DRDP (2015) Preschool Fundamental View Manual

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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

 

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.

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:

1. 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.
2. 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 ATL-REG 2: Self-Comforting ATL-REG 3: Imitation COG 1: Spatial Relationships	Required for all infants and toddlers Required for all preschool-age children with IEPs Recommended for a preschool-age child whose development is not beyond the latest developmental level If useful, select any or all of these four measures to assess
English-Language Development Measures
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	Used if a language other than English is spoken in the child’s home as indicated on the Information Page Used only with preschool-age children Not used with children who are deaf or hard of hearing and not learning spoken language If rated, complete all of the measures in the ELD domain*
Physical Development and Health Measures
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 10: Nutrition	Required for all infants and toddlers except PD-HLTH 9 and 10 which are for preschool children only In the Comprehensive View, PD-HLTH 7 and 8 are conditional. In the Fundamental View, PD-HLTH 5-8 and PD-HLTH 10 are conditional. Required for all preschool-age children with IEPs Recommended for preschool children when this information would be useful for documenting progress or planning this child’s learning activities and supports

 

* 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

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.

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.

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.

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.

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 ATL-REG 2: Self-Comforting ATL-REG 3: Imitation COG 1: Spatial Relationships	These measures are required for all preschool-age children with IEPs If the measure is rated, determine the child’s latest level of mastery and mark accordingly If the measure is not rated, mark the box, “Measure not rated: this child’s development is beyond the latest developmental level”
English-Language Development Measures
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	If these measures are rated, determine the child’s latest level of mastery and mark accordingly Check the box on the Information Page about the child’s home language Not required for children who are deaf or hard of hearing who are not learning a spoken language If these measures are not rated, mark the box, “Measure not rated: English is the only language spoken in this child’s home.”
Physical Development and Health Measures
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 10: Nutrition	These measures are required for preschool-age children with IEPs In the Comprehensive View, PD-HLTH 7 and 8 are conditional. In the Fundamental View, PD-HLTH 5-8 and PD-HLTH 10 are conditional. If these measures are rated, determine the level of mastery and mark accordingly If these measures are not rated, check the box, “I did not rate this measure because it is not used for documenting progress or planning this child’s learning activities and supports”

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

 

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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	If a language other than English is spoken in the child’s home, check “Yes” and complete the English Language Development (ELD) measures. If no other language than English is spoken in the child’s home, check “No” and do not complete the ELD measures. If the child is Deaf or Hard of Hearing and not learning a spoken language, check “No” and do not complete the ELD measures.
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. Child Care Center: can be private or state-subsidized for children birth to five. Private Preschool: for children ages three to five.
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).

 

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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

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.

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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)

 

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.