1. Activities to Address Issues Related to SLPs Implementation of the California Desired Results Assessment System
August 27, 2007
Patty Salcedo and Larry Edelman,
Desired Results access Project
A Special Project of the Napa County Office of Education. Funded by the California Department of Education, Special Education Division

2. About Desired Results access
The Desired Results system is an accountability initiative of the California Department of Education (CDE).
The Desired Results Assessment System, a major component of the initiative, was developed to evaluate the effectiveness of CDE’s child development and early childhood special education services and programs. The system is intended to ensure that children enrolled in state-funded preschool programs are benefiting from those programs.
Desired Results access assists CDE’s Special Education Division in implementing the Desired Results Assessment System to measure the progress of California's preschool-age children with Individualized Education Programs (IEPs). All special education programs funded by CDE are participating in this assessment system.
For more information, visit The Desired Results access Project web site:

3. Activities to Support SLPs
Formal/Informal Conversations and Focus Groups
Ongoing Literature Review
Advocate for Family Involvement in the Assessment Process
Task Force
Family Report Form

4. Four Main Issues Reported by SLPs
Issue One: Finding the Time
It can be difficult finding the time to complete the assessments as it takes time to observe children and collect data from others and complete the instrument.
Compounding issues include limited amounts of time spent with children on a weekly basis and high case loads.
Issue Two: Service Settings
It can be difficult to make naturalistic observation of children in everyday routines and activities because the time that SLPs spend with children is frequently spent out of context of children’s typical daily routines and activities.

5. Four Main Issues Reported by SLPs
Issue Three: Expertise
Some SLPs have reported that they do not have sufficient broad based developmental knowledge to complete the non-speech/language/communication indicators of the DRDP.
Issue Four: Collaboration Strategies
It can be difficult to gather information from others.
Some SLPs have reported that they have infrequent contact with families and other providers and do not have mechanisms in place for communicating on a regular basis with them.

6. Ongoing Literature Review
ASHA position statements, guidelines, and literature regarding work flow
SEA Speech and Language Guidelines
Technical Reports

7. Making the Case for Family Involvement in the Assessment Process
“The Role of Family Observations in the DRDP Assessment System” can be found at:

8. Task Force Generate strategies for addressing each of the four issues:
Personal Strategies (that an individual could put in place) AND Programmatic/Systemic Strategies
Short-Term AND Long-Term Strategies

9. Programmatic or Systemic Strategies
Issues
Personal
Strategies
Programmatic or Systemic Strategies
Short-Term
Long-Term
Issue One: Finding the Time
The DRDP takes time to complete. SLPs have reported that it can be difficult finding the time to complete the assessments as It takes time to observe children and collect data from others and complete the instrument. Compounding issues include limited amounts of time spent with children on a weekly basis and high case loads.
Issue Two: Service Settings
The DRDP is based on naturalistic observation of children in everyday routines and activities. SLPs have reported that it can be difficult to make such observations because the time they spent with children is frequently spent out of context of children’s typical daily routines and activities.
Issue Three: Expertise
The DRDP focuses on many aspects of children’s development. Some SLPs have reported that they do not have sufficient broad based developmental knowledge to complete the non-speech/language/communication indicators of the DRDP.
Issue Four: Collaboration Strategies
In addition to making direct observations, assessors base ratings on information gathered from others. SLPs have reported that they have infrequent contact with families and other providers and do not currently have specific mechanisms in place for communicating on a regular basis with families and other providers.
Other?

10. Family Report Form
The Desired Results access Project created and piloted a Family Report Form for the PS DRDP-R for children who receive speech services only.
Each item consisted of two behavioral descriptors:
One statement typical of a 3-year-old,
One statement typical of a 5-year-old
(Parents chose the descriptor that best described their child.)
The data from families suggest the format was quick to complete and easy to use. SLPs found the format moderately helpful.
Next step is to continue to develop a tool that:
Is useful for SLPs (queries families in more focused areas), and
Remains understandable and easy to use for families.

11. Plans for the Coming Year
Continue to identify, develop, and disseminate practical strategies for SLPs and programs to more effectively and efficiently implement the Desired Results Assessment System.
For more information, visit The Desired Results access Project web site: