BRIGANCE IEDII Training for the Early Childhood Outcomes

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BRIGANCE IED-II Training forthe Early Childhood
Outcomes

• Roseville, MN
• March 11, 2008

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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

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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.

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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

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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

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Criterion-Referenced Testing

• Student performance is not being compared to a
  group of same-age children
• Focus is on the individuals 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

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Norm-Referenced Testing

• Sometimes referred to as standardized testing
• Compares the individual childs 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

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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.

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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 (scriptedquestions
  provided in the Inventory)

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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!

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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

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IED-II Normed Areas

• Fine-Motor
• Gross-Motor
• Receptive Language
• Expressive Language

• Academic/Cognitive
• Daily Living
• Social-Emotional (ages birth through 3-8)

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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

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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.

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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.).

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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 childs level of
  functioning?

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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

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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)

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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).

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Dealing With the Logistics

• How do you determine a childs 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

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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.

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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.

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IED-II Developmental Record Book
Age-level references
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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.

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IED-II Standardized Assessments Record Book
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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.

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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
  _______.

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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

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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 childs age and
  abilities.

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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

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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 Examiners
  Book
• w/ Self-Help and Social-Emotional Scales
• SV Manual
• 30-pack Stand. Assessments Record Books
• Testing Accessories Kit
• Scoring software

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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.

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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.

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The ECO Centerwww.the-eco-center.org
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• My email is
• LArmour_at_CAinc.com
• Rep contact info