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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.
Desired Result 2: Children are effective learners
Desired Result 3: Children show physical and motor competence
Desired Result 4: Children are safe and healthy
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.
Tools for Completing the PS DRDP-R
The PS DRDP-R for Children with IEPs includes a set of three tools:
- 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.
- 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.
- 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).
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.
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Adaptations Used with the PS DRDP-R for Children with IEPs and DRDP access 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. |
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AUGMENTATIVE OR ALTERNATIVE COMMUNICATION SYSTEM |
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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. |
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VISUAL SUPPORT |
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ASSISTIVE EQUIPMENT OR DEVICE |
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FUNCTIONAL POSITIONING |
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SENSORY SUPPORT |
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ALTERNATIVE RESPONSE MODE |
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.
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.
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).
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
Child’s Ethnic Information
Child’s Disability Information
Child’s Adaptations Information
School/Program Information
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 |
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| 1. SELF1 | Identity of Self | absence or other |
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| 2. SELF2 | Recognition of Own Skills and Accomplishments | absence or other |
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| 3. SOC1 | Expressions of Empathy | absence or other |
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| 4. SOC2 | Building Cooperative Relationships with Adults | absence or other |
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| 5. SOC3 | Developing Friendships | absence or other |
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| 6. SOC4 | Building Cooperative Play with Other Children | absence or other |
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| 7. SOC5 | Conflict Negotiation | absence or other |
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| 8. SOC6 | Awareness of Diversity in Self and Others | absence or other |
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| 9. REG1 | Impulse Control | absence or other |
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| 10. REG2 | Taking Turns | absence or other |
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| 11. REG3 | Shared Use of Space and Materials | absence or other |
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| 12. LANG1 | Comprehends Meaning | absence or other |
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| 13. LANG2 | Follows Increasingly Complex Instructions | absence or other |
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| 14. LANG3 | Expresses Self Through Language | absence or other |
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| 15. LANG4 | Uses Language in Conversation | absence or other |
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| 16. LRN1 | Curiosity and Initiative | absence or other |
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| 17. LRN2 | Engagement and Persistence | absence or other |
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| 18. COG1 | Memory and Knowledge | absence or other |
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| 19. COG2 | Cause and Effect | absence or other |
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| 20. COG3 | Engages in Problem Solving | absence or other |
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| 21. COG4 | Socio-dramatic Play |
absence or other |
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| 22. MATH1 | Number Sense: Understands Quantity and Counting |
absence or other |
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| 23. MATH2 | Number Sense: Math Operations | absence or other |
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| 24. MATH3 | Shapes | absence or other |
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| 25. MATH4 | Time | absence or other |
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| 26. MATH5 | Classification | absence or other |
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| 27. MATH6 | Measurement | absence or other |
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| 28. MATH7 | Patterning | absence or other |
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| 29. LIT1 | Interest in Literacy | absence or other |
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| 30. LIT2 | Letter and Word Knowledge | absence or other |
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| 31. LIT3 | Emerging Writing | absence or other |
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| 32. LIT4 | Concepts of Print | absence or other |
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| 33. LIT5 | Phonological Awareness | absence or other |
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| 34. MOT1 | Gross Motor Movement | absence or other |
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| 35. MOT2 | Fine Motor Skills | absence or other |
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| 36. MOT3 | Balance | absence or other |
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| 37. SH1 | Personal Care Routines | absence or other |
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| 38. SH2 | Personal Safety | absence or other |
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| 39. SH3 | Understanding Healthy Lifestyle | absence or other |
PS DRDP-R for Children with IEPs Measures
There are four Desired Results, 10 Indicators, and 39 measures on teh 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.
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Level 1
Descriptor: Shows recognition of self as individual, recognizing own name and names of familiar people Examples:
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Level 2
Descriptor: Describes self or others in terms of basic physical characteristics Examples:
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Level 3
Descriptor: Describes self and others in terms of preferences Examples:
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Level 4
Descriptor: Accurately compares self to others Examples:
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If you are unable to rate this measure, explain why. Select a reason: or
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.
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Level 1
Descriptor: Shows interest and/or pleasure when someone reacts to something he or she has done Examples:
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Level 2
Descriptor: Characterizes self positively in terms of specific activity that he or she is doing or has just finished Examples:
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Level 3
Descriptor: Characterizes positively own skills involved in doing a task Examples:
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Level 4
Descriptor: Characterizes self positively in terms of generalized ability or skills Examples:
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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.
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Level 1
Descriptor: Shows awareness when others are unhappy or upset Examples:
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Level 2
Descriptor: Offers simple assistance when he or she thinks it is needed—even if not really needed Examples:
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Level 3
Descriptor: Accurately labels own and others’ feelings Examples:
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Level 4
Descriptor: Uses words or actions to demonstrate concern for what others are feeling Examples:
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If you are unable to rate this measure, explain why. Select a reason: or
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.
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Level 1
Descriptor: Seeks interaction with familiar adult for ompany, help, or comfort Examples:
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Level 2
Descriptor: Attempts to establish a relationship with an adult by cooperating and interacting Examples:
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Level 3
Descriptor: Seeks to share experience or get information from adult Examples:
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Level 4
Descriptor: Works cooperatively with an adult to plan and organize activities and to solve problems Examples:
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If you are unable to rate this measure, explain why. Select a reason: or
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.
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Level 1
Descriptor: Interacts with nother child side-by-side as they play with similar materials Examples:
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Level 2
Descriptor: Names another child as a friend or seeks out a particular child with whom to play Examples:
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Level 3
Descriptor: Engages in social games and pretend play with a particular child Examples:
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Level 4
Descriptor: Prefers to play with a particular child who also expresses preference for him or her Examples:
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If you are unable to rate this measure, explain why. Select a reason: or
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.
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Level 1
Descriptor: Interacts with other children side-by-side as they play with similar materials Examples:
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Level 2
Descriptor: Engages with another child or children in play involving a common idea or purpose Examples:
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Level 3
Descriptor: Shows preference for particular playmates, but plays cooperatively with a variety of children Examples:
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Level 4
Descriptor: Leads or participates in planning cooperative play with other children Examples:
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If you are unable to rate this measure, explain why. Select a reason: or
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.
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Level 1
Descriptor: Asserts self using facial expression, words, or ctions in conflict situations, but needs an adult to suggest resolutions Examples:
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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:
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Level 3
Descriptor: Expresses own needs and desires about a conflict and suggests simple solutions based mainly on own needs Examples:
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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:
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If you are unable to rate this measure, explain why. Select a reason: or
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.
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Level 1
Descriptor: Shows awareness of physical differences in others Examples:
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Level 2
Descriptor: Identifies physical differences and similarities between self and others Examples:
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Level 3
Descriptor: Expresses awareness of differences and similarities between self and others, such as language, culture, or special needs Examples:
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Level 4
Descriptor: Demonstrates an understanding of inclusion or fairness through actions or words Examples:
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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: 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.
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Level 1
Descriptor: Accepts active adult guidance and support to stop self from acting impulsively on desires or needs Examples:
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Level 2
Descriptor: Sometimes follows simple social rules and routines to refrain from acting impulsively but often needs adult guidance and support Examples:
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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:
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Level 4
Descriptor: Consistently uses a variety of socially acceptable strategies to stop self from acting impulsively Examples:
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If you are unable to rate this measure, explain why. Select a reason: or
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.
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Level 1
Descriptor: Needs adult prompting or support to wait for turn Examples:
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Level 2
Descriptor: Uses adult-structured turntaking procedures, including rules and cues Examples:
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Level 3
Descriptor: Demonstrates knowledge of turn-taking rules and procedures and abides by them most of the time Examples:
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Level 4
Descriptor: Routinely proposes turn-taking as a solution to conflicts over materials and equipment Examples:
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If you are unable to rate this measure, explain why. Select a reason: or
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.
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Level 1
Descriptor: Tries to keep control over space and materials he or she is using Examples:
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Level 2
Descriptor: Maintains control of materials or space that he or she cares about, but allows others to use the rest Examples:
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Level 3
Descriptor: With adult prompting, shares with another child material or space he or she is using or wants to use Examples:
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Level 4
Descriptor: Without adult prompting, invites others to share materials or space he or she is using Examples:
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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: 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.
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Level 1
Descriptor: Understands the meaning of simple words, phrases, stories, and songs Examples:
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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:
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Level 3
Descriptor: Understands language that refers to imaginary, past, or future events Examples:
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Level 4
Descriptor: Understands language that describes how and why things happen Examples:
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If you are unable to rate this measure, explain why. Select a reason: or
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.
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Level 1
Descriptor: Understands one- and twostep instructions and requests about familiar routines Examples:
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Level 2
Descriptor: Understands one- and two-step instructions and requests about unfamiliar routines or unrelated events Examples: Understands when adult says:
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Level 3
Descriptor: Understands three-step instructions and requests that are part of a familiar routine Examples:
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Level 4
Descriptor: Understands three-step instructions and requests that are about a new or unfamiliar situation Examples:
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If you are unable to rate this measure, explain why. Select a reason: or
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.
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Level 1
Descriptor: Produces phrases and simple sentences that communicate basic ideas and needs Examples:
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Level 2
Descriptor: Uses three- to five-word sentences that contain nouns, verbs, and recently learned vocabulary Examples:
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Level 3
Descriptor: Uses words that are relatively precise and makes longer sentences by connecting shorter sentences Examples:
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Level 4
Descriptor: Uses more complex language or vocabulary to describe events that are imaginary, to explain, or to predict Examples:
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If you are unable to rate this measure, explain why. Select a reason: or
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.
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Level 1
Descriptor: Communicates with others, using language for basic purposes, such as requesting, refusing, describing, and answering questions Examples:
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Level 2
Descriptor: Has short conversations Examples:
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Level 3
Descriptor: Has extended conversations about real or imaginary experiences Examples:
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Level 4
Descriptor: Has extended conversations that build on emotions, ideas, and information shared with the other person Examples:
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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)
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.
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Level 1
Descriptor: Shows interest in new materials or activities by intently watching others and/or handling the materials Examples:
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Level 2
Descriptor: Actively engages with new materials or activities by asking questions and performing simple investigations Examples:
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