BRIGANCE® Diagnostic Inventories Assessment • Data Management

Transcription

BRIGANCE®
Diagnostic Inventories
Assessment • Data Management
BRIGANCE SAMPLER
A CONSISTENT ASSESSMENT SYSTEM
FROM BIRTH TO SECONDARY LEVEL
CARS and STARS® • FOCUS® • BRIGANCE® • CAMS and STAMS® • Quickword®
Programs
BRIGANCE® Assessments
Ongoing and diagnostic—for birth–secondary level
More than 500 developmental, readiness, academic, life and employability skills
measure performance to support referrals, write IEPs, monitor progress,
plan instruction and provide alternative assessment.
Birth–Developmental
Birth
Developmental Age 7
Secondary Le
Secondar
Level
el
Birth–Secondary
Bi
th S
d
Level
L
l
Preschool–Year
P
h l Y
9
Quick Scoring Screen
Albert Brigance
1932–2007
FULL GUARANTEE
Pioneering in the
development of criterionreferenced assessments,
Albert Brigance's works
have contributed to
elevating the quality of
special education for
an entire generation of
students and teachers.
Our BRIGANCE materials are described
as clearly and accurately as we
know how. You must agree that any
program you buy is all that we say it
is and more––that it fully meets your
expectations in every way or you may
return it for a prompt and courteous
refund.
Secondary Level
Hawker Brownlow Education.
Factory 2, 47 Wangara Road, Cheltenham, 3192
■ P.O. Box 580, Moorabbin, 3189
Phone: +61 3 8558 2444 ■ Fax: +61 3 8558 2400
Toll-free Phone: 1800 334 603 ■ Fax: 1800 150 445
Email: [email protected]
Visit our Website: www.hbe.com.au
The Brigance® System Introduction
For nearly 30 years, professionals have trusted the
BRIGANCE System to:
• provide consistent assessment from birth to secondary level
• connect assessment with basic skills instruction
BRIGANCE materials are easy to use.
• Consistent, easy-to-follow format facilitates test administration and
recordkeeping.
• Simplified procedures enhance reliability.
• Assessments require no specialised materials.
• Administration requires no formal training – free online inservices are available at
www.hbe.com.au
BRIGANCE Diagnostic Inventories:
• assess more than 500 developmental, readiness, academic, life and
employability skills
• are criterion-referenced; lED-11 and CIBS-R also provide
normed/standardised test options
• identify performance levels
• set instructional goals
• report progress
• maintain a systematic, easily interpretable history of children's
assessments
BRIGANCE Screens:
• identify children who may have learning delays/disabilities/giftedness
• quickly sample language, motor, social-emotional, and early reading and
maths skills
• facilitate planning individualised instruction
• refer for special services needed to facilitate children's learning or
development
"Immediate assessment is necessary in our demanding and
ever-Changing educational world. This product aids, informs,
and supports the teacher. The benefits and easy application
are an extra plus. Bravo!"
–Brenda McKoy
1
Introduction
2
Inventory of Early Development–II
BRIGANCE®
birth–developmental age 7
Classroom-proven comprehensive assessments
Use the IED–II Assessments in the classroom to:
•
•
•
•
•
provide ongoing holistic assessment
guide instruction and IEP development
identify present level of performance
pinpoint learning problems
monitor growth and report progress
New
Kit!
Criterion-referenced assessments
•
•
•
are easy to administer—teachers pick and choose assessments based on
student and program needs
produce results that translate directly into instructional plans
provide ongoing, easy-to-interpret record of assessment results and
instructional objectives
Comprehensive Skills Sequences … see example, page 5
•
•
provide skill analysis for complex developmental delays
tailor in-depth assessment or instructional planning
SAVE!
on Classroom Implementation Kit with:
•
•
•
Developmental Sections with Comprehensive Skills Sequences
•
•
•
•
•
•
•
preambulatory motor skills and behaviours
gross-motor skills and behaviours
fine-motor skills and behaviours
self-help skills
speech and language skills
general knowledge and comprehension
social-emotional development
Early Academic Skills Sections
•
•
•
•
readiness
basic reading skills
manuscript writing
basic maths
•
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•
IED–II Inventory
Getting Started with the IED–II
10 Developmental Record Books
Class Record Book (15 children)
Testing Accessories Kit (blocks, scissors and other manipulatives)
Durable canvas tote
BRIGANCE® IED–II
Item #
CA10953
Classroom Implementation Kit
Standardised Assessments, see page 3
Individual Components, see page 4
Correlated instruction, see page 15
$310.00
BRIGANCE® – Standardised Assessment
Examiner's Book
birth–developmental age 7
NEW streamlined format for standardised assessments
with Self-Help & Social-Emotional Scales
Use the new Standardised Assessments Examiner's Book to:
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•
•
diagnose delays, disabilities, giftedness and other exceptionalities
produce age equivalents, percentiles and quotients
provide documentation to support referrals
Standardised assessments
•
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•
include 46 standardised assessments from the IED–II that represent skills most
significant for predicting success in school
provide reliability and validity data
diagnose skill areas that predict success in school
include expanded Social and Emotional testing options with the Self-Help &
Social-Emotional Scales supplement
Standardised skill areas
The assessments span birth–age 7 and cluster into five areas:
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•
•
•
•
motor—fine- and gross-motor skills
language—receptive and expressive
academic/cognitive—quantitative/general
and prereading/reading
daily living—self-help and prevocational
social-emotional—play skills and behaviours; engagement and initiative skills
(birth–3.5 years)
Online Resources
•
•
HBE101® e-Training for Teachers
Sample assessments
New!
SAVE!
on Examiner's Kit with:
•
•
•
•
•
Examiner's Book with Self-Help & Social-Emotional Scales
Standardisation and Validation Manual with Scoring CD
Testing Accessories Kit (blocks, scissors and other manipulatives)
10 Standardised Assessments Record Books
Durable canvas tote
BRIGANCE® IED–II
Item #
CA10918
Standardised Assessments Exam Kit
$325.00
Individual Components, see page 4
Correlated instruction, see page 15
www.hbe.com.au
3
4
IED–II Components
Criterion-Referenced Components:
Inventory
•
directions for administration, assessor pages, child pages, comprehensive and
supplemental skill sequences
NEW! Getting Started with the IED–II
•
•
provides guidance for teachers implementing the IED–II assessment
delivers key strategies to support progress monitoring and program improvement
Developmental Record Book
•
•
tracks assessments administered, responses, progress and instructional objectives
records ongoing assessment and progress to review with staff or parents
Class Record Book (1:15 children)
•
matrix for group of skills assessed, skills mastered and objectives
Testing Accessories Kit
•
convenient collection of the supplemental materials needed for some
assessments—blocks, scissors and other manipulatives
IED–II Criterion-Referenced Components
SAVE on Kit! (see page 1)
CA10953
IED–II Classroom Implementation Kit
$310.00
Item #
Add-on Components
CA753X
Inventory
CA11343
Getting Started with the IED–II
CA9564
Developmental Record Book 10-pack
29.95
CA9565
Developmental Record Book 50-pack
$125.00
CA9563
Class Record Book (15 children)
$12.95
CA9567
$75.00
$159.00
$24.95
Goals and Objectives Writer CD
•
creates lists to save, edit, print or export to add to your IEP forms
Standardised Assessment Components:
Standardisation and Validation Manual
•
•
quotient, percentile and age equivalent tables
results of research addressing internal consistency and test reliability
NEW! Standardised Assessments Examiner's Book
•
•
•
Standardised Assessment IED–II items with administration directions, assessor
pages, child pages, and comprehensive and supplemental skill sequences
clearly indicates entry points, ceilings and basals
Standardised Self-Help & Social-Emotional Scales for ages 2.0 to 5.11
Standardised Assessments Record Book
•
record responses from the Examiner's Book or from standardised portions of
the IED–II Inventory
Testing Accessories Kit … stated above
Standardised Scoring Conversion CD
•
features error-free calculation of chronological age and conversion of raw scores
to quotients, percentiles, age equivalents and instructional ranges
IED–II Examiner's Kit Standardised Assessments Components
SAVE on Kit! (see page 2)
CA10918
IED–II Standardised Assessments Exam Kit
$325.00
Item #
Add-on Components
CA10919
Standardised Assessments Examiner’s Book
$110.00
CA10348
Standardisation and Validation Manual with Scoring CD*
$110.00
CA9601
Standardised Assessments Record Book 10-pack
$29.95
CA9602
Standardised Assessments Record Book 50-pack
$125.00
CA9567
$75.00
*SYSTEM REQUIREMENTS
Windows —Intel-compatible Pentium 90 or faster processor; Windows 98, 2000, XP; 32 MB RAM; 20 MB free hard disk space.
Macintosh —System 8.6–9.2 requires PowerPC /66 MHz or faster processor, 32 MB RAM. OSX requires G3 or faster processor, 128 MB RAM;
20 MB free hard disk space.
®
®
™
TABLE OF CONTENTS
Introduction
Page
Purpose ............................................................................................................................ vi
Part of the BRIGANCE® System ...................................................................................... vi
Features ........................................................................................................................... vii
General Directions for Conducting an Assessment ....................................................... viii
Format for an Assessment Procedure with a Child Page ................................................. ix
Directions for Recording Results and Identifying Objectives ........................................... x
Illustration of the Recordkeeping System ........................................................................ xi
Option of Two Recordkeeping Systems for Developmental Skills—
the Development Record Book or the Comprehensive Skill Sequences .........................xii
The Class Record Book—an Optional Item ..................................................................... xiv
Methods of Presenting the Visual Materials..................................................................... xv
Testing Accessories Kit ................................................................................................... xvi
Using Parts of the Inventory of Early Development–II (IED–II)
to Meet Standardised Testing Requirements ..............................................................xvii
Recommendations for More Effective Use of the Inventory of
Early Development–II (IED–II) ................................................................................. xviii
Questions Frequently Asked About the Inventory of
Early Development–II (IED–II)..................................................................................... xx
ASSESSMENTS and COMPREHENSIVE AND
SUPPLEMENTAL SKILL SEQUENCES
❖ Assessment with some or all items being validated. The same symbol is also used to
identify the individual items that must be administered (and responses recorded in
the Standardised Assessments Record Book) when deriving standard scores,
percentiles, age equivalents or instructional ranges. You must adhere strictly to the
DIRECTIONS for the assessment and any instructions given in the accompanying
Standardised Assessments Record Book if you want to compare the child to the
norms found in the IED–II Standardisation and Validation Manual. In addition, there
are standard methods for scoring—meaning when you start and stop administering
items. This information is provided in the Standardised Assessments Record Book for
each assessment.
METHODS OF ASSESSMENT
Codes:
ii
5
C — Comprehensive Skill Sequence
S —Supplemental Skill Sequence
© 2007 Hawker Brownlow Education Inventory of Early Development II CA753X
A. PREAMBULATORY MOTOR SKILLS AND BEHAVIOURS
Page
Introduction ................................................................................................................ 1
Assessment Procedures and Objectives
❖ A-1 Supine Position Skills and Behaviours ............................................................ 3
❖ A-2 Prone Position Skills and Behaviours .............................................................. 6
❖ A-3 Sitting Position Skills and Behaviours ............................................................. 9
❖ A-4 Standing Position Skills and Behaviours ....................................................... 12
Comprehensive Skill Sequences
A-1C Supine Position Skills and Behaviours ...................................................... 15
A-2C Prone Position Skills and Behaviours ........................................................ 15
A-3C Sitting Position Skills and Behaviours ...................................................... 16
A-4C Standing Position Skills and Behaviours .................................................. 16
B. GROSS-MOTOR SKILLS AND BEHAVIOURS
Introduction ...............................................................................................................17
❖ B-1
Standing......................................................................................................19
❖ B-2
Walking ......................................................................................................21
❖ B-3
Stairs and Climbing ....................................................................................24
❖ B-4
Running .................................................................................................... 26
❖ B-5
Jumping ..................................................................................................... 28
❖ B-6
Hopping ..................................................................................................... 31
B-7
Kicking ...................................................................................................... 33
B-8
Balance Beam ............................................................................................ 35
B-9
Catching .................................................................................................... 37
B-10 Rolling and Throwing................................................................................ 39
B-1C Standing..................................................................................................... 41
B-2C Walking...................................................................................................... 41
B-3C Stairs and Climbing ................................................................................... 41
B-4C Running ..................................................................................................... 42
B-5C Jumping ..................................................................................................... 42
B-8C Balance Beam ............................................................................................ 42
B-10C Rolling and Throwing ............................................................................... 43
Table of Contents
6
Page
Supplemental Skill Sequences
B-11S Ball Bouncing ............................................................................................ 44
B-12S Ball Striking—Bats a Stationary Ball......................................................... 44
B-13S Rhythm ..................................................................................................... 44
B-14S Wheel Toys ............................................................................................... 44
B-15S Miscellaneous Gross-Motor Skills ............................................................ 44
C. FINE-MOTOR SKILLS AND BEHAVIOURS
Introduction ............................................................................................................... 45
❖ C-1 General Eye/Finger/Hand Manipulative Skills .......................................... 47
❖ C-2 Block Tower Building................................................................................. 53
❖ C-3 Prehandwriting .......................................................................................... 55
❖ C-4 Draw a Person............................................................................................ 58
❖ C-5 Forms......................................................................................................... 59
C-6 Cutting with Scissors................................................................................. 62
C-1C General Eye/Finger/Hand Manipulative Skills ......................................... 65
C-2C Block Tower Building................................................................................. 66
C-3C Prehandwriting ......................................................................................... 67
C-5C Forms ........................................................................................................ 67
C-6C Cutting with Scissors ................................................................................ 67
C-7S Puzzles ...................................................................................................... 68
C-8S Painting with Brush .................................................................................. 68
C-9S Clay ........................................................................................................... 68
D. SELF-HELP SKILLS
Introduction .............................................................................................................. 70
❖ D-1 Feeding/Eating........................................................................................... 73
❖ D-2 Undressing................................................................................................. 77
❖ D-3 Dressing ..................................................................................................... 79
D-4 Unfastening................................................................................................ 82
D-5 Fastening ................................................................................................... 84
❖ D-6 Toileting..................................................................................................... 86
❖ D-7 Bathing....................................................................................................... 89
D-8 Grooming................................................................................................... 92
iii
Page
D-1C Feeding/Eating........................................................................................... 94
D-2C Undressing................................................................................................. 95
D-3C Dressing ..................................................................................................... 95
D-4C Unfastening................................................................................................ 95
D-5C Fastening ................................................................................................... 96
D-6C Toileting..................................................................................................... 96
D-7C Bathing....................................................................................................... 96
D-9S Household Chores ..................................................................................... 97
D-10S Classroom Chores ..................................................................................... 97
D-11S Safety ......................................................................................................... 97
E. SPEECH AND LANGUAGE SKILLS
Introduction .............................................................................................................. 98
❖ E-1
Prespeech Receptive Language ............................................................... 101
❖ E-2
Prespeech Gestures .................................................................................. 104
❖ E-3
Prespeech Vocalisation............................................................................. 106
❖ E-4
General Speech and Language Development .......................................... 108
❖ E-5
Length of Sentences ................................................................................ 114
❖ E-6
Personal Data Response........................................................................... 115
❖ E-7
Verbal Directions .................................................................................... 117
❖ E-8
Picture Vocabulary................................................................................... 121
E-9
Repeats Numbers .................................................................................... 124
❖ E-10a Sentence Memory (with picture stimuli) (standard scores only)............ 126
E-10b Sentence Memory (without picture stimuli) ........................................... 127
❖ E-11 (part 1) Plural s and -ing, Prepositions
and Irregular Plural Nouns (standard scores only) ..................... 129
❖ E-11 (part 2) Responds to Picture (standard scores only) ............................... 131
E-1C Prespeech Receptive Language ................................................................ 132
E-2C Prespeech Gestures .................................................................................. 132
E-3C Prespeech Vocalisation ............................................................................ 132
E-4C General Speech and Language Development........................................... 133
E-6C Personal Data Response........................................................................... 134
E-7C Verbal Directions ..................................................................................... 135
Supplemental Skill Sequence
E-12S Singing ..................................................................................................... 135
Table of Contents
F. GENERAL KNOWLEDGE AND COMPREHENSION
Page
Introduction ............................................................................................................. 137
F-1
Response to and Experience with Books ................................................ 139
❖ F-2a Body Parts—Receptive............................................................................. 142
F-2b Body Parts—Expressive ........................................................................... 144
❖ F-3
Colours .....................................................................................................146
F-4
Shape Concepts ....................................................................................... 148
❖ F-5
Quantitative Concepts ............................................................................. 151
❖ F-6
Directional/Positional Concepts ............................................................. 154
F-7
Classifying .............................................................................................. 158
F-8
Knows What to Do in Different Situations.............................................. 162
❖ F-9
Knows Use of Objects.............................................................................. 164
❖ F-10 Knows Function of Community Helpers ............................................... 166
F-11 Knows Where to Go for Services............................................................. 168
F-1C Response to and Experience with Books ................................................ 170
F-2aC Body Parts—Receptive ............................................................................ 170
F-2bC Body Parts—Expressive .......................................................................... 170
F-5C Quantitative Concepts ............................................................................ 171
F-6C Directional/Positional Concepts ............................................................. 171
F-9C Knows Use of Objects ............................................................................. 171
G. SOCIAL AND EMOTIONAL DEVELOPMENT
Introduction ..............................................................................................................173
❖ G-1 General Social and Emotional Development ...........................................175
❖ G-2 Play Skills and Behaviours .......................................................................181
❖ G-3 Initiative and Engagement Skills and Behaviours ....................................186
G-1C General Social and Emotional Development ...........................................190
G-2C Play Skills and Behaviours ...................................................................... 192
G-3C Initiative and Engagement Skills and Behaviours.................................... 193
iv
7
H. READINESS
Page
Introduction ............................................................................................................ 195
❖ H-1a Visual Discrimination—Forms and Uppercase Letters............................ 196
❖ H-1b Visual Discrimination—Lowercase Letters and Words ........................... 197
❖ H-2 Recites Alphabet ...................................................................................... 198
H-3 Uppercase Letters..................................................................................... 200
H-4 Lowercase Letters .................................................................................... 202
❖ H-5 Lowercase Letter Knowledge (standard scores only) .............................. 204
H-6 Teacher’s/Observer’s Rating Form for Academic Readiness ..................... 205
I. BASIC READING SKILLS
Introduction ............................................................................................................. 206
❖ I-1
Basic Preprimer Vocabulary (standard scores only) ................................ 207
I-2
Word Recognition Year Level Placement Test
Form A..................................................................................................... 208
Form B ..................................................................................................... 209
I-3
Reads Colour Words ............................................................................... 210
I-4
Reads Number Words ............................................................................. 211
❖ I-5
Reads Common Signs ............................................................................. 212
I-6a Reads Orally at Preprimer Level (Forms A & B)..................................... 213
I-6b Reads Orally at Primer Level (Forms A & B).......................................... 214
I-6c Reads Orally at Year One Level (Forms A & B) ...................................... 215
I-6d Reads Orally at Year Two Level (Forms A & B)....................................... 216
❖ I-7
Auditory Discrimination.......................................................................... 217
I-8
Matches Initial Consonants with Pictures .............................................. 218
I-9
Substitutes Initial Consonant Sounds...................................................... 222
I-10 Substitutes Short-Vowel Sounds .............................................................. 225
I-11 Substitutes Long-Vowel Sounds .............................................................. 228
Assessments Referenced to Basic Reading Vocabularies
and Basal Reading Programs .................................................................................... 230
J. MANUSCRIPT WRITING
Introduction ............................................................................................................. 232
❖ J-1 Prints Personal Data ..................................................................................... 233
❖ J-2 Prints Uppercase Letters in Sequence .......................................................... 235
J-3 Prints Lowercase Letters in Sequence .......................................................... 236
J-4 Prints Uppercase Letters Dictated ................................................................ 237
J-5 Prints Lowercase Letters Dictated ................................................................ 238
J-6 Prints Simple Sentences ............................................................................... 239
❖ J-7 Quality of Printing ....................................................................................... 240
Manuscript Alphabet.....................................................................................241
Criteria for Evaluation..............................................................................242
Table of Contents
8
K. BASIC MATHS
Page
Introduction ............................................................................................................. 244
❖ K-1 Number Concepts.................................................................................... 245
❖ K-2 Rote Counting ......................................................................................... 246
K-3 Reads Numerals ....................................................................................... 247
❖ K-4 Numeral Comprehension ........................................................................ 248
❖ K-5 Ordinal Position ...................................................................................... 249
❖ K-6 Numerals in Sequence ............................................................................. 251
K-7 Writes Following and Preceding Numerals ............................................. 252
K-8 Writes Numerals Dictated........................................................................ 253
K-9 Addition Combinations ........................................................................... 254
K-10 Subtraction Combinations....................................................................... 256
❖ K-11 Recognition of Money (Coins) ................................................................ 259
K-12 Time......................................................................................................... 260
APPENDIX A
History, Field Testing, Critiquing and Acknowledgments ............................................. 266
APPENDIX B
Visit
www.hbe.com.au
for online training.
Sequencing and Referencing of Skills and Behaviours................................................... 272
APPENDIX C
Using the Inventory of Early Development–II in Special Needs
Programs ................................................................................................................... 274
APPENDIX D
Lists of Milestone Skills by Developmental Age Level .................................................. 276
BIBLIOGRAPHY ..................................................................................................... 291
v
Table of Contents
F-1 RESPONSE TO AND EXPERIENCE WITH BOOKS
SKILL: Demonstrates skills that indicate a readiness for books and reading.
DIRECTIONS
DEVELOPMENTAL RECORD BOOK: Page 16.
COMPREHENSIVE SKILL SEQUENCE: Page 170.
CLASS RECORD BOOK: Page 29.
ASSESSMENT METHODS: Interviewing the parent(s)/caretaker. Observing the child
being read to and/or looking at a book.
MATERIALS: A setting where the child ordinarily has experiences with books,
such as a library or reading corner. When the assessment cannot be made in a
natural situation, use a picture book for the child below three years of age and a
“read-to-me” type of book of interest to the child more than three years of age.
DISCONTINUE: After failure on three consecutive skills.
TIME: Your discretion.
ACCURACY: Give credit for each positive answer to the criterion question (CQ)
for the respective skill.
NOTES:
1. Correlated BRIGANCE® Prescriptive Teaching Material: Pages 137–151 of
the BRIGANCE Prescriptive Readiness: Strategies and Practice.
2. References: The following references were used to sequence the skills
of responding to books and to validate the developmental ages.
(See Bibliography, pages 292–294.)
American Academy
of Pediatrics
Bagnato
Bee (2002)
Bentzen
Berns
Burns
Catron
Culbertson
Dixon
Hendrick
Herr
Hughes
McAfee
Rice
Schickedanz (1997)
Schickedanz (2001)
Schuster
Stoppard
Wortham
Wyly
This assessment may be made by
• interviewing the parent(s)/caretaker or a person knowledgeable
about the child’s reaction to books.
• observing the child during activities involving books.
• engaging the child in looking at or “reading” books.
Use your judgment in determining which method or combination of
methods will yield the most valid results.
Most likely, the assessment will be carried out by the interview method.
Thus, criterion questions (CQs) for the interview have been included
in the assessment procedures. The criterion questions will also provide you
with guidance and criteria in assessing the skill by other methods.
Ask the following lead questions for the interview,
Ask: How does ______ respond to books? Does he/she like to look
at books?
Evaluate the responses and record in the Developmental Record Book all skills
that are clearly mastered. If information about specific skills is lacking, ask
the criterion questions (CQs) related to those specific skills. Rephrase and
adapt the questions, if needed.
1–6
1. Turns several pages in a book at once.
CQ: 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.
2. Points to pictures of animals or common objects.
CQ: Does ______ point to pictures of animals or common objects
when you request them?
3. Looks at pictures selectively.
CQ: Does ______ pay close attention to certain pictures
when looking at books?
(continues)
139
9
F-1 Response to and Experience with Books
10
4. Turns book right-side-up.
CQ: 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 he/she turns it.
2–0
5. Turns pages individually.
CQ: In using a book, does ______ turn the pages one at a time
or several at once?
6. Points to and names simple pictures.
CQ: Does ______ point to and name pictures of animals
and common objects in books?
2–6
7. Is interested in “read-to-me” books.
CQ: Does ______ have an interest in read-to-me books?
Does he/she like to be read to?
3–0
8. Describes actions depicted in pictures.
CQ: Does ______ describe and talk about the action in pictures?
9. Takes part in reading by “filling in” words and phrases.
CQ: As you read to ______, does he/she appropriately
insert or say some of the words and phrases?
4–0
10. Gains information from books about real things.
CQ: Is ______ able to answer simple questions about
a book or story read to him/her?
11. Tries to read books from memory.
CQ: Does ______ pretend to read parts of familiar stories,
telling them from memory?
140
12. Follows along in a book being read.
CQ: Does ______ like to follow along as a book or story
is read?
Note: The criterion involves words, not pictures.
13. Can tell context of a story but may confuse facts.
CQ: Can ______ retell some of the main events or context
of a story you have read to him/her?
5–0
14. Retells story from a picture book with reasonable accuracy.
CQ: Can ______ retell a story with reasonable accuracy by
looking at the pictures?
15. Attempts to read by looking at pictures.
CQ: Does ______ attempt to read by looking at pictures
as a clue?
16. Reads some words by sight.
CQ: Does ______ read any words by sight?
6–0
17. Tries to read words by using word-attack skills—phonics,
context clues or picture clues.
CQ: Does ______ try to read new words using word-attack
skills—phonics, context clues or picture clues?
18. Reads simple stories aloud.
CQ: Does ______ read any stories aloud?
19. Distinguishes between fantasy and reality.7–0
CQ: Does ______ distinguish between stories based on reality
and fantasy?
F-1 Response to and Experience with Books
W RECEPTIVE BODY PARTS
SKILL: Points to or touches body parts as named by someone else.
DIRECTIONS
STANDARDIZED ASSESSMENTS RECORD BOOK: Page 9.
COMPREHENSIVE SKILL SEQUENCE: Page 81.
This assessment is made by asking the child to point to or touch
each body part as it is named.
ASSESSMENT METHOD: Child performance.
(name of body part)
Say: Show me your
.
(name of body part)
?
or Where is your
(name of body part)
or Put your hand on your
MATERIAL: None.
BASAL/CEILING: Five in a row correct/incorrect.
NOTES:
1. Receptive and Expressive: The identification of body parts can be
assessed on two levels—the receptive level (child responds by pointing or
touching) or the expressive level (child responds by verbally stating
name of body part). The latter is a higher-level skill. Thus, if you
anticipate that the child will be successful in “naming body parts,” you
may wish to administer the higher level first and give credit for the
receptive level for each body part named. Doing this may conserve time.
2. Possible Observations: As the child responds to the items, you may
wish to observe for the following.
a. Difficulty in Attending to the Verbal Request: Is the child able to
consistently attend to your requests, or does he/she experience
difficulty in doing so because of such factors as a short attention span?
b. General Awareness of Body Parts: Does the child respond automatically
or hesitantly?
3. The Shy, Reluctant Child: The shy child may have difficulty with
questions beginning with “Where is your ______ ?” If it appears the child
knows a body part but is reluctant to respond, say “Show me your
______ ” or “Point to your ______ .”
?
Pause for a response after each request. Give encouragement if needed
and praise correct responses. Give credit if the child makes an error
but corrects it.
Ask the child to point to the body parts in the following order:
Entry: 10 months
1. eyes
Entry: 2+ years
2. nose
3. mouth
4. hair
5. feet
6. ears
7. tongue
8. head
9. legs
10. arms
11. fingers
12. teeth
Entry: 3+ years
13. thumbs
14. toes
15. neck
16. stomach
17. chest
18. back
19. knees
Entry: 6+ years
25. shoulders
26. elbows
27. hips
28. wrists
29. waist
Entry: 5+ years
20. chin
21. fingernails
22. heels
23. ankles
24. jaw
(continues on page 58)
57
11
Receptive Body Parts
12
Example of Completed Teacher’s Report and Scoring Form
for the Self-help and Social-Emotional Scales
Michael Smith
Child’s Name _________________________________________________
30- 4-2001
1-9-2005
Child’s Date of Birth_____________________
Today’s Date 1___________
Rose Smith
Ms Chase
Parent’s Name ________________________
Teacher _______________
Directions: Read each item and circle the response or description (“No,” “Sometimes,”
“Yes,” etc.) to the right that best applies to or describes this child.
A. Work/Help Skills (basal/ceiling: three in a row correct/incorrect)
1. Does child try to help put things away such as his/her toys or clothes?
.................................................................................. No/0 Sometimes/0 Yes/1
2. Can child open doors or cabinets by himself/herself if he/she doesn’t have
to work knobs or handles? ........................................ No/0 Sometimes/0 Yes/1
3. Can child open doors or cabinets by himself/herself including working knobs
and handles? .................................................................. No/0 A little/0 Yes/1
4. How many minutes will child usually watch TV without losing interest?
.......................................................... 1–5/0 5–10/1 10–15/2 15–20/3 20+/4
5. How many minutes will child usually play with toys by himself/herself
(without the TV on)? .......................... 1–5/0 5–10/1 10–15/2 15–20/3 20+/4
6. Does child help around the house if asked? ............. No/0 Sometimes/0 Yes/1
7. Does child work for at least 20 minutes in a small group such as school doing
a craft project or other activity? ..... No opportunity/0 No/0 Sometimes/0 Yes/1
A. Total for Work/Help Skills
1 /1
____
1 /1
____
0 /1
____
3 /4
____
3 /4
____
0 /1
____
1 /1
____
9 /13
____
B. Feeding/Eating Skills (basal/ceiling: none)
8. Does child use a spoon?........................................... No/0 Sometimes/0 Yes/0
If yes, what happens when he/she tries to get food into his/her mouth?
......... Turns spoon upside down/0 Spills a lot/0 Spills some/1 Spills very little/2
9. Does child hold a fork with his or her fingers (not in a fist)? .. No/0 A little/0 Yes/1
10. Can child use the side of a fork to cut soft foods? ............. No/0 A little/0 Yes/1
B. Total for Feeding/Eating Skills
2 /2
____
____
0 /1
____
0 /1
____
2 /4
C. Undressing/Dressing Skills
(basal/ceiling: three in a row correct/incorrect if possible)
11. Can child take off his/her own shoes if you undo shoelaces, buckles
or velcro? .................................................................... No/0 Sometimes/0 Yes/1
12. Can child put his/her shoes on? ...No/0 Yes, Wrong feet sometimes/1 Correct feet/2
13. Can child take off and put on a coat, shirt, dress or pants if you help
with buttons or zippers? ............................................. No/0 Sometimes/0 Yes/1
14. Can child take off and put on a coat, shirt, dress or pants including
buttons or zippers? ....................................
No/0 Sometimes/0 Yes/1
15. Can child take off and put on socks by himself/herself? No/0 Sometimes/0 Yes/1
16. Can child dress completely? ........................ No/0 Mostly, but not all fasteners/1
....................................................... Yes, but can’t tie shoes/2 Yes, and ties shoes/3
C. Total for Undressing/Dressing Skills
60
©Curriculum
Associates, Inc.
1 /1
____
2 /2
____
0 /1
____
0 /1
____
1 /1
____
2 /3
____
6 /9
____
D. Toileting Skills (basal/ceiling: three in a row correct/incorrect if possible)
17. Does child get on the toilet/potty seat by himself/herself? .. No/0 Sometimes/0 Yes/1
18. Does child have bowel movements (“poop”) in the toilet/potty most
of the time? ............................................................... No/0 Sometimes/0 Yes/1
19. Does child urinate (“pee”) in the toilet/potty?.. No/0 Sometimes/0 Most of the time/1
20. Does child wipe himself/herself or try to wipe after toileting?
............................. No/0 Sometimes/0 Yes, but not very well/1 Yes, very well/2
21. Does child go to the bathroom on his/her own without being asked
or reminded?............................................................. No/0 Sometimes/0 Yes/1
22. Does child flush the toilet after he/she uses it?......... No/0 Sometimes/0 Yes/1
D. Total for Toileting Skills
23. Do you have any concerns about how this child is not learning to do some
things you think he/she should be learning? ................... Yes/0 A little/1 No/2
Total for Self-help (A. to D. and Teacher’s Evaluation above)
1 /1
____
1 /1
____
1 /1
____
1 /2
____
1 /1
____
____
1 /1
6 /7
____
1 /2
____
____
24 /35
)
E. Play Skills and Behaviours (basal/ceiling: two in a row correct/incorrect
24. Does child watch other children play? ............................................. No/0 Yes/0
—If yes, does he/she like to join in, even if only for a little while?
.................................................................................. No/0 Sometimes/0 Yes/1
25. Does child like to pretend to do grown-up things like washing dishes,
taking care of a baby, cleaning or sweeping?.........
No/0 Sometimes/0 Yes/0
—If yes, for how many minutes will he/she do this?
........................................................... 1–5/0 5–10/1 10–15/2 15–20/3 20+/4
26. Can child play well with a small group of children? ..... No/0 Sometimes/0 Yes/0
—If yes, for how many minutes will he/she do this?
........................................................... 1–5/0 5–10/1 10–15/2 15–20/3 20+/4
27. Does child seem to know what is good behaviour and what is not?
................................................................. No/0 In others/1 In others and self/2
28. Does child have a best friend—another child to whom he/she feels
especially close? ............................................................. No/0 A little/0 Yes/1
E. Total of Play Skills and Behaviours
1 /1
____
3 /4
____
3 /4
____
1 /2
____
1 /1
____
9 /12
____
F. Gets Along with Others (basal/ceiling: two in a row correct/incorrect)
29. Does child like to do favours for you or enjoy surprising you by helping out?
........................................................................................ No/0 A little/0 Yes/1
30. Does child try to avoid hurting other children when playing and/or seem
concerned when a playmate is hurt? .............................. No/0 A little/0 Yes/1
31. When child has done something well, does he/she tell you about it and
show pride in what he/she has done?............................. No/0 A little/0 Yes/1
32. If the child loses a game or can’t do something he/she has been looking
forward to, does he/she behave OK about this? ........... No/0 Most times/0 Yes/1
33. Does 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? ................................ No/0 Sometimes/0 Yes/1
F. Total for Gets Along with Others
1 /1
____
1 /1
____
1 /1
____
____
1 /1
1 /1
____
5 /5
____
Do you as the Teacher (or professional) have any concern about how
1 /2
34. this child gets along with others? ................................... Yes/0 A little/1 No/2 ____
1 /2
35. this child behaves?......................................................... Yes/0 A little/1 No/2 ____
16 /21
Total for Social and Emotional (E., F., and Teacher Evaluation above) ____
Example of Completed Teacher’s Report and Scoring Form for the Self-help and Social-Emotional Scales
Child’s Name: _______________________________________________ Date: ________________________ Examiner: _______________________
See pages xii and xiii in the Introduction for explanations and uses.
E-4C GENERAL SPEECH AND
LANGUAGE DEVELOPMENT
See pages 108–113 for assessment procedures for skills in
bold print (“milestone” skills). The numeral in parentheses
indicates the skill number for this assessment in the
Inventory of Early Development–II (IED–II) 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.
1–0
1. Says one word.
2. Says two words.
3. Says at least three words other than mama and
dada. (1)
4. Has an expressive vocabulary of at least six words.
5. Uses a single word in combination with a gesture
to ask for objects.
6. Has an expressive vocabulary of at least ten
words. (2)
7. Calls at least one person by name. (3)
8. Responds to yes or no questions regarding
wants and needs. (4)
1–6
9. Uses abbreviated or telescopic sentences.
10. Has an expressive vocabulary of at least
twenty-five words. (5)
11. Names cup. (6)
12. Names spoon. (7)
13. Names box. (8)
14. Names block. (9)
15. Names crayon. (10)
16. Names toy. (11)
17. Names chair. (12)
18. Names light. (13)
19. Responds to simple yes or no questions.
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)
133
13
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)
27. Vocalises toileting needs. (20)
28. Twenty-five percent of speech is intelligible.
(21)
30. Imitates three-syllable words.
23. Asks for food at table.
24. Uses noun phrases with articles (the dog, a cat).
25. Uses the words no and not in combination with
other words.
26. Uses two-word phrases. (22)
27. Average sentence length of two words.
28. Has an expressive vocabulary of 51–300 words.
29. Refers to self by pronoun (me do).
30. Asks for another (another biscuit).
31. Can sing phrases of songs (often not on pitch).
32. Uses facial expressions, gestures and body
movements for communication.
33. Uses three-word phrases. (23)
34. Fifty percent of speech is intelligible. (24)
35. Responds appropriately to questions involving
choices. (Do you want to go or stay? or Do you
want a biscuit or an apple?)
36. Uses the words my and mine to indicate
possession. (25)
37. Uses three-word sentences. (26)
38. Asks simple questions. (27)
39. Uses his or her to indicate possession.
2-6
40. Seventy-five percent of speech is intelligible.
(28)
41. Can talk briefly about what he or she is doing.
42. Imitates adult phrase heard on previous occasions.
43. Responds to simple yes or no questions related
to visual information. (29)
44. Uses possessive nouns. (30)
45. Uses pronouns to refer to others. (31)
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
3–0
61.
62.
63.
64.
65.
66.
67.
68.
69.
70.
71.
72.
73.
74.
75.
76.
Has expressive vocabulary of 300-450 words.
Uses prepositions in and on.
Shows signs of frustration if not understood.
Average sentence length of three words.
Enjoys use of telephone, but unable to sustain
long conversation.
Uses adjectives such as blue, pretty, new, etc.
Uses plurals adding s. (32)
On request tells what action is going on in a
picture.
Asks “what” questions. (What is it?)
Asks “where” questions. (33)
Enjoys rhyming words.
Shows an interest in conversation of others.
Constantly asks questions.
Adds the suffix -ing. (34)
Asks “why” questions, frequently as a means of
getting attention. (35)
Uses quantifiers such as some, a lot, all and one.
Uses words to make requests (other than for food,
water and toileting).
Responds to and makes verbal greetings.
Delivers one-item verbal messages.
Answers “Whose” questions.
Uses simple sentences with pronouns. (36)
Answers “who” questions. (47)
Uses negative phrases. (38)
Understands relationship expressed by if, then or
because sentences.
Uses past tense. (39)
Ninety percent of speech is intelligible. (40)
Relates experiences with some understanding of
sequence and ending/closure. (41)
Can recite some nursery rhymes.
Uses expanded noun phrases (see the big dog).
Answers “why” questions. (42)
Repeats most three-syllable words of appropriate
comprehension level (i.e. elephant, dinosaur and
pineapple.)
E. Comprehensive Skill Sequences
14
Readiness: Strategies and Practice
IED-II
The Manual details results of the Standardisation and Validation research study
conducted by Frances Page Glascoe, PhD; and provides tables necessary to
convert raw scores.
Standardisation research summary
• Standardised on a large population of children from across the country and
in a variety of settings.
• The sample is representative in terms of ethnicity, income, level of education.
• Similarities in performance across settings indicate that the sample was
sufficiently large for capturing variations in performance.
Validation research summary
Results report substantial content and construct validity and excellent concurrent
validity. The IED-II possesses a high degree of discriminant validity and is nondiscriminatory with regard to ethnicity.
Tables of Scoring Data needed to:
•
•
•
•
•
•
Accurately compute chronological age
Convert raw scores to quotients
Convert quotients to percentiles
Determine age-equivalent scores
Derive instructional ranges
Determine combined adaptive behaviour score
Facilitate IED-II standardised scoring with:
• Standardised Scoring Software CD
IED-II Normed/Standardised Assessment Areas
The 46 assessments include skills most significant in predicting success
in school They span birth-age 7 and cluster into five skills areas:
•
•
•
•
•
Motor–fine-and gross-motor skills
Language–receptive and expressive
Academic/cognitive–quantitative/general and pre reading/reading
Daily living–self help and prevocational
Social-emotional–play skills and behaviours; engagement and
initiative skills
CA882X
BRIGANCE
®
3 years–6 years
The BRIGANCE Prescriptive Readiness: Strategies and Practice – (referred to as
BRIGANCE Prescriptive Readiness) is a comprehensive resource that provides a
wealth of information, teaching activities, techniques and references for you to
strengthen the readiness skills of your students. The readiness skills described
in this resource are commonly included in preschool, kindergarten and early
first-year curriculum. The strategies and teaching activities included here are
for children who are developmentally from three to six years of age. Select the
activities that reflect your individual teaching style and are most appropriate for
the specific needs of the children you are teaching.
®
®
BRIGANCE Prescriptive Readiness is designed to accompany many sections of
Skill areas
•
®
•
the BRIGANCE Diagnostic Inventory of Early Development–II (yellow) and the
•
Readiness section of the BRIGANCE Comprehensive Inventory of Basic Skills–
•
Revised (green). This resource can also be used to support and developmental
•
readiness-level program.
•
®
®
Teachers using BRIGANCE readiness-level assessment materials can use the
®
corresponding sections from BRIGANCE Prescriptive Readiness.
®
The BRIGANCE® assessment materials include:
•
•
•
•
•
•
general knowledge and comprehension
gross-motor skills
fine-motor skills
self-help skills
visual motor/visual discrimination skills
general readiness skills
early reading, writing and maths skills
Make family-to-school connections
•
•
•
reproducible letters to families
reproducible learning plans
read-to-me book list
Skill sections include an objective, rationale, skill sequence, teaching recommendations, and
indications of and possible reasons for learning difficulties.
Inventory of Early Development–II (IED–II)
Comprehensive Inventory of Basic Skills–Revised (CIBS–R)
Early Preschool Screen–II
Preschool Screen–II
P & 1 Screen–II
BRIGANCE Readiness: Strategies and Practice
®
Item #
CA882X
15
Readiness: Strategies and Practice Inventory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $175.00
16
16. READS UPPERCASE AND LOWERCASE LETTERS
TABLE OF CONTENTS
Page
Objective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263
Related Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263
Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264
Recommendations for Effective Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264
Indications of and Possible Reasons for Learning Difficulties. . . . . . . . . . . . . 265
Teaching Activities
1. Magnetic Match . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265
2. Hungry Mice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266
3. Match and Snap . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266
4. Alphabet Laundry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266
5. Can You Find a Match? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266
6. Letter Walk. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267
7. Grab Bag . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1267
8. Alphabet Hopscotch. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267
9. Musical Letters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267
10. Go Fish. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267
11. I Found It! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267
Teaching Pages
12. Reads Uppercase Letters A–I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269
13. Reads Uppercase Letters J–R . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271
14. Reads Uppercase Letters S–Z . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273
15. Reads Lowercase Letters a–i. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275
16. Reads Lowercase Letters j–r . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277
17. Reads Lowercase Letters s–z . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279
Read-To-Me Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 280
Correlation with BRIGANCE® Assessment Materials . . . . . . . . . . . . . . . . . . . 280
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281
263
OBJECTIVE
To read uppercase and lowercase letters.
5-9
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z6-3
5-9
a b c d e f g h i j k l m n o p q r s t u v w x y z6-3
RATIONALE
A child needs to recognise 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 early school
reading success regardless of the reading method used. However, do not
interpret this to mean that learning to recognise the letters of the alphabet
assures success in reading for all children.
RELATED SKILLS
Section
Page
14 Visual Discrimination – Forms, Letters and Words . . . . . . . . . . . . . . . 235
15 Recites Alphabet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257
17 Prints Personal Data. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283
18 Prints Uppercase and Lowercase Letters in Sequence . . . . . . . . . . . . . 291
19 Prints Uppercase and Lowercase Letters Dictated . . . . . . . . . . . . . . . . 305
© 2006 Hawker Brownlow Education BRIGANCE® Prescriptive Readiness: Strategies and Practice CA882X
16. Reads Uppercase and Lowercase Letters
2. Hungry Mice
MATERIALS:
• Twenty-six cardboard wedges of cheese.
• Twenty-six cardboard mice.
• A texta.
GROUP SIZE: Individual or small group.
PREPARATION: Make a set of lowercase letter cards by printing a different
lowercase letter on each wedge of cheese. Make a set of uppercase letter
cards by printing a different uppercase letter on each mouse.
PROCEDURE: Place both sets of letter cards in front of the child. Have them
match each mouse with its corresponding wedge of cheese.
3. Match and Snap
MATERIALS:
• A shoe box.
• Twenty-six wooden, spring-type clothespegs.
• A texta.
GROUP SIZE: Individual.
PREPARATION: Print the uppercase or lowercase alphabet along the top of the
open box. The alphabet should be printed about three centimetres below
the rim. You may split the alphabet so that half the letters are on one side of
the box and the other half are on the other side. Using the texta, print a
different uppercase or lowercase letter on each peg.
PROCEDURE: Show the child how to attach the pegs to the edge of the box.
Position each peg on the box above the letter that the peg matches. Then,
let the child match the remaining pegs to their corresponding letters.
266
17
EXTENSION: Once the child can match uppercase or lowercase letters, adapt
the materials so that the activity will require the child to match uppercase
letters to lowercase letters. For example, print the lowercase alphabet on the
box, and print uppercase letters on the pegs.
4. Alphabet Laundry
MATERIALS:
• String.
• Pegs.
• Cards in the shapes of various articles of clothing.
GROUP SIZE: Individual.
PREPARATION: Make a set of uppercase letter cards in the shapes of various
articles of clothing (pants, t-shirt, socks). Write a lowercase letter on each
peg. Attach a string across the width of a bulletin board to resemble a
clothesline.
PROCEDURE: Tell the child that they will hang the clothes on the clothesline
by matching the letters. Demonstrate how to make a match and then let
them hang the rest of the laundry.
5. Can You Find a Match?
MATERIALS: Two identical sets of lowercase and uppercase letter cards.
GROUP SIZE: Small group.
PROCEDURE: Shuffle the cards, and place them facedown on a table in front
of the children. Have one child take a turn selecting any two cards. As the
child selects two cards, they hold up the cards so that the other children can
see them. Have them say the letter names aloud. If they select two identical
cards, they may keep the pair of matching cards and take a second turn to
draw two cards that match. If they select two cards that do not match, they
return them to their original positions, facedown on the table. The next
child then takes a turn. When all the cards have been matched, have the
children count their pairs to see who has the most.
EXTENSION: Have the children match lowercase letter cards to uppercase
letter cards.
16. Reads Uppercase and Lowercase Letters
Here are some activities for you to try:
1. Make two sets of lowercase or uppercase flashcards and play a game of
Concentration with your child. Start with only a few pairs of matching letters and
place them facedown. Ask your child to turn two of the cards faceup. If the cards
match, have your child keep them. If they do not match, have your child turn the
cards facedown again. Take turns with your child. When all the cards are matched,
the game is over. As your child becomes more comfortable with the game, increase
the number of matching letters. Your child can also play this game alone.
2. Print lowercase or uppercase letters on a blackboard or a sheet of paper. Ask
your child to point out specific letters that you name.
3. Ask your child to find a particular letter in old magazines or newspapers and
have them cut and paste each matching letter onto a sheet of paper.
4. Play Alphabet Bingo. Make several bingo cards with five rows of five letters each.
Then, write each letter of the alphabet on a small piece of cardboard and put the
alphabet squares in a container. Now you are ready to play Alphabet Bingo with
your child.
Give your child a bingo card and keep one for yourself. Have place markers
(coins, pebbles) available. Draw one letter at a time from the container and read it
aloud. If you or your child finds that letter on either of your cards, cover that
letter with a place marker. The first player to cover a row horizontally, vertically
or diagonally, yells, ‘Bingo!’
5. As you ride in the car or on a bus, ask your child to identify letters in traffic
signs. On a long trip, try to find all the letters of the alphabet by looking at signs
and number plates.
6. Read books with your child that deal with the alphabet. Here are a few
suggestions:
Bond, Michael. Paddington’s ABC.
Carter, David. Alpha Bugs.
Hoban, Tana. 26 Letters and 99 Cents.
Turner, Gwenda. Australian ABC.
Your child is learning to read the lowercase and uppercase letters of the
alphabet. You can help your child by practising a few activities together at home.
Dear Families,
Use with 16. Reads Uppercase and Lowercase Letters
404
18
Basic Skills Quick Scoring Screen Package
BRIGANCE
Basic Skills Quick Scoring Screen
®
•
•
preschool–year 6
•
•
Quick Screen
Quick Scoring Screen
Standardised Scoring Conversion Software
Student Record Book (Set of 5)
Three assessments from the 10 year one to year six assessments can be used as a quick screening tool to
decide whether further testing is needed. These assessments are Comprehension of Passages, Sentence
Writing and Computational Skills. Each is a strong predictor of overall success in school, and all tap critical
school skills. Each of the three assessments in the CIBS–R Screener, if timed, can also yield scores for
Reading Information Processing, Writing Information Processing and Maths Information Processing.
Years 1–6 Assessments include:
•
•
•
•
•
Listening Comprehension Composite
Oral Reading Composite
Word Analysis Composite
Maths Composite
Social Competence Composite
•
•
•
•
Basic Reading Composite
Reading Comprehension Composite
Written Expression Composite
Numbers Composite
CIBS–R ordering information, page 20
Criterion-referenced assessments . . . see examples, pages 29–30
Used as a criterion-referenced tool, the CIBS–R:
•
•
•
•
•
provides ongoing consistent and holistic assessment
identifies present level of performance
pinpoints learning problems
monitors growth and reports progress
connects assessment with instruction; facilitates IEP development
•
•
•
•
•
Standardised testing options . . . see examples, pages 31–32
•
The standardised portions of the CIBS–R span age level 5 years to 13 years. They may
•
be used as the educational portion of the battery that identifies children with learning
•
Readiness
Graphs and Maps
Speech
Numbers
Listening
Number Facts
Word Recognition
Oral Reading
•
•
•
•
•
•
•
Computation of Whole
Numbers
Fractions/Mixed Numbers
Reading Comprehension
Decimals
Word Analysis
Percentages
Functional Word
•
•
•
•
•
•
Recognition
Time
Spelling
Money
Writing
Measurement/Geometry
Reference Skills
disabilities, giftedness or other exceptionalities. The CIBS–R is appropriate for
Normed/Standardised Skills Areas
documenting student learning for alternate assessment.
Readiness – age level 3.0 to 6.0 years
Flexibility
General knowledge and language, gross-motor, graphomotor, reading, writing and
Included in the 150 CIBS–R assessments are:
+
•
•
•
•
19
Criterion-Referenced Skill Areas – Beginning School to Year 9
year-level-placement tests in key skill areas and optional Student Profile Test Book
Form A pretests and Form B post tests for many skills
dozens of reproducible assessments for group administration
supplemental and related skill sequences to facilitate curriculum planning
maths skills
Skills Cover – Beginning School to Year 6
•
•
Basic reading skills
Listening
•
comprehension
Written expression
•
•
Mathematics
Reading comprehension
Comprehensive Inventory of Basic Skills–Revised
20
CIBS–R Components
®
HBE101 e-Training for Teachers
• Free online inservices
• 24 hours, 7 days a week
For criterion-referenced and standardised testing:
Inventory—directions for administration, assessor pages, student pages,
CIBS–R
comprehensive and supplemental skill sequences
www.hbe.com.au
Student Record Book—tracks and records assessments administered,
responses, progress and instructional objectives
Class Record Book (1:30 children)—matrix for group of skills assessed, skills
jectives
Goals and Ob e
ar
Writer Softwfor BRIGANCE® DiagnosticTORY
mastered and objectives
INVEN
COMPREHENSIVE
R™)
-Revised (CIBSOF BASIC SKILLS
Installation CD-ROM
®
for Macintosh
®
and PC/Windows
Student Profile Test Booklet—student pages for seven year-level-placement
tests determine need for further assessment, collect placement data or use for
CIBS -R
Standardise
d
Scoring
Conversion
Software
for BRIGANCE ®
Diagnostic
COMPREHENSIV
E INVENTORY
OF BASIC SKILLS
-Revised (CIBS
-R)
alternative assessment
Installation CD
for Macintosh ®
and PC/Windows ®
ow Education
Hawker Brownl
Goals and Objectives Writer CD—facilitates writing IEPs
• Computes
chronological
age
• Creates comple
te CIBS-R Scorin
g Sheets
from raw scores
Hawker Brownl
ow Education
For standardised testing, add:
BRIGANCE Comprehensive Inventory of Basic Skills–Revised
®
•
•
•
norming data and research for internal consistency and test reliability
tables for quotients, percentiles and year-level-equivalents
reproducible scoring sheets
Screener Test Booklet, Years 1–6
•
assessor and student pages for the three Screener assessments—including
reading comprehension, sentence writing and maths computation—a single
convenient booklet eliminates need to reproduce Manual pages
Standardised Scoring Sheets, Readiness
•
•
record raw scores, quotients, percentiles, year-level equivalents and
instructional ranges to share with staff and parents
triplicate forms eliminate need to reproduce Manual pages
Standardised Scoring Conversion CD with Standardisation and
Validation Manual
•
save time and effort—features error-free calculation of chronological age and
conversion of raw scores to quotients, percentiles and year-level equivalents
Item #
CA7870
Inventory with Standardisation and Validation Manual
$265.00
3575
Inventory only
$240.00
3578
Student Record Book (10-pack)
6009
Class Record Book
$40.00
$20.00
6008
Profile Test Booklet (10-pack w/1 T. G.)
$40.00
6006
$44.00
CA8221
Screener Test Booklet Years 1–6 (5-pack)
$33.00
CA3895
Basic Skills Quick Scoring Screen Package
$129.00
CA1376
Student Record Books for Quick Scoring Screen (Set of 5) – Re-order Code
$15.00
3895
Brigance Quick Scoring Screen Inventory
$99.00
6012
Readiness (10-pack)
6013
Brigance CIBS–R Standardised Scoring Sheet Years 1–6 (10-pack)
$22.00
4185
Goals and Objectives Writer Software for CIBS–R (CD)
$25.00
6010
Brigance CIBS–R: Standardised Scoring Conversion Software CD
$25.00
CA10349
Standardised Scoring Conversion Software for CIBS–R (CD)
version 1.5 with Standardisation and Validation Manual
$60.00
Standardised Scoring Sheets:
SYSTEM REQUIREMENTS
Windows® —Intel-compatible Pentium 90 or faster processor; Windows 98, 2000, XP; 32 MB RAM; 20 MB free hard disk space.
Macintosh®—System 8.6–9.2 requires PowerPC™/66 MHz or faster processor; 32 MB RAM. OSX requires G3 or faster processor,
128 MB RAM. 20 MB free hard disk space.
$22.00
TABLE OF CONTENTS
Introduction
Page
Purpose ............................................................................................................................ vi
Part of the BRIGANCE® System ...................................................................................... vi
Features ........................................................................................................................... vii
General Directions for Conducting an Assessment ....................................................... viii
Format for an Assessment Procedure with a Child Page ................................................. ix
Directions for Recording Results and Identifying Objectives ........................................... x
Illustration of the Recordkeeping System ........................................................................ xi
Option of Two Recordkeeping Systems for Developmental Skills—
the Development Record Book or the Comprehensive Skill Sequences .........................xii
The Class Record Book—an Optional Item ..................................................................... xiv
Methods of Presenting the Visual Materials..................................................................... xv
Testing Accessories Kit ................................................................................................... xvi
Using Parts of the Inventory of Early Development–II (IED–II)
to Meet Standardised Testing Requirements ..............................................................xvii
Recommendations for More Effective Use of the Inventory of
Early Development–II (IED–II) ................................................................................. xviii
Questions Frequently Asked About the Inventory of
Early Development–II (IED–II)..................................................................................... xx
ASSESSMENTS and COMPREHENSIVE AND
SUPPLEMENTAL SKILL SEQUENCES
❖ Assessment with some or all items being validated. The same symbol is also used to
identify the individual items that must be administered (and responses recorded in
the Standardised Assessments Record Book) when deriving standard scores,
percentiles, age equivalents or instructional ranges. You must adhere strictly to the
DIRECTIONS for the assessment and any instructions given in the accompanying
Standardised Assessments Record Book if you want to compare the child to the
norms found in the IED–II Standardisation and Validation Manual. In addition, there
are standard methods for scoring—meaning when you start and stop administering
items. This information is provided in the Standardised Assessments Record Book for
each assessment.
METHODS OF ASSESSMENT
Codes:
ii
21
C —Comprehensive Skill Sequence
S —Supplemental Skill Sequence
A. PREAMBULATORY MOTOR SKILLS AND BEHAVIOURS
Page
Introduction ................................................................................................................ 1
❖ A-1 Supine Position Skills and Behaviours ............................................................ 3
❖ A-2 Prone Position Skills and Behaviours .............................................................. 6
❖ A-3 Sitting Position Skills and Behaviours ............................................................. 9
❖ A-4 Standing Position Skills and Behaviours ....................................................... 12
A-1C Supine Position Skills and Behaviours ...................................................... 15
A-2C Prone Position Skills and Behaviours ........................................................ 15
A-3C Sitting Position Skills and Behaviours ...................................................... 16
A-4C Standing Position Skills and Behaviours .................................................. 16
B. GROSS-MOTOR SKILLS AND BEHAVIOURS
Introduction ...............................................................................................................17
❖ B-1
Standing......................................................................................................19
❖ B-2
Walking ......................................................................................................21
❖ B-3
Stairs and Climbing ....................................................................................24
❖ B-4
Running .................................................................................................... 26
❖ B-5
Jumping ..................................................................................................... 28
❖ B-6
Hopping ..................................................................................................... 31
B-7
Kicking ...................................................................................................... 33
B-8
Balance Beam ............................................................................................ 35
B-9
Catching .................................................................................................... 37
B-10 Rolling and Throwing................................................................................ 39
B-1C Standing..................................................................................................... 41
B-2C Walking...................................................................................................... 41
B-3C Stairs and Climbing ................................................................................... 41
B-4C Running ..................................................................................................... 42
B-5C Jumping ..................................................................................................... 42
B-8C Balance Beam ............................................................................................ 42
B-10C Rolling and Throwing ............................................................................... 43
Table of Contents
22
A-15S
A-16Sa
A-16Sb
A-16Sc
A-17S
A-17R
A-22S
A-24Ra
A-24Rb
A-24Rc
A-24Rd
A-24Re
A-24Rf
A-24Rg
A-24Rh
A-26Sa
A-26Sb
A-26R
A-27C
A-28S
A-29S
A-30S
A-31S
Page
Prints Personal Data ....................................................................................... 50
Tells Following Number .................................................................................. 51
Tells Preceding Number................................................................................... 51
Rote Counting .................................................................................................51
Quantitative Concepts .................................................................................... 51
Related Quantitative and Contrasting Concepts ............................................ 51
Writes Numerals Dictated ............................................................................... 51
Jumping Gross-Motor Skills ........................................................................... 51
Hopping Gross-Motor Skills ........................................................................... 52
Ball-Kicking Gross-Motor Skills ..................................................................... 52
Balance Board Gross-Motor Skills ................................................................... 52
Catching Gross-Motor Skills .......................................................................... 52
Throwing Gross-Motor Skills ......................................................................... 52
Climbing Gross-Motor Skills .......................................................................... 52
Miscellaneous Gross-Motor Skills .................................................................. 53
Directional and Positional Concepts .............................................................. 53
Ordinal Position .............................................................................................. 53
Related Contrasting Terms .............................................................................. 53
Readiness for Reading (Comprehensive) ........................................................ 54
Cuts with Scissors .......................................................................................... 54
General Social and Emotional Development .................................................. 54
Play Skills and Behaviours .............................................................................. 55
Work-Related Skills and Behaviours ............................................................... 55
B. SPEECH
Introduction............................................................................................................................57
Assessments for Basic Skills
B-1 ob
General Speech and Language Development ............................................. 59
B-2 2 o ob Responds to a Picture
Form A (Urban Scene) ............................................................................... 62
Form B (Suburban Scene) .......................................................................... 65
B-3 o ob Articulates Initial Sounds of Words ........................................................... 68
B-4 o ob Articulates Final Sounds of Words ............................................................ 75
B-5 ob
Speech Observations Checklist .................................................................. 78
Supplemental and Related List/Skill Sequences
B-1C General Speech and Language Development (Comprehensive)........................... 80
B-3R States Word Having Same Initial Sound................................................................ 81
B-4R States Word Having Same Final Sound................................................................. 81
C. LISTENING
Page
Introduction ............................................................................................................................83
C-1 2 o Auditory Discrimination—Form A ............................................................ 85
C-2 o
Sentence Memory ....................................................................................... 88
C-3 ob
Follows Oral Directions ............................................................................. 90
❖ C-4 2 o Listening Vocabulary Comprehension Level-Placement Test
Form A ....................................................................................................... 92
Form B ........................................................................................................ 94
C-5 2 o Listening Comprehension Level-Placement Test ....................................... 96
C-5a
Listens and Comprehends at Lower Grade One Level
(Forms A & B) ............................................................................................ 98
C-5b
Listens and Comprehends at Upper Grade One Level
(Forms A & B) ............................................................................................ 99
C-5c
Listens and Comprehends at Lower Grade Two Level
(Forms A & B) .......................................................................................... 100
C-5d
Listens and Comprehends at Upper Grade Two Level
(Forms A & B) .......................................................................................... 101
C-5e
Listens and Comprehends at Lower Grade Three Level
(Forms A & B) .......................................................................................... 102
C-5f
Listens and Comprehends at Upper Grade Three Level
(Forms A & B) .......................................................................................... 103
C-5g
Listens and Comprehends at Grade Four Level
(Forms A & B) ......................................................................................... 104
C-5h
Listens and Comprehends at Grade Five Level
(Forms A & B) ......................................................................................... 105
C-5i
Listens and Comprehends at Grade Six Level
(Forms A & B) ......................................................................................... 106
C-5j
Listens and Comprehends at Year Seven Level
(Forms A & B) ......................................................................................... 107
C-5k
Listens and Comprehends at Year Eight Level
(Forms A & B) ......................................................................................... 108
C-5l
Listens and Comprehends at Year Nine Level
(Forms A & B) ......................................................................................... 109
C-6 ob
Listening Observations Checklist ............................................................ 110
Codes: 2—Two Forms, o—Individual Oral Response, p—Individual Pointing Response, w—Individual or Group Written Response (Student Page May be Duplicated), ob—Individual or Group Performance (assessed by
Observation), S—Supplemental List/Skill Sequence, R—Related List/Skill Sequence, C—Comprehensive List/Skill Sequence
iii
Table of Contents
D. WORD RECOGNITION LEVEL PLACEMENT
Page
Introduction ......................................................................................................................... 113
❖ D-1 2 o Word Recognition Level-Placement Test
Form A ................................................................................................ 114
Form B ................................................................................................. 117
E. ORAL READING
Introduction ......................................................................................................................... 119
E-1a & b 2 o Reads Orally at Preprimer or Primer Level (Forms A & B) ............ 122
E-1c & d 2 o Reads Orally at Lower Grade One or
Upper Grade One Level (Forms A & B).......................................... 123
E-1e & f 2 o Reads Orally at Lower Grade Two or
Upper Grade Two Level (Forms A & B).......................................... 124
E-1g & h 2 o Reads Orally at Lower Grade Three or
Upper Grade Three Level (Forms A & B) ....................................... 125
E-1i & j 2 o Reads Orally at Grade Four or Grade Five Level
(Forms A & B)................................................................................. 126
E-1k & l 2 o Reads Orally at Grade Six or Year Seven Level
(Forms A & B)................................................................................. 127
E-1m & n 2 o Reads Orally at Year Eight or Year Nine Level
(Forms A & B)................................................................................. 128
F. READING COMPREHENSION
Introduction ......................................................................................................................... 130
❖ F-1
2 o w Reading Vocabulary Comprehension Level-Placement Test
Form A ........................................................................................... 135
Form B ............................................................................................ 138
Comprehends Passages at Primer Level (Forms A & B)................. 141
➺ ❖ F-2a 2 o
Comprehends Passages at Lower Grade One Level
➺ ❖ F-2b 2 o
(Forms A & B) ................................................................................ 142
Comprehends Passages at Upper Grade One Level
➺ ❖ F-2c 2 o
(Forms A & B) ................................................................................ 143
➺ ❖ F-2d 2 o w Comprehends Passages at Lower Grade Two Level
Form A ........................................................................................... 144
Form B ............................................................................................ 145
➺ ❖ F-2e 2 o w Comprehends Passages at Upper Grade Two Level
➺ ❖ F-2f 2 o w
➺ ❖ F-2g 2 o w
➺ ❖ F-2h 2 o w
➺ ❖ F-2i 2 o w
➺ ❖ F-2j 2 o w
➺ ❖ F-2k 2 o w
➺ ❖ F-2l 2 o w
➺ ❖ F-2m 2 o w
Page
Form A .............................................................................................. 146
Form B ............................................................................................... 147
Comprehends Passages at Lower Grade Three Level
Form A .............................................................................................. 148
Form B ............................................................................................... 149
Comprehends Passages at Upper Grade Three Level
Form A .............................................................................................. 150
Form B ............................................................................................... 151
Comprehends Passages at Grade Four Level
Form A .............................................................................................. 152
Form B ............................................................................................... 153
Comprehends Passages at Grade Five Level
Form A .............................................................................................. 154
Form B ............................................................................................... 155
Comprehends Passages at Grade Six Level
Form A .............................................................................................. 156
Form B ............................................................................................... 157
Comprehends Passages at Year Seven Level
Form A .............................................................................................. 158
Form B ............................................................................................... 159
Comprehends Passages at Year Eight Level
Form A .............................................................................................. 160
Form B ............................................................................................... 161
Comprehends Passages at Year Nine Level
Form A .............................................................................................. 162
Form B ............................................................................................... 163
G. WORD ANALYSIS
Introduction.......................................................................................................................... 165
❖ G-1
Word Analysis Survey
Form A .................................................................................................... 167
Form B..................................................................................................... 173
G-2 2 o Auditory Discrimination—Form B ........................................................ 179
G-3 o
Identifies Initial Consonants in Spoken Words ..................................... 181
G-4 o
Substitutes Initial-Consonant Sounds .................................................... 184
Codes: 2—Two Forms, o—Individual Oral Response, p—Individual Pointing Response, w—Individual or Group Written Response (Student Page May be Duplicated), ob—Individual or Group Performance (assessed by Observation),
S—Supplemental List/Skill Sequence, R—Related List/Skill Sequence, C—Comprehensive List/Skill Sequence
iv
23
Table of Contents
24
Page
G-5 o Substitutes Short-Vowel Sounds ...................................................................... 190
G-6 o Substitutes Long-Vowel Sounds ...................................................................... 193
G-7 o Substitutes Final-Consonant Sounds ............................................................... 196
G-8 o Substitutes Initial-Blend and Initial-Digraph Sounds ...................................... 203
G-9 o Reads Words with Common Endings .............................................................. 210
G-10 o Reads Words with Vowel Digraphs and Diphthongs ....................................... 215
G-11 o Reads Words with Phonetic Irregularities ....................................................... 216
G-12 o Reads Suffixes .................................................................................................. 217
G-13 o Reads Prefixes .................................................................................................. 220
G-14 w Divides Words into Syllables ........................................................................... 221
Supplemental and Related Lists/Skill Sequences
G-3S
States Word Having Same Initial Sound .......................................................... 222
G-5S
States Word Having Same Short-Vowel Sound ................................................ 222
G-6S
States Word Having Same Long-Vowel Sound ................................................. 222
G-7S
States Word Having Same Final-Consonant Sound ......................................... 222
G-8S
States Word Having Same Initial Blend or Digraph.......................................... 222
G-10S Vowel Digraphs and Diphthongs ..................................................................... 223
G-11S Phonetic Irregularities ..................................................................................... 223
G-11R Common Rules for Phonetic Irregularities ...................................................... 223
G-12S Suffixes ............................................................................................................ 224
G-13S Prefixes ............................................................................................................ 224
G-13R Comprehends Meanings of Prefixes ................................................................ 224
H. FUNCTIONAL WORD RECOGNITION
Introduction......................................................................................................................... 225
Alphabetical Listing of Basic Sight Vocabulary ................................................................... 227
H-1 o
Basic Sight Vocabulary ................................................................................ 228
H-2 o
Direction Words .......................................................................................... 232
H-3 o w Number Words ............................................................................................ 235
❖ H-4 o
Warning and Safety Signs ............................................................................ 236
H-5 o
Informational Signs ..................................................................................... 240
H-6 o
Warning Labels ........................................................................................... 243
H-7 o
Food Labels ................................................................................................. 244
Page
H-1Sa Contractions ...................................................................................................... 245
H-1Sb Abbreviations...................................................................................................... 245
H-2Sa Direction Words for Writing Activities .............................................................. 245
H-2Sb Direction Words for Speaking Activities ............................................................ 246
H-2Sc Direction Words for Study Activities ................................................................. 246
H-2Sd Direction Words for Physical Activities ............................................................. 246
H-4S Warning and Safety Signs .................................................................................. 246
H-5S Informational Signs ........................................................................................... 247
H-6S Warning Labels .................................................................................................. 247
H-7S Labels on Packaged Foods.................................................................................. 247
I. SPELLING
Introduction.......................................................................................................................... 248
❖ I-1 w
Spelling Level-Placement Test
Form A............................................................................................................ 251
Form B ............................................................................................................ 253
I-2 w
Spells Initial Consonants of Spoken Words ................................................... 255
I-3 w
Spells Initial Blends and Digraphs of Spoken Words ..................................... 256
I-4 w
Spells Suffixes ................................................................................................ 259
I-5 2 w Uses Suffixes in Writing
Form A ........................................................................................................... 263
Form B ........................................................................................................... 264
I-6 w
Spells Prefixes ................................................................................................ 265
I-7 w
Spells Number Words .................................................................................... 266
I-4S
Spells Suffixes ..................................................................................................... 267
I-6S
Spells Prefixes ..................................................................................................... 267
I-8Sa Spells/Writes Names for Days of the Week ........................................................ 267
I-8Sb Spells/Writes Abbreviations for Days of the Week ............................................ 267
I-9Sa Spells/Writes Names for Months of the Year ...................................................... 267
I-9Sb Spells/Writes Abbreviations for Months of the Year ........................................... 267
v
Table of Contents
J. WRITING
Page
Introduction ......................................................................................................................... 268
J-1 w
Writes Cursive Lowercase Letters in Sequence ........................................ 270
J-2 w
Writes Cursive Uppercase Letters in Sequence ......................................... 271
➺ ❖ J-3 w Sentence-Writing Level-Placement Test..................................................... 273
J-4 w
Quality of Writing—Manuscript and Cursive .......................................... 277
Criteria and Samples—Manuscript ........................................................... 278
Criteria and Samples—Cursive ................................................................ 279
J-5 w
Writes Personal Data ................................................................................. 280
J-6 w ob Capitalisation
Level I (grade 3 and below) ...................................................................... 281
Level II (grade 4 and above) ..................................................................... 284
J-7 w ob Punctuation
Level I (grade 4 and below) ...................................................................... 285
Level II (grade 5 and above) ..................................................................... 288
J-8 w ob Addresses Envelope .................................................................................. 291
J-9 w ob Writes Personal Letter .............................................................................. 292
J-10 w ob Writes Letter Requesting Information or Material ................................... 293
J-11 w ob Writes Customer-Complaint Letter .......................................................... 296
K. REFERENCE SKILLS
Introduction.......................................................................................................................... 298
K-1 o w ob Identifies Following and Preceding
Letters of the Alphabet ........................................................................ 299
K-2
w ob Alphabetises Words ............................................................................. 300
K-3
w ob Outlining ............................................................................................. 301
K-4 o w ob Uses Encyclopedia ............................................................................... 302
K-5 o w ob Uses Library Card Catalogue ............................................................... 303
K-6 o w ob Parts of a Book ..................................................................................... 306
K-7 o w ob Uses an Index of a Book ...................................................................... 309
K-8
w ob Uses Dictionary .................................................................................... 310
L. GRAPHS AND MAPS
Page
Introduction ......................................................................................................................... 314
L-1 o w ob Identifies and Interprets Graphs .......................................................... 315
L-2 o pw ob Locates Where He or She Lives on a Map or Globe ............................ 317
L-3 o pw ob Reads and Interprets a City Map ......................................................... 318
L-4 o w ob Uses Scale and Legend on a Map ........................................................ 319
L-5 o w ob Uses Special-Purpose Maps ................................................................ 320
M. MATHS LEVEL PLACEMENT
Introduction.......................................................................................................................... 323
➺ ❖ M-1 2 w Computational Skills Level-Placement Test
Form A ...................................................................................................... 326
Form B ...................................................................................................... 328
❖ M-2 2 w Problem-Solving Level-Placement Test
Form A ...................................................................................................... 330
Form B ...................................................................................................... 332
N. NUMBERS
Introduction.......................................................................................................................... 335
N-1 o ob Recognises Numbers ............................................................................ 336
N-2 w ob Arranges Numbers in Order ................................................................ 337
N-3 p ob Understand Ordinal Numbers ............................................................. 338
N-4 w ob Writes Numbers as Dictated ................................................................ 339
N-5 o w ob Reads Meters and Gauges .................................................................... 340
N-6 o w ob Rounds Numbers ................................................................................. 341
N-1Sa Vocabulary Related to Numbers .................................................................... 342
N-1Sb Identifies Odd and Even Numbers ................................................................. 342
N-7S Roman Numerals............................................................................................ 342
vi
25
Table of Contents
26
O. NUMBER FACTS
Page
Introduction.......................................................................................................................... 343
O-1 o w ob Addition Facts ........................................................................................ 344
O-2 o w ob Subtraction Facts .................................................................................... 345
O-3 o w ob Multiplication Facts ............................................................................... 346
O-4 o w ob Division Facts ......................................................................................... 347
O-1R
Computes Addition Facts with Calculator ...................................................... 348
O-2R
Computes Subtraction Facts with Calculator .................................................. 348
O-3R
Computes Multiplication Facts with Calculator .............................................. 348
O-4R
Computes Division Facts with Calculator ....................................................... 348
P. COMPUTATION OF WHOLE NUMBERS
Introduction.......................................................................................................................... 349
P-1 2 w ob Whole Numbers Computation Survey
Form A ................................................................................................... 352
Form B .................................................................................................... 353
P-2 w ob Addition of Whole Numbers .................................................................. 354
P-3 w ob Subtraction of Whole Numbers .............................................................. 355
P-4 w ob Multiplication of Whole Numbers ......................................................... 356
P-5 w ob Division of Whole Numbers ................................................................... 357
P-2Ra Comprehends Addition Vocabulary.................................................................. 358
P-2Rb Addition of Whole Numbers with Calculator .................................................. 358
P-2C
Addition of Whole Numbers ........................................................................... 358
P-3Ra Comprehends Subtraction Vocabulary ............................................................. 358
P-3Rb Subtraction of Whole Numbers with Calculator .............................................. 358
P-3C
Subtraction of Whole Numbers ....................................................................... 359
P-4Ra Comprehends Multiplication Vocabulary......................................................... 359
P-4Rb Multiplication of Whole Numbers with Calculator.......................................... 359
P-4C
Multiplication of Whole Numbers ................................................................... 359
P-5Ra Comprehends Division Vocabulary .................................................................. 360
P-5Rb Division of Whole Numbers with Calculator ................................................... 360
P-5C
Division of Whole Numbers ............................................................................ 360
P-6Sa
Miscellaneous Computation Vocabulary .......................................................... 360
P-6Sb Computes Averages .......................................................................................... 360
Q. FRACTIONS AND MIXED NUMBERS
Page
Introduction.......................................................................................................................... 361
Q-1 2 w ob Fractions and Mixed Numbers Computation Survey
Form A ................................................................................................... 362
Form B .................................................................................................... 363
Q-2 w ob Understands Fractions Related to Quantity—I ...................................... 364
Q-3 w ob Understands Fractions Related to Quantity—II ..................................... 366
Q-4 o w ob Understands Fractions Related to Area .................................................. 368
Q-5 w ob Understands Fractions Related to Volume ............................................. 370
Q-6 w ob Converts Fractions and Mixed Numbers ............................................... 371
Q-7 w ob Addition of Fractions and Mixed Numbers ........................................... 372
Q-8 w ob Subtraction of Fractions and Mixed Numbers ....................................... 373
Q-9 w ob Multiplication of Fractions and Mixed Numbers ................................... 374
Q-10 w ob Division of Fractions and Mixed Numbers ............................................ 375
Q-1R
Vocabulary Related to Fractions, Decimals and Percentages ........................... 376
R. DECIMALS
Introduction.......................................................................................................................... 377
R-1 2 w ob Decimals Computation Survey
Form A ................................................................................................... 380
Form B ................................................................................................... 381
R-2 w ob Writes Decimals in Order of Value ......................................................... 382
R-3 w ob Addition of Decimals ............................................................................. 383
R-4 w ob Subtraction of Decimals ......................................................................... 384
R-5 w ob Multiplication of Decimals ..................................................................... 385
R-6 w ob Division of Decimals .............................................................................. 386
R-3R
Addition of Decimals with Calculator ............................................................. 387
R-4R
Subtraction of Decimals with Calculator.......................................................... 387
R-5R
Multiplication of Decimals with Calculator ..................................................... 387
R-6R
Division of Decimals with Calculator............................................................... 387
vii
Table of Contents
S. PERCENTAGES
Page
Introduction.......................................................................................................................... 388
S-1 o w ob Understands the Concept of Percentage ................................................... 389
S-2 o w ob Converts Fractions to Percentages—I ....................................................... 390
S-3
w ob Converts Fractions to Percentages—II ..................................................... 391
S-4
w ob Converts Decimals to Percentages ............................................................ 392
T. TIME
Introduction.......................................................................................................................... 394
T-1 o w ob Tells Time .................................................................................................. 397
T-2 o w ob Equivalent Units of Time .......................................................................... 398
T-3 o w ob Converts Units of Time ............................................................................. 399
T-4 o w ob Equivalent Calendar Units ........................................................................ 400
T-5 o w ob Converts Calendar Units .......................................................................... 401
T-6 o w ob Uses a Calendar ........................................................................................ 404
T-7
w ob Writes Dates .............................................................................................. 406
T-1Ra
Time Vocabulary Related to the Clock ........................................................... 407
T-1Rb
Time Concepts Related to the Clock ............................................................. 408
T-4Ra
Time Vocabulary Related to the Calendar....................................................... 409
T-4Rb
Time Concepts Related to the Calendar ........................................................ 409
U. MONEY
Introduction.......................................................................................................................... 410
U-1 o ob Recognises Money .................................................................................... 411
U-2 o w ob Equivalent Values of Coins and the Dollar Unit ....................................... 412
U-3 o w ob Totals Values of Groups of Coins .............................................................. 413
U-4 o w ob Converts Coins ......................................................................................... 414
U-5 o w ob Makes Change .......................................................................................... 415
Page
V. MEASUREMENT
Introduction ......................................................................................................................... 417
V-1 o w ob Understands Use of Measurements ........................................................... 418
V-2 o w ob Understands Equivalent Measurements .................................................... 419
V-3 o w ob Converts Linear Measurements ................................................................. 420
V-4 o w ob Converts Volume and Mass Measurements ............................................... 421
V-5 o w ob Measures with Ruler .................................................................................. 422
V-6 o w ob Understands Temperature ......................................................................... 423
APPENDICES AND BIBLIOGRAPHY
APPENDIX A:
History, Field Testing, Critiquing and Acknowledgments ............................................... 425
APPENDIX B
Using the CIBS—R in Special-Needs Programs ............................................................... 430
APPENDIX C
Supplemental and Related Lists/Skill Sequences .............................................................. 431
APPENDIX D
Rationale and Recommendations for Completing Assessments
by Observations ............................................................................................................... 432
APPENDIX E
Questions Frequently Asked About the CIBS—R ............................................................ 432
BIBLIOGRAPHY.................................................................................................................. 434
viii
27
Table of Contents
G-9 Reads Words with Common Endings
Brownlow Education Comprehensive Inventory of Basic Skills—Revised
46.
face
race
nace
42.
51.
bang
rang
mang
47.
dash
hash
pash
43.
52.
48.
44.
nice
rice
fice
beach
reach
meach
coat
boat
poat
59.
dig
fig
nig
55.
seat
peat
deat
tip
dip
fip
58.
54.
50.
main
gain
fain
dent
tent
nent
bean
lean
kean
joke
poke
noke
kind
mind
pind
57.
53.
49.
45.
bend
send
dend
part
cart
bart
cave
wave
mave
56.
long
song
fong
60.
tile
pile
dile
dug
tug
sug
©Hawker
41.
S-214
28
G-9 READS WORDS WITH COMMON ENDINGS (CONTINUED)
SKILL: Reads words with common endings.
DIRECTIONS
STUDENT RECORD BOOK: Page 16.
This assessment is made by asking the student to read the groups of words
with common endings on S-210, S-213, and S-214.
ASSESSMENT METHOD: Individual oral response.
MATERIALS: S-210, S-213, and S-214.
DISCONTINUE: Your discretion, or after failure on two consecutive endings.
TIME: Your discretion, or approximately five seconds per response.
ACCURACY: 3/3 (100%) or 1/1 (100%). (See OPTIONAL CRITERIA.)
OPTIONAL CRITERIA: The third word for each common ending is a nonsense word.
You may wish to ask the student to pronounce only the nonsense word and give
credit if the student responds correctly. Allow for self-correcting. Using this criteria
will require less assessment time. (See NOTE 2 on page 210.) If after evaluating the
response to the third word (the nonsense word), you question the student’s mastery
of the skill, you should administer the remaining two words for the ending sound.
Point to the words on S-214, and
Say: The words in each group rhyme. They have the same ending.
I want you to read the three words in each group of words.
The third word in each group is not a real word. Try your
best to sound out this word.
If necessary, give the student help with the initial consonant.
If you wish to have the student pronounce only the nonsense word
(the third word in each group of words),
Say: I want you to read the last word in each group of words. These words
are not real words. Try your best to sound out these nonsense words.
NOTES: (See NOTES on pages 210–11.)
STUDENT-PAGE FORMAT AND SKILL ANALYSIS FOR S-214
214
29
OBJECTIVE
41.
ace
face
race
nace
46. ang
bang
rang
mang
51.
end
bend
send
dend
56.
ind
kind
mind
pind
42.
ash
dash
hash
pash
47. art
part
cart
bart
52.
ent
dent
tent
nent
57.
ip
tip
dip
fip
43.
ave
cave
wave
mave
48. ean
bean
lean
kean
53.
ice
nice
rice
fice
58.
oat
coat
boat
poat
44.
oke
joke
poke
noke
49. each
beach
reach
meach
54.
ig
dig
fig
nig
59.
ong
long
song
fong
45.
ain
main
gain
fain
50. eat
seat
peat
deat
55.
ile
tile
pile
dile
60.
ug3
dug
tug
sug
(date)
By ___________
, when shown three one-syllable words with common endings,
(student’s
name) will correctly pronounce the ending sound in each word with
_______________
(quantity)
3/3 (100%) or 1/1 (100%) accuracy for ___________
of sixty common endings.
G-9 Reads Words with Common Endings
©Hawker
M-2 Problem-Solving Level-Placement Test—Form A
Brownlow Education Comprehensive Inventory of Basic Skills—Revised
Name: _________________________________________________ Date: ____________________ Examiner: _________________________
FORM A
DIRECTIONS: Read each of the problems. Do as many as you can.
Write your answers in the blanks.
1. Dan has 5 yellow cars. He has 3 red
cars. How many cars does he have?
5. Sue has $25.00. She wants to buy a shirt
______ cars
2. There are 9 birds in a tree. Five fly
away. How many birds are left?
______ birds
3. Carl had 5 coins in his pocket. He had
3 coins in his hand. He gave May
2 coins. How many coins does he
______ coins
have left?
4. Amy reads for 25 minutes each day.
She has read for 14 minutes. How many
more minutes does she need to read? ______ minutes
that costs $14.00 and a gift that costs
$15.00. How much more money does
she need to buy the shirt and gift?
$ _________
6. Tony had $17.00. He bought 3 baseball
cards that cost $4.00 each. How much
money did he have left?
$ _________
7. Maria bought 3 T-shirts for $9.00
each. Then she bought a hairbrush for
$4.50. She had $2.50 left. How much
money did she have before she went
shopping?
$ _________
8. The class was divided into 4 teams. Each
team had 5 players. The remaining class
members—Ty, Keesha and Sam—served as
scorekeepers. How many students were
in the class?
______ students in class
S-330
30
❖M-2 PROBLEM-SOLVING LEVEL-PLACEMENT TEST—FORM A
SKILL: Comprehends and computes word problems at year level
(one to eight).
STUDENT RECORD BOOK: Page 31.
ASSESSMENT METHOD: Individual or group written response.
MATERIALS: Copy of S-330 and S-331—Form A, or S-332 and S-333—
Form B, a pencil, and scratch paper.
DISCONTINUE: Individual: After determining the highest year level
at which the student can solve at least one of the two
word problems.
Group: When it appears the majority of the students
have had as much time as they can use profitably.
TIME: Your discretion or approximately fifteen minutes.
ACCURACY: Give credit for the highest year level at which at least one
of the two word problems is solved correctly.
NOTES:
1. Purpose: See page 323.
2. Level at Which Assessment Should Be Initiated: See page 323.
3. Two Forms: See page 323.
4. Use of Scratch Paper: See page 324.
5. Composition of Maths Level-Placement Assessments: See page 324.
GRADE LEVELS AND ANSWERS FOR S-330—FORM A
Grade 1
1. 8 cars
2. 4 birds
Grade 2
3. 6 coins
4. 11 minutes
Grade 3
5. $4.00
6. $5.00
Grade 4
7. $34.00
8. 23 students
330
31
DIRECTIONS
This assessment is made by asking the student to solve as many of the
problems on Form A or Form B as possible.
Give each student a copy of S-330 and S-331—Form A, a pencil, and scratch
paper. Point out the DIRECTIONS to the student.
Say: When I tell you to begin, read each of the problems. Do as many as
you can. Write your answers in the blanks.
If necessary, give help understanding the DIRECTIONS.
When it appears the student understands and is ready to begin,
Say: Begin working on the problems. Keep working until you are finished
or I tell you to stop.
If you plan to derive standard scores including percentiles on this
assessment, you must adhere strictly to the DIRECTIONS given with the
following exceptions:
For students in grades 1–3,
Say: I am going to read some maths problems to you. You can read
along on your paper. You can use scratch paper if you need it.
When you have an answer, write it in the space next to the
problem. You may reread the problem once.
For students in grades 4–6,
Say: When I tell you to begin, read each of the word problems. If you
have trouble reading the words, please raise your hand and I will
help you read them. Do as many problems as you can. Write your
answers in the blanks.
ENTRY: for grades 1–3 start with item 1; for grades 4–6 with item 3.
BASAL: 2 consecutive correct responses.
CEILING: 2 consecutive incorrect responses.
M-2 Problem-Solving Level-Placement Test—Form A
32
Life Skills Inventory
BRIGANCE®
®
LSI
for transition, secondary special ed, vocational, ESL, family literacy programs
Middle School and High School
www.hbe.com.au
The LSI is an authentic assessment of basic skills and functional life skills
in the context of real-world situations.
Quick Screen
Use this sampling of items from each skill area to:
•
•
•
determine present levels of performance
verify results of other assessments
identify areas where more detailed assessment is needed
Life Skills Assessments
The 168 listening, speaking, reading, writing, comprehending,
and computing skills span nine sections:
•
•
•
•
•
•
•
•
•
speaking and listening
functional writing
words on common signs and warning labels
telephone
money and finance
food
clothing
health
travel and transportation
Ratings Scales
•
Found at the back of each skill section, the reproducible pages
can be used to:
•
•
•
•
•
•
Inventory—one per assessor
Learner Record Book—one per student
Class Record Book—1:15 students
Optional Goals and Objectives Writer CD
New!
LSI Management System, see page 59
assesses more subject skills—speaking, listening, health practices,
and others
Supplemental and Related Skills Sequences
•
Purchase Recommendation:
assess related skills, knowledge, and concepts
plan instructional lessons
encourage class discussion
BRIGANCE® Life Skills Inventory
Item #
4331
Life Skills Inventory (dark blue)
4332
LSI Learner Record Book 10-pack
$240.00
$55.00
4333
LSI Class Record Book
$20.00
CA6852
Life Skills/Employability Skills Inventory Set
CA9953
Goals and Objectives Writer Software for LSI (CD)
$300.00
$29.95
®
®
™
33
34
35
36
37
38
Employability Skills Inventory
BRIGANCE®
for transition, secondary special ed, vocational, ESL, family literacy programs
years 2–8
The ESI is an authentic assessment of basic skills and employability skills
in the context of job-seeking and employment.
Quick Screen
Use this sampling of items from each skill area to:
•
•
•
determine present levels of performance
verify results of other assessments
identify areas where more detailed assessment is needed
Employability Assessments
®
The 124 skills assessments span these areas:
•
•
•
•
•
•
•
speaking and listening
reading year level-placement
reading skills
preemployment writing
maths skills and concepts
career awareness and self-understanding
job-seeking skills and knowledge
LSI
www.hbe.com.au
Purchase Recommendation:
•
Ratings Scales
•
•
assesses more subjective skills—self-concept and attitudes, job interview
preparation, trainee’s work experience, and others
•
•
Inventory—one per assessor
Learner Record Book—one per student
Class Record Book—1:15 students
Optional Goals and Objectives Writer CD
Supplemental and Related Skills Sequences
Found at the back of each skill section, the reproducible pages
can be used to:
•
•
•
assess related skills, knowledge and concepts
plan instructional lessons
encourage class discussion
BRIGANCE® Employability Skills Inventory
Item #
CA7420
$89.95
CA7439
ESI Learner Record Book 10-pack
$29.95
CA7447
ESI Class Record Book
$15.95
TABLE OF CONTENTS
Page
Introduction .................................................................v
How Does the Inventory Meet Your Needs? .....................v
Using the Assessments ...................................................vii
General Guidelines for Conducting
an Assessment .............................................................viii
Format for an Assessment Procedure
with a Learner Page .......................................................ix
Using the Learner Record Book .........................................x
Illustration of the Record-Keeping System .....................xi
Using the Optional Program Record Book .......................xii
Using the Inventory Effectively .....................................xiii
Sample Assessment Situations ......................................xiii
Using the Quick-Screen ................................................xvi
Purpose and Content ...............................................xvi
Giving the Quick-Screen ..........................................xvi
Evaluating the Results of the Quick-Screen .............xvi
The Quick-Screen .......................................................xviii
ASSESSMENTS, SUPPLEMENTAL AND
RELATED LISTS/SKILL SEQUENCES
A. Reading Year-Placement Assessments
Introduction .....................................................................1
A-1
Word-Recognition
Year Placement ..........................................4
A-2
Reading Vocabulary Comprehension
Year Placement ...........................................7
A-3
Reading-Comprehension
Year Placement .........................................10
Page
B. Career Awareness and Self-understanding
Introduction ...................................................................15
Activities and Assessments
B-1
Job Interests and Aptitudes .......................16
B-2
Health and Physical Problems ...................17
B-3
Choosing a Career......................................20
B-4
Work Ethics and Attitudes .........................21
B-2R
Employment Rights of an Individual
with a Disability .......................................23
B-2S & R Health and Physical Problems/Disabilities.....23
B-3S & Ra Signs of Readiness for Choosing
a Career ....................................................23
B-3S & Rb Choosing a Career......................................24
B-3S & Rc Additional Questions on Choosing
a Career ....................................................24
C. Job-Seeking Skills and Knowledge
Introduction ...................................................................25
C-1
Job-Interview Questions ............................26
C-2
Basic Pre-employment Vocabulary ............29
C-3
Employment Pay and Benefits
Vocabulary................................................32
C-4
Payroll-Deduction Statement .....................35
C-1S
Job-Interview Questions ............................37
C-2S
Employment Vocabulary Lists....................38
C-2S & Ra Miscellaneous Vocational Skills
and Knowledge.........................................39
C-2S & Rb Slang and Idiomatic Expressions
Related to Employment............................39
C-2–4S & R Abbreviations for Employment
Vocabulary................................................40
C-3S & R Payroll Deductions.....................................40
Page
D. Rating Scales
Introduction ...................................................................41
Rating Scales
D-1
Self-concept and Attitudes Rating Scale ....44
D-2
Responsibility and Self-discipline
Rating Scale ..............................................45
D-3
Motor Coordination and Job Requirements
Rating Scale ..............................................46
D-4
Thinking Skills/Abilities and Job
Requirements Rating Scale .......................49
D-5
Job-Interview Preparation Rating Scale......52
D-6
Job-Interview Rating Scale .........................55
D-7
Trainee’s Work Experience Rating Scale ....58
D-1R
Self-concept and Attitudes ........................59
D-2Ra
Responsibility and Self-discipline ..............59
D-2Rb
Workplace Readiness .................................60
D-5R
Job-Interview Preparation ..........................60
D-6R
Job-Interview Skills ....................................61
D-7R
Trainee’s Work Experience.........................61
E. Reading Skills
Introduction ...................................................................62
E-1
Direction Words for Performing
Manual Skills............................................65
E-2
Direction Words for
Processing Information ............................68
E-3
Words Found on Employment Forms .......71
E-4
Phrases and Questions Found on
Employment Forms .................................74
E-5
Directions Found on
Employment Forms .................................77
E-6
Abbreviations ............................................80
E-7
Employment Signs .....................................83
Codes: S—Supplemental List/Skill Sequence R—Related List/Skill Sequence S & R—Supplemental and Related List/Skill Sequence
ii
39
© 2009 Hawker Brownlow Education Employability Skills Inventory CA7420
Table of Contents
40
Page
Signs That Direct........................................86
Warning and Safety Signs...........................87
Informational Signs ....................................93
Warning Labels ..........................................96
Comprehending and Using Information
on Labels ..................................................97
E-13
Using Information Listed in
Alphabetical Order ...................................98
E-14
Parts of a Book ...........................................99
E-15
Paragraphs................................................101
E-1S
Direction Words for Performing
Manual Skills........................................103
E-2S
Direction Words for Processing
Information ...........................................103
E-3S
Words Found on Employment Forms ....103
E-4S
Phrases and Questions Found on
Employment Forms ...............................104
E-5S
Abbreviations ..........................................105
E-8S
Signs That Direct .....................................105
E-9S
Warning and Safety Signs.........................106
E-10S
Informational Signs ..................................107
E-11S
Warning Labels ........................................107
E-11R
Container and Chemical Safety................107
E-14S
Parts of a Book .........................................107
E-8
E-9
E-10
E-11
E-12
F. Speaking and Listening Skills
Introduction .................................................................108
F-1
General Speaking and Language Skills.....109
F-2
Listening Observations Checklist ...........113
F-3
Speaking Observations Checklist.............115
F-1S & R General Speaking and Language Skills.....117
F-2R
Listening Skills...........................................117
Page
G. Pre-employment Writing
Introduction .................................................................118
G-1
Application for a Tax File Number .........121
G-2
Application for Employment ...................122
G-3
Completes a Job-Résumé Outline ............123
G-4
PAYG Payment Summary .........................126
G-5
Writes Dates .............................................127
G-2S & Ra Completing a Job Application .................128
G-2S & Rb Letter of Application ................................129
G-3S & Ra Cover Letter for an Application
(or Résumé) ...........................................129
G-3S & Rb Thankyou Letter .....................................130
G-5S & R PAYG Payment Summary ........................130
G-7S
Miscellaneous Workplace Writing
Tasks/Skills.............................................131
H. Maths Skills and Concepts
Introduction .................................................................133
H-1
Number Facts—Addition, Subtraction,
Multiplication and Division ...................136
H-2
Computation of Whole Numbers—
Addition, Subtraction, Multiplication
and Division ...........................................139
H-3
Reads Number Words and
Writes Numerals ...................................142
H-4
Maths Direction Words ............................145
H-5
Quantitative Concepts and Ordinal
Numbers.................................................146
H-6
Converts Fractions and Decimals ............147
H-7
Converts Fractions, Decimals and
Percentages.............................................150
Page
Chooses Operation(s) and
Solves Problems......................................153
H-9
Geometric Shapes.....................................156
H-10
Geometric Concepts ................................159
H-11
Future Time on Clock .............................160
H-12
Past Time on Clock ..................................164
H-13
Time Elapsed on Clock ............................168
H-14
Uses a Calendar .......................................172
H-15
Measures with Centimetre Ruler .............173
H-16
Liquid Measurements...............................174
H-17
Weight Measurements..............................177
H-18
Vocabulary for Measurement Units .........180
H-19
Maths Abbreviations and Symbols ...........181
H-20
Reads Thermometers and Other Meters
and Gauges.............................................182
H-2S & R Computational Components ...................183
H-5S & Ra Quantitative Concepts ............................183
H-5S & Rb Fractions Related to Quantity ..................183
H-6Ra
Estimating and Rounding to Determine
Approximate Amounts...........................184
H-6Rb
Uses a Calculator .....................................184
H-6S & R Computes Averages .................................185
H-7S
Reduces and Converts Fractions..............185
H-8S
Solving Problems .....................................185
H-9S
Geometric Shapes ....................................186
H-10S
Geometric Concepts ................................186
H-11S & Ra Future Time on Clock .............................186
H-11S & Rb Time Concepts .........................................187
H-12S & R Past Time on Clock ..................................187
H-13S & R Time Elapsed on Clock ............................187
H-14S & R Calendar...................................................188
H-15R
Fractions Related to Area .........................188
H-15S & Ra Linear Measures .......................................188
H-15S & Rb Metric Units and Symbols ........................189
H-16S & R Liquid Measurement Table.......................189
H-8
iii
Table of Contents
Page
H-17R
Fractions Related to Volume ...................190
H-17S & R Weight Measurement Table......................190
H-20S & R Meters and Gauges ..................................191
APPENDICES AND REFERENCES
Appendix A—History, Acknowledgments and
Field Testing/Critiquing .............................................192
Appendix B—Rationale and Reasons for Not
Presenting All Signs in Context .................................194
Appendix C—Rationale and Recommendations
for Completing Assessments by Observations ...........194
Appendix D—Scoring of the Rating Scales...................195
Appendix E—Supplemental and Related
Lists/Skill Sequences ..................................................196
Appendix F—Questions Frequently Asked
About the Inventory ....................................................197
Appendix G— Disability Discrimination Act 1992 ......198
Appendix H—Equal Employment Opportunity ...........199
Appendix I—Word Lists—Section E ............................200
iv
41
Table of Contents
H-8 Chooses Operation(s) and Solves Problems
DIRECTIONS: Read each problem. Study the EXAMPLE.
A. Decide what operation(s) should be used to solve the problem.
Circle the letter of the operation(s) (+ for addition,
– for subtraction, x for multiplication and ÷ for division).
B. Solve each problem. Write your answer on the line after
each problem.
1. You are to arrange chairs for 100 people who will be attending a
meeting. You place 83 chairs in the meeting room. How many more
chairs will you need so each person will have a chair?
a. +
c. x
b. –
d. ÷
Answer: _____ chairs
2. Sam painted 13 signs on Monday. Each sign was 3 metres wide and
4 metres long. On Tuesday he painted 8 signs, and on Wednesday
he painted 5 signs. How many signs did he paint in three days?
a. +
c. x
b. –
d. ÷
Answer: _____ signs
3. Maria works from 10:30 A.M. to 3:30 P.M. three days each week. She
is paid $5.50 an hour. How much will she earn for working 15 hours?
a. +
c. x
b. –
d. ÷
Answer: $_____
4. Twelve jars can be packed in each box. Each jar weighs 250 grams.
How many boxes will be needed to pack 108 jars?
a. +
c. x
b. –
d. ÷
Answer: _____ boxes
NAME: __________________________________________________
L-153
42
EXAMPLE:
Twice each month Dolores counts how many orders the company
has filled. She has been doing this job for one year (12 months).
How many times has she counted the orders?
a. +
c. x
24 times
b. –
d. ÷
Answer: _____
5. It takes Jaclyn 15 minutes to pack, tape and label each box. Each box
weighs 1 kilogram. How many boxes can she pack, tape and label in
four hours?
a. + and –
c. x and +
b. ÷ and x (or x and ÷) d. ÷ and +
Answer: _____ boxes
6. Whenever Jerry works more than 8 hours in one day, he is paid
overtime for the extra time worked. He worked 9 hours on Monday,
10 hours on Wednesday and 11 hours on Thursday. For how many
hours should he be paid overtime?
a. + and –
c. x and +
b. – and x
d. – and +
Answer: _____ hours
7. The bike shop has 150 square metres of floor space. It is 10 metres
wide and 15 metres long. The showroom for the bikes is 90 square
metres. The sales counter and office take up 35 square metres. How
many square metres will be left for the repair shop?
a + and –
c. x and +
b. – and x
d. ÷ and +
Answer: _____ sq m
8. Eric is paid $1227 a month. One third of that amount is withheld for
taxes and deductions. How much is withheld each month? How much is
withheld for the whole year (twelve months)?
a. ÷ and x
c. + and x
b. x and –
d. + and –
Answers: $_____ /month
$_____ /year
H-8 CHOOSES OPERATION(S) AND SOLVES PROBLEMS
SKILL: Chooses operation(s) and solves problems.
A. Chooses operation(s) for one-step and two-step problems.
B. Solves one-step and two-step problems.
LEARNER RECORD BOOK: Page 25.
PROGRAM RECORD BOOK: Page 8.
ASSESSMENT METHODS: Individual oral response; individual or group written
response; or instructor’s judgment, based on observations of learner’s
performance in class or in the appropriate situation/setting.
MATERIALS: Individual Oral Response: L-153.
Individual or Group Written Response: Copy of L-153 and
a pencil.
DISCONTINUE: Your discretion, or when the learner has responded to all the
items he/she knows well.
TIME: Your discretion. A time of approximately one item per minute (eight
minutes for all the items) is recommended.
ACCURACY: 3/4 (75%) for each skill level.
NOTES: (See NOTES on page 154.)
SKILL ANALYSIS AND ANSWERS FOR L-153
One-step problems
A. Chooses operation
B. Solves (Answers)
1.
2.
3.
4.
17 chairs
26 signs
$82.50
9 boxes
153
43
b.
a.
c.
d.
–
+
x
÷
Two-step problems
A. Chooses operations
5. b. ÷ and x
(or x and ÷)
6. d. – and +
7. a. + and –
8. a. ÷ and x
B. Solves (Answers)
16 boxes
7 hours
25 sq m
$409/month
$4908/year
DIRECTIONS
This assessment is made by asking the learner to read each problem on
L-153 and
A. choose the best operation(s) and/or
B. solve the problems. (See NOTE 2 on page 154.)
Individual Oral Response: Point to the DIRECTIONS on L-153, and
Say: Read each problem. Study the EXAMPLE. Decide what
operation(s) should be used to solve the problem. Tell me the
letter of the operation(s).
If the learner is being asked only to choose the best operation(s),
STOP here.
If the learner is also being tested for the ability to solve the problems,
or if the learner is being asked only to solve the problems, see the
directions below.
Individual or Group Written Response: Give each learner a copy of
L-153, and a pencil. Point to the DIRECTIONS on L-153, and
Say: Read each problem. Study the EXAMPLE. Decide what
operation(s) should be used to solve the problem. Circle the
letter of the operation(s) (+ for addition, – for subtraction,
x for multiplication and ÷ for division).
If the learner is being asked only to choose the best operation(s),
STOP here.
If the learner is also being tested for the ability to solve the problems,
or if the learner is being asked only to solve the problems,
Say: Solve each problem. Write your answer on the line after each
problem.
Allow the learner(s) time to study the EXAMPLE and discuss it, if
needed. When it appears the learner(s) understand(s),
Say: Begin now. Keep working until you have finished or until I tell
you to stop. You may use the space following each problem
when computing your answers.
H-8 Chooses Operation(s) and Solves Problems
44
Inventories Recordkeeping
BRIGANCE® Inventories
Recordkeeping System
Child’s Name
DEVELOPMENTAL RECORD BOOK
BRIGANCE® Diagnostic
EARLY
DEVELOPMENT
INVENTORY OF
Ongoing assessment history
As students move from year to year, their Student Record Books
II
become colour-coded, ongoing records of:
•
•
•
by Albert H. Brigance
___________________________________________________________________________________
Student’s Name
known skills
instructional objectives
mastery of skills
STUDENT RECORD BOOK
BRIGANCE Diagnostic
®
COMPREHENSIVE INVENTORY OF
BASIC SKILLS
REVISED
This data facilitates communication with staff
by Albert H. Brigance
Table of Contents
1 2
and parents, and aids in preparing IEPs.
Page
3
Student Record Book Examples
Student Data .................................... 1
Recording Procedures........................ 1
A. Readiness .................................... 2
B. Speech ........................................ 6
C. Listening...................................... 7
D. Word Recognition Grade
Placement.................................... 9
E. Oral Reading ..............................11
F. Reading Comprehension ............11
G. Word Analysis ............................13
H. Functional Word Recognition......18
I. Spelling ......................................24
J. Writing ........................................26
K. Reference Skills ..........................29
L. Graphs and Maps ........................30
Page
M. Math Grade Placement ................31
N. Numbers ....................................32
O. Number Facts..............................32
P. Computation of Whole
Numbers ....................................33
Q. Fractions and Mixed
Numbers ....................................34
R. Decimals......................................35
S. Percents ......................................36
T. Time............................................36
U. Money ........................................37
V. U.S. Customary Measurement
and Geometry ............................38
W. Metrics ........................................39
CURRICULUM
CURRIC
ULLUM
ULU
MA
ASSOCIATES®, Inc.
BRIGANCE ®—A
A Trademark
Tra
Trrad
dema
ark of
o Curriculum Associates, Inc.
Assessment
number
P-2
Assessment
page
18/9/03
Murphy
22/1/04
Murphy
8/4/04
Murphy
Indicates skill is usually
introduced in year 3
ADDITION OF WHOLE NUMBERS:
354
1
2
1. 2 digits without regrouping
2. 2 digits with 1 regrouping
First Assessment
•
•
Circle known skills in pencil
Underline objectives in blue
Indicates all skills are usually
achieved by year 5
Adds whole numbers with
3. 3 digits without regrouping
4. 3 digits with 1 regrouping
3
Second Assessment
•
•
Circle known skills in blue
Underline objectives in red
4
5. 3 digits with 2 regroupings
6. 4 digits with 3 regroupings5
Third Assessment
•
•
Circle known skills in red
Underline objectives in black
Pricelist
IED-II Criterion-Referenced
BRIG
RIGAN
A CE ® Dia
Diagn
g ostic
gno
i
CA10953
Brigance: IED-II Criterion-Referenced Classroom Implementation Kit (Complete Kit)
$350.00
CA753X
Brigance: IED-II Criterion-Referenced Inventory of Early Development II Revised
$159.00
CA9564
Brigance: IED-II Criterion-Referenced Developmental Record Book (Set of 10)
$29.95
CA9565
Brigance: IED-II Criterion-Referenced Developmental Record Book (Set of 50)
$125.00
CA9563
Brigance: IED-II Criterion-Referenced Class Record Book
$12.95
CA9567
Brigance: IED-II Testing Accessories Kit
$75.00
EMPLOYA
SKILLS BILITY
IN
NVENTO
RY
by Albert
H. Brigance
Basic Skills Quick Scoring Screen
IED-II Standardised Assessments
3895
Brigance Basic Skills Quick Scoring Screen
$99.00
CA1376
Brigance Basic Skills Quick Scoring Screen - Student Book(5)
$15.00
CA3895
Brigance Basic Skills Quick Scoring Screen Package
$139.00
CA10918
Brigance: IED-II Standardised Assessments Exam Kit (Complete Kit)
$350.00
CA10919
Brigance: IED-II Standardised Assessments Examiner's Book with Self-Help & SocialEmotional Scales
$110.00
CA9566
Brigance: IED-II Standardisation & Validation Manual
$40.00
CA7580
Brigance: IED-II Standardised Scoring Conversion Software
$29.95
CA10348
Brigance: IED-II Standardisation & Validation Manual with Scoring Software
$110.00
3574
Brigance Inventory of Essential Skills
$240.00
Brigance Inventory of Essential Skills Class Record
$20.00
Brigance Inventory of Essential Skills Student (10)
$55.00
Essential Skills
CA9601
Brigance: IED-II Standardised Assessments Record Book (Set of 10)
$29.95
4019
CA9602
Brigance: IED-II Standardised Assessments Record Book (Set of 50)
$125.00
3577
CA9567
Brigance: IED-II Testing Accessories Kit
$75.00
CA882X
Brigance: Prescriptive Readiness - Strategies and Practice
$175.00
CA7870
Brigance: CIBS-R Inventory with Standardisation & Validation Manual
$265.00
$240.00
Life Skills
4331
Brigance Life Skills Inventory
$240.00
4333
Brigance LSI Inventory Class Record Book
$20.00
4332
Brigance LSI Inventory Student (10)
$55.00
CA9953
Brigance LSI Goals & Objectives Software
$29.95
3575
Brigance: CIBS-R Inventory of Basic Skills -Revised
3578
Brigance: CIBS-R Student Record Book (Set of 10)
$40.00
6009
Brigance: CIBS-R Class Record Book
$20.00
6008
Brigance: CIBS-R Profile Test Booklet (Set of 10) with Teachers Guide
$40.00
CA6852
6006
Brigance: CIBS-R Standardisation & Validation Manual
$44.00
CA8221
Brigance: CIBS-R Screener Test Booklet (Set of 5)
$33.00
6012
Brigance: CIBS-R Standardised Scoring Sheet - Readiness (Set of 10)
$22.00
6013
Brigance: CIBS-R Standardised Scoring Sheet - Grades 1-6 (Set of 10)
$22.00
4480
Brigance: CIBS-R In-service DVD
$20.00
4185
Brigance: CIBS-R Goals & Objectives Writer Software CD-ROM
$25.00
6010
Brigance: CIBS-R Scoring Conversion Software
$25.00
Employability Skills
Brigance Life Skills / Employability Skills Inventory Set
$300.00
CA7420
Brigance Employability Skills Inventory
$89.95
CA7447
Brigance ESI Class Record Book
$15.95
CA7439
Brigance ESI Learner Record Book (Set of 10)
$29.95
®
®
™
Ordering Information
HBE101 e-Training for Teachers—FREE Inservices Online
Implement your BRIGANCE program
right away, the right way!
®
RISK-FREE GUARANTEE
You must agree that any program you buy is all that we say it is and more—
or you may return it for a prompt and courteous exchange, credit, or refund.
Screens:
•
“I have used [the CIBS–R] in due
process hearing testimony to document
that appropriate instruction is being
designed to ensure educational benefit
since the CIBS–R directly ties assessment
to general education standards in our
state.”
Screens e-Training—Infant & Toddler,
Early Preschool, Preschool and P & 1 Screens
Inventories—choose from four modules:
•
•
•
•
Inventories Overview
Comprehensive Inventory of
Basic Skills–Revised
Life Skills and Essential Skills Inventories
—Laura L. Mohr, Ed.D., Psycho-Educational
Specialist
“Using the CIBS–R Management is
simple, due to its intuitive and logical
design, on-screen prompts and help,
and the excellent (downloadable)
manual … an outstanding easy-to-use
product … ”
www.hbe.com.au
Hawker Brownlow Education.
Keeping pace with today's requirements for ongoing
assessment, instruction and reporting.
C A T 0 2 0
Factory 2, 47 Wangara Road, Cheltenham, 3192
■ P.O. Box 580, Moorabbin, 3189
Phone: +61 3 8558 2444 ■ Fax: +61 3 8558 2400
Toll-free Phone: 1800 334 603 ■ Fax: 1800 150 445
Email: [email protected]
Visit our Website: www.hbe.com.au
© 2008 Hawker Brownlow Education CAT020. All rights reserved

BRIGANCE® Diagnostic Inventories Assessment • Data Management

Transcription

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