1. Welcome! Using the DRDP access
The Desired Results access Project, Napa County Office of Education California Department of Education, Special Education Division
9/10/13

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 DRDP access
DRDP access
a.k.a., the “access”

4. Learning Goals and Agenda
Understand:
The DRDP access:
Background
General Requirements
The Instrument
The three steps to using the DRDP access
The use of adaptations
Resources and other information

5. Overview of the Workshop Materials
DRDP access Manual
Rating Practice Exercise Worksheets
Training Evaluation

6. Ground Rules Let’s all… Be courteous with the use of cell phones
Honor one person speaking at a time
Begin and end on time
Commit to the learning goals
Recognize that we may not have answers to all questions – as facilitators we’ll do our best to find the answers and get back to you
Any others you’d like to add?

7. Parking Lot

8. Background

9. Background on Federal Requirements
The Individuals with Disabilities Education Act of 2004 (IDEA 2004) requires all states to report progress toward child outcomes through an Annual Performance Report (APR) for both Part B and Part C.
CDE uses data from the DRDP access to meet these requirements. The DRDP access has been used:
Since 2007, with preschool-age children (3 - 5 year olds not enrolled in transitional kindergarten or kindergarten) who have Individualized Education Programs (IEPs); and
Beginning in fall, 2013 with infants and toddlers with Individualized Family Service Plans (IFSPs) who are reported in the CASEMIS system.

10. Benefits DRDP access results can help practitioners:
Better understand and monitor children’s progress and target their interventions to the individual needs of each child;
Inform IFSP and IEP review and planning; and
Inform families about their children’s progress.
The data collected can:
Assist in decision-making at the child and family, program, and policy levels; and
Help document the positive results of programs, making the case for increased funding for early intervention and preschool special education programs.

11. California Department of Education DRDP Assessment Instruments Used
Child Development Division (CDD)
DRDP© (2010) Instruments
Special Education Division (SED)
DRDP access

12. The DRDP access

13. 5 Basic Differences between the DRDP© (2010) and the DRDP access
Page Orientation
Number of Levels
Named vs. Numbered Levels
Number of Measures
Domains vs. Indicators

14. draccess.org - the official source of information

15. General Requirements

16. Children in California who must be assessed with the DRDP access
Since 2007: Preschool-age children (3 - 5 year olds not enrolled in transitional kindergarten or kindergarten) who have Individualized Education Programs (IEPs); and
Beginning in fall, 2013: Infants and toddlers with Individualized Family Service Plans (IFSPs) who are reported in the CASEMIS system.
The eligible child must have a signed IFSP or IEP and special education services initiated by these dates:
Before October 1 to be included in the fall assessment
Before March 1 to be included in the spring assessment

17. Who are the Assessors?
The primary LEA early intervention or preschool special education service provider is responsible for the assessment
The person responsible for the assessment should consult with other teachers, service providers, and family members to complete the assessment

18. Assessor Responsibilities
Observe each child over time and collaborate with other programs, service providers, and families to collect additional documentation
Rate the DRDP access measures and submit a Rating Record and Information Page twice a year, in the fall and spring
Maintain a copy of the Rating Record and Information Page

19. General Timelines for DRDP Data Collection and Reporting
Assessment Period
General Period for Observation and Documentation
General Period to Submit DRDP Data to SELPA
Date by which SELPAs Submit/Certify Data to CASEMIS
Fall
Oct. 1 – Jan. 1
December – January
February 1
Spring
March 1 – June 1
May – June
July 1
Note: These dates are general – consult your program administrator for the specific dates for your program

20. Families' Roles
Family members might take part in the DRDP access assessment in a variety of ways, including:
Helping the IFSP or IEP team determine adaptations
Sharing observations and documentation with service providers
Talking with service providers about their child’s areas of strength and areas to focus on
Helping to plan the next steps for their child’s learning and development

21. IFSP and IEP Team Responsibilities
For more information, read: “Guidance for IFSP/IEP Teams” Available at

22. Understanding the DRDP access

23. Table of Contents

24. Information Page and Rating Record

25. Desired Result > Indicator > Measure

26. Navigating the Measures

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

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

29. 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)

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

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

32. Level
Each level includes a descriptor, examples, and a corresponding number

33. Level
Number: has no significance to the rating – it is provided to make data entry easier and more accurate
Descriptor: this defines the behaviors that would be observed if a child were at that Level
Example: one way, but not the only way, a child might demonstrate mastery at a particular Level as defined by the Descriptor

34. More about the Levels Later Developing Earlier Developing
The Levels proceed from earlier development at the bottom to later development at the top
The corresponding numbers have no significance to the rating – they are provided to make data entry easier and more accurate
The number of Levels varies from 5 to 9

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

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

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

38. Three Steps to Using the DRDP access

39. Two Primary Sources of Documentation
Naturalistic
observation
Conversations with others

40. Use documentation methods that work for you!
8/26/13
Henry held spoon in left hand, put macaroni on it with right hand and brought spoon to mouth.
Use documentation methods that work for you!

41. 5 Strategies for Naturalistic Observation
1. Observe the child interacting with familiar people
2. Observe in familiar settings, such as the home, classroom, and child care
3. Observe the child in context of typical daily routines and activities
4. Look for consistent behavior over time
5. Objectively describe only what you actually see and hear

43. Description versus Interpretation
Description (Objective)
The specific details that you actually observe
Example:
The child is sitting cross legged
Interpretation (Subjective)
Your initial reactions or feelings about what you observe
Example:
The child looks mad

44. Key Points: Description and Interpretation
When MAKING descriptive observations:
Strive to be objective, specific, and complete
Avoid labels when describing behavior
Be aware of your biases
When REVIEWING your observations:
You might identify questions that may be answered by further observations and inquiry

45. Do’s and Don’ts when Observing Children
Observe children in typical routines, activities, and places with familiar people and materials
Set up, or ask others to set up, contrived “testing” situations
Schedule visits around typically occurring routines and activities in which you are likely to be able to observe behaviors that you want to see in order to confidently rate a Measure
Ask the family to rearrange their schedule and routines so that you can make an observation
Ensure that hearing aids or cochlear implants are functioning properly. Ensure that glasses are worn, if needed.
Allow children adequate time to complete any task they are engaged in, even if they require more time than their peers to complete a task

46. Two Important Strategies for Efficient Observation
Plan observations so you can observe more than one child at a time 1
Observe for more than one measure 2

47. Possible measures that might be informed by the clip of Ben
Measure 2: Recognition of own skills and accomplishments Measure 3: Self-expression Measure 5: Interactions with adults Measure 6: Relationships with familiar adults Measure 19: Uses language in conversation Measure 42: Grasp/release and manipulation Measure 43: Eye-hand coordination Measure 46: Self-feeding

48. Possible measures that might be informed by the clip of Isaac
Measure 8: Building Cooperative Play with Other Children
Measure 9: Conflict Negotiation
Measure 20: Curiosity and Initiative
Measure 21: Attention Maintenance and Persistence
Measure 23: Cause and Effect
Measure 24: Engages in Problem Solving
Measure 42: Grasp/Release and Manipulation

49. Two Primary Sources of Documentation
Naturalistic
observation
Conversations with others

50. Conversations with others
To obtain the most complete and accurate picture of the child’s skills, we need to seek input from people who have ongoing contact with the child, including:
Parents and other family members
Frequent caregivers
Child care providers
Other practitioners
Collaboration is especially critical when the assessor has limited contact with the child

51. Examples of collaboration strategies
Work with your partners to jointly plan:
Which aspects of the child’s behavior you will observe directly and the behaviors that the others will observe to inform the rating
How you will share observations and rate the measures
A timeline for completing the ratings that is acceptable to all

52. Dos and Don’ts when having conversations with families and other providers
Have conversations with the family and other providers that will help inform your rating of the Measures
Ask the parent to complete the instrument
Formulate questions before you have the conversation
Read the Measure, Descriptors, or Examples to families and ask them to rate the Measure
Be sure your conversations are clear enough that both you and the family understand the Measure and the Descriptors in the same way
Have such a general conversation that you and the family have different understanding of the behaviors being discussed
Honor the family’s (and your own) time by planning your contact with them carefully
Dishonor the family’s time by being unprepared

53. Three Steps to Using the DRDP access

54. Process for rating the measures1
Determine the child’s highest level of mastery 2
Indicate if the child is emerging to the next level

55. C D E Consistently over time Different settings Easily and confidently
What is Mastery?
Consider behaviors mastered if the child demonstrates them… C D E
Consistently over time
Different settings
Easily and confidently

56. Determining the Highest Level of Mastery
The Descriptor in each Level describes the behaviors that would be observed if the child were at that level of mastery
The examples provide illustrations of the Descriptors

57. Notes about Mastery
If you observe skills that seem to be across two or more levels, or
If a child demonstrates inconsistent behavior,
…choose the level that the child demonstrates most typically and solidly.

58. Using the “Not Yet” Rating Option
Most of the 48 measures capture children’s development beginning at birth or in early infancy
Seven measures begin at preschool age and have a rating option of “Not Yet” to indicate that the child has not yet mastered the behaviors described for the first Level
If you determine that the child has not yet mastered the first Level that is described, select the “Not Yet” rating

59. 7 Measures have the “Not Yet” Option
Measure 9: Conflict Negotiation
Measure 15: Taking Turns
Measure 29: Shapes
Measure 33: Patterning
Measure 35: Concepts of Print
Measure 38: Emerging Writing
Measure 39: Comprehension of Text

60. Record scores on the Rating Record5
Manual
Rating Record

61. “Emerging” is an optional rating

62. Notes about “Emerging”
You must record the level of mastery before indicating that the child is emerging to the next level
A child cannot be considered to be emerging if the measure is rated as not yet, unable to rate, or is at the highest level of mastery
Indicating that the child is emerging to the next level does not affect your rating of mastery

63. Notes about “Unable to Rate”
should rarely, if ever, be used

64. In the Unlikely Instance that you used “Unable to Rate”

65. Rating Practice 1

66. Read the entire measure:
Crystal
Read the entire measure:
Measure 40: Movement

67. Measure 43: Eye-Hand Coordination
Michelle
Read the entire measure:
Measure 43: Eye-Hand Coordination

68. Work in Small Groups
Share your ratings with one another, including the evidence that you focused on and the assumptions you made in coming up with the rating
Discuss what other observations or documentation you would have liked to have had in order to make an accurate rating

69. Rating Practice 2

70. Measure 34: Interest in Literacy
Nicholas
Read the entire measure:
Measure 34: Interest in Literacy

71. Measure 35: Concepts of Print
Joseph
Read the entire measure:
Measure 35: Concepts of Print

72. Work in Small Groups
Share your ratings with one another, including the evidence that you focused on and the assumptions you made in coming up with the rating
Discuss what other observations or documentation you would have liked to have had in order to make an accurate rating

73. Using Adaptations

74. What are Adaptations?
Adaptations are changes in the environment or differences in observed behavior that allow children with IFSPs and IEPs to be accurately assessed in their typical settings

75. Why use Adaptations?
To ensure that the DRDP instruments measure ability, rather than disability

76. Adaptations are present throughout the child’s day
Adaptations used for the DRDP access are those typically present throughout the child’s day
Make sure any equipment that the child uses everyday is in place and in good working order

77. A skill cannot be considered mastered if the child receives a prompt
Receiving full physical prompt
Skills observed cannot be rated as mastered
Receiving no prompts
Skills observed can be rated as mastered

78. DRDP access Adaptations
1. Augmentative or alternative communication system
2. Alternative mode for written language
3. Visual support
4. Assistive equipment or device
5. Functional positioning
6. Sensory support
7. Alternative response mode

79. 1. Augmentative or alternative communication system
Methods of communication other than speech that allow a child who is unable to use spoken language to communicate with others

80. 2. Alternative mode for written language
Methods of reading or writing used by a child who cannot see well enough to read or write or cannot hold and manipulate a writing utensil (e.g., pencil, pen) well enough to produce written symbols

81. 3. Visual support
Adjustments to the environment that provide additional information to a child who has limited or reduced visual input

82. 4. Assistive equipment or device
Tools that make it possible or easier for a child to perform a task

83. 5. Functional positioning
Strategic positioning and postural support that allow a child to have increased control of his body

84. 6. Sensory support
Increasing or decreasing sensory input to facilitate a child’s attention and interaction in the environment

85. 7. Alternative response mode
Recognition that a child might demonstrate mastery of a skill in a unique way that differs from the child’s typically developing peers

86. Documenting Adaptations
The adaptations used for the child must be recorded on the IFSP or IEP form and may be revised at each IFSP or IEP meeting
The adaptations used must also be marked on the Information Page when submitting the DRDP access results
For more information, complete the online module: Using Adaptations with the DRDP Instruments

87. Rating Practice 3

88. Measure 46: Personal Care Routines: Self-Feeding
Max
Read the entire measure:
Measure 46: Personal Care Routines: Self-Feeding

89. Measure 18: Expresses Self through Language
Cameron
Read the entire measure:
Measure 18: Expresses Self through Language

90. Work in Small Groups
Share your ratings with one another, including the evidence that you focused on and the assumptions you made in coming up with the rating
Discuss what other observations or documentation you would have liked to have had in order to make an accurate rating

91. Three Steps to Using the DRDP access

92. To Finalize the Assessment…
1. Make sure that all information is completed on:
Information Page
Rating Record
2. Submit the completed Information Page and Rating Record; check with your administrator to find out where and when to send them.

93. Complete all information on the Information Page
Information about the child
Program information
Assessment information

94. Make sure all measures are completed on the Rating Record
Regardless of how you record your ratings, you are required to complete and submit the Rating Record

95. Submit the completed Information Page and Rating Record
Contact your administrator for specific data reporting procedures and timelines
DRDP access data is submitted by SELPAs to CASEMIS

96. Resources and Other Information

97. Visit draccess.org for DRDP access Reports
Child Report
Age Reference Report

98. Visit draccess.org for useful documents

99. Visit draccess.org for online modules and videos

100. Visit draccess.org to stay informed
Subscribe to the free CONNECT! Newsletter
Join our free mailing list

101. To contact the Desired Results access Project
Web site:
Phone: (707) or (800)

102. Wrap Up
Any questions?

103. Please complete and turn in your evaluation form
Thank You!
Please complete and turn in your evaluation form

104. The following set of slides is for the Optional Activity: Leading the Jose, Celina, and Anna Case Study Discussion

105. Case Study: Jose, Celina, and Anna
The Desired Results access Project, Napa County Office of Education California Department of Education, Special Education Division

106. Process for Rating the Measures
Key Question:
Can you confidently rate the Measure based on existing observations and documentation made during the previous 4-6 weeks?

107. Can you confidently rate the Measure?
If yes…
If no…
Rate the Measure
Indicate if the child is emerging to the next level
Based on your current knowledge, make an initial guess of
the range of Levels within which the child will be rated
Identify typical routines, activities, and places where
you or the family would be likely to observe related skills
Formulate questions to facilitate gathering information from the family or other providers
Talk with the family/providers and/or make observations until you have the evidence to confidently rate the Measure
Rate the Measure
Indicate if the child is emerging to the next level

108. Meet José, Celina, and Anna

109. Measure 45? Anna completed the Measures that she could rate.
She noted Measures that she couldn’t rate at the moment, on the Planning for Additional Evidence Worksheet.
Anna identified a small number of Measures that she wanted to talk with Celina about or make additional observations.
In particular, she couldn’t confidently rate Measure 45: Dressing, because José was new in the classroom and Anna had not had enough opportunities to watch him dressing.
Measure 45?

110. Planning for Additional Evidence Worksheet

111. Talk with family members Make additional observations
Can rate now
Talk with family members
Make additional observations
45. Dressing
Child refines ability to dress him or herself independently

112. Identify typical routines, activities, and places where
you or the family would be likely to observe related skills
Anna guessed that José would probably demonstrate his dressing skills at various times at home including the morning, before and after bath time, going outdoors, and at bedtime.
Since it would be difficult for Anna to arrange to observe José in those situations, she decided to talk with Celina about Jose’s dressing skills to help inform the rating for Measure 45.

113. Based on your current knowledge, make an initial guess of
the range of Levels within which the child will be rated
Anna was confident that level 3 (With adult assistance, removes and puts on simple, loose clothing) describes behavior more advanced than Jose’s current skills, so she focused on levels 1 and 2

114. What parts of getting dressed does he assist with?
Formulate questions to facilitate gathering information from the family or other providers
Questions for Celina
During what daily routines or times of the day (for instance in the morning, before and after bath time, going outdoors, and at bedtime) do you see José dressing and undressing?
During those times, please describe how José cooperates in getting dressed or undressed.
What parts of getting dressed does he assist with?

115. Talk with the family/providers and/or make observations until you have the evidence to confidently rate the Measure

116. Rate the Measure
Indicate if the child is emerging to the next level 1 ✗

117. Can you confidently rate the Measure?
If yes…
If no…
Rate the Measure
Indicate if the child is emerging to the next level
Based on your current knowledge, make an initial guess of
the range of Levels within which the child will be rated
Identify typical routines, activities, and places where
you or the family would be likely to observe related skills
Formulate questions to facilitate gathering information from the family or other providers
Talk with the family/providers and/or make observations until you have the evidence to confidently rate the Measure
Rate the Measure
Indicate if the child is emerging to the next level