1. Desired Results for Children and Families
A Project of the California Department of Education,
Child Development Division
with
Desired Results T&TA Project
Display the title screen to let participants know that they are in the correct location for the Desired Results training. 1

2. How far have you gone?
Color in the steps you have taken since DR Training Day 2, as your agency implements the Desired Results System.

3. Desired Results Training Day 3
Welcome everyone to the third and final day of the Desired Results System Training.
Introduce or re-introduce yourself and other training staff.
Go over the Agreements (prewritten). Ask if there are other items of importance that participants would like to add to the agenda.
Refer to the Parking Lot and inform the audience that questions and comments are sent to CDE.
Refer to the Gallery. New products include the Idea Exchange Newsletter, Mini-measures, and other observation tools.
Welcome Back

4. Day 3 Agenda Welcome Program Self-Evaluation
Summarizing Desired Results Data
Analyzing data for continuous improvement
Summary of Findings/Program Action Plans
Challenges and Strategies
Taking It Back to the Agency, Q & A, and Evaluations
Describe the day’s training plans.
Read the agenda from the slide.
Refer participants to the handouts in the folder.

5. Intent of Day 3 Using data for continuous improvement
Writing agency level Summary of Findings and Program Action Plans
Knowing how to complete the Program Self-Evaluation (PSE)
• Explain that participants will have an opportunity to share experiences in implementing the DR system up to this point.
• Proceed to next slide to review directions for this opening activity.

6. 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.

7. 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

8. 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

9. How do we get there?

10. 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.

11. 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.

12. 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.

13. DRDP© data is compiled…
by individual child,
by classroom,
by site (recommended),
by contract
Each teacher or supervisor groups the DRDP© data by:
1st - child
2nd - classroom
3rd - site (ONLY a recommendation - site summary is not required.)
4th - program or agency

14. 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.)

15. 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.

16. 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
Explain that 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.
Remember, the DRDP© has to be done twice, once after 60 days and then every six months thereafter. Your teachers should have already compiled this data once, as should the agency. 10

17. Suggested ways to summarize the data include…
By hand
Using a tally sheet
Using a computer spreadsheet (Excel)
Using DRDP Tech©
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.

18. Use the appropriate DRDP© Group Data Summary Tally or Excel file for:
Infant/Toddler DRDP - Birth - 35 months
Preschool DRDP - 36 months - Kindergarten
School age DRDP - Kindergarten - 12 years
There is a DRDP© Group Data Summary Tally and Excel file for each age level.

19. 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.

20. 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

21. 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.

22. 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.

23. 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.

24. DRDPtech©
DRDPtech is now available for CDD funded programs. Please refer to the management bulletin in the handouts.

25. DRDPtech©
This is an example of one type of report you can get from DRDPtech.

26. 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.

27. 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.

28. 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

29. Compile data 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.

30. Data from the Environment Rating Scale is scored on the Classroom/Family Child Care home ERS Profile form:
Remind participants that 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”.

31. 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.

32. 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.

33. 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 Summary of Findings.

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

35. 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

36. 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.

37. Step 1 Identifying Key Findings
Display the title screen.

38. 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.

39. 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 that you identified when analyzing your data.
These findings are important enough to write action steps about.
These findings will make an impact on children and families in the program.

40. DRDP© Summary of Findings/Program Action Plan
After collecting the data, staff will review the data to determine key findings.
The first one to observe is the DRDP© Summary of Findings (in the white folder).
This form and the other Summary of Findings are used to write the Program Action Plan.
- Identify developmental and/or curricular trends or patterns (key findings) based on the group information.
- Write 2 or 3 key findings in the first column.
A review of the data will help programs identify group strengths to celebrate and areas that require improvements. The areas that require action are listed in the first column.
Describe key findings within the context of the indicator or a measure.
Identify the domain, then dig deeper to provide the most comprehensive scope possible for materials, training, space, etc.

41. Identifying Key Findings
What does the data tell you about the children?
What data stands out?
Is some data unexpected?
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?

42. DRDP© Summary of Findings
Share slide.
In completing the DRDP© Summary of Findings for the class, the teaching staff determined that the children needed support in the mathematical domain.
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?

43. 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?

44. Describe typical development at
Foundations
Describe typical development at
certain ages

45. 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?

46. 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-data in plastic folders

47. Educational Program Goals..
address important issues regarding the educational needs of children identified in the program findings
Are based upon the DRDP findings

48. Brainstorm the goal. The goal is the result toward which effort is directed.
Discussion
The notes on the three previous screens are on a handout on the table.
Take five minutes and brainstorm what the educational/developmental goal for children might be.
Pick a few tables and share the goal with the group.
Correct the statement if it is not connected to the data or is not an educational/developmental goal for children, for example, “To increase children’s literacy growth and development.”
Let participants know this goal will be revisited in the presentation shortly.

49. Activity
As a table group, come up with one key finding and one educational goal using the data provided or your own data.
Allow 15 minutes for finding 2-3 key findings.
Participants who have own data may work with a partner on key findings.

50. Write a key finding and an educational goal for each age group in your program
Infant/Toddler
Preschool
School-age
You will need to write key findings and educational goals for each age group.

51. DR Parent Survey Summary of Findings
Consider the data for the Parent Survey. This data is only summarized by contract. Next the group will identify the key findings from the Parent Survey.

52. Activity
Now as a table group, write Key Findings a Parent Survey Summary of Findings using the data provided or your own..
Allow 10 minutes for this activity.
Participants who have own data may work with a partner on key findings.

53. ERS Summary of Findings
List all sub-scale score
averages below “5.”
This form looks familiar now.
Follow the same process with the ERS in reviewing class room/ family child care home environments to determine key findings.
All items at the classroom level that fall below a 5 must be addressed.
At the agency level, address all items that fall below a subscale average of 5.

54. Early Childhood Environment Rating Scale Data
• CLICK to have all items below “5” circled.
• Reinforce that all CLASSROOM/FCC HOME items scored below 5 must be listed in the ERS Summary of Findings for the classroom, or all subscale averages for an agency that are below 5.The slide considers subscale averages at the agency level.

55. Activity
As a table group, write key findings for the ERS Summary of Findings.
Allow 10 minutes for this activity.
Participants who have own data may work with a partner on key findings. Remember, when doing this for your program you must write one for each age group.

56. Step 2 Writing Action Steps
Proceed to Writing Action Steps for all Summaries of Findings forms.

57. Action Steps Action steps are the what and the how
May include resources
Be specific and outline all steps
Think about the possible actions to take that support children’s development in this area. Think about professional development, parent materials, supervision, environment and materials.

58. Consider including: Pedagogical approaches Professional development
Curriculum
Materials required
Staff or program schedules
Child-staff interactions
Program or classroom use of space
Parent education, or community outreach
Suggested resources
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.
Facilitator provide examples to discuss for all three components:
Parent Survey - have a parent education night using the CAR materials to show parents how to use dialogic reading with their child.
DRDP© - teachers are trained by CPIN in dialogic reading and plan for reading stories to children using this method daily.
ERS- would be to have a variety of books.

59. DRDP Summary of Findings/Program Action Plan Action Steps
Action steps may also address how parents will be involved in reaching the program goal.
CDE/CDD publications such as the Preschool Curriculum Framework are suggested resources.
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.
Facilitator provide examples to discuss for all three components:
Parent Survey - Have a parent education night using the CAR materials to show parents how to use dialogic reading with their child.
DRDP© - Teachers are trained by CPIN in dialogic reading and plan for reading stories to children using this method daily.
ERS - Have a variety of books.

60. Action Steps
What actions will support children’s development in the key findings?
What actions will support families?
What actions will support staff?
Next we will discuss one of the resources that supports your work.

61. What’s in the frameworks?
Infant/Toddler coming soon!
School-age frameworks available on CDE Web site
The Curriculum Framework chapters provide information to support children's learning in the areas described in the California Preschool Learning Foundations, Volumes 1 and 2.
Trainer Notes:
Identify what domain each icon represents.
Volume 1 contains the first four domains (the first four icons reading from the top of the page). Volume 2 contains the next three domains (visual/performing arts, physical development, and health), and Volume 3 will contain the last two domains (history/social science and science).
The icons and their colors are used to identify domain sections inside of the book. We will look at the sections of the book on the next slide.

62. What does the framework do?
“Created as a companion to the California Preschool Learning Foundations, Volume 1, this framework presents strategies and information to enrich learning and development opportunities for all of California’s preschool children.” p. v

63. Discover ideas for: Environments Building on children’s play Materials
Teacher-guided learning activities
Click to reveal each in turn:
Setting up environments,
Encouraging and building on child's self-initiated play,
Selecting appropriate materials, and
Planning and implementing teacher-guided learning activities.

64. The Curriculum Framework strategies are:
Developmentally appropriate
Reflective of thoughtful observation and intentional planning
Individually and culturally meaningful
Inclusive of children with disabilities and other special needs
Click to reveal each in turn

65. What’s first??? Guiding Principles Environments and Materials
Summary of the Strands and Substrands
Skim through the introductory matter of the domain until you find a section titled, “Guiding Principles.” Find and highlight the section heading, “Guiding Principles.” After all have been found, continue to next step. Each chapter includes domain specific guiding principles that supplement the overarching principles explored in Chapter 1.
In each chapter after the guiding principles, find a section on “Environments and Materials.” Find and highlight the section heading, “Environments and Materials.” After all have been found, continue to next step. Each chapter includes suggestions of environments and materials to support children’s growth and development in that domain.
Domain chapters end with a summary of strands and substrands that align with the strands and substrands in the Preschool Learning Foundations. Locate this feature in the chapter and highlight the section heading.

66. Vignettes
Each chapter has numerous vignettes to illustrate typical classroom scenarios
Vignettes are in italicized typestyle and are identified in the column to the left with the word VIGNETTE in bold.

67. Interactions and Strategies
Interactions and strategies can be found in the paragraph immediately following each vignette.
Following each vignette are suggested interactions and strategies to support children’s growth and development.
After participants have highlighted the paragraph, provide a few moments to read the bolded paragraph headings that follow (not the whole section, just the bolded paragraph headings).

68. Research Highlights
Research highlights are in shaded boxes set off from the rest of the text and headed with the words “Research Highlight.”
Although this volume concentrates on practice and not research, the content is research-based.

69. End of Each Domain Bringing it All Together Engaging Families
Questions for Reflection
Bringing it All Together begins with a vignette that integrates the substrands into one scenario.
Following the Vignette is an explanation of what the teacher did and why.
Engaging Families has ideas for teachers to pass on to families in conferences, workshops, newsletters, etc.
Finally, Questions for Reflection guides teachers to reflect on their practice and plan for implementation of new strategies learned in the strand section.

70. Finally… Each chapter ends with: Teacher Resources References Endnotes
Participants may locate these features at the end of the domain chapter. Inform them that the Teacher Resources have been contributed by California’s Early Childhood community.

71. Don’t overlook… Glossary Appendices71
Don’t overlook…
Glossary
Appendices
Appendix A. California Early Learning and Development System (p. 303)
Appendix B. Reflections on Research: Phonological Awareness (p. 304)
Appendix C. Reflections on Research: Alphabetics and Word/Print Recognition (p. 313)
Appendix D. Resources for Teachers of Children with Disabilities or Other Special Needs (p. 319)
Appendices begin on p. 303
Glossary begins on p. 323 71

72. Strategies for Dual Language Learners throughout the Framework
Support and use the child’s first language and culture
Combine words with actions or gestures
Use manipulatives and every day objects
Model and act out
Language rich environment
Match questions to the child’s proficiency level
Expand and extend
-Preschool English Learners Resource Guide
Modified language: Use shorter sentences with concrete vocabulary.
Use manipulative and everyday objects: Make sure that children understand what is said by showing them examples of what is being talked about.
Modeling and acting out: Show children what they can do and encourage them to dramatize and act out their activities.
Oral descriptors: Make sure the children are in a language-rich environment in which much oral discussion takes place to describe specific vocabulary.
Respect the listening period: Allow children time to listen and to decide when they are ready to speak. Note that the silent period (or dormant period) is typically weeks or months in which the child will not attempt to speak the new language and sometimes avoids their home language for awhile while they integrate the meanings and functionality of the two language systems.
Match questions: Determine the child’s level of proficiency in English and include the child in discussion by asking questions that are appropriate for the child’s proficiency so they are successful.
Use the child’s first language and culture: Look for community members that can provide the children with explanations in their first language.
Summary: Using these strategies will help young children learning English as a second language to become competent in mathematics as they acquire a second language.
-This list came from a Chapter 23 in the book Mathematics in the Early Years (NAEYC).

73. Strategies for Children with Special Needs throughout the Framework
Use all the senses
Use physical gestures
Use visual cues
Use props
Offer adapted or specialized materials
Use repeated opportunities
- Preschool English Learners Resource Guide
Resource: The list is adapted from Chapter 7, PEL guide.
Use all senses:
Use vision, hearing, touch, taste, physical movement when discussing both new and familiar concepts.
The more “modes” of learning a child can employ the more connections are made to the concept.
Using props will also provide a concrete example of the concept and help children develop a mental representation especially when they can touch feel and manipulate the prop themselves. This is useful strategy for children whose optimal mode of processing is oral, visual, or tactile.
Provide multiple repeated opportunities: Many children require multiple times of learning a concept before comprehension, specifically to generalize the concept to new environments. The more connections a teacher can make between environments the easier it is for children to learn.

74. How to Use the Framework with the Summary of Findings Process
Participants may take 10 minutes and discuss with the table group how to use the framework in the Summary of Findings process.

75. Summary of Findings
Now we are going to look at the Summary of Findings again and write action steps.

76. Remember to involve the teachers!
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.

77. Writing Action Steps
• Action steps are the what and how, of the Summary of Findings.
• The action steps’ significance gives the agency the necessary steps for improving outcomes for children and families.
Be sure to consider your educational goal action steps also!
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.

78. Activity
Write action steps for your Summary of Finding/Program Action Plan. Remember be specific.
Use the resources available on table.
Remember to address staff development, family education, supervision, environment and materials if needed.
Participants who have own data may work with a partner on key findings (20 minutes).
Participants that have already completed a Summary of Findings may work with a partner who has also completed it. See if there are action steps that need to be more specific.

79. Summary of Findings
Take a few minutes at the table to complete the three Summary of Findings. .

80. Review the 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?

81. Step 3 Completion Date and Person Responsible
Record any follow up needed to complete the Action Step. This would take place after the next data collection.

82. Completion dates and person responsible
When
Who
This is step 3:
• Expected Completion Date column - List the when and who takes on responsibility for completing the action steps.
• Follow Up column - At the second assessment, review collected data and determine if the action steps taken resulted in improvements in the DRDP©, Parent Survey findings, and ERS scores. Add any new action steps to take or extended time needed.

83. Step 4 Follow-up
Record any follow up needed to complete the Action Step. It will stay blank for now.

84. 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; staff leaves, new staff comes in that need additional training, etc.

85. Lunch Break Be back promptly in one hour for raffle!
Take a 60 minute lunch break.
Remind them about raffle and must be present to win. 85

86. Sticky Note Chart Staff members’ responsibilities
and activities that reflect the agency’s Program Action Plan
This slide shows an example of how the staff plans together. On the left is the Program Action Plan with a binder clip that includes three Summary of Findings (DRDP©,ECERS, and Parent Survey) behind it. This may be hung on a door in the classroom for easy reference.
The photo on the right shows colored paper with colored sticky notes. Each staff member has a colored paper and the sticky notes are the items each of them are going to address in the lesson plan or changes to the environment that need to be made based on the program action plan and the summaries of findings. It serves as a visual reminder to the staff of their individual responsibilities.
The next slide shows post-it notes examples.

87. Sticky Note Responsibilities
From the Parent Survey Summary of Findings
Send out block letter to parents. Translate letter into Spanish
From the ERS Summary of Findings
Include cooking utensils, relevant photos, multicultural dramatic play materials
From the DRDP Summary of Findings
Math focus; Block play- 1) bridges, 2) enclosures, 3) towers
From the DRDP Summary of Findings: Worms: caring for them; body parts; oxygen; breathing; Why they come out in rain?
These are examples of the post-it notes.

88. Practice Writing a Program Action Plan
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.

89. Program Action Plan STEP 4
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.
• After the Program Action Plan is complete, the next step is to ensure that all “stakeholders” - parents, staff, children, community - are aware of the plan and encourage their active participation to ensure its successful implementation.
• Implement the plan, provide support, training and assistance as needed.

90. Reflecting back… In table groups, discuss the following:
What did the Summary of Findings show and how will it inform what you do at the beginning of next year?
How do you involve teachers and administrators in the agency Summary of Findings and Program Action Plan?
See Activity #1 - Reflecting Back. In this table discussion, there are cards at the tables with these questions on them. Participants should have their most recent agency ERS Summary of Finding, the DRDP© Summary of Findings, and the Program Action Plan to consider in responding to the Reflecting Back questions.
Provide 20 minutes for the conversation. Participants will be asked to share something with the whole group.
Ask who would like to share? Go to each group and have them share out. Record ideas on chart paper.

91. Then what???
The Program Action Plan being developed now is for use all next 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.
Read slide.

92. What needs to be completed for the Program Self Evaluation?
Agency Annual Report
Program Action Plan
DRDP, Parent and Environment Rating Scale Summary of Findings
Attestation of Qualified Staff
Personnel Report

93. What needs to be sent to CDD by June 1st?
The PSE annual report
The DRDP Summary of Findings/Program Action Plan
No matter what, the forms we have talked about today will be needed for the Program Self Evaluation.

94. Program Self-Evaluation Annual Report

95. Next Steps
A management bulletin from the Child Development Division will be forthcoming that will detail what is to be sent in.
CDD will hold a webinar.
WestEd will send an blast and have a DR Chat when it is released.
No matter what, the forms we have talked about today will be needed for the Program Self Evaluation.

96. 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.

97. Break 97

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

99. Challenges Choose a recorder . Choose a reporter.
Go to chart and record challenges.
You have 10 minutes!
Ask each group to assign someone as the reporter. The reporter will stay at the chart to clarify anything on the chart. They WILL NOT READ it to the group, only answer questions.
Provide 10 minutes for challenges.
Provide 10 minutes for strategies
Then have group move from chart to chart at 5 minute intervals.
Groups may not get to every chart in the room, but everything will be typed up and posted on the Desired Results Web site as a resource.

100. What are the challenges?
10 minutes to chart the challenges. Charts are labeled by type of agency.
What are the challenges?

101. Strategies Brainstorm important strategies that worked.
Reporter will stay at chart to answer questions or clarify what is on the chart
Provide 10 minutes for strategies.
Groups then move from chart to chart at 5 minute intervals.
Groups may not get to every chart in the room but everything will be typed up and posted on the website as a resource.

102. What are the important strategies that worked?

103. What did others say? Reporter will answer questions
Review chart and put a check mark by items written on the chart
For new challenges that you have a strategy for, add it to the chart.
At the signal, move to the next chart.
Groups move from chart to chart at 5 minute intervals.
Then shorten the time to a few minutes.
Each group should get to review at least 3-4 other charts.
They may not get to every chart in the room but everything will be typed up and posted on the website as a resource.

104. What did we see? What were the common challenges?
What is a strategy you might try?
This is a quick debrief of what was written on the charts. Acknowledge what challenges folks seemed to have in common.
They are usually time and money, and possibly staff turnover.
Ask anyone if they would be willing to share a strategy that they are going to try.

105. Q and A
Pull parking lot post-its and answer questions.

106. Taking it back Reflect on what you have seen and heard today.
Write down two ideas you can take back.
Share slide.
Ask participants to write down two ideas that to try when they go back to their program.

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

108. Evaluation www.surveymonkey.com/s/C10day4
Please take a few minutes to complete the Training Evaluation Form by going online to
We are also about continuous improvement just like the Desired Results system. Please take the time to go online and complete the evaluation so we can hear from you what we can do better.

109. Thank you for your participation!
Thank the audience for their attention and participation during the training.

110. Break
110