Read BRIGANCE Early Childhood Brochure text version

BRIGANCE

Early Childhood

®

Prepare every child for school success

Early Childhood

Riverside School PreK

Percent of Children Screened

SCREENING COMPLETION ADMIN REPORT

Percent of Children Screened/Not Screened

Classroom A

30%

25% Not Screened

Classroom B

10% 90%

Classroom C

Classroom D

60%

Classroom E

25 50 75

75%

100

75% Screened

Early Childhood Rachel Chen

Student ID: 371425HM Parent / Guardian: Wanda Chen

Children Not Screened STUDENT SUMMARY

Classroom A

SCREENING REPORT

Classroom D

Days Late: 4 10 9 Student Name: Luis Vasquez Brayden Linnehan Dylan McCabe Days Late: 2 8 9

Screen: Four-Year-Old Child Date of Screening: August 30, 2011 Chronological Age When Screened: 4 years, 9 month

Student Name: Isabella Martinez Ashley Cheng What Does Josh Nguyen Cutoff Score:

It Mean?

Classroomscores are used to Cutoff B

Scores Compared to Cutoffs

Total Score: 70

25 50 Cutoff < 80 Potential Gifted Cutoff >89

75

100

At Risk Score: 38

25

Cutoff < 39

determine which children may Student Name: Days Late: need rescreening or referral for 5 Kayla Harvey further evaluation. 12 Valerie Duncan 3 Angel Gutierrez A child who scores below the 10 Elijah Ferguson cutoff and has fewer than four psychosocial risk factors may be developmentally delayed Classroom C be considered for and should further evaluation. Student Name: Days Late: 13 Jayla Williams At-Risk Laticia Mejia Guidelines Score: 4 At-Risk Tiffany LucasGuidelines are based 2 on Nonverbal, Communication, and Academic scores. Weaknesses in these areas indicate a need to refer the child for further evaluation. Use the At-risk Guidelines to determine if a child who scores below the cutoff and has four or more psychosocial risk factors is delayed due to potential developmental disabilities. Please see the Early Childhood Screen for details on Self-help and Social-Emotional scoring. Tran Seng 2

Classroom E

Student Name: Kylie Snow Mercedes Wang Keshawn Bryant Marcus Jeffries Days Late: 10 2 5 8

50

75

100

Total Score: 70 Potential Delay Cutoff: This child's score is below the Cutoff (<80). At-risk Cutoff: Since this child has 6 Psychosocial Risk Factors, scores on certain assessments were compared to the At-Risk Cutoff. This child's score is below the At-Risk Cutoff.

Suggested Next Steps

· Consider referral for further evaluation. · Follow up on Data Sheet Recommendations, notes on hearing, vision. · Communicate results to parents. · Individualize instruction with the Instructional Planning Sheet. · Enter the Screening Observations Form. · Provide ongoing assessment and appropriate instruction. See below for recommendations.

Recommendations for Ongoing Assessment and Instruction

Ongoing Assessment For more in-depth information about this child's skills and for ongoing assessment, focus assessment in the following domains: · Language Development · Literacy Assessments for these domain areas can be found in the BRIGANCE Early Childhood Developmental Inventory. View all related Early Childhood Developmental Inventory assessments Instruction Go to Activities Library for Teaching Activities from BRIGANCE Readiness Activities.

Early Childhood Screens

Quickly and accurately screen children for potential delays and giftedness

Early Childhood Developmental Inventory

Plan individualized instruction and monitor child progress

Readiness Activities

Build school readiness skills with fun, developmentally appropriate activities

O nline Management System

Instantly generate results and userfriendly reports

BRIGAN

Build the foundation for future success

The integrated EarlyChildhoodSystem helps children develop the skills they need to succeed in school.

1

2

Efficient & Accurate Screening

Quickly and easily screen children to identify potential learning delays and giftedness, as well as strengths and needs in language, motor, self-help, social-emotional, and cognitive skills. (0­35months,3­5years,K&1)

Ongoing Assessment & Instructional Planning

Monitor individual progress toward early learning standards and outcomes and plan developmentally appropriate, individualized instruction, including objectives for IEPs/IFSPs. (Birth­7years)

A Perfect Fit for Title Title IIDEA Funds A Perfect Fit for I and Funds

The BRIGANCE® Early Childhood System provides the perfect integrated solution to support your program. · Aligns to state early learning standards · Meets monitoring and screening requirements · Complies with IDEA by sampling all developmental domains, identifying present level of performance, and helping set measurable goals

Call 800-225-0248 or visit BRIGANCE.com/EARLYCHILDHOOD

2

BRIGANCE Early Childhood · Curriculum Associates LLC · www.CurriculumAssociates.com · 800-225-0248

NCE

3

Zebra

Are zebras just horses with stripes? No way! Learn all about this fun animal and why it is so special. Word Count: 38

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Early Childhood System 4

School Success

Data Management & Reporting

Instantly generate reports and get specific instructional recommendations for each child. User-friendly reports are easy to understand and share with parents.

Developmentally Appropriate Instruction

Build early learning skills with fun, easy-to-plan instruction targeted to each child's specific needs. ReadinessActivities(3­7years) LetterBuddies®andZoozoo®(PreK­Grade2)

Products

Description

ScreenManual,180AssortedScreenDataSheets,DevelopmentalInventory, 60RecordBooks,Accessories(forusewithScreenandInventory),Readiness Activities,OnlineManagementSystem(subscriptionfor3years),ToteBag ScreenManual,60AssortedScreenDataSheets,DevelopmentalInventory, 20RecordBooks,Accessories(forusewithScreenandInventory),Readiness Activities,ToteBag ScreenManual,60AssortedScreenDataSheets,DevelopmentalInventory, 20RecordBooks,Accessories(forusewithScreenandInventory),ToteBag ScreenManual,60AssortedScreenDataSheets,ScreensTechnicalReport, ToteBag(0­35MonthsKitincludesScreeningAccessories) YearlyLicense,TelephoneSupport,and24/7OnlineTraining

Ages

0­35months 3­5years 0­35months 3­5years 0­35months 3­5years 0­35months 3­5years K&1 allages

Price $1,199.00 $1,199.00 $659.00 $659.00 $469.00 $469.00 $299.00 $259.00 $239.00 $8.00/child*

Order # WB11859 WB11887 WB11855 WB11856 WB11820 WB11821 WB11853 WB11830 WB11705 WB11858

Complete System (3-year subscription, 20 children) Complete Readiness Kit (20 children) Complete Assessment Kit (20 children) Screening Kit (20 children) Online Management System (1-year license)

Additional Data Sheets: $19/15-pack Additional Record Books: $39/10-pack *10-license minimum for new customers.

BRIGANCE Early Childhood · Curriculum Associates LLC · www.CurriculumAssociates.com · 800-225-0248

3

Screenin

1 User-friendly, color-enhanced teacher pages make screening even easier. 2 Introductions to each assessment point out the purpose, domain, and key administration information.

Identify developmental needs quickly and accurately

BRIGANCE® Early Childhood Screens allow teachers to easily identify potential learning delays and giftedness, as well as specific strengths and needs in language, motor, self-help, social-emotional, and cognitive skills. Screens are easy to score, either by hand or with the OnlineManagementSystem. Screening results include comparison to cutoff scores to help determine which children may need a referral for special services. Results also help identify areas in which to focus additional assessment and instruction to help each child prepare for school success. Screens include Observation Forms to help teachers record and organize important observations, as well as Parent Rating Forms to help parents provide input on their child's skills. Early Childhood Screen II

· 0­35 months Screen (includes screens for Infants, Toddlers, 2-, and 21/2 -year-olds) · 3­5 years Screen (includes screens for 3-, 4-, and 5-year-olds) · K & 1 Screen · Easytouse--just10­15minutesperchild · ationallynormedandstandardizedwithstrongreliabilityandvaliditydata N · Highlysensitiveandaccurate · Organizedbydomainsthataligntostateearlylearningstandards · Meetsscreeningrequirements

Call 800-225-0248 or visit BRIGANCE.com/ EARLYCHILDHOOD

4

BRIGANCE Early Childhood · Curriculum Associates LLC · www.CurriculumAssociates.com · 800-225-0248

ng

1 10B Number Concepts

Early Childhood Screens

3 Easy-to-follow directions and item numbering ensure quick and accurate administration. Simple and easy-to-use carbonless-copy Data Sheets allow for quick recording and filing.

Overview

2

DOmaiN Mathematics SKiLL

This assessment focuses on the child's basic understanding of numbers. The child responds by giving specific quantities of concrete objects.

Directions

3

Place a set of twelve objects on a table in front of the child. Then ask the child to give you a specific number of objects. Pause for the child to select the objects and give them to you. If the child does not respond, repeat the request. If helpful, gently encourage the child to attempt the task.

1

4

After the child gives you the objects, return the objects to the table.

2

maTERiaLS A set of twelve small objects SCORiNG iNFORmaTiON · DataSheet: Four-Year-Old Child · Entry: Start with item 1. · Time: Allow as much time as you think the child needs. · Discontinue: Stop after the child gives two incorrect responses in a row. · Accuracy: Give credit for each correct response. · PointValue: 4 points for each correct response POSSiBLE OBSERVaTiONS As the child gives you objects, you may wish to observe and make note of the following: · One-to-OneCorrespondence: Does the child touch each object as she counts it? Does she attribute only one number to each object? · ConnectionbetweenNumberandQuantity: Does the child appear to understand that each number represents a specific quantity? Using her fingers to count suggests she is making this connection.

Seven

Say: Give me seven (name of objects).

Basic Assessments--Four-Year-Old Child

Demonstrates by giving a specific number of objects 1. five 2. seven 3. nine

Five

Say: Give me five (name of objects).

After the child gives you the objects, return the objects to the table.

3

4

BRIGANCE® Screen Four-Year-Old Child Data Sheet

Date of Screening Birth Date Age

Year Month Day

Nine

Say: Give me nine (name of objects). Address ________________________________________________

Susan Otis A. Child's Name ___________________________________________ _______________________________________ Parent(s)/Guardian Fred and Maria Otis

B. Basic Assessments

Page 18 Assessment Number 1B Domain Language Development Language Development Language Development

2011 ______ 2007 ______ 4 ______

8 ______ 2 ______ 6 ______

15 ______ 10 ______ 5 ______

Hammond School/Program ______________________________________ Ben Haywood Teacher _____________________________________________ Ruth Yakaus Examiner ___________________________________________

C. Scoring

Discontinue after (must be in a row) Number Correct Point Value for Each Child's Score

4

Skill (Start with first item and proceed in order. Circle each correct response.) Personal Data Response: Orally gives: 1. first name 2. full name 3. age 4. address (street or mailing) Color Recognition: Points to: 1. red 2. blue 3. green 4. yellow

3 incorrect

3 6 3 4 4 3 6 4 1 1 1

2

6

/8

20

2B

5. orange

6. purple

7. brown

8. black

9. pink

10. gray

3 incorrect

1

6 /10 3

/8

22

3B

Picture Vocabulary: Names pictures of: 1. ladder 2. scissors 3. leaf 4. nail

5. duck

6. fish

7. tractor

8. snake

3 incorrect

1

23

4B

Literacy

32

BRIGANCE Early Childhood Screen II

24 5B

10B Number Concepts

Literacy

Visual Discrimination--Forms and Uppercase Letters: Visually discriminates which one of four symbols is different: 2. 3. 4. 5. 6. O 1.

7. I

8. P

9. V

10. X

5 incorrect

1

4 /10 8 /10 3 3

/5

Visual Motor Skills: Copies: 1. 2. 3.

4.

5. 3. Hops on other foot five hops 4. Stands on one foot for ten seconds 5. Stands on other foot for ten seconds

3 incorrect

2

26

6B

·ScreeningManual ·60DataSheets(acrossvariedages) ·ScreensTechnicalReport · reeonlinescoringwithoption F topurchaseOnlineManagement Systemfor$8/child · itforages0­35monthsincludes K ScreensAccessories ·Durablecanvastotebag

Screening Kit Includes:

Physical Health Gross-Motor Skills: & 1. Walks forward heel-and-toe five steps Development 2. Hops on one foot five hops Math

2 incorrect

1

28

7B

Rote Counting: Counts by rote to: (Circle all numbers prior to the first error.) 1 2 3 4 5 6 7 8 9 10 Identifies Body Parts: Names body parts when pointed to: 1. chest 2. back 3. knees 4. chin 5. fingernails Follows Verbal Directions: Listens to, remembers, and follows:

first incorrect

.5

/5

29

8B

Science Language Development Math Language Development

6. heels

7. ankles

8. jaw

3 incorrect

Give credit for highest level of success and for lower-level task.

2

8 /16 3

/6

30 32 33 D. 1. 2. 3. 4. 5.

9B 10B 11B

1. two-step directions

2. three-step directions 3. nine

3 4 5

Number Concepts: Demonstrates by giving: 1. five Syntax and Fluency: 1. Speech is understandable.

2. seven

2 incorrect -- Total Score = Lower _______ Younger _______ Lower _______ Lower _______ Average Average Average Average

4 /12 5 /10 53

/100

2. Speaks in complete sentences of at least 3 words. E. Summary Compared to other children included in this screening: 1. 2. 3. 4. this child scored this child's age is the teacher rates this child the examiner rates this child

Observations Handedness: Right _____ Left ______ Uncertain ______ Grasps pencil with: Fist ______ Fingers ______ Hearing appears normal: Yes ______ No ______ Uncertain ______ Vision appears normal: Yes ______ No ______ Uncertain ______ Record other observations below or on another sheet.

_______ _______ _______ _______

Higher _______ Older _______ Higher _______ Higher _______

F. Recommendations

Belo Below at-risk guidelines of <36. Refer for evaluation.

Products

0­35 months Price

$299.00 $175.00 $19.00 (15-pack)

3­5 years Price

$259.00

K&1 Price

$239.00 $139.00 $38.00 (30-pack)

Order #

WB11853

Order #

WB11830 WB11819 3-year-olds 4-year-olds 5-year-olds 3-year-olds 4-year-olds 5-year-olds ­ WB11809 WB11811 WB11813 WE11810 WE11812 WB11814

Order #

WB11705 WB11968 K Grade1 WB11700 WB11702

Screening Kit (20 children) Screening Manual

Data Sheets

$59.00 (60-pack)

Spanish Directions Screens Accessories Screens Technical Report Online Management System (1-year license)

*10-license minimum for new customers.

$25.00 $66.00 $59.00

WB11818 $175.00 Infants WB11801 Toddlers WB11803 $19.00 2-year-olds WB11805 (15-pack) 21/2 -year-olds WB11807 Infants WB11802 Toddlers WB11804 $59.00 2-year-olds WB11806 (60-pack) 1 2 /2 -year-olds WB11808 WB12228 $25.00 WB8652 WB12225 ­

$118.00 (120-pack) $25.00 ­

K Grade1

WB11701 WB11703

WB12226

WB12227 ­

$8.00/child* WB11858

BRIGANCE Early Childhood · Curriculum Associates LLC · www.CurriculumAssociates.com · 800-225-0248

5

Assessm

Ongoing

Target instruction for measurable progress toward school readiness

The BRIGANCE® Early Childhood Developmental Inventory provides flexible, valid, and reliable ongoing assessment of school-readiness skills. The criterion-referenced assessments enable teachers to plan developmentally appropriate, individualized instruction, including objectives for IFSPs/IEPs, and to measure and report each child's progress over time in key skills aligned to early learning standards. The Developmental Inventory covers:

· LanguageDevelopment · Literacy · MathandScience · PhysicalHealthandDevelopment · SocialandEmotionalDevelopment · ApproachestoLearning

Using the BRIGANCE® Early Childhood Developmental Inventory is easy: 1. Identify areas for further assessment and instruction using the BRIGANCE® Screens (see page 4) 2. Administer easy-to-use, developmentally appropriate assessments in the BRIGANCE® Developmental Inventory through observation, parent/caregiver interview, or child performance 3. Based on student results, use specific BRIGANCE® Readiness Activities to help individual children and classrooms make progress toward school readiness (see page 8) 4. Continue using the Developmental Inventory for ongoing assessment to monitor progress and identify the next set of instructional objectives 5. Easily track student progress, either by hand or through the BRIGANCE® Online Management System

Easy-to-use, reliable, ongoing assessment

·Fordevelopmentallevelsbirthtoage7 ·Validandreliablecriterion-referencedassessments ·Identifiespresentlevelofperformance,setsgoals,andsupportsprogressmonitoring ·CorrelatedtotheBRIGANCE® ScreensandReadiness Activities 6

BRIGANCE Early Childhood · Curriculum Associates LLC · www.CurriculumAssociates.com · 800-225-0248

ment

1 Overview This assessment focuses on the child's vocabulary development,

111. Asks definition of words. (50)

Language Development: Speaking and Communicating complexity of speech, and ability to speak in phrases and sentences.

Early Childhood Developmental Inventory

1

A-5 GeneralSpeechandLanguageDevelopment ____________________________________________________________

Date: ____________________

2

Overviews help teachers quickly understand each assessment's purpose, domain, and key administration information. Flexible administration allows for assessment through parent/caregiver interview, child performance, and observation of a child in the natural setting. Developmental age notations help teachers select the most appropriate starting point for assessment.

intelligible ems and

DirectionsforAssessment: 131. Answers "when" questions. (58) Observation

Observe the child in a social situation appropriate for assessing language 132. One hundred percent of speech development. Use the interview question that follows each skill as a guide for assessing mastery of the skill. intelligible--no errors. (59)7-0

112. Knows names of basic geometric shapes. DOmAIn 113. Can describe differences in objects. (51)

SkILL Uses words and combines them into phrases and sentences to 5­0 communicate

is

®

Language Development

8. 9. 10. 11. 12. 13. 14. 15. 16.

y.

128. Uses the phrases last year and next year accurately. 129. Average sentence length of six words. 130. Names day of the week.

4

11. Put the block in the box. (9)

2­0

59

When are you going? or When did that happen?

ons person

12. Put it onof ______ 's speech understandable--no errors? Ask: Is all the chair. (10) 13. Get on/off the ______ .

46 BRIGANCE Early Childhood Developmental 14. Put it under the chair. (11) Inventory

®

One hundred percent of speech is intelligible7­0

*This is a "disappearing" behavior. (See the Notes section.)

Speaking and Communicating A-5 General Speech and Language Development

Developmental Inventory ©Curriculum Associates, Inc.

Comprehensive Skill Sequences

4

Helpful Comprehensive Skill Sequences further break down the assessed skills to help teachers and parents know which skills to look for and support next.

·ScreenManual ·60AssortedDataSheets ·DevelopmentalInventory ·20RecordBooks ·nventoryAccessories I (canbeusedwithScreens andInventory) ·Durablecanvastotebag

Complete Assessment Kit Includes:

Products

Ages

0­35months 3­5years birth­7years birth­7years allages allages

Price

$469.00 $469.00 $189.00 $39.00 (10-pack) $349.00 (100-pack) $65.00 $8.00/child*

Order #

WB11820 WB11821 WB11815 WB11816 WB11817 WB9567 WB11858

Complete Assessment Kit Developmental Inventory Record Books Inventory Accessories Online Management System (1-year license)

*10-license minimum for new customers.

Language Development

114. Can describe similarities in objects. (52) DirectionsforAssessment: A-7C VerbAL DireCTiONS ChildPerformance 115. Participates in conversation without Engage the pages 49­53 for assessmentto assess the See child in a conversation that will allow you procedures for ast night, ASSeSSmentmethODS child's language development. Use the interview question that follows monopolizing it. (53) skills guide for print mastery of the skill. Observation, Child Performance, Interview 2 each skill as ain boldassessing ("milestone" skills). The numeral 116. Comprehends two/multiple meanings of in parentheses indicates the skill mAterIALS and to DirectionsforAssessment: number for this simple words (i.e. can, roll, saw, Toys, pictures, and puzzles may be helpful in eliciting responses bark). assessment Interview in this Inventory and Record Book. The from the child. 117. Uses words related to sequence. (54) Interview the parent/caregiverlisted below are considered additional skills to assess the child's speech and may not listen SCOrInGInfOrmAtIOn "intermediate" and, interview, 118. AsksPage 4 serious questions and wants an honestlanguage development. To begin the combined with the "milestone" · Record Book: Say: Tell me about 's speech. What are skills, can be used to conduct some words or a more comprehensive · Accuracy: Give credit for each skill demonstrated or each yes response. answer. sentences he/she uses well? 55 Uses the words tomorrow and yesterday See Criteria given for specific skills. assessment. To elicit additional information about specific skills, ask the question ·119. TellsStop after two incorrect or no responses (rainy, sunny, Discontinue: the weather conditions in a row. Ask: Does use the needed and make that follows each skill. Rephrase the questions as words tomorrow and 1­3 verbs (i.e. yesterday the interview1. informal as possible. accurately? as Follows one-step simple directions hot, cold, windy, stormy, cloudy). befOreASSeSSInG frequently children will mama or dada 1 Says at leastNote: word other than frequently use these words without one Young given by parent(s)/caregiver with Review the Notes at the end of this assessment for additional information. 120. Average sentence length of five words. having accurate comprehension of the concepts. Thus, you may 3 Ask: Doesvisual say mama or dada? ) clues parent, as Get your ______ the really understand need to ask the such "Does AfterASSeSSInG 121. Uses language aggressively (but If the response is yes, of time?" concept · To write an IEP/IFSP: Use the Objective for Writing IEPs/IFSPs at the end (pointing to object), or Get down nto play Ask: What are some For credit, the child should use both words accurately. other words says? of this assessment or go to www.BRIGANCE.com. appropriately). Criteria: (motioning or gesturing to get down). · To find related instructional activities: See the BRIGANCE Readiness Notes: Activities or go www.BRIGANCE.com. 122. Usestothe words tomorrow and · You may 56 Answers the words and phrases the child says record some the telephone, takes 2.Notesdeliversofthe child's Record Book. simple message, and Give me the block. (1) in the section ofit yesterday. (55) · This response may also provide information for skills 2, 3, and 5. Ask: Can 3. Come to me. answer the telephone, take a simple (2) ds of message such as Mr. Smith wants Daddy to call, 123. Enjoys jokes and/or riddles. 4. SitA-5 General Speech and Language Development down. (3)the message? el (i.e. and deliver 41 BRIGANCE Early Childhood Developmental Inventory Speaking and Communicating 124. Uses the phrases tomorrow night, day after Note: er). 5. StandThis item(4) up. is obviously discriminatory to the child from a home with no telephone. Disregard this item if there is no tomorrow, day before, and day before telephone in the ternoon 6. Come here.home or if the child is not allowed to answer (5) yesterday accurately. the telephone. 1­67. Follows one-step simple directions 57 Verbally shares experiences or items with a group of 125. Uses the phrases last week and next week itely. classmates given by parent(s)/caregiver frequently such as during "Show and Tell" accurately. Ask: Does effectively share Get your ons and without visual clues such as experiences or items with his/her classmates during "Show and Tell"? 126. Answers the telephone, takes simple ust as a ______ , sharing down, orsequence,that. in Get should reflect Stop speaking Note: The message, and delivers it. (56) sentences with an average length 8. Throw volume easily heard. of at(6) five words, away the trash. least 6­0127. Verbally shares experiences or items and of a 9. 58 Answers "when" questions . (7) Show me your ______ with a group of classmates such as similar Ask: it to me. (8) during "Show and Tell." (57) 10. Give Does ______ answer "when" questions such as

t, will,

3

Language Development

Notes

· Disappearing Behaviors: Some behaviors are present only at the early stages of development and disappear during later stages. "Disappearing" behaviors are noted by an asterisk (*) in the Inventory and in the Record Book. · Comprehensive Skill Sequence: The Comprehensive Skill Sequence on page 75 includes primary (milestone) skills found in the Inventory as well as secondary (intermediate) skills to help assess and track progress.

1­0

Objective for Writing IEPs/IFSPs

By

(date) (child's name)

, when provided with the appropriate stimuli, will

6­0

1. 2. 3. 4. 5. 6. 7.

say at least one word other than mama or dada. have an expressive vocabulary of at least ten words. call at least one person by name. respond to yes or no questions regarding wants and needs. have an expressive vocabulary of at least twenty-five words. name cup or any other object not including people or pet names. name spoon or any other object not including people or pet names. name box or any other object not including people or pet names. name block or any other object not including people or pet names. name crayon or any other object not including people or pet names. name toy or any other object not including people or pet names. name chair or any other object not including people or pet names. name light or any other object not including people or pet names. use the word no to indicate refusal. use subject-predicate phrases.* ask for food when hungry. (continues)

BRIGANCE Early Childhood · Curriculum Associates LLC · www.CurriculumAssociates.com · 800-225-0248

7

Instruct

My name is ________________ I am learning to say my ABCs. My name is ________________ I am learning to write numbers in order.

Encourage parent involvement with Take-Home Activity Books

Easy-to-read and easy-to-use English language arts and math activity booklets give families the opportunity to partner in their child's learning. Skills included in the collection:

· RecitesAlphabet · ReadsLetters · PrintsPersonal Information · PrintsLetters inOrder · PrintsLetters · CountsinOrder · CountsObjects · ReadsNumbers · Understands Numbers · WritesNumbers inOrder

Build school readiness with fun, easy-to-plan activities

By using results from the BRIGANCE®EarlyChildhood Screens and DevelopmentalInventory, teachers can easily find and plan readiness activities that build children's skills so they are better prepared for school. The BRIGANCE®ReadinessActivities includes instructional guidance, including learning objectives, rationale, sequence of skills and related skills, and teaching strategies to support teachers at all levels. Parent involvement is encouraged through take-home letters (in English and Spanish) and take-home learning plans and activities.

·Linksassessmentwithinstruction Call 800-225-0248 or visit BRIGANCE.com/ EARLYCHILDHOOD 8 · orrelatedtotheBRIGANCE® Screensand C Developmental Inventory ·Easilyreproduciblestudentactivitypages · ome­schoolconnectionsbuiltthroughlettersand H take-homelearningplans

BRIGANCE Early Childhood · Curriculum Associates LLC · www.CurriculumAssociates.com · 800-225-0248

tion

Overview

To read uppercase and lowercase letters.

5-9 5-9

Readiness Activities

1 Helpful instructional guidance, including objective and skill sequences, assists teachers at all experience levels.

16. Reads Uppercase and Lowercase Letters

Recommendations For Effective Teaching

1

1. Teach Uppercase Letters First According to current learning theory, it is best to teach uppercase letters first because they are more easily discriminated than lowercase letters. Once the children can readily identify the uppercase letters, introduce the lowercase letters.

AbCDeFghijkLmnopqRSTUvwxyz 6-3 abcdefghijklmnopqrstuvwxyz

6-3

Rationale

A child needs to recognize letters in order to begin to learn to read, write, and spell. Some research findings indicate that having knowledge of letter names prior to the beginning of reading instruction is the best predictor of first-grade reading success regardless of the reading method used.

2

Sequence

SEQUENCE OF PREREQUISITE SKILLS The following prerequisite guide Match and Snap 3. Teaching Activities Before a child isskills are included as a general shouldfor planning your curriculum. expected to read letters, she be able to:

2. Teach the Child to Read Alternate Forms The letters a and g can be written in two different ways. To avoid confusion, make the child aware of the alternate forms, and teach her to read them.

aa gg bB dD

2

3. Call Attention to Similarities and Differences in Letters

1.

thisprocedureforallthelettersthatyouwishtoteach. Extension: Havethechildrenmatchlowercaseletterstotheiruppercase counterparts.Forexample,pointtoanuppercaseBandsay,"Thisisan uppercaseB.Canyoufindalowercasebontheboard?"(Havingthe 264 BRIGANCE Readiness Activities childrenhandlethelettershelpsreinforcethelettershapes.)

16. Reads Uppercase and Lowercase Letters Procedure:Showthechildhowtoattachtheclothespinstotheedge ofthebox.Positioneachclothespinontheboxabovetheletterthat theclothespinmatches.Then,letthechildmatchtheremaining clothespinstotheircorrespondingletters.

MY LEARNING PLAN

2. Hungry Mice

Materials: · Twenty-sixtagboardwedgesofcheese. · Twenty-sixtagboardmice. · Amarker. Group Size: Individualorsmallgroup. Preparation:Makeasetoflowercaselettercardsbyprinting adifferentlowercaseletteroneachwedgeofcheese.Makeaset ofuppercaselettercardsbyprintingadifferentuppercaseletter oneachmouse. Procedure:Placebothsetsoflettercardsinfrontofthechild.Have hermatcheachmousewithitscorrespondingwedgeofcheese.

r R

Extension:Oncethechildcanmatchuppercaseorlowercaseletters, adaptthematerialssothattheactivitywillrequirethechildtomatch uppercaseletterstolowercaseletters.Forexample,printthelowercase alphabetonthebox,andprintuppercaselettersontheclothespins.

I am learning to read the letters of the alphabet.

Literacy

266 BRIGANCE Readiness Activities

16. Reads Uppercase and Lowercase Letters

3

Reproducible learning plans and family letters can be sent home to engage parents/caregivers in their child's learning.

3

169 BRIGANCE® Readiness Activities

©Curriculum

Associates, Inc.

Literacy

Differentiating between very similar Materials: letters may be difficult for a child. Help · Ashoebox. Magnetic Match the child distinguish a letter by giving · Twenty-sixwooden,spring-typeclothespins. Materials: her special tips for that letter. For · Amarker. TEACHING SEQUENCE · Twosetsofuppercaseorlowercase example, if the child confuses b with Group Size: Individual. magneticletters. 1. initially, Teach at the Receptive Level d, point out that b can be made into B, Preparation:Printtheuppercaseorlowercasealphabetalongthe · Amagneticboard. Initially, teach a child to read letters at the receptive level. For example, but d cannot. topoftheopenbox.Thealphabetshouldbeprintedaboutaninch have the child match identical letters. When the child can consistently Group Size: Individualorsmallgroup. Provide extra practice for letters that the child has difficulty match identical letters, have her point to a letter when belowtherim.Youmaysplitthealphabetsothathalftheletters one of the difficult letters until you say the discriminating. You may also teach just Procedure: Lineupfourorfivelettersverticallyontheleft-handside areononesideoftheboxandtheotherhalfareontheotherside. letter name. it is learned. Then, introduce the letters that are similar to the first one ofthemagneticboard.Ontheright-handsideoftheboard,randomly Usingthemarker,printadifferentuppercaseorlowercaseletteron 2. next, in appearance. placethesamefourorfiveletters. Teach at the expressive Level eachclothespin. Once the child can consistently match and identify letters, teach her to Pointtooneofthelettersintheleft-handcolumn,andsaythename say the letter names. For example, show the child the letter d, and oftheletter.Then,askachildtofindthesameletterontheotherside have her say its name. oftheboard.Forexample,pointtoaBandsay,"ThisisaB."Follow · visuallydiscriminateformsandletters. · recitethealphabet.

Activities are a fun, engaging way to prepare children for school--appropriate for individuals or small groups. Easyto-follow directions list the materials needed, preparation (if any), procedure, and extension opportunities.

My Learning Plan: Literacy 3

Usewithfunand engagingLetter Buddies®andZoozoo® booksandmaterials. Seepages10­13.

Products

Price

Order #

Check Out Kits

seepage3

Take-Home Activity Book Collection Includes 20 Take-Home Activity Books for each of 10 titles--200 booklets in all! Readiness Activities

$269.00

WB11380

$219.00

WB11854

BRIGANCE Early Childhood · Curriculum Associates LLC · www.CurriculumAssociates.com · 800-225-0248

9

Instruct

BRIGANCE

®

Teach letter recognition and word acquisition

Research shows letter recognition and word acquisition greatly improve when letters and words are taught in a familiar context.

Skills taught

· Letter Recognition & Formation · Phonemic Awareness · Vocabulary Development

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Introduce Letters

These series of books and manipulatives encourage students to build and explore letter knowledge and letter recognition.

· Alphabet Lap Books Set · Foam Magnetic Letters/Magnetic Whiteboards

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2

Build Letter Knowledge and Introduce Letter-Sound Correspondence

These series help students begin to make connections between letters, sounds, and words.

· LetterMats · Letter Books · Starters

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4

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All three products use the same six words for effective repetition and retention.

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Alphabet Lap Books--Each lap-size book (12" x 16") uses a familiar environment to introduce new vocabulary. Letter Books--Each book introduces six vocabulary words that begin with the same starting sound. Starters--Each book uses the same six words as the Letter Books in simple, repetitive sentences.

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LetterMats--Durable, laminated mats reinforce prior learning by using the same vocabulary as the Letter Books and StartersSeries. Foam Magnetic Letters and Magnetic Whiteboards-- Sets of uppercase and lowercase letters come in convenient small containers.

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5

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BRIGANCE Early Childhood · Curriculum Associates LLC · www.CurriculumAssociates.com · 800-225-0248

tion

Featured Series

(PreK­K)

Letter Buddies®

Alphabet Lap Books (3titles)

AlphabetLapBooks(Alphabet at Home, Alphabet at School, Alphabet at the Store) teach vocabulary in a familiar context. Lap book size (12" x 16") works for both small and large group settings. Inside the Books

· Each vocabulary word has been chosen to match its context · Each page introduces both the uppercase and lowercase versions of the letter · Each page uses colorful photography that helps children make real-world connections with the vocabulary

Letter Books (23titles)

(PreK­K)

LetterBooks provide a powerful and entertaining way to help students make connections between letters, sounds, and words. Each book introduces six experience-based vocabulary words that begin with the same initial sound. Inside the Books

· Each cover illustration introduces the vocabulary and is great for warm-up activities · Rough, textured letters on each cover encourage finger tracing and letterformation activities · Each word begins with the same starting sound (all vowels are the short sound) · Each book concludes with an activity that reinforces the words and the sounds

Products

Description

Includes1AlphabetatSchool,1AlphabetatHome,1AlphabetattheStore,1LetterLearning withLetterBuddies(TeacherGuide) Includesonesetof23books(onebookperletter--QandUinonebook;X,Y,andZinonebook) Includes1setof24books(onebookperletter--X,Y,andZinonebook) Includes1setof26mats Includes1setof22books(introduces22ofthemostcommonblends) Includes10ContainersofUppercaseMagneticLetters(42piecesineachcontainer),10 ContainersofLowercaseMagneticLetters(42piecesineachcontainer),10Magnetic Whiteboards,1LetterLearningwithLetterBuddies(TeacherGuide) Includes23LetterBooks,24Starters,26LetterMats,1LetterLearningwithLetterBuddies (TeacherGuide) IncludesasetofAlphabetLapBooks,Starters,LetterBooks,BlendsBooks,BestFriends, LetterMats,10ContainersofUppercaseMagneticLetters(42piecesineachcontainer), 10ContainersofLowercaseMagneticLetters(42piecesineachcontainer),10Magnetic Whiteboards

Price

$52.00 $53.00 $62.00 $65.00 $48.00 $144.00 $164.00

Order #

WB12164 WB12015 WB12016 WB12022 WB12017 WB12167 WB12166

Alphabet Lap Book Set Letter Books Starters LetterMats Blends Books Magnetic Letter Class Set Building Letter Knowledge Set Letter Buddies® Complete Set

$429.00

WB12165

BRIGANCE Early Childhood · Curriculum Associates LLC · www.CurriculumAssociates.com · 800-225-0248

11

Instruct

®

BRIGANCE Teach early literacy skills

®

1

Introduce Genres and Content Area Vocabulary

through Animal Study

Intothe WildDiscoverySet features eight different animals. The set includes the following types of text: · Fiction · Nonfiction · Wordless Book · Poem · Poster (Chart)

Pam Carlos Emma Max Ferdinand

Pam Carlos Emma Max Ferdinand

For more Zoozoo products, please visit www.ZoozooBooks.com!

Poster(Chart)

Fiction

Wordless

Word Count: 32

Oh, Zebra!

Pam is looking for the zebra. Where did he go? Can you spot him? Help Pam find the missing zebra!

We are Thirsty

Palek and Priya love running around together. But all that running makes them thirsty! They need to find some water. Help Palek and Priya find their way to the river.

Zebra

Word Count: 38

For more Zoozoo products, please visit www.ZoozooBooks.com!

www.CavalloPublishing.com

Are zebras just horses with stripes? No way! 9 781601 570635 Learn all about this fun animal and why it is so special.

Zebra-WeAreThirsty_cvr.indd 1-2

www.CavalloPublishing.com

9 781601 570819

10/17/07 4:12:02 PM

OhZebra_cvr.indd 1-2

10/17/07 3:39:28 PM

For more Zoozoo products, please visit www.ZoozooBooks.com!

www.CavalloPublishing.com

9 781601 570680

Zebra-NF_cvr.indd 1-2

10/25/07 2:35:14 PM

Nonfiction Poem

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Build Phonemic Awareness, Oral Language, and Concepts about Print

StorytellersClassSet includes ten titles that help young students develop the oral language skills necessary to become strong and independent readers. The Teacher's Edition for each book includes a 5-day plan to teach the following skills: · Oral Language Development · Comprehension · Vocabulary · Phonemic Awareness · Concepts about Print

Student'sEdition

Teacher'sEditionbyliteracyexpertDr.LanceGentile

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BRIGANCE Early Childhood · Curriculum Associates LLC · www.CurriculumAssociates.com · 800-225-0248

tion

Featured Series

(PreK­K)

Zoozoo®

Into the Wild Wordless (8titles)

Inside the Books

Snack Time

Kofi loves snack time and today is his lucky day! An apple has fallen from a tree. But someone else is waiting nearby to take a bite of that apple too!

Pam

Carlos

Emma

Max

Ferdinand

· Relevant themes and content areas for each story · Read the whole story or use each page individually for oral language activities · Teacher's notes and activities included in each book

For more Zoozoo products, please visit www.ZoozooBooks.com!

www.CavalloPublishing.com

9 781601 570789

Lion-SnackTime_cvr.indd 1-2

10/17/07 4:11:43 PM

Themes taught

· Helping others

· Being lost

· Sharing

· Good behavior

Storytellers (10titles,Student'sandTeacher'sEditionsavailable)

(PreK­1)

Inside the Books

· Aligned to National Early Childhood Standards · Detailed illustrations encourage children's storytelling and vocabulary · Simple, repetitive text develops early literacy skills · Teacher's Edition includes 5-day teaching guide with comprehensive activities · Each story concludes with a humorous and positive outcome, teaching a behavioral lesson

Skills taught

· Retelling

· Vocabulary

· Concepts about Print

Products

Description

Includesonecopyof20titlesthatintroduceindividualanimalsfromfourdifferenthabitats-- Arctic,Farm,Forest,andRainforest Includes48books--6copiesofthefollowingtitles:BigElephant,FrogsPlay,TallGiraffe,Dirty Hippo,TheLionRoars,IntheTree,SeeaTiger,Oh,Zebra!,andaFREEsetofZoozoo®Finger Puppets (also available in Spanish) Includes48books--6copiesofthefollowingtitles:Elephant,Frog,Giraffe,Hippo,Lion, Orangutan,Tiger,Zebra,andaFREEsetofZoozoo®FingerPuppets (also available in Spanish) Includes48books--6copiesofthefollowingtitles:PlayBall,NewFriends,GoingHome,Helpful Hippo,SnackTime,MeandMom,Brothers,WeAreThirsty,andaFREEsetofZoozoo®Finger Puppets Includes24books--8LeveledFictionBooks,8LeveledNonfictionBooks,8WordlessBooks, 8PoetryCards,8AnimalPosters,andaFREEsetofZoozoo®FingerPuppets Includes10books--large-format(10"x9")versionsofthefollowingtitles:DoYouSeeWhatI See?,EmmaLikestoHelp,GetAwayBee,NoBananasHere,Oops!Sorry!,StuckintheMud,The Surprise,TheTeeter-Totter,TimeforLunch,WhereIsMySnack?(teachingguidesincludedin eachbook) Includes50books--1StorytellersTeacher'sEditionCompleteSetand4copiesofeachStudent's Edition(6"x51/2"),andaFREEsetofZoozoo®FingerPuppets

Price

$89.00

Order #

WB12168

Animal World Complete Set Into the Wild Fiction Guided Reading Set Into the Wild Nonfiction Guided Reading Set Into the Wild Wordless Guided Reading Set Into the Wild Discovery Set Storytellers Teacher's Edition Complete Set Storytellers Class Set

$185.00

WB12172

$185.00 $185.00 $172.00

WB12173 WB12174 WB12170

$48.00

WB12106

$199.00

WB12107

BRIGANCE Early Childhood · Curriculum Associates LLC · www.CurriculumAssociates.com · 800-225-0248

13

Managem

Bring it all together with a powerful Online Management System

Essential data management and reporting are now in one easy-to-access and easy-to-use system.

· Easily enter screening data from the BRIGANCE®Screens to automatically calculate and compare scores to cutoffs for potential learning delays or giftedness · Get recommendations for the BRIGANCE®DevelopmentalInventory and ReadinessActivities to target instruction · Monitor progress in the DevelopmentalInventory across reporting periods · Generate easy-to-read and easy-to-share reports and letters to families · Manage your program and meet reporting requirements

The BRIGANCE®OnlineManagementSystem guides administrators and teachers step by step through each process, ensuring consistent and accurate data and reports. Administrators can customize screen cutoff scores to meet specific program needs. Also included are downloadable instructionalactivities*andparentletters, which can be printed and shared with parents and caregivers to engage them in their child's development. Free online training and telephone support

*FromBRIGANCE®ReadinessActivities

1

Simple navigation makes it easy to enter data and access essential resources, such as parent letters and home activities. Helpful guidance allows teachers and administrators to maximize the use of the system. User-friendly format helps users quickly find and access information.

Welcome Pauline Mason

My Students I Group Reports I Activities Library I My Account I Help I Logout

BRIGANCE® Early Childhood

Mia S. Thomas

edit student information

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Student ID

ABC-12-D34

Parent/Guardian

Wanda Thomas

Current Age

4 years, 9 months

Class

PreK: Mason

Birthdate

08/10/2007

Student Status

Screens

Inventory

Observations

Reports

Family Connection

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3

Student Status: Mia's recent events

Event

Science - Scientific Skills and Methods enter inventory data Four-Year-Old Child view data sheet I view Summary and suggested Next Steps

Date

10/29/2011

What's This?

2

3

09/21/2011

This page lists screenings and assessments for this child, as well as other actions such as Observation Log entries. Click on a link to view existing data or enter new screening/ assessment results.

Products

Price

$8.00/child*

Order #

WB11858

Online Management System (1-year license)

*10-license minimum for new customers.

Save more with the Complete System 3-year subscription.

seepage3

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BRIGANCE Early Childhood · Curriculum Associates LLC · www.CurriculumAssociates.com · 800-225-0248

ment

1 Information for Administrators Easily analyze screening and ongoing assessment data for individual children, classrooms, and your whole program. Administrator reports provide at-a-glance, program-level information, such as which children have not yet been screened. 2 Information for Teachers A Screening Summary Report for each child clearly shows the child's results compared to cutoff scores and automatically identifies individualized next steps, including recommendations for the Developmental Inventory and Readiness Activities. Information for Parents User-friendly reports make it simple to share each child's instructional goals with his or her parents and caregivers. Easy-to-read charts clearly demonstrate the child's progress over time.

Early Childhood Rachel Chen

Student ID: 371425HM Parent / Guardian: Wanda Chen

Online Management System

SCREENING COMPLETION ADMIN REPORT

Early Childhood

Riverside School PreK

Percent of Children Screened

Percent of Children Screened/Not Screened

1

Classroom A

30%

25% Not Screened

Classroom B

10% 90%

Classroom C

Classroom D

60%

Classroom E

25 50 75

75%

100

75% Screened

3

Children Not Screened

Classroom A

Student Name: Isabella Martinez Ashley Cheng Josh Nguyen Days Late: 4 10 9

Classroom D

Student Name: Luis Vasquez Brayden Linnehan Dylan McCabe Days Late: 2 8 9

STUDENT SUMMARY

SCREENING REPORT

Classroom B

What Does It Mean?

Cutoff Score: Cutoff scores are used to determine which children may need rescreening or referral for further evaluation. A child who scores below the cutoff and has fewer than four psychosocial risk factors may be developmentally delayed and should be considered for further evaluation. At-Risk Guidelines Score: At-Risk Guidelines are based on Nonverbal, Communication, and Academic scores. Weaknesses in these areas indicate a need to refer the child for further evaluation. Use the At-risk Guidelines to determine if a child who scores below the cutoff and has four or more psychosocial risk factors is delayed due to potential developmental disabilities. Please see the Early Childhood Screen for details on Self-help and Social-Emotional scoring.

Classroom E

Days Late: 5 12 3 10 Student Name: Kylie Snow Mercedes Wang Keshawn Bryant Marcus Jeffries Days Late: 10 2 5 8

Screen: Four-Year-Old Child Date of Screening: August 30, 2011 Chronological Age When Screened: 4 years, 9 month

Scores Compared to Cutoffs

Total Score: 70

25 50 Cutoff < 80 Potential Gifted Cutoff >89

2

75 100

Student Name: Kayla Harvey Valerie Duncan Angel Gutierrez Elijah Ferguson

Classroom C

Student Name: Tran Seng Jayla Williams Laticia Mejia Tiffany Lucas

Student ID: 371425HM

Early Childhood

Days Late: Rachel Chen 2 13 4 2

Parent / Guardian: Wanda Chen

SKILLS MASTERY SUMMARY

INVENTORY REPORT

At Risk Score: 38

25

Cutoff < 39

50

75

100

Total Score: 70 Potential Delay Cutoff: This child's score is below the Cutoff (<80). At-risk Cutoff: Since this child has 6 Psychosocial Risk Factors, scores on certain assessments were compared to the At-Risk Cutoff. This child's score is below the At-Risk Cutoff.

This report shows a cumulative record of the child's skill mastery for each assessment in a domain. Assessments only display if items in that assessment were actually assessed. Click a link to view the Skills Mastery Detail Report. Assessments with a "Readiness Activities" button allow you to download correlated Teaching Activities, or direct you to the Activities Library for related activities.

Skills Mastered: Literacy 47 38 30

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This chart shows the growth in skills mastered from the first evaluation to the most recent evaluation period. Consider sharing this chart with parents / caregivers when discussing their child's progress over time.

Suggested Next Steps

· Consider referral for further evaluation. · Follow up on Data Sheet Recommendations, notes on hearing, vision. · Communicate results to parents. · Individualize instruction with the Instructional Planning Sheet. · Enter the Screening Observations Form. · Provide ongoing assessment and appropriate instruction. See below for recommendations.

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2

Evaluation Period

3

Recommendations for Ongoing Assessment and Instruction

Ongoing Assessment For more in-depth information about this child's skills and for ongoing assessment, focus assessment in the following domains: · Language Development · Literacy Assessments for these domain areas can be found in the BRIGANCE Early Childhood Developmental Inventory. View all related Early Childhood Developmental Inventory assessments Instruction Go to Activities Library for Teaching Activities from BRIGANCE Readiness Activities.

Domain: Literacy Year: 2011 ­ 2012

Assessment

B-1 Response to and Experience with Books B-5 Identifies Rhyme B-6a Visual Discrimination (Forms and Uppercase Letters B-13 Identifies Blended Words

Evaluation Period 1

Evaluation Period 2

Evaluation Period 3

8/15/11 ­ 10/9/11

24 skill(s) mastered out of 30 skill(s) assessed 0 skill(s) mastered out of 2 skill(s) assessed 0 skill(s) mastered out of 3 skill(s) assessed 6 skill(s) mastered out of 12 skill(s) assessed 30 skill(s) mastered out of 47 skill(s) assessed

10/10/11 ­ 11/9/11

27 skill(s) mastered out of 30 skill(s) assessed 2 skill(s) mastered out of 5 skill(s) assessed 1 skill(s) mastered out of 3 skill(s) assessed 8 skill(s) mastered out of 12 skill(s) assessed 38 skill(s) mastered out of 50 skill(s) assessed

11/10/11 ­ 1/10/12

29 skill(s) mastered out of 30 skill(s) assessed 5 skill(s) mastered out of 8 skill(s) assessed 2 skill(s) mastered out of 5 skill(s) assessed 11 skill(s) mastered out of 12 skill(s) assessed 47 skill(s) mastered out of 55 skill(s) assessed

TOTAL Skills mastered / assessed in this domain

Call 800-225-0248 or visit BRIGANCE.com/EARLYCHILDHOOD

BRIGANCE Early Childhood · Curriculum Associates LLC · www.CurriculumAssociates.com · 800-225-0248

15

PRSRT STD U.S. POSTAGE PAID CURRICULUM ASSOCIATES LLC

Call now or visit online to order:

· Early Childhood Screens · Early Childhood Developmental Inventory · Readiness Activities · Take-Home Activity Books · Letter Buddies® and Zoozoo® Literacy and Language Series · Early Childhood Online Management System

Call 800-225-0248 or visit BRIGANCE.com/EARLYCHILDHOOD

7/112.5K

Information

BRIGANCE Early Childhood Brochure

16 pages

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