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Comprehensive inventory of Basic Skills iiEasily identify present level of performance for students and provide ongoing assessment for academic skills at PreK to grade 9 levels.

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Inventory of Early Development II

Comprehensive Inventory of Basic Skills II

Transition Skills Inventory

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Student Status I Record Book I Observations I Reports I Family Connection I Change Inventory

BRIGANCE® Management System

ComprehensiveInventory ofBasic Skills IIMathematics

ComprehensiveInventory ofBasic Skills IIReading • ELA

ComprehensiveInventory ofBasic Skills IIStandardized

3Inventory of Early Development II

Get started for $299 with the ieD ii Classroom Kit:

• Inventory of Early Development II

• 20 Record Books

• Testing Accessories

• Durable Canvas Tote

Go to BriganCe.com for more pricing information.

New! 2010 Copyright

BriganCe® inventory of early Development ii (ieD ii)Accurately identify students’ educational needs and monitor their progress over time.

Trusted by special educators for more than 30 years, the BriganCe® inventory of early Development ii (ieD ii) is designed to meet your special education assessment needs.

The new 2010 criterion-referenced ieD ii Classroom Kit makes it easy for educators to assess the educational strengths and needs of students functioning below the developmental age of 7.

• Determine present level of performance

• Develop goals and objectives for IEPs and guide instructional planning

• Monitor student progress

• Support alternate assessment needs

4Inventory of Early Development II: Table of Contents

3 Table of ContentsBRIGANCE® Inventory of Early Development II

TABLE OF CONTENTS

MILESTONE SKILLS BY DEVELOPMENTAL AGE LEVELOverview ...........................................................................................388Developmental Age Level—Birth to One Year ....................................389Developmental Age Level—One Year to Two Years ............................391Developmental Age Level—Two Years to Three Years .........................393Developmental Age Level—Three Years to Four Years ........................395Developmental Age Level—Four Years to Five Years ...........................398Developmental Age Level—Five Years to Six Years ..............................400Developmental Age Level—Six Years to Seven Years ..........................402

APPENDICESAppendix A—Teacher’s/Observer’s Rating Form for Academic Readiness ...................................................................407Appendix B—Readiness Activities Correlation to IED II Assessments ...408Appendix C—History and Acknowledgments ....................................418Appendix D—References ..................................................................420

INTrODuCTIONOverview ...............................................................................................7BRIGANCE® Special Education System....................................................8

Program Decisions ..................................................................................9

Step-by-Step Assessment ProceduresStep 1: Get Ready for Assessment .......................................................11Step 2: Conduct the Assessment .........................................................17Step 3: Record Results in the Record Book ...........................................20Step 4: Analyze Results ........................................................................22Step 5: Identify Next Steps ...................................................................24

Evaluating Students with Special ConsiderationsBilingual and Non-English-Speaking Students ......................................27Students with Exceptionalities ..............................................................27

A PHYSICAL DEVELOPMENT: PrEAMBuLATOrY MOTOr SKILLS .... 33

B PHYSICAL DEVELOPMENT: GrOSS-MOTOr SKILLS ...................... 51

C PHYSICAL DEVELOPMENT: FINE-MOTOr SKILLS .......................... 83

D LANGuAGE DEVELOPMENT ......................................................... 114

E ACADEMIC/COGNITIVE: LITErACY ............................................... 178

F ACADEMIC/COGNITIVE: MATHEMATICAL CONCEPTS ................. 273

G DAILY LIVING ................................................................................. 326

H SOCIAL AND EMOTIONAL DEVELOPMENT .................................. 362

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C PHYSICAL DEVELOPMENT: FINE-MOTOr SKILLS ..........................83

Assessments C-1 General Eye/Finger/Hand Manipulative Skills ..........................85 C-2 Block Tower Building .............................................................92 C-3 Prehandwriting......................................................................95 C-4 Draws a Person .....................................................................99 C-5 Copies Forms ......................................................................101 C-6 Cuts with Scissors ...............................................................104

Comprehensive Skill Sequences .........................................................108

Supplemental Skill Sequences ...........................................................112

D LANGuAGE DEVELOPMENT .........................................................114

Assessments D-1 Prespeech Receptive Language ............................................118 D-2 Prespeech Gestures .............................................................121 D-3 Prespeech Vocalization ........................................................123 D-4 General Speech and Language Development .......................126 D-5 Length of Sentences ............................................................134 D-6 Personal Data Response ......................................................135 D-7 Verbal Directions .................................................................138 D-8 Picture Vocabulary ...............................................................143 D-9a Body Parts (Receptive) .........................................................146 D-9b Body Parts (Expressive).........................................................148 D-10 Colors ................................................................................150 D-11 Classifying ...........................................................................154 D-12 Use of Objects .....................................................................158 D-13 Repeats Numbers ................................................................161 D-14a Sentence Memory (With Picture Stimuli) ..............................162 D-14b Sentence Memory (Without Picture Stimuli) .........................164 D-15 Plural s and -ing, Prepositions, and Irregular Plural Nouns ....167



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A PHYSICAL DEVELOPMENT: PrEAMBuLATOrY MOTOr SKILLS ....33

Assessments A-1 Supine Position Skills and Behaviors .......................................35 A-2 Prone Position Skills and Behaviors ........................................38 A-3 Sitting Position Skills and Behaviors .......................................41 A-4 Standing Position Skills and Behaviors ...................................44

Comprehensive Skill Sequences ...........................................................47

B PHYSICAL DEVELOPMENT: GrOSS-MOTOr SKILLS ......................51

Assessments B-1 Standing ...............................................................................53 B-2 Walking ................................................................................56 B-3 Stairs and Climbing ...............................................................59 B-4 Running ................................................................................61 B-5 Jumping ................................................................................63 B-6 Hopping ................................................................................66 B-7 Kicking ..................................................................................68 B-8 Balance Beam .......................................................................70 B-9 Catching ...............................................................................72 B-10 Rolling and Throwing ............................................................74

Comprehensive Skill Sequences ...........................................................77

Supplemental Skill Sequences .............................................................81

Nearly 100 assessments to choose from to identify each student’s unique strengths and weaknesses.

5Inventory of Early Development II: Table of Contents

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F ACADEMIC/COGNITIVE: MATHEMATICAL CONCEPTS .................273

Assessments F-1 Number Concepts ...............................................................275 F-2 Counting ............................................................................277 F-3 Reads Numerals ..................................................................280 F-4 Numeral Comprehension.....................................................283 F-5 Ordinal Position ...................................................................286 F-6 Writes Numerals in Sequence ..............................................288 F-7 Writes Following and Preceding Numerals ...........................291 F-8 Writes Numerals Dictated ....................................................292 F-9 Addition Combinations .......................................................295 F-10 Subtraction Combinations ...................................................299 F-11a Money (United States) .........................................................302 F-11b Money (Canada) .................................................................305 F-12 Time ...................................................................................308 F-13 Shape Concepts ..................................................................313 F-14 Quantitative Concepts .........................................................316 F-15 Directional/Positional Concepts............................................319


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E ACADEMIC/COGNITIVE: LITErACY ...............................................178

Assessments E-1 Response to and Experience with Books ..............................182 E-2a Visual Discrimination (Forms and Uppercase Letters) ............189 E-2b Visual Discrimination (Lowercase Letters and Words) ...........192 E-3 Identifies Common Signs .....................................................195 E-4 Identifies Rhymes ................................................................200 E-5 Recites Alphabet .................................................................205 E-6 Identifies Uppercase Letters .................................................206 E-7 Identifies Lowercase Letters .................................................208 E-8 Prints Uppercase Letters in Sequence ...................................210 E-9 Prints Lowercase Letters in Sequence ...................................211 E-10 Prints Uppercase Letters Dictated .........................................212 E-11 Prints Lowercase Letters Dictated .........................................214 E-12 Prints Personal Data ............................................................216 E-13 Auditory Discrimination .......................................................218 E-14 Identifies Blended Words .....................................................220 E-15 Identifies Beginning Sounds ................................................226 E-16 Matches Beginning Sounds and Letters with Pictures ...........231 E-17 Identifies Blended Phonemes ...............................................234 E-18 Substitutes Beginning Consonant Sounds ............................237 E-19 Substitutes Short-Vowel Sounds ..........................................242 E-20 Substitutes Long-Vowel Sounds ...........................................245 E-21 Reads High-Frequency Words ..............................................248 E-22 Reads Color Words ..............................................................249 E-23 Reads Number Words ..........................................................250 E-24 Reads Common Signs .........................................................251 E-25a Reads Passages at Preprimer Level—Forms A and B ...........254 E-25b Reads Passages at Primer Level—Forms A and B ..................257 E-25c Reads Passages at First-Grade Level—Forms A and B ...........260 E-25d Reads Passages at Second-Grade Level—Forms A and B ......263 E-26 Prints Simple Sentences .......................................................265 E-27 Quality of Printing ...............................................................266 E-28 Word Recognition Grade Placement Test— Form A and Form B .............................................................270

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H SOCIAL AND EMOTIONAL DEVELOPMENT ..................................362

Assessments H-1 General Social and Emotional Development ........................364 H-2 Play Skills and Behaviors ......................................................371 H-3 Initiative and Engagement Skills and Behaviors ....................377


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G DAILY LIVING .................................................................................326

Assessments— Self-help Skills G-1 Feeding/Eating ....................................................................328 G-2 Undressing ..........................................................................333 G-3 Dressing ..............................................................................335 G-4 Unfastening ........................................................................338 G-5 Fastening ............................................................................340 G-6 Toileting ..............................................................................342 G-7 Bathing ...............................................................................345 G-8 Grooming ...........................................................................348 Independent Living Skills G-9 Knows What to Do in Different Situations ...........................351 G-10 Knows Function of Community Helpers ...............................353 G-11 Knows Where to Go for Services .........................................355



Developmental Skills covered:• Physical Development: Preambulatory,

Gross- and Fine-Motor Skills

• Language Development

• Literacy

• Mathematical Concepts

• Daily Living

• Social and Emotional Development

6Inventory of Early Development II: Literacy Assessment

Criterion-referenced assessments are easy to administer with teacher and student pages.

BRIGANCE® Inventory of Early Development II E-14 Identifies Blended WordsS-220

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Directions for Assessment: PerformanceCover the pictures of the airplane and the doorknob on page S-220, and

Say: I am going to put words together to make new words, like air and plane to make airplane. You say it, air . . . plane. Say the two words right together—airplane.

Pause, and if the student doesn’t say the words together,

Say: Air . . . plane . . . airplane! Okay, let’s try another one. I’m going to say two words and then I’m going to say the words right together to make a new word. Door . . . knob . . . doorknob. Now you try it.

Pause, and if the student doesn’t say the words together,

Say: Door . . . knob . . . doorknob!

Next show the student the pictures on page S-220, and

Say: Look at these pictures. Point to what you get when you put door and knob together.

Pause for the student’s response. Then

Say: Point to what you get if you put air and plane together.

OverviewThis assessment focuses on the student’s ability to identify a blended word when hearing parts of words combined.

SKILL

Identifies blended word parts as words

ASSESSMENT METHOD

Performance

MATERIALS

Pages S-220, S-221, S-222, and S-223

SCORING INFORMATION

Record results on page 22 of the student’s Record Book. Give credit for each correct response.

BEFORE ASSESSING

Review the Notes at the end of this assessment for additional information.

AFTER ASSESSING

• TowriteanIEP,usetheObjectiveforWritingIEPsattheendofthe assessment or go to www.BRIGANCE.com.

• Tofindinstructionalactivities,seetheBRIGANCEReadiness Activities or go to www.BRIGANCE.com.Teacher pages are formatted for ease of use,

providing an overview of the assessment and key information to guide administration of the assessment.

Student pages designed to face student for user-friendly assessment.

7Inventory of Early Development II: Record Book

Simple scoring ensures accurate assessments and tracking over time.

E Academic/Cognitive: Literacy (continued)

E Academic/Cognitive: Literacy 22

Assessment Page

E-13 218 Auditory Discrimination5-3 1. b 2. h 3. s 4. m

5. f 6. d 7. n 8. r

9. g 10. j 6-0

Notes:

E-14 220 Identifies Blended WordsPage S-2213-6 1. sea + shell = seashell 2. cup + cake = cupcake 3. base + ball = baseball

Page S-222 4. pen + guin = penguin 5. ti + ger = tiger 6. ham + mer = hammer

Page S-223 7. /ba/ + /t/ = bat 8. /rA/ + /k/ = rake 9. /kI/ + /t/ = kite

10. slow + ly = slowly 11. go + ing = going 12. fast + er = faster 4-6

Notes:

E-15 226 Identifies Beginning SoundsPage S-2274-6 1. /s/ = sun 2. /b/ = bird 3. /f/ = fish

Page S-228 4. /p/ = pig 5. /v/ = van 6. /n/ = nose

Page S-229 7. /j/ = jar 8. /r/ = rake 9. /t/ = table

Page S-230 10. /g/ = gate 11. /k/ = kite 12. /m/ = moon 6-0

Notes:

E-16 231 Matches Beginning Sounds and Letters with PicturesPage S-2316-3 1. Bb 2. Hh 3. Ss 4. Mm 5. Ww 6. Ff

Page S-232 7. Ll 8. Tt 9. Cc 10. Dd 11. Pp 12. Nn

Page S-233 13. Rr 14. Gg 15. Yy 16. Kk 17. Jj 7-0

Notes:

8Inventory of Early Development II: Language Development

D-4 General Speech and Language DevelopmentBRIGANCE® Inventory of Early Development II Lan

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D-4 General Speech and Language Development

Directions for Assessment: ObservationObserve the student in a social situation that involves the skills being assessed.

Directions for Assessment: PerformanceEngage the student in conversation in order to elicit responses that relate to the skills.

Directions for Assessment: Interview Parent/CaregiverThe interview method is generally the quickest and most valid method of doing the assessment.

To begin the interview,

Say: Tell me about ’s speech. What are some words or sentences he/she uses well?

Ask the questions in each assessment when conducting the interview. Rephrase the questions as needed and make the interview as informal as possible.

1-01. Says at least one word other than mama or dada

Ask: Does say mama or dada?

If the response is yes,

Ask: What are some other words says?

Notes: • Youmayrecordsomeofthewordsandphrasesthestudentsays

in the Notes section of the Record Book.• Thisresponsemayalsoprovideinformationforskills2,3,and5.

OverviewThis assessment focuses on the student’s skill in speaking and communicating in phrases and sentences, as well as vocabulary usage.

SkILL

Uses words and combines them into phrases and sentences to communicate

ASSeSSment methODS

Observation, Performance, or Interview Parent/Caregiver

mAterIALS

No materials are needed as the assessment will usually be made by parent/caregiver interview or observation. However, toys, pictures, and puzzles may be helpful in eliciting responses from the student.

SCOrInG InfOrmAtIOn

Recordresultsonpage12ofthestudent’sRecord Book. Give credit for each positive answer to the question given for each skill. See Criteria given for specific skills.

befOre ASSeSSInG

Review the Notes at the end of this assessment for additional information.

After ASSeSSInG

To write an IEP, use the Objective for Writing IEPs at the end of this assessment or go to www.BRIGANCE.com.

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55. Uses the words tomorrow and yesterday

Ask: Does use the words tomorrow and yesterday accurately?

Note: Young students will frequently use these words without having accurate comprehension of the concepts. Thus, you may need to ask the parent, “Does really understand the concept of time?”

Criteria: The student should use both words accurately for credit.

56. Answers the telephone, takes simple message, and delivers it

Ask: Can answer the telephone, take a simple message such as Mr. Smith wants Daddy to call, and deliver the message?

Note: This item is obviously discriminatory to the student from a home with no telephone. Disregard this item if there is no telephone in the home, or if the student is not allowed to answer the telephone.

6–057. Verbally shares experiences or items with a group of classmates such as during “Show and Tell”

Ask: Does effectively share experiences or items with his/her classmates during “Show and Tell”?

Criteria: The sharing should reflect sequence, speaking in sentences with an average length of at least five words, and of a volume easily heard.

58. Answers “when” questions

Ask: Does ______ answer when questions such as When are you going? or When did that happen?

59. One hundred percent of speech is intelligible7–0

Ask: Is all of ______ ’s speech understandable—no errors?

Notes• Approaches to Learning: See page 15 for a reproducible Approaches

to Learning Tracking Chart.

• Comprehensive Skill Sequence: The Comprehensive Skill Sequence on page 171 includes primary (milestone) skills found in the Inventory as well as secondary (intermediate) skills to help assess and track progress.

• “Disappearing” Behaviors: Some behaviors are present only at the early stages of development and disappear during later stages. “Disappearing” behaviors are noted by an asterisk (*) in the Inventory and in the Record Book.

Objective for Writing IEPsBy (date) , when provided with the appropriate stimuli,

(student’s name) will

1. say at least one word other than mama or dada. 2. have an expressive vocabulary of at least ten words. 3. call at least one person by name. 4. respond to yes or no questions regarding wants and needs. 5. have an expressive vocabulary of at least twenty-five words. 6. name cup or any other object not including people or pet names. 7. name spoon or any other object not including people or

pet names. 8. name box or any other object not including people or pet names. 9. name block or any other object not including people or pet names.10. name crayon or any other object not including people or

pet names.11. name toy or any other object not including people or pet names.12. name chair or any other object not including people or pet names.13. name light or any other object not including people or pet names.14. use the word no to indicate refusal.

New user-friendly design provides step-by-step administration directions.

Assessment results translate directly into instructional plans with clear objectives for writing IEPs.

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Student’s Name: ________________________________________________________________________ Date: ____________________

Comprehensive Skill Sequences

D-3C PRESPEECH VOCALIZATION

See pages 123–125 for assessment procedures for skills in bold print (“milestone” skills). The numeral in parentheses indicates the skill number for this assessment in this Inventory and Record Book. The additional skills listed below are considered “intermediate” and, combined with the “milestone” skills, can be used to conduct a more comprehensive assessment.

0–11. Makes small, throaty sounds. (1)

2. Has a differentiated crying pattern and intensity when hungry, sleepy, in pain, etc.

3. Makes different sounds. (2)

4. Vocalizes two different vowel sounds. (3)

5. Makes sucking sound.

6. Coos and gurgles when talked to. (4)*

7. Has a strong cry. (5)*

8. Vocalizes or “talks” back when talked to. (6)*

0–4 9. Raises and drops voice as if making a statement or asking a question.

10. Squeals. (7)*

11. Vocalizes to gain attention.

12. Babbles, using several consonants. (8)*

13. Vocalizes at others. (9)

14. “Talks” to toy or pet. (10)*

15. Makes “singing” tones. (11)

16. Uses voice to express joy and displeasure.

0–717. Makes multiple syllables. (12)

18. Imitates sounds or words (echolalia). (13)*

0–919. Imitates nonspeech sounds. (14)

1–020. Says the words mama and dada with meaning. (15)

21. Pretend talks. (16)

1–322. Pretend talks with some real words. (17)1–6

D-4C GENERAL SPEECH AND LANGUAGE DEVELOPMENT

See pages 126–133 for assessment procedures for skills in bold print (“milestone” skills). The numeral in parentheses indicates the skill number for this assessment in this Inventory and Record Book. The additional skills listed below are considered “intermediate” and, combined with the “milestone” skills, can be used to conduct a more comprehensive assessment. 1–01. Says one word.

2. Says two words.

3. Says at least three words other than mama and dada. (1)

4. Has an expressive vocabulary of at least six words.

5. Uses a single word in combination with a gesture to ask for objects.

6. Has an expressive vocabulary of at least ten words. (2)

7. Calls at least one person by name. (3)

8. Responds to yes or no questions regarding wants and needs. (4)

1–69. Uses abbreviated or telescopic sentences.

10. Has an expressive vocabulary of at least twenty-five words. (5)

11. Names cup. (6)

12. Names spoon. (7)

13. Names box. (8)

14. Names block. (9)

15. Names crayon. (10)

16. Names toy. (11)

17. Names chair. (12)

18. Names light. (13)

19. Responds to simple yes or no questions.

20. Uses the word no to indicate refusal. (14)

21. Uses subject-predicate phrases. (15)*

22. Asks for water when thirsty.

23. Asks for food when hungry. (16)

24. Refers to self by name. (17)*

25. Less than twenty-five percent of speech is intelligible. (18)

26. Has an expressive vocabulary of twenty-six to fifty words.

2–027. Uses personal pronouns I and me. (19)

28. Vocalizes toileting needs. (20)

29. Twenty-five percent of speech is intelligible. (21)

30. Imitates three-syllable words.

31. Asks for food at table.

32. Uses noun phrases with articles (the dog, a cat).

*This is a “disappearing” behavior.

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Student’s Name: ________________________________________________________________________ Date: ____________________

Comprehensive Skill Sequences

33. Uses the words no and not in combination with other words.

34. Uses two-word phrases. (22)*

35. Average sentence length of two words.

36. Has an expressive vocabulary of 51–300 words.

37. Refers to self by pronoun (me do).

38. Asks for another (another cracker).

39. Can sing phrases of songs (often not on pitch).

40. Uses facial expressions, gestures, and body movements for communication.

41. Uses three-word phrases. (23)*

42. Fifty percent of speech is intelligible. (24)

43. Responds appropriately to questions involving choices. (Do you want to go or stay? or Do you want a cracker or an apple?)

44. Uses the words my and mine to indicate possession. (25)

45. Uses three-word sentences. (26)

46. Asks simple questions. (27)

47. Uses his or her to indicate possession.

2-648. Seventy-five percent of speech is intelligible. (28)

49. Can talk briefly about what he or she is doing.

50. Imitates adult phrase heard on previous occasions.

51. Responds to simple yes or no questions related to visual information. (29)

52. Uses possessive nouns. (30)

53. Uses pronouns to refer to others. (31)

54. Has expressive vocabulary of 300–450 words.

55. Uses prepositions in and on.

56. Shows signs of frustration if not understood.

57. Average sentence length of three words.

58. Enjoys use of telephone, but unable to sustain long conversation.

59. Uses adjectives such as blue, pretty, new, etc.

60. Uses plurals adding s. (32)

61. On request tells what action is going on in a picture.

62. Asks “what” questions. (What is it?)

63. Asks “where” questions. (33)

64. Enjoys rhyming words.

65. Shows an interest in conversation of others.

66. Constantly asks questions.

67. Adds the suffix -ing. (34)

68. Asks “why” questions, frequently as a means of getting attention. (35)

69. Uses quantifiers such as some, a lot, all, and one.

3–070. Uses words to make requests (other than for food, water, and toileting).

71. Responds to and makes verbal greetings.

72. Delivers one-item verbal messages.

73. Answers “whose” questions.

74. Uses simple sentences with pronouns. (36)

75. Answers “who” questions. (37)

76. Uses negative phrases. (38)

77. Understands relationship expressed by if, then, or because sentences.

78. Uses past tense. (39)

79. Ninety percent of speech is intelligible. (40)

80. Relates experiences with some understanding of sequence and ending/closure. (41)

81. Can recite some nursery rhymes.

82. Uses expanded noun phrases. (See the big dog.)

83. Answers “why” questions. (42)

84. Repeats most three-syllable words of appropriate comprehension level (i.e. elephant, dinosaur, pineapple).

3–685. Asks “when” questions. (43)

86. Answers “how many” questions for quantities of one and two.

87. Says the word please appropriately.

88. Acknowledges compliments/service (thank you).

89. Asks “how” questions. (44)

90. Uses prepositions other than in and on. (45)

91. Answers “where” questions. (46)

92. Uses plurals other than by adding s. (47) 4–093. At least 95 percent of speech is intelligible

(disregarding articulation problems and incorrect grammar).

94. Uses the words can, may, might, will, would, and could.

95. Uses the words/phrases today, last night, and tonight accurately.

*This is a “disappearing” behavior.

Inventory of Early Development II: Comprehensive Skill Sequences

Helpful Comprehensive Skill Sequences break down skills step by step and list developmental age levels to help teachers and parents know which skills to look for and support next.

10Inventory of Early Development II Standardized

Get started for $299 with the ieD ii Standardized Kit:

• Inventory of Early Development II Standardized

• Standardization and Validation Manual

• 20 Standardized Record Books

• Testing Accessories

• Durable Canvas Tote

Go to BriganCe.com for more pricing information.

Streamline assessment for standardized reporting with everything you need in one place

11Inventory of Early Development II Standardized: Table of Contents

Standardized assessments cover 46 skills in 5 general areas.

• Physical Development: Gross- and Fine-Motor Skills

• Language Development: Receptive and Expressive

• Academic/Cognitive: Mathematical/General Concepts and Literacy

• Daily Living

• Social and Emotional Development

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TABLE OF CONTENTS

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Self-help and SoCIal emoTIonal SCaleSHow to Administer the Self-help and Social-Emotional Scales ............161 Parent’s Report Form..........................................................................162 Teacher’s Report and Scoring Form ....................................................164 Self-help Scale ...................................................................................168 Social-Emotional Scale .......................................................................172

appendICeSAppendix A—History and Acknowledgments ....................................175 Appendix B—References ...................................................................178

InTroduCTIonOverview .............................................................................................. 7BRIGANCE® Special Education System................................................... 8

Standardization and Validation ............................................................ 9

program decisions ............................................................................... 10

Step-by-Step assessment proceduresStep 1: Get Ready for Assessment ...................................................... 11Step 2: Conduct the Assessment ........................................................ 14Step 3: Record Results in the Standardized Record Book ..................... 17Step 4: Analyze Results ....................................................................... 23Step 5: Identify Next Steps .................................................................. 25

evaluating Children with Special ConsiderationsChildren Retained in Grade ................................................................. 28Bilingual and Non-English-Speaking Children ...................................... 28Children with Exceptionalities ............................................................. 28

a phYSICal deVelopmenT: fIne-moTor SKIllS ........................... 31

B phYSICal deVelopmenT: GroSS-moTor SKIllS ...................... 51

C lanGuaGe deVelopmenT: reCepTIVe and eXpreSSIVe .......... 66

d aCademIC/CoGnITIVe: maThemaTICS and General ............ 107

e aCademIC/CoGnITIVe: lITeraCY ............................................... 122

f daIlY lIVInG .................................................................................. 134

G SoCIal and emoTIonal deVelopmenT .................................. 150

BRIGANCE® IED II Standardized4 Table of Contents

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C LANGUAGE DEVELOPMENT: RECEPTIVE AND EXPRESSIVE ..........66

Assessments C-1 Early Receptive Language ......................................................70 C-2 Early Expressive Language .....................................................74 C-3 Expressive/Receptive Objects (Nouns) .....................................79 C-4 Receptive Body Parts .............................................................82 C-5 Receptive Verbal Concepts ....................................................84 C-6 Receptive Follows Verbal Directions .......................................90 C-7 Expressive/Receptive Verbs.....................................................93 C-8 Expressive Repeats Sentences ................................................96 C-9 Expressive Grammar and Pragmatics ......................................99 C-10 Articulation Rating ..............................................................103 C-11 Verbal Fluency Rating ..........................................................105

D ACADEMIC/COGNITIVE: MATHEMATICS AND GENERAL ............107

Assessments D-1 Number Concepts ...............................................................109 D-2 Rote Counting ....................................................................111 D-3 Money (United States) .........................................................112 D-4 Numeral Comprehension.....................................................115 D-5 Ordinal Position ...................................................................116 D-6 Color Knowledge ................................................................119

Page

A PHYSICAL DEVELOPMENT: FINE-MOTOR SKILLS ...........................31

Assessments A-1 Early Fine-Motor Skills .......................................................... 33 A-2 Block Tower Building .............................................................37 A-3 Visual Motor Skills .................................................................39 A-4 Draws a Person .....................................................................43 A-5 Prints Personal Data ..............................................................44 A-6 Writes Numerals in Sequence ................................................46 A-7 Prints Uppercase Letters in Sequence .....................................47 A-8 Quality of Printing .................................................................48

B PHYSICAL DEVELOPMENT: GROSS-MOTOR SKILLS ......................51

Assessments B-1 Standing ...............................................................................53 B-2 Jumping and Hopping ...........................................................55 B-3 Early Gross-Motor Skills .........................................................57 B-4 Walking and Running ............................................................60 B-5 Stairs and Climbing ...............................................................63

5 Table of ContentsBRIGANCE® IED II Standardized Tab

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G SOCIAL AND EMOTIONAL DEVELOPMENT ..................................150

Assessments G-1 Play Skills and Behaviors ......................................................152 G-2 Engagement and Initiative ...................................................156

Page

E ACADEMIC/COGNITIVE: LITERACY ...............................................122

Assessments E-1 Visual Discrimination ...........................................................123 E-2 Recites Alphabet .................................................................126 E-3 Lowercase Letter Knowledge ...............................................127 E-4 Sounds of Lowercase Letters ...............................................128 E-5 Auditory Discrimination .......................................................129 E-6 Survival Sight Words ............................................................131 E-7 Basic Preprimer Vocabulary ..................................................132

F DAILY LIVING ..................................................................................134

Assessments F-1 Eating .................................................................................136 F-2 Dressing and Undressing .....................................................139 F-3 Toileting and Bathing ..........................................................142 F-4 Work-Related Skills..............................................................144 F-5 Personal Data Response ......................................................147

12Inventory of Early Development II Standardized: Number Concepts Assessment

Step-by-step standardized directions ensure accurate scoring.

New page layout makes it easier to give and record assessments.

D-1 Number ConceptsBRIGANCE® IED II Standardized Aca

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D-1 Number Concepts

109

Directions for Assessment: PerformanceAsk the child to give you a specified number of objects.

Display twelve objects before the child and begin the assessment with the highest skill for which you think the child will be successful—gives just one, gives one more, or gives a quantity of objects.

Demonstrates number concepts to nine

1. Just one

With the objects displayed before the child,

Say: Give me just one.

Pause for the child’s response. If the child responds correctly, return the object to the group.

2. One more

Pick up four of the objects, and

Say: Give me one more. (Extend the hand with the four objects in it.)

Pause for the child’s response. If the child responds correctly, return the objects to the group of twelve.

Gives objects

Ask the child to give you different quantities between two and nine. Pause after each request.

3. 2

4. 3

5. 5

6. 7

7. 9

OverviewThis assessment focuses on the child’s understanding of numbers and one-to-one correspondence.

SkillSDemonstrates number concepts to nine

1. Gives “just one”2. Gives “one more”

Gives objects

3. Gives 24. Gives 35. Gives 56. Gives 77. Gives 9

ASSeSSmeNt methOD

Performance

mAteriAlS

Twelve objects for counting, such as blocks, pennies, or counting chips

SCOriNg iNfOrmAtiON

• Standardized Record Book: Page 15• Entry: For 22+ months, start with skill 1.

For 5+ years, start with skill 5.• Basal: Two in a row correct• Ceiling: Two in a row incorrect• Accuracy: Give credit for each correct response.

After ASSeSSiNg

To write an IEP, use the Objective for Writing IEPs at the end of this assessment, or go to www.BRIGANCE.com.

BRIGANCE® Special Education

My Students I Group Reports I Activities Library I My Account I Help I LogoutWelcome Pauline Mason

Standardized Scores IED-II Reports


Physical Development

Language Development

Academic/Cognitive

Daily Living

Social and EmotionalDevelopment

Quotients 90 110Average

74

54

70

67

73

School:

Student Name:

Age Level:

Rodriguez, Carla

5.0–5.5

Mason Elementary

13Inventory of Early Development II Standardized: Record Book and Standardized Scoring

Simple scoring produces quotients, percentiles, and age equivalents for key IDEA-designated skill areas.

A Physical Development: Fine-Motor Skills (continued)

Assessment

B First Grade Through Sixth Grade (continued)

D Academic/Cognitive: Mathematics and General 15

D-1 Number Concepts (Page 109)Entry: • For22+months,

startwithskill1.• For5+years,

startwithskill5.

Basal:2inarowcorrect

Ceiling:2inarowincorrect

1. Givesoneonrequest 2. Givesonemore 3. Givestwo 4. Givesthree 5. Givesfive 6. Givesseven 7. Givesnine ____/7

NOTES:

D-2 Rote Counting (Page 111)Counts by rote to:

Entry: 22+months 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Give credit up to the first error.

NOTES:

D-3 Money (United States) (Page 112)Entry: • For2+years,

startwithskill1.Administerallitems.

Identifies MoneyNames: 1.penny 2.nickel 3.dime 4.quarter 5.dollar

For all correct responses, also give credit for Recognizes Money.

Entry: • For3years,

startwithskill1.Administerallitems.

Gives Monetary ValueTells value of coins and dollar bill:6.onecent 7.fivecents 8.tencents 9.twenty-fivecents 10.onehundredcents

Administeronlythosethechildcouldnotname.

Recognizes MoneyPoints to: 11.penny 12.nickel 13.dime 14.quarter 15.dollar

NOTES:

____/20

D Academic/Cognitive: Mathematics and General

____/15

28

S

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ACADEMIC/COGNITIVE: Mathematics and General Subdomain

ASSESSMENTS AND COMPOSITESRAW

SCORE

SEMAppendix I

RAW SCORE RANGE

QUOTIENTAppendix I

PERCENTILEAppendix II

AGE EQUIVALENT

(in months) Appendix III

INSTRUCTIONAL RANGEAppendix III

(derive age equivalents in months for raw score range)

D-1 Number Concepts /7

D-2 Rote Counting /20

D-3 Money (United States) /15

D-4 Numeral Comprehension /10

D-5 Ordinal Position /7

D-6 Color Knowledge /27

Mathematics/General (sum of D-1 – D-6) /86

�

14BRIGANCE® Online Management System

New!BriganCe

®

Online Management SystemEasily manage your special education assessment data. Track student progress and generate reports for all three BriganCe® inventories:


• Comprehensive Inventory of Basic Skills II

• Transition Skills Inventory

The easy-to-access BriganCe® Online Management System tracks student progress and analyses data while making it easy to share reports with administrators, teachers, and caregivers.

• Simplifies and centralizes data management

• Determines present level of performance

• Generates lists of instructional goals and objectives for IEPs

• Provides progress reporting for individuals and groups

• Helps you manage your program and meet reporting requirements for IDEA and NCLB


Student ID Birth Date Class0000004 06/10/1999 Mason


Calvin Baldwinedit student information

Choose an Inventory

How Do I...

Enter a New Student Enter a new student

Enter Inventory DataEnter Inventory Data for a student

Create a ReportCreate a Report with a student’s data

Send a Home LetterSend or Print a Home letter

Inventory of Early Development II

Comprehensive Inventory of Basic Skills II

Transition Skills Inventory

➜➜➜➜➜➜➜➜➜

➜➜➜➜➜➜➜➜➜

➜➜➜➜➜➜➜➜➜

��

��

➜

❮Student Status I Record Book I Observations I Reports I Family Connection I Change Inventory


15BRIGANCE® Online Management System


My Students I Group Reports I IEP Resources I My Account I Help I LogoutWelcome Pauline Mason

Students Assessed/Not Assessed IED II Reports

School:

Evaluation Period:

Group By:

By Skill Area:


Report Description: This report displays the number of students assessed/not assessed. Click ‘view students’ to see names of students.

Center/Class Assessed Students Not Assessed Students Number of Students Total

Class 1 10 Students | view students 20 Students | view students 30 Students | view students



Total 45 Students | view students 45 Students | view students 90 Students | view students

print

get report

Mason

2009–2010

Class

All Skill Areas

Class 1

Class 2

Class 3

33%

50%

67%

Students AssessedBRIGANCE® Management System

Goals and Objectives IED II Reports

Skill Area:

Academic Year:


Report Description: This report shows skills that are currently set as instructional objectives for this student. These skills should be assessed in the next evaluation period. You may edit the text of each goal.

Mathematical Concepts

2009–2010

Student ID Birth Date Class 0000004 09/10/2002 MasonCalvin Baldwin

edit student information


Download goals and objectives for this student

IEP Writing


F-12 TimeObjective for Goal: By 1/10/10, when presented with clock faces and asked to do so, the student will respond orally or by pointing in a manner that demonstrates he can sequence activities, tell time of day, and differentiate between the hands of a clock and that he knows the position of clock hands for daily activities and knows the direction in which clock hands turn.

F-13 Shape ConceptsObjective for Goal: By 1/10/10, when given two sets of five different common shapes (circle, square, triangle, rectangle, and diamond), the student will identify two of the shapes by pointing to them as requested.

2. Can sequence five daily activities and tell time of day for each S S

3. Differentiates between the little and big hands on a clock S S

4. Knows the position of the hands on the clock N Sfor daily activities

5. Knows the direction in which the clock hands turn N S

Total Instructional Objectives set for this skill: 2 4

3. Triangle S S

4. Rectangle N S

Total Instructional Objectives set for this skill: 1 2

S=Set as an objectiveN=Not assessed

Assessment Evaluation Period: Evaluation Period:

8/15/09-10/9/09 10/10/09-11/9/09

Assessment Evaluation Period: Evaluation Period:

8/15/09-10/9/09 10/10/09-11/9/09

Goal: By 5/28/10, the student will demonstrate mathematical skills (with a mastery level of 100%), as appropriate for the student’s developmental/grade level, including: understanding number concepts; counting; reading and comprehending numerals; writing numerals; adding and subtracting; and understanding key mathematical concepts (e.g., money, time, and shapes). edit



Student ID Birth Date Class 0000004 09/10/2002 Mason


Calvin Baldwin edit student information

Student Progress IED II Reports

Skill Area: Evaluation Period:


Report Description: This report shows a cumulative record of the student’s skill mastery for each assessment in a skill area. Assessments only display if items in that assessment were actually assessed. Click a link to view the Detailed Progress Report.

Evaluation Periods

Assessment 8/15/09-10/9/09 10/10/09-11/9/09 11/10/09-1/10/10

D-4 General Speech and Language Development 3 skill(s) mastered out of 3 skill(s) mastered out of 4 skill(s) mastered out of 5 assessed 5 assessed 5 assessed

D-5 Length of Sentences 2 skill(s) mastered out of 3 skill(s) mastered out of 4 skill(s) mastered out of 6 assessed 6 assessed 6 assessed

D-6 Personal Data Response 3 skill(s) mastered out of 3 skill(s) mastered out of 5 skill(s) mastered out of 12 assessed 12 assessed 12 assessed

D-7 Verbal Directions 0 skill(s) mastered out of 1 skill(s) mastered out of 2 skill(s) mastered out of 10 assessed 10 assessed 10 assessed

D-8 Picture Vocabulary 3 skill(s) mastered out of 5 skill(s) mastered out of 5 skill(s) mastered out of 8 assessed 8 assessed 8 assessed

Total skills mastered / assessed in this skill area: 11 skill(s) mastered out of 15 skill(s) mastered out of 20 skill(s) mastered out of 41 assessed 41 assessed 41 assessed

print

Language Development 2009-2010

Rate of Progress 82%

11

15

20

8/15/09– 10/9/09

10/10/09– 11/9/09

11/10/09– 1/10/10

Skills Mastered: Language Development

Information for Administrators

Administrative reports provide at-a-glance, program-level information, such as which students have not yet been assessed.

Information for Teachers

User-friendly interface and reporting features make it easy to manage student records, write IEPs, and plan instruction.

Information for Parents

Communicating a student’s present level of performance and progress is made easier with clear reports and recommended parent letters.

Order the all-new BRIGANCE® now!Call now or visit online for the entire BRIGANCE® line:


• Comprehensive Inventory of Basic Skills II

• Transition Skills Inventory

• BRIGANCE® Online Management System

Call 800-225-0248 or visit BRIGANCE.com/specialeducation

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