Explore our CIRCLE Progress Monitoring measures below to learn more about their alignment to the 2022 Texas Prekindergarten Guidelines.
Watch this webinar for information regarding the development of CIRCLE Progress Monitoring and its alignment to the updated Texas Pre-K Guidelines.
CIRCLE Progress Monitoring System
Implementation Guide
Teachers, Principals/Directors, School Specialists, District/Community Administrators
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, 1, or 2. Type in the box provided the highest number the child counted in sequence.
In these items children are asked to scan a complex visual array of shapes and point to all of the triangles and squares. The child is scored on the first three shapes that they touch.
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.
Pre-K 3 Guidelines:
Pre-K4 Guidelines:
In this item children are shown 5 shapes and are asked to name each. Prompt: What shape is this? Circle, Square, Triangle, Rectangle, Oval. Further alignment available on Optional Pilot Items.
Children view number and prompted “What number is this?” Assessor records correct or incorrect.
Children view 4 pictures and are asked to identify which one is a number. The assessor selects (taps or clicks) the quadrant identified by the student.
Children view items and answer prompts for adding to or taking away. Children can use hands to cover objects on screen but may not use manipulatives to support this assessment. Assessor records correct or incorrect.
Children are prompted to look at a pattern and select appropriate response from items to what comes next.
Children are asked to view pictures and touch or point to ordinal number identified by assessor, identify measurement (tallest/shortest) in a picture and identify quantity (more/less) in a picture. Further alignment available on Optional Pilot Items.
Pre-K 3 Guidelines:
Pre-K 4 Guidelines:
**Please note, CLI added an Optional Math Pilot measure in 2023-24. These items are being piloted for alignment to the 2022 version of the Texas Pre-K Guidelines. A child’s responses on this measure are not scored.
How is this assessed?
The Science sub-measure was designed to measure four disciplinary core ideas in the National Research Council’s (2012) framework for science education including:
The questions within the Science portion of CIRCLE Progress Monitoring align to several different PK4 Guidelines, listed below. Please note there are no PK3 outcomes for the science section, as noted in the 2022 Texas Prekindergarten Guidelines.
Pre-K 4 Guidelines:
This assessment is given to evaluate a student’s ability to identify letters of the alphabet. Child is given 60 seconds to identify letters that appear on the screen. The student must respond within 3 seconds.
Pre-K 3 Guidelines:
Pre-K 4 Guidelines:
The Book and Print Checklist observes the child’s engagement and awareness of books and print.
Materials: A book that preferably has these features:
Pre-K 3 Guidelines:
Pre-K 4 Guidelines:
The Letter-Sound Correspondence subtest assesses a child’s ability to identify sounds associated with individual letters.
Pre-K 3 Guidelines:
Pre-K 4 Guidelines:
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.
This subtest evaluates one of the key components of phonological processing (i.e., blending) within single syllable words.
The Alliteration subtest is another task that asks children to provide a “yes” or “no” answer to whether a pair of words start with the same sound.
Pre-K 3 Guideline: PK3.III.B.7 Child uses alliteration through playful activities such as songs and read alouds.
Pre-K 4 Guideline: PK4.III.B.7 Child identifies alliterative words with pictorial support.
The Rhyming 1 subtest of the PA subtest contains 9 items that evaluate whether a child can identify whether two words rhyme.
The Listening section of the PA Subtest contains 5 items that evaluate whether a child can differentiate between similar sounding words.
The Words in a Sentence subtest requires that teachers use simple manipulatives (e.g., single-colored blocks, unfix 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.
The Rhyming Part 2 subtest is a production task, where children are asked to provide a word that rhymes with another word.
**Please note, CLI plans an Optional PA Pilot measure in 2023-24. These items will be piloted for alignment to the 2022 version of the Texas Pre-K Guidelines. A child’s responses on this measure will not scored.
The Rapid Vocabulary Naming subtest gains insight into a child’s expressive vocabulary skills. 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.
Pre-K 3 Guidelines:
Pre-K 4 Guidelines:
The Story Retell component assesses a child’s ability to retell a story. As the child retells the story, the teacher may use the acceptable prompts below to elicit the narrative. The teacher will record the child’s responses for the story retell items.
Pre-K 3 Guidelines:
Pre-K 4 Guidelines:
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. Please note there are no PK3 outcomes for the Early Social Studies Skills section, as noted in the 2022 Texas Prekindergarten Guidelines Pre-K 4 Guidelines:
The Writing 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. The writing observables include areas of observation for:
Observe and mark each student’s demonstration of these behaviors as:
1-Rarely, 2-Sometimes, or 3-Consistently
The questions within the Writing portion of CIRCLE Progress Monitoring align to several different PK3 and PK4 Guidelines, listed below.
Pre-K 3 Guidelines:
Pre-K 4 Guidelines:
Observe and mark each student’s demonstration of these behaviors as:
1-Rarely, 2-Sometimes, or 3-Consistently
Pre-K 3 Guidelines:
Pre-K 4 Guidelines:
Observe and mark each student’s demonstration of these behaviors as:
1-Rarely, 2-Sometimes, or 3-Consistently
Pre-K 3 Guidelines:
Pre-K 4 Guidelines:
Observe and mark each student’s demonstration of these behaviors as:
1-Rarely, 2-Sometimes, or 3-Consistently
Pre-K 3 Guidelines:
Pre-K 4 Guidelines:
Observe and mark each student’s demonstration of these behaviors as:
1-Rarely, 2-Sometimes, or 3-Consistently
Observe and mark each student’s demonstration of these behaviors as:
1-Rarely, 2-Sometimes, or 3-Consistently
Pre-K 3 Guidelines:
Pre-K 4 Guidelines:
Observe and mark each student’s demonstration of these behaviors as: 1-Rarely, 2-Sometimes, or 3-Consistently Pre-K 3 Guideline: No PK3 outcomes for this domain of learning. Pre-K 4 Guidelines: **Please note, CLI added technology application pilot items to this measure in 2023-24. A child’s response does not impact their score. Observe and mark each student’s demonstration of these behaviors as: 1-Rarely, 2-Sometimes, or 3-Consistently Initiative and Curiosity Pre-K 3 Guidelines: Pre-K 4 Guidelines: Pilot items: Observe and mark each student’s demonstration of these behaviors as: 1-Rarely, 2-Sometimes, or 3-Consistently Flexibility Checklist Pre-K 3 Guidelines: Pre-K 4 Guidelines:
Observe and mark each student’s demonstration of these behaviors as:
1-Rarely, 2-Sometimes, or 3-Consistently
Pre-K 3 Guidelines:
Pre-K 4 Guidelines:
Observe and mark each student’s demonstration of these behaviors as:
1-Rarely, 2-Sometimes, or 3-Consistently
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
Pre-K 3 Guidelines:
Pre-K 4 Guidelines:
Observe and mark each student’s demonstration of these behaviors as:
1-Rarely, 2-Sometimes, or 3-Consistently
Pre-K 3 Guideline: No PK3 outcomes for this domain of learning.
Pre-K 4 Guidelines:
Return to the CIRCLE Progress Monitoring Toolkit for more resources.
This document was last modified on: October 10, 2023