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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
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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).
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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.
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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.
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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
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Language and Literacy Development (LLD)
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:
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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.
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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.
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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.
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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.
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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
Language and Literacy Development (LLD)
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)
LLD 5: Comprehension and analysis of age‐appropriate text, presented by adults
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 5: Comprehension and analysis of age‐appropriate text, presented by adults
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)
LLD 3: Communication of needs, feelings, and interests (expressive)
Language Standards Conventions of Standard English (Standard 1, b ‐ f)
LLD 3: Communication of needs, feelings, and interests (expressive)
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)
MATH 1: Number sense of quantity and counting
Counting and Cardinality Compare numbers. (Standards 6, 7)
MATH 2: Number sense of mathematical operations
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 2: Number sense of mathematical operations
Number and Operations in Base Ten Work with numbers 11‐19 to gain foundations for place value.
(Standard 1)
MATH 1: Number sense of quantity and counting
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).