About

California’s Assessment Tool for Transitional Kindergarten and Kindergarten
Desired Results Developmental Profile – Kindergarten©

The Desired Results Developmental Profile-Kindergarten© (DRDP-SR) was created in order to provide transitional kindergarten (TK) and traditional kindergarten (K) teachers with a valid, reliable measurement tool that will assist them to observe, document and reflect on the learning, development and progress of their students.

The DRDP-K is part of a larger assessment system, aligned with the California Department of Education’s (CDE) accountability system for elementary and secondary education. It is intended to improve the results achieved for children and families through the child development services provided by CDE.  A desired result is defined as a condition of well-being for children and families (e.g., children are personally and socially competent).  The desired results reflect the positive effects of the child development and K-3 systems on the development and functioning of students.  It is culturally sensitive and linguistically responsive to the diverse populations of students served.

The DRDP-K was created with four primary purposes: 1) as a psychometric measurement of children’s development in key domains of school readiness (English Language Development, Self & Social Development, Self-regulation, Language and Literacy Development, and Mathematical Development); 2) to support the transition between preschool and TK, and between TK and K; 3) as a research tool; and 4) as a professional development resource for teachers.

The DRDP-K is an observation tool; it is not a “test.” Teachers observe students as they participate in routine classroom activities and complete the DRDP-K for each child within the first eight weeks of school.  The assessment can be repeated again in the spring in order to gauge students’ progress throughout the year and support their transition to the next grade level.

This developmentally appropriate and aligned school readiness assessment can provide useful information to teachers and administrators in order to better address children’s learning and developmental needs over time. It ultimately is a strategy to close the readiness gap and ensure all children thrive in their earliest years.