Children Development DRDP 2015 Assesment Tool Discussion for this assignment review the information on the DRDP 2015 Assessment Tool. You need to respond w
Children Development DRDP 2015 Assesment Tool Discussion for this assignment review the information on the DRDP 2015 Assessment Tool. You need to respond with 290 words please include apa style with in text citations from the drdp and intext citations from the book. You also need Textbook:
Feeney, Moravcik, & Nolte (2016). Who Am I in the Lives of Children? An Introduction to Early Childhood Education. Pearson Publishing. ISBN: 9780134148991. You must connect to the text at least twice and cite your sources. I do not have the book
Assignment instructions below:
Pay special attention to pages 5 and 6 of the DRDP tool, which provide an introduction to the DRDP 2015.
After browsing through the document, discuss your impressions (based upon what you have learned in Chapter 5 of your text). Be sure to provide two (2) in-text citations to support your statements. DRDP (2015)
A Developmental Continuum from Early Infancy to Kindergarten Entry
Preschool Comprehensive View
for use with preschool-age children
California Department of Education
Sacramento, 2016
The DRDP (2015) was developed by the California Department of Education, Early Education and
Support 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, WestEds Center for Child and Family Studies
Desired Results Training and Technical Assistance Project, WestEds Center for Child and Family Studies
The DRDP (2015) is available at the California Department of Education Website at www.cde.ca.gov/sp/cd/ci/drdpforms.asp
For more information
Early Education and Support Division Programs may contact:
Desired Results Training and Technical Assistance Project
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
© 2013-2016 by the California Department of Education
All Rights Reserved. Permission to reproduce only for instructional purposes.
DRDP (2015)
A Developmental Continuum from Early Infancy to Kindergarten Entry
Preschool Comprehensive View
For use with preschool-age children
Table of Contents
Introduction?????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????Intro-2
About the Measures of the DRDP (2015)???????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????Intro-3
The 3 Steps to Completing the DRDP (2015) ???????????????????????????????????????????????????????????????????????????????????????????????????????????????????????Intro-6
Information Page (for use with Early Education Programs)??????????????????????????????????????????????????????????????????????????????????????????Intro-10
Information Page (for use with Early Intervention and Early Childhood Special Education Programs)????????Intro-11
Quick Guide to Rating the Measures????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????Intro-12
Rating Record (for use with Early Education Programs) ????????????????????????????????????????????????????????????????????????????????????????????????Intro-13
Measures at-a-Glance????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????Intro-15
Measures of the DRDP (2015)????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????? 1-56
Glossary????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????57
Appendix??????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????58
Intro-1 of 16
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.
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)
Key Features of the DRDP (2015):
The DRDP (2015) is administered in natural settings through teacher observations,
family observations, and examples of childrens work. Ongoing documentation
of childrens 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 Californias 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 Californias 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).
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 childs experience with one or more languages is an asset to build
on in the early childhood setting. It is critical to consider the childs communication in all
the languages that he or she is learning in order to have an accurate picture of a childs
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 childrens behavior in both
the home language and English to obtain a more accurate profile of the childrens
knowledge and skills across developmental domains.
2. Teachers and service providers rate childrens progress on two language
development domains. The Language and Literacy Development (LLD) domain
assesses all childrens 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, ageappropriate, individually-appropriate and culturally-appropriate early childhood curricula
and assessments. Teachers and service providers support childrens 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.
Intro-2 of 16
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 domains developmental
constructs. The domains and sub-domains of the Fundamental View, essential to school
readiness, are marked with an asterisk (*).
Approaches to LearningSelf-Regulation* (ATL-REG)
The ATL-REG domain assesses two related areas that are recognized as important for young
childrens 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 childrens 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 childs 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 childs experiences with English, not the childs 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 childs home/first language. The ELD measures should be completed
only for preschool-age children whose home language is other than English.
sense of math operations, measurement, patterning, shapes, inquiry through observation
and investigation, documentation and communication of inquiry, and knowledge of the
natural world.
Physical DevelopmentHealth* (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.
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.
Cognition, Including Math* and Science (COG)
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).
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
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.
Intro-3 of 16
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 childs 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 earlierdevelopment measures.
If a language other than English is spoken in the childs 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
childs 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 PDHLTH 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 childs 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 depe…
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