California Department of Education's Desired Results Developmental Profile (DRDP)
The Desired Results Developmental Profile (DRDP) is the assessment component of the California Department of Education’s (CDE’s) Desired Results (DR) initiatives. Since 2000, the Desired Results collaborative has worked to improve the quality of programs and services provided to young children, from early infancy through school age, who are enrolled in the thousands of center-based early care and education programs, before and after school programs, and family childcare home education network programs funded by CDD across California.
DRDP is a suite of authentic observational assessment tools used to support the development of young children in California. The teacher who knows the child best uses the broad range of DRDP observational protocols to record the specific levels of development that have been observed across multiple domains of development each 2 month period of interaction with the child.
The DRDP is embedded in program activities. The teacher is not required to set up activities for the purpose of assessment because the tools is written to facilitate observation during the developmentally age-appropriate play-based and instructional activities that are typical in high-quality programs and kindergarten classrooms.
The purpose of DRDP is to inform and support the curricular decisions and program-improvement decisions made by teachers and program staff, and to inform and support the policy decisions made by stakeholders in early-childhood education at the state and local levels.
Recent efforts by the DRDP collaborative have resulted in the refinement and expansion of the DRDP suite. The new DRDP(2015) is now available for early implementation across the state!!
- DRDP(2015) - Fulfilling the Vision for Early Childhood Assessment in California, Illinois, and Beyond.
- DRDP Online Systems Across Collaborative Projects: Valid and reliable psychometric measurement of early childhood development across multiple domains.
- “Valid Approach to Observational Authentic Assessment.” In M. Wilson (Chair), Authentic Observational Assessment of Young Children: Frameworks, Methods, Special Considerations, and Policy Implications.