Section B – Guidance for Making Support(s) Decisions Statewide assessments have the following purpose: 1) to show how much a child has learned, 2) to reveal how successfully a school has educated its students, and 3) to help guide instructional improvement strategies. Since instructional and policy decisions are based on data from standards- based assessments, children with disabilities need to be included to the maximum extent possible. The following guidance offers information about the major assessment programs in California and specific information on how to provide test accommodations when needed. Section C – Desired Results Developmental Profile (DRDP) The DRDP is the assessment component of the CDE Desired Results (DR) system. In 2000, the DR system was established within the CDE’s Child Development Division (CDD) to improve the quality of programs and services provided to young children, from early infancy through school age, who are enrolled in the thousands of center-based early care and education programs, before and after school programs, and family childcare home education network programs funded by CDD across California. The DRDP assessment is required twice per year for every child in all of these CDD-funded programs. The purpose of the DRDP is to inform and support the curricular decisions and program improvement decisions made by teachers and program staff, and to inform and support the policy decisions made by stakeholders in early childhood at the state and local levels. DRDP is a system of authentic assessment for individual children. The teacher who knows the child best uses the broad range of DRDP observational protocols to record the specific levels of development that have been observed across multiple domains of development over at least 60 days of interaction with the child. DRDP is assessment that is embedded in program activities. The teacher is not required to set up activities for the purpose of assessment. DRDP includes observation during the developmentally age-appropriate play-based and instructional activities that are typical in high-quality programs and kindergarten classrooms. Section D – Guide to the Accommodation Matrix: California Assessment of Student Performance and Progress (CAASPP) Signed into law on October 2, 2013, Assembly Bill (AB) 484 establishes the CAASPP. The provisions of AB 484 became effective January 1, 2014. The CAASPP system is based on the state’s new California Common Core Standards for English language arts (ELA) and mathematics adopted by the State Board of Education (SBE) in 2010. The CAASPP system replaces the Standardized Testing and Reporting (STAR) Program. The primary purpose of the CAASPP system is to assist teachers, administrators, and students and their parents by promoting high quality teaching and learning through the use of a variety of assessment approaches and item responses.
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Chapter 16 – State and District Assessment Programs IEP, Desert/Mountain SELPA As of 09/14/2018 CAHELP Steering Committee Review
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