English Language Arts Office Planning and Evaluation K-PALS Spring 2010-2013 English Language Arts Office Planning and Evaluation

PALS K Fall Passing Scores Impact of Pre-Kindergarten Instruction 2003-2013

Spring PALS – All Students Kindergarten, Grades 1 and 2 % Identified Below Benchmark Spring 2010-2013 12.6% 11.3% 7.2% Slide 3

Spring K – PALS – All Students Identification

Spring K-PALS by Race

Spring K-PALS - SWD

Spring K-PALS – Economically Disadvantaged

Spring K-PALS – LEP

Spring K-PALS- Identified Students The number of students identified by subgroup are from Spring 2013.

Representation of Identified Students Green indicates the % of the kindergarten population; blue indicates the percent of students of the identified group. For example, white students represent 50% of the population and of the 156 identified students 21% are white students.

Spring K-PALS- All Students

Spring K-PALS – Asian Students

Spring K-PALS – Black Students

Spring K-PALS – Hispanic Students

Spring K-PALS – White Students

Spring K-PALS - SWD

Spring K-PALs - LEP

Summary for Kindergarten Fall K scores are holding steady at 95% achievement Over the past 4 years, an average of: 7.2% of APS K students were identified in the spring 11.3% of APS first grade students were identified in the spring 12.6 % of APS second grade students were identified in the spring Overall, spring pass rate in 2013 was 93% down from 2012 with a 95% pass rate Students identified as having a learning disability (SWD), economically disadvantaged (ED), or Hispanic are more frequently identified as needing additional support A relative weakness for all students is the Concept of Word (COW) subtest; especially true for specific student subgroups mentioned above and students identified as black Pass rates vary by school

Next Steps Use the PALS and PALS Quick Check data to monitor progress and plan instruction Engage in professional learning around early literacy and specifically focus on the development of concept of word Encourage reading and classroom teachers to review resources on Blackboard and VDOE site on instructional strategies to develop concept of word

Early Reading Skills Concept of Word (COW) Concept of word is the ability of a reader to match the spoken word with the written word. Sam, Sam the baker man Washed his face in a frying pan Marie clay, creator of Reading Recovery, referred to it as the ability to read the white spaces. Sam Sam the baker man washed his face in a frying pan Slide 20

Concept of Word (COW) What do students need to know and be able to do? Understand that words carry meaning and can be matched to the spoken word Recognize traditional letter –sound match What do students need to be able to do? Track familiar, predictable, memorized text Identify words by using the initial consonant or the position in the rhyme Identify words from the text in isolation

How to Teach Concept of Word Resources VDOE early literacy video segments http://www.doe.virginia.gov/instruction/english/elementary/reading/early_literacy_strategies.shtml PALS Concept of Word (COW) Instructional Power Point on ELA Classroom Blackboard site Words Their Way 5 Day Plan for teaching Concept of Word (COW) APS Elementary ELA Classroom Teachers Blackboard Community Site