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. Likewise, many assessments in the CIBS II span several grade levels, and it is not always necessary or desirable to begin with the first item in the skill sequence.
In the IED III, developmental age notations (i.e., superscripted numbers that come before or after skills) are useful in determining the skill with which to begin an assessment. A developmental age notation that precedes a skill statement indicates the age at which that skill typically emerges. A developmental age notation at the end of a skill sequence indicates the age by which all previous skills have typically been mastered.
TIP: If administering assessments that are specific to a student’s needs or strengths, for easy reference, mark in the student’s Record Book the assessment(s) you will use and the 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.
Use the color-coding system to set instructional objectives for the next instructional period aligned with your district’s progress monitoring schedule.
Using pens or pencils of different colors to record assessment data develops a color-coded record that is ongoing, graphic, and easily interpreted. The first page of each Record Book provides a chart with the color pen to use for each assessment period. Refer to Step 3: Record Results in the Record Book found in the Step-by-Step Assessment Procedures section in the Introduction of each Inventory.
Refer back to the Record Book and areas of assessment periodically to look for:
- An indication of length of time needed for skill mastery
- An indication that a student may have plateaued in skill development
- An indication that the next skill in a developmental or academic area needs to be assessed
TIP: If you need to measure progress in smaller increments, consult the Comprehensive Skill Sequences of the IED III for a more detailed sequencing of developmental skills, including both milestone skills (primary skills as seen in each assessment) and intermediate (secondary, between milestones) skills. In the CIBS II, comprehensive and supplemental skill sequences are limited to non-academic areas (e.g., readiness, speech, word analysis, functional word recognition, and spelling).