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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, half a day is sufficient time for staff to familiarise themselves with PLDโ€™s programs, screening, downloadable manuals, online courses, and processing of the testing. Naturally, questions will arise, but the allocation of a half-day is sufficient to make a start. Schools that allocate a proportion of their available pupil-free time ensure teachers are ready to start the year with clarity on the whole school teaching, testing, and tracking of student progress. This positive start to the year sets up schools to commence the year well and using the pupil-free days in December or January to get organised will give you a head start for the school year. .

This article provides a comprehensive guide to kickstarting PLD in the pupil free days with preparation beginning in Term 4.

PLD's SSP implementation can be initiated at any point during the school year. For alternative implementation plans, please refer to:

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

Step 1: Registering and Setting Up PLD Tracking Sheets

  • To get started with PLD, click the provided link to register for the PLD Tracking Sheets.
  • On pupil-free days, set up the classes for the next school year. For instance, rename the tabs to indicate the year levels and class names (e.g., Yr 1 Room 9, Yr 3 LA4, Yr 6J, etc.) and input the class list (student names) into the appropriate columns. This task can be assigned to administrative staff.
  • For composite classes, do not put composite classes in separate tabs. You may need to insert a column beside the background column to ensure there is a column identifying each studentโ€™s year level.
  • Save the document to the schoolโ€™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: The participating classes will need to administer screening in the final week(s) of the school year and hand this information over to next year’s teachers to use when they are viewing the online courses.

Early Years

Within the Early Years Screening & Tracking Manual, present the following screens:

  • 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.
  • Do not mark the screens as they will be handed over to next year’s Foundation teachers to analyse during the online training.

Foundation 

Within the Foundation Screening & Tracking Manual, present the following screens:

  • 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 those students unable to spell or read, present the Term 1 Alphabet Sound Screen on page 7 and the Phonemic Awareness Screen on page 10.
  • Do not mark the screens as they will be handed over to next yearโ€™s Year 1 teachers to analyse during the online training.

Year 1 & 2

Within the Year 1 & 2 Screening & Tracking Manual, present the following screens: 

  • Even though it is Term 4, administer the Week 1, Term 1 Spelling Placement Screen on page 10.
  • Students who score between 0-40% in Stage 1 Target 1 CVC spelling will need further screening using the Difficulty Acquiring Stage 1 Target 1 Screen on pages 26 – 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.
  • Do not mark the screens as they will be handed over to next yearโ€™s teachers to analyse during the online training.

Year 3, 4, 5 & 6

Within the Year 3, 4, 5 & 6 Screening & Tracking Manual, present the following screens:

  • Even though it is Term 4, administer the Week 1, Term 1 Spelling Placement Screen on pages 10 & 11.
  • Students who score between 0-40% in Stage 1 Target 1 CVC spelling will need further screening using the Difficulty Acquiring Stage 1 Target 1 Screen on pages 28 – 30.
  • For students still operating within Stages 1 and 2 for spelling (or with delayed reading), administer the Early Reading Screen for Middle & Upper Primary Students on page 24-27.
  • Do not mark the screens as they will be handed over to next yearโ€™s teachers to analyse during the online training.

Step 3: During the pupil-free day (in December or January), teachers view at least two hours of the relevant online course, mark and enter the exit screening results into the PLD tracking sheets.

  • Teachers mark the screens on pupil-free days: For teachers with exit screens, refer to the screening and tracking manuals for marking FAQ and examples of marked screens:
    • Early Years: For instructions on how to administer the progress checks that will be completed midterm (Week 6 or 7) in the Early Years Screening & Tracking Manual, please refer to the information on page 7.
    • Foundation: For instructions of how to administer the Foundation Early Reading Screens in the Foundation Screening & Tracking Manual, please refer to pages 11 & 12. For instructions on how to administer the Foundation Spelling Screens, please refer to pages 19 & 20. 
    • Year 1 & 2: For instructions on how to administer and correct the Spelling Placement Screen for students in Years 1 & 2, please refer to pages 6 and 7 in the Year 1 & 2 Screening & Tracking Manual. Instructions on how to administer the Year 1 & 2 Early Reading Screen can be found on pages 14 – 16.
    • Year 3, 4, 5 & 6: For instructions on how to administer and correct the Spelling Placement Screen for students in Years 3, 4, 5 & 6, please refer to pages 6 and 7 in the Year 3, 4, 5 & 6 Screening & Tracking Manual. For students still requiring decodable reading material in Middle and Upper Primary, please refer to pages 21 – 23 for the Early Reading Screen for Students in Middle to Upper Primary Operating at a Junior Primary Level.
  • Teachers enter the test scores into the tracking sheets (as per the short videos listed below in Step 4).
  • Teachers arrange their new class into three targeted teaching groups (as per the short videos listed below in Step 4).

Step 4: Essential Instructional Videos for All Teachers โ€“ Before or After Entering Results

It is recommended for all class teachers starting with PLD to watch:

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Early Years Teachers
Also watch

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Foundation Teachers
Also watch

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Year 1 & 2 Teachers
Also watch

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Year 3,4,5&6 Teachers
Also watch

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Step 5: Once teachers have established a teaching plan for Term 1 by arranging the class into three targeted teaching groups, support & coaching from PLD can be given.

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