Using PLD in Educational Support

All students with special educational needs are different. If however, there are students who are presenting with primary school levels of reading, spelling, and writing, PLD’s SSP program can be used appropriately.

PLD recommends that rather than completing all online courses, teaching and support staff only view the courses relevant to the developmental levels of the students they are working with. The courses can be revisited within the school year.

Foundation Classes

• Foundation classes are typically advised to focus on the Early Years implementation of PLD. Click here to view the Early Years literacy starter packs and literacy and oral language starter packs. 

• Foundation staff are typically advised to focus on the Early Years of the implementation of PLD. The relevant course is ‘Pre-Literacy in the Early Years’.

Year 1 & 2 Classes

• Year 1 and 2 classes are typically advised to commence with a Foundation level implementation of PLD. Click here to view the Foundation literacy starter packs and literacy and oral language starter packs.

• It is common for this year level to also have a high proportion of the students who are operating at a pre-literacy level. The Foundation programs cover both pre-literacy & early literacy.

• Year 1 & 2 staff are typically advised to focus on a Foundation level implementation of PLD. The relevant course is ‘Learning to Read, Spell and Write in Foundation’

Year 3 & 4 Classes

• Year 3 & 4 classes are typically advised to commence with the Year 1 implementation of PLD. Click here for Year 1 starter literacy packs and oral language packs.

• It is common for these year levels to also have a proportion of the students who are operating at a pre-literacy level. Click here for the Intensive Pre-Literacy Teaching Pack.

• Year 3 & 4 staff are typically advised to focus on a Year 1 & 2 implementation of PLD. The relevant course is ‘Synthetic Phonics in the Junior Primary’ However, it is also anticipated that there will 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.

Year 5 & 6 and Secondary Schools

• Year 4, 5, 6 and secondary schools, for the purpose of quoting, will be required to either estimate the function literacy levels within the classes or complete the placement tests outlined below. 

• In addition, Year 3, 4, 5, 6 and secondary classes are likely to require programs for students that are not yet reading, spelling and writing (i.e. pre-stage 1). It is common for these year levels to also have a proportion of the students who are operating at a pre-literacy level. Click here for the Intensive Pre-Literacy Teaching Pack.

• Year 5 & 6 staff are typically advised to complete the course relevant to the levels within the classes. ‘Synthetic Phonics and Beyond’ outlines PLD’s Stages 1-6, whereas ‘Synthetic Phonics in the Junior Primary’ focuses mainly on PLD’s stages 1, 2 and 3. However, it is also anticipated that there will 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’. 

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 so that the developmental levels of the students can be discussed.

Full Name(Required)

Email Address(Required)

Contact Number (ideally mobile number)(Required)

Role(Required)

Teacher/Assistant Early YearsTeacher/Assistant FoundationTeacher/Assistant Year 1 or 2Teacher/Assistant Year 3, 4, 5 or 6Teacher/Assistant Learning SupportSpecialist (Speech Pathologist, OT, Psychologist)Daycare / Early Ed & CarePurchasing OfficerPrincipal or Deputy PrincipalOther

Name of School or Centre(Required)

School Address (include state)(Required)

Current Class Structure(Required)

(eg P / Yr1 / Yr2 x 1, Yr 3 - 6 x 1 & Yr 7 - 10 x 1)

Approximate Budget (optional)

Enter Any Additional Information

Submit Quote Request

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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.