desired results developmental profile - school readiness © kerry kriener-althen, phd, wested a...
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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 [email protected], (805) 484-8027
Development and Spring 2012 Research StudyKerry [email protected], (415) 289-2338
WestEd Center for Child and Family Studies
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