1. COMPASS Training & Development Resource Establishing Learning Pathways...

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3. COMPASS ASSESSMENT READING AND MATHEMATICS LEVELS COMPASS ASSESSMENT READING AND MATHEMATICS LEVELS COMPASS USER GUIDE (CLIENT) COMPASS USER GUIDE (CLIENT) TO ACCESS DOCUMENTS

4. COMPASS PART 1: LEARNING PATHWAYS and CONSIDERATIONS Sunday, October 25, 2015 http://www.acer.edu.au/tests/compass

5. Purpose of this Document To provide information that is aligned to the ACSF levels (performance indicators) that supports Case Managers to negotiate Learning Pathways with FLO Students. The Learning Pathway reflects the capabilities of the student as identified through the Compass on-line assessment. To develop common understandings of the ‘Ability Descriptors’ (abilities). Sunday, October 25, 2015

6. GLOSSARY ACSF – Australian Core Skills Framework PLP – Personal Learning Plan IVEC – Introductory Vocational Educational Certificate ESD - Education and Skills Development VET - Vocational Education and Training SACE – South Australia Certificate of Education SACSA Framework – South Australian Curriculum Standards and Accountability Framework Sunday, October 25, 2015

7. READING ACSF 4 and above (SACE STAGE 1-2) ACSF 3-4 (SACE STAGE 1) (PERSONAL LEARNING PLAN) (CERT 3 VET) ACSF 2-3 (CERT 2 ESD or CERT 2 VET) (PLP) ACSF 1-2 (CERT 1 IVEC) (CERT 1 VET) ACSF 1 and below (IVEC FOUNDATION ) or (SACSA) MATHS ACSF 4 and above (SACE STAGE 1-2) ACSF 3-4 (SACE STAGE 1) (PLP) (CERT.3) ACSF 2-3 (CERT 2 ESD or CERT 2 VET) (PLP) ACSF 1-2 (CERT 1 - IVEC) (CERT 1 - VET) ACSF 1 and below (IVEC FOUNDATION ) or (SACSA) OVERVIEW OF COMPASS LEVELS Sunday, October 25, 2015 SIGNIFICANT INTERVENTION Significant Literacy Numeracy intervention COMPASS online

8. READING ACSF 4 and above (SACE STAGE 1-2) ACSF 3-4 (SACE STAGE 1) (PERSONAL LEARNING PLAN) (CERT 3 VET) ACSF 2-3 (CERT 2 ESD or CERT 2 VET) (PLP) ACSF 1-2 (CERT 1 IVEC) (CERT 1 VET) ACSF 1 and below (IVEC FOUNDATION ) or (SACSA) MATHS ACSF 4 and above (SACE STAGE 1-2) ACSF 3-4 (SACE STAGE 1) (PLP) (CERT.3) ACSF 2-3 (CERT 2 ESD or CERT 2 VET) (PLP) ACSF 1-2 (CERT 1 - IVEC) (CERT 1 - VET) ACSF 1 and below (IVEC FOUNDATION ) or (SACSA) ICAN LEARNING PATHWAY CLIENT: FLO STUDENTS CASE MANAGERS CONSIDERATIONS ICAN LEARNING PATHWAY CLIENT: FLO STUDENTS CASE MANAGERS CONSIDERATIONS Sunday, October 25, 2015 SIGNIFICANT INTERVENTION Significant Literacy Numeracy intervention COMPASS online

9. READING ACSF 4 and above (SACE STAGE 1-2) ACSF 3-4 (SACE STAGE 1) (PERSONAL LEARNING PLAN) (CERT. 3 VET) ACSF 2-3 (CERT 2 ESD or CERT 2 VET) (PLP) ACSF 1-2 (CERT 1 IVEC) (CERT 1 VET) ACSF 1 and below (IVEC FOUNDATION ) or (SACSA) MATHS ACSF 4 and above (SACE STAGE 1-2) ACSF 3-4 (SACE STAGE 1) (PLP) (CERT.3) ACSF 2-3 (CERT 2 ESD or CERT 2 VET) (PLP) ACSF 1-2 (CERT 1 - IVEC) (CERT 1 - VET) ACSF 1 and below (IVEC FOUNDATION ) or (SACSA) COMPASS OUTCOMES MAP Sunday, October 25, 2015 Significant Literacy Numeracy intervention SIGNIFICANT INTERVENTION COMPASS online STUDENT NAME:................................... CASE MANAGER:...................................

10. READING ACSF 4 and above (SACE STAGE 1-2) ACSF 3-4 (SACE STAGE 1) (PERSONAL LEARNING PLAN) (CERT 3 VET) ACSF 2-3 (CERT 2 ESD or CERT 2 VET) (PLP) ACSF 1-2 (CERT 1 IVEC) (CERT 1 VET) ACSF 1 and below (IVEC FOUNDATION ) Or (SACSA) MATHS ACSF 4 and above (SACE STAGE 1-2) ACSF 3-4 (SACE STAGE1) (PLP) (CERT 3) ACSF 2-3 (CERT 2 ESD or CERT 2 VET) (PLP) ACSF 1-2 (CERT 1 - IVEC) (CERT 1 - VET) ACSF 1 and below (IVEC FOUNDATION ) Or (SACSA) Numeracy for Work and Community Life (SACE) CERTIFICATE 3 VET Numeracy for Work and Community Life (SACE) CERTIFICATE 3 VET ICAN LEARNING PATHWAY CLIENT: FLO STUDENTS CASE MANAGERS CONSIDERATIONS ICAN LEARNING PATHWAY CLIENT: FLO STUDENTS CASE MANAGERS CONSIDERATIONS 1 1 Sunday, October 25, 2015 CERT 1 - IVEC Concentrate on Literacy Modules CERT 1 - IVEC Concentrate on Literacy Modules SIGNIFICANT INTERVENTION Significant Literacy Numeracy intervention COMPASS online

11. MATHS LEARNING OPTIONS ACSF 4 and above (SACE STAGE 1-2) ACSF 3-4 (SACE STAGE1) (PLP) (CERT.3) Numeracy for Life and Community Work Maths Pathways? CERT 3 VET Personal Learning Plan ACSF 2-3 (CERT 2 ESD or CERT 2 VET) (PLP) All Core ESD Modules and electives CERT 2 VET for eg. Vehicle Servicing, Building and Construction ACSF 1-2 (CERT 1 - IVEC) (CERT 1 - VET All CORE IVEC Modules and electives Intro to Trades EMM (Elementary Maths Mastery) ACSF 1 and below (IVEC FOUNDATION ) or (SACSA) IVEC FOUNDATION SACSA – 8 Curriculum Areas (resources: SCOOTLE LP) Online Maths (mc) Sunday, October 25, 2015 SIGNIFICANT INTERVENTION Significant Literacy Numeracy intervention COMPASS online

12. READING LEARNING OPTION ACSF 4 and above (SACE STAGE 1-2) ACSF 3-4 (SACE STAGE1) (PLP) (CERT.3) Literacy for Life and Community Work English Pathways? CERT 3 VET Personal Learning Plan ACSF 2-3 (CERT 2 ESD or CERT 2 VET) (PLP) All Core ESD Modules and electives CERT 2 VET for eg. Retail, Hospitality, Community Services ACSF 1-2 (CERT 1 - IVEC) (CERT 1 - VET All CORE IVEC Modules and electives Intro to Community Services, Café Options ACSF 1 and below (IVEC FOUNDATION ) or (SACSA) IVEC FOUNDATION SACSA – 8 Curriculum Areas (resources: SCOOTLE LP) Multi Lit (package) Direct Instructional Supports LEXIA Sunday, October 25, 2015 SIGNIFICANT INTERVENTION Significant Literacy intervention COMPASS online

13. Sunday, October 25, 2015 RESULTS INTERPRET RESULTS WHERE TO FROM HERE? WHERE TO FROM HERE? SACE PLP SACE PLP IVEC CERT 1 IVEC CERT 1 FLEXIBLE LEARNING OPTIONS ? ? PART 1: ICAN LEARNING PATHWAY COMPASS OUTCOMES unpack

14. COMPASS PART 2: Strategies to support progression through the compass descriptors. IMPROVEMENT PLAN Sunday, October 25, 2015

15. RESULTS INTERPRET RESULTS ACSF – Next Level through Compass (indicator) (approx. 9 months +) ACSF – Next Level through Compass (indicator) (approx. 9 months +) ACSF -Identified Level through Compass (indicator) ACSF -Identified Level through Compass (indicator) PART 2: ACSF LEVEL IMPROVEMENT PLAN HOW WE MOVE TO THE NEXT ACSF LEVEL? HOW WE MOVE TO THE NEXT ACSF LEVEL? Alignment with the Core Skill Modules exemplar tasks that develop core skills understanding. Alignment with the Core Skill Modules exemplar tasks that develop core skills understanding. COMPASS OUTCOMES

16. Sunday, October 25, 2015 SIGNIFICANT INTERVENTION

17. Sunday, October 25, 2015 Students are likely to be able to answer a broad range of questions about more complex texts consisting of more than 3 paragraphs with some less familiar ideas, less familiar vocabulary and style and some Longer sentences. They may also be able to interpret and critically analyse structurally complex texts containing some ambiguity, and: interpret texts to identify the author’s point of view; use knowledge of the text to make inferences; link ideas between paragraphs; link ideas within and across complex sentences; identify the main point and purpose of complex texts.

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19. Students are likely to be able to answer a range of questions about texts consisting of 2-3 short paragraphs with some familiar ideas, less familiar vocabulary and some longer sentences. They may be able to evaluate and integrate facts and ideas to construct meaning from a range of text types, and: link ideas within and across complex sentences; interpret texts about less familiar topics; make inferences based on context; interpret the meaning of specialised vocabulary in an unfamiliar context; recognise main ideas in paragraphs and texts; locate information in a range of texts.

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21. Students are likely to be able to answer a range of simple questions about texts consisting of 2-3 short paragraphs with familiar ideas, less familiar vocabulary and some longer sentences. They may be able to identify and interpret relevant information within familiar contexts, and: recognise main ideas in longer texts; link ideas across longer sentences; make simple inferences; locate directly stated information in different text types; locate information when they cannot directly match unfamiliar words; identify a range of text types.

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23. Students are likely to be able to answer simple questions about a short illustrated paragraph of simple text with familiar ideas, familiar vocabulary and simple sentences, and: locate information when they cannot directly match words; locate directly stated information; interpret the meaning of simple sentences; link ideas across simple sentences; match a picture with a word; match a picture with a description. Significant Numeracy intervention SIGNIFICANT INTERVENTION

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25. Significant Numeracy intervention SIGNIFICANT INTERVENTION

26. Sunday, October 25, 2015 SIGNIFICANT INTERVENTION

27. Sunday, October 25, 2015 Students are likely to be able to extract and evaluate the mathematical information embedded in a range of activities, including: use and calculate with fractions, decimal fractions, percentages, signed numbers and numbers in index form; use and apply ratio, rates and proportion; use angle properties, symmetry and similarity; estimate and accurately measure including using relevant formulae and convert between metric units ; collect, represent, summarise and interpret a range of data; use, calculate with and interpret information based on maps including scales, bearings, distances, speed and time. Develop, interpret and use simple formulae and algebra

28. Sunday, October 25, 2015 Students are likely to be able to select, interpret and use mathematical information in a range of familiar and less familiar activities, including: calculate with very large whole numbers and familiar fractions, decimals and percentages linking equivalent forms; use and apply rates; describe, draw and construct 2D and 3D shapes and objects; estimate, measure and convert between metric units; collect and organise familiar data and construct graphs; use distance, direction, coordinates, simple scales, labels, symbols and keys to read and use everyday maps and plans.

29. Sunday, October 25, 2015 Students are likely to be able to identify, comprehend and use relevant mathematical information in familiar activities, including: calculate with whole numbers, money and simplefractions; identify, draw and describe common 2D and some 3D shapes; estimate and measure using common instruments graduated in familiar units; order and use data to construct tables and charts; read and interpret maps/street directories/plans.

30. Sunday, October 25, 2015 Students are likely to be able to locate, recognise and use key mathematical information in simple and highly familiar activities, including: compare, add and subtract whole number amounts (up to 1000) including with money; recognise, compare and measure familiar shapes and objects using basic metric measurements and quantities; follow simple and familiar oral and written directions. Significant Numeracy intervention SIGNIFICANT INTERVENTION

31. Sunday, October 25, 2015 Significant Numeracy intervention SIGNIFICANT INTERVENTION