Phase 2
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Transcript of Phase 2
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COMPASS Training & Development Resource
Establishing Learning Pathways...
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COMPASS ASSESSMENT READING AND MATHEMATICS
LEVELS
COMPASS USER GUIDE
(CLIENT)
TO ACCESS DOCUMENTS
TO ACCESS DOCUMENTS
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COMPASSPART 1:
LEARNING PATHWAYSand
CONSIDERATIONS
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http://www.acer.edu.au/tests/compass
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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).
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GLOSSARY
ACSF – Australian Core Skills FrameworkPLP – Personal Learning PlanIVEC – Introductory Vocational Educational CertificateESD - Education and Skills DevelopmentVET - Vocational Education and TrainingSACE – South Australia Certificate of EducationSACSA Framework – South Australian Curriculum Standards and Accountability Framework
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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
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SIGNIFICANT INTERVENTION
Significant Literacy
Numeracy intervention
COMPASS online
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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 PATHWAYCLIENT: FLO STUDENTS
CASE MANAGERS CONSIDERATIONS
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SIGNIFICANT INTERVENTION
Significant Literacy
Numeracy intervention
COMPASS online
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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
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Significant Literacy
Numeracy intervention
SIGNIFICANT INTERVENTION
COMPASS online
STUDENT NAME: ...................................
CASE MANAGER: ...................................
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READINGACSF 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)
MATHSACSF 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
ICAN LEARNING PATHWAYCLIENT: FLO STUDENTS
CASE MANAGERS CONSIDERATIONS
1
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CERT 1 - IVECConcentrate on
Literacy Modules
SIGNIFICANT INTERVENTION
Significant Literacy
Numeracy intervention
COMPASS online
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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 electivesIntro to TradesEMM (Elementary Maths Mastery)
ACSF 1 and below(IVEC FOUNDATION )or (SACSA)
IVEC FOUNDATIONSACSA – 8 Curriculum Areas(resources: SCOOTLE LP)Online Maths (mc)
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SIGNIFICANT INTERVENTION
Significant Literacy
Numeracy intervention
COMPASS online
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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 electivesIntro to Community Services, Café Options
ACSF 1 and below(IVEC FOUNDATION )or (SACSA)
IVEC FOUNDATIONSACSA – 8 Curriculum Areas(resources: SCOOTLE LP)Multi Lit (package) Direct Instructional Supports
LEXIA
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SIGNIFICANT INTERVENTION
Significant Literacy
intervention
COMPASS online
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RESULTS
INTERPRET RESULTS
WHERE TO
FROM HERE?
SACEPLP
IVECCERT 1
FLEXIBLE LEARNING OPTIONS
?
PART 1: ICAN LEARNING PATHWAY
COMPASSOUTCOMES
unpackunpack
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COMPASSPART 2:
Strategies to support progression through the compass descriptors.
IMPROVEMENT PLAN
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RESULTS
INTERPRET RESULTS
ACSF – Next Level through
Compass (indicator)(approx. 9 months +)
ACSF -Identified Levelthrough
Compass(indicator)
PART 2: ACSF LEVEL IMPROVEMENT PLAN
HOW WE MOVE TO
THE NEXT ACSF
LEVEL?
Alignment with theCore Skill Modules
exemplar tasks that develop core skills
understanding.
COMPASSOUTCOMES
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SIGNIFICANT INTERVENTION
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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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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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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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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 interventi
on
SIGNIFICANT INTERVENTIO
N
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Significant
Numeracy interventi
on
SIGNIFICANT INTERVENTIO
N
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SIGNIFICANT INTERVENTION
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Students are likely to be able to extract and evaluate themathematical 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 relevantformulae and convert between metric units ;• collect, represent, summarise and interpret a range of data;• use, calculate with and interpret information based on mapsincluding scales, bearings, distances, speed and time.• Develop, interpret and use simple formulae and algebra
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Students are likely to be able to select, interpret and usemathematical information in a range of familiar and less familiaractivities, 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.
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Students are likely to be able to identify, comprehend and userelevant 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 infamiliar units;• order and use data to construct tables and charts;• read and interpret maps/street directories/plans.
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Students are likely to be able to locate, recognise and use keymathematical 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 objectsusing basic metric measurements and quantities;• follow simple and familiar oral and written directions.
Significant
Numeracy interventi
on
SIGNIFICANT INTERVENTIO
N
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Significant
Numeracy interventi
on
SIGNIFICANT INTERVENTIO
N