The DRDP Assessment System for Preschool-Age Children with IEPs

The Desired Results statewide accountability and progress assessment system includes four components:

1. The DRDP Assessment System of individual children’s developmental progress.
2. Support of families’ goals using parent surveys.
3. Assessment of children’s educational environments using the Early Childhood Environmental Rating Scale (ECERS).
4. Assessment of program quality using the Categorical Program Monitoring/Contract Monitoring Review (CPM/CMR) instrument.

All funded programs of the Child Development Division (CDD) of the California Department of Education (CDE) implement these four components. In fall, 2006, CDD implemented the first component, the assessment of children using the Desired Results Developmental Profile-Revised (DRDP-R). The DRDP-R is a set of observation-based assessment instruments for infants and toddlers, preschool children, and children in CDD-funded after-school programs. All children in preschool programs funded by CDD are assessed using the Preschool DRDP-Revised (PS DRDP-R). The Special Education Division (SED) of CDE implements only the first component: all preschool-age children in California who have Individualized Education Programs (IEPs) participate in the DRDP Assessment System.

Requirements of the Individuals with Disabilities Education Improvement Act

Implementing the DRDP Assessment System ensures that the CDE/SED, Special Education Local Plan Areas (SELPAs), and school districts comply with requirements of both the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) and the U.S. Department of Education’s Office of Special Education Programs (OSEP). One requirement is the inclusion of children with disabilities in any state or district-wide assessments. A second requirement for every state is reporting progress toward three child outcomes for preschool children with disabilities. To meet these requirements, preschool-age children with IEPs in programs funded by CDE/SED participate in the DRDP Assessment System. Preschool-age children (three, four and five year olds not enrolled in kindergarten) with IEPs are assessed using either the PS DRDP-R for Children with IEPs or the DRDP access.

Benefits Exceed Federal Requirements

Participation in the DRDP Assessment System accomplishes more than compliance with federal law. It improves monitoring and understanding of children’s progress and assists educators in tailoring interventions to the individual needs of children. The data contributes to program evaluation and continual quality improvement efforts. It supports decision-making at the child, program, and policy levels.

The ongoing priority for preschool special education’s participation in the Desired Results system is to build the capacity for statewide reporting of data. Additional tools are being developed to support programs’ use of the data to track children’s progress, report progress to families, inform instructional practices, and make data-driven decisions.

Overview of Requirements for Preschool Special Education

Eligible Children	All 3, 4, and 5 year old preschoolers who have IEPs, regardless of instructional setting or services received, must be assessed using either the PS DRDP-R for Children with IEPs or the DRDP access. Children must enter preschool: before November 1st to be included in the fall assessment, and before April 1st to be included in the spring assessment.
Assessment Points	Assessors should continually observe children and document their progress on the PS DRDP-R for Children with IEPs or the DRDP access. Based on those observations and documentation, children’s progress will be rated and reported on the PS DRDP-R or DRDP access two times a year, once in the fall and once in the spring. Please check with your local administrator for the dates DRDP data are due.
IEP Team Responsibilities	Individualized Education Program (IEP) teams are responsible for: determining whether the PS DRDP-R for Children with IEPs or the DRDP access will be used for each child, and documenting the adaptations that each child uses on a daily basis and will use for this assessment. Note: The instrument for which data is reported for the child’s first assessment must be used for all subsequent assessments.
Assessor Responsibilities	The person responsible for making sure the assessment is completed is the primary IEP service provider, which includes credentialed classroom special education teachers, speech/language pathologists, and other itinerant staff. The primary IEP service provider will be responsible for collecting documentation and reporting data twice a year for each child. When a child receives special education services and is enrolled in an early childhood program, all of the child’s service providers should collaborate in completing the assessment. DRDP results will be reported to both SED and CDD, according to the requirements of each Division. Special education administrators will determine the assessor in special circumstances, for example children served solely by California Children’s Services, Non-Public Schools, and Non-Public Agents.
Reporting Data	DRDP data will be reported to CDE through the Special Education Desired Results System (SEDRS) or an individual SELPA’s Management Information System (MIS).

Responsibilities in Implementing the DRDP Assessment System

IEP Teams

• Determine which instrument to use for each child
  Note: If the child is to be assessed before the next IEP Team meeting, the primary service provider determines which instrument to use. Until further notice from CDE, the instrument chosen for the child’s first assessment must be used for all subsequent assessments.)
• Document the adaptations that each child uses

Assessors

• Receive training on using the DRDP instruments
• Observe each child over time and collaborate with other programs, service providers, and family members to collect additional documentation
• Complete the instrument twice a year (fall and spring) for each child and record ratings on the Rating Record
• Complete the Rating Record and an Information Page
• Enter data (the assessor or a data clerk might do this) in either the SEDRS or MIS
• Maintain a copy of the Rating Record and Information Page

SELPAs

• Facilitate training for all appropriate staff
• Provide organizational local support for state training efforts
• Monitor Implementation – provide and secure technical assistance as needed
• Understand data collection and reporting requirements
• Ensure data collection, reporting, and certification

CDE's Special Education Division

• Document the positive results of programs
• Report progress on required child outcomes to the federal Office of Special Education Programs
• Plan statewide training and technical assistance activities

 

For More Information:

Contact the Desired Results access Project, (707) 277-5963, www.draccess.org, or info@draccess.org.

 

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Updated 08/14/08