+1443 776-2705 panelessays@gmail.com

this assignment is due in 9 hours…… must have done in 9 hours….. no late work…..   Child Development……  

Fill out the attachment….. based on California USA …..

Fill out the attachment DRDP 

You can make up a child name and date of birth must be 11/08/2016 on form 

Watch video which has more information on how to fill out DRDP 

 https://youtu.be/lQFITYbbNMA 

 

2.  Print and complete one measure from each domain.  From your observations, work samples, interactions with the child, how would you assess them?  

(7 measures x 3 points = 21 points)  The following measures are off the Preschool Instrument.  If you choose infant/toddler or school-age the numbers of the measures may be different, but you still need to choose a variety of measures from across the domains to have 7 total.

Domain #1:   Approaches to Learning:  Self-Regulation  (7 Measures)

Domain #2:  Social and Emotional Development (5 Measures)

Domain #3: Language and Literacy Development (10 Measures)

You can skip Domain #4:  English Language Development as it may not apply to the child you are observing.

Domain #5: Cognition, including Math and Science (11 Measures)

Domain #6: Physical Development:  Health (10 Measures)

Domain #7: History – Social Science  (5 Measures)

Domain #8:  Visual and Performing Arts (4 Measures)

Domain #4:  English Language Development is for children whose home language is something other than English. Therefore, you do not have to do this domain (unless you choose a child who is a non-English speaker – then you can do it for your own information!) 

You must record evidence for each measure (an anecdotal record.)  The DRDP is so nice because it gives you so many examples of what to look for as evidence.  It can be a brief comment that the child made, a conversation you had with the child, etc. 

  

Write a one paragraph conclusion (typed, double-spaced = 5 points): 

What did you discover about this child (what are the child’s strengths and weaknesses)?

What action steps will you take to assist the child in their developmental progression (including adding materials to your classroom; scheduling, space, supervision)

What is one way that the DRDP will be useful for you in providing a quality program for the children in your care?

What is one challenge you see in using the DRDP? What is one question you still have about using the DRDP?

Look at "sample" attachment for example 

 

DRDP (2015) An Early Childhood Developmental Continuum

Preschool Comprehensive View

for use with preschool-age children

The DRDP (2015) 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

The DRDP (2015) is available at the California Department of Education Website at http://www.cde.ca.gov/sp/cd/ci/drdpforms.asp

For more information Early Learning and Care Division Programs may contact: Desired Results Training and Technical Assistance Project

Website: www.desiredresults.us

Email: [email protected]

Phone: (800) 770-6339

Special Education Division Programs may contact: Desired Results Access Project

Website: www.draccess.org

Email: [email protected]

Phone: (800) 673-9220

© 2013–2019 by the California Department of Education

All Rights Reserved. Permission to reproduce only for instructional purposes.

DRDP (2015): An Early Childhood Developmental Continuum – Preschool Comprehensive View – June 24, 2019 © 2013–2019 California Department of Education – All rights reserved i

DRDP (2015) An Early Childhood Developmental Continuum

Preschool Comprehensive View For use with preschool-age children

Table of Contents Introduction to the DRDP (2015) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Intro-1

Information about Selected Key Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Intro-1 Guide to DRDP (2015) Views . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Intro-2 About the Measures of the DRDP (2015) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Intro-3

The 3 Steps to Completing the DRDP (2015) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Intro-6 Step 1: Observation and Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Intro-6 Step 2: Rating the Measures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Intro-7 Step 3: Finalize the Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Intro-9

Early Education Information Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Intro-10 Special Education Information Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Intro-11 Quick Guide to Rating the Measures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Intro-12 Rating Record For use with Preschool-age Children in Early Care and Education Programs . . . . . . . . . . . . . . . . . . . . . . . . Intro-13 Rating Record For use with Preschool-age Children with Individualized Education Programs (IEPs) . . . . . . . . . . . . . . . . Intro-15 Summary of Measures in Preschool Views . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Intro-17 Measures at-a-Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Intro-18 Measures of the DRDP (2015) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Developmental Domain: ATL-REG — Approaches to Learning–Self-Regulation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 ATL-REG 1: Attention Maintenance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 ATL-REG 2: Self-Comforting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 ATL-REG 3: Imitation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 ATL-REG 4: Curiosity and Initiative in Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 ATL-REG 5: Self-Control of Feelings and Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 ATL-REG 6: Engagement and Persistence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

DRDP (2015): An Early Childhood Developmental Continuum – Preschool Comprehensive View – June 24, 2019 © 2013–2019 California Department of Education – All rights reserved ii

ATL-REG 7: Shared Use of Space and Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Developmental Domain: SED — Social and Emotional Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

SED 1: Identity of Self in Relation to Others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 SED 2: Social and Emotional Understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 SED 3: Relationships and Social Interactions with Familiar Adults . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 SED 4: Relationships and Social Interactions with Peers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 SED 5: Symbolic and Sociodramatic Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Developmental Domain: LLD — Language and Literacy Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 LLD 1: Understanding of Language (Receptive) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 LLD 2: Responsiveness to Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 LLD 3: Communication and Use of Language (Expressive) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 LLD 4: Reciprocal Communication and Conversation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 LLD 5: Interest in Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 LLD 6: Comprehension of Age-Appropriate Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 LLD 7: Concepts About Print . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 LLD 8: Phonological Awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 LLD 9: Letter and Word Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 LLD 10: Emergent Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Developmental Domain: ELD — English-Language Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 ELD 1: Comprehension of English (Receptive English) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 ELD 2: Self-Expression in English (Expressive English) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 ELD 3: Understanding and Response to English Literacy Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 ELD 4: Symbol, Letter, and Print Knowledge in English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Developmental Domain: COG — Cognition, Including Math and Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 COG 1: Spatial Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 COG 2: Classification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 COG 3: Number Sense of Quantity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 COG 4: Number Sense of Math Operations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 COG 5: Measurement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 COG 6: Patterning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 COG 7: Shapes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 COG 8: Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 COG 9: Inquiry Through Observation and Investigation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 COG 10: Documentation and Communication of Inquiry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 COG 11: Knowledge of the Natural World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

DRDP (2015): An Early Childhood Developmental Continuum – Preschool Comprehensive View – June 24, 2019 © 2013–2019 California Department of Education – All rights reserved iii

Developmental Domain: PD-HLTH — Physical Development–Health. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 PD-HLTH 1: Perceptual-Motor Skills and Movement Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 PD-HLTH 2: Gross Locomotor Movement Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 PD-HLTH 3: Gross Motor Manipulative Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 PD-HLTH 4: Fine Motor Manipulative Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 PD-HLTH 5: Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 PD-HLTH 6: Personal Care Routines: Hygiene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 PD-HLTH 7: Personal Care Routines: Feeding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 PD-HLTH 8: Personal Care Routines: Dressing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 PD-HLTH 9: Active Physical Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 PD-HLTH 10: Nutrition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Developmental Domain: HSS — History–Social Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 HSS 1: Sense of Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 HSS 2: Sense of Place . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 HSS 3: Ecology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 HSS 4: Conflict Negotiation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 HSS 5: Responsible Conduct as a Group Member . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Developmental Domain: VPA — Visual and Performing Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 VPA 1: Visual Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 VPA 2: Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 VPA 3: Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 VPA 4: Dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Glossary of Terms and Phrases Used in the DRDP (2015) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Appendix A: Requirements of the DRDP (2015) Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Appendix B: Resources for Assessing Children who are Dual Language Learners with the DRDP (2015) . . . . . . . . . . . . . . . . . . 60 Appendix C: Strategies for Observation and Documentation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Appendix D: Comprehensive Definitions of Adaptations to be Used with the DRDP (2015) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Appendix E: Resources for Working in Partnership with Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Appendix F: Collaboration to Complete the DRDP (2015) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

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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. The Infant/Toddler Views are for use with children in infant/ toddler programs, and the Preschool Views, for children in preschool programs

• 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:

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.

Introduction to the DRDP (2015) Welcome to the Desired Results Developmental Profile (2015) [DRDP (2015)]: A Developmental Continuum from Early Infancy to Kindergarten Entry. 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.

DRDP (2015): An Early Childhood Developmental Continuum – Preschool Comprehensive View – June 24, 2019 © 2013–2019 California Department of Education – All rights reserved Intro-2 of 18

Guide to DRDP (2015) Views Each view of the DRDP (2015) provides for the collection and reporting of valuable information about individual and group child developmental progress through measurement of knowledge, skills, and behaviors. The views vary in the number of measures that each include. When more measures are completed, the reports are more robust and informative for teachers and providers, administrators, and agencies.

DRDP (2015) View Focus and Intended Users Reports Provided Infant/Toddler and Preschool Comprehensive View

The Comprehensive views provide for assessment of children’s learning and development in domains related to all areas of the Infant/Toddler Learning and Development Foundations or Preschool Learning Foundations, covering the full range of learning and development that early childhood curricula generally cover.

• All programs may use the Comprehensive View. • It is required for infants and toddlers with

Individualized Family Service Plans (IFSPs). • It may be used for preschool-aged children with

Individualized Education Programs (IFSPs). • Programs and providers may use the Comprehensive

View to earn points on the Quality Counts California rating matrix.

Individual and group reports on children’s developmental progress across all domains related to the Foundations. Meets all requirements for special education reporting.

Preschool Fundamental View

The Fundamental view provides for assessment of preschool children’s learning and development in the key domains associated with school readiness.

• All programs may use the Preschool Fundamental View.

• It may be used for preschool-age children with Individualized Education Programs (IEPs).

• Programs and providers may use the Fundamental View to earn points on the Quality Counts California rating matrix.

Individual and group reports on children’s developmental progress in domains associated with school readiness. Meets all requirements for special education reporting.

Infant/Toddler and Preschool Essential View

The Essential views provide for assessment of children’s learning and development with selected measures in key domains.

• Programs and providers may use the Essential View to earn points on the Quality Counts California rating matrix.

Individual and group reports on children’s developmental progress in subsets of key domains.

DRDP (2015): An Early Childhood Developmental Continuum – Preschool Comprehensive View – June 24, 2019 © 2013–2019 California Department of Education – All rights reserved Intro-3 of 18

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.

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 …

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