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Brigance Testing

Comprehensive Inventory of Basic Skills II

Position the CIBs II Standardized Correctly

Gather your Materials

BRIGANCE COMPREHENSIVE INVENTORY OF BASIC SKILLS II

READING, MATH & ELA

The BRIGANCE CIBS II

Meets IDEA/NCLB requirements

Measures academic achievement

Monitors student strengths and needs to set educational goals and support IEP writing

2010 standardized assessments comply with IDEA mandates

The criterion-referenced CIBS II includes both a Reading/ELA Inventory and a Mathematics Inventory. The CIBS II Reading/English Language Arts (ELA) Inventory includes reading and writing assessments that correlate to commonly tested reading and ELA skills and strategies that reflect state and national standards.

Record Student Data

Jenna Blackman

Meredith Ilchert-Mateja

Maria Allagianis

Christie Gruana

How to choose which test to administer?

http://www.curriculumassociates.com/products/BRIGANCEoverview.aspx

When deciding which specific assessments to administer, use your professional judgment and keep the following questions in mind:

Early Childhood and Head Start

SCORING

  • Which assessments are most relevant to the immediate concern?
  • Which assessments will be more likely to yield the most valuable information within the time allowed?
  • Which assessments can best be conducted in a particular setting?
  • Which assessments meet program needs and requirements?

Special Education

Used to assess the following skills to support transition planning for middle- and high-school students.

*Important note these tests can be adapted.When considering adapting an assessment, be aware of any physical conditions or cultural and language differences or vision, speech or reading issues that may affect the student’s results.

–Initiate assessment at the skill level where student can be successful (refer to grade levels in manual)

Includes screening from birth to 6 years old

1) easy and accurate screening: screened for potential developmental delays and giftedness

2) Ongoing assessment and instruction planning:

  • criterion referenced model 100 assessments
  • Standardized model 55 assessments
  • Domains include physical development, language development, literacy, math, science, daily-living, and social-emotional development

3) Developmentally appropriate instruction

  • Provides instruction support and guidance for teachers for students of all levels
  • Provides lessons and skills
  • Links assessment with instruction
  • Provides students lesson and materials
  • Home and school connection in activities and homework

  • Academic Skills—supports planning for post-secondary education or training
  • Post-Secondary Opportunities—includes both employment and education/training
  • Independent Living—covers a wide range of topics, including food, clothing, housing, and finance
  • Community Participation—includes how to interact with community resources, as well as skills related to good citizenship

The test is scored in 3 parts

Part 1 : scores each 12 assessments separately.

  • This scoring is done by multiplying the total correct answers for each section, by the specific point value per question.

In each section the questions are weighted differently based on skill level, based on age.

Example: A kindergartner only gets ½ point for each uppercase letter named correctly, but 3 points for each question related to number readiness

Part 2: Compile results

Part 3: The total score is compared to a national average. The scale indicates if the student is above, below, or at an average ability level.

Student Record Book

Tests in this inventory

IED III and IED III Standardized:Identify specific strengths and needs and monitor progress for students functioning below the developmental age of 8.

Readiness Activities: Deliver individualized instruction in key developmental skills with targeted activities aligned to assessment results.

CIBS II and CIBS II Standardized: Determine each student's present level of performance and provide ongoing assessment across a broad range of reading/ELA and mathematics skill areas.

Transition Skills Activities: Deliver data-driven instruction with more than 250 classroom- and community-based activities that align to

VIDEO CLIP CIBS II

Recording Assessment Data

1) Record the first evaluation by using to circle the skills the student has mastered

2) Use a to underline the skills you wish to set as objectives to be mastered for the next instructional period

3) To record the 2nd evaluation use a BLUE pen/pencil to circle the skill the student has mastered

Criterion

4) After the 2nd evaluation is complete use a RED pen/pencil to underline the skills you wish to set as objectives during the next instructional period

5) To record the third evaluation use a RED pen/pencil to circle all the skills the student has mastered. Make any notations you think would be appropriate or helpful, such as observations or incorrect respinses

6) Identify skills that were skipped or omitted by writing DNA

7) Give credit to students for skills you observed.

Norm-Referenced

Plan Administration Time

Inventory of Early Development III (IED III)

100 assessments that cover a broad sampling of

students’ skills and behaviors in key academic

and developmental domains.

based on developmental age,

can be used with any student who functions at a level from birth through the

Developmental age of seven.

Inventory of Basic Skills II (CIBS II)

two volumes (Reading/ELA and Mathematics)

400 criterion-referenced assessments and

Grade-level placement tests.

The CIBS II can be used with students in grades

K–9.

Why the Brigance?

Inventory of Early Development III Standardized (IED III Standardized)

55 norm-referenced Assessments

Based on chronological NOT valid for anyone older than 7 years regardless of his/her developmental

level.

Inventory of Basic Skills II

Standardized (CIBS II Standardized)

45 valid and reliable readiness, reading/ELA, and mathematics norm-referenced assessments.

The CIBS II Standardized generates valid and

reliable scores for students ages 5–12.

Reliable and Valid

Why Franklin Early Childhood Center Uses BRIGANCE

  • As a screening tool, used to identify students with a possible learning disability.
  • These students are most likely to benefit from intervention.
  • Also able to identify students who are above average.

Used in special ed setting to: Quickly assess for effective diagnosis and instructional planning, Develop goals and objectives for IEP's and monitor progress, and support alternate assessment needs.

  • Different levels/ abilities
  • I. Special ED II. Early Childhood &. Head Start. III.Transition

it's data driven, and takes into account student interview and teacher observation

The Interview

Brigance at a Glance!

Interviewee:

Dr. Richard Lopez

  • School Psychologist at Franklin Early Childhood Center in Hewlett

Responsibilities:

  • Oversees 4 school counselors. socio-emotional education for students school wide, maintain IEP’s, BIP’s and FBA’s, at risk counseling, teaching guidance lessons, crisis de-escalation, parent and administration meetings, CSE team, PBIS (positive behavioral intervention and supports) PPT (planning and placement team), Safety team. Administrative duties. Administers cognitive screenings and assessments. WJIII/ BRIANGANCE/ WIAT/WISC/STANFORD BINET.

BRIGANCE® INVENTORIES & SCREENINGS

BRIGANCE®INVENTORIES & SCREENINGS

Inventory of Early Development–II (IED–II) Developmental age birth–7

Includes:Readiness: Strategies and Practice Grades pre-K–1

Comprehensive Inventory of Basic Skills–Revised (CIBS–R) Grades pre-K–9

Includes: Assessment of Basic Skills–Revised, Spanish Edition (ABS–R) Grades pre-K–9

Transition skills Inventory

Secondary Special Ed, Vocational, ESL Programs Grades 2–HS

The Head Start Screening (2-5 years old) and Early Development Screening (0-6 years old)

are utilized to identify at risk and gifted students, prevent over-referral and assess school readiness,

  • screening tool Pre-Kindergarten, Kindergarten and First Grade
  • Assessment tool for 1-9th grade
  • Not an IQ test
  • Standardized
  • Used as Norm-referenced* and Criterion referenced* assessment

Based out of 100 points

  • Reliable & Valid
  • Teacher, Psychologist, and reading specialist can all administer the test

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