Special educators use our assessment tools for different purposes and in varying situations. Consider the scenarios below. Then, for step-by-step support, choose the scenario that most closely describes how your program is using our special education tools or the scenario that most closely reflects the assessment requirements for your district or program.
(This implementation support is intended as a refresher and does not take the place of professional development provided by our BRIGANCE Professional Development Specialists.)
Many programs use the IED III and/or CIBS II once annually for determining present levels of performance and developing IEP goals. When this assessment takes place is based on the initial development of a student’s IEP.
Many programs use the IED III and/or CIBS II multiple times within a school year to monitor and report progress to families. Assessment might take place during the fall, winter, and spring, or it might align to report card periods.
Many programs and districts use the IED III Standardized (or CIBS II Standardized) to derive a range of normative scores to support reporting needs, to support referrals for further evaluation or special services, and/or to confirm a diagnosis.
Many programs use the TSI, an age-appropriate transition assessment, to craft transition plans with input from students regarding career and life interests and choices. Many programs also use the TSA to plan instruction based on individual and group TSI assessment results.