Alignment of the DRDP-SR and Common Core - drdpk.org of the DRDP-SR and Common Core.pdf · alignment with the level of skills described at the end of the continuum of the DRDP‐SR

Prepared by WestEd Center for Child and Family Studies Evaluation Team (v.04/02/2014), Sausalito, CA.

The DRDP-SR© (2012) Instrument and its Alignment with the Common Core State Standards for Kindergarten The primary goal of the Race to the Top‐Early Learning Challenge (RTT‐ELC) program1 is to

strengthen children’s school readiness to close the achievement gap. A critical step in this effort

is to define what specific skills and concepts are necessary for school success, and how to assess

school readiness. Beginning in 2010, WestEd Center for Child and Family Studies, under

contract with the California Department of Education, Early Education and Support Division

(CDE EESD),2 and in collaboration with the University of California – Berkeley Assessment and

Evaluation Research (UC BEAR) Center, consulted with content experts and researchers to

delineate the key concepts and skills that are foundational for school readiness, and to design

an instrument to assess children’s learning and development in those areas. This effort resulted

in the development of the Desired Results Developmental Profile – School Readiness© (DRDP‐

SR©)3. The DRDP‐SR is an instrument designed to support teachers in observing, documenting,

and reflecting on children’s learning, development and progress at kindergarten entry and

during kindergarten4. This paper explores how the DRDP‐SR aligns with the Common Core State

Standards5 for kindergarten.

Overview of the Alignment The Common Core State Standards for kindergarten and the DRDP‐SR instrument both support

teaching and learning during the kindergarten year, while serving different purposes. The

Common Core State Standards define end‐of‐year expectations for kindergarten students in

English‐Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects

and in Mathematics. The DRDP‐SR instrument in its current form was designed to assess

children’s learning and progress during the kindergarten year in five developmental domains,

including Language and Literacy Development and Mathematical Development. The

comparison of the two documents illustrates how the DRDP‐SR aligns with the Common Core

State Standards for kindergarten.

Both the DRDP‐SR measures in Language and Literacy Development and the Common Core

State Standards in English‐Language Arts and Literacy in History/Social Studies, Science, and

1 http://www.acf.hhs.gov/programs/ecd/programs/race‐to‐the‐top 2 Formerly the California Department of Education, Child Development Division (CDE CDD) 3 Copyright ©2012 by the California Department of Education, Child Development Division. 4 The term “kindergarten” used throughout this paper is inclusive of both traditional kindergarten and transitional kindergarten classrooms. In 2010, California adopted the Kindergarten Readiness Act, which provides developmentally‐appropriate transitional kindergarten curriculum for children with fall birthdates. 5 http://www.corestandards.org/

2

Technical Subjects for kindergarten cover the same key areas: listening, speaking, reading, and

writing. Similarly, the DRDP‐SR measures in Mathematical Development and the Common Core

State Standards in Mathematics cover the same key areas in mathematics, including number

and quantity, measurement, geometry, classification and problem‐solving. As will be shown in

the analysis and tables below, for every DRDP‐SR measure in Language and Literacy

Development and in Mathematical Development there is one or more Common Core State

Standard with a similar focus. All DRDP‐SR measures in these domains directly correspond to

the Common Core State Standards for kindergarten except for the Patterning measure.

Patterning is the only DRDP‐SR measure with no direct correspondence to Common Core for

kindergarten; however, this DRDP‐SR measure does align with Common Core Operations and

Algebraic Thinking at 3rd and 4th grades. Conversely, all Common Core Standards for

kindergarten directly correspond to one or more DRDP‐SR measures.

While the Common Core State Standards define the end‐of‐year expectations for kindergarten

students, the DRDP‐SR instrument presents the developmental progression of each

competency along a continuum. Each measure in the DRDP‐SR instrument describes a

progression of learning and development along a continuum of five developmental levels. Close

inspection of the DRDP‐SR measures and the Common Core State Standards reveals that these

two resources not only align in content, covering the same key areas within each corresponding

domain, but also align developmentally. In general, the Common Core State Standards are

either at the end‐point level or slightly above the end‐point levels of the developmental

continuum in the DRDP‐SR instrument (i.e., “Integrating Competencies” and “Applying

Competencies”).

For example, the kindergarten Common Core State Standards in Reading and Writing are in

alignment with the level of skills described at the end of the continuum of the DRDP‐SR literacy

measures. Both documents include children’s understanding of increasingly complex

informational and narrative text, knowledge of all the letters of the alphabet and the majority

of their corresponding sounds, awareness of initial and final sound matching, phoneme

segmentation and blending, and the ability to write and compose simple sentences to

communicate ideas to others. The Common Core State Standards describe these skills with

greater specificity, and in a range of texts and academic tasks.

Similarly, the kindergarten Common Core State Standards related to counting and number

operations (i.e., Counting and Cardinality; Operations and Algebraic Thinking, and Number

Operations in Base Ten) are in alignment with the level of numerical skills described at the end

of the continuum in the two DRDP‐SR measures for number sense (Number Sense of Quantity

and Counting and Number Sense of Mathematical Operations). Both documents focus on

counting at least 20 objects correctly, the understanding of cardinality, reciting numbers in

3

order beyond 20 (“Count to 100” in the Common Core State Standards), comparing two groups

of numbers to determine which has more or less, solving simple addition and subtraction

problems with totals up to 10, and composing and decomposing “teen” numbers (11 to 19) into

ten and some ones. The Common Core State Standards present these skills in greater detail,

and in a range of contexts. For example, the standard for counting objects includes counting of

objects in different configurations, such as in a line, a rectangular array, or a circle, or as many

as 10 things in a scattered configuration.

Given the difference in purpose and organization of the two documents, it is not possible in all

cases to draw a simple one‐to‐one alignment between a DRDP‐SR measure and a corresponding

Common Core State Standard for kindergarten. Each set of skills in the Common Core State

Standards is presented in greater detail, and the focus is on the mastery and application of

these skills in the academic context. Even so, the alignment indicates a substantial

correspondence in breadth and content between the DRDP‐SR measures in Language and

Literacy Development and Mathematical Development and the Common Core State Standards

for kindergarten in the parallel domains.

Defining School Readiness Broadly speaking, school readiness refers to a variety of skills and competencies that children

develop during early childhood that contribute to their later success in school. School success

includes long‐term positive academic and social outcomes. The work of the National Education

Goals Panel has provided a widely recognized framework for specifying the specific skills

necessary for school success. In 1995, The National Education Goals Panel identified the

following domains of development as the basis for assessing children’s school readiness:

Physical Well‐Being and Motor Development, Social and Emotional Development,

Communication and Language Usage, Cognition and General Knowledge, and Approaches

toward Learning. The National Research Council, National Conference of State Legislatures, and

other national, state, and local entities have utilized this framework in their conceptualizations

of school readiness.

The research literature largely supports the inclusion of the above domains identified by the

National Education Goals Panel as contributors to later school success. In particular, evidence

suggests that children’s social‐emotional development, math and reading skills, early cognitive

and linguistic skills, and approaches to learning are foundational to children’s success in school

(Bierman & Erath, 2006; Campbell, 2006; Ladd, Herald, and Kochel, 2006, Mashburn and Pianta,

2006; Raver, 2002; Thompson & Raikes, 2007; Vandell, Nenide, and Van Winkle, 2006; Duncan

et al., 2007; Scarborough, 1998; Snow et al., 2008).

4

The Development of the DRDP-SR Instrument A major step in developing the DRDP‐SR (2012) instrument was to select which specific areas

within the five developmental domains identified by the National Panel Goals should be

included in the school readiness assessment instrument.

It was decided to focus the instrument on those areas of development that had the most

predictive power for success in kindergarten. As a result, the DRDP‐SR (2012) was developed to

include school readiness measures in the following domains:

Self and Social Development (SSD),

Self‐Regulation (REG),

Language and Literacy Development (LLD),

Mathematical Development (MATH), and

English Language Development (ELD).6

Two main areas of social and emotional development were identified by the research literature

as particularly important for school readiness: Social competence (Self and Social

Development) and Self‐regulation (Snow et al., 2008). Social competence refers to children’s

abilities to successfully navigate their social worlds through interactions with teachers and

peers, and Self‐regulation refers to their abilities to manage attention, emotion, and behavior

(Thompson, 1994). Close teacher‐child relationships are predictive of more positive

engagement in school, and children’s ability to establish competent peer relationships in the

early years is predictive of later positive academic outcomes (Ladd, Kochenderfer, & Coleman,

1996; Ladd & Price, 1987). Research also suggests that attention‐related skills predicts later

academic success, as does children’s abilities to follow teacher directions and comply with

teacher requests (Duncan et al., 2007; Blair & Razza, 2007; Williams, 2007; Ladd, Birch, & Buhs,

1999).

Language and literacy development has also been identified as an important area for

children’s school readiness. The most salient predictors of conventional literacy skills (decoding,

reading comprehension, and spelling) are alphabet knowledge, phonological awareness, rapid

naming tasks, writing or writing name, and phonological STM (short term memory). Vocabulary

(both oral and print) has been found to play an important role in children’s comprehension and

later reading abilities (Cunningham & Stanovich, 1997; National Reading Panel, 2000).

Mathematical development is another important area that is predictive of later success in

school. A meta‐analysis conducted by Duncan and colleagues (2007) suggests that specific math

6 The DRDP‐SR instrument is currently being revised and updated to include the following domains: Approaches toward Learning, Physical Development, Health, Science, History‐Social Science, Visual and Performing Arts, and Language and Literacy Development in Spanish.

5

skills such as knowledge of numbers and cardinality, when assessed at school entry, are

important predictors of later achievement in math and reading. The domain Approaches to

Learning includes skills such as attention, initiative and curiosity, engagement and persistence

and problem‐solving (Snow et al., 2008). The DRDP‐SR measures for these skills are currently

embedded within other domains. For example, Curiosity and initiative in learning is in the

domain Self and Social Development, Engagement and persistence in the domain of Self‐

regulation, and Problem solving in the domain of Mathematical Development.

Due to the large and growing population of dual language learners in California and elsewhere,

experts have underscored the importance of including an assessment of English Language

Development in addition to the above‐mentioned domains. Researchers argue that it is

imperative that we assess children in their home language (whenever possible) and assess their

level of English‐language acquisition, to gain an accurate sense of their capacities across a wide

array of developmental domains (Espinosa, 2008). Thus, for children who speak a language

other than English at home and are learning English, the DRDP‐SR includes a domain for

assessing progress of learning English. As current research offers limited information on which

specific aspects of English‐language development will be most critical to dual language learners’

later success in school, the DRDP‐SR focuses on general knowledge and skills. It assesses dual

language learners’ comprehension and self‐expression in English, understanding and response

to English literacy activities, and knowledge of English symbol, letter and print concepts.

The DRDP-SR in Relation to the Learning Foundations and other DRDP Instruments The DRDP‐SR was developed as a continuum, consistent with the existing Desired Results

Developmental Profile (DRDP) assessment instruments, the DRDP‐IT7, an assessment

instrument for infants and toddlers (birth to 36 months) and the DRDP‐PS8, an assessment

instrument for preschool‐aged children (three years to kindergarten entry). The DRDP‐SR

includes a sub‐set of the DRDP‐PS’ measures, namely those identified by the literature as most

powerful in predicting school success. The DRDP‐SR expands the developmental continuum

currently in the DRDP‐PS for those selected measures by adding a developmental level at the

end of the continuum, labeled “Applying Competencies.” As a result, the DRDP‐SR includes five

developmental levels for each measure: Exploring Competencies, Developing Competencies,

Building Competencies, Integrating Competencies and the latest level, Applying Competencies.

The Desired Results assessment instruments were developed in alignment with the California

Infant/Toddler Learning and Development Foundations and the California Preschool Learning

Foundations. Several steps contributed to the alignment of these documents. The foundations

7 Copyright ©2010 by the California Department of Education, Child Development Division. 8 Copyright ©2010 by the California Department of Education, Child Development Division.

6

served as central source material for the development of the DRDP instruments. The research‐

base underlying the foundations also became source material for developing the DRDP

measures, and the research experts who wrote the foundations also participated in the

creation of the DRDP measures. In addition, the DRDP measures are grouped in developmental

domains that generally correspond to domains addressed by the learning and development

foundations. The domains in the DRDP‐SR correspond to the following domains in the California

Preschool Learning Foundations: English Language Development, Social and Emotional

Development, Language and Literacy, and Mathematics.

The Common Core State Standards The National Governors Association Center for Best Practices (NGA Center) and the Council of

Chief State School Officers (CCSSO) sponsored the development of the Common Core State

Standards. The Common Core State Standards established clear and consistent goals for

learning for every grade level from kindergarten through 12th grade in two domains: (i) English‐

Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects and (ii)

Mathematics. California and Illinois are among numerous states that have adopted the

Common Core State Standards as the K‐12 standards for these two domains. The Common Core

State Standards present an integrated picture of English‐language arts and literacy learning.

Rather than isolating English‐language arts as a distinct subject, these standards are grouped

together with a domain called English Language Arts and Literacy in History/Social Studies,

Science, and Technical Subjects. The Common Core State Standards in English‐language arts and

literacy include Reading Standards for Literature, Reading Standards for Informational Text,

Reading Standards: Foundational Skills, Writing Standards, Speaking and Listening Standards,

and Language Standards.

In the domain of mathematics, two types of standards are delineated: Standards for

Mathematical Practice and Standards for Mathematical Content. The standards for

mathematical practice include eight key processes and proficiencies that apply to all content

areas at all grade‐levels. For example, the first mathematical practice focuses on the ability to

make sense of problems and persevere in solving them. The standards for mathematical content

are specific for each grade level. The kindergarten Common Core standards in Mathematics

specify expectations in the content areas of counting and cardinality, operations and algebraic

thinking, number and operations in base ten, measurement and data, and geometry.

7

Alignment of the DRDP-SR with the Common Core State Standards for Kindergarten The following analysis describes the alignment between measures in the DRDP‐SR and the

Common Core State Standards for kindergarten. The purpose of this alignment is to illustrate

the degree of correspondence between the content of these two resources.

General Alignment at Domain Level: Each of the domains in the Common Core State Standards

maps to a corresponding domain in the DRDP‐SR instrument. The two domains in the DRDP‐SR

instrument that correspond to content in the Common Core State Standards are Language and

Literacy Development and Mathematical Development. Table 1 illustrates the alignment

between these resources at the domain level.

Table 1. Domain Alignment of the DRDPSR and Common Core State Standards

DRDP‐SR Common Core State Standards

Language and Literacy Development (LLD)

English‐Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

Mathematical Development (MATH)

Mathematics

Alignment within Each Domain: The extent of the alignment between the DRDP‐SR and

Common Core becomes clear when the common components within each domain are directly

aligned. The alignment demonstrates the connection between each of the measures in the

DRDP‐SR and the corresponding standards in the Common Core State Standards.

Language and Literacy Development (LLD) The DRDP‐SR includes eight measures in the domain of Language and Literacy Development,

covering fundamental skills in listening, speaking, reading and writing. The Common Core State

Standards in English‐Language Arts & Literacy in History/Social Studies, Science, and Technical

Subjects for kindergarten include standards in the categories of reading, writing, speaking,

listening, and language. Table 2 delineates the alignment between specific DRDP‐SR measures

in the domain of Language and Literacy Development and the corresponding categories of

Common Core State Standards in English‐Language Arts and Literacy in History/Social Studies,

Science, and Technical Subjects.

Table 2. Alignment of the Common Core State Standards to the DRDPSR (2012) in the Language and Literacy Development Domain

DRDP‐SR Common Core State Standards

8


Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects‐ Kindergarten

LLD 1: Understanding of language (receptive)

Speaking and Listening Standards Comprehension and Collaboration (Standards 2, 3) Language Standards Vocabulary Acquisition and Use (Standards 4, 5)

LLD 2: Follows increasingly complex instructions

Speaking and Listening Standards Comprehension and Collaboration (Standards 2, 3)

LLD 3: Communication of needs, feelings, and interests (expressive)

Speaking and Listening Standards Presentation of Knowledge and Ideas (Standards 4‐6) Language Standards Conventions of Standard English (Standard 1, b ‐ f) Vocabulary Acquisition and Use (Standard 6)

LLD 4: Reciprocal communication and conversation

Speaking and Listening Standards Comprehension and Collaboration (Standard 1)

LLD 5: Comprehension and analysis of age‐appropriate text, presented by adults

Reading Standards for Literature Key Ideas and Details (Standards 1‐3) Craft and Structure (Standard 4) Integration of Knowledge and Ideas (Standards 7, 9) Range of reading and Level of Text Complexity

(Standard 10) Reading Standards for Informational Text Key Ideas and Details (Standards 1‐3) Craft and Structure (Standard 4) Integration of Knowledge and Ideas (Standards 7‐9)

LLD 6: Letter and word knowledge Reading Standards: Foundational Skills Print Concepts (Standard 1)

LLD 7: Phonological awareness Reading Standards: Foundational Skills Phonological Awareness (Standard 2)

LLD 8: Emergent writing Writing Standards Text Types and Purposes (Standards 1‐3)

LLD 1 Understanding of language (receptive)

The DRDP‐SR assesses children’s understanding of a wide variety of words, including

complex vocabulary and phrases in conversations and stories, and how language is used

for different communicative purposes (e.g., to describe events, to express intentions, to

ask and answer questions with detail, etc).

The Common Core State Standards with a corresponding focus on receptive language

skills are:

9

o Speaking and Listening standards in Comprehension and Collaboration involve

students’ understanding of text read aloud or other information, their ability to

answer questions about key details, and to seek for help and clarification if

something is not understood.

o The common core standards in Vocabulary Acquisition and Use specifically focus

on children’s abilities to expand their vocabulary by clarifying the meaning of

words, and to explore word relationships and nuances in word meaning.

LLD 2 Follows increasingly complex instructions

The DRDP‐SR specifically assesses children’s ability to understand and respond to

increasingly complex directions and requests.

The Common Core State Standards with a corresponding focus are:

o Speaking and Listening standards in Comprehension and Collaboration involve

students’ understanding of text read aloud or other information, their abilities

to answer questions about key details, and to seek for help and clarification if

something is not understood.

LLD 3 Communication of needs, feelings, and interests (expressive)

The DRDP‐SR assesses children’s expressive language skills, specifically their ability to

use language to communicate with increasingly complex words and sentences. It

involves children’s increasing abilities to use complex sentences with more advanced

grammar, and to use words that are fairly precise to describe past, present and future

events.

The Common Core Kindergarten standards in Speaking and Listening and in Language

describe a range of expressive language skills:

o The Speaking and Listening Standards, Presentation of Knowledge and Ideas,

focus on the abilities to describe people, places, things and events, and to

express thoughts, feelings and ideas clearly.

o The Language Standard Conventions of Standard English address the use of

Standard English grammar when writing or speaking.

o The standard for Vocabulary Acquisition and Use involves children’s ability to

use new words and phrases acquired through conversations and reading.

Taken together, these three sets of Common Core State Standards cover different

aspects of children’s expressive language skills.

10

LLD 4 Reciprocal Communication and Conversation

The DRDP‐SR assesses the use of language to communicate and engage in

conversations. It focuses on children’s abilities to engage in back‐and‐forth

communication, and to take part in extended conversations with appropriate social use

of language.

The common core standards in Speaking and Listening are:

o Comprehension and Collaboration, which addresses the exact same set of

language and communication skills. It involves the ability to participate in

collaborative conversations with diverse partners about kindergarten topics and

texts, follow agreed‐upon rules for discussion, and continue a conversation

through multiple exchanges.

LLD 5 Comprehension and analysis of ageappropriate text, presented by adults

The DRDP‐SR assesses children’s abilities to understand and respond to ideas and details

from age‐appropriate text presented by adults. The measure refers to children’s

understanding of informational as well as narrative text. Children demonstrate this

ability by describing, predicting, summarizing, comparing and contrasting, making

inferences or analogies, and asking and answering questions about the text.

This DRDP‐SR measure is aligned with key categories in the Common Core Reading

Standards for Literature, and the Common Core Reading Standards for Informational

Texts:

o The standards under Key Ideas and Details focus on children’s ability to ask and

answer questions about key ideas in a text or story (e.g., characters, settings,

major events), or retell familiar stories.

o The standards in Craft and Structure specifically include the skill of asking and

answering questions about unknown words in a text.

o The standards for Integration of Knowledge and Ideas refer to the ability to

describe relationships between illustrations and the story or text in which they

appear, to compare and contrast the adventures and experiences of characters

in familiar stories, or to identify basic similarities and differences between two

texts on the same topic.

LLD 6 Letter and word knowledge

The DRDP‐SR assesses children’s increasing awareness of symbols and letters in the

environment and their relationship to sounds and to words (that letters make up

words). It involves children’s evolving knowledge of most of the letters of the alphabet

(upper and lower case), the majority of their corresponding sounds, and a basic

11

understanding of the connection between letters in words and the sounds that make up

words.

This DRDP‐SR measure is aligned with Common Core Reading Standards: Foundational

Skills:

o Print Concepts focuses on the understanding of the organization and basic

features of print, including recognizing that spoken words are represented in

written language by specific sequences of letters, and naming all upper‐ and

lowercase letters of the alphabet.

LLD 7 Phonological Awareness

The DRDP‐SR focuses on children’s awareness of the sounds that make up language,

including the ability to manipulate sounds in language. The latest level in the measure

involves the awareness of initial and final sound matching, initial phoneme

segmentation, and blending.

This DRDP‐SR measure is aligned with Common Core Reading Standards: Foundational

Skills, Phonological Awareness, which focuses on understanding of spoken words,

syllables, and sound, and demonstrating phonological skills such as recognizing and

producing rhyming words, pronouncing, blending and segmenting syllables in spoken

words, and blending and segmenting onsets and rimes of single‐syllable spoken words.

LLD 8 Emergent writing

The DRDP‐SR assesses children’s increasing abilities to write using scribbles, letters, and

words to represent meaning. At the latest level of this measure, children write and

compose simple sentences to communicate ideas to others.

This DRDP‐SR measure is aligned with the common core Writing Standards, Text Types

and Purposes, which involves the use of a combination of drawing, dictating and writing

to compose opinion pieces, informative/explanatory texts, or to narrate about events,

and tell what happened.

Mathematical Development (MATH) The DRDP‐SR includes seven measures in the domain of Mathematical Development, covering

fundamental concepts and skills in the areas of number and quantity, measurement, geometry,

classification, patterning, and problem‐solving. In parallel, the Common Core State Standards in

Mathematics include standards in five main content areas: Counting and Cardinality,

Operations and Algebraic Thinking, Number and Operations in Base Ten, Measurement and

Data, Geometry. In addition, the Common Core includes standards for Mathematical Practices.

12

Table 3 delineates the alignment between specific DRDP‐SR measures in the domain of

Mathematical Development and the corresponding categories of the Common Core State

Standards in Mathematics.

13

Table 3. Alignment of the Common Core State Standards to the DRDPSR (2012) in the Mathematical Development Domain

DRDP‐SR Common Core State Standards Mathematical Development (MATH)

Common Core State Standards‐ Kindergarten Mathematics

MATH 1: Number sense of quantity and counting

Counting and Cardinality Know number names and the count sequence. (Standards

1‐3) Count to tell the number of objects. (Standards 4, 5) Number and Operations in Base Ten Work with numbers 11‐19 to gain foundations for place

value. (Standard 1)

MATH 2: Number sense of mathematical operations

Counting and Cardinality Compare numbers. (Standards 6, 7) Operations and Algebraic Thinking Understand addition as putting together and adding to, and

understand subtraction as taking apart and taking from. (Standards 1‐5)

MATH 3: Measurement Measurement and Data Describe and compare measurable attributes. (Standards 1,

2)

MATH 4: Shapes Geometry Identify and describe shapes. (Standards 1‐3) Analyze, compare, create, and compose shapes. (Standards

4‐6)

MATH 5: Patterning Operations and Algebraic Thinking9

MATH 6: Problem Solving Mathematical Practices (1‐8) Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of

others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.

MATH 7: Classification Measurement and Data Classify objects and count the number of objects in

categories. (Standard 3)

9 The Common Core Standards in Arithmetic and Algebraic Thinking include standards for Patterning only in later grades in the following ways: focusing on identifying arithmetic patterns (Grade 3), and generating and analyzing patterns in arithmetic (Grade 4).

14

MATH 1 Number sense of quantity and counting

The DRDP‐SR assesses children’s developing understanding of number and quantity,

including the ability to count with understanding up to 20 objects, to recite numbers in

order beyond 20, and to understand the composition of “teen” numbers.

This DRDP‐SR measure is aligned with Common Core math standards in two key areas:

o The Common Core Standards in the area of Counting and Cardinality include the

standards Know number names and the count sequence and Count to tell the

number of objects. These standards involve counting to 100 by ones, counting

forward beginning from any given number, understanding the relationship

between numbers and quantities, and connecting counting to cardinality.

o The Common Core math standard in the area of Number and Operations in Base

Ten, Work with numbers 11‐19 to gain foundations for place value, focuses on

composing and decomposing teen numbers into ten ones and some further

ones.

MATH 2 Number sense of mathematical operations

The DRDP‐SR assesses children’s increasing abilities to compare, add, and subtract small

quantities of objects, with totals up to 10.

This DRDP‐SR measure is aligned with Common Core math standards in two areas:

o The Common Core Standards in Compare numbers involve the ability to compare

small groups of objects by counting or matching strategies, and to identify which

group has more objects, fewer, or whether they are the same.

o The Common Core standards in Operations and Algebraic Thinking focus on the

understanding of addition and subtraction, Understand addition as putting

together and adding to, and understand subtraction as taking apart and taking

from.

Both the Common Core standards and this DRDP‐SR measure focus on children’s

abilities to add and subtract within numbers 1 to 10.

MATH 3 Measurement

The DRDP‐SR assesses children’s increasing understanding of measurable properties,

such as length, weight, and capacity, and their initial abilities to quantify those

properties. The measure includes comparing and ordering objects by size or other

properties, exploring the use of measurement tools, and beginning to engage in

measuring length.

15

This DRDP‐SR measure is aligned with the Common Core Standards in Measurement and

Data: describe and compare measurable attributes. The common core standards focus

on describing measurable attributes of objects, and directly comparing two objects with

a measurable attribute in common (e.g., which is taller or shorter?).

MATH 4 Shapes

The DRDP‐SR assesses children’s increasing knowledge of shapes and their

characteristics. It involves identifying and describing a wide variety of 2‐D shapes in

different orientations, and some 3‐D shapes.

The Common Core standards for kindergarten extensively address the understanding of

shapes and space.

o The first set of standards in the domain of geometry, Identify and describe

shapes, is about identifying, naming correctly, and describing shapes (squares,

circles, triangles, rectangles, hexagons, cubes, cones, cylinders and spheres), and

their relative positions in space (e.g., below, beside).

o The second set of standards in this area, Analyze, compare, create, and compare

shapes, is about comparing two‐ and three‐ dimensional shapes, in different

sizes and orientations, building shapes from components, and composing simple

shapes to form larger shapes.

MATH 5 Patterning

The DRDP‐SR assesses children’s increasing abilities to recognize, reproduce, and create

patterns of varying complexity. Patterning provides a foundation for algebraic thinking

as children recognize relationships, predict what comes next, and form generalizations

(Principles and Standards for School Mathematics 2000; Clements 2004).

The alignment draws the connection between the DRDP‐SR measure in patterning and

the Common Core Standards in Arithmetic and Algebraic Thinking. The Common Core

standards in Arithmetic and Algebraic Thinking include standards for patterning only in

later grades, but not in kindergarten, with a focus on identifying arithmetic patterns

(Grade 3), and on generating and analyzing patterns in arithmetic (Grade 4).

MATH 6 Problem Solving

The DRDP‐SR assesses children’s abilities to reason logically in using strategies to solve

problems in any domain, including mathematics. It is about the increasing ability to use

strategies relevant to the problem situations, to come up with inventive strategies, and

to plan and carry out a sequence of two or three steps in solving complex problems.

16

Overall, the competencies assessed by the DRDP‐SR measure for problem‐solving

correspond to the skills and proficiencies that are described in the Common Core

Standards for Mathematical Practices. The standards for mathematical practices include

eight key processes and proficiencies fundamental in solving mathematical problems.

For example, one mathematical practice focuses on the ability to make sense of

problems and persevere in solving them. Another mathematical practice, use

appropriate tools strategically, is about considering available tools when solving

mathematical problems. Overall, these practices correspond in content to the kind of

skills assessed by the DRDP‐SR measure for Problem Solving.

MATH 7 Classification

The DRDP‐SR assesses children’s abilities to compare, match, and sort objects according

to their attributes. It includes the ability to sort objects into multiple groups by more

than one attribute, and to use abstract criteria for sorting and classifying.

This DRDP‐SR measure is aligned with the Common Core Standard for kindergarten in

the domain of Measurement and Data. The standard Classify objects and count the

number of objects in each category focuses on the use of classification to generate data

and gather information about objects. The Common Core Standard for classification

includes the ability to count the number of objects in each category and to sort the

categories by the amount counted.

17

References Bierman, K.L., & Erath, S.A. (2006). Promoting social competence in early childhood: Classroom

curricula and social skills coaching programs. In K. McCartney and D. Phillips (Eds.),

Handbooks of early childhood development, Malden, MA: Blackwell.

Blair, C., & Razza, R. A. (2007). Relating effortful control, executive function, and false belief

understanding to emerging math and literacy ability in kindergarten. Child

Development, 78, 647‐663.

California Department of Education & WestEd Center for Child and Family Studies (2009).

California Infant/Toddler Learning and Development Foundations. Sacramento:

California Department of Education.

California Department of Education (2008). California Preschool Learning Foundations, Volume

1. Sacramento: California Department of Education.

California Department of Education (2010). California Preschool Learning Foundations, Volume

2. Sacramento: California Department of Education.

California Department of Education (in press). California Preschool Learning Foundations,

Volume 3. Sacramento: California Department of Education.

California Department of Education, Child Development Division (2010). Desired Results

Developmental Profile – Infant/Toddler. Sacramento: California Department of

Education.

California Department of Education, Child Development Division (2010). Desired Results

Developmental Profile – Preschool. Sacramento: California Department of Education.

Campbell, S.B. (2006). Maladjustment in preschool children: A developmental psychopathology

perspective In K. McCartney and D. Phillips (Eds.), Handbook of early childhood

development (pp. 358‐378). Malden, MA: Blackwell.

Common Core State Standards Initiative. (2010). Common Core State Standards for English

Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.

Washington, DC: National Governors Association Center for Best Practices and the

Council of Chief State School Officers.

Common Core State Standards Initiative. (2010). Common Core State Standards for

Mathematics. Washington, DC: National Governors Association Center for Best Practices

and the Council of Chief State School Officers.

18

Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading

experience and ability 10 years later. Developmental Psychology, 33(6), 934–945.

Duncan, G.J. et al. (2007). School readiness and later achievement. Developmental Psychology,

43 (6), pp. 1428‐1466.

Espinosa, L.M. (2008). A review of the literature on assessment issues for young English

Language Learners. NAS Committee on Developmental Outcomes.

Ladd, G. W., Birch, S. H., & Buhs, E. S. (1999). Children's social and scholastic lives in

kindergarten: Related spheres of influence? Child Development, 70(6), 1373‐1400.

Ladd, G.W., Herald, S.L., & Kochel, K.P. (2006). School readiness: Are there social prerequisites?

Early Education and Development, 17(1), 115‐150.

Ladd G.W., Kochenderfer B.J., Coleman C.C. (1996). Friendship quality as a predictor of young

children’s early school adjustment. Child Development, 67, pp 1103–1118.

Ladd, G. W., Price, J. M. (1987). Predicting children's social and school adjustment following the

transition from preschool to kindergarten. Child Development, 58, pp. 1168–1189.

Mashburn, A. J., & Pianta, R. C. (2006). Social relationships and school readiness. Early

Education and Development, 17(1), 151‐176.

National Education Goals Panel (1995). Reconsidering children’s early development and

learning: Toward common views and vocabulary. Washington DC: US Government

Printing Office.

National Institute of Child Health and Human Development. (2000). Report of the National

Reading Panel. Teaching children to read: An evidence‐based assessment of the scientific

research literature on reading and its implications for reading instruction (NIH

Publication No. 00‐4769). Washington, DC: U.S. Government Printing Office.

Raver, C.C., & Knitzer, J. (2002, July). Promoting the emotional well‐being of children and

families. Policy Paper No. 3. Ready to Enter: What research tells policymakers about

strategies to promote social and emotional school readiness among three‐ and four‐

year‐old children. National Center for Children in Poverty. (is this the same as Raver,

2002 cited above?)

Scarborough, H. S. (1998). Predicting the future achievement of second graders with reading

disabilities: Contributions of phonemic awareness, verbal memory, rapid serial naming,

and IQ. Annals of Dyslexia, 48, 115‐136.

19

Snow, C.E. & Van Hemel, S.B (2008). Early Childhood Assessment: Why, What, and How.

National Research Council of the National Academies Press. (is this the same as Snow et.

al., 2006 cited above?)

Thompson, R. A. (1994). Emotion regulation: A theme in search of definition. In N. A. Fox (Ed.),

The development of emotion regulation and dysregulation: Biological and behavioral

aspects. Monographs of the Society for Research in Child Development, 59 (2‐3), 25‐52

(Serial no. 240).

Thompson, R.A., & Raikes, A.H. (2007). The social and emotional foundations of school

readiness. In R.K. Kaufmann and J. Knitzer (Eds.), Social and emotional health in early

childhood (pp. 13‐35). Baltimore, MD: Brookes.

Vandell, D., Nenide, L., & Van Winkle, S.J. (2006). Peer relationships in early childhood. In K.

McCartney and D. Phillips (Eds.), Handbook of early childhood development (pp. 455‐

470). Cambridge, MA: Blackwell.

Williams, S.T (2007). School Readiness: A multifaceted, developmental approach. Unpublished

dissertation, University of California, Davis.

20

Appendix A

Table 4. Desired Results Developmental Profile – School Readiness© (2012): List of Measures Within Domains

Domain Measure

English Language 1 ELD 1: Comprehension of English (receptive English)

Development (ELD) 2 ELD 2: Self expression in English (expressive English)

3 ELD 3: Understanding and response to English literacy activities

4 ELD 4: Symbol, letter, and print knowledge in English

Self and Social 5 SSD 1: Identity of self

Development (SSD) 6 SSD 2: Recognition of ability

7 SSD 3: Relationships and social interactions with adults

8 SSD 4: Relationships and social interactions with peers

9 SSD 5: Social and emotional understanding

10 SSD 6: Conflict negotiation

11 SSD 7: Curiosity and initiative in learning

Self‐regulation (REG) 12 REG 1: Self‐control of feelings and behavior

13 REG 2: Engagement and persistence

14 REG 3: Responsible conduct

15 REG 4: Shared use of space and materials

Language and 16 LLD 1: Understanding of language (receptive)

Literacy 17 LLD 2: Follows increasingly complex instructions

Development (LLD) 18 LLD 3: Communication of needs, feelings, and interests (expressive)

19 LLD 4: Reciprocal communication and conversation

20 LLD 5: Comprehension and analysis of age‐appropriate text, presented by adults

21 LLD 6: Letter and word knowledge

22 LLD 7: Phonological awareness

23 LLD 8: Emergent writing

Mathematical 24 MATH 1: Number sense of quantity and counting

Development 25 MATH 2: Number sense of mathematical operations

(MATH) 26 MATH 3: Measurement

27 MATH 4: Shapes

28 MATH 5: Patterning

29 MATH 6: Problem solving

30 MATH 7: Classification

21

Table 5. Alignment of the DRDPSR (2012) to the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects

Common Core State Standards DRDP‐SRCommon Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects‐ Kindergarten


Reading Standards for Literature Key Ideas and Details (Standards 1‐3) Craft and Structure (Standard 4) Integration of Knowledge and Ideas (Standards 7, 9) Range of reading and Level of Text Complexity

(Standard 10)


Reading Standards for Informational Text Key Ideas and Details (Standards 1‐3) Craft and Structure (Standard 4) Integration of Knowledge and Ideas (Standards 7‐9)


Reading Standards: Foundational Skills Print Concepts (Standard 1)

LLD 6: Letter and word knowledge

Reading Standards: Foundational Skills Phonological Awareness (Standard 2)

LLD 7: Phonological awareness

Writing Standards Text Types and Purposes (Standards 1‐3)

LLD 8: Emergent writing

Speaking and Listening Standards Comprehension and Collaboration (Standard 1)

LLD 4: Reciprocal communication and conversation

Speaking and Listening Standards Comprehension and Collaboration (Standards 2, 3)

LLD 1: Understanding of language (receptive) LLD 2: Follows increasingly complex instructions

Speaking and Listening Standards Presentation of Knowledge and Ideas (Standards 4‐6)


Language Standards Conventions of Standard English (Standard 1, b ‐ f)


Language Standards Vocabulary Acquisition and Use (Standards 4, 5)

LLD 1: Understanding of language (receptive) LLD 3: Communication of needs, feelings, and interests (expressive)

22

Table 6. Alignment of the DRDPSR (2012) to the Common Core State Standards for Mathematics

Common Core State Standards DRDP‐SR Common Core State Standards‐ Kindergarten Mathematics

Mathematical Development (MATH)

Counting and Cardinality Know number names and the count sequence. (Standards 1‐3) Count to tell the number of objects. (Standards 4, 5)


Counting and Cardinality Compare numbers. (Standards 6, 7)


Operations and Algebraic Thinking Understand addition as putting together and adding to, and

understand subtraction as taking apart and taking from. (Standards 1‐5)


Number and Operations in Base Ten Work with numbers 11‐19 to gain foundations for place value.

(Standard 1)


Measurement and Data Describe and compare measurable attributes. (Standards 1, 2)

MATH 3: Measurement

Measurement and Data Classify objects and count the number of objects in categories.

(Standard 3)

MATH 7: Classification

Geometry Identify and describe shapes. (Standards 1‐3) Analyze, compare, create, and compose shapes. (Standards 4‐6)

MATH 4: Shapes

Mathematical Practices (1‐8) Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of

others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.

MATH 6: Problem Solving

Operations and Algebraic Thinking10

MATH 5: Patterning

10 The Common Core Standards in Arithmetic and Algebraic Thinking include standards for Patterning only in later grades in the following ways: focusing on identifying arithmetic patterns (Grade 3), and generating and analyzing patterns in arithmetic (Grade 4).

Documents

Alignment of the DRDP-SR and Common Core - drdpk.org of the DRDP-SR and Common Core.pdf · alignment with the level of skills described at the end of the continuum of the DRDP‐SR