Diagnostic testing

Diagnostic testing

All students complete diagnostic testing during the intake process. We create an Individual Learning Plan (ILP) for each student which seeks to identify the existing support services in place and assess educational and wellbeing needs.

Monthly Education Reports

At Parkville College, Monthly Education Reports (MERS) record progression and adapt our teaching to seek the constant Zone of Proximal Development, (the difference between what a learner can do without help and what he or she can do with help). The MERS include a short summary of the student’s progressions in literacy and numeracy as well as their strengths and goals, recording each students assessment of reading fluency over time. The MERS are completed on a regular basis to optimise information transfer from Parkville College to the Department of Human and Health Services, and ensure that data is used effectively in each students transition back into the community.

Fountas and Pinnell assessment

Fountas and Pinnell is a one-on-one, comprehensive assessment to determine independent and instructional reading levels and for placing students on the Fountas & Pinnell A-Z Text Gradient. While students display a wide distribution of reading skills, each level is tentatively associated with a school grade.

At Parkville College, we use the Fountas and Pinnell benchmark assessments to determine the instructional reading level of each student. Once the level is determined, our teachers are able to:

• Identify students who need intervention and extra help
• Group students for reading instruction
• Select texts that will be productive for a student’s instruction
• Monitor and report student progress

Parkville College School Strategic Plan

Data and assessment

Compass analysis

Compass is a computer based assessment of core literacy skills specifically designed for disengaged and educationally marginalised young people and adults. Compass is aligned to the Australian Core Skills Framework (ACSF); the common national reference point for describing performance in the core skill areas.

Compass analysis contains is a series of multiple choice tests designed to assess our students skills in Mathematics and Reading. Mathematics is assessed across these strands: 1.:Number, 2: Measurement, 3: Space, 4: Chance and Data. English assesses: 1: Text location and interpretation, 2: Contextual understanding and 3: Text language and knowledge.

A comprehensive series of reports can be accessed immediately after a student has completed the literacy and numeracy compass assessments. Our teachers use these test results to form individual learning plans for each student and plan lessons which target specific areas of weakness as well as build upon recognised strengths. Our students are re-tested regularly which allows teachers to monitor improvements over time and show the effectiveness of intervention strategies.

The Attitudes to School Survey

The Attitudes to School Survey (ATTS) is designed to collect data about the opinions of students to assist schools with planning, developing curriculum and supporting students.

The survey assists our teaching and support staff to gain further understanding of our students’ perceptions and their experience of school at Parkville College. It provides Parkville College with valuable data on students’ views of their wellbeing, teaching, learning and school in general. Students are required to complete an ATTS as part of the enrolment/intake process and are then required to complete the survey regularly at each teacher’s discretion.



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Our curriculum

In response to the diverse array of standards and abilities, Parkville College teachers have developed a credible and flexible curriculum to meet our students’ varying needs. Our school supports students through all levels of education, from early primary years, through to secondary and beyond. Parkville College teachers are qualified to teach a large number of VCE and VCAL studies.

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Our values

Studies suggest that not only do students tend to match the expectations laid out for them, but also they are reasonably accurate in perceiving the extent to which teachers favour some students over others. People don’t come in one standard shape or size, and their minds don’t either. At Parkville College, we believe in inclusive education, and that to be excluded is to be disempowered.

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