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User's Guide to the DRDP Instruments for Preschool Special Education

This Guide contains essential information on how to use the DRDP instruments to observe, assess, and report on the development of preschool children with Individualized Education Programs (IEPs).

Download the PDF or Read the Document Online

The User's Guide can be downloaded as an 39 page PDF (best for printing on single-sided pages or reading on the screen) and it can be read as a single web page below (best for screen-reader applications).

Print and Bind the Booklet

The User's Guide can be downloaded as a 40 page (20 sheet) PDF for printing double-sided and binding with a color cover (print cover on two sheets of cardstock) for the front and back of the booklet. Spiral binding can be done at a printshop.

User's Guide to the DRDP Instruments for Preschool Special Education
(Third Edition, Revised November 2009)

Table of Contents

Introduction

Overview of the Desired Results Assessment System
Eligible Children
The Instruments Used for Preschool Special Education
Responsible Assessors
IEP Team Responsibilities
Key Points to Keep in Mind

Navigating the DRDP Instruments
Components of the DRDP Instruments
Similarities and Differences between the PS DRDP-R and the DRDP access

Adaptations Used with the Instruments
The Seven Categories of Adaptations

Children with IEPs who are English Learners

Steps in Using the DRDP Instruments
Step 1: Collect Documentation
    Direct Observations
    Documentation Strategies
    Observations by Others
    Observations Made for Curriculum-Based Tools
Step 2: Rate the Measures
    Process for Rating Each Measure on the DRDP Instruments
Step 3: Finalize the Assessment

Reporting Data
Reports for Teachers from SEDRS

Strategies to Build Your Capacity to use the DRDP Instruments

Appendices
Appendix A: Policy Memo
Appendix B: Adaptations to Be Used in the DRDP Assessment
Appendix C: The Seven Categories of Adaptations
Appendix D: Example of a Developmental Status Report
Appendix E: Example of a Developmental Progress Report

Introduction

Welcome to the third edition of the User’s Guide to the DRDP Instruments for Preschool Special Education. This guide provides essential information on how to use the DRDP instruments to observe, assess, and report on the development of three, four, and five year old children with IEPs who receive preschool special education services. The User’s Guide is available on the Web at www.draccess.org.

The third edition of the User’s Guide includes several essential updates. In particular, it includes an important policy change that was announced by the California Department of Education’s Special Education Division on August 12, 2009. This policy change states that beginning September 1, 2009 all new preschool-age children with Individualized Education Programs (IEPs) will be assessed using only the Desired Results Developmental Profile (DRDP) access. You will also find updated information about adaptations and their use in the Desired Results Assessment System and links to additional tools and resources.

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Overview of the Desired Results Assessment System

The Desired Results System is an initiative of the California Department of Education (CDE) developed to determine the effectiveness of its child development and early childhood special education services and programs. The system assures that children who are enrolled in state-funded preschool programs benefit from those programs.

The Desired Results System includes four components:

1. Assessment of individual children’s developmental progress using the Desired Results Developmental Profile (DRDP) instruments.
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 programs funded by the Child Development Division (CDD) of CDE implement these four components. The Special Education Division (SED) implements only the first component, the Desired Results Assessment System, to meet both statewide assessment and required federal reporting for preschool special education. All preschool-age children in California who have Individualized Education Programs (IEPs) participate in the Desired Results Assessment System.

California is one of very few states in the nation that has developed its own assessment system designed specifically for measuring child progress toward desired outcomes and uses the data to meet federal reporting requirements.

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Eligible Children

Every three, four, and five year old child with an Individualized Education Program (IEP) who receives preschool services (regardless of setting or level of service) must be assessed two times a year using the DRDP instruments. The assessments are completed in the fall and spring. An 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

For more information about assessment windows and reporting dates, please refer to the “Reporting Data” section of this guide or www.draccess.org.

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The Instruments Used for Preschool Special Education

Central to the Desired Results System are the DRDP assessment instruments that measure children’s progress. The DRDP instruments are observational assessments used to document children’s developmental status and progress. The instruments are designed to guide program staff in observing and documenting child progress for the purpose of program improvement. The DRDP instruments are authentic assessment tools based on recommended practices for naturalistic observation of young children by familiar adults as they participate in activities and routines in familiar environments.

The DRDP was designed for three age groups: infants and toddlers, preschoolers, and children in CDD-funded after-school programs. The DRDP access is a combination of the infant/toddler and preschool versions of the DRDP instruments resulting in a birth-to-five instrument for use in preschool special education. The DRDP access more adequately measures the progress of children with IEPs who may not yet be functioning at a three-year old developmental level when they enter preschool.

The current instrument used in CDD-funded programs, known as the DRDP-Revised (DRDP-R), is now under revision. This new version will be phased in by CDD programs beginning with information sessions in the fall of 2009, and implemented by child development programs in 2010. All of the DRDP instruments are based on the four Desired Results that California has identified for all young children who participate in state-funded early care and education services and their families. A Desired Result is a condition of well-being for children and families, each defining a single overall outcome. The Desired Results that have been identified for young children in California are:

• DR1: Children are personally and socially competent
• DR2: Children are effective learners
• DR3: Children show physical and motor competence
• DR4: Children are safe and healthy

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Responsible Assessors

The primary IEP service provider is responsible for making sure the DRDP assessment is completed. This includes credentialed classroom special education teachers, speech therapists, and other itinerant and related service staff. The primary service provider is 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 participate in completing the assessment collaboratively. DRDP results will be reported to both SED and CDD according to the requirements of each Division.

In special circumstances, e.g. children served solely by California Children’s Services, Non-Public Schools, and Non-Public Agents, special education administrators will determine the assessor.

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IEP Team Responsibilities

IEP teams are responsible for documenting the DRDP instrument used with the child, and the adaptations that will be used during the child’s typical day, and, therefore, for the DRDP assessment. The adaptations used for the child must be recorded on the IEP and must also be marked on the Information Page when submitting the DRDP results. The IEP team should revisit the adaptations annually to consider if any changes need to be made in the adaptations identified for a child. For full descriptions and additional information, refer to the adaptations section of this Guide. The worksheet, “Adaptations to be Used in the DRDP Assessment,” may assist IEP teams in listing the adaptations that will be used by an individual child for the DRDP assessment (please see Appendix B). Additionally, the document, Guidance for IEP Teams: Including Preschool Children with Disabilities in California’s Desired Results Assessment System (Revised December 2009), available at www.draccess.org, provides more specific guidelines for IEP teams, families, and other service providers.

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Key Points to Keep in Mind

• The purpose of the Desired Results Assessment System is to gather information on child progress for the purpose of program improvement, to provide teachers with information that will be useful for teaching individual children, and to meet federal reporting requirements. All three, four, and five-year-old children (who are not enrolled in kindergarten) with IEPs, regardless of instructional setting or services received, must be assessed.
• Special education service providers report DRDP child progress data two times a year, once in the fall and once in the spring. The Desired Results Assessment System is comprised of the Desired Results Developmental Profiles, which are observation-based instruments designed to measure children’s progress. The DRDP access is a version of the DRDP-R that covers a developmental range from birth to five years of age.
• Beginning September 1, 2009, preschool-age children with new IEPs will be assessed with the DRDP access. Children with IEPs who were assessed with the PS DRDP-R prior to September 1, 2009 will continue to be assessed with the PS DRDP-R until they exit from preschool special education.
• The Desired Results Assessment System has been designed for ALL of California’s children. Children with disabilities and children without disabilities have the same Desired Results and participate in the same assessment system.
• Information on individual child progress is available to teachers and families so that the assessment information can be used to inform program planning.
• Adaptations have been developed so that the assessments will measure children’s abilities rather than disabilities. Adaptations may be used with both the PS DRDP-R and the DRDP access.

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Navigating the DRDP Instruments

In this section you will become familiar with the content of the PS DRDP-R and the DRDP access. You can download these manuals and Rating Records at no cost at www.draccess.org. The Rating Record also is included in the PS DRDP-R and DRDP access manuals.

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Components of the DRDP Instruments

Although the PS DRDP-R and the DRDP access have somewhat different page layouts, they are made up of the same basic components. These components are:

These components are described below. Sample pages from the PS DRDP-R and the DRDP access are shown in Figures 1 and 2.

Figure 1: Preschool DRDP-R for Children with IEPs Navigational Map

Figure 2: DRDP access Navigational Map

You will notice four other components of the Measure pages and Rating Record (Rating Records appear at the front of each manual) that will help you rate the Measures: Not Yet, Emerging, Unable to Rate, and Record Evidence.

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Similarities and Differences between the PS DRDP-R and the DRDP access

Many assessors who are experienced in using the PS DRDP-R would like to increase their knowledge of the DRDP access, either to complete the instrument in their role as a primary service provider for children entering preschool special education after September 1, 2009; or to collaborate with the special educator in their role as an early childhood educator. Table 1 below describes key similarities and differences between the two instruments.

Table 1: Similarities and Differences between the PS DRDP-R and the DRDP access

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Adaptations Used with the Instruments

Adaptations are changes in the environment or differences in observed behavior that allow children with IEPs to be accurately assessed in their typical environments. The adaptations identified for the DRDP instruments have been developed so that the assessment will more accurately measure a child’s abilities rather than the impact of a child’s disability.

The DRDP instruments are rated by considering a sequence of development and then determining the highest level at which the child demonstrates mastery. Sometimes the presence of a disability prevents children from demonstrating particular skills that they have mastered. Adaptations enable assessors to identify children’s mastery more accurately, rather than rating Measures at lower levels because of the presence of a disability.

Adaptations are appropriate to use in all educational settings. Adaptations that are used throughout the typical day enable children to have more control in interacting with their environment. If adaptations are in place for the child during the normal course of the day, then they should also be in place during observations for the DRDP assessment. Ensuring that appropriate adaptations are in place will allow observers to obtain the most valid measure of a child’s skills. However, new adaptations should not be introduced solely for the purpose of conducting an assessment. Adaptations may be used for both the DRDP access and the PS DRDP-R.

It is important to note that procedures such as providing verbal or gestural prompts, providing a model of the desired behavior, or using a partial or full physical prompt are not adaptations. These are considered to be instructional strategies that should be faded out as the child gains the skill. As you will recall from the earlier discussion of IEP Teams, the IEP team is responsible for identifying appropriate adaptations for the child in the program setting. Adaptations must be recorded in the IEP so that they will also be in place when children are observed for the assessment. Seven broad categories of adaptations have been identified for children with IEPs and the DRDP instruments. These categories should not be tied to any specific disability. Rather, an individual child’s needs should be considered and the appropriate adaptations put in place. These seven categories can be used for documenting adaptations for both the IEP and the DRDP Information Page.

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The Seven Categories of Adaptations

1. Augmentative and Alternative Communication

Augmentative or alternative communication systems are methods of communication other than speech that allow a child who is unable to use spoken language to communicate with others. Examples include sign language, picture cards, and electronic communication devices. Assessors should use these systems as part of the observation of a child using language in a natural context. Assessors should not just elicit responses or contrive adult-directed situations.

If American Sign Language is the child’s primary language, it is designated as the home language, and not an adaptation. If sign language is used as a bridge to learning verbal language, then it is considered to be an adaptation.

2. Alternative Mode for Written Language

Alternative modes for written language are methods of producing written language used by a child who cannot see well enough or cannot hold and manipulate a writing utensil well enough to produce written symbols. If a child cannot see or cannot hold a pencil or marker, this adaptation may be used to assist in reading or writing, or emergent reading or writing. Examples of this adaptation include using a Braillewriter, keyboard, or computer.

Naturally, preschool-age children are not proficient at reading and writing. This adaptation allows for children to explore reading and writing and develop their skills in a developmentally appropriate manner as defined in the Measures of the DRDP Literacy Indicator.

3. Visual Support

Visual supports include adjustments to the environment that facilitate a child’s ability to see. 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

4. Assistive Equipment or Device

Assistive equipment or devices are tools that make it possible or easier for a child to perform a task. Do not introduce any new device or equipment for observations: teachers and assessors need to be familiar enough with the device to understand its features, how it is set up, how it is used efficiently without interfering with instructional time, and how to conduct basic troubleshooting. The child should also be able to use the device well. 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

5. Functional Positioning

Functional positioning enables postural support that allows a child to have increased control of his body. Proper positioning can enhance a child’s access and participation in daily routines and activities and should be available across all settings. It is important that positioning devices are available to the child across settings so that the child may access these daily routines and activities and so they may be observed in a variety of activities. Examples include:

• Standers
• Cube chairs
• Tricycles with seat belts and built-up pedal

6. Sensory Support

Sensory support includes either increasing or decreasing sensory input to facilitate a child’s attention and interactions in the environment. Some children may need increased sensory input and others may need decreased input. Some children require different types of sensory support in different activities. Sensory support may include:

• Reducing background noise
• Adjusting tactile stimulation
• Adjusting visual stimulation

7. Alternative Response Mode

Using alternative response modes means recognizing that a child might demonstrate mastery of a skill in a unique way that may differ from the child’s typically developing peers. For this adaptation, the environment is not modified as in the other adaptations. Rather, we look to the child’s unique yet consistent responses that may indicate the presence of a skill. Some children demonstrate skills in a manner that look 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.

Appendix C provides brief summaries of the seven categories of adaptations described above.

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Children with IEPs who are English Learners

For children who are English Learners, you will need to determine how to observe and document each child’s communication in his or her home language and in English. The Measures on the DRDP instruments can be rated based on the child’s use of more than one language and more than one language mode. Any means of consistent communication should be considered in rating the Measures, including gestures, eye gaze, and the use of any spoken or written languages or combination of languages.

Assessors may need to include someone in the assessment process who speaks the child’s home language so that the child can be appropriately credited for what he says and knows even if he does not say it or understand it in English. There are several possibilities for recruiting someone for the assessment who speaks the child’s home language:

• The special education/early education team may include an interpreter who is skilled in second language acquisition or someone who can speak and understand the child’s home language.
• Anyone in the program who speaks the child’s home language (para-professional, related service staff, volunteer, etc.) may be involved in observing the child and may be asked to assist in making rating decisions based on his/her experience with the child.
• The family may be asked to participate in a meeting to discuss Measures on the PS DRDP-R or the DRDP access that the team is not able to rate. An interpreter should be available for this meeting with the family; someone with training as an interpreter is preferred.
• An interpreter may be asked to spend some time observing or interacting with the child to provide information that still might be missing after meeting with the family.

For more information, refer to the document Assessing Children with Disabilities who are English Learners: Guidance for the DRDP access and the PS DRDP-R for Children with IEPs at www.draccess.org.

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Steps in Using the DRDP Instruments

This section describes the three steps for using and completing the instruments:

• Step 1: Collect Documentation
• Step 2: Rate the Measures
• Step 3: Finalize the Assessment

Step 1: Collect Documentation

Assessors gather and document information in order to inform ratings on the DRDP instruments. There are four primary sources of information that can be used to rate a Measure:

• Direct observations
• Portfolios
• Observations of Others
• Observations Made for Curriculum-based Tools

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Direct Observations

Observation is the foundation of the PS DRDP-R and the DRDP access. The DRDP instruments are considered authentic assessments. Authentic assessment is a recommended practice for early childhood assessment that includes ongoing documentation of information about the child’s progress based on naturalistic observations of the child throughout his or her day. Naturalistic observations occur:

• in the child’s typical program or settings such as preschool classrooms, home or childcare;
• as the child interacts in familiar environments and routines with people they know;
• as the child engages in typical activities and routines that provide a meaningful context in which the child can best demonstrate his or her skills; and
• over a period of time.

Table 2 describes strategies to help you implement naturalistic observation.

The DRDP ratings are based on determining a child’s level of mastery, which by definition is consistent behavior over time. A single observation may not provide a true picture of the child’s development. If a child is tired, under stress, or not feeling well during one particular observation, the results may not accurately reflect the child’s best, most consistent skills. You will find additional information about naturalistic assessment by viewing the short video, “What is Authentic Assessment” at www.draccess.org.

Good observation skills include remaining objective and being specific, direct, and complete in documenting observations. The DRDP ratings are based on descriptive observations and not on the interpretation of the assessor. However, an assessor’s interpretation of an observation may lead to more specific questions or help to identify additional documentation that may be needed.

Table 2: Strategies to help you implement naturalistic observation

Considerations When Observing Children

• Use materials or toys that a child can easily see, grasp, and manipulate.
• Conduct observations in a familiar environment, by a familiar adult and with toys or materials that are familiar to and preferred by the child.
• Ensure that Hearing aid or cochlear implants are functioning properly.
• Ensure that glasses or contacts are worn, if needed.
• Allow children adequate time to complete any task they are engaged in, even if they require more time than their peers to complete a task.

Strategies for Effective Observation

It is possible, and even advisable, to observe for more than one Measure or observe more than one child at a time. As you review the Measures of the DRDP instruments, consider specific routines or activities during the day where you would be able to observe more than one Measure or more than one child. You might want to create a schedule for particular days that identifies which Measures and which children you will focus on during specific activities.

It is important to schedule observations and ratings so that six months elapses between each child’s assessment. Initial data from the DRDP assessments indicate that six months is necessary to accurately reflect progress in three, four, and five year old children with IEPs. Establish your observation, documentation, and rating plan so that the children who may be assessed at the end of the fall assessment period are not assessed at the beginning of the spring assessment period.

If a child participates in a highly structured educational environment, you may need to plan to observe during less structured activities or to seek input from those who care for the child during unstructured times. You may wish to note the settings of observations in your documentation and the degree of adult assistance provided to the child.

Remember that observation is ongoing throughout the school year, and the DRDP assessment windows provide a period of time to make sure you have documentation for each of the Measures in time to submit the results to your SELPA.

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Documentation Strategies

A variety of methods are available for recording information gathered through naturalistic observations, including anecdotal records, brief notes, tallies, logs, checklists, rating scales, portfolios, photographs, audio-recordings, and videos.

• Choose a method that lends itself to your program’s environment, structure, and routines.
• Materials such as sticky notes, clipboards, and pre-printed labels with children’s names can be useful for recording observations.
• Document children’s behaviors throughout the day and record your observations as soon as possible. Details may be important and can be easily forgotten.
• Date each piece of evidence so you know how recent it is.
• As you observe and document children’s behavior, consider how your observations provide evidence for rating one or more of the DRDP Measures.
• Collect documentation over time and during the course of children’s typical routines. Documentation over time strengthens the validity of ratings.
• Organize the documentation that you collect. Keep in mind that information from curriculum-based assessments or teacher-made tools such as journals and checklists might also be useful.
• Collect samples of children’s work or photographs that might correspond specific Measures.
• Keep assessment information confidential. Store the DRDP instrument, including notes, in a secure location to ensure confidentiality for each child.

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Portfolios

Many assessors use a form of portfolio to organize documentation. Portfolios may contain anecdotal notes, children’s work samples, photos of children’s activities, audio or video recordings, and transcripts of the child’s language. Choose a portfolio method that works for you and your program.

Electronic Portfolio
If you enter your notes into a computer, you can produce an electronic portfolio to summarize your evidence. Some teachers add photos, such as in this example. Please check with your local administrator for procedures regarding consent for photography and video.

DRDP Indicator Portfolio
A simple method of creating a portfolio is to organize your notes by DRDP Indicators. The notes can be sorted into Measures, and attached to a page labeled with the DRDP Indicator. Each child assessed has his or her own page in this notebook. The children’s names can be arranged in the sticky notes across the bottom of the pages.

Rating Booklet Portfolio
You may use the Rating Booklet as a ready-made portfolio. It includes all of the Measures, but with no examples, and can be used for compiling notes for each child. The Rating Booklets for the PS DRDP-R and the DRDP access can be found at www.draccess.org.

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Observations by Others

Although direct observation of a child is the primary method used to inform ratings, other sources of evidence should be used to supplement observations. Multi-source (e.g., teachers, parents, other caregivers) and multi-method (e.g., observations, documents, parent report) approaches are helpful in obtaining accurate assessments of a child’s level of mastery. The primary special education assessor should take the lead in gathering the information that will inform the assessment and should document the sources and methods that were used.

A central goal of the DRDP is to obtain measures of the child’s developmental progress based on typical day-to-day behaviors. Therefore, it may be very helpful to seek input from individuals who have ongoing contact with the child and know the child well in order to obtain the most complete and accurate picture of the child’s skills and abilities.

Collaborating with others in the assessment process is especially important in situations where the special educator has limited contact with the child. For example, the child may attend a general education early childhood program and receive only specific special education services, such as speech therapy. Parent descriptions of child behavior in the home or in community settings will help assessors make more accurate ratings and can add to the assessor’s information about the child’s behaviors across settings, particularly for those skills the child may not demonstrate routinely in the educational setting. For example, a teacher or therapist may not regularly observe the child’s dressing skills.

Special education service providers will need to work hand-in-hand with general education teachers and childcare providers to complete the observations and DRDP ratings. How this collaboration will take place – who will be involved and what roles each individual will play – will vary, depending on the situation.

Collaboration Strategies

Since the primary IEP service provider is responsible for completing the assessment, he or she should take the lead in partnering with others in this process. How this collaboration occurs will depend on each situation. The following steps can enhance collaboration:

• Determine whom you should collaborate with to complete the assessment.
• Make an initial plan detailing areas you will observe directly and those areas in which others may have a more thorough knowledge of the child. For example, a speech-language pathologist might inform the Language Indicator, families might be a good source of information for Safety and Health, a physical or occupational therapist might inform the Motor Indicator, and general education teachers might be a good source of information for Literacy or Math Indicators.
• Contact the individuals you will collaborate with to discuss the mutual goal of completing the assessment and to develop a plan for working together.
• Develop a timeline that is acceptable to all partners, including identifying deadlines and strategies to meet timelines.

The Role of Families

Inviting parents to share observations of their children’s development and behavior is considered recommended practice for the Desired Results Assessment System. Parents’ observations provide useful data for informing both assessment and intervention decisions. When combined with practitioners’ observations, the perspectives of parents help assessors converge on a more complete picture of children across settings. Research findings suggest that parents’ observations are reliable and valid and should be considered an essential component of a comprehensive assessment process. For more information about the insights from research on parent observation, please refer to the document, The Role of Family Observations in the Desired Results Developmental Profile System at www.draccess.org.

Assessors may find it useful to invite family members (and other caregivers) to share their observations. This is especially important when the assessor has limited contact with the child. If the child attends a general education early childhood program and receives only Related Services, such as speech therapy, then the primary IEP service provider might find it very useful to ask both the family and the general education teacher for their observations.

Asking parents to share their observations is also particularly useful for those skills the child might not demonstrate routinely in the educational setting. For example, a teacher or therapist might not regularly observe some of the child’s self-care skills. Parents have repeated opportunities to observe their child over time and across settings as they interact with toys, other children, and adults. As a result, parents’ descriptions of their child’s behavior in the home or in community settings will help assessors make more accurate ratings and can add to the assessor’s information about the child’s behavior across settings. Gathering parental perspectives about child development and behavior provides important and ecologically valid data, which is useful for making informed assessment and intervention decisions.

When perspectives vary from the practitioner’s observations, consider the following:

• Make sure that families understand the meaning of the DRDP items. Professionals understand expected sequences of child development and are trained about how items on the DRDP reflect these sequences. Parents might not understand fully the meaning of DRDP items without explanations or examples. It may be useful to provide families with examples of the kinds of behaviors to look for or the routines and activities that might provide a context for an item. For example, rather than ask a parent to describe a child’s grasping pattern, you might inquire about how a child picks up small pieces of cereal during mealtime.
• It may be reasonable for observations of parents and practitioners to differ, given the child’s range of behaviors for the item being rated. For example, parents might have many more opportunities to observe a child’s dressing skills than a practitioner.
• Child behavior may differ across activities and routines that occur in a classroom setting versus home or community settings. We know that children’s behavior is context-dependent. It is important to understand how variations in activities and routines that occur in classrooms versus those that occur in home and community settings might influence child behavior and DRDP observations. For example, children’s interactions with familiar adults might vary across school and community settings.

Remember, not all perspectives about children’s behavior based on parent or professional observations need to be congruent. Rather, aim for convergence or the pooling of perspectives from those who know the child best and have repeated opportunities to observe behavior across settings and time.

For information to assist families in understanding the Desired Results Assessment System (available in multiple languages), visit the “For Families” page at www.draccess.org. You can download the document, An Introduction to the Desired Results for Families of Preschoolers with IEPs as well as other resources for families.

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Observations Made for Curriculum-Based Tools

A child’s performance on curriculum-based measures might also help inform ratings or validate observations. The same observations of a child’s behavior that informed a recent curriculum-based measure could also be used to inform a rating on the DRDP. It is important to note that the scores on such measures cannot be imported directly into the DRDP. Rather, the child’s behaviors that led to those scores could be used to validate a DRDP rating, if the behavior occurred within the child’s daily routine and was not the result of a contrived testing situation. The curriculum-based measure may indicate the presence of a skill in a different setting or at a different point in time, thus contributing to the evidence of mastery.

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Step 2: Rate the Measures

Rating the Measures of the DRDP instruments means determining the child’s level of mastery for each Measure based on ongoing documentation about the child’s behaviors and skills. There are three steps to rate the Measures:

1. Determine the child’s level of mastery based on your observations and other documentation of the child’s skills. Carefully read the Descriptors and decide the highest level of mastery that is most consistent with your observations and other documentation.
2. Mark the highest level of mastery on the Rating Record based on the Descriptors. If the child has not yet mastered the first Developmental Level, mark “Not Yet.”
3. Consider if the child is emerging to the next level.

You will need the following items in order to rate the Measures:

PS DRDP-R or DRDP access

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Process for Rating Each Measure on the DRDP Instruments

Determine the highest level of mastery

Mastery indicates that the child typically demonstrates the behaviors indicated by a descriptor. The acronym CDE may help you remember these three criteria for mastery. Behaviors are considered to be mastered if the child demonstrates them:

• Consistently over time
• In Different settings
• Easily and confidently

Keeping these three criteria in mind, identifying the child’s highest level of mastery should be straightforward:

• The Descriptors describe the behaviors that would be observed it the child were at that level of mastery.
• The examples provide illustrations of each Descriptor.

As you review the Descriptors and the Examples to determine mastery, carefully consider what you know about the child. As you reflect on the observations and other documentation that you’ve gathered, choose the Descriptor that best depicts the child’s highest level of mastery.

Many of the behaviors that you observe may not be included as examples. A child does not need to demonstrate any or all of the skills listed in the Examples. Keep in mind that you are rating the Measure based on the Descriptors and the Examples provide you with only a few illustrations of skills for each Descriptor.

Occasionally, mastery might not seem perfectly clear. A child may behave at a higher or lower level, but in general the child mainly demonstrates behaviors representative of one level. Sometimes, a child might seem to exhibit inconsistent behavior across the observation period. If you observe skills that seem to be across two or more levels, or if a child demonstrates inconsistent behavior, choose the level that the child demonstrates most typically and solidly. You may also select from two additional rating options when determining mastery. You may assess that the child is not yet at the earliest level of development or you may determine that you cannot rate the Measure.

Not Yet

“Not Yet” allows you to indicate that the child is not yet demonstrating skills at the earliest developmental level. The “Not yet” appears on all Measures of the PS DRDP-R and on only seven Measures of the DRDP access. Most of the Measures on the DRDP access capture children’s development beginning at birth or in early infancy. However, because of the nature of what is being observed, some Measures describe behaviors that begin later in development. These Measures 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. Similarly, for the PS DRDP-R, if the child has not yet mastered the Exploring Level, “Not Yet” should be indicated. This will be recorded as a “0” on the Rating Record.

Below are the seven Measures on the DRDP access that have the “Not Yet” option are:

• 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)

Unable to Rate

In the rare instance that you are truly unable to rate a Measure, check the Unable to Rate box on the Rating Record in the column labeled UR and, in the column to the right, circle either “absence” or “other” as the reason why. For example, when the child’s attendance is so inconsistent that the assessor cannot determine the rating for a Measure, select Unable to Rate and circle “Absence.”

The instrument developers knew there would be rare instances for this rating. For example, a child who has a broken leg may temporarily not be able to demonstrate certain motor skills. You would then select Unable to Rate and circle “Other.”

Please make sure that necessary adaptations are in place before using the “Unable to Rate” option. Changes to the environment or changes in the manner in which a child demonstrates a skill may allow a rating on the DRDP. On both instruments, if you are unable to rate a Measure, make every effort to conduct additional observations and/or collect additional documentation.

Note: You can practice rating the Measures of the PS DRDP-R and the DRDP access by completing the online modules at www.draccess.org.

Record the level of Mastery on the Rating Record

On the Preschool DRDP-R:

Each Measure always has four Descriptors. These Descriptors are labeled by words, not numbers, so you’ll need to use the numbers that correspond to the words. These numbers are:

• 0 = Not Yet
• 1 = Exploring
• 2 = Developing
• 3 = Building
• 4 = Integrating
• UR does not have a numerical value

On the DRDP access:

Each Measure has between five to nine Descriptors. Each Descriptor has a corresponding number to the left of it: record this number. These numbers have no significance to the rating – they are only provided to make it easier to record the ratings. Record the number next to the Descriptor on the Rating Record.

For both instruments:

The Developmental Levels associated with each Measure’s developmental sequence apply within that Measure but not across Measures. As a result, on the DRDP access, a level 4 (for example) on one Measure is not necessarily developmentally equivalent to a level 4 on any other Measure. On the PS DRDP-R, “Exploring” on one Measure is not equivalent to “Exploring” on any other Measure.

Consider if the child is emerging to the next level

If your observations indicate that 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), the child may be Emerging to the next level. Note that if the child is rated at the highest Developmental Level, the child cannot be rated as Emerging.

You must mark the level of mastery before indicating that the child is emerging to the next level. It is recommended that you document evidence of emerging behaviors. “Emerging” may not be selected for Measures that are rated “Not Yet.”

Note: Indicating that the child is emerging to the next level within a measure does not affect the rating.

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Step 3: Finalize the Assessment

There are three steps to finalizing the assessment:

1. Complete the Information page.
2. Make sure all the Measures are rated.
3. Send the Rating Record/Information Page to the designated data entry personnel by the locally-determined deadline.

Complete the Information Page

The Information Page identifies information about the child and school, including the child’s name, student identification number (issued by districts for reporting to CASEMIS), statewide student identifier (contact your district administrator to obtain this number), birth date, gender, home language, language spoken to the child in the service setting, ethnicity, disability, and DRDP adaptations.

The Information Page also collects information about the assessor and program: title and name of special education case carrier (i.e., primary service provider responsible for the IEP), general education/preschool teacher, district of residence, district of service and date the DRDP assessment was completed. Be sure to fill out the Information Page accurately and completely including any adaptation(s) that the child uses.

Make Sure All the Measures are Rated

Make sure you have determined a rating for all of the Measures. Because you will eventually need to mark your ratings on the one-page Rating Record, consider using the Manual for reference as you determine your ratings, but indicate your ratings directly on the Rating Record. Remember to transfer the named developmental levels on the PS DRDP-R to numbers on the PS DRDP-R Rating Record.

Send in the Rating Record/Information Page

Assessors may contact their administrators to determine:

• Who should enter the data (teachers or data entry clerks)
• The local deadline to submit data and to whom
• How to request reports on individual children, once data is submitted

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Reporting Data

Assessment data is reported either directly into the Special Education Desired Results System (SEDRS) or into a SELPA’s Local Management Information System (MIS). SEDRS is an online, secured database through which special education service providers report their DRDP assessment data.

Your SELPA or District Administrator will determine how you should submit the Information Page and Rating Record. You may be asked to submit your DRDP results in one of two ways:

• Enter the fields from the Information Page and Rating Record into a web-based data entry system such as the Special Education Desired Results System (SEDRS) or a local web-based system such as SEIS.
• Send a paper copy of your Information Page and Rating Record to your District or SELPA office where a data entry clerk will enter the information.

Note: Whichever way you are instructed to report, keep paper copies of the Information Page and Rating Record in the child’s file.

SEDRS also creates scale scores and summarizes data for individual children following each assessment period (fall and spring). At any time during the year:

• Teachers who enter data and data entry clerks will be able to print SEDRS reports. Teachers who do not enter data may request SEDRS reports from their administrators.
• Administrators will be able to download data from the previous data collection period.

The time periods for observation/documentation and submission of data are provided in Table 3. These time frames are general – consult your program administrator for specific dates. Assessors need to submit their data to SELPAs in a timely way so that SELPAs will have sufficient time for data entry, accuracy checks, and certification. Please contact your local SELPA office for the specific dates that your data are due.

Table 3: Timelines for DRDP Data Collection and Reporting

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Reports for Teachers from SEDRS

SEDRS offers a variety of features and reports for teachers, data entry clerks, district administrators, and SELPA directors, including a Developmental Status Report and a Developmental Progress Report for each child. If teachers enter the DRDP data, the reports are immediately available to them. If data entry personnel enter DRDP data, then teachers may contact their local administrator to receive the reports from the data personnel.

Developmental Status Reports

Developmental Status Reports summarize the developmental status of a child relative to typically developing peers. SEDRS generates a PDF file that presents scale scores by DRDP Indicator and a graph of the child’s developmental status relative to age-matched peers.

Developmental Status Reports are available following each assessment period. Upon entering a child’s Rating Record, a child’s Developmental Status Report becomes available to an individual teacher or data entry clerk.

Special education service providers may note where scores support curriculum improvements or where lower than expected scores occur in order to provide more opportunity for children to learn and practice skills in this area.

Appendix D includes an example of a Developmental Status Report.

Developmental Progress Reports

Developmental Progress Reports describe the progress of a child between his or her initial assessment and the current assessment period. In future releases of SEDRS, assessors will be able to select the periods they want to include in the report. SEDRS generates a PDF file that describes progress by listing the scale scores by Indicator as well as a calculation of “change in score.”

Developmental Progress Reports are available following each assessment period. Upon entering a child’s Rating Record, a child’s Developmental Progress Report becomes available to the teacher or to the data entry clerk.

Special education service providers may want to share this information about the child’s progress with families and others who work with the child. The Developmental Progress Reports assist teachers and administrators in examining a child’s developmental progress over time. The reports can help inform relative strengths or needs within curricular areas.

Appendix E includes an example of a Developmental Progress Report.

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Strategies to Build Your Capacity to use the DRDP Instruments

Become familiar with the instruments

Before you begin your observations, become familiar with the instruments. Understanding how the sequences of development are described will help guide your observations and documentation.

Always use authentic assessment practices

The DRDP assessments are based on authentic assessment practice—the naturalistic observation of children in typical settings and activities with familiar people. Take care to document observations during the course of the day with minimal interruption in the flow of typical daily activities. Do not set up artificial testing situations. To help ensure that an accurate picture of the child’s capabilities is obtained, make observations in a variety of situations, at different times of the day and over time. By limiting the times and situations for observation, you may not see the full range of the child’s skills.

Collaborate with others

Although your ongoing observations are a primary method of informing your rating of the Measures, you are also encouraged to gather observations from parents and other providers.

Know where to go for further information, resources, and training opportunities

www.draccess.org is the official site for information, policy updates, and resources related to the use of the PS DRDP-R and the DRDP access for preschool special education. A variety of useful resources and assessor tools are available on the website, including online learning modules and guidance for using the DRDP instruments. The documents referenced in this guide, as well as many additional useful resources, can be found on the site. In addition, check with your administrator or SELPA office for local training opportunities.

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Appendices

• Appendix A: Policy Memo from the California Department of Education, Special Education Division Regarding an Important Change in the DRDP Instruments Used for Preschool Special Education
• Appendix B: Worksheet for IEP Teams: Adaptations to be Used in the DRDP Assessment
• Appendix C: The Seven Categories of Adaptations
• Appendix D: Example of a Developmental Status Report
• Appendix E: Example of a Developmental Progress Report

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Appendix A: Policy Memo from the California Department of Education, Special Education Division

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Appendix B: Adaptations to Be Used in the DRDP Assessment

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Appendix C: The Seven Categories of Adaptations

1. Augmentative or Alternative Communication System
Methods of communication other than speech that allow a child who is unable to use spoken language to communicate with others.

2. Alternative Mode for Written Language
Methods of reading or writing used by a child who cannot see well enough to read or write or cannot hold and manipulate a writing utensil (e.g., pencil, pen) well enough to produce written symbols.

3. Visual Support
Adjustments to the environment that provide additional information to a child who has limited or reduced visual input.

4. Assistive Equipment or Device
Tools that make it possible or easier for a child to perform a task.

5. Functional Positioning
Strategic positioning and postural support that allow a child to have increased control of his or her body.

6. Sensory Support
Increasing or decreasing sensory input to facilitate a child’s attention and interaction in the environment.

7. Alternative Response Mode
Recognition that a child might demonstrate mastery of a skill in a unique way that differs from the child’s typical peers.

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Appendix D: Example of a Developmental Status Report

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Appendix E: Example of a Developmental Progress Report

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Last updated: 08/30/2010

Desired Results access Project – A special project of the Napa County Office of Education
5789 State Farm Drive, Suite 230, Rohnert Park, CA 94928 | Phone : (800) 673-9220 or (707) 227-5963 | Email: info@draccess.org
Funded by the California Department of Education, Special Education Division