1. Desired Results Developmental Profile - school readiness© A Project of the California department of education, child development division

2. California Department of Education Child Development Division
Collaborative Team:
UC Berkeley – B E A R C e n t e r
This is a slide to acknowledge our collaborators – WestEd is working with UC BEAR – which stands for UC Berkeley Evaluation and Assessment Research Center and the work we are doing to develop this instrument is sponsored by the California Department of Education, Child Development Division
California Department of Education Child Development Division

3. California Early Learning System

4. California’s Early Learning and Development System
Alignment of DRDP-R2 PS© to the Preschool Learning Foundations in Physical Development, Initial Webinar Fall Not for distribution. Desired Results Developmental Profile (DRDP-R2 PS©)
California’s Early Learning and Development System
The California Department of Education has endeavored to capture a vision for the “what” and the “how” of early childhood education and to think about the way the components of our professional development system would fit into this vision.
WestEd Center for Child & Family Studies

5. Foundations are the “what”  the knowledge children acquire,
Alignment of DRDP-R2 PS© to the Preschool Learning Foundations in Physical Development, Initial Webinar Fall Not for distribution. Desired Results Developmental Profile (DRDP-R2 PS©)
CECELIA
Foundations are the “what” 
the knowledge children acquire,
the skills they develop,
the behavior they learn, and
their social and emotional competency.
What we do is the “how” 
how do we relate to children and their families,
how do we create a quality learning environment,
how do we chose or develop a curriculum and employ effective teaching strategies,
how do we assess the child’s learning and development, and
how do we acquire the competencies we need to be effective teachers.
Refer to California Early Learning and Development System handout to briefly describe each component.
WestEd Center for Child & Family Studies

6. The Desired Results System

7. Purpose of the Desired Results Assessment System
Alignment of DRDP-R2 PS© to the Preschool Learning Foundations in Physical Development, Initial Webinar Fall Not for distribution. Desired Results Developmental Profile (DRDP-R2 PS©)
Purpose of the Desired Results Assessment System
Serves as a framework for documenting progress of individual children
Gives teachers concrete information to plan and modify curriculum for children
Document how children are benefiting from programs
Target technical assistance for ongoing program quality improvement
WestEd Center for Child & Family Studies

8. Desired Results Developmental Profile (DRDP)
Alignment of DRDP-R2 PS© to the Preschool Learning Foundations in Physical Development, Initial Webinar Fall Not for distribution. Desired Results Developmental Profile (DRDP-R2 PS©)
Desired Results Developmental Profile (DRDP)
Individual child assessment
An observation-based assessment tool, not a test
Completed by each child’s teacher
Based on developmental research and theory
Includes developmental sequences of behaviors along a continuum
WestEd Center for Child & Family Studies

9. Foundations/Standards-Aligned DRDP Instruments
Infant/Toddler (DRDP-IT)
Preschool (DRDP-PS)
School Readiness (DRDP-SR)
School-age (DRDP-SA)
CECELIA

10. Alignment of DRDP Instruments to the Foundations
Alignment of DRDP-R2 PS© to the Preschool Learning Foundations in Physical Development, Initial Webinar Fall Not for distribution. Desired Results Developmental Profile (DRDP-R2 PS©)
Alignment of DRDP Instruments to the Foundations
Grounded in same current research
DRDP delineates a continuum of development for individual children which represent a sampling of core areas of development delineated in the Foundations
DRDP is organized by Foundation domains
PETER:
So, the alignment of the DRDP© to the foundations does not result in a one-to-one correspondence between specific DRDP© measures and the foundations at the level of strand, sub-strand, or individual foundation. The sampling of knowledge and skills provides an indication of children’s overall learning and development for a particular domain. Then, looking at children’s development across domains provides an indication of children’s overall development; for as we know, young children develop in a holistic manner.
WestEd Center for Child & Family Studies 10

11. DRDP-SR© Overview

12. What is the DRDP-SR©? Assessment for TK and K teachers to: Observe
Alignment of DRDP-R2 PS© to the Preschool Learning Foundations in Physical Development, Initial Webinar Fall Not for distribution. Desired Results Developmental Profile (DRDP-R2 PS©)
What is the DRDP-SR©?
Assessment for TK and K teachers to:
Observe
Document
Reflect on
Learning, development, and progress of children’s readiness for kindergarten in 5 developmental domains
WestEd Center for Child & Family Studies

13. 4 Primary Purposes of DRDP-SR©
Psychometric measurement of children’s development in key domains of school readiness
Support transition between preschool and TK/K
Research tool
Professional development tool

14. Purpose 1
Provide teachers with a valid and reliable psychometric measurement of individual children’s development in the key domains of school readiness

15. What does the DRDP-SR© assess?
Children’s development in key domains of school readiness
English Language Development (ELD)
Self & Social Development (SSD)
Self-regulation (REG)
Language and Literacy Development (LLD)
Mathematical Development (MATH)
The domains included in the instrument are those that been identified both in the empirical literature and by the National Education Goals Panel as those most foundational to later school success.
There is evidence to suggest that children’s social-emotional development, math and reading skills, early cognitive and linguistic skills, and approaches to learning are foundational to children’s success in school. The great thing about this tool is that we have been working directly with world renown experts in these areas to develop this instrument, so it is based in all of what we know about what is most important about predicting school success.
** CAN PROVIDE EVIDENCE IN HOME LANGUAGE OR ENGLISH!!
Social-Emotional
Examples: Relationships with adults and friendships are both important to children’s more positive engagement in school
Close teacher-child relationships predictive of more positive engagement in school
Failure to develop early peer relationships is associated with later poor academic achievement and behavioral problems
    
Self-regulation
Examples:
Children who are able to regulate emotions and behavior are less likely to be held back in school
Attention and following rules predict to later school success (those who have difficulty with attention have a hard time in school)   
Language and Literacy
Most consistent predictors of conventional literacy skills were alphabet knowledge, phonological awareness, writing or writing name, etc.
A report conducted by the National Reading Panel (2000) suggests that comprehension is critical to children’s developing reading skills. Comprehension is foundational children’s ability to acquire academic knowledge.  
English Language Development
Large and growing population of English Language Learners in California  important to attend to the developing skills of English Language Learners in addition to assessing all other domains. In , 45% of children entering kindergarten in California had a primary language other than English. As such, including accurate assessments of children’s home language fluency and stage of English acquisition are necessary (Espinosa, 2008).
Math
 Examples:
Math skills are important predictors of later success in school. Math skills such as knowledge of numbers and ordinality, when assessed at school entry, are important predictors of later achievement in math and reading. Classification (grouping, sorting and categorizing) and patterning (identifying of groups of items that repeat and predicting order) are skills that help to lay the foundation for children’s algebraic thinking (Clements, 2004; National Council of Teachers in Mathematics, 2000; Snow et al., 2008).
Measurement, or the concept that numbers can be assigned to quantities, is an important skill for children’s growing abilities to tell differences in length, weight, amount and time (Snow et al., 2008). Finally, foundational to children’s developing sense of geometry is their understanding of shape and space. The abovementioned math skills align with the kindergarten-level math content standards set out by the California Department of Education.

17. Purpose 2
Link assessment information through the DRDP-PS© and the DRDP-SR© instruments that will support:
Common language for children’s development between teachers in preschool, TK, and K
The overall transition of children from preschool to TK/kindergarten
TK/Kindergarten readiness assessment
Curriculum planning
Provide a common language for preschool and kindergarten teachers
- DRDP-PS in some programs is provided to the kindergarten teachers but they have not necessarily known what to do with it, now preschool teachers and kindergarten teachers will share a common language

18. level is unique to kinder-garten DRDP-PS
DRDP-SR/DRDP-PS Linkage
DRDP-SR
Latest DRDP-SR
level is unique to kinder-garten
DRDP-PS
DRDP-PS Levels: Exploring, Developing, Building, Integrating - being revised
DRDP-SR Levels: Exploring Competencies, Developing Competencies, Building Competencies, Integrating Competencies, Applying Competencies
The level unique to the SR instrument is the applying competencies level
Earliest DRDP-PS level unique to preschool
Middle levels overlap with DRDP-SR

19. Structure of the DRDP-SR©
Descriptor
Domain
Measure
Definition
Developmental Level
Each Descriptor describes observable child behaviors associated with that developmental level.
The instrument is organized into domains and then within those domains and then each domain has a series of measures
A Domain represents a crucial area of early learning and development for young children. There are five Domains in the DRDP-SR© (2010):
English Language Development (ELD)
Self and Social Development (SSD)
Self Regulation (REG)
Language and Literacy Development (LLD)
Math (MATH)
A Measure focuses on a specific competency with developmental levels along which a child's observed behavior is assessed. Measures are the individual observational items on the DRDP-SR© (2010). A domain is made up of several measures, each covering one aspect of development within that domain.
The Definition of a measure specifies the aspect of development that the measure addresses
***
Orient to instrument, same structure always applies
Each page has these elements even though the measure changes
Each page has a measure, every page has a measure, definition explains what measure looks like, every measure has a developmental continuum
Each Developmental Level specifies a point along the developmental continuum. 19

20. Developmental Continuum
Using the DRDP-SR©
Developmental Continuum
Supports teachers in determinations that they make about children’s development, to support ongoing curriculum planning
The instrument is organized into domains and then within those domains and then each domain has a series of measures
A Domain represents a crucial area of early learning and development for young children. There are five Domains in the DRDP-SR© (2010):
English Language Development (ELD)
Self and Social Development (SSD)
Self Regulation (REG)
Language and Literacy Development (LLD)
Math (MATH)
A Measure focuses on a specific competency with developmental levels along which a child's observed behavior is assessed. Measures are the individual observational items on the DRDP-SR© (2010). A domain is made up of several measures, each covering one aspect of development within that domain.
The Definition of a measure specifies the aspect of development that the measure addresses
***
Orient to instrument, same structure always applies
Each page has these elements even though the measure changes
Each page has a measure, every page has a measure, definition explains what measure looks like, every measure has a developmental continuum
1 decision per page or screen

21. Purpose 3
Use the DRDP-SR© as a research tool

22. Aggregate DRDP-SR© data to:
Understand and investigate developmental readiness of groups of TK/K children
To provide schools and districts with data for program improvement
Share results with families for common understanding of each child’s strengths and the path to continued development

23. An important caveat:
Using ratings of children’s learning based on observations conducted by the teachers who are being compared raises methodological concerns
Validity and reliability assumptions for the instrument only hold when the teacher provides an objective assessment
Two primary concerns:
If a program’s funding is tied to how well children do on an assessment, then it compromises the integrity of the assessment.
For instance, if a program gets funding when kids get rated at the highest level, the temptation would be for the program to rate all kids at the highest level if that is what will get the funding needed to keep the program running.
If the assessment is used to compare individual teachers or programs, there has to be a system in place to ensure that teachers will complete the assessment in the same way. When it comes observational assessments one needs to know children well to do make an accurate assessment and as such, it becomes challenging to assess the consistency of measurement across teachers because they are only going to know their group of kids well.
One way that we have found to be effective is to train teachers in an all day training, and as you are aware of there are not adequate resources to do that at this time.

24. Making use of child and group reports
Get to know developmental competencies of children in your classroom
Use for curriculum planning for individual children and groups of children
Use for parent-teacher conferences
Use to support continuous program improvement efforts by teacher and principal

25. DRDP-SR© Provides Snapshot of Children’s Knowledge and Skills
How does the DRDP-SR© support teachers and school administrators?
1. Plan for current year’s children
2. Reflecting on changes over the course of the year to review and modify curriculum for the incoming class.
Calibrated domain scores allow you to compare levels across domains.

26. Purpose 4
Use of the DRDP-SR© as a professional development tool that supports teacher understanding and instructional practice

27. A Professional Development Tool
In the process of using the DRDP-SR© teachers learn:
A valid and reliable method for observing, documenting, and reflecting on the learning, development, and progress of all children in their classrooms.
Detailed developmental information about each child based on specific research on child development
How to integrate information from other required assessments to inform their teaching
- Curiosity example

28. Rubric Built Into DRDP-SR©
Developmental Continuum
Supports teachers in determinations that they make about children’s development, to support ongoing curriculum planning
The instrument is organized into domains and then within those domains and then each domain has a series of measures
A Domain represents a crucial area of early learning and development for young children. There are five Domains in the DRDP-SR© (2010):
English Language Development (ELD)
Self and Social Development (SSD)
Self Regulation (REG)
Language and Literacy Development (LLD)
Math (MATH)
A Measure focuses on a specific competency with developmental levels along which a child's observed behavior is assessed. Measures are the individual observational items on the DRDP-SR© (2010). A domain is made up of several measures, each covering one aspect of development within that domain.
The Definition of a measure specifies the aspect of development that the measure addresses
***
Orient to instrument, same structure always applies
Each page has these elements even though the measure changes
Each page has a measure, every page has a measure, definition explains what measure looks like, every measure has a developmental continuum

29. DRDP Supports Reflective Curriculum Planning
Observe children
Document observations
Complete DRDP
Reflect, question, & plan
Implement curriculum
PETER: relate information in reports to reflective curriculum planning

30. DRDPtech-SR©

31. What is DRDPtech-SR©? An online data entry system for the DRDP-SR©
An easy way for teachers to compile information about children in their classes
Offers teachers the opportunity to print out summary reports on individual children and groups of children
Making use of reports:
- Get to know developmental competencies of children in their classroom
- Use for curriculum planning for individual children and groups of children
- Use for parent-teacher conferences
- Use to support continuous program improvement efforts by teacher and principal
UC Berkeley –
B E A R C e n t e r

32. Sample DRDPtech-SR© Measurement Page

33. Child Developmental Profile Report: Valid/Reliable measurement for each DRDP domain
Report summary for individual child
Steve introduce report
Peter and Cecelia add a teacher might use this for curriculum planning

34. DRDPtech-SR© Progress report over multiple observation periods
Report summary for individual child
Steve introduce report
Peter and Cecelia add a teacher might use this for curriculum planning

35. DRDP-SR© Field Study Update

36. DRDP-SR© Field Study YEAR 1: 2009-2010 Both TK and K classes
Data suggested need for an additional level at the earlier end of the developmental continuum to capture all children
YEAR 2:
Field Study of revised instrument with 5 levels for all measures
Fall 2011 data collection in both TK and K classes
For spring 2012, welcome additional TK and K classes
Other general feedback regarding the DRDP-SR from field study
The DRDP-SR provided an accurate and complete picture of children’s development
DRDPtech-SR was user friendly
Teachers expressed some concern about how long the instrument took to complete but also expressed that it got easier as they became familiar with the instrument

37. Teacher Feedback, 2009-10 DRDP-SR© Field Study
The DRDP-SR provided an accurate and complete picture of children’s development
DRDPtech-SR was user friendly
Teachers expressed some concern about how long the instrument took to complete but also expressed that it got easier as they went along.

38. Next Steps Complete 2011-12 Field Study data collection
Calibrate the scale of measurement for the instrument
Prepare DRDP-SR© instrument for release in fall 2012
Release as a voluntary observational assessment tool for use in kindergarten and transitional kindergarten classrooms

39. Additional Handouts DRDP-SR© Field Study: Overview
DRDP-SR© Sample Report: Fall and Spring
DRDP-SR© List of Measures
DRDPtech©
Children Now DRDP-SR © Brief

40. For More Information Peter L. Mangione, Ph.D.
Co-Director, Center for Child and Family Studies, WestEd;
Kerry Kriener-Althen, Ph.D.
Evaluation Director, Center for Child and Family Studies, WestEd;