COMPLETED DRDP (2015): Preschool Comprehensive View

DRDP (2015)

An Early Childhood Developmental Continuum

Preschool Comprehensive View

for use with preschool-age children

The DRDP (2015) was developed by the California Department of Education, Early Learning and Care

Division and Special Education Division, with assistance from:

Berkeley Evaluation and Assessment Research Center, University of California, Berkeley

Desired Results Access Project, Napa County Oce of Education

Desired Results Developmental Proles (2015) Instrument and Research Studies Project, WestEd’s Center for Child and Family Studies

Desired Results Training and Technical Assistance Project, WestEd’s Center for Child and Family Studies

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

For more information

Early Learning and Care Division Programs may contact:

Desired Results Training and Technical Assistance Project

Website: www.desiredresults.us

Email: desiredresults@desiredresults.wested.org

Phone: (800) 770-6339

Special Education Division Programs may contact:

Desired Results Access Project

Website: www.draccess.org

Email: info@draccess.org

Phone: (800) 673-9220

DRDP (2015)

An Early Childhood Developmental Continuum

Preschool Comprehensive View

For use with preschool-age children

Table of Contents

Introduction to the DRDP (2015) ................................................................................. Intro-1

Information about Selected Key Features

......................................................................Intro-1

Guide to DRDP (2015) Views

...................................................................................Intro-2

About the Measures of the DRDP (2015)

.......................................................................Intro-3

The 3 Steps to Completing the DRDP (2015)

..................................................................... Intro-6

Step 1: Observation and Documentation

......................................................................Intro-6

Step 2: Rating the Measures

...................................................................................Intro-7

Step 3: Finalize the Assessment

................................................................................Intro-9

Early Education Information Page

..............................................................................Intro-10

Special Education Information Page

............................................................................Intro-11

Quick Guide to Rating the Measures

............................................................................Intro-12

Rating Record Foruse with Preschool-age Children inEarly Care and Education Programs

........................Intro-13

Rating Record Foruse with Preschool-age Children with Individualized Education Programs (IEPs)

................ Intro-15

Summary of Measures in PreschoolViews

....................................................................... Intro-17

Measures at-a-Glance

..........................................................................................Intro-18

Measures of the DRDP (2015)

..........................................................................................1

Developmental Domain: ATL-REG — Approaches to Learning–Self-Regulation

.......................................1

ATL-REG 1: Attention Maintenance

..............................................................................1

ATL-REG 2: Self-Comforting

.....................................................................................2

ATL-REG 3: Imitation

............................................................................................3

ATL-REG 4: Curiosity and Initiative in Learning

...................................................................4

ATL-REG 5: Self-Control of Feelings and Behavior

................................................................. 5

ATL-REG 6: Engagement and Persistence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

ATL-REG 7: Shared Use of Space and Materials ...................................................................7

Developmental Domain: SED — Social and Emotional Development

................................................8

SED 1: Identity of Self in Relation to Others

......................................................................8

SED 2: Social and Emotional Understanding

.....................................................................9

SED 3: Relationships and Social Interactions with Familiar Adults

................................................10

SED 4: Relationships and Social Interactions with Peers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

SED 5: Symbolic and Sociodramatic Play

........................................................................12

Developmental Domain: LLD — Language and Literacy Development

..............................................13

LLD 1: Understanding of Language (Receptive)

.................................................................13

LLD 2: Responsiveness to Language

............................................................................14

LLD 3: Communication and Use of Language (Expressive)

.......................................................15

LLD 4: Reciprocal Communication and Conversation

............................................................16

LLD 5: Interest in Literacy

......................................................................................17

LLD 6: Comprehension of Age-Appropriate Text

................................................................18

LLD 7: Concepts About Print

...................................................................................19

LLD 8: Phonological Awareness

................................................................................20

LLD 9: Letter and Word Knowledge

.............................................................................21

LLD 10: Emergent Writing

......................................................................................22

Developmental Domain: ELD — English-Language Development

..................................................23

ELD 1: Comprehension of English (Receptive English)

...........................................................23

ELD 2: Self-Expression in English (Expressive English)

............................................................24

ELD 3: Understanding and Response to English Literacy Activities

...............................................25

ELD 4: Symbol, Letter, and Print Knowledge in English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Developmental Domain: COG — Cognition, Including Math and Science

...........................................27

COG 1: Spatial Relationships

...................................................................................27

COG 2: Classication

...........................................................................................28

COG 3: Number Sense of Quantity

..............................................................................29

COG 4: Number Sense of Math Operations

......................................................................30

COG 5: Measurement

..........................................................................................31

COG 6: Patterning

..............................................................................................32

COG 7: Shapes

.................................................................................................33

COG 8: Cause and Eect

........................................................................................34

COG 9: Inquiry Through Observation and Investigation

.........................................................35

COG 10: Documentation and Communication of Inquiry

........................................................36

COG 11: Knowledge of the Natural World

.......................................................................37

Developmental Domain: PD-HLTH — Physical Development–Health. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

PD-HLTH 1: Perceptual-Motor Skills and Movement Concepts

...................................................38

PD-HLTH 2: Gross Locomotor Movement Skills

..................................................................39

PD-HLTH 3: Gross Motor Manipulative Skills

.....................................................................40

PD-HLTH 4: Fine Motor Manipulative Skills

......................................................................41

PD-HLTH 5: Safety

..............................................................................................42

PD-HLTH 6: Personal Care Routines: Hygiene

....................................................................43

PD-HLTH 7: Personal Care Routines: Feeding

....................................................................44

PD-HLTH 8: Personal Care Routines: Dressing

...................................................................45

PD-HLTH 9: Active Physical Play

................................................................................46

PD-HLTH 10: Nutrition

.........................................................................................47

Developmental Domain: HSS — History–Social Science

............................................................48

HSS 1: Sense of Time

...........................................................................................48

HSS 2: Sense of Place

...........................................................................................49

HSS 3: Ecology

.................................................................................................50

HSS 4: Conict Negotiation

.....................................................................................51

HSS 5: Responsible Conduct as a Group Member

................................................................52

Developmental Domain: VPA — Visual and Performing Arts

........................................................53

VPA 1: Visual Art

...............................................................................................53

VPA 2: Music

...................................................................................................54

VPA 3: Drama

..................................................................................................55

VPA 4: Dance

..................................................................................................56

Glossary of Terms and Phrases Used in the DRDP (2015)

...............................................................57

Appendix A: Requirements of the DRDP (2015) Assessment

...........................................................59

Appendix B: Resources for Assessing Children who are Dual Language Learners with the DRDP (2015)

..................60

Appendix C: Strategies for Observation and Documentation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62

Appendix D: Comprehensive Denitions of Adaptations to be Used with the DRDP (2015)

..............................64

Appendix E: Resources for Working in Partnership with Families

.......................................................65

Appendix F: Collaboration to Complete the DRDP (2015)

..............................................................67

BLANK PAGE

Introduction to the DRDP (2015)

Welcome to the Desired Results Developmental Prole (2015) [DRDP (2015)]:

ADevelopmental Continuum from Early Infancy to Kindergarten Entry. The DRDP (2015) is a

formative assessment instrument developed by the California Department of Education for

young children and their families used to inform instruction and program development.

Information about Selected Key Features

Three of these key features: (1) consideration of young children who are dual language

learners, (2) universal design and adaptations for children with IFSPs and IEPs, and (3) a

detailed description of the developmental domains that make up the instrument, are

described in more detail to help teachers and service providers better understand and rate

the measures of the DRDP (2015).

Young Dual Language Learners and the DRDP (2015)

Dual language learners are children learning two or more languages at the same time, as

well as those children learning a second language while continuing to develop their rst

(or home) language. A child’s experience with one or more languages is an asset to build

on in the early childhood setting. It is critical to consider the child’s communication in all

the languages that he or she is learning in order to have an accurate picture of a child’s

knowledge and skills. Young children, including children with disabilities, can successfully

learn two or more languages. Learning two or more languages has linguistic, social,

cognitive, academic, and cultural benets. The path to learning one language shares many

similarities with the path to learning two or more languages. There are also dierences that

must be taken into consideration when assessing young children who are dual language

learners. Children may have vocabulary for concepts in one language and vocabulary

for other concepts in another language. So it is important to assess children in all of the

languages he or she understands and uses. The DRDP (2015) addresses cultural and

linguistic responsiveness in two primary ways:

1. Teachers and service providers observe and document children’s behavior in both

the home language and English to obtain a more accurate prole of the children’s

knowledge and skills across developmental domains.

2. Teachers and service providers rate children’s progress on two language

development domains. The Language and Literacy Development (LLD) domain

assesses all children’s progress in developing foundational language and literacy

skills where ratings should be based on skills in all languages. The English-Language

Development (ELD) domain assesses current knowledge and skills and progress in

learning to communicate in English.

Universal Design and the DRDP (2015)

In the context of assessment, “Universal Design” refers to the development of assessments

that are appropriate for all children to the greatest extent possible. Universal Design

allows children the opportunity to demonstrate their knowledge and skills in a variety

of ways. All young children are entitled access to, and meaningful participation in, age-

appropriate, individually-appropriate and culturally-appropriate early childhood curricula

and assessments. Teachers and service providers support children’s access and participation

by identifying and providing learning opportunities, materials, and teaching strategies in

exible 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 reect mastery of a developmental level.

Key Features of the DRDP (2015):

• The DRDP (2015) is administered in natural settings through teacher observations,

family observations, and examples of children’s work. Ongoing documentation

of children’s knowledge and skills in everyday environments is a recommended

practice for early childhood assessment.

• The DRDP(2015) represents a full continuum of development from early infancy up

to kindergarten entry. The Infant/Toddler Views are for use with children in infant/

toddler programs, and the Preschool Views, for children in preschool programs

• The DRDP (2015) is designed for use with all children from early infancy up to

kindergarten entry, including children with Individualized Family Service Plans

(IFSPs) and Individualized Education Programs (IEPs).

• The DRDP (2015) is aligned with all volumes of the California’s Infant/Toddler and

Preschool Learning and Development Foundations, the Common Core Standards,

and the Head Start Child Development and Early Learning Framework.

• The DRDP (2015) takes into consideration the specic cultural and linguistic

characteristics of California’s diverse population of young children, with specic

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 Oce of Special

Education Programs (OSEP) child outcome reporting requirements for children

with Individualized Family Service Plans (IFSPs) or Individualized Education

Programs (IEPs).

Guide to DRDP (2015) Views

Each view of the DRDP (2015) provides for the collection and reporting of valuable

information about individual and group child developmental progress through

measurement of knowledge, skills, and behaviors. The views vary in the number of

measures that each include. When more measures are completed, the reports are more

robust and informative for teachers and providers, administrators, and agencies.

DRDP (2015) View Focus and Intended Users Reports Provided

Infant/Toddler and

Preschool Comprehensive

View

The Comprehensive views provide for assessment

of children’s learning and development in domains

related to all areas of the Infant/Toddler Learning

and Development Foundations or Preschool Learning

Foundations, covering the full range of learning

and development that early childhood curricula

generallycover.

• All programs may use the Comprehensive View.

• It is required for infants and toddlers with

Individualized Family Service Plans (IFSPs).

• It may be used for preschool-aged children with

Individualized Education Programs (IFSPs).

• Programs and providers may use the Comprehensive

View to earn points on the Quality Counts California

rating matrix.

Individual and group

reports on children’s

developmental

progress across

all domains

related to the

Foundations. Meets

all requirements for

special education

reporting.

Preschool

FundamentalView

The Fundamental view provides for assessment of

preschool children’s learning and development in the

key domains associated with school readiness.

• All programs may use the Preschool Fundamental

View.

• It may be used for preschool-age children with

Individualized Education Programs (IEPs).

• Programs and providers may use the Fundamental

View to earn points on the Quality Counts California

rating matrix.

Individual and group

reports on children’s

developmental

progress in

domains associated

with school

readiness. Meets all

requirements for

special education

reporting.

Infant/Toddler and

Preschool Essential View

The Essential views provide for assessment of children’s

learning and development with selected measures in

key domains.

• Programs and providers may use the Essential View

to earn points on the Quality Counts California

rating matrix.

Individual and group

reports on children’s

developmental

progress in subsets of

key domains.

The Eight Domains of the DRDP (2015)

The DRDP (2015) is made up of eight domains. The focus of each domain is on the

acquisition of knowledge, skills, or behaviors that reect each domain’s developmental

constructs.

Approaches to Learning–Self-Regulation (ATL-REG)

The ATL-REG domain assesses two related areas that are recognized as important for young

children’s school readiness and success: Approaches to Learning and Self-Regulation. These

areas have been combined into one domain because of the strong connections between

them. The Approaches to Learning skills include attention maintenance, engagement and

persistence, and curiosity and initiative. The Self-Regulation skills include self-comforting,

self-control of feelings and behavior, imitation, and shared use of space and materials.

Social and Emotional Development (SED)

The SED domain assesses children’s developing abilities to understand and interact

with others and to form positive relationships with nurturing adults and their peers. The

knowledge or skill areas in this domain include identity of self in relation to others, social

and emotional understanding, relationships and social interactions with familiar adults,

relationships and interactions with peers, and symbolic and sociodramatic play.

Language and Literacy Development (LLD)

The LLD domain assesses the progress of all children in developing foundational language

and literacy skills. These skills can be demonstrated in any language and in any mode of

communication. Language and literacy skills in a child’s rst language form the foundation

for learning English. Therefore, dual language learners may demonstrate knowledge and

skills in their home language, in English, or in both languages. LLD measures should be

completed for all infants, toddlers, and preschool-age children, including those who are

dual language learners.

English-Language Development (ELD)

The ELD domain assesses the progress of children who are dual language learners in

learning to communicate in English. The developmental progression described in the four

ELD measures is related to the child’s experiences with English, not the child’s age. Keep

in mind that children acquire English in dierent ways and at dierent rates. Factors that

aect English acquisition include degree of exposure to English, level of support provided

in their home/rst language, and individual dierences such as age of exposure to English

or the structure of the child’s home/rst language. The ELD measures should be completed

only for preschool-age children whose home language is other than English.

Cognition, Including Math and Science (COG)

The COG domain focuses on observation, exploration of people and objects, and

investigation of objects and concepts. The knowledge or skill areas in this domain include

spatial relationships, cause and eect, classication, 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, ne motor manipulative skills, active physical play,

nutrition, safety, and personal care routines (hygiene, feeding, dressing).

History-Social Science (HSS)

The HSS domain focuses on learning about the expectations of social situations, how to

participate within a group, and the relationship between people and the environment in

which they live. The knowledge or skill areas in this domain include sense of time, sense of

place, ecology, conict negotiation, and responsible conduct.

Visual and Performing Arts (VPA)

The VPA domain focuses on awareness and engagement in four areas of artistic expression.

The knowledge or skill areas in this domain include visual art, music, drama, and dance.

About the Measures of the DRDP (2015)

The levels for each DRDP (2015) measure describe a developmental continuum, ranging

from earlier developing to later developing competencies. The DRDP (2015) includes three

types of continua:

• Full Continuum Measures: describe development from early infancy to early

kindergarten. These measures should be used with all infants, toddlers, and

preschool-age children.

• Earlier Development Measures: describe development that typically occurs from

early infancy through early preschool ages and may be used with preschool-age

children under specic conditions (identied as Conditional measures).

• Later Development Measures: describe development that typically occurs from

early preschool ages to early kindergarten. These measures should be used with all

preschool-age children.

Conditional Measures for Preschool-Age Children

Some measures in the DRDP Preschool Views are considered conditional measures that

are only assessed when certain conditions are met. These measures should be used if

they assist teachers and service providers in planning a child’s learning activities and

supports, and documenting progress.

Conditional measures are used in three instances:

• If a preschool child has not developmentally moved beyond the last level of the

fourearlier-development measures.

• If a language other than English is spoken in the child’s home.

• If the child is still working on the health measures (required for all children with

IEPs).

Please note that the Earlier Development Measures, and the Physical Development and

Health measures are required for children with IEPs.

Earlier Development Measures Conditions Under Which to Assess

ATL-REG 1: Attention Maintenance

ATL-REG 2: Self-Comforting

ATL-REG 3: Imitation

COG 1: Spatial Relationships

• Required for all preschool-age children with IEPs

• Recommended for a preschool-age child whose

development is not beyond the latest developmental level

• If useful, select any or all of these four measures to assess

• In the Essential view for preschool-age children, measures

are not included.

English-Language Development Measures Conditions Under Which to Assess

ELD 1: Comprehension of English (Receptive English)

ELD 2: Self-Expression in English (Expressive English)

ELD 3: Understanding and Response to English

Literacy Activities

ELD 4: Symbol, Letter, and Print Knowledge in English

• Used if a language other than English is spoken in the

child’s home as indicated on the Information Page

• Used only with preschool-age children

• Not used with children who are deaf or hard of hearing

and not learning spoken language

• If rated, complete all of the measures in the ELD domain*

Physical Development and Health Measures Conditions Under Which to Assess

PD-HLTH 5: Safety

PD-HLTH 6: Personal Care Routines: Hygiene

PD-HLTH 7: Personal Care Routines: Feeding

PD-HLTH 8: Personal Care Routines: Dressing

PD-HLTH 10: Nutrition

• In the Comprehensive view for preschool-age children,

PD-HLTH 7 and 8 are conditional

• In the Fundamental view for preschool-age children,

PD-HLTH 5–8 and PD-HLTH 10 are conditional.

• In the Essential view for preschool-age children, measures

are not included

• Required for all preschool-age children with IEPs

• Recommended for preschool children when this

information would be useful for documenting progress or

planning this child’s learning activities and supports

*Guidance for rating ELD measures for children who are dual language learners is provided in the

section, “Young Dual Language Learners and the DRDP (2015)” on page Intro-2.

The Developmental Levels

The number of levels in a measure varies depending on the competencies that are

appropriate for that measure’s developmental continuum. The levels are organized

under four categories from early infancy up to kindergarten entry: Responding,

Exploring, Building, and Integrating:

Responding (Earlier, Later)

Knowledge, skills, or behaviors that develop from basic responses (through using

senses and through actions) to dierentiated responses. Children generally engage in

back-and-forth interactions with familiar adults and communicate through nonverbal

messages.

Exploring (Earlier, Middle, Later)

Knowledge, skills, or behaviors that include active exploration including purposeful

movement, purposeful exploration and manipulation of objects, purposeful

communication, and the beginnings of cooperation with adults and peers. Children

generally begin this period by using nonverbal means to communicate and, over

time, grow in their ability to communicate verbally or use other conventional forms of

language.

Building (Earlier, Middle, Later)

Knowledge, skills, or behaviors that demonstrate growing understanding of how

people and objects relate to one another, how to investigate ideas, and how things

work. Children use language to express thoughts and feelings, to learn specic early

literacy and numeracy skills, and to increasingly participate in small group interactions

and cooperative activities with others.

Integrating (Earlier)

Knowledge, skills, or behaviors that demonstrate the ability to connect and combine

strategies in order to express complex thoughts and feelings, solve multi-step

problems, and participate in a wide range of activities that involve social-emotional,

self-regulatory, cognitive, linguistic, and physical skills. Children begin to engage in

mutually supportive relationships and interactions.

Note that the developmental levels for the ELD domain dier from the above format

as they represent the developmental progression for the acquisition of English as a

second language during the early childhood years.

Denitions of Terms in the Navigation Maps

Developmental Domain: A crucial area of learning and development for children.

Measure: The developmental continuum along which a child’s observed behavior is

assessed. Measures are the individual assessment items in the DRDP.

• Full Continuum Measure: Describes development from early infancy to early

kindergarten.

• Early Development Measure: Describes development that typically occurs in infant/

toddler and early preschool years.

• Later Development Measure: Describes development that typically occurs in the

preschool years and early kindergarten.

Denition:

Species the aspects of development to be observed.

Developmental Level: A point along a developmental progression for a particular

measure that ranges from earlier to later levels of development.

Descriptor:

Denes the behaviors that would be observed for a child at that

developmental level.

Example:

Specic 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.

Æ Example of a Full Continuum Measure

Example of an Earlier Developmental Measure

Æ Example of a Later Developmental Measure

The 3 Steps to Completing the DRDP (2015)

Step 1: Observation and Documentation

The DRDP (2015) focuses on the child’s behavior, knowledge, and skills. To capture a child’s

behavior, the DRDP (2015) incorporates observation in natural settings.

While observing and collecting documentation,

remember that words, phrases, and sentences

can be communicated and understood in a

variety of ways, including spoken in the child’s

home language, signed, and through other

communication modes (e.g., via a communication

device). The teacher’s and service provider’s direct

observations of a child are the primary method

used to inform ratings and they should also use

other sources of evidence to capture a more

complete picture of a child’s knowledge and skills.

Other sources of evidence include the following:

• Observations by others – including

teachers, family members/caregivers,

and other service providers or caregivers,

obtained through interview or

conversations

• Other documentation – including

samples of children’s work, photographs,

and video/audio recordings of children’s

communication and behavior

The Important Role of Families in the Documentation Process

Family members have repeated opportunities to observe their child’s activities and

interactions over time and in a variety of situations. Their perspectives, combined with

teachers’ and service providers’ observations, provide a more complete and reliable picture

of a child’s typical behaviors. Inviting family members to share observations of their

child’s development and behavior is a recommended practice for the DRDP (2015). The

opportunity to observe a child’s level of mastery is greatest when the child is interacting

with a familiar adult. Because of this, it is helpful to observe a child interacting with

family members. This is especially true for children who are new to a program or at the

earliest levels (Responding Earlier and Responding Later). These observations can inform

assessment decisions for all domains. They are particularly important for the SED and LLD

domains since social interaction and communication skills are learned through repeated

interactions with familiar adults.

Observation and Documentation for Young Dual Language Learners

Young dual language learners may demonstrate knowledge and skills in their home

language, in English, or in both languages. They may also code-switch, which is using

more than one language within a conversation. Therefore, communication in all languages

the child uses should be considered when collecting documentation and completing

the measures in all domains. The adult who is conducting observations and collecting

documentation should speak the child’s home language. If not, the adult must receive

assistance from another adult, who does speak the child’s home language. This may be an

assistant teacher, director, parent, or other adult who knows the child.

Using Adaptations

Adaptations are changes in the environment or dierences 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 identied for children with

IFSPs and IEPs for the DRDP (2015).

• The adaptations listed in the table below have been developed so that the assessment

will more accurately measure a child’s abilities rather than the impact of a child’s

disability (a more detailed description of the adaptations appears in Appendix D).

Adaptations must be in place for the child during the normal course of the day, and

they should also be in place during observations for the DRDP (2015). Everyone

working with the child should be informed of any adaptations the child uses.

• New adaptations must not be introduced solely for the purpose of conducting the

DRDP (2015) assessment.

• Consideration of adaptations should be made on a regular basis from early infancy

and as the child develops and grows.

Observations should occur over

time, in typical settings:

• In the child’s typical

program or settings such

as child care, classrooms,

orhome;

• As the child interacts in

familiar environments and

routines with people he or

she knows; and

• As the child engages

in typical activities and

routines.

Dual Language Learners’ Use of Code Switching

• Code switching is the use of multiple languages within a single conversation. It is a

typical feature of learning two or more languages.

• As early as three years of age, children code switch to playfully experiment with the

two languages and to serve their own social and communication goals. For example,

children may code switch to emphasize or elaborate a point.

• Children might code switch when speaking with one person, or may use one

language exclusively with one person and another language with another person.

• When children mix their two languages they use the grammatical rules of each

language. For example, “I want leche” [“I want milk”] is an example of inserting a

Spanish noun into a grammatically correct English sentence.

Step 2: Rating the Measures

Determining the Child’s Latest Level of Mastery

For each of the measures, determine the latest developmental level the child has mastered,

and mark it appropriately.

The Descriptors and Examples

Consider the descriptors rst, and then the

examples, to determine which developmental

level is most consistent with your observations

and other documentation of the child’s typical

behavior. A child may demonstrate behaviors

at more than one developmental level.

Choose the level that most closely represents

the knowledge, skills, or behaviors the child

demonstrates most consistently.

Descriptors:

The descriptors dene the knowledge, skills,

or behaviors expected at each level along the

developmental continuum of the measure (see

Navigation Maps). Each descriptor is illustrated

by several examples of behaviors that are

consistent with that developmental level.

Most of the descriptors dene discrete

knowledge, skills, or behaviors. However,

some include more than one behavior or skill,

separated by “and,” “or,” or a semicolon (;) followed by “and.”

If the descriptor includes “or”:

The child only needs to demonstrate the behavior in one of the listed ways to demonstrate

mastery for the developmental level. Either part of the descriptor may be observed to rate

mastery at that level.

• For example, the descriptor for Exploring Later in LLD 5: Interest in Literacy is:

Looks at books on own briey or Chooses to join reading, singing, or rhyming activities led

by an adult

If the child EITHER looks at books on own briey OR chooses to join reading, singing, or

rhyming activities led by an adult, mastery can be rated at this level.

What is Mastery?

Seven Categories of Adaptations

Augmentative or Alternative Communication System

Methods of communication other than speech that

allow a child who is unable to use spoken language to

communicate with others.

Alternative Mode for Written Language

Methods of reading or writing used by a child who cannot

see well enough to read or write or cannot hold and

manipulate a writing utensil (e.g., pencil, pen) well enough

to produce written symbols.

Visual Support

Adjustments to the environment that provide additional

information to a child who has limited or reduced visual

input.

Assistive Equipment or Device

Tools that make it possible or easier for a child to perform a

task.

Functional Positioning

Strategic positioning and postural support that allow a child

to have increased control of his body.

Sensory Support

Increasing or decreasing sensory input to facilitate a child’s

attention and interaction in the environment.

Alternative Response Mode

Recognition that a child might demonstrate mastery of a

skill in a unique way that diers from the child’s typically

developing peers.

A developmental level is mastered if the child

demonstrates the knowledge, skills, and behaviors

dened at that level:

Consistently over time

In dierent 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 a descriptor includes “and”:

All parts of the descriptor are required for mastery and need to be observed together.

• For example, the descriptor for Building Earlier in ATL-REG 2: Self-Comforting is:

Anticipates need for comfort and prepares self by asking questions, getting a special

thing, or in other ways.

The child needs to demonstrate both anticipating a need for comfort and preparing self

during the same observation.

If a descriptor includes a semi-colon (;) followed by “and”:

The child must demonstrate all the behaviors listed to rate the level as mastered, but not

necessarily during the same observation within a DRDP rating period.

• For example, the descriptor for Exploring Later in SED 3: Relationships and Social

Interactions with Familiar Adults is:

Initiates activities with familiar adults; and Seeks out assistance or support from familiar

adults.

To be rated as mastered at this level, the child must BOTH initiate activities with familiar

adults AND seek out assistance or support from familiar adults. The assessor does not have

to observe both behaviors during the same observation within a DRDP rating period.

Please note that key terms and phrases in the descriptors that may be new or have specic

meaning to the measures are dened in the Glossary at the end of the instrument.

Examples:

Keep in mind these important points about examples:

• The examples are not a checklist of what the child must demonstrate to be rated at

mastery of the knowledge, skills, or behaviors that reect a developmental level.

• An example is one of many possible ways a child might demonstrate mastery of a

developmental level. Teachers and service providers will identify other examples as

they conduct their observations.

• Mastery is determined over time and across situations or settings.

• A child may not demonstrate any of the specic examples provided for a

developmental level, but may demonstrate mastery in other ways that are consistent

with the intent of the descriptor.

• Children demonstrate mastery in diverse and sometimes unique ways.

• Examples have not been written to include all areas of disability. Universal design

is intended to support the inclusion of children with disabilities on the DRDP

(2015). However, it is important to review the adaptations as well as understand the

construct being measured when assessing children with disabilities.

Additional Rating Options

Emerging to the Next Developmental Level:

If your observations indicate that the child has demonstrated mastery for a developmental

level and is also beginning to demonstrate knowledge, skills, or behaviors described for

the next level (although not yet consistently across situations or settings), the child may be

emerging to the next level.

To indicate emerging:

• First, mark the developmental level the child has mastered.

• Then, mark “emerging” if the child also demonstrates behaviors described for the next

developmental level.

Child is Not Yet at the Earliest Developmental Level on a Later Development Measure:

If, after careful consideration, you determine that a preschool-age child is not yet

demonstrating mastery of the earliest level of a later development measure, mark “Child is

not yet at the earliest developmental level on this measure.”

Unable to Rate due to extended absence:

• This is used only when the child is absent from the program for such an extended

period of time during the four to six weeks prior to submitting your DRDP data that

you could not gather information to rate the measures.

• The following are NOT valid reasons to indicate Unable to Rate:

– Not having enough time or enough information

– The nature of a child’s disability or the severity of a child’s disability

The Responding Earlier level is designed to be inclusive of all children. Mark this earliest

level unless the child demonstrates skills at a later level. Do not use Unable to Rate because

you feel a child does not demonstrate the skills for the earliest level.

Notes about Emerging:

• You may mark emerging when rating full-continuum measures with infants and

toddlers if the child has mastered the last level that can be rated and the child

demonstrates some behaviors in the level that follows.

• Do not mark emerging if the child has mastered the latest level on a measure.

• Marking that the child is emerging to the next level does not aect the rating of

mastery for the measure.

Rating Conditional Measures

If you are using the conditional measures for a preschool-age child, mark them on the

Rating Record according to the following guidance:

Earlier Development Measures How to Mark the DRDP

ATL-REG 1: Attention Maintenance

ATL-REG 2: Self-Comforting

ATL-REG 3: Imitation

COG 1: Spatial Relationships

• These measures are required for all preschool-age

children with IEPs

• If the measure is rated, determine the child’s latest level

of mastery and mark accordingly

• If the measure is not rated, mark the box, “Measure not

rated: this child’s development is beyond the latest

developmental level”

English-Language Development Measures How to Mark the DRDP

ELD 1: Comprehension of English (Receptive English)

ELD 2: Self-Expression in English (Expressive English)

ELD 3: Understanding and Response to English

Literacy Activities

ELD 4: Symbol, Letter, and Print Knowledge in English

• If these measures are rated, determine the child’s latest

level of mastery and mark accordingly

• Check the box on the Information Page about the child’s

home language

• Not required for children who are deaf or hard of

hearing who are not learning a spoken language

• If these measures are not rated, mark the box, “Measure

not rated: English is the only language spoken in this

child’s home.”

Physical Development and Health Measures How to Mark the DRDP

PD-HLTH 5: Safety

PD-HLTH 6: Personal Care Routines: Hygiene

PD-HLTH 7: Personal Care Routines: Feeding

PD-HLTH 8: Personal Care Routines: Dressing

PD-HLTH 10: Nutrition

• These measures are required for preschool-age children

with IEPs

• In the Comprehensive View, PD-HLTH 7 and 8 are

conditional.

• In the Fundamental View, PD-HLTH 5–8 and PD-HLTH 10

are conditional.

• If these measures are rated, determine the level of

mastery and mark accordingly

• If these measures are not rated, check the box, “Idid

not rate this measure because it is not used for

documenting progress or planning this child’s learning

activities and supports”

Step 3: Finalize the Assessment

To nalize, simply review the assessment to make sure that you have entered a rating

for all of the measures and that the Information Page is complete and up-to-date:

• For Early Learning and Care Division (ELCD) programs: enter your ratings into

DRDP Online,

• For Special Education Division (SED) programs: enter your ratings into your

SELPA’s MIS system. Check with your administrator for when and to whom your

Rating Records aredue.

DRDP (2015)

Early Education

Information Page

An Early Childhood

DevelopmentalContinuum

Foruse with Early Care and

EducationPrograms

1a. Child’s rst name (Legal):

1b. Child’s last name (Legal):

Date DRDP (2015) was completed (mm/dd/yyyy)

Assessment period (e.g., Fall 2016)

Child Information

2. Statewide Student Identier (10-digit SSID) :

3. Agency Identier :

(agency identier and statewide student identier can be the same)

4. Child’s classroom or setting:

5. Birth date (mm/dd/yyyy):

6. Gender Male Female

7. Initial date of enrollment in early childhood program (mm/dd/yyyy):

Date child was withdrawn from the program

(mm/dd/yyyy):

8a. What is this child’s ethnicity?

Yes, Hispanic or Latino No, not Hispanic or Latino

8b. What is this child’s race? Mark one or more races to indicate what this child considers himself/herself to be.

Asian Indian

Black or African-American

Cambodian

Chinese

Filipino

Guamanian

Hawaiian

Hmong

Japanese

Korean

Laotian

Native American

Other Asian

Other Pacic Islander

Samoan

Tahitian

Vietnamese

White

Intentionally left blank

Observer Information

9. Agency: Site:

10. Your name: Title:

11. Are you the primary teacher working with this child?

Yes

No (specify your relationship to the child):

12. Did another adult assist you with assessing this child?

Yes (role/relation):

Child’s Language Information

13. Child’s home language(s):

Is a language other than English spoken in the child’s home? Yes No

If yes, the ELD measures must be completed for a preschool-age child

14. What language(s) do you speak with this child?

15. 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)

16. Child is enrolled in: Check all that apply.

State Infant/Toddler Program

State Preschool

Head Start

Early Head Start

Child Care Center

Tribal Head Start

Migrant

First 5

Title 1

Family Child Care Home

Other:

Child’s tuition fees are:

Subsidized (tuition assistance) Not subsidized (full fee) Don’t know

17. Does this child have an Individualized Education Program (IEP) or an Individualized Family

Service Plan (IFSP)? Yes No Don’t know

Non-binary

DRDP (2015)

Special Education

Information Page

An Early Childhood Developmental

Continuum

For use with Early Intervention and

Early Childhood Special Education

Programs

1. Child’s rst name (Legal):

2. Child’s last name (Legal):

3. Date DRDP (2015) was completed (e.g., 09/07/2015)

4. Assessment period (e.g., Fall 2015)

Child Information

5. Student ID (Issued by district for reporting to CASEMIS)

6. Statewide Student Identier (10-digit SSID)

7. Gender Male Female

8. Birth date (e.g., 03/05/2012)

9. Special education enrollment. Check one.

Individualized Family Service Plan (IFSP) Individualized Education Program (IEP)

Child’s Language Information

10. Child’s home language(s):

English

Vietnamese

Hmong

Spanish

Cantonese

Tagalog/Pilipino

Other (specify)

11. Language(s) used with this child:

English

Vietnamese

Hmong

Spanish

Cantonese

Tagalog/Pilipino

Other (specify)

12. Is a language other than English spoken in the child’s home? Yes No

If yes, complete the ELD measures for a preschool-age child.

If the child is Deaf or Hard of Hearing and not learning a spoken language, mark “No” and do not complete the ELD measures.

Child’s Ethnicity

13a.

Is this child Hispanic or Latino? Check one.

Yes, Hispanic or Latino No, not Hispanic or Latino Intentionally left blank

13b.

What is the race of this child? Check up to three.

Asian Indian

Black or African-American

Cambodian

Chinese

Filipino

Guamanian

Hawaiian

Hmong

Japanese

Korean

Laotian

Native American

Other Asian

Other Pacic Islander

Samoan

Tahitian

Vietnamese

White

Intentionally left blank

Special Education Information

14. Special education eligibility. Check one.

Autism

Deaf-Blindness

Deafness

Emotional Disturbance

Established Medical

Disability

Hard of Hearing

Intellectual Disability

Multiple Disability

Orthopedic

Other Health

Impairment

Specic Learning

Disability

Speech or Language

Impairment

Traumatic Brain Injury

Visual Impairment

15. 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

16. SELPA

17. District of service

Assessment Information

18. Name of person completing the assessment

19. Role of person completing the assessment:

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

20. Assistance completing the assessment? Yes No

If yes, what is that person’s relationship to the child?

Use this Information Page for a child with an Individualized Family Service Plan (IFSP) or Individualized Education Program (IEP) served by a California Department of Education program.

Non-binary

Quick Guide to Rating the Measures

1. Review your documentation/evidence.

Review your own observation notes, observations from others (including teachers,

family members/caregivers, and other service providers or caregivers, obtained through

interview or conversations), and other documentation, including samples of children’s

work, photographs, and video/audio recordings of children’s communication and

behavior.

2. Carefully read the denition 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 dened at that level:

Æ Consistently over time

Æ In dierent situations or settings

3. After you read the descriptors, consider the examples.

The examples represent only some of the possible ways a child might demonstrate

mastery. They are not a checklist of what the child must demonstrate. It is possible

that a child does not demonstrate any of the specic 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.

Important Note: When reading the descriptors, be sure you understand and pay

attention to semicolons and the words “or” and “and.” Most descriptors dene a single

skill or behavior, but some include more than one. If the descriptor includes:

• The word “or,” the child only needs to demonstrate the behavior in one of the

ways listed for the developmental level to be considered mastered.

• The word “and,” all parts of the descriptor are required for mastery and need to

be observed together.

• A semi-colon (;) followed by the word “and,” the child must demonstrate all

the behaviors listed to master the level, but not necessarily during the same

observation.

Remember, the examples illustrate only some of the

many ways a child may demonstrate mastery.

DRDP (2015)

Early Education

PS Comprehensive View

Rating Record

An Early Childhood Developmental

Continuum

Foruse with Preschool-age Children

inEarly Care and Education Programs

Child’s Name (First and Last): _____________________________________________

Agency ID or SSID: ___________________________________________________

Assessment Period (e.g., Fall 2016): _________________________________________

Date DRDP (2015) was completed (e.g., 09/07/2014) ________ / ________ / ____________

month day year

The Rating Record is to be used with the DRDP (2015) Instrument to keep track of each child’s developmental levels as you complete the assessment. Mark the developmental level the child has mastered for every measure.

Measure Measure Name

Responding

Earlier

Responding

Later

Exploring

Earlier

Exploring

Middle

Exploring

Later

Building

Earlier

Building

Middle

Building

Later

Integrating

Earlier Not yet

Conditional

Measure

(not rated) EM

ATL-REG 1

Attention Maintenance*

ATL-REG 2

Self-Comforting*

ATL-REG 3

Imitation*

ATL-REG 4

Curiosity and Initiative in Learning

ATL-REG 5

Self-Control of Feelings and Behavior

ATL-REG 6

Engagement and Persistence

ATL-REG 7

Shared Use of Space and Materials

SED 1

Identity of Self in Relation to Others

SED 2

Social and Emotional Understanding

SED 3

Relationships and Social Interactions with Familiar Adults

SED 4

Relationships and Social Interactions with Peers

SED 5

Symbolic and Sociodramatic Play

LLD 1

Understanding of Language (Receptive)

LLD 2

Responsiveness to Language

LLD 3

Communication and Use of Language (Expressive)

LLD 4

Reciprocal Communication and Conversation

LLD 5

Interest in Literacy

LLD 6

Comprehension of Age-Appropriate Text

LLD 7

Concepts about Print

LLD 8

Phonological Awareness

LLD 9

Letter and Word Knowledge

LLD 10

Emergent Writing

Measure Measure Name Discovering Language Discovering English Exploring English Developing English Building English Integrating English

Conditional

Measure

(not rated)

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

*These measures required for children with IEPs.

DRDP (2015)

PS Comprehensive View

Rating Record

Child’s Name (First and Last): _____________________________________

Agency ID or SSID: ___________________________________________

For use with Preschool-age Children

inEarly Care and Education Programs

Measure Measure Name

Responding

Earlier

Responding

Later

Exploring

Earlier

Exploring

Middle

Exploring

Later

Building

Earlier

Building

Middle

Building

Later

Integrating

Earlier Not yet

Conditional

Measure

(not rated) EM

COG 1

Spatial Relationships*

COG 2

Classication

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 Eect

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

Conict Negotiation

HSS 5

Responsible Conduct as a Group Member

VPA 1

Visual Art

VPA 2

Music

VPA 3

Drama

VPA 4

Dance

*These measures required for children with IEPs.

Rating Record (for use with Early Care and Education Programs)

DRDP (2015)

An Early Childhood Developmental

Continuum

Special Education

PS Comprehensive View

Rating Record

For use with Early Intervention

andEarly Childhood Special

EducationPrograms

Child’s Name (First and Last): _____________________________________________

Agency ID or SSID: ___________________________________________________

Assessment Period (e.g., Fall 2016): _________________________________________

Date DRDP (2015) was completed (e.g., 09/07/2014) ________ / ________ / ____________

month day year

Measure Measure Name

Responding

Earlier

Responding

Later

Exploring

Earlier

Exploring

Middle

Exploring

Later

Building

Earlier

Building

Middle

Building

Later

Integrating

Earlier Not yet EM UR

ATL-REG 1

Attention Maintenance

ATL-REG 2

Self-Comforting

ATL-REG 3

Imitation

ATL-REG 4

Curiosity and Initiative in Learning

ATL-REG 5

Self-Control of Feelings and Behavior

ATL-REG 6

Engagement and Persistence

ATL-REG 7

Shared Use of Space and Materials

SED 1

Identity of Self in Relation to Others

SED 2

Social and Emotional Understanding

SED 3

Relationships and Social Interactions with Familiar Adults

SED 4

Relationships and Social Interactions with Peers

SED 5

Symbolic and Sociodramatic Play

LLD 1

Understanding of Language (Receptive)

LLD 2

Responsiveness to Language

LLD 3

Communication and Use of Language (Expressive)

LLD 4

Reciprocal Communication and Conversation

LLD 5

Interest in Literacy

LLD 6

Comprehension of Age-Appropriate Text

LLD 7

Concepts about Print

LLD 8

Phonological Awareness

LLD 9

Letter and Word Knowledge

LLD 10

Emergent Writing

Measure Measure Name Discovering Language Discovering English Exploring English Developing English Building English Integrating English

Conditional

Measure

(not rated)

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

DRDP (2015)

Special Education

PS Comprehensive View

Rating Record

Child’s Name (First and Last): _____________________________________

Agency ID or SSID: ___________________________________________

For use with Early Intervention andEarly

Childhood Special EducationPrograms

Measure Measure Name

Responding

Earlier

Responding

Later

Exploring

Earlier

Exploring

Middle

Exploring

Later

Building

Earlier

Building

Middle

Building

Later

Integrating

Earlier Not yet EM

COG 1

Spatial Relationships

COG 2

Classication

COG 3

Number Sense of Quantity

COG 4

Number Sense of Math Operations

COG 5

Measurement

COG 6

Patterning

COG 7

Shapes

PD-HLTH 1

Perceptual-Motor Skills and Movement Concepts

PD-HLTH 2

Gross Locomotor Movement Skills

PD-HLTH 3

Gross Motor Manipulative Skills

PD-HLTH 4

Fine Motor Manipulative Skills

PD-HLTH 5

Safety

PD-HLTH 6

Personal Care Routines: Hygiene

PD-HLTH 7

Personal Care Routines: Feeding

PD-HLTH 8

Personal Care Routines: Dressing

PD-HLTH 9

Active Physical Play

PD-HLTH 10

Nutrition

HSS 1

Sense of Time

HSS 2

Sense of Place

HSS 3

Ecology

HSS 4

Conict Negotiation

HSS 5

Responsible Conduct as a Group Member

VPA 1

Visual Art

VPA 2

Music

VPA 3

Drama

VPA 4

Dance

DRDP (2015)

An Early Childhood Developmental Continuum

Summary of Measures in PreschoolViews

Domain Name: Approaches to Learning–Self-Regulation • Domain Abbreviation: ATL-REG

Number Measure Name Comprehensive Fundamental Essential

1 Attention Maintenance Conditional Conditional Not included

2 Self-Comforting Conditional Conditional Not included

3 Imitation Conditional Conditional Not included

4 Curiosity and Initiative in Learning Required Required Required

5 Self-Control of Feelings and Behavior Required Required Required

6 Engagement and Persistence Required Required Required

7 Shared Use of Space and Materials Required Required Required

Domain Name: Social and Emotional Development • Domain Abbreviation: SED

Number Measure Name Comprehensive Fundamental Essential

1 Identity of Self in Relation to Others Required Required Required

2 Social and Emotional Understanding Required Required Required

3 Relationships and Social Interactions withFamiliar Adults Required Required Required

4 Relationships and Social Interactions withPeers Required Required Required

5 Symbolic and Sociodramatic Play Required Required Not included

Domain Name: Language and Literacy Development • Domain Abbreviation: LLD

Number Measure Name Comprehensive Fundamental Essential

1 Understanding of Language (Receptive) Required Required Required

2 Responsiveness to Language Required Required Not included

Communication and Use of Language (Expressive)

Required Required Required

4 Reciprocal Communication and Conversation Required Required Required

5 Interest in Literacy Required Required Not included

6 Comprehension of Age-Appropriate Text Required Required Required

7 Concepts About Print Required Required Not included

8 Phonological Awareness Required Required Required

9 Letter and Word Knowledge Required Required Required

10 Emergent Writing Required Required Required

Domain Name: English Language Development • Domain Abbreviation: ELD

Number Measure Name Comprehensive Fundamental Essential

1 Comprehension of English (Receptive English) Conditional Conditional Conditional

2 Self-Expression in English (Expressive English) Conditional Conditional Conditional

Understanding and Response to English LiteracyActivities

Conditional Conditional Conditional

4 Symbol, Letter, and Print Knowledge in English Conditional Conditional Conditional

Domain Name: Cognition, Including Math and Science • Domain Abbreviation: COG

Number Measure Name Comprehensive Fundamental Essential

1 Spatial Relationships Conditional Conditional Not included

2 Classication Required Required Required

3 Number Sense of Quantity Required Required Required

4 Number Sense of Math Operations Required Required Required

5 Measurement Required Required Required

6 Patterning Required Required Required

7 Shapes Required Required Required

8 Cause and Eect Required Not included Not included

9 Inquiry Through Observation and Investigation Required Not included Not included

10 Documentation and Communication of Inquiry Required Not included Not included

11 Knowledge of the Natural World Required Not included Not included

Domain Name: Physical Development–Health • Domain Abbreviation: PD-HLTH

Number Measure Name Comprehensive Fundamental Essential

1 Perceptual-Motor Skills and Movement Concepts Required Required Required

2 Gross Locomotor Movement Skills Required Required Required

3 Gross Motor Manipulative Skills Required Required Required

4 Fine Motor Manipulative Skills Required Required Required

5 Safety Required Conditional Not included

6 Personal Care Routines: Hygiene Required Conditional Not included

7 Personal Care Routines: Feeding Conditional Conditional Not included

8 Personal Care Routines: Dressing Conditional Conditional Not included

9 Active Physical Play Required Required Not included

10 Nutrition Required Conditional Not included

Domain Name:

History–Social Science

• Domain Abbreviation:

HSS

Number Measure Name Comprehensive Fundamental Essential

1 Sense of Time Required Not included Not included

2 Sense of Place Required Not included Not included

3 Ecology Required Not included Not included

4 Conict Negotiation Required Not included Not included

5 Responsible Conduct as a Group Member Required Not included Not included

Domain Name:

Visual and Performing Arts

• Domain Abbreviation:

VPA

Number Measure Name Comprehensive Fundamental Essential

1 Visual Art Required Not included Not included

2 Music Required Not included Not included

3 Drama Required Not included Not included

4 Dance Required Not included Not included

DRDP (2015)

An Early Childhood Developmental Continuum

Measures at-a-Glance

Preschool Comprehensive View

Domain Name: Approaches to Learning–Self-Regulation • Domain Abbreviation: ATL-REG

Number Measure Name Page Number

1 Attention Maintenance* 1

2 Self-Comforting* 2

3 Imitation* 3

4 Curiosity and Initiative in Learning 4

5 Self-Control of Feelings and Behavior 5

6 Engagement and Persistence 6

7 Shared Use of Space and Materials 7

Domain Name: Social and Emotional Development • Domain Abbreviation: SED

Number Measure Name Page Number

1 Identity of Self in Relation to Others

2 Social and Emotional Understanding

3 Relationships and Social Interactions withFamiliar Adults

4 Relationships and Social Interactions withPeers

5 Symbolic and Sociodramatic Play

Domain Name: Language and Literacy Development • Domain Abbreviation: LLD

Number Measure Name Page Number

1 Understanding of Language (Receptive) 13

2 Responsiveness to Language 14

3 Communication and Use of Language (Expressive) 15

4 Reciprocal Communication and Conversation 16

5 Interest in Literacy 17

6 Comprehension of Age-Appropriate Text 18

7 Concepts About Print 19

8 Phonological Awareness 20

9 Letter and Word Knowledge 21

10 Emergent Writing 22

Domain Name: English Language Development • Domain Abbreviation: ELD

Number Measure Name Page Number

1 Comprehension of English (Receptive English)* 23

2 Self-Expression in English (Expressive English)* 24

Understanding and Response to English LiteracyActivities*

4 Symbol, Letter, and Print Knowledge in English* 26

Domain Name: Cognition, Including Math and Science • Domain Abbreviation: COG

Number Measure Name Page Number

1 Spatial Relationships*

2 Classication

3 Number Sense of Quantity

4 Number Sense of Math Operations

5 Measurement

6 Patterning

7 Shapes

8 Cause and Eect

9 Inquiry Through Observation and Investigation

10 Documentation and Communication of Inquiry

11 Knowledge of the Natural World

Domain Name: Physical Development–Health • Domain Abbreviation: PD-HLTH

Number Measure Name Page Number

1 Perceptual-Motor Skills and Movement Concepts

2 Gross Locomotor Movement Skills

3 Gross Motor Manipulative Skills

4 Fine Motor Manipulative Skills

5 Safety

6 Personal Care Routines: Hygiene

7 Personal Care Routines: Feeding*

8 Personal Care Routines: Dressing*

9 Active Physical Play

10 Nutrition

Domain Name:

History–Social Science

• Domain Abbreviation:

HSS

Number Measure Name Page Number

1 Sense of Time

2 Sense of Place

3 Ecology

4 Conict Negotiation

5 Responsible Conduct as a Group Member

Domain Name:

Visual and Performing Arts

• Domain Abbreviation:

VPA

Number Measure Name Page Number

1 Visual Art

2 Music

3 Drama

4 Dance

*Conditional Measures

Conditional Measure

Measure not rated: the child’s development

is beyond the latest developmental level.

(Required for children with IEPs)

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

Mark the latest developmental level the child has mastered:

Responding

Earlier

Attends or responds

briey to people,

things, or sounds

Responding

Later

Shifts attention

frequently from one

person or thing to

another

Exploring

Earlier

Maintains attention,

on own or with adult

support, during brief

activities

Exploring

Later

Maintains attention,

with adult support,

during activities that

last for extended

periods of time

Building

Earlier

Maintains attention

on own during

activities that last for

extended periods of

time

Building

Middle

There are no later levels for

this measure

Building

Later

There are no later levels for

this measure

Integrating

Earlier

There are no later levels for

this measure

Possible Examples

• Pays attention to a

moving mobile.

• Quiets to the voice of a

familiar person.

• Gazes at the smiling face

of a familiar person.

Possible Examples

• Turns attention toward

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

to reach for another.

Possible Examples

• Briey watches other

children playing and

then resumes play with

a toy.

• Resumes playing at sand

table when an adult joins

in digging.

• Dumps toy animals from

container, puts animals

back in the container,

and then dumps them

out again.

Possible Examples

• Listens to a book from

beginning to end and

then gestures for an

adult to read it a second

time.

• Starts working on a

simple puzzle with an

adult and continues

when the adult steps

away briey.

• Continues playing with

toy cars, adding a bridge

oered by an adult

sitting nearby.

Possible Examples

• Makes a pile of pretend

pancakes with play

dough on own and then

oers 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 emerging to the next developmental level

Unable to rate this measure due to extended absence

ATL-REG 1

Attention Maintenance

ATL-REG 1

Conditional Measure

Measure not rated: the child’s development is

beyond the latest developmental level.

(Required for children with IEPs)

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

Self-Comforting

ATL-REG 2ATL-REG 2

Mark the latest developmental level the child has mastered:

Responding

Earlier

Responds to

internal or external

stimulation in basic

ways

Responding

Later

Engages in behaviors

that have previously

worked to soothe self

Exploring

Earlier

Comforts self by

seeking a familiar

adult or a special

thing

Exploring

Later

Comforts self in

dierent ways, based

on the situation

Building

Earlier

Anticipates need for

comfort and prepares

self by asking

questions, getting

a special thing, or in

other ways

Building

Middle

There are no later levels for

this measure

Building

Later

There are no later levels for

this measure

Integrating

Earlier

There are no later levels for

this measure

Possible Examples

• Cries when hears a loud

noise.

• Closes eyes when taken

into bright sunlight.

• Brings st to mouth and

fusses when hungry.

Possible Examples

• Sucks thumb or st to

soothe self.

• Turns away from sensory

experiences such as loud

noises, bright lights, or

specic textures.

• Nuzzles face into a

blanket or a familiar

adult’s shoulder when

unfamiliar adults

approach.

Possible Examples

• Retrieves a familiar

object, such as a blanket,

to soothe self when

upset.

• Gestures “up” to a

familiar adult to be

picked up when sleepy.

• Seeks contact with a

familiar adult when a toy

is taken by another child.

Possible Examples

• Softly hums or vocalizes

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.

Possible Examples

• Asks what’s going to

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

oor.

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

Conditional Measure

Measure not rated: the child’s development

is beyond the latest developmental level.

(Required for children with IEPs)

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

ATL-REG 3

Imitation

ATL-REG 3

Mark the latest developmental level the child has mastered:

Responding

Earlier

Responds to facial

expressions or

vocalizations in basic

ways

Responding

Later

Imitates

approximations of

single simple actions

or sounds when

interacting with

others

Exploring

Earlier

Imitates actions,

Repeats familiar

words or gestures

by others when

interacting with

them

Exploring

Later

Imitates a few

actions,

Repeats familiar

actions or words

experienced at an

earlier time

Building

Earlier

Imitates multiple

steps of others’

actions,

Repeats phrases,

experienced at an

earlier time

Building

Middle

There are no later levels for

this measure

Building

Later

There are no later levels for

this measure

Integrating

Earlier

There are no later levels for

this measure

Possible Examples

• Cries when hears a loud

noise.

• Closes eyes when taken

into bright sunlight.

• Brings st to mouth and

fusses when hungry.

Possible Examples

• Makes a sound like

“Mmmmm” after

an adult makes the

“Mmmmm” sound

during feeding.

• Smiles when an adult

smiles.

• Widens eyes and

raises eyebrows after

observing these

movements on an

adult’s face during an

interaction.

Possible Examples

• Opens and shuts hands

as an adult leads open-

shut-them nger play.

• Raises arms in the air,

following an adult’s

actions, during a game

of “So big!”

• Communicates,

“Bye-bye,” and

waves, after an

adult communicates,

“Bye-bye,” and waves.

Possible Examples

• Holds a toy telephone

to ear and says,

“Hello.”

• Places doll in front of a

toy shopping cart and

wheels it around the

room, placing objects

in the cart.

• Engages in exercise

movements that adults

typically do.

• Wraps a teddy bear

in a blanket and

communicates,

“Night-night.”

Possible Examples

• Communicates, “Be

safe,” (using adult

intonation) when

friends begin to move

too fast through the

classroom.

• Pretends to cook a

meal by taking out

play food and pots,

turning on a toy stove,

and stirring the pots

with a spoon.

• Dresses up with fancy

shoes and clothes in

dress-up area, and

communicates, “It’s

time to party.”

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

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

Curiosity and Initiative in Learning

ATL-REG 4ATL-REG 4

Mark the latest developmental level the child has mastered:

Responding

Earlier

Responds to people,

things, or sounds

Responding

Later

Notices new

or unexpected

characteristics or

actions of people or

things

Exploring

Earlier

Explores people or

things in the immediate

environment

Exploring

Later

Explores new ways to

use familiar things,

including simple trial

and error

Building

Earlier

Explores through

simple observations,

or manipulations, or

asking simple questions

Building

Middle

Explores by engaging in

specic observations,

manipulations, or

by asking specic

questions

Building

Later

Carries out simple

investigations using

familiar strategies,

tools, or sources of

information

Integrating

Earlier

Carries out multi-step

investigations, using

a variety of strategies,

tools, or sources of

information

Possible Examples

• Orients toward a noise.

• Turns head toward a

person who comes into

view or begins talking.

• Looks at a mobile.

Possible Examples

• Vocalizes or gazes at

a familiar adult who

makes an animated facial

expression or unusual

noise.

• Smiles when an adult

begins singing a song.

• Moves arms or legs when

a mobile begins moving

overhead.

Possible Examples

• Bangs a drum with hands

repeatedly.

• Touches hair of another

child.

• Pats, pulls on, or turns

pages of a board book.

• Watches intently as an

adult prepares snack.

Possible Examples

• Paints on paper and

on arm when given a

paintbrush and paint.

• Molds sand using a cup.

• Tries using utensils to

work with play dough.

Possible Examples

• Moves around a sh bowl

to continue watching a

sh as it swims around

objects.

• Drops a marble in a maze

and follows its path as it

rolls to the bottom.

• Asks, “What’s that

doing?” when seeing

or hearing a bulldozer

across the street while

on a neighborhood walk.

Possible Examples

• Puts a dry sponge in water

and then squeezes it to

see what happens.

• Observes a snail and

asks, “Why do snails have

shells?”

• Compares color or shape

of leaves gathered on a

nature walk.

Possible Examples

• Uses a magnetic wand to

gure out which objects

on a table it will lift up.

• Uses a magnifying glass

to observe a caterpillar

closely, and describes

its pattern of colors and

number of legs.

• Places a variety of objects

in water to see which will

oat and which will sink.

• Uses a communication

device to learn about the

new pet guinea pig.

Possible Examples

• Examines images from

informational books or a

computer to learn about

the habitats of dierent

animals.

• Looks through a prism held

up to the light, directing its

motion until a rainbow of

colors appears on the wall.

• Sets up a project, with

an adult, that involves

investigating the growth

of lima bean plants with

dierent amounts of water,

and documents their

growth.

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

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

Self-Control of Feelings and Behavior

ATL-REG 5ATL-REG 5

Mark the latest developmental level the child has mastered:

Responding

Earlier

Calms when comforted

by an adult

Responding

Later

Seeks a familiar adult

when distressed,

and responds when

physically comforted by

a familiar adult

Exploring

Earlier

Calms self when a

familiar adult initiates

contact, moves close, or

oers a special thing

Exploring

Later

Relies on communica-

tion or guidance from

a familiar adult to

regulate emotional or

behavioral reactions in

moderately stressful

situations

Building

Earlier

Demonstrates capacity

to regulate emotional

or behavioral reactions

in some moderately

stressful situations,

occasionally needing

adult support

Building

Middle

Expresses strong

feelings through

constructive forms

of communication,

seeking the assistance

of familiar adults when

needed

Building

Later

Uses simple strategies

(e.g., leaving a

dicult situation,

oering an alternative

toy to a friend) to

regulate own feelings

or behaviors

Integrating

Earlier

Uses socially

appropriate strategies

(e.g., negotiation,

compromise, verbal

reminders to self)

to regulate own feelings

or behaviors

Possible 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.

Possible Examples

• Reaches toward a

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.

• Looks toward a familiar

adult when startled, and

relaxes when picked up.

Possible Examples

• Gets up and looks for an

adult after falling down,

and then resumes play

when the adult gives a

reassuring look.

• Stops crying after an

adult oers a toy similar

to the toy another child

took.

• Calms when an adult

moves to sit closer on

the oor.

Possible Examples

• Lets go of another

child’s toy and accepts

a dierent 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.

Possible Examples

• Waits to ride a favorite

tricycle without trying

to take it from another

child.

• Pauses and sighs after

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.

Possible Examples

• Insists that another child

return a favorite doll,

but when refused, asks a

familiar adult for help.

• Communicates feelings

of anger, through words

or gestures, to a familiar

adult when another

child takes a toy without

asking.

• Communicates, “Tôi muốn

ngồi ở đây,” [“I want to

sit here,” in Vietnamese],

when upset that there

are no empty chairs near

a friend.

Possible Examples

• Oers a toy in exchange

when another child has a

desired toy.

• Asks another child who

is painting at an easel,

“When is it my turn? I’ve

been waiting.”

• Leaves the block area after

unsuccessfully attempting

to join peers, and then

moves to the dramatic

play area to join other

children in play.

Possible Examples

• Communicates, “I want a

turn. Can I use the scooter

after you go around two

times?” after watching

another child ride for a

while.

• Communicates, “Don’t

push!” to another child

trying to t at the water

table, and then says, “Here’s

a place,” and moves over.

• Communicates to self, in

words or signs, that the

monsters are just pretend,

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

Unable to rate this measure due to extended absence

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 dicult

Engagement and Persistence

ATL-REG 6ATL-REG 6

Mark the latest developmental level the child has mastered:

Responding

Earlier

There are no earlier levels

for this measure

Responding

Later

There are no earlier levels

for this measure

Exploring

Earlier

Participates in a

simple activity briey

Exploring

Later

Selects activities, but

switches quickly from

one to another, even

with adult support

to help focus on one

activity

Building

Earlier

Continues self-

selected activities

with adult support,

even though interest

briey shifts to other

activities

Building

Middle

Continues self-

selected activities on

own, seeking adult

support to work

through challenges

Building

Later

Works through

challenges on own

while engaged in self-

selected activities

Integrating

Earlier

Returns to activities,

including challenging

ones, on multiple

occasions to practice a

skill or to complete the

activity

Possible Examples

• Puts a ring on and o of

a ring stack a few times.

• Fills and dumps sand

from a bucket.

• Shakes a bell while

others are singing.

• Uses hands to smear

nger paint.

• Activates a switch toy.

Possible Examples

• Chooses to play in the

dramatic play area for

a short while and then

plays in the block area.

• Selects a puzzle to work

on with an adult, works

on it together for a short

time, and then wanders

o, even with the adult’s

encouragement to

continue.

• Joins a small group and

attends briey to an

adult reading a book,

and then shifts attention

to another activity.

Possible Examples

• Strings large beads

with an adult to make a

necklace, briey watches

another child who brings

magnets to the table,

and then continues

stringing beads.

• Stops playing with blocks

and starts to move away

from block area, but

returns when an adult

oers props, such as cars

and street signs, to use

with the blocks.

• Pauses to watch children

running by while

scooping sand, but

returns to scooping when

the adult oers another

sand toy.

Possible Examples

• Continues working on a

dicult puzzle, asking

an adult for help when

needed.

• Continues looking

at a book as an adult

encourages other children

entering the same area to

nd a book.

• Asks adult for

headphones, while

listening to a story on

tape, when other children

begin to play noisily

nearby.

• Starts to get ready to

go outside with other

children, and asks for

adult assistance with

fasteners when putting

on shoes.

Possible Examples

• Continues to build

a structure with

interlocking blocks even

when having diculty

nding the “right” pieces.

• Glues a variety of

materials together

to create a three-

dimensional collage,

trying dierent ways to

make them stick.

• Repeatedly tries to trace

around own hand.

• Completes an obstacle

course using a walker,

even on bumpy ground.

Possible Examples

• Continues to work on

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.

Child is not yet at the earliest developmental level on this measure

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

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

Shared Use of Space and Materials

ATL-REG 7ATL-REG 7

Mark the latest developmental level the child has mastered:

Responding

Earlier

There are no earlier levels

for this measure

Responding

Later

There are no earlier levels

for this measure

Exploring

Earlier

Demonstrates

preferences for a

few specic toys or

materials

Exploring

Later

Takes and plays with

materials of interest,

even when they are

being used by another

child

Building

Earlier

Shows awareness that

other children might

want to use materials,

by taking action to

control the materials

Building

Middle

Maintains control

of some preferred

materials, allowing

others to use the rest,

but will need adult

support to share

preferred materials

with other children

Building

Later

Follows expectations

or procedures for

sharing, most of the

time, without adult

prompting

Integrating

Earlier

Oers to share space or

materials with others in

the absence of explicit

expectations for sharing

Possible Examples

• Chooses to play with doll

with red hair on repeated

occasions.

• Chooses to play with the

same toy dinosaur every

day.

• Selects the green marker

every time when at the

art table.

Possible Examples

• Takes another child’s toy,

and seems surprised by

the other child’s protest.

• Picks up a purple marker

after another child put it

down momentarily to do

something else.

• Squeezes in between

other children at the

water table, making it

dicult for the other

children to continue their

play.

Possible Examples

• Keeps all of the crayons

nearby even if only using

one or two colors.

• Communicates, “Es mía,”

[“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.

Possible Examples

• Holds onto big brushes

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.

Possible Examples

• Communicates to another

child, “That’s mine

[referring to a carpet

square]. Go get one from

the pile over there,” while

getting ready for story

time.

• Gets riding toys out of

the shed to give to other

children, according to the

usual classroom practice.

• Communicates, “It’s my

turn when you are done,”

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.

Possible Examples

• Brings a carpet square to

another child while getting

ready for story time,

without being asked.

• Makes room for another

child who wants to join in

building a spaceship, and

then oers a piece for the

child to add.

• Uses a communication

device to ask another child

to join in making a necklace.

Child is not yet at the earliest developmental level on this measure

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

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

Identity of Self in Relation to Others

SED 1SED 1

Mark the latest developmental level the child has mastered:

Responding

Earlier

Responds in basic

ways to others

Responding

Later

Uses senses to

explore self and

others

Exploring

Earlier

Recognizes self and

familiar people

Exploring

Later

Communicates

own name and

names of familiar

people (e.g.,“dada,”

“mama,” “grandma,”

or sibling’s name)

Building

Earlier

Expresses simple

ideas about self and

connection to others

Building

Middle

escribes self

or others based

on physical

characteristics

Building

Later

Describes own prefer-

ences or feelings;

and

Describes the feelings

or desires of family

members, friends, or

other familiar people

Integrating

Earlier

Compares own

preferences or feelings

to those of others

Possible Examples

• Attends to a familiar

adult during feeding.

• Quiets when hears a

familiar adult.

• Grasps an adult’s nger

when palm of child’s

hand is touched.

Possible Examples

• Examines own hand or

foot by looking at it or

mouthing it.

• Touches others’ hair

when it is within reach.

• Plays with sound by

repeating grunts and

squeals.

Possible Examples

• Orients toward a familiar

adult when own name is

spoken or signed.

• Points to picture of self

on the wall.

• Smiles when a familiar

adult enters the room.

Possible Examples

• Communicates, “Me

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.

Possible Examples

• Acts out roles from own

family in pretend play.

• Communicates, “I’m

making cookies—just

like Grandma!” while

rolling play dough.

• Draws picture of a house

and communicates, “This

is my house.”

Possible Examples

• Communicates, using

communication board,

“His hair is red!”

• Identies own height,

as indicated on a growth

chart posted on the wall.

• Narrates details while

drawing a picture of a

friend.

• Draws a picture of own

family, representing traits

such as heights and hair

colors.

Possible Examples

• Communicates to an

adult, “I was mad when

it rained because we

couldn’t go outside.”

• Communicates that a

friend is happy because he

is going to have a birthday

party.

• Says, “Ayokong hawakan

ang susô. Na tatakot ako,”

[“I don’t want to touch

the snail. It scares me,” in

Tagalog].

Possible Examples

• Selects a pink scarf for a

friend whose favorite color

is pink, then selects a blue

scarf for self.

• Communicates to a peer

that they both like peanut

butter and jelly sandwiches.

• Communicates, “我喜歡

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

Unable to rate this measure due to extended absence

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

Social and Emotional Understanding

SED 2SED 2

Mark the latest developmental level the child has mastered:

Responding

Earlier

Responds to faces,

voices, or actions of

other people

Responding

Later

Shows awareness

of what to expect

from familiar people

by responding to or

anticipating their

actions

Exploring

Earlier

Adjusts behavior

in response

to emotional

expressions of

familiar people,

especially in novel or

uncertain situations

Exploring

Later

Adjusts behavior

in response

to emotional

expressions of people

who are less familiar

Building

Earlier

Identies own or

others’ feelings

Building

Middle

Communicates, with

adult assistance,

about feelings that

caused own behavior

or others’ behavior

Building

Later

Communicates ideas

about why one has a

feeling or what will

happen as a result of

a feeling

Integrating

Earlier

Communicates ideas

about how own or

another’s personality

aects how one thinks,

feels, and acts

Possible Examples

• Looks at faces.

• Turns head toward an

adult during feeding.

• Grasps an adult’s nger

when palm of child’s

hand is touched.

Possible Examples

• Smiles when an adult

continues after pausing

during a game of

pattycake.

• Looks toward the

location of where an

adult’s face will reappear

during a game of peek-

a-boo.

• Kicks legs in excitement

or adjusts body when

a familiar adult leans

forward to pick child up.

Possible Examples

• Pays attention to a

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.

• Starts to climb on a

table, but pauses in

response to an adult’s

cautionary look and

warning.

Possible Examples

• Moves or looks toward

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.

Possible Examples

• Communicates,

“También me gusta

pintar, me hace feliz,”

[“I like to paint, too; it

makes me happy,” in

Spanish] after noticing a

child at an easel.

• Communicates that a

crying child is sad.

• Communicates, “She

wants the big truck.”

• Points to “angry” picture

on emotion chart while

looking at a peer.

Possible Examples

• Responds that a friend is

sad, when an adult asks,

“Why did your friend get

his blanket?”

• Communicates that the

turtle was scared, when

an adult asks, “Why did

the turtle go into its

shell?”

• Communicates, “Cô bé

nhớ mẹ của mình,” [“She

misses her mommy,”

in Vietnamese] when

an adult asks, “What

happened?”

Possible Examples

• Communicates,

“Magagalit siya kapag

bumagsak na naman ang

kanyang tulay,” [“He’ll

be mad if his bridge is

knocked down again,” in

Tagalog].

• Uses a communication

device to express, “I feel

sleepy when it gets dark.”

• Communicates, “I’m

bored. I’m going to play

with the blocks now.”

Possible Examples

• Communicates to a peer,

“You’re silly,” when the peer

starts giggling and other

children join in.

• Communicates that a peer

is shy when seeing her

hide as an unfamiliar adult

approaches.

• Communicates that another

child plays with everyone

because he is so friendly.

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

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

Relationships and Social Interactions with Familiar Adults

SED 3SED 3

Mark the latest developmental level the child has mastered:

Responding

Earlier

Responds to faces,

voices, or actions of

familiar people

Responding

Later

Shows a preference for

familiar adults and tries

to interact with them

Exploring

Earlier

Interacts in simple ways

with familiar adults

and tries to maintain

the interactions

Exploring

Later

Initiates activities with

familiar adults;

and

Seeks out assistance or

support from familiar

adults

Building

Earlier

Engages in extended

interactions with

familiar adults in a

variety of situations

(e.g., sharing ideas or

experiences, solving

simple problems)

Building

Middle

Seeks a familiar adult’s

ideas or explanations

about events or

experiences that are

interesting to the child

Building

Later

Takes initiative in

creating cooperative

activities with a

familiar adult

Integrating

Earlier

Works cooperatively

with familiar adults,

over sustained periods,

to plan and carry out

activities or to solve

problems

Possible Examples

• Widens eyes or brightens

face at the face of a

familiar adult.

• Orients toward a familiar

adult’s voice.

• Quiets when picked up

by a familiar adult.

Possible Examples

• Reaches for a familiar

adult when being held by

another adult.

• Vocalizes at a familiar

adult to gain the adult’s

attention.

• Laughs in anticipation

before a familiar adult

nuzzles child’s neck.

Possible Examples

• 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

continue a game of peek-

a-boo when a familiar

adult pauses.

• Repeatedly hands little

cars to a familiar adult to

continue a joint activity.

Possible Examples

• Grasps a familiar adult’s

hand to gain attention,

and then gestures to

begin a nger-play

game.

• Communicates interest

in looking at a book with

a familiar adult.

• Brings a blanket to a

familiar adult and then

climbs into the adult’s

lap when upset.

• Gestures to a familiar

adult for assistance

about how to remove a

tight lid from a canister.

Possible Examples

• Communicates to a

familiar adult, “Want

some tea?” during a

pretend tea party.

• Completes a simple

puzzle with a familiar

adult, taking turns to t

pieces.

• Shares rocks collected

while playing outside

with a familiar adult.

• Uses an electronic tablet

to play a game with a

familiar adult.

Possible Examples

• Asks a teacher why

another child is not going

outside with the group.

• Communicates to an

adult, “What’s the bee

doing?” while watching

a bee y from ower to

ower or sharing a book

together about bees.

• Asks a familiar adult for a

suggestion about how to

build the tower to keep it

from falling down.

Possible Examples

• Oers to place napkins

and cups on the table

when a familiar adult is

preparing a snack.

• Brings a board game

to a familiar adult and

communicates an interest

in playing together.

• Gives pretend food to

a familiar adult and

communicates, “I made

some hamburgers for you.

You tell me what you want

to drink.”

Possible Examples

• Works together with a

familiar adult to complete

a puzzle over several

days, organizing pieces in

dierent ways.

• Plans a gardening activity

with a familiar adult,

communicating by signing

the materials needed.

• Gathers possible

construction materials,

such as glue, paper, and

scissors, from a supply shelf

to contribute to a building

project with a familiar adult.

• Works with a familiar

adult and a group of

children to make a piñata

over two days, oering

alternatives for its shape

and construction and what

will go inside.

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

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

Relationships and Social Interactions with Peers

SED 4SED 4

Mark the latest developmental level the child has mastered:

Responding

Earlier

Shows awareness of

other people, including

children

Responding

Later

Shows interest in other

children

Exploring

Earlier

Plays alongside

other children, rarely

interacting with them

Exploring

Later

Interacts in simple ways

with familiar peers as

they play side by side

Building

Earlier

Participates in brief

episodes of cooperative

play with one or two

peers, especially those

with whom child

regularly plays

Building

Middle

Participates in

extended episodes

of cooperative play

(including pretend play)

with one or two friends

Building

Later

Initiates sustained

episodes of cooperative

play (including pretend

play), particularly with

friends

Integrating

Earlier

Organizes or participates

in planning cooperative

play activities

with several peers,

particularly with friends

Possible Examples

• Cries when hearing the

sound of another child

crying.

• Orients toward other

children.

• Notices another child

nearby.

Possible Examples

• Moves excitedly when

another child comes

near.

• Reaches toward another

child to gain attention.

• Smiles at another child.

Possible Examples

• Selects a truck when

other children nearby are

playing with trucks.

• Explores a toy alongside

another child who is also

exploring.

• Reaches for a toy in the

water alongside other

children at the water

table.

Possible Examples

• Hands a bucket to a

familiar peer sitting next

to child in the sandbox.

• Oers a block to a peer

building a tower next

to child.

• Splashes excitedly with a

peer at the water table,

continuing back and

forth.

Possible Examples

• Takes a few turns trying

on hats with a peer in the

dramatic play area.

• Plays chase briey

outside with two peers,

and then goes to play

alone in sandbox.

• Plays cars with a peer for

a short while.

Possible Examples

• Builds a train track with

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

that involves having a

conversation with a friend

about going on a shopping

trip together.

Possible Examples

• Invites friends to build

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.

• Oers a new object for a

fort that child has built

with peers over several

days.

• Plays restaurant with

friends, showing them

the signs for food to be

ordered.

Possible Examples

• Plans how to build a boat

with several peers, choosing

materials and negotiating

tasks.

• Plays superheroes with

peers, planning dierent

characters and scenarios.

• Joins peers in planning and

gathering materials needed

for a nature walk, such as

nets, baskets, and bags.

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

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

SED 5

Symbolic and Sociodramatic Play

SED 5

Mark the latest developmental level the child has mastered:

Responding

Earlier

Responds to people or

objects in basic ways

Responding

Later

Explores people and

objects in a variety of

ways

Exploring

Earlier

Uses or combines

objects in functional

or meaningful ways

Exploring

Later

Pretends that an

object represents

another object or

serves a dierent

purpose

Building

Earlier

Engages in pretend-

play sequences

Building

Middle

Engages in pretend

play with others

around a shared idea

Building

Later

Engages in roles

in pretend-play

sequences with

others

Integrating

Earlier

Engages in pretend-

play sequences with

others by organizing

and negotiating roles

or rules around a

shared elaborated idea

Possible Examples

• Cries in response to a

loud voice.

• Looks toward a lamp

when it is turned on.

• Moves arm in response

to a touch.

Possible Examples

• Reaches toward an

adult’s glasses.

• Grabs a toy, shakes it,

and then shakes it again.

• Picks up a toy and

mouths it.

• Gazes intently at an

adult’s changing facial

expressions.

Possible Examples

• Rocks a doll in arms.

• Uses a brush on a doll’s

hair.

• Pushes a toy car along

the oor.

• Places objects from

around the room in a toy

shopping cart.

Possible Examples

• Uses a stacking ring as

a bagel.

• Holds a rectangular block

to ear and talks into it as

if it is a phone.

• Pretends that puzzle

pieces are cookies.

Possible Examples

• Pretends to be a doctor

and takes care of a

stued bear that is “sick.”

• Makes a pretend cake in

the sandbox and oers a

“taste” to an adult.

• Makes a “pizza” out of

play dough and puts it in

the play oven.

• Sits in a box, pretending

it is a boat.

Possible Examples

• Sits in a box with

a peer, holding a

“steering wheel,” and

communicates, “My turn

to drive the bus.”

• Pours “coee” for friends

while seated together at

a table in the dramatic

play area.

• Pretends to put out res

on the playground with

others, using pretend

hoses and wearing

reghter hats.

Possible Examples

• Pumps arm while saying,

“Whoo-whoo,” and then

collects “tickets” from

seated “passengers.”

• Plays store, “scanning”

items, placing them in

bags, and collecting

“money” from peers.

• Uses a hose to “pump gas”

as other children wait in

line with their tricycles.

Possible Examples

• 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

Unable to rate this measure due to extended absence

Developmental Domain: LLD — Language and Literacy Development

LLD 1: Understanding of Language (Receptive)

Child understands increasingly complex communication and language

LLD 1

Understanding of Language (Receptive)

LLD 1

Mark the latest developmental level the child has mastered:

Responding

Earlier

Responds to voices,

sounds, gestures, or

facial expressions in

basic ways

Responding

Later

Responds to voices,

gestures, or facial

expressions in a

variety of ways

(e.g., gaze aversion,

vocalization,

movements)

Exploring

Earlier

Recognizes a few

frequently used

words or gestures in

familiar situations

Exploring

Middle

Shows understand-

ing of a variety of

single words

Exploring

Later

Shows understand-

ing of frequently

used simple phrases

or sentences

Building

Earlier

Shows understand-

ing of a wide

variety of phrases or

sentences

Building

Middle

Shows understand-

ing of some complex

vocabulary, phrases,

or sentences as used

in conversations,

stories, or learning

activities

Building

Later

Shows understand-

ing of language that

refers to abstract

concepts, including

imaginary events

Integrating

Earlier

Shows understand-

ing of a series of

complex statements

that explain how or

why things happen

Possible Examples

• Turns head toward, or

looks in the direction

of, the voice of an

adult.

• Makes eye contact with

a familiar adult.

• Quiets or orients in the

direction of a sound,

touch, or gesture.

Possible Examples

• Smiles or gurgles in

response to a familiar

adult’s voice or simple

gestures.

• Makes a sound similar

to “Mmmmm” during a

social interaction with

a familiar adult.

• Averts eyes to

disengage from a social

interaction with an

adult.

Possible Examples

• Waves, “Bye-bye,”

after an adult

communicates,

“Good-bye.”

• Bounces or waves arms

to indicate interest in

continuing an activity

after an adult pauses

and asks, “More?”

• Orients toward a

familiar person or thing

when it is named.

Possible Examples

• Indicates a bell in a

storybook when adult

asks about a bell.

• Looks to the wagon

after an adult refers to

the wagon

• Points to pictures of

a bird, a tree, and a

house, as an adult

says the name of each,

while looking at a book

together.

Possible Examples

• Gets jacket after an

adult communicates,

“Get your jacket. It’s

time to go outside.”

• Moves to the sink

after an adult

communicates, “Time

to wash hands.”

• Passes the milk at

lunch time after an

adult communicates,

“Please pass the milk.”

Possible Examples

• Oers to help after an

adult communicates,

“Would you like to help

me feed the turtle?”

• Collects dierent types

of art supplies after an

adult explains an art

project and where to

nd the supplies.

• Hands crayons from

the shelf after an adult

asks, “Can you hand me

the crayons that are on

the shelf?”

Possible Examples

• Adds blocks to a tower

after a peer says, “Let’s

make our skyscraper

the tallest!”

• Holds the door open,

after an adult asks the

child to do so, until all

of the other children

have come into the

room.

• Points to the picture of

an eagle and its nest

while sharing a book

about animals building

their homes.

Possible Examples

• Communicates, “I’m a

princess and I live in a

castle,” while playing

dress-up.

• Pretends to be a

character in a story

after a read-aloud of

the story.

• Draws a picture of a

cocoon after sharing

a book about the life

cycle of a buttery.

Possible Examples

• Explains how to plant

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

oat, while making

a boat, after hearing

an adult talk about

materials that oat

or sink.

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

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

LLD 2

Responsiveness to Language

LLD 2

Mark the latest developmental level the child has mastered:

Responding

Earlier

Responds to voices,

sounds, gestures, or

facial expressions in

basic ways

Responding

Later

Responds to voices,

gestures, or facial

expressions in a variety

of ways (e.g., eye gaze,

gaze aversion, vocaliza-

tion, movements)

Exploring

Earlier

Responds to a few

frequently used words

or gestures in familiar

situations

Exploring

Later

Responds to simple

comments that relate to

a present situation

Building

Earlier

Responds to one-step

requests or questions

that involve a familiar

activity or routine

Building

Middle

Carries out a one-step

request that relates to

a new or an unfamiliar

activity or situation

Building

Later

Carries out multi-step

requests that involve

a familiar activity or

situation

Integrating

Earlier

Carries out multi-step

requests that involve

a new or unfamiliar

activity or situation

Possible 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.

Possible Examples

• Smiles in response to a

familiar adult’s voice or

gestures.

• Vocalizes in response to a

familiar adult’s voice.

• Moves toward a familiar

adult’s extended arms.

• Turns head and looks away

after a familiar adult oers

a bottle or food again.

Possible Examples

• Reaches for a familiar

object after it is named.

• Communicates, “Bye-bye,”

in response to a parent

waving and saying, “Bye-

bye.”

• Signs, “More,” after an

adult asks, “More milk?”

Possible Examples

• Looks up at sky after an

adult communicates,

“There’s an airplane.”

• Moves toward the sandbox

after an adult says, “I see

new toys in the sandbox.”

• Communicates, “Okay,”

after an adult says, “Your

friend wants to play, too.”

• Calms when adult

communicates, “Your turn

is next.”

Possible Examples

• Picks up sand toys after an

adult says, “Please pick up

the sand toys.”

• Brings a watering can to

the garden after a peer

asks, “Want to water?”

• Brings shoes after an adult

requests, “Bring me your

shoes. I’ll help you put

them on.”

• Uses a communication

board to make a choice

when an adult says, “Tell

me what you would like to

do next.”

• Communicates, “Yo,”

[“Me,” in Spanish], after

an adult asks, “Who is the

helper for snack?”

Possible Examples

• Puts compostable cup

into compost bin recently

added to the room after

adult communicates,

“Please put your cup in the

compost bin.”

• Follows simple direction

to tag another child when

learning a new game.

• Gets drum after adult

communicates, “Let’s get

ready for the new music

teacher.”

Possible Examples

• Puts toy in cubby and

goes to rug when adult

communicates it is time to

put your toy in the cubby

and go to the rug for story

time.

• Follows the steps commu-

nicated by an adult at the

end of an art activity to

remove smock, hang it up,

and then wash hands.

• Follows adult’s request to

“push your chair in, put

your book in the cubby,

and wash your hands.”

Possible Examples

• Chooses a book and then

carries it to the library

counter after an adult

says, “Find a book and take

it to the library counter.”

• Gathers dierent materials

from outside, brings them

inside, and places them on

a table, as suggested by an

adult, to create a nature

display.

• Cares for a new pet for

the rst time by providing

clean water, food, and

fresh shavings for a guinea

pig, after being told the

steps by a peer.

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

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

LLD 3

Communication and Use of Language (Expressive)

LLD 3

Mark the latest developmental level the child has mastered:

Responding

Earlier

Makes sounds

spontaneously

Responding

Later

Uses sounds,

gestures, or facial

expressions to

communicate

Exploring

Earlier

Uses a few “rst

words,” word-like

sounds, or gestures

to communicate

Exploring

Middle

Uses a variety of

single words to

communicate

Exploring

Later

Uses two words

together to

communicate

Building

Earlier

Uses short phrases

or sentences of more

than two words to

communicate

Building

Middle

Uses short sentences

that contain nouns,

verbs, and other

words, such as adjec-

tives and recently

encountered vocabu-

lary, to communicate

Building

Later

Uses phrases and

sentences with a

variety of word

forms, including past

tense, future tense,

plurals, pronouns, or

possessives, to com-

municate, sometimes

with errors

Integrating

Earlier

Combines phrases

and sentences with

a variety of word

forms to commu-

nicate ideas or to

describe people,

objects, or events

Possible Examples

• Cries.

• Coos.

• Gurgles.

Possible Examples

• Smiles when a familiar

person approaches.

• Cries or looks at an adult

when hungry.

• Vocalizes or babbles

while interacting with

an adult.

Possible Examples

• Asks for food when

hungry, by using a

special word, sound, or

gesture for food.

• Communicates,

“Mama,” “Dada,”

“Baba,” or similar word

approximations.

• Reaches for or gestures

for an object.

Possible Examples

• Names familiar foods,

toys, or family members.

• Communicates ideas

such as “No,” “More,”

or “Up.”

• Indicates a picture of a

ball when asked what

the child wants to play

with next.

Possible Examples

• Communicates, “Mommy

come,” when wanting a

parent.

• Communicates, “More

juice,” when thirsty.

• Communicates, “我的

卡車!” [“My truck!” in

Chinese] after another

child takes a toy truck.

Possible Examples

• Communicates, “A mí me

toca,” [“It’s my turn,” in

Spanish] when an adult

brings the pet rabbit for

a visit.

• Communicates, “I want

mommy.”

• Communicates, “I like

dogs,” while looking at

an animal book.

Possible Examples

• Communicates, “The

rabbit is scared,”

when the pet rabbit

snuggles into an adult’s

lap. (“Scared” is an

adjective.)

• Communicates using a

communication board,

“I need a tissue. My nose

is runny.” (“Tissue” is a

noun and “runny” is an

adjective.)

• Communicates,

“Malaking malaki ang

aso namin,” [“Our dog is

huge,” in Tagalog] after

hearing a peer use the

word “huge.” (“Huge” is

a recently encountered

vocabulary word.)

Possible Examples

• Communicates to a peer,

during play, “Yesterday

we made vegetable

soup.” (“We” is a

pronoun; “made” is past

tense.)

• Communicates, “His

birthday is tomorrow. He

will be ve.” (“His” is a

possessive pronoun; “he”

is a pronoun; “will be” is

future tense.)

• Communicates in sign

language that the cat’s

feet are wet. (“Cat’s”

is possessive; “feet” is

plural.)

• Communicates, “He

runned really fast,”

[He ran really fast].

(“Runned” is past tense

with a grammatical

error.)

Possible Examples

• Communicates, “Dragons

don’t need bikes ’cause

they can y. They have

really big wings.”

• Communicates to a peer,

“Let’s hurry and clean up

so we can go outside to

ride bikes.”

• Communicates via

spoken words, signs, or a

communication device,

“The dog ate the cat’s

food, and then he got

in trouble. We put him

outside and he was very

sad.”

• Communicates, “Mi

abuela es muy vieja.

Tiene el cabello blanco y

muchas arrugas,” [“My

grandma is really old. She

has white hair and lots of

wrinkles,” in Spanish].

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

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*

LLD 4

Reciprocal Communication and Conversation

LLD 4

Mark the latest developmental level the child has mastered:

Responding

Earlier

Responds to sounds or

movements of others

in basic ways

Responding

Later

Responds to or

seeks contact with

familiar adults,

using vocalizations,

gestures, or facial

expressions during

interactions

Exploring

Earlier

Engages in brief back-

and-forth communi-

cation with a familiar

adult, using word

approximations, vo-

calizations, gestures,

or facial expressions

Exploring

Middle

Engages in brief back-

and-forth communi-

cation with a familiar

adult, using simple

words or conventional

gestures to communi-

cate meaning

Exploring

Later

Engages in brief

back-and-forth

communication,

combining words

to communicate

meaning

Building

Earlier

Engages in brief

back-and-forth

communication,

using short phrases

and sentences

Building

Middle

Engages in brief

conversations with a

shared focus

Building

Later

Engages in

conversations

with a shared

focus, contributing

clarifying comments

or building on the

other person’s ideas

Integrating

Earlier

Engages in

extended focused

conversations that

involve reasoning,

predicting,

problem solving, or

understanding ideas

Possible Examples

• Looks in the direction of

voices or movement.

• Quiets in response to

sound.

• Turns toward the soft

touch of an adult.

• Looks at a familiar adult

during feeding.

Possible Examples

• Smiles at an approaching

familiar adult.

• Makes sounds when

a familiar adult stops

talking.

• Reaches toward a

familiar adult.

Possible Examples

• Expresses, “Ba,” in

response to an adult

talking about a ball, and

then waits for the adult

to respond.

• Waves, “Good-bye,” after

parent waves, “Good-

bye.”

• Covers eyes to signal an

adult to continue playing

peek-a-boo.

Possible Examples

• Communicates, “Yes,”

or “No,” after an adult

asks, “Do you want more

milk?”

• Rubs eyes and responds,

“Night-night,” after a

familiar adult asks, “Are

you tired?”

• Brings a ball to an adult,

and then responds,

“Ball,” after the adult

asks, “Do you want me to

play ball with you?”

Possible Examples

• Makes eye contact with

an adult while holding

a stued bear. When

the adult asks, “Whose

teddy bear is that?”

communicates, “My

bear.”

• Communicates with

an adult, during lunch,

“Thêm phô mai,” [“More

cheese,” in Vietnamese].

When the adult responds,

“You really like cheese!”

communicates, “Con thích

phô mai,” [“I like cheese,”

in Vietnamese].

• Communicates, “That’s a

monkey,” while reading a

story with an adult. When

the adult says, “Yes,

he’s climbing,” replies,

“Climbing up high.”

Possible Examples

• Communicates, “我是

寶寶,” [“I’m the baby,”

in Chinese] after a peer

communicates, “I’m the

mommy,” while playing

house.

• Hands play dough to

a peer. When the peer

takes the play dough and

says, “I’m gonna make

a dog,” responds, “I’m

making a snake.”

• Asks a peer for some

blocks to put in child’s

truck while playing

with trucks. When the

peer replies, “Here,”

and hands over several

blocks, responds, “That’s

too many,” and takes

only two blocks from

the peer.

Possible Examples

• Communicates, “That’s my

family,” while looking at a

photo with a peer. When

the peer says, “You have

two sisters,” responds, “I

have a big sister, and that’s

my baby sister.”

• Responds to an adult’s

comments about animals

that live in the zoo, “Fui al

zoológico,” [“I went to the

zoo,” in Spanish]. When an

adult replies, “There are

lots of animals in the zoo,”

child says, “Los caimanes

son los animales que más

me gustan,” [“I like the

al ligators best,” in Spanish]

and continues to converse

about other animals at

the zoo.

• Has a brief conversation

with a peer while looking

at a caterpillar together.

Comments, “That is re-

ally hairy.” When peer

responds, “Yeah, really

hairy,” child continues, “He

has lots of legs, too.”

Possible Examples

• Has a conversation with

a peer about things that

they like to do together

with their families. Says,

“My family goes to the park

on Sundays.” When peer

asks, “Every Sunday?” child

responds, “Yeah, but some-

times we go to the park with

the swimming pool and

sometimes the park with the

big playground.” Then when

peer says, “My grandma

takes me to the park,” child

responds, “My grandma

takes me to the store.” Con-

versation continues.

• Has a conversation with an

adult about the size of dino-

saurs. When the adult says

that dinosaurs were all dif-

ferent sizes, child responds

by naming a big dinosaur,

then naming a small dino-

saur. Then when the adult

says that some dinosaurs

had horns, child continues

the conversation by saying

that some dinosaurs ew

like birds.

Possible Examples

• Ha

s a conversation with

an adult while planting

sunower seeds together,

asking how to plant the

seeds and making guesses

about how big the plants

will get and how long it

will take before the plants

begin to grow.

• Has a conversation with

a peer before and while

building a fort, including

oering ideas on what

materials they need and

suggesting ways to make

sure that the walls keep

standing as they are build-

ing it.

• Has a conversation with an

adult about how dinosaurs

lived and how people live,

providing suggestions

about what it would be

like if dinosaurs and people

lived in the same

place.

* Conversations can include communication using sign language or alternative communication systems.

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

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

LLD 5

Interest in Literacy

LLD 5

Mark the latest developmental level the child has mastered:

Responding

Earlier

Attends or responds to

people or things in basic

ways

Responding

Later

Plays with books;

and

Responds to other

literacy activities

Exploring

Earlier

Attends briey to a

familiar adult reading

books, singing songs, or

saying rhymes

Exploring

Later

Looks at books on own

briey,

Chooses to join reading,

singing, or rhyming

activities led by an

adult

Building

Earlier

Looks at books page by

page,

Participates, from

beginning to end, in

listening to stories,

singing songs, or playing

rhyming games, when

supported by an adult

Building

Middle

Initiates looking at and

talking about books,

listening to and talking

about stories, singing

songs, or playing

rhyming games

Building

Later

Extends literacy

activities by retelling a

story, drawing pictures

about a story, or acting

out a story

Integrating

Earlier

Initiates literacy

activities that relate to

classroom experiences

as well as to own

experiences or interests

Possible Examples

• Quiets to the sound of a

familiar voice.

• Moves in response to an

approach by a familiar

adult.

• Orients to an adult’s

face or voice during a

caregiving routine.

Possible Examples

• Interacts with a cloth or

board book by holding or

mouthing it.

• Pats a textured board

book.

• Vocalizes or laughs in

response to an adult

singing and gesturing a

simple nger-play song,

such as, “Pat-a-Cake” or

“Los cinco deditos,” [“Five

Little Fingers,” a nger

play in Spanish].

Possible Examples

• Looks at pictures in a book

for a short time while a

familiar adult reads the

book.

• Reaches to turn the

page of a board book as

a familiar adult talks or

signs about the pictures

on the page.

• Uses simple hand

movements to participate

during a familiar song

or rhyme with a familiar

adult.

• Touches textured or tactile

content on pages of a book

as an adult is reading the

book.

Possible Examples

• Joins a group doing a

simple nger play led by

an adult.

• Points at a picture

when joining an adult

who is reading a book,

newspaper, or tablet.

• Picks up a book and looks

at pictures, turns a few

pages, and then drops the

book to go play.

Possible Examples

• Pretends to read a book

from start to nish.

• Explores a book with

Braille and tactile content

with hands.

• Sings some words of

a familiar song, from

beginning to end, with an

adult.

Possible Examples

• Asks questions or

communicates about why

something happened in

a story.

• Starts a song or rhyme

with others while playing

outside.

• Uses nger puppets while

reciting a familiar rhyme.

Possible Examples

• Uses annel-board pieces

to retell parts of a story

after story time.

• Retells a familiar story to

a peer while pretending to

read from a book.

• Uses a communication

device to tell the sequence

of events in a favorite

story.

• Pretends to be a character

from a story, using props.

Possible Examples

• Chooses to read a book

related to a particular

theme or interest (e.g.,

dinosaurs or fairies).

• Asks for help nding a

book about bugs after a

nature walk.

• Participates, with others,

in using the computer

to create a story about a

class trip.

• Makes up own version of

rhyming song with peers’

names.

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

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

LLD 6

Comprehension of Age-Appropriate Text

LLD 6

Mark the latest developmental level the child has mastered:

Responding

Earlier

There are no earlier

levels for this measure

Responding

Later

There are no earlier

levels for this measure

Exploring

Earlier

There are no earlier

levels for this measure

Exploring

Middle

Shows interest when

attending to books,

pictures, or print

materials, with an

adult

Exploring

Later

Provides simple

one- or two-word

responses to

questions when

attending to books or

other materials that

include text, with an

adult

Building

Earlier

Makes comments

or asks questions

about text presented

in books or the

environment

Building

Middle

Demonstrates

knowledge of

main characters,

events, or ideas in

familiar narrative or

informational text

Building

Later

Demonstrates

knowledge and

understanding of

details in narrative

or informational text

that includes order of

events or cause and

eect

Integrating

Earlier

Demonstrates un-

derstanding of both

narrative and infor-

mational text by sum-

marizing, comparing,

or making inferences

about people, objects,

or events

Possible Examples

• Looks at a picture book

with an adult.

• Brings a favorite book

about baby animals to an

adult, to be reread often.

• Points to photos, with

captions, that were

taken while on a nature

walk.

• Turns the page after an

adult stops reading a

book.

• Touches Braille and

image of sheep with

textured wool in a book

and says, “Sheep.”

Possible Examples

• Answers, “Cow,” when

adult asks, “What do you

see?” while reading a

book about farm animals

together.

• Communicates, “Allí

dentro,” [“In there,” in

Spanish] when asked,

“Where’s the mouse?”

while an adult reads a

book aloud.

• Communicates, “Pasta,”

after an adult points out

items on a children’s

menu.

Possible Examples

• Communicates,

“Elephants have really

big ears,” after an adult

reads about elephants.

• Asks, “Why did they

go there?” during the

reading of a story.

• Points to a lighted exit

sign and asks, “What

does that say?”

Possible Examples

• Reenacts a story about

reghters with peers,

using props for hoses,

boots, and hats.

• Pretends to direct trac

on the bike path after

listening to a book

about what community

helpers do.

• Uses a shawl to carry a

doll after a read-aloud of

the storybook What Can

You Do with a Rebozo?

[“Shawl” in Spanish].

• Communicates that the

caterpillar will have

a stomachache, after

rereading The Very

Hungry Caterpillar.

Possible Examples

• Predicts that the

reghters will come

quickly to put out the

re, after an adult pauses

while reading a book

about reghters to ask,

“What will happen next?”

• Draws a caterpillar, a

cocoon, and a buttery

after an adult reads a

story about the life of a

buttery.

• Pretends to be Max,

refuses to eat dinner, and

then pretends to turn into

a monster and become

the king of the monsters,

after hearing the book

Where the Wild Things Are.

• Comments, “The man

got mad because the

monkeys took his hat,”

during a read-aloud of

the story Caps for Sale.

Possible Examples

• Communicates, using a

communication board,

“Fireghters have to

wear special clothes

so that they don’t get

burned,” after an adult

reads a book about what

reghters do.

• Holds up two books about

bears and communicates,

“Ang dalawang aklat na

ito ay tungkol sa mga

uso, ngunit ang mga

uso sa Goldilocks ay mas

maganda,” [“These two

books are about bears,

but the bears in Goldilocks

are nicer,” in Tagalog].

• Relates what happens in

a familiar storybook to

a peer as they begin to

share the book together.

• Brings a book from home

and communicates to the

class about what happens

in the story and why.

Child is not yet at the earliest developmental level on this measure

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

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*

LLD 7

Concepts About Print

LLD 7

Mark the latest developmental level the child has mastered:

Responding

Earlier

There are no earlier

levels for this measure

Responding

Later

There are no earlier

levels for this measure

Exploring

Earlier

There are no earlier

levels for this measure

Exploring

Middle

Explores books

Exploring

Later

Engages with print

materials while

being read to by an

adult

Building

Earlier

Demonstrates

awareness of the

way books are

handled

Building

Middle

Demonstrates

understanding

that print and

symbols carry

meaning

Building

Later

Demonstrates

understanding of

how to follow print

on a page of text

Integrating

Earlier

Demonstrates

understanding

that print is

organized into

units, such as

letters, sounds,

and words

Possible Examples

• Opens and closes a

book.

• Touches the pages of a

book when looking at a

book on own.

• Holds or carries a book.

• Brings book to adult.

Possible Examples

• Points to pictures in

a book while an adult

reads the book aloud.

• Asks, “What’s that?”

when pointing to a

picture in a book.

• Lifts tabs in an

interactive book while

being read to by an

adult.

Possible Examples

• Picks up a book, opens

it up, and then turns it

right side up.

• “Reads” to self,

attempting to turn

pages from front to

back.

• Turns pages of an

adapted book, using

ice pop stick handles.

Possible Examples

• Points at a stop

sign and then

communicates, “That

means stop,” while on

a neighborhood walk.

• Points to the print

while pretending to

read a page with both

print and pictures.

• Requests that an adult

write words next to a

picture the child has

drawn.

Possible Examples

• Moves ngers along

print, from one end of

the page to another.

• Points to the rst word

on a page and then

communicates, “Bắt

đầu ở đây,” [“Start

here,” in Vietnamese].

• Points to the words on

the front cover of the

book or title page and

communicates that it is

the name of the book.

• Follows along Braille

text with both hands.

Possible Examples

• Communicates, “There

are two words on this

sign,” while looking at

a sign with the words

“Writing Center.”

• Creates a pretend

grocery list with letters

that look like words,

then names the words

as grocery items, such

as “corn,” “milk,” and

“bread.”

• Communicates that

the rst letter or sound

of a peer’s name is the

same as the rst letter

or sound of child’s own

name.

* Children who are familiar with print in languages other than English may demonstrate dierences 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

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

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*

LLD 8

Phonological Awareness

LLD 8

Mark the latest developmental level the child has mastered:

Responding

Earlier

There are no earlier

levels for this measure

Responding

Later

There are no earlier

levels for this measure

Exploring

Earlier

There are no earlier

levels for this measure

Exploring

Middle

Attends to sounds or

elements of language

Exploring

Later

Demonstrates

awareness of

variations in sounds

Building

Earlier

Engages actively in

play with sounds in

words or rhymes,

Sings simple songs,

Repeats simple nursery

rhymes

Building

Middle

Demonstrates

awareness of larger

units of language (e.g.,

words, syllables)

Building

Later

Blends larger units of lan-

guage (e.g., compound

words and syllables) with

or without the support of

pictures or objects;

and

Segments larger units of

language (e.g., compound

words and syllables) with

or without the support of

pictures or objects

Integrating

Earlier

Blends smaller units of

language (e.g., onsets

and rimes), with or

without the support of

pictures or objects;

and

Segments smaller units

of language (e.g., onsets

and rimes), with or

without the support of

pictures or objects

Possible Examples

• Turns toward adult when

adult sings a song.

• Looks at adult’s hands

when adult signs “more.”

• Attends to adult saying,

“bye-bye.”

Possible Examples

• Whispers a word, and

then says it loudly.

• Communicates, “No, no,

no, no, no,” varying pitch.

• Uses sounds or hand

movements to play with

variations of stress and

rhythm.

Possible Examples

• Rhymes children’s names

with other words during

a group sing-along.

• Sings “Twinkle, Twinkle,

Little Star” with a group.

• Communicates the

rhyming word “fall,” after

an adult says, “Humpty

Dumpty sat on a wall.

Humpty Dumpty had a

great . . . ?”

• Uses signs to participate

in a song such as “The

Wheels on the Bus.”

Possible Examples

• Drums out each word in “I

am Matt” in a name game

in the classroom, after

an adult has modeled

drumming while saying

single words.

• Claps the syllables in

familiar words, such as

children’s names or days

of the week, with adult

and peers.

• Moves arms each time

the word “row” is said in

the song “Row, Row, Row

Your Boat,” with adult

and peers.

Possible Examples

• Answers, “Goldsh,” after

an adult asks, “If you put

together the words ‘gold’

and ‘sh,’ what word does

that make?”

• Communicates, “Rain,” after

an adult communicates,

“There are two words in

‘raincoat.’ What happens

when we take away the

word ‘coat’?” while moving

a picture of a coat away

from a picture of rain.

• Communicates, “Zebra,”

after an adult separates the

word into syllables, and

says, “Ze–,” and “–bra,”

while looking at a wordless

picture book about the zoo.

• Communicates, “Marker,” af-

ter an adult communicates,

“What happens when I put

the two syllables ‘mark–’

and ‘–er’ together?”

Possible Examples

• 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 rst 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 nger 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. The rate and pattern of a dual language learner’s phonological awareness development may dier for

languages other than English.

Child is not yet at the earliest developmental level on this measure

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

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*

LLD 9

Letter and Word Knowledge

LLD 9

Mark the latest developmental level the child has mastered:

Responding

Earlier

There are no earlier

levels for this measure

Responding

Later

There are no earlier

levels for this measure

Exploring

Earlier

There are no earlier

levels for this measure

Exploring

Middle

Demonstrates

awareness that

pictures represent

people or things

Exploring

Later

Demonstrates

awareness of a few

common simple

symbols in the

environment

Building

Earlier

Demonstrates

awareness of a

few letters in the

environment

Building

Middle

Identies some letters

by name

Building

Later

Identies ten or more

letters (not necessarily

at the same time);

and

Shows understanding

that letters make up

words

Integrating

Earlier

Identies most

upper-case letters;

and

Identies most

lower-case letters;

and

Shows understand-

ing that a letter corre-

sponds to a sound in

words

Possible Examples

• Points to a picture of

a bird in a book when

adult communicates,

“Bird.”

• Goes and gets teddy bear

after seeing a picture of

a bear.

• Sees a photo of mother

and communicates,

“Mama.”

Possible Examples

• Recognizes that a stop

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.

Possible Examples

• Holds up hand or

communicates, “Me,”

when an adult holds up a

sign with child’s name.

• Finds the rst 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.

Possible Examples

• Names some letters

while looking at an

alphabet book.

• Points and names some

letters in an alphabet

puzzle.

• Identies some letters

in Braille.

Possible Examples

• Names at least ten

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.

Possible Examples

• Communicates, “Hay 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, “Ball

starts with B,” after

hearing the word “ball”

in a story.

• Looks at the word “mat”

in large print and says

“m” (letter sound).

*Dual language learners may demonstrate dierences in how they approach letter and word knowledge given that 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

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

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*

LLD 10

Emergent Writing

LLD 10

Mark the latest developmental level the child has mastered:

Responding

Earlier

There are no earlier

levels for this measure

Responding

Later

There are no earlier

levels for this measure

Exploring

Earlier

There are no earlier

levels for this measure

Exploring

Middle

Makes marks on

paper

Exploring

Later

Makes scribble

marks

Building

Earlier

Makes scribble

marks or simple

drawings that

represent people,

things, or events

Building

Middle

Makes marks to

represent own

name or words

Building

Later

Uses letters

or clearly

recognizable

approximations

of letters to write

own name

Integrating

Earlier

Writes several

words or a few

simple phrases,

or clearly

recognizable

approximations

Possible Examples

• Dips sponge in paint

and dots onto paper.

• Makes a dot on a paper

and then makes more

dots using dierent

markers.

• Holds crayon against

paper.

Possible Examples

• Uses crayons, pencils,

or markers to make

back-and-forth marks.

• Paints using large or

small movements.

• Scribbles by moving

nger on screen of

tablet or by using

Braille writer.

Possible Examples

• Draws circles and lines

and comments, “Baby,”

and “Mommy.”

• Makes marks on paper

and then explains that

it is a birthday cake.

• Draws a series of lines

to represent a house

and a tree.

• Makes marks to

represent the dog

from a story by moving

nger on screen of

tablet or touch screen

of computer.

Possible Examples

• Makes marks that are

linear and spaced like

letters or words while

writing a pretend

grocery list.

• Makes marks for a

restaurant order in the

dramatic play area.

• Uses an adaptive

device to hold a marker

to make marks on

paper to represent the

word “mom.”

Possible Examples

• Writes own name on

drawings made in

class.

• Signs a self-made card

to grandma with a

close approximation of

own name.

• Uses a few letter

stamps to represent

own name.

Possible Examples

• Writes, “bog” [“dog”],

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 dierences 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

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

Conditional Measure

Measure not rated: English is the only

language spoken in this child’s home.

Developmental Domain: ELD — English-Language Development

ELD 1: Comprehension of English (Receptive English)

Child shows increasing progress toward uency in understanding English

Mark the latest developmental level the child has mastered:

Discovering Language

Recognizes a few frequently

used words or gestures in the

home language and culture in

familiar situations

Discovering English

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)

Exploring 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

Developing English

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

Building English

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

Integrating English

Shows understanding of most

information and concepts

communicated in English for

both instructional and social

purposes

Possible Examples

• Waves good-bye after an adult

communicates, “Good-bye,” in the

child’s home language and culture.

• Indicates interest in continuing an

activity after an adult pauses and

asks to continue in the child’s home

language and culture.

• Orients toward a familiar person or

thing when it is named in the home

language.

Possible Examples

• Adds a block to the top of a tower in

response to a question in the child’s

home language, “Can you make it

taller?”

• Passes a book to another child

when requested in the child’s home

language, having not responded to

the same request in English.

• Seeks out and plays with peers who

speak the child’s home language,

while in the dramatic play area.

Possible Examples

• Pauses to listen to peers speaking

English for a short period of time

while playing in the sandbox.

• Nods head when an adult at the

snack table asks in English, “Do you

want more apples?” while holding

up a plate of apple slices.

• Begins to put blocks on a shelf when

a peer says in English, “Clean-up

time.”

Possible Examples

• Points to the ball when a peer says in

English, “Where is the ball?” during

outdoor play time.

• Goes to get markers after an adult

asks in English if child would like

to use paint or markers to make a

birthday card for a peer.

• Approaches the door to go inside

when an adult says in English, “It is

time to go in for a snack,” and adds,

“¡Hora de comer!” [“Time to eat!” in

Spanish].

Possible Examples

• Adds more blocks to a road when a

peer communicates in English, “We

need a longer road.”

• Pretends to talk on the phone when

a peer says in English, “Baby’s sick.

Call the doctor.”

• Puts drawing on the counter after

an adult points to the counter and

requests in English, “Please put your

drawing on the counter. It’s wet and

it needs to dry.”

Possible Examples

• Sorts orange and green squash

after an adult says in English, “Let’s

separate them by color.”

• Brings a bigger block to a peer in

response to a question in English by

the peer, “Could you bring me the

bigger block?”

• Nods head excitedly when a peer

asks in English if child wants to ride

bikes together outside.

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

ELD 1

Comprehension of English (Receptive English)

ELD 1

Conditional Measure

Measure not rated: English is the only

language spoken in this child’s home.

Developmental Domain: ELD — English-Language Development

ELD 2: Self-Expression in English (Expressive English)

Child shows increasing progress toward uency in speaking English

ELD 2

Self-Expression in English (Expressive English)

ELD 2

Mark the latest developmental level the child has mastered:

Discovering Language

Uses a few “rst words” or

word-like sounds or gestures

to communicate in home

language

Discovering English

Communicates in home

language or nonverbally, or

both

Exploring English

Communicates most

competently in home

language, occasionally

using single words or short

memorized sequences of

words in English

Developing English

Communicates in English,

using single words and

common phrases (may mix

English with home language)

Building English

Communicates in English,

using sentences that may

be incomplete (may contain

grammatical errors and

may mix English with home

language)

Integrating English

Communicates in English,

often using complete

sentences, about a variety

of social and instructional

concepts and topics (may

contain grammatical errors

and may mix English with

home language)

Possible Examples

• Asks for food when hungry, by using

a special word, sound, or gesture

for food.

• Communicates from child’s home

language, “Mama,” “Dada,” or other

word approximations.

• Reaches for or gestures for an object.

Possible Examples

• Takes an adult’s arm and leads the

adult to the drawing area, where

several children are drawing, and

reaches or gestures toward the

paper container.

• Nods, “Yes,” and responds in home

language in response to a routine

question such as, “Do you want more

milk?” while an adult holds up a

pitcher of milk.

• Communicates,“¿Puedo pintar

contigo?” [“Can I paint with you?” in

Spanish] while approaching a peer

who is painting.

• 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.

Possible Examples

• Communicates in English, “Bye,” to

a peer when leaving at the end of

the day.

• Greets peers in home language and

joins in singing the words “good

morning” in English during the daily

morning song.

• Chimes in with, “The end!” in English

when an adult nishes reading a

story to a small group of children.

Possible Examples

• Communicates in English, “Marker,”

to ask for a marker from a peer while

playing restaurant in the dramatic

play area.

• Communicates in English, “I do a

house,” [“I made a house,”] while

painting.

• Communicates to a peer in English,

“My turn,” and gestures at the slide

during outdoor play.

• Communicates, “The dog 变成一

个lady 了,” [“The dog turned into a

lady,” in English and Chinese] while

helping to put a dress on a stued

dog in the dramatic play area.

Possible Examples

• Communicates to a peer while

playing with play dough, “I make

galletitas [“cookies” in Spanish] and

pan [“bread” in Spanish]. You like

it?” [“I made cookies and bread. Do

you like it?”]

• Communicates to a peer in English,

“Come! I show you!” [“Come! I will

show you!”] and brings the peer to

child’s cubby, where child takes a

stued animal out of a bag.

• Communicates in English, “The lamb

lick my hand!” [“The lamb licked my

hand!”] when describing a family

trip to a petting farm that occurred

last weekend.

• Communicates to a peer, “My dad

ride a ngựa,” [“My dad rides a” in

English; “horse” in Vietnamese]

while attempting to draw a horse.

Possible Examples

• Communicates in English, “This is

happy new year. This is mommy and

me. We saw the dragon,” in response

to an adult asking, “Tell me about

your picture.”

• Communicates to a peer, “I ate

huevitos [“little eggs” in Spanish].

The huevitos were really yummy! My

papi [“daddy” in Spanish] and me,

we get them at la tiendita [“the little

store” in Spanish].”

• Communicates in English, “I’m

going to cook them now,” while

throwing some noodles made with

play dough into a toy pot, and later

puts “cooked noodles” on a plate and

communicates, “Here’s a plate for

you,” while handing it to a peer.

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

Conditional Measure

Measure not rated: English is the only

language spoken in this child’s home.

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

ELD 3

Understanding and Response to English Literacy Activities

ELD 3

Mark the latest developmental level the child has mastered:

Discovering Language

Attends briey to a familiar

adult looking at books,

singing songs, or saying

rhymes in home language

Discovering English

Participates in literacy

activities in home language;

and

Attends to simple literacy

activities in English with some

support

Exploring English

Uses home language,

gestures, or single

words in English to show

understanding of literacy

activities in English

Developing 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)

Building English

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)

Integrating English

Uses elaborated English

phrases with a variety of

vocabulary and grammatical

structures to communicate

understanding of the content

of a book, story, song, or

poem (may mix English with

home language)

Possible Examples

• Looks at pictures in a book for a

short time while a familiar adult

reads in the 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 simple hand movements to

participate during a familiar song or

rhyme in the home language.

Possible Examples

• Joins in with peers who are singing

a song or chanting in child’s home

language.

• Looks at pages of a picture book

with a peer while an adult reads the

book aloud in English.

• Attends to the retelling of a story in

English on the annel board, after

the story has been read in child’s

home language.

Possible Examples

• Makes faces, gestures, or sounds

like a tiger when an adult reads an

illustrated poem in English about

tigers.

• Gestures at a picture of a baby bear

and says, “Baby,” while an adult is

reading a book about animals in

English to a small group of children.

• Comments in home language about

a picture in a book, after hearing

other children making comments.

Possible Examples

• Repeats the rst line of “Five Little

Monkeys Jumping on the Bed,” with

accompanying hand motions.

• Draws a picture and communicates,

“This is spider. This is y,” after

listening to the book The Very Busy

Spider.

• Communicates to a peer, “Look!

Look! ¡Una oruga [“a caterpillar”

in Spanish]! Like the book!” while

playing outside, after The Very

Hungry Caterpillar was read aloud in

English.

Possible Examples

• Brings the book Rosie’s Walk to a

peer and communicates, “Chicken

take a walk. Fox want eat her. Oh,

no!”

• Communicates, “Baby bear mad! The

girl, she eat it all. Lahat ito!” [“The

baby bear is mad! The girl, she ate it

all,” in English; “All of it!” in Tagalog]

during a teacher-guided discussion

in English about The Three Little

Bears, which has been read aloud

and retold on several occasions with

props.

• Communicates most of the words of

“Five Little Monkeys Jumping on the

Bed” and uses annel-board pieces

to show each of the monkeys falling

o the bed and bumping his head.

Possible Examples

• Communicates to a peer, “Sharks

have sharp teeth to bite, and they

swim fast,” while paging through a

book about the ocean.

• Communicates, “My mommy kiss

me before I come to school. She say,

‘I love you, hijito.’ Then she goes to

work,” while reading The Kissing

Hand with an adult. [“Hijito” is a

term of endearment that is often

used with young children in some

South American countries.]

• Communicates, “She sat in Papa

Bear’s chair. It was enorme

[“enormous” in Spanish]. She sat in

Baby Bear’s chair. It was teeny and

she broke it! She was really scared,”

while playing with annel-board

characters in The Three Little Bears.

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

Conditional Measure

Measure not rated: English is the only

language spoken in this child’s home.

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

ELD 4

Symbol, Letter, and Print Knowledge in English

ELD 4

Mark the latest developmental level the child has mastered:

Discovering Language

Demonstrates awareness

that pictures or objects can

represent people or things

Discovering English

Demonstrates awareness that

symbols carry meaning or

that print in home language

carries meaning

Exploring English

Demonstrates awareness

that print in English carries

meaning

Developing English

Demonstrates understanding

that English print consists of

distinct letters with names in

English

Building English

Identies several English

letters;

and

Recognizes own name in

English print

Integrating English

Identies at least ten English

letters;

and

Identies a few printed words

frequently used in English

Possible Examples

• Points to a picture of a bird in a

book after seeing or hearing a bird

outside.

• Goes and gets teddy bear after

seeing a picture of a bear.

• Sees a photo of mother and

communicates in home language,

“Mama.”

• Explores a toy teacup and tries to

take a drink.

Possible Examples

• Shows an adult a book and requests,

“Mẹ có thể đọc cho con nghe quyển

sách này không?” [“Can you read me

this book?” in Vietnamese].

• Gestures toward a Chinese character

representing own name and says

name.

• Asks an adult to read a note written

in home language by a parent.

• Brings tricycle to a stop when a peer

holds up a stop sign.

Possible Examples

• Points to a caption written in English

under a picture and asks an adult, in

home language, what it says.

• Points to the printed word “ower”

under a picture of a ower and

says, in home language, “That says

‘ower.’”

• Gestures to the title of a book about

trucks and communicates to an

adult, in home language, “This book

is about trucks.”

Possible Examples

• Asks, in home language or in English

mixed with home language, “What

letter is this?” while pointing to the

rst letter of own name on cubby

label.

• Communicates in English, “M,”

while gesturing at a letter on a

sign written in English during a

neighborhood walk (the sign may or

may not have the letter M).

• Gestures toward the letter O on a

peer’s name tag after drawing an O

in a sand tray.

Possible Examples

• Gestures at name printed in English

and communicates, in English or

home language, “That’s my name.”

• Names four English letters correctly

while playing with magnetic letters

with a peer.

• Communicates, “I have a T, and you

have a T. I have an A, but not you,”

[“I have an A, but you don’t.”] while

gesturing at own name and a peer’s

name.

Possible Examples

• 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.

• Identies 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 emerging to the next developmental level

Unable to rate this measure due to extended absence

Conditional Measure

Measure not rated: the child’s development

is beyond the latest developmental level.

(Required for children with IEPs.)

Developmental Domain: COG — Cognition, Including Math and Science

COG 1: Spatial Relationships

Child increasingly shows understanding of how objects move in space or t in dierent spaces

COG 1

Spatial Relationships

COG 1

Mark the latest developmental level the child has mastered:

Responding

Earlier

Moves body parts in

basic ways

Responding

Later

Attends or responds as

objects, people, or own

body move through

space

Exploring

Earlier

Explores how self or

objects t in or ll up

dierent spaces

Exploring

Later

Explores spatial

relationships

(e.g.,distance, position,

direction), or movement

of self or objects

through space, trying a

variety of possibilities

Building

Earlier

Takes into account

spatial relationships

(e.g., distance, position,

direction) and physical

properties (e.g., size,

shape) when exploring

possibilities of tting

objects together or

moving through space

Building

Middle

There are no later levels for

this measure

Building

Later

There are no later levels for

this measure

Integrating

Earlier

There are no later levels for

this measure

Possible Examples

• Moves hand to mouth.

• Lifts head from an adult’s

shoulder.

• Stretches while lying on

back.

Possible Examples

• Turns toward an adult

who enters the room.

• Watches and tracks a

moving object.

• Lifts arms toward an

adult as the adult reaches

down to pick child up.

Possible Examples

• Tries to squeeze body

between a chair and

the legs of a table to get

a toy.

• Fills a purse or bucket,

sometimes until it is

overowing.

• Rotates a puzzle piece

that has a large knob,

while trying to t it into

a space on a wooden

puzzle.

Possible Examples

• Attempts to put a star-

shaped piece into the

square-, triangle-, and

star-shaped openings of

a shape sorter.

• Repeatedly rolls various

objects down a ramp.

• Changes directions to

move around several

obstacles while pushing a

toy shopping cart.

• Uses hands to explore

shape outlines in a puzzle

board, and then explores

puzzle pieces with hands

to t pieces into the

puzzle board.

Possible Examples

• Chooses puzzle pieces

that are approximately

the right size and shape

to t 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.

• Maneuvers a ride-on toy

(without pedals) around

people and objects

on the playground,

sometimes bumping into

things.

• Moves around people

and objects in the

classroom, using a

mobility aid, such as a

walker.

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

Developmental Domain: COG — Cognition, Including Math and Science

COG 2: Classication

Child shows an increasing ability to compare, match, and sort objects into groups according to their attributes

COG 2

Classication

COG 2

Mark the latest developmental level the child has mastered:

Responding

Earlier

Attends to people,

objects, or events

Responding

Later

Interacts dierently

with familiar people

and objects than with

unfamiliar people and

objects

Exploring

Earlier

Associates a person or

object with another

person or object,

based on a similarity

or relationship

between them

Exploring

Later

Selects some objects

that are similar from

a collection of objects

Building

Earlier

Sorts objects into two

groups based on one

attribute, but not

always accurately

Building

Middle

Sorts objects

accurately into two or

more groups based on

one attribute

Building

Later

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

Integrating

Earlier

Sorts objects into

groups based on at

least two attributes,

sometimes sorting

by one attribute and

then subdividing

those groups based

on a second attribute

Possible Examples

• Looks at people’s faces.

• Quiets in response to

an adult’s voice.

• Closes hand around an

adult’s nger.

Possible Examples

• Smiles at a familiar

adult’s face or voice.

• Reaches for own

special blanket or toy

from home.

• Turns face away

from an approaching

unfamiliar adult.

Possible Examples

• Looks for the hammer

that goes with the

pounding bench.

• Looks at another child

when the child’s parent

walks into the room.

• Looks for baby bottle

when playing with

baby doll.

Possible Examples

• Selects the shovels

from among toys in the

sandbox.

• Takes some apples

out of a basket that

contains apples and

bananas while helping

an adult prepare a

snack.

• Picks out some train

cars from a box of toys.

Possible Examples

• Separates blocks into

a blue pile and a green

pile, leaving a few

green blocks in the

blue pile.

• Sorts rocks into two

piles, big and small,

after a neighborhood

walk.

• Picks out toy trucks

from a basket of toys

and sets them on a

nearby shelf, and then

picks out toy cars from

the basket and sets

them on a dierent

shelf.

Possible Examples

• Separates a pile of toy

animals by kind (e.g.,

dogs, cats, and birds).

• Puts crayons, pencils,

and markers into

dierent containers.

• Sorts a group of big

squares and little

squares into two piles

by using eye gaze to

indicate where an adult

should put each square.

Possible Examples

• Sorts buttons by color,

and then sorts all of

them again by shape

or size.

• Sorts shoes based on

color, and then re-sorts

by type (e.g., slippers,

boots, tennis shoes).

• Sorts annel-board

pieces by type (e.g.,

shoes, pants, and shirts),

and then separates

them by adult items and

baby items.

Possible Examples

• 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, rst by

color, then by shape

(e.g., squares and

rectangles).

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

Developmental Domain: COG — Cognition, Including Math and Science

COG 3: Number Sense of Quantity

Child shows developing understanding of number and quantity

COG 3

Number Sense of Quantity

COG 3

Mark the latest developmental level the child has mastered:

Responding

Earlier

Responds to people or

objects in basic ways

Responding

Later

Responds to changes

in the number of

objects observed or

interacted with

Exploring

Earlier

Demonstrates

awareness of

quantity

Exploring

Later

Uses number names,

but not always

correctly, in situations

related to number or

quantity

Building

Earlier

Identies small

quantities without

counting, up to three

Building

Middle

Counts up to ve

objects using one-to-

one correspondence;

and

Recites numbers in

order, one through

ten

Building

Later

Shows understanding

that the last number

counted is the total

number of objects in

the group

Integrating

Earlier

Solves simple

everyday problems

involving numbers

by counting up to 10

objects using one-to-

one correspondence;

and

Recites numbers

correctly, up to 20

Possible Examples

• Looks at objects that

are hanging from a

mobile.

• Calms in response to a

familiar adult’s touch.

• Turns toward a familiar

adult’s voice.

Possible Examples

• Attends to one moving

toy on a mobile, then

to another.

• Grasps one toy, and

then lets go of it

while reaching for

another toy that has

been introduced by a

familiar adult.

• Holds an object in each

hand, and then touches

the two objects

together.

Possible Examples

• Communicates,

“More,” during lunch.

• Dumps small cars out

of a bucket.

• Gestures for more

when playing with play

dough.

• Shows excitement

when an adult oers

another book.

Possible Examples

• Communicates, “Dos,”

[“Two,” in Spanish] and

holds up two cups in

the play kitchen.

• Communicates,

“One, two, ve, one,

two,” while pointing

randomly to objects in

a group.

• Signs, “Two,” in

response to the

question of “How old

are you?”

Possible Examples

• Communicates a desire

for two apple slices

after noticing that a

peer has two apple

slices.

• Communicates, “Three

dogs,” while looking at

a picture of three dogs.

• Communicates, “Now I

have one bear and you

have one,” while giving

a peer a stued bear.

Possible Examples

• Counts out loud, “一,

二, 三, 四, 五,”

[“One, two, three, four,

ve,” in Chinese] saying

the next number as the

next cup is placed on

the table.

• Chants numbers from

one to 10 in order while

waiting for a tricycle.

• Counts, “One, two,

three,” out loud while

pointing to each of three

squares on a light box.

Possible Examples

• Counts ducks in a

storybook, “One, two,

three, four, ve,” and

then communicates that

there are ve.

• Communicates that

there are six rocks after

counting a collection of

six rocks.

• Counts four pencils and

says, “Apat,” [“Four,” in

Tagalog] when asked

how many pencils there

are.

Possible Examples

• Counts six chairs, then

counts seven children,

and communicates, “We

need one more chair.”

• Counts accurately to

20while marching.

• Counts on ngers to

determine how many

napkins to get so that

each child at a table of

six has one.

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

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

COG 4

Number Sense of Math Operations

COG 4

Mark the latest developmental level the child has mastered:

Responding

Earlier

There are no earlier levels for

this measure

Responding

Later

There are no earlier levels for

this measure

Exploring

Earlier

Demonstrates

awareness of

quantity

Exploring

Later

Manipulates objects

and explores the

change in the number

in a group

Building

Earlier

Demonstrates under-

standing that adding

objects to a group

makes more or that

taking away objects

makes fewer or less

Building

Middle

Identies the new

number of objects

after one object is

added to or removed

from a set of two or

three objects

Building

Later

Uses counting to add

or subtract one or two

objects to or from a

group of at least four

objects

Integrating

Earlier

Solves simple

addition or

subtraction word

problems by using

ngers or objects to

represent numbers or

by mental calculation

Possible Examples

• Gestures for more

when playing with play

dough.

• Dumps small cars out

of a bucket.

• Communicates, “All

gone,” after noticing

that there is no more

fruit in the bowl.

Possible Examples

• Puts objects in a dump

truck or container,

dumps them out, then

puts them back in one

at a time.

• Moves toy farm

animals into and

outside of a toy barn

while playing with the

farm set.

• Takes objects from two

dierent piles to create

a new pile by using a

touchscreen tablet or

computer.

Possible Examples

• Notices when another

child’s bowl has more

crackers than own

bowl, and asks an adult

to add crackers to own

bowl.

• Communicates, “Ahora

tenemos más,” [“Now

we have more,” in

Spanish] when an adult

combines markers from

the shelf with some on

the table.

• Communicates,

“They’re almost gone,”

after taking the next-

to-last unit block out of

the basket.

Possible Examples

• Communicates, “Now

we have three,” when

adding a third snail to

the two collected from

the yard.

• Communicates, “Only

two left,” when an

adult removes a broken

wagon from a group of

three wagons.

• Gives one of two cars

to another child, and

then communicates,

“Tôi có một cái và bạn

có một cái,” [“I have one

and you have one,” in

Vietnamese].

Possible Examples

• Counts out ve small

crackers, “One... two...

three... four... ve.” After

eating two, counts,

“One... two... three,” and

communicates, “Now,

I’ve got three.”

• Removes two of seven

ducks from a annel

board and counts the

remaining ducks, and

then communicates that

there are ve left.

• Adds two cars to a train

with four cars, counts

the number of cars,

and communicates that

there are now six cars.

Possible Examples

• Communicates, “I had

four hair clips, but I gave

one to my sister. Now I

have three.”

• Brings six napkins

to the table after an

adult communicates,

“We usually have four

children, but today we

have two visitors, so how

many napkins do we

need altogether?”

• Holds up ve ngers and

then one nger, counts

them, and communicates,

“Six,” when asked, “If you

had ve crackers, and

you took one more, how

many crackers would you

have?”

Child is not yet at the earliest developmental level on this measure

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

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

COG 5

Measurement

COG 5

Mark the latest developmental level the child has mastered:

Responding

Earlier

There are no earlier levels for

this measure

Responding

Later

There are no earlier levels for

this measure

Exploring

Earlier

Demonstrates

awareness that objects

dier by properties

(e.g., size, length,

weight, or capacity)

Exploring

Later

Explores how objects

dier by properties

(e.g., size, length,

weight, capacity)

Building

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

Building

Middle

Identies dierences in

size, length, weight, or

capacity between two

objects, using com-

parative words (e.g.,

“bigger,” “smaller”) or

showing understanding

of comparative words

Building

Later

Orders three or more

objects by directly

comparing them using

a measurable property

(e.g., size, length,

weight, capacity)

Integrating

Earlier

Explores the properties

of objects (e.g., size,

length, weight, capac-

ity) through either the

use of measurement

tools with standard

units (e.g., ruler, scale)

or the use of non-

standard units (e.g.,

footsteps, blocks)

Possible Examples

• Gestures by holding one

hand high in the air to

indicate that an adult

is tall.

• Positions arms and legs

far apart to “catch” a big

ball while sitting on the

oor.

• Finds the big doll when

asked to do so.

• Grunts before picking up

an object that might be

heavy.

Possible Examples

• Makes repeated attempts

to put dierent-sized

trucks into a small

tunnel.

• Carries an empty purse

with one hand, lls the

purse with blocks, and

then uses both hands to

pick up the purse.

• Pours water or sand

back and forth between

containers of dierent

sizes.

Possible Examples

• Gestures to indicate how

big the family dog is,

when asked.

• Communicates, “This

pumpkin is so heavy.”

• Communicates, “My

braid goes down my

back. It’s long.”

Possible Examples

• Communicates, “Este es

más largo,” [“This one is

longer,” in Spanish] when

placing train tracks side

by side to check which is

longer.

• Chooses the bigger of

two buckets when asked

to bring the one that will

hold more water.

• Communicates, “Mine

is taller,” when building

a block tower next to a

peer’s block tower.

Possible Examples

• Arranges several leaves by

size while outside on the

playground.

• Lines up several stued

animals from smallest to

largest, during pretend

play.

• Arranges ve shapes on

an electronic tablet from

small to large by touching

and dragging.

• Puts four dierent objects

on a balance scale, then

lines them up from

lightest to heaviest.

Possible Examples

• Fills a measuring cup

twice to add two cups of

oatmeal during a cooking

activity.

• Uses a balance scale to

nd out which of two

fruits is heavier.

• Uses footsteps to measure

the length of a rug and

communicates, “This rug is

10 steps long!”

Child is not yet at the earliest developmental level on this measure

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

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

COG 6

Patterning

COG 6

Mark the latest developmental level the child has mastered:

Responding

Earlier

There are no earlier levels for

this measure

Responding

Later

There are no earlier levels for

this measure

Exploring

Earlier

Notices and responds

to simple repeating

sequences

Exploring

Later

Participates in some

parts of simple

repeating sequences

in language,

movement, music,

everyday routines, or

interactions

Building

Earlier

Matches simple

sequences that

are seen, heard, or

experienced

Building

Middle

Attempts to create

simple repeating

patterns (with two

elements)

Building

Later

Extends a simple

repeating pattern

(with two elements)

by adding one or

more repetitions of

an existing pattern

Integrating

Earlier

Creates, copies, or

extends complex

patterns (with three

or more elements)

Possible Examples

• Watches intently and

waves hands while

adult sings “Open, shut

them” song.

• Makes “E” sound

during a song of “E-I-

E-I-O.”

• Watches another

child hit drum twice,

followed by adult

hitting the drum twice.

Possible Examples

• Pays attention to and

attempts to follow the

sequence as an adult

claps, taps, claps, and

taps.

• Follows snack-

time routines with

reminders to wash

hands, go to the snack

area, and sit at a table.

• Sings “E-I-E-I-O” and

some animal sounds

during the song “Old

MacDonald’s Farm.”

Possible Examples

• Lines up farm animals

in the same order as a

peer does.

• Repeats series of

actions of touching

head, shoulders, knees,

and toes during the

song “Head, Shoulders,

Knees, and Toes.”

• Repeats the refrain,

“Brown bear, brown

bear, what do you

see?” as an adult reads

from the book Brown

Bear, Brown Bear, What

Do You See?

Possible Examples

• Creates a simple

repeating pattern using

two dierent stamps,

such as circle, star, circle,

star.

• Claps, stomps, and then

repeats.

• Paints pairs of green

and yellow dots, making

a pattern of two green,

two yellow, two green,

two yellow (numbers

of dots may not be

consistent).

Possible Examples

• Continues a simple

repeating pattern of

drumbeats, started by

an adult.

• Builds a fence out of

blocks, continuing the

pattern begun by a

peer: tall block, short

block, tall block, short

block.

• Extends a simple

repeating pattern of

colors on a computer,

using a touch screen.

Possible Examples

• 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

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

Developmental Domain: COG — Cognition, Including Math and Science

COG 7: Shapes

Child shows an increasing knowledge of shapes and their characteristics

COG 7

Shapes

COG 7

Mark the latest developmental level the child has mastered:

Responding

Earlier

There are no earlier levels for

this measure

Responding

Later

There are no earlier levels for

this measure

Exploring

Earlier

Explores shapes of

objects

Exploring

Later

Manipulates objects

based on shape

Building

Earlier

Matches similar

shapes and

distinguishes them

from dissimilar

shapes without

necessarily naming

them

Building

Middle

Identies or names

several shapes in

the environment

(e.g., circles, squares,

triangles)

Building

Later

Recognizes shapes

when they are

presented in dierent

orientations or as

parts of other objects

Integrating

Earlier

Describes several

shapes and the

dierences between

them

Possible 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 t it back into

a hole of the puzzle,

before setting it back

down on the table.

• Moves along a line

of a circle painted on

the pavement in an

outdoor play area.

Possible Examples

• Puts a square-shaped

puzzle piece into the

correct hole of a form

board.

• Tries a variety of

solutions to t lids

on boxes and other

containers.

• Puts a circle piece into

the correct hole of a

shape sorter.

Possible Examples

• Places dierent-shaped

blocks on shelves

labeled with matching

shapes.

• Uses ink stamps to

make a row of circles

and a row of squares.

• Chooses blocks of the

same shape to build a

tower with a peer.

Possible Examples

• Points to a clock in the

room when asked to

nd a circle during an “I

Spy a Shape” game.

• Communicates, “Ahora

haré el triángulo,”

[“Next, I’ll do the

triangle,” in Spanish]

after placing a square in

a puzzle.

• Communicates, “My

sandwich is a square,”

while holding up a

sandwich at lunch.

• Names “square,” “circle,”

and “triangle” after

exploring each shape

piece with hands.

Possible Examples

• Finds embedded shapes

in a picture book, such

as Bear in a Square.

• Communicates that the

face in a gure drawing

is a circle.

• Communicates, “It’s an

upside-down triangle,”

after noticing a yield

sign.

Possible Examples

• Communicates, “This

one has a pointy part.

This one is curvy,” when

examining a triangle

and a circle.

• Communicates that a

triangle has three sides

and a square has four

sides.

• Communicates that two

sides of a rectangle are

longer, but the sides of a

square are all the same.

Child is not yet at the earliest developmental level on this measure

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

Developmental Domain: COG — Cognition, Including Math and Science

COG 8: Cause and Eect

Child demonstrates an increasing ability to observe, anticipate, and reason about the relationship between cause and eect

COG 8

Cause and Eect

COG 8

Mark the latest developmental level the child has mastered:

Responding

Earlier

Responds or shows

anticipatory

excitement to people,

objects, or actions

Responding

Later

Repeats actions that

have eects

Exploring

Earlier

Tries out dierent

behaviors to cause

eects

Exploring

Later

Searches for possible

causes of actions,

events, or behaviors

Building

Earlier

Acts on objects to

cause a specic result

Building

Middle

Acts in ways that

take into account an

anticipated result

Building

Later

Oers possible

explanations

for why certain

actions or behaviors

result in specic

eects

Integrating

Earlier

Shows understanding

that variations in

actions or degrees of

actions with the same

objects or materials

cause dierent results

Possible 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.

Possible Examples

• Shakes a rattle, pauses,

then shakes it again.

• Kicks repeatedly at

a mobile to make it

move.

• Vocalizes, gains

a familiar adult’s

attention, and

vocalizes again.

Possible Examples

• Pulls an adult’s hand to

child’s face to continue

a game of peek-a-boo.

• Makes a game of

pushing dierent

objects o a table,

watching or listening

as they fall.

• Presses dierent

buttons on a toy and

notices what happens.

Possible Examples

• Tries to turn a

doorknob after

watching an adult

open and close the

door.

• Looks up in the sky and

points when hearing a

loud noise from a plane

ying overhead.

• Pushes on dierent

parts of a toy to try to

make music turn on

again.

Possible Examples

• Pours water into a

water wheel to make

it spin.

• Puts a toy car in a tube

and watches it roll out

the other end when the

tube is tilted.

• Pulls or directs an

adult to pull a tab in an

interactive book.

Possible Examples

• Puts hands over ears

before someone pops

a balloon or makes

another type of loud

noise.

• Requests a hat before

going outside on a

bright day.

• Yells out when

observing a toy about to

fall from a shelf.

• Gets rocks to hold paper

down during an outdoor

art activity on a windy

day.

Possible Examples

• Communicates, “The ice

melted and made water

because it’s hot in the

sun.”

• Points to wilted

leaves on a plant and

communicates that the

plant needs water.

• Communicates that the

lettuce in the garden is

all gone and that maybe

a rabbit ate it.

• Uses communication

device to describe how

a plant grows from a

seed.

Possible Examples

• Communicates, “If I kick

the ball harder, it will

go really far!” during

outdoor play.

• Enlarges the base of a

block tower by replacing

small blocks with large

blocks after the tower

keeps falling over.

• Communicates to a peer

about how to feed the

sh: “We have to give it

a little bit of food every

day. If we give it too

much, it will get sick.”

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

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

COG 9

Inquiry Through Observation and Investigation

COG 9

Mark the latest developmental level the child has mastered:

Responding

Earlier

Responds to people,

things, or sounds

Responding

Later

Attends to responses of

objects and people that

result from own actions

Exploring

Earlier

Shows interest in

people or things in the

environment

Exploring

Later

Engages in simple

purposeful explorations

of familiar objects in

the environment

Building

Earlier

Engages in sustained

explorations

Building

Middle

Observes objects and

events of interest in the

environment, makes

simple predictions

about them, and checks

the predictions

Building

Later

Engages in detailed

observations and

complex investigations

of objects and events in

the environment (e.g.,

tests predictions, makes

comparisons, uses

scientic tools, or tracks

changes over time)

Integrating

Earlier

Contributes to planning

and carries out detailed

observations and

complex investigations

to answer questions of

interest

Possible Examples

• Notices and gazes at own

hand.

• Orients toward a person

who comes into view or

begins talking.

• Looks at a mobile.

Possible Examples

• Makes a sound and

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.

Possible Examples

• Bangs a drum with hands

repeatedly.

• Touches hair of another

child.

• Watches intently as an

adult prepares snack.

Possible Examples

• Drops rocks into water

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.

Possible Examples

• Watches a new sh in the

tank closely for several

minutes, then calls a

peer over to watch the

sh, 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 dierent ways

to support it, such as

holding it or leaning it

against something.

• Picks up a snail after

observing it for a while.

Then asks, “Where did its

head go?” when the snail

goes into its shell.

Possible Examples

• Indicates that a “roly-

poly” bug will roll up into

a ball if touched, and then

checks by touching it.

• Communicates that

when you add water to

our, that the our 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.

Possible Examples

• Predicts that a rock is

heavier than a shell, and

then uses a balance scale

to show that the rock is

heavier.

• Communicates that a

tennis ball will go down

the ramp faster than a

plastic ball, but more

slowly than a golf ball, and

then rolls the balls several

times to see which reaches

the bottom rst.

• Participates in making a

chart of how much the

temperature changed each

day, during a small group

activity led by an adult.

Possible Examples

• Asks an adult, “How do

you know if a fruit is

really a fruit?” After adult

responds that fruit have

seeds, plans with adult to

open up several dierent

types of fruits to see if

they all have seeds.

• Participates in making a

chart to compare change,

over time, in the growth

of bean plants, and

communicates, “I think

this bean plant grew taller

because it got more sun

next to the window.”

• Participates in setting up a

chart to observe how long

it will take for a caterpillar

to create a cocoon and

turn into a buttery.

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

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

COG 10

Documentation and Communication of Inquiry

COG 10

Mark the latest developmental level the child has mastered:

Responding

Earlier

There are no earlier levels for

this measure

Responding

Later

There are no earlier levels for

this measure

Exploring

Earlier

Identies objects

or events in the

environment

Exploring

Later

Communicates simple

observations about

objects or events in the

environment

Building

Earlier

Communicates

similarities or

dierences in the

characteristics of

objects

Building

Middle

Records information

in simple ways (e.g.,

drawings, models,

words dictated to

an adult) about

observations or

investigations

Building

Later

Includes details when

recording observations

or investigations

Integrating

Earlier

Participates in record-

ing detailed informa-

tion by tallying, chart-

ing, simple graphing,

or making complex

drawings;

and

Communicates about

ndings, related ideas,

or simple explanations

Possible 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.

Possible Examples

• Watches a bird outside,

gets an adult’s attention,

and then pretends to be

a bird by apping 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.

Possible Examples

• Gathers several rocks

while outside and

indicates which are heavy

and which are light.

• Communicates, “This one

has a leaf, but that one

doesn’t,” after an adult

asks, “How are our plants

doing?”

• Communicates, “The

grapefruit is big. The

lemon is small.”

• Uses sign language to

describe what a worm

feels like and what a

caterpillar feels like.

Possible Examples

• Looks at an ant through

a magnifying glass, and

then draws a simple

picture of what it looked

like.

• Holds and looks at a

caterpillar closely, and

asks an adult to write

down, “It’s wiggling. It

tickles.”

• Takes photos each week

of what happens with

sunower seeds that

were planted and puts

the pictures together in

a book.

Possible Examples

• Draws a picture

of a buttery and

communicates about its

body parts, showing the

head, legs, and four wings.

• Glues pumpkin,

watermelon, and apple

seeds on a page and

communicates which

is biggest and which is

smallest.

• Observes a bird nest and

tries to create a model

nest, using clay, twigs, and

other materials.

Possible Examples

• Draws a picture of a recent

rainstorm, including

clouds, slanted raindrops,

puddles, and lightning,

and shares it with peers.

• Collaborates in collecting

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 annel-board

animals into two

columns—animals

that live in the water

and animals that

live on land—and

communicates, “Some

animals that live in the

water have ns.”

Child is not yet at the earliest developmental level on this measure

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

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

COG 11

Knowledge of the Natural World

COG 11

Mark the latest developmental level the child has mastered:

Responding

Earlier

Attends to people,

objects, or events

Responding

Later

Interacts with objects or

people

Exploring

Earlier

Shows interest in the

characteristics of living

or nonliving things in the

environment

Exploring

Later

Explores how objects in

the natural world will

behave or function

Building

Earlier

Identies basic

characteristics of living

things, earth materials,

or events in the

environment (e.g., how

they look, feel, sound, or

behave)

Building

Middle

Demonstrates awareness

of basic needs and

processes that are unique

to living things (e.g.,

need for water and food;

change and growth)

Building

Later

Demonstrates an

awareness of dierences

among living things,

earth materials, or events

in the environment by

identifying some of their

specic characteristics

(e.g., appearance,

behaviors, habitats)

Integrating

Earlier

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)

Possible Examples

• Looks at the movement of

a mobile.

• Quiets when an adult

moves close.

• Orients in the direction of a

sound, touch, or gesture.

Possible Examples

• Shows pleasure during a

playful interaction with

adult during feeding.

• Mouths object.

• Makes repeated attempts

to grab at a family pet’s fur.

Possible Examples

• Touches the leaves of a

plant.

• Looks around when

hearing a cat “meow.”

• Rubs hands over a smooth

rock during outdoor play.

• Goes to cage where

classroom pet is kept.

Possible Examples

• Taps a rock on another

rock, then on the

pavement.

• Pours sand through a

funnel.

• Walks through a puddle,

stomping feet hard to

splash the water.

• Watches a frog, then

moves back when the frog

jumps.

Possible Examples

• Touches wet ground and

communicates, “Muddy.”

• Communicates that a

worm is long and wiggly.

• Identies dierent animal

sounds when visiting a zoo

or farm.

Possible Examples

• Communicates, “My puppy

likes to eat a lot because

he’s growing and getting

bigger.”

• Observes that the water is

below the roots in a sweet-

potato jar and adds more

water.

• Wants to know who will

feed the sh over the

weekend.

Possible Examples

• Communicates, “The clouds

are moving so fast. They

cover the sun and then I

can’t see it.”

• Communicates that lemons

are sour and oranges are

sweet, when tasting lemons

and oranges.

• Communicates, “You nd

worms in the dirt and bees

on the owers.”

Possible Examples

• Feeds a rabbit and then

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.”

• 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

Unable to rate this measure due to extended absence

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 eort, body awareness, spatial awareness, and directional awareness

PD-HLTH 1

Perceptual-Motor Skills and Movement Concepts

PD-HLTH 1

Mark the latest developmental level the child has mastered:

Responding

Earlier

Responds to sensory

information or input

(e.g., visual, auditory,

tactile) with basic

movements of body

parts

Responding

Later

Responds to sensory

information by moving

body or limbs to reach

for or move toward

people or objects

Exploring

Earlier

Uses sensory

information to control

body while exploring

people, objects, or

changes in the physical

environment

Exploring

Later

Demonstrates

awareness of major

body parts by exploring

their movement

potential

Building

Earlier

Tries dierent ways to

coordinate movements

of large or small body

parts

Building

Middle

Adjusts, with adult

guidance, aspects of

movement (e.g., eort,

spatial, directional) in

relation to people and

objects

Building

Later

Anticipates and then

adjusts, on own,

aspects of movement

(e.g., eort, spatial,

directional) in relation

to people and objects in

familiar spaces

Integrating

Earlier

Anticipates and then

adjusts aspects of

movement (e.g., eort,

spatial, directional)

during new activities, in

changed environments,

or on dierent surfaces

Possible Examples

• Turns head in response to

a light being turned on.

• Quiets in response to an

adult singing.

• Responds to being

touched on the cheek.

Possible Examples

• Moves toward a familiar

adult while being picked

up.

• Bats or kicks at a hanging

mobile.

• Turns toward, then grasps,

a rattle being shaken.

• Gazes at, then reaches

toward, glasses on

someone’s face.

Possible Examples

• Shifts body to stabilize

it, in order to reach up

toward an adult’s face

while sitting on the adult’s

lap.

• Repositions body in order

to manipulate levers and

buttons on a busy box.

• Dabs ngers in water

before placing whole

hand in.

• Pats play dough with

whole hand, then leans

forward to roll it.

Possible Examples

• Participates in songs

or games requiring

movement of specic 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.

Possible Examples

• Changes movements

when dancing with

scarves.

• Starts and stops

movements of dierent

body parts during a

freeze-dance game.

• Moves over, under,

around, and through large

objects in an obstacle

course, sometimes

bumping them.

Possible Examples

• Avoids bumping into

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.

• Moves away from a

nearby child after an adult

communicates, “Make sure

you have enough room to

stretch without bumping

your neighbor.”

Possible Examples

• Changes pathway of

movement from straight

to curved or zigzag when

following another child

during a game of follow

the leader.

• Pedals a wheel toy harder

to go faster when catching

up to another child on a

wheel toy.

• Uses feet to slow self when

coming down a ramp.

• Reaches for a small pitcher

of milk without bumping

into other objects on the

table during lunch.

Possible Examples

• Moves other wheel toys

closer together to make

room for a new wheel

toy when putting it away

during outdoor play.

• Tries several dierent

ways to move through

sections of a new obstacle

course.

• Walks carefully after

slipping on wet leaves

or grass during a nature

walk.

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

Developmental Domain: PD-HLTH — Physical Development–Health

PD-HLTH 2: Gross Locomotor Movement Skills

Child shows increasing prociency in fundamental locomotor skills (e.g., rolling, crawling, cruising, walking, running, jumping, galloping)

PD-HLTH 2

Gross Locomotor Movement Skills

PD-HLTH 2

Mark the latest developmental level the child has mastered:

Responding

Earlier

Moves in basic and

often involuntary

ways

Responding

Later

Moves two or

more body parts

together, often

with intention

Exploring

Earlier

Coordinates

movements of

body parts to

move whole body,

such as creeping,

crawling, or

scooting on bottom

Exploring

Middle

Coordinates

movement of

whole body while

upright, using

support

Exploring

Later

Coordinates basic

movements in an

upright position

without using

support

Building

Earlier

Coordinates

movements, in an

upright position,

that momentarily

move whole body

o the ground

Building

Middle

Coordinates and

controls individual

locomotor

movements, with

some success

Building

Later

Combines and

coordinates two

or more locomotor

movements

together in

eective ways,

with some success

Integrating

Earlier

Combines a variety

of locomotor

movements and

moves eectively

across a range of

activities

Possible Examples

• Turns head in

response to

stimulation or

nourishment.

• Turns head to seek

source of stimulation

or nourishment.

• Responds

involuntarily to a

sudden loud noise

or movement by

extending arms and

legs.

Possible Examples

• Turns head and

reaches for a toy.

• Kicks at a mobile

when lying on back.

• Rolls from stomach

to back or from back

to stomach.

Possible Examples

• Creeps or crawls

toward a familiar

adult.

• Moves from lying

down to a sitting

position.

• Moves by rolling

body on the oor.

• Moves by using arms

to pull self forward.

Possible Examples

• Takes steps sideways

or forward while

holding onto

furniture.

• Walks forward

steadily while

pushing a cube chair.

• Pulls up to a standing

position while

grasping an adult’s

hands.

• Stands up with

support of a mobility

aid, such as a walker.

Possible Examples

• Walks forward with

a wide base (legs

farther apart) and

arms held high.

• Stands up from

squatting,

unassisted, after

picking up a toy.

• Walks with one

object in each hand.

• Moves forward on a

at surface, using a

mobility aid, such as

a walker.

Possible Examples

• Runs with short,

uneven steps with

arms to the side.

• Crouches down and

jumps up, with heels

barely coming o of

the ground.

• Hops with two feet

leaving the ground

momentarily.

Possible Examples

• Runs with short

strides, and

sometimes has

diculty stopping.

• Moves along a low

balance beam or

along the side of

a curb, stepping

sideways.

• Navigates changes in

surface and direction,

using a mobility aid,

such as a walker.

Possible Examples

• Runs with long

strides, showing arm

and leg opposition

(e.g., right arm and

left leg).

• Crouches down and

then jumps forward

using both legs.

• Hops on one foot,

holding arms out

for balance and

sometimes putting

a foot down in

between hops.

Possible Examples

• Runs fast with

long stride and

speed, consistently

showing arm and leg

opposition (e.g., right

arm and left leg).

• Changes direction

and stops quickly and

easily while running.

• Swings arms back

and then forward

in preparation for

jumping.

• Moves wheelchair

through an obstacle

course, rst going

straight, then turning

quickly, then turning

quickly again.

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

Developmental Domain: PD-HLTH — Physical Development–Health

PD-HLTH 3: Gross Motor Manipulative Skills

Child shows increasing prociency in gross motor manipulative skills (e.g., reaching, kicking, grasping, throwing, and catching)

PD-HLTH 3

Gross Motor Manipulative Skills

PD-HLTH 3

Mark the latest developmental level the child has mastered:

Responding

Earlier

Moves in basic and

often involuntary

ways

Responding

Later

Uses arms, legs, or

body to move toward

or reach for people or

objects

Exploring

Earlier

Uses arms, legs, or

body to engage in

simple, repeated

actions on objects

Exploring

Middle

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

Exploring

Later

Manipulates objects,

using one or more

body parts, with

limited stability

Building

Earlier

Manipulates objects,

using one or more

body parts, with

stability but limited

coordination

Building

Middle

Uses two or more

movements

sequentially to

manipulate objects,

sometimes pausing

briey between

movements

Building

Later

Coordinates arms,

legs, or body to

manipulate objects,

with connected

sequential or

simultaneous

movements

Integrating

Earlier

Applies a variety of

manipulative skills,

in combination with

locomotor skills, in

dierent physical

activities

Possible Examples

• Kicks legs.

• Extends arm.

• Flexes foot.

Possible Examples

• Kicks against a nearby

object.

• Rolls onto side, toward

an object, while lying

on a blanket.

• Reaches toward a

familiar adult, using

both arms.

Possible Examples

• Bangs a cup on a table.

• Splashes in water.

• Kicks table leg while

seated for snack.

• Moves to a ball, pushes

it away, then moves

toward it and pushes

it again.

Possible Examples

• Picks up and drops

blocks while holding

onto a low table.

• Sits with legs apart

and traps a rolling ball

with arms.

• Moves toward a

large container

while holding onto

a beanbag, and then

drops beanbag inside

the container.

• Crawls under table to

retrieve a block; then

crawls back out while

holding the block.

Possible Examples

• Raises arm to throw

a beanbag without

moving feet, but loses

balance.

• Approaches a

stationary ball, stops,

and pushes ball with

foot, then steadies self.

• Catches a ball while in

a stationary position,

using arms to bring it

in and hold it against

body.

Possible Examples

• Practices throwing

a ball by bringing

it behind the head,

sometimes dropping it

but continuing the arm

motion.

• Bends knees and jumps

up to move a parachute

or bed sheet that is also

being held by others,

sometimes losing

grasp.

• Swings leg back to kick

a stationary ball while

standing in place.

• Hands out carpet

squares to peers at

circle time, sometimes

dropping them.

Possible Examples

• Catches a stued

animal, with hands,

keeping arms

extended, and then

uses hands to hold

onto it.

• Steps and kicks

a stationary ball,

showing arm and leg

opposition (e.g., left

foot forward, right arm

back), pausing briey

between stepping and

kicking.

• Reaches up to take a

hat o a hook, pauses

to regain balance, and

then puts hat on head.

Possible Examples

• Uses hands to catch

a beanbag tossed to

either side of the body.

• Strikes a ball o a cone,

using a bat, with a

horizontal swing and

rotation of upper trunk.

• Runs up to a stationary

ball, plants foot next

to the ball, and then

swings leg for a forceful

kick.

Possible Examples

• Runs, with arm and leg

opposition (e.g., left

foot forward, right arm

back), to try to catch a

butterfly with a net.

• Runs and kicks a

moving ball forcefully,

showing arm and leg

opposition (e.g., left

foot forward, right arm

back), maintaining

balance.

• Bounces a ball several

times while walking.

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

Developmental Domain: PD-HLTH — Physical Development–Health

PD-HLTH 4: Fine Motor Manipulative Skills

Child demonstrates increasing precision, strength, coordination, and eciency when using muscles of the hand for play and functional tasks*

PD-HLTH 4

Fine Motor Manipulative Skills

PD-HLTH 4

Mark the latest developmental level the child has mastered:

Responding

Earlier

Moves arms or

hands in basic ways

Responding

Later

Uses arms or hands

to make contact

with objects in the

environment

Exploring

Earlier

Grasps objects with

entire hand

Exploring

Middle

Grasps objects with

ngers and thumb

Exploring

Later

Explores ways to

use one hand, or

to use both hands

doing the same

movements, to

manipulate objects

Building

Earlier

Manipulates

objects with one

hand while stabi-

lizing the objects

with other hand or

with another part

of body

Building

Middle

Manipulates

objects with

both hands

doing dierent

movements

Building

Later

Manipulates

objects, using

hands, with

strength, accuracy,

and coordination

Integrating

Earlier

Performs, with

eciency, a variety

of tasks that

require precise

manipulation of

small objects

Possible Examples

• Curls ngers around

an adult’s nger.

• Brings st to mouth.

• Makes small

movements of arms

and hands near the

sides of body.

Possible Examples

• Holds a stued toy

against body.

• Pulls an object

closer, using a raking

motion.

• Pushes hands against

an adult.

Possible Examples

• Uses ngers and

palm to grasp toys of

dierent shapes or

sizes.

• Holds a stacking ring

with full st.

• Holds a spoon with

full st while being

fed by an adult with

another spoon.

Possible Examples

• Holds a spoon, using

thumb and ngers.

• Pinches cereal pieces

between nger and

thumb.

• Picks up a stacking

ring, using ngers

and thumb.

Possible Examples

• Lifts a cup to mouth

with both hands, but

may spill some.

• Scribbles back and

forth on pavement

with sidewalk chalk,

using one hand.

• Grasps and turns a

doorknob, but may

not have strength or

coordination to open

the door.

Possible Examples

• Holds play dough

with one hand while

cutting it with a

wooden knife.

• Steadies a container

of block accessories

on lap while picking

out the tree-shaped

blocks.

• Scoops sand into a

container with one

hand while holding

the container with

other hand.

Possible Examples

• Uses scissors to cut

out simple shapes

(e.g., circle, square)

on paper.

• Pushes a cord

through a large bead,

using one hand,

while moving the

bead onto the cord

with the other hand.

• Peels a banana or

orange after adult

starts the peel.

• Buttons two to three

large front buttons

on a shirt.

Possible Examples

• Takes a cap o of a

marker by twisting

with one hand, then

pulling with both

hands in opposite

directions.

• Starts the peel on a

banana or mandarin

orange.

• Unfastens buckle

on chest strap of

wheelchair.

• Fastens snaps

on pants made

of thicker, stier

materials, such as

denim jeans.

Possible Examples

• Makes a necklace by

stringing a variety

of small beads with

narrow holes.

• Uses a computer

mouse to draw

details of a picture on

a computer screen.

• Rotates pencil

within the hand to

use the eraser when

scribbling with a

pencil.

• Uses scissors to cut

more challenging

materials such as

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

Unable to rate this measure due to extended absence

PD-HLTH 5

Safety

PD-HLTH 5

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*

Mark the latest developmental level the child has mastered:

Responding

Earlier

Reacts to unpleasant

stimulation or events

in basic ways

Responding

Later

Responds to

situations that make

child feel unsafe

Exploring

Earlier

Seeks to make contact

with familiar adult

Exploring

Later

Follows adults’

guidance about basic

safety practices

Building

Earlier

Follows basic safety

practices, with close

adult supervision

Building

Middle

Follows basic

safety practices

on own in familiar

environments, with

occasional adult

reminders

Building

Later

Applies basic safety

practices on own

across dierent

situations

Integrating

Earlier

Communicates an

understanding of

some safety practices

to others

Possible Examples

• Startles after hearing a

loud noise.

• Closes eyes in response

to a bright light.

• Cries when touched by a

cold washcloth.

Possible Examples

• Turns away from a loud

noise.

• Clings to a familiar adult

after the adult’s grip

loosens while child is

being carried.

• Cries when an

unfamiliar adult

approaches.

Possible Examples

• Turns away from an

unfamiliar adult and

moves toward a familiar

adult.

• Looks to a familiar adult

before moving down a

ramp.

• Cries and looks for

a familiar adult for

comfort after falling

down.

Possible Examples

• Stops running and walks

after a familiar adult

communicates, “Use

walking feet.”

• Pats the classroom pet

gently when a familiar

adult communicates,

“Gentle touches.”

• Accepts a familiar

adult’s hand and holds

it when requested to

before crossing the

street.

Possible Examples

• Stops and reaches

for an adult’s hand

when approaching a

crosswalk.

• Tries to buckle own seat

belt as an adult buckles

other children in a

multi-child stroller.

• Seeks adult assistance

to use a step stool in

order to obtain an object

out of reach.

Possible Examples

• Cleans up spills during a

cooking activity.

• Waits turn to climb

ladder on outside play

equipment, with an

adult reminder.

• Slows tricycle as a peer

approaches.

Possible Examples

• Stays behind the

boundaries set up by

adults to designate the

swing-set area.

• Follows classroom

safety rules when using

scissors, such as holding

scissors with blade

pointed down.

• Brings helmet for an

adult to put on child’s

head before riding a

tricycle on a family walk.

Possible Examples

• Explains, “I wait for the

walk sign and hold my

mom’s hand before I

cross the street.”

• Holds out arm to stop

a peer from walking

through a spill on the

oor.

• Communicates, “Slow

down! No running

inside!” to a peer.

* 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

Unable to rate this measure due to extended absence

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

PD-HLTH 6

Personal Care Routines: Hygiene

PD-HLTH 6

Mark the latest developmental level the child has mastered:

Responding

Earlier

Responds in basic

ways during personal

care routines that

involve hygiene

Responding

Later

Responds in ways

that demonstrate

awareness of a

hygiene routine

Exploring

Earlier

Anticipates one

or two steps of a

hygiene routine

Exploring

Later

Participates in own

hygiene routines,

with an adult

Building

Earlier

Carries out some

steps of own hygiene

routines, with specic

adult guidance or

demonstration

Building

Middle

Carries out most steps

of familiar hygiene

routines, with

occasional reminders

of when or how to do

them

Building

Later

Initiates and carries

out most steps of

familiar hygiene

routines on own

Integrating

Earlier

Initiates and

completes familiar

hygiene routines on

own

Possible Examples

• Looks at an adult’s

face, or quiets, during a

diaper change.

• Closes eyes when face is

washed.

• Kicks legs during a

diaper change.

Possible Examples

• Attends to an adult’s

actions during diapering

routine.

• Grabs for the washcloth

as an adult washes

child’s face.

• Shows excitement

during bathtime.

Possible Examples

• Pulls at diaper or pants

when diaper needs to be

changed.

• Puts hands under a

faucet before an adult

starts to turn on the

water.

• Turns head toward

or away from a tissue

when an adult tries to

wipe child’s nose.

Possible Examples

• Communicates to an

adult the need for help

with toileting or for a

diaper change.

• Rubs hands together

under a faucet after an

adult turns the water

on.

• Tries to blow nose into

a tissue held by an adult.

• Lines up at sink to wash

hands before lunch

time.

Possible Examples

• Uses toilet (pulls down

pants, sits, etc.), but

may need an adult’s

assistance with wiping.

• Gets a tissue and wipes

own nose, with adult

guidance to then throw

tissue away and wash

hands.

• Gets own toothbrush

and gives it to an adult

after meals when asked.

Possible Examples

• Uses the toilet on own,

and ushes after adult

reminder.

• Washes and partially

dries hands, and then

dries them completely

when suggested to by

an adult.

• Takes toothbrush

after an adult puts on

toothpaste, begins to

brush teeth, but needs

to be reminded to brush

teeth in the back of the

mouth.

Possible Examples

• Uses toilet on own,

sometimes forgetting

to do one step, such as

washing hands.

• Washes hands before

eating and usually

remembers to use soap.

• Gets a toothbrush, runs

it under a faucet, holds

it for an adult to squeeze

toothpaste on, and

brushes teeth.

Possible Examples

• Uses toilet on own,

completing all steps,

including washing

hands.

• Coughs and sneezes into

elbow most of the time.

• Goes to brush teeth

after lunch, brushes

teeth, and puts away

toothbrush on own.

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

Conditional Measure



Measure not rated: this measure is not used for

documenting progress or planning this child’s learning

activities and supports. (Required for children with IEPs)

Developmental Domain: PD-HLTH — Physical Development–Health

PD-HLTH 7: Personal Care Routines: Feeding

Child responds to feeding and feeds self with increasing prociency

PD-HLTH 7

Personal Care Routines: Feeding

PD-HLTH 7

Mark the latest developmental level the child has mastered:

Responding

Earlier

Responds in basic ways

during feeding

Responding

Later

Shows interest in

participating in the

process of being fed

Exploring

Earlier

Feeds self some nger

food items

Exploring

Later

Feeds self some foods

using a spoon and cup,

sometimes needing help

Building

Earlier

Feeds self a wide variety

of foods using a spoon,

fork, and an open cup

Building

Later

Serves self or others by

scooping or pouring from

containers

Integrating

Earlier

Prepares simple foods to

serve to self or others

Possible Examples

• Turns toward an adult’s

touch during feeding.

• Sucks on the nipple of a

bottle or breast.

• Gazes at or nuzzles up to an

adult when feeding.

Possible Examples

• Closes lips around food on

a spoon.

• Puts one or both hands on a

bottle or breast while being

held during feeding.

• Reaches for a spoon while

being fed.

• Shows excitement as an

adult approaches with a

bottle or bowl.

Possible Examples

• Feeds self small pieces

of food, such as cereal or

cheese, with ngers or

whole hand.

• Holds and bites a banana.

• Picks up and eats crackers

from a tray.

Possible Examples

• Eats soft food, such as

yogurt or applesauce, from

a bowl, using a spoon, with

adult sometimes assisting

with scooping.

• Drinks from a cup while an

adult guides the cup.

• Uses a spoon to eat

dry cereal from a bowl,

sometimes dropping cereal

pieces.

Possible Examples

• Uses a child-sized fork to

pierce food.

• Drinks water from a small

open cup.

• Uses adaptive utensils

to feed self a meal when

positioned functionally.

Possible Examples

• Serves self from a serving

bowl, using a large spoon,

while someone else holds

the bowl.

• Pours from a small pitcher,

with some spilling.

• Uses a scoop to ll small

bowls with cereal for snack

time.

Possible Examples

• Spreads jelly on bread with

a small spatula to make a

sandwich.

• Cuts foods with a small

plastic knife.

• Takes the shell o of a

hard-boiled egg.

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence



Measure not rated: this measure is not used for

documenting progress or planning this child’s learning

activities and supports. (Required for children with IEPs)

Conditional Measure

Developmental Domain: PD-HLTH — Physical Development–Health

PD-HLTH 8: Personal Care Routines: Dressing

Child develops and renes ability to participate in and take responsibility for dressing self

PD-HLTH 8

Personal Care Routines: Dressing

PD-HLTH 8

Mark the latest developmental level the child has mastered:

Responding

Earlier

Responds in basic ways

during dressing

Responding

Later

Responds in ways that

demonstrate awareness

of a dressing routine

Exploring

Earlier

Anticipates one or two

steps of a dressing

routine

Exploring

Later

Participates with adult in

dressing self

Building

Earlier

Puts on clothing that is

simple to manipulate,

sometimes with adult

assistance

Building

Later

Dresses self, but still

needs assistance with

parts of clothing that are

particularly challenging

(e.g., buttons, fasteners,

zippers)

Integrating

Earlier

Dresses self, including

clothing with parts

that are particularly

challenging (e.g.,

buttons, fasteners,

zippers)

Possible Examples

• Cries or fusses when diaper

is changed.

• Looks at adult while being

dressed.

• Blinks eyes as clothing is

placed over head.

Possible Examples

• Shifts body as an adult puts

a clean diaper on child.

• Squirms to avoid having

shirt being pulled over the

head while being dressed.

• Allows an adult to move

child’s arms while removing

child’s jacket.

Possible Examples

• Extends arms out when an

adult approaches with a

jacket.

• Leans toward an adult while

a shirt is being put on child.

• Sits down and extends feet

for an adult to put shoes on

child.

Possible Examples

• Pushes arms through the

sleeves of a shirt held by an

adult.

• Lifts smock for an adult to

pull it over child’s head.

• Slips foot into shoe while an

adult holds it open.

• Lifts one leg, then the other,

while an adult guides child’s

legs into pants.

Possible Examples

• Puts legs through pant legs

with adult assistance, and

then pulls up pants on own.

• Puts on own jacket as an

adult holds it open or lays

it out.

• Puts feet into shoes on own.

• Pulls on loose-tting socks

on own.

Possible Examples

• Zips own jacket up, but

needs adult assistance with

starting the zipper.

• Puts on own socks and

shoes, but needs shoes tied

or tabs fastened.

• Changes into T-shirt and

sweatpants on own after

water play.

Possible Examples

• Puts on own shoes and

fastens tabs.

• Buttons own jacket.

• Zips and snaps own pants.

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

Developmental Domain: PD-HLTH — Physical Development–Health

PD-HLTH 9: Active Physical Play

Child engages in physical activities with increasing endurance and intensity*

PD-HLTH 9

Active Physical Play

PD-HLTH 9

Mark the latest developmental level the child has mastered:

Responding

Earlier

There are no earlier

levels for this measure

Responding

Later

There are no earlier

levels for this measure

Exploring

Earlier

There are no earlier

levels for this measure

Exploring

Middle

Engages in brief

instances of

physical play

Exploring

Later

Engages in active

physical play for

short periods of

time

Building

Earlier

Engages in active

physical activities

or play for

moderate amounts

of time

Building

Middle

Engages in active

physical activities

or play for

sustained amounts

of time

Building

Later

Engages regularly

in active physical

activities or play

for sustained

periods of time,

with occasional

bursts of intensity

Integrating

Earlier

Seeks to engage

in active physical

activities or play

routinely, with

increased intensity

and duration

Possible Examples

• Pushes a wheeled toy

for a short distance.

• Climbs up a small

slide, sits down,

slides, and then goes

to another activity.

• Puts toys in a wagon

and pulls the wagon

around the room.

• Lies prone on a

scooter board and

uses hands to push

self around the room.

Possible Examples

• Hops with two feet,

pauses, and then

hops again, while

pretending to be a

bunny.

• Runs to the ladder

of a slide outdoors,

climbs the ladder,

and slides.

• Holds a drum and

marches with a peer

during part of a song.

Possible Examples

• Jumps, moves, and

waves a streamer

in dierent ways

while moving around

the playground in a

parade.

• Joins in a dance

started by a peer and

then dances until the

song ends.

• Climbs up and down

around a climbing

structure several

times.

Possible Examples

• Joins a group of

peers kicking and

chasing a soccer ball

around a play yard.

• Rides around the

bike trail several

times.

• Races to the fence

and back several

times, while using a

mobility device (e.g.,

walker, crutches,

wheelchair).

Possible Examples

• Rides around the bike

trail several times,

increasing speed to

pass a peer.

• Dances to several

dierent songs,

moving slowly, then

quickly, in response

to changes in music.

• Kicks a soccer ball

back and forth with

a peer, sometimes

running faster and

sometimes running

slower, during most

of the time during

outdoor play.

Possible Examples

• 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

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

Developmental Domain: PD-HLTH — Physical Development–Health

PD-HLTH 10: Nutrition

Child demonstrates increasing knowledge about nutrition and healthful food choices

PD-HLTH 10

Nutrition

PD-HLTH 10

Mark the latest developmental level the child has mastered:

Responding

Earlier

There are no earlier

levels for this measure

Responding

Later

There are no earlier

levels for this measure

Exploring

Earlier

There are no earlier

levels for this measure

Exploring

Middle

Shows a preference

for several favorite

foods

Exploring

Later

Shows interest in a

variety of foods

Building

Earlier

Recognizes or

identies a variety

of foods

Building

Middle

Demonstrates

knowledge of the

characteristics of a

variety of foods

Building

Later

Shows awareness

that some foods

are more healthful

than others

Integrating

Earlier

Communicates

simple

explanations about

the healthfulness

of dierent food

choices

Possible Examples

• Selects a banana when

oered choice between

a banana and a cracker.

• Selects applesauce

when oered a choice

between applesauce

and yogurt.

• Points or gestures

towards milk when

oered a choice

between water and

milk.

Possible Examples

• Accepts a variety of

foods oered from a

serving plate.

• Explores unfamiliar

foods that are placed

on a plate.

• Observes others’

reactions when they

eat food items that are

unfamiliar to child.

Possible Examples

• Communicates, “Me

gustan las bananas y

las manzanas,” [“I like

bananas and apples,”

in Spanish] when

selecting bananas and

apples from a plate of

sliced fruit.

• Identies several

pretend food items

when playing

restaurant with a peer.

• Makes dierent

pretend food items,

such as a tortilla and a

pizza, with play dough.

Possible Examples

• Communicates, “This

rice is sticky.”

• Communicates, “I

like mangos. They’re

sweet.”

• Purses lips together

and shakes head, “No,”

when oered a slice of

lemon to taste while

making lemonade.

Possible Examples

• Communicates, during

pretend play, “First

we eat vegetables,

and later we can have

dessert.”

• Chooses primarily

pictures of fruits and

vegetables to create

a collage of healthful

foods.

• Chooses to drink water

instead of lemonade

during snack time.

Possible Examples

• Tells a peer, “Milk is

good for my teeth.”

• Brings pretend soup

to a peer who is

pretending to be ill,

to make the peer feel

better.

• Communicates, “Sabi

ng mama ko ay lalaki

ako at lalakas kung

kakain ako ng beans,”

[“My mama said that

I will grow big and

strong if I eat my

beans,” in Tagalog].

• Communicates,

“Broccoli is good for

you,” when eating

broccoli.

Child is not yet at the earliest developmental level on this measure

Child is emerging to the next developmental level

Unable to rate this measure due to extended absence

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

HSS 1

Sense of Time

HSS 1

Mark the latest developmental level the child has mastered:

Responding

Earlier



There are no earlier

levels for this measure

Responding

Later



There are no earlier

levels for this measure

Exploring

Earlier



There are no earlier

levels for this measure

Exploring

Middle



Participates in the

steps of a familiar

routine or activity

Exploring

Later



Anticipates familiar

routines, people,

activities, or places

Building

Earlier



Communicates about

or acts out events

that just happened;

and

Asks about activities

that will happen

soon

Building

Middle



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

Building

Later



Relates past events

to one another or to

the present;

and

Plans for the near

future

Integrating

Earlier



Distinguishes what

happened a long

time ago from what

happened in the

recent past,

Distinguishes what

will happen in the

near future from

what will happen

much later

Possible Examples

• Goes to wash hands

when other children go

to wash hands.

• Puts backpack and coat

in cubby during morning

arrival.

• Puts plate into dishes bin

after lunch.

Possible Examples

• Gestures or signs for

favorite blanket, as part

of getting ready for

naptime, after nishing

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.

Possible Examples

• Communicates about

seeing a dog and a

squirrel, after coming

back from a walk.

• Communciates, “Đã

đn gi ăn x chưa?”

[“Is it time for snack?”

in Vietnamese] when

nishing painting.

• Communicates to an

adult, when coming

into a room, “We dug

in the dirt and planted

seeds.”

• Pretends to make

muns after helping to

make muns for snack.

Possible Examples

• Communicates to an

adult that the remen

came to visit yesterday,

even though they

actually came two weeks

ago.

• Communicates, using a

communication board,

“We are going to the

zoo,” when an adult asks

where they are going

tomorrow.

• Holds toy airplane

toward the sky to

communicate that child

is going to y in an

airplane tomorrow.

Possible Examples

• Gestures at picture

of cousins, and

communicates that they

played together before,

when they were at

grandma’s house.

• Shows a jar of dried

paint to a peer and

communicates,

“Someone didn’t put the

lids on yesterday. Now

the paint is dried up.”

• Communicates to an

adult that a friend

moved away and now

doesn’t come to the

school anymore.

• Contributes to a list

of items needed for

planting a garden later in

the week.

Possible Examples

• Draws a picture showing

the progression of a

plant growing from a

seed to a tall plant with

owers, after planting

ower seeds.

• Communicates, using a

communication board, “I

will be in this school this

year, but next year, I will

be at my sister’s school.”

• Communicates, “下個

星期我媽媽要過

生日, 今天我要給

媽媽做個賀卡,”

[“I’m going to make a

card today for my mom’s

birthday next week,” in

Chinese].



Child is not yet at the earliest developmental level on this measure



Child is emerging to the next developmental level



Unable to rate this measure due to extended absence

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

HSS 2

Sense of Place

HSS 2

Mark the latest developmental level the child has mastered:

Responding

Earlier



There are no earlier

levels for this measure

Responding

Later



There are no earlier

levels for this measure

Exploring

Earlier



There are no earlier

levels for this measure

Exploring

Middle



Participates in

activities that are

related to specic

environments

Exploring

Later



Recognizes or

navigates familiar

environments,

anticipating the

people and activities

routinely associated

with them

Building

Earlier



Recognizes

changes in familiar

environments

or in the people

associated with

them (e.g., a

new adult in the

classroom)

Building

Middle



Recognizes the

routes between

familiar locations

Building

Later



Communicates

about the relative

distances between

familiar locations,

including details

about those

locations

Integrating

Earlier



Compares unfamiliar

locations (e.g.,

other communities)

with familiar ones,

identifying the

characteristics or

people associated

with them

Possible Examples

• Puts paint brushes back

in holder before leaving

paint area.

• Puts cars into car bin

during clean-up time.

• Puts picture into the

“Who’s here today?”

pocket chart hanging

near the classroom door

during morning arrival.

Possible Examples

• Shows cubby to family

member upon arrival at

child care.

• Goes to the sink to

wash hands before

nding a place at the

table for breakfast.

• Takes an adult’s hand

after being helped with

putting on a jacket, and

then points outside to

the sandbox.

Possible Examples

• Asks, “¿Quién es ella?”

[“Who’s that?” in

Spanish] when a peer’s

grandma comes to visit.

• Looks closely at new

block-shaped pictures

attached to a shelf

before placing blocks on

the appropriate shelf,

during clean-up time.

• Communicates to an

adult, “Where are the

puzzles?” after going to

the shelf where puzzles

are usually kept and

nding that the puzzles

are not there.

• Goes to area with

dress-up clothes after

noticing peer wearing

something newly

added to the dress-up

area.

Possible Examples

• Communicates, “We go

that way,” while on the

way down the hall from

the classroom to the

bathroom.

• Uses a communication

board to ask to go by

a favorite playground,

when planning a walk.

• Communicates, “This

is the wrong way!”

when mother takes an

unfamiliar route to the

grocery store.

Possible Examples

• Communicates that

school is close to child’s

house, but child’s aunt’s

house is far away.

• Communicates, after

passing the post oce

while on a neighborhood

walk with an adult, that

they are almost to the

re station.

• Communicates about

driving in a car to see

one grandma who lives

nearby, but going on

a plane to see another

grandma who lives far

away.

Possible Examples

• Communicates, “It snows

where my auntie lives,

but not here because

it’s hot.”

• Draws pictures of houses

on farms and apartments

in cities after an adult

reads a story about

dierent types of homes

where people live.

• Describes a trip to a

farmers’ market and

communicates, “That

grocery store is outside!

Not like our grocery

store.”



Child is not yet at the earliest developmental level on this measure



Child is emerging to the next developmental level



Unable to rate this measure due to extended absence

Developmental Domain: HSS — History–Social Science

HSS 3: Ecology

Child develops an awareness of and concern for the natural world and human inuences on it

HSS 3

Ecology

HSS 3

Mark the latest developmental level the child has mastered:

Responding

Earlier



There are no earlier

levels for this measure

Responding

Later



There are no earlier

levels for this measure

Exploring

Earlier



There are no earlier

levels for this measure

Exploring

Middle



Demonstrates

awareness of

living things in

the environment,

especially animals

Exploring

Later



Explores living

things in the

environment,

especially animals

Building

Earlier



Demonstrates simple

understanding

that people tend to

the basic needs of

plants and animals

(e.g., watering and

feeding)

Building

Middle



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)

Building

Later



Demonstrates

concern about caring

for the natural

world in ways that

were previously

experienced by the

child (e.g., recycling,

planting a garden)

Integrating

Earlier



Demonstrates simple

understanding of

the eects that

humans have on the

environment beyond

own direct experi-

ence (e.g., natural

habitats for animals,

climate change,

clean air, clean

water)

Possible Examples

• Points to the class

guinea pig in a cage.

• Notices a bug near the

sandbox.

• Looks briey as

buttery goes by.

• Turns toward a barking

dog.

Possible Examples

• Smells blossoms or

feels leaves of a plant.

• Follows around

or tries to pet a

neighbor’s cat or

dog, as reported by a

family member.

• Watches goldsh

intently as it swims in

the sh tank.

Possible Examples

• Feeds the sh, with

adult assistance in

measuring the food.

• Communicates about

helping daddy feed

the dog because it

was hungry.

• Comments that the

boy in a story watered

his pumpkin seed so it

would grow.

Possible Examples

• Communicates that a

pet’s cage needs to be

cleaned.

• Communicates that the

bunny needs to be in

the shade.

• Communicates that

the garden needs to

be planted in the sun,

not under a tree where

there is too much

shade.

• Puts a blanket down to

make a soft bed for the

dog in pretend play.

Possible Examples

• Pours water around

base of newly planted

owers rather than on

top of the plant.

• Communicates to

another child that

paper scraps go into

the recycling bin,

pointing to bin label for

guidance.

• Saves scraps from

apples served at snack

time, to add to the

compost bin for the

worms.

Possible Examples

• Communicates to

another child, “Just use

one paper towel so we

can save trees.”

• Communicates to

peers, “Huwag mo ng

ihagis ang basura sa

tubig. Nakasasakit ito

sa isda,” [“Don’t throw

stu in the water.

It hurts the sh,” in

Tagalog].

• Reminds a peer to

turn the water all the

way o while washing

hands, to help save

water.



Child is not yet at the earliest developmental level on this measure



Child is emerging to the next developmental level



Unable to rate this measure due to extended absence

Developmental Domain: HSS — History–Social Science

HSS 4: Conict Negotiation

Child shows increasing understanding of the needs of other children and is increasingly able to consider alternatives and to negotiate constructively in conict situations

HSS 4

Conict Negotiation

HSS 4

Mark the latest developmental level the child has mastered:

Responding

Earlier



There are no earlier

levels for this measure

Responding

Later



There are no earlier

levels for this measure

Exploring

Earlier



There are no earlier

levels for this measure

Exploring

Middle



Takes action to get

needs or wants met

without considering

impact on others

or self

Exploring

Later



Responds

emotionally and

often impulsively in

conict situations,

requiring adult

assistance to resolve

conict or reduce

distress

Building

Earlier



Uses words or

gestures to express

desires in some

conict situations,

but requires

adult assistance

to communicate

constructively and

resolve conict

Building

Middle



Uses appropriate

words and actions

to express desires

in some conict

situations, often

seeking adult

assistance to resolve

conict

Building

Later



Uses appropriate

words and actions

to express desires

in response to

conict situations,

and suggests

simple cooperative

solutions based

mainly on own needs

Integrating

Earlier



Considers the needs

and interests of

others when there is

a conict,

Attempts to

negotiate a

compromise

Possible Examples

• Reaches for food on

another child’s plate.

• Takes an object of

interest away from

another child.

• Walks into the middle

of an area where other

children are playing,

inadvertently knocking

over materials that other

children are using.

• Steps in front of other

children who are waiting

to take their turn.

Possible Examples

• Becomes upset and

tries to take back a

marker when another

child takes it away,

but calms down when

an adult brings more

markers.

• Pushes against a peer

who is sitting too close

on the rug, until an

adult asks the group to

move back to make the

circle bigger.

• Bursts into tears and

turns to an adult for

comfort when another

child takes a toy.

Possible Examples

• Communicates, “I want

the ball,” while trying

to take a ball away from

a peer, but stops after

an adult says, “He is

using it now. Let’s nd

another one.”

• Holds tightly onto

a doll until an adult

encourages, “Let her

know you’re not done

playing with the baby.”

Then communicates,

“My baby, my turn,” to

another child.

• Shakes head, “No,” and

holds onto a riding toy

when another child

indicates wanting to

use the riding toy, until

an adult approaches.

Possible Examples

• Communicates, “I’m

sitting here,” while

looking at an adult for

support, as another child

squeezes onto the same

carpet square.

• Communicates to a peer

that child is still playing

with a toy when the

peer tries to take the toy

away.

• Seeks an adult and

indicates that another

child won’t give child a

turn on the tricycle, after

waiting for a turn.

Possible Examples

• Communicates to

another child in the block

area, “I’m playing with

the blocks. You can play

with the cars.”

• Communicates, “You can

have a turn after me,” to

another child who wants

to use the big shovel in

the sandbox.

• Responds to a peer’s

request for crayons by

suggesting that they

share the box of crayons,

but removes favorite

crayons before sharing.

Possible Examples

• Suggests a plan to

take turns choosing a

computer game when

arguing with a peer

about which game to

play rst.

• Attempts to negotiate

who gets the rst turn

with a new scooter.

• Communicates that

child will read a dierent

book than a peer, and

that, when they are both

nished, they can trade

books, when the peer

indicates interest in the

book the child is reading.



Child is not yet at the earliest developmental level on this measure



Child is emerging to the next developmental level



Unable to rate this measure due to extended absence

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

HSS 5

Responsible Conduct as a Group Member

HSS 5

Mark the latest developmental level the child has mastered:

Responding

Earlier



There are no earlier

levels for this measure

Responding

Later



There are no earlier

levels for this measure

Exploring

Earlier



There are no earlier

levels for this measure

Exploring

Middle



Takes action to get

needs or wants met

without considering

impact on others

Exploring

Later



Needs specic

adult guidance to

cooperate with

group expectations

Building

Earlier



Follows simple group

expectations with

occasional adult

reminders, but needs

specic guidance

when wanting to

do something else

or having to stop a

preferred activity

Building

Middle



Carries out group

expectations during

extended activities,

needing adult

reminders to follow

expectations from

beginning to end

Building

Later



Follows through with

group expectations

on own during

extended activities

Integrating

Earlier



Communicates about

group expectations;

and

Cooperates with

others in carrying

group expectations

Possible Examples

• Continues playing

while other children

are cleaning up during

clean-up time.

• Reaches for food on

another child’s plate.

• Takes an object of

interest away from

another child.

• Steps in front of other

children who are waiting

to take their turn.

Possible Examples

• Takes toys handed 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.

Possible Examples

• Stops building a road

with blocks and begins

to put away blocks

when an adult models

for child and sings the

“clean up” song.

• Returns from computer

to hang up smock when

an adult says, “You

need to put your smock

away at the easel

before taking your turn

at the computer.”

• Begins to get on a

tricycle with another

peer, but stops when

an adult says, “We take

turns with the trike,

and your turn is next.”

Possible Examples

• Follows the morning

routine of putting away

belongings, but then

needs adult reminder

before washing hands

and going to the

breakfast table.

• Rides on the bike path

for several laps on a

wheeled toy, after being

reminded by an adult to

stay on the path so that

everyone is safe.

• Follows expected steps

of putting away toys,

putting on coat, and

sitting on the rug to wait

to go outside, after being

shown a visual schedule

depicting the sequence

of steps.

Possible Examples

• Cleans up blocks during

clean-up time, on own.

• Holds hands with a peer

while on a neighborhood

walk.

• Gives space to other

painters when painting.

• Being gentle when

caring for the classroom

pet.

Possible Examples

• Suggests to a peer,

while holding the class

pet, “Let’s take turns.

I can hold it now, and

you can hold it next”;

then, after a few

minutes, gives the class

pet to the peer.

• Reminds a peer that

it’s time to clean up for

lunch, and then cleans

up own art project and

washes hands.

• Reminds peers to get

in line outside the door

before entering the

classroom from the

play yard.



Child is not yet at the earliest developmental level on this measure



Child is emerging to the next developmental level



Unable to rate this measure due to extended absence

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

VPA 1

Visual Art

VPA 1

Mark the latest developmental level the child has mastered:

Responding

Earlier



There are no earlier

levels for this measure

Responding

Later



There are no earlier

levels for this measure

Exploring

Earlier



There are no earlier

levels for this measure

Exploring

Middle



Engages with tools

and materials for

painting or drawing or

sculpting, as primarily

a sensory experience

Exploring

Later



Uses tools and materi-

als to approximate ba-

sic lines and circle-like

shapes (two-dimen-

sional),

Uses tools and

materials to create

basic sculpted shapes

(three-dimensional)

Building

Earlier



Experiments with

tools and materials for

painting or drawing

(two-dimensional),

or sculpting or

assemblage (three-

dimensional),

sometimes

representing a

concrete thing

Building

Middle



Creates two-

dimensional and

three-dimensional

representations of

things;

and

Experiments with

detail or color

Building

Later



Creates two-

dimensional and

three-dimensional

representations to

show action or how

things relate to

one another, using

detail, shape, color, or

organization

Integrating

Earlier



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

Possible Examples

• Dabs dot markers on

paper repeatedly, with

dierent degrees of

pressure.

• Uses a paintbrush to

paint with water on

various outdoor surfaces.

• Squeezes dough in

hands, feeling it ooze

between ngers.

• Paints with ngers,

hands, or feet.

Possible Examples

• Uses crayons, pencils, or

markers to make back-

and-forth marks.

• Finger paints to ll up

a piece of paper with

paint.

• Rolls play dough into

a ball.

Possible Examples

• Combines lines and

circles, when painting

with paintbrushes, to

symbolize familiar things

(e.g., houses, trees,

people).

• Rolls clay into balls, and

shapes balls into pretend

food, such as tortillas,

hot dogs, or pancakes.

• Glues collage materials

on a paper plate, using

both two-dimensional

materials (paper, fabric)

and three-dimensional

materials (feathers, pine

cones, or leaves).

Possible Examples

• Draws a familiar thing

(e.g., sun, ower, house)

on paper with a crayon

or marker.

• Rolls and stacks balls of

clay in order to make a

head and body.

• Tries out dierent pieces

of colored paper to

create a ower.

• Draws a familiar thing

using a touch screen.

Possible Examples

• Paints a picture of a

brown boat in a blue

lake.

• Draws human gures

(circles with faces) and

adds hands and legs

extending directly from

the circles to show

familiar actions, such

as reaching and kicking

a ball.

• Tapes two toilet paper

rolls together to make

binoculars, and then

attaches yarn as a neck

strap.

Possible Examples

• 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 owers 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



Child is emerging to the next developmental level



Unable to rate this measure due to extended absence

Developmental Domain: VPA — Visual and Performing Arts

VPA 2: Music

Child expresses and creates by making musical sounds, with increasing intentionality and complexity

VPA 2

Music

VPA 2

Mark the latest developmental level the child has mastered:

Responding

Earlier



There are no earlier

levels for this measure

Responding

Later



There are no earlier

levels for this measure

Exploring

Earlier



There are no earlier

levels for this measure

Exploring

Middle



Demonstrates interest

in musical sounds

Exploring

Later



Tries out dierent

ways of making

musical sounds

with voice, body,

or instruments

(sometimes in

response to adult

prompting)

Building

Earlier



Engages in brief

segments of musical

activities initiated

by others, by making

musical sounds

using voice, body, or

instruments

Building

Middle



Engages in extended

segments of musical

activities initiated

by others, by making

musical sounds

using voice, body, or

instruments

Building

Later



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

Integrating

Earlier



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)

Possible Examples

• Turns toward adult who

starts to sing.

• Puts hands on a drum

while another child is

tapping on the drum.

• Plays a favorite song on

a recorder or electronic

device.

Possible Examples

• Claps cymbals together

while marching outside.

• Makes vocal sounds or

hums spontaneously

during play time.

• Shakes a tambourine

as an adult shakes a

tambourine.

Possible Examples

• Hums softly to self a

clean-up song with a

recognizable melody and

sings some words when

the song is initiated by

an adult.

• Shakes a string of bells

a few times, following

a peer who is making a

few taps on a drum.

• Claps hands or stomps

feet in response to a beat

that an adult creates

using rhythm sticks.

Possible Examples

• Responds rhythmically,

“I see a red bird looking

at me,” when an adult

chants, “Brown bear,

brown bear, what do you

see?” and then continues

to respond to the adult

with other chants.

• Sings the words to

“De Colores” for part

of the song. [Note:

“De Colores,” a song in

Spanish.]

• Plays rhythm sticks

along with a beat while

feeling vibrations from a

big drum on the oor.

Possible Examples

• Taps a triangle to follow a

rhythm of a song, such as

short-short-long, short-

short-long.

• Sings a song in dierent

voices (high, low, soft,

loud), following an

adult’s lead.

• Moves arms to the song

“Row, Row, Row Your

Boat,” faster and then

slower, depending on

how rapidly or slowly

others are singing the

song.

Possible Examples

• Sings a familiar song on

own, rst softly, then

loudly.

• Strums a guitar or

ukulele, or taps a

xylophone, along with

a song, changing the

tempo of the strumming

or tapping from faster

to slower or slower to

faster.

• Mimics the sounds of a

musical instrument to

extend the chorus of a

familiar song.



Child is not yet at the earliest developmental level on this measure



Child is emerging to the next developmental level



Unable to rate this measure due to extended absence

Developmental Domain: VPA — Visual and Performing Arts

VPA 3: Drama

Child increases engagement, skill development, and creative expression in drama

VPA 3

Drama

VPA 3

Mark the latest developmental level the child has mastered:

Responding

Earlier



There are no earlier

levels for this measure

Responding

Later



There are no earlier

levels for this measure

Exploring

Earlier



There are no earlier

levels for this measure

Exploring

Middle



Demonstrates interest

in adult’s dramatic

portrayal of a

character

Exploring

Later



Uses facial

expressions, voice, or

gestures in response

to an adult’s dramatic

portrayal of a

character

Building

Earlier



Portrays a familiar

character in a simple

way, using facial

expressions, voice,

gestures, or body

movements

Building

Middle



Portrays a character

with some detail when

contributing to an im-

provised drama based

on a story, song, or

poem,

Contributes to dia-

logue or ideas about

a plot in response to

adult’s suggestions

Building

Later



Creates and maintains

details of a character

when contributing to

an improvised drama

(e.g., dialogue, plot,

setting) without adult

prompting

Integrating

Earlier



Communicates details

about a character’s

emotions or thoughts

when contributing to

an improvised drama

Possible Examples

• Laughs when adult acts

out a silly character.

• Watches closely as adult

uses puppets to present

a story.

• Moves toward adult who

is getting out props to

act out a character.

Possible Examples

• Jumps up and down

or moves hands, in

response to an adult

acting as the doctor

while reciting “Five Little

Monkeys Jumping on

the Bed.”

• Flaps arms like wings

and pretends to y,

imitating an adult who is

acting like a mother bird.

• Cradles a baby doll in

arms while gazing and

cooing at the doll, as an

adult acts out a story

about a mother and her

baby.

• Roars like a lion in

response to an adult

pretending to be a lion.

Possible Examples

• Pretends to be a bunny

sneaking a carrot out of

a garden, after hearing a

story about Peter Rabbit.

• Acts out the role of

reghter by wearing a

hat and pretending to

hold a hose to put out

a re.

• Pretends to be a monster

and does a monster

dance after hearing the

story Where the Wild

Things Are.

• Takes a pretend cookie

and points to a pretend

glass of milk, acting like

a mouse, while an adult

reads If You Give a Mouse

a Cookie.

Possible Examples

• Plays the role of

Goldilocks pretending

to try out three dierent

beds and communicating

that the third bed is “just

right.”

• Shivers and squints eyes

to portray a character

after hearing a story

about being in cold

wintry weather.

• Communicates, “We can

push him in the water.

Help me!” as a character

in a teacher-led story

dramatization about a

whale that is stranded

on a beach.

Possible Examples

• Wears an apron and

name tag, writes on a

pad of paper, and hands

out pretend plates and

food, while acting out a

story about a restaurant

created by children.

• Pus up cheeks and

swirls arms around to

portray the wind while

dramatizing, with peers,

a story about a windy

day, repeating the

actions each time the

wind blows in the story.

• Wears a cape and

pretends to y, as

a peer repeatedly

communicates, “Help!”

Possible Examples

• Extends a plot by creating

a new ending during a

dramatization of a story

about a trip under the

sea: “I like the octopus.

I’m going to stay in the

sea and be her friend

because she’s lonely.”

• Picks up a basket,

rubs stomach, and

communicates that

everyone will be hungry,

so they should stop and

get some food, while

improvising a drama

about a bus trip.

• Communicates that child

will act sad when playing

the role of an animal

whose home in a tree has

been cut down, during a

dramatization of a story

about a rain forest.



Child is not yet at the earliest developmental level on this measure



Child is emerging to the next developmental level



Unable to rate this measure due to extended absence

Developmental Domain: VPA — Visual and Performing Arts

VPA 4: Dance

Child develops capacity to respond, express, and create through movement in dance

VPA 4

Dance

VPA 4

Mark the latest developmental level the child has mastered:

Responding

Earlier



There are no earlier

levels for this measure

Responding

Later



There are no earlier

levels for this measure

Exploring

Earlier



There are no earlier

levels for this measure

Exploring

Middle



Demonstrates interest

in others’ dance-like

movements

Exploring

Later



Moves body in

response to music,

rhythms, or others’

movements

Building

Earlier



Moves body or body

parts through space

in response to music,

rhythms, others’

movements, or adults’

cues

Building

Middle



Tries out a variety

of movements

through space, with

some body control

and awareness, in

response to music,

rhythms, others’

movements, or adults’

cues

Building

Later



Produces dance-

like movements

with increasing

body control and

awareness, in

response to music

tempo, rhythms,

others’ movements, or

adults’ cues

Integrating

Earlier



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

Possible Examples

• Watches intently as

other children move or

dance to music.

• Moves toward other

children who are doing

dance-like movements

with streamers.

• Looks at pictures of

dance movements in a

book.

• Asks to watch a dance

on a computer or an

electronic tablet.

Possible Examples

• Moves to music,

matching an adult’s

side-to-side movements

or other simple

movements.

• Claps hands or pats legs

to the rhythm of a song.

• Sways head back and

forth to the beat of

music.

Possible Examples

• Marches around the

room in response to

drumming by a peer.

• Sways arms while

holding a scarf and

dancing to music.

• Rolls body on the oor

in response to an adult’s

cue.

• Moves arms up and

down in response to

vibrations from music.

Possible Examples

• Bends down low and

then jumps up high in

an attempt to follow an

adult’s movements.

• Stops and starts dancing

during a freeze-dance

game.

• Twirls around to music

briey, maintaining

balance.

Possible Examples

• Sways, twirls, or leans

back and forth to follow

movements of peers

while listening to music.

• Steps sideways,

frontward, and

backward, without

bumping into peers

during a line dance led by

an adult.

• Moves slowly, then

quickly, in response to

changes in music.

Possible Examples

• Makes up own dance

while listening to music,

by tiptoeing, lowering

self to oor and rolling

on oor, jumping up, and

then spinning.

• Moves body slowly, with

pauses, in a variety of

positions while dancing

to music with scarves.

• 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



Child is emerging to the next developmental level



Unable to rate this measure due to extended absence

Glossary of Terms and Phrases Used in the DRDP (2015)

Assemblage: An artistic composition made from scraps, junk, or odds and ends.

(California Department of Education. [2011]. California Preschool Curriculum Framework, Vol. 2, p. 286.

Sacramento, CA: Author.)

Appears in VPA 1: Visual Art

Investigates/Investigation: In the process of scientic inquiry, asking a question and

conducting systematic observations or simple experiments to nd an answer.

(California Department of Education. [2008]. Preschool Learning Foundations, Vol. 3, p. 95. Sacramento,

CA: CDE Press.)

Appears in:

COG 9: Inquiry Through Observation and Investigation

COG 10: Documentation and Communication of Inquiry

Locomotor Skills: The ability to project the body into or through space.

(California Department of Education. [2010]. California Preschool Learning Foundations, Vol. 2, p. 62.

Sacramento, CA: CDE Press.)

Appears in:

PD-HLTH 2: Gross Locomotor Movement Skills

PD-HLTH 3: Gross Motor Manipulative Skills

Manipulative Skills: Also known as object-control skills in which the arms, hands, legs,

and feet are used to give force to an object (for example, throwing a ball) or to receive and

absorb the force from an object (for example, catching a ball).

(California Department of Education. [2010]. California Preschool Learning Foundations, Vol. 2, p. 62.

Sacramento, CA: CDE Press.)

Appears in PD-HLTH 3: Gross Motor Manipulative Skills

Observes / Observation: Gathering information about objects and events by using the

senses of sight, smell, sound, touch, and taste and noticing specic details or phenomena

that ordinarily might be overlooked.

(California Department of Education. [2008]. Preschool Learning Foundations, Vol. 3, p. 95. Sacramento,

CA: CDE Press.)

Appears in:

COG 9: Inquiry Through Observation and Investigation

COG 10: Documentation and Communication of Inquiry

Onset: The rst consonant or consonant cluster in a syllable (e.g., the h in the one-syllable

word hat; the m and k in the two syllables in the word monkey.

(California Department of Education. [2008]. Preschool Learning Foundations, Vol. 1, p. 89. Sacramento,

CA: CDE Press.)

Appears in LLD 8: Phonological Awareness

Rime: A linguistic term that refers to the portion of a syllable that starts with a vowel. In

the word big, the rime unit is /ig/. In the word bring, the rime unit is /ing/.

(California Department of Education [2008]. Preschool Learning Foundations, Vol. 1, p. 89. Sacramento,

CA: CDE Press.)

Appears in LLD 8: Phonological Awareness

Appendix

The following resources provide additional information for use of the DRDP (2015)

Appendix A: Requirements of the DRDP (2015) Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Appendix B: Resources for Assessing Children who are Dual Language Learners with the DRDP (2015) . . . . . . . . . . . . . . . . . . 60

Appendix C: Strategies for Observation and Documentation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Appendix D: Comprehensive Denitions of Adaptations to be Used with the DRDP (2015) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Appendix E: Resources for Working in Partnership with Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Appendix F: Collaboration to Complete the DRDP (2015) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

Appendix A:

Requirements of the DRDP (2015) Assessment

The DRDP (2015) will be administered in both

the California Department of Education’s Early

Learning and Care Division (ELCD) programs

and in Special Education Division (SED) early

intervention and preschool programs. This table

provides information about which children are

assessed; and when, how, and where to submit

the results of the DRDP (2015).

For more information:

• For CDE-funded Early Education programs:

www.cde.ca.gov/sp/cd/

• For CDE-funded Special Education programs:

www.cde.ca.gov/sp/se/

• For ELCD Training and Technical Assistance:

Desired Results for Children and Families

Project

www.desiredresults.us

• For SED Training and Technical Assistance:

Desired Results Access Project

www.draccess.org

Early Learning and Care Division (ELCD) Programs Special Education Division (SED) Programs

DRDP (2015)

Views as of

August 1, 2018

• The DRDP (2015) has the following views:

– Infant/Toddler Comprehensive and Essential views

– Preschool Comprehensive, Fundamental, and

Essential views

• Program administrators will determine which Infant/

Toddler and Preschool views will be utilized.

• Programs should use the same Preschool view for at

least one school year in order to measure progress.

• The Fundamental view is used for children with IFSPs

and IEPs. The Comprehensive view is available for

special educators as an instructional resource.

Which children

are assessed

• All infants, toddlers and preschool age children

receiving care in direct service programs, and other

programs choosing to use a developmental assessment.

• If a child receives services for less than ten hours

perweek, a DRDP assessment is recommended but

notrequired.

• All infants and toddlers with Individualized Family

Service Plans (IFSPs) who are reported to the CDE Special

Education Division.

• All preschool-age children (3 - 5-year-olds not enrolled

in transitional kindergarten or kindergarten) who have

Individualized Education Programs (IEPs).

• To be included in the fall assessment, children must

begin services before October 1.

• To be included in the spring assessment, children must

begin services before March 1.

When children

are assessed

Child assessments are completed within the rst 60 days

of enrollment and then at six month intervals thereafter.

Programs wishing to assess more frequently may do so.

• Children are assessed twice a year, fall and spring. Plan

to submit data by December 1 for the fall and June 1

for the spring assessment.

• Assessment should be conducted at six month intervals.

• Check with local administrators as to how, when, and

to whom DRDP data will be submitted.

How children are

assessed

All children are assessed with the DRDP (2015):

• Children birth to three years of age are assessed with

the Infant/toddler view

• Children three to ve years of age are assessed with the

Preschool view

All children are assessed with the DRDP (2015):

• Children birth to three years of age are assessed with

the Infant/toddler view

• Children three to ve years of age are assessed with the

Preschool view

Where to submit

DRDP data

Assessment data is input to DRDP Online for secure data

storage and to obtain psychometrically valid reports.

Submit data les to CDE/SED in one of two ways:

• Into the SELPA’s MIS that will upload to DR Access Data

• Into the DRAccessReports secure data system to

prepare data for SELPA upload to DR Access Data

How to obtain

reports of results

Psychometrically valid reports are available upon entry of

assessment data into DRDP Online.

• Psychometrically valid reports are available upon entry

of assessment data from www.draccessreports.org

• Coordination with local Management Information

Systems is available. Contact [email protected]g, for

assistance.

Appendix B:

Resources for Assessing Children who are Dual Language Learners with the DRDP (2015)

The DRDP (2015) takes into

consideration the specic cultural and

linguistic characteristics of California’s

diverse population of young children,

with specic consideration for

children who are young dual language

learners. The introduction in the

DRDP (2015) Assessment Manual

provides information on completing

the assessment with young children

who are dual language learners. Keep

in mind that young dual language

learners may demonstrate knowledge

and skills in their home language,

in English, or in both languages.

Communication in all languages

the child uses should be considered

when collecting documentation

and completing the measures in all

domains of the DRDP (2015).

The following resources will increase

your knowledge and help you better

complete the DRDP (2015) for young

children who are dual language

learners.

Organization Resource Title Resource Description Web Address

From the California

Department of Education

California’s Best Practices

for Young Dual Language

Learners: Research

Overview Papers

Two papers in this series are particularly relevant:

“Assessment of Young Dual Language Learners in

Preschool” focuses on the need for accurate and

valid assessment of young dual language learners. It

includes a decision tree for practitioners to determine

in which language to assess young DLLs, a matrix

of language and literacy assessment for use with

preschool-age children, and a sample family interview

protocol to learn about families’ language practices.

“Early Intervention and Young Dual Language

Learners with Special Needs” addresses the language

development of young dual language learners with

special needs and key considerations when choosing

the language for intervention.

www.cde.ca.gov/sp/cd/ce/

documents/dllresearchpapers.

pdf

From the California

Department of Education

California Department of

Education web pages:

• Understanding Dual Language Development

• Assessing Young Dual Language Learners

• English Language Development (ELD)

Foundations

• Supporting Dual Language Learners

desiredresults.us/dll/index.html

From the California

Department of Education

Preschool English

Learners: Principles and

Practices to Promote

Language, Literacy, and

Learning; A Resource

Guide, Second Edition.

This document, often known as the PEL Guide,

provides research related to dual language learning

and practices to support children’s learning and

development. It is available in Spanish and English,

and also has an accompanying DVD titled “A World Full

of Language.”

www.cde.ca.gov/sp/cd/re/

documents/psenglearnersed2.

pdf

From the California

Department of Education

Assessing Children with

Disabilities who are Dual

Language Learners

This document provides guidance in assessing children

with disabilities from linguistically diverse backgrounds

with the DRDP (2015) including information on second

language acquisition in young children, suggestions

for communicating with children who are English

Learners, and information about cultural inuences

onlearning.

draccess.org/DLLGuidance.html

Organization Resource Title Resource Description Web Address

From the Oce of Head

Start National Center on

Cultural and Linguistic

Responsiveness

Gathering and Using

Language: Information

that Families Share

One-third of the children in Early Head Start and

Head Start are Dual Language Learners (DLLs).

Recent research provides insights into dual language

development and key ways to support children’s

progress.

eclkc.ohs.acf.hhs.gov/hslc/tta-

system/cultural-linguistic/fcp/

docs/dll_background_info.pdf

From the Oce of Head

Start National Center on

Cultural and Linguistic

Responsiveness

Code Switching: Why

It Matters and How to

Respond (Workbook for

Early Head Start/Head

Start Programs)

This easy to use workbook denes and describes

code switching. It identies which children code

switch and explains why code switching matters. It

also includes numerous examples of how adults can

provide strong language models for children when

they code switch.

eclkc.ohs.acf.hhs.gov/hslc/tta-

system/cultural-linguistic/code-

switching.html

From the National

Association for the

Education of Young

Children (NAEYC)

Screening and

Assessment of Young

English-Language

Learners

Supplement to the NAEYC and NAECS/SDE Joint

Position Statement on Early Childhood Curriculum,

Assessment, and Program Evaluation

www.naeyc.org/les/naeyc/le/

positions/ELL_Supplement_

Shorter_Version.pdf

From the Center for

Early Care and Education

Research – Dual

Language Learners

(CECER-DLL)

Development of Infants

and Toddlers Who Are

Dual Language Learners

This paper reviews empirical research about the

development of infants and toddlers who are dual

language learners (DLLs) looking at formation of

attachment relationships; development of motor

skills; the foundation for executive functioning skills

to regulate behaviors; huge advances in detection,

comprehension, and production of language; and

many more developmental accomplishments.

fpg.unc.edu/resources/working-

paper-2-development-lnfants-

and-toddlers-who-are-dual-

language-learners

From the Council for

Exceptional Children/

Division for Early

Childhood (DEC)

YEC Monograph 14:

Supporting Young

Children who are Dual

Language Learners with

or at-risk for Disabilities

Considers contemporary perspectives about

strategies to support young children who are

dual language learners served in inclusive early

childhood settings. Information included in

this monograph will be immediately useful for

practitioners and families and will demonstrate

the value of thoughtfully and systematically

approaching assessment, interventions, and services

for the benet of children who are dual language

learners and their families.

www.dec-sped.org/sub-yec-mono-14

From the Educational

Testing Service (ETS)

Enhancing Young

Hispanic Dual Language

Learners’ Achievement:

Exploring Strategies and

Addressing Challenges

This education policy report explores issues related

to improving instruction in programs serving

preschool-aged children focusing on young Hispanic

dual language learners. Assessment is addressed

in the section titled: Improving Teachers’ Practice

through the Assessment of Young Dual Language

Learners

onlinelibrary.wiley.com/

enhanced/doi/10.1002/

ets2.12045/

Appendix C:

Strategies for Observation and Documentation

The DRDP (2015) is administered through observation in natural settings by teachers

and other service providers in the classroom or center and by family members in home

and community settings. Observations are embedded into typical, ongoing routines and

activities throughout the day. The process of observation requires planning in advance on

the part of teachers and service providers. As you review the measures of the DRDP (2015),

consider specic routines or activities during the day where you would be able to observe

more than one measure or more than one child.

Strategies for Eective Observation

Observation should be ongoing throughout the year. The assessment windows for

the DRDP (2015) provide a period of time to make sure teachers and service providers

have sucient documentation for each of the measures in time to submit DRDP data.

To rate a child’s behavior, teachers and service providers should use naturalistic, or

authentic, observation strategies. Below are several key points to support naturalistic

observations. You will nd additional information about naturalistic assessment by

viewing the short video, What is Authentic Assessment at draccess.org/guidancefordrdp.

Many observation and documentation job aids can be found at desiredresults.us/

teachers. You will also nd a training DVD, Getting to know You Through Observation, at

desiredresults.us/observation-resources that can be used by ELCD and other administrators

to train sta.

Strategies for Eective Documentation

A variety of methods are available for recording information gathered through naturalistic

observations, including:

• Anecdotal Records – An anecdotal record is a written note about what a child

does or says during a typical or routine activity. Anecdotal records result in brief

descriptions of the behavior observed.

• Event recording (tallies) – In event recording, the observer records each instance of

the behavior being observed so that an indication of frequency is obtained. Usually

this is done with tally marks but may also be recorded using a code such as “+” for

correct and “-” for incorrect.

• Checklists – Checklists are lists of specic skills or behaviors that can be used during

observation to check o the behaviors observed with a group of children.

• Rating Scales or Rubrics – Rating scales and rubrics are similar to checklists in

that they include lists of behaviors but they also include additional descriptive

information about the behavior such as how well, how frequently or how

independently the behavior occurred.

• Work Samples – Documentation can also include the collection of 2- or 3- dimensional

products that children have produced such as drawings, writing on paper or

3-dimensional constructions the child has made for example with play dough or other

materials.

• Videos or Photographs – Cameras can be used to document observed behaviors of

children through videos or still photographs.

Information on strategies for implementing the above documentation strategies can be found at:

eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/practice/iss-library.html

10 Strategies for Naturalistic Observation

Know the instrument – Be familiar with the instrument, including the domains and

measures being observed.

Observe naturally – Observe the child in the context of typical routines and

activities, interacting with familiar people, in familiar places, and with familiar

materials.

Observe objectively – Focus on what the child does. Be as objective and detailed as

possible. Avoid using labels, qualitative descriptors, or stereotypic expectations that

may bias your observations.

Observe strategically – Observe for skills that correspond to the DRDP measures and

record your observations. You may be able to gather information on more than one

measure during one observation.

Observe daily or routinely – When observations are part of the daily routines,

children become accustomed to being observed and seeing notes being recorded.

Observe variety and consistency – Be aware of a child’s overall performance, even

when focusing on a single aspect of behavior. Observe the child over time and

during dierent routines and activities.

Be specic and complete – Intentionally and purposefully record the specic details

of what you actually observe as soon as possible. Details are important and might be

easily forgotten.

Plan ahead – Plan for observations as part of weekly lesson planning. Plan to

observe during activities that do not require your full assistance or plan for someone

else to observe and document.

Allow time – Allow adequate time for the child to complete any task that he or she is

engaged in even if it requires more time than one might expect.

Use appropriate adaptations – Ensure that appropriate adaptations as determined

by the IFSP or IEP team are in place when observing the child.

Consider the following for planning and collecting documentation:

• Choose methods of documentation that can be embedded into a program’s

environment, structure, and routines.

• Plan ahead for materials needed for documentation such as sticky notes or pre-

printed labels with children’s names for anecdotal records or clipboards with

checklists or rubrics. Materials should be strategically located through out the

classroom.

• Observe children’s behaviors throughout the day and record documentation while

observing.

• Date each piece of evidence for future reference.

• Collect documentation over time. Documentation over time strengthens the validity

of ratings.

• Organize the documentation collected immediately after collecting it.

• Keep assessment information condential. Store the DRDP materials, including notes,

in a secure location to ensure condentiality for each child.

Organizing Documentation

Portfolios: Portfolios are a helpful way of organizing information. ELCD programs are

required to use a form of portfolio to organize documentation. Portfolios may contain

anecdotal notes, children’s work samples, photos of children’s activities, audio or video

recordings, and transcripts of the child’s language. The portfolio methods selected should

work well for the program.

Electronic Portfolios: If notes are entered into a computer, an electronic portfolio can

be produced to summarize the evidence. Please check with a local administrator for

procedures regarding consent for photography and video.

Collaboration to Support Eective Documentation

A central goal for teachers and service providers who use the DRDP (2015) is to obtain

measures of the child’s developmental progress based on typical day-to-day behaviors. It is

dicult to imagine one individual having access to all of the many learning opportunities

that a child encounters throughout each day. Therefore, it is very helpful to seek input from

individuals who have ongoing contact and who know the child well in order to obtain

the most complete and accurate picture of the child’s skills and abilities. It is important

to consider how and when collaborating with others will support and help to inform the

accurate rating of measures for the DRDP (2015).

Although direct observation of a child is the primary method used to inform ratings,

other sources of evidence should be used to supplement observations. Gathering

information from others who know the child well such as family members, caregivers, or

other service providers often provides a wealth of additional information about a child’s

skills, knowledge, and behaviors. This also provides the additional benet of observations

across dierent settings. There are numerous ways that others can collaborate in

sharing information such as written observations, conversations that focus on a child’s

development, or viewing short videos or recordings that illustrate a child’s behavior in

typical routines and activities.

Planning ahead can make the process of collaboration more helpful. Identify early on in

your relationship with the child’s family, who else might provide helpful information to

assist in documenting their child’s development. Make sure that the family is well informed

about the purpose of the DRDP (2015) and the important role that they can play in sharing

their observations about their child. With the family’s permission, communicate with other

individuals who know the child and strategize with them how they might be able to share

information with you.

Communication is key to successful collaboration. For a more detailed look at collaboration

and the assessment process please refer to Appendix F.

Appendix D:

Comprehensive Denitions of Adaptations to be Used with the DRDP (2015)

Adaptations are changes in the environment or dierences in observed behavior that allow

children with Individualized Family Service Plans (IFSPs) or Individualized Education Plans

(IEPs) to demonstrate their knowledge and skills in their typical environments. Adaptations

that are in place for the child during the normal course of the day should also be in place

during observations for the DRDP (2015). New adaptations should not be introduced solely

for the purpose of conducting an assessment. Seven broad categories of adaptations are used

with the DRDP (2015). This is the same system of adaptations developed for and used in the

DRDP access.

1. Augmentative or Alternative Communication Systems

Augmentative and alternative communication systems are methods of communication

other than speech that allow a child who is unable to use spoken language to communicate

with others. An augmentative communication system is used to augment or facilitate the

development of speech. An alternative communication system is used in place of speech.

Some examples include sign language, picture cards, and electronic communication devices.

Assessors should use these systems as part of the observation of a child using language in a

natural context. Assessors should not just elicit responses or contrive adult-directed situations.

If American Sign Language is the child’s primary language, it is designated as the home

language, and not an adaptation. If sign language is used as a bridge to learning verbal

language, then it is considered an adaptation.

2. Alternative Modes for Written Language

Alternative Modes for Written language are methods of producing written language used

by a child who cannot see well enough or cannot hold and manipulate a writing utensil well

enough to produce written symbols. If a child cannot see or cannot hold a pencil or marker,

this adaptation may be used to assist in reading or writing, or emergent reading or writing.

Examples of this adaptation include using a Braillewriter, keyboard, or computer.

Naturally, preschool-age children are not procient at reading and writing. This

adaptation allows for children to explore reading and writing and develop their skills in a

developmentally appropriate manner.

3. Visual Support

Visual supports are adjustments to the environment that facilitate a child’s ability to see or to

understand the surrounding environment or events. Acceptable visual supports include:

• Adjustments in contrast

• Adjustments in lighting

• Distance from objects

• Increased size of materials

• Verbal description of events

4. Assistive Equipment or Devices

Assistive equipment or devices are tools that make it possible or easier for a child to perform a

task. The child should be familiar with the use of the device. Any type of adaptive equipment

or assistive device that the child needs for mobility, positioning or manipulating objects is

acceptable, including:

• Walkers

• Standers

5. Functional Positioning

Functional positioning enables postural support that allows a child to have increased control

of his body. It is important that positioning devices are available to the child across settings

so that the child may access daily routines and activities and so they may be observed in a

variety of activities. Some examples include:

• Standers

• Cube chairs

• Tricycles with seat belts and built-up pedals

6. Sensory Support

Sensory support includes either increasing or decreasing sensory input to facilitate a child’s

attention and interactions in the environment. Some children may need increased sensory

input and others may need decreased input. Some children require dierent types of sensory

support in dierent activities. Sensory support may include:

• Reducing background noise

• Adjusting tactile stimulation

• Adjusting visual stimulation

7. Alternative Response Mode

Using alternative response modes means recognizing that a child might demonstrate

mastery of a skill in a way that diers from a typically developing child. For this adaptation,

the environment is not modied as in the other adaptations. Rather, the child’s unique yet

consistent responses that may indicate the presence of a skill are identied. For example, the

child with autism may look out of the corner of his or her eye instead of establishing direct

eye contact, or the child with a physical impairment may use atypical movement patterns.

The form of a child’s response may dier from that of his peers and still be considered to

demonstrate mastery of a skill.

Appendix E:

Resources for Working in Partnership with Families

A central goal of the DRDP is to identify a child’s developmental progress based on typical,

day-to-day behaviors. It is appropriate to seek input from individuals who have ongoing

contact with the child and know the child well. Family members’ descriptions of their child’s

behavior in the home or in community settings will help teachers and service providers

know more about the child’s behaviors across settings, particularly for those skills the child

may not demonstrate routinely in the educational setting; and help teachers and service

providers obtain more comprehensive information in order to make accurate ratings for the

DRDP (2015).

Family members may participate in the DRDP assessment in a number of ways:

• Inform the child’s teachers and service providers of the child’s history for a more

complete picture of the child.

• Share the skills they see their child using in typical activities, and might share these

skills via stories, photos, drawings, observations, and/or video clips.

• Share the child’s strengths, areas they wish to focus on, and areas of growth they

observe.

• Become informed about the next steps in their child’s development.

• Help determine which adaptations will help their child participate in everyday

activities (for children with an Individualized Family Service Plans (IFSPs) or

Individualized Education Program (IEPs)) and share with the team adaptations the

child uses at home, at school, and in other settings.

Below are resources to assist families in knowing more about the DRDP (2015) and the skills

assessed as well as resources to assist teachers and service providers in working as partners

with families in the assessment process.

Resources for Families

Overview of the DRDP (2015) for Families:

draccess.org/OverviewOfDRDPaccessForFamilies.html

A document describing how the DRDP (2015) works for children, including those with IFSPs

and IEPs; and how it benets families, children, providers, and programs.

All About Young Children: allaboutyoungchildren.org

A website for families describing skills that help children learn including how they

learn language, how they learn about feelings and relationships, how they learn about

numbers, and how they become skillful at moving their bodies. (Available in eight dierent

languages.)

California MAP to inclusion and Belonging: cainclusion.org/camap/counties.html

The MAP Project website supports the inclusion of children with disabilities and other

special needs ages birth to 21 in child care, after school and community settings. It includes

links to resources on topics related to families and children with IFSPs and IEPs. The website

contains a statewide interactive directory by county, of Family Resource Centers (FRC),

Special Education Local Plan Areas (SELPA), Regional Centers, Head Start, and more for

families of children with IFSPs and IEPs.

Desired Results for Children and Families, Information for Families brochure:

desiredresults.us/content/families

A brochure describing the Desired Results System for families.

Watching My Child Grow: desiredresults.us/content/families

A DVD that describes the Desired Results Assessment System and its benets for all children

and families from the voices of parents. Call 1-800-770-6339 or visit the website.

Resources for Teachers and Service Providers

Family Engagement and Ongoing Child Assessment: eclkc.ohs.acf.hhs.gov/sites/default/

les/pdf/family-engagement-ongoing-child-assessment-eng.pdf

A document that addresses the perspectives of parents and program sta in the sharing of

child assessment information through the formation of partnerships and suggests strate-

gies for bringing those perspectives together.

The Role of Family Observations:

draccess.org/RoleOfFamilyObsv.html

A document describing the research ndings that suggest parents’ observations are

reliable and valid and should be considered an essential component of a comprehensive

assessment process.

Supporting Children and Families Living in Homeless Situations

CDE Homeless Education website: www.cde.ca.gov/sp/hs/

The McKinney-Vento Act denes homelessness as individuals who lack a xed, regular, and

adequate nighttime residence. This denition also includes individuals who are sharing the

housing of other persons due to loss of housing, economic hardship, or a similar reason;

who may be living in motels, hotels, trailer parks, shelters, public or private place not

designed for or ordinarily used as a regular sleeping accommodation for human beings; or

who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus

or train stations, or similar settings.

Homeless children and youths have the right to access the same free, appropriate public

education, including public preschools, as provided to other children. The website above

addresses these rights, and provides educational information and resources for families and

educators.

Supporting Children in Foster Care

CDE Foster Youth Services website: www.cde.ca.gov/ls/pf/fy/

Children in foster care face signicant barriers to positive educational experiences and

academic achievement. A large percentage of children placed in foster care experience

physical and emotional trauma as a result of abuse, neglect, separation from family, and

impermanence. Although youth are placed in foster care for their safety, foster youth

often do not nd the security and stability they need through the foster care system.

Most children who enter foster care have been exposed to many conditions that have

undermined their chances for healthy development and learning.

On average, children who enter the foster care system have experienced more than 14

dierent environmental, social, biological, and psychological risk factors before coming

into care, all impacting learning. These factors often include abuse and neglect, exposure

to illicit drugs, and poverty. Once in foster care, they often experience other challenges to

their well-being. They may be separated from their brothers and sisters, moved from one

foster care placement to another, experience frequent changes in home placements or

school placement, or caseworkers who may lack the resources to eectively advocate and

plan for their best interests.

The California State Legislature recognizes that a high percentage of foster youth are

working substantially below grade level, are being retained at least one year at the same

grade level, and are becoming school dropouts. In response, the legislature declared that

the instruction, counseling, tutoring, and provision of related services for foster youth be

a state priority and mandated the Foster Youth Services Coordinating FYSC) Programs

through California Education Code sections 42920–42925. The Program provides services to

all foster children and youth attending schools in each county.

The website addresses foster children’s rights, and provides educational information and

resources.

For more information

• For CDE-funded Early Education programs: www.cde.ca.gov/sp/cd/

• For CDE-funded Special Education programs: www.cde.ca.gov/sp/se/

• For ELCD Training and Technical Assistance: Desired Results for Children and Families

Project at www.desiredresults.us

• For SED Training and Technical Assistance: Desired Results Access Project:

www.draccess.org

Appendix F:

Collaboration to Complete the DRDP (2015)

“The most valuable resource that teachers have is each other. Without collaboration our

growth is limited to our own perspectives.” – Robert John Meehan

Collaborating with Others Who Know the Child Well

Our understanding of young children is strengthened when we commit to partnerships

with individuals, including family members, who know the child well and in dierent

settings. Collaboration in gathering and sharing information is important because it aords

us windows into a child’s life and oers perspectives that enhance our understanding of a

child’s skills and behaviors. Identifying and communicating with the individuals who can

collaborate on rating the measures of the DRDP (2015) is an essential step in this process.

Through collaboration, early educators and special educators each bring their skills and

perspectives. Early educators contribute by providing a picture of the child in the context

of a classroom setting. Special education providers contribute by identifying perspectives

on a child’s unique learning needs and specic understanding of a child’s disability

including materials that should be available and adaptations that should be in place. This

lays the foundation for teachers and service providers to complement one another’s work

in assessing a child’s skills and development. Shared information can build relationships

that lead to joint decision-making not only about the assessment process but also about

curriculum, instruction, supports, and services that teachers, providers and families make

for individual children and groups of children.

Collaboration to share assessment observations and evidence for completing the DRDP

(2015) is built on relationships and a commitment to ongoing communication. It is

developed over time with an understanding of each person’s role. Aim for multiple,

informal strategies that can be used on a daily basis. Identifying mutual interests in

supporting the child is important. Some questions that address joint interests include:

• What are the child’s goals?

• What specialized equipment or adaptations are used?

• How will the goals be infused into the child’s day and into learning activities?

• How will we know our strategies are working?

Collaborating with others in the assessment process is especially important in situations

where the child is served by multiple providers. For example, a child may attend an early

education program and also receive special education services, such as speech-language,

occupational, and/or physical therapy. Early education teachers and special education

providers can work hand-in-hand to complete the observations and DRDP (2015) ratings for

children who are dually enrolled in both programs. How this collaboration will take place –

who will be involved and what roles each individual will play – will vary depending on the

situation. Teachers and service providers have reported the following helpful strategies:

• sharing information, including observations, adaptations, curriculum and program

goals, and IFSP outcomes or IEP goals

• providing anecdotal notes

• sharing work samples and portfolios

• reviewing reports of DRDP (2015) results together

Increasingly, teachers and providers are utilizing technology such as short video clips

or recordings, with family permission, to share information and observations. The DRDP

(2015) app helps teachers collaborate, as well as using technology such as email, phone

conferences and free web conferencing platforms. Local policies on using devices should

be followed and child information should not be sent via email.

The early education teacher and special education service provider responsible for

completing the DRDP (2015) should each take the lead in partnering with others who

work with the child. The general educator is responsible for entering DRDP data into DRDP

Online. The special educator is responsible for reporting and entering the assessment

data on children who have IEPs or IFSPs to the SELPA. However, except for data reporting,

the assessment can be completed together by both educators, and a copy of the Rating

Record held by each of them for their respective reporting. Suggestions to help get started

working together include:

• Make an initial plan detailing areas to be observed directly and those areas in which

others may have a more thorough knowledge of the child. The general education

teacher can provide information on all domains. A speech-language therapist

might inform measures in the Language and Literacy Domain. Families and special

education providers including physical and occupational therapists are a good source

of information for measures in the Physical Development and Health Domain.

• Contact the individuals who will collaborate to discuss the mutual goal of completing

the assessment and to develop a plan for working together.

• Develop a timeline that is acceptable to all partners, including identifying deadlines

and strategies to meet timelines.

• Collect any signature requirements for sharing child information from the family.

• Gather multiple perspectives and consider input from family and others who know

the child during assessment.

• Determine when and how communicating about updates and results will occur.

Collaborating with Families

Gathering family perspectives about their child’s development and behavior provides

important and valid data, which is useful for making informed assessment decisions.

Research suggests that family observations are reliable and valid and should be considered

an essential component of a comprehensive assessment process. Inviting parents and other

family members to share observations of their child’s development and behavior is required

for ELCD programs and is good practice in all early childhood settings and programs.

When families collaborate with teachers and service providers in sharing their observations

about their child’s behaviors in the home or in community settings, it provides a richer and

broader view of a child. Information from families helps to identify skills and behaviors that

the child may not demonstrate routinely in the educational setting. For example, a teacher

or therapist may not regularly observe a child’s dressing or other self-help skills. However,

families have repeated opportunities to observe their child’s self-help skills both over time

and in dierent settings. Parent observations support more accurate reporting about a

child’s skills.

Strategies for gathering information from families include the following:

• Make sure that families understand the skills and behaviors described in the DRDP

(2015) measures. Teachers and service providers understand expected sequences of

child development and are trained about how items on the DRDP (2015) reect these

sequences. Parents might not understand fully the meaning of measures without

explanations or examples. It may be useful to provide families with examples of

the kinds of behaviors to look for or the routines and activities that might provide

a context for a behavior. For example, rather than ask a parent to describe a child’s

grasping pattern, inquire about how a child picks up small pieces of cereal during

mealtime.

• It is reasonable for the observations of parents and practitioners to dier across the

range of behaviors being rated. A child’s behavior during activities and routines that

occur in the classroom setting may dier from the same child’s behavior in activities

and routines in home or community settings. Not all perspectives about children’s

behavior based on parent or practitioner observations will be congruent. Rather, aim

for convergence or the pooling of perspectives from all who know the child and have

had repeated opportunities to observe behavior in dierent settings.

The ongoing conversations that we have with family members during our typical

interactions with them are rich opportunities for learning about their child. Leading a

focused conversation with a family is particularly important to obtain information on

measures that you have not had the opportunity to observe. During these conversations,

focusing on routines and activities provides a very useful context for asking a family about

their child’s everyday learning opportunities and skills. The four steps in the resource

listed below will guide you in planning and leading focused conversations with families

to help complete the DRDP (2015). If this is the rst DRDP (2015) assessment that you will

be completing with a particular child, be sure that you have spent enough time getting

to know the child by observing the child’s skills during typical routines/activities and by

having conversations with the family.

For more information

DEC Recommended Practices in Early Intervention/Early Childhood Special Education 2014

Developed to provide guidance to practitioners and families about the most eective ways

to improve the learning outcomes and promote the development of young children, birth

through age 5, who have or are at-risk for developmental delays or disabilities. The purpose

is to help bridge the gap between research and practice by highlighting those practices

that have been shown to result in better outcomes for you.

www.dec-sped.org/recommendedpractices

Inclusive Planning Checklist

Provides suggestions for activities that should take place to ensure that high-quality

integrated services are provided. From the Early Childhood Learning and Knowledge

Center, Oce of Head Start.

eclkc.ohs.acf.hhs.gov/children-disabilities/article/inclusion-planning-checklist-center-

based-early-care-education

Leading Conversations with Families to Inform the DRDP (2015): Focusing on Families and Children’s

Everyday Routines and Activities

A four-step process that guides early interventionists in holding focused conversations with

families in order to gather information for the DRDP (2015).

draccess.org/LeadingFocusedConversations.html

The Role of Family Observations in the Desired Results Assessment System

An overview of the research ndings that suggest parents’ observations are reliable and

valid and should be considered an essential component of a comprehensive assessment

process.

draccess.org/RoleOfFamilyObsv.html

Desired Results Training and Technical Assistance Project

Website: www.desiredresults.us

Email: desiredresults@desiredresults.wested.org

Phone: (800) 770-6339

Desired Results Access Project

Website: www.draccess.org

Email: info@draccess.org

Phone: (800) 673-9220