Rollout Training Slideshow

Using the PS DRDP-R and the DRDP access for Children with IEPs

The Two Instruments

• PS DRDP-R for Children with IEPs = “The R”
• DRDP access = “The access”

Learning Goals

The Rollout Training will assist you to:

• Understand the Desired Results system
• Navigate the two instruments
• Conduct accurate observations and collect other information
• Rate the measures
• Understand the use of adaptations
• Finalize the assessment
• Know where to go for more information

Agenda

• Overview of the Desired Results System
• Four steps to using the instruments
  • Step 1: Get to know the instruments
  • Step 2: Collect documentation
  • Step 3: Rate the measures
  • Step 4: Finalize the assessment
• Using adaptations
• Where to go for more information

Materials

Primary Materials Used in this Session:

• For each of the two instruments:
  • Manual
  • Booklet
  • Rating Record/Information Page
• Rollout Training Handout

Other Useful Materials:

• Guide to Using the DRDP access and PS DRDP-R for Children with IEPs
• Guidance for IEP Teams
• Overview of DRDP Data Reporting
• Assessing Children with Disabilities who are English Learners

Manual (full version of the instruments)

 

 

Rating Booklets

Preschool DRDP-R for Children with IEPs Rating Booklet

DRDP access Rating Booklet

Rating Records

 

 

DRDP access Manual Table of Contents

 

 

PS DRDP-R for Children with IEPs Manual Table of Contents

 

 

Overview of the Desired Results System for Preschool Special Education

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
• 3, 4, and 5 year old preschoolers with IEPs

4 components of The Desired Results System for Child Development Programs

• The DRDP assessment system of individual children’s developmental progress.
• Support of families’ goals (using parent surveys).
• Assessment of children’s environments (using the Early Childhood Environment Rating Scale).
• Assessment of program quality (using the Coordinated Compliance Review Instrument – CCR).

Note: Special Education will only participate in the first component: the DRDP assessment.

California Department of Education
Desired Results System Assessment Instruments

• Child Development Division (CDD)
• Desired Results Developmental Profile - Revised
  (DRDP-R) for:
• Infant/toddler
• Preschool
• School-age
• Special Education Division (SED)
• Preschool Desired Results Developmental Profile – Revised for Children with IEPs (PS DRDP-R)
• Desired Results Developmental Profile access
  (DRDP access)

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

IDEA Requirements

• Children with disabilities must be included in any state or district-wide assessment
• Every state must report progress toward three child outcomes for preschool children with disabilities as part of its State Performance Plan

How will SED benefit?

SED will be able to use the data to:

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

How will programs and practitioners benefit?

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

How will families benefit?

• Families will better understand their children’s development and progress
• Information will help in setting IEP priorities
• Families will be provided a consistent assessment record over time

Preschool Special Education Requirements for DRDP Assessment System

Children Who Must be Assessed:

• All 3, 4, and 5 year old preschoolers with IEPs, regardless of instructional setting or services received

IEP Team Responsibilities:

• Determine which instrument to use for each child
• Document the adaptations that each child uses

Assessors’ Responsibilities:

• Collaborate with other programs, service providers, and families to complete and report data twice a year for each eligible child

Assessment Points:

• Fall (November-December)
• Spring (April-May)

Clarification on Children to be Assessed

3, 4, and 5 year old children must enter preschool:

• before November 1st to be included in the Fall assessment
• before April 1st to be included in the Spring assessment

For Spring 2007 only:

• 4 and 5 year olds who will attend kindergarten in Fall 2007 need not be assessed

Clarification on Assessors

Assessors are:

• Credentialed classroom special education providers
• Primary IEP case carriers, e.g. special education teacher, speech therapist, and other itinerant staff who serve as the primary service provider

IEP Team Responsibilities

• Determine which instrument to use for each child
• Document which of the seven DRDP adaptations each child typically uses and that will be in place for this assessment

The DRDP instrument selected for this assessment will be the one used for the child until he or she transitions to kindergarten.

Clarification on IEP Team Decisions

• 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 service provider will determine which instrument to use

Timeline for assessment and reporting

January, 2007	IEP Teams begin identifying instruments and adaptations for eligible children
February – April, 2007	Eligible children are assessed using either the PS DRDP-R for Children with IEPs or DRDP access
April – May, 2007	DRDP ratings are entered through the Special Education Desired Results System (SEDRS) or an individual SELPA’s Management Information System (MIS)
June, 2007	SELPA reports data to CDE and certifies the data is complete
October – December, 2007	Eligible children are assessed using either the PS DRDP-R for Children with IEPs or DRDP access
December – January, 2008	DRDP ratings are entered through the Special Education Desired Results System (SEDRS) or an individual SELPA’s Management Information System (MIS)
January, 2008	SELPA reports data to CDE and certifies the data is complete

General Responsibilities

IEP Team

• Determines which instrument to use for each child (one time only)
• Document the adaptations that each child uses

Assessor

• Observes each child over time and collaborates to collect additional documentation
• Rates the DRDP measures twice a year and records ratings on the Rating Record
• Submits Rating Record and an Information Page
• Maintains a copy of the Rating Record for records

SELPA

• 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

• Documents the positive results of programs
• Reports progress on required child outcomes to OSEP
• Plans statewide training and technical assistance activities

Each SELPA will:

Select one of the following data reporting systems:

• Special Education Desired Results System (SEDRS), or
• Local Management Information System (MIS)

Identify the personnel who will input data:

• Primary IEP service providers, and/or
• Data entry clerks

What data will be submitted?

Primary IEP service providers and/or data entry clerks will enter the information from the print version of the DRDP Information Page and Rating Record for all three, four, and five year old children who have IEPs

Step 1: Get to know the instruments

Four Steps to Using the Instruments

• Step 1: Get to know the instruments
• Step 2: Collect documentation
• Step 3: Rate the measures    
• Step 4: Finalize the assessment

Navigating the Rating Pages

PS DRDP-R

DRDP access

Desired Result

A condition of well-being for children and families, each defining a single overall outcome.

Indicator

A specific measurable developmental dimension within an overall Desired Result.

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)

Measure

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

Definition

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

Developmental Level

One point along the developmental progression defined for a particular Measure.

Developmental Levels in the R

All pages have the same number and names for the  Developmental Levels:

• Exploring
• Developing
• Building
• Integrating

Developmental Levels in the access

• The Developmental Levels are numbered, but the numbers have no significance to rating; they are only provided to make data entry easier and more accurate
• The number of levels on each measure vary from 5 to 9
• The DRDP access was developed from the Infant-Toddler and the Preschool DRDP-R assessments, thus contains more developmental levels

Descriptor

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

Example

One way, but not the only way, a child might demonstrate mastery at a particular Developmental Level, as defined by the Descriptor.

“Not Yet”

Indicates that the child has not yet mastered the behaviors described for the first developmental level.

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).

Unable to Rate

Used in the rare circumstance that you are unable to rate a child on a Measure.

Record Evidence

Documentation of a child’s skills, behaviors, and knowledge.

Note about “Record Evidence”

PS DRDP-R:	“Record Evidence” appears on all measures You may use the "Record evidence" section to write observations and other documentation to support your rating, but it is not required
DRDP access:	“Record Evidence” does not appear on any pages of the DRDP access

Step 2: Collect documentation

Four Steps to Using the Instruments

• Step 1: Get to know the instruments
• Step 2: Collect documentation
• Step 3: Rate the measures
• Step 4: Finalize the assessment

Naturalistic observational assessment takes place…

… in the child’s typical program or setting…

Naturalistic observational assessment takes place…

… as children interact with familiar people and environments…

Naturalistic observational assessment takes place…

… as children engage in typical daily routines and activities…

Naturalistic observational assessment takes place…

… over time.

Key Considerations when 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

Strategies for Naturalistic Observation

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

Sources of Documentation

• Direct observations
• Portfolios
• Observations of others
• Curriculum based measures

The DRDP instruments are naturalistic assessments, based on direct observations of children.

Documenting Your Observations

• Use documentation strategies that work for you
• You do not need to submit your documentation of observations as a part of the DRDP data reporting, but as you know, documentation is valuable for other parts of your work, e.g. progress monitoring, planning, communicating with families
• There are tips for documentation in the Guide to Using the Instruments

Portfolios

• anecdotal notes
• children’s work samples
• photos of children’s activities
• audio or video recordings
• transcripts of children’s language

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

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

Additional Assessments

• Observations of a child’s behavior that informed a recent curriculum-based measure might also inform a rating of measures on the DRDP
• Observations that led to scores on other curriculum-based measures can be used if:
  • the behavior occurred within the child’s typical daily routine, and 
  • was not the result of a contrived testing situation

Strategies for efficient observation

• Plan observations so you can observe more than one child at a time
• Observe for more than one measure

Step 3: Rate the measures

Four Steps to Using the Instruments

• Step 1: Get to know the instruments
• Step 2: Collect documentation
• Step 3: Rate the measures
• Step 4: Finalize the assessment

Process for Rating the Measures

1. Mark the highest level of mastery
2. 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. 

What is Mastery?

Behaviors are considered mastered if the child demonstrates them

• easily and confidently,
• consistently over time, and
• in different settings.

How to determine the highest level of mastery?

• Carefully read the Descriptors
• Consider which level is most consistent with your observations and other documentation

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

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

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

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

7 measures on DRDP access have the “not yet” option

• Measure 7: SOC 4 (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)

Using 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”

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

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

Additional Observations

If you are unable to rate a measure because you don’t have enough information,
you should make additional observations.

Using Adaptations

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.

Rationale for Adaptations

Adaptations have been developed so that the DRDP more accurately reflects the child's abilities rather than the impact of the child's disability.

More about Adaptations

• Adaptations need to be those that are 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

DRDP Adaptations

• Augmentative or Alternative Communication System
• Alternative Mode for Written Language
• Visual Support
• Assistive Equipment or Device
• Functional Positioning
• Sensory Support
• Alternative Response Mode

Augmentative or Alternative Communication Systems

Another system of communication may be used when the child cannot use spoken language, for example:

• Picture cards
• Electronic communication devices
• Sign language

Use of Augmentative or Alternative 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
• use child’s home language, if other than English, including sign language

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

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

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

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

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

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

Two last notes about Adaptations

• The adaptations used for the child must be recorded on the IEP
• The adaptations used will also be marked on the Information Page when submitting the DRDP results

Step 4: Finalize the assessment

Four Steps to Using the Instruments

• Step 1: Get to know the instruments
• Step 2: Collect documentation
• Step 3: Rate the measures
• Step 4: Finalize the assessment

Two Steps to Finalize the Assessment

Make sure that:

• All information on the Information Page is completed
• All Measures are rated

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 for Children with IEPs transfer the named developmental levels to these numbers:
  • 0 = Not yet
  • 1 = Exploring
  • 2 = Developing
  • 3 = Building
  • 4 = Integrating

Resources you need to know about

• DR access web site
• IEP Teams
• Reporting Data
• English Learners
• Developmental Sequences

All of these documents may be found at www.draccess.org

www.draccess.org

• This is the official site for information related to the Desired Results System for preschool special education.
• The site includes:
  • Policy and guidance documents
  • Announcements and updates
  • Training resources

IEP Team Responsibilities

Information can be found in the document, “Guidance for IEP Teams: Including Preschool Children with Disabilities in California’s Desired Results Assessment System”.

When will data be submitted?

Beginning in Spring 2007, data will be entered twice a year:

• during April and May in the spring
• during November and December in the fall

Training Resources for Data Reporting

• Online training modules for SEDRS are available at: www.draccess.org
• Training will occur at regularly scheduled SELPA meetings.
• CASEMIS training will be provided for SELPAs using their own MIS.
• Phone assistance is available through the Desired Results access Project.
• Technical support is available via email at: SEDRS@draccess.org

For more information on data reporting

Frequently Asked Questions (FAQ): http://draccess.org/faq.html

SEDRS listserv:

• Subscribers will receive emails when new material is posted on the web site, when questions relevant to all users are asked about SEDRS, and when deadlines are approaching.
• subscribe-information@lists.sedrs.org

Additional Resources

• English Learners
• Understanding the DRDP access Developmental Sequences

Build your Capacity to Use the DRDP Instruments

Strategies to Build your Capacity to Use the DRDP Instruments

• Become familiar with the instruments
• Become familiar with the guidance resources:
  • Guide to Using the PS DRDP-R for Children with IEPs and the DRDP access
  • Developmental sequences of the DRDP access
  • Assessing Children with Disabilities who are English Learners
• Always use naturalistic assessment practices
• Collaborate with others
• Practice!!
• Frequently visit the Desired Results access web site: www.draccess.org

 

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Updated 11/29/07