organizations who offer program/ services to newcomers, school information,
settlement workshops, housing, health, employment information, etc. The challenge here is to
ensure that the information is updated on a regular basis, is accessible to all, and offers an
unbiased picture of the services available to clients in the community. In some larger areas, the
Newcomer Information Centres have this information available.
It is recognized that clients’ needs often change during the course of their LINC studies, thus
necessitating transfers between programs.
Transfers - within the local area
Transfers within the local area are very similar to referrals with the following exceptions:
- If the client is currently enrolled at another Training Provider, the assessor should query
the client why he would like to attend another Training Provider to ensure that a conflict
is not the cause of the request.
-
If the client is currently attending at another Training Provider, the assessor should
ensure that the client’s attendance and Benchmarks Proficiencies are updated by the
school prior to transfer.
-
The assessor should view the Client History to ensure that the last assessment and/or
proficiency are within six months (current) and perform an assessment if they are not.
The Automated Reservation System allows the assessor to view all client information regarding
the client to ensure that the Client History is accurate and current.
PART II
Section C
PAGE
39
Transfers - from another area in Ontario
Transfers within the province of Ontario should be handled in the same way as local area
transfers with the assessor making sure to update the client’s address and telephone number.
If the previous school has been advised that the client intends to move from their area, the client
information regarding Benchmark Proficiencies and LINC level should be current and the client
already withdrawn from class.
Transfers - from outside Ontario
Transfers of LINC clients from other provinces in Canada must be done manually. That is to
say, the client must report to the Assessment Centre so that a file can be initiated on the
Automated Reservation System. The client must present proof of eligibility by showing the
appropriate immigration documentation. The assessor should ask if the client has brought her
Client Profile or a letter confirming Benchmarks Proficiencies and current LINC Level. If the
Profile or the letter indicate that the last assessment was more than six months ago, the client
should be re-assessed at the earliest possible time before placement in the LINC program in
Ontario. The assessor should photocopy all relevant documentation and process the client as if
she were accessing the LINC program for the first time.
PART II
Section C
PAGE
40
Required Childminder to Child Ratios
In the Ontario Region, LINC agreements that provide for childminding must comply with
the ratios of childminders to children listed in the chart.*
Summary of Ratios and Group Sizes Based on Provincial Legislation**
Age of the Children
in Group
Ratio of Childminders
To Children
Maximum No. of
Children in the Group
6 – 18 months (infants)***
1 to 3
9
19 - 30 months (toddlers)
1 to 5
10
31 – 60 months (pre-school)
1 to 8
16
* The ratios refer only to paid childminders, not to students on work placements or
to volunteers.
** Based on staff-to-child ratios prescribed by provincial legislation as of January
2002.
*** Infants cannot be included in mixed age groups.
PART II
Section C
PAGE
41
Childminding
The Automated Reservation System (ARS) controls the childminder-to-child ratios stipulated in
LINC in Ontario.
When entering your client’s personal information, it is good practice to ask if the client has
children who will need childminding services. Record this information on the childminding
screen (child’s name and date of birth) and activate the child’s seat requirement when referring
the parent (your client) to the appropriate class.
It is a good practice to provide the client with copies of the following forms (included in this
document) to be completed prior to arriving at the LINC training site:
1.
Terms and Conditions – Childminding Service
2.
Child Registration and Health Information Record
LINC may provide additional funding to assist in the supervision of the dependent children of
clients in training. Assistance can only be provided to clients who can demonstrate that lack of
childminding is a barrier that will prevent them from attending classes.
At time of assessment, the assessor should, as part of the needs assessment, ask the
candidate if he/she requires childminding assistance and record the request on the ARS. For
example, if the parent has a child who, by age, is eligible for childminding but, at this time will be
cared for elsewhere while the parent attends LINC classes, the assessor should still record the
child’s name and date of birth on the parent’s file under “Childminding Needs”. At a later date, if
the situation changes and the child must accompany the parent, and space in childminding is
available, the Training Provider can activate the child on the ARS.
PART II
Section C
PAGE
42
Transportation Assistance
Transportation costs may be paid for candidates who have no other way of attending LINC
training. In some circumstances (such as school holidays or when candidates must attend
weekend or evening classes), LINC funds may also cover transportation costs for children who
must accompany parents to classes.
It is the ultimate responsibility of the Training Provider to determine if candidates qualify
for transportation assistance.
PART II
Section C
PAGE
43
Special Needs
Mobility, Visually and Hearing Impaired Clients
Usually, when scheduling the appointment, the Assessment Centre is made aware of
any circumstances that may affect the administration of the assessment or ultimate
placement in class. The following scenarios and their solutions have been suggested
by experienced assessors:
1 - If the referral is made by a family member, that family member may request to sit
with the client during the assessment. The assessor should explain, if required to do so,
that the escort should follow the direction of the assessor and provide translation only If
the assessor determines that the CLBLA sub-test be used. If the client is unable to
communicate orally, the assessor should proceed as quickly as possible to the Reading
and Writing assessments.
2 - If the client has been referred through one of the Training Providing Organizations
contracted by CIC to provide training to the hearing impaired, arrangements can be
made ahead of time for someone to assist the assessor. This person should be aware
that they are bound not to reveal details by both the test security protocol and the
confidentiality of the information that the client provides during the assessment.
3 - Depending on the degree of impairment, there are portions of the assessment that
may not be appropriate. Proper lighting and uncluttered surroundings are essential.
For all clients the assessment should always be conducted in an accessible area, away
from distractions. If necessary, the assessment centre should contact their CIC
Settlement Officer for direction in referring to traditional classes.
4 - The assessor should be aware of the facilities at the LINC schools in the area that
can accommodate a special needs student so that appropriate referrals are made.
PART II
Section C
PAGE
44
Alternative LINC Delivery Models
CIC – Ontario Region 2002
LINC Classes for the Hearing Impaired
Classes are offered to newcomers with a hearing impairment. American Sign Language is
taught with an emphasis on curriculum that relates to settlement issues.
The Canadian Hearing Society, Mississauga, Ontario
Contact: Maureen Mitchell, LINC Co-ordinator (905) 608-0271
The Bob Rumball Centre for the Deaf, Toronto, Ontario
Contact: Suzanne Nelson, Manager, Adult Education Department
(416) 449-9651
LINC Classes for the Visually Imparied
Classes are provided to persons with visual impairments. Emphasis on materials related to
settlement issues.
Canadian National Institute for the Blind – CNIB, Toronto, Ontario
Contact: Jane Young-On, Supervisor (416) 480-7025
ONE-ON-ONE Tutoring
A few tutoring organizations are funded to deliver the LINC program. Volunteers are used for
the individual training. Volunteers meet with newcomers in various locations.
Hamilton Public Library, Hamilton, Ontario
Contact: Astrid Grivalds, Manager (905) 546-3400
English Language Tutoring of Ottawa – Ottawa, Carlton, Ontario
Contact: Mita Basu, Executive Director (613) 232-8566
CCVT
The program is geared towards servicing the continuing needs of survivors of torture. The
students tend to have short attention spans, have difficulty trusting others, feeling relaxed,
and/or low self-esteem. These students may take longer to complete a LINC level.
Canadian Centre for Victims of Torture, Toronto, Ontario
Contact: Mulugeta Abai, Executive Director (416) 363-1066
Blended ESL
In these language classes, ESL students and LINC students participate together. The costs
are shared between the two programs. There are a variety of reasons for why these types of
arrangements exist. The programs are spread out across Ontario and operate in partnership
with school boards.
PART II
Section C
PAGE
45
Home Study
Home Study offers language training to eligible clients who cannot attend the traditional LINC
classroom program. It is aimed at beginner to intermediate learners, LINC levels 2 – 5.
Home Study services are provided in the Halton and Peel Region and Hamilton in addition to a
growing number of outlying communities provincially. Studies are available in two options:
online and correspondence. It is an alternative when classroom learning isn’t possible or
feasible such as:
•
•
•
•
when clients have difficult work schedules
their own or family illness to contend with
very young children to care for
clients living in areas where LINC instruction is not available
Contact: Kathleen St-Onge, Coordinator (905) 270-6000 ext. 200
Centre for Language Training and Assessment, Mississauga, Ontario
PART II
Section C
PAGE
46
Once the language assessment is complete, the assessor should refer to the LINC Placement
Guidelines to recommend the appropriate LINC Level. The assessor should record on the
Client Profile the assigned LINC level, benchmarks achieved, the test forms used and any
appropriate comments about the client’s language competencies. This information must also be
entered on the Automated Reservation System so that referral to class can be made.
Often, more than one member of a family unit (or a friend) will request assessment and all
attempts should be made to accommodate the family (or friends) as a group. A good practice is
for the assessor to seek as much information as possible from the candidate who seems the
most proficient so as to streamline the placement process. This is usually identified at
reception. In a centre where more than one assessor will be conducting the assessment for the
individuals, all assessors should be made aware of the need for a group placement, if possible.
As members finish the assessment, each should be asked to wait until the entire group has
completed the assessment before the needs assessment and placement takes place. This
ensures that information is provided as consistently and as efficiently as possible. If possible,
any childminding needs should be recorded on only one parent’s file only so as to avoid service
request duplication.
A friend or family member who is accompanying the candidate will be most useful at time of
placement—both to confirm candidate information (for low level candidates) and to act as an
interpreter. However, these escorts should not be present during the language assessment. If
they ask questions on the candidate’s behalf, answer them as required but do not share the
actual contents of the assessment used since this is a secure instrument. Refer to the
descriptors in the CLBA Client Profile and the comments you have written to clarify any points.
PART II
Section C
PAGE
47
Information for Non-LINC Eligible Clients
If the client’s language level or specific needs cannot be met within the LINC program, it is a
good practice to have some information available to give to the client so that he/she may have
some clear information about other programs offered.
Flyers for other programs could include, but are not limited to, other settlement services, ESL
classes, community brochures, etc.
The main challenge in providing any non-LINC information is keeping it current and unbiased
toward any organization or program. Some centres supply a list of all settlement programs
offered in the area with addresses, telephone numbers and contact names so that any client
can access information independently.
PART II
Section C
PAGE
48
LINC Programs Offered – Class Schedules - Part Time, Full Time
LINC Classes
LINC classes vary according to the local areas they serve and may be either part time or full
time, daytime, evening or weekend, or have a specific focus to address the needs of a particular
group of clients. Assessors should be familiar with the various LINC programs in their areas so
clients can be referred to the most suitable programs.
In some areas, for example, only part-time classes are offered. However, some candidates may
prefer, or be required, to attend the equivalent of a full time class. This need is accommodated
on the ARS by performing the ‘multi-enroll’ function.
If this is an accepted practice in the area, and provided that a multi-enrollment will not prevent
another client from attending a LINC, the assessor can refer clients to more than one LINC
class. The assessor must also ensure that there is no class time conflict and that the class
levels are the same. Communication with schools in your area is extremely important so as to
comply with the accepted local practice.
LINC classroom hours are contracted as being either part time or full time. A part time class
operates less than 25 hours per week and a full time class operates 25 hours or more per week.
PART II
Section C
PAGE
49
Waitlist Policy Guidelines
The following policy has been developed to better manage the process of wait listing LINC
clients by identifying the reasons why they are being placed on a list.
Waitlist – Purpose & Application
For purposes of wait listing, a distinction needs to be made between an initial placement, a
transfer to another LINC class or re-admission to the LINC program.
Waitlists should be used to identify individuals who are ready to start LINC classes immediately
as soon as space becomes available.
ESL students, other than LINC-eligible individuals attending ESL classes while waiting for space
in a LINC class, should not be placed on a waitlist.
Government Assisted Refugees (GARs) and Privately Sponsored Refugees (PSRs) have
priority access to Language Assessment and Referral and to placement in LINC Training.
If included on a waitlist these clients should be flagged in ARS and given service priority
ahead of other newcomers.
Waitlist – Types and Priority
Waitlists should be kept for three client-specific reasons and each waitlist shall have its own
priority ranking.
Individuals should only be placed on one type of waitlist depending on their situation –
initial placement, transfer or re-admission.
Waitlist for Initial Placement :
Is the list to be used to identify those who are ready for immediate initial placement in LINC, but
who were not referred due to a lack of classroom or childminding space. Individuals placed on
this list have first priority for placement.
Waitlist for a Transfer:
list to be used to identify those who are LINC-eligible and attending ESL classes, or who are
already attending LINC classes, but in a class or location that is not their preferred choice.
Individuals placed on this list have second priority for placement.
PART II
Section D
PAGE
50
Waitlist for Re-Admission:
Is the list to be used to identify those who have left the program and are seeking re-admission to
a LINC class. Individuals placed on this list have third priority for placement. They shall only
be placed in class after it is determined that no one on a list that has first or second priority for
placement is seeking a place at the Service Provider where the individual want to be readmitted.
Waitlist Administration
Waitlists should be kept and managed by the Assessment Centres or LINC Assessors in the 19
regions where the program is offered.
The Assessment Centre or the LINC Assessor, depending on the region, will work with the LINC
training provider in cases where an individual wants to be placed on a waitlist for a transfer or a
waitlist for re-admission.
The maximum validity of a waitlist placement is stated below. It is the responsibility of the
individual seeking an extension to request it from the Assessment Centre or LINC Assessor and
justify the need for it.
Waitlist – Reasons and Validity
Type of Waitlist
Waitlist for Initial Placement
Waitlist for a Transfer
Waitlist for Re-Admission
Reasons
Classroom Space
Not Available.
Childminding Space
Not Available.
Classroom Space
Not Available.
Childminding Space
Not Available.
Illness / Maternity
Leave / Summer
Break for Site / Work
Related
Validity
Three Months
Three Months
Six months
PART II
Section D
PAGE
50(a)
Page
Reporting to CIC – Monthly, Quarterly and Annually
- Sample Documents
51
ARS - LINC Eligibility, Assessment and Training Reporting
52
Reporting Procedures
Reporting to CIC
The Automated Reservation System generates the monthly statistical reports, required by CIC
Settlement/Port of Entry.
In addition to the ARS-generated monthly reports, the Assessment Centre Service Provider
must submit to the department a minimum of two reports that identify service needs/gaps of
clients accessing LINC training in their community. The first report is due in May and the second
report is due in September. The report should include, but not be limited to information on:
¾ The total number of assessments completed by LINC level
¾ Total number of referrals to both full-time and part-time LINC classes
¾ Total number of assessed clients on waiting lists by LINC level
¾ Total number of candidates on waiting lists for childminding broken down into preschooler,
toddlers and infants.
¾ Top ten languages spoken by candidates assessed
¾ Assessment waitlist and actions and/or steps taken to address the waitlist
The Srvice Provider's Final Report must be provided to the Department no later than January.
The Report will include a brief summary of program activities over the span of the contract and
will focus on an evaluation of the successes and challenges of the Service Provider's LINC
program.
The Evaluation information would include a summary of feedback from the LINC assessors,
incorporate feedback from LINC clients (including those who have left the program) on their
satisfaction and recommendations for the program and the reasons why they left the program.
Successes and challenges involved with outreach activities and with partnerships with other
programs such as ISAP, HOST, SWIS or SEPT, JSW and LINC Training, or Community
Agencies should also be included in the report.
PART II
Section D
PAGE
51
Welcome to the
Automated Reservation System (ARS)
What is the ARS?
The Automated Reservation System is a real-time information management system, with its
primary features being real-time collection, storage and retrieval of data records, and the
generation of statistical reports. The system was developed to provide LINC Stakeholders with
an efficient method of client inventory, referral, and statistical information. It subscribes to the
guidelines designated within the mandate of Citizenship and Immigration Canada’s Language
Instruction for Newcomers to Canada. (LINC).
History
The Peel Board of Education (Centre for Language Training and Assessment), as a member of
the Peel LINC Partnership, interviewed teachers, assessors, funders, and administrators involved
in the LINC Program. A variety of issues such as confidentiality of client data, extensive and
reliable reporting, marketing potential, and future growth were identified. The resulting system
needs were then contracted to Digital Equipment of Canada who developed the ARS tool and
provided initial training and support during and after the implementation process.
Since the original introduction of the Automated Reservation System for the LINC Program in
Peel in 1993, there has been ongoing contact with users, and enhancements have been
implemented accordingly. In 1994 the tool was implemented in the region of Halton. In 1995
CLTA purchased the source code for the Automated Reservation System from Digital, this
allowing us to modify the system as required. In 1997 the ESL program at the Adult Education
Centre, Mississauga Campus, implemented the ARS to track reservation and classroom activity.
Over the years the system has undergone a number of enhancements to keep pace with the
changing technologies and meet the needs of stakeholders. This led to a total rebuilding of the
system. This New Version of the ARS has resulted from extensive consultation with LINC
stakeholders and recommendations from the current users of the system. Special consideration
has been given to client privacy and the confidential nature of information collected to ensure that
all aspects of its operation conform to established privacy principles and the Federal Privacy Act.
PART II
Section D
PAGE
52
What will ARS do?
• Allows Training Providers to manage transfers and progress of LINC students within their
organization.
• Manages student attendance, print class registers and produce monthly attendance
reports.
• Produces monthly language reports relevant to training providers.
• Links all assessment centers in the Ontario region to locate suitable time and location for
client assessment.
• Verifies and record client data at time of assessment.
• Manages client inventory from waiting lists.
• Controls contractual information regarding courses, hours of operation of classes and
assessment centers.
• Keeps up-to-date information regarding children attending childminding within an
organization.
How Does ARS work?
PART II
Section D
PAGE
53
Who Does What?
Organizational Chart
ALL USERS
Schedule/View Appointments
Initiate/Access Client Files
CIC MANAGERS and
SETTLEMENT OFFICERS
Receive Reports
Monitor Overall Delivery of
LINC
ADMINISTRATION CLERK
Enter Program Information
Produce Relevant Reports
ASSESSORS
Record and Update Client Data
Enroll Clients in Class
Monitor Waiting Lists
Produce Reports
TRAINING PROVIDERS
Record Progress
Record Attendance
Produce Relevant Reports
Monitor Waiting Lists
PART II
Section D
PAGE
54
Roles – Responsibility
The ARS application has six (6) different roles:
• Database administrator (DBA)
• Regional administrator
• Assessor
• Reservation clerk
• Administrator / Coordinator (Training Provider)
• Instructor
• CIC Managers
Role
Organization
Staff who may have this role
Database Administrator
DBA/Helpdesk
Regional Administrator
Assessment centre
Assessor
Assessment centre
Help Desk Personnel, programmer,
technical staff level
The lead database administrators at
the AC
The rater/assessor at the AC
Admin Clerk
Assessment centre
The front line staff at the AC
TP Administrator/Coordinator
Training provider
Instructor
Training provider
The lead coordinator/teacher at the
TP
The teacher/instructors at the TP
CIC Managers
CIC
Settlement Managers and
Settlement Officers
PART II
Section D
PAGE
55
User New
The user role is assigned when the username and password is created. The Database
administrator creates the Regional Administrator username and password. The Regional
Administrator creates the Assessor, Reservation clerk, Administrator/Coordinator and
Instructor roles for the users in their region only.
Data Base Administrator - DBA
(creates RA for each region in Ontario)
AC
Regional Administrator - RA
(creates all other roles for their region )
AC
Assessor
TP
Administrator / Coordinator
AC
Admin Clerk
TP
Instructor
PART II
Section D
PAGE
56
Roles and Responsibility
1. Database administrator (DBA)
The Database Administrator role is attached directly to the database.
This role is responsible for:
• managing the entire database
• initiating the Regional Administrator users
• managing the Variable window
• responsible for the overall functionality of the ARS system
2. Regional Administrator
The Regional Administrator role is attached to an Assessment Centre.
• managing the information for the region attached to their login name
• initiating users of the ARS system within their region
• activating contract information
• managing regional waitlist
• managing Appointment Schedule(s) for their Assessment Centre(s)
• producing reports (monthly, dynamic)
3. Assessor
The Assessor role is attached to an Assessment Centre.
• initiating client files
• entering client’s general/additional information, identifying needs
• managing client assessment results
• waitlisting clients
• referring clients to Language Training Providers
• responding to Client Information Update requests initiated by training
Providers
4. Admin Clerk
The Admin Clerk role is attached to an Assessment Centre.
• scheduling appointments for clients
PART II
Section D
PAGE
57
5. Administrator/Coordinator (Training Provider)
The Administrator/Coordinator role is attached to an Assessment Centre
• updating organization, site and course information
• entering contract information
• managing the client progress
• withdrawing clients from classes
• re-enroll returning clients
• updating the daily attendance
• entering client proficiencies
• managing waitlists
• updating child minding information
• producing reports (monthly, dynamic)
6. Instructor
The Instructor role is attached to a Training Provider
• updating client attendance
• entering client proficiencies
• updating class information
Helpdesk
The helpdesk is responsible for guiding the ARS users on how to use the program. The helpdesk
assists users on how to update their ARS information and document any errors in the program.
Any regional questions or concerns should be given to the Regional Administrators of your region
or OASIS. The helpdesk should be called if any problems occur with the following:
•
•
•
•
•
hardware
software
Internet (supplied by ARS)
network difficulties
any ARS program errors
If an answer cannot be found through phone support a technician is dispatched to provide onsite
technical support.
The helpdesk email address is [email protected]
The diagram below outlines the steps taken by the Help Desk
PART II
Section D
PAGE
58
Entering the NEW Contract Information
Language Training Providers
The Training Providers are responsible for entering their new contract class schedule information.
The Course Information Screen is available to the staff that has the Administrator / Coordinator
role on the ARS. This person should enter the new class information by the end of December of
every year. This will ensure that the class information is updated before the beginning of the new
contract.
The Assessment Centre
The Assessment Centre is responsible for activating the class codes that are entered by the
Language Training Providers. They should not enter any of the contract information unless
instructed by the Language Training Providers. This will ensure that all class information is
entered correctly by the Language Training Providers and only double-checked by the
Assessment Centres. The Assessment Centre requires an approved copy of the class schedule
from CIC (Settlement Officer) to comply with this function. Any amendments approved after
classes and activated must be made by the Region Administrator.
PART II
Section D
PAGE
59
The diagram illustrates the
1. Contracts are signed by OASIS and sent to the
LINC Service Providers
The Help Desk
is responsible for
helping all users
to enter contract
information
2. The Training Provider SPO receives
their confirmed contracts from CIC
Settlement/Port of Entry, Ontario Region,
and enters their NEW class schedules
into the ARS.
3. The Assessment Centre receives copies of
the contracts from CIC Settlement/POE for
the Training Provider SPOs in their region
and double checks the entered class
information. The Assessment Centre then
activates the classes and the Language
Training Providers then moves their students
into the new classes
Frequently Asked Questions
What is the ARS?
This system was designed to support the Language Instruction for Newcomers to Canada
(LINC) program. Citizenship and Immigration Canada (CIC) funds the program.
When can I use the ARS?
The ARS is available for all users twenty-four hours per day, seven a week. System
maintenance is scheduled outside regular working hours and all users are notified on-line
when the system will be taken down.
When is the ARS database backup?
The system automatically runs a backup of the day's work. This does not interfere with the
regular user's input, but the system may slow down for a few minutes: Therefore, this
function is schedule to run automatically outside regular business hours.
What are dialog boxes?
If errors occur or required information is omitted during input, a message prompts the user
to correct the information format. System errors are relayed from the Server via dialog
boxes and instructions.
PART II
Section D
PAGE
60
What type of computer is required to run the ARS?
• Window 95, 98, NT, 2000 or Millennium installed in your computer.
• IBM 386/486 Based or compatible (minimum).
• Internet connection.
• Internet browser (Internet Explorer, Netscape Navigator and others). This is needed to
see the ARS Help file.
Where can I get assistance while using the ARS?
There are three ways to get assistance while you work with the ARS system:
1. When you select a window you can press F1 or press the Help button to get Help on that
window. The Help Viewer provides an integrated table of contents, an index, and a fulltext search feature so you can find the information easily. Books icons open to reveal a
topic entries and sub-books. The Help Viewer has the added benefit of allowing you to
see the table of contents, index, or search result at the same time you are viewing a Help
topic. This orients you within the Help system and allows you to see all of the other
applicable Help topics at glance.
2. If you are connected to Internet, you can access the ARS Website http://www.alinc.net or
email [email protected] to get support, answers to frequently asked question using the
ARS Forum, and late-breaking tips about working with the ARS system. You can contact
the ARS Helpdesk at 905-270-6000 or use the toll-free number 1-866-ARS-LINC (1-866277-5462) extension #247.
PART II
Section D
PAGE
61
PART III – RESOURCES
Page
Websites – List
62
CIC Organizational Chart – Ontario Region
63
Support/Development – Organizations (TESL, CCLB
ORLAC)
64
68
Assessor Qualifications and Recertification
69
Immigration Category Codes
75
78
Glossary/Acronyms
80
FAQ
84
Websites
Website Resources
http://www.alinc.net
This website hosts pertinent information for LINC service providers in Ontario. The Automated
Reservation System program download and manuals are posted here, as well as information regarding
ARS training updates and contacts. You will require a password to download the ARS software.
http://www.cic.gc.ca
The website provides information on changes to immigration policies and provides an overview of the
department and its initiatives.
http://integration-net.cic.gc.ca
Integration-Net was created by CIC as a communications and research tool to support the work of the
Canadian settlement community. Special interest to LINC SPOs will be the link to the Contribution
Accountability Framework
http://www.language.ca
Website for the Centre for Canadian Language Benchmarks. Here users will get information related to
CLB resources, activities; and assessments will be kept up-to- date on new tools developed for use in
assessing the language capacity of students. Of special interest to Assessors is the Assessors’ Corner
section of the Inside Language Newsletter and the link to Assessment from the home page. All CLB
Assessors are encouraged to register and visit the site regularly. You will require a password to access
these sections of the site.
http://www.settlement.org
Settlement.org provides information to immigrant newcomers who are settling in Ontario. They host
research that CIC has funded, resources and some LINC program curricula.
http://www.tesl.ca
TESL Canada is the national federation of English as a Second Language teachers, learners and learner
advocates. This organization is dedicated to advancing communication and coordinating awareness of
issues for those concerned with English as a Second language and English skills development
http://www.teslontario.ca
TESL Ontario is a professional association which represents ESL teachers across the province. TESL is
committed to promoting and maintaining professional standards and professional development in the ESL
field. TESL Ontario works to bring its members together, to enable them to work together, share expertise
and ultimately assist the newcomers' successful integration into our society. TESL’s website has greatly
facilitated this exchange of information. It provides certification details, conference information, job notices
and links to the rest of the ESL world.
.
PART III
Resources
PAGE
62
Citizenship and Immigration Canada
Settlement/Port of Entry Directorate
Ontario Region
Director
Settlement
Port of Entry
Director
Settlement
Programs
Operations
Manager
Unit 1
Operations
Manager
Unit 2
Operations
Manager
Unit 3
Director
POE
Programs
Program
Consultants
Settlement
Officers
Settlement
Officers
Settlement
Officers
Regional
Program
Advisors
Resources - Page 63
Support and Development
Support/Development Organizations
TESL, CCLB, ORLAC
TESL – TEACHERS OF ENGLISH AS A SECOND LANGUAGE ONTARIO
Established in 1972, TESL Ontario is a non-profit organization serving the needs of teachers of
English as a Second Language (ESL) and English Literacy Development (ELD). In its
commitment to professional development and advocacy, TESL Ontario addresses the range of
competencies, experiences, and issues which influence the success of immigrants, refugees,
visa students, and others who are learning English.
TESL Ontario Mission Statement
TESL Ontario provides support and direction to professionals, government bodies and learners
involved in English as a Second Language in Ontario.
•
Goals and Objectives
To provide opportunities for professional development for all sectors of ESL.
•
To ensure excellence in the field of Adult non-credit ESL through TESL Ontario Certification.
•
To provide opportunities for linking with other ESL professional organizations, nationally and
internationally through various venues such as CONTACT, the TESL Ontario web-site and
the TESL Canada newsletter.
•
To provide expertise to local, provincial and national government bodies through
consultations, representation on committees, etc.
•
To promote the development of materials which are appropriate to the needs and the culture
of our client groups.
•
To operate in a fiscally responsible manner within standard accounting practices.
Membership
TESL Ontario consists of over 3,100 ESL teachers, instructors, teacher educators, volunteers,
students, materials and curriculum developers, researchers and administrators.
Members of TESL Ontario are active at national, provincial, and local levels. Being connected to
TESL Canada provides a wider perspective on language, settlement, and administrative issues,
and entitles members to receive the TESL Canada Journal. Closer to home, TESL members
participate in professional development through their local affiliates. There are twelve affiliates
throughout the province that host such events as workshops, conferences, swap shops,
publishers' displays and expert panel discussions from September through June. In this way,
the particular needs of a region
can be addressed, but also shared with other TESL affiliates.
Communication
Communication is maintained by representatives who report to the Board of Directors on the
activities and policies of various government and advisory groups. These include:
PART III
Resources
PAGE
64
•
•
•
•
•
•
Ontario Teacher's Federation (OTF)
ESL Resource Group of Ontario (ERGO)
Ontario College of Teachers (OCT)
Continuing Education School Board Administrators (CESBA)
Ministry of Training, Colleges & Universities, and Ministry of Education
CIC Settlement/Port of Entry
Executive Board
TESL Ontario's Executive Board consists of the Core Executive of the voting members elected
for two years at the Annual General Meeting held during the Annual Conference. The Executive
also includes representatives from each local affiliate. The Executive meets five times each year
to establish policy, carry out business and advocate for ESL rights.
Publications
• CONTACT - TESL Ontario Newsletter
• TESL Ontario Conference Proceedings
• TESL Canada Journal
• Local Affiliate Newsletters
Annual Conference & Technology Fair
Held the third week of November in Toronto, Ontario.
Certification
In June of 2000, TESL Ontario established the Professional Standards Advisory Committee, a
regulatory board of eleven members which includes representatives from all perspectives in the
field. This board maintains uniform certification standards for non-credit adult ESL teachers in
Ontario. Criteria set out for certification are upheld by: the Certification Review Board (CRB)
which assesses credentials or portfolios of ESL instructors; the TESL Training Institution
Recognition Advisory Committee (TTIRAC) which evaluates teacher training programs; and the
Appeals Committee which adjudicates claims made by individuals or institutions.
Focus Groups
• ESL Literacy
• Refugee Concerns
• English Language Teaching Overseas
• College ESL Chairs & Coordinators
Committees
Executive members chair the following committees:
• Membership
• Conference
• Finance
• Public Relations & Issues
• Certification
• Technology & Research
PART III
Resources
PAGE
65
Associated Organizations
• TESOL (Teachers of English to Speakers of Other Languages)
• TESL Canada
• TESL Venezuela (twinned)
ORLAC – ONTARIO REGION LINC ADVISORY COMMITTEE
Mandate
ORLAC's mandate is to provide advice and guidance to Citizenship and Immigration Canada
(CIC) on operational issues and policies relating to the Language Instruction to Newcomers to
Canada (LINC) program. A large part of its role is to review, assess and make
recommendations on proposals for funding under the delivery assistance component of the
LINC program that are of a regional scope.
Terms of Reference
The specific areas that fall within the committee's mandate are:
• Identification of operational and policy issues relating to LINC and recommendations of
possible solutions
• Identification of gaps in service, or special needs that may require a coordinated or proactive
approach under LINC
• Identification of yearly funding priorities for LINC regional delivery assistance
• Review of proposals for funding under the LINC delivery assistance that are innovative,
make use of technology, and / or have an application throughout the Ontario Region.
Values and Principles
In conducting its business the committee must demonstrate a commitment to the following
values and principles:
•
•
•
•
•
•
•
Quality LINC programming and tools
Equity, sensitivity to diversity and systemic inclusiveness
Accountability that includes community involvement
Relevance to target users
Cost effectiveness
Flexibility
Relevance to change in CIC settlement programs
Representation
The committee is comprised of representatives from constituencies that have an interest or are
stakeholders in the delivery of English as a second language and who have expertise related to
the committee’s mandate and terms of reference.
Membership is to be proportionally drawn from these sectors and organizations:
• Ontario Council of Agencies Serving Immigrants (OCASI) – 2
• Continuing Education School Board Association (CESBA) – 2
• Community Colleges – 2
• Teachers of English as a Second Language Association of Ontario (TESL) – 2
PART III
Resources
PAGE
66
•
•
•
•
•
•
Private Providers – 1
Ministry of Citizenship, Culture and Recreation
Ministry of Training, Colleges and Universities – 1
LINC Assessors – 1
LINC Childminders who were Former Learners – 1
Citizenship and Immigration Canada – 1
The representative from Citizenship and Immigration Canada (CIC) is to chair the meetings of
the committee and to represent the interests of the department.
CCLB - CENTRE FOR CANADIAN LANGUAGE BENCHMARKS
The Centre for Canadian Language Benchmarks (CCLB) is a national, not-for-profit
organization, primarily serving the adult English as a Second Language community in Canada
including learners, teachers, program administrators, and materials, curriculum and test
developers.
The Board of Directors and staff of the CCLB are committed to maintaining and promoting
excellent language proficiency standards based on the Canadian Language Benchmarks.
A Canada-wide combination of language training specialists, assessment service providers and
both federal and provincial government members makes up the CCLB Board of Directors.
Mandate
To develop, promote and conduct research in support of the Canadian Language Benchmarks,
and to encourage the alignment of curriculum and program structure with the Canadian
Language Benchmarks.
Standards
To promote excellence in the teaching and learning of English and French by adults across
Canada by establishing and supporting language proficiency standards that affect program
delivery and policy development in the areas of education, labour market access and immigrant
integration across the country.
Objectives
• To develop and promote the Canadian Language Benchmarks
• To establish a certification system for CCLB recognized tests, assessors and testers, CLB
experts and materials
• To establish and maintain standards to govern a comprehensive national CLB assessment
• system
• To promote the alignment of existing second language curricula, assessment tools and
program structures with the CLB
• To promote the development of new curricula, assessment tools, tests and program
• structures that align with the CLB
To conduct, apply and promote research in support of the above objectives
PART III
Resources
PAGE
67
PROFESSIONAL DEVELOPMENT AND TRAINING
CLBA training for LINC assessors is delivered by the Centre for Language Training and
Assessment in Ontario. The training consists of a 4 ½ day program in which assessors are
introduced to the principles behind the content and scoring of the CLBA as well the practical
administration of the test. Ample opportunity is provided to observe and conduct interviews with
real clients, students in CLTA’s ESL programs. Assignments and practice include scoring of
multiple Writing samples from ESL learners at Benchmarks 1 – 8. Training is conducted by staff
with extensive backgrounds in ESL teaching and assessment and is based on training manuals
developed in consultation with assessment experts.
Training on the CLBLA tool is arranged for assessors who have completed several months of
CLBA assessments. This training consists of a 1 ½ day program conducted by the CLBA
training staff. Practice interviews with ESL literacy students form an integral part of exposure to
this diagnostic tool.
Training for CLBPT administration consists of a one-day orientation and is arranged through the
Centre for Canadian Language Benchmarks.
PROFESSIONAL DEVELOPMENT
LINC Assessors in Ontario have taken part in an annual professional development conference
for the past ten years. The conference is sponsored by CIC Settlement/Port of Entry Ontario
Region, and coordinated by the Centre for Language Training and Assessment. The
conference is organized and attended by administrators and assessors from across Ontario
Region.
The needs and interests of assessors determine the theme and content for the annual
conference. A conference planning committee includes representatives from Ontario LINC
assessment centres.
Conference presentations have included :
•
•
•
•
•
International Standardized Testing Systems including TOEFL, TOEIC and IELTS
Immigration Trends
New Practices Implementation for LINC
Immigrant Services Referral
Professional Skills Training
PART III
Resources
PAGE
68
Assessor Qualifications
After July 1, 1998 all candidates for CLBA/CLBLA assessor training must demonstrate the
following competencies:
1.
Second Language Acquisition in Adult Education
The candidate:
• can demonstrate knowledge of the process of language acquisition as it relates to second
or subsequent language learning for adults;
• can demonstrate knowledge of the effects of socio-cultural variables on language learning;
• can demonstrate knowledge of the development of second language communicative
competence in the four language skill areas;
• is familiar with the Canadian Language Benchmarks.
2.
Assessment in the Adult Education Field
The candidate:
• can demonstrate the ability to understand and apply techniques for second language
assessment of student proficiency including literacy;
• can demonstrate the ability to comment orally and in writing on the effectiveness of a client’s
communication.
3.
Cultural Sensitivity
The candidate:
• can demonstrate knowledge of how cultural diversity may affect behaviour of client in testing
situations;
• is sensitive to diverse needs of clients;
• demonstrate tact, diplomacy and respect when dealing with multicultural client groups.
4.
Interview Skills
The candidate:
• can demonstrate the skill of listening effectively and eliciting language from a client in order
to gather and share information;
• can demonstrate the use of level-appropriate speech for clients with varying language
proficiencies;
• can demonstrate awareness of educational counseling principles.
PART III
Resources
PAGE
69
5.
Decision-making Skills
The candidate:
• can demonstrate the ability to apply policy and procedures effectively;
• can demonstrate the ability to use personal judgment to effectively use evaluation tools;
• can demonstrate the ability to make appropriate assessment decisions in the absence of
clear indicators.
6.
English Language Proficiency
The candidate:
• demonstrates proficiency in spoken and written English at a level commensurate with role
model of English language proficiency.
Appendix:
Suggested Ways of Acquiring Competencies
The funder or the manager of an assessment centre must ensure candidates for assessor
training possess all six competencies. In order to assist the funder or manager, the CCLB offers
the following suggestions on how these competencies could have been acquired. These are
guidelines only. Candidates may provide other experiences that demonstrate competency
requirements.
1.
Second Language Acquisition in Adult Education.
The criteria could have been acquired by:
• TESL/TEFL Training Course covering second language acquisition, socio-cultural variables
in language learning and the teaching of the four language skills – 100 hours and practicum
or post secondary degree in linguistics, modern languages, English, or
• provincial teaching qualifications in English, French, heritage languages or ESL, and
• teaching ESL to adults for at least 300 hours, and
• participating in professional development in the theory and practice of second language
teaching
2.
Assessment in the Adult Education Field.
• successful completion of training in interactive Adult ESL assessment tools used in the ESL
educational field from a recognized training provider, and
• 100 hours assessment experience in any of the above, or
• completion of a training course and one year experience in vocational, employment or
settlement counseling, adult literacy of French assessment, and
• professional development in the assessment field.
PART III
Resources
PAGE
70
3.
• successful experience in adult ESL teaching and assessment, or
• successful experience in social service, counseling, settlement counseling or cultural
interpreting, or
• successful experience in the international development field, or
• successful extended interaction with another culture, and
• professional development related to intercultural or antiracist education.
4.
Interview Skills
• Effective experience teaching adult language training, or
• Counseling experience in a multicultural environment, and
• Demonstrated ability related to the above competencies.
5.
Decision Making Skills
• Experience in a position involving decision-making authority, and
• Demonstrated ability to apply policy and procedures effectively.
CCLB POLICY DOCUMENT DATE: JUNE 1999
PART III
Resources
PAGE
71
Resources
Part III – Page 72
Re-certification
Sample Letter
Dear Assessor/Administrator:
During the months of (dates), a CLBA/CLBLA trainer will be visiting your assessment centre
for the purpose of conducting the annual recertification of assessor administration of the
CLBA. This process has proven to be an important and effective method of maintaining
consistency and standards of CLBA/CLBLA assessment.
As always, feedback and input from you, the assessors, remains valuable and useful to assuring
continued consistency of assessment. The recertification process provides assessor and trainer
with the opportunity to discuss and clarify issues relating to the delivery of the CLBA/CLBLA.
The following Assessment competencies will be monitored by our trainers:
1.
2.
3.
4.
5.
6.
7.
Decision-making/Benchmark Placement
Set-up of Tasks
Listening Skills
Elicitation of Language (productive and receptive)
Rapport with Client
Effective Reporting (including Comments on Client Profile)
For clarification of these competencies, please refer to the enclosed Key.
We look forward to meeting with each of you.
Yours sincerely,
Carolyn Cohen
CLBA Projects Manager
Recertification
Key To CLBA/CLBLA Recertification
LISTENING / SPEAKING
(CLBA) (CLBLA) - if applicable
Recertification Requirements
•
Appropriate decisions and scoring of tasks in all categories.
•
Appropriate Benchmark placement.
•
Appropriate performance of administration of tool.
•
eg. set up of tasks, foregrounding, organization of materials and client profile forms.
•
Appropriate reporting of client’s performance on Client Profile
Retraining Required
•
Unsatisfactory decisions and incorrect Benchmark placement.
•
Performance in administration of tool unsatisfactory.
READING (CLBA)
•
•
Accurate scoring and appropriate Benchmark placement
Retraining Required
•
Inaccurate scoring and unsatisfactory Benchmark placement
WRITING (CLBA)
•
•
•
Accurate scoring using Primary Objectives and Secondary Decision Tree
Appropriate Benchmark placement within one Benchmark and/or two Performance Indicators overall
Retraining Required
•
Inaccurate scoring and unsatisfactory Benchmark placement where the assessor’s score was
inconsistent by more than one Benchmark and/or three or more Performance Indicators overall,
which cannot be substantiated by assessor.
Peer Shadowing
•
Overall management of the CLBA is adequate but trainer feels that additional supervision
is required.
PART III
Resources
PAGE
73
Recertification
Key To CLBA/CLBLA Recertification
ADMINISTRATION OF TOOL - Recertification Requirements
Decision making Benchmark Placement
•
Makes appropriate decisions about client performance, sometimes in
absence of clear indicators
•
Formats CLBA / CLBLA Tasks appropriately, and conducts
assessment smoothly
Set-up
Listening Skills
•
Processes and utilizes information from client’s oral production in
prompting further client language production and in making decisions
Elicitation of Language (productive and receptive)
•
Effectively directs interview to meet task objectives and elicit client’s
best possible response
•
Uses simple, clear language appropriate for client’s level of
comprehension
•
Demonstrates appropriate understanding and sensitivity to clients with
respect to differences in culture and response to test-taking situations.
Rapport with Client
•
Engages client in a positive, comfortable, encouraging exchange
during interview
Communication Skills
•
Demonstrates language skills commensurate with role model of
English proficiency
Effective Reporting
•
Records useful information on Client Profile
•
Reports scores and forms used accurately
PART III
Resources
PAGE
74
Category Codes
IMMIGRANT CATEGORY CODES
Family Class
FC1
FC2
FC3
FC4
FC5
FC6
FC7
FC9
Spouse
Fiancé(e) (NOTE)
Son/Daughter
All Parents and Grandparents
Orphaned Brother/Sister/Nephew/Niece/Grandchild
Child to be adopted
Other relative
Child adopted by a Canadian citizen or permanent resident
(IRPA – Effective September 2002)
FCB
FCC
FCE
FCH
Guardianship
Common Law Partner
Conjugal Partner
Family Relationships – H&C
Designated Class
DC1
DC2
DC3
DC4
DC5
DC8
Government assistance required
Approved IMM 1298 or IMM 1344 on file
Sponsored by group or corporation
Self supporting, government assistance not required
Selected under joint assistance sponsorship
Refugee claimants; designated class; backlog claimants
Independent Immigrant
AR1
AR4
AR7
EN2
SE2
ND2
PV2
Brother/Sister
Son/Daughter
Other Assisted Relatives
Entrepreneur
Self-employed
Other Independent Immigrants
Provincial nominee processed abroad
Source Country
RS1
RS3
RS4
RS5
RSX
Sponsored by group of five or corporation for 12 months (NOTE)
Special needs case selected under joint assistance sponsorship
Sponsored by group or corporation for 12-24 months (NOTE)
(NOTE) – Code used Pre-Proclamation of IRPA only.
PART III
Resources
PAGE
75
Category Codes
RSC
RSG
RSS
Source country with a Community Sponsorship
Source country sponsored by a Group of Five
Source country sponsored by a Sponsorship Agreement Holder (SAH)
Asylum Country
RA3
RA4
RA5
RAX
Sponsored by a group of five or corporation for 12 months (NOTE)
Special needs case selected under joint assistance sponsorship on an
exceptional basis
Sponsored by a group or corporation for 12-24 months (NOTE)
RAC
RAG
RAS
Country of asylum with a Community Sponsorship
Country of asylum sponsored by a Group of Five
Country of asylum sponsored by a Sponsorship Agreement Holder (SAH)
Other Categories
DR1
Dependant of a CR8 refugee claimant who resides in Canada and who
has not been deemed to be a Convention Refugee by the IRB.
DR2 Dependant of a CR8 refugee claimant who resides abroad and who has
not been deemed to be a Convention Refugee in his/her own right.
RM2 Dependant residing abroad of a member of the deferred removal order
class
LC1 Member of the live-in caregivers in Canada class and dependants in
Canada
LC2 Dependant residing abroad of a member of the live-in caregivers in
Canada class
PD1 Member of the post-determination refugee claimant in Canada class
PD2 Dependant of a member of the post-determination refugee claimant in
Canada class residing abroad
Effective prior to April 1, 1999
NV1
NV2
NV3
NV4
Investor in private business commercial venture – individual applicant
Investor in private business commercial venture – multiple applicant
Investor in privately administered investment syndicate
Investor in government administered capital venture funds
Effective April 1, 1999
NV5
Investor
SW1
Skilled Worker
PART III
Resources
PAGE
76
Category Codes
Convention Refugee
CR1
CR3
CR4
CR5
CR8
CRX
Sponsored by group of five or corporation for 12 months (NOTE)
Special needs case selected under joint assistance sponsorship
Convention Refugees (CR) and their dependants who are recognized as
Convention Refugees in their own right by the IRB
Sponsored by group or corporation for 12-24 months (NOTE)
(IRPA – Effective September 2002
CRC
CRG
CRS
Convention Refugee abroad with a Community Sponsorship
Convention Refugee abroad sponsored by a Group of Five
Convention Refugee abroad sponsored by a Sponsorship Agreement
Holder (SAH)
CIC-Settlement-POE
MAY 2003
PART III
Resources
PAGE
77
Data Collection
GATHERING INFORMATION IN ONTARIO
What if clients are curious about information entered into ARS/iCAMS?
To help, CIC has produced a pamphlet for service providers to share with clients entitled
Gathering information to better meet the needs of newcomers to Canada. The pamphlet briefly
outlines the information service providers collect in ARS/iCAMS, how that information will be
used by CIC, and how it is protected.
According to the Contribution Agreement (IMM 5252), client information gathered by Service
Providers for the purpose of providing settlement services to newcomers to Canada shall be
treated as confidential and subject to the provisions of the Access to Information Act, R.S.C.
1985, c. A-1., the Privacy Act, R.S.C. 1985, c. P-21, and related federal legislation and policies.
ARS is the system used in Ontario to enable Service Providers to gather and manage
information related to assessment and training provided to eligible clients who participate in the
CIC funded Language Instruction for Newcomers to Canada program.
The same federal legislation and policies that apply to ARS/iCAMS also apply to ARS, as is the
case in Ontario. The Service Provider has a duty to comply with the relevant federal legislation
and policies that regulate the protection, confidentiality and access to personal information
provided by a newcomer who is seeking services.
SECURITY REQUIREMENTS PROTECT CLIENT DATA
CIC recognizes that client information is sensitive and should be protected. Although service
providers already have their own security procedures, CIC was advised by internal and external
experts that specific security measures were needed because ARS and iCAMS are Internet
based and contain a large amount of data. CIC also considered the recommendations in a
Canadian Council for Refugees report that studied the effects of implementing security
requirements. CIC has therefore prepared a security requirements document released on
November 18, 2002 and also distributed to service providers during LINC training. The
requirements are available on the CAF website: www.integrationnet.cic.gc.ca/sp/caf.
These security measures include user, technological and physical requirements.
User security requirements:
ARS and iCAMS users undergo reliability assessments before being issued usernames and
passwords to use ARS and iCAMS. Long time employees or persons who have already
obtained a criminal records check at a SPO are exempt.
Technological security requirements:
To protect client information from external and internal threats, service providers are required to
install anti-virus and firewall software on all computers that access ARS and/or iCAMS. Users
are also required to install a log-in password and a password-protected screen-saver.
Physical security requirements:
PART III
Resources
PAGE
78
Data Collection
Users are required to take precautions against unauthorized persons accessing ARS or iCAMS
(for example, making sure computer monitors are turned away from public access areas and
windows).
As an additional support tool, CIC has produced a pamphlet for service providers to share with
clients titled Gathering Information to better meet the needs of newcomers to Canada. The
pamphlet briefly outlines the kind of information service providers collect in ARS and iCAMS,
how that information will be used by CIC, and how it is protected.
PART III
Resources
PAGE
79
Glossary and Acronymns
English/French Glossary and Acronyms
A-LINC
Assessment-Language Instruction for Newcomers to Canada
AR/PA
Assisted Relative/parent aide
ARS
Automated Reservation System
Can TEST
Canadian Test of English for Scholars and Trainees
CC
Canadian Citizen
CCLB
Canadian Centre for Language Benchmarks
CESBA
The Ontario Association of Adult and Continuing Education School
Board
CIC funded supervised on-site child-minding for the dependent
pre-school-aged children of LINC students.
Childminding
CIC
Citizenship and Immigration Canada
CLB
Canadian Language Benchmarks
CLBA
Canadian Language Benchmarks Assessment
CLBA Assessor
Canadian Language Benchmarks Assessor (a person trained and
certified in the CLBA who uses oral interviews, written tests and
video and audio tapes to assess learners in their language skills).
CLBLA
Canadian Language Benchmarks Literacy Assessment
CLBPT
Canadian Language Benchmarks Placement Test
Client Profile
A document provided by the assessment centre to the
learner/client upon completion of the CLBA/CLBLA/CLBPT
Assessment.
CR/RC
Convention Refugee/ réfugie au sens de la convention
CMAS
Child Minding Advisory and Support
DC/CD
Designated Classes/ réfugie de la categorie désignée
membres des categories désignée
DD
Refugee Determination Division/
DR/RD
Dependents of Refugee/personnes à la change d’un réfugie
E-CLIC
Evaluation – Cours de langue pour les immigrants au Canada.
PART III
Resources
PAGE
80
Glossary and Acronyms
EFL/ELTS
English as a Foreign Language
EN/EN
Entrepreneur/entrepreneur (autre immigrants independents)
ESL
English as a Second Language
FC/CF
Family Class/categorie de la famille
FOSS
Field Operation Support System
FSL
French as a Second Language
GAR
HRDC
Human Resources Development Canada
ICAMS
Immigration-Contribution Accountability Measurement System
IL
Intend to Land
IMM#
Immigration Document Number
IRB
Immigration and Refugee Board
ISAP
Immigrant Settlement and Adaptation Program
JSW
Job Search Workshops (provided by several ISAP agencies)
LC/
Live-in Caregiver/
LINC
Language instruction for Newcomers to Canada
Literacy Profile
A document provided by the assessment centre to the
learner/client upon completion of the CLBLA.
MP/
Minister’s Permit/
ND/ND
Independent Immigrant/Immigrants Independants
NGO(s)
Non-government Organizations
PART III
Resources
PAGE
81
NHQ
National Headquarters
NIC
Newcomer Information Centre
NV/NV
Investor/Investisseur
OCASI
Ontario Council of Agencies Serving Immigrants
Off-site
Assessment performed at the service provider site.
On-site
Assessment performed at the Assessment Centre.
ORLAC
Ontario Region LINC Advisory Committee
PD/DN
Post Determination Refugees/demandeurs non re connusdu statut
de réfugie au Canada
PSR
PRC
Permanent Resident Card
PV/PV
Provincial Nominee/canidat d’une province
RA/RA
Refugees Asylum/ catégorie des pays d’accueil
RAP
Resettlement Assistance Program
Re-Assessment
A process of re-assessing for placement purposes as needed.
Referral
A process by which a client is directed to an appropriate service
provider after completion of the CLBA/CLBLA.
RHQ
Regional Headquarters/Translation Administration Régional
RM/MR
Deferred Removals/renvoi differe
RS/RS
Sponsored Refugees/categorie des réfugie de pous source
Note: code in English actually represents source country class, not
sponsored refugee
SE/
Self Employed/
SPO
Service Provider Organization
PART III
Resources
PAGE
82
TESL
Teachers of English as a Second Language
TESOL
Teacher of English to Speakers of Other Languages
TOEFL
Test of English as a Foreign Language
TOEIC
Test of English for International Communication
TSE
Test of Spoken English
TWE
Test of Written English/translation un test d’anglais écrit
VI/
Visitor/Translation visiteur
PART III
Resources
PAGE
83
FREQUENTLY ASKED QUESTIONS
1. How many times can a client be assessed?
While no policy exists in Ontario for the maximum number of times a client can be reassessed,
the following points should provide guidance:
(a)
If a client returns for re-assessment and placement in a LINC class and it is determined
that (a) six months have elapsed since his/her last assessment and (b) he/she has not
attended a CLB-based class, a re-assessment should be administered to update any
change in the placement benchmarks.
(b)
If a client returns for a re-assessment using the CLBA, the assessor should use a
different test form for each instrument. There are currently 3 CLBA Listening and
Speaking forms and 4 separate forms of each of the Stage 1 and Stage 2 Reading and
Writing assessment tools.
(c)
If the client has attended a LINC class during the six months since the last assessment,
the assessor should accept the CLB as recorded on the ARS. If no proficiencies were
awarded or recorded, the assessor should ask the student to obtain from his/her LINC
teacher an official record of the competencies achieved, to enable the correct placement
in a LINC class.
(d)
The CLBA/CLBPT/CLBLA or E-CLIC/SLCTVR should not be used to re-assess any
client who simply wants to see if his/her proficiencies have improved. At this time, this
function is performed by the LINC teacher when he/she completes the proficiency
checklist.
1. What is the maximum number of times a client is allowed to enter or leave the LINC
program (i.e., re-referrals)?
There is no rule that establishes a maximum number of times a client may leave the LINC
program and seek re-entry via re-referrals. The following criteria should guide assessors:
(a) Availability of suitable classes.
(b) Circumstances dictated by the client’s personal needs
(c) A client’s commitment to the LINC program
A student may have dropped out of LINC classes due to illness, pregnancy or short/long term
work assignment, etc. The issue of poor attendance and subsequent cancellation of the client’s
seat should alert the assessor and the training provider about a client’s commitment to the
program. The client should be made aware that regular attendance is expected.
An alternative learning environment (i.e. one-on-one tutoring or Home Study) may be
more appropriate until the student can commit to the LINC classroom. The assessor
should be aware of the alternative programs available in his/her area.
PART III
Resources
PAGE
84
2. When are double or multi-enrollments permitted?
The Automated Reservation System (ARS) allows users to efficiently track enrollment
and attendance in LINC classes.
Double or multi-enrollment is a situation that occurs when a student is allowed to attend
more than one LINC class at a time. While this practice is permitted, such enrollments
should be guided by the following criteria:
(a)
(b)
(c)
(d)
(e)
In areas where there are waiting lists for LINC seats multi-enrollments should be
kept to a minimum and not allowed if their approval causes eligible clients to be
denied access to the program.
Multiple class enrollments are not allowed for reasons of convenience and should
be based on documented need.
There is no conflict (overlap) in class schedules.
The level of instruction must be the same in both classes and be the same as the
student’s assigned LINC level.
On the occasions where local conditions permit a multiple class enrollment, good
practice dictates that classes should be at the same training provider so that
attendance and progress can be monitored. If this is not possible,
communication between training providers is essential to ensure a high and
consistent level of attendance at both schools, and teacher agreement with
regard to assigned exit outcomes.
If a client requests referral to more than one class within an organization, it is good
practice to refer the student to one class and encourage him/her to approach his teacher
for the decision to enroll in another acceptable class.
For assessors, knowledge of whether the multi-enrollment feature on the ARS is used in
your community is very important when referring students to language training at more
than one organization.
Examples of the benefit to a student from attending multiple LINC classes:
(a)
Student referred to part-time class (i.e. morning), requests full-time training:
If there is a second class available in the afternoon, and no waitlist, the training
organization may allow the student to attend both classes to fulfill the student’s
request for full-time hours.
(b)
Student is highly motivated and demonstrates the desire to learn English as
quickly as possible.
(c)
Some classes within a LINC level have programs designed to address specific
competencies.
PART III
Resources
PAGE
85
3. What is the difference between CLBA for placement and CLB outcomes?
The Canadian Language Benchmarks (CLB) is a descriptive scale of communicative
proficiency in English as a Second Language, expressed as benchmarks or reference
points. Benchmarks provide a frame of reference for learning, teaching, programming
and assessing adult English as a Second Language in Canada, a national standard for
planning second language curricula for a variety of contexts, and a common "yardstick"
for assessing the outcomes.
A set of task-based level descriptors of English language abilities, the benchmarks were
first adopted by Citizenship and Immigration Canada’s LINC Assessment Tool (CLBA),
which is used by all Assessment Centres across Canada to place students in LINC
classes. Assessors administer the CLBA or CLBPT to candidates to identify their
competencies in listening, speaking, reading and writing on a series of progressively
sophisticated tasks. The individual benchmarks inform both the assessor and teacher of
the point at which the candidate needs to begin his/her language training.
“When a candidate is assigned a specific benchmark, it is to be assumed that the
student falls within the competencies of that benchmark and will work towards
achievement of the complete range of defined competencies of that standard.” ()*
The assessor then assigns a LINC level to the candidate’s overall performance, using
the LINC Placement Guidelines. The curriculum objectives followed by the teacher in
the classroom lead to achievement of the exit (Outcomes) standard. LINC teachers use
the LINC curriculum to ensure the candidate achieves the competencies described
therein before he/she is assigned achievement Benchmarks (GPC-General Proficiency
checklist Benchmark) to advance to the next benchmark.
Assessors must be aware of this difference when students return for referral. The
Automated Reservation System (ARS) is equipped to allow assessors to record
CLBA/CLBPT/CLBLA results for placement purposes and for Training Providers to
periodically record progress and, ultimately, graduation from the LINC program (by LINC
level exit standard).
() * Recommendations for a common interpretation of LINC levels according to the
Canadian Language Benchmarks”
4. What are the plans for development of a CLB-based outcomes assessment?
What are the plans for administration and eligibility?
The teacher performs progress/outcomes assessment and assigns CLB scores as
students achieve the exit standards. Teachers receive orientation on the application of
the CLB curriculum objectives and exit standards.
At this time, no decision has been made on the development of a more formal, third
party outcomes assessment tool for LINC students in Ontario.
PART III
Resources
PAGE
86
5. If a client has attended a LINC class and the teachers or the client feels that a
lower level class would be more appropriate, what is the best practice
regarding re-assessment or re-assignment?
Sometimes the performance of a student at the assessment may differ from his/her
integrated performance in LINC class. It is good practice for the student to remain in the
class for a minimum of two weeks in order for the teacher to evaluate the student’s
language ability in accordance with the rest of the class.
In the “continuous intake” atmosphere of LINC classes, it is expected that students may
exhibit a range of abilities within the benchmarks addressed by the curriculum of the
class. The training co-ordinator may elect to transfer the student to a split-level class
(i.e. from Level 3 to Level 2/3). There, the student can be accommodated to address the
areas where “benchmarks gaps” are evident.
If this is not possible, the training co-ordinator should communicate to the assessor in
writing after the twoweek evaluation period. The training provider should record the
CLB proficiencies on the ARS as well. The assessor should recheck the benchmarks
assigned when he/she conducted the CLBA/CLPBT to ensure an error was not made.
The recently implemented LINC Placement Guidelines in Ontario (January 2003) states:
“The advantages to this interpretation are that ‘it requires less change and disruption,
promotes greater chance of success for students by not having them placed too high,
provides greater opportunity for learning laterally, which in turn promotes greater
language learning and avoids possible skill and knowledge gaps for students.”
6. What is the best practice regarding a client whose CLBA results indicate that
he/she does not fall into the LINC placement guidelines (i.e. L=3, S=3, R=4,
W=2)?
Obviously this client demonstrates a wide range of proficiencies. Because the
CLBA/CLBPT assesses competencies separately, the assessor is able to isolate each of
the Benchmark results individually.
The challenge is to appropriately place the client in a LINC level that will most effectively
meet his/her needs. If the candidate were to be referred to a LINC Level 2 as indicated
by the writing score; listening, speaking and reading benchmarks may not be addressed.
Placing the candidate in a LINC Level 3 would be appropriate for the client’s listening
and speaking requirements, but may be very challenging when covering the writing
component.
It is good practice for the assessor to take into consideration the candidate’s goals and
objectives, prior language learning, program availability and motivation when assigning
the appropriate LINC level. It may be appropriate to refer the client to a multi-level class
(i.e. 2/3) where available, so that his/her progress can be monitored while the client
learns in an appropriate level atmosphere.
PART III
Resources
PAGE
87
8. What guidelines should be followed for placement of clients on waiting lists?
ARS has a centralized waiting list, this allows assessors to access all students within the
community they serve. Individual organizations providing training can also view their
waiting list and filter it by training site.
The waiting list also summarizes the client’s request for childminding communicated
during the needs assessment.
The guidelines governing the administration of the centralized waiting lists have been
revised by CIC Settlement and have been vetted by ORLAC. CIC Settlement is awaiting
enhancements to ARS to reflect to these revisions before releasing the revised Waitlist
Guidelines to all LINC Assessment Centres in Ontario.
NOTE: ARS has been enhanced to enable users to flag Government Assisted Refugees
(GARs) and Privately Sponsored Refugees (PSRs) so that they may be accorded priority
access to language assessment and referral to LINC training.
9. What is the difference between Date of Arrival and Date of Landing? When
should each be used when recording client information and determining
eligibility?
When a candidate presents his/her immigration documentation for determination of
eligibility for LINC, the assessor must record some of the information on ARS.
The Date of Landing is the date recorded by the Immigration Officer in Box 46 of the
IMM 1000 or stamped in the passport.
The Date of Arrival may be different (i.e. if the candidate applied for landing from within
Canada). This date is sometimes recorded in Box 38 (Original Entry). You may record
both dates, if applicable, and they may indeed be different. However, at least one date
must be recorded in order to fulfil the Monthly Report Statistics report generated by ARS
and forwarded to CIC.
10. Should we record Initial Destination (Box #15) or Port of Landing (Box # 46) n
Client Information in ARS?
ARS requires that the Initial Destination (Box #15) be recorded. In instances where this
box is blank, the assessor should record the city in which the client currently resides.
11. What are CIC’s expectations around Professional Development for
Assessors?
All LINC-funded assessors (five in Ontario) must successfully meet the Qualifications as
outlined in this Guideline Handbook. After successfully completing a probationary
period, the assessor is then trained to administer the CLBLA. Supplementary training in
administration of the CLBPT will be provided, as required. As new test forms and
instruments are developed, appropriate training will be scheduled.
PART III
Resources
PAGE
88
All LINC-funded assessors in Ontario must be re-certified annually in the administration
of CLBA/CLBLA. A CLBA Trainer provides coaching should an assessor require
retraining in any of the instruments.
12.
What procedures should be followed when a client has a complaint about the
LINC program/teachers/site, etc.?
Most complaints, other than assessment related, should be dealt with by the training
organization (teacher, childminding coordinator, or training coordinator). If the student
approaches an assessor with a training related complaint that has not been satisfactorily
dealt with at the training provider, the appropriate procedure is to advise the client to
contact the CIC Settlement Officer so that the issue can be investigated and resolved.
13.
What guidelines for wording should be followed when preparing and
distributing LINC promotional materials (websites, brochures, pamphlets,
signage, posters, community publications, etc.)?
Published promotional material for the LINC program should be factual, correct and
consistent. Organizations should work cooperatively to promote the program and class
schedules available in the community.
Promotional materials for the LINC program should be submitted to your Settlement
Officer for CIC approval prior to posting, publication or distribution.
14.
What is the best way to suggest an enhancement /improvement to the ARS?
What process should be followed to ensure that suggestions are
considered?
ARS has undergone a re-engineering process that introduced enhancements suggested
by many users. The focus has now shifted to ensuring system functionality and stability
and user compliance.
Suggestions may be submitted directly to the ARS Team via the Help Desk or through
your Settlement Officer.
Once each year, with the assistance of the ARS technical team, CIC will evaluate all
suggestions received and decide whether or not to proceed.
02JUN03
PART III
Resources
PAGE
89