Texas Even Start Administrative Manual

June 2004, (Revised January 2008, September 2008)

Instructional Services

Guidance on Early Childhood Assessment
for Texas Even Start Coordinators

Beth Thompson, CFLE
State Even Start and Family Literacy Coordinator
Texas LEARNS

Published August 2004, (Revised January 2008)

Early Childhood Assessment in Texas Even Start
The following guidance is designed to assist you with implementation of the USDOE instruction. You may find it helpful to print a copy of this for future reference. We will be posting a variety of links to assist you with increasing English in the early childhood classroom throughout the year. I welcome your questions. Although we cannot change the instruction, we can support each other in its implementation.

Assessments for three through five year olds (pre- & post-)
USDOE has stated that Even Start is to use English as the language of instruction in early childhood education classes. Pre- and post- measures of literacy and language for four and five year olds should reflect the language of instruction. In Even Start, that language is English. When working with English as a Second Language populations, it is expected that pre-test scores will be lower than those of native English speakers. Post- test scores, however, will show growth in English language acquisition as a result of English language instruction. That growth is evidence of program effectiveness for Even Start.

The same process occurs in adult populations. Adults entering an ESL class with little or no knowledge of English tend to have low baseline scores on the Basic English Skills Test. Scores increase, however, after participation in English instruction.

It is important to remember that a dialect is not a disorder. If a child speaks a dialect other than Standard American English; it is not appropriate to refer a child for special education services for the purpose of teaching Standard American English" (ASHEA, 1983). This statement highlights the fact that alternative steps should be taken in cases where the general language development of a particular child is suspect. Classroom observation, observations from parents and assessment in the child’s native language may be necessary in order to make an accurate referral for language delays. It is not recommended that programs assess every child in both languages. This level of testing could interfere with assessment validity and prove counterproductive for the program.

Peabody Picture Vocabulary Test-III

The PPVT-III is an individually administered, untimed, norm-referenced achievement test of receptive vocabulary attainment for standard English.  The second purpose of the PPVT-III is to serve as a screening test of verbal ability.  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.  

Phonological Awreness Literacy Screening for Preschool (PALS PreK)

PALS PreK is a measure of young children’s knowledge of important emergent literacy fundamentals.  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.

Screening for Developmental Progress for birth to three year olds

The intended purpose is to screen for developmental progress and refer for early intervention where needed. Current Even Start IPQs require that children be screened for developmental progress within one to three months of entering the program. Screenings are not intended to serve as pre- and post- assessments; therefore, they cannot be used to measure English language acquisition. Rather, they are used to assess developmental progress in children. Children with measurable delays are to be referred for available intervention. Carefully follow the administration directions for each individual assessment for the population you serve. That may mean administration in the native language, if the screening instrument requires it. The Denver, Brigance and BINS screen children in multiple areas.

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