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Implementing SSP in Education Support Using PLD
Proficient literacy skills are vital in society today. These skills hold particular significance for students with special educational needs, influencing their social engagement, employment prospects, overall wellbeing, and self-esteem. To optimise literacy achievements, Structures Synthetic Phonics (SSP) programs and interventions are advised for both mainstream and special education settings. For students with special needs, it’s often necessary to implement adjustments, to the SSP program materials, to cater for the varying needs of these students.
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Every student with special educational needs is unique. However, for those who exhibit reading, spelling, and writing abilities below their current primary school level, PLD’s SSP program can be applied effectively.
PLD recommends that teaching and support staff focus on the online courses that are most relevant to the developmental levels of their students, rather than completing the entire suite, and the courses can be revisited for a period of 30 days.
Foundation Classes
- Foundation classes are generally recommended to concentrate on the Early Years Implementation of SSP. You can click here to explore the Early Years Literacy Starter Packs and Literacy and Oral Language Starter Packs.
- Staff working with Foundation classes are typically advised to concentrate on the Early Years phase of SSP implementation. The relevant course for this stage is ‘Pre-Literacy in the Early Years’.
Year 1 & 2 Classes
- For Year 1 and 2 classes, it is generally recommended to begin with a Foundation level implementation of SSP. You can find the Foundation Literacy Starter Packs and Literacy and Oral Language Starter Packs by clicking here.
- Additionally, it is common at this level to have a significant portion of students operating at a pre-literacy level. The Foundation programs address both pre-literacy and early literacy stages.
- Staff working with Year 1 and 2 classes are typically advised to concentrate on a Foundation level implementation of SSP. The relevant course for this stage is ‘Learning to Read, Spell and Write in Foundation’
Year 3 & 4 Classes
- For Year 3 and 4 classes, it is generally recommended to begin with the Year 1 Level Implementation of SSP. You can find the Year 1 Literacy Starter Pack and Literacy & Oral Language Pack by clicking here.
- Additionally, it is common for these year levels to have a significant portion of students operating at a pre-literacy level. Click here for the Intensive Pre-Literacy Teaching Pack.
- Staff working with Year 3 and 4 classes are typically advised to concentrate on a Year 1 & 2 implementation of SSP. The relevant course for this stage is ‘Synthetic Phonics in the Junior Primary’.
- However, it is also expected that there will be a portion of students who are at a pre-literacy level. For those working with these students, the appropriate course is: ‘Teaching Students Who Are Unable to Read, Spell & Write‘.
Year 5 & 6 and Secondary Schools
- For Years 4, 5, 6, and Secondary Schools, to provide an accurate quote, it will be necessary to either estimate the functional literacy levels within the classes or administer the placement test outlined below.
- Additionally, Years 3 – 6, and secondary classes may require programs for students who are not yet at the reading, spelling, and writing stages (i.e. Pre-Stage 1). It is typical for these year levels to also have a portion of students operating at a pre-literacy level. You can find the Intensive Pre-Literacy Teaching Pack here.
- Staff in Years 5 and 6 are generally advised to engage with the course that aligns with the levels within their classes. ‘Synthetic Phonics and Beyond’ provides a comprehensive overview of PLD’s Stages 1 – 6, whilst ‘Synthetic Phonics in the Junior Primary’ primarily focuses on PLD’s stages 1, 2, and 3.
- However, it is also expected that there will be a portion 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’.
Online Course for Teaching Pre-Literacy Students
For schools new to PLD, by filling out the form below, you can request cost estimates for training and essential programs. Subsequently, a quote will be sent to the provided email address (typically within 48 hours.) Following this, a complimentary 30-minute consultation will be scheduled to further discuss and tailor the quote to meet the specific requirements of the school.
Foundation Classes
Are advised to commence with 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.
Year 1 and 2 Classes
Are advised to commence with 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, Foundation placement tests can be presented to determine the starting points for the different targeted teaching groups. Read more on this here.
Year 3, 4, 5, 6 and Secondary 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 test (which cover PLD’s stages 1-6) and will identify the students who still require decodable reading material. These are 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 27-29.
- Click here to register for the PLD Tracking Sheets.
- Follow the instructions and set up a tab for each class. For complex students there are individual tracking sheets also provided as an option.
- Refer to the screening step above, as teachers will need to enter test results for each student onto the PLD Tracking sheets.
- Typically PLD recommends that for each support class, student results should be clustered into three targeted teaching groups. It is essential that teaching staff enter test scores, as outlined in the relevant PLD tracking sheet videos.
- Tracking sheets can then be shared with the PLD office for support.
References:
- Afacan, K., Wilkerson, K.L., & Ruppar, A.L. (2017). Multicomponent Reading Interventions for Students With Intellectual Disability, Remedial and Special Education, 39 (4), 229 – 242 39 (4), 229 – 242.
- Dessemontet, R.S., Martinet, C., de Chambrier, A., Martini-Willemin, B., and Audrin, C. (2019). A meta-analysis on the effectiveness of phonics instruction for teaching decoding skills to students with intellectual disability, Educational Research Review, 26, 52-70, ISSN 1747-938X, https://doi.org/10.1016/j.edurev.2019.01.001.
- Hempenstall, K. (2008). Corrective Reading: An Evidence‐Based Remedial Reading Intervention. Australasian Journal of Special Education, 32(1), 23-54.
- Stylianakis, C., & Little, C. (2013). Implementing a multilevel literacy program for a child with autism. Special Education Perspectives, 22(1), 7-14.