Placement Guide - PRO-ED · 2020. 3. 6. · Building Visual Skills One Building Reading Skills,...
Transcript of Placement Guide - PRO-ED · 2020. 3. 6. · Building Visual Skills One Building Reading Skills,...
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
BRIGANCE® • PCI Reading Program Placement Guide 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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Student’s Name Teacher’s Name Date of Assessment
Grade School Examiner’s Name
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.
6 BRIGANCE® • PCI Reading Program Placement Guide
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.
BRIGANCE® • PCI Reading Program Placement Guide 7
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.
26
S
tand
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Scorin
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eet—R
eadin
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Curriculum
Associates, LLC
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
year month day
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Stan
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Read
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urriculum A
ssociates, LLC
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
year month day
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8 BRIGANCE® • PCI Reading Program Placement Guide
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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Student’s Name Teacher’s Name Date of Assessment
Grade School Examiner’s Name
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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67,
72,
77,
82,
87,
92,
97
p. 5
6
How
Man
y W
ords
Can
You
M
ake?
Thre
eW
rite
and
Read
, 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
eme
Dis
crim
inat
ion
Less
onTh
ree
Ass
essm
ents
, p. P
H 4
pp. 3
2 an
d 70
Rim
e Re
cogn
ition
Thre
eA
sses
smen
ts, p
. PH
5pp
. 32
and
70
Phon
eme
Iden
tity
Thre
eA
sses
smen
ts, p
. PH
6pp
. 32
and
70
Phon
eme
Isol
atio
nTh
ree
Ass
essm
ents
, pp.
PH
7 a
nd P
H 8
pp. 3
2 an
d 70
10 BRIGANCE® • PCI Reading Program Placement Guide
skill
are
ar
eco
mm
end
ed l
esso
n
pCi r
ead
ing
pr
og
ram
le
vel
loca
tio
n
teac
her
’s g
uid
e D
irec
tio
ns
Pag
e(s)
list
enin
gBu
ildin
g M
emor
y Th
roug
h Re
hear
sal
One
Build
ing
Read
ing
Skill
s, U
nit
3, p
p. 5
3–57
p. 4
5
wo
rd r
eco
gn
itio
n
gra
de
Plac
emen
t (P
rep
rim
er)
Wor
d Bu
ildin
g Le
sson
s 1–
45O
neW
ord
Build
ing
Less
ons,
Boo
k 1
pp. 2
3–27
wo
rd r
e co
gn
itio
n
gr a
de
Plac
emen
t (P
rim
er)
Wor
d Bu
ildin
g Le
sson
s 46
–140
One
Wor
d Bu
ildin
g Le
sson
s, B
ooks
2 a
nd 3
pp. 2
3–27
wo
rd r
eco
gn
itio
n
gra
de
Plac
emen
t (g
rad
e 1)
Wor
d Bu
ildin
g Le
sson
s 14
1–28
0Tw
oW
ord
Build
ing
Less
ons,
Boo
ks 1
, 2, a
nd 3
pp. 2
8–31
Ora
l re a
din
g
Book
sO
neBo
oks
1–28
pp. 4
2–44
Book
sTw
oBo
oks
29–4
2pp
. 49–
51
Book
sTh
ree
Book
s 43
–62
pp. 1
6–17
and
60
–63
Trac
e an
d Re
adO
neTr
ace
and
Read
Wor
kboo
kpp
. 28–
29
Trac
e an
d Re
adTw
oTr
ace
and
Read
Wor
kboo
kpp
. 32–
33
rea
din
g
co
mp
reh
ensi
on
—sh
ort
Pas
sag
es
Book
Les
sons
One
Gui
ded
Wor
d Pr
actic
e, B
ooks
1 a
nd 2
pp. 4
3–44
Book
Les
sons
Two
Gui
ded
Wor
d Pr
actic
e, B
ooks
1 a
nd 2
pp. 5
0–51
Read
ing
Com
preh
ensi
on
Act
iviti
esO
neRe
adin
g C
ompr
ehen
sion
Act
iviti
es B
inde
r
Read
ing
Com
preh
ensi
on
Act
iviti
esTw
oRe
adin
g C
ompr
ehen
sion
Act
iviti
es B
inde
r
rea
din
g
co
mp
reh
ensi
on
—
lon
g P
assa
ges
Read
ing
Com
preh
ensi
on
Act
iviti
esTh
ree
Cor
e In
stru
ctio
n G
uide
, pp.
14–
21, 3
0–37
, 46–
53,
62–6
9, 7
8–85
, 94–
101,
110
–117
, 126
–133
, 142
–14
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
ent
Tab
le:
CIB
s II
Ass
essm
ents
(co
nti
nu
ed)
©Curriculum Associates & PCI Education
BRIGANCE® • PCI Reading Program Placement Guide 11 ©Curriculum Associates & PCI Education
skill
are
ar
eco
mm
end
ed l
esso
n
pCi r
ead
ing
pr
og
ram
le
vel
loca
tio
n
teac
her
’s g
uid
e D
irec
tio
ns
Pag
e(s)
wo
rd a
nal
ysis
Infle
ctio
nal E
ndin
gsTw
oSk
ill D
isco
very
Les
sons
, pp.
14–
53pp
. 9–1
0 an
d 38
Wor
d St
rips
for
Infle
ctio
nal
Endi
ngs
Two
Gui
ded
Wor
d Pr
actic
e, B
ooks
1 a
nd 2
, Les
sons
156
–15
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
Phon
eme
Dis
crim
inat
ion
Less
onTh
ree
Ass
essm
ents
, p. P
H 4
pp. 3
2 an
d 70
Rim
e Re
cogn
ition
Les
son
Thre
eA
sses
smen
ts, p
. PH
5pp
. 32
and
70
Phon
eme
Iden
tity
Less
onTh
ree
Ass
essm
ents
, p. P
H 6
pp. 3
2 an
d 70
Phon
eme
Isol
atio
n Le
sson
Thre
eA
sses
smen
ts, p
p. P
H 7
and
PH
8pp
. 32
and
70
Phon
eme
Subs
titut
ion
Less
onTh
ree
Ass
essm
ents
, p. P
H 1
3pp
. 32
and
70
Wor
d St
rips
for
Phon
eme
Subs
titut
ion
Thre
eC
ore
Inst
ruct
ion
Gui
de, p
p. 1
1, 1
2, 1
8, 2
7, 2
8, 3
4, 4
3,
44, 5
0, 5
9, 6
0, 6
6, 7
5, 7
6, 8
2, 9
1, 9
2, 9
8, 1
07, 1
08,
114,
123
, 124
, 130
, 139
, 140
, 146
, 155
, 156
, 162
, 17
1, 1
72, 1
78, 1
87, 1
88, 1
94, 2
03, 2
04, 2
10, 2
19,
220,
226
, 235
, 236
, 242
, 251
, 252
, 258
, 267
, 268
, 27
4, 2
83, 2
84, 2
90, 2
99, 3
00, 3
06, 3
15, 3
16, 3
22
p. 4
9
Ons
et L
esso
ns f
or 2
3 so
unds
Thre
eLe
tter
/Sou
nd C
orre
spon
denc
e Le
sson
s, p
p. 2
–185
pp. 1
4 an
d 33
–41
Ons
et-R
ime
Less
ons
Thre
eC
ore
Inst
ruct
ion
Gui
de, p
p. 8
, 10–
14, 1
8, 2
4, 2
6–30
, 34
, 40,
42–
46, 5
0, 5
6, 5
8–62
, 66,
72,
74–
78, 8
2, 8
8,
90–9
4, 9
8, 1
04, 1
06–1
10, 1
14, 1
20, 1
22–1
26, 1
30,
136,
138
–142
, 146
, 152
, 154
–158
, 162
, 168
, 170
–17
4, 1
78, 1
84, 1
86–1
90, 1
94, 2
00, 2
02–2
06, 2
10,
216,
218
–222
, 226
, 232
, 234
–238
, 242
, 248
, 250
–25
4, 2
58, 2
64, 2
66–2
70, 2
74, 2
80, 2
82–2
86, 2
90,
296,
298
–302
, 306
, 312
, 314
–318
, 322
pp. 1
5 an
d 42
–50
fun
ctio
nal
wo
rd
rec
og
nit
ion
Wor
d Bu
ildin
g Le
sson
sO
neW
ord
Build
ing
Less
ons
pp. 2
3–27
Wor
d Bu
ildin
g Le
sson
s Tw
oW
ord
Build
ing
Less
ons
pp. 2
8–31
Cor
e In
stru
ctio
n Th
ree
Cor
e In
stru
ctio
n G
uide
pp. 4
2–50
Pla
cem
ent
Tab
le:
CIB
s II
Ass
essm
ents
(co
nti
nu
ed)
12 BRIGANCE® • PCI Reading Program Placement Guide
skill
are
ar
eco
mm
end
ed l
esso
n
pCi r
ead
ing
pr
og
ram
le
vel
loca
tio
n
teac
her
’s g
uid
e D
irec
tio
ns
Pag
e(s)
spel
ling
Build
ing
Lett
er-S
ound
K
now
ledg
e Tw
oBu
ildin
g Re
adin
g Sk
ills,
pp.
21–
31p.
52
Phon
emic
Aw
aren
ess
and
Phon
ics
Thre
eA
sses
smen
ts, p
p. P
H 1
–PH
17
pp. 3
2 an
d 70
Ons
et L
esso
ns f
or 2
3 so
unds
Thre
eLe
tter
/Sou
nd C
orre
spon
denc
e Le
sson
s, p
p. 2
–185
pp. 1
4 an
d 33
–41
Infle
ctio
nal E
ndin
gsTw
oSk
ill D
isco
very
Les
sons
, pp.
14–
53pp
. 9–1
0 an
d 38
wri
tin
gPu
nctu
atio
nTw
oSk
ill D
isco
very
Les
sons
, pp.
8–1
3pp
. 9 a
nd 3
8
res
po
nd
ing
to
w
riti
ng
Pro
mp
tsW
rite
a Bo
ok R
epor
tTh
ree
Writ
e an
d Re
ad, p
p. 6
, 11,
16,
21,
26,
31,
36,
41,
46,
51
, 56,
61,
66,
71,
76,
81,
86,
91,
96,
101
pp. 5
6–57
Pla
cem
ent
Tab
le:
CIB
s II
Ass
essm
ents
(co
nti
nu
ed)
©Curriculum Associates & PCI Education
BRIGANCE® • PCI Reading Program Placement Guide 13 ©Curriculum Associates & PCI Education
Stu
den
t’s N
ame
Tea
cher
’s N
ame
Dat
e o
f A
sses
smen
t
Gra
de
Sch
oo
l
Ex
amin
er’s
Nam
e
Pla
cem
ent
Tab
le:
CIB
s II
sta
ndar
dize
d A
sses
smen
ts
ass
essm
ent
skill
are
ar
aw s
core
ran
ge
pCi r
ead
ing
pro
gra
m l
evel
A-9
Prin
ts U
pper
case
Let
ters
in S
eque
nce
0–16
One
17–2
4Tw
o
25–2
6Th
ree
A-1
0Pr
ints
Per
sona
l Dat
a
0–3
One
4–5
Two
6Th
ree
A-1
3V
isua
l Mot
or S
kills
—Fo
rms
0–4
One
5–6
Two
7Th
ree
A-1
4Pr
ints
Low
erca
se L
ette
rs in
Seq
uenc
e
0–16
One
17–2
4Tw
o
25–2
6Th
ree
A-1
5Pr
ints
Upp
erca
se L
ette
rs D
icta
ted
0–16
One
17–2
4Tw
o
25–2
6Th
ree
A-1
6Pr
ints
Low
erca
se L
ette
rs D
icta
ted
0–16
One
17–2
4Tw
o
25–2
6Th
ree
A-1
7Re
ads
Low
erca
se L
ette
rs
0–16
One
17–2
4Tw
o
25–2
6Th
ree
A-1
8Re
adin
ess
for
Read
ing
0–5
One
6–7
Two
8–12
Thre
e
A-1
9K
now
s C
omm
on S
igns
0–3
One
4–5
Two
6–7
Thre
e
14 BRIGANCE® • PCI Reading Program Placement Guide ©Curriculum Associates & PCI Education
ass
essm
ent
skill
are
ar
aw s
core
ran
ge
pCi r
ead
ing
pro
gra
m l
evel
A-2
0O
ral E
xpre
ssio
n
0–16
One
17–2
2Tw
o
23–2
4Th
ree
A-2
1V
isua
l Dis
crim
inat
ion—
Form
s, L
ette
rs, a
nd W
ords
0–13
One
14–1
8Tw
o
19–2
0Th
ree
A-2
2Re
cite
s A
lpha
bet
0–20
One
21–2
5Tw
o
26Th
ree
A-2
3Re
ads
Upp
erca
se L
ette
rs
0–16
One
17–2
4Tw
o
25–2
6Th
ree
A-3
0A
rtic
ulat
ion—
Initi
al S
ound
s of
Wor
ds
0–23
One
24–2
8Tw
o
29–3
0Th
ree
A-3
1A
rtic
ulat
ion—
Fina
l Sou
nds
of W
ords
0–14
One
15–1
6Tw
o
17–1
8Th
ree
A-3
2A
udito
ry D
iscr
imin
atio
n
0–17
One
18–2
4Tw
o
25–2
6Th
ree
A-3
3Id
entif
ies
Initi
al C
onso
nant
s in
Spo
ken
Wor
ds
0–14
One
15–1
9Tw
o
20–2
1Th
ree
A-3
4So
unds
of
Lett
ers
0–16
One
17–2
4Tw
o
25–2
6Th
ree
Pla
cem
ent
Tab
le:
CIB
s II
sta
ndar
dize
d A
sses
smen
ts (
con
tin
ued
)
BRIGANCE® • PCI Reading Program Placement Guide 15 ©Curriculum Associates & PCI Education
ass
essm
ent
skill
are
ar
aw s
core
ran
ge
pCi r
ead
ing
pro
gra
m l
evel
B-1
War
ning
and
Saf
ety
Sign
s
0–20
One
21–3
5Tw
o
36–4
0Th
ree
B-2
War
ning
Lab
els
0–8
One
9–14
Two
15–1
6Th
ree
B-3
Wor
d Re
cogn
ition
Gra
de P
lace
men
t Te
st—
Form
A/B
0–20
One
21–3
0Tw
o
31–1
00Th
ree
B-4
Wor
d A
naly
sis
Surv
ey—
Form
A/B
0–27
One
28–4
8Tw
o
49–5
3Th
ree
B-5
Read
ing
Voca
bula
ry C
ompr
ehen
sion
Gra
de-P
lace
men
t Te
st—
Form
A/B
0–3
One
4–6
Two
7–24
Thre
e
B-6
Com
preh
ends
Pas
sage
s—Fo
rm A
/B
0–10
One
11–2
0Tw
o
21–6
5Th
ree
Pla
cem
ent
Tab
le:
CIB
s II
sta
ndar
dize
d A
sses
smen
ts (
con
tin
ued
)
An integrated approach to individualized, differentiated reading instruction
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