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Using the Pupil-Free Days in December or January to Make a Start to the Implementation of PLD

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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.

PLD implementation can be launched at any stage within the school year. For other implementation plans please see:

Start in Term 1
Start in Term 2
Start in Term 3
Start in Term 4

Step 1: Register for & set up the PLD Tracking Sheets.

  • Click here to register for the PLD Tracking Sheets.
  • On pupil-free days, set up the classes for the next school year:
    • Rename the tabs to denote the year level and class name that will be recorded on each tracking sheet. For example, “Year 1” will become “Yr1 Rm9” or “Yr 1 LA4”, “Yr 1J”, etc.
    • Copy and paste/enter the class lists (student names) in the correct columns within each tab.
    • Composite classes must have a column identifying each student’s year level (you may need to insert a column beside the Background column.
    • Save to the school’s shared drive and share the link with staff. Click here to see how a cloud-based tracking sheet document will make the process easier for 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

These screens are located in the Early Years Screening & Tracking Manual.

  • Present the following subtests in the Early Years Pre-Literacy Screen on page 14:
    • Subtest 3 Blending Three Phonemes.
    • Subtests 4a, 4b & 4c 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 

These screens are located in the Foundation Screening & Tracking Manual.

  • Administer the Term 4 Spelling Screen on page 25. For those students unable to spell present the Foundation Pre-Spelling Screen on page 23.
  • Administer the Foundation Early Reading Screen on page 16 in a small group setting. For those students who are not yet reading CVC words, present the Foundation Pre-Reading Screen on page 13.
  • 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

These screens are located within the Year 1 & 2 Screening & Tracking Manual.

  • Even though it is Term 4, administer the Week 1 in Term 1 Spelling Placement Screen on page 9.
  • 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 28.
  • OPTIONAL: Present the Year 1 & 2 Early Reading Screen on page 16.
  • 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

These screens are located within the Year 3, 4, 5 & 6 Screening & Tracking Manual.

  • Even though it is Term 4, administer the Week 1 in Term 1 Spelling Placement Screen on page 9. 
  • 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 28.
  • OPTIONAL: For students still operating within Stages 1 and 2 for spelling (or with delayed reading), the Early Reading Screen for Middle & Upper Primary Students on page 23 can be presented.
  • 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 and mark and enter the exit screening results into the PLD tracking sheets (referred to in Step 1).

  • 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: Short videos to be viewed by teachers prior to (or immediately after) entering results into the tracking sheets.

All Classroom Teachers 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 2022 Term 1 by arranging the class into three targeted teaching groups, support & coaching from PLD can be given.

When all of the student results have been entered into the tracking sheets, the School Leader (ie Literacy Coordinator, Deputy Principal, Head of Curriculum etc) can request support through this link: https://pld-literacy.org/request-for-support-with-pld-tracking-sheets/

It is highly recommended that the schoolwide tracking document be shared in a “cloud” version through the School’s IT staff. A temporary link can be sent.

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