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Many schools take the opportunity to commence PLD implementation 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 PLD’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.

The implementation of PLD 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 student’s year level.
  • 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: 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, proceed with the following steps.

  • Present the following subtests in the Early Years Pre-Literacy Screen on page 13, 14 and 16:
    • Subtest 3 Blending Three Phonemes.
    • Subtests 4a, 4b, 4c, 5a, 5b & 5c Alphabet Sound Recognition, Recall, and Formation.
  • 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, proceed with the following steps.

  • Administer the Term 4 Spelling Screen using the words outlined on page 19 in a small group setting. Provide the students with the Term 4 spelling screen template on page 22. For those students unable to spell present the Term 1 Alphabet Sound Screen on page 7 and the Phonemic Awareness Screen on page 9.
  • Administer the Foundation Term 4 Reading Screen on page 14 and 15. For those students who are not yet reading CVC words, present the Term 1 Alphabet Sound Screen on page 7 and the Phonemic Awareness Screen on page 9.
  • Do not mark the screens as they will be handed over to next year’s Year 1 teachers to analyse during the online training.

Year 1 & 2

Within the Year 1 & 2 Screening & Tracking Manual, proceed with the following steps.

  • Even though it is Term 4, administer the Week 1 in Term 1 Spelling Placement Screen on page 10.
  • Students who score between 0-20% in Stage 1 Target 1 CVC spelling will need further screening using the Difficulty Acquiring Stage 1 Target 1 screen on page 26.
  • OPTIONAL: Present the Year 1 & 2 Early Reading Screen on page 17-20.
  • Do not mark the screens as they will be handed over to next year’s teachers to analyse during the online training.

Year 3, 4, 5 & 6

Within the Year 3, 4, 5 & 6 Screening & Tracking Manual, proceed with the following steps.

  • Even though it is Term 4, administer the Week 1 in Term 1 Spelling Placement Screen on page 10. 
  • Students who score between 0-20% in Stage 1 Target 1 CVC spelling will need further screening using the Difficulty Acquiring Stage 1 Target 1 screen on page 29.
  • OPTIONAL: 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 year’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.

Step 4: Essential Instructional Videos for All Teachers – Before or After Entering Results

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

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 by arranging the class into three targeted teaching groups, support & coaching from PLD can be given.

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