- As a Universal Screener, to identify students “at some risk” or “at risk” for dyslexia, in conjunction with the Arkansas Rapid Automatized Naming Screener, and
- As a Level I Dyslexia Screener, to gather additional information about students who have been identified as “at some risk” or “at risk” for dyslexia, to help the school team discriminate areas that need intervention. This is intended as part of a larger process of gathering data from multiple sources to determine if characteristics of dyslexia are present.
Which tasks are required?
Note that administering once per year the full recommended sequence of tasks (e.g., regular fall administration of PALS Plus to a first grade student), plus the addition of certain tasks listed below, will fulfill the requirements of both the Universal Screening and the Level 1 Dyslexia Screening in one sitting.
Whether using PALS as a Universal Screener or as a Level I Dyslexia Screener, Indiana schools will need to administer (at least once per year in grades K, 1, and 2) the complete screening and diagnostic requirements as indicated in the PALS Online System for PALS-K and/or PALS Plus, in order to achieve valid screening and diagnostic results and for scores to save at the close of the assessment window. Teachers will also need to administer the PALS Plus Level B and Level C tasks in grades 1 and 2, even though they may be marked as “optional” in the online system for many students.
Teachers should look for a green circle icon with a checkmark inside to appear by each student name to indicate that the student is fully assessed during the fall or spring window. In addition, 1st and 2nd grade teachers should be sure to enter scores for Level B and Level C subtasks at least once per year to all students.
Assessment task recommendations will vary per student, depending on the student’s performance during each level of the assessment. The mid-year assessment is more flexible, allowing administration of only selected tasks if needed. If administering PALS for the first time during mid-year, please follow the Mid-Year Recommended Tasks outlined here.
Note that while districts are only required to administer the full sequence of tasks once per year, PALS provides three assessment windows (Fall, Mid-Year, and Spring) for progress monitoring and collecting data that is useful for planning reading and spelling instruction for all students.
Want to learn more about PALS?
Click on the assessments for each grade or language on the About PALS Assessments page to find descriptions of tasks, materials checklists, and links to technical references, or read about the use, implementation, and history of PALS here.
Need a price quote?
Complete the steps on our New to PALS? page to receive a quote based on the number and grade level(s) of students you’re assessing with PALS.
Would you like an appointment with a PALS literacy specialist to answer your questions?
Contact us at firstname.lastname@example.org with your name, school district, and the grade levels you’re assessing (or are considering assessing) with PALS. A PALS Literacy Specialist will contact you to either answer your questions via email or set up a time to chat by phone. We’ll be glad to help you explore the possibilities for getting the most out of PALS in your schools in a way that fits best with your district’s approach to language arts instruction and intervention.