© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. Class Summary Report

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. Parent Letter 2

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. Child OAW Report 3

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. Class Upper-Case Recognition Report (OAW) 4

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. Child Score History Report 5

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. Interpreting PALS-PreK Data As a guide for planning developmentally appropriate instruction To evaluate the effectiveness of the preschool classroom environment To facilitate and inform instructional adjustments

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. PALS-PreK: Developmental Ranges Are ranges of expectations for spring of four-year-old year and end-of-year goals for rising-to- kindergarteners Established for each PALS-PreK task Provide a general sense of where students should be if on the “typical” path of literacy development Provide a diagnostic tool – to identify areas where children could benefit from further instruction

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. Developmental Ranges View these ranges as a guide to help you determine where students need more support or more challenge. Students who are below developmental ranges may not be at-risk, they just need good instruction. Students who meet or exceed the developmental ranges still need quality literacy instruction.

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. Spring Developmental Ranges for Four-Year-Olds for Each PALS-PreK Task PALS-PreK TasksSpring Developmental Range Maximum Score Name Writing5-77 Upper-Case Alphabet Lower-Case Alphabet Letter Sounds4-826 Beginning Sound Awareness5-810 Print & Word Awareness7-910 Rhyme Awareness5-710 Nursery Rhyme Awareness

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. These Ranges Help Inform, Plan, and Assess Instruction. 10

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. Remember! All PALS-PreK tasks reflect daily effective PreK instructional practices.

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. More Support Children with scores in this range have not yet met the spring developmental range for this task. These areas should be the focus of instruction with the appropriate level of scaffolding provided. Ongoing Instruction Children with scores in this range have met the developmental expectations for the 4-year old preschool year. Continue rate and intensity of instruction in these tasks to ensure continued growth. More Challenge Children with scores in this range have exceeded the spring developmental expectations. Focus on extending instruction in these areas to provide more challenge. 12

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. Provide Ongoing Instruction Present tasks that are stimulating, yet not cluttered Provide familiar activities of high interest Expect and include preparation and clean-up as part of each task Alternate tasks before they become boring

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. Provide More Support Limit distractions Shorten the task, require fewer repetitions Make tasks visually clear Use tasks that offer limited choices Break tasks into small steps Ensure success Alternate tasks before children become boring

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. Provide More Challenge Offer tasks with choices and problems to solve Present visuals that have more details Add additional steps to reach completion Alternate tasks before they become boring

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. PALS-PreK Instructional Resources PALS-PreK Administration and Scoring Guide, “Best Practices” (Pages 39-46) PALS Activities PALS Emergent Electronic Lesson Plan (ELP) Teacher Checklist of Literacy Practices

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.

PALS-PreK Resource: Reports For Parent Conferences

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. Parent Letter * Individualized Parent Letter is available on the PALS Web site for each child assessed in the current assessment window. Shared in a face-to-face conference Emphasize the facts “Here is what we are doing in the classroom to support your child… and to challenge your child….”

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. Individual Task Growth Report

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. Webbing into Literacy

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. PALS-K: Administration and Scoring

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. How Much Time Is Required to Administer PALS-K? Untimed, varies student to student Flexible administration – customize to your schedule (for example: administer one task per day to break up the assessment)

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. Who Should Administer PALS-K?  Teachers  Reading specialists  Instructional support staff

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. PALS-K Assessment Forms Three equivalent forms (same assessment, different items) Form A (green) & Form B (blue) –assess at fall and spring –used in alternating years –available in hard copy Form C (Mid-Year) –assess at mid-year –available via download from PALS online accounts

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. PALS-K Materials

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. PALS-K Teacher Sets include: Administration & Scoring Guide Student Packet Individual Rhyme book Individual Beginning Sound cards COW booklets (fall and spring) Assessment training CD Non- consumable, use year to year! Teacher materials

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. PALS-K Teacher Sets include: Student Summary sheets Class Summary sheets Student Booklets Consumable, replaced each year! Student materials

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. SectionsTasks Phonological AwarenessRhyme Awareness Beginning Sound Awareness Alphabet KnowledgeLower-case Alphabet Recognition Letter-Sound KnowledgeLetter Sounds Spelling Concept of WordPointing Word Identification in Context COW Word List Word Recognition in Isolation (optional) Three leveled word lists (Preprimer, primer, and first grade) PALS-K Tasks

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.

PALS 1-3 Administration and Scoring Training

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. How Much Time Is Required to Administer PALS 1-3? Untimed (except for WRC), varies student to student Flexible administration – customize to your schedule (for example: administer one task per day to break up the assessment)

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. Who Should Administer PALS 1-3? Teachers Reading specialists Instructional support staff

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. PALS 1-3 Assessment Forms 3 equivalent forms (same assessment, different items) Form A (green) & Form B (blue) –assess at fall and spring –used in alternating years –available in hard copy Form C (Mid-Year) –assess at mid-year –available via download from PALS online accounts

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. PALS 1-3 Materials

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. PALS 1-3 Teacher Sets include: Administration & Scoring Guide Teacher Packet Student Packet Assessment training CD Non- consumable, use year to year! Teacher materials

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. PALS 1-3 Teacher Sets include: Student Summary Sheets Class Summary Sheets Consumable, replaced each year! Student materials

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. SectionsTasks Entry Level – Word KnowledgeSpelling Inventory Word Recognition in Isolation Letter Sounds (first grade fall only) Level A – Oral Reading in ContextOral Reading in Context (accuracy, fluency, and rate) Level B - AlphabeticsAlphabet Recognition Letter Sounds Concept of Word Level C – Phonemic AwarenessBlending Sound-to-Letter PALS 1-3 Tasks

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. Administration & Scoring of PALS 1-3

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. Entry Level: Word Knowledge Task 1: Spelling Inventory Task 1: Spelling Inventory Task 2: Word Recognition in Isolation Task 2: Word Recognition in Isolation Task 3: Letter Sounds *first grade fall only Task 3: Letter Sounds *first grade fall only

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. Entry Level: Word Knowledge Score Oral Reading in Context Oral Reading in Context

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.

PALS K-3: A Screening Tool

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. Calculate Entry Level Summed Score: Fall

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. Calculate Entry Level Summed Score: Spring

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. PALS QuickChecks

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. Progress Monitoring with PALS Quick Checks Fall, Mid-Year, Spring and in between screening windows Monitors student progress Measures the effectiveness of instruction using performance documentation “Informs decision regarding continuing, adjusting, or replacing the intervention.”

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. PALS Quick Checks Short probes given between PALS screening windows to measure progress in essential literacy skills Criterion-referenced assessments Tools that provide frequent feedback about the cumulative effect of classroom instruction (Tier I) and supplemental reading intervention (Tiers II and III)

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. PALS Quick Checks: Tasks Alphabet Recognition Letter Sounds Beginning Sound Production Concept of Word Spelling K, 1-3 Pseudoword Decoding Oral Reading in Context Word Recognition in Isolation

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. Why Use Quick Checks? To gauge the effectiveness of instruction on student achievement To initiate discussion and collaboration among all educators who work with the child To formulate interim goals for student progress in reading

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. Who Uses Quick Checks? Classroom Teachers (Tier I) –To plan small group instruction that meets students’ needs –To determine the effectiveness of small group instruction and make adjustments as needed Supplemental Instructors (Tiers II and III) –To plan intervention that meets students’ needs –To determine the effectiveness of intervention and make adjustments as needed

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. Which Students Should Be Assessed? Quick Checks may be used with K-3 students who: Need more instruction in a specific skill Did not meet the benchmark for a PALS task Are receiving intervention Have been identified by PALS Quick Checks are not designed for use with every student!

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.

Download Quick Check Student Materials and Enter Scores in Minutes!

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. Quick Checks: Student Progress Charts

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. PALS Web Site: Instructional Resources

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.

PALS Electronic Lesson Plans: Emergent, Beginning, Transitional, and Intermediate/Advanced Readers

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. Day-to-Day Instruction

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. Activities

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. 61

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. 62

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. 63

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. 64

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. Formative Assessment: Driving and Monitoring Instruction

© 2011 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. First Grade Teacher - Back to School Report - Fall Class Summary - Fall Spelling/Phonics Report - Mid-Year Class Summary - Mid-Year Student Summaries -Mid-Year Spelling/Phonics Report