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2015 Drdp Assessment For Preschoolers

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T F A R DRDP (2015) A Developmental Continuum from Early Infancy to Kindergarten Entry DRAFT D For use with preschool-age children California Department of Education Sacramento, 2015 T F A R The DRDP (2015) DRAFT Version, 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, 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 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 Website: www.desiredresults.us Email: [email protected] Phone: (800) 770-6339 D Special Education Division Programs may contact: Desired Results access Project Website: www.draccess.org Email: [email protected] Phone: (800) 673-9220 x 5 © 2015 by the California Department of Education All Rights Reserved. Permission to reproduce only for instructional purposes. DRDP (2015) T F A R A Developmental Continuum from Early Infancy to Kindergarten Entry DRAFT Version For use with preschool-age children Table of Contents D Introduction�� iii About the Measures of the DRDP (2015)�� iv The 3 Steps to Completing the DRDP (2015) �� vii Information Page (For Use with Early Education Programs) �� xi Information Page (For Use with Early Intervention and Early Childhood Special Education Programs) �� xii DRDP (2015) Rating Record��xiii Use These Steps to Rate the Measures of the DRDP (2015)�� xv DRDP (2015) Measures at-a-Glance��xvi Measures of the DRDP (2015)��1-56 DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft June 3, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved Page i of xvi T F A R D BLANK PAGE DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft June 3, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved Page ii of xvi Introduction to the DRDP (2015) 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). T F A R Welcome to the Desired Results Developmental Profile (2015) [DRDP (2015)]: A Developmental Continuum from Early Infancy to Kindergarten Entry. The DRDP (2015) is formative assessment instrument developed by the California Department of Education for young children and their families to be used to inform instruction and program development. The DRDP (2015) is based on the previous DRDP instruments. It includes refinements made over the past several years and new elements that are essential to quality early childhood education. It aligns with the California Department of Education’s Early Learning and Development Foundations. Key Features of the DRDP (2015): • The DRDP (2015) is administered through observation 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) replaces the DRDP-Infant/Toddler© (2010), the DRDPPreschool© (2010), and the DRDP access assessment instruments. D • The DRDP (2015) represents a full continuum of development 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). 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 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 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. Assessors 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. Assessors 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, ageappropriate, 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. DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft June 3, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved Page iii of xvi In the context of assessment, 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). 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. T F A R 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 up to kindergarten entry. 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. These measures should be used with all infants and toddlers and with preschool-age children under specific conditions. • Later Development Measures: describe development that typically occurs from early preschool ages up to kindergarten entry. These measures should be used with all preschool-age children. D Use of Conditional Measures The Eight Domains of the DRDP (2015) Some measures in the DRDP Preschool View are considered conditional measures that are 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. • If conditional measures are assessed, supporting observational data are required for children in EESD programs. If conditional measures are not assessed, no supporting observational data are required. • Supporting observational data are not required for data submission for children receiving early intervention or special education preschool services. Approaches to Learning- Self-Regulation (ATL-REG) The ATL-REG domain assesses two related developmental domains 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 socio-dramatic 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. The LLD measures should be completed for all infants, toddlers, and preschool-age children, including those who are dual language learners. 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 preschool-age dual language learners’ progress 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 language, and the child’s motivation to learn English. 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, self-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. DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft June 3, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved Page iv of xvi Measure Conditions Under Which to Assess T F A R Earlier Development Measures • ATL-REG 1: Attention Maintenance • ATL-REG 2: Self-Comforting • ATL-REG 3: Imitation • COG 1: Spatial Relationships 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 Physical Development and Health Measures • PD-HLTH 7: Personal Care Routines: Feeding • PD-HLTH 8: Personal Care Routines: Dressing • Required for all infants and toddlers • Recommended for preschool children when this information would be useful for documenting progress or planning this child’s learning activities and supports • If useful, select any or all of these four measures to assess • Used if a language other than English is spoken in the child’s home as indicated on the Child Information Page • Used only with preschool children • If rated, complete all of the measures in the ELD domain* • Required for all infants and toddlers • Required for preschool-aged 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 • If useful, select either or both of these measures to assess D 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, 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 a 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. Be sure to 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. DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft June 3, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved Page v of xvi Æ Example of an Earlier Developmental Measure Developmental Domain Developmental Domain: ATL-REG — Approaches to Learning–Self-Regulation Measure 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 Definitions of Terms in the Navigation Maps Exploring Earlier Later Earlier Later Earlier 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 • Turns attention toward • Attends or responds 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. things, or sounds Examples • Pays attention to a moving mobile. • Quiets to the voice of a familiar person. • Gazes at the smiling face of a familiar person. an interesting toy, then back to an adult or a child. • Actively shifts interest from one child to another playing close by. • Drops one thing in order Descriptors • Listens to a book from beginning to end and then gestures for an adult to read it a second time. children playing and then resumes play with a toy. • Resumes playing at sand table when an adult joins in digging. • Starts working on a simple puzzle with an adult and continues container, puts animals when the adult steps back in the container, and then dumps them out again. • Continues playing with toy cars, adding a bridge • Dumps toy animals from to reach for another. Definition: Specifies the aspects of development to be observed. sitting nearby. Developmental Level: A point along a developmental progression for a particular measure that ranges from earlier to later levels of development. Descriptor: A description that 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. D PD-HLTH 2: Gross Locomotor Movement Skills Measure locomotor skills (e.g., rolling, crawling, cruising, walking, running, jumping, galloping) Mark the latest developmental level the child has mastered: Responding Exploring Developmental Levels Earlier Later Earlier Middle Later Earlier Moves in basic and often involuntary ways Examples • Turns head in response to stimulation or nourishment. Moves two or more body parts together, often with intention • Turns head and reaches for a toy. Earlier Coordinates and controls individual locomotor movements, with some success Combines and coordinates two or more locomotor movements together in Combines a variety of locomotor movements and 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 • Creeps or crawls toward a familiar adult. • Takes steps sideways • Walks forward with • Runs with short, • Runs with short or forward while uneven steps, arms strides, and a wide base (legs holding onto to the side, and often sometimes has farther apart) and furniture. loses balance. arms held high. Coordinates basic movements in an upright position without using support Descriptors • Kicks at a mobile when lying on back. • Moves from lying • Turns head to seek • Walks forward down to a sitting • Rolls from stomach source of stimulation steadily while position. to back or from back or nourishment. pushing a cube chair. to stomach. • Moves by rolling • Responds • Pulls up to a standing involuntarily to a position while • Moves by using arms sudden loud noise grasping an adult’s to pull self forward. or movement by hands. extending arms and • Stands up with legs. support of a mobility aid, such as a walker. Attempts to coordinate movements, in an upright position, that momentarily move whole body with some success Unable to Rate straight, then turning quickly, then turning quickly again. DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Calibration Version August 1, 2014 Do not distribute or use for other purposes • Builds multiple towers with interlocking blocks. • Looks through several books on own in library corner during the morning. • Listens to audio books while looking at enlarged pictures related to the story on a screen, on own, during the morning. ATL-REG 1 ATL-REG 1 Attention Maintenance DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Calibration Version August 1, 2014 Do not distribute or use for other purposes Responding Earlier Developmental Domain Measure Developmental Levels Exploring Later No Earlier Levels Definition Building Integrating Earlier Later Earlier Middle Later Selects activities, but switches quickly from one to another, even with adult support to help focus on one activity Continues selfselected activities with adult support, even though interest Works through challenges on own while engaged in selfselected activities activities Continues selfselected activities on own, seeking adult support to work through challenges Returns to activities, including challenging ones, on multiple occasions to practice a skill or to complete the activity • Chooses to play in the • Strings large beads There are no earlier levels for Participates in a this measure • Page 1 of 56 © 2013-2014 California Department of Education – All rights reserved dramatic play area for a short while and then plays in the block area. ring stack a few times. • Fills and dumps sand from a bucket. • Shakes a bell while others are singing. • Uses hands to smear • Activates a switch toy. with an adult to make a Descriptors • Continues to build a • Continues working on a • Continues to work on spinning a round hoop around own waist over successive days. another child who brings “right” pieces. magnets to the table, • Selects a puzzle to work • Continues looking • Continues at a pottery and then continues on with an adult, works at a book as an adult activity that involves • Glues a variety of stringing beads. on it together for a short encourages other children materials together to shaping clay, letting it dry, time, and then wanders • Stops playing with blocks entering the same area to create a three-dimensional painting it, and letting it dry some more. and starts to move away encouragement to ways to make them stick. from block area, but • Asks adult for • Writes own name, then continue. returns when an adult headphones, while writes it more clearly a • Repeatedly tries to trace listening to a story on second time at classroom • Joins a small group and around own hand. and street signs, to use tape, when other children sign-in table. with the blocks. • Completes an obstacle begin to play noisily adult reading a book, and course using a walker, • Pauses to watch children nearby. then shifts attention to even on bumpy ground. running by while another activity. • Starts to get ready to scooping sand, but go outside with other returns to scooping when children, and asks for adult assistance with fasteners sand toy. when putting on shoes. an adult for help when needed. structure with interlocking blocks even when having Earlier Examples Not Yet at the Earliest Developmental Level Child is not yet at the earliest developmental level on this measure. Explain here: Child is emerging to the next developmental level If you are unable to rate this measure, explain here: Gross Locomotor Movement Skills pancakes with play dough on own and then Examples Child is emerging to the next developmental level PD-HLTH 2 • Makes a pile of pretend If you are unable to rate this measure, explain here: across a range of activities • Runs with long • Runs fast with strides, showing arm long stride and and leg opposition speed, consistently (e.g., right arm and showing arm and leg left leg). opposition (e.g., right • Crouches down and • Moves along a low • Stands up from arm and left leg). balance beam or attempts to jump • Crouches down and squatting, up, with heels barely along the side of then jumps forward • Changes direction unassisted, after a curb, stepping using both legs. and stops quickly and picking up a toy. sideways. ground. easily while running. • Hops on one foot, • Walks with one • Swings arms back object in each hand. • Hops with two feet • Navigates changes in holding arms out surface and direction, for balance and leaving the ground and then forward • Moves forward on a using a mobility aid, sometimes putting momentarily. in preparation for such as a walker. jumping. a foot down in mobility aid, such as between hops. a walker. • Moves wheelchair through an obstacle Examples Emerging No Later Levels Child is emerging to the next developmental level Integrating Later Earlier Child is beyond the latest developmental level on this measure Mark the latest developmental level the child has mastered: Middle Later There are no later levels for this measure ATL-REG 5: Engagement and Persistence Definition Integrating Middle Examples Developmental Domain: ATL-REG — Approaches to Learning–Self-Regulation Building Building Beyond the Latest Developmental Level Æ Example of a Later Developmental Measure Developmental Domain Developmental Domain: PD-HLTH — Physical Development–Health Definition T F A R Responding Developmental Domain: A crucial area of learning and development for children. Æ Example of a Full Continuum Measure Developmental Levels Mark the latest developmental level the child has mastered: If you are unable to rate this measure, explain here: PD-HLTH 2 © 2013-2014 California Department of Education – All rights reserved Page 39 of 56 ATL-REG 5 ATL-REG 5 Engagement and Persistence DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Calibration Version August 1, 2014 Do not distribute or use for other purposes © 2013-2014 California Department of Education – All rights reserved DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft June 3, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved Page 5 of 56 Page vi of xvi The 3 Steps to Completing the DRDP (2015) Æ Step 1: Observation and Documentation T F A R 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 in the child’s home language, signed, and through other communication modes (e.g., via a communication device). Teachers and service providers direct observations of a child are the primary method used to inform ratings and should also use other sources of evidence to capture a more complete picture of a child’s knowledge and skills: 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 children 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. Observations should occur over time, in typical settings: • Observations by others – including teachers, family members/caregivers, and other service providers or caregivers, obtained through interview or conversations • 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. • Other documentation – including samples of children’s work, photographs, and video/ audio recordings of children’s communication and behavior D The Important Role of Families in the Documentation Process Family members have many opportunities to observe their child’s activities, interactions, and learning over time and in a range 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 children 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. Code Switching is a strategy used by children learning more than one language: 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” in English] 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). Adaptations must be in place for the child during the normal course of the day, and 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. Observation and Documentation for Young Dual Language Learners • Considerations for adaptations need to be made on a regular basis from early infancy and as the child grows and develops. Family members have many opportunities to observe their child’s activities, interactions, and learning over time and in a range of situations. Their perspectives, combined with • New adaptations must not be introduced solely for the purpose of conducting a DRDP (2015) assessment. DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft June 3, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved Page vii of xvi Æ Step 2: Rating the Measures T F A R 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 Assistive Equipment or Device Tools that make it possible or easier for a child to perform a task. D Strategic positioning and postural support that allow a child to have increased control of his body. Sensory Support 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: Adjustments to the environment that provide additional information to a child who has limited or reduced visual input. Functional Positioning Determining the Child’s Latest Level of Mastery 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. The descriptors define the knowledge, skills, or behaviors expected at each level along the developmental continuum of the measure (see Navigation Map). 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 “or” or a semicolon (;). What is Mastery? A developmental level is mastered if the child demonstrates the knowledge, behaviors, and skills defined at that level: Æ Consistently over time Æ 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. If the descriptor says “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, descriptor for Exploring Later in the LLD 5: Interest in Literacy measure: 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. 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, descriptor for Exploring Later in the LLD 5: Interest in Literacy measure: 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, although the assessor does not have to observe both behaviors during the same observation within a DRDP rating period. DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft June 3, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved Page viii of xvi Rating Conditional Measures If you are using the conditional measures, you will mark them on the DRDP according to the following guidance: T F A R 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 English-Language Development Measures • ELD 1: Comprehension of English (Receptive English) • If the measure is rated, determine the child’s latest level of mastery and mark • If the measure is not rated, mark the box, “This measure is not rated because it is not used for documenting progress or planning this child’s learning activities and supports” • If these measures are rated: • ELD 2: Self-Expression in English (Expressive English) • Check the box on the Information Page about the child’s home language • ELD 3: Understanding and Response to English Literacy Activities • Determine the latest level of mastery for each measure and mark • ELD 4: Symbol, Letter, and Print Knowledge in English Physical Development and Health Measures D • PD-HLTH 7: Personal Care Routines: Feeding • PD-HLTH 8: Personal Care Routines: Dressing • If these measures are not rated, leave them blank • If these measures are rated, determine the level of mastery and mark • If these measures are not rated, check the box, “This measure is not rated because it is not used for documenting progress or planning this child’s learning activities and supports” • Complete all the other PD-HLTH measures for all children DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft June 3, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved Page ix of xvi Please note that key terms and phrases in the descriptors that may be new to the teacher or service provider, you or have specific meaning to the measures are defined in the Glossary at the end of the instrument. 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. T F A R Examples: 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. 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. • Mastery is determined over time and across situations or settings. Child is Not Yet at the Earliest Developmental Level on this 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 “Not yet at the earliest developmental level” and provide the reason in the text box at the bottom of the measure page. • 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. Child is Beyond the Latest Developmental Level on this Measure: If a preschool-age child has mastered a later level than is shown on an earlier development measure, mark, “Child is beyond the latest developmental level.” • Children demonstrate mastery in diverse and sometimes unique ways. Unable to Rate due to extended absence: • An example is one of many possible ways a child might demonstrate mastery of a developmental level. and service providers will identify other examples as they conduct their observations. • Unable to Rate should rarely, if ever, be used • 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. D Additional Rating Options: Emerging to 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 last level on a measure or if the child does not yet demonstrate mastery of the earliest level. • Marking that the child is emerging to the next level does not affect the rating of mastery for the measure. • The only reason to use Unable to Rate is 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. Æ 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 EESD programs: enters your ratings into DRDPtech. • For SED programs: enter your ratings into your MIS system for your SELPA’s CASEMIS submission. Check with your administrator for when and to whom your Rating Records are due. DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft June 3, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved Page x of xvi Desired Results Developmental Profile DRDP (2015) Early Education Program Information Page Information Page T F A R Date assessment completed (mm/dd/yyyy): 1. Child’s Information Child’s name: 9. Agency/site: 1a. Legal First Name: 1b. Legal Last Name: 2. Agency Identifier or Statewide Student Identifier (10-digit SSID) _____ _ _ _ _ _ 3. Child’s classroom or setting: 4. Birth date (mm/dd/yyyy): 5. Gender: 6. Initial date of enrollment in early childhood program(mm/dd/yyyy):  male  female Date child was withdrawn from the program: 7. Assessor Information Ethnicity: 7a. What is this child’s ethnicity? Check one. D  Hispanic or Latino  Not Hispanic or Latino 7b. What is this child’s race? Mark one or more races to indicate what this child considers himself/herself to be.  Asian Indian  Korean  Black or African American  Laotian  Cambodian  Native American  Chinese  Other Asian  Filipino  Other Pacific Islander  Guamanian  Samoan  Hawaiian  Tahitian  Hmong  Vietnamese  Japanese  White  Intentionally left blank 8. Does this child have an Individualized Education Program (IEP) or an Individualized Family Service Plan (IFSP)?  Yes  No  Don‘t know 10. Person(s) completing the assessment: Name/role: ___________________________________________________ Name/role: ___________________________________________________ Choose role from list below: • Primary Teacher • Special Education Teacher • Early Intervention Specialist • Home visitor • Other (please specify)__ 11. Did another adult assist you with assessing this child?  Yes (role/relation): ��  No Child’s Language Information 12. Child’s home language(s)? Is a language other than English spoken in the child’s home?  Yes  No If yes a language other than English is spoken in the child’s home, the ELD measures must be completed for preschool age children. 13. What language(s) do you speak with this child? 14. Did someone who understands and uses the child’s home language assist you with completing the observation?  Yes (role/relation):  No  Not applicable - I understand and use the child’s home language. 15. Child is enrolled in: (Check all that apply)  State Preschool  Head Start  Early Head Start  State After-School Program  Special Education Services  Tribal Head Start  State Infant/Toddler Program  First 5  Title 1  Family Child Care Home  Migrant  Other DRDP (2015): Developmental fromEntry Early–Infancy to Kindergarten – DoDonotnotdistribute July2013-2015 31, 2014California CaliforniaDepartment DepartmentofofEducation Education– –AllAllrights rightsreserved reserved DRDP (2015): A Developmental Continuum fromAEarly Infancy toContinuum Kindergarten Preschool – Draft JuneEntry 3, 2015 distributeororuse usefor forother otherpurposes purposes © © Page xi of xvi DRDP (2015) Calibration Version, Fall 2014 A Developmental Continuum from Early Infancy to Kindergarten Entry Information Page T F A R 5. Statewide Student Identifier (10-digit SSID) __________________________________ 7. Birth date (e.g., 03/05/2011) ______ / ______ / _________ month 8. Special education enrollment. Check one.  Individualized Family Service Plan (IFSP) 9. Child’s home language(s):  English  Spanish  Vietnamese  Cantonese  Hmong  Tagalog/Pilipino  Other (specify) _____________________ D 11. Is a language other than English spoken in the child’s home? 12a. Is this child Hispanic or Latino? Check one.  Yes  No month day year        Hmong Japanese Korean Laotian Native American Other Asian Other Pacific Islander 13. Special education eligibility. Check one.      Autism Deaf-Blindness Deafness Emotional Disturbance Established Medical Disability      Intellectual Disability Hard of Hearing Multiple Disability Orthopedic Impairment Other Health Impairment  Specific Learning Disability  Speech or Language Impairment  Traumatic Brain Injury  Visual Impairment 14. Adaptations used in the assessment. Check all that apply.     Augmentative or alternative communication system Alternative mode for written language Visual support Assistive equipment or device     Functional positioning Sensory support Alternative response mode None Program Information 15. SELPA ________________________________________________________ 16. District of service _________________________________________________ Assessment Information 17. Name of person completing the assessment ________________________________  No, not Hispanic or Latino 12b. What is the race of this child? Check up to three. Asian Indian Black or African-American Cambodian Chinese Filipino Guamanian Hawaiian year 10. Language(s) used with this child:  English  Spanish  Vietnamese  Cantonese  Hmong  Tagalog/Pilipino  Other (specify) ____________________        day  Individualized Education Program (IEP) Child’s Language Information  Yes, Hispanic or Latino  Intentionally left blank 3. Date DRDP (2015) was completed (e.g., 02/09/2014) _______ / _______ / ____________ Special Education Information 4. Student ID (Issued by distric for reporting to CASEMIS) ________________________________ Child’s Ethnicity 2. Child’s Last Name (Legal):____________________________________________ For Use with Early Intervention and Early Childhood Special Education Programs Child Information 6. Gender  Male  Female 1. Child’s First Name (Legal): ___________________________________________ 18. Role of person completing the assessment:      Samoan Tahitian Vietnamese White Intentionally left blank     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 ________________________ 19. Assistance completing the assessment?  Yes  No If yes, what is that person’s relationship to the child? _____________________________ DRDP (2015): A Developmental Continuum from Early Infancy Infancy to to Kindergarten KindergartenEntry Entry––Preschool Calibration–Version August 1, 2014Do not Do not distribute or use for other purposes© 2013-2015 © 2013-2014 California Department of Education All rights reserved Draft June 3, 2015 distribute or use for other purposes California Department of Education – All–rights reserved Information Page Page xii of xvi DRDP (2015) Rating Record A Developmental Continuum from Early Infancy to Kindergarten Entry For use with preschool-age children Child’s First Name (Legal): ______________________________________________ Child’s Last Name (Legal):_______________________________________________ T F A R Student ID (Issued by distric for reporting to CASEMIS): _______________________________ Date DRDP (2015) was completed (e.g., 09/07/2014) ________ / ________ / ____________ month day year Note: The Rating Record is meant to be used together with the DRDP (2015) Instrument for keeping track of each child’s developmental levels as you complete the assessment. Instructions: Write the child’s name, student identification number, and the date this Rating Record was completed. Mark the developmental level the child has mastered for each Measure. Check EM (emerging) if the child is “emerging” to the next level (optional). In the rare circumstance that you are unable to rate a Measure, mark UR and note the reason why you are unable to rate the Measure in the box. If you need more room, record the measure number and your reason on the back of this form. Measure Measure Name 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 Responding Earlier Later Exploring Earlier Middle Later Building Earlier Middle D Measure Measure Name 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 Later Integrating Earlier Child is not yet at the earliest developmental level on this measure: Beyond Not yet Reason Discovering Language Discovering English Exploring English Developing English Building English Integrating English In the rare circumstance that you are unable to rate a measure: EM UR                       Child is not yet at the earliest developmental level on this measure: Reason                       In the rare circumstance that you are unable to rate a measure: Not yet Reason EM UR     Reason     DRDP (2015): A Developmental Continuum from Early Infancy Infancy to to Kindergarten KindergartenEntry Entry––Preschool Preschool––Draft Draft June May 12, 3, 2015 2015 Do Donot notdistribute distributeororuse useforforother otherpurposes purposes ©©2013-2015 2013-2015California CaliforniaDepartment DepartmentofofEducation Education– –AllAllrights rightsreserved reserved PagePage xiii of 1 ofxvi2 DRDP (2015) Child’s First Name (Legal): ______________________________________ Child’s Last Name (Legal): _________________________________________ Rating Record Date DRDP (2015) was completed (e.g., 09/07/2014) ______ / ______ / ________ Student ID (Issued by distric for reporting to CASEMIS): __________________________ Measure Measure Name 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 COG 8 Cause and Effect COG 9 Inquiry Through Observation and Investigation COG 10 Documentation and Communication of Inquiry COG 11 Knowledge of the Natural World 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 HSS 1 Sense of Time HSS 2 Sense of Place HSS 3 Ecology HSS 4 Conflict Negotiation HSS 5 Responsible Conduct as a Group Member VPA 1 Visual Art VPA 2 Music VPA 3 Drama VPA 4 Dance month day year T F A R Responding Earlier Later Exploring Earlier Middle Later Building Earlier Middle D Later Integrating Earlier Child is not yet at the earliest developmental level on this measure: Beyond Not yet Reason In the rare circumstance that you are unable to rate a measure: EM UR                               Reason                               DRDP (2015): A Developmental Continuum from Early Infancy Infancy to to Kindergarten KindergartenEntry Entry––Preschool Preschool––Draft Draft June May 12, 3, 2015 2015 Do Donot notdistribute distributeororuse useforforother otherpurposes purposes ©©2013-2015 2013-2015California CaliforniaDepartment DepartmentofofEducation Education– –AllAllrights rightsreserved reserved Page Page xiv of 2 ofxvi2 T F A R Use These Steps to Rate the Measures of the DRDP (2015) 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: Æ Consistently over time Æ In different situations or settings D 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: 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. • 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. • 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. DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft June 3, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved Page xv of xvi DRDP (2015) A Developmental Continuum from Early Infancy to Kindergarten Entry T F A R Measures at-a-Glance For use with preschool-age children Domain Name Approaches to Learning –SelfRegulation Number Domain within Abbreviation Domain Measure Name ATL-REG 1 2 3 4 5 6 7 Social and Emotional Development SED 1 2 3 D 4 5 Language and Literacy Development LLD 1 2 3 4 5 6 7 8 9 10 English Language Development ELD Attention Maintenance Self-Comforting Imitation Curiosity and Initiative in Learning Self-Control of Feelings and Behavior Engagement and Persistence Shared Use of Space and Materials Identity of Self in Relation to Others Social and Emotional Understanding Relationships and Social Interactions with Familiar Adults Relationships and Social Interactions with Peers Symbolic and Sociodramatic Play Understanding of Language (Receptive) Responsiveness to Language Communication and Use of Language (Expressive) Reciprocal Communication and Conversation Interest in Literacy Comprehension of Age-Appropriate Text Concepts About Print Phonological Awareness Letter and Word Knowledge Emergent Writing Comprehension of English (Receptive English) Self-Expression in English (Expressive English) Understanding and Response to English Literacy Activities Symbol, Letter, and Print Knowledge in English 1 2 3 4 Domain Name Page Number 1 Cognition, Including Math and Science Number Domain within Abbreviation Domain Measure Name COG 2 3 4 5 2 6 3 7 4 8 5 9 6 10 7 8 9 10 1 11 Physical PD-HLTH Development –Health 1 2 3 11 4 12 5 13 6 14 7 15 8 16 9 17 10 18 19 20 History– Social Science HSS 1 2 3 21 4 22 5 23 24 25 26 Visual and Performing Arts VPA 1 2 3 4 Spatial Relationships Classification Number Sense of Quantity Number Sense of Math Operations Measurement Patterning Shapes Cause and Effect Inquiry Through Observation and Investigation Documentation and Communication of Inquiry Knowledge of the Natural World Perceptual-Motor Skills and Movement Concepts Gross Locomotor Movement Skills Gross Motor Manipulative Skills Fine Motor Manipulative Skills Safety Personal Care Routines: Hygiene Personal Care Routines: Feeding Personal Care Routines: Dressing Active Physical Play Nutrition Sense of Time Sense of Place Ecology Conflict Negotiation Responsible Conduct as a Group Member Visual Art Music Drama Dance DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft June 3, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved Page Number 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 Page xvi of xvi 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 T F A R Mark the latest developmental level the child has mastered: Responding Exploring Building Earlier Later Earlier Later Earlier 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 •• Turns attention toward •• Briefly watches other •• Listens to a book from •• Makes a pile of pretend Attends or responds briefly to people, things, or sounds Examples •• Pays attention to a moving mobile. •• Quiets to the voice of a familiar person. •• Gazes at the smiling face of a familiar person. an interesting toy, then back to an adult or a child. •• Actively shifts interest from one child to another playing close by. children playing and then resumes play with a toy. •• Resumes playing at sand table when an adult joins •• Starts working on a in digging. simple puzzle with an •• Dumps toy animals from adult and continues container, puts animals when the adult steps back in the container, and away briefly. then dumps them out again. •• Continues playing with toy cars, adding a bridge offered by an adult sitting nearby. D •• Drops one thing in order to reach for another. beginning to end and then gestures for an adult to read it a second time. Middle Integrating Later Earlier There are no later levels for this measure pancakes with play dough on own and then offers them to peers. •• Builds multiple towers with interlocking blocks. •• Looks through several books on own in library corner during the morning. •• Listens to audio books while looking at enlarged pictures related to the story on a screen, on own, during the morning. Child is beyond the latest developmental level on this measure Child is emerging to the next developmental level If you are unable to rate this measure, explain here: ATL-REG 1 Attention Maintenance DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved ATL-REG 1 Page 1 of 56 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 T F A R Mark the latest developmental level the child has mastered: Responding Exploring Building Earlier Later Earlier Later Earlier Responds to internal or external stimulation in basic ways Middle 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 There are no later levels for Anticipates need for comfort and prepares this measure self by asking questions, getting a special thing, or in other ways Examples •• Cries when hears a loud •• Sucks thumb or fist to •• Retrieves a familiar •• Softly hums or vocalizes •• Asks what’s going to •• Closes eyes when taken •• Turns away from sensory noise. into bright sunlight. •• Brings fist to mouth and fusses when hungry. soothe self. experiences such as loud noises, bright lights, or specific textures. •• Nuzzles face into a object, such as a blanket, to soothe self when upset. •• Gestures “up” to a familiar adult to be picked up when sleepy. D blanket or a familiar adult’s shoulder when unfamiliar adults approach. •• Seeks contact with a familiar adult when a toy is taken by another child. to self when lying down for naptime. •• Goes to cubby and gets a photo of family when upset after a parent leaves. •• Seeks out a cozy place to get away from active play of other children. •• Remains seated in a small group activity while manipulating a favorite toy. Integrating Later Earlier happen next, to get ready to transition to a new activity. •• Requests favorite book to read with parent before the parent leaves. •• Moves away and covers ears when an adult brings out a vacuum to clean spilled sand on the floor. Child is beyond the latest developmental level on this measure Child is emerging to the next developmental level If you are unable to rate this measure, explain here: ATL-REG 2 Self-Comforting DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved ATL-REG 2 Page 2 of 56 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 T F A R Mark the latest developmental level the child has mastered: Responding Exploring Building Earlier Later Earlier 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 •• Makes a sound like “Mmmmm” after an adult makes the “Mmmmm” sound during feeding. •• Opens and shuts hands •• Holds a toy telephone •• Communicates, “Be as an adult leads open- to ear and says, “Hello.” safe,” (using adult shut-them finger play. intonation) when •• Places doll in front of a friends begin to move •• Raises arms in the air, toy shopping cart and too fast through the following an adult’s wheels it around the classroom. actions, during a game room, placing objects of “So big!” •• Pretends to cook a in the cart. meal by taking out play •• Communicates, •• Engages in exercise food and pots, turning “Bye-bye,” and movements that adults on a toy stove, and waves, after an adult typically do. stirring the pots with a communicates, “Bye•• Wraps a teddy bear spoon. bye,” and waves. in a blanket and •• Dresses up with fancy communicates, “Nightshoes and clothes in night.” dress-up area, and communicates, “It’s time to party.” Examples •• Pays attention to vocalizations from an adult, such as cooing, heard during an interaction. •• Attends to an adult’s face during an interaction. •• Orients toward the gestures of a familiar adult. •• Smiles when an adult smiles. D •• Widens eyes and raises eyebrows after observing these movements on an adult’s face during an interaction. 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 Middle Integrating Later Earlier There are no later levels for this measure Child is beyond the latest developmental level on this measure Child is emerging to the next developmental level If you are unable to rate this measure, explain here: ATL-REG 3 Imitation DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved ATL-REG 3 Page 3 of 56 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 T F A R Mark the latest developmental level the child has mastered: Responding Exploring Building Integrating Earlier Later Earlier Later Earlier Middle Later Earlier Explores through simple observations, manipulations, or asking simple questions Explores by engaging in specific observations, manipulations, or by asking specific questions •• Watches the fish in the •• Compares leaves gathered •• Uses a magnetic wand to •• Examines images from Responds to people, things, or sounds Examples •• Orients toward a noise. •• Turns head toward a person who comes into view or begins talking. •• Looks at a mobile. Notices new or unexpected characteristics or actions of people or things Explores people or Explores new ways to things in the immediate use familiar things, environment including simple trial and error •• Vocalizes or gazes at •• Bangs a drum with hands •• Paints on paper and a familiar adult who repeatedly. on arm when given a makes an animated facial paintbrush and paint. •• Touches hair of another expression or unusual child. •• Molds sand using a cup. noise. •• Pats, pulls on, or turns •• Tries using utensils to •• Smiles when an adult pages of a board book. work with play dough. begins singing a song. •• Moves arms or legs when •• Watches intently as an adult prepares snack. a mobile begins moving overhead. D fish tank intently after a conversation about how fish breathe underwater. •• Drops a marble in a maze on a nature walk by color or shape. Carries out simple investigations using familiar strategies, tools, or sources of information figure out which objects on a table it will lift up. •• Observes a snail and asks, •• Uses a magnifying glass Carries out multi-step investigations, using a variety of strategies, tools, or sources of information informational books or a computer to learn about the habitats of different animals. “Why does it have a shell?” to observe a caterpillar •• Looks through a prism and uses hands to follow closely, and describes •• Manipulates a movable held up to the light, its pattern of colors and its path as it rolls to the action figure to change the directing its motion until a bottom. number of legs. positions of its body. rainbow of colors appears •• Asks, “What’s that •• Places a variety of objects on the wall. • • Squeezes a sponge to see doing?” when seeing in water to see which will how it works. or hearing a bulldozer float and which will sink. •• Sets up a project, with an adult, that involves across the street while on •• Uses a communication investigating the growth a neighborhood walk. device to learn about the of lima bean plants with new pet guinea pig. different amounts of water, and documents their growth. Child is emerging to the next developmental level If you are unable to rate this measure, explain here: ATL-REG 4 Curiosity and Initiative in Learning DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved ATL-REG 4 Page 4 of 56 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 T F A R 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 •• Reaches toward a •• Gets up and looks for an •• Lets go of another •• Waits to ride a favorite •• Insists that another child •• Offers a toy in exchange •• Communicates, “I want a •• Pauses and sighs after •• Communicates feelings Examples •• Lessens or stops crying when picked up by an adult. •• Relaxes in an adult’s arms when being held. •• Quiets to the voice of a familiar adult. familiar adult to be comforted and nestles into the adult when held. •• Vocalizes to a familiar adult and calms when the adult reaches over to pat child’s stomach. adult after falling down, and then resumes play when the adult gives a reassuring look. •• Stops crying after an adult offers a toy similar to the toy another child took. D •• Looks toward a familiar adult when startled, and relaxes when picked up. •• Calms when an adult moves to sit closer on the floor. child’s toy and accepts a different toy after a familiar adult communicates, “She’s playing with the blue truck. You can use the red one.” •• Gets a towel when an adult suggests that they work together to clean up a spill that the child is upset about. •• Accepts an adult’s invitation to move closer, after noticing child’s worried look when an unfamiliar adult enters the room. tricycle without trying to take it from another child. tower falls down, and then starts to rebuild it when an adult asks, “Do you want to make it again?” •• Frowns, but goes to play with something else, when an adult communicates that it is not yet time to go outside. return a favorite doll, but when refused, asks a familiar adult for help. when another child has a desired toy. •• Asks another child who turn. Can I use the scooter after you go around two times?” after watching another child ride for a while. is painting at an easel, of anger, through words “When is it my turn? I’ve •• Communicates, “Don’t been waiting.” or gestures, to a familiar push!” to another child adult when another child •• Leaves the block area after trying to fit at the water takes a toy without asking. unsuccessfully attempting table, and then says, •• Communicates, “Tôi muốn to join peers, and then “Here’s a place,” and moves to the dramatic ngồi ở đây,” [“I want to moves over. play area to join other sit here,” in Vietnamese], •• Communicates to self, in children in play. when upset that there words or signs, that the are no empty chairs near monsters are just pretend, a friend. when attending to a scary story. •• Uses a communication device to suggest a strategy to share the limited number of popular art materials during a collage project. Child is emerging to the next developmental level If you are unable to rate this measure, explain here: ATL-REG 5 Self-Control of Feelings and Behavior DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved ATL-REG 5 Page 5 of 56 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 T F A R Mark the latest developmental level the child has mastered: Responding Earlier Exploring Later Building Integrating Earlier Later Earlier Middle Later Earlier Selects activities, but switches quickly from one to another, even with adult support to help focus on one activity Continues selfselected activities with adult support, even though interest briefly shifts to other activities Continues selfselected activities on own, seeking adult support to work through challenges Works through challenges on own while engaged in selfselected activities Returns to activities, including challenging ones, on multiple occasions to practice a skill or to complete the activity •• Continues to build a •• Continues to work on There are no earlier levels for Participates in a this measure simple activity briefly Examples •• Puts a ring on and off of a •• Chooses to play in the ring stack a few times. •• Fills and dumps sand from a bucket. •• Shakes a bell while others are singing. D •• Uses hands to smear finger paint. •• Activates a switch toy. •• Continues working on a with an adult to make a difficult puzzle, asking necklace, briefly watches an adult for help when another child who brings needed. magnets to the table, •• Selects a puzzle to work •• Continues looking and then continues on with an adult, works at a book as an adult stringing beads. on it together for a short encourages other children time, and then wanders •• Stops playing with blocks entering the same area to and starts to move away off, even with the adult’s find a book. from block area, but encouragement to •• Asks adult for returns when an adult continue. headphones, while offers props, such as cars •• Joins a small group and listening to a story on and street signs, to use attends briefly to an tape, when other children with the blocks. adult reading a book, and begin to play noisily then shifts attention to •• Pauses to watch children nearby. another activity. running by while •• Starts to get ready to scooping sand, but go outside with other returns to scooping when children, and asks for adult the adult offers another assistance with fasteners sand toy. when putting on shoes. dramatic play area for a short while and then plays in the block area. •• Strings large beads structure with interlocking blocks even when having difficulty finding the “right” pieces. •• Glues a variety of materials together to create a three-dimensional collage, trying different ways to make them stick. •• Repeatedly tries to trace around own hand. •• Completes an obstacle spinning a round hoop around own waist over successive days. •• Continues at a pottery activity that involves shaping clay, letting it dry, painting it, and letting it dry some more. •• Writes own name, then writes it more clearly a second time at classroom sign-in table. course using a walker, even on bumpy ground. Child is not yet at the earliest developmental level on this measure. Explain here: Child is emerging to the next developmental level If you are unable to rate this measure, explain here: ATL-REG 6 Engagement and Persistence DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved ATL-REG 6 Page 6 of 56 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 T F A R Mark the latest developmental level the child has mastered: Responding Earlier Exploring Later Building Integrating Earlier Later Earlier Middle Later Earlier There are no earlier levels for Demonstrates this measure preferences for a few specific toys or materials 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 •• Chooses to play with doll •• Takes another child’s toy, •• Keeps all of the crayons •• Holds onto big brushes •• Communicates to another •• Brings a carpet square Examples Takes and plays with materials of interest, even when they are being used by another child with red hair on repeated occasions. and seems surprised by the other child’s protest. nearby even if only using one or two colors. •• Chooses to play with the •• Picks up a purple marker •• Communicates, “Es mía,” same toy dinosaur every day. •• Selects the green marker D every time when at the art table. after another child put it down momentarily to do something else. •• Squeezes in between other children at the water table, making it difficult for the other children to continue their play. [“It’s mine,” in Spanish], when another child reaches for a red cape. •• Places favorite dolls behind back when other children are playing in the doll area. while painting at the table, but then gives other children some big brushes, with adult prompting. •• Keeps favorite crayons nearby, and pushes the basket of other colored crayons to the center of the table. •• Lets another child take a book from a pile nearby, but holds onto a few favorite books. Offers to share space or materials with others in the absence of explicit expectations for sharing child, “That’s mine to another child while [referring to a carpet getting ready for story square]. Go get one from time, without being asked. the pile over there,” while •• Makes room for another getting ready for story child who wants to join in time. building a spaceship, and •• Gets riding toys out of then offers a piece for the the shed to give to other child to add. children, according to the •• Uses a communication usual classroom practice. device to ask another •• Communicates, “It’s my child to join in making a turn when you are done,” necklace. to a child who is using the tricycle. •• Puts name on waiting list when wanting to have a turn at the computer, after reminder by an adult that there is a waiting list. Child is not yet at the earliest developmental level on this measure. Explain here: Child is emerging to the next developmental level If you are unable to rate this measure, explain here: ATL-REG 7 6 Shared Use of Space and Materials DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved ATL-REG 7 Page 7 of 56 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 T F A R Mark the latest developmental level the child has mastered: Responding Exploring Building Integrating Earlier Later Earlier Later Earlier Middle Later Earlier 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 •• Acts out roles from own •• Communicates, using •• Communicates to an adult, •• Selects a pink scarf for a Responds in basic ways to others Uses senses to explore Recognizes self and self and others familiar people Examples •• Attends to a familiar •• Examines own hand or •• Orients toward a familiar •• Communicates, “Me •• Touches others’ hair •• Points to picture of self adult during feeding. •• Quiets when hears a familiar adult. •• Grasps an adult’s finger when palm of child’s hand is touched. foot by looking at it or mouthing it. when it is within reach. •• Plays with sound by repeating grunts and squeals. adult when own name is spoken or signed. on the wall. •• Smiles when a familiar adult enters the room. D llamo Luis,” [“My name is Luis,” in Spanish]. •• Communicates names of immediate family members in a photo. •• Looks to new baby sister and communicates her name. family in pretend play. •• Communicates, “I’m making cookies—just like Grandma!” while rolling play dough. communication board, “His hair is red!” •• Identifies own height, as indicated on a growth chart posted on the wall. •• Draws picture of a house •• Narrates details while and communicates, “This is my house.” drawing a picture of a friend. •• Draws a picture of own family, representing traits such as heights and hair colors. “I was mad when it rained because we couldn’t go outside.” Compares own preferences or feelings to those of others friend whose favorite color is pink, then selects a blue scarf for self. •• Communicates that a •• Communicates to a •• Says, “Ayokong hawakan •• Communicates, “我喜 friend is happy because he is going to have a birthday party. ang susô. Na tatakot ako,” [“I don’t want to touch the snail. It scares me,” in Tagalog]. peer that they both like peanut butter and jelly sandwiches. 歡游泳, 但是我姐姐不喜歡,” [“I love to swim, but my sister doesn’t,” in Chinese]. Child is emerging to the next developmental level If you are unable to rate this measure, explain here: SED 1 Identity of Self in Relation to Others DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved SED 1 Page 8 of 56 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 T F A R Mark the latest developmental level the child has mastered: Responding Exploring Building Integrating Earlier Later Earlier Later Earlier Middle Later Earlier 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 Identifies own or in response others’ feelings to emotional expressions of people who are less familiar 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 •• Smiles when an adult •• Pays attention to a •• Moves or looks toward Responds to faces, voices, or actions of other people Examples •• Looks at faces. •• Turns head toward an adult during feeding. •• Grasps an adult’s finger when palm of child’s hand is touched. continues after pausing during a game of pattycake. •• Looks toward the location of where an adult’s face will reappear during a game of peeka-boo. familiar adult’s facial expressions when an unfamiliar person enters the room. •• Stops playing, looks up, and then smiles when hearing a familiar adult’s laugh. D •• Kicks legs in excitement or adjusts body when a familiar adult leans forward to pick child up. •• Starts to climb on a table, but pauses in response to an adult’s cautionary look and warning. a familiar adult when a less familiar adult enters the room. •• Pauses after reaching toward a peer’s toy, to check on a less familiar adult’s response. •• Stops in response to a warning from another child’s parent about getting too close to the swing. •• Communicates, “También •• Responds that a friend is •• Communicates, •• Communicates to a peer, me gusta pintar, me hace sad, when an adult asks, “Magagalit siya kapag “You’re silly,” when the feliz,” [“I like to paint, “Why did your friend get bumagsak na naman ang peer starts giggling and too; it makes me happy,” his blanket?” kanyang tulay,” [“He’ll other children join in. in Spanish] after noticing be mad if his bridge is •• Communicates that the •• Communicates that a peer a child at an easel. knocked down again,” in turtle was scared, when an is shy when seeing her Tagalog]. •• Communicates that a adult asks, “Why did the hide as an unfamiliar adult crying child is sad. •• Uses a communication turtle go into its shell?” approaches. device to express, “I feel •• Communicates, “She •• Communicates, “Cô bé •• Communicates that sleepy when it gets dark.” wants the big truck.” nhớ mẹ của mình,” [“She another child plays with •• Communicates, “I’m misses her mommy,” everyone because he is so •• Points to “angry” picture in Vietnamese] when bored. I’m going to play friendly. on emotion chart while with the blocks now.” an adult asks, “What looking at a peer. happened?” Child is emerging to the next developmental level If you are unable to rate this measure, explain here: SED 2 Social and Emotional Understanding DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved SED 2 Page 9 of 56 Developmental Domain: SED — Social and Emotional Development SED 3: Relationships and Social Interactions with Familiar Adults Child develops close relationships with one or more familiar adults (including family members) and interacts in an increasingly competent and cooperative manner with familiar adults T F A R 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 Interacts in simple ways familiar adults and tries with familiar adults and to interact with them tries to maintain the interactions Examples •• Widens eyes or brightens •• Reaches for a familiar face at the face of a familiar adult. adult when being held by another adult. •• Orients toward a familiar •• Vocalizes at a familiar adult’s voice. •• Quiets when picked up by a familiar adult. adult to gain the adult’s attention. •• Laughs in anticipation •• Places toy on a familiar adult’s lap, goes to get another toy, and then places that toy on the adult’s lap. •• Puts hands near head to 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 •• Grasps a familiar adult’s •• Communicates to a •• Asks a teacher why •• Offers to place napkins •• Works together with a hand to gain attention, and then gestures to begin a finger-play game. familiar adult, “Want some tea?” during a pretend tea party. •• Communicates interest in •• Completes a simple another child is not going outside with the group. •• Communicates to an adult, “What’s the bee doing?” while watching a bee fly from flower to flower or sharing a book together about bees. and cups on the table when a familiar adult is preparing a snack. •• Brings a board game familiar adult to complete a puzzle over several days, organizing pieces in different ways. •• Plans a gardening activity to a familiar adult and continue a game of peekcommunicates an interest with a familiar adult, a-boo when a familiar communicating by signing in playing together. •• Brings a blanket to a adult pauses. the materials needed. familiar adult and then •• Shares rocks collected •• Gives pretend food to climbs into the adult’s lap while playing outside •• Repeatedly hands little •• Asks a familiar adult for a a familiar adult and •• Gathers possible when upset. cars to a familiar adult to suggestion about how to construction materials, with a familiar adult. communicates, “I made continue a joint activity. build the tower to keep it some hamburgers for you. such as glue, paper, and •• Gestures to a familiar •• Uses an electronic tablet from falling down. You tell me what you want scissors, from a supply adult for assistance about to play a game with a to drink.” shelf to contribute to a how to remove a tight lid familiar adult. building project with a from a canister. familiar adult. D before a familiar adult nuzzles child’s neck. Initiates activities with familiar adults; and Seeks out assistance or support from familiar adults looking at a book with a familiar adult. puzzle with a familiar adult, taking turns to fit pieces. •• Works with a familiar adult and a group of children to make a piñata over two days, offering alternatives for its shape and construction and what will go inside. Child is emerging to the next developmental level If you are unable to rate this measure, explain here: SED 3 Relationships and Social Interactions with Familiar Adults DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved SED 3 Page 10 of 56 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 T F A R 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 Participates in brief with familiar peers as episodes of cooperative they play side by side 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 •• Moves excitedly when •• Selects a truck when •• Hands a bucket to a •• Takes a few turns trying •• Builds a train track with •• Invites friends to build •• Plans how to build a •• Explores a toy alongside •• Offers a block to a peer •• Plays chase briefly Examples •• Cries when hearing the sound of another child crying. •• Orients toward other children. •• Notices another child nearby. another child comes near. •• Reaches toward another child to gain attention. •• Smiles at another child. other children nearby are playing with trucks. another child who is also exploring. •• Reaches for a toy in the D water alongside other children at the water table. familiar peer sitting next to child in the sandbox. building a tower next to child. •• Splashes excitedly with a peer at the water table, continuing back and forth. on hats with a peer in the dramatic play area. outside with two peers, and then goes to play alone in sandbox. •• Plays cars with a peer for a short while. two friends, taking turns connecting the track pieces. •• Laughs and makes funny noises or faces with a friend while singing a song together. •• Plays a game of telephone a pretend barn for toy animals and, at clean-up time, asks to save it so they can play with it tomorrow. •• Invites friends to continue playing family from the day before. that involves having a •• Offers a new object for a conversation with a friend fort that child has built about going on a shopping with peers over several days. trip together. boat with several peers, choosing materials and negotiating tasks. •• Plays superheroes with peers, planning different characters and scenarios. •• Joins peers in planning and gathering materials needed for a nature walk, such as nets, baskets, and bags. •• Plays restaurant with friends, showing them the signs for food to be ordered. Child is emerging to the next developmental level If you are unable to rate this measure, explain here: SED 4 Relationships and Social Interactions with Peers DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved SED 4 Page 11 of 56 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 T F A R 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 Explores people and objects in basic ways 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 Examples •• Cries in response to a loud voice. •• Rocks a doll in arms. •• Uses a stacking ring as a bagel. •• Looks toward a lamp when it is turned on. •• Reaches toward an adult’s glasses. •• Grabs a toy, shakes it, and then shakes it again. •• Moves arm in response to a touch. •• Picks up a toy and mouths it. Engages in pretend play with others around a shared idea Engages in roles in pretend-play sequences with others •• Pretends to be a doctor •• Sits in a box with •• Pumps arm while and takes care of a a peer, holding a saying, “Whoo-whoo,” •• Uses a brush on a doll’s stuffed bear that is “steering wheel,” and and then collects hair. •• Holds a rectangular “sick.” communicates, “My turn “tickets” from seated block to ear and talks •• Pushes a toy car along to drive the bus.” “passengers.” into it as if it is a phone. •• Makes a pretend cake the floor. in the sandbox and •• Pours “coffee” for •• Plays store, “scanning” •• Pretends that puzzle •• Places objects from offers a “taste” to an friends while seated items, placing them in pieces are cookies. around the room in a adult. together at a table in bags, and collecting toy shopping cart. the dramatic play area. “money” from peers. •• Makes a “pizza” out of play dough and puts it •• Pretends to put out fires •• Uses a hose to “pump in the play oven. on the playground with gas” as other children others, using pretend wait in line with their •• Sits in a box, hoses and wearing tricycles. pretending it is a boat. firefighter hats. D •• Gazes intently at an adult’s changing facial expressions. Engages in pretendplay sequences Engages in pretendplay sequences with others by organizing and negotiating roles or rules around a shared elaborated idea •• Agrees with peers on who will be the bus driver, who will be the child, and who will be the mommy, while acting out school-bus play. •• Plans with peers to pretend to be a family going on a trip: using chairs as seats for a car, negotiating roles, and deciding where they will go. •• Assigns roles and acts out classroom routines (e.g., circle time, snack time) with other children. Child is emerging to the next developmental level If you are unable to rate this measure, explain here: SED 5 Symbolic and Sociodramatic Play DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved SED 5 Page 12 of 56 Developmental Domain: LLD — Language and Literacy Development LLD 1: Understanding of Language (Receptive) Child understands increasingly complex communication and language T F A R Mark the latest developmental level the child has mastered: Responding Exploring Earlier 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., gaze aversion, vocalization, movements) Examples •• Turns head toward, or •• Smiles or gurgles in looks in the direction of, the voice of an adult. response to a familiar adult’s voice or simple gestures. Building Integrating Middle Later Earlier Middle Later Earlier Recognizes a few frequently used words or gestures in familiar situations Shows understanding of a wide variety of words that refer to people, objects, or events 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 •• Waves, “Bye-bye,” •• Indicates a bell in a •• Gets jacket after an •• Offers to help after an •• Adds blocks to a tower •• Communicates, “I’m a •• Explains how to plant after an adult communicates, “Goodbye.” •• Makes eye contact with •• Makes a sound similar •• Bounces or waves arms storybook when asked, “Where’s the bell?” •• Walks to the shed to adult communicates, “Get your jacket. It’s time to go outside.” adult communicates, “Would you like to help me feed the turtle?” after a peer says, “Let’s make our skyscraper the tallest!” princess and I live in a castle,” while playing dress-up. get the wagon after an •• Moves to the sink •• Collects different types •• Holds the door open, •• Pretends to be a adult suggests, “Let’s after an adult of art supplies after an after an adult asks the character in a story get the wagon.” communicates, “Time adult explains an art child to do so, until all after a read-aloud of •• Quiets or orients in the to wash hands.” project and where to of the other children the story. direction of a sound, •• Points to pictures of find the supplies. have come into the a bird, a tree, and a touch, or gesture. •• Averts eyes to •• Passes the milk at •• Draws a picture of a room. house, as an adult disengage from a social •• Orients toward a lunch time after an •• Hands crayons from cocoon after sharing familiar person or thing says the name of each, adult communicates, the shelf after an adult •• Points to the picture of a book about the life interaction with an while looking at a book “Please pass the milk.” asks, “Can you hand me an eagle and its nest adult. when it is named. cycle of a butterfly. together. the crayons that are on while sharing a book •• Stops at curb after an about animals building the shelf?” adult communicates, their homes. “Let’s stop and look both ways.” a familiar adult. to “Mmmmm” during a social interaction with a familiar adult. to indicate interest in continuing an activity after an adult pauses and asks, “More?” D seeds to a peer after an adult reads a book about planting seeds. •• Draws a picture about the changing seasons, after an adult talks about why the weather has changed. •• Selects materials that float, while making a boat, after hearing an adult talk about materials that float or sink. Child is emerging to the next developmental level If you are unable to rate this measure, explain here: LLD 1 Understanding of Language (Receptive) DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved LLD 1 Page 13 of 56 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 T F A R 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 Examples •• Turns head or looks in direction of voices. •• Sustains gaze at an adult’s smiling face. •• Quiets or orients in the direction of a sound or gesture. •• Cries when child hears another child cry. 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 Responds to one-step comments that relate to requests or questions a present situation involving an action that will happen right away •• Smiles in response to a •• Reaches for a familiar •• Looks up at sky after an familiar adult’s voice or gestures. •• Vocalizes in response to a object after it is named. •• Communicates, “Bye-bye,” adult communicates, “There’s an airplane.” Carries out a one-step request that relates to a new or an unfamiliar activity or situation •• Picks up sand toys after an •• Puts compostable cup adult says, “Please pick up the sand toys.” into compost bin recently added to the room after adult communicates, “Please put your cup in the compost bin.” Carries out multi-step requests that involve a familiar activity or routine Carries out multi-step requests that involve a new or unfamiliar activity, situation, or concept •• Puts toy in cubby and •• Chooses a book and then goes to rug when adult communicates it is time to put your toy in the cubby and go to the rug for story time. carries it to the library counter after an adult says, “Find a book and take it to the library counter.” in response to a parent •• Moves toward the sandbox •• Brings a watering can to waving and saying, “Byeafter an adult says, “I see the garden after a peer bye.” •• Gathers different materials new toys in the sandbox.” says, “Let’s get water for Follows the steps commu•• Moves toward a familiar from outside, brings them •• Follows simple direction •• nicated the plants.” by an adult at the adult’s extended arms. •• Signs, “More,” after an •• Communicates, “Okay,” to tag another child when end of an art activity to inside, and places them on adult asks, “More milk?” after an adult says, “Your •• Brings shoes after an adult a table, as suggested by an learning a new game. •• Turns head and looks away remove smock, hang it up, friend wants to play, too.” requests, “Bring me your adult, to create a nature after a familiar adult offers and then wash hands. shoes. I’ll help you put •• Gets drum after adult display. a bottle or food again. •• Calms when adult them on.” communicates, “Let’s get •• Follows adult’s request to communicates, “Your turn •• Cares for a new pet for ready for the new music “push your chair in, put •• Uses a communication is next.” your book in the cubby, the first time by providing teacher.” board to make a choice and wash your hands.” clean water, food, and when an adult asks, “What fresh shavings for a guinea would you like to do pig, after being told the next?” steps by a peer. •• Communicates, “Yo,” [“Me,” in Spanish], after an adult asks, “Who is the helper for snack?” familiar adult’s voice. D Child is emerging to the next developmental level If you are unable to rate this measure, explain here: LLD 2 Responsiveness to Language DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved LLD 2 Page 14 of 56 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 T F A R Mark the latest developmental level the child has mastered: Responding Exploring Earlier Later Earlier Makes sounds spontaneously Examples •• Cries. •• Coos. •• Gurgles. Uses sounds, gestures, or facial expressions to communicate Uses a few “first words,” word-like sounds, or gestures to communicate •• Smiles when a familiar •• Asks for food when person approaches. •• Cries or looks at an adult when hungry. hungry, by using a special word, sound, or gesture for food. •• Communicates, Building Middle Later Earlier Middle Later Earlier 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 •• Names familiar •• Communicates, •• Communicates, “A mí •• Communicates, “The •• Communicates to •• Communicates ideas •• Communicates, “More foods, toys, or family members. D such as “No,” “More,” or “Up.” “Mommy come,” when wanting a parent. juice,” when thirsty. “Mama,” “Dada,” •• Communicates, “我的 while interacting with “Baba,” or similar word • • Indicates a picture of a 卡車!” [“My truck!” in an adult. approximations. ball when asked what Chinese] after another •• Reaches for or gestures the child wants to play child takes a toy truck. with next. for an object. •• Vocalizes or babbles Integrating Combines phrases and sentences with a variety of word forms to communicate ideas or to describe people, objects, or events •• Communicates, “Dragons don’t need a peer, during play, bikes ’cause they can “Yesterday we made vegetable soup.” (“We” fly. They have really big is a pronoun; “made” is wings.” past tense.) •• Communicates to a •• Communicates, “I want peer, “Let’s hurry and • • Communicates, “His mommy.” •• Communicates using clean up so we can go birthday is tomorrow. a communication outside to ride bikes.” •• Communicates, “I like board, “I need a tissue. He will be five.” dogs,” while looking at (“His” is a possessive • • Communicates via My nose is runny.” an animal book. pronoun; “he” is a spoken words, signs, (“Tissue” is a noun pronoun; “will be” is or a communication and “runny” is an future tense.) device, “The dog ate adjective.) cat’s food, and then •• Communicates in sign the he got in trouble. We •• Communicates, language that the cat’s put him outside and he “Malaking malaki feet are wet. (“Cat’s” was very sad.” ang aso namin,” is possessive; “feet” is [“Our dog is huge,” in •• Communicates, “Mi plural.) Tagalog] after hearing abuela es muy vieja. •• Communicates, “He Tiene el cabello blanco a peer use the word runned really fast,” y muchas arrugas,” “huge.” (“Huge” is a [He ran really fast]. [“My grandma is really recently encountered (“Runned” is past tense old. She has white hair vocabulary word.) with a grammatical and lots of wrinkles,” in error.) Spanish]. me toca,” [“It’s my turn,” in Spanish] when an adult brings the pet rabbit for a visit. rabbit is scared,” when the pet rabbit snuggles into an adult’s lap. (“Scared” is an adjective.) Child is emerging to the next developmental level If you are unable to rate this measure, explain here: LLD 3 Communication and Use of Language (Expressive) DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved LLD 3 Page 15 of 56 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* T F A R Mark the latest developmental level the child has mastered: Responding Exploring Earlier Later Earlier 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 Examples •• Looks in the direction of Integrating Middle Later Earlier Middle Later Earlier 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 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 •• Communicates, “Yes,” or •• Makes eye contact with •• Communicates, “我是 •• Communicates, “That’s my •• Has a conversation with •• Has a conversation with family,” while looking at a a peer about things that an adult while planting response to an adult “No,” after an adult asks, an adult while holding 寶寶,” [“I’m the baby” they like to do together photo with a peer. When sunflower seeds together, talking about a ball, and “Do you want more milk?” a stuffed bear. When in Chinese] after a peer •• Quiets in response to •• Makes sounds when with their families. Says, the peer says, “You have asking how to plant the then waits for the adult to the adult asks, “Whose communicates, “I’m the “My family goes to the sound. a familiar adult stops •• Rubs eyes and responds, two sisters,” responds, seeds and making guesses respond. teddy bear is that?” mommy,” while playing park on Sundays.” When “I have a big sister, and talking. “Night-night,” after a •• Turns toward the soft peer asks, “Every Sunday?” about how big the plants communicates, “My bear.” house. that’s my baby sister.” child responds, “Yeah, but will get and how long it touch of an adult. •• Reaches toward a familiar •• Waves, “Good-bye,” after familiar adult asks, “Are you tired?” parent waves, “Good•• Communicates with •• Hands play dough to a •• Responds to an adult’s sometimes we go to the will take before the plants adult. •• Looks at a familiar adult bye.” an adult, during lunch, peer. When the peer takes comments about animals park with the swimming begin to grow. • • Brings a ball to an adult, that live in the zoo, “Fui al pool and sometimes the during feeding. the play dough and says, and then responds, “Ball,” “Thêm phô mai,” [“More •• Covers eyes to signal an park with the big playzoológico,” [“I went to the •• Has a conversation with cheese,” in Vietnamese]. “I’m gonna make a dog,” after the adult asks, “Do adult to continue playing zoo,” in Spanish]. When an ground.” Then when peer a peer before and while When the adult responds, responds, “I’m making a says, “My grandma takes adult replies, “There are you want me to play ball peek-a-boo. building a fort, including “You really like cheese!” snake.” lots of animals in the zoo,” me to the park,” child with you?” offering ideas on what responds, “My grandma communicates, “Con thích •• Asks a peer for some child says, “Los caimanes materials they need and phô mai,” [“I like cheese,” blocks to put in child’s son los animales que más takes me to the store.” suggesting ways to make me gustan,” [“I like the al Conversation continues. in Vietnamese]. truck while playing with sure that the walls keep ligators best,” in Spanish] •• Has a conversation with •• Communicates, “That’s a trucks. When the peer standing as they are and continues to converse an adult about the size of replies, “Here,” and hands about other animals at monkey,” while reading dinosaurs. When the adult building it. the zoo. says that dinosaurs were over several blocks, a story with an adult. •• Has a conversation with all different sizes, child When the adult says, “Yes, responds, “That’s too •• Has a brief conversation an adult about how responds by naming a big many,” and takes only two with a peer while looking dinosaur, then naming a he’s climbing,” replies, dinosaurs lived and how at a caterpillar together. blocks from the peer. “Climbing up high.” small dinosaur. Then when people live, providing Comments, “That is rethe adult says that some ally hairy.” When peer dinosaurs had horns, child suggestions about what it responds, “Yeah, really continues the conversation would be like if dinosaurs * Conversations can include communication using sign language or alternative communication systems. hairy,” child continues, by saying that some dino- and people lived in the “He has lots of legs, too.” saurs flew like birds. same place. voices or movement. •• Smiles at an approaching •• Expresses, “Ba,” in Building familiar adult. D Child is emerging to the next developmental level If you are unable to rate this measure, explain here: LLD 4 Reciprocal Communication and Conversation DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved LLD 4 Page 16 of 56 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 T F A R 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 Plays with books; people or things in basic and ways Responds to other literacy activities Attends briefly to a familiar adult reading books, singing songs, or saying rhymes 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 Examples •• Quiets to the sound of a Looks at books on own briefly, or Chooses to join reading, singing, or rhyming activities led by an adult •• Looks at pictures in a book •• Joins a group doing a •• Pretends to read a book •• Asks questions or •• Uses flannel-board pieces •• Chooses to read a book familiar voice. •• Moves in response to an approach by a familiar adult. •• Orients to an adult’s face or voice during a caregiving routine. •• Interacts with a cloth or board book by holding or mouthing it. •• Pats a textured board for a short time while a familiar adult reads the book. simple finger play led by an adult. •• Explores a book with communicates about why something happened in a story. to retell parts of a story after story time. related to a particular theme or interest (e.g., dinosaurs or fairies). Braille and tactile content •• Retells a familiar story to with hands. a peer while pretending to •• Asks for help finding a •• Starts a song or rhyme page of a board book as with others while playing read from a book. book about bugs after a •• Vocalizes or laughs in •• Sings some words of a familiar adult talks or outside. nature walk. response to an adult a familiar song, from •• Uses a communication signs about the pictures singing and gesturing a •• Picks up a book and looks beginning to end, with an •• Uses finger puppets while device to tell the sequence •• Participates, with others, on the page. simple finger-play song, at pictures, turns a few adult. reciting a familiar rhyme. in using the computer of events in a favorite such as, “Pat-a-Cake” or •• Uses simple hand pages, and then drops the story. to create a story about a “Los cinco deditos,” [“Five movements to participate book to go play. class trip. •• Pretends to be a character Little Fingers,” a finger during a familiar song from a story, using props. •• Makes up own version of play in Spanish]. or rhyme with a familiar rhyming song with peers’ adult. names. •• Touches textured or tactile content on pages of a book as an adult is reading the book. book. •• Reaches to turn the D •• Points at a picture from start to finish. when joining an adult who is reading a book, newspaper, or tablet. Child is emerging to the next developmental level If you are unable to rate this measure, explain here: LLD 5 Interest in Literacy DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved LLD 5 Page 17 of 56 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 T F A R Mark the latest developmental level the child has mastered: Responding Earlier Later Exploring Earlier There are no earlier levels for this measure Examples Integrating Middle Later Earlier Middle Later Earlier 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 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 •• Looks at a picture book •• Answers, “Cow,” when •• Communicates, •• Reenacts a story about •• Predicts that the •• Communicates, using a communication board, adult asks, “What do you “Elephants have really big firefighters with peers, firefighters will come “Firefighters have to wear see?” while reading a ears,” after an adult reads using props for hoses, quickly to put out the •• Brings a favorite book special clothes so that book about farm animals about elephants. boots, and hats. fire, after an adult pauses about baby animals to an they don’t get burned,” together. while reading a book adult, to be reread often. •• Asks, “Why did they go •• Pretends to direct traffic after an adult reads a book about firefighters to ask, there?” during the reading on the bike path after •• Communicates, “Allí about what firefighters •• Points to photos, with “What will happen next?” of a story. listening to a book dentro,” [“In there,” in do. captions, that were taken about what community •• Draws a caterpillar, a Spanish] when asked, while on a nature walk. •• Points to a lighted exit • • Holds up two books about “Where’s the mouse?” cocoon, and a butterfly sign and asks, “What does helpers do. bears and communicates, •• Turns the page after an while an adult reads a after an adult reads a that say?” •• Uses a shawl to carry a “Ang dalawang aklat na adult stops reading a book aloud. story about the life of a doll after a read-aloud of ito ay tungkol sa mga book. butterfly. uso, ngunit ang mga the storybook What Can •• Communicates, “Pasta,” •• Touches Braille and image after an adult points uso sa Goldilocks ay mas You Do with a Rebozo? •• Pretends to be Max, maganda,” [“These two of sheep with textured [“Shawl” in Spanish]. out items on a children’s refuses to eat dinner, and books are about bears, but wool in a book and says, menu. then pretends to turn into •• Communicates that the “Sheep.” a monster and become the the bears in Goldilocks are caterpillar will have king of the monsters, after nicer,” in Tagalog]. a stomachache, after rereading The Very Hungry hearing the book Where •• Relates what happens in a familiar storybook to the Wild Things Are. Caterpillar. a peer as they begin to •• Comments, “The man got share the book together. mad because the monkeys •• Brings a book from home took his hat,” during a and communicates to the read-aloud of the story class about what happens Caps for Sale. in the story and why. with an adult. D Building Child is not yet at the earliest developmental level on this measure. Explain here: Child is emerging to the next developmental level If you are unable to rate this measure, explain here: LLD 6 Comprehension of Age-Appropriate Text DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved LLD 6 Page 18 of 56 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* T F A R Mark the latest developmental level the child has mastered: Responding Earlier Later Exploring Earlier There are no earlier levels for this measure Examples Integrating Middle Later Earlier Middle Later Earlier Explores books Engages with print materials while being read to by an adult Demonstrates awareness of the way books are handled •• Opens and closes a •• Points to pictures in •• Picks up a book, opens •• Points at a stop book. •• Touches the pages of a D Building a book while an adult reads the book aloud. it up, and then turns it right side up. book when looking at a •• Asks, “What’s that?” •• “Reads” to self, book on own. when pointing to a attempting to turn picture in a book. pages from front to •• Holds or carries a book. back. •• Lifts tabs in an •• Brings book to adult. interactive book while •• Turns pages of an adapted book, using being read to by an adult. ice pop stick handles. 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 •• Moves fingers along •• Communicates, “There sign and then print, from one end of are two words on this communicates, “That the page to another. sign,” while looking at means stop,” while on a sign with the words •• Points to the first word “Writing Center.” a neighborhood walk. on a page and then •• Points to the print •• Creates a pretend communicates, “Bắt while pretending to grocery list with letters đầu ở đây,” [“Start read a page with both that look like words, here,” in Vietnamese]. print and pictures. then names the words •• Points to the words on as grocery items, such •• Requests that an adult the front cover of the as “corn,” “milk,” and write words next to a book or title page and “bread.” picture the child has communicates that it is drawn. the name of the book. •• Communicates that the first letter or sound •• Follows along Braille of a peer’s name is the text with both hands. same as the first letter or sound of child’s own name. * 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. Child is not yet at the earliest developmental level on this measure. Explain here: Child is emerging to the next developmental level If you are unable to rate this measure, explain here: LLD 7 Concepts About Print DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved LLD 7 Page 19 of 56 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* T F A R Mark the latest developmental level the child has mastered: Responding Earlier Later Exploring Earlier There are no earlier levels for this measure Examples Building Middle Later Earlier Middle Later Earlier 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) Attends to sounds or elements of language Demonstrates awareness of variations in sounds •• Turns toward adult when •• Whispers a word, and then •• Rhymes children’s names •• Drums out each word in adult sings a song. says it loudly. •• Looks at adult’s hands •• Communicates, “No, no, •• Attends to adult saying, •• Uses sounds or hand when adult signs “more.” “bye-bye.” D Integrating no, no, no,” varying pitch. movements to play with variations of stress and rhythm. Blends larger units of lan- Blends smaller units of guage (e.g., compound language (e.g., onsets words and syllables) with and rimes), with or or without the support of without the support of pictures or objects; pictures or objects; and and Segments larger units of Segments smaller units language (e.g., compound of language (e.g., onsets words and syllables) with and rimes), with or or without the support of without the support of pictures or objects pictures or objects •• Answers, “Goldfish,” after an adult asks, “If you put together the words ‘gold’ and ‘fish,’ what word does that make?” •• Sings “Twinkle, Twinkle, Little Star” with a group. •• Communicates, “Rain,” after an adult communicates, •• Communicates the “There are two words in • • Claps the syllables in rhyming word “fall,” after ‘raincoat.’ What happens familiar words, such as an adult says, “Humpty when we take away the children’s names or days word ‘coat’?” while moving Dumpty sat on a wall. of the week, with adult a picture of a coat away Humpty Dumpty had a and peers. from a picture of rain. great . . . ?” •• Communicates, “Zebra,” • • Moves arms each time •• Uses signs to participate in after an adult separates the word into syllables, and a song such as “The Wheels the word “row” is said in the song “Row, Row, Row says, “Ze–,” and “–bra,” on the Bus.” Your Boat,” with adult and while looking at a wordless picture book about the zoo. peers. •• Communicates, “Marker,” after an adult communicates, “What happens when I put the two syllables ‘mark–’ and ‘–er’ together?” with other words during a group sing-along. “I am Matt” in a name game in the classroom, after an adult has modeled drumming while saying single words. •• Communicates, “Cup,” at the snack table, after an adult says, “I have a c–up. What do I have?” •• Communicates, “Ice,” after an adult asks what word is left when the m– is removed from the word “mice,” while playing a word game. •• Communicates, “d” (letter sound), while looking at a picture of a dog, after an adult says, “What is the first sound you hear when you say ‘dog’?” while looking at pictures of dogs together. * 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. Child is not yet at the earliest developmental level on this measure. Explain here: Child is emerging to the next developmental level If you are unable to rate this measure, explain here: LLD 8 Phonological Awareness DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved LLD 8 Page 20 of 56 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 T F A R Mark the latest developmental level the child has mastered: Responding Earlier Later Exploring Earlier There are no earlier levels for this measure Examples Integrating Middle Later Earlier Middle Later Earlier 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 most lowercase letters (not necessarily at the same time); and Shows understanding that letters correspond to sounds in words •• Names some letters •• Names at least ten •• Communicates, “Hay Demonstrates awareness that pictures represent people or things Demonstrates awareness of a few common simple symbols in the environment •• Points to a picture of •• Recognizes that a stop •• Holds up hand or a bird in a book when adult communicates “bird.” •• Goes and gets teddy D Building bear after seeing a picture of a bear. •• Sees a photo of mother and communicates, “Mama.” sign means “stop.” •• Places paper in a recycling bin after noticing the recycling symbol (three arrows forming a circle) on the bin. •• Notices a familiar store or business in the neighborhood from its logo. •• Asks an adult what signs in Braille say. Demonstrates awareness of a few letters in the environment communicates, “Me,” when an adult holds up a sign with child’s name. •• Finds the first letter of own name in the environment, such as on labels, artwork, cubbies, or chairs. •• Communicates, “I found the same letter,” when playing a letter matching game in print or Braille. while looking at an alphabet book. •• Points and names some letters in an alphabet puzzle. •• Identifies some letters in Braille. letters while placing them on a magnet board. •• Copies the word “cat” and communicates that it says “cat” (letters may not be written accurately). •• Says, “Fish,” after reading the word in Braille. dos letras A en mi nombre, una A grande y una a pequeña,” [“I have two As in my name, one big A and one little a,” in Spanish] when reading own name, Anna, on cubby. •• Names, by sight or touch, most of the letters of the alphabet, when reading an alphabet book. •• Communicates, “Those both start with B,” after hearing the words “ball” and “bat” in a story. •• Looks at the word “mat” in large print and says “m” (letter sound). Child is not yet at the earliest developmental level on this measure. Explain here: Child is emerging to the next developmental level If you are unable to rate this measure, explain here: LLD 9 Letter and Word Knowledge DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved LLD 9 Page 21 of 56 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* T F A R Mark the latest developmental level the child has mastered: Responding Earlier Later Exploring Earlier There are no earlier levels for this measure Examples Integrating Middle Later Earlier Middle Later Earlier Makes marks on paper Makes scribble marks Makes scribble marks or simple drawings that represent people, things, or events •• Dips sponge in paint •• Uses crayons, pencils, •• Draws circles and lines •• Makes marks that are •• Paints using large or •• Makes marks on paper and dots onto paper. •• Makes a dot on a paper and then makes more dots using different markers. D Building •• Holds crayon against paper. or markers to make back-and-forth marks. small movements. •• Scribbles by moving finger on screen of tablet or by using Braille writer. and comments, “Baby,” and “Mommy.” Writes letter-like Writes own name, shapes or a few but may make letters to represent errors own name or words linear and spaced like letters or words while writing a pretend grocery list. Writes several words or a few simple phrases, but may make errors •• Signs a self-made card •• Writes, “bog” [“dog”], to grandma, using a few letters from own name. and then explains that •• Uses a few letter •• Makes marks to write it is a birthday cake. stamps to represent down a restaurant own name. •• Draws a series of lines order in the dramatic to represent a house •• Writes own name on play area. drawings made in and a tree. class. •• Uses an adaptive •• Makes marks to device to hold a marker represent the dog to make marks on from a story by moving paper to represent the finger on screen of word “mom.” tablet or touch screen of computer. copying the word from a book, to label a drawing of a dog. •• Writes “STOP” on a stop sign in a drawing. •• Writes “I love you” on a drawing made for a family member. •• Uses a Braille writer to practice writing a few simple words. * Children who are familiar with print in languages other than English may demonstrate differences in how they approach writing. For instance, some languages use letters (e.g., English, Spanish, Tagalog, Arabic, Hebrew), while others use characters (e.g., Chinese). Child is not yet at the earliest developmental level on this measure. Explain here: Child is emerging to the next developmental level If you are unable to rate this measure, explain here: LLD 10 Emergent Writing DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved LLD 10 Page 22 of 56 Developmental Domain: ELD — English-Language Development ELD 1: Comprehension of English (Receptive English) Child shows increasing progress toward fluency in understanding English T F A R 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 Examples •• Waves good-bye after an adult communicates, “Good-bye,” in the child’s home language and culture. •• Adds a block to the top of a tower •• Pauses to listen to peers speaking •• Points to the ball when a peer in response to a question in the English for a short period of time says in English, “Where is the child’s home language, “Can you while playing in the sandbox. ball?” during outdoor play time. make it taller?” •• Nods head when an adult at the •• Goes to get markers after an adult •• Indicates interest in continuing •• Passes a book to another child snack table asks in English, “Do asks in English if child would like an activity after an adult pauses when requested in the child’s you want more apples?” while to use paint or markers to make a and asks to continue in the child’s home language, having not holding up a plate of apple slices. birthday card for a peer. home language and culture. responded to the same request •• Begins to put blocks on a shelf •• Approaches the door to go inside in English. •• Orients toward a familiar person when a peer says in English, when an adult says in English, “It “Clean-up time.” is time to go in for a snack,” and or thing when it is named in the •• Seeks out and plays with peers home language. who speak the child’s home adds, “¡Hora de comer!” [“Time to language, while in the dramatic eat!” in Spanish]. play area. D •• Adds more blocks to a road when •• Sorts orange and green squash a peer communicates in English, after an adult says in English, “We need a longer road.” “Let’s separate them by color.” •• Pretends to talk on the phone when a peer says in English, “Baby’s sick. Call the doctor.” •• Brings a bigger block to a peer in response to a question in English by the peer, “Could you bring me the bigger block?” •• Puts drawing on the counter after an adult points to the counter and •• Nods head excitedly when a peer requests in English, “Please put asks in English if child wants to your drawing on the counter. It’s ride bikes together outside. wet and it needs to dry.” Child is not yet at the earliest developmental level on this measure. Explain here: Child is emerging to the next developmental level If you are unable to rate this measure, explain here: ELD 1 Comprehension of English (Receptive English) DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved ELD 1 Page 23 of 56 Developmental Domain: ELD — English-Language Development ELD 2: Self-Expression in English (Expressive English) Child shows increasing progress toward fluency in speaking English T F A R 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 Examples •• Asks for food when hungry, by using a special word, sound, or gesture for food. Communicates most competently in home language, occasionally using single words or short memorized sequences of words in English •• Takes an adult’s arm and leads •• Communicates in English, “Bye,” the adult to the drawing area, to a peer when leaving at the end where several children are of the day. drawing, and reaches or gestures •• Communicates from child’s home •• Greets peers in home language toward the paper container. language, “Mama,” “Dada,” or and joins in singing the words other word approximations. “good morning” in English during •• Nods, “Yes,” and responds in the daily morning song. home language in response to a •• Reaches for or gestures for an routine question such as, “Do you object. •• Chimes in with, “The end!” in want more milk?” while an adult English when an adult finishes holds up a pitcher of milk. reading a story to a small group •• Communicates,“¿Puedo pintar of children. contigo?” [“Can I paint with you?” in Spanish] while approaching a peer who is painting. D •• Communicates, “这是它们的家,” [“This is their home,” in Chinese] while putting some toy animals under a blanket in the dramatic play area. Communicates in English, using single words and common phrases (may mix English with home language) 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) •• Communicates in English, •• Communicates to a peer while •• Communicates in English, “This is “Marker,” to ask for a marker from playing with play dough, “I make happy new year. This is mommy a peer while playing restaurant in galletitas [“cookies” in Spanish] and me. We saw the dragon,” in and pan [“bread” in Spanish]. the dramatic play area. response to an adult asking, “Tell You like it?” [“I made cookies and me about your picture.” •• Communicates in English, “I do a bread. Do you like it?”] house,” [“I made a house,”] while •• Communicates to a peer in •• Communicates to a peer, “I ate painting. huevitos [“little eggs” in Spanish]. English, “Come! I show you!” The huevitos were really yummy! [“Come! I will show you!”] and •• Communicates to a peer in My papi [“daddy” in Spanish] and brings the peer to child’s cubby, English, “My turn,” and gestures me, we get them at la tiendita where child takes a stuffed at the slide during outdoor play. [“the little store” in Spanish].” animal out of a bag. •• Communicates, “The dog 变 •• Communicates in English, “The •• Communicates in English, “I’m 成一个lady 了,” [“The dog lamb lick my hand!” [“The going to cook them now,” while turned into a lady,” in English lamb licked my hand!”] when throwing some noodles made and Chinese] while helping to put describing a family trip to a with play dough into a toy pot, a dress on a stuffed dog in the petting farm that occurred last and later puts “cooked noodles” weekend. dramatic play area. on a plate and communicates, •• Communicates to a peer, “My dad “Here’s a plate for you,” while ride a ngựa,” [“My dad rides a” in handing it to a peer. English; “horse” in Vietnamese] while attempting to draw a horse. Child is not yet at the earliest developmental level on this measure. Explain here: Child is emerging to the next developmental level If you are unable to rate this measure, explain here: ELD 2 Self-Expression in English (Expressive English) DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved ELD 2 Page 24 of 56 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 T F A R Mark the latest developmental level the child has mastered: Discovering Language Discovering English Exploring English Developing English Building English Integrating 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) 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 Examples •• Looks at pictures in a book for a •• Joins in with peers who are short time while a familiar adult singing a song or chanting in reads in the home language. child’s home language. •• Reaches to turn the page of a board book as a familiar adult talks or signs in the home language about the pictures on the page. Uses home language, gestures, or single words in English to show understanding of literacy activities in English •• Makes faces, gestures, or sounds •• Repeats the first line of “Five like a tiger when an adult reads Little Monkeys Jumping on the an illustrated poem in English Bed,” with accompanying hand about tigers. motions. •• Looks at pages of a picture book with a peer while an adult reads •• Gestures at a picture of a baby bear and says, “Baby,” while an the book aloud in English. adult is reading a book about •• Attends to the retelling of a story animals in English to a small in English on the flannel board, group of children. •• Uses simple hand movements to after the story has been read in •• Comments in home language participate during a familiar song child’s home language. or rhyme in the home language. about a picture in a book, after hearing other children making comments. D •• Brings the book Rosie’s Walk to a •• Communicates to a peer, “Sharks peer and communicates, “Chicken have sharp teeth to bite, and they take a walk. Fox want eat her. swim fast,” while paging through Oh, no!” a book about the ocean. •• Draws a picture and communicates, “This is spider. This is fly,” after listening to the book The Very Busy Spider. •• Communicates, “Baby bear mad! •• Communicates, “My mommy The girl, she eat it all. Lahat ito!” kiss me before I come to school. [“The baby bear is mad! The She say, ‘I love you, hijito.’ Then girl, she ate it all,” in English; she goes to work,” while reading “All of it!” in Tagalog] during a The Kissing Hand with an adult. •• Communicates to a peer, “Look! teacher-guided discussion in [“Hijito” is a term of endearment Look! ¡Una oruga [“a caterpillar” English about The Three Little that is often used with young in Spanish]! Like the book!” while Bears, which has been read aloud children in some South American playing outside, after The Very and retold on several occasions countries.] Hungry Caterpillar was read aloud with props. in English. •• Communicates, “She sat in Papa •• Communicates most of the words Bear’s chair. It was enorme of “Five Little Monkeys Jumping [“enormous” in Spanish]. She on the Bed” and uses flannelsat in Baby Bear’s chair. It was board pieces to show each of the teeny and she broke it! She was monkeys falling off the bed and really scared,” while playing with bumping his head. flannel-board characters in The Three Little Bears. Child is not yet at the earliest developmental level on this measure. Explain here: Child is emerging to the next developmental level If you are unable to rate this measure, explain here: ELD 3 Understanding and Response to English Literacy Activities DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved ELD 3 Page 25 of 56 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 T F A R Mark the latest developmental level the child has mastered: Discovering Language Discovering English Exploring English Developing English Building English Integrating English Demonstrates awareness that Demonstrates awareness that Demonstrates awareness pictures represent people or symbols carry meaning or that print in English carries things that print in home language meaning carries meaning Examples •• Points to a picture of a bird in a book when adult communicates in home language the word for “bird.” Demonstrates understanding that English print consists of distinct letters with names in English Identifies several English letters; and Recognizes own name in English print •• Shows an adult a book and •• Points to a caption written in •• Asks, in home language or •• Gestures at name printed in requests, “Mẹ có thể đọc cho con English under a picture and asks in English mixed with home English and communicates, in nghe quyển sách này không?” an adult, in home language, what language, “What letter is this?” English or home language, “That’s [“Can you read me this book?” in it says. while pointing to the first letter my name.” Vietnamese]. of own name on cubby label. •• Goes and gets teddy bear after •• Points to the printed word •• Names four English letters seeing a picture of a bear. “flower” under a picture of correctly while playing with •• Gestures toward a Chinese •• Communicates in English, “M,” magnetic letters with a peer. character representing own name a flower and says, in home while gesturing at a letter on a •• Sees a photo of mother and language, “That says ‘flower.’” and says name. sign written in English during a communicates in home language, •• Communicates, “I have a T, and neighborhood walk (the sign may “Mama.” •• Asks an adult to read a note •• Gestures to the title of a book you have a T. I have an A, but or may not have the letter M). not you,” [“I have an A, but you written in home language by a about trucks and communicates parent. to an adult, in home language, •• Gestures toward the letter O on a don’t.”] while gesturing at own “This book is about trucks.” peer’s name tag after drawing an name and a peer’s name. •• Brings tricycle to a stop when a O in a sand tray. peer holds up a stop sign. D Identifies at least ten English letters; and Identifies a few printed words frequently used in English •• Names all the letters in own name correctly one by one, and then gestures at a friend’s name and names several letters, while standing at the name chart. •• Recognizes words posted in the writing center, such as “Mom,” “Dad,” and “love,” after a small group activity about writing letters to family members. •• Identifies labels such as “blocks,” “door,” “books,” or “art” while showing own grandma around the room. •• Communicates to a peer, “Mira, este dice [“Look, this says” in Spanish] ‘s–t–o–p’ [using English letter names],” while pointing to a stop sign to a Spanish-speaking peer. Child is not yet at the earliest developmental level on this measure. Explain here: Child is emerging to the next developmental level If you are unable to rate this measure, explain here: ELD 4 Symbol, Letter, and Print Knowledge in English DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved ELD 4 Page 26 of 56 Developmental Domain: COG — Cognition, Including Math and Science COG 1: Spatial Relationships Child increasingly shows understanding of how objects move in space or fit in different spaces T F A R Mark the latest developmental level the child has mastered: Responding Exploring Building Earlier Later Earlier Later Earlier Moves body parts in basic ways Examples •• Moves hand to mouth. •• Lifts head from an adult’s shoulder. •• Stretches while lying on back. Middle 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 There are no later levels for spatial relationships this measure (e.g., distance, position, direction) and physical properties (e.g., size, shape) when exploring possibilities of fitting objects together or moving through space •• Turns toward an adult •• Tries to squeeze body •• Attempts to put a star- •• Chooses puzzle pieces who enters the room. •• Watches and tracks a moving object. •• Lifts arms toward an adult as the adult reaches down to pick child up. between a chair and the legs of a table to get a toy. •• Fills a purse or bucket, sometimes until it is overflowing. D •• Rotates a puzzle piece that has a large knob, while trying to fit it into a space on a wooden puzzle. shaped piece into the square-, triangle-, and star-shaped openings of a shape sorter. •• Repeatedly rolls various objects down a ramp. •• Changes directions to Integrating Later Earlier that are approximately the right size and shape to fit into a puzzle. •• Stacks a few nesting cups on top of each other to create a tower, with the largest cup on the bottom and smaller ones on top. move around several obstacles while pushing a toy shopping cart. •• Maneuvers a ride-on toy (without pedals) around •• Uses hands to explore people and objects shape outlines in a puzzle on the playground, board, and then explores sometimes bumping into puzzle pieces with hands things. to fit pieces into the puzzle board. •• Moves around people and objects in the classroom, using a mobility aid, such as a walker. Child is beyond the latest developmental level on this measure Child is emerging to the next developmental level If you are unable to rate this measure, explain here: COG 1 Spatial Relationships DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved COG 1 Page 27 of 56 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 T F A R Mark the latest developmental level the child has mastered: Responding Exploring Building Integrating Earlier Later Earlier Later Earlier Middle Later Earlier 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 Attends to people, objects, or events Interacts differently with familiar people and objects than with unfamiliar people and objects Examples •• Looks at people’s faces. •• Smiles at a familiar adult’s face or voice. •• Quiets in response to an adult’s voice. •• Reaches for own special blanket or toy •• Closes hand around an from home. adult’s finger. •• Turns face away from an approaching unfamiliar adult. Associates a person or Selects some objects object with another that are similar from person or object, a collection of objects based on a similarity or relationship between them •• Looks for the hammer that goes with the pounding bench. •• Selects the shovels •• Separates blocks into •• Separates a pile of toy •• Sorts buttons by color, from among toys in the a blue pile and a green animals by kind (e.g., and then sorts all of sandbox. pile, leaving a few dogs, cats, and birds). them again by shape green blocks in the or size. •• Looks at another child •• Takes some apples •• Puts crayons, pencils, blue pile. when the child’s parent out of a basket that and markers into •• Sorts shoes based on walks into the room. contains apples and different containers. color, and then re-sorts •• Sorts rocks into two bananas while helping by type (e.g., slippers, piles, big and small, •• Looks for baby bottle •• Sorts a group of big an adult prepare a boots, tennis shoes). after a neighborhood when playing with squares and little snack. walk. baby doll. squares into two piles •• Sorts flannel-board •• Picks out some train •• Picks out toy trucks pieces by type (e.g., by using eye gaze to cars from a box of toys. from a basket of toys indicate where an adult shoes, pants, and shirts), and sets them on a should put each square. and then separates nearby shelf, and then them by adult items and picks out toy cars from baby items. the basket and sets them on a different shelf. D •• Separates tiles into four groups: blue circles, blue squares, red circles, and red squares. •• Removes utensils from the play kitchen and sorts them into groups: big spoons, small spoons, big forks, and small forks. •• Sorts the bin of interlocking blocks into several piles, first by color, then by shape (e.g., squares and rectangles). Child is emerging to the next developmental level If you are unable to rate this measure, explain here: COG 2 Classification DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved COG 2 Page 28 of 56 Developmental Domain: COG — Cognition, Including Math and Science COG 3: Number Sense of Quantity Child shows developing understanding of number and quantity T F A R Mark the latest developmental level the child has mastered: Responding Exploring Building Integrating Earlier Later Earlier Later Earlier Middle Later Earlier Counts up to five objects using one-toone 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 Responds to people or Responds to changes objects in basic ways in the number of objects observed or interacted with Demonstrates awareness of quantity Examples •• Looks at objects that are hanging from a mobile. Uses number names, Identifies small but not always quantities without correctly, in situations counting, up to three related to number or quantity •• Attends to one moving •• Communicates, •• Communicates, “Dos,” •• Communicates a desire •• Counts out loud, “一, toy on a mobile, then “More,” during lunch. [“Two,” in Spanish] and for two apple slices 二, 三, 四, 五,” to another. holds up two cups in after noticing that a [“One, two, three, four, •• Dumps small cars out the play kitchen. peer has two apple five,” in Chinese] saying •• Calms in response to a •• Grasps one toy, and of a bucket. slices. the next number as the familiar adult’s touch. then lets go of it •• Communicates, •• Gestures for more next cup is placed on while reaching for “One, two, five, one, •• Communicates, “Three when playing with play •• Turns toward a familiar the table. another toy that has two,” while pointing dogs,” while looking at dough. adult’s voice. been introduced by a randomly to objects in a picture of three dogs. •• Chants numbers from •• Shows excitement familiar adult. a group. one to 10 in order while •• Communicates, “Now I when an adult offers waiting for a tricycle. •• Holds an object in each •• Signs, “Two,” in have one bear and you another book. hand, and then touches response to the have one,” while giving •• Counts, “One, two, the two objects question of “How old a peer a stuffed bear. three,” out loud while together. are you?” pointing to each of three squares on a light box. D •• Counts ducks in a •• Counts six chairs, then storybook, “One, two, counts seven children, three, four, five,” and and communicates, “We then communicates that need one more chair.” there are five. •• Counts accurately to 20 while marching. •• Communicates that there are six rocks after •• Counts on fingers to counting a collection of determine how many six rocks. napkins to get so that •• Counts four pencils and each child at a table of says, “Apat,” [“Four,” in six has one. Tagalog] when asked how many pencils there are. Child is emerging to the next developmental level If you are unable to rate this measure, explain here: COG 3 Number Sense of Quantity DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved COG 3 Page 29 of 56 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 T F A R Mark the latest developmental level the child has mastered: Responding Earlier Exploring Later Building Integrating Earlier Later Earlier Middle Later Earlier 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 There are no earlier levels for Demonstrates this measure awareness of quantity Examples •• Gestures for more •• Puts objects in a dump when playing with play truck or container, dough. dumps them out, then puts them back in one •• Dumps small cars out at a time. of a bucket. •• Moves toy farm •• Communicates, “All animals into and gone,” after noticing outside of a toy barn that there is no more while playing with the fruit in the bowl. farm set. D •• Notices when another •• Communicates, “Now •• Counts out five small •• Communicates, “I had crackers, “One... two... child’s bowl has more we have three,” when four hair clips, but I gave three... four... five.” After one to my sister. Now I crackers than own adding a third snail to eating two, counts, bowl, and asks an adult the two collected from have three.” “One... two... three,” and to add crackers to own the yard. communicates, “Now, •• Brings six napkins bowl. to the table after an •• Communicates, “Only I’ve got three.” •• Communicates, “Ahora two left,” when an adult communicates, tenemos más,” [“Now “We usually have four adult removes a broken •• Removes two of seven ducks from a flannel children, but today we we have more,” in wagon from a group of board and counts the Spanish] when an adult three wagons. have two visitors, so remaining ducks, and combines markers from then communicates that how many napkins do •• Takes objects from two •• Gives one of two cars the shelf with some on we need altogether?” there are five left. different piles to create to another child, and the table. a new pile by using a then communicates, •• Adds two cars to a train •• Holds up five fingers touchscreen tablet or •• Communicates, “Tôi có một cái và bạn and then one finger, with four cars, counts counts them, and computer. “They’re almost gone,” có một cái,” [“I have one the number of cars, after taking the nextand you have one,” in and communicates that communicates, “Six,” there are now six cars. to-last unit block out of Vietnamese]. when asked, “If you had the basket. five crackers, and you took one more, how many crackers would you have?” Child is not yet at the earliest developmental level on this measure. Explain here: Child is emerging to the next developmental level If you are unable to rate this measure, explain here: COG 4 Number Sense of Math Operations DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved COG 4 Page 30 of 56 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 T F A R Mark the latest developmental level the child has mastered: Responding Earlier Exploring Later Building Integrating Earlier Later Earlier Middle Later Earlier 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) There are no earlier levels for Demonstrates this measure awareness that objects differ by properties (e.g., size, length, weight, or capacity) Examples Explores how objects differ by properties (e.g., size, length, weight, capacity) •• Gestures by holding one •• Makes repeated attempts •• Gestures to indicate how •• Communicates, “Este es •• Positions arms and legs •• Carries an empty purse hand high in the air to indicate that an adult is tall. far apart to “catch” a big ball while sitting on the floor. D •• Finds the big doll when asked to do so. •• Grunts before picking up an object that might be heavy. to put different-sized trucks into a small tunnel. with one hand, fills the purse with blocks, and then uses both hands to pick up the purse. big the family dog is, when asked. •• Communicates, “This pumpkin is so heavy.” •• Communicates, “My braid goes down my back. It’s long.” •• Pours water or sand back and forth between containers of different sizes. •• Arranges several leaves by •• Fills a measuring cup más largo,” [“This one is size while outside on the twice to add two cups of longer,” in Spanish] when playground. oatmeal during a cooking placing train tracks side activity. •• Lines up several stuffed by side to check which is animals from smallest to •• Uses a balance scale to longer. largest, during pretend find out which of two •• Chooses the bigger of play. fruits is heavier. two buckets when asked •• Arranges five shapes on •• Uses footsteps to measure to bring the one that will an electronic tablet from the length of a rug and hold more water. small to large by touching communicates, “This rug is •• Communicates, “Mine and dragging. 10 steps long!” is taller,” when building •• Puts four different objects a block tower next to a on a balance scale, then peer’s block tower. lines them up from lightest to heaviest. Child is not yet at the earliest developmental level on this measure. Explain here: Child is emerging to the next developmental level If you are unable to rate this measure, explain here: COG 5 Measurement DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved COG 5 Page 31 of 56 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 T F A R Mark the latest developmental level the child has mastered: Responding Earlier Exploring Later Building Integrating Earlier Later Earlier Middle Later Earlier There are no earlier levels for Notices and responds this measure to simple repeating sequences Examples Participates in some parts of simple repeating sequences in language, movement, music, everyday routines, or interactions •• Watches intently and •• Pays attention to and waves hands while attempts to follow the adult sings “Open, shut sequence as an adult them” song. claps, taps, claps, and taps. •• Makes “E” sound during a song of “E-I- •• Follows snackE-I-O.” time routines with reminders to wash •• Watches another hands, go to the snack child hit drum twice, area, and sit at a table. followed by adult hitting the drum twice. •• Sings “E-I-E-I-O” and some animal sounds during the song “Old MacDonald’s Farm.” D 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 •• Lines up farm animals in the same order as a peer does. •• Creates a simple •• Continues a simple repeating pattern using repeating pattern of two different stamps, drumbeats, started by such as circle, star, circle, an adult. •• Repeats series of star. actions of touching •• Builds a fence out of head, shoulders, knees, •• Claps, stomps, and then blocks, continuing the and toes during the pattern begun by a repeats. song “Head, Shoulders, peer: tall block, short •• Paints pairs of green Knees, and Toes.” block, tall block, short and yellow dots, making block. •• Repeats the refrain, a pattern of two green, “Brown bear, brown two yellow, two green, •• Extends a simple bear, what do you repeating pattern of two yellow (numbers see?” as an adult reads of dots may not be colors on a computer, from the book Brown using a touch screen. consistent). Bear, Brown Bear, What Do You See? Creates, copies, or extends complex patterns (with three or more elements) •• Adds cubes to continue red-yellow-blue pattern. •• Makes up a rhythmic sequence by clapping, patting, and stomping. •• Makes a fruit kebab in a repeating sequence of banana, strawberry, blueberry, banana, strawberry, blueberry, like a fruit kebab that another child is eating. Child is not yet at the earliest developmental level on this measure. Explain here: Child is emerging to the next developmental level If you are unable to rate this measure, explain here: COG 6 Patterning DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved COG 6 Page 32 of 56 Developmental Domain: COG — Cognition, Including Math and Science COG 7: Shapes Child shows an increasing knowledge of shapes and their characteristics T F A R Mark the latest developmental level the child has mastered: Responding Earlier Exploring Later Building Integrating Earlier Later Earlier Middle Later Earlier 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 There are no earlier levels for Explores shapes of this measure objects Examples •• Feels along the edges of a triangle. •• Puts one or two rings on a ring stack. •• Takes out a puzzle piece with a knob and tries to fit it back into a hole of the puzzle, before setting it back down on the table. D •• Moves along a line of a circle painted on the pavement in an outdoor play area. Manipulates objects based on shape Matches similar shapes and distinguishes them from dissimilar shapes without necessarily naming them •• Puts a square-shaped puzzle piece into the correct hole of a form board. •• Places different-shaped •• Points to a clock in the •• Finds embedded shapes •• Communicates, “This blocks on shelves room when asked to in a picture book, such one has a pointy part. labeled with matching find a circle during an “I as Bear in a Square. This one is curvy,” when shapes. Spy a Shape” game. examining a triangle •• Communicates that the and a circle. •• Uses ink stamps to •• Communicates, “Ahora face in a figure drawing make a row of circles haré el triángulo,” is a circle. •• Communicates that a and a row of squares. [“Next, I’ll do the triangle has three sides •• Communicates, “It’s an triangle,” in Spanish] and a square has four •• Chooses blocks of the upside-down triangle,” after placing a square in sides. same shape to build a after noticing a yield a puzzle. •• Communicates that two tower with a peer. sign. •• Communicates, “My sides of a rectangle are sandwich is a square,” longer, but the sides of a while holding up a square are all the same. sandwich at lunch. •• Tries a variety of solutions to fit lids on boxes and other containers. •• Puts a circle piece into the correct hole of a shape sorter. Describes several shapes and the differences between them •• Names “square,” “circle,” and “triangle” after exploring each shape piece with hands. Child is not yet at the earliest developmental level on this measure. Explain here: Child is emerging to the next developmental level If you are unable to rate this measure, explain here: COG 7 Shapes DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved COG 7 Page 33 of 56 Developmental Domain: COG — Cognition, Including Math and Science COG 8: Cause and Effect Child demonstrates an increasing ability to observe, anticipate, and reason about the relationship between cause and effect T F A R Mark the latest developmental level the child has mastered: Responding Exploring Building Integrating Earlier Later Earlier Later Earlier Middle Later Earlier Searches for possible causes of actions, events, or behaviors Acts on objects to cause a specific result Acts in ways that take into account an anticipated result Offers possible explanations for why certain actions or behaviors result in specific effects •• Shakes a rattle, pauses, •• Pulls an adult’s hand to •• Tries to turn a •• Pours water into a then shakes it again. child’s face to continue doorknob after water wheel to make a game of peek-a-boo. watching an adult it spin. •• Kicks repeatedly at open and close the •• Makes a game of •• Puts a toy car in a tube a mobile to make it door. pushing different and watches it roll out move. objects off a table, •• Looks up in the sky and the other end when the •• Vocalizes, gains watching or listening tube is tilted. points when hearing a a familiar adult’s as they fall. loud noise from a plane •• Pulls or directs an attention, and flying overhead. •• Presses different adult to pull a tab in an vocalizes again. •• Pushes on different buttons on a toy and interactive book. notices what happens. parts of a toy to try to make music turn on again. •• Puts hands over ears before someone pops a balloon or makes another type of loud noise. •• Communicates, “The ice •• Communicates, “If I kick melted and made water the ball harder, it will because it’s hot in the go really far!” during sun.” outdoor play. Responds or shows Repeats actions that anticipatory have effects excitement to people, objects, or actions Examples •• Widens eyes or opens mouth when a bottle or breast is presented. •• Quiets in response to an adult’s voice. •• Orients to a music toy nearby. Tries out different behaviors to cause effects D Shows understanding that variations in actions or degrees of actions with the same objects or materials cause different results •• Points to wilted •• Enlarges the base of a leaves on a plant and block tower by replacing communicates that the small blocks with large plant needs water. blocks after the tower keeps falling over. •• Yells out when •• Communicates that the observing a toy about to lettuce in the garden is •• Communicates to a peer fall from a shelf. all gone and that maybe about how to feed the a rabbit ate it. fish: “We have to give it •• Gets rocks to hold paper a little bit of food every down during an outdoor •• Uses communication day. If we give it too art activity on a windy device to describe how much, it will get sick.” day. a plant grows from a seed. •• Requests a hat before going outside on a bright day. Child is emerging to the next developmental level If you are unable to rate this measure, explain here: COG 8 Cause and Effect DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved COG 8 Page 34 of 56 Developmental Domain: COG — Cognition, Including Math and Science COG 9: Inquiry Through Observation and Investigation Child observes, explores, and investigates objects (living and nonliving things) and events in the environment and becomes increasingly sophisticated in pursuing knowledge about them T F A R Mark the latest developmental level the child has mastered: Responding Exploring Building Integrating Earlier Later Earlier Later Earlier Middle Later Earlier Observes objects and events of interest in the environment, makes simple predictions about them, and checks the predictions Engages in detailed observations and complex investigations of objects and events in the environment (e.g., tests predictions, makes comparisons, uses scientific tools, or tracks changes over time) Contributes to planning and carries out detailed observations and complex investigations to answer questions of interest •• Predicts that a rock is •• Asks an adult, “How do Responds to people, things, or sounds Attends to responses of objects and people that result from own actions Shows interest in people or things in the environment Engages in simple Engages in sustained purposeful explorations explorations of familiar objects in the environment Examples •• Notices and gazes at own •• Makes a sound and •• Bangs a drum with hands •• Drops rocks into water •• Orients toward a person •• Touches hair of another hand. who comes into view or begins talking. •• Looks at a mobile. then waits for adult’s response. •• Mouths an object and then looks at it. •• Bangs objects one at a time and then observes what happens each time. repeatedly. child. •• Watches intently as an adult prepares snack. D and watches what happens. •• Follows a trail of ants to see where they are going. •• Stacks blocks to see how high they can go before falling over. •• Explores how a wind-up toy works that has been placed on the child’s lap. •• Watches a new fish in the •• Indicates that a “rolytank closely for several minutes, then calls a peer over to watch the fish, too. •• Digs “road” in sand, pours in water, and then checks to see if water ran to the end. •• Notices a drooping plant and comments, “How can we make it better?” and tries different ways to support it, such as holding it or leaning it against something. poly” bug will roll up into a ball if touched, and then checks by touching it. •• Communicates that when you add water to flour, that the flour will be sticky, during a small group activity led by an adult. •• Predicts that paint will turn purple while watching an adult mix together blue and red paint. •• Picks up a snail after observing it for a while. Then asks, “Where did its head go?” when the snail goes into its shell. heavier than a shell, and then uses a balance scale to show that the rock is heavier. •• Communicates that a you know if a fruit is really a fruit?” After adult responds that fruit have seeds, plans with adult to open up several different types of fruits to see if they all have seeds. tennis ball will go down the ramp faster than a plastic ball, but more •• Participates in making a slowly than a golf ball, and chart to compare change, then rolls the balls several over time, in the growth times to see which reaches of bean plants, and the bottom first. communicates, “I think this bean plant grew taller •• Participates in making a because it got more sun chart of how much the next to the window.” temperature changed each day, during a small group •• Participates in setting up a activity led by an adult. chart to observe how long it will take for a silkworm to create a cocoon and turn into a butterfly. Child is emerging to the next developmental level If you are unable to rate this measure, explain here: COG 9 Inquiry Through Observation and Investigation DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved COG 9 Page 35 of 56 Developmental Domain: COG — Cognition, Including Math and Science COG 10: Documentation and Communication of Inquiry Child develops the capacity to describe and record observations and investigations about objects (living and nonliving things) and events, and to share ideas and explanations with others T F A R Mark the latest developmental level the child has mastered: Responding Earlier Exploring Later Building Integrating Earlier Later Earlier Middle Later Earlier There are no earlier levels for Identifies objects this measure or events in the environment Examples •• Points to bunny in its pen, then points to picture of a bunny. •• Touches toy oven and communicates, “hot.” •• Communicates, “Lunch!” after observing plates of food come to the table. D Communicates simple observations about objects or events in the environment Communicates similarities or differences in the characteristics of objects Records information in simple ways (e.g., drawings, models, words dictated to an adult) about observations or investigations Includes details when recording observations or investigations Participates in recording detailed information by tallying, charting, simple graphing, or making complex drawings; and Communicates about findings, related ideas, or simple explanations •• Watches a bird outside, •• Gathers several rocks •• Looks at an ant through •• Draws a picture •• Draws a picture of a recent •• Holds and looks at a has a leaf, but that one caterpillar closely, and doesn’t,” after an adult asks, “How are our plants asks an adult to write down, “It’s wiggling. It doing?” tickles.” •• Communicates, “The •• Takes photos each week grapefruit is big. The of what happens with lemon is small.” sunflower seeds that •• Uses sign language to were planted and puts describe what a worm the pictures together in feels like and what a a book. caterpillar feels like. •• Glues pumpkin, •• Collaborates in collecting gets an adult’s attention, and then pretends to be a bird by flapping arms and making sounds like a bird. •• Walks through a puddle, stomping feet hard to splash the water, and communicates that child can make a big splash. •• Communicates, “La pelota es grande,” [“The ball is big,” in Spanish] while trying to pick up a large beach ball. while outside and indicates which are heavy and which are light. •• Communicates, “This one a magnifying glass, and then draws a simple picture of what it looked like. of a butterfly and communicates about its body parts, showing the head, legs, and four wings. watermelon, and apple seeds on a page and communicates which is biggest and which is smallest. •• Observes a bird nest and rainstorm, including clouds, slanted raindrops, puddles, and lightning, and shares it with peers. data, using tally marks to show objects that stick to a magnet and objects that do not, and shares results in a discussion facilitated by an adult. •• Sorts flannel-board tries to create a model nest, using clay, twigs, and animals into two other materials. columns—animals that live in the water and animals that live on land—and communicates, “Some animals that live in the water have fins.” Child is not yet at the earliest developmental level on this measure. Explain here: Child is emerging to the next developmental level If you are unable to rate this measure, explain here: COG 10 Documentation and Communication of Inquiry DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved COG 10 Page 36 of 56 Developmental Domain: COG — Cognition, Including Math and Science COG 11: Knowledge of the Natural World Child develops the capacity to understand objects (living and nonliving things) and events in the natural world, including how they change and their characteristics T F A R 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 with objects or people Shows interest in the characteristics of living or nonliving things in the environment Explores how objects in the natural world will behave or function Identifies basic characteristics of living things, earth materials, or events in the environment (e.g., how they look, feel, sound, or behave) Demonstrates awareness of basic needs and processes that are unique to living things (e.g., need for water and food; change and growth) Examples •• Looks at the movement of Demonstrates an awareness of differences among living things, earth materials, or events in the environment by identifying some of their specific characteristics (e.g., appearance, behaviors, habitats) Demonstrates knowledge of categories of living things, earth materials, or events in the environment, and knowledge of processes unique to living things (e.g., breathing, healing, changes through the life cycle) •• Shows pleasure during a •• Touches the leaves of a •• Taps a rock on another rock, •• Touches wet ground and •• Communicates, “My puppy •• Communicates, “The clouds •• Feeds a rabbit and then •• Looks around when hearing •• Pours sand through a funnel. •• Communicates that a worm is long and wiggly. •• Observes that the water is •• Walks through a puddle, below the roots in a sweetstomping feet hard to splash •• Identifies different animal •• Communicates that lemons a mobile. •• Quiets when an adult moves close. •• Orients in the direction of a sound, touch, or gesture. playful interaction with adult during feeding. plant. then on the pavement. a cat “meow.” •• Mouths object. •• Makes repeated attempts to •• Rubs hands over a smooth grab at a family pet’s fur. rock during outdoor play. •• Goes to cage where D classroom pet is kept. the water. •• Watches a frog, then moves back when the frog jumps. communicates, “Muddy.” sounds when visiting a zoo or farm. likes to eat a lot because he’s growing and getting bigger.” potato jar and adds more water. •• Wants to know who will feed the fish over the weekend. are moving so fast. They cover the sun and then I can’t see it.” are sour and oranges are sweet, when tasting lemons and oranges. •• Communicates, “You find explains, “它要長大需要吃青菜. 所有動物都要吃東西,” [“It needs lettuce to grow. All animals need food.” in Chinese]. •• Comments, while sorting through a collection of rocks and shells, “Animals live in shells, but not in rocks.” worms in the dirt and bees on the flowers.” •• Communicates, “Fish can breathe underwater, but we have to hold our breath.” •• Communicates that a friend fell down and hurt a knee and that the knee has to be covered until it is all better. Child is emerging to the next developmental level If you are unable to rate this measure, explain here: COG 11 Knowledge of the Natural World DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved COG 11 Page 37 of 56 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 T F A R 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 aspects of movement (e.g., effort, spatial, directional) in relation to people and objects, with adult guidance Anticipates and adjusts aspects of movement (e.g., effort, spatial, directional) on own in relation to people and objects in familiar spaces Anticipates and adjusts aspects of movement (e.g., effort, spatial, directional) during new activities, in changed environments, or on different surfaces •• Shifts body to stabilize •• Participates in songs •• Changes movements •• Avoids bumping into •• Changes pathway of •• Carries a large-sized Examples •• Turns head in response to •• Moves toward a familiar a light being turned on. •• Quiets in response to an adult singing. •• Responds to being touched on the cheek. adult while being picked up. •• Bats or kicks at a hanging mobile. •• Turns toward, then grasps, a rattle being shaken. it, in order to reach up toward an adult’s face while siting on the adult’s lap. •• Repositions body in order to manipulate levers and buttons on a busy box. D •• Gazes at, then reaches toward, glasses on someone’s face. •• Dabs fingers in water before placing whole hand in. •• Pats play dough with whole hand, then leans forward to roll it. or games requiring movement of specific body parts. •• Moves arm up and down, with increasing momentum, to shake bells louder. •• Uses arms to push against a container of wooden blocks that does not move, then leans body forward to push harder. when dancing with scarves. •• Starts and stops movements of different body parts during a freeze-dance game. orange cones on a path for wheel toys by moving around them, after an adult points to the cones. •• Raises knees high when following an adult marching. movement from straight to curved or zigzag when following another child during a game of follow the leader. •• Pedals a wheel toy harder empty box through a doorway, with the help of another child. •• Tries several different ways to move through sections of a new obstacle course. to go faster when catching up to another child on a around, and through large •• Moves away from a •• Walks carefully after wheel toy. objects in an obstacle nearby child after an adult slipping on wet leaves course, sometimes communicates, “Make sure •• Uses feet to slow self when or grass during a nature bumping them. you have enough room to coming down a ramp. walk. stretch without bumping •• Reaches for a small pitcher your neighbor.” of milk without bumping into other objects on the table during lunch. •• Moves over, under, Child is emerging to the next developmental level If you are unable to rate this measure, explain here: PD-HLTH 1 Perceptual-Motor Skills and Movement Concepts DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved PD-HLTH 1 Page 38 of 56 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) T F A R Mark the latest developmental level the child has mastered: Responding Exploring Earlier Later Earlier Moves in basic and often involuntary ways Examples •• Turns head in response to stimulation or nourishment. Building Middle Later Earlier Middle Later Earlier 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 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 •• Turns head and reaches for a toy. •• Creeps or crawls toward a familiar adult. •• Takes steps sideways •• Walks forward with •• Runs with short, •• Runs with short or forward while a wide base (legs uneven steps, arms strides, and holding onto farther apart) and to the side, and often sometimes has furniture. arms held high. loses balance. difficulty stopping. •• Kicks at a mobile when lying on back. •• Moves from lying •• Turns head to seek down to a sitting •• Walks forward •• Rolls from stomach source of stimulation position. steadily while to back or from back or nourishment. pushing a cube chair. to stomach. •• Moves by rolling •• Responds body on the floor. •• Pulls up to a standing involuntarily to a position while •• Moves by using arms sudden loud noise grasping an adult’s to pull self forward. or movement by hands. extending arms and •• Stands up with legs. support of a mobility aid, such as a walker. D Integrating Coordinates basic movements in an upright position without using support Attempts to coordinate movements, in an upright position, that momentarily move whole body off the ground •• Runs with long •• Runs fast with strides, showing arm long stride and and leg opposition speed, consistently (e.g., right arm and showing arm and leg left leg). opposition (e.g., right •• Stands up from •• Crouches down and •• Moves along a low arm and left leg). squatting, attempts to jump balance beam or •• Crouches down and unassisted, after up, with heels barely along the side of then jumps forward •• Changes direction picking up a toy. coming off of the a curb, stepping and stops quickly and using both legs. ground. sideways. easily while running. •• Walks with one •• Hops on one foot, •• Swings arms back object in each hand. •• Hops with two feet •• Navigates changes in holding arms out leaving the ground surface and direction, for balance and and then forward •• Moves forward on a momentarily. using a mobility aid, sometimes putting in preparation for flat surface, using a such as a walker. a foot down in jumping. mobility aid, such as between hops. a walker. •• Moves wheelchair through an obstacle course, first going straight, then turning quickly, then turning quickly again. Child is emerging to the next developmental level If you are unable to rate this measure, explain here: PD-HLTH 2 Gross Locomotor Movement Skills DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved PD-HLTH 2 Page 39 of 56 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) T F A R Mark the latest developmental level the child has mastered: Responding Exploring Earlier 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 Later Earlier Middle Later Earlier 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 •• Raises arm to throw •• Practices throwing •• Catches a stuffed •• Uses hands to catch •• Runs, with arm and leg •• Kicks against a nearby •• Bangs a cup on a table. •• Picks up and drops •• Extends arm. •• Splashes in water. •• Flexes foot. •• Rolls onto side, toward an object, while lying on a blanket. •• Reaches toward a familiar adult, using both arms. •• Kicks table leg while Integrating Middle Examples •• Kicks legs. object. Building blocks while holding onto a low table. a ball by bringing it behind the head, sometimes dropping it but continuing the arm motion. animal, with hands, keeping arms extended, and then uses hands to hold onto it. a beanbag tossed to either side of the body. opposition (e.g., left foot forward, right arm back), to try to catch a butterfly with a net. •• Strikes a ball off a cone, and traps a rolling ball •• Approaches a using a bat, with a stationary ball, stops, horizontal swing and •• Runs and kicks a •• Moves to a ball, pushes with arms. rotation of upper trunk. moving ball forcefully, and pushes ball with •• Bends knees and jumps •• Steps and kicks it away, then moves •• Moves toward a showing arm and leg foot, then steadies self. up to move a parachute a stationary ball, toward it and pushes large container •• Runs up to a stationary opposition (e.g., left or bed sheet that is also showing arm and leg it again. ball, plants foot next while holding onto •• Catches a ball while in being held by others, opposition (e.g., left food forward, right a beanbag, and then to the ball, and then a stationary position, sometimes losing foot forward, right arm arm back), maintaining drops beanbag inside swings leg for a forceful using arms to bring it balance. grasp. back), pausing briefly kick. the container. in and hold it against between stepping and •• Swings leg back to kick kicking. •• Bounces a ball several body. •• Crawls under table to a stationary ball while times while walking. retrieve a block; then standing in place. •• Reaches up to take a crawls back out while hat off a hook, pauses holding the block. •• Hands out carpet to regain balance, and squares to peers at then puts hat on head. circle time, sometimes dropping them. seated for snack. D •• Sits with legs apart a beanbag without moving feet, but loses balance. Child is emerging to the next developmental level If you are unable to rate this measure, explain here: PD-HLTH 3 Gross Motor Manipulative Skills DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved PD-HLTH 3 Page 40 of 56 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* T F A R Mark the latest developmental level the child has mastered: Responding Exploring Earlier Later Earlier Later Earlier Middle Later Earlier 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, using hands, with strength, accuracy, and coordination Performs, with efficiency, a variety of tasks that require precise manipulation of small objects Manipulates objects with both hands doing different movements •• Uses fingers and •• Holds a spoon, using •• Lifts a cup to mouth •• Holds play dough •• Uses scissors to cut palm to grasp toys of thumb and fingers. with both hands, but with one hand while out simple shapes different shapes or may spill some. cutting it with a (e.g., circle, square) •• Brings fist to mouth. •• Pulls an object •• Pinches cereal pieces sizes. wooden knife. on paper. closer, using a raking between finger and •• Scribbles back and •• Makes small •• Holds a stacking ring thumb. forth on pavement •• Steadies a container •• Pushes a cord motion. movements of arms with full fist. with sidewalk chalk, of block accessories through a large bead, and hands near the •• Pushes hands against •• Picks up a stacking using one hand. on lap while picking using one hand, sides of body. •• Holds a spoon with an adult. ring, using fingers out the tree-shaped while moving the full fist while being •• Grasps and turns a and thumb. blocks. bead onto the cord fed by an adult with doorknob, but may with the other hand. another spoon. not have strength or •• Scoops sand into a coordination to open container with one •• Peels a banana or hand while holding orange after adult the door. the container with starts the peel. other hand. •• Buttons two to three large front buttons on a shirt. D Integrating Middle Moves arms or Uses arms or hands Grasps objects with Grasps objects with hands in basic ways to make contact entire hand fingers and thumb with objects in the environment Examples •• Curls fingers around •• Holds a stuffed toy an adult’s finger. against body. Building •• Takes a cap off of a •• Makes a necklace by marker by twisting stringing a variety with one hand, then of small beads with pulling with both narrow holes. hands in opposite •• Uses a computer directions. mouse to draw •• Starts the peel on a details of a picture on banana or mandarin a computer screen. orange. •• Rotates pencil •• Unfastens buckle within the hand to on chest strap of use the eraser when wheelchair. scribbling with a pencil. •• Fastens snaps on pants made •• Uses scissors to cut of thicker, stiffer more challenging materials, such as materials such as denim jeans. fabric or cardstock during an art activity. * 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. Child is emerging to the next developmental level If you are unable to rate this measure, explain here: PD-HLTH 4 Fine Motor Manipulative Skills DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved PD-HLTH 4 Page 41 of 56 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* T F A R 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 Follows adults’ with familiar adult guidance about basic safety practices Examples •• Startles after hearing a •• Turns away from a loud •• Turns away from an •• Stops running and walks loud noise. noise. unfamiliar adult and after a familiar adult moves toward a familiar communicates, “Use •• Closes eyes in response •• Clings to a familiar adult adult. walking feet.” to a bright light. after the adult’s grip •• Looks to a familiar adult •• Pats the classroom pet loosens while child is •• Cries when touched by a before moving down a gently when a familiar being carried. cold washcloth. ramp. adult communicates, •• Cries when an “Gentle touches.” unfamiliar adult •• Cries and looks for •• Accepts a familiar approaches. a familiar adult for adult’s hand and holds comfort after falling it when requested to down. before crossing the street. D Follows basic safety practices, with close adult supervision Follows basic safety practices on own in familiar environments, with occasional adult reminders Follows basic safety practices on own in familiar and novel situations Communicates an understanding of some safety practices to others •• Stops and reaches for an adult’s hand when approaching a crosswalk. •• Cleans up spills during a •• Stays behind the •• Explains, “I wait for the cooking activity. boundaries set up by walk sign and hold my adults to designate the mom’s hand before I •• Waits turn to climb swing-set area. cross the street.” ladder on outside play •• Tries to buckle own seat equipment, with an •• Follows classroom •• Holds out arm to stop belt as an adult buckles adult reminder. safety rules when using a peer from walking other children in a scissors, such as holding through a spill on the •• Slows tricycle as a peer multi-child stroller. scissors with blade floor. approaches. pointed down. •• Seeks adult assistance •• Communicates, “Slow •• Brings helmet for an to use a step stool in down! No running order to obtain an object adult to put on child’s inside!” to a peer. out of reach. head before riding a tricycle on a family walk. * Children at the Building Later and Integrating Earlier levels still need adult supervision to carry out safety practices on their own. Child is emerging to the next developmental level If you are unable to rate this measure, explain here: PD-HLTH 5 Safety DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved PD-HLTH 5 Page 42 of 56 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 T F A R Mark the latest developmental level the child has mastered: Responding Exploring Building Integrating Earlier Later Earlier Later Earlier Middle Later Earlier 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 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 Examples •• Looks at an adult’s •• Attends to an adult’s •• Pulls at diaper or pants •• Communicates to an face, or quiets, during a actions during diapering when diaper needs to be adult the need for help diaper change. routine. changed. with toileting or for a diaper change. •• Closes eyes when face is •• Grabs for the washcloth •• Puts hands under a washed. as an adult washes faucet before an adult •• Rubs hands together child’s face. starts to turn on the under a faucet after an •• Kicks legs during a water. adult turns the water •• Shows excitement diaper change. on. during bathtime. •• Turns head toward or away from a tissue •• Tries to blow nose into a tissue held by an adult. when an adult tries to wipe child’s nose. •• Lines up at sink to wash hands before lunch time. D Initiates and carries out most steps of familiar hygiene routines on own Initiates and completes familiar hygiene routines on own •• Uses toilet (pulls down •• Uses the toilet on own, •• Uses toilet on own, •• Uses toilet on own, pants, sits, etc.), but and flushes after adult sometimes forgetting completing all steps, may need an adult’s reminder. to do one step, such as including washing assistance with wiping. washing hands. hands. •• Washes and partially •• Gets a tissue and wipes dries hands, and then •• Washes hands before •• Coughs and sneezes into own nose, with adult dries them completely eating and usually elbow most of the time. guidance to then throw when suggested to by remembers to use soap. •• Goes to brush teeth an adult. tissue away and wash •• Gets a toothbrush, runs after lunch, brushes hands. •• Takes toothbrush it under a faucet, holds teeth, and puts away •• Gets own toothbrush after an adult puts on it for an adult to squeeze toothbrush on own. and gives it to an adult toothpaste, begins to toothpaste on, and after meals when asked. brush teeth, but needs brushes teeth. to be reminded to brush teeth in the back of the mouth. Child is emerging to the next developmental level If you are unable to rate this measure, explain here: PD-HLTH 6 Personal Care Routines: Hygiene DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved PD-HLTH 6 Page 43 of 56 Developmental Domain: PD-HLTH — Physical Development–Health PD-HLTH 7: Personal Care Routines: Feeding Child responds to feeding and feeds self with increasing proficiency T F A R Mark the latest developmental level the child has mastered: Responding Exploring Earlier Later Responds in basic ways during feeding Examples •• Turns toward an adult’s touch during feeding. •• Sucks on the nipple of a bottle or breast. Shows interest in participating in the process of being fed Later Earlier Later Earlier Feeds self some foods when using utensil(s) or an open cup, sometimes needing help Feeds self on own, using utensils or an open cup •• Feeds self small pieces of food, such as cereal or cheese, with fingers or •• Puts one or both hands on a whole hand. bottle or breast while being •• Holds and bites a banana. held during feeding. •• Gazes at or nuzzles up to an adult when feeding. •• Reaches for a spoon while being fed. •• Picks up and eats crackers from a tray. D •• Shows excitement as an adult approaches with a bottle or bowl. Integrating Earlier Feeds self some finger food items •• Closes lips around food on a spoon. Building Serves self or others by Prepares simple foods to scooping or pouring from serve to self or others containers •• Eats soft food, such as •• Uses a spoon to eat small •• Serves self from a serving yogurt or applesauce, from pieces of food, such as bowl, using a large spoon, a bowl, using a spoon, with cereal, from a bowl. while someone else holds adult sometimes assisting the bowl. •• Drinks water from a small with scooping. open cup. •• Pours from a small pitcher, with some spilling. •• Drinks from an open cup •• Uses an adaptive plate and while an adult guides the •• Uses a scoop to fill small spoon to feed self when cup. bowls with cereal for snack positioned functionally. •• Uses a child-sized fork to time. pierce food, sometimes needing help. •• Spreads jelly on bread with a small spatula to make a sandwich. •• Cuts foods with a small plastic knife. •• Takes the shell off of a hardboiled egg. Child is emerging to the next developmental level If you are unable to rate this measure, explain here: PD-HLTH 7 Personal Care Routines: Feeding DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved PD-HLTH 7 Page 44 of 56 Developmental Domain: PD-HLTH — Physical Development–Health PD-HLTH 8: Personal Care Routines: Dressing Child develops and refines ability to dress self T F A R Mark the latest developmental level the child has mastered: Responding Exploring Earlier Later Responds in basic ways during dressing Responds in ways that demonstrate awareness of a dressing routine Building Earlier Later Earlier Later Earlier Anticipates one or two steps of a dressing routine Participates with adult in Puts on clothing that is dressing self simple to manipulate, sometimes with adult assistance Examples •• Cries or fusses when diaper •• Shifts body as an adult puts •• Extends arms out when an •• Pushes arms through the is changed. a clean diaper on child. adult approaches with a sleeves of a shirt held by an jacket. adult. •• Looks at adult while being •• Squirms to avoid having dressed. shirt being pulled over the •• Leans toward an adult while •• Lifts smock for an adult to a shirt is being put on child. pull it over child’s head. head while being dressed. •• Blinks eyes as clothing is placed over head. •• Allows an adult to move •• Sits down and extends feet •• Slips foot into shoe while an child’s arms while removing for an adult to put shoes on adult holds it open. child’s jacket. child. •• Lifts one leg, then the other, while an adult guides child’s legs into pants. D Integrating 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) •• Puts legs through pant legs •• Zips own jacket up, but •• Puts on own shoes and with adult assistance, and needs adult assistance with fastens tabs. then pulls up pants on own. starting the zipper. •• Buttons own jacket. •• Puts on own jacket as an •• Puts on own socks and •• Zips and snaps own pants. adult holds it open or lays shoes, but needs shoes tied it out. or tabs fastened. •• Puts feet into shoes on own. •• Changes into T-shirt and sweatpants on own after •• Pulls on loose-fitting socks water play. on own. Child is emerging to the next developmental level If you are unable to rate this measure, explain here: PD-HLTH 8 Personal Care Routines: Dressing DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved PD-HLTH 8 Page 45 of 56 Developmental Domain: PD-HLTH — Physical Development–Health PD-HLTH 9: Active Physical Play Child engages in physical activities with increasing endurance and intensity* T F A R Mark the latest developmental level the child has mastered: Responding Earlier Later Exploring Earlier There are no earlier levels for this measure Examples D Building Integrating Middle Later Earlier Middle Later Earlier 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 Engages in brief instances of physical play Engages in active physical play for short periods of time •• Pushes a wheeled toy •• Hops with two feet, for a short distance. pauses, and then hops again, while •• Climbs up a small pretending to be a slide, sits down, bunny. slides, and then goes to another activity. •• Runs to the ladder of a slide outdoors, •• Puts toys in a wagon climbs the ladder, and pulls the wagon and slides. around the room. •• Holds a drum and •• Lies prone on a marches with a peer scooter board and during part of a song. uses hands to push self around the room. •• Jumps, moves, and •• Joins a group of •• Rides around the bike waves a streamer peers kicking and trail several times, in different ways chasing a soccer ball increasing speed to while moving around around a play yard. pass a peer. the playground in a •• Rides around the •• Dances to several parade. bike trail several different songs, •• Joins in a dance times. moving slowly, then started by a peer and quickly, in response •• Races to the fence to changes in music. then dances until the and back several song ends. times, while using a •• Kicks a soccer ball •• Climbs up and down mobility device (e.g., back and forth with around a climbing a peer, sometimes walker, crutches, structure several running faster and wheelchair). times. sometimes running slower, during most of the time during outdoor play. •• Creates an obstacle course with peers and challenges others to see who can move the fastest through the course two times. •• Joins a group of children playing chase, while propelling own wheelchair. •• Initiates a dance activity, keeping up with a fast beat until the music ends. * 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. Child is not yet at the earliest developmental level on this measure. Explain here: Child is emerging to the next developmental level If you are unable to rate this measure, explain here: PD-HLTH 9 Active Physical Play DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved PD-HLTH 9 Page 46 of 56 Developmental Domain: PD-HLTH — Physical Development–Health PD-HLTH 10: Nutrition Child demonstrates increasing knowledge about nutrition and healthful food choices T F A R Mark the latest developmental level the child has mastered: Responding Earlier Later Exploring Earlier There are no earlier levels for this measure Examples D Building Integrating Middle Later Earlier Middle Later Earlier 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 Shows a preference Shows interest in a for several favorite variety of foods foods •• Selects a banana •• Accepts a variety of •• Communicates, “Me •• Communicates, “This •• Communicates, •• Tells a peer, “Milk is when offered choice foods offered from a gustan las bananas rice is sticky.” during pretend good for my teeth.” between a banana serving plate. y las manzanas,” [“I play, “First we eat •• Communicates, “I •• Brings pretend soup and an apple. like bananas and vegetables, and later •• Explores unfamiliar like mangos. They’re to a peer who is apples,” in Spanish] we can have dessert.” •• Selects a carrot when foods that are placed sweet.” pretending to be ill, when selecting offered a choice on a plate. •• Chooses primarily to make the peer feel bananas and apples •• Purses lips together between carrots and pictures of fruits and better. •• Observes others’ from a plate of sliced and shakes head, celery. vegetables to create reactions when they fruit. •• Communicates, “No,” when offered a collage of healthful •• Chooses the picture eat food items that “Sabi ng mama ko ay a slice of lemon to •• Identifies several foods. of milk when offered are unfamiliar to lalaki ako at lalakas taste while making pretend food items a choice between •• Chooses to drink child. kung kakain ako ng lemonade. when playing water and milk. water instead of beans,” [“My mama restaurant with a lemonade during said that I will grow peer. snack time. big and strong if I •• Makes different eat my beans,” in pretend food items, Tagalog].” such as a tortilla and •• Communicates, a pizza, with play “Broccoli is good for dough. you,” when eating broccoli. Child is not yet at the earliest developmental level on this measure. Explain here: Child is emerging to the next developmental level If you are unable to rate this measure, explain here: PD-HLTH 10 Nutrition PD-HLTH 10 DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved Page 47 of 56 Developmental Domain: HSS — History–Social Science HSS 1: Sense of Time Child increasingly communicates or demonstrates awareness about past and future events and relates them to present activity T F A R Mark the latest developmental level the child has mastered: Responding Earlier Later Exploring Earlier There are no earlier levels for this measure Examples Building Middle Later Earlier Middle Later Earlier Participates in the steps of a familiar routine or activity Recalls familiar routines, people, activities, or places, anticipating their occurrence Communicates about or acts out events that just happened; and Asks about activities that will happen soon Communicates about past events and future events, but is sometimes unclear about how far in the past they happened or how far in the future they will happen Relates past events to one another or to the present; and Plans for the near future Distinguishes what happened a long time ago from what happened in the recent past, or Distinguishes what will happen in the near future from what will happen much later •• Goes to wash hands •• Gestures or signs for •• Communicates about •• Communicates to an •• Gestures at picture •• Draws a picture when other children go to wash hands. •• Puts backpack and coat in cubby during morning arrival. D Integrating •• Puts plate into dishes bin after lunch. favorite blanket, as part of getting ready for naptime, after finishing lunch. •• Asks or gestures to ring the clean-up bell when it is clean-up time. •• Waits by the door for a familiar peer who usually arrives after breakfast. seeing a dog and a squirrel, after coming back from a walk. •• Communciates, “Đã adult that the firemen came to visit yesterday, even though they actually came two weeks ago. of cousins, and communicates that they played together before, when they were at grandma’s house. showing the progression of a plant growing from a seed to a tall plant with flowers, after planting flower seeds. đến giờ ăn xế chưa?” [“Is it time for snack?” •• Communicates, using a communication board, •• Shows a jar of dried •• Communicates, using a in Vietnamese] when paint to a peer and communication board, “We are going to the finishing painting. zoo,” when an adult communicates, “I will be in this school •• Communicates to an asks where they are “Someone didn’t put this year, but next year, adult, when coming the lids on yesterday. I will be at my sister’s going tomorrow. into a room, “We Now the paint is dried school.” •• Holds toy airplane dug in the dirt and up.” toward the sky to •• Communicates, “下 planted seeds.” communicate that 個星期我媽媽 •• Communicates to an •• Pretends to make child is going to fly in 要過生日, 今 adult that a friend muffins after helping an airplane tomorrow. moved away and now 天我要給媽媽 to make muffins for 做個賀卡,” [“I’m doesn’t come to the snack. going to make a card school anymore. today for my mom’s •• Contributes to a list birthday next week,” in of items needed for Chinese].” planting a garden later in the week. Child is not yet at the earliest developmental level on this measure. Explain here: Child is emerging to the next developmental level If you are unable to rate this measure, explain here: HSS 1 Sense of Time DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved HSS 1 Page 48 of 56 Developmental Domain: HSS — History–Social Science HSS 2: Sense of Place Child demonstrates increasing awareness of the characteristics of physical environments and connections among their attributes, including the people and activities in them T F A R Mark the latest developmental level the child has mastered: Responding Earlier Later Exploring Earlier There are no earlier levels for this measure Examples Building Middle Later Earlier Middle Later Earlier Participates in activities that are related to specific environments Recognizes or navigates familiar environments, anticipating the people and activities routinely associated with them Recognizes changes in familiar environments or in the people associated with them (e.g., a new adult in the classroom) •• Joins other children •• Shows cubby to •• Asks, “¿Quién es •• Puts paint brushes •• Goes to the sink to who are sitting together on the rug. family member upon arrival at child care. back in holder before leaving paint area. D Integrating •• Puts cars into car bin wash hands before finding a place at the table for breakfast. during clean-up time. •• Puts picture into the “Who’s here today?” pocket chart hanging near the classroom door during morning arrival. •• Takes an adult’s hand after being helped with putting on a jacket, and then points outside to the sandbox. Recognizes the routes between familiar locations Communicates about the relative distances between familiar locations, including details about those locations Compares unfamiliar locations (e.g., other communities) with familiar ones, identifying the characteristics or people associated with them •• Communicates, “We •• Communicates that •• Communicates, “It ella?” [“Who’s that?” go that way,” while on school is close to child’s snows where my in Spanish] when the way down the hall house, but child’s auntie lives, but not a peer’s grandma from the classroom to aunt’s house is far here because it’s hot.” comes to visit. the bathroom. away. •• Draws pictures of •• Looks closely at new • • Uses a communication • • Communicates, after houses on farms and block-shaped pictures board to ask to go by passing the post apartments in cities attached to a shelf a favorite playground, office while on a after an adult reads a before placing blocks on the appropriate when planning a walk. neighborhood walk story about different shelf, during clean-up with an adult, that types of homes where •• Communicates, “This time. they are almost to the people live. is the wrong way!” •• Communicates to an fire station. •• Describes a trip to adult, “Where are the when mother takes an a farmers’ market unfamiliar route to the •• Communicates about puzzles?” after going driving in a car to see and communicates, grocery store. to the shelf where one grandma who lives “That grocery store is puzzles are usually nearby, but going on outside! Not like our kept and finding that the puzzles are not a plane to see another grocery store.” there. grandma who lives far •• Goes to area with away. dress-up clothes after noticing peer wearing something newly added to the dress-up area. Child is not yet at the earliest developmental level on this measure. Explain here: Child is emerging to the next developmental level If you are unable to rate this measure, explain here: HSS 2 Sense of Place DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved HSS 2 Page 49 of 56 Developmental Domain: HSS — History–Social Science HSS 3: Ecology Child develops an awareness of and concern for the natural world and human influences on it T F A R Mark the latest developmental level the child has mastered: Responding Earlier Later Exploring Earlier There are no earlier levels for this measure Examples Building Middle Later Earlier Middle Later Earlier Demonstrates awareness of living things in the environment, especially animals Explores living things in the environment, especially animals Demonstrates simple understanding that people tend to the basic needs of plants and animals (e.g., watering and feeding) Demonstrates simple understanding that people tend to environments of plants and animals in caring for them (e.g., keeping cages clean, putting plants in the sun) Demonstrates concern about caring for the natural world in ways that were previously experienced by the child (e.g., recycling, planting a garden) Demonstrates simple understanding of the effects that humans have on the environment beyond own direct experience (e.g., natural habitats for animals, climate change, clean air, clean water) •• Points to the class •• Smells blossoms or •• Feeds the fish, with •• Communicates that a •• Pours water around •• Communicates to •• Communicates to •• Communicates to guinea pig in a cage. feels leaves of a plant. •• Notices a bug near the •• Follows around sandbox. •• Looks briefly as butterfly goes by. D Integrating or tries to pet a neighbor’s cat or dog, as reported by a family member. •• Watches goldfish intently as it swims in the fish tank. adult assistance in measuring the food. pet’s cage needs to be cleaned. •• Communicates about •• Communicates that the helping daddy feed the dog because it was hungry. •• Comments that the boy in a story watered his pumpkin seed so it would grow. bunny needs to be in the shade. •• Communicates that base of newly planted flowers rather than on top of the plant. another child that paper scraps go into the recycling bin, pointing to bin label for guidance. another child, “Just use one paper towel so we can save trees.” peers, “Huwag mo ng ihagis ang basura sa tubig. Nakasasakit ito sa isda,” [“Don’t throw stuff in the water. It hurts the fish,” in Tagalog].” the garden needs to be planted in the sun, not under a tree where there is too much •• Saves scraps from apples served at snack shade. •• Reminds a peer to time, to add to the •• Puts a blanket down to compost bin for the turn the water all the make a soft bed for the worms. way off while washing dog in pretend play. hands, to help save water. Child is not yet at the earliest developmental level on this measure. Explain here: Child is emerging to the next developmental level If you are unable to rate this measure, explain here: HSS 3 Ecology DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved HSS 3 Page 50 of 56 Developmental Domain: HSS — History–Social Science HSS 4: Conflict Negotiation Child shows increasing understanding of the needs of other children and is increasingly able to consider alternatives and to negotiate constructively in conflict situations T F A R Mark the latest developmental level the child has mastered: Responding Earlier Later Exploring Earlier There are no earlier levels for this measure Examples Integrating Middle Later Earlier Middle Later Earlier Takes action to get needs or wants met without considering impact on others or self Responds emotionally and often impulsively in conflict situations, requiring adult assistance to resolve conflict or reduce distress Uses words or gestures to express desires in some conflict situations, but requires adult assistance to communicate constructively and resolve conflict Uses appropriate words and actions to express desires in some conflict situations, often seeking adult assistance to resolve conflict Uses appropriate words and actions to express desires in response to conflict situations, and suggests simple cooperative solutions based mainly on own needs Considers the needs and interests of others when there is a conflict, or Attempts to negotiate a compromise •• Reaches for food on •• Becomes upset and •• Communicates, “I •• Communicates, “I’m •• Communicates to •• Suggests a plan to want the ball,” while sitting here,” while another child in the take turns choosing a trying to take a ball looking at an adult for block area, “I’m playing computer game when •• Takes an object of away from a peer, but support, as another with the blocks. You arguing with a peer interest away from stops after an adult child squeezes onto the can play with the cars.” about which game to another child. says, “He is using same carpet square. play first. •• Communicates, “You it now. Let’s find •• Walks into the middle can have a turn after •• Attempts to negotiate •• Communicates to a another one.” of an area where other •• Pushes against a peer that child is still me,” to another child who gets the first turn •• Holds tightly onto children are playing, peer who is sitting who wants to use playing with a toy with a new scooter. a doll until an adult inadvertently knocking too close on the rug, when the peer tries to the big shovel in the encourages, “Let over materials that •• Communicates that until an adult asks the take the toy away. sandbox. her know you’re not other children are child will read a group to move back done playing with using. • • Seeks an adult and • • Responds to a peer’s different book than to make the circle the baby.” Then indicates that another request for crayons a peer, and that, bigger. •• Steps in front of other communicates, “My child won’t give child by suggesting that when they are both baby, my turn,” to children who are a turn on the tricycle, they share the box of •• Bursts into tears and finished, they can trade another child. waiting to take their after waiting for a turn. crayons, but removes turns to an adult books, when the peer turn. •• Shakes head, “No,” favorite crayons before indicates interest in for comfort when and holds onto a sharing. another child takes the book the child is riding toy when a toy. reading. another child indicates wanting to use the riding toy, until an adult approaches. another child’s plate. D Building tries to take back a marker when another child takes it away, but calms down when an adult brings more markers. Child is not yet at the earliest developmental level on this measure. Explain here: Child is emerging to the next developmental level If you are unable to rate this measure, explain here: HSS 4 Conflict Negotiation DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved HSS 4 Page 51 of 56 Developmental Domain: HSS — History–Social Science HSS 5: Responsible Conduct as a Group Member Child develops skills as a responsible group member in an early education setting, acting in a fair and socially acceptable manner and regulating behavior according to group expectations T F A R Mark the latest developmental level the child has mastered: Responding Earlier Later Exploring Earlier There are no earlier levels for this measure Examples Integrating Middle Later Earlier Middle Later Earlier Follows through with group expectations during extended activities, on own most of the time Communicates about group expectations; and Cooperates with others in carrying group expectations Takes action to get needs or wants met without considering impact on others Needs specific adult guidance to cooperate with group expectations Follows simple group expectations with occasional adult reminders, but needs specific guidance when wanting to do something else or having to stop a preferred activity Carries out group expectations during extended activities, needing adult reminders to follow expectations from beginning to end •• Continues playing •• Takes toys handed •• Stops building a •• Follows the morning while other children are cleaning up during clean-up time. •• Reaches for food on another child’s plate. D Building •• Takes an object of interest away from another child. •• Steps in front of other children who are waiting to take their turn. by an adult one by one at clean-up time and puts them on the shelf to help. •• Joins a group for lunch after an adult encourages child to come to the table. •• Makes room for another child to sit when adult communicates that the other child needs more space. •• Cleans up blocks •• Suggests to a peer, routine of putting during clean-up time, while holding the class away belongings, on own. pet, “Let’s take turns. but then needs adult I can hold it now, and •• Holds hands with reminder before you can hold it next”; a peer while on a washing hands and then, after a few going to the breakfast neighborhood walk. minutes, gives the class table. • • Puts on a smock before pet to the peer. •• Returns from painting, without an computer to hang up •• Rides on the bike path •• Reminds a peer that adult reminder. for several laps on a smock when an adult it’s time to clean up for wheeled toy, after says, “You need to lunch, and then cleans being reminded by an put your smock away up own art project and adult to stay on the at the easel before washes hands. path so that everyone taking your turn at is safe. •• Reminds peers to get the computer.” in line outside the door •• Follows expected steps •• Begins to get on a before entering the of putting away toys, tricycle with another classroom from the putting on coat, and play yard. peer, but stops when sitting on the rug to an adult says, “We wait to go outside, take turns with the after being shown trike, and your turn is a visual schedule next.” depicting the sequence of steps. road with blocks and begins to put away blocks when an adult models for child and sings the “clean up” song. Child is not yet at the earliest developmental level on this measure. Explain here: Child is emerging to the next developmental level If you are unable to rate this measure, explain here: HSS 5 Responsible Conduct as a Group Member DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved HSS 5 Page 52 of 56 Developmental Domain: VPA — Visual and Performing Arts VPA 1: Visual Art Child engages, develops skills, and expresses self with increasing creativity, complexity, and depth through two-dimensional and three-dimensional visual art T F A R Mark the latest developmental level the child has mastered: Responding Earlier Later Exploring Earlier There are no earlier levels for this measure Examples Building Middle Later Earlier Middle Later Earlier Engages with tools and materials for painting or drawing or sculpting, as primarily a sensory experience Uses tools and materials to approximate basic lines and circle-like shapes (two-dimensional), or Uses tools and materials to create basic shapes sculpted-shapes (three-dimensional) Experiments with tools and materials for painting or drawing (two-dimensional), or sculpting or assemblage (three-dimensional), sometimes representing a concrete thing Creates twodimensional and three-dimensional representations to show action or how things relate to one another, using detail, shape, color, or organization Creates increasingly complex two-dimensional and three-dimensional representations that are expressive of mood, feeling, or interaction among things, using detail, shape, color, or organization •• Dabs dot markers on paper •• Uses crayons, pencils, or Creates twodimensional and three-dimensional representations of things; and Experiments with detail or color •• Draws a familiar thing •• Paints a picture of a brown circles, when painting (e.g., sun, flower, house) boat in a blue lake. with paintbrushes, to on paper with a crayon or •• Draws human figures symbolize familiar things marker. (circles with faces) and •• Uses a paintbrush to paint •• Finger paints to fill up a adds hands and legs with water on various piece of paper with paint. (e.g., houses, trees, •• Rolls and stacks balls of people). extending directly from outdoor surfaces. clay in order to make a •• Rolls play dough into the circles to show familiar head and body. • • Rolls clay into balls, and •• Squeezes dough in hands, a ball. shapes balls into pretend feeling it ooze between •• Tries out different pieces actions, such as reaching food, such as tortillas, hot fingers. of colored paper to create and kicking a ball. dogs, or pancakes. a flower. •• Tapes two toilet paper •• Paints with fingers, hands, rolls together to make • • Glues collage materials or feet. •• Draws a familiar thing binoculars, and then on a paper plate, using using a touch screen. attaches yarn as a neck both two-dimensional strap. materials (paper, fabric) and three-dimensional materials (feathers, pine cones, or leaves). repeatedly, with different degrees of pressure. D Integrating markers to make backand-forth marks. •• Combines lines and •• Draws a scene with animals in enclosures and people watching them, after a trip to the zoo. •• Paints teardrops below the eyes on a face to show sadness. •• Creates a mobile of a sun and paper flowers with happy faces. •• Glues wooden sticks together and weaves colorful yarn around them to make a dream catcher. Child is not yet at the earliest developmental level on this measure. Explain here: Child is emerging to the next developmental level If you are unable to rate this measure, explain here: VPA 1 Visual Art DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved VPA 1 Page 53 of 56 Developmental Domain: VPA — Visual and Performing Arts VPA 2: Music Child expresses and creates by making musical sounds, with increasing intentionality and complexity T F A R Mark the latest developmental level the child has mastered: Responding Earlier Later Exploring Earlier There are no earlier levels for this measure Examples Integrating Middle Later Earlier Middle Later Earlier Adapts to changes in the qualities of basic music elements (e.g., faster/slower, higher/ lower, louder/softer) by making musical sounds using voice, body, or instruments Extends or varies music with new words or sounds through voice, body, or instruments, using basic music elements (e.g., faster/slower, higher/lower, louder/ softer) Demonstrates interest in musical sounds Tries out different ways of making musical sounds with voice, body, or instruments (sometimes in response to adult prompting) Engages in brief segments of musical activities initiated by others, by making musical sounds using voice, body, or instruments Engages in extended segments of musical activities initiated by others, by making musical sounds using voice, body, or instruments •• Turns toward adult who •• Claps cymbals together •• Hums softly to self a •• Responds rhythmically, •• Puts hands on a drum •• Makes vocal sounds or •• Plays a favorite song on •• Shakes a tambourine starts to sing. while another child is tapping on the drum. D Building a recorder or electronic device. while marching outside. hums spontaneously during play time. as an adult shakes a tambourine. •• Taps a triangle to follow a •• Sings a familiar song on “I see a red bird looking rhythm of a song, such as own, first softly, then at me,” when an adult short-short-long, shortloudly. chants, “Brown bear, short-long. •• Strums a guitar or ukulele, brown bear, what do you •• Sings a song in different or taps a xylophone, along see?” and then continues with a song, changing the voices (high, low, soft, to respond to the adult loud), following an adult’s tempo of the strumming •• Shakes a string of bells with other chants. or tapping from faster to lead. a few times, following a slower or slower to faster. peer who is making a few •• Sings the words to “De •• Moves arms to the song taps on a drum. Colores” for part of the “Row, Row, Row Your •• Mimics the sounds of a song. [Note: “De Colores,” Boat,” faster and then musical instrument to •• Claps hands or stomps a song in Spanish.] slower, depending on how extend the chorus of a feet in response to a beat that an adult creates using •• Plays rhythm sticks along rapidly or slowly others are familiar song. singing the song. rhythm sticks. with a beat while feeling vibrations from a big drum on the floor. clean-up song with a recognizable melody and sings some words when the song is initiated by an adult. Child is not yet at the earliest developmental level on this measure. Explain here: Child is emerging to the next developmental level If you are unable to rate this measure, explain here: VPA 2 Music DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved VPA 2 Page 54 of 56 Developmental Domain: VPA — Visual and Performing Arts VPA 3: Drama Child increases engagement, skill development, and creative expression in drama T F A R Mark the latest developmental level the child has mastered: Responding Earlier Later Exploring Earlier There are no earlier levels for this measure Examples Integrating Middle Later Earlier Middle Later Earlier Demonstrates interest in adult’s dramatic portrayal of a character Uses facial expressions, voice, or gestures in response to an adult’s dramatic portrayal of a character Portrays a character with some detail when contributing to an improvised drama based on a story, song, or poem, or Contributes to dialogue or ideas about a plot in response to adult’s suggestions Creates and maintains details of a character when contributing to an improvised drama (e.g., dialogue, plot, setting) without adult prompting Communicates details about a character’s emotions or thoughts when contributing to an improvised drama •• Laughs when adult acts •• Jumps up and down or Portrays a familiar character in a simple way, using facial expressions, voice, gestures, or body movements •• Pretends to be a bunny •• Shivers and squints eyes •• Wears an apron and name •• Extends a plot by creating moves hands, in response sneaking a carrot out of to portray a character tag, writes on a pad of a new ending during a to an adult acting as the a garden, after hearing walking through the paper, and hands out dramatization of a story •• Watches closely as adult doctor while reciting “Five a story about Peter Rabbit. wind and cold rain, after pretend plates and food, about a trip under the sea: uses puppets to present Little Monkeys Jumping •• Acts out the role of hearing a story about while acting out a story “I like the octopus. I’m a story. on the Bed.” being in cold, wintry about a restaurant created going to stay in the sea firefighter by wearing a •• Moves toward adult who weather. by children. and be her friend because hat and pretending to • • Flaps arms like wings and is getting out props to act hold a hose to put out pretends to fly, imitating •• Communicates, “We can •• Puffs up cheeks and swirls she’s lonely.” out a character. an adult who is acting like a fire. push him in the water. arms around to portray the •• Picks up a basket, a mother bird. wind while dramatizing, rubs stomach, and •• Pretends to be a monster Help me!” as a character in a teacher-led story with peers, a story about communicates that •• Cradles a baby doll in arms and does a monster dance dramatization about a a windy day, repeating the everyone will be hungry, after hearing the story while gazing and cooing at the doll, as an adult acts Where the Wild Things Are. whale that is stranded on actions each time the wind so they should stop and a beach. blows in the story. get some food, while out a story about a mother •• Takes a pretend cookie and her baby. •• Wears a cape and pretends improvising a drama and points to a pretend •• Plays the role of Goldilocks, pretending to fly, as a peer repeatedly about a bus trip. glass of milk, acting like •• Roars like a lion in to try three different communicates, “Help!” •• Communicates that child a mouse, while an adult response to an adult beds and communicating will act sad when playing reads If You Give a Mouse pretending to be a lion. that the third one is “just the role of an animal a Cookie. right.” whose home in a tree has been cut down, during a dramatization of a story about a rain forest. out a silly character. D Building Child is not yet at the earliest developmental level on this measure. Explain here: Child is emerging to the next developmental level If you are unable to rate this measure, explain here: VPA 3 Drama DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved VPA 3 Page 55 of 56 Developmental Domain: VPA — Visual and Performing Arts VPA 4: Dance Child develops capacity to respond, express, and create through movement in dance T F A R Mark the latest developmental level the child has mastered: Responding Earlier Later Exploring Earlier There are no earlier levels for this measure Examples Building Middle Later Earlier Middle Later Earlier Moves body or body parts through space in response to music, rhythms, others’ movements, or adults’ cues Tries out a variety of movements through space, with some body control and awareness, in response to music, rhythms, others’ movements, or adults’ cues Produces dancelike movements with increasing body control and awareness, in response to music tempo, rhythms, others’ movements, or adults’ cues Improvises dances by changing tempos (e.g., fast/slow) and by varying qualities of movements (e.g., big/small, high/low, smooth/jerky) in response to music •• Sways, twirls, or leans •• Makes up own dance Demonstrates interest in others’ dance-like movements Moves body in response to music, rhythms, or others’ movements •• Watches intently as other •• Moves to music, matching •• Marches around the room •• Bends down low and children move or dance to music. •• Moves toward other children who are doing dance-like movements with streamers. D Integrating •• Looks at pictures of dance movements in a book. an adult’s side-to-side movements or other simple movements. •• Claps hands or pats legs to the rhythm of a song. in response to drumming by a peer. •• Sways arms while holding a scarf and dancing to music. •• Sways head back and forth •• Rolls body on the floor in to the beat of music. •• Asks to watch a dance on a back and forth to follow movements of peers while listening to music. •• Stops and starts dancing •• Steps sideways, frontward, during a freeze-dance game. response to an adult’s cue. •• Twirls around to music •• Moves arms up and down briefly, maintaining balance. in response to vibrations from music. computer or an electronic tablet. then jumps up high in an attempt to follow an adult’s movements. while listening to music, by tiptoeing, lowering self to floor and rolling on floor, jumping up, and then spinning. and backward, without bumping into peers during •• Moves body slowly, with a line dance led by an pauses, in a variety of adult. positions while dancing to music with scarves. •• Moves slowly, then quickly, in response to changes in music. •• Swings arms smoothly and then moves arms with sharp, jerky movements, in response to drumbeats, while making up a dance. Child is not yet at the earliest developmental level on this measure. Explain here: Child is emerging to the next developmental level If you are unable to rate this measure, explain here: VPA 4 Dance DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry – Preschool – Draft May 12, 2015 Do not distribute or use for other purposes © 2013-2015 California Department of Education – All rights reserved VPA 4 Page 56 of 56

2015 Drdp Assessment For Preschoolers

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