Step 1

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

Go to the Free Tools page and use the Rounded Chronological Age Calculator to determine the age-appropriate Data Sheet needed.

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

Step 2

Screen the 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.

Step 4

Score both the Core Assessments and the Self-help and Social-Emotional Scales by hand, or go to the Free Tools page and use the Scoring Tools to compare the child’s score with cutoff scores and identify if the child 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 Who Have Entered Psychosocial Risk Factors in the Children’s Student Profiles:
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, which is a downloadable PDF available on the Free Tools page. 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 and recommend books families can read together.

Readiness Activities is available for purchase in hard copy.

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

Step 1

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

Go to the Free Tools page and use the Rounded Chronological Age Calculator to determine the age-appropriate Data Sheet needed.

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

Step 2

Screen the 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.

Step 4

Score both the Core Assessments and the Self-help and Social-Emotional Scales by hand, or go to the Free Tools page and use the Scoring Tools to compare the child’s score with cutoff scores and identify if the child 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 Who Have Entered Psychosocial Risk Factors in the Children’s Student Profiles:
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, which is a downloadable PDF available on the Free Tools page. 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 and recommend books families can read together.

Readiness Activities is available for purchase in hard copy.

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

Step 8

For children who score below the cutoff for potential developmental delays but above the at-risk cutoff at their initial screening, rescreen within six months unless there are indicators of disabilities.

Step 9

You may, once again, need to compute the 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 four years old at the time of the initial screening may have turned five by the time the follow-up screen is administered.

Step 10

Rescreen the child using the Core Assessments of the age-appropriate screen.

Step 11

Score the Core Assessments by hand or use the Screens III Online Scoring Tool on the Free Tools page to compare the child's score with cutoff scores and identify if the child may have developmental or academic delays.

For OMS Users:
Enter the child’s screening results into the OMS, and review the child’s Screening Summary Report to see how the child’s performance compares to the cutoff scores. If the child’s score on the follow-up screen falls below the cutoff for Detecting Potential Developmental Delays, initiate a referral for additional evaluation.

Step 12

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 the 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.

Step 1

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

Go to the Free Tools page and use the Rounded Chronological Age Calculator to determine the age-appropriate Data Sheet needed.

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

Step 2

Screen the 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.

Step 4

Score both the Core Assessments and the Self-help and Social-Emotional Scales by hand, or go to the Free Tools page and use the Scoring Tools to compare the child’s score with cutoff scores and identify if the child 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 Who Have Entered Psychosocial Risk Factors in the Children’s Student Profiles:
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, which is a downloadable PDF available on the Free Tools page. 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 and recommend books families can read together.

Readiness Activities is available for purchase in hard copy.

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

Step 8

Select appropriate assessments from the IED III.

• Some programs choose to administer assessments specific to a child’s needs or strengths, basing the assessments on that child’s screening results.
• Other programs choose to administer specific IED III assessments or all IED III assessments within specific domains to all children in the program.

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 IED III. (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 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 and recommend books 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.