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The Desired Results Developmental Profile (DRDP) assessment system is a statewide accountability and progress assessment system, which was implemented in January 2007. Activities are continuing with the six fall trainings of new teachers and the development of a Train-the-Trainer Institute for Special Education local Plan Area (SELPA) teams to build local capacity for training on the DRDP assessments.
Implementing the DRDP assessment system ensures that the California Department of Education (CDE), Special Education Division (SED) complies with the following requirements of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) and the U.S. Department of Education's Office of Special Education Programs (OSEP):
- children with disabilities are included in any state or district-wide assessments
- every state must report progress toward three child outcomes for preschool children with disabilities
To meet these requirements, preschool children with Individualized Education Plans (IEPs) served by CDE, SED will participate in the DRDP assessment system. All three, four, and five year old preschoolers with IEPs will be assessed using either the PS DRDP-R for Children with IEPs or the DRDP access.
Participation in the DRDP assessment system will accomplish more than enabling California to comply with federal law. It will assist educators and programs:
- to better monitor and understand children's program
- to tailor interventions to the individual needs of each child
- to assist in informing families about their children's progress
- in using data collected to contribute to program evaluation and continual quality improvement efforts, assisting in decision-making at the child, program, and policy levels
- by participating in the DRDP assessment system, California's preschool special educators will be better able to document the positive results of their programs and services
Overview of Requirements for Preschool Special Education
The following Overview of Requirements of Preschool Special Education and Timeline for DRDP Assessment System Data Collection and Reporting provide important information we would like all assessors to receive.
| Responsibility |
Activity |
Eligible Children |
All 3, 4, and 5 year old preschoolers, who have IEPs, regardless of instructional setting or services received, must be assessed using either the PS DRDP-R for Children with IEPs or the DRDP access.
Children must enter preschool:
- before November 1st to be included in the fall assessment, and
- before April 1st to be included in the spring assessment
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Assessment Points |
Assessors should continually observe children and document their progress on the PS DRDP-R for Children with IEPs or the DRDP access. Based on those observations and documentation, children's progress will be rated and reported on the DRDP-R or DRDP access two times a year, once in the fall and once in the spring (see activity timeline below). |
IEP Team
Responsibilities |
Beginning in January, 2007, IEP teams are responsible for:
- Determining which instrument to use for each child, and
- Documenting the adaptations that each child uses on a daily basis and will use for this assessment.
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Assessor
Responsibilities |
The person responsible for making sure the assessment is completed is the primary IEP service provider, which includes credentialed classroom special education teachers, speech therapists, and other itinerant staff.
The primary IEP service provider will be responsible for collecting documentation and reporting data twice a year for each child.
When a child receives special education services and is enrolled in an early childhood program, all of the child's service providers should participate in completing the assessment collaboratively. DRDP results will be reported to both SED and CDD, according to the requirements of each Division.
Note: Special Education Administrators will determine the assessor in special circumstances, e.g. children served solely by California Children's Services, Non-Public Schools, and Non-Public Agents. |
Reporting Data |
DRDP data will be reported to CDE through the Special Education Desired Results System (SEDRS) or an individual SELPA's Management Information System (MIS). |
Timeline for DRDP Assessment System Data Collection and Reporting
Month |
Activity |
January, 2007 - ongoing |
IEP Teams begin identifying instruments and adaptations for eligible children |
October - December, 2007 |
Eligible children are assessed using either the PS DRDP-R for children with IEPs or DRDP access |
December - January, 2007 |
DRDP ratings are entered through the Special Education Desired Results System (SEDRS) or an individual SELPA's Management Information System (MIS) |
January, 2008 |
SELPA reports data to CDE and certifies the data is complete |
| February - April, 2008 |
Eligible children are assessed using either the PS DRDP-R for Children with IEPs or DRDP access |
| April - May, 2008 |
DRDP ratings are entered through the Special Education Desired Results System (SEDRS) or an individual SELPA's Management Information System (MIS) |
| June 30, 2008 |
SELPA reports data to CDE and certifies the data is complete |
Training sessions are scheduled regionally to train all SELPA selected teams on the DRDP-R and the DRDP access. The Desired Results access Web site (Outside Source) has further information on the Train-the-Trainer Institutes. Local SELPA offices and Special Education Directors have further information about training and materials.
The priority of SED is to build understanding of preschool special education's participation in the Desired Results assessment system and to build the capacity for statewide assessment and reporting of data. Additional tools are being developed to support programs' use of the data to track developmental progress of children, report progress to families, inform instructional practices and make data-driven decisions. The Division's goal is to Put in place best practices that support the developmental progress of young children and give good information to families.
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