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DRDP 2010

 

California Department of Education, Child Development Divisionin collaboration with WestEd

Desired Results Training and Technical Assistance ProjectWestEd

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Brought to you by theCalifornia Department of

EducationChild Development Division

in collaboration withWestEd

Desired Results T/TA Project

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Purpose of Training

• Provide a general overview of the changes to the DRDP-R

• Provide participants with an understanding of the DRDP 2010

• Provide participants with an understanding of the PowerPoint programs they may use to train their agencies

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The DRDP 2010 was developed by the:

• California Department of Education, Child Development Division

• WestEd Center for Child and Family Studies• University of California, BEAR Center

With valuable input from teachers and directors who participated in the research study

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Why was the DRDP-R revised?

• To align with the Infant/Toddler Learning and Development Foundations

• To align with the California Preschool Learning Foundations, Volume 1

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What was aligned?

Infant/ToddlerFoundations• Social-Emotional

Development• Language Development• Cognitive Development• Perceptual & Motor

Development

Preschool Foundations,Vol. 1• Social-Emotional

Development• Language and Literacy• English-Language

Development• Mathematics

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

To ensure we assess what we want children to learn and that it is aligned to what is appropriate for children of this age

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What is the relationship between the DRDP and the foundations?

• The foundations tell us 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 provide the research base for the DRDP-IT (2010).

• The Preschool Learning Foundations, Volume 1 provide the research base for the DRDP-PS (2010).

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Navigation Map Handout 1Developmental

Domain

Measure

Developmental Level

Descriptor

Example

Definition

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Directions for Completing the DRDP 2010

Please take 10 minutes to carefully read the directions page i-v

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Comparing the DRDP-R

and the DRDP 2010

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Race for Change

Using the DRDP 2010 and the DRDP-R:

• See how many things are the same

• Be as thorough as possible

• Get a point for each of the five key things that are the same.

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Race for Change - Handout 2

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Five Points That Are the Same

1) Observation-based assessment tool

2) Rating process is the same

3) Completed within 60 calendar days of enrollment and six months thereafter

4) Gives teachers concrete information to plan and modify curriculum

5) Children can show they have mastered a developmental level in their home language, English, through alternative communication methods, or any combination of the above

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What’s Unique?

Turn handout over and complete as much as possible in 8 minutes.

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Structural Changes

DRDP-R: Desired Result

Indicator

Measure

Definition

Developmental level

Descriptor

Examples

DRDP (2010):

Developmental Domain

Measure

Definition

Developmental level

Descriptor

Examples

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Rating Records

• I/T page vi-vii

• PS page viii-ix

• SA page vi

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Infant /Toddler: 5 Developmental Domains have replaced 9 Indicators

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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Preschool: 7 Developmental Domains have replaced 10 Indicators

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 Handout 3

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What’s in a Number? Handout 4

1. Each person chooses an Indicator.

2. Complete the Indicator section of the worksheet.

3. Share information with table group.

4. You have 10 minutes.

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Domain Comparison

• Each table is responsible for one domain.

• Using the chart paper provided, list everything unique about the domain.

• Return to the table when chart is complete.

• At the signal, walk around the room and read the other charts.

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• Most DRDP-R measures were aligned to the foundations.

• A few new measures were added and a few were removed in the creation of the DRDP (2010).

• English language development measures were added to the preschool instrument.

Alignment Findings

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Head Start Alignment

• Fully aligned

• No additional measures needed

• DRDP 2010 can be used in Head Start and Early Head Start programs without modifications

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Infant/Toddler Measures

DROPPED:

• Awareness of Diversity

• Time

• Personal Care Routines

ADDED:

• Social Understanding

• Imitation• Understanding Event

Sequences

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Preschool Measures

DROPPED: • Time

ADDED: • Comprehension of age-appropriate text, presented by adults

• 4 ELD measures

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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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Instructions for Using the Language and Literacy Development (LLD) and English Language Development (ELD) Measures

1. Find an elbow partner.

2. Name selected partner A and B.

3. A reads the first paragraph on p. vi and

B paraphrases.

4. Alternate until finished with p. vi.

5. Together look at the chart on page vii, check for understanding with one another.

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Key points for ELD & LLD

1. LLD 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 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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The ELD Measures in the Classroom

• Turn to ELD 1, Measure 23.

• Read the definition, descriptor, and examples for the exploring level ONLY.

• Watch video clip.

• What makes it an example of the developmental level?

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Insert Yasmin video clip here

Exploring Level

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Insert developing video clip

Developing Level

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Building Level

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Insert counting video clip

Integrating Level

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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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Looking at the Evidence Joanna’s Portfolio

24, 22, 7

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Let’s Look at the Evidence

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

• Mark on each sample the English Language Development measure number(s) for which it is evidence.

• Note what other domain measures for which the sample can be used as evidence.

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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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Where Does My Evidence Go?

Evidence can go:

• On the document

• In the portfolio

• In an anecdotal note organizer

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Preschool Learning Foundations

Foundations provide a broad picture of 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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DRDP Tech

• Piloting this year

• Implementation in Fall 2010

WATCH FOR NEWS ON THE DRDP TECH PLATFORM

on the Desired Results Web site www.desiredresults.us

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Check Out the DR Web Site www.desiredresults.us

• Resources

• Tools

• Forms

• Samples

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Thank You!!!!