The BRIGANCE® Screens-II City/State Date
Why Screen Children? To identify any child who should be referred for a more comprehensive evaluation to determine the existence of a giftedness or disability and the need for special placement. To help determine the most appropriate initial placement or grouping of children. To assist the teacher in planning a more appropriate program for the child. To comply with mandated screening requirements. www.CurriculumAssociates.com 3.10.08
Developmental Screening Screening is a brief…procedure designed to quickly evaluate a large number of children to determine who should be referred for further assessment. Screening is not an end in itself. Screening instruments are “early alert systems” that can help to focus assessment and observation. Eligibility, intervention, and delayed entry into kindergarten decisions should not be made solely from screening results. www.CurriculumAssociates.com 3.10.08
Highlights of the BRIGANCE® Screens-II Quick Sampling of Skills in Key Areas (10-15 min) Wide Range of Scores-raw scores, age equivalents, percentiles, quotients Reliable, Accurate, Valid Easy to interpret (staff and parents) No special training needed-simplified procedures enhance reliability Social-Emotional/Self Help Scales Additional resources include teacher and parent forms Full color pictures www.CurriculumAssociates.com 3.10.08
Highlights of the BRIGANCE® Screens-II Sensitivity: percentage of children with true problems correctly identified by a screening instrument. At least 70% of children with true problems should score below cutoffs on the BRIGANCE® Screens-II. Specificity: percentage of children without true difficulties correctly identified by passing, normal, or negative findings. Close to 80% of children without problems should score above cutoffs. www.CurriculumAssociates.com 3.10.08
The BRIGANCE® Screens-II Infant and Toddler Screen-II Birth to 23 months Early Preschool Screen-II 2-year-old and 2 1/2-year-old Preschool Screen-II 3-year-old and 4-year-old K&1 Screen-II Kindergarten and First Grade www.CurriculumAssociates.com 3.10.08
Skill Areas of the Screens-II Gross-Motor Fine-Motor Self-Help Social-Emotional Receptive and Expressive Language Visual /Graphomotor Articulation/Verbal Fluency/Syntax Quantitative Concepts Personal Information Prereading/Reading www.CurriculumAssociates.com 3.10.08
Computing Chronological Age First date is date of screening Second date is child’s birth date Write the dates year-month-day Start subtraction with days If there are not enough days borrow a month (always 30 days) If there are not enough months borrow a year (always 12 months) If the number of days is 15 or higher, increase month by 1 www.CurriculumAssociates.com 3.10.08
Computing Chronological Age 2008 10 23 2004 8 10 2005 9 30 2008 10 23 2005 12 27 www.CurriculumAssociates.com 3.10.08
Correcting for Prematurity For children being screened with the Infant or Toddler Screen-II who were 4 or more weeks premature. 2008 10 23 2007 12 30 1 14 www.CurriculumAssociates.com 3.10.08
The Data Sheets www.CurriculumAssociates.com 3.10.08
The Data Sheets www.CurriculumAssociates.com 3.10.08
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Application Exercise Find a partner. Decide who will be the screener and who will be the student. Find the appropriate Data Sheet. Compute the chronological age. Administer the screen in 15 minutes. Score the Data Sheet. We will discuss the meaning of scores later. www.CurriculumAssociates.com 3.10.08
Find the child’s chronological age. Cutoff Scores Find the child’s chronological age. Look first at the cutoff for possible disabilities or delays. If the child scored well above those cutoffs, look to the cutoffs for giftedness. Remember that scores below cutoffs do not necessarily mean there are disabilities. You may want to begin instruction and re-screen. www.CurriculumAssociates.com 3.10.08
The Data Sheets www.CurriculumAssociates.com 3.10.08
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Find the child’s chronological age. Cutoff Scores Find the child’s chronological age. Look first at the cutoff for possible disabilities or delays. If the child scored well above those cutoffs, look to the cutoffs for giftedness. Remember that scores below cutoffs do not necessarily mean there are disabilities. You may want to begin instruction and re-screen. Find child’s age Compare child’s score to cutoff www.CurriculumAssociates.com 3.10.08
Social-Emotional/Self-Help Scales Separate section in the Early Preschool, Preschool, and K&1 Screens Incorporated into assessments in the Infant & Toddler Screen Parent component provides home-school connect Cutoffs indicate Above Average, Average, or Below Average performance www.CurriculumAssociates.com 3.10.08
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Additional Resources in the Screens-II Screening Observations Form Parent and Teacher Rating Forms Parent-child Interaction Form (Infant & Toddler Screen) Reading Readiness Scale (K&1 Screen) Supplemental assessments Growth Indicator Chart Coordination chart for IED-II www.CurriculumAssociates.com 3.10.08
Spanish Direction Booklets Spanish directions and student responses for assessments and supplemental assessments Spanish Data Sheets Spanish translations for all forms, including Social-Emotional/Self-Help Scales Data Sheets and forms may be reproduced www.CurriculumAssociates.com 3.10.08
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The BRIGANCE® IED-II serves as… An assessment instrument to… Determine present levels of performance Identify strengths and weaknesses Identify instructional objectives An instructional guide A tracking system that is specific, ongoing, and easily interpreted A tool for developing and communicating ISFPs and IEPs www.CurriculumAssociates.com 3.10.08
Features of the BRIGANCE® IED-II Developmental ages birth through 7 years Comprehensive--ensures applicability for children with a wide range of skills and abilities Comprehensive skill sequences--allow progress to be shown in smaller increments Criterion-referenced testing offers flexibility Norm-referenced testing provides data www.CurriculumAssociates.com 3.10.08
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Developmental Record Book www.CurriculumAssociates.com 3.10.08
Instructional Activities in the Readiness Prescriptive Instructional activities correlated to the Screens and the IED-II Rich teacher support includes objectives, rationale, suggestions for teaching, indications of and possible reasons for learning difficulties Read-to-Me book lists extend learning Parent letters provide activities for home learning Student learning plans allow children to take responsibility for their learning www.CurriculumAssociates.com 3.10.08
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Customer Support CA101--Free online training available anytime, anywhere Sales Support--call 800-225-0248 for assistance during regular business hours Live Help--when you are online during business hours, click the “Live Help” button to get help right away. www.CurriculumAssociates.com 3.10.08