Brigance Inventory of Early Development

BRIGANCE®
Inventory of Early Development III
Presenter: Julie Linnehan – jlinnehan@cainc.com

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
2
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
3
Objectives
• What’s new?
• Preparing for assessment
• Selecting assessments and entry levels
• Administering the assessments
• Recording responses and analyze results
• Locating key resources
4
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
5
Tour of the IED III
• IED III inventory of assessments
(binder)
• IED III Student Record Books
• Testing Accessories
6
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
7
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
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
• 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
• More assessments (110 vs 97)

• Updated Comprehensive Skill Sequences
• New Milestone Skills by Developmental Age
section
• Approaches to Learning Tracking Chart
• Major content updates
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
• Expanded Math section

– Sorting
– Word Problems
• Four Science Assessments
– Weather
– Five Senses
– Living and Non-Living Things
– Plants and Animals
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
15
19
21
22
Comprehensive Skill Sequences
23
Milestone Skills by Developmental Age Level
24
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
25
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.
26
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?
27
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
28
Age-level References in the IED III
• Streamlines assessment process.

• Helps approximate developmental age.
29
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.
30
Establish Rapport
• Create a friendly, nonthreatening environment
• Use clear but pleasant requests
• Introduce tasks as games
• Use verbal reinforcement
• Set time expectations
31
Precautions
• No cues, prompting, or reminders
• Avoid gazing at the correct answer choice
32
Step 3: Record Results in the Record Book
33
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
35
Step 5: Identify Next Steps
• Gather more information from the Inventory
• Consider accommodations
• Look for areas of need as a group
• Plan Instruction
36
Write IEPs
• Every assessment includes an IEP Objective statement
• Individualize the Objective and write in measurable terms
37
Online Training
38
39
THANK YOU!
www.Brigance.com
 Sales Associate
Carolyn Bell
(860) 830-3188
CBell@cainc.com
 BRIGANCE Consultant
Julie Linnehan
JLinnehan@cainc.com
40

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BRIGANCE®

Inventory of Early Development III

Presenter: Julie Linnehan – jlinnehan@cainc.com

• Assessments for students functioning

New look for ease of use!

New updated Introduction

• Expanded age range through age 7 (up to 7-11)

• More assessments (110 vs 97)

Expanded Literacy section

• Expanded Math section

All new Social Emotional Development!

Step 2: Administer the Assessments

Step 3: Record Results

Step 4: Analyze Results

Step 5: Identify Next Steps

• Assessments may be conducted over several days.

Performance - one-on-one with as student points to, matches

Interview - interview questions provided; Daily Living and

Oral Response - for students unable to write a response

Physical Response - students points to or indicates answer

• Streamlines assessment process.

• Would adaptations to the assessment make a

• Individualize the Objective and write in measurable terms

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