Examine your students’ PALS scores and compare to the fall scores for the same tasks.

You can also refer to the Mid­-Year Ranges provided for grades K-3.  Students who can expect to perform on grade level in the spring usually fall somewhere within these ranges on the Mid­-Year assessment.

• Compare to fall scores for each task. What is the rate of progress? Does instruction need to be adjusted or intensified?
• Ideally, students who did not meet the Summed Score benchmark in the fall are already receiving literacy intervention based on their individual needs. Make sure that information gleaned from Mid­-Year assessment is communicated to all of those involved with planning and/or implementing this instruction.
• Students whose scores fall within the PALS Mid-Year Ranges on each task are probably on track to be performing at least on grade level in the spring, given continued appropriate and effective instruction.

Teachers can also use PALS data to form new literacy groups for the spring. It is important to revisit grouping with current data, as much can change for individual students over the fall months.

Be sure to take some time to explore the many time­-saving and data­-processing features available to you in the online system, such as:

• The sorting function on many reports (e.g., you may sort by Concept of Word scores or by Spelling Scores), and
• The grouping function for small group planning in grades 1-8, found on your “My Groups” page.