COMPASS Training & Development Resource Establishing Learning Pathways

COMPASS Training & Development Resource

Establishing Learning Pathways...

https://iachieve.acer.edu.au/au/portal.php

Friday, April 21, 2023

https://iachieve.acer.edu.au/au/portal.php


COMPASS ASSESSMENT READING AND MATHEMATICS

LEVELS

COMPASS USER GUIDE

(CLIENT)

TO ACCESS DOCUMENTS

TO ACCESS DOCUMENTS

COMPASSPART 1:

LEARNING PATHWAYSand

CONSIDERATIONS


http://www.acer.edu.au/tests/compass

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).


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


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 3-4 (SACE STAGE 1)(PLP)(CERT.3)


ACSF 1-2 (CERT 1 - IVEC)(CERT 1 - VET)


OVERVIEW OF COMPASS LEVELS


SIGNIFICANT INTERVENTION

Significant Literacy

Numeracy intervention

COMPASS online

READING






MATHS






ICAN LEARNING PATHWAYCLIENT: FLO STUDENTS

CASE MANAGERS CONSIDERATIONS





COMPASS online

READING


ACSF 3-4 (SACE STAGE 1)(PERSONAL LEARNING PLAN)(CERT. 3 VET)




MATHS






COMPASS OUTCOMES MAP





COMPASS online

STUDENT NAME: ...................................

CASE MANAGER: ...................................

READINGACSF 4 and above (SACE STAGE 1-2)




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 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


CERT 1 - IVECConcentrate on

Literacy Modules




COMPASS online

MATHS LEARNING OPTIONS


ACSF 3-4 (SACE STAGE1)(PLP)(CERT.3)

• Numeracy for Life and Community Work• Maths Pathways?• CERT 3 VET• Personal Learning Plan


• 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)


IVEC FOUNDATIONSACSA – 8 Curriculum Areas(resources: SCOOTLE LP)Online Maths (mc)





COMPASS online

READING LEARNING OPTION


ACSF 3-4 (SACE STAGE1)(PLP)(CERT.3)

•Literacy for Life and Community Work• English Pathways?• CERT 3 VET• Personal Learning Plan


•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


IVEC FOUNDATIONSACSA – 8 Curriculum Areas(resources: SCOOTLE LP)Multi Lit (package) Direct Instructional Supports

LEXIA




intervention

COMPASS online


RESULTS

INTERPRET RESULTS

WHERE TO

FROM HERE?

SACEPLP

IVECCERT 1

FLEXIBLE LEARNING OPTIONS

?

PART 1: ICAN LEARNING PATHWAY

COMPASSOUTCOMES

unpackunpack

COMPASSPART 2:

Strategies to support progression through the compass descriptors.

IMPROVEMENT PLAN



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




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.



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.



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.



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



Significant

Numeracy interventi

on


N




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


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.


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.


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


N


Significant

Numeracy interventi

on


N

Documents

COMPASS Training & Development Resource Establishing Learning Pathways