1. BRIGANCE® IED-II Training for the Early Childhood Outcomes
Roseville, MN
March 11, 2008

2. 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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3. 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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4. 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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5. 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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6. Criterion-Referenced Testing
Student performance is not being compared to a group of same-age children
Focus is on the individual’s 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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7. Norm-Referenced Testing
Sometimes referred to as standardized testing
Compares the individual child’s 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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8. 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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9. One-on-one administration (may be necessary for some subtests)
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 (scripted questions provided in the Inventory)
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10. 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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11. 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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12. Social-Emotional (ages birth through 3-8)
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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13. 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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14. 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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15. 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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16. 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 child’s level of functioning?
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17. 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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18.
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19. 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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20.
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21. 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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22.
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23.
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24.
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25. Dealing With the Logistics
How do you determine a child’s 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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26.
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27. 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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28. 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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29. IED-II Developmental Record Book
Age-level references
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30. 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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31. IED-II Standardized Assessments Record Book11
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32. 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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33. 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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34. 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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35. 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 child’s age and abilities.
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36.
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37.
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38.
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39. 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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40. 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 Examiner’s Book
w/ Self-Help and Social-Emotional Scales
S&V Manual
30-pack Stand. Assessments Record Books
Scoring software
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41. 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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42.
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43. Customer Support
CA101--Free online training available anytime, anywhere
Sales Support--call
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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44. The ECO Center www.the-eco-center.org
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45. My is:
Rep contact info
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