Circle Pm User Guide V8.24.15

User Manual: Pdf

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Texas School Ready is a part of the Children’s Learning Institute
online
CIRCLE Progress
Monitoring System
understanding and accessing the
a component of
2015–2016
Texas School Ready Project
Children’s Learning Instute at UTHealth
7000 Fannin | UCT 1900 | Houston, TX 77030
childrenslearninginstute.org | texasschoolready.org | cliengage.org
Find us on …
Children’s Learning Instute
CLI Engage
@CLI_UTHealth
@CLIengage
@TXSchoolReady
© 2015 University of Texas Health Science Center at Houston
CIRCLE Progress Monitoring User Guide
Page 3
Logging in
The CIRCLE Progress Monitoring System is available on the CLI Engage web-based plaorm.
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 registraon 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 oine, but you will need to follow
instrucons 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 exisng email account or
by creang a Gmail account at the following link: hps://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:
Aer 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 (Administrave)
• access to online courses
• access the CIRCLE Acvity Collecon
SUBMIT A HELP TICKET IF YOU NEED ASSISTANCE.
A CLI sta member will contact you.
© 2015 University of Texas Health Science Center at Houston
CIRCLE Progress Monitoring User Guide
Page 4
To Access the CIRCLE Progress Monitoring System:
1. Login to www.cliengage.org
2. Click “Assessment” on the Dashboard.
3. Click the CIRCLE Progress Monitoring” buon.
4. 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 mulple assessments or subtests
STUDENT VIEW PAGE
Assess students oine
Child roster
CIRCLE Progress Monitoring components and subtests
Assess students in Spanish
Select wave
Key
Launch Assessment and View Scores
Scores are highlighted to reect 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
CIRCLE Progress Monitoring User Guide
Page 5
OFFLINE ASSESSMENT
The oine assessment feature can be used to assess students when internet connecon is
not available at the me of administraon. Note: An internet connecon is required for the
inital setup.
To use oine assessment:
1. Login to CLI Engage and nd the appropriate classroom in the CIRCLE Progress Monitoring
System.
2. While on the Student View page, click on the Oine Assessment buon.
3. Create a 6-10 character Personal Pin with at least one number and upper case leer and
then click OK. Note: this Pin should NOT be your Engage login password.
4. The data for the Oine Assessment will automacally begin to download. Click OK on the
popup ‘Resource download is complete.’
5. Bookmark the Oine Assessment page (hps://assessment.cliengage.org/Oine) in your
browser.
When you are ready to test Oine:
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 oine.
When you are done tesng oine and have an internet connecon again:
1. The sync buons will become acve (not greyed out). Click the buon to
sync oine data for all students at once or the individual sync icon next to specic
students to sync one at a me.
2. You will be prompted to Log In again to Engage. Click OK.
3. Once you have logged in, the data will automacally sync.
CIRCLE PROGRESS MONITORING SYSTEM
OVERVIEW
The CIRCLE Progress Monitoring System provides teachers immediate feedback that shows
children’s progress in:
• Rapid Leer Naming
• Rapid Vocabulary Naming
• Leer-Sound Correspondence
• Phonological Awareness
• Book and Print Knowledge
• Story Retell
• Early Wring
• Mathemacs
• Science and Social Studies
• Social and Emoonal Development
• Approaches to Learning
• Physical Health and Development
© 2015 University of Texas Health Science Center at Houston
CIRCLE Progress Monitoring User Guide
Page 6
Teachers use informaon from the CIRCLE Progress Monitoring System to inform instruconal
decision-making for group and individual lesson planning.
General Administration Guidelines
1. Progress monitoring acvies should be pleasant and enjoyable for children.
2. When compleng any standardized assessment, following the scripts verbam is
extremely important. Don’t change the instrucons in any way – the administraon
should be consistent and standardized no maer which examiner gives the test.
3. It is also important to complete all sample items. Sample items on the PA subtest
provide key informaon that can help children understand task demands (e.g., providing
denions and examples of when words sound the “same” or “dierent”.)
4. Prior to administering individual items, make sure that children are paying aenon.
Gentle reminders that pull for aenon (e.g., “look at me”) are oen eecve at helping
children regulate their aenonal 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 secons of the PA
Subtest, it is important for teachers to enunciate clearly.
6. Praise eort, 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 aenon.” “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 aenon so
well.” “I can tell you’re working hard.”
7. Do not oer hints or potenal 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
ves 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 addional
informaon (i.e. we covered this last week, this leer makes this sound, this number
comes aer).
8. Progress monitoring assessments are not a me to teach children. Do not model a skill for
a child once you have begun the assessment. The pracce me is the only me.
9. The Rapid Vocabulary Naming and Rapid Leer Naming subtests have clearly specied
me limits (i.e., one minute). It is crical that me limits are strictly adhered to during
these subtests. In addion, the Rapid Vocabulary and Rapid Leer Naming subtests have
clearly specied 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
parcular subtests may be more useful to their needs.
11. If a child is unclear about expectaons, feel free to repeat the item. When repeang an
item, please read the script in the manual. A good rule of thumb is that teachers should
not repeat items more than two mes. For example, if a child appears confused or
hesitant aer you have read an item 1-me, feel free to reread the item once more (for a
© 2015 University of Texas Health Science Center at Houston
CIRCLE Progress Monitoring User Guide
Page 7
total of two mes). If the child sll 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
eecve.
13. Do not connuously click the keys when administering a med test
14. Children should be allowed to have some access to the materials. This is especially
important when compleng the Math Subtest. For example, if they are compleng the
last item of the Math Subtest (i.e., 5 bueries and 2 y away) they should be allowed,
but not encouraged, to cover 2 bueries and count the remaining bueries. The
problem solving strategy used by the child will provide you informaon about a child’s
ability to solve problems abstractly versus a more concrete problem solving approach.
15. There are a multude of opons for assessing within the classroom. While students
are acvely engaged in center acvies you can idenfy 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 interrupng 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 me – they do not have to be completed
in enrety in one sing. Some teachers have success compleng assessments during
student nap me. If a student is unresponsive, sick, or highly distracted, then it’s a good
idea to disconnue the assessment and plan for an alternave me slot.
Assessment Environment
1. Make an eort to ensure that progress monitoring assessments are completed in a work
space that is comfortable and relavely quiet. Minimize distracons. Try to assess during a
me 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 connecon.
4. Place the computer in a posion 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 mulple components and is administered
three mes 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)).
© 2015 University of Texas Health Science Center at Houston
CIRCLE Progress Monitoring User Guide
Page 8
LANGUAGE AND LITERACY
Rapid Letter Naming
This assessment is given to evaluate a student’s ability to idenfy leers of the alphabet.
Direcons: Child is given a total of 60 seconds to idenfy leers that appear on the screen.
The student must respond within 3 seconds. If 3 seconds elapse without a response the item
is automacally scored as incorrect. A response should be recorded if the child correctly
names the leer, 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 aempts to gain insight into a child’s expressive
vocabulary skills.
Direcons: Child is given a total of 60 seconds to idenfy pictures as they appear on the
screen. There are dierent pictures for each wave of the assessment. The Rapid Vocabulary
Naming assessment includes 2 unmed warm-up items. Conduct a pracce session with the
warmup items and give feedback for both pracce 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 instrucons on the “ready” screen of the assessment.
Aer a picture appears on the screen, the student must respond within 3 seconds. If 3
seconds elapse without a response the item is automacally scored as incorrect. A response
should be recorded if the child correctly names the leer, 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
© 2015 University of Texas Health Science Center at Houston
CIRCLE Progress Monitoring User Guide
Page 9
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:
Le Arrow- Incorrect Response
Right Arrow – Correct Response
You cannot go back and correct scoring errors in the Rapid Leer Naming and Rapid
Vocabulary Naming Assessments. If a scoring error is made, the assessment must be
invalidated. To invalidate an assessment, click the “Invalidate” buon 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, somemes the rst word to
read is at boom of the page, other mes it is oriented at top of page, not consistently at
boom of page.
Direcons: 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.
Direcons: 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
CIRCLE Progress Monitoring User Guide
Page 10
1. Read the text for all four pages before going on to STEP 1. Click the blue OR purple buon
to advance pages in the story.
2. Elicit the narrave. Record data on the score sheet and follow onscreen instrucons 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 armaon and agreement
UNACCEPTABLE PROMPTS
Unacceptable prompts include:
• What is he doing?
• Where is he?
• Poinng at pictures while prompng
• What’s this?
• What’s happening here?
Avoid asking the “wh” quesons,
(who?, what?, when?, where?) These
oen 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 Leer-Sound Correspondence subtest assesses a child’s ability to idenfy sounds
associated with individual leers.
Direcons to the child: We are going to look at some leers and see if you know the sound
each leer makes. It’s okay to guess if you don’t know the sounds. Some leers make only
one sound and some make more than one sound. “Try to tell me at least one sound each
leer makes. Ready? What sounds does this leer 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):
© 2015 University of Texas Health Science Center at Houston
CIRCLE Progress Monitoring User Guide
Page 11
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 disnguish if two words rhyme when spoken
The remaining three subtasks are oponal 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 selecvely focus aenon
on a specic 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; Oponal: 3 minutes per child
Administration: Core Tasks
Syllabication
In the Syllabicaon 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.
Direcons: 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 ve 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
CIRCLE Progress Monitoring User Guide
Page 12
Direcons: 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 Alliteraon 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.
Direcons: Have the child repeat each word pair prior to indicang if the words are the same
or not. Record the response. Notes: Emphasize the /s/ sound only on the pracce items. Have
the child repeat the words prior to aempng 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
idenfy whether or not two words rhyme.
Direcons: Have the child repeat each word pair prior to indicang if the words are the same
or not. Record the response.
Administration: Optional Tasks
Listening
The Listening secon of the PA Subtest contains 5 items that evaluate whether a child can
dierenate between similar sounding words.
Direcons: Have the child repeat each word pair prior to indicang 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 manipulaves (e.g., single
colored blocks, unix cubes, counters, etc). In this task, children move the manipulaves to
indicate how many words are in a sentence. Sentence length varies from two words to six
words.
Direcons: 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 sing 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 addional me to reinforce the concept.
Remember to have the child repeat the sentence prior to aempng to move the blocks. This
ensures that the child has heard the sentence accurately.
© 2015 University of Texas Health Science Center at Houston
CIRCLE Progress Monitoring User Guide
Page 13
Rhyming Part 2
The Rhyming Part 2 subtest is a producon task, where children are asked to provide a word
that rhymes with another word. There are 5 test items in this secon of the measure.
Direcons: Have the child repeat each word pair prior to indicang 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:
Le Arrow- Incorrect Response
Right Arrow – Correct Response
The Previous buon allows you to go back immediately and correct a scoring error.
MATH
The Math Screener was designed to quickly and eciently evaluate some of the early
mathemacal 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
counng item, 5-shape naming items, 7 number recognion items, 6 shape discriminaon
items, 5 counng items, and 3 problems evaluang early addion and subtracon skills (i.e.,
operaons).
Approximate Time to Administer: 5 minutes per child
When do I administer the items in Spanish?
Determinaon of whether or not to use the English or Spanish instrucons should be
determined based upon whether or not the CIRCLE Progress Monitoring System literacy
secons are completed in Spanish or English. Please complete the Math Screener in the
language that is being used for the literacy acvies (Rapid Vocabulary, Rapid Leer Naming,
and Phonological Awareness.)
Administration Notes:
© 2015 University of Texas Health Science Center at Houston
CIRCLE Progress Monitoring User Guide
Page 14
Rote Counting
The rst item evaluates the rote counng 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
rst three shapes that they touch. Touch or click the items the child selected.
Set Counting
Items 20-24 evaluate the counng 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 specic (cardinal) value and
are not being evaluated on their ability to count items.
SCIENCE AND SOCIAL STUDIES
Direcons: Each item contains a scripted queson that the child answers by poinng to one
of 3 pictures (recepve task). There are no pracce 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 unmed test, but if the child does not provide a response aer 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) aer 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
• Aer you prompt to guess, if the child sll 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 nger” + Repeat
the prompt
• MR (mulple response of poinng 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 repeon, you can repeat the prompt/
queson.
• Top (point to smulus): stop and mark incorrect
© 2015 University of Texas Health Science Center at Houston
CIRCLE Progress Monitoring User Guide
Page 15
Scoring Items in the Science and Social Studies Assessments
Click the picture the child indicates is the
correct response. The “previous” buon
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 interacons between teachers and preschool students.
Please consider your observaons 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 somemes demonstrates the behavior, but it inconsistent or
requires assistance.
(3) Procient – the child consistently demonstrates the behavior.
CIRCLE Progress Monitoring System Observable Components:
• Social Screener: observes the child’s social and emoonal development.
• Early Wring Checklist: observes a child’s use of wring in the classroom.
• Physical Development and Health
• Approaches to Learning
Approximate Time to Administer: 2 minutes per checklist per child
© 2015 University of Texas Health Science Center at Houston
CIRCLE Progress Monitoring User Guide
Page 16
ASSESSMENT RESULTS
Aer compleng all items in an assessment, the
child will see a celebratory compleon 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 opons to click “done” to submit
the score or invalidate.
MANAGING CLASS ROSTERS
When on the Student View page if you noce that a student on your roster has dropped or is
missing, click on the ‘Class Roster Management’ tab from the top le navigaon bar.
Type your School Name into the search box and then select your class from the Class drop
down and click the Search buon.
To Drop a Student:
• Locate the dropped student in the Student list
• On the student’s row change the Status box from Acve to Inacve
• Click Submit
To Add a Student:
• Click the New Student icon under the Acon column next to the last student in the
roster list
• Complete all * Required elds for the new student row
• Click Submit
© 2015 University of Texas Health Science Center at Houston
CIRCLE Progress Monitoring User Guide
Page 17
Note: The Class Roster Management tab can also be accessed through the Administrave
buon 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
disabilies (e.g., language delays, Ausc Spectrum Disorders, or Intellectual Disabilies).
Addionally, it is a progress monitoring assessment, not a diagnosc test. Therefore, it should
not be used to make determinaons about whether or not children should be enrolled in
Special Educaon. Data from CIRCLE Progress Monitoring could be used to help school
ocials make a determinaon about whether or not a child should be referred for a more
comprehensive evaluaon. For instance, if a child does not socially engage with peers or
teachers, is not able to follow simple verbal instrucons (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 informaon can be presented to the school administraon as
documentaon that this the child would benet from a more comprehensive evaluaon. To
date, there is not enough informaon to allow us to determine if progress monitoring could
eecvely be used as part of an Individualized Educaonal Plan (IEP) for young children.
As those who work with children with developmental disabilies understand, assessment
is a complex undertaking. In terms of general guidelines, administrators, teachers,
diagnoscians, and assisve technology specialists would be encouraged to consult the 2015
Accommodaons for Students with Disabilies Taking State Assessments which can be located
at the following web address: hp://tea.texas.gov/Student_Tesng_and_Accountability/
Tesng/Student_Assessment_Overview/Accommodaon_Resources/2015_
Accommodaons_for_Students_with_Disabilies_Taking_State_Assessments/.
Whenever possible, decisions about accommodaons should be made by the ARD commiee
based upon the eligibility criteria documented in the student’s Individual Educaon Plan
(IEP). For students receiving secon 504 services, accommodaon decisions should be made
by the secon 504 commiee based on their eligibility criteria that is documented in the
students Individual Accommodaon Plan (IAP). As a general rule, teachers and administrators
should allow accommodaons for children in a manner that is consistent with their
educaonal programming. For instance, accommodaons that are rounely and eecvely
used within the classroom seng should be allowed when students complete CIRCLE
Progress Monitoring. For instance, children with hearing impairments who use amplicaon
© 2015 University of Texas Health Science Center at Houston
CIRCLE Progress Monitoring User Guide
Page 18
devices should be allowed to use amplicaon devices during administraon of all progress
monitoring subtests. Other appropriate accommodaons that could be ulized in working
with children with disabilies might include individualized structured reminders, projecon
devices, signed administraon, math manipulaves, braille, and extra me.
Districts or programs using CIRCLE Progress Monitoring should understand that the use of
appropriate accommodaons is encouraged. However, normave informaon about the
performance of children who complete measures using accommodaons is not available.
Expressive Communication Diculties and Use of Alternative Communication
It is appropriate to use regular progress monitoring with students who have expressive
communicaon dicules that are not accompanied with a signicant developmental
disability. These students require the use of an alternave communicaon system to respond
to others. An alternave communicaon 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 poinng to the symbol or picture to indicate an answer
(“yes/no” or a “1, 2, 3, or 4”) is also acceptable.
Applicaon: For the Listening, Rhyming 1, and Alliteraon subtests, allow the use of a device
to give a “yes” or “no” answer.
For the Words in a Sentence and Syllabicaon 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 me to process informaon and provide
a response. Refer to your school district’s policies and specialists regarding how much me
the student needs to complete the subtests as well as the amount of wait me 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
Applicaon: Print out the CIRCLE Assessment Score Sheet for the subtest being administered.
Have a mer handy. At test me:
• Open the test as a PDF so that ming can be controlled. Follow instrucons as accurately
as possible based on appropriate accommodaons
• Start mer
© 2015 University of Texas Health Science Center at Houston
CIRCLE Progress Monitoring User Guide
Page 19
• Turn the page aer each student response; if the student does not respond, turn the page
every 3 seconds or as recommended by your district based on the accommodaon
• Mark each answer correct or incorrect on the score sheet
Aer test me:
• Open the CIRCLE Assessment applicaon, and nd the previously assessed student
• Start the assessment
• Mark items as correct or incorrect in the applicaon, using the results from the answer
sheet
• At the end of the assessment, you will see the student’s results.
Blindness – Letters Subtest
Provide leers in braille and allow two mes the amount of response me.
Blindness - Shape Naming, Shape Discrimination, Set Counting Subtests
Administer the subtest unmed and substute objects for pictures.
Blindness – Number Discrimination, Number Naming
Provide numbers in braille. Administer the assessments using Extended Time accommodaon
above.
Deafness
Administer the direcons to assessments in sign language. Do not administer the
phonological awareness poron of the test.
Applicaon: Do not administer the phonological awareness subtests. There are 2 opons:
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 compleon 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 direcons to be reworded in any format or language necessary (including sign
language) to enable the student to understand the task(s) by repeang in English, using the
nave language, etc. No other part of the test may be reworded or translated. This rewording
and/or translaon of direcons would not go beyond the scope and meaning of the wrien
direcons.
Before the test, translate each screen of direcons into Sign Language or another language.
Print the translaon.
© 2015 University of Texas Health Science Center at Houston
CIRCLE Progress Monitoring User Guide
Page 20
At test me:
• Assess the student as normal
• When you see a direcons screen, read or sign from the translated document
Note: The Book and Print Checklist requires translaon; 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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