1. Desired Results Training and Technical Assistance Project
DRDP  
Desired Results Training and Technical Assistance Project
WestEd
California Department of Education, Child Development Division in collaboration with WestEd

2. Brought to you by the California Department of Education Child Development Division in collaboration with WestEd Desired Results T/TA Project

3. Purpose of Training
Provide a general overview of the changes to the DRDP-R
Provide participants with an understanding of the DRDP 2010
Provide participants with an understanding of the PowerPoint programs they may use to train their agencies

4. At the center of the system are the Infant Toddler and Preschool Foundations which describe the learning and development that infants, toddlers, and 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 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).

5. The DRDP 2010 was developed by the:
California Department of Education, Child Development Division
WestEd Center for Child and Family Studies
University of California, BEAR Center
With valuable input from teachers and directors who participated in the research study
WestEd and BEAR aligned the instruments and developed new measures.
BEAR provided overall direction for the study and summarized the data.
BEAR is the Berkeley Evaluation and Assessment Research Center.

6. Why was the DRDP-R revised?
To align with the Infant/Toddler Learning and Development Foundations
To align with the California Preschool Learning Foundations, Volume 1

7. What was aligned? Infant/Toddler Foundations
Social-Emotional Development
Language Development
Cognitive Development
Perceptual & Motor Development
Preschool Foundations,
Vol. 1
Social-Emotional Development
Language and Literacy
English-Language Development
Mathematics 7

8. Why was it important to align the DRDP-R to the foundations?
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.
To ensure we assess what we want
children to learn and that it is aligned to
what is appropriate for children of this age

9. What is the relationship between the DRDP and the foundations?
The foundations tell us what children, with adequate support, typically learn and develop.
The DRDP provides a structure and a tool for recording an individual child’s development and documenting progress.
The Infant/Toddler Learning & Development Foundations provide the research base for the DRDP-IT (2010).
The Preschool Learning Foundations, Volume 1 provide the research base for the DRDP-PS (2010).
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.
Use the frameworks to find out more specific information about specific teaching strategies
Foundations provide the overall developmental landscape or backdrop. The DRDP 2010 helps determine where an individual child is on that backdrop.

10. Navigation Map Handout 1
Measure
Descriptor
Developmental Domain
Definition
Developmental Level
This is handout #1.
The back side provides the terms and definitions.
On the Preschool navigation map there is additional information on what is meant by each developmental level, Exploring, Developing, Building and Integrating.
Explain that the Desired Results are in the front of the instrument on page I in the Directions section.
The DRDP 2010 is organized around the foundation domains. The term indicators, which were aligned to the Desired Results, has changed to developmental domain to align with the foundations.
Example

11. Directions for Completing the DRDP 2010
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. Please read the directions at this time. Later we will look at the measures.
Trainer note: Let participants know they will have a chance to explore the rest of the instrument. Read the directions now and look at the additional pages related to ELD later in the session.
In the next activity, participants will have a chance to explore the rest of the instrument.
Please take 10 minutes to carefully read the directions page i-v 11

12. Comparing the DRDP-R and the DRDP 2010
Now we are going to look at the rest of the DRDP 2010.
If needed, there are a few copies of the DRDP-R for the next activity on the tables.

13. Race for Change Using the DRDP 2010 and the DRDP-R:
See how many things are the same
Be as thorough as possible
Get a point for each of the five key things that are the same.
Refer to activity sheet #1 for complete directions.

14. Race for Change - Handout 2
This is handout #2. Remind participants to focus on what they read in the instruction pages.
Direct participants to use this handout to document similarities.
Groups have eight minutes to complete the activity.
Next, ask participants to state the similarities found.
Option: Chart the similarities.

15. Five Points That Are the Same
Observation-based assessment tool
Rating process is the same
Completed within 60 calendar days of enrollment and six months thereafter
Gives teachers concrete information to plan and modify curriculum
Children can show they have mastered a developmental level in their home language, English, through alternative communication methods, or any combination of the above
Walk around room, each group gets an extra point for each of these five key things that are the same.
Naturalistic observation-based instrument that serves as a framework for documenting the progress of children and families on an ongoing basis
Rating process is the same
Completed within 60 calendar days of enrollment in the program and every six months thereafter
Gives teachers concrete information to plan and modify curriculum
Children can show they have mastered a developmental level in their home language, English or…

16. Turn handout over and complete as much as possible in 8 minutes.
What’s Unique?
Turn handout over and complete as much as possible in 8 minutes.
Refer to activity #2
This is handout #2. Direct participants to use the back of this handout to document what is unique to the DRDP 2010.
Give groups eight minutes to work, then ask for volunteers to share findings.
Differences include the following:
Indicators have been replaced by developmental domains.
The number of developmental domains is smaller than the previous number of indicators.
Some indicators were combined in one domain, some of them have been dispersed among domains.
A few measures were deleted and a few were added.
English Language Development (ELD) measures have been added to the preschool instrument.

17. Structural Changes DRDP-R: DRDP (2010): Desired Result Indicator
Measure
Definition
Developmental level
Descriptor
Examples
DRDP (2010):
Developmental Domain
Measure
Definition
Developmental level
Descriptor
Examples
Desired Results are still the overarching results we want for all children.
They are listed in the front matter of the new instruments on the first page.
When comparing the structure, the only difference on the DRDP 2010 is that developmental domain has replaced indicator. 17

18. Rating Records I/T page vi-vii PS page viii-ix SA page vi
The Rating Record is included on page viii in DRDP-PS, page vi 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 management bulletin.
The current guidance is to use the full version the first time you complete the DRDP for the year. The second time, a rating record may be used. If this changes, a new management bulletin will be issued.

19. Infant /Toddler: 5 Developmental Domains have replaced 9 Indicators
Self and Social Development (SSD)
Language and Literacy Development (LLD)
Cognitive Development (COG)
Motor and Perceptual Development (MPD)
Health (HLTH)
Domains have replaced the indicators to be more aligned to the foundations.

20. Preschool: 7 Developmental Domains have replaced 10 Indicators
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)
Domains have replaced the indicators to better align with the foundations.

21. DRDP 2010 at a Glance Handout 3
Trainer note: This is DRDP 2010 at a Glance handout #3.
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 IT are the same.
The DRDP- PS (2010) has 39 measures which is the same number as the PS DRDP-R. Including the ELD measures, there are 43 total.
The SA DRDP-R had 31 measures and the DRDP-SA (2010) has 11. 21

22. What’s in a Number? Handout 4
Each person chooses an Indicator.
Complete the Indicator section of the worksheet.
Share information with table group.
You have 10 minutes.
Refer to activity sheet #2
This is handout #4.
Ask individuals to find the new number for each measure in his/her assigned indicator.
Write down the measure number and name in the column on the right. Share individual results with table group.
When finished, participants will have a comparison of all of the DRDP-R measures and DRDP 2010 measures.
Pass out answer sheet.

23. Domain Comparison Each table is responsible for one domain.
Using the chart paper provided, list everything unique about the domain.
Return to the table when chart is complete.
At the signal, walk around the room and read the other charts.
See activity #3 - This is an optional activity that goes with handout #4
It’s recommended that teachers take a closer look at the domains if time permits.

24. Alignment Findings
Most DRDP-R measures were aligned to the foundations.
A few new measures were added and a few were removed in the creation of the DRDP (2010).
English language development measures were added to the preschool instrument.
All changes were made as a result of the alignment process.

25. Head Start Alignment Fully aligned No additional measures needed
DRDP 2010 can be used in Head Start
and Early Head Start programs without
modifications
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.

26. Infant/Toddler Measures
ADDED:
Social Understanding
Imitation
Understanding Event Sequences
DROPPED:
Awareness of Diversity
Time
Personal Care Routines

27. Preschool Measures DROPPED: ADDED:
Time
ADDED:
Comprehension of age-appropriate text, presented by adults
4 ELD measures
Read slide.
Then add, “As you know, 4 ELD measures have also been added to look at English language development for dual language learners.”

28. This is handout #5.
Take a few minutes to look over.

29. Preschool English Language Development Measures
This is a transition slide.

30. 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 30

31. Instructions for Using the Language and Literacy Development (LLD) and English Language Development (ELD) Measures
Find an elbow partner.
Name selected partner A and B.
A reads the first paragraph on p. vi and
B paraphrases.
4. Alternate until finished with p. vi.
5. Together look at the chart on page vii, check for understanding with one another.
Refer to activity sheet #4
Ask participants to join with an elbow partner.
One of the pair will be A and the other B. Provide about one minute for partners to choose designations. Ask As to show hands, then Bs.
Monitor to ensure partners have chosen designations.
With a co-facilitator or participant, model the process with the first paragraph of the Instructions for Using the Language and Literacy Development and English Language Development. A will read and B will paraphrase.
Inform participants that they will have about 7-10 minutes to partner read page iv.

32. Key points for ELD & LLD
LLD used with all children to measure progress in language and literacy development. Children may master levels in English, home language, or through alternative communication.
ELD 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.
Stress again that children can show progress in home language, English, or through other methods of communication.
Remind that in domains other than ELD, teachers should speak child’s home language or seek support.
Explain that 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.

33. Presenter note: Go through the process with participants.
Ask the question, “Is English the only language spoken in the child’s home?” Jan add measure 23 notes to ppt slide
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.
NOTES for Trainer:
Even if a child appears to be a monolingual English speaker and another language is spoken in the home, research shows that they ARE learning a second language. Some children may have social English but concept development has been in their primary language from home. Teachers are not being asked to do a language assessment but simply to answer the question.

34. The ELD Measures in the Classroom
Turn to ELD 1, Measure 23.
Read the definition, descriptor, and examples for the exploring level ONLY.
Watch video clip.
What makes it an example of the developmental level?
Refer to activity sheet #5
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.

35. Exploring Level Insert Yasmin video clip here
Please read the measure and definition for measure 23. Then read the descriptor for the exploring level. The girl in brown and pink is the focus. Since this clip was not developed specifically around this child, she is not the main focus of the clip so you will have to watch closely. During this clip the children are participating in circle time.
Exploring level: 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 sometimes. She sees that the other children are raising their hands and use this behavior/visual cue to participate, however , it is clear that she does not know why she is raising her hand. She has support from a teacher who speaks with her in Spanish. She responds non-verbally.

36. Developing Level Insert developing video clip
Developing level: Please read the measure and definition for measure 23. The read the descriptor for the developing level. The girl in the dark blue dress is the focus. This clip shows two children working at the art table with Ms. Megan.
Note for Trainer: One child (Gorety) 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.

37. Building Level
Building level: Please read the descriptor for the building level. The girl in the purple is the focus child. This clip takes place during circle time. Ms. Megan begins by welcoming back some children that have not been absent. Next the children are asked to figure out who is absent.
Note to trainer: Building level: The girl in the purple with pigtails is the focus.
This clip takes place during circle time. The little boy next to the little girl in purple starts off the conversation by asking the teacher what is the ladies name and Ms. Megan cannot remember. The conversation goes around the circle with children trying to help the teacher remember the adult’s name. The child we are watching follows the conversation and offers an idea. Next the children are asked to figure out who is absent. In both exchanges, the girl in purple is observing the person speaking. Then, as Ms. Megan writes the names on the board, she is seen looking forward at the board. 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, offers a suggestion and sings the song. She also raises her one finger up when the teacher says “Let’s count.”
In both exchanges, the girl in purple is observing the person speaking. Then, as Ms. Megan writes the names on the board, she is seen looking forward at the board. 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.

38. Integrating Level Insert counting video clip
Integrating level: Please read the measure, definition and descriptor for the Integrating level. In this clip there is only one child to watch. He is working with math pegs with a teacher.
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 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.
Note: In the other measures, most preschoolers at the end of preschool are at the building level. In the ELD measures, since learning a second language is not tied to age, but rather to experiences with that language, the child may be at any of the levels.

39. 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.
Now we meet a little girl named Joanna.
We are going to be looking at a page from her portfolio in a moment.
Read slide. 39

40. Looking at the Evidence Joanna’s Portfolio
24, 22, 7
Refer to activity sheet #6. 40

41. Let’s Look at the Evidence
Using the evidence provided, identify the measures related to each sample.
Mark on each sample the English Language Development measure number(s) for which it is evidence.
Note what other domain measures for which the sample can be used as evidence.
NOTE: Reinforce the idea that they are not assigning a developmental level to the sample evidence, they are only determining if it could be evidence for various measures. Remind them that the definition for the measures will help them determine if the evidence is related to the specific measures or not.
This is a good time to talk with teachers about what additional documentation they will need. For example, noting whether the child’s response was in Spanish to a teacher asking something in English, if the book read was in English, if the songs the child participated in were conducted in Chinese-this information will be needed when determining what level was mastered. 41

42. 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 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.
Again, mention that they should note if the adult was speaking in English or another language. Write exactly what a child is saying in the child’s language. Note if stories or other activities were presented in English or another language.

43. Where Does My Evidence Go?
Evidence can go:
On the document
In the portfolio
In an anecdotal note organizer
This may be dependent on your organization’s policy and procedures.

44. Preschool Learning Foundations
Foundations provide a broad picture of development.
For a broader understanding of English language development in preschool, please go to the English-language development foundations for preschool.
Foundations provide the overall developmental landscape or backdrop.
The DRDP 2010 helps determine where an individual child is on that backdrop.

45. NOTE: The Curriculum framework is to be published by CDE Press and expected to be available in mid May.
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.

46. 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.

47. WATCH FOR NEWS ON THE DRDP TECH PLATFORM
Piloting this year
Implementation in Fall 2010
WATCH FOR NEWS ON THE DRDP TECH PLATFORM
on the Desired Results Web site
This information is for administrators.
They may choose to share this with staff or delete this slide. 47

48. Check Out the DR Web Site www.desiredresults.us
Resources
Tools
Forms
Samples
Read slide.
Remind teachers to go to the Web site for updated information and forms.
All resources are being updated to match the DRDP 2010 and will be posted prior to implementation of the DRDP 2010.

49. Thank You!!!! Ask participants if they have any questions.
Optional: Provide time to complete an evaluation
Optional: Pass out raffle prizes.
Thank you all for coming! 49