Welcome! Using the PS DRDP-R ( for Children with IEPs ) and the DRDP access

1. The Desired Results access Project, Napa County Office of EducationCalifornia Department of Education, Special Education Division Welcome! Using the PS DRDP-R(for Children with IEPs) and the DRDP access

2. Today’s Learning Facilitators Type the first trainer’s name, contact information, and other information here Type second trainer’s name, contact information, and other information here

3. Primary Purpose of the Session To assist you to feel competent and confident in using the two instruments PS DRDP-R (for Children with IEPs) AKA, the “R” DRDP access AKA, the “access”

4. Learning Goals This training session will assist you to: • Understand the Desired Results Assessment System • Navigate the two DRDP instruments • Observe children and collect information • Rate the measures • Understand the use of adaptations • Finalize the assessment • Know where to go for more information

5. Agenda • Understanding the Desired Results Assessment System • Navigating the DRDP Instruments • Three Steps to Using the Instruments Step 1: Collect documentation Step 2: Rate the Measures Step 3: Finalize the assessment • Using Adaptations

6. Ground Rules • Be courteous with your use of cell phones • Honor one person speaking at a time • Begin and end on time • Commit to the learning goals • Recognize (and sympathize!) that we may not have answers to all questions

7. Parking Lot

8. Understanding the Desired Results Assessment System for Preschool Special Education

9. What is the Desired Results System? An accountability and progress assessment system for: • children in infant/toddler, preschool, and after-school programs funded by the Child Development Division of CDE and • preschool-age children with IEPs (three, four, and five year olds not enrolled in kindergarten)

10. Goals of the Desired Results System • Improve the results achieved for children and families • Provide information to support quality program improvement • Show how children across the state are progressing • Enable California’s preschool special education system to comply with federal reporting requirements

11. 4 components of The Desired Results System for Child Development Programs • The DRDP assessment system of individual children’s developmental progress • Support of families’ goals (using parent surveys) • Assessment of children’s environments (using the Early Childhood Environment Rating Scale) • Assessment of program quality (using the Coordinated Compliance Review Instrument – CCR)

12. California Department of Education Desired Results System Assessment Instruments Child Development Division (CDD) Special Education Division(SED) • Desired Results Developmental Profile - Revised (DRDP-R) for: • Infant/toddler • Preschool • School-age • Preschool Desired Results Developmental Profile – Revised (for Children with IEPs)(PS DRDP-R) • Desired Results Developmental Profile access (DRDP access)

13. An Important Note about thePS DRDP-R for Children with IEPs • SED has different reporting requirements than CDD, so a version of the PS DRDP-R was developed with special instructions for special education • The content of this instrument is the same as CDD’s PS DRDP-R • The only changes in this version are: • instructions on the use of adaptations, and • instructions and forms for special educators

14. How the DRDP Assessment SystemWorks for SED

15. IEP Team Responsibilities • Determines which instrument to use for each child (one time only) • Documents the adaptations that each child uses

16. IEP Teams:Clarification on Team Decisions • IEP Teams cannot change instruments for a particular child once data has been submitted • IEP Teams can write an addendum to the IEP if the team wants to change it’s determination……as long as data for the first assessment has not yet been submitted or reported

17. Assessor Responsibilities • Observes each child over time and collaborates with other programs, service providers, and families to collect additional documentation • Twice a year: rates the DRDP Measures and submits a Rating Record and Information Page • Fall (November – December) • Spring (April – May) • Maintains a copy of the Rating Record and Information Page

18. Clarification on Assessors Assessors are: • Credentialed classroom special education providers • IEP service providers, e.g. special education teacher, speech therapist, and other itinerant staff who serve as the primary service provider

19. Clarification onChildren who Must be Assessed • Every three, four, and five year old child with an IEP who receives preschool special education services (regardless of setting or level of service) must be assessed two times a year using either the PS DRDP-R or the DRDP access. • The eligible child must begin preschool services: • before November 1 to be included in the Fall assessment • before April 1 to be included in the Spring assessment

20. Clarification on Timelines

21. SELPA Responsibilities • Facilitates training for all appropriate staff • Provides organizational local support for state training efforts • Monitors implementation – provide and secure technical assistance as needed • Ensures data collection, reporting, and certification

22. CDE’s Special Education Division • Documents the positive results of programs • Reports progress on required child outcomes to OSEP • Plans statewide training and technical assistance activities

23. Benefits for Children and Families • Information will help to set IEP priorities • Families will better understand their children’s development and progress • Families will be provided a consistent assessment record over time

24. Benefits for Practitioners and Programs Programs/practitioners will be better able to: • Monitor and understand children’s progress within a framework of typical development • Tailor interventions to individual children based on their developmental trajectories • Inform program planning and monitor overall curriculum • Help families understand their children’s development and progress

25. Benefits for SED SED will be able to use the data to: • Document the positive results of its funded programs • Plan statewide training and technical assistance activities • Report progress on required child outcomes to the federal Office of Special Education Programs (OSEP)

26. Navigating the DRDP Instruments

27. Let’s Organize the Materials PS DRDP-R Manual Rating Record/Information Page DRDP access Manual Rating Record/Information Page Other Materials: • Guide to Using the DRDP Assessment System for Preschool Special Education (also known as the “User’s Guide” • Extra Resources Packet

28. Manual (full version of the instruments)

29. Rating Records PS DRDP-R Rating Record DRDP accessRating Record

30. DRDP access ManualTable of Contents

31. PS DRDP-R Manual(for children with IEPs)Table of Contents

32. Navigating theRating Pages DRDP access PS DRDP-R

33. Desired Result A condition of well-being for children and families, each defining a single overall outcome

34. Indicator A specific measurable developmental dimension within an overall Desired Result

35. 4 Desired Results and 10 Indicators DR 1: Children are personally and socially competent • Self Concept (SELF) • Social and Interpersonal Skills (SOC) • Self Regulation (REG) • Language (LANG) DR 2: Children are effective learners • Learning (LRN) • Cognitive Competence (COG) • Math (MATH) • Literacy (LIT) DR 3: Children show physical and motor competence • Motor Skills (MOT) DR 4: Children are safe and healthy • Safety and Health (SH)

36. Measure The developmental continuum along which a child’s observed behavior is assessed

37. Definition Specifies the developmental achievement (knowledge, skill) that is being measured

38. Developmental Level One point along the developmental progression defined for a particular Measure

39. Developmental Levels in the R In the R, all pages have the same 4 Developmental Levels Exploring Developing Building Integrating

40. Developmental Levels in the access • In the access, the Developmental Levels are numbered, but the numbers have no significance to the rating – they are only provided to make data entry easier and more accurate • The number of levels on each Measure varies from 5 to 9

41. Descriptor Defines the behaviors that would be observed if a child were at that Developmental Level

42. Example One way, but not the only way, a child might demonstrate mastery at a particular Developmental Level, as defined by the Descriptor

43. “Not Yet” Indicates that the child has not yet mastered the behaviors described for the first Developmental Level

44. Emerging: The child has mastered a Developmental Level and is also demonstrating behaviors described for the next Level (although not yet easily or consistently across settings)

45. Unable to Rate Used in the rare circumstance that you are unable to rate a child on a Measure

46. Record Evidence Documentation of a child’s skills, behaviors, and knowledge

47. Note about “Record Evidence” PS DRDP-R: “Record Evidence” appears on all Measures You may use the "Record Evidence" section to record observations and other documentation to support your rating, but it is not required DRDP access: “Record Evidence” does not appear on any Measures of the DRDP access

48. Three Steps toUsing theDRDPInstruments

49. Three Steps to Using theDRDP Instruments Step 1: Collect documentation Step 2: Rate the Measures Step 3: Finalize the assessment

50. Sources of Documentation • Direct observations • Portfolios • Observations of others • Curriculum based tools