The document outlines a project aimed at creating an online course for parents about the Desired Results Developmental Profile-Revised (DRDP-R) to better understand kindergarten readiness. It highlights issues related to the lack of a consistent profile for readiness skills and the confusion among parents and caregivers regarding school entry requirements. The conclusion reflects broad parental support for the program and its long-term value in enhancing understanding of readiness skills.

1. Creating an online course for the parents to learn and understand about the preschool assessment “Desired Results Developmental Profile-Revised (DRDP-R)” Course Project R7038 Action Research Carolyn Matthews Edward Miranda Julie Nguyen Kris Trairatana

3. I. Defining the Problem Statement of Problem California Desired Results Parental responsibilities Personal commitment

4. B. Rationale (Kindergarten readiness) Desired Results application at home Successfulness in kindergarten

5. C. Historical Background of Kindergarten Readiness (NCLB) Introduction The purpose of this website and action research project is to provide parents with a succinct list of skills that could be used as indicators of a child’s readiness to begin kindergarten. Currently, a child’s “age” is the primary indicator of kindergarten readiness. The readiness tests, developmental screening tests, and transitional classrooms that exist are inconsistently administered within states, counties, and even school districts (Smith, 2005. p. 6).

6. There is no agreed upon profile of readiness skills. Pediatricians are unfamiliar with kindergarten curriculum, parents perpetuate ill-informed information among themselves as fact, and educators have not come together to provide a single source of guidance or direction for the community.

7. Developmental theories and kindergarten readiness The maturationist theory believes that a child must reach a certain level of maturity before he or she can be successful in school (Marshall, 2003). The environmentalist theory believes a child’s behavior, development, and learning are shaped by the child’s environment (NCREL, 2004). The constructivist/interactionist theory believe children learn when they interact with their environment. Age has little to do with readiness (Marshall, 2003). Different perspectives produce different criteria for kindergarten readiness.

8. Internal and external and forces effecting readiness The state of California’s “December 2 nd cut-off date using “age” as a primary indicator of school readiness. Differing theories about what constitutes readiness for school. No uniform profile of readiness skills available to the general public. General public unaware of the need for readiness skills.

9. Parents , Teachers, and Students need the DRDP-R profile If succinct information regarding readiness skills, as well as birth-date cut-off information was made available through our website, then there would be less confusion on the part of parents and care-givers regarding school readiness.

10. II. Organizational Contribution A. Transparency of study (Ethics) B. Stakeholders (Politics) Parents and students Administrators Teachers Adult education

11. III. Logic Model Framework Objectives Inputs Activities Outcomes : short-term long-term

12. Methodology Design Methodology Finding Analysis Implementation Instrument Participants Collection

13. IV. Conclusion All ten parents understand importance of the program and are willing to take the online course of this program Long term expectations, all parents have opportunities to learn and understand the California Desired Results

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