New Supplemental Guidance for Special Education on Using the DRDP During the COVID-19 Pandemic for temporary use. The stand alone Information Page and Interim DRDP for Special Ed/Preschool are located here.
This webpage does not allow responses to be completed or saved. To use this form, print the PDF version of the document or use the PDF form interactively in Acrobat.
DRDP (2015) – An Early Childhood Developmental Continuum
Special Education Information Page
For Use with Early Intervention and Early Childhood Special Education Programs
1. Child’s first name (Legal) __________________________
2. Child’s last name (Legal) __________________________
3. Date DRDP (2015) was completed (e.g., 03/07/2020) _______ / _______ / _______
4. Assessment period (e.g., Spring 2020) __________________________
Child Information
5. Student ID (Issued by district) __________________________
6. Statewide Student Identifier (10-digit SSID) __________________________
7. Gender □ Male □ Female □ Non-binary
8. Birth date (e.g., 02/05/2017) ______ / ______ / ________
9. Special education enrollment. Check one.
□ Individualized Family Service Plan (IFSP) □ Individualized Education Program (IEP)
Child’s Language
10. 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.
Special Education Information
11. Special education eligibility. Check one.
□ Autism □ Intellectual Disability □ Specific Learning Disability
□ Deaf-Blindness □ Hard of Hearing
□ Deafness □ Multiple Disability □ Speech or Language Impairment
□ Emotional Disturbance □ Orthopedic Impairment
□ Established Medical Disability □ Other Health Impairment □ Traumatic Brain Injury
□ Visual Impairment
12. Adaptations used in the assessment. Check all that apply.
□ Augmentative or alternative communication system □ Functional positioning
□ Alternative mode for written language □ Sensory support
□ Visual support □ Alternative response mode
□ Assistive equipment or device □ None
Child’s Educational Setting
13. Where does the child receive early care and education services, including special education services? Check all that apply.
□ Remote Service Delivery/Distance Learning
□ State Infant/Toddler Program □ Title 1
□ State Preschool □ Family Child Care Home
□ First □ Private Infant/Toddler or Preschool Program
□ Early Head Start/Head Start □ District Infant/Toddler or Preschool Program
□ Tribal Head Start □ Separate Class/Special Day Class
□ Migrant Program □ Separate School for Children with Disabilities
□ Child Care Center □ Service Provider Location (e.g. clinic or office)
□ Home-based □ Other __________________________
Program Information
14. SELPA __________________________
15. District __________________________
Assessment Information
16. Name of primary special education assessor __________________________
17. Role. Check one.
□ Early Intervention Specialist □ Speech/Language Pathologist
□ Occupational/Physical Therapist □ Teacher of the Deaf/Hard of Hearing
□ Program Specialist or Administrator □ Teacher of the Visually Impaired
□ Special Education Teacher □ Other
18. DRAccessReports.org account email __________________________
19. Did you collaborate with someone to complete the assessment? □ Yes □ No
If yes, check all that apply.
□ General Education Teacher or Child Care Provider
□ Family □ Occupational/Physical Therapist
□ Speech/Language Pathologist □ Other __________________________
DRDP (2015) – An Early Childhood Developmental Continuum
Special Education Information Page
For Use with Early Intervention and Early Childhood Special Education Programs
Definitions
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Field |
Definitions |
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Heading |
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1 |
Child’s first name |
Fill in the child’s legal name that is on the IFSP or IEP. |
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2 |
Child’s last name |
Fill in the child’s legal name that is on the IFSP or IEP. |
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3 |
Date DRDP (2015) was completed |
Enter the date the DRDP (2015) Rating Record was completed as mm/dd/yyyy. |
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4 |
Assessment period |
Enter the assessment period for which the assessment is being completed, e.g., fall 2020 or spring 2021. |
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Child Information |
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5 |
Student ID |
Enter the unique identifier assigned by the SELPA or district to the child. |
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6 |
Statewide Student Identifier |
Enter the unique 10-digit number, issued by the California Department of Education, assigned to the child. If the child does not have an SSID, contact your administrator to obtain this number. |
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7 |
Gender |
Check the box indicating the gender identification of the child using information obtained from the child’s family. |
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8 |
Birth date |
Enter the child’s date of birth as mm/dd/yyyy. |
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9 |
Special education enrollment |
Check only one box—either for a child age birth to three with an Individualized Family Service Plan (IFSP); or a child age 3-5 with a preschool Individualized Education Program (IEP). |
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Child’s Language |
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10 |
Child’s language |
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Special Education Information |
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11 |
Special education eligibility |
Check the primary disability category contributing to the child’s eligibility for special education. Check only one box. If a child has more than one type of disability, the child can be reported under Multiple Disabilities. |
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12 |
Adaptations used in the assessment |
Adaptations support a child’s participation in everyday activities and routines. Check the boxes for the categories of adaptations that are used in the child’s daily activities and routines that must be in place during the assessment. Check all that apply and record on the IEP. |
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Child’s Educational Setting |
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13 |
Child’s educational setting |
This lists the educational settings where the child receives early care and education services, including special education. Check the box(es) where the child receives educational services, including both general education and special education. Check all that apply. |
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Program Information |
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14 |
SELPA |
Enter the name of the SELPA that is responsible for providing services to the child and reporting data. If you do not know the name of the SELPA, check with your administrator. |
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15 |
District |
Enter the unique identifier for the district that is responsible for ensuring that special education services are provided for a child with an IFSP or IEP whether or not the services are provided within this district. |
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Assessor Information |
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16 |
Name of primary special education assessor |
Enter the name of the person responsible for completing the assessment. Others on the IEP team or who know the child well may contribute their observations to the measure ratings; however, the IEP team should designate one person to complete and submit the rating record. |
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17 |
Role |
Check the box for the job title of the primary person completing the assessment. If the role is not on the list, check “Other.” |
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18 |
DR Access Reports account email |
DR Access Reports is where you generate reports of DRDP (2015) results. If you enter your email address for your DR Access Reports account, your results will be automatically transferred every night. (This email address may be different than the one you use in SEIS, SIRAS, or DR Access Learn). You can create an account at DRAccessReports.org. |
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19 |
Collaboration to complete the assessment |
If others worked with you to complete the DRDP (2015), check “Yes” and then check the box(es) that identify their role(s). |
Interim DRDP for Special Ed/Preschool
DRDP (2015) – An Early Childhood Developmental Continuum
Interim DRDP
Special Education
PS Fundamental View
Rating Record
For temporary use with preschoolage children with Individualized Education Programs (IEPs)
Child’s Name (First and Last) ________________________
Student ID or SSID ________________________
Assessment Period (e.g., Spring 2020) ________________________
Date Interim DRDP was completed (e.g., 03/07/2020) ________ / ________ / ________
This temporary Rating Record is for use during the COVID-19 pandemic beginning fall 2020 until further notice. Use with the Supplemental Guidance in conjunction with the DRDP (2015) Preschool Fundamental View manual to keep track of your measure ratings as you complete the assessment. Mark the latest developmental levels the child has mastered for the measures that appear in white.
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Measure |
Measure Name |
Responding |
Exploring |
Building |
Integrating |
Not yet |
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UR |
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Earlier |
Later |
Earlier |
Middle |
Later |
Earlier |
Middle |
Later |
Earlier |
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ATL-REG 1 |
Attention Maintenance |
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ATL-REG 2 |
Self-Comforting |
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ATL-REG 3 |
Imitation |
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ATL-REG 4 |
Curiosity and Initiative in Learning |
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ATL-REG 5 |
Self-Control of Feelings and Behavior |
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ATL-REG 6 |
Engagement and Persistence |
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ATL-REG 7 |
Shared Use of Space and Materials |
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SED 1 |
Identity of Self in Relation to Others |
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SED 2 |
Social and Emotional Understanding |
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SED 3 |
Relationships and Social Interactions with Familiar Adults |
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SED 4 |
Relationships and Social Interactions with Peers |
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SED 5 |
Symbolic and Sociodramatic Play |
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LLD 1 |
Understanding of Language (Receptive) |
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LLD 2 |
Responsiveness to Language |
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LLD 3 |
Communication and Use of Language (Expressive) |
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LLD 4 |
Reciprocal Communication and Conversation |
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LLD 5 |
Interest in Literacy |
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LLD 6 |
Comprehension of Age-Appropriate Text |
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LLD 7 |
Concepts about Print |
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LLD 8 |
Phonological Awareness |
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LLD 9 |
Letter and Word Knowledge |
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LLD 10 |
Emergent Writing |
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Measure |
Measure Name |
Discovering Language |
Discovering English |
Exploring English |
Developing English |
Building English |
Integrating English |
Conditional Measure |
EM |
UR |
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ELD 1 |
Comprehension of English (Receptive English) |
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ELD 2 |
Self-Expression in English (Expressive English) |
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ELD 3 |
Understanding and Response to English Literacy Activities |
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ELD 4 |
Symbol, Letter, and Print Knowledge in English |
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Measure |
Measure Name |
Responding |
Exploring |
Building |
Integrating |
Not yet |
EM |
UR |
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Earlier |
Later |
Earlier |
Middle |
Later |
Earlier |
Middle |
Later |
Earlier |
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COG 1 |
Spatial Relationships |
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COG 2 |
Classification |
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COG 3 |
Number Sense of Quantity |
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COG 4 |
Number Sense of Math Operations |
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COG 5 |
Measurement |
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COG 6 |
Patterning |
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COG 7 |
Shapes |
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PD-HLTH 1 |
Perceptual-Motor Skills and Movement Concepts |
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PD-HLTH 2 |
Gross Locomotor Movement Skills |
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PD-HLTH 3 |
Gross Motor Manipulative Skills |
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PD-HLTH 4 |
Fine Motor Manipulative Skills |
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PD-HLTH 5 |
Safety |
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PD-HLTH 6 |
Personal Care Routines: Hygiene |
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PD-HLTH 7 |
Personal Care Routines: Feeding |
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PD-HLTH 8 |
Personal Care Routines: Dressing |
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PD-HLTH 9 |
Active Physical Play |
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PD-HLTH 10 |
Nutrition |
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