BRIGANCE PCI Reading Program Placement Guide - …® • PCI Reading Program Placement Guide 3 Overview This BRIGANCE® • PCI Reading Program Placement Guide, used in conjunction

BRIGANCE® • PCI Reading Program Placement Guide

®

ISBN 978-0-7609-7983-9©2012—Curriculum Associates, LLC

North Billerica, MA 01862&

PCI Education San Antonio, TX 78249

All materials contained herein are protected by copyright and all rights are reserved.

Permission is granted for the reproduction of the pages designated with a symbol, provided that no modifications are made. The reproduction of any part of this program for commercial use or for an entire school system, hospital system, or institutional system is strictly prohibited. Any other use or reproduction of any part of this program without prior written permission is strictly prohibited.

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TABLE OF CONTENTSPage

Overview .................................................................................................................................... 3

infOrmatiOn fOr Using the Comprehensive inventory of BasiC skills ii (CiBs ii) .. 4

Using the CIBS II to Determine Skill Area Objectives and Corresponding Lessons ........................... 4

Using the CIBS II to Determine Program Placement Level .............................................................. 5

infOrmatiOn fOr Using the CiBs ii standardized ............................................................ 7

Using the CIBS II Standardized to Determine Program Placement Level ......................................... 7

Placement table: CiBs ii assessments ................................................................................. 9

Placement table: CiBs ii standardized assessments ..................................................... 13

BRIGANCE® • PCI Reading Program Placement Guide 3

Overview

This BRIGANCE® • PCI Reading Program Placement Guide, used in conjunction with the BRIGANCE® Comprehensive Inventory of Basic Skills II (CIBS II) Reading/ELA volume or the CIBS II Standardized assessments, will help you optimize reading instruction and increase reading skill retention for your students. Within this guide you will find information about:

• establishing a student’s reading goals and objectives• selecting appropriate reading lessons for instruction• determining a student’s level for the PCI Reading Program• monitoring student progress

ABOuT ThE PCI ReadIng PRogRam

The PCI Reading Program is a scientifically research-based curriculum created specifically to teach students with intellectual disabilities, autism, and significant learning disabilities to read. Designed as a three-level system with 62 controlled-vocabulary books, the program helps nonreaders learn to read step by step, first through whole-word visual discrimination and then through basic decoding using onsets and rimes. As students progress through the three levels, they learn to read 405 words and become more independent in their ability to decode unknown words.

ABOuT ThE BRIganCe® ComPRehensIve InventoRy of BasIC skIlls II (CIBs II) ANd ThE CIBs II standaRdIzed

The BRIGANCE® CIBS II Reading/ELA inventory is one of two content-specific volumes that make up the comprehensive CIBS II collection of valid, reliable, and well-researched criterion-referenced reading, ELA, and math assessments for students at Pre-K to grade 9 levels. The CIBS II Reading/ELA assessments provide a complete range of information on students’ academic skill levels and allow teachers to accurately pinpoint a student’s present level of performance. Key assessments in the CIBS II have also been standardized and validated on students ages five to thirteen. The norm-referenced BRIGANCE® CIBS II Standardized may be used to derive quotients, percentiles, and grade and age equivalents.

hOw ThE TwO PrOduCTS wOrk TOgEThEr

Learning to read is a complex task involving the acquisition of a number of skills. Each of these skills should be initiated at developmentally appropriate intervals, but identifying unique developmental sequences for each student can be difficult.

The CIBS II Reading/ELA and CIBS II Standardized assessments help special education teachers determine each student’s present levels of academic achievement and functional performance (PLAAFP). Assessment results can then be aligned to the systematic progression of learning within the PCI Reading Program by level and skill area.

Using the CIBS II (either the criterion-referenced or norm-referenced inventory, as appropriate to your assessment needs) in combination with the PCI Reading Program will help you create a developmentally appropriate reading curriculum with personalized, differentiated instruction for each student in the classroom.

4 BRIGANCE® • PCI Reading Program Placement Guide

infOrmatiOn fOr Using the Comprehensive inventory of BasiC skills ii (CiBs ii)

The PCI Reading Program contains direct instruction in 11 skill areas assessed in the criterion-referenced CIBS II:

• Readiness• Listening• Word Recognition Grade Placement• Oral Reading• Reading Comprehension—Short Passages• Reading Comprehension—Long Passages

• Word Analysis• Functional Word Recognition• Spelling• Writing• Responding to Writing Prompts

You can use the results of the CIBS II assessments, documented in a student’s Record Book, to determine skill areas that you wish to set as instructional objectives. The Placement Table: CIBS II Assessments (see pp. 9–12) correlates these 11 CIBS II skill areas to lessons within the PCI Reading Program that provide instruction in those skill areas.

For example, if the CIBS II indicates that an appropriate instructional goal for a student is reading readiness, you can teach and reinforce readiness skills by selecting one or more of the lessons for readiness recommended on the Placement Table: CIBS II Assessments. The location of the lessons within the PCI Reading Program are provided by level, component name, and page number for easy reference. In addition, the Teacher’s Guide page number(s) associated with each activity is listed.

uSiNg ThE CIBs II TO dETErmiNE SkiLL ArEA OBjECTivES ANd COrrESPONdiNg LESSONS

1. Administer the CIBS II Reading/ELA assessments.

2. Document the assessment results in the student’s Record Book, circling items the student has mastered and underlining the skills/items that you wish to set as instructional objectives for the student.

The following examples show how to record the student’s responses and assessment data.

Assessment Page

G-1 208 Comprehends Passages—Form AReads, with comprehension, a long passage at a given grade level

G-1a First-GradeLevel(page S-208)

1. 2. 3. 4. 5.

G-1bSecond-GradeLevel(page S-210)

6. 7. 8. 9. 10.

G-1c Third-GradeLevel(page S-212)

11. 12. 13. 14. 15.

G-1dFourth-GradeLevel(page S-214)

16. 17. 18. 19. 20.

G-1e Fifth-GradeLevel(page S-216)

21. 22. 23. 24. 25.

G-1f Sixth-GradeLevel(page S-218)

26. 27. 28. 29. 30.

G-1gSeventh-GradeLevel(page S-220)

31. 32. 33. 34. 35.

G-1hEighth-GradeLevel(page S-222)

36. 37. 38. 39. 40.

G-1i Ninth-GradeLevel(page S-224)

41. 42. 43. 44. 45.

H-11 268 Reads Prefixes2 1. un3 2. dis

3. re 4. im

5. in 6. non

4 7. en 8. super

9. inter 10. de

5 11. mis 12. fore

13. pre 14. ir 6

I-3 285 Number WordsR = Reads number wordW = Writes numeral for number word

(page S-285)

R W 1 1. two (2) R W 2. one (1) R W 3. five (5) R W 4. four (4) R W 5. three (3)

R W 2 6. nine (9) R W 7. seven (7) R W 8. six (6) R W 9. eight (8) R W 10. ten (10)

R W 3 11. twelve (12) R W 12. fifteen (15) R W 13. eleven (11) R W 14. fourteen (14) R W 15. eighteen (18)

R W 16. nineteen (19) R W 17. seventeen (17) R W 18. thirteen (13) R W 19. sixteen (16) R W 4 20. fifty (50)

N-9 405 HalvesK 1. Identifies figures that are divided into equal parts

For each evaluation, use a different color pen or pencil to record the student’s assessment data and to show the student’s progress.

• Circle the skill/item number of each correct response. • Underline the skills/items that you wish to set as

instructional objectives for the student to achieve before the next evaluation.

• Under each assessment number, write the assessment method(s) used to obtain your results. You may wish to use the following codes to indicate assessment method(s). Performance:

O – Observation OR – Oral ResponseI – Interview WR – Written Response PR – Physical Response

Directions

ii

OR

OR

WR

OR and WR

3A Readiness

A Readiness (continued)Assessment Page

A-7 42 Identifies Body PartsPoints to or touches body parts as named by someone elsePreK1. mouth 2. eyes 3. nose 4. feet 5. hair 6. tongue

7. head 8. ears 9. hands 10. legs 11. arms 12. fingers

13. stomach 14. back 15. teeth 16. toes 17. chin 18. thumbs

19. knees 20. neck 21. fingernails 22. chest 23. heels 24. ankles

25. jaw 26. shouldersK.027. elbowsK.428. hipsK.829. wrists 30. waist1.0

A-8 43 Recites Alphabet 1. a 2. b 3. c 4. d

5. e 6. f 7. g 8. h

9. i10. j11. k12. l

13. m14. n15. o16. p

17. q18. r19. s20. t

21. u22. v23. w24. x

25. y26. z

A-9 44 Reads Uppercase LettersRecognizes and names uppercase lettersPreK1. O 7. P 13. F 20. V

2. A 8. C 14. J 21. W

3. D 9. E 15. N 22. Y

4. G 10. L 16. MK.023. X

5. Q 11. T 17. RK.424. Z

6. B 12. I 18. H 25. K

19. UK.826. S1.0

A-10 45 Reads Lowercase LettersRecognizes and names lowercase lettersPreK1. o 7. p 13. f 20. v

2. a 8. c 14. j 21. w

3. d 9. e 15. n 22. y

4. g 10. l 16. mK.023. x

5. q 11. t 17. rK.424. z

6. b 12. i 18. h 25. k

19. uK.826. s1.0

A-11 46 Prints Uppercase Letters in SequencePrints uppercase letters in sequence from memoryPreK1. A 2. B 3. C 4. D

5. EK.0 6. FK.4 7. G 8. H

K.8 9. I 10. J 11. K 12. L

13. M 14. N 15. O 16. P

17. Q 18. R 19. S 20. T

21. U 22. V 23. W 24. X

25. Y 26. Z1.5

A-12 47 Prints Lowercase Letters in SequencePrints lowercase letters in sequence from memoryPreK1. a 2. b 3. c 4. d

5. eK.0 6. f 7. gK.4 8. h

9. i 10. j 11. k 12. l

13. m 14. nK.815. o 16. p

17. q 18. r 19. s 20. t

21. u 22. v 23. w 24. x

25. y 26. z1.5


3. Make a copy of the Placement Table: CIBS II Assessments (pp. 9–12).

4. Highlight the PCI Reading Program lesson(s) on the Placement Table: CIBS II Assessments that correspond(s) to the skills marked as instructional objectives.

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Placement Table: CIBS II Assessments

Skill Area Recommended Lesson

PCI Reading Program

Level Location

Teacher’s Guide Directions

Page(s)

Readiness

Building Visual Skills One Building Reading Skills, Unit 1, pp. 1–37 p. 45

Building Print Recognition Two Building Reading Skills, Unit 1, pp. 1–20 p. 52

Building the Writing Connection Two Building Reading Skills, Unit 4, pp. 66–102 p. 52

Building Concepts of Print One Building Reading Skills, Unit 4, pp. 68–81 p. 45

Discover the Letter Three Activity Sheets, pp. 1, 4, 7, 10, 13, 16, 19, 22, 25, 28, 31, 34, 37, 40, 43, 46, 49, 52, 55, 58, 61, 64, 67

p. 40

Circle the Picture Three Activity Sheets, pp. 2, 5, 8, 11, 14, 17, 20, 23, 26, 29, 32, 35, 38, 41, 44, 47, 50, 53, 56, 59, 62, 65, 68

p. 41

Create a Collage Three Activity Sheets, pp. 3, 9, 15, 21, 27, 33, 39, 45, 51, 57, 63, 69

p. 40

Find the Words Three Activity Sheets, pp. 70, 75, 80, 85, 90, 95, 100, 105, 110, 115, 120, 125, 130, 135, 140, 145, 150, 155, 160, 165

p. 58

Build the Words Three Activity Sheets, pp. 71, 76, 81, 86, 91, 96, 101, 106, 111, 116, 121, 126, 131, 136, 141, 146, 151, 156, 161, 166

p. 58

Write the Words Three Activity Sheets, pp. 72, 77, 82, 87, 92, 97, 102, 107, 112, 117, 122, 127, 132, 137, 142, 147, 152, 157, 162, 167

p. 58

Onset Lessons for 23 sounds Three Letter/Sound Correspondence Lessons, pp. 2–185 pp. 14 and 33–41

Make a List Three Write and Read, pp. 2, 7, 12, 17, 22, 27, 32, 37, 42, 47, 52, 57, 62, 67, 72, 77, 82, 87, 92, 97

p. 56

How Many Words Can You Make?

Three Write and Read, pp. 3, 8, 13, 18, 23, 28, 33, 38, 43, 48, 53, 58, 63, 68, 73, 78, 83, 88, 93, 98

p. 56

Phoneme Discrimination Lesson Three Assessments, p. PH 4 pp. 32 and 70

Rime Recognition Three Assessments, p. PH 5 pp. 32 and 70

Phoneme Identity Three Assessments, p. PH 6 pp. 32 and 70

Phoneme Isolation Three Assessments, pp. PH 7 and PH 8 pp. 32 and 70

5. Retain the Placement Table: CIBS II Assessments for reference when writing IEPs, creating lesson plans, and gathering materials for instruction. In addition, the Placement Table: CIBS II Assessments can be used for progress monitoring (see “Using the Placement Table: CIBS II Assessments for Progress Monitoring” on the next page).

uSiNg ThE CIBs II TO dETErmiNE PrOgrAm PLACEmENT LEvEL

The information in the Placement Table: CIBS II Assessments can also be used to establish a mode level for the student. The mode is often the appropriate PCI Reading Program placement level for a student.

1. Circle the PCI Reading Program level next to each recommended lesson you highlighted on the Placement Table: CIBS II Assessments (see example above).

2. Count the number of Level Ones you circled on all four pages of the Placement Table: CIBS II Assessments, and record the total on a piece of paper. Repeat the process for Levels Two and Three. For example:

One: 1 Two: 2 Three: 4

3. The level with the highest count is the mode (e.g., Level Three). The mode indicates the level for initial placement. If the highest count is shared by two or more levels, then place the student in the lower level.


AddiTiONAL PLACEmENT CONSidErATiONS

In certain circumstances, it may be necessary for the teacher to deviate from the placement directions and/or the placement level indicated by the mode. For example, when determining the mode of a student who struggles with fine-motor skills, consider excluding assessments requiring writing from the calculation of the mode. Also, students who rely heavily on patterns of consistency and repetition may need to begin at Level One even if the calculated mode, given assessment results, indicates a higher level of placement.

uSiNg ThE PLACEmENT TABLE: CIBs II ASSESSmENTS FOr PrOgrESS mONiTOriNg

To monitor student progress, administer the CIBS II Reading/ELA assessments at regular intervals throughout the school year (e.g., quarterly). The results will help you document progress and identify new skill areas for instruction.

If the results do not indicate progress, select additional PCI Reading Program lessons from the Placement Table: CIBS II Assessments to supplement instruction.


infOrmatiOn fOr Using the CiBs ii standardized

Depending on assessment needs, the CIBS II Standardized may be administered instead of or in addition to the criterion-referenced CIBS II. The norm-referenced assessment results from the CIBS II Standardized may also be used in conjunction with the PCI Reading Program to ensure an effective, differentiated approach to reading instruction.

The PCI Reading Program is carefully constructed to incrementally increase in reading skill complexity throughout the three levels. Because of this intentional scaffolding, students should enter the program at the level for which they are developmentally ready. You can use the raw score results of the CIBS II Standardized assessments, documented on a student’s Standardized Scoring Sheet(s) within the Standardized Record Book, to determine an appropriate level for student placement in the PCI Reading Program. The Placement Table: CIBS II Standardized Assessments (see pp. 13–15) associates a raw score range by skill area with a PCI Reading Program level. The collective data can then be interpreted to arrive at the appropriate PCI Reading Program level.

uSiNg ThE CIBs II standaRdIzed TO dETErmiNE PrOgrAm PLACEmENT LEvEL

1. Administer the CIBS II Standardized assessments.

2. Document the assessment results on the appropriate Standardized Scoring Sheet(s) located in the student’s Standardized Record Book.

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CIBS II STANDARDIZED SCORING SHEET—Readiness

Student’s Name ________________________________________ Teacher’s Name _________________________________ Date Tested _______________________

Grade _________ School ________________________________ Examiner’s Name ________________________________ Date of Birth _______________________

Rounded Chronological Age (in years and months) _______________________

Record of CIBS II Scores: Readiness Assessments

ASSESSMENTS AND COMPOSITES

RAW SCORE

SCALED SCORE AND SEMAppendix B

CI RANGE FOR SCALED SCORES

Appendix B

QUOTIENT AND SEM Appendix C

CI RANGE FOR

QUOTIENTAppendix C

PERCENTILE RANGE/

PERCENTILE Appendix F

GRADE EQUIVALENT Appendix G

AGE EQUIVALENTAppendix H

A-1 Personal Data ResponseA-2 Identifies Body PartsA-3 Understands Directional and

Positional ConceptsGENERAL KNOWLEDGE AND LANGUAGE

A-6 Standing Gross-Motor SkillsA-7 Walking Gross-Motor Skills

GROSS-MOTOR SKILLS

A-9 Prints Uppercase Letters in SequenceA-10 Prints Personal DataA-11 Writes Numerals in Sequence

GRAPHOMOTOR AND WRITING SKILLS

A-17 Reads Lowercase LettersA-18 Readiness for ReadingA-19 Knows Common SignsA-20 Oral Expression

READING

A-24 Rote CountingA-25 Understands Quantitative ConceptsA-26 Counts ObjectsA-27 Reads Numerals

MATH

A-30 Articulation–Initial Sounds of WordsA-31 Articulation–Final Sounds of WordsA-32 Auditory DiscriminationA-33 Identifies Initial Consonants in

Spoken WordsA-34 Sounds of Letters

PHONEMIC AWARENESS

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CIBS II STANDARDIZED SCORING SHEET—Readiness

Student’s Name ________________________________________ Teacher’s Name _________________________________ Date Tested _______________________

Grade _________ School ________________________________ Examiner’s Name ________________________________ Date of Birth _______________________

Rounded Chronological Age (in years and months) _______________________

Record of CIBS II Scores: Readiness Assessments

ASSESSMENTS AND COMPOSITES

RAW SCORE

SCALED SCORE AND SEMAppendix B

CI RANGE FOR SCALED SCORES

Appendix B

QUOTIENT AND SEM Appendix C

CI RANGE FOR

QUOTIENTAppendix C

PERCENTILE RANGE/

PERCENTILE Appendix F

GRADE EQUIVALENT Appendix G

AGE EQUIVALENTAppendix H

A-1 Personal Data ResponseA-2 Identifies Body PartsA-3 Understands Directional and

Positional ConceptsGENERAL KNOWLEDGE AND LANGUAGE

A-6 Standing Gross-Motor SkillsA-7 Walking Gross-Motor Skills

GROSS-MOTOR SKILLS

A-9 Prints Uppercase Letters in SequenceA-10 Prints Personal DataA-11 Writes Numerals in Sequence

GRAPHOMOTOR AND WRITING SKILLS

A-17 Reads Lowercase LettersA-18 Readiness for ReadingA-19 Knows Common SignsA-20 Oral Expression

READING

A-24 Rote CountingA-25 Understands Quantitative ConceptsA-26 Counts ObjectsA-27 Reads Numerals

MATH

A-30 Articulation–Initial Sounds of WordsA-31 Articulation–Final Sounds of WordsA-32 Auditory DiscriminationA-33 Identifies Initial Consonants in

Spoken WordsA-34 Sounds of Letters

PHONEMIC AWARENESS

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3. Make a copy of the Placement Table: CIBS II Standardized Assessments (pp. 13–15).

4. Highlight the raw score range and PCI Reading Program Level on the Placement Table: CIBS II Standardized Assessments that correspond to the student’s raw score for each skill area on the CIBS II Standardized Scoring Sheet(s).

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Placement Table: CIBS II Standardized Assessments

Assessment Skill Area Raw Score Range PCI Reading Program Level

A-9 Prints Uppercase Letters in Sequence

0–16 One

17–24 Two

25–26 Three

A-10 Prints Personal Data

0–3 One

4–5 Two

6 Three

A-13 Visual Motor Skills—Forms

0–4 One

5–6 Two

7 Three

A-14 Prints Lowercase Letters in Sequence

0–16 One

17–24 Two

25–26 Three

A-15 Prints Uppercase Letters Dictated

0–16 One

17–24 Two

25–26 Three

A-16 Prints Lowercase Letters Dictated

0–16 One

17–24 Two

25–26 Three

A-17 Reads Lowercase Letters

0–16 One

17–24 Two

25–26 Three

A-18 Readiness for Reading

0–5 One

6–7 Two

8–12 Three

A-19 Knows Common Signs

0–3 One

4–5 Two

6–7 Three

5. Count the number of Level Ones you circled on all three pages of the Placement Table: CIBS II Standardized Assessments, and record the total on a piece of paper. Repeat the process for Levels Two and Three. For example:

One: 5 Two: 1 Three: 0

6. The level with the highest count is the mode (e.g., Level One); the mode indicates the level for initial placement. If the highest count is shared by two or more levels, then place the student in the lower level.

AddiTiONAL PLACEmENT CONSidErATiONS

In certain circumstances, it may be necessary for the teacher to deviate from the placement directions and/or the placement level indicated by the mode. For example, when determining the mode of a student who struggles with fine-motor skills, consider excluding assessments requiring writing from the calculation of the mode. Also, students who rely heavily on patterns of consistency and repetition may need to begin at Level One even if the calculated mode, given assessment results, indicates a higher level of placement.

BRIGANCE® • PCI Reading Program Placement Guide 9 ©Curriculum Associates & PCI Education

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, pp.

3, 8

, 13,

18,

23,

28,

33,

38,

43,

48

, 53,

58,

63,

68,

73,

78,

83,

88,

93,

98

p. 5

6

Phon

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Less

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, p. P

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pp. 3

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Rim

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5pp

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and

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Phon

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6pp

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Ass

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, pp.

PH

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H 8

pp. 3

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skill

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and

60

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Act

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Cor

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stru

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n G

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, pp.

14–

21, 3

0–37

, 46–

53,

62–6

9, 7

8–85

, 94–

101,

110

–117

, 126

–133

, 142

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9, 1

58–1

65, 1

74–1

81, 1

90–1

97, 2

06–2

13, 2

22–

229,

238

–245

, 254

–261

, 270

–277

, 286

–293

, 302

–30

9, 3

18–3

25

pp. 5

0–53

Pla

cem

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Tab

le:

CIB

s II

Ass

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(co

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nu

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©Curriculum Associates & PCI Education


skill

are

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mm

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53pp

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Wor

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for

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ctio

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Endi

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Two

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sons

156

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9, 1

61–1

67, 1

69, 1

75–1

79, 1

81–1

85, 1

87, 1

89,

197–

199,

201

–209

, 212

, 215

, 225

–229

, 234

–239

p. 3

6

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, p. P

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p. 1

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3,

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6, 7

5, 7

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1, 9

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114,

123

, 124

, 130

, 139

, 140

, 146

, 155

, 156

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1, 1

72, 1

78, 1

87, 1

88, 1

94, 2

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19,

220,

226

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, 236

, 242

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, 252

, 258

, 267

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4, 2

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p. 4

9

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p. 8

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, 66,

72,

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78, 8

2, 8

8,

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4, 9

8, 1

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10, 1

14, 1

20, 1

22–1

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136,

138

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, 152

, 154

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, 162

, 168

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4, 1

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84, 1

86–1

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94, 2

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216,

218

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, 226

, 232

, 234

–238

, 242

, 248

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66–2

70, 2

74, 2

80, 2

82–2

86, 2

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296,

298

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pp. 1

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fun

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pp. 4

2–50

Pla

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Tab

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CIB

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Ass

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(co

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skill

are

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pp.

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Phon

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and

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ts, p

p. P

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4 an

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Infle

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53pp

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16,

21,

26,

31,

36,

41,

46,

51

, 56,

61,

66,

71,

76,

81,

86,

91,

96,

101

pp. 5

6–57

Pla

cem

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Tab

le:

CIB

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Ass

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(co

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nu

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©Curriculum Associates & PCI Education


Stu

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ass

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14 BRIGANCE® • PCI Reading Program Placement Guide ©Curriculum Associates & PCI Education

ass

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Pla

cem

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Tab

le:

CIB

s II

sta

ndar

dize

d A

sses

smen

ts (

con

tin

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)


ass

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skill

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7–24

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B-6

Com

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Pas

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0–10

One

11–2

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Pla

cem

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Tab

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CIB

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sta

ndar

dize

d A

sses

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ts (

con

tin

ued

)

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