Desired Results Developmental Profile Training Desired Results Developmental Profile Training Copyright © 2013 California Department of Education, Child

Desired Results Developmental Profile

Training

Copyright © 2013 California Department of Education, Child Development Division with the WestEd Center for Child & Family Studies, Desired Results Training & Technical Assistance Project. 12/2013

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Trainer name Date


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Agreements• Start on time, end on time• Silence cell phones• Take care of your personal needs• Active listening• Share your expertise• Questions welcomed• Participatory training• Table top materials remain in

training room

AgendaAM: • Welcome/Introductions• Orientation to the DRDP

(2010)• Deeper Look at the

Descriptors• BREAK• Developmental Levels• ELD Measures• LUNCH – 60 min.

PM:• Looking at the Evidence• Completing the DRDP• Review, Reflect and Rate

DRDP • BREAK• CDD/Head Start

Requirements• DRDPtech©

• DRDP Resources• Questions & Answers


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Parking Lot

Please write questions on post-its and place them on the “Parking Lot” chart paper.


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DRDP Training Outcomes

Get to Know:• The terms and layout of the DRDP

(2010) • The use of the DRDP to observe,

document and rate children’s growth• The review and reflection of evidence in

relation to the DRDP domains, developmental levels and measures


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KWL

Write answers to the following:

K = What I already know about the DRDP

W = What I want to know about the DRDP

L= What I learned


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The abbreviation for:

Desired Results Developmental Profile (2010)

The abbreviation for:

Desired Results Developmental Profile (2010)

$100

DRDP Round 1


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DRDP (2010) ?

What is…What is…

$100 Winner!

DRDP Round 1


2010 © California Department of EducationDesired Results T & TA Project

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Self and Social Development

Language & Literacy

Health

Self and Social Development

Language & Literacy

Health

DRDP Round 1

$20010Copyright © 2013 California Department of Education, Child Development Division with the WestEd Center

for Child & Family Studies, Desired Results Training & Technical Assistance Project. 12/2013


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What are…What are…

Developmental Domains?

DRDP Round 1

$200 Winner!


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To be completed within 60 calendar days of children’s enrollment in the

program

To be completed within 60 calendar days of children’s enrollment in the

program

DRDP Round 1

$300

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When must…When must…

the first DRDP be completed for each child?

the first DRDP be completed for each child?

DRDP Round 1

$300 Winner!



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What is the relationship between the DRDP and the foundations?

• The foundations reflect what children, with adequate support, typically learn and develop.

• The DRDP provides a structure and a tool for recording an individual child’s development and documenting progress.

• The Infant/Toddler Learning & Development Foundations and the Preschool Learning Foundations, Volume 1 provide the research base for the DRDP-IT (2010) and the DRDP-PS (2010).


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DRDP Alignment Aligned with the Infant/Toddler Learning and

Development Foundations and the California Preschool Learning Foundations, Volume 1


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Head Start Alignment

• Fully aligned, no modifications needed• Head Start Outcomes for Children are aligned to the PS Foundations


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Why was it important to align the DRDP to the foundations?


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To ensure we assess what we want children to learn and that it is aligned to

what is appropriate for children of this age

Orientation to the DRDP (2010)

Copyright © 2013 California Department of Education, Child Development Division with the WestEd Center for Child & Family Studies, Desired Results Training &

Technical Assistance Project. 12/2013

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Navigation Map

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Developmental Domain

Measure

Developmental Level

Descriptor

Example

Definition

Directions for Completing the DRDP


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Directions for Completing the DRDP (2010)

1. Overview and Introduction - page i

2. Introduction (continued) - page ii

3. Structure and Components of the DRDP - page iii & iv

4. Instructions for Completing the DRDP and Completing the Information Page - page v & vi

5. Completing the Assessment Instrument and Instructions for LLD and ELD - page vii

6. Complete DRDP Measures for Dual Language Learners- page viii

7. Completing the Rating Record – page ix – xi


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Give One/Get One Handout

• Transfer 1 of your highlights into the box that matches your number.

KEEP IT SHORT!

• Stand up when finished.


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Give One/Get One Handout

• Find other people in the room who have NOT read your section and give them one highlight.

• Ask for a highlight and write it down in the appropriate section.

• Move about the room until you have a highlight for each section.

Copyright © 2013 California Department of Education, Child Development Division with the WestEd Center

for Child & Family Studies, Desired Results Training & Technical Assistance Project. 12/2013 2424

Domains & Measures


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at a glance!

Infant /Toddler5 Developmental Domains

1. Self and Social Development (SSD)

2. Language and Literacy Development (LLD)

3. Cognitive Development (COG)

4. Motor and Perceptual Development (MPD)

5. Health (HLTH)


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Preschool7 Developmental Domains

1. Self and Social Development (SSD)

2. Language and Literacy Development (LLD)

3. English Language Development (ELD)

4. Cognitive Development (COG)

5. Mathematical Development (MATH)

6. Physical Development (PD)

7. Health (HLTH)


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DRDP (2010) at a Glance


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Continuing Education and Academic Units

Earning units requires:• All day attendance• Sign in and out to verify all day attendance• Pick up a packet of information at the breaks or lunch• After reading the packet, determine desired type of

unit• Each participant completing the training will receive a

Certificate of Attendance available at the end of the day on registration table


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BREAK – 15 minutes


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Definitions

Developmental levels

Descriptors

LOOK to the 4 Ds:Domains, Definitions, Developmental Levels, and Descriptors to clarify the intent of each measure

The Four

Ds

Domains

A Deeper Look at the

Descriptors Each developmental level has a descriptor

that defines the behaviors that would be observed if a child were at that

developmental level.


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Using the Descriptor

If the descriptor says or, a child does not have to do everything in the descriptor.

If the descriptor says and, then the child MUST be able to do all of the things in the descriptor.

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A Deeper Look at the

Descriptors• Look at Measures 32 and 33.• Read each descriptors carefully, circle the

word or in each descriptor and highlight the word and.

• Check with your neighbor-did you get them all?


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Mathematics Sample


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• Insert video

A Deeper Look at the Descriptors

• What is the child able to do?• Look at Measures 32 and 33 and their

descriptors. • Which parts of the descriptors can the

child do?


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Developmental Levels

A closer look


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Definitions

Developmental levels

Descriptors

LOOK to the 4 Ds:Domains, Definitions, Developmental Levels, and Descriptors to clarify the intent of each measure

The Four

Ds

Domains

Where are you in your development as a cook?

Copyright ©2013 Illinois State Board of Education (ISBE) with the WestEd Center for Child & Family Studies Illinois KIDS Project (05/2013)

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Copyright © 2013

California Department

of Education,

Child Developmen

t Division with the WestEd

Center for Child & Family

Studies, Desired Results

Training & Technical

Assistance Project.

12/2013

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Desired Result: Adults are safe and healthy

Measure 50: CookingDefinition: Adult shows increasing skill in making healthy meals and snacks.Mark the highest developmental level you have mastered

Exploring

Eats food prepared by others

Developing

Boils water and puts together simple ingredients

Building

Prepares simple meals Follows simple recipes

Integrating

Prepares complex meals from scratch, often makes gourmet dishes

• Uses the “Drive Thru” at least 3 times per week

• Eats at Denny’s• Eats at mom’s

• Makes mac and cheese

• Heats frozen entrees

• Makes peanut butter & jelly sandwich

• Makes spaghetti and a salad

• Can bake a cake from a mix

• Can prepare a 5 course meal

• Uses fresh ingredients to make a meal

• Prepares recipes from Gourmet magazine

Examples

Development Level Activity

• Infant/Toddler DRDP

• MPD 2, Measure 321. Carefully read the

descriptors for each developmental level.

2. Circle the word OR and highlight the word AND in each descriptor.

3. Check with your elbow partner that you have them all.


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3 Yrs - K DRDP

LLD 10, Measure 22

Development Level Activity

1. In briefcase find envelope with

Developmental level, descriptors and photos.

2. Pour them out onto the middle of table.

3. Work with table group to put cards in a developmental sequence.


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3 Yrs - K DRDP

LLD 10, Measure 22

Infant/Toddler DRDP

MPD 2, Measure 32

43Copyright © 2013 California Department of Education, Child Development Division with the WestEd Center for Child & Family Studies, Desired Results Training &

Technical Assistance Project. 12/2013

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Preschool Developmental Level Key

Exploring Developing

Building Integrating


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Preschool English Language Development Measures


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English Language Development Measures

• Measure 23: Comprehension of English (Receptive English)

• Measure 24: Self expression in English (Expressive English)

• Measure 25: Understanding and response to English literacy activities

• Measure 26: Symbol, letter, and print knowledge in English


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• Read the definition and when reading the descriptor carefully – circle the word or and highlight the word and for the Exploring level ONLY.

• Check with elbow partner that you got them all.

• Watch video clip.• What makes it an example of the

developmental level?

ELD Measures in the Classroom: Measure 23


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Exploring Level


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• Insert Video

• Read the definition and when reading the descriptor carefully – circle the word or and highlight the word and for the Developing level ONLY.






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Developing Level


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• Insert video

• Read the definition and when reading the descriptor carefully – circle the word or and highlight the word and for the Building level ONLY.






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Building Level


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• Insert video

• Read the definition and when reading the descriptor carefully – circle the word or and highlight the word and for the Integrating level ONLY.






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Integrating Level


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• Insert video


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Key Points for ELD and LLD Measures

1. LLD is used with all children to measure progress in language and literacy development. Children may master levels in English, home language, or through alternative communication.

2. ELD is used with dual language learners learning to speak English. Consider only responses to or communications in English.

3. All dual language learners do not progress at the same rate.


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Preschool Learning Foundations

Foundations provide additional information about children’s development.


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Preschool English Learner Guide

• PEL guide training is available through CPIN.

• Go to www.CPIN.us for more information.


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LUNCH


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6060Copyright © 2013 California Department of Education, Child Development Division with the WestEd Center for Child & Family Studies, Desired Results Training & Technical Assistance Project. 12/2013

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A collection of anecdotal notes, photos, work samples, and other evidence of behaviors and skills

A collection of anecdotal notes, photos, work samples, and other evidence of behaviors and skills

DRDP Round 2



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a child’s portfolio?

$100 Winner!


DRDP Round 2


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These are aligned to the DRDP-PS (2010) and the

DRDP-IT (2010)

These are aligned to the DRDP-PS (2010) and the

DRDP-IT (2010)

DRDP Round 2



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The Infant/Toddler Foundations and the Preschool Learning Foundations?

DRDP Round 2

$200 Winner!


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These are NOT a checklist

DRDP Round 2



$300 Winner!

DRDP Round 2



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Examples?

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Components of the DRDP to clarify the intent of each measure.

Components of the DRDP to clarify the intent of each measure.

DRDP Round 2



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Developmental Domains, Definitions, Developmental Levels, and Descriptors or

the 4 D’s?


DRDP Round 2

$400 Winner!


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Typical behavior done easily and confidently,

consistently, over time,and in different settings

DRDP Round 2



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mastered or mastery?

DRDP Round 2

$500 Winner!



Looking at the Evidence

NOTE: Portfolio samples are confidential and are not to be removed from the room.


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Meet Joanna

Joanna is four years old. Her home language is Spanish and both parents speak Spanish in the home. She has older siblings who often speak with her in English. This is Joanna’s first year in preschool. She attends a dual immersion preschool.


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Let’s Look at the Descriptors

• Read the descriptor for Measure 24 carefully, circle the word or and highlight the word and.

• Compare with elbow partner that you got them all.

• Repeat process for Measure 25 & 26.


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Meet Joanna


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• Insert video

Looking at the Evidence


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Let’s Look at the Evidence

• Using the evidence provided, identify the measures related to each evidence item.

• Write yes in the box in which each evidence item matches the corresponding measure.

• If the evidence is related to other measures, write the measure number in the box on the bottom of the page.


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A good piece of evidence can be used for multiple measures if it is:

• Descriptive• An authentic “snapshot” of behaviors• Provides significant details, not labels• Captures children’s ideas and/or

language


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The Process of Rating the DRDP


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Collect and Organize Evidence and Documentation


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Children’s Portfolio


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Checklists

Anecdotal notes

Work samplesPhotos

Use checklists to help you and other staff record how often children demonstrate behaviors, knowledge, or skills.

Checklists


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Review & Reflect on the DocumentationJose drawing of a “tuna fish” 3/3

Conversation with JoseTeacher and other child are standing in front of the climbing apparatus.Jose: “Excuse me, I need to get through.”(Teacher and Mia move to the side)Jose:“Thanks.” (Steps up and slides down the slide. Plane flies across sky.)Teacher: “Where ‘s it going?”Jose: “To the beach… I saw a helicopter…. It’s going to the moon. To outer space.”(Moves arms in a flapping motion.)Teacher: “Where are you going?” (Climbs up and slides down) Jose: “I’m going up to the mountains… I’m going down the river.”

Conversation with JoseTeacher and other child are standing in front of the climbing apparatus.Jose: “Excuse me, I need to get through.”(Teacher and Mia move to the side)Jose:“Thanks.” (Steps up and slides down the slide. Plane flies across sky.)Teacher: “Where ‘s it going?”Jose: “To the beach… I saw a helicopter…. It’s going to the moon. To outer space.”(Moves arms in a flapping motion.)Teacher: “Where are you going?” (Climbs up and slides down) Jose: “I’m going up to the mountains… I’m going down the river.”

Music: 3/3Song titled Tuna Fish is playing n the CD player. Jose sings and does hand gestures with the group. Jose: “Ha! First he has to say excuse me!” Laughs when the whale burps.

Circle Time: 3/5Jose:“Teacher, lots of people came to my party. They gave me tons of presents!”

Story Time: 3/6Reading story about an alligatorTeacher: “Why is every one so scared?”Jose: “Because he has teeth!” 82Copyright © 2013 California Department of Education, Child Development Division with the WestEd Center


Determining Highest Level Mastered

A developmental level is mastered when the child typically demonstrates the behavior:

• Easily and confidently, • Consistently over time, • In different settings.


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Based on observations, fill-in one bubble that best describes the child’s highest

developmental level mastered.


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Integrating

Uses words or actions to demonstrate concern for what others are feeling

Building

Accurately labels others’ feelings, and may offer assistance

Exploring

Shows awareness when others are unhappy or upset

Developing

Offers simple assistance when he or she thinks it is needed - even if not really needed

1. Mark the highest developmental level the child has mastered. Not yet at first level

If a child has NOT YET mastered the first developmental level, fill in the “Not yet at first level”

bubble on the Preschool and School-age DRDP


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Integrating


Building


Exploring


Developing



After marking the Developmental Level mastered, ask “Is the child emerging to the next level - by

demonstrating behaviors from the next developmental level, but are not yet typical or

consistent? ” If so, fill in the # 3 bubble.

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Integrating


Building


Exploring


Developing



2. Record evidence for this rating here. 3. Mark here if child is emerging to the next level

4. If you are unable to rate this measure, explain why.

In the rare circumstance that you are unable to rate a child on a specific measure, explain why at #4 .

Rating Records

• I/T page vii-viii• PS page x-xi


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Determine a Rating for Measures

Practice Rating Activity


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1. Read the measures carefully and circle the word or and highlight the word and in the descriptors

2. Check with your elbow partner that you have them all identified

3. Discuss with your table group what the measures are assessing.

Infant/Toddler DRDP

Measure 16-19

3 Yrs. - K DRDP

Measures 15-18

Practice Rating Activity


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1. Take 10 minutes to read through the portfolio

2. Take notes as you watch the video

3. As a table group, use the rating record and mark the highest level mastered.

Infant/Toddler DRDP

Measure 16-19

3 Yrs. - K DRDP

Measures 15-18

Meet Bishop

Bishop is 14 months old. He lives with his mom, dad and a 4 year old sister. English is the language spoken at home. He has attended the program for 3 months.

Bishop smiles and laughs as he moves through each day. He enjoys movement like walking, climbing, and dancing to music.


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Meet Bishop


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Meet Jose

Jose lives with his mother and father and has no siblings. Spanish is his dominant home language, but he speaks both English and Spanish while at preschool.

He has attended a dual-language preschool for 1.5 years.

Jose plays cooperatively with other children and several close friends. He selects a variety of activities throughout the day, e.g., blocks, reading books, and outdoor play.


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Meet Jose


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• Insert video

REVIEW and REFLECT with the table group on the…

• Observation notes of the video clip • Portfolio samples provided• DRDP measures, developmental levels,

and descriptors’ relation to your findings

Use the rating record in the DRDP to mark the developmental level.


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Inter-rater Reliability

• Post ratings on the Measures chart• Be prepared to justify your rating• Compare the rating and discuss

differences and similarities in ratings


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Please return evidence to table briefcase

NOTE: Evidence samples and materials are confidential and must

remain in the training room.

CDD/Head Start Requirements


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All children must have a completed DRDP each program year:

• Within 60 calendar days of the child’s enrollment

• Infant/Toddler, Preschool, and School age - every 6 months thereafter


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CDD Classroom Requirements• Summarize DRDP group data by

classroom:– DRDPtech©

– DRDP Excel spreadsheet files– DRDP Tally sheets

• Complete DRDP Summary of Findings by classroom

• Use DRDP Summary of Findings to inform planning


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DRDPtech©

Available to programs now!

Get information about the DRDPtech platform on the Desired Results Web Site:

www.desiredresults.us


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http://www.desired/

DRDPtech©


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What is DRDPtech©?

• An online data entry system• An easy way to compile information about

your students• Tool for printing out summary reports


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DRDPtech© Reports


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After Completing the DRDP

• Summarize progress and plans on the Child’s Developmental Progress form

• Meet with parents to review DRDP findings two times a year

Copyright © 2013 California Department of Education, Child Development Division with the WestEd Center for Child & Family Studies, Desired Results

Training & Technical Assistance Project. 12/2013 105

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The Child’s Developmental Progress form is designed to…

• Describe the child’s development to parents

• Engage parents as partners in supporting curriculum objectives for the child

• Assist in determining curriculum objectives to support the child’s development

• Be completed twice per year prior to the parent conference


DRDP Classroom Summary of Findings


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What does the data tell us?

• Look at domain

• Look in foundations

• Think about what the data reflects


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Consider a variety of strategies including:

• Planned learning opportunities • Child-staff interactions • Teacher strategies • Family engagement • Use of environment and/or materials


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What’s in the Curriculum Frameworks?

Copyright © 2013 California Department of Education, Child Development Division with the WestEd Center for Child & Family Studies, Desired Results Training & Technical Assistance Project. 12/2013 11

0

Infant/Toddler available now!

School-age frameworks

available on CDE Web site

What does the framework do?


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“Created as a companion to the California Preschool Learning Foundations, Volume 1, this framework presents strategies and information to enrich learning and development opportunities for all of California’s preschool children.” p. v

Discover ideas for:

• Environments• Building on children’s

play• Materials• Teacher-guided

learning activities


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The Curriculum Framework strategies are:

• Developmentally appropriate

• Reflective of thoughtful observation and intentional planning

• Individually and culturally meaningful

• Inclusive of children with disabilities and other special needs


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What’s first???

• Guiding Principles

• Environments and Materials

• Summary of the Strands and Substrands


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Vignettes• Each chapter has

numerous vignettes to illustrate typical classroom scenarios

• Vignettes are in italicized typestyle and are identified in the column to the left with the word VIGNETTE in bold.


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End of Each Domain

• Bringing it All Together

• Engaging Families• Questions for

Reflection


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Finally…

Each chapter ends with:• Teacher Resources• References• Endnotes


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All teachers…

Must use the results of assessments of children’s progress and teaching practices to

support each child’s learning and development.


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Final Tips For Success

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• The more familiar you are with the measures the easier it becomes (mini measures)

• Be kind to yourself…it takes time to learn something new

• Use a date stamp – let children date their work

• Bring others into the process


DRDP Resources


Check out the Desired Results www.desiredresults.us


• Resources • Tools• Forms• Samples

http://www.desiredresults.us/

DRDP Portfolio iPad App

• Go to iTunes Store• Search DRDP app• Download version

for iPad


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DRDP Portfolio iPad App


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Desired Results Online Tutorials


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Support Materials for Implementation of DRDP


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Getting to Know You Through Observation VHS/ DVD, Training and Guided Practice on Observation Skills

Getting to Know You Through Observation Trainer’s Guide and Workbook, 12 training activities.

Getting to Know

you Through

Observation Trainer’s

Guide and Workbook

www.desiredresults.us

Getting to Know

you Through

Observation Trainer’s

Guide and Workbook

CPIN Preschool Online


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Online courses are offered through California State University Channel Islands

http://www.cpin.us/preschoolonline

KWL

Write one or two things you learned today.


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Q and A

Please take a few minutes to complete the Training Evaluation Form.

Complete Training Evaluation Form


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Contact Information

Desired Results Training & Technical Assistance Project

333 North Lantana Street, Suite #277 Camarillo, CA 93010

800-770-6339 www.desiredresults.us


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Copyright © 2013 California Department of Education, Child Development Division with the WestEd Center for Child & Family Studies, Desired Results Training &

Technical Assistance Project. 12/2013 132

The process of looking over collected observations and children’s

demonstrated skills and knowledge to determine which developmental level the

child has mastered is…

Final DRDP Jeopardy

Final DRDP Jeopardy


Review and reflect

Thank you for your participation!


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Documents

Desired Results Developmental Profile Training Desired Results Developmental Profile Training Copyright © 2013 California Department of Education, Child