1. family and parenting
2. children

Product Sampler
The BRIGANCE® Early Childhood family of products has been
completely updated with the latest research and content. These up-to-date resources
will help educators more effectively meet the needs of young learners so they are
better prepared for school success.
Screen
quickly
and easily
Report
Assess
and identify
next steps
strengths
and needs
Instruct
and build
school readiness
BRIGANCE Early Childhood Screens III....................................... 4
®
(Birth–Grade 1)
New! Quickly and easily screen children with the latest screens to identify potential
developmental delays and giftedness. Accurately assess physical development,
language, academic/cognitive, self-help, and social-emotional skills.
BRIGANCE Online Management System.................................. 14
®
(Supports Screens III)
New! Instantly generate results, compare screening scores to cutoffs, and get
instructional recommendations for each child. Reports are easy to understand
and share with parents.
BRIGANCE Inventory of Early Development III..................... 20
®
(Birth through 7 years)
New! Plan individualized instruction and measure progress toward school
readiness goals w
ith assessments aligned to key early childhood domains.
Get a deeper understanding of each child’s specific strengths and needs.
BRIGANCE Readiness Activities.................................................. 30
®
(3–7 years)
Use fun, easy-to-plan developmental activities targeting key readiness skills.
Take-home activities and family letters are also available to engage parents.
Pricing and Ordering......................................................................... 35
Call 800-225-0248 or visit our website at BRIGANCE.com/EarlyChildhood
Early Childhood Screens III
4
New!
BRIGANCE Early Childhood Screens III
®
You can screen children with the Early
Childhood Screens III, generate results with
the Online Management System, and use the
Inventory of Early Development III for more
information about children’s skills.
Get accurate information on each child with the most up-to-date,
easy-to-use screening tools
The new Screens III offer:
• Updated norms and cutoffs, ensuring highly
accurate results
• Quick results (just 10–15 minutes per child)
• Strong reliability and validity data
• Additional content, including new Self-help
and Social-Emotional scales
Assess skills in the following key domains:
• Physical Development
• Language Development
• Academic Skills/Cognitive Development
• Adaptive Behavior
TWO-YEAR-OLD CHILD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Screening
Observations
Forms and Social-Emotional Scales . . . . . . 78
How to Administer
the Self-help
Infant
and Toddler . . . .and
. . .Social-Emotional
. . . . . . . . . . . . . Scales
. . . . . .. .. .. .. .. .. .. .. .. .. .. .. 68
Parent
Report—Self-help
79
Two-Year-Old
Child
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Teacher Report and Scoring Form—
Hearing
andand
Vision
Observations Scales.
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Self-help
Social-Emotional
81
Parent-Child
Interactions
Self-help Scale
. . . . . . . . Form—Infant
. . . . . . . . . . . and
. . . .Toddler
. . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. 72
85
Teacher
FeedbackScale
Form—Two-Year-Old
Social-Emotional
. . . . . . . . . . . . . .Child
. . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 74
87
Parent Feedback Form—Two-Year-Old Child . . . . . . . . . . . . . . . . . . . . 76
Step 3: Complete the Data Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . xvi
The BRIGANCE® Early Childhood Family of Products . . . . . . . . . . . . . iv
Step 4: Analyze Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xx
®
Introduction
to the
BRIGANCE
Step 5: Identify
Next
Steps. . . .Early
. . . . Childhood
. . . . . . . . .Screen
. . . . . .III. .(0–35
. . . . .months)
. . . xxv
OverviewChildren
. . . . . . . with
. . . . .Special
. . . . . . Considerations
. . . . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. . xxix
. v
Screening
Using
theand
Early
Childhood Screen III to
Support
. vi
Bilingual
Non-English-Speaking
Children
. . Your
. . . . Program
. . . . . . . . . . . . . xxix
Children with Exceptionalities
Standardization
and Validation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xxx
ix
h–11 months)
0–35 Months
TABLEx OF CONTENTS
Screening Procedures. . . . . . . . . . . . . . . . . . . . . . . . . . .
CORE
ASSESSMENTS—INFANT.
..............................
TableStep-by-Step
of
Contents
Step 1: Get Ready to Screen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
x
APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
SELF-HELP
AND
SOCIAL-EMOTIONAL
®
Page
Step
2:
Screen
the
Child
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xiii
A History
of BRIGANCE
. . . . . . . . . SCALES
.Page
. . . . . . FOR
. . . .THE
. . . . . . . . . . . . . 90
Number CORE
Assessment
ASSESSMENTS—TODDLER . . . . . . . . . . . . . . . . . . . . . . . Page
. . . . . 19
TWO-YEAR-OLD
CHILD.
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 91
77
Step 3: Complete the Data Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . xvi
B Acknowledgments
. . .. .. .. .. .. .. .. .. .. .. .. Page
1A
Gross Motor Skills ..................................................................
3
SCREENING. .INFORMATION
FORMS . . . . . . . . . . . . . . . .Page
. . . . . . . . . . 67
INTRODUCTION
How
to Administer the
Self-help
78
Step 4: Analyze Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xx
C Standardization
Study
Sites . and
. . . .Social-Emotional
. . . . . . . . . . . . .Scales
. . . . . . . .. .. .. .. 92
CORE
ASSESSMENTS—TWO-YEAR-OLD
CHILD.
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Screening
Observations
Forms
®
Fine
Motor
Skills
....................................................................
6
2A
Early
Childhood
Family
of
Products
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iv
The
BRIGANCE
Parent
Report—Self-help
and
Social-Emotional
Scales
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SCREENING
INFORMATION
FORMS
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INTRODUCTION
Step 5: Identify Next Steps. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxv
D Station Method for Screening . . . . . . . . . . . . . . . . .Infant
. . . . .and
. . .Toddler
. . 94 . . . . . . . . . . . . . . . . . . . . . . . . . . . .67
. . . . . . . . . 68
Screening Observations
Forms
® Early
® Early
Teacher
Report
and
Scoring
Form—
3A
Receptive Language Skills .......................................................
9 toThe
Childhood
Family
of
Products
. . . . . .months)
. . . . . . . iv
BRIGANCE
Introduction
the
BRIGANCE
Childhood
Screen
III
(0–35
E
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Screening
Children
with Special. Considerations
Two-Year-Old
Child
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Infant
and Toddler.Page
. .95
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SUPPLEMENTAL
ASSESSMENTS
. . . . . . . . . . . . . . . . . . . . . . . . . . . Page
. xxix
55Introduction to theSelf-help
® Early Childhood Screen III (0–35 months)
. Two-Year-Old
. . . . . . . . Child
. . . . 81
4A
Expressive
Language
Skills
....................................................
12
Overview
. . . . . . . . . . . . . . . .BRIGANCE
. . . . . . .and
. . . Social-Emotional
. . . . . . . . . . . . . . .Scales.
. . . . . . . .v . . . . . . . . Hearing
. . . . . . . . . . . . . ... .. .. .. ... .. .. .. .. ... .. .. .. ... .. .. .. .69
and Vision. Observations
. . . . . . . . . 70
Bilingual and Non-English-Speaking Children . . . . . . . . . . . . . . . . . . xxix Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Self-help
. . . . Your
. . . .Program
. . . . . . .. .. ..... .. .. . vi. . . . . . . . .Hearing
. . . . .and
. . . . Interactions
. . . 85 Form—Infant
. . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Early Childhood
Screen III Scale
to
Support
5A
Self-help
......................................................................
and Toddler . . . . . . . . . . . . . . 72
INFORMATION
FORMS
. . . . . . . . Parent-Child
. . . . . . . Vision
. . . .Observations
. 67
INTRODUCTION
Children Skills
with Exceptionalities
. . . . . . . . . . . . . . . . . . . . . . . . .Using
. . .15
. the
. xxx
Using theSCREENING
Early Childhood Screen
III to Support Your
Program .. .. ... .. .. .. vi
Form—Infant and Toddler . . . . . . . . . . . . . . 72
Social-Emotional
. . . . . . . . . . . . . . . . . . . . . .Parent-Child
. . . . . . Feedback
. Interactions
. . . . . Form—Two-Year-Old
87
Teacher
. . . . . . . . . 74
and Validation
. . . . Observations
. . . .. ... .. Scale
.. .. ... .. ... ...Forms
Social
and Emotional
Skills ..................................................
6A
Screening
® Early Childhood
Teacher
Feedback Form—Two-Year-Old
Child . . .Child
. . . . . ... .. .. .. ... .. .. .. .74
and Validation
.. ... .. .. .. ... .. .. .. .. ... .. .. .. . .ix ix
Family of Products . . . . .Standardization
. . . . .17
. . . ivStandardization
The
BRIGANCE
Parent
Feedback
Form—Two-Year-Old
. . . . . . . . . . 76
Parent
Feedback
Form—Two-Year-Old
Child . . .Child
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Step-by-Step
Screening
Procedures.
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Infant
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Step-by-Step
Screening
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CORE ASSESSMENTS—INFANT.
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Introduction to the BRIGANCE® Early Childhood Screen III (0–35 months) Step 1: Get
APPENDICES
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Ready
Step 1: Get Ready to Screen
.to. .Screen
. . . . .. .. .. ... .Child
Two-Year-Old
. . ®. . . . . . . . . . . . . . . . . . . SELF-HELP
. . . . . . .AND
. . . SOCIAL-EMOTIONAL
. . . . 69
SCALES FOR
THE FOR THE
SCALES
A.the
History
. .xiii. . . . . . SELF-HELP
. . . . . . . . .AND
. . . .SOCIAL-EMOTIONAL
. 90
Screen
... .. .of
. .. ..BRIGANCE
... .. .. .. ... .. .. .. .. ...... ... ... .... ... ... ............... .. .xiii
Overview
. . . . . . . . . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..Step
.. .. .. 2:
.. .. Screen
. 19v Step
the 2:
Child
.Hearing
. . Child
. . . .and
CORE
ASSESSMENTS—TODDLER
Vision
. . . . . . . .TWO-YEAR-OLD
. . . . . . . . . . CHILD.
. . 70. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Step 3: Complete
the
Data Sheet
. . . . .Observations
. . . . .. .. ... .. .. ... .. .. .... ... ... .... ... ... ..xvi
TWO-YEAR-OLD
CHILD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
B
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Step
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Data
Sheet
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Using the Early Childhood Screen III to Support Your Program . . . . . . . vi Step 4: Analyze
Administer
and Social-Emotional Scales . . . . . . 78
Parent-Child
. . .to. to
. .Administer
. . . . .the
. Self-help
72
Results . . . . . .Interactions
. . . . . . . . . . . . Form—Infant
. . . . . . . . . . . . . . .and
. . . xxToddler . .How
How
the
and Social-Emotional
and Self-help
Social-Emotional
Scales . . . . . . . . . . .Scales
. 79 . . . . . . 78
. . . . . . . . .Parent
. . . .Report—Self-help
. . . . . . . . 92
Step 4: Analyze
Results . .C. Next
. . Standardization
. .Steps.
. . . .. .. .. .. ... .. .. .. ..Study
.. .. .. ... .. ... ............... ... ..xx
. .. .. .. .. ...Sites
xxv
Number Standardization
Assessment
CORE
ASSESSMENTS—TWO-YEAR-OLD
Teacher
Feedback Form—Two-Year-Old
Child
. . . . . .Teacher
. . . . .Report
. . . .and
. . Scoring
. 74 Form—
and Validation . . . . . . .®CHILD.
. . . . . . . . . . . . . . . . . Page
. . . . . . 40
ix Step 5: Identify
Parent
Report—Self-help
and
Social-Emotional Scales . . . . . . . . . . . . 79
Step 5: Identify
Next
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xxv
D
Station
Method
for
Screening
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All items in the Core Assessments of the BRIGANCE Screen III (0–35 months)
Screening Children with Special Considerations . . . . . . . . . . . . . . xxix
Parent Feedback Form—Two-Year-Old Child . . . . . . . Teacher
. Self-help
. . . . . Report
.and
. . Social-Emotional
. . and
. . 76
. . . . . . . . . . . . . . . . . . . . . . 81
ScoringScales.
Form—
1B beenStep-by-Step
Receptive Language
Skills—General
Screening
Procedures.
. .......................................
. . . . . . percentiles,
. . . . . . . . . . .Screening
. . . . .21
. . . x Bilingual
andSpecial
Non-English-Speaking
have
standardized
and
validated.
Standard
E References
. Children
. . . . .. ............ ... .. ...... ... .............. ..xxix
. xxix
. . . . . . . . .Self-help
. . . . . Scale
. . . ... .. .. ... .95
with
Considerations
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
SUPPLEMENTAL
ASSESSMENTS
. . . . . .scores,
. . . . . . . . . . . . . . . and
. . . . . . . . Children
55 Children
Self-help
and
Social-Emotional
Scales. . . . . . . . . . . . . . . . . . . . . . . 81
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Exceptionalities
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xxx
Stepcan
1: Get
Ready toSkills—Identifies
Screen
. . . . adhere
. . .Parts
. . . strictly
. of
. . .the
. . to
.Body
. the
. . . specific
...........
. . .Bilingual
. . .23
. . . and
x Non-English-Speaking Children . . . . . . . . . . . . . . . . . . xxix
2B equivalents
Receptive
Language
age
be
determined.
You .must
Social-Emotional Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
SELF-HELP AND SOCIAL-EMOTIONAL SCALES FOR THE
Self-help Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Step
2:
Screen
the
Child
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xiii
Receptive Language
Skills—Identifies
Pictures ........................
3B
SCORING
INFORMATION
and Directions
for each assessment
if you wantChildren
to 24 withCORE
Exceptionalities
. . . . . . . . .. ... .. .. .. ... .. .. .. .. ... .. .. .. ... .. .. .. .. ... .. .. . xxx
ASSESSMENTS—INFANT.
. . . . . . . . . 87
. 77
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TWO-YEAR-OLD
CHILD. . . . . . . . . . . . .. .. 1. . . . . . APPENDICES
. . Social-Emotional
. . . . . . .. .. ... .. .. ...Scale
Step 3:
Complete
Datafound
Sheet in. .the
. . .BRIGANCE
. . . .Animals
. . . . ®. .Screens
.Make
. . . . . III
. . . .27
. . xvi
compare
a child’s
scores
to thethe
norms
4B
Receptive
Language
Skills—Knows
Sounds
.....
®
AScales
History .of. BRIGANCE
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
How
to
Administer
the
Self-help
and
Social-Emotional
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CORE
ASSESSMENTS—TODDLER
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CORE
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Step Motor
4: Analyze Results
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. . . xx
Technical
Manual.
B Acknowledgments
APPENDICES
. . . . . .. .. ..... .. .. .. ... .. .. .. .. ... .. .. .. ... .. .. .. .. ... .. .. .. ... .. .. .. .91
5B
...................................................................
iii Gross
BRIGANCESkills
Early
Childhood Screen III (0–35 months)
Table
Parent Report—Self-help and Social-Emotional Scales
. . . . of
. . .Contents
. . .Study
79Sites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92. . . . . . . . . 89
C. . Standardization
Step 5: Identify Next Steps. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxvCORE ASSESSMENTS—TWO-YEAR-OLD
CHILD.
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A
History
of
BRIGANCE® . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Fine Motor Skills .....................................................................
30
6B
D Station Method for Screening . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
CORE ASSESSMENTS—TODDLER
. . . . . .and
. . . .Scoring
. . . . . . Form—
. . . . . . . . . . 19
Teacher. .Report
B Acknowledgments
. . . . . . . . . 91
Screening
with
Special Considerations
. . . . . . . . . . . . .32
. xxixSUPPLEMENTAL ASSESSMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
. . . . . .. .. .. ... .. .. .. .. ... .. .. .. ... .. .. .. .. ... .. .. .. ... .. .. .. .95
7B
ExpressiveChildren
Language
Skills—General
......................................
Self-help and Social-Emotional Scales. . . . . . . . . . . E.C. References
. Standardization
. . . . . .. .. .. ... . 81
Study
Sites
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. . . . . . . . 92
Bilingual and Non-English-Speaking Children . . . . . . . . . . . .CORE
. . . . ASSESSMENTS—TWO-YEAR-OLD
. . xxix
Expressive Language Skills—Names Objects ........................... 34
8B
Self-help ScaleCHILD.
. . . . . .. .. ..... .. .. .. .. .. .. .. ..... .. . 40
. . . . . . . . . . .D. . Station
. . . . . .Method
. . . 85for Screening . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Children with Exceptionalities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Social-Emotional Scale . . . . . . . . . . . . . . . . . . . . . . . . .E. . References
. . . . . . . . .. . 87
9B
Expressive Language Skills—Uses Phrases ............................... 35
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
TABLE OF CONTENTS
SUPPLEMENTAL ASSESSMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
OLD CHILD
Social and Emotional Skills ...................................................... 38
10B
11B
Self-help
Skills .........................................................................
CORE
ASSESSMENTS—INFANT.
. . . . . . . . . . . . . . . . . . . . . . . . . . .36
... 1
CORE ASSESSMENTS—TODDLER . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
ASSESSMENTS—TWO-YEAR-OLD
..............
Early Childhood Screen CHILD.
III (0–35. .months)
TableiiiCORE
ofBRIGANCE
Contents
®
40
APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
A History of BRIGANCE® . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
B Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
C Standardization Study Sites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Table of Contents
D Station Method for Screening . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
E References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
. . . . . 55
Number SUPPLEMENTAL
Assessment ASSESSMENTS . . . . . . . . . . . . . . . . . . . . . . . . Page
iii
BRIGANCE Early Childhood Screen III (0–35 months)
All items in the Core Assessments of the BRIGANCE® Screen III (0–35 months)
1C
Identifies Parts of the Body ................................................... 42
have been standardized and validated. Standard scores, percentiles, and
2C equivalents
Identifies
Pictures
by Naming
................................................
age
can be
determined.
You must
adhere strictly to the specific 43
3C
Knows
Uses
of
Objects
........................................................
SCORING INFORMATION and Directions for each assessment if you want to 44
compare
a child’s
scores
to the norms
found in the BRIGANCE® Screens III 45
4C
Repeats
Sentences
..............................................................
iii
BRIGANCE
Early Childhood Screen III (0–35 months)
Technical
Manual.
Gross Motor Skills ................................................................
46
5C
6C
Understands Concepts of Number and Size ......................... 47
Visual Motor Skills ............................................................... 49
7C
8C
Builds Tower with Blocks ..................................................... 50
Matches Colors ................................................................... 51
9C
10C
Verbal Fluency and Articulation ............................................
52
Core Assessments—Infant
Table of Contents
®
®
iii
BRIGANCE Early Childhood Screen III (0–35 months)
®
Early Childhood Screens III (0–35 months)
All items in the Core Assessments of the BRIGANCE® Screen III (0–35 months)
have been standardized
Standard
scores,Assessments
percentiles, and Included for Each Age
Tableand
ofvalidated.
Contents
and Core
age equivalents can be determined. You must adhere strictly to the specific
Table of Contents
Table of Contents
®
Table of Contents
Table of Contents
Table of Contents
Table of Contents
2–23 months)
Assessments—Toddler
ar-Old Child
(12–23 months)
Core Assessments—Infant
(birth–11 months)
TABLE OF CONTENTS
Table of Contents
5
How to Administer the Self-help and Social-Emotional Scales . . . . .
Parent Report—Self-help and Social-Emotional Scales . . . . . . . . . . .
Teacher Report and Scoring Form—
Self-help and Social-Emotional Scales. . . . . . . . . . . . . . . . . . . . . .
Self-help Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Social-Emotional Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Step-by-Step Screening Procedures. . . . . . . . . . . . . . . . . . . . . . . . . . . x
Step 1: Get Ready to Screen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x
Step 2: Screen the Child . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii
Step 3: Complete the Data Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . xiv
Step 4: Analyze Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xviii
Step 5: Identify Next Steps. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page
. xxii
Early
Childhood
Screens III (3–5 years)
TABLE
OF
CONTENTS
Table of Contents and Core Assessments Included for Each Age
Screening
Children with Special Considerations . . . . . . . . . . . . . .
R-OLDINTRODUCTION
CHILD
Bilingual and Non-English-Speaking Children . . . . . . . . . . . . . . . . . .
xxvi
xxvi
Children
with®Exceptionalities
. . .Family
. . . . . .of. .Products
. . . . . . . . . . . . . . . . . . . xxvii
The
BRIGANCE
Early Childhood
. iv
103
104
6
107
113
115
Page
READING READINESS SCALE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
SCREENING INFORMATION FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . 90
How to Administer the Reading Readiness Scale . . . . . . . . . . . . . . . 119
Screening Observations Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Parent Report—Reading Readiness Scale . . . . . . . . . . . . . . . . . . . . . 120
Hearing and Vision Observations . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Teacher Report and Scoring Form—Reading Readiness Scale . . . . . . 122
Teacher Feedback Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Reading Readiness Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Parent Feedback Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
3–5 Years
to the BRIGANCE Early Childhood Screen III (3–5 years)
CORE
ASSESSMENTS—THREE-YEAR-OLD
CHILD . . . . . . . . . . . . . . . . 1
TableIntroduction
of
Contents
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
OF CONTENTS
Using
the Early Childhood Screen III to Support
..TABLE
.. .. .. .. . 17
vi
Number CORE
Assessment
ASSESSMENTS—FOUR-YEAR-OLD
CHILDYour
. . . Program
. . . . . . . .. Page
APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
®
126
102
127
103
Page
B Acknowledgments . . . . . . . . . . . . . . . . . . . . . . .Page
. . . . . . . . . . . . 128
Parent Report—Self-help and Social-Emotional Scales . . . . . . . . . . . 104
Step 1: Get
Ready by
to Screen
. . . . . . . . . . . . . . . . . . . . . . . . . . . .5. . x
Identifies
Pictures
Naming. ..................................................
C
Standardization
Study
Sites
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Page
Page
SUPPLEMENTAL
ASSESSMENTS
Teacher Report and Scoring Form—
Step 2:Uses
Screen
Child ..........................................................
. . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..INTRODUCTION
.. ..6.. . 59
xii
Knows
of the
Objects
INFORMATION FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . 90
D Station Method for Screening . . . . . . . . . . . . . . . . . . . . . . . . . SCREENING
. 131
Self-help and Social-Emotional Scales. . . . . . . . . . . . . . . . . . . . . . 107
Step
3:
Complete
the
Data
Sheet
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SCREENING
INFORMATION
FORMS
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INTRODUCTION
Screening
Observations
Form.
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®
Visual Motor Skills .................................................................
7 BRIGANCE Early
.
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. .90
E References
. . . . . . .of
. . . . . . . . . ....... .. .. .. .. .. .. .. .. .. .. .iv. . . . . . . . . 132
Childhood
The
Self-help
Scale . .Family
. . . . . . . . Products
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Screening
113
. . . . . . . . .. ... .. .. .. ... .. .. .. .. ... .. .. .. ... .. .. .. .91
Step 4: Analyze
ResultsConcepts
. . . . . . . . .............................................
. . . . . . . . . . . . . . . . . . . . . . . . . .9 xviii
HearingObservations
and VisionForm.
Observations
. . . . . . . . . 92
Childhood Family of Products . . . . . . . . . . . . . iv
The BRIGANCE® Early
Understands
Number
®
Introduction to theSocial-Emotional
BRIGANCE Early
Childhood
Scale
. . . . . . . .Screen
. . . . . . III
. .(3–5
. . . .years)
. . . . . . . . . . . . . . . Hearing
115 and Vision Observations . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Step 5: Identify Next Steps. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxii
Teacher Feedback Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Introduction to the BRIGANCE® Early Childhood Screen III (3–5 years)
Builds Tower with Blocks ..................................................... 10Page
Page
Teacher
Feedback
Forms
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Overview . . . . Overview
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Parent Feedback Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Screening
Children
Special Considerations . . . . . . . . . . . . .11
. xxvi
Gross Motor
Skills with
................................................................
READING
READINESS
SCALE
. .Your
. . . .Program
. . . . . . . .. .. .. .. .. .. .. .vi. . . . . . . . . Parent
118 Feedback Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Childhood
III to
Support
Using
the EarlyScreen
Childhood
Screen
IIIFORMS
to Support
Bilingual and Non-English-Speaking Children . . . . . . . . . . . . . . . . . . Using
xxvi the EarlySCREENING
INTRODUCTION
INFORMATION
. .Your
. . .Program
.Scale
. . . . ... ... ... ... .... ... .. vi.. .. .. .. .. .. .. .. . 119
90
How to Administer
the Reading
Readiness
Identifies Parts of the Body .................................................. 13
SOCIAL-EMOTIONAL
SCALES SCALES
. . . . . . . . . .. . .. ... .. . . 102
Standardization
and Validation
.. ... .. . .. ... .................... ............ ... ......... ... .. .... .ix
. . ix. . . . . . .SELF-HELP
SELF-HELP
AND
SOCIAL-EMOTIONAL
. . . . . . . . . 102
and
Validation
. . . . . . . Form.
Children
with®Exceptionalities
. . .Family
. . . . . .of. .Products
. . . . . . . .. .. .. .. .. .. .. .. ..Standardization
.. .. . xxvii
Screening
Observations
. . 120
91 AND
The
BRIGANCE
Early
Childhood
.
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Parent
Report—Reading
Readiness
Scale
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Repeats Sentences ............................................................... 14
toto
Administer
the Self-help
and Social-Emotional
Scales . . . . .Scales
103 . . . . . 103
Step-by-Step
Screening
Procedures.
. .. .. ......... ........... ............. ... .......... ... ... .... ..x. x. . . . . . . . .How
How
Administer
the Self-help
and Social-Emotional
Hearing
and
Vision
Observations
92
Step-by-Step
Screening
Procedures.
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® Early Childhood Screen III (3–5 years)
Teacher Report and Scoring Form—Reading Readiness Scale . . . . . . Parent
122 Report—Self-help and Social-Emotional Scales . . . . . . . . . . . 104
Introduction
to the and
BRIGANCE
Uses ASSESSMENTS—THREE-YEAR-OLD
Prepositions
Irregular
Plural Nouns
Step 1: Get Ready to Screen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x
CORE
CHILD........................
. . . . . . . . . . . . .15
. Step
. . 11: Get Ready
Parent
Report—Self-help
and Social-Emotional Scales . . . . . . . . . . . 104
Teacher
Feedback
93 Report
to
Screen
. . . . .Forms
.. .. .. .. .. ............. .... ................. ............... ................. .... ............. .... .... ..... ...x..xii.. .. .. .. .. .. .. .. .Teacher
and Scoring Form—
Reading
124
Step
2: ScreenReadiness
the Child .Scale
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Report
and ScoringScales.
Form—
Parent
Feedback
. xiv
. . . . . . . . . . Teacher
97
Self-help
and Social-Emotional
. . . . . . . . . . . . . . . . . . . . . 107
Step 2: Screen Step
the
Child
. . . .the
. . Data
.Forms
. . .Sheet
. . .. ......... ... ............. ........... ............. ... .......... ... ... ....xii
3:
Complete
CORE
ASSESSMENTS—FOUR-YEAR-OLD
CHILDYour
. . . Program
. . . . . . . . . . . . . . 17
Using
the Early Childhood Screen III to Support
Self-help
. . . . . . . . . 107
Self-help
Scale .and
. . . .Social-Emotional
. . . . . . . . . . . . . . . . Scales.
. . . . . . . .. . .. .. ... .. . .. ... .. . . 113
Step
4:
Analyze
Results
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xviii
Stepvi3: Complete
the
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Sheet
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APPENDICES . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Social-Emotional
Self-help ScaleScale
. . .. .. .. .. ... .. .. .. ... .. .. .. .. ... .. .. .. ... .. .. .. .. ... .. .. .. ... .. .. . 115
. . . . . . . . . 113
SELF-HELP
SOCIAL-EMOTIONAL
102
Step
Identify
..... ............. ... ............ .... ... .xviii
Standardization and Validation . . . . . . . . . . . . . . . . . . . . . . . . . . . . Step
. . ix4: Analyze
Results
. .AND
. Next
. . .BRIGANCE
.Steps.
. . . .. .. .. ..®......... ... ............. ......SCALES
... .. xxii
.. .. .. .. .. .. .. .. .. 127
A 5:History
of
ASSESSMENTS—FIVE-YEAR-OLD CHILD . . . . . . . . . . . . Page
. . . . . 36
Number CORE
Assessment
Social-Emotional Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
How
to Administer
Scales
103
Screening
Children
B
Acknowledgments
..Considerations
.. .. .. .. ....and
.......Social-Emotional
.xxvi
. . . . .. .. .. ..READING
.. 128
Next
Steps.
. .with
. . . .Special
.the
. . ..Self-help
..... ............. ... .......... ... ... ..xxii
Step-by-Step Screening Procedures. . . . . . . . . . . . . . . . . . . . . . . . . Step
. . x5: Identify
READINESS SCALE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
iii Knows
BRIGANCE
Childhood
Screen®III (3–5 years)
Table
of Contents
1B
PersonalEarly
Information
.................................................
19
Bilingual
and
Non-English-Speaking
Children
Parent
Report—Self-help
Social-Emotional
104to Administer the Reading Readiness Scale . . . . . . . . . . . . . . . 119
C
Standardization
Studyand
Sites
. ..... ........... ............. ... ..Scales
........ ... .. .xxvi
.. ..xxvi
.. .. .. .. .. .. .. .. .. How
129
Step
1: Get
Ready
to
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All items inSUPPLEMENTAL
the
Core
Assessments
of
the
BRIGANCE
Screen
III
(3–5
years)
Screening
Children
with
Special
Considerations
ASSESSMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . .20
. . 59
Children
withReport
Exceptionalities
. . . . . Form—
. . . . . . . . . . . . . . . . . . . . . . . . xxvii
READING
READINESSReadiness
SCALE Scale
. . . .. ... .. .. .. ... .. .. .. .. ... .. .. .. ... .. .. . 120
. . . . . . . . . 118
Names
Colors
.......................................................................
2B
Teacher
and
Scoring
Parent
Report—Reading
D Station Method Children
for Screening
. . . . . . . . . . . 131
have been standardized
and
validated.
Step 2: Screen
the
Child . . .Standard
. . . . . . . scores,
. . . . . . percentiles,
. . . . . . . . . . and
. . . . . . . Bilingual
. . xii
and Non-English-Speaking
. . . . .......... .. .. .. .. .. .. .. .. .. . xxvi
Teacher
Report
and Scoring
ReadinessScale
Scale .. .. ... .. .. . 122
How to
Administer
theForm—Reading
Reading Readiness
. . . . . . . . . 119
Self-help
and
Social-Emotional
Scales.
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107
3B equivalents
Identifies
Pictures
by
Naming
...............................................
22
age
can
be
determined.
You
must
adhere
strictly
to
the
specific
E
References
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Step 3: Complete the Data Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . Children
. xiv
CORE
ASSESSMENTS—THREE-YEAR-OLD
... 1
with
Exceptionalities
. . . . . . . . . . . . . . .CHILD
. . . . .. .. .. .. ... .. .. .. ... .. .xxvii
Scale . . . . .Readiness
. . . . . . . . . .Scale
. . . . . .. .. .. .. ... .. .. .. ... .. .. . 124
Parent Readiness
Report—Reading
. . . . . . . . . 120
Self-help Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Reading
113
SCORING
INFORMATION
andResults
Directions
Visual
Discrimination—Forms
...........
4B
Step 4:
Analyze
. . . .for
. . and
.each
. . .Uppercase
.assessment
. . . . . . . . Letters
. .if. you
. . . .want
. . . . to
. . .23
. xviii
®
CORESocial-Emotional
ASSESSMENTS—FOUR-YEAR-OLD
Teacher Report
and
Scoring
Form—Reading
Readiness
Scale
. . . . . . 122
Scale . . . . . . . .CHILD
. . . . . .. ... .. .. . .. ... .. .. . .. ... . 17
. . . . . . . .APPENDICES
. 115
compare
a child’s
to
the
norms
5B
Visual
Motor
Skills
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Step scores
5:
Identify
Next
Steps.found
. . . . .in. .the
. . .BRIGANCE
. . . . . . . . . .Screens
. . . . . . III
. . .CORE
.24
. . xxii
ASSESSMENTS—THREE-YEAR-OLD CHILD . . . . . . . . . . . . . . . . 1
®
Reading
Readiness
Scale
.. .. ... .. .. .. .. ... .. .. .. ... .. .. .. .. ... .. .. .. ... .. .. . 127
. . . . . . . . . 124
Technical
Manual.
A
History
of
BRIGANCE
.
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Gross Motor
Skills with
...............................................................
6B
CORE ASSESSMENTS—FIVE-YEAR-OLD CHILD . . . . . . . . . . . . . . . . . 36
Screening
Children
Special Considerations . . . . . . . . . . . . .26
. xxvi
READING READINESS SCALE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B118
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
ASSESSMENTS—FOUR-YEAR-OLD CHILD . . . . . . . . . . . . . . . . 17
7B
Names
Parts
the Body .....................................................
Bilingual
andof
Non-English-Speaking
Children . . . . . . . . . . . . . . . .CORE
.28
. xxvi
Standardization
. . .Study
. . . .Sites
. . . . .. ... .. . .. .. ... .. . .. ... .. . .. .. ... .. . .. ... .. . . 129
. . . . . . . . . 126
How to Administer
the Reading
. . . . . . . . APPENDICES
. C119
SUPPLEMENTAL
ASSESSMENTS
. . . . . . . .Readiness
. . . . . . . . . .Scale
. . . . . .. .. .. .. ... . 59
ChildrenVerbal
with Exceptionalities
. . . . . . . . . . . . . . . . . . . . . . . . . . . .29
. xxvii
8B
Follows
Directions ......................................................
Method
for Screening
® . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Parent Report—Reading Readiness Scale . . . . . . . . . . . . . . . . . . . . . D120
A Station
History
of BRIGANCE
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
E References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
CHILD . . . . . . . . . . . . . . . . . 36
Counts by Rote ................................................................... CORE
31 ASSESSMENTS—FIVE-YEAR-OLD
9B
Teacher Report and Scoring Form—Reading Readiness Scale . . . . . . 122
B Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
CORE
ASSESSMENTS—THREE-YEAR-OLD
CHILD . . . . . . . . . . . . .32
... 1
10B
Recognizes
Quantities .........................................................
Reading Readiness Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
C Standardization Study Sites . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
SUPPLEMENTAL ASSESSMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Verbal Fluency and Articulation ........................................... 33
11B
D Station Method for Screening . . . . . . . . . . . . . . . . . . . . . . . . . . 131
CORE ASSESSMENTS—FOUR-YEAR-OLD CHILD . . . . . . . . . . . . . . . . 17
APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
E References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
A History of BRIGANCE® . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
CORE ASSESSMENTS—FIVE-YEAR-OLD CHILD . . . . . . . . . . . . . . . . . 36
B Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . Table
. . . . . of
. . .Contents
. . 128
iii
BRIGANCE Early Childhood Screen III (3–5 years)
C Standardization Study Sites . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Number SUPPLEMENTAL
Assessment ASSESSMENTS . . . . . . . . . . . . . . . . . . . . . . . . Page
. . . . . 59
D Station Method for Screening . . . . . . . . . . . . . . . . . . . . . . . . . . 131
1C
Knows Personal Information ................................................ 38
All items in the Core Assessments of the BRIGANCE® Screen III (3–5 years)
E References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Names Parts of
Body .....................................................
2C been standardized
have
andthe
validated.
Standard scores, percentiles, and 40
iii
BRIGANCE
Early Childhood Screen III (3–5 years)
Table of Contents
3C equivalents
Grosscan
Motor
Skills ...............................................................
age
be determined.
You must adhere strictly to the specific41
SCORING
INFORMATION
for each assessment if you want to43
4C
Visual Motor and
SkillsDirections
...............................................................
compare
a child’s
scores to Information
the norms found
in the BRIGANCE® Screens III 45
Prints Personal
..................................................
5C
Technical Manual.
Table of Contents
®
®
Recites Alphabet ................................................................. 47
Core
Assessments—Three-Year-Old
Sorts Objects (by Size,
Color,
Shape) ....................................Child
48
iii 49 BRIGANCE Early Childhood Screen III (3–5 years)
Counts by Rote ...................................................................
Matches Quantities with Numerals ...................................... 50
Determines Total of Two Sets ............................................... 51
Reads Uppercase Letters ...................................................... 52
Lowercase
Letters
53
iii Alternate—Reads
BRIGANCE Early
Childhood
Screen....................................
III (3–5 years)
Experience with Books and Text ........................................... 54
Verbal Fluency and Articulation ............................................ 56
®
®
®
Table of Contents
OLD CHILD
Table of Contents
®
Table of Contents
Table of Contents
12C
13C
®
TABLE OF CONTENTS
R-OLD CHILD
6C
7C
8C
9C
10C
11C
SELF-HELP AND SOCIAL-EMOTIONAL SCALES . . . . . . . . . . . . . . . .
TABLE
OF
CONTENTS
................................
A History
of BRIGANCE
How to Administer the Self-help and Social-Emotional Scales . . . . .
Table of Contents
Standardization
Validation..................................................
. . . . . . . . . . . . . . . . . . . . . . . . . . . .3. . ix
Knows Personaland
Information
CORE
ASSESSMENTS—FIVE-YEAR-OLD
Identifies
Colors
....................................................................
Step-by-Step
Screening
Procedures. . . .CHILD
. . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..4.. . 36x
ar-Old
ssessments—Four-Year-Old
Child Core Assessments—Three-Year-Old
Child
Child
1A
2A
3A
4A
5A
6A
7A
8A
9A
10A
11A
The Reading Readiness Scale provides a
Table of Contents
standardized measure of skills related to emergent
literacy for five-year-old children and helps guide
reading instruction.
Table of Contents
Parent Report—Self-help and Social-Emotional Scales . . . . . . . . . . . .
Teacher Report and Scoring Form—
Self-help and Social-Emotional Scales. . . . . . . . . . . . . . . . . . . . . . .
Self-help Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Social-Emotional Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Step 1: Get Ready to Screen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x
Step 2: Screen the Child . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii
Step 3: Complete the Data Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . xiv
Step 4: Analyze Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvii
Step 5: Identify Next Steps. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xx
OFwith
CONTENTS
Screening Children
Special Considerations . . . . . . . . . . . . . .
RTEN TABLE
Bilingual and Non-English-Speaking Children . . . . . . . . . . . . . . . . . .
xxiv
xxiv
Children with Exceptionalities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxv
Page
73
76
82
84
READING READINESS SCALE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
How to Administer the Reading Readiness Scale . . . . . . . . . . . . . . . . 88
Parent Report—Reading Readiness Scale . . . . . . . . . . . . . . . . . . . . . .Page
89
Teacher Report and Scoring Form—Reading Readiness Scale . . . . . . . 91
Reading Readiness
Scale . .FORMS
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 61
93
SCREENING
INFORMATION
K&1
TABLE OF CONTENTS
TableINTRODUCTION
of ASSESSMENTS—KINDERGARTEN
Contents
CORE
....................... 1
TABLE OF CONTENTS
Page
Hearing and Vision Observations . . . . Page
. . . . . . . . . . . . . . . . . . . . . . . . 63
Page
Knows Personal
Introduction
to theInformation
BRIGANCE®..................................................
Early Childhood Screen III (K & 1) 3
® . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
A History
of BRIGANCE
INTRODUCTION
Teacher
Feedback
Forms
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. . . . . . . .SCREENING
. . . . . . . . .INFORMATION
. . . . . . 64 FORMS . . . . . . . . . . . . . . . . . . . . . . . . . .
SUPPLEMENTAL
ASSESSMENTS
. . . . . . . . . . . . . . . . . . . . . . . . . . . .5. 42
Names
Parts
of
the
Body
.......................................................
SCREENING
INFORMATION
FORMS
. . . . . . . . . . . . . . . . . . . . . . . . . . 61
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . INTRODUCTION
v
B Acknowledgments
97Form.
Screening
..............................
Parent
Feedback
Forms.. ... ... ... ... .. ... ... ....... ... ... .. iv.. .. .. .. .. .. .. .. ..Screening
.. .. .. .. .. ..Observations
.. ..Observations
.. .. .. .. .. Form.
.. 67
Family
of Products
The BRIGANCE® Early Childhood
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Gross
Skills
.................................................................
Family of Study
Products
. . . . ... .. .. ... .. .. .. iv
C® Childhood
Standardization
Sites
. . . . . . . .Hearing
. . . . .and
. and
. Vision
. . Vision
. .Observations
. . .Observations
98 . . . . . . .. ... .. .. .. ... .. .. .. .. ... .. .. .. ... .. .. .. .63
Hearing
.........
UsingMotor
the Early
Childhood
Screen III to Support Your Program . . . . .6. . The
vi BRIGANCE Early
Introduction to
the BRIGANCE
Early Childhood
Screen
III (KIII&(K1)& 1)
to the BRIGANCE
Early Childhood
Screen
Visual Motor Skills .................................................................
8 Introduction
Teacher
.........
D Station
Method
for Screening
. . . SCALES
. . . . . . . .. .. ..Teacher
. .. .. .. ..Feedback
. Feedback
. .. .. .. Forms
. .. .. Forms
.100
.71
. . . .. .. ... .. .. .. .. ... .. .. .. ... .. .. .. .. ... .. .. .. ... .. .. .. .64
SELF-HELP
AND
SOCIAL-EMOTIONAL
.
.
.
.
.
Standardization and Validation . . . . . . . . . . . . . . . . . . . . . .Overview
. . . . . . .. .. . ix
. . . . . . . . . . . . .. ... .. .. .. ... .. .. .. .. ... .. .. .. ... .. .. .. .. ... .. .. .. ... .. .. .. .. ... .. .. .. . .v v
Parent
Feedback
Forms
. .101
. . . .. . .. ... .. . .. .. ... .. . .. ... .. . .. .. ... .. . .. ... .. . . .67
Parent
Feedback
Forms
.........
Prints Personal Information .................................................. 10 Overview . . . . . .How
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Administer
theProgram
Self-help
Scales . . . . . . 72
the EarlyScreen
Childhood
Screen
III to Support
Your
Program
... .. .. .Social-Emotional
Step-by-Step Screening Procedures. . . . . . . . . . . . . . . . . . .Using
. . . . the
. . .Early
. xUsing
Childhood
III
Support
Your
. . .and
. . .vi vi
Recites Alphabet ................................................................. 12 Standardization and
Parent
Report—Self-help
and
Social-Emotional
Scales
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SCALES
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Step 1: Get Ready to Screen . . . . . . . . . . . . . . . . . . . . . .Standardization
. . . . . . . . . . x and Validation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
SELF-HELP AND SOCIAL-EMOTIONAL SCALES . . . . . . . . . . . . . . . . .
How to Administer the Self-help and Social-Emotional Scales . . . . . . 72
Sorts
Step-by-Step Screening
Procedures.
. . . . .Scoring
. . . . . . . .Form—
............ x
Teacher
Report .and
How Report—Self-help
to Administer the
and Social-Emotional
Step Objects
2: Screen(by
theSize,
ChildColor,
. . . . .Shape)
. . . . . . ....................................
. . . . . . . . . . . . . .Step-by-Step
. . . . . . .13
. . . Screening
xii
and Self-help
Social-Emotional
Scales . . . . . . . . . . .Scales
. 73 . . . . . .
Procedures.
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Step 1: Get Ready toSelf-help
Screen . . . and
. . . . .Social-Emotional
. . . . . . . . . . . . . . . . . .Scales.
. . . . . . .x . . . . . . .Parent
. . . . .Report
. . . .and
. . Scoring
. . . 76
Counts
Rote ...................................................................
Parent
Report—Self-help
and Social-Emotional Scales . . . . . . . . . . . .
Teacher
Form—
Step 3: by
Complete
the Data Sheet . . . . . . . . . . . . . . . . . . . .Step
. . . 1:
. .14
. . Ready
xivStep to
2: Screen
Get
Screenthe. Child
. . . . ... .. . .. .. ... .. . .. ... .. . .. .. ... .. . .. ... .. . .. .. ... .. . .. . .xxii
. . . . . . . . . . . . . . . . . . . . . . 76
Self-help
Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . Teacher
. Self-help
. . . . . Report
.and
. . Social-Emotional
. . and
. . . Scoring
82 Scales.
Form—
Matches
Quantities
with
Complete
Step 4: Analyze
Results
. . Numerals
. . . . . . . . . ......................................
. . . . . . . . . . . . . . . . .Step
. . . 2:
. .15
. . xviiStep
Screen
the 3:
Child
. . . .the
. . Data
. . . .Sheet
. . . .. .. .. .. ... .. .. .. .. ... .. .. .. ... .. .. .. .. ... .. .. .. .xiixiv
Self-help
Scale
..and
. .. .. ..Social-Emotional
. .. .. . .84
. . . . . . . . . . . Scales.
. . . . . . . .. .. .. .. ... .. .. .. ... .. .. .. .82
Step 4: Analyze Results
. . . . . . . . . . . . .Scale
. . . . . . .. . .. . ... .. .. ... .. .. ... . .. xvii
Self-help
.........
Social-Emotional
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3:
Complete
the
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Sheet
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xiv
Determines
TotalNext
of Two
Step 5: Identify
Steps.Sets
. . . ...............................................
. . . . . . . . . . . . . . . . . . . . . . . . . . .16
. . . xxStep 5: Identify Next Steps. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xx
Social-Emotional Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Self-help
Scale
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Step 4: 17
Analyze Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvii
Reads
Uppercase
Letters
......................................................
Screening Children with Special Considerations . . . . . . . . . . . . . . xxiv
Screening Children with Special Considerations . . . . . . . . . . . . . . xxiv
Scale
.. .. .. .. ... .. .. .. .. ... .. .. .. ... .. .. .. .. ... .. .. .. ... .. .. .. .87
.........
READING
. . . . . . . . . . . . . . . READING
. . Social-Emotional
. . . . READINESS
. . . . . . . .SCALE
. . 87
Step 5: IdentifyBilingual
Next Steps.
. . . . . . . .READINESS
. . . . .Children
. . . . . ..SCALE
and Non-English-Speaking
.. ... .. .. .. ... .. .. .. .. ... .. .. .. xx
xxiv
Alternate—Reads
Lowercase Letters
....................................
Bilingual and Non-English-Speaking
Children
. . . . . . . . . . . . . . . . .18
. xxiv
How to Administer the Reading Readiness Scale . . . . . . . . . . . . . . . . 88
HowConsiderations
to Administer
. . . . . . . . . . . . . . 88
Children
with
Exceptionalities
. . . . . . . . . . the
. .. . .. ... .. . .. Readiness
.. ... .. . .xxiv
. xxv Scale . .Parent
Screening Children
with
Special
. .. .. ..Reading
Report—Reading
READING
READINESSReadiness
SCALE Scale
. . . .. ... .. .. .. ... .. .. .. .. ... .. .. .. ... .. .. .. .89
.........
Children with
Exceptionalities
. . . ...........................................
. . . . . . . . . . . . . . . . . . . . . . . . .19
. . xxv
Experience
with
Books and Text
Parent Report—Reading
. . . . .Report
. . . .and
. . Scoring
. . . 89
Bilingual and Non-English-Speaking
Children . . . . . . . . .Readiness
. . . . . . . . .Scale
xxiv . . . . . . . .Teacher
Readiness Scale . . . . . . . 91
How to
Administer
theForm—Reading
Reading Readiness
Scale . . . . . . . . . . . . . . . .
CORE ASSESSMENTS—KINDERGARTEN . . . . . . . . . . . . . . . . . . . . . . . 1
Verbal Fluency and Articulation ............................................
21
Reading
Readiness
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Teacher
Readiness
Scale
. . . .Scale
. . . . .91
Children with Exceptionalities
. . . . . .Report
. . . . . .and
. . . .Scoring
. . . . . . .Form—Reading
. . . . . . . xxv
®
®
Table of Contents
DE12A
13A
Screening Observations Form. . . . . .Page
. . . . . . . . . . . . . . . . . . . . . . . . . 62
APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
® Early Childhood Family of Products . . . . . . . Page
Assessment
The
BRIGANCE
. . . . . . 24
iv
CORE
ASSESSMENTS—FIRST
GRADE . . . . . . . . . . . . .
61
62
63
64
67
71
72
73
76
82
84
87
88
Parent Report—Reading Readiness Scale . . . . . . . . . . . . . . . . . . . . . . 89
CORE ASSESSMENTS—KINDERGARTEN . . . . . . . . . . . . . . . . . . . . . . . 1
CORE ASSESSMENTS—FIRST
GRADE . . . . .Scale
. . . . . . .. .. ... .. .. ... .. .. ... .. .. .24
Reading Readiness
. . . . . . APPENDICES
. . Teacher
. . . . . . Report
.. .. ... .. .. and
. . . .93
. . . . .Scoring
. . . . . . Form—Reading
. . . . . . . . . . . . . . . Readiness
. . . . . . . . . .Scale
. 95 . . . . . . . 91
iii
BRIGANCE® Early Childhood Screen III (K & 1)
Table
of Contents
CORE ASSESSMENTS—KINDERGARTEN . . . . . . . . . . . . . . . . . . . . . . . 1
®
AReading
History of
BRIGANCEScale
. . . . .. .. ... .. .. .. .. ... .. .. .. ... .. .. .. .. ... .. .. .. ... .. .. .. .96
Readiness
. . . . . . . . . 93
SUPPLEMENTAL ASSESSMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
CORE ASSESSMENTS—FIRST GRADE . . . . . . . . . . . . . . . . . . . . . . . . . 24
Table of Contents
First Grade
Core Assessments—Kindergarten
Number
1A
2A
3A
4A
5A
6A
7A
8A
9A
10A
11A
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .B. .Acknowledgments
. . . . . . . . . . .. .. . .95
C Standardization Study Sites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
A
History
of
BRIGANCE
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Number SUPPLEMENTAL
Assessment ASSESSMENTS . . . . . . . . . . . . . . . . . . . . . . . . Page
D Station Method for Screening . . . . . . . . . . . . . . . . . . . . . . . . . . 100
. . . . . 42
®
A
History
of
BRIGANCE
. . . . . . . . . . 96
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. . . .. ... .. .. .. .. ... .. .. .. ... .. .. .. .. ... .. .. .. ... .. .. . 101
SUPPLEMENTAL
ASSESSMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
1Bitems inKnows
Personal
Information
All
the Core
Assessments
of the ................................................
BRIGANCE® Screen III (K &
1) have26
B
Acknowledgments
.
.
C Standardization Study Sites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Auditoryand
Discrimination
.......................................................
2B standardized
been
validated. Standard
scores, percentiles, and age 28
D Station Method for Screening . . . . . . . . . . . . . C
. . .Standardization
. . . . . . . . . . Study
100 Sites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
equivalents
can be
determined. You must adhere
strictly
the specific
3B
Visual
Discrimination—Lowercase
Letters
andtoWords
............ 29
E References . . . . . . . . . . . . . . . . . . . . . . . . . . . D
. . .Station
. . . . . Method
. . . . . for
101Screening . . . . . . . . . . . . . . . . . . . . . . . . . . 100
SCORING
INFORMATION
and Letters
Directions
for each assessment if you want to
E References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
4B
Reads Lowercase
......................................................
30
compare a child’s scores to the norms found in the BRIGANCE® Screens III
Identifies Initial Letters ......................................................... 31
5B
Technical Manual.
iii
BRIGANCE Early Childhood Screen III (K & 1)
®
iii
32
34
35
36
37
38
40
iii
BRIGANCE® Early Childhood Screen III (K & 1)
BRIGANCE® Early Childhood Screen III (K & 1)
All items in the Core Assessments of the BRIGANCE® Screen III (K & 1) have
been standardized and validated. Standard scores, percentiles, and age
Core Assessments—Kindergarten
equivalents can be determined. You must adhere strictly to the specific
SCORING INFORMATION and Directions for each assessment if you want to
compare a child’s scores to the norms found in the BRIGANCE® Screens III
Technical Manual.
Early Childhood Screens III (K & 1)
Table of Contents and Core Assessments Included for Each Age
Table of Contents
Table of Contents
Table of Contents
Sorts Objects (by Size, Color, Shape) ....................................
Listening Vocabulary Comprehension ..................................
Word Recognition ...............................................................
Prints Personal Information ...................................................
Writes Numerals in Sequence ...............................................
Adds and Subtracts ..............................................................
Solves Word Problems .........................................................
Table of Contents
6B
7B
8B
9B
10B
11B
12B
CORE ASSESSMENTS—FIRST GRADE . . . . . . . . . . . . . . .®. . . . . . . . . . 24
Table of Contents
7
Early Childhood Screens III (0–35 months)
8
Sample Infant Assessment (Social-Emotional Development) and Toddler Assessment (Language Development)
0–35 Months
Social and Emotional Skills
Overview
Directions
DOMAIN
Ask the parent/caregiver the question that follows each skill or, if you
have observed the child’s social and emotional skills in a natural setting,
ask yourself the question.
1
hold him/her?
Criteria: Give credit for this skill and also give credit for 3A Receptive
Language, skill 2 if the child looks or is reported to look attentively at
a face most of the time.
MATERIALS
* included in the Screens III Accessories Kit
SCORING INFORMATION
• Data Sheet: Infant (birth–11 months)
• Entry: For birth, start with item 1.
For 4 months, start with item 3.
For 8+ months, start with item 5.
If the child does not receive credit for three skills in a row, drop back
to an earlier Entry (if there is one) and begin with the item indicated.
• Scoring: Give credit for each skill the child demonstrates during the
assessment or is reported to demonstrate most of the time. See the
specific Criteria given for some skills. Once the child receives credit for
three skills in a row, give credit for any lower-level skills.
• Discontinue: Stop after three skills not demonstrated in a row.
2
Visually follows person
Ask: Does ______ move his/her eyes to watch someone
who is moving around?
3
Ask: When you smile at ______, does he/she smile back
at you?
Criteria: Give credit for this skill and also give credit for 3A Receptive
Language, skill 3 if the child smiles when smiled at or is reported to
do so most of the time.
4
Gets excited when a toy is presented
Ask: When you show ______ a toy, does he/she get excited,
3B Receptive Language Skills—Identifies Pictures
5
Smiles, coos, or gurgles for attention
Ask: Does ______ smile, coo, or gurgle to get your
attention?
Criteria: Give credit for this skill and also give credit for 3A Receptive
Language, skill 3 if the child smiles or vocalizes to get attention or is
reported to do so most of the time.
BRIGANCE Early Childhood Screen III (0–35 months)
®
Receptive Language Skills—Identifies Pictures
Overview
This assessment focuses on the child’s receptive vocabulary,
specifically the names of everyday objects.
Responds with a smile
perhaps waving his/her arms, reaching, or kicking?
17
3B
DOMAIN
Language Development
SKILL
C-24 BRIGANCE Early Childhood Screen III (0–35 months) ©Curriculum Associates, LLC
Squeaking toy* or other interesting toy
Looks attentively at your face
Ask: Does ______ look attentively at your face when you
6A Social and Emotional Skills
Points to pictures of objects when the objects are named
Directions
Show the child pages C-24 and C-25 and ask the child
to point to each object as you name it.
Point to page C-24 and
Say: Look at these pictures.
1
cat
Ask: Where is the cat?
MATERIALS
Pages C-24 and C-25
If the child does not respond,
Say: Find the cat.
SCORING INFORMATION
• Data Sheet: Toddler (12–23 months)
2
• Entry: For all ages, start with item 1.
• Scoring: Give credit for each correct response.
• Discontinue: Stop after three incorrect responses in a row.
dog
Ask: Where is the dog?
If the child does not respond,
Say: Find the dog.
3
key
Ask: Where is the key?
If the child does not respond,
Say: Find the key.
24
BRIGANCE Early Childhood Screen III (0–35 months)
®
3B Receptive Language Skills—Identifies Pictures
Core Assessments—Toddler (12–23 months)
Adaptive Behavior: Social-Emotional Development
SKILL
Exhibits social and emotional skills and behaviors that will enhance
interactions with others and promote positive social adjustment and
mental health
Core Assessments—Infant (birth–11 months)
This assessment focuses on the development of the child’s ability to
respond to and connect with others.
Specific questions are included for
assessments that can be administered
by parent interview.
®
6A
3–5 Years
Recognizes Quantities
This assessment focuses on the child’s understanding of quantities.
DOMAIN
Academic Skills/Cognitive Development: Mathematics
Directions
Ask the child to tell the number names for different quantities
of objects. Have the child do this without touching the objects.
(name of objects) .
Without touching them, I want you to tell me how
many (name of objects) there are.
Say: I am going to show you some
SKILL
Recognizes and names numerical quantities
1
Three
Place three objects on the table in front of the child, and
Ask: How many (name of objects) are there?
Pause for the child’s response. (three )
If necessary, remind the child not to touch the objects.
Say: Use just your eyes, not your fingers.
Once the child has responded, remove the objects.
2
Five
Place five objects in front of the child, and
Ask: How many (name of objects) are there?
This assessment focuses on the child’s awareness of the conventions
Pause for the child’s response. (five
) and print, such as left-to-right and top-to-bottom directionality.
of text
Once the child has responded, remove the objects.
MATERIALS
Ten small identical objects (e.g., blocks*)
* included with the Early Childhood Screen III (3–5 years)
SCORING INFORMATION
• Data Sheet: Four-Year-Old Child
• Scoring: Give credit for each correct response.
• Discontinue: Stop after two incorrect responses.
The Overview points out the assessment’s
purpose, domain, and key administration
information, including scoring.
12C
Experience with Books and Text
Overview
3
Eight
DOMAIN
Academic Skills/Cognitive Development: Literacy
Place eight objects in front of the child, and
Ask: How many
SKILLare
(name of objects)
there?
Directions
For each item, observe the child in a setting that is appropriate for
assessing the child’s response to books, such as circle time or story
time, and ask yourself the question that follows the skill. Additional
instructions are included to support child performance.
1
Can ______ point to the front and back of a book?
Demonstrates
an understanding of text and print conventions
Pause for the child’s response. (eight
)
Or, with the picture book in a vertical position and with the spine
of the book facing the child, hand the book to the child and
Say: Show me the front of this book.
Pause for the child’s response. Then
Say: Show me the back of the book.
Pause for the child’s response.
MATERIALS
A picture book that has at least three lines of text on each page
SCORING INFORMATION
• Data Sheet: Five-Year-Old Child
• Scoring: Give credit for each correct or yes response. See the Criteria
that follows each item.
• Discontinue: Administer all items.
32
BRIGANCE Early Childhood Screen III (3–5 years)
10B Recognizes Quantities
®
Knows the front and back of a book
Criteria: Give credit if the child knows both front and back.
2
Understands that text progresses from left to right
If, when you are reading a book to ______ , you point to a
word (any word except the last word) in a line of text and
ask ______ , “Which word do I read after this word?”,
would he/she point to the next word to the right?
Or open a picture book to a page with lines of text. Point to a
word in a line of text (any word in a line except the last word in
the line) and
Ask: Which word do I read after I read this word?
Pause for the child’s response.
Criteria: Give credit if the child points to the next word in the line.
54
Early Childhood Screens III (3–5 years)
BRIGANCE® Early Childhood Screen III (3–5 years)
Sample Four-Year-Old Assessment (Mathematics) and Five-Year-Old Assessment (Literacy)
12C Experience with Books and Text
Core Assessments—Five-Year-Old Child
Overview
Core Assessments—Four-Year-Old Child
10B
9
Early Childhood Screens III (K & 1)
10
Sample Kindergarten Assessment (Mathematics) and First-Grade Assessment (Language Development)
K&1
Clear, specific directions
are easy to follow.
Sorts Objects (by Size, Color, Shape)
This assessment focuses on the child’s ability to sort objects by size,
color, and shape.
DOMAIN
Academic Skills/Cognitive Development: Mathematics
Directions
Arrange the 16 objects in a random array on the table in front
of the child.
Sorts by two attributes
1
Sorts by size and color
SKILL
Sorts objects by two attributes
Say: I want you to sort these for me. Put all the large blue
MATERIALS
16 simple objects, varying by size, color, and shape
• 2 small red circles*
• 2 large red circles*
• 2 small blue circles*
• 2 large blue circles*
• 2 small red squares*
• 2 large red squares*
• 2 small blue squares*
• 2 large blue squares*
Pause for the child’s response.
* included with the Early Childhood Screen III (K & 1)
SCORING INFORMATION
• Data Sheet: Kindergarten
• Scoring: Give credit for each correct response.
• Discontinue: Administer both items.
ones in a group.
Return the objects to the group and again arrange the
16 objects in a random array in front of the child.
2
Sorts by size and shape
2B
Auditory Discrimination
Say: This time put all the small circles in a group.
Pause for the child’s response.
Overview
This assessment focuses on the child’s ability to determine if the
beginning sounds of two words are the same or different and
if the ending sounds of two words are the same or different.
DOMAIN
Language Development
SKILL
• Discriminates consonant sounds at the beginning of words
• Discriminates consonant sounds at the end of words
SCORING INFORMATION
• Data Sheet: First Grade
• Scoring: Give credit for each correct response.
• Discontinue: Administer all items.
13
BRIGANCE Early Childhood Screen III (K & 1)
®
NOTE
Allow as much time as you think the child needs or up to ten seconds
7A per
Sorts
Objects (by Size, Color, Shape)
item.
POSSIBLE OBSERVATION
You may wish to observe and make note of the following:
Lip Reading: If the child appears to be paying close attention to your lip
movements, you should screen your lips with a sheet of paper. The child
may read lips because he/she is more of a visual learner than an auditory
learner. However, the child’s need to read lips may be an indication of a
hearing problem. Referring the child to the school nurse for a hearing
evaluation is advised.
28
BRIGANCE Early Childhood Screen III (K & 1)
®
Directions
Pronounce each pair of one-syllable words and ask the child if the
words sound the same or sound different.
Say: I’m going to say two words. If they sound just the same,
I want you to say same. If they do not sound just the
same, I want you to say not the same. Listen carefully
to each word: cat, bat. Are they the same or not the same?
Pause for the child’s response. (not the same)
To ensure that the child understands the task,
Say: The correct response is not the same. Cat and bat are not
the same.
Now begin the assessment. Pronounce each pair of words below.
Pause after each pair for the child’s response.
Discriminates beginning sounds
1
job—job
2
go—so
3
pig—big
Discriminates ending sounds
4
red—red
5
bus—buzz
2B Auditory Discrimination
Core Assessments—First Grade
Overview
Core Assessments—Kindergarten
7A
3–5 Years
BRIGANCE® Screen III
Four-Year-Old Child
Date of
Screening
Mia Thomas
A. Child’s Name ______________________________________________
Deborah and Rob Thomas
Parent(s)/Caregiver(s) ________________________________________
322 Flagstaff Drive
Address ___________________________________________________
Year
Month
Day
2014
______
9
______
15
______
4
______
4
______
5
______
2010
______
Birth Date
Age
Data Sheet
5
______
10
______
year-old
year-old
Hammond
School/Program ______________________________________
Ben Haywood
Teacher _____________________________________________
Ruth Yakaus
Examiner ___________________________________________
B. Core Assessments
18
20
Domain
Academic/
Cognitive
Development
Language
Development
22
Language
Development
23
Academic/
Cognitive:
Literacy
24
Physical
Development
26
Physical
Development
C. Scoring
Directions: Assessments may be administered in any order. For each assessment, start with the first item and proceed in order.
Give credit for a skill by circling the item number. 1.
For an incorrect response, slash through the item number. 1.
1B Knows Personal Information
1. First name
2. Last name
Names:
1. blue
2. green
3. yellow
4. red
6. pink
7. black
8. purple
9. white
Names: 1. scissors
2. duck
4. wagon
5. ladder
6. leaf
7. owl
8. nail
1.
2.
3.
4.
5.
6. O
7. I
8. P
9. V
10. X
5B Visual Motor Skills
3 X 2.5
____
7.5
____ /10
Stop after 3 incorrect
responses in a row.
6 X1
____
6 10
____
Stop after 3 incorrect
responses in a row.
4 X1
____
4
____
Stop after 5 incorrect
responses in a row.
4 X
____
1
4 /10
____
4 X2
____
1. Draws a circle
2. Draws a plus sign
3. Draws an X
4. Draws a square
5. Draws a rectangle
8 10
____
1. Walks forward heel-to-toe five steps
2. Hops five hops on preferred foot
4. Stands on one foot for ten seconds
5. Stands on other foot for ten seconds
Language
Development
8B Follows Verbal Directions
Academic/
Cognitive:
Mathematics
Academic/
Cognitive:
Mathematics
9B Counts by Rote
1. stomach
2. neck
3. back
1. Follows two-step directions
1
2
3
4
5
4. knees
5. thumbs
3. Hops five hops on other foot
6. fingernails
Stop after 3 skills not
demonstrated in a row.
6
7
8
9
2. five
F. Motivation and Self-Confidence
/5
/
3. eight
1 34
____
4
/
Sometimes
____ 8
Most of the time
2. At least 90% of speech is intelligible
E. Next Steps:
Below cutoff of <69.
Refer for further evaluation.
2 X4
____
Sometimes
/
8 12
____
Most of the time
15. Does your child enjoy sharing information with you about himself/
herself, such as things
likes,
of his/her family members
1 he/she
5 names
Administer both items.
____
X 5
____
10
or pets, or what he/she did over the weekend?
/
Rarely/No
Very attentive and focused.
3
____
/
11B Verbal Fluency and Articulation
D. Notes/Observations:
1
after 3 incorrect
13.Stop
Does
your child respond
feelings
4 X with
8 12of pride and enthusiasm when
responses in a row.
____
2
____
he/she earns positive feedback?
Rarely/No
Stop after 2 incorrect
responses.
1. Uses sentences of at least three words
/
14. Does your child look forward to sharing his/her feelings with you
6 X .5 ____
3 5
Stopwhen
after the
first error.
____
he/she
is happy?
10
10B Recognizes Quantities
1. three
/8
SOCIAL AND EMOTIONAL SKILLS
3 X
Administer all with
items. Adults
____
D. Relationships
Stop after 2 incorrect
responses forRarely/No
1 item.
2. Follows three-step directions
/
Parent Report—Self-help and Social-Emotional Scales
6B Gross Motor Skills
29
Language
Development
3. snake
4B Visual Discrimination—Forms and Uppercase Letters
7B Names Parts of the Body
33
5. orange
10. brown
3B Identifies Pictures by Naming
Language
Development
32
4. Street address
Child’s
Score
Stop after 3 incorrect
responses in a row.
User-friendly Data Sheets
are easy to score.
2B Names Colors
28
31
3. Age
Discontinue
Number Correct
X Point Value
for Each
/
60.5
Total Score = ______
100
Sometimes
Most of the time
16. Does your child share his/her thoughts and ideas with you?
Rarely/No
Sometimes
Most of the time
E. Play and Relationships with Peers
17. Does your child have several friends but one who is a special or
best friend?
No
Yes
18. Does your child have a best friend with whom he/she is close and
who reciprocates by coming over for play dates or extending
an invitation to a party?
No
The Parent Report—Self-help
and Social-Emotional Scales
helps parents provide input
about their child’s skills.
Yes
19. Does your child play cooperatively in a large-group game, such as
duck-duck-goose, tag, or kickball?
Rarely/No
Sometimes
Most of the time
20. Does your child give verbal directions or incorporate verbal directions
into play activities?
Rarely/No
Sometimes
21. Does your child maintain interest when engaged in a small-group
activity or project?
Rarely/No
Rarely/No
Sample Completed Data Sheet and Self-help and Emotional Scales for Parent Reporting
Sometimes
Most of the time
Rarely/No
Sometimes
Most of the time
24. Does your child remain focused on what he/she has been asked to do
even when there are minor distractions, such as a car making noise
outside or someone tapping a pencil?
Rarely/No
Sometimes
Most of the time
G. Prosocial Skills and Behaviors
25. If supervised by an adult, does your child take turns without undue
objection?
Rarely/No
Sometimes
Most of the time
26. Does your child understand or accept the need to share and take
turns, perhaps willingly taking turns even if he/she isn’t asked to?
Rarely/No
Sometimes
Most of the time
27. Does your child ask an adult for permission before using things
that belong to others or before engaging in an activity that may be
restricted, such as going to the bathroom or leaving the classroom?
Rarely/No
Sometimes
Most of the time
28. Does your child react to a disappointment or failure in an acceptable
manner by being a good sport and refraining from shouting or
getting upset?
106 BRIGANCE Early Childhood Screen III (3–5 years) ©Curriculum Associates, LLC
Early Childhood Screens III (3–5 years)
Most of the time
23. Does your child approach new tasks with confidence and a “can-do”
attitude?
Most of the time
®
Sometimes
22. Does your child show that he/she likes to finish what he/she starts,
perhaps by dawdling less than at an earlier age?
Rarely/No
Sometimes
Most of the time
Parent Report—Self-help and Social-Emotional Scales
Self-help and Social-Emotional Scales
Page
4
130208
11
Early Childhood Screens III
12
Cutoff scores help educators quickly identify children who are likely to have developmental or academic delays
as well as those who may be gifted, academically talented, or developmentally advanced.
2
STEP 4: ANALYZE RESULTS
After the Data Sheet has been completed, all screening personnel should
meet to review the screening data and to discuss appropriate next steps and
recommendations. Data from other personnel, such as the child’s physician,
school nurse, speech therapist, or social worker, should also be discussed.
COMPARING A CHILD’S SCORE WITH CUTOFF SCORES
Compare the child’s Total Score with the BRIGANCE cutoff scores below
or with your program’s customized cutoff scores.
®
If you are using the BRIGANCE cutoff scores, compare the child’s Total Score
• to the cutoff scores for detecting children who may demonstrate
advanced development or be gifted or academically talented,
• to the cutoff scores for detecting children likely to have developmental
or academic delays,
• and then to the At-risk Cutoff Scores, if applicable.
Note: When using cutoff scores, it is necessary that all assessments within
an age-specific screen be administered.
Table 1. Cutoff Scores for Detecting Children Who May Be Gifted
or Academically Talented
Age
(in years and months)
Cutoff
Score
BRIGANCE Screen III
(3–5 years)
Core Assessments
3-0 through 3-3
3-4 through 3-7
3-8 through 3-11
> 79
> 84
> 88
Three-Year-Old Child
4-0 through 4-3
4-4 through 4-7
4-8 through 4-11
> 83
> 87
> 92
Four-Year-Old Child
5-0 through 5-5
5-6 through 5-11
> 88
> 91
Five-Year-Old Child
®
Age
(in years and months)
Cutoff
Score
BRIGANCE® Screen III
(3–5 years)
Core Assessments
3-0 through 3-3
3-4 through 3-7
3-8 through 3-11
< 42
< 45
< 49
Three-Year-Old Child
4-0 through 4-3
4-4 through 4-7
4-8 through 4-11
< 42
< 69
< 71
Four-Year-Old Child
5-0 through 5-5
5-6 through 5-11
< 61
< 70
Five-Year-Old Child
Potential Giftedness or
Academic Talent
(Advanced
Development)
2
Potential Developmental
or Academic Delays
If the child scores below the cutoff score in Table 2, do the following:
1. Determine whether psychosocial risk factors are present. See Table 3
on page xix.
2. If fewer than four risk factors are present, there is a high probability
of developmental disabilities. Refer the child for further evaluation.
3. If four or more risk factors are present, determine if the child’s score is
Initiate a referral if the child’s score is below the appropriate cutoff.
Children who score at or above the cutoff scores shown in Table 1 may be
gifted or academically talented. Consider referring these children for further
assessment for giftedness.
xviii BRIGANCE Early Childhood Screen III (3–5 years)
®
1
Children who score below the cutoff scores shown in Table 2 may be
experiencing delays due to developmental difficulties or possibly due to
psychosocial risk factors. Consider referring these children for further
assessment.
Step-by-Step Screening Procedures
Introduction
1
The Screens III include
cutoff scores for
detecting:
Table 2. Cutoff Scores for Detecting Children Likely to Have
Developmental or Academic Delays
Cutoff scores are also available for the
0–35 months Screen and the K & 1 Screen.
The Screens III have been completely updated to include new content and up-to-date research.
New research studies reflect
Strong reliability:
internal consistency,
inter-rater reliability,
test-retest reliability
Strong validity:
construct validity
(internal structure and
fairness), content validity,
criterion-related validity
Early Childhood Screens III
Accuracy—Specificity
The Screens III correctly identify the children with true
developmental delays or disabilities, reducing underreferrals.
The Screens III correctly identify the children without true
developmental delays or disabilities, reducing overreferrals.
100
100
90
90
Specificity Detecting
Children with Delays (%)
A high degree
of accuracy:
high sensitivity
and specificity
Accuracy—Sensitivity
Sensitivity in Detecting
Children with Delays (%)
A nationally
representative
sample of children
across geographic,
demographic,
and socioeconomic
characteristics
80
70
60
0
Infant
Toddler
TwoYear-Old
ThreeYear-Old
FourYear-Old
FiveYear-Old
First
Grade
80
70
60
0
Infant
Toddler
TwoYear-Old
Age
Desired Sensitivity
ThreeYear-Old
FourYear-Old
FiveYear-Old
First
Grade
Age
Acceptable Sensitivity
Desired Specificity
Acceptable Specificity
For more information on the research behind the Early Childhood Screens III visit
BRIGANCE.com/ECresearch
13
Online Management System
14
New!
BRIGANCE Online Management System
®
Using the Online Management System,
you can report results from the Early
Childhood Screens III and inform instruction
with the Readiness Activities.
Generate user-friendly reports and simplify your data management
for the Early Childhood Screens III
Manage your program and meet reporting
requirements with one easy-to-use system.
• Step-by-step guidance ensures consistent
and accurate data and reports
• Teachers and administrators can analyze
screening data for individual children and
groups
• Readiness Activities PDFs are provided by
domain to seamlessly drive instruction
based on screening results
• Easily accessible via tablet or other
mobile device
The Screening Summary Report:
•Clearly shows the child’s results compared to cutoff scores
•Automatically identifies individualized next steps
•Offers recommendations for further assessment and instruction
Screening Progress Report
Screening Information
Student Name: Molly Lam
Total Score
8-0
7-0
Student Name: Molly Lam
Screen: Four-Year-Old Child
Date of Screening: 09/10/2014
Total Score Compared to Cutoffs
Suggested Next Steps
• Follow up on Data Sheet
Recommednations
Potential Giftedness
Cutoff: >83
• Communicate results
to parents
81
Total Score:
Average
0
25
50
75
• Provide ongoing
assessment and
appropriate instruction.
See below for
recommendations
100
Age Equivalent (years-months)
Screening Information
Below
Average
Screening Summary Report
Potential Delays
Cutoff: <42
Above
Average
6-0
5-0
4-0
3-0
2-0
1-0
1-0
2-0
3-0
4-0
5-0
6-0
7-0
8-0
Child’s Age (years-months)
Results by Domain
Below Average:
<90
Academic/
Cognitive:
Average
Above Average:
>110
For more in-depth information
about this child’s skills and for
ongoing assessment, focus
assessment in the following
domain(s):
95
Language
Development:
Below Average
88
Physical
Development:
Average
Recommendations for
Ongoing Assessment
and Instruction
• Language Development
Child’s Chronological Age
Age Equivalent Score
09/10/14
4 years 0 months
3 years 5 months
05/01/15
4 years 8 months
4 years 2 months
Assessments for these domains
can be found in the BRIGANCE®
Inventory of Early Development III.
99
View the Screens III/IED III
correlation chart.
Self-help Skills:
Above Average
130
Social and
Emotional Skills:
Average
Date of Screening
The Screening Progress Report uses age equivalent scores
to plot a child’s progress over time. Easy-to-read graph can
be shared with parents.
105
0
25
50
75
100
125
150
Online Management System
Student Reports
15
Online Management System
16
Group Reports
The Children Screened/Not Screened Report provides at-a-glance class
or program-level information about which children have been screened
and which children have not been screened within a selected time period.
Children Screened/Not Screened Report
Report Options
School/Class
25%
Pauline Mason’s Class
Filter by Date
Start Date
Screened After
End Date
Screened Before
75%
Screened
Not Screened
Group Screening Summary Report
Start
Report Options
Export as CSV
Name
Student ID
Screened/Not Screened
Date Last Assessed
Cristina Alvarez
156813
Screened
08/26/2014
Keshawn Brant
978313
Screened
09/12/2014
Ashley Cheng
455413
Not Screened
04/30/2013
Sophia Ruiz
565782
Screened
09/03/2014
School/Class
Pauline Mason’s Class
Filter by Date
Start Date
Screened After
End Date
Screened Before
Gender
Gender
Ethnicity/Race
Ethnicity/Race
Valerie Duncan
125872
Screened
10/14/2014
Language
Language
Elijah Ferguson
294811
Screened
09/28/2014
Free/Reduced Lunch
Dominic Cho
876530
Screened
08/20/2014
Free/Reduced
Lunch
Kayla Harvey
458826
Not Screened
03/20/2013
X
Molly Lam
787754
Screened
09/10/2014
Include only the
most recent
Isabella Martinez
Dylan McCabe
Luis Vasquez
Not Screened
03/20/2013
The 158888
Group Screening Summary
Report provides
125469
Screened
09/12/2014
an overview
of screening performance
and cutoff
475125
Screened
10/14/2014
implications for a group of children. Quickly see
how an entire program, school, or class performed
during a specific time period.
Name
33% 33%
Below Delays Cutoff
Within Normal Limits
Above Gifted Cutoff
33%
Start
Date Screened
Core Assessment
Total Raw Score
Performance
Cristina Alvarez
08/20/2014
5-Year-Old/K Data Sheet
84.0
Within Normal Limits
Keshawn Brant
09/12/2014
5-Year-Old/K Data Sheet
64.0
Below Delays Cutoff
Sophia Ruiz
09/03/2014
4-Year-Old Data Sheet
67.0
Below Delays Cutoff
Valerie Duncan
09/01/2014
5-Year-Old/K Data Sheet
85.0
Within Normal Limits
Elijah Ferguson
09/24/2014
4-Year-Old Data Sheet
93.0
Above Gifted Cutoff
Dominic Cho
08/20/2014
4-Year-Old Data Sheet
62.0
Below Delays Cutoff
Within Normal Limits
Molly Lam
09/10/2014
4-Year-Old Data Sheet
80.0
Dylan McCabe
09/10/2014
5-Year-Old/K Data Sheet
91.0
Above Gifted Cutoff
Luis Vasquez
08/01/2014
4-Year-Old Data Sheet
92.0
Above Gifted Cutoff
Screening Results for the BRIGANCE Screen III
®
Child’s Name: Molly Lam
Parent Name(s):
The Parent Report informs parents
about their child’s screening
performance and helps bridge the gap
between school and home.
Trish and Mike Lam
Date of Screening: 9/10/14
Date of Conference: 9/24/14
Teacher Name and Contact Information:
Pauline Mason; pmason@schooldistrict.edu, 617-555-0176
Developmental screening is an important part of early childhood education. The purpose of a developmental screen is to
determine a child’s strengths and needs and to make appropriate instructional decisions for the child. Together, we can use
the results of the screening to make sure your child is getting the support he or she needs to be as successful as possible.
Results of the BRIGANCE® Screen:
Score Compared to Cutoffs:
Below Cutoff
ü Above Cutoff
Above Gifted Cutoff
Domain levels:
Below Average
Physical Development
Language Development
Academic Skills/Cognitive Development
ü
Self-help Skills
Social-Emotional Development
Average
Above Average
ü
ü
ü
ü
Area(s) of Strength:
Molly performed well on Academic Skills/Cognitive Development and has so far been enjoying
academic activities in the classroom. Molly also demonstrated strong fine motor skills.
Area(s) of Need:
Molly had difficulty with some tasks in the Language Development domain, including identifying
pictures by naming and identifying parts of the body.
Parent Concerns/Comments:
Recommendations:
Work with Molly at home on the Readiness Activities we've attached, which will help her
develop those critical language skills.
Resources (attach additional resources if appropriate):
Online Management System
Parent Report
17
Online Management System
18
Readiness Activities
Readiness Activities PDFs offer
quick and easy access to a wealth
of instructional activities across key
early learning skill areas. Results
from the Screening Summary Report
inform instructional planning with
the Readiness Activities.
case Letters
ase and Lower
Reads Upperc
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CALL ATTENTION TO SIMILARITIES AND DIFFERENCES IN LETTERS
Recommendations for
Effective Teaching
b d
Similar letters may be difficult to distinguish. Help the
child distinguish a letter by giving her special tips for
that letter. For example, if the child confuses b with d,
show the child a card with the word “bed.” Draw a bed over the letters.
Write b at the head of the bed; write d at the foot of the bed. Say, “This
word is bed. It begins with b and ends with d.” This gives a strong visual
memory for the child each time she writes the letter.
aa gg
TEACh ChILDREN TO READ ALTERNATE FORMS
The letters a and g can be written in two
different ways. To avoid confusion, show
children the a and g in a book and the a
and g on the alphabet chart in the classroom.
DISpLAy AN ALphABET BORDER AND pROvIDE DESK TApES
refer
As an aid to teaching letter names, display an alphabet border and
se Letters
with
Lowerca
of an object
andbegins
sethat
to it often. Pair each letter with a picture
Reads Upperca
taped to each child’s desk to provide
bedge
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Acti
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119 BRIGANC
pROvIDE ChILDREN wITh NAME CARDS
You
Prepare a name card for each child and use it to label a child’s cubby.
and
can use name cards in a variety of ways to get children to recognize
read letters: in the Writing Center where children use them as a model
go
when they write; on ”turns lists” so children know which centers they
to on a particular day; on a job chart so children know their assignment
for the week.
ATTACh MEANINg TO LETTERS
Letters have little or no meaning for some children. Children who have
had very limited experience with letters in their environment do not
attach meaning to them. Rather than presenting letters as symbols,
associate letters with sounds and concrete objects as much as possible
with
(e.g., associate the letter B with a Bee; P with the vegetable Peas; S
See; J with the bird Jay, and so on; use environmental print/logos to
convey that letters/words have meaning).
INCLUDE wITh OThER ALphABET ACTIvITIES
Encourage children to read letters while engaged in a variety of alphabet
activities. For example,
• childrennametheletterswhendoinganalphabetpuzzle.
• duringtransitionsyouholdupalettercard,andsay,forexample,“Ifyour
name begins with this letter, read the letter and then line up for lunch.”
• Duringcircletimeyouholdupanamecardandaskthechildwhose
name it is to read the first letter or all the letters in her name.
• childrenwritetheirownnamesandreadthelettersastheywriteusing
name cards as models.
a model for writing.
120 BRIGANCE® Readiness Activities
Alphabet Knowledge Reads Uppercase and Lowercase Letters
Literacy
XYZ
To read upp
P Q R S T U V W6-3
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Letters
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The Family Connections
section provides resources
(letters, parent report
and feedback forms,
learning plans, and takehome activities) to help
strengthen home-school
connections.
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BRIG
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Family Connections
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Curr
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My
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Inventory of Early Development III
20
New!
BRIGANCE Inventory of Early
Development III (IED III)
®
Based on screening results, you can use the
Inventory of Early Development III to get
more information about children’s skills and
then use the Readiness Activities to plan
targeted instruction.
The IED III makes it easy to identify specific strengths
and needs for children from birth through age seven
• Plan individualized instruction based on
valid and reliable assessment results
• Measure child progress toward school
readiness goals
• Ensure strong alignment with the
Common Core State Standards
as well as state early learning
standards
For more information on
the IED III Standardized,
see page 26.
Assessments in the Early Childhood Screens III link to assessments in the IED III.
After screening, use correlated assessments in the IED III to get a deeper
understanding of each child’s specific strengths and needs and to measure
progress
toward
school-readiness
goals. Child)
Linking the Early
Linking
Childhood
the Early
Screen
Childhood
III (Four-Year-Old
Screen III (Four-Year-Old
Child)
Screens III
Four-Year-Old
Child
Four-Year-Old Child
(Four-Year-Old
Screen III Child) Screen III
with the Inventory
with of
theEarly
Inventory
Development
of Early III
Development
(IED III)
III (IED III)
Inventory
ofofEarly
Inventory of Early
Inventory
Development
Early
III Development
Development III III
Core Assessment Core Assessment
A. Lower-Level orA.
Prerequisite
Lower-Level
Skill
or Prerequisite SkillB. Same Skill as Screening
B. Same Skill
Skillas ScreeningC.Skill
Higher-Level Skill
C. Higher-Level Skill
1B
Knows Personal
1B
Information
Knows
General
Personal
Speech and
General
Language
Speech
Development
and Language Development
Knows Personal Information
Knows Personal Information
Knows Personal Information
Knows Personal Information
Information
(D-3, p. 96)
(D-3, p. 96)
(D-5, p. 105, items 1,
(D-5,
2, 4,
p. 105,
10) items 1, 2, 4, 10)
(D-5, p. 105, items 5–9,
(D-5, 11,
p. 105,
12) items 5–9, 11, 12)
Prints Personal Information
Prints Personal
(E-14,Information
p. 198)
(E-14, p. 198)
2B
Names Colors2B
Names
Identifies
Colors Colors (Points)
Identifies
(D-9,
Colors
p. 118)
(Points) (D-9, p. 118)
Identifies Colors (Names)
Identifies Colors (Names) Identifies Colors (Names)
Identifies
(D-9,
Colors
p. 118,
(Names)
items (D-9,
6–11)p. 118, items 6–11)
(D-9, p. 118, items (D-9,
1–5) p. 118, items 1–5)
3B
Identifies Pictures
3B by
Identifies
Identifies
Pictures
Pictures
by
Identifies
(Names) Pictures (Names)
Naming
Naming (D-7, p. 111, items 1–16)
(D-7, p. 111, items 1–16)
4B
Visual
Discrimination—Lowercase
Visual Discrimination—Lowercase
Letters
Letters
(Matches) (F-4,
Shapes
p. 256)
(Matches) (F-4, p. 256)
Visual Discrimination—Forms
Visual Discrimination—Forms
and
and
Visual
4B VisualIdentifies Shapes Identifies
Uppercase LettersUppercase
(E-6, p. 179)
Letters (E-6, p.and Words
179)
(E-6, p.and Words
180)
(E-6, p. 180)
Discrimination— Discrimination—
Matches Uppercase
Matches
LettersUppercase
(E-8a, p. 183)
Letters (E-8a, p. 183)
Forms and Uppercase
Forms and Uppercase
Matches Lowercase
Matches
LettersLowercase
(E-9a, p. 188)
Letters (E-9a, p. 188)
Letters
Letters
5B
Forms (C-4,
Copies
p. 68, Forms
items 3–7)
(C-4, p. 68, items 3–7)
Copies Forms (C-4,
Copies
p. 68, Forms
items 8,(C-4,
9) p. 68, items 8, 9)
Visual Motor 5B
Skills VisualEarly
Motor
Handwriting
Skills
Early
Skills
Handwriting
(C-3, p. 65, items
Skills1–8)
(C-3, p. 65,Copies
items 1–8)
Copies Forms (C-4,
Copies
p. 68, Forms
items 1,(C-4,
2) p. 68, items 1, 2)
Early HandwritingEarly
Skills
Handwriting
(C-3, p. 65, items
Skills9–14)
(C-3, p. 65, items 9–14)
Prints Uppercase Prints
LettersUppercase
in Sequence
Letters
(E-10,inp.Sequence
192)
(E-10, p. 192)
6B
Gross Motor Skills
6B GrossStanding
Motor Skills
(B-1, p. 23,
Standing
items 1–9)
(B-1, p. 23, items 1–9)
Walking (B-2, p. 26,
Walking
items 1–13)
(B-2, p. 26, items 1–13)
7B
the BodyParts
(Names)
of the Body
Identifies
(Names)Parts ofIdentifies
the BodyParts
(Names)
of the Body (Names)
Names Parts of
7BtheNames
Identifies
Parts of the
Parts ofIdentifies
the BodyParts
(Points)
of the Body (Points)Identifies Parts ofIdentifies
(D-8, p. 115, items 14–19)
(D-8, p. 115, items 14–19) (D-8, p. 115 , items 20–29)
(D-8, p. 115 , items 20–29)
Body
Body (D-8, p. 115, items 1–21)
(D-8, p. 115, items 1–21)
Identifies Parts ofIdentifies
the BodyParts
(Names)
of the Body (Names)
(D-8, p. 115, items 1–13)
(D-8, p. 115, items 1–13)
8B
Follows Verbal
8B
Directions
Follows
Follows
VerbalVerbal Directions
Follows Verbal Directions
Follows Verbal Directions
Follows Verbal Directions
Directions
(Follows one-step directions)
(Follows one-step
(D-6, p.108)
directions) (D-6, (Follows
p.108) two-step and
(Follows
three-step
two-step
directions)
and three-step directions)
(D-6, p.108)
(D-6, p.108)
9B
Counts by Rote
9B
Counts
Understands
by Rote
Number
Understands
ConceptsNumber Concepts
(F-1, p. 251, items 3–5)
(F-1, p. 251, items 3–5)
Standing
items 12,
(B-1,
13)p. 23, items 12, 13)
Standing (B-1, p. 23,
Standing
items 10,
(B-1,
11)p. 23, itemsStanding
10, 11) (B-1, p. 23,
Walking (B-2, p. 26,
Walking
items 15–17)
(B-2, p. 26, items 15–17)
Walking (B-2, p. 26,
Walking
item 14)(B-2, p. 26, item 14)
Running,
Skipping,
Running,
and Galloping
Skipping, and Galloping
Hopping (B-6 p. 36,
Hopping
items 5, (B-6
9) p. 36, items 5,
9)
(B-4, p. 31, items 6–10)
(B-4, p. 31, items 6–10)
Jumping (B-5, p. 33,
Jumping
items 10–15)
(B-5, p. 33, items 10–15)
Hopping (B-6, p. 36,
Hopping
items 10–12)
(B-6, p. 36, items 10–12)
Recognizes Quantities
Recognizes Quantities Matches Quantities
Matches
with Numerals
Quantities with Numerals
(F-6, p. 260, items 1,
(F-6,
2, 4)
p. 260, items 1, 2, 4) (F-7, p. 263, items 1–10)
(F-7, p. 263, items 1–10)
Determines Total Determines
of Two Sets Total
(F-15,of
p. Two
281) Sets (F-15, p. 281)
Length of Sentences
Length
(D-4,ofpg.
Sentences
103, items 4–8)
(D-4, pg. 103, items 4–8)
of Sentences
Length of Sentences
11B Verbal Fluency
11B
and VerbalLength
Fluencyofand
Sentences
Length
(D-4,ofpg.
Sentences
103, items 1–2)
(D-4, pg. 103, Length
items 1–2)
General
Language
Speech
Development
and Language Development
(D-4, pg. 103, item 3)
(D-4, pg. 103, item 3) General Speech and
Articulation
Articulation
General Speech and
General
Language
Speech
Development
and Language Development
(D-3, p. 96, item 52)
(D-3, p. 96, item 52)
General Speech and
General
Language
Speech and Language
(D-3, p. 96, items 16,
(D-3,
23)p. 96, items 16, 23)
Development (D-3,
Development
p. 96, item 32)
(D-3, p. 96, item 32)
138 BRIGANCE
138Early
BRIGANCE
Childhood
Early
Screen
Childhood
III (3–5 years)
Screen III (3–5 years) Appendix F—Correlation
Appendix F—Correlation
with the BRIGANCE
with the
Inventory
BRIGANCE
of Early
Inventory
Development
of EarlyIII
Development III
®
®
Inventory of Early Development III
Linking the Screens III Assessments to IED III Assessments
®
®
Appendices
Appendices
Counts by Rote (to
Counts
10) (F-2,
byp.Rote
253)(to 10) (F-2,
Counts
p. 253)by Rote (to
Counts
100) (F-2,
by Rote
p. 253)
(to 100) (F-2, p. 253)
Reads Numerals (F-9,
Reads
p. 269)
Numerals (F-9, p. 269)
Appendices
Appendices
10B Recognizes Quantities
10B Recognizes
Understands
Quantities
Number
Understands
ConceptsNumber Concepts
(F-1, p. 251, items 1–5)
(F-1, p. 251, items 1–5)
Identifies PicturesIdentifies
(Names) Pictures (Names)Classifies ObjectsClassifies
into Categories
Objects into Categories
(D-7, p. 111, items 17–26)
(D-7, p. 111, items 17–26) (D-12, p. 128, items 5–12)
(D-12, p. 128, items 5–12)
Knows Uses of Objects
Knows(D-13,
Uses p.
of133,
Objects
items 12–15)
(D-13, p. 133, items 12–15)
21
Inventory of Early Development III
22
Table of Contents
The IED III contains more than 100
Table of Contents—Assessments
developmental
assessments that cover schoolreadiness skills in key early learning skills areas.
TABLE OF CONTENTS
TablePage
of Contents—Assessments
A PHYSICAL DEVELOPMENT: PREAMBULATORY MOTOR SKILLS. . . . .1
. .1
. 5
. 8
11
14
17
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 383
P
Page
INTRODUCTION
Developmental Age Level—Birth to One Year . . . . . . . . . . . . . . . . . 384
Assessments
Assessments
Developmental
Age
Level—One Year to Two Years . . . . . . . . . . . . . 386
The BRIGANCE
of Products
. . . . . . . . . . . . . . Manipulative
. . . . . . . . . . . . . vii
C-1® Family
General
Eye/Finger/Hand
Skills
.
.
.
.
.
.
.
.
.
.
.
.
.
55
A-1
Supine Position Skills and Behaviors . . . . . . . . . .A. . .PHYSICAL
. . . . . . . 5DEVELOPMENT:
C PHYSICAL
DEVELOPMENT:
FINE
............
PREAMBULATORY MOTOR SKILLS. . . . .1
Developmental
Age Level—Two
Years to Three
Years.MOTOR
. . . . . . . . .SKILLS
. . 388
to the IED
III. . .Tower
. . . . . . .with
. . . . .Blocks.
. . . . . . . .. . .. .. .. . .. .. .. . .. .. .viii
Builds
. . . . . . . . .Developmental
. . . . . . . . .Age63
A-2
Prone Position Skills and Behaviors . . . . . . . . . . . . . . . . . . . . . 8 IntroductionC-2
Level—Three Years to Four Years . . . . . . . . . . . 391
Overview
Assessments
C-3
Early Handwriting Skills. . . . . . . . . . . . . . . . . . . .Developmental
. . . . . . . . .Age65
Level—Four Years to Five Years . . . . . . . . . . . . . 394
A-3
Sitting Position Skills and Behaviors. . . . . . . . . . .Assessments
. . . . . . . . . 11
How the IED III Supports Your Program
Level—Five
Years to Six Years Manipulative
. . . . . . . . . . . . . . Skills
398 . . . . . . . . . . . . .
Eye/Finger/Hand
Behaviors
. . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 5
C-4 andCopies
Forms
. . . . . . . .Developmental
. . .C-1
. . . . . General
.Age68
A-4
Standing Position Skills and Behaviors . . . . . . . . . . . .A-1
. . . . . Supine
. 14 Position Skills
Developmental Age Level—Six Years to Seven Years . . . . . . . . . . . . 402
Step-by-Step
Assessment
Procedures
Tower with Blocks. . . . . . . . . . . . . . . . . . . . . . . . . . . .
A-2
Prone Position
Skills
and Draws
Behaviors
. . .. .. .. .......... .......... ...... ... ...... ... ...... ... ..... xi8
C-5
a Person.
. . . . . . . .Developmental
. . .C-2
. . . . . Builds
.Age71
Level—Seven Years to Eight Years. . . . . . . . . . . 405
Comprehensive Skill Sequences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Step 1: Get Ready for Assessment
A-3
Sitting Position
Skills
Behaviors.
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. . 11
C-6 andCuts
with Scissors.
. . . . . . . . . . . .C-3
. . . . . Early
. 72 Handwriting Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Step 2: Administer the Assessments
APPENDICES.
. . . . . . . .Forms
. . . . . . .. . .. . ... .. . ... .. .. ... . .. ... . .. ... . .. . .. . 407
C-4 . . .Copies
................
A-4
Standing Position
Skills
andinBehaviors
. . . . . . . . . .. .. .. .. .. .. .. .. .. . 14
StepComprehensive
3: Record
Results
theSkill
RecordSequences.
Book
. . . . . . . . .Appendix
. . . . . A—Teacher’s/Observer’s
. . . . 76
Rating Form for
C-5
Draws a Person.
..................................
Step 4: Analyze Results
Readiness. . . . . . . . . . . . . . . . . . . . . . . . . . 408
Sequences.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
B PHYSICAL DEVELOPMENT: GROSS MOTOR SKILLS .Comprehensive
. . . . . . . . . 21 Skill
. . . . .Academic
. 80 with
StepSupplemental
5: Identify Next StepsSkill Sequences . . . . . . . . . . . . . . . . . . . . . . . .C-6
Cuts
Scissors. . . .. .. .. ... .. .. ... .. .. ... .. .. . .. .409
................
Appendix B—History
and Acknowledgments
Appendix C—References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412
Assessments
Comprehensive Skill Sequences. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Evaluating Children with Special Considerations. . . . . . . . . . . . . . . xxvi
Bilingual and Non-English-Speaking Children
B-1
Standing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .B. . .PHYSICAL
. . . . . . 23DEVELOPMENT:
GROSS MOTOR
SKILLS .. .. .. .. .. .. .. .. .. .. . 21
D with
LANGUAGE
DEVELOPMENT
. . . . . . . . .Supplemental
. . . . . . . . . 82Skill Sequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Children
Exceptionalities
B-2
Walking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Assessments
Assessments
B-3
Stair Climbing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 A PHYSICAL
DEVELOPMENT: PREAMBULATORY MOTOR SKILLS. . . . . 1
. . . . . .D-1
. . . . . Prespeech
. . . . . . . . Receptive
. . . . . . . . Language
. . . . . . . . .. .. .. .. . 23
. . . . . . . . .D. . .LANGUAGE
. . . . . . 86 DEVELOPMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
B-4
Running, Skipping, and Galloping. . . . . . . . . . . . . . .B-1
. . . . . Standing.
. 31
B . .PHYSICAL
. . . . .D-2
. DEVELOPMENT:
. . . . Prespeech
. . . . . . GROSS
. . Expressive
. . . MOTOR
. . . . . SKILLS
.Language.
. . . . .. ... .. .. ....... ... .. 26
.21. . . . . . . . . . . . . . . . . 90
B-5
Jumping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .B-2
. . . . . Walking
. 33
. .D-3
. DEVELOPMENT:
. . . . General
. . . . . . FINE
.Speech
. . .MOTOR
. . .and
. .SKILLS
. Language
. . . .. .. .. ... .. Development
. . .Assessments
. . . . . . . . . 96
B-6
Hopping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .B-3
. . . . . Stair
. 36 Climbing.
C PHYSICAL
.. ... .. .. . 29
53
Receptive Language . . . . . . . . . . . . . . . . . . . . . . .
B-4
Running,
Skipping,
and
Galloping.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
31
D-4
Length
of
Sentences
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
. . .D-1
. . . . . Prespeech
103
B-7
Kicking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 D LANGUAGE DEVELOPMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Expressive Language. . . . . . . . . . . . . . . . . . . . . . .
. . . . . . .D-5
. . . . . Knows
. . . . . .Personal
. . . . . . .Information
. . . . . . . . . .. .. .. .. .. .. . 33
. . . . . . . . . . . .D-2
. . . . . Prespeech
105
B-8
Balancing on a Beam . . . . . . . . . . . . . . . . . . . . . . . .B-5
. . . . . Jumping
. 40
D-3
General
Speech
and Language Development . . . . . . . . . . . .
D-6
Follows
Verbal
Directions
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
108
B-6
Hopping
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
36
B-9
Catching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 E ACADEMIC/COGNITIVE: LITERACY . . . . . . . . . . . . . . . . . . . . . . . 156
D-4
Length
of Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
D-7
Identifies
Pictures
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
111
B-7
Kicking
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
38
B-10 Rolling and Throwing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 F ACADEMIC/COGNITIVE: MATHEMATICS AND SCIENCE. . . . . . . 249
D-8 . . Identifies
. . . . . . . . . . . .D-5
. . . . . Knows
115 Personal Information . . . . . . . . . . . . . . . . . . . . . . . .
B-8
Balancing on a Beam
. . . . . . . .Parts
. . . .of
. .the
. . .Body
. . . . .. .. .. .. .. .. .. . 40
Comprehensive Skill Sequences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
. . . . . . . . . . . .D-6
. . . . . Follows
118 Verbal Directions . . . . . . . . . . . . . . . . . . . . . . . . . .
B-9
Catching
. . . .LIVING
.D-9
. . . ... .. Identifies
.. ... .. .. ... .. .. ..Colors
42
G .DAILY
. .. .. ... .. .. .......... .......... ....... ... ....... ... ....... ... . 319
D-7
Identifies
Pictures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Supplemental Skill Sequences . . . . . . . . . . . . . . . . . . . . . . . .B-10
. . . . . Rolling
. 51 and Throwing
D-10. . Understands
Directional/Positional
Concepts.
.
.
.
.
.
.
.
.
.
.
.
120
. . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
H SOCIAL AND EMOTIONAL DEVELOPMENT . . . . . . . . . . . . . . . . 355
Parts of the Body . . . . . . . . . . . . . . . . . . . . . . . . .
D-11 Understands Qualitative Concepts . . . . . . . . . . . . . .D-8
. . . . . Identifies
125
Comprehensive
. . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Page Skill Sequences.
Colors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
D-12 Classifies Objects into Categories . . . . . . . . . . . . . . .D-9
. . . . . Identifies
128
Sequences
. . . . . .Uses
. . . .of
. .Objects
. . . . . . .. .. .. .. .. .. .. .. .. .. . 51
Directional/Positional Concepts. . . . . . . . . . . .
D-13. . Knows
. . . . . . . . . . . .D-10
. . . . . Understands
133
C PHYSICAL DEVELOPMENT: FINE MOTOR SKILLS . . .Supplemental
. . . . . . . . . 53Skill
iii
BRIGANCE Inventory of Early Development III
Table of Contents
Qualitative Concepts
...................
D-14 Repeats Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . .D-11
. . . . . Understands
137
Assessments
Objects into Categories . . . . . . . . . . . . . . . . . . . .
D-15a Repeats Sentences (with Picture Stimuli) . . . . . . . . . .D-12
. . . . . Classifies
138
C-1
General Eye/Finger/Hand Manipulative Skills . . . . . . . . . . . . . 55
D-15b Repeats Sentences (without Picture Stimuli) . . . . . . .D-13
. . . . . Knows
140 Uses of Objects . . . . . . . . . . . . . . . . . . . . . . . . . . . .
C-2
Builds Tower with Blocks. . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
D-16 Uses Plural Nouns, -ing, and Prepositions . . . . . . . . .D-14
. . . . . Repeats
142
C-3
Early Handwriting Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Sentences (with Picture Stimuli) . . . . . . . . . . . . . . .
D-17 Uses Meaningful Language in Context . . . . . . . . . . .D-15a
. . . . . Repeats
144
C-4
Copies Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
D-15b Repeats Sentences (without Picture Stimuli) . . . . . . . . . . . .
Comprehensive
Skill
Sequences.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
146
C-5
Draws a Person. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
D-16 Uses Plural Nouns, -ing, and Prepositions . . . . . . . . . . . . . .
Supplemental Skill Sequences . . . . . . . . . . . . . . . . . . . . . . . .D-17
. . . . . Uses
154 Meaningful Language in Context . . . . . . . . . . . . . . . .
C-6
Cuts with Scissors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
®
Comprehensive Skill Sequences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
21
23
26
29
31
Page
Comprehensive Skill Sequences. . . . . . . . . . . . . . . . . . . . . . . . . . . .
of Contents
Table
Supplemental Skill Sequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ivSupplemental
BRIGANCE
of .Early
SkillInventory
Sequences
. . . . Development
. . . . . . . . . . . . III
. . . . . . . . . . . . . 80
®
®
D
Inventory of Early Development III
LANGUAGE DEVELOPMENT . . . . . . . . . . . . . . . . . . .iv. . . . . .BRIGANCE
. . . . 82
Assessments
D-1
Prespeech Receptive Language . . . . . . . . . . . . . . . . . . . . . . . 86
Table of Contents and Introduction
age
Page
Table of Contents
s
Page
BY DEVELOPMENTAL AGE LEVEL
C Contents—Assessments
PHYSICAL DEVELOPMENT:
. MILESTONE
. . . . . . . .SKILLS
. . . 53
Table of
. . . . . . . . . . . . .FINE
. . . . . MOTOR
. . . . . . . . . .SKILLS
. iv
®
Table of Con
Page Page
E
ACADEMIC/COGNITIVE:
E ACADEMIC/COGNITIVE:
LITERACY
LITERACY
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 156
. . . . . 156 F
Page Page
ACADEMIC/COGNITIVE:
F ACADEMIC/COGNITIVE:
MATHEMATICS
MATHEMATICS
AND SCIENCE
AND SCIENCE
. . . . . . . 249
.G. . .DAILY
. 249 LIVING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
vBRIGANCE
BRIGANCE
Inventory
Inventory
of EarlyofDevelopment
Early Development
III
III
®
®
Comprehensive Skill Sequences. . . . . . . . . . . . . . . . . . . . . . . . . . . . 350
development section
2 New mathematics
Table of
Table
Contents
vi of Contents
BRIGANCE Inventory of Early Development III
Supplemental Skill Sequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354
Inventory of Early Development III
Table of Contents
Table of Contents
v
Table of Contents
Assessments
Assessments
Assessments
Assessments
Assessments
E-1
Response
E-1
Response
to and Experience
to and Experience
with Books
with. Books
. . . . . .. .. .. .. .. .. .. .. .. . 159
. . . . . 159
F-1
Understands
F-1
Understands
NumberNumber
Concepts
Concepts
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 251
. . . . . 251
Self-help Skills
E-2
Identifies
E-2
Identifies
Common
Common
Signs . Signs
. . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 167
. . . . . 167
F-2
Counts
F-2
Counts
by Rote.by. .Rote.
. . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 253
. . . . . 253
G-1 Feeding/Eating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
E-3
Blends
E-3
Word
BlendsParts
Word
into
Parts
One
into
Word.
One .Word.
. . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. . 172
. . . . . 172
F-3
Compares
F-3
Compares
Different
Different
Amounts
Amounts
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 254
. . . . . 254
G-2 Undressing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
E-4
Identifies
E-4
Identifies
BlendedBlended
Word Parts
Word
asParts
Words
as Words
. . . . . . .. .. .. .. .. .. .. .. .. . 174
. . . . . 174
F-4
Identifies
F-4
Identifies
Shapes.Shapes.
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 256
. . . . . 256
G-3 Dressing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
E-5
Auditory
E-5
Auditory
Discrimination
Discrimination
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 177
. . . . . 177 2 F-5
Sorts
F-5 Objects
Sorts Objects
(by Size,(by
Color,
Size,Shape)
Color, .Shape)
. . . . . .. .. .. .. .. .. .. .. .. .. .. .. . 258
. . . . . 258
G-4 Unfastening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
E-6
Visual
E-6 Discrimination
Visual Discrimination
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 179
. . . . . 179
F-6
Recognizes
F-6
Recognizes
Quantities.
Quantities.
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 260
. . . . . 260
G-5 Fastening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
E-7
Recites
E-7
Recites
Alphabet.
Alphabet.
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 182
. . . . . 182
F-7
Matches
F-7
Matches
Quantities
Quantities
with Numerals
with Numerals
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. . 263
. . . . . 263
G-6 Toileting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
E-8a Matches
E-8a Matches
Uppercase
Uppercase
Letters .Letters
. . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 183
. . . . . 183
F-8
Understands
F-8
Understands
Ordinal Ordinal
PositionPosition
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 266
. . . . . 266
G-7 Bathing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
E-8b Identifies
E-8b Identifies
Uppercase
Uppercase
Letters Letters
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 185
. . . . . 185
F-9
Reads
F-9 Numerals
Reads Numerals
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 269
. . . . . 269
G-8 Grooming. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
E-9a Matches
E-9a Matches
Lowercase
Lowercase
Letters .Letters
. . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 188
. . . . . 188
F-10 Knows
F-10 Knows
MissingMissing
Numerals
Numerals
in Sequences
in Sequences
. . . . . . .. .. .. .. .. .. .. .. .. .. . 272
. . . . . 272
Living Skills
E-9b Identifies
E-9b Identifies
Lowercase
Lowercase
Letters Letters
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 190
. . . . . 190
F-11 Writes
F-11 Numerals
Writes Numerals
in Sequence
in Sequence
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 274
. . . .Independent
. 274
E-10 Prints
E-10 Uppercase
Prints Uppercase
Letters in
Letters
Sequence
in Sequence
. . . . . . .. .. .. .. .. .. .. .. .. .. .. . 192
. . . . . 192
F-12 Writes
F-12 Following
Writes Following
and Preceding
and Preceding
Numerals.
Numerals.
. . . . . . .. .. .. .. .. .. .. . 276
. . . .G-9
. 276 Knows What to Do in Different Situations. . . . . . . . . . .
E-11 Prints
E-11 Lowercase
Prints Lowercase
Letters in
Letters
Sequence
in Sequence
. . . . . . .. .. .. .. .. .. .. .. .. .. .. . 193
. . . . . 193
F-13 Writes
F-13 Numerals
Writes Numerals
DictatedDictated
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 277
. . . .G-10
. 277 Knows What Community Helpers Do . . . . . . . . . . . . . .
E-12 Prints
E-12 Uppercase
Prints Uppercase
Letters Dictated
Letters Dictated
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 194
. . . . . 194
F-14 Solves
F-14 Word
SolvesProblems
Word Problems
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 279
. . . .G-11
. 279 Knows Where to Go for Services. . . . . . . . . . . . . . . . . .
E-13 Prints
E-13 Lowercase
Prints Lowercase
Letters Dictated
Letters Dictated
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 196
. . . . . 196
F-15 Determines
F-15 Determines
Total ofTotal
Two of
Sets
Two
. . Sets
. . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 281
. . . . . 281
Comprehensive Skill Sequences. . . . . . . . . . . . . . . . . . . . . . . . .
E-14 Prints
E-14 Personal
Prints Personal
Information
Information
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 198
. . . . . 198
F-16a Knows
F-16a Knows
Addition
Addition
Facts . . Facts
. . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 283
. . . . . 283
Skill Sequences . . . . . . . . . . . . . . . . . . . . . . . . . .
E-15 Identifies
E-15 Identifies
RhymesRhymes
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 201
. . . . . 201
F-16b Adds
F-16bNumbers
Adds Numbers
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 288
.Supplemental
. . . . 288
E-16 Segments
E-16 Segments
Words into
Words
Word
intoParts
Word
. .Parts
. . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 205
. . . . . 205
F-17a Knows
F-17a Knows
Subtraction
Subtraction
Facts. . Facts.
. . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 291
. . . . . 291
E-17 Identifies
E-17 Identifies
Beginning
Beginning
Sounds Sounds
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 207
. . . . . 207
F-17b Subtracts
F-17b Subtracts
Numbers
Numbers
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..Page
.. .. .. .. .. .. .. .. .. . 294
. . . . . 294
.. .. .. .. .. .. .. .. . 296
.H. . .SOCIAL
. 296 AND EMOTIONAL DEVELOPMENT . . . . . . . . . . . . .
E-18 Matches
E-18 Matches
Beginning
Beginning
Sounds Sounds
and Letters
and with
Letters
Pictures
with Pictures
. . . . . 211
. . . .DAILY
. 211LIVING
F-18a
F-18a
Money
(United
G
. . . .Knows
. . . . . .Knows
. . . . . Money
. . . . . . (United
.States)
. . . . ..States)
.. .. .. .. .. ... ... ... ... ... ... ... ... ..319
. . . . . .. .. .. .. .. .. .. .. .. .. . 216
. . . . . 216
E-19 Identifies
E-19 Identifies
BlendedBlended
Phonemes
Phonemes
as Words
as .Words
F-18b Knows
F-18b Knows
Money Money
(Canada)
(Canada)
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 299
. . . . . 299
Assessments
E-20 Deletes
E-20 Deletes
Word Parts
Word
and
Parts
Phonemes
and Phonemes
in Words
in.Words
. . . . . .. .. .. .. .. .. . 221
. . . . . 221
F-19 Understands
F-19 Understands
Time and
Time
Reads
andaReads
Clocka. Clock
. . . . . .. .. .. .. .. .. .. .. .. .. .. . 301
.Assessments
. . . . 301
E-21 Reads
E-21 Basic
ReadsVocabulary
Basic Vocabulary
Words Words
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 224
. . . .Self-help
. 224 Skills
F-20 Understands
F-20 Understands
WeatherWeather
Concepts
Concepts
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 306
. . . .H-1
. 306 Relationships with Adults . . . . . . . . . . . . . . . . . . . . . . .
H-2
E-22 Reads
E-22 Number
Reads Number
Words .Words
. . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..225
. . . .G-1
. .225Feeding/Eating
F-21 Understands
F-21
Understands
the
Five
the
Senses
Five
.
Senses
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
310
.
.
.
.
. 310 Play and Relationships with Peers . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 322
4. . . .H-3
3 F-22 .Distinguishes
E-23 Reads
E-23 Color
ReadsWords
Color.Words
. . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 226
. . . .G-2
. 226Undressing
F-22
Living
. . . . . . 313
. 313 Motivation and Self-Confidence . . . . . . . . . . . . . . . . . .
. . . . . .Distinguishes
. . . . Between
. . . . . . Between
. .Living
. . . . .and
. . .Non-Living
. . and
. . . .Non-Living
. . .Things
. 327.Things
H-4
E-24 Reads
E-24 Words
Reads from
Words
Common
from Common
Signs . .Signs
. . . . .. .. .. .. .. .. .. .. .. .. .. .. .. . 227
. . . .G-3
. 227Dressing
F-23. . .Identifies
F-23
.. .. .. .. .. .. .. .. . 315
. . . . . 315 Prosocial Skills and Behaviors . . . . . . . . . . . . . . . . . . . .
. . . . . .Identifies
. Plants
. . . . . and
.Plants
. . .Animals.
. .and
. . . Animals.
. .. .. .. .. .. .. ... ... ... ... ... ... ... ... ..329
E-25a Reads
E-25a Passages
Reads Passages
at Preprimer
at Preprimer
Level—Forms
Level—Forms
A and B.
A .and
. . . B.
. . . 230
. . . G-4
. . 230Unfastening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 332
Comprehensive Skill Sequences. . . . . . . . . . . . . . . . . . . . . . . . .
E-25b Reads
E-25b Passages
Reads Passages
at Primer
at Level—Forms
Primer Level—Forms
A and BA. and
. . . .B. .. .. .. . 233
. . . G-5
. . 233Fastening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 334
1 Reads
E-25c
E-25c Passages
Reads Passages
at First-Grade
at First-Grade
Level—Forms
Level—Forms
A and B.
A .and
. . . B.
. 236
. . . G-6
. . 236Toileting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 336
E-25d Reads
E-25d Passages
Reads Passages
at Second-Grade
at Second-Grade
Level—Forms
Level—Forms
A and BA. and
. . 239
B . G-7
. . 239Bathing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339
E-26 Writes
E-26 Simple
Writes Sentences
Simple Sentences
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 241
. . . .G-8
. 241Grooming.
Major.content
. . . . . . . . . updates
. . . . . . . . . . include:
. . . . . . . . . . . . . . . . . 342
E-27 Quality
E-27 Quality
of Printing
of Printing
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 242
. . . . . 242
Independent
Skills
1 Living
E-28 Word
E-28 Recognition
Word Recognition
Grade Placement
Grade Placement
Test— Test—
New
and revised phonological
3 New science assessments
G-9
Knows
What
to
Do in Different Situations. . . . . . . . . . . . . . 344
Forms AForms
and BA. and
. . . .B. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 246
. . . . . 246
awareness
assessments
and
G-10 Knows What Community Helpers Do . . . . . . . . . . . . . . . . . 346
G-11 Knows Where
to Go passages
for Services. . . . . . . . . . . . . . . . . . . . . 348 4 Broadened social and emotional
reading
®
assessments, including sorting
and word problems
23
Inventory of Early Development III
Sample Mathematics and Science Assessments
24
S-279 BRIGANCE Inventory of Early Development III ©Curriculum Associates, LLC
®
A
F-23
Easy-to-follow directions ensure
quick and accurate assessment.
Identifies Plants and Animals
B
Overview
Directions for Assessment:
Performance
This assessment focuses on the student’s ability to identify and
distinguish between pictures of plants and animals.
Point to each row and ask the student to identify the picture in the
row that is either a plant or an animal as indicated.
SKILL
Identifies and distinguishes between plants and animals
Start with the example on page S-315. Point to the picture of the
dog and
ASSESSMENT METHOD
Performance
Overview
This assessment focuses on the student’s ability to solve simple addition
and subtraction word problems that are accompanied by pictures.
The Overview points out the
assessment’s purpose, skill
area, and key administration
information.
SKILL
Solves simple oral word problems
ASSESSMENT METHOD
Performance
MATERIALS
• Pages S-279 and S-280
• Blank sheet of paper if needed
SCORING INFORMATION
• Record Book: Page 35
• Give credit for an item only if both responses are correct.
• Stop after two consecutive incorrect responses for two items
(two complete word problems).
BEFORE ASSESSING
Review the Notes at the end of this assessment for additional information.
AFTER ASSESSING
• To write an IEP, use the Objective for Writing IEPs at the end
of this assessment.
• To find related instructional activities, see the BRIGANCE Readiness
Activities.
Say: This is a picture of a dog.
Ask: Is a dog a plant or an animal?
MATERIALS
• Pages S-315, S-316, and S-317
• Blank sheets of paper if needed
Pause for the student’s response. (animal )
Directions for Assessment:
SCORING INFORMATION
Performance
Pause for the student’s response. ( no)
If the student responds correctly,
2. Ask: How many dogs will not get a tennis ball?
Pause for the student’s response. (1)
B. 6 people and 3 caps (6 5 3  3)
Point to item B and
Say: Look at these pictures. Suppose each child wants to wear
a cap.
315
BRIGANCE Inventory of Early Development III
3. Ask: Will every child have a cap?
®
Pause for the student’s response. (no)
If the student responds correctly,
Pause for the student’s response. (3)
BRIGANCE® Inventory of Early Development III
an animal.
• the
Record
Page 39
Point to
rowBook:
of pictures
for each item on page S-279 and ask
• Give creditquestions.
for each correct
response.
the corresponding
Ask the
first question and pause for
• Stopresponse.
after threeIfconsecutive
the student’s
the studentincorrect
answersresponses.
correctly, ask the
second question.
BEFORE ASSESSING
A. 4 dogs
and
tennis
balls
3 5assessment
1)
Review
the3Note
at the
end(4of2this
for additional information.
Point to item A and
AFTER ASSESSING
Say: Look at these pictures. Dogs like to play with tennis balls.
To write an IEP, use the Objective for Writing IEPs at the end
4-0
1.ofAsk:
Are there enough tennis balls so each dog can
this assessment.
have a tennis ball?
4. Ask: How many more caps do we need so each child can
have a cap?
279
Say: Point to the picture in this row that is a picture of
F-14 Solves Word Problems
Academic/Cognitive: Mathematics and Science
F-14 Solves Word Problems
Pause for the student’s response. (points to the dog)
Then, point to the picture of the palm tree and
Say: This is a picture of a palm tree.
Ask: Is a palm tree a plant or an animal?
Pause for the student’s response. ( plant )
Say: Point to the picture in this row that is a picture of a plant.
Pause for the student’s response. (points to the palm tree)
Continue this procedure with the items on pages S-316 through
S-317.
F-23 Identifies Plants and Animals
Academic/Cognitive: Mathematics and Science
F-14 Solves Word Problems
Colorful child pages are
designed to face the child for
easy administration.
Multiple assessment methods
allow for flexible administration.
General Speech and Language Development
This assessment focuses on the student’s vocabulary development,
complexity of speech, and ability to speak in phrases and sentences.
SKILL
Uses words and combines them into phrases and sentences
to communicate
ASSESSMENT METHODS
Observation or Interview
MATERIALS
Although no specific materials are needed, toys, pictures, and puzzles
may be helpful in eliciting responses from the student.
Directions for Assessment:
Observation or Interview
Observe the student in a natural social setting or engage the student
in a conversation that will elicit relevant responses from him/her. For
each item, ask yourself the question that follows the skill, or interview
the parent/caregiver to assess the student’s general speech and
language development.
Say: Tell me about ______ ’s speech. What are some words
or sentences he/she uses?
To elicit additional information about specific skills, ask the question
that follows the skill. Rephrase the questions as needed and make
the interview as informal as possible.
1-0
SCORING INFORMATION
• Record Book: Page 14
• Give credit for each yes response. See the specific Criteria
for some skills.
• Stop after three consecutive no responses.
BEFORE ASSESSING
Review the Notes at the end of this assessment for additional information.
AFTER ASSESSING
• To write an IEP, use the Objective for Writing IEPs at the end
of this assessment.
• To find related instructional activities, see the BRIGANCE
Readiness Activities.
________________________________________________________________________
Student’s
Name:
1. Says the word mama
or dada
with
meaning
family name)
indicating
or purpose?
D-3C
GENERALmeaning
SPEECH AND
LANGUAGE
DEVELOPMENT
Note: This may be a sensitive
item if one or both parents do not live
with the student. See pages 96–102 for assessment procedures for the
milestone or primary skills (those skills in bold print
2. Says real wordsbelow)
(at least
one word
other than
that appear
in D-3 General
Speechmama
and
or dada)
Language Development. The numeral in parentheses
that
follows
milestoneyou
skill indicates
the item
Ask: Does ______
say
anyawords
can understand?
number
of the
skill in say?
the assessment and in the
Which words
does
he/she
1-0
1. Says one word
2-0
six words
38. Responds appropriately to questions
involving choices (e.g., Do you want
a cracker or an apple? )
39. Vocalizes toileting needs (18)
40. Uses the words my and mine to indicate
possession (19)
41. Uses past tense (20)
23. Uses personal pronouns I and me (15)
24. Produces all vowels clearly
42. Asks simple questions (21)
43. Uses his or her to indicate possession
2-6
44. Has a mean length utterance (MLU)
of 3 or more (e.g., Mama go work)†(22)
25. Includes all initial consonants
45. At least 75% of speech is intelligible
(23)
26. Uses all speech sounds
46. Can talk briefly about what he/she is doing
27. Produces diverse and complex syllables
47. Imitates adult phrase heard on previous
occasion
28. More than 50% of speech is intelligible
(16)
6. Uses a single word in combination with a
gesture to ask for objects
29. Imitates three-syllable words
48. Responds to simple yes or no questions
related to visual information (24)
7. Has an expressive vocabulary of at least
ten words (3)
30. Asks for food at table
49. Uses possessive nouns (25)
31. Uses the words no and not in combination
with other words
50. Uses pronouns to refer to others (26)
8. Calls at least one person by name (4)
9. Responds with yes or no to questions
regarding his/her wants or needs (5)
32. Has a mean length utterance (MLU)
of 2 or more (e.g., daddy go) † (17)
51. Has expressive vocabulary of at least
400 words
52. Uses prepositions in and on
10. Repeats phrases (6)
33. Has an expressive vocabulary of at least
200 words
11. Uses abbreviated or telescopic sentences
34. Refers to self by pronoun (e.g., me do)
12. Responds with yes or no to simple yes or no
questions
54. Enjoys use of telephone, but may be unable
to sustain long conversation
35. Asks for another (e.g., another cracker )
55. Uses adjectives (e.g., blue, pretty, new )
53. Shows frustration if not understood
†This is a “disappearing” behavior.
148
Inventory of Early Development III
15. Uses the word no to indicate refusal (9)
16. Uses subject-predicate phrases †(10)
22. Uses words with the suffix -ing (14)
5. HasSpeech
an expressive
vocabulary of
at least
D-3 General
and Language
Development
1-6
37. Uses facial expressions, gestures, and body
movements for communication
21. Uses words ending in s to indicate more
than one (13)
4. Says real words (at least one word
other than mama or dada) (2)
Helpful Comprehensive Skill Sequences break down
skills for monitoring incremental progress and provide
developmental age levels to help teachers and parents
know which skills to look for and support next.
14. Uses two or three words in combination
(8)
18. Uses article before noun (e.g., the dog, a cat)
3. Says two words
BRIGANCE Inventory of Early Development III
36. Can sing phrases of songs (often not
on pitch)
19. Asks for food when hungry (11)
20. Refers to self by name †(12)
• This response may also provide information for item 3.
®
13. Has an expressive vocabulary of at least
twenty-five words (7)
17. Asks for water when thirsty
Record Book. The additional skills listed below are
Or say to the parent/caregiver
Could you try to get your child
considered intermediate or secondary skills. Using the
Observe and
the intermediate
child’s response
to say any words
he/she
knows?milestone
sequence
of combined
to prompting by the
parent/caregiver.
skills
can allow you to conduct a more comprehensive
assessment
and can
show
a student’s
ongoing
Criteria: Give credit
if the student
uses
at least
one real
word other
toward mastery
of milestone skills.
than mama or dadaprogress
or is reported
to do so.
Notes:
2. Says
mamaand
or dada
with
• You may wish to record
somethe
of word
the words
phrases
meaning
(1) of the Record Book.
the student says in the Notes
section
96
Date: ____________________
Ask: Does ______ use the word mama or dada (or another
BRIGANCE® Inventory of Early Development III
Sample Language Development Assessment and Comprehensive Skill Sequence
©Curriculum Associates, LLC
Comprehensive Skill Sequences
Language
Language
Development
Development
Overview
Language Development
D-3
25
IED III Standardized
26
New!
BRIGANCE IED III Standardized
®
The new IED III Standardized streamlines assessment and provides standardized
scores for children from birth through age seven
The IED III Standardized has been completely updated
to include new content and up-to-date research,
ensuring highly accurate data to support referrals.
New standardization and validation studies reflect:
Current normative data based on
a nationally representative sample
Strong test-retest and
inter-rater reliability
Significant content, construct,
and criterion-related validity
For more information on the
criterion-referenced IED III,
see page 20.
Table of Contents—Assessments
Page
A PHYSICAL DEVELOPMENT: GROSS MOTOR . . . . . . . . . . . . . . . Page
...1
A
PHYSICAL DEVELOPMENT: GROSS MOTOR . . . . . . . . . . . . . . . . . . 1
Assessments
Page
C LANGUAGE DEVELOPMENT: RECEPTIVE AND EXPRESSIVE . . . Page
. . 38
CAssessments
LANGUAGE DEVELOPMENT: RECEPTIVE AND EXPRESSIVE . . . . . 38
A-1
Early Gross Motor Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Assessments
A-2 Early
Standing
. . . . . Skills
. . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 37
A-1
Gross. Motor
A-3 Standing
Walking, Skipping,
A-2
. . . . . . . .and
. . . Galloping
. . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 79
A-4 Walking,
Jumping Skipping,
and Hopping
. . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .11
A-3
and Galloping
9
A-5 Jumping
Stair Climbing
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 11
13
A-4
and Hopping
A-6 Stair
Rolling,
Throwing,
15
A-5
Climbing
. . . and
. . . .Catching
. . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 13
A-6
Rolling, Throwing, and Catching . . . . . . . . . . . . . . . . . . . . . 15
C-1
Early Receptive Language Skills . . . . . . . . . . . . . . . . . . . . . . . 41
Assessments
C-2 Early
Early Receptive
ExpressiveLanguage
LanguageSkills
Skills. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 41
45
C-1
C-3 Early
Identifies
Pictures
. . . . . . .Skills
. . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 45
49
C-2
Expressive
Language
C-4 Identifies
Identifies Pictures
Parts of .the
54
C-3
. . .Body
. . . .(Receptive)
. . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 49
C-5 Identifies
Understands
. . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 54
56
C-4
PartsVerbal
of theConcepts
Body (Receptive)
C-6 Understands
Follows Verbal
Directions
. . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 56
60
C-5
Verbal
Concepts
C-7 Follows
Knows Uses
ofDirections
Objects . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 60
63
C-6
Verbal
C-8 Knows
Identifies
Colors
(Receptive)
66
C-7
Uses
of Objects
. . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 63
C-9 Identifies
Repeats Sentences
. . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 66
69
C-8
Colors (Receptive)
C-10 Repeats
IdentifiesSentences
Parts of the
71
C-9
. . .Body
. . . .(Expressive)
. . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 69
C-11 Identifies
Identifies Parts
Colors
. . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 71
73
C-10
of(Expressive)
the Body (Expressive)
C-12 Identifies
Verbal Fluency
. . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 73
75
C-11
Colors. (Expressive)
C-13 Verbal
Articulation
77
C-12
Fluency. . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 75
C-14 Articulation
Uses Grammar
79
C-13
. . .and
. . . Language
. . . . . . . . in
. . Context
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 77
C-14 Uses Grammar and Language in Context . . . . . . . . . . . . . . . 79
B PHYSICAL DEVELOPMENT: FINE MOTOR . . . Page
. . . . . . . . . . . . . . . . 17
. . . . . . . . . . . 17
BAssessments
PHYSICAL
DEVELOPMENT:
FINE
A PHYSICAL
DEVELOPMENT:
GROSS MOTOR
. . .MOTOR
. . . . . . . . . .. .. .. ... .. .. 1. .
INTRODUCTION
Assessments
B PHYSICAL
DEVELOPMENT: FINE MOTOR . . . . . . . . . . . . . . . . . . . . 17
The BRIGANCE® Family of Products . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
Introduction to the IED III Standardized
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii
How the IED III Standardized Supports Your Program . . . . . . . . . . . . . . ix
Standardization and Validation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x
Step-by-Step Assessment Procedures
Step 1: Get Ready for Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi
Step 2: Administer the Assessments . . . . . . . . . . . . . . . . . . . . . . . . . xiv
Step 3: Record Results in the Standardized Record Book . . . . . . . . . xviii
Step 4: Analyze Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxiii
Step 5: Identify Next Steps. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxv
Evaluating Children with Special Considerations
Children Retained in Grade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxvii
Bilingual and Non-English-Speaking Children . . . . . . . . . . . . . . . . . . xxvii
Children with Exceptionalities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxviii
Table of Contents—Assessments
Table of Contents—Assessments
Page
A PHYSICAL DEVELOPMENT: GROSS MOTOR . . . . . . . . . . . . . . . Page
...1
A PHYSICAL DEVELOPMENT: GROSS MOTOR . . . . . . . . . . . . . . . . . . 1
Assessments
A-1
Early Gross Motor Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Assessments
A-2 Early
Standing
. . . . . .Skills
. . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 37
A-1
Gross. Motor
A-3 Standing
Walking, Skipping,
A-2
. . . . . . . .and
. . . Galloping
. . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 79
A-4 Walking,
Jumping Skipping,
and Hopping
. . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .11
A-3
and .Galloping
9
A-5 Jumping
Stair Climbing
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 11
13
A-4
and Hopping
A-6 Stair
Rolling,
Throwing,
15
A-5
Climbing
. . . and
. . . .Catching
. . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 13
A-6
Rolling, Throwing, and Catching . . . . . . . . . . . . . . . . . . . . . 15
iii
BRIGANCE IED III Standardized
®
B PHYSICAL DEVELOPMENT: FINE MOTOR . . . . . . . . . . . . . . . . . . . 17
B PHYSICAL DEVELOPMENT: FINE MOTOR . . . . . . . . . . . . . . . . . . . 17
Assessments
B-1
Early Fine Motor Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Assessments
B-2
BuildsFine
Tower
withSkills
Blocks
24
B-1
Early
Motor
. . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 20
B-3
Visual Tower
Motorwith
SkillsBlocks
. . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 24
25
B-2
Builds
B-4
DrawsMotor
a Person
30
B-3
Visual
Skills. . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 25
B-5
Prints Personal
31
B-4
Draws
a Person Information
. . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 30
B-6
WritesPersonal
Numerals
in Sequence
32
B-5
Prints
Information
. . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 31
B-7
Prints Uppercase
Letters
in Sequence
33
B-6
Writes
Numerals in
Sequence
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 32
B-8
Quality
of Printing
. . . . in
. .Sequence
. . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 33
34
B-7
Prints
Uppercase
Letters
B-8
Quality of Printing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
IED III Standardized
Table of Contents
B-1
Early Fine Motor Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
B-2 Early
BuildsFine
Tower
withSkills
Blocks
24
B-1
Motor
. . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 20
B-3
Visual Tower
Motor
SkillsBlocks
.AND
. . . EXPRESSIVE
. .. .. .. .. .. .. .. .. .. ......... ... 38
25
C LANGUAGE
DEVELOPMENT:
RECEPTIVE
B-2
Builds
with
.. .. .. .. .. .. .. .. .. .. .. .. .. .. 24
B-4 Visual
DrawsMotor
a Person
30
B-3
Skills. . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 25
D ACADEMIC SKILLS/COGNITIVE DEVELOPMENT: LITERACY. . . . . . . 83
B-5 Draws
Prints Personal
31
B-4
a Person Information
. . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 30
B-6
WritesPersonal
Numerals
in Sequence
. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 31
32
B-5
Prints
Information
. . .. .. .. .. .. .. .. ...... .106
E ACADEMIC
SKILLS/COGNITIVE
DEVELOPMENT:
MATHEMATICS
B-7 Writes
Prints Uppercase
Letters
in Sequence
33
B-6
Numerals in
Sequence
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 32
F ADAPTIVEB-8
BEHAVIOR:
DAILY
. . ... .. .. .. .. ... .. .. .. ... .. .. .. .. ... .. .. 125
Quality
of LIVING
Printing
34
B-7
Prints
Uppercase
Letters
in Sequence . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 33
B-8 EMOTIONAL
Quality of
Printing . . .. .. .. .. .. ... .. .. .. ... .. .. .. .. ... .137
. . . . . . . . . . . . . . 34
G SOCIAL AND
DEVELOPMENT
APPENDICES
Appendix A:
Appendix B:
Appendix C:
Appendix D:
Appendix E:
Appendix F:
Appendix G:
History of BRIGANCE® . . . . . . . . . . . . . . . . . . . . . . . . 158
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
Determining Rounded Chronological Age . . . . . . . . . 160
Assessments to Administer by Age Range. . . . . . . . . . 161
BRIGANCE® Program-level Implementation Decisions . .164
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Standardization Study Sites . . . . . . . . . . . . . . . . . . . . 169
Page
C LANGUAGE DEVELOPMENT: RECEPTIVE AND EXPRESSIVE . . . Page
. . 38
C LANGUAGE DEVELOPMENT: RECEPTIVE AND EXPRESSIVE . . . . . 38
Assessments
C-1
Early Receptive Language Skills . . . . . . . . . . . . . . . . . . . . . . . 41
Assessments
C-2 Early
Early Receptive
ExpressiveLanguage
LanguageSkills
Skills. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 41
45
C-1
BRIGANCE
IED
C-3 iv Early
Identifies
Pictures
. . . .III. .Standardized
.Skills
. . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 45
49
C-2
Expressive
Language
BRIGANCE
C-4iv Identifies
Identifies
Parts of IED
Body
54
C-3
Pictures
.the
. . .III
. .Standardized
. .(Receptive)
. . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 49
C-5 Identifies
Understands
. . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 54
56
C-4
PartsVerbal
of theConcepts
Body (Receptive)
C-6 Understands
Follows Verbal
Directions
. . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 56
60
C-5
Verbal
Concepts
C-7 Follows
Knows Uses
ofDirections
Objects . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 60
63
C-6
Verbal
C-8 Knows
Identifies
Colors
(Receptive)
66
C-7
Uses
of Objects
. . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 63
C-9 Identifies
Repeats Sentences
. . . . . . . .. .. .. .. .. .. .. .. .Table
. .. .. .. .of
. .. .Contents
. .. .. .. .. .. .. .. .. .. .. 66
69
C-8
Colors (Receptive)
C-10 Repeats
IdentifiesSentences
Parts of the
71
C-9
. . .Body
. . . .(Expressive)
. . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 69
C-11 Identifies
Identifies Parts
Colors
. . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 71
73
C-10
of(Expressive)
the Body (Expressive)
C-12 Identifies
Verbal Fluency
. . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 73
75
C-11
Colors. (Expressive)
C-13 Verbal
Articulation
77
C-12
Fluency. . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 75
C-14 Articulation
Uses Grammar
79
C-13
. . .and
. . . Language
. . . . . . . . in
. .Context
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 77
1 C-14 Uses Grammar and Language in Context . . . . . . . . . . . . . . . 79
®
®
D ACADEMIC SKILLS/COGNITIVE DEVELOPMENT: LITERACY . . . . . 83
D
ACADEMIC SKILLS/COGNITIVE DEVELOPMENT: LITERACY . . . . . 83
Assessments
D-1
Experience with Books and Text . . . . . . . . . . . . . . . . . . . . . . 85
Assessments
D-2 Experience
Recites Alphabet.
. . . .and
. . . Text
. . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 85
89
D-1
with Books
D-3 Recites
Visual Discrimination
90
D-2
Alphabet. . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 89
D-4 Visual
Identifies
Uppercase Letters
92
D-3
Discrimination
. . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 90
D-5 Identifies
FamiliarityUppercase
with Sounds:
Phonological
94
D-4
Letters
. . . . . . . .Awareness
. . . . . . . . .. .. .. .. .. .. .. .. .. 92
D-6 Familiarity
Auditory Discrimination
. . . . . . . . . . Awareness
. . . . . . . . . .. .. .. .. .. .. .. .. .. 94
97
D-5
with Sounds: Phonological
D-7 Auditory
Familiarity
with Sounds: .Phoneme
D-6
Discrimination
. . . . . . . Manipulation
. . . . . . . . . . .. .. .. .. .. .. .. .. .. .100
97
D-8 Familiarity
Reads Words
Common
SignsManipulation
. . . . . . . . . . .. .. .. .. .. .. .. .. .. 100
103
D-7
withfrom
Sounds:
Phoneme
D-9 Reads
Word Words
Recognition.
. . . . . . . .Signs
. . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 103
104
D-8
from Common
Page
D-9
Word Recognition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page
104
E ACADEMIC SKILLS/COGNITIVE DEVELOPMENT: MATHEMATICS . . 106
E ACADEMIC SKILLS/COGNITIVE DEVELOPMENT: MATHEMATICS . . 106
Assessments
Assessments
E-1
Understands Number Concepts . . . . . . . . . . . . . . . . . . . . . 108
E-1
Understands
Number
E-2
Counts by Rote
. . . . Concepts
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
110
E-2
Counts
by Rote
. . . Amounts
. . . . . . . . . . . . . . . . . . . . Table
. . . . . of
. . .Contents
. . 110
E-3
Compares
Different
111
E-3
Compares
Different
Amounts
. . . . . . . . . . . . . . . . . . . . . . 111
E-4
Sorts Objects
(by Size,
Color, Shape)
113
Table of Contents
E-4
Sorts
Objects
(by Size,
Color,
Shape). . . . . . . . . . . . . . . . . . . 113
E-5
Matches
Quantities
with
Numerals
115
E-5
Matches
Quantities
E-6
Reads Numerals
. . .with
. . . .Numerals
. . . . . . . . . . . . . . . . . . . . . . . . . . 115
116
E-6
Reads
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
E-7
Solves Numerals
Word Problems
117
E-7
Solves
Problems
. . in
. . Sequences
. . . . . . . . . . . . . . . . . . . . . . . . 117
E-8
KnowsWord
Missing
Numerals
119
E-8
Knows
Missing .Numerals
E-9
Adds Numbers
. . . . . . . in
. . Sequences
. . . . . . . . . . . . . . . . . . . . . . . . 119
120
E-9
Numbers
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
E-10 Adds
Subtracts
Numbers
123
E-10 Subtracts Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
1
G
G
As
Ass
2
Major content updates include:
New pre-literacy and early literacy
assessments
D ACADEMIC SKILLS/COGNITIVE DEVELOPMENT: LITERACY . . . . . 83
2
D ACADEMIC SKILLS/COGNITIVE DEVELOPMENT: LITERACY . . . . . 83
Assessments
Assessments
3 D-1 Experience with Books and Text . . . . . . . . . . . . . . . . . . . . . . 85 Page
D-2 Experience
Recites Alphabet.
. . . . and
. . . Text
. . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 85
89
D-1
with Books
E ACADEMIC SKILLS/COGNITIVE DEVELOPMENT: MATHEMATICS . . 106
D-3 Recites
Visual Discrimination
90
D-2
Alphabet. . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 89
D-4 Assessments
Identifies
Uppercase Letters
92
D-3
Visual
Discrimination
. . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 90
E-1
Understands
Number
. . . . . . 108
D-5 Identifies
Familiarity
with Sounds:
Phonological
94
D-4
Uppercase
Letters
. . .Concepts
. . . . .Awareness
. . . .. .. .. .. .. ............................92
E-2
Counts
by RotePhonological
. . . . . . 110
D-6 Familiarity
Auditory
Discrimination
. .. .. .. .. .. .. .. .. ..Awareness
.. .. .. .. .. .. .. .. .............................94
97
D-5
with Sounds:
E-3 Discrimination
Compares
Different
.97
. . . . . . 111
D-7 Auditory
Familiarity
with Sounds:
D-6
.Phoneme
. . . .Amounts
. . . Manipulation
. . . . . .. .. .. .. .. .............................100
E-4 Words
Sorts
Objects
(by
Size,
Color,
. . . . . . . 113
D-8 Familiarity
Reads
from
Common
Signs
. . . Shape)
. . . . . .. .............................100
103
D-7
with
Sounds:
Phoneme
Manipulation
E-5 Recognition.
Matches
Quantities
with
. . . . . . . 115
D-9 Reads
Word
. . . . . . . .Signs
. . . . Numerals
104
D-8
Words
from Common
.. .. .. .. .. .. .. ....................................103
E-6 Recognition.
Reads Numerals
. . . . . . . 116
D-9
Word
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .104
E-7
Solves Word Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
E-8
Knows Missing Numerals in Sequences . . . . . . . . . . . . . . . 119
E-9
Adds Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
E-10 Subtracts Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Broadened mathematics coverage
Expanded social and emotional
development section
le
bleofofContents
Contents
Page
Table of Contents—Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
Table
Introduction
of Contents
TABLE OF CONTENTS
Table
TableofofContents
Contents
The IED III Standardized contains 55 standardized assessments
that cover skills in five key domains.
F ADAPTIVE BEHAVIOR: DAILY LIVING . . . . . . . . . . . . . . . . . . . . . . 125
F ADAPTIVE BEHAVIOR: DAILY LIVING . . . . . . . . . . . . . . . . . . . . . . 125
Assessments
Assessments
F-1
Eating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
F-1
Eating
. . . Undressing
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
F-2
Dressing. .and
130
F-2
Dressing
F-3
Toileting and Undressing
Bathing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
133
F-3
Toileting
and Bathing
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
F-4
Knows Personal
Information
135
F-4
Knows Personal Information . . . . . . . . . . . . . . . . . . . . . . . 135
Page
G SOCIAL AND EMOTIONAL DEVELOPMENT . . . . . . . . . . . . . . . . . 137
Assessments
G-1 Relationships with Adults (younger than 3 years) . . . . . . . .
G-2 Play and Relationships with Peers (younger than 3 years) . .
G-3 Motivation and Self-Confidence (younger than 3 years) . . .
G-4 Prosocial Skills and Behaviors (younger than 3 years) . . . . .
G-5 Relationships with Adults (3 years through 7 years) . . . . . .
G-6 Play and Relationships with Peers (3 years through 7 years). .
G-7 Motivation and Self-Confidence (3 years through 7 years). .
G-8 Prosocial Skills and Behaviors (3 years through 7 years) . . . .
3
141
143
145
147
149
151
153
155
27
IED III Standardized
28
Sample Literacy and Mathematics Assessments
Familiarity with Sounds: Phonological Awareness
Directions for Assessment
SKILLS
This assessment is made up of three different phonological skills.
For each of these skills, use the specific directions given. Administer
all items.
• Orally blends two words into one word
• Identifies rhymes
Blends Two Words into One Word
Beginning with an example,
• Orally segments words into word parts (syllables)
1. base ball – baseball
MATERIALS
• Page C-95
Say: The next words are base . . . ball.
• Blank sheets of paper if needed
Pause for the child’s response. (baseball )
Say: The next words are sail . . . boat.
• Standardized Record Book: Page 16
• Entry: 3+ years
Pause for the child’s response. (sailboat )
• Basal: None
• Ceiling: None
3. cup cake – cupcake
Say: The words are cup . . . cake.
NOTE
If the child has difficulty focusing on a single row, cover the other rows
with blank sheets of paper.
Ask the child to tell which of two given groups of objects on
page C-111 has more objects.
SKILL
Identifies which of two groups of objects has the greater number
of objects
Pause for the child’s response. (cupcake)
Performance
1. 1 vs. 3
Point to item 1, the two groups of hearts, on page C-111 and
Say: Look at these two groups of hearts. Which group
ASSESSMENT METHOD
has more?
Pause for the child’s response.
MATERIALS
• Pages C-111 and C-112
• Blank sheets of paper if needed
2. 5 vs. 2
Point to item 2 and
SCORING INFORMATION
• Standardized Record Book: Page 19
• Entry: For 2 years, start with item 1.
For 4+ years, start with item 3.
• Basal: Two in a row correct
If the child does not reach a basal, drop back to the earlier Entry
and begin with the item indicated.
• Ceiling: Two in a row incorrect
C-111 BRIGANCE IED III Standardized ©Curriculum Associates, LLC
E-3 Compares Different Amounts
2.
1.
NOTE
If the child has difficulty focusing on a single item, cover the other items
with blank sheets of paper.
D-5 Familiarity with Sounds: Phonological Awareness
Say: How about these two groups of keys? Which group
has more?
Pause for the child’s response.
3. 9 vs. 4
Point to item 3 and
Say: Look at these two groups of marbles. Which group
has more?
Pause for the child’s response.
AFTER ASSESSING
To write an IEP, use the Objective for Writing IEPs at the end
of this assessment.
111
3.
User-friendly page
design makes it
easy to navigate
assessment
procedures.
Directions for Assessment
objects in two groups that have different quantities of identical objects.
2. sail boat – sailboat
SCORING INFORMATION
BRIGANCE® IED III Standardized
Overview
say them together to make one word. For example,
if I say air . . . plane, you would say airplane. Let’s
begin.
This
assessment focuses on the child’s ability to compare the number of
Performance
94
Compares Different Amounts
Say: I am going to say two words. Then I want you to
ASSESSMENT METHOD
AFTER ASSESSING
To write an IEP, use the Objectives for Writing IEPs at the end
of this assessment.
E-3
Clearly stated standardized directions
ensure consistent administration.
BRIGANCE® IED III Standardized
E-3 Compares Different Amounts
Academic Skills/Cognitive Development: Mathematics
This assessment focuses on the development of the child’s early
phonological awareness skills.
Academic Skills/Cognitive Development: Literacy
Overview
®
D-5
D
LITERACY
ASSESSMENTS
D-1 Experience with Books and Text
/ 10

D-2 Recites Alphabet
/ 26

D-3 Visual Discrimination
/ 20

D-4 Identifies Uppercase Letters
/ 52


1 .
2 .
3 .
4 .
5 .
6 .
7 .
Just one
One more
Two
Three
Five
Seven
Nine
D-8 Reads Words from Common Signs
D-9 Word Recognition
A
/ 16

/ 20

COMPOSITE
SCORE:
LITERACY
Appendix B
 (sum)
TOTAL SCALED SCORE
IED III Standardized Scoring Sheet
A (continued)

/170
____/7
Counts by rote to:
1
2
3
4
5
D
ACADEMIC SKILLS/COGNITIVE
SKILLS/COGNITIVE DEVELOPMENT:
DEVELOPMENT: MATHEMATICS
LITERACY
E ACADEMIC
[page 110]
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
____/30
NOTES:
LITERACY
MATHEMATICS
D-1 Experience with Books and Text
E-1 Understands Number Concepts
D-2 Recites Alphabet
E-2 Counts by Rote
D-3 Visual Discrimination
E-3 Compares Different Amounts
D-4 Identifies Uppercase Letters
E-4 Sorts Objects (by Size, Color, Shape)
D-5 Familiarity with Sounds:
E-5 Matches Quantities with Numerals
Phonological Awareness
E-6 Reads Numerals
D-6 Auditory Discrimination
E-7 Solves Word Problems
D-7 Familiarity with Sounds:
Manipulation
E-8 Phoneme
Knows Missing
Numerals in Sequences
RAW SCORE
RAW SCORE
/ 10
/7
/ 26
/ 30
/ 20
/6
/ 52
/6
/ /109
/5
/ 10
/ 10
/7
/ 12
/ 16
/9
/ 20
/6
D-8
Words from Common Signs
E-9 Reads
Adds Numbers
E-3 Compares Different Amounts
1 .
2 .
3 .
4 .
5 .
6 .

 (sum)
TOTAL RAW SCORE
E-2 Counts by Rote
Entry:
• For 2 years, start with item 1 .
• For 4+ years, start with item 3 .
Basal: 2 in a row correct
Ceiling: 2 in a row incorrect
/7
Phoneme Manipulation
[page 108]
SUBDOMAIN
SUBDOMAIN
ASSESSMENTS
ASSESSMENTS
Give credit for each numeral
up to the first error.
Appendix A

NOTES:
Entry: 2+ years
Basal: None
Ceiling: None
RAW SCORE
Simple scoring
produces
D-5 Familiarity
with Sounds: standard scores,
/9
Phonological Awareness
percentiles, and age equivalents for key skill areas
D-6 Auditory Discrimination
/ 10
and domains.
D-7 Familiarity with Sounds:
Assessment
E-1 Understands Number Concepts
Entry:
• For 2 years, start with item 1 .
• For 4+ years, start with item 4 .
Basal: 2 in a row correct
Ceiling: 2 in a row incorrect
SCALED SCORE
SUBDOMAIN
E Academic Skills/Cognitive Development: Mathematics
SCORING
INFORMATION
ACADEMIC SKILLS/COGNITIVE DEVELOPMENT: LITERACY
D-9
Recognition
E-10 Word
Subtracts
Numbers
[page 111]
1 vs . 3
5 vs . 2
9 vs . 4
10 vs . 13
18 vs . 14
20 vs . 15
____/6










E
MATHEMATICS

ASSESSMENTS
E-1
Understands Number Concepts
SEm
E-2 Counts by Rote
RAW
COMPOSITE
SCORE
SCORE
Standardized Scoring Sheet
E-3 Compares Different Amounts
SUBDOMAIN
SUBDOMAIN
170 Shape)
A LITERACY
E-4 Sorts Objects (by Size,/Color,
Matches Quantities with Numerals
E-6
Reads Numerals
B MATHEMATICS
DOMAIN
SUM OF A AND B
 (sum)
E-9


2
 (sum)
/
Solves Word Problems 271
ACADEMIC SKILLS/COGNITIVE
E-8 Knows Missing Numerals
DEVELOPMENT
Appendix C

in Sequences

2
Adds Numbers
E-10 Subtracts Numbers
B
/
/7
CONFIDENCE
30
INTERVAL
2
/ 101
E-5
E-7
19
Appendix B
 (sum)
(sum)
TOTAL
TOTAL SCALED
SCALED SCORE
SCORE
/170
01
RAW SCORE
TOTAL
E Academic Skills/Cognitive Development: Mathematics
COMPOSITE
SCORE:
LITERACY
MATHEMATICS


ACADEMIC
SKILLS/COGNITIVEScoring
DEVELOPMENT:
MATHEMATICS
IED
III Standardized
Sheet
(continued)
SUBDOMAIN
32
A
B


TOTAL
TOTAL RAW
RAW SCORE
SCORE
TOTAL DOMAIN: ACADEMIC SKILLS/COGNITIVE DEVELOPMENT
NOTES:
Sample Record Book Page and Scoring Sheet
Appendix A


 (sum)
(sum)
A
B
IED III Standardized
SCALED SCORE
SCALED
SCORE
Appendix
A
/6
/6
/ 10
/5
/ 10
/ 12
/9
/6
 (sum)
TOTAL RAW SCORE
SCALED SCORE
Appendix A

PERCENTILE
Appendix E

AGE
EQUIVALENT
Appendix F
SEz
INSTRUCTIONAL
RANGE

2



2




B
2
COMPOSITE
SCORE:
MATHEMATICS


Appendix B
 (sum)
TOTAL SCALED SCORE

/101
29
F ADAPTIVE BEHAVIOR: DAILY LIVING
SCALED SCORE
Readiness Activities
30
BRIGANCE Readiness Activities
®
Based on screening performance and
assessment results, you can deliver
targeted, individualized instruction with
the Readiness Activities.
Build kindergarten readiness with fun, easy-to-implement activities
that prepare children for school
Over 300 developmentally appropriate activities
cover a broad range of developmental readiness
skills in key domains aligned to early learning
standards.
The Readiness Activities provide learning objectives,
skill sequences, and teaching strategies to support
early childhood educators.
Readiness Activities Domains and Skills Areas Included
Domains and Skills Covered in the BRIGANCE® Readiness Activities
Each of the five domain sections includes
valuable resources and reproducibles:
•Comprehensive Skill Sequences
•References
•Read-to-Me Books
•Letters to Families (reproducible,
English and Spanish versions)
•My Learning Plans (reproducible)
LANGUAGE DEVELOPMENT
Body Parts
Colors
LITERACY
Response to and Experience with Books
Prehandwriting
Copies Forms
Visual Discrimination
Print Awareness and Concepts
Prints Uppercase and Lowercase Letters in Sequence
Prints Personal Data
Phonological Awareness Skills
MATHEMATICS
The skill sections within the domains include
more than a dozen fun and easy-to-implement
Teaching Activities as well as helpful
instructional guidance and resources for that
skill, such as:
•Objective
•Domain
•Rationale
Number Concepts
Counting
Reads Numerals
Numeral Comprehension
Numerals in Sequence
Quantitative Concepts
Shape Concepts
Joins Sets
Directional/Positional Concepts
Concepts of Time and Reading a Clock
SOCIAL AND EMOTIONAL DEVELOPMENT
General Social and Emotional Development
Play Skills and Behaviors
Initiative and Engagement Skills and Behaviors
Self-Regulation Skills and Behaviors
Personal Data Response
DEVELOPMENT
PHYSICAL HEALTH
AND DEVELOPMENT
GROSS MOTOR SKILLS
Standing
Walking
Jumping and Hopping
Running (Skipping and Galloping)
Ball Skills (Kicking, Catching, Rolling, and Throwing)
FINE MOTOR SKILLS
Holding and Manipulating Objects
Cuts with Scissors
SELF-HELP SKILLS
Self-Help Skills
Puts On Clothing
Fastens Clothing
Using Shoes
Taking Care of Self
•Related Skills
•Sequence
•Recommendations for Effective Teaching
•Factors That Impact Development
•Reproducibles for Teaching Activities
Readiness Activities
Domains and Skills Covered
31
Readiness Activities
32
Sample Teaching Activity and Resource Materials from the Literacy Section
Easy-to-read and easy-to-implement activities accommodate
all types of learning styles: visual, aural, tactile, kinesthetic.
Each domain section includes a wealth
of helpful information for teachers.
Read-to-Me Books
Response to and Experience with Books
RATIONALE
Research studies conclude that five-year-olds who have been read to regularly
throughout their early years are inquisitive and tend to do better in school.
Children who have been read to have better language skills, are more
motivated to learn to read, and have a better understanding of the reading
process than those who have not been read to. Giving young children
successful and enjoyable experiences with books will help create book
knowledge, the desire to read, and will cultivate a lifelong love of reading.
10. every puppet tells a story
Materials:
•Anarrativepicturebookwithseveralcharacters.
•ResponseActivityMaterials:
56
Tomakepuppets:
–Socks.
–Smallpaperbags.
® Readiness Activities
BRIGANCE
–Buttons.
–Scrapsoffeltandfabric.
–Yarn.
–Glueorgluesticks.
–Scissors.
–Markers.
–Crayons.
RA_TEXT.indb 56
SEQUENCE OF SKILLS
Trade Books for Reading Aloud
Although each child’s developmental rate and pattern is unique, the following
is a sequence of skills that children typically develop through the age of seven
years. Use the skill sequences as a general guide when planning your instruction.
The developmental age notations to the left of each skill provide guidance in
selecting the appropriate skill level and activity for instruction.
Agee, Jon. Z Goes Home.
Aliki. My Feet.
Aliki. My Hands.
Turns several pages in a book at once.
Points to pictures of animals or common objects.
Looks at pictures selectively.
Turns book right-side-up.
2-0 Turns pages individually.
Points to and names simple pictures.
2-6
Shows an interest in books and reading.
3-0 Describes actions depicted in pictures.
Takes part in reading by “filling in” words and phrases.
4-0 Gains information from books about real things.
Tries to read books from memory.
Follows along in a book being read.
Recalls some main events when asked, "What happens in this story?”
5-0
Retells story from a picture book with reasonable accuracy.
Attempts to read by looking at pictures.
Reads some words by sight.
6-0
Tries to read words by using phonics, context clues, or picture clues.
Reads simple stories aloud.
Distinguishes between fantasy and reality.7-0
1-6
6/18/10 2:55 PM
BRIGANCE® Readiness Activities
Book Knowledge Response to and Experience with Books
Each activity lists the materials needed and clearly
explains the procedure. Reproducible child pages are
included for activities where needed.
Literacy
group size: Smallgrouporclass.
66
Chandra, Deborah. A Is for Amos. Illus. by Keiko Narahashi.
Choi, Yangsook. The Name Jar.
Christelow, Eileen. What Do Illustrators Do?
Cohen, Miriam. Will I Have a Friend? Illus. by Lillian Hoban.
Aliki. Communication.
Cole, Joanna. The Magic School Bus Plants Seeds: A Book About
How Living Things Grow.
Aliki. How a Book Is Made.
Cooney, Barbara. Miss Rumphius.
Allington, Richard L. and Kathleen Krull. Writing. Illus. by Yoshi Miyake.
Cousins, Lucy. Maisy’s ABC. Illus. by Farlow, Disney Storybook Artists.
Anglund, Joan Walsh. In a Pumpkin Shell: A Mother Goose ABC.
Crews, Donald. Freight Train.
Arnosky, Jim. All About Owls.
Crews, Donald. Truck.
Aylesworth, Jim. Old Black Fly. Illus. by Stephen Gammell.
Cronin, Doreen. Click, Clack, Moo: Cows That Type. Illus. by Betsy Lewin.
Aylesworth, Jim. The Gingerbread Man. Illus. by Barbara McClintock.
dePaola, Tomie. Pancakes for Breakfast.
Bang-Campbell, Monika. Little Rat Sets Sail. Illus. by Molly Bang.
dePaola, Tomie. Andy That’s My Name.
Banks, Kate. Close Your Eyes. Illus. by Georg Hallensleben.
Ehlert, Lois. Eating the Alphabet.
Berger, Barbara. Grandfather Twilight.
Emberly, Ed. The Wing on a Flea.
Beylon, Cathy and Fremont, Victoria. A Is for Astronaut.
Ernst, Lisa Campbell. Stella Louella’s Runaway Book.
Booth, Eugene and Derek Collard. Under the Ocean.
Feelings, Muriel. Jambo Means Hello. Illus. by Tom Feelings.
Brett, Jan. The Mitten.
Brown, Marc Tolon. Arthur Writes a Story.
Feelings, Muriel. Jambo Means Hello: Swahili Alphabet Book.
Illus. by Tom Feelings.
Brown, Margaret Wise. Big Red Barn. Illus. by Felicia Bond.
Fox, Mem. Possum Magic. Illus. by Julie Vivas.
Brown, Margaret Wise. Goodnight Moon. Illus. by Clement Hurd.
Fox, Mem. Time for Bed. Illus. by Jane Dyer.
Brown, Tricia. Someone Special, Just Like You.
Fox, Mem. Wilfrid Gordon McDonald Partridge. Illus. by Julie Vivas.
Carle, Eric. The Tiny Seed.
Frasier, Debra. On the Day You Were Born.
Freeman, Don. Corduroy.
Include InformatIonal Books In Your lIBrarY
Carlson, Nancy L. ABC I Like Me!
Galdone,
Little
Hen.such as storms,
Select nonfiction books
on aPaul.
wideThe
range
ofRed
topics,
Carroll, Lewis. Alice’s Adventures in Wonderland (A Pop-Up Adaptation).
Galloway,
Priscilla.and
Jennifer
Has Two
Daddies. Illus.
by Ana Aumi.
animals, people, oceans,
dinosaurs,
machines.
Informational
books
Illus. by Robert Sabuda.
help build children’s
vocabulary
and
develop
newPictures—Cuadros
knowledge. Select
Garza,
Carmen
Lomas.
Family
de Familia.
books that engage children in topics that are of interest to them.
select QualItY Books
PractIce Before readIng aloud to chIldren
Libraries and school systems frequently
publish a list of recommended
151 BRIGANCE® Readiness Activities
Before reading a storybook to children, practice reading it aloud using Read-to-Me Books
books for children of different ages. There are also books by educators
different voices for different characters and practice changing the
that provide parents and teachers with book recommendations.
inflection of your voice to accompany the events in the story. The words
Professional organizations such as the International Reading Association
you are reading will tell you whether to use a soft or loud voice (“as she
provide annual lists of recommended books. Consult your local or school
whispered to her sister” or “as the waves crashed against the shore”)
library. Here are some suggested resources:
or whether to use a low voice or a high one. You will want to read some
• The New Read-Aloud Handbook by Jim Trelease.
passages slowly, others quickly. For some passages, you will want to
• The New York Times Parent’s Guide to the Best Books for Children
pause for emphasis or excitement (“Once upon a time . . . in a land far,
by Eden Ross Lipson.
far away . . .” or “What . . . was in the box?”).
• Read to Me: Raising Kids Who Love to Read by Bernice E. Cullinan.
read wIth Your chIldren
• Choosing Books for Children: A Commonsense Guide by Betsy Hearne.
See the Read-to-Me Books on page 151 for books that children and
• The Children’s Choices List (appears every October in The Reading
adults will enjoy reading and talking about together.
Teacher).
communIcate
wIth famIlIes
• The Notable Children’s Trade Books in the Field of Social Studies List
• Send Home a Letter The Letter to Families suggests fun ways for
(appears in the May/June issue of Social Education).
families to reinforce classroom learning at home. It recommends
• The Outstanding Science Trade Books for Children List
activities to try and books to read with children. (See page 155 for
(appears in the November issue of Children and Science).
a sample letter for this section.)
create a classroom lIBrarY
• Send Home the Learning Plan Give children a copy of the Learning
Introduce children to a wide variety of books including storybooks, wordless
Plan to share with their families. Encourage families to read and
picture books, information books, predictable books, alphabet and counting
talk about the Learning Plan, “I am learning to love books.”
books, poetry books, magazines, and easy-to-read books. Throughout the
(See My Learning Plan: Literacy 1 on page 167.)
year, add the books children have authored to the library. Rotate the books
in the class library so that new and engaging books are available.
• Create an environment that engages young readers. Set up an inviting
place to read—a carpeted corner with comfortable chairs or big
pillows. The library should be a place where children will want to come
to read on their own or with a buddy. Display the books on an openface rack so that children can see the covers of the books.
• Add to the class library cassette players, headphones, and CDs/tapes
for listening to books. Show the children how to use the audio
equipment and explain how the books and recordings are stored.
recommendations for
developing children’s Interest
and experience with Books
Tomakeapuppetstage:
–Alargeapplianceboxwiththeupperfrontpanelcutout.
–Atoweldrapedoverthebackofachair.
–Ablanketorsheethungoveracardtable.
–Acurtainonaspringrodsuspendedinadoorway.
procedure: Gatherchildrenontheflooraroundyou.
•Readthetitleofthebook.Provideashortintroductionthatstates
themainproblemofthestory.
•Youmightlookatafewpicturesinthebookandthinkaloudto
demonstratehowtomakepredictionsaboutthestory.Forexample:
“Lookatthispicture.Thisstorymustbeabout...”“Iwonderif
thecharactersaregoingto...”
•Readthestoryaloudwithexpression.Atseveralpointsinthestory,
pausetocommentoncharacters’actionsandfeelings.Offerashort
definitionorexplanationofanunfamiliarword,orpointtoan
illustrationtohelpclarifywordmeaningasyoureadtheword.
•Afterreadingask“why”questionstoencouragechildrentomake
inferencesaboutandexplainstoryevents.Modelhowtoanswera
“why”question.Helpchildrenthinkaboutwhatthecharacterdid,
recallspecificevents,anduseillustrationstosupporttheirthinking.
Catalanotto, Peter. Matthew A. B. C.
Carle, Eric. The Very Hungry Caterpillar.
Response to the Book:
•Havechildrenmakepuppetstorepresentthecharactersinthestory.
Thepuppetscanbestuffedsockswithbuttoneyesandfabric
features,ortheycanbelunch-bagpuppetswithglued-onor
drawn-onfeatures.
•Askchildrentousetheirpuppetstodramatizethestoryandretellit
intheirownwordsusingnewvocabulary.
•Workwithasmallgroupofchildrentocreateasequeltothestory
Book Knowledge Response to and Experience with Books
andusetheirpuppetstotellthestory.
suggested Books:
Panda Bear, Panda Bear, What Do You See?byBillMartinJr.
The Little Red HenbyPaulGaldone
Alice’s Adventure in WonderlandbyLewisCarroll.
Carter, David. Alpha Bugs.
57
BRIGANCE® Readiness Activities
Book Knowledge Response to and Experience with Books
Literacy
DOMAIN
Literacy: Book Knowledge
These books can be used to support children’s literacy development.
See Teaching Activities for ideas on how these books might be used
for instruction.
Sequence
Literacy
• To demonstrate an interest in books and enjoyment in literacy activities.
• To participate in book-related conversations, asking and answering
questions about characters, story events, and ideas, concepts and facts
(or asking and answering questions that demonstrate understanding).
Literacy
Objective
Letters to families (in English and Spanish) suggest
fun at-home activities for reinforcing readiness
skills and recommend books to read as a family.
Letters to Families
Children can share Learning Plans with their families to show
the readiness skills that they are working on at school.
Querida familia:
¡Leer con su niño es una de las cosas más gratificantes que usted puede hacer!
Cuando apaga el televisor y se sientan abrazados con su niño y un libro en el sofá, en un sillón o en
la cama, le demuestra a su niño que usted disfruta el tiempo que pasan juntos y que valora la lectura.
Lea muchos tipos de libros. Lea una y otra vez los libros favoritos de su niño. Lea con expresión. Está
bien si su niño quiere regresar a una página o saltar algunas páginas del libro. ¡Disfrute el placer de
compartir un libro con su niño!
MY LEARNING PLAN
I am learning to love books.
Fíjese en las siguientes conductas, y estimúlelas al leer libros con su niño. Su niño:
• ¿Muestra interés en la lectura?
• ¿Hace preguntas y comentarios sobre los personajes y eventos en las historias?
• ¿Intenta leer y escribir?
Éstas son algunas actividades que ayudarán a su niño a desarrollar algunas de estas conductas:
1. Recite poemas o Dear
canciones
Families,infantiles conocidas a su niño. Deténgase antes de leer
la palabra que rima y pídale
al niñowith
que diga
palabra.
Reading
yourlachild
is one of the most satisfying things you can do! When
2. Ayude a su niño ayou
hacer
un the
libro.
Necesitarán
parasofa,
las tapas
delchair,
libro, or
papel
en bed with your child and
turn off
TV and
snuggle cartón
up on the
in a big
on your
blanco, un lápiz, crayones,
de papel
y estambre.
Dejeenjoy
que su
niñotogether
escoja sobre
qué you value reading. Read
a book,perforadora
you Families,
are showing
your
child that you
being
and that
Dear
dibujar y escribir. Anote
lo
que
el
niño
dice,
en
una
o
dos
oraciones
en
cada
página.
Deje
espacio
a lot of different
kinds
books.
Reread
your
child’s
favorite
books.things
Read with
expression.
If your
Reading
withofyour
child
is one
of the
most
satisfying
you can
do! When
para que el niño haga
un dibujo.
Cuando
el
indique
elahead
libro
terminado,
perfore
you turn
off the
TVniño
and
upque
on the
sofa,está
big
chair, or
on
your
bedEnjoy
with your
and of
child
wants
to
turn
back
to asnuggle
page or
skip
in athe
book,
that’s
okay.
the child
pleasure
aabook,
you
are showing your child that you enjoy being together and that you value reading. Read
las páginas y sujételas
a las tapas
con
estambre.
sharing
book
together!
©Curriculum
Associates, Inc.
a lot of different kinds of books. Reread your child’s favorite books. Read with expression. If your
3. Tenga una colección deLook
libros
para
su niño.
Déle to
unafollowing
lugar especial
athe
los
libros
de
suEnjoyyour
for
and
behaviors
you
read
books
child. Does
child
wantsencourage
to turn backthe
page or skip
ahead in as
book,
that’s
okay.with
the pleasure
of
niño. Haga hincapiéyour
en lachild:
importancia
cuidar bien los libros.
sharing a bookdetogether!
• leer
Showaninterestinbooksandreading?
4. Planee el tiempo para
sus
libros,
revistas
o periódicos.
Look
forpropios
and encourage
the following
behaviors
as you readCuando
books with your child. Does
• leAskquestionsandmakecommentsaboutthecharactersandeventsinstorybooks?
your
child:
usted lee frente a su niño,
da un
buen ejemplo y refuerza que la lectura es una actividad
• Showaninterestinbooksandreading?
Followalonginabookasyouread?
enriquecedora que vale la•pena.
• Askquestionsandmakecommentsaboutthecharactersandeventsinstorybooks?
• Makeattemptstoreadandwrite?
5. Lea a su niño durante 15 minutos
como mínimo todos los días. Hable acerca
• Followalonginabookasyouread?
activities
that
will help
develop la
some
of these
de libros. Pregúntele Here
sobreare
sussome
partes
favoritas
y ayude
a suyour
niñochild
a relacionar
historia
con behaviors:
• Makeattemptstoreadandwrite?
Letters to Families
• ¿Sigue el hilo de la historia mientras usted lee?
su propia vida. Responda
susHere
preguntas
losthat
personajes
o eventos.
Las bibliotecas
están
1. Read
familiar
poemsornurseryrhymestoyourchild.Stopbeforearhymingwordand
are somesobre
activities
will help your
child develop
some of these
behaviors:
repletas de libros maravillosos
para
niños.
Éstaspoemsornurseryrhymestoyourchild.Stopbeforearhymingwordand
son
algunas
ask1.your
child
to provide
the
word. sugerencias:
Read
familiar
3. Build
booka collection
for your
child.
Provide
specialplace
place
your
child’s
3. aBuild
book collection
for your
child.
Provide a
a special
forfor
your
child’s
own own
books.
Talk with
youryour
childchild
about
how
totake
takegood
good
care
of books.
books.
Talk with
about
howimportant
important itit isisto
care
of books.
6/18/10 2:55 PM
Findto
time
to read
your
own
books,magazines,
magazines, or
When
your your
child sees
4. Find4.time
read
your
own
books,
ornewspapers.
newspapers.
When
child sees
you reading,
a good
example
andreinforces
reinforces reading
andand
worthwhile
activity.
you reading,
it setsit asets
good
example
and
readingasasa valuable
a valuable
worthwhile
activity.
5. Read to your child for at least fifteen minutes every day.Talkaboutthebooks.Ask
5. Read
to your child for at least fifteen minutes every day.Talkaboutthebooks.Ask
aboutfavoritepartsandhelpyourchildconnectthestorytohisownlife.Answerhisquestions
aboutfavoritepartsandhelpyourchildconnectthestorytohisownlife.Answerhisquestions
about characters or events. Libraries are filled with wonderful books for children. Here are
about characters
or events. Libraries are filled with wonderful books for children. Here are
a few suggestions:
a few suggestions:
Berger, Barbara. Grandfather Twilight.
Berger,Fox,Mem.Possum
Barbara. Grandfather
Magic. Twilight.
Illus. by Julie Vivas.
Hoban, Russell.Magic.
A Baby Illus.
Sister by
for Julie
Frances.
Illus. by Lillian Hoban.
Fox,Mem.Possum
Vivas.
Blueberries
for Sal. Illus. by Lillian Hoban.
Hoban,McCloskey,Robert.
Russell. A Baby Sister
for Frances.
Numeroff, Laura Joffe. If You Give a Mouse a Cookie. Illus. by Felicia Bond.
McCloskey,Robert. Blueberries for Sal.
Viorst, Judith. Alexander and the Terrible, Horrible, No Good, Very Bad Day.Illus.byRayCruz.
Numeroff, Laura Joffe. If You Give a Mouse a Cookie. Illus. by Felicia Bond.
Viorst, Judith. Alexander and the Terrible, Horrible, No Good, Very Bad Day.Illus.byRayCruz.
Readiness Activities
Sample Learning Plan and Family Letters for Building Home–School Connections
Associates, Inc.
RA_TEXT.indb 167
punch holes and fasten the pages and covers together with yarn.
My Learning Plan: Literacy 1
©Curriculum
Associates, LLC
155 BRIGANCE® Readiness Activities
©Curriculum
156 BRIGANCE® Readiness Activities
167 BRIGANCE® Readiness Activities
ask your
child make
to provide
word.You’ll need cardboard for the front and back covers, some
Ajmera, Maya. Ser niño.
2. Help your
child
a the
book.
2. Help
your
child make
book.
You’ll
need cardboard
frontchild
and back
covers,
some
unlined
paper,
pencil,
crayons,
a paper
punch,
and yarn.for
Lettheyour
choose
what
to draw
Hoban, Russell. La nueva
hermanita
deaFrancisca.
Ilus.apor
Lillian
Hoban.
unlined
paper,
a
pencil,
crayons,
paperchild
punch,
andwriting
yarn. Letone
yourorchild
what on
to draw
and write about. Write down what ayour
says,
twochoose
sentences
each page.
Numeroff, Laura Joffe. Si le dasand
una galletita
aWrite
un ratón.
Ilus. your
por Felicia
Bond. one or two sentences on each page.
down what
child says,
Leave roomwrite
for about.
your child
to
draw a picture.
When writing
your child indicates that the book is finished,
Leave
room for
your child
to draw a picture. When
your
child
indicates
Viorst, Judith. Alexanderpunch
y el día
terrible,
horrible,
Ilus.
por
Ray
Cruz. that the book is finished,
holes
and fasten
theespantoso,
pages andhorroroso.
covers together
with
yarn.
33
Take-Home Activity Books
34
Take-Home Activity Books
Engage parents in their child’s learning with easy-to-read and easy-to-use
literacy and mathematics activity booklets
Skills included in the collection:
Mathematics:
• Counts in Order
• Counts Objects
• Reads Numbers
• Understands Numbers
• Writes Numbers in Order
Dear Family
Your child is working on writing numbers in order. Use
the activities on pages 2–11 to help your child write numbers.
Use the following numbers as a guide for how the numbers
your child writes should look.
Here are some other daily activities to try with your child:
• Use dotted lines to write the numbers 0–9 on a sheet
of paper. Tell your child that the lines are a railroad track and
the pencil is the train. Have your child try to keep the train
on the track while tracing each number.
• Leave blanks for missing numbers as you write the
numbers 0–9 in order on a sheet of paper. Have your child
write the missing numbers.
• Use paint, markers, chalk, or crayons to make
practicing writing numbers more fun. You might also let your
child write the numbers in shaving cream, sand, or pudding!
• Have your child make a number chart on a large piece
of paper. Have your child decorate the chart. Hang it in a
place where it can be seen (on the refrigerator door, or on
your child’s bedroom door).
• Make a set of number cards 0–9 out of index cards.
Show your child a number, and have your child write the
number that comes before and the number that comes after
that number.
• Read books with your child about numbers. Here are
some books that you might find at your local library:
One Lighthouse, One Moon, by Anita Lobel.
I Spy Two Eyes: Numbers in Art, by Lucy Micklethwait.
One Gorilla: A Counting Book, by Atsuko Morozumi.
Cover photo: Diamond_Images/Shutterstock.com
Illustration: Michelle Dorenkamp, page 3
Literacy:
• Recites Alphabet
• Reads Letters
• Prints Personal Information
• Prints Letters in Order
• Prints Letters
Ordering & Pricing
Early Childhood Screens III
Pages 4–13
Price
0–35 months
Order #
3–5 years
K&1
Price
Order #
Price
Order #
Complete Assessment Kit for Screens III and IED III (Screens III Manual, 60 Data
Sheets, Technical Manual, criterion-referenced IED III Inventory, 20 Record Books,
Testing Accessories, Durable Canvas Tote)
$529.00
14348
$529.00
14347
–
–
Screens III Kit (Screens III Manual, 60 Data Sheets, Technical Manual, Screens III
Accessories [only in 0–35 months Kit], Durable Canvas Tote)
$309.00
14293
$279.00
14295
$279.00
14298
Screens III Manual
$189.00
14294
$189.00
14296
$189.00
14299
15-pack $19.00
Infants 14301
Toddlers 14303
2-year-olds 14305
15-pack $19.00
3-year-olds 14309
4-year-olds 14311
5-year-olds 14313
15-pack $19.00
Kindergarten 14315
Grade 1 14317
60-pack $65.00
Infants 14302
Toddlers 14304
2-year-olds 14306
60-pack $65.00
3-year-olds 14310
4-year-olds 14312
5-year-olds 14314
60-pack $65.00
Kindergarten 14316
Grade 1 14318
14423
$29.00
14424
$29.00
14425
8652
—
—
—
Screens III Data Sheets
Screens III Spanish Directions
$29.00
Screens III Technical Manual (Includes research and scoring information)
$65.00
Screens III Accessories (Only for 0–35 months)
$65.00
Online Management System (OMS)
14300 (applies to all age levels)
Pages 14–19
—
Price per child*
Order #
1-year License
<300 children $4.00
300+ children $3.50
14349
3-year License
<300 children $10.00
300+ children $8.75
14352
Price
Order #
$349.00
14286
(Supports Screens III)
Inventory of Early Development (IED) III Pages 20–29
IED III Classroom Kit (Criterion-referenced IED III Inventory, 20 Record Books, IED III Accessories, Durable Canvas Tote)
IED III Inventory (Criterion-referenced)
$229.00
14278
10-pack $39.00
100-pack $359.00
14283
14284
IED III Standardized Kit (IED III Standardized Inventory, Standardization & Validation Manual, 20 Standardized Record Books,
IED III Accessories, Durable Canvas Tote)
$349.00
14291
IED III Standardized Inventory
$189.00
14288
10-pack $39.00
100-pack $359.00
14289
14290
IED III Standardization & Validation Manual (Includes research and scoring information)
$59.00
14292
IED III Accessories
$69.00
9567
Price
Order #
Readiness Activities
$219.00
11854
Take-Home Activity Book Collection**
$269.00
11380
IED III Record Books (Criterion-referenced)
IED III Standardized Record Books
Readiness Activities
Pages 30–34
* Additional volume discounts available. 10-license minimum per account. **10-packs of specific Take-Home Activity Book titles are also available for $14.95
Ordering & Pricing Call 800-225-0248 or visit our website at BRIGANCE.com/EarlyChildhood
35
Request a meeting with your local rep at BRIGANCE.com/MeetRep
to see the entire family of BRIGANCE® Early Childhood products:
9/14 4K
• Early Childhood Screens III
• Online Management System
• Inventory of Early Development III (IED III) and IED III Standardized
• Readiness Activities and Take-Home Activity Books