New!
1
BRIGANCE
®
Transition Skills Inventory Sampler
Meet each student’s transition planning needs
Develop Transition Goals and Objectives for IEPs
Support Students Preparing for Post-Secondary Activities
Assess a Wide Range of Student Abilities
Generate Reports and Track Progress
Meet IDEA Requirements for Transition Planning
Perfect
for
Transition
Services
BRIGANCE
®
Address the needs of each special education student
For more than 30 years, the special education field has trusted BRIGANCE® products. Now BRIGANCE® has been thoroughly
updated and is easier to use than ever before.
My Students I Group Reports I IEP Resources I My Account I Help I Logout
Welcome Pauline Mason
BRIGANCE® Management System
Calvin Baldwin
Student ID
0000004
edit student information
Student Status
Record Book
I
Observations
I
Reports
I
Family Connection
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Birth Date
Class
06/10/1993
Mason
Change Inventory
Choose an Inventory
Transition Skills
Inventory
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Inventory of Early Development II
➜
Comprehensive Inventory of Basic Skills II
➜
Transition Skills Inventory
➜
❮
➜
Comprehensive
Inventory of
Basic
Skills II
Comprehensive
Mathematics
Inventory of
Basic
Skills II
Comprehensive
Reading
• ELA
Inventory
of
Basic Skills II
Inventory
of Early
Development II
I
Enter a New Student
Enter a new student
Enter Inventory Data
Enter Inventory Data for a
student
Create a Report
Create a Report with a
student’s data
Send a Home Letter
Send or Print a Home letter
Standardized
Inventory of Early Development II
Easily identify present level of
performance and provide ongoing
assessment for students functioning
below the developmental age of 7.
Comprehensive Inventory
of Basic Skills II
Easily identify present level of
performance for students and provide
ongoing assessment for academic
skills at PreK to grade 9 levels.
Transition Skills Inventory
Online Management System
Assess independent living,
employment, and additional
post-secondary skills to
support transition planning
for middle- and high-school
students.
Instantly generate assessment
results to inform instruction for
each student. Track progress for
individual students or groups,
and generate reports that are
easy to understand.
Call 800-225-0248 or visit our Web site at Brigance.com/specialeducation
2
BRIGANCE Transition Skills Inventory (TSI) • CURRICULUM ASSOCIATES® • www.CurriculumAssociates.com • 800-225-0248
New! 2010 Copyright
BRIGANCE® Transition
Skills Inventory (TSI)
Accurately identify students’ transition service
needs and instructional objectives and monitor
their progress over time.
Transition Skills
Inventory
The New 2010 Transition Skills Inventory is
designed to meet all your transition planning
needs.
The TSI Kit makes it easy for educators to assess
the strengths and needs of middle- and highschool students preparing to transition to postsecondary activities.
• Identify present level of performance in key
transition skill areas
• Develop goals and objectives for IEPs that
meet IDEA requirements for transition
planning
• Monitor and report progress
Get started for $259 with the TSI Kit
• Transition Skills Inventory
• 20 Record Books
• Durable Canvas Tote
Products
Price
Order #
TSI Kit
$259.00
WB11642
TSI Inventory
$199.00
WB11613
TSI Record Books
$35.00 (10-pack)
$329.00 (100-pack)
WB11597
WB11598
Online Management System
(supports TSI as well as IED II, IED II
Standardized, CIBS II, and CIBS II Standardized)
$159.00/per user (‹10)
$129.00/per user (10+)
WB11857
Go to BRIGANCE.com for more information.
Transition Skills Inventory
BRIGANCE Transition Skills Inventory (TSI) • CURRICULUM ASSOCIATES® • www.CurriculumAssociates.com • 800-225-0248
3
Transition Skills Inventory: Table of Contents
4
The Transition Skills Inventory includes more than
100 in-depth assessments covering four important
transition skill areas:
TABLE OF CONTENTS
INTRODUCTION
Overview .............................................................................................. 8
BRIGANCE® Special Education System................................................... 9
INDEPENDENT LIVING
Program Decisions ............................................................................... 10
K
HOUSING ...................................................................................... 299
Step-by-Step Assessment Procedures
Step 1: Get Ready for the Assessment ................................................
Step 2: Conduct the Assessment ........................................................
Step 3: Record Results in the Record Book ..........................................
Step 4: Analyze Results .......................................................................
Step 5: Identify Next Steps ..................................................................
L
MONEY & FINANCE .................................................................... 309
Evaluating Students with Special Considerations
Students with Exceptionalities ............................................................. 21
ACADEMIC SKILLS
A
READING GRADE PLACEMENT ...................................................... 27
B
LISTENING & SPEAKING SKILLS .................................................... 39
C
FUNCTIONAL WRITING SKILLS ..................................................... 53
D
MATH SKILLS .................................................................................. 65
FOOD ........................................................................................... 251
J
CLOTHING ................................................................................... 289
• Post-Secondary Opportunities
M HEALTH ........................................................................................ 357
N
TRAVEL & TRANSPORTATION ...................................................... 409
• Independent Living
COMMUNITY PARTICIPATION
O
COMMUNITY RESOURCES .......................................................... 440
P
COMMUNITY SIGNS ................................................................... 464
Q
CITIZENSHIP .................................................................................. 499
R
SELF-ASSESSMENTS & RATING SCALES ..................................... 504
• Community Participation
APPENDICES
Appendix A—History and Acknowledgments ................................... 535
Appendix B—References ..................................................................
536
Page
POST-SECONDARY OPPORTUNITIES
A
E
INTERESTS & CHOICES ................................................................ 134
F
JOB-RELATED WRITING SKILLS ................................................... 149
G
JOB-RELATED KNOWLEDGE & SKILLS......................................... 174
Assessments
A-1 Word-RecognitionGrade-PlacementTest.................................28
A-2 ReadingVocabularyComprehensionGrade-PlacementTest......31
A-3 ReadingComprehensionGrade-PlacementTest........................34
H
COMMUNICATION & TECHNOLOGY SKILLS .............................. 232
BRIGANCE® Transition Skills Inventory
ACADEMIC: READIng gRADE PLACEMEnT.................................. 27
Table of Contents
B
3
• Academic Skills
ACADEMIC: LISTEnIng & SPEAKIng SKILLS ................................. 39
Assessments
B-1 PersonalDataResponse...........................................................40
B-2 GeneralSpeakingSkills............................................................44
B-3 ListeningObservationsChecklist..............................................49
B-4
SpeakingObservationsChecklist
..............................................51
Table of
Contents
Supplemental and Related Lists/Skill Sequences..............................52
C
ACADEMIC: FunCTIonAL WRITIng SKILLS .................................. 53
Assessments
C-1 PersonalDataForm..................................................................54
C-2 WritingSkills............................................................................57
Supplemental and Related Lists/Skill Sequences..............................61
4
Page
D
ACADEMIC: MATH SKILLS ............................................................. 65
Assessments
D-1 NumberFacts—Addition,Subtraction,Multiplication,
andDivision.............................................................................66
D-2 ComputationofWholeNumbers—Addition,Subtraction,
Multiplication,andDivision......................................................69
D-3 NumberWordsandNumerals..................................................72
D-4 MathDirectionWords..............................................................75
D-5 QuantitativeConceptsandOrdinalNumbers............................76
D-6 FractionsandDecimals............................................................78
D-7 Fractions,Decimals,andPercents.............................................81
D-8 Operation(s)andProblemSolving............................................85
D-9 GeometricShapes....................................................................88
D-10 GeometricConcepts................................................................91
D-11 FutureTime.............................................................................94
D-12 PastTime.................................................................................98
D-13 ElapsedTime.........................................................................102
D-14 CalendarUsage.....................................................................106
D-15 MeasurementwithanInchRuler............................................109
D-16 LiquidMeasurements(U.S.CustomaryUnits).........................112
D-17 WeightMeasurements(U.S.CustomaryUnits).......................115
D-18 U.S.CustomaryMeasurementUnits.......................................118
D-19 MathAbbreviationsandSymbols...........................................119
D-20 ThermometersandOtherMetersandGauges........................122
Supplemental and Related Lists/Skill Sequences............................124
BRIGANCE® Transition Skills Inventory
BRIGANCE Transition Skills Inventory (TSI) • CURRICULUM ASSOCIATES® • www.CurriculumAssociates.com • 800-225-0248
Table of Contents
Table of Contents
Introduction
11
14
16
18
20
I
Page
E
POST-SECONDARY: iNTERESTS & CHOiCES ................................. 134
H POST-SECONDARY: COmmuNiCATiON & TECHNOlOgY SkillS .. 232
Assessments
E-1 EducationalInterests.............................................................136
E-2 CareerInterests......................................................................141
E-3 CareerChoices......................................................................142
E-4 WorkEthicsandAttitudes......................................................143
Supplemental and Related lists/Skill Sequences............................145
Assessments
H-1 BasicTelephoneSkills.............................................................234
H-2 TelephoneDirectory...............................................................237
H-3 ComputerParts.....................................................................240
H-4 ComputerSkills.....................................................................242
H-5 EverydayTechnologySkills....................................................245
Supplemental and Related lists/Skill Sequences............................248
g
POST-SECONDARY: jOb-RElATED kNOWlEDgE & SkillS ....... 174
Assessments
G-1 JobInterviewQuestions.........................................................175
G-2 BasicPre-EmploymentVocabulary..........................................178
G-3 WordsFoundonEmploymentForms......................................181
G-4 PhrasesandQuestionsFoundonEmploymentForms.............184
G-5 DirectionsFoundonEmploymentForms................................187
G-6 EmploymentPayandBenefitsVocabulary..............................190
G-7 PayrollStatementsandPaychecks..........................................193
G-8 DirectionWordsforPerformingManualSkills........................196
G-9 DirectionWordsforProcessingInformation............................199
G-10 Abbreviations.........................................................................201
G-11 Alphabetization.....................................................................205
G-12 InformationonLabelsintheWorkplace.................................208
G-13 PartsofaManual..................................................................211
G-14 ParagraphsinaWorkplaceManual........................................217
Supplemental and Related lists/Skill Sequences............................219
5
K
BRIGANCE Transition Skills Inventory
®
i
iNDEPENDENT liviNg: FOOD.........................................................251
Assessments
I-1
FoodVocabularyI—Meat,Fish/Seafood,Poultry,Dairy
Products,andNuts.................................................................252
I-2
FoodVocabularyII—FruitsandVegetables.............................255
I-3
FoodVocabularyIII—Breads,Cereals,andPasta;Baking
Ingredients;DessertsandSweets...........................................258
I-4
FoodVocabularyIV—Flavorings,Seasonings,andFats;
Beverages;MiscellaneousFoods.............................................261
I-5
RestaurantVocabulary...........................................................264
I-6
PackagedFoodLabels............................................................267
I-7
FoodPreparationVocabulary..................................................269
I-8
BasicRecipeDirections...........................................................272
I-9
RecipeAdjustmentsforDifferentServings..............................275
I-10 FoodsforaDailyBalancedDiet..............................................278
I-11 FoodCosts............................................................................281
Supplemental and Related lists/Skill Sequences............................283
Page
O
COmmUnITY PaRTICIPaTIOn: COmmUnITY ResOURCes ........ 440
assessments
O-1 CommunityAgencyServicesApplication................................441
O-2 CommunityAgencyAwarenessChecklist...............................444
Table of Contents
O-3 CommunityAgencyDocumentsChecklist..............................446
L
IndePendenT LIvIng: MOneY & FInAnCe ................................ 309
Assessments
L-1 EquivalentValuesofCoinsandtheDollarBill.........................310
L-2 TotalValueofGroupsofCoins...............................................313
L-3 EquivalentGroupsofCoins....................................................316
L-4 PriceSigns.............................................................................319
L-5 MakingChange.....................................................................322
L-6 ComputingTotalsforPurchases.............................................325
L-7 SavingsonPurchases.............................................................331
L-8 ChartsandTablesforDeterminingCosts................................337
L-9 CreditApplication..................................................................341
L-10 DepositSlips,Checks,andBalanceComputation...................344
Supplemental and Related Lists/Skill Sequences............................349
O-4 CommunityAgencyTelephoneNavigation.............................447
O-5 PostOfficeFeatures...............................................................449
O-6 PublicLibraryFeatures............................................................452
O-7 LibraryCardApplication.........................................................455
O-8 PublicLibraryRules................................................................456
O-9 RecreationalFacilities............................................................458
supplemental and Related lists/skill sequences............................462
P
INDEPENDENT LIVING: HOUSIng................................................. 299
Assessments
K-1 HousingResources.................................................................300
K-2 TenantAgreement/Lease.......................................................303
Supplemental and Related Lists/Skill Sequences............................305
POST-SECONDARY: jOb-RElATED WRiTiNg SkillS .................... 149
Assessments
F-1 SocialSecurityCardApplication.............................................150
F-2 SimpleEmploymentApplication.............................................151
F-3 ComplexEmploymentApplication.........................................154
F-4 Résumé.................................................................................157
F-5 W-4Form..............................................................................160
F-6 EmploymentEligibilityVerification(FormI-9)..........................163
F-7 DateWriting..........................................................................166
Supplemental and Related lists/Skill Sequences............................168
INDEPENDENT LIVING: CLOTHIng............................................... 289
Assessments
J-1 PersonalClothingSizes..........................................................290
J-2 ClothingLabels......................................................................293
Supplemental and Related Lists/Skill Sequences............................295
Table of Contents
F
J
Page
COmmUnITY PaRTICIPaTIOn: COmmUnITY sIGns ................... 464
R
Page
M
IndePendenT LIvIng: HeALTH .................................................. 357
Assessments
M-1 BasicMedicalVocabularyI—ExternalBodyParts....................358
M-2 BasicMedicalVocabularyII—InjuriesandSymptoms..............362
M-3 BasicMedicalVocabularyIII—Infections,Diseases,and
OtherHealthProblems...........................................................365
M-4 BasicMedicalVocabularyIV—MedicalCare...........................368
M-5 BasicMedicalVocabularyV—BodySystems...........................371
M-6 BasicMedicalVocabularyVI—ReproductiveSystems..............374
M-7 HealthVocabulary..................................................................377
M-8 MedicineLabels.....................................................................380
M-9 BirthControl..........................................................................382
M-10 CausesandPreventionofSexuallyTransmittedDiseases.........385
M-11 CausesandPreventionofHIV/AIDS........................................388
M-12 DrugsofAbuse......................................................................391
M-13 EffectsofDrugs.....................................................................394
M-14 HealthEvaluationForm..........................................................397
Supplemental and Related Lists/Skill Sequences............................402
n
IndePendenT LIvIng: TRAveL & TRAnSPORTATIOn ................ 409
Assessments
N-1 TrafficSigns..........................................................................410
N-2 TrafficSymbols......................................................................417
N-3 CarParts...............................................................................420
N-4 Driver’sLicenseApplication...................................................424
N-5 GasolineMileageandCost...................................................426
N-6 MileageTable.......................................................................427
N-7 RoadMaps...........................................................................428
Supplemental and Related Lists/Skill Sequences............................431
Page
self-assessmenTs & RaTInG sCales ...................................... 504
assessments
6
BRIGANCE® Transition Skills Inventory
R-1 SpeakingSkills......................................................................507
R-2 ListeningSkills......................................................................508
R-3 Self-Concept(General)...........................................................509
R-4 Self-Concept(Job-related)......................................................510
R-5 ResponsibilityandSelf-Discipline...........................................513
R-6 MotorCoordinationandJobRequirements...........................516
R-7 ThinkingSkills/AbilitiesandJobRequirements.......................517
R-8 JobInterviewPreparation......................................................518
R-9 JobInterview........................................................................521
R-10 Trainee’sWorkExperience.....................................................524
R-11 HealthPracticesandAttitudes..............................................527
R-12 SafeDriving..........................................................................528
supplemental and Related lists/skill sequences............................529
Table of Contents
Table of Contents
Page
Q
COmmUnITY PaRTICIPaTIOn: CITIZensHIP ............................... 499
assessments
Q-1
ElectionBallot........................................................................500
Q-2
PollingPlaceFeatures.............................................................502
supplemental and Related lists/skill sequences............................503
7
BRIGANCE® Transition Skills Inventory
Transition Skills Inventory: Table of Contents
Table of Contents
Table of Contents
assessments
P-1 DirectionalSigns....................................................................465
P-2 RestaurantSigns....................................................................468
P-3 EmploymentSigns.................................................................471
P-4 WarningandSafetySigns......................................................474
P-5 WarningLabels......................................................................482
P-6 UrbanSigns...........................................................................485
P-7 LobbySigns...........................................................................488
P-8 StoreSigns.............................................................................491
supplemental and Related lists/skill sequences............................493
BRIGANCE Transition Skills Inventory (TSI) • CURRICULUM ASSOCIATES® • www.CurriculumAssociates.com • 800-225-0248
5
Transition Skills Inventory: Community Resources Assessment
6
O-9 Recreational Facilities
Directions for Assessment: Oral/Physical Reponse
Point to page S-458, and
Say: Look at this picture of a street scene. I’m going to ask you
SKILLS
1. Identifies recreational facilities
2. Defines recreational facilities
3. Demonstrates how to utilize and behave at recreational facilities
questions about the different recreational facilities you
see in this picture.
MUSEUM
1. Say: Show me the museum.
2. Say: What is a museum? (a building where objects of interest
ASSESSMENT METHOD
Individual Oral Response and Physical Response
are stored and exhibited)
3. Say: You want to go to the museum, how do you gain
MATERIALS
Page S-458
admission? (purchase a ticket at the ticket counter)
4. Say: When you get to the ticket counter, instead of a clerk
SCORING INFORMATION
Record results on page 63 of the student’s Record Book. Give credit for
each correct response.
BEFORE ASSESSING
Review the Notes at the end of this assessment for additional information.
AFTER ASSESSING
To support transition planning, use the Objectives for Writing IEPs at the
end of this assessment, or go to www.BRIGANCE.com.
selling tickets, there is a box that says, “suggested
donation, $5.00.” What do you do? (put $5.00 in the
donation box)
Criterion-referenced assessments are easy
to administer with clear directions that can be
adapted for students at different skill levels,
including non-readers.
5. Say: Can you touch the exhibits at the museum? (no)
6. Say: Can you leave your cell phone onZOO
at the museum? (no)
7. Say: Can you eat food or drink a beverage
while
looking
at zoo.
36. Say:
Show
me the
the exhibits at the museum? (no)
SPORTS COMPLEX/ARENA
37. Say: What is a zoo? (place to see animals)
38. Say: You want to go to the zoo. How do you gain
8. Say: Show me the sports/concert arena.
admission? (buy a ticket, go to the entrance)
9. Say: What is a sports/concert arena? (a39.
levelSay:
areaCan
surrounded
you touch or feed all the animals at the zoo? (no)
by seats where sporting or entertainment events
40. Say: You go into the area of the zoo called “The Petting
are held)
Zoo.” Can you touch or feed the animals in “The
10. Say: How do you buy a ticket to attend an event
at
Petting
Zoo?” (yes)
this building? (go to the ticket office/booth and buy a
41.
Say: You read a sign at the zoo that says: “No Food
ticket, on the computer, online)
Allowed.” What does it mean? (food should not be
brought to the zoo)
458
BRIGANCE Transition Skills Inventory
O-9 Recreational Facilities
®
Notes
• Administration:Youmaychoosetoadministerthequestionsthat
pertaintorecreationalfacilitiesthestudentislikelytovisit.
Objectives for Writing IEPs
IdENtIfIEs rEcrEatIONal facIlItIEs
(date)
By
, (student’sname) willcorrectlyidentifythefollowing
recreationalfacilities:museum,sports/concertarena,movietheatre,park,
recreationcenter/gym,zoo.
dEfINEs rEcrEatIONal facIlItIEs
(date)
By
, (student’sname) willcorrectlydefinethefollowing
recreationalfacilities:museum,sports/concertarena,movietheatre,park,
recreationcenter/gym,zoo.
dEmONstratEs hOW tO usE aNd bEhavE at rEcrEatIONal
facIlItIEs
(date)
, (student’sname) willcorrectlydemonstratehowto
useandbehaveatthefollowingrecreationalfacilities:museum,sports/
concertarena,movietheatre,park,recreationcenter/gym,zoo.
By
• Assessment Design:Thequestionsforeachrecreationalfacility
assessthefollowingskillsinthefollowingorder:
1. Questions 1, 8, 15, 23, 30, 36:Identifytherecreationalfacility
2. Questions 2, 9, 16, 24, 31, 37:Definetherecreationalfacility
3. Questions 3–7, 10–14, 17–22, 25–29, 32–35, 38–41:Demonstrate
knowledgeofappropriatebehaviorandparticipationwithinthe
recreationalfacility
Assessment results translate directly into
instructional plans with clear objectives for
writing IEPs.
• Scope of Assessment:Useyourjudgmentindeterminingthe
suitabilityofassessmentquestions.Ifthestudentshowsfrustrationor
lackofunderstandingwiththefirstorsecondquestionabouta
recreationalfacility,discontinuetheassessment.Forexample,the
studentmaybeabletoidentifyanddefinetherecreationalfacility,but
maynotbeabletodemonstrateknowledgeofappropriatebehavior
andparticipationwithintherecreationalfacility.
461
BRIGANCE Transition Skills Inventory
®
BRIGANCE Transition Skills Inventory (TSI) • CURRICULUM ASSOCIATES® • www.CurriculumAssociates.com • 800-225-0248
O-9 Recreational Facilities
Community Participation: Community Resources
This assessment focuses on the student’s ability to identify recreational facilities, define those facilities, and demonstrate how to utilize and behave at recreational facilities.
Community Participation: Community Resources
Overview
©
I-10 Foods for a Daily Balanced Diet
Curriculum Associates, Inc.
cabbage
peanuts
carrots
peas
cheese
plums
chicken
pork
cookies
potatoes
corn bread
prunes
cornflakes
rolls
cottage cheese
sausage
eggs
steak
fish
toast
green beans
tomatoes
ham
tuna
lettuce
turkey
milk
yogurt
BREAKFAST
GRAINS
6 ounces
7 ounces
VEGETABLES
2_12 cups
3 cups
FRUITS
1_12 cups
2 cups
OILS
5
teaspoons
6
teaspoons
MILK
3 cups
3 cups
5 ounces
6 ounces
MEAT &
OiLS
miLK
BEANS
I-10 Foods for a Daily Balanced Diet
*The amount you need to eat depends on age, gender, and level of physical activity. Daily Recommendations
have been provided for Boys and Girls aged 14–18 who get less than 30 minutes per day of moderate physical
activity, beyond normal daily activities. For more information or to find Daily Recommendations for another age
group, visit www.MyPyramid.gov.
Overview LUNCH
DINNER/SUPPER
This assessment focuses on the student’s ability to plan a daily menu for a balanced diet.
SNACK(S)
SKILL
Plans a daily menu—three meals and a snack—for a balanced diet
ASSESSMENT METHOD
Individual or Group Written Response
Directions for Assessment: Written Response
Give the student a copy of page S-278 and a pencil. Read aloud the
DIRECTIONS on the student page. Give help understanding the
DIRECTIONS, if needed. Do one item as an example, if necessary.
Say: The USDA’s food guide pyramid shows the recommended
number of daily servings of each food group, based on
age and gender. Under each meal, list the foods you could
eat to get the recommended number of servings for one
day. You may use the words listed or your own words.
MATERIALS
• Copy of page S-278
• A pencil
BEFORE ASSESSING
Review the Notes at the end of this assessment for additional information.
OBjECTIvE FOR WRITING IEPs
By
(date)
, when presented with the food pyramid,
(student’s name) will create a menu for a balanced diet.
I-10 Foods for a Daily Balanced Diet
Teacher pages are formatted for ease of use,
providing an overview of the assessment’s
purpose and key information to guide
administration of the assessment.
SCORING INFORMATION
Record results on page 39 of the student’s Record Book. Use your
judgment regarding the appropriateness of the student’s menu, allowing
for cultural and vegetarian diets. The student should spell words
accurately enough for identification, or you may ask for clarification.
STuDENT-PAGE FORMAT FOR PAGE S-278
DATE:
EXAMINER:
NAME:
DIRECTIONS: The USDA’s food guide pyramid shows the daily recommended amount from each
food group, based on age and gender. Under each meal, list the foods you could eat
to get the recommended number of servings for one day. You may use the words listed
below or your own words.
apples
muffins
bacon
oatmeal
biscuits
oranges
black beans
peaches
cabbage
peanuts
carrots
peas
cheese
plums
chicken
pork
cookies
potatoes
corn bread
prunes
cornflakes
rolls
cottage cheese
sausage
eggs
steak
fish
toast
green beans
tomatoes
ham
tuna
lettuce
turkey
milk
yogurt
BREAKFAST
278
GRAINS
6 ounces
7 ounces
2_21 cups
3 cups
FRUITS
1_21 cups
2 cups
OILS
5
teaspoons
6
teaspoons
MILK
MILK
Daily
Recommendation*
Girls
Boys
14–18
14–18
VEGETABLES
MEAT &
OILS
BEANS
3 cups
3 cups
5 ounces
6 ounces
*The amount you need to eat depends on age, gender, and level of physical activity. Daily Recommendations
have been provided for Boys and Girls aged 14–18 who get less than 30 minutes per day of moderate physical
activity, beyond normal daily activities. For more information or to find Daily Recommendations for another age
group, visit www.MyPyramid.gov.
LUNCH
BRIGANCE Transition Skills Inventory
®
Transition Skills Inventory: Independent Living Assessment
Food
Group
BRIGANCE Transition Skills Inventory (TSI) • CURRICULUM ASSOCIATES® • www.CurriculumAssociates.com • 800-225-0248
DINNER/SUPPER
SNACK(S)
I-10 Foods for a Daily Balanced Diet
Independent Living: Food
peaches
Associates, Inc.
oranges
black beans
©Curriculum
oatmeal
biscuits
Student pages are paired with the
assessments and are easily reproducible.
®
bacon
Daily
recommendation*
Girls
Boys
14–18
14–18
Food
Group
S-278 BRIGANCE Transition Skills Inventory
muffins
®
examiNer:
Date:
DIRECTIONS: The USDA’s food guide pyramid shows the daily recommended amount from each
food group, based on age and gender. Under each meal, list the foods you could eat
to get the recommended number of servings for one day. You may use the words listed
below or your own words.
apples
S-278 BRIGANCE Transition Skills Inventory
Name:
7
Transition Skills Inventory: Technology Skills Assessment & Supplemental and Related Lists/Skill Sequences
This assessment is focused on the student’s ability to complete basic computer-related tasks.
Directions for Assessment: Observation
SKILL
Knows how to use a computer and related devices
Observe and note in the student’s Record Book the student’s mastery of
the skill in the classroom or in any other appropriate setting. If you have
any doubt of mastery, use another assessment method to confirm.
ASSESSMENT METHODS
Directions for Assessment: Interview
• Observation
• Interview
• Individual Physical Response
Interview someone with knowledge of the student’s mastery of the
skill(s). If you have any doubt of mastery, use another assessment
method to confirm.
• Individual Oral Response
MATERIALS
A computer
SCORING INFORMATION
Record results on page 31 of the student’s Record Book. Give credit for
each correct response. Allow time typically needed to perform the skill in
an actual situation.
BEFORE ASSESSING
Review the Notes at the end of this assessment for additional information.
OBjECTIvE FOR WRITING IEPs
(date)
By
,
following skills.
1.
2.
3.
4.
5.
6.
7.
242
(student’s name)
will demonstrate the
Turn on and off the computer.
Turn on and off the monitor.
Use the mouse to open and close a program.
Use the keyboard to enter information into the computer.
Insert a CD-ROM/DVD into the computer’s CD-ROM/DVD drive.
Use a computer to print a document.
Use computer speakers and adjust their volume.
BRIGANCE Transition Skills Inventory
®
Directions for Assessment: Physical Response
Point to the student page and
Say: I’m going to ask you to do some different things on the
computer. As I ask you to do different things, I want you
to do what I am asking and explain how you are doing it.
User-friendly design provides step-by-step
directions for assessment.
Student’s Name: ________________________________________________________________________
1. Knows how to turn the computer on/off.
Say: I want you to turn on/off the computer.
H-4S AdvAnced computer SkillS
Note: Try to use a computer with a clearly visible
on/off button.
The student
knows how to perform the following skills.
___ 1. Login to a computer using a username and password
2. Knows how to turn on/off the monitor.
___ 2. Create a folder
___ 3. Copy or move a file to another folder or disk drive
Say: I want you to turn on/off the monitor.
___ 4. Save files to a disk or external (USB) drive
___ 5. Delete a file or folder
___ 6. Find a file or folder by name or location
___ 7. Identify types of icons (program, folder, file)
___ 8. Switch between open windows
___ 9. Switch between open applications
H-4 Open
Computer Skills
___ 10.
and use a spreadsheet
___ 11. Restart the computer if it becomes locked
___ 12. Put the computer into sleep mode
Helpful Supplemental and Related Lists/Skill
Sequences break down skills and provide
additional assessment items that help track
student progress.
H-4ra identify And know How to uSe emAil
The student knows how to perform the following skills.
___ 1. Identify an email address
___ 2. Set up an email account
___ 3. Log in to an email account
___ 4. Identify if he/she has received a new email
___ 5. Open email received
___ 6. Compose and send a new mail message (recipient, subject, and email
filled out correctly)
___ 7. Send an attachment and download an attachment
___ 8. Send email using cc and bcc
___ 9. Send email to multiple people (use an address list)
___ 10. Identify SPAM and understand that it should not be opened
Date: ____________________
H-4rb identify And know How to uSe word proceSSing
progrAmS
The student knows how to perform the following skills.
___ 1. Open a word processing program
___ 2. Create a new document
___ 3. Save a new document
___ 4. Open an existing document
___ 5. Enter, edit, and modify text
___ 6. Change text alignment and font type, size, color, and style (underline,
bold, italics)
___ 7. Check spelling and use the thesaurus
___ 8. Find and replace words
___ 9. Select, cut, copy, and paste text
___ 10. Create numbered or bulleted lists
___ 11. Print documents
___ 12. Use the Help function
H-4rc know How to uSe web nAvigAtion toolS
The student knows how to perform the following skills.
___ 1. Open a web browser
___ 2. Identify a URL
___ 3. Type a URL into a field or text box
___ 4. Use back and forward buttons
___ 5. Use the home button
___ 6. Navigate from one web page to another by clicking on a link
___ 7. Use a search engine to search for information
___ 8. Print a web page
___ 9. Bookmark a web page
Codes: S—Supplemental List/Skill Sequence R—Related List/Skill Sequence
S & R—Supplemental and Related List/Skill Sequence
250
BRIGANCE® Transition Skills Inventory
Curriculum Associates, Inc.
©
H Supplemental and Related Lists/Skill Sequences
BRIGANCE Transition Skills Inventory (TSI) • CURRICULUM ASSOCIATES® • www.CurriculumAssociates.com • 800-225-0248
Post-Secondary: Communication & Technology Skills
Overview Post-Secondary: Communication & Technology Skills
H-4 Computer Skills
8
Simple scoring ensures accurate assessment results and tracking over time.
H Post-Secondary: Communication & Technology Skills (continued)
Assessment
Page
H-3
240
Computer Parts Identifies computer parts and related devices
1.
2.
3.
4.
5.
CentralProcessingUnit/Tower
Computeron/offbutton
CD-ROM/DVDdrive
Monitor
Speakers
6.
7.
8.
9.
Printer
Mouse
Keyboard
CD-ROM/DVD
Notes:
H-4
242
Computer Skills Knows how to use a computer and related devices
1. Turnonandoffthecomputer.
2. Turnonandoffthemonitor.
3. Usethemousetoopenandclosea
program.
4. Usethekeyboardtoenterinformation
intothecomputer.
5. InsertaCD-ROM/DVDintothe
computer’sCD-ROM/DVDdrive.
6. Useacomputertoprintadocument.
7. Usespeakersandadjusttheirvolume.
Notes:
H-5
245
Everyday Technology Skills Identifies electronic device(s) and knows purpose/operation of electronic devices
1. MP3 player
2. Cellphone
3. Digital camera
4. Stereo
5. PDA
6. Television
7. CD/DVD player
Notes:
H Post-Secondary: Communication & Technology Skills
Transition Skills Inventory: Record Book
BRIGANCE Transition Skills Inventory (TSI) • CURRICULUM ASSOCIATES® • www.CurriculumAssociates.com • 800-225-0248
31
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BRIGANCE® Online Management System
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®
BRIGANCE Online Management System
Easily manage your special education assessment data. Track student progress
and generate reports for all three BRIGANCE® inventories:
• Inventory of Early Development II
• Comprehensive Inventory of Basic Skills II
• Transition Skills Inventory
My Students I Group Reports I IEP Resources I My Account I Help I Logout
Welcome Pauline Mason
BRIGANCE® Management System
Calvin Baldwin
edit student information
Student Status
I
Record Book
I
Observations
I
Reports
I
Student ID
Birth Date
Class
0000004
06/10/1993
Mason
Family Connection
I
Change Inventory
• Simplifies and centralizes data management
Choose an Inventory
How Do I...
Transition Skills Inventory
Enter a New Student
Enter Inventory Data
Create a Report
❮
Comprehensive Inventory of Basic Skills II
➜
➜
Inventory of Early Development II
The easy-to-access BRIGANCE® Online Management
System tracks student progress and analyzes data while
making it easy to share reports with administrators,
teachers, and caregivers.
Send a Home Letter
➜
➜
Enter a new student
Enter Inventory Data for a
student
Create a Report with a
student’s data
Send or Print a Home letter
• Identifies present level of performance
• Generates instructional goals and objectives
for IEPs
• Provides progress reporting for individuals
and groups
• Helps you manage your program and meet
reporting requirements for IDEA and NCLB
BRIGANCE Transition Skills Inventory (TSI) • CURRICULUM ASSOCIATES® • www.CurriculumAssociates.com • 800-225-0248
My Students I Group Reports I IEP Resources I My Account I Help I Logout
Welcome Pauline Mason
BRIGANCE® Management System
Student Status
I
Record Book I
Observations
Students Assessed/Not Assessed
I
Reports
I
Family Connection
I
Information for Administrators
Administrative reports provide at-a-glance,
program-level information, such as which
students have not yet been assessed.
Change Inventory
TSI Reports
Report Description: This report displays the number of students assessed/not assessed. Click ‘view students’ to see names of students.
School:
Mason
Evaluation Period:
11/10/09–1/10/10
Group By:
Class
Skill Area:
All Skill Areas
BRIGANCE® Management System
Students Assessed
Class 1
Calvin Baldwin
33%
Class 2
edit student information
Student Status
50%
I
Goals and Objectives
Class 3
67%
Record Book I
Observations
I
Reports
I
Student ID
Birth Date
Class
0000004
06/10/1993
Mason
Family Connection
I Change Inventory
Job-Related Knowledge and Skills
print
IEP Writing
Download goals and objectives
for this student
Class
Assessed Students
Not Assessed Students
Class 1
10 Students | view students
20 Students | view students
Class 2
15 Students | view students
15 Students | view students
Academic Year: 2009–2010
Number of Students Total
Goal: By 5/28/10, the student will exhibit job-related knowledge and skills (with a mastery level of 100%), as relevant and appropriate for the student,
30 Students | viewincluding:
studentsinterview skills; knowledge of employment-related vocabulary and key employment forms; alphabetization skills; understanding of abbreviations
and direction words.
30 Students | view students
Class 3
20 Students | view students
10 Students | view students
30 Students | view students
G-2 Basic Pre-Employment Vocabulary
Objectives for Goal: By 11/9/09, student will read and comprehend basic vocabulary related to job-seeking.
Assessment
45 Students | view students
45 Students | view students
User-friendly interface and reporting
features make it easy to manage
student records, write IEPs, and plan
instruction.
TSI Reports
Report Description: This report shows skills that are currently set as instructional objectives for this student. These skills should be assessed
in the next Evaluation Period. You may edit the text of each Goal.
Skill Area:
Total
Information for Teachers
My Students I Group Reports I IEP Resources I My Account I Help I Logout
Welcome Pauline Mason
get report
Evaluation Period:
Evaluation Period:
My Students I Group Reports I IEP Resources I My Account I Help I Logout
edit
Welcome
Pauline Mason
BRIGANCE® Management System
Calvin Baldwin
Student ID
Birth Date
Class
0000004
06/10/1993
Mason
8/15/09-10/9/09
10/10/09-11/9/09
1. References
S S
2. Employer S S
4. Interview N S
6. Application N S
Student Progress
Total Instructional Objectives set for this skill:
2
4
Report Description: This report shows a cumulative record of the student’s skill mastery for each assessment in a domain. Assessments only display
if items in that assessment were actually assessed. Click a link to view the Detailed Progress Report.
90 Students | view students
Student Status
Skill Area:
G-6 Employment Pay and Benefits Vocabulary
Objectives for Goal: By 11/9/09, student will read and comprehend vocabulary related to pay and benefits.
Assessment
Evaluation Period:
Evaluation Period:
8/15/09-10/9/09
10/10/09-11/9/09
2. Deductions S S
4. Fringe benefits S S
8. Net income or pay N S
Total Instructional Objectives set for this skill:
2
3
S=Set as an objective
N=Not assessed
edit student information
Money and Finance
I
Record Book I
Observations
I
Reports
I
Family Connection
I
Change Inventory
TSI Reports
Academic Year:
2009-2010
Skills Mastered: Money and Finance
Rate of
Progress
82%
20
15
11
8/15/09–
10/10/09–
11/10/09–
10/9/09
11/9/09
1/10/10
print
Information for Parents
Communicating a student’s present level of
performance and progress is made easier with
clear reports and recommended parent letters.
BRIGANCE® Online Management System
Evaluation Periods
Assessment
8/15/09-10/9/09
10/10/09-11/9/09
11/10/09-1/10/10
L-1 Equivalent Values of Coins and the Dollar Bill
3 skill(s) mastered out of
5 assessed
3 skill(s) mastered out of
5 assessed
4 skill(s) mastered out of
5 assessed
L-4 Price Signs
2 skill(s) mastered out of
6 assessed
3 skill(s) mastered out of
6 assessed
4 skill(s) mastered out of
6 assessed
L-6 Computing Totals for Purchases
3 skill(s) mastered out of
12 assessed
4 skill(s) mastered out of
12 assessed
5 skill(s) mastered out of
12 assessed
L-7 Savings on Purchases
2 skill(s) mastered out of
10 assessed
3 skill(s) mastered out of
10 assessed
3 skill(s) mastered out of
10 assessed
L-8 Charts and Tables for Determining Costs
1 skill(s) mastered out of
8 assessed
2 skill(s) mastered out of
8 assessed
4 skill(s) mastered out of
8 assessed
Total skills mastered / assessed in this skill area:
11 skill(s) mastered out of
41 assessed
15 skill(s) mastered out of
41 assessed
20 skill(s) mastered out of
41 assessed
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