Desired Results Developmental Profile 2015 Meaningful Observation and

Brought to you by Desired Results Training & Technical Assistance Project and Trainer Name

Agreements Silence cell phones Questions welcomed Start and end on time Take care of your personal needs Active listening Share your expertise Table materials remain on table at end of day © 2019 California Department of Education. All rights reserved. (v. 7) 3

Agenda AM: Welcome Meaningful Observation Practicing Observation Break: 15 min. Tools to Support Documentation Lunch: Time here Descriptive/Interpretive Tournament PM: Tools to Support Documentation (continued) Finding Opportunities to Observe Break: 10 min. Strategies for Setting up a Portfolio Reflection Q&A Evaluation © 2019 California Department of Education. All rights reserved. (v. 7) 4

Meaningful Observation Outcomes You will learn about: The purpose of observation Collecting documentation evidence Organizing an observation system Strategies for putting a portfolio together © 2019 California Department of Education. All rights reserved. (v. 7) 5

Stress Test The following photo was used in a case study on stress levels. A closely monitored, scientific study revealed that even though the photo shows two identical dolphins, persons under stress may observe huge differences between the dolphins. If many differences are observed, the person likely is experiencing a great amount of stress. Look at the photograph. If you find more than one or two differences, you may want to take a vacation. If they are drastically different, you should consider taking a MUCH longer vacation to reduce stress. © 2019 California Department of Education. All rights reserved. (v. 7) 6

© 2019 California Department of Education. All rights reserved. (v. 7) 7

Meaningful Observation is… An attitude of openness and wonder to know children’s interests and ideas A skill that can be learned and built upon through daily practice Essential in building trusting relationships Used to inform curriculum and activities © 2019 California Department of Education. All rights reserved. (v. 7) 8

The DRDP is an observation-based assessment instrument. © 2019 California Department of Education. All

Have I Seen You Before? Observation Activity © 2019 California Department of Education. All

Directions 1. Stand find a partner to work with during this 2. 3. 4. 5. 6. activity. Face your partner and take a good look at each other. Turn back to back without touching each other. EVERYONE change five things about your appearance. On cue, turn back to view your partner. Identify the five changes you observe in your partner. © 2019 California Department of Education. All rights reserved. (v. 7) 11

Insights into the Observation Activity Change can be subtle. It helps to know what you are looking for. Noticing changes when we see the same people all the time is not easy. It takes time to observe well but it doesn’t have to be a long period of time. It takes practice to observe well. © 2019 California Department of Education. All rights reserved. (v. 7) 12

What is the power of observation? © 2019 California Department of Education. All rights

“Getting to know children as people and as learners gives you the information you need to be an effective decision maker in the classroom. ” The Power of Observation © 2019 California Department of Education. All rights reserved. (v. 7) 14

What does this mean to you? © 2019 California Department of Education. All rights

“With the information you learn from observing, you can select the: Right materials, Plan appropriate activities, Ask questions that guide children in learning to understand the world around them. ” The Power of Observation © 2019 California Department of Education. All rights reserved. (v. 7) 16

Observation and Collaboration Number off at the table 1 -3: - Ones (1) read Appendix C, pp. 62 -63 - Twos (2) read Appendix E, p. 65 -66 - Threes (3) read Appendix F, pp. 67 -68 You have 10 minutes © 2019 California Department of Education. All rights reserved. (v. 7) 17

Observation and Collaboration Find the chart with your number on it. As a group: - write down 3 -5 key statements - write down two resources from your section Choose a person to share your chart with out loud. © 2019 California Department of Education. All rights reserved. (v. 7) 18

Observation and Assessment Is connected to all aspects of instructional decision-making by: Getting to know each child and group Having authentic evidence to inform: Planning of activities Environment Communication with families Based on observed interests and developmental levels © 2019 California Department of Education. All rights reserved. (v. 7) 19

Observation © 2019 California Department of Education. All rights reserved. (v. 7) 20

Meaningful Observation Notes… Are descriptive Are authentic “snap shots” of children’s skills and behaviors Provide significant details, rather than label Capture children’s ideas and feelings by prompting them to tell about their activities Are collected over time, in different settings © 2019 California Department of Education. All rights reserved. (v. 7) 21

Practice Observation Still Photo Study © 2019 California Department of Education. All rights reserved.

Observe and Write 1. Use five (5) post-it notes. 2. Study the photograph. 3. Write one observation on each separate post-it note. © 2019 California Department of Education. All rights reserved. (v. 7) 23

What do you see? © 2019 California Department of Education. All rights reserved. (v.

Place observation notes in the appropriate columns of the worksheet Descriptive Notes Interpretive Notes

Definitions: Descriptive & Interpretive Descriptive What are the specific details? What you actually… observed read heard Example: Her head is tilted forward. Interpretive What were your initial reactions? What you felt about what you… observed read heard Example: She looks like she might be worried. © 2019 California Department of Education. All rights reserved. (v. 7) 26

Practicing Observation with a Preschool Child © 2019 California Department of Education v 30

Observe Preschooler © 2019 California Department of Education v 30 29

Practicing Observation with an Infant/Toddler © 2019 California Department of Education v 30 30

Observe Infant Toddler © 2019 California Department of Education v 30 31

• Review notes and discuss observations of the video clip with table group. • Add others’ observations with which you agree to the notes. • Review the behaviors and skills that relate to observation notes. © 2019 California Department of Education. All rights reserved. (v. 7) 32

What makes quality, meaningful anecdotal notes and evidence? Let’s look at some samples to help determine characteristics of quality and meaningful evidence. © 2019 California Department of Education. All rights reserved. (v. 7) 33

What does this tell about the child? Tinecia made a sloppy drawing. She used different colors, smearing them into each other. The colors turned all black. She made a mess of the drawing area. She left the tops off of the markers. DRDP Measures - Communication and use of language - Reciprocal Communication and conversation - Cause and effect - Emergent Writing Tinecia used colored markers to create a drawing. It had a circle and four colors blended together. When asked about her drawing, she said, “My family camp’d at the beach. The sun went down in the ocean. The sky was pretty… a little blue, green, and it turn’d orange. And then it got dark. It was night. ” © 2019 California Department of Education. All rights reserved. (v. 7) 34

Meaningful Anecdotal? Measures: Communication and use of language Number sense of quantity Measurement Concepts about print Sheena sat in the book area looking at books for 10 minutes. Sheena points to the horses in the book and says “This one is big” and “This one is little. ” She counts each horse – up to 7, as she turned the pages front to back. © 2019 California Department of Education. All rights reserved. (v. 7) 35

Becoming a Skilled Observer and Anecdotal Writer Ask “open-ended” questions. Inquiries that require more than “Yes” and “No” responses. You want to learn more about what the child: is experiencing knows is curious about Add what you learn from your inquiries to your typical observation notes. © 2019 California Department of Education. All rights reserved. (v. 7) 36

Sentence Strip Make & Take 1. Look at list of open ended questions/ statements. 2. Choose two you want to try. 3. Use markers and sentence strips and write one question/statement on strip. 4. You have five minutes! © 2019 California Department of Education. All rights reserved. (v. 7) 37

© 2019 California Department of Education. All rights reserved. (v. 7) 38

Break – 15 minutes Be back on time for raffle! © 2019 California Department

How am I supposed to document and teach? © 2019 California Department of Education.

Let’s play participant observer… © 2019 California Department of Education. All rights reserved. (v.

Directions 1. 2. 3. 4. 1 -2 people will be the player. 1 person will be the observer. Players use the materials of their choice. Observer writes notes as play continues for five minutes. 5. Reverse roles. © 2019 California Department of Education. All rights reserved. (v. 7) 42

Planning and Observing with Intentionality © 2019 California Department of Education. All rights reserved.

Planning and Observing with Intentionality Page 17 © 2019 California Department of Education. All

Planning and Observing with Intentionality Page 20 © 2019 California Department of Education. All

Planning and Observing with Intentionality COG 2: Classification COG 3: Number Sense of Quantity COG 5: Measurement COG 8: Cause and Effect © 2019 California Department of Education. All rights reserved. (v. 7) 46

Incorporating Intentionality Read the definition and all descriptors carefully. Refer to foundations. Incorporate uncommon terms or ideas into your curriculum. Brainstorm what adult facilitation might look like. Create invitations to learning. © 2019 California Department of Education. All rights reserved. (v. 7) 47

I’ve taken all these notes, but I don’t know what they really mean! ©

Review and Reflect Review and reflect on notes and add details. Remember to date

Steps in Collecting Evidence 1. Observe children in natural, routine daily activities. 2. Record observations with enough details to reconstruct the child(ren)’s behavior, skills, knowledge. 3. Note the date, child(ren)’s name(s), time, and context on observations, work samples, and other evidence. 4. Postpone interpretation or DRDP ratings until you review and reflect on all collected evidence. © 2019 California Department of Education. All rights reserved. (v. 7) 50

Checklists Use checklists to help you and other staff record how often children demonstrate

Collecting Other Evidence Documenting Children’s Growth © 2019 California Department of Education. All rights

Using Photos Activity © 2019 California Department of Education. All rights reserved. (v. 7)

Which photo documents a child’s skill or knowledge? he t iew it to v e u r late o n y to re e wh how o s n ow res. o i n t ap u’ll k easu c 4/5 M. told about the family’s visit to a farm m d a s, yo d A oto “last week”. He named family members, h p animals- cows, horses, pigs & described the barn with a triangle roof. (Measures LLD 3, LLD 10, PDHLTH 4, HSS 1) © 2019 California Department of Education. All rights reserved. (v. 7) 54

Let’s practice writing captions on photos 1. Work with elbow partner and choose a photo from the folder. 2. Pretend you took the photo so you have the context and know what was happening before, during, and after photo. 3. Consider the information on the page. 4. Write a caption on a post-it note. 5. Look at the DRDP and assign measure numbers to the note. © 2019 California Department of Education. All rights reserved. (v. 7) 55

Watch Me Grow © 2019 California Department of Education. All rights reserved. (v. 7)

Lunch with a thought to feed your soul… © 2019 California Department of Education.

Descriptive or Interpretive Tournament © 2019 California Department of Education. All rights reserved. (v.

Cried Descriptive © 2019 California Department of Education. All rights reserved. (v. 7) 59

Good helper Interpretive © 2019 California Department of Education. All rights reserved. (v. 7)

Knows name Interpretive © 2019 California Department of Education. All rights reserved. (v. 7)

Looks up and makes eye contact when hears name Descriptive © 2019 California Department

She carried the water carefully to the sandbox. Interpretive © 2019 California Department of

Interpretive Elvis had a good day. He came in happy, put his jacket away properly and joined the children for Descriptive small group. © 2019 California Department of Education. All rights reserved. (v. 7) 64

Interpretive Lupita is good at art and music. She likes to paint at the easel and make drawings at the art center. She always wants music on. © 2019 California Department of Education. All rights reserved. (v. 7) 65

Interpretive Claire has been mean to the new boy lately. She refused to sit by him during circle, saying “No!” and pulling his carpet square away. Descriptive © 2019 California Department of Education. All rights reserved. (v. 7) 66

Work Sample Activity © 2019 California Department of Education. All rights reserved. (v. 7)

Work Samples 1/4 T. retold the Gingerbread Man story, adding new parts, “sleeping in the back yard” and “hiding from monsters. ” C. said, “These are tall buildings. They’re called skyscrapers. I saw them when I went downtown with mi ma and mi pa. ” © 2019 California Department of Education. All rights reserved. (v. 7) 68

Let’s Practice - Work Samples 1. Work with an elbow partner and choose a 2. 3. 4. 5. work sample. Pretend you collected the work sample. You have the context for it and know what was happening before, during, and after the activity. Consider the information on the page. Write a caption on a post-it note. Look at DRDP and assign measure numbers to the note. © 2019 California Department of Education. All rights reserved. (v. 7) 69

Things to Remember! Let the photo or work sample speak for itself! It may not always need a caption. Only add details that cannot be seen in the photo or work sample. Add children's language when possible, it can tell you a lot about what a child is thinking. © 2019 California Department of Education. All rights reserved. (v. 7) 70

Can you assign measure(s) without a caption? If the evidence speaks for itself and if you can assign measures, you do not need a caption. YES hold up green or smiley face. NO hold up red or sad face. © 2019 California Department of Education. All rights reserved. (v. 7) 71

Can you assign measure(s) without a caption? © 2019 California Department of Education. All

Audio Documentation © 2019 California Department of Education. All rights reserved. (v. 7) 78

Online Video Observation © 2019 California Department of Education. All rights reserved. (v. 7)

Background, Transcript, and Watch Me Grow Handout © 2019 California Department of Education. All

Practice Video 1 -Bouncing Socks © 2019 California Department of Education. All rights reserved.

Prepare to observe. Camera © 2019 California Department of Education. All rights reserved. (v.

Finding Opportunities to Observe Take 2 -3 minutes to list your daily schedule in left column. Consider the following questions on the next slide. © 2019 California Department of Education. All rights reserved. (v. 7) 83

Consider the Following… When do teacher led activities happen? When might children be working/playing independently? When can a teacher be a facilitator/observer? After the children begin working/playing? During free choice time? Meal or snack time? Center/learning station time? Recess or lunch time? © 2019 California Department of Education. All rights reserved. (v. 7) 84

Missed Opportunities to Observe © 2019 California Department of Education. All rights reserved. (v.

Keep Tools Handy and Available © 2019 California Department of Education. All rights reserved.

What I did today! Each child has a number for confidentiality. Note is written and put on child’s number. This lets everyone see who has and doesn’t have documentation. At the end of the week the notes are moved to child’s file. © 2019 California Department of Education. All rights reserved. (v. 7) 87

File Folders • Five Daily File Folders • Choose 4 -5 ‘focus students’ for the day • Use appropriate folder to keep work samples, add notes, photos, etc. • At the end of the week, review and reflect on the evidence collected © 2019 California Department of Education. All rights reserved. (v. 7) 88

Pocket Charts can hold work samples, photos, post-it notes, etc. Keep a caddy at the end of a table/center to collect notes comments © 2019 California Department of Education. All rights reserved. (v. 7) 89

Clipboards, Clipboards Everywhere! Place clipboards throughout your room. Attach a checklist to one. Place post-it notes on the clipboard for your focus students for the day. © 2019 California Department of Education. All rights reserved. (v. 7) 90

Crate with File Folders Parents can file their child’s work. Older children can learn

Collect Documentation Daily HOWEVER… be open to spur of the moment observations and photo ops. Brief, unplanned moments can be important. • When you are not directing activities. • When others can meet children’s immediate needs. • Multi-task as participant/observer for 5 -10 minutes intervals. © 2019 California Department of Education. All rights reserved. (v. 7) 92

Break -10 minutes © 2019 California Department of Education v 30 93

Getting to Know You Through Observation DVD Setting up an Observation System © 2019

We had a system for recording, once… © 2019 California Department of Education. All

Strategies for Setting up a Portfolio System © 2019 California Department of Education. All

Organizing a Documentation System Design a portfolio for each child that is efficient and manageable for YOU. List the types of evidence you will collect observation notes, photos, work samples, journals, and other forms of documentation. Involve others, including family and support staff, in the documentation process. Structure a timeline for collecting, filing, reviewing, and reflecting on the portfolio items © 2019 California Department of Education. All rights reserved. (v. 7) 97

Organize Evidence Around the DRDP Developmental Domains ATL-REG: Approaches to Learning- Self-Regulation* SED: Social Emotional Development * LLD: Language and Literacy Development* ELD: English-Language Development COG: Cognition, Including Math and Science* PD-HLTH: Physical Development –Health* HSS: History-Social Science VPA: Visual Performing Arts © 2019 California Department of Education. All rights reserved. (v. 7) 98

Using Children’s Portfolios Follow a portfolio template or outline. Track evidence using the Documentation Record Sheet List name(s) and date(s) on all collected evidence. Arrange evidence in chronological order. Encourage child’s input: interests, strengths, ideas, curiosities, and aspirations. Relate evidence to DRDP measures and what they tell you about each child’s mastery. © 2019 California Department of Education. All rights reserved. (v. 7) 99

Cross-reference documentation and view at a glance by using the Documentation Record sheet found

Portfolios Come in Many Shapes and Sizes © 2019 California Department of Education. All

Preschool DRDP (2015) Portfolio LLD: Language and Literacy Development So that anecdotal notes can be grouped and organized LLD 2 : Responsiveness to Language I am four years old. 2/20 She turns to the teacher and says, “Write Maritzia in English, not in Spanish. ” LLD 3: Communication and use of Language (Expressive) This is my father and my brother. I have a yellow dress and high heels Look! I can climb up the mountain! Maestra! I can write the numbers. Look! © 2019 California Department of Education. All rights reserved. (v. 7) I made Brown Bear. I passed out the snack. 102

Electronic Portfolios © 2019 California Department of Education v 30 103

Documentation Strategy © 2019 California Department of Education. All rights reserved. (v. 7) 104

Displays of work samples are photographed and used as documentation. Lisette Maritzia Rashid “This

Portfolio Night Invite parents to share in developing their child’s portfolio. Provide materials: portfolio outline, scissors, glue, markers, stamps, stickers, etc. Parents bring documentation from home to add to what has been collected. Talk with parents about child’s strengths. © 2019 California Department of Education. All rights reserved. (v. 7) 106

DRDP Resources © 2019 California Department of Education. All rights reserved. (v. 7) 107

California Early Childhood Online (CECO) 109 © 2019 California Department of Education v 30

110 © 2019 California Department of Education. All rights reserved. (v. 7)

All About Young Children 111 © 2019 California Department of Education. All rights reserved.

DRDP Portfolio App www. desiredresults. us © 2019 California Department of Education v 30

DRDP Portfolio App © 2019 California Department of Education (v 64) 113

Tips for Success Know the measures. When you see evidence related to a particular measure, capture it. Quality evidence can relate to more than one measure. Use a date stamp (kids can use it too). Bring parents into the process and train them. - file work samples/photos - provide observations Descriptive notes are clear and concise. Use check lists, sticky labels, and Web site resources. © 2019 California Department of Education. All rights reserved. (v. 7) 114

3 -2 -1 Action Plan My first step will be © 2019 California Department

Q and A © 2019 California Department of Education. All rights reserved. (v. 7)

Contact Information Desired Results T &TA Project 333 N. Lantana Street, Suite #277 Camarillo, CA 93010 Phone: 800 -770 -6339 Web address: www. desiredresults. us © 2019 California Department of Education. All rights reserved. (v. 7) 117