Using the

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

• Welcome!
• Using the
• PS DRDP-R(for Children with IEPs )
• and the
• DRDP access

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Todays Learning Facilitators

• Type the first trainers name, contact
  information, and other information here

• Type second trainers 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

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Parking Lot
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Understanding the Desired Results Assessment
System for Preschool Special 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 Californias 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
   childrens developmental progress
2. Support of families goals (using parent surveys)
3. Assessment of childrens environments (using the
   Early Childhood Environment Rating Scale)
4. Assessment of program quality (using the
   Coordinated Compliance Review Instrument CCR)

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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
  CDDs 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
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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 TeamsClarification 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 its determinationas 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 Reporting 2007 2008 Timelines for DRDP Data Collection and Reporting 2007 2008 Timelines for DRDP Data Collection and Reporting 2007 2008 Timelines for DRDP Data Collection and Reporting 2007 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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CDEs 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 childrens
  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 childrens 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 childrens
  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 DRDP Instruments
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Lets Organize the Materials

• PS DRDP-R
• 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
  Users Guide
• Extra Resources Packet

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Manual (full version of the instruments)
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Rating Records
PS DRDP-R Rating Record
DRDP accessRating Record
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DRDP access ManualTable of Contents
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PS DRDP-R Manual (for children with IEPs)Table
of Contents
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Navigating theRating Pages
DRDP access
PS DRDP-R
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Desired Result A condition of well-being for
children and families, each defining a single
overall outcome
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Indicator A specific measurable developmental
dimension within an 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 The developmental continuum along
which a childs observed behavior is assessed
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Definition Specifies the developmental
achievement (knowledge, skill) that is being
measured
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Developmental Level One point along the
developmental progression defined for a
particular Measure
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Developmental Levels in the R
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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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Descriptor Defines the behaviors that would be
observed if a child were at that Developmental
Level
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Example One way, but not the only way, a child
might demonstrate mastery at a particular
Developmental Level, as defined by the Descriptor
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Not Yet Indicates that the child has not yet
mastered the behaviors described for the first
Developmental Level
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Emerging The child has mastered a Developmental
Level and is also demonstrating behaviors
described for the next Level (although not yet
easily or consistently across settings)
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Unable to Rate Used in the rare circumstance that
you are unable to rate a child on a Measure
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Record Evidence Documentation of a childs
skills, behaviors, 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 toUsing theDRDPInstruments
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Three Steps to Using theDRDP Instruments

• Step 1 Collect documentation
• Step 2 Rate the Measures
• 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 thechilds typical programor setting

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Naturalistic observational assessment takes place

• as children interact with familiar people and
  environments

Place photo here
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Naturalistic observational assessment takes place

• as children engage in typical daily routines and
  activities

Place photo here
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Naturalistic observational assessment takes place

• 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 PointsDescription 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

1. Direct observations
2. Portfolios
3. Observations of others
4. Curriculum based tools

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Portfolios

• Anecdotal notes
• Childrens work samples
• Photos of childrens activities
• Audio or video recordings
• Transcripts of childrens language

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Electronic Portfolio
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DRDP Indicator Portfolio
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Collecting Documentation

1. Direct observations
2. Portfolios
3. Observations of others
4. Curriculum based tools

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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 childs 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

1. Direct observations
2. Portfolios
3. Observations of others
4. Curriculum based tools

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Additional Assessments

• Observations of a childs 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 childs 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

• Step 1 Collect documentation
• Step 2 Rate the Measures
• Step 3 Finalize the assessment

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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
• Its 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 childs 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
  childs developmental level may not be listed as
  Examples

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Indicate the level of Mastery (in the Manual)
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Indicate the level of Mastery (on the Rating
Records)
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Using the Not Yet Rating Option

• Most of the Measures on the DRDP access capture
  childrens 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)

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Not Yet (in the Manual)
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Not Yet (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 childs 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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Emerging (in the Manuals)
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Emerging (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
  dont have enough information,you should make
  additional observations

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Unable to Rate (in the Manuals)
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Unable to Rate (on the Rating Record)
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Rating Practice 1 Joseph
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Joseph

• In the PS DRDPR, 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 Cameron
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Cameron

• In the DRDP access read the entire Measure
• Measure 18 Expresses Self through Language

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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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Using 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 childs
  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 childs 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 Kaleb
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Kaleb

• In the DRDP access, read the entire Measure
• Measure 40 Movement

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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 4 Michelle
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Michelle

• In the PS DRDPR, read the entire Measure
• MOT 35 Fine Motor Skills

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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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3 Steps to Using theDRDP Instruments

• Step 1 Collect documentation
• Step 2 Rate the Measures
• Step 3 Finalize the assessment

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To Finalize the Assessment

• Make sure that
• All information on the Information Page is
  completed
• All Measures are rated on the Rating Record
• The Rating Record/Information Page is sent to the
  designated data entry personnel

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Information Pages
Information about the child
School information
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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 numbers0 Not
  yet1 Exploring2 Developing3 Building4
  Integrating
• Note Unable to Rate does not have a numerical
  equivalent

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Building your Capacity to Use the DRDP Instruments
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Use Recommended Practices

• Become familiar with the instruments
• Always use naturalistic assessment practices
• Collaborate with others
• And, rememberpractice!

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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 youll find all of the guidance
  documents, instruments, and more
• E-mail info_at_draccess.org
• Phone [phone]

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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 Californias 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 sedrs_at_draccess.org.
• Listserv Register for the listserv at
  www.draccess.org/reporting
• Phone [phone]

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Questions and (Hopefully) Answers
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Thank You!

• Please complete and turn in your evaluation form

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Note to Trainer The following optional
slides can be placed in the slides to indicate
breaks
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Lets take a15 minutebreak!!
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Lunch!