Alignment of the California Desired Results Developmental Profile Preschool Instrument
With
Teaching Strategies GOLD™ Objectives for Development & Learning: Birth Through Kindergarten
This document aligns the indicators, measures, and definitions in the California Desired Results Developmental Profile Preschool Instrument with the objectives,
dimensions, and indicators of the Teaching Strategies GOLDTM assessment system. The methodology was to analyze the information in the state standards and then
determine whether there was a word alignment (WA) or a construct alignment (CA). For a word alignment, the language of the California DRDP standards and the
Teaching Strategies tool is similar. For a construct alignment, the underlying intent, rather than the specific wording, is similar. No alignment (NA) means that the
Teaching Strategies tool does not address the specific benchmark in the California DRDP standards.
References
California Department of Education, Child Development Division. (2007). Desired Results Developmental Profile—Revised (DRDP-R) Preschool Instrument (Age 3 to
Kindergarten). Sacramento, CA: Author. Retrieved April 9, 2010 from http://www.cde.ca.gov/sp/cd/ci/drdpforms.asp
Heroman, C., Burts, D. C., Berke, K., & Bickart, T. (2010). Teaching Strategies GOLD™ Objectives for Development & Learning: Birth Through Kindergarten. Washington, DC:
Teaching Strategies, Inc.
Alignment © 2010 Teaching Strategies, Inc., www.TeachingStrategies.com
1
California DRDP-R: Desired Results, Indicators, Measures, and Definitions
Desired Result 1: Children are personally and socially competent
Indicator: SELF — Preschoolers show self-awareness and a positive selfconcept
Measure 1: Identity of self
Definition: Child shows increasing awareness of own physical characteristics,
preferences, and experiences as separate from those of others
Measure 2: Recognition of own skills and accomplishments
Definition: Child evaluates and takes pleasure in own ability to perform skillfully
Indicator: SOC — Preschoolers demonstrate effective social and interpersonal
skills
Measure 3: Expressions of empathy
Definition: Child shows awareness of other’s feelings and responds to
expressions of feelings in ways that are increasingly appropriate to the other
person’s needs
Measure 4: Building cooperative relationships with adults
Definition: Child interacts with adult in ways that become increasingly
cooperative, including sharing, joint planning, and problem solving
Measure 5: Developing friendships
Definition: Child forms increasingly closer relationships with specific peers,
sharing experiences and activities
Measure 6: Building cooperative play with other children
Definition: Child interacts with other children through play that becomes
increasingly cooperative and oriented towards a shared purpose
Measure 7: Conflict negotiation
Definition: Child learns how to understand the needs of other children and to
negotiate constructively within the constraints of social rules and values
Measure 8: Awareness of diversity in self and others
Definition: Child acknowledges and responds to similarities and differences
between self and others and learns to appreciate the value of each person in a
community
Indicator: REG — Preschoolers demonstrate effective self-regulation in their
behavior
Alignment © 2010 Teaching Strategies, Inc., www.TeachingStrategies.com
Teaching Strategies GOLDTM Objectives, Dimensions, and Indicators
Methodology
29. Demonstrates knowledge about self
CA
1c. Takes care of own needs appropriately
6. Demonstrates confidence in meeting own needs
WA
2b. Responds to emotional cues
6. Identifies basic emotional reactions of others and their causes
accurately
WA
2a. Forms relationships with adults
8. Engages with trusted adults as resources and to share mutual
interests
2d. Makes friends
6. Establishes a special friendship with one other child, but the
friendship might only last a short while
2c. Interacts with peers
6. Initiates, joins in, and sustains positive interactions with a
small group of two to three children
3a. Balances needs and rights of self and others
6. Initiates the sharing of materials in the classroom and
outdoors
3b. Solves social problems
6. Suggests solutions to social problems
WA
30. Shows basic understanding of people and how they live
CA
WA
WA
WA
WA
2
California DRDP-R: Desired Results, Indicators, Measures, and Definitions
Measure 9: Impulse control
Definition: Child develops strategies for regulating responses in increasingly
socially appropriate ways
Measure 10: Taking turns
Definition: Child develops increased understanding of taking turns and begins
to propose strategies for taking turns
Measure 11: Shared use of space and materials
Definition: Child develops the ability to share with others and initiates sharing
of space and objects
Indicator: LANG — Preschoolers show growing abilities in communication and
language
Measure 12: Comprehends meaning
Definition: Child receives, understands, and responds to oral language that uses
increasingly complex words, phrases, and ideas
Measure 13: Follows increasingly complex instructions
Definition: Child understands and responds to increasingly complex directions
and requests
Measure 14: Expresses self through language
Definition: Child uses language to communicate with increasingly complex
words and sentences
Measure 15: Uses language in conversation
Definition: Child engages in increasingly extended conversations following the
appropriate social use of language
Alignment © 2010 Teaching Strategies, Inc., www.TeachingStrategies.com
Teaching Strategies GOLDTM Objectives, Dimensions, and Indicators
1a. Manages feelings
8. Controls strong emotions in an appropriate manner most of
the time
1b. Follows limits and expectations
6. Manages classroom rules, routines, and transitions with
occasional reminders
3a. Balances needs and rights of self and others
4. Takes turns
Methodology
WA
3a. Balances needs and rights of self and others
6. Initiates the sharing of materials in the classroom and
outdoors
WA
8a. Comprehends language
8. Responds appropriately to complex statements, questions,
vocabulary, and stories
21a. Understands spatial relationships
6. Uses and responds appropriately to positional words
indicating location, direction, and distance
8b. Follows directions
8. Follows detailed, instructional, multistep directions
WA
9a. Uses an expanding expressive vocabulary
6. Describes and tells the use of many familiar items
9b. Speaks clearly
6. Is understood by most people; may mispronounce new, long,
or unusual words
9c. Uses conventional grammar
6. Uses complete, four- to six-word sentences
9d. Tells about another time or place
6. Tells stories about other times and places that have a logical
order and that include major details
10a. Engages in conversations
6. Engages in conversations of at least three exchanges
10b. Uses social rules of language
WA
CA
WA
WA
WA
WA
WA
WA
WA
WA
3
California DRDP-R: Desired Results, Indicators, Measures, and Definitions
Desired Result 2: Children are effective learners
Indicator: LRN — Preschoolers show interest, motivation, and persistence in
their approaches to learning
Measure 16: Curiosity and initiative
Definition: Child pursues knowledge or understanding of new materials or
activities
Measure 17: Engagement and persistence
Definition: Child persists in understanding and mastering a self-selected
activity, even if challenging or difficult
Indicator: COG — Preschoolers show cognitive competence and problemsolving skills through play and daily activities
Measure 18: Memory and knowledge
Definition: Child stores, retrieves, and uses information about familiar and
unfamiliar events, past experiences, people, and things
Measure 19: Cause and effect
Definition: Child shows increasing understanding of cause and effect relations
Measure 20: Engages in problem solving
Definition: Child shows increasing ability to reason logically or use strategies to
solve challenging problems
Measure 21: Socio-dramatic play
Definition: Child learns to play with others using organized role-playing and
symbolic play
Indicator: MATH — Preschoolers demonstrate competence in real-life
mathematical concepts
Measure 22: Number sense: Understands quantity and counting
Alignment © 2010 Teaching Strategies, Inc., www.TeachingStrategies.com
Teaching Strategies GOLDTM Objectives, Dimensions, and Indicators
6. Uses acceptable language and social rules while
communicating with others; may need reminders
Methodology
11d. Shows curiosity and motivation
6. Shows eagerness to learn about a variety of topics and ideas
WA
11a. Attends and engages
6. Sustains work on age-appropriate, interesting tasks; can
ignore most distractions and interruptions
11b. Persists
6. Plans and pursues a variety of appropriately challenging tasks
WA
12a. Recognizes and recalls
6. Tells about experiences in order, provides details, and
evaluates the experience; recalls 3 or 4 items removed from
view
12b. Makes connections
6. Draws on everyday experiences and applies this knowledge to
a similar situation
11c. Solves problems
6. Solves problems without having to try every possibility
11e. Shows flexibility and inventiveness in thinking
6. Changes plans if a better idea is thought of or proposed
14a. Thinks symbolically
6. Plans and then uses drawings, constructions, movements, and
dramatizations to represent ideas
14b. Engages in sociodramatic play
6. Interacts with two or more children during pretend play,
assigning and/or assuming roles and discussing actions; sustains
play scenario for up to 10 minutes
WA
20a. Counts
WA
WA
CA
WA
CA
CA
WA
4
California DRDP-R: Desired Results, Indicators, Measures, and Definitions
Definition: Child uses number names to represent quantities and counts
increasingly larger sets of objects
Measure 23: Number sense: Math operations
Definition: Child shows increasing ability to add and subtract small quantities of
objects
Measure 24: Shapes
Definition: Child shows increasing knowledge of shapes and their
characteristics
Measure 25: Time
Definition: Child understands and uses time-related vocabulary for routine
actions, sequences, and durations of events
Teaching Strategies GOLDTM Objectives, Dimensions, and Indicators
6. Verbally counts to 20; counts 10–20 objects accurately; knows
the last number states how many in all; tells what number (1–
10) comes next in order by counting
20b. Quantifies
6. Makes sets of 6–10 objects and then describes the parts;
identifies which part has more, less, or the same (equal); counts
all or counts on to find out how many
20c. Connects numerals with their quantities
6. Identifies numerals to 10 by name and connects each to
counted objects
20b. Quantifies
6. Makes sets of 6–10 objects and then describes the parts;
identifies which part has more, less, or the same (equal); counts
all or counts on to find out how many
21b. Understands shapes
4. Identifies a few basic shapes (circle, square, triangle)
22. Compares and measures
4. Compares and orders a small set of objects as appropriate
according to size, length, weight, area, or volume; knows usual
sequence of basic daily events and a few ordinal numbers
31. Explores change related to familiar people or places
Measure 26: Classification
13. Uses classification skills
Definition: Child shows increasing ability to compare, match, and sort objects
6. Groups objects by one characteristic, then regroups them
into groups according to some common attribute
using a different characteristic and indicates the reason
Measure 27: Measurement
22. Compares and measures
Definition: Child shows increasing understanding of measurable properties such
6. Uses multiples of the same unit to measure; uses numbers to
as length, weight, and capacity and begins to quantify those properties
compare; knows the purpose of standard measuring tools
Measure 28: Patterning
23. Demonstrates knowledge of patterns
Definition: Child shows increasing ability to recognize, reproduce, and create
6. Extends and creates simple repeating patterns
patterns of varying complexity
Indicator: LIT — Preschoolers demonstrate emerging literacy skills
Measure 29: Interest in literacy
Definition: Child shows interest in books, songs, rhymes, stories, writing, and
18a. Interacts during read-alouds and book conversations
other literacy activities
6. Identifies story-related problems, events, and resolutions
during conversations with an adult
Alignment © 2010 Teaching Strategies, Inc., www.TeachingStrategies.com
Methodology
WA
CA
CA
WA
WA
CA
WA
WA
WA
CA
5
California DRDP-R: Desired Results, Indicators, Measures, and Definitions
Measure 30: Letter and word knowledge
Definition: Child shows increasing awareness of symbols, letters, and words in
the environment and their relationship to sound
Measure 31: Emerging writing
Definition: Child shows increasing ability to write using scribbles, symbols,
letters, and words to represent meaning
Measure 32: Concepts of print
Definition: Child shows an increasing understanding of the conventions and
physical organization of print material and that print carries meaning
Measure 33: Phonological awareness
Definition: Child shows awareness of the sounds that make up language,
including the segmentation of sounds in words, and recognition of word
rhyming and alliteration
Desired Result 3: Children show physical and motor competence
Indicator: MOT — Preschoolers demonstrate an increased proficiency in motor
skills
Measure 34: Gross motor movement
Definition: Child refines the ability to move in a coordinated way using large
muscles (arms and legs)
Alignment © 2010 Teaching Strategies, Inc., www.TeachingStrategies.com
Teaching Strategies GOLDTM Objectives, Dimensions, and Indicators
18b. Uses emergent reading skills
6. Pretends to read, reciting language that closely matches the
text on each page and using reading-like intonation
18c. Retells stories
6. Retells a familiar story in proper sequence, including major
events and characters
16a. Identifies and names letters
4. Recognizes as many as 10 letters, especially those in own
name
16b. Uses letter–sound knowledge
6. Shows understanding that a sequence of letters represents a
sequence of spoken sounds
19a. Writes name
6. Accurate name
19b. Writes to convey meaning
5. Early invented spelling
17a. Uses and appreciates books
6. Knows some features of a book (title, author, illustrator);
connects specific books to authors
17b. Uses print concepts
6. Shows awareness of various features of print: letters, words,
spaces, upper- and lowercase letters, some punctuation
15a. Notices and discriminates rhyme
6. Decides whether two words rhyme
15b. Notices and discriminates alliteration
8. Isolates and identifies the beginning sound of a word
15c. Notices and discriminates smaller and smaller units of sound
4. Hears and shows awareness of separate syllables in words
4. Demonstrates traveling skills
8. Contributes complex movements in play and games
6. Demonstrates gross-motor manipulative skills
6. Manipulates balls or similar objects with flexible body
movements
Methodology
CA
CA
WA
WA
CA
WA
WA
WA
WA
WA
WA
WA
WA
6
California DRDP-R: Desired Results, Indicators, Measures, and Definitions
Measure 35: Fine motor skills
Definition: Child refines the ability to plan and coordinate use of grasp, release,
strength, and control of fingers and hands for functional and play activities
Measure 36: Balance
Definition: Child refines the ability to balance self in space
Desired Result 4: Children are safe and healthy
Indicator: SH — Preschoolers show an emerging awareness and practice of safe
and healthy behavior
Measure 37: Personal care routines
Definition: Child shows increasing independence in performing personal care
routines that support healthy growth and help prevent the spread of infection
Measure 38: Personal safety
Definition: Child shows increasing awareness of safety practices that minimize
risk and support healthy growth
Measure 39: Understanding healthy lifestyle
Definition: Child shows increasing independence in making healthy life choices
Alignment © 2010 Teaching Strategies, Inc., www.TeachingStrategies.com
Teaching Strategies GOLDTM Objectives, Dimensions, and Indicators
7a. Uses fingers and hands
8. Uses small, precise finger and hand movements
7b. Uses writing and drawing tools
6. Holds drawing and writing tools by using a three-point finger
grip but may hold the instrument too close to one end
5. Demonstrates balancing skills
8. Sustains balance during complex movement experiences
Methodology
WA
1c. Takes care of own needs appropriately
8. Takes responsibility for own well-being
WA
29. Demonstrates knowledge about self
CA
1c. Takes care of own needs appropriately
8. Takes responsibility for own well-being
29. Demonstrates knowledge about self
CA
WA
WA
CA
7