Guidance Document
Quick Check Guidance Document
Using PALS Quick Checks for Response to Intervention (RtI)
What are Quick Checks?
PALS Quick Checks are criterion-referenced brief
measures administered between PALS screening windows to measure progress in essential literacy skills.
Quick Checks measure the same skills assessed on
PALS-K and PALS 1–3, but use different items.
What Quick Checks are available?
Alphabet Recognition
Letter Sounds
Beginning Sound Production
Concept of Word
K Spelling
1–3 Spelling
Pseudoword Decoding
Word Recognition in Isolation
Oral Reading in Context
What is the purpose of Quick Checks?
Quick Checks are designed for use with K-3 students
who:
(1) need more instruction in a specific skill
(2) did not meet the benchmark for a PALS task
(3) have been identified by PALS, or
(4) are receiving intervention.
For the purpose of this document, which is to
provide guidance in using Quick Checks for RtI
implementation, we focus on PALS-identified
students who have been receiving supplemental
reading intervention.
Administering Quick Checks in between PALS
screening windows provides frequent feedback about
the cumulative effects of classroom instruction (Tier
I) and supplemental reading interventions (Tier II
and/or Tier III). Quick Checks gauge student progress in PALS-specified literacy skills. In addition to
gauging the effectiveness of instruction on student
achievement, Quick Check results provide a catalyst
for discussion among all educators who work with
the child. By discussing student progress in various
skill areas, educators can problem solve and collaborate to increase their collective effectiveness. A final,
but crucial, purpose for administering Quick Checks
is to help formulate interim goals for student progress in reading.
How often do I administer Quick Checks?
Quick Checks should be administered three to five
times between the fall and mid-year PALS assessment window and an additional three to five times
between the mid-year and spring PALS assessment
window. Quick Checks should be administered in
equal intervals.
Which Quick Checks should I use?
Reading requires the integration of many skills.
These skills are developmentally acquired in response
to well-timed and focused instruction. PALSidentified students usually score low on most PALS
tasks. When a student has many needs, as indicated
on his/her PALS Student Summary, it is difficult to
decide which Quick Checks to administer between
PALS screening windows. One thing is for sure — it
is not realistic to use all available Quick Checks in a
two-to-three week interval.
There are three ways to decide which Quick Checks
to use with PALS-identified students. Teachers can:
(1) alternate Quick Checks every two weeks
(2) supplement instructional observations and
work samples with Quick Checks to gain more
detailed information, or
(3) choose Quick Checks that address the greatest
number of literacy skills at one time.
© 2009–2013 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.
Updated on: 04/02/2013
1
2
Guidance Document
Keep in mind that students not yet reading may
require progress monitoring in many emergent literacy skills, including: alphabet recognition, letter
sounds, beginning sounds, concept of word, and
spelling. Students already reading may require
progress monitoring in spelling, decoding, word recognition, and oral reading in context.
The examples provided below illustrate the three
ways a teacher can decide which Quick Checks to
use with PALS-identified students.
Option 1: Alternating component skills
Examine the child’s Student Summary from his/her
fall PALS screening. On which tasks did the child
not meet the benchmark? Select the Quick Checks
that correspond to each task on which the child did
not meet the benchmark. Since most PALS-identified
students are struggling with multiple literacy skills,
high-quality, well-balanced instruction will include
all essential components of literacy. Although your
instruction includes all skill areas, it is not feasible to
give all the relevant Quick Checks at every progress
monitoring interval. Instead, give half of the relevant
Quick Checks one week (e.g., Series A: Alphabet
Recognition, Letter Sounds, and K Spelling) and the
remaining relevant Quick Checks two weeks later
(e.g., Series B: Beginning Sound Production and
Concept of Word), initiating a cycle of giving Quick
Checks every two weeks.
spell checks, you may not need to administer the 1–3
Spelling Quick Check.
Option 3: Administering the most inclusive
Quick Checks
A third model for selecting Quick Checks is to
choose Quick Checks that target the greatest number
of early literacy skills at one time. For students
learning to read, the Concept of Word Part A and
K Spelling Quick Checks require many of the skills
measured separately by other Quick Checks, such
as beginning sound production, letter sound knowledge, and alphabet recognition. For students who
already have a measurable oral reading level, the Oral
Reading in Context and 1–3 Spelling Quick Checks
are the most comprehensive or “inclusive” of various
literacy skills.
Regardless of which model you use, it is important to
read the directions for all of the Quick Checks.
Option 2: Supplementing instructional
observations and work samples
A second model for selecting Quick Checks for your
PALS-identified students is to reflect on your instruction and your students’ literacy performance. You will
be able to see growth in many component literacy
skills in your daily instructional routines, student
work samples, and other informal assessments. In
cases where you are less sure of student progress and/
or are missing information that would inform your
instructional delivery, choose the Quick Check for the
component skill(s) that would satisfy your needs. For
example, if you are already monitoring your student’s
spelling/phonics progress with regular word study
Updated on: 04/02/2013
© 2009–2013 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.
Guidance Document
Can I use Quick Checks to decide when to
adjust and/or intensify intervention?
The Progress Monitoring checklists examine three
areas that are critical in evaluating the effectiveness
of instruction and intervention:
(1) the appropriateness of instruction
(2) the degree of consistency and collaboration
among and between instructional settings and
instructors, and
(3) the health, attendance, and engagement of the
child.
Yes, but Quick Check results are not all you should
use. There are numerous factors affecting a student’s progress. Therefore, PALS provides Progress
Monitoring Instructional Checklists to assist school
personnel in determining when to adjust and/or
intensify intervention.
The checklists should inspire reflection and
discussion that lead to exceptional instruction, collaboration, and engagement.
Checklist Sample
Tier I Progress Monitoring Instructional Checklist for the Classroom Teacher
Instructional Reading Level
Phonics/Spelling Stage
Regularly
Supplemental Teacher(s)
Sometimes
Classroom Teacher
Grade
Rarely
Student
Never
Date
1
2
3
4
My Language Arts block is at least 90 minutes.
1
2
3
4
60 minutes of my daily Language Arts block is dedicated to small group differentiated instruction.
1
2
3
4
I am using PALS data to differentiate instruction and group students.
1
2
3
4
My small group reading instruction is at the student’s instructional level.
1
2
3
4
My small group word study instruction is at the student’s spelling/phonics level.
1
2
3
4
I work with my low-performing small groups every day.
1
2
3
4
My Language Arts lesson plans are comprehensive and balanced, including instruction and practice
in phonemic awareness, fluency, oral reading, vocabulary, spelling/phonics, comprehension, and
writing for sounds.
1
2
3
4
My lessons are explicit.
1
2
3
4
I incorporate a variety of strategies in my lessons.
1
2
3
4
I am completing my lesson plan every day.
1
2
3
4
I am seizing opportunities to read and write across the curriculum throughout the day.
1
2
3
4
I am providing opportunities to talk and write about what we are reading.
1
2
3
4
I am making reading approachable and engaging for the student.
1
2
3
4
I provide content-related texts at student’s instructional level.
1
2
3
4
1
2 Updated
3 on:404/02/2013
1
2
Instruction
© 2009–2013
by The Rector
and Thereading
Board ofatVisitors
of independent
the University level
of Virginia.
Rights Reserved.
The student
is practicing
his/her
everyAll
day.
The student completes his/her independent work with success.
3
4
3
Guidance Document
4
What does my collaborative team do after
we complete the checklists?
If the classroom teacher and supplemental teacher
score “regularly” on all of the questions on the
Progress Monitoring Checklists, the next step
is to complete the Continuum of Supplemental
Instruction Guide. The continuum illustrates a progression of supplemental instruction from Tier II to
Tier III.
After completing the continuum, all professionals
working with the child should collaborate and determine which aspects of the student’s supplemental
instruction can be enhanced or intensified.
Can the student’s group size be reduced? Can the student’s session length be extended? Can the number
of supplemental sessions per week be increased?
Could the level of expertise of the interventionist be
increased?
All resources for increasing the quality and frequency of instruction should be maximized before
any significant adjustment in student status is made.
If the student is receiving the highest level of classroom and supplemental instruction in terms of
quality and frequency, is designated as receiving Tier
III intervention, and is not limited in English proficiency, and still little to no progress is made over
time, consider initiation of child study for further
discussion.
Response to Intervention is both an instructionaldelivery model and an identification-for-learning
disabilities model. When used jointly, Quick
Check data, the Progress Monitoring Instructional
Checklists, and the Continuum of Supplemental
Instruction effectively assist school personnel in RtI
implementation.
Continuum Sample
Tiers II and III Supplemental Instruction Continuums
Date
Student
Grade
Classroom Teacher
Supplemental Teacher(s)
Instructional Reading Level
Phonics/Spelling Stage
Locate the boxes that reflect the supplemental instruction the child is receiving at this time. Indicate the number of times per week
the student receives supplemental instruction, the length of each supplemental session, the number of students in the supplemental
small group, and the level of professional expertise of the adult responsible for providing the supplemental instruction. Shade from
left to right, stopping at the boxes that reflect current instruction.
Tier II
Frequency
(times per week)
Time
(session length)
Group
(number of students)
Updated on: 04/02/2013
Tier III
1
2
3
4
5
20 minutes
or less
30 minutes
45 minutes
60 minutes
60 minutes
or more
4
3
2
1
5
© 2009–2013 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.
Progress Monitoring Instructional Checklist—Classroom Teacher
Regularly
Supplemental Teacher(s)
Sometimes
Classroom Teacher
Rarely
StudentGrade
Never
Date
1
2
3
4
My Language Arts block is at least 90 minutes long.
1
2
3
4
PALS data is used to differentiate small group instruction.
1
2
3
4
I dedicate at least 60 minutes of the 90 minute Language Arts block to small-group differentiated
instruction.
1
2
3
4
I provide small group reading instruction at students’ instructional levels.
1
2
3
4
I provide small group differentiated word study instruction at students’ spelling/phonics levels.
1
2
3
4
I work with low-performing students in small literacy groups every day of no more than five students.
1
2
3
4
I fully complete my Language Arts plans every day.
1
2
3
4
I provide comprehensive and balanced Language Arts lesson plans (i.e., instruction and practice in
phonemic awareness, fluency, oral reading, vocabulary, spelling/phonics, comprehension, and writing).
1
2
3
4
I provide explicit literacy instruction.
1
2
3
4
I use a variety of strategies in Language Arts lessons.
1
2
3
4
I address the instructional needs of individual students every day.
1
2
3
4
I seize opportunities to teach academic and content vocabulary across the curriculum.
1
2
3
4
I provide students with opportunities to talk and write about what they are reading.
1
2
3
4
I use content-related texts, such as nonfiction books, at students’ instructional levels.
1
2
3
4
I give students time to practice reading at their independent levels each day.
1
2
3
4
I provide the support necessary for students to complete work independently.
1
2
3
4
I regularly review student work samples and provide timely feedback.
1
2
3
4
I establish realistic short-term, ongoing instructional goals related to progress monitoring.
1
2
3
4
I use the PALS Quick Checks (for other similar assessments) to monitor progress towards instructional
goals.
1
2
3
4
I seize opportunities to read and write across curricular areas throughout the day.
1
2
3
4
Instruction
Updated on: 04/02/2013
© 2009–2013 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.
Never
Rarely
Sometimes
Regularly
1
2
3
4
I am involved in the planning of all supplemental literacy instructional for struggling readers (i.e.,
instruction delivered by reading specialists, SLPs, paraprofessionals, etc.).
1
2
3
4
I communicate with the professional(s) responsible for delivering all supplemental instruction to my
struggling readers.
1
2
3
4
tudent PALS assessment data is reviewed as a collaborative team (i.e., myself, the reading specialist,
S
and principal).
1
2
3
4
ALS Quick-Checks or other progress monitoring information is reviewed and shared as a
P
collaborative team (i.e., myself, the reading specialist, and principal).
1
2
3
4
y planning period overlaps with the reading specialist or the other supplemental instructors working
M
on my students.
1
2
3
4
I am diligent in gathering feedback from all relevant instructional support staff prior to sharing student
literacy progress with parents.
1
2
3
4
I participate in ongoing, systematic professional development dedicated to the dynamic needs of the
school-based community.
1
2
3
4
I facilitate access to home literacy experiences through ongoing efforts to get to know individual
student families.
1
2
3
4
I make reading approachable and engaging for students, using appropriately leveled books in areas of
student interest.
1
2
3
4
I note my students’ general health, especially when interfering with learning (i.e., ear infections,
chronic illness, unusual bruising, etc.).
1
2
3
4
I note when student unrest interferes with class participation and engagement.
1
2
3
4
I note when the Language Arts instructional time of struggling readers is interrupted by tardiness and/
or external logistics (i.e., overslept, car broke down, snow delays, assemblies, etc.).
1
2
3
4
I take note of students’ basic needs (i.e., adequate seasonal clothing, hunger, cleanliness, etc.).
1
2
3
4
I note when absenteeism is excessive and report it to the appropriate administrator.
1
2
3
4
I problem solve issues pertaining to children’s health access basic needs and engagement with
appropriate school and community members.
1
2
3
4
I discuss concerns about children’s health, basic needs, access, and engagement, with other
members of the collaboration team (i.e., myself, the reading specialist, and the principal).
1
2
3
4
Collaboration
Student Health and Engagement
Updated on: 04/02/2013
© 2009–2013 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.
Progress Monitoring Instructional Checklist—Supplemental Instructor
Regularly
Supplemental Teacher(s)
Sometimes
Classroom Teacher
Rarely
StudentGrade
Never
Date
1
2
3
4
My reading instruction is in addition to the 90 minutes Language Arts block.
1
2
3
4
I use PALS data to differentiate small group instruction.
1
2
3
4
I dedicate at least 2.5 hours of supplemental small group instruction each week to students falling
below the PALS benchmarks.
1
2
3
4
I provided small group reading instruction at students’ instructional level.
1
2
3
4
I provide small group differentiated word study instruction at students’ spelling/phonics levels.
1
2
3
4
I work with low-performing students in small literacy groups every day of no more than five students.
1
2
3
4
I fully complete the Language Arts plans every day.
1
2
3
4
I provided comprehensive and balanced. Language Arts lesson plans (i.e., instruction and practice in
phonemic awareness, fluency, oral reading, vocabulary, spelling/phonics, comprehension, and writing).
1
2
3
4
I provide explicit literacy instruction.
1
2
3
4
I use a variety of strategies in Language Arts lessons.
1
2
3
4
I address the instructional needs of individual students every day.
1
2
3
4
I seize opportunities to teach academic and content vocabulary across the curriculum.
1
2
3
4
I provide students with opportunities to talk and write about what they are reading.
1
2
3
4
I use content-related texts, such as nonfiction books, at students’ instructional levels.
1
2
3
4
I give students time to practice reading at their independent levels each day.
1
2
3
4
I provide the support necessary for students to complete work independently.
1
2
3
4
I regularly review student work samples and provide timely feedback.
1
2
3
4
I establish realistic short-term, ongoing instructional goals related to progress monitoring.
1
2
3
4
I use the PALS Quick Checks (for other similar assessments) to monitor progress towards instructional
goals.
1
2
3
4
I encourage the classroom teacher to seize opportunities to read and write across curricular areas
throughout the day.
1
2
3
4
Instruction
Updated on: 04/02/2013
© 2009–2013 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.
Never
Rarely
Sometimes
Regularly
1
2
3
4
I am involved in the planning of classroom literacy instruction for struggling readers (i.e., instruction
delivered the classroom teacher).
1
2
3
4
I communicate regularly with the classroom teacher regarding classroom-based reading instruction.
1
2
3
4
tudent PALS assessment data is reviewed as a collaboration team (i.e., myself, the classroom
S
teacher, and principal).
1
2
3
4
ALS Quick-Checks or other progress monitoring information is reviewed and shared as a
P
collaboration team (i.e., myself, the classroom teacher, and principal).
1
2
3
4
My planning period overlaps with the classroom teachers working with my students.
1
2
3
4
I am diligent in gathering feedback from all relevant instructional support staff prior to sharing student
literacy progress with parents.
1
2
3
4
I participate in ongoing, systematic professional development dedicated to the dynamic needs of the
school-based community.
1
2
3
4
I support the classroom teacher’s efforts to facilitate home literacy experience through ongoing efforts
to get to know individual student families.
1
2
3
4
I make reading approachable and engaging for students, using appropriately leveled books in areas of
student interest.
1
2
3
4
I note and confer with the classroom teacher about students’ general health, especially when
interfering with learning (i.e., ear infections, chronic illness, unusual bruising, etc.).
1
2
3
4
I note and confer with the classroom teacher when student unrest interferes with class participation
and engagement.
1
2
3
4
I note whenever the 2.5 hours per week of additional instructional time with struggling readers is
interrupted by tardiness and/or external logistics (i.e., overslept, car broke down, snow delays,
assemblies, etc.).
1
2
3
4
I take note of students’ basic needs (i.e., adequate seasonal clothing, hunger, cleanliness, etc.) and
take appropriate action.
1
2
3
4
I note when absenteeism is excessive and report it to the teacher and appropriate administrator.
1
2
3
4
I problem solve issues pertaining to children’s health, access, and engagement with appropriate
school and community members.
1
2
3
4
I work closely with the classroom teacher and principal to address concerns about children’s health,
access, and engagement.
1
2
3
4
Collaboration
Student Health and Engagement
Updated on: 04/02/2013
© 2009–2013 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.
Progress Monitoring Instructional Checklist—Principal
Regularly
Supplemental Teacher(s)
Sometimes
Classroom Teacher
Rarely
StudentGrade
Never
Date
1
2
3
4
I provide the classroom teacher with a 90 minute uninterrupted Language Arts block in the master
schedule.
1
2
3
4
I use PALS data to promote differentiated instruction within the classroom and to inform annual
student placement by class.
1
2
3
4
I ensure that at least 60 minutes of the 90 minute Language Arts Block is dedicated to small-group
differentiated instruction.
1
2
3
4
I encourage small group reading instruction at students’ instructional level.
1
2
3
4
I promote small groups differentiated word study instruction at students’ spelling/phonics levels.
1
2
3
4
I ensure that low-performing students work in small literacy groups every day of no more than five
students.
1
2
3
4
I observe that the teacher fully completes her Language Arts plans each day.
1
2
3
4
he classroom teacher provides comprehensive and balanced Language Arts lesson plans (i.e.,
T
instruction and practice in phonemic awareness, fluency, oral reading, vocabulary, spelling/phonics,
comprehension, and writing).
1
2
3
4
I support the use of explicit literacy instruction.
1
2
3
4
The teacher uses a variety of strategies in Language Arts lessons.
1
2
3
4
The instructional needs of individual students are addressed in the classroom every day.
1
2
3
4
Opportunities to teach academic and content vocabulary across the curriculum are encouraged.
1
2
3
4
I encourage teachers to allow students the time to talk and write about what they are reading.
1
2
3
4
I provide funding and support the use of content-related texts, such as nonfiction books at students’
instructional levels.
1
2
3
4
I support the use of instructional time for students to practice reading at their independent levels each
day.
1
2
3
4
I encourage teachers to provide the support necessary for students to complete work independently.
1
2
3
4
I regularly review classroom and supplemental teacher’s feedback on work samples.
1
2
3
4
he classroom teacher establishes realistic short-term, ongoing instructional goals related to progress
T
monitoring.
1
2
3
4
I monitor the classroom teacher’s progress towards achieving instructional literacy goals.
1
2
3
4
I encourage teachers to read and write across the curricular areas throughout the day.
1
2
3
4
Instruction
Updated on: 04/02/2013
© 2009–2013 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.
Reprinted with permission from Snow (2012).
Never
Rarely
Sometimes
Regularly
1
2
3
4
I am involved in coordinating the planning of the students’ classroom and supplemental literacy
instructional (i.e., with the reading specialist, the para-professional, etc.).
1
2
3
4
I communicate regularly with the professionals responsible for the students’ classroom and
supplemental reading instruction.
1
2
3
4
tudent PALS assessment data is reviewed as a collaborative team (i.e., myself, the classroom
S
teacher, and reading specialist).
1
2
3
4
ALS Quick-Checks or other progress monitoring information is reviewed and shared as a
P
collaborative team (i.e., myself, the classroom teacher, and reading specialist).
1
2
3
4
I provide for shared, or overlapping, planning periods for the classroom and supplemental teachers.
1
2
3
4
I am diligent in gathering feedback from all relevant instructional support staff prior to sharing student
literacy progress with parents.
1
2
3
4
I coordinate and participate in ongoing, systematic professional development dedicated to the
dynamic needs of the school-based community.
1
2
3
4
I support the classroom teacher’s effort to facilitate home literacy experience through ongoing efforts
to get to know individual student families.
1
2
3
4
I support making reading approachable and engaging for students by supplying teachers with books
on a variety of levels, genres, and topics.
1
2
3
4
I query classroom teachers about students’ general health, especially when interfering with learning
(i.e., ear infections, chronic illness, unusual bruising, etc.).
1
2
3
4
I query teachers when student unrest appears to interfere with class participation and engagement.
1
2
3
4
I ensure that classroom instruction and supplemental interventions are uninterrupted by tardiness and/
or external logistics (i.e., overslept, car broke down, snow delays, assemblies, etc.).
1
2
3
4
I query classroom and supplemental teachers about meeting students’ basic needs (i.e., adequate
seasonal clothing, hunger, cleanliness, etc.).
1
2
3
4
I take steps to problem solve and minimize excessive absenteeism.
1
2
3
4
I problem solve issues pertaining to children’s health, access, and engagement with appropriate
school and community members.
1
2
3
4
I discuss concerns about children’s health, basic needs, access, and engagement with other
members of the collaborative team (i.e. myself, the specialists, and the classroom teacher).
1
2
3
4
Collaboration
Student Health and Engagement
Updated on: 04/02/2013
© 2009–2013 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.
Reprinted with permission from Snow (2012).