Circle Pm User Guide V8.24.15

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Texas School Ready is a part of the Children’s Learning Institute

understanding and accessing the

CIRCLE Progress
Monitoring System
a component of

online

2015–2016

Texas School Ready Project
Children’s Learning Institute at UTHealth
7000 Fannin | UCT 1900 | Houston, TX 77030
childrenslearninginstitute.org | texasschoolready.org | cliengage.org
Find us on …
Children’s Learning Institute
CLI Engage
@CLI_UTHealth
@CLIengage
@TXSchoolReady

CIRCLE Progress Monitoring User Guide

Logging in
The CIRCLE Progress Monitoring System is available on the CLI Engage web-based platform.
To access the CIRCLE Progress Monitoring System, teachers, administrators, and district
personnel will need to log in to www.cliengage.org using a Google Account. *You must have
completed the registration process.
Logging in to www.cliengage.org:
• You will need a desktop computer, laptop, or tablet with Internet access. The CIRCLE
Progress Monitoring System can be administered offline, but you will need to follow
instructions on page 5.
• Assessments should not be administered on a screen smaller than 7 inches.
• Open a new browser window and go to: www.cliengage.org.
• Click “Sign-In” on the top right hand corner of the screen.
• Select: “Sign In with your Google Account.”
• Enter your Google username and password and click “Sign in.”

Google Account Setup:
If you do not have a Google Account, you can create one using your existing email account or
by creating a Gmail account at the following link: https://accounts.google.com/signup
To use your current email address to setup a new Google Account, click “I prefer to use my
current email address” below the “Choose Your Username” box.
Please write down your username and password somewhere convenient.

Engage Dashboard:
After logging in, you will see a dashboard that includes a link to:
• access assessments, including the CIRCLE Progress Monitoring System
• manage your student roster and classes (Administrative)
• access to online courses
• access the CIRCLE Activity Collection

SUBMIT A HELP TICKET IF YOU NEED ASSISTANCE.
A CLI staff member will contact you.

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CIRCLE Progress Monitoring User Guide

To Access the CIRCLE Progress Monitoring System:
1.
2.
3.
4.

Login to www.cliengage.org
Click “Assessment” on the Dashboard.
Click the CIRCLE Progress Monitoring” button.
On the “Class List” page, click on the name of the class that includes the students you
wish to assess.
5. You will see the “Student View” page. This page allows you to:
• Select which wave you are assessing (BOY – Wave 1, MOY – Wave 2, EOY – Wave 3)
• choose to administer an assessment in English/Spanish
• see the benchmark scores for students in a class
• launch an assessment, or multiple assessments or subtests

STUDENT VIEW PAGE
Assess students offline

Assess students in Spanish

Select wave
CIRCLE Progress Monitoring components and subtests

Key

Child roster
Launch Assessment and View Scores
Scores are highlighted to reflect benchmark scores:
Green – Student met benchmark
Yellow - 3 year old did not meet benchmark
Red – 4 year old did not meet benchmark
© 2015 University of Texas Health Science Center at Houston

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CIRCLE Progress Monitoring User Guide

OFFLINE ASSESSMENT
The offline assessment feature can be used to assess students when internet connection is
not available at the time of administration. Note: An internet connection is required for the
inital setup.
To use offline assessment:
1. Login to CLI Engage and find the appropriate classroom in the CIRCLE Progress Monitoring
System.
2. While on the Student View page, click on the Offline Assessment button.
3. Create a 6-10 character Personal Pin with at least one number and upper case letter and
then click OK. Note: this Pin should NOT be your Engage login password.
4. The data for the Offline Assessment will automatically begin to download. Click OK on the
popup ‘Resource download is complete.’
5. Bookmark the Offline Assessment page (https://assessment.cliengage.org/Offline) in your
browser.
When you are ready to test Offline:
1. Click on the browser Bookmark.
2. Type your personal Pin Code into the box and then click Unlock.
3. Assess students as needed while offline.
When you are done testing offline and have an internet connection again:
1. The sync buttons will become active (not greyed out). Click the
button to
sync offline data for all students at once or the
individual sync icon next to specific
students to sync one at a time.
2. You will be prompted to Log In again to Engage. Click OK.
3. Once you have logged in, the data will automatically sync.

CIRCLE PROGRESS MONITORING SYSTEM
OVERVIEW
The CIRCLE Progress Monitoring System provides teachers immediate feedback that shows
children’s progress in:
•
•
•
•
•
•

Rapid Letter Naming
Rapid Vocabulary Naming
Letter-Sound Correspondence
Phonological Awareness
Book and Print Knowledge
Story Retell

•
•
•
•
•
•

Early Writing
Mathematics
Science and Social Studies
Social and Emotional Development
Approaches to Learning
Physical Health and Development
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CIRCLE Progress Monitoring User Guide

Teachers use information from the CIRCLE Progress Monitoring System to inform instructional
decision-making for group and individual lesson planning.

General Administration Guidelines
1. Progress monitoring activities should be pleasant and enjoyable for children.
2. When completing any standardized assessment, following the scripts verbatim is
extremely important. Don’t change the instructions in any way – the administration
should be consistent and standardized no matter which examiner gives the test.
3. It is also important to complete all sample items. Sample items on the PA subtest
provide key information that can help children understand task demands (e.g., providing
definitions and examples of when words sound the “same” or “different”.)
4. Prior to administering individual items, make sure that children are paying attention.
Gentle reminders that pull for attention (e.g., “look at me”) are often effective at helping
children regulate their attentional resources. Do not assess while a child is sick, distraught,
or in a foul mood.
5. Teachers are also encouraged to monitor their vocal tone and volume during the progress
monitoring assessments. For example, in the Listening and Rhyming sections of the PA
Subtest, it is important for teachers to enunciate clearly.
6. Praise effort, not success. A child should not be able to tell if he or she got an item correct
or incorrect. Some examples are: “You are working hard.” “You are doing a great job
paying attention.” “I am proud of your hard work.” “You’re behaving so nicely.” “Good
listening.” “I’m having fun playing these games with you.” “You’re paying attention so
well.” “I can tell you’re working hard.”
7. Do not offer hints or potential strategies to children or give praise that indicates how
the child is doing/scoring. For example DO NOT say: “Good.” “Great.” “Right.” “Uh-huh.”
“You’re so smart.” Do not get in the habit of repeatedly saying “okay/bien” between
items. Do not use facial expressions that reveal how the child is doing. Do not give high
fives during a test/between items. Do not give hints (i.e. nodding, clapping, tapping,
yes/no responses) when administering the assessment. Do not try to give additional
information (i.e. we covered this last week, this letter makes this sound, this number
comes after).
8. Progress monitoring assessments are not a time to teach children. Do not model a skill for
a child once you have begun the assessment. The practice time is the only time.
9. The Rapid Vocabulary Naming and Rapid Letter Naming subtests have clearly specified
time limits (i.e., one minute). It is critical that time limits are strictly adhered to during
these subtests. In addition, the Rapid Vocabulary and Rapid Letter Naming subtests have
clearly specified rules for when to move on to the next item.
10. We recommend teachers administer all items within a subtest at each progress
monitoring session; however, districts/program administrators may determine that
particular subtests may be more useful to their needs.
11. If a child is unclear about expectations, feel free to repeat the item. When repeating an
item, please read the script in the manual. A good rule of thumb is that teachers should
not repeat items more than two times. For example, if a child appears confused or
hesitant after you have read an item 1-time, feel free to reread the item once more (for a
© 2015 University of Texas Health Science Center at Houston

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CIRCLE Progress Monitoring User Guide
total of two times). If the child still does not provide a response, move on to the next item
(e.g., “OK, let’s try another one”).
12. Do not try to delete the assessment and change the answers. True results are more
effective.
13. Do not continuously click the keys when administering a timed test
14. Children should be allowed to have some access to the materials. This is especially
important when completing the Math Subtest. For example, if they are completing the
last item of the Math Subtest (i.e., 5 butterflies and 2 fly away) they should be allowed,
but not encouraged, to cover 2 butterflies and count the remaining butterflies. The
problem solving strategy used by the child will provide you information about a child’s
ability to solve problems abstractly versus a more concrete problem solving approach.
15. There are a multitude of options for assessing within the classroom. While students
are actively engaged in center activities you can identify individual students to come to
a small group area; assess on the rug, at a table, or even in the hallway if there are two
people in the room. It’s a good idea to let the students know that you will be playing a
game and what the rules are for interrupting you if needed. You can place a cone on the
table, or wear a badge or a hat, for example, to signify that you are unavailable while
engaged in the assessment.
16. Assessment subtests can be administered at any time – they do not have to be completed
in entirety in one sitting. Some teachers have success completing assessments during
student nap time. If a student is unresponsive, sick, or highly distracted, then it’s a good
idea to discontinue the assessment and plan for an alternative time slot.

Assessment Environment
1. Make an effort to ensure that progress monitoring assessments are completed in a work
space that is comfortable and relatively quiet. Minimize distractions. Try to assess during a
time when other students are not around.
2. Have the child sit beside you in a quiet area of the classroom to complete CIRCLE Progress
Monitoring System tasks.
3. You will need a computer, laptop, or tablet that has a reliable Internet connection.
4. Place the computer in a position that allows you to operate the keyboard while you
and the child look the screen. Note: The child should not see the screen during the
phonological awareness assessments.

CIRCLE PROGRESS MONITORING SYSTEM
SUBTEST DESCRIPTIONS
The CIRCLE Progress Monitoring System includes multiple components and is administered
three times each year. These windows are referred to as “waves,” typically occurring at the
Beginning-of-Year (Wave 1), Middle-of-Year (Wave 2), and End-of-Year (Wave 3)).

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CIRCLE Progress Monitoring User Guide

LANGUAGE AND LITERACY
Rapid Letter Naming
This assessment is given to evaluate a student’s ability to identify letters of the alphabet.
Directions: 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.
Time to Administer: 1 minute per child

Rapid Vocabulary Naming (Sets 1-3)
The Rapid Vocabulary Naming subtest attempts to gain insight into a child’s expressive
vocabulary 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 2 untimed warm-up items. Conduct a practice session with the
warmup 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.’
Prompt the student by reading the instructions on the “ready” screen of the assessment.
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.
Time to Administer: 1 minute per child

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CIRCLE Progress Monitoring User Guide

Scoring Responses in Rapid Letter Naming and Rapid Vocabulary Naming
Click blue if the student gave the
incorrect response.
Click purple if the student gave the
correct response.
Quick Key:
Left Arrow- Incorrect Response
Right Arrow – Correct Response
You cannot go back and correct scoring errors in the Rapid Letter Naming and Rapid
Vocabulary Naming Assessments. If a scoring error is made, the assessment must be
invalidated. To invalidate an assessment, click the “Invalidate” button on the results screen.
Do not re-administer the assessment to the same child for several days.

Book & Print Concepts
The Book and Print 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.
Approximate Time to Administer: 5 minutes per child

Story Retell
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.
© 2015 University of Texas Health Science Center at Houston

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CIRCLE Progress Monitoring User Guide

1. 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 following acceptable prompts.
ACCEPTABLE PROMPTS
Acceptable verbal prompts include:
• Tell me the story.
• What else can you tell me about the
story?
• Mhm or Uhhuh.
Acceptable nonverbal prompts include:
• Smiles and eye contact
• Nods of affirmation and agreement

UNACCEPTABLE PROMPTS
Unacceptable prompts include:
• What is he doing?
• Where is he?
• Pointing at pictures while prompting
• What’s this?
• What’s happening here?
Avoid asking the “wh” questions,
(who?, what?, when?, where?) These
often lead to obvious and limited
responses/answers.

Do not prompt more than twice.
Approximate Time to Administer: 10 minutes per child

Letter-Sound Correspondence
The Letter-Sound Correspondence subtest 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.
Approximate Time to Administer: 5 minutes per child

Phonological Awareness
The Phonological Awareness (PA) measure consists of seven total subtasks used to assess a
child’s understanding of sound in either English or Spanish. Currently, a composite PA score is
established from the following four subtasks only (core tasks):

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CIRCLE Progress Monitoring User Guide

MEASURES

DEFINITIONS

Syllabication

the ability to separate a word into parts

Onset-rime

the ability to blend two parts of a word together when segmented
between the beginning consonant(s) and the rest of the word

Alliteration

the ability to give two or more words that have the same sound(s) at
the beginning of the words

Rhyming 1

the ability to distinguish if two words rhyme when spoken

The remaining three subtasks are optional for teachers (i.e., they are not used when
establishing the composite PA score). The Listening and Words in a Sentence tasks may be
helpful when assessing students who demonstrate a lower level of skill on the core tasks
listed above. Rhyming 2 may be useful for students who demonstrate a higher level of skill on
the core tasks.

MEASURES

DEFINITIONS

Listening

the ability to screen out other noises and selectively focus attention
on a specific sound

Words in a
Sentence

the ability to move counters to show how many words are in a
sentence

Rhyming 2

the ability to independently give a word that rhymes with the word
given.

Approx. Time to Administer: Core tasks: 5 minutes per child; Optional: 3 minutes per child

Administration: Core Tasks
Syllabication
In the Syllabication subtest, children are asked to demonstrate knowledge of how words can
be broken down into syllables. There are 7 test items, as well as a sample item.
Directions: Teacher will say a word and clap the word parts and ask the child to say how many
parts he/she hears in the word. Follow the prompt on the screen and record responses.
Note: Have the child repeat the word before responding.

Onset/Rime
Onset-Rime subtest of the PA subtest includes a sample item and five test items. This subtest
evaluates one of the key components of phonological processing (i.e., blending) within single
syllable words.
© 2015 University of Texas Health Science Center at Houston

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CIRCLE Progress Monitoring User Guide

Directions: Teacher breaks up a word into sounds. Child repeats the parts and says the word.
Record whether the child’s response was correct or incorrect. Notes: Make sure that there is
a clean break between word sounds, approximately 1 second.

Alliteration
The Alliteration subtest is another task that asks children to provide a “yes” or “no” answer
to whether or not a pair of words start with the same sound. This subtest contains a sample
item and 7 test items.
Directions: Have the child repeat each word pair prior to indicating if the words are the same
or not. Record the response. Notes: Emphasize the /s/ sound only on the practice items. Have
the child repeat the words prior to attempting to provide an answer for the item.

Rhyming Part 1
The Rhyming 1 subtest of the PA Subtest contains 9 items that evaluate whether a child can
identify whether or not two words rhyme.
Directions: Have the child repeat each word pair prior to indicating if the words are the same
or not. Record the response.

Administration: Optional Tasks
Listening
The Listening section of the PA Subtest contains 5 items that evaluate whether a child can
differentiate between similar sounding words.
Directions: Have the child repeat each word pair prior to indicating if the words are the same
or not. Record the response.

Words in a Sentence
The Words in a Sentence subtest requires that teachers use simple manipulatives (e.g., single
colored blocks, unifix cubes, counters, etc). In this task, children move the manipulatives to
indicate how many words are in a sentence. Sentence length varies from two words to six
words.
Directions: Teacher will say the sentence and the child will move the counters to show
how many words are in the sentence. Make sure you are sitting across from the child and
exaggerate the block movements during sample items. Record the response. Notes: It is
acceptable to have the child repeat the task one additional time to reinforce the concept.
Remember to have the child repeat the sentence prior to attempting to move the blocks. This
ensures that the child has heard the sentence accurately.

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CIRCLE Progress Monitoring User Guide

Rhyming Part 2
The Rhyming Part 2 subtest is a production task, where children are asked to provide a word
that rhymes with another word. There are 5 test items in this section of the measure.
Directions: Have the child repeat each word pair prior to indicating if the words are the same
or not. Record the response Notes: Nonsense words that rhyme with the target word are
acceptable. For each item, have the child repeat the word and then provide the answer.

Click blue if the student gave the
incorrect response.
Click purple if the student gave the
correct response.
Quick Key:
Left Arrow- Incorrect Response
Right Arrow – Correct Response
The Previous button allows you to go back immediately and correct a scoring error.

MATH
The Math Screener was designed to quickly and efficiently evaluate some of the early
mathematical skills that research has determined are important for pre-Kindergarten aged
children. There are 27 items. The items are clustered into areas. For example, there is a rote
counting item, 5-shape naming items, 7 number recognition items, 6 shape discrimination
items, 5 counting items, and 3 problems evaluating early addition and subtraction skills (i.e.,
operations).
Approximate Time to Administer: 5 minutes per child
When do I administer the items in Spanish?
Determination of whether or not to use the English or Spanish instructions should be
determined based upon whether or not the CIRCLE Progress Monitoring System literacy
sections are completed in Spanish or English. Please complete the Math Screener in the
language that is being used for the literacy activities (Rapid Vocabulary, Rapid Letter Naming,
and Phonological Awareness.)

Administration Notes:

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CIRCLE Progress Monitoring User Guide

Rote Counting
The first item evaluates the rote counting skills of children and the highest number that the
child counts correctly yields a score of either 0 (child counts between 1 & 10), 1 (child counts
between 11 & 20), and 2 (child counts to 21 or above). Select the range that includes the
highest number to which the child counted.

Shape Discrimination
In these items children are asked to scan a complex visual array of shapes and point to all of
the triangles (items 14 through 17) and squares (18 through 20). The child is scored on the
first three shapes that they touch. Touch or click the items the child selected.

Set Counting
Items 20-24 evaluate the counting skills of children. In these items, children are asked to
count sets of 3, 5, 7, 10, and 15 and indicate the cardinal value for each set. The most
important thing to remember when administering this item is that THE RESPONSE IS SCORED
BASED ON THE CARDINAL VALUE THAT THE CHILD PROVIDES. If the child accurately counts
the 10 stop signs, but provides the wrong cardinal value, the item is scored as incorrect.
Children are being asked to understand that a set of objects has a specific (cardinal) value and
are not being evaluated on their ability to count items.

SCIENCE AND SOCIAL STUDIES
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 you 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
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CIRCLE Progress Monitoring User Guide

Scoring Items in the Science and Social Studies Assessments
Click the picture the child indicates is the
correct response. The “previous” button
allows you to immediately go back and
correct a response if a scoring error was
made.
Approximate Time to Administer:
Science – 10 minutes per child,
Social Studies – 8 minutes per child

OBSERVABLES
The Observables checklists are designed to assess growth in child behaviors that can be easily
observed during day-to-day interactions between teachers and preschool students.
Please consider your observations of children’s behaviors within the classroom and school to
complete the checklists. Read each item and evaluate whether a behavior is:
(1) Emerging – the child never or rarely demonstrates the behavior.
(2) Developing – the child sometimes demonstrates the behavior, but it inconsistent or
requires assistance.
(3) Proficient – the child consistently demonstrates the behavior.
CIRCLE Progress Monitoring System Observable Components:
• Social Screener: observes the child’s social and emotional development.
• Early Writing Checklist: observes a child’s use of writing in the classroom.
• Physical Development and Health
• Approaches to Learning
Approximate Time to Administer: 2 minutes per checklist per child

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CIRCLE Progress Monitoring User Guide

ASSESSMENT RESULTS
After completing all items in an assessment, the
child will see a celebratory completion page.
Dismiss the child and click “next” to see the
results.

The results screen includes:
• The student’s name, class, DOB
• Score and whether the child met the
benchmark
• All items color-coded to match whether
the child’s response was correct
(purple) or incorrect (blue).
• The options to click “done” to submit
the score or invalidate.

MANAGING CLASS ROSTERS
When on the Student View page if you notice that a student on your roster has dropped or is
missing, click on the ‘Class Roster Management’ tab from the top left navigation bar.
Type your School Name into the search box and then select your class from the Class drop
down and click the Search button.
To Drop a Student:
• Locate the dropped student in the Student list
• On the student’s row change the Status box from Active to Inactive
• Click Submit
To Add a Student:
• Click the
New Student icon under the Action column next to the last student in the
roster list
• Complete all * Required fields for the new student row
• Click Submit
© 2015 University of Texas Health Science Center at Houston

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CIRCLE Progress Monitoring User Guide

Note: The Class Roster Management tab can also be accessed through the Administrative
button on your Dashboard.

USING PROGRESS MONITORING WITH
SPECIAL POPULATIONS
Developmental Delays and Disabilities
CIRCLE Progress Monitoring was not designed or evaluated for use for children with
disabilities (e.g., language delays, Autistic Spectrum Disorders, or Intellectual Disabilities).
Additionally, it is a progress monitoring assessment, not a diagnostic test. Therefore, it should
not be used to make determinations about whether or not children should be enrolled in
Special Education. Data from CIRCLE Progress Monitoring could be used to help school
officials make a determination about whether or not a child should be referred for a more
comprehensive evaluation. For instance, if a child does not socially engage with peers or
teachers, is not able to follow simple verbal instructions (even though the teacher is speaking
in the same language that is used in the home), AND is not able to complete more than a few
progress monitoring items, this information can be presented to the school administration as
documentation that this the child would benefit from a more comprehensive evaluation. To
date, there is not enough information to allow us to determine if progress monitoring could
effectively be used as part of an Individualized Educational Plan (IEP) for young children.
As those who work with children with developmental disabilities understand, assessment
is a complex undertaking. In terms of general guidelines, administrators, teachers,
diagnosticians, and assistive technology specialists would be encouraged to consult the 2015
Accommodations for Students with Disabilities Taking State Assessments which can be located
at the following web address: http://tea.texas.gov/Student_Testing_and_Accountability/
Testing/Student_Assessment_Overview/Accommodation_Resources/2015_
Accommodations_for_Students_with_Disabilities_Taking_State_Assessments/.
Whenever possible, decisions about accommodations should be made by the ARD committee
based upon the eligibility criteria documented in the student’s Individual Education Plan
(IEP). For students receiving section 504 services, accommodation decisions should be made
by the section 504 committee based on their eligibility criteria that is documented in the
students Individual Accommodation Plan (IAP). As a general rule, teachers and administrators
should allow accommodations for children in a manner that is consistent with their
educational programming. For instance, accommodations that are routinely and effectively
used within the classroom setting should be allowed when students complete CIRCLE
Progress Monitoring. For instance, children with hearing impairments who use amplification
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CIRCLE Progress Monitoring User Guide
devices should be allowed to use amplification devices during administration of all progress
monitoring subtests. Other appropriate accommodations that could be utilized in working
with children with disabilities might include individualized structured reminders, projection
devices, signed administration, math manipulatives, braille, and extra time.
Districts or programs using CIRCLE Progress Monitoring should understand that the use of
appropriate accommodations is encouraged. However, normative information about the
performance of children who complete measures using accommodations is not available.

Expressive Communication Difficulties and Use of Alternative Communication
It is appropriate to use regular progress monitoring with students who have expressive
communication difficulties that are not accompanied with a significant developmental
disability. These students require the use of an alternative communication system to respond
to others. An alternative communication system might be a switch or keyboard that the
student operates and that produces a voice output response (for example “yes/no”). A system
that allows the student to respond by pointing to the symbol or picture to indicate an answer
(“yes/no” or a “1, 2, 3, or 4”) is also acceptable.
Application: For the Listening, Rhyming 1, and Alliteration subtests, allow the use of a device
to give a “yes” or “no” answer.
For the Words in a Sentence and Syllabication subtests, allow the use of a device to give a “1,
2, 3, or 4” response.

Visual and Hearing Impairments
Extended Time on Subtests for Students with Visual Impairments or Processing
Disabilities
Students with low vision or blindness need more time to process information and provide
a response. Refer to your school district’s policies and specialists regarding how much time
the student needs to complete the subtests as well as the amount of wait time the student
needs. For example, braille readers have been found to need twice as long.
PDF versions of the CIRCLE Assessment System and Score Sheets can be requested by district
administrators. To request a PDF version, email: cliengage@uth.tmc.edu
Application: Print out the CIRCLE Assessment Score Sheet for the subtest being administered.
Have a timer handy. At test time:
• Open the test as a PDF so that timing can be controlled. Follow instructions as accurately
as possible based on appropriate accommodations
• Start timer
© 2015 University of Texas Health Science Center at Houston

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CIRCLE Progress Monitoring User Guide
•
•

Turn the page after each student response; if the student does not respond, turn the page
every 3 seconds or as recommended by your district based on the accommodation
Mark each answer correct or incorrect on the score sheet

After test time:
• Open the CIRCLE Assessment application, and find the previously assessed student
• Start the assessment
• Mark items as correct or incorrect in the application, using the results from the answer
sheet
• At the end of the assessment, you will see the student’s results.

Blindness – Letters Subtest
Provide letters in braille and allow two times the amount of response time.

Blindness - Shape Naming, Shape Discrimination, Set Counting Subtests
Administer the subtest untimed and substitute objects for pictures.

Blindness – Number Discrimination, Number Naming
Provide numbers in braille. Administer the assessments using Extended Time accommodation
above.

Deafness
Administer the directions to assessments in sign language. Do not administer the
phonological awareness portion of the test.
Application: Do not administer the phonological awareness subtests. There are 2 options:
1. Click the grey “exclusion” icon on the student summary page to exclude the student from
the PA subtests. *Note – If used during the pilot, data regarding language exclusion will
not be valid.
2. Send a request to CLI (cliengage@uth.tmc.edu) for an ad hoc completion report to be
pulled. Students excluded from the PA subtests will be manually excluded by CLI.

Students with Disabilities who are English Language Learners (ELL)
Allow the directions to be reworded in any format or language necessary (including sign
language) to enable the student to understand the task(s) by repeating in English, using the
native language, etc. No other part of the test may be reworded or translated. This rewording
and/or translation of directions would not go beyond the scope and meaning of the written
directions.
Before the test, translate each screen of directions into Sign Language or another language.
Print the translation.

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CIRCLE Progress Monitoring User Guide
At test time:
• Assess the student as normal
• When you see a directions screen, read or sign from the translated document
Note: The Book and Print Checklist requires translation; observables do not.

HOW-TO DOCUMENTS
Finally, several how-to documents can be viewed or downloaded at www.cliengage.org (e.g.,
how to begin an assessment; how to pull student reports). Click on the “FAQ” tab on the
home page.

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Circle Pm User Guide V8.24.15

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