BRIGANCE Early Childhood Screens

Transcription

Curriculum Associates’ BRIGANCE® Early Childhood Screens response to the Moore Collaborative Committee and the Alaska Department of Education & Early Development Request For Information (RFI): Research Framework for Pre‐Screened Proposals Deadline: January 7, 2013 Submitted via email to: [email protected] For more information about this proposal, please contact: Kellie Steiner, Educational Sales Consultant [email protected] | 907‐230‐3107 Moore Collaborative Committee Research Framework for Pre‐Screened Proposals TableofContents
Completed Research Framework Supporting Documentation* 
BRIGANCE® Early Childhood Screens III Flyer 
BRIGANCE® Early Childhood Sampler 
BRIGANCE® Early Childhood Screens Standardization & Validation Research Highlights *Please note: at the time of this submission, we do not have ready electronic samples of the proposed Early Childhood Screens III ©2013. We have included samples from the current ©2010 edition of the program as a frame of reference for evaluators, and will be pleased to provide samples of the latest edition as they become available. For more information about the BRIGANCE® Early Childhood Screens—including product samples and demonstrations, technical manuals, correlations, and supporting research—please go to http://www.curriculumassociates.com/products/subjects.aspx?topic=SBECE0&source=nav or www.brigance.com. Table of Contents Moore Collaaborative Com
mmittee Researcch Framework for Pre‐Screeened Proposals NCE® Early Childhood Screeens Proposal title: BRIGAN
Agency: Curricculum Associates, LLC Vendor/A
Contact p
person: Kellie Steiner Contact in
nformation: [email protected] | 907
7‐230‐3107 Curricullum Associatees’ highly reggarded BRIGANCE® Early on of proposa
al. Descriptio
Childhood Screens alllow teacherss to easily identify potentiaal pment delays and giftedneess in languagge, motor, sellf‐
develop
help, so
ocial‐emotionnal, and cognitive skills. Eacch screen takkes only 10‐‐15 minutes pper child, and
d screens are available for children
n from birth tthrough age 77. Children 0‐35 months arre assessed with one sccreen, 3‐5 yeaar‐olds with aanother, and the een is for 6 annd 7 year oldss in kindergarrten and first last scre
grade. TThis range, cooupled with h
how easy theyy are to adminisster, makes itt easy to integgrate BRIGAN
NCE® Early Childhood Screens innto two‐year kindergarten or pre‐literaccy program
ms. Albert H
H. Brigance, aa nationally reecognized speecial educatio
on resourcce specialist, ooriginally devveloped the BRIGANCE® family of products more thaan 30 years aago. Curriculu
um Associatess has publishe
ed the BRIGA
ANCE® line fro
om the beginn
ning, adding aand updatin
ng componentts to ensure tthe series meeets the evolvving needs o
of educators. The result is a comprehen
nsive system b
built upon a solid foundattion of researrch, developm
ment, and classroo
om implemenntation, which
h supports: 1 
School Readiness, by assessing five key readiness domains—motor/physical development, language development, academic/cognitive skills, self‐help skills, and social‐emotional development—with a valid and reliable instrument proven time and again to show what a wide range of children know and can do, as well as to identify specific readiness needs to inform targeted instruction or intervention. 
Curricular Planning, by providing results that inform developmentally appropriate instructional plans, due to engaging screening materials and the variety of ways in which the Screens allow students to demonstrate what they know. 
Family and Community Connections, by including targeted reports, letters, and detailed guidance with which to engage and communicate with parents/caregivers and the school community at large. BRIGANCE® Early Childhood Screens are nationally normed and standardized, easy to score by hand or with the BRIGANCE® Online Management System (OMS), and involve parents in meaningful and productive ways. In our ongoing quest to offer the most up‐to‐date content to the field, we are in the process of revising and restandardizing the BRIGANCE® Early Childhood Screens. The new 2013 screens will contain the most up‐to‐date normative data, as well as reliability and validity evidence. These screens will help ensure Alaska students are prepared for success upon entering kindergarten. Of equal importance to the quality of the product is the quality of the service provided. While we have delivered excellent products to our customers for more than 40 years, what really separates us from our competitors is our commitment to being the best service provider in the publishing industry. Our products are fully guaranteed. If BRIGANCE® Early Child Screens do not meet your expectations, we will refund your money. We believe in the power of our products to effect real and positive change in children’s learning outcomes. This is what drives us in everything we do. 2 Type of proposal. Please use one of the following categories: #5: Other We propose a blend of product and professional development 1. Professional development activity services. (i.e., one‐time training or workshop); Administration of the BRIGANCE® Early Childhood Screens is 2. Product (i.e., curriculum guide, straightforward, but we recommend training to ensure workbook series or other physical districts employ proper assessment methods and understand item); how to accurately score and act upon results. 3. Service (i.e., curriculum or instruction audit or coaching contract); 4. Hired professional (i.e., RTI or reading intervention specialist); 5. Other (specify). Conditions the proposal is intended to address. (Describe school improvement issues or challenges that this service or product is intended to address or remediate.) 1. Difficulty identifying students requiring special services Early identification of possible developmental or academic delays is critical to student success. Students who are in educational environments that are not conducive to their learning needs will continue to fall further and further behind their peers. 2. Need for individualized instruction No two children in a classroom have the same needs—
whether in administration of the assessment or in the subsequent instruction. Differentiating instruction is difficult for educators, but it is critical for student success. 3. Need for streamlined, complete records of children Keeping detailed records of a student’s assessment history is crucial to ensuring that student continues to progress and receives the proper instruction. Keeping track of students from year‐to‐year, however, is difficult and generally requires an immense amount of time and effort. 4. Need for more parent and community engagement An ideal environment for a developing child includes coordinated supports at school and home. Parent engagement, however, is often lacking, as teachers do not know how to engage parents and parents do not know what they can do at home to help. 3 5. Young children’s lack of preparedness for entering school Research shows that children who are not in a developmentally appropriate, educational environment starting at a young age are much less likely to succeed throughout life. Intended outcomes of program. (How will the program impact the conditions mentioned above? Include intermediate outcomes that lead to overall impact. Where possible, note qualitative and quantitative outcomes.) 1. Early identification of potential delays or giftedness The BRIGANCE® Screens help to identify those students who are well behind their peers in five key domains: Motor/Physical Development, Language Development, Academic/Cognitive Skills, Self‐help Skills, and Social‐
Emotional Development. Educators spend only 10‐15 minutes with each child in order to assess the first three domains. These data are paired with parent and teacher observation of self‐help and social‐emotional skills to provide a quick snapshot of a child’s skill mastery. Very simple scoring techniques make it easy to see whether a child is progressing normally or whether s/he may need special services. 2. Address individual needs in assessment and instruction All students can be screened, regardless of their primary language or developmental stage. Furthermore, after being screened, all students will have clear, concrete, individualized goals for further development. Depending on where a child falls on the developmental progression, s/he will have tailored next steps in order to see maximum growth. 3. Streamline data collection and reporting The BRIGANCE® Online Management System (OMS) makes it easy to record and manage data for all your students, saving you time and energy. Curriculum Associates hosts and maintains the OMS (and all associated data) on dedicated web servers at a secure hosting facility. The highly intuitive OMS enables educators to: • Enter results of each child’s assessment—either directly via an iPad®/tablet or post‐administration by transcribing from a paper Data Sheet—for immediate scoring and reporting • Record and categorize observations on child performance in the Observation Log 4 •
•
•
•
•
•
View screening results, including standardized scores (quotients, percentiles, and age equivalents) and results compared to cutoffs (including customized cutoffs) Generate reports at the district, school, or class level, including: Children Screened/Not Screened, Screening History and Growth, Children Scoring Below Cutoff, and Children Scoring Above Cutoff Plan individualized instruction based on assessment results Download and print teaching activities aligned to the assessments, either to use at school or to share with parents for use at home Monitor child progress Generate reports to facilitate communication of results with parents and families 4. Engage parents in their children’s education BRIGANCE® Early Childhood Screens provide educators with an easy way to involve parents as part of the program, as stipulated in the Moore Settlement. First, parents can participate in assessment of their child by providing observational responses on the self‐help and social‐emotional portions. Second, the reports available in the OMS can be shared with parents to keep them informed of their child’s progress. Furthermore, because each assessment leads to concrete next steps, educators can inform parents of these goals so they can reinforce targeted skills at home. 5. Prepare Alaska students for school How outcomes are measured. (Provide measures for the overall impact on conditions mentioned above in addition to program performance measures used to evaluate quantity of service delivered, quality of program By identifying early the skills students already have, their next steps in development, and creating a clear plan for achieving those goals, BRIGANCE® Early Childhood Screens help prepare students to succeed in school. BRIGANCE® Early Childhood Screens should be administered regularly to monitor progress and identify any issues or delays that may not appear until later developmental stages. These later assessments will illustrate clearly how the child has progressed since her/his last assessment. Additionally, the reports within the OMS help educators evaluate outcomes of a BRIGANCE® implementation. 5 delivery, and implementation, and direct program outcomes. Measures should Include a quantitative or otherwise replicable component appropriate for grant evaluation and validation.) The reports within the OMS provide teachers and administrators with important information regarding students’ screening history and progress. Reports can be run for individual students as well as for groups of students, and include the following: Screening Summary Provides a summary of a child’s scores compared to cutoffs, as well as recommended next steps Screening History and Growth Displays all screenings entered for the child, with performance and growth ratings Psychometric  Detailed Screening Results—displays detailed Reports standardized scores, including quotients, (when using percentiles, and age equivalents; scores are as a normed‐
available for Motor, Academic/Cognitive, and referenced Language Skills tool)  Self‐help & Social‐Emotional Scores—
standardized scores are derived from subtest scores in the Self‐help & Social‐Emotional Scales  Children Screened/Not Screened—displays those children who have/have not been screened Group Reports  Screening History and Growth—provides an overview of screening performance, recommendations, and growth for a group of children  Children Below Cutoff—lists children who have scored below the Potential Delays Cutoff  Children Below At‐Risk Cutoff—lists children who have scored below the Potential Delays Cutoff and the At‐Risk Cutoff, and have four or more Psychosocial Risk Factors  Children Above Gifted Cutoff—lists children who have scored above the Potential Giftedness Cutoff Ideally, screening children with the BRIGANCE® Early Childhood Screens will lessen the number of struggling students in classrooms, as teachers will identify gaps and weaknesses and can take steps to provide the services necessary for every child. 6 Cost. (Provide cost on a unit basis, per‐student basis, or per‐teacher basis, as appropriate, to allow districts to accurately calculate their actual potential cost. Address any cost sharing opportunities offered by the vendor or agency.) The BRIGANCE® Early Childhood Screens are priced as follows: BRIGANCE® Early Childhood Screens III Purchase Options
Screening Kit III (0‐35 months) $309 Screening Kit III (3‐5 years) $279 Screening Kit III (K&1) $279 Screen III (0‐35 months) $189 Screen III (3‐5 years) $189 Screen III (K&1) $189 Screens III Data Sheet, 15‐pack $19 Screens III Data Sheet, 60‐pack $65 Early Childhood Online Management System, 1 year license $4* Early Childhood Online Management System, 3 year license $10* *Volume discounts available Screening Kits include:  Screen Manual  60 Data Sheets (assorted ages)  Screens Technical Report  Screens Accessories (for 0–35 months)  Durable canvas tote  Free 24/7 online training  Free online scoring with optional Online Management System Each Screen Manual contains:  Age‐specific Basic Assessments  Supplemental Assessments  Teacher and Parent Rating Forms  Hearing and Vision Observation Forms  Self‐help and Social‐Emotional Scales  Correlations to the Early Childhood Developmental Inventory 7 For maximum flexibility, we offer Alaska á la carte professional development options. The listed pricing includes our trainer, travel (where applicable), and related costs. The onsite session generally accommodates up to 30 participants, whereas online webinars can accommodate up to 1,000 participants. Sessions may be successfully implemented in a direct train or train‐the‐
trainer model, as chosen by each district. Given the accessibility challenges of many Alaska schools, we envision webinar trainings to be the most appropriate and cost effective. Discounted training packages (bundled with more than one session) are also available. Professional Development Options Custom live webinar, 1 hour $500
Custom onsite session, 3‐6 hours
$1750
Requirements for implementation. (Capacity, staff, technology, facilities, financial resources, other conditions or resources.) BRIGANCE® products require very few resources to implement. Educators need only the Screen Manual, a Data Sheet, and, for very young children, Screen accessories. Teachers spend approximately 10‐15 minutes with each student, and then parents and teachers complete the assessment through observation. For those sites that wish to utilize the OMS, internet access is required. The BRIGANCE® Early Childhood Screens manuals can be used for multiple students, though each student will need his/her own consumable Data Sheet. Timeline for implementation. (Include when the proposed action can begin, how long the action lasts, and milestones used to measure and demonstrate progress.) The newly updated 2013 Early Childhood Screens will be available in time for the 2013‐2014 school year. Each screen takes only 10‐15 minutes to administer, and we recommend screening students at least twice a year to see growth. Interim administrations of the BRIGANCE® Screens can be used as milestones, allowing educators to track progress and update goals. Additionally, teachers can see progress throughout the year as students master new skills that have been set as goals. Best practices for implementation. (Processes or changes schools should adopt to make best use of this proposal.) BRIGANCE® Early Childhood Screens can be integrated into whatever processes schools or education programs have in place. We do recommend some initial product‐related professional development to ensure Alaska students benefit as much as possible from a BRIGANCE® implementation. 8 In addition to the custom live trainings we offer, complimentary online training on the series is available on our website at www.curriculumassociates.com/professional‐
development. For optimal implementation, all students should be initially screened early on in the school year. In this way, teachers can maximize targeted instructional time. Additionally, we recommend multiple administrations throughout the year for progress monitoring. Due to the ease of administration of BRIGANCE® Screens, implementation will streamline data gathering and data‐driven instructional decisions rather than disrupt or overburden current practices. Evidence of success in similar environments. (List past or current examples or incidences of successful implementations in Alaska. Provide references where possible.) BRIGANCE® has been used in many Alaska school districts, many of which are smaller, rural districts, such as Yupiit School District, Bering Strait School District, Northwest Arctic Borough School District, and Kodiak Island Borough School District, among others. The following districts in Alaska can speak to the quality of service and programs our company provides: 
Juneau School District o Contact: Patty Newman, Curriculum Director, 907‐
523‐1720, [email protected] o Products: BRIGANCE®, QUICK Word, Phonics for Reading 9 
Evidence of success in any environment. (List successful implementations and/or research findings or literature review validating your approach.) Kenai School District o Contact: Doris Cannon, Curriculum Director, 907‐
714‐8885, [email protected] o Products: BRIGANCE®, QUICK Word  Kodiak Island School District o Contact: Christy Lyle, Math Coordinator, 907‐481‐
6256, [email protected] o Products: BRIGANCE®, QUICK Word, Phonics for Reading BRIGANCE® products, including the Early Childhood Screens, have been successfully implemented throughout the country for the last four decades. BRIGANCE® products are currently being used in at least one‐third of districts nationwide, including statewide implementations in Kentucky and Pennsylvania. BRIGANCE® Screens are proven to be highly accurate, valid, and reliable, and are standardized on a geographically and demographically diverse sample of children from across the United States. Because we so carefully constructed and tested BRIGANCE® Screens, they are able to successfully identify potential developmental delays for children all across the country. We have provided a research summary in the appendix of this proposal, and additional information is available online at www.brigance.com. Ability to transfer to different environments. (List and address strengths and potential challenges of transferring this concept to low performing Alaska village schools. Explain how the identified product, service, or approach will meet or overcome challenges of transferring to this setting.) At Curriculum Associates, we design all of our products, including BRIGANCE® Screens, to be versatile and flexible, addressing needs of students at a wide range of skill levels—
especially the lowest performers. The ease of use and wide applicability of BRIGANCE® Early Childhood Screens will help in the transfer to low‐performing Alaska village schools. Additionally, because BRIGANCE® products are already being in the state, we feel confident that implementations in additional Alaska village schools will go smoothly. 10 Potential obstacles to implementation. (Review obstacles, especially issues encountered in previous implementations, and describe planned support or solutions to address these challenges. The BRIGANCE® line of products, like all Curriculum Associates’ programs, is made to be easily implemented in a variety of environments. Depending on internet connection, the optional Online Management System may be more difficult for some sites to take advantage of, but the BRIGANCE® Early Childhood Screens can be fully administered and scored without a computer. Thus there are no foreseeable obstacles to implementing the BRIGANCE® Early Childhood Screens. Should any issues arise, however, our technical and customer support staff are available from 8:30AM‐7:00PM EST Monday through Thursday and 8:30AM‐5:00PM EST Friday. Additionally, Kellie Steiner, our Alaska educational sales consultant, will be available to provide local support. Our experience working with customers in remote locations has also made us aware of the additional time it may take for print resources to reach Alaska educators, especially during the winter. We are eager to work with Alaska schools and districts to ship materials as early as possible. 11 Coming
in 2013!
4
Early Childhood Screens III
0–35 months | 3–5 years | K & 1
The Early Childhood Screens III have been fully updated for 2013 to reflect new
content and up-to-date research. The Screens provide quick, easy, and accurate
screening of motor, language, cognitive, self-help, and social-emotional skills.
4Identify potential developmental delays and giftedness
4Determine each child’s specific strengths and needs
4Assess skills that are critical predictors of school success
The Screens reflect new norms based on a nationally representative sample.
New validity and reliability research ensures highly accurate results.
4
Inventory of Early Development III
Birth through age 7
The Inventory of Early Development (IED) III is a comprehensive collection of
authentic, valid, and reliable criterion-referenced assessments that support
ongoing school readiness assessment.
4Identify children’s strengths and needs
4Plan individualized instruction
4Monitor progress across key school readiness domains
The IED III aligns to key standards, including:
4Head Start Child Development and Early Learning Framework
4
Inventory of Early
Development III Standardized
Birth through age 7
The norm-referenced IED III Standardized
streamlines assessment across key early
learning domains and generates standardized
scores (standard scores, percentiles, and age
equivalents).
New normative research allows teachers to
confidently compare a child’s performance to that
of same-aged children in the national sample.
4Common Core State Standards
4State early learning standards
Domains Covered:
4Physical Development
4Mathematics and Science
4Language Development
4Social and Emotional Development
4Literacy 4Daily Living
FOR MORE INFORMATION:
Name
email address
phone
Pre-publication pricing—
available until March 2013
Product
Save
$25
!
IED III Early Childhood Classroom Kit
Order Pre-publication Price
#
Price
$
$
14286
349
324
IED III Standardized Kit
14291
$
324
$
IED III Inventory—Early Childhood Edition
14278
$
$
IED III Standardized Inventory
14288
204
$
164
(includes IED III Inventory, 20 Record Books, IED III Accessories, and Durable
Canvas Tote)
(includes IED III Standardized Inventory, 20 Standardized Record Books, IED III
Accessories, Standardization and Validation Manual, and Durable Canvas Tote)
Pre-publication pricing—
available until May 2013
Product
349
229
189
$
Save
$20
!
Screens III Kit 0–35 months
Order Pre-publication Price
#
Price
$
$
14293
309
289
Screens III Kit 3–5 years
14295
$
Screens III Kit K & 1
14298
Screens III Manual 0–35 months
14294
$
Screens III Manual 3–5 years
14296
Screens III Manual K & 1
14299
(includes Screens III Manual, 60 Assorted Data Sheets, Screens Accessories,
Technical Report, and Durable Canvas Tote)
(includes Screens III Manual, 60 Assorted Data Sheets, Technical Report, and
Durable Canvas Tote)
(includes Screens III Manual, 60 Assorted Data Sheets, Technical Report, and
Durable Canvas Tote)
259
$
$
259
$
169
$
169
$
169
$
279
279
189
189
$
189
$
1
BRIGANCE
®
Early Childhood Sampler
Prepare every child for school success
1
2
3
4
Quickly and Easily Screen with the
Early Childhood Screens
asily Monitor Individual Progress
E
and Plan Instruction with the Early
Childhood Developmental Inventory
Build School Readiness Skills with
Fun, Developmentally Appropriate
Readiness Activities
I nstantly Generate Results and
User-Friendly Reports with the
Online Management System
Perfect
for
Title I
The BRIGANCE Early Childhood System prepares every child for school success
®
For more than 30 years, early childhood programs have trusted BRIGANCE® products to help children develop the skills they need
to succeed in school. The BRIGANCE® Early Childhood System was customized specifically to meet the needs of early learning
programs and to work as an integrated program, from screening and assessment through instruction. Used as a whole program,
BRIGANCE® Early Childhood makes it simple to chart the way for every child’s success in school.
2
1
3
4
My Students I Group Reports I Activities Library I My Account I Help I Logout
Welcome Pauline Mason
BRIGANCE® Early Childhood
Mia Thomas
edit student information
Student ID
Parent/Guardian
ABC-12-D34
Wanda Thomas
Student Status
Screens
Inventory
Current Age
4 years, 9 months
Observations
Reports
Class
Birthdate
Classroom A
12/01/2007
School
Success
Family Connection
Student Status: Mia’s recent events
Event
Science - Scientific Skills and Methods
enter inventory data
Date
What’s This?
10/29/2012
This page lists screenings and
assessments for this child, as
well as other actions such as
Observation Log entries.
09/15/2012
Four-Year-Old Child
view data sheet I view Summary and suggested Next Steps
Click on a link to view existing
data or enter new screening/
assessment results.
Data Management
& Reporting
Efficient & Accurate Screening
Quickly and easily screen children to
identify potential developmental delays and
giftedness, as well as strengths and needs
in language, motor, self-help, socialemotional, and cognitive skills.
(0–35 months, 3–5 years, K & 1)
Pages: 3–11
Ongoing Assessment
& Instructional Planning
Monitor individual progress toward
early learning standards and outcomes
and plan developmentally appropriate,
individualized instruction, including
objectives for IEPs/IFSPs.
(Birth–7 years)
Pages: 12–20
Developmentally
Appropriate Instruction
Build early learning skills with fun,
easy-to-plan instruction targeted
to each child’s specific needs.
Take-home activities are also
available to engage parents.
Readiness Activities (3–7 years)
Pages: 21–27
Call 800-225-0248 or visit our website at Brigance.com/EarlyChildhood
BRIGANCE Head Start Sampler • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248
Instantly generate reports
and get specific instructional
recommendations for each
child. User-friendly reports
are easy to understand and
share with parents.
Pages: 28–30
Three age-grouped screens to meet your program’s needs
• Easy and efficient—just 10–15 minutes per child
• Nationally normed with strong reliability and validity data
• Highly sensitive and accurate
Early Childhood Screen II: 0–35 Months, 3–5 Years, K & 1
3
Early ChildhoodBASIC
ScreenASSESSMENTS—TODDLER
II 0–35 Months: Table of Contents
and Basic Assessments Included for Each Age
(12–23 months)
(12–23 months)
Table of TODDLER
Contents
Introduction
TABLE OF CONTENTS
The assessments in this section allow screening personnel to assess
the basic skills of toddlers, ages twelve months to twenty-three
months. The assessments coordinate with the skills listed on the
Toddler (12–23 months) Data Sheet.
Page
Page
4
SCreenIng InformaTIon formS.......................................................83
InTroduCTIon
and Toddler
Overview............................................................................................... iv
DIRECTIONS Infant
BRIGANCE®.Early.Childhood.System....................................................... v
Screening.Observations.Form...........................................................85
• Tobegin,seeSTEP1andSTEP2oftheStep-by-StepScreeningProcedures
Parent-Child.Interactions.Rating.Form...............................................86
Standardization and Validation............................................................. vi
Two-Year-old Child and Two-and-a-Half-Year-old Child
onpagesx–xv.Thesestepswillhelpyouselecttheappropriate-agescreen
Screening.Observations.Form...........................................................87
Program decisions..................................................................................vii
Teacher’s.Rating.Forms.....................................................................88
andwillgiveyoutipsforassessingindifferentsituationsandtipsfor
Parent’s.Rating.Forms.......................................................................91
establishingrapportwiththechild.
Step-by-Step Screening Procedures........................................................
x.
Hearing.and.Vision.Observations......................................................95
Step.1:.Get.Ready.to.Screen................................................................... x
Step.2:.Screen.the.Child.......................................................................xiii
Self-HelP and SoCIal emoTIonal SCaleS......................................97
• SeeSTEP3intheStep-by-StepScreeningProceduresonpagexvifor
Step.3:.Complete.the.Data Sheet..........................................................xvi
How.to.Administer.the.Self-help.and.Social-Emotional.Scales...............98
Step.4:.Analyze.Results.........................................................................xxi
Parent’s.Report.Form............................................................................99
informationaboutusingthechild’sData
Sheettorecordthechild’s
Step.5:.Identify.Next.Steps.................................................................. xxvi
Teacher’s.Report.and.Scoring.Form.....................................................101
responsesandtotabulateaTotalScore.Seepagexviiiforanexample
Self-help.Scale....................................................................................105
Screening Children with Special Considerations............................... xxix
Social-Emotional.Scale........................................................................109.
oftheToddler
(12–23
months) Data Sheet.
Bilingual.and.Non-English-Speaking.Children......................................
xxix
Children.At-risk.................................................................................. xxix
aPPendICeS and referenCeS...........................................................111
Children.with.Exceptionalities............................................................. xxxi
Appendix.A—Planning.for.More.Comprehensive.Assessment.............112
• SeeSTEP4andSTEP5intheStep-by-StepScreeningProcedureson
.......................................125
The assessmentsAppendix.B—Station.Method.for.Screening.
in this section allow screening
personnel to assess
BaSIC aSSeSSmenTS—InfanT (BIrTH–11 monTHS) ..........................1
Appendix.C—History.and.Acknowledgments......................................126
thepages xxi–xxviiiforinformationaboutanalyzingresultsandidentifying
basic skills ofReferences.
two-year-old
children; specifically those from
.........................................................................................129
BaSIC aSSeSSmenTS—Toddler (12–23 monTHS) ...........................21
nextsteps.
Number
1B
2B
3B
4B
5B
6B
7B
8B
9B
10B
11B
Skill
Page
Fine-MotorSkills..................................................................22
ReceptiveLanguageSkills—General.....................................24
ReceptiveLanguageSkills—BodyParts.................................26
ReceptiveLanguageSkills—PictureNaming..........................27
ReceptiveLanguageSkills—EnvironmentalSounds...............29
ExpressiveLanguageSkills—General.....................................30
ExpressiveLanguageSkills—ObjectNaming..........................32
ExpressiveLanguageSkills—Phrases.....................................34
Gross-MotorSkills.................................................................35
Self-helpSkills.......................................................................38
Social-EmotionalSkills...........................................................41
Introduction
Table of Contents and Introduction
BASIC ASSESSMENTS—TWO-YEAR-OLD CHILD
2 years 0 months to 2 years 5 months. The assessments coordinate
BaSIC aSSeSSmenTS—Two-Year-old CHIld ..................................44
with the skills listed on the Two-Year-Old Child Data Sheet.
BaSIC aSSeSSmenTS—Two-and-a-Half-Year-old CHIld ...........55
NOTES
SuPPlemenTal aSSeSSmenTS ...........................................................71
• Parent/Caregiver
Responses:Whenyouasktheparentifthechild
DIRECTIONS
• demonstratesaskillandtheparent’sresponseis“alittle,”“sometimes,”
Tobegin,seeSTEP1andSTEP2oftheStep-by-StepScreeningProcedures
“we’veneverlethimbutheprobablycould,”orasimilarresponse,treat
onpagesx–xv.Thesestepswillhelpyouselecttheappropriate-ageScreen
theresponseas“no”forthepurposesofscreening.Donotgivecredit
unlesstheparentrespondsthatthechilddemonstratestheskill“mostof
thetime.”
Table of Contents
•• Food
Allergies: Askifthechildhasanyfoodallergiesthatwouldbe
SeeSTEP3intheStep-by-StepScreeningProceduresonpagexvifor
triggeredifheweretoputabitofcrackerintohismouth.Ifso,substitute
informationaboutusingthechild’sData Sheettorecordthechild’s
asafeitemforthecrackerinthoseassessmentsthatlistcrackersinthe
responsesandtotabulateaTotalScore.Seepagexixforanexample
The
assessments in this section
screening personnel to assess
Materials.
oftheTwo-Year-Old-Child
Dataallow
Sheet.
the basic skills of two-and-a-half-year-old children; specifically those
from 2 years 6 months to 2 years 11 months of age. The assessments
coordinate with the skills listed on the Two-and-a-Half-Year-Old Child
pages xxi–xxviiiforinformationaboutanalyzingresultsandidentifying
Data Sheet.
nextsteps.
TWO-YEAR-OLD CHILD
Table of Contents
Number Skill
Page
1C
IdentifiesBodyParts.............................................................45
2C
Gross-MotorSkills................................................................46
in the BRIGANCE® Screens have been validated. Standard
All
3Cassessments
PictureVocabulary
................................................................47
score, percentile, and age equivalent can be determined. You must adhere
strictly
4C to the
IdentifiesPeopleinPicturesbyNaming
.................................48
Directions and Scoring Information for
the assessments if you
want
5C to compare
KnowsUseofObjects..........................................................49
your child to the norms found in the Technical Report for
®
the
6CBRIGANCE
VisualMotorSkills
................................................................51
Screens.
7C
VerbalFluency......................................................................52
8C
BuildsTowerwithBlocks......................................................54
BASIC ASSESSMENTS—TWO-AND-A-HALF-YEAR-OLD CHILD
iii
BRIGANCE Early Childhood Screen II
®
Introduction
NTS—INFANT (birth–11 months)
Step-by-StepScreeningProcedures
uselecttheappropriate-agescreen
fferentsituationsandtipsfor
Number Skill
Page
1D
PersonalDataResponse......................................................57
2D
3D
4D
KnowsUseofObjects..........................................................60
5D
RepeatsSentences...............................................................61
Basic Assessments—Toddler
All
6Dassessments
VisualMotorSkills
...............................................................62
® Screens have been validated. Standard
in the BRIGANCE
score,
7D percentile,
QuantitativeConcepts
..........................................................63
and age equivalent
can be determined. You must adhere
Directions and Scoring Information for the assessments if
strictly
8D to the
compare your child to the norms found in the Technical
you
9D want to
MatchesColors....................................................................67
Report
for
the
BRIGANCE® Screens.
10D
PictureVocabulary
................................................................68
11D
Pluralsand-ing...................................................................69
Number
Skill
Page
21 BRIGANCE
Early Childhood Screen II
1A DIRECTIONS
Fine-MotorSkills....................................................................2
2A • Tobegin,seeSTEP1andSTEP2oftheStep-by-StepScreeningProcedures
ReceptiveLanguageSkills........................................................5
3A onpagesx–xv.Thesestepswillhelpyouselecttheappropriate-ageScreen
ExpressiveLanguageSkills.......................................................8
4A andwillgiveyoutipsforassessingindifferentsituationsandtipsfor
5A establishingrapportwiththechild.
Self-helpSkills.......................................................................14
6A
Social-EmotionalSkills..........................................................17
• SeeSTEP3intheStep-by-StepScreeningProceduresonpagexvifor
responsesandtotabulateaTotalScore.Seepagexxforanexampleof
theTwo-and-a-Half-Year-Old
Child Data
Sheet. Associates LLC • www.CurriculumAssociates.com • 800-225-0248
BRIGANCE Head Start Sampler
• Curriculum
®
months)
reening personnel to assess
h and eleven months of age.
kills listed on the Infant
(birth–11 months)
Table of INFANT
Contents
TWO-AND-A-HALF-YEAR-OLD
CHILD
Table
of Contents
BASIC ASSESSMENTS—THREE-YEAR-OLD CHILD
The assessments in this section allow screening personnel to assess the
basic skills of three-year-old children. The assessments coordinate with
the skills listed on the Three-Year-Old Child Data Sheet.
DIRECTIONS
onpagesx–xiv.Thesestepswillhelpyouselecttheappropriate-age
Screenandwillgiveyoutipsforassessingindifferentsituationsandtips
forestablishingrapportwiththechild.
TABLE OF CONTENTS
Page
Page
• SeeSTEP3intheStep-by-StepScreeningProceduresonpagexivfor
InTroduCTIon ...................................................................................... iv
Screening.Observations.Form................................................................80
Overview...............................................................................................
iv
v
BRIGANCE .Early.Childhood.System.......................................................
Teacher’s.Rating.Forms..........................................................................81
responsesandtotabulateaTotalScore.Seepagexvforanexampleof
Parent’s.Rating.Forms...........................................................................85
theThree-Year-Old
Child Data Sheet.
Standardization and Validation.............................................................
vi
Hearing.and.Vision.Observations..........................................................90
®
CHILD
Table of THREE-YEAR-OLD
Contents
Number
1A
2A
3A
4A
5A
6A
7A
8A
9A
10A
11A
Skill
Page
PersonalDataResponse........................................................3
ColorRecognition..................................................................4
PictureVocabulary..................................................................5
KnowsUseofObjects............................................................6
VisualMotorSkills..................................................................7
NumberConcepts................................................................10
RepeatsSentences...............................................................14
PrepositionsandIrregularPluralNouns.................................15
BASIC ASSESSMENTS—FOUR-YEAR-OLD CHILD
Introduction
Self-helP and SoCIal emoTIonal SCaleS......................................91
Step-by-Step Screening Procedures........................................................ x.
Thepages xviii–xxvforinformationaboutanalyzingresultsandidentifying
assessments
in this
section allow screening personnel to assess the
Step.1:.Get.Ready.to.Screen...................................................................
x
Teacher’s.Report.and.Scoring.Form.......................................................95
Step.2:.Screen.the.Child........................................................................xii
Self-help.Scale......................................................................................99
nextsteps.
basic
skills of four-year-old
children. The assessments coordinate with
Step.3:.Complete.the.Data Sheet..........................................................xiv
Social-Emotional.Scale........................................................................103.
the skills listed
Step.4:.Analyze.Results.......................................................................
xviii on the Four-Year-Old Child Data Sheet.
Step.5:.Identify.Next.Steps....................................................................xxi
readIneSS for readIng SCale........................................................105
How.to.Administer.the.Readiness.for.Reading.Scale............................106
Screening Children with Special Considerations............................... xxvi
Parent’s.Report.Form..........................................................................107
Bilingual.and.Non-English-Speaking.Children...................................... xxvi
Teacher’s.Report.and.Scoring.Form.....................................................109
DIRECTIONS
Children.At-risk.................................................................................. xxvi
Readiness.for.Reading.Scale................................................................111
Children.with.Exceptionalities............................................................xxviii
aPPendICeS and referenCeS...........................................................113
BaSIC aSSeSSmenTS—Three-Year-old ChIld..................................1
Appendix.A—Planning.for.More.Comprehensive.Assessment.............114
Appendix.B—Station.Method.for.Screening........................................118
BaSIC aSSeSSmenTS—four-Year-old ChIld .................................17
Appendix.C—History.and.Acknowledgments......................................119
References..........................................................................................122
BaSIC aSSeSSmenTS—fIVe-Year-old ChIld ...................................36
FOUR-YEAR-OLD CHILD
Table of Contents
Number Skill
Page
1B
PersonalDataResponse.......................................................18
2B
ColorRecognition.................................................................20
3B
PictureVocabulary................................................................22
4B
VisualDiscrimination—FormsandUppercaseLetters............23
All
5Bassessments
VisualMotorSkills
................................................................24
in the BRIGANCE
score,
6B percentile,
and age equivalent can be determined. You must adhere
to the
Directions and Scoring Information for the assessments if you
strictly
7B
RoteCounting.....................................................................28
want
8B to compare
® Screens.
the
9B BRIGANCE
FollowsVerbalDirections
......................................................30
10B
NumberConcepts................................................................32
11B
SyntaxandFluency...............................................................33
BASIC
ASSESSMENTS—FIVE-YEAR-OLD CHILD
responsesandtotabulateaTotalScore.Seepagexviforanexampleof
theFour-Year-Old Child Data Sheet.
Introduction
iii
pages xviii–xxvforinformationaboutanalyzingresultsandidentifying
The
assessments in this section allow screening personnel to assess the
nextsteps.
basic
skills of five-year-old children. The assessmentsTable
coordinate
of Contents with
the skills listed on the Five-Year-Old Child Data Sheet.
1
DIRECTIONS
responsesandtotabulateaTotalScore.Seepagexviiforanexampleof
theFive-Year-Old Child Data Sheet.
FIVE-YEAR-OLD CHILD
Table of Contents
Number Skill
Page
1C
PersonalDataResponse.......................................................37
2C
Basic Assessments—Three-Year-Old Child
3C
4C
ColorRecognition.................................................................43
All
5Cassessments
VisualMotorSkills
................................................................45
in the BRIGANCE
score,
6C percentile,
DrawsaPerson(BodyImage)...............................................47
and age equivalent can be determined. You must adhere
strictly
7C to the
PrintsPersonalData.............................................................49
Directions and Scoring Information for the assessments if you
want
8C to compare
RoteCounting.....................................................................51
® Screens.
the
9CBRIGANCE
NumeralComprehension......................................................52
10C
NumberReadiness...............................................................53
11C
ReadsUppercaseLetters.......................................................54
Alternate—ReadsLowercaseLetters.....................................55
12C
Early Childhood
Screen II 3–5 Years: Table of Contents and Basic Assessments Included for Each Age
pages xviii–xxvforinformationaboutanalyzingresultsandidentifying
next steps.
cear-Old
Assessments—Four-Year-Old
Child
Child
Basic Assessments—Three-Year-Old
Child
Introduction
5
Early Childhood Screen II K & 1: Table of Contents and Basic Assessments Included for Each Age
6
BASIC ASSESSMENTS—KINdErgArTEN
TABLE OF CONTENTS
The assessments in this section allow screening personnel to assess the
basic skills of children in kindergarten. The assessments coordinate
with the skills listed on the Kindergarten Data Sheet.
dIrECTIoNS
Page
Page
InTroduCTIon ......................................................................................
iv
Screening.Observations.Form................................................................50
Overview............................................................................................... iv
onpagesx–xiv.Thesestepswillhelpyouselecttheappropriate-agescreen
v
Teacher’s.Rating.Forms..........................................................................51
BRIGANCE®.Early.Childhood.System.......................................................
Parent’s.Rating.Forms...........................................................................54
Standardization and Validation............................................................. vi
Hearing.and.Vision.Observations..........................................................58
Self-helP and SoCIal emoTIonal SCaleS......................................59
Step-by-Step Screening Procedures........................................................
x.
Step.1:.Get.Ready.to.Screen...................................................................
x
Step.2:.Screen.the.Child........................................................................xii
Self-help.Scale......................................................................................67
responsesandtotabulateaTotalScore.Seepagexvforanexampleof
Step.3:.Complete.the.Data Sheet..........................................................xiv
Social-Emotional.Scale..........................................................................71.
Step.4:.Analyze.Results........................................................................
xvii
theKindergarten
Data Sheet.
Step.5:.Identify.Next.Steps.....................................................................xx
readIneSS for readIng SCale..........................................................73
How.to.Administer.the.Readiness.for.Reading.Scale..............................74
Screening Children with Special Considerations...............................
xxvi
Bilingual.and.Non-English-Speaking.Children...................................... xxvi
pages xvii–xxvforinformationaboutanalyzingresultsandidentifying
Children.At-risk................................................................................. xxvii
Readiness.for.Reading.Scale..................................................................79
nextsteps.
Children.with.Exceptionalities............................................................xxviii
aPPendICeS and referenCeS.............................................................81
BaSIC aSSeSSmenTS for KIndergarTen ..........................................1
Appendix.A—Planning.for.More.Comprehensive.Assessment...............82
Appendix.B—Station.Method.for.Screening..........................................86
BaSIC aSSeSSmenTS for fIrST-grade .............................................24
Appendix.C—History.and.Acknowledgments........................................87
The assessments References.
in this ...........................................................................................88
section allow screening personnel to assess the
basic skills of children in first grade. The assessments coordinate with
KINDERGARTEN
Table of Contents
Number
1A
2A
3A
4A
5A
6A
7A
8A
9A
10A
11A
12A
Skill
Page
PersonalDataResponse.........................................................2
IdentifiesBodyParts...............................................................5
Gross-MotorSkills..................................................................6
ColorRecognition...................................................................8
VisualMotorSkills................................................................10
RoteCounting.....................................................................16
NumeralComprehension......................................................17
NumberReadiness...............................................................18
ReadsUppercaseLetters.......................................................19
Alternate—ReadsLowercaseLetters.....................................20
BASIC ASSESSMENTS—FIRST GRADE
Introduction
the skills listed on the First-Grade Data Sheet.
DIRECTIoNS
onpagesx–xiv.Thesestepswillhelpyouselecttheappropriate-agescreen
iii
Table of Contents
responsesandtotabulateaTotalScore.Seepagexviiforanexampleof
theFirst-Grade Data Sheet.
1• SeeSTEP4andSTEP5intheStep-by-StepScreeningProcedureson
pages xvii–xxvforinformationaboutanalyzingresultsandidentifying
next steps.
FIRST GRADE
Table of Contents
Number Skill
Page
1B
PersonalDataResponse......................................................25
All
2Bassessments
RecitesAlphabet.................................................................26
and age equivalent can be determined. You must
adhere
score,
3B percentile,
VisualDiscrimination—LowercaseLettersandWords
............27
to the
Directions and Scoring.Information
for the assessments if you
strictly
4B
ReadsLowercaseLetters
.....................................................28
want
5B to compare
AuditoryDiscrimination
.......................................................29
the BRIGANCE® Screens.
6B
PhonemicAwarenessandDecoding....................................30
7B
ListeningVocabularyComprehension..................................32
8B
WordRecognition...............................................................33
9B
10B
11B
Computation.......................................................................38
12B
NumeralsinSequence..........................................................39
Basic Assessments—Kindergarten
All assessments
BRIGANCE Head Start Sampler • Curriculum Associates LLC • www.CurriculumAssociates.com
• 800-225-0248
Basic Assessments—Kindergarten
First Grade
Introduction
Early Childhood Screen II 0–35 Months includes
assessments for ages:
• Infants
• 2-Year-Olds
• 21/2-Year-Olds
1B Fine-Motor Skills
Overview
This assessment focuses on the development of the child’s
manipulative skills. These skills require eye-hand coordination.
DOMain
PhysicalHealthandDevelopment
SKiLL
Demonstratesmanipulativeskillsrequiringeye/finger/handcoordination
1.Usesaneatpincergrasp
6.Unwrapsobjects
2.Squeakstoywithhand
7.Deliberatelypoursordumps
3.Putsblocksintobox
8.Buildsfive-blocktower
4.Takesblocksfrombox
9.Imitatesscribble
5.Graspsandreleases
10.Buildssix-blocktower
MaTERiaLS
• Colored blocks*
•Unlinedpaper
• Crackers
•Tissue*orpaper
Assess these skills by using one, or a combination, of the following
methods:
• Observethechilddemonstratingaskill,formallyorinformally.
• Askthechildtodemonstrateaskill.
• Asktheparentorcaregiverifthechilddemonstratestheskill.
1
SCORinG inFORMaTiOn
• Data Sheet:Toddler(12–23months)
• Entry:For12–14months,startwithskill3;for15–18months,start
withskill5;andfor19–21months,startwithskill7.Oncethechildhas
receivedcreditforthreeskillsinarow,givecreditforalllower-level
skills.
• Time:Allowasmuchtimeasyouthinkthechildneeds.
• Discontinue:Stopafterthechildisunabletoperformthreeskills
inarow.
• Accuracy:SeetheCriteriaforeachskillintheDirections.
• Point Value:1pointforeachskill
Uses a neat pincer grasp
Asktheparentifyoumaygivethechildabit
of cracker, or
Ask: Can your child pick up small things,
like cereal or raisins, using only his
thumb against the tip of the first
finger?
Skill 1
Criteria:Givecreditifthechildpicksupthefoodusinganeatpincer
grasp(thumbagainsttip,notside,ofindexfinger)orisreportedtodo
somostofthetime.If the child puts the cracker into his mouth, give
credit for Self-help, skill 1.
•Squeakingtoy*
• Crayon*
•Box
•Cup*
*ThesematerialsareavailableintheScreeningAccessories.
(SeeIntroduction,pagexii.)
22
Directions
2
Squeaks toy with hand
Demonstratebysqueezingthetoyseveraltimes.Thengivethe
toy to the child, and say You do it.Or
Ask: Can your child make a squeaking toy squeak?
Criteria:Givecreditifthechildsqueezestoyorisreportedtodoso
mostofthetime.
3
Puts blocks into box
Demonstratebydroppingblocksintothebox.Thengivethe
child the blocks, and say Put the blocks in the box.Or
Ask: Can your child drop toys into a cup, can, or box?
Criteria:Givecreditifthechildputsatleastoneblockintothebox
usingagoodgraspandvoluntaryreleaseorisreportedtodosomost
ofthetime.
1B Fine-Motor Skills
Early Childhood Screen II 0–35 Months: Assessment from Physical Health and Development Domain
Basic Assessments—Toddler (12–23 months)
• Toddlers
7
Early Childhood Screen II 3–5 Years: Assessments from Language Development Domain
8
1B Personal Data Response
Overview
This assessment focuses on the child’s ability to communicate personal
information. The child responds orally.
DOmain
Language Development
Overviews point out each assessment’s purpose, domain,
and key administration information, including scoring.
Directions
Ask the child the questions below. Pause after each question for the
child’s response. If helpful, gently encourage the child to respond.
1
First name
Ask: What is your name?
SKiLL
Gives personal data
1. first name
2. full name
3. age
4. address (street or mailing)
If the child gives his full name, give credit for items 1 and 2.
Then go to item 3.
2
Full name
Ask: What is your full name?
If the child does not give his middle name,
Ask: Do you have a middle name?
If the child’s answer is yes,
Say: Tell me your middle name.
3
Age
Ask: How old are you?
Check the child’s Data Sheet for his date of birth. If he has
recently had a birthday, he may show some confusion about
his “new” age.
18
1B Personal Data Response
2B Color Recognition
Overview
Directions
DOmain
Ask the child to point to each color on page C-20 as you name it.
After saying a color name, pause for the child’s response. If the child
does not respond, repeat the request. If helpful, gently encourage
the child to respond.
This assessment focuses on the child’s knowledge of colors. The child
responds by pointing to a color as it is named.
SKiLL
Identifies colors
1. red
6. purple
2. blue
7. brown
3. green
8. black
4. yellow
9. pink
5. orange
10. gray
C-20 BRIGANCE Early Childhood Screen II
User-friendly, color-enhanced teacher
pages make screening even easier.
Point to page C-20, and
Say: Look at these blocks and balls.
Show me the (name of color) ones.
or
Find the (name of color) ones.
Request the colors in the following order:
1.
maTERiaLS
2.
• Page C-20 or five of the colored blocks (red, blue, green, yellow, orange)
3.
that accompany the Screen to assess items 1–5
2B
Color
Recognition
• Page C-21 or five colored objects (purple, brown, black, pink, gray)
4.
to assess items 6–10
5.
red
blue
green
yellow
orange
SCORinG inFORmaTiOn
• DataSheet: Four-Year-Old Child
• Entry: Start with item 1.
• Time: Allow as much time as you think the child needs, or five seconds
per color.
• Discontinue: Stop after the child gives two incorrect responses
in a row.
• Accuracy: Give credit for each correct response. If the child gives
an incorrect response but then self-corrects, give credit for the
second response.
• PointValue: 1 point for each color
(continues)
POSSiBLE OBSERVaTiOn
As the child identifies colors, observe and make note of the following:
ColorBlindness: Boys who confuse red and green or blue and yellow
should be referred to a medical professional for evaluation of possible
color blindness.
20
2B Color Recognition
Basic Assessments—Four-Year-Old Child
It is recommended that you do not give credit for a nickname.
Basic Assessments—Four-Year-Old Child
SCORinG inFORmaTiOn
• DataSheet: Four-Year-Old Child
• Time: Allow as much time as you think the child needs; however,
responses should be automatic.
• Discontinue: Stop after the child gives three incorrect responses
in a row.
• Accuracy: Give credit for each correct response.
• Criteria: Check the child’s responses by comparing them with
the information recorded on his Data Sheet. In the Directions,
see the comments that accompany items 3 and 4.
• PointValue: 2 points for each item
If the child gives his nickname,
Say: That is your nickname. Can you tell me your real name?
Simple and easy-to-use carbonless-copy Data Sheets ensure quick recording and filing.
4
BRIGANCE® Screen Four-Year-Old Child Data Sheet
Date of
Screening
Susan Otis
A. Child’s Name ___________________________________________
and Maria Otis
_______________________________________
Parent(s)/Guardian Fred
Month
Day
2012
______
8
______
15
______
4
______
6
______
5
______
2008
______
Birth Date
Address ________________________________________________
Year
Age
2
______
Hammond
School/Program ______________________________________
Ben Haywood
Teacher _____________________________________________
10
______
Ruth Yakaus
Examiner ___________________________________________
B. Basic Assessments
C. Scoring
Page
Assessment
Number
18
1B
Language
Development
Personal Data Response: Orally gives:
1. first name
2. full name
3. age
20
2B
Language
Development
Color Recognition: Points to:
1. red 2. blue 3. green 4. yellow
22
3B
Language
Development
Picture Vocabulary: Names pictures of:
1. ladder
2. scissors
3. leaf
4. nail
23
4B
Literacy
Visual Discrimination—Forms and Uppercase Letters:
Visually discriminates which one of four symbols is different:
2.
3.
4.
5.
6. O
1.
Visual Motor Skills: Copies:
2.
3.
1.
Domain
24
5B
Literacy
26
6B
Physical
Development
and Health
Discontinue after
(must be in a row)
Number
Correct
Point Value
for Each
3 incorrect
3
2
6
3 incorrect
6
1
6 /10
3 incorrect
3
1
3
5 incorrect
4
1
4 /10
5.
3 incorrect
4
2
8 /10
3. Hops on other foot five hops
4. Stands on one foot for ten seconds
5. Stands on other foot for ten seconds
2 incorrect
3
1
3
/5
first incorrect
6
.5
3
/5
3 incorrect
4
2
8 /16
Give credit for highest
level of success and
for lower-level task.
1
3
3
2 incorrect
1
4
4 /12
—
1
5
5 /10
Skill (Start with first item and proceed in order. Circle each correct response.)
5. orange
4.
Gross-Motor Skills:
1. Walks forward heel-and-toe five steps
2. Hops on one foot five hops
6. purple
5. duck
7B
Math
29
8B
Science
30
9B
Language
Development
32
10B
Math
Number Concepts: Demonstrates by giving: 1. five
11B
Language
Development
Syntax and Fluency: 1. Speech is understandable.
33
6. fish
8. black
7. tractor
9. pink
10. gray
8. snake
7. I
8. P
9. V
10. X
Rote Counting: Counts by rote to:
(Circle all numbers prior to the first error.) 1 2 3 4 5 6 7 8 9 10
28
D.
1.
2.
3.
4.
5.
7. brown
Identifies Body Parts: Names body parts when pointed to:
1. chest
2. back
3. knees
4. chin
5. fingernails
Follows Verbal Directions:
Listens to, remembers, and follows:
Observations
Handedness: Right _____ Left ______ Uncertain ______
Grasps pencil with: Fist ______ Fingers ______
Hearing appears normal: Yes ______ No ______ Uncertain ______
Vision appears normal: Yes ______ No ______ Uncertain ______
Record other observations below or on another sheet.
6. heels
1. two-step directions
7. ankles
8. jaw
2. three-step directions
2. seven
3. nine
2. Speaks in complete sentences of at least 3 words.
E. Summary Compared to other children
included in this screening:
1.
2.
3.
4.
this child scored
this child’s age is
the teacher rates this child
the examiner rates this child
53
Total Score =
Lower _______
Younger _______
Lower _______
Lower _______
Average
Average
Average
Average
Child's
Score
_______
_______
_______
_______
/8
/8
/6
/100
Higher _______
Older _______
Higher _______
Higher _______
Belo
Below at-risk guidelines of <36. Refer for evaluation.
F. Recommendations
Early Childhood Screen II 3–5 Years: Four-Year-Old Child Data Sheet
9
Early Childhood Screen II K & 1: Assessment from Literacy Domain
Child pages are included in the Screen Manual
and are positioned to face the child for easy
administration.
24. long
19. morning
28. took
23. fast
18. yes
27. stop
22. eat
26. place
21. both
17. of
16. so
10. have
14. come
9. can
4. said
13. green
8. red
1. a
MATERIALS
Page C-33
7. my
6. do
8B Word Recognition
SCORING INFORMATION
• Data Sheet: First Grade
• Time: Allow three seconds per word.
• Discontinue: Stop after the child gives three incorrect responses
in a row.
• Accuracy: Give credit for each word the child reads correctly. If the
child gives an incorrect response but then self-corrects, give credit for
the second response.
• Point Value: .5 of a point for each word
33
Ask the child to read the words on page C-33.
Point to the first word list on page C-33.
Say: Read the words aloud as quickly as you can. Start with the
first word in this list.
On the child’s Data Sheet, circle the number of each word as it is read
by the child. Do not give any help sounding out the words.
If the child misreads the word,
Say: Try this one again. Point to the word.
CHILD-PAGE FORMAT FOR PAGE C-33
1. a
6. do
11. me
2. go
7. my
12. down
3. is
8. red
13. green
4. said
9. can
14. come
5. run
10. have
15. friend
16. so
21. both
26. place
17. of
22. eat
27. stop
18. yes
23. fast
28. took
19. morning
24. long
29. wait
20. picture
25. never
30. wood
8B Word Recognition
Basic Assessments—First Grade
2. go
Reads words at grade level (preprimer through Grade 1)
Directions
8 Word Recognition
3. is
This assessment focuses on the child’s ability to read words that
are commonly introduced by the end of first grade. The child
responds orally.
BRIGANCE K & 1 Screen
29. wait
5. run
Overview
1
30. wood
25. never
20. picture
8B Word Recognition
15. friend
12. down
SKILL
11. me
C-33 BRIGANCE Early Childhood Screen II
10
Observation Forms help teachers organize important
observations, and Parent’s Rating and Report Forms
help parents provide input on their child’s skills.
Directions: Based on observations made during the screening, check any
significant observations that you believe are suggestive of a problem and
warrant referral for additional screening or treatment.
Child’s Name _____________________________________________________
Child’s Age ______________________________________________________
Date ____________________________________________________________
Examiner’s Name __________________________________________________
Parent’s Report Form—Self-help and Social-Emotional Scales
Child’s Date of Birth________________________ Today’s Date ____________
Parent’s Name ____________________________ Teacher ________________
Purpose and Directions: We recognize that parents can provide valuable
information that can be helpful in planning a better program for their child.
You can supply this information by responding to the items listed below.
asked or reminded? ........................................................................
Read each item and circle the response or description (“No,” “Sometimes,” “Yes,”
etc.) on the right that you think best applies to or describes your child.
Linking the Early Childhood Screen II (Four-Year-Old Child)
with the Early Childhood Developmental Inventory
Yes
C.
20+
20+
Yes
Yes
Early Childhood
Developmental
Inventory
8. Does your
child use a spoon?
..........................................................
No Sometimes Yes
A. Lower-Level or Prerequisite Skill
yes,Screening
what happens
food into Skill
B. Same SkillIf as
Skillwhen he/she tries to
C.get
Higher-Level
1B
General Speech and Language
Development (A-5,p.41)
his/her
mouth? .... Turns spoon upsidePersonal
down Spills
a lot
Spills some Spills very little
Personal Data
Response
Data
Response(D-1,p.213,
9. Does your child hold a fork with his or her
fingers (not in a fist)? .......... No A little Yes
(D-1,p.213,items1–3,5,8)
items 9–13)
10. Can your child use the side of a fork to cut
soft Personal
foods?.........................
No A little Yes
Prints
Data (B-10,p.119)
87
2B
ColorRecognition
Colors (Matches)(A-4,p.38)
Colors (Points)(A-4,p.38)
C. Undressing/Dressing Skills
3B
PictureVocabulary
Picture Vocabulary (Names)
(A-8,p.55,items1–18)
11. Can your(Names)
child take off his/her own shoes
if you undo shoelaces,
Picture Vocabulary
Classifying(C-15,p.205)
buckles, or fastening tapes?............................................................
No Sometimes Yes
(A-8,p.55,items19–26)
Knows Use of Objects (A-10,p.59)
Colors (Names)(A-4,p.38)
4B
isualDiscrimination—
V
FormsandUppercaseLetters
Shape Concepts (Matches)
(C-9,p.184)
Visual Discrimination—
Visual Discrimination—
13. Can your child take off and put on a coat,
shirt, dress, or pants
LowercaseLettersandWords(B-6b,p.110)
FormsandUppercaseLetters
(B-6a,p.107)if you help with buttons, zippers, and snaps?.................................. No Sometimes Yes
Identifies
Uppercase
14. Can your child take off and put on a coat,
shirt, dress,
or pants Letters
(Matches)(B-7,p.113)
including buttons, zippers, and snaps?............................................
No Sometimes Yes
12. Can your child put his/her shoes on? .........
No Yes, Wrong feet sometimes Correct feet
15. Can your child take off and put on socksIdentifies
by himself/herself?
..........
No Sometimes Yes
Lowercase
Letters
16. Can your child dress completely? ...............................
No Mostly, but not all fasteners
(Matches)(B-8,p.115)
Yes, but can’t tie shoes Yes, and ties shoes
5B
VisualMotorSkills
Prehandwriting (B-2,p.90)
Copies Forms(B-3,p.94,items1,2)
Copies Forms(B-3,p.94,items3–7)
6B
Gross-MotorSkills
Skillsbelowthe4-year-oldlevelinthe
followingassessments:
Standing (E-5,p.256)
Walking (E-6,p.259)
Skillsatthe4–6-year-oldlevelinthe
Standing (E-5,p.256)
Walking (E-6,p.259)
Hopping (E-10,p.269)
Skillsatthe6–7year-oldlevelinthe
Walking (E-6,p.259)
Running (E-8,p.264)
Hopping (E-10,p.269)
7B
RoteCounting
Number Concepts (C-1,p.165)
Counting (to10)(C-2,p.167)
Counting(20–100)(C-2,p.167)
Reads Numerals (C-3,p.169)
8B
IdentifiesBodyParts
Body Parts— Receptive
(C-12a,p.193,items1–21)
Body Parts—Expressive
(C-12b,p.195,items15–22)
(C-12b,p.195,items23–27)
9B
FollowsVerbalDirections
Verbal Directions
(A-7,p.49,items1–12)
Verbal Directions
(A-7,p.49,items13and19)
Directional/Positional Concepts
(C-11,p.189)
10B NumberConcepts
Number Concepts
(C-1,p.165,items3–6)
Number Concepts
(C-1,p.165,items7,9,and11)
Numerals in Sequence (C-6,p.177)
Joins Sets(C-10,p.187)
11B SyntaxandFluency
Development (A-5,p.41,items1–25)
Personal Data Response (D-1,p.213,
items1–6)
Development
(A-5,p.41,items26and40)
Development
(A-5,p.41,items27–59)
A little
No
A little
Yes
Yes
Most times
Yes
Sometimes
Yes
No
A little
Yes
A little
No
A little
No
Parent’s Report Form—Self-help and Social-Emotional Scales
Copies Forms(B-3,p.94,items8,9)
F. Motor Skills
____ gross-motor skills and development appeared to be significantly
below age
____ fine-motor skills and development appeared to be significantly
below age
G. Physical Appearance
____ appeared to lack good physical health and stamina
____ appeared to tire easily
List any significant observations that might suggest a need for medical
care, such as skin rashes, obesity, frailness, or clumsiness:
Screening Observations Form—Two-Year-Old Child and Two-and-a-Half-Year-Old Child
34. how your child gets along with others? ................................................ Yes
—If yes, please list. ________________________________________
35. your child’s behavior? ........................................................................... Yes
—If yes, please list. ________________________________________
Prints Lowercase Letters (B-11,p.122)
Appendix A
No
Do you have any concern about
(C-12b,p.195,items1–14)
116 BRIGANCE Early Childhood Screen II
29. Does your child like to do favors for you or enjoy surprising you by
helping out? .........................................................................................
30. Does your child try to avoid hurting other children when playing and/or
seem concerned when a playmate is hurt?............................................
31. When your child has done something well, does he/she tell you about it
and show pride in what he/she has done? ...................................... No
BRIGANCE
II he/she was looking
32.
If your childEarly
loses aChildhood
game or can’tScreen
do something
forward to, does he/she behave OK about this? .............................. No
33. Does your child say, “I’m sorry” or “excuse me” when he/she bumps
into someone, accidentally takes something that belongs to someone
else, or makes a mistake that upsets someone? ....................................
List specific habits or symptoms observed:
Yes
Yes
—If yes, does he/she like to join in, even if only for a little while?.... No Sometimes Yes
25. Does your child like to pretend to do grown-up things like washing
Speech
careto
of understand
a baby, cleaning, or sweeping?...................... No Sometimes Yes
____ dishes,
was taking
difficult
yes, for how many minutes will he/she do this? ..... 1–5 5–10 10–15 15–20 20+
____ —If
had
difficulty with articulation as indicated by
26. Can your child play well with a small group of children? ................. No Sometimes Yes
___
omission
___
substitution ___ distortion
—If yes, for how many minutes will he/she do this? ..... 1–5 5–10 10–15 15–20 20+
____
voice
___
___ isbreathy
___ nasal
27. Does
yourquality:
child seem
to raspy
know what
good behavior
and ___ high-pitched
___islow-pitched
what
not? ................................................................ No In others In others and self
28. Does
your child
best friend—another
child to whom
____
volume:
___have
tooa loud
___ too weak
especiallyappeared
close?.................................................................
No due
A little
____ he/she
oral feels
expression
to be limited or inhibited, possibly
to Yes
Appendices and References
94
Prints Personal Data (B-10,p.119)
Prints Uppercase Letters (B-9,p.118)
Yes
Yes
shyness,
lack of confidence
F. Gets
Alongfear,
withorOthers
B. Feeding/Eating Skills
Screens
Sometimes
Yes
Yes
Basic Assessment
PersonalDataResponse
No
B. Auditory
22. Does your child flush the toilet after he/she uses it? ........................ No Sometimes
23. Doneeded
you haveto
anywatch
concerns
about how
yourclosely
child is not
learning
____
speaker’s
face
in order
to understand
do some things
you think
he/she should
be doing?
...........................
____ toappeared
to have
difficulty
hearing
over background
noiseNo A little
________________________________________
—If
yes,
please
list.
____ turned head to one side in order to favor one ear
____
frequently
misunderstood
E. Play
Skills and
Behaviors instructions
____
asked
be repeated
24. Does
yourthat
child instructions
watch other children
play? ..................................... No Sometimes
A. Work/Help Skills
1. Does your child try to help put things away such as his/her toys
or clothes? ..................................................................................... No Sometimes
2. Can your child open doors or cabinets by himself/herself if he/she
doesn’t have to work knobs or handles? ........................................ No Sometimes
3. Can your child open doors or cabinets by himself/herself including
working knobs and handles? ................................................................ No A little
4. How many minutes will your child usually watch TV without
losing interest? ............................................................ 1–5 5–10 10–15 15–20
5. How many minutes will your child usually play with
toys by himself/herself (without the TV on)?................. 1–5 5–10 10–15 15–20
6. Does your child help around the house if asked? ............................ No Sometimes
7. Does your child work for at least 20 minutes in a small group such as
at school doing a craft project or other activity? ... No opportunity No Sometimes
A. Vision
____
showed Skills
symptoms of eye fatigue or stress, such as
D. Toileting
____
blinking
squinting
___ tearing
17. Does
your
child get ___
on the
toilet/potty___
seatitching
by himself/herself?
....... No Sometimes Yes
18. Does
your childtohave
bowel
in the
____
appeared
have
eyemovements
infection(“poop”)
indicated
bytoilet/potty
most
the time?___
...........................................................................
No Sometimes Yes
___ofredness
discharge
19. Does your child urinate (“pee”) in the toilet/potty? ..... No Sometimes Most of the time
____
held reading material very close
20. Does your child wipe himself/herself or try to wipe
____ after
held
reading material far away
toileting? ............................ No Sometimes Yes, but not very well Yes, very well
____
tended
to close
or squint
one
in own
order
to see
better
21. Does
your child
go to the
bathroom
on eye
his/her
without
being
Self-help and Social-Emotional Scales
Child’s Name _____________________________________________________
D. Self-Reliance
____ lacked confidence
____ was overly confident
____ was careless
____ needed encouragement in order to perform
____ needed praise in order to perform
____ needed continuous individual attention in order to perform
____ was overly concerned about failure
E. Emotional Functioning
____ appeared to be emotionally distressed
____ level of motivation appeared to be low
____ required much praise, encouragement, and attention
____ rapport was difficult to achieve and maintain
____ had difficulty in cooperating
____ responded impulsively
____ became impatient when presented with difficult task
____ short attention span for age
____ tended to be hyperactive
____ exhibited nervous habits or symptoms such as nail-biting,
facial tics, thumb-sucking, or stuttering
Screening Information Forms
Screening Observations Form—Two-Year-Old Child and
Two-and-a-Half-Year-Old Child
Early Childhood Screens are correlated to the Early
Childhood Developmental Inventory. Results help identify
areas in which to focus developmental assessment and
instruction.
Early Childhood Screen II: Additional Tools and Resources Included in All Screens
11
Early Childhood Developmental Inventory: Developmental Ages Birth–7
Plan individualized instruction and monitor child progress
Easy-to-use, reliable, ongoing criterion-referenced assessment.
• For developmental ages birth to 7 years
• Correlated to the BRIGANCE® Screens and Readiness Activities
• Identifies individual strengths and needs for each child to support
instructional planning
12
Organized by domains that align to state early learning standards.
• Language Development
• Literacy
• Social and Emotional
Development
• Physical Health and
Development
TABLE OF CONTENTS—Volume 1 and Volume 2
Volume 1
INTrODuCTION
Overview ...............................................................................................5
BRIGANCE® Early Childhood System ......................................................6
Program Decisions ..................................................................................7
Step-by-Step Assessment Procedures
Step 1: Get Ready for the Assessment ...................................................8
Step 2: Conduct the Assessment .........................................................14
Step 3: Record Results in the Early Childhood Developmental
Inventory Record Book .............................................................18
Step 4: Analyze Results ........................................................................20
Step 5: Identify Next Steps ...................................................................22
Assessing Children with Special Considerations
Bilingual and Non-English-Speaking Children .......................................25
Children with Exceptionalities ..............................................................25
A
LANGuAGE DEVELOPMENT ASSESSMENTS .................................. 29
B
LITErACY ASSESSMENTS ................................................................ 80
162
Volume 2
C
MATHEMATICS AND SCIENCE ASSESSMENTS .............................164
D
SOCIAL AND EMOTIONAL DEVELOPMENT ASSESSMENTS ........212
E
PHYSICAL HEALTH AND DEVELOPMENT ASSESSMENTS ............242
MILESTONE SKILLS BY DEVELOPMENTAL AGE LEVEL
Overview ...........................................................................................326
Developmental Age Level—Birth to One Year ....................................327
Developmental Age Level—One Year to Two Years ............................329
Developmental Age Level—Two Years to Three Years .........................331
Developmental Age Level—Three Years to Four Years ........................333
Developmental Age Level—Four Years to Five Years ...........................335
Developmental Age Level—Five Years to Six Years..............................337
Developmental Age Level—Six Years to Seven Years ..........................339
APPENDICES
Appendix A—Using the Inventory to Meet IDEA Requirements .........343
Appendix B—History and Acknowledgments ....................................345
Appendix C—References ..................................................................348
BRIGANCE Early Childhood Developmental Inventory
®
Early Childhood Developmental Inventory: Table of Contents
Table of Contents
Table of Contents
• Math and Science
13
Early Childhood Developmental Inventory: Table of Contents
14
TABLE OF CONTENTS—Volume 1 Assessments
LANGUAGE DEVELOPMENT ASSESSMENTS
B
Assessments
Page
A-1
Prespeech Receptive Language ..............................................30
A-2
Prespeech Gestures ...............................................................33
A-3
Prespeech Vocalization ..........................................................35
A-4
Colors ...................................................................................38
A-5
General Speech and Language Development .........................41
A-6
Length of Sentences ..............................................................48
A-7
Verbal Directions ...................................................................49
A-8
Picture Vocabulary .................................................................54
A-9
Knows What to Do in Different Situations .............................57
A-10 Knows Use of Objects ...........................................................59
A-11 Knows Function of Community Helpers .................................61
A-12 Recognizes Money ................................................................63
A-13 Repeats Numbers ..................................................................65
A-14a Sentence Memory (With Picture Stimuli) ................................66
A-14b Sentence Memory (Without Picture Stimuli) ...........................68
A-15 Plural s and -ing, Prepositions, and Irregular Plural Nouns ......71
Comprehensive Skill Sequences...........................................................74
Supplemental Skill Sequences .............................................................79
LITERACY ASSESSMENTS
Page
Notes on Literacy ................................................................................. 81
Assessments
B-1
Response to and Experience with Books ............................... 82
B-2
Prehandwriting..................................................................... 90
B-3
Copies Forms ....................................................................... 94
B-4
Identifies Common Signs ...................................................... 98
B-5
Identifies Rhymes ............................................................... 103
B-6a
Visual Discrimination (Forms and Uppercase Letters) ........... 107
B-6b Visual Discrimination (Lowercase Letters and Words) .......... 110
B-7
Identifies Uppercase Letters ................................................ 113
B-8
Identifies Lowercase Letters ................................................ 115
B-9
Prints Uppercase Letters ..................................................... 118
B-10 Prints Personal Data ........................................................... 119
B-11 Prints Lowercase Letters ..................................................... 122
B-12 Auditory Discrimination ...................................................... 123
B-13 Identifies Blended Words .................................................... 125
B-14 Identifies Beginning Sounds ............................................... 131
B-15 Matches Beginning Sounds and Letters with Pictures .......... 136
B-16 Identifies Blended Phonemes .............................................. 139
B-17 Substitutes Beginning Consonant Sounds ........................... 142
B-18 Reads Common Signs ........................................................ 147
B-19 Reads High-Frequency Words ............................................. 150
B-20 Word Recognition Grade Placement Test—
Form A and Form B ............................................................
151AND SCIENCE ASSESSMENTS
C MATHEMATICS
B-21a Reads Sentences (Preprimer)—Forms A and B ..................... 153
B-21b Reads Sentences (Primer)—Forms A and B ..........................
156
Assessments
Page
C-1
Number Concepts ...............................................................165
Comprehensive Skill Sequences........................................................ 158
C-2
Counting ............................................................................167
C-3
Reads Numerals ..................................................................169
C-4
Ordinal Position ...................................................................172
C-5
Numeral Comprehension.....................................................175
C-6
Numerals in Sequence .........................................................177
C-7
Writes Following and Preceding Numerals ...........................180
C-8
Quantitative Concepts .........................................................181
C-9 of Shape
Concepts ..................................................................184
Table
Contents
C-10 Joins Sets ............................................................................187
C-11 Directional/Positional Concepts............................................189
C-12a Body Parts (Receptive) .........................................................193
C-12b Body Parts (Expressive).........................................................195
C-13 Draws a Person ...................................................................197
C-14 Concepts of Time and Reading a Clock ...............................200
C-15 Classifying...........................................................................205
A
TABLE OF CONTENTS—Volume 2 Assessments
®
Comprehensive Skill Sequences.........................................................210
D
SOCIAL AND EMOTIONAL DEVELOPMENT ASSESSMENTS
Assessments
Page
D-1
Personal Data Response ......................................................213
D-2
General Social and Emotional Development ........................216
D-3
Play Skills and Behaviors ......................................................223
D-4
Initiative and Engagement Skills and Behaviors ....................229
PHYSICAL HEALTH AND DEVELOPMENT ASSESSMENTS
Assessments
Page
E-1
Supine Position Skills and Behaviors .....................................244
E-2
Prone Position Skills and Behaviors ......................................247
E-3
Sitting Position Skills and Behaviors .....................................250
E-4
Standing Position Skills and Behaviors .................................253
E-5
Standing .............................................................................256
E-6
Walking ..............................................................................259
E-7
Stairs and Climbing .............................................................262
E-8
Running ..............................................................................264
E-9
Jumping ..............................................................................266
E-10
Hopping..............................................................................269
E-11
Kicking................................................................................271
E-12
Catching .............................................................................273
E-13
Rolling and Throwing ..........................................................275
E-14
General Eye/Finger/Hand Manipulative Skills ........................277
E-15
Block Tower Building ...........................................................284
E-16
Cutting with Scissors ...........................................................286
E-17
Feeding/Eating ....................................................................290
E-18
Undressing ..........................................................................295
E-19
Dressing ..............................................................................297
E-20
Unfastening ........................................................................300
E-21
Fastening ............................................................................302
E-22
Toileting ..............................................................................304
E-23
Bathing ...............................................................................307
E-24
Grooming ...........................................................................310
Supplemental Skill Sequences ...........................................................324
Supplemental Skill Sequences ...........................................................240
163
®
Table of Contents
Table of Contents
4
E
Flexible administration allows for assessment
through parent/caregiver interview, child
performance, or observation of the child in a
natural setting.
A-5 General Speech and Language Development
Overview
This assessment focuses on the child’s vocabulary development,
complexity of speech, and ability to speak in phrases and sentences.
Directions for Assessment: Observation DOmAIn
Language Development: Speaking and Communicating
Observe the child in a social situation appropriate for assessing language
development. Use the interview question that follows each skill as a guide
for assessing mastery of the skill.
Directions for Assessment: Child Performance SkILL
Uses words and combines them into phrases and sentences
to communicate
Observation, Child Performance, Interview
Directions for Assessment: Interview mAterIALS
Toys, pictures, and puzzles may be helpful in eliciting responses
from the child.
• Discontinue: Stop after two incorrect or no responses in a row.
befOre ASSeSSInG
Review the Notes at the end of this assessment for additional information.
After ASSeSSInG
• To write an IEP/IFSP: Use the Objective for Writing IEPs/IFSPs at the end
of this assessment or go to www.BRIGANCE.com.
• To find related instructional activities: See the BRIGANCE Readiness
Activities or go to www.BRIGANCE.com.
Say: Tell me about
’s speech. What are some words or
sentences he/she uses well?
To elicit additional information about specific skills, ask the question
55 Uses the words tomorrow and yesterday
that follows each skill. Rephrase the questions as needed
and make
the interview as informal as possible.
Ask: Does
use the words tomorrow and
1–0
1
Says at least one word other than mama or dada yesterday accurately?
Ask: Does
say mama or dada?
If the response is yes,
Ask: What are some other words
Note: Young children will frequently use these words without
having accurate comprehension of the concepts. Thus, you may
really understand the
need to ask the parent, “Does
says?concept of time?”
®
• Comprehensive Skill Sequence: The Comprehensive Skill Sequence
on page 75 includes primary (milestone) skills found in the Inventory as
well as secondary (intermediate) skills to help assess and track progress.
Notes:
Criteria: For credit, the child should use both words accurately.
• You may record some of the words and phrases the child says
in the Notes section of the child’s Record Book. 56 Answers the telephone, takes simple message, and
• This response may also provide information for skills 2, 3, and 5.
delivers it
Notes
• Disappearing Behaviors: Some behaviors are present only at the
early stages of development and disappear during later stages.
“Disappearing” behaviors are noted by an asterisk (*) in the Inventory
and in the Record Book.
Objective for Writing IEPs/IFSPs
Ask: Can
answer the telephone, take a simple
message such as Mr. Smith wants Daddy to call,
Speaking and Communicating A-5 General Speech and Language Development
and deliver the message?
(child’s name)
Note: This item is obviously discriminatory to the child from
a home with no telephone. Disregard this item if there is no
telephone in the home or if the child is not allowed to answer
the telephone.
6–0
57
Verbally shares experiences or items with a group of
classmates such as during “Show and Tell”
Ask: Does
effectively share experiences or items
with his/her classmates during “Show and Tell”?
Note: The sharing should reflect sequence, speaking in
sentences with an average length of at least five words,
and of a volume easily heard.
58
When are you going? or When did that happen?
59
One hundred percent of speech is intelligible7–0
Ask: Is all of ______ ’s speech understandable—no errors?
46
®
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Answers “when” questions
Ask: Does ______ answer “when” questions such as
Use assessment results to plan individualized,
developmentally appropriate instruction, including
writing IEPs or IFSPs.
(date)
By
, when provided with the appropriate stimuli,
will
say at least one word other than mama or dada.
have an expressive vocabulary of at least ten words.
call at least one person by name.
respond to yes or no questions regarding wants and needs.
have an expressive vocabulary of at least twenty-five words.
name cup or any other object not including people or pet names.
name spoon or any other object not including people or
pet names.
name box or any other object not including people or pet names.
name block or any other object not including people or pet names.
name crayon or any other object not including people or
pet names.
name toy or any other object not including people or pet names.
name chair or any other object not including people or pet names.
name light or any other object not including people or pet names.
use the word no to indicate refusal.
use subject-predicate phrases.*
ask for food when hungry.
(continues)
*This is a “disappearing” behavior. (See the Notes section.)
Speaking and Communicating A-5 General Speech and Language Development
Early Childhood Developmental Inventory: Assessment from Language Development Domain
• Accuracy: Give credit for each skill demonstrated or each yes response.
See Criteria given for specific skills.
Interview the parent/caregiver to assess the child’s speech and
language development. To begin the interview,
SCOrInG InfOrmAtIOn
• Record Book: Page 4
41
Easy-to-follow directions and item numbering
ensure quick and accurate administration.
Engage the child in a conversation that will allow you to assess the
child’s language development. Use the interview question that follows
each skill as a guide for assessing mastery of the skill.
ASSeSSment methODS
15
Early Childhood Developmental Inventory: Assessment from Literacy Domain
9.
16
Sturdy child pages are specially coated to ensure
long wear and are positioned to face the child for
easy administration.
8.
B-5 Identifies Rhymes
Overview
Directions for Assessment: Child Performance DOMAIN
Literacy: Phonological Awareness
Say: We are going to find some words that rhyme like fill, will,
7.
SKILL
Identifies pictures of words that rhyme with pictures of other words
C-106 BRIGANCE Early Childhood Developmental Inventory
®
ASSESSMENT METHOD
Phonological Awareness B-5 Identifies
Rhymes
Child Performance
MATERIALS
• Pages C-103, C-104, C-105, and C-106
• Blank sheets of paper, if needed
SCORING INFORMATION
• Accuracy: Give credit for each correct response.
• Discontinue: Stop after three incorrect responses in a row.
BEFORE ASSESSING
Overviews help teachers quickly understand
each assessment’s purpose, domain, and
key administration information.
AFTER ASSESSING
of the assessment or go to www.BRIGANCE.com.
ill, chill, /ppp/ . . .
Pause for the child to say pill. If the child does not say pill or
responds incorrectly,
Say: /ppp/ . . . pill. Pill rhymes with fill, will, ill, chill, /ppp/ . . .
pill. Now you say them—fill, will, ill, chill, /ppp/ . . .
Pause again for the child to repeat the words and to include pill.
If the child does not say pill or responds incorrectly,
Say: /ppp/ . . . pill. (Pause)
Try this rhyme: hat, mat, pat, sat, /kkk/ . . .
Pause for the child to say cat. If the child does not respond or
responds incorrectly,
Say: /kkk/ . . . cat. Hat, mat, pat, sat, cat all rhyme. Now you say
them—hat, mat, pat, sat, /kkk/ . . .
Pause again for the child to repeat the words and to include cat.
If the child does not say cat or responds incorrectly,
Say: /kkk/ . . . cat.
Point to the picture of the cat on page C-103, and
Ask: What’s this? (cat)
Say: Yes, it is a cat. Cat rhymes with . . . mat, pat, sat. Now it’s
your turn. Say cat, mat, pat, sat.
Pause for the child to respond. Then point to each of the next three
pictures in the row,
Say: This is fan . . . hat . . . cup.
Ask: What are these pictures? (fan, hat, cup) Point to the one
that rhymes with cat. (Pause for the child to respond.) (hat)
103
®
Phonological Awareness B-5 Identifies Rhymes
Literacy
This assessment focuses on the child’s ability to identify rhymes.
C-8 Quantitative Concepts
Overview
This assessment focuses on the child’s understanding of contrasting
quantitative concepts.
DOMAIN
Mathematics and Science: Geometry and Spatial Sense
skIll
Understands quantitative concepts
big/little
one/one more
full/empty
heavy/light
tall/short
fat/thin
7.
8.
9.
10.
5–6
11.
12.
fast/slow
all/none
long/short
large/small
deep/shallow
thick/thin
13.
14.
15.
16.
17.
Directions for Assessment: Child Performance AssessMeNt MethODs
Observation, Child Performance
Make the requests, one at a time, pausing after each for the
child’s response.
MAterIAls
• Page C-181
3–0
• Objects commonly found in the classroom or outdoors
1
sCOrINg INfOrMAtION
• Accuracy: Give credit for an item only if both responses are correct.
• Discontinue: Stop after an incorrect response for two items in a row.
befOre AssessINg
After AssessINg
of this assessment or go to www.BRIGANCE.com.
®
big/little
Point to the picture on page C-181, and
a. Say: Show me a big cat. or Show me a cat that is big.
• Picture books that illustrate the quantitative concepts assessed
181
5–6
Observe the child looking at and talking about picture books. Listen
for language describing objects, animals, or people in terms of
quantitative concepts. For example, the child may say, “The giraffe
has a long neck,” or “The dog’s tail is short.”
wide/narrow
more/less
many/few
huge/tiny
7–0
most/least
Developmental age notations help teachers
select the most appropriate starting point for
assessments.
3–6
2
Pause for the child’s response. If the child does not
respond, repeat the request. Then
3 full/empty
b. Say: Show me a little cat. or Show me a cat that is little.
a. Say: Show me the (can/box/glass) that is full.
Pause for the child’s response. Repeat if necessary.
b. Say: Which (can/box/glass) is empty?
one/one more
4–0
4
(block/pencil)
heavy/light
a. Say: Give me one
.
a. Say: Tell me something that is heavy.
b. Say: Give me one more (block/pencil) .
Note: After the child responds by giving one (or one more), pause(Some acceptable responses: rock, brick, gold, my father )
to see if the child knows the request has been met or if the
child Is a (balloon/feather) light or heavy?
b. Say:
plans to give more.
4–6
5
tall/short
5–6
11
a. Say: Tell me something that may be very deep.
(Some acceptable responses: a well, the ocean, a river )
b. Say: The small stream is not deep. It is ______ .
12
fat/thin
b. Say: Which piece of (bread/meat) is thin?
13
b. Say: The little door is not wide. It is ______ .
14
b. Say: Which (bag/box/pile) has less in it than this one?
15
a. Say: Tell me something that can run very fast.
(Some acceptable responses: horse, deer, race car, jet )
b. Say: Give me a few (cherries/pencils/cards) .
16
all/none
b. Say: Tell me something that is tiny.
(Some acceptable responses: flea, mouse, my baby sister)
a. Say: How many cars on the road have wheels?
b. Say: How many cars on the road have legs?
long/short
a. Say: Which (string/stick/rope) is long?
b. Say: Your pencil is long. My pencil is ______ .
10
huge/tiny
a. Say: Tell me something that is huge.
(Some acceptable responses: mountain, tree, elephant)
Say: Answer each question with the word all or none.
9
many/few
a. Say: Which tree has many (leaves/apples/cherries) on it?
b. Say: Show me how you walk slow.
8
more/less
a. Say: Which (bag/box/pile) has more in it?
b. Say: Which slice of (bread/apple) is thin?
fast/slow
wide/narrow
a. Say: The big river is not narrow. It is very ______ .
a. Say: Show me the (pig/hen) that is fat.
7
thick/thin
a. Say: Which piece of (bread/meat) is thick?
a. Say: Which (man/building/animal) is tall?
b. Concepts
Say: Show me the short (man/building/animal) .
Geometry and Spatial Sense C-8 Quantitative
6
deep/shallow
17
most/least7–0
a. Say: Show me the (bag/box) with the most in it.
b. Say: In which hand do I have the least?
large/small
a. Say: Which (cookie/shoe/animal) is large?
b. Say: Show me a (cookie/balloon) that is small.
182
®
Geometry and Spatial Sense C-8 Quantitative Concepts
Early Childhood Developmental Inventory: Assessment from Mathematics and Science Domain
Mathematics and Science
1.
2.
3.
4–0
4.
4–6
5.
6.
3–6
Observe the child speaking with others in a natural, relaxed situation. As
the child speaks, listen for language describing common objects in the
classroom or outdoors in terms of quantitative concepts. For example,
the child may say, “The fish tank is empty,” or “The bucket is full.”
Mathematics and Science
3–0
Directions for Assessment: Observation 17
Early Childhood Developmental Inventory: Record Book
18
Clear record-keeping and easy-to-follow scoring guidelines ensure accurate assessment results.
C. Mathematics and Science
Assessment Page
C-1
165
Number Concepts
Demonstrates number concepts to ten
Counts Objects
2-6
3-0 3.
1. “One more” 2. “Just one”
1 4. 2
4-0
5. 3 6. 4 7. 5
5-0 8.
6 9. 7
10. 8 11. 9 12. 10
6-0
Notes:
C-2
167
Counting
Counts by rote to
5-3
3
5
10
6-3
20
30
40
50
60
70
80
90
50
60
70
80
90
100
100
7-0
Notes:
C-3
169
Reads Numerals
Page C-169
Identifies/Reads numerals to
5-3
5
10
6-3
20
30
40
7-0
C. Mathematics and Science (continued)
Notes:
C-4
172
Assessment Page
Ordinal Position
C-6
Page C-172
177
Demonstrates understanding of ordinal positions
5-3
1. first
2. last
6-3
3. second
4. middle
5. third
6. fourth
7. fifth
6-3
7-0
175
Numeral Comprehension
C-7
180
10
20
30
40
50
60
70
80
90
100
7-0
Writes Following and Preceding Numerals
1. Writes numeral that follows a given numeral
Matches quantity with symbol (numeral)
1
5
Page C-180
Page C-175
6-3
3
Notes:
Notes:
C-5
Numerals in Sequence
(Circle all numerals below that precede the first mistake.)
Writes numerals in sequence from memory to
2
3
4
5
6
7
8
9
10
6-3
7-0
2
3
1
4
6
5
8
10
9
7
12
11
7-0
12
11
7-0
2. Writes numeral that precedes a given numeral
Notes:
6-3
2
3
1
4
6
5
8
10
9
7
Notes:
18
C-8
181
Quantitative Concepts
Page C-181
3-0 1. big/little
3-6 2. one/one more
3. full/empty
4-0 4. heavy/light
4-6
5.
6.
7.
8.
9.
10.
tall/short
fat/thin
fast/slow
all/none
long/short
large/small
5-6 11.
12.
13.
14.
15.
16.
17.
deep/shallow
thick/thin
wide/narrow
more/less
many/few
huge/tiny
most/least 7-0
Notes:
19
Comprehensive Skill Sequences
Child’s Name: __________________________________________________________________________
Helpful Comprehensive Skill Sequences further
break down the assessed skills to help teachers
and parents know which skills to look for and
support.
Date: ____________________
See page 22 for explanations and uses.
A-1C PRESPEECH RECEPTIVE LANGUAGE
15. Listens selectively to familiar words.
A-2C PRESPEECH GESTURES
See pages 30–32 for assessment procedures for
skills in bold print (“milestone” skills). The numeral
in parentheses indicates the skill number for this
assessment in this Inventory and in the Record
Book. The additional skills listed below are
considered “intermediate” and, combined with the
“milestone” skills, can be used to conduct a more
comprehensive assessment.
16. Understands the word give (with
gesture). (11)
assessment in this Inventory and in the Record
Book. The additional skills listed below are
considered “intermediate” and, combined with the
“milestone” skills, can be used to conduct a more
comprehensive assessment.
18. Listens to tick of watch.
19. Understands six words.
20. Begins to link object to functional
relationship (spoon/food, comb/hair).
1–3
21. Attends to person speaking to him/her.
2. Quiets motor activity in response to sound.
22. Understands simple questions. (13)
3. Notices faces of others. (2)
23. Understands concept of “more” by
responding to questions such as Do you
want more?
0–1
4. Stops crying when someone enters
the room. (3)
5. Responds with a smile or coo to friendly
speech and fondling. (4)
24. Understands forty words.
6. Anticipates feeding at sight of food
(bottle, breast, solid food). (5)
26. Points to familiar objects when
requested. (14)
7. Turns eyes and head toward sound. (6)
27. Makes the sound correctly for a cat. (15)
0–4
0–6
25. Responds to request for play actions.
8. Responds differently to different sounds
(telephone, barking dog, car horn).
28. Makes the sound correctly for a dog. (16)
9. Responds to show that he/she
understands several words. (7)
30. Makes the sound correctly for
a bird. (18)1–6
29. Makes the sound correctly for a cow. (17)
10. Responds with a frown to angry voice.
11. Repeats a performance laughed at.
0–7
12. Understands and responds to
own name. (8)
13. Looks at named objects. (9)
14. Responds to the word no or no-no. (10)
74
®
©Curriculum Associates, LLC
0–0
1. Makes facial expression to ringing of bell
or sudden noise.
2. Smiles. (1)
0–1
3. Smiles when talked to. (2)
4. Laughs aloud. (3)
5. Attends to gestures performed by an adult.
6. Raises arms when parent/caregiver
says Come here or Up while reaching
toward child. (4)
0–4
Child’s
Name:
7. Points index finger to objects
of interest.
0–8
__________________________________________________________________________
8. Expresses anger and distress when toy is
taken away.
A-3C PRESPEECH VOCALIZATION
9. Shakes head for no orSee
points.
pages(5)
35–36 for assessment procedures for
10. Waves “bye-bye.” (6) skills in bold print (“milestone” skills). The numeral
11. Shows affection. (7) in parentheses indicates the skill number for this
12. Nods head for yes. (8)assessment in this Inventory and Record Book.
The additional skills listed below are considered
13. Gestures to make wishes known. (9)
“intermediate” and, combined with the
14. Holds up objects for attention.
(10)
“milestone”
skills, can be used to conduct
1–015. Points to something for attention. (11)
a more comprehensive assessment.
0–1
16. Combines gestures and utterances
1. Makestosmall, throaty sounds. (1)
make wishes known. (12)1–6
2. Has a differentiated crying pattern and
Comprehensive Skillintensity
Sequences
when hungry, sleepy, in pain, etc.
3. Makes different sounds. (2)
4. Vocalizes two different vowel sounds. (3)
5. Makes sucking sound.
6. Coos and gurgles when talked to. (4)*
7. Has a strong cry. (5)*
0–9
19. Imitates nonspeech sounds. (14)
11. Names cup. (6)
1–0
20. Says the words mama and dada
with meaning. (15)
12. Names spoon. (7)
21. Pretend talks. (16)
14. Names block. (9)
22. Pretend talks with some real
words. (17)1–6
15. Names crayon. (10)
1–3
assessment in this Inventory and Record Book.
The additional skills listed below are considered
“intermediate” and, combined with the
“milestone” skills, can be used to conduct
a more comprehensive assessment.
19. Responds to simple yes or no questions.
1–0
1. Says one word.
2. Says two words.
3. Says at least one word other than
mama and dada. (1)
9. Raises and drops voice as if making a
statement or asking a question.
4. Has an expressive vocabulary of at least six
words.
11. Vocalizes to gain attention.
5. Uses a single word in combination with a
gesture to ask for objects.
12. Babbles, using several consonants. (8)*
14. “Talks” to toy or pet. (10)*
6. Has an expressive vocabulary of at least
ten words. (2)
15. Makes “singing” tones. (11)
7. Calls at least one person by name. (3)
16. Uses voice to express joy and displeasure.
8. Responds to yes or no questions
regarding wants and needs. (4)
13. Vocalizes at others. (9)
17. Makes multiple syllables. (12)
18. Imitates sounds or words
(echolalia). (13)*
16. Names toy. (11)
17. Names chair. (12)
10. Squeals. (7)*
0–7
13. Names box. (8)
A-5C GENERAL SPEECH AND
LANGUAGE DEVELOPMENT
8. Vocalizes or “talks” back when
talked to. (6)*
0–4
Date: ____________________
1–6
9. Uses abbreviated or telescopic sentences.
twenty-five words. (5)
18. Names light. (13)
20. Uses the word no to indicate refusal. (14)
21. Uses subject-predicate phrases. (15)*
22. Asks for water when thirsty.
23. Asks for food when hungry. (16)
24. Refers to self by name. (17)*
25. Less than twenty-five percent of speech
is intelligible. (18)
26. Has an expressive vocabulary of
twenty-six to fifty words.
2–0
27. Uses personal pronouns I and me. (19)
28. Vocalizes toileting needs. (20)
29. Twenty-five percent of speech is
intelligible. (21)
30. Imitates three-syllable words.
31. Asks for food at table.
32. Uses noun phrases with articles (the dog,
a cat).
33. Uses the words no and not in combination
with other words.
34. Uses two-word phrases. (22)*
35. Average sentence length of two words.
*This is a “disappearing” behavior.
75
BRIGANCE® Early Childhood Developmental Inventory
©Curriculum Associates, LLC
Early Childhood Developmental Inventory: Comprehensive Skill Sequences
17. Responds to simple commands. (12)
1. Startles to loud noise. (1)
0–0
1–0
19
Early Childhood Developmental Inventory: Milestone Skills by Developmental Age Level
20
333
3–9
22. nail
23. duck
24. fish 4–9
2. Names when examiner points to:
3–0
14. pencil
15. sock
16. boat
17. kite
18. wagon
19. ladder
20. scissors
21. leaf 4–0
A-9: Knows What to Do in Different
Situations. . . . . . . . . . . . . . . . . . . . . . . . . (page 57)
“What do you do when you ____ ?”
3–0
1. are sleepy
2. are cold
3. are tired
4. are hungry
5. cut your finger
6. are sick
7. see your hands are dirty
8. want to go into a room that is dark 4–0
A-10: Knows use of Objects. . . . . . . . . . . . . . . (page 59)
“Why do we have ____ ?”
3–0
9. books
10. telephones
11. scissors 4–0
A-12: Recognizes Money . . . . . . . . . . . . . . . . . (page 63)
3. Points to United States coins and a dollar
bill.
2–0
penny nickel dime quarter dollar bill 4–0
A-13: Repeats numbers . . . . . . . . . . . . . . . . . . (page 65)
Repeats numbers presented orally.
3–0
3 digits (3, 8, 5) (7, 2, 4) 5–0
A-14b: Sentence Memory . . . . . . . . . . . . . . . . (page 68)
Repeats sentence of how many syllables:
3–0
5 syllables 4–0
B-2: Prehandwriting . . . . . . . . . . . . . . . . . . . . (page 90)
6. Draws somewhat recognizable picture that
is meaningful to the child, but perhaps not
to adult. 4–0
B-3: Copies Forms . . . . . . . . . . . . . . . . . . . . . . (page 94)
Copies:
vertical line
3–0
1.
horizontal line
2.
circle 4–0
3.
B-4: Identifies Common Signs . . . . . . . . . . . . (page 98)
3–0
Identifies common signs 4–6
B-5: Identifies Rhymes . . . . . . . . . . . . . . . . . (page 103)
3–6
Identifies pictures of words that rhyme
with pictures of other words 4–6
B-13: Identifies Blended Words . . . . . . . . . . . (page 125)
3–0
Identifies blended words or blended
word parts as words 4–6
Handy Milestone Skills by Developmental Age
Level are excellent resources for teachers and
can be shared with parents.
C. MATheMATICS AnD SCIenCe
C-1: number Concepts . . . . . . . . . . . . . . . . . (page 165)
Demonstrates number concepts to ten.
2–6
1. One more
2. Just one 3–0
3. Counts objects:
3–0
1 2 4–0
C-8: Quantitative Concepts . . . . . . . . . . . . . (page 181)
3–0
1. big/little
3–6
2. one/one more
3. full/empty 4–0
C-9: Shape Concepts. . . . . . . . . . . . . . . . . . . (page 184)
1. Matches:
3–0
1. circle
2. square 4–0
2. Points to when examiner names:
3–6
1. circle
2. square 4–6
C-11: Directional/ Positional Concepts . . . . . (page 189)
3–0
4. behind/in front ofA. LAnguAge DeVeLOPMenT
B. LITeRACY
A-1: Prespeech Receptive Language . . . . . . . (page 30)
5.
bottom/top
B-1: Response to and experience
1–0 12. Responds to simple commands.
6. over/under 4–0
with Books. . . . . . . . . . . . . . . . . . . . . . . . (page 82)
13. 193)
Understands simple questions.
C-12a: Body Parts—Receptive. . . . . . . . . 1–3
. . . (page
3–0 36. Labels actions in familiar books (without
14. Points to familiar objects when requested.
3–0 17. chest
hints).
18. back
15–18. Makes the sounds correctly for a cat, a dog,
37. Talks about actions in books.
19. knees
a cow, and a bird. 1–6
38. Takes part in reading by “filling in” words
20. chin
A-2: Prespeech gestures. . . . . . . . . . . . . . . . . (page 33)
and phrases.
21. fingernails 4–0
11. 195)
Points to something for attention.
39. Has several favorite books.
C-12b: Body Parts—expressive . . . . . . . . 1–0
. . . (page
12. Combines gestures and utterances to make
40. Tells two parts of a short story.
2–6
5. feet
wishes known. 1–6
41. Asks questions about stories.
6. ears
A-3: Prespeech Vocalization . . . . . . . . . . . . . . (page 35)
42. Notices finger trailing.
7. head
43. Sings songs or recites nursery rhymes.
1–0 15. Says the words mama and dada with
8. legs
meaning.
9. arms
16. Pretend talks.
10. fingers
11. thumbs
1–3 17. Pretend talks with some real words. 1–6
A-5: general Speech and Language
BRIGANCE® Early Childhood Developmental Inventory
Developmental Age Level—Three Years toDevelopment.
Four Years . . . . . . . . . . . . . . . . . . . . . (page 41)
1–0
1. Says at least one word other than mama
or dada.
2. Has an expressive vocabulary of at least ten
words.
3. Calls at least one person by name.
4. Responds to yes or no questions regarding
wants and needs.
1–6
twenty-five words.
6–13. Names up to eight objects not including
people or pet names.
14. Uses the word no to indicate refusal.
15. Uses subject-predicate phrases.*
16. Asks for food when hungry.
17. Refers to self by name.* 2–0
A-7: Verbal Directions. . . . . . . . . . . . . . . . . . . (page 49)
1–3
1. Give me the block.
2. Come to me.
3. Sit down.
4. Stand up.
5. Come here.
1–4
6. Throw away the trash.
1–6
7. Show me your ____ .
8. Give it to me.
9. Put the block in the box. 2–0
Developmental Age Level—One Year to Two Years
A-8: Picture Vocabulary . . . . . . . . . . . . . . . . . (page 54)
1–6
1. cat
2. dog
3. key
1–9
4. woman (mommy)
5. boy (brother)
6. man (daddy)
7. girl (sister) 2–0
2. Names when examiner points to:
1–9
1. cat
2. dog
3. key 2–0
A-14b: Sentence Memory . . . . . . . . . . . . . . . . (page 68)
Repeats sentence of how many syllables:
1–9
2 syllables 2–0
B. LiTeRAcy
B-1: Response to and experience
with Books. . . . . . . . . . . . . . . . . . . . . . . . (page 82)
1–0 14. Turns a picture book right-side up
15. Indicates a desire to be read to
16. Says unique sounds or words at pictures in
books
17. Has a favorite book
18. Repeats familiar phrases
1–6 19. Turns several (stiff) pages in a book at once
20. Points to pictures of animals or common
objects
21. Looks at pictures selectively
22. Turns a book right-side-up
23. Pretends to read (e.g., to dolls/action
figures/self)
24. Selects a book at nap-time or bed-time
25. Attends for 3 – 5 minutes
B-2: Prehandwriting . . . . . . . . . . . . . . . . . . . . (page 90)
1–3
1. Attempts scribble but strokes are not
controlled and most go off the paper.
2. Scribbles with crayon, sometimes loses
contact with the paper. 2–0
c. MATheMATicS AnD Science
c-12a: Body Parts—Receptive. . . . . . . . . . . . (page 193)
1–6
1. eyes
2. nose
3. mouth
4. hair 2–0
D. SOciAL AnD eMOTiOnAL DeVeLOPMenT
D-2: general Social and emotional
Development. . . . . . . . . . . . . . . . . . . . . (page 216)
1–0 17. Shows an interest in activities of others.
18. Imitates actions of others such as putting
blocks into a box.
19. Initiates interaction with other children.
20. Takes favorite toy(s) to bed.
21. Shows pride and pleasure in new
accomplishments.
22. Explores environment and returns to
caretaker as a secure base.
1–6 23. Shows a strong sense of self as an
individual as evidenced by saying no to an
adult’s request.
24. Imitates another child’s actions.
25. Watches the faces of other people for clues
to their emotions or feelings.
26. Dramatizes adult activities. 2–0
D-3: Play Skills and Behaviors . . . . . . . . . . . (page 223)
1–0
8. Plays with a variety of toys, doing different
activities with each.
9. Engages in a simple game with others such
as rolling a ball back and forth.
10. Engages in play that extends beyond selfbrushes doll’s hair, feeds doll, feeds mother.
1–6 11. Engages in autosymbolic play—i.e.,
pretends to sleep, eat, or drink from a cup.
12. Imitates environmental sounds during play.
13. Imitates in play an activity involving
housework.
14. Imitates motions of an object.
15. Associates objects in play such as giving
the doll a ride in a car or having the doll
take the dog for a walk. 2–0
D-4 initiative and engagement Skills
and Behaviors . . . . . . . . . . . . . . . . . . . . (page 229)
1–0
4. Begins to link objects to functional
relationships.
5. Imitates actions of others such as putting
blocks into a box.
1–6
6. Imitates in play an activity involving
housework.
7. Dramatizes adult activities.
8. Opens doors or cabinets without knobs 2–0
*This is a “disappearing” behavior.
329
®
Developmental Age Level—One Year to Two Years
Milestone Skills by Developmental Age Level
A. LAnguAge DeVeLOPMenT
A-4: Colors . . . . . . . . . . . . . . . . . . . . . . . . . . . . (page 38)
1. Names when pointed to:
3–6
1. red
2. blue 4–0
2. Points to when requested:
3–0
1. red
2. blue
3–6
3. green
4. yellow
5. orange
6. purple 4–0
3. Matches:
3–0
7. brown
8. black
9. pink
10. gray
11. white 4–0
A-5: general Speech and Language
Development. . . . . . . . . . . . . . . . . . . . . . (page 41)
3–0 36. Uses simple sentences with pronouns.
37. Answers “who” questions.
38. Uses negative phrases.
39. Uses past tense.
40. Ninety percent of speech is intelligible.
41. Relates experiences with some
understanding of sequence and ending/
closure.
42. Answers “why” questions.
3–6 43. Asks “when” questions.
44. Asks “how” questions.
45. Uses prepositions other than in and on.
46. Answers “where” questions.
47. Uses plurals other than by adding s. 4–0
A-6: Length of Sentences . . . . . . . . . . . . . . . . (page 48)
Average number of words used in sentences:
3–0
4 words 5–0
A-7: Verbal Directions. . . . . . . . . . . . . . . . . . . (page 49)
3–0 14. Put the block in your pocket.
15. Walk toward the door.
16. Bring me the ____ .
17. Stand by the chair .
18. Stand next to the table.
19. Follows three-step directions.
A-8: Picture Vocabulary . . . . . . . . . . . . . . . . . (page 54)
3–0
16. boat
17. kite
18. wagon
19. ladder
20. scissors
21. leaf
Milestone Skills by Developmental Age Level
Developmental Age Level—Three Years to Four Years
Build kindergarten readiness with fun, easy-to-plan activities that
prepare children for school
Based on assessment results from
the BRIGANCE® Early Childhood
Developmental Inventory, deliver
developmentally appropriate instruction
with the correlated Readiness Activities.
Early Childhood and Head Start Developmental Inventories
Section
Assessment
Number
Assessment Name
Correlated Section
Literacy
B
16
Identifies Blended Phonemes
Literacy: Phonological Awareness Skills; p. 142
Literacy
B
17
Substitutes Beginning Consonant Sounds
Literacy: Phonological Awareness Skills; p. 142
Literacy
B
18
Reads Common Signs
Literacy: Print Awareness and Concepts; p. 117
Literacy
B
19
Reads High Frequency Words
Literacy: Reads Uppercase and Lowercase Letters; p. 119
Literacy: Response to and Experience with Books; p. 56
Literacy
B
20
Word Recognition Grade Placement Test Form A and B
Literacy
B
21a
Reads Sentences (Preprimer) Form A and B
Literacy
B
21b
Reads Sentences (Primer) Form A and B
Mathematics
1
Number Concepts
Math: Number Concepts; p. 177
Math: Counting; p. 186
Mathematics
C
2
Counting
Mathematics
C
3
Reads Numerals
Math: Reads Numerals; p. 192
Mathematics
C
4
Ordinal Position
Mathematics
C
5
Math: Numeral Comprehension; p. 198
Mathematics
C
6
Math: Numerals in Sequence; p. 206
Mathematics
C
7
Writes Following and Preceding Numerals
Math: Numerals in Sequence; p. 206
Mathematics
C
8
Math: Quantitative Concepts; p. 220
Mathematics
C
9
Shape Concepts
Math: Shape Concepts; p. 235
Literacy: Copies Forms; p. 73
Mathematics
C
10
Joins Sets
Math: Joins Sets; p. 240
Math: Numeral Comprehension; p. 198
Mathematics
C
11
Math: Directional/Positional Concepts; p. 243
17
C
BRIGANCE Readiness Activities
®
Correlation Chart
Introduction
Mathematics
21
Readiness Activities: Domains, Skills, and Features
22
Organized by domains that align to state early learning standards.
Readiness Activities Domains and Skills Areas
Body Parts
Colors
LITERACY
Each skill section includes more than a
dozen fun and easy-to-plan activities, as
well as helpful instructional guidance and
resources for that skill, such as:
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
• Objective
• Domain
• Rationale
• Sequence
• Recommendations for Effective
Teaching
Number Concepts
Counting
Reads Numerals
Shape Concepts
Joins Sets
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
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 Selfalso includes
Every domain
section
valuable resources and reproducibles:
• Factors that Impact Development
• Reproducibles for Teaching
Activities
• References
• Read-to-Me Books
• Letters to Families (reproducible,
English and Spanish versions)
• My Learning Plans (reproducible)
7. Read and make a picture Book
Response to the Book:
• Turnbacktothefirstphotointhebook,eitheronthebook’scover,or
ononeofthebeginningpages,andtalkabouthowthephotographer
usedacameratocreatepicturesforthebook.Ask,“Haveyouever
usedacamera(realorpretend)?”Whatpicturesdidyoutake?”
• Tellchildrenthattheywilleachmakeapicturestorywiththe
photosthattheybroughtfromhome.Ask,“Whatwillyourstory
beabout?Whichphotosdoyouwanttouse?”
• Workwithsmallgroupsofchildrentoplantheirpicturestories.
Helpthemplanhowmanypageswillbeintheirbookandwhat
8. share a fun Informational
Book
eachpagewilltellabout.Thenhavethemlookattheirphotosand
group size: Individual,smallgroup,orclass.
• Placeinformationalbooksinthereadingareasochildrencanselect
choosethebestoneforthepage.Whenthepicturebooksare
materials:
preparation: Afewdaysbeforeyouplantodothisactivity,send
oneduringchoicetime.Organizetheinformationalbooksbytopic.
completed,havechildrenreadthemtothegroup.Somechildren
• Aninformationalpicturebookaboutaspecificconcept.
anotehomewiththechildrenrequestingthatfamilyphotosbesent
• Smallgroupsofchildrenmightreadbooksonatopicandthen
mightwanttoaddtheirbookstotheclasslibrary.
• Objectsorpicturesofobjectsthatappearinthebook.
toschool.Explainthatthephotoswillbeusedforanartactivityso
worktogethertocreateaposteraboutinformationtheylearned.
suggested InfoRmAtIonAL Books:
theywillnotreturnhomeintheiroriginalform.
suggested AuthoRs of InfoRmAtIonAL pIctuRe Books:
My Big Book of Everything byRogerPriddy
preparation: Dothefollowing:
procedure: Havethechildrensitcomfortablyinacircleonthefloor
Aliki;JimArnosky;JoanneCole;DonaldCrews;TomiedePaola;
Exactly the OppositebyTanaHoban
• Chooseaninformationalbookaboutaspecificconceptortopic
aroundyou.Makesurethateachchildcanseeyouandthebook.Hold
GailGibbons;TanaHoban;StephenKrensky;SeymourSimon.
thatchildrenarelearning.Select5to8vocabularywordsfrom
Is It Rough?Is It Smooth? Is It Shiny?byTanaHoban
thebooksothatthephotographsfacechildren.Thendothefollowing:
thebookthatarekeytolearningaboutthetopic.
The Moon Was the BestbyCharlotteZolotowandillustrated
• Readthetitleandaskchildrenwhattheythinkthebookisabout.
• Gatherobjectsorpicturesofobjectsthatappearinthebook.For
byTanaHoban
Havethemsharewhattheyknowaboutthetopic.Askaboutother
example,ifthechildrenarelearningaboutbutterflies,youmight
bookstheyreadonthesametopic.
Everybody WorksbyShelleyRotner
chooseabookaboutthelifecycleofabutterfly,abookabout
• Introduceimportantwordsfromthebookthattheywillneedtoknow
I Spy Funny Teeth: Riddles(ScholasticReader,Level1)
differentkindsofbutterflies,orabookthattellswheretofind
totalkaboutthetopic.Discusstheirmeaningandprovideexamples.
byJeanMarzolloandphotographedbyWalterWick
butterflies.Youmightwanttobringinabutterflycocoon,abutterfly
• Readthebookorsplitthebookintotwoorthreepartsandread
collection,abutterflynet,orflowersthatbutterfliesareattractedto.
9. We’re a part of the story!
eachpartonadifferentday.Usenewwordsasyoutalkabout
Putthemondisplayintheroom.
• Havechildrenusethestickpuppetstodramatizethestoryandretell
content.
Materials:
itintheirownwords.Encouragethemtousethenewwordsin
procedure:
Gatherchildrenontheflooraroundyou.Makesurethat
• Talkaboutthephotosandreadthecaptions.Explainthatcaptions
• Apredictablebookornarrativepicturebook.
theirretellings.
childrencanseethebook.Dothefollowing:
givemoreinformationaboutatopic.
• ResponseActivityMaterials:
•
Invitechildrentocreateoriginalstorieswiththestickpuppets.
• Tellchildrenthatthebookyouaregoingtoreadtellsaboutreal – Photocopiesoftheillustratedcharactersandobjectsinthestory.
• Pointoutothertextfeaturesspecifictothebook,suchastheTableof
things.Thebookgivesinformationaboutatopic.Talkabouteach
suggested Books:
Contents,bold-facedwords,ordiagrams.Talkabouttheinformation
– Scissors.
®
objectondisplay.
thattheyprovide.
– CraftorPopsicle sticks.
Goodnight MoonbyMargaretWiseBrown
• Readthetitle.Discussthephotoonthecoverandwhatthebook
– Glueorgluesticks.
Time for BedbyMemFox
mightbeabout.Havechildrensharewhattheyknowaboutthe – Aboxtoholdthestickpuppets.
Where the Wild Things ArebyMauriceSendak
topicandwhattheywouldliketolearn.
Winnie the PoohbyA.A.Milne
• Readonepartofthebook.Pointoutsomeofthetextfeatures,such
The House at Pooh CornerbyA.A.Milne
asachartorcaptionandtalkabouttheinformationitprovides.preparation:
10. every puppet tells a story
•
Photocopyillustrationsofcharactersandobjectsthatyouwant
• Havechildrenmakepuppetstorepresentthecharactersinthestory.
• Asyouread,pausebrieflytoprovideshortexplanationsofaword’s
No Roses for HarrybyGeneZion.
Materials:
tousetomakeintostickpuppets.
Thepuppetscanbestuffedsockswithbuttoneyesandfabric
meaning.Pointtoanillustrationtohelpclarifythemeaning.
• Anarrativepicturebookwithseveralcharacters.
• Cutouteachcharacterandobjectandglueeachonetoacraftstick.
features,ortheycanbelunch-bagpuppetswithglued-onor
• Encouragechildrentoaskquestionsaboutthetopicandcomment
•
Gluethecharacterorobjecthighenoughonthesticksothatthere
drawn-onfeatures.
onthephotosandillustrationsasyouread.Promptchildrentouse
Tomakepuppets:
BRIGANCE® Readiness Activities
Experience with Books
• Askchildrentousetheirpuppetstodramatizethestoryandretellit
newwordsinthediscussion.Book Knowledge Response to andisenoughstickleftforachildtohold.
– Socks.
procedure: Havethechildrensitcomfortablyinacircleonthefloor
intheirownwordsusingnewvocabulary.
• Ifchildrenareinterested,bringinotherbooksonthesametopic
– Smallpaperbags.
aroundyou.Makesurethateachchildcanseeyouandthebook.
• Workwithasmallgroupofchildrentocreateasequeltothestory
andreadthemwithchildren.
– Buttons.
Thendothefollowing:
andusetheirpuppetstotellthestory.
– Scrapsoffeltandfabric.
• Readthetitle,author,andillustrator.Talkaboutthecover
suggested Books:
– Yarn.
illustration.Ask,“Whatdoyouthinkthebookisabout?”
Panda Bear, Panda Bear, What Do You See?byBillMartinJr.
– Glueorgluesticks.
• Takeapicturewalk,andencouragechildrentodiscusswhatthey
– Scissors.
The Little Red HenbyPaulGaldone
thinkthestoryisabout.Askthemtopredictwhatwillhappen.
– Markers.
Alice’s Adventure in WonderlandbyLewisCarroll.
• Readthebook.Stopbrieflytoexplainanewwordoroffer
– Crayons.
commentsaboutacharacterorevent.
Tomakeapuppetstage:
64 BRIGANCE® Readiness Activities
Book Knowledge Response
to and Experience with Books
• Afterreadingaska“why”questiontopromptchildrentomake
– Alargeapplianceboxwiththeupperfrontpanelcutout.
inferencesaboutthestorycharacters.Forexample,“Whydidthe
– Atoweldrapedoverthebackofachair.
characterdothis?”
– Ablanketorsheethungoveracardtable.
• Giveeachchildastickpuppetthatrepresentsacharacterorobject
– Acurtainonaspringrodsuspendedinadoorway.
inthestory.Rereadthebook.Askthechildrentolistencarefullyas
Over 300 developmentally appropriate activities.
Literacy
63
Literacy
materials:
• Aninformationalpicturebookthatisillustratedwithphotographs.
– Photographs:photosthechildrenhavebroughtfromhome,
photosfromclassroomactivitiesandfieldtrips,orphotoscut
fromoldmagazines.
– Scissors.
– Gluesticks.
– Sheetsofdrawingpaper(atleastoneforeachchild).
65
Easy-to-read and easy-to-plan activities
are listed in order of difficulty and
accommodate all types of learning styles:
visual, aural, tactile, kinesthetic.
Readiness Activities: Literacy Domain
66
Book Knowledge Response to and Experience with Books
Literacy
User-friendly directions list the materials
needed, preparation (if any), procedure, and
extension opportunities.
• 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.
Literacy
youread.Havethemraisetheirstickpuppetswhentheircharacter
group size: Smallgrouporclass.
orobjectismentionedinthestory.
procedure: Gatherchildrenontheflooraroundyou.
23
Readiness Activities: Literacy Domain
24
Each domain includes a wealth of helpful information for teachers.
select QualItY Books
Libraries and school systems frequently publish a list of recommended
books for children of different ages. There are also books by educators
that provide parents and teachers with book recommendations.
Professional organizations such as the International Reading Association
provide annual lists of recommended books. Consult your local or school
library. Here are some suggested resources:
• The New Read-Aloud Handbook by Jim Trelease.
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.
Trade Books for Reading Aloud
Catalanotto, Peter. Matthew A. B. C.
Chandra, Deborah. A Is for Amos. Illus. by Keiko Narahashi.
Choi, Yangsook. The Name Jar.
Agee, Jon. Z Goes Home.
Cohen, Miriam. Will I Have a Friend? Illus. by Lillian Hoban.
Aliki. My Hands.
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.
FORMS
Imitates(Drawsafterwatchinganotherpersondrawaform):
2-01. Imitatesverticalline).
2. Imitatescircles.
3. Imitateshorizontalline—.
3-04. Copies vertical line ∙. (1)
5. Copies horizontal line —. (2)
6. Imitatesplussign+.
7. Copies circle ○. (3)
8. Imitates2.
9. Imitatessquare□.
4-0
10. Copies cross or plus +. (4)
11. Copies 2. (5)
12. Copies square □. (6)
5-013. Imitatesrectangle▭.
14. Copies rectangle ▭. (7)
15. Imitatestriangle△.
16. Copies triangle △. (8)
6-017. Imitatesdiamond◇.
18. Copies diamond ◇. (9)7-0
Comprehensive and Supplemental Skill Sequences
References
Literacy
Turns pages individually. (5)
Points to and names simple pictures. (6)
Wantstohearthesamestoryrepeated.
® Readiness Activities
149
BRIGANCEbooks.
Is interested in
“read-to-me”
(7)
Looksatpictureswhilestoryisread.
Describes actions depicted in pictures. (8)
Askstohaveafavoritebookread.
Takes part in reading by “filling in” words and phrases. (9)
Recalls/tellspartofthestoryread.
Gains information from books about real things. (10)
Tries to read books from memory. (11)
Attendstostoryforeightminutesormore.
Follows along in a book being read. (12)
Can tell context of a story but may confuse facts. (13)
Retells story from a picture book with reasonable accuracy. (14)
Drawspicturebasedonstory(ies).
Listenstopartofastoryandtellswhathe/shethinksmighthappen.
Actsoutstoriesindramaticplay.
Attempts to read by looking at pictures. (15)
Literacy
Supplemental Skill Sequences
7.
8.
9.
10.
11.
3-012.
13.
14.
15.
4-0
16.
17.
18.
19.
20.
5-021.
22.
23.
24.
25.
• The Notable Children’s Trade Books in the Field of Social Studies List
(appears in the May/June issue of Social Education).
• The Outstanding Science Trade Books for Children List
(appears in the November issue of Children and Science).
create a classroom lIBrarY
Introduce children to a wide variety of books including storybooks, wordless
picture books, information books, predictable books, alphabet and counting
books, poetry books, magazines, and easy-to-read books. Throughout the
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.
Emberly,
Ed. TheKansas
Wing on
a Flea.
Conley, Darby. The Get Fuzzy
Experience.
City,
MO: Andrews McMeel,
Parker, 2003.
Ernst, Lisa Campbell. Stella Louella’s Runaway Book.
Feelings,
Muriel.National
Jambo Means
Hello.
Illus. 2001.
by Tom Feelings.
Committee on Early Childhood
Pedagogy,
Research
Council.
Brett,
The Mitten.2003. “Phonological Sensitivity:
Anthony, J. L., C. J. Lonigan,
andJan.
S. R.Burgess.
Eager to Learn: Educating
Our Preschoolers.
Edited
by Barbara
T. Bowman,
Feelings,
Muriel. Jambo
Means
Hello: Swahili
Alphabet Book.
A Quasi-Parallel Progression
of Marc
WordTolon.
Structure
Units
and Cognitive
M. S. Donovan, and M. S. Illus.
Burns.
D.C.: National Academy Press.
Brown,
Arthur
Writes
a Story.
byWashington,
Tom Feelings.
Operations,” Reading Research Quarterly, Vol. 38, 470–87.
Brown, Margaret Wise. Big Red Barn. Illus. by Felicia Bond. Cullinan, Bernice E. Let’s Read
Fox, About
Mem. ____
Possum
Magic.Books
Illus. They’ll
by JulieLove
Vivas.
: Finding
to Read.
Bettelheim, Bruno. The Uses
of Enchantment:
TheGoodnight
Meaning and
Importance
NY: Scholastic Inc., 1993.
Brown,
Margaret Wise.
Moon.
Illus. by Clement Hurd.
Fox, Mem. Time for Bed. Illus. by Jane Dyer.
of Fairy Tales. NY: Alfred Knopf, Inc. 1976.
Brown, Tricia. Someone Special, Just Like You.
Fox,
Mem.
Wilfrid
McDonald
Cullinan, Bernice E. Read to
Me:
Raising
KidsGordon
Who Love
to Read.Partridge. Illus. by Julie Vivas.
Brady, Pat. The Irresistible Carle,
Rose isEric.
Rose.
Kansas
City, MO: Andrews McMeel,
NY: Sagebrush, 2001. Frasier, Debra. On the Day You Were Born.
The
Tiny Seed.
Parker, 2000.
Carle, Eric. The Very Hungry Caterpillar.
Freeman,
Don.
Corduroy.Classrooms: Is
Dickinson, D. K. 2001. “Book
Reading
in Preschool
® Diagnostic Inventory of Early Development–II.
Brigance, Albert H. BRIGANCE
Recommended PracticeGaldone,
Common?”
in The
Beginning
Literacy
Carlson,
Nancy L. ABC I Like Me!
Paul.
Little Red
Hen.with Language:
North Billerica, MA: Curriculum Associates, 2004.
Young Children Learning at Home and in School. Edited by D. K. Dickinson
Carroll, Lewis. Alice’s Adventures in Wonderland (A Pop-Up Adaptation).
Galloway, Priscilla. Jennifer Has Two Daddies. Illus. by Ana Aumi.
and P. O. Tabors. Baltimore: Brookes Publishing.
Illus. by Robert
Sabuda.
______ . BRIGANCE® Comprehensive
Inventory
of Basic Skills–Revised.
Garza, Carmen Lomas. Family Pictures—Cuadros de Familia.
North Billerica, MA: Curriculum Associates, 1999.
Dickinson, D. K., and M. W. Smith. 1994. “Long-term Effects of Preschool
Teachers’ Book Readings on Low-Income Children’s Vocabulary and Story
Burns, M. S., P. Griffin, and C. E. Snow. 1999. Starting Out Right.
Comprehension,” Reading Research Quarterly, Vol. 29, No. 2, 104–22.
® Readiness
Washington, D.C.:151
National
Academies
Press.
BRIGANCE
Activities
Read-to-Me Books
Diffily, Deborah and Kathy Morrison, eds. Family-Friendly Communication
26. Knowsthatreadinggoesfromlefttorightandfromthetop
Calkins, Lucy McCormick. Raising Lifelong Learners. Reading, MA:
for Early Childhood Programs. Washington, D.C.: National Association
tothebottomofthepage.
Perseus, 1997.
for by
thesight.
Education
27. Reads some words
(16) of Young Children, 1996.
Caplan, Theresa and Frank. The Early Childhood Years: The 2 to 6
Year Old.
Theprimaryor“milestone”skillsarelistedbelowandinboldprint.The
6-028. Beginstoassignsound/symbolrelationships.
Fox, Mem. Reading Magic. Illustrations by Judy Horacek. NY: Harcourt, Inc.,
NY: Bantam Books, 1984.
additionalskillslistedbelowareconsidered“intermediate”and,combined
29. Tries to read words
by using word-attack skills—phonics,
2001.
withthe“milestone”skills,canbeusedtodesignamorecomprehensive
context clues, or picture clues. (17)
Cassady, Jerrell C. and Smith, Lawrence L. “Acquisition of Blending Skills:
Gillespie, John T., ed. Best Books for Children: Preschool through Grade 6,
teachingcurriculum.
Blending
30. Reads simple stories aloud. (18)
Comparisons Among Body-Coda, Onset-Rime, and Phoneme
6th ed. New Providence, New Jersey: R. R. Bowker, 1998.
31. Distinguishes between fantasy and reality. (19)7-0
Tasks.” Reading
1521-0685, Volume 25, Issue 4. 2004.
RESPONSE TO AND EXPERIENCE
WITH Psychology,
BOOKS
Hearne, Betsy. Choosing Books for Children: A Commonsense Guide.
1-61. Showsaninterestinbooks(assomethingtolookat
Chambers, Aidan. Introducing Books to Children, 2nd ed. Boston, MA:
NY:
Delacorte, 1990.
andnotassomethingtochewortear).
Horn Book, Inc., 1983.
2. Turns several pages in a book at once. (1)
Herr, Judy and Yvonne Libby. Creative Resources for the Early Childhood
Cherry,
Clare. Creative
Play forobjects.
the Developing
Child. Belmont, CA:
3. Points to pictures
of animals
or common
(2)
Classroom, 4th ed. NY: Delmar Learning, 2004.
Publishers,
4. Looks at pictures Fearon
selectively.
(3) Inc., 1976.
Hirsch, Jr., E. D. and John Holdren. What Your Kindergartner Needs to Know.
5. Turns book right-side
Church,up.
Lisa(4)
R. Everyday Creative Play. Minneapolis, MN: Fairview
Press, 1998.
Thesupplementalskillslistedbelowareincludedbecausetheyprovide
NY: Delta, 1996.
2-06. Listenstoastoryforfiveminutes.
anexcellentmeansfordevelopingfine-motorskills.
2-6
• Choosing Books for Children: A Commonsense Guide by Betsy Hearne.
• The Children’s Choices List (appears every October in The Reading
Teacher).
Literacy
Barbara. Grandfather
Twilight.
Anthony, J. L., and others.Berger,
2002. “Structure
of Preschool
Phonological
Cathy
and Fremont,
A and
Is for Astronaut.
Sensitivity: OverlappingBeylon,
Sensitivity
to Rhyme,
Words,Victoria.
Syllables,
Phonemes,” Journal ofBooth,
Experimental
Child
Psychology,
Vol.Under
82, 65–92.
Eugene and Derek Collard.
the Ocean.
• The New York Times Parent’s Guide to the Best Books for Children
by Eden Ross Lipson.
• Read to Me: Raising Kids Who Love to Read by Bernice E. Cullinan.
Christelow, Eileen. What Do Illustrators Do?
Aliki. My Feet.
References
Carter, David. Alpha Bugs.
57
PractIce Before readIng aloud to chIldren
Before reading a storybook to children, practice reading it aloud using
different voices for different characters and practice changing the
inflection of your voice to accompany the events in the story. The words
you are reading will tell you whether to use a soft or loud voice (“as she
whispered to her sister” or “as the waves crashed against the shore”)
or whether to use a low voice or a high one. You will want to read some
passages slowly, others quickly. For some passages, you will want to
pause for emphasis or excitement (“Once upon a time . . . in a land far,
far away . . .” or “What . . . was in the box?”).
read wIth Your chIldren
See the Read-to-Me Books on page 151 for books that children and
adults will enjoy reading and talking about together.
communIcate wIth famIlIes
• Send Home a Letter The Letter to Families suggests fun ways for
families to reinforce classroom learning at home. It recommends
activities to try and books to read with children. (See page 155 for
a sample letter for this section.)
• Send Home the Learning Plan Give children a copy of the Learning
Plan to share with their families. Encourage families to read and
talk about the Learning Plan, “I am learning to love books.”
(See My Learning Plan: Literacy 1 on page 167.)
Response to and experience with Books
objective
• 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).
domain
Literacy: Book Knowledge
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.
56
Sequence
Sequence of SkillS
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.
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
Literacy
Read-to-Me Books
Include InformatIonal Books In Your lIBrarY
Select nonfiction books on a wide range of topics, such as storms,
animals, people, oceans, dinosaurs, and machines. Informational books
help build children’s vocabulary and develop new knowledge. Select
books that engage children in topics that are of interest to them.
Literacy
recommendations for
developing children’s Interest
and experience with Books
Factors That Impact Development
Procedure: Giveeachchildapairofscissorsandacopyofpage378,
thendothefollowing:
• Turnyourpagetofacethechildrenanddirecttheirattention
tothepicturesofthescissorsonthepage.
• Explainthatapictureofscissorsindicateswherechildrenneed
tobegincutting.
• Demonstratecuttingthepageintotwopiecesbybeginning
Let’s Cut a atthepictureofscissorsatthetopofthepageandcutting
Picture
9.
Materials: onthedashedline.
• Apairofscissorsforeachchildandoneforyou.
• Tellchildrentocuttheirpagesintotwopiecesbybeginning
• Acopyofpage384foreachchildandoneforyou:
atthepictureofscissorsandcuttingonthedashedline.
reproducedonpaperthatiseasytocut.
NOTE:Remindchildrentokeeptheirthumbsupwhilecutting.
Group Size: Individual,smallgroup,orclass.
• Onceeachchildhascuthispageinhalf,havehimcuteachhalfinhalf
Procedure: Dothefollowing:
again,beginningateachpictureofscissorsonthehorizontalline.
• Giveeachchildapairofscissorsandacopyofpage384.
• Explaintochildrenthattheyaregoingtocutaroundtheoutside
2. Let’s Cut Between the Lines: Within ½-Inch Limits
ofthepictureonthepage.
Materials:
• Turnyourpagetofacethechildrenanddemonstratehowtocut
aroundtheoutsideofthepicture.
• Acopyofpage379foreachchildandoneforyou:reproduced
• Remindchildrentobegincuttingatthepictureofscissors.
onpaperthatiseasytocut.
Havethemcutalongthedashedline.
• Havechildrencontinuecuttinguntiltheyhavecutoutthepicture
Materials:
• Acopyofpage380foreachchildandoneforyou:reproduced
onpaperthatiseasytocut.
Physical Health and Development
Fine-Motor Skills Cuts with Scissors
Sequence
Objective
2. Have the Children Practice the Cutting Motion
Before teaching children to cut paper, give them plenty of practice in the
thumb and forefinger movements necessary for cutting. Ask the children
to pretend they are cutting the air into pieces. Encourage them to use their
thumb and forefinger to make the cutting motion in the air.
3. Teach “Thumbs Up!”
As children practice cutting with scissors, remind them to keep their thumbs
up as they cut.
✂
Cuts with Scissors
✂
• Dothefollowing:
Craftsticks.
Procedure:
• Agluestickforeachchild.
• Demonstratehowtocutalongthespiraldrawnonaplate.
Showchildrenhowyouturnthepaperplateasyoucut.
• Giveeachchildapaperplateandapairofscissors.
• Havechildrencutalongthespiralsdrawnontheirplates.
Remindthemtoturntheplatesastheycut.
• Usingtheholepunch,makeaholeatthetopofeachcompleted
spiral.Tieoneendofalengthofstringtotheholeandhang
thespiralsintheclassroom.
Procedure: Do the following:
• Magazinesandcatalogs.
• Showtheclassacompletedcaterpillar.
• Agiantheartshapecutfromcraftpaper.
• Explaintochildrenthattheywillcreatecaterpillarsbycuttingcircles
fromconstructionpaperandgluingthecirclestogether.
Group Size: Smallgroup,orclass.
• Giveeachchildscissors,agluestick,asheetofcirclestocut,
andasheetofwhitepaper.
• Displaythegiantheartonthefloorinthemiddleoftheroom.
• Tellchildrentocutalongtheoutlinesofthecirclesandturnthepaper
• Tellchildrenthattheyaregoingtomakeaclassfriendshipcollage
astheycut.
usingthisspecialheart.
• Havechildrengluetheircirclestogetherinalongrowonthesheet
• Invitechildrentositontheflooraroundtheheart.
ofwhitepapertoformthecaterpillar.
• Givethemscissors,gluesticks,magazines,andcatalogs.
• Afterchildrenhavegluedthecirclestogether,havethemusecrayons
• Havechildrencutoutpicturesofitemsthattheymightliketoshare
todraweyes,amouth,andtwoantennaeontheheadsoftheir
withfriends,suchasfood,toys,stuffedanimals,actionfigures,
caterpillars.
CDs,andbooks.
• Astheycutouttheirpictures,havechildrengluethepictures
ontotheheart.
FINE-Motor SkIllS
✂
®
• Alightweightpaperplateforeachchildandoneforyou.
375 BRIGANCE
11. Sailboat,
SailboatReadiness Activities
Usingthemarker,drawaspiraloneachofthepaperplates.
• Apairofscissorsforeachchild.
• Pre-drawntrianglesandrectanglesoncoloredsheetsofconstruction
• Aholepunch.
paper.Drawshapeswithathickblackmarkersothatthecutting
• Lengthsofstringtohangthespiralsintheclassroom.
linesareclearlyvisible.
Group Size:
Individual,smallgroup,orclass.
• Asheetofblueconstructionpaperforeachchild.
thendothefollowing:
• Turnyourpagetofacethechildrenanddemonstratehowtocut
outoneofthetriangles.Remindthemthatthepictureofscissors
7.
Confetti Collages
indicateswheretobegincutting.
Materials:
• Pointtothepictureofscissorsatthebeginningofthedashedline
sothechildrenunderstandwheretocut.
• Explainthatwhentheycutangles,itissometimeseasiertocut
• Sheetsofwhitepaper,atleastoneforeachchild.
beyondorpasttheangleandthentoplacethescissorsatthe
• Scrapsofdifferent-coloredpaper:constructionpaper,
beginningofthenextlinetobecut.
wrappingpaper,wallpaper,tissuepaper.
• Havechildrencutoutoneofthetrianglesontheirpaper.Encourage
thechildrentokeeptheirscissorsonthedashedlineastheycut.
Demonstrateagain,ifnecessary.
• Havechildrencontinuetopracticecuttinguntiltheyhavecutout
• Explaintochildrenthatconfettiissmallpiecesofbrightlycolored
allfourtriangles.
paperthatpeoplesometimesthrowintotheairatcelebrations.
• Tellchildrentheywillmaketheirveryownconfettibycuttingscraps
ofcolorfulpaperintolittlepieces.
• Demonstratehowtocutthecolorfulpaperscrapsintoconfetti.
• Givescissorstochildrenandhavethemcutthepaperscraps
intoconfetti.
Procedure: Do
the following:
10. Bookmarksofthechildintheraincoat.
thendothefollowing:
• Havechildrengluetheircolorfulconfettiontowhitepaperusing
• Showchildrenacompletedconstructionpapersailboat.
Materials:EXTENSION:Afterchildrencancutoutclearlyoutlinedpictures,
• Turnyourpagetofacethechildrenanddemonstratecutting• Pointtoeachpartandsay:
gluesticks.Tellchildrentogluetheirconfettisothepiecesoverlap.
• Predrawnrectanglesoncoloredsheetsofconstructionpaper.
invitethemtocutoutpicturesfromoldmagazinesandcatalogs.
ononeofthedashedlinesbetweentwosolidlines.Remindthem
– The sail of the boat is a triangle.
(Drawrectangleswithathickblackmarkersothatthecutting
thatthepictureofscissorsindicateswheretobegincutting.
– The bottom of the boat is a rectangle.
linesareclearlyvisible.)
8. Pick It Up!
• Pointtoapictureofscissorsatthebeginningofadashedline – The mast of the boat is a craft stick.
Materials: sothatchildrenunderstandwheretocut.
• Giveeachchildapre-drawntriangleandrectangle,apairofscissors,
• Crayonsormarkers.
• Apairofsmalltongsforeachchildandoneforyou.
asheetofblueconstructionpaper,acraftstick,andagluestick.
• Samplebookmarks.
• Severalsmall,roundobjects,suchaspom-pomsandcottonballs.
• Havechildrencutouttheshapes.Remindthemtoturnthepaper
Group Size:
• Individual,smallgroup,orclass.
Asmallcontainerforeachchild.
astheycut.
Procedure:Group
Do theSize:
following:
Individual,smallgroup,orclass.
• Askchildrentoputtheshapesandthecraftsticktogether
• Showchildrensamplebookmarks.Explainthatpeopleusea
intheformofasailboatontheblueconstructionpaper.
bookmarktomarkthelastpagetheyread.Sowhentheypick
• Giveeachchildapairoftongsanddemonstratehowtousethem.
• Havechildrengluealltheitemsontothepaper.
upthebookagain,theyknowwheretobeginreading.
• Havechildrenpracticeopeningandclosingthetongs.
• Tellchildrenthattheyaregoingtomakebookmarkstotake
• Giveeachchildanemptycontainerandanassortmentofobjects. 12. Colorful Caterpillars
homeandsharewiththeirfamilies.
• Havechildrenusetheirtongstopickuptheobjectsoneatatime
Materials:
• Giveeachchildasheetofpaperwitharectangleoutline,
andputtheminthecontainer.
apairofscissors,andsomecrayonsormarkers.
• Havechildrencarefullycutouttheirrectanglesbyfollowing
• Pre-drawncirclesondifferentcoloredsheetsofconstructionpaper.
theblacklines.
Drawcircleswithathickblackmarkersothatthecuttinglines
• Remindchildrentoturnthepaperastheycut.
areclearlyvisible.
• Aftercuttingouttherectangles,havechildrendecoratetheir
• Alongsheetofwhitepaperforeachchild.
13. Paper Plate
Spirals
14. I Give My
Heart to You!
bookmarkswithcrayonsormarkers.
• Crayons.
Materials:
Materials:
NOTE:Ifpossible,laminatethebookmarksfordurability.
• Amarker.
vision problem, refer her to the appropriate school personnel.
safety scissors that can be used with either the right or the left hand.
Set up a cutting area in tHe art center
CoorDInaTIon
combine activitieS
Provide aeye-HanD
variety of scissors
for the children to use, including left- and
Cutting
with
scissors
requires children
to use
information to control Incorporate the skill of cutting with other activities. For example,
right-handed
scissors,
loop
and safety-blade
scissors,
andvisual
four-hole
hand
and finger
Children
who have
difficulty
plan art projects that involve using scissors, or when teaching numerals,
teacher-assist
scissors.
Have movements.
different types
of materials
available
for coordinating
their eye and
handcards,
movements
may
struggle with
cuttingpaper,
activities,
have children cut out quantities of items to match the numerals.
cutting (newspaper,
greeting
catalogs,
magazines,
wrapping
activities that
involve
cutting the
along
lines ortochanging
paper bags,specifically
fabric, construction
paper).
Encourage
children
read witH your cHildren
directions
while cutting.
practice snipping,
continuous
stroke cutting, and cutting out shapes.
Read books with children that address fine-motor skills.
FIne-moTor CoorDInaTIon
provide eaSy-to-cut
paper
Here are some books that children will enjoy:
To cutthe
effectively
pair ofmake
scissors,
strength
and
When teaching
children with
to cuta paper,
surechildren
that theneed
paper
is easy
Bruna,
Dick. I Know
About Shapes. SKILLS
DEVELOPMENTAL
SEQUENCE
OF PREREQUISITE
coordination
in the
small muscles
of lightweight,
their arms, hands,
and fingers.
to cut. Construction
paper,
greeting
cards, and
flat-bottomed
2-0
Carle,
Eric. Draw
Star.
Places scissors
on fingers
and Me
holdacomfortably
and correctly.
child
is likely
to experience
difficulty
cutting
scissors
paper bagsAare
good
choices
for beginning
cutters.
Avoidwith
paper
that isif his fineOpens and closes
scissors.
Onyefulu,
Ifeoma. A Triangle for Adaora: An African Book of Shapes.
To use scissors
to and
cut flimsy
various
motor
coordination
isstiff.
weak. The child may not have the strength Snips or makes small cuts in paper.
thin
orpatterns
too thick or
andmaterials.
See
the
Read-to-Me
Books
on
page
404
for a list of titles that relate
and dexterity in his hands and fingers to manipulate the scissors. Holds paper for cutting.
to the development of fine-motor skills.
DOMAIN provide Quality SciSSorS
Giveand
children
good quality,
five-inch,Skills
blunt-nosed scissors that cut well. DEVELOPMENTAL SEQUENCE OF SKILLS
Physical Health
Development:
Fine-Motor
communicate witH familieS
3-0 Cuts a piece of paper 5 inches (12.5 cm) square in two.
Hold tHe paper for tHe cHild
• Send Home a Letter The Letter to Families suggests fun ways for
RATIONALE
4-0 Cuts a 5-inch (12.5 cm) line within ½-inch (12-mm) limits.
families to reinforce classroom learning at home. It recommends
When
a child
is ready
try cutting
the first
The ability to
cut with
scissors
is atopractical
skillpaper
that for
children
willtime,
use hold the paper
Cuts a triangle with 2-inch (5-cm) sides within ½-inch (12-mm) limits.
activities to try and books to read with children. (See page 421.)
as he cuts.
This allows
the
child
to concentrate
solely develop
on the cutting motion.
in their everyday
activities.
Cutting
with
scissors
helps children
Move paper while cutting.
• Send Home the Learning Plan Give children a copy of the Learning
fine-motor
skills,tHe
dexterity,
andto
visual
perception.
teacH
cHild
turn
tHe paper, not tHe SciSSorS
Cuts a 5-inch (12.5 cm) circle within ½-inch (12-mm) limits.
Plan to share with their families. Encourage families to read and talk
Cuts a 5-inch (12.5 cm) circle within ½-inch (6-mm) limits.
RELATED SKILLS
Pagechanging
Teach the child how to turn the paper, not the scissors, when
about the Learning Plan, “I am learning to cut with scissors.” (See
5-0 Cuts a 5-inch
(12.5 cm) curving line within ½-inch (6-mm) limits.
Visual Discrimination
...........................................................................97
the direction
of the cut.
page 429.)
6-0 Cuts out items
such as paper dolls or pictures of animals.7-0
Prints Uppercase and Lowercase Letters in Sequence .........................125
Simplify tHe taSk
Prints Personal Data ...........................................................................136
TEACHING SEQUENCE
the children
have difficulty cutting out pictures, simplify the task.
Numerals inIf Sequence
.......................................................................206
a dark marker
to outline the picture so the children do 1. Teach Scissors Safety
Directional For
andexample,
Positionaluse
Concepts
...................................................243
not ...................................................................................385
have to cut sharp corners or difficult angles. Then, have the children Talk to the children about how to handle scissors safely. For example,
Self-Help Skills
cut along the outline.
tell the children it is important to keep scissors away from the face. Teach
372 BRIGANCE® Readiness Activities ©Curriculum Associates,
theInc.
children to carry scissors closed and with the tip turnedFine-Motor
down. WhenSkills Cuts with Scissors
handing scissors to another person, teach the child to point the handles
toward the person.
VIsIon Problems
Some vision problems may cause difficulty in developing fine-motor skills
including astigmatism (blurring
recommendations
foreffects), poor visual acuity (inability to Supply left-Handed SciSSorS
focus on an object or a printed symbol and perceive a single, clear image), Even though some left-handed children can use scissors with their right
effective
teaching
farsightedness,
and nearsightedness. If you suspect that a child has a
hand, make left-handed scissors available to them. Also, have available
3. Let’s Cut Triangles: Within ½-Inch Limits
Materials:
• Apairofscissorsforeachchildandapairforyou.
• Acopyofpage378foreachchildandoneforyou:
reproducedonpaperthatiseasytocut.
1. Let’s Cut Paper
Be alert to factors that might affect development of visual-motor skills.
If a child shows delayed development, refer the family to the appropriate
medical professional. Keep daily anecdotal notes on the child and include
the child’s strengths and weaknesses.
Teaching Activities
• Havethemcuttheirpaperononeofthedashedlinesbetweentwo
solidlines.Encouragechildrentokeeptheirscissorsonthedashed
lineastheycut.Demonstrateagain,ifnecessary.
• Havechildrencontinuetopracticecuttinguntiltheyhavecutall
fourdashedlines.
Helpful instructional
guidance, including
objective and skill
sequences, assists
teachers at all
experience levels.
Reproducible pages for
activities are included
where needed.
Readiness Activities: Physical Health and Development Domain—Fine-Motor Skills
©Curriculum
Associates, Inc.
25
Readiness Activities: Reproducible Learning Plans and Family Letters in English and Spanish
Letters to Families
26
Build home-school connections through letters and take-home learning plans.
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 what
numerals stand for.
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?
• ¿Sigue el hilo de la historia mientras usted lee?
• ¿Intenta leer y escribir?
Éstas son algunas actividades que ayudarán a su niño a desarrollar algunas de estas conductas:
1. Recite poemas o canciones infantiles conocidas a su niño. Deténgase antes de leer
la palabra que rima y pídale al niño que diga la palabra.
2. Ayude a su niño a hacer un libro. Necesitarán cartón para las tapas del libro, papel en
blanco, un lápiz, crayones, perforadora de papel y estambre. Deje que su niño escoja sobre qué
dibujar y escribir. Anote lo que el niño dice, en una o dos oraciones en cada página. Deje espacio
para que el niño haga un dibujo. Cuando el niño indique que el libro está terminado, perfore
las páginas y sujételas a las tapas con estambre.
©Curriculum
Associates, Inc.
Ajmera, Maya. Ser niño.
Hoban, Russell. La nueva hermanita de Francisca. Ilus. por Lillian Hoban.
Numeroff, Laura Joffe. Si le das una galletita a un ratón. Ilus. por Felicia Bond.
Dear Families,
Viorst, Judith. Alexander y el día terrible, horrible, espantoso, horroroso. Ilus. por Ray Cruz.
Reading with your child is one of the most satisfying things you can do! When
you turn off the TV and snuggle up on the sofa, in a big chair, or on your bed with your child and
a book, you are showing your child that you enjoy being together and that you value reading. Read
a lot of different kinds of books. Reread your child’s favorite books. Read with expression. If your
child wants to turn back to a page or skip ahead in the book, that’s okay. Enjoy the pleasure of
sharing a book together!
My Learning Plan: Mathematics 4
MY LEARNING PLAN
I am learning to cut with scissors.
Look for and encourage the following behaviors as you read books with your child. Does
your child:
• Showaninterestinbooksandreading?
• Askquestionsandmakecommentsaboutthecharactersandeventsinstorybooks?
• Followalonginabookasyouread?
• Makeattemptstoreadandwrite?
Letters to Families
I am learning to read
the letters of the alphabet.
5. Lea a su niño durante 15 minutos como mínimo todos los días. Hable acerca
de libros. Pregúntele sobre sus partes favoritas y ayude a su niño a relacionar la historia con
su propia vida. Responda sus preguntas sobre los personajes o eventos. Las bibliotecas están
repletas de libros maravillosos para niños. Éstas son algunas sugerencias:
©Curriculum
4. Planee el tiempo para leer sus propios libros, revistas o periódicos. Cuando
usted lee frente a su niño, le da un buen ejemplo y refuerza que la lectura es una actividad
enriquecedora que vale la pena.
MY LEARNING PLAN
Associates, Inc.
3. Tenga una colección de libros para su niño. Déle un lugar especial a los libros de su
niño. Haga hincapié en la importancia de cuidar bien los libros.
Here are some activities that will help your child develop some of these behaviors:
1. Read familiar poemsornurseryrhymestoyourchild.Stopbeforearhymingwordand
ask your child to provide the word.
©Curriculum
Associates, Inc.
My Learning Plan: Literacy 3
4. Find time to read your own books, magazines, or newspapers. When your child sees
you reading, it sets a good example and reinforces reading as a valuable and worthwhile activity.
5. Read to your child for at least fifteen minutes every day.Talkaboutthebooks.Ask
aboutfavoritepartsandhelpyourchildconnectthestorytohisownlife.Answerhisquestions
about characters or events. Libraries are filled with wonderful books for children. Here are
a few suggestions:
Berger, Barbara. Grandfather Twilight.
Fox,Mem.Possum Magic. Illus. by Julie Vivas.
Hoban, Russell. A Baby Sister for Frances. Illus. by Lillian Hoban.
McCloskey,Robert. Blueberries for Sal.
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.
©Curriculum
Associates, Inc.
My Learning Plan: Physical Health and Development 5
©Curriculum
3. Build a book collection for your child. Provide a special place for your child’s own
books. Talk with your child about how important it is to take good care of books.
Associates, Inc.
2. Help your child make a book. You’ll need cardboard for the front and back covers, some
unlined paper, a pencil, crayons, a paper punch, and yarn. Let your child choose what to draw
and write about. Write down what your child says, writing one or two sentences on each page.
Leave room for your child to draw a picture. When your child indicates that the book is finished,
punch holes and fasten the pages and covers together with yarn.
Encourage parent involvement with Take-Home Activity Books
Easy-to-read and easy-to-use English language arts and mathematics activity booklets give families the
opportunity to partner in their child’s learning.
Skills included in the collection:
Reading • ELA
• Recites Alphabet
• Reads Letters
• Prints Personal Information
• Prints Letters in Order
• Prints Letters
Mathematics
• Counts in Order
• Counts Objects
• Reads Numbers
• Understands Numbers
• Writes Numbers in Order
Calendar of Home Activities
Parents become active partners in their
child’s education year-round with 365
meaningful activities.
Available in Spanish!
Take-Home Activity Books
27
Early Childhood Online Management System
28
Bring it all together with a powerful Online Management System
• Essential data management and reporting are now in one
easy-to-access and easy-to-use system
Early Childhood
SCREENING RESULTS
Riverside School Pre-K
ADMIN REPORT
• Manage your program and meet reporting requirements
in up to six reporting periods
Screening Completion Report
Percent of Children Screened/Not Screened
Percent of Children Screened
Early Childhood
Riverside School Pre-K
Classroom A
Classroom B
50%
Reports for Early Childhood Screens
20%
For Classroom/Program
90%
Classroom C
60%
Classroom D
75% Screened
75%
Classroom E
25
AVAILABLE REPORTS
25% Not Screened
50
75
100
Screening History and Growth
Screening performance, recommendations, and growth.
Children Screened/Not Screened
Children screened/not screened within 45 days of entering the program.
Children Below Cutoff
Children who have scored below the Potential Delay Cutoff and have fewer than four
Psychosocial Risk Factors.
Children Below At-risk Cutoff
Children who have scored below the Potential Delay Cutoff and have four or more
Psychosocial Risk Factors.
Children Above Gifted Cutoff
Children who have scored above the Potential Giftedness Cutoff.
For Individual Children
Children Not Screened
Classroom D
Classroom A
Student Name:
Isabella Martinez
Ashley Cheng
Josh Nguyen
Days Late:
4
10
9
Days Late:
2
9
BRIGANCE.com/EarlyChildhood
Classroom E
Classroom B
Student Name:
Kayla Harvey
Valerie Duncan
Angel Gutierrez
Elijah Ferguson
Student Name:
Luis Vasquez
Dylan McCabe
Days Late:
5
12
3
10
Student Name:
Kylie Snow
Keshawn Bryant
Marcus Jeffries
Days Late:
10
5
8
• Administrator reports provide at-a-glance, program-level information,
such as which children have not yet been screened
Screening Summary Report
Percentage of skills mastered out of skill objectives set a child for each reporting period.
Screening History and Growth
All of this child’s screenings, with performance information and Growth Indicator scores.
Psychometric Detailed Screening Results
Child’s standardized scores including percentiles, quotients, and age equivalents.
Psychometric Self-help and Social
Emotional Results
Child’s standardized scores including percentiles and age equivalents.
Reports for Early Childhood Developmental Inventory
For Classroom/Program
Skills Mastery
Percentage of skills mastered out of skill objectives set for each reporting period. Click on
the Readiness Activities icon to access the available Readiness Activities.
Children Assessed/Not Assessed
Number of children who have and have not had Developmental Inventory assessment data
entered during each reporting period.
Readiness Activities Recommendations
Recommended Readiness Activities by skill area, each with a list of the children who could
benefit from those activities based on their Early Childhood Developmental Inventory
results. Click on each skill area to access the available Readiness Activities.
Classroom C
Student Name:
Tran Seng
Days Late:
2
• Administrators can customize screen cutoff scores to meet specific
program needs
• Teachers and administrators can analyze screening and ongoing
assessment data for individual children, classrooms, and the entire
program
For Individual Children
Skills Mastery – Summary
Percentage of skills mastered out of skill objectives set for a child for each reporting period.
Skills Mastery – Detailed
The specific skills mastered and set as objectives for each skill area for a child. Click on the
Readiness Activities icon to access the available Readiness Activities.
Milestone Skills by Developmental
Age Level
The Milestone Skills, by developmental age level (birth–1, 1–2, 2–3, 3–4, 4–5, 5–6, and
6–7) that a child has mastered, has had set as an instructional objective, or has not yet
been assessed for.
Instructional Objectives
All instructional objectives for an individual child within a selected academic year.
• Letters to families can be printed or e-mailed to engage parents and
caregivers in supporting their child’s development at home
Use screen data to inform referral decisions and target further assessment and instruction
My Students I Group Reports I MyAccount I Help I Logout
Welcome
Early Childhood
Mia Thomas
Student ID:
Birthdate: Class:
ABC-12-D34
12/01/2007
Classroom A
Start Data Sheet Data Sheet List
Assessment
Number
Four-Year-Old Child
Delete
Domain
Skill
1B
Language
Development
Personal Data Response:
✔ 2. full name
✔ 1. first name
Score
2B
Language
Development
Color Recognition:
✔ 1. red ✔ 2. blue ✔ 3. green ✔ 4. yellow ✔ 5. orange ✔ 6. purple
8. black
9. pink
10. gray
✔ 3. age
6
6
7. brown
3B
Language
Development
Picture Vocabulary:
✔ 1. ladder ✔ 2. scissors ✔ 3. leaf
4B
Literacy
Visual Discrimination--Forms and Uppercase Letters:
4.
5.
6. O ✔ 7. I
✔ 1. O ✔ 2. ■ ✔ 3. O
5B
Literacy
Visual Motor Skills:
✔ 3. X
✔ 1. O ✔ 2.
6B
Physical
Health &
Development
Gross-Motor Skills:
3
✔ 1. Walks forward heel-and-toe five steps. ✔ 2. Hops on one foot five hops. ✔ 3. Hops on other
foot five hops. 4. Stands on one foot for ten seconds. 5. Stands on other foot for ten seconds.
7B
Mathematics
Role Counting:
✔ 1. ✔ 2. ✔ 3.
8B
Science
Identifies Body Parts:
✔ 1. chest ✔ 2. back ✔ 3. knees ✔ 4. chin
9B
Language
Development
Follows Verbal Directions:
✔ 1. two-step directions
2. three-step directions
3
10B
Mathematics
Number Concepts:
✔ 1. five
2. seven
4
11B
Language
Development
Syntax and Fluency:
✔ 1. Speech is understandable.
Total Score
Asterisk * indicates skill mastered but not credit given
4. ■
✔ 4.
✔ 5.
4. nail
5. duck
6. fish
8. P
7. tractor
9. V
8. snake
3
4
10. X
6
5. ■
✔ 6.
7.
• Simple navigation makes it easy to enter data and locate essential
resources
• Helpful guidance ensures consistent and accurate data and reports
Student Status I Screens I Observations I Reports I Family Connections
Data Sheet:
• User-friendly format helps users quickly find and access information
8.
9.
10.
5. fingernails
6. heels
7. ankles
3. nine
2. Speaks in complete sentences of at least 3 words.
8. jaw
Instructions
Use your completed Data Sheet to
transfer data online. NOTE: If your
center’s Management System
account has been set up to use
the Quick-Entry Screens Data
Sheet, you only need to enter the
number of Correct Responses for
each assessment.
If you cannot complete the online
Data Sheet, you may click Save
Partial. You can return at a later
date to complete the Data Sheet.
NOTE: Only the most recently
completed Data Sheet may be
updated or deleted.
Early Childhood
Mia Thomas
Student ID:
371425HM
Parent / Guardian:
Deborah Thomas
SCREENING RESULTS
Class:
Classroom A
Suggested Next Steps
• Consider referral for further evaluation.
• Follow up on Data Sheet Recommendations, notes on hearing, vision.
• Communicate results to parents.
• Individualize instruction with the Instructional Planning Sheet.
3
• Enter the Screening Observations Form.
8
• Provide ongoing assessment and appropriate instruction.
See below for recommendations.
5
51
Entered by: Pauline Mason on 8/10/2009
Easily enter Early Childhood Screen scores to be
automatically calculated.
TEACHER REPORT
Helpful Information
If you do not already have the
Early Childhood Developmental
Inventory and Readiness
Activities, visit BRIGANCE.com
for more information.
Early Childhood
SCREENING RESULTS
Mia Thomas
Student ID:
371425HM
Parent / Guardian:
Deborah Thomas
TEACHER REPORT
Class:
Classroom A
Recommendations for Ongoing Assessment and Instruction
Ongoing Assessment
For more in-depth information about this child's skills and for ongoing
assessment, focus assessment in the following domains:
• Language Development
• Literacy
Assessments for these domain areas can be found in the
BRIGANCE Early Childhood Developmental Inventory.
View all related Early Childhood Developmental Inventory assessments.
Instruction
Go to Activities Library for Teaching Activities from BRIGANCE
Readiness Activities.
Screening Summary Report
Screen: Four-Year-Old Child
Date of Screening: September 15, 2012
Chronological Age When Screened: 4 years, 9 months
What Does It Mean?
Cutoff Score:
Cutoff scores are used to
determine which children may
need rescreening or referral for
further evaluation.
Scores Compared to Cutoffs
25
At-Risk Score: 38
Potential Gifted
Cutoff >89
Cutoff < 80
Total Score: 70
50
75
100
50
75
100
A child who scores below the
cutoff and has fewer than four
psychosocial risk factors may
be developmentally delayed
and should be considered for
further evaluation.
Cutoff < 39
25
Total Score: 70
Potential Delay Cutoff: This child’s score is below the Cutoff (<80).
A Screening Summary Report for each child clearly
shows the child’s results compared to cutoff scores and
automatically identifies individualized next steps, including
recommendations for the BRIGANCE® Developmental
Inventory and Readiness Activities.
At-Risk Cutoff: Since this child has 6 Psychosocial Risk Factors, scores
on certain assessments were compared to the At-Risk Cutoff. This child’s
score is below the At-Risk Cutoff.
Self-Help / Social-Emotional Scales
Use the At-Risk Guidelines to
determine if a child who scores
below the cutoff and has four
or more psychosocial risk factors
is delayed due to developmental
disabilities.
Please see the Early Childhood
Screen for details on Self-Help
and Social-Emotional scoring.
Self-Help Scale: 18
2
6
10
14
18
26
30
35
Above Average
Average
Below Average
22
Social-Emotional Scale:
c 9
2
Above
Average
Average
Below Average
At-Risk Guidelines Score:
At-Risk Guidelines are based
on Nonverbal, Communication,
and Academic scores. Weaknesses in these areas indicate
a need to refer the child for
further evaluation.
6
10
14
18
21
29
Use ongoing assessment data to inform instruction and track progress
Early Childhood
Mia Thomas
Student ID:
371425HM
Parent / Guardian:
Deborah Thomas
INVENTORY ASSESSMENT RESULTS
Class:
Classroom A
INSTRUCTIONAL OBJECTIVES REPORT
Instructional Objectives Report
This report shows skills that are currently set as instructional objectives (skills marked as ‘S’) for this child.
These skills should be assessed in the next evaluation period.
Domain: Mathematics and Science
Year: 2012 – 2013
Goal: To develop mathematics skills.
Readiness
Activities
Available
Early Childhood
Mia Thomas
Student ID:
371425HM
1. big / little
S
2. one / one more
S
N
3. full / empty
4. heavy / light
TOTAL Instructional Objectives set for this skill area:
S = Set as an instructional objective
N = Not assessed
N
Readiness
Activities
2
Early Childhood
10/10/12 – 12/9/12
47
S
MATHEMATICS
Body Parts
Number Concepts
Ashley
S Cheng
N
4. matches rectangles
TOTAL Instructional Objectives set for this skill area:
S = Set as an instructional objective
N = Not assessed
S
S
S
S
2
4
LITERACY
Prehandwriting
Kayla Harvey
Valerie Duncan
Keshawn Bryant
Elijah Ferguson
Tran Seng
Mia Thomas
Jayla Williams
Counting
Tran Seng
Jayla Williams
Shape Concepts
Brayden Linnehan
Dylan McCabe
Mia Thomas
Luis Vasquez
Print Awareness Concepts
Tran Seng
Ashley Cheng
Laticia Mejia
Prints Personal Data
Tran Seng
Ashley Cheng
Mia Thomas
SOCIAL AND EMOTIONAL
DEVELOPMENT
Play Skills and Behaviors
Kayla Harvey
Angel Gutierrez
Elijah Ferguson
Initiative and Engagement
Skills and Behaviors
Tran Seng
Jayla Williams
the first evaluation to the most recent evaluation
30
4
This chart shows the growth in skills mastered from
38
This report shows the children who could benefit from Readiness Activities in each domain and skill area.
Keshawn Bryant
N
Marcus Jeffries
3. matches triangles
Skills Mastered: Literacy
ReadinessSActivities Recommendations
Kylie Snow
Kayla Harvey
Mercedes
Wangsquare, triangle, rectangle),Angel
Objectives for Goal: When given two sets of four different
shapes (circle,
Mia Gutierrez
Readiness
Activities
Keshawn
Bryant
will indicate the ability to match all of the shapes by pointing
out matching
shapes.
Elijah Ferguson
Available
Marcus Jeffries
Skill Items
8/15/12 – 10/9/12
10/10/12 – 12/9/12Quantitative Concepts
2. matches squares
READINESS ACTIVITIES
RECOMMENDATIONS
S
Colors
S
Isabella Martinez
INVENTORY ASSESSMENT RESULTS
SKILLS MASTERY SUMMARY REPORT
Class:
Classroom A
This report shows a cumulative record of the child's skill mastery for each assessment in a domain. Assessments
only display if items in that assessment were actually assessed. Click a link to view the Skills Mastery Detail Report.
Assessments with a “Readiness Activities” flag allow you to download correlated Teaching Activities or direct you to
the Activities Library for related activities.
Riverside School
Pre-K
S
C9 Shape Concepts
1. matches circles
Parent / Guardian:
Deborah Thomas
Skills Mastery Summary Report
Objectives for Goal: When presented with natural situations or pictured illustrations of the contrasting concepts
below, Mia will respond by pointing, performing, or verbally expressing understanding of the concepts.
8/15/12 – 10/9/12
Key:
Quickly identify each child’s
instructional needs, then link
to recommended Readiness
Activities for effective smalland whole-group instruction.
C8 Quantitative Concepts
Skill Items
Key:
30
period. Consider sharing this chart with parents /
caregivers when discussing their child’s progress
PHYSICAL HEALTH
AND DEVELOPMENT
over time.
Gross Motor: Walking
Kylie Snow
Mercedes Wang
2
1
3
Evaluation Period
Keshawn Bryant
Marcus Jeffries
Domain: Literacy
Year: 2012 – 2013
Gross Motor: Jumping & Hopping
Evaluation Period 1
Evaluation Period 2
Evaluation Period 3
Assessment
8/15/12 – 10/9/12
10/10/12 – 12/9/12
12/10/12 – 2/10/13
B-1 Response to and
Experience with Books
24 skill(s) mastered out of
30 skill(s) assessed
223
B-5 Identifies Rhymes
2 skill(s) assessed
5 skill(s) assessed
8 skill(s) assessed
223
B-6a Visual Discrimination
(Forms and Uppercase Letters)
3 skill(s) assessed
3 skill(s) assessed
5 skill(s) assessed
223
B-13 Identifies Blended Words
4. Our World Mural 223
TOTAL Skills mastered / assessed
in this domain
5. One More, Please
224
6. One More in the Circle 224
Isabella Martinez
Ashley Cheng
Keshawn Bryant
Marcus Jeffries
Readiness
Activities
for
Quantitative
Concepts
Readiness
Activities
for
Quantitative
Concepts
Fine Motor: Holding &
Manipulating Objects
1. Match the Buttons Brayden Linnehan
Dylan McCabe
2. Big Box, Little Box Luis Vasquez
3. Stringing Necklaces Fine Motor: Cuts with Scissors
Isabella Martinez
Ashley Cheng
Keshawn Bryant
Self-Help: Fastens Clothing
Tran Seng
Jayla Williams
7. Fill the Heart Self-Help: Using Shoes
Tran Seng
Jayla Williams
224
8. Snack Time, Lunch Time 224
9. Heavy or Light? 225
10. Hanger Scale 225
11. Stretch and Bend 225
12. I’m Tall, I’m Small! 225
13. Build It Tall 226
14. Drum Roll Boogie 226
15. Guess the Animal 227
16. Pop, Pop, Pop! 227
17. Fun with None 227
Monitor progress with the
BRIGANCE® Developmental
Inventory to ensure every child
is on track.
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31
Call now or visit online for the entire family of
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• Early Childhood Developmental Inventory
• Readiness Activities
• Take-Home Activity Books
• Online Management System
5/12 3K
Call 800-225-0248 or visit
BRIGANCE
®
Early Childhood
Screens
Standardization &
Validation
Research Highlights
The Power of Early Identification
The BRIGANCE ® Screens provide easy-to-administer screening tools to ensure
children receive the support they need to succeed. Completed in just 10–15 minutes
per child, the BRIGANCE Screens enable educators to quickly and accurately
identify potential developmental delays and academic giftedness in children from
birth to age 7.
Developmental Screening Is Essential
Research has proven that early identification and intervention for both developmental
delays and academic giftedness can significantly impact a child’s developmental
progress, success in school, and future adult functioning.
Early intervention with children who have special learning needs or are at risk helps
ensure the realization of their potential and their success with critical life tasks. It
decreases the need for intense and expensive services, maximizes potential, and
improves future adult functioning (Reynolds et al, 2001). For children who may
be academically gifted or talented, early intervention promotes motivation, task
persistence, self-worth, and standards of excellence during a critically formative period
(Karnes and Johnson, 1986).
The tremendous positive impact of early intervention on children’s current and future
development provides compelling justification for identifying emerging difficulties and
strengths as early as possible.
Children Should Be Screened Regularly
Children should be screened regularly to detect developmental delays and academic
giftedness. The BRIGANCE Screens enable repeated developmental screening at
different ages with a screen for each age from birth to age 7. Children should be
screened at each stage of development because certain skills become more apparent as
a child matures. Furthermore, children who may appear to be developing normally at one
age may appear delayed at a later age due to poor skill development (Bell, 1986).
1
Brigance Early Childhood Research • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248
Proven Effectiveness
Data is only as good as its source. The BRIGANCE ®Screens, built on more than
twenty-five years of research and experience, ensure effective screening results.
The BRIGANCE Screens cover a broad sampling of a child’s skills and behaviors,
including Language Development, Literacy, Mathematics and Science, and Physical
Health and Development. In particular, the BRIGANCE Screens effectively assess
critically predictive domains of development, language and achievement, by sampling
expressive and receptive language as well as early literacy and math skills.
The assessments in the BRIGANCE Screens have been proven to be highly accurate,
reliable, and valid. They have been nationally standardized and validated on children
ages birth to 7, across a representative sample that encompasses geographic,
demographic, and socio-economic breadth. Teachers can use the BRIGANCE
Screens to confidently compare any child to the national sample to identify and set
appropriate goals for those who are struggling, as well as those who are performing
above average.
BRIGANCE Screens Are Nationally Normed
The assessments in the BRIGANCE Screens are standardized, or normed, on a
geographically and demographically diverse sample of 1,366 children from across
the United States. The parents of the children who participated in the BRIGANCE
Screens standardization study represent the population of the United States in
terms of ethnicity, gender, income, level of education, and factors that contribute to
psychosocial risk status.
Furthermore, the directions for administration and scoring of the BRIGANCE Screens
have been field-tested and proven to ensure consistent administration by different
examiners. Users of the BRIGANCE Screens will find the directions clear, consistent
from screen to screen, and easy to implement.
The data from the standardization of the BRIGANCE Screens has stood the test of time
and will stand up under careful scrutiny by test and measurement professionals.
2
BRIGANCE® Screens Are Highly Accurate
The BRIGANCE Screens demonstrate a high degree of accuracy, the most important
technical aspect of a screening instrument.
The BRIGANCE Screens are highly sensitive, identifying the vast majority of children
with likely developmental delays and academic giftedness. This high degree of
sensitivity ensures the BRIGANCE Screens will identify, on average across ages:
• 82% of children with true delays or difficulties
• 86% of children over the age of two with potential academic giftedness
The BRIGANCE Screens are also highly specific, correctly identifying the majority
of children within the normal range of development, with minimal “overreferral.”
Specificity related to developmental delays is 84%.
The BRIGANCE Screens cutoff scores, developed through Receiver Operating
Characteristic (ROC) analyses, enable educators to identify students who fall into
three categories:
• Children who should be evaluated for special education services due to
a high probability of developmental delays or difficulties
• Children who should be evaluated to determine whether they are gifted
or academically talented
• Children who are performing adequately for their age or grade placement
In addition, the BRIGANCE Screens enable educators to evaluate children at risk, in
order to identify the most appropriate course of action. The BRIGANCE Screens include
specific guidelines to help determine whether children are scoring below the cutoff
due to psychosocial risk factors or true developmental delays. Children with multiple
psychosocial risk factors may be most appropriately served by prevention programs or
additional exposure.
3
BRIGANCE® Screens Are Highly Reliable
The BRIGANCE Screens are highly reliable. Teachers can be confident that if a child is
rescreened several days or weeks later, even by a different examiner, the child should
get approximately the same score.
The BRIGANCE Screens have a high degree of internal consistency, indicating that
the items in the BRIGANCE Screens correlate well with each other and the total test
score. The BRIGANCE Screens have an internal consistency of 0.84 to 0.99. In addition,
scalability coefficients confirm that the assessments and their items are hierarchical,
unidimensional, homogeneous measures of academic and readiness skills.
The BRIGANCE Screens also demonstrate excellent test-retest reliability, ensuring
that assessment results are independent of when the assessment is administered.
The BRIGANCE Screens demonstrate a high degree of stability in scores over short
intervals of time, with correlations ranging from 0.84 to 0.99.
The BRIGANCE Screens demonstrate outstanding inter-rater reliability, indicating
that assessment results are stable across multiple examiners. This is a testament
to the clarity of the directions for administering and scoring the BRIGANCE Screens,
as well as their ease of use. Correlations between assessment results by different
examiners range from 0.90 to 0.99.
BRIGANCE Screens Demonstrate Substantial Validity
The BRIGANCE Screens demonstrate a high degree of validity, for which they
have received numerous accolades from researchers over the past twenty-five
years. The high degree of validity establishes that the BRIGANCE Screens focus
on developmentally appropriate content areas, that those areas are appropriately
assessed, and that the assessment results correctly identify those students in need of
intervention.
The BRIGANCE Screens have substantial content validity. Assessments in the
BRIGANCE Screens measure those developmental areas and readiness skills widely
recognized by professionals as the most important in early childhood development.
Assessment items were selected by educators and psychologists and are based on a
4
solid foundation of early childhood developmental literature. The BRIGANCE Screens
also demonstrate desirable age-related trends; younger children average lower scores
than do older children administered the same assessments.
The BRIGANCE Screens have substantial construct validity. This confirms that
the BRIGANCE Screens measure clear and distinct developmental skills that are
consistent with their overarching skill areas, or factors. Factor analysis reveals that the
BRIGANCE Screens contain a clear factor/skill area structure with minimal overlap.
The BRIGANCE Screens demonstrate excellent concurrent validity. The BRIGANCE
Screens skill areas are strongly correlated with widely recognized diagnostic or
criterion assessment tools that measure similar skill areas. In particular, the
BRIGANCE Screens are highly correlated to other measures of motor, language, and
academic skills, with correlations ranging from 0.66 to 0.97, across skill areas and
ages for children over the age of two.
The BRIGANCE Screens have historically had substantial predictive validity, identifying
the majority of children who had school difficulty five months to six years later.
The BRIGANCE Screens have a high degree of discriminant validity, demonstrating
that the BRIGANCE Screens effectively differentiate between students with typical
versus atypical development, gifted versus non-gifted development, and those with
and without risk factors. For example, children with developmental delays scored
substantially lower on the BRIGANCE Screens, generally one standard deviation lower
than children with average scores.
For more detail on the standardization and validation of the BRIGANCE Screens,
see Chapter 7-10 of the Technical Report for the BRIGANCE Screens by Frances
Page Glascoe, Ph.D.
5
REFERENCES excerpted from the Technical Report for the BRIGANCE
®
Screens
Abraham, W., L. K. Hartwell, and R. A. Marston. 1985. “Early Identification of the Preschool Child:
A Study of Parent and Teacher Effectiveness.” Gifted Education International 6: 23–28.
Algozzine, B., and L. Korinek. 1985. “Where Is Special Education for Students with High Prevalence
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14
BRIGANCE
Early Childhood Screens
®
Proven Effectiveness
• Nationally Normed on a sample of 1,366 children,
enabling educators to swiftly compare any child
to the national average.
• Highly Accurate, correctly identifying 82% of children
with likely developmental delays and 86% of children
over the age of two with potential academic giftedness.
• Highly Reliable, including high degrees of internal
consistency, test-retest reliability, and inter-rater
reliability.
• Highly Valid, including substantial content validity,
construct validity, concurrent validity, predictive validity,
and discriminant validity.
Key Features
• Easy to administer and usually completed
in 10–15 minutes per child
• Comprehensive set of assessments for children
from birth to age 7
• Built on more than 25 years of research
• Standardized and validated
8/10 1.5K
Screening for developmental delays and
academic giftedness is essential for
early identification and intervention.
For more information on the BRIGANCE Screens
visit BRIGANCE.com/EarlyChildhood or call 800-225-0248

BRIGANCE Early Childhood Screens

Transcription

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