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Desired Results Developmental Profile access
(DRDP access) Manual

This document was developed by the Desired Results access Project to support the implementation of the Desired Results system based on the guidelines and specifications of the Special Education Division.

Desired Results Developmental Profile access (DRDP access) Manual

Introduction
Tools for Completing the DRDP access
Instructions – Completing the Information Page
Instructions – Rating the Measures
Instructions – Finalizing the Assessment
Information Page
Rating Record
Measures

Desired Results Developmental Profile access (DRDP access) Manual

Introduction

Welcome to the Desired Results Developmental Profile (DRDP) assessment system! The State of California has identified four Desired Results for all young children who receive state-funded early care and education services in California and their families. A Desired Result is a condition of well-being for children and families, each defining a single overall outcome. The Desired Results that have been identified for young children in California who receive services through state-funded programs are:

DR1: Children are personally and socially competent
DR2: Children are effective learners
DR3: Children show physical and motor competence
DR4: Children are safe and healthy

The DRDP assessment system has been developed as a way of measuring the progress of children toward achieving these Desired Results. Here is some useful information about the DRDP assessment system:

The purpose of the DRDP assessment system is to gather information on child progress for the purpose of program improvement and to provide teachers with information that will be useful for teaching individual children.
The DRDP assessment system is for ALL of California’s children. Children with disabilities and children without disabilities have the same Desired Results and participate in the same assessment system.
Information from the assessments will be provided to teachers and families so that individual child progress can be used to inform program planning.
The DRDP assessment system is an authentic assessment based on recommended practices for naturalistic observation of young children by familiar adults as they participate in activities and routines in familiar environments.
The DRDP assessment system is based on a criterion-referenced measurement model that is designed specifically for measuring child progress toward outcomes.
California is one of very few states in the nation that has developed its own assessment system designed specifically for measuring child progress toward desired outcomes.
Adaptations have been developed so that the DRDP assessment will measure children’s abilities rather than disabilities.

Desired Results Developmental Profile access (DRDP access) Manual

Tools for Completing the DRDP access

The DRDP access includes a set of three tools:

The “DRDP access Manual” is the full version of the instrument. Each of the 48 Measures are presented with the Descriptors on the left side of the page and examples of each Descriptor on the right. It also includes a set of detailed instructions, descriptions of the seven adaptations, a demographic Information Page, and a Rating Record.
2. The “DRDP access Rating Booklet” presents the 48 Measures as six to a page that is divided into two columns. This tool does not provide examples for the Descriptors.
3. The “DRDP access Rating Record” presents all 48 Measures on one page. After each Measure name, a space is provided for you to enter the number that corresponds to the highest level the child has mastered for that Measure.

Please Note: Regardless of how you record your ratings, you are required to complete the one-page Rating Record and Information Page. The data from a child’s Rating Record and Information Page are entered into the web-based data reporting system, Special Education Desired Results System (SEDRS) or an individual SELPA’s Management Information System (MIS).

Desired Results Developmental Profile access (DRDP access) Manual

Instructions – Completing the Information Page

Child’s Information

1. Student ID. Write the student identification number issued by the District for reporting to CASEMIS.

2. Statewide Student Identifier. Write the 10-digit state-issued student identification number. Contact your District to obtain this number.

3. First Name (Legal). Write the child’s legal first name.

4. Last Name (Legal). Write the child’s legal last name.

5. Gender. Indicate whether the child is male or female.

6. Birth date. Write the child’s birth date as mm/dd/yyyy (e.g. 12/06/2002).

Child’s Language Information

7. Child’s Home Language. Specify the language(s) regularly used in this child’s home. Check up to three.

8. What language do you use with this child? Specify what language(s) you use when communicating with this child. Check up to three.

9. If you are not familiar with the child’s home language, did someone who is familiar with the language assist you with completing the observation? Mark yes or no.

Child’s Ethnic Information

10. Child’s Ethnicity. Specify the child’s ethnic identification or background.
Mark up to four.

Child’s Disability Information

11. Primary Disability. Specify the main disability contributing to the child’s eligibility for special education and related services. If a child has multiple disabilities and if one of the disabilities is a low-incidence disability (Hard of Hearing, Deafness, Deaf-Blindness, Orthopedic Impairment, or Visual Impairment), the child may be identified using one of the low-incidence disabilities rather than under Multiple Disabilities.

Child’s Adaptations Information

12. Adaptations. Specify all of the adaptations that were used.

Adaptations Used with the PS DRDP-R for Children with IEPs and DRDP access
Environmental and/or behavioral adaptations may be necessary to support a child’s participation in activities and interactions in the classroom. The IEP team is responsible for identifying the appropriate adaptations for the child.

Seven adaptations for children with disabilities have been identified for use with the PS DRDP-R for Children with IEPs and DRDP access. The IEP Team should consider which of these adaptations would be helpful for the child in the program setting. These should be recorded on the IEP so that they will be in place when children are observed for the assessment.

AUGMENTATIVE OR ALTERNATIVE COMMUNICATION SYSTEM
Another system of communication may be used when the child cannot use spoken language. Examples include: sign language, picture cards, and electronic communication devices. It is important to use these systems as part of the observation and not just to elicit responses. Assessors should observe the child using language in a natural context rather than contriving an adult-directed situation. The child’s home language, if other than English, is also acceptable.

ALTERNATIVE MODE FOR WRITTEN LANGUAGE
If a child cannot see or cannot hold a pencil or marker, an adaptation may be used to assist in writing or emerging writing. Examples of this adaptation include: Braillewriter, keyboard, or computer.

VISUAL SUPPORT
A child who does not see well, might need visual supports in the environment. Any type of visual support is acceptable, including: adjustments in contrast, adjustments in lighting, distance from objects, increased size of materials, and verbal description of events.

ASSISTIVE EQUIPMENT OR DEVICE
Any type of adaptive equipment or assistive device that the child needs for mobility, positioning or manipulating objects is acceptable, including: walkers, splints, special utensils, and switches.

FUNCTIONAL POSITIONING
Functional positioning is important so that the child has the stability needed to control his movements as much as possible. Positioning should enhance the child’s participation in typical routines and activities.

SENSORY SUPPORT
Sensory support may be needed for some children to allow them to focus attention and learn in their typical environments. Sensory support may include: reducing background noise, adjusting tactile stimulation, and adjusting visual stimulation.

ALTERNATIVE RESPONSE MODE
Some children demonstrate skills in a manner that looks different from their typical peers. For example, a child with autism may look out of the corner of his eye instead of establishing direct eye contact, or a child with a physical impairment may demonstrate atypical movement patterns. The form of a child’s response may differ from that of his peers and still may be considered to demonstrate mastery of a skill.

School/Program Information

13. School Code. Indicate the school code as listed in the California Public School Directory.

14. District of Residence. Specify the District where either the child resides or where the child’s parent lives. Indicate the code as listed in the California Public School Directory.

15. District of Service. Specify the District, County Office of Education, or state-operated program site providing the majority of services to the child. Indicate the code as listed in the California Public School Directory.

16. Title and Name of Special Education Case Carrier. Specify the title and name of the primary service provider responsible for the IEP and for completing the Information Page and Rating Record (e.g., SLP/Maria Lopez or ECSE teacher/Janet Smith).

17. Name of General Education/Preschool Teacher. Specify the full name of the general education teacher, if available.

18. Date DRDP access was completed. Indicate the date of completion of the assessment in MM/DD/YYYY (e.g., 05/09/2007).

Key Considerations when Observing Children:

Materials or toys that a child can easily see, grasp, and manipulate should be available.
Observations should take place in a familiar environment, by a familiar adult and with toys or materials that are familiar to and preferred by the child.
Hearing aid or cochlear implants should be checked to ensure that they are functioning properly.
Glasses or contacts should be worn, if needed.
Children should be allowed adequate time to complete any task they are engaged in, even if they are slower than their peers in task completion.

Desired Results Developmental Profile access (DRDP access) Manual

Instructions – Rating the Measures

1. Determine Mastery: For each of the 48 Measures, mark the box that corresponds to the highest Developmental Level the child has mastered. Note that the Measures may not always begin at birth or end at 5 years and the Levels are arranged from highest to lowest. Consider the information from the Descriptors and Examples to determine which Level is most consistent with your observations and other documentation of the child’s typical behavior.

The Descriptors define the behaviors expected for each Level.
The Examples provide a sample of possible behaviors you might observe for each Level.

A level is mastered if the child typically demonstrates the behavior:

Easily and confidently
Consistently over time
In different settings

Note: A child may occasionally behave at a higher or lower level, but mainly demonstrates behaviors representative of one level.

Most of the Measures on the DRDP access capture children’s development beginning at birth or in early infancy. However, because of the nature of what is being observed, some Measures describe behaviors that begin later in development. These Measures have a rating option of “Not Yet” to indicate that the child has not yet mastered the behaviors described for the first Developmental Level. If you determine that the child has not yet mastered the first Developmental Level that is described, select the “Not Yet” rating. This will be a “0” on the Rating Record.

2. Emerging: If your observations indicate that the child has mastered a Developmental Level and is also demonstrating behaviors described for the next Level (although not yet easily or consistently across settings), he or she may be Emerging to the next Level. You may indicate that the child is Emerging to the next Level by marking the appropriate box at the bottom of the page. Note that if the child is rated at the highest Developmental Level, the child cannot be rated as Emerging to the next Level. It is recommended that you document evidence of emerging behaviors. Not only will this information be helpful to you as you monitor the child’s progress, but this information will also be useful in conversations with families.

Note: Indicating that the child is emerging to the next Level within a Measure does not affect the rating.

Unable to Rate: In the rare circumstance that you find yourself unable to rate a measure, mark Unable to Rate and circle the reason why you were unable to rate the Measure (absence or other).

If you were unable to rate the Measure because you don’t have enough information, you should make additional observations.

Desired Results Developmental Profile access (DRDP access) Manual

Instructions – Finalizing the Assessment

1. Make sure that the Information Page is complete and that all Measures have been rated.

2. Transfer the numerical ratings to the DRDP access Rating Record.

Desired Results Developmental Profile access (DRDP access) Manual

DRDP access Information Page

Note: An Information Page plus a Rating Record must be completed for all preschool children with IEPs.

Child’s Information

1. Student ID (Issued by District for Reporting to CASEMIS)

2. Statewide Student Identifier (10-digit SSID)

3. First Name (Legal)

4. Last Name (Legal)

5. Gender Male Female

6. Birth date (e.g., 12/06/2002)

Child’s Language Information

7. Child’s Home Language(s). Check up to three. English
Spanish
Vietnamese
Cantonese
Hmong
Tagalog/Pilipino
Other

8. What language do you use with this child? Check up to three. English
Spanish
Vietnamese
Cantonese
Tagalog/Pilipino
Hmong
Other

9. If you are not familiar with the child’s home language, did someone who is familiar
with the language assist you with completing the observation? Yes
No

Child’s Ethnic Information

10. Child’s Ethnicity. Check up to four. American Indian or Alaska Native
Asian
Native Hawaiian or Other Pacific Islander
Filipino
Hispanic or Latino
African-American
White
Other, specify:

Child’s Disability Information

11. Primary Disability. Check one. Autism
Deaf-Blindness
Deafness
Emotional Disturbance
Established Medical Disability
Hard of Hearing
Mental Retardation
Multiple Disabilities
Orthopedic Impairment
Other Health Impairment
Specific Learning Disability
Speech or Language Impairment
Traumatic Brain Injury
Visual Impairment

Child’s Adaptations Information

12. Adaptations. Check all that apply. Augmentative or alternative communication system
Alternative mode for written language
Visual support
Assistive equipment or device
Functional positioning
Sensory support
Alternative response mode

School/Program Information

13. School Code

14. District of Residence

15. District of Service

16. Title and Name of Special Education Case Carrier (e.g., SLP/Maria Lopez)

17. Name of General Education/Preschool Teacher

18. Date DRDP access was completed (e.g., 05/09/2007)

Desired Results Developmental Profile access (DRDP access) Manual

DRDP access Rating Record

Child's First Name (Legal)

Child's Last Name (Legal)

Student ID

Completion Date (MM/DD/YYYY)

Note: The Rating Record is not meant to be used independent of the DRDP access Manual or Booklet. You will need to refer to the DRDP access Manual or Booklet to complete this Rating Record. A Rating Record plus an Information Page must be completed for all preschool children with IEPs.

Instructions: Write the child’s name, student identification number (issued by the district for reporting to CASEMIS), and the date this Rating Record was completed. Record the numerical rating for each Measure – the number that corresponds to the Descriptor for the highest developmental level the child has mastered.

Check Emerging if the child is “emerging” to the next level. Note that this is optional.

In the rare circumstance that you are unable to rate a particular Measure, check Unable to Rate and select the reason why you are unable to rate this Measure (absence or other).

Measure	Description	Reason
1. SELF1	Identity of Self	absence or other
2. SELF2	Recognition of Own Skills and Accomplishments	absence or other
3. SELF3	Self-Expression	absence or other
4. SOC1	Expressions of Empathy	absence or other
5. SOC2	Interactions with Adults	absence or other
6. SOC3	Relationships with Familiar Adults	absence or other
7. SOC4	Developing Friendships	absence or other
8. SOC5	Building Cooperative Play with Other Children	absence or other
9. SOC6	Conflict Negotiation	absence or other
10. SOC7	Awareness of Diversity	absence or other
11. REG1	Impulse Control	absence or other
12. REG2	Seeking Other’s Help to Regulate Self	absence or other
13. REG3	Responsiveness to Other’s Support	absence or other
14. REG4	Self-Comforting	absence or other
15. REG5	Taking Turns	absence or other
16. LANG1	Language Comprehension	absence or other
17. LANG2	Responsiveness to Language	absence or other
18. LANG3	Expresses Self Through Language	absence or other
19. LANG4	Uses Language in Conversation	absence or other
20. LRN1	Curiosity and Initiative	absence or other
21. LRN2	Attention Maintenance and Persistence	absence or other
22. COG1	Memory	absence or other
23. COG2	Cause and Effect	absence or other
24. COG3	Engages in Problem-Solving	absence or other
25. COG4	Object and Pretend Play	absence or other
26. MATH1	Number Sense: Understands Quantity and Counting	absence or other
27. MATH2	Number Sense: Math Operations	absence or other
28. MATH3	Number Sense: Comparison of Quantity	absence or other
29. MATH4	Shapes	absence or other
30. MATH5	Time	absence or other
31. MATH6	Classification and Matching	absence or other
32. MATH7	Measurement	absence or other
33. MATH8	Patterning	absence or other
34. LIT1	Interest in Literacy	absence or other
35. LIT2	Concepts of Print	absence or other
36. LIT3	Letter and Word Knowledge	absence or other
37. LIT4	Phonological Awareness	absence or other
38. LIT5	Emerging Writing	absence or other
39. LIT6	Comprehension of Text	absence or other
40. MOT1	Movement	absence or other
41. MOT2	Balance	absence or other
42. MOT3	Grasp/Release and Manipulation	absence or other
43. MOT4	Eye-Hand Coordination	absence or other
44. SH1	Personal Care Routines: Toileting and Hygiene	absence or other
45. SH2	Personal Care Routines: Dressing	absence or other
46. SH3	Personal Care Routines: Self-Feeding	absence or other
47. SH4	Personal Safety	absence or other
48. SH5	Understanding Healthy Lifestyle: Eating and Nutrition	absence or other

Desired Results Developmental Profile access (DRDP access) Manual

DRDP access Measures

There are four Desired Results, 10 Indicators, and 48 on the DRDP access.

Desired Results 1: Children are personally and socially competent

Indicator: Self-Concept (SELF) — Children show self-awareness and a positive self-concept

Measure 1: (SELF 1 of 3): Identity of Self

Definition: Child shows increasing awareness that self is distinct from and also connected to others

Mark the highest developmental level the child has mastered.

Measure 1 Level	Descriptor	Examples
8	Accurately compares self to others	Child indicates that she has brown hair but that Alicia has black hair. Child points to a picture of a peanut butter and jelly sandwich when asked what he likes to eat. Then child points to a picture of cheese when asked what his mommy likes to eat. Noticing a friend’s shoes, says, “We both have sandals on today!” Communicates, “My sister goes to first grade and I go to preschool.”
7	Describes self or others in terms of preferences	“I like red hair.” “I like to jump.” “I like the play dough. It is nice and warm.” Child brings a preferred object to another child. Child signs, “David likes crackers.”
6	Describes self or others in terms of basic physical characteristics	“My hair is red!” Child uses a communication device to say, “I’m big!” Says, “I am four,” or shows four fingers to indicate age. “Tami has long hair.”
5	Expresses ideas about self and his or her connection to other people and things	Uses family roles, such as, “Brother,” “Baby sister,” Mommy,” or “Daddy” in pretend play. Scribbles and then communicates that it is a picture of herself. Communicates details about family or social experiences. While playing in the kitchen area, pretends to prepare food the way it is done in own home.
4	Communicates own name and names of familiar people and things	Communicates, “Mama,” “Daddy,” or “Blankie.” Refers to adult by name or special gesture. Points to peer and says his or her name. Points at picture of self and says or signs name.
3	Recognizes self, familiar people, and familiar things	Responds when own name is called. Attends to familiar people or things when named. Maintains contact with familiar person. Holds familiar object, such as blanket, for comfort or security. Recognizes reflection of self in mirror. Hesitates around unfamiliar people.
2	Uses senses to explore self and others	Examines own hand or foot by looking at it or mouthing it. Attends to other people’s faces or voices for long periods of time. Makes eye contact. Touches adult’s hair or face when it is within reach.
1	Attends to adult	Attends to adult during feeding. Quiets to listen to adult during care giving routine. Turns head toward adult during care giving routine.

Emerging to the next level

In the rare circumstance that you are unable to rate this measure, indicate the reason (select one): absence or other

Top | Self-Concept | Table of Contents | Rating the Measures

Measure 2 (SELF 2 of 3): Recognition of Own Skills and Accomplishments

Definition: Child evaluates and takes pleasure in own ability to perform skillfully

Mark the highest developmental level the child has mastered.

Measure 2 Level	Descriptor	Examples
8	Characterizes self positively in terms of generalized ability or skills	Communicates using speech, sign, or communication device: “I can build tall towers.” “I am really good at building things.” “I can help you work on the puzzle.” “I am good at drawing monsters.”
7	Characterizes self positively in terms of specific skills involved in doing a task	Shows another child some ways he knows to make a block tower more stable. After doing a puzzle with other children, says, “First we look for the corner pieces that’s how we do it!” Shows or describes efforts at writing a letter.
6	Seeks adult’s attention ahead of time in order to demonstrate abilities	Tries to get adult to watch by calling, motioning, or pulling before he or she does something, such as slide down the slide. Says, “Watch me! Watch me!” and then demonstrates that he or she can put on own coat.
5	Characterizes self positively in terms of specific activity that he or she is doing	“I’m making a really big tower.” “Look what I made!” “I cleaned up with a sponge!” Communicates “We DID it!” after finishing a puzzle with a friend. Point or gestures with delight at the completed class mural. Shows/gives a “thumbs-up” or claps after finishing a painting.
4	Shows interest and/or pleasure when someone reacts to own activity or accomplishment	When adult tells the child that she did a good job washing her hands, the child smiles with joy. Joins adult in clapping with pleasure, after completing a challenging task.
3	Persists in trying to do things even if faced with difficulty	Tries to roll or creep to another part of room even when there is a barrier. Keeps trying to reach for object that is just out of reach. Keeps trying to get adult’s attention when adult is busy.
2	Shows pleasure while repeating simple actions	Smiles while kicking. Makes sounds while waving arms at something.
1	Continues simple behavior until needs are met	Cries when hungry until fed. Cries until adult succeeds in comforting child.

Emerging to the next level

In the rare circumstance that you are unable to rate this measure, indicate the reason (select one): absence or other

Top | Self-Concept | Table of Contents | Rating the Measures

Measure 3 (SELF 3 of 3): Self-Expression

Definition: Child explores own action, makes presence known in social situations, and outwardly expresses feelings to others

Mark the highest developmental level the child has mastered.

Measure 3 Level	Descriptor	Examples
8	Begins to understand that he/she can feel more than one way about something (“mixed or opposite feelings”)	Communicates: That he is excited about going to the petting zoo but anxious about petting the goat. Feeling happy about trying out a climbing structure but scared about being at the top.
7	Identifies own and other’s feelings; understands that own feelings might be different than someone else’s	Communicates using speech, sign, or communication device: “Mary is sad today. I am happy today.” “He’s scared, but I’m not scared.”
6	Expresses ways to take care of feelings	“I want to go home.” Communicates, “I’m scared,” and goes to adult for a hug. Stays by the door because he/she is missing mommy.
5	Labels own feelings	Communicates, “I am sad” or “I am mad.” Points to a happy face to describe that he or she is happy.
4	Asserts self by expressing needs, feelings, or desires through simple actions	Holds onto toy when someone tries to take it. Turns body away from somebody when needing a break. Watches for awhile before joining in play with another child. Lies down when tired. Pushes things away when finished.
3	Expresses self by repeating actions that have an effect	Drops object repeatedly for adult to pick up. Presses button on push-button toy that makes noise. Signals to get adult to repeat an action.
2	Responds to people or things in the environment through actions or sounds	Reaches for a toy. Grasps things or people. Smiles or stares at people or things. Orients to a sound. Pushes away something the adult offers.
1	Moves or vocalizes	Cries. Moves arms, head, legs, or other parts of the body. Makes sounds.

Emerging to the next level

In the rare circumstance that you are unable to rate this measure, indicate the reason (select one): absence or other

Top | Self-Concept | Table of Contents | Rating the Measures

Indicator: SOC—Children demonstrate effective social and interpersonal skills

Measure 4 (SOC 1 of 7): Expressions of Empathy

Definition: Child shows awareness of other’s feelings and responds to expressions of feelings by others in ways that are increasingly appropriate to the other person’s needs

Mark the highest developmental level the child has mastered.

Measure 4 Level	Descriptor	Examples
7	Shows concern for the future welfare of others	Shows concern for what will happen to animals and characters in a story or movie.
6	Uses words or actions to demonstrate concern for what others are feeling	Asks child, “Why are you crying?” When told he misses his mommy, says, “Don’t worry, your mommy will be back soon.” Puts arm around a child who is standing alone or signs, “Want to play with me?” Goes to a child whose tower fell down and helps to build the tower again. Brings a marker to a child who is looking for something to draw with.
5	Accurately labels own feelings, as well as those of others	Draws picture representing child who is upset and makes a sad face herself. “Maria is laughing-she is happy today.” Points out picture in book of someone who looks “mad.”
4	Offers to comfort someone showing distress	Goes to and hugs child who is sad. Offers special toy or object to child or adult who is showing distress. Calls or gets adult to help a child who is showing distress.
3	Shows concern when others are unhappy or upset	Looks worried and waits to see if adult will come to help a child who is upset. Points to band-aid on someone’s elbow and says “ouch” or “booboo.” Moves next to a child who is showing distress.
2	Responds based on others’ expressions of emotions	Laughs when adult giggles. Stops playing or watches another child intently if that child is hurt or sad. Shows a fearful face if another child is sad or hurt. Claps hands when another child or adult claps hands. Looks at another child who is upset, but doesn’t stop playing.
1	Shows awareness of others	Cries when other children cry. Notices people. Smiles at other people.

Emerging to the next level

In the rare circumstance that you are unable to rate this measure, indicate the reason (select one): absence or other

Top | Social and Interpersonal Skills | Table of Contents | Rating the Measures

Measure 5 (SOC 2 of 7) Interactions with Adults

Definition: Child interacts effectively with both familiar and somewhat familiar adults

Mark the highest developmental level the child has mastered.

Measure 5 Level	Descriptor	Examples
5	Interacts with adult to solve problems, make plans, or communicate about past experiences or new ideas	Talks with adult about a family event that’s going to happen. During pretend play in kitchen area, comes over acting like a waiter. Adult tells child that she would like a hamburger. In response, child brings over a hamburger and then asks, “Wanna drink?”
4	Interacts with adult in a coordinated way by playing simple games, playing with objects, or fully participating in routines	Communicates about book with adult. Participates in diaper change by doing several steps, like pulling tab on diaper, lifting bottom, pulling a wipe from box, and holding clean diaper. Laughs and touches adult’s hands in a game of “Peek-A-Boo.”
3	Tries to participate with adult in parts of simple familiar games, songs, finger plays, or routines by doing one or two actions	Lifts bottom during diaper change. Makes sounds or motions to adult to play simple game, sing song, or do finger play. Imitates adult’s clap or wave. Sits on adult’s lap and looks at photo. Does hand motions for “roll it” segment of Pat-A-Cake.
2	Responds and pays attention to adult, and gives cues to adult to interact	Babbles or vocalizes in response to adult’s behavior. Coos at adult who is not paying attention. Turns head away from adult when over-stimulated. Laughs in response to an adult’s playfulness. Reaches toward toy that adult holds out.
1	Reacts to adult’s behavior	Stops crying temporarily when adult comes near. Turns toward sound or movement made by adult. Grasps adult’s finger when in palm.

Emerging to the next level

In the rare circumstance that you are unable to rate this measure, indicate the reason (select one): absence or other

Top | Social and Interpersonal Skills | Table of Contents | Rating the Measures

Measure 6 (SOC 3 of 7): Relationships with Familiar Adults

Definition: Child forms close relationships or attachments with familiar adults

Mark the highest developmental level the child has mastered.

Measure 6 Level	Descriptor	Examples
7	Works cooperatively with adult to plan and organize activities and to solve problems	“I can help set the table for snack.” Cooperates and plans with adult to find a way to bring water to the sandbox. Interacts with adult to solve a problem he’s having with a puzzle. Plans an art activity with adult.
6	Relates regularly to familiar adult to share ideas, experiences, feelings, and plans	Asks, “Can we play with play dough?” Calls familiar adult over while doing an activity. Communicates with familiar adult about feeling sad. Uses gestures to show adult how he or she was hurt when playing. Asks, “Guess what I saw yesterday?” Asks adult why other child is not going outside. Pulls adult to site where he/she found a bug.
5	Seeks familiar adult to get needs met	Communicates, “Teacher I need help.” Asks adult sitting next to her to tie her shoes. Asks adult to get something he or she cannot reach. Seeks out familiar adult to play trucks or a game.
4	Seeks to maintain contact with familiar adult through eye contact, vocalizations, or physically	Places a toy on familiar adult’s lap, goes to get another toy and then places that toy on familiar adult’s lap. When not sure if something is safe, looks at or goes to familiar adult. Makes eye contact with familiar adult from time to time. Vocalizes to familiar adult on other side of room.
3	Shows anxiety over separation from familiar adults	At drop off time: Momentarily cries or clings to parent. Crawls or walks to the door and stays there. Becomes very quiet and hesitant to join other activities.
2	Responds to actions or facial expressions of familiar adult	Imitates familiar adult’s smile. Keeps track of familiar adult’s movement around the room. Shows preference for being held by a familiar adult.
1	Attends to familiar adult’s face and voice	Turns head toward familiar adult. Looks in direction of familiar adult’s voice.

Emerging to the next level

In the rare circumstance that you are unable to rate this measure, indicate the reason (select one): absence or other

Top | Social and Interpersonal Skills | Table of Contents | Rating the Measures

Measure 7 (SOC 4 of 7): Developing Friendships

Child forms close relationships with specific peers, sharing experiences and activities

Mark the highest developmental level the child has mastered.

Measure 7 Level	Descriptor	Examples
7	Engages in on-going social games and pretend play with a particular child	Over many days, builds a pretend city using blocks with Jose. Spends free time across a period of days with a particular child or children, pretending to be members of a family.
6	Prefers being with a particular child who also expresses preference for him or her	Asks Jose, “Do you want to play with blocks or puppets?” and plays the activity Jose chooses. Refers to activities he and a preferred playmate have enjoyed doing together. “Emma and I like to play together,” and Emma nods her head.
5	Identifies another child as a friend	Communicates, “Jose is my friend.” Communicates, “I want to play with Donna. She’s my friend.” Chooses the same child as a partner for group walks. Identifies a friend using augmentative communication device.
4	Plays with one or two children in group on a regular basis	Plays with same friend(s) day after day. Looks for favorite child when entering the room in the morning. Selects a picture of playmate.
3	Shows interest in other children at play	Reaches for a toy or object being used by another child. Watches other children as they play. Moves closer to one or two “friends” while they play.
2	Responds to other children and explores their faces and bodies	Moves excitedly when another child comes near. Pats or grasps another child. Rolls toward another child. Cries if another child gets too close.
1	Attends to other children’s behavior	Looks at or turns toward other children.

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Measure 8 (SOC 5 of 7): Building Cooperative Play with Other Children

Definition: Child interacts with other children through play that becomes increasingly cooperative and towards a shared purpose

Mark the highest developmental level the child has mastered.

Measure 8 Level	Descriptor	Examples
7	Participates in games with rules	Plays “Candy Land.” Participates in “Duck, Duck, Goose.”
6	Leads or participates in planning cooperative play with other children	Participates in pretend play with peers, following the agreed upon roles. Builds a city of blocks with other children. Successfully helps to negotiate where and how a small group of children can play. “We can make a big spaceship with the LEGOS. Want to try?”
5	Engages with another child or children in play involving a common idea or purpose	Takes turns putting on hats with another child. Pretends to eat food after a child serves it to him or her. Joins in with other children to make a mountain of sand. Builds a block tower with another child.
4	Interacts with other children side-by-side as they play with similar materials	Plays blocks side-by-side with other children. Hands another child a toy that he or she is looking for. Hands a bucket to child sitting next to him or her in sandbox.
3	Plays near other children with similar materials, but usually does not interact with them	Plays by self with trucks when other children nearby are playing with trucks. Plays by self in sandbox near other children.
2	Responds to other children or their behavior	Moves excitedly when another child comes near. Pats or grasps another child. Rolls toward another child. Cries if another child gets too close. Cries when other children cry. Looks or turns toward other children.
1	Attends to other children	Notices other children.

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Measure 9 (SOC 6 of 7 ): Conflict Negotiation

Definition: Child learns how to understand the needs of other children and to negotiate constructively within the constraints of social rules and values

Mark the highest developmental level the child has mastered.

Measure 9 Level	Descriptor	Examples
7	Suggests simple solutions based on classroom rules	When a conflict arises about the slide, suggests, “Only one person on the slide at a time.” When adult assigns jobs, reminds others that Tommy is the line leader.
6	Expresses own needs and desires about a conflict and suggests simple solutions based mainly on own needs	“I need a turn on the trike. Let me use it.” “I want to play on the computer. When will it be my turn?” When he wants to play a game for four children and all the spots are taken, will signal or ask another child if he can take his place. Communicates, “I am playing with that truck. You can play with those cars.”
5	Starts to use appropriate words and actions to express own desire and, when needed, seeks adult help to resolve a conflict	Seeks out adult and indicates that another child won’t give her a turn on the trike. Says or indicates to adult, “He is on my rug.” When child wants to play with trucks and all the trucks are being played with, asks other children if she can have a truck.When this does not work, will go to adult and indicate that she needs a truck. Communicates, “I am playing with that dinosaur. You can’t have it.”
4	Responds to adult guidance in negotiating conflict	Wants another child’s toy, but accepts a different toy that an adult offers. Cries when a child is too close but quiets down when adult suggests a different seating arrangement. Child scoots over at the suggestion of the adult.
3	Asserts self, using facial expressions, words, or actions in conflict situations, but needs adult to resolve conflict	Child expresses that she wants another child’s trike. She needs adult redirection so she does not try to take it. When another child tries to take a toy, he pulls the toy back or protests, needing adult to resolve the conflict. Needs adult to offer a way to join other children playing with puppets without disturbing them.
0	Not yet

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Measure 10 (SOC 7 of 7) Awareness of Diversity

Definition: Child acknowledges and responds to similarities and differences between self and others, and learns to appreciate the value of each person in diverse communities

Mark the highest developmental level the child has mastered.

Measure 10 Level	Descriptor	Examples
7	Adapts to other’s needs (notion of justice and inclusion)	Uses gestures or asks adult to translate to invite a child who speaks another language to play with the group. Moves chair(s) over so that child who uses a wheelchair can come to the table.
6	Identifies differences and similarities between self and others	Communicates: “We both have ponytails, but mine is longer.” “I’m a girl, and Tony’s a boy.” “You are big, and I am little.”
5	Notices, asks questions or makes comments about people’s characteristics or behavior	Says, “boo-boo?” when noticing someone’s blemish or scar. Says or signs, “What’s that?” to the adult wearing new glasses. Comments on hair color, eye color, or skin tone that isdifferent from his or her own. Shows interest by touching the hair of a child whose hair color or hair texture is different from his or her own.
4	Explores different ways to put characteristics or actions of others into categories, sometimes incorrectly	Calls all children younger than self, “Baby.” Points to character in book and either calls out the name of or points to a child in the room who has the same physical characteristics. Labels someone with gray hair as “Grandma,” “Grandpa,” “Oma,” “Lola,” etc. Says, “Mommy,” when referring to purse.
3	3 Imitates behaviors or actions of familiar people	Pretends to read to baby doll like an adult would. Indicates preference for eating what others are eating. Tries to feed adult. Imitates brushing hair or using purse like adult.
2	Notices the difference between familiar and unfamiliar	Looks longer at adult with new glasses. Notices unfamiliar person who comes into the room. Turns toward person speaking in an unfamiliar language. Looks away from adult wearing a hat. Cries in presence of unfamiliar adult.
1	Attends to people, events, or objects	Orients to voices. Attends to faces. <

Desired Results access Project

For Assessors

Desired Results Developmental Profile access (DRDP access) Manual

Desired Results Developmental Profile access (DRDP access) Manual

Table of Contents

Desired Result 1: Children are personally and socially competent.

Desired Result 2: Children are effective learners

Desired Result 3: Children show physical and motor competence

Desired Result 4 Children are safe and healthy

Desired Results Developmental Profile access (DRDP access) Manual

Introduction

Desired Results Developmental Profile access (DRDP access) Manual

Tools for Completing the DRDP access

Desired Results Developmental Profile access (DRDP access) Manual

Instructions – Completing the Information Page

Child’s Information

Child’s Language Information

Child’s Ethnic Information

Child’s Disability Information

Child’s Adaptations Information

School/Program Information

Desired Results Developmental Profile access (DRDP access) Manual

Instructions – Rating the Measures

Desired Results Developmental Profile access (DRDP access) Manual

Instructions – Finalizing the Assessment

Desired Results Developmental Profile access (DRDP access) Manual

DRDP access Information Page

Child’s Information

Child’s Language Information

Child’s Ethnic Information

Child’s Disability Information

Child’s Adaptations Information

School/Program Information

Desired Results Developmental Profile access (DRDP access) Manual

DRDP access Rating Record

Desired Results Developmental Profile access (DRDP access) Manual

DRDP access Measures

Desired Results 1: Children are personally and socially competent

Indicator: Self-Concept (SELF) — Children show self-awareness and a positive self-concept

Measure 1: (SELF 1 of 3): Identity of Self

Measure 2 (SELF 2 of 3): Recognition of Own Skills and Accomplishments

Measure 3 (SELF 3 of 3): Self-Expression

Indicator: SOC—Children demonstrate effective social and interpersonal skills

Measure 4 (SOC 1 of 7): Expressions of Empathy

Measure 5 (SOC 2 of 7) Interactions with Adults

Measure 6 (SOC 3 of 7): Relationships with Familiar Adults

Measure 7 (SOC 4 of 7): Developing Friendships

Measure 8 (SOC 5 of 7): Building Cooperative Play with Other Children

Measure 9 (SOC 6 of 7 ): Conflict Negotiation

Measure 10 (SOC 7 of 7) Awareness of Diversity

Desired Results Developmental Profile access
(DRDP access) Manual