Desired Results Developmental Profile Training

Desired Results Developmental Profile Training
Trainer name Date 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 1

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 Slide optional: Chart the agreements even if you use the slide as a reminder to participants during the 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

Agenda PM: AM: Looking at the Evidence Welcome/Introductions
Completing the DRDP Review, Reflect and Rate DRDP BREAK CDD/Head Start Requirements DRDPtech© DRDP Resources Questions & Answers AM: Welcome/Introductions Orientation to the DRDP (2010) Deeper Look at the Descriptors BREAK Developmental Levels ELD Measures LUNCH – 60 min. Go over the training agenda, listing key times such as welcome, lunch, first activity after lunch, and a concluding question and answer period. Trainers may need to adjust times depending on individual 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 3

Parking Lot Please write questions on post-its and place them on the “Parking Lot” chart paper. Slide optional: Place two Parking Lot posters in the room. Participants may post questions in the Parking Lot. Note that facilitators will try to answer as many questions as possible during the training. Let group know that questions for which you do not have answer will be researched following the training. NOTE TO TRAINER: Consider calling the Desired Results Project during a session break or lunch for answers to unanswered questions. 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

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 Go through the training outcomes, relating the key concepts (not actually reading them word-for-word). NOTE TO TRAINER: Determine keeper of the briefcase. Have participants introduce themselves in their table groups and make sure they ask how long everyone has been in the Early Childhood field. The person who has been in the field the longest, is now keeper of the briefcase. (make it fun) 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

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 Refer to DR Activity sheet 1– Icebreaker KWL Ask participants to locate the handout in the folder – 1st one on the right side Give them 2-3 minutes to complete the statement in the K space and then completed the W space. Share with table group what they wrote (5 minutes for whole table to share out.) Let them know you will ask them to come back to this handout at the end of the day. 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

DRDP Welcome to Jeopardy! See Activity sheet 2 - Jeopardy
PURPOSE: This activity is an energizer and a way to check what the audience already knows about the DRDP and Desired Results. Participants have a whiteboard paddle with a dry erase marker attached on the back of the paddle. The Velcro on the marker acts as an eraser. The paddle and marker are located in the briefcase. Optionally, participants may use plain paper. Each table group works as a team to come up with answers. Have the team select one person to write on the white board and one person to be the team’s banker. Tell participants to write big enough to see. Also remind them to write answer in the form of a question. If correctly answered, participants receive DR Dollars play money. One table member must serve as the banker for the table team. If training alone, ask a participant or two to help hand out the money. 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

The abbreviation for: Desired Results Developmental Profile (2010)
DRDP Round 1 The abbreviation for: Desired Results Developmental Profile (2010) Consider downloading the Jeopardy tune or sing/hum the music as the answer/question is quietly discussed and written on the white board. Allow sufficient time to complete writing before advancing to the next slide. This is a quick activity - about 10 minutes. $100 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

DRDP (2010) ? What is… $100 Winner! DRDP Round 1
• Award $100 for the correct response. $100 Winner! 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

Self and Social Development
DRDP Round 1 Self and Social Development Language & Literacy Health $200 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 2010 © California Department of Education Desired Results T & TA Project 10 10

Developmental Domains?
DRDP Round 1 What are… Developmental Domains? $200 Winner! 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 2010 © California Department of Education Desired Results T & TA Project 11 11

DRDP Round 1 To be completed within 60 calendar days of children’s enrollment in the program Play the Jeopardy tune or sing/hum the music as the answer/question is quietly discussed and written on the white board. Allow sufficient time to complete writing before advancing to the next slide. $300 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

the first DRDP be completed for each child?
DRDP Round 1 When must… the first DRDP be completed for each child? • Award $200 for the correct response. $300 Winner! 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

Point out information on back side of the handout
Point out information on back side of the handout. Use Interactive Reading Strategy (see below). Have them read and highlight 1 thing in each element. At the center of the system are the Infant/Toddler and Preschool Foundations which describe the learning and development that preschool children typically demonstrate with appropriate support at around certain ages. The Curriculum Framework offers guidance on how programs and teachers can support the learning and development that are described in the foundations through environments and experiences that are linguistically and developmentally appropriate, as well as individually and culturally meaningful and connected. The Desired Results Assessment system is designed to document the progress made by children and families in achieving desired results and provides information to help practitioners improve their child care and development services. The Desired Results Developmental Profile (DRDP) is an observation assessment instrument that enables teachers to document children’s learning and developmental progress along a continuum of four developmental levels. Professional development is provided through the state’s extensive higher education system, PITC, the California Preschool Instructional Network, CALSAC, Family Child Care at It’s Best, the Faculty Initiative Project, and other CDE activities. The Program Guidelines and Resources component includes publications such as Learning & Development Guidelines and the Preschool English Learners: Principles and Practices to Promote Language, Literacy, and Learning (PEL Guide). OPTION FOR TRAINER – Ask for volunteer to read aloud one of the Elements to the whole group. 2010 © California Department of Education Desired Results T & TA Project 14 14

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). The developmental domains work in an integrated fashion to support all four desired results. Ways to use the foundations and DRDP (2010) together: Complete the DRDP (2010) twice each year to see children’s progress. Refer to the foundations in a particular domain or strand to better understand children’s development. 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 15 15

DRDP Alignment Aligned with the Infant/Toddler Learning and Development Foundations and the California Preschool Learning Foundations, Volume 1 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 16 16

Head Start Alignment Fully aligned, no modifications needed
Head Start Outcomes for Children are aligned to the PS Foundations SETA Head Start has completed, at the request of CDD, a crosswalk between the DRDP-PS (2010) and the Head Start outcomes. There is full alignment and no need for additional measures. They have also completed the alignment of the DRDP-IT (2010) for use in Early Head Start. NOTE to Trainers: Have a copy of the alignment at the training, as well as the Alignment Outcomes and PS Foundations document. It is available on the Web site on the Head Start page. 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 17 17

Why was it important to align the DRDP 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 The state has taken care to build a cohesive system. The foundations describe children’s learning and development. Thus, it is important that we are assessing what we want children to learn, and that we align it to what is appropriate for children of this age. 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 18 18

Orientation to the DRDP (2010)
• The next slides provide a quick overview of the DRDP (2010) instrument. 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 19

Navigation Map Measure Developmental Domain Descriptor Definition
Developmental Level This handout is in the briefcase. The call outs are blank on the handout. Have participants write the terms in the space provided. Use interactive reading strategies The back side provides the terms and definitions. On the preschool map point out the four development levels listed above the acronyms chart at the bottom of the back page. These have been provided to give teachers additional information about what is meant by Exploring, Developing, Building and Integrating. Refer participants to another handout in their folder called Terms and Definitions. It has additional information terms and definitions. Give them a minute or two to review. Example 20 20

Directions for Completing the DRDP
Refer to DR Activity sheet 3 – Give one, Get one Ask participants to take out the DRDP for their age group. It is important to read the directions in order to know how the instrument will be used. Ask them to read the directions at this time, and note that later we will look at the measures. Trainer note: Let participants know they will have a chance to explore the rest of the instrument later. 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 21

Directions for Completing the DRDP (2010)
Overview and Introduction - page i Introduction (continued) - page ii Structure and Components of the DRDP - page iii & iv Instructions for Completing the DRDP and Completing the Information Page - page v & vi Completing the Assessment Instrument and Instructions for LLD and ELD - page vii Complete DRDP Measures for Dual Language Learners- page viii Completing the Rating Record – page ix – xi Participants will read the direction pages for the DRDP, highlighting important information. Have participants count off from 1 to 7. Each person will read the section listed on the screen that matches the number they called out. Give participants 7-10 minutes to read their section, and highlight important information NOTE TO TRAINER: If you have I/T participants, chart the page numbers and assignments as I/T page numbers are different. 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 22

Give One/Get One Handout
Transfer 1 of your highlights into the box that matches your number. KEEP IT SHORT! Stand up when finished. Have participants find this handout Participants write one of their highlights into the box that matches their number. Encourage them to keep it short. Ask people to stand up when they have done to signal they are ready for the next step. Direct them to pick up their folder, the handout and a pen. They will then move about the room to fill out the handout by getting information from others in the room. 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

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. Give prizes for the first 4-6 people who complete their worksheet. After participants have returned to their seats, debrief this activity by having 2-3 people share their entire sheet. NOTE TO TRAINER: As they share from the sheet, important parts of the instruction should be mentioned . If they are not mentioned (refer to the Give One Get One Cheat Sheet for these specific parts) make sure to have participants go back and highlight these important pieces. 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 24

at a glance! Domains & Measures
The quick overview includes a brief examination of the instrument’s measures across the age levels. at a glance! 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

Infant /Toddler 5 Developmental Domains
Self and Social Development (SSD) Language and Literacy Development (LLD) Cognitive Development (COG) Motor and Perceptual Development (MPD) Health (HLTH) 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 26

Preschool 7 Developmental Domains
Self and Social Development (SSD) Language and Literacy Development (LLD) English Language Development (ELD) Cognitive Development (COG) Mathematical Development (MATH) Physical Development (PD) Health (HLTH) 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 27

DRDP (2010) at a Glance Presenter note: The DRDP (2010) at a Glance handout is in the folder. The DRDP (2010) at a Glance shows the developmental domains and number of measures in parenthesis for all three age-level instruments. The number of measures on the I/T are the same. The DRDP- PS (2010) has 39 measures. Including the ELD measures, there are 43 total. The DRDP-SA (2010) has 11 measures. 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 28

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 Ask participants to read the packet at the break or lunch to determine type of unit desired. If participants begin asking questions, suggest they look at the packet during break and lunch and if questions remain you will answer then. Go to next slide. 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 29

BREAK – 15 minutes Remind participants to check their watches or phones and be back in 15 minutes. 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

The Four Ds Domains Definitions Developmental levels Descriptors
•Point out domain, definitions, developmental levels, and descriptors. •Click to have each “D” item appear. Go over them on the navigation map handout and emphasize that reading these components can assist staff in knowing the intent, or purpose, of the measure. LOOK to the 4 Ds: Domains, Definitions, Developmental Levels, and Descriptors to clarify the intent of each measure 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

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. Ask participants to read the slide or use another interactive reading strategy. 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 32 32

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. Participants find the two math measures in the instrument and read the descriptors. These are Measures 32 and 33.

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? Direct participants to the two measures and have them circle the word “or” and highlight the word “and” in each developmental level. Ask participants how many OR’S were in Measure 32 and how many AND’S Repeat this for Measure 33. 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

Mathematics Sample Insert video
Direct participants to write notes as they watch the video clip and focus on the math skills the child demonstrates. To debrief go to the slide after the video clip. 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 35

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? NOTE TO TRAINER: Make sure to stress that we are not rating Ask participants to consider what the child demonstrated during the clip. He counted the pegs in the boards correctly for the smaller numbers. As he counted he touched the pegs, one to one correspondence. He showed 2 fingers on each hand as he said “2 and 2,” and touched the wooden board that had 4 pegs on it. As he counted the larger numbers, he did not count correctly. Understood more and less when he responded to the question, “Which one has more?” “This one or this one?” He ignores the #2 the adult is pointing to and says, “This one,” as he touches #8 or #9. 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

Developmental Levels A closer look
• Time to look closer at the developmental levels component of the DRDP instrument.

The Four Ds Domains Definitions Developmental levels Descriptors
•Point out domain, definitions, developmental levels, and descriptors. •Click to have each “D” item appear. Go over them on the navigation map handout and emphasize that reading these components can assist staff in knowing the intent, or purpose, of the measure. LOOK to the 4 Ds: Domains, Definitions, Developmental Levels, and Descriptors to clarify the intent of each measure 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

Where are you in your development as a cook?
Participants have reviewed the developmental levels. Time for a quick rating exercise for practice from the adult perspective. In this activity, the group will consider it’s own personal developmental growth in making healthy, nutritious foods. Copyright ©2013 Illinois State Board of Education (ISBE) with the WestEd Center for Child & Family Studies Illinois KIDS Project (05/2013) 39

Measure 50: Cooking Exploring Developing Building Integrating Examples
Desired Result: Adults are safe and healthy Measure 50: Cooking Definition: 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 Ask participants to raise hands or stand up to and show pride for their level of “mastery.” Emphasize the point that it does not matter where they are on the continuum they are all making continuous progress towards their desired result! 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

Development Level Activity
Infant/Toddler DRDP MPD 2, Measure 32 Carefully read the descriptors for each developmental level. Circle the word OR and highlight the word AND in each descriptor. Check with your elbow partner that you have them all. 3 Yrs - K DRDP LLD 10, Measure 22 Activity sheet #5 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. Give the audience time to review the measure information. Walk around and make sure participants understand activity. Offer support or redirection as needed. When participants complete activity, trainer may hand out a laminated answer sheet to eliminate wait for slide. Ask participants to put everything back in proper envelopes and place in the briefcases. Copyright © 2013 California Department of Education, Child Development Division with the WestEd Center for Child & Family Studies, Desired Results Training & Technical Assistance Project. 05/2013

Development Level Activity
Infant/Toddler DRDP MPD 2, Measure 32 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. 3 Yrs - K DRDP LLD 10, Measure 22 Activity sheet #5 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. Give the audience time to review the measure information. Walk around and make sure participants understand activity. Offer support or redirection as needed. When participants complete activity, trainer may hand out a laminated answer sheet to eliminate wait for slide. Ask participants to put everything back in proper envelopes and place in the briefcases. Copyright © 2013 California Department of Education, Child Development Division with the WestEd Center for Child & Family Studies, Desired Results Training & Technical Assistance Project. 05/2013

Preschool Developmental Level Key
Exploring Developing • Using the key, ask preschool table groups to match the completed activity pieces. Building Integrating 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 43 43

• Request that Infant/Toddler table groups match the completed activity pieces with the key.
Copyright © 2013 California Department of Education, Child Development Division with the WestEd Center for Child & Family Studies, Desired Results Training & Technical Assistance Project. 05/2013

Preschool English Language Development Measures
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 45 45

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 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 46 46

ELD Measures in the Classroom: Measure 23
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? Refer to DR Activity sheet 8 - ELD Video Clips The intent of this activity is to have participants become very familiar with one ELD measure. Remember, this is just one example of what the developmental level may look like. It is not adequate information to make a rating or to say this child is at that particular level since we would need more evidence and knowledge of the child over time. The video clips are intended to reinforce what a developmental level MIGHT look like in the classroom. After second bullet, inform participants that each developmental level will be explored individually. Move through each developmental level individually by repeating the steps shown on the screen. 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 47 47

Exploring Level Insert Video
Exploring level: During this clip the children are participating in circle time. Ms. Megan has asked the children to identify which children are not present. In this clip, we see Yasmin (the girl in brown) participating by observing and looking at the person speaking. She raises her hand to answer the question Ms. Megan has asked. When called upon, she does not respond. Then, a Spanish-speaking teacher repeats the question in Spanish for Yasmin. Yasmin does not respond verbally. Another child says, “Diego.” Ms. Megan asks Yasmin, “Is Diego not here?” Yasmin shakes her head. This clip is an example of the Exploring level because Yasmin is beginning to attend to the activities conducted in English. She follows the speaker with her eyes and head. She sees that the other children are raising their hands and use this behavior/visual cue to participate. 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 48

Read the definition and when reading the descriptor carefully – circle the word or and highlight the word and for the Developing level ONLY. Check with elbow partner that you got them all. Watch video clip. What makes it an example of the developmental level? Refer to DR Activity sheet 8 - ELD Video Clips The intent of this activity is to have participants become very familiar with one ELD measure. Remember, this is just one example of what the developmental level may look like. It is not adequate information to make a rating or to say this child is at that particular level since we would need more evidence and knowledge of the child over time. The video clips are intended to reinforce what a developmental level MIGHT look like in the classroom. After second bullet, inform participants that each developmental level will be explored individually. Move through each developmental level individually by repeating the steps shown on the screen. 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 49 49

Developing Level Insert video
Developing level: This clip shows two children working at the art table with Ms. Megan. The focus is on the child with the dark blue dress. One child (Guretti) indicates that she would like dot markers in additional colors. Ms. Megan says, “You can bring the whole jar over if you like.” The child then brings the jar to the table. The clip is an example of the developing level because the child demonstrates an understanding of frequently used directions. In this classroom, the children are responsible for retrieving and bringing their supplies to and from tables. 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 50

Read the definition and when reading the descriptor carefully – circle the word or and highlight the word and for the Building level ONLY. Check with elbow partner that you got them all. Watch video clip. What makes it an example of the developmental level? Refer to DR Activity sheet 8 - ELD Video Clips The intent of this activity is to have participants become very familiar with one ELD measure. Remember, this is just one example of what the developmental level may look like. It is not adequate information to make a rating or to say this child is at that particular level since we would need more evidence and knowledge of the child over time. The video clips are intended to reinforce what a developmental level MIGHT look like in the classroom. After second bullet, inform participants that each developmental level will be explored individually. Move through each developmental level individually by repeating the steps shown on the screen. 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 51 51

Building Level Insert video
Building level: The girl in the purple is the focus child. This clip takes place during circle time. The little boy sitting next to the girl in purple is starts a conversation with the teacher, trying to remember the name of an adult. At one point the focus child says “the office” in response to a question. As the conversation progresses, the focus child is fully engaged and following the conversation as other children respond to the questions. Then the teachers says, “Let’s count who is not here.” The focus child raises her hand and points with one finger toward the chart. This is an indication that she is ready to count. In the next part of the clip, Ms. Megan asks the children to sing to those who are absent. The girl in purple sings the song, We Wish You Well, with her peers. This clip is an example of the Building level, because the focus child actively engages in the group activity conducted in English. She follows the speakers and sings the song. 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 52

Read the definition and when reading the descriptor carefully – circle the word or and highlight the word and for the Integrating level ONLY. Check with elbow partner that you got them all. Watch video clip. What makes it an example of the developmental level? Refer to DR Activity sheet 8 - ELD Video Clips The intent of this activity is to have participants become very familiar with one ELD measure. Remember, this is just one example of what the developmental level may look like. It is not adequate information to make a rating or to say this child is at that particular level since we would need more evidence and knowledge of the child over time. The video clips are intended to reinforce what a developmental level MIGHT look like in the classroom. After second bullet, inform participants that each developmental level will be explored individually. Move through each developmental level individually by repeating the steps shown on the screen. 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 53 53

Integrating Level Insert video
Integrating level: In this clip, a boy is using the number pegs. A teacher is sitting at the table asking him questions about what he is doing. For example, she asks, “So, can you count those for me?” In English, the boy responds by counting with one to one correspondence to four. The teacher responds, “You are very good at counting aren’t you?” The boy responds, “and the other ones, too?” The teacher says, “and you can count the others, too?” He says, “Sure,” and begins counting. He counts “1,2,3” then starts again “1, 3, 8.” Then he does another set without one to one correspondence. At the end of the clip, the teacher asks “Which one has more? This one? Or this one (pointing to sets)?” This is an example of the Integrating level because, while this is a social context, he demonstrates an understanding of instructional vocabulary and concepts in English (e.g., counting and more). He is actively engaged in an individual activity conducted in English without the support of the home language. 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 54

Presenter note: Debrief this slide with participants and go through the process with participants.
Ask the question, “Is English the only language spoken in the child’s home?” If “yes,” read the left column. Then go to ELD 1 Measure 23. Look at the number one (1) directly below Measure 23 where it says “Mark the highest developmental level.” Next, continue on that line and find “Not yet at first level.” Last on this line is “Child’s home language is English.” If the initial question was answered “yes,” bubble this last choice in and nothing else. Look at the chart again. If the answer is “no,” read the right column providing directions to complete all LLD and ELD measures. Remind participants that they read this information during Give One Get One and they have tabbed this page to reference at any time. 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 55

Key Points for ELD and LLD Measures
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. ELD is used with dual language learners learning to speak English. Consider only responses to or communications in English. All dual language learners do not progress at the same rate. Trainer Note: These are key points about the ELD measures from the user guide. Briefly share these points, participants have already read them during give one get one. Children can show progress in home language, English, or through other methods of communication. In domains other than ELD, teachers should speak child’s home language or seek support. The ELD foundations are different from the other foundations because dual language development is not tied to age. Therefore, Beginning, Middle, and Later is used rather than at around 48 months or 60 months. A child who is the oldest child in a family that speaks only Spanish or Chinese will have a different level of experience with English than a child who is the youngest child who has older siblings attending school and speaking and reading English. 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

Preschool Learning Foundations
Foundations provide additional information about children’s development. Foundations provide the overall developmental landscape or backdrop. You can refer to the foundations since they given development at 48 months and 60 months. The DRDP (2010) helps determine where an individual child is on that backdrop. The foundations are available to provide more information about the content of the measures. For example, if teachers are looking at Measure 8, Cooperative play with peers, they can go the Social Interactions strand of the foundations to learn more about children’s typical development in this area. Teachers can use the framework for ideas and strategies to support children’s growth and development. 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 57

Preschool English Learner Guide
PEL guide training is available through CPIN. Go to for more information. Contact your regional lead for more information. Contact information for the regional leads is available on the CPIN Web site. Go to select FIND YOUR REGIONAL LEAD on left hand column of page. Select appropriate region using the map of California to find your Regional Lead’s contact information. 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 58

LUNCH • Tell participants that upon return they will play a round of Jeopardy, so don’t be late! 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 59

Round 2 DRDP Welcome Jeopardy!
PURPOSE: Bring participants back on time from lunch, and more importantly review content provided in the morning session. Ask participants to get out white paddle again. The answers will be items they heard in the morning session. PowerPoint notes or whatever resources available at the table may be used to answer questions. 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 60 60

DRDP Round 2 A collection of anecdotal notes, photos, work samples, and other evidence of behaviors and skills • Follow the same sequence used in the morning’s Round 1 Jeopardy game. $100 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 61 61

What is… a child’s portfolio? $100 Winner! DRDP Round 2 62
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 62

These are aligned to the DRDP-PS (2010) and the DRDP-IT (2010)
DRDP Round 2 These are aligned to the DRDP-PS (2010) and the DRDP-IT (2010) $200 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 63 63

DRDP Round 2 What are… The Infant/Toddler Foundations and the Preschool Learning Foundations? $200 Winner! 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 64 64

These are NOT a checklist
DRDP Round 2 These are NOT a checklist $300 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 65

What are… Examples? $300 Winner! DRDP Round 2 66
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 66

Components of the DRDP to clarify the intent of each measure.
DRDP Round 2 Components of the DRDP to clarify the intent of each measure. $400 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 67 67

DRDP Round 2 What are… Developmental Domains, Definitions, Developmental Levels, and Descriptors or the 4 D’s? $400 Winner! 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 68 68

DRDP Round 2 Typical behavior done easily and confidently, consistently, over time, and in different settings $500 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 69

What is… mastered or mastery? $500 Winner! DRDP Round 2
Remind the group that they will have the final jeopardy question at the end of the day. $500 Winner! 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 70

Looking at the Evidence
NOTE: Portfolio samples are confidential and are not to be removed from the room. Refer to DR Activity sheet 9 - Looking at the Evidence Activity NOTE: It is important to stress the confidentiality of the portfolio. Families have given permission to use these samples of evidence for training purposes only. Please respect their wishes and return them to table folder when finished. 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 71 71

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. Share background information about Joanna. 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 72 72

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. Have participants do this process for each of the measures. When they are done, ask the group to discuss what is being assessed in Measure 24? Then repeat the questions process for each of the measures. 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 73 73

Meet Joanna Insert video
• Show video clip of Joanna (about four minutes long). • Have participants take anecdotal notes during the clip and provide another minute after the clip to add details to the notes. Give a brief description of the clip. Facilitator may show the clip twice. Ask participants what they saw in the clip. 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 74 74

Looking at the Evidence
Walk through the video clip of Joanna and ask participants to complete the video clip column as a whole group. Joanna demonstrates comprehension of English Measure 23 when she nods appropriately to the questions asked by the teacher. Joanna demonstrates expressive English by saying, “I hear it” and “heart.” There is nothing in the video related to Measure 25 & 26. 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 75 75

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. 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 76 76

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 Explain that staff are often concerned about what to write down (or capture) on their observation notes. Since time is always a valuable commodity, having the notes be as beneficial as possible is important. We must learn something about the individual child from the notes. 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

The Process of Rating the DRDP
PURPOSE: To practice rating the DRDP with real children by watching video clips and looking at mini-portfolios. Participants have the opportunity to discuss the evidence they create by recording observations from the video clip and then reviewing and reflecting on this evidence. It is important to stress the confidentiality of the portfolios. Families have given permission to use to use these samples of evidence for training purposes only. Please respect the families’ wishes and return portfolios to briefcase when finished. These are samples, not examples, of real teachers documenting children’s learning. It is wonderful that they agreed to share them. If participants are interested in other sample documentation, they can go to the DR Web site and download some things for each age level. 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

Collect and Organize Evidence and Documentation
There is no requirement as to how to collect or organize the gathered materials. These materials are intended to provide support to staff in planning learning activities, informing instruction, completing of the DRDP, and assisting in communicating with families. 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 79

Children’s Portfolio Anecdotal notes Photos Work samples Checklists
Items displayed may be included in the child’s portfolio. Checklists 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 80

Checklists Use checklists to help you and other staff record how often children demonstrate behaviors, knowledge, or skills. Checklists: Some measures may lend themselves to checklists, e.g., how often a child participates in an activity or spends time in an interest area. Place checklist near to where the activity might occur. Note: Ask if other measures lend themselves to checklists. 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 81

Review & Reflect on the Documentation
Conversation with Jose Teacher 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.” Jose drawing of a “tuna fish” 3/3 Music: 3/3 Song 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. This is a sample of one page from a child’s portfolio. Before rating the measures, review and reflect on the child’s evidence. What does “review and reflect” mean? Find REVIEW & REFLECT handout in the folder. Use Interactive Reading Strategy: Echo Reading. Explain that you will read a line and they copy you. When they are done reading ask them to highlight at least one thing in each section. Ask if anyone wants to share. NOTE TO TRAINERS: THE FINAL JEOPARDY ANSWER IS “REVIEW AND REFLECT” SO IT IS IMPORTANT TO GIVE THEM TIME TO READ THE HANDOUT. Story Time: 3/6 Reading story about an alligator Teacher: “Why is every one so scared?” Jose: “Because he has teeth!” Circle Time: 3/5 Jose:“Teacher, lots of people came to my party. They gave me tons of presents!” 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

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. Note to Trainer: Read slide. Pause and give time for participants to consider information. Sing the song for them and then ask them to stand up and sing it with you. This needs to become their mantra. If time is too short, postpone the Rating the DRDP slides until after the Round 2 Jeopardy game slides. 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

Based on observations, fill-in one bubble that best describes the child’s highest developmental level mastered. 1. Mark the highest developmental level the child has mastered. Not yet at first level 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 Building Accurately labels others’ feelings, and may offer assistance Integrating Uses words or actions to demonstrate concern for what others are feeling • Click to have Developing bubble fill-in. 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

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 1. Mark the highest developmental level the child has mastered. Not yet at first level 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 Building Accurately labels others’ feelings, and may offer assistance Integrating Uses words or actions to demonstrate concern for what others are feeling The complete term is “not yet at first level.” “Not yet at first level” means children are not displaying mastery of skills or behaviors that would allow you to mark mastery for first developmental level. • Explain that the “not yet at first level” bubble is not available in the infant/toddler instrument because it begins with the reflexive stage which is typically evident at birth. 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

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. 1. Mark the highest developmental level the child has mastered. Not yet at first level 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 Building Accurately labels others’ feelings, and may offer assistance Integrating Uses words or actions to demonstrate concern for what others are feeling The complete term is “not yet at first level.” “Not yet at first level” means children are not displaying mastery of skills or behaviors that would allow you to mark mastery for first developmental level. • Explain that the “not yet at first level” bubble is not available in the infant/toddler instrument because it begins with the reflexive stage which children are typically evidence at birth. 2. Record evidence for this rating here 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
The Rating Record is included on page x-xi in DRDP-PS, page vi & vii of the DRDP-IT, and page vii of DRDP-SA. Unlike prior years, currently only one acceptable version of the rating record exists. Directions for its use will be determined by CDE CDD management bulletin. The current guidance is to use the full version the first time the DRDP is completed for the year. The second time, a rating record may be used. If this changes, CDE will issue a new management bulletin. If time ask them to turn to the front matter and read the section on how to use the Rating Record on page x. 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

Determine a Rating for Measures
• The DRDP instrument may be used as a “handbook” for guidance when using the rating record for the second assessment. • Use a DRDP Rating Record to record the developmental level mastered for the assigned measures.

Practice Rating Activity
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 Discuss with your table group what the measures are assessing. Infant/Toddler DRDP Measure 16-19 3 Yrs. - K DRDP Measures 15-18 Refer to DR Activity sheet 10 - Rating the DRDP 2010 This activity may require minutes, if more than one age level videos clips are introduced. If you are training just one age level, or if your participants are very familiar with the DRDP, it takes about 30 minutes. Provide time to review the measure information before showing the video clip. Walk around and offer support or redirection as needed. Ask participants to put everything back in proper folder and place in the briefcases. Copyright © 2013 California Department of Education, Child Development Division with the WestEd Center for Child & Family Studies, Desired Results Training & Technical Assistance Project. 05/2013

Practice Rating Activity
1. Take 10 minutes to read through the portfolio Take notes as you watch the video 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 Refer to DR Activity sheet 10 - Rating the DRDP 2010 This activity may require minutes, if more than one age level videos clips are introduced. If you are training just one age level, or if your participants are very familiar with the DRDP, it takes about 30 minutes. Provide time to review the measure information before showing the video clip. Walk around and offer support or redirection as needed. Ask participants to put everything back in proper folder and place in the briefcases. Copyright © 2013 California Department of Education, Child Development Division with the WestEd Center for Child & Family Studies, Desired Results Training & Technical Assistance Project. 05/2013

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. Copyright © 2013 California Department of Education, Child Development Division with the WestEd Center for Child & Family Studies, Desired Results Training & Technical Assistance Project. 05/2013

Meet Bishop This video clip was shown earlier. Replay for participants to complete observation notes if desired. Participants need 1 or 2 post-its or a piece of paper to make notes on while the watch the video clip. Click on photo for 5 minute video to play. Copyright © 2013 California Department of Education, Child Development Division with the WestEd Center for Child & Family Studies, Desired Results Training & Technical Assistance Project. 05/2013

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. 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

Meet Jose Insert video Show video clip of Jose (approx. 4 minutes long). Participants need 1 or 2 post-its or a piece of paper to make notes on while the watch the video clip. Participants may take anecdotal notes during and after the clip. 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

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. Participants may: Review and discuss observations of the video clip Add new information to notes Review the DRDP to identify where observation notes relate to the measures and descriptors NOTE TO TRAINERS- DIRECT PARTICIPANTS TO USE THE RATING RECORD IN THE DRDP 2010 FOR THIS ACTIVITY. 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

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 Refer to DR Activity sheet 11– Inter-rater Reliability Prepare charts with each age level set of developmental domains and measures. Table groups reach a consensus on each measure rating. Use a post-it note to show the rating recorded. Table groups compare findings with other table groups and briefly discuss the differences and similarities in the ratings. 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

Please return evidence to table briefcase
NOTE: Evidence samples and materials are confidential and must remain in the training room. • Ask volunteers who have been distributing materials from the table briefcase to ensure that the evidence materials are returned.

CDD/Head Start Requirements
This section may be covered quickly, but facilitator may receive questions. 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 98

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 • CDD requires that all children attending programs for 10 hours or more each week are assessed using the DRDP two times each program year. • Read the requirements, emphasizing within 60 calendar days of the enrollment date of children. Enrollment is typically determined to be the first date the child receives care. • Add that Head Start is required to complete it within 45 days of enrollment and three 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

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 • Explain that the summarizing of DRDP data by classroom or group also remains the same. • Summarizing data tools are available for downloading at the DR Web site. Let them know you will provide additional information about DRDPtech and the DRDP Classroom Summary of Findings. 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

Available to programs now!
DRDPtech© Available to programs now! Get information about the DRDPtech platform on the Desired Results Web Site: DRDPtech CLOUD is designed to allow teachers, program administrators, and other designated staff to access DRDP instruments and conduct DRDP assessments online via the Internet. DRDPtech stores data entered by teachers in a secure database and automatically produces a variety of assessment reports, both for individual children and for groups of children. Visit the website for information- 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 101

DRDPtech© DRDPtech CLOUD accounts are free for CDE-funded programs, Head Start programs, California tribal CCDF, and for California k-12 school districts. These programs can obtain an account by submitting the required forms. There is more information on the website on how to set up accounts. 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

What is DRDPtech©? An online data entry system
An easy way to compile information about your students Tool for printing out summary reports Teachers can complete the DRDPtech online. Makes it easy to compile the student’s information. It does the math for you. Provides multi-level summary reports by student, or by group, and even sub group that can be shared with families and administrators. 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

DRDPtech© Reports All reports are designed in collaboration with CDD. They provide information about children’s competencies across developmental domains, and overtime progression. Three types of reports are featured in this slide: 1st Group Summary by Percentage (on left) - Breaks down the data measure by measure so you can see exactly how the measures are being rated. We will look at a sample of this later. 2nd Child’s Developmental Progress by Domain- The bar graph displays where the average rating is for the child within a domain. This report provides the overall developmental level based on how the child was rated on the measures in that domain. 3rd Child’s Developmental Progress Over Time by Domain Report - Displays how the individual child is progressing from each reporting period, including a child who moves from an infant/toddler class to preschool. These reports can be pulled at both the child level and the group level to help teachers plan curriculum and meet the individual needs of children. 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

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 • The Child’s Developmental Progress form remains the same. Programs can reformat the Progress Form and add information to it, but cannot remove what is there. Teachers need to leave the “What the families will do” section open until they have talked to the families and decided together on what will be worked on. 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

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 Explain that a progress form is used during parent conferences to describe children’s development and growth. The progress form provides a review of the child’s strengths, areas that need improvement, and goals for developmental growth in the program and at home. The information teachers write on the form is based on the DRDP, observations, work samples, and other evidence from the child’s portfolio, as well as information provided by parents. 106 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

DRDP Classroom Summary of Findings
Participants find sample Classroom Summary Of Findings in folder. The classroom teacher is responsible for implementing the Summary of Findings. It is intended to be a living document that is referred to during planning (not put in a file cabinet or in a binder that gathers dust). The Summary of Findings is completed for each classroom in a number of ways, including: By the classroom teacher or by an administrator and given to the classroom teacher A site supervisor or other administrator works collaboratively with the teachers to write the Summary of Findings During a program review, the Field Service consultant will ask the classroom teacher about the Summary of Findings; it should be included in the Program Action Plan. When writing Key Findings, it is required to use percentages at the domain level. In the Action Plan, CDD would like teachers to use the frameworks as a first step in developing ideas. A teacher’s own ideas may be added after considering the information in the framework. The Action Plan is intended to be very specific about how the teacher will support children’s growth and development, e.g., How many time a week are you going to do a planned math activity? Write it down. In the Person Responsible column it is important to put a specific person’s name, not just staff or all staff. 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

What does the data tell us?
Look at domain Look in foundations Think about what the data reflects First look at each domain and see what the data tells us. What are the areas of strength and the areas of need? Then look at the foundations because they tell us where children with appropriate support in a high quality programs should be at 48 and 60 months for preschoolers. For infants and toddlers, it is at 8 months, 18 months and 36 months of age. When we know where children are headed, we can plan appropriate activities and set up the environment to support their growth and development. 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

Consider a variety of strategies including:
Planned learning opportunities Child-staff interactions Teacher strategies Family engagement Use of environment and/or materials These categories have been updated on the new Classroom Summary of Findings form, under Action Steps. These are the areas to address. You can find ideas for each of these things in the 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

What’s in the Curriculum Frameworks?
Infant/Toddler available now! School-age frameworks available on CDE Web site The Curriculum Framework chapters provide information to support children's learning in the areas described in the California Preschool Learning Foundations, Volumes 1 and 2. Note to trainer: Chart page numbers for following slides. Trainer Notes: Identify what domain each icon represents. Volume 1 contains the first four domains (the first four icons reading from the top of the page). Volume 2 contains the next three domains (visual/performing arts, physical development, and health), and Volume 3 contains the last two domains (history/social science and science). The icons and their colors are used to identify domain sections inside of the book. We will look at the sections of the book on the next slide. 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

What does the framework do?
“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 Have participants read the slide together or silently and give you a signal when they are done reading. 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

Discover ideas for: Environments Building on children’s play Materials
Teacher-guided learning activities Setting up environments, Encouraging and building on child's self-initiated play, Selecting appropriate materials, and Planning and implementing teacher-guided learning activities. 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

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 Review slide. 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

What’s first??? Guiding Principles Environments and Materials
Summary of the Strands and Substrands Each chapter includes domain specific guiding principles that supplement the overarching principles explored in Chapter 1. In each chapter, after the guiding principles, find the section Environments and Materials. Each chapter includes suggestions of environments and materials to support children’s growth and development in that domain. Domain chapters end with a summary of strands and substrands that align with the strands and substrands in the Preschool Learning Foundations. 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

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. The vignettes might provide ideas to use in the classroom. 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

End of Each Domain Bringing it All Together Engaging Families
Questions for Reflection Bringing it All Together begins with a vignette that integrates the substrands into one scenario. Following the Vignette is an explanation of what the teacher did and why. Engaging Families has ideas for teachers to pass on to families in conferences, workshops, newsletters, etc. Finally, Questions for Reflection guides teachers to reflect on their practice and plan for implementation of new strategies learned in the strand 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

Finally… Each chapter ends with: Teacher Resources References Endnotes
Participants may locate these features at the end of the domain chapter. Inform them that the Teacher Resources have been contributed by California’s early childhood community. 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

All teachers… Must use the results of assessments of children’s progress and teaching practices to support each child’s learning and development. All teachers, whether teaching in a Head Start or state preschool program, must use the results of the DRDP to support each child’s learning and development. 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 118

Final Tips For Success 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 It is okay if children put several dates on their work. That is good information as well. Consider letting them use it during free choice time so they can “play” with it and get it out of their system a bit. If your older 4 year olds recognize their names, they can file their work. They may not do it perfectly, but it can be helpful to you. 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

DRDP Resources Support materials are available online at the DRDP Web site. The Web site address is in the upcoming PowerPoint notes. Many of the resources on the gallery are from the Web site. 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

Check out the Desired Results www.desiredresults.us
Resources Tools Forms Samples These are Web site resources that offer assistance in completing the DRDP. Trainer note: Show these items from the gallery and explain how they can be used to support the teachers’ work. 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

DRDP Portfolio iPad App
Go to iTunes Store Search DRDP app Download version for iPad Explain that this is a portfolio app and NOT a way to complete the DRDP online. The DRDP portfolio app is an organization system to collect evidence for the DRDP. It is a place to store photos, video recordings and voice recordings (i.e., media) that are supportive documentation for the DRDP. There is no rating of measures in the DRDP Portfolio App. DRDPtech on the other hand is a data entry program. DRDPtech is where the ratings are completed and calculated. DRDPtech gives you the DATA. The two systems support each other but never cross and never connect or upload to each other. 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

DRDP Portfolio iPad App
YouTube video tutorials for the DRDP Portfolio App are now available. Features of the app include assigning measures to each piece of evidence, sharing children portfolios to families, and assigning one piece of evidence to more than one child at the push of a button. 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

Ask participants to find this handout in the folder.
Reinforce the DR Web site address at the top of the page. 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

Desired Results Online Tutorials
• Ask the audience to learn more about the simple-to-use online tutorials. 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

Support Materials for Implementation of DRDP
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 Getting to Know you Through Observation Trainer’s Guide and Workbook Getting to Know You Through Observation Trainer’s Guide and Workbook, 12 training activities. Talk through slide. Have materials on gallery table. Let participants know each agency received a free DVD last year. They should inquire with main office. Order forms are available on the Resources page of the DR Web site. 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

CPIN Preschool Online Online courses are offered through California State University Channel Islands Online courses offered are: Observation, DRDP 2010, and Preschool English Learners Check the Web site for which courses are currently being offered. Explain that CPIN also provides many professional development opportunities throughout the state. Check out the CPIN Web site for more information. NOTE TO TRAINERS: Check the Web site prior to the training to see which courses are being offered at the time of the 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

KWL Write one or two things you learned today.
Ask participants to take a few moments to reflect on what they have learned during the day’s training (new strategies, ideas, or notes) to take back to the classroom. Instruct participants to locate the handout that looks like the one on the screen and write down three strategies, notes, or ideas that they will definitely use. 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

Q and A Pull parking lot post-it notes and answer questions.

Complete Training Evaluation Form
Please take a few minutes to complete the Training Evaluation Form. As participants turn in their evaluations, hand them the certificate of attendance. 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

Contact Information Desired Results Training & Technical Assistance Project 333 North Lantana Street, Suite #277 Camarillo, CA 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

Final Jeopardy Final Jeopardy
Table teams can wager some or all of their winnings up to this point on this final question. • Teams write the amount of their wager on their white board. Ensure that all teams have followed the instructions. NOTE: This activity can get a bit rowdy and competitive. Make sure the wagering rules are followed and ask people to hold up paddles for others to see. Sometimes it helps to know what the total is for those who got PERFECT scores. 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

Final DRDP Jeopardy The process of looking over collected observations and children’s demonstrated skills and knowledge to determine which developmental level the child has mastered is…

What is… Review and reflect Final DRDP Jeopardy
Have teams add up the resulting amount. (An incorrect answer results in losing the amount wagered. A correct answer results in doubling the amount wagered.) If the event of a tie, write down a number between 1-10 and ask tables to pick a number. Table closest to number wins. Award the team with the highest DR dollar amount with the available prizes. One per person at the table.

Thank you for your participation!
THANK THE AUDIENCE FOR THEIR ATTENTION AND PARTICIPATION DURING THE 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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