The State Department of Education, Bureau of Special Education, will continue to use the Brigance IED-II (2004) as the assessment instrument to collect and report early childhood outcome (ECO) information in the State Performance Plan (SPP) and Annual Performance Report (APR). The IED-II (2004) is the same assessment instrument that has been used since 2005. The state will not be converting to a new edition nor a new assessment instrument for the 2014-2015 school year.
A letter was recently issued to all of Connecticut’s school districts informing them that the Brigance IED-II (2004) will continue to be the assessment instrument utilized for ECO reporting. The letter also contains ordering information for those school districts that may need additional IED-II Developmental Record Books. Please click on the attached link for access to the letter to districts.
ECO Brigance Letter 2014-2015
The Connecticut State Department of Education will continue to use the Brigance IED-II (2004) for the 2013-2014 school year. School districts wishing to order additional “Developmental Record Books” should contact the publisher, Curriculum Associates by phone through their toll-free number. Districts should:
- identify that they are calling from a school district in Connecticut; and
- state that they are ordering the Brigance IED-II (2004) edition for the purpose of collecting data for the early childhood outcome (ECO) requirement.
Curriculum Associates staff are aware that Connecticut will be continuing to use the Brigance IED-II (2004) version for the next school year. Any district that wishes to order the Brigance IED-III (2013) for reasons and purposes other than ECO can certainly do so.
Please ensure that appropriate staff members in the school district are notified and that the July 1, 2013 correspondence to Connecticut public school administrators, which may be accessed below, is shared as appropriate. Questions can be directed to Maria Synodi at firstname.lastname@example.org or at 860-713-6941.
July 1, 2013 correspondence:
The BRIGANCE® IED II (2004) and the Early Childhood Outcome (ECO)
The State Department of Education has been responding to inquiries related to the transition of children from the Birth to Three System as they relate to district policies and practices regarding school registration. These questions are associated with delays in the scheduling of transition conferences, the lack of school district participation in transition conferences and/or delays in the special education process due to school district policies and practices that require a parent to register their child for school prior to any special education evaluation and eligibility activities taking place.
Please know that school district policies and practices that require a parent to register their child for school before the determination of eligibility is not appropriate. The Department is of the understanding that this practice is related to the district’s desire to obtain a state assigned student identification (SASID) number in order to enter the child into the district’s data system. Again, while this activity may be well-intended, it is not an appropriate policy and/or practice, nor is it required by the state. All state vendor data systems have the capability to be operational without a SASID number for a child.
The Individuals with Disabilities Education Act (IDEA Part C) requires that the child’s service coordinator convene a transition conference. The IDEA Part B defines a school districts’ obligation to participate in such a conference. School districts cannot deny or delay their obligation to participate in a transition conference, nor deny or delay obligation to conduct a comprehensive evaluation to determine if the child is eligible for special education because of a district policy that requires the parent to register their child. The obligation to provide a child their free appropriate public education (FAPE) no later than age three must be met and cannot be delayed due to a district policy and/or practice that inappropriately requires school registration before any special education evaluation activities can occur or that results in the delay of the development of the child’s individualized education program (IEP).
To reach the author of this article contact Maria Synodi at (860) 713-6941 or email@example.com.