Guidance for IEP Teams
Including Preschool Children with Disabilities in California’s Desired Results Developmental Profile Assessment System
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In the fall of 2006, the Child Development Division (CDD) of the California Department of Education (CDE) will implement statewide assessment of children in state-funded preschool programs using the Desired Results Developmental Profi le (DRDP) assessment system. Children in state-funded preschool programs will be assessed with the Preschool Desired Results Developmental Profi le- Revised (PS DRDP-R). The Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) requires the inclusion of children with disabilities in any state or district-wide assessments for accountability purposes (IDEA 2004: Sec 612(a)(16)(A)). Therefore, preschool children with disabilities will need to be included in the Desired Results Developmental Profi le assessments.
IDEA 2004 also specifi es that the IEP must include a statement of any adaptations that are necessary to measure the academic achievement and functional performance of children on the statewide assessment. In addition, if the child’s skills cannot be adequately measured by the statewide assessment, the IEP must specify the assessment that will be used (IDEA 2004: Sec 614(d)(1)(A)(i)(VI)(aa) and (bb)). The Desired Results Decision-Making Summary has been developed to assist in fulfi lling both of these IDEA requirements.
Desired Results Decision-Making Summary
The Desired Results Decision-Making Summary (see page 2) may be used to determine the recommendations for preschool statewide assessment to be documented in the IEP. Two decisions need to be made and documented on the IEP:
Adaptations: The adaptations necessary to measure the academic achievement and functional performance of a child on state and district-wide assessments must be specifi ed (IDEA 2004 Sec 614(d)(1)(A)(i)(VI)(aa)). Identifi ed adaptations should be in place for a child during everyday routines and activities and also during any observation or documentation that informs the Desired Results Developmental Profi le (DRDP) assessment. Descriptions of the adaptations that may be used with the DRDP assessments appear on page 3.
Instrument: The Preschool Desired Results Developmental Profi le-Revised (PS DRDP-R) is the general statewide assessment for preschool children in California. The PS DRDP-R may not adequately measure the skills of some children with disabilities (e.g., children who do not demonstrate mastery of items that are typically mastered by 3-year-old children). If the IEP team believes that the child will need a birth to kindergarten instrument rather than the PS DRDP-R, which begins at age 3, the Desired Results Developmental Profi le access (DRDP access) should be specifi ed for use. The worksheet on page 4 may be helpful as a guide in making this decision. Guidance for IEP Teams © 2007 California Department of Education, Special Education Division 1
Please Note: For the spring 2007 assessment period, IEP Teams do not need to convene especially for the purpose of specifying whether the PS DRDP-R or the DRDP access will be used to assess each child. If the child is to be assessed before the next IEP Team meeting, the primary IEP service provider will determine which instrument to use.
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Desired Results Decision-Making Summary
Child's Name:
Date:
Adaptation |
Yes | No | If yes, briefly describe |
|---|---|---|---|
Augmentative or alternative communication |
Alternative mode for written language |
||
Visual support |
|||
Assistive equipment or device |
|||
Functional positioning |
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Sensory support |
|||
Alternative response mode |
Note: See the descriptions of the adaptations on page 3.
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Adaptations Used with the PS DRDP-R and DRDP access
Augmentative or Alternative Communication System
Another system of communication may be used when the child cannot use spoken language. Examples include: sign language, picture cards, and electronic communication devices. It is important to use these systems as part of the observation and not just to elicit responses. Assessors should observe the child using language in a natural context rather than contriving an adult-directed situation. The child’s home language, if other than English, is also acceptable.
Alternate 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. Examples of this adaptation include: Braillewriter, keyboard, or computer.
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, and verbal description of events.
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, and switches. Functional Positioning Functional positioning is important so that the child has the stability needed to control his movements as much as possible. Positioning should enhance the child’s participation in typical routines and activities.
Sensory Support
Sensory support may be needed for some children to allow them to focus attention and learn in their typical environments. Sensory support may include: reducing background noise, adjusting tactile stimulation, and adjusting visual stimulation.
Alternative Response Mode
Some children demonstrate skills in a manner that looks different from their typical peers. For example, the child with autism may look out of the corner of his eye instead of establishing direct eye contact, or 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 be considered to demonstrate mastery of a skill.
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Worksheet for Selecting the Appropriate DRDP Instrument
The following worksheet shows two descriptions of skills for each of six measures from the Desired Results Developmental Profi le assessment system. For each measure, check the statement that best describes the child, with or without the use of adaptations. If neither statement applies, leave it blank and move to the next row.
Guidelines: If four or more statements are checked in the right-hand column, the PS DRDP-R is likely to be the developmentally appropriate instrument. Otherwise, the child should be observed using the DRDP access.
| Are the child's social skills | |
|---|---|
| More Like This <----- | -----> Or Like This |
| Needs adult to resolve conflict | Starts to use words and actions to resolve a conflict and if needed, seeks adult’s help |
| Needs adult’s direction and support to wait for turn or to give another child a turn | Follows rules and cues in turn-taking |
| Are the child's language and literacy skills | |
| More Like This <----- | -----> Or Like This |
| Interacts with adult using vocalizations, gestures, or facial expressions | Engages in short conversations |
| Shows understanding that a series of pictures represents a story | Knows some letters by sight and by name, or recognizes own name in print |
| Are the child's montor skills | |
| More Like This <----- | -----> Or Like This |
| Picks up or holds things with fi ngertip(s) and thumb | Can use both hands together to accomplish a simple task |
| Balances in standing with support | Balances well enough to carry an object while moving independently |
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Updated 08/15/07