News & Updates

In Spring 2025, California 3-year-olds with speech language impairments and those with sensory differences (deaf, hard of hearing, or visually impaired) were on track in Language and Literacy at rates comparable to a nationally representative sample of all 3-year-olds.

With the inclusion of Transitional Kindergarten and Kindergarten, DRDP submissions now represent a more complete picture of early learning progress!

The Fall 2024 DRDP policy expansion now requires assessments for all children ages 3–5 with IEPs in Preschool, TK, and K, leading to a significant increase in DRDP submissions.

Outlines the responsibilities of SELPA staff and special education administrators for the DRDP.

There is an urgent need to support language rich environments for young deaf and hard of hearing children who are falling behind in language. The percentage of deaf children birth through five meeting age expectations decreased by 4 percentage points from fall to spring, a pattern indicative of falling farther behind on language benchmarks.

As part of child outcomes reporting, the DR Access Project annually calculates the percent of preschoolers exiting preschool special education functioning at age expectations in “Use of Appropriate Behaviors to Meet Needs”*.

Follow the path of DRDP data from teachers’ assessments, to planning instruction and federal reporting with this graphic and summaries of the systems for producing reports.

The results of the DRDP assessment help us better understand children’s learning and development, plan instruction, and share information with families. In order to produce confident results, the DRDP must be used with a number of essential steps in place.

New postcard outlining DRDP Assessment Steps and Timeline for Early Intervention and Special Education.

• Identify eligible children to assess.
• Check with your administrator about when and where to submit your Rating Records.
• The assessment should be initiated within the first 60 calendar days of services.