1. Desired Results Experienced Administrators
Mar-17
Desired Results Experienced Administrators
A Project of the California Department of Education,
Child Development Division
with
Desired Results Training & Technical Assistance Project
Display the title screen to let participants know that they are in the correct location for the Desired Results training. 1

2. Session Outcomes Participants will:
Mar-17
Session Outcomes
Participants will:
Receive a brief overview of the PSE requirements
Practice looking at sample data to write a DRDP Developmental Profile Summary of Findings/Program Action Plan
Learn about resources
Keep the Action Plan alive
Trainer note: Share the training outcomes.
The training will focus on methods within the Desired Results system that will improve services to children resulting in overall program improvement. 5

3. Mar-17
Point out to people that on the back side of the handout there is the information you are sharing.
At the center of the system are the Infant Toddler and Preschool Foundations which describe the learning and development that preschool children typically demonstrate with appropriate support at around certain ages.
The Curriculum Framework offers guidance on how programs and teachers can support the learning and development that are described in the foundations through environments and experiences that are linguistically and developmentally appropriate, as well as individually and culturally meaningful and connected.
The Desired Results Assessment system is designed to document the progress made by children and families in achieving desired results and provides information to help practitioners improve their child care and development services. The Desired Results Developmental Profile (DRDP) is an observation assessment instrument that enables teachers to document children’s learning and developmental progress along a continuum of four developmental levels.
Professional development is provided through the state’s extensive higher education system, PITC, the California Preschool Instructional Network, CAlSAC, Family Child Care at It’s Best , the Faculty Initiative Project, and other CDE activities.
The Program Guidelines and Resources component includes publications such as Learning & Development Guidelines and the Preschool English Learners: Principles and Practices to Promote Language, Literacy, and Learning (PEL Guide).
2010 © California Department of Education
Desired Results T & TA Project 3 3

4. Desired Results for Children
Mar-17
Desired Results for Children
Children are personally and socially competent.
Children are effective learners.
Children show physical and motor competence.
Children are safe and healthy.
Review the four (4) desired results for children. These are the overarching goals for children. 9

5. Desired Results for Families
Mar-17
Desired Results for Families
Families achieve their goals.
Families support their children’s learning and development.
Trainer note: Introduce the two (2) desired results for families.
The Parent Survey will help determine the achievement of these results. Parents will be supported in their role as their child’s first and most important teacher. 10

6. This model is a graphic organizer of the DR.
Mar-17
This model is a graphic organizer of the DR.

7. Foundations and the DRDP©
Mar-17
Foundations
A guide and teaching tool
At around 8, 18 & 36 months for I/T
At around 48 months and 60 months for PS
For all children, including English language learners and children with disabilities
DRDP
An observational assessment tool
Developmental continuum
For all children, including English language learners and children with disabilities
It is important for participants to understand that the foundations describe the knowledge and skills that all young children typically exhibit:
at about 8, 18, and 36 months for infants and toddlers
at about 48 months and about 60 months of age for preschool children
as they complete their first or second year of preschool;
with appropriate support; and
when attending a high-quality preschool program.
The DRDP© is the child observational assessment tool that is used by teachers to record a child’s progress on a developmental continuum. 7

8. Desired Results Developmental Profiles© (2010)
Mar-17
Desired Results Developmental Profiles© (2010)
Trainer note: Briefly ask how many people have used the DRDP© to assess children.
The DRDP serves as a framework for documenting the progress children demonstrate over time.
The DRDP provides teachers with concrete information that will help them tailor their curriculum to meet the needs of the children.

9. Mar-17
Parent Survey
The Parent Survey is the assessment tool to evaluate parents’ satisfaction with programs.
The Parent Survey:
Gives programs access to information from parents to improve program quality
Determines parent satisfaction with their child’s program
Is conducted at least once per year 15

10. Environment Rating Scales
Mar-17
Environment Rating Scales
The Environment Rating Scales allow programs to assess their learning environments.
Research projects have discovered a meaningful relationship between ERS scores and child outcome measures, as well as between ERS scores and teacher characteristics, teacher behaviors, and compensation.
The Environment Rating Scale is used to measure implementation of Program Quality Dimensions.
Each classroom, family childcare home, and school age facility must be assessed at least once per program year.

11. Program Self-Evaluation
Mar-17
The program self-evaluation process gives agencies an opportunity to recognize their strengths and areas that require improvements. 40

12. Program Self-evaluation requirements by contract are based upon…
Mar-17
Program Self-evaluation requirements by contract are based upon…
Desired Results Developmental Profile Summary of Findings and Program Action Plan
Environment Rating Scale Summary of Findings
Parent Survey Summary of Findings
Annual Report
Review the Agency Annual Report requirements.
Agency FPM/CMR - Federal Program Monitoring/Contract Monitoring Review
These forms will be described in more detail during the two days of training.

13. Desired Results Developmental Profile/Program Action Plan
Mar-17
Desired Results Developmental Profile/Program Action Plan
Insert new slide. Last year, you received a management bulletin that showed what was required. This year you will receive one also. But what we know is that you are required to implement the plan you developed last year and document how it went. Take out your Program Self-Evaluation from last June. Take a moment and reflect at your tables what you have done so far and what you need to do in the future. Tomorrow we will talk more about what you specifically need to complete.

14. To summarize, the Desired Results system is used to…
Increase program quality for children and families.
Measure the developmental progress of children and families in achieving desired results.
Identify program strengths, as well as areas that may need improvement.
Provide a results-based accountability system that is measurable. 45

15. The Curriculum - Assessment Cycle
Mar-17
The Curriculum - Assessment Cycle
Observe children and environment
Implement curriculum and environment
Plan Modify curriculum and environment
Complete assessments
Direct participants to their folder for this handout We’ll refer to this handout throughout the day. Remember you received this last year.
Walk through the entire cycle. Let participants know you will be referring to the handout throughout the session.
Before children arrive in your program you are working with teachers to set up the environment and planning activities for them to engage in when they arrive. You are thinking about what you wrote on the action plan to implement, what observation systems are needed, any new materials.
Teachers begin to observe children on the first day as they begin collecting evidence for the DRDP measures.
DRDPs are completed within 60 calendar days of the child’s first day in the classroom.
Next you enter the data into some type of system, maybe you are using the hand tally sheets available on the DR website, the excel version also available on the website, DRDP Tech or other commercial software that allows you to summarize the data.
Then you begin to analyze the data you have collected and determine what the children need to support their growth and development, teachers write up DRDP Classroom Summary of Findings, while administrators ensure observations are completed, information analyzed and the program DRDP Summary of Findings/ Program Action Plan is analyzed to see if you have implemented,and what adjustments are needed.
Ensure teachers complete their DRDP Classroom Summary of Findings and modify the curriculum and the environment to meet the needs oft their children and the cycle continues.
Analyze and reflect on data
Summarize assessments 7

16. Collect and organize evidence and documentation
Mar-17
Collect and organize evidence and documentation
By now all of your teachers should have a system in place to collect documentation. 16 16

17. Children’s Portfolio Work Samples Photo Samples Anecdotal Checklist
Mar-17
Work Samples
Photo Samples
There may be a variety of documentation.
Anecdotal
Checklist 17

18. Review & Reflect on the Documentation
Mar-17
Review & Reflect on the Documentation
Conversation with Jose
Teacher and other child are standing in front of the climbing apparatus.
Jose: “Excuse me, I need to get through.”
(Teacher and Mia move to the side)
Jose:“Thanks.”
(Steps up and slides down the slide. Plane flies across sky.)
Teacher: “Where ‘s it going?”
Jose: “To the beach… I saw a helicopter…. It’s going to the moon. To outer space.”
(Moves arms in a flapping motion.)
Teacher: “Where are you going?”
(Climbs up and slides down)
Jose: “I’m going up to the mountains… I’m going down the river.”
Jose drawing of a “tuna fish” 3/3
Most of you will have had, or will soon have, your teachers review and reflect on their documentation to complete the DRDP.
Music: 3/3
Song titled Tuna Fish is playing n the CD player. Jose sings and does hand gestures with the group.
Jose: “Ha! First he has to say excuse me!” Laughs when the whale burps.
Story Time: 3/6
Reading story about an alligator
Teacher: “Why is every one so scared?”
Jose: “Because he has teeth!”
Circle Time: 3/5
Jose:“Teacher, lots of people came to my party. They gave me tons of presents!”

19. Determining Highest Level Mastered
Mar-17
Determining Highest Level Mastered
A developmental level is mastered when the child typically demonstrates the behavior:
Easily and confidently,
Consistently over time,
In different settings.
Read slide. Pause and give time for participants to consider information.
If time is too short, postpone the Rating the DRDP slides until after the Round 2 jeopardy game slides.

20. Mar-17
Based on observations, fill-in one bubble that best describes the child’s highest developmental level mastered.
Integrating
Uses words or actions to demonstrate concern for what others are feeling
Building
Accurately labels others’ feelings, and may offer assistance
Exploring
Shows awareness when others are unhappy or upset
Developing
Offers simple assistance when he or she thinks it is needed - even if not really needed
1. Mark the highest developmental level the child has mastered.
Not yet at first level
• Click to have developing bubble fill- in.

21. The Curriculum - Assessment Cycle
Mar-17
The Curriculum - Assessment Cycle
Implement curriculum and environment
Observe children and environment
Plan
Modify curriculum and environment
Plan Modify curriculum and environment
Complete assessments
Direct participants to their binderr for this handout
Next you enter the data into some type of system, maybe you are using the hand tally sheets available on the DR website, the excel version also available on the website, DRDP Tech or other commercial software that allows you to summarize the data.
Then you begin to analyze the data you have collected and determine what the children need to support their growth and development and that gets written up into your DRDP Classroom Summary of Findings.
When you have your DRDP Classroom Summary of Findings you then modify your curriculum and the environment to meet the needs of your children and the cycle continues.
Analyze and reflect on data
Summarize assessments 7

22. DRDP© data is compiled…
Mar-17
DRDP© data is compiled…
by individual child,
by classroom,
by site (recommended),
by contract
Each teacher or supervisor groups the DRDP data by:
1. Child
2. Classroom
3. Site (ONLY a recommendation - site summary is not required.)
4. Program or agency

23. Mar-17
Data is compiled to assist programs in building a clear picture of group strengths and areas for improvement.
Remember that summarizing data is only helpful when the results are shared with teachers!
The compiling of data provides programs with an OVERVIEW of the program strengths and areas for improvement. It is an important step in the self-evaluation process. Since teachers compile data or write classroom summaries of findings, they should be familiar with the process.

24. Group data is compiled to inform:
Mar-17
Group data is compiled to inform:
Curriculum planning
Teaching practices
Parent/family services
Environment design
Supervision
The grouped data can be used to inform classroom/group learning activities, professional development, the services provided to families, and even the structure, supervision, and schedule of the learning environment.

25. Suggested ways to summarize the data include…
By hand using a tally sheet
Using a computer spreadsheet (Excel)
Using DRDPtech©
Using a commercial software program
• There are several suggested ways programs can summarize the information. Each agency can experiment with the method. However, the number of classrooms, sites, and program types, as well as technical resources, will likely contribute to the method agencies decide works best.
• The Desired Results Web site offers tools to do a tally or use the Excel files for DRDP© age levels and Parent Surveys.

26. Use the appropriate DRDP© Group Data Summary Tally or Excel file for:
Infant/Toddler DRDP -- Birth - 35 months
Preschool DRDP months - Kindergarten
School age DRDP-- Kindergarten years
There is a DRDP Group Data Summary Tally and Excel file for each age level.

27. Preschool DRDP© Group Data Tally Summary
Or use tally
marks
The DRDP Group Data Tally Sheet is a Microsoft Word document. It does NOT do any automatic calculations. Participants can either write in the number of children within a class or group for each measure’s developmental levels, OR use tally marks to note the number.

28. DRDP© Group Data Summary Excel Files
• There is also an Excel format file for each age level DRDP.
• Microsoft Excel application is required to download and use these files.
• An MS Word file titled, “Instructions for Compiling DRDP and Parent Survey Excel files” on the Web site. Participants must read these step-by-step instructions.
To compile the data on the Excel spread sheet enter:
Child Name
Developmental level ratings
Use an “X” symbol in each set of measure columns

29. DRDP© Group Data Summary Excel Subtotals
• The worksheet page includes a subtotal bar.
• To view it, scroll down the page using the scroll bar on the side and bottom of the screen.
• Monitor the subtotal bar to ensure the accurate number of “X”s have been entered. The subtotal bar additionally provides the numbers and percentages for each measure’s developmental level options.

30. DRDP© Group Data Summary Excel Tabs
Tabs at the bottom of the Excel Screen allow you to
view different worksheets. The first worksheet title is
the age level for the file, the second contains the
overview of data for the class or group.
• Begin at the tab with the age-level title by typing in children’s names and marking the highest developmental level they have mastered for each measure.
This is the ONLY WORKSHEET to input information.
• Click the tab titled, “Overview,” to see the overview or summary of the class or group’s DRDP findings.

31. DRDP© Group Data Summary Excel Overview
Average ratings
for all of the
measures within
a domain
The overview sheet provides the number of children who have demonstrated mastery in the developmental levels for each measure.
The overview sheet also provides the average ratings for all of the measures within a domain.
The average ratings are in yellow.
Percentages may be found in the subtotal bar in the first worksheet.

32. Mar-17
DRDPtech©
DRDPtech is now available for CDD-funded programs. Please refer to the management bulletin in the handouts.

33. What is DRDPtech©? An online data entry system
Mar-17
What is DRDPtech©?
An online data entry system
An easy way to compile information about your students
Tool for printing out summary reports
Teachers can complete the DRDPtech online.
Makes it easy to compile the student’s information. It does the math for you.
Provides summary reports by student, or by group, that can be shared with families and administrators.

34. Mar-17
DRDPtech©
This is an example of one type of report available through DRDPtech.

35. Use care in analyzing DRDP© data
Mar-17
Use care in analyzing DRDP© data
For example, many 3 year olds may appropriately rate Not Yet at First Level or Exploring on the Preschool DRDP. However discovering a high number/percentage of 4 and 5 year olds with Not Yet at First Level or Exploring may indicate a more immediate problem that requires a plan of action. Grouping students by age is recommended as best practice in summarizing and analyzing collected DRDP data.
Read slide.
Consider this factor while analyzing the data. This applies to all age level DRDP© instruments, as they cover ages over many years of development. What other factors might be considered?

36. DRDPtech© Demonstration
Mar-17
DRDPtech© Demonstration
Change screen shot to preschool-
Notes: To apply for an account or to try the demonstration please go to and go to the drdptech page.

37. Programs are required to compile data for analysis
Mar-17
Programs are required to compile data for analysis
After completing each child’s DRDP, receiving completed Parent Surveys, and evaluating classrooms and FCC homes, the next task is to compile the data.
Data is compiled in order to analyze and make programmatic decisions.
In this session, participants can view the optional tools that are available for compiling data for each of the assessment instruments: DRDP, Parent Survey, and ERS.

38. Mar-17
Data is compiled to assist programs in building a clear picture of group strengths and areas for improvement.
Remember that summarizing data is only helpful when the results are shared with teachers!
The compiling of data provides programs with an OVERVIEW of the program strengths and areas for improvement. It is an important step in the self-evaluation process. Since teachers compile data or write classroom summaries of findings, they should be familiar with the process.

39. Group data is compiled to inform:
Mar-17
Group data is compiled to inform:
Curriculum planning
Teaching practices
Parent/family services
Environment design
Supervision
The grouped data can be used to inform classroom/group learning activities, professional development, the services provided to families, and even the structure, supervision, and schedule of the learning environment.

40. Mar-17
All teachers…
Must use the results of assessments of children’s progress and classroom practices to support each child’s learning and development.
All teachers, whether teaching in a Head Start or state preschool program, must use the results of the DRDP to support each child’s learning and development. 40 40

41. Writing a Summary of Findings at the Classroom Level
All classrooms need to summarize their DRDP data and their Environment Rating Scale data. Please see that section of your binder.

42. A Summary of Findings... Identifies the key findings based on the data
Describes action steps to address key findings
Identifies who will complete the action steps and completion dates
Describes follow up as needed
Explain that the process is the same for all of the Summary of Findings.
Participants will work in age level and program type groups (Infant/Toddler and Family Child Care Home Network programs; Preschool; and School age) for the next session on Determining Key Findings and Writing Action Steps. 8

43. Purpose of Summary of Findings
The Summaries of Findings identify the what, how, who, and when that will be addressed by the classroom.
This process:
Assists teachers in supporting children’s development
provides easier-to-access data for reflection and planning to improve classrooms
Share the slide.
These are some of the purposes of the process.
The Desired Results Summary of Findings/Program Action Plan guides programs in the continuous improvement process.

44. DRDP© Summary of Findings
Programs are required to summarize the data both at the classroom and the contract level to determine key findings and action steps. These are trends or main points that require action.
Trainer note: After sharing, ask participants to view the sample DRDP Summary of Findings.
These findings will inform teachers and their instruction. These findings will affect instructional strategies, grouping, environment and other information.

45. Writing a DRDP© Summary of Findings
DIRECTIONS:
1.Review DRDPtech data on table
2.Identify key findings.
3. Write action steps
4. Refer to foundations.
Activity: Writing a Summary of Findings

46. The Curriculum - Assessment Cycle
Mar-17
The Curriculum - Assessment Cycle
Implement curriculum and environment
Observe children and environment
Plan Modify curriculum and environment
Complete assessments
Direct participants to their folder for this handout We’ll refer to this handout throughout the day. Remember you received this last year.
Walk through the entire cycle. Let participants know you will be referring to the handout throughout the session.
Before children arrive in your program you are working with teachers to set up the environment and planning activities for them to engage in when they arrive. You are thinking about what you wrote on the action plan to implement, what observation systems are needed, any new materials.
Teachers begin to observe children on the first day as they begin collecting evidence for the DRDP measures.
DRDPs are completed within 60 calendar days of the child’s first day in the classroom.
Next you enter the data into some type of system, maybe you are using the hand tally sheets available on the DR website, the excel version also available on the website, DRDP Tech or other commercial software that allows you to summarize the data.
Then you begin to analyze the data you have collected and determine what the children need to support their growth and development, teachers write up DRDP Classroom Summary of Findings, while administrators ensure observations are completed, information analyzed and the program DRDP Summary of Findings/ Program Action Plan is analyzed to see if you have implemented,and what adjustments are needed.
Ensure teachers complete their DRDP Classroom Summary of Findings and modify the curriculum and the environment to meet the needs oft their children and the cycle continues.
Analyze and reflect on data
Summarize assessments 7

47. How Does The Summary of Findings Fit with Curriculum Planning?
Let’s Practice!

48. Small and Large Group Planning
Mar-17
Small and Large Group Planning
Use the data provided from DRDPtech© or other data collection system to plan for individual children, as well as for small and large group activities.
This is one example of the data can look like. In your classroom or agency planning process, you would look at the DRDP data that is provided in the DRDP Group Data Summary or DRDPTech database to support planning for the specific children in your own classroom. The data identifies what developmental level each child has mastered for each domain.
BEFORE YOU MOVE ON..
As group to take a breath and reflect on everything they have done so far.
Let your brain rest for a moment (Pause)
Think about the activity you just completed.
What stands out most for you?
What will you take away from this?
Would someone be willing to share?

49. Activity Planning – At the Domain level
Mar-17
Activity Planning – At the Domain level
Consider including:
Interactions and strategies
Curriculum
Materials required
Give participants 3-5 minutes to discuss, then take a few ideas from the group.
While considering the data provided and the goal just developed, participants must come up with two or three objectives to reach the goal. Look in your frameworks. For copies of the frameworks go to CDE Press or the CDD web page.

50. Individualizing for a Child with a Disability
Mar-17
Individualizing for a Child with a Disability
Look at the Framework
for activities, materials,
or interactions and
strategies that would
support a child with a
disability.
Reinforce the idea that many of the strategies for typically developing children are good for children with disabilities, but sometimes when a child has a specific disability, you will need to think of strategies specific to that child.
Give participants an example to illustrate how to support a child with a disability; e.g., provide books with tabs so they can turn the pages more easily, provide books where the character is disabled so they see themselves reflected in literature, etc. Bring examples to display if possible.

51. Supporting Dual Language Learners
Mar-17
Supporting Dual Language Learners
Look at the Framework for activities, materials, or interactions and strategies that would support a child learning English.
Reinforce the idea that many of the strategies for typically developing children are good for children with disabilities, but sometimes when a child has a specific disability, you will need to think of strategies specific to that child.
Give participants an example to illustrate how to support a child with a disability; e.g., provide books with tabs so they can turn the pages more easily, provide books where the character is disabled so they see themselves reflected in literature, etc. Bring examples to display if possible.

52. Mar-17
Engaging Families
Look at the Framework for ideas that can help families enhance their child’s growth and development.
Reinforce the idea that many of the strategies for typically developing children are good for children with disabilities, but sometimes when a child has a specific disability, you will need to think of strategies specific to that child.
Give participants an example to illustrate how to support a child with a disability; e.g., provide books with tabs so they can turn the pages more easily, provide books where the character is disabled so they see themselves reflected in literature, etc. Bring examples to display if possible.

53. Parent Survey data is compiled…
Mar-17
Parent Survey data is compiled…
…by site (recommended)
by contract
No matter the size of a program or agency, Parent Surveys are summarized at the contract level, although agencies may choose to compile it at the site level. Agencies group the data by:
1st - site (ONLY a recommendation; site summary is not required.)
2nd - program or agency
This data will be used to write Summaries of Findings which will be analyzed again to determine a COMPREHENSIVE Program Action Plan for the agency.

54. Data from Parent Surveys is also compiled by:
Mar-17
Data from Parent Surveys is also compiled by:
Hand using a tally sheet
Using a computer spreadsheet - Excel file
Using commercial software program
Parent surveys are compiled in a similar way to the DRDP with the addition of available space to record the comments parents make on the survey form.
No matter the size of a program or agency, parent surveys are summarized at the contract level, although agencies may choose to compile it at the site level. Agencies group the data by:
1st - site (ONLY a recommendation; site summary is not required.)
2nd - program or agency
This data will be used to write summaries of findings which will be analyzed again to determine a COMPREHENSIVE program action plan for the agency.

55. Parent Survey Group Data Tally Sheet
Mar-17
Parent Survey Group Data Tally Sheet
As with the DRDP Group Data Summary, there is an Microsoft Word tally sheet for compiling parent survey data.

56. Parent Survey Group Data Summary Excel File
There is also an Excel file for compiling parent survey data. This file follows the format of the Parent Survey:
VS is very satisfied
S is satisfied
NS is not satisfied
On question segment:
The Y is equal to a Yes
The N is equal to No

57. ERS data is compiled… …by classroom or family child home
Mar-17
ERS data is compiled…
…by classroom or
family child home
by site (recommended)
by contract
No matter the size of a program or agency, data is compiled at the classroom level for the Environment Rating Scale. Each teacher or supervisor groups the ERS data by:
1st - classroom
2nd - site (ONLY a recommendation; site summary is not required.)
3rd - program or agency (It is recommended to compile by age group and family child care homes. Compile all of the ITERS, ECERS, FCCERS and SACERS. Write a Summary of Findings for each one or write it by type on one sheet of paper.)

58. Mar-17
Data from the Environment Rating Scale is scored on the Classroom/Family Child Care home ERS Profile form:
Any item below a score of “5” must be listed on the classroom/family child care network home ERS Summary of Findings. Although action steps must be completed by a date determined by the agency, items that involve the immediate safety of children should be addressed as soon as possible.
Previous to July 2007, items below “4” had to be listed, but the requirement is now a “5”.

59. Mar-17
Data from the Environment Rating Scale is scored by agency through combined ERS Profile subscale score averages:
1. Average the ERS sub-scale scores for all classrooms/FCC homes in the contract. 2. List all sub-scale names and scores for averages below “5” on the agency contract ERS Summary of Findings.
• An AGENCY ERS Summary of Findings must also be completed BY CONTRACT.
• The steps are:
Average the subscale scores
List all sub-scale items and scores for averages below “5” as a Key Finding. Do this by type of ERS.
Put findings on one sheet or separately.

60. Mar-17
To compute ERS contract average subscale: Add each classroom average and divide by the number of classrooms.
• AGENCY average subscale scores are computed by adding up each classroom/home average subscale scores together and dividing that sum by the number of classrooms/homes.
• All subscale score AVERAGES below “5” must be listed on the AGENCY ERS Summary of Findings.

61. Program Self Evaluation
Mar-17
Program Self Evaluation
Guides programs by examining all three components of the Desired Results system
Determines program strengths
Determines areas of improvement
Establishes program goals for the upcoming year

62. The PSE requires programs to compile data for analysis
Mar-17
The PSE requires programs to compile data for analysis
After completing each child’s DRDP, receiving completed Parent Surveys, and evaluating classrooms and FCC homes, the next task is to compile the data.
Data is compiled in order to analyze and make programmatic decisions.
In this session, participants can view the optional tools that are available for compiling data for each of the assessment instruments: DRDP, Parent Survey, and ERS.

63. Programs are ready to compile data when:
Mar-17
Programs are ready to compile data when:
Teachers/FCC network managers have completed a DRDP for each child or
Parent Surveys have been distributed and returned
Each classroom/FCC home has completed an ERS Profile
Compiling data begins when all assessments have been completed: DRDP on all children, Parent Surveys, and all classroom/FCC homes have been assessed with the appropriate ERS.
The DRDP must be completed twice, once after 60 days and then every six months thereafter. Teachers will have already compiled this data once, as well as the agency. 10

64. Mar-17
The PSE requires:
Completion of Summaries of Findings for Parent Survey and Environment Rating Scales
Completion of the the DRDP Summary of Findings/Program Action Plan which includes educational goals for each age group in each contract
To be at the Child Development Division by June 1st
Remember, this year you are documenting the steps you put in your Program Self Evaluation last June. At the end of the year you will write what you did, look at your data for this year, and then write a new DRDP Summary of Findings/Program Action Plan.

65. Purpose of Agency Summaries of Findings
The Summaries of Findings identify the what, how, who, and when that will be addressed in the agency.
This process:
assists programs in supporting children’s development
provides easier-to-access data for reflection and planning to improve programs
Share the slide.
These are some of the purposes of the process.

66. What do you do with the Program Self-Evaluation?
Mar-17
What do you do with the Program Self-Evaluation?
The Program Action Plan developed last year is for use all of this year (until a new action plan is developed).
Periodically monitor progress and note needed follow up or completion.
When gathering data for next year, review current plan to compare.
You wrote a program self evaluation last June. Pull it out and look at it so you know what you should be doing-and document what you have done. Remember-share it with everyone so everyone can work together to accomplish the goals for children.

67. Program Self-Evaluation (PSE)
Mar-17
Program Self-Evaluation (PSE)
The management bulletin explaining this years PSE requirements will be out soon.
However, we already know what we need to do to get ready.
Allow 15 minutes for finding 2-3 key findings.
Participants who have own data may work with a partner on Key Findings.

68. Mar-17
The Program Self-Evaluation (PSE) requires that the Desired Results system data be compiled and summarized for the:
DRDP© (2010)
DR Parent Survey
Environment Rating Scale
The DRDP© or Desired Results Developmental Profile© data is gathered and summarized twice a year. Usually the DRDP© is summarized by the classroom teacher or CDD specialist. The decision of who has responsibility for compiling the data is determined by the program administrator.
The Desired Results Parent Survey is distributed and compiled once a year.
Environment Rating Scale is completed and summarized once a year.
This information is included in your Program Self-Evaluation and submitted to CDD June 1.

69. After compiling the data during the appropriate time periods for the:
Mar-17
After compiling the data during the appropriate time periods for the:
• DRDP© • Parent Surveys • ERS
You are ready to complete the Summary of Findings.
Data is now compiled. Discuss how to complete the Summary of Findings.

70. Writing a Summary of Findings
And a program action plan!

71. Identifying Key Findings
Mar-17
Display the title screen.

72. Key Findings are identified by the data from:
Mar-17
Key Findings are identified by the data from:
Desired Results Developmental Profiles©
Parent Surveys
Environment Rating Scales
Read slide.
In October, the group practiced writing summaries of findings for the DRDP at the classroom level.
The process at the contract or agency level is similar.

73. Mar-17
Key Findings are the trends or important information found when analyzing data from the assessment tools on the previous page. These findings are used to improve the quality of the program resulting in better outcomes for children and families.
Read slide.
The Key Findings are those trends identified when analyzing the data.
These findings are important enough to write action steps about.
These findings will make an impact on children and families in the program.

74. Identifying Key Findings
Mar-17
Identifying Key Findings
What does the data tell you about the children? About the needs of families? About the environment?
What data stands out?
Is some data unexpected?
Trainer note: Display this screen to lead participants in the review and analysis of the DRDP Group Data Summaries.
Looking at data from a domain level rather than a measure level may provide a broader picture of development.
Some data may be unexpected, such as the data shows that the majority of children are at the Developing level.
When regarding data more closely, we find that children are at the Building level in 3 out of the 5 classrooms.
Consider the reasons: Are the children younger in the other two classrooms? Do you have new staff that missed the CPIN training? Other reasons?

75. Foundations Describe typical development at certain ages
Mar-17
Foundations
Describe typical development at certain ages
Infant/Toddler Learning and Development Foundations describe development at 8, 18 and 36.
Preschool Learning Foundations describe development at or around 48 and 60 months.
There are frameworks for the different curriculum areas for school age children.

76. Foundations and the DRDP©
Mar-17
Foundations and the DRDP©
The Preschool Learning Foundations and the DRDP are aligned.
Look at the domain identified from the data.
Dig deeper…What areas need improvement?
Note: Chart page numbers from the foundations for participants.

77. DRDP© Summary of Findings/Program Action Plan
Provide Key Findings in percentages.
Share slide. Last year the PSE requirements were:
In completing the DRDP© Summary of Findings for the class, the teaching staff determined that the children needed support in the mathematical domain.
CDD requests that Key Findings be provided in percentages.
They had experience and knowledge about math for early learners, but wondered where to access research and guidance in planning the action steps for the Summary of Findings and the agency Program Action Plan.
You have identified a finding.
What educational goal for children could you add?

78. Educational Program Goals
Mar-17
Educational Program Goals
Address important issues regarding the educational needs of children identified in the program findings
Are based upon the DRDP findings
Remember to choose only one or two goals per age group.

79. What does the data tell us?
Mar-17
What does the data tell us?
Look at domain
Look in foundations
Think about what the data reflects
Language and literacy is the domain with 45% of children at the developing level.
Within the domain, measures 17, 18, 20 and 21, 70% of the children are at the developing level.
Activity Sample data is provided in the plastic folders on the tables. In agency training, use your own data to do this activity.

80. Action Steps
Mar-17
Display the title screen.

81. Mar-17
Writing Action Steps
• Action steps are the what and how, of the Summary of Findings. • The action steps’ significance gives the teacher the necessary steps for improving achievement towards desired results and measurable outcomes for children and families.
Explain that the action steps identify what actions the program/agency will take to make program improvements. The framework will help identify some of your action steps.

82. DRDP Summary of Findings/Program Action Plan Action Steps
Action Steps may address how parents will be involved in reaching the program goal.
CDE/CDD publications such as the Curriculum Frameworks are suggested resources.
Have you addressed parents and looked at your action steps to see anything that is required for implementation?

83. DRDP Summaries of Findings/Program Action Plan:
Are there any steps in the Parent Survey or ERS Summary of Findings that should be included in the DRDP Summary of Findings/Program Action Plan?

84. Remember to involve the teachers!
Mar-17
The purpose of the Summary of Findings is to increase program quality to improve results for children and families; it is a reflection process.
Remember to involve the teachers!
• In the Action Steps column - list the what and how.
• In the Expected Completion Date column - list the when and who takes on responsibility for completing the action steps.
• In the Follow Up column - at the second assessment, review collected data and determine if the action steps resulted in improvements in the DRDP, Parent Survey findings, and ERS scores. Add any new action steps to take or extended time needed.

85. Persons Responsible
Mar-17
Record any follow up needed to complete the Action Step. It will stay blank for now.

86. DRDP© Summary of Findings/Program Action Plan
Add the expected time frame and who will take leadership
Share the plan with all participants.
Implement the plan.
Follow up as needed. Document follow up on plan.
Last year we discussed what was needed for this year.
Make sure that the plan is being implemented and that you document on the plan.

87. Follow-up
Mar-17
Record any follow up needed to complete the Action Step. It will stay blank for now.

88. Mar-17
Follow-up
Periodically review the action steps, completion dates, and who is responsible. Modify the summary of findings/program action plan as needed. What else may be needed to complete the action step? Record additional steps as needed.
Record any follow up needed to complete the action step. Think about what might happen, e.g., staff leaves, new staff comes in that need additional training, etc.

89. Implementing the DRDP© Summary of Findings/Program Action Plan
How is it shared with staff?
Action steps on schedule?
Modifications made?
Allow 15 minutes for finding 2-3 key findings.
Participants who have own data may work with a partner on Key Findings.

90. Mar-17
After the first 60 days
Complete classroom DRDP Summary of Findings - involve the teachers!
Compile data by contract
Reflect and analyze data
Make any adjustments to DRDP Summary of Findings/Program Action Plan.
Upon summarizing the data after the first 60 days, classroom summaries of findings are completed for classrooms, but agency data is compiled by contract and analyzed.
Then look at your program action plan submitted to CDD last June. Does anything need an adjustment? Do you need to add anything or document what you are doing?

91. Mar-17
Remember to document!
Refer participants to blank Program Action Plan forms and Program Action Plan worksheets for practice in writing the program action plan.
Participants can use their own DRDP, Parent Survey, or ERS Summaries of Findings or the ones developed in the morning to practice defining a program goal and writing objectives. Remember, the goal should address educational outcomes for children.
Allow minutes for participants to practice writing plans.

92. What needs to be completed for the Program Self Evaluation?
Mar-17
What needs to be completed for the Program Self Evaluation?
Agency Annual Report
DRDP Summary of Findings/Program Action Plan
Parent and Environment Rating Scale Summary of Findings
CDD will put out a management bulletin that explains what will be sent in. However, all of the above must be completed.

93. What needs to be sent to CDD by June 1st?
Mar-17
What needs to be sent to CDD by June 1st?
A management bulletin will be issued - usually in January.
The process remains the same, what is mailed can change!
The forms we discussed today will be needed for the Program Self Evaluation.

94. Available Information from CDD
Mar-17
Available Information from CDD
Management Bulletin (MB) from the Child Development Division (CDD) was released in March 2012 detailing required Program Self Evaluation forms.
A CDD Webinar reviewing MB is available for viewing on the Desired Results Website (
The forms covered today will be needed for the Program Self Evaluation.

95. Mar-17
Keep it Alive!
Keep up the continuous improvement process and implement the plan.
Keep all documents on-file and alive!!!
Make sure all teachers know the plan and continue to reflect and refine. They’ll make it happen.

96. Challenges and Strategies
Mar-17
Challenges and Strategies
This activity takes about minutes depending on how large the group is and how many other charts they review.

97. What are the challenges?
Mar-17
10 minutes to chart the challenges. Charts are labeled by type of agency.
What are the challenges?

98. What are the important strategies that worked?
Mar-17
What are the important strategies that worked?

99. Mar-17
Q and A
Pull parking lot post-its and answer questions.

100. Mar-17
Contact Information
Desired Results Training & Technical Assistance Project
333 North Lantana Street, Suite #277
Camarillo, CA 93010

101. Continuous improvement is better than delayed perfection. - Mark Twain
Source: Google Images

102. Thank you for your participation!
Mar-17
Thank you for your participation!
Thank the audience for their attention and participation during the training.