New Information is in blue
Grade level / Content Area / Assessment / Default Goal
K, 1, and 2
Note: If a student is at 90% achievement and maxed out – use years growth on reading level as the indicator. Also, think about use of fluency improvement. / Reading
Note: K has no reading level / Fall and Spring PALS
Summed score is one target
Reading level is second target
Concept of Word for K & 1 and 2 if needed based on student knowledge base
2nd grade HAT
*K teachers
NOTE: Classroom teachers SHOULD ideally give the PALS themselves. Substitute teachers, if funds allow, or internal coverage for classroom teachers could be utilized. Each school, with the assistance of the literacy coach, would need to work this out at this time / Mastery of each Tested Literacy Feature OR overall PALS benchmark score met (kindergarten); One year’s growth in Instructional Reading Level OR if at grade level, demonstrated growth in comprehension, reading rate (wpm), and/or fluency.
Additional PALS information:
There is no reading level tested in K – teachers need to focus on summed score for target.
Use the PALS summed score and reading level. For example, a 3rd grade child who takes the test in the spring should score on a 3rd grade level to be considered reading on grade level. The PALS summed score is a combination of spelling and word recognition to use as a benchmark score.
One purpose of PALS, is to assess phonological awareness, letter recognition, word recognition, and fluency (see default goal).
I've checked with Administration to accurately report how this is handled at our school. The student does not need to be retested.
There are still suggested ways to note growth . Example, if the student received a comprehension score of 5, you could note comprehension as an area of growth. This could be supported by attaching an artifact with an increased WPM and comprehension score from a fluency passage on the students level. If the student did not receive 100% on the spelling score, you could show an artifact showing the students mastery of the missed pattern to indicate growth or the academic value you've added.
K, 1, and 2 / Math / Moving with Math (Training through Math TR)
HAT in 1st and 2nd grade / Mastery at grade level of concepts.
K – 2 Ex Ed students / VAAP (no pre and Post)
HATs/SOL
PALS – for these teachers
VB-MAPP or Brigance
Teachers have now been trained on and provided materials for VB-MAPP or Brigance depending on their preference and their child’s profile. These instruments will be utilized for K-2 mathematics target setting among our population of students with Intellectual Disabilities. / Teachers indicate that there are some students who do not take any of the three tests?
Exceptional educational students should be tested using PALS according to the guidelines for all students. / Should there be any different considerations with Special Education students?
Yes, the amount of growth should be viewed in the context of past progress. EVERY special education student receives an IEP progress report every 9 weeks in addition to a complete re-evaluation every 3 years. Those progress reports and re-evaluations should provide context for student growth. In many cases our students need to make MORE than a year’s growth in order to reach grade level proficiency and our services should be designed to support that outcome. If teachers are not projecting a year or more growth then there needs to be an administrative level review of data.
Setting a goal for the VAAP score. Remember that the VAAP is an equivalent standardized instrument to the SOL. The general education teachers do not set targets by strand and special education teachers will not set them by ASOL.
3 / PALS (if student did not pass spring benchmark and new students) / One year’s growth in Instructional Reading Level OR if at grade level, demonstrated growth in comprehension, reading rate (wpm), and/or fluency.
3-5 / Reading and Math / MAPS- Value Added Assessment (Must figure out how Reading teachers can give the test.) / One year’s growth in RIT score.
Questions: – How low does MAPS go to show growth for 3rd grade percent @ prek level – do we need to use PALS for this student learning target?
3, 4, 5, / Reading and Math / Virginia SOL Test / Pass proficient score.
NWEA/MAPS – RIT bands – goal is to move students from Fall tested RIT band to the next RIT band
Subject: ReadingGoal Strand: Word Origins, Expand Vocabulary, Semantics
Below 151 / 151 – 160 / 161 – 170 / 171 – 180 / 181 – 190 / 191 – 200 / 201 – 210 / 211 - 220 / 221 - 230 / 231 - 240 / Above 240
Goal Stand: Comprehension of a variety of Nonfiction Texts
Below 161 / 161 - 170 / 171 – 180 / 181 – 190 / 191 – 200 / 201 – 210 / 211 - 220 / 221 - 230 / Above 230
Goal Stand: Comprehension of a Variety of Fictional Texts
Below 151 / 151 – 160 / 161 – 170 / 171 – 180 / 181 – 190 / 191 – 200 / 201 – 210 / 211 - 220 / 221 - 230 / 231 - 240 / 241 - 250 / Above 250
Subject: Mathematics 2 - 5
Goal Stand: Probability and Statistics
Below 171 / 171 – 180 / 181 – 190 / 191 – 200 / 201 – 210 / 211 - 220 / 221 - 230 / 231 - 240 / 231 - 240 / 241 - 250 / Above 250
Goal Stand: Patterns, Functions, and Algebra
Below 171 / 171 – 180 / 181 – 190 / 191 – 200 / 201 – 210 / 211 - 220 / 221 - 230 / 231 - 240 / 231 - 240 / 241 - 250 / Above 250
Goal Stand: Number and Number Sense
Below 161 / 161 - 170 / 171 – 180 / 181 – 190 / 191 – 200 / 201 – 210 / 211 - 220 / 221 - 230 / Above 230
Goal Strand: Measurement
Below 161 / 161 - 170 / 171 – 180 / 181 – 190 / 191 – 200 / 201 – 210 / 211 - 220 / 221 - 230 / 231 - 240 / 241 - 250 / Above 250
Goal Strand: Computation and Estimation
Below 161 / 161 - 170 / 171 – 180 / 181 – 190 / 191 – 200 / 201 – 210 / 211 - 220 / 221 - 230 / 231 - 240 / Above 240
Goal Strand: Geometry
Below 171 / 171 – 180 / 181 – 190 / 191 – 200 / 201 – 210 / 211 - 220 / 221 - 230 / 231 - 240 / 231 - 240 / 241 - 250 / 251 - 260 / 261 - 270 / Above 270
MOVING WITH MATH – expected growth is 20% from Fall pre test
MWM chart for KG Teachers
Pre-test Score / Post-Test Target# Correct / % Correct / # Correct / % Correct
1 / 3% / 7 / 23%
2 / 7% / 8 / 27%
3 / 10% / 9 / 30%
4 / 13% / 10 / 33%
5 / 17% / 11 / 37%
6 / 20% / 12 / 40%
7 / 23% / 13 / 43%
8 / 27% / 14 / 47%
9 / 30% / 15 / 50%
10 / 33% / 16 / 53%
11 / 37% / 17 / 57%
12 / 40% / 18 / 60%
13 / 43% / 19 / 63%
14 / 47% / 20 / 67%
15 / 50% / 21 / 70%
16 / 53% / 22 / 73%
17 / 57% / 23 / 77%
18 / 60% / 24 / 80%
19 / 63% / 25 / 83%
20 / 67% / 26 / 87%
21 / 70% / 27 / 90%
22 / 73% / 28 / 93%
23 / 77% / 29 / 97%
24 / 80% / 30 / 100%
25 / 83% / 30 / 100%
26 / 87% / 30 / 100%
27 / 90% / 30 / 100%
28 / 93% / 30 / 100%
29 / 97% / 30 / 100%
30 / 100% / 30 / 100%
MWM chart for First and Second Grade Teachers
Pre-test Score / Post-Test Target / Pre-test Score / Post-Test Target# Correct / % Correct / # Correct / % Correct / # Correct / % Correct / # Correct / % Correct
1 / 2% / 11 / 22% / 26 / 52% / 36 / 72%
2 / 4% / 12 / 24% / 27 / 54% / 37 / 74%
3 / 6% / 13 / 26% / 28 / 56% / 38 / 76%
4 / 8% / 14 / 28% / 29 / 58% / 39 / 78%
5 / 10% / 15 / 30% / 30 / 60% / 40 / 80%
6 / 12% / 16 / 32% / 31 / 62% / 41 / 82%
7 / 14% / 17 / 34% / 32 / 64% / 42 / 84%
8 / 16% / 18 / 36% / 33 / 66% / 43 / 86%
9 / 18% / 19 / 38% / 34 / 68% / 44 / 88%
10 / 20% / 20 / 40% / 35 / 70% / 45 / 90%
11 / 22% / 21 / 42% / 36 / 72% / 46 / 92%
12 / 24% / 22 / 44% / 37 / 74% / 47 / 94%
13 / 26% / 23 / 46% / 38 / 76% / 48 / 96%
14 / 28% / 24 / 48% / 39 / 78% / 49 / 98%
15 / 30% / 25 / 50% / 40 / 80% / 50 / 100%
16 / 32% / 26 / 52% / 41 / 82% / 50 / 100%
17 / 34% / 27 / 54% / 42 / 84% / 50 / 100%
18 / 36% / 28 / 56% / 43 / 86% / 50 / 100%
19 / 38% / 29 / 58% / 44 / 88% / 50 / 100%
20 / 40% / 30 / 60% / 45 / 90% / 50 / 100%
21 / 42% / 31 / 62% / 46 / 92% / 50 / 100%
22 / 44% / 32 / 64% / 47 / 94% / 50 / 100%
23 / 46% / 33 / 66% / 48 / 96% / 50 / 100%
24 / 48% / 34 / 68% / 49 / 98% / 50 / 100%
25 / 50% / 35 / 70% / 50 / 100% / 50 / 100%
Conversion of HAT_SOL
HAT / SOL / HAT / SOL
100 / 600 / 74 / 392
99 / 592 / 73 / 384
98 / 584 / 72 / 376
97 / 576 / 71 / 368
96 / 568 / 70 / 360
95 / 560 / 69 / 352
94 / 552 / 68 / 344
93 / 544 / 67 / 336
92 / 536 / 66 / 328
91 / 528 / 65 / 320
90 / 520 / 64 / 312
89 / 512 / 63 / 304
88 / 504 / 62 / 296
87 / 496 / 61 / 288
86 / 488 / 60 / 280
85 / 480 / 59 / 272
84 / 472 / 58 / 264
83 / 464 / 57 / 256
82 / 456 / 56 / 248
81 / 448 / 55 / 240
80 / 440 / 54 / 232
79 / 432 / 53 / 224
78 / 424 / 52 / 216
77 / 416 / 51 / 208
76 / 408 / 50 / 200
75 / 400
*Will you look at growth on the subtests? The subtests are much more meaningful than the overall benchmark. For example, for the 1st-2nd grade PALS test the benchmark is scored on spelling and percentage of words read correctly. It does not take into consideration comprehension or reading rate. However, measuring subtests will be easier for kindergarten test than first/second grade tests.
If a year’s growth is not made (even by students who are reading on grade level), look at growth in reading rate (words per minute), fluency, or comprehension.
* For kindergarten the benchmarks for the subtests are about 100%. Will you allow an explanation if a teacher feels like the student won't make it?
Yes, I suggest allowing for an explanation. Also, teachers may look at the overall score and note progress made on the total PALS kindergarten score.
* On the kindergarten PALS the word list is optional. Would you consider making this mandatory since the SOLs do mandate that kindergarten students need to know at least 10 words by the end of the year?
In kindergarten, PALS provides only a sampling of words, to determine if students are building a sight word vocabulary.
My suggestion is to continue to make the word list optional.
* The 1st and 2nd grade PALS give a student an overall reading level. Again, PALS does not take into consideration comprehension. Will you look at the reading level as the benchmark or the subtests (percent of words read correctly, comprehension, reading rate)? If you do look at reading level will you set one year's growth as the benchmark?
I suggest one year’s growth in Instructional Reading Level OR if at grade level, demonstrated growth in comprehension, reading rate (wpm), and/or fluency.
* Looking at the subtests will be more meaningful and will direct the teachers' instruction however it will be more cumbersome to track and measure for 1st/2nd. There are benchmarks for where 1st and 2nd grade students should be at the end of the year in terms ofpercent of words read correctly, comprehension, reading rate. However, one would have to think about if the student should be on grade level or one year beyond where he/she started in the fall and how that would affect the subtests.
We should see significant growth in some area such as comprehension, reading rate, or fluency OR in overall reading level. Ideally, progress will be made I all areas.
*We are currently trying to make our student goals for third grade. We were wondering if there was a chart to compare HATS in order to make our SOL goals since we do not have previous SOL years to guide us.
I don’t think there is a correlation chart. However, when we construct the 2nd grade HAT test, we use the 3rd grade SOL format, to make it as closely aligned to the SOL tests as possible. We also (of course) use the pacing guide for each quarter to construct questions.
The answer keys for the HAT test is correlated with 2nd grade SOLs. I am not sure if this answers your question or not.
Revised 11/19/18