Foundation Establishing a consistent screening & tracking process
Pre-Primary (WA), Kindergarten (NSW/ACT), Preparatory (QLD/VIC/TAS) Reception (SA), Transition (NT)
What is the purpose of PLD’s Tracking Sheets?
- The PLD Tracking Sheets integrate the downloadable paper-based screening tools with a digital medium, which helps schools manage the implementation of PLD across classes and year levels.
- The Tracking Sheets are formatted so that each term classroom teachers enter pre-literacy to Year 6 data.
- The Tracking Sheets facilitate teachers in organising their classes into three ability (or targeted teaching) groups.
- The Tracking Sheets record each class’s results from implementing PLD’s Structured Synthetic Phonics (SSP) program.
Watch Diana Rigg talk you through the process for Foundation
Setting up the PLD Tracking Sheets
Step 1. Set up the PLD Tracking Sheets
- The Tracking Sheets can be downloaded from the PLD website.
- Converted into a ‘cloud-based’ format and stored in a centralised location.
- Each class is allocated to a different tab.
- Student names entered.
Step 2. Download PLD’s Foundation Screening & Tracking Manual
Download & read the manual including:
- What to screen?
- When to screen?
- Instructions on how to screen?
- How to report on the results?
The manual will be available to download in Term 4 2020. In the meantime, you can download the Foundation Screening Tools HERE.
Step 3. View the PLD training video on spreadsheet functions
For staff to effectively enter test scores, it is essential for them to understand three main spreadsheet functions. View the training video on essential spreadsheet functions below:
- Skill 1: Hiding and ‘unhiding’ columns.
- Skill 2: Highlighting cells.
- Skill 3: Inserting, deleting & moving rows (to reorganise the class into ability groups from the initial alphabetical ordering.)
Step 4. Hide any columns that are no required
Hide any columns that do not reflect the term you will be entering the data in.
Getting started using the PLD Tracking Sheets
Refer to the downloadable PLD Foundation Screening & Tracking Manual which will be available in Term 4 2020. In the meantime, complete the screening based on the downloadable tools listed HERE.
Step 1: Convert the pre-literacy Subtests and later in the year reaing and spelling scores into a percentage
Within each term, upon reaching Week 6 or 7, the students will have received intensive short, sharp and regular pre-literacy training. Therefore it is now appropriate to screen every student with the following Foundation Pre-Literacy Screen.
Early in the school year, pre-literacy screening is conducted. The phonemic awareness and phonological awareness scores need to be converted into a percentage. Also, as part of the pre-literacy Subtest screening are alphabet scores out of 26. These do not need to be converted to percentages.
Throughout the year, as students transfer from pre-literacy a reading and spelling assessment will be presented. These results are then transferred into a percentage on the Tracking Sheets.
Step 2: Enter the scores into the PLD Tracking Sheets
This can be commenced within any school term, within the school year. Further information can be found in PLD’s Foundation Screening & Tracking Manual due on Term 4 2020 or by viewing the Early Years Screens HERE.
Step 3: Apply the cut & paste function to arrange the class into three targeted teaching groups
Rather than having a mixture of scores and percentages on one sheet, arranging students into three groups will allow you to visually see the students who require more in-depth instruction and those who are ready to progress onto the next skill. This will likely consist of:
- Students who are either starting to decode (or who are close to reading); identified by a high alphabet sound score 21-26/26 and/or 80-100% for phonemic awareness blending and segmenting.
- Students who are acquiring their pre-literacy skills but still require further targeted teaching. Their test scores for alphabet sounds being 12-19/26 and/or 20-40% for phonemic awareness blending and segmenting.
- Students who are struggling to acquire the pre-literacy skills and who require early in the year focused efforts to develop their low alphabet sounds (e.g. 4/26) and/or their blending and segmenting skills (which may be as low as 0%).
Tip: How do you cater for absent students?
Absent students or students who have left need to be placed at the bottom of the spreadsheet. Do not delete them. It is important that from term to term you are profiling the range in ability that exists within your current class.
For the purposes of this demonstration please note:
- A fairly general sample class’s test results have been entered
- If an Early Years/Foundation Year class eg K/PP, it will be necessary to set up and maintain two spreadsheets. One for the Early Years program and one for the Foundation program.
- For schools of particularly low socio-economics, the student test scores may be initially somewhat lower and teachers will need to factor in additional explicit and targeted teaching experiences. For example targeted whole class, small group teaching delivered in the rotational tasks, and additional education assistant targeted teaching.
- For schools of particularly high socio-economics, the student test scores may be somewhat higher and students may be ready to progress onto the next skills earlier.
To enable easy implementation across your classroom and school, we have created a step by step video guide for screening and tracking for each year group. Click on the images below to view the videos for other year groups.