welcome! using the drdp access the desired results access project, napa county office of education...

1

Welcome!

Using the DRDP access

The Desired Results access Project, Napa County Office of EducationCalifornia Department of Education, Special Education Division9/10/13

2

Today’s Learning Facilitators

Type the first trainer’s name, contact information, and other information hereType second trainer’s name, contact information, and other information here

3

Primary Purpose of the Session

DRDP access

a.k.a., the “access”

To assist you to feel competent and confident in using the

DRDP access

4

Learning Goals and Agenda

Understand: The DRDP access:

- Background

- General Requirements

- The Instrument

The three steps to using the DRDP access

The use of adaptations

Resources and other information

5

Overview of the Workshop Materials

1. DRDP access Manual

2. Rating Practice Exercise Worksheets

3. Training Evaluation

1. DRDP access Manual

2. Rating Practice Exercise Worksheets

3. Training Evaluation

6

Ground Rules

Let’s all…

Be courteous with the use of cell phones

Honor one person speaking at a time

Begin and end on time

Commit to the learning goals

Recognize that we may not have answers to all questions – as facilitators we’ll do our best to find the answers and get back to you

Any others you’d like to add?

7

Parking Lot

8

Background

9

Background on Federal Requirements

The Individuals with Disabilities Education Act of 2004 (IDEA 2004) requires all states to report progress toward child outcomes through an Annual Performance Report (APR) for both Part B and Part C.

CDE uses data from the DRDP access to meet these requirements. The DRDP access has been used:

Since 2007, with preschool-age children (3 - 5 year olds not enrolled in transitional kindergarten or kindergarten) who have Individualized Education Programs (IEPs); and

Beginning in fall, 2013 with infants and toddlers with Individualized Family Service Plans (IFSPs) who are reported in the CASEMIS system.

10

Benefits

DRDP access results can help practitioners:- Better understand and monitor children’s progress and

target their interventions to the individual needs of each child;

- Inform IFSP and IEP review and planning; and- Inform families about their children’s progress.

The data collected can:- Assist in decision-making at the child and family, program,

and policy levels; and- Help document the positive results of programs, making

the case for increased funding for early intervention and preschool special education programs.

California Department of EducationDRDP Assessment Instruments Used

Child Development Division (CDD)DRDP© (2010) Instruments

Special Education Division (SED)DRDP access

12

The DRDP access

5 Basic Differences between the DRDP© (2010) and the DRDP access

1. Page Orientation

2. Number of Levels

3. Named vs. Numbered Levels

4. Number of Measures

5. Domains vs. Indicators

13

14

draccess.org - the official source of information

15

General Requirements

16

Children in California who must be assessed with the DRDP access

The eligible child must have a signed IFSP or IEP and special education services initiated by these dates: Before October 1 to be included in the fall assessment Before March 1 to be included in the spring assessment

Since 2007: Preschool-age children (3 - 5 year olds not enrolled in transitional kindergarten or kindergarten) who have Individualized Education Programs (IEPs); and

Beginning in fall, 2013: Infants and toddlers with Individualized Family Service Plans (IFSPs) who are reported in the CASEMIS system.

17

Who are the Assessors?

The primary LEA early intervention or preschool special education service provider is responsible for the assessment- The person responsible for the assessment

should consult with other teachers, service providers, and family members to complete the assessment

18

Assessor Responsibilities

1. Observe each child over time and collaborate with other programs, service providers, and families to collect additional documentation

2. Rate the DRDP access measures and submit a Rating Record and Information Page twice a year, in the fall and spring

3. Maintain a copy of the Rating Record and Information Page

19

General Timelinesfor DRDP Data Collection and Reporting

Assessment Period

General Period for Observation and Documentation

General Period to Submit DRDP Data to

SELPA

Date by which SELPAs

Submit/Certify Data to CASEMIS

Fall Oct. 1 – Jan. 1 December – January February 1

Spring March 1 – June 1 May – June July 1

Note: These dates are general – consult your program administrator for the specific dates for your program

20

Families' Roles

Family members might take part in the DRDP access assessment in a variety of ways, including:

- Helping the IFSP or IEP team determine adaptations- Sharing observations and documentation with service

providers- Talking with service providers about their child’s areas of

strength and areas to focus on- Helping to plan the next steps for their child’s learning

and development

21

IFSP and IEP Team Responsibilities

For more information, read:“Guidance for IFSP/IEP Teams” Available at www.draccess.org

http://www.draccess.org/

22

Understanding the DRDP access

23

Table of Contents

24

Information Page and Rating Record

25

Desired Result > Indicator > Measure

26

Navigating theMeasures

27

Desired ResultA condition of well-being for children and families, each defining a single overall outcome

28

Indicator A specific measurable developmental dimension within an overall Desired Result

29

4 Desired Results and 10 Indicators

DR 1: Children are personally and socially competent1. Self Concept (SELF)2. Social and Interpersonal Skills (SOC)3. Self Regulation (REG)4. Language (LANG)

DR 2: Children are effective learners5. Learning (LRN)6. Cognitive Competence (COG)7. Math (MATH)8. Literacy (LIT)

DR 3: Children show physical and motor competence9. Motor Skills (MOT)

DR 4: Children are safe and healthy10. Safety and Health (SH)

30

Measure The developmental continuum along which a child’s observed behavior is assessed

31

Definition Specifies the developmental achievement (knowledge, skill) that is being measured

32

LevelEach level includes a descriptor, examples, and a corresponding number

33

Example: one way, but not the only way, a child might demonstrate mastery at a particular Level as defined by the Descriptor

Level

Descriptor: this defines the behaviors that would be observed if a child were at that Level

Number: has no significance to the rating – it is provided to make data entry easier and more accurate

34

More about the Levels

The Levels proceed from earlier development at the bottom to later development at the top

The corresponding numbers have no significance to the rating – they are provided to make data entry easier and more accurate

The number of Levels varies from 5 to 9

EarlierDeveloping

LaterDeveloping

“Not Yet” Indicates that the child has not yet mastered the behaviors described for the first Level

36

Emerging:The child has mastered a Level and is also demonstrating behaviors described for the next Level (although not yet easily or consistently across settings)

37

Unable to RateUsed in the rare circumstance that you are unable to rate a child on a Measure

Three Steps to Using the DRDP access

38

39

Two Primary Sources of Documentation

Naturalisticobservation

Conversationswith others

Use

documentation

methods

that work for you!

8/26/13

Henry held spoon in left hand,

put macaroni on it with right

hand and brought spoon to

mouth.

41

5 Strategies for Naturalistic Observation

1. Observe the child interacting with familiar people

2. Observe in familiar settings, such as the home, classroom, and child care

3. Observe the child in context of typical daily routines and activities

4. Look for consistent behavior over time

5. Objectively describe only what you actually see and hear

43

Description versus Interpretation

Description (Objective) The specific details that you actually observeExample:

The child is sitting cross legged

Interpretation (Subjective) Your initial reactions or feelings about what you observeExample:

The child looks mad

44

Key Points:Description and Interpretation

When MAKING descriptive observations:- Strive to be objective, specific, and complete- Avoid labels when describing behavior- Be aware of your biases

When REVIEWING your observations:- You might identify questions that may be

answered by further observations and inquiry

45

Do’s and Don’ts when Observing Children

Do Don’tObserve children in typical routines, activities, and places with familiar people and materials

Set up, or ask others to set up, contrived “testing” situations

Schedule visits around typically occurring routines and activities in which you are likely to be able to observe behaviors that you want to see in order to confidently rate a Measure

Ask the family to rearrange their schedule and routines so that you can make an observation

Ensure that hearing aids or cochlear implants are functioning properly. Ensure that glasses are worn, if needed.

Allow children adequate time to complete any task they are engaged in, even if they require more time than their peers to complete a task

46

Two Important Strategies forEfficient Observation

• Plan observations so you can observe more than one child at a time1

• Observe for more than one measure2

47

Possible measures that might be informed by the clip of Ben

Measure 2: Recognition of own skills and accomplishments

Measure 3: Self-expression

Measure 5: Interactions with adults

Measure 6: Relationships with familiar adults

Measure 19: Uses language in conversation

Measure 42: Grasp/release and manipulation

Measure 43: Eye-hand coordination

Measure 46: Self-feeding

48

Possible measures that might be informed by the clip of Isaac

Measure 8: Building Cooperative Play with Other Children

Measure 9: Conflict Negotiation

Measure 20: Curiosity and Initiative

Measure 21: Attention Maintenance and Persistence

Measure 23: Cause and Effect

Measure 24: Engages in Problem Solving

Measure 42: Grasp/Release and Manipulation

49

Two Primary Sources of Documentation

Naturalisticobservation

Conversationswith others

Conversations with others

To obtain the most complete and accurate picture of the child’s skills, we need to seek input from people who have ongoing contact with the child, including:- Parents and other family members- Frequent caregivers- Child care providers- Other practitioners

Collaboration is especially critical when the assessor has limited contact with the child

50

51

Examples of collaboration strategies

Work with your partners to jointly plan: Which aspects of the child’s behavior you will

observe directly and the behaviors that the others will observe to inform the rating

How you will share observations and rate the measures

A timeline for completing the ratings that is acceptable to all

Dos and Don’ts when having conversations with families and other providers

52

Do Don’t• Have conversations with the family

and other providers that will help inform your rating of the Measures

• Ask the parent to complete the instrument

• Formulate questions before you have the conversation

• Read the Measure, Descriptors, or Examples to families and ask them to rate the Measure

• Be sure your conversations are clear enough that both you and the family understand the Measure and the Descriptors in the same way

• Have such a general conversation that you and the family have different understanding of the behaviors being discussed

• Honor the family’s (and your own) time by planning your contact with them carefully

• Dishonor the family’s time by being unprepared

53


54

Process for rating the measures

1• Determine the child’s highest level of

mastery

2• Indicate if the child is emerging to the

next level

55

What is Mastery?

Consider behaviors mastered if the child demonstrates them…

Consistently over time

Different settings

Easily and confidently

C D E

56

Determining the Highest Level of Mastery

The Descriptor in each Level describes the behaviors that would be observed if the child were at that level of mastery

The examples provide illustrations of the Descriptors

57

Notes about Mastery

• If you observe skills that seem to be across two or more levels, or

• If a child demonstrates inconsistent behavior,

…choose the level that the child demonstrates most typically and solidly.

58

Using the “Not Yet” Rating Option

Most of the 48 measures capture children’s development beginning at birth or in early infancy

Seven measures begin at preschool age and have a rating option of “Not Yet” to indicate that the child has not yet mastered the behaviors described for the first Level

If you determine that the child has not yet mastered the first Level that is described, select the “Not Yet” rating

59

7 Measures have the “Not Yet” Option

Measure 9: Conflict Negotiation

Measure 15: Taking Turns

Measure 29: Shapes

Measure 33: Patterning

Measure 35: Concepts of Print

Measure 38: Emerging Writing

Measure 39: Comprehension of Text

60

Record scores on the Rating Record

Manual Rating Record

5

61

“Emerging” is an optional rating

62

Notes about “Emerging”

• You must record the level of mastery before indicating that the child is emerging to the next level

• A child cannot be considered to be emerging if the measure is rated as not yet, unable to rate, or is at the highest level of mastery

• Indicating that the child is emerging to the next level does not affect your rating of mastery

63

Notes about “Unable to Rate”

Unableto Rate

should rarely, if ever, be used

64

In the Unlikely Instance that you used “Unable to Rate”

65

Rating Practice 1

66

Crystal

Read the entire measure:

Measure 40: Movement

67

Michelle


Measure 43: Eye-Hand Coordination

68

Work in Small Groups

1. Share your ratings with one another, including the evidence that you focused on and the assumptions you made in coming up with the rating

2. Discuss what other observations or documentation you would have liked to have had in order to make an accurate rating

69

Rating Practice 2

70

Nicholas

Read the entire measure:Measure 34: Interest in Literacy

71

Joseph


Measure 35: Concepts of Print

72




73

Using Adaptations

74

What are Adaptations?

Adaptations are changes in the environment or differences in observed behavior that allow children with IFSPs and IEPs to be accurately assessed in their typical settings

75

Why use Adaptations?

To ensure that theDRDP instruments

measure ability,rather than disability

76

Adaptations are presentthroughout the child’s day

Make sure any equipment that the child uses everyday is in place and in good working order

Adaptations used for the DRDP access are those typically present throughout the child’s day

77

A skill cannot be considered mastered if the child receives a prompt

Receiving full physical prompt

Skills observed cannot be rated as mastered

Receiving no prompts

Skills observed can be rated as mastered

78

DRDP access Adaptations

1. Augmentative or alternative communication system

2. Alternative mode for written language

3. Visual support

4. Assistive equipment or device

5. Functional positioning

6. Sensory support

7. Alternative response mode

1. Augmentative or alternative communication system

Methods of communication other than speech that allow a child who is unable to use spoken language to communicate with others

2. Alternative mode for written language

Methods of reading or writing used by a child who cannot see well enough to read or write or cannot hold and manipulate a writing utensil (e.g., pencil, pen) well enough to produce written symbols

3. Visual support

Adjustments to the environment that provide additional information to a child who has limited or reduced visual input

4. Assistive equipment or device

Tools that make it possible or easier for a child to perform a task

5. Functional positioning

Strategic positioning and postural support that allow a child to have increased control of his body

6. Sensory support

Increasing or decreasing sensory input to facilitate a child’s attention and interaction in the environment

7. Alternative response mode

Recognition that a child might demonstrate mastery of a skill in a unique way that differs from the child’s typically developing peers

86

Documenting Adaptations

The adaptations used for the child must be recorded on the IFSP or IEP form and may be revised at each IFSP or IEP meeting

The adaptations used must also be marked on the Information Page when submitting the DRDP access results

For more information, complete the online module:Using Adaptations with the DRDP Instruments

www.draccess.org

87

Rating Practice 3

88

Max


Measure 46: Personal Care Routines: Self-Feeding

89

Cameron


Measure 18: Expresses Self through Language

90




91


92

To Finalize the Assessment…

1. Make sure that all information is completed on:• Information Page• Rating Record

2. Submit the completed Information Page and Rating Record; check with your administrator to find out where and when to send them.

Information about the child

Program information

Complete all information on the Information Page

93

Assessment information

94

Make sure all measures are completed on the Rating Record

Regardless of how you record your ratings, you are required to complete and submit the Rating Record

95

Submit the completed Information Page and Rating Record

Contact your administrator for specific data reporting procedures and timelines

DRDP access data is submitted by SELPAs to CASEMIS

96

Resources and Other Information

97

Visit draccess.org for DRDP access Reports

Age Reference ReportChild Report

98

Visit draccess.org for useful documents

99

Visit draccess.org for online modules and videos

100

Visit draccess.org to stay informed

1. Subscribe to the free CONNECT! Newsletter

2. Join our free mailing list

101

To contact the Desired Results access Project

Web site: www.draccess.org

E-mail: [email protected]

Phone: (707) 227-5963 or (800) 673-9220

Wrap UpAny questions?

102

103

Thank You!

Please complete and turn in your evaluation form

104

The following set of slides is for the Optional Activity:

Leading theJose, Celina, and Anna Case Study Discussion

105

Case Study:

Jose, Celina, and Anna

The Desired Results access Project, Napa County Office of EducationCalifornia Department of Education, Special Education Division

Process for Rating the Measures

Can you confidently rate the Measure based on existing observations and documentation made during the previous 4-6 weeks?

106

Key Question:

107

Can you confidently rate the Measure?

If yes… If no…

Identify typical routines, activities, and places where you or the family would be likely to observe related skills

Formulate questions to facilitate gathering information from the family or other providers

Talk with the family/providers and/or make observations until you have the evidence to confidently rate the Measure

1. Rate the Measure2. Indicate if the child is emerging to the next level

Based on your current knowledge, make an initial guess of the range of Levels within which the child will be rated

1. Rate the Measure2. Indicate if the child is

emerging to the next level

108

Meet José, Celina, and Anna

109

• Anna completed the Measures that she could rate.

• She noted Measures that she couldn’t rate at the moment, on the Planning for Additional Evidence Worksheet.

• Anna identified a small number of Measures that she wanted to talk with Celina about or make additional observations.

• In particular, she couldn’t confidently rate Measure 45: Dressing, because José was new in the classroom and Anna had not had enough opportunities to watch him dressing.

Measure 45?

Planning for Additional Evidence Worksheet

110

111

Can ratenow

Talk with family

members

Make additional

observations45. Dressing

Child refines ability to dress him or herself independently

112


• Anna guessed that José would probably demonstrate his dressing skills at various times at home including the morning, before and after bath time, going outdoors, and at bedtime.

• Since it would be difficult for Anna to arrange to observe José in those situations, she decided to talk with Celina about Jose’s dressing skills to help inform the rating for Measure 45.

113


Anna was confident that level 3 (With adult assistance, removes and puts on simple, loose clothing) describes behavior more advanced than Jose’s current skills, so she focused on levels 1 and 2

114


Questions for Celina

• During what daily routines or times of the day (for instance in the morning, before and after bath time, going outdoors, and at bedtime) do you see José dressing and undressing?

• During those times, please describe how José cooperates in getting dressed or undressed.

• What parts of getting dressed does he assist with?

115


116


1 ✗

117

Can you confidently rate the Measure?

If yes… If no…






1. Rate the Measure2. Indicate if the child is

emerging to the next level

welcome! using the drdp access the desired results access project, napa county office of education...

Documents

access drdp access

drdp access results

drdp access manual

session drdp access

desired results access

education programs ieps

disabilities education

child outcomes