SLIDE 1
1
Virginia Department of Education, University of Virginias Curry - - PowerPoint PPT Presentation
Virginia Department of Education, University of Virginias Curry - - PowerPoint PPT Presentation
Virginia Department of Education, University of Virginias Curry School of Education 1 3 PALS Instrument Content Areas PALS-PreK PALS-K PALS 1-3 Print and Word Awareness X Nursery Rhyme Awareness X Name Writing X Rhyme Awareness X
SLIDE 2
SLIDE 3
3
SLIDE 4
4
PALS Instrument Content Areas
PALS-PreK PALS-K PALS 1-3 Print and Word Awareness X Nursery Rhyme Awareness X Name Writing X Rhyme Awareness X X Beginning Sound Awareness X X Alphabet Knowledge X X X Letter Sounds X X X Concept of Word X X Blending X X Sound-to-letter X X Spelling X X Word Recognition in isolation X X Fluency X
SLIDE 5
5
Technical Adequacy of PALS
Development, field-testing, & on-going
evaluation have been guided by the Standards for Educational & Psychological Tests, published jointly by the:
American Educational Research Association
(AERA)
American Psychological Association (APA) National Council on Measurement in Education
(ECME)
SLIDE 6
6
Reliability & Validity
Does PALS Produce Consistent Results?
PALS provides consistent scores across a broad range
- f students and can be scored reliably by different
teachers.
Does PALS Measure What it Purports to Measure?
PALS measures literacy skills predictive of important achievement outcomes on standardized reading tests and Standards of Learning (SOL) in English/Reading.
SLIDE 7
7
Reading Fundamentals
Teachers learn the components of effective reading instruction by assessing with PALS.
SLIDE 8
8
Instructional Transparency
Teachers can use PALS results to create instructional groups, plan for instruction & intervention, and monitor progress over time
SLIDE 9
9
PALS Web site
Online Score Entry & Reporting System http://pals.virginia.edu
SLIDE 10
SLIDE 11
SLIDE 12
SLIDE 13
13
Looking at Data
The PALS website helps schools and districts look at their own data and to use their data to make instructional decisions
SLIDE 14
14 14
SLIDE 15
15
Cohort Year 1: K ID Rates 2002-2003
5 10 15 20 25 State Distric t Sc ho o l
% Ide ntifie d
ID Fa ll% ID Spring %
SLIDE 16
16
Percentage of 2nd graders at different oral reading levels at Mid-Year and Spring
10 20 30 40 50 60 1st 1,2 2nd 2,3 3rd 3,4 MidYear Spring
SLIDE 17
17
Number of First Graders at Different Instructional Oral Reading Levels, Spring 2006 (n = 72,129)
2,000 4,000 6,000 8,000 10,000 12,000 14,000
r e a d i n e s s p r e p r i m e r p r i m e r f i r s t s e c
- n
d t h i r d f
- u
r t h f i f t h s i x t h instructional oral reading level number of students
SLIDE 18
18
First Grade Instructional Oral Reading Levels by SES Decile Groups, Spring 2006
0% 10% 20% 30% 40% 50% 60% 70% 80%
0 - 10.1% 10.1 - 20.2% 20.2 - 27.0% 27.0 - 34.6% 34.6 - 40.9% 40.9 - 49.0% 49.0 - 55.8% 55.8 - 63.4% 63.4 - 73.6% > 73.6%
SES decile groups (% free/reduced lunch) percentage of students
Below On Above
SLIDE 19
19
SLIDE 20
20
SLIDE 21
21
SLIDE 22
22
SLIDE 23
23
SLIDE 24
24
Support
Teachers receive support from the PALS office through email, the hotline, and the PALS website.
SLIDE 25
25 25
SLIDE 26
26 26
The Numbers ~ 2006-2007
- 500,000 complete score histories
- 80,000 score transfers
- 6,000 phone calls to 1-888-UVA-PALS
- 2,000 emails to pals@virginia.edu
SLIDE 27
27