2We observe…As each child interacts with other children, adults, and environmentIn the natural program settingExplain that teachers observe children in their natural, daily activities. Agencies will be able to describe children’s achievements in learning and development to advocate the strengths and benefits of the program to families and the larger community.
4Collected documentation includes: Anecdotal notesPhotosWork samplesOther evidence of knowledge and behaviorsTeachers collect a substantial number of anecdotal notes, photos, work samples, and other pieces of documentation that demonstrate the children’s mastered developmental levels. The organization of collected documentation can be achieved through “portfolios.”Clarify that the intent is not to “test” children.
5DRDP serves as a framework… for documenting children’s progress across developmental levels.Each age-level instrument provides a framework including a number of developmental levels that serve in monitoring children’s progress throughout the program year.
10DRDPaccess: The Assessment Tool for Children with Disabilities It is an observation-based assessment tool that can be used for preschool-age children, ages 3-5 years of age, who have a disability.For more information::Trainer note: Participants may have additional questions about DRDP Access. They are encouraged to visit the website listed on the screen to get additional information.Some of the support materials on the DR Access website are:DR access mini measuresGuidelines for IEP teamsGuidance for assessing with disabilities who are English learners
12CDE Guidance Management Bulletin July 2010 Local special education staff are responsible for initiating and completing an assessment for each child with an IEP using the DRDP access.CDD recognizes that this will mean a child with an IEP will have 2 different assessment instrument used during the program year.
13CDE Guidance Management Bulletin July 2010 The management bulletin can be downloaded from the CDD website at:Take 5 minutes to read the bulletin and use the highlighter as you read.Trainer note: Direct participants to read the bulletin and use a highlighter as they read it.The entire bulletin provides information on collaboration between ECE staff and the special education provider. Take five minutes to read the bulletin. We recommend that you provide this bulletin to your staff or share it at a staff meeting.
18Why was the DRDP-R revised? To align with the Infant/Toddler Learning and Development FoundationsTo align with the California Preschool Learning Foundations, Volume 1
19What was aligned? Infant/Toddler Foundations Social-Emotional DevelopmentLanguage DevelopmentCognitive DevelopmentPerceptual & Motor DevelopmentPreschool Foundations,Vol. 1Social-Emotional DevelopmentLanguage and LiteracyEnglish-Language DevelopmentMathematics
20Why was it important to align the DRDP-R to the foundations? To ensure we assess what we wantchildren to learn and that it is aligned towhat is appropriate for children of this ageThe state has taken care to build a cohesive system.The foundations describe children’s learning and development.Thus it is important that we are assessing what we want children to learn, and that we align it to what is appropriate for children of this age.
25LOOK to the 4 Ds to know the intent of each measure Developmental DomainDefinitionDescriptorThese are the four components of the DRDP – the 4 Ds.Trainer note: Review them and emphasize that reading these components can assist staff in knowing the intent or purpose of the measure.Developmental Level
28The Power of Observation “Getting to know children as people and as learners gives you the information you need to be an effective decision maker in the classroom.”The Power of ObservationTrainer note: Share quote and show book, The Power of Observation ,if available.Click to next slide.
31Develop Methods for Recording Observations and Collecting Evidence Anecdotal recordsPhotographyAudio and video recordsRunning recordsSketchesWork samplesDaily logFrequency countTeachers and staff can collect a wide variety of documentation to provide evidence of children’s mastered developmental levels across all of the measures, such as anecdotal notes, work samples, use frequency count sheets, take photos, and other forms of evidence.Enlist all classroom staff, support staff, and parents to contribute documentation to the child’s portfolio.Trainer note: Remind participants to look at the gallery during breaks for samples.
32Noticing Descriptions and Interpretations Activity: Noticing Descriptions and Interpretations
34Definitions: Descriptive and Interpretive What are the specific details?What you actually…ObservedReadHeardExample: He is holding shirt with one hand and pen in other hand.What were your initial reactions?How you felt about what you…ObservedReadHeardExample: He looks worriedThis is a reminder of what quality notes have.
36Complete the Information Page One of the first things teachers will do is to copy and fill out an Information Page for each child in the class or group.Ensure that the date of assessment at the top of the page is within 60 days of the child’s enrollment (listed #4 on form).Complete a new information page for each assessment period.A tutorial on completing the Information Page is available on the DR web site.
37Developmental Level Activity Where are you in your development…as a cook?Trainer note: Explain that now the training will move to learning more about developmental levels in the DRDP.Read slide… “Where are you in your development…as a cook?”This practice model is a playful creation to assist staff consider how circumstances may change behaviors - not just developmental progress.
38Trainer note: Ask participants to raise hands or stand up to show pride for the level of “mastery” attained.It does not matter where the participants are on the continuum, each one is making continuous progress towards the desiredresult!
39Developmental Level Activity Prepare an activity to do with your staffor …Participate in the tutorialon the Desired Results website.Trainer note: Hold up the developmental level activity and show. Remind participants the website was displayed yesterday.
41How do children demonstrate a developmental level is mastered? A developmental level is mastered when the child typically demonstrates the behavior(s):Easily and confidently,Consistently over time,In different settings.Trainer note: Read slide. Give pause to let participants think about the criteria for “mastered.” Suggest participants make poster to put around center to help staff learn this as a mantra.
42Based on observations, fill-in one bubble that best describes the child’s highest developmental level mastered.1. Mark the highest developmental level the child has mastered.Not yet at first levelExploringShows awareness when others are unhappy or upsetDevelopingOffers simple assistance when he or she thinks it is needed - even if not really neededBuildingAccurately labels others’ feelings, and may offer assistanceIntegratingUses words or actions to demonstrate concern for what others are feelingClick to have developing bubble fill- in.
44After marking the developmental level mastered, ask “Is the child emerging to the next level by demonstrating behaviors from the next developmental level, but are not yet typical or consistent?” If so, fill in the # 3 bubble.1. Mark the highest developmental level the child has mastered.Not yet at first levelExploringShows awareness when others are unhappy or upsetDevelopingOffers simple assistance when he or she thinks it is needed - even if not really neededBuildingAccurately labels others’ feelings, and may offer assistanceIntegratingUses words or actions to demonstrate concern for what others are feelingReview the directions with participants. Click to animate arrow and bubble at #3 and #4.2. Record evidence for this rating here Mark here if child is emerging to the next level4. If you are unable to rate this measure, explain why.In the rare circumstance that you are unable to rate a child on a specific measure, explain why at #4 .
45English Language Development Measures Measure 23: Comprehension of English (receptive English)Measure 24: Self expression in English (expressive English)Measure 25: Understanding and response to English literacy activitiesMeasure 26: Symbol, letter, and print knowledge in English45
46Instructions for Using the Language and Literacy Development (LLD) and English Language Development (ELD) MeasuresFind an elbow partner.Name selected partner A and B.A reads the first paragraph under Instructions for Using the LLD and ELD Measures on p. vii andB paraphrases.4. Alternate until finished with p. viii.5. Together look at the chart on page viii, check for understanding with one another.Trainer note: Refer to the LLD and ELD Directions activity sheet on page DRDP-133.Participants join with an elbow partner.One of the pair is an A and the other B. Pairs have one minute for partners to choose designations. Ask As to show hands, then Bs.Monitor to ensure partners have chosen designations.With a co-facilitator or participant, model the process with the first paragraph of the Instructions for Using the Language and Literacy Development and English Language Development. A will read and B will paraphrase.Participants have about 7-10 minutes to partner read page vii and viii.
47Key points for ELD and LLD LLD is used with all children to measure progress in language and literacy development. Children may master levels in English, home language, or through alternative communication.ELD is used with dual language learners learning to speak English. Consider only responses to or communications in English.All dual language learners do not progress at the same rate.Children can show progress in home language, English, or through other methods of communication.In domains other than ELD, teachers should speak child’s home language or seek support.The ELD foundations are different from the other foundations because dual language development is not tied to age. Therefore, Beginning, Middle, and Later is used rather than at around 48 months or 60 months.A child who is the oldest child in a family that speaks only Spanish or Chinese will have a different level of experience with English than a child who is the youngest child who has older siblings attending school and speaking and reading English.
48Trainer note: Go through the process with participants. Ask the question, “Is English the only language spoken in the child’s home?”If “yes,” read the left column. Then go to ELD 1 Measure 23.Look at the number one (1) directly below Measure 23 where it says “Mark the highest developmental level.” Next, continue on that line and find “Not yet at first level.”Last on this line is “Child’s home language is English.” If the initial question was answered “yes,” bubble this last choice in and nothing else.Look at the chart again. If the answer is “no,” read the right column providing directions to complete all LLD and ELD measures.Even if a child appears to be a monolingual English speaker and another language is spoken in the home, research shows that they ARE learning a second language. Some children may have social English but concept development has been in their primary language from home. Teachers are not being asked to do a language assessment but simply to answer the question.
49Completing a Developmental Profile Activity: Completing a Developmental Profile
50Work time DIRECTIONS: Review all evidence. Reflect on what the evidence tells.Complete the DRDP.
51BREAK• Upon return, time will be spent learning how to be skilled observers and anecdotal writers.Take a 15 minute break.5151
53Child’s Developmental Progress Form This format may be used to encourage a conversation with parents about their role as the child’s first and most important teacher, as well as stressing the importance of the parents’ involvement and participation in the process of the child’s learning and growth.Scheduled parent conferences are to occur at least two times each program year.53
58DRDP Group Data Summary Excel Overview Average Ratingsfor all of themeasures withinthe DomainThe 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 an indicator.The average ratings are in yellow.If preferred, percentages may be found in the sub-total bar in the first worksheet.