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

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

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

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

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

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

7. Parking Lot

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

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

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

11. 4 components of The Desired Results System for Child Development Programs
The DRDP assessment system of individual children’s developmental progress
Support of families’ goals (using parent surveys)
Assessment of children’s environments (using the Early Childhood Environment Rating Scale)
Assessment of program quality (using the Coordinated Compliance Review Instrument – CCR)
A child who is dually enrolled will be included in all components (the whole system).

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

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

14. How the DRDP Assessment System Works for SED

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

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

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

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

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

20. Clarification on Timelines
Timelines for DRDP Data Collection and Reporting
2007 – 2008
Assess-ment Period
Observation and Documentation
DRDP Data Submitted to SELPA
Data Certified by SELPA
Fall, 2007
October 1 – November 30, 2007
December 1, 2007 – January 31, 2008
February 1, 2008
Spring, 2008
February 1 – April 30, 2008
May 1 – June 30, 2008
July 1, 2008

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

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

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

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

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

26. Navigating the DRDP Instruments
Slide 18: Ask the participants to locate their practice booklets and make the following points:
This section of the training is aimed at becoming familiar with the instrument.
The practice booklets may be used throughout the day and assessors can take it with them for reference and notes. BUT they must be returned with the other booklets when data is submitted.
The practice booklets will be collected from visitors (those who are not assessing as a part of the study) at the end of the day.
Even though some participants may feel a bit overwhelmed by the scope of the booklets, by the end of the day, everyone should feel comfortable with after walking through the pages of the booklet from the beginning.

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

28. Manual (full version of the instruments)

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

30. DRDP access Manual Table of Contents

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

32. Navigating the Rating Pages
DRDP access
PS DRDP-R

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

48. Three Steps to Using the DRDP Instruments

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

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

51. Naturalistic observational assessment takes place…
…in the child’s typical program or setting…

52. Naturalistic observational assessment takes place…
…as children interact with familiar people and environments…
Place photo here

53. Naturalistic observational assessment takes place…
…as children engage in typical daily routines and activities…
Place photo here

54. Naturalistic observational assessment takes place…
…over time.
Place photo here

56. Description versus Interpretation
Description (Objective)
What are the specific details?
What you actually observe.
Example: She is sitting cross legged
Interpretation (Subjective)
What were your initial reactions?
Things you felt about what you observe.
Example: She looks like she might be mad

57. 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 analyzing your interpretations:
Identify questions that may be answered in further observations and inquiry

58. Basic Considerations when Observing Children
Materials or toys that a child can easily see, grasp, and manipulate should be available
Observations should take place in familiar places, by a familiar adult and with familiar toys or materials
Hearing aids or cochlear implants should be checked to ensure that they are functioning properly
Glasses or contacts should be worn, if needed
Children should be allowed adequate time to complete any task they are engaged in, even if they are slower than their peers in task completion

59. Strategies for Naturalistic Observation
Know the instrument
Use appropriate adaptations
Observe objectively
Observe strategically
Observe variety and consistency
Observe naturally
Observe daily
Plan ahead

60. Documenting Your Observations
Use documentation strategies that work for you
Documentation is invaluable for progress monitoring, planning, and communicating with families, however, you do not need to submit your documentation of observations as a part of the DRDP data reporting
There are tips for documentation in the Guide to Using the DRDP Assessment System for Preschool Special Education

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

62. Portfolios Anecdotal notes Children’s work samples
Photos of children’s activities
Audio or video recordings
Transcripts of children’s language

63. Electronic Portfolio

64. DRDP Indicator Portfolio

65. Collecting Documentation
Direct observations
Portfolios
Observations of others
Curriculum based tools

66. Obtaining Information from Others
Seek input from people who have ongoing contact with the child to obtain the most complete and accurate picture of the child
Collaboration is especially critical when the assessor has limited contact with the child
Parent report is valid and reliable

67. Strategies for Collaboration
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

68. Collecting Documentation
Direct observations
Portfolios
Observations of others
Curriculum based tools

69. Additional Assessments
Observations of a child’s behavior that informed a recent curriculum based tool might also inform the rating of Measures on the DRDP
Observations that led to scores on other curriculum based tools can be used if:
the behavior occurred within the child’s typical daily routine, and
was not the result of a contrived testing situation

70. Strategies for Efficient Observation
Plan observations so you can observe more than one child at a time
Observe for more than one Measure

71. Possible Measures on the “R” that might be informed by the clip of Isaac
Measure 6: Building Cooperative Play with Other Children (SOC4)
Measure 11: Shared use of Space and Materials (REG3)
Measure 16: Curiosity and Initiative (LRN 1)
Measure 17: Engagement and Persistence (LRN 2)
Measure 19: Cause and Effect (COG2)
Measure 20: Engages in Problem Solving (COG3)
Measure 35: Fine Motor Skills (MOT2)

72. 3 Steps to Using the DRDP Instruments
Step 1: Collect documentation
Step 2: Rate the Measures
Step 3: Finalize the assessment

73. Process for Rating the Measures
First: Mark the highest level of mastery
Then: Consider if the child is emerging to the next level and mark Emerging if appropriate
In the rare circumstance that you are unable to rate a child, complete the Unable to Rate section of the Rating Record

74. Consistently over time,
What is Mastery?
Behaviors are considered mastered if the child demonstrates them
It’s as easy as C D E:
Consistently over time,
in Different settings, and
Easily and confidently.

75. Determining the Highest Level of Mastery
Carefully read the Descriptors
Consider which level is most consistent with your observations and other documentation

76. Notes about Mastery
A child may occasionally behave at a higher or lower level, but mastery indicates the level that the child most typically demonstrates
Sometimes, a child might seem to exhibit inconsistent behavior across the observation period so the level might be unclear; in this case, rate the child’s most typical level of solid mastery

77. What about the Examples?
Examples illustrate the Descriptors, but are “only examples”
Many behaviors you might observe in determining a child’s developmental level may not be listed as Examples

78. Indicate the level of Mastery
(in the Manual)

79. Indicate the level of Mastery (on the Rating Records)

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

81. Notes about “Not Yet” PS DRDP-R: DRDP access:
The “Not Yet” rating option appears on all Measures
DRDP access:
The “Not Yet” rating option appears on 7 preschool-age Measures

82. Seven Measures on DRDP access have the “Not Yet” option
Measure 9: SOC 6 (Conflict Negotiation)
Measure 15: REG 5 (Taking Turns)
Measure 29: MATH 4 (Shapes)
Measure 33: MATH 8 (Patterning)
Measure 35: LIT 2 (Concepts of Print)
Measure 38: LIT 5 (Emerging Writing)
Measure 39: LIT 6 (Comprehension of Text)

83. Not Yet
(in the Manual)

84. (on the Rating Records)
Not Yet
(on the Rating Records)

85. The “Emerging” rating option
“Emerging” is an optional rating
If the child is demonstrating some behaviors described for the next higher level (although not yet easily or consistently across settings) than your rating of the child’s highest level of mastery, he or she may be “Emerging”

86. Important Notes about “Emerging”
You must mark the level of Mastery before indicating that the child is Emerging to the next level
A child cannot be rated as “Emerging” if the child is rated:
as “Not Yet,” or
at the highest Developmental Level
Indicating that the child is Emerging to the next level does not affect your rating of Mastery

87. Emerging
(in the Manuals)

88. Emerging
(on the Rating Record)

89. Notes about “Unable to Rate”
In the rare circumstance that you are unable to rate a child on a measure, indicate:
“Unable to Rate," and
Either “absence” or “other” as the reason why you are Unable to Rate

90. Additional Observations
If you are unable to rate a Measure because you don’t have enough information, you should make additional observations

91. Unable to Rate
(in the Manuals)

92. Unable to Rate
(on the Rating Record)

93. Rating Practice 1: Joseph

94. Joseph In the PS DRDP–R, read the entire Measure:
Measure 32: Concepts of Print

95. 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

96. Rating Practice 2: Cameron

97. Cameron In the DRDP access read the entire Measure:
Measure 18: Expresses Self through Language

98. 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

99. Using Adaptations

100. What are Adaptations?
Adaptations are changes in the environment or changes in observed behavior that allow children with disabilities to participate in the same assessment as their peers
Adaptations have been developed so that the DRDP more accurately reflects the child's abilities rather than the impact of the child's disability
Adaptations may be used with the PS DRDP-R, the DRDP access, and in any educational setting

101. More about Adaptations
Adaptations need to be in place for the child during the typical course of the day; they are NOT strategies used only for the purposes of assessment
Assessors must ensure that adaptations are in place for any observation that informs the DRDP assessment
Adaptations are not:
Teaching strategies such as hand-over-hand guidance, prompting, or modeling

102. DRDP Adaptations Augmentative or alternative communication system
Alternative mode for written language
Visual support
Assistive equipment or device
Functional positioning
Sensory support
Alternative response mode

103. Augmentative or Alternate Communication Systems

104. Augmentative or Alternate Communication Systems
Another system of communication should be used when the child cannot use spoken language, for example:
Picture cards
Electronic communication devices
Sign language

105. Use of Augmentative or Alternate Communication Systems
Assessors should:
Use these systems as part of the observation and not just to elicit responses
Observe the child using language in a natural context rather than contriving an adult-directed situation

106. Alternative Mode for Written Language

107. Alternative Mode for Written Language
If a child cannot see or cannot hold a pencil or marker, an adaptation may be used to assist in writing or emerging writing, for example:
Braillewriter
keyboard, or
computer

108. Visual Support

109. Visual Support
A child who does not see well might need visual supports in the environment
Any type of visual support is acceptable, including:
adjustments in contrast
adjustments in lighting
distance from objects
increased size of materials
verbal description of events

110. Assistive Equipment or Device

111. Assistive Equipment or Device
Any type of adaptive equipment or assistive device that the child needs for mobility, positioning or manipulating objects is acceptable, including:
walkers
splints
special utensils
switches

112. Functional Positioning

113. Functional Positioning
Functional positioning allows the child the necessary stability to control his movements as much as possible
Functional positioning should enhance the child’s participation in typical routines and activities

114. Sensory Support

115. Sensory Support
Sensory support may be needed to allow a child to focus attention and learn in the daily environment
Sensory support may include:
reducing background noise
adjusting tactile stimulation
adjusting visual stimulation

116. Alternative Response Mode

117. Alternative Response Mode
Some children demonstrate skills in different ways than their typical peers. For example,
the child with autism may look out of the corner of his eye instead of establishing direct eye contact
the child with a physical impairment may demonstrate atypical movement patterns
The form of a child’s response may differ from that of his peers and still may demonstrate mastery

118. Two Last Notes about Adaptations
The adaptations used for the child must be recorded on the IEP and may be revised at each IEP meeting
The adaptations used must also be marked on the Information Page when submitting the DRDP results

119. Rating Practice 3: Kaleb

120. Kaleb In the DRDP access, read the entire Measure:
Measure 40: Movement

121. 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

122. Rating Practice 4: Michelle

123. Michelle In the PS DRDP–R, read the entire Measure:
MOT 35 – Fine Motor Skills

124. 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

125. 3 Steps to Using the DRDP Instruments
Step 1: Collect documentation
Step 2: Rate the Measures
Step 3: Finalize the assessment

126. To Finalize the Assessment…
Make sure that:
All information on the Information Page is completed
All Measures are rated on the Rating Record
The Rating Record/Information Page is sent to the designated data entry personnel

127. Information Pages
Information about the child
School information

128. Make sure all Measures are Rated
Regardless of how you record your ratings, you are required to complete the one-page Rating Record
For the PS DRDP-R transfer the named developmental levels to these numbers: 0 = Not yet 1 = Exploring 2 = Developing 3 = Building 4 = Integrating
Note: “Unable to Rate” does not have a numerical equivalent

129. Building your Capacity to Use the DRDP Instruments

130. Use Recommended Practices
Become familiar with the instruments
Always use naturalistic assessment practices
Collaborate with others
And, remember…practice!

131. Visit
This is the site of the Desired Results access Project and is the official site for information related to the DRDP Assessment System for preschool special education
On this site you’ll find all of the guidance documents, instruments, and more
Phone: (707)

132. Use the DRDP Guidance Resources such as…
Guide to Using the PS DRDP-R (for children with IEPs) and the DRDP access
Understanding the Developmental Sequences of the DRDP access
Assessing Children with Disabilities who are English Learners
Guidance for IEP Teams: Including Preschool Children with Disabilities in California’s DRDP Assessment System
Frequently Asked Questions

133. Information about Reporting Data
Note: For information about reporting data, contact your SELPA or District Administrator
For additional information about reporting:
Listserv: Register for the listserv at:
Phone: (707)

134. Questions and (Hopefully) Answers

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

136. The following optional slides can be placed in the slides
Note to Trainer:
The following optional slides
can be placed in the slides
to indicate breaks

137. Let’s take a 15 minute break!!

138. Lunch!