1. English Language Arts Office Planning and Evaluation
K-PALS Spring
English Language Arts Office
Planning and Evaluation

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

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

4. Spring K – PALS – All Students Identification

5. Spring K-PALS by Race

6. Spring K-PALS - SWD

7. Spring K-PALS – Economically Disadvantaged

8. Spring K-PALS – LEP

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

10. 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.

11. Spring K-PALS- All Students

12. Spring K-PALS – Asian Students

13. Spring K-PALS – Black Students

14. Spring K-PALS – Hispanic Students

15. Spring K-PALS – White Students

16. Spring K-PALS - SWD

17. Spring K-PALs - LEP

18. 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

19. 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

20. 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

21. 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

22. How to Teach Concept of Word Resources
VDOE early literacy video segments
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