Albert H. Brigance had a place deep in his heart for his special education students. When he began his career as a school psychologist in the 1970s, he noticed that assessment tools tended to undervalue his students’ unique development trajectories and instead emphasized what they didn’t know and couldn’t do. Al wanted to change the conversation.
He envisioned an expansion of existing assessments for developmental and academic skills to suit special ed—in-depth skill sequences that would reveal what students did know and could do. Al’s idea became a best-selling reality, and BRIGANCE Special Education was born.
BRIGANCE Special Education products consist of assessment inventories and instruction materials that focus on a broad array of skills and behaviors in key developmental, academic, and transition domains. They assist professionals with pinpointing Present Level of Performance (PLOP) and with writing accurate, comprehensive, and meaningful IEPs.
Criterion-referenced assessment measures a student’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 student’s own present and past performance. It is commonly used when normative, or standardized, scores are not necessary.
INVENTORY OF EARLY DEVELOPMENT III AND IED III RECORD BOOK
The Inventory of Early Development III (IED III), intended for use with students functioning at a developmental age from birth through age 7, consists of more than 100 assessments that cover a broad array of skills and behaviors to offer a comprehensive picture of a student’s skill mastery. With assessments in the key domains of Physical Development, Language Development, Literacy, Mathematics and Science, Daily Living, and Social-Emotional Development, the IED III is aligned to state and national standards, including the College and Career Readiness Standards, as well as IDEA requirements for a comprehensive and accurate assessment.
CIBS II AND CIBS II RECORD BOOK
The Comprehensive Inventory of Basic Skills II includes two volumes—one for Reading/ELA and one for Mathematics—and consists of nearly 400 criterion-referenced assessments and grade-level placement tests intended for students in Grades K–9. The Reading/ELA content includes fluency assessments, and the Mathematics content is based on NCTM focal points. Assessments align to many state and national standards, including the College and Career Readiness Standards. The CIBS II supports educators in pinpointing PLOP and PLAAFP, providing ongoing assessment, monitoring progress, and writing measurable objectives for IEPs.
TRANSITION SKILLS INVENTORY 2 AND TRANSITION SKILLS ACTIVITIES 2 — NEW EDITIONS!
Designed to help special educators meet the IDEA requirement for transition services, the Transition Skills Inventory 2 (TSI 2) and Transition Skills Activities 2 (TSA 2) provide a comprehensive set of tools to support each student in identifying and developing the skills they need to thrive as adults in their personal lives, workplaces, and communities.
Norm-referenced, or standardized, assessment measures a student’s performance on a specific set of skills relative to that of same-age or same-grade students. 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 (IED III) Standardized, intended for use with children chronological ages birth through age 7, 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 to provide normative scores such as standard scores, percentile ranks, and age equivalents for children of these ages. 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)
Educators commonly use these normative scores, when indicated, to endorse a child’s eligibility for services.
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..
CIBS II STANDARDIZED RECORD BOOK
Curriculum Associates is continuing to sell the Comprehensive Inventory of Basic Skills II (CIBS II) Standardized Record Book. (Examiners use one CIBS II Standardized Record Book per student for recording assessment results.)