PALS-PreK Assessment: Administer, Score, And Score Entry

9/5/16PALS-PreK Assessment:Administer, Score, and Score EntryYour UVa PALS-PreK Office TeamThis webinar is made possible by fundingfrom the Virginia Department of Education.1

9/5/16Presentation Goals² How to administer² How to score² How to enter scores into the websitePALS-PreK: Assessment and WebsitePALS Assessments(Materials)Online Score Entry andReporting System(PALS website)2

9/5/16PALS-PreK: Materials² Non-consumables: Teacher’s Manual, Child Packet, HeyDiddle Diddle booklet, and Beginning Sound Awareness Cards² Consumables: Student Summary Sheet and Class SummarySheet5Non-Consumables,All Correct - Use What You Have!63

9/5/16Consumable- Student/Child Summary Sheet:Both Correct, Use What You Have!FormerBeginning summer of 20167Consumable - Class Summary Sheet:Both Correct - Use What You Have!FormerBeginning summer of 201684

9/5/16When is thePALS-PreK Assessment Window?Assessment Window² Fall assessment window begins six weeks from thefirst day children begin the school year² Complete PALS-PreK administration within anycontiguous two-week period during the four-weekwindow² 1st day of school 6 weeks 1st possible day of yourPALS-PreK Fall window² If you are uncertain which ten days you are toadminister the assessment, please check with yourPreK program director5

9/5/162016-2017 PALS-PreKAssessment Calendar for VirginiaThe PALS Online Score Entry and Reporting System opens for the 2016-2017 schoolyear on July 25, 2016.AssessmentCalendarThe four-week assessment window for fall begins six weeks from the first day of schoolfor children. Teachers must administer the PALS assessment within any contiguoustwo-week period within the four-week assessment window. The Data Due date is thedeadline for entering scores in the PALS system.For students starting school on August 1stFALL 2016Window OpensSept. 12thWindow ClosesOct. 7thData DueOct. 21stMID-YEAR 2017Jan. 2ndJan. 27thFeb. 10thSPRING 2017May 1stMay 26thJune 9thFor students starting school on August 8thFALL 2016Window OpensSept. 19thWindow ClosesOct. 14thData DueOct. 28thMID-YEAR 2017Jan. 2ndJan. 27thFeb. 10thSPRING 2017May 1stMay 26thJune 9thFor students starting school on August 15thFALL 2016Window OpensSept. 26thWindow ClosesOct. 21stData DueNov. 4thMID-YEAR 2017Jan. 2ndJan. 27thFeb. 10thSPRING 2017May 1stMay 26thJune 9thFor students starting school on August 22ndFALL 2016Window OpensOct. 3rdWindow ClosesOct. 28thData DueNov. 11thMID-YEAR 2017Jan. 2ndJan. 27thFeb. 10thSPRING 2017May 1stMay 26thJune 9thFor students starting school on August 29thFALL 2016Window OpensOct. 10thWindow ClosesNov. 4thData DueNov. 18thMID-YEAR 2017Jan. 2ndJan. 27thFeb. 10thSPRING 2017May 1stMay 26thJune 9thFor students starting school on September 6thFALL 2016MID-YEAR 2017Window OpensOct. 17thJan. 2ndWindow ClosesNov. 11thJan. 27thrdData DueNov. 23Feb. 10thSPRING 2017May 1stMay 26thJune 9thTo Whom Should PALS-PreKBe Administered?² Mandatory for children partially of fully funded by theVirginia Preschool Initiative and the Virginia PreschoolInitiative Plus² For other preschool children as directed by theVDOE, a division administrator, or a schooladministrator6

9/5/16Entering ScoresChoose An Option To Enter ScoresTraditional Score Entry: Record scores on ChildSummary Sheets. Then, after administration,enter scores into the PALS websiteOnline Assessment Wizard: Enter scores directlyinto the PALS website during or afteradministration.147

9/5/16Score Entry Option:Traditional Score EntryTraditional Score Entry²Enter total scores (not item-level scores)²Flexible scheduling – using paper score summaries,enter scores at your convenience168

9/5/16Step 1: Click on a childʼs name and click the link,“Traditional Score Entry.”17Step 2: Enter scores and click the link,“Submit Scores.”189

9/5/16Score Entry Option:The Online Assessment Wizard(OAW)OAW² Simultaneously assess and enter scores² Administration procedures do not change !² Efficient² Enter item-level scores² Item-level reports generated10

9/5/16Using The Online Assessment Wizardto Enter ScoresStep 1: Highlight a child’s name and click the link,“Online Assessment Wizard.”2211

9/5/16Step 2: Read the Welcome Page Information,and Then Click the Continue Iconor the Task IconContinue andSave Link23Step 3: Select a Task from the Task List12

9/5/16OAW-Generated ReportsPALS-PreK:Task Administration & Scoring13

9/5/16PALS-PreK Administration² Developmentally appropriate assessment² One-on-one administration, approximately 25 minutesper child (untimed-varies child to child)² Flexible administration (For example, one can administerone task to all children on each day for six days.)² Recommended assessing all three windows: Fall, MidYear, and Spring² Enter scores online via traditional score entry or TheOnline Assessment WizardPALS-PreK: TasksEach task represents a literacy fundamental that is predictive of future reading success.TaskIncludesAlphabet KnowledgeUpper-Case AlphabetRecognitionLower-Case AlphabetRecognitionLetter SoundsName WritingBeginning Sound AwarenessPrint and Word AwarenessRhyme AwarenessNursery Rhyme Awareness14

9/5/16Each PALS-PreK task reflects aliteracy component thatshould be part ofdaily activities and instruction.Task: Name Writing“I would like for you to draw apicture of yourself, and thenwrite your name. When you arefinished, Iʼd like for you to showme your name.”Say²If the child is reluctant to attempt name writing, encourage thechild to “pretend” to write his or her name or collect a writingsample at a more informal time.²Not an all-or-nothing skill – it develops gradually and reveals whatstudents know about early components of literacy.3015

9/5/16Name Writing: Scoring(Administration & Scoring Guide, Page 14; Binder, page 2.8 )² Scoring samples demonstratethe continuum of name writingdevelopment² Only the written name is scored;it is not necessary for the childto draw a picture² Not scored based on neatness² Question child for clarificationon letters if necessaryName Writing SamplesScore 0The name is a scribbleand the picture representsboth the picture and name.Score 1The name scribble isintertwined with thepicture. The childidentifies the pictureor part of the pictureas his/her name.Score 2The name is anunrecognizablescribble but the nameis separate from thepicture.16

9/5/16Name Writing SamplesScore 3The name consists ofrandom letters andsymbols. The name isseparate from thepicture.Score 5Score 4The name consists ofsome correct lettersand possibly some fillerletters or symbols. Thename is separate fromthe picture.The name consists ofmany correct letterswith no filler letters orsymbols. The name isseparate from thepicture.Name Writing SamplesScore 6Name is generally correctand is separate from thepicture. Some letters may bewritten backwards or thename may be completelywritten in a mirror image.Name is correct withno backwards lettersor mirror imagewriting. The name isseparate from thepicture.17

9/5/16Traditional Score Entry35OAWScoreEntry18

9/5/16Task: Alphabet Knowledge²Divided into three parts to provide a developmentallyappropriate progressionØØØUpper-Case Alphabet RecognitionLower-Case Alphabet RecognitionLetter Sounds²Designed with thresholds to prevent frustration²Task sequence begins with Upper-Case because theletters are more distinctiveAlphabet Knowledge: Administering²²²²Child is shown a page of letters/sounds and isasked to name them/make the sound.See Teacher’s Manual, pages 14-17, Binderpages 2.9-2.11.Use a piece of paper or a card with a cut-outsquare to show only one line at a time.Direct the child to touch the letters in thepresented sequence.I would like for you to point to eachletter. As you point to the letter, tellme the name of that letter.Say,19

9/5/16Alphabet Knowledge: Scoring²Mark through each letter or sound the childidentified incorrectly or did not identify²Write what the child says next to each letter/sound²Self-corrections are counted as correct answersUpper-Case Alphabet Recognition20

9/5/16When Do I Proceed tothe Next Alphabet Knowledge Task?16 or more9 or more15 or less8 or lessProceed to Beginning Sound Awareness Task41Lower-Case Alphabet Recognition21

9/5/16Letter SoundsTraditional Score Entry4422

9/5/16OAW Score Entry:Upper-Case Alphabet RecognitionOAW Score Entry:Lower-Case Alphabet Recognition23

9/5/16OAW Score Entry: Letter SoundsTask: Beginning Sound Awareness² Targets phonological awareness by requiring initial phonemesegmentation orally² Do not administer Beginning Sound Awareness and RhymeAwareness tasks consecutively.² Cut out beginning sound awareness picture cards prior toadministration² Task is a model for best practice and should be used as ateaching exercise *After each item, tell the child the correctanswer!² Teacher’s Manual, page 18; Binder, pages 2.12-2.1624

9/5/16Beginning Sound Awareness Administration* Administration script Teacher’sManual p.18; Binder page 2.12General sequence:1.Show the picture2.Say what it is3.Ask for the beginning sound4.Score the item5.You say the correct answer6.You sort the cardBeginning Sound Awareness: Scoring²Score based on childʼs first oral response²Record a or – to indicate correct andincorrect answers²Record childʼs response²Letter sound OR letter name are bothacceptable²If letter name is given, model the lettersound5025

9/5/16Traditional Score Entry51OAW Score Entry:Beginning Sound Awareness, Practice Items26

9/5/16Beginning Sound Awareness’Assessment ItemsTask: Print and Word Awareness²Task includes ten items that measure a child’s understanding ofprint and words²Read through the items and practice with the script beforeadministration with a child²Provides a model for best practice – reading to and modelingprint concepts daily27

9/5/16Task: Print and Word Awareness² Ten items that measure a child’s understanding of print and words² Read through the items and practice the script beforeadministration with a child² Task provides a model for best practice –reading and modelingprint concepts daily² Natural book reading format² Use the script to ask questions while reading² See Teacher’s Manual, pages 23-25, Binder pages 2.17-2.20Old booklet or new? Same content;different color covers—use either!Print and Word Awareness:If Creating a Paper Record²Each item has different scoring guidelines²Record a or – for each item on Child/Student Summary Sheet28

9/5/16Traditional Score Entry57OAW Score Entry:Print and Word Awareness29

9/5/16OAW Score Entry:Print and Word AwarenessTask: Rhyme Awareness² Important aspect of phonological awareness-- children enjoyrhyme!² See Teacher’s Manual pages 26-29; Binder pages 2.21-2.25² Practice items can be used as a teaching exercise - guide childto correct answer on these items.² Child is asked to identify a picture name that rhymes with atarget word.² Do not administer Rhyme and Beginning Sound tasksconsecutively.30

9/5/16Rhyme Awareness Administration² Follow the script to administer practice & test items² Child touches each picture as teacher says its name, pairing words with thetarget picture² Ask child to identify the one that rhymes with target picture² If needed, guide child through practice itemsRhyme Awareness31

9/5/16Rhyme Awareness: Scoring Child may respond by saying a word or pointing to it Record a or – for each item on Child Summary sheetTraditional Score Entry6432

9/5/16OAW Score Entry:Rhyme Awareness, Practice ItemsOAW Score Entry: Rhyme Awareness33

9/5/16Task: Nursery Rhyme Awareness² Administered orally² See Teacher’s Manual, pp. 30-33; Binder 2.26-2.29² Various nursery rhymes are read aloud and child isasked to fill in a missing word that rhymes with aprevious line² Practice items are the only items for which you andthe child practice the rhyme togetherNursery Rhyme Awareness: Scoring6834

9/5/16Nursery Rhyme Awareness: Scoring²²Administer orallyFollow prompts in TeacherʼsManual, binder, or on OAW69Traditional Score Entry7035