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Texas Even Start Administrative Manual

June 2004, (Revised January 2008)

Instructional Services

Even Start success is measured by student performance. Specific assessment requirements are included in the Even Start Indicators of Program Quality found in the grant application. Assessments for adult education are the Test of Adult Basic Education (TABE), the Basic English Skills Test (BEST Plus), and BEST Literacy. A baseline assessment is administered upon entry and progress tests are administered at progress points throughout the year. The current assessment policy for adult education is available at http://www-tcall.tamu.edu/texaslearns/05admanual/1-29-07stateassessmentpolicy.pdf. [Download Adobe® Acrobat® Reader]

Even Start grantees are required to report on student retention, student gains, student completions and student transitions. If adult education is provided through an adult education cooperative, establish a plan for obtaining this information from your adult education provider in time to meet reporting due dates. If the Even Start grantee or a non-federally funded entity is providing adult education services, establish a plan for collecting this data. Establish these plans as early in the program year as possible.

The HOME Inventory is used to determine gains in parenting skills. The pre-test is administered during a home visit within the first month of participation. The post-test is administered during a home visit four to nine months later. A disability-adapted version of this instrument is available for specific circumstances. Additional information about the Disability-Adapted HOME can be found at http://www-tcall.tamu.edu/docs/04esguide/homeadapted.html.

There are several early childhood assessments. Even Start grantees are responsible for reporting student performance on the school district reading assessment for kindergarten, first grade, second grade and third grade as well as attendance and promotion information for kindergarten, first and second grade students. The school district refers to the local education agency. The process for collecting this data varies by school district. Identify the person(s) responsible for this function in the local education agency and, as early in the program year as possible, establish a plan for collecting this data.

Children that are ages three through five years of age as of September 1 of the program year are assessed using the Peabody Picture Vocabulary Test, Third Edition (PPVT) with at least four months (120 days) between pre- and post- testing. The PPVT is a receptive language assessment.

Children who are four years old as of September 1 of the program year are assessed with the Phonological Awareness Literacy Screening PALS PreK). This occurs in the fall of the year and again in early May. The Alphabet Knowledge section of the assessment is required. Programs are strongly encouraged, but not required, to use the additional sections of the PALS PreK.

Birth to three year olds are screened for developmental progress within one to three months of the family entering the program using the Bayley Neurological Screener (BINS), Brigance Diagnostic Inventory, or the Denver Developmental Screening Test. Programs select the screening instrument that best fits their program design. It could be beneficial for programs to use the same assessment currently in use at the local education agency. This could open the door for joint training and/or joint assessment.

Assessment training will be made available through the Texas Family Literacy Resource Center. However, it is recommended that programs also secure additional training and technical support on the local level. Early Childhood Intervention, local education agencies, and Head Start organizations are example of entities that also conduct early childhood assessment and could be consulted for support. Training videos or CDs are available for several of these instruments through the publishers.

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