Circle Progress Monitoring-Head Start Alignment

This measure is given to evaluate a student’s ability to identify letters of the alphabet.

Directions: The child is given a total of 60 seconds to identify letters that appear on the screen. The student must respond within 3 seconds. If 3 seconds elapse without a response, the item is automatically scored as incorrect. A response should be recorded if the child correctly names the letter, if the child says: “I don’t know”, or if the child provides the incorrect response.

• Goal P-LIT 3. Child identifies letters of the alphabet and produces correct sounds associated with letters.

The Rapid Vocabulary Naming measure gains insight into a child’s skills.

Directions: Child is given a total of 60 seconds to identify pictures as they appear on the screen. There are different pictures for each wave of the assessment. The Rapid Vocabulary Naming assessment includes two untimed warm-up items. Conduct a practice session with the warm-up items and give feedback for both practice items: Correct response: “Good job.” Incorrect response: “That was a good try, but this is a ball. Let’s try some more. You say ‘ball.’” Note: Corrective feedback is only for sample items. Prompt the student by reading the instructions. After a picture appears on the screen, the student must respond within 3 seconds. If 3 seconds elapse without a response, the item is automatically scored as incorrect. A response should be recorded if the child correctly names the letter, if the child says: “I don’t know,” or if the child provides the incorrect response. Note: A list of acceptable responses can be found on the “Rapid Vocabulary Naming” score sheets.

• Goal P-LC 6. Child understands and uses a wide variety of words for a variety of purposes.
• Goal P-LC 7. Child shows understanding of word categories and relationships among words.

The Book and Print Awareness Checklist observes the child’s engagement and awareness of books and print.

• Materials: A book that preferably has these features:
• Hardback book, not paperback
• Has pictures drawn by an illustrator, not photographer
• Has more than one layout of across pages. For example, sometimes the first
  word to read is at bottom of the page, other times it is oriented at top of page,
  not consistently at bottom of page.

Directions: Select “Correct” or “Incorrect” for each item on the checklist as you ask the child about the book. 1. Correct – the child demonstrated this behavior. 2. Incorrect – the child did not demonstrate this behavior.

• Goal P-LIT 2. Child demonstrates an understanding of how print is used (functions of print) and the rules that govern how print works (conventions of print).

The Story Retell component assesses a child’s ability to retell a story.

Directions: Print the Story Retell procedures sheet and score sheet from the “Resources” page on CLI Engage. Read the text for all four pages before going on to STEP 1. Click the blue OR purple button to advance pages in the story. 2. Elicit the narrative. Record data on the score sheet and follow onscreen instructions for recording responses. 3. You may help the child by using the acceptable prompts indicated in the user guide. Do not prompt more than twice. 4. Comprehension. Ask the three questions as prompted on the screen. Refer to the score sheet for acceptable phrases. Record data on the score sheet and follow onscreen instructions for recording responses.

• Goal P-LIT 4. Child demonstrates an understanding of narrative structure through storytelling/re-telling.
• Goal P-LIT 5. Child asks and answers questions about a book that was read aloud.

The Letter-Sound Correspondence measure assesses a child’s ability to identify sounds associated with individual letters.

Directions to the child: “We are going to look at some letters and see if you know the sound each letter makes. It’s okay to guess if you don’t know the sounds. Some letters make only one sound and some make more than one sound. Try to tell me at least one sound each letter makes. Ready? What sounds does this letter make?” Record the response.

• Goal P-LIT 3. Child identifies letters of the alphabet and produces correct sounds associated with letters.

This task requires children to identify parts of words and sentences by clapping. Teachers will present a word or sentence, and the child will repeat it. Prompt the children: Clap as you say each word of the sentence or each part of the word. Scoring depends on the accuracy of the clap count.

• Goal P-LIT 1. Child demonstrates awareness that spoken language is composed of smaller segments of sound.

In this measure, teachers provide children with sounds that are combined to form words.
The first five items are multiple-choice items where children are asked to point to (or touch) the word that was blended. The second half of the measure is more complicated. Children are asked to blend phonemes independently, without multiple choices or images.

• Goal P-LIT 1. Child demonstrates awareness that spoken language is composed of smaller segments of sound.

This sub-measure evaluates a child’s ability to recognize sounds contained in words. Pictures are used on two items to help children remember both the target sound (i.e., initial sound in Dog, final sound in Head) and possible answer choices. The final items ask children to determine if two words are the same or if they have the same initial sound, without multiple choices or images.

• Goal P-LIT 1. Child demonstrates awareness that spoken language is composed of smaller segments of sound.

This sub-measure evaluates a child’s ability to identify rhyming words. The first half consists of multiple-choice items in which children are asked to point to the pictures that rhyme. Teachers should not accept verbal responses for multiple choice questions (e.g., the one on the bottom). The second half of the measure is more complicated. Children are asked to identify rhyming words independently, without multiple choices or images.

• Goal P-LIT 1. Child demonstrates awareness that spoken language is composed of smaller segments of sound.

The Science subtest is a receptive task and was designed to measure four disciplinary core ideas in the National Research Council’s (2012) framework for science education including: Physical Sciences, Life Sciences, Earth and Space Sciences, Engineering and Technology Applications of Science

Directions: Each item contains a scripted question that the child answers by pointing to one of 3 pictures (receptive task). There are no practice items. Follow the prompt on the screen and record the response by clicking or touching the item the child selected as the answer. This is an untimed test, but if the child does not provide a response after about 10 seconds, move on to the next item (e.g., “OK, let’s try another one”) by clicking an incorrect response. Teacher Prompts: NR (No response) after about 5-10 seconds: “It’s okay to take a guess” + Repeat the prompt DK (Don’t know): “It’s okay to take a guess” + Repeat the prompt After your prompt to guess, if the child still says, “I don’t know” (DK), the examiner says: “That’s okay. Let’s try another picture.” Verbal response when a child should point: “Show me with your pointer finger” + Repeat the prompt MR (multiple response of pointing to more than one): “Point to just one picture” or “Choose just one answer” + repeat the prompt

• Repeat: If the child seems unclear or asks for a repetition, you can repeat the
  prompt/ question.
• Top (point to stimulus): stop and mark incorrect

• Goal P-SCI 1. Child observes and describes observable
  phenomena (objects, materials, organisms, and events).

The Social Studies subtest is a receptive task and was designed to measure topics addressed in the Head Start Early Learning Outcomes Framework and the Texas Pre-Kindergarten Guidelines including: Self, Family & Community; People & The Environment and History & Events

Directions: Each item contains a scripted question that the child answers by pointing to one of 3 pictures (receptive task). There are no practice items. Follow the prompt on the screen and record the response by clicking or touching the item the child selected as the answer. This is an untimed test, but if the child does not provide a response after about 10 seconds, move on to the next item (e.g., “OK, let’s try another one”) by clicking an incorrect response. Teacher Prompts: NR (No response) after about 5-10 seconds: “It’s okay to take a guess” + Repeat the prompt DK (Don’t know): “It’s okay to take a guess” + Repeat the prompt After your prompt to guess, if the child still says, “I don’t know” (DK), the examiner says: “That’s okay. Let’s try another picture.” Verbal response when a child should point: “Show me with your pointer finger” + Repeat the prompt MR (multiple response of pointing to more than one): “Point to just one picture” or “Choose just one answer” + repeat the prompt

• Repeat: If the child seems unclear or asks for a repetition, you can repeat the
  prompt/ question.
• Top (point to stimulus): stop and mark incorrect

Children demonstrate their counting skills. Children are asked to count aloud and to count groups of objects shown on the screen.

For the rote counting item, allow the child to continue counting until they make an error, and record how high the child was able to count without making a mistake.

For other items, read each prompt as written and allow the child to count the objects and provide their answer.

• Goal P-MATH 1. Child knows number names and the count sequence.
• Goal P-MATH 2. Child recognizes the number of objects in a small set.
• Goal P-MATH 3. Child understands the relationship between numbers and quantities.

Children are asked to identify and name numbers. Some items ask children to point to (or touch) a specific number, while other items ask children to say the name of a number shown on the screen.

• Goal P-MATH 1. Child knows number names and the count sequence.

Children demonstrate their understanding of shapes. Some items ask children to name a shape, while others ask children to identify a specific shape or find multiple examples of the same shape. Teachers should read each prompt as written and allow the child to respond verbally or by pointing to (or touching) the appropriate shape or shapes.

For items that ask the child to identify multiple shapes, follow any additional prompting instructions provided on the item screen. For designated items, if the child identifies only some of the correct shapes, the teacher may prompt one time, “Is that all of them?”

• Goal P-MATH 10. Child explores the positions of objects in space.
• Goal P-MATH 9. Child identifies, describes, compares, and composes shapes.

Children are asked to solve simple addition and subtraction problems. The problems describe objects being added to or taken away from a group, and children determine how many objects there would be altogether or how many would remain.

• Goal P-MATH 6. Child understands addition as adding to and understands subtraction as taking away from.

Children are asked to recognize and complete patterns. Children look at a sequence and determine what should come next.

• Goal P-MATH 7. Child understands simple patterns.

Children demonstrate their understanding of mathematical language and concepts. Items assess concepts such as capacity, quantity, measurement, order, and position.

• Goal P-MATH 8. Child measures objects by their various attributes using standard and non-standard measurement. Uses differences in attributes to make comparisons.
• Goal P-MATH 10. Child explores the positions of objects in space.

Observe and mark each student’s demonstration of these behaviors as:

1-Rarely, 2-Sometimes, or 3-Consistently

1. Understands that what you say can be written down
2. Draws pictures and people
3. Makes letter-like symbols
4. Writes recognizable, age-appropriate letters
5. Writes own name with approximate letters
6. Writes/copies words and friends names from around the room
7. Uses drawing and writing in a variety of learning centers/activities
8. Enjoys writing in a personal journal
9. Dictates messages/stories to an adult
10. Attempts to write letters or words while linking sounds to letter names

• Goal P-LIT 6. Child writes for a variety of purposes using increasingly sophisticated marks.

Observe and mark each student’s demonstration of these behaviors as:

1-Rarely, 2-Sometimes, or 3-Consistently

1. Child speech (articulation) can be understood by teachers and other adults in the school.
2. Child perceives differences between similar sounding words (e.g., goat and coat).
3. Child speaks in grammatically correct sentences of 4 to 5 words.
4. Child expresses ideas using sentences with more than one phrase.
5. Child combines sentences adding enough details to make intended meaning clear.

• Goal P-LC 1. Child attends to communication and language from others.
• Goal P-LC 2. Child understands and responds to increasingly complex communication and language from others.
• Goal P-LC 3. Child varies the amount of information provided to meet the demands of the situation.
• Goal P-LC 4. Child understands, follows, and uses appropriate social and conversational rules.
• Goal P-LC 5. Child expresses self in increasingly long, detailed, and sophisticated ways.
• Goal P-LC 6. Child understands and uses a wide variety of words for a variety of purposes.
• Goal P-LC 7. Child shows understanding of word categories and relationships among words.

Observe and mark each student’s demonstration of these behaviors as:

1-Rarely, 2-Sometimes, or 3-Consistently

1. Child shows interest in reading by self-selecting books during centers or free choice periods.
2. Child shows enthusiasm and engagement during shared or interactive reading activities.
3. Child asks to be read to (including books and/or print in the environment).
4. Child asks the meaning of text (including books and/or print in the environment).

• Goal P-LIT 5. Child asks and answers questions about a book that was read aloud.

Observe and mark each student’s demonstration of these behaviors as:

1-Rarely, 2-Sometimes, or 3-Consistently

1. Talks to and interacts positively with adults
2. Talks to and interacts positively with peers
3. Initiates conversation and activities with peers
4. Participates cooperatively in group activities
5. Shares materials with peers
6. Assists or comforts peers in need
7. Begins to solve problems in conflicts with peers
8. Asks for adult help when cannot resolve peer conflict
9. Accepts compromise and input from others to solve problems

• Goal P-ATL 4. Child manages actions, words, and behavior with increasing independence.
• Goal P-ATL 9. Child demonstrates flexibility in thinking and behavior.
• Goal P-ATL 12. Child expresses creativity in thinking and communication.
• Goal P-SE 1. Child engages in and maintains positive relationships and interactions with adults.
• Goal P-SE 2. Child engages in prosocial and cooperative behavior with adults.
• Goal P-SE 3. Child engages in and maintains positive interactions and relationships with other children.
• Goal P-SE 4. Child engages in cooperative play with other children.
• Goal P-SE 5. Child uses basic problem-solving skills to resolve conflicts with other children.

Observe and mark each student’s demonstration of these behaviors as:

1-Rarely, 2-Sometimes, or 3-Consistently

1. Creates artistic products (e.g., drawings, clay forms, painting, etc.) as a form of creative self-expression and representation
2. Uses imagination to act out pretend play on their own or with encouragement from others.
3. Uses music, movement or dance as a form of creative self-expression and representation.
4. Participates in group music, movement, dance or other creative classroom activities.

• Goal P-ATL 10. Child demonstrates initiative and independence.
• Goal P-ATL 13. Child uses imagination in play and interactions with others.

Observe and mark each student’s demonstration of these behaviors as:

1-Rarely, 2-Sometimes, or 3-Consistently

Initiative and Curiosity

Seeks out others to share an idea or get involved in an activity.
Shows eagerness to learn about new topics and how to do new tasks.
Shows flexibility and creativity in approaching new tasks.
Asks questions in order to learn more about people, topics and ideas.
Asks about how objects work or why things are done a particular way.

Flexibility Checklist

Is able to change or modify an ineffective approach to solving a problem and try a new approach.
Incorporate others’ ideas in order to be more effective engaging in activities or interacting with others.
Shows the ability to accept another person’s way of doing things even when it differs from their own approach.
Incorporates others’ feedback to be more effective in solving problems or interacting with others.
Can go with the flow when routine activities must be adjusted due to unexpected circumstances.
Goal P-ATL 9. Child demonstrates flexibility in thinking and behavior.
Goal P-ATL 10. Child demonstrates initiative and independence.
Goal P-ATL 11. Child shows interest in and curiosity about the world around them.
Goal P-ATL 12. Child expresses creativity in thinking and communication.

Observe and mark each student’s demonstration of these behaviors as:

1-Rarely, 2-Sometimes, or 3-Consistently

1. Is able to run in a fluid manner with changes in direction and speed.
2. Is able to balance independently on one foot with no assistance for at least 3 seconds.
3. Is able to hop on each foot for at least two hops.
4. Is able to catch a small ball (e.g., tennis ball) from a distance of at least 4 feet. Note: Catching balls by pulling the ball close to the body or forming a basket with cupped hands is acceptable.
5. Is able to successfully utilize a variety of outdoor play equipment in an appropriate manner (e.g., uses slides/swings, pedal tricycles).

• Goal P-PMP 1. Child demonstrates control, strength, and coordination of large muscles.
• Goal P-PMP 2. Child uses perceptual information to guide motions and interactions with objects and other people.

Observe and mark each student’s demonstration of these behaviors as:

1-Rarely, 2-Sometimes, or 3-Consistently

1. Is able to pick up small objects (e.g., beans, rice, raisins) easily using a pincer grasp. The pincer grasp occurs when the child uses the index finger and thumb to grasp objects.
2. Is able to complete a range of activities associated with daily living independently (e.g., uses utensils or pours independently).
3. Is able to participate successfully in classroom activities requiring fine motor dexterity (e.g., completing inset puzzles, linking cubes, building a block tower of 6-8 blocks, and unscrewing jars).
4. Is able to draw some recognizable shapes or designs (e.g., smiley faces, stick
   figures).

• Goal P-PMP 3. Child demonstrates increasing control, strength, and coordination of small muscles.

Observe and mark each student’s demonstration of these behaviors as:

1-Rarely, 2-Sometimes, or 3-Consistently

1. Is able to distinguish between healthy and less healthy food types (e.g., healthy food that can be eaten any time and food that is acceptable for special occasions).
2. Demonstrates an understanding of hygiene practices (e.g., hand washing, covering mouth when coughing). Note: This item evaluates an understanding of good hygiene practices, but does not imply that children must use practices consistently to receive a score of Proficient.
3. Demonstrates an understanding of safety rules for the classroom, playground, and community (e.g., no running in the classroom, not walking up or down the slide, and looking both ways prior to crossing the street). Note: This item evaluates an understanding of safety rules and does not imply that children must follow all safety rules consistently to receive a score of Proficient.

• Goal P-PMP 4. Child demonstrates personal hygiene and selfcare skills.
• Goal P-PMP 5. Child develops knowledge and skills that help promote nutritious food choices and eating habits.
• Goal P-PMP 6. Child demonstrates knowledge of personal safety practices and routines.