Brigance Assessment - Hawker Brownlow Education

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Diagnostic Inventories – Screens
For nearly 30 years, professionals have
trusted the BRIGANCE® System to:
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provide consistent assessment from birth through
secondary level
connect assessment with basic skills instruction
support alternate assessment requirements
BRIGANCE materials are easy to use:
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Consistent, easy-to-follow format facilitates test
administration and recordkeeping.
Simplified procedures enhance reliability.
Assessments require no specialised materials.
Administration requires no formal training—free
online inservices are available at www.hbe.com.
BRIGANCE Diagnostic Inventories:
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assess more than 500 developmental, readiness,
academic, life, and employability skills
are criterion-referenced; IED–II and CIBS–R also
provide normed/standardised test options
identify performance levels
set instructional goals
report progress
maintain a systematic, easily interpretable history
of children’s assessments
BRIGANCE Screens:
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identify children who may have learning delays,
disabilities, or giftedness
quickly sample language, motor, socialemotional, and early reading and maths skills
facilitate planning individualised instruction
refer for special services needed to facilitate
children’s learning or development
Serve students spanning birth through
to secondary level with a consistent and
ongoing assessment system:
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Identify developmental concerns—language,
learning, or cognitive delays
Use assessment results to guide instruction
Measure and report individual student and
program progress for IEPs
Facilitate reporting and data management
with Screens, IED–II, CIBS–R, and LSI & ESI
Management Systems
Criterion-referenced assessments:
Used as a criterion-referenced tool, the CIBS–R:
• provides ongoing consistent and holistic
assessment
• identifies present level of performance
• pinpoints learning problems
• monitors growth and reports progress
• connects assessment with instruction;
facilitates IEP development
• meets state standards
CIBS–R Components:
For criterion-referenced and standardised testing:
• Inventory
• Student Record Book
• Class Record Book
• Student Profile Test Booklet
• Goals and Objectives Writer CD
Brigance is consistent, easy-to-use and requires no specialised materials. No formal training required
– free HBE101 product e-training is available at www.HBE.com.au.
Basic Skills Quick
Scoring Screen
“Immediate assessment is necessary in our demanding
and ever-changing educational world. This product aids,
informs, and supports the teacher. The benefits and
easy application are an extra plus. Bravo!”
– Brenda McKoy
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Takes 45 minutes or less
Can be used with individuals or groups
Provides a quick assessment for the
following skills
➜ Written expression
➜ Listening comprehension
➜ Reading comprehension
Oral reading
Word recognition
➜ Maths year level-placement
➜ Number recognition
➜ Social competence
The Basic Skills Quick Scoring Screen provides a quick assessment in key skills including reading
comprehension and number recognition. The Screen offers schools and teachers a valuable
diagnostic tool for assessing literacy and numeracy.
Used as part of the Basic Skills Screening Package, the Screen identifies performance levels, sets
instructional goals, reports progress and maintains a systematic, easily interpretable history of
children’s assessments.
Basic Skills Screening Package Components
Albert H. Brigance • ISBN 1 74101 389 5
Basic Skills Quick Scoring Screen
Student Record Book. For use with Quick Scoring Screen only.
Standardisation and Validation Manual
Standardised Scoring Conversion Software
Need a more detailed student profile? Add:
Comprehensive Inventory of Basic Skills (CIBS–R)
Supporting resources
Class Record Book
Goals and Objectives Software
CIBS-R Inservice Video
3895
$129.00
(Student Record Book for Quick Scoring Screen – Re-order Code CA1376)
Comprehensive Inventory
of Basic Skills (CIBS®)
The Brigance Comprehensive Inventory or Basic Skills (CIBS-R) provides a wealth of assessments making it
easy to choose those that you anticipate will best meet your needs in each assessment situation.
Identify children who may have learning delays, disabilities or giftedness by sampling language,
motor, social-emotional and early reading and maths skills. Can be used to referrals to
special services needed to facilitate children’s learning or development.
Criterion-Referenced Skill Areas
Readiness
Speech
Listening
Word Recognition
Oral Reading
Reading Comprehension
Word Analysis
Functional Word Recognition
Spelling
Writing
Reference Skills
Graphs and Maps
Numbers
Number Facts
Computation of Whole Numbers
Fractions/Mixed Numbers
Decimals
Percentages
Time
Money
Measurement
CIBS–R Components
Albert H. Brigance • ISBN 1 86299 673 3
For criterion-referenced and
standardised testing:
Inventory – directions for administration,
assessor pages, student pages, comprehensive
and supplemental skill sequences
Student Record Book – tracks and records
assessments administered, responses, progress
and instructional objectives
Class Record Book (1:30 children) – matrix
for group of skills assessed, skills mastered and
objectives
Student Profile Test Booklet – student pages
for seven year level-placement tests determine
need for further assessment, collect placement
data, or use for alternative assessment
Goals and Objectives Writer CD – facilitates
writing IEPs
3575
$240.00
Normed/
Standardised
Skills Areas
Readiness
General knowledge and language,
gross-motor, graphomotor, reading,
writing and maths skills
Years 1–6
• Basic reading skills
• Listening comprehension
• Written expression
• Mathematics
• Reading comprehension
For standardised testing, add:
Standardisation and Validation Manual
• norming data and research for internal
consistency and test reliability
• tables for quotients, percentiles and year
level-equivalents
• reproducible scoring sheets
Screener Test Booklet, Years 1–6
• assessor and student pages for the
three Screener assessments—reading
comprehension, sentence writing and maths
computation—a single convenient booklet
eliminates need to reproduce Manual pages
Standardised Scoring Sheets, Readiness or
Years 1–6
• record raw scores, quotients, percentiles,
year level equivalents and instructional
ranges to share with staff and parents
• triplicate forms eliminate need to reproduce
Manual pages
Standardised Scoring Conversion CD with
Standardisation and Validation Manual
• save time and effort—features errorfree calculation of chronological age and
conversion of raw scores to quotients,
percentiles and year level equivalents
ii
METHODS OF ASSESSMENT
Codes: 2—Two Forms
o—Individual Oral Response
p—Individual Pointing Response
w—Individual or Group Written Response (Student page may be duplicated)
ob—Individual or Group Performance (Assessed by observation)
S—Supplemental List/Skill Sequence
R—Related List/Skill Sequence
C—Comprehensive List/Skill Sequence
➺ Assessment included in CIBS—R Screener and used to obtain Information Processing scores.
Scoring Sheet.
✦ Assessment used to create a composite score on the Readiness Assessments Standardised
❖ Validated assessment. Standard score, percentile and year level equivalent can be determined. You must
adhere strictly to the DIRECTIONS for the assessments if you want to compare your student to the
norms found in the Standardisation and Validation Manual for the CIBS—R. In addition, there are
standard methods of scoring—meaning when you start and stop administering items. Separate boxes
for standardised scoring appear on the appropriate pages.
ASSESSMENTS and SUPPLEMENTAL AND
RELATED LISTS/SKILL SEQUENCES
Page
Introduction ................................................................................................................... ix
Purpose ............................................................................................................................... ix
Part of the BRIGANCE® System ........................................................................................ ix
Features ............................................................................................................................... x
General Directions for Conducting an Assessment .......................................................... xii
Format for an Assessment Procedure with a Student Page ............................................. xiii
Directions for Recording Results and Identifying Objectives
in the Student Record Book ................................................................................................ xiv
Illustration of the Record-keeping System ........................................................................ xv
The Class Record Book—an Optional Item ....................................................................... xvi
Using Parts of the Comprehensive Inventory of Basic Skills—Revised (CIBS—R)
to Meet Standardised Testing Requirements ................................................................... xvii
Recommendations for More Effective Use of the
Comprehensive Inventory of Basic Skills—Revised (CIBS—R) ........................................ xviii
➺CIBS—R Screener............................................................................................................... xx
Table of Contents
Page
Introduction 2
Assessments for Basic Skills
✦❖ A-1 o ob
Personal Data Response ................................................................... 4
❖ A-2 o ob
Recognises Colours .......................................................................... 6
❖ A-3 ob
Self-help Skills ................................................................................. 8
❖ A-4 w ob
Draws a Person .............................................................................. 10
❖ A-5 w
Visual Motor Skills—Forms ........................................................... 12
❖ A-6 p w
Visual Discrimination — Forms, Letters and Words ..................... 14
✦❖ A-7 p ob
Identifies Body Parts ...................................................................... 16
❖ A-8 o ob
Recites Alphabet ............................................................................ 17
❖ A-9 o ob
Reads Uppercase Letters ................................................................ 18
✦❖ A-10 o ob
Reads Lowercase Letters ................................................................ 21
✦❖ A-11 w ob
Prints Uppercase Letters in Sequence ............................................ 23
❖ A-12 w ob
Prints Lowercase Letters in Sequence ............................................ 24
❖ A-13 w ob
Prints Uppercase Letters Dictated .................................................. 25
❖ A-14 w ob
Prints Lowercase Letters Dictated .................................................. 26
✦❖ A-15 w ob
Prints Personal Data ...................................................................... 27
✦❖ A-16 o ob
Rote Counting ................................................................................ 29
✦❖ A-17 p o ob Understands Quantitative Concepts .............................................. 30
✦❖ A-18 o ob
Counts Objects .............................................................................. 34
✦❖ A-19 o ob
Reads Numerals ............................................................................. 35
❖ A-20 o ob
Joins Sets ........................................................................................ 36
❖ A-21 w ob
Numeral Comprehension .............................................................. 37
✦❖ A-22 w ob
Writes Numerals in Sequence ........................................................ 38
✦❖ A-23 ob
Standing Gross-Motor Skills .......................................................... 39
✦❖ A-24 ob
Walking Gross-Motor Skills ........................................................... 41
❖ A-25 ob
Running and Skipping Gross-Motor Skills .................................... 43
✦❖ A-26 p o ob Understands Directional and Positional Concepts ........................ 45
✦❖ A-27 o ob
Readiness for Reading .................................................................... 47
Supplemental and Related Lists/Skill Sequences................................................................... 49
A-1S
Personal Data ................................................................................................. 50
A-2S
Colours .........................................................................................................50
A-3S
Self-help Skills ............................................................................................... 50
A-7S
Body Parts ..................................................................................................... 50
A-8Sa
Tells Following Letter .................................................................................... 50
A-8Sb
Tells Preceding Letter..................................................................................... 50
A. READINESS
TABLE OF CONTENTS
Page
Prints Personal Data ....................................................................................... 50
Tells Following Number .................................................................................. 51
Tells Preceding Number................................................................................... 51
Rote Counting .................................................................................................51
Quantitative Concepts .................................................................................... 51
Related Quantitative and Contrasting Concepts ............................................ 51
Writes Numerals Dictated ............................................................................... 51
Jumping Gross-Motor Skills ........................................................................... 51
Hopping Gross-Motor Skills ........................................................................... 52
Ball-Kicking Gross-Motor Skills ..................................................................... 52
Balance Board Gross-Motor Skills ................................................................... 52
Catching Gross-Motor Skills .......................................................................... 52
Throwing Gross-Motor Skills ......................................................................... 52
Climbing Gross-Motor Skills .......................................................................... 52
Miscellaneous Gross-Motor Skills .................................................................. 53
Directional and Positional Concepts .............................................................. 53
Ordinal Position .............................................................................................. 53
Related Contrasting Terms .............................................................................. 53
Readiness for Reading (Comprehensive) ........................................................ 54
Cuts with Scissors .......................................................................................... 54
General Social and Emotional Development .................................................. 54
Play Skills and Behaviours .............................................................................. 55
Work-Related Skills and Behaviours ............................................................... 55
iii
Table of Contents
Page
Introduction ............................................................................................................................83
Assessments for Basic Skills
C-1 2 o Auditory Discrimination—Form A ............................................................ 85
C-2 o
Sentence Memory ....................................................................................... 88
C-3 ob
Follows Oral Directions ............................................................................. 90
❖ C-4 2 o Listening Vocabulary Comprehension Level-Placement Test
Form A ....................................................................................................... 92
Form B ........................................................................................................ 94
C-5 2 o Listening Comprehension Level-Placement Test ....................................... 96
C-5a
Listens and Comprehends at Lower Grade One Level
(Forms A & B) ............................................................................................ 98
C-5b
Listens and Comprehends at Upper Grade One Level
(Forms A & B) ............................................................................................ 99
C-5c
Listens and Comprehends at Lower Grade Two Level
(Forms A & B) .......................................................................................... 100
C-5d
Listens and Comprehends at Upper Grade Two Level
(Forms A & B) .......................................................................................... 101
C-5e
Listens and Comprehends at Lower Grade Three Level
(Forms A & B) .......................................................................................... 102
C-5f
Listens and Comprehends at Upper Grade Three Level
(Forms A & B) .......................................................................................... 103
C-5g
Listens and Comprehends at Grade Four Level
(Forms A & B) ......................................................................................... 104
C-5h
Listens and Comprehends at Grade Five Level
(Forms A & B) ......................................................................................... 105
C-5i
Listens and Comprehends at Grade Six Level
(Forms A & B) ......................................................................................... 106
C-5j
Listens and Comprehends at Year Seven Level
(Forms A & B) ......................................................................................... 107
C-5k
Listens and Comprehends at Year Eight Level
(Forms A & B) ......................................................................................... 108
C-5l
Listens and Comprehends at Year Nine Level
(Forms A & B) ......................................................................................... 109
C-6 ob
Listening Observations Checklist ............................................................ 110
C. LISTENING
Codes: 2—Two Forms, o—Individual Oral Response, p—Individual Pointing Response, w—Individual or Group Written Response (Student Page May be Duplicated), ob—Individual or Group Performance (assessed by
Observation), S—Supplemental List/Skill Sequence, R—Related List/Skill Sequence, C—Comprehensive List/Skill Sequence
Introduction............................................................................................................................57
Assessments for Basic Skills
B-1 ob
General Speech and Language Development ............................................. 59
B-2 2 o ob Responds to a Picture
Form A (Urban Scene) ............................................................................... 62
Form B (Suburban Scene) .......................................................................... 65
B-3 o ob Articulates Initial Sounds of Words ........................................................... 68
B-4 o ob Articulates Final Sounds of Words ............................................................ 75
B-5 ob
Speech Observations Checklist .................................................................. 78
Supplemental and Related List/Skill Sequences
B-1C General Speech and Language Development (Comprehensive)........................... 80
B-3R States Word Having Same Initial Sound................................................................ 81
B-4R States Word Having Same Final Sound................................................................. 81
B. SPEECH
A-15S
A-16Sa
A-16Sb
A-16Sc
A-17S
A-17R
A-22S
A-24Ra
A-24Rb
A-24Rc
A-24Rd
A-24Re
A-24Rf
A-24Rg
A-24Rh
A-26Sa
A-26Sb
A-26R
A-27C
A-28S
A-29S
A-30S
A-31S
S-145
©Hawker
Brownlow Education Comprehensive Inventory of Basic Skills—Revised
18. Why did Vic want to get a dog for Beth?
a. Beth was sad.
b. Tomorrow would be her birthday.
c. Beth asked Vic to get her a surprise.
17. Why did Mum say they couldn’t get a dog?
a. The pet would eat too much.
b. Vic’s Dad didn’t like pets.
c. Their home was too small.
16. At first, what did Vic want to get for Beth?
a. a toy
b. a dog
c. a dollhouse
F-2d Comprehends Passages at Lower Grade Two Level—Form B
Name: _________________________________________________ Date: ___________________ Examiner: ______________________________
Form B
DIRECTIONS: Read the story below. Then answer
each question about the story by circling the letter
of the best answer.
Vic wanted to get Beth a dog for her birthday.
Tomorrow Beth would be seven years old. Mum
said, “Vic, we cannot get a dog for Beth. We
cannot have pets until we move to a larger
home.”
Vic went to the store. There he saw a
barking toy dog. He said, “That’s the best I
can do for now. Later I’ll get Beth a real dog.”
19. Another word for pet is
a. animal.
b. house.
c. birthday.
20. A good title for this story would be
a. Moving to a New House
b. Vic’s Birthday Party
c. A Surprise for Beth
145
20. A good title for this story would be
(c. A Surprise for Beth)
19. Another word for pet is
(a. animal.)
18. Why did Vic want to get a dog for Beth?
(b. Tomorrow would be her birthday.)
17. Why did Mum say they couldn’t get a dog?
(c. Their home was too small.)
16. At first, what did Vic want to get for Beth?
(b. a dog)
Form B
QUESTIONS AND ANSWERS FOR S-145—FORM B
Rate of Reading: When there is a need to assess a student’s reading rate,
refer to the directions given in the first box on page 131.
ACCURACY: At least 4/5 (80%) or 7/10 (70%) comprehension accuracy for each
year level. (See Introduction, pages 132–33, for discussions of accuracy and
validity.)
TIME: Your discretion.
DISCONTINUE: Your discretion, or after failing to score with at least 80%
comprehension accuracy on Form A or Form B for two consecutive levels.
MATERIALS:
• S-145.
• Copy of S-145 and a pencil.
ASSESSMENT METHODS: (See pages 131–32.) Individual oral response; individual
or group written response; nonreader assessment (oral response).
CLASS RECORD BOOK: Page 18.
STUDENT RECORD BOOK: Page 12.
SKILL: Reads at lower grade two level with comprehension.
F-2d Comprehends Passages at Lower Grade Two Level—Form B
(date)
By ___________
, when given a Fry-referenced story with a lower grade two level,
(student’s name) will
textbook-criterioned vocabulary of sixty-seven words, _______________
read the story silently and then silently read five multiple-choice questions and
identify, by circling or orally stating, the best answer with a comprehension of at
least 4/5 (80%) accuracy.
OBJECTIVE
If you plan to derive standard scores including percentiles, you must refer to
the procedures for administering this assessment given in the second box on
page 131.
Nonreader Assessment (Oral Response): See page 132 for assessment
procedures for nonreaders.
Individual or Group Written Response:
See pages 131–32 for individual or group written assessment procedures.
If necessary, give help reading the proper nouns.
If you wish to confirm the validity of the results obtained administering one
Form, use the alternate Form. (See pages 132–33 for further discussion of
accuracy and validity.)
Continue the assessment at higher or lower year levels until you determine the
highest year level at which the student can read with 80% comprehension
accuracy.
Individual Oral Response:
Point to the story on S-145—Form B, and
Say: I want you to read this story silently. After you have read the story,
read each question and tell me the letter of the best answer.
This assessment is made by asking the student to read silently one of the two
stories, Form A on S-144 or Form B on S-145, for the lower grade two level
and answer the five multiple-choice questions with at least 80%
comprehension accuracy.
DIRECTIONS
➺❖F-2d COMPREHENDS PASSAGES AT LOWER GRADE TWO LEVEL—FORM B
©Hawker
Brownlow Education Comprehensive Inventory of Basic Skills—Revised
6. Tony had $17.00. He bought 3 baseball
cards that cost $4.00 each. How much
money did he have left?
5. Sue has $25.00. She wants to buy a shirt
that costs $14.00 and a gift that costs
$15.00. How much more money does
she need to buy the shirt and gift?
$ _________
$ _________
$ _________
S-330
M-2 Problem-Solving Level-Placement Test—Form A
Name: _________________________________________________ Date: ____________________ Examiner: _________________________
FORM A
7. Maria bought 3 T-shirts for $9.00
each. Then she bought a hairbrush for
$4.50. She had $2.50 left. How much
money did she have before she went
shopping?
DIRECTIONS: Read each of the problems. Do as many as you can.
Write your answers in the blanks.
______ birds
1. Dan has 5 yellow cars. He has 3 red
cars. How many cars does he have? ______ cars
2. There are 9 birds in a tree. Five fly
away. How many birds are left?
3. Carl had 5 coins in his pocket. He had
3 coins in his hand. He gave May
2 coins. How many coins does he
______ coins
have left?
4. Amy reads for 25 minutes each day.
She has read for 14 minutes. How many
more minutes does she need to read? ______ minutes
8. The class was divided into 4 teams. Each
team had 5 players. The remaining class
members—Ty, Keesha and Sam—served as
scorekeepers. How many students were
in the class?
______ students in class
4. 11 minutes
6. $5.00
8. 23 students
Grade 2
3. 6 coins
Grade 3
5. $4.00
Grade 4
7. $34.00
330
2. 4 birds
Grade 1
1. 8 cars
GRADE LEVELS AND ANSWERS FOR S-330—FORM A
NOTES:
1. Purpose: See page 323.
2. Level at Which Assessment Should Be Initiated: See page 323.
3. Two Forms: See page 323.
4. Use of Scratch Paper: See page 324.
5. Composition of Maths Level-Placement Assessments: See page 324.
ACCURACY: Give credit for the highest year level at which at least one
of the two word problems is solved correctly.
TIME: Your discretion or approximately fifteen minutes.
DISCONTINUE: Individual: After determining the highest year level
at which the student can solve at least one of the two
word problems.
Group: When it appears the majority of the students
have had as much time as they can use profitably.
MATERIALS: Copy of S-330 and S-331—Form A, or S-332 and S-333—
Form B, a pencil, and scratch paper.
ASSESSMENT METHOD: Individual or group written response.
CLASS RECORD BOOK: Page 35.
STUDENT RECORD BOOK: Page 31.
SKILL: Comprehends and computes word problems at year level
(one to eight).
M-2 Problem-Solving Level-Placement Test—Form A
If you plan to derive standard scores including percentiles on this
assessment, you must adhere strictly to the DIRECTIONS given with the
following exceptions:
For students in grades 1–3,
Say: I am going to read some maths problems to you. You can read
along on your paper. You can use scratch paper if you need it.
When you have an answer, write it in the space next to the
problem. You may reread the problem once.
For students in grades 4–6,
Say: When I tell you to begin, read each of the word problems. If you
have trouble reading the words, please raise your hand and I will
help you read them. Do as many problems as you can. Write your
answers in the blanks.
ENTRY: for grades 1–3 start with item 1; for grades 4–6 with item 3.
BASAL: 2 consecutive correct responses.
CEILING: 2 consecutive incorrect responses.
If necessary, give help understanding the DIRECTIONS.
When it appears the student understands and is ready to begin,
Say: Begin working on the problems. Keep working until you are finished
or I tell you to stop.
Give each student a copy of S-330 and S-331—Form A, a pencil, and scratch
paper. Point out the DIRECTIONS to the student.
Say: When I tell you to begin, read each of the problems. Do as many as
you can. Write your answers in the blanks.
This assessment is made by asking the student to solve as many of the
problems on Form A or Form B as possible.
DIRECTIONS
❖M-2 PROBLEM-SOLVING LEVEL-PLACEMENT TEST—FORM A
Scoring Made Easy
Standardised Scoring
Conversion Software for
CIBS-R
Save time and effort with the Standardised
Scoring Conversion Software. This easyto-use CD features error-free calculation of
chronological age and accurate conversion
of raw scores to
• quotients
• percentiles
• year equivalents
The software also eliminates common
conversion errors and password protects
converted scores.
6010
$25.00
Student Record Book
The Student Record Book, which accompanies and correlates
with the Comprehensive Inventory of Basic Skills – Revised,
serves as a means of:
1. tracking of individual and class progress.
2. communicating information in the parent conference.
3. communicating student date to other school personal.
Colour-Coding: An ongoing, graphic, specific and easily
interpreted record of the student’s performance level and
progress can be developed by colour-coding data recorded in the Student
Record Book. This colour-coding procedure consists of using a pencil
and pens of different colours to circle the skills for which the students
demonstrates mastery and understanding the skills set as objectives.
A READINESS
grey
8. black
6. purple
Puts on clothing.
2. Buttons clothing.
11.
PreK1.
2. blue
4. yellow
A-3 Self-help
Skills (pp. 8–9)
K.010.
white1.0
9. pink
5. orange
Parents’ names
7. brown
Birthday (month and day)
3. green
Street address
9. Telephone number
11. Complete birth date (day, month and year)2.0
(pp. 6–7)
10. Complete address
K.47.
K.88.
First name
4. Name(s) of sibling(s)
5. Name of town or city
3. Age
2. Full name
PreK1.
Names of Students
K.06.
Skill has been achieved
3. Totally cares for toileting needs, including
flushing toilet and washing and drying hands.
A-2 Recognises Colours
(pp. 4–5)
Assessed and set as an objective
red
A-1 Personal Data Response
Not assessed
. Introduced but not achieved
PreK1.
Recording Symbols
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Student Record booklets (set of 10)
3578
$40.00
21
22
23
25
26
_______________________________
Parents: _______________________________________________________________________________________School/Program:
27
Home Address: _______________________________________________________________________________________
Address: _______________________________
28
29
Comments: _________________________________________________________________________________________________________________________________
30
________________________________________________________________________________________________________________________________
4
RECORDING PROCEDURES AND COLOUR CODE
Mark each evaluation in a different colour to develop a graphic profile of progress.
• Circle skills for which mastery is demonstrated.
• Underline objectives to be mastered by the next evaluation with the next
colour as listed below.
• See page xv of the Comprehensive Inventory of Basic Skills—Revised for further
discussion.
Evaluation
Class Record Book (1:30 Children)
STUDENT RECORD BOOK
24
Student’s Name: _________________________________________________ Birth Date: _________________________ Telephone: ________________________________
Colour
Date
Examiner
Cooperation Persistence
Testing Observations
Write the letters ‘S’ or ‘N’ and circle ‘Yes’ or ‘No’ in the designated box to describe
the student’s responses during testing. Use a pencil or pen of the colour indicated
on the left.
S—Satisfactory
Attention
Span
Concentration
Confidence
N—Needs to improve
Rapport
Apparently
Good Hearing
Apparently
Good Vision
1st
Pencil
Yes
No
Yes
No
2nd
Blue
Yes
No
Yes
No
3rd
Red
Yes
No
Yes
No
4th
Black
Yes
No
Yes
No
5th
Green
Yes
No
Yes
No
6th
Purple
Yes
No
Yes
No
Comments:
©1999,
1983—Curriculum Associates, Inc.
Hawker Brownlow Education
Code: 3578 ISBN: 1 86299 914 5
The COMPREHENSIVE INVENTORY OF BASIC SKILLS—REVISED by Albert H. Brigance, the correlated Student and Class Record Books, and the inventory process are patented.
No part of this book may be reproduced by any means without written permission from the publisher.
All Rights Reserved. Printed in Australia.
©2000
A matrix for group of skills assessed, skills mastered and
objectives.
6009
$20.00
1
CIBS-R Components
Supporting Resources
CIBS–R Components
For criterion-referenced and standardised testing:
Inventory – directions for administration, assessor pages, student pages, comprehensive and
supplemental skill sequences
Student Record Book – tracks and records assessments administered, responses, progress and
instructional objectives
Class Record Book (1:30 children) – matrix for group of skills assessed, skills mastered and objectives
Student Profile Test Booklet – student pages for seven year level-placement tests determine need for
further assessment, collect placement data, or use for alternative assessment
Goals and Objectives Writer CD – facilitates writing IEPs
For standardised testing, add:
Standardisation and Validation Manual
• norming data and research for internal consistency and test reliability
• tables for quotients, percentiles and year level equivalents
• reproducible scoring sheets
Screener Test Booklet, Years 1–6
• assessor and student pages for the three Screener assessments – reading comprehension, sentence
writing and maths computation – a single convenient booklet eliminates need to reproduce Manual
pages
Standardised Scoring Sheets, Readiness or Years 1–6
• record raw scores, quotients, percentiles, year level equivalents, and instructional ranges to share
with staff and parents
• triplicate forms eliminate need to reproduce Manual pages
Standardised Scoring Conversion CD with Standardisation and Validation Manual
• save time and effort—features error-free calculation of chronological age and conversion of raw
scores to quotients, percentiles and year level equivalents
Goals and Objective
Software
Albert H. Brigance • ISBN 1 74025 237 3
Easily create lists of goals and objectives
for the Comprehensive Inventory of Basic
Skills–Revised (CIBS–R). Save, edit, print
or export the goals and objectives to add
to your school’s Individualised Education
Program (IEP) forms. Using the Goals and
Objectives Software, IEPs can be written to
plan for students to take the next learning
step.
4185
$25.00
System requirements for software:
• Windows® – Intel-compatible Pentium 90 or faster processor; Windows 98, 2000, XP; 32 MB RAM; 20 MB free hard disk space.
• Macintosh® – System 8.6–9.2 requires PowerPC™/66 MHz or faster processor; 32 MB RAM. OSX requires G3 or faster processor;
128 MB RAM; 20 MB free hard disk space.
CIBS-R Standardisation and Validation Manual
The CIBS-R Standardisation and Validation Manual is an invaluable guide
to the research behind the Comprehensive Inventory of Basic Skills–Revised
(CIBS–R). This helpful manual contains:
• a full description of the assessments found in the CIBS-R
• tables for converting raw scores to quotients, percentiles and year
level equivalents
• norming data and research for internal consistency and test reliability
• reproducible scoring sheets
• a guide to the administration procedures.
The Manual can be used independently or alongside the Standardised
Scoring Conversion Software.
6006
$44.00
CIBS-R Inservice Video
Veteran and novice Brigance users will benefit from this 30 minute video.
It’s a great resource for an in-service day. Consultant and author Linda
Barney demonstrates everything you need to know for the successful
implementation of the CIBSR. The video comes complete with a facilitator’s
guide, including program agenda, commonly asked questions, recordkeeping and scoring practice examples, as well as optional discussion topics.
4480
Qty
Title
CIBS–R Essentials
CIBS–R Inventory
CIBS–R Standardisation and Validation Manual
Essentials Bundle – CIBS–R Inventory and Manual
CIBS–R Supporting Components
CIBS–R Student Record Book (Set of 10)
CIBS–R Class Record Book
CIBS–R Standardised Scoring Sheet – Readiness (Set of 30)
CIBS–R Standardised Scoring Sheet – Years 1–6 (Set of 30)
CIBS–R Screener Test Booklet (Pack of 5)
CIBS–R Basic Skills Quick Scoring Screen Package
Basic Skills Inventory, CIBS–R Standardisation and Validation Manual,
Standardised Scoring Conversion Software, Student Record Book (Set of 5)
Student Record Book for Quick Scoring Screen (Set of 5) – Re-order code
CIBS–R Software /Training
CIBS–R Standardised Scoring Conversion Software
CIBS–R Goals and Objectives Writer Software
CIBS–R Inservice Video
$20.00
Code
Price
3575
6006
CA7870
$240.00
$44.00
$265.00
3578
$40.00
6009
$20.00
6012
$22.00
6013
$22.00
CA8221 $33.00
3895
$129.00
CA1376
$15.00
6010
4185
4480
$25.00
$25.00
$20.00
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