News and Updates

Request for Input: Rating the DRDP for Children with Intensive Support Needs

The Desired Results Access Project would like to learn how early childhood special educators and service providers complete the DRDP for children with more intensive support needs. If you have strategies or tips, we would like to talk with you. We hope to share the approaches we learn with the field.

If you are interested, please contact one of us at:
Patty Salcedo:
Kelly Cunningham Bua:

How Has COVID-19 Impacted the Social-Emotional Development of Children?

Data Byte: social-emotional development of preschool children with IEPs in California: 76%-67%: almost 10% decrease in those meeting age expectations.Across the country we are seeing impacts on the social-emotional development of young children due to COVID. National experts explain that these impacts are the result of exacerbated adverse childhood experiences, limited opportunities for social interaction, and reduced enrollment in Pre-K and early intervention services.

Visit to find your local preschool outcomes data in social-emotional development!

Discover DR Access Outcomes!

How is your SELPA or district doing on improving its child outcomes for preschool children with IEPs?
States are required to report annually on preschool child outcomes for all 3, 4, and 5-year-old children with Individualized Education Programs (IEPs) to the Office of Special Education Programs (OSEP) as part of their State Performance Plans.

The DR Access Outcomes website illustrates California’s child outcomes results at the state, SELPA and district level.

Check out this short video for more information:

Missed the Webinar? Here's the Recording

If you missed our Coffee Break or Learn It and Use It sessions, access the recordings anytime. Use in professional development, at staff meetings, or for in-service events.

Learn It and Use It Break It Down Video screenshotNew! Learn It and Use It: Breaking it Down: Identifying Learning Targets from DRDP Results
Review how to break down goals into proximal learning targets using the authentic assessment information from the DRDP to determine the knowledge and skills to teach in daily activities, routines, and transitions for children with IFSPs and IEPs.


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