BRIGANCE Training Handouts
BRIGANCE Training HandoutsK&1 Screen: Agenda K-W-L Sheet Notes pages (4) Sample K Data Sheet for role-play activity Supplemental Assessments Data Sheet Self-help and Social-Emotional Scales ParentForm Reading Readiness Scale Teacher Form Instructional Planning Sheetwww.BRIGANCE.com/Kentucky
BRIGANCE Kindergarten Screen Training Agenda Introduction Agenda and Objectives K-W-L Overview of developmental screening Step 1: Get ready to screen Step 2: Screen the child Break Supplemental Assessments Self-help and Social-Emotional Scales Reading Readiness Scale Step 3: Complete the Data Sheet Step 4: Analyze Results Step 5: Identify Next Steps K-W-L/Next Steps/Evaluationswww.BRIGANCE.com/Kentucky
KNOWWANT to knowLEARNEDBRIGANCE Kindergarten ScreenK-W-L Chartwww.BRIGANCE.com/Kentucky
NOTESIntroduction:The BRIGANCE Kindergarten Screen:Step 1: Get Ready to Screen:www.BRIGANCE.com/Kentucky
Step 2: Screen the Child:Step 3: Complete the Data Sheet:Step 4: Analyze Results:www.BRIGANCE.com/Kentucky
Step 5: Identify Next Steps:Next Steps for Training/Implementation:www.BRIGANCE.com/Kentucky
Other Notes:www.BRIGANCE.com/Kentucky
BRIGANCE Screen III Kindergarten Data SheetA. Child’s NameParent(s)/Caregiver(s)AddressYearMonthDayBirth DateSchool/ProgramTeacherAgeExaminerB. Core AssessmentsC. ScoringDirections: Assessments may be administered in any order. For each assessment, start with the first item and proceed in order.Give credit for a skill by circling the item number. 1.For a skill not demonstrated (an incorrect response), slash through the item number. 1.PageDomain3Academic /Cognitive1A Knows Personal InformationKnows: 1. first name2. last name3. age5LanguageDevelopment2A Names Parts of the BodyNames: 1. thumbs2. fingernails3. chin6PhysicalDevelopment3A Gross Motor Skills1. Stands on one foot for ten seconds2. Stands on other foot for ten seconds3. Stands on one foot for one second with eyes closed8PhysicalDevelopment4A Visual Motor SkillsDraws: 1. an X2. a square10PhysicalDevelopment5A Prints Personal InformationPrints: 1. first name2. last nameAcademic /Cognitive:LiteracyAcademic /Cognitive:MathematicsAcademic /Cognitive:MathematicsAcademic /Cognitive:Mathematics6A Recites Alphabet (1 point per group)a b c d ef g h i jk l m n o121314151617181921Academic /Cognitive:MathematicsAcademic /Cognitive:LiteracyAcademic /Cognitive:LiteracyLanguageDevelopment4. birthday (month and day)4. chest3. a rectangle5. elbows5. telephone number6. street address6. shoulders4. Stands on other foot for one second with eyes closed5. Walks backward toe-to-heel four steps4. a triangle5. a diamondp q r s tu v w x y z7A Sorts Objects (by Size, Color, Shape)Sorts by: 1. size and color2. size and shape8A Counts by Rote (3 points per group)Counts to: 1 2 3 4 5 6 7 8 9 1011 12 13 14 15 16 17 18 19 209A Matches Quantities with NumeralsMatches quantity with numeral for: 1. 22. 43. 310A Determines Total of Two SetsCounts two groups of objects for a sum up to ten:1. 1 dot 2 dots 3 dots2. 4 dots 2 dots 6 dots11A Reads Uppercase LettersO A X E B S C ZD L RT11A Alternate—Reads Lowercase Letterso s x c z m p w e a i kM Py rtW13A Verbal Fluency and Articulation4. 821 22 23 24 25 26 27 28 29 305. 6Discontinuef hHuI YjgGU VbdlJQqGive credit for only oneassessment—ReadsUppercase Letters ORReads Lowercase Letters.3. Understands that text progresses from top to bottom1. Uses sentences of at least five words2. At least 90% of speech is intelligibleE. Next Steps:Child’sScore3 1.5Stop after 3 incorrectresponses in a row.3 1/9/ 63 1Stop after 3 skills notdemonstrated in a row.Stop after 3 skills notdemonstrated in a row.3 1.5Administer both items.3 3/5/ 7.5/ 6Stop after the first error.3 1/5Administer both items.3 3/6Stop after thefirst error.3 3/9Stop after 2 incorrectresponses in a row.3 2103 3Administer all items.NNumber Correct3 Point Valuefor EachStop after 3 incorrectresponses in a row.3. 5 stars 5 stars 10 starsK Fv n12A Experience with Books and Text1. Knows the front and back of a book2. Understands that text progresses from left to rightD. Notes/Observations:KDate ofScreeningStop after 3 incorrectresponses in a row.Stop after 3 incorrectresponses in a row.Administer all items./3 0.5OR/9/3 0.5 13/ 4.53 5/10Administer both items.Total Score /1003 1.5
BRIGANCE Screen III Supplemental Assessments—Kindergarten Data SheetA. Child’s NameParent(s)/Caregiver(s)AddressYearMonthDayBirth DateSchool/ProgramTeacherAgeExaminerB. Supplemental AssessmentsPage1S4445474950C. AccuracyDirections: Assessments may be administered in any order. For each assessment, start with the first item and proceed in order.Give credit for a skill by circling the item number. 1.For a skill not demonstrated (an incorrect response), slash through the item number. 1.DomainLanguageDevelopmentAcademic /Cognitive:LiteracyAcademic /Cognitive:LiteracyAcademic /Cognitive:MathematicsAcademic /Cognitive:Mathematics2S3S4S5SAuditory DiscriminationDiscriminates beginning consonant sounds:1. go-so (not the same)2. rain-rain (the same)3. job-job (the same)4. pig-big (not the same)5. fan-van (not the same)Discriminates ending consonant sounds:6. sick-sit (not the same)7. red-red (the same)8. bus-buzz (not the same)9. seed-seal (not the same)10. pass-pass (the same)10. L11. T12. I13. F14. J15. N16. M17. R18. H19. U20. V21. W22. Y23. X24. Z25. K26. SPrints Lowercase Letters1. o4. g2. a5. q3. d6. b7. p8. c9. e10. l11. t12. i13. f14. j15. n16. m17. r18. h19. u20. v21. w22. y23. x24. z25. k26. s2.3 253.2–02/26/264. 4 – 1 3/4Solves Word Problems1. (no)2. (1)/2E. Summary and Recommendations:BRIGANCE Early Childhood Screen III (K & 1) Curriculum Associates, LLC /107. P8. C9. ED. Other Skills: (List other skills that may have been mastered or observed.)43Number Correct/Number of ItemsPrints Uppercase Letters1. O4. G2. A5. Q3. D6. BAdds and Subtracts1. 2 1 3KDate ofScreeningSupplemental Assessments—Kindergarten Data Sheet
Parent Report—Self-help and Social-Emotional ScalesChild’s NameChild’s Date of Birth Today’s DateParent’s/Caregiver’s NameTeacher’s NameDirections: Read each item and circle the response or description that best reflects your child’s behavior or skill level.SELF-HELP SKILLSC. Toileting Skills1. Does your child use a spoon?If yes, does your child place the spoon in his/her mouth withoutturning the spoon upside down, with little or no spilling of food?Rarely/NoSometimesMost of the time2. Does your child use the side of the fork for cutting soft food, such asa piece of baked potato or a piece of cake?Rarely/NoSometimesMost of the time7. Does your child get on the toilet or potty by himself/herself (even ifhe/she needs help with clothing)?Rarely/NoSometimesMost of the timeRarely/NoNoSometimesRarely/NoSometimesYes (each shoe on correctfoot 90% of the time)Most of the time10. Does your child attempt to wipe himself/herself after toileting?Rarely/NoYes (sometimes onwrong feet)Most of the time9. Does your child urinate (“pee”) in the toilet or potty (no more thanone accident a week)?B. Dressing Skills4. Does your child put on his/her shoes?Criteria: Buckling, tying, or Velcro fastening is not requiredfor credit.Most of the time8. Does your child have bowel movements (“poop”) in the toilet orpotty (no more than one accident a week)?3. Does your child hold a fork in his/her fingers, not in his/her fist?Rarely/NoSometimesSometimesMost of the timeORDoes your child wipe himself/herself independently after toileting?Rarely/NoSometimesMost of the time11. Does your child take care of his/her toileting needs?5. Does your child dress himself/herself unsupervised?Rarely/NoSometimesYes (completely dresses himself/herself,putting all clothes on correctly andfastening all fasteners)Most of the time, exceptfor help with difficultfastenersYes (completely dresses himself/herself,including tying shoelaces and fasteningall fasteners)74SometimesYes (flushing thetoilet most of thetime after using it)Yes (flushing the toilet andwashing and drying his/herhands most of the time)12. Does your child go to the bathroom on his/her own without beingasked or reminded?SometimesMost of the timeMost of the timeBRIGANCE Early Childhood Screen III (K & 1) Curriculum Associates, LLC SometimesRarely/No6. Does your child put on his/her socks?Rarely/NoRarely/NoParent Report—Self-help and Social-Emotional ScalesSelf-help and Social-Emotional ScalesA. Eating Skills
Parent Report—Self-help and Social-Emotional Scales (continued)SOCIAL AND EMOTIONAL SKILLSF. Motivation and Self-ConfidenceD. Relationships with Adults21. Does your child maintain interest when engaged in a small-groupactivity or project?13. Does your child respond with feelings of pride and enthusiasm whenhe/she earns positive y/NoSometimesMost of the timeMost of the timeE. Play and Relationships with PeersRarely/NoYes18. Does your child have a best friend with whom he/she is close andwho reciprocates by coming over for play dates or extendingan invitation to a party?NoYes19. Does your child play cooperatively in a large-group game, such asduck-duck-goose, tag, or kickball?Rarely/NoSometimesMost of the time20. Does your child give verbal directions or incorporate verbal directionsinto play activities?Rarely/No75SometimesMost of the timeBRIGANCE Early Childhood Screen III (K & 1) Curriculum Associates, LLC SometimesMost of the timeSometimesMost of the timeG. Prosocial Skills and Behaviors17. Does your child have several friends but one who is a special orbest friend?NoMost of the time24. Does your child remain focused on what he/she has been asked to doeven when there are minor distractions, such as a car making noiseoutside or someone tapping a pencil?16. Does your child share his/her thoughts and ideas with you?Rarely/NoSometimes23. Does your child approach new tasks with confidence and a “can-do”attitude?Most of the time15. Does your child enjoy sharing information with you about himself/herself, such as things he/she likes, names of his/her family membersor pets, or what he/she did over the weekend?Rarely/NoMost of the time22. Does your child show that he/she likes to finish what he/she starts,perhaps by dawdling less than at an earlier age?Most of the time14. Does your child look forward to sharing his/her feelings with youwhen he/she is happy?Rarely/NoSometimes25. If supervised by an adult, does your child take turns without undueobjection?Rarely/NoSometimesMost of the time26. Does your child understand or accept the need to share and taketurns, perhaps willingly taking turns even if he/she isn’t asked to?Rarely/NoSometimesMost of the time27. Does your child ask an adult for permission before using thingsthat belong to others or before engaging in an activity that may berestricted, such as going to the bathroom or leaving the classroom?Rarely/NoSometimesMost of the time28. Does your child react to a disappointment or failure in an acceptablemanner by being a good sport and refraining from shouting orgetting upset?Rarely/NoSometimesMost of the timeParent Report—Self-help and Social-Emotional ScalesSelf-help and Social-Emotional ScalesRarely/NoRarely/No
Teacher Report and Scoring Form—Reading Readiness ScaleChild’s NameDate ofScreeningParent(s)/Caregiver(s)Birth rections: Read each item and circle the response that best reflects the child’s behavior or skill level.NoYes2. When this child is read a book, does he/she ask questions?(e.g., Why is she crying?; Where is the kitten?)NoYes3. If you ask this child “Who is this book about?”, can he/shename the characters? (e.g., puppy, firefighter, ballerina or thecharacter’s name)NoYes4. If you ask this child ”What happens in the story?”, can he/sherecount the main events of the story?NoYes5. Can this child point to the front and back of the book?NoYes6. If, when you are reading a book to this child, you point toa word (any word except the last word) in a line of text and ask“Which word do I read after this word?”, would he/she pointto the next word to the right?NoYes7. If, when you are reading a book to this child, you point tothe last word in a line of text and ask “Which word do I readafter this word?”, would he/she point to the first word inthe next line?NoYes8. Can this child identify rhymes? (e.g., hat-bat; tree-bee)NoYes9. Does this child read at least five informational words he/sheis likely to see in the environment? (e.g., STOP, GO, IN, OUT,ENTER, WALK, CAUTION)NoYes10. Does this child read at least ten sight/high-frequency words?(e.g., a, go, is, my, run, do, can, down, come, yes)NoYesDo you have any concerns about how well this child will do learningto read?Have you observed responses or reactions from this child that causeyou to suspect he/she may have a vision or hearing problem?NoYesIf yes, please indicate the nature of the suspected problem.Reading Readiness Level:(See Table I. Interpreting Reading Readiness Scores on page 93.)BRIGANCE Early Childhood Screen III (K & 1) Curriculum Associates, LLC YesIf yes, please list.Raw Score—Number of “Yes” responses: /1092NoBelow AverageAverageAbove AverageTeacher Report and Scoring Form—Reading Readiness ScaleReading Readiness Scale1. Does this child listen attentively to stories when he/she is beingread to individually?
Instructional Planning SheetChild name: Date of Screening:Kindergarten Screen Core Assessments (Required)Strengths/NeedsInstructional PlanStrengths:Needs:Self-help and Social-Emotional onal Plan
Supplemental Assessments (Optional)Strengths/NeedsInstructional PlanStrengths:Needs:Readiness for Reading Scale onal Plan
75 BRIGANCE Early Childhood Screen III (K & 1) Curriculum Associates, LLC Parent Report—Self-help and Social-Emotional Scales Self-help and Social-Emotional Scales Parent Report—Self-help and Social-Emotional Scales (continued) SOCIAL AND EMOTIONAL SKILLS D. Relationships with Adults 13. Does your child respond with feelings of pride and enthusiasm when
BRIGANCE Online Management System. Teacher’s Guide 1.1 4. The BRIGANCE . OMS . Section 1. Introduction . Welcome to the BRIGANCE . OMS! Welcome to the BRIGANCE. Online Management System (OMS)! The all-new BRIGANCE. OMS. is a powerful, user-friendly online data management and reporting tool that allows you to: Easily track all of your data .
CH 1 Chapter 1 Introduction to the BRIGANCE Screens III 1 Overview The BRIGANCE Screens III offer developmental screening of children from infancy through first grade. The Screens III are conveniently grouped into five volumes that address the needs of specific users. The BRIGANCE Early Childhood Screens III include: 1 The Early Childhood Screen III (0–35 months)—
Start Screen or Brigance Preschool Screen –II, (under 4 years 11 months) or Brigance K & 1 Screen –II (5 years 0 months and older) or Brigance Early Childhood Screens III (3-5 Years or K & 1) or Brigance Head Start Screens III Developmental Indicators for the Assessment of Learning, Third
Brigance Preschool Screen – II, (under 4 years 11 months) or Brigance K & 1 Screen – II (5 years 0 months and older) or Brigance Early Childhood Screens III (3-5 Years or K & 1) – or Brigance Head Start Screens III 1. Developmental Indicators for the Assessment of Learning, Third Edition (DIAL-3) or
Read Clothing Labels Brigance Life Skills Inventory, G-2, p.116, Brigance Transition Skills Inventory, J-2, p.295 IL, COMM, Read, Rec, SSE 9-1 Personal Clothing Sizes Brigance Transition Skills Inventory, J-1, p.290 IL, Comm, , SSE 9-12, Read,Eng,SS 1.6 HEALTH CARE Unit Goal Objectives Curriculum/Resources FS/AFS Courses Time Frame 1.6 Health Care
Brigance: Expanding CSUCI Teacher Preparation Assessment Abilities 777 *formulas will calculate totals MSFT Planning Budget Calendar 2020-2021 Items or services requested to be funded Grand Total Brigance CIBS II Record Books (10 Pack) 39.00 39.00
MONEY DECISIONS LESSON 1: WHAT'S MY FUTURE? LESSON 1: WHAT'S MY FUTURE? Preparation Review the entire lesson. Make copies of handouts you plan to use for participants. If using 3-ring binders to organize and store handouts, 3-hole punch the handouts. Collate the handouts into one set for each participant.
opinions about the courts in a survey conducted by the National . criminal justice system, and that black women are imprisoned at a rate seven times greater than white women. The report indicates there has been an increase in their incarceration rate in excess of 400% in recent years. Further, three-fourths of the women, according to the report, were mothers, and two-thirds had children .
