Read News

January 11, 2016

In this edition you will find:

  • Kinder READ plan and PALS Updates-no FORM C (new kinder students)
  • PALS Form C Information-who gets tested
  • Parent Involvement and Communication
  • Retention/MTSS Information
  • Add Word Study Resources for Boosting Tier 1 Instruction-add inquiry, or something on independent reading...professional reading
  • Online Form to Submit READ/Enrich Questions to the READ Team
  • Important Links to District and PALS Resources and Archived READ Newsletters

PALS PLUS Form C Window is Now Open

PALS PLUS Form C Materials are now available for download in the Materials Tab.

Teaching Partners or Teachers can download and print these materials.

  • Here is our recommendation of what to print:
  • Admin and Scoring Guide, page 5 (Recommended PALS Plus tasks) and page 16 (Where to Start Oral Reading in Context). You can print the whole guide, but it may be a waste of paper-teachers can just download and save it to their desktop and refer when needed.
  • PALS Plus Student Packet (One per teacher)
  • PALS Plus Teacher Packet (One per teacher)
  • All five of the COW Booklet Titles (One set per teacher)
  • Optional: Blank Spelling Sheets

Who needs the midyear testing?

  • New students who did not receive the initial screener testing-this should be completed for any new student K-3 within 30 instructional days of enrollment.
  • Students who are on currently on a READ Plan.
  • Students who were below the cut scores during the Fall Testing window.
  • Form C is NOT required for students who were at or above the cut score on the PALS screener.

PALS Webinar: Form C/Midyear Testing (Scroll down to the December 15th webinar)

New school-level report available!

  • It's finally here! The School Summary Report is now available to administrators on each school-level page! This sortable report looks just like the Class Summary, but includes all of the students in a particular grade at your school.

  • PALS Grouping Function: After December 18, fall scores will be moved to the History & Growth tab, and groups formed based on fall scores will be cleared to make way for mid-year groups. The PALS grouping function will be available for teachers who enter complete mid-year scores in January.


The deadline for administering and entering anything into PALS for Form B was December 18th. This is a HARD deadline as APS has no control over the data entry windows for the PALS online system. Kinder teachers MUST administer the FULL battery of assessments to get a cut score no later than December 18th. This is the screener data we are required to report to the state for all students.

READ Plans are NOT written for Kinder students until the end of the year.

  • Students who fell below the cut score during this window need to receive strong core instruction as well as Tier 2 instruction. Only students who are below the cut score now will need assessments from Form B during the spring window.
  • Students who are at or above the cut score now do not need to be assessed using PALS again this year unless the teacher feels the student's progress is not where it should be and they want to administer PALS to collect more data.
  • Kinder READ Plans will be written at the end of the year. Please let us know what questions you have.

Parent involvement in Creating a READ Plan

According to READ Act Law, parents should be involved in creating a READ Plan for a student. When data indicates a student needs a READ Plan, the teacher must communicate to the parents in order to share the data and create the READ Plan goals together. The teacher/team shares the plan for what supports the student will receive at school, and an at-home reading plan should be created. This can be accomplished in several ways:

1) The school's MTSS Team can invite the parents when they meet to look at data and create the plan. Please talk to your MTSS Partner if you have questions about this option.

2) Conduct a phone conference before/during/after school to review the plan and create the at-home reading plan.

3) Meet with the parent before or after school to review the plan and create the at-home reading plan.

If you have any questions or concerns, please use the online question form at the bottom of this newsletter or reach out to your Teaching Partner, MTSS Partner, School Leader, or Instructional Coordinator.

Considerations for Possible Retention Situations

Please start reviewing the resources below to learn about the requirements for any retention cases. Retention should be viewed as a last resort, Tier III decision for any student and the flow-charts below should be referred to as questions arise. Please discuss any questions you have with your MTSS Partner.

Teacher Initiated Retention Flow-Chart

Parent Initiated Retention Flow-Chart

MTSS Wesbite

MTSS Guidebook

High Leverage Strategies for Boosting Tier I Instruction

As a READ Team, we want to support schools and teachers with boosting their Tier I instruction so we can prevent students from needing a READ Plan, as well as increase the number of students who are reaching proficiency in reading so we can end their READ Plans. As you know, the success of any intervention plan is highly dependent on how strong the core instruction is in the classroom. We want to make sure our support is reflecting this belief as well.

There are many aspects of strong core instruction and the resources we provide are not all inclusive. The resources do provide some key look-fors for School Leaders and Teaching Partners that can be used when collecting data and reflecting on classroom practices.

Instructional Coordinators, ELA Consultants, and MTSS Partners can provide support as needed so please communicate any needs with us.

Essential Elements of Guided Reading

8 Blocks and WIDA Supports

Meaning-based Approaches to Literacy (menu)

Elements/Steps of Co-Constructed Text

Word Study:

You will see word study embedded in the Elements of Guided Reading and in the Elements of Co-Constructed Text. We are offering a Word Study Course of Study starting in January. Please view this Flyer Link for more information and register early as space is limited.

Submit your questions here

Please submit any questions you need answers to regarding READ Implementation or Enrich. You don't have to complete the whole form to submit specific questions, but please leave your full name and school to get answers from someone on the READ Team. Thank you!

Submit your questions here

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READ Act Team

A Division of Equity in Learning partnership:
  • Elementary Literacy
  • Multi-Tiered Systems of Support (MTSS)
  • Accountability & Research
  • Exceptional Student Services
  • English Language Acquisition

For support, please contact: