Bracken Basic Concept Scale

1. Bracken Basic Concept Scale Concept Development and Early Childhood Assessment Bruce A. Bracken, Ph.D.

2. Author Bruce A. Bracken, Ph.D. ProfessorCollege of William & MarySchool of EducationP.O. Box 8795Williamsburg, VA 23185 Office: 757-221-1712 Email: babrac@wm.edu Web: http://babrac.people.wm.edu/ Early childhood state standards: http://faculty.wm.edu/babrac/Standards.xls

3. Presentation Outline • Introduction • Challenging Assumptions about Basic Concepts • Historical Perspective • Importance of Basic Concepts • BBCS Features, Subtests, Composites, Forms • Limitations of Preschool Tests • Goals for the BBCS • Administration, Scoring, Interpretation • Technical Characteristics • Principles of Concept Instruction • Case Study

4. Challenging Assumptions About Basic Concepts “All children enter school already knowing important basic concepts.” • Young children do not understand basic concepts commonly used in classroom directions and discussion (Boehm, Classon, & Kelly, 1986) • Preschool intelligence test directions are replete with basic concepts children fail to understand (Bracken, 1986; Flanagan, Alfonso, & Kaminer, 1995; Kaufman, 1978) • Early childhood achievement test directions are replete with basic concepts children do not comprehend (Cummings & Nelson, 1980)

5. Challenging Assumptions About Basic Concepts “Parents and teachers can identify all of the important concepts children need to master.” • There is no source beyond the BBCS that identifies the universe of basic concepts related to what children need to know to describe and discuss their world or to follow others’ directions • Parents often teach only easily recognized concepts prior to their children attending school (e.g., colors, numbers/letters) • Parents and teachers often have misperceptions about the taxonomical nature of concept domains and subdomains (e.g., primary colors, secondary colors, tertiary colors, absolutes)

6. Challenging Assumptions About Basic Concepts “Schools systematically teach basic concepts to children in early childhood grades.” • None of the 50 states’ early-childhood educational standards include most of the BBCS concepts (Bracken & Crawford, 2006) • Schools do not follow a systematic ‘conceptual map’ or proven pedagogy for teaching basic concepts (Bracken, 1986, 2006) • Basic concepts are usually taught with little consideration for the scope and sequence of concept development • Teachers often fail to take advantage of ‘teachable moments’ when concept instruction could be combined with core subjects

7. Challenging Assumptions About Basic Concepts “All children begin school on an equal conceptual footing.” • Children of poverty know fewer basic concepts than more economically advanced students • ELL/ESL students know far fewer basic concepts (in English) than native English speakers • Children with speech/language, hearing, vision, and cognitive related disabilities know fewer basic concepts than nondisabled students • Teachers and school materials (e.g., tests) assume with dire consequences for some children that all children understand these ubiquitous concepts

8. Importance of Basic Concepts:Triangulated Assessment Speech/Language/HearingCorrelations with Speech Tests.78 to .88 BTBC (Bracken & Cato, 1986) .67 to .88 PPVT (multiple authors) .61 to .77 PLS-4 (Bracken, 2006).68 Token Test (Bracken & Cato, 1986) BBCS As Part of a Multiple Source Assessment Psychological Correlations with Intelligence Tests .91 Binet IV (Bracken & Howell, 1991) .80 DAS (McIntosh et al., 1995) .85 WPPSI-R (Panter, 2000) .57 K-ABC (Laughlin, 1995) School ReadinessCorrelations with Achievement Tests.64 K-ABC Ach. (Zucker &Riordan, 1990) .50 to .60 WRAT (Sterner & McCallum, 1988) .65 WJ-Ach. (Bracken & Walker, 1997).67 to .81 MRT (Panter, 2002)

9. Limitations of Preschool Tests • Lack of social sensitivity / cultural awareness • Limited floors, ceilings and item gradients • Poor reliabilities • Limited norm sample sizes and representation • Lack of clinical utility / prediction • Complex test directions • Require active motor and verbal expressive abilities from onset • Lack of meaningful demonstration and sample items • Limited color and stimulating artwork • Often downward extensions of child, adolescent, or adult tests Bracken, B. A. (1987). Limitations of preschool instruments and standards for minimal levels of technical adequacy. Journal of Psychoeducational Assessment. 5, 313-326.

10. Multiple Tests:Multiple Purposes

11. BBCS-3:R Description Brief Description • Receptive measure of concept knowledge • Ages 3-0 to 7-0 • 10 Subtests (same as Bracken Expressive) • 282 basic concepts assessed • English/Spanish forms • Administration time • 10 – 15 minutes SRC • 30 - 35 minutes Total Test • Aligns well with all 50 states’ early childhood educational standards • Scoring Assistant software with link to BCDP

12. BBCS-3:R Features • Assesses 282 foundational and functionally relevant concepts • Use of SRC as an independent school readiness screener • Aligns with early-childhood educational standards in all 50 states • Colorful, stimulating, and developmentally appropriate artwork • Receptive item format requires no verbal response • Consistent item format, appearance, and style throughout • Strong ceilings, floors, and item gradients for ages served • State-of-the-art multinational Spanish translation and validation • Inclusive, non-stereotyping, non-biased artwork and test items • Scoring Assistant software that scores BBCS and links to BCDP

13. BBCS-3:RUnique Applications • Early Childhood State’s Standards • The BBCS exceeds early childhood concept standards in all 50 states. • Spanish Language Assessments • The BBCS multi-national Spanish translation allows for direct comparison of the student’s concept mastery in English and Spanish. • Receptive/Expressive Language Assessment • The BBCS-3:R and Bracken Expressive identify discrepancies between students’ receptive and expressive language abilities. • Functional, Curriculum-Based Assessment, RTI Assessments • With the Bracken Concept Development Program, the BBCS providesmulti-tiered CBA or RTI intervention-linked assessment.

14. Powerful ResearchTool • Harlem Project: • Intervention study with low SES, primarily Black children in Harlem, NY; featured in New York Times. • Joint Center for Poverty Research: • Intervention study investigating mothers’ education on their young children’s academic success and school readiness. • Millennium Project: • Longitudinal study including more than 17,000 children throughout the United Kingdom. • NICHD Study of Early Child Care and Youth Development: • Longitudinal study of early childhood development including more than 1300 families. • Project Clarion (Department of EducationGrant): • Concept-oriented science intervention study including more than 2000 children.

15. BBCS Receptive and Expressive Forms BBCS Expressive BBCS-3: Receptive

16. English / Spanish Forms English Receptive/Expressive Spanish Receptive/Expressive

17. English/Spanish Conference Form Parent/Teacher Conference Form X X X X X X X X X X X X X X X X X X X X

18. School Readiness Composite (Subtests 1 – 5) Colors – 10 items Letters – 15 items Numbers/Counting – 18 items Sizes/Comparisons – 22 items Shapes – 20 items SRC total – 85 items SRC Mean = 10, SD = 3 SRC Composite Mean = 100, SD = 15 Subtests and Composites

19. Receptive Total Composite (Subtests 1 – 10) 6. Direction/Position – 62 items 7. Self-/Social Awareness – 33 items 8. Texture/Material – 29 items 9. Quantity – 43 items 10. Time/Sequence – 30 items BBCS total = 282 items Receptive Total Composite Mean = 100, SD = 15 Subtests and Composites

20. BBCS Conceptual Universe and Developmental Sequence

21. Sub-domain Primary Colors Secondary Colors Combination of two primary colors Absolutes Tertiary Colors Combination of a primary color and a secondary color Concept Examples Red, Yellow, Blue Orange, Green, Purple White, Black Violet, Heather UniversalColors BBCS-3:R/Expressive systematically assess all primary, secondary, and absolute colors

22. Colors Minnesota State Standards Sorts objects into subgroups by one or two characteristics, identifies and/or describes objects by physical characteristics (PreK); Uses words to describe location, size, color, shape and direction, sorts objects in a set by one attribute such as size, shape, color or thickness (K); Uses descriptive words when speaking of people, places, things, actions and events, sorts, classifies, and compares objects in a set in more than one way, describes objects in terms of color, size, shape, weight, texture, flexibility and attraction to magnets (1st); Understands the elements of visual art, including color, line, shape, form, texture, and space (K-3) Show me which color is… purple

23. Pre-Literacy Skill Recognition Upper-case Lower-case Naming Upper-case Lower-case Letter Sounds Letter Blend Sounds Concept Examples Recognition Point to M, B, S, D Point to u, v, c, b Naming Name this letter, W, P, R, E Name this letter, a, e, g, k What sound does b make? What sound does ch make? Pre-literacy Knowledge BBCS-3:R/Expressive systematically assess letter identification, naming, and early phonemic awareness skills

24. Letters Minnesota State Standards Recognizes and names some letters of the alphabet, especially those in own name, begins to associate sounds with letters (PreK); Identifies and names upper-case and lower-case letters of the alphabet, identifies beginning consonant sounds and ending sounds in single-syllable words (K); Identifies letters, words and sentences, sees, hears, says and writes the letters (1st) Show me … g Show me … K

25. Math Literacy Skill Rote Counting Place Counting Number Identification 0-9 Double Digits Triple Digits Number Naming 0-9 Double Digits Triple Digits Concept Examples Counting without place value Counting with one-to-one correspondence Number Identification Point to the 1, 5, 8, 0 Point to the 22, 58, 95 Point to 138, 395, 783 Number Naming What is this number? 2, 6, 9 What is this number? 44, 78 What is this number? 234, 783 Numerical Literacy BBCS-3:R/Expressive systematically assess number identification, naming, and one-to-one correspondence

26. Numbers/Counting Minnesota State Standards Demonstrates increasing interest in and awareness of numbers and counting, demonstrates ability to count in sequence, demonstrates understanding of one-to-one correspondence between objects and number (PreK); Correctly writes the numbers 0 through 9, counts forward to 31, backward from 10, counts the number of objects in a set and identifies the quantity (K); Reads, writes numerals for, compares, and orders numbers to 120, counts by 2s to 30 and by 5s to 120, counts backwards from 30 (1st) Show me… the ninety-five Show me… three flowers

27. Dimensions and Size Three-Dimensional Size Two-Dimensional Size Vertical Horizontal Comparative Sizes Concept Examples Big, Large, Small, Little Tall, Short Long, Short Similar, Same, Different Relative Size BBCS-3:R/Expressive systematically assess identification and naming of common two- and three-dimensional shapes and comparatives

28. Sizes/Comparisons Minnesota State Standards Sorts objects into subgroups by one or two characteristics, identifies and/or describes objects by physical characteristics (PreK); Uses words to describe location, size, color, shape and direction, sorts objects in a set by one attribute such as size, shape, color or thickness, compares and order objects by length, weight, volume, temperature or size and uses appropriate vocabulary such as longer than, holds more, smaller (K); Uses descriptive words when speaking of people, places, things, actions and events, sorts, classifies, and compares objects in a set in more than one way, describes objects in terms of color, size, shape, weight, texture, flexibility and attraction to magnets (1st) Show me… which animal is big Show me… which fence is tall

29. Sizes/Comparisons Minnesota State Standards Makes comparisons between at least two groups of objects, recognizes and appreciates similarities and differences between self and others from diverse backgrounds (PreK); Compares and orders objects by length, weight, volume, temperature or size and use appropriate vocabulary such as longer than, holds more, smaller, compares and contrasts living and nonliving things (K); Observes describes, measures, compares, and contrasts common objects (1st); Compares family life in his or her community from earlier times and today, compares different kinds of historical sources and describes the different sorts of information the sources provide, identifies the difference between basic needs and wants (K-3) Show me… which boats are alike

30. Shapes Linear (vertical/horizontal) Curvilinear Line Diagonal Line Angular Line Two-Dimensional Shapes Three-Dimensional Shapes Concept Examples Line, Straight Curve Diagonal Angle Circle, Square, Triangle Sphere, Cube, Pyramid Dimensions of Shape BBCS-3:R/Expressive systematically assess one-, two, and three-dimensional shapes

31. Shapes Minnesota State Standards Sorts objects into subgroups by one or two characteristics, identifies and names common shapes (PreK); Uses words to describe location, size, color, shape, and direction, sorts objects in a set by one attribute such as size, shape, color or thickness (K); Sorts 2- and 3-Dimensional shapes according to their geometrical attributes (K-1); Uses descriptive words when speaking of people, places, things, actions and events, sorts, classifies, and compares objects in a set in more than one way, describes objects in terms of color, size, shape, weight, texture, flexibility and attraction to magnets (1st); Show me… the star Show me… the curve

32. Shapes Minnesota State Standards Sorts objects into subgroups by one or two characteristics, identifies and names common shapes (PreK); Uses words to describe location, size, color, shape, and direction, sorts objects in a set by one attribute such as size, shape, color or thickness (K); Sorts 2- and 3-Dimensional shapes according to their geometrical attributes (K-1); Uses descriptive words when speaking of people, places, things, actions and events, sorts, classifies, and compares objects in a set in more than one way, describes objects in terms of color, size, shape, weight, texture, flexibility and attraction to magnets (1st); Creates characterizations of animals, objects, or shapes (K-3) Show me… which children are in a line Show me… the pyramid

33. Direction and Position Three-dimensional Internal/External Relative Proximity Self/Other Perspective Front/Rear Specific Locations Concept Examples Under, Over, Right, Left Inside, Outside, Around Near, Far, Beside My Right, My Left, Your In Front of, Behind Edge, Corner RelationalConcepts BBCS-3:R/Expressive systematically assess universe of basic relational concepts

34. Direction/Position Minnesota State Standards Uses words that show understanding of order and position of objects (PreK); Uses words to describe location, size, color, shape and direction, locates and describes placement of objects with terms such as on, inside, outside, above, below, over, under, beside, between, in front of, behind, next to, top, bottom (K); Describes the location of people, places and things by using positional words, names and uses directional words to describe locations of places in the school and community, uses cardinal and intermediate directions to locate places (K-3) Show me… which child is behind the chair Show me… which clown is up-side-down

35. Personal and Cultural Affective Feeling Health/Physical Gender Familial Relationships Age Mores Conceptual Examples Happy, Sad, Excited Healthy, Sick, Tired Boy, Girl, Woman, Man Mother, Father, Sister Old, Young Right, Wrong, Correct Self and Society BBCS-3:R/Expressive systematically assess children’s understanding of the social world in which they live

36. Self- Social Awareness Minnesota State Standards Understands various family roles, jobs, rules, and relationships, recognizes and appreciates similarities and differences between self and others from diverse backgrounds, develops an awareness of self as having certain abilities, characteristics, and preferences (PreK); Uses words to describe and name people, places, and things (K); Uses descriptive words when speaking of people, places, things, actions and events, communicates needs, feelings, and ideas to peers and adults in complete sentences, describes ways in which many plants and animals closely resemble but are not identical to their parents (1st) Show me… which person is sad Show me… which child is wrong

37. Environmental Conditions States of Matter Textures Materials Material Characteristics Temperatures Concept Examples Solid, Liquid, Gas Rough, Smooth, Sharp Cloth, Wood, Metal Wet, Dry, Shiny, Dull Hot, Cold EnvironmentalAwareness BBCS-3:R/Expressive systematically assess children’s understanding of the natural world in which they live

38. Texture/Material Minnesota State Standards Sorts objects into subgroups by one or two characteristics, identifies and/or describes objects by physical characteristics (PreK); Uses words to describe and name people, places, and things, sorts objects in a set by one attribute such as size, shape, color or thickness, compares and orders objects by length, weight, volume, temperature, or size (K); Uses descriptive words when speaking of people, places, things, actions and events, sorts, classifies, and compares objects in a set in more than one way, observes describes, measures, compares and contrasts common objects, describes objects in terms of color, size, shape, weight, texture, flexibility and attraction to magnets (1st); Understands the elements of visual art, including color, line, shape, form, texture, and space (K-3) Show me… which one is a gas Show me… which rock is smooth

39. Quantitative Characteristics Part/Whole Relations Relative Quantity Volume Multiples Comparatives/Superlatives Fractions Math Signs/Symbols Concept Examples Whole, Part, Piece Lots, Few, Some, None Full, Empty Pair, Double, Triple, Dozen More, Less, Most, Least Half, One-Third +, -, x Quantity BBCS-3:R/Expressive systematically assess children’s understanding of the quantitative features of their world

40. Quantity Minnesota State Standards Recognizes objects can be measured by height, length, weight, and time, identifies and/or describes objects by physical characteristics (PreK); Given a number, identifies one more or one less, compares and orders objects by length, weight, volume, temperature, or size and uses appropriate vocabulary such as longer than, holds more, smaller, recognizes the following coins: penny, nickel, dime and quarter (K); Identifies one-half of a set of concrete objects, combines pennies, nickels or dimes to equal one dollar, observes describes, measures, compares and contrasts common objects, using simple tools, including but not limited to ruler, thermometer and balance (1st) Show me… which tree has many apples Show me… where neitherchild has a balloon

41. Relative Time Mathematical Seriation Frequency Natural Occurring Events Temporal Absolutes Temporal Order Speed Relative Age Scheduling Larger Temporal Periods Concept Examples First, Second, Third Once, Twice Morning, Daytime, Before, After Never, Always Early, Late, Next, Arriving Fast, Slow New, Old, Young, Old Nearly, Just, Waiting Days, Weeks, Months, Seasons Temporal Concepts BBCS-3:R/Expressive systematically assess children’s understanding of short and long periods of time and naturally occurring temporal events

42. Time/Sequence Minnesota State Standards Uses words that show understanding of order and position of objects, orders or sequences several objects on the basis of one characteristic, recognizes objects can be measured by height, length, weight, and time (PreK); Compares and orders events based on time and uses appropriate vocabulary such as yesterday, today or tomorrow to describe relative time, describes daily and seasonal changes in weather (K); Retells familiar stories using beginning, middle and end (K-1); Identifies and describes main characters setting and sequences of story events, alphabetizes by first letter, observes, records and describes characteristics in daily weather and seasonal cycles (1st); Places events in chronological order and constructs timelines, creates and performs sequences of movement with a beginning, middle, and end (K-3) Show me… which person has quit working Show me… which child is waiting

43. Bracken Expressive Administration, Scoring, and Interpretation

44. Bracken Expressive Brief Description • Expressive measure of concept knowledge • Ages 3-0 to 7-0 • 10 Subtests (same as BBCS-3:R) • 155 basic concepts assessed • English/Spanish forms • Administration time • 10 – 15 minutes SRC • 20 – 25 minutes Total Test • Aligns well with all 50 states’ early childhood educational standards • Scoring Assistant software with linkto BCDP

45. BrackenExpressive “This child is sad, This child is …” “This rope is loose, this rope is …”

46. Bracken School Readiness Assessment Brief Description • Stand alone school readiness measure • Ages 3-0 to 7-0 • 5 Subtests • 85 basic concepts assessed • English/Spanish forms • Administration time • 10 – 15 minutes • Aligns well with all 50 states’ early childhood educational standards

47. BBCS Administration, Scoring, and Interpretation

48. BBCS-3:RAdministration • Trial Item 1: • “I am going to ask you to point to some things. For example, if I asked you to point to your shoe, where would you point?” • “That’s right, you pointed to your shoe.” • “You would point right here, wouldn’t you?” • Trial Item 2: • “Let’s do another one. Show me your hair.” • “That’s right, you pointed to your hair.” • “You would point right here, wouldn’t you? • Trial Item 3 • “Now show me the floor.” • “Good you pointed to the floor.” • “You would point right here, wouldn’t you?” • Ask similar questions until child understands the task.

49. BBCS-3:R Administration • Trial Item 4 • “Now, I am going to show you some pictures. • I will read something to you, and I want you to point to the picture that shows what I say. • Look at each of these pictures. • Look at this picture, this picture, this one, and this one.” • “Show me the ball.” • “Good, you looked at all the pictures and pointed to the ball.”

50. BBCS-3:R Administration • Trial Item 4 • “Now, I am going to show you some pictures. • I will read something to you, and I want you to point to the picture that shows what I say. • Look at each of these pictures. • Look at this picture, this picture, this one, and this one.” • “Show me the ball.” • “Good, you looked at all the pictures and pointed to the ball.” • If child does not point to the ball, use the other three objects as practice items.