Specialized Guidance for Using the DRDP (2015)

In addition to the DRDP (2015) Assessment Manual, the resources on this page will assist you in better understanding and using the DRDP (2015) with infants and toddlers with Individualized Family Service Plans (IFSPs) and with preschool Individualized Education Programs (IEPs).

The DRDP (2015) is designed to measure the progress of all children. This document describes three ways in which the accessibility of the DRDP (2015) is assured for children with Individualized Education Programs (IEPs) and Individualized Family Service Plans (IFSPs).

Guidance for assessing children with physical disabilities (PD) with the DRDP (2015).

This checklist of recommended practices helps teachers provide an optimal environment and plan informed and meaningful observations for the DRDP (2015) for children with physical disabilities. The checklist corresponds with the Guidance for Using the DRDP (2015) with Children with Physical Disabilities.

Guidance for assessing children with visual impairments (VI) with the DRDP (2015).

This checklist of recommended practices helps teachers provide an optimal environment and plan informed and meaningful observations for the DRDP (2015) for children with visual impairments The checklist corresponds with the Guidance for Assessing Children with Visual Impairments.

Guidance for assessing children with autism spectrum disorder (ASD) with the DRDP (2015).

This checklist of recommended practices helps teachers provide an optimal environment and plan informed and meaningful observations for the DRDP (2015) for children with Autism Spectrum Disorder. The checklist corresponds with the Guidance for Assessing Children with Autism Spectrum Disorder.

Guidance for assessing children who are deaf or hard of hearing (DHH) with the DRDP (2015).

This checklist will help teachers who are assessing children who are Deaf or Hard of Hearing provide an optimal environment for observation for the DRDP (2015). Use of the checklist can help assessors plan more informed and meaningful observations and reflect on the accuracy of their observations. The items on the checklist correspond with more detailed information in the Guidance for Assessing Children who are Deaf and Hard of Hearing.

The Mini-Guide is a companion to the Using the DRDP (2015) with Children Who Are Deaf or Hard of Hearing guidance. Teachers of the deaf and hard to hearing can share this information by topic with their partners as they collaborate to complete the DRDP. Instructions for a daily listening check for hearing aids are now also included.

During the COVID-19 pandemic, programs are providing services through a range of options, including in-person, distance learning, or a blended approach. Those using distance learning or a blended approach have fewer opportunities to observe children and collect other documentation to confidently rate the DRDP. The strategies described in this document enable assessors to observe children and collect documentation during distance learning.