> ## Knowledge Base Index
> Fetch the complete knowledge base index at: https://support.pld-literacy.org/sitemap.xml
> Use this file to discover available pages before exploring further.
> Pure-Markdown content can be obtained by appending a '.md' suffix to the content URLs listed in the sitemap (without the trailing slash).

# Using Tracking Sheets for Composite/ Split Classes

It can be challenging to group multi-age / split year / composite classes. This is because these classes undoubtedly means the range of abilities that you are catering for in your classrooms is quite large. There can even be occasions when a class may have students in ALL of PLD’s stages within one classroom.

| DATA INPUT ON TRACKING SHEET
###### Foundation / Year 1

When entering data onto tracking sheets, the Foundation/Year 1 class tab has a template ready to use. It includes a column for the year group, columns to record pre-reading skills (Subtests 1-4) and columns to record spelling skills up to Stage 2.
![Foundation /Year 1 Split Class](https://storage.crisp.chat/users/helpdesk/website/67ae980d1c7d2000/screenshot-2022-12-14-15017-pm_11lsjsb.png)
###### Year 1-6

When entering data onto tracking sheets, do so as you would any regular class. The key difference is that you will need to insert a column to add the year group of student to that class. This is to make it easier to see if students are working at the recommended year level. For example:

![Example Year 2/3 Split Class](https://storage.crisp.chat/users/helpdesk/website/67ae980d1c7d2000/screenshot-2022-12-14-11556-pm_8q4dk4.png)

|| HOW DO I GROUP STUDENTS WITH SUCH A LARGE RANGE IN ABILITY?

It is important to remember that students are constantly being exposed to, and are learning above their level/stage, as well as revising down the previous levels, while the teacher reads and sounds-out each of the phonic-based word lists to the whole class. Yes, students have their own allocated stage/lists, but they should be absorbing learning beyond that allocated level.

We can always find a way to group students into three targeted groups. Rather than a narrow focus, widening the parameters of each group can assist. Students who participate in intervention and focus support groups (i.e. Tier 3 students) may not fit with your whole class grouping. You may need to combine groups and use split lists.