Early Years Establishing a consistent screening & tracking process
Kindergarten (WA/QLD/SA/TAS), Preschool (NSW/ACT/NT/VIC)
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 Early Years
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 Early Years 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 Early Years 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 Early Years 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 Phonological Awareness Subtest scores into a percentage
When scoring the Alphabet Sounds Subtests, these are not converted into percentages but marked out of the 6 for the first set of sounds. Then out of 12 for Group 2, out of 18 for Group 3 sounds, then out of 26 when reporting on the full alphabet.
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 Early Years 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 scoring 80%-100% who have acquired the skill
- Students scoring 40%-60% who have almost acquired the skill but require additional small group targeted teaching
- Students scoring 0%-20% who are experiencing great difficulty and require focused targeted teaching
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:
- Surnames (column B) have been hidden
- A fairly general sample class’s test results have been entered
- In the case of 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 than the examples provided and teachers may need to factor in additional teaching time. Eg 5 or 6 minute sessions, some whole class, some small group, and some with the education assistant in the room.
- For schools of particularly high socio-economics, the student test scores may be somewhat higher than the examples provided 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.