“Strength based assessment works! (Focus on ability rather than disability).” – Training participant
Benefits of the DRDP (2015) Assessment
- Special educators have current information to help plan children’s learning activities.
- Programs have information to improve their services.
- Families know more about their child’s development and ways to support learning.
- The California Department of Education assures that its programs are high quality and making a difference for all the children and families they serve.
- California can report to the U.S. Office of Special Education Programs on the progress of young children with IFSPs/IEPs.
“The instrument gives parents a foundation. I can see the growth and isolate the areas to work on. Parents are able to see progress over time.” – Special Educator
The Desired Results System is an accountability initiative of the California Department of Education (CDE) developed to determine the effectiveness of child development and early childhood special education services and programs. The system assures that children enrolled in state funded programs benefit from them.
Key Features of the DRDP (2015)
- The DRDP (2015) is for all of California’s children. Children with disabilities and children without disabilities participate in the same assessment.
- 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.
- Adaptations have been developed so that the DRDP (2015) will measure children’s abilities rather than disabilities.
The DRDP (2015) Instrument
Central to the Desired Results System is the Desired Results Developmental Profile (DRDP) assessment instrument. The instrument is designed to guide program staff in observing and documenting children’s developmental status and progress for the purpose of program improvement. The DRDP (2015) is 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 (2015) is used by special educators to assess all infants and toddlers with IFSPs and preschool-age children with IEPs twice a year. www.draccess.org
DRDP (2015) Reports for Special Education
DRAccessReports is a secure database in which special education teachers and service providers can enter, review, and generate reports using assessment data from the DRDP (2015). On this site, you can obtain reports and manage your DRDP (2015) assessment data. DRAccessReports.org
Family members may choose to participate in the assessment by:
- sharing observations of their children in different activities and places;
- determining which adaptations will support their child’s access to everyday activities, settings, and materials as members of the IEP team; and
- talking with special educators about their child’s progress on the DRDP (2015).
The DRDP (2015) is based on observations of children in everyday activities with familiar people. Children’s progress is documented in areas such as:
- Getting along with others
- Staying safe and healthy
Adaptations that children use every day are used to help them participate in the assessment.
The DRDP (2015) Assessment
enables California to comply with federal law by assuring that the California Department of Education/Special Education Division, Special Education Local Plan Areas (SELPAs) comply with requirements of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) and the U.S. Department of Education’s Office of Special Education Programs (OSEP). Implementing the DRDP (2015) enables California to report progress toward the three child outcomes requirements for both infants and preschool-age children with disabilities.
The Desired Results Access Project promotes positive outcomes for young children with disabilities and their families within California’s Early Learning and Development System by creating and supporting a high-quality assessment system.