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Class Summary Report

Class Summary Report

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Class Summary Report

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  1. Class Summary Report

  2. Parent Letter

  3. Child OAW Report

  4. Class Upper-Case Recognition Report (OAW)

  5. Child Score History Report

  6. 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

  7. 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

  8. 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.

  9. Spring Developmental Ranges for Four-Year-Olds for Each PALS-PreK Task

  10. These Ranges Help Inform, Plan, and Assess Instruction.

  11. Remember! All PALS-PreK tasks reflect daily effective PreK instructional practices.

  12. 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

  13. 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

  14. 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

  15. 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

  16. PALS-PreK Resource:Reports For Parent Conferences

  17. 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….”

  18. Individual Task Growth Report

  19. Webbing into Literacy http://curry.virginia.edu/go/wil/home.html

  20. PALS-K:Administration and Scoring

  21. 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)

  22. Who Should Administer PALS-K? • Teachers • Reading specialists • Instructional support staff

  23. 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

  24. PALS-K Materials

  25. PALS-K Teacher Sets include: Teacher materials • 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!

  26. PALS-K Teacher Sets include: Student materials • Student Summary sheets • Class Summary sheets • Student Booklets Consumable, replaced each year!

  27. PALS-K Tasks

  28. PALS 1-3 Administration and Scoring Training

  29. 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)

  30. Who Should Administer PALS 1-3? • Teachers • Reading specialists • Instructional support staff

  31. 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

  32. PALS 1-3 Materials

  33. PALS 1-3 Teacher Sets include: Teacher materials • Administration & Scoring Guide • Teacher Packet • Student Packet • Assessment training CD Non-consumable, use year to year!

  34. PALS 1-3 Teacher Sets include: Student materials • Student Summary Sheets • Class Summary Sheets Consumable, replaced each year!

  35. PALS 1-3 Tasks

  36. Administration & Scoring of PALS 1-3

  37. Entry Level: Word Knowledge Task 1: Spelling Inventory Task 2: Word Recognition in Isolation Task 3: Letter Sounds *first grade fall only

  38. Entry Level: Word Knowledge Score Oral Reading in Context

  39. PALS K-3: A Screening Tool

  40. Calculate Entry Level Summed Score: Fall

  41. Calculate Entry Level Summed Score: Spring

  42. PALS QuickChecks

  43. Progress Monitoring with PALSQuick 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.”

  44. 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)

  45. 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

  46. 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