Child Assessment

1. Performance Indicator 1.7(a) states that children who score below the 50th percentile in either auditory comprehension or expressive communication on the PLS-3 or PLS-4 are included in the indicator. However the percentile increase for achieving this indicator is in both auditory comprehension and expressive communication. Why? (January 2002/ Updated February 2005)
   
   There is a direct correlation between auditory comprehension and expressive communication. Gains are anticipated in both areas with targeted instruction.
   


2. Why do we test children 6 months to 5 years of age with the PLS-3 or PLS-4 for Performance Indicators 1.7(a) and 1.7(b)? The children 6 months were hard to test. (January 2002/ Updated February 2005)
   
   Research shows that there are critical periods of brain development in children and the earlier you provide intervention services, the more help it will be in supporting the language and literacy development of children. Programs need to use this information to select curriculum and to implement appropriate instruction.
   


3. Should we use only the English version of the PLS-3 or PLS-4 for reporting on Performance Indicators 1.7(a) and 1.7(b)? (January 2002/Updated February 2005)
   
   One of the primary purposes of Even Start programs is to prepare children for success in school. In general, if the school that the child will attend has bilingual instruction, then the Spanish version may be appropriate; if the school that the child will attend provides instruction in English only, then the program should use the English version. There may also be other instances (e.g., where a child is very young or the family has recently moved to the United States) when the Spanish version of the PLS-4 may be appropriate.