What percentage (%) is needed to pass a stage? How much progress should students be making within a term?
How to Monitor Progress Within Classrooms
Time-efficient screening and tracking of student development is central to the PLD process.
The termly screens will assist teachers to determine the range in ability evident within the classroom, cluster students into three targeted teaching groups and set a targeted learning focus for the term ahead.
These screens are also a tool to build teacher accountability into the PLD process.
To download tracking spreadsheet, click HERE This one document is to be used throughout the year and populated each term by individual teachers based on the results of the placement screens.
By the end of the school year this document will not only serve as an overview of every student in the school’s literacy development, but will also be useful when judging the effectiveness of PLD’s implementation in each classroom.
What is adequate termly skill development within Stage 1?
Students working in Stage 1 should move through each target ‘with momentum’ throughout the year.
Target 2 and 4 typically require much more attention and time.
Target 3 requires less time as it is typically the target that is easier to achieve as blending and segmenting improves. For more information on this see this FAQ.
Use the Teaching Sequence Manual as a guide for typical progression.
It is common for some students to have progressed within a term, but who still require further explicit teaching in subsequent terms. Refer to the box in red in the table above.
The goal is, that with explicit, repeated instruction, students in Year 1 will achieve 88%-100% accuracy in each Stage 1 Target, by the end of the year and may even be ready for some Stage 2 concepts.
What is adequate termly skill development within Stages 2- 6?
Typically, the first point at which students score under 85% (hence allowing a few errors to be made) is the level that teaching efforts need to be made to strengthen skills.
Once a student has demonstrated 88%+ proficiency in a stage, they can be moved to the next stage.
When creating THREE targeted teaching groups, as recommended by PLD, teachers may need to be flexible with the 85-88% achievement score. For example, if a students has only hit 77%, but is scoring in the stage above, teachers may choose to bump them to a higher group and monitor progress.
Keep in mind, 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.
Remember in terms of Stages 2-6, if students are age appropriate and operating within the stage corresponding (or above) to their year level, and if teachers are teaching broadly, covering the 38 week outline, the 25% termly increase is not relevant. The requirement of the 25% increase in ability is only relevant when students are operating below their age appropriate stage and efforts are being made to progress student's closer to their peers.
Time-efficient screening and tracking of student development is central to the PLD process.
The termly screens will assist teachers to determine the range in ability evident within the classroom, cluster students into three targeted teaching groups and set a targeted learning focus for the term ahead.
These screens are also a tool to build teacher accountability into the PLD process.
To download tracking spreadsheet, click HERE This one document is to be used throughout the year and populated each term by individual teachers based on the results of the placement screens.
By the end of the school year this document will not only serve as an overview of every student in the school’s literacy development, but will also be useful when judging the effectiveness of PLD’s implementation in each classroom.
What is adequate termly skill development within Stage 1?
Students working in Stage 1 should move through each target ‘with momentum’ throughout the year.
Target 2 and 4 typically require much more attention and time.
Target 3 requires less time as it is typically the target that is easier to achieve as blending and segmenting improves. For more information on this see this FAQ.
Use the Teaching Sequence Manual as a guide for typical progression.
It is common for some students to have progressed within a term, but who still require further explicit teaching in subsequent terms. Refer to the box in red in the table above.
The goal is, that with explicit, repeated instruction, students in Year 1 will achieve 88%-100% accuracy in each Stage 1 Target, by the end of the year and may even be ready for some Stage 2 concepts.
What is adequate termly skill development within Stages 2- 6?
Typically, the first point at which students score under 85% (hence allowing a few errors to be made) is the level that teaching efforts need to be made to strengthen skills.
Once a student has demonstrated 88%+ proficiency in a stage, they can be moved to the next stage.
When creating THREE targeted teaching groups, as recommended by PLD, teachers may need to be flexible with the 85-88% achievement score. For example, if a students has only hit 77%, but is scoring in the stage above, teachers may choose to bump them to a higher group and monitor progress.
Keep in mind, 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.
Remember in terms of Stages 2-6, if students are age appropriate and operating within the stage corresponding (or above) to their year level, and if teachers are teaching broadly, covering the 38 week outline, the 25% termly increase is not relevant. The requirement of the 25% increase in ability is only relevant when students are operating below their age appropriate stage and efforts are being made to progress student's closer to their peers.
If you require any support with using the tracking sheets, you can use this link to book a complimentary support service HERE
Updated on: 05/09/2023
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