Desired Results Developmental Profile - school readiness© A Project of the California department of education, child development division

California Department of Education Child Development Division Collaborative Team: UC Berkeley – B E A R C e n t e r This is a slide to acknowledge our collaborators – WestEd is working with UC BEAR – which stands for UC Berkeley Evaluation and Assessment Research Center and the work we are doing to develop this instrument is sponsored by the California Department of Education, Child Development Division California Department of Education Child Development Division

California Early Learning System

California’s Early Learning and Development System Alignment of DRDP-R2 PS© to the Preschool Learning Foundations in Physical Development, Initial Webinar Fall 2009. Not for distribution. Desired Results Developmental Profile (DRDP-R2 PS©) California’s Early Learning and Development System The California Department of Education has endeavored to capture a vision for the “what” and the “how” of early childhood education and to think about the way the components of our professional development system would fit into this vision. WestEd Center for Child & Family Studies

Foundations are the “what”  the knowledge children acquire, Alignment of DRDP-R2 PS© to the Preschool Learning Foundations in Physical Development, Initial Webinar Fall 2009. Not for distribution. Desired Results Developmental Profile (DRDP-R2 PS©) CECELIA Foundations are the “what”  the knowledge children acquire, the skills they develop, the behavior they learn, and their social and emotional competency.   What we do is the “how”  how do we relate to children and their families, how do we create a quality learning environment, how do we chose or develop a curriculum and employ effective teaching strategies, how do we assess the child’s learning and development, and how do we acquire the competencies we need to be effective teachers. Refer to California Early Learning and Development System handout to briefly describe each component. WestEd Center for Child & Family Studies

The Desired Results System

Purpose of the Desired Results Assessment System Alignment of DRDP-R2 PS© to the Preschool Learning Foundations in Physical Development, Initial Webinar Fall 2009. Not for distribution. Desired Results Developmental Profile (DRDP-R2 PS©) Purpose of the Desired Results Assessment System Serves as a framework for documenting progress of individual children Gives teachers concrete information to plan and modify curriculum for children Document how children are benefiting from programs Target technical assistance for ongoing program quality improvement WestEd Center for Child & Family Studies

Desired Results Developmental Profile (DRDP) Alignment of DRDP-R2 PS© to the Preschool Learning Foundations in Physical Development, Initial Webinar Fall 2009. Not for distribution. Desired Results Developmental Profile (DRDP-R2 PS©) Desired Results Developmental Profile (DRDP) Individual child assessment An observation-based assessment tool, not a test Completed by each child’s teacher Based on developmental research and theory Includes developmental sequences of behaviors along a continuum WestEd Center for Child & Family Studies

Foundations/Standards-Aligned DRDP Instruments Infant/Toddler (DRDP-IT) Preschool (DRDP-PS) School Readiness (DRDP-SR) School-age (DRDP-SA) CECELIA

Alignment of DRDP Instruments to the Foundations Alignment of DRDP-R2 PS© to the Preschool Learning Foundations in Physical Development, Initial Webinar Fall 2009. Not for distribution. Desired Results Developmental Profile (DRDP-R2 PS©) Alignment of DRDP Instruments to the Foundations Grounded in same current research DRDP delineates a continuum of development for individual children which represent a sampling of core areas of development delineated in the Foundations DRDP is organized by Foundation domains PETER: So, the alignment of the DRDP© to the foundations does not result in a one-to-one correspondence between specific DRDP© measures and the foundations at the level of strand, sub-strand, or individual foundation. The sampling of knowledge and skills provides an indication of children’s overall learning and development for a particular domain. Then, looking at children’s development across domains provides an indication of children’s overall development; for as we know, young children develop in a holistic manner. WestEd Center for Child & Family Studies 10

DRDP-SR© Overview

What is the DRDP-SR©? Assessment for TK and K teachers to: Observe Alignment of DRDP-R2 PS© to the Preschool Learning Foundations in Physical Development, Initial Webinar Fall 2009. Not for distribution. Desired Results Developmental Profile (DRDP-R2 PS©) What is the DRDP-SR©? Assessment for TK and K teachers to: Observe Document Reflect on Learning, development, and progress of children’s readiness for kindergarten in 5 developmental domains WestEd Center for Child & Family Studies

4 Primary Purposes of DRDP-SR© Psychometric measurement of children’s development in key domains of school readiness Support transition between preschool and TK/K Research tool Professional development tool

Purpose 1 Provide teachers with a valid and reliable psychometric measurement of individual children’s development in the key domains of school readiness

What does the DRDP-SR© assess? Children’s development in key domains of school readiness English Language Development (ELD) Self & Social Development (SSD) Self-regulation (REG) Language and Literacy Development (LLD) Mathematical Development (MATH) The domains included in the instrument are those that been identified both in the empirical literature and by the National Education Goals Panel as those most foundational to later school success. There is evidence to suggest that children’s social-emotional development, math and reading skills, early cognitive and linguistic skills, and approaches to learning are foundational to children’s success in school. The great thing about this tool is that we have been working directly with world renown experts in these areas to develop this instrument, so it is based in all of what we know about what is most important about predicting school success. ** CAN PROVIDE EVIDENCE IN HOME LANGUAGE OR ENGLISH!! Social-Emotional Examples: Relationships with adults and friendships are both important to children’s more positive engagement in school Close teacher-child relationships predictive of more positive engagement in school Failure to develop early peer relationships is associated with later poor academic achievement and behavioral problems      Self-regulation Examples: Children who are able to regulate emotions and behavior are less likely to be held back in school Attention and following rules predict to later school success (those who have difficulty with attention have a hard time in school)    Language and Literacy Most consistent predictors of conventional literacy skills were alphabet knowledge, phonological awareness, writing or writing name, etc. A report conducted by the National Reading Panel (2000) suggests that comprehension is critical to children’s developing reading skills. Comprehension is foundational children’s ability to acquire academic knowledge.   English Language Development Large and growing population of English Language Learners in California  important to attend to the developing skills of English Language Learners in addition to assessing all other domains. In 2004-2005, 45% of children entering kindergarten in California had a primary language other than English. As such, including accurate assessments of children’s home language fluency and stage of English acquisition are necessary (Espinosa, 2008).   Math  Examples: Math skills are important predictors of later success in school. Math skills such as knowledge of numbers and ordinality, when assessed at school entry, are important predictors of later achievement in math and reading. Classification (grouping, sorting and categorizing) and patterning (identifying of groups of items that repeat and predicting order) are skills that help to lay the foundation for children’s algebraic thinking (Clements, 2004; National Council of Teachers in Mathematics, 2000; Snow et al., 2008). Measurement, or the concept that numbers can be assigned to quantities, is an important skill for children’s growing abilities to tell differences in length, weight, amount and time (Snow et al., 2008). Finally, foundational to children’s developing sense of geometry is their understanding of shape and space. The abovementioned math skills align with the kindergarten-level math content standards set out by the California Department of Education.

Purpose 2 Link assessment information through the DRDP-PS© and the DRDP-SR© instruments that will support: Common language for children’s development between teachers in preschool, TK, and K The overall transition of children from preschool to TK/kindergarten TK/Kindergarten readiness assessment Curriculum planning Provide a common language for preschool and kindergarten teachers - DRDP-PS in some programs is provided to the kindergarten teachers but they have not necessarily known what to do with it, now preschool teachers and kindergarten teachers will share a common language

level is unique to kinder-garten DRDP-PS DRDP-SR/DRDP-PS Linkage DRDP-SR Latest DRDP-SR level is unique to kinder-garten DRDP-PS DRDP-PS Levels: Exploring, Developing, Building, Integrating - being revised DRDP-SR Levels: Exploring Competencies, Developing Competencies, Building Competencies, Integrating Competencies, Applying Competencies The level unique to the SR instrument is the applying competencies level Earliest DRDP-PS level unique to preschool Middle levels overlap with DRDP-SR

Structure of the DRDP-SR© Descriptor Domain Measure Definition Developmental Level Each Descriptor describes observable child behaviors associated with that developmental level. The instrument is organized into domains and then within those domains and then each domain has a series of measures A Domain represents a crucial area of early learning and development for young children. There are five Domains in the DRDP-SR© (2010): English Language Development (ELD) Self and Social Development (SSD) Self Regulation (REG) Language and Literacy Development (LLD) Math (MATH) A Measure focuses on a specific competency with developmental levels along which a child's observed behavior is assessed. Measures are the individual observational items on the DRDP-SR© (2010). A domain is made up of several measures, each covering one aspect of development within that domain. The Definition of a measure specifies the aspect of development that the measure addresses *** Orient to instrument, same structure always applies Each page has these elements even though the measure changes Each page has a measure, every page has a measure, definition explains what measure looks like, every measure has a developmental continuum Each Developmental Level specifies a point along the developmental continuum. 19

Developmental Continuum Using the DRDP-SR© Developmental Continuum Supports teachers in determinations that they make about children’s development, to support ongoing curriculum planning The instrument is organized into domains and then within those domains and then each domain has a series of measures A Domain represents a crucial area of early learning and development for young children. There are five Domains in the DRDP-SR© (2010): English Language Development (ELD) Self and Social Development (SSD) Self Regulation (REG) Language and Literacy Development (LLD) Math (MATH) A Measure focuses on a specific competency with developmental levels along which a child's observed behavior is assessed. Measures are the individual observational items on the DRDP-SR© (2010). A domain is made up of several measures, each covering one aspect of development within that domain. The Definition of a measure specifies the aspect of development that the measure addresses *** Orient to instrument, same structure always applies Each page has these elements even though the measure changes Each page has a measure, every page has a measure, definition explains what measure looks like, every measure has a developmental continuum 1 decision per page or screen

Purpose 3 Use the DRDP-SR© as a research tool

Aggregate DRDP-SR© data to: Understand and investigate developmental readiness of groups of TK/K children To provide schools and districts with data for program improvement Share results with families for common understanding of each child’s strengths and the path to continued development

An important caveat: Using ratings of children’s learning based on observations conducted by the teachers who are being compared raises methodological concerns Validity and reliability assumptions for the instrument only hold when the teacher provides an objective assessment Two primary concerns: If a program’s funding is tied to how well children do on an assessment, then it compromises the integrity of the assessment. For instance, if a program gets funding when kids get rated at the highest level, the temptation would be for the program to rate all kids at the highest level if that is what will get the funding needed to keep the program running. If the assessment is used to compare individual teachers or programs, there has to be a system in place to ensure that teachers will complete the assessment in the same way. When it comes observational assessments one needs to know children well to do make an accurate assessment and as such, it becomes challenging to assess the consistency of measurement across teachers because they are only going to know their group of kids well. One way that we have found to be effective is to train teachers in an all day training, and as you are aware of there are not adequate resources to do that at this time.

Making use of child and group reports Get to know developmental competencies of children in your classroom Use for curriculum planning for individual children and groups of children Use for parent-teacher conferences Use to support continuous program improvement efforts by teacher and principal

DRDP-SR© Provides Snapshot of Children’s Knowledge and Skills How does the DRDP-SR© support teachers and school administrators? 1. Plan for current year’s children 2. Reflecting on changes over the course of the year to review and modify curriculum for the incoming class. Calibrated domain scores allow you to compare levels across domains.

Purpose 4 Use of the DRDP-SR© as a professional development tool that supports teacher understanding and instructional practice

A Professional Development Tool In the process of using the DRDP-SR© teachers learn: A valid and reliable method for observing, documenting, and reflecting on the learning, development, and progress of all children in their classrooms. Detailed developmental information about each child based on specific research on child development How to integrate information from other required assessments to inform their teaching - Curiosity example

Rubric Built Into DRDP-SR© Developmental Continuum Supports teachers in determinations that they make about children’s development, to support ongoing curriculum planning The instrument is organized into domains and then within those domains and then each domain has a series of measures A Domain represents a crucial area of early learning and development for young children. There are five Domains in the DRDP-SR© (2010): English Language Development (ELD) Self and Social Development (SSD) Self Regulation (REG) Language and Literacy Development (LLD) Math (MATH) A Measure focuses on a specific competency with developmental levels along which a child's observed behavior is assessed. Measures are the individual observational items on the DRDP-SR© (2010). A domain is made up of several measures, each covering one aspect of development within that domain. The Definition of a measure specifies the aspect of development that the measure addresses *** Orient to instrument, same structure always applies Each page has these elements even though the measure changes Each page has a measure, every page has a measure, definition explains what measure looks like, every measure has a developmental continuum

DRDP Supports Reflective Curriculum Planning Observe children Document observations Complete DRDP Reflect, question, & plan Implement curriculum PETER: relate information in reports to reflective curriculum planning

DRDPtech-SR©

What is DRDPtech-SR©? An online data entry system for the DRDP-SR© An easy way for teachers to compile information about children in their classes Offers teachers the opportunity to print out summary reports on individual children and groups of children Making use of reports: - Get to know developmental competencies of children in their classroom - Use for curriculum planning for individual children and groups of children - Use for parent-teacher conferences - Use to support continuous program improvement efforts by teacher and principal UC Berkeley – B E A R C e n t e r

Sample DRDPtech-SR© Measurement Page

Child Developmental Profile Report: Valid/Reliable measurement for each DRDP domain Report summary for individual child Steve introduce report Peter and Cecelia add a teacher might use this for curriculum planning

DRDPtech-SR© Progress report over multiple observation periods Report summary for individual child Steve introduce report Peter and Cecelia add a teacher might use this for curriculum planning

DRDP-SR© Field Study Update

DRDP-SR© Field Study YEAR 1: 2009-2010 Both TK and K classes Data suggested need for an additional level at the earlier end of the developmental continuum to capture all children YEAR 2: 2010-2011 Field Study of revised instrument with 5 levels for all measures Fall 2011 data collection in both TK and K classes For spring 2012, welcome additional TK and K classes Other general feedback regarding the DRDP-SR from 2009-2010 field study The DRDP-SR provided an accurate and complete picture of children’s development DRDPtech-SR was user friendly Teachers expressed some concern about how long the instrument took to complete but also expressed that it got easier as they became familiar with the instrument

Teacher Feedback, 2009-10 DRDP-SR© Field Study The DRDP-SR provided an accurate and complete picture of children’s development DRDPtech-SR was user friendly Teachers expressed some concern about how long the instrument took to complete but also expressed that it got easier as they went along.

Next Steps Complete 2011-12 Field Study data collection Calibrate the scale of measurement for the instrument Prepare DRDP-SR© instrument for release in fall 2012 Release as a voluntary observational assessment tool for use in kindergarten and transitional kindergarten classrooms

Additional Handouts DRDP-SR© Field Study: Overview DRDP-SR© Sample Report: Fall and Spring DRDP-SR© List of Measures DRDPtech© Children Now DRDP-SR © Brief

For More Information Peter L. Mangione, Ph.D. Co-Director, Center for Child and Family Studies, WestEd; pmangio@wested.org Kerry Kriener-Althen, Ph.D. Evaluation Director, Center for Child and Family Studies, WestEd; kkriene@wested.org