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BRIGANCE® IED-II Training for the Early Childhood Outcomes

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Presentation on theme: "BRIGANCE® IED-II Training for the Early Childhood Outcomes"— Presentation transcript:

1 BRIGANCE® IED-II Training for the Early Childhood Outcomes
Roseville, MN March 11, 2008

2 Objectives Identify key features of the BRIGANCE® Inventory of Early Development-II (IED-II) Distinguish between CRT and NRT Administer the IED-II subtests, both criterion-referenced and norm-referenced Choose appropriate subtests from the Inventory for assessment Locate additional resources to assist your use of the IED-II Date

3 K-W-L What do you KNOW about the IED-II?
What do you particularly WANT to know about the IED-II? Finally, we will make time to reflect upon what you LEARNED today to make certain your questions are answered. Date

4 The 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 IFSPs and IEPs A tool for meeting OSEP requirements Date

5 Features of the IED-II Developmental ages birth through 7 years
Comprehensive--ensures applicability for children with a wide range of skills and abilities Criterion-referenced testing offers flexibility Norm-referenced testing provides data Comprehensive skill sequences--allow progress to be shown in smaller increments Date

6 Criterion-Referenced Testing
Student performance is not being compared to a group of same-age children Focus is on the individual’s strengths and weaknesses Appropriate for instructional planning and developing IFSPs and IEPs CRT does not produce “scores” (age equivalents, quotients, etc.). More flexibility in administration Date

7 Norm-Referenced Testing
Sometimes referred to as standardized testing Compares the individual child’s performance to a group of children the same age Produces quotients, percentiles, age equivalents, and instructional ranges The IED-II is normed for children birth through 7 years The Standardized Assessments Record Book is necessary to administer the IED-II as a NRT Date

8 Comprehensive Skill Sequences
Skills in bold print are milestone skills and are the skills assessed in the front portion of each skill area (the numbers in parentheses are the order the milestone skills are presented in the subtest). Skills not in bold print are intermediate skills and are not included in the subtest. If children are not showing progress from one milestone skill to another, reproduce the comprehensive skills sequence and use that in place of the appropriate Developmental Record Book page. Date

9 One-on-one administration (may be necessary for some subtests)
Methods of Assessment One-on-one administration (may be necessary for some subtests) Group written response (student pages may be reproduced) Observation in the natural environment Parent/caregiver interview (scripted questions provided in the Inventory) Date

10 Organization of the IED-II
Each area of skills has its own lettered section (e.g., General Knowledge and Comprehension is Section F). Within each lettered section (separated by colored tabs) are the numbered subtests (the first subtest in Section F is Response to and Experience with Books, F-1). You will never use the entire Inventory with a child! Date

11 A (Quick) Look at the Assessment Areas
A: Preambulatory Motor B: Gross-Motor C: Fine-Motor D: Self-Help E: Speech and Language F: General Knowledge & Comprehension G: Social & Emotional Development H: Readiness I: Basic Reading J: Manuscript Writing K: Basic Math Date

12 Social-Emotional (ages birth through 3-8)
IED-II Normed Areas Fine-Motor Gross-Motor Receptive Language Expressive Language Academic/Cognitive Daily Living Social-Emotional (ages birth through 3-8) Date

13 IED-II Normed Scores Quotients--mean of 100, standard deviation of 15
Percentiles--percentage of same-age children who score at or below a given score Age Equivalents--highly uneven unit of measure, but can assist with selection of curricular content Instructional Ranges--the lower end is comfortable level for independent work; high end is failure/frustration level Date

14 Review The IED-II assesses skills appropriate for what developmental age ranges? Name 2 possible methods of assessment. E-4 refers to which subtest? What is the discontinue point? True or False: it is appropriate to administer every subtest to a child. Date

15 Administering the IED-II Subtests
Read over the instructions in the manual. Note the discontinue point(s) for the subtest(s) you will administer. Find the appropriate entry point for the child you are assessing. Use the method that will garner the most valid results (observation, interview, etc.). Date

16 Dealing With the Logistics
There are many items within each subtest-- Where do you start? Where do you stop? How do you assess? How do you determine a child’s level of functioning? Date

17 Dealing With the Logistics
Where do you start? Find the age equivalent notations (in Inventory and in Record Book) Start slightly below where you think child will be successful Date

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19 Dealing With the Logistics
Where do you stop? Find the Discontinue Point in the subtest directions (left side of page) You will likely only assess a few items in each subtest (remember, the skill sequences often span several years of development) Date

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21 Dealing With the Logistics
How do you assess? Whenever possible, the assessments should be done using observation in the natural environment or through interviews with parent/caregiver. Some assessments require one-on-one administration (Classifying, Picture Vocabulary). Date

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25 Dealing With the Logistics
How do you determine a child’s level of functioning? Refer to the age equivalent notations As early childhood professionals, you know what development at certain ages looks like Parents and others are good sources of information Date

26 Date

27 Assessment Format All assessment pages are formatted alike, making it easier to administer. The Discontinue point is the point at which you should stop a particular subtest (CRT only; use ceilings when administering as a NRT). Directions are scripted for ease of use and reliability. An objective follows each subtest and can be used in developing IFSPs/IEPs. Date

28 The Developmental Record Book
A Record Book is required for each child to be assessed. This Record Book can be used to track progress for several assessment sessions. The color-coded system quickly shows results and progress. Circle mastered skills and underline instructional objectives. Date

29 IED-II Developmental Record Book
Age-level references Date

30 The Standardized Assessments Record Book
Because not all assessments are normed, and because items from different subtests may be combined to produce scores, the Developmental Record Book is not appropriate for normed testing. In the SARB, simply circle mastered skills and enter the raw score in the space provided. Entry points, basals, and ceilings are provided in the SARB. Basals and ceilings must be adhered to for valid results. Transfer the raw scores for each subtest administered to the Standardized Scoring Sheet at the back of the SARB. Date

31 IED-II Standardized Assessments Record Book
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32 Converting Raw Scores Raw scores may be converted to normed data by hand using the tables in the Standardization & Validation Manual, but the possibility of error is high. The IED-II Scoring Conversion CD automatically converts raw scores and produces several reports. The IED-II web-based Management System converts scores, produces reports, and saves data from all assessment sessions, as well as allowing access to all personnel with permissions. Date

33 Review When using the color-coding system, the first time you assess, you would circle mastered skills in _______ and underline objectives in _________. The _____ _______ equivalents can help you determine where to start a subtest. The _______ point tells you where to stop a subtest. Many of the subtests can be assessed through _______. Date

34 The Early Childhood Outcomes
Developed by OSEP to determine percent of children with IEPs who demonstrate: Positive social-emotional skills (including social relationships) Acquisition and use of knowledge and skills (language, communication, and literacy) Use of appropriate behaviors to meet their needs Date

35 ECO Requirements and the IED-II
Look at the number of IED-II subtest that are listed in the ECO Crosswalk as being appropriate for outcome 2. Are you going to assess children with each of these subtests? NOOOOOOOO!!!! Plan to choose a representative group of subtests, depending upon a child’s age and abilities. Date

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39 Components of the IED-II
Inventory Developmental Record Books Standardized Record Books Accessory Kit Class Record Book Standardization & Validation Manual Scoring software Web Management System (subscription) OR… Date

40 Implementation & Exam Kits
Implementation Kit: Inventory 30 Record Books Class Record Book Testing Accessories Kit in tote bag Standardized Assessments Exam Kit: NEW simplified and reorganized IED-II Examiner’s Book w/ Self-Help and Social-Emotional Scales S&V Manual 30-pack Stand. Assessments Record Books Scoring software Date

41 Instructional Activities in the Readiness Prescriptive
Instructional activities are 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. Date

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43 Customer Support CA101--Free online training available anytime, anywhere Sales Support--call 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. Date

44 The ECO Center

45 My is: Rep contact info Date

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