1 Welcome! Using the PS DRDP-R PS DRDP-R (for Children with IEPs ) and the DRDP access The Desired...

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Welcome!Welcome!Using theUsing the

PS DRDP-RPS DRDP-R(for Children with IEPs )

and the

DRDP DRDP accessaccess

The Desired Results The Desired Results accessaccess Project, Napa County Office of Education Project, Napa County Office of EducationCalifornia Department of Education, Special Education DivisionCalifornia Department of Education, Special Education Division

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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

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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”

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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

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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

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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

Parking LotParking LotParking LotParking Lot

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Understanding the Understanding the Desired Results Desired Results Assessment System Assessment System for Preschool for Preschool Special EducationSpecial Education

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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)

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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

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4 components of The Desired Results System for Child Development Programs

1. The DRDP assessment system of individual children’s developmental progress

2. Support of families’ goals (using parent surveys)

3. Assessment of children’s environments (using the Early Childhood Environment Rating Scale)

4. Assessment of program quality (using the Coordinated Compliance Review Instrument – CCR)

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 EducationDesired Results System Assessment Instruments

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An Important Note about thePS 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

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How the DRDP Assessment SystemWorks for SED

CDE’sSpecial

EducationDivision

SELPAs

Assessors

IEPTeams

DRDPAssessment

System

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IEP Team Responsibilities

Determines which instrument to use for each child (one time only)

Documents the adaptations that each child uses

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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

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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

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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

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Clarification onChildren 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

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Clarification on Timelines

Timelines for DRDP Data Collection and ReportingTimelines for DRDP Data Collection and Reporting2007 – 20082007 – 2008

Assess-ment

Period

Observation and Documentation

DRDP DataSubmitted 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

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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

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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

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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

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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

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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)

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Navigating the Navigating the DRDP DRDP InstrumentsInstruments

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Let’s Organize the Materials

PS DRDP-R Manual Rating Record/

Information Page

PS DRDP-R Manual Rating Record/

Information Page

DRDP access 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

Other Materials: Guide to Using the

DRDP Assessment System for Preschool Special Education (also known as the “User’s Guide”

Extra Resources Packet

Manual (full version of the instruments)

PS DRDP-RRating Record

DRDP accessRating Record

Rating Records

DRDP access ManualTable of Contents

PS DRDP-R Manual (for children with IEPs)

Table of Contents

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Navigating theNavigating theRating PagesRating Pages

PS DRDP-RPS DRDP-R

DRDP DRDP accessaccess

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

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Indicator Indicator A specific measurable A specific measurable developmental dimension within developmental dimension within an overall Desired Resultan overall Desired Result

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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)

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

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

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Developmental LevelDevelopmental Level One point along the One point along the developmental progression developmental progression defined for a particular Measuredefined for a particular Measure

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Developmental Levels in the R

Exploring Developing Building Integrating

In the R, all pages have the same 4 Developmental Levels

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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

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DescriptorDescriptorDefines the behaviors that would Defines the behaviors that would be observed if a child were at be observed if a child were at that Developmental Levelthat Developmental Level

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ExampleExampleOne way, One way, but not the only waybut not the only way, a , a child might demonstrate mastery child might demonstrate mastery at a particular Developmental at a particular Developmental Level, as defined by the Level, as defined by the DescriptorDescriptor

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

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

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

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Record EvidenceRecord EvidenceDocumentation of a child’s skills, Documentation of a child’s skills, behaviors, and knowledgebehaviors, and knowledge

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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

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Three Steps toThree Steps toUsing theUsing theDRDPDRDPInstrumentsInstruments

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Three Steps to Using theDRDP Instruments



Step 3: Finalize the assessment

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Sources of Documentation

1. Direct observations

2. Portfolios

3. Observations of others

4. Curriculum based tools

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Naturalistic observational assessment takes place…

…in thechild’s typical programor setting…

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…as children interact with familiar people and environments…

Place photo here

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…as children engage in typical daily routines and activities… Place photo here

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…over time.

Place photo here

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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

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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

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Basic Considerationswhen 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

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Strategies for Naturalistic Observation

Know the instrument Use appropriate adaptations Observe objectively Observe strategically Observe variety and consistency Observe naturally Observe daily Plan ahead

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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

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Sources of Documentation


2. Portfolios



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Portfolios

Anecdotal notes Children’s work

samples Photos of children’s

activities Audio or video

recordings Transcripts of

children’s language

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Electronic Portfolio

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DRDP Indicator Portfolio

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Collecting Documentation


2. Portfolios



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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

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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

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Collecting Documentation


2. Portfolios



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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

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Strategies for Efficient Observation

Plan observations so you can observe more than one child at a time

Observe for more than one Measure

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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)

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3 Steps to Using theDRDP Instruments




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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

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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.

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Determining the Highest Level of Mastery

Carefully read the Descriptors Consider which level is most consistent with

your observations and other documentation

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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

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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

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Indicate the level of MasteryIndicate the level of Mastery(in the Manual) (in the Manual)

Indicate the level of MasteryIndicate the level of Mastery(on the Rating Records) (on the Rating Records)

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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

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Notes about “Not Yet”

PS DRDP-R: • The “Not Yet” rating

option appears on all Measures

DRDP access: The “Not Yet” rating

option appears on 7 preschool-age Measures

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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)

Not YetNot Yet(in the Manual)(in the Manual)

Not YetNot Yet(on the Rating Records) (on the Rating Records)

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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”

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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

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EmergingEmerging(in the Manuals)(in the Manuals)

EmergingEmerging(on the Rating Record)(on the Rating Record)

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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

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Additional Observations

If you are unable to rate a Measure because you don’t have enough information,

you should make additional observations

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Unable to RateUnable to Rate(in the Manuals)(in the Manuals)

Unable to RateUnable to Rate(on the Rating Record)(on the Rating Record)

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Rating Practice 1: JosephRating Practice 1: Joseph

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Joseph

In the PS DRDP–R, read the entire Measure:

Measure 32: Concepts of Print

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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

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Rating Practice 2: CameronRating Practice 2: Cameron

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Cameron

In the DRDP access read the entire Measure:

Measure 18: Expresses Self through Language

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Using AdaptationsUsing Adaptations

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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

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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

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DRDP 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

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Augmentative or Alternate Communication Systems

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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

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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

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Alternative Mode for Written Language

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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

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Visual Support

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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

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Assistive Equipment or Device

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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

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Functional Positioning

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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

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Sensory Support

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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

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Alternative Response Mode

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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

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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

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Rating Practice 3: KalebRating Practice 3: Kaleb

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Kaleb

In the DRDP access, read the entire Measure:

Measure 40: Movement

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Rating Practice 4: MichelleRating Practice 4: Michelle

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Michelle

In the PS DRDP–R, read the entire Measure:

MOT 35 – Fine Motor Skills

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3 Steps to Using theDRDP Instruments




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To Finalize the Assessment…

Make sure that:

1. All information on the Information Page is completed

2. All Measures are rated on the Rating Record

3. The Rating Record/Information Page is sent to the designated data entry personnel

Information Information PagesPages

Information about the childInformation about the child

School School informationinformation

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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 yet1 = Exploring2 = Developing3 = Building4 = Integrating

Note: “Unable to Rate” does not have a numerical equivalent

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Building your Building your Capacity to Use the Capacity to Use the DRDP InstrumentsDRDP Instruments

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Use Recommended Practices

Become familiar with the instruments Always use naturalistic assessment

practices Collaborate with others And, remember…practice!

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Visit www.draccess.org

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

E-mail: [email protected] Phone: (707) 227-5963

mailto:[email protected]

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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

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Information about Reporting Data

Note: For information about reporting data, contact your SELPA or District Administrator

For additional information about reporting:

Email: [email protected].

Listserv: Register for the listserv at: www.draccess.org/reporting

Phone: (707) 477-3553

mailto:[email protected]

http://www.draccess.org/reporting

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Questions and Questions and (Hopefully) Answers(Hopefully) Answers

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

Note to Trainer:The following optional slidescan be placed in the slides

to indicate breaks

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Let’s take aLet’s take a15 minute15 minutebreak!!break!!

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Lunch!Lunch!

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