DESIRED RESULTS DEVELOPMENTAL PROFILE - SCHOOL READINESS© KERRY KRIENER-ALTHEN, PHD, WESTED

A PROJECT OF THE CALIFORNIA DEPARTMENT OF EDUCATION, CHILD DEVELOPMENT DIVISION

DRDP-SR©

Collaborative Team:

UC Berkeley – B E A R C e n t e r

California Department of Education Child Development Division

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DRDP-SR©

“DRDP is ongoing, that makes a huge difference. Other

assessments are twice a year. I can’t tell why or how

they grew. They are just little snapshots. The DRDP

helps me understand where and how a child has grown.

For me, the biggest challenge is to try to articulate the

growth the child has made in the system we have for

the child’s next teacher, either K or 1st grade. We are

used to just numbers to quantify the child’s level, and I

have more information I want to communicate to the

next teacher – this is where this child is, and this is how

he needs to be challenged.”

- Teacher from DRDP-SR Research Study

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DRDP-SR©

DRDP-SR©

Desired Results Developmental Profile

– School Readiness What is it?

What is its value?

What are the realities of implementing DRDP-

SR?

What resources are available to support

implementation?

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What is DRDP-SR©?5

DRDP-SR©

What is the DRDP-SR©?

Assessment for TK and K teachers to: Gather Record Reflect on Evaluate children’s progress

About learning and development related to readiness for kindergarten in 5 developmental domains

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DRDP-SR©

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Purpose of the Desired Results Developmental Profile (DRDP) Serves as a framework for documenting

progress of individual children Gives teachers concrete information to

plan and modify curriculum for children Document how children are benefiting

from programs Target technical assistance for ongoing

program quality improvement

DRDP-SR©

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Desired Results Developmental Profile (DRDP) Individual child assessment An observation-based assessment

tool, not a test Completed by each child’s teacher Based on developmental research

and theory Includes developmental sequences

of behaviors along a continuum Curriculum-embedded assessment

tool

DRDP-SR©

Foundations/Standards-Aligned DRDP Instruments

Infant/Toddler (DRDP-IT)

Preschool (DRDP-PS)

School Readiness (DRDP-SR)

School-age (DRDP-SA)

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DRDP-SR©

Alignment of DRDP Instruments to the Foundations… Grounded in same current research DRDP delineates a continuum of

development for individual children which represent a sampling of core areas of development delineated in the Foundations

DRDP is organized by Foundation domains

And DRDP-SR is aligned with Common Core State Standards

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What is the value of DRDP-SR©?

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DRDP-SR©

4 Primary Purposes of DRDP-SR©

1. Psychometric measurement of children’s development in key domains of school readiness

2. Support transition between preschool and TK and between TK and K

3. Research tool4. Professional development tool for

teachers

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DRDP-SR©

Purpose 1: Domains of Readiness Provide teachers with a valid and

reliable psychometric measurement of individual children’s development in the key domains of school readiness

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DRDP-SR©

What does the DRDP-SR© assess?Children’s development in key

domains of school readiness English Language Development

(ELD) Self & Social Development (SSD) Self-regulation (REG) Language and Literacy Development

(LLD) Mathematical Development (MATH)

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DRDP-SR©

Purpose 2: Support Transitions Link assessment information through the

DRDP-PS© and the DRDP-SR© instruments that will support:

Common language for children’s development between teachers in preschool, TK, and K

The overall transition of children from preschool to TK/kindergarten

TK/Kindergarten readiness assessment

Curriculum planning

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Earliest DRDP-PS level unique to preschool

Middle levels overlap with DRDP-SR

DRDP-SR/DRDP-PS Linkage

Latest DRDP-SRlevel is

unique to kinder-garten

DRDP-PS

DRDP-SR

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Structure of the DRDP-SR©

Domain

Measure

Definition

Descriptor

Each Descriptor describes observable child behaviors associated with that developmental level.

Developmental Level

Each Developmental Level specifies a point along the developmental continuum.18

Using the DRDP-SR©

1 decision per page or screen

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Developmental Continuum

DRDP-SR©

Purpose 3: Research Tool

Use the DRDP-SR© as a research tool

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DRDP-SR©

Aggregate DRDP-SR© data to: Understand and investigate

developmental readiness of groups of TK/K children

To provide schools and districts with data for program improvement

Share results with families (e.g., through parent conferences) for common understanding of each child’s strengths and the path to continued development

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DRDP-SR©

An important caveat:

Using ratings of children’s learning based on observations conducted by the teachers who are being compared raises methodological concerns

Validity and reliability assumptions for the instrument only hold when the teacher provides an objective assessment

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DRDP-SR©

Making use of child and group reports Get to know developmental competencies

of children in your classroom Use for curriculum planning for individual

children and groups of children Use for parent-teacher conferences Use to support continuous program

improvement efforts by teacher and principal

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DRDP-SR©

Purpose 4: Professional Development Use of the DRDP-SR© as a

professional development tool that supports teacher understanding and instructional practice

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DRDP-SR©

A Professional Development Tool In the process of using the DRDP-SR© teachers

learn: A valid and reliable method for observing,

documenting, and reflecting on the learning, development, and progress of all children in their classrooms.

Detailed developmental information about each child based on specific research on child development

How to integrate information from other required assessments to inform their teaching

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Rubric Built Into DRDP-SR©

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Developmental Continuum

DRDP-SR©

Aligned with Foundations and Common Core

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DRDP-SR©

DRDP as a Curriculum-Embedded Assessment

Gather information about children’s knowledge, skills,

and progress Record information

Complete DRDP assessment

Reflect, question, &

plan

Implement curriculum

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DRDP-SR©

Multi-level Data Reporting

County District School Classroom Child Sub-groups, such as progress for English

Learners; TK; KReports immediately available from

DRDPtech™

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Snapshot of Children’s Knowledge and Skills

Percentages of children in each developmental level for every DRDP-SR domain

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Group report: Percentages of children in each developmental level for every DRDP measure 31

Child’s developmental profile

Psychometric measurement of the key domains of development:

• Black band is the maximum likelihood estimator of child’s development.

• Grey region shows margin of error.

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DRDP-SR extends tracking of progress from infancy and preschool through kindergarten.

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Realities of Implementation

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DRDP-SR©

All Change is Hard

Perceived as taking more time to complete Hard to let go of assessments for which

teachers are already familiar 1st year, teachers are figuring out how to

incorporate information they have gathered about children’s knowledge, skills, and progress into a curriculum-embedded assessment

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DRDP-SR©

Paradigm Shift

Developmentally-appropriate assessment: richer and more accurate information about children’s developmental progress

Supports real-time scaffolding: fits with what teachers are already doing and helps anticipate what comes next for children developmentally

Consistent assessment: all teachers looking at children's progress with common framework; facilitates conversations between teachers

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DRDP-SR©

“Really opened my eyes, made me more cognizant of children’s

strengths. It occasionally disproved my misconceptions about

what a child could or could not do. I had to observe at different

times and under different circumstances, so before I might

have only seen a child’s behavior during an activity I was

leading and think that he lacked certain skills. But then I would

observe the child while he was doing things at activity centers,

with his peers and without a teacher, and I saw that he did

have some of the skills that he didn’t display in an interaction

with me. I can see the child as whole. It provided a holistic look

at my students, rather than focusing on a skill and how he is

progressing in that skill.”

- Teacher from DRDP-SR Research Study

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Implementation Support38

YEAR 2: 2011-2012 Revised instrument

with 5 levels for all measures

Improved DRDPtech entry for TK/K

Modifying training for TK/K

External validity

For spring 2012, welcome additional TK and K classes in the study

Learning from DRDP-SR© Research Studies Supports Implementation

YEAR 1: 2010-2011

Both TK and K classes

Data suggested need for an additional level at the earlier end of the developmental continuum to capture all children

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DRDP-SR©

Training and Technical Assistance Online training modules (available July 2012) Online tutorials (What DRDP is; How to rate

the DRDP) Toolkit (Documentation aids, Mini-measures,

Navigation map, Classroom posters) Multi-session webinar to support teachers’

implementation (Fall 2012) In-person training (limited)

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DRDP-SR©

DRDPtech™

An online data entry system for the DRDP-SR©

An easy way for teachers to compile information about children in their classes

Teachers can print out summary reports on individual children and groups of children

Administrators can print out summary reports for all children or groups of childrenUC Berkeley –

B E A R C e n t e r

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Teacher Feedback42

DRDP-SR©

Teacher Feedback: DRDP-SR© Field Study

The DRDP-SR provided an accurate and complete picture of children’s development

DRDPtech-SR was user friendly Teachers expressed some concern

about how long the instrument took to complete but also expressed that it got easier as they went along.

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DRDP-SR©

“Well, this one, I feel it is more holistic and it is not

so cut and dry … in using this assessment, I was

really thinking about the thinking the children

were doing. I was really thinking about what they

were learning and it was just more detailed. And,

it’s not as if they get the right answer or the

wrong answer. I feel like this assessment treats

the children like people, instead of little robots. It

treats them like people.”

- Teacher from DRDP-SR Research Study

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DRDP-SR©

For More Information

Implementation SupportMelinda Brookshirembrooks@wested.org, (805) 484-8027

Development and Spring 2012 Research StudyKerry Kriener-Althenkkriene@wested.org, (415) 289-2338

WestEd Center for Child and Family Studies

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