General Pre-K Resources Assessments


Intervening in Pre-K When Concerns Remain

A few children will still struggle with learning, even though their teachers have provided help both individually and in small groups. When concerns still remain, then it may warrant a referral for an evaluation from agencies or professionals who provide services to young children at risk or with disabilities.  This document provides some important things to consider as you prepare for a conversation about referral to another agency.

Coleman, Mary Ann, Froma P. Roth, and Tracey West. "RTI in Pre-Kindergarten: Applying Response to Intervention in Preschool Settings." RTI Action Network. National Center for Learning Disabilities, Inc. Web. 31 Mar. 2011.
Articles and resources in this section provide information on key components of Response to Intervention (RTI) frameworks in preschool settings, how they relate to RTI in K-12 settings, examples of early models in the field, as well as resources for planning for implementation and policy recommendations

Pool, Juli L., and Evelyn S. Johnson. "Screening for Reading Problems in Preschool and Kindergarten: An Overview of Select Measures." RTI Action Network. Web. 31 Mar. 2011.
Accurate identification of children who experience delays in attaining critical early literacy skills is needed to prevent reading problems. Studies have demonstrated that reading problems become increasingly more resistant to intervention and treatment after the 3rd grade. Given this, early literacy screening of young children for potential problems with beginning literacy skills is particularly important and serves a variety of purposes. It provides a mechanism for identifying those children who are a) at risk for reading failure, b) in need of a more thorough and detailed assessment, and c) in need of targeted intervention for improving literacy skills and reading acquisition so they do not fall behind peers.

Enz, Billie, and Lesley Mandel. Morrow. Assessing Preschool Literacy Development: Informal and Formal Measures to Guide Instruction. Newark, DE: International Reading Association, 2009. Print.
This book presents information about multiple formal and informal tools for testing and assessing preschool children. It also demonstrates how to administer these tools and interpret the results appropriately with preschool children. With this resource, you will be able to assess the preschool literacy environment, children’s oral language development, children’s phonological awareness and early use of phonics, children’s concepts about print, books, writing, and children’s comprehension.  In addition, this book shows you how to effectively plan, manage, and share data with administrators, parents, and the community. Plus, professional development guidelines accompany each chapter, and supplemental resources on working with diverse families are also provided.

Using Student Achievement Data to Support Educational Decision Making

This guide offers five recommendations to help educators effectively use data to monitor students’ academic progress and evaluate instructional practices. The guide recommends that schools set a clear vision for schoolwide data use, develop a data-driven culture, and make data part of an ongoing cycle of instructional improvement. The guide also recommends teaching students how to use their own data to set learning goals.