1. Drdp 2015 – 4 D’s

2. DRDP Observations

3. DRDP Observations
The DRDP is an observational tool to record children's progress.
Teachers need to collect relevant information about children.
They need to know the “who,” “what,” “when,” and “where” before they can record the rating in the DRDP.
Before teachers can rate te DRDP, they need to collect relevant information about the children. Once teachers know the “who , what,” “when, where then they are ready to pla to observe, record, and collect evidence on children’s behaviors.

4. Observation
With the information gathered from observation you: - discover how children learn best - learn about their strengths - notice what additional support materials are needed - can plan appropriate activities to help children progress in their development.

5. Methods for Recording Observations
Anecdotal records
Photography
Audio and video records
Work sample
Daily logs
Parents observations
Support staff

6. Activity: Descriptions and Interpretations
The observations made should provide good information that can inform the ratings on the DRDP. Activity: This activity will assist in writing meaningful observations.

7. Definitions: Descriptive and Interpretive
Descriptive (Objective)
Interpretive (Subjective)
What are the specific details?
What you actually
Observe
Read
Hear
Example:
While playing in DP area, John is holding a shirt with one hand and a pen in other.
What were your initial reactions?
How you felt about what you:
Observed
Read
Heard
Example:
While playing in DP area, John looks worried and holds his shirt.

8. Activity – Photo Observation
This activity will help teachers practice separating descriptive data from interpretive data.
- Study the picture on your table
- On a post-it write 3 observations
- One observation per post-it note (you should have
3 post-it notes)
- You have 5 minutes to write notes and post
- Use the descriptive and interpretive
worksheet to sort notes on wall

9. Activity cont. Go around the room and read observations.
Were they clear?
Were the observations the same?
What were some of the areas focused on?
If you read an Interpretive (subjective) observation, how would you change it?

10. Meaningful Observation Notes
Are descriptive
Are authentic “snap shots” of children’s skills and behaviors
Provide significant details, rather than label
Capture children’s ideas and feelings by prompting them to tell about their activities
Are collected over time, in different settings.
The notes tell us exactly what the action is.
They will create a picutre in the reader’s mind of what is happening
Avoid labeling children in notes ( He is a good boy) Instead describe what ‘good” looks like (He share his materials with others, he ask others to play at recess etc.)
When we listen to children, we learn much more about what they are thinking and how they are processing information.
In order to demmostrate growth, evidence must be collectived over time and in different settings across theday.

11. Next Steps
Using the edited observation notes, transfer information to the DRDP instrument.
Discuss with partner.
Identify measures using the Measures at a Glance.
Read the 4 D’s Development Domain, Definition, Developmental Level, and Descriptors
Record the developmental level mastered (multiple observation required over- time and in different settings).

12. Resources www.DesiredResults.us - Practice Observations Videos
Videos include:
Exploration
Large group
Small group
Meal Time
Within each videos there are additional videos with background information and transcript, and CA Preschool Curriculum Framework and CA Preschool Learning Foundations alignment.

13. Resources *Video Examples for Infants and Toddlers:
Approaches to Learning Alt–Reg (Measure 4)
Social Emotional Development
Language and Literacy
*Outcomes Framework TO DRDP (2015) – Quick Alignment created by SETA Head Start

14. The Four Ds Domains Definitions Developmental levels Descriptors
LOOK to the 4 Ds:
Domains, Definitions, Developmental Levels, and
Descriptors to clarify the intent (purpose) of each measure.
Script:
Let’s read each of the Ds together.
You need to read the 4 Ds to understand the intent of the measure.
Reading just the definition provides only one idea of what the measure is assessing. Adding the information from the descriptor gives a better understanding of what it is you are assessing.
We are now going to focus on the 4th D – Descriptors
Circle this slide in your PowerPoint notes.
Background Information/Trainer notes
Click to have each “D” item appear.
This is a Jeopardy answer. Make sure to emphasize this slide.

15. 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.
Script:
Ask participants to read the slide or use another interactive reading strategy. 15

16. Using the Descriptor – Review (COG 3 & PD –HLTH 4)
If the descriptor says and, then the child MUST be able to do all of the behaviors and they need to be observed together.
If the descriptor has ; followed by and the child must do all the behaviors but not necessarily in the same observation.
Script:
The language inside the descriptors is very important.
If the descriptor has a ; AND the child must do all the behaviors but not necessarily in the same observation.
For example if it says walk; and skips, the child needs to exhibit both behaviors. He could walk today and skip tomorrow.
BUT if the descriptor says AND then the child must do all the behaviors and they need to be OBSERVED TOGETHER
For example, if it says “walk AND skip” the child needs to walk and skip in the same observation.
Background Information/Trainer Notes:
Point out an example where the AND connects objects vs. behavior: SED 5 at RL connects objects but; at IE it connects behaviors.
LLD 5 Building Middle the and, is connecting behaviors.
COG 9 (Building Middle) is an example of the AND connecting behaviors as well as objects.

17. Using the Descriptor
If the descriptor says or, a child only needs to demonstrate the behavior in one of the listed ways.
Script:
Have group read the slide together.

18. A Deeper Look at the Descriptors
Look at COG 3 and PD HLTH 4
Read each descriptor carefully:
circle the word or ,
highlight ; followed by AND
-underline AND (when it connects two skills)
Check with your neighbor to make sure you have them all.
Refer to DR-2015 Activity Sheet #6 – A Deeper Look at the Descriptors
Script:
Now we are going to practice.
Turn to COG 3 and COG 7 and circle the ORs, highlight the ;AND and underline the AND in the descriptors (only in descriptors).
Now that we are done turn to COG 3. How many ORs did you find? How many ;AND? How many ANDs? (TRAINER: Repeat this for COG 7.)
Background Information/Trainer Notes:
Allow six minutes to circle and highlight and underline.
Go through these measures and circle, highlight and underline so you know how many Ors, ANDs, and semicolon ANDs are in the descriptors of each measure.
Point out the visual cue in the descriptor with ;ANDs.
After the counting, refer to COG 9 BM and point out how AND in that descriptor separates objects in the beginning, but then separates behaviors in the second part.

19. Developmental Levels
Transition slide
A closer look

20. Development Level Activity
1. Open envelope with developmental level, descriptors and photos.
2. Pour them out onto the middle of table.
3. Put away all DRDP resources.
4. Work with table group to put cards in a developmental sequence; matching up developmental level to the descriptor to the work sample.
Script:
Close your DRDPs and make room in the middle of the table.
You are going to pour out the contents of the small white envelope and and put all of the pieces in a developmental continuum – left to right order.
I will give $ to the table that gets done first.
(When activity is over) Please mix up the cards and put everything back in proper envelopes and place in the briefcases.
Background Information/Trainer notes:
PURPOSE: Provide participants with an opportunity to deepen their understanding of the developmental levels by placing the terms, the descriptors, and samples of evidence in a developmental sequence that matches the DRDP measures.
Walk around and tell people that the picture for Building Earlier is the girl cutting playdough.
Walk around and make sure participants understand activity. Offer support or redirection as needed.
An option is to use jeopardy money as incentive for other tables to get finished up.

21. Developmental Level Key
Responding Earlier
Responding Later
Exploring Earlier
Exploring Middle
Exploring Later
Building Earlier
Building Middle
Building Later
DO NOT SHOW THIS SLIDE UNTIL FIRST TABLE IS FINISHED.
Script:
Here are the answers to the work sample part of the activity.
Show the answer and ask, “Are there any questions or comments about this activity. Any questions as to why these are the answers?”
Background Information/Trainer Notes:
Bring group back together.
Be prepared to justify the answers. It’s helpful to let people know that in Building Earlier the child is cutting play dough. Building Middle - the child is moving two puzzle pieces at the same time and one hand is closer to his body. Building Later- the child is peeling the banana independently. (See examples from the DRDP.)
This activity illustrates the developmental progression.
Integrating Earlier 21