access (DRDP access ) Rating BookletThis file format does not allow responses to be completed or saved. To use this form, please print the PDF version of the document.
Child’s First Name (Legal):
Child’s Last Name (Legal):
Student ID:
Completion Date (MM/DD/YYYY):
Check the adaptations used: Augmentative or Alternative Communication System
Alternative Mode for Written Language
Visual Support
Assistive Equipment or Device
Functional Positioning
Sensory Support
Alternative Response Mode
Instructions Step 1 - Mark the child’s highest level of mastery for each Measure.
In the rare circumstance that you are unable to rate the Measure, mark “Unable to Rate” and select one of the reasons, absence or other.
Table of Contents
Top | Self-Concept (SELF) | Social and Interpersonal Skills (SOC) | Self-Regulation (REG) | Language (LANG) | Learning (LRN) | Cognitive Competence (COG) | Math (MATH) | Literacy (LIT) | Motor Skills (MOT) | Safety and Health (SH)
Desired Result 1: Children are personally and socially competent
Measure 1
SELF 1: Identity of Self Accurately compares self to others
Describes self or others in terms of preferences
Describes self or others in terms of basic physical characteristics
Expresses ideas about self and his or her connection to other people and things
Communicates own name and names of familiar people and things
Recognizes self, familiar people, and familiar things
Uses senses to explore self and others
Attends to adult
Emerging to the next level
Unable to rate, why (select one):
other
Top |
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Measure 2
SELF 2: Recognition of Own Skills and Accomplishments Characterizes self positively in terms of generalized ability or skills
Characterizes self positively in terms of specific skills involved in doing a task
Seeks adult’s attention ahead of time in order to demonstrate abilities
Characterizes self positively in terms of specific activity that he or she is doing
Shows interest and/or pleasure when someone reacts to own activity or accomplishment
Persists in trying to do things even if faced with difficulty
Shows pleasure while repeating simple actions
Continues simple behavior until needs are met
Emerging to the next level
Unable to rate, why (select one) :
absence
or
other
Top |
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Measure 3
SELF 3: Self-Expression Begins to understand that he/she can feel more than one way about something (“mixed or opposite feelings”)
Identifies own and other’s feelings; understands that own feelings might be different than someone else’s
Expresses ways to take care of feelings
Labels own feelings
Asserts self by expressing needs, feelings, or desires through simple actions
Expresses self by repeating actions that have an effect
Responds to people or things in the environment through actions or sounds
Moves or vocalizes
Emerging to the next level
Unable to rate, why (select one) :
absence
or
other
Top |
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Measure 4
SOC 1: Expressions of Empathy Shows concern for the future welfare of others
Uses words or actions to demonstrate concern for what others are feeling
Accurately labels own feelings, as well as those of others
Offers to comfort someone showing distress
Shows concern when others are unhappy or upset
Responds based on others’ expressions of emotions
Shows awareness of others
Emerging to the next level
Unable to rate, why (select one):
absence
or
other
Top |
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Measure 5
SOC 2: Interactions with Adults Interacts with adult to solve problems, make plans, or communicate about past experiences or new ideas
Interacts with adult in a coordinated way by playing simple games, playing with objects, or fully participating in routines
Tries to participate with adult in parts of simple familiar games, songs, finger plays, or routines by doing one or two actions
Responds and pays attention to adult, and gives cues to adult to interact
Reacts to adult’s behavior
Emerging to the next level
Unable to rate, why (select one):
absence
or
other
Top |
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Measure 6
SOC 3: Relationships with Familiar Adults Works cooperatively with adult to plan and organize activities and to solve problems
Relates regularly to familiar adult to share ideas, experiences, feelings, and plans
Seeks familiar adult to get needs met
Seeks to maintain contact with familiar adult through eye contact, vocalizations, or physically
Shows anxiety over separation from familiar adults
Responds to actions or facial expressions of familiar adult
Attends to familiar adult’s face and voice
Emerging to the next level
Unable to rate, why (select one):
absence
or
other
Top |
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Measure 7
SOC 4: Developing Friendships Engages in on-going social games and pretend play with a particular child
Prefers being with a particular child who also expresses preference for him or her
Identifies another child as a friend
Plays with one or two children in group on a regular basis
Shows interest in other children at play
Responds to other children and explores their faces and bodies
Attends to other children’s behavior
Emerging to the next level
Unable to rate, why (select one):
absence
or
other
Top |
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Measure 8
SOC 5: Building Cooperative Play with Other Children Participates in games with rules
Leads or participates in planning cooperative play with other children
Engages with another child or children in play involving a common idea or purpose
Interacts with other children side-by-side as they play with similar materials
Plays near other children with similar materials, but usually does not interact with them
Responds to other children or their behavior
Attends to other children
Emerging to the next level
Unable to rate, why (select one):
absence
or
other
Top |
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Measure 9
SOC 6: Conflict Negotiation Suggests simple solutions based on classroom rules
Expresses own needs and desires about a conflict and suggests simple solutions based mainly on own needs
Starts to use appropriate words and actions to express own desire and, when needed, seeks adult help to resolve a conflict
Responds to adult guidance in negotiating conflict
Asserts self, using facial expressions, words, or actions in conflict situations, but needs adult to resolve conflict
Not yet
Emerging to the next level
Unable to rate, why (select one):
absence
or
other
Top |
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Measure 10
SOC 7: Awareness of Diversity Adapts to other’s needs (notion of justice and inclusion)
Identifies differences and similarities between self and others
Notices, asks questions or makes comments about people’s characteristics or behavior
Explores different ways to put characteristics or actions of others into categories, sometimes incorrectly
Imitates behaviors or actions of familiar people
Notices the difference between familiar and unfamiliar
Attends to people, events, or objects
Emerging to the next level
Unable to rate, why (select one):
absence
or
other
Top |
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Measure 11
REG 1: Impulse Control Is increasingly able to use a variety of strategies to regulate own behavior and get needs or wants met in socially appropriate ways
Uses simple routines, follows rules, or takes action ahead of time to cope with not being able to get needs or wants
Can follow simple social rules and routines to refrain from acting impulsively but sometimes needs adult guidance and support
Accepts active adult guidance and support to stop self from acting impulsively on desires or needs
Can cope for a short period of time when needs or wants are not met immediately
Takes immediate action to get needs or wants met without considering impact on others or self
Responds to a specific kind of internal or external stimulation using a variety or behaviors
Reacts to internal and external stimulation with simple behaviors
Emerging to the next level
Unable to rate, why (circle one) :
absence
or
other
Top |
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Measure 12
REG 2: Seeking Other’s Help to Regulate Self Requests adult’s help ahead of time in order to get needs met
Communicates specific physical or emotional needs to adult
Goes or signals to adult when needing comfort or help
Give simple cues to adult about physical and emotional needs
Reacts to internal and external sensations
Emerging to the next level
Unable to rate, why (select one) :
absence
or
other
Top |
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Measure 13
REG 3: Responsiveness to Other’s Support Uses adult’s past guidance to regulate own emotions and behavior in the present
Follows adult’s guidance to regulate own emotions and behavior
Regulates self when adult establishes visual or verbal contact, moves close, or offers special comforting object
Attends to adult when comforted
Settles down when comforted by adult
Emerging to the next level
Unable to rate, why (select one) :
absence
or
other
Top |
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Measure 14
REG 4: Self-Comforting Anticipates need for comfort and prepares self for changes in routine
Chooses to comfort self in one or more ways that fit with the situation
Comforts self by seeking either a familiar person or a special object
Uses simple responses to comfort self
Responds reflexively to aversive stimulation or distress
Emerging to the next level
Unable to rate, why (select one) :
absence
or
other
Top |
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Measure 15
REG 5: Taking Turns Routinely proposes turn-taking as a solution to conflicts about use of materials and equipment
Demonstrates knowledge of turn-taking rules and procedures and abides by them most of the time
Uses adult-structured turn-taking procedures (including rules and/or cues)
Follows adult’s request to wait for turn
Needs adult’s direction and support to wait for turn or to give another child a turn
Not yet
Emerging to the next level
Unable to rate, why (select one):
absence
or
other
Top |
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Measure 16
LANG 1: Language Comprehension Comprehends language that describes past or future events and language that describes how and why things happen
Comprehends language that describes abstract concepts such as location or comparison
Comprehends simple pronouns and possessives used to refer to things in the environment
Comprehends the meaning of simple sentences
Comprehends an increasing number of words including words used to refer to things that are not present
Recognizes words that are used frequently in routines to name things or actions
Recognizes a few familiar words that the adult says or a few familiar gestures the adult makes in context
Responds to familiar adult’s voice or gestures
Reacts to voices, sounds or gestures
Emerging to the next level
Unable to rate, why (select one) :
absence
or
other
Top |
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Measure 17
LANG 2: Responsiveness to Language Carries out a request that has three related steps that are about a new and unfamiliar situation
Carries out three-step instructions that are part of a familiar routine
Carries out requests, comments, or questions that refer to actions that will happen at a later time
Carries out one- and two-step instructions about unfamiliar routines or unrelated events
Carries out instructions about familiar routines
Responds to simple requests, comments, or questions that refer to routines or to the present situation
Responds to a few familiar words or familiar gestures
Responds to familiar adult’s voice or gestures
Reacts to voices, sounds or gestures
Emerging to the next level
Unable to rate, why (select one) :
absence
or
other
Top |
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Measure 18
LANG 3: Expresses Self Through Language Uses more complex language or vocabulary to describe events that are imaginary, to explain, or to predict
Uses increasingly varied and grammatically complex sentences
Uses simple phrases and sentences, applying simple grammatical rules
Combines words into phrases or sentences to express needs, feelings, and interests
Communicates using increasing numbers of two word combinations
Uses an increasing number of simple words to communicate
Has a few word approximations or gestures that communicate
Responds to environment through gestures, sounds, or facial expressions
Makes sounds spontaneously
Emerging to the next level
Unable to rate, why (select one) :
absence
or
other
Top |
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Measure 19
LANG 4: Uses Language in Conversation Has extended conversations that include discussions of emotions, ideas, and information obtained from the other person
Maintains conversations about real or imaginary experiences
Uses language appropriately for a variety of purposes
Engages in simple conversations with adult that involve several related ideas
Introduces one or two related ideas in back-and-forth communication with adult
Engages in back-and-forth naming with adult using familiar single words
Engages in back-and-forth communication with adult using vocalizations, gestures, or facial expressions
Responds to adult’s voice or facial expressions during interaction
Reacts to sounds or gestures
Emerging to the next level
Unable to rate, why (select one) :
absence
or
other
Top |
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Desired Result 2: Children are effective learners
Measure 20
LRN 1: Curiosity and Initiative Carries out a plan to test a hypothesis, thought, or idea
Uses a variety of strategies to obtain additional information related to activities of interest
Puts materials or objects together in new ways to learn what will result or to create something
Expresses interest in new activities or materials by watching intently or by asking questions
Performs simple actions in the environment to experiment with how things work
Actively explores things in the environment
Notices new people, objects, or sounds
Orients to things in the environment
Emerging to the next level
Unable to rate, why (select one) :
absence
or
other
Top |
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Measure 21
LRN 2: Attention Maintenance and Persistence Continues with long-term activities, returning to them over several days or more
Usually works through difficulties encountered in activities
Continues activities on own even in a distracting environment
Attends to more than one thing at the same time
Maintains attention for a short time
Pays attention to things of interest, but may be easily distracted
Responds in different ways, depending on the situation
Reacts to external events by change in state or attention
Emerging to the next level
Unable to rate, why (select one) :
absence
or
other
Top |
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Measure 22
COG 1: Memory Communicates memories about a sequence of related events that happened in the past
Communicates memories about an infrequent event that happened in the past
Communicates one or two key details about familiar people, surroundings, things, or events that were experienced at an earlier time
Actions demonstrate memory of simple routines
Looks for objects or people in familiar places
Shows awareness that familiar people or things still exist when they are not physically present
Attends to people, things, and their features
Orients to auditory, visual, or tactile stimuli
Emerging to the next level
Unable to rate, why (select one) :
absence
or
other
Top |
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Measure 23
COG 2: Cause and Effect Makes a prediction on own about what will happen in a new situation (The prediction might not always be accurate, but is based on what he/she knows at the time)
Shows understanding of familiar cause and effect through language or action
Anticipates that a routine action will have a specific result
Experiments with objects or actions in novel ways to find out what will happen
Searches for possible causes of actions, events, or behaviors (physical searching not mental)
Tries out behaviors in own repertoire to cause things to happen
Repeats actions that have an effect
Shows anticipatory excitement
Emerging to the next level
Unable to rate, why (select one) :
absence
or
other
Top |
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Measure 24
COG 3: Engages in Problem-Solving Demonstrates or describes alternative strategies for solving problems
Uses familiar objects or actions in a new way to solve problems
Solves problems without trying out every possibility, while avoiding solutions that clearly won’t work
Tries a strategy he or she saw someone else use to help solve a problem
Tries to solve simple problems using trial and error
Uses simple strategies to find out about people or things to reach a goal
Explores by trying to make contact with people, parts of self and things
Orients to things in the environment
Emerging to the next level
Unable to rate, why (select one) :
absence
or
other
Top |
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Measure 25
COG 4: Object and Pretend Play Organizes pretend play around an elaborate idea, negotiating roles and rules with or without props
Organizes pretend play around a simple idea using several different items to represent other items
Pretends an item represents another item or serves a different purpose
Uses miniature objects or toys that represent real-life objects in functional ways
Uses real objects functionally in play
Combines objects in play
Explores objects in different ways
Regards objects briefly
Emerging to the next level
Unable to rate, why (select one) :
absence
or
other
Top |
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Measure 26
MATH 1: Number Sense: Understands Quantity and Counting Knows that written numerals represent “how many” in a group
Counts up to 10 (or more) items correctly to find out “how many” in a group or to produce a given number
Counts up to 5 objects correctly and knows that the last object counted is the total number of objects
Knows numbers in the correct sequence to 10
Uses the number words “one” through “three” to accurately describe quantity without counting
Knows and uses simple number names in situations appropriate to number or quantity, but not always correctly
Recognizes that there are different amounts of things
Alternates attention between objects for brief periods of time
Emerging to the next level
Unable to rate, why (select one) :
absence
or
other
Top |
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Measure 27
MATH 2: Number Sense: Math Operations Solves simple addition and subtraction story problems using objects or fingers to represent problems or by mental calculation
Communicates that adding one object or taking away one object changes the number in a group by exactly one
Uses counting of objects to solve simple addition and subtraction problems with at least 5 objects
Solves simple addition and subtraction problems (plus or minus one) with up to 2 or 3 objects
Adds one or more objects to a group to make it bigger and takes away objects to make it smaller
Takes action to obtain more or less
Manipulates objects to change the amount in a group
Actively attends to objects or events in the environment
Emerging to the next level
Unable to rate, why (select one) :
absence
or
other
Top |
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Measure 28
MATH 3: Number Sense: Comparison of Quantity Can compare and order numbers in the counting sequence up to 5 or more
Counts to compare two groups of five or more objects using words such as “more,” “same number,” and “fewer/less”
Uses one-to-one correspondence to compare the numbers of objects in two groups
Communicates which of two very small groups (1 to 4 objects) is bigger when the groups differ by one
Communicates which of two groups is bigger when the groups are obviously different in number
Uses one-to-one correspondence to put associated or similar objects together, but not to compare number
Recognizes that groups of objects can have different amounts
Alternates attention between objects for brief periods of time
Emerging to the next level
Unable to rate, why (select one):
absence
or
other
Top |
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Measure 29
MATH 4: Shapes Recognizes characteristics and differences of several shapes
Recognizes shapes even when they are presented in new contexts, orientations, or as part of other objects
Identifies and names several shapes in the environment (e.g. circles, squares, triangles)
Recognizes differences among shapes without naming them
Puts objects together in ways consistent with their shapes by trying a variety of solutions
Not yet
Emerging to the next level
Unable to rate, why (circle one) :
absence
or
other
Top |
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Measure 30
MATH 5: Time Connects some events with specific times
Demonstrates understanding of time sequence of events, including events that take place over extended time
Knows that events can be in the past or in the future
Demonstrates understanding of before or after in familiar routines and situations
Anticipates several steps of a familiar routine
Anticipates the next step of a familiar routine based on cues in the environment
Responds to events as they happen
Follows sleep and hunger cycles
Emerging to the next level
Unable to rate, why (select one) :
absence
or
other
Top |
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Measure 31
MATH 6: Classification and Matching Sorts a collection of objects into two or more groups using two features at the same time
Sorts a collection of objects into two or more groups based on one feature (such as size), then sorts the collection of objects again using a different feature (such as shape)
Sorts a collection of objects into two or more different groups based on a particular feature (such as color)
Separates things into a group (or groups) based on a similar feature, but not always correctly
Matches two things that are the same in some way
Associates one thing or person that goes with another thing or person
Relates differently to familiar (versus unfamiliar) people and things
Reacts to people and events
Emerging to the next level
Unable to rate, why (select one) :
absence
or
other
Top |
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Measure 32
MATH 7: Measurement Compares two objects using standard or nonstandard measures
Uses a nonstandard (or standard) unit to measure something
Orders at least three objects by size
Uses a strategy of directly comparing two objects to find out which is longer, heavier, or holds more
Understands or uses words that compare weight, length, or size of objects (e.g., taller/ shorter)
Shows awareness that objects differ by properties such as length, weight, or capacity
Understands single words that refer to measurable properties such as size (big or little)
Reacts to novelty in size
Emerging to the next level
Unable to rate, why (select one) :
absence
or
other
Top |
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Measure 33
MATH 8: Patterning Creates or extends a more complex pattern (more than two repeating elements)
Can copy, create, and extend simple patterns using different objects
Can copy and create simple repeating patterns
Attempts to copy or create simple repeating patterns
Recognizes simple repeating patterns (such as A-B-A-B)
Not yet
Emerging to the next level
Unable to rate, why (select one) :
absence
or
other
Top |
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Measure 34
LIT 1: Interest in Literacy Locates and requests books that relate to classroom activities and experiences
Relates content to own experience or theme
Takes an active role in reading activities and routines
Shows interest in a range of literacy activities with increasing independence
Initiates and shows interest in reading, listening to stories, imitating rhymes, and singing songs
Participates in reading, singing, or rhyming initiated by adult
Attends for short periods of time as adult reads books, sings songs, or says rhymes
Plays with books and responds to songs
Reacts to movements, patterns, gestures, and facial expressions
Emerging to the next level
Unable to rate, why (select one) :
absence
or
other
Top |
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Measure 35
LIT 2: Concepts of Print Understands how print is used in various ways in different print materials
Understands that print is organized into units such as letters, sounds and words
Understands the role of print in telling a story
Demonstrates emerging knowledge that symbols and print carry meaning
Understands the way books are handled and organized
Not yet
Emerging to the next level
Unable to rate, why (select one) :
absence
or
other
Top |
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Measure 36
LIT 3: Letter and Word Knowledge Knows most of the letters by sight and by name, and recognizes some familiar whole written words
Knows 10 or more letters by sight and by name, and understands that letters make up words and have corresponding sounds
Knows some letters by sight and by name, or recognizes own name in print
Recognizes simple symbols (numbers, letters, logos) in the environment
Shows understanding that a series of pictures represents a story
Shows understanding that pictures represent people and things
Shows understanding that concrete objects can represent real things
Attends to things that adult points to, shows, or talks about
Reacts to movements, patterns, gestures, and facial expressions
Emerging to the next level
Unable to rate, why (select one) :
absence
or
other
Top |
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Measure 37
LIT 4: Phonological Awareness Segments parts of words
Blends parts of words
Identifies sounds at the beginning of words
Identifies words that rhyme
Shows awareness of words and syllables as units of sound
Engages in play with sounds in words and songs
Imitates novel sounds
Produces repetitive sounds
Reacts to sounds in the environment
Emerging to the next level
Unable to rate, why (select one) :
absence
or
other
Top |
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Measure 38
LIT 5: Emerging Writing Writes own name and simple words (mostly using correct letters)
Begins to make a few recognizable letters and knows that what is written can be read by others
Makes letter-like symbols as pretend writing to represent ideas, and attributes meaning to writing
Uses scribble-writing or pictures to represent people, things, or events
Copies marks
Not yet
Emerging to the next level
Unable to rate, why (select one) :
absence
or
other
Top |
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Measure 39
LIT 6: Comprehension of Text Compares or predicts story events in familiar stories
Relates sequence of events of a story
Relates situations or events from a story to own experience
Asks questions or comments about stories as familiar books are read
Responds to simple questions related to a story that is being read
Not yet
Emerging to the next level
Unable to rate, why (select one):
absence
or
other
Top |
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Desired Result 3: Children show physical and motor competence
Measure 40
MOT 1: Movement Participates in extended or integrated physical activities
Uses complex movement skills in active play
Uses movement skills to negotiate obstacles
Coordinates complex movements
Moves in an upright position without support (vertical movement)
Moves in an upright position using support (vertical movement)
Moves whole body using arms and legs (horizontal movement)
Makes simple movements with parts of body
Reflexes dominate movement
Emerging to the next level
Unable to rate, why (select one):
absence
or
other
Top |
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Measure 41
MOT 2: Balance Coordinates multiple movements involving balancing
Balances while in motion
Balances well while performing difficult motions
Balances body while carrying or manipulating an object or to play with ball
Balances whole body and supports own weight while standing on two feet
Balances whole body while standing on two feet using support or on all fours
Balances support or weight of torso (head, chest, arms) while sitting
Balances body briefly
Depends on other people or objects to balance body
Emerging to the next level
Unable to rate, why (select one) :
absence
or
other
Top |
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Measure 42
MOT 3: Grasp/Release and Manipulation Shows increasing refinement and detail in fine motor movements requiring strength or control of fingers
Manipulates small objects requiring precise eye-hand coordination
Manipulates objects with each hand doing something different, to smoothly accomplish simple tasks
Manipulates objects with both hands together to accomplish a task or do an activity
Manipulates objects using one hand while stabilizing the object with the other hand
Picks up or holds things with fingertip(s) and thumb
Uses full hand grasp with thumb closed on fist
Uses arms and hands to interact with things in the environment
Grasp reflex
Emerging to the next level
Unable to rate, why (select one):
absence
or
other
Top |
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Measure 43
MOT 4: Eye-Hand Coordination Integrates visual and fine motor skills to complete complex tasks
Integrates visual and fine motor skills to replicate a model (i.e. structure or pattern)
Integrates visual and fine motor skills to complete simple tasks involving use of tools
Watches and coordinates the movements of both hands together to accomplish a task or do an activity
Watches and manipulates an object with one hand while stabilizing the object with the other hand
Watches and guides the movement of one arm and hand to accomplish a task
Watches while moving arm and hand toward object or person
Watches objects
Regards objects
Emerging to the next level
Unable to rate, why (select one):
absence
or
other
Top |
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Desired Result 4: Children are safe and healthy
Measure 44
SH 1: Toileting and Hygiene Communicates understanding of personal care routines to others
Completes personal care routines independently
Completes personal care routines with help
Participates in simple care routines
Anticipates simple caregiving routines
Reacts to personal care
Emerging to the next level
Unable to rate, why (select one):
absence
or
other
Top |
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Measure 45
SH 2: Personal Care Routines: Dressing Dresses independently and manipulates most fasteners independently
Puts on clothing independently
Removes clothing independently
With adult assistance, removes and puts on simple, loose clothing
Assists with dressing
Cooperates in dressing
Emerging to the next level
Unable to rate, why (select one):
absence or
other
Top |
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Measure 46
SH 3: Personal Care Routines: Self-Feeding Prepares very simple snacks
Serves food or drink to self
Feeds self whole meal
Feeds self with assistance
Accepts food from a spoon
Coordinates sucking and breathing
Emerging to the next level
Unable to rate, why (circle one):
absence
or
other
Top |
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Measure 47
SH 4: Personal Safety Communicates understanding of safety rules to others
Applies known safety rules in a variety of situations
Usually follows simple safety rules on own
Follows simple safety rules when reminded
Seeks out adult when feeling insecure or unsafe
Responds in situations that make him or her feel unsafe
Emerging to the next level
Unable to rate, why (select one):
absence
or
other
Top |
Table of Contents
Measure 48
SH 5: Understanding Healthy Lifestyle: Eating and Nutrition Begins to make healthy food choices with occasional reminders from adult
Follows guidance given by adult about healthy eating choices
Eats a variety of foods
Explores new food and food textures
Accepts food
Communicates hunger
Emerging to the next level
Unable to rate, why (select one):
absence
or
other
The DRDP access Rating Booklet © California Department of Education, Special Education Division
The DRDP access Rating Booklet was developed by the Desired Results access Project to support the implementation of the Desired Results system based on the guidelines and specifications of the Special Education Division.
The DRDP access Rating Booklet presents the descriptors and rating options for 48 Measures. There are no examples in this toolaccess Manual.
This file format does not allow responses to be completed or saved. To use this form, please print the PDF version of the document.
Last updated: 03/14/2012
