Developmental Screening (1 Time per Year)

Browse scenarios: 2–3 Times per Year | Screening and Ongoing Assessment | Screening and Normative Assessment

Many programs screen only once. This screening may take place in the spring or summer prior to kindergarten entrance (KEA), at the beginning of the school year, or when a child enters the program.

BRIGANCE® Tools:
  • Early Childhood Screen III (0–35 months); (3–5 years); (K & 1)
  • Screens III Online Management System (OMS)
  • Readiness Activities

Step 1

Compute each child’s rounded chronological age before screening to ensure administration of the age-appropriate screen.

Go to the Free Tools page at BRIGANCE.com and use the Rounded Chronological Age Calculator to determine the age-appropriate Data Sheet needed for each child.

For OMS Users:
Once you enter children into the OMS, each child’s current rounded chronological age will appear on the Student List.

Step 2

Screen each child using the Core Assessments of the age-appropriate screen. Refer to the Step-by-Step Screening Procedures in your screening manual.

Step 3

Administer the Self-help and Social-Emotional Scales via the Parent Report and/or Teacher Report.*

*If your program does not use another tool to gather data on self-help and social-emotional development, we strongly recommend using this resource to gather valuable data about the whole child.

Step 4

Score both the Core Assessments and the Self-help and Social-Emotional Scales by hand, or go to the Free Tools page at BRIGANCE.com and use the Scoring Tools to compare children’s scores with cutoff scores and identify children who may have developmental or academic delays. The Screens III Scoring Tool will also generate normative scores for each of the three domains assessed within the screen.

For OMS Users:
Enter screening results into the OMS and refer to the individual Screening Summary Reports to identify children who may have developmental or academic delays. Once all children’s results have been generated in the OMS, you can run the Group Screening Summary Report to download data that allows you to sort performance overall and by domain to further determine areas of strength and need.

Step 5

Children who score below the Developmental or Academic Delays cutoff scores may be experiencing delays due to psychosocial risk factors. (See the screening manual for a list of risk factors.) A child is considered to be at risk if four or more risk factors are present. If four or more risk factors are present, compare the child’s score on select assessments with the age-appropriate at-risk cutoff score. If the child’s score falls below the at-risk cutoff, initiate a referral. If the child’s score falls above the cutoff, the child may make rapid gains after participation in your program. Rescreen the child within six months unless there are indicators of disabilities. (Considering psychosocial risk factors may help minimize both under-referrals and over-referrals.)

For OMS Users:
If you have entered psychosocial risk factors in the children’s profiles, you can run the At-Risk Report, which lists children who have scored below the potential delays cutoff and shows their performance compared to the at-risk cutoffs.

Step 6

Share screening information with families using the age-appropriate Screens III Parent Report, a downloadable PDF available on the Free Tools page at BRIGANCE.com. This report is available in English and in Spanish.

For OMS Users:
A prepopulated Screens III Parent Report is generated for each child whose screen has been submitted and scored.

Step 7

Plan instruction based on individual and group screening results. The BRIGANCE Readiness Activities includes easy-to-implement teaching activities and creative suggestions for incorporating readiness skills in everyday activities. This will help children build and strengthen their school readiness skills across multiple domains. For families, there are letters for teachers to send home (in both English and Spanish) that suggest fun at-home activities to reinforce skills children are learning. The letters also provide book recommendations that families can read together.

The Readiness Activities is available for purchase in hard copy.

For OMS Users:
Resources in the Readiness Activities can be accessed from the Resources tab.

TIP: Review the introductory material in your screening manual for more detailed information on implementation.

Developmental Screening (2–3 Times per Year)

Browse scenarios: 1 Time per Year | Screening and Ongoing Assessment | Screening and Normative Assessment

Some programs screen multiple times. The initial screening may take place in the spring or summer prior to kindergarten entrance (KEA), at the beginning of the school year, or when a child enters the program. Follow-up screenings may take place midyear, end of year, or as indicated by your program to monitor progress.

BRIGANCE Tools:
  • Early Childhood Screen III (0–35 months); (3–5 years); (K & 1)
  • Screens III OMS
  • Readiness Activities

Initial Screening

Step 1

Compute each child’s rounded chronological age before screening to ensure administration of the age-appropriate screen.

Go to the Free Tools page at BRIGANCE.com and use the Rounded Chronological Age Calculator to determine the age-appropriate Data Sheet needed for each child.

For OMS Users:
Once you enter children into the OMS, each child’s current rounded chronological age will appear on the Student List.

Step 2

Screen each child using the Core Assessments of the age-appropriate screen. Refer to the Step-by-Step Screening Procedures in your screening manual.

Step 3

Administer the Self-help and Social-Emotional Scales via the Parent Report and/or Teacher Report.*

*If your program does not use another tool to gather data on self-help and social-emotional development, we strongly recommend using this resource to gather valuable data about the whole child.

Step 4

Score both the Core Assessments and the Self-help and Social-Emotional Scales by hand, or go to the Free Tools page at BRIGANCE.com and use the Scoring Tools to compare children’s scores with cutoff scores and identify children who may have developmental or academic delays. The Screens III Scoring Tool will also generate normative scores for each of the three domains assessed within the screen.

For OMS Users:
Enter screening results into the OMS and refer to the individual Screening Summary Reports to identify children who may have developmental or academic delays. Once all children’s results have been generated in the OMS, you can run the Group Screening Summary Report to download data that allows you to sort performance overall and by domain to further determine areas of strength and need.

Step 5

Children who score below the Developmental or Academic Delays cutoff scores may be experiencing delays due to psychosocial risk factors. (See the screening manual for a list of risk factors.) A child is considered to be at risk if four or more risk factors are present. If four or more risk factors are present, compare the child’s score on select assessments with the age-appropriate at-risk cutoff score. If the child’s score falls below the at-risk cutoff, initiate a referral. If the child’s score falls above the cutoff, the child may make rapid gains after participation in your program. Rescreen the child within six months unless there are indicators of disabilities. (Considering psychosocial risk factors may help minimize both under-referrals and over-referrals.)

For OMS Users:
If you have entered psychosocial risk factors in the children’s profiles, you can run the At-Risk Report, which lists children who have scored below the potential delays cutoff and shows their performance compared to the at-risk cutoffs.

Step 6

Share screening information with families using the age-appropriate Screens III Parent Report, a downloadable PDF available on the Free Tools page at BRIGANCE.com. This report is available in English and in Spanish.

For OMS Users:
A prepopulated Screens III Parent Report is generated for each child whose screen has been submitted and scored.

Step 7

Plan instruction based on individual and group screening results. The BRIGANCE Readiness Activities includes easy-to-implement teaching activities and creative suggestions for incorporating readiness skills in everyday activities. This will help children build and strengthen their school readiness skills across multiple domains. For families, there are letters for teachers to send home (in both English and Spanish) that suggest fun at-home activities to reinforce skills children are learning. The letters also provide book recommendations that families can read together.

The Readiness Activities is available for purchase in hard copy.

For OMS Users:
Resources in the Readiness Activities can be accessed from the Resources tab.

Follow-Up Screening

Follow-up screenings may take place midyear, end of year, or as indicated by your program’s guidelines to monitor progress.

Step 8

You may, once again, need to compute each child’s rounded chronological age before screening to ensure administration of the appropriate screen. Keep in mind that the age-appropriate screen for the follow-up screening may not be the screen that was administered for the initial screening. For example, a child who was three years old at the time of the initial screening may have turned four by the time the follow-up screen is administered.

Step 9

Rescreen (or post-screen) each child using the Core Assessments of the age-appropriate screen.

Step 10

Score the Core Assessments by hand or use the Screens III Online Scoring Tool on the Free Tools page at BRIGANCE.com to compare children’s scores with cutoff scores and identify children who may have developmental or academic delays.

For OMS Users:
Enter screening results into the OMS and refer to the individual Screening Summary Reports to identify children who may have developmental or academic delays. Once all children’s results have been generated in the OMS, you can run the Group Screening Summary Report to download data that allows you to sort performance overall and by domain to further determine areas of strength and need.

Step 11

To monitor growth across multiple screenings, refer to the BRIGANCE Screens III Technical Manual (Chapter 6: Monitoring Progress and Appendix H: Charting Progress with Age Equivalents) for information on using age equivalents to monitor growth.

For OMS Users:
A Screening Progress Report is available for each child after the second screening. This report charts overall growth across multiple screenings as well as growth by domain, showing the child’s chronological age next to the age equivalent at the time of each screening.

TIP: Review the introductory material in your screening manual for more detailed information on implementation.

Developmental Screening and Ongoing Assessment

Browse scenarios: 1 Time per Year | 2–3 Times per Year | Screening and Normative Assessment

Many programs screen in the spring or summer prior to kindergarten entrance (KEA), at the beginning of the school year, or when a child enters the program and then administer assessments from the criterion-referenced Inventory of Early Development (IED III)—Early Childhood Edition for a more in-depth and ongoing assessment of skill mastery.

BRIGANCE Tools:
  • Early Childhood Screen III (0–35 months); (3–5 years); (K & 1)
  • Screens III OMS
  • IED III—Early Childhood Edition
  • Readiness Activities

Developmental Screening

Step 1

Compute each child’s rounded chronological age before screening to ensure administration of the age-appropriate screen.

Go to the Free Tools page at BRIGANCE.com and use the Rounded Chronological Age Calculator to determine the age-appropriate Data Sheet needed for each child.

For OMS Users:
Once you enter children into the OMS, each child’s current rounded chronological age will appear on the Student List.

Step 2

Screen each child using the Core Assessments of the age-appropriate screen. Refer to the Step-by-Step Screening Procedures in your screening manual.

Step 3

Administer the Self-help and Social-Emotional Scales via the Parent Report and/or Teacher Report.*

*If your program does not use another tool to gather data on self-help and social-emotional development, we strongly recommend using this resource to gather valuable data about the whole child.

Step 4

Score both the Core Assessments and the Self-help and Social-Emotional Scales by hand, or go to the Free Tools page at BRIGANCE.com and use the Scoring Tools to compare children’s scores with cutoff scores and identify children who may have developmental or academic delays. The Screens III Scoring Tool will also generate normative scores for each of the three domains assessed within the screen.

For OMS Users:
Enter screening results into the OMS and refer to the individual Screening Summary Reports to identify children who may have developmental or academic delays. Once all children’s results have been generated in the OMS, you can run the Group Screening Summary Report to download data that allows you to sort performance overall and by domain to further determine areas of strength and need.

Step 5

Children who score below the Developmental or Academic Delays cutoff scores may be experiencing delays due to psychosocial risk factors. (See the screening manual for a list of risk factors.) A child is considered to be at risk if four or more risk factors are present. If four or more risk factors are present, compare the child’s score on select assessments with the age-appropriate at-risk cutoff score. If the child’s score falls below the at-risk cutoff, initiate a referral. If the child’s score falls above the cutoff, the child may make rapid gains after participation in your program. Rescreen the child within six months unless there are indicators of disabilities. (Considering psychosocial risk factors may help minimize both under-referrals and over-referrals.)

For OMS Users:
If you have entered psychosocial risk factors in the children’s profiles, you can run the At-Risk Report, which lists children who have scored below the potential delays cutoff and shows their performance compared to the at-risk cutoffs.

Step 6

Share screening information with families using the age-appropriate Screens III Parent Report, a downloadable PDF available on the Free Tools page at BRIGANCE.com. This report is available in English and in Spanish.

For OMS Users:
A prepopulated Screens III Parent Report is generated for each child whose screen has been submitted and scored.

Step 7

Plan instruction based on individual and group screening results. The BRIGANCE Readiness Activities includes easy-to-implement teaching activities and creative suggestions for incorporating readiness skills in everyday activities. This will help children build and strengthen their school readiness skills across multiple domains. For families, there are letters for teachers to send home (in both English and Spanish) that suggest fun at-home activities to reinforce skills children are learning. The letters also provide book recommendations that families can read together.

The Readiness Activities is available for purchase in hard copy.

For OMS Users:
Resources in the Readiness Activities can be accessed from the Resources tab.


Ongoing Assessment

Step 8

Select appropriate assessments from the IED III.

  • Some programs choose to administer IED III assessments specifically aligned to a child’s screening results for a more in-depth and ongoing assessment of the child’s skill mastery.
  • Other programs choose to administer selected IED III assessments or assessments within specific domains to all children for ongoing assessment and progress monitoring.

TIP: Charts linking skills in the Core Assessments of age-specific screens to those same skills in the IED III assessments can be found at the back of the Screens III screening manuals.

For Screens III OMS Users:
A skill-specific linking chart can be downloaded from each child’s Screening Summary Report.

TIP: Once you have identified the assessments you will administer, mark them in the Inventory. (For example, use a highlighter to identify the assessments you will administer or mark the pages with sticky notes.)

Step 9

In each assessment you plan to administer, select the item with which you will begin.*

*Many assessments in the IED III span several years of development, and it is not always necessary or desirable to begin with the first item in a skill sequence.

TIP: If administering assessments that are specific to a child’s needs or strengths, for easy reference, mark in the child’s Record Book the assessment(s) and items with which you’ll begin. Using the color-coded system in the Record Book will allow you to identify mastered skills and instructional objectives and monitor progress over time.

Step 10

Plan instruction based on individual and group assessment results. The BRIGANCE Readiness Activities includes easy-to-implement teaching activities and creative suggestions for incorporating readiness skills into everyday activities. This will help children build and strengthen their school readiness skills across multiple domains. For families, there are letters for teachers to send home (in both English and Spanish) that suggest fun at-home activities to reinforce skills children are learning. The letters also provide book recommendations that families can read together.

The Readiness Activities is available for purchase in hard copy.

For Screens III OMS Users:
Resources in the Readiness Activities can be accessed from the Resources tab.

TIP: Review the introductory material in your screening and assessment manuals for more detailed information on implementation.

Developmental Screening and Normative Assessment

Browse scenarios: 1 Time per Year | 2–3 Times per Year | Screening and Ongoing Assessment

Some programs screen in the spring or summer prior to kindergarten entrance (KEA), at the beginning of the school year, or when a child enters the program and then, based on a child’s screening results indicating the need for further evaluation, administer the age-appropriate Inventory of Early Development (IED III) Standardized assessments. Results from this normative testing are often used for reporting and/or for determining eligibility for services.

BRIGANCE Tools:
  • Early Childhood Screen III (0–35 months); (3–5 years); (K & 1)
  • Screens III OMS
  • IED III Standardized
  • Readiness Activities

Developmental Screening

Step 1

Compute each child’s rounded chronological age before screening to ensure administration of the age-appropriate screen.

Go to the Free Tools page at BRIGANCE.com and use the Rounded Chronological Age Calculator to determine the age-appropriate Data Sheet needed for each child.

For OMS Users:
Once you enter children into the OMS, each child’s current rounded chronological age will appear on the Student List.

Step 2

Screen each child using the Core Assessments of the age-appropriate screen. Refer to the Step-by-Step Screening Procedures in your screening manual.

Step 3

Administer the Self-help and Social-Emotional Scales via the Parent Report and/or Teacher Report.*

*If your program does not use another tool to gather data on self-help and social-emotional development, we strongly recommend using this resource to gather valuable data about the whole child.

Step 4

Score both the Core Assessments and the Self-help and Social-Emotional Scales by hand, or go to the Free Tools page at BRIGANCE.com and use the Scoring Tools to compare children’s scores with cutoff scores and identify children who may have developmental or academic delays. The Screens III Scoring Tool will also generate normative scores for each of the three domains assessed within the screen.

For OMS Users:
Enter screening results into the OMS and refer to the individual Screening Summary Reports to identify children who may have developmental or academic delays. Once all children’s results have been generated in the OMS, you can run the Group Screening Summary Report to download data that allows you to sort performance overall and by domain to further determine areas of strength and need.

Step 5

Children who score below the Developmental or Academic Delays cutoff scores may be experiencing delays due to psychosocial risk factors. (See the screening manual for a list of risk factors.) A child is considered to be at risk if four or more risk factors are present. If four or more risk factors are present, compare the child’s score on select assessments with the age-appropriate at-risk cutoff score. If the child’s score falls below the at-risk cutoff, initiate a referral. If the child’s score falls above the cutoff, the child may make rapid gains after participation in your program. Rescreen the child within six months unless there are indicators of disabilities. (Considering psychosocial risk factors may help minimize both under-referrals and over-referrals.)

For OMS Users:
If you have entered psychosocial risk factors in the children’s profiles, you can run the At-Risk Report, which lists children who have scored below the potential delays cutoff and shows their performance compared to the at-risk cutoffs.

Step 6

Share screening information with families using the age-appropriate Screens III Parent Report, a downloadable PDF available on the Free Tools page at BRIGANCE.com. This report is available in English and in Spanish.

For OMS Users:
A prepopulated Screens III Parent Report is generated for each child whose screen has been submitted and scored.

Step 7

Plan instruction based on individual and group screening results. The BRIGANCE Readiness Activities includes easy-to-implement teaching activities and creative suggestions for incorporating readiness skills in everyday activities. This will help children build and strengthen their school readiness skills across multiple domains. For families, there are letters for teachers to send home (in both English and Spanish) that suggest fun at-home activities to reinforce skills children are learning. The letters also provide book recommendations that families can read together.

The Readiness Activities is available for purchase in hard copy.

For OMS Users:
Resources in the Readiness Activities can be accessed from the Resources tab.


Normative Assessment

Step 8

Based on a child’s screening results indicating the need for further evaluation for potential services, determine if you will administer the full battery of age-appropriate assessments or the age-appropriate assessments in only specific domains (or skill areas) of concern.

  • Some programs choose to administer the full battery to derive normative scores (i.e., standard scores, percentiles, and age equivalents) across key developmental and early learning domains.
  • Other programs choose to administer the age-appropriate assessments only within specific domains, indicated as areas of concern from the child’s screening results.

Step 9

You may, once again, need to compute the child’s rounded chronological age to ensure administration of the age-appropriate assessments. Determine which assessments are applicable for the age of the child you will assess. See Appendix D: Assessments to Administer by Age Range in the IED III Standardized manual.

TIP: Once you have identified the assessments you will administer, mark them in the examiner’s manual and in the child’s IED III Standardized Record Book. (For example, use a highlighter to identify the assessments you will administer or mark the pages with sticky notes.)

Step 10

Determine the age-appropriate entry point for each assessment, and mark that item in the skill sequence in the child’s Record Book. The entry points for each assessment are found on the examiner pages in the examiner’s manual and in the IED III Standardized Record Book.

Step 11

Determine if any accommodations are necessary. See the Evaluating Children with Special Considerations section in the Introduction of your examiner’s manual.

Step 12

Administer the assessments, marking the child’s responses in their Record Book.
(Refer to the Step-by-Step Assessment Procedures in your examiner’s manual.) Administration does not need to be completed in one setting.

Step 13

After the assessment:

  • Tally the raw score for each assessment in the child’s Record Book.
  • Next, write the raw score for each assessment on the IED III Standardized Scoring Sheet in the child’s Record Book.
  • To convert raw scores, go to the Free Tools page at BRIGANCE.com and enter the raw score for each assessment into the IED III Standardized Scoring Tool. The tool will generate normative scores for you.
  • Be sure to print the report—the free scoring tool does not save results.

Step 14

Evaluate the results and decide on next steps.

Step 15

If you need additional information about a child’s present skill levels or if you want to monitor progress over time, the criterion-referenced IED III provides comprehensive assessment that allows you to choose assessments based upon a child’s developmental level rather than chronological age.

TIP: Review the introductory material in your screening and assessment manuals for more detailed information on implementation.

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