Phase 2

1. COMPASS Training & Development Resource Phase 2 Establishing Learning Pathways... ENTER

2. COMPASS and Beyond!

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

4. COMPASS http://www.acer.edu.au/tests/compass PART 1: LEARNING PATHWAYS and CONSIDERATIONS

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).

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

7. OVERVIEW OF COMPASS LEVELS COMPASS online SACE SIGNIFICANT INTERVENTION Significant Literacy Numeracy intervention

8. ICAN LEARNING PATHWAY CLIENT: FLO STUDENTS CASE MANAGERS CONSIDERATIONS COMPASS online SACE SIGNIFICANT INTERVENTION Significant Literacy Numeracy intervention

9. COMPASS OUTCOMES MAP STUDENT NAME: ................................... CASE MANAGER: ................................... COMPASS online SIGNIFICANT INTERVENTION Significant Literacy Numeracy intervention

10. COMPASS DIAGNOSTIC ASSESSMENT ICAN LEARNING PATHWAY CLIENT: FLO STUDENTS CASE MANAGERS CONSIDERATIONS EXAMPLE PATHWAY 1 COMPASS online Numeracy for Work and Community Life (SACE) CERTIFICATE 3 VET CERT 1 - IVEC Concentrate on Literacy Modules SIGNIFICANT INTERVENTION Significant Literacy Numeracy intervention

11. COMPASS online SIGNIFICANT INTERVENTION Significant Literacy Numeracy intervention

12. COMPASS online SIGNIFICANT INTERVENTION Significant Literacy intervention

13. 1 COMPASSOUTCOMES PART 1: ICAN LEARNING PATHWAY 2 RESULTS INTERPRET RESULTS 3 ? IVEC CERT 1 SACE PLP WHERE TO FROM HERE? 5 5 4 unpack unpack FLEXIBLE LEARNING OPTIONS 6

14. COMPASS PART 2: Strategies to support progression through the compass descriptors. IMPROVEMENT PLAN

15. 1 COMPASSOUTCOMES PART 2: ACSF LEVEL IMPROVEMENT PLAN 2 RESULTS INTERPRET RESULTS 3 ? 4 ACSF -Identified Level through Compass(indicator) ACSF – Next Level through Compass (indicator) (approx. 9 months +) HOW WE MOVE TO THE NEXT ACSF LEVEL? 5 5 6 Alignment with the Core Skill Modules exemplar tasks that develop core skills understanding.

16. READING ABILITY DESCRIPTORS ACSF 4 and above ACSF 3 to 4 ACSF 2 to 3 SIGNIFICANT INTERVENTION ACSF 1 to 2 ACSF 1 and Below

17. READING ABILITY DESCRIPTOR ACSF 4 and above 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.

18. ReadingACSF 4 & above

19. READING ABILITY DESCRIPTOR ACSF 3 to 4 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.

20. ReadingACSF 3-4

21. READING ABILITY DESCRIPTOR ACSF 2 to 3 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.

22. ReadingACSF 2-3

23. READING ABILITY DESCRIPTOR ACSF 1 to 2 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 INTERVENTION Significant Numeracy intervention

24. ReadingACSF 1 to 2

25. READING ABILITY DESCRIPTOR ACSF 1 and Below SIGNIFICANT INTERVENTION Significant Numeracy intervention

26. MATHS ABILITY DESCRIPTORS ACSF 4 and above ACSF 3 to 4 ACSF 2 to 3 SIGNIFICANT INTERVENTION ACSF 1 to 2 ACSF 1 and Below

27. MATHS ABILITY DESCRIPTOR ACSF 4 and above 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. MATHS ABILITY DESCRIPTOR ACSF 3 to 4 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. MATHS ABILITY DESCRIPTOR ACSF 2 to 3 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. MATHS ABILITY DESCRIPTOR ACSF 1 to 2 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 INTERVENTION Significant Numeracy intervention

31. MATHS ABILITY DESCRIPTOR ACSF 1 and Below SIGNIFICANT INTERVENTION Significant Numeracy intervention