Desired Results Child Development Division (CDD) California Department of Education (CDE) California Desired Results Progr...
Desired Results Program Standards <ul><li>New approach to evaluation of early childhood centers and preschools in Californ...
Six Desired Results <ul><li>Children: </li></ul><ul><ul><li>Are personally and socially competent. </li></ul></ul><ul><ul>...
Definition <ul><li>A desired result is defined as a condition of well being for children and/or families (e.g., Children a...
Six Basic Components <ul><li>The desired result is the condition of well being for children and/or families  </li></ul><ul...
Purpose of Desired Results California Department of Education <ul><li>Identify the measures that demonstrate the achieveme...
Standards, Assessment,  and Accountability <ul><li>The childcare center or preschool: </li></ul><ul><ul><li>Maintains Desi...
California Preschool Learning Foundations  <ul><li>The purpose of the preschool foundations are to promote understanding o...
Preschool Learning Foundations <ul><li>California Preschool Learning Foundations  </li></ul><ul><li>are for all children, ...
Foundations and the DRDP-R <ul><li>Foundations </li></ul><ul><li>A guide and teaching tool </li></ul><ul><li>At  around 48...
Teaching and Learning <ul><li>Standards for the program: </li></ul><ul><li>Developmentally, linguistically, culturally app...
Social and Emotional <ul><li>Supports social and emotional development   </li></ul><ul><ul><li>Builds   trust  </li></ul><...
Cognitive <ul><li>Provides for the development of each child’s cognitive and   language skills: </li></ul><ul><ul><li>Supp...
Physical and Healthy <ul><li>The program promotes each child’s physical development:  </li></ul><ul><li>Provides   suffici...
Parent and Community Involvement <ul><li>Process for reaching out to the   community:   </li></ul><ul><li>Inform the commu...
Families <ul><li>Health and social service needs have been identified and   documented.  </li></ul><ul><li>Referrals and f...
Desired Results Developmental Profile <ul><li>A systematic data collection process </li></ul><ul><li>Assess the extent to ...
Desired Results Model
Desired Results Model II
Desired Results System Process for Continuous Improvement
Information Page
DR1: Children are Personally and Socially Competent <ul><li>DR 1: SELF CONCEPT   </li></ul><ul><li>Identity of self  </li>...
DR 2: Children are  Effective Learners <ul><li>DR2: LEARNING </li></ul><ul><ul><li>Curiosity and initiative </li></ul></ul...
Measures for DR 3 and 4 <ul><li>Children Show Physical and Motor Competence </li></ul><ul><li>DR 3: MOTOR SKILLS   </li></...
Wall Charts Click for pdf of Wall Charts
DRDP-R Measure
Navigation Map of DRDP Terms
Desired Results Terminology <ul><li>Desired Result:  A condition of well being for children and families. </li></ul><ul><l...
Rating Record
DRDP Rating Record
Personal and Social <ul><li>Child Desired Result 1: Children and personally and socially competent </li></ul><ul><li>Indic...
Effective Learners <ul><li>Child Desired Result 2: Children are effective learners </li></ul><ul><li>Indicator 1: Children...
Physical and Motor Competence Safety and Health <ul><li>Child Desired Result 3: Children show physical and motor competenc...
Websites  <ul><li>CDE Materials and Forms </li></ul><ul><li>WestEd Desired Results Training Site </li></ul><ul><li>WestEd ...
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Desired Results - DRDP-R

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Desired Results - DRDP-R

  1. 1. Desired Results Child Development Division (CDD) California Department of Education (CDE) California Desired Results Program Standards http://www.cde.ca.gov/sp/cd/ci/desiredresults.asp WestEd Desired Results - http://www.wested.org/desiredresults/training/
  2. 2. Desired Results Program Standards <ul><li>New approach to evaluation of early childhood centers and preschools in California  </li></ul><ul><li>Program standards focus on the results achieved for children and families through the child development services </li></ul><ul><li>Designed to measure achievement and determine if programs are meeting program standards resulting in improved practice in all child development programs </li></ul>Desired Results Training Site
  3. 3. Six Desired Results <ul><li>Children: </li></ul><ul><ul><li>Are personally and socially competent. </li></ul></ul><ul><ul><li>Are effective learners. </li></ul></ul><ul><ul><li>Show physical and motor competence. </li></ul></ul><ul><ul><li>Are safe and healthy. </li></ul></ul><ul><li>Families: </li></ul><ul><ul><li>Support their children’s learning and development. </li></ul></ul><ul><ul><li>Achieve their goals. </li></ul></ul>
  4. 4. Definition <ul><li>A desired result is defined as a condition of well being for children and/or families (e.g., Children are personally and socially competent), expressing the positive impact of the entire system on the development and functioning of children and on the self-sufficiency and functioning of families </li></ul>
  5. 5. Six Basic Components <ul><li>The desired result is the condition of well being for children and/or families </li></ul><ul><li>Can be measured using multiple indicators </li></ul><ul><li>A developmental theme describes what is being measured </li></ul><ul><li>A measure quantifies achievement </li></ul><ul><li>Criteria for success define the acceptable level of achievement </li></ul><ul><li>A measurement tool is the actual instrument or procedure used to capture or track information on indicators and standards of achievement </li></ul>Desired Results
  6. 6. Purpose of Desired Results California Department of Education <ul><li>Identify the measures that demonstrate the achievement of desired results across the development areas for children from birth to age 13 in child care and development programs. </li></ul><ul><li>Provide information that reflects the contributions made by each of the various types of CDE-funded child development programs. </li></ul><ul><li>Hold programs accountable to program standards that support the achievement of desired results and are used to measure program quality. </li></ul><ul><li>Provide a data-collection mechanism for evaluating the quality of individual child development programs. </li></ul><ul><li>Create a base of information on the relationships between processes and results that can be used to target technical assistance to improve practice in all child development programs. </li></ul>Desired Results
  7. 7. Standards, Assessment, and Accountability <ul><li>The childcare center or preschool: </li></ul><ul><ul><li>Maintains Desired Results Developmental Profile </li></ul></ul><ul><ul><li>Collects Parent Survey data for children and families. </li></ul></ul><ul><ul><li>Uses information to plan and conduct age and developmentally appropriate activities </li></ul></ul><ul><ul><li>Monitors family involvement and satisfaction. </li></ul></ul><ul><ul><li>Has developed and implemented an annual evaluation plan </li></ul></ul><ul><ul><li>Determines whether the program goals and objectives are being met. </li></ul></ul>
  8. 8. California Preschool Learning Foundations <ul><li>The purpose of the preschool foundations are to promote understanding of preschool children’s learning and to guide instructional practice. </li></ul>Foundations
  9. 9. Preschool Learning Foundations <ul><li>California Preschool Learning Foundations </li></ul><ul><li>are for all children, including children learning English and children with disabilities </li></ul><ul><li>describe the knowledge and skills that young children typically exhibit: </li></ul><ul><ul><li>at around 48 and 60 months of age </li></ul></ul><ul><ul><li>as they complete their first or second year of preschool </li></ul></ul><ul><ul><li>with appropriate support </li></ul></ul><ul><ul><li>when attending a high-quality preschool program </li></ul></ul>
  10. 10. Foundations and the DRDP-R <ul><li>Foundations </li></ul><ul><li>A guide and teaching tool </li></ul><ul><li>At around 48 months and around 60 months </li></ul><ul><li>For all children, including English language learners and children with disabilities </li></ul><ul><li>DRDP-R </li></ul><ul><li>An observational assessment tool </li></ul><ul><li>Developmental continuum </li></ul><ul><li>For all children, including English language learners and children with disabilities </li></ul>
  11. 11. Teaching and Learning <ul><li>Standards for the program: </li></ul><ul><li>Developmentally, linguistically, culturally appropriate, </li></ul><ul><li>Recognizes that children have individual rates of development as well as individual interests, temperaments, languages, cultural backgrounds and learning styles </li></ul><ul><li>Inclusive of children with exceptional needs and consistent with their Individualized Family Service Plan or Individual Education Plan and provides an environment of acceptance. </li></ul><ul><li>Encourages respect for the feelings and rights of others, supporting and respecting the gender, ethnicity, home language, culture, and family composition of each child in ways that support the child’s health and well being. </li></ul>
  12. 12. Social and Emotional <ul><li>Supports social and emotional development </li></ul><ul><ul><li>Builds trust </li></ul></ul><ul><ul><li>Fosters independence </li></ul></ul><ul><ul><li>Encourages self-control by setting clear, consistent limits and having realistic expectations. </li></ul></ul><ul><ul><li>Plans routines and transitions so that they occur in a timely, predictable, and unrushed manner according to each child’s needs </li></ul></ul><ul><ul><li>Provides a balanced daily program of child initiated and adult directed activities, including individual and small group activities. </li></ul></ul><ul><ul><li>Helps children develop emotional security and facilitate social relationships </li></ul></ul>
  13. 13. Cognitive <ul><li>Provides for the development of each child’s cognitive and language skills: </li></ul><ul><ul><li>Supports each child’s learning, using various strategies including experimentation, inquiry, observation, play, and exploration. </li></ul></ul><ul><ul><li>E nsures opportunities for creative self-expression through activities such as art, music, movement, and dialogue. </li></ul></ul><ul><ul><li>Promotes interaction and language use among children and between children and adults. </li></ul></ul><ul><ul><li>Supports emerging literacy and numeracy development through materials and activities according to the developmental level of each child. </li></ul></ul>
  14. 14. Physical and Healthy <ul><li>The program promotes each child’s physical development: </li></ul><ul><li>Provides sufficient time, indoor and outdoor space, equipment, materials and guidelines for active play and movement that support the development of gross motor skills. </li></ul><ul><li>Provides appropriate time, space, equipment, materials and adult guidance for the development of fine motor skills according to each child’s developmental level. </li></ul><ul><li>Maintains healthy and safe practices. </li></ul><ul><li>Includes a nutritional component that ensures that children will have nutritious meals and snacks during the time that they are in the program. </li></ul><ul><li>Integrates health and nutrition education into the program activities. </li></ul>
  15. 15. Parent and Community Involvement <ul><li>Process for reaching out to the community: </li></ul><ul><li>Inform the community about the program, and soliciting its support. </li></ul><ul><li>Provide written information describing its program’s eligibility for services and distribute information to keep the community aware of its program </li></ul><ul><li>Plan for parent involvement and education </li></ul><ul><li>Ensures that effective two-way comprehensive communications between staff and parents are carried out on a regular basis throughout the program year. </li></ul><ul><li>A parent advisory committee or council, selected by parents, has been established </li></ul>
  16. 16. Families <ul><li>Health and social service needs have been identified and documented. </li></ul><ul><li>Referrals and follow-up on referrals are made when necessary. </li></ul><ul><li>Parents have unlimited access to their children and providers caring for their children </li></ul><ul><li>Families with children enrolled in the program have met the eligibility requirement of that program and required documentation is complete. </li></ul><ul><li>Basic data file has been established for each family, which includes a complete application for services and supporting documentation. </li></ul>
  17. 17. Desired Results Developmental Profile <ul><li>A systematic data collection process </li></ul><ul><li>Assess the extent to which the desired results have been achieved for the children and families in their program. </li></ul><ul><li>Programs will be evaluated through self-assessments and validation team visits </li></ul><ul><li>Guidelines and tools for assessing and reporting </li></ul><ul><ul><li>program quality </li></ul></ul><ul><ul><li>compliance with program requirements </li></ul></ul><ul><ul><li>the achievement of desired results for children and families. </li></ul></ul>User’s Guide
  18. 18. Desired Results Model
  19. 19. Desired Results Model II
  20. 20. Desired Results System Process for Continuous Improvement
  21. 21. Information Page
  22. 22. DR1: Children are Personally and Socially Competent <ul><li>DR 1: SELF CONCEPT </li></ul><ul><li>Identity of self </li></ul><ul><li>Recognition of own skills and accomplishments </li></ul><ul><li>DR1: SOCIAL INTERPERSONAL SKILLS </li></ul><ul><li>Expressions of Empathy </li></ul><ul><li>Building cooperative relationships with adults </li></ul><ul><li>Developing friendships </li></ul><ul><li>Building cooperative play with other children </li></ul><ul><li>Conflict negotiation </li></ul><ul><li>Awareness of diversity in self and others </li></ul><ul><li>DR 1: SELF REGULATION </li></ul><ul><li>Impulse control </li></ul><ul><li>Taking turns </li></ul><ul><li>Shared use of space and materials </li></ul><ul><li>DR1: LANGUAGE </li></ul><ul><ul><li>Comprehends meaning </li></ul></ul><ul><ul><li>Follows increasingly complex instructions </li></ul></ul><ul><ul><li>Expresses self through language </li></ul></ul><ul><ul><li>Uses language in conversation </li></ul></ul>
  23. 23. DR 2: Children are Effective Learners <ul><li>DR2: LEARNING </li></ul><ul><ul><li>Curiosity and initiative </li></ul></ul><ul><ul><li>Engagement and persistence </li></ul></ul><ul><li>DR 2: COGNITIVE COMPETENCE </li></ul><ul><ul><li>Memory and knowledge </li></ul></ul><ul><ul><li>Cause and effect </li></ul></ul><ul><ul><li>Engages in problem solving </li></ul></ul><ul><ul><li>Socio-dramatic play </li></ul></ul><ul><li>DR 2: MATH </li></ul><ul><ul><li>Number sense: understands quantity and counting </li></ul></ul><ul><ul><li>Number sense: Math operations </li></ul></ul><ul><ul><li>Shapes </li></ul></ul><ul><ul><li>TimeClassification </li></ul></ul><ul><ul><li>Measurement </li></ul></ul><ul><ul><li>Patterning </li></ul></ul><ul><li>DR2: LITERACY </li></ul><ul><ul><li>Interest in literacy </li></ul></ul><ul><ul><li>Letter and word knowledge </li></ul></ul><ul><ul><li>Emergent Writing </li></ul></ul><ul><ul><li>Concepts of print </li></ul></ul><ul><ul><li>Phonological awareness </li></ul></ul>
  24. 24. Measures for DR 3 and 4 <ul><li>Children Show Physical and Motor Competence </li></ul><ul><li>DR 3: MOTOR SKILLS </li></ul><ul><ul><li>Gross motor movement </li></ul></ul><ul><ul><li>Fine motor skills </li></ul></ul><ul><ul><li>Balance </li></ul></ul><ul><li>Children are Safe and Healthy </li></ul><ul><li>DR 4: SAFETY AND HEALTH </li></ul><ul><ul><li>Personal care routines </li></ul></ul><ul><ul><li>Personal safety </li></ul></ul><ul><ul><li>Understanding healthy lifestyle </li></ul></ul>
  25. 25. Wall Charts Click for pdf of Wall Charts
  26. 26. DRDP-R Measure
  27. 27. Navigation Map of DRDP Terms
  28. 28. Desired Results Terminology <ul><li>Desired Result: A condition of well being for children and families. </li></ul><ul><li>Indicator: A specific measurable developmental dimension within the overall Desired Result. Each of these is an Indicator of progress toward the Desired Result. </li></ul><ul><li>Measure: The developmental continuum along which a child’s observed behavior is assessed. Measures are the individual assessment items in the DRDP- R . </li></ul><ul><li>Definition: A statement that defines a Measure by specifying the developmental achievement (knowledge, skill) that is being measured. </li></ul><ul><li>Developmental Level: A point along a developmental progression for a particular Measure. </li></ul><ul><li>Descriptor: A description that defines the behaviors that would be observed for a child at that Developmental Level. </li></ul><ul><li>Examples: Specific behaviors you might see that would demonstrate that a child has reached a particular developmental level. Note that the examples provided in the DRDP- R are not the only a child can demonstrate mastery of a developmental level. </li></ul>
  29. 29. Rating Record
  30. 30. DRDP Rating Record
  31. 31. Personal and Social <ul><li>Child Desired Result 1: Children and personally and socially competent </li></ul><ul><li>Indicator 1: Children show self-awareness and a positive self-concept </li></ul><ul><li>Indicator 2: Children demonstrate effective social and interpersonal skills </li></ul><ul><li>Indicator 3: Children demonstrate effective self-regulation of their behavior </li></ul><ul><li>Indicator 4: Children show awareness, acceptance, understanding, and appreciation of others' special needs, gender, family structures, ethnicities, cultures, and languages </li></ul><ul><li>Indicator 5: Children show growing abilities in communication and language </li></ul>Desired Results Developmental Profile
  32. 32. Effective Learners <ul><li>Child Desired Result 2: Children are effective learners </li></ul><ul><li>Indicator 1: Children are interested in learning new things </li></ul><ul><li>Indicator 2: Children show cognitive competence and problem-solving skills through play and daily activities </li></ul><ul><li>Indicator 3 Children show interest in real-life mathematical concepts </li></ul><ul><li>Indicator 4: Children demonstrate emerging literacy skills </li></ul>
  33. 33. Physical and Motor Competence Safety and Health <ul><li>Child Desired Result 3: Children show physical and motor competence </li></ul><ul><li>Indicator 1: Children demonstrate an increased proficiency in motor skills </li></ul><ul><li>Child Desired Result 4: Children are safe and healthy </li></ul><ul><li>Indicator 1: Children show an emerging awareness and practice of safe and healthy behavior </li></ul>
  34. 34. Websites <ul><li>CDE Materials and Forms </li></ul><ul><li>WestEd Desired Results Training Site </li></ul><ul><li>WestEd Forms, Tools, and Resources </li></ul><ul><li>Desired Results Access </li></ul><ul><li>PITC Infant/Toddler Care </li></ul><ul><li>California Preschool Instructional Network </li></ul><ul><li>Wall Charts </li></ul><ul><li>User’s Guide (2008) </li></ul>

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