Because You Can’t Start Too Early
BRIGANCE Early Childhood focuses on the skills that lead to school success. Brigance developmental screeners and assessment inventories use observation, interviews, and child performance to pinpoint understanding in the domains tied to early development and school or kindergarten readiness. Test content aligns to the Common Core and many state-specific learning standards to equip educators with familiar information to fit their existing framework.
Educators use BRIGANCE Early Childhood to assist with identifying potential delays and giftedness, supporting referrals for services, and planning individualized instruction.
Get to Know BRIGANCE Early Childhood
Developmental Screens
Developmental screening provides a useful snapshot of a child’s development at a particular point in time. Quick, accurate screens that measure mastery of early development and academic skills can serve as the first step in assessing a child’s school readiness. Educators also use screening to readily identify potential developmental delays and giftedness and to plan for interventions.
EARLY CHILDHOOD SCREENS III AND DATA SHEETS
The Early Childhood Screens III, available in three age-specific volumes, evaluate the key predictors of school success. Each screen takes approximately 10–15 minutes per child and allows for comparison of performance to the cutoff scores for delays and giftedness, as well as to the performance of same-age children. BRIGANCE screening tools address the domains of Physical Development, Language Development, Academic Skills/Cognitive Development, and Self-help and Social-Emotional Skills.
- To screen infants, toddlers, and two-year-olds, select the Early Childhood Screen III (0–35 months)
- To screen three-, four-, and five-year-olds, select the Early Childhood Screen III (3–5 years)
- To screen kindergartners and first graders, select the Early Childhood Screen III (K & 1)
SCREENS III ONLINE MANAGEMENT SYSTEM (OMS)
The Screens III OMS is an online system for managing children’s screening data. An easy-to-use graphical interface allows educators to access and review reports for individuals, classes, schools, and districts. The OMS generates a Screening Summary Report for each child that compares his or her raw score to the cutoff scores for delays and giftedness and provides normative scores for each domain assessed. The Group Screening Summary Report aggregates this information for analyzing data across groups.
SCREENS III TECHNICAL MANUAL
The Screens III Technical Manual provides technical documentation for the Screens III. It includes information about administration procedures, interpretation of results, screening children at risk, monitoring progress and informing instruction, standardization methodology, the reliability and validity, and the sensitivity and specificity of the measure. Scoring tables are found in the Appendices.
READINESS ACTIVITIES
The Readiness Activities instructional resource consists of more than 300 fun lesson ideas tied to skills assessed within the Early Childhood Screens III and the Inventory of Early Development III (IED III). Lessons target essential kindergarten readiness skills, use multiple modalities and manipulatives, and often include modifications or extensions. Educators use this resource to link screening and ongoing assessment to developmentally appropriate instruction for each child
TAKE-HOME ACTIVITY BOOKS COLLECTION
Educators send these 10 short booklets home to give families a chance to partner in their child’s learning. Each booklet explains what the child is currently learning and includes ideas for at-home practice of early mathematics and literacy skills. Read-aloud book suggestions are also listed
Criterion-Referenced Inventory
Whereas screens take a snapshot, criterion-referenced assessment measures a child’s performance on a specified set of skills over time. Educators use criterion-referenced assessment when progress is to be evaluated solely by comparing a child’s own present and past performance. It is commonly used when normative, or standardized, scores are not necessary.
IED III—EARLY CHILDHOOD EDITION AND IED III RECORD BOOK
The Inventory of Early Development III—Early Childhood Edition consists of more than 100 assessments that cover a broad array of skills and behaviors in these key early learning and development domains:
- Physical Development
- Language Development
- Literacy
- Mathematics and Science
- Daily Living
- Social and Emotional Development
Assessments in the IED III align to many established sets of early learning and state standards, including the Common Core, and are commonly used following screening to get a more in-depth understanding of a child’s skill mastery. The IED III assists early childhood professionals with identifying strengths and needs, evaluating school readiness, planning for individualized instruction, and writing instructional objectives. Examiners use one IED III Record Book per child for recording assessment data.
Norm-Referenced Inventory
Norm-referenced, or standardized, assessment measures a child’s performance on a specific set of skills relative to that of same-age children. Such assessments have been standardized and validated on a normative sample. Educators use standardized assessment when they need to derive normative scores, such as composite scores, percentile ranks, and age equivalents.
IED III STANDARDIZED AND IED III STANDARDIZED RECORD BOOK
The Inventory of Early Development III Standardized consists of 55 norm-referenced assessments that allow educators to compare a child’s performance to that of same-age children in a nationally representative sample. Assessments cover a broad array of skills and behaviors in these key early learning and development domains:
- Physical development (gross motor and fine motor)
- Language development (receptive and expressive)
- Academic skills/cognitive development (literacy and mathematics)
- Adaptive behavior (daily living)
- Social and emotional development (interpersonal and self-regulatory)
The IED III Standardized is intended for use with children ages 0–7 and provides normative scores such as standard scores, percentile ranks, and age equivalents for children of these ages. Educators commonly use these scores, when indicated, to endorse a child’s eligibility for services. Examiners use one IED III Standardized Record Book per child for recording assessment results.
IED III STANDARDIZATION AND VALIDATION MANUAL
The IED III Standardization and Validation Manual gives the history and a technical explanation of the IED III Standardized. It includes information about test administration procedures, interpretation of results, standardization methodology, and the reliability and validity of the measure. Score conversion instructions, tables, and worksheets for the derivation of normed scores are found in the Appendices.