BRIGANCE®
Inventory of Early Development III
The BRIGANCE Family
• Valid, reliable, research-based
• Meet IDEA requirements
• Determine PLOP, PLAAFP
• Craft IEPs and plan instruction
• Monitor progress
• Easy to administer and record results
• Aligned to national and Common Core State
Standards
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Criterion-Referenced Assessment
• Focus on strengths (what
the student can do) and
skill areas of need (what they
can’t)
skill • Record skill mastery
• PLOP/PLAAF
skill • Plan instruction
• Develop IEPs
skill
• Does not compare
performance of the
skill individual child to a
norming group
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Objectives
• What’s new?
• Preparing for assessment
• Selecting assessments and entry levels
• Administering the assessments
• Recording responses and analyze results
• Locating key resources
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Inventory of Early Development III
• Assessments for students functioning
birth through developmental age 7
• Identify PLOP for low-functioning
students
• Track even small steps of progress
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Tour of the IED III
• IED III inventory of assessments
(binder)
• IED III Student Record Books
• Testing Accessories
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Covers Key Skill Areas
as described by IDEA and EL standards
• Physical Development
• Language Development
• Academic/Cognitive: Literacy
• Academic/Cognitive: Mathematics
and Science
• Daily Living
• Social and Emotional
Development
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What’s new for the IED III
New look for ease of use!
• All new four-color pages
• New consistent format
• Simplified directions
• Includes only criterion-referenced directions
• Normed assessments sold separately
What’s new for the IED III
New updated Introduction
• Step-by-Step assessment procedures
• Evaluating Students with Special
Considerations
• Reflect current best practices in assessment
• Reflects most recent research in Early
Childhood and Special Education
What’s new for the IED III
• Expanded age range through age 7 (up to 7-11)
• Robust alignment to Common Core State
Standards, state standards, national indicators
• New validity and reliability research
– Up‐to‐date (2012 research) and stronger than before
– Study sample size 2,400+ children, more than double
What’s new for the IED III
• More assessments (110 vs 97)
• Updated Comprehensive Skill Sequences
• New Milestone Skills by Developmental Age
section
• Approaches to Learning Tracking Chart
• Major content updates
What’s new for the IED III
Expanded Literacy section
• New phonological awareness assessments
• New literacy skills to support younger and
pre-vocal learners
• New reading passages reflect latest research
on early literacy and stages of reading
development
What’s new for the IED III
• Expanded Math section
– Sorting
– Word Problems
• Four Science Assessments
– Weather
– Five Senses
– Living and Non-Living Things
– Plants and Animals
What’s new for the IED III
All new Social Emotional Development!
– Coverage up to through age 7 yrs-11 mos!
– Supports current thinking on social-
emotional development
» Relationships with Adults
» Motivation and Self-Confidence
» Play and Relationships with Peers
» Prosocial Skills and Behaviors
Developmental and Early Academic Skills
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Comprehensive Skill Sequences
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Milestone Skills by Developmental Age Level
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Step-by-Step Assessment Procedures
Step 1: Get Ready for Assessment
Step 2: Administer the Assessments
Step 3: Record Results
Step 4: Analyze Results
Step 5: Identify Next Steps
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Step 1: Get Ready for Assessment
• Become familiar with the materials.
• Read Introduction and Notes.
• Are accommodations needed?
See Evaluating Students with Special Considerations
• Assessments may be conducted over several days.
• Choose an appropriate setting.
• Some assessments appropriate for groups of students.
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Selecting Assessments
• Meets program needs and requirements.
• Refer to the student’s IEP.
• Refer to standards.
• Which if these assessments will help plan meaningful
instruction?
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Selecting Assessment Method
Observation – observe student in natural environment
Performance - one-on-one with as student points to, matches
items, verbally responds
Interview - interview questions provided; Daily Living and
Social-Emotional Development assessments
Written Response - individual or group
Oral Response - for students unable to write a response
Physical Response - students points to or indicates answer
choice
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Age-level References in the IED III
• Streamlines assessment process.
• Helps approximate developmental age.
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Step 2: Administer the Assessments
Tips for Effective Assessment
• Rephrase directions if necessary.
• Be objective.
• Assessment procedures for may be adapted.
• Observations are often more valid than one-time
performance of a skill.
• If there is doubt of skill mastery, do not give credit.
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Establish Rapport
• Create a friendly, nonthreatening environment
• Use clear but pleasant requests
• Introduce tasks as games
• Use verbal reinforcement
• Set time expectations
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Precautions
• No cues, prompting, or reminders
• Avoid gazing at the correct answer choice
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Step 3: Record Results in the Record Book
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Student Record Book
Step 4: Analyze Results
• Reasons for poor performance.
• What other information do you need?
– Look at other assessments within the same
domain.
– What other factors might be affecting
performance?
• Would adaptations to the assessment make a
difference?
• For students with similar needs, plan appropriate
group activities
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Step 5: Identify Next Steps
• Gather more information from the Inventory
• Consider accommodations
• Look for areas of need as a group
• Plan Instruction
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Write IEPs
• Every assessment includes an IEP Objective statement
• Individualize the Objective and write in measurable terms
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Online Training
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THANK YOU!
www.Brigance.com
Sales Associate
Carolyn Bell
(860) 830-3188
[email protected]
BRIGANCE Consultant
Julie Linnehan
[email protected]
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