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Preschool Desired Results Developmental Profile-Revised (PS DRDP-R) for Children with IEPs Manual

Copyright 2007 by the California Department of Education

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 Divison.


Table of Contents

Introductions
Tools for Completing the PS DRDP-R
Instructions - Completing the Information Page
Instructions - Rating the Measures
Instructions - Finalizing the Assessment
Information Page
Rating Record

Desired Result 1: Children are personally and socially competent.

Indicator: Self-Concept (SELF) Measure 1 - Identity of self
Measure 2 - Recognition of own skills and accomplishments
Indicator: Social and Interpersonal Skills (SOC) Measure 3 - Expressions of empathy
Measure 4 - Building cooperative relationships with adults
Measure 5 - Developing friendships
Measure 6 - Building cooperative play with other children
Measure 7 - Conflict negotiation
Measure 8 - Awareness of diversity in self and others
Indicator: Self-Regulation (REG) Measure 9 - Impulse control
Measure 10 - Taking turns
Measure 11 - Shared use of space and materials
Indicator: Language (LANG) Measure 12 - Comprehends meaning
Measure 13 - Follows increasingly complex instructions
Measure 14 - Expresses self through language
Measure 15 - Uses language in conversation

Desired Result 2: Children are effective learners

Indicator: Learning (LRN) Measure 16 - Curiosity and initiative
Measure 17 - Engagement and persistence
Indicator: Cognitive Competence (COG) Measure 18 - Memory and knowledge
Measure 19 - Cause and effect
Measure 20 - Engages in problem solving
Measure 21 - Socio-dramatic play
Indicator: MATH (MATH) Measure 22 - Number sense: Understands quantity and counting
Measure 23 - Number sense: Math operations
Measure 24 - Shapes
Measure 25 - Time
Measure 26 - Classification
Measure 27 - Measurement
Measure 28 - Patterning
Indicator: Literacy (LIT) Measure 29 - Interest in literacy
Measure 30 - Letter and word knowledge
Measure 31 - Emerging writing
Measure 32 - Concepts of print
Measure 33 - Phonological awareness

Desired Result 3: Children show physical and motor competence

Indicator: Motor Skills (MOT) Measure 34 - Gross motor movement
Measure 35 - Fine motor skills
Measure 36 - Balance

Desired Result 4: Children are safe and healthy

Indicator: Safety and Health (SH) Measure 37 - Personal care routines
Measure 38 - Personal safety
Measure 39 - Understanding healthy lifestyle

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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.

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Tools for Completing the PS DRDP-R

The PS DRDP-R for Children with IEPs includes a set of three tools:

  1. The “Preschool DRDP-R for Children with IEPs Manual” is the full version of the instrument. Each of the 39 Measures are presented with the Descriptors for the four levels running from left to right across the page. It also includes a set of detailed instructions, descriptions of seven adaptations, a demographic Information Page, and a Rating Record.
  2. The “Preschool DRDP-R for Children with IEPs Rating Booklet” presents the 39 Measures as six to a page that is divided into two columns. This tool does not provide examples for the Descriptors.
  3. The “Preschool DRDP-R for Children with IEPs Rating Record” presents all 39 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 formthat Measure (0=Not yet, 1=Exploring, 2=Developing, 3=Building, 4=Integrating).

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).

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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 identifi cation 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 the child is 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 IEPs 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 PS DRDP-R 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.

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Rating the Measures

1. Determine Mastery: For each of the 39 Measures, select the box that corresponds to the highest Developmental Level the child has mastered. 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.

If the child has not yet mastered the Exploring Level, “Not Yet” should be indicated. 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 demonstratingp 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, in the space below the Measure, indicate UR and write either “absence” or “other” as the reason why you were unable to rate the Measure.

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

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Finalizing the Assessment

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

2. Transfer the ratings to the PS DRDP-R for Children with IEPs Rating Record (0 = Not Yet, 1 = Exploring, 2 = Developing, 3 = Building, 4 = Integrating).

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Preschool Desired Results Developmental Profile—Revised (PS DRDP-R) for Children with IEPs Information Page

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

Child’s Information





5. Gender

Child’s Language Information

7. Child’s Home Language(s). Select up to three.





8. What language do you use with this child? Select 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?

Child’s Ethnic Information

10. Child’s Ethnicity. Select up to four.






Child’s Disability Information

11. Primary Disability. Select one.












Child’s Adaptations Information

12. Adaptations. Select all that apply.





School/Program Information







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Preschool Desired Results Developmental Profile—Revised (PS DRDP-R) for Children with IEPs Rating Record

Note: The Rating Record is not meant to be used independent of the PS DRDP-R for Children with IEPs Manual or Booklet. You will need to refer to the PS DRDP-R for Children with IEPs 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: 0 = Not Yet, 1 = Exploring, 2 = Developing, 3 = Building, and 4 = Integrating.

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
Rating
Emerging
Unable to Rate
Reason
1. SELF1 Identity of Self
absence or other
2. SELF2 Recognition of Own Skills and Accomplishments
absence or other
3. SOC1 Expressions of Empathy
absence or other
4. SOC2 Building Cooperative Relationships with Adults
absence or other
5. SOC3 Developing Friendships
absence or other
6. SOC4 Building Cooperative Play with Other Children
absence or other
7. SOC5 Conflict Negotiation
absence or other
8. SOC6 Awareness of Diversity in Self and Others
absence or other
9. REG1 Impulse Control
absence or other
10. REG2 Taking Turns
absence or other
11. REG3 Shared Use of Space and Materials
absence or other
12. LANG1 Comprehends Meaning
absence or other
13. LANG2 Follows Increasingly Complex Instructions
absence or other
14. LANG3 Expresses Self Through Language
absence or other
15. LANG4 Uses Language in Conversation
absence or other
16. LRN1 Curiosity and Initiative
absence or other
17. LRN2 Engagement and Persistence
absence or other
18. COG1 Memory and Knowledge
absence or other
19. COG2 Cause and Effect
absence or other
20. COG3 Engages in Problem Solving
absence or other
21. COG4

Socio-dramatic Play

absence or other
22. MATH1 Number Sense:
Understands Quantity and Counting
absence or other
23. MATH2 Number Sense: Math Operations
absence or other
24. MATH3 Shapes
absence or other
25. MATH4 Time
absence or other
26. MATH5 Classification
absence or other
27. MATH6 Measurement
absence or other
28. MATH7 Patterning
absence or other
29. LIT1 Interest in Literacy
absence or other
30. LIT2 Letter and Word Knowledge
absence or other
31. LIT3 Emerging Writing
absence or other
32. LIT4 Concepts of Print
absence or other
33. LIT5 Phonological Awareness
absence or other
34. MOT1 Gross Motor Movement
absence or other
35. MOT2 Fine Motor Skills
absence or other
36. MOT3 Balance
absence or other
37. SH1 Personal Care Routines
absence or other
38. SH2 Personal Safety
absence or other
39. SH3 Understanding Healthy Lifestyle
absence or other

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PS DRDP-R for Children with IEPs Measures

There are four Desired Results, 10 Indicators, and 39 measures on the PS DRDP-R. Each Measure has 4 levels and an option to select not yet at the first level.

Desired Result 1: Children are personally and socially competent

Indicator: SELF – Preschoolers show self-awareness and a positive self-concept

Measure 1 (SELF 1 of 2): Identity of self

Definition: Child shows increasing awareness of own physical characteristics, preferences, and experiences as separate from those of others

Mark the highest developmental level the child has mastered.

 


Level 1


Descriptor:

Shows recognition of self as individual, recognizing own name and names of familiar people

Examples:

  • Communicates own name to someone else, “I am Margo.”
  • Gestures with excitement when own name is used in gesture song.
  • Points to peer and communicates his name, “That is Jackie.”
  • Refers to adult by name or special gesture.
  • Refers to things as “mine” or “Daddy’s.”

Level 2


Descriptor:

Describes self or others in terms of basic physical characteristics

Examples:

  • “My hair is red!”
  • “I’m big!”
  • Says, “I am four,” or shows four fingers to indicate age.
  • “Tami has long hair.”

Level 3


Descriptor:

Describes self and others in terms of preferences

Examples:

  • “I like red hair.”
  • “David likes crackers.”
  • “I like to jump rope.”
  • “I like the play dough. It is nice and warm.”

Level 4


Descriptor:

Accurately compares self to others

Examples:

  • “My hair is red, but she has brown hair.”
  • “I like to eat peanut butter. My mommy likes cheese.”
  • Noticing a friend’s shoes, says, “We both have sandals on today!”
  • “My daddy took us to the beach. I got in the water, but my sister didn’t.”

If you are unable to rate this measure, explain why. Select a reason: or

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Measure 2 (SELF 2 of 2): Recognition of own skills and accomplishments

Definition: Child shows increasing awareness of own physical characteristics, preferences, and experiences as separate from those of others

Mark the highest developmental level the child has mastered.

 


Level 1


Descriptor:

Shows interest and/or pleasure when someone reacts to something he or she has done

Examples:

  • When an adult tells the child she completed a really tall block tower, the child smiles with joy.
  • Joins the adult in clapping with pleasure after completing a challenging task.
  • When an adult comments about the child’s work on a puzzle, child smiles and continues to work.

Level 2


Descriptor:

Characterizes self positively in terms of specific activity that he or she is doing or has just finished

Examples:

  • “I'm making a really big tower.”
  • “Look what I made!”
  • “I cleaned up with the sponge!”
  • Says “We DID it!” after finishing a puzzle with a friend.
  • Points or gestures with delight at a completed class mural.

Level 3


Descriptor:

Characterizes positively own skills involved in doing a task

Examples:

  • “I can kick the ball hard.”
  • After helping with cleaning, says, “We are good helpers.”
  • 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 or own name.

Level 4


Descriptor:

Characterizes self positively in terms of generalized ability or skills

Examples:

  • Demonstrates to another child how to kick a soccer ball.
  • “I am really good at building things.”
  • “I can help other kids on the computer.”
  • “I am good at drawing.”

If you are unable to rate this measure, explain why. Select a reason: or

Top | Table of Contents | Self-Concept (SELF) | Social and Interpersonal Skills (SOC) | Self-Regulation (REG) | Language (LANG) | Learning (LRN) | Cognitive Competence (COG) | MATH (MATH) | Literacy (LIT) | Motor Skills (MOT) | Safety and Health (SH)


Indicator: SOC – Preschoolers demonstrate effective social and interpersonal skills

Measure 3: (SOC 1 of 6) Expressions of empathy

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

Mark the highest developmental level the child has mastered.

 


Level 1


Descriptor:

Shows awareness when others are unhappy or upset

Examples:

  • Watches to see if adult will come to help a child who is upset.
  • Moves next to or away from child who is showing distress.
  • Stops own play and looks at the child who is crying.
  • Watches to see if adult will come to help a child who is upset.
  • Moves next to or away from child who is showing distress.
  • Stops own play and looks at the child who is crying.

Level 2


Descriptor:

Offers simple assistance when he or she thinks it is needed—even if not really needed

Examples:

  • Pats or hugs a child who is upset.
  • Points out a child who needs assistance to an adult.
  • Offers own special toy or comfort object to child who is showing distress.

Level 3


Descriptor:

Accurately labels own and others’ feelings

Examples:

  • Draws picture representing child who is upset and makes a sad face herself.
  • “Maria is smiling—she is happy today.”
  • Points out picture in a book of someone who looks mad.
  • “Fabio is scared of thunder.”

Level 4


Descriptor:

Uses words or actions to demonstrate concern for what others are feeling

Examples:

  • Asks child, “Why are you crying?” When told he misses his mommy, says, “Don’t worry, your mommy will come back soon.”
  • Puts arm around a child who is standing alone and says, “I’ll be your friend. Want to play with me?”
  • Goes to a child whose tower fell down and says, “I’ll help you build it again.”

If you are unable to rate this measure, explain why. Select a reason: or

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Measure 4: (SOC 2 of 6) Building cooperative relationships with adults

Definition: Child interacts with adult in ways that become increasingly cooperative, including sharing, joint planning, and problem solving

Mark the highest developmental level the child has mastered.

 



Level 1


Descriptor:

Seeks interaction with familiar adult for ompany, help, or comfort

Examples:

  • Says to an adult, “I need help.”
  • Repeats an action that a familiar adult found funny at an earlier time.
  • Asks the adult sitting next to her to tie her shoes.
  • Asks the adult to get something he or she cannot reach.

Level 2


Descriptor:

Attempts to establish a relationship with an adult by cooperating and interacting

Examples:

  • Says to an adult, “I cleaned up the blocks like you asked.”
  • Seeks out familiar adult to play a game with them.
  • Asks an adult to help with something she may be able to do by herself.
  • Often works and plays on own, but spends some time every day checking in with or cuddling with familiar adult.

Level 3


Descriptor:

Seeks to share experience or get information from adult

Examples:

  • Says to an adult, “Guess what I saw yesterday?”
  • Goes to an adult with a question that she cannot answer independently.
  • Asks an adult why other child is not going outside.
  • Talks to an adult about things that interest him or her.

Level 4


Descriptor:

Works cooperatively with an adult to plan and organize activities and to solve problems

Examples:

  • Says to an adult, “I can help you setnthe table for snack.”
  • Cooperates with an adult to find a way to bring water to the sandbox.
  • Interacts with an adult to solve a problem he’s having with a puzzle.
  • Plans an art activity with an adult.

If you are unable to rate this measure, explain why. Select a reason: or

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Measure 5: (SOC 3 of 6) Developing friendships

Definition: Child forms increasingly closer relationships with specific peers, sharing experiences and activities

Mark the highest developmental level the child has mastered.

 


Level 1


Descriptor:

Interacts with nother child side-by-side as they play with similar materials

Examples:

  • Plays with blocks next to Jose, who is also playing with the blocks.
  • Hands another child a toy that he or she is looking for
  • Hands a bucket to a child sitting next to him or her in and box.

Level 2


Descriptor:

Names another child as a friend or seeks out a particular child with whom to play

Examples:

  • Says, “Jose is my friend.”
  • Stands next to the same child for group walks.
  • Frequently chooses to sit with a particular child at lunch.

Level 3


Descriptor:

Engages in social games and pretend play with a particular child

Examples:

  • Builds pretend city with Jose using blocks.
  • Spends free playtime with particular child or children, pretending to be members of a family.
  • “I like baking with Donna.”

Level 4


Descriptor:

Prefers to play with a particular child who also expresses preference for him or her

Examples:

  • Asks Jose, “Do you want to play with blocks or puppets?” and plays the activity Jose chooses.
  • Has at least one close friend, with whom he or she shares a variety of games and activities.
  • “Emma and I like to play together.”

If you are unable to rate this measure, explain why. Select a reason: or

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Measure 6: (SOC 4 of 6)Building cooperative play with other children

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

Mark the highest developmental level the child has mastered.

 



Level 1


Descriptor:

Interacts with other children side-by-side as they play with similar materials

Examples:

  • Plays blocks side-by-side with other children.
  • Hands another child a toy that he or she is looking for.
  • Hands a bucket to a child sitting next to him or her in the sandbox.

Level 2


Descriptor:

Engages with another child or children in play involving a common idea or purpose

Examples:

  • Plays with blocks with another child.
  • Plays in sand to build a castle with several other children.
  • Joins another child to help look for a lost toy.

Level 3


Descriptor:

Shows preference for particular playmates, but plays cooperatively with a variety of children

Examples:

  • Plays in blocks area with whomever happens to be there, then moves on to play with particular playmates on the climbing structure.
  • Gets along easily with various playmates in different parts of the room or playground.
  • Participates in short pretend play with several peers, but mostly interacts with one of them.

Level 4


Descriptor:

Leads or participates in planning cooperative play with other children

Examples:

  • Succcessfully organizes playmates tobuild a city out of blocks.
  • Participates in pretend play with peers, following the agreed-upon roles.
  • Successfully helps to negotiate where and how a small group of children can play.
  • “We can make one big spaceship with the LEGOS. Want to try?”

If you are unable to rate this measure, explain why. Select a reason: or

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Measure 7: (SOC 5 of 6) 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.

 


Level 1


Descriptor:

Asserts self using facial expression, words, or ctions in conflict situations, but needs an adult to suggest resolutions

Examples:

  • Expresses that she wants another child’s trike and needs adult redirection so she does not try to take it.
  • When another child tries to take a toy, pulls the toy back or protests, needing adult to suggest a solution.
  • Needs adult to offer a way to join in other hildren’s play without disturbing their game.

Level 2


Descriptor:

Starts to use appropriate words and actions to express own desires and, when needed, seeks adult help to resolve a conflict

Examples:

  • Seeks out adult and indicates that another child won’t give her a turn on the trike.
  • Says or indicates to another child, “You are on my rug.”
  • When child wants to play with trucks and all the trucks are being played with, goes to an adult and indicates that she needs a truck.

Level 3


Descriptor:

Expresses own needs and desires about a conflict and suggests simple solutions based mainly on own needs

Examples:

  • “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, signals or asks another child if he can take his place.

Level 4


Descriptor:

Considers the needs or interests of another child when there is a conflict and accepts or suggests some mutually acceptable solutions

Examples:

  • “OK. I can use the trike for five minutes, then you can use it for five minutes.”
  • Brings an egg timer over to a group waiting for turns on the computer.
  • When children are crowding and pushing at the water table, the teacher says, “What’s happening here?” Someone says, “It’s too crowded.” Child says, “Okay, I will leave” and leaves.

If you are unable to rate this measure, explain why. Select a reason: or

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Measure 8: (SOC 6 of 6) Awareness of diversity in self and others

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

Mark the highest developmental level the child has mastered.

 


Level 1


Descriptor:

Shows awareness of physical differences in others

Examples:

  • Shows interest by touching the hair of a child whose hair color or texture is different from his or her own.
  • Shows curiosity about a new child whose physical features are different from his or her own.
  • Shows interest when another child speaks another language.

Level 2


Descriptor:

Identifies physical differences and similarities between self and others

Examples:

  • “I have a long ponytail, and she has a short one.”
  • “Sonya and I both have brown eyes.”
  • “I’m a girl, and Tony’s a boy.”
  • “You are big, and I am little.”

Level 3


Descriptor:

Expresses awareness of differences and similarities between self and others, such as language, culture, or special needs

Examples:

  • “Juana speaks Spanish. I speak English.”
  • Tries to imitate sounds of language unfamiliar to him or her.
  • Shows interest in another child’s food or eating habits that are different for his or her own.
  • “Why can’t Johnny eat peanut butter?”

Level 4


Descriptor:

Demonstrates an understanding of inclusion or fairness through actions or words

Examples:

  • Uses gestures and actions, such as pointing or waving, to include children who speak another language in a play activity.
  • Gets out a puzzle that has large knobs on it for a younger child or child with a special need.
  • Moves toys out of the way to make a clear path for a child in a wheelchair.
  • Explains what a teacher said to a child who did not understand.

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Indicator: REG – Preschoolers demonstrate effective self-regulation in their behavior

Measure 9: (REG 1 of 3) Impulse control

Definition: Child developes strategies for regulating responses in increasingly socially appropriate ways

Mark the highest developmental level the child has mastered.

 


Level 1


Descriptor:

Accepts active adult guidance and support to stop self from acting impulsively on desires or needs

Examples:

  • When adult says she has to wait to use the easel, may show frustration but accepts an alternative activity.
  • When it is time to move from one activity to another, often needs direct adult guidance to do so.
  • Needs adult to offer a way to join in other children’s play without disturbing their game.

Level 2


Descriptor:

Sometimes follows simple social rules and routines to refrain from acting impulsively but often needs adult guidance and support

Examples:

  • Goes to the lunch table when adult says it’s lunchtime, but needs to be reminded to wait for the food to be passed to him.
  • Waits impatiently for toy, but does not grab it from other child.
  • When adult says he or she cannot go outside to play now, child becomes upset but does not cry or act out.

Level 3


Descriptor:

Tries to refrain from acting impulsively by using simple strategies such as distracting self, verbal reminders to self, or asking for adult help

Examples:

  • Goes to adult for help when feeling frustrated about a child who will not give up the computer.
  • When another child has the toy she wants, offers a different toy in exchange, or says, “OK, I will wait until you are done.”
  • Asks an adult to read a book, then looks at the book while waiting for adult to come.

Level 4


Descriptor:

Consistently uses a variety of socially acceptable strategies to stop self from acting impulsively

Examples:

  • When unable to use the computer, finds another activity of interest until computer is available.
  • When other children want to play with a set of markers she wants, offers a strategy such as, “Hey guys, we can each use one of the markers. I choose this one.”
  • “I told Aurelio he can use the scooter in five minutes!”
  • When the playhouse is full, says to an adult, “Can you call me when I can play in the playhouse?” then goes to the water table.

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Measure 10: (REG 2 of 3) Taking turns

Definition: Child develops increased understanding of taking turns and begins to propose strategies for taking turns

Mark the highest developmental level the child has mastered.

 



Level 1


Descriptor:

Needs adult prompting or support to wait for turn

Examples:

  • When all the easels are being used, follows an adult’s request to work at the art table until an easel is available.
  • Goes with several other children to wash his hands and waits his turn when asked to by an adult.
  • When another child tries to take a toy, he pulls the toy back or protests, needing an adult to suggest a solution.

Level 2


Descriptor:

Uses adult-structured turntaking procedures, including rules and cues

Examples:

  • Accepts that her turn on the easel is over when she finishes one picture.
  • Takes ticket or puts name card in a pouch or on a list.
  • Accepts a timer or hourglass to determine start and end of a turn.

Level 3


Descriptor:

Demonstrates knowledge of turn-taking rules and procedures and abides by them most of the time

Examples:

  • “We each get a turn to paint.”
  • Accepts the rule when another child says, “The rule is each kid gets five minutes.”
  • “No cutting in line.”

Level 4


Descriptor:

Routinely proposes turn-taking as a solution to conflicts over materials and equipment

Examples:

  • “He paints first, then me, then you.”
  • When several children want to play with the basketball, says, “Let’s take turns.”
  • Reminds other child to take a ticket and wait for his turn on the trike. “Justin can wash his hands first.”

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Measure 11: (REG 3 of 3) Shared use of space and materials

Definition: Child develops the ability to share with others and initiates sharing of space and objects

Mark the highest developmental level the child has mastered.

 



Level 1


Descriptor:

Tries to keep control over space and materials he or she is using

Examples:

  • Keeps all the crayons near her even if only using one or two colors.
  • Keeps the favorite cookie cutter to use with the play dough, even if he is not using it at the time.
  • When playing at the sand table, tries to keep all the cups.
  • Thinks the red cape is his and gets upset when he sees somebody else wearing it.

Level 2


Descriptor:

Maintains control of materials or space that he or she cares about, but allows others to use the rest

Examples:

  • Lets another child use some crayons, but moves the colors he wants close by.
  • Lets another child take a book from a pile next to her, but holds onto a few that she particularly likes.
  • Has a conflict with another child over dolls in the house area, but complies when an adult asks that each of them pick one doll to play with.

Level 3


Descriptor:

With adult prompting, shares with another child material or space he or she is using or wants to use

Examples:

  • Hands a triangle to another child when asked to do so by the teacher.
  • When asked to move so another child can have room, does so.
  • When adult asks who will share the play dough, offers to share.
  • Shares the bike when a teacher tells him that another child is waiting for a turn on the bike.

Level 4


Descriptor:

Without adult prompting, invites others to share materials or space he or she is using

Examples:

  • While coloring with crayons, offers a crayon to another child.
  • Asks another child to look at pictures in a book with him.
  • When another child comes to the dramatic play area, asks, “Do you want to be the mommy?” or says, “You can sit here.”
  • Splits his play dough into three even parts to share with others.
  • Invites another child to play with the dinosaurs, acting out what the dinosaurs are doing.

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Indicator: LANG – Preschoolers show growing abilities in communication and language

Measure 12: (LANG 1 of 4) Comprehends meaning

Definition: Child receives, understands, and responds to oral language that uses increasingly complex words, phrases, and ideas

Mark the highest developmental level the child has mastered.

 



Level 1


Descriptor:

Understands the meaning of simple words, phrases, stories, and songs

Examples:

  • Asks simple questions or makes simple comments after hearing a story.
  • Produces words and phrases that are part of familiar stories and songs.
  • Responds to simple questions or requests by an adult that are about objects, people, and actions in the immediate environment. For example:
    • “Nap time! Could you pass out the blankets, please?”
    • “Do you have a dog?”
    • “What is that?”
    • “Where is Chuy?”

Level 2


Descriptor:

Understands more complex words and phrases* in conversations, stories, and learning activities

* Includes words that tell location, color, body parts, noun and adjective combinations, and basic grammatical units

Examples:

  • Responds appropriately to statements, questions, or requests that include more complex words and phrases, such as:
    • “Please go and sit next to Juana.”
    • “Please get a blue car.”
    • “Raise your arms up high.”
    • ”Where are the big paint brushes?”
  • Responds appropriately to adult statements that include basic grammatical units, such as plurals, pronouns, contractions (he’d; we’ll), possessives (Helen’s), past and future verb tense (moved; will move).

Level 3


Descriptor:

Understands language that refers to imaginary, past, or future events

Examples:

  • During a classroom activity about what grown-ups do, communicates ideas about what he or she might want to do as an adult, such as driving, working, etc.
  • When an adult is reading “The Very Hungry Caterpillar” and asks what might happen next in the story, says,“The caterpillar will eat more.”
  • Understands that a field trip planned for next week is going to happen in the future.
  • Responds to requests to describe events that happened in the recent past, such as, “Tell Mary about the trip we had to the zoo last week.”

Level 4


Descriptor:

Understands language that describes how and why things happen

Examples:

  • Responds to open-ended questions requiring elaboration or explanation, such as:
  • “Why did Tiny Tim get sick?”
  • “Do you think it was OK for Goldilocks to go in the three bears’ house like that? Why?”
  • “How do plants grow out of seeds?”
  • “How do firefighters help people when there is a fire?”
  • “What would happen if...?”
  • Follows and participates in discussions about situations she never experienced directly, such as how caterpillars become butterflies.

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Measure 13: (LANG 2 of 4) Follows increasingly complex instructions

Definition: Child understands and responds to increasingly complex directions and requests

Mark the highest developmental level the child has mastered.

 



Level 1


Descriptor:

Understands one- and twostep instructions and requests about familiar routines

Examples:

  • Understands when adult says:
  • “Let’s put the paints away. It’s clean-up time.”
  • “Please give Juan the crayon.”
  • ”Please take off your jacket and put it in your cubby.”
  • ”Let’s try it! Clap your hands and stomp your feet.”
  • “Please clean up the block area and sit on the rug.”

Level 2


Descriptor:

Understands one- and two-step instructions and requests about unfamiliar routines or unrelated events

Examples:

Understands when adult says:

  • “Put the cards away and then bring me your leaf picture, please.”
  • “Please give the truck to Eli and then go get a book with dogs in it.”
  • Follows simple instructions when learning a new game, such as:
  • ”In this game, you tag one of the children in the circle and then run around the circle.”

Level 3


Descriptor:

Understands three-step instructions and requests that are part of a familiar routine

Examples:

  • Understands when adult says:
  • “Please go ahead and finish your painting, then wash your brush and hang up your picture.”
  • “Push your chair in and put away your book, and then please go wash your hands.”
  • “If you want to play trains with Ceila, go get a train and ask her if you can put it on the track with hers.”

Level 4


Descriptor:

Understands three-step instructions and requests that are about a new or unfamiliar situation

Examples:

  • Understands when adult says:
  • “Fold your paper like this, open it up, and paint just in the middle part.”
  • “Please put some more chairs on the rug and make a chair circle, then put your book on one of the chairs.”
  • “You may go outside to play, but please find Jess first and give him this box.”

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Measure 14: (LANG 3 of 4) Expresses self through language

Definition: Child uses language to communicate with increasingly complex words and sentences

Mark the highest developmental level the child has mastered.

 



Level 1


Descriptor:

Produces phrases and simple sentences that communicate basic ideas and needs

Examples:

  • Produces simple, understandable phrases and sentences, such as:
  • ”I want mommy.”
  • ”For you.”
  • “More crayons.”
  • “I like dogs.”
  • “Lila is sick.”
  • “Climb over.”

Level 2


Descriptor:

Uses three- to five-word sentences that contain nouns, verbs, and recently learned vocabulary

Examples:

  • Sentences at this level include ones that use:
  • Negative forms—“She won’t go,“ or “This isn’t a butterfly.”
  • Linked nouns and adjectives—“I see a brown ball,” or “This is my green hat.”
  • Past tense (walked, went) and future tense (will walk) verbs.
  • Possessive pronouns (your, his) and articles (a, an, the).
  • Uses newly learned vocabulary in sentences and phrases—“That’s an engine,” or “He’s important.”

Level 3


Descriptor:

Uses words that are relatively precise and makes longer sentences by connecting shorter sentences

Examples:

  • Produces longer, more complex sentences, such as:
  • “I went outside with obby, but he left.”
  • Are those Lu’s crayons, or can I use them?”
  • ”I brush my teeth every day, in the morning and before I go to bed.”
  • Uses new vocabulary words and asks what words mean.
  • Uses words for categories to name groups of objects, such as desserts, vegetables, or clothes.

Level 4


Descriptor:

Uses more complex language or vocabulary to describe events that are imaginary, to explain, or to predict

Examples:

  • Uses more complex language that may include:
  • Describing imaginary things— “Dragons don’t need bikes because they can fly. If a dragon wants to ride a bike, it needs a really big bike!”
  • Reasoning about events— “Maybe he was angry.”
  • Problem solving—“You can use this dark green marker or ask Sally if you can borrow the olive green one.”
  • Predicting—“If we finish early then we will have more time to play outside.”

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Measure 15: (LANG 4 of 4) Uses language in conversation

Definition: Child engages in increasingly extended conversations following the appropriate social use of language

Mark the highest developmental level the child has mastered.

 


Level 1


Descriptor:

Communicates with others, using language for basic purposes, such as requesting, refusing, describing, and answering questions

Examples:

  • Uses language to:
    • Make simple equests—“I want more juice.”
    • Refuse—“I don’t want that.” Describe things—“It has a long tail,” or “That is funny.”
    • Ask simple questions—“Can I have a ball?”
    • Answer simple questions—“It’s in the box.”

Level 2


Descriptor:

Has short conversations

Examples:

  • Engages in short conversations such as:
    • Andre: “That’s my ball.” Jordan: “I want that one.” Andre: “The blue one is mine.” Jordan: ‘Well, I’ll play with this green one.”
    • Child: “I made a picture.” Adult: “I like it.” Child: “That’s my mom and that’s my sister.”
    • Adult: “What did you do over the weekend?” Child: “I went to Susie’s house.” Adult: “What did you do there?” Child: “We played in the sprinkler.”

Level 3


Descriptor:

Has extended conversations about real or imaginary experiences

Examples:

  • Engages in longer conversations, sharing experiences, such as:
    • Child: “I am getting a pretend vacuum cleaner.” Adult: “From your dad?” Child: “No, I am going with my aunt Joyce.” Adult: “Is she visiting you?” Child: “She’s staying until my birthday.”
    • Jose: “I am making cake.” Karl: “Is it chocolate?” Jose: “Yes, and marshmallow.” Karl: “Can I taste it?” Jose: “No, it’s not ready.”
    • Child: “I’m a bunny!” Adult: “Why are you a bunny?” Child: “Because I have long ears and a fluffy tail.” Adult: “Oh yes, I see.” Child: “...and I’m eating a carrot.”

Level 4


Descriptor:

Has extended conversations that build on emotions, ideas, and information shared with the other person

Examples:

  • Engages in extended conversations, clearly sharing own thoughts, such as:
    • Child: “I want to make a picture for my grandmother.” Adult: “Is it her birthday?” Child: “No, she is just coming tomorrow and I want to make a surprise.” Adult: “What do you want to draw?” Child: “I want to draw me and my dog. His name is Chocolate, because he’s all brown.”
  • Picks up on topic or information introduced by the other. For example:
    • Fernanda: “Yesterday I got my brother’s bike, because he is too big for it.” Lucy: “My sister is too big for her bike too.” Conversation continues.

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Desired Result 2: Children are effective learners

Indicator: LRN – Preschoolers show interest, motivation, and persistence in their approaches to learning

Measure 16: (LRN 1 of 2) Curiosity and initiative

Definition: Child pursues knowledge or understanding of new materials or activities

Mark the highest developmental level the child has mastered.

 



Level 1


Descriptor:

Shows interest in new materials or activities by intently watching others and/or handling the materials

Examples:

  • Watches adult pick up paper clips with the magnetic wand.
  • Looks at or picks up new materials in the science or art area.
  • Watches an adult and peers building a road in the wet sand.
  • Plays with paint using hands and brushes.

Level 2


Descriptor:

Actively engages with new materials or activities by asking questions and performing simple investigations

Examples:

  • Asks how to use the magnetic wand—“What do you do with that?”
  • Squeezes glue bottle and watches glue come out.
  • Pours water into sand and watches how much water a hole will hold.
  • Pours water from a pitcher while putting her hand over spout.

Level 3


Descriptor:

Uses a variety of strategies to learn more about objects or activities of interest

Examples:

  • Uses magnetic wand to pick up different objects around the room.
  • Looks at child building something, then tries to build the same.
  • Asks questions about how to play a simple new board game and tries to play.
  • Goes to a science table and examines a prism to figure out how it makes the light change.
  • Uses a magnifying glass to look at a caterpillar.

Level 4


Descriptor:

Puts materials or objects together in new and inventive ways to learn what will result or to create something

Examples:

  • Combines bristle blocks with LEGOTM blocks to make a structure.
  • After watching other children make a road in the sand with the shovels, tries to make a road using his hands or blocks.
  • Mixes different color combinations, like blue and yellow or red and blue.
  • On own initiative, gathers materials and makes a duck puppet using yellow paper, scissors, wooden sticks, and glue. Says, “See teacher Maria, I made my puppet.”

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Measure 17: (LRN 2 of 2) Engagement and persistence

Definition: Child persists in understanding and mastering a self-selected activity, even if challenging or difficult

Mark the highest developmental level the child has mastered.

 



Level 1


Descriptor:

Continues self-selected activities on own for a while, but needs help and reminders to keep doing activities requested by another person

Examples:

  • Strings large beads, removes them from the string, and then strings them again.
  • Builds a structure from blocks by himself.
  • Needs adult encouragement to finish putting paints away.
  • Joins others making paper fans. When he has difficulty folding paper he stops and says, “I can’t do it. I’m tired.” With teacher’s prompting, continues, and is able to make a fan.

Level 2


Descriptor:

Continues self-selected activities on own even in a distracting environment

Examples:

  • Completes a puzzle even though another child has started to play with a noisy toy nearby.
  • Continues to look intently at a bug, even though other children are riding trikes around him or her.
  • Looks at a book or listens to a story on headphones from beginning to end.

Level 3


Descriptor:

Usually works through difficulties encountered in activities

Examples:

  • Works at completing a challenging puzzle, even if having trouble finding the right pieces.
  • Rebuilds house made out of sticks when it tumbles.
  • Persists at trying to trace her hand, even though it is hard to keep her fingers still.

Level 4


Descriptor:

Returns to challenging or multi-step activities

Examples:

  • Works over a number of days on adding to a structure he is building in the block area.
  • For several days, attempts to pour water into a bottle at the water table until he or she is successful.
  • Tries each day to climb higher on the climbing structure until he or she can climb to the top.
  • Cuts out hearts to glue to a card, redoing it until he is satisfied with the result.
  • Folds her paper, staples it, uses tape, and writes on the folded part. Asks adult how to write “Happy Birthday” and copies it.

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Indicator: COG – Preschoolers show cognitive competence and problem-solving skills through play and daily activities

Measure 18: (COG 1 of 4) Memory and knowledge

Definition: Child stores, retrieves, and uses information about familiar and unfamiliar events, past experiences, people, and things

Mark the highest developmental level the child has mastered.

 



Level 1


Descriptor:

Remembers a few key features of familiar objects and routines

Examples:

  • Without being told:
  • Sits down for afternoon snack after free play time.
  • Removes the cap from a marker and places it on the back of the marker.
  • Opens a milk carton and inserts a straw.
  • Puts on a paint smock before starting to paint.

Level 2


Descriptor:

Communicates memories about an unfamiliar event that happened earlier that day

Examples:

  • Describes a funny thing his dog did in the morning.
  • Describes a special snack the classprepared that day to his or her parent.
  • Comments about a detail in a book he points to—“That’s the one with the dog.”
  • Tells about a fire truck he or she saw on the way to school.

Level 3


Descriptor:

Communicates memories about an unfamiliar event that happened on a previous day

Examples:

  • Describes or draws a picture of a family celebration that happened the day before.
  • Describes a trip to the zoo.
  • Remembers that a firefighter came and talked to the class.
  • Answers a question such as, “What did we do yesterday that was different?”

Level 4


Descriptor:

Communicates memories about a sequence of related events that happened in the past

Examples:

  • Tells his friend how he planted beans that just sprouted, “We put the beans in some water, and the next morning we put them in this cup of dirt. I watered them every day, and took the cup outside in the sun so the plants could grow.”
  • Retells a story by relating the main events in sequence, “When Jack sold the cow and then planted the beans, the beans grew right up into the sky.”
  • Acts out a scenario of “The Three Bears“ in the dramatic play area.

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Measure 19: (COG 2 of 4) Cause and effect

Definition: Child shows increasing understanding of cause and effect relations

Mark the highest developmental level the child has mastered.

 



Level 1


Descriptor:

Tries out actions to see what will happen

Examples:

  • Mixes different primary colors together to see what happens.
  • Blows into a straw to make bubbles in water.
  • Pours water on a waterwheel at the water table.
  • Lifts tube to make ball roll out of the end.
  • Puts objects in water to see what sinks or floats.

Level 2


Descriptor:

Anticipates that a routine action will have a specific result

Examples:

  • Knows to turn the handle on the water fountain to get a drink.
  • Flips the light switch on when an adult says the room seems dark.
  • Walks slowly to the sandbox with cup of water to avoid spilling.

Level 3


Descriptor:

Shows understanding of familiar cause and effect through language or action

Examples:

  • “I figured out how to get pink— we mix red and white.”
  • After mixing paints and getting different colors, mixes differently colored play dough to get the same effect.
  • Sees a balloon getting blown up and covers his ears in anticipation of a pop.
  • “When I spin around fast, I get dizzy.”

Level 4


Descriptor:

Explains or predicts the result of a familiar action—will not always be accurate, but will be reasonable

Examples:

  • Sees a dark cloud in a picture book and comments that it will rain.
  • “If we put the ice cube in the sun, it will melt and make water because the sun is hot.”
  • Says that her tower fell over “because it was too high.”
  • “If you have your shoe laces untied, you will trip.”
  • Says, “If I let go of my paper outside, it will fl y away because it is windy.”

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Measure 20: (COG 3 of 4) Engages in problem solving

Definition: Child shows increasing ability to reason logically or use strategies to solve challenging problems

Mark the highest developmental level the child has mastered.

 



Level 1


Descriptor:

Tries to solve simple problems, including using trial and error

Examples:

  • Tries different ways to get a ball that has rolled under the sofa.
  • Tries a square and a rectangle before finding the triangle to fit in a shape sorter.
  • Turns a puzzle piece to get it to fit in a wooden puzzle.
  • Tries to put on his or her coat by laying the coat down first then putting one hand in a sleeve.

Level 2


Descriptor:

Tries a strategy he or she saw someone else use to help solve a problem

Examples:

  • Imitates another child building a bridge with long blocks.
  • Watches another child dig out a toy in the sandbox using a stick, instead of a shovel, and then tries that on his own.
  • After watching an adult, uses a block to retrieve a wedged toy.
  • After watching another child, pushes a wagon that is too difficult to pull.
  • During mealtime, tries to open the milk container by pushing the way teachers do.

Level 3


Descriptor:

Uses familiar objects or actions in a deliberate way to solve problems

Examples:

  • When building a bridge, first takes one long block and puts it across two other blocks to see if the size is ight before continuing to build.
  • Uses a block as a doorstop when the classroom doorstop disappears.
  • When the telephone in playhouse is missing, uses a curved block as a pretend phone.
  • When an unfamiliar toy stops working, looks to see if batteries are missing.

Level 4


Descriptor:

Tries out a set of actions to develop a strategy for solving problems

Examples:

  • When building a bridge with unit blocks, runs out of the same size blocks, looks for alternative materials and continues building with them.
  • Starts building a tower with a plan in mind even if it doesn’t work—for example, puts the tallest block first, then tries again with the biggest block on the bottom.
  • When a ball gets stuck in a tree, comes up with several ideas of how to get it down.
  • Looks at a picture to figure out how to build something.

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Measure 21: (COG 4 of 4) Socio-dramatic play

Definition: Child learns to play with others using organized role-playing and symbolic play

Mark the highest developmental level the child has mastered.

 



Level 1


Descriptor:

Engages in brief pretend play on own

Examples:

  • Sits in a box or on a chair and pretends to drive.
  • At the sandbox, pretends to make a cake by mixing sand and water in a pail.
  • Uses plastic banana as telephone and pretends to call Grandma.

Level 2


Descriptor:

Engages in brief pretend play with a peer, sharing materials or ideas

Examples:

  • Sits in box and says to another child, “I’m driving the bus to take kids to school.”
  • Pretends to pour milk into cups and gives a cup to a peer.
  • Stirs with a spoon in a bowl, pretends to taste, and says to a child who is also cooking, “It’s not ready yet.”
  • Pretends to be a gas station
    attendant and pumps gas for trikes.

Level 3


Descriptor:

Takes a role in a play situation with other children, but without planning the role or the pretend play

Examples:

  • Joins in when he sees two children pretending to drive a bus, but does not talk to them about what role he will play.
  • In a dinnertime dramatic play sequence with peers, plays the parent or child having dinner at the small table.
  • In a ‘visit to the doctor’ dramatic play sequence, plays the doctor using the stethoscope and placing bandages on another child.
  • Plays superhero game, rescuing another child.

Level 4


Descriptor:

Takes a role in a play situation with other children where they have agreed on roles and how they will pretend play

Examples:

  • Plays school bus, with one child playing the driver, another playing the child, and another the mommy helping her child.
  • In block area, children create a zoo and assign roles such as zookeeper, cage cleaners, tour guide/bus driver, and bird keeper.
  • Plays school with other children and assigns roles—“I’ll be the teacher, you be the calendar helper, and you be the snack helper.”

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Indicator: MATH – Preschoolers demonstrate competence in real-life mathematical concepts

Measure 22: (MATH 1 of 7) Number sense: Understands quantity and counting

Definition: Child uses number names to represent quanities and counts increasingly larger sets of objects

Mark the highest developmental level the child has mastered.

 



Level 1


Descriptor:

Uses numbers up to three to describe quantities without counting

Examples:

  • “I only have one cookie. I want two.”
  • “I see three dogs.”
  • Brings two cups to the sand table when adult asks for them.

Level 2


Descriptor:

Correctly recites numbers in order up to five

Examples:

  • Recites the numbers 1 to 5 correctly.

Level 3


Descriptor:

Counts up to five objects correctly, without counting an object more than once

Examples:

  • Counts five bears in a story book, “1, 2, 3, 4, 5—there are five bears.”
  • Brings the correct number of plates when an adult asks for six more plates for the snack table.
  • When playing a board game with dice, rolls five, then counts five spaces while advancing her game piece.

Level 4


Descriptor:

Counts at least ten objects correctly

Examples:

  • Paints a picture of ten flowers, then counts the flowers and correctly indicates how many there are.
  • Counts objects up to 13 during small group time, “I have 13 bears.”
  • During small group for math, wants to see how many children are in the group, and counts eleven children correctly.

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Measure 23: (MATH 2 of 7) Number sense: Math operations

Definition: Child shows increasing ability to add and subtract small quantities of objects

Mark the highest developmental level the child has mastered.

 



Level 1


Descriptor:

Demonstrates that items can be grouped and counted

Examples:

  • When there is a group of six cups and two cups, can point to the larger group.
  • Takes farm animals and places horses together and counts, though may not count accurately.

Level 2


Descriptor:

When two groups are different by a large amount, correctly says one group has more objects than the other

Examples:

  • When there is a group of ten cups and two cups, points to group of ten cups and says, “There are more cups here.”
  • When setting the table, recognizes that more plates are needed.
  • “There are more kids on that team!”

Level 3


Descriptor:

Adds or takes away objects to solve everyday problems with groups of at least three objects

Examples:

  • When setting the table for snack, puts out three cups, then says, “Oh, there are only two kids,” and takes one cup away.
  • When asked to take away one car from a block structure, child removes a car and says, “Hey, now there are only two cars.”
  • Adds one counting bear to her group of two when adult says, “You need to have three bears.”

Level 4


Descriptor:

Does simple addition and subtraction problems with groups of up to five objects

Examples:

  • Brings over two more cups to a group of two and says that there are four cups.
  • Takes five goldfish for a snack, eats two, and says, “I have three left.”
  • Has two blocks and gets three more. Says, “I have five blocks.”

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Measure 24: (MATH 3 of 7) Shapes

Definition: Child shows increasing knowledge of shapes and their characteristics

Mark the highest developmental level the child has mastered.

 



Level 1


Descriptor:

Recognizes differences among shapes without naming them

Examples:

  • Puts a circle-shaped puzzle piece into the correct hole.
  • Places shapes in variety of form boards/simple puzzles.
  • Picks out circles from a set that contains circles, squares, and triangles.

Level 2


Descriptor:

Correctly names at least two shapes (circles, squares, triangles)

Examples:

  • “The clock is a circle.”
  • “My sandwich is a square.”
  • Points to a plate and indicates that it is the same shape as a circle.

Level 3


Descriptor:

Recognizes shapes when they are presented in new orientation or as parts of other objects

Examples:

  • Identifies triangles even though some have equal sides, some have longer sides, and some are pointed downward.
  • Identifies that the wheels of a car are circles and the windows are squares.
  • Shows another child that he or she can put two triangles together to make a diamond shape.
  • Turns and flips shapes to correct orientation to complete simple pattern block or Tangram puzzles.

Level 4


Descriptor:

Describes characteristics and differences of several shapes

Examples:

  • Looking at a circle and a triangle, says, “This one has a pointy part and it’s big; this one is curvy, but it’s little.”
  • Says, “A triangle has three sides; a square has four sides.”
  • Describing the difference between a circle and an oval, says, “An oval looks like an egg.”

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Measure 25: (MATH 4 of 7) Time

Definition: Child understands and uses time-related vocabulary for routine actions, sequences, and durations of events

Mark the highest developmental level the child has mastered.

 



Level 1


Descriptor:

Shows initial understanding of order of events over time

Examples:

  • Says, “Mommy will come after we eat lunch.”
  • Indicates that outdoor time comes after circle time.
  • During pretend play, puts something in oven, checks to see if it is ready, and then takes it out.
  • On arriving at school, puts lunch in cubby and goes to teacher to get a name tag.

Level 2


Descriptor:

Knows that events can be in the past or future

Examples:

  • Refers to something that happenedin the recent past, such as, “My mom just got back from a trip.” Refers to an upcoming visit from Grandma, saying, “My grandma is coming from Japan.”
  • Talks about an event that happened a week ago, but says it happened yesterday.
  • When child’s friend refers to his birthday, says, “I had my birthday already.”

Level 3


Descriptor:

Indicates time of past, present, and future events

Examples:

  • On Friday, says, Tomorrow there is no school.”
  • “Today I’m going to Simon’s birthday party.”
  • “Yesterday I was sick.”
  • Points to the next day on calendar when an adult asks if his birthday is soon.

Level 4


Descriptor:

Connects some events with specific times

Examples:

  • Says, “My mom visits Grandma for lunch on Saturdays.”
  • Knows the month of his or her birthday.
  • “We don’t come to reschool on Saturday.”
  • “I have soccer practice at four.”

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Measure 26: (MATH 5 of 7) Classification

Definition: Child shows increasing ability to compare, match, and sort objects into groups according to some common attribute

Mark the highest developmental level the child has mastered.

 



Level 1


Descriptor:

  • Puts two circle tiles together.
  • Puts self into the same category as other people—“We are both girls.”
  • “We both have red backpacks.”

Level 2


Descriptor:

  • Puts the big, medium, and small tiles together.
  • During clean up, puts red, green, and yellow apples in different baskets.
  • When cleaning up, puts away pencils, crayons, and markers into different baskets.

Level 3


Descriptor:

  • Separates tiles into circles and squares, regroups the tiles, and then separates them into red and blue.
  • Helps make a class chart of the numbers of boys and girls. Then helps make another chart showing the numbers of children with brown eyes and blue eyes.
  • Sorts buttons by color alone, regroups the buttons, then sorts again by shape or size or number of holes.

Level 4


Descriptor:

  • Separates tiles into four groups—blue circles, blue squares, red circles, and red sqaures.
  • Removes spoons, forks, and knifes from the play kitchen, and sorts utensils into groups—big spoons, small spoons, big forks, small forks.
  • Helps make a class chart of the number of boys with brown eyes, girls with brown eyes, boys with blue eyes, and girls with blue eyes.

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Measure 27: (MATH 6 of 7) Measurement

Definition: Child shows increasing understanding of measurable properties such as length, weight, and capacity and begins to quantify those properties

Mark the highest developmental level the child has mastered.

 



Level 1


Descriptor:

Understands or uses words that describe some measurable property such as size, length, weight, or capacity (big or little)

Examples:

  • “This pumpkin is SO heavy.”
  • “My grandma lives far away.”
  • “I’m thirsty. I want a big glass of water.”
  • Gestures to indicate how big an object is.
  • When asked to, brings the shovel with the long handle to the sand area.

Level 2


Descriptor:

Understands or uses words that compare size, length, weight, or capacity of objects (bigger or smaller)

Examples:

  • Looks at two girls and identifies the one who has the longer hair.
  • Says, “I’m taller than my friend Juan.”
  • Hands a friend a large block when he says, “We need a bigger one for the bridge.”

Level 3


Descriptor:

Tries to measure using tools (standard or nonstandard)

Examples:

  • Asks teacher to mark his “tall tape” on the wall to see if he’s taller today.
  • Tries to use hands or a stick to measure the length of a block tower.
  • Uses a measuring tape to measure how long a large beetle is.
  • Tries to use a scale to see how heavy a pinecone is.
  • Fills the measuring cup twice to get two cups during a cooking activity.

Level 4


Descriptor:

Describes and compares using standard or nonstandard measures

Examples:

  • Measures a long block by putting smaller blocks along the edge and explains to another child, “The big block is the same as three small blocks.”
  • Puts a pinecone on one side of the scale and a block on the other side and indicates that one is heavier than the other.

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Measure 28: (MATH 7 of 7) Patterning

Definition: Child shows increasing ability to recognize, reproduce, and create patterns of varying complexity

Mark the highest developmental level the child has mastered.

 


Level 1


Descriptor:

Recognizes or identifies simple patterns created by others*

* simple patterns are in the form ABAB, such as red-blue, red-blue

Examples:

  • Says, “This is red and blue and red and blue.”
  • Recognizes a simple repeating pattern like colored stripes on a friend’s shirt.
  • Sings, moves, or claps through part of a pattern song.

Level 2


Descriptor:

Builds or copies simple patterns

Examples:

  • Uses objects like blocks, beads, or toys to form a repeating pattern.
  • Participates in a clapping song with repetitive clapping patterns.
  • Puts toy animals in a pattern (duck-cow, duck-cow).
  • Lines up LEGO™ blocks and says, “Look, red, yellow, red, yellow.”

Level 3


Descriptor:

Builds or copies a pattern using different objects

Examples:

  • Creates red - red - blue - blue - red - red - blue - blue pattern with colored blocks on his own.
  • Using a variety of objects (animals, vehicles, blocks, house-keeping toys, etc.), creates or extends a simple pattern on his own.

Level 4


Descriptor:

Creates or extends a more complex pattern (more than two repeating elements)

Examples:

  • Uses colored cubes to make red-white-blue, red-white-blue pattern.
  • Strings beads on a necklace in a red-blue-purple, red-blue-purple sequence.
  • Continues a clap-clap-stomp pattern with clap-clap-stomp.
  • Creates own variation of the head, shoulders, knees, and toes pattern.

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Indicator: LIT – Preschoolers demonstrate emerging literacy skills

Measure 29: (LIT 1 of 5) Interest in literacy

Definition: Child shows interest in books, songs, rhymes, stories, writing, and other literacy activities

Mark the highest developmental level the child has mastered.

 



Level 1


Descriptor:

Participates in literacy activities

Example:

  • Listens to or looks at simple storybooks from beginning to end.
  • Participates in singing familiar songs and rhymes.
  • Draws a picture and presents it to the class during circle time.

Level 2


Descriptor:

Seeks out and engages in a variety of group and individual literacy activities

Example:

  • Given the opportunity, spends time in the book area.
  • Has one or more favorite storybooks and pretends to read them to self and others.
  • Listens attentively to a story and asks questions or makes comments about specific events or characters in the books, such as, “Why is the boy sad?” or “That dog is silly.”
  • Shows an interest in print in books and the environment. For example, asks, “What’s that say?”
  • Runs to the rug when she sees the teacher approaching with books.

Level 3


Descriptor:

Initiates and listens to reading materials and links content to own experiences

Example:

  • During a book sharing that involves discussion about pets, says that he has a dog with spots, too.
  • Requests that adult reads a book about butterflies to her, and then points to a butterfly when the class goes on a nature walk.
  • Requests that adults sing specific songs or play specific rhyming games that his family does at home.
  • Listens to a range of reading materials, including fiction or nonfiction (fairy tales as well as stories about real people and books on science) and relates these stories to her own experiences.

Level 4


Descriptor:

Participates in reading activities, including discussions that relate the story to the outside world and predicts what will happen next in the story

Example:

  • Compares the content of stories—“This story is not as funny as the one you read yesterday,” or “Diesel 10 was naughty in the other book, too.”
  • After a book is read, participates in a discussion about the story or acts out the story in a dramatic activity (role play) or a song activity (making up words to a song that go with the story).
  • After a book about plants is read, predicts what will happen to a seed when it is planted in the ground.

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Measure 30: (LIT 2 of 5) Letter and word knowledge

Definition: Child shows increasing awareness of symbols, letters, and words in the environment and their relationship to sound

Mark the highest developmental level the child has mastered.

 



Level 1


Descriptor:

Recognizes simple symbols (numbers, letters, logos) in the environment

Examples:

  • Identifies one letter from an array of letters or umbers in the environment (although may not be correct).
  • Points to a letter and asks, “What’s that letter?”
  • Recognizes a logo for a known store or restaurant chain.

Level 2


Descriptor:

Knows some letters by sight and by name, or recognizes own name in print

Examples:

  • Identifies first letter of own name. Kayla says, “That’s a K like my K.”
  • Correctly names some letters in storybooks, artwork or logos, puzzles, or other presentations (alphabet poster).
  • Recognizes some letters of the alphabet and can identify them from among an array (finds the letter L on an alphabet puzzle).
  • Knows several or all of the letters in her name by sight and by name.
  • Differentiates own written name from other names in familiar environments, such as labels on cubbies or chairs.

Level 3


Descriptor:

Knows ten or more letters by sight and by name, and understands that letters make up words and have corresponding sounds

Examples:

  • Identifies, by sight and name, at least ten letters (such as letters on the title page of a book or on a cereal box).
  • Identifies own name without having any environmental clues—for example, sees his name in a book and says, “It says Tom, that’s my name!”
  • Shows some awareness of the relationship between letters and sounds—“M goes /m/.”

Level 4


Descriptor:

Knows most of the letters by sight and by name, and recognizes some familiar whole written words

Examples:

  • Names most of the alphabet letters in various literacy activities, such as while reading an alphabet book.
  • Recognizes similarities between two written words—“Hey, those both start with a B!”
  • Has a begining repertoire of a sight word vocabulary containing common words (stop, go, exit, dog, cat, names of other children).

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Measure 31: (LIT 3 of 5) Emerging writing

Definition: Child shows increasing ability to write using scribbles, symbols, letters, and words to represent meaning

Mark the highest developmental level the child has mastered.

 



Level 1


Descriptor:

Makes scribble-pictures to represent people, things, or events

Examples:

  • Produces different marks to represent different objects or events (circles, scribbles). Draws a picture and says, “This is my brother.”
  • Uses crayons, pencils, markers, and paints to draw and to write.

Level 2


Descriptor:

Makes letter-like symbols as pretend writing to represent ideas, and attributes meaning to writing

Examples:

  • ‘Writes’ own name on a drawing using scribbles, random symbols, or letter-like marks.
  • Dictates writing to an adult (draws a picture and asks adult to label it; makes a card and tells adult what to write on it).
  • Attributes meaning to what one writes—points to a scribble and says, “This says ‘Mommy.’”

Level 3


Descriptor:

Writes own name with some letters formed correctly

Examples:

  • Writes own name on a picture with several letters correctly formed.
  • Pretends to write a letter to her mommy and signs it with her name.

Level 4


Descriptor:

Writes own name and simple words (mostly using correct letters)

Examples:

  • Accurately writes his name on things he has made.
  • Writes some familiar words in their drawing, such as ‘stop’ on a stop sign.
  • Writes some simple words spelled correctly (e.g., cat, top, mom, I, go).
  • Produces some writing and spelling through imitation (writes ‘DOG’ by looking at a poster and copying the word).
  • Asks how to spell some words and for help with writing these words.

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Measure 32: (LIT 4 of 5) Concepts of print

Definition: Child shows an increasing understanding of the conventions and physical organization of print material and that print carries meaning

Mark the highest developmental level the child has mastered.

 



Level 1


Descriptor:

Understands the way books are handled and organized

Examples:

  • Handles books following customary conventions (right-side up, turns pages from front to back).
  • During reading interactions with adults, helps to turn pages.
  • Participates actively with special book features, such as flaps for lifting or buttons for pushing to make noises.
  • Starts reading a book on the first page.

Level 2


Descriptor:

Understands the role of print in telling a story, and uses printed materials to pretend to read

Examples:

  • Holds book appropriately and pretends to read to others (people or toys), turning the pages as if reading a story.
  • When looking at books, differentiates between the role of print and the role of pictures, for example:
  • Points to print and says, “I’m reading.”
  • Pointing to the words near a picture of a bunny and says, “That says ‘bunny.’”
  • Points to print and says, “What’s that say?”

Level 3


Descriptor:

Understands that print is organized into units, such as words, and knows some vocabulary that describes print

Examples:

  • When reading a story with an adult, pretends to track words moving finger from left to right and top to bottom.
  • Points to familiar words when an adult reads them a familiar book with big font. For example, when adult reads “Bear Goes to the Zoo,” points to familiar words ‘bear’ and ‘zoo.’
  • Can point to a specific ord after an adult says it out loud—points to the word ‘cat’ when adult asks, “Where does it say cat?”
  • Uses words that talk about print, including how it works and what it is used for (read, write, spell, letter, word).

Level 4


Descriptor:

Understands how print is used in various ways in books, and understands the organization and purposes of different print materials

Examples:

  • Uses many different types of printed material appropriately (looks at a menu and pretends to order food, follows directions on signs).
  • Pretends to read familiar books aloud while pointing to the words one by one going from left to right and top to bottom (although may get off track).

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Measure 33: (LIT 5 of 5) Phonological awareness

Definition: Child shows awareness of the sounds that make up language, including the segmentation of sounds in words, and recognition of word rhyming and alliteration

Mark the highest developmental level the child has mastered.

 



Level 1


Descriptor:

Engages in play with sounds in words and songs

Examples:

  • Pays attention to songs and rhymes (claps, stomps, or sings to nursery rhymes).
  • Repeats the order of two or three sounds in the environment (repeats a pattern of two claps followed by one stomp).

Level 2


Descriptor:

Shows awareness of words and syllables as units of sound

Examples:

  • Claps out each word in “I am Matt” in a name game in the classroom.
  • In a group activity, follows along when asked to clap the syllables in “e-le-phant.”

Level 3


Descriptor:

Shows awareness of rhymes and sounds at the beginning of words

Examples:

  • Thinks of words that rhyme with “cat,” such as “bat” and “hat.”
  • When an adult asks, “What does the mouse see that starts with the /k/ sound?” says, “Cookie.”
  • Says, “Cat and car sound alike at the beginning.”
  • Raises her hand when asked, “Whose name starts with the /t/ sound?”

Level 4


Descriptor:

Blends and segments parts of words

Examples:

  • Blend two or more syllables into multisyllabic words, such as pic-nic to make picnic, di-no-saur to make dinosaur.
  • Blends sounds together to form words, such as m + at or m + a + t to make “mat.”
  • Segments syllables from words, such as removing “ball“ from “baseball“ to get “base“.

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Desired Result 3: Children show physical and motor competence

Indicator: MOT – Preschoolers demonstrate an increased proficiency in motor skills

Measure 34: MOT (1 of 3) Gross motor movement

Definition: Child refines the ability to move in a coordinated way using large muscles (arms and legs)

Mark the highest developmental level the child has mastered.

 



Level 1


Descriptor:

Makes basic movements with confidence and ease

Examples:

  • Moves body in response to music.
  • Runs smoothly.
  • Walks backwards smoothly.
  • Jumps forward on two feet.
  • Walks up steps one step at a time, putting both feet on each step.

Level 2


Descriptor:

Uses movement skills to go smoothly up, down, and through a variety of spaces

Examples:

  • Follows movement prompts in a song.
  • Attempts to throw a ball to another child.
  • Climbs stairs with alternating feet.

Level 3


Descriptor:

Uses complex movement skills in active play

Examples:

  • Dances using steps in a simple routine.
  • Travels and changes direction quickly.
  • Climbs on a jungle gym.

Level 4


Descriptor:

Participates in extended or integrated physical activities

Examples:

  • Creates own dance steps to music.
  • Participates in active play sequences that combine running, jumping, throwing, catching, kicking, etc.
  • Throws a ball to another child with some accuracy or while doing something else.
  • Throws a Frisbee.

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Measure 35: (MOT 2 of 3) Fine motor skills

Definition: Child refines the ability to plan and coordinate use of grasp, release, strength, and control of fingers and hands for functional and play activities

Mark the highest developmental level the child has mastered.

 



Level 1


Descriptor:

Manipulates large objects with fingers and wrists on both hands to accomplish a simple task

Examples:

  • Unbuttons a large button.
  • Turns two knobs at the same time on an activity box.
  • Strings large beads.
  • Tears paper into smaller pieces.
  • Uses two hands to pour from a pitcher into a cup held by a caregiver.

Level 2


Descriptor:

Uses fingers and both hands, with each hand doing something different, to smoothly accomplish simple tasks

Examples:

  • Cuts play dough with one hand while holding it in place with the other hand.
  • Uses scissors to cut paper into smaller pieces.
  • Positions large blocks using both hands.
  • Using both hands, pours water from one container to another on own.
  • Drives nails and pegs with a hammer.

Level 3


Descriptor:

Uses fingers to manipulate smaller objects or objects requiring precise eye-hand coordination

Examples:

  • Hits intended keys on a computer keyboard.
  • Strings small beads.
  • Balances small blocks in a tower, or connects EGOTM blocks.
  • Holds crayon with fingers instead of fist.

Level 4


Descriptor:

Shows increasing refinement and detail in fine motor movements requiring finger strength or control

Examples:

  • Uses scissors to cut out an object.
  • Attempts to copy letters or simple shapes such as circles, plus signs, or stick figures.
  • Uses computer keyboard and mouse with accuracy.
  • Uses an eyedropper to transfer liquid from one container to another.

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Measure 36: (MOT 3 of 3) Balance

Definition: Child refines the ability to balance self in space

Mark the highest developmental level the child has mastered.

 



Level 1


Descriptor:

Shows a developing sense of balance and the ability to carry an object while moving

Examples:

  • Walks on tiptoes.
  • Kicks a ball.
  • Carries a large stuffed animal across the room.

Level 2


Descriptor:

Balances without support

Examples:

  • Balances on one foot without support for a few seconds.
  • Briefly stands on one foot while putting other foot through a pantleg.
  • Walks on a line without stepping off the line.

Level 3


Descriptor:

Maintains balance while moving

Examples:

  • Hops on one foot for a few hops.
  • Runs and jumps over small objects.
  • Changes direction when running.

Level 4


Descriptor:

Coordinates multiple movements involving balance

Examples:

  • Runs and kicks a ball.
  • Holds ping-pong ball on spoon while walking.
  • Walks on a low wall or low balance beam.
  • Balances a bean bag on his or her head.
  • Hops on one foot, five or more times.

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Desired Result 4: Children are safe and healthy

Indicator: SH – Preschoolers show an emerging awareness and practice of safe and healthy behavior

Measure 37: (SH 1 of 3) Personal care routines

Definition: Child shows increasing independence in performing personal care routines that support healthy growth and help prevent the spread of infection

Mark the highest developmental level the child has mastered.

 



Level 1


Descriptor:

Participates in own personal cleanliness, with help or supervision from adult

Examples:

  • Blows nose when an adult holds the tissue.
  • Holds her hands under water and rubs her hands together when an adult turns the water on.
  • Allows an adult to put a sweater on her.

Level 2


Descriptor:

Follows through on personal cleanliness, with some reminders

Examples:

  • Takes a tissue and blows his nose into the tissue when reminded.
  • Washes hands on her own when requested by an adult.
  • Tries to wash paint off his arm.

Level 3


Descriptor:

Takes care of personal cleanliness on his own

Examples:

  • Uses a tissue when needed without being reminded.
  • Washes hands without a reminder before eating and after toileting.
  • Puts a sweater on without a reminder when going out to play in cold weather.

Level 4


Descriptor:

Shows an understanding of why personal cleanliness is important

Examples:

  • Says, “Tissues stop germs.”
  • Reminds other children to wash their hands so that they don’t get sick or get others sick.
  • Says, “Don’t put the apple sauce spoon in your mouth!”

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Measure 38: (SH 2 of 3) Personal safety

Definition: Child shows increasing awareness of safety practices that minimize risk and support healthy growth

Mark the highest developmental level the child has mastered.

 



Level 1


Descriptor:

Cooperates when requested to follow simple safety rules

Examples:

  • Looks to his teacher for instructions when he hears the fire alarm bell.
  • When reminded, takes an adult’s hand while crossing the street.
  • Will move away from a bike trail when asked.
  • Follows adult direction not to build her block tower too high.

Level 2


Descriptors:

Usually follows simple safety rules on her own

Examples:

  • Usually responds to the fire drill bell correctly.
  • Leaves scissors at the table.
  • Stops at the curb and doesn’t step into the street.
  • Usually is careful not to bump into other children or what they are making or playing with.
  • Usually is careful on outdoor equipment.

Level 3


Descriptors:

Applies known safety rules in a variety of situations

Examples:

  • Responds to fire drill bell correctly, even when not in his usual classroom.
  • Remembers to walk when indoors.
  • Refrains from sitting on tabletops, shelves, etc.

Level 4


Descriptors:

Communicates an understanding of safety rules to others

Examples:

  • Tells other children to line up when he hears the fire alram bell.
  • While riding a trike, avoids bumping into others.
  • Tells a child riding in the wrong direction to go the other way, so he won’t crash.
  • Reminds other children to stop at the curb.

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Measure 39: (SH 3 of 3) Understanding healthy lifestyle

Definition: Child shows increasing independence in making healthy life choices

Mark the highest developmental level the child has mastered.

 



Level 1


Descriptor:

Follows guidance given by adults about rest, health, food choices, and physical activity

Examples:

  • When spoon falls on the floor, follows an adult’s suggestion to get a clean spoon.
  • Participates in physical activity during a free playtime.
  • When told it is rest time, lies on a mat.

Level 2


Descriptor:

Begins to communicate about and take care of own health needs (food and rest), with occasional reminders from an adult

Examples:

  • Sometimes puts spoon aside if it has fallen on the floor, and sometimes needs guidance.
  • Says, “I am hungry,“ when he or she wants to eat.
  • When overheated, slows down physical activity when directed by an adult.

Level 3


Descriptor:

Independently takes care of some basic needs like rest, healthy food choices, and physical activity

Examples:

  • Asks for clean spoon if it falls on the floor.
  • When tired, stops and plays a quieter game or rests before resuming activity.
  • Says, “I’m tired. I want to rest now.”

Level 4


Descriptor:

Communicates to others about making healthy choices

Examples:

  • Suggests getting a clean spoon to a child who has dropped her spoon.
  • Pretends to feed fruit or vegetables to a doll and tells the doll, “This is good for you.”
  • Runs and says, “I’m exercising.”

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PS DRDP-R for Children with IEPs Information Page and PS DRDP-R for Children with IEPs Rating Record © 2007 by the California Department of Education

The Preschool Desired Results Developmental Profile Revised (PS DRDP-R) for Children with IEPs Information page and the Preschool Desired Results Developmental Profile Revised (PS DRDP-R) for Children with IEPs Rating Record 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.

The Desired Results access Project is funded by the California Department of Education (CDE), Special Education Division (Contract #6217) to assist the CDE with developing and putting in place a system to assess the progress of California's preschool children with disabilities.

 

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Updated 01/10/08

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