Brigance Standardized Refresher Report Writing Training

Brigance Comprehensive Inventory of
Basic Skills II (CIBS II) Standardized

Assessment Refresher & Report Writing
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org

Prince George’s County Board of Education
Juanita Miller, Ed.D., Chair

Sonya Williams, Vice Chair
David Murray, District 1
Joshua M. Thomas, District 2
Pamela Boozer-Strother, District 3
Shayla Adams-Stafford, District 4
Raaheela Ahmed, District 5
Belinda Queen, District 6
Kenneth Harris II, District 7
Edward Burroughs III, District 8
D. Paul Monteiro, Jr. 2
Sandra D. Shephard
Curtis Valentine, M.P.P.
Ninah Jackson, Student Board Member
Monica E. Goldson, Ed.D., Secretary/Treasurer and Chief Executive Officer
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PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org chat. 4
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PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 5
Important Reminders
1. All PGCPS employees are welcome to attend.
However, only those employees that fall under
the PGCEA umbrella will be compensated at
the workshop rate of pay.
2. In addition, in order to be compensated, you

must:
a. stay for the duration of the clinic,
b. participate in the sessions,
c. and complete the attendance form which
you will receive at the end of the evening.
3. Compensation for summer courses is submitted

to the Payroll Department monthly. It will take
between 4 to 6 weeks to process your payment.

Meet Your Presenters
Minvie Cipriano
Instructional Supports, Assessment,
and Accountability Dr. LaChonda Ellerby
Resource Teacher Department of Special Education K-12
Regional Program Coordinator
Michelle Blakey
Instructional Supports, Assessment, and
Accountability
Assistant Coordinating Supervisor

Brigance Comprehensive Inventory of
Basic Skills II (CIBS II) Standardized
Assessment Refresher

Objectives
Participants will be able to:
• Differentiate between Brigance Standardized and Criterion
Assessment.
• Learn to prepare and administer the CIBS II Standardized
Assessment.
• Score and analyze results.
• Identify students' academic strengths and weaknesses.
• Write a report to describe student’s Brigance scores.
• Use Brigance assessment results to complete the Maryland
Online Assessment Report.

Brigance Family
• Valid, reliable, research-based
• Meet IDEA requirements
• Determine PLOP, PLAAFP
• Craft IEPs and plan instruction
• Monitor progress
• Easy to administer and record results
• Aligned to national and Common Core State
Standards

Purpose for Standardized Assessment
We assess:
• For initial evaluation
• For re-evaluation
• To obtain additional information
Additional rationale for usage of standardized assessment:
• Comparison- Standardized testing allows for comparisons
to be made among schools in regards to student
achievement
• Accountability -ensures teacher accountability
• Data Driven Instruction -provide the ability to inform
instruction for educators.
Purpose for Standardized Assessment
Who do we assess:
● Intended for students in the CRI/Regional
programs.
● Students with significant cognitive disabilities.
● Students in Comprehensive Programs, as
recommended by SEIS.

Brigance Assessment Overview
Criterion VS Standardized (Norm-referenced)
Criterion Standardized
● Measures a student’s performance ● Normed-Referenced, also known as
based on mastery of a specific set of Standardized, measures a student’s
skills. performance in comparison to the
● Student’s performance is not performance of same age students
compared to other student’s on the same assessments.
performance on the same ● CIBS II Standardized generates valid
assessment. and reliable scores for students ages
● CIBS II Criterion-Referenced 5-12.
Assessments generates scores for ● Written parental permission is
students age K-9. required to administer the
● Written parental permission is not Standardized assessment.
required.

Brigance Assessment Overview
Criterion VS Standardized (Norm-Referenced)
Criterion Standardized
● Assessment can be administered ● Used for a student’s 3-year
several times throughout the reevaluation.
school year. ● Assessment cannot be modified in
● Student Record Book will any way. Do not change the script.
accompany student to other Must use script that is provided. No
schools for additional testing, as prompting.
necessary. ● Student Record Book is used only one
● Assessment can be modified to time.
meet students needs. ● Standardized has Readiness and First
● Examiner can change the script, as through Sixth Grade-Form A and Form
necessary B, begin with Form A for reevaluation.

Let’s play Kahoot!
Go to www.Kahoot.it
Game PIN:

Brigance Special Education Inventories
Pre-Recorded Training:
PGCPS Brigance Special Education Inventorie
s

Assessment Materials
Brigance CIBS II Standardized Inventory

Copy of Student’s pages
Pages: S-52, S-53, S-64, S-

65, S-78, S-104, S-108, S-
109, S-110, S-177, S-178, S-
179, S-180, S-181, S-182, S-
183, S-184, S-189, S-190, S-
191, S-192
Record Book

Scoring Sheet- pages 26-28 of the Record Book

Please be sure to have your manipulatives in

advance prior to testing your students.
● Paper
● Pencil
● Math Objects
● Core Boards
● Tactile Items
● A Preferred Reward Item During A Break.

Brigance CIBS II Sets
Readiness Assessments (Ages 5.0 – 6.11)

• General Knowledge & Language
• Gross Motor
• Graphomotor & Writing
• Reading
• Phonemic Awareness
• Math
✓ 21 Readiness Assessments
✓ 13 Readiness Supplemental Assessments

First–Sixth Grade Assessments (Ages 5.1-13.0)

■ 11 Assessments
• Basic Reading Skills
■ 3 Information Processing
• Reading Comprehension Scores
• Math Calculation ○ Math Information Processing
(B-7: Computational Skills)
• Math Reasoning
○ Writing Information Processing
• Written Language (B-10 Sentence-Writing)
• Listening Comprehension ○ Reading Information

Processing
(B-6: Comprehends Passages)
First–Sixth Grade Assessments (Ages 5.1-13.0)

• Two forms- Form A and Form B, are found in First
Through Sixth Grade Assessments
• Either form can be used.
• If results are questionable, use alternate form to
confirm results.

Assessment Preparations
● Testing preparation- Persons administering a standardized

assessment should familiarize themselves with the
materials and procedures well in advance of the testing
periods.
• Scheduling testing period-Testing periods should be
scheduled at a time that encourages maximum student
performance.
• Selecting a testing environment- The environment
selected for administering an educational assessment
should parallel the classroom environment as closely as
possible.
Assessment Preparations
● Professional Responsibility- Test administrator must

comply with relevant state and federal laws; maintaining
and improving competence in educational assessment;
and performing all responsibilities with honesty, integrity,
due care, and fairness.
• Qualification for using standardized assessment-The
test administrator should be adequately trained.
• Observing student -If a student has trouble
understanding what to do, the test examiner should try to
explain the instructions quickly and quietly.

Evaluating Students with Special
Considerations (p. 23-25)
● Use adaptive equipment and/or Augmentative and Alternative
Communication (AAC) device, as needed.
● For students with hearing and/or vision impairments, make sure
they are wearing their prescribed amplification devices and/or eye
glasses.
● Use receptive language alternatives- pointing than naming, gestures,
or eye gaze - photocopy stimuli pages and place copies on separate
cards.
● Provide adequate wait time- extra time to respond
● Substitute real objects for pictures when possible.
● Simplify language as much as possible while maintaining procedures
and instructions. Repeat directions if necessary.
● Make sure to add in the report the modifications made on each
subtest.
Step-by-Step Assessment
Procedures: Test Application
Step 1: Get Ready for Assessment

Step 2: Conduct the Assessment
Step 3: Record Results
Step 4: Analyze Results
Step 5: Identify Next Step

Step 1: Get Ready for Assessment
(p. 9)
Plan Ahead
• Be familiar with directions and scoring procedures
• Read directions and notes
• Practice administering
• Adhere strictly to guidelines
• Use proper environment; assess early in the day
• Reschedule if student is not well

Selecting Assessments
• Which of these assessments are most relevant to my immediate
concerns for this student?
• Which if these assessments will yield the kind of results I need in order
to plan meaningful instruction?
• Which assessments meet program needs and requirements?
• Refer to the student’s IEP.
• Refer to state standards.
• In the CIBS II, begin with appropriate Grade-Placement Tests.

Selecting Appropriate Skill Level
Begin assessment one grade level below anticipated grade performance.
Do not waste time assessing skills far below a student’s skill level.
Use the grade-level notations to help determine skill level.

Selecting Entry Points
• Many assessments span several age or grade levels.

• Evaluate any data you already have about student’s skill
levels.
• Don’t assess skills far below student’s skill level.
• Use the grade-level references in the CIBS II.
• Always initiate assessments slightly below where you expect
the student to be successful.

Time, Materials, and Computing Rounded
Chronological Age
• Anticipate administration time
(about an hour for either Readiness or First Through Sixth
Grade)
• Determine rounded chronological age

• Prepare Standardized Record Book
• Organize materials

Calculate Chronological Age
• Birthdate: Dec. 30, 2007

• Assessment Date: Oct. 27, 2015
• Calculate!
• https://www2.curriculumassociates.com/products/BRIGAN
CE_Age_Calculator_New.htm

Step 2: Conduct the Assessment
(p. 12)
• Adhere to standardized directions
• Follow assessment procedures exactly
• Position the manual correctly
• Assessment methods
• Tips on rapport

Brigance Digital Resources
● Brigance CIBS II Standardized Stimulus Pages
● Folder has restricted access, please request for

access if you will be using the digital copies of the
stimulus pages.
Email: minvie.cipriano@pgcps.org, or
sped.interventions@pgcps.org

Assessment Procedures
✓ Standardized administration
– Administer the same way with each student
– Use prescribed directions and language
– Do not prompt or provide unscripted directions
– If skill is marginal or emerging, don’t give credit!
✓ Adhere to assessment procedures
– Review Scoring Information
– Begin at the appropriate Entry point
– If student does not establish a basal, drop back to an earlier Entry (if
there is one)
– Discontinue if the student reaches the Ceiling
Form A and Form B
• Two forms, A and B, are found in First Through

Sixth Grade Assessments
• Either form can be used.
• If results are questionable, use alternate form to
confirm results.

Assessment Methods
• Observation
No credit for marginal, emerging, or inconsistent skills
• Interview
– Use the exact wording for interview
– Give credit only if the parent reports the student performs a skill
“most of the time”
• Performance
– Be objective
– Keep student engaged

Assessment Methods

Step 3: Record Results in the
Student’s Record Book (p. 14)
• Mark correct or incorrect responses
• Mark basals and ceilings
• Compute raw scores
• Transfer raw scores to Scoring Sheet

Let’s take a Break

Brigance Standardized Assessment
Scoring Terminologies
• Basal and ceiling levels

• A basal is the “starting point.”
• A ceiling is the point where the student has
made a predetermined number of errors
• Raw scores- The raw score is the number of
items a student answers correctly without
adjustment for guessing.

Adhere to Basal Rules
• Basal: The point at which you think the student

would receive credit for all earlier items.
• If no basal given: Begin with item 1.
• If the student does not reach a basal: Drop back
to an earlier Entry point (if there is one).
Administer items until basal is established.

Adhere to Ceiling Rules
• The point at which you can assume the child

would not receive credit for any later items
• If no ceiling given, administer all items (unless
otherwise noted)
• Discontinue when a child gives incorrect
responses for a series of items (three to five items
in a row

Symbols to Record Responses

Let’s See How It’s Done!
1. Where should we start? What is the basal? What is the

ceiling?
2. Have we established a basal?
3. Have we reached a ceiling?
4. What is the score?

Give credit for

all items below
the basal!
14
Student is in Grade 2. No known delays. Started with Item 8.
1. Where should we start? What is the basal?

What is the ceiling?

1. Where should we start? What is the basal? What is the

ceiling?
Student knew item 14.
Above ceiling, so marked with triangle.
No credit given.
Brigance CIBS II Standardization and Validation
Manual

Transfer Raw Scores to
Standardized Scoring Sheet or input online
c c c

Supplemental Assessments Scored
Separately

Brigance Scoring Tool



Review of Scoring Terminology in
● Scaled score - is a conversion of a student's

raw score on a test or a version of the test to
a common scale that allows for a numerical
comparison between students.
• Age-equivalent score – is a comparison of
your student’s performance compared to age
groups whose average scores are in the same
range.

Step 4: Analyze Results
• Factors that impact performance

– Environment
– Physical limitations
– Undiagnosed disability
– Language/Cultural barriers
• More in depth assessment with criterion-referenced CIBS

Step 5: Identify Next Steps
• Make appropriate referral decisions

• Determine present levels to support IEP writing
• Identify instructional objectives and plan appropriate
instruction
• Monitor progress

Break -10 minute

Let’s Look At A CRI Student’s Profile

Brigance Standardized Assessment-
Activity
Practice Scoring A Sample Brigance
CIBS II Standardized Record Book!
● Scoring Breakout Roo

ms Directions

Brigance Standardized Assessment-
Activity 1
● Breakout Room 1 Readiness
○ Brigance CIBS II Standardized Readiness Sample
● Breakout Room 2 1st through 6th Grade Form A
○ Brigance CIBS II Standardized 1st-6th Grade Form A Sa
mple
● Breakout Room 3 1st through 6th Grade Form

○ Brigance CIBS II Standardized 1st-6th Grade Form B Sa
mple

● Click on the link

http://www.brigance.com/specialedtools/cibsiistan/default.aspx
www.Brigance.com
Brigance Standardized Scoring Tool
Activity 2
Practice Using the Scoring Tool- Breakout Rooms
http://www.brigance.com/specialedtools/cibsiistan/
default.aspx
www.Brigance.com
Scoring Information
● Sample summary score report
➢ Marnie's Readiness Brigance Report
➢ Marnie's Readiness Supplemental Brigance Report
➢ Marnie S. 1st-6th Form A Brigance Scoring Report
● We are going to look at the student’s
performance on the assessment in terms of the
scores received when compared to students their
same age.
Bell Curve Example

Report Writing

A Guide for Effective Report Writing
● Background- including referral information

• Test(s) and/or Procedure(s) Administered
• Assessment Findings Relevant test behavior
• Instructional Implications for Student's Participation in General
Curriculum
• Document of assessment validity
• Does the student have limited language proficiency?
• Culturally and linguistically valid for its intended purpose and
for this student?

A Guide for Effective Report Writing
● Include the required information on a standardized

assessment report
✓ Students’ Information: Name, age, grade, and student
identification number
✓ Student’s DOB
✓ Chronological Age: Calculating chronological age (
https://www2.curriculumassociates.com/products/BRIGAN
CE_Age_Calculator_New.htm
)
✓ Date student assessed- First day of assessment
✓ Date of Report
✓ School Name
✓ Examiner’s Name
Report Writing
Marnie’s Strengths & Weaknesses
Strengths Weaknesses

Sample Brigance Standardized Assessme
nt Report

Report Writing
Practice Brigance Standardized Assessment

Report Writing
Using the link below, open the Brigance

Standardized Report template. Practice completing
specific areas in the document.
Brigance Standardized Report Template

Report Writing
Loading the report in MDIEP online.
MDIEP Online

Test Security
Secure Test Materials!
• All Brigance Standardized Assessment kits and

individual student Record Books must be stored in
a secure locked location.
• Parents and/or Advocates cannot be provided
copies of Student Record Books.

Additional Resources
● PGCPS Brigance Resources
○ Copy of documents, resources and
activities
○ PGCPS Brigance Report Writing Templates
● PGCPS In-Person Assessment Guidance
● Safety Considerations for Assessment Pr
otocols
● Report Writing Language Related To PPE- COV
ID 19

Request Brigance Materials
Each CRI and Regional school should have one kit per school.
Comprehensive schools can check out testing materials from
Jessie B. Mason.
The Brigance Assessment Materials Requests Form should be

completed by the Special Education Chairperson.
Once completed, the Special Education Chairperson will

receive an email to schedule a time to pick up Brigance kits
from Jessie B. Mason.
Brigance Materials Request Form:
Brigance Assessment Materials Request

Questions?

We value your feedback!
Please complete the Exit Survey

at:
tinyurl.com/2020DSEsurvey
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Presenter Name(s): _____________

Brigance Standardized Refresher Report Writing Training

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Brigance Comprehensive Inventory of

Basic Skills II (CIBS II) Standardized

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org

Juanita Miller, Ed.D., Chair

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org

Do nothing. You are all Please register using the

Do nothing. You Type in the chat your

2. In addition, in order to be compensated, you

3. Compensation for summer courses is submitted

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 6

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 8

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 10

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 11

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 13

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 14

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 15

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 16

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 17

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 18

Pages: S-52, S-53, S-64, S-

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 20

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 21

Please be sure to have your manipulatives in

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 22

Readiness Assessments (Ages 5.0 – 6.11)

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 23

First–Sixth Grade Assessments (Ages 5.1-13.0)

• Listening Comprehension ○ Reading Information

First–Sixth Grade Assessments (Ages 5.1-13.0)

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 25

● Testing preparation- Persons administering a standardized

● Professional Responsibility- Test administrator must

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 27

Step 1: Get Ready for Assessment

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 29

• Read directions and notes

• Adhere strictly to guidelines

• Use proper environment; assess early in the day

• Reschedule if student is not well

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 30

• Which assessments meet program needs and requirements?

• Refer to the student’s IEP.

• Refer to state standards.

• In the CIBS II, begin with appropriate Grade-Placement Tests.

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 31

Use the grade-level notations to help determine skill level.

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 32

• Many assessments span several age or grade levels.

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 33

• Determine rounded chronological age

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 34

• Birthdate: Dec. 30, 2007

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 35

• Follow assessment procedures exactly

• Position the manual correctly

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 36

● Brigance CIBS II Standardized Stimulus Pages

● Folder has restricted access, please request for

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 39

• Two forms, A and B, are found in First Through

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 43

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org 44