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Many schools take the opportunity to commence SSP implementation with PLD on pupil-free days at the beginning or end of the school year. Typically, a day is sufficient for staff to familiarise themselves with PLD’s programs, screening, online courses, and processing testing. Schools that allocate pupil-free time ensure teachers are ready to start the year with clarity on whole-school teaching, testing, and tracking of student progress. This page outlines how to integrate training, testing and program familiarisation on a pupil-free day. .

PLD's SSP implementation can occur at any point during the school year. For alternative timings, please refer to the buttons below:

Pupil Free (Dec / Jan)
Begin in Term 1
Begin in Term 2
Begin in Term 3
Begin in Term 4

Step 1: Set up PLD tracking sheets

  • To get started with PLD, click the provided link to register for a new set of PLD Tracking Sheets.
  • Set up the classes for the next school year and input the class list (student names) into the appropriate columns. 
  • Rename the tabs to indicate the year levels and class names (e.g. Yr 1 Room 9, Yr 3 LA4, Yr 6J, etc.)
  • Do not put composite classes in separate tabs. Rename tabs to identify composite classes (eg Y1&2)
  • Save the document to the school’s shared drive and share the link with the staff. For an easier process, consider using a cloud-based tracking sheet document. Click here to learn more about the benefits of cloud-based sheets for both teachers and administrators.

Step 2: Participating classes will need to administer screening in the final weeks of the school year and provide this information for the training day

Early Years

Present the following Term 4 screening subtests, which are located within the Early Years Screening & Tracking Manual:

  • Term 4 Alphabet Sound Screen (Supporting Reading) on page 17.
  • Term 4 Blending Screen (Supporting Reading) on page 19.
  • Term 4 Alphabet Recall (Supporting Spelling) on page 20.
  • Mark the screens. Place the results on the PLD tracking sheet (set up in step 1)

Foundation 

Present the following Term 4 screening subtests, which are located within the Foundation Screening & Tracking Manual:

  • Term 4 Early Reading Screen on pages 16 – 17.
  • Term 4 Phonic-Based Spelling Screen in a small group setting (template attached in the manual) on pages 20 and 23.
  • For students unable to spell or read, present the Term 1 Alphabet Sound Screen on page 7 and the Phonemic Awareness Screen on page 10.
  • Mark the screens. Place the results on the PLD tracking sheet (set up in step 1)

Year 1 & 2

Present the following Term 1 spelling screen, which is located within the Year 1 & 2 Screening & Tracking Manual:

  • Administer the Week 1, Term 1 Spelling Placement Screen on page 10.
    • Do not mark the screens, as they will be handed over to next year’s teachers to analyse during the online training.
  • Students who score between 0-40% in Stage 1 Target 1 CVC spelling will need the three subtests presented from the Difficulty Acquiring Stage 1 Target 1 Screen on pages 28 and 29.
  • For schools new to PLD, we recommend focusing on Spelling Placement Tests and Tracking first, then present the Year 1 & 2 Early Reading Screen on pages 17–20 within the first 6 months.
  • Mark the screens. Place the results on the PLD tracking sheet (set up in step 1)

Year 3, 4, 5 & 6

Present the following Term 1 spelling screen, which is located within the Year 3, 4, 5 & 6 Screening & Tracking Manual:

  • Administer the Week 1, Term 1 Spelling Placement Screen on pages 10–11.
    • Do not mark the screens, as they will be handed over to next year’s teachers to analyse during the online training
  • Students who score between 0-40% in Stage 1 Target 1 CVC spelling will need the three subtests presented from the Difficulty Acquiring Stage 1 Target 1 Screen on pages 29 and 30.
  • For students still operating within Stages 1 and 2 of spelling (or with delayed reading), administer the Early Reading Screen for Middle & Upper Primary Students on pages 24–27.
  • Mark the screens. Place the results on the PLD tracking sheet (set up in step 1)

Step 3: On the pupil-free day, view at least 3 hours of the relevant online course and mark and enter the exit screening results into the PLD tracking sheets

PLD does not recommend that teaching staff view all courses, only the course (or courses) that relate to the class they are teaching. Below are convenient links to the relevant courses: 

During this time, teachers also mark spelling tests by referring to the screening and tracking manuals for marking instructions.  Teachers enter the test scores into the tracking sheets.

Step 4: Essential instructional videos for all teachers – after entering results

Teachers arrange their new class into three targeted teaching groups. The following year-level-specific videos are essential viewing. The creation of a classroom plan based on the range in testing scores is outlined in these videos. Teaching staff need to understand this step to implement the PLD programs with fidelity. 

Early Years Teachers
Also watch

Foundation Teachers
Also watch

Year 1 & 2 Teachers
Also watch

Year 3,4,5&6 Teachers
Also watch

Step 5: Once teachers have established a teaching plan for Term 1, PLD can provide support and coaching

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