1. BRIGANCE TESTS 1. BRIGANCE Special Education
2.      BRIGANCE Early Childhood
3.      BRIGANCE Head Start

2. Brigance IED – Inventory of Early Development
CIBS - Comprehensive Inventory of Basic Skills
TSI – Transition Skills Inventory

3. Brigance Special Education Transition Skills Inventory
The Complete Transitions Kit includes:
Transition Skills Inventory (TSI)
20 TSI Record Book
Transition Skills Activities
20 Student Books
Durable canvas tote
Publisher: Curriculum Associates , 2014
COST:$599.00

4. Population: Middle and High School EXED Students
Brigance
Population: Middle and High School EXED Students

5. Four main areas supporting transition planning for middle and high school students.
Academic skills - provide scores for reading, listening, speaking, functional writing and math skills
Post-secondary opportunities - explore interests of students and assess their related job related skills and knowledge and communication and technology skills
Independent living skills - determine preparedness for everyday living, food, clothing, housing, money, finance, health, travel, and transportation
Community participation – responsible citizens, community agencies, libraries, recreation centers, post office, and aspects active citizenship

6. BRIGANCE is a Criterion-Referenced Assessment
Designed to measure student performance against a fixed set of predetermined criteria or learning standards.

7. Examples of Criterion-Referenced Scores:
Number of correct responses versus number of incorrect responses (raw score)
Percentages
Letter grade
Performance categories
Performance level based on age or grade criteria

8. **CRTs are not to be used to determine eligibility**
Use Criterion-Referenced Assessments to:
Determine present level of performance in transition skills PLOP/PLAAFP (specific skills)
Develop transition goals and objectives for IEPs that meet IDEA requirements
Monitor and report progress toward transition goals
Deliver data-driven instruction using online record keeping.
When flexibility in administration is needed.
**CRTs are not to be used to determine eligibility**

9. Use Criterion-Referenced Assessments to:
Ensure compliance with Indicator 13.
Indicator 13 requires that every student with an IEP aged 16+ have a detailed transition plan that includes the following:
Appropriate, measurable, post-secondary goals based on age-appropriate transition assessments
Transition services plan that will enable the student to meet his or her post-secondary goals
Annual IEP goals related to the student's transition services needs
A focus on education or training, employment, and, as needed, independent living skills (including community participation.

11. Administration and Scoring
Assessment Methods and consider any accommodations: written response (individual or group), oral response, physical response, observation or interview.
Tests are scripted and tell the examiner what to ask and also provides for different assessment methods.
Use the record book to keep track of mastery. Each time the student is assessed, the examiner uses a different color to aid in tracking progress.
You may rephrase questions to ensure student understanding
Objectives are stated with each assessment to aid in writing IEPs. There are several ways of administering each assessment. Choose an appropriate assessment for stated or understood goals.
Reading grade placement - Word recognition reading vocabulary comprehension and reading comprehension. Initiate the test one grade level below where you expect the student to be successful
Keep record book in lap or otherwise out of view.

12. Administration and Scoring
1. Record the first evaluation by using a PENCIL to circle the skills or items the student has mastered.
2. Next, use a BLUE pencil or pen to underline the skills or items you wish to set as objectives to be mastered for the next instructional period.
3. To record the second evaluation, use a BLUE pencil or pen to circle the skills or items the student has mastered.
4. After the second evaluation is complete, use a RED pencil or pen to underline the skills or items you wish to set as objectives to be mastered during the next instructional period.
5. Give credit for a skill or item that you know the student can perform well, perhaps because you have observed the student performing the skill.
6. Record observations or other notes in the Notes section following many assessments within the Record Book.

13. Materials Transitions Skills Inventory Record book for each student
Reproduced copies of student pages
Colored pencils or pens for recording in the Record Book
Pencil for student
Paper for student.

14. Reliability and Validity Information
Endorsed by the Council for Administrators of Special Education (CASE)
CRMs are composed of items sampled from local curriculum areas and yield scores which report an individual's standing in relation to a predetermined criterion level as opposed to a statistical norm or hypothetical construct (C.A. 2013)
It has been advocated that CRM validity be determined by a carefully made judgment based on the test's apparent relevance to the behaviors legitimately inferable from those delimited by the criterion (Harris 1979).

16. Works Cited
Curriculum associates' BRIGANCE(R) special education program receives CASE endorsement. (2013, Mar 06). PR Newswire Retrieved from Harris, L. P., & Wolf, S. R.. (1979). Validity and Reliability of Criterion-Referenced Measures: Issues and Procedures for Special Educators. Learning Disability Quarterly, 2(2), 84–88.