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DRDP (2015) – An Early Childhood Developmental Continuum
Preschool Fundamental View
For use with preschool-age children
© 2013-2024 by the California Department of Education
All Rights Reserved. Permission to reproduce only for instructional purposes.
The DRDP (2015) Calibration Version, was developed by the California Department of Education, Early Learning and Care Division and Special Education Division, with assistance from: Berkeley Evaluation and Assessment Research Center, University of California, Berkeley
Desired Results Access Project, Napa County Office of Education
Desired Results Developmental Profiles (2015) Instrument and Research Studies Project, WestEd’s Center for Child and Family Studies
Desired Results Training and Technical Assistance Project, WestEd’s Center for Child and Family Studies
For more information
Early Learning and Care Division Programs may contact:
Desired Results Training and Technical Assistance
Website: www.desiredresults.us
Email: desiredresults@desiredresults.wested.org
Phone: (800) 770-6339
Special Education Division Programs may contact:
Desired Results Access Project
Website: www.draccess.org
Email: info@draccess.org
Phone: (800) 673-9220
Table of Contents
- Introduction
- About the Measures of the DRDP (2015)
- The 3 Steps to Completing the DRDP (2015)
- Information Page (for use with Early Intervention and Early Childhood Special Education Programs)
- Quick Guide to Rating the Measures
- Rating Record (for use with preschool-age children with IEPs)
- Measures at-a-Glance (Fundamental View)
- Measures at-a-Glance (Comprehensive View)
- Linked List of Measures
- Measures of the DRDP (2015)
- Glossary
- Appendix
Introduction to the DRDP (2015)
Welcome to the Desired Results Developmental Profile (2015) [DRDP (2015)]: An Early Childhood Developmental Continuum. The DRDP (2015) is a formative assessment instrument developed by the California Department of Education for young children and their families used to inform instruction and program development.
Key Features of the DRDP (2015):
- The DRDP (2015) is administered in natural settings through teacher observations, family observations, and examples of children’s work. Ongoing documentation of children’s knowledge and skills in everyday environments is a recommended practice for early childhood assessment.
- The DRDP(2015) represents a full continuum of development from early infancy up to kindergarten entry. It has two views: the Infant/Toddler view for use with children in infant/toddler programs, and the Preschool View, for children in preschool programs.
- The Preschool View has two forms: The Comprehensive View containing domains related to all areas of the Preschool Learning Foundations; and the Fundamental View, associated with essential domains of school readiness.
- The DRDP (2015) is designed for use with all children from early infancy up to kindergarten entry, including children with Individualized Family Service Plans (IFSPs) and Individualized Education Programs (IEPs).
- The DRDP (2015) is aligned with all volumes of the California’s Infant/Toddler and Preschool Learning and Development Foundations, the Common Core Standards, and the Head Start Child Development and Early Learning Framework.
- The DRDP (2015) takes into consideration the specific cultural and linguistic characteristics of California’s diverse population of young children, with specific consideration for children who are young dual language learners (see section below).
- The DRDP (2015) was developed with the goal of ensuring that all children have the opportunity to demonstrate their knowledge and skills. To enable access to the assessment for diverse populations, the principles of Universal Design were followed.
- The DRDP (2015) includes domains that meet the federal Office of Special Education Programs (OSEP) child outcome reporting requirements for children with Individualized Family Service Plans (IFSPs) or Individualized Education Programs (IEPs).
Information about Selected Key Features
Three of these key features: (1) consideration of young children who are dual language learners, (2) universal design and adaptations for children with IFSPs and IEPs, and (3) a detailed description of the developmental domains that make up the instrument, are described in more detail to help teachers and service providers better understand and rate the measures of the DRDP (2015).
Young Dual Language Learners and the DRDP (2015)
Dual language learners are children learning two or more languages at the same time, as well as those children learning a second language while continuing to develop their first (or home) language. A child’s experience with one or more languages is an asset to build on in the early childhood setting. It is critical to consider the child’s communication in all the languages that he or she is learning in order to have an accurate picture of a child’s knowledge and skills. Young children, including children with disabilities, can successfully learn two or more languages. Learning two or more languages has linguistic, social, cognitive, academic, and cultural benefits. The path to learning one language shares many similarities with the path to learning two or more languages. There are also differences that must be taken into consideration when assessing young children who are dual language learners. Children may have vocabulary for concepts in one language and vocabulary for other concepts in another language. So it is important to assess children in all of the languages he or she understands and uses. The DRDP (2015) addresses cultural and linguistic responsiveness in two primary ways:
- Teachers and service providers observe and document children’s behavior in both the home language and English to obtain a more accurate profile of the children’s knowledge and skills across developmental domains.
- Teachers and service providers rate children’s progress on two language development domains. The Language and Literacy Development (LLD) domain assesses all children’s progress in developing foundational language and literacy skills where ratings should be based on skills in all languages. The English-Language Development (ELD) domain assesses current knowledge and skills and progress in learning to communicate in English.
Universal Design and the DRDP (2015)
In the context of assessment, “Universal Design” refers to the development of assessments that are appropriate for all children to the greatest extent possible. Universal Design allows children the opportunity to demonstrate their knowledge and skills in a variety of ways. All young children are entitled access to, and meaningful participation in, age-appropriate, individually-appropriate and culturally-appropriate early childhood curricula and assessments. Teachers and service providers support children’s access and participation by identifying and providing learning opportunities, materials, and teaching strategies in flexible and individualized ways and through a variety of learning modalities. DRDP (2015) assessors apply universal design when they carefully consider the various ways young children can demonstrate knowledge or skills that reflect mastery of a developmental level.
The Eight Domains of the DRDP (2015)
The DRDP (2015) is made up of eight domains. The focus of each domain is on the acquisition of knowledge, skills, or behaviors that reflect each domain’s developmental constructs. The domains and sub-domains of the Fundamental View, essential to school readiness, are marked with an asterisk (*).
Approaches to Learning–Self-Regulation* (ATL-REG)
The ATL-REG domain assesses two related areas that are recognized as important for young children’s school readiness and success: Approaches to Learning and Self-Regulation. These areas have been combined into one domain because of the strong connections between them. The Approaches to Learning skills include attention maintenance, engagement and persistence, and curiosity and initiative. The Self-Regulation skills include self-comforting, self-control of feelings and behavior, imitation, and shared use of space and materials.
Social and Emotional Development* (SED)
The SED domain assesses children’s developing abilities to understand and interact with others and to form positive relationships with nurturing adults and their peers. The knowledge or skill areas in this domain include identity of self in relation to others, social and emotional understanding, relationships and social interactions with familiar adults, relationships and interactions with peers, and symbolic and sociodramatic play.
Language and Literacy Development* (LLD)
The LLD domain assesses the progress of all children in developing foundational language and literacy skills. These skills can be demonstrated in any language and in any mode of communication. Language and literacy skills in a child’s first language form the foundation for learning English. Therefore, dual language learners may demonstrate knowledge and skills in their home language, in English, or in both languages. LLD measures should be completed for all infants, toddlers, and preschool-age children, including those who are dual language learners.
English-Language Development* (ELD)
The ELD domain assesses the progress of children who are dual language learners in learning to communicate in English. The developmental progression described in the four ELD measures is related to the child’s experiences with English, not the child’s age. Keep in mind that children acquire English in different ways and at different rates. Factors that affect English acquisition include degree of exposure to English, level of support provided in their home/first language, and individual differences such as age of exposure to English or the structure of the child’s home/first language. The ELD measures should be completed only for preschool-age children whose home language is other than English.
Cognition, Including Math* and Science (COG)
The COG domain focuses on observation, exploration of people and objects, and investigation of objects and concepts. The knowledge or skill areas in this domain include spatial relationships, cause and effect, classification, number sense of quantity, number sense of math operations, measurement, patterning, shapes, inquiry through observation and investigation, documentation and communication of inquiry, and knowledge of the natural world.
Physical Development–Health* (PD-HLTH)
The PD-HLTH domain assesses motor development and the development of routines related to personal care, safety, and nutrition. The knowledge or skill areas in this domain include perceptual-motor skills and movement concepts, gross locomotor movement skills, gross motor manipulative skills, fine motor manipulative skills, active physical play, nutrition, safety, and personal care routines (hygiene, feeding, dressing).
History-Social Science (HSS)
The HSS domain focuses on learning about the expectations of social situations, how to participate within a group, and the relationship between people and the environment in which they live. The knowledge or skill areas in this domain include sense of time, sense of place, ecology, conflict negotiation, and responsible conduct.
Visual and Performing Arts (VPA)
The VPA domain focuses on awareness and engagement in four areas of artistic expression. The knowledge or skill areas in this domain include visual art, music, drama, and dance.
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About the Measures of the DRDP (2015)
The levels for each DRDP (2015) measure describe a developmental continuum, ranging from earlier developing to later developing competencies. The DRDP (2015) includes three types of continua:
- Full Continuum Measures: describe development from early infancy to early kindergarten. These measures should be used with all infants, toddlers, and preschool-age children.
- Earlier Development Measures: describe development that typically occurs from early infancy through early preschool ages and may be used with preschool-age children under specific conditions (identified as Conditional measures).
- Later Development Measures: describe development that typically occurs from early preschool ages to early kindergarten. These measures should be used with all preschool-age children.
Conditional Measures for Preschool-Age Children
Some measures in the DRDP Preschool View are considered conditional measures that are only assessed when certain conditions are met. These measures should be used if they assist teachers and service providers in planning a child’s learning activities and supports, and documenting progress.
Conditional measures are used in three instances:
- If a preschool child has not developmentally moved beyond the four earlier-development measures.
- If a language other than English is spoken in the child’s home.
- If the child is still working on the health measures (required for all children with IEPs).
Please note that the Earlier Development Measures, and the Physical Development and Health measures are required for children with IEPs.
Measure |
Conditions Under Which to Assess |
---|---|
Earlier Development Measures |
|
ATL-REG 1: Attention Maintenance |
|
English-Language Development Measures |
|
ELD 1: Comprehension of English (Receptive English) |
|
Physical Development and Health Measures |
|
PD-HLTH 5: Safety |
|
* Guidance for rating ELD measures for children who are dual language learners is provided in the section, “Young Dual Language Learners and the DRDP (2015)” on page Intro-2.
The Developmental Levels
The number of levels in a measure varies depending on the competencies that are appropriate for that measure’s developmental continuum. The levels are organized under four categories from early infancy up to kindergarten entry: Responding, Exploring, Building, and Integrating:
Responding (Earlier, Later)
Knowledge, skills, or behaviors that develop from basic responses (through using senses and through actions) to differentiated responses. Children generally engage in back-and-forth interactions with familiar adults and communicate through nonverbal messages.
Exploring (Earlier, Middle, Later)
Knowledge, skills, or behaviors that include active exploration including purposeful movement, purposeful exploration and manipulation of objects, purposeful communication, and the beginnings of cooperation with adults and peers. Children generally begin this period by using nonverbal means to communicate and, over time, grow in their ability to communicate verbally or use other conventional forms of language.
Building (Earlier, Middle, Later)
Knowledge, skills, or behaviors that demonstrate growing understanding of how people and objects relate to one another, how to investigate ideas, and how things work. Children use language to express thoughts and feelings, to learn specific early literacy and numeracy skills, and to increasingly participate in small group interactions and cooperative activities with others.
Integrating (Earlier)
Knowledge, skills, or behaviors that demonstrate the ability to connect and combine strategies in order to express complex thoughts and feelings, solve multi-step problems, and participate in a wide range of activities that involve social-emotional, self-regulatory, cognitive, linguistic, and physical skills. Children begin to engage in mutually supportive relationships and interactions.
Note that the developmental levels for the ELD domain differ from the above format as they represent the developmental progression for the acquisition of English as a second language during the early childhood years.
Definitions of Terms in the Navigation Maps
Developmental Domain: A crucial area of learning and development for children.
Measure: The developmental continuum along which a child’s observed behavior is assessed. Measures are the individual assessment items in the DRDP.
- Full Continuum Measure: Describes development from early infancy to early kindergarten.
- Early Development Measure: Describes development that typically occurs in infant/toddler and early preschool years.
- Later Development Measure: Describes development that typically occurs in the preschool years and early kindergarten.
Definition: Specifies the aspects of development to be observed.
Developmental Level: A point along a developmental progression for a particular measure that ranges from earlier to later levels of development.
Descriptor: Defines the behaviors that would be observed for a child at that developmental level.
Example: Specific behaviors you might see that would demonstrate that a child has reached mastery of a particular developmental level. Note that the examples provided in the DRDP are not the only way a child can demonstrate mastery of a developmental level.
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The 3 Steps to Completing the DRDP (2015)
Step 1: Observation and Documentation
The DRDP (2015) focuses on the child’s behavior, knowledge, and skills. To capture a child’s behavior, the DRDP (2015) incorporates observation in natural settings.
While observing and collecting documentation, remember that words, phrases, and sentences can be communicated and understood in a variety of ways, including spoken in the child’s home language, signed, and through other communication modes (e.g., via a communication device). The teacher’s and service provider’s direct observations of a child are the primary method used to inform ratings and they should also use other sources of evidence to capture a more complete picture of a child’s knowledge and skills. Other sources of evidence include the following:
- Observations by others – including teachers, family members/caregivers, and other service providers or caregivers, obtained through interview or conversations
- Other documentation – including samples of children’s work, photographs, and video/audio recordings of children’s communication and behavior
Observations should occur over time, in typical settings:
- In the child’s typical program or settings such as child care, classrooms, or home;
- As the child interacts in familiar environments and routines with people he or she knows; and
- As the child engages in typical activities and routines.
The Important Role of Families in the Documentation Process
Family members have repeated opportunities to observe their child’s activities and interactions over time and in a variety of situations. Their perspectives, combined with teachers’ and service providers’ observations, provide a more complete and reliable picture of a child’s typical behaviors. Inviting family members to share observations of their child’s development and behavior is a recommended practice for the DRDP (2015). The opportunity to observe a child’s level of mastery is greatest when the child is interacting with a familiar adult. Because of this, it is helpful to observe a child interacting with family members. This is especially true for children who are new to a program or at the earliest levels (Responding Earlier and Responding Later). These observations can inform assessment decisions for all domains. They are particularly important for the SED and LLD domains since social interaction and communication skills are learned through repeated interactions with familiar adults.
Observation and Documentation for Young Dual Language Learners
Young dual language learners may demonstrate knowledge and skills in their home language, in English, or in both languages. They may also code-switch, which is using more than one language within a conversation. Therefore, communication in all languages the child uses should be considered when collecting documentation and completing the measures in all domains. The adult who is conducting observations and collecting documentation should speak the child’s home language. If not, the adult must receive assistance from another adult, who does speak the child’s home language. This may be an assistant teacher, director, parent, or other adult who knows the child.
Dual Language Learners’ Use of Code Switching
- Code switching is the use of multiple languages within a single conversation. It is a typical feature of learning two or more languages.
- As early as three years of age, children code switch to playfully experiment with the two languages and to serve their own social and communication goals. For example, children may code switch to emphasize or elaborate a point.
- Children might code switch when speaking with one person, or may use one language exclusively with one person and another language with another person.
- When children mix their two languages they use the grammatical rules of each language. For example, “I want leche” [“I want milk”] is an example of inserting a Spanish noun into a grammatically correct English sentence.
Using Adaptations
Adaptations are changes in the environment or differences in observed behavior that allow children with IFSPs or IEPs to demonstrate their knowledge and skills in typical environments. Seven broad categories of adaptations have been identified for children with IFSPs and IEPs for the DRDP (2015).
- The adaptations listed in the table below have been developed so that the assessment will more accurately measure a child’s abilities rather than the impact of a child’s disability (a more detailed description of the adaptations appears in Appendix D). Adaptations must be in place for the child during the normal course of the day, and they should also be in place during observations for the DRDP (2015). Everyone working with the child should be informed of any adaptations the child uses.
- New adaptations must not be introduced solely for the purpose of conducting the DRDP (2015) assessment.
- Consideration of adaptations should be made on a regular basis from early infancy and as the child develops and grows.
Seven Categories of Adaptations
Augmentative or Alternative Communication System
Methods of communication other than speech that allow a child who is unable to use spoken language to communicate with others.
Alternative Mode for Written Language
Methods of reading or writing used by a child who cannot see well enough to read or write or cannot hold and manipulate a writing utensil (e.g., pencil, pen) well enough to produce written symbols.
Visual Support
Adjustments to the environment that provide additional information to a child who has limited or reduced visual input.
Assistive Equipment or Device
Tools that make it possible or easier for a child to perform a task.
Functional Positioning
Strategic positioning and postural support that allow a child to have increased control of his body.
Sensory Support
Increasing or decreasing sensory input to facilitate a child’s attention and interaction in the environment.
Alternative Response Mode
Recognition that a child might demonstrate mastery of a skill in a unique way that differs from the child’s typically developing peers.
Step 2: Rating the Measures
Determining the Child’s Latest Level of Mastery
For each of the measures, determine the latest developmental level the child has mastered, and mark it appropriately.
What is Mastery?
A developmental level is mastered if the child demonstrates the knowledge, skills, and behaviors defined at that level:
- Consistently over time
- In different situations or settings
Important notes about mastery:
- Children may demonstrate mastery of knowledge and skills through a variety of communication modes, languages, and behaviors.
- Many of the behaviors that you observe in determining a child’s mastery level may not appear on the list of examples, although they are consistent with the descriptor.
The Descriptors and Examples
Consider the descriptors first, and then the examples, to determine which developmental level is most consistent with your observations and other documentation of the child’s typical behavior. A child may demonstrate behaviors at more than one developmental level. Choose the level that most closely represents the knowledge, skills, or behaviors the child demonstrates most consistently.
Descriptors:
The descriptors define the knowledge, skills, or behaviors expected at each level along the developmental continuum of the measure (see Navigation Maps). Each descriptor is illustrated by several examples of behaviors that are consistent with that developmental level.
Most of the descriptors define discrete knowledge, skills, or behaviors. However, some include more than one behavior or skill, separated by “and,” “or,” or a semicolon (;) followed by “and.”
If the descriptor includes “or”:
The child only needs to demonstrate the behavior in one of the listed ways to demonstrate mastery for the developmental level. Either part of the descriptor may be observed to rate mastery at that level.
- For example, the descriptor for Exploring Later in LLD 5: Interest in Literacy is:
Looks at books on own briefly or Chooses to join reading, singing, or rhyming activities led by an adult
If the child EITHER looks at books on own briefly OR chooses to join reading, singing, or rhyming activities led by an adult, mastery can be rated at this level.
If a descriptor includes “and”:
All parts of the descriptor are required for mastery and need to be observed together.
- For example, the descriptor for Building Earlier in ATL-REG 2: Self-Comforting is:
Anticipates need for comfort and prepares self by asking questions, getting a special thing, or in other ways.
The child needs to demonstrate both anticipating a need for comfort and preparing self during the same observation.
If a descriptor includes a semi-colon (;) followed by “and”:
The child must demonstrate all the behaviors listed to rate the level as mastered, but not necessarily during the same observation within a DRDP rating period.
- For example, the descriptor for Exploring Later in SED 3: Relationships and Social Interactions with Familiar Adults is: Initiates activities with familiar adults; and Seeks out assistance or support from familiar adults.
To be rated as mastered at this level, the child must BOTH initiate activities with familiar adults AND seek out assistance or support from familiar adults. The assessor does not have to observe both behaviors during the same observation within a DRDP rating period.
Please note that key terms and phrases in the descriptors that may be new or have specific meaning to the measures are defined in the Glossary at the end of the instrument.
Examples:
Keep in mind these important points about examples:
- The examples are not a checklist of what the child must demonstrate to be rated at mastery of the knowledge, skills, or behaviors that reflect a developmental level.
- An example is one of many possible ways a child might demonstrate mastery of a developmental level. Teachers and service providers will identify other examples as they conduct their observations.
- Mastery is determined over time and across situations or settings.
- A child may not demonstrate any of the specific examples provided for a developmental level, but may demonstrate mastery in other ways that are consistent with the intent of the descriptor.
- Children demonstrate mastery in diverse and sometimes unique ways.
- Examples have not been written to include all areas of disability. Universal design is intended to support the inclusion of children with disabilities on the DRDP (2015). However, it is important to review the adaptations as well as understand the construct being measured when assessing children with disabilities.
Additional Rating Options
Emerging to the Next Developmental Level:
If your observations indicate that the child has demonstrated mastery for a developmental level and is also beginning to demonstrate knowledge, skills, or behaviors described for the next level (although not yet consistently across situations or settings), the child may be emerging to the next level.
To indicate emerging:
- First, mark the developmental level the child has mastered.
- Then, mark “emerging” if the child also demonstrates behaviors described for the next developmental level.
Notes about Emerging:
- You may mark emerging when rating full-continuum measures with infants and toddlers if the child has mastered the last level that can be rated and the child demonstrates some behaviors in the level that follows.
- Do not mark emerging if the child has mastered the latest level on a measure.
- Marking that the child is emerging to the next level does not affect the rating of mastery for the measure.
Child is Not Yet at the Earliest Developmental Level on a Later Development Measure:
If, after careful consideration, you determine that a preschool-age child is not yet demonstrating mastery of the earliest level of a later development measure, mark “Child is not yet at the earliest developmental level on this measure.”
Unable to Rate due to extended absence:
- This is used only when the child is absent from the program for such an extended period of time during the four to six weeks prior to submitting your DRDP data that you could not gather information to rate the measures.
- The following are NOT valid reasons to indicate Unable to Rate:
- Not having enough time or enough information
- The nature of a child’s disability or the severity of a child’s disability
The Responding Earlier level is designed to be inclusive of all children. Mark this earliest level unless the child demonstrates skills at a later level. Do not use Unable to Rate because you feel a child does not demonstrate the skills for the earliest level.
Rating Conditional Measures
If you are using the conditional measures for a preschool-age child, mark them on the Rating Record according to the following guidance:
Measure |
How to Mark the DRDP |
---|---|
Earlier Development Measures |
|
ATL-REG 1: Attention Maintenance |
|
English-Language Development Measures |
|
ELD 1: Comprehension of English (Receptive English) |
|
Physical Development and Health Measures |
|
PD-HLTH 5: Safety |
|
Step 3: Finalize the Assessment
To finalize, simply review the assessment to make sure that you have entered a rating for all of the measures and that the Information Page is complete and up-to-date:
- For Early Learning and Care Division (ELCD) programs: enter your ratings into DRDP Online.
- For Special Education Division (SED) programs: enter your ratings into your SELPA’s MIS system. Check with your administrator for when and to whom your Rating Records are due.
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DRDP (2015) – An Early Childhood Developmental Continuum
Special Education Information Page
For Use with Early Intervention and Early Childhood Special Education Programs
1. Child’s first name (Legal) __________________________
2. Child’s last name (Legal) __________________________
3. Date DRDP (2015) was completed (e.g., 03/07/2022) _______ / _______ / _______
4. Assessment period (e.g., Spring 2022) __________________________
Child Information
5. Student ID (Issued by district) __________________________
6. Statewide Student Identifier (10-digit SSID) __________________________
7. Gender □ Male □ Female □ Non-binary
8. Birth date (e.g., 02/05/2019) ______ / ______ / ________
9. Special education enrollment. Check one.
□ Individualized Family Service Plan (IFSP) □ Individualized Education Program (IEP)
Child’s Language
10. Is a language other than English spoken in the child’s home? □ Yes □ No
If yes, complete the ELD measures for a preschool-age child.
If the child is Deaf or Hard of Hearing and not learning a spoken language,
mark “No” and do not complete the ELD measures.
Special Education Information
11. Special education eligibility. Check one.
□ Autism
□ Deaf-Blindness
□ Deafness
□ Emotional Disturbance
□ Established Medical Disability
□ Hard of Hearing
□ Intellectual Disability
□ Multiple Disability
□ Orthopedic Impairment
□ Other Health Impairment
□ Specific Learning Disability
□ Speech or Language Impairment
□ Traumatic Brain Injury
□ Visual Impairment
12. Adaptations used in the assessment. Check all that apply.
□ Alternative mode for written language
□ Alternative response mode
□ Assistive equipment or device
□ Augmentative or alternative communication system
□ Functional positioning
□ Sensory support
□ Visual support
□ None
Child’s Educational Setting
13. Where does the child receive early care and education services, including special education services? Check all that apply.
□ Child Care Center
□ District Preschool Program
□ Early Head Start/Head Start
□ Family Child Care Home
□ First 5
□ Home
□ Migrant Program
□ Part C Early Intervention Program
□ Private Preschool
□ Remote Service Delivery/Distance Learning
□ Separate Class/Special Day Class
□ Separate School for Children with Disabilities
□ Service Provider Location (e.g. clinic or office)
□ State Preschool
□ Title 1
□ Transitional Kindergarten
□ Tribal Head Start
□ Other __________________________
Program Information
14. SELPA __________________________
15. District of accountability __________________________
Assessment Information
16. Name of primary special education assessor __________________________
17. Role. Check one.
□ Early Intervention Specialist
□ Occupational/Physical Therapist
□ Program Specialist or Administrator
□ Special Education Teacher
□ Speech/Language Pathologist
□ Teacher of the Deaf/Hard of Hearing
□ Teacher of the Visually Impaired
□ Other __________________________
18. DRAccessReports.org account email __________________________
19. Did you collaborate with someone to complete the assessment? □ Yes □ No
If yes, check all that apply.
□ Family
□ General Education Teacher or Child Care Provider
□ Occupational/Physical Therapist
□ Speech/Language Pathologist
□ Other __________________________
Definitions
# |
Field |
Definitions |
---|---|---|
Heading |
||
1 |
Child’s first name |
Fill in the child’s legal name that is on the IFSP or IEP. |
2 |
Child’s last name |
Fill in the child’s legal name that is on the IFSP or IEP. |
3 |
Date DRDP (2015) was completed |
Enter the date the DRDP (2015) Rating Record was completed as mm/dd/yyyy. |
4 |
Assessment period |
Enter the assessment period for which the assessment is being completed, e.g., fall 2022 or spring 2023. |
Child Information |
||
5 |
Student ID |
Enter the unique identifier assigned by the SELPA or district to the child. |
6 |
Statewide Student Identifier |
Enter the unique 10-digit number, issued by the California Department of Education, assigned to the child. If the child does not have an SSID, contact your administrator to obtain this number. |
7 |
Gender |
Check the box indicating the gender identification of the child using information obtained from the child’s family. |
8 |
Birth date |
Enter the child’s date of birth as mm/dd/yyyy. |
9 |
Special education enrollment |
Check only one box—either for a child age birth to three with an Individualized Family Service Plan (IFSP); or a child age 3-5 with a preschool Individualized Education Program (IEP). |
Child’s Language |
||
10 |
Child’s language |
|
Special Education Information |
||
11 |
Special education eligibility |
Check the primary disability category contributing to the child’s eligibility for special education. Check only one box. If a child has more than one type of disability, the child can be reported under Multiple Disabilities. |
12 |
Adaptations used in the assessment |
Adaptations support a child’s participation in everyday activities and routines. Check the boxes for the categories of adaptations that are used in the child’s daily activities and routines that must be in place during the assessment. Check all that apply and record on the IEP. |
Child’s Educational Setting |
||
13 |
Child’s educational setting |
This lists the educational settings where the child receives early care and education services, including special education. Check the box(es) where the child receives educational services, including both general education and special education. Check all that apply.
|
Program Information |
||
14 |
SELPA |
Enter the name of the SELPA that is responsible for providing services to the child and reporting data. If you do not know the name of the SELPA, check with your administrator. |
15 |
District |
Enter the unique identifier for the district that is responsible for ensuring that special education services are provided for a child with an IFSP or IEP whether or not the services are provided within this district. |
Assessor Information |
||
16 |
Name of primary special education assessor |
Enter the name of the person responsible for completing the assessment. Others on the IEP team or who know the child well may contribute their observations to the measure ratings; however, the IEP team should designate one person to complete and submit the rating record. |
17 |
Role |
Check the box for the job title of the primary person completing the assessment. If the role is not on the list, check “Other.” |
18 |
DR Access Reports account email |
DR Access Reports is where you generate reports of DRDP (2015) results. If you enter your email address for your DR Access Reports account, your results will be automatically transferred every night. (This email address may be different than the one you use in SEIS, SIRAS, or DR Access Learn). You can create an account at DRAccessReports.org. |
19 |
Collaboration to complete the assessment |
If others worked with you to complete the DRDP (2015), check “Yes” and then check the box(es) that identify their role(s). |
Back to top | Table of Contents
Quick Guide to Rating the Measures
1. Review your documentation/evidence.
Review your own observation notes, observations from others (including teachers, family members/caregivers, and other service providers or caregivers, obtained through interview or conversations), and other documentation, including samples of children’s work, photographs, and video/audio recordings of children’s communication and behavior.
2. Carefully read the definition and the descriptors, looking for mastery.
Read the descriptors before you read the examples. As you read the descriptors, try to narrow down which one is most consistent with your observations and other documentation of the child’s typical behavior. A developmental level is mastered if the child demonstrates the knowledge, behaviors, and skills defined at that level:
- Consistently over time
- In different situations or settings
Important Note: When reading the descriptors, be sure you understand and pay attention to semicolons and the words “or” and “and.” Most descriptors define a single skill or behavior, but some include more than one. If the descriptor includes:
- The word “or,” the child only needs to demonstrate the behavior in one of the ways listed for the developmental level to be considered mastered.
- The word “and,” all parts of the descriptor are required for mastery and need to be observed together.
- A semi-colon (;) followed by the word “and,” the child must demonstrate all the behaviors listed to master the level, but not necessarily during the same observation.
3. After you read the descriptors, consider the examples.
The examples represent only some of the possible ways a child might demonstrate mastery. They are not a checklist of what the child must demonstrate. It is possible that a child does not demonstrate any of the specific examples provided, but does demonstrate mastery in other ways that are consistent with the intent of the descriptor.
4. Based on your careful reading of the descriptors and examples and a review of your documentation, determine the child’s level of mastery.
Once you’ve determined the latest developmental level the child has mastered, mark it appropriately.
5. Indicate if the child is emerging to the next level (when the option to mark emerging is available).
If your observations indicate that the child has demonstrated mastery for a developmental level and is also beginning to demonstrate knowledge, skills, or behaviors described for the next level (although not yet consistently across situations or settings), the child may be emerging to the next level.
Remember, the examples illustrate only some of the many ways a child may demonstrate mastery.
Back to top | Table of Contents
DRDP (2015) – An Early Childhood Developmental Continuum
Special Education
PS Fundamental View
Rating Record
For use with preschool-age children with Individualized Education Programs (IEPs)
Child’s Name (First and Last) ________________________
Student ID or SSID ________________________
Assessment Period (e.g., Spring 2022) ________________________
Date DRDP was completed (e.g., 03/07/2022) ________ / ________ / ________
The Rating Record is to be used with the DRDP (2015) Instrument to keep track of each child’s developmental levels as you complete the assessment. Mark the developmental level the child has mastered for every measure.
Measure |
Measure Name |
Responding |
Exploring |
Building |
Integrating |
Not yet |
EM |
UR |
|||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Earlier |
Later |
Earlier |
Middle |
Later |
Earlier |
Middle |
Later |
Earlier |
|||||
ATL-REG 1 |
Attention Maintenance |
□ |
□ |
□ |
|
□ |
□ |
|
|
|
|
□ |
□ |
ATL-REG 2 |
Self-Comforting |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
|||||
ATL-REG 3 |
Imitation |
□ |
□ |
□ |
|
□ |
□ |
|
|
|
|
□ |
□ |
ATL-REG 4 |
Curiosity and Initiative in Learning |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
||
ATL-REG 5 |
Self-Control of Feelings and Behavior |
□ |
□ |
□ |
|
□ |
□ |
□ |
□ |
□ |
|
□ |
□ |
ATL-REG 6 |
Engagement and Persistence |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
|||
ATL-REG 7 |
Shared Use of Space and Materials |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
|||
SED 1 |
Identity of Self in Relation to Others |
□ |
□ |
□ |
|
□ |
□ |
□ |
□ |
□ |
|
□ |
□ |
SED 2 |
Social and Emotional Understanding |
□ |
□ |
□ |
|
□ |
□ |
□ |
□ |
□ |
|
□ |
□ |
SED 3 |
Relationships and Social Interactions with Familiar Adults |
□ |
□ |
□ |
|
□ |
□ |
□ |
□ |
□ |
|
□ |
□ |
SED 4 |
Relationships and Social Interactions with Peers |
□ |
□ |
□ |
|
□ |
□ |
□ |
□ |
□ |
|
□ |
□ |
SED 5 |
Symbolic and Sociodramatic Play |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
||
LLD 1 |
Understanding of Language (Receptive) |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
|
□ |
□ |
LLD 2 |
Responsiveness to Language |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
||
LLD 3 |
Communication and Use of Language (Expressive) |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
|
□ |
□ |
LLD 4 |
Reciprocal Communication and Conversation |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
|
□ |
□ |
LLD 5 |
Interest in Literacy |
□ |
□ |
□ |
|
□ |
□ |
□ |
□ |
□ |
|
□ |
□ |
LLD 6 |
Comprehension of Age-Appropriate Text |
|
|
|
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
LLD 7 |
Concepts about Print |
|
|
|
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
LLD 8 |
Phonological Awareness |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
|||
LLD 9 |
Letter and Word Knowledge |
|
|
|
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
LLD 10 |
Emergent Writing |
|
|
|
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
Measure |
Measure Name |
Discovering Language |
Discovering English |
Exploring English |
Developing English |
Building English |
Integrating English |
Conditional Measure |
EM |
UR |
---|---|---|---|---|---|---|---|---|---|---|
ELD 1 |
Comprehension of English (Receptive English) |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
ELD 2 |
Self-Expression in English (Expressive English) |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
ELD 3 |
Understanding and Response to English Literacy Activities |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
ELD 4 |
Symbol, Letter, and Print Knowledge in English |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
Measure |
Measure Name |
Responding |
Exploring |
Building |
Integrating |
Not yet |
EM |
UR |
|||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Earlier |
Later |
Earlier |
Middle |
Later |
Earlier |
Middle |
Later |
Earlier |
|||||
COG 1 |
Spatial Relationships |
□ |
□ |
□ |
|
□ |
□ |
|
|
|
|
□ |
□ |
COG 2 |
Classification |
□ |
□ |
□ |
|
□ |
□ |
□ |
□ |
□ |
|
□ |
□ |
COG 3 |
Number Sense of Quantity |
□ |
□ |
□ |
|
□ |
□ |
□ |
□ |
□ |
|
□ |
□ |
COG 4 |
Number Sense of Math Operations |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
|||
COG 5 |
Measurement |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
|||
COG 6 |
Patterning |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
|||
COG 7 |
Shapes |
|
|
□ |
|
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
PD-HLTH 1 |
Perceptual-Motor Skills and Movement Concepts |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
||
PD-HLTH 2 |
Gross Locomotor Movement Skills |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
|
□ |
□ |
PD-HLTH 3 |
Gross Motor Manipulative Skills |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
||
PD-HLTH 4 |
Fine Motor Manipulative Skills |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
|
□ |
□ |
PD-HLTH 5 |
Safety |
□ |
□ |
□ |
|
□ |
□ |
□ |
□ |
□ |
|
□ |
□ |
PD-HLTH 6 |
Personal Care Routines: Hygiene |
□ |
□ |
□ |
|
□ |
□ |
□ |
□ |
□ |
|
□ |
□ |
PD-HLTH 7 |
Personal Care Routines: Feeding |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
|||
PD-HLTH 8 |
Personal Care Routines: Dressing |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
|||
PD-HLTH 9 |
Active Physical Play |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
|||
PD-HLTH 10 |
Nutrition |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
□ |
Back to top | Table of Contents
DRDP (2015) – An Early Childhood Developmental Continuum
Measures at-a-Glance
Preschool Fundamental View
Domain Name |
Domain Abbreviation |
Number within Domain |
Measure Name |
Approaches to Learning –Self-Regulation |
ATL-REG |
1 |
Attention Maintenance |
2 |
Self-Comforting |
||
3 |
Imitation |
||
4 |
Curiosity and Initiative in Learning |
||
5 |
Self-Control of Feelings and Behavior |
||
6 |
Engagement and Persistence |
||
7 |
Shared Use of Space and Materials |
||
Social and Emotional Development |
SED |
1 |
Identity of Self in Relation to Others |
2 |
Social and Emotional Understanding |
||
3 |
Relationships and Social Interactions with Familiar Adults |
||
4 |
Relationships and Social Interactions with Peers |
||
5 |
Symbolic and Sociodramatic Play |
||
Language and Literacy Development |
LLD |
1 |
Understanding of Language (Receptive) |
2 |
Responsiveness to Language |
||
3 |
Communication and Use of Language (Expressive) |
||
4 |
Reciprocal Communication and Conversation |
||
5 |
Interest in Literacy |
||
6 |
Comprehension of Age-Appropriate Text |
||
7 |
Concepts About Print |
||
8 |
Phonological Awareness |
||
9 |
Letter and Word Knowledge |
||
10 |
Emergent Writing |
||
English Language Development |
ELD |
1 |
Comprehension of English (Receptive English) |
2 |
Self-Expression in English (Expressive English) |
||
3 |
Understanding and Response to English Literacy Activities |
||
4 |
Symbol, Letter, and Print Knowledge in English |
||
Cognition, Including Math and Science |
COG |
1 |
Spatial Relationships |
2 |
Classification |
||
3 |
Number Sense of Quantity |
||
4 |
Number Sense of Math Operations |
||
5 |
Measurement |
||
6 |
Patterning |
||
7 |
Shapes |
||
Physical Development –Health |
PD-HLTH |
1 |
Perceptual-Motor Skills and Movement Concepts |
2 |
Gross Locomotor Movement Skills |
||
3 |
Gross Motor Manipulative Skills |
||
4 |
Fine Motor Manipulative Skills |
||
5 |
Safety |
||
6 |
Personal Care Routines: Hygiene |
||
7 |
Personal Care Routines: Feeding |
||
8 |
Personal Care Routines: Dressing |
||
9 |
Active Physical Play |
||
10 |
Nutrition |
Back to top | Table of Contents
DRDP (2015) – An Early Childhood Developmental Continuum
Measures at-a-Glance
Preschool Comprehensive View
Domain Name |
Domain Abbreviation |
Number within Domain |
Measure Name |
Approaches to Learning –Self-Regulation |
ATL-REG |
1 |
Attention Maintenance |
2 |
Self-Comforting |
||
3 |
Imitation |
||
4 |
Curiosity and Initiative in Learning |
||
5 |
Self-Control of Feelings and Behavior |
||
6 |
Engagement and Persistence |
||
7 |
Shared Use of Space and Materials |
||
Social and Emotional Development |
SED |
1 |
Identity of Self in Relation to Others |
2 |
Social and Emotional Understanding |
||
3 |
Relationships and Social Interactions with Familiar Adults |
||
4 |
Relationships and Social Interactions with Peers |
||
5 |
Symbolic and Sociodramatic Play |
||
Language and Literacy Development |
LLD |
1 |
Understanding of Language (Receptive) |
2 |
Responsiveness to Language |
||
3 |
Communication and Use of Language (Expressive) |
||
4 |
Reciprocal Communication and Conversation |
||
5 |
Interest in Literacy |
||
6 |
Comprehension of Age-Appropriate Text |
||
7 |
Concepts About Print |
||
8 |
Phonological Awareness |
||
9 |
Letter and Word Knowledge |
||
10 |
Emergent Writing |
||
English Language Development |
ELD |
1 |
Comprehension of English (Receptive English) |
2 |
Self-Expression in English (Expressive English) |
||
3 |
Understanding and Response to English Literacy Activities |
||
4 |
Symbol, Letter, and Print Knowledge in English |
||
Cognition, Including Math and Science |
COG |
1 |
Spatial Relationships |
2 |
Classification |
||
3 |
Number Sense of Quantity |
||
4 |
Number Sense of Math Operations |
||
5 |
Measurement |
||
6 |
Patterning |
||
7 |
Shapes |
||
8 |
Cause and Effect |
||
9 |
Inquiry Through Observation and Investigation |
||
10 |
Documentation and Communication of Inquiry |
||
11 |
Knowledge of the Natural World |
||
Physical Development –Health |
PD-HLTH |
1 |
Perceptual-Motor Skills and Movement Concepts |
2 |
Gross Locomotor Movement Skills |
||
3 |
Gross Motor Manipulative Skills |
||
4 |
Fine Motor Manipulative Skills |
||
5 |
Safety |
||
6 |
Personal Care Routines: Hygiene |
||
7 |
Personal Care Routines: Feeding |
||
8 |
Personal Care Routines: Dressing |
||
9 |
Active Physical Play |
||
10 |
Nutrition |
||
History–Social Science
|
HSS |
1 |
Sense of Time |
2 |
Sense of Place |
||
3 |
Ecology |
||
4 |
Conflict Negotiation |
||
5 |
Responsible Conduct as a Group Member |
||
Visual and Performing Arts |
VPA |
1 |
Visual Art |
2 |
Music |
||
3 |
Drama |
||
4 |
Dance |
Back to top | Table of Contents
Linked List of Measures
ATL-REG 1: Attention Maintenance | ATL-REG 2: Self-Comforting | ATL-REG 3: Imitation | ATL-REG 4: Curiosity and Initiative in Learning | ATL-REG 5: Self-Control of Feelings and Behavior | ATL-REG 6: Engagement and Persistence | ATL-REG 7: Shared Use of Space and Materials
SED 1: Identity of Self in Relation to Others | SED 2: Social and Emotional Understanding | SED 3: Relationships and Social Interactions with Familiar Adults | SED 4: Relationships and Social Interactions with Peers | SED 5: Symbolic and Sociodramatic Play
LLD 1: Understanding of Language (Receptive) | LLD 2: Responsiveness to Language | LLD 3: Communication and Use of Language (Expressive) | LLD 4: Reciprocal Communication and Conversation | LLD 5: Interest in Literacy | LLD 6: Comprehension of Age-Appropriate Text | LLD 7: Concepts About Print | LLD 8: Phonological Awareness | LLD 9: Letter and Word Knowledge | LLD 10: Emergent Writing
ELD 1: Comprehension of English (Receptive English) | ELD 2: Self-Expression in English (Expressive English) | ELD 3: Understanding and Response to English Literacy Activities | ELD 4: Symbol, Letter, and Print Knowledge in English
COG 1: Spatial Relationships | COG 2: Classification | COG 3: Number Sense of Quantity | COG 4: Number Sense of Math Operations | COG 5: Measurement | COG 6: Patterning | COG 7: Shapes
PD-HLTH 1: Perceptual-Motor Skills and Movement Concepts | PD-HLTH 2: Gross Locomotor Movement Skills | PD-HLTH 3: Gross Motor Manipulative Skills | PD-HLTH 4: Fine Motor Manipulative Skills | PD-HLTH 5: Safety | PD-HLTH 6: Personal Care Routines: Hygiene | PD-HLTH 7: Personal Care Routines: Feeding | PD-HLTH 8: Personal Care Routines: Dressing | PD-HLTH 9: Active Physical Play | PD-HLTH 10: Nutrition
Developmental Domain: ATL–REG – Approaches to Learning–Self–Regulation
ATL-REG 1: Attention Maintenance
Child develops the capacity to pay attention to people, things, or the environment when interacting with others or exploring play materials
Conditional Measure
□ Measure not rated: the child's development is beyond the latest developmental level. (Required for children with IEPs)
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | ||||
---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Later □ |
Earlier □ |
Middle | Later | Earlier |
Attends or responds briefly to people,things, or sounds |
Shifts attention frequently from one person or thing to another |
Maintains attention, on own or with adult support, during brief activities |
Maintains attention, with adult support, during activities that last for extended periods of time |
Maintains attention on own during activities that last for extended periods of time |
There are no later levels for this measure |
|
|
Possible Examples | |||||||
|
|
|
|
|
|
|
|
□ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
|||||||
ATL-REG1 |
Attention Maintenance |
ATL-REG1 |
Back to top | List of Measures
Developmental Domain: ATL–REG – Approaches to Learning–Self–Regulation
ATL-REG 2: Self-Comforting
Child develops the capacity to comfort or soothe self in response to distress from internal or external stimulation
Conditional Measure
□ Measure not rated: the child's development is beyond the latest developmental level. (Required for children with IEPs)
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | ||||
---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Later □ |
Earlier □ |
Middle | Later | Earlier |
Responds to internal or external stimulation in basic ways |
Engages in behaviors that have previously worked to soothe self |
Comforts self by seeking a familiar adult or a special thing |
Comforts self in different ways, based on the situation |
Anticipates need for comfort and prepares self by asking questions, getting a special thing, or in other ways |
There are no later levels for this measure |
|
|
Possible Examples | |||||||
|
|
|
|
|
|
|
|
□ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
|||||||
ATL-REG2 |
Self-Comforting |
ATL-REG2 |
Back to top | List of Measures
Developmental Domain: ATL–REG – Approaches to Learning–Self–Regulation
ATL-REG 3: Imitation
Child mirrors, repeats, and practices the actions or words of others in increasingly complex ways
Conditional Measure
□ Measure not rated: the child's development is beyond the latest developmental level. (Required for children with IEPs)
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | ||||
---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Later □ |
Earlier □ |
Middle | Later | Earlier |
Responds to facial expressions or vocalizations in basic ways |
Imitates approximations of single simple actions or sounds when interacting with others |
Imitates actions, or Repeats familiar words or gestures by others when interacting with them |
Imitates a few actions, or Repeats familiar actions or words experienced at an earlier time |
Imitates multiple steps of others’ actions, or Repeats phrases, experienced at an earlier time |
There are no later levels for this measure |
|
|
Possible Examples | |||||||
|
|
|
|
|
|
|
|
□ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
|||||||
ATL-REG3 |
Imitation |
ATL-REG3 |
Back to top | List of Measures
Developmental Domain: ATL–REG – Approaches to Learning–Self–Regulation
ATL-REG 4: Curiosity and Initiative in Learning
Child explores the environment in increasingly focused ways to learn about people, things, materials, and events
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | ||||
---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
Responds to people, things, or sounds |
Notices new or unexpected characteristics or actions of people or things |
Explores people or things in the immediate environment |
Explores new ways to use familiar things, including simple trial and error |
Explores through simple observations, or manipulations, or asking simple questions |
Explores by engaging in specific observations, manipulations, or by asking specific questions |
Carries out simple investigations using familiar strategies, tools, or sources of information |
Carries out multi-step investigations, using a variety of strategies, tools, or sources of information |
Possible Examples | |||||||
|
|
|
|
|
|
|
|
□ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
|||||||
ATL-REG4 |
Curiosity and Initiative in Learning |
ATL-REG4 |
Back to top | List of Measures
Developmental Domain: ATL–REG – Approaches to Learning–Self–Regulation
ATL-REG 5: Self-Control of Feelings and Behavior
Child increasingly develops strategies for regulating feelings and behavior, becoming less reliant on adult guidance over time
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | ||||
---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
Calms when comforted by an adult |
Seeks a familiar adult when distressed, and responds when physically comforted by a familiar adult |
Calms self when a familiar adult initiates contact, moves close, or offers a special thing |
Relies on communication or guidance from a familiar adult to regulate emotional or behavioral reactions in moderately stressful situations |
Demonstrates capacity to regulate emotional or behavioral reactions in some moderately stressful situations, occasionally needing adult support |
Expresses strong feelings through constructive forms of communication, seeking the assistance of familiar adults when needed |
Uses simple strategies (e.g., leaving a difficult situation, offering an alternative toy to a friend) to regulate own feelings or behaviors |
Uses socially appropriate strategies (e.g., negotiation, compromise, verbal reminders to self) to regulate own feelings or behaviors |
Possible Examples | |||||||
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□ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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ATL-REG5 |
Self-Control of Feelings and Behavior |
ATL-REG5 |
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Developmental Domain: ATL–REG – Approaches to Learning–Self–Regulation
ATL-REG 6: Engagement and Persistence
Child increasingly persists in understanding or mastering activities, even if they are challenging or difficult
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | ||||
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Earlier □ |
Later □ |
Earlier □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
There are no earlier levels for this measure |
Participates in a simple activity briefly |
Selects activities, but switches quickly from one to another, even with adult support to help focus on one activity |
Continues self-selected activities with adult support, even though interest briefly shifts to other activities |
Continues self-selected activities on own, seeking adult support to work through challenges |
Works through challenges on own while engaged in self-selected activities |
Returns to activities, including challenging ones, on multiple occasions to practice a skill or to complete the activity |
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Possible Examples | |||||||
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□ Child is not yet at the earliest developmental level on this measure □ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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ATL-REG6 |
Engagement and Persistence |
ATL-REG6 |
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Developmental Domain: ATL–REG – Approaches to Learning–Self–Regulation
ATL-REG 7: Shared Use of Space and Materials
Child develops the capacity to share the use of space and materials with others
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | ||||
---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
There are no earlier levels for this measure |
Demonstrates preferences for a few specific toys or materials |
Takes and plays with materials of interest, even when they are being used by another child |
Shows awareness that other children might want to use materials, by taking action to control the materials |
Maintains control of some preferred materials, allowing others to use the rest, but will need adult support to share preferred materials with other children |
Follows expectations or procedures for sharing, most of the time, without adult prompting |
Offers to share space or materials with others in the absence of explicit expectations for sharing |
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Possible Examples | |||||||
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□ Child is not yet at the earliest developmental level on this measure □ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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ATL-REG7 |
Shared Use of Space and Materials |
ATL-REG7 |
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Developmental Domain: SED — Social and Emotional Development
SED 1: Identity of Self in Relation to Others
Child shows increasing awareness of self as distinct from and also related to others
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | ||||
---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
Responds in basic ways to others |
Uses senses to explore self and others |
Recognizes self and familiar people |
Communicates own name and names of familiar people (e.g., "dada," "mama," "grandma," or sibling's name) |
Expresses simple ideas about self and connection to others |
Describes self or others based on physical characteristics |
Describes own preferences or feelings; and Describes the feelings or desires of family members, friends, or other familiar people |
Compares own preferences or feelings to those of others |
Possible Examples | |||||||
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□ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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SED 1 |
Identity of Self in Relation to Others |
SED 1 |
Back to top | List of Measures
Developmental Domain: SED — Social and Emotional Development
SED 2: Social and Emotional Understanding
Child shows developing understanding of people's behaviors, feelings, thoughts, and individual characteristics
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | ||||
---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
Responds to faces, voices, or actions of other people |
Shows awareness of what to expect from familiar people by responding to or anticipating their actions |
Adjusts behavior in response to emotional expressions of familiar people, especially in novel or uncertain situations |
Adjusts behavior in response to emotional expressions of people who are less familiar |
Identifies own or others' feelings |
Communicates, with adult assistance, about feelings that caused own behavior or others' behavior |
Communicates ideas about why one has a feeling or what will happen as a result of a feeling |
Communicates ideas about how own or another's personality affects how one thinks, feels, and acts |
Possible Examples | |||||||
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□ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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SED 2 |
Social and Emotional Understanding |
SED 2 |
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Developmental Domain: SED — Social and Emotional Development
SED 3: Relationships and Social Interactions with Familiar Adults
Child shows increasing awareness of self as distinct from and also related to others
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | ||||
---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
Responds to faces, voices, or actions of familiar people |
Shows a preference for familiar adults and tries to interact with them |
Interacts in simple ways with familiar adults and tries to maintain the interactions |
Initiates activities with familiar adults; and Seeks out assistance or support from familiar adults |
Engages in extended interactions with familiar adults in a variety of situations (e.g., sharing ideas or experiences, solving simple problems) |
Seeks a familiar adult's ideas or explanations about events or experiences that are interesting to the child |
Takes initiative in creating cooperative activities with a familiar adult |
Works cooperatively with familiar adults, over sustained periods, to plan and carry out activities or to solve problems |
Possible Examples | |||||||
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□ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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SED 3 |
Relationships and Social Interactions with Familiar Adults |
SED 3 |
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Developmental Domain: SED — Social and Emotional Development
SED 4: Relationships and Social Interactions with Peers
Child becomes increasingly competent and cooperative in interactions with peers and develops friendships with several peers
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | ||||
---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
Shows awareness of other people, including children |
Shows interest in other children |
Plays alongside other children, rarely interacting with them |
Interacts in simple ways with familiar peers as they play side by side |
Participates in brief episodes of cooperative play with one or two peers, especially those with whom child regularly plays |
Participates in extended episodes of cooperative play (including pretend play) with one or two friends |
Initiates sustained episodes of cooperative play (including pretend play), particularly with friends |
Organizes or participates in planning cooperative play activities with several peers, particularly with friends |
Possible Examples | |||||||
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□ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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SED 4 |
Relationships and Social Interactions with Peers |
SED 4 |
Back to top | List of Measures
Developmental Domain: SED — Social and Emotional Development
SED 5: Symbolic and Sociodramatic Play
Child develops the capacity to use objects to represent other objects or ideas and to engage in symbolic play with others
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | ||||
---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
Responds to people or objects in basic ways |
Explores people and objects in a variety of ways |
Uses or combines objects in functional or meaningful ways |
Pretends that an object represents another object or serves a different purpose |
Engages in pretend play sequences |
Engages in pretend play with others around a shared idea |
Engages in roles in pretend-play sequences with others |
Engages in pretend play sequences with others by organizing and negotiating roles or rules around a shared elaborated idea |
Possible Examples | |||||||
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□ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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SED 5 |
Symbolic and Sociodramatic Play |
SED 5 |
Back to top | List of Measures
Developmental Domain: LLD — Language and Literacy Development
LLD 1: Understanding of Language (Receptive)
Child understands increasingly complex communication and language
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | ||||||
---|---|---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
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Responds to voices, sounds, gestures, or facial expressions in basic ways |
Responds to voices, gestures, or facial expressions in a variety of ways (e.g., gaze aversion, vocalization, movements) |
Recognizes a few frequently used words or gestures in familiar situations |
Shows understanding of a variety of single words |
Shows understanding of frequently used simple phrases or sentences |
Shows understanding of a wide variety of phrases or sentences |
Shows understanding of some complex vocabulary, phrases, or sentences as used in conversations, stories, or learning activities |
Shows understanding of language that refers to abstract concepts, including imaginary events |
Shows understanding of a series of complex statements that explain how or why things happen |
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Possible Examples | |||||||||
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□ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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LLD 1 |
Understanding of Language (Receptive) |
LLD 1 |
Back to top | List of Measures
Developmental Domain: LLD — Language and Literacy Development
LLD 2: Responsiveness to Language
Child communicates or acts in response to language and responds to increasingly complex language
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | ||||
---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
Responds to voices, sounds, gestures, or facial expressions in basic ways |
Responds to voices, gestures, or facial expressions in a variety of ways (e.g., eye gaze, gaze aversion, vocalization, movements) |
Responds to a few frequently used words or gestures in familiar situations |
Responds to simple comments that relate to a present situation |
Responds to one-step requests or questions that involve a familiar activity or routine |
Carries out a one-step request that relates to a new or an unfamiliar activity or situation |
Carries out multi-step requests that involve a familiar activity or situation |
Carries out multi-step requests that involve a new or unfamiliar activity or situation |
Possible Examples | |||||||
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□ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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LLD 2 |
Responsiveness to Language |
LLD 2 |
Back to top | List of Measures
Developmental Domain: LLD — Language and Literacy Development
LLD 3: Communication and Use of Language (Expressive)
Child's communication develops from nonverbal communication to using language with increasingly complex words and sentences
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | ||||||
---|---|---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
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Makes sounds spontaneously |
Uses sounds, gestures, or facial expressions to communicate |
Uses a few "first words," word-like sounds, or gestures to communicate |
Uses a variety of single words to communicate |
Uses two words together to communicate |
Uses short phrases or sentences of more than two words to communicate |
Uses short sentences that contain nouns, verbs, and other words, such as adjectives and recently encountered vocabulary, to communicate |
Uses phrases and sentences with a variety of word forms, including past tense, future tense, plurals, pronouns, or possessives, to communicate, sometimes with errors |
Combines phrases and sentences with a variety of word forms to communicate ideas or to describe people, objects, or events |
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Possible Examples | |||||||||
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□ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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LLD 3 |
Communication and Use of Language (Expressive) |
LLD 3 |
Back to top | List of Measures
Developmental Domain: LLD — Language and Literacy Development
LLD 4: Reciprocal Communication and Conversation
Child engages in back–and–forth communication that develops into increasingly extended conversations *
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | ||||||
---|---|---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
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Responds to sounds or movements of others in basic ways |
Responds to or seeks contact with familiar adults, using vocalizations, gestures, or facial expressions during interactions |
Engages in brief back-and-forth communication with a familiar adult, using word approximations, vocalizations, gestures, or facial expressions |
Engages in brief back-and-forth communication with a familiar adult, using simple words or conventional gestures to communicate meaning |
Engages in brief back-and-forth communication, combining words to communicate meaning |
Engages in brief back-and-forth communication, using short phrases and sentences |
Engages in brief conversations with a shared focus |
Engages in conversations with a shared focus, contributing clarifying comments or building on the other person's ideas |
Engages in extended focused conversations that involve reasoning, predicting, problem solving, or understanding ideas |
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Possible Examples | |||||||||
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* Conversations can include communication using sign language or alternative communication systems. |
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□ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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LLD 4 |
Reciprocal Communication and Conversation |
LLD 4 |
Back to top | List of Measures
Developmental Domain: LLD — Language and Literacy Development
LLD 5: Interest in Literacy
Child shows interest in books, songs, rhymes, stories, and other literacy activities in increasingly complex ways
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | ||||
---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
Attends or responds to people or things in basic ways |
Plays with books; and Responds to other literacy activities |
Attends briefly to a familiar adult reading books, singing songs, or saying rhymes |
Looks at books on own briefly, or Chooses to join reading, singing, or rhyming activities led by an adult |
Looks at books page by page, or Participates, from beginning to end, in listening to stories, singing songs, or playing rhyming games, when supported by an adult |
Initiates looking at and talking about books, listening to and talking about stories, singing songs, or playing rhyming games |
Extends literacy activities by retelling a story, drawing pictures about a story, or acting out a story |
Initiates literacy activities that relate to classroom experiences as well as to own experiences or interests |
Possible Examples | |||||||
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□ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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LLD 5 |
Interest in Literacy |
LLD 5 |
Back to top | List of Measures
Developmental Domain: LLD — Language and Literacy Development
LLD 6: Comprehension of Age-Appropriate Text
Child develops capacity to understand details and ideas from age-appropriate text presented by adults
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | |||||||
---|---|---|---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
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There are no earlier levels for this measure |
Shows interest when attending to books, pictures, or print materials, with an adult |
Provides simple one- or two-word responses to questions when attending to books or other materials that include text, with an adult |
Makes comments or asks questions about text presented in books or the environment |
Demonstrates knowledge of main characters, events, or ideas in familiar narrative or informational text |
Demonstrates knowledge and understanding of details in narrative or informational text that includes order of events or cause and effect |
Demonstrates understanding of both narrative and informational text by summarizing, comparing, or making inferences about people, objects, or events |
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Possible Examples | ||||||||||
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□ Child is not yet at the earliest developmental level on this measure □ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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LLD 6 |
Comprehension of Age-Appropriate Text |
LLD 6 |
Back to top | List of Measures
Developmental Domain: LLD — Language and Literacy Development
LLD 7: Concepts About Print
Child shows an increasing understanding of the conventions and physical organization of print material and that print carries meaning*
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | ||||||
---|---|---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
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There are no earlier levels for this measure |
Explores books |
Engages with print materials while being read to by an adult |
Demonstrates awareness of the way books are handled |
Demonstrates understanding that print and symbols carry meaning |
Demonstrates understanding of how to follow print on a page of text |
Demonstrates understanding that print is organized into units, such as letters, sounds, and words |
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Possible Examples | |||||||||
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* Children who are familiar with print in languages other than English may demonstrate differences in how they approach print materials. Some languages (e.g., English, Spanish, Tagalog, Vietnamese) are written from left to right within a horizontal line of print and from top to bottom in books and other print media. Other languages (e.g., Arabic, Hebrew) are written from right to left within a horizontal line of print and from top to bottom in books and other print media. |
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□ Child is not yet at the earliest developmental level on this measure □ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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LLD 7 |
Concepts About Print |
LLD 7 |
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Developmental Domain: LLD — Language and Literacy Development
LLD 8: Phonological Awareness
Child shows increasing awareness of the sounds (elements) that make up language, including the ability to manipulate them in language*
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | |||||
---|---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
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There are no earlier levels for this measure |
Attends to sounds or elements of language |
Demonstrates awareness of variations in sounds |
Engages actively in play with sounds in words or rhymes, or Sings simple songs, or Repeats simple nursery rhymes |
Demonstrates awareness of larger units of language (e.g., words, syllables) |
Blends larger units of language (e.g., compound words and syllables) with or without the support of pictures or objects; and Segments larger units of language (e.g., compound words and syllables) with or without the support of pictures or objects |
Blends smaller units of language (e.g., onsets and rimes), with or without the support of pictures or objects; and Segments smaller units of language (e.g., onsets and rimes), with or without the support of pictures or objects |
Possible Examples | ||||||||
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* Children who are deaf and learning American Sign Language will attend to elements of language (hand shapes and movements) in the early levels of learning, but eventually will be able to use finger spelling in relation to learning about sounds. For a child who is hard of hearing, has a cochlear implant, or is using cued speech, the sequence may or may not be similar to that of a hearing child. |
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□ Child is not yet at the earliest developmental level on this measure □ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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LLD 8 |
Phonological Awareness |
LLD 8 |
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Developmental Domain: LLD — Language and Literacy Development
LLD 9: Letter and Word Knowledge
Child shows increasing awareness of letters in the environment and their relationship to sound, including understanding that letters make up words
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | ||||||
---|---|---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
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There are no earlier levels for this measure |
Demonstrates awareness that pictures represent people or things |
Demonstrates awareness of a few common simple symbols in the environment |
Demonstrates awareness of a few letters in the environment |
Identifies some letters by name |
Identifies ten or more letters (not necessarily at the same time); and Shows understanding that letters make up words |
Identifies most uppercase letters; and Identifies most lowercase letters; and Shows understanding to a sound in words |
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Possible Examples | |||||||||
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□ Child is not yet at the earliest developmental level on this measure □ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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LLD 9 |
Letter and Word Knowledge |
LLD 9 |
Back to top | List of Measures
Developmental Domain: LLD — Language and Literacy Development
LLD 10: Emergent Writing
Child shows increasing ability to write using scribbles, marks, drawings, letters, characters, or words to represent meaning*
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | ||||||
---|---|---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
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There are no earlier levels for this measure |
Makes marks on paper |
Makes scribble marks |
Makes scribble marks or simple drawings that represent people, things, or events |
Makes marks to represent own name or words |
Uses letters or clearly recognizable approximations of letters to write own name |
Writes several words or a few simple phrases, or clearly recognizable approximations |
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Possible Examples | |||||||||
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□ Child is not yet at the earliest developmental level on this measure □ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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LLD 10 |
Emergent Writing |
LLD 10 |
Back to top | List of Measures
Developmental Domain: ELD — English—Language Development
ELD 1: Comprehension of English (Receptive English)
Child understands increasingly complex communication and language
Conditional Measure
□ Measure not rated: English is the only language spoken in this child's home.
Mark the latest developmental level the child has mastered:
Discovering Language □ |
Discovering English □ |
Exploring English □ |
Developing English □ |
Building English □ |
Integrating English □ |
---|---|---|---|---|---|
Recognizes a few frequently used words or gestures in the home language and culture in familiar situations |
Shows understanding of words and phrases in conversations, stories, and interactions in home language (may show little understanding of common words and phrases in English) |
Attends to interactions in English and sometimes participates in activities conducted in English; and Shows understanding of a few common English words in familiar contexts or routines |
Shows understanding of some common words and phrases in English during interactions and activities conducted in English, occasionally with support of home language, nonverbal cues, or both |
Shows understanding of many words, phrases, and concepts in English during interactions and activities conducted in English, occasionally with support of home language, nonverbal cues, or both |
Shows understanding of most information and concepts communicated in English for both instructional and social purposes |
Possible Examples | |||||
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□ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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ELD 1 |
Comprehension of English (Receptive English) |
ELD 1 |
Back to top | List of Measures
Developmental Domain: ELD — English—Language Development
ELD 2: Self-Expression in English (Expressive English)
Child shows increasing progress toward fluency in speaking English
Conditional Measure
□ Measure not rated: English is the only language spoken in this child's home.
Mark the latest developmental level the child has mastered:
Discovering Language □ |
Discovering English □ |
Exploring English □ |
Developing English □ |
Building English □ |
Integrating English □ |
---|---|---|---|---|---|
Uses a few "first words" or word-like sounds or gestures to communicate in home language |
Communicates in home language or nonverbally, or both |
Communicates most competently in home language, occasionally using single words or short memorized sequences of words in English |
Communicates in English, using single words and common phrases (may mix English with home language)/strong> |
Communicates in English, using sentences that may be incomplete (may contain grammatical errors and may mix English with home language) |
Communicates in English, often using complete sentences, about a variety of social and instructional concepts and topics (may contain grammatical errors and may mix English with home language) |
Possible Examples | |||||
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□ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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ELD 2 |
Self-Expression in English (Expressive English) |
ELD 2 |
Back to top | List of Measures
Developmental Domain: ELD — English—Language Development
ELD 3: Understanding and Response to English Literacy Activities
Child shows an increasing understanding of and response to books, stories, songs, and poems presented in English
Conditional Measure
□ Measure not rated: English is the only language spoken in this child's home.
Mark the latest developmental level the child has mastered:
Discovering Language □ |
Discovering English □ |
Exploring English □ |
Developing English □ |
Building English □ |
Integrating English □ |
---|---|---|---|---|---|
Attends briefly to a familiar adult looking at books, singing songs, or saying rhymes in home language |
Participates in literacy activities in home language; and Attends to simple literacy activities in English with some support |
Uses home language, gestures, or single words in English to show understanding of literacy activities in English |
Uses frequently used words and short phrases in English to communicate understanding about a book, story, song, or poem told, read, or sung in English (often uses actions; may mix English with home language) |
Uses a variety of words and phrases in English to communicate understanding about key ideas of a book, story, song, or poem told, read, or sung in English (sometimes uses actions; may mix English with home language) |
Uses elaborated English phrases with a variety of vocabulary and grammatical structures to communicate understanding of the content of a book, story, song, or poem (may mix English with home language) |
Possible Examples | |||||
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□ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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ELD 3 |
Understanding and Response to English Literacy Activities |
ELD 3 |
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Developmental Domain: ELD — English—Language Development
ELD 4: Symbol, Letter, and Print Knowledge in English
Child shows an increasing understanding that print in English carries meaning
Conditional Measure
□ Measure not rated: English is the only language spoken in this child's home.
Mark the latest developmental level the child has mastered:
Discovering Language □ |
Discovering English □ |
Exploring English □ |
Developing English □ |
Building English □ |
Integrating English □ |
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Demonstrates awareness that pictures or objects can represent people or things |
Demonstrates awareness that symbols carry meaning or that print in home language carries meaning |
Demonstrates awareness that print in English carries meaning |
Demonstrates understanding that English print consists of distinct letters with names in English |
Identifies several English letters; and Recognizes own name in English print |
Identifies at least ten English letters; and Identifies a few printed words frequently used in English |
Possible Examples | |||||
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□ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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ELD 4 |
Symbol, Letter, and Print Knowledge in English |
ELD 4 |
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Developmental Domain: COG — Cognition, Including Math and Science
COG 1: Spatial Relationships
Child understands increasingly complex communication and language
Conditional Measure
□ Measure not rated: the child's development is beyond the latest developmental level. (Required for children with IEPs)
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | ||||
---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Later □ |
Earlier □ |
Middle | Later | Earlier |
Moves body parts in basic ways |
Attends or responds as objects, people, or own body move through space |
Explores how self or objects fit in or fill up different spaces |
Explores spatial relationships (e.g., distance, position, direction), or movement of self or objects through space, trying a variety of possibilities |
Takes into account spatial relationships (e.g., distance, position, direction) and physical properties (e.g., size, shape) when exploring possibilities of fitting objects together or moving through space |
There are no later levels for this measure |
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Possible Examples | |||||||
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□ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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COG 1 |
Attention Maintenance |
COG 1 |
Back to top | List of Measures
Developmental Domain: COG — Cognition, Including Math and Science
COG 2: Classification
Child shows an increasing ability to compare, match, and sort objects into groups according to their attributes
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | ||||
---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
Attends to people, objects, or events |
Interacts differently with familiar people and objects than with unfamiliar people and objects |
Associates a person or object with another person or object, based on a similarity or relationship between them |
Selects some objects that are similar from a collection of objects |
Sorts objects into two groups based on one attribute, but not always accurately |
Sorts objects accurately into two or more groups based on one attribute |
Sorts objects into two or more groups based on one attribute, then puts all the objects together and re-sorts the entire collection into new groups |
Sorts objects into groups based on at least two attributes, sometimes sorting by one attribute and then subdividing those groups based on a second attribute |
Possible Examples | |||||||
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□ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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COG 2 |
Classification |
COG 2 |
Back to top | List of Measures
Developmental Domain: COG — Cognition, Including Math and Science
COG 3: Number Sense of Quantity
Child shows developing understanding of number and quantity
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | ||||
---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
Responds to people or objects in basic ways |
Responds to changes in the number of objects observed or interacted with |
Demonstrates awareness of quantity |
Uses number names, but not always correctly, in situations related to number or quantity |
Identifies small quantities without counting, up to three |
Counts up to five objects using one-to-one correspondence; and Recites numbers in order, one through ten |
Shows understanding that the last number counted is the total number of objects in the group |
Solves simple everyday problems involving numbers by counting up to 10 objects using one-to-one correspondence; and Recites numbers correctly, up to 20 |
Possible Examples | |||||||
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□ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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COG 3 |
Number Sense of Quantity |
COG 3 |
Back to top | List of Measures
Developmental Domain: COG — Cognition, Including Math and Science
COG 4: Number Sense of Math Operations
Child shows increasing ability to add and subtract small quantities of objects
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | ||||
---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
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There are no earlier levels for this measure |
Demonstrates awareness of quantity |
Manipulates objects and explores the change in the number in a group |
Demonstrates understanding that adding objects to a group makes more or that taking away objects makes fewer or less |
Identifies the new number of objects after one object is added to or removed from a set of two or three objects |
Uses counting to add or subtract one or two objects to or from a group of at least four objects |
Solves simple addition or subtraction word problems by using fingers or objects to represent numbers or by mental calculation |
Possible Examples | |||||||
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□ Child is not yet at the earliest developmental level on this measure □ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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COG 4 |
Number Sense of Math Operations |
COG 4 |
Back to top | List of Measures
Developmental Domain: COG — Cognition, Including Math and Science
COG 5: Measurement
Child shows an increasing understanding of measurable properties such as size, length, weight, and capacity (volume), and how to quantify those properties
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | ||||
---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
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There are no earlier levels for this measure |
Demonstrates awareness that objects differ by properties (e.g., size, length, weight, or capacity) |
Explores how objects differ by properties (e.g., size, length, weight, capacity) |
Shows understanding of some measurable properties (e.g., size, length, weight, capacity) or uses words (e.g., "big," "heavy") to describe some measurable properties |
Identifies differences in size, length, weight, or capacity between two objects, using comparative words (e.g., "bigger," "smaller") or showing understanding of comparative words |
Orders three or more objects by directly comparing them using a measurable property (e.g., size, length, weight, capacity) |
Explores the properties of objects (e.g., size, length, weight, capacity) through either the use of measurement tools with standard units (e.g., ruler, scale) or the use of nonstandard units (e.g., footsteps, blocks) |
Possible Examples | |||||||
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□ Child is not yet at the earliest developmental level on this measure □ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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COG 5 |
Measurement |
COG 5 |
Back to top | List of Measures
Developmental Domain: COG — Cognition, Including Math and Science
COG 6: Patterning
Child shows an increasing ability to recognize, reproduce, and create patterns of varying complexity
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | ||||
---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
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There are no earlier levels for this measure |
Notices and responds to simple repeating sequences |
Participates in some parts of simple repeating sequences in language, movement, music, everyday routines, or interactions |
Matches simple sequences that are seen, heard, or experienced |
Attempts to create simple repeating patterns (with two elements) |
Extends a simple repeating pattern (with two elements) by adding one or more repetitions of an existing pattern |
Creates, copies, or extends complex patterns (with three or more elements) |
Possible Examples | |||||||
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□ Child is not yet at the earliest developmental level on this measure □ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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COG 6 |
Patterning |
COG 6 |
Back to top | List of Measures
Developmental Domain: COG — Cognition, Including Math and Science
COG 7: Shapes
Child shows an increasing knowledge of shapes and their characteristics
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | ||||
---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
There are no earlier levels for this measure |
Explores shapes of objects |
Manipulates objects based on shape |
Matches similar shapes and distinguishes them from dissimilar shapes without necessarily naming them |
Identifies or names several shapes in the environment (e.g., circles, squares, triangles) |
Recognizes shapes when they are presented in different orientations or as parts of other objects |
Describes several shapes and the differences between them |
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Possible Examples | |||||||
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□ Child is not yet at the earliest developmental level on this measure □ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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COG 7 |
Shapes |
COG 7 |
Back to top | List of Measures
Developmental Domain: PD–HLTH — Physical Development–Health
PD-HLTH 1: Perceptual-Motor Skills and Movement Concepts
Child moves body and interacts with the environment, demonstrating increasing awareness of own physical effort, body awareness, spatial awareness, and directional awareness
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | ||||
---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
Responds to sensory information or input (e.g., visual, auditory, tactile) with basic movements of body parts |
Responds to sensory information by moving body or limbs to reach for or move toward people or objects |
Uses sensory information to control body while exploring people, objects, or changes in the physical environment |
Demonstrates awareness of major body parts by exploring their movement potential |
Tries different ways to coordinate movements of large or small body parts |
Adjusts, with adult guidance, aspects of movement (e.g., effort, spatial, directional) in relation to people and objects |
Anticipates and then adjusts, on own, aspects of movement (e.g., effort, spatial, directional) in relation to people and objects in familiar spaces |
Anticipates and then adjusts aspects of movement (e.g., effort, spatial, directional) during new activities, in changed environments, or on different surfaces |
Possible Examples | |||||||
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□ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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PD-HLTH 1 |
Perceptual-Motor Skills and Movement Concepts |
PD-HLTH 1 |
Back to top | List of Measures
Developmental Domain: PD–HLTH — Physical Development–Health
PD-HLTH 2: Gross Locomotor Movement Skills
Child shows increasing proficiency in fundamental locomotor skills (e.g., rolling, crawling, cruising, walking, running, jumping, galloping)
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | |||||
---|---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
Moves in basic and often involuntary ways |
Moves two or more body parts together, often with intention |
Coordinates movements of body parts to move whole body, such as creeping, crawling, or scooting on bottom |
Coordinates movement of whole body while upright, using support |
Coordinates basic movements in an upright position without using support |
Coordinates movements, in an upright position, that momentarily move whole body off the ground |
Coordinates and controls individual locomotor movements, with some success |
Combines and coordinates two or more locomotor movements together in effective ways, with some success |
Combines a variety of locomotor movements and moves effectively across a range of activities |
Possible Examples | ||||||||
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□ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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PD-HLTH 2 |
Gross Locomotor Movement Skills |
PD-HLTH 2 |
Back to top | List of Measures
Developmental Domain: PD–HLTH — Physical Development–Health
PD-HLTH 3: Gross Motor Manipulative Skills
Child shows increasing proficiency in gross motor manipulative skills (e.g., reaching, kicking, grasping, throwing, and catching)
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | |||||
---|---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
Moves in basic and often involuntary ways |
Uses arms, legs, or body to move toward or reach for people or objects |
Uses arms, legs, or body to engage in simple, repeated actions on objects |
Uses arms, legs, or body in various ways to manipulate objects, while in positions such as sitting, moving on all fours, or upright, using support |
Manipulates objects, using one or more body parts, with limited stability |
Manipulates objects, using one or more body parts, with stability but limited coordination |
Uses two or more movements sequentially to manipulate objects, sometimes pausing briefly between movements |
Coordinates arms, legs, or body to manipulate objects, with connected sequential or simultaneous movements |
Applies a variety of manipulative skills, in combination with locomotor skills, in different physical activities |
Possible Examples | ||||||||
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□ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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PD-HLTH 3 |
Gross Motor Manipulative Skills |
PD-HLTH 3 |
Back to top | List of Measures
Developmental Domain: PD–HLTH — Physical Development–Health
PD-HLTH 4: Fine Motor Manipulative Skills
Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional tasks*
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | |||||
---|---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
Moves arms or hands in basic ways |
Uses arms or hands to make contact with objects in the environment |
Grasps objects with entire hand |
Grasps objects with fingers and thumb |
Explores ways to use one hand, or to use both hands doing the same movements, to manipulate objects |
Manipulates objects with one hand while stabilizing the objects with other hand or with another part of body |
Manipulates objects with both hands doing different movements |
Manipulates objects, using hands, with strength, accuracy, and coordination |
Performs, with efficiency, a variety of tasks that require precise manipulation of small objects |
Possible Examples | ||||||||
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* Children who do not have use of one or both hands may still be rated as demonstrating mastery at a level if they can accomplish the functional intent of the descriptor using other body parts, or prosthetic devices. |
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□ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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PD-HLTH 4 |
Fine Motor Manipulative Skills |
PD-HLTH 4 |
Back to top | List of Measures
Developmental Domain: PD–HLTH — Physical Development–Health
PD-HLTH 5: Safety
Child shows awareness of safety and increasingly demonstrates knowledge of safety skills when participating in daily activities*
Conditional Measure
□ Measure not rated: this measure is not used for documenting progress or planning this child's learning activities and supports. (Required for children with IEPs)
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | ||||
---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
Reacts to unpleasant stimulation or events in basic ways |
Responds to situations that make child feel unsafe |
Seeks to make contact with familiar adult |
Follows adults' guidance about basic safety practices |
Follows basic safety practices, with close adult supervision |
Follows basic safety practices on own in familiar environments, with occasional adult reminders |
Applies basic safety practices on own across different situations |
Communicates an understanding of some safety practices to others |
Possible Examples | |||||||
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* Children at the Building Later and Integrating Earlier levels still need adult supervision to carry out safety practices on their own. |
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□ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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PD-HLTH 5 |
Safety |
PD-HLTH 5 |
Back to top | List of Measures
Developmental Domain: PD–HLTH — Physical Development–Health
PD-HLTH 6: Personal Care Routines: Hygiene
Child increasingly responds to and initiates personal care routines that support hygiene
Conditional Measure
□ Measure not rated: this measure is not used for documenting progress or planning this child's learning activities and supports. (Required for children with IEPs)
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | ||||
---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
Responds in basic ways during personal care routines that involve hygiene |
Responds in ways that demonstrate awareness of a hygiene routine |
Anticipates one or two steps of a hygiene routine |
Participates in own hygiene routines, with an adult |
Carries out some steps of own hygiene routines, with specific adult guidance or demonstration |
Carries out most steps of familiar hygiene routines, with occasional reminders of when or how to do them |
Initiates and carries out most steps of familiar hygiene routines on own |
Initiates and completes familiar hygiene routines on own |
Possible Examples | |||||||
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□ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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PD-HLTH 6 |
Personal Care Routines: Hygiene |
PD-HLTH 6 |
Back to top | List of Measures
Developmental Domain: PD–HLTH — Physical Development–Health
PD-HLTH 7: Personal Care Routines: Feeding
Child responds to feeding and feeds self with increasing proficiency
Conditional Measure
□ Measure not rated: this measure is not used for documenting progress or planning this child's learning activities and supports. (Required for children with IEPs)
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | ||||
---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Later □ |
Earlier □ |
Later □ |
Earlier □ |
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Responds in basic ways during feeding |
Shows interest in participating in the process of being fed |
Feeds self some finger food items |
Feeds self some foods using a spoon and cup, sometimes needing help |
Feeds self a wide variety of foods using a spoon, fork, and an open cup |
Serves self or others by scooping or pouring from containers |
Prepares simple foods to serve to self or others |
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Possible Examples | |||||||
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* Required for children with IFSPs and IEPs. |
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□ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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PD-HLTH 7 |
Personal Care Routines: Feeding |
PD-HLTH 7 |
Back to top | List of Measures
Developmental Domain: PD–HLTH — Physical Development–Health
PD-HLTH 8: Personal Care Routines: Dressing
Child develops and refines ability to participate in and take responsibility for dressing self
Conditional Measure
□ Measure not rated: this measure is not used for documenting progress or planning this child's learning activities and supports. (Required for children with IEPs)
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | ||||
---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Later □ |
Earlier □ |
Later □ |
Earlier □ |
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Responds in basic ways during dressing |
Responds in ways that demonstrate awareness of a dressing routine |
Anticipates one or two steps of a dressing routine |
Participates with adult in dressing self |
Puts on clothing that is simple to manipulate, sometimes with adult assistance |
Dresses self, but still needs assistance with parts of clothing that are particularly challenging (e.g., buttons, fasteners, zippers) |
Dresses self, including clothing with parts that are particularly challenging (e.g., buttons, fasteners, zippers) |
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Possible Examples | |||||||
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* Required for children with IFSPs and IEPs. |
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□ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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PD-HLTH 8 |
Personal Care Routines: Dressing |
PD-HLTH 8 |
Back to top | List of Measures
Developmental Domain: PD–HLTH — Physical Development–Health
PD-HLTH 9: Active Physical Play
Child engages in physical activities with increasing endurance and intensity*
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | ||||||
---|---|---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
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There are no earlier levels for this measure |
Engages in brief instances of physical play |
Engages in active physical play for short periods of time |
Engages in active physical activities or play for moderate amounts of time |
Engages in active physical activities or play for sustained amounts of time |
Engages regularly in active physical activities or play for sustained periods of time, with occasional bursts of intensity |
Seeks to engage in active physical activities or play routinely, with increased intensity and duration |
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Possible Examples | |||||||||
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* Intensity of active physical play and amount of strength required to engage in the activity will vary greatly from child to child. When observing a child, it is important to consider the child’s capacity for engaging in vigorous active physical play, in which a child’s heart is beating faster and the child is breathing harder than is typical for the child when engaged in daily activities or routines. |
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□ Child is not yet at the earliest developmental level on this measure □ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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PD-HLTH 9 |
Active Physical Play |
PD-HLTH 9 |
Back to top | List of Measures
Developmental Domain: PD–HLTH — Physical Development–Health
PD-HLTH 10: Nutrition
Child demonstrates increasing knowledge about nutrition and healthful food choices
Conditional Measure
□ Measure not rated: this measure is not used for documenting progress or planning this child's learning activities and supports. (Required for children with IEPs)
Mark the latest developmental level the child has mastered:
Responding | Exploring | Building | Integrating | |||||
---|---|---|---|---|---|---|---|---|
Earlier □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
Middle □ |
Later □ |
Earlier □ |
There are no earlier levels for this measure |
Shows a preference for several favorite foods |
Shows interest in a variety of foods |
Recognizes or identifies a variety of foods |
Demonstrates knowledge of the characteristics of a variety of foods |
Shows awareness that some foods are more healthful than others |
Communicates simple explanations about the healthfulness of different food choices |
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Possible Examples | ||||||||
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□ Child is not yet at the earliest developmental level on this measure □ Child is emerging to the next developmental level □ Unable to rate this measure due to extended absence |
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PD-HLTH 10 |
Nutrition |
PD-HLTH 10 |
Back to top | List of Measures | Table of Contents
Glossary of Terms and Phrases Used in the DRDP (2015)
Assemblage: An artistic composition made from scraps, junk, or odds and ends.
(California Department of Education. [2011]. California Preschool Curriculum Framework, Vol. 2, p. 286. Sacramento, CA: Author.)
Appears in VPA 1: Visual Art
Investigates/Investigation: In the process of scientific inquiry, asking a question and conducting systematic observations or simple experiments to find an answer.
(California Department of Education. [2008]. Preschool Learning Foundations, Vol. 3, p. 95. Sacramento, CA: CDE Press.)
Appears in:
COG 9: Inquiry Through Observation and Investigation
COG 10: Documentation and Communication of Inquiry
Locomotor Skills: The ability to project the body into or through space.
(California Department of Education. [2010]. California Preschool Learning Foundations, Vol. 2, p. 62. Sacramento, CA: CDE Press.)
Appears in:
PD-HLTH 2: Gross Locomotor Movement Skills
PD-HLTH 3: Gross Motor Manipulative Skills
Manipulative Skills: Also known as object-control skills in which the arms, hands, legs, and feet are used to give force to an object (for example, throwing a ball) or to receive and absorb the force from an object (for example, catching a ball).
(California Department of Education. [2010]. California Preschool Learning Foundations, Vol. 2, p. 62. Sacramento, CA: CDE Press.)
Appears in PD-HLTH 3: Gross Motor Manipulative Skills
Observes / Observation: Gathering information about objects and events by using the senses of sight, smell, sound, touch, and taste and noticing specific details or phenomena that ordinarily might be overlooked.
(California Department of Education. [2008]. Preschool Learning Foundations, Vol. 3, p. 95. Sacramento, CA: CDE Press.)
Appears in:
COG 9: Inquiry Through Observation and Investigation
COG 10: Documentation and Communication of Inquiry
Onset: The first consonant or consonant cluster in a syllable (e.g., the h in the one-syllable word hat; the m and k in the two syllables in the word monkey.
(California Department of Education. [2008]. Preschool Learning Foundations, Vol. 1, p. 89. Sacramento, CA: CDE Press.)
Appears in LLD 8: Phonological Awareness
Rime: A linguistic term that refers to the portion of a syllable that starts with a vowel. In the word big, the rime unit is /ig/. In the word bring, the rime unit is /ing/.
(California Department of Education [2008]. Preschool Learning Foundations, Vol. 1, p. 89. Sacramento, CA: CDE Press.)
Appears in LLD 8: Phonological Awareness
Back to top | Table of Contents
Appendix
The following resources provide additional information for use of the DRDP (2015)
- Appendix A: Requirements of the DRDP (2015) Assessment
- Appendix B: Resources for Assessing Children who are Dual Language Learners with the DRDP (2015)
- Appendix C: Strategies for Observation and Documentation
- Appendix D: Comprehensive Definitions of Adaptations to be Used with the DRDP (2015)
- Appendix E: Resources for Working in Partnership with Families
- Appendix F: Collaboration to Complete the DRDP (2015)
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Appendix A:
Requirements of the DRDP (2015) Assessment
The DRDP (2015) will be administered in both the California Department of Education’s Early Learning and Care Division (ELCD) programs and in Special Education Division (SED) early intervention and preschool programs. This table provides information about which children are assessed; and when, how, and where to submit the results of the DRDP (2015).
For more information:
- For CDE-funded Early Education programs: www.cde.ca.gov/sp/cd/
- For CDE-funded Special Education programs: www.cde.ca.gov/sp/se/
- For ELCD Training and Technical Assistance: Desired Results for Children and Families Project at www.desiredresults.us
- For SED Training and Technical Assistance: Desired Results Access Project at www.draccess.org
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Early Learning and Care Division (ELCD) Programs |
Special Education Division (SED) Programs |
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DRDP (2015) Views as of August 1, 2018 |
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Which children are assessed |
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When children are assessed |
Child assessments are completed within the first 60 days of enrollment and then at six month intervals thereafter. |
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How children are assessed |
All children are assessed with the DRDP (2015).
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Where to submit DRDP data |
Assessment data is input to DRDPtech for secure data storage and to obtain psychometrically valid reports. |
Submit data files to CDE/SED in one of two ways:
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How to obtain reports of results |
Psychometrically valid reports are available upon entry of assessment data into DRDPtech. |
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Appendix B:
Resources for Assessing Children who are Dual Language Learners with the DRDP (2015)
The DRDP (2015) takes into consideration the specific cultural and linguistic characteristics of California’s diverse population of young children, with specific consideration for children who are young dual language learners. The introduction in the DRDP (2015) Assessment Manual provides information on completing the assessment with young children who are dual language learners. Keep in mind that young dual language learners may demonstrate knowledge and skills in their home language, in English, or in both languages. Communication in all languages the child uses should be considered when collecting documentation and completing the measures in all domains of the DRDP (2015).
The following resources will increase your knowledge and help you better complete the DRDP (2015) for young children who are dual language learners.
From the California Department of Education |
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California’s Best Practices for Young Dual Language Learners: Research Overview Papers |
Two papers in this series are particularly relevant: “Assessment of Young Dual Language Learners in Preschool” focuses on the need for accurate and valid assessment of young dual language learners. It includes a decision tree for practitioners to determine in which language to assess young DLLs, a matrix of language and literacy assessment for use with preschool-age children, and a sample family interview protocol to learn about families’ language practices. “Early Intervention and Young Dual Language Learners with Special Needs” addresses the language development of young dual language learners with special needs and key considerations when choosing the language for intervention. |
www.cde.ca.gov/sp/cd/Re/documents/dllresearchpapers.pdf |
California Department of Education web pages: |
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Preschool English Learners: Principles and Practices to Promote Language, Literacy, and Learning; A Resource Guide, Second Edition. | This document, often known as the PEL Guide, provides research related to dual language learning and practices to support children’s learning and development. It is available in Spanish and English, and also has an accompanying DVD titled “A World Full of Language.” | |
From the Office of Head Start National Center on Cultural and Linguistic Responsiveness |
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Gathering and Using Language Information that Families Share |
One-third of the children in Early Head Start and Head Start are Dual Language Learners (DLLs). Recent research provides insights into dual language development and key ways to support children’s progress. | |
Code Switching: Why It Matters and How to Respond: Workbook for Early Head Start/Head Start Programs | This easy to use workbook defines and describes code switching. It identifies which children code switch and explains why code switching matters. It also includes numerous examples of how adults can provide strong language models for children when they code switch. |
eclkc.ohs.acf.hhs.gov/hslc/tta-system/ |
From the National Association for the Education of Young Children (NAEYC) |
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Screening and Assessment of Young English-Language Learners | Supplement to the NAEYC and NAECS/SDE Joint Position Statement on Early Childhood Curriculum, Assessment, and Program Evaluation | |
From the Center for Early Care and Education Research – Dual Language Learners (CECER-DLL) |
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Development of Infants and Toddlers Who Are Dual Language Learners | This paper reviews empirical research about the development of infants and toddlers who are dual language learners (DLLs) looking at formation of attachment relationships; development of motor skills; the foundation for executive functioning skills to regulate behaviors; huge advances in detection, comprehension, and production of language; and many more developmental accomplishments. | |
From the Council for Exceptional Children/Division for Early Childhood (DEC) |
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YEC Monograph 14: Supporting Young Children who are Dual Language Learners with or at-risk for Disabilities | Considers contemporary perspectives about strategies to support young children who are dual language learners served in inclusive early childhood settings. Information included in this monograph will be immediately useful for practitioners and families and will demonstrate the value of thoughtfully and systematically approaching assessment, interventions, and services for the benefit of children who are dual language learners and their families. |
www.dec-sped.org/product-page/young-exceptional-children-monograph-14 |
From the Educational Testing Service (ETS) |
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Enhancing Young Hispanic Dual Language Learners’ Achievement: Exploring Strategies and Addressing Challenges | This education policy report explores issues related to improving instruction in programs serving preschool-aged children focusing on young Hispanic dual language learners. Assessment is addressed in the section titled: Improving Teachers’ Practice through the Assessment of Young Dual Language Learners |
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Appendix C:
Strategies for Observation and Documentation
The DRDP (2015) is administered through observation in natural settings by teachers and other service providers in the classroom or center and by family members in home and community settings. Observations are embedded into typical, ongoing routines and activities throughout the day. The process of observation requires planning in advance on the part of teachers and service providers. As you review the measures of the DRDP (2015), consider specific routines or activities during the day where you would be able to observe more than one measure or more than one child.
Strategies for Effective Observation
Observation should be ongoing throughout the year. The assessment windows for the DRDP (2015) provide a period of time to make sure teachers and service providers have sufficient documentation for each of the measures in time to submit DRDP data. To rate a child’s behavior, teachers and service providers should use naturalistic, or authentic, observation strategies. Below are several key points to support naturalistic observations. You will find additional information about naturalistic assessment by viewing the short video, What is Authentic Assessment at draccess.org/guidancefordrdp. Many observation and documentation job aids can be found at www.desiredresults.us. You will also find a training DVD, Getting to know You Through Observation, at www.wested.org/resources/getting-to-know-you-through-observation/ that can be used by ELCD and other administrators to train staff.
Strategies for Effective Documentation
A variety of methods are available for recording information gathered through naturalistic observations, including:
- Anecdotal Records – An anecdotal record is a written note about what a child does or says during a typical or routine activity. Anecdotal records result in brief descriptions of the behavior observed.
- Event recording (tallies) – In event recording, the observer records each instance of the behavior being observed so that an indication of frequency is obtained. Usually this is done with tally marks but may also be recorded using a code such as “+” for correct and “-” for incorrect.
- Checklists – Checklists are lists of specific skills or behaviors that can be used during observation to check off the behaviors observed with a group of children.
- Rating Scales or Rubrics – Rating scales and rubrics are similar to checklists in that they include lists of behaviors but they also include additional descriptive information about the behavior such as how well, how frequently or how independently the behavior occurred.
- Work Samples – Documentation can also include the collection of 2- or 3- dimensional products that children have produced such as drawings, writing on paper or 3-dimensional constructions the child has made for example with play dough or other materials.
- Videos or Photographs – Cameras can be used to document observed behaviors of children through videos or still photographs.
Information on strategies for implementing the above documentation strategies can be found at: eclkc.ohs.acf.hhs.gov/professional-development/article/15-minute-service-suites
Consider the following for planning and collecting documentation:
- Choose methods of documentation that can be embedded into a program’s environment, structure, and routines.
- Plan ahead for materials needed for documentation such as sticky notes or pre-printed labels with children’s names for anecdotal records or clipboards with checklists or rubrics. Materials should be strategically located through out the classroom.
- Observe children’s behaviors throughout the day and record documentation while observing.
- Date each piece of evidence for future reference.
- Collect documentation over time. Documentation over time strengthens the validity of ratings.
- Organize the documentation collected immediately after collecting it.
- Keep assessment information confidential. Store the DRDP materials, including notes, in a secure location to ensure confidentiality for each child.
10 Strategies for Naturalistic Observation
Know the instrument – Be familiar with the instrument, including the domains and measures being observed.
Observe naturally – Observe the child in the context of typical routines and activities, interacting with familiar people, in familiar places, and with familiar materials.
Observe objectively – Focus on what the child does. Be as objective and detailed as possible. Avoid using labels, qualitative descriptors, or stereotypic expectations that may bias your observations.
Observe strategically – Observe for skills that correspond to the DRDP measures and record your observations. You may be able to gather information on more than one measure during one observation.
Observe daily or routinely – When observations are part of the daily routines, children become accustomed to being observed and seeing notes being recorded.
Observe variety and consistency – Be aware of a child’s overall performance, even when focusing on a single aspect of behavior. Observe the child over time and during different routines and activities.
Be specific and complete – Intentionally and purposefully record the specific details of what you actually observe as soon as possible. Details are important and might be easily forgotten.
Plan ahead – Plan for observations as part of weekly lesson planning. Plan to observe during activities that do not require your full assistance or plan for someone else to observe and document.
Allow time – Allow adequate time for the child to complete any task that he or she is engaged in even if it requires more time than one might expect.
Use appropriate adaptations – Ensure that appropriate adaptations as determined by the IFSP or IEP team are in place when observing the child.
Organizing Documentation
Portfolios: Portfolios are a helpful way of organizing information. ELCD programs are required to use a form of portfolio to organize documentation. Portfolios may contain anecdotal notes, children’s work samples, photos of children’s activities, audio or video recordings, and transcripts of the child’s language. The portfolio methods selected should work well for the program.
Electronic Portfolios: If notes are entered into a computer, an electronic portfolio can be produced to summarize the evidence. Please check with a local administrator for procedures regarding consent for photography and video.
Collaboration to Support Effective Documentation
A central goal for teachers and service providers who use the DRDP (2015) is to obtain measures of the child’s developmental progress based on typical day-to-day behaviors. It is difficult to imagine one individual having access to all of the many learning opportunities that a child encounters throughout each day. Therefore, it is very helpful to seek input from individuals who have ongoing contact and who know the child well in order to obtain the most complete and accurate picture of the child’s skills and abilities. It is important to consider how and when collaborating with others will support and help to inform the accurate rating of measures for the DRDP (2015).
Although direct observation of a child is the primary method used to inform ratings, other sources of evidence should be used to supplement observations. Gathering information from others who know the child well such as family members, caregivers, or other service providers often provides a wealth of additional information about a child’s skills, knowledge, and behaviors. This also provides the additional benefit of observations across different settings. There are numerous ways that others can collaborate in sharing information such as written observations, conversations that focus on a child’s development, or viewing short videos or recordings that illustrate a child’s behavior in typical routines and activities.
Planning ahead can make the process of collaboration more helpful. Identify early on in your relationship with the child’s family, who else might provide helpful information to assist in documenting their child’s development. Make sure that the family is well informed about the purpose of the DRDP (2015) and the important role that they can play in sharing their observations about their child. With the family’s permission, communicate with other individuals who know the child and strategize with them how they might be able to share information with you.
Communication is key to successful collaboration. For a more detailed look at collaboration and the assessment process please refer to Appendix F.
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Appendix D:
Comprehensive Definitions of Adaptations to be Used with the DRDP (2015)
Adaptations are changes in the environment or differences in observed behavior that allow children with Individualized Family Service Plans (IFSPs) or Individualized Education Plans (IEPs) to demonstrate their knowledge and skills in their typical environments. Adaptations that are in place for the child during the normal course of the day should also be in place during observations for the DRDP (2015). New adaptations should not be introduced solely for the purpose of conducting an assessment. Seven broad categories of adaptations are used with the DRDP (2015). This is the same system of adaptations developed for and used in the DRDP access.
1. Augmentative or Alternative Communication Systems
Augmentative and alternative communication systems are methods of communication other than speech that allow a child who is unable to use spoken language to communicate with others. An augmentative communication system is used to augment or facilitate the development of speech. An alternative communication system is used in place of speech. Some examples include sign language, picture cards, and electronic communication devices. Assessors should use these systems as part of the observation of a child using language in a natural context. Assessors should not just elicit responses or contrive adult-directed situations.
If American Sign Language is the child’s primary language, it is designated as the home language, and not an adaptation. If sign language is used as a bridge to learning verbal language, then it is considered an adaptation.
2. Alternative Modes for Written Language
Alternative Modes for Written language are methods of producing written language used by a child who cannot see well enough or cannot hold and manipulate a writing utensil well enough to produce written symbols. If a child cannot see or cannot hold a pencil or marker, this adaptation may be used to assist in reading or writing, or emergent reading or writing. Examples of this adaptation include using a Braillewriter, keyboard, or computer.
Naturally, preschool-age children are not proficient at reading and writing. This adaptation allows for children to explore reading and writing and develop their skills in a developmentally appropriate manner.
3. Visual Support
Visual supports are adjustments to the environment that facilitate a child’s ability to see or to understand the surrounding environment or events. Acceptable visual supports include:
- Adjustments in contrast
- Adjustments in lighting
- Distance from objects
- Increased size of materials
- Verbal description of events
4. Assistive Equipment or Devices
Assistive equipment or devices are tools that make it possible or easier for a child to perform a task. The child should be familiar with the use of the device. Any type of adaptive equipment or assistive device that the child needs for mobility, positioning or manipulating objects is acceptable, including:
- Walkers
- Standers
5. Functional Positioning
Functional positioning enables postural support that allows a child to have increased control of his body. It is important that positioning devices are available to the child across settings so that the child may access daily routines and activities and so they may be observed in a variety of activities. Some examples include:
- Standers
- Cube chairs
- Tricycles with seat belts and built-up pedals
6. Sensory Support
Sensory support includes either increasing or decreasing sensory input to facilitate a child’s attention and interactions in the environment. Some children may need increased sensory input and others may need decreased input. Some children require different types of sensory support in different activities. Sensory support may include:
- Reducing background noise
- Adjusting tactile stimulation
- Adjusting visual stimulation
7. Alternative Response Mode
Using alternative response modes means recognizing that a child might demonstrate mastery of a skill in a way that differs from a typically developing child. For this adaptation, the environment is not modified as in the other adaptations. Rather, the child’s unique yet consistent responses that may indicate the presence of a skill are identified. For example, the child with autism may look out of the corner of his or her eye instead of establishing direct eye contact, or the child with a physical impairment may use atypical movement patterns. The form of a child’s response may differ from that of his peers and still be considered to demonstrate mastery of a skill.
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Appendix E:
Resources for Working in Partnership with Families
A central goal of the DRDP is to identify a child’s developmental progress based on typical, day-to-day behaviors. It is appropriate to seek input from individuals who have ongoing contact with the child and know the child well. Family members’ descriptions of their child’s behavior in the home or in community settings will help teachers and service providers know more about the child’s behaviors across settings, particularly for those skills the child may not demonstrate routinely in the educational setting; and help teachers and service providers obtain more comprehensive information in order to make accurate ratings for the DRDP (2015).
Family members may participate in the DRDP assessment in a number of ways:
- Inform the child’s teachers and service providers of the child’s history for a more complete picture of the child.
- Share the skills they see their child using in typical activities, and might share these skills via stories, photos, drawings, observations, and/or video clips.
- Share the child’s strengths, areas they wish to focus on, and areas of growth they observe.
- Become informed about the next steps in their child’s development.
- Help determine which adaptations will help their child participate in everyday activities (for children with an Individualized Family Service Plans IFSPs) or Individualized Education Program (IEPs) and share with the team adaptations the child uses at home, at school, and in other settings.
Below are resources to assist families in knowing more about the DRDP (2015) and the skills assessed as well as resources to assist teachers and service providers in working as partners with families in the assessment process.
Resources for Families
Overview of the DRDP (2015) for Families: draccess.org/OverviewOfDRDP2015forFamilies.html
A document describing how the DRDP (2015) works for children, including those with IFSPs and IEPs; and how it benefits families, children, providers, and programs.
All About Young Children: allaboutyoungchildren.org/
A website for families describing skills that help children learn including how they learn language, how they learn about feelings and relationships, how they learn about numbers, and how they become skillful at moving their bodies. (Available in eight different languages.)
California MAP to inclusion and Belonging: cainclusion.org/camap/counties.html
The MAP Project website supports the inclusion of children with disabilities and other special needs ages birth to 21 in child care, after school and community settings. It includes links to resources on topics related to families and children with IFSPs and IEPs. The website contains a statewide interactive directory by county, of Family Resource Centers (FRC), Special Education Local Plan Areas (SELPA), Regional Centers, Head Start, and more for families of children with IFSPs and IEPs.
Desired Results for Children and Families, Information for Families brochure: desiredresults.us/resources
A brochure describing the Desired Results System for families.
Watching My Child Grow: youtube.com/playlist?list=PLxl_SpYCzA5DvnaGML9_hoXAT8HNCJybr
Videos that describe the Desired Results Assessment System and its benefits for all children and families from the voices of parents.
Resources for Teachers and Service Providers
Family Engagement and Ongoing Child Assessment: eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/family-engagement-ongoing-child-assessment-eng.pdf
A document that addresses the perspectives of parents and program staff in the sharing of child assessment information through the formation of partnerships and suggests strategies for bringing those perspectives together.
The Role of Family Observations: draccess.org/RoleOfFamilyObsv.html
A document describing the research findings that suggest parents’ observations are reliable and valid and should be considered an essential component of a comprehensive assessment process.
Supporting Children and Families Living in Homeless Situations
CDE Homeless Education website: www.cde.ca.gov/sp/hs/
The McKinney-Vento Act defines homelessness as individuals who lack a fixed, regular, and adequate nighttime residence. This definition also includes individuals who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; who may be living in motels, hotels, trailer parks, shelters, public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings; or who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings.
Homeless children and youths have the right to access the same free, appropriate public education, including public preschools, as provided to other children. The website above addresses these rights, and provides educational information and resources for families and educators.
Supporting Children in Foster Care
CDE Foster Youth Services website: www.cde.ca.gov/ls/pf/fy/
Children in foster care face significant barriers to positive educational experiences and academic achievement. A large percentage of children placed in foster care experience physical and emotional trauma as a result of abuse, neglect, separation from family, and impermanence. Although youth are placed in foster care for their safety, foster youth often do not find the security and stability they need through the foster care system. Most children who enter foster care have been exposed to many conditions that have undermined their chances for healthy development and learning.
On average, children who enter the foster care system have experienced more than 14 different environmental, social, biological, and psychological risk factors before coming into care, all impacting learning. These factors often include abuse and neglect, exposure to illicit drugs, and poverty. Once in foster care, they often experience other challenges to their well-being. They may be separated from their brothers and sisters, moved from one foster care placement to another, experience frequent changes in home placements or school placement, or caseworkers who may lack the resources to effectively advocate and plan for their best interests.
The California State Legislature recognizes that a high percentage of foster youth are working substantially below grade level, are being retained at least one year at the same grade level, and are becoming school dropouts. In response, the legislature declared that the instruction, counseling, tutoring, and provision of related services for foster youth be a state priority and mandated the Foster Youth Services Coordinating FYSC) Programs through California Education Code sections 42920–42925. The Program provides services to all foster children and youth attending schools in each county.
The website addresses foster children’s rights, and provides educational information and resources.
For more information
- For CDE-funded Early Education programs: www.cde.ca.gov/sp/cd/
- For CDE-funded Special Education programs: www.cde.ca.gov/sp/se/
- For ELCD Training and Technical Assistance: Desired Results for Children and Families Project at www.desiredresults.us
- For SED Training and Technical Assistance: Desired Results Access Project: www.draccess.org
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Appendix F:
Collaboration to Complete the DRDP (2015)
“The most valuable resource that teachers have is each other. Without collaboration our growth is limited to our own perspectives.” – Robert John Meehan
Collaborating with Others Who Know the Child Well
Our understanding of young children is strengthened when we commit to partnerships with individuals, including family members, who know the child well and in different settings. Collaboration in gathering and sharing information is important because it affords us windows into a child’s life and offers perspectives that enhance our understanding of a child’s skills and behaviors. Identifying and communicating with the individuals who can collaborate on rating the measures of the DRDP (2015) is an essential step in this process.
Through collaboration, early educators and special educators each bring their skills and perspectives. Early educators contribute by providing a picture of the child in the context of a classroom setting. Special education providers contribute by identifying perspectives on a child’s unique learning needs and specific understanding of a child’s disability including materials that should be available and adaptations that should be in place. This lays the foundation for teachers and service providers to complement one another’s work in assessing a child’s skills and development. Shared information can build relationships that lead to joint decision-making not only about the assessment process but also about curriculum, instruction, supports, and services that teachers, providers and families make for individual children and groups of children.
Collaboration to share assessment observations and evidence for completing the DRDP (2015) is built on relationships and a commitment to ongoing communication. It is developed over time with an understanding of each person’s role. Aim for multiple, informal strategies that can be used on a daily basis. Identifying mutual interests in supporting the child is important. Some questions that address joint interests include:
- What are the child’s goals?
- What specialized equipment or adaptations are used?
- How will the goals be infused into the child’s day and into learning activities?
- How will we know our strategies are working?
Collaborating with others in the assessment process is especially important in situations where the child is served by multiple providers. For example, a child may attend an early education program and also receive special education services, such as speech-language, occupational, and/or physical therapy. Early education teachers and special education providers can work hand-in-hand to complete the observations and DRDP (2015) ratings for children who are dually enrolled in both programs. How this collaboration will take place – who will be involved and what roles each individual will play – will vary depending on the situation. Teachers and service providers have reported the following helpful strategies:
- sharing information, including observations, adaptations, curriculum and program goals, and IFSP outcomes or IEP goals
- providing anecdotal notes
- sharing work samples and portfolios
- reviewing reports of DRDP (2015) results together
Increasingly, teachers and providers are utilizing technology such as short video clips or recordings, with family permission, to share information and observations. The DRDP (2015) app helps teachers collaborate, as well as using technology such as email, phone conferences and free web conferencing platforms. Local policies on using devices should be followed.
The early education teacher and special education service provider responsible for completing the DRDP (2015) should each take the lead in partnering with others who work with the child. The general educator is responsible for entering DRDP data into DRDPtech. The special educator is responsible for reporting and entering the assessment data on children who have IEPs or IFSPs to the SELPA. However, except for data reporting, the assessment can be completed together by both educators, and a copy of the Rating Record held by each of them for their respective reporting. Suggestions to help get started working together include:
- Make an initial plan detailing areas to be observed directly and those areas in which others may have a more thorough knowledge of the child. The general education teacher can provide information on all domains. A speech-language therapist might inform measures in the Language and Literacy Domain. Families and special education providers including physical and occupational therapists are a good source of information for measures in the Physical Development and Health Domain.
- Contact the individuals who will collaborate to discuss the mutual goal of completing the assessment and to develop a plan for working together.
- Develop a timeline that is acceptable to all partners, including identifying deadlines and strategies to meet timelines.
- Collect any signature requirements for sharing child information from the family.
- Gather multiple perspectives and consider input from family and others who know the child during assessment.
- Determine when and how communicating about updates and results will occur.
Collaborating with Families
Gathering family perspectives about their child’s development and behavior provides important and valid data, which is useful for making informed assessment decisions. Research suggests that family observations are reliable and valid and should be considered an essential component of a comprehensive assessment process. Inviting parents and other family members to share observations of their child’s development and behavior is required for ELCD programs and is good practice in all early childhood settings and programs.
When families collaborate with teachers and service providers in sharing their observations about their child’s behaviors in the home or in community settings, it provides a richer and broader view of a child. Information from families helps to identify skills and behaviors that the child may not demonstrate routinely in the educational setting. For example, a teacher or therapist may not regularly observe a child’s dressing or other self-help skills. However, families have repeated opportunities to observe their child’s self-help skills both over time and in different settings. Parent observations support more accurate reporting about a child’s skills.
Strategies for gathering information from families include the following:
- Make sure that families understand the skills and behaviors described in the DRDP (2015) measures. Teachers and service providers understand expected sequences of child development and are trained about how items on the DRDP (2015) reflect these sequences. Parents might not understand fully the meaning of measures without explanations or examples. It may be useful to provide families with examples of the kinds of behaviors to look for or the routines and activities that might provide a context for a behavior. For example, rather than ask a parent to describe a child’s grasping pattern, inquire about how a child picks up small pieces of cereal during mealtime.
- It is reasonable for the observations of parents and practitioners to differ across the range of behaviors being rated. A child’s behavior during activities and routines that occur in the classroom setting may differ from the same child’s behavior in activities and routines in home or community settings. Not all perspectives about children’s behavior based on parent or practitioner observations will be congruent. Rather, aim for convergence or the pooling of perspectives from all who know the child and have had repeated opportunities to observe behavior in different settings.
The ongoing conversations that we have with family members during our typical interactions with them are rich opportunities for learning about their child. Leading a focused conversation with a family is particularly important to obtain information on measures that you have not had the opportunity to observe. During these conversations, focusing on routines and activities provides a very useful context for asking a family about their child’s everyday learning opportunities and skills. The four steps in the resource listed below will guide you in planning and leading focused conversations with families to help complete the DRDP (2015). If this is the first DRDP (2015) assessment that you will be completing with a particular child, be sure that you have spent enough time getting to know the child by observing the child’s skills during typical routines/activities and by having conversations with the family.
For more information
DEC Recommended Practices in Early Intervention/Early Childhood Special Education 2014
Developed to provide guidance to practitioners and families about the most effective ways to improve the learning outcomes and promote the development of young children, birth through age 5, who have or are at-risk for developmental delays or disabilities. The purpose is to help bridge the gap between research and practice by highlighting those practices that have been shown to result in better outcomes for you.
www.dec-sped.org/recommendedpractices
Inclusive Planning Checklist: Home-Visiting Programs
Provides suggestions for activities that should take place to ensure that high-quality integrated services are provided. From the Early Childhood Learning and Knowledge Center, Office of Head Start.
eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/no-search/specialquest/home-visiting-7-handouts.pdf
Leading Conversations with Families to Inform the DRDP (2015): Focusing on Families and Children’s Everyday Routines and Activities
A four-step process that guides early interventionists in holding focused conversations with families in order to gather information for the DRDP (2015).
draccess.org/LeadingFocusedConversations.html
The Role of Family Observations in the Desired Results Assessment System
An overview of the research findings that suggest parents’ observations are reliable and valid and should be considered an essential component of a comprehensive assessment process.
draccess.org/RoleOfFamilyObsv.html
Desired Results Training and Technical Assistance Project
Website: www.desiredresults.us
Email: desiredresults@desiredresults.wested.org
Phone: (800) 770-6339
Desired Results Access Project
Website: www.draccess.org
Email: info@draccess.org
Phone: (800) 673-9220
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