Implementing in Remote Schools
Maximising Literacy Outcomes with Evidence-Based SSP Programs.
Speech Pathology Australia released a case study (2011) on the significant progress that was made in a remote school, with students progressing from non-readers to readers very rapidly once alphabet sounds and phonemic awareness was systematically targeted using PLD’s approach to literacy instruction.
Like many remote indigenous schools, the Rawa Community School within the Pilbara region of Western Australia faced challenges such as limited access to support services and resources, irregular school attendance, hearing difficulties from chronic ear infections, and English as students’ second, third or even fourth language.
PLD’s program concentrated on developing key speaking and listening skills such as sound awareness and language comprehension which resulted in immediate improvements in students reading, spelling and writing skills. Focusing on oral language and phonological awareness, and teaching students to blend and segment words based on sounds resulted in significant gains in literacy skills which were maintained over time.
If the school has internet access, the online courses are a flexible option to efficiently train staff. The online courses can also be directed to new staff as staff changes occur. Rather than completing all online courses, PLD recommends that teaching and support staff access the courses/s most relevant to their year level(s). At least 2 ½ hours of viewing time is required. The courses can be revisited within the school year.
Early Years Classes
- Early Years classes are advised to view the course ‘Pre-Literacy in the Early Years’
- Click here for the Essential Early Years Literacy Starter Pack.
PLD’s Foundation offering targets pre-literacy as well as early literacy skills and is relevant to most remote Foundation classes.
- Foundation classes are advised to focus view the course ‘Learning to Read, Spell and Write in Foundation’.
- Click here for the Essential Foundation Literacy Starter Pack.
Year 1 & 2 Classes
- Year 1 and 2 classes are advised to focus on a Foundation level implementation of PLD. The relevant course is Synthetic Phonics in the Junior Primary’. However, it is also anticipated that there may also be a proportion of students who are at a pre-literacy level. For those working with these students, the relevant course is ‘Teaching Students Who Are Unable to Read, Spell & Write’.
- Click here for the Essential Year 1 Literacy Starter Pack or the Intensive Pre-Literacy Skills Teaching Pack.
Year 3, 4, 5 & 6 Classes
- Year 3, 4, 5 & 6 (and secondary school classes) are advised to access ‘Synthetic Phonics and Beyond’ which outlines PLD’s Stages 1-6. It may be beneficial for teachers to access ‘Synthetic Phonics in the Junior Primary’ if there are a significant number of students working below age-appropriate levels. Additionally, the ‘Teaching Students Who Are Unable to Read. Spell & Write’ course will be helpful for students who are at a pre-literacy level.
- Click here for the Essential Year 3 & 4 Literacy Starter Pack or the Essential Year 5 & 6 Literacy Starter Pack.
- For students who are operating at a pre-literacy level. Click here for the Intensive Pre-Literacy Teaching Pack.
Early Years Classes
Are advised to focus on an Early Years implementation of PLD. Click here for the Early Years manuals.
- If commencing implementation within semester 1, classes are advised to commence teaching the skills outlined commencing with the Term 1 Early Years implementation.
- If commencing implementation in semester 2, an Early Years placement test can be presented to determine the starting points for the different targeted teaching groups. Read more on this here.
Are advised to focus on a Foundation level implementation of PLD. Click here for the Foundation manuals
- If commencing implementation within semester 1, classes are advised to commence teaching the skills outlined commencing with the Term 1 Foundation implementation.
- If commencing implementation in semester 2, an Foundation placement test can be presented to determine the starting points for the different targeted teaching groups. Read more on this here.
Year 1 & 2 Classes
Are advised to focus on Year 1 & 2 implementation of PLD. Click here for the Year 1 & 2 manuals.
- The spelling placement tests (which cover PLD’s stages 1-3) are located on pages 9-12 of the Screening & Tracking Manual.
- The reading placement test (which covers PLD’s stages 1-3) will support teachers to identify students who require decodable reading material. These assessments can be found on pages 16-20 of the Screening & Tracking Manual.
- For the students operating at a pre-literacy (or pre-CVC level) present the subtests in the red box on pages 27-29.
Years 3, 4, 5 & 6 Classes
Are advised to utilise the placement tests outlined in the Year 3, 4, 5 and 6 manuals.
- The spelling placement tests (which cover PLD’s stages 1-6) are located on pages 9-16.
- The reading placement tests will identify the students who still require decodable reading material. These can be located on pages 23-26.
- For the students operating at a pre-literacy (or pre-CVC) level, present the subtests in the red box on pages 26-28.
- Click here to register for the PLD Tracking Sheets, follow the instructions, and set up a tab for each class. It is likely that the tab “Classes with Pre-CVC Students” will be relevant to many remote classes.
- Follow the instructions and set up a tab for each class.
- Refer to the screening step above, as next teachers will be required to enter test results for each student onto the PLD Tracking sheets.
- Typically PLD recommends that teaching staff organise the range in ability into three targeted teaching groups. It is essential that teaching staff enter test scores as outlined in the relevant PLD tracking sheet videos.
- For complex students, there are individual tracking sheets provided as an option.
- Tracking sheets can then be shared with the PLD office for support.
By completing the form below, schools new to PLD can request implementation costs for training and essential programs. A quote will be forwarded to the email supplied (typically within 48 hours). A 30-minute consult will follow to discuss and refine the quote to suit the school’s requirements.