Where should the majority of students in classrooms be operating? (i.e. Ideally Tier 1)
The PLD process aims to have the majority of students operating within their year level stage (or one stage higher. than the recommended stage for their year level).
Once a group of students are operating at the stage for their year level, teachers can slow down and teach broadly, using the 38 week outline in the Teaching Sequence Manuals.
Once a group of studnets is operating above their corresponding stage for their year level, it is important not to over accellerate but to focus on vocabulary, morphology and the broad 38 week teaching outline from the downlodable manuals.

Expected Stages Per Year Group

Students working at age-appropriate/above expected levels are represented at the base of the triangle and are classed as Tier 1 students (as shown in the model below).
It is recommended that once students are where they should be, or higher, teachers should not be focused on the 25% increase in ability brought about by targeting errors (i.e. the 16 in the placement tests) but the broad teaching sequence outline.
The healthiness of the school is identified when the majority of students are working within or above the expected stage for their year level.

The Students Operating Below Age Appropriate Stages (i.e. Tier 2 and 3 Students)
For students operating below that expected stages, scrutinizing the % of growth per term and teaching to the errors is essential.
The termly % of growth (ideally 25% minimum) indicates whether these students are on track to achieve the minimum 12 month increase in ability over the school year.
These students in particular are at risk of poor improvement in skills, and who often will require the added recommendations outlined in the yellwo area, to the right of the triangle graphic above.

Standardised End of Year Assessments for Year 1-6 (i.e. mid Novemeber)
The success of any literacy program, should be supported by end of year standardised screening results.
The integration of annual end of year screening is a recommended time efficient approach.
Following a full year of literacy instruction, the majority of students should increase in their reading and spelling ability by at least 12 months and also are the students operating where they should be for their chronological age.

The Early Years and Foundation should have a significant number of students keeping up with the teaching sequence.
As a general rule, 75% of the class should be keeping up with the Early Years and Foundation teaching sequences each term. This number could be adjusted slightly to make allowances for socio-economic, demographic and ICSEA factors.
The Early Years full year overview can be found on page 4 of the Whole School Literacy Plan.
The majority os the Early Years students (i.e. ideally 70%) should finish the year with between 12-18 alphabet sounds and the ability to blend 3 phonems to form a CVC word.
The Foundation full year overview can be found on pages 8 and 9 of the Whole School Literacy Plan.
The majority of the Foundation students (i.e. ideally 70%) should finish the year with strong (minimum 75%) skills in PLD stages 1, 2 and 3. (i.e. at a reading and spelling and writing level).

If schools are not achieving this outcome, please contact a School Support Coordinator with your tracking sheets for advice.
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