The Detailed Child Report provides information about a child’s strengths and areas for further instructional support at the DRDP (2015) measure level. The results can be used to modify aspects of the curriculum, plan and individualize instruction, monitor progress, and share information with families.
What information is displayed on the Detailed Child Report?
- The assessment period is indicated at the top right of the page.
- A color-coded legend of the developmental levels of the DRDP (2015) is at the top of each page.
- The infant/toddler report displays the measure and domain ratings for each of the five domains assessed in the DRDP (2015) Infant/Toddler View.
- The preschool report displays the measure ratings for each of the six domains assessed in the DRDP (2015) Preschool Fundamental View.
- The Language and Literacy Development Domain is divided into two subdomains and these measures are displayed separately. The Cognition domain displays the Math subdomain. The Physical Development and Health domain displays the Physical Development and Health measures separately.
What are the features of the Detailed Child Report?
The domain scale shows the progression of knowledge, skills, or behaviors for the measures in each DRDP (2015) domain. Each domain is described by a group of specific measures. The levels for each measure are displayed in a sequential order from earlier to later development.
The child’s ratings for all measures in the domain are statistically transformed to create the overall domain rating. The vertical line on each domain scale indicates the child’s rating along the domain scale. The location of the domain rating on each domain scale is unique to each child and is the same domain rating that appears on the Child Report.
The standard error line is the horizontal line through the domain rating. All assessment instruments provide standard error estimates. A standard error is an estimate of the range of possible scores within which the child’s domain rating lies.
The DRDP (2015) domain icon represents the domain from the DRDP (2015) and generally represents the associated domain in the California Department of Education’s early learning and development foundations.
The DRDP domain/subdomain name represents the abbreviation and full name of the DRDP (2015) domains and subdomains.
The measure ratings are the level the child has mastered within each measure. These ratings are indicated by the abbreviation for the developmental level. For example, BE is an abbreviation for Building Earlier.
Overview of the Domain Scale
Understanding the domain-level data as well as the measure-level data will aid in understanding this report. Sometimes it takes longer or it is more challenging for a child to move to the next level because each level requires more or less difficult knowledge and skills. Therefore, some levels are displayed as wide and others as narrow. A child may spend more time in one developmental level (the wider width) while mastering the knowledge and skills at the next level (a narrower width). For example, this child’s report may continue to show mastery at Building Earlier while the child works on mastering skills in Building Later.
If a child does not demonstrate progress within a domain for what appears to be an extended period, growth may still have occurred, but not sufficient to move to the next level on the domain scale. A teacher’s observation notes, ongoing curricular data, and other data can provide additional information about the knowledge, skills, or behaviors that the child has gained that will help the child continue to make progress and advance to the next level. For more information about the domain scale, view the Child Report Guidance: Child Report Guidance for Special Education.
Understanding How the Measures are Displayed
The child’s ratings for every measure are indicated by the abbreviation for that level. For example, in LLD 1 the child’s rating level was Exploring Later (EL).
The markers for each level fall in a slightly different location within each measure because some levels are more difficult than others. For example, the circled ratings might illustrate the differing locations of the Building Middle level. A child’s ratings will not necessarily be at the same level across all of the measures.
The table below identifies the descriptor of the level the child has mastered and the descriptor for the next level.
|Measure Abbreviation||Measure Name||Current Level of Mastery||Next Developmental Level|
|LLD1||Understanding of Language (Receptive)||Shows understanding of frequently used simple phrases or sentences (Exploring Later)"||Shows understanding of a wide variety of phrases or sentences (Building Earlier)|
|LLD2||Responsiveness to Language||Responds to simple comments that relate to a present situation (Exploring Later)||Responds to one-step requests or questions that involve a familiar activity or routine (Building Earlier)|
|LLD3||Communication and Use of Language (Expressive)||Uses short phrases or sentences of more than two words to communicate (Building Earlier)||Uses short sentences that contain nouns, verbs, and other words, such as adjectives and recently encountered vocabulary, to communicate (Building Middle)|
|LLD4||Reciprocal Communication and Conversation||Engages in brief back-and-forth communication, using short phrases and sentences (Building Earlier)||Engages in brief conversations with a shared focus (Building Middle)|
|LLD5||Interest in Literacy||Looks at books page by page, or Participates, from beginning to end, in listening to stories, singing songs, or playing rhyming games, when supported by an adult (Building Earlier)||Initiates looking at and talking about books, listening to and talking about stories, singing songs, or playing rhyming games (Building Middle)|
For what purposes can you use the information in the Detailed Child Report?
- Highlight specific areas of strength and areas of need;
- To identify areas of strength, locate measure ratings that are the furthest to the right of the domain rating.
- To identify areas that may require further developmental or learning supports, locate measure ratings that are furthest to the left of the domain rating.
- Highlight areas for curricular modifications where practice opportunities in everyday routines and activities should be provided;
- Identify an adaptation that may help the child benefit from instruction;
- Plan individualized instruction, such as developing or revising an IEP goal or determining what knowledge, skills, or behaviors to teach; and
- Summarize assessment results to share regularly with families.
How should the information in the Child Reports not be used?
- The report should not be used to determine eligibility for placement in any program, including preschool, transitional kindergarten, kindergarten, or special education.
- The report should not be used to determine a developmental age for a child.
- The report should not be used as the sole source of information used to understand or describe a child’s development and learning. Consistent with recommended practices in early childhood assessment, information from this report should always be considered along with other sources of information.
If You Need Support
DR Access Reports