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

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

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”

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

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

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?

Parking Lot

Background

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.

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.

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

The DRDP access

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

draccess.org - the official source of information

General Requirements

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

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

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

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

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

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

Understanding the DRDP access

Table of Contents

Information Page and Rating Record

Desired Result > Indicator > Measure

Navigating the Measures

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

Indicator A specific measurable developmental dimension within an overall Desired Result

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)

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

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

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

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

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

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

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)

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

Three Steps to Using the DRDP access

Two Primary Sources of Documentation Naturalistic observation Conversations with others

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!

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

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

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

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

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

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

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

Two Primary Sources of Documentation Naturalistic observation Conversations with others

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

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

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

Three Steps to Using the DRDP access

Process for rating the measures 1 Determine the child’s highest level of mastery 2 Indicate if the child is emerging to the next level

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

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

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.

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

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

Record scores on the Rating Record 5 Manual Rating Record

“Emerging” is an optional rating

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

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

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

Rating Practice 1

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

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

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

Rating Practice 2

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

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

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

Using Adaptations

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

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

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

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

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

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

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

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

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

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

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

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

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 www.draccess.org

Rating Practice 3

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

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

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

Three Steps to Using the DRDP access

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.

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

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

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

Resources and Other Information

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

Visit draccess.org for useful documents

Visit draccess.org for online modules and videos

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

To contact the Desired Results access Project Web site: www.draccess.org E-mail: info@draccess.org Phone: (707) 227-5963 or (800) 673-9220

Wrap Up Any questions?

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

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

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

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?

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

Meet José, Celina, and Anna

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?

Planning for Additional Evidence Worksheet

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

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.

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

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?

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 1 ✗

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