Administrators' Responsibilities for the DRDP (2015) for Special Education

Assure all assessors in the SELPA’s districts complete the required DRDP-related training courses for special education.

Fall and Spring

Assure that all eligible children are assessed with the DRDP (2015), including:

• Infants and toddlers with Individualized Family Service Plans (IFSPs) who are reported to the California Department of Education (CDE), Special Education Division (SED); and
• Preschool-age children (3 – 5 year olds not enrolled in transitional kindergarten or kindergarten) with Individualized Education Programs (IEPs).

Fall and Spring

Establish when DRDP data are due to the SELPA and inform all assessors and other necessary personnel.

Fall and Spring

Assure that data managers know how to submit DRDP (2015) data to DRAccessData.org

Fall and Spring

Assure that DRDP (2015) data are:

  Collected by the SELPA and reported to DRAccessData; and
  Certified by the SED’s deadlines.

Fall: certify by Feb. 1
Spring: certify by July 1

Stay current on local MIS and DRAccessData procedures for reporting DRDP (2015) data.

Fall and Spring

Review assessors’ submitted DRDP (2015) Information Pages and Rating Records to assure that:

  All fields are completed on the Information Pages;
  All measures are rated; and
  “Unable to Rate” is only used when a child has an extended absence.

Fall and Spring

Submit the DRDP(2015) data file to DRAccessData by the CDE deadline.

Fall: by Feb. 1
Spring: by July 1

Remain current on DRDP (2015) updates, policies, and resources at draccess.org

Ongoing

Assure all assessors have access to the DRDP (2015) manual and guidance materials at draccess.org

Ongoing

Remind assessors to:

  Complete the DRDP (2015) using strategies described in the manual; and
  Complete all measures and submit the DRDP (2015) by the SELPA’s deadline.

Fall and Spring

Assist the SELPA director by assuring all assessors within the program or district complete the required DRDP-related training courses for special education within the recommended time period.

Fall and then ongoing to include new staff

Assure that IFSP and IEP teams understand their roles in:

  Documenting on the IFSP or IEP that the DRDP (2015) is used for assessment; and
  Documenting the adaptations used and annually considering updates to the use of those adaptations.

Ongoing

Assure that assessors generate reports of DRDP (2015) results for individual children and use them for instructional planning.

Ongoing

Support special educators to collaborate with general educators and other relevant staff in completing the DRDP (2015) and using reports to inform instructional planning.

Ongoing