Implementing PLD’s Programs in Educational Support

Students demonstrating verbal skills such as simple sentences, and sometimes repeating words or phrases (echolalia), are well placed to begin PLD’s SSP Early Years programs, designed by speech pathologists and occupational therapists. The teaching sequence may need to run at a slower pace, with extra time for mastery, and adapted based on progress monitored through the one-minute termly screens.

For students in Foundation Education Support (Prep/Pre-Primary) classes, it is important to be guided by developmental levels rather than their chronological age. PLD recommends these students may benefit from working one year below by implementing PLD’s SSP Early Years programs. The teaching sequence may need to run at a slower pace, with extra time for mastery, and adapted based on progress monitored through the one-minute termly screens.

For students in Year 1 and 2 Education Support classes, it is important to be guided by developmental levels rather than chronological age. PLD recommends these students may benefit from beginning with a Foundation-level implementation of PLD’s SSP programs. Placement testing will highlight students still operating at a pre-CVC level as well as those working within PLD’s Stage 1: CVC, early digraph, or words with consonant blends. The teaching sequence may need to run at a slower pace, with extra time for mastery, and adapted based on progress monitored through the termly screens.

For students in Year 3 and 4 Education Support classes, it is important to be guided by developmental levels rather than chronological age. PLD recommends these students may benefit from beginning with a Year 1-level implementation of PLD’s SSP programs. Additionally, placement testing will often identify a portion of students operating at a pre-literacy level. Educators will therefore likely benefit from both the general Year 1 & 2 and Pre-CVC training and programs.

For students in Years 5 & 6, and Secondary Education Support classes, it is important to be guided by developmental levels rather than chronological age. These classes typically include a wide range of abilities, which PLD programs and processes are designed to support. PLD Spelling Placement Tests can be used to establish the functional literacy levels, after which it is recommended that classes are equipped with the Stage 1 – Stage 4 programs, plus Pre-CVC resources for students with complex needs who are not yet reading or writing.

PLD makes structured literacy simple, practical, and effective – even in small rural and multi-age classrooms. See how PLD can transform literacy in your school.