BRIGANCE® Early Childhood brochure

New!
BRIGANCE
®
Early Childhood
Prepare every child for school success
Screening
Ongoing Assessment
Instructional Activities
Management System
Perfect for
Title I
Buy before
July 31st
and save!
Brigance
Build the foundation for future success
For more than 30 years, early childhood programs have trusted BRIGANCE® products. Now BRIGANCE has a
new, integrated Early Childhood System to help ensure that children are prepared for Kindergarten.
1) Quickly and easily screen children to identify
learning delays, giftedness, strengths and
weaknesses in language, motor, self-help,
social-emotional, and cognitive skills.
(0-35 months, 3–5 years, K & 1)
2) Monitor individual progress toward early
learning standards and outcomes and plan
developmentally appropriate, individualized
instruction, including objectives for IEPs.
(0–6 years)
Online Management System
My Students I Group Reports I Activities Library I My Account I Help I Logout
Welcome Pauline Mason
BRIGANCE® Early Childhood
Mia S. Thomas
edit student information
Student ID
Parent/Guardian
Current Age
Class
Birthdate
ABC-12-D34
Wanda Thomas
4 years, 9 months
PreK: Mason
07/18/2004
Student Status
Screens
Inventory
Observations
Reports
Family Connection
Student Status: Mia’s recent events
How do I...
Event
Date
Screened: Screen 4-yr Old Child
09/22/2008
Inventory: Language Development - Listening & Understanding
03/11/2009
Home Letter Sent: Color & Activities
02/25/2009
view results I view data sheet
view results I view data sheet
view results I view data sheet
Enter Screen Results
Enter Screen Results for this
student
Enter Inventory Data
Enter Inventory Data for this
student
Create a Report
Create a Report with this
student’s data
Send a Home Letter
Send or Print a Home letter
3) Build readiness skills with fun, easy-to-plan
activities targeted to a child’s specific needs.
(0–6 years)
4) Instantly generate reports and get specific
instructional recommendations for each child.
Reports are easy to understand and share
with parents.
CURRICULUM ASSOCIATES®, Inc. • www.CurriculumAssociates.com • 800-225-0248
e
®
Early Childhood System
Aligned to State Standards
A Perfect Fit for Title I Funds
•O
rganized by domains that align to state early learning
standards and make it easy to chart the way for every child
to succeed in school.
Stimulus Guidance requires money be
used to strengthen early childhood
programs.
- Language Development - Approaches to Learning
- Literacy
- Social and Emotional Development
- Math and Science
- Physical Health and Development
The BRIGANCE Early Childhood System
provides the perfect integrated solution
to support your program.
• Based on 30 years of research and experience in early
childhood development
• Aligns to state early learning standards
- Key assessments are standardized on representative
samples of thousands of children nationwide.
- Independent research studies confirm the assessments
have a high degree of validity and reliability.
• How-to-Guides, 24/7 online training, and live workshops
make it easy to learn how to use the system most effectively.
• Meets monitoring and screening
requirements
• Complies with IDEA by sampling all
developmental domains, identifying
present levels of performance, and
helping set measurable goals
Introductory Pricing—Purchase by July 31st and save!
Call (800) 225-0248 or visit www.BRIGANCE.com/BRIG-EC
Product
Description
Included
0–35 months
3–5 years
Price
Order #
Price
Order #
Product
Availability
Screening Kit
Complete screening materials for
20 children
Manual, 60 Data Sheets, Accessories,
Online Training and Scoring
$249
11853
$199
11830
June 19th
Complete
Assessment Kit
Screening and ongoing assessment
materials for 20 children
Screening Kit, Developmental
Inventory Kit (Manual, 20 Record
Books, Manipulatives)
$399
11820
$399
11821
July 15th
Complete
Readiness Kit
Screening, ongoing assessment, and
instructional activities (20 children)
Complete Assessment Kit,
Readiness Activities
$559
11885
$559
11856
Sept. 1st
Online Management
System to track assessment data and
recommend instructional activities
Yearly license, 24/7 Online Training
and Support
$7/child
11858
$7/child
11858
July 15th
Early Childhood System:
3-Year Subscription
Complete system: screening, ongoing
assessment, instructional activities,
management system (20 children)
Readiness Kit, Online Management
System for 3 years
$999
11859
$999
11887
Sept. 1st
Additional Data Sheets: $19/15 pack
Additional Record Books: $39/10 pack
Additional children for 3-year subscription: 20 children for $219
CURRICULUM ASSOCIATES®, Inc. • www.CurriculumAssociates.com • 800-225-0248
Screenin
Identify developmental needs
quickly and accurately
1
User-friendly
color-enhanced
teacher pages
make screening
even easier.
2
Overviews
point out each
assessment’s
purpose,
domain,
and key
administration
information.
BRIGANCE® Early Childhood Screens allow teachers to easily identify learning delays
and giftedness in language, motor, self-help, social-emotional, and cognitive skills.
Screens are easy to score, either by hand or with the BRIGANCE® Online Management
System, and include cutoff scores to help determine which children may need a referral
for special services.
Results help identify areas in which to focus developmental assessment and instruction
to help each child be prepared for Kindergarten.
Screens include Observations Forms to help teachers organize important observations
and Parent’s Rating Forms to help parents provide input on their child’s skills.
Screens Include: 0–35 months, 3–5 years, K & 1
• Easy-to-use — just 10–15 minutes per child
• Nationally-normed and standardized with strong reliability and validity data
• Highly sensitive and accurate
• Sample developmental domains to comply with IDEA
CURRICULUM ASSOCIATES®, Inc. • www.CurriculumAssociates.com • 800-225-0248
Call (800) 225-0248
or visit
www.BRIGANCE.com/
BRIG-EC
ng
BRIGANCE®
Early Childhood Screens
1
10 Number Concepts
Overview
This assessment focuses on the child’s basic understanding of numbers.
The child responds by giving specific quantities of concrete objects.
DOMAIN
Mathematics
Directions
Place a set of twelve objects on a table in front of the child. Then, ask
the child to give you a specific number of objects. Pause for the child
to select the objects and give them to you. If the child does not
respond, repeat the request. If helpful, gently encourage the child to
attempt the task.
SKILL
Demonstrates by giving a specific number of objects
1. Gives five
2. Gives seven
3. Gives nine
1
Gives five
Say: Give me five (name of objects).
After the child gives you the objects, return the objects
to the table.
MATERIALS
2
A set of twelve small objects
Gives seven
Say: Give me seven (name of objects).
SCORING INFORMATION
After the child gives you the objects, return the objects
to the table.
•
•
•
•
DataSheet: Four-Year-Old Child
Entry: Start with item 1.
Time: Allow as much time as you think the child needs.
Discontinue: Stop after the child gives two incorrect responses
in a row.
• Accuracy: Give credit for each correct response.
• PointValue: 4 points for each correct reponse
3
Gives nine
Say: Give me nine (name of objects).
Four-Year-Old
POSSIBLE OBSERVATIONS
4
As the child answers the questions, you may wish to observe and make
note of the following:
Susan
___________________________________________
A. Child’s
• One-to-OneCorrespondence: Does the child
touch Name
each object
as Otis
Fred and Maria Otis
________________________________________
Parents/Guardian
she counts it? Does she attribute only one number
to each object?
BRIGANCE Screen
Date of
Screening
Birth date
Day
15
______
6
______
5
______
Domain
17
1B
Language
Development
Personal Data Response: Orally gives:
1. first name 2. full name 3. age 4. address (street or mailing)
2B
Language
Development
Color Recognition: Points to:
1. red 2. blue 3. green 4. yellow
3B
Language
Development
Picture Vocabulary: Names pictures of:
1. ladder 2. scissors 3. leaf 4. nail
21
22
23
25
26
x
2
6
3 incorrect
6
x
1
6 /10
3 incorrect
3
x
1
3
5 incorrect
4
x
1
4 /10
5.
3 incorrect
4
x
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
x
1
3
/5
first incorrect
6
x
.5
3
/5
3 incorrect
4
x
2
8 /16
6. purple
5. duck
7. brown
6. fish
5B
Literacy
8B
4.
Science
Follows Verbal Directions:
Listens to, remembers, and follows: 1. two-step directions
9B
28
10B
Math
11B
Language
Development
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
Identifies Body Parts: Names body parts when pointed to:
1. chest
2. back 3. knees 4. chin 5. fingernails
27
D.
1.
2.
3.
4.
5.
3
5. orange
Physical Health Gross-Motor Skills:
&
1. Walks forward heel-and-toe five steps.
Development 2. Hops on one foot five hops.
C. Scoring
3 incorrect
10 Number Concepts
Visual Motor Skills: Copies:
2.
3.
1.
7B
Yakaus
___________________________________________
Examiner Ruth
Number
Correct
Literacy
Math
10
______
Discontinue After
(must be in a row)
4B
6B
2
______
4Y
______________________________________
School/Program Hammond
Haywood
_____________________________________________
Teacher Ben
Skill (Start with first item and proceed in order. Circle each correct response.)
Visual Discrimination—Forms and Uppercase Letters:
Visually discriminates which one of four symbols is different:
2.
3.
4.
5.
6. O
1.
Language
Development
29
Simple and easyto-use carbonless
copy data sheets
for quick recording
and filing.
Month
8
______
Assessment
Number
20
4
Age
Year
2008
______
2004
______
4
______
Page
18
Number Concepts: Demonstrates by giving: 1. five
6. heels
7. ankles
8. jaw
3. nine
Very attentive and focused.
E.
Summary Compared to other children
included in this screening:
1.
2.
3.
4.
F.
this child scored
this child's age is
the teacher rates this child
the examiner rates this child
Point Value
for Each
/8
1
x
3
3
1
x
4
4 /12
—
1
x
5
✔
Lower _______
Younger _______
✔
Lower _______
Lower _______
✔
Average
Average
Average
Average
_______
✔
_______
_______
_______
/6
5 /10
53
Higher _______
Older _______
Higher _______
Higher _______
Below cutoff of <72. Presence of risk factors.
Below at-risk guidelines of <36. Refer for evaluation.
CURRICULUM ASSOCIATES®, Inc. • www.CurriculumAssociates.com • 800-225-0248
/8
—
Total Score =
Recommendations
Student’s
Score
2 incorrect
2. three-step directions
2. seven
Syntax and Fluency: 1. Speech is understandable. 2. Speaks in complete sentences of at least 3 words.
Observations
✔ Left ______ Uncertain ______
Handedness: Right _____
✔
Grasps pencil with: Fist ______ Fingers ______
✔ No ______ Uncertain ______
Hearing appears normal: Yes ______
✔ No ______ Uncertain ______
Vision appears normal: Yes ______
Record other observations below or on another sheet.
Easy-to-follow
directions and
item numbering
ensure quick
and accurate
administration.
Child Data Sheet for the Brigance® Screen
322
Flagstaff
• ConnectionbetweenNumberandQuantity:Address
Does the
child
appear Drive
________________________________________________
to understand that each number represents a specific quantity? Using
B. Basic Screening Assessments
her fingers to count suggests she is making this connection.
32
Basic Assessments—Four-Year-Old Child
2
3
3
/100
Assessm
Ongoing
Target instruction for
measurable progress toward
Kindergarten readiness
The BRIGANCE® Developmental Inventory provides flexible, valid, and reliable ongoing
assessment of Kindergarten-readiness skills. It enables teachers to plan developmentally appropriate,
individualized instruction, including objectives for IEPs, and to measure and report each child’s progress over
time by early learning standards or foundations.
• Language Development • Approaches to Learning
• Literacy • Social and Emotional Development
• Math and Science • Physical Health and Development
How it works:
1)A child’s screen identifies areas for further assessment and instruction.
2)Teachers administer easy-to-use assessments in the Developmental Inventory
through observation, parent interview, or child performance.
3)Based on student results, specific Readiness Activities are recommended to help individual children
and classrooms make progress toward Kindergarten readiness.
4)Student progress is easy to track, either by hand or through the BRIGANCE® Online
Management System.
Easy-to-use, reliable, ongoing assessment
• For developmental ages birth through age 6
• Identifies present level of performance, sets goals, and measures progress to comply with IDEA
• Valid and reliable criterion-referenced assessments
• Correlated to the BRIGANCE® Screens and Readiness Activities
CURRICULUM ASSOCIATES®, Inc. • www.CurriculumAssociates.com • 800-225-0248
ment
BRIGANCE®
Developmental Inventory
1
Overviews help teachers
quickly understand each
assessment's purpose, its
domain, and key administration
information.
2
Flexible administration
allows for assessment
through observation of a
child in the natural setting,
caregiver interview, and child
performance.
3
Developmental age "entry points"
help teachers select the most
appropriate starting point for
activities.
Response to and Experience With Books
Overview
Directions for Assessment:
Observation
This assessment focuses on book knowledge by evaluating the
child’s response to and familiarity with books.
Observe the child being read to or looking at a book. If the
assessment cannot be made in a natural situation, use a picture book
for a child below age three. Use a high-interest read-to-me book to a
child more than three years of age. Use the questions as a guide
when evaluating the child’s knowledge of books.
DOMAIN
Literacy: Book Knowledge
SKILL
Demonstrates skills that indicate a readiness for books and reading.
Directions for Assessment:
Interview Parent/Caregiver
ASSESSMENT METHODS
Observation or Interview Parent/Caregiver
2
Interview the parent/caregiver about the child’s reaction to books.
MATERIALS
A setting where the child typically has experience with books,
such as a library or reading corner.
Ask the following questions to begin the interview.
Ask: How does _______respond to books? Does she like to look
at books?
SCORING INFORMATION
Record results and assessment method on the child’s Head Start
Record Book. Give credit for each positive answer.
Ask the questions following each assessment item for the interview.
Rephrase the questions as needed
1–6
BEFORE ASSESSING
Observe for indicators that may affect assessment results. See pages xi-xii
for a list of indicators and a reproducible Observation Checklist.
3
Turns several pages in a book at once.
Ask: In using a book, does ______ turn the pages one at
a time or several at once?
Note: Give credit also for skill 5 if the child turns pages one
at a time.
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/HeadStart.
• To find instructional activities: See the BRIGANCE Readiness Activities
or go to www.BRIGANCE.com/HeadStart.
1
1
2
Points to pictures of animals or common objects.
Ask: Does ______ point to pictures of animals or
common objects when you request them?
3
Looks at pictures selectively.
Ask: Does ______ pay close attention to certain pictures
when looking at books?
BRIGANCE Inventory
Book Knowledge: Response to and Experience With Books
4
Comprehensive Skill Sequences
Literacy
1
Turns book right-side-up.
Ask: If a picture book is upside-down, does ______ turn
it right-side-up to look at the pictures?
Note: This skill can be assessed by giving the child a picture book
turned upside-down and observing to see if she turns it.
Notes
• Book Appreciation: During this assessment, also observe for
indicators of the child’s appreciation for books, such as:
• interestinavarietyoffictionandnon-fictionbooksandpoetry
• interestinreadingrelatedactivities
2–0
4
Comprehensive Skill Sequences
6 Points to and
See pages xii and xiii in the Introduction
for explanations
uses.
names simpleand
pictures.
Ask: Does ______ point to and name pictures of animals
See pages 139–141 for assessment procedures for
skills in bold print (“milestone” skills). The numeral
in parentheses indicates the skill number for this
assessment in the Developmental Inventory and in
the Developmental 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.
in pictures?
17. Tries to read books from memory. (11)
Takes part in reading by “filling in” words and phrases.
18. Attends to story for
minutes
more.does she appropriately
Ask:eight
As you
read toor______,
insert or say some of the words and phrases?
9
1. Shows an interest in books (as something
to look at and not as something to chew
or tear).
19. Follows along in a book being read. (12)
4–0
10 Gains
from books about real things.
20. Can tell context
of a information
story but may
Ask: Is ______ able to answer simple questions about
confuse facts. (13)
a book or story read to him/her?
5–0
3. Points to pictures of animals or common
objects. (2)
Ask: Does ______ pretend to read parts of familiar
2
2–0
1
BRIGANCE Inventory
24. Acts out stories in dramatic play.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
turn several pages in a book at once.
point to pictures of animals or common objects.
look at pictures selectively.
turn book right-side-up.
turn pages individually.
point to and name simple pictures.
show an interest in “read-to-me” books.
describe actions depicted in pictures.
take part in reading by “filling in” words and phrases.
gain information from books about real things.
try to read books from memory.
Book Knowledge: Response to and Experience With Books
25. Attempts to read by looking at pictures.
(15)
26. Knows that reading goes from left to right
and from the top to the bottom of the page.
5
2-6
3–0
(date)
By
, when presented with appropriate books and given
(child’s name)
will (list as appropriate)
encouragement,
23. Listens to part of a story and tells what he/
she thinks might happen.
5. Turns book right-side-up. (4)
6. Listens to a story for five minutes.
Helpful
Comprehensive
7. Turns pages individually. (5)
Skill Sequences
break down
8. Points to and names simple pictures. (6)
skills9.step
by
step
and list
Wants to hear the same story repeated.
developmental
levels
to(7)
10. Is interested inage
“read-to-me”
books.
Looks at pictures
whileparents
story is read.
help11.
teachers
and
Describes actions depicted in pictures. (8)
know12.which
skills to look for
and support next.
21. Retells story from a picture book with
11 Tries to(14)
read books from memory.
reasonable accuracy.
22. Draws picture based on
story(ies).
stories,
telling them from memory?
4. Looks at pictures selectively. (3)
4
• pagesinabookaresequencedfromfronttoback
common
13. Asks to have a favoriteand
book
read. objects in books? 29. Tries to read words by•using
wordbookshaveatitle,author,andillustrator
attack skills—phonics, context clues,
2–6 reading by “filling in”
14. Takes part in
• Approaches to Learning: See the Observation Checklist on page xii.
7 Is interested in “read-to-me” books.
or picture clues. (17)
Ask: Does
words and phrases.
(9) ______ have an interest in read-to-me books?
Does she like to be read to?
30. Reads simple stories aloud. (18)
5
15. Recalls/Tells part of the story read.
31. Distinguishes between fantasy and
3–0
8 Describes actions depicted in pictures.
4–0
7–0
16. Gains information
from books about
reality. (19)
Objective for Writing IEPs/IFSPs
Ask: Does ______ describe and talk about the action
real things. (10)
1–6
2. Turns several pages in a book at once. (1)
• Other Book Knowledge: During this assessment, additional
information can be learned about a child’s knowledge of book parts
and how books work including:
Literacy
RESPONSE TO AND EXPERIENCE
WITH BOOKS
• choosingtolookatbooks
• engaginginpretend-reading
____________________
27. Reads some words by sight. (16)
6–0
28. Begins to assign sound/symbol relationships.
©Curriculum Associates, Inc. Developmental Inventory
Includes appropriately worded template for writing
an IEP learning objective.
Comprehensive Skill Sequences
CURRICULUM ASSOCIATES®, Inc. • www.CurriculumAssociates.com • 800-225-0248
Literacy
Child’s Name:
Turns pages individually.
Ask: In using a book, does ______ turn the pages one at
__________________________________________________________________________
Date:
a time or several at once?
5
Instructi
Teaching Activities
1. Magnetic Match
Materials:
• Twosetsofuppercaseorlowercase
magneticletters.
• Amagneticboard.
Group Size: Individualorsmallgroup.
Procedure: Lineupfourorfivelettersverticallyontheleft-handside
ofthemagneticboard.Ontheright-handsideoftheboard,randomly
placethesamefourorfiveletters.
Pointtooneofthelettersintheleft-handcolumn,andsaythename
oftheletter.Then,askachildtofindthesameletterontheotherside
oftheboard.Forexample,pointtoaBandsay,“ThisisaB.”Follow
thisprocedureforallthelettersthatyouwishtoteach.
Extension: Havethechildrenmatchlowercaseletterstotheiruppercase
counterparts.Forexample,pointtoanuppercaseBandsay,“Thisisan
uppercaseB.Canyoufindalowercasebontheboard?”(Havingthe
childrenhandlethelettershelpsreinforcethelettershapes.)
Build Kindergarten readiness with fun,
easy-to-plan activities
By using results from the BRIGANCE® Early Childhood Screens and
Developmental Inventory, teachers can easily find and plan Readiness
Activities that build children's skills so they are better prepared for school.
The Readiness Activities book includes instructional guidance to support
teachers of all levels, including: learning objectives, rationale, sequence of
skills and related skills, and teaching strategies.
2. Hungry Mice
Materials:
• Twenty-sixtagboardwedgesofcheese.
• Twenty-sixtagboardmice.
• Amarker.
r
R
Group Size: Individualorsmallgroup.
Preparation:Makeasetoflowercaselettercardsbyprinting
adifferentlowercaseletteroneachwedgeofcheese.Makeaset
ofuppercaselettercardsbyprintingadifferentuppercaseletter
oneachmouse.
Procedure:Placebothsetsoflettercardsinfrontofthechild.Have
hermatcheachmousewithitscorrespondingwedgeofcheese.
266 BRIGANCE Readiness Activities
Parent involvement is encouraged through take-home letters (in English and
Spanish) and take-home learning plans and activities.
• Links assessment with instruction
• Easily reproducible student activity pages
• Correlated to the BRIGANCE® Screens and Developmental Inventory
• Builds home-school connections through letters and take-home learning
plans and activities
CURRICULUM ASSOCIATES®, Inc. • www.CurriculumAssociates.com • 800-225-0248
Call (800) 225-0248
or visit
www.BRIGANCE.com/
BRIG-EC
ion
BRIGANCE®
Readiness Activities
Helpful instructional
guidance, including
objective and skill
sequence, assists
teachers of all
experience levels.
16. Reads Uppercase and Lowercase Letters
Overview
To read uppercase and lowercase letters.
5-9
AbCDeFghijkLmnopqRSTUvwxyz
6-3
abcdefghijklmnopqrstuvwxyz
6-3
5-9
Rationale
A child needs to recognize letters in order to begin to learn to read, write,
and spell. Some research findings indicate that having knowledge of letter
names prior to the beginning of reading instruction is the best predictor of
first-grade reading success regardless of the reading method used.
Sequence
Recommendations For
Effective Teaching
1. Teach Uppercase Letters First
According to current learning theory, it is best to teach uppercase letters
first because they are more easily discriminated than lowercase letters.
Once the children can readily identify the uppercase letters, introduce the
lowercase letters.
2. Teach the Child to Read Alternate Forms
The letters a and g can be written in two
different ways. To avoid confusion,
make the child aware of the alternate
forms, and teach her to read them.
aa gg
SEQUENCE OF PREREQUISITE SKILLS
curriculum. Before a child is expected to read letters, she should be able to:
Materials:
• visuallydiscriminateformsandletters.
• Ashoebox.
• recitethealphabet.
• Twenty-sixwooden,spring-typeclothespins.
• Amarker.
TEACHING SEQUENCE
Group Size: Individual.
1. initially, Teach at the Receptive Level
Preparation:Printtheuppercaseorlowercasealphabetalongthe
Initially, teach a child to read letters at the receptive level. For example,
topoftheopenbox.Thealphabetshouldbeprintedaboutaninch
have the child match identical letters. When the child can consistently
belowtherim.Youmaysplitthealphabetsothathalftheletters
match identical letters, have her point to a letter when you say the
areononesideoftheboxandtheotherhalfareontheotherside.
letter name.
Usingthemarker,printadifferentuppercaseorlowercaseletteron
2. next, Teach at the expressive Level
eachclothespin.
Once the child can consistently match and identify letters, teach her to
say the letter names. For example, show the child the letter d, and
have her say its name.
3. Call Attention to Similarities and Differences in Letters
Differentiating between very similar
letters may be difficult for a child. Help
the child distinguish a letter by giving
her special tips for that letter. For
example, if the child confuses b with
d, point out that b can be made into B,
but d cannot.
bB dD
Provide extra practice for letters that the child has difficulty
discriminating. You may also teach just one of the difficult letters until
it is learned. Then, introduce the letters that are similar to the first one
in appearance.
264 BRIGANCE Readiness Activities
16. Reads Uppercase and Lowercase Letters
Literacy
following prerequisite skills are included as a general guide for planning your
3. Match andThe
Snap
Procedure:Showthechildhowtoattachtheclothespinstotheedge
ofthebox.Positioneachclothespinontheboxabovetheletterthat
theclothespinmatches.Then,letthechildmatchtheremaining
clothespinstotheircorrespondingletters.
16. Reads Uppercase and Lowercase Letters
Literacy
Extension:Oncethechildcanmatchuppercaseorlowercaseletters,
adaptthematerialssothattheactivitywillrequirethechildtomatch
uppercaseletterstolowercaseletters.Forexample,printthelowercase
alphabetonthebox,andprintuppercaselettersontheclothespins.
Reproducible student pages are easy
to photocopy and use in the classroom
or at home.
Learning Plans and letters can be sent
home to engage caregivers in their
child’s learning.
MY LEARNING PLAN
441
©Curriculum
Associates, Inc. BRIGANCE® Readiness Activities
CURRICULUM ASSOCIATES®, Inc. • www.CurriculumAssociates.com • 800-225-0248
Use with 16. Reads Uppercase and Lowercase Letters
Managem
Bring it all together with a powerful
online management system
Essential data management and reporting are now in one easy-to-access and use system.
• Target instruction
• See progress
• Communicate with families
• Manage your program and meet reporting requirements
The BRIGANCE® Online Management System guides administrators and teachers step by step through
each process, ensuring consistent and accurate data and reports. Administrators can customize screen
cutoff scores to meet specific program needs.
Also included are downloadable BRIGANCE® Readiness Activities and parent take-home letters that can
be printed or emailed to engage parents and caregivers in supporting their child’s development at home.
Free online training and telephone support.
My Students I Group Reports I Activities Library I My Account I Help I Logout
Welcome Pauline Mason
1
Simple navigation to data entry
pages and essential resources,
such as parent letters and
home activities.
2
Helpful guidance allows teachers
and administrators to maximize
the use of the system.
3
User-friendly format helps users
quickly find and access information.
BRIGANCE® Early Childhood
Mia S. Thomas
edit student information
Student ID
Parent/Guardian
Current Age
Class
Birthdate
ABC-12-D34
Wanda Thomas
4 years, 9 months
PreK: Mason
07/18/2004
Student Status
Screens
Inventory
Observations
Reports
Family Connection
Student Status: Mia’s recent events
Event
How do I...
Date
Screened: Screen 4-yr Old Child
view results I view data sheet
3
Inventory: Language Development - Listening & Understanding
view results I view data sheet
09/22/2008
2
Enter Screen Results
Enter Screen Results for this
student
03/11/2009
Enter Inventory Data
Enter Inventory Data for this
student
Home Letter Sent: Color & Activities
view results I view data sheet
1
02/25/2009
Create a Report
Create a Report with this
student’s data
Send a Home Letter
Send or Print a Home letter
Call (800) 225-0248 or visit www.BRIGANCE.com/BRIG-EC
CURRICULUM ASSOCIATES®, Inc. • www.CurriculumAssociates.com • 800-225-0248
ment
Information for Administrators
Administrator reports provide at-a-glance
program-level information, such as identifying
children who have not yet been screened.
Easily analyze screening and ongoing assessment
data for individual children, classrooms, and your
whole program.
Early Childhood
SCREENING COMPLETION
ADMIN REPORT
Riverside Park Preschool
Percent of Children Screened
Percent of Children Screened
Classroom A
85%
0%
100%
25% Not Screened
Classroom B
0%
75%
100%
Classroom C
0%
BRIGANCE®
Online Management
System
90% 100%
Classroom D
0%
65%
100%
75% Screened
Classroom E
0%
60%
100%
Children Not Screened within their First 45 Days
Classroom D
Classroom A
Days Late:
4
10
9
Days Late:
5
12
3
10
Student Name:
Tran Seng
Jayla Williams
Laticia Mejia
Tiffany Lucas
Student ID:
Parent / Guardian:
Birthdate:
Student Name:
Days Late:
371425HM
Wanda Chen
08/03/2005
Kylie Snow
Mercedes Wang
Keshawn Bryant
Marcus Jeffries
10
2
5
8
Class:
HS: Mason
Screen Results: Three-Year-Old Child
Classroom C
Days Late:
2
13
4
2
Information for Teachers
Screening results page clearly shows the
child’s results compared to cutoff scores,
and automatically identifies individualized
next steps, including recommendations for
the Developmental Inventory, Readiness
Activities, and home-school connections.
Days Late:
2
8
Early Childhood
9
Rachel
Classroom E Chen
Classroom B
Student Name:
Kayla Harvey
Valerie Duncan
Angel Gutierrez
Elijah Ferguson
Student Name:
Luis Vasquez
Brayden Linnehan
Dylan McCabe
Date of Screening: September 15, 2008
Rachel’s Three-Year-Old Screen Total Score: 50.
This is below the Cutoff Score: (< 80)
Rachel’s Language domain score: 19.
This is below the At-Risk Guidelines: (< 25)
Suggested Next Steps
• Consider referral for further evaluation.
• Complete and enter the Self-help & Social-Emotional Form.
• Complete and enter the Screening Observations Form.
Inventory Recommendations to Plan Your Instruction
Current Age:
3 years, 8 months
SCREENING RESULTS
TEACHER REPORT
What Does It Mean?
Cutoff Score:
Cutoff scores are used to
determine which children may
need rescreening or referral for
further evaluation.
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.
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.
Early Childhood
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.
We recommend the following Head Start Inventory Assessments:
1. Language: Picture Vocabulary, Items 1-15
2. Language: Knows Use of Objects, Items 1-8
3. Physical Development: Running, Items 1-10
4. View all related Inventory assessments
Jordan Meyers
Student ID:
371827HM
Parent / Guardian:
Olivia Meyers
Birthdate:
06/07/2004
Class:
HS: Mason
SCREENING RESULTS
PARENTS REPORT
Current Age:
4 years, 4 months
Dear Family,
Jordan was assessed with BRIGANCE 4-year old Screen on October 10, 2008. Compared to other children her age:
Motor Development appears to be in the Above-Average range. Motor Development includes skills like copying shapes and hopping,
standing on one foot.
Language Development appears to be in the Average range. Language Development includes skills like naming pictures, identifying body parts,
following verbal directions, and speaking in complete sentences.
Academic Development appears to be in the Average Range. Academic Development includes skills like saying your name, age,
and address, pointing to colors, recognizing different shapes, counting, and numbers.
Individual Assessment Results
Developmental Profile
AVG
Student Name:
Isabella Martinez
Ashley Cheng
Josh Nguyen
130
120
110
100
90
80
70
60
50
Social and Emotional: 1B Personal Data Response
120
110
80%
0%
90
100%
Language: 2B Color Recognition
0%
35%
100%
Language: 3B Picture Vocabulary
0%
40%
100%
Literacy: 4B Visual Discrimination - Forms and Letters
0%
Motor
Development
Language
Development
Academic
Development
25%
100%
Physical Development: 5B Visual Motor Skills
0%
Information for Parents
Easy-to-share parent
reports show a child’s
current development and
progress, and engage
caregivers in supporting
their child’s development
at home.
Average Quotients range: 85-115
65%
0%
We plan to work in the following areas with Jordan:
Literacy: matching + naming uppercase letters
Language: naming colors, building vocabulary
Physical: hopping
What you can do at home:
Continue to read each day. Point out and name colors and specific
letters, especially the letters in Jordan’s name.
100%
Physical Development: 6B Gross Motor Skills
85%
100%
Math: 7B Counting
0%
50%
100%
Science: 8B Identifies Body Parts
0%
45%
100%
Language: 9B Follows Verbal Directions
0%
55%
100%
Math: 10B Number Concepts
0%
CURRICULUM ASSOCIATES®, Inc. • www.CurriculumAssociates.com • 800-225-0248
35%
100%
PRSRT STD
U.S. POSTAGE
PAID
CURRICULUM
ASSOCIATES, Inc.
P.O. Box 2001
North Billerica, MA 01862-0901
Purchase by July 31st and save!
Call now or visit online for exclusive BRIGANCE®
Early Childhood System Pre-Publication Offers:
Early Childhood Screens
Developmental Inventory
Readiness Activities
Online Management System
Call (800) 225-0248 or visit
www.BRIGANCE.com/BRIG-EC