Desired ResultsChild 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/

Desired Results Program Standards

New approach to evaluation of early childhood centers and preschools in California  Program standards focus on the results achieved for children and families through the child development services Designed to measure achievement and determine if programs are meeting program standards resulting in improved practice in all child development programs

Desired Results Training Site

Six Desired Results

Children:Are personally and socially competent.Are effective learners.Show physical and motor competence.Are safe and healthy.

Families:Support their children’s learning and development.Achieve their goals.

Definition

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

Six Basic ComponentsThe desired result is the condition of well being for children and/or families Can be measured using multiple indicators A developmental theme describes what is being measuredA measure quantifies achievement Criteria for success define the acceptable level of achievement A measurement tool is the actual instrument or procedure used to capture or track information on indicators and standards of achievement

Desired Results

Purpose of Desired ResultsCalifornia Department of

EducationIdentify 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.Provide information that reflects the contributions made by each of the various types of CDE-funded child development programs. Hold programs accountable to program standards that support the achievement of desired results and are used to measure program quality. Provide a data-collection mechanism for evaluating the quality of individual child development programs. 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.

Desired Results

Standards, Assessment, and Accountability

The childcare center or preschool:Maintains Desired Results Developmental Profile Collects Parent Survey data for children and families. Uses information to plan and conduct age and developmentally appropriate activitiesMonitors family involvement and satisfaction.Has developed and implemented an annual evaluation planDetermines whether the program goals and objectives are being met.

California Preschool Learning Foundations

The purpose of the preschool foundations are to promote understanding of preschool children’s learning and to guide instructional practice.

Foundations

Preschool Learning Foundations

California Preschool Learning Foundations are for all children, including children learning English and children with disabilitiesdescribe the knowledge and skills that young children typically exhibit:

at around 48 and 60 months of ageas they complete their first or second year of preschoolwith appropriate supportwhen attending a high-quality preschool program

Foundations and the DRDP-R

FoundationsA guide and teaching toolAt around 48 months and around 60 monthsFor all children, including English language learners and children with disabilities

DRDP-RAn observational assessment toolDevelopmental continuumFor all children, including English language learners and children with disabilities

Teaching and LearningStandards for the program:

Developmentally, linguistically, culturally appropriate,

Recognizes that children have individual rates of development as well as individual interests, temperaments, languages, cultural backgrounds and learning styles

Inclusive of children with exceptional needs and consistent with their Individualized Family Service Plan or Individual Education Plan and provides an environment of acceptance.

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.

Social and EmotionalSupports social and emotional development

Builds trust

Fosters independence

Encourages self-control by setting clear, consistent limits and having realistic expectations.

Plans routines and transitions so that they occur in a timely, predictable, and unrushed manner according to each child’s needs

Provides a balanced daily program of child initiated and adult directed activities, including individual and small group activities.

Helps children develop emotional security and facilitate social

relationships

CognitiveProvides for the development of each child’s

cognitive and language skills:Supports each child’s learning, using various strategies including experimentation, inquiry, observation, play, and exploration.

Ensures opportunities for creative self-expression through activities such as art, music, movement, and dialogue.

Promotes interaction and language use among children and between children and adults.

Supports emerging literacy and numeracy development through materials and activities according to the developmental level of each child.

Physical and HealthyThe program promotes each child’s physical

development: Provides sufficient time, indoor and outdoor space, equipment, materials and guidelines for active play and movement that support the development of gross motor skills. Provides appropriate time, space, equipment, materials and adult guidance for the development of fine motor skills according to each child’s developmental level.Maintains healthy and safe practices. Includes a nutritional component that ensures that children will have nutritious meals and snacks during the time that they are in the program. Integrates health and nutrition education into the program activities.

Parent and Community Involvement

Process for reaching out to the community: Inform the community about the program, and soliciting its support.

Provide written information describing its program’s eligibility for services and distribute information to keep the community aware of its program

Plan for parent involvement and education

Ensures that effective two-way comprehensive communications between staff and parents are carried out on a regular basis throughout the program year.

A parent advisory committee or council, selected by parents, has been established

FamiliesHealth and social service needs have been identified and documented. Referrals and follow-up on referrals are made when necessary.Parents have unlimited access to their children and providers caring for their children Families with children enrolled in the program have met the eligibility requirement of that program and required documentation is complete.Basic data file has been established for each family, which includes a complete application for services and supporting documentation.

Desired Results Developmental ProfileA systematic data collection processAssess the extent to which the desired results have been achieved for the children and families in their program. Programs will be evaluated through self-assessments and validation team visits Guidelines and tools for assessing and reporting

program quality compliance with program requirementsthe achievement of desired results for children and families.

User’s Guide

Desired Results Model

Desired Results Model II

Desired Results System Process for Continuous Improvement

Information Page

DR1: Children are Personallyand Socially Competent

DR 1: SELF CONCEPT Identity of self Recognition of own skills and accomplishments

DR1: SOCIAL INTERPERSONAL SKILLSExpressions of EmpathyBuilding cooperative relationships with adultsDeveloping friendshipsBuilding cooperative play with other childrenConflict negotiationAwareness of diversity in self and others

DR 1: SELF REGULATION Impulse controlTaking turnsShared use of space and materials

DR1: LANGUAGE Comprehends meaningFollows increasingly complex instructionsExpresses self through languageUses language in conversation

DR 2: Children are Effective Learners

DR2: LEARNINGCuriosity and initiativeEngagement and persistence

DR 2: COGNITIVE COMPETENCE

Memory and knowledgeCause and effect Engages in problem solvingSocio-dramatic play

DR 2: MATHNumber sense: understands quantity and countingNumber sense: Math operationsShapesTimeClassificationMeasurementPatterning

DR2: LITERACY Interest in literacyLetter and word knowledgeEmergent WritingConcepts of printPhonological awareness

Measures for DR 3 and 4Children Show Physical and Motor CompetenceDR 3: MOTOR SKILLS

Gross motor movementFine motor skillsBalance

Children are Safe and HealthyDR 4: SAFETY AND HEALTH

Personal care routinesPersonal safetyUnderstanding healthy lifestyle

Wall Charts

Click for pdf of Wall Charts

DRDP-R Measure

Navigation Map of DRDP Terms

Desired Results Terminology

Desired Result: A condition of well being for children and families.Indicator: A specific measurable developmental dimension within the overall Desired Result. Each of these is an Indicator of progress toward the Desired Result.Measure: The developmental continuum along which a child’s observed behavior is assessed. Measures are the individual assessment items in the DRDP-R.Definition: A statement that defines a Measure by specifying the developmental achievement (knowledge, skill) that is being measured.Developmental Level: A point along a developmental progression for a particular Measure.Descriptor: A description that defines the behaviors that would be observed for a child at that Developmental Level.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.

Rating Record

DRDP Rating Record

Personal and SocialChild Desired Result 1: Children and

personally and socially competentIndicator 1: Children show self-awareness and a positive self-concept

Indicator 2: Children demonstrate effective social and interpersonal skills

Indicator 3: Children demonstrate effective self-regulation of their behavior

Indicator 4: Children show awareness, acceptance, understanding, and appreciation of others' special needs, gender, family structures, ethnicities, cultures, and languages

Indicator 5: Children show growing abilities in communication and language

Desired Results Developmental Profile

Effective Learners

Child Desired Result 2: Children are effective learnersIndicator 1: Children are interested in learning new things

Indicator 2: Children show cognitive competence and problem-solving skills through play and daily activities

Indicator 3 Children show interest in real-life mathematical concepts

Indicator 4: Children demonstrate emerging literacy skills

Physical and Motor CompetenceSafety and Health

Child Desired Result 3: Children show physical and motor competenceIndicator 1: Children demonstrate an increased proficiency in motor skills

Child Desired Result 4: Children are safe and healthyIndicator 1: Children show an emerging awareness and practice of safe and healthy behavior

Websites CDE Materials and FormsWestEd Desired Results Training SiteWestEd Forms, Tools, and ResourcesDesired Results AccessPITC Infant/Toddler CareCalifornia Preschool Instructional NetworkWall ChartsUser’s Guide (2008)