DESIRED RESULTS DEVELOPMENTAL PROFILE - SCHOOL AGE DRDP-SA (2009)
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Transcript of 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
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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)
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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
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Manual (full version of the instruments)
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PS DRDP-RRating Record
DRDP accessRating Record
Rating Records
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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 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
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““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 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 thechild’s 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 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
1. Direct observations
2. Portfolios
3. Observations of others
4. Curriculum based tools
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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
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 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
1. Direct observations
2. Portfolios
3. Observations of others
4. Curriculum based tools
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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
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
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)
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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)
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Not YetNot Yet(in the Manual)(in the Manual)
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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)
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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)
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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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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 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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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: 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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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:
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
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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
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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
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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
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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!