DESIRED RESULTS
DEVELOPMENTAL PROFILE SCHOOL READINESS©
KERRY KRIENER-ALTHEN, PHD, WESTED
A PROJECT OF THE CALIFORNIA
DEPARTMENT OF EDUCATION, CHILD
DEVELOPMENT DIVISION
Collaborative Team:
2
UC Berkeley – B E A R C e n t e r
California Department of Education
Child Development Division
DRDP-SR©
3
“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
DRDP-SR©
©
DRDP-SR
4
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?
DRDP-SR©
5
What is
©
DRDP-SR ?
What is the
©
DRDP-SR ?
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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
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©
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Foundations/Standards-Aligned
DRDP Instruments

Infant/Toddler (DRDP-IT)

Preschool (DRDP-PS)

School Readiness (DRDP-SR)

School-age (DRDP-SA)
DRDP-SR©
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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

DRDP-SR©
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What is the value of
©
DRDP-SR ?
4 Primary Purposes of
©
DRDP-SR
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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 tool
4. Professional development tool for teachers
DRDP-SR©
Purpose 1: Domains of Readiness
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
Provide teachers with a valid and reliable
psychometric measurement of individual
children’s development in the key domains of
school readiness
DRDP-SR©
What does the
©
DRDP-SR
assess?
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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)
DRDP-SR©
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Purpose 2: Support Transitions
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
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
 Curriculum
readiness assessment
planning
DRDP-SR©
DRDP-SR/DRDP-PS
Linkage
DRDP-PS
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DRDP-SR
Latest
DRDP-SR
level is
unique to
kinderEarliest DRDP-PS level
garten
unique to preschool
Middle levels overlap with DRDP-SR
Structure of the
©
DRDP-SR
Descriptor
Domain
Measure
Definition
Developmental
Level
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Each Descriptor describes observable child
behaviors associated with that developmental
level.
Each Developmental Level specifies a point along the
developmental continuum.
Using the
©
DRDP-SR
Developmental
Continuum
1 decision per page or screen
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Purpose 3: Research Tool
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
Use the DRDP-SR© as a research tool
DRDP-SR©
Aggregate
©
DRDP-SR data
to:
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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

DRDP-SR©
An important caveat:
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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

DRDP-SR©
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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

DRDP-SR©
Purpose 4: Professional Development
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
Use of the DRDP-SR© as a professional
development tool that supports teacher
understanding and instructional practice
DRDP-SR©
A Professional Development Tool
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
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
DRDP-SR©
Rubric Built Into
Developmental
Continuum
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©
DRDP-SR
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Aligned with Foundations and
Common Core
Preschool
Learning
Foundations
Common Core
DRDP-SR
TK
Curriculum
DRDP-SR©
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DRDP as a Curriculum-Embedded
Assessment
Gather information about
children’s knowledge, skills,
and progress
Record
information
Implement
curriculum
Reflect,
question, &
plan
Complete DRDP
assessment
DRDP-SR©
Multi-level Data Reporting
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County
 District
 School
 Classroom
 Child
 Sub-groups, such as progress for English Learners;
TK; K
Reports immediately available from DRDPtech™

DRDP-SR©
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Snapshot of Children’s Knowledge and
Skills
Percentages of children in each developmental level for
every DRDP-SR domain
50%
50%
40%
40%
30%
30%
20%
20%
10%
10%
0%
0%
ELD (N=180)
Discovering
Exploring
Building
Integrating
Developing
SSD (N=608)
REG (N=609)
LLD (N=598)
Exploring Competencies
Developing Competencies
Integrating Competencies
Applying Competencies
MATH (N=562)
Building Competencies
Group report: Percentages of children in each
developmental level for every DRDP measure
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Child’s developmental profile
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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.
DRDP-SR
extends
tracking of
progress from
infancy and
preschool
through
kindergarten.
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Realities of Implementation
All Change is Hard
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


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 curriculumembedded assessment
DRDP-SR©
Paradigm Shift
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


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
DRDP-SR©
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“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
DRDP-SR©
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Implementation Support
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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
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
Training and Technical Assistance
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




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)
DRDP-SR©
DRDPtech™
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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 children

UC Berkeley –
BEAR Center
DRDP-SR©
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Teacher Feedback
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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.

DRDP-SR©
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“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
DRDP-SR©
For More Information
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Implementation Support
Melinda Brookshire
mbrooks@wested.org, (805) 484-8027
Development and Spring 2012 Research Study
Kerry Kriener-Althen
kkriene@wested.org, (415) 289-2338
WestEd Center for Child and Family Studies
DRDP-SR©